Course Profile Religious Education:
“Christ and Culture”, Grade 10, Open, Catholic
Unit 4: Called to Be Holy
Activity 1 | Activity 2 | Activity 3
| Activity 4 | Activity 5
| Activity 6 | Activity 7
| Activity 8
Unit Developers
Cathy Corbett, Thunder Bay CDSB
Frank Kewin, Toronto Catholic DSB
Sharron McKeever, Durham Catholic DSB
Leslie Miler, York Catholic DSB
Robert Ryan, Dufferin-Peel Catholic DSB
Michael Smith, Durham Catholic DSB
Development Date: February 15, 2000
Informed by Christ’s life and the teachings of the Church, students will apply Christian moral principles to moral issues relevant to their lives. Students will be given opportunities to illustrate maturity in their understanding and practice of Catholic moral decision making methods. In addition students will examine the virtue of discipleship and holiness in the scriptures and apply insights gleaned to their own lives of faith.
Ontario Catholic School Graduate Expectations: CGE 1a, 1c, 1d, 1j, 2a, 2b, 2c, 3a, 3b, 3c, 3d, 4a, 4b, 4f, 4g, 5a, 5e, 5g, 6, 7a, 7b, 7j.
Strand(s): Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, Family Life
Overall Expectations: SCV.02, PFV.06 (CCC 512-560), PFV.09 (CCC 1928-1942), CMV.01, CMV.02, CMV.04 (CCC 1954-1960), CMV.06 (CCC 2514-2550), PSV.05 (CCC 2700-2719), FLV.01.
Specific Expectations: SC1.04B, SC2.03B, SC3.02B, SC4.01B, SC4.03B, SC4.02B, PF1.02B, PF1.05B, PF4.05B, PF4.06B, CM1.01B, CM1.03B, CM2, CM2.08B, CM3.03B, CM3.04B, CM3.06B, CM4.04B, PS1.08B, PS2.01B, PS3.01B (CCC 1145-2174), PS4.04B, FL1.01B, FL2.01B.
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Activity 1 |
Building Christian Character |
75 minutes |
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Activity 2 |
Holiness and Virtues of Christian Character |
75 minutes |
|
Activity 3 |
Toward a Fuller Life |
150 minutes |
|
Activity 4 |
The Morality of Human Acts |
75 minutes |
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Activity 5 |
Moral Decision Making |
150 minutes |
|
Activity 6 |
Freedom, Responsibility, and Conscience |
75 minutes |
|
Activity 7 |
When the Going Gets Tough |
150 minutes |
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Activity 8 |
People of Good Character (Working Toward the Common Good) |
225 minutes |
The focus of this unit is the development of a Christian understanding and appreciation of the virtue of holiness through discipleship as witnessed in the Gospels. Recognizing qualities of holiness in the students’ own lives is a starting point. Activities are designed to initially engage students at a personal level, allowing feedback from peers and the secular culture. Analysis of these attitudes and beliefs follows in the light of gospel values. Students are given opportunities to utilize Christian methods of moral decision making to assist in the analysis of situations where one is called to live out the Christian virtue of holiness in freedom and responsibility. Different models of Christian moral decision making are offered with the expectation that the teacher will choose one that he/she believes is appropriate to the needs and abilities of his/her students. As the unit develops students examine the concepts of personal and social sin and the effects on relationship with self, others, and God. Through the unit students are guided to recognize the scriptural grounding for a call to respond personally and in solidarity with others, to the needs of this world, for the common good. The final activity (People of Good Character), is a group assignment requiring research, preferably as a class, in the resource centre. The prayer schedule introduced in Unit 1 and continued in Unit 2 should also continue through this unit (see Appendix for Prayer Stations Assessment Rubric #6). Certain activities however, suggest certain themes for prayers. Students should keep these themes in mind when selecting them. Journal reflection questions are typically placed at the end of the activity. This gives the teacher the option of assigning the journal activity for homework if more time needs to be devoted to the other exercises within the activity. There is considerable discussion and group work in this unit. Consider arranging the classroom seating into groups taking into account individual abilities. The prayer schedule begun in previous units will be maintained in this unit.
Students should know how to look up scriptural references.
· Whenever possible the teaching/learning strategies employed in this unit will model the four-pronged methodology that teachers may be familiar with from the Grade 9 Religion program, namely, experience, information, action, and application. (See Be With Me Teacher Resource Binder.) The unit explores how individuals develop Christian character through moral decision making. It is a process that requires assistance along the way in the form of support from parents and family, friends, other adults, and a community of faith.
· Activities include whole class discussion and brainstorming; small group co-operative activities such as role playing, debates, think/pair/share; individual exercises; reading; reflection; journaling; and teacher presentation. Creative and critical thinking is encouraged.
Throughout this unit students have opportunities to examine and assess what it means to be a contemporary disciple of Jesus. The activities are designed to have students reflect on their own character development and decision making abilities in light of gospel values. 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 consists of quizzes, performance assessments on group assignments, the People of Good Character Awards, and an ongoing journal that consists of a set of personal reflections based on moral dilemmas and related issues raised in class. Rubrics for these are included in the appendices. At the end of the unit students research and creatively present the story of a courageous individual who has responded to the social, cultural, financial, and/or environmental needs of their communities. This forms the summative evaluation component. A generic rubric to assess this type of group assignment is included in Appendix A.
(T = Teacher Resource, K = Key Text, S = Student Resource)
New Revised Standard Version Bible. Toronto: Oxford University Press, 1989. (K)
A Reference Guide: St. Mary’s Press Courses & the Catechism of the Catholic Church. Winona, MN: St. Mary’s Press. 1996. (T)
Ahlers, Julia, Barbara Allaire, and Carl Koch. Growing in Christian Morality. Winona, MN: St. Mary’s Press, 1996. (T)
CCCB. Catholic Catechism of the Catholic Church. Ottawa: CCCB Publications Service, 1994. (T/K)
OCCB. Turning Points: Readings in Family Life Education. Toronto: Prentice Hall Ginn, 1997. (K)
Carley, Moira and Bernard Smyth. For the Good of All. Toronto: The Institute for Catholic Education, 1992. (T)
The Catholic Bishops Conference of England & Wales. The Common Good and the Catholic Church’s Social Teaching. London, England: CBCEW, 1996. (T)
Fritsch, Carla E. and William J. Raddell, Jr. Teaching Catholic Morality. Rocky River, OH: Center for Learning, 1993. (T)
Gula, Richard M. Catholic Update, “Understanding Sin.” Cincinnati, OH: St. Anthony Messenger Press, 1996. (T)
Gustafson, Janie. Building Catholic Character, Developing Christian Life Skills. Notre Dame, IN: Ave Maria Press, 1998. (T)
Hargreaves, M. A Guide to the Parables. London, England: S.C.K.P., 1988. (T)
Koch, Carl. Creating a Christian Lifestyle. Winona, MN: Saint Mary’s Press, 1996. (T)
Maguire, Daniel C. Catholic Update, “A ’New’ Awareness of Sin.” Cincinnati, OH: St. Anthony Messenger Press, 1981. (T)
Pennock, Michael. Moral Problems. (T)
Prochaska, Louise Marie and Loretta Pastva. Living a Moral Life, Gifted & Growing. Mission Hills, CA: Benziger Publishing Co. (T)
Sawyer, Kieran. What’s Right? What’s Wrong? Notre Dame, IN: Ave Maria Press, 1997. (T/S)
Stouzenberger, Joseph. Celebrating Sacraments. Winona, MN: Saint Mary’s Press, 1996. (K)
Williams, Ronald J. and Mary E. Gryczka. Catholic Morality: Guidelines for Christian Living. Dubuque, IA: Brown Roa Publishing Media, 1989. (T)
Sojourners. “Do This in
Remembrance of Me” – Discipleship in the Face of Evil. December 1990,
pp. 16-18. (T)
Vatican II, Gaudium et Spes. (T)
Vatican II, Lumen Gentium. (T)
Zanzig, Thomas. Jesus of History, Christ of Faith. Winona, MN: Saint Mary’s Press, 1992. (K)
Kids Can Free the Children (Craig Kielberger)
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.
