Lesson 2: Rights and Responsibilities in Healthy Relationships

Introduction

In this lesson students learn about the rights and responsibilities associated with healthy
relationships. Any right claimed in a relationship carries with it a duty or a responsibility
either for the claimant or for the partner. Mutually respecting relationship rights and
responsibilities is a way of ensuring the health of the partnership.

This lesson provides students with opportunities to examine and explore the many facets
of rights and responsibilities and apply them to a variety of relationships.

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Specific Learning Outcome

12.HR.3 Examine rights and responsibilities of individuals in relationships, and explore

how respecting these rights and responsibilities may affect the development of
relationships.
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Key Understandings

 Healthy relationships involve respecting individual rights (e.g., consent to sexual

activity) and responsibilities.
 Understanding rights and responsibilities involves respecting individual perspectives
related to, but not limited to, culture, gender, age, sexual orientation, and religion.
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Essential Questions

1. What are the rights and responsibilities of individuals in a relationship?

2. What constitutes consent to sexual activity?
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Background Information

What Is a Right?

A right is an entitlement to perform or not to perform certain actions, either legally or

morally. With each right that a person possesses, there is a corresponding duty or
responsibility. For example, vehicle drivers have the right to drive on public roads and the
responsibly to follow the laws and rules of the road to ensure their own safety and the
safety of those around them.

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 A person can claim or assert many rights, such as the right to exist, to be loved, to be cared
for, to have access to food, water, and shelter, to a secure environment, to freedom of
choice, to feel proud of own actions, to privacy, to an education, to fair and equal
treatment, and so on. Some rights are determined by law (e.g., age for alcohol
consumption), some are conditional (e.g., free speech balanced with freedom from
discrimination), and some can become limited or restricted (e.g., enforcement of curfews).

Human Rights Legislation

The Canadian
Charter of Rights FEDERAL LEGISLATION
and Freedoms, which
The Canadian Charter of Rights and Freedoms sets out rights and
is Part 1 of The freedoms that Canadians believe are necessary in a free and democratic
Constitution Act, society. It establishes equality rights before and under the law and states,
1982, guarantees in part, the following:
the rights and Guarantee of Rights and Freedoms
freedoms of The Canadian Charter of Rights and Freedoms guarantees the rights
Canadian citizens. and freedoms set out in it subject only to such reasonable limits
It may be helpful to prescribed by law as can be demonstrably justified in a free and
review with democratic society.
students some key Equality Rights
Every individual is equal before and under the law and has the right
aspects of
to the equal protection and equal benefit of the law without
Canadian human discrimination and, in particular, without discrimination based on race,
rights legislation national or ethnic origin, colour, religion, sex, age or mental or
and policies. physical disability.
(Manitoba students
studied these rights and freedoms as part of the Grade 9 Social Studies curriculum.)

Cultural Diversity: Balancing Legal Rights and Responsibilities

Students in Manitoba classrooms may come from differing backgrounds and experiences
with respect to their knowledge of and attitudes toward human rights and responsibilities
as reflected in Canadian and provincial legislation, policies, and practices. Moreover,
human rights and responsibilities are continually evolving in Canada and in other
countries. Countries may be at different points in their development of human rights
legislation and policy. In some countries, there may be a significant gap between the
legislation and policies and the actual practices. Students and their families who are
relatively new to Canada may have limited knowledge of human rights legislation and
practices in Canada and may have a different concept of the rights and responsibilities of
Canadian citizens than those who have been in the country longer.

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 Students and their families may also reflect a variety of different faith groups and belief
systems, which may conflict with some aspects of human rights legislation and policy. It is
important that students explore their legal rights and responsibilities without demeaning
or devaluing their right of freedom of religion. Therefore, students need to explore how to
balance legal rights and responsibilities with their own faith or belief systems.

Keep in mind that equity does not mean that both persons in a relationship must do
exactly the same work in the home or take responsibility for exactly the same aspects of
maintaining a healthy relationship. Families vary in the way they share responsibilities
based on a variety of factors. Some of these may be based on personal practices,
preferences, and choices, and others on social and cultural norms. It is important for
students to explore how the principle of equity may play out in different relationships in
different ways.

Nevertheless, as human rights legislation and practices in Canada have an impact on

family law, all students need to explore how these inform and help shape healthy
relationships.

REFERENCES
For additional information on rights and freedoms in Canada, refer to the following
resources:
Department of Justice Canada. Canadian Charter of Rights and Freedoms. Ottawa, ON:
Department of Justice, 1982. Available online at
<www.laws.justice.gc.ca/en/charter/>.
---. The Constitution Act. Ottawa, ON: Department of Justice, 1982. Available online at
<http://laws.justice.gc.ca/en/const/annex_e.html>.
Manitoba Education, Citizenship and Youth. Grade 9 Social Studies: Canada in the
Contemporary World: A Foundation for Implementation. Winnipeg, MB: Manitoba
Education, Citizenship and Youth, 2007. Available online at
<www.edu.gov.mb.ca/k12/cur/socstud/index.html>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

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 Suggestion for Instruction / Assessment

Distinguishing between a Right and a Privilege: An Activating Activity

This activating activity is intended to check (in general terms) students’ prior knowledge
related to an individual’s rights and the distinction between a right and a privilege.

