regulation and dispute resolution labour law unit plan cln...

Regulation and Dispute Resolution Labour Law Unit Plan CLN 4U Submitted to: Mark Melnyk for: Contemporary Studies

Honours Specialist by: Deanna Perry on: July 27, 2005

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This unit is designed to be used as a section in the Regulation and Dispute Resolution Unit of CLN 4U. This unit is usually the last unit to be seen in the law course prior to the end of the semester. It incorporates much of the other areas of law that have already been encountered in the course. This unit section was designed with the intent of being used in a team teaching situation wherein one section of the unit was prepared by one teacher and the other section of the unit prepared by a second teacher. Ideally, both teachers would teach the unit at the same time and meet and discuss how the unit unfolds. Feedback from both teachers and students would permit the teachers to further develop the unit to respond to the direct needs of the learners, providing them with more authentic learning experiences. If both units cannot be taught at the same time another option is for one teacher to teach the same unit in two classes and vice versa, permitting each teacher to further explore in greater detail the specifics of the particular unit taught. Creating a unit as such, without face to face collaboration and without a group of students to make the unit come alive, is rather difficult. Creating separate sections was deemed the best manner of approaching the task at hand given the difficulties coordinating online time and given the different resources that were available to both of the ABQ candidates. Labour law was chosen for this particular section as it is an area that I need to further develop for my own classroom and this particular course offers a perfect opportunity to lay the groundwork before testing it out on a class.

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Table of Contents

Labour Law Overview..................................................................................................4 Lesson 4.1............................................................................................................….....5 Lesson 4.2………..................................................................................................…...7 Lesson 4.3(day 1)…………………………………………………………………….9 Lesson 4.3(day 2)...........................................................................................….........11 Lesson 4.4..........................................................................................................….....13 Lesson 4.5...........................................................................................................…....15 Handout 4.1a...............................................................................................................17 Handout 4.1b...............................................................................................................18 Handout 4.2b...............................................................................................................20 Handout 4.3.................................................................................................................23 Handout 4.3a...............................................................................................................24 Handout 4.32b.............................................................................................................25 Handout 4.4b...............................................................................................................26 Handout 4.4c...............................................................................................................27 Handout 4.5a...............................................................................................................29 Handout 4.5b...............................................................................................................30 Handout 4.5c...............................................................................................................31 Handout 4.5d...............................................................................................................32 Handout 4.5e...............................................................................................................35 Handout 4.6a...............................................................................................................37 Handout 4.6b...............................................................................................................38 General Homework Rubric.........................................................................................41 Lesson 4.2 (teacher notes )............................................................................…..........43 Lesson 4.3a (teacher notes).........................................................................................45 Lesson 4.3b(teacher notes).................................................................................….....46

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CLN 4N Regulation and Dispute Resolution Unit Labour Law Rationale: In this unit, students will be introduced to the labour movement in Canada. Students will learn

about the importance of labour unions in the evolution of Canadian labour law. Students will examine significant legislation which has shaped the working conditions they may now or will soon experience. The collective bargaining process will be discussed along with the rights and responsibilities of employers and employees in the workplace. Specific issues within the realm of the changing nature of the workplace will be addressed.

CLN 4U Regulation and Dispute Resolution Unit - Labour Law

What overarching understandings are desired? What are the overarching “essential” questions? $ Labour laws regulate the workplace

providing a safe and structured environment for employees and employers.

$ Judicial processes exist to aid in conflict resolution.

$ Are labour laws necessary? $ How does the law respond to conflict between

employers and employees? $ Do we need labour unions?

What will students understand as a result of this unit?

What “essential” and unit questions will focus this unit?

Students will understand: $ the legal processes, systems and sanctions

used to protect the rights of the employer and the employee in the workplace.

Students will specifically understand: $ the role of the federal and provincial

governments in developing laws relating to labour and the workforce.

$ the intent of key components of federal and provincial labour legislation.

$ the major differences in employer/employee situations in unionized and non-unionized environments.

$ why unions were formed. $ the utility of the collective bargaining

process. $ the impact of developments such as free

trade, globalization, and changing technology on the future of collective bargaining and workplace regulation.

$ How does labour law affect me? $ Where do our current labour laws come from?

Where are will they evolve as society changes? $ Would I prefer to work in a unionized or a non-

unionized workplace? $ How does current labour legislation impact on

the workplace?

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Lesson 4.1 Introductory Lesson Labour: No Pain, No Gains







What will students understand as a result of this lesson?

What “essential” and unit questions will focus this lesson?

Students will understand: $ the intent of key components of federal

and provincial labour legislation.

1. What are the characteristics of a good job? 2. How do labour laws shape the workplace? 3. What key pieces of legislation shape our current

labour law?

Evidence of Understanding Performance Tasks, Projects

This is an introductory lesson to activate students’ prior knowledge with respect to labour law. All of the material presented in this lesson will be necessary for eventual performance tasks and projects to be undertaken in this particular unit.

Quizzes, Tests, Academic Prompts

Notebook Quiz (to occur at the beginning of class tomorrow based on notes taken from text reading)

Academic Prompts: $ What is the definition of an employee? $ How does an employee differ from an employer? $ How many of you have a part time job? How do

labour laws apply to you?

Other Evidence Student Self-Assessment

Word wall activity Students explore own prior knowledge in both of the activities listed in other evidence.

Group work with fact-finding chart and follow-up discussion

In the group work session where the chart is completed, the students assess own knowledge by verifying responses with the text.

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Learning Experiences and Instruction Given the targeted understandings, other unit goals, and the assessment evidence identified, what knowledge and skills are needed?

Students will need to know: $ Key terms and concepts associated with

labour law. $ Where to locate the various sources of

labour law. $ How current labour laws impact upon/how

they shape the workplace environment.

Students will need to be able to: $ Read and analyse labour legislation. $ Use various resources to locate legislation

needed to support responses. $ Document and provide evidence to support

personal opinion. $ Decode, define and use key terms and concepts

in context.

What teaching and learning experiences will equip student to demonstrate the targeted understandings?

Lesson plan: 1. The word wall will be displayed in the classroom and be visible when students arrive. These words will

have been posted in the classroom several days before the beginning of the new unit. Words to be posted (employment standards, job action, union, collective bargaining, benefits, grievance).

2. Word wall activity-Students, working individually, will complete the K-W-L(Chart 4.1(a))chart for the word wall. They will be given about 10 minutes to complete these and then we will discuss (approximately 5 minutes) what they have reported.