Catholic Update: http://www.AmericanCatholic.org
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/
Amnesty International Youth and Student Program (E-mail: Youth @ Amnesty.ca)
United States Bishops. www.neebuscc.org.
Canada World Youth. http:/www.cwy-jcm.org/
Doctors Without Borders. http://www.dwb.org/index.html
Helen Caldicott. http://www.noradiation.org/caldicott
Mother Teresa and Missionaries of Charity. http://catholic.net/RCC/people/mother/teresa
TIME. http://www.cgi.pathfinder.com/time/time100/leaaders/index.html
Time: 75 minutes
Students initially address the question about why people sometimes find it difficult to do the right thing and how habits can become virtues or vices, shaping our character and eventually our destiny. Through selected readings they recognize the Gospels as influential in building Christian character. They are then introduced to the notion of what it means to be a disciple of Jesus. Finally, students are reacquainted with keeping a Spiritual Journal, to be used throughout the unit.
Ontario Catholic School Graduate Expectations: CGE 1c, 2a, 2c, 4g.
Strand(s): Scripture, Christian Moral Development
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;
CMV.01 - recognize that knowing the life and teachings of Jesus is important for moral
decision making.
Specific Expectations
SC4.03B - appreciate behaviour that is consistent with Christian discipleship, especially with regards to the demands of justice and love;
PF4.05B - appreciate their personal development and discern their personal values, Commitments, and goals in light of the teachings of Jesus, expressed in the Gospels;
CM1.01B - demonstrate a knowledge of the life and teachings of Jesus and identify their importance for moral decision making.
Prior reading relates to building Christian character and Christian discipleship (see Resources). The Glossary includes several terms necessary for this activity. A sample rubric for the Journal is included in Appendix A, see Journal Assessment Rubric. A class set of newspapers and/or magazines are used in an optional/enrichment activity in the class, or students could be assigned this for homework. The teacher should prepare to present and discuss a current news story with the class as an icebreaker. An optional approach to addressing the moral situations presented on the worksheet is by means of role play.
· Students should be familiar with Bible referencing.
1. Whole Class: The teacher shares a current news story illustrating the difficulty an individual had making the decision to “do the right thing.” Students are encouraged to debate the issue and are eventually presented with the question: Why do people sometimes find it difficult to do the right thing? Teacher writes student responses on the board and poses another question: How does a Christian decide what is the right thing to do? (20 minutes) Time permitting, a class set of magazines and/or newspapers could be distributed to allow students the opportunity to search out a similar example of one who finds it difficult to do the right thing. They could share their stories in pairs, groups, or with the class. This part of the activity is optional. (20 minutes)
2. Teacher-Centred: The teacher introduces the idea of what it means to be a contemporary Christian disciple. (See Glossary.) The teacher may wish to cite examples from the Gospels that illustrate the work of a disciple (see the examples given on the upcoming activity sheet). (10 minutes)
3. Pairs: Students complete Appendix 1: Discipleship in the Marketplace, with a partner, which includes reading from the Gospel of Matthew to determine the work of a disciple. Students are confronted with several contemporary moral situations. They are asked what a disciple of Jesus might do and why some people might find this difficult to do. (30 minutes)
4. Teacher-Centred: Write the following wise old saying on the board: “Plant an act; reap a habit. Plant a habit; reap a virtue or a vice; Plant a virtue or vice; reap a character. Plant a character, reap a destiny.” Ask students their understanding of the saying. (Students may need the definitions of each term to comprehend.) The teacher explains the quote using the Character Cycle (see Growing in Christian Morality, by Ahlers, Allaire, and Koch, pages 15 and 9) or prepares his/her own diagram of the relationship between the terms. (15 minutes)
5. Journal: List some of the virtues (term defined earlier), which have brought you compliments. (The teacher prepares a list of possible virtues). How do you believe you developed these virtues? Could a disciple of Jesus possess these virtues? Explain how you do (or how you could) use these virtues to do the work of a disciple in today’s world. (homework)
· Appendix 1: Discipleship in the Marketplace (SCV.02, SC4.03B, PFV.06, PF4.05B) will be assessed by means of a performance assessment rubric (see Appendix). The journal reflection (CMV.01, CM1.01B) (written, taped, one-on-one) will be assessed by means of (see Unit 2, Appendix 3: Journal Assessment Rubric)
· Pair students with language or academic difficulties, with students who are able to help them with reading the activity sheet. The journal reflections could be taped or discussed one-on-one with the teacher.
· Enrichment activities could involve reading a biography of someone who interests the student. They would write about the acts in that person’s life that turned into habits (virtues or vices) that shaped his/her character and destiny.
Ahlers, Julia, Barbara Allaire, and Carl Koch. Growing in Christian Morality. Winona, MN: St. Mary’s Press, 1996. (T)
Gustafson, Janie. Building Catholic Character, Developing Christian Life Skills. Notre Dame, IN: Ave Maria Press, 1998.
Koch, Carl. Creating a Christian Lifestyle. Winona, MN: Saint Mary’s Press, 1996. (T)
New Revised Standard Version Bible. Toronto: Oxford University Press, 1989. (K,T)
Activity sheet Appendix 1: Discipleship in the Marketplace
Unit 2, Appendix 3: Journal Assessment Rubric
Time: 75 minutes
The notion of holiness is explored in a class discussion of places, objects, and people, considered by some to be holy. The discussion of this virtue is situated in the broader understanding of Christian character development. A video enhances the reality that anyone can work toward living a life of holiness by recognizing and responding to God’s presence. A journal entry encourages students to live a life of holiness by meeting the challenges of discipleship.
