ETHICS AND RELIGIOUS CULTURE Learning and Evaluation Situation

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					ERC-LES-Ethics and Dialogue                                    Secondary Cycle Two

     ETHICS AND RELIGIOUS CULTURE

     Learning and Evaluation Situation




                                 Tolerance
                              Secondary Cycle Two
                                Ethics and Dialogue


                                   TEACHER TOOLS



   NOTE
   This learning and evaluation situation is a working document, which is
   therefore subject to change.
   It may be adapted as needed depending on the student’s social
   environment, the planning of teaching and learning activities, the
   integration of the Ethics and Religious Culture program and the Québec
   Education Program, etc.




          Ministère de l’Éducation, du Loisir et du Sport


MELS – Working Document             August 12, 2008                             1
ERC-LES-Ethics and Dialogue                            Secondary Cycle Two




Table of Contents

Section 1: Presentation of the

                   Learning and Evaluation Situation              p. 3



Section 2: Suggested Procedure                                    p. 4



Section 3: References for the Students

                   and the Teacher                                p. 8



Section 4: Evaluation Tools                                       p. 10



Section 5: Table of Program Content                               p. 13




MELS – Working Document              August 12, 2008                    2
                ERC-LES-Ethics and Dialogue                                                                           Secondary Cycle Two

                Section 1: Presentation of the Learning and Evaluation Situation

          Engages in                                                      Tolerance in Québec                         Reflects on ethical
           dialogue                                                                                                       questions
                                                                                   Aim
                             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.

                                                                            Learning Situation

                            David would like to find a summer job, but he finds that he is facing discrimination because of his
                            stuttering; Nancy needed the help of the CLSC to convince her landlord of the importance of
                            installing a ramp outside her apartment building for wheelchair use. These are only two examples of
                            how the issue of tolerance can manifest itself. Many other examples have occurred and continue to
                            occur involving the issue of tolerance in Québec, provoking a variety of responses from individuals
                            and groups.
                                                                                                                                   Forms of dialogue:
                                                                                                                                       Discussion,
         Theme:                                                                                                                    Deliberation, Panel
        Tolerance
                                                                      Work Expected of Students

                             Panel presentation of options or possible actions for Québec to take in a specific event involving tolerance

                                      Key feature:                         Possible Student Tasks
                                       Develops a
                                   substantiated point of
                                           view             Criterion 3

                                 Discuss the event depicted in the Learning Situation and make note of their perceptions and
   Key feature: Analyzes
    a situation from an          point of view. Formulate an ethical question in relation to tolerance in Québec.                              Key feature:
                                                                                                                                          Examines a variety of
    ethical point of view                                                                                                                     cultural, moral,
                                 Research definitions of tolerance and Québec laws and charters. Draw connections with                    religious, scientific or
                                 social values, school policies and personal experience.                                                    social references

                                                                                                                                              Criterion 2
       Key feature:              Research and discuss people who may be marginalized in Québec and organizations that
   Interacts with others
                                 exist to support them. Research and discuss examples of events in Québec involving the
      Criterion 2                issue of tolerance.
                                                                                                 Cross-curricular
                                                                                                   competency:
                                                                                                 To use information
                                                                                                                                               Criterion 3
                                 In groups, choose and analyse one current event by researching all pertinent information;                     Key feature
   Key feature:
    Develops a                   propose one or more legal and ethical option(s) or action(s).                                              Evaluates options or
substantiated point of                                                                                                                        possible actions
        view
                                 Present the situation and proposed option(s) or action(s) as a student panel, identifying
                                 references and justifying point of view.
    Criterion 3
                                 Review process and take stock of reflections




                MELS – Working Document                                      August 12, 2008                                            3
    ERC-LES-Ethics and Dialogue                                                                                  Secondary Cycle Two

    Section 2: Suggested Procedure                                                                      Duration: 4 hours


