Course Profile Religious Education: “Christ
and Culture”, Grade 10, Open, Catholic
Unit 3: Called to Be and Relate
Activity 1 | Activity 2 | Activity 3
| Activity 4 | Activity 5
| Activity 6 |
Activity 7 | Activity 8 | Activity 9
| Activity 10 | Activity
11
Unit Developers
Cathy Corbett, Thunder Bay Catholic DSB
Frank Kewin, Toronto Catholic DSB
Sharron McKeever, Durham Catholic DSB
Leslie Miller, York Catholic DSB
Robert Ryan, Dufferin-Peel Catholic DSB
Michael Smith, Durham Catholic DSB
Development Date: February 15, 2000
Steeped in Jesus’ call to love God with one’s whole body, mind and soul, students come to know the sacredness of the human person. Students are challenged to examine the quality of their relationships in light of the profound example of Jesus’ love. Acknowledging the impact of culture on the lives of young people, students compare cultural priorities with the Gospel imperative. A culminating activity sees the production of a media campaign, which promotes a Christian vision of personhood, relationships, and sexuality for teens.
Ontario Catholic School Graduate Expectations: CGE 1c, 1d, 1e, 1f, 1g, 1h, 1i, 1j, 2a, 2e, 3a, 3d, 4a, 4d, 4g, 4h, 5a, 5c, 5e, 5f, 5g, 6a, 6b, 6d, 7a, 7b, 7c, 7d.
Strand(s): Scripture, Profession of Faith, Christian Moral Values, Prayer and Sacramental
Life and Family Life
Overall Expectations: SCV.02, SCV.06, PFV.01, PFV.06, CMV.01, CMV.07, PSV.01, PSV.03, PSV.05, FLV.01, FLV.02, FLV.03, FLV.04, FLV.05, FLV.06, FLV.08, FLV.09.
Specific Expectations: SC1.04B, SC3.02B, SC4.01B, PF1.02B, PF1.04B, PF1.06B, PF3.01B, PF3.02B, PF4.01B, PF4.05B, PF4.07B CM1.01B, CM2.06B, CM4.04B, PS1.01B, PS1.06B, PS2.01B, PS4.01B, PS4.04B, FL1.01B, FL1.02B, FL2.01B, FL3.01B, FL3.02B, FL4.01B, FL2.02B, FL3.03B, FL4.02B, FL1.03B, FL2.03B, FL2.04B, FL2.05B, FL3.05B, FL3.06B, FL4.03B, FL4.04B.
|
Activity 1 |
Growing and Changing |
150 minutes |
|
Activity 2 |
Our Need to Relate |
125 minutes |
|
Activity 3 |
Connecting with God, Connecting with Others |
75 minutes |
|
Activity 4 |
Who is Guiding Us? |
150 minutes |
|
Activity 5 |
Skills for Relating: Communicating with Others |
75 minutes |
|
Activity 6 |
Our Families |
150 minutes |
|
Activity 7 |
Our Peers |
75 minutes |
|
Activity 8 |
Male and Female: God Created Us |
75 minutes |
|
Activity 9 |
Understanding Our Sexuality |
75 minutes |
|
Activity 10 |
Christian Response to HIV/AIDS |
150 minutes |
|
Activity 11 |
Values and Vision for Now and for Our Futures |
175 minutes |
Students should know how to look up Scripture references. Students should be aware of the types of media (films, television, radio, Internet, magazines, newspapers, periodicals, fiction and non-fiction books) present in contemporary culture.
The prayer schedule started in Unit 1 should continue throughout this unit. This unit is designed around the acknowledgement and development of a Christian vision of personhood, relationships, and sexuality. A variety of situations, taken from within the student’s cultural milieu, are examined to encourage the development of critical and analytical skills to discern between secular and spiritual values with regards to the human person, relationships, and sexuality. The culminating activity is the development of a media campaign based on Christian principles. The teacher should review pertinent co-operative learning strategies employed in this unit. Each activity however, suggests certain themes and/or resources for prayer. The title and main theme of this unit, is extended as a personal invitation to the student to become aware of the value of the gifts that we receive from God and to respond by growing toward wholeness.
Each activity begins with the students using an experience either from their past, their present, or one they may have in the future, to assist in focussing them on the theme related to the expectation. Students move to critical reflection on their experience in dialectic tension with an encounter with the Catholic understanding of the issue. Students apply new learning to their situation. Activities include whole class discussion; brainstorming; interview; individual exercises; reading; reflection; teacher presentation; and small-group co-operative activities such as role playing; jigsaw, think/pair/share, formulate-share-listen-create; roundtable, and exploring connections.
Throughout the unit, the students’ task is to analyse the values expressed in secular culture and compare them to the Gospel imperative regarding: relationships, sexuality, spirituality, and growth in becoming fully human. Assessment and evaluation take into consideration the four broad categories of knowledge and skills: knowledge/understanding, thinking/inquiry, communication, and application/making connections. Diagnostic evaluation, not included in mark reporting, includes pre-tests and discussions, self-evaluation, peer evaluation, and informal feedback from the teacher. Formative evaluation encompasses quizzes, performance assessments on group assignments, and an ongoing journal that consists of a set of personal reflections based on issues discussed in class. The culminating activity is the development of a media campaign for teens based on the Christian wisdom that is gained from the life situations explored. This performance is assessed using a rubric. Students also complete a set of personal reflections based on issues discussed in the class.
(T = Teacher Resource, K = Key Text, S = Student Resource)
The NRSV Bible. Toronto: Oxford University Press, 1989. (K,T)
Bibby, Reginald and Donald Posterski. Teen Trends: A Nation in Motion. Toronto: Stoddart Publishing Co. Ltd., 1992. ISBN 0-7737-5531-4 (T)
Caprio, Betsy. Experiments in Prayer. Notre Dame, IN: Ave Maria Press, 1973. (T)
CCCB. AIDS: A Catholic Educational Approach to HIV, 3rd ed. Toronto: The Institute for Catholic Education, 1999. (K,T)
CCCB. Catechism of the Catholic Church. Ottawa: CCCB Publications Service. (T)
CCCB. Turning Points: Readings in Family Life Education. Toronto: Prentice Hall Ginn, 1997. (K)
Costello, Gwen. Prayer Services for Religious Educators. Mystic, CT: Twenty-Third Publications, 1990. (T)
Costello, Gwen. Prayer Services for Young Adolescents. Mystic, CT: Twenty-Third Publications, 1994. (T)
Glavish, M. K, Sr. SND. Leading Students into Scripture. Mystic, CT: Twenty-Third Publications, 1987. (T)
Gustafson, Janie. Building Catholic Character: Developing Christian Life Skills. Notre Dame, IN: Ave Maria Press, 1998.
Koch, C. and J. Heil. Created in God’s Image. St. Mary’s Press, 1991. (T)
Larsen, Dale and Sandy Larsen. Snap Sessions. Elgin, IL: David C. Cook Publishing Co., 1990. (T)
McCarty, Michelle. Relating: A Christian Approach to Friendship and Love. Dubuque, IA: Brown-ROA, 1994. (T)
McCarty, Michelle. Becoming. Dubuque, IA: Wm. C. Brown Co. Publishers, 1983. (T)
McCarty, Michelle. Searching. Dubuque, IA: Wm. C. Brown Co. Publishers, 1984. (T)
National Film Board. Media and Society. Montreal: NFB Publications Service. (T)
OCCB. Intimacy and Sexuality: A Letter to Catholic Secondary Students in Ontario from the Roman Catholic Bishops of Ontario. Toronto: OCCB, 1994. (S, T)
OCCB. Family Life Education for Secondary Students: A Message to the Catholic Education Community. Toronto: 1996. (T)
Pontifical Council for Social Communications. Ethics in Advertising. 1997 (T)
Regan, S. Kevin. Teen Prayer Services. Mystic, CT: Twenty-Third Publications, 1992. (T)
Sawyer, Kieran, S.S.N.D. Developing Faith Series. South Bend, IN: Ave Maria Press, 1998. (T)
Sawyer, Kieran. S.S.N.D. Faith in the Media: Developing Faith Series. South Bend, IN: Ave Maria Press, 1998. (T)
Vatican II, Gaudium et Spes (T)
Vatican II, Lumen Gentium (T)
Dangerous Relationships. Human Relations Media, Inc., 1995. (T/S)
If You Loved Me You Would Wait. McIntyre Media/Guidance Association, 1990. (S)
Teens and Chastity. Molly Kelly. (S)
They Lied to Us. USA: Gospel Films.
