Courses

New Brunswick · Grade 12

Law 120

New Brunswick’s Grade 12 social studies course, from Unit 1: Foundations of the Law to Unit 14: Property Law.

Learn thisPractice test
Units
14
Lessons
34
Skills
115
Provincial exam
None
Official curriculum
curriculum.nbed.ca

Unit by unit

Every skill in the course, with its official code.

Unit 1 · 11 skills

Unit 1: Foundations of the Law

Law, Its Sources, and Types

Government Powers and Making Laws

  • Division of governmental powers

    I can explain how law-making power is divided among federal, provincial, and municipal governments.

    1.4

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  • How laws are made in Canada

    I can describe the process by which a bill becomes law in Canada.

    1.5

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Rights, Human Rights Law, and the Indian Act

  • The Charter of Rights and Freedoms

    I can analyse the Charter of Rights and Freedoms to identify Canadians' rights and freedoms.

    1.6

    Learn itPractice testActivities

  • The NB Human Rights Act

    I can analyse the NB Human Rights Act to identify the rights it protects.

    1.7

    Learn itPractice testActivities

  • The structure of the Indian Act

    I can describe the structure, powers, and jurisdiction of the Indian Act.

    1.8

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  • Impact of the Indian Act on Aboriginal peoples

    I can assess the impact of the Indian Act on the rights and freedoms of Aboriginal peoples.

    1.8.1

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  • Applying human rights law to cases

    I can apply human-rights law to reason through specific cases.

    1.9

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The Structure of the Courts

  • Structure of federal and provincial courts

    I can describe the structure and jurisdiction of Canada's federal and provincial courts.

    1.10

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The official wording · 11 outcomes
1.1
explain the need for and purposes of law
1.2
identify the historical sources of our laws and explain how our laws evolved and continue to change
1.3
classify laws by type
1.4
identify and explain the division of federal, provincial and municipal governmental powers
1.5
describe and explain the process by which laws are made in Canada
1.6
analyse the Charter of Rights and Freedoms to identify the rights, freedoms and responsibilities of Canadian citizens
1.7
analyse the NB Human Rights Act to identify the rights, freedoms and responsibilities of New Brunswick citizens
1.8
identify and describe the structure, powers and jurisdiction of the Indian Act
1.8.1
assess the impact of the Indian Act on the rights, freedoms and responsibilities of Aboriginal peoples
1.9
apply their understanding of human rights law to specific cases
1.10
identify and describe the structure, powers, and jurisdictions of the federal and provincial courts

Key ideas

  1. Law is a set of enforceable rules that govern how people live together.

  2. The Constitution divides law-making powers between the federal and provincial governments.

  3. The Canadian Charter of Rights and Freedoms (1982) is part of the Constitution and protects rights and freedoms.

  4. Canada has a hierarchy of courts, provincial and federal.

  5. Law provides order, resolves disputes, and protects people and property.

Watch out for

  • Thinking law is only about punishment - it also resolves disputes and protects rights.
  • Thinking one level of government makes all law - powers are divided.
  • Thinking Charter rights are absolute - they are subject to reasonable limits.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 14 skills

Unit 2: Criminal Law

Crime, Offences, and Parties

The Criminal Justice Process

Evidence and Defences

Sentencing, Appeals, and Parole

The official wording · 14 outcomes
2.1
analyze why society criminalizes certain behaviours
2.2
identify and explain the elements of a criminal offence and of selected specific offences
2.3
describe and explain the roles of the various parties to an offence
2.4
distinguish between indictable and summary conviction offences
2.5
describe the legal process of police investigation and arrest
2.6
identify and explain the roles of the various officers of the court
2.7
identify and describe pre-trial and trial procedures
2.8
describe and evaluate the jury system
2.9
describe and apply the rules of evidence to specific cases
2.10
describe and analyze standard defences to criminal charges
2.11
identify sentencing alternatives, including options for Aboriginal offenders, and suggest appropriate circumstances for their use
2.12
identify and describe the different avenues of appeal
2.13
demonstrate an understanding of parole eligibility
2.14
apply the criminal law to analyze, prosecute, defend, and decide specific cases