3. Opening Discussion (10 minutes): Using the academic prompts outlined previously, students will

engage in a discussion about what the purpose of labour law is, why it is necessary, how it affects them or how it will affect them and how they can determine what a good job is.

4. The characteristics of a good job, as identified by students, will be listed on the blackboard as a point of reference for the remainder of today’s lesson.

5. Students will organize themselves into groups of three. They will be provided with copies of chart 4.1(b).

Students will be asked to try, in their groups to determine the sources of the rights and conditions that exist in the workplace. The second page of the chart will ask student to list the rights and conditions that they believe they should have in the workplace and where they would turn in order to achieve these rights and conditions. This will occur in a brainstorming session of approximately 25 minutes with the remainder of the class session involving a discussion of the completed charts (25 minutes).

6. Homework assignment: Students will read pages 411-418 of Dimensions of Law and make notes in

preparation for a small quiz during the next class.

Related Resources: $ Text - Dimensions of Law

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Lesson 4.2 (Two day lesson) The Birth of Canadian Labour Law









Students will understand: $ the role of the federal and provincial



$ why unions were formed.

1. Why was it necessary for Canada to develop labour laws?

2. How are unions important in protecting the rights of employees and enforcing the responsibilities of employers?


Students will, working with a partner, create a timeline of the history of the labour movement in Canada. Quizzes, Tests, Academic Prompts

Notebook Quiz

Academic Prompts: $ What are our rights as employees? $ What are the responsibilities of employers to their

employees? $ Where do these rights and responsibilities come

from?


Word wall activity Students will look through their own notes as the teacher highlights the key concepts that they should have discovered in their own reading. Students determine the completeness of their own notes.

Teacher led group discussion to reinforce learning from yesterday

Contribution to the timeline activity.

Self-assessment of the notebook quiz as the responses are discussed as a full group.

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Students will need to know: $ Key terms and concepts associated with

labour law. $ How to find particularly significant

occurrences in the history of labour law.

Students will need to be able to: $ Use various resources (Internet and text-based)

to conduct a historical research of the history of the labour movement.

$ Synthesize information to make it fit on a condensed timeline.


Lesson plan: 1. Students will receive the notebook quiz (handout 4.2 (a)) and will complete the quiz. They are permitted

to use their notebooks. (10 minutes) 2. Using the teacher notes (teacher notes 4.2), briefly highlight the significant aspects of the reading

assignment yesterday. Students will self-evaluate the notebook quiz as the points covered in the quiz are discussed in the review of the reading. They are encouraged to add to their notes any of the significant points that they may have missed in their homework assignment.(5-10 minutes)

3. Word Wall Activity. The words displayed on the word wall will be used in sentences. Students will be

asked to indicate if the word is being used appropriately in the sentence. If the word has been used in a context that does not connect it to labour law, students will be asked to explain in discussion how the phrase can better demonstrate the context of the word. (5 minutes)

4. The History of the Labour Movement (handout 4.2 (b)) Assignment and Evaluation Rubric will be

distributed to the students. Parameters of the assignment will be discussed and students will be permitted time to ask pertinent questions. For this assignment, students will work with a partner. The remainder of the class will be dedicated to research for the assignment.

Related Resources: $ Text - Dimensions of Law $ www.gciu.org/histcan.shtml $ www.civilization.ca/hist/labour.lab01e.html $ www.collectionscanada.ca/2/26/index-e.html $ Computer lab must be booked for today’s class and tomorrow’s class $ Class set of 8.5 x 14 paper for the students to construct their timelines

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Lesson 4.3 (2 day lesson) Monitoring Labour Developments









Students will understand: $ the major differences in

employer/employee situations in unionized and non-unionized environments.


process. $ the intent of key components of federal

and provincial labour legislation.

1. Are unions harmful or beneficial to the workplace environment?

2. Do unions ever take their agenda too far?



Short quiz using terminology from the word wall.

Academic Prompts: $ How many of you know whether or not your

parents belong to a labour union? Of those who said yes, do you know which unions?

$ Do any of you belong to a union? If so which one?

$ What is the purpose of a union? $ Are their any disadvantages to being involved in

a union?


Word wall activity

Homework assignment - Questions 1-3(b) on page 393 of Dimensions of Law

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Students will need to know: $ how unionized and non-unionized

workplaces differ. $ what unions are $ the meaning of various pieces of labour

legislation

Students will need to be able to: $ read and analyse a labour situation $ apply knowledge of labour laws to respond to

questions $ how to access specific labour laws (where to find

them and how to interpret them)


Lesson plan: 1. Students will complete a brief mix and match quiz using the word wall terms. Handouts 4.3(a).(5

minutes) 2. Discussion will begin after the quiz using the academic prompts listed above. The discussion is to elicit

students’ prior knowledge about union activity in their own homes and possibly in their own workplaces.(20 minutes)

3. The overhead Teaching note 4.3 (a) will be displayed and discussion will ensue differentiating unionized

and non-unionized workplaces. Discuss the differences asking students where workers in non-unionized workplaces might turn for protection, job security, and minimum employment standards.(20 minutes)

4. A note will be delivered to students using Teaching note 4.3 (b). This outlines some of the important

legislation regulating conditions in the workplace.(20 minutes) 5. Homework assignment. Students will read pages 386-393 of Dimensions of Law. Students are

encouraged to make notes as they read. They will respond to questions 1-3(b) related to Thirty-eight Cents a Shirt found on page 393. This will be collected and evaluated using the General Homework Rubric.(10 minutes)

Related Resources: $ Dimensions of Law $ Overhead machine

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Lesson 4.3 (day 2)









Students will understand: $ the role of the federal and provincial



1. How do labour laws protect us?


Students will work in partner pairs to complete a research task to determine their employment rights. Quizzes, Tests, Academic Prompts

Academic Prompts:


Word wall activity Auto-evaluation of the responses to the research questions completed in partners.

Discussion surrounding the rights that various pieces of legislation afford us in the workplace

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Students will need to know: $ the names of key pieces of legislation in

order to conduct the necessary research. $ legal terminology associated with

employee/employer rights and responsibilities.

Students will need to be able to: $ use the Internet as a search tool for research

purposes. $ how to analyse legislation to determine its

impact on employees and employers.