Ontario Catholic School Graduate Expectations: CGE 1d, 2b, 4g.
Strand(s): Scripture, Profession of Faith
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).
Specific Expectations
SC4.01B - appreciate the Gospels as testimonies of faith in Jesus;
PF4.05B - appreciate their personal development and discern their personal values, commitments, and goals in light of the teaching of Jesus, expressed in the gospels;
PF4.06B - attend to the Gospel of Jesus as a source for personal identity.
Prior reading in preparation for the upcoming activities could include, Janie Gustafson’s text, Building Christian Character, pages 11-21 and 214-218. An alternative teacher resource could be Ahlers, Allaire, and Koch’s text Growing in Christian Morality, pages 41-46). Prepare a set of 5-10 pictures or slides of places and/or objects often referred to as holy. Prior viewing of the video is strongly recommended especially since the material, although age appropriate, is quite emotive. More information about child labour could be obtained through the organizations Labour Behind the Label, Catholic Organization for Development and Peace, or Kids Can Free the Children.
· Students should be familiar with Bible referencing.
1. Whole Class: The teacher leads a class discussion of the concept of holiness. Show slides or pictures of objects and/or places considered by some to be holy. Questioning is done to allow students the opportunity to explore their own understanding of the idea. Questions include: What does it mean when people say that something is holy – or that they have visited a holy site? Do you possess objects that you consider to be holy? Have you ever visited sites considered to be holy? If things can be holy, then are people capable of holiness? Name some of those people that you, or our faith community speaks of as holy. What qualities or virtues do you believe that some of these people possess? Student’s suggestions are written on the board. (20 minutes)
2. Teacher Centred: The teacher provides a definition of the term holiness (see Glossary) and explains that this virtue comes out of habit – developing our Christian character. “Do you have to be special to do this?” “It is recognizing God’s presence in our everyday lives.” (10 minutes)
3. Whole Class: Invite students to view one, ordinary young person’s, ability to recognize God’s presence in his own life and in the sufferings of other people. His name is Craig Kielberger, a Canadian teen who has done something about child labour throughout the world. Post-viewing questions begin with general student impressions about the video, e.g., How did you feel watching the video? What images have stayed with you? What spoken words moved you? Questioning then focusses on the notion of holiness in the video. This is illustrated both in Craig’s life and in the people and places he visits. (video 20 minutes - follow-up discussion 10 minutes)
4. Journal: Questions include: What moved you about the video? What virtues do you believe Craig has developed which enable him to do the work of a disciple? Does the work of Craig and his organization make a difference? Name one need in the school or your community that needs addressing. What virtues would you need to develop which would enable you to work to solve the problem? Would your involvement make a difference? What advice does Matthew give in this regard, (read Mt. 22:37 and Mt. 25:31-40). Is there anything preventing you from becoming involved? (15 minutes seat work/homework)
· The journal rubric assesses expectations SCV.02, PFV.06, SC4.01B, PF4.05B and PF4.06B.
· See Unit 2, Appendix 3: Journal Assessment Rubric
· The journal reflections could be taped or discussed one-on-one with the teacher. Internet sources, addresses, or written material should be made available for students who wish to continue exploring the issues around child labour and who wish to personally respond to the needs of these children.
Ahlers, Julia, Barbara Allaire, and Carl Koch. Growing in Christian Morality. Winona, MN: St. Mary’s Press, 1996. (T)
Gustafson, Janie. Building Catholic Character, Developing Christian Life Skills. Notre Dame, IN: Ave Maria Press, 1998. (T)
New Revised Standard Version Bible. Toronto: Oxford University Press, 1989. (K,T)
Kielberger, Craig. Kids Can Free the Children. 20-minute video
Unit 2, Appendix 3: Journal Assessment Rubric
Time: 150 minutes
Students explore the images of kingdom expressed through the parables of Jesus. They will consider the possibilities of a perfect world. They will design an ad poster inspired by a parable of choice, and reflect on its implications for the contemporary world.
Ontario Catholic School Graduate Expectations: CGE 1a, 1c, 2c, 3a, 5a, 3e, 3g.
Strand(s): Scripture, Profession of Faith, Christian Moral Development
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 knowledge of the life and teachings of Jesus and identify their importance for life decisions (CCC 512-560);
CMV.01 - recognize that knowing the life and teachings of Jesus is important for moral decision making.
Specific Expectations
SC3.02B - describe the gospels as the primary source of information and understanding about the person of Jesus;
SC2.03B - retell the parables of Jesus in relation to contemporary issues;
PF1.05B - understand that the work begun by Jesus continues in the world through the Church and its members;
CM1.03B - understand that Salvation history teaches that all of God’s creation is good, that human beings are responsible stewards of creation, and that sin (both personal and social) is present in the world.
Further readings for the teacher about Jesus the image of holiness is found in Ahlers, Allaire, and Koch’s text, Growing in Christian Morality, pages 155-158. Readings for an understanding of the parables is located in John Hargreaves’ A Guide to the Parables or Thomas Zanzig’s text Jesus of History, Christ of Faith, pages 161-168. Zanzig also explains the Roman Catholic Church and the Kingdom of God, page 140. The teacher should prepare a contemporary retelling of the parable of “A Farmer and His Treasure.” (Matthew 13: 44-46), page 80 in A Guide to the Parables, or prepare to retell a parable of preference. The initial whole class discussion of how to imagine a perfect world may require the teacher to prepare a list of possible choices. A generic rubric around projects has been included in Appendix A.
· Students should be familiar with Bible referencing.
1. Whole Class: Students are asked to complete the following sentence and write it on the board, “A perfect world would be like…” (e.g. “…a beautiful pearl,” “… my computer with unlimited memory and speed, ”…) Discuss the symbols used and what they tell us about various images of a perfect world. (20 minutes) Explain that Jesus also attempted to explain what a perfect world was like through storytelling (parables). The teacher asks for two volunteers who will re-enact with gestures, the retelling of the parable of A Farmer and His Treasure, as the teacher tells the story. (10 minutes)
2. Teacher-Centred: At this juncture the teacher brings out the following concepts (students will add this to their notes):
i. the parable was probably told early in Jesus’ ministry, as potential new followers listened
ii. Jesus offered them a new life (kingdom), which begins here on earth and will be fulfilled in heaven
iii. if they take up the challenge (discipleship) of living this new life, it brings with it major changes to our lives, but the risks will be worth it, i.e., a life of virtue and a world closer to perfection (more just).