Key ideas

  1. Criminal law prohibits behaviour society considers seriously harmful or wrong.

  2. Police investigate to gather evidence, sometimes needing a warrant to search.

  3. Evidence must be relevant and admissible to be used in court.

  4. Sentencing serves purposes like denunciation, deterrence, rehabilitation, and restorative justice.

  5. Behaviour is criminalized to protect people, property, and public order.

Watch out for

  • Thinking anything harmful is criminal - criminal law targets serious wrongs.
  • Thinking police can search anytime - they usually need grounds or a warrant.
  • Thinking any information can be used - only admissible evidence counts.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 11 skills

Unit 3: Civil Law - Torts

Civil Law and Its Procedures

Torts and Negligence

Remedies, Damages, and Defences

The official wording · 11 outcomes
3.1
distinguish between civil and criminal matters and the different types of civil law
3.2
describe civil court procedures and contrast them with criminal procedure
3.3
demonstrate an understanding of torts and the purposes of tort law
3.4
demonstrate an understanding of the different kinds of torts and their elements
3.4.1
distinguish between intentional and unintentional torts
3.4.2
explain duty of care, standard care, proximate cause, foreseeability, and the reasonable person standard
3.5
demonstrate an understanding of the remedies available for victims
3.5.1
identify different kinds of damages which may be awarded in tortious actions and the principles governing their application
3.5.2
Identify the unique circumstances regarding tortious actions brought by and against Aboriginal litigants and respondents to litigation
3.6
identify the specific defences to various torts
3.7
apply their understanding of tort law to specific cases

Key ideas

  1. Criminal law involves the state prosecuting a wrong against society; civil law resolves disputes between parties.

  2. A tort is a civil wrong (other than breach of contract) that causes harm.

  3. The main tort remedy is damages - money to compensate the victim.

  4. In criminal cases the standard is 'beyond a reasonable doubt'; in civil cases it is the 'balance of probabilities'.

  5. Tort law lets an injured person sue the wrongdoer for compensation.

Watch out for

  • Thinking civil and criminal cases use the same standard of proof - they differ.
  • Thinking a tort is a crime - it is a civil wrong.
  • Thinking tort remedies punish - they mainly compensate.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 8 skills

Unit 4: Contracts

Making a Valid Contract

Breach and Remedies

The official wording · 8 outcomes
4.1
explain the need for contractual agreements and the process of making a valid contract
4.1.1
explain the purpose, nature and types of contracts
4.1.2
describe the elements of and the process for making a valid contract
4.1.3
identify the legal limitations and constraints of contracts for various individuals
4.1.4
explain how a contract may be discharged
4.2
identify the legal consequences of breach of contract
4.3
identify the remedies available for breach of contract and demonstrate an understanding of their application
4.4
apply their understanding of contract law to specific cases

Key ideas

  1. A contract is a legally enforceable agreement between parties.

  2. A breach occurs when a party fails to perform its contractual obligations.

  3. Contracts let people rely on promises in business and daily life.

  4. A minor breach allows a claim for damages; a fundamental breach may end the contract.

  5. A valid contract requires offer, acceptance, consideration, capacity, and legal purpose.

Watch out for

  • Thinking any promise is a contract - it needs the essential elements.
  • Thinking any failure ends the contract - only a fundamental breach may.
  • Thinking contracts must be written - many are valid orally.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 5 · 13 skills

Unit 5: Family Law

Family, Marriage, and Relationships

  • What is a family in legal terms

    I can describe what counts as a family in legal terms.

    5.1

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  • Changing trends in family structure

    I can explain changing trends in family structure and their legal relevance.

    5.1.1

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  • Legal requirements of marriage and common-law relationships

    I can identify the legal requirements of marriage and common-law relationships, including same-sex partnerships.

    5.1.2

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  • Rights and responsibilities of family members

    I can explain the legal rights and responsibilities of family members.

    5.1.3

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  • Adoption

    I can explain the legal requirements and process of adoption.