To prompt discussion, have students share their ideas on whether they would consider
the following to be a right or a privilege in Canada:
 Get a tattoo.
 Play on a sports team.
 Harangue or “boo” a sports official.
 Obtain legal counsel.
 Engage in sexual relations.
 Marry a gay/lesbian partner.
 Live in a safe home.
 Have a cell phone in school.
 Have access to medical care.
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Background Information

Personal Rights within Relationships

It is important for students to know their personal rights within a relationship. An
individual’s rights include the following.

A PERSONAL BILL OF RIGHTS*

 I have the right to be respected; and I will respect others.
 I have the right to make decisions that fit my values.
 I have the right to affection without having to have sex.
 If I do not want physical closeness, I have a right to say “no.”
 I have the right to start a relationship slowly, before I become involved.
 When a relationship is ending, I will not change myself to try to keep it going.
 I have the right to ask for change in a relationship.
 I have the right to postpone pregnancy until I am truly ready to be a parent.
 I have the right to stay safe from sexually transmitted infections.
 I have the right to get a good education.
 I have the right to plan my future.
 I have the right to change my goals.
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* Source: PPM 1998; rev. Sexuality Education Resource Centre Manitoba, 2008. Adapted with permission.

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 Suggestion for Instruction / Assessment

Bill of Rights and Responsibilities

Have students explore the rights and responsibilities associated with various roles in
relationships.

Directions/Description
 Divide the class into small groups. Assign each group to one of the following roles,
with the task of developing a Bill of Rights and Responsibilities (using RM 3–HR) for
the assumed role:
 parent (potential parent)
 friend
 child
 student
 sport participant
 employee
 The Bill of Rights and Responsibilities should include the following two sections:
 I have a right to . . .
 I have a responsibility to . . .
 Have each group present their Bill of Rights and Responsibilities to the class.

Refer to RM 3–HR: Bill of Rights and Responsibilities.

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Background Information

Responsibility in Relationships

Responsibility is having a duty and being accountable for one’s actions. Responsible people
do what needs to be done, fulfill their obligations, are answerable for their actions, use
good judgment, and don’t let people down. Being responsible, therefore, involves values
such as trust and reliability.

When we are in a relationship with another person we have a responsibility to look after
one another. If we neglect to perform these responsibilities, the relationship may become
unhealthy. In some cases, relationships may become unsafe.

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 Each person in a relationship has the following responsibilities:
 Accept the other person as an individual and treat each other with kindness and
caring. Any form of abuse in a relationship is unacceptable.
 Respect and value each other’s rights.
 Discuss all aspects of the relationship, including sexual health (e.g., sexual history,
testing for sexually transmitted infections, risks, contraception), and share in the
decisions and resulting actions.
 Listen actively and validate and support each other’s feelings.
 Honour the mutually agreed upon decisions and choices.
 Make, and allow each other to make, personal choices and decisions.
 Dignify the relationship by never pressuring each other to do things that either person
is not comfortable doing, including any sexual activity.

Consent to Sexual Activity

In addition to recognizing rights and

responsibilities in relationships, students NOTE TO TEACHER
need to understand what consent means and
Due to the sensitive nature of this content,
how it is given within a healthy sexual please be aware of and follow divisional
relationship. Ensuring active, informed, and policies/guidelines with respect to the
freely given consent is a vital factor in healthy delivery of sensitive content. Also be aware
sexual relationships. that there may be disclosures which, by law,
you must report to the appropriate
Unless a person actively says “yes” to an authorities.
intimate/romantic/sexual act, the partner is
not permitted physical contact: “The law in
Canada states that only ‘yes means yes’ and
everything else means NO” (Klinic 15). CONSENT*
 Consent is active, not passive.
In 2008, Canada’s “age of consent” laws  Consent is based on choice.
raised the age of consent from 14 years old to  Consent is not manipulated.
16 years old. These laws were changed to  Consent is not coerced.
provide children with further protection from
 Consent is not submission due to fear.
sexual exploitation.
 Consent is freely given.
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* Source: Canadian Red Cross. “What's Love Got
to Do with It? Everyone Deserves a Healthy
Relationship.” RespectED: Violence and Abuse
Prevention. PowerPoint presentation. Slide 15.
2008. Reproduced with permission.

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 REFERENCES
For additional information on responsibilities in relationships and consent to sexual activity,
refer to the following resources:
Canadian Red Cross. “What's Love Got to Do with It? Everyone Deserves a Healthy
Relationship.” RespectED: Violence and Abuse Prevention. PowerPoint presentation.
Slide 15. 2008.
Canadian Red Cross Youth. “What’s Love Got to Do with It? Relationship Violence
Prevention Program for Youth.” RespectED Programs.
<www.redcrossyouth.ca/respected/programs.html>.
Department of Justice Canada. Frequently Asked Questions: Age of Consent to Sexual
Activity. 12 Dec. 2008. <www.justice.gc.ca/eng/dept-min/clp/faq.html>.
Klinic Community Health Centre. Teen Talk Program. Relation Shifts. DVD and Facilitator’s
Guide. Winnipeg, MB: Klinic Community Health Centre, 2007. The Facilitator’s Guide is
available online at <www.teen-talk.ca/RelationShifts.html>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

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Suggestion for Instruction / Assessment

Rights and Responsibilities in Intimate Relationships

Now that the class has examined rights and responsibilities within a healthy relationship,
including the issue of consent to sexual activity, have the class develop a Bill of Rights and
Responsibilities for someone in an intimate relationship.

Refer to RM 3–HR: Bill of Rights and Responsibilities.

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