Parables include Matthew 25: 1-13, (The Ten Bridesmaids) and Mark 4: 26-29, (The Growing Seed). (20 minutes)
3. Pairs: Each pair selects one parable from Matthew 13. They read the parable together; summarize how, if listeners chose to take up the challenge of living this new life, major changes could happen in their lives. Based on their answers, the students design a poster for God’s kingdom to “sell” others on the idea. (adapted from Janie Gustafson’s text Building Christian Character). Students are told to imagine where in the community they would post the ad. (45 minutes)
4. Whole Class: The pairs display their finished copy in the classroom and explain where in the community (local or global) they might post the ad. Students view all posters and peer evaluation assesses the impact of the posters, by means of a rubric. (40 minutes)
5. Journal: Students view other posters, then complete the journal questions that follow: What images (aside from your own) of the kingdom portrayed on the posters did you like? What advantages are there to having different images of kingdom? Where would you like to see your poster displayed in the community (global or local). What message were you attempting to sell? Who might be your audience? What reactions might they have to your poster? What questions might they have for you and what would your answers be? Would there be any risks involved with posting the ad? Would posting the ad be worth the risks? (homework)
6. Quiz: A quiz evaluating knowledge and understanding from Activities 1 through 4 will be administered in the next class. Teacher reviews material with the students. (15 minutes)
· A performance assessment rubric of the poster measures achievement of the expectations PFV.06, SC3.02B, SC2.03B and PF4.05B. A peer evaluation of the poster measures achievement of the expectation SCV.02 and PF1.05B. (Appendix A)
· The parables could be read and discussed with students requiring modifications to their program to ensure comprehension. A word list of suggested terms appropriate to the poster activity could also be generated.
· Students requiring enrichment could prepare a collage of music and/or slides portraying the various images of Kingdom.
· Pair students with language or academic difficulties with students who are able to help them with reading the activity sheet. The journal reflections could be taped or discussed one-on-one with the teacher.
New Revised Standard Version Bible. Toronto: Oxford University Press, 1989. (K,T)
Ahlers, Julia, Barbara Allaire, and Carl Koch. Growing in Christian Morality. Winona, MN: St. Mary’s Press, 1996. (T)
Hargreaves John. A Guide to the Parables.
Zanzig, Thomas. Jesus of History, Christ of Faith. Winona, MN: Saint Mary’s Press, 1992. (K)
Unit 2, Appendix 3: Journal Assessment Rubric
Appendix A: Performance Assessment Rubric
Time: 75 minutes
Students are introduced to the notions of morality, natural law, and integrity. They are presented with various scenarios involving moral decision making, and they are asked to explain the reasons for their choices. Students explore what it means to do the human and fair thing in relation to the issue of stealing.
Ontario Catholic School Graduate Expectations: CGE 2a, 2b, 2c, 7b.
Strand(s): Christian Moral Development and Family Life
Overall Expectations
CMV.04 - explain how justice is a demand of natural law;
FLV.01 - recognize and explore the meaning of integrity and belonging in human life.
Specific Expectations
CM2.07B - evaluate their own behaviour in light of the seventh commandment;
FL1.01B - recognize that the need to belong and to identify with one’s peer group is a powerful human need.
There are numerous textbooks with accompanying teacher’s manuals that will direct and support teachers with the concepts presented below (particularly the terms morality, moral dilemma, natural law, and integrity). Teachers are encouraged to supplement and/or make amendments to the suggested activities, as they deem necessary. Prepare a case study on the issue of stealing which will be used as a journal reflection.
· Students should be familiar with Bible referencing.
1. Quiz: A quiz evaluating knowledge and understanding from Activities 1 through 4 is administered. (15 minutes)
2. Individually/Whole Class: The teacher distributes Appendix 2: Decisions, decisions…. Students consider their ethical stance on various moral statements. Students individually write their responses on this sheet prior to a class discussion. A variation of this approach involves a voluntary panel of six students who are asked to give their answers after the same set of moral dilemmas is read aloud. Other students are encouraged to join in the conversation about what is the right thing to do in each situation. The teacher encourages students to explain their reasoning. (The term moral dilemma is explained to the students). (30 minutes)
3. Teacher-Centred: The teacher provides the students with a definition of morality (see Resources). Using an example of a moral dilemma taken from the newspaper, the teacher asks students, What is the Christian thing to do in this situation? How do we know what the Christian thing to do is? Is it the fair thing to do? What does it mean to act with integrity (see Glossary)? Discuss, explain, and develop a board note on natural law (see Resources). (15 minutes)
4. Journal: Present the students with a moral dilemma case study (formulated by the teacher or the students or taken from one of the resource texts suggested) concerning the issue of stealing. Further questions to ask include: What would you do in this particular case? Why? Is this the fair thing to do? Who might this decision affect? Would you say that you would be acting with integrity? How would your best friend answer this last question? How would your parent/guardian answer? What would Jesus have done? (seatwork/homework, 15 minutes)
· The quiz evaluates knowledge/understanding (over previous Activities 1, 2, and 3) associated with expectations SCV.02, PFV.06, CMV.01, SC3.02B, SC2.03B, PF4.05B, and CM1.01B. The journal entry will address the expectations CMV.04, FLV.01, CM2.07B, and FL1.01B, through. Unit 2, Appendix 3: Journal Assessment Rubric.
· The quiz is appropriately modified or shortened, or students are tested orally. The journal questions are shared orally or recorded.
· Pair students with language or academic difficulties with students who are able to help them with note taking, or the notes are tape-recorded or photocopied.
· Students capable of enrichment activities plan a fictional news report on a particular moral issue, exploring conflicting opinions on the subject. Students could present this to the class at a later date (possibly in Activity 5) to be demonstrated and later discussed as a class, (in lieu of the phone call Activity 5, Pairs).
Ahlers, Julia, Barbara Allaire, and Carl Koch. Growing in Christian Morality. Winona, MN: St. Mary’s Press, 1996. (T)
Gustafson, Janie. Building Catholic Character, Developing Christian Life Skills. Notre Dame, IN: Ave Maria Press, 1998. (T)
New Revised Standard Version Bible. Toronto: Oxford University Press, 1989. (K,T)
Sawyer, Kieran. What’s Right? What’s Wrong? Notre Dame, IN: Ave Maria Press, 1997. (T/S)
Zanzig, Thomas. Jesus of History, Christ of Faith. Winona, MN: Saint Mary’s Press, 1992. (K)
Unit 2, Appendix 3: Journal Assessment Rubric
Appendix 2: Decisions, Decisions…
Appendix A: Presentation Assessment Rubric
Time: 150 minutes
Description
Students further explore the complexities of moral decision making. They examine three elements that make up morally human acts, namely the moral object, intention, and circumstances. They discover the particular elements found in a Christian and Catholic response to issues of morality.
Ontario Catholic School Graduate Expectations: CGE 2c, 4a, 4f.
Strand(s):
Overall Expectations
PFV.06 - demonstrate a knowledge of the life and teachings of Jesus and identify their importance for life decisions;
CMV.04 - explain how justice is a demand of natural law (CCC 1954-1960);
FLV.01 - recognize and explore the meaning of integrity and belonging in human life.
