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Ethics and Religious Culture

Demonstrates an understanding of the phenomenon of religion

To develop the competency Demonstrates an understanding of the phenomenon of religion, students must acquire knowledge about the religious traditions that are present in Québec and about representations of the world and human beings that define the meaning and value of human experience outside the realm of religious beliefs and affiliations.

The following tables further describe the knowledge to be acquired for each compulsory theme of the religious culture component. The students work with this knowledge in learning and evaluation situations that incorporate the practice of dialogue. They use it to explore various forms of religious expression, to make connections between forms of religious expression and the social and cultural environment as well as to consider various ways of thinking, being and acting.

The knowledge indicated in the following tables must be covered in accordance with the compulsory nature of the religious elements of the program content:

  • Christianity (Catholicism and Protestantism) is covered throughout each year of a cycle
  • Judaism and Native spirituality are covered on a number of occasions in each year of a cycle
  • Islam, Buddhism and Hinduism are covered on a number of occasions over the course of a cycle
  • other religions may be covered over the course of a cycle, depending on the reality and the needs of the class
  • cultural expressions and expressions derived from representations of the world and of human beings that reflect the meaning and value of human experience outside of religious beliefs and affiliation are addressed during the cycle

Reflects on ethical questions
Engages in dialogue

Knowledge related to themes of religious culture

Student constructs knowledge with teacher guidance.

Student applies knowledge by the end of the school year.

 

Student reinvests knowledge.

Elementary
Cycle
One
Cycle
Two
Cycle
Three
  1. Family celebrations1
1 2 3 4 5 6
  1. Names celebrations (e.g. Easter, Hanukkah, Mother's Day, Diwali, birthdays)
       
  1. Describes ways of experiencing family celebrations: how the celebration is held, special decorations, special menu, guests, etc.
       
  1. Names rituals associated with birth2 (e.g. baptism, walking out ceremony, planting a tree)
       
  1. Describes rituals associated with birth: locations for the rituals, gestures, words, people present, etc.
       
  1. Associates celebrations with their tradition of origin (e.g. Christmas and Christianity, Passover and Judaism, powwow and Native traditions, the secular celebration of Mother's Day)
       
  1. Associates rituals associated with birth with their tradition of origin (e.g. baptism and Christianity; whispering the call to prayer and Islam)
       
  1. Stories that have touched people3
1re 2e 3e 4e 5e 6e
  1. Names forms of religious expression that are associated with various stories (e.g. the nativity scene, the galette des rois and the story of Jesus' birth, Native masks and stories)
       
  1. Describes forms of religious expression associated with various stories: main aspects, form, colour, location where they take place, use, etc.
       
  1. Associates stories with celebrations or key figures (e.g. the story of the Three Wise Men and the celebration of the Epiphany, the Exodus of the Jews from Egypt and the celebration of Succoth)
       
  1. Names the important aspects of a story associated with a celebration or an key figure (e.g. the building of Noah’s ark, the animals, the rain, the dove, the rainbow in the story of Noah and the Flood)
       
  1. Associates stories with their religious tradition (e.g. the Nativity story and Christianity; the story of Glouskap and the story of Beaver who steals fire and Native spirituality; the birth of Gautama and Buddhism)
       
  1. Religious practices in the community4
1re 2e 3e 4e 5e 6e
  1. Names daily, weekly, annual or occasional religious celebrations (e.g. daily prayer, Sunday mass, Seder meal, marriage, funeral)
       
  1. Describes places of worship, objects or symbols connected with one or more religious practices (e.g. form, furnishings, decorations in the place of worship; form, colour, use of objects; form, origin, meaning of the symbols)
       
  1. Describes religious celebrations experienced in the community: reasons for the celebration, gestures, words recited, objects used, etc.
       
  1. Associates spiritual guides with one or more religious practices (e.g. the priest and the celebration of the Eucharist; the pastor and the assembly of prayer; the rabbi and the Sabbath prayers; the shaman and Native spirituality)
       
  1. Associates words and writings with their religious tradition (e.g.  the Bible and Christianity; the Torah and Judaism; Jesus for Christianity; the Great Spirit and Native spirituality; Allah for Islam)
       
  1. Describes practices of prayer and meditation: places, words recited, gestures, songs, objects used
       
  1. Associates elements of a celebration experienced in a community with the appropriate religious tradition (e.g. the chalice and Christianity; Book of the Word and Protestantism; the tam-tam and Native spirituality; the three crows and Buddhism; the Vedas and Hinduism)
       
  1. Forms of religious expression in the young person's environment5
1re 2e 3e 4e 5e 6e
  1. Names elements of religious heritage present in the environment (e.g. church bell, cemetery, names of certain streets)
       
  1. Describes forms of religious expression observed in the environment: what it is, what it represents, its use, appearance, origin, etc.
       
