Please note:
This document is best suited for on-screen use. Some layout may have been altered
during the creation of this web page.
It is
recommended that you download the "pdf" version of this Course
Profile for printing and the "Word, Mac, or WordPerfect" versions for
working with or adapting the Course Profile to meet your instructional needs.
Course Profile Core French (FSF4U), Grade 12, University
Preparation, Combined
Course Overview
Prerequisite: Core French, Grade 11, University Preparation
This
course draws on a variety of themes to promote extensive development of
French-language skills. Students consolidate their oral skills as they discuss
literature, culture, and current issues. They read a variety of texts and write
a formal essay. The use of correct grammar and appropriate language conventions
in both spoken and written French are emphasized throughout the course (The
Ontario Curriculum, Grades 11 and 12, French As a Second Language-Core,
Extended, and Immersion
French, 2000, p. 17).
As a
Catholic faith community, we acknowledge and affirm the uniqueness of each
person and the diversity of cultures. 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 are designed to equip students
with the knowledge and skills they need to meet entrance requirements for
university programs. Activities and strategies used throughout the units of
this course are designed to enable students to meet the Ministry standards and
expectations for FSF4U. Care has been taken to cluster the expectations to
foster meaningful and relevant learning. The mastery of these expectations is
demonstrated by students’ su
|
* Unit
1 |
Piquez
l’appétit |
25
hours |
|
Unit 2 |
Bien
assaisonné |
25
hours |
|
* Unit
3 |
Point
d’ébullition |
25
hours |
|
Unit 4 |
Laissez
mijoter |
25
hours |
|
Unit 5 |
À
démouler |
10
hours |
* These
units are fully developed in this Course Profile.
Time:
25 hours
Unit Description
Students
explore an issue through various types of current media, e.g., documentaries,
magazine articles, news reports, etc. Through the various activities in the
three strands, students learn to summarize and analyse an issue, e.g., social,
cultural, political, etc., and propose relevant solutions that include a moral
and ethical framework from which issues of concern are examined. Students learn
the sequence of present and past tenses with les expressions temporelles,
and the formation and use of the infinitif passé. Students also learn
the use of the pronoun on to reflect the English passive, the use of peut-être
vs. peut-être que, and negative infinitives. As the culminating task,
students write a dialogue presenting two sides of an issue.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
OCV.01,
.04; REV.01, .02; OC1.01, .03; OC3.01, .02; RE2.01, .03, .04, .05; WR2.01,
.05 |
Knowledge/Understanding |
Create
awareness of an issue through various media |
|
2 |
OCV.01,
.04; REV.02; OC3.01, .02; RE2.01, .03, .04, .05 |
Thinking/Inquiry |
Teacher-directed
media analysis |
|
3 |
OCV.01,
.04; REV.02; OC2.05; OC3.01, .02; RE2.01, .03, .04, .05 |
Thinking/Inquiry |
Self-directed
media analysis and proposed solutions |
|
4 |
OCV.04;
WRV.02, .03; WR1.04; WR2.01, .02, .04, .05 |
Application |
Culminating
Task: write a dialogue presenting two sides of an issue |
Time:
25 hours
Unit Description
Students
think reflectively and creatively as they learn to interpret character through
the reading and analysis of a play. Students collaborate to prepare and
dramatize a scene. Students learn the use of possessive pronouns, the use of
the subjonctif présent after conjunctions and expressions of emotions,
wish, order, and permission, and verbs of perception and laisser
followed by the infinitive. As the culminating task, mastery of the concept of
characterization is demonstrated when students write and present a monologue.
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
REV.03; RE1.01; RE2.01, .04, .05 |
Thinking/Inquiry |
Read and analyse a play |
|
2 |
OCV.03, .04; OC2.04; OC3.01, .03 |
Application |
Dramatize a scene from a play |
|
3 |
RE1.01;
RE2.03, .04, .05 |
Knowledge/Understanding |
Study
concept of characterization through a play |
|
4 |
OCV.03,
.04; WRV.02, .03; OC3.01, .03; WR1.02; WR2.01, .02, .04, .05 |
Application |
Culminating
Task: write and present a monologue |
Time:
25 hours
Unit Description
Students
develop moral and legal decision-making skills as they research a current
community-based issue and become familiar with the formal debate process in
preparation for an in-class debate. Students learn the interrogative and
relative pronoun lequel, the use and position of ne…jamais, ne…rien,
ne…nulle part, ne…personne, ne…plus, and ne…aucun, and the formation and
use of the subjonctif passé of er, ir, re and irregular verbs. As
the culminating task, students evaluate new ideas and apply effective
communicative skills to defend their position on the issue by writing an essay
based on their previous research.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
REV.01,
.02, .03; RE1.05; RE2.01, .03, .04, .05 |
Knowledge/Understanding |
Research
a community-based issue |
|
2 |
REV.01;
OC1.02; OC3.01 |
Knowledge/Understanding |
Formal
debate process |
|
3 |
WRV.01,
.03; RE2.03; WR1.06; WR2.01, .04, .05 |
Thinking/Inquiry |
Debate
preparation |
|
4 |
OCV.02,
.03, .04; OC1.02; OC2.01, .03; OC3.01 |
Communication |
Debate |
|
5 |
WRV.01,
.03; WR1.01, .05, .06; WR2.01, .02, .03, .04, .05 |
Application |
Culminating
Task: Essay defending personal position |
Time: 25
hours
Unit Description
Using
works by the same author or dealing with the same theme, students listen
actively and critically to teacher-directed reading activities. Having learned
the concepts of writer intent and comparison and contrast, students
independently read a novel (100-150 pages) and use the response process.