Specific Expectations
PF1.02B - appreciate behaviour that is consistent with Christian discipleship, especially with regard to the demands of justice and love;
PF1.05B - appreciate their personal development and discern their personal values, commitments, and goals in light of the teachings of Jesus, expressed in the Gospels;
CM2.08B - compare and contrast attitudes in contemporary culture with the tenth Commandment.
There are numerous textbooks with accompanying teacher’s manuals that will direct and support teachers with the concepts presented below (particularly the terms Catholic morality and Christian morality). Teachers are encouraged to supplement and/or make amendments to the suggested activities, as they deem necessary. One model of Catholic moral decision making should be decided upon before proceeding with the teaching/learning strategies in this section. Suggested models are found in the following texts: Alhers, Allaire, and Koch, Growing in Christian Morality (the LISTEN model, pages 78-84); Wilkins and Gryczka, Catholic Morality (the Jesus Principle, pages 53-59); Pennock, Moral Problems (the STOP model). Teachers prepare a list of 5-10 short statements around moral issues (similar to the previous Activity 4 Decision, Decisions…) which require an agree/disagree response. This will be used in two of the opening icebreaker activities in the following lessons (see Whole Class, fist to five and four corners icebreakers). Teachers prepare pictures of situations, approximately 20, (cut and pasted from magazines or other print material and without any text), that could suggest a moral dilemma.
· Students should be familiar with Bible referencing.
1. Whole Class: Pole the class’ feelings about specific moral statements. The teacher reads a statement and asks the students to consider their personal response. When asked to show a fist to five, participants show: fist-absolutely not, disagree; or three fingers-neutral; or five fingers-total agreement. After discussion about why they responded with fist, three fingers, or five fingers, students are asked the question, What elements must we consider when looking at the morality of human acts? (15 minutes)
2. Teacher-Centred: Students are told that they will be examining three elements that make up the morality of human acts, namely; the moral object, the intention, and the circumstances. (These terms may be expressed in other ways depending on the textbook being used. Regardless of the text, the teacher should consistently use the same terms throughout the study of moral issues. (See Resources). The teacher explains the terms, and illustrates with examples. A board/overhead note or handout would be appropriate. (15 minutes).
3. Group Work: Students are randomly placed into groups of four/five. Each group is given three/four pictures to look at. (Only one picture will be selected per group for the activity which follows). These pictures have been prepared by the teacher, cut from magazines and pasted to heavy construction paper (and laminated if possible). The pictures are devoid of all words or captions and have been selected with the intention of having students imagine a moral dilemma coming out of the images they see. Each group is given an accompanying activity sheet Appendix 3: Picturing a Moral Dilemma, with guided questions around the terms previously learned (object, intention, circumstances). (35 minutes)
4. Journal: Questions include: What do you believe is the morally right thing to do in the dilemma your group imagined? Have you ever been faced with a moral problem that involved a difficult decision? What made the process of deciding so difficult, i.e., did it involve the object, intention, or circumstances of the situation? What did you do? (seat work or homework 10 minutes)
5. Whole Class: Students respond to teacher-prepared moral dilemmas read aloud by the teacher. They physically move to one of the four corners of the room, depending upon their response. They may choose to “agree,” “disagree,” “abstain with an explanation,” or “unsure.” Once students are in one of the four corners, the teacher asks individual volunteers to explain why they take that particular stance on the issue. At any time students may change their opinion and move to another corner of the room. (Some of the moral questions should have students consider what a Catholic could be expected to do.) (20 minutes)
6. Teacher Input/Individual: Christian morality and Catholic morality should be addressed at this juncture. (see Resources). The teacher explains a model of Catholic moral decision making. (See Planning Notes for suggested readings.) Use an open-ended case study as an illustration of how this model of decision making works. Another teacher-prepared case study is presented to the students for homework. They are to use the decision-making model introduced in this lesson to decide what it is they would do. (20 minutes)
7. Pairs: Students
are placed in pairs and given a different open-ended case study to discuss with
another Catholic friend, over the phone. The students complete the dialogue
that ensues, in written form or recorded on tape (to be played back to the
class).
For an alternative to this activity see the suggested enrichment exercise,
Activity 4, Accommodations. (30 minutes)
· A performance assessment using a rubric of the worksheet Appendix 3: Picturing a Moral Dilemma (done in groups) measures achievement of the expectations CMV.04 and FLV.01. A peer evaluation of the same activity measures achievement of the expectation PF4.05B. A performance assessment using a rubric for the homework assignment implementing the decision-making model measures achievement of the expectations PFV.06, PF1.05B, PF4.05B and CM3.06B. The tape-recorded over the phone conversation activity measures achievement of the expectations FLV.01 and CM2.08B. The journal entry will address the expectations PFV.06 and PF4.05B.
· The journal activity questions could be shared orally, or recorded. Pair students with language or academic difficulties with students who are able to help them with note taking. Students capable of enrichment activities research a news item and use the moral decision making model to determine what the morally right thing to do involves.
Ahlers, Julia, Barbara Allaire, and Carl Koch. Growing in Christian Morality. Winona, MN: St. Mary’s Press, 1996. (T)
Gustafson, Janie. Building Catholic Character, Developing Christian Life Skills. Notre Dame, IN: Ave Maria Press, 1998. (T)
New Revised Standard Version Bible. Toronto: Oxford University Press, 1989. (K,T)
Sawyer, Kieran. What’s Right? What’s Wrong? Notre Dame, IN: Ave Maria Press, 1997. (T/S)
Zanzig, Thomas. Jesus of History, Christ of Faith. Winona, MN: Saint Mary’s Press, 1992. (K)
Unit 2, Appendix 3: Journal Assessment Rubric
Appendix 3: Picturing a Moral Dilemma Activity Sheet
Time: 75 minutes
Students examine their experiences of freedom and responsibility. They are also presented with initial introduction to the concept of conscience, further developed in Activity 7. Activities involve a debate where students address cultural and personal perspectives on various topics. The teacher explains Christian responsibilities in light of the gospel. Journal reflections focus on the fruits of the Holy Spirit as God’s power present in our lives as we face the challenges of maturing through discipleship.
Ontario Catholic School Graduate Expectations: CGE 2a, 3c, 3d, 4g, 7b.
Strand(s): Christian Morality, Family Life, Scripture
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;
CMV.06 - use the seventh and tenth Commandments as a tool for critical reflection on career and life skills planning (CCC2514-2550);
FLV.01 - recognize and explore the meaning of integrity and belonging in human life.
Specific Expectations
SC4.03B - appreciate behaviour which is consistent with Christian discipleship, especially with regard to the demands of justice and love;
CM3.06B - explain how the Church’s social teachings provide criteria for moral judgement and action;
CM4.04B - appreciate the Holy Spirit guides persons to apply Christian moral principles in making moral decisions and living a life of virtue;
PS2.01B - identify and assess the value of both personal and communal prayer for a life of faith;
PS4.04B - appreciate how a life of prayer contributes to the life journey of Catholics;
FL2.01B - discern and clarify the role of personal ideas, beliefs, values, and conscience in relation to personal integrity and conscience.