    5.1.4

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Family Breakdown

Applying Family Law and Protecting Families

The official wording · 13 outcomes
5.1
describe what is considered a family in legal terms
5.1.1
demonstrate an understanding of changing trends in family structure
5.1.2
identify the legal requirements of marriage and of common law relationships, including same sex partnerships
5.1.3
demonstrate an understanding of the legal rights and responsibilities of family members
5.1.4
identify and explain the legal requirements and process of adoption
5.2
demonstrate an understanding of the legal ramifications of family breakdown
5.2.1
identify and explain the legal requirements and processes involved in separation, divorce and annulment
5.2.2
describe the purpose and legal requirements of pre-nuptial and cohabitation agreements
5.2.3
demonstrate an understanding of the legal principles applied when deciding custody
5.2.4
demonstrate an understanding of the legal principles applied when deciding support issues
5.2.5
demonstrate an understanding of the legal principles applied when dividing matrimonial property
5.3
apply their understanding of family law to specific cases
5.4
demonstrate an understanding of the causes and consequences of domestic violence and abuse

Key ideas

  1. Family law recognizes families formed by marriage, common-law relationships, and parent-child ties.

  2. Family breakdown raises legal issues of divorce, custody, support, and property.

  3. Applying family law uses the relevant principles to a family situation.

  4. The legal definition of family has broadened over time.

  5. Divorce legally ends a marriage.

Watch out for

  • Thinking only married couples form a legal family - common-law and other forms are recognized.
  • Thinking breakdown is only emotional - it has major legal consequences.
  • Thinking outcomes depend on who is 'right' emotionally - legal principles govern.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 6 · 11 skills

Unit 6: Estate Law

Wills and Testaments

Intestacy and Directives

The official wording · 11 outcomes
6.1
demonstrate an understanding of the necessity for and importance of preparing a last will and testament
6.2
identify and explain the legal requirements for making, changing, revoking and executing a last will and testament
6.2.1
identify the types and differences among the various types of last will and testaments
6.2.2
demonstrate an understanding of the legal capacity necessary to make a last will and testament
6.2.3
identify the required elements of a valid last will and testament
6.2.4
demonstrate an understanding of the duties and obligations of the executor of an estate
6.3
explain intestate succession and its consequences
6.4
apply their understanding of estate law to specific cases
6.5
explain the legal requirements of and the authority conferred by a power of attorney
6.6
demonstrate an understanding of a living will
6.6.1
compare the enforceability of a living will to that of a last will and testament

Key ideas

  1. A last will and testament sets out how a person's property is distributed after death.

  2. Intestacy is dying without a valid will.

  3. A will lets a person choose beneficiaries and name an executor.

  4. The law sets out a fixed order for distributing the estate (to spouse, children, and other relatives).

  5. Without a will, the law decides distribution (intestacy).

Watch out for

  • Thinking a will is only for the wealthy - anyone with property benefits.
  • Thinking property goes to whomever the family chooses - the law decides.
  • Thinking property is distributed as one wishes without a will - the law decides.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 7 · 7 skills

Unit 7: Environmental Law

The Need for and Extent of Environmental Law

  • The need for environmental law

    I can identify the need for and purposes of environmental law.

    7.1

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  • The extent of environmental protection laws

    I can identify environmental protection laws at the local, national, and international levels.

    7.2

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Effectiveness and Balance

  • Effectiveness of environmental law

    I can evaluate how effective environmental law is at protecting the environment.

    7.3

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  • Sustainability of resource use

    I can assess whether current laws ensure sustainable resource use and environmental quality.

    7.3.1

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  • Balancing economy and environment

    I can evaluate how well laws balance economic development against environmental concerns.

    7.3.2

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Influence and Applying the Law

  • Role of lobby and interest groups

    I can assess the role of lobby, protest, and special-interest groups in environmental law.

    7.4

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  • Applying environmental law to cases

    I can apply environmental law to analyse a specific case.

    7.5

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The official wording · 7 outcomes
7.1
identify the need for and purposes of environmental law
7.2
research to identify the nature and extent of environmental protection laws locally, nationally and internationally
7.3
evaluate the effectiveness of environmental law in protecting air, water, land and endangered species locally, nationally and internationally
7.3.1
assess the extent to which current laws ensure the sustainability of resource use and environmental quality
7.3.2
analyze current laws and evaluate the extent to which they balance economic development against environmental concerns
7.4
describe and assess the role of lobby, protest and special interest groups in making and changing environmental law
7.5
apply their understanding of environmental law to specific cases

