Canadian & World Studies · Grade 12

Active learning ideas

Human Rights in International Relations

Active learning transforms abstract human rights concepts into tangible, student-centered experiences. Simulation and collaborative work help students grasp the complexities of international relations where moral, economic, and political stakes intersect.

• Ontario Curriculum Expectations
• ON: Human Rights and Social Justice - Grade 12
• ON: International Relations and Global Governance - Grade 12

• 25–90 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 90 min · Small Groups

Simulation Game: CUSMA Renegotiation

Students represent Canada, the US, and Mexico in a negotiation over a specific trade issue like 'rules of origin' for cars or 'supply management' for dairy. They must find a compromise that satisfies their domestic stakeholders.

Evaluate when the international community should intervene in another country's human rights abuses.

Facilitation Tip

During the CUSMA Renegotiation simulation, assign clear roles (e.g., labor representative, environmental advocate) to ensure all students engage with the document’s specific clauses.

What to look for

Facilitate a class debate on the following prompt: 'Resolved: The international community has a moral obligation to intervene militarily when a state commits mass human rights atrocities, even if it violates that state's sovereignty.' Assign students roles as proponents, opponents, or neutral observers, requiring them to cite specific international relations theories or historical examples.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Inquiry Circle
• 45 min · Small Groups

Inquiry Circle: The Life of a Product

Small groups trace the supply chain of a common item (e.g., a smartphone or a t-shirt). They identify where the raw materials come from, where it is assembled, and the trade agreements that facilitate its movement, presenting their findings as a map.

Critique the consistency of Canada's human rights record abroad.

Facilitation Tip

For The Life of a Product investigation, have students trace a single item’s supply chain to ground abstract trade rules in a relatable, concrete example.

What to look for

Present students with a hypothetical scenario involving severe human rights abuses in a fictional country. Ask them to write a short paragraph identifying the key international relations principles at play (e.g., sovereignty, R2P) and proposing one diplomatic or interventionist action Canada might consider, justifying their choice.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: Globalization, Winner or Loser?

Students are given a profile of a specific person (e.g., a Canadian software engineer, a Mexican factory worker, a Chinese farmer). They discuss with a partner how globalization has impacted that person's life and whether the overall effect is positive or negative.

Analyze how economic interests and human rights can coexist in foreign policy.

Facilitation Tip

In the Think-Pair-Share on globalization, require students to cite specific trade agreement examples when stating their positions to avoid vague arguments.

What to look for

Students write a one-page policy brief analyzing Canada's response to a past or present human rights crisis abroad. They then exchange briefs with a partner. Peers assess the brief's clarity, the strength of its arguments, and whether it adequately addresses the tension between sovereignty and human rights, providing one specific suggestion for improvement.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Start with students’ lived experiences by asking them to bring in a product they own and discuss its origins. This builds empathy before introducing legal and political frameworks. Avoid overwhelming them with jargon; instead, scaffold complex ideas like 'sovereignty' through relatable scenarios, such as a country banning imports due to human rights violations.

By the end of these activities, students will confidently analyze trade agreements and their human rights implications, using evidence to argue positions while respecting diverse viewpoints. Participation in simulations and discussions will reveal their growing ability to weigh sovereignty against intervention.

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Watch Out for These Misconceptions

• During the CUSMA Renegotiation simulation, watch for students assuming free trade means no rules.

  After distributing copies of CUSMA’s table of contents, ask groups to identify and present three unexpected areas of regulation, such as labor or environmental standards, to highlight the agreement’s complexity.

• During The Life of a Product investigation, watch for students equating trade deficits with economic failure.

  Provide a simplified balance of payments chart for students to analyze, then ask them to explain how a trade deficit might indicate a country’s ability to purchase foreign goods while attracting investment.

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Methods used in this brief

• Simulation Game
• Inquiry Circle
• Think-Pair-Share