Prepare four or five debate topics on the issues of personal responsibility concerning tithing, envy, following the “laws” of the Church, and the Commandments. Possible debate topics include:
i. Every individual has an obligation to make charitable donations simply because they are members of society.
ii. The Church’s laws are guidelines for Catholics to follow.
iii. Envy is not sinful, it is just a natural emotion.
iv. The Commandments were written in a different age and that makes them irrelevant for the new millennium.
· Students should be familiar with Bible referencing
1. Whole Class: Debate questions are presented for consideration (see Planning Notes). Students choose three others to engage in an informal debate around each of these topics. Debates proceed after students decide who will argue the affirmative and negative positions. Each student is given one minute to air his/her views while all others remain silent. Debates are conducted simultaneously within the student groups. Allow two four minutes for open questioning to take place after the four debaters have completed their one minute initial arguments. (25 minutes)
2. Teacher-Centred: The teacher addresses each of the debate topics explaining the Catholic Church’s position based on Gospel values. The discussion begins to address the notions of freedom, responsibility, and conscience. The teacher distributes a worksheet with questions based on the discussion above. (seat work/homework, 20 minutes)
3. Individually: A follow-up activity sheet to reinforce the concepts of freedom, responsibility, and conscience, could be taken from any of the texts (see Resources), for example pages 32-33 in the Participant’s Book What’s Right What’s Wrong? by Kieran Sawyer. (30 minutes)
4. Journal: Include the following activity which reminds students of the presence of God in making informed decisions of conscience: Read the following passages that describe God’s Spirit. Write down your own description of what the Holy Spirit is like. Mt. 3:11; Lk. 3:22; Mk. 1:12; Jn. 1:32-33. The effect of God’s Spirit is active in us by the effects the Spirit produces in us. These effects are called the “fruits of the Spirit.” Read about them in Galatians 5:23. When have you actually felt the effects of the Spirit in your life? Write a prayer of petition or thanks that recognizes the power of the Holy Spirit in your life. (homework)
· A performance assessment of students using a rubric (to be developed with the students) of the debate measures achievement of the expectations FLV.01 and FL2.01B. Homework will be checked to assess knowledge/understanding of the expectations SCV.02, CMV.06, SC4.03B, CM3.06B, PS1.08B, and PS2.01B. The journal entry will address the expectations PSV.05, PF1.02B, CM4.04B, PS4.04B, and FL2.01B.
· The journal activity questions are shared orally or recorded.
· Pair students with language or academic difficulties with students who are able to help them with note taking.
· Students capable of enrichment activities plan a prayer service that includes an examination of conscience.
Ahlers, Julia, Barbara Allaire, and Carl Koch. Growing in Christian Morality. Winona, MN: St. Mary’s Press, 1996. (T)
Gustafson, Janie. Building Catholic Character, Developing Christian Life Skills. Notre Dame, IN: Ave Maria Press, 1998. (T)
New Revised Standard Version Bible. Toronto: Oxford University Press, 1989. (K,T)
Sawyer, Kieran. What’s Right? What’s Wrong? Notre Dame, IN: Ave Maria Press, 1997. (T/S)
Zanzig, Thomas. Jesus of History, Christ of Faith. Winona, MN: Saint Mary’s Press, 1992. (K)
Unit 2, Appendix 3: Journal Assessment Rubric
Time: 150 minutes
The development of the activities loosely follows Daniel C. Maguire’s treatment of the concept of sin as an absence of compassion, justice, action, and reconciliation. Various texts and scripture passages explore the idea of sin and reconciliation.
Ontario Catholic School Graduate Expectations: CGE 1g, 1i, 1j.
Strand(s): Christian Moral Development, Prayer and Sacramental Life, Scripture
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;
CMV. 02 - understand how Jesus models a generous attitude towards others.
Specific Expectations
SC4.01B - appreciate the Gospels as testimonies of faith in Jesus;
SC4.02B - recognize the reading of the Gospels as a way of coming to know Jesus more deeply;
PF1.02B - identify ways in which openness to the Holy Spirit in prayer and attention to sacramental life strengthens Christians to meet the challenges of discipleship;
CM1.03B - understand that Salvation history teaches that all of God’s creation is good, that human beings are responsible stewards of creation, and that sin (both personal and social) is present in the world;
CM4.04B - appreciate the Holy Spirit guides persons to apply Christian moral principles in making moral decisions and living a life of virtue;
PS3.01B - explain the role of sacraments in the life journey of Catholics.
Daniel C. Maguire’s essay on sin (see Resources) is suggested reading for the teacher, but if not readily available, readings in any of the previously mentioned textbooks are recommended on sin and evil, formed conscience, forgiveness, and reconciliation. The teacher should make up an activity sheet on these concepts.
· scripture referencing
1. Whole Class: The teacher asks the students to recollect images and words they learned growing up that describe the idea of sin. Place student responses on the board. How have these or other understandings of sin affected your life to this point? Another alternative involves designing a handout with the title Sin is… following a list of possible descriptors. Students check the descriptors that best fit their images of sin. A discussion follows. (15 minutes)
2. Individually/Teacher Input: Use the handout from Kieran Sawyer’s Participant Book, What’s Right? What’s Wrong?, page 74, “Sin: True or False.” After students have completed the five true or false statements, discuss with the class. Continue a teacher-directed session explaining the meaning of sin. Students take notes. Use Kieran Sawyer’s script pages 106-108, choosing only the appropriate terms necessary to complete the handout, i.e., omit the role play. (20 minutes)
3. Think/Pair/Share: In pairs, have students share a time in their childhood where they felt anxiety about something they did. (Note: impress upon students that these revelations are only minor matters they feel comfortable sharing, e.g., not owning up to the baseball accidentally hit through the neighbor’s window.) Explain how it made you feel. Why did you feel this way? Ask students whether this has anything to do with conscience. Develop an understanding of formed conscience. Use Kieran Sawyer’s script from the Participant Book, page 57 and the Director’s Manual, page 87-88, where the author discusses the Three Stages of Conscience. (25 minutes)
4. Journal: Students apply the stages of conscience formation to a contemporary issue they face or an issue they faced in the past. Students include this in their journal. Students also reflect on a time they chose to pay attention to their conscience versus a time they chose not to. They describe their feelings. (seat work/homework 15 minutes)
5. Individually/Group: Explain that very often sin is an absence of compassion, justice, action, and reconciliation. Each person in a group of four is given one of these elements to read. Each individual reads from a selected scripture passage and a contemporary example of the absence and then he/she is expected to teach the other three group members. (30 minutes)
6. Whole Class: Create a prayerful atmosphere to read and reflect upon a Scripture reading of reconciliation. (see Resources) Discuss what the story says about reconciliation. Use suggested questions and reflections provided by Stoutzenberger, Celebrating Sacraments, and page 140 of the teaching manual. Here the author points out how particular parables are good examples of particular elements of the sacrament of reconciliation. (20 minutes)
7. Journal: Hand out the reflective exercise from Stoutzenberger’s teaching manual, page 144, Am I a Sacrament of Reconciliation? Students include this in their prayer/reflection journal. An alternate journal activity includes a reading/reflection of Rosie Dimanno’s story of Chris Simon, a player for the Colorado Avalanche. It is a story of self-forgiveness, found in the text Turning Points, page 184-187. Also, two examples of an examination of conscience are found in the text Celebrating Sacraments, page 209 and Kieran Sawyer’s What’s Right? What’s Wrong?, the Participant’s Book, page 61. (35 minutes)
