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Course Profile Core French (FSF4O), Grade 12, Open,
Combined
Course Overview
Prerequisite: Core French, Grade 11, Open or University Preparation
This
course focuses on the development of French-language skills that students can
use in the business world or the workplace. Students give presentations, read a
selection of materials appropriate to the topics under study, and produce a
variety of written assignments. The use of correct grammar and appropriate
language conventions in both spoken and written French is emphasized throughout
the course (The
As a
Catholic faith community, we acknowledge and affirm the uniqueness of each
person and the diversity of cultures present in our schools. The study of
French is a step towards becoming an effective communicator in both of
When
planning and implementing this course, the teacher should take into
consideration activities and approaches that broaden students’ knowledge and
skills in topics that reflect their interests and prepare them for active and
rewarding participation in the business world and the workplace. Activities and
strategies used throughout the units of this course are designed to enable
students to meet the Ministry standards and expectations for FSF4O. Care has
been taken to cluster the expectations to foster meaningful and relevant
learning. The unit activities and the final culminating task of the course
provide numerous and various opportunities for students to demonstrate the
extent of their achievement of curriculum expectations. During specific
activities, students must be instructed to a
|
* Unit
1 |
O |
20
hours |
|
Unit 2 |
Casse-tête |
20
hours |
|
* Unit
3 |
C’est
mon affaire |
25
hours |
|
Unit 4 |
Portfolio |
25
hours |
|
Unit 5 |
L’affaire
est faite! |
20
hours |
* These
units are fully developed in this Course Profile.
Time: 20 hours
Unit
Description
Students become familiar with the vocabulary of
the business world and explore what constitutes a su
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
OCV.01;
REV.01; OC3.01; RE1.04; RE2.01, .02, .03 |
Knowledge/Understanding |
Familiarization
with business vocabulary |
|
2 |
OCV.01;
REV.01, .02, .03; OC1.02; OC2.03; OC3.01; RE1.03, .04; RE2.01, .03 |
Knowledge/Understanding |
What is
a su |
|
3 |
OCV.02;
REV.03; WRV.02, .03; OC1.01; OC2.03; OC3.01; RE2.01, .03; WR1.02; WR2.01,
.02, .03, .04 |
Thinking/Inquiry |
Survey:
What constitutes a su |
|
4 |
OCV.02;
REV.02; WRV.02, .03; OC3.01; RE1.01, .03; RE2.01, .03; WR1.02; WR2.01, .02,
.03, .04 |
Thinking/Inquiry |
Culminating
Task: Analyse and summarize results |
Time:
20 hours
Unit
Description
Students
listen actively and critically to identify, research, and analyse a business
issue specific to their Catholic community. Students learn the formation of the
plus-que-parfait, futur antérieur, and conditionnel passé of er,
ir, re verbs and irregular verbs and peut-être vs. peut-être que.
As the culminating task, students write a formal analysis of one major business
issue in their community. Students think reflectively and creatively in order
to give their interpretation of its causes and recommend how it could be resolved.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
REV.01, .02, .03; OC3.01; RE1.01, .03, .04;
RE2.01, .02, .03 |
Knowledge/Understanding |
Business analysis: case study |
|
2 |
OCV.02; OC3.01 |
Thinking/Inquiry |
Issues in the community: Identify one major
issue |
|
3 |
REV.01,
.02, .03; OC3.01; RE1.01, .03, .04; RE2.01, .03 |
Thinking/Inquiry |
In-depth
research of the issue: What are the problems? |
|
4 |
OCV.02;
OC3.01 |
Thinking/Inquiry |
Brainstorm
solutions |
|
5 |
WRV.01,
.02, .03; RE1.02; WR1.01, .04; WR2.01, .02, .03, .04 |
Application |
Culminating
Task: Write the analysis |
Time:
25 hours
Unit
Description
Students
become familiar with the elements of a business plan. Students work in groups
to develop an original and realistic business plan for their own imaginary
business, bearing in mind how it would contribute to the common good. Students
learn possessive pronouns, the use and position of ne…jamais, ne…rien,
ne…nulle part, ne…personne, ne…plus, and ne…aucun, and negative
infinitives. As the culminating task, students present their business plans and
the class, acting as a “Chamber of Commerce,” provides feedback on the
viability of the business.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
RE1.01;
RE2.01, .02 |
Knowledge/
Understanding |
The
Business Plan |
|
2 |
OCV.02;
WRV.01, .02, .03; OC2.03; OC3.02; RE1.01, .02; RE2.01, .03; WR1.01; WR2.01,
.02, .03, .04 |
Thinking/Inquiry |