Lesson plan: 1. Homework assignment will be collected. Students who have not completed the assignment will sign the

incomplete register. 2. Word wall activity. Students will receive handout 4.3(2a). They will complete, with a partner, the word

cluster activity. The term “work to rule” is the key term that must be connected to all of the terms presented on the word wall. All connections must be defended with a brief statement to demonstrate the relationship. We will, as a class, discuss the word wall activity. (15 minutes)

3. Distribute handout 4.3(2b). This is a small prior knowledge quiz where students, working independently

without the aid of any resources, must determine whether the facts presented are true or false. (5 minutes) This will not be taken up as the next segment of the lesson requires students to search for the answers to determine the extent of their prior knowledge.

4. Students will receive handout 4.3 (2c). This is an Internet search activity or a search activity using the

hard copy of the document from the site where students will be sent. Students will be given approximately 25 minutes to complete the “scavenger hunt” about their own rights. Once they have completed the assignment, they will auto-evaluate the true and false quiz given at the beginning of the session today.

5. We will discuss all of the answers from the second activity. Additional commentary will be provided by

the teacher as each segment is addressed. (10 minutes) 6. Homework assignment. Students will read pages 418-428 in Dimensions of Law and will respond to

questions 1-7 on page 428. These will be collected and assessed using the General Homework Rubric.

Related Resources: $ Dimensions of Law $ www.justice.gc.ca/en/L-2/index.html $ www.youthpath.ca/yohome.jsp?lang=eng $ www.gov.on.ca/LAB/english/es/factsheets/fs_you

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Lesson 4.4(2 days to complete) A Bargain is a Bargain









Students will understand: $ the intent of key components of federal

and provincial labour legislation. $ the major differences in

employer/employee situations in unionized and non-unionized environments.


process

1. Are wages the bottom line in all labour contract negotiations?

2. Is labour conflict inevitable?


Collective bargaining simulation activity - Handout 4.4a (forthcoming) Quizzes, Tests, Academic Prompts

Academic Prompts:


Word wall activity Completion of “Understanding of labour law” continuum (Handout 4.4b)

Reflective journal responding to the question “Should essential workers have the right to strike?” - Handout 4.4c

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Students will need to know: $ key components of labour legislation

utilized in the collective bargaining process.

$ the main negotiating tools used by both employers and employees.

Students will need to be able to: $ use various resources to locate legislation

governing collective bargaining. $ negotiate with peers to achieve a reasonable

settlement. $ structure a reflective journal to respond to the

questions.


Lesson plan: 1. Word wall activity today will be incorporated into the collective bargaining simulation as students will

be required to use the terminology in context. The teacher will assess this by completing Student Discussion Assessment Rubric as students are working on the simulation.

2. The homework assignment will be collected and students who have not completed the assignment will

sign the incomplete register. 3. Key points of the reading from the homework will be highlighted. 4. Students will take notes dealing with collective bargaining. 5. Collective Bargaining Simulation. Negotiators from a local union (most likely OECTA) will be invited

in to work through a mini-collective bargaining session with the class. Half of the class will represent the employer and the other half of the class will represent the employees. The labour dispute will be provided to students and they will work with the union representatives to achieve a suitable settlement. The settlement will be put to a vote in class.(handout 4.4a will be prepared in conjunction with classroom guests)

6. Homework Assignment: Students will complete a reflective journal (handout 4.4b).

Related Resources: $ Dimensions of Law

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Lesson 4.5 (3 days) Current and Future Challenges in Labour Law









Students will understand: $ the impact of developments such as free

trade, globalization, and changing technology on the future of collective bargaining and workplace regulation.

1. How will the workplace continue to evolve? 2. What forces are acting upon the workplace to

effect change? 3. Is the collective more important than the

individual in current labour legislation? Will this change?


Labour Challenges in Changing Times (handout 4.5c). Students will prepare a short skit to present one aspect of labour legislation and how it has changed through time or in the face of specific forces of change. End of Unit Culminating Performance Task. Handout 4.6a and 4.6b.


Compare and Contrast Web Using the Word Wall words. End of unit test.

Academic Prompts: $ Has labour law changed? If so how and why? $ What do you think labour law will look like in the

future? $ What forces of change will have the greatest

impact on labour law.


Word wall activity Group work assessment rubric wherein every student in the group assesses own performance and the performance of other group members. This is a formative assessment.

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Students will need to know: $ meanings of word wall words. $ factors that are effecting change in the

labour force and labour legislation $ how the labour force is being affected and

why

Students will need to be able to: $ work together in a group assignment to prepare a

skit about the changing nature of work and legislation related to work.

$ research current examples of factors effecting change in the workplace.

$ create academic handouts for fellow classmates to summarize the factors and the actual or expected impacts.


Lesson plan: 1. Students will complete the word wall evaluation (used towards final mark...summative). They will

complete a compare and contrast web (handout 4.5a). This will be submitted and assessed using the Compare and Contrast Web Evaluation Rubric (handout 4.5b)

2. Handout 4.4 c will be distributed to students. This requires students to work in groups to prepare a

skit/presentation (creatively) to present to the class a specific challenge that is being faced or will be faced within the context of labour law in Canada. Students will have the remainder of today and tomorrow to research and prepare their skits. The skits will be presented on the third day of the lesson and will be evaluated using the Evaluation rubric handout 4.4d.

3. Upon completion of the preparation and presentation of the skits, students will evaluate their own

performance and the performance of their group members using handout 4.4e. 4. After the presentations are completed, students will receive the culminating performance task which will

provide a summative assessment for labour law. See handouts 4.6a and 4.6b. It is assumed that the CPT will take students a total of approximately 160 minutes to accomplish.

Related Resources: $ www.labourrelations.org/Links $ www.youthpat.ca.yohome.jsp?lang=en $ www.justice.gc.ca/en/L-2/index.html $ www.gov.on.ca/LAB/english/es/factsheets.fs_you $ www.acjnet.org $ http://info.load.oteahrdc-drhc.gc.ca/federallegislation.home.htm $ http://labour-travail.hrdc.drhc.gc.ca/psait_spila/index.cfm?fuseaction=english#law $ Dimensions of Law

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Handout 4.1(a)

Word What I know (K) What I want to know (W) What I have learned (L)

Employment standards

Job action

Union

Collective Bargaining

Benefits

Grievance

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Handout 4.1(b) How does labour law affect you? Instructions: In a group of three, complete the following chart.

What are your rights as an employee? For each of the rights that you list, indicate where you think that these rights come from.

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Handout 4.1(b) How does labour law affect you?

What rights or conditions would you like to have in your workplace?

Where would you turn to achieve these rights and conditions?