NRSV - Concordance
Catechism of the Catholic
Church.
Documents of Vatican II. Catholic Software.
Encyclopedia of Catholic History on CD-ROM. Our Sunday Visitor.
The Illustrated Catholic Bible (NAB, RSV). Harmony Media.
The Joke’s Over. West Coast Education Enterprises Inc., 1997.
Bible Gateway: http://bible.gospelcom.net/
New American Bible: http://www.nccbuscc.org/nab/bible/index.htm
The Catechism of the Catholic Church: http://www.christusrex.org/www1/CDHN/ccc.html
Documents of the Second Vatican Council:http://www.christusrex.org/www1/CDHN/v1.html
Encyclicals and Other Papal Documents: http://listserv.american.edu/catholic/church/papal/papal.html
The Ontario Conference of Catholic Bishops: http://www.occb.on.ca/
Roman Catholic Church Resources: http://home.golden.net/~wts/index2.html
New American Bible: http://www.nccbuscc.org/nab/bible/index.htm
The Vatican: http://www.vatican.va/
Gospel Films: http://www.gospelcom.net
Time: 150 minutes
This activity focusses on the connection between development and behaviour during adolescence. By examining the various changes in development and the accompanying behaviour and attitudes, students develop insights into the potential impact of their actions or choices on their relationships with God, self, and others.
Ontario Catholic School Graduate Expectations: CGE 1g, 1i, 1j, 3a, 3c, 4a, 4d, 4g, 5a, 5c, 5d, 5f, 5g, 7b, 7d.
Strand(s): Scripture, Profession of Faith, Prayer and Sacramental Life, Family Life Education
Overall Expectations
SCV.02 - recognize the Gospels as testimonies of faith in Jesus and an invitation to grow toward wholeness by living as his faithful disciples;
SCV.06 - appreciate the use of Scripture in Christian prayer and worship;
PFV.06 - demonstrate a knowledge of the life and teachings of Jesus and identify their importance for life decisions (CCC 512-560);
FLV.01 - recognize and explore the meaning of integrity and belonging in human life;
FLV.09 - demonstrate an understanding of the sacredness of the human person, body, and spirit (CCC 2258-2262), from conception until natural death (CCC 2268-2283).
Specific Expectations
SC1.04B - demonstrate a knowledge of the Gospel call to right relationships with God and neighbour as a way to live as disciples of Jesus;
PF3.01B - explain the Christian meaning of persons as created in the image and likeness of God;
PS4.04B - appreciate how a life of prayer contributes to the life journey of Catholics;
FL3.01B - describe stages of cognitive and affective (emotional) development throughout the human life span, with a focus on adolescence.
The teacher should prepare for the discussion on the differing views others have of today’s youth. Teen Trends by R. Bibby and D. Posterski provides a detailed analysis of teen viewpoints that can serve to support the underlying truths and misconceptions that develop these views. The teachers should familiarize themselves with the material found in Turning Points. If the Continuum exercise is used, the teacher needs to prepare the cards and statements. The materials for the graffiti board activity, markers and paper/board, are to be assembled. Copies of the liturgy/meditations can be reproduced. Any objects that may be used to enhance the physical environment of the celebration could also be gathered or prepared.
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1. Whole Class Discussion: Students brainstorm a list of characteristics that they believe best describes today’s youth in terms of appearance, preferences, philosophies, and values. Students describe differing views others (e.g., family, parents, siblings, teachers, coaches, employers, etc.) have of today’s youth (teenagers are very spiritual even though they do not attend church, teenagers’ moral standards are lower than they were for their parents, teenagers do not respect their parents). Students identify the underlying truths and misconceptions that have caused these perceptions to develop. (35 minutes)
2. Optional Activity: Students arrange themselves into two rows facing each other. Four cards are placed on the floor in a row between the two rows of students. Each card has one of four possible statements on it: Strongly Agree, Agree, Disagree, and Strongly Disagree. Placing the cards in this order provides students with a continuum of responses. The teacher supplies a number of both positive and negative phrases, about today’s youth on cards at the back of the room. A volunteer selects a card, reads it aloud for the other students to hear, then places it on the response continuum which has been placed on the floor between the students. The student explains his/her choice, explaining his/her views on the topic, then sits down. Another student may identify him or herself by raising his/her hand, picking up the card and moving it to the place on the continuum where he/she feels it belongs. He/she also must defend his/her choice. This continues until the discussion stops or until all who wish to comment have spoken. A student may only speak once on a given statement. Select four-six volunteers to start the activity and continue sending students up to select a statement card until you need to stop the activity. Caution should be taken to ensure the dignity of all students and the teacher as beliefs are shared and students are challenged to reshape their thinking. (35 minutes)
3. Individually: Students are given a list of views about today’s youth, which contain various perceptions on topics ranging from appearance, preferences, philosophies, values, etc. They are asked to select four views and comment on them. (20 minutes or homework).
4. Groups/Pairs: Using a graffiti board method, the teacher creates five stations around the room. At each station, on chart paper or bristol board, the teacher writes either: social changes, emotional changes, intellectual changes, moral changes, or spiritual changes. Students are given one minute at each station to respond by identifying two changes they are aware of that happen to adolescents in each category. Students rotate until they have had a chance to respond to each category. (20 minutes)
5. Teacher-Centred: The teacher links the concept of development with changes in attitudes and behaviour. See Turning Points pages 56-57, and pages 31-32 of Turning Points Teacher Resource Book. (30 minutes)
6. Individually: Students write a paragraph identifying the three stages of development using page 56 of Turning Points. Also students are challenged to identify the stage that best describes them at the present time. Emphasize the use of examples from their lives to support their choices. (30 minutes).
7. Alternative-See Reflection/Application in the Turning Points Teacher Resource Book, page 32. (Homework).
· The youth continuum/graffiti board is evaluated according to a group dynamic rubric found at http://www.stedwards.edu/cte/grub.htm. “Identifying My Development” paragraph response and “Perceptions of Youth” paragraph response can use a rubric adapted from http://add.miningco.com/health/add/library/weekly/blpara.htm. A quiz on “Development and Behaviour” evaluates the knowledge/understanding dimension of the outcomes.
· For students needing modification because of difficulty creating clear and complete notes, board notes/overview can be provided ahead of time. Students, who require modification when asked to provide a written response, may respond to the paragraph writing activity either verbally or through answering specific questions provided by the teacher (orally or in writing).
· Students requiring enrichment may be challenged to research theories of emotional, social, intellectual, moral, or spiritual development of teens.
The NRSV Bible. Toronto: Oxford University Press, 1989.
Bibby, R. and Donald Posterski. Teen Trends. Toronto: Stoddart Publishing, 1992. (T)
CCCB. Turning Points: Readings in Family Life Education. Toronto: Prentice Hall Ginn, 1997. (K)
Various magazines can be used as a source for perceptions regarding teens.
Time: 125 minutes
This activity is designed to assist the students in recognizing the value of developing and maintaining healthy/wholesome Christian based relationships. Students explore the nature of relationships by sharing their own experiences. Through investigation of church teaching and scripture, students discover the positive possibilities of relationships and how to address negative behaviours or attitudes that damage relationships. Students recognize the need to be intimate, in the fullest sense of the term, as an essential component in healthy/wholesome relationships.
Ontario Catholic School Graduate Expectations: CGE 1c, 1d, 1e, 1f, 1g, 1i, 1j, 2a, 2e, 3a, 3d, 4a, 4g, 4h, 6b, 6d, 7b, 7c, 7d.
Strand(s): Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, Family Life Education
Overall Expectations
SCV.02 - recognize the Gospels as testimonies of faith in Jesus and an invitation to grow toward wholeness by living as his faithful disciples;
SCV.06 - appreciate the use of Scripture in Christian prayer and worship;
PFV.06 - demonstrate knowledge of the life and teachings of Jesus and identify their importance for life decisions (CCC 512-560);
PFV.01 - demonstrate a profound respect for the dignity of and mystery of the human person, as both blessed and broken (CCC 356-412), created, loved, and redeemed by God (CCC 559-618, 651-655);
CMV.07 - employ Christian moral principles to issues concerning the media;
FLV.01 - recognize and explore the meaning of integrity and belonging in human life;
FLV.04 - examine healthy patterns of relating with a focus on intimacy and the resolution of conflicts;
FLV.08 - evaluate healthy and unhealthy attitudes to the human body and physical appearance.