                                                PREPARATION PHASE (1 HOUR)
Discuss the event depicted in the Learning Situation and make note of their perceptions and point of view. Formulate an
ethical question in relation to tolerance in Québec.         (30 min)
Key feature of ethics:        Analyzes a situation from an ethical point of view
Key feature of dialogue:      Develops a substantiated point of view
Criterion of ethics:          Detailed analysis of a situation from an ethical point of view
Criterion of dialogue:        Presentation of a point of view developed using a sufficient number of relevant, coherent elements
                           The teacher:                                                           The students:
□    presents the learning situation                                    □    become familiar with the situation
                                                                        □    discuss with the class what they know and think
□    orients the discussion by referring students to pertinent
                                                                             regarding the situation, tolerance and current
     information given regarding the subject
                                                                             challenges to be met in Québec society
□    gives students time for personal reflection                        □    take note of their perceptions and point of view using
                                                                             the Reflection on Tolerance in Québec- 1 sheet
□    supports the students in formulating ethical questions in □ formulate a related ethical question
     relation to the subject.
                                                                Examples: What is tolerance and what forms could it take
□    presents the work expected from students and the in Québec society?
     expectations with regard to the tasks to be carried out    What are acceptable and unacceptable limits to
                                                                         tolerance? How does society decide?
□    determines, with the students, the organization of work
                                                                         How do differing world views affect views of tolerance?
Note to teacher: A current event involving tolerance can be used as an example in the learning and evaluation situation
Student evidence: Reflection on Tolerance in Québec- 1 (Student Booklet, p. 3)

Research definitions of tolerance and Québec laws and charters. Draw connections with social values, school policies and
personal experience.                                  (30 min)
Key features of ethics:      Analyzes a situation from an ethical point of view;
                             Examines a variety of cultural, moral, religious, scientific or social references
Criterion of ethics:         Study of the references present in the points of view
                           The teacher:                                                           The students:
□    ensures that students have access to varied resources □                 adopt a method for researching definitions of
     (see references, in section 3)                                          tolerance and Québec laws and charters

□    verifies that the selected information is succinct and □                organize the information by selecting what is
     useful for developing a substantiated point of view, and                essential and keeping records
     that it corresponds to the subject studied               □              make connections between their findings and
                                                                             Québec’s fundamental social values
□    encourages those who wish to use the Definitions of
     Tolerance sheet to help organize their research     □                   reflect on applications of tolerance in daily life: i.e. in
                                                                             schools, sports groups, public space, personal
                                                                             experience
Note to teacher: Students may wish to relate their findings to the objectives of the ERC program.
Required materials: A variety of resources for research; school mission statement or policy regarding tolerance, if possible
Student evidence: Definitions of Tolerance (Student Booklet, p. 4); Applications of Tolerance (Student Booklet, p. 5)




    MELS – Working Document                             August 12, 2008                                                           4
    ERC-LES-Ethics and Dialogue                                                                               Secondary Cycle Two


                                       PERFORMANCE PHASE (2 HOURS 30 MINUTES)
Research and discuss people who may be marginalized in Québec and organizations that exist to support them.
Research and discuss examples of events in Québec involving the issue of tolerance.
                                                     (1 hour)
Key features of ethics:   Analyzes a situation from an ethical point of view;
                          Examines a variety of cultural, moral, religious, scientific or social references
Key features of dialogue: Organizes his/her thinking; Interacts with others
Criterion of ethics:      Study of the references present in the points of view
Criterion of dialogue:    Adequate use of related content involving interaction with others
                           The teacher:                                                       The students:
 □     reviews conditions that foster dialogue and processes □             deliberate in groups questions surrounding
       that hinder dialogue (pages 52-53 of the ERC program:               mainstream and the margins; brainstorm examples
       “Processes that may hinder dialogue” may be                         (Who’s on the Page and Who is in the Margins?
       photocopied and distributed for student reference                   sheet)
       during deliberation.)
                                                             □             choose one or several examples of those potentially
 □     allows time for groups to brainstorm and research;                  vulnerable to intolerance; research organizations that
       leads class plenary afterward                                       exist to support them

 □     ensures that students have access to varied resources □             research and discuss events in the news that
       to research Québec organizations                                    involved the issue of tolerance in Québec

 □     supports the students in their research; ensures the
       validity of organizations and references

 □     ensures that students have access to digital
       newspapers and resources to research examples of
       tolerance in Québec

Note to teacher: Guest speakers or interviews with people involved in organizations can be done to enrich research
Student evidence: Who’s on the Page and Who is in the Margins? (p. 6), Tolerance in Québec – parts A and B (pp. 7-8)



In groups, choose and analyze one current event involving tolerance by researching all pertinent information; propose one
or more legal and ethical option(s) or action(s).
                                                        (1 hour)
Key features of ethics:            Analyzes a situation from an ethical point of view;
                                   Evaluates options or possible actions
Key features of dialogue:          Interacts with others; Develops a substantiated point of view
Cross-curricular competency:       To use information
Criteria of ethics:       Analyzes a situation from an ethical point of view;
                          Evaluation of options or possible actions in order to recognize which ones contribute to community life
Criterion of dialogue:    Presentation of a point of view developed using a sufficient number of relevant, coherent elements
                       The teacher:                                                       The students:
□    determines, with the students, the organization of □            offer suggestions for organization of the student panels
     the student panels: how many members, areas of
     inquiry for each, etc.                             □            choose with their group a current event involving tolerance
                                                                     in Québec to analyze, related to the ethical questions that
□    aids students in choosing a relevant current event              were raised at the outset of the activity
     and records choices to avoid redundancy (i.e. each
                                                                □    organize the research process using the Student Panel