8. Quiz: A quiz evaluating knowledge and understanding from Activities 5 through 7 is planned for the next class.
· The first note will be assessed with a rubric that evaluates the expectations CMV.02, CM1.03B, and SC1.04B; the second note on the stages of conscience, PFV.06, SCV.02, SC4.02B, PF1.02B. The first journal on conscience, PFV.06, SCV.02, SC4.02B, and CM4.04B; the second journal from Turning Points, PF1.02B, CM1.03B, and PS3.01B.
· The journal activity questions are shared orally or recorded.
· Pair students with language or academic difficulties with students who are able to help them with note taking.
· Students capable of enrichment activities present their prayer service that includes an examination of conscience. As well these students may choose to research and write about an immoral practice (e.g., slavery) that was once considered morally right by most people.
A Reference Guide: St. Mary’s Press Courses & the Catechism of the Catholic Church. St. Mary’s Press. Winona, MN: 1996. (T)
Gula, Richard M. Catholic Update, “Understanding Sin.” Cincinnati, OH: St. Anthony Messenger Press. 1996. (T)
Maguire, Daniel C. Catholic Update, “A ‘New’ View of Sin: Our Growing Awareness of Social Evil.” (T)
New Revised Standard Version Bible. Toronto: Oxford University Press, 1989. (K)
OCCB. Turning Points: Readings in Family Life Education. Toronto: Prentice Hall Ginn, 1997. (K)
Sawyer, Kieran. What’s Right? What’s Wrong? Participants Workbook. Notre Dame, IN: Ave Maria Press, 1997. (T/S)
Stouzenberger, Joseph. Celebrating Sacraments. Winona, MN: Saint Mary’s Press, 1996. (K)
Catechism of the Catholic Church: http://www.AmericanCatholic.org
Unit 2, Appendix 3: Journal Assessment Rubric
Time: 225 minutes
The concept of the common good is examined through this activity. The summative activity involves a group research assignment about a person of good character. This incorporates concepts learned in this unit. Each group presents their findings in a simulation of an awards ceremony.
Ontario Catholic School Graduate Expectations: CGE 1a, 1d 2b, 3b, 5e, 5g, 7f, 7j.
Strand(s): Christian Moral Development, Profession of Faith, Prayer and Sacramental Life, Family Life, Scripture
Overall Expectations
PFV.09 - demonstrate an understanding of the importance of social justice by applying the teachings of Jesus to their own life situations;
CMV.02 - understand how Jesus models a generous attitude towards others;
FLV.01 - recognize and explore the meaning of integrity and belonging in human life.
Specific Expectations
SC3.02B - describe the Gospels as the primary source of information and understanding about the person of Jesus;
SC1.04B - demonstrate a knowledge of the Gospel call to right relationships with God and
neighbor as a way to live as disciples;
SC4.03B - appreciate behaviour which is consistent with Christian discipleship, especially with regard to the demands of justice and love;
PF1.05B - understand that the work begun by Jesus continues in the world through the Church and its members;
CM3.04B - explain what makes authority legitimate (i.e., the common good);
CM3.06B - explain how the Church’s social teachings provide criteria for moral judgement and action.
The teacher should reserve the school’s Library/Resource Centre for 75 minutes of student research on their person of good character. The school’s Library/Resource Centre staff could be given a list of possible people to be researched in advance. Students are also expected to complete some of the assignment for homework. If it is unfeasible to have students carry out the research, the teacher could provide groups with the necessary written material on specific characters. The characters listed in the Teaching/Learning Strategies should be used as a guideline, but local individuals of character should also be suggested.
Bible referencing
1. Quiz: A quiz will evaluate knowledge/understanding from Activities 5 through 7. (30 minutes)
2. Whole Class: The object of this activity is to illustrate the concept of the common good. It is suggested that the Red and Blue game be used to involve the whole class in decision making. (See the lesson plan from the Ontario English Catholic Teacher’s Association supplement, “Teaching the Common Good.” Follow-up questions and a definition of the common good are given in the lesson plan.) Ask students if they know of people of character who are concerned with the common good of people. Discuss their suggestions and ask what virtues they exhibit in their lives. (15 minutes)
3. Whole Class/Group Work: Hand out the group work assignment (see Appendix 4: People of Good Character Awards Presentation) and assign the groups (a mix of varying abilities). Explain the details of the assignment, outlined on the handout:
i. the awards ceremony recognizes those courageous individuals among us who have responded to the social, cultural, financial, and environmental needs of their communities:
ii. the students will be working in groups of four or five researching and familiarizing themselves with their subject material.
A short list of possible individuals to research includes: Jean Vanier; O. Mercredi; Catherine Doherty; Margeurite d’Youville; Jackie Robinson; John Howard Griffin; Dorothy Day; Doctors Without Borders; Desmond Tutu; Terry Fox. (30 minutes)
4. Group Work: The in-class planning consists of preparing for the awards ceremony (see Appendix 4: The People of Good Character Awards Presentation). (75 minutes in resource centre and additional time for homework)
5. Whole Class: The teacher prepares the classroom for the awards ceremony, considering appropriate lighting, AV equipment, podium, awards, costumes (provided by students). The Awards Presentation could take. (55-60 minutes)
6. Journal: Questions include: Which character do you most admire, and why? Are the virtues that this person exhibits something that young people today admire and can imitate? Are these virtues you possess and are willing to develop? How is Jesus calling you to develop these virtues in your own life? What benefits do you see in doing this? (10 minutes seat work/homework)
· A performance assessment of students using a rubric of the Awards Presentation measures achievement of the expectations PFV.09, CMV.02, FLV.01, SC1.04B, SC4.03B, CM3.04B, CM3.06B, and PF1.05B. Expectations PFV.02, CMV.02, and SC3.02B will be evaluated with Unit 2, Appendix 3: Journal Assessment Rubric.