Specific Expectations
SC1.04 B - demonstrate a knowledge of the Gospel call to right relationships with God and neighbour as a way to live as disciples of Jesus;
SC3.02B - listen to the Gospel as an invitation to live justly with God and neighbour and to challenge human oppression;
SC4.03B - appreciate behaviour that is consistent with Christian discipleship, especially with regard to the demands of justice and love;
PF1.04B - recognize the spiritual and sacramental dimension implicit in human experience and the created world;
PF3.01B - explain the Christian meaning of persons as created in the image and likeness of God;
FL3.02B - articulate the qualities that are essential to the building of healthy relationships, with a particular focus on the positive impact of intimacy and mutuality.
This activity opens with students exploring human interaction. Teachers can prepare various examples of human interactions using slides, video, or print as a focussing activity. However, to provide a more meaningful experience prior to the class, students may be asked to bring in pictures, which show them interacting with others. Teachers develop a summary note on the “Key Concepts of Relationships.” See also Turning Points or Relating Teacher Manual for suggestions. An understanding of the word “intimacy” and the various forms is essential to establish. The students need to know the opportunities for intimacy exist in almost all areas of life and that they must be open to giving and receiving
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1. Whole Class: Teacher displays pictures of humans in relationships (e.g., weddings, anniversaries, birthdays, funerals, families, friends, classrooms, leisure activities) or students provide pictures. Students view pictures and determine what the pictures have in common (human interaction). Students are asked to share their experiences of relationships such as the ones illustrated and the emotions/feelings they stir. Students brainstorm a list of characteristics of a healthy/wholesome relationship. (20 minutes)
2. Think/Pair/Share: Students complete a self-analysis designed by the teacher to examine their relationships and ability to relate to others. Students then share their responses with another student and then a larger group of students. (20 minutes)
3. Teacher-Centred: The teacher facilitates a discussion on the importance of relationships by asking the students to articulate what life would be like without relationships or celebrations. Students read Turning Points, “Loving Each Other: The Challenge of Human Relationships” pages 162-165. A focus is kept on the “Key Concepts” page 58 of Turning Points (models of good relationships, relationships are essential for human survival and development, human interdependence is the source of people’s greatest joys and most significant personal growth, we become most human through relationships, God calls people into relationship, the need for community, how we build community, relationships are often times when people experience God, etc.). Summarize these concepts using a board note. (20 minutes)
4. Individually: Students complete a scripture search based on the relationships Jesus had with God, self, and others, and how he felt about them. Some suggestions are: John 8:1-11, Luke 4:4-26, Matthew 5:38-42, Luke 7:36-50, Luke 7:1-10, Mark 1:40-45, Mark 2:15-17, Luke 5:29-32, Luke 11:14-22, Mark 3:22, Luke 17:11-19, Matt 26:36-45, John11: 28-36. (15 minutes)
5. Whole class: Introduces the term “intimacy.” Students brainstorm a list of characteristics associated with intimate relationships. The teacher models some suggestions if students are slow to respond. (10 minutes)
6. Individually: Students are to identify the types of relationships they have and are asked to assess the degree of intimacy in each relationship by applying it to the Relationship Intimacy Scale found on page 66, Turning Points (student text). Or, students draw concentric circles to identify the different kinds of relationships they have. Students are asked to write a paragraph describing a level 5 relationship in their life and why they value it. See Critical Reflection and Applications page 33 TRB Turning Points. (15 minutes)
7. Groups: Students create a skit that portrays one of the five levels of intimacy. Volunteers are asked to perform their skit. (25 minutes)
· The teacher creates a checklist rating the completion of the relating questionnaire and the Scripture search exercise. Assessment of the intimacy in relationships paragraph response can use a rubric adapted from http://add.miningco.com/health/add/library/weekly/blpara.htm. The dramatization can be evaluated according to the Dramatization Rubric found in Appendix A: Dramatic Presentation Rubric.
· Board notes/overview can be provided ahead of time for students requiring modification of written requirements. Students, who have difficulty responding in writing to describe a level 5 relationships, may be given the option to respond either verbally or by answering specific questions provided by the teacher (orally or in writing). Students may wish to show how they relate or express intimacy in their relationships through poems, collages, drawings, headlines, magazine stories, etc. An optional enrichment activity asks students to develop a liturgical celebration/meditation exercise based on the theme “Celebrating our Relationships.” Students requiring enrichment could develop a dialogue or story between two people (fictional or non-fictional) whom are/were in a healthy/wholesome relationship.
CCCB. Turning Points: Readings in Family Life Education. Toronto: Prentice Hall Ginn, 1997. (K)
Appendix A: Dramatization Presentation Rubric
Time: 75 minutes
This activity is designed to encourage prayer to God and communication with others as potential ways of responding to God’s loving presence in the students’ lives. Students recognize the sacraments as celebrations of life moments in the context of God’s love shown to them through Jesus and the Holy Spirit.
Ontario School Graduate Expectations: CGE 1c, 1f, 1g, 1h, 3a, 5a, 5c, 5e, 5f, 5g, 6d, 7d.
Strand(s): Scripture, Prayer and Sacramental life
Overall Expectations
SCV.06 - appreciate the use of Scripture in Christian prayer and worship;
PSV.01 - recognize the spiritual and sacramental dimension implicit in human experience and the created world;
PSV.03 - demonstrate a knowledge of the various purposes of prayer (CCC 2623-2643).
Specific Expectations
SC1.04B - demonstrate a knowledge of the Gospel call to right relationships with God and neighbor as a way to live as disciples of Jesus;
PS1.01B - demonstrate an understanding of the role of religious symbols, celebration, and ritual in revealing the significance of important passages in the life journey of human beings;
PS1.06B - demonstrate a knowledge of the various purposes of prayer;
PS4.01B - recognize the spiritual and sacramental dimensions implicit in human experience and the created world;
PS4.04B - appreciate how a life of prayer contributes to the life journey of Catholics;
PF1.04B - recognize the spiritual and sacramental dimension implicit in human experience and the created world.
Prior to class students are to bring a photograph of a person who has revealed God to them. The teacher should connect the hope/disappointment concept and the ideas of sacraments and sacramental moments from Unit 1. An understanding of God’s grace (God’s presence in our lives) is established by the teacher at the beginning of the activity. Witness and reflection on the teacher’s own faith and prayer experience can help students to reveal their own stories. The school chaplaincy team leader can be invited to help with the preparation for a celebration.
· an understanding of sacraments and sacramentality developed in Units 1 and 2 is needed.
1. Whole Class: Students are led through a guided meditation that allows them to experience God and God’s love and power (Created in God’s Image or Prayer Services for Young Adolescents, page 63). The teacher follows up by explaining the meditation exercise as a way people can experience God’s presence and God’s love and power. God expresses love for humanity in many different ways and God’s hope is that humans accept and return God’s love. Students identify ways they can accept and return God’s love. Students are asked to share the photos they have brought to class. Students are asked to complete the statement: I know something about the love of God because this person …. The teacher explains that loving others, participating in prayer, and celebrating the sacraments are very effective ways to accept and return God’s love. Students are asked to compare the rationale for loving others given by the Church and Scripture to what is prioritized in the media. (40 minutes)
2. Individually: Students complete a prayer self-evaluation which identifies the students’ awareness of the different forms of prayer (e.g., Kieran Sawyer, Why Pray, page 12). (5 minutes)
3. Teacher-Centred: The teacher refers back to the concept of sacramentality as studied in Units 1 and 2. The teacher identifies the forms of prayer using a board note. (15 minutes)
4. Group/Pairs: Students identify forms of prayer from scriptural passages (Psalms). Students create a co-operative prayer or create a prayer service. (15 minutes)
· Development of and participation in a prayer service is evaluated according to the Prayer Rubric developed for the Grade 9 Course Profile, 1999. The prayer forms exercise is evaluated according to a teacher-developed checklist.