Develop
a business plan for an imaginary company |
|
3 |
OCV.03,
.04; OC2.04; OC3.01, .02 |
Communication |
Culminating
task: Presentation of business plan |
|
4 |
OCV.02,
.04; OC1.03; OC2.01, .03; OC3.01, .02 |
Thinking/Inquiry |
Peer
feedback |
Time: 25
hours
Unit
Description
Students discover various aspects of
the personnel needs of a business. Through a case study, students role-play a
conflict resolution scenario, understanding and respecting a pluralistic
society and their Catholic values and beliefs. Students learn the use of the subjonctif
présent after expressions of emotion, wish, order, and permission and the
sequence of present and past tenses with les expressions temporelles.
Subsequent to the preparation of a résumé and a cover letter, students conduct
a mock interview based on peer-developed job profiles. This interview is the
culminating task for the unit.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
OCV.02,
.04; REV.01, .02, .03; OC1.01; OC2.02, .03; OC3.01, .02; RE1.03; RE2.01, .03 |
Thinking/Inquiry |
Case
study: Conflict resolution |
|
2 |
OCV.02,
.04; OC1.02; OC2.03 |
Knowledge/
Understanding |
Personnel:
Business needs and expectations, interview process and skills, résumés, etc. |
|
3 |
WRV.02,
.03; WR1.01; WR2.01, .02, .03, .04 |
Thinking/Inquiry |
Write
job profile (as per business plan in Unit 3) |
|
4 |
REV.01,
.02, .03; WRV.02, .03; RE1.03; RE2.01; WR1.01 |
Thinking/Inquiry |
Apply
for a job from Cluster 3 (résumé, cover letter) |
|
5 |
OCV.02,
.03, .04; OC2.02, .05; OC3.01, .02; RE1.03; RE2.01, .03; WR1.02; WR2.01, .02,
.03, .04 |
Communication |
Culminating
Task: Prepare and conduct mock interview and recruit the su |
Time:
20 hours
Unit
Description
Students
become familiar with the concept of a company profile. Students incorporate
previously acquired language structures as needed. Applying skills for
employability, self employment and entrepreneurship as a final performance
task, students define, prepare, and present their own Catholic company profile
based on Unit 3.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
REV.01;
OC1.01, .02; OC2.03 |
Knowledge/
Understanding |
What is
a company profile? |
|
2 |
OCV.02,
.04; WRV.01, .02, .03; OC3.01; WR1.01, .03; WR2.01, .02, .03, .04 |
Thinking/Inquiry |
Prepare
a media work (brochure, video, website, slide show, presentation software,
etc.) of company profile |
|
3 |
OCV.03, .04; WRV.01, .03; OC2.04; OC3.01 |
Communication |
Culminating Task: Present media work |
The
use of the writing folder for the purpose of summative assessment by the
teacher is encouraged. Some teachers will choose to include regular journal
entries as a means to reinforce sentence and language structures. Instructional
strategies include:
The teacher:
·
cooperative
learning activities
·
formal
and informal presentation of notions and concepts
·
brainstorming
Students:
·
answering
questionnaires
·
applying
the writing process
·
developing
and discussing topics
·
expressing
opinions
·
following
instructions
·
giving
oral presentations on specific topics
·
interviewing
·
extracting
information from verbal cues and various media
·
reading
authentic texts
·
researching
from a variety of sources
·
preparing
presentation materials
·
communicating
with experts in a field/topic
·
community
involvement
·
computer
assisted learning
·
guided
reading/writing
·
note-taking
·
working
individually, in pairs and in groups
·
reading
and writing in a variety of genres
·
role
playing
·
brainstorming
Diagnostic,
formative, and summative assessment strategies provide students with
opportunities to demonstrate the full range of their learning in the three
strands. Methods, strategies, and tools allow the teacher and students to
collect information on the students’ levels of achievement of expectations in
the four categories. The following is a suggested outline of methods,
strategies, and tools used in the assessment, evaluation, and reporting
process. It is understood that practices vary from classroom to classroom. It
is important to maintain a balance and a variety of teaching and learning
strategies that are appropriate to the subject in general and to the content of
each unit. Learning skills, effort, punctuality, and recorded absences are
reported separately and are not considered in the determination of the
percentage grade. Seventy per cent of the grade is based on assessments and
evaluations conducted throughout the course. Thirty per cent of the grade is
based on a final evaluation in the form of an examination, performance, essay,
and/or other student demonstration of learning.
