ERC+Resources+for+High+School+Teachers

ERC Resources for High School Teachers

Teacher Resources

toc =Competency 1: Ethics=
 * Analyses a situation from an ethical point of view.
 * Examines a variety of cultural, moral, religious, scientific or social references.
 * Evaluates options or possible actions.

Click on each theme to access lesson plans. -Reflections on freedom -Limits to freedom || Help students realize that there are different ways of viewing freedom, and that exercising freedom involves constraints and obligations. || -Dependence and autonomy -Individuals and groups || Help students understand that there are different ways of experiencing autonomy and of understanding its demands and impact on individuals and groups. || -Groups, institutions and organizations -Forms of obeying and disobeying the law -Transformation of values and norms || Help students become aware that there are different ways of understanding the social order and reacting to it, depending on the individuals and groups. || -Indifference, tolerance and intolerance -Tolerance in Quebec || Help students recognize that there are different ways of looking at tolerance || -Ways of seeing in the future of humanity -Challenges to be met || Help students recognize different ways of experiencing autonomy and of understanding its demands and impact on individuals and groups. || -Ways of viewing justice -Question of justice || Help students become aware that, depending on the society, there are various ways of looking at justice, at the principles associated with it and the questions it raises. || -Expression of ambivalence -Ambiguity of human action || Help students become aware that human beings sometimes have conflicting feelings, judgement and behaviour. ||
 * = ** Cycle and Theme ** || ** Related Content ** ||
 * **Cycle 1** ||  ||
 * Freedom
 * < Autonomy
 * < Social Order
 * **Cycle 2** ||  ||
 * Tolerance
 * Tolerance
 * The future of humanity
 * Justice
 * Human Ambivalence

=Competency 2: Religion=
 * Analyzes forms of religious expression.
 * Makes connections between forms of religious expression and the social and cultural environment.

-Founders, influential figures and institution -Influences on the values and norms -Heritage works || Help students become aware that Quebec’s heritage has been shaped by the contributions of various religions, especially Catholicism and Protestantism. || -Stories -Rites -Rules || Help students become aware that stories, rites and rules are often interwoven and that they constitute key elements of religious traditions. || -Names attributes and symbols of the divine -Mythical and supernatural beings || Help students become aware that different cultures and religious traditions have numerous ways of representing the divine, as well as mythical and supernatural beings. || -Foundation times -Times of development and diffusion -Religious renewal and new religious movements || Help students become aware that understanding a religious tradition requires knowledge of the significant events in its history. Special attention must be paid to events associated with both Catholicism and Protestantism, with regard to what differentiates them and to what they have in common. || -The existence of the divine -The meaning of life and death -The nature of human beings || Help students become aware that human beings have always asked themselves fundamental questions- Who are we? - Where do we come from? - and that various religious traditions or currents of thought have offered responses to these questions. || -The nature of religious experience -Effects of religious experience || Help students become aware that religious experience is an essential dimension for persons and groups affiliated with a religion. || -Works of art of a religious nature -Religious references in secular art || Have students appreciate that religious works of art contain references to religious writings, key figures and objects, and that these references can sometimes be found in secular art. ||
 * = Cycle and Theme ||= Related Content ||
 * **Cycle 1** ||  ||
 * Quebec's religious heritage
 * Key Elements of religious traditions
 * Representation of the divine and of the mythical and supernatural beings
 * **Cycle 2** ||  ||
 * Religions Down through time
 * Religions Down through time
 * Existential Questions
 * Religious Experience
 * Religious references in art and culture

=Competency 3: Dialogue=
 * Forms of Dialogue and conditions that foster dialogue
 * Means for developing a point of view
 * Means for examining a point of view

= = =Teacher Lesson Plans and Resources=
 * Lessons are to be combined with Competency 1 and 2**
 * Themes ||  ||   ||   ||
 * Organizes His or Her Thinking || * Identifies the subject of dialogue
 * Makes connections between prior knowledge and new knowledge
 * Distinguishes between what is essential and what is secondary in the points of view expressed
 * Takes stock of his/her reflections ||  ||   ||
 * Interacts with Others || * Develops an awareness of his/her reaction to the subject of dialogue
 * Looks for conditions that foster dialogue
 * Expresses his/her point of view and pays attention to others' views
 * Explains different points of view using pertinent and coherent arguments
 * Asks for clarification
 * Implements means to overcome obstacles to dialogue ||  ||   ||
 * Develops a Substantiated Point of View || * Uses his/her resources and looks for information about the subject of dialogue
 * Develops further his/her understanding of different points of view
 * Imagines various hypotheses
 * Fleshes out a point of view
 * Anticipates objections and necessary clarifications
 * Validates his/her point of view
 * Reflects on his/her process ||  ||   ||
 * This section is reserved for Teachers who would like to add resources and/or lesson plans outside of what is presently found on the Wiki. At the end of each school year these lessons will be incorporated into the Wiki in order to create a large bank of resources and lesson plans outlining a variety of styles and topics.

Click below to add your resources and lesson plans. Please include the title, any relevant material, links to videos, cycle, competency and theme.

My Resources and Lesson Plans

= = =Riverside Resources=

=MELS Resources= [|MELS ERC English Program]

[|Programme ECR Secondaire MELS]
[|ERC Progression of Learning] [|Progression des apprentissage en ECR]

[|Frameworks for the Evaluation of Learning]

[|Cadre d'evaluation des apprentissages ECR]
=Other Resources= LEARN user name and password required for the following links: [|Learning and Evaluation Situations] [|Resource collections according to theme - Cycle 1] [|Resource collections according to theme - Cycle 2] [|Graphic Organizers]