· Students requiring modification for the written assignment, prayer self-evaluation, create a cartoon, collage, or another visual method to depict ways they accept and return God’s love.
· Students requiring enrichment reflect upon how solitude can improve their relationship with God and others, or research how others have chosen solitude as a method to attain a more personal union with God (e.g., religious, famous people, other religions). Students report on their personal memories of sacraments they have received or seen others receive.
Costello, Gwen. Prayer Services for Religious Educators. Mystic, CT: Twenty-Third Publications, 1990. (T)
Koch, C and J. Heil. Created in God’s Image. Winona, MN: St. Mary’s Press, 1991. (T)
Sawyer, Kieran, S.S.N.D. Why Pray: Developing Faith Series. South Bend, IN: Ave Maria Press, 1998. (S)
Time: 150 minutes
This activity is designed to encourage students to become aware of the commitment required in personal relationships. Students identify the sources for information and discern the motivations behind the truths found within each source. Students critique the media’s visions of success in light of the Gospel visions of success.
Ontario Graduate Expectations: CGE 1c, 1e, 1f, 1g, 1i, 1j, 2a, 2e, 3a, 3d, 4g, 5a, 5g, 6a, 6b, 7b, 7d.
Strand(s): Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, Family Life Education
Overall Expectations
SCV.02 - recognize the Gospels as testimonies of faith in Jesus and an invitation to grow toward wholeness by living as his faithful disciples;
SCV.06 - appreciate the use of Scripture in Christian prayer and worship;
PFV.01 - demonstrate a profound respect for the dignity of and mystery of the human person, as both blessed and broken (CCC 356-412), created, loved, and redeemed by God (CCC 559-618,651-655);
CMV.07 - employ Christian moral principles to issues concerning the media;
PSV.01 - recognize the spiritual and sacramental dimension implicit in human experience and the created world;
FLV.04 - examine healthy patterns of relating with a focus on intimacy and the resolution of conflicts.
Specific Expectations
SC1.04B - demonstrate a knowledge of the Gospel call to right relationships with God and neighbour as a way to live as disciples of Jesus;
PF1.04B - recognize the spiritual and sacramental dimension implicit in human experience and the created world;
CM4.04B - appreciate that the Holy Spirit guides persons to apply Christian moral principles in making moral decisions and living a life of virtue;
FL3.02B - articulate the qualities which are essential to the building of healthy relationships with a particular focus on the positive impact of intimacy and mutuality.
The teacher needs to be prepared to facilitate a discussion on the notion of success. Striving for success means focussing on particular goals and choosing only those options, which help to achieve it. The teacher may arrange to have a guest speaker come in to address the class and explain how he/she achieved his/her goals. The teacher must be prepared to illustrate some examples from the media that promise quick fixes or instant results. If the students are directed to search examples from the media that promise quick fixes or instant results the teacher provides current magazines or ask students to bring in magazines. The teacher also provides direction on the types of commercials to tape from television to view prior to beginning this activity. The teacher decides how the group members should be selected to complement skills and learning styles. Teachers themselves should be aware of current examples of Canadian forms of media and their content.
Students should know how to look up references in Scripture.
1. Whole Class: The teacher facilitates a discussion with the class to elicit the following points about the concept of success: What is the definition of success? What does it mean to be successful? Why is success important to individuals? Is success equated only with being the best? Students record the points made during the discussion. (20 minutes)
2. Group Activity: Students are divided into groups of four. Each group has the same questions to complete. They are to create a list of four or five successes they are motivated to achieve in their lives (e.g., get good grades to go to the best university; get good jobs; purchase the best vehicles, vacations, leisure toys; best appearance; good friends; loving families; etc.). What makes the following relationships successful? teacher/student, parent/child, employer/employee, husband/wife, disciple/covenant (e.g., good communication, respect, appreciation). What are some positive ways to achieve success? Give examples (e.g., as a learner they would pay attention in class, do homework, study for tests). What are some negative ways/shortcuts to achieve success (e.g., fad diets, playing the lottery, illegal or immoral methods, etc.)? Students record their answers on chart paper and present them to the class. (30 minutes)
3. Individually: Students create a one-line slogan that captures the essence of positively achieving success and write it as a heading on a poster that illustrates positive ways to achieve success in any of the relationships discussed in class. (25 minutes)
4. Teacher-Centred: The teacher informs the students that included in the learning activities in this unit is the assessment of the media, to determine the messages that are really being communicated, and how they compare and contrast with family and Christian values in the areas of personhood, relationships, and sexuality. (These activities form the basis for the formative evaluation that provides data for the culminating activity.) Appendix 4: Media Campaign Assignment is distributed at this time. (15 minutes)
5. Optional Activity- The video They Lied to Us can be viewed. This video asks: Which source do we listen to more for guidance: society or God? What are the implications of our choices? (45 minutes). A discussion about the points made in the video follows.
6. Individually: Students respond to the following questions in their journals:
a) Describe their media contact experienced in the last 24 hours
b) List their favorite Canadian actors/actresses, music artists, television shows, radio stations,
magazines, authors, books, newspapers, web-sites
c) Describe the pros and cons of this connection with media. (10 minutes)
7. Whole Class: Students respond to the questions: What are some teenage issues and concerns that are most often portrayed in the media? (trouble with parents, anger, violence, drug abuse, pre-marital sex, and unrequited love). How do they think the media portrays these issues? What aspects of real life does the media manipulate or change when it comes to teen issues? (hurt feelings, peer relationships, broken families, consequences). Why does the media rarely portray the issues, which play a major part in teens’ lives, authentically? (to make real life issues more interesting, more dramatic and/or more trivial, to make money). (20 minutes)
8. Teacher-Centred: Teacher leads the class in a meditation. (Gwen Costello, Prayer Services for Young Adolescents, page 45; Kieran Sawyer, Faith in the Media, pages 41-42; or S. Kevin Regan, Teen Prayer Services, pages 56-58). (10 minutes)
9. Individually: Students are asked to complete a chart comparing several Christian beliefs (importance of prayer – John 11: 1-13, Matthew 7: 7-11; sexual morality – 1 Corinthians 6:13-20; respect for the body – Genesis 1: 27; respect for authority – Mark 12:13-17) with those portrayed in the media. Students look up the passage, read, and interpret it. They then evaluate whether the media supports or distorts the belief by providing examples from current media sources. (15 minutes)
The group work is assessed using a rubric adapted from one found at http://www.stedwards.edu/cte/grub.htm. The “Christian Beliefs and the Media” paragraph response can use a rubric adapted from http://add.miningco.com/health/add/library/weekly/blpara.htm.
· Students requiring modification for reading and writing comprehension are provided with statements and asked to place them under the category of either Christian beliefs or media standards. Students needing enrichment research media myths and provide examples of how Christian teaching contradicts these myths.
Pontifical Council for Social Communications. Ethics in Advertising. 1997.
Sawyer, Kieran. Faith in the Media. Notre Dame, IN: Ave Maria Press. 1997.
They Lied to Us. Gospel Films.
Appendix 4: Media Campaign Assignment Sheet
Time: 150 minutes
This activity allows students to understand that good communication is a basic building block for relationships. Students identify the characteristics of good communication and develop a plan of action to improve their communication skills.
Ontario Catholic School Graduate Expectations: CGE 1c, 1d, 1f, 1i, 2a, 3a, 3d, 5a, 5c, 5e, 5f, 6a, 7a, 7b, 7d.
Strand(s): Profession of Faith, Prayer and Sacramental Life, Family Life Education.
Overall Expectations
PFV.01 - demonstrate a profound respect for the dignity of and mystery of the human person, as both blessed and broken (CCC 356-412), created, loved, and redeemed by God (CCC 559-618, 651-655);
PSV.01 - recognize the spiritual and sacramental dimension implicit in human experience and the created world;
FLV.01 - recognize and explore the meaning of integrity and belonging in human life;
FLV.04 - examine healthy patterns of relating with a focus on intimacy and the resolution of conflicts;
FLV.09 - demonstrate an understanding of the sacredness of the human person, body and spirit (CCC 2258-2262), from conception until natural death (CCC 2268-2283).