· The journal activity questions are shared orally or recorded. Pair students with language or academic difficulties with students who are able to help them with note taking. These students may also choose to prepare the audience seating, props, lighting, and stage and videotape the night.
· Students capable of enrichment activities could write out a script and co-operatively act as masters of ceremonies for the Awards Presentation.
See Resources page at the beginning of the unit.
Appropriate materials available for research assignment
New Revised Standard Version Bible. Toronto: Oxford University Press, 1989. (K)
A Reference Guide: St. Mary’s Press Courses and the Catechism of the Catholic Church. Winona, MN: St. Mary’s Press, 1996. (T)
Catechism of the Catholic
Church.
Appropriate sites related to the research assignment (see initial Resources page)
Appendix 4: People of Good Character Awards Presentation
To be a disciple is to follow Jesus in each moment, each situation, in every aspect of our life. As you will read below, being a disciple is not always an easy thing to be.
Read the section of Matthew’s Gospel that describes the work of a disciple. (Mt. 9:35-38 and
Mt. 10:1-31)
Summarize in point form the expectations of a disciple.
Doing the work of a disciple we will refer to as discipleship. It means being there for others and like salt, flavouring what has lost taste in their lives, bringing light to the dark areas of their life.
It means making our presence felt in our society.
Read the following description of this society, one author calls the marketplace.
“The marketplace is where life in its roughness is lived out. It is the place where people come together to do business, where some gain and others lose, some are hired and others are fired. It is often a cruel system in which some brag about it and some are oppressed and dispossessed. It can be a rat race in which the pushers usually win and the meek may be left out. The marketplace is the world of banks and bosses, of media and mortgages, of schools and shopping malls, of taxes and trade agreements, of police and policy-makers, of government and graffiti, of violence and special interests, of drugs and divorce, of godliness and gossip, of goodness and grief, of just and unjust, of rich and poor. The marketplace has its own agenda, concerns, priorities, values, and style of life. “
Each of the situations below take place somewhere in this society or as the author calls it the marketplace.
Read each of the situations (we will refer to as moral dilemmas).
Explain three things:
1. What you believe a disciple in this century should do in each moral dilemma. (Remember: being a disciple is making sure that our actions follow Jesus’ actions).
2. Why it may be so difficult to do the right thing.
3. What suggestions you would give to make it easier to do the right thing.
Dilemma 1
A teacher approaches you after class and asks, “I know you are able to read (a particular) language. Would you please translate what a classmate of yours has written on this book.” You first read it to yourself and realize that the graffiti is rude. Do you tell the teacher what is really written on the book?
Dilemma 2
In the cafeteria a friend asks to borrow your homework for the next class. He has made the same request on a few other occasions. This homework has taken you quite a while to complete. What do you say?
Dilemma 3
You witness a co-worker who is a friend, stealing from the cash register. He offers to give you some of the money if you don’t tell. What would you do?
Dilemma 4
A bunch of friends get together and decide to play street hockey. One guy winds up and shoots but misses the net and shatters a car window causing the alarm to sound. What would you do?
Dilemma 5
Your parents go away for the weekend. They make it clear to you that no friends are allowed over to the house while they are gone. Some of your friends want to come over to spend the night. Do you let them, even though you have an uncomfortable feeling about it?
Dilemma 6
You are throwing a party for you Grade 10 friends. Word gets at school and some Grade 12s come over with alcohol and drugs. You don’t want them to come in but your friends like them and look up to them. They are standing at the door. What do you say?
Dilemma 7
A friend asks you to hold onto a small of marijuana for her because she is scared that her parents will find it. Do you hold onto it for a few days?
Dilemma 8
You and a bunch of friends are at the mall and your friends are shoplifting. They discreetly tell you to put something in your pocket. What do you do?
Decisions, decisions…
Read each of the statements and indicate whether you agree (A) or (D) disagree with it.
1. ____ Honesty is always the best policy.
2. ____ Everybody has a price.
3. ____ It’s acceptable to drink and drive as long as you are not over the limit.
4. ____ It’s acceptable to take revenge on someone.
5. ____ “Fooling around” sexually is wrong.
6. ____ Parents do not need as much love shown them as teenagers do.
7. ____ It is more wrong to humiliate someone than to physically hurt him or her.
8. ____ It’s all right to cheat if no one knows about it.
Explain what you would do in each of the following situations. Also indicate (with a check mark and an explanation), whether your action is right or wrong.
9. If I found a wallet with I.D. and $50.00 in it I would ________________. This would be ()right ()wrong because ________________.
10. If someone offers to sell me a compact disc player at half the store price and I suspect it is stolen, I would ________________. This would be () right () wrong because ________________.
11. If some of my friends were putting down a loner in the cafeteria
I would ________________.
This would be () right () wrong because ________________.
12. If I am in a car and the driver is going too fast and I feel at risk I would ________________. This would be () right () wrong because ________________.
13. If after a basketball game opposing teammates attack some of my teammates I would ________________. This would be () right () wrong because ________________.
14. If before exams I knew that a copy of my toughest final was circulating among other students I would ________________. This would be () right () wrong because ________________.
15. If I were a disciple of Jesus and during His trial I am challenged to tell whether I know him or not I would ________________. This would be () right () wrong because ________________.
Permission given from K. Meagher, Dufferin-Peel Catholic DSB
1. Your group has been given picture # ______________. Give your picture a title. ______________
2. Describe only what you see in the picture. ______________
3. Describe what you believe has led to the situation in the picture. ______________
4. Who is facing the moral dilemma? (They may not be seen in the picture. ______________
5. Give this person(s) (from question 4) an identity. ______________
6. Give details about the moral dilemma they are facing. ______________
7. Using only one sentence, state the dilemma in the form of a question. Begin the sentence with either “Is it right …..” or “Is it wrong …”
8. Using point form list at least four arguments to support two sides to the moral question you posed in question 7. ______________
9. What do you believe is the human thing to do
in this situation? ______________
Why? ______________
The People of Good Character Awards Presentation recognize those courageous individuals among us who have responded to the social, cultural, financial, and environmental needs of the local or global community. You have been invited to participate in the POGC Awards night and you will be asked to:
1. familiarize yourselves with one of the recipients by researching his/her life story
· research time will be given in the resource centre
· the teacher has a suggested list of recipients, from all walks of life
· prepare a one page Quick Facts sheet highlighting important elements of this person’s life story
2. present the award the night of the presentations
· giving the audience a brief bio of their life (spoken live, or recorded on audio or video tape, or slide presentation)
· mentioning the reason the recipient is deserving of the award (include the virtues that he/she possesses and how this contributes to the common good)
3. creatively illustrate the work he/she has done for display on the awards night
· use poetry, music, mural, series of pictures, scrapbook, drama/skit
4. accept the award as the recipient (or in his or her absence) reading an acceptance speech
· thanking particular individuals in their lives who were good role models
· sharing words of encouragement and advice for young people of today