Assessment
& Evaluation - Term Work 70%
Reflecting
All Four Categories of the Achievement Chart
Diagnostic
·
Prior
knowledge testing
·
Questions
and answers
·
Quizzes
·
Language
exercises
·
Tests
Formative
·
Conferencing
·
Brainstorming
activities
·
Reading
comprehension questions
·
Interviews
·
Journals/Learning
logs
·
Portfolios
·
Quizzes
Summative
·
Research
projects
·
Oral
presentations
·
Portfolios
·
Creation
and presentation of product
·
Tests,
examination
Tools
·
Rubrics
·
Marking
scheme
·
Rating
scale
·
Checklists
By
·
Self
·
Peer
·
Teacher
Final
Evaluation 30%
Performance
Task(s) and/or Formal Examination
·
Media
work of company profile
The teacher should consult individual student IEPs for
specific direction on a
·
Allot
extra time for completion of work.
·
Provide
different levels of reading resources, e.g., articles, short texts, etc.
·
Provide
a
·
Highlight
or summarize major points.
·
Allow
point form notes instead of sentences and paragraphs.
·
Substitute
presentation in visual or oral format instead of written.
·
Allow
students to present to the teacher only.
·
Provide
for physical needs of students.
·
Provide
a pre-test.
·
Provide
opportunity for lateral thinking and enrichment.
·
Provide
special materials and resources, e.g., exemplars, modeling, taped texts, etc.
Units
in this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. The teacher needs to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
students’ use from publications, the teacher needs to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with their students, the teacher needs to
ensure that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. The teacher is reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
The
following resources are suggested to support teaching and learning in all
units.
Bain,
Colin M. et Colyer, Jill S. Les visages de l’humanité : Introduction à la
psychologie, à la sociologie et à l’anthropologie. Montréal : Les Éditions
de la Chenelière, 2002.
Baron,
Jean. La boîte à outils : Manuel de travaux pratiques et de laboratoire.
Bégin,
Jean-Pierre et L’heureux, Danielle. Des o
Bodell,
Richard W. et al. Entrepreneuriat : L’esprit d’aventure. Montréal: Les
Éditions de la Chenelière inc., 1994.
Boucher,
Martial. Au cœur de la vie. Montréal: Lidec inc., 1994.
Canac-Marquis,
Jean en collaboration avec Cyr, Francine. Grammaire Moderne. Éditions du
Phare inc., 2000.
Canfield,
Jack et al. Bouillon de poulet pour l’âme des Chrétiens. Montréal:
Éditions Sciences et Cultures, 1999.
Cardinal,
Guylaine. Le français langue seconde par thèmes. Montréal: Gaetan Morin,
1995.
Carle,
André. Collection mon choix de carrière 4e secondair: La pyramide de ma vie.
Montréal: Lidec inc., 1993.
Clark,
Bruce W. et Wallace, John K. Géographie du Canada: Influences et liaisons.
Montréal: Les Éditions de la Chenèliere, 1999.
Collet,
Paulette et Milani, Frank. Objectifs: Langue et littérature: Une approche
thématique.