Specific Expectations
PF1.04B - recognize the spiritual and sacramental dimension implicit in human experience and the created world;
FL3.02B - articulate the qualities that are essential to the building of healthy relationships with a particular focus on the positive impact of intimacy and mutuality.
none required
The teacher must establish the fact that relationships are built on communication. Elements that are key to the development of good communication skills are found in Turning Points. It is essential that teachers are aware of these elements and the requirements of good communication. The drama teacher may have many examples of effective communication exercises that could be used. Teachers prepare cards with 20 different colours indicated on each for the introductory activity
1. Groups/Pairs: One student in each group/pair is given a card. Each card has a different colour named on it. Without using words, the student communicates to the rest of the group/other what is written on the card. The student is not allowed to tell the group that it is a colour. (15 minutes)
Whole Class: Groups/pairs are encouraged to comment on their success/lack of success and determine what made communication difficult (body language, no use of language, etc.). The teacher indicates that the game was used to focus on the art of communication. The teacher emphasizes that communication requires more than just expressing words; a very important part of communication is active listening; communication is the vehicle that brings people together by building community; communication can also be a passive exercise, e.g., prayer. Using a T-chart, students brainstorm a list of characteristics of good communication. For example: attention, listening, openness, trust, hope, and acceptance. They are also to include in their chart ways people communicate (e.g., non-verbal – eye contact, body posture, tone, pitch of voice, rate of speech, clothing, personal space, etc. and verbal – use of affirmative language, positive feedback, re-word discussion, etc.). (20 minutes)
Teacher-Centred: The teacher summarizes the lesson by building a note on the importance of communication for relationships; the main causes of miscommunication; and tools to handle conflicts in a healthy/wholesome manner. Scripture passages which indicate wisdom about the “right” way to communicate (Luke 2:41-51, John 2:1-12, John 19:25-27) are noted for future reference. (20 minutes)
Teacher-Centred: The teacher leads the class reflection/meditation. M. McCarty, Relating Teacher’s Manual pages 173-189 or J. Gustafson, Building Catholic Character: Developing Christian Like Skills page 76, contain some approaches. (20 minutes)
Individually: (Journal Exercise) Students are asked to reflect on the main communication problems and communication successes they have with (parents, sibling, peers, teachers, employers, coaches, God). (homework)
Or: The teacher could base the lesson on the readings and activities found in Turning Points pages 169-180 as follows:
2. Whole Class: The teacher uses the Readiness Activity from the Turning Points Teacher Resource Book, page 60. (Communicate a simple message to the class, first with gestures, then with facial expression only.) Students brainstorm a list of the ways that people use to communicate or provide examples of people communicating that they have previously gathered from pictures they have taken, video, or from magazines, newspaper, on television. Students identify the biggest problems people have in communicating or they can share their findings from interviews conducted prior to class. The teacher emphasizes the importance of communication for relationships using a board note. (30 minutes)
Group Activity: Nine groups are assigned one part each from, pages 169-172 Turning Points. When students have completed their readings, they then present the main points from the article either orally or through a role play for members of their new group. (20 minutes)
Individually: Students read pages 173-177 Turning Points summarizing the author’s suggestions for improving communication and providing explanation as to why these suggestions are easy or difficult to put into practice. (15 minutes or homework)
Whole Class: The teacher leads the class in a reflection/meditation. M. McCarty, Relating Teacher’s Manual, pages 173-189 has a few suggestions. (10 minutes)
· The journal reflection assessment can be adapted from Unit 2, Appendix 3: Journal Assessment Rubric. Various activities such as board note completion and participation in meditation, can be assessed used using a teacher-constructed checklist. If the alternative is used, then the Dramatization Rubric found in Appendix A can be used.
· Students who have difficulty writing a response may describe their communication problems orally or have it scribed by another student. Students needing enrichment may dramatize the verbal and non-verbal forms of communication and/or articulate the positive and negative responses to conflict and design a rating scale to allow others to see how they handle communication difficulties.
CCCB. Turning Points: Readings in Family Life Education. Toronto: Prentice Hall Ginn, 1997. (K)
McCarty, Michelle. Relating: A Christian Approach to Friendship and Love. Dubuque, IA: Brown-ROA, 1994. (T)
New Revised Standard Version Bible. Toronto: Oxford University Press,1989 (K,T)
Dramatization Rubric (Appendix A)
Time: 150 minutes
By exploring the family life cycle students come to an understanding of the variable dynamic of interpersonal relationships found within a familial setting. Students examine different challenges that face families to become aware of the impact these challenges have on themselves and the on the structure of the family. Students explore values, insights, and behaviours gathered from family experiences that they could apply to other relationships.
Ontario Catholic School Graduate Expectations: CGE 4d, 6a, 6d.
Strand(s): Profession of Faith, Family Life
Overall Expectations
PFV.01 - demonstrate a profound respect for the dignity of and mystery of the human person, as both blessed and broken (CCC 356-412), created, loved, and redeemed by God (CCC 559-618, 651-655);
FLV.05 - understand the family life cycle;
FLV.09 - demonstrate an understanding of the sacredness of the human person, body, and spirit (CCC 2258-2262), from conception until natural death (CCC 2268-2283).
Specific Expectations
PF1.04B - recognize the spiritual and sacramental dimension implicit in human experience and the created world;
PF3.01B - explain the Christian meaning of persons as created in the image and likeness of God.
Many of the recommended strategies within this activity are found in the resource Turning Points. The teaching/learning strategies are designed to provide students with the opportunity to link the dynamics of family life with the development of skills useful in other relationships. The teacher should keep in mind that family background directly influences students. The teacher should be sensitive to the fact that many students do not live in the traditional nuclear family.
none
1. Whole Class: Students respond to the questions: What kind of family are you from? What are the advantages and disadvantages found within a traditional nuclear family, single parent family, extended family, blended family, or community family? The teacher records answers on the board or chart paper for future reference. (15 minutes)
2. Individual Journal: Students read page 22 in the text Turning Points and reflect on: the stage of their family’s place in this schema; ways in which responsibilities of families change; the potential impact of change on the family cycle; and the impact family life has on their development and growth. Students hypothesize as to the effect family life has on them. (15 minutes)
3. Groups: Each group is assigned a selected reading from Turning Points (pages 2, 3, 5, 8, 10, 12, 14, 18, 22, 23, 25, 27, 32, 34, 36) regarding various aspects of the family life cycle and potential challenges families may face. Each group is to summarize the key concepts within the reading and prepare a report for the whole class.
or
Each group can develop a drama based on the selected readings, presenting it using a frozen tableau so the reasons behind each behaviour or attitude can be discussed and possible solutions can be offered. The teacher records the values; skills and insights learned from each situation in point form on the board for students to copy in their notes for future reference. (45 minutes)
4. Think/Pair/Share: Students discuss television shows involving families to determine the issues each faces and how they deal with them. See Appendix 1: Television Families. Students share their responses with the other, then the whole class. The teacher provides guidance. (40 minutes)
5. Individually: Students conduct a search of Scripture to identify the characteristics of healthy/wholesome families (John 11:1-44, Luke 15:11-32, Mark 10:35-44, Luke 10:38-42) (20 minutes)
6. Teacher-Centred: The teacher facilitates a discussion based on the insights gained from the media exercise and scripture search. Then students are lead through a guided meditation. See for example, M. McCarty Searching Teacher Manual, page 341 “Adapted for Families.” Students can develop and share prayers they create about their families. (15 minutes)
· The co-operative group work exercises can be evaluated using rubrics adapted from this web site: www.phschool.com/profdev/aa/aa08.html and www.phschool.com/profdev/aa/aa09.html. The scripture search completion and the television show report completion can be assessed using a teacher-devised checklist.
· Students needing modification can be provided with a list of values and how they may be expressed as a guide for viewing television families.
· A student who experiences difficulty with reading and comprehension, are paired with a student who reads the scripture passages to them and help to identify healthy/wholesome families.
· Students requiring enrichment can research family dynamics in other cultures or design a family tree, crest, and motto.
· As an option to the scripture search, students can read the story of the Prodigal Son and rewrite the story based on contemporary people, places, and events.
CCCB. Turning Points: Readings in Family Life Education. Toronto: Prentice Hall Ginn, 1997. (K)
Television programs.
NRSV Bible. Toronto: Oxford University Press, 1989.
