Course Profile World Religions: Beliefs and Daily Life, Grade 11, Open, Catholic

Unit 1: Encounters With the Sacred

Time: 13.75 hours

Unit Description

This unit begins with an exploration of the sometimes conflicting values expressed through secular and religious cultures. The study of the themes of prejudice, stereotyping, and multiculturalism leads students to a deeper understanding and appreciation of the need to move from basic tolerance to acceptance of others. Students examine the earliest religious belief systems and archaeological clues that point to prehistoric encounters with the sacred. Students become aware that contemplation of creation leads to an awareness of mystery. The overall course pattern of studying the sacred story, creed, moral code and rituals, and practices are introduced in this unit.

Unit Planning Notes

Activities in this unit are designed to initially engage students at a personal level, having them examine what is closest to them, e.g., their names, cultural heritage, religious beliefs, and family values. Students are guided to recognize the value of each individual and the common good that is derived from mutual tolerance and respect. Encountering the sacred through the created world becomes a major focus for this unit of study. Groundwork for the continued study of world religions is introduced through stories of the sacred, rituals, moral codes and creeds. Journal reflection questions appear at the end of most activities, allowing students the opportunity to internalize what has been learned in class. There is considerable room for discussion and group activity in this unit. Consider arranging the classroom seating appropriately, taking into account individual abilities.

Unit Synopsis Chart

Activity	Time	Expectations	Assessment	Tasks
1. Multi-cultural Manners	75 min	CGE2b, CGE3c, RBV.03, PFV.01, RB3.01, PF1.02B	Formative - Assessment of group work using rubric Check completion of homework	Discuss meaning of names, cultural restriction Present findings
2. Stereotyping and Prejudice	75 min	CGE1h, CGE4a, CGE5e, DLV.02, DL3.05, FLV.01, DL1.04, FL1.02B	Formative - Assessment of presentation using rubric Anecdotal comments of journal	Identify examples of prejudice from pictures Note-taking from Socratic session on the Golden Rule Journal entry
3. Secular and Religious Worldviews	75 min	CGE2a, DLV.03, CMV.03, CMV.04, CMV.06, CM1.03B	Formative - Observation of student learning during discussion Comments in journal Summative - Quiz	Categorize secular and religious worldviews Journal entry Quiz on terms
4. Images of God	75 min	CGE4b, PFV.01, PFV.02, PF1.2B, PF2.01B	Formative - Observation Summative - Rubric evaluating Face of God assignment	Actively listen to stories depicting images of God Note-taking from Socratic session on images of God Face of God assignment
5. Origins of Religious Awareness	75 min	CGE2b, PFV.01, PFV.02, PF1.2B, PF2.01B	Formative - Check for completion of homework	Deduce the meaning of archaeological artefacts which illustrate early belief systems Conduct a survey of others’ religious beliefs
6. Awe and Mystery in Religion	75 min	CGE1h, CGE2b, RBV.01, RBV.02	Formative - Observation of learning through group work presentations	Watch video portraying a sense of mystery and awe Note-taking on the characteristics of tribal religions
7. Daily Life, Ritual and Worship	150 min	CGE1h, CGE5e, DLV.04, RBV.03, PFV.02, DL3.03, RB3.01, PF1.02B, PF2.01B	Formative - Check for completion of assigned questions Teacher observation of student’s learning Summative - Quiz	Discuss habits and rituals in daily life Examine and report on rites of passages illustrated through pictures Journal entry Quiz on terms learned Group design and presentation of ritual
8. Beliefs (Creed) and Moral Code	75 min	CGE2b, CGE3b, RBV.02, CMV.01, CMV.02, RB2.01, CM1.01B, CM1.02B, CM3.01B, CM3.02B, PF3.02B	Formative - Moral code assessed through a rubric	Group consensus through simulation activity Pairs read myth and identify complementary beliefs and rules
9. Sacred Story	75 min	CGE5g, RBV.04, RB4.01, RB4.03, SC2.01B, SC3.04B	Formative - Sacred story assessed through a rubric	Discuss the significance of dreams Groups write example of a sacred story
10. Interfaith Prayer Service	75 min	CGE5a, CGE5e, ISV.03, PF2.01B	Formative - Assessment of preparation of collaborative group process	Student led Interfaith Prayer Service

Accommodation

Teachers should be aware of students who require accommodations to the mandated expectations for this course. Ontario Secondary Schools Grades 9-12 Modifying Curriculum Expectations (5.4.4.1, p. 24) allows teachers to adapt the learning expectations for exceptional students in order to support the contents of the student’s IEP. This applies also to students who have not been identified as exceptional but are receiving special education programs and services.

