Civil Rights - Up for Debate The scenarios in this exercise are real life which are meant to challenge the way you “problems” think about civil rights. Keep in mind that when facing complex issues such as these, there is rarely one right answer. In a small group, read the 5 scenarios below, and then discuss your opinions. Some questions to consider: Which rights or freedoms are involved? Does this scenario involve an infringement on a civil right? If so, which one? Does the outcome justify the infringement? Is it more important to protect the rights of Canadian citizens or to keep people safe? SCENARIOS Following an arrest, a suspect is taken into custody and the police question him. During the interrogation, the suspect receives a beating and ends up admitting to a murder. Should this confession be admissible at trial? If a prostitute is known to be HIV positive and continues practicing his/her trade, does the law have the right to confine him/her involuntarily? Should doctors have the right to inform the spouses of patients who have tested positive for the AIDS virus? If you answer yes, should they be to tell? required Two parts: An English 10 class reads Shakespeare’s The Merchant of Venice. Sometime following the unit, a group of students physically attack a Jewish classmate. Because there is an anti-Semitic character in The Merchant of Venice, a Jewish organization requests that the school stop teaching this play or at least move it to a more senior class. Should – this request be granted? Does your answer differ if the novel was controversial for other reasons? (e.g. too many swear words) A biology class learns about Darwin’s Theory of Evolution. A group of parents argue that the teacher should also teach Creation theory (the world as created by God). Should this request be granted? Adapted from the Fundamentals of our Fundamental Freedoms a primer on civil liberties and – democracy published by the Canadian Civil Liberties Association
Civil Rights - Up for Debate The scenarios in this exercise are real life “problems” which are meant to challenge the way you think about civil rights. Keep in mind that when facing complex issues such as these, there is rarely one right answer. In a small group, read the 5 scenarios below, and then discuss your opinions. Some questions to consider: Which rights or freedoms are involved? Does this scenario involve an infringement on a civil right? If so, which one? Does the outcome justify the infringement? Is it more important to protect the rights of Canadian citizens or to keep people safe? SCENARIOS Following an arrest, a suspect is taken into custody and the police question him. During the interrogation, the suspect receives a beating and ends up admitting to a murder. Should this confession be admissible at trial? If a prostitute is known to be HIV positive and continues practicing his/her trade, does the law have the right to confine him/her involuntarily? Should doctors have the right to inform the spouses of patients who have tested positive for the AIDS virus? If you answer yes, should they be required to tell? Two parts: An English 10 class reads Shakespeare’s The Merchant of Venice. Sometime following the unit, a group of students physically attack a Jewish classmate. Because there is an anti-Semitic character in The Merchant of Venice, a Jewish organization requests that the school stop teaching this play – or at least move it to a more senior class. Should this request be granted? Does your answer differ if the novel was controversial for other reasons? (e.g. too many swear words) A biology class learns about Darwin’s Theory of Evolution. A group of parents argue that the teacher should also teach Creation theory (the world as created by God). Should this request be granted? Adapted from the Fundamentals of our Fundamental Freedoms – a primer on civil liberties and democracy published by the Canadian Civil Liberties Association
ss11_-_up_for_debate.docx