McCarty, Michelle. Searching: Teacher Manual. Wm. C. Brown Co. Publishers, 1984. (T)
Time: 75 minutes
This activity allows students to discover the degree of influence that peer relationships have on them and to identify strategies to deal with negative peer pressure in a positive way.
Ontario School Graduate Expectations: CGE: 1g, 1i, 2a, 2e, 4a, 4d, 4g, 7a, 7b, 7d.
Strand(s): Profession of Faith, Family Life
Overall Expectations
PFV.01 - demonstrate a profound respect for the dignity of and mystery of the human person, as both blessed and broken (CCC 356-412), created, loved, and redeemed by God (CCC 559-618, 651-655);
FLV.04 - examine healthy patterns of relating with a focus on intimacy and the resolution of conflicts;
FLV.06 - analyse patterns of exploitative, harassing, and abusive behaviours and assess the negative impact on relationships.
Specific Expectations
PF1.04B - recognize the spiritual and sacramental dimension implicit in human experience and the created world;
FL1.01B - recognize the need to belong and to identify with one’s peer group is a powerful human need;
FL3.02B - articulate the qualities that are essential to the building of healthy relationships with a particular focus on the positive impact of intimacy and mutuality.
Many of the recommended strategies within this activity are found in the resource Turning Points and Relating. An awareness of the enormous importance of the peer group and peer group influence in the lives of adolescents is necessary. Teachers should be aware of the variety of ways that peer pressure can be managed. Youth Update, Peers: The Power and the Pressure, 1983 provides suggestions.
· Be With Me, Units 1 and 2
1. Individually: Using the handout Appendix 2: Peer Pressure as a guide, students respond to the statements concerning issues that affect their lives. (10 minutes)
2. Whole Class: Students share their response from the Peer Pressure response sheet. Students hypothesize as to the reasons why peer influence is so strong during the teen years. Students brainstorm a list of the positive and negative things peers pressure them into doing. Using the list of negative activities generated, students can role play ways to respond to negative peer pressure in positive ways. (15 minutes)
3. Individually: Students read either the story pages 203-206 “On the Bridge” or page 206 “The Sobering Pressure on a 19 year old” from Turning Points and through guided questions supplied by the teacher, reflect on the affect of negative peer pressure on an adolescents life. (20 minutes)
4. Pairs: Students conduct a Scripture search of the Bible to identify the messages regarding peer pressure. Suggestions include: 1 Kings 18: 20-38, Romans 12: 1-2, John 8: 33, Philippians 4: 4-9, 1 Timothy 6: 20-21. Brainstorm the ideas that the media transmits about peer relationships from popular television shows (loyalty, conformity, reject non-conformists, need to belong). (20 minutes)
5. Teacher-Centred: Students share insights from scripture search and media analysis. The teacher affirms that peer pressure can be both positive and negative. The teacher focusses on the signs that indicate when peer pressure is negative and re-emphasizes the variety of ways to overcome negative peer pressure. Teacher leads the class in a prayer service. See for example page 20 of Gwen Costello’s, Prayer Services for Young Adolescents. (10 minutes)
· The questions based on Turning Points and the Scripture search can be evaluated using a teacher-devised checklist. A role-playing rubric can be adapted from the dramatization rubric found in Appendix A: Dramatic Presentation Rubric.
· Students who need accommodation for reading and comprehension are paired with anther student who reads the story from Turning Points and the Scripture passages to them and helps them to reach accurate conclusions.
NRSV Bible. Toronto: Oxford University Press, 1989.
CCCB. Turning Points: Readings in Family Life Education. Toronto: Prentice Hall Ginn, 1997. (K)
Costello, Gwen. Prayer Services for Young Adolescents. Mystic, CT: Twenty-Third Publications, 1994. (T)
Appendix 2: Peer Pressure
Time: 75 minutes
This activity focusses on the role and importance of dating relationships. By identifying characteristics of wholesome dating, students establish moral guidelines/standards for dating. Students identify dating concerns and reflect on how to address these challenges in a Christian manner.
Ontario Catholic School Graduate Expectations: CGE 1c, 1d, 1e, 1f, 1g, 1i, 1j, 2a, 2e, 3a, 3d, 4a, 5a, 5c, 5e, 6a, 7a, 7b, 7d.
Strand(s): Scripture, Profession of Faith, Christian Moral Principles, Prayer and Sacramental Life, Family Life Education
Overall Expectations
SCV.02 - recognize the gospels as testimonies of faith in Jesus and an invitation to grow toward wholeness by living as his faithful disciples;
PFV.06 - demonstrate a knowledge of the life and teachings of Jesus and identify their importance for life decisions (CCC 512-560);
PFV.01 - demonstrate a profound respect for the dignity of and mystery of the human person, as both blessed and broken (CCC 356-412), created, loved, and redeemed by God (CCC 559-618,651-655);
CMV.01 - recognize that knowing the life and teachings of Jesus is important for moral decision making;
CMV.07 - employ Christian moral principles to issues concerning the media;
PSV.01 - recognize the spiritual and sacramental dimension implicit in human experience and the created world;
FLV.04 - examine healthy patterns of relating with a focus on intimacy and the resolution of conflicts;
FLV.06 - analyse patterns of exploitative, harassing, and abusive behaviours and assess the negative impact on relationships.
Specific Expectations
SC1.04B - demonstrate a knowledge of the Gospel call to right relationships with god and neighbour as a way to live as disciples of Jesus;
PF1.04B - recognize the spiritual and sacramental dimension implicit in human experience and the created world;
CM1.01B - demonstrate a knowledge of the life and teachings of Jesus and identify their importance for moral decision making;
CM2.06B - identify the correlation between their relationship with God and their relationship with others and the earth;
CM4.04B - appreciate that the Holy Spirit guides persons to apply Christian moral principles in making moral decisions and living a life of virtue;
PS4.01B - recognize the spiritual and sacramental dimensions implicit in human experience and the created world;
FL1.02B - demonstrate a knowledge about the emotion anger, and its expression in aggression and depression;
FL3.02B - articulate the qualities that are essential to the building of healthy relationships with a particular focus on the positive impact of intimacy and mutuality;
FL4.01B - demonstrate anger management strategies and sources of help;
FL3.03B - describe the ways in which human growth is distorted by relationships that involve exploitation, harassing or abusive behaviours;
FL4.02B - demonstrate an understanding of the skills needed to resolve conflict in a gospel-centred manner.
The teacher should assign the activity, Appendix 3: Being Real—Dating Dos and Don’ts, prior to class, which serves as the basis of the discussion on dating practices. There is a need to be sensitive to the variety of dating stages that the students are involved in. The teachers focusses on the establishing of moral standards and communication skills as essential in a dating relationship. The motives for dating should be established. Although modern dating practices differ from earlier times, which focussed on finding a marriage partner, dating still must be seen as a process that allows humans to develop relationship skills that they can access when they enter into a relationship that they truly feel motivated to commit to. When dealing with the issue of dating violence, students should understand the moral and legal consequences of immoral practices. The teacher is to be sensitive to the reality that some students may have experienced a variety of violent behaviours and attitudes. Students develop an understanding of how to avoid or eliminate dangerous dating. Providing skills to deal with problems and identifying sources of support within the community is imperative to the welfare of students.
none
1. Whole Class: Students brainstorm to answer the following question: Why do teens date (fun, ego boost, growth, part of teen life, companionship, marriage, sexual attraction)? Students share their responses to the homework activity, Being Real—Dating Dos and Don’ts that focusses on the behaviours and attitudes they believe contribute to wholesome dating and those which do not (e.g., language, conduct, limitations, environment) The teacher records responses on the board for reference. The teacher emphasizes the point that dating is not essential to teen happiness. (20 minutes)
2. Alternative: Students provide suggestions of good dating practices. Students must dramatize the incident. At some point in the interaction the teacher stops the action and asks the students to stay in character as they are asked to response to questions relating to the motivation for their behaviour (e.g., Why is that appropriate behaviour? Is this behaviour realistic? Why or why not? What are some suggestions for alternative safe practices?)
3. Group Activity: Students discuss what they understand on dating from the media, peers, and Church teaching. A list of guide questions, scriptural references, Church teachings, and other information is provided as the basis (e.g., Youth Update - “Dating: Dilemmas and Delights” YU1185, John 7: 24, Matthew 7:12a). Students place their information on chart paper to share with the whole class. (20 minutes)
4. Teacher-Centred: The teacher leads a discussion on how to deal with harmful dating behaviours and attitudes. The teacher provides students with information on how to recognize and deal with problems, and how to end a harmful relationship.