Students study the tense sequence in past narration and le faire causatif.
As the culminating task, students write a magazine article, a review, a song,
or a poem based on the novel under study.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
REV.01,
.03; RE1.02; RE2.01, .03, .04, .05 |
Knowledge/Understanding |
Independent
reading of a novel with response process |
|
2 |
OCV.04;
REV.01, .03; OC3.02; RE1.03; RE2.01, .03, .04, .05 |
Thinking/Inquiry |
Guided
readings (theme, author, etc.) emphasizing writer’s intent |
|
3 |
OC3.02;
RE1.04 |
Knowledge/Understanding |
Teacher-directed
comparative study (preparation for Unit 5) |
|
4 |
WRV.01,
.02, .03; WR1.01, .03; WR2.01, .02, .04, .05 |
Application |
Culminating
Task: write an article (review) or poem based on the novel, expressing a
point of view |
Time: 10 hours
Unit Description
Students
apply effective communication, decision-making, problem-solving, time, resource
and management skills in order to complete a final performance task. Students review
the concepts of comparison and contrast and apply them to an oral presentation
(minimum five minutes), discussing the form and style of various genres
previously studied in the course.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
OC3.01,
.03 |
Knowledge/
Understanding |
Review
comparison and contrast |
|
2 |
REV.01,
.02, .03; WRV.02, .03; RE1.05; RE2.01, .02, .03, .04, .05; WR2.05 |
Thinking/Inquiry |
Research
and preparation |
|
3 |
OCV.03,
.04; OC2.02; OC3.01, .02, .03 |
Application |
Final
Performance Task: oral presentation |
The use of the writing folder for the purpose of summative assessment by the teacher is encouraged. Some teachers choose to include regular journal entries as a means of reinforcement of sentence and language structures.
Instructional strategies
include:
The teacher:
· cooperative learning activities, e.g., jigsaw
· formal and informal presentation of notions and concepts
· brainstorming
Students:
· applying the writing process
· developing and discussing a thesis
· expressing opinions
· following instructions
· giving oral presentations on specific topics
· responding to presentations
· interviews
· 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
· working individually, in pairs and in groups
· reading and writing in a variety of genres
· role playing/dramatization
· debate
· brainstorming
Diagnostic,
formative, and summative assessment strategies provide students with
opportunities to demonstrate the full range of their learning in the four
categories of knowledge and skills, integrating the three strands. Assessments,
strategies and tools allow the teacher and students to collect information on
the students’ level 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 assessment strategies that are appropriate to the subject in general
and to the content of each unit. Learning skills, effort, participation,
punctuality, and recorded absences are reported separately and are not considered
in the determination of the percentage grade. Seventy per cent of the grade
will be based on assessments and evaluations conducted throughout the course.
Thirty per cent of the grade will be based on a final evaluation in the form of
an examination, performance, essay, and/or other methods of evaluation.
Assessment and Evaluation - Term Work 70%
Reflecting
All Four Categories of the Achievement Chart
Final Evaluation 30%
Culminating
Task(s) and/or Formal Examination
Diagnostic
Questions
and answers
Quizzes
Language
exercises
Tests
Formative
Conferencing
Brainstorming
activities
Reading
comprehension questions
Interviews
Journals/Learning
logs
Portfolios
Summative
Research
projects
Oral
presentations
Portfolios
Creation
and presentation of product
Tools
Anecdotal
comments
Correction
codes
Observation
Rubrics
Marking
scheme
Rating
scale
Checklists
By
Self
Peer
Teacher
The teacher should consult individual student IEPs
for specific direction on a
A
· Vary time allowed for work.
· Highlight or summarize major points.
· Allow point form notes instead of sentences and paragraphs.
· Substitute presentation in visual or oral format instead of written.
· Work in pairs.
· Allow student to present to teacher only.
· Provide a pre-test.
· Allow for lateral thinking.
· Provide special materials and resources, e.g., exemplars, modeling, taped texts, etc.