Resources

Each activity has a list of suggested resources. The following coding will assist the teacher in making choices: T = Teacher Resource; K = Key Text, S = Student Resource

Activity 1: Multicultural Manners

Time: 75 minutes

Description

Students familiarize themselves with the significance of one another’s names. They identify cultural restrictions in particular scenarios and appreciate the importance and value of keeping an open mind as they begin their study of world religions.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE1h - respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE2b - reads, understands and uses written materials effectively;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.

Strand(s): Exploring Religious Beliefs, Profession of Faith

Overall Expectations

RBV.03 - relate the practices and rituals of religions to the lives of individuals;

PFV.01 - examine the human search for meaning and purpose within contemporary culture.

Specific Expectations

RB3.01 - explain the difference among ritual, habit and custom, using examples of all three;

PF1.02B - examine the human search for meaning and purpose within contemporary culture.

Planning Notes

There are numerous textbooks with accompanying teacher’s manuals that will direct and support teachers with the concept of cultural restrictions and ways of interacting in a multicultural society. Teachers are encouraged to supplement and/or make amendments to the suggested activities, as they deem necessary. A dramatic presentation by students instead of written scenarios can be used.

Teaching/Learning Strategies

1. Group Work Students are randomly placed into groups of three or four. Depending on your class composition choose appropriate questions from the following list for each group. What is your given name? (How do you pronounce it?) How do you spell it? What is your family name? (How do you pronounce it?) How do you spell it? Does your name have meaning? Does your family name have any religious significance? In your culture, how do people choose names to give their children? Can you tell me anything more about your name or about names in your culture? Were you named after someone? How did you come to be given your name? Using these questions, the students learn about the origins of one another’s names. During the upcoming week, students are expected to introduce a member of their peer group, correctly pronouncing his/her name and share with the class two interesting facts about the person’s name. (15-20 minutes)

2. Whole Class The teacher reads a scenario dealing with cultural restrictions, (see Planning Notes). The students identify the cultural restriction and possible reasons why the behaviour read about can be seen as improper within that culture. (Note: Students should be made aware that restrictions can be life-affirming (restriction against incest) or dangerous (the belief that a woman’s ‘responsibility’ is to ‘keep house’).

3. Group Work Students rearrange into their original group. Each student discusses and explains the reasons for restrictions within their own cultural experience. They also explain the reasons for the restriction. Choosing one of the restrictions, students create a written scenario illustrating a restriction from within their own cultural experience. (20 minutes)

4. Whole Class Each group is responsible for presenting their written scenarios and leading subsequent class discussion as to possible reasons for the cultural restrictions. Students introduce peers
(see Activity 1). In addition, students write out any five questions they wish to have answered in this course, i.e., about cultural or religious traditions. (30 minutes)

Assessment & Evaluation of Student Achievement

A performance assessment rubric pertaining to the group work measures achievement of the expectations RBV.03 and RB3.01. Completion of the homework addresses the expectations PFV.01 and PF1.02B.

Accommodations

Pair students with language or academic difficulties with students who are able to help with comprehension of case studies. Students capable of enrichment activities research and present various other religious restrictions and their impact on the individual’s daily life.

Ontario Secondary Schools Grades 9-12 Modifying Curriculum Expectations (5.4.4.1, p. 24) allows teachers to modify the learning expectations for exceptional students in order to support the contents of the student’s IEP. This applies also to students who have not been identified as exceptional but are receiving special education programs and services.

Resources

Dresser, Norine. Multicultural Manners: New Rules of Etiquette for a Changing Society. Toronto: John Wiley & Sons, Inc., 1996. ISBN 0-471-11819-2 