Alternatively students can read pages 224-227 “Breaking Up: Going On and Growing,” of Turning Points. The teacher can refer to the Turning Points Teacher Resource Book, page 76, for other strategies. The teacher shows a video or film clip which shows elements of dating violence or teacher reads page 229 “Boyfriend Abuse: Troubled Love” from Turning Points. (30 minutes)
5. Individual Journal: Students reflect on the insights gained about the dating process. (5 minutes and homework)
· The teacher assesses the Dating Dos and Don’ts and the Turning Points question and answer exercise using a checklist. If the dramatization is used, then the teacher can assess it with the aid of the Dramatization Rubric found in Appendix A. The Journal writing can be assessed by adapting Unit 2, Appendix 3: Journal Assessment Rubric.
· Students requiring accommodation are provided with a list dating behaviours/attitudes and are asked to categorize them as either positive or negative. A verbal report on the insights gained on the dating process can be completed for evaluation. Students requiring enrichment can research media to find stories that deal with the challenges of dating in the post-modern era, or research the differences in dating habits of teens from urban versus suburban centres, differing nationalities.
CCCB. Turning Points: Readings in Family Life Education. Toronto: Prentice Hall Ginn, 1997. (K)
Appendix 3: Being Real-Dating Dos and Don’ts
Time: 75 minutes
This activity focusses on the importance of sexuality and sexual attraction as gifts from God. Students examine sexuality, learn wise standards, examine Christian values, and make right choices regarding their sexuality.
Ontario Catholic School Graduate Expectations: CGE 1f, 2a, 2e, 3a, 3d, 4a, 4g, 5e, 6b, 7a, 7b, 7c, 7d.
Strand(s): Prayer and Sacramental life, Family Life Education
Overall Expectations
PSV.01 - recognize the spiritual and sacramental dimension implicit in human experience and the created world;
FLV.01 - recognize and explore the meaning of integrity and belonging in human life;
FLV.04 - examine healthy patterns of relating with a focus on intimacy and the resolution of conflicts;
FLV.09 - demonstrate an understanding of the sacredness of the human person, body, and spirit (CCC 2258-2262), from conception until natural death.(CCC 2268-2283).
Specific Expectations
PS4.01B - recognize the spiritual and sacramental dimensions implicit in human experience and the created world;
FL3.02B - articulate the qualities which are essential to the building of healthy relationships with a particular focus on the positive impact of intimacy and mutuality;
FL1.03B - define how sexual decision making is guided by the virtue of chastity, with a particular focus on identifying the physical, emotional, social, and spiritual consequences of pre-marital sexual activity;
FL3.05B - define and discuss the importance of sexuality and sexual attraction as gifts from God.
Many of the recommended strategies within this activity are found in the resource Turning Points. The Teaching/Learning Strategies are designed to foster an understanding of the integral part that sexuality plays in being human and being made in God’s image. The Christian teaching of sexuality as a gift should be made very clear. The teacher must prepare a summary note on the motivation for the source’s viewpoints concerning sexuality. Kieran Sawyer, Faith in the Media Teacher Resource Book, pages 54-63 and 93-104 provides information and suggested prayers. The teacher can contact the Public Heath Department for information about safe dating practices.
1. Individual: Students complete a self-quiz to determine their own personal attitudes about sexuality. (Kieran Sawyer, Faith in the Media; Carl Koch, Creating a Christian Lifestyle Teacher Resource Book, page 133) (5-10 minutes)
2. Whole Class: Students share their responses to the self-quiz. Students are given categories (media, Church, female teens, male teens) and asked to generate words that are most often used by each to describe sexuality (e.g., sharing, spiritual, pregnancy, relationship, intimacy, nudity, necessary for ratings). Students hypothesize why these groups describe sexuality in these ways. The teacher records the responses. (30 minutes)
3. Teacher-Centred: The teacher clarifies the motivation for each group’s viewpoint concerning sexuality (e.g., media – sex sells, Church – dignity of human person, gift to be shared in marriage, teens – peer pressure, hormones), using a board note or handout. The teacher provides the Christian definition of sexuality. Students are asked to compare each groups’ word association with the Christian definition. (10 minutes)
4. Individually: Students write a personal one-page report on their views about teens and sexuality. Some areas to consider are: physical bodies, teenage sex, teenage parents, abortion, birth control, sexually transmitted diseases. (15 minutes or homework)
5. Whole Class: The teacher leads the class in a prayer service. (Gwen Costello, Prayer Services for Young Adolescents, 1994. p.33) (10 minutes)
· An adaptation of the expository essay rubric found at http://7-12educators.about.com/education/7-12educators/library/weekly/blrubricexpos.htm can be used to assess the report.
· Students, who require modification for responding in writing, give an oral report or express their feelings in another way (e.g., pictogram, collage, poem).
· For enrichment, students may wish to research a topic that relates to the issue of sexuality as seen in different cultures or religions.
CCCB. Turning Points: Readings in Family Life Education. Toronto: Prentice Hall Ginn, 1997. (K)
Time: 150 minutes
This activity is designed to explore the concerns and consequences involved in pre-marital sex. Students are exposed to the current teaching on HIV/AIDS. Students understand the moral responsibility to act with compassion towards victims of HIV/AIDS.
Ontario Catholic School Graduate Expectations: CGE 1c, 1e, 1f, 1i, 1j, 2a, 3a, 3d, 4a, 6b, 7a, 7d.
Strand(s): Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, Family Life Education
Overall Expectations
SCV.02 - recognize the Gospels as testimonies of faith in Jesus and an invitation to grow toward wholeness by living as his faithful disciples;
PFV.01 - demonstrate a profound respect for the dignity of and mystery of the human person, as both blessed and broken (CCC 356-412), created, loved, and redeemed by God (CCC 559-618, 651-655);
CMV.01 - recognize that knowing the life and teachings of Jesus is important for moral decision making;
PSV.01 - recognize the spiritual and sacramental dimension implicit in human experience and the created world;
FLV.01 - recognize and explore the meaning of integrity and belonging in human life;
FLV.07 - explore the issues of sexual attraction and sexual decision making in the light of chastity and the consequences of pre-marital sexual activity (CCC 2337-2359);
FLV.09 - demonstrate an understanding of the sacredness of the human person, body, and spirit (CCC 2258-2262), from conception until natural death (CCC 2268-2283).
Specific Expectations
SC1.04B - demonstrate a knowledge of the Gospel call to right relationships with God and neighbour as a way to live as disciples of Jesus;
PF.04B - recognize the spiritual and sacramental dimension implicit in human experience and the created world;
PF3.01B - explain the Christian meaning of persons as created in the image and likeness of God;
CM1.01B - demonstrate a knowledge of the life and teachings of Jesus and identify their importance for moral decision making;
CM2.06B - identify the correlation between their relationship with God and their relationship with others and the earth;
CM4.04B - appreciate that the Holy Spirit guides persons to apply Christian moral principles in making moral decisions and living a life of virtue;
PS4.01B - recognize the spiritual and sacramental dimensions implicit in human experience and the created world;
FL1.03B - define how sexual decision making is guided by the virtue of chastity, with a particular focus on identifying the physical, emotional, social, and spiritual consequences of pre-marital sexual activity;
FL2.03B - explore the meaning of respect for life from conception until natural death;
FL2.04B - explore the effects of HIV and its potential stages of infection;
FL3.05B - define and discuss the importance of sexuality and sexual attraction as gifts from God;
FL3.06B - explain the moral implications and the unadvertised risk involved in the use of condoms to fight HIV infection;
FL4.04B - demonstrate an understanding of the need for sensitivity and compassion for persons with HIV/AIDS.
The lessons on HIV/AIDS are found in the document AIDS: A Catholic Educational Approach to HIV 2nd ed., Ontario Catholic Schools Edition – ICE, pages 133-140. Teachers are asked to stress the meaning and purpose that sexual activity and sexual intercourse have within a marriage commitment, explain the morality and unadvertised risk of HIV infection involved in using condoms and the morality and risk of HIV infection involved with sexual activity.