Corbeil,
Cranson,
Lori et al. L’entrepreneuriat: La création d’une entreprise. Montréal:
Guérin, 1994.
Daumont-Spragg,
Christiane et R. Cottrell. Colloques: Textes du monde francophone.
Montréal: CEC, 1987.
David,
Michel. Passeport pour la grammaire française. Montréal: Guérin, 1993.
David,
Michel. Ortho-fiches sur la langue française. Montréal: Guérin, 1995.
Dubuc,
Yvan. La Passion du Client. Montréal: Les Éditions Transcontinentales
inc., 1993.
Fortin,
Paul A. Devenez Entrepreneur: Pour un Québec plus entrepreneurial.
Montréal: Les Éditions Transcontinentales inc., 1992.
French-English
and French dictionaries
Gasse,
Yvon et D’Amours, Aline. Profession: Entrepreneur. Montréal: Les
éditions Transcontinentales inc., 1993.
Grammaire
française. Student
workbook, Éditions Études Vivantes
Catholic
guest speaker from the Chamber of Commerce or other business-related profession
Jean,
Gladys. Avec Brio: Guide pratique de communication.
Just
Listen ‘n Learn Business French. Passport Books.
Kretchman,
Lily M., et al. L’entrepreneuriat: La création d’une entreprise.
Montréal : Guérin, 1994.
McConnell,
Robert G. et al. Passages 3. Don Mills: Éditions Addison-Wesley, 1992.
McConnell,
Robert G. et al. Voyages 1.
Ministère
du développement économique, du commerce et du tourisme. Fondation d’une
petite entreprise en
Ministère
de l’industrie, du commerce et de la technologie. Comment planifier la
création d’une entreprise de services.
Misener,
Judi et
Murphy,
Terry et al. Le monde des affaires: Profil canadien. Montréal : Guérin,
1987.
Peruzzo,
Elver et al. Destination 4.
Perspectives
canadiennes : Trousse de ressources. Gouvernement federal: Département du
développement des ressources humaines
Rousselle,
James, ed. Lire et écrire autrement.
Rosenzweig,
Bill et Ziegler, Mel et Patricia. De l’idée à l’entreprise. Montréal:
Les Éditions Transcontinentales inc., 1993.
Sheppard,
Barbara E. Parlons Grammaire. Harcourt, 1998.
Thibeault,
Nicole L. La Grammaire, moi je la comprends! Montréal: Guerin, 1996.
Winder,
Linda, Stih, S., et O’Connor, J. Transitions: Guide d’a
L’Express
de
L’Actualité. Montréal.
Le
Devoir
Le
Droit
The
URLs for the websites were verified by the writers prior to publication. Given
the frequency with which these designations change, teachers should always
verify the websites prior to assigning them for student use.
L’actualité
en classe – http://www.actualiteenclasse.com
Agence
France-Presse: list of francophone media links –
http://www.wash.afp.com/francais/liens/
Agent
Intelligent: Refine Your Searches in French – http://www.searchprocess.com/
La
boussole: pour la formation au cheminement de carrière –
http://www.cforp.on.ca/boussole
Source
for francophone media sites – http://www.nyu.edu/pages/wessfrench/news.htm#META
Excellent
francophone Site for Learning the Internet in French - Le Signet
– http://w3.olf.gouv.qc.ca/banque/
Glossaire
de termes officiels de l’informatique –
http://www.celog.fr.silex/tome1/chap_3-1.htm#ss3.1.b
L’Express
de
La
Presse – http://lapresse.infinit.net/
Le
Droit – http://www.ledroit.com/encours/01_actualites/a
List
of francophone media links – http://www.wash.afp.com/francais/liens/
Office
de la Langue Française – http://www.olf.gouv.qc.ca/
Radio
Survey
writing – http://www.statcan.ca/francais/kits/survey_f.htm
Survey
writing – http://www.statcan.ca/francais/concepts/question2_f.htm
Survey
writing – http://www.pouroucontre.com
Changing
Times: The New Economy and the New Labour Market
– http://www.changingtimes.com/index.htm
Ontario
Ministry of Education: You and the Job Market
– http://www.edu.gov.on.ca/eng/document/brochure/youjob/youjob.html
www.Catholicmarket.com
A
Coded
Expectations, Core French, Grade 12, Open, FSF4O
OCV.01 · respond in a variety of ways to a
range of media works;
OCV.02 · express and justify ideas and
opinions in self-directed conversations and discussions on a variety of
business-related issues;
OCV.03 · make oral presentations on a
variety of topics;
OCV.04 · use correct grammar and
appropriate language conventions during oral communication activities.