· Provide alternative work space.
Units in
the 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
student use from printed publications, the teacher needs to ensure that their
board has a Cancopy license and that this license 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 license 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.
Je t’attends à Peggy’s Cove, Brian Doyle
Le bossu de Notre-Dame, Victor Hugo (abridged)
Le chien jaune, Georges Simenon (abridged)
Le comte de Monte-Cristo, Alexandre Dumas (abridged)
Le dernier des raisins
Le hot-dog sous le soleil
Y a-t-il un raisin dans cet avion?
Le fantôme de l’opéra, Victor Hugo (abridged)
Le petit prince, Antoine de Saint-Exupéry
Les visiteurs du soir, Robert Soulières
Les Misérables, Victor Hugo
Maria Chapdelaine, Louis Hémon
Un sac de billes, Joseph Joffo
Babyfoot, Joseph Joffo
Jasmine, Jan Truss
Terreur au bivouac, Eric Wilson
Kuanuten (Vent d’est), Yves Thériault
L’homme qui plantait des arbres, Jean Giono
Un
homme et son péché, Claude-Henri
Grignon
Bousille et les justes, Marcel Dubé
Fanny, Marcel Pagnol
Florence, Marcel Dubé
Les Belles-Soeurs, Michel Tremblay
Le bourgeois gentilhomme, Molière (abridged)
Zone, Marcel Dubé
Topaze, Marcel Pagnol
Un
simple soldat,
Marcel Dubé
Baron, Jean. La boîte à outils : Manuel de travaux pratiques et de laboratoire. Toronto: Pearson Education, 1990.
Blais, Réjean et Jean-Paul Simard. Cahier pratique de grammaire, d’orthographe et de composition. Montréal : Guérin.
Boucher, Martial. Au Coeur de la vie. Montréal : Lidec, 1994.
Canfield, Jack et al. Bouillon de poulet pour l’âme des Chrétiens. Montréal : Éditions Sciences et Culture, 1999.
Cardianel, Guylaine. Le francais langue seconde par themes. Montréal : Gaetan Morin, 1995
Case, W. Brian et al. Destinations : Nouveaux horizons. Toronto: Pearson Education, 1996.
Cassista, Claude et al. Littérature québecoise : Des origines à nos jours. Montréal : Hurtubise, 1996.
Collet, Paulette and Frank Milani. Objectifs. Toronto: Pearson Education, 1988.
Connolly, Anne-Marie. Libre expression. Montréal : Guérin, 1992.
Connolly, Anne-Marie. Messages et discours. Montréal : Guérin, 1992.
David, Michel. Français Plus : Première année du secondaire. Montréal : Guérin, 1994.
David, Michel. Français Plus : Deuxième année du secondaire. Montréal : Guérin, 1993.
David, Michel. Français Plus : Troisième année du secondaire. Montréal : Guérin, 1993.
David, Michel. Grammaire Française. Montréal : Guérin, 1999.
David, Michel. Paroles vivantes. Montréal : Guérin, 1992.
Favrod, Alain. Mise en pratique : Manuel de grammaire et d’expression écrite. Don Mills: Addison-Wesley Publishers, 1989.
Jean, Gladys. Avec Brio : Guide pratique de communication. Toronto: Pearson Education, 1996.
Kenney, Morgan, ed. Découvertes : Anthologie. Toronto: D.C. Heath, 1983.
Kenney, Morgan, ed. Rencontres : Anthologie. Toronto: D.C. Heath, 1983.
Piché, Claire et al. Destinations 5. Toronto: Pearson Education, 1994.
Pouliot, Muriel. Textes et contextes 5 : Points de vue. Laval : Mondia, 1986.
Questions & débats : Enseignement moral et religieux catholique 5e secondaire, Office de catéchèse du Québec. Anjou : CEC, 1995.
Rousselle, James, ed. Lire et écrire autrement. Anjou : CEC, 1999.
Sheppard, Barbara E. Parlons grammaire : Quatrième édition. Montréal : Harcourt Canada, 1998.
St.-Ours, Normand. L’essentiel grammatical. Montréal : Guérin, 1993.
Thérien, Michel. Detrompez-vous, Cahier B. Gaetan Morin, 1989.
Trépanier, André. Les médias : Activités d’intégration. Toronto: CLF-OSSTF.
Ullman, Rebe
Ullman,
Rebe
L’Express de Toronto. Toronto.
L’Actualité. Montréal.
Télé 7
jours. Montréal.