· AIDS: A Catholic Educational Approach to HIV, Lessons 28 and 29
1. Whole Class:
The teacher puts three headings on the board: physical risks, emotional risks,
and psychological risks. The students are given a list of words and asked to
place each word under the correct category (e.g., sexually transmitted disease,
pregnancy, infertility, cancer, loss of reputation, guilt, inability to trust,
inability to show true affection). The teacher summarizes that to understand
the moral implications of sex the students must consider all the risks. The
teacher states that the incidence of HIV/AIDS is so high that it is imperative
that they explore the issues surrounding this disease. The Bishops of Ontario
have requested that the HIV/AIDS education program be taught in the religion
classroom.
Note: The balance of the Teaching/Learning Strategies are found in the
AIDS document.
· See the AIDS document.
· Some students may require one-on-one instruction of this material. The Curriculum Support Department in your Board can provide modifications for the delivery of this information, e.g., rewriting of terminology. Students requiring enrichment can review the film Philadelphia and critique it from a Roman Catholic perspective.
AIDS: A Catholic Educational Approach to HIV 2nd ed. Toronto: The Institute for Catholic Education, 1999.
Time: 175 minutes
A variety of media campaigns geared for teens, to promote wholesome relationships based on Christian values, are developed. The teachings, values, and insights that have been discerned throughout the entire unit form the basis for the “truths” that are presented in each product. Students are given a choice of how to present their findings: series of public service announcements, brochure, music/rap video, a poster, collage of speakers promotional spot, web site, storyboard, cartoon strip, or drama. Students work in groups to produce a campaign on the topics of: communication, family, peers, dating, sexuality, and prayer. Each group shares their final product within the school setting.
Ontario Catholic School Graduate Expectations: CGE 1g, 1i, 1j, 2e, 3a, 4a, 5a, 5e, 5f, 5g, 7a, 7d.
Strand(s): Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, Family Life Education
Overall Expectations
PFV.01 - demonstrate a profound respect for the dignity of and mystery of the human person, as both blessed and broken (CCC 356-412), created, loved, and redeemed by God (CCC 559-618, 651-655);
CMV.01 - recognize that knowing the life and teachings of Jesus is important for moral decision making;
PSV.01 - recognize the spiritual and sacramental dimension implicit in human experience and the created world;
FLV.01 - recognize and explore the meaning of integrity and belonging in human life;
FLV.08 - evaluate healthy and unhealthy attitudes to the human body and physical appearance;
FLV.09 - demonstrate an understanding of the sacredness of the human person, body and spirit (CCC 2258-2262), from conception until natural death (CCC 2268-2283).
Specific Expectations
PF1.04B - recognize the spiritual and sacramental dimension implicit in human experience and the created world;
PF3.02B - express what it means to have a relationship with God through Jesus Christ;
CM1.01B - demonstrate a knowledge of the life and teachings of Jesus and identify their importance for moral decision making;
CM2.06B - identify the correlation between their relationship with God and their relationship with others and the earth;
CM4.04B - appreciate that the Holy Spirit guides persons to apply Christian moral principles in making moral decisions and living a life of virtue;
PS4.01B - recognize the spiritual and sacramental dimensions implicit in human experience and the created world;
FL3.02B - articulate the qualities which are essential to the building of healthy relationships with a particular focus on the positive impact of intimacy and mutuality;
FL2.05B - critique media messages and unhealthy attitudes related to respect and care for the human body.
Students should have some working knowledge of the equipment available and the skills needed to operate each piece of equipment safely and effectively for the production of their media campaign.
The teacher prepares groups with mixed abilities prior to class. The media campaign assignment was provided after Activity 3, so students could begin to think of the topic and method prior to the arrival at the end of the unit. Exemplar work could be provided as a guide. Evaluation criteria or an evaluation rubric should be provided for the students.
1. Teacher-Centred: In groups students identify their preferred topic and method. The teacher clarifies goals, expectations, instructions, and topics on the handout Appendix 4: Media Campaign Assignment. The teacher provides examples of each presentation. (15 minutes)
2. Group Work: The in-class planning consists of designing and developing the final product. Students have access to computers, video equipment, cameras, paper, and markers. Any remaining class time and additional time for homework is used to prepare the media campaign. (150 minutes)
3. Whole Group: The teacher leads the class in a final prayer service. Prayer Services for Young Adolescents, Gwen Costello, page 43 (Omit meditation) (15 minutes)
· The teacher adapts the Group Activity Rubrics found at www.phschool.com/profdev/aa/aa08.html and www.phschool.com/profdev/aa/aa09.html to evaluate this activity.
· A wide variety of choices are provided to suit different learning styles. Students are grouped with high, medium, and lower skills and abilities.
· Students requiring enrichment could be responsible for creating and leading the prayer modelled after the recommended prayer in Costella, or/and report their findings within the school or church or local community through newsletters, poster displays or presentations.
Koch, Carl and Joyce Heil. Created in God’s Image. Winona, MN: St Mary’s Press, 1991.
Regan, S. Kevin. Teen Prayer Services: 20 Themes for Reflection. Mystic, CT: Twenty-Third Publications, 1992.
Schneider, Valerie. Weekly Prayer Services for Teenagers. Mystic, CT: Twenty-Third Publications, 1996.
Group Project Rubric: Educational Assessment and Evaluation Rubrics Sites: http://hale.pepperdine.edu/lnoguer/rubricsites.htm
Watch one television program that deals with family relationships. Fill in the following chart.
Television Show: _____________________________
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Conflict |
Behaviours |
Solution |
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Answer the following questions based on your observations:
· What are some positive behaviours used by the characters to deal with the problems?
· What are some negative behaviours used by the characters to deal with the problems?
· What insights have you gained by viewing this family?
In each of the following areas, list examples showing the ways in which you are like others in your peer group.
· clothing
· hair style
· language
· music you listen to
· classes you take
· study habits
· spending habits
· movies or books you like
· drugs or alcohol
· sexual behaviour or attitude
· diet
· what you do after school
· what you believe about God
When someone pressures you to do something you know is wrong what do you say?
When you are with your friends do you usually get them to do what you want or do they usually get you to do what they want?
I give in to peer pressure because:
· I don’t want to be called a loser.
· I do it to be accepted.
· I do it so people won’t get mad at me.
· I try to please people.
· I would do anything for my friends.
Where should you go to find answers about dealing with peer pressure?
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Behaviour |
Dos |
Don’ts |
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Physical Limits |
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Environments |
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In Unit 3 we are studying about the human person and the development of quality relationships in their life. In this assignment, you and your group members are asked to gather the learning and insights you have uncovered to produce a Christian-based Media Campaign aimed at educating teens about the behaviours and attitudes, which support a wholesome lifestyle. Topics include communication, family, peers, dating, sexuality, and prayer.
1. Use of class time = 10 marks 3. Final product = 30 marks
2. Rough plan = 5 marks 4. Peer/self evaluation = 5 marks
Brochure
Compose a tri-fold or single fold brochure used to hand out as a quick reference guide using creative slogans, information, design, colour, graphics, etc.
Poster
Using a large piece of bristol board you must design a poster which could be used as a billboard, to explain your message using creative slogans, information, design, colour, graphics, etc.
Storyboard/Cartoon Strip
Design, draw, and colour a storyboard/cartoon strip that explains the information you wish to provide on your selected topic.
Public Service Announcements
Develop a script and role play for a public service announcement. Videotape the role play which could be shown on television as community service endeavour.
Music/Rap Video
Develop lyrics and actions using the information you wish to present. You must provide costumes, memorize your lines, and video tape your presentation.
Collage of Voices
Write several small “soapbox” style speeches that promote wholesome lifestyle choices. Videotape speakers presenting these speeches to create an audio-visual collage of messages about Christian living.
Web Site
Create a school-based web site that offers information on one or all of the various topics studied.
Drama
Plan and present a play based on one of the topic choices. You must include costumes and effective staging (props, lighting, sound effects, music).
Each group may contain no more than four students
Each group must choose a different topic
Each member of the group is responsible for equal contribution to the group’s effort. Problems with individual group members should be immediately directed to the teacher.
Each product should reflect quality and effort. Each product will be judged on clarity, organization, creativity, originality, and depth of information.
There will be two classes devoted to work time.