Listening
OC1.01 – understand and participate in
spontaneous conversations (e.g., when working with classmates on a
collaborative project);
OC1.02 – take point-form notes while
listening to discussions, news reports, and short stories, and refer to them in
oral or written assignments;
OC1.03 – ask questions and make comments
to clarify, evaluate, and provide feedback on classmates’ presentations.
Speaking
OC2.01 – use critical-thinking skills in
responding to classmates’ presentations (e.g., analyse the information, elaborate
on the ideas presented);
OC2.02 – role-play situations (e.g.,
seeking information, resolving conflicts between people) based on a topic under
study;
OC2.03 – contribute ideas in class or
small-group discussions (e.g., suggest a different point of view, critique an
argument, relate the topic to a similar issue in another context);
OC2.04 – give a researched presentation on
a business topic (e.g., an analysis of the coverage of a business news story, a
review of careers where knowledge of French is an asset);
OC2.05 – conduct a mock interview,
referring to information contained in a prepared résumé.
Application
of Language Conventions
OC3.01 – recognize and use appropriate
language structures (see language structures for Core French, Grade 12, p. 25);
OC3.02 – use newly acquired vocabulary in
conversation.
REV.01 · read and demonstrate an
understanding of a wide variety of texts that relate to business or the
workplace;
REV.02 · apply critical thinking as they
read (e.g., analyse information, identify the issues raised, go beyond the
surface meaning);
REV.03 · identify and understand language
conventions used in their reading materials.
Comprehension
and Response to Text
RE1.01 – read and summarize a variety of current
materials (e.g., newspapers, magazines, brochures, guides);
RE1.02 – gather, organize, and interpret
information as part of a written assignment (e.g., development of a business
plan);
RE1.03 – make judgements based on their reading
(e.g., the suitability of a job candidate based on his or her résumé and
letters of reference);
RE1.04 – expand their understanding of the
workplace through reading a selection of manuals, pamphlets, business
magazines, and career profiles, and summarize and explain their findings.
Application
of Language Conventions
RE2.01 – recognize and use appropriate
language structures (see language structures for Core French, Grade 12, p. 25);
RE2.02 – identify and explain vocabulary
related to the business world;
RE2.03 – use French-English and French
dictionaries to determine the meaning of unfamiliar vocabulary.
WRV.01 · express and support their ideas
and opinions in writing;
WRV.02 · create a variety of texts, selecting
the appropriate form and language to suit the purpose and the audience;
WRV.03 · use correct grammar and
appropriate language conventions in their written work.
Communication
of Information and Ideas
WR1.01 – write in a variety of forms
(e.g., résumés, covering letters, a business plan, a job profile);
WR1.02 – select criteria, prepare a series
of questions, and design an appropriate form (e.g., for rating job applicants),
and evaluate responses;
WR1.03 – create a media work (e.g., a
brochure, a video, a website) to present a company profile;
WR1.04 – write a formal analysis of a
current issue, giving their interpretation as to its causes and recommending
how it could be resolved.
Application
of Language Conventions
WR2.01 – recognize and apply appropriate
language structures (see language structures for Core French, Grade 12, p. 25);
WR2.02 – revise, edit, and proofread their
writing, focusing on grammar, spelling, punctuation, and the conventions of
style;
WR2.03 – incorporate newly acquired
vocabulary into their written work;
WR2.04 – use French-English and French
dictionaries to verify spelling, confirm the meaning of newly acquired words
and phrases, and expand their vocabulary.
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates
in the sacramental life of the church and demonstrates an understanding
of the centrality of the Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -a
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes to the common good.