Ethics and Religious Culture (ERC)

Learning and Evaluation Situations 

The Ethics and Religious Culture program is being offered in elementary and secondary level classrooms as of September 2008. To support teachers in its application, Learning and Evaluation Situations (LES) were written by Anglophone resources, with the support and expertise of the Ministère de l’Éducation, du Loisir et du Sport.  Each LES has two sections - Teacher Tools and Student Booklet

Several of these LESs (available in the the main ERC Elementary and Secondary sections) relate to the themes expressed by the Dalai Lama in his teachings and conferences. 

Descriptions available below.  To access the actual LESs please click here!
Your LEARN username and password may be required to view these documents.
 

Title	Level	Cycle	Pedagogical Intention
Stories About Key Figures: Memorable Births Teacher tools: Word version PDF version Student booklet: Word version PDF version	Elementary	Cycle 1	The aim of this learning and evaluation situation is to evaluate the development of the competency in religious culture. The student should be able to recount in his/her own words the stories of the births of some key figures from various religious traditions. He/she should also be able to identify some cultural references, such as celebrations, which come from these stories. He/she should also be able to associate each story with its religious tradition of origin.
Celebrations of Light Teacher tools: Word version PDF version Student booklet: Word version PDF version	Elementary	Cycle 1	To help students discover family celebrations, rites and rituals, and make them aware of the fact that families celebrate key events in a variety of ways. To help students explore forms of celebration in their own families and in those of others.
Forms of Religious Expression: Symbols and Objects Teacher tools: Word version PDF version Student booklet: Word version PDF version	Elementary	Cycle 2	This learning and evaluation situation is intended to evaluate the level of competency developed in religious culture. The student should be able to identify certain characteristics of religious observances in the community, using the vocabulary appropriate to the religious traditions. The student should be able to give a brief description of the forms of religious expression associated with practices of prayer and meditation, as well as the meaning of such forms of expression within the larger context of the religious tradition.
The Company We Keep Teacher tools: Word version PDF version Student booklet:  Word version PDF version	Elementary	Cycle 2	Students will be encouraged to become aware that the different groups to which they belong help to shape their identity and meet their needs. They will examine their participation in various groups at home, in school and in their free time in order to understand that there are diverse relationships within groups and that these relationships can sometimes influence individual identity..
Actions That Make a Difference  Teacher tools : Word version PDF version Student booklet : Word version PDF version	Elementary	Cycle 3	This learning and evaluation situation is intended to evaluate the level of competency developed in ethics. The student should be able to recognize options or possible actions that respect human dignity and foster community life, and make connections between these actions and the values and norms that govern life in society. The student should be able to explain how these values and norms contribute to community life.
Ways of Representing Time Teacher tools : Word version PDF version Student booklet : Word version PDF version	Elementary	Cycle 3	Students will explore how some of the religious traditions found in Québec represent time and consider how these representations of time are marked by celebrations.

Title	Level	Cycle	Pedagogical Intention
Rites of Initiation Teacher tools: Word version PDF version Student booklet: Word version PDF version	Secondary	Cycle 1	Students will explore some of the key elements of rites of initiation in some religious traditions as well as in secular society. They will also reflect on some of the implications of these rites of initiation and the resulting freedoms and/or responsibilities for individuals.
Illegal? But Everyone Does It Teacher tools: Word version PDF version Student booklet: Word version PDF version	Secondary	Cycle 1	Help students become aware that obeying or disobeying the law has an impact on the social order. They will draw on cases involving Internet piracy and copyright laws to help them reflect on the reasons for create laws and informal codes of ethics that establish and maintain the social order. They will also examine the points of view of the various stakeholders involved in order to help them consider the values that inform people’s decisions to abide by or break the law.
Religions Down Through Time: Periods of Development and Diffusion Teacher tools: Word version PDF version Student booklet: Word version PDF version	Secondary	Cycle 2	To help students become aware that understanding a religious tradition requires knowledge of the significant events in its history. To draw upon the history of religious traditions to identify the key events to help students explain the meaning and role of these events in order to put them in context.
Tolerance Teacher tools: Word version PDF version Student booklet: Word version PDF version	Secondary	Cycle 2	Students will recognize that there are different ways of looking at tolerance. They will use specific cases in current events to reflect on indifference, tolerance and intolerance. They will also consider various responses that individuals and societies have had regarding such situations, particularly in Québec.