Key ideas

  1. Environmental law protects air, water, land, and living things from harm.

  2. Effectiveness means whether the law actually protects the environment.

  3. Interest groups try to influence environmental law and policy.

  4. It is needed because environmental harm affects everyone and can be permanent.

  5. Enforcement, penalties, and compliance affect effectiveness.

Watch out for

  • Thinking the environment protects itself - law is needed to prevent harm.
  • Thinking a law on paper guarantees protection - enforcement matters.
  • Thinking only governments shape environmental law - interest groups influence it too.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 8 · 4 skills

Unit 8: Consumer Law

Consumer Protection

The official wording · 4 outcomes
8.1
explain why consumer protection laws are needed
8.2
describe the protection provided to consumers by legislation
8.3
distinguish between implied and express conditions and warranties
8.4
analyze specific cases to identify remedies available to the buyer and seller

Key ideas

  1. Consumers often have less power and information than sellers.

  2. Consumer protection laws guard against unfair or deceptive practices.

  3. They ensure products are safe and promises are honoured.

  4. They help balance the relationship between buyers and sellers.

  5. Consumer legislation sets standards for fair dealing, safety, and disclosure.

Watch out for

  • Thinking buyers and sellers are always equal - consumers often have less power.
  • Thinking consumer law only helps sellers - it protects buyers.
  • Thinking consumers have no legal protections - legislation provides many.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 9 · 6 skills

Unit 9: Aboriginal Peoples and Law

Status and the Indian Act

  • Status and non-Status Indians under the Indian Act

    I can explain and differentiate Status and non-Status under the Indian Act.

    9.1

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  • Rights of Status and non-Status Indians

    I can compare the rights of Status and non-Status Indians under the Indian Act.

    9.1.1

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  • The Charter and Bill C-31

    I can explain how the Charter led to Bill C-31's changes to the Indian Act.

    9.1.2

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Aboriginal Rights and Self-Government

  • Aboriginal Rights and Treaty Rights

    I can explain the difference between Aboriginal Rights and Treaty Rights.

    9.2

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  • Aboriginal self-government

    I can explain the concept of Aboriginal self-government.

    9.3

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  • Aboriginal vs parliamentary models of government

    I can compare Aboriginal models of government with the parliamentary democratic model.

    9.4

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The official wording · 6 outcomes
9.1
explain and differentiate between the definitions of Status and non-Status Indians under the Indian Act
9.1.1
identify, compare and contrast between the rights, freedoms and responsibilities afforded Status and non-Status Indians under the Indian Act
9.1.2
apply their understanding of the Canadian Charter of Rights and Freedoms to the changes made in the Indian Act through Bill C-31.
9.2
explain the differences between Aboriginal Rights and Treaty Rights
9.3
apply their understanding of governance and human rights to the concept of Aboriginal self-government
9.4
compare and contrast Aboriginal models of government to the parliamentary democratic model

Key ideas

  1. The Indian Act defines who is a 'Status Indian' - a legal category with specific rights under the Act.

  2. Aboriginal Rights arise from Indigenous peoples' long-standing use and occupation of the land before European contact.

  3. 'Non-Status' refers to Indigenous people who are not registered under the Indian Act, though they may still be part of a First Nation.

  4. Treaty Rights come from specific agreements between Indigenous nations and the Crown.

  5. The Status distinction has historically caused injustice, especially for women who lost Status through marriage.

Watch out for

  • Thinking Status defines whether someone is Indigenous - it is a legal registration category, not identity.
  • Thinking Aboriginal and Treaty Rights are the same - they arise from different sources.
  • Thinking 'non-Status' means 'not Indigenous' - it means not registered under the Act.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 10 · 3 skills

Unit 10: International Law

International Law

The official wording · 3 outcomes
10.1
explain the nature of international law and how it is made
10.2
discuss specific examples of international laws and their application and effectiveness
10.3
apply their understanding of aspects of international law to current/recent issues

Key ideas

  1. International law governs relations between states and some other actors.

  2. It is made through treaties, custom, and the work of international organizations.

  3. Unlike domestic law, there is no single world government to enforce it.

  4. States agree to be bound, and compliance depends largely on cooperation.

  5. Examples include human-rights treaties, the law of the sea, and the laws of war.

Watch out for

  • Thinking international law has a world police force - enforcement is limited.
  • Thinking it is not real law - states treat it as binding.
  • Thinking international law is always enforced - effectiveness varies.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 11 · 5 skills

Unit 11: Labour Law

Employment Rights and Contracts

  • Rights and responsibilities in employment

    I can explain the rights and responsibilities of employers and employees.