    MELS – Working Document                            August 12, 2008                                                         5
    ERC-LES-Ethics and Dialogue                                                                              Secondary Cycle Two
     panel researches a different event)                              Preparation Sheet

□    reviews means of developing and examining a point □              research and synthesize information into a coherent
     of view, types of judgments, types of reasoning in               presentation
     order to help students organize panel presentation
                                                        □             discuss options and possible actions to be taken; choose
□    ensures that students have access to varied                      an option or action that fosters community life
     resources for research and that all pertinent
     information will be included in presentation       □             justify points of view using means for developing and
                                                                      examining a point of view
□    allows time for students to research, synthesize
     findings and discuss options or possible actions □               use the Student Panel: Presentation Checklist to ensure
                                                                      presentation is complete; organize presentation using
                                                                      suggestions from the Student Panel Presentation sheet

Note to teacher: Information can be gathered outside class time

Student evidence: Student Panel: Preparation sheet (p. 9); Student Panel: Presentation Checklist (p. 10) Student Panel Presentation
sheet (p. 11)



Present the situation and proposed option or action as a student panel, identifying references and justifying point of view.
                                                         (30 min)
Key features of ethics:       Analyzes a situation from an ethical point of view;
                              Evaluates options or possible actions
Key feature of dialogue:      Develops a substantiated point of view
Criterion of ethics:          Evaluation of options or possible actions in order to recognize which ones contribute to community life
Criterion of dialogue:        Presentation of a point of view developed using a sufficient number of relevant, coherent elements
                          The teacher:                                                        The students:
□    ensures that conditions favourable to dialogue and □                 present their chosen situation and proposed option or
     strategies to overcome obstacles are present in                      action as a student panel, justifying their point of view
     presentations, questions and responses                               and identifying references by answering audience
                                                                          questions
□    encourages audience to pose appropriate questions to
     panel                                                □               listen attentively to others’ presentations; ask questions
                                                                          to identify references, examine judgments, reasoning,
                                                                          and possible effects of proposed options

Student evidence: Panel presentation




    MELS – Working Document                             August 12, 2008                                                        6
    ERC-LES-Ethics and Dialogue                                                                          Secondary Cycle Two


                                             INTEGRATION PHASE (30 MINUTES)

Review process and take stock of reflections.
Key features of dialogue: Interacts with others; Develops a substantiated point of view
Criteria of dialogue:     Adequate use of related content involving interaction with others;
                          Presentation of a point of view developed using a sufficient number of relevant, coherent elements
                    The teacher:                                                       The students:
□    orients discussion of panel presentations and □               reflect on effectiveness of panel presentations and
     responses to questions                                        responses to questions

□    encourages the students to reflect on their □                 if possible, compare other students’ proposed action or
     learning and to verbalize it                                  option with that actually taken by the parties involved

□    invites students to express their point of view and □         complete the Reflection on Tolerance 2 sheet; compare with
     reflect on modification or consolidation of original          the Reflection sheet completed in the Preparation Phase
     point of view using the Reflection on Tolerance
     sheets 1 and 2                                       □        explain the modification or consolidation of their original
                                                                   position
□    allows students to share reflections with class
                                                              □    reflect on their work process using the appropriate
                                                                   worksheet

Student evidence: Reflection on Tolerance - 2 (p. 12); Self-evaluation of Work Methods (p. 13)




    MELS – Working Document                            August 12, 2008                                                    7
ERC-LES-Ethics and Dialogue                                                            Secondary Cycle Two



Section 3: References for the Students and the Teacher


General Tolerance Sites
<http://www.tolerance.org/index.jsp>

<http://www.pbs.org/wnet/religionandethics/teachers/lp_interfaith2.html#2> (case studies of tolerance
issues)

<http://www.learnquebec.ca> Vodzone:


Definitions of Tolerance
<http://jim.com/tolerati.htm> (John Locke, 1689)

<http://www.tolerance.org/teens/stories/article.jsp?p=0&ar=222> (essay by a teen on tolerance)