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Lesson 4.2 The Birth of the Canadian Labour Movement Handout 4.2(b) Situation: The current state of the labour market is due to the many men and women who

worked diligently and sometimes forcefully at convincing the various levels of government of the need for legislation that would define the rights and responsibilities of both employees and employers. There are some significant events that have shaped the face of the Canadian labour movement.

Challenge: Working with a partner, using all of the resources that you have available to you: A. Conduct research on the Canadian labour movement. B. Identify key events in the Canadian labour movement. Be prepared in

verbal discussion to explain why you believe that these events were significant.

C. Create a time line (a visual representation) of the historical evolution of the labour movement in Canada.

Requirements: Your timeline must: 5. Fit onto an 8.5 x 14 sheet of paper. 6. Must identify at least 10 key developments, significant events in the

evolution of the labour movement in Canada. 7. For each of the significant events, the timeline must indicate how the

event impacted upon the labour movement (please make this description very brief but be able to support it in classroom discussion).

8. Be creatively prepared to be visually pleasing and representative of the labour movement. Your space has been restricted to challenge you to consolidate information but what you do within this space is to be determined in discussion with your partner.

9. Be submitted by the absolute due date established in class.

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Lesson 4.2 The Birth of the Canadian Labour Movement Rubric Handout 4.2(b) Name:

Category 50%-59% (Level 1)

60-69% (Level 2)

70-79% (Level 3)

80-100% (Level 4)

Knowledge and Understanding Demonstrates limited understanding of significant events in the development of Canadian labour law

Demonstrates some understanding of significant events in the development of Canadian labour law

Demonstrates considerable understanding of significant events in the development of Canadian labour law

Demonstrates thorough understanding of significant events in the development of Canadian labour law

Knowledge and Understanding Demonstrates limited understanding of the significance of events selected for the timeline

Demonstrates some understanding of the significance of events selected for the timeline

Demonstrates considerable understanding of the significance of events selected for the timeline

Demonstrates thorough and insightful understanding of the significance of events selected for the timeline

Thinking and Inquiry Uses critical thinking skills with limited clarity and effectiveness to identify significant events for the timeline

Uses critical thinking skills with moderate clarity and effectiveness to identify significant events for the timeline

Uses critical thinking skills with considerable clarity and effectiveness to identify significant events for the timeline

Uses critical thinking skills with a high degree clarity and effectiveness to identify significant events for the timeline

Thinking and Inquiry Applies limited creativity in organizing the information on the timeline to represent the evolution of Canadian labour law

Applies some creativity in organizing the information on the timeline to represent the evolution of Canadian labour law

Applies creativity in organizing the information on the timeline to represent the evolution of Canadian labour law

Applies a high degree creativity in organizing the information on the timeline to represent the evolution of Canadian labour law

Communication Communicates information and ideas with limited clarity

Communicates information and ideas with some clarity

Communicates information and ideas with considerable clarity

Communicates information and ideas with a high degree of clarity and confidence

Communication Communicates information with limited neatness and organization

Communicates information with some neatness and organization

Communicates information in a neat and organized manner

Communicates information with a high degree of neatness and sophisticated organization

Application Connects the method of presentation and the final product with limited effectiveness

Connects the method of presentation and the final product with moderate effectiveness

Effectively connects the method of presentation and the final product

Connects the method of presentation and the final product with a high degree effectiveness and sophistication

Application Makes connections between the event and its impact on Canadian labour law with limited effectiveness

Makes connections between the event and its impact on Canadian labour law with some effectiveness

Makes connections between the event and its impact on Canadian labour law effectively

Makes connections between the event and its impact on Canadian labour law with a high degree of effectiveness

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Learning Skills Name:

Category 50-59% (Level 1)

60-69% (Level 2)

70-79% (Level 3)

80-100% (Level 4)

Works Independently Demonstrates limited willingness to complete his/her share of the work

Demonstrates some willingness to complete his/her share of the work

Demonstrates consistent willingness to complete his/her share of the work

Demonstrates consistent willingness to complete his/her share of the work and enables partner to do the same

Teamwork Collaborates with limited effectiveness with partner

Collaborates with some effectiveness with partner

Collaborates effectively with partner

Collaborates effectively with partner providing a model of teamwork in the classroom

Organization Organizes work area and materials effectively to complete the task in a timely fashion with limited success

Organizes work area and materials effectively to complete the task in a timely fashion with some success

Organizes work area and materials effectively to complete the task in a timely fashion successfully

Organizes work area and materials effectively to complete the task in a timely fashion with a high degree of success

Work Habit/Homework Rarely remains on task during partner activity

Sometimes remains on task during partner activity

Remains consistently on task during partner activity

Remains consistently on task during partner activity and reminds others to do the same

Initiative Volunteers rarely to complete sections of the partner activity

Volunteers sometimes to complete sections of the partner activity

Volunteers consistently to complete sections of the partner activity

Volunteers to complete sections of the partner activity consistently, assuming responsibility and encouraging others to do the same

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Lesson 4.3 Handout 4.3 Key Terms Quiz Instructions: Fill in the blanks using the words located on the word wall. 10. __________________ refers to negotiations between a union and an employer leading to an agreement. 11. __________________ is an official complaint launched against an employer by a union. 12. __________________ a method used by unions and their members to protest when contract

negotiations break down. 13. __________________ refers to an organization that, to the exclusion of all others, represents a group of

employees in all dealings with employers. 14. __________________ basic standards that should be in existence in the workplace. 15. __________________ are part of an employee’s remuneration package, such as health and life

insurance and pensions.

Knowledge and Understanding /6

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Lesson 4.3 (day 2) Handout 4.3(2a)

Mid-unit Word Wall Activity:

Description of Activity: Working with a partner, you will complete the Word Cluster activity. You are instructed to use all of the words from the word wall. In the centre of the cluster you will find a word that must be connected to all

of the words that you have learned on the word wall. You must explain (briefly) on the handout how each of the words is connected to the central word.

Work toRule

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Lesson 4.3 Handout 4.3(2b)

Your Employment Rights

Instructions: Indicate whether each of the following is fact or fiction. 1. _____ If you are a student but over 18, you will only receive student minimum wage. 2. _____ Your employer may deduct money from your pay cheque if money is missing from your

cash. 3. _____ You are entitled to a 15 minute break for every four hours you work. 4. _____ You are entitled to 4% vacation pay from the moment you start working. 5. _____ You can refuse to work if the working conditions are unsafe. 6. _____ Your employer may deduct the cost of your uniform from your pay without written

consent. 7. _____ You may only work 20 hours a week if you are under 17. 8. _____ If you work in retail, you may not refuse to work on Sundays. 9. _____ If you are called in to work you must be paid for at least three hours even if you only

work an hour. 10. _____ Your employer must arrange safe transportation home for you if you work past 10 p.m..