Le
Droit
La
Devoir
Les Misérables
Bonheur d’o
Villa El
Salvador, Pérou-pauvreté urbaine
Moi, Jamais de la vie
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/Français/liens/
Agent Intelligent: Refine Your Searches in French – http://www.searchprocess.com/
Source for francophone media sites – http://www.nyu.edu/pages/wessfrench/news.htm#META
Debating Society – www.osdu.on.ca
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 Toronto – http://www.1 express.com/liens.html
La Presse – http://lapresse.infinit.net/
Le Droit –
http://www.ledroit.com/encours/01_actualites/a
Office de la Langue Française – http://www.olf.gouv.qc.ca/
Radio Canada Francomania – http://radio-canada.ca/francomania/
Ressources en direct sur le patrimoine canadien
– http://www.cm
The World Bank Group – http://www.worldbank.org/poverty/wdrpoverty/report/Sroverv.pdf
Yahoo in
French – http://cf.yahoo.com
A
Coded
Expectations, Core French, Grade 12, University Preparation, FSF4U
OCV.01 · respond in a variety of ways to a wide range of media works;
OCV.02 · express and justify ideas and opinions in self-directed conversations and discussions on a variety of issues;
OCV.03 · make oral presentations on a variety of topics;
OCV.04 · use appropriate language conventions during oral communication activities.
Listening
OC1.01 – summarize the content of a variety of media works (e.g., full-length films, recorded debates, songs, television and radio programs);
OC1.02 – demonstrate an understanding of oral presentations by classmates and other speakers (e.g., by relating the content to other contexts, discussing alternative viewpoints, predicting future trends);
OC1.03 – listen to and demonstrate an understanding
of text spoken in a variety of French a
Speaking
OC2.01 – express, support, and explain their viewpoints in formal debates related to topics under study;
OC2.02 – give a researched presentation (minimum 5 minutes in length) supported by point-form notes and visual materials, and answer questions posed by classmates;
OC2.03 – use critical-thinking skills in responding to classmates’ presentations (e.g., analyse the information, develop a counter-argument);
OC2.04 – dramatize a scene from a play to demonstrate an understanding of its plot and characterization;
OC2.05 – analyse an issue under discussion and recommend possible solutions.
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;
OC3.03 – use stylistic devices (e.g., juxtaposition, similes, metaphors, hyperbole) to add interest to their spoken French.
REV.01 · read and demonstrate an understanding of a range of literary and informational texts;
REV.02 · apply critical thinking as they read (e.g., analyse information, go beyond the surface meaning, make and support judgements about the issues raised);
REV.03 · identify and understand language conventions used in their reading materials.
Comprehension and Response to Text
RE1.01 – demonstrate an understanding of articles, short stories, poems, song lyrics, novels, and plays (a minimum of 300 pages in total) studied in class (e.g., by summarizing content, interpreting meaning, analysing information or opinions presented);
RE1.02 – read independently a novel or a play (100–150 pages) and respond by answering questions, summarizing the plot, discussing the main ideas and supporting details, and relating the issues raised to a new context;
RE1.03 – identify the writer’s intent or point of view in songs, poems, short stories, novels, plays;
RE1.04 – compare ideas in two or more texts (e.g., written by the same author or dealing with the same subject or theme);
RE1.05 – apply specific research skills (e.g., identifying sources, gathering data, taking notes, outlining) in preparing an assignment.
Application of Language Conventions
RE2.01 – recognize and use appropriate language structures (see language structures for Core French, Grade 12, p. 25);
RE2.02 – compare and contrast the form and style of various genres (e.g., essays, short stories, newspaper articles, plays, poems, song lyrics);
RE2.03 – use reading strategies (e.g., skimming text for information, using clues from context, using knowledge of word families and root words, rereading) to determine the meaning of unfamiliar vocabulary and idiomatic expressions;
RE2.04 – recognize language conventions used in formal and informal language;
RE2.05 – use French-English and French dictionaries to determine the meaning of unfamiliar vocabulary.
WRV.01 · express their ideas and opinions logically and coherently in written texts;
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 a review of a text, movie, or play as an independent study, including a summary of the plot and their personal reactions and recommendations;
WR1.02 – write and present a monologue to analyse and interpret the role and reactions of a character from a text studied in class;
WR1.03 – write an article or a poem expressing their point of view on a topic;
WR1.04 – write a dialogue to present two sides of an issue (e.g., reactions to an event of national or international interest);
WR1.05 – write a research paper (a minimum of 1000 words) stating and defending their position on an issue;
WR1.06 – revise their writing to ensure that ideas and opinions are clearly presented.
Application of Language Conventions
WR2.01 – recognize and use 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 conventions of style;
WR2.03 – apply conventions that relate to research essays (e.g., table of contents; use of quotations, footnotes, and bibliography);
WR2.04 – incorporate newly acquired vocabulary into their written work;
WR2.05 – use French-English and French dictionaries to verify spelling, confirm the meaning of newly acquired words and phrases, and expand their vocabulary.
Ontario
Catholic School Graduate Expectations
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 Canada’s official languages;
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.