Introduction

Teaching law at the high school level can present its unique set of challenges, particularly when it comes to designing and grading assignments. This article delves into a particularly demanding assignment in a Grade 12 pre-university law class, offering insights into the complexity and importance of such tasks in fostering critical thinking and fostering a deeper understanding of legal and societal issues.

The Assignment

The assignment at hand was no small feat, requiring students to explore situations that were once prohibited by law but are now considered integral to current legal and societal standards. Specifically, students were tasked with the following:

Select and present three situations that are now prohibited by law in Canada or around the world (e.g., slavery, child labor, wage inequities). Trace the evolution of laws and international instruments related to these situations. Apply critical thinking skills to current political, economic, and social issues, interpreting them through the lens of legal concepts from Canadian and international law. Make connections between the evolution of laws and international instruments and the primary and secondary sources of law. Clarify the influence of legal systems on the evolution of international laws and instruments.

Trial and Error

Despite the complexity, the intent was to provide a transformative learning experience. In practice, however, the assignment proved to be a significant challenge for both the teacher and the students. The teacher, who had extensive experience practicing law and had already simplified the assignment from an online course, found it complicated to adjust it for high school students. The teacher also recognized the importance of the research process in social science classes, making it an integral part of the assignment.

Student Feedback and Experience

The students initially struggled with the assignment, finding the research process time-consuming and demanding. However, with the teacher's support and additional time, they were able to complete the task. The students invested six class periods and three weeks outside of class to finish their work, resulting in products that were both attractive and high-quality. Feedback was mixed; while some students expressed pride in their work, others were relieved to be done with it forever.

Traumatic Grading Experience

For the teacher, the grading process was equally challenging. Each of the 20-page research papers, along with the source materials and oral presentations, necessitated a significant investment of time. It took approximately 60 hours to grade each student's presentation, including the research and oral components. This experience highlighted the importance of carefully designing assignment parameters to balance comprehensiveness with manageability for both teachers and students.

Lessons Learned

Through this experience, both the students and the teacher learned valuable lessons. For the students, the assignment led to a deeper understanding of legal and historical contexts, as well as enhanced critical thinking skills. For the teacher, it reinforced the necessity of clear and concise instructions, sufficient time allocation, and the value of providing support throughout the research and preparation process.

Conclusion

Challenging assignments, while demanding, can be transformative experiences for both teachers and students. Such assignments push the boundaries of students' learning and foster a deeper engagement with complex legal and societal issues. However, it is crucial for educators to ensure that these assignments are well-designed and time-allocated to avoid unnecessary stress and workload for both parties.