    11.1

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  • Elements of employment contracts

    I can explain the elements of an employment contract.

    11.1.1

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  • Federal and provincial labour legislation

    I can identify the main provisions of federal and provincial labour legislation.

    11.2

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Unions and Collective Bargaining

The official wording · 5 outcomes
11.1
identify and explain the rights and responsibilities of employers and employees, principals and agents
11.1.1
demonstrate an understanding of the elements of employment contracts
11.2
identify and explain the main provisions of federal and provincial labour legislation
11.3
explain the formation and role of unions
11.4
describe the process of collective bargaining and the roles of the parties involved

Key ideas

  1. Employment law sets out the rights and duties of employers and employees.

  2. A union is an organization of workers that represents them collectively.

  3. Employees have rights to fair pay, safe conditions, and notice of termination.

  4. Workers form a union through a certification process.

  5. Employers have rights to reasonable performance and duties to comply with the law.

Watch out for

  • Thinking only employees have rights - employers have rights and duties too.
  • Thinking a union is imposed by government - workers choose to form one.
  • Thinking employment has no legal rules - it is heavily regulated.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 12 · 7 skills

Unit 12: Youth and the Law

Youth Justice Over Time

  • Changing attitudes toward young offenders

    I can explain how attitudes toward young offenders have changed over time.

    12.1

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  • Youth justice legislation over time

    I can compare the successive youth-justice laws in Canada.

    12.1.1

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Youth Rights and Treatment

  • Special rights and protections for young offenders

    I can identify the special rights and protections young offenders have.

    12.2

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  • Treatment of adult and young offenders

    I can compare how adult and young offenders are treated.

    12.3

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  • Why special provisions for young offenders

    I can explain why young offenders have special legal provisions.

    12.4

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  • Validity of treating youth differently

    I can assess whether treating young offenders differently is justified.

    12.5

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Resources for Young Victims

The official wording · 7 outcomes
12.1
discuss and explain changing attitudes toward the treatment of young offenders over time
12.1.1
compare the provisions of the Juvenile Delinquents Act, the Young Offenders Act, the Youth Criminal Justice Act and current legislation
12.2
identify the special rights and protections currently provided to young offenders on arrest and detention, during trial and with respect to dispositions and alternative measures
12.3
compare the treatment of adult and young offenders
12.4
explain why there are special legal provisions for young offenders
12.5
assess the validity of treating young offenders differently
12.6
identify resources and contacts available to young victims and potential victims of crime

Key ideas

  1. Society's approach to young offenders has shifted over time.

  2. Young offenders have extra protections beyond those given to adults.

  3. Young victims and potential victims have access to support and resources.

  4. Earlier approaches emphasized either harsh punishment or rehabilitation at different times.

  5. On arrest they have rights to counsel and to have a parent notified.

Watch out for

  • Thinking attitudes have always been the same - they have shifted significantly.
  • Thinking youth are treated like adults - they have special protections.
  • Thinking victims must cope alone - resources and support exist.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 13 · 9 skills

Unit 13: Human Rights

The Human Rights Documents

  • Protecting human rights nationally and internationally

    I can explain why human rights need protection nationally and internationally.

    13.1

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  • The UN Universal Declaration of Human Rights

    I can explain the background and reasons for the UN Universal Declaration of Human Rights.

    13.1.1

    Learn itPractice testActivities

  • The Canadian Bill of Rights

    I can explain the background and reasons for the Canadian Bill of Rights.

    13.1.2

    Learn itPractice testActivities

  • The Canadian Charter of Rights and Freedoms

    I can explain the background and reasons for the Canadian Charter of Rights and Freedoms.

    13.1.3

    Learn itPractice testActivities

  • The Canadian and NB Human Rights Acts

    I can explain the background and reasons for the Canadian and NB Human Rights Acts.