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Lesson 4.4 Handout 4.4b Reflective Journal

CLN 4U Should Essential Workers Have the Right to Strike?

Situation: Every job action that occurs is accompanied by the question as to whether or not

the service being delivered is essential. If a service is determined to be essential, should the workers who are deemed essential have their right to strike removed? Which employees should be considered essential services and why? How do essential service workers exercise their labour rights if the right to strike is removed?

Task: In a reflective journal, minimum one page single-spaced and word processed,

respond to the questions posed in the situation section of this assignment handout. Requirements: Your reflective journal must: 16. Be accompanied by a title page with all of the required information. 17. Be word-processed (you may double space but adjust the length

requirement accordingly). 18. Provide the proper structure for any written composition. 19. Use terminology that you have learned in this unit in the appropriate

context. 20. Respond to the various questions posed in the title of this handout and in

the situation section of the handout. 21. Make reference to various aspects of labour law that you have studied in

this unit. 22. Be submitted with the rubric that you have received. 23. Be submitted by the absolute due date for evaluation purposes.

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Lesson 4.4 Handout 4.4c

Reflective Journal Evaluation Rubric Should Essential Workers Have the Right to Strike?

Name: Category of Evaluation

The student… Ministry

Code Grade

introduces the reflective journal in a manner that defines the issue that is to be addressed

C /2

identifies the main issues that must be elaborated upon T/I /3 explains his/her position with respect to the issue being addressed C /2 supports his/her position with respect to the issue being addressed by referring to material learned in the study of this unit

T/I /3

demonstrates knowledge of the various aspects of the current unit that are applicable to the issue being addressed

K/U /3

uses termjnology learned in this unit and in the course appropriately and in context

A /3

provides an argument/composition that is logically constructed T/I /2 concludes the journal in an appropriate mannre C /2 applies grammar and spelling rules appropriately A /4

Knowledge and Understanding

Thinking and Inquiry

Communication Application

/3 /8 /6 /7

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Category of Evaluation

Level One (50%-59%)

Level Two (60%-69%)

Level Three (70%-79%)

Level Four (80%-100%)

Works Independently

Requires frequent guidance and intervention when completing independent work

Requires some guidance and intervention when completing independent work

Works independently during most of individual work

Works independently consistently during individual work

Organization Demonstrates limited organization when performing individual work

Demonstrates some organization when performing individual work

Demonstrates considerable organization when performing individual work

Demonstrates a high degree of organization when performing individual work

Initiative Demonstrates little initiative when assigned individual work

Demonstrates some initiative when assigned individual work

Demonstrates considerable initiative when performing individual work

Demonstrates a high degree of initiative when performing individual work

Work Habits/ Homework

Demonstrates limited focus when completing individual assignments

Remains focussed some of the time when completing individual assignments

Completes individual assignments in a focussed and responsible manner

Demonstrates a high degree of focus and responsibility in completing individual assignments

Work Habits/ Homework

Does not submit homework assignment on due date

Sometimes submits homework assignment on due date

Usually submits homework assignment on due date

Always sumbits homework assignment on due date.

Initiative Demonstrates limited initiative with respect to this assignment

Demonstrates some initiative with respect to this assignment

Demonstrates considerable initiative with respect to this assignment

Demonstrates a high degree of initiative with respect to this assignment

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Lesson 4.5 How well do you know your terms Handout 4.5a Name: ______________________ Instructions: Complete the compare and contrast web.

Compare and Contrast Web

Unique Characteristics

Unique Characteristics

Similar Characteristics

CollectiveBargaining

EmploymentStandards

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Compare and Contrast Web Lesson 4.5 Handout 4.5b Name:

Category of Evaluation Level One (50%-59%)

Level Two (60%-69%)



Knowledge and Understanding Demonstrates limited understanding of the terms being compared

Demonstrates some understanding of the terms being compared

Demonstrates considerable understanding of the terms being compared

Demonstrates a high degree of understanding of the terms being compared

Thinking and Inquiry Identifies few similarities of the terms being compared

Identifies some similarities of the terms being compared

Identifies considerable similarities of the terms being compared

Identifies significant similarities between the terms being compared

Thinking and Inquiry Identifies few of the differences between the terms being compared

Identifies some of the differences between the terms being compared

Identifies considerable differences between the terms being compared

Identifies significant differences between the terms being compared

Thinking and Inquiry Makes few connections between the terms

Makes some connections between the terms

Makes considerable connections between the terms

Makes a high degree of connections between the terms being compared

Communication Communicates information with limited effectiveness

Communicates information with some effectiveness

Communicates information with considerable effectiveness

Communicates information with a high degree of effectiveness

Application Connects the terms being compared in a limited manner with course material

Sometimes connects the terms being compared with course material

Consistently connects the terms with course material

Connects the terms with course material with a high degree of effectiveness.

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Lesson 4.5 Handout 4.5c Labour Challenges in Changing Times

Class Presentation Assignment

Background: The workplace has undergone significant change since the earliest attempts to organize labour and efforts to encourage governments to develop labour laws. The workplace will continue to change as new factors and societal forces effect change. The labour movement and labour law will constantly be faced with new challenges in the evolution of the world of work.

Instructions: In your small groups (approximately four of five students per group), you will examine a

specific challenge that is being faced or will be faced within the context of labour law in Canada. Your presentation must:

1. Be presented in the form of a skit lasting no longer than five minutes (must not

be shorter than three minutes). 2. Clearly explain the specific challenge that your group has studied. 3. Explain why this specific issue is a challenge in the context of Canadian labour

law. 4. Identify the parties most affected by the specific challenge. 5. Address what has been done or what must be done in terms of labour legislation

to ensure that the interests of all affected parties are addressed. 6. Be accompanied by a student handout that summarizes the issue that your group

has analysed (one page, word-processed). Challenges to be studied (one group per challenge): $Child labour $Employment equity and pay equity $Disabled individuals in the workplace $Work/life balance $Technological change $The changing face of work $Globalization and International Trade $Self-employment $Women in the labour force $Alternate Dispute Resolution to solve contract disputes

General information: You will have two full work periods to complete the research and prepare the skits. Skits will be presented in the two classes following the work sessions. Student handouts must be presented to the teacher the morning before the presentations will occur to permit photocopy time.