  1. Names community or cultural works influenced by religion (e.g. stained glass, paintings, sculptures as works of art; Saint Vincent de Paul Society as community work; media holiday food drive as a cultural event)
       
  1. Describes community or cultural works influenced by religion: characteristics, mission, impact in the community, etc.
       
  1. Associates symbols and images with various representations of the world's origins (e.g. representations of earthly paradise, the turtle representing Mother Earth)
       
  1. Associates forms of religious expression with their religious tradition (e.g. the wayside cross and Christianity; a tombstone bearing the Star of David and Judaism; the peace-pipe and Native spirituality)
       
  1. Religions in society and  the world6
1re 2e 3e 4e 5e 6e
  1. Identifies the geographic distribution of the main religious traditions in the world (e.g. making a geographical map showing the distribution of religions; identifying mainly Catholic, Protestant, Muslim countries)
       
  1. Identifies the population distribution of different belief groups (e.g. in the world, there are nearly 1.13 billion Catholics, 800 million Protestants, 14 million Jews, 1.57 billion Muslims)
       
  1. Names the place of origin of the religions practised in Québec (e.g. the Mediterranean Basin for Christianity, Judaism and Islam; the Americas for Native spirituality; Europe for Protestantism; India for Buddhism and Hinduism)
       
  1. Relates events to the origins of religious traditions present in Québec (e.g. the death and resurrection of Christ; the Protestant Reformation; Moses receiving the Ten Commandments; the departure of Muhammad for Medina)
       
  1. Names forms of religious expression associated with the founders of religious traditions present in Québec (e.g. the crucifix and Jesus; Passover and Moses)
       
  1. Explains the meaning of forms of religious expression associated with the founders of religious traditions present in Québec (e.g. for Christians, the crucifix recalls the resurrection of Jesus and his mission to save human beings; for Buddhists, Vaisakha recalls the birth and enlightenment of Buddha)
       
  1. Describes various representations or concepts of time (e.g. the origin of the Julian calendar: the number and names of the months, the beginning and duration of the year; linear and cyclical concepts of time)
       
  1. Religious values and norms7
1re 2e 3e 4e 5e 6e
  1. Names the values and norms related to various religious traditions (e.g. the Golden Rule for many religious traditions; the Ten Commandments for Christianity and Judaism; respect for nature for Native spirituality; compassion for Buddhism)
       
  1. Makes connections between religious values or norms and the behaviour or attitudes of certain believers (e.g. in several religious traditions, the value of sharing encourages believers to engage in charity; in Native spirituality, the value of respect for nature means only killing animals for food)
       
  1. Explains how the work of an exemplary individual is inspired by values and beliefs (e.g. Le bon Dieu dans la Rue, founded by Father Emmett Johns, known as “Pops,” helps homeless young people; this work is based on the values of charity and sharing, important to the founder)
       
  1. Describes dietary practices based on religious values or norms: food preparation, meal times, authorized and forbidden food, etc.
       
  1. Explains the meaning of certain dietary practices: origin, reasons and values underlying these practices, meaning given to the practice, symbolism, etc.
       
  1. Describes practices related to clothing based on religious values or norms: obligation or prohibition concerning the form of clothing, its colour, use, etc.
       
  1. Explains the meaning of certain practices related to clothing: origin, reasons and values as the motivation for following these practices, meaning attached to the practice, symbolism, etc.
       

Reflects on ethical questions
Engages in dialogue

1.  Ethics and Religious Culture Program, Elementary Education, p. 342
2.  "Ritual associated with birth" means any ritual, ceremony or celebration that marks the welcoming of a child into a family or a religion.
3.  Ethics and Religious Culture Program, Elementary Education, p. 342
4.  Ethics and Religious Culture Program, Elementary Education, p. 343
5.  Ethics and Religious Culture Program, Elementary Education, p. 345
6.  Ethics and Religious Culture Program, Elementary Education, p. 346
7.  Ethics and Religious Culture Program, Elementary Education, p. 347

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