    13.1.4

    Learn itPractice testActivities

Rights, Complaints, and Remedies

The official wording · 9 outcomes
13.1
explain the need for protection of human rights nationally and internationally
13.1.1
explain the background to and reasons for the adoption of the UN Universal Declaration of Human Rights
13.1.2
explain the background to and reasons for the adoption of the Canadian Bill of Rights
13.1.3
explain the background to and reasons for the adoption of the Canadian Charter of Rights and Freedoms
13.1.4
explain the background to and reasons for the adoption of the Canadian and NB Human Rights Act
13.2
describe their rights and responsibilities as citizens of Canada and the world under the UN Universal Declaration of Human Rights, the Canadian Bill of Rights, the Canadian Charter of Rights and Freedoms and national and provincial Human Rights Acts
13.3
describe and explain the process of filing and hearing a complaint under the UN Universal Declaration of Human Rights, the Canadian Bill of Rights, the Canadian Charter of Rights and Freedoms and national and New Brunswick Human Rights Acts
13.4
identify the remedies available to plaintiffs under the UN Universal Declaration of Human Rights, the Canadian Bill of Rights, the Canadian Charter of Rights and Freedoms and national and provincial Human Rights Acts
13.5
evaluate the effectiveness of current human rights legislation

Key ideas

  1. Human rights are the basic rights all people have simply for being human.

  2. Together these documents protect a wide range of rights and freedoms.

  3. History shows rights can be violated by governments and others.

  4. The UDHR sets a global standard; the Charter protects rights in Canada's Constitution.

  5. National and international laws protect these rights.

Watch out for

  • Thinking rights protect themselves - law and institutions are needed.
  • Thinking these documents all do the same thing - they operate at different levels.
  • Thinking human rights are only a national matter - they are also international.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 14 · 6 skills

Unit 14: Property Law

Owning Property

Landlord and Tenant

The official wording · 6 outcomes
14.1
outline the procedures for the purchase and sale of real property
14.2
identify and explain the rights and responsibilities of property owners
14.2.1
identify and explain the limits on the rights of property ownership
14.3
identify and explain the rights and responsibilities of landlord and tenant
14.3.1
identify and explain the essentials of various types of leases
14.3.2
identify and explain the essentials of the different classes of tenancies

Key ideas

  1. Real property is land and things attached to it, like buildings.

  2. A tenancy is a legal relationship where a tenant rents property from a landlord.

  3. Buying and selling involves an offer, agreement of purchase and sale, and closing.

  4. Landlords must provide a habitable property and respect the tenant's rights.

  5. Title searches and registration confirm and record ownership.

Watch out for

  • Thinking a handshake transfers land - a legal process and registration are needed.
  • Thinking landlords can do anything - tenants have protected rights.
  • Thinking real and personal property are the same - real property is land.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Which course?

New Brunswick has 2 social studies courses for Grade 12. Here they are side by side.

What a university, college or program asks for is theirs to say: check its admission page, and your school’s course guide.

The official curriculum

This page follows New Brunswick’s own curriculum for Law 120.

Council of Atlantic Ministers of Education and Training / New Brunswick Department of Education - Law 120 Curriculum Guidecurriculum.nbed.ca · Read August 2, 2026

Study it in MapleMind

MapleMind teaches Law 120 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Geometry, Measurement and Finance 10 in the MapleMind app on a tablet: its units, Unit 2 open, and the skills done so far with their starsGeometry, Measurement and Finance 10 in the MapleMind app on a phone: its units, Unit 2 open, and the skills done so far with their stars
Pictured: Geometry, Measurement and Finance 10, another New Brunswick course, partway through Unit 2.

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Course Companion

Your year in one workbook

A fun way to keep Law 120 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

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Questions about Law 120

What is Law 120?

New Brunswick’s Grade 12 social studies course: 14 units and 115 skills, from Unit 1: Foundations of the Law to Unit 14: Property Law.

What units are in Law 120?

1. Unit 1: Foundations of the Law, 2. Unit 2: Criminal Law, 3. Unit 3: Civil Law - Torts, 4. Unit 4: Contracts, 5. Unit 5: Family Law, 6. Unit 6: Estate Law, 7. Unit 7: Environmental Law, 8. Unit 8: Consumer Law, 9. Unit 9: Aboriginal Peoples and Law, 10. Unit 10: International Law, 11. Unit 11: Labour Law, 12. Unit 12: Youth and the Law, 13. Unit 13: Human Rights and 14. Unit 14: Property Law.

Is there a provincial exam for Law 120?

No. New Brunswick gives no provincial exam for Law 120.

Can MapleMind help with Law 120?

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