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Lesson 4.5 Handout 4.5d

Labour Challenges in Changing Times Evaluation Rubric

Group: _________________________________________ Category of Evaluation Ministry

Code Grade

Group identifies the issue being presented in a clear manner C /1 Skit has been prepared according to assignment specification

A /2

Skit outlines the reasons why the specific issue is a challenge to Canadian labour law

T/I /3

The skit identifies the parties affected by the specific issue K/U /2 The skit explains why and how the parties are affected by the issue

T/I /3

Group demonstrates knowledge of the segment(s) of labour law that are involved in the issue

K/U /2

Skit communicates how the specific segment(s) are implicated

C /2

Skit suggests how the law should respond to the particular challenge

T/I /3

Student notes have been prepared per specifications A /2 All members of the group assume responsibility for a specific role in the skit

A /2

The group has created an innovative representation of the challenge, making connections to aspects of life that fellow classmates will be able to relate to

T/I /3

Students speak clearly and in a manner that demonstrates responsibility and maturity

T/I /3

Knowledge and Understanding

Thinking and Inquiry Communication Application

/4 /12 /5 /6

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Learning Skills Group:


Level Two (60%-69%)



Teamwork Contributes to group work in a limited fashion

Makes some contribution to group work

Contributes consistently to group work

Contributes consistently and maintains organization within the group

Teamwork Cooperates in a limited fashion with group members

Cooperates somewhat with group members

Cooperates effectively with group members

Cooperates consistently and engages all members of the group in the activity

Organization Comes to class unprepared for the group assignment

Comes to class somewhat prepared for the group assignment

Comes to class prepared for the group assignment

Comes to class prepared for the assignment and ensures that other members are prepared as well

Work Habits Remains on task rarely during group work

Usually remains on task during group work

Consistently remains on task during group work

Remains on task and brings other students back to the task at hand when necessary

Initiative Demonstrates positive engagement in group work in a limited fashion

Usually demonstrates positive engagement in group work

Consistently demonstrates positive engagement in group work

Consistently demonstrates positive engagement in group work and encourages other group members to do the same

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Lesson 4.5 Group and Self-Assessment Rubric Handout 4.5e Name of Student:


Level Two (60%-69%)



Listening Rarely listens to what other group members are saying

Sometimes listens to what other group members are saying

Consistently listens to what other group members are saying

Listens attentively to other group members and encourages everyone to contribute to the discussion

Sharing Resources Does not share resources with the group

Sometimes shares resources with the group

Consistently shares resources with the group

Consistently shares resources with the group and aids all group members in locating suitable resources

Participating in Group Discussion

Contributes to group discussion in a limited fashion

Sometimes contributes to group discussion

Consistently contributes to group discussion

Consistently contributes to group discussion and ensures that all members have the opportunity to contribute to the discussion

Completing Research Necessary for the Project

Does not do the research necessary to contribute to the group work

Complete some of the research necessary to contribute to the group work

Consistently completes the research necessary to contribute to the group work

Consistently completes the research necessary to contribute to the group work and seeks out information beyond standard research areas

Remaining on Task Does not remain on task Remains on task some of the time

Remains on task consistently Remains on task consistently and ensures others also remain on task

Preparing own section in a timely fashion

Does not complete group assigned section

Completes some of the group assigned section

Completes consistently the group assigned section

Completes consistently own section assigned by the group and helps other group members complete their sections

36

Handout 4.5e Group and Self-Assessment Rubric Name of Group Members (to evaluate each group member, use a highlighter of a different colour...please provide colour code):


Level Two (60%-69%)



Listening Rarely listens to what other group members are saying

Sometimes listens to what other group members are saying

Consistently listens to what other group members are saying

Listens attentively to other group members and encourages everyone to contribute to the discussion

Sharing Resources Does not share resources with the group

Sometimes shares resources with the group

Consistently shares resources with the group

Consistently shares resources with the group and aids all group members in locating suitable resources

Participating in Group Discussion

Contributes to group discussion in a limited fashion

Sometimes contributes to group discussion

Consistently contributes to group discussion

Consistently contributes to group discussion and ensures that all members have the opportunity to contribute to the discussion

Completing Research Necessary for the Project

Does not do the research necessary to contribute to the group work

Complete some of the research necessary to contribute to the group work

Consistently completes the research necessary to contribute to the group work

Consistently completes the research necessary to contribute to the group work and seeks out information beyond standard research areas

Remaining on Task Does not remain on task Remains on task some of the time

Remains on task consistently Remains on task consistently and ensures others also remain on task

Preparing own section in a timely fashion

Does not complete group assigned section

Completes some of the group assigned section

Completes consistently the group assigned section

Completes consistently own section assigned by the group and helps other group members complete their sections

37

Handout 4.6a CLN 4U Unit 4 Culminating Performance Task Time: 160 minutes Background: Every year many individuals are injured or killed on the job. Labour legislation

has developed to oblige employers to provide safe working environments for their employees. Unfortunately, many Canadian employees are unaware of their rights and responsibilities with respect to occupational health and safety. Young workers, those entering the work force for the first time, often in low-paid, part-time jobs, are most at risk for injury. Many are unaware of the standards that must be adhered to for occupational health and safety. Many feel pressured into working in unsafe conditions as they do not wish to risk losing their jobs.

Assignment: Create a six panel brochure (this will be demonstrated in class) to inform students

your age about occupational health and safety. Your brochure must: 24. Be computer generated. 25. Contain six panels of information and graphics. 26. Explain what is meant by occupational health and safety. 27. Explain why it is important to be aware of this issue as a student worker. 28. Present current statistics about the number of youth workers hurt or killed

yearly on the job. 29. Explain the responsibilities of an employer with respect to occupational

health and safety and a safe work environment. 30. Explain the responsibilities of an employee with respect to occupational

health and safety and a safe work environment. 31. Provide information with respect to web sites that can be accessed for

further information. 32. Provide contact numbers for students who believe they are working in an

unsafe environment

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Handout 4.6b CLN 4U Name: Unit 4 Culminating Performance Task

Criteria 50-59% Level 1

60-69% Level 2

70-79% Level 3

80-100% Level 4

Knowledge and Understanding The student: The student: The student: The student:

Understanding of the concept of occupational health and safety

Demonstrates limited knowledge of the concept of occupational health and safety

Demonstrates some knowledge of the concept of occupational health and safety

Demonstrates considerable knowledge of the concept of occupational health and safety

Demonstrates thorough knowledge of the concept of occupational health and safety

Understanding of statistics with respect to youth occupational health and safety

Demonstrates limited knowledge of statistics regarding youth occupational health and safety

Demonstrates some knowledge of statistics regarding youth occupational health and safety

Demonstrates considerable knowledge of statistics regarding youth occupational health and safety

Demonstrates thorough knowledge of statistics regarding youth occupational health and safety

Understanding of responsibilities of employer and employees with respect to occupational health and safety

Demonstrates limited understanding of responsibilities of employer and employees with respect to occupational health and safety

Demonstrates some understanding of responsibilities of employer and employees with respect to occupational health and safety

Demonstrates considerable understanding of responsibilities of employer and employees with respect to occupational health and safety

Demonstrates thorough understanding of responsibilities of employer and employees with respect to occupational health and safety

Thinking and Inquiry The student: The student: The student: The student:

Creative thinking skills Applies creative thinking skills with limited effectiveness

Applies creative thinking skills with moderate effectiveness

Applies creative thinking skills with considerable effectiveness

Applies creative thinking skills with a high degree of effectiveness

Inquiry skills

Organizes and prepares the brochure with limited effectiveness

Organizes and prepares the brochure with moderate effectiveness

Organizes and prepares the brochure with considerable effectiveness

Organizes and prepares the brochure with a high degree of effectiveness

Communication The student: The student: The student: The student:

Communication of information and ideas

Communicates information with limited clarity

Communicates information with moderate clarity

Communicates information with considerable clarity

Communicates information with a high degree of clarity

Use of symbol and visuals, including technology

Creates a brochure that communicates information with limited accuracy and effectiveness

Creates a brochure that communicates information with moderate accuracy and effectiveness

Creates a brochure that communicates information with considerable accuracy and effectiveness

Creates a brochure that communicates information with a high degree of accuracy and effectiveness

Written communication Creates a brochure that addresses a student audience with limited effectiveness

Creates a brochure that addresses a student audience with moderate effectiveness

Creates a brochure that addresses a student audience with considerable effectiveness

Creates a brochure that addresses a student audience with a high degree of effectiveness

39

Application The student: The student: The student: The student:

Use of technology Utilizes software to create brochure with limited effectiveness

Utilizes software to create brochure with moderate effectiveness

Utilizes software to create brochure with considerable effectiveness

Utilizes software to create brochure with a high degree of effectiveness

Transfer of concepts, skills, and procedures to new contexts

Uses labour law information learned in unit four in the creation of the occupational health and safety brochure with limited effectiveness

Uses labour law information learned in unit four in the creation of the occupational health and safety brochure with moderate effectiveness

Uses labour law information learned in unit four in the creation of the occupational health and safety brochure with considerable effectiveness

Uses labour law information learned in unit four in the creation of the occupational health and safety brochure with a high degree of effectiveness

Research skills Locates resource and contact information to include in the brochure with limited effectiveness

Locates resource and contact information to include in the brochure with moderate effectiveness

Locates resource and contact information to include in the brochure with considerable effectiveness

Locates resource and contact information to include in the brochure with a high degree of effectiveness and thoroughness

40


Criteria 50-59% Level 1

60-69% Level 2

70-79% Level 3

80-100% Level 4

Works Independently Demonstrates limited independent work in the completion of the culminating activity

Demonstrates some independent work in the completion of the culminating activity

Consistently works independently in the completion of the culminating activity

Works independently in the completion of the culminating activity with a high degree of effectiveness

Teamwork Collaborates rarely with classmates during the research phase of the culminating activity

Collaborates sometimes with classmates during the research phase of the culminating activity

Collaborates regularly with classmates during the research phase of the culminating activity

Collaborates consistently, sharing resources with classmates during the research phase of the culminating activity

Work Habits Rarely remains on task during the culminating task

Remains on task some of the time during the culminating task

Consistently remains on task during the culminating task

Consistently remains on task during the culminating task and reminds others to do the same

Organization Demonstrates limited organization and preparedness to work

Demonstrates some organization and preparedness to work

Demonstrates consistent organization and preparedness to work

Demonstrates a high degree of organization and preparedness to work

Initiative Demonstrates limited initiative Demonstrates some initiative Demonstrates consistent initiative

Demonstrates a high degree of initiative

Initiative Demonstrates in a limited manner a positive work ethic

Demonstrates sometimes a positive work ethic

Consistently demonstrates a positive work ethic

Demonstrates an effective and consistent positive work ethic and encourages classmates to do the same

41

Student Name: General Homework Rubric

Category 50-59% (Level 1)

60-69% (Level 2)

70-79% (Level 3)

80-100% (Level 4)

Knowledge/ Understanding

Demonstrates limited understanding of concepts, principles, and theories

Demonstrates some understanding of concepts, principles, and theories

Demonstrates considerable understanding of concepts, principles, and theories

Demonstrates thorough understanding of concepts, principles, and theories

Knowledge/ Understanding

Demonstrates limited understanding of relationships between concepts

Demonstrates some understanding of relationships between concepts

Demonstrates considerable understanding of relationships between concepts

Demonstrates thorough and insightful understanding of relationships between concepts

Thinking/Inquiry Uses critical thinking skills with limited clarity and effectiveness

Uses critical thinking skills with moderate clarity and effectiveness

Uses critical thinking skills with considerable clarity and effectiveness

Uses critical thinking skills with a high degree of clarity and effectiveness

Thinking/Inquiry Applies creative thinking skills with limited effectiveness

Applies creative thinking skills with moderate effectiveness

Applies creative thinking skills with considerable effectiveness

Applies creative thinking skills with a high degree of effectiveness

42

Communication Communicates information and ideas with limited clarity

Communicates information and ideas with some clarity

Communicates information and ideas with considerable clarity

Communicates information and ideas with a high degree of clarity, and with confidence

Communication Communicates in writing for different audiences and purposes with limited effectiveness

Communicates in writing for different audiences and purposes with some effectiveness

Communicates in writing for different audiences and purposes with considerable effectiveness

Communicates in writing for different audiences and purposes with a high degree of effectiveness

Application Transfers concepts, skills, and procedures to new contexts with limited effectiveness

Transfers concepts, skills, and procedures to new contexts with moderate effectiveness

Transfers concepts, skills, and procedures to new contexts with considerable effectiveness

Transfers concepts, skills, and procedures to new contexts with a high degree of effectiveness