<http://www.beyondintractability.org/essay/tolerance/>

<http://www.kidshealth.org/parent/emotions/feelings/tolerance.html>

<http://www.thefreedictionary.com/tolerance>

<http://www.wisegeek.com/what-is-tolerance.htm>

<http://www.merriam-webster.com/dictionary/tolerance>

<www.religioustolerance.org>


Poems on Tolerance
<http://www.tolerance.org/teens/stories/article.jsp?p=0&ar=218>

<http://www.timeproject.org/Content/Utils/ContrDetail.asp?itemid=339>


Quotes on Tolerance
<http://www.wisdomquotes.com/cat_tolerance.html>


Charters
UNESCO Declaration on the Principles of Tolerance
<http://www.unesco.org/cpp/uk/declarations/tolerance.pdf>




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ERC-LES-Ethics and Dialogue                                                   Secondary Cycle Two


Montréal Charter of Rights and Responsibilities
<www.ville.montreal.qc.ca/charterofrights>

UN Convention on the Rights of the Child
<http://www.unhchr.ch/html/menu3/b/k2crc.htm>
<http://www.rcmp-grc.gc.ca/pdfs/NCD-poster_e.pdf> (child-friendly language)


Universal Declaration of Rights and Freedoms
<http://www.un.org/Overview/rights.html>


Québec Charter of Human Rights and Freedoms
<http://www.cdpdj.qc.ca/en/commun/docs/charter.pdf>


Videos
Tolerance. AIMS Multimedia
(2001). Retrieved June 1, 2008, from
unitedstreaming: <http://streaming.discoveryeducation.com/>

Respecting Beliefs: Muslims, Christians, Jews and Others. AIMS Multimedia
(2004). Retrieved June 1, 2008, from
unitedstreaming: <http://streaming.discoveryeducation.com/>


News Sources
The Gazette
<http://www.canada.com/montrealgazette/index.html>

The Globe and Mail
<http://www.theglobeandmail.com/>

The National
<http://www.nationalpost.com/>

<www.cbc.ca/news>

<www.ctv.ca/news>

<www.globalnews.ca>




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ERC-LES-Ethics and Dialogue                                       Secondary Cycle Two



Section 4: Evaluation Tools


Evaluation Tools

    Evaluation Rubric for the Ethics Competency                              p. 11

    Evaluation Rubric for the Dialogue Competency                            p. 12




  Please note that all rubrics may be used as guidelines for evaluation purposes
                        but they have not yet been validated.
              They are included in this LES as a working document.




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       ERC-LES-Ethics and Dialogue                                                                                Secondary Cycle Two



                                      Descriptive Rubric for the Evaluation of the Competency Reflects on ethical questions
                                                                                    Tolerance – Secondary Cycle 2

                            Name:                                                                                                Date:                                  Group:

                                             A                             B         (at level)                           C                                  D                              E
Evaluation criterion : Study of the references present in the points of view
Does the student find       Many relevant references are            Several relevant references are     Several relevant references are         With help, several relevant    With help, one or two
sufficient references       found; essential information is         found; essential information is     found; some essential and               references are found and       relevant references are
related to the subject of   distinguished and recorded in           distinguished from secondary and    secondary information may be            recorded; a common thread      found and recorded.
dialogue?                   detail. Many obvious and more           recorded. Several common            recorded. At least one common           may be included.
                            subtle commonalities are                threads are identified.             thread is identified.
(Definitions of             identified and elaborated.
Tolerance)
Does the student look       The roles and meanings of the           The roles and meanings of the       The roles and meanings of the           With help, the roles or        With help, one or two
for the role and meaning    references are elaborated and           references are elaborated;          references are identified; reflection   meanings of the references     roles or meanings of the
of these references?        explored in detail; reflection is       reflection is clear.                is minimal.                             are identified for most        references are identified.
                            thorough and insightful.                                                                                            questions.
(Applications of
Tolerance)
Evaluation criterion : Evaluation of options or possible actions in order to recognize which ones contribute to community life
Did the student explore     Several effects, including subtle       Several effects of the option are   One or more effects of the option is    With help, one effect of the   With help, an obvious
the effects of the          or secondary effects, on all            thoughtfully explored.              included.                               option is included.            effect of the option is
proposed option on the      parties involved are thoughtfully                                                                                                                  identified.
situation?                  explored. Long-term or effects on
                            society as a whole may be
(Final Production)          included.
Can the student justify     The student can justify with            The student can justify, using      The student can minimally explain       With help, the student can     With help, an option that
how the proposed option     perception and insight, and use of      references, how the option          how the option contributes to           explain how the option         contributes to community
or action contributes to    several references, obvious and         contributes to community life.      community life.                         contributes to community       life is identified.
community life?             subtle ways the option contributes                                                                                  life.
                            to community life.
(Final Production)
Teacher’s comments:




       MELS – Working Document                                  August 12, 2008                                                    11
       ERC-LES-Ethics and Dialogue                                                                               Secondary Cycle Two



                                             Descriptive Rubric for the Evaluation of the Competency Engages in dialogue
                                                                            Tolerance – Secondary Cycle 2

                                Name:                                                                                              Date:                                   Group:

                                                 A                         B         (at level)                         C                                D                               E
Evaluation criterion : Adequate use of related content involving interaction with others
Does the student respect the    Proposes and models                  Contributes to the elaboration of   Respects the rules of dialogue,   Can name the rules of             With help, can identify
rules of dialogue during        sophisticated ways to facilitate     rules of dialogue and finds new     recognizes processes that can     dialogue and some processes       some rules of dialogue
deliberation and                dialogue and overcome                ways to overcome obstacles.         hinder dialogue and contributes   that hinder dialogue.             and obstacles.
brainstorming?                  obstacles.                                                               to overcoming obstacles.

(Who’s on the Page and
Who’s in the Margin?)
Does the student sufficiently   All aspects of reflection are        All aspects are evaluated;          Most aspects are evaluated,       With help, most aspects are       With help, some aspects
reflect on his/her process?     evaluated with details. Reflection   examples and suggestions for        with some examples; a             evaluated; some examples          are evaluated.
                                is thorough and comprehensive.       improvement are included.           suggestion for improvement        may be included.
(Self-Evaluation of Work                                             Reflection on process is clear.     may be included. Reflection is
Methods)                                                                                                 limited.
Evaluation criterion : Presentation of a point of view developed using a sufficient number of relevant, coherent elements
Does the student’s point of     An original or sophisticated, well   A coherent and informed point       A coherent point of view is       With help, a point of view        With help, a relevant point
view include relevant and       thought-out and well-researched      of view is expressed and            expressed, including              including a reference is          of view is identified or
coherent elements?              point of view is expressed and       justified, including references;    references, and minimally         expressed.                        expressed.
                                justified, including references;     objections or clarifications have   justified.
(Final Production)              objections have been anticipated     been anticipated.
                                or alternate points of view
                                considered.
Does the student express a      Succinctly expresses thoughtful      Clearly expresses relevant point    Expresses relevant point of       With help, expresses point of     With help, expresses
relevant point of view?         and well-informed point of view,     of view with references.            view with references. Explains    view in relation to ethical       point of view. A reference
                                including various references.        Elaborates how point of view        whether point of view has been    question, including a             may be included.
(Reflection on Tolerance)       Elaborates in detail how and why     has been modified or                modified or consolidated.         reference. Reflection on
                                point of view has been modified,     consolidated, and why.                                                modification or consolidation
                                consolidated or both.                                                                                      may be included.
Teacher’s comments:




       MELS – Working Document                               August 12, 2008                                                     12
ERC – LES – Ethics and Dialogue                                                                           Secondary Cycle Two




Section 5: Table of Program Content

                                                   TARGETED SUBJECT-SPECIFIC COMPETENCIES
                                                        Reflects on ethical questions
                              Key features                                                      Evaluation criteria

            Analyzes a situation from an ethical point of view                                           X

   Examines a variety of cultural, moral, religious, scientific or social      Study of the references present in the points of view
                              references

                  Evaluates options or possible actions                         Evaluation of options or possible actions in order to
                                                                                recognize which ones contribute to community life

Themes and related content: Tolerance (Tolerance in Québec)

                                                             Engages in dialogue
                              Key features                                                      Evaluation criteria
                       Organizes his/her thinking                                                        X
                           Interacts with others                             Adequate use of related content involving interaction with
                                                                                                      others
                Develops a substantiated point of view                      Presentation of a point of view developed using a sufficient
                                                                                      number of relevant, coherent elements
Content regarding the practice of dialogue:

Form of dialogue: discussion, deliberation, panel
Means for developing a point of view: description, synthesis, justification
Means for examining a point of view: recognize and examine judgments and types of reasoning present in the points of view
                                                     CROSS-CURRICULAR COMPETENCY
                                                           To use information
                                                        BROAD AREA OF LEARNING
                                                    Citizenship and Community Life




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