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Quebec Competencies Chart - Promoting Ethical Behaviour Online: Our Values and Ethics

Author: Emmanuelle Erny-Newton, MediaSmarts
Level: Secondary Cycle One
Subject Area: Moral Education, Physical Education and Health
Lesson Link: Promoting Ethical Behaviour Online: Our Values and Ethics

Description: In this three-part lesson, students learn about online privacy and ethical behaviour by exploring their digital footprints to better understand that our online interactions may not be as anonymous as we think they are.

Cross-curricular Competencies

Broad Areas of Learning

  • To use information
  • To solve problems
  • To exercise critical judgement
  • To be creative
  • To adopt effective work methods
  • To use information and communications technologies for learning purposes
  • To construct his/her identity
  • To work with others
  • To communicate appropriately
  • Media Literacy
  • Environmental Awareness and Consumer Rights
  • Health and Well-Being
  • Citizenship and Community Life

This lesson satisfies the following Moral Education Competencies from the Quebec Education Program:

Competency One: Constructs a moral frame of reference

Puts life situations and moral references into perspective:

  • Makes connections between meaningful situations, their requirements, the influences at play, and the presence of known values or social precepts
  • Identifies his/her own moral references
  • Explores the diversity of beliefs, customs, visions of human beings, values and social precepts related to the same situation
  • Identifies differences, similarities and tensions between different opinions and viewpoints

Deliberates on the elements of a moral frame of reference:

  • With others, looks for the words to define moral references
  • Compares definitions, opinions and viewpoints
  • Questions values and social precepts, their validity and how they are applied depending on the context
  • Considers the effects of diverse visions of human beings on community life

Competency Two: Takes a reflective stance on moral issues:

Identifies the ethical issues of a situation

  • Describes the situation
  • Explains how and why the situation poses a moral or ethical problem
  • Identifies the consequences of the problem on himself/herself, on others and on the environment
  • Draws upon a variety of information sources and the viewpoints of experts
  • Analyzes the tensions that exist among different viewpoints, opinions, visions of human beings, values and social precepts
  • Situates himself/herself in relation to the problem
  • Expresses feelings generated by the problem
  • Considers the viewpoints of classmates and those primarily concerned by the problem, and takes cultural references into account
  • Identifies the reasons put forth in support of opinions and viewpoints
  • Highlights the underlying visions of human beings and the social precepts and the values in question
  • Explains the differences that exist

Imagines possible options and their consequences

  • Proposes possible options and considers those of others
  • Examines the consequences on himself/herself, on others and on society
  • Makes a summary of the options and their possible consequences

Translates his/her choices into action

  • Uses criteria to evaluate different options
  • Expresses his/her preferred choice and gives the reasons and emotional factors behind his/her decision
  • Delineates the individual and collective responsibilities entailed in his/her choice of options
  • Explores individual and group ways of taking action

Physical Education and Health

The Cycle One program states:

The messages conveyed by the media can have major repercussions on the behaviour of adolescents. Therefore, it is important that students be encouraged to maintain a critical distance with regard to the media. For example, during a big sports event, certain networks show violent images involving the athletes. Reports on doping, which some athletes resort to, raise ethical questions about respecting rules and about honesty and fair play. Advertising uses an infinite amount of female body images to demonstrate the effects of products that enable you to obtain the perfect body with no physical effort. This sometimes contradictory information cannot help but challenge students, who must exercise critical judgment when they situate this information in relation to the various contexts in which they develop the subject-specific competencies.

The broad area of learning Media Literacy is thus part of this program.

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