Application Makes connections with limited effectiveness

Makes connections with moderate effectiveness

Makes connections with considerable effectiveness

Makes connections with a high degree of effectiveness

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Lesson 4.2 Teaching notes -Dec. 13, 1945-union and company agreed to binding arbitration Dimensions of Law: pages 411-418 Early 19th Century -skilled craftspeople worked out of small shops -cottage industries -families working together to provide specialized services or commodities Industrialization -machines replaced skilled workers -working conditions dangerous and difficult -workers realized that they had to tolerate terrible working conditions because there were many unemployed people eager to take their jobs -a need to protect jobs evolved and trade unions began to emerge in response to this need -from the outset lab our relations (the relations between worker and employers) have been adversarial in nature -this due to the fact that employers’ freedoms with respect to the management of their workplaces was limited -the main tool used by workers to improve working conditions was to strike (complete work stoppage) -employers argued that collective bargaining restrained trade and that employees and employers should be free to negotiate their own contracts in an open market -this argument meant that collective bargaining was an offence against the criminal code -this argument often led to: $ legal prosecution $ imprisonment for trade union members $ dissolution of workers’ organizations $ loss of jobs for members of workers’ organizations -1870's first efforts to create national organization of workers -several successful organizations were able to effect changes to working conditions of its membership -federal government passed the Trades Union Act removing union organizing and negotiation from the Criminal Code -union membership fluctuated with economic conditions-more active in times when work was more difficult to obtain -Royal Commission (1886)-inquiry into appalling working conditions resulted in creation of Labour Day -governments more likely to favour employers than employees and often supported employers in times of labour unrest by calling upon government resources -1907-strikes were serious problem

44

-federal legislation-Industrial Disputes Investigation Act-prohibited strikes in public utilities and mines until the dispute had been investigated by party of three consisting of: $ representative of worker $ representative of company $ federal representative -Act was declared unconstitutional in 1925 -Winnipeg General Strike -1919-considered one of most significant events in Canadian labour movement because of solidarity among workers -WWI ended in 1918 -returning soldiers unwilling to accept low wages and poor working conditions that existed before the war -March 1919-movement in West to form One Big Union -wanted to unite all workers into one union instead of current practice of division according to skill and trade -main focus of the movement was to gain acceptance of necessity for general strike of all workers to obtain: $ fair wages $ right to collective bargaining $ right to safe workplaces -May 15, 1919-30,000 Winnipeg workers walked off the jobs in support of workers in building metal trades -June 17, 1919-federal government ordered arrest of 10 labour leaders -earlier Winnipeg mayor had banned all street protests -arrests of 10 labour leaders - people took to the streets to protest -June 21-police moved in to break up parade of strikers- 2 people killed and 30 injured (Bloody Saturday) -June 25-strike ended-no concessions won - 7 of the leaders convicted and sentenced to prison terms -main success of strike - recognition of need for labour reform - voters realized law reform was one of best ways to effect change -1920- 4 of arrested strike leaders -elected to Manitoba legislature -one went on to federal Parliament and to form forerunner to NDP -1943-Ontario passed Collective Bargaining Act - to allow employers and unions to bargain -disputes to be settled by Ontario Labour Court -1944-federal cabinet passed Order-in-Council PC 1003 (known as “Magna Carta” of union movement) -finally abolished common-law doctrines of conspiracy and restraint of trade -after WWII ended-unions continued to work for: $ wage increases for workers $ industry-wide bargaining $ union security -1945-100 day strikep-Ford Motor Company-issue was union security

45

Differences Between a Unionized and a Non-unionized Workplace Lesson 4.3 Teaching notes 4..3a

Unionized Non-unionized Wages, hours and working conditions are set by a collective agreement

Each individual negotiates own wages, hours and working conditions subject to minimums and floors set out in the Employment Standards Act.

Workers may grieve dismissal or layoff and, if successful, may be reinstated.

Workers may be dismissed and be paid an amount equivalent to pay for a reasonable notice period. No right to reinstatement.

Layoff, promotion, benefits, vacation scheduling usually subject to seniority.

Employers may lay off or promote whomever they wish, regardless of seniority.

Workers can use strikes and work to rule to pressure employer into making a favourable collective agreement for all members of the bargaining unit.

Individual worker usually has to negotiate alone and has little leverage.

Workers may have to be members of the union and must pay union dues in exchange for union's fair representation of all members of the bargaining unit.

No union membership required; no dues paid.

46

Lesson 4.3 Teacher notes 4.3 (b)

Canada Labour Code -90% of Canada’s workers are covered by provincial legislation -other 10% fall under federal jurisdiction Canada Labour Code covers: $ Employee freedoms - allowing employees the freedom to join

trade union of choice. $ Employer freedoms - freedom to join the employer organization of

choice $ Sets up how labour market will be monitored. $ Establishes how claims will be made and decided $ acquisition and termination of bargaining rights $ collective bargaining $ occupational health and safety $ standard hours, wages, vacations, and holidays $ maternity leave $ bereavement leave $ termination of employment $ sick leave $ work-related illness or injury $ unjust dismissal $ sexual harassment Canada Labour Code Enforcement/Penalties -order of payment of wages owed -injunction -fines -imprisonment -civil action

47

Employment Standards Act -establishes legal responsibilities and rights of workers and their employers -is an Ontario Code -provides minimum terms of employment -as such employers and employees may negotiate for better, but not inferior, employment standards than those outlined in the legislation -certain groups are exempt from the Act: $ Ontario government employees $ professionals (such as doctors, lawyers, commercial fishers, police

officers, clergy, and farm workers) Key provisions: $ pregnancy leave of 17 weeks $ parental leave of 35 weeks $ emergency leave - unpaid up to 10 days per year in case of

personal illness, medical emergency, urgent family matter $ eight hour work day, weekly 48 hour limit $ most overtime hours after 44 hours, at a rate of 1.5 times regular

pay $ eleven hour rest in 24 hour period $ must be allowed 24 consecutive hours in a one week period away

from work $ must have 8 hours between shifts $ direct deposit of wages $ 4% vacation pay $ 2 weeks vacation per year $ 8 public holidays a year in Ontario $ if employed for more than three months, termination notice must

be given in writing

48

-Employment Standards Act is administered and enforced by employment standards officers working for the Ministry of Labour -full powers of investigation Enforcement/Penalties -Employers who violate the ESA can be ordered to: $ pay wages owing to employees (to a maximum of $10,000 per

employee) $ pay an administrative fee $ comply with the ESA $ reinstate an employee $ compensate an employee $ pay a penalty $ be prosecuted and if convicted pay up to $50,000 and/or serve 12

months in jail on a first offence....the monetary amount increases with each subsequent offence

regulation and dispute resolution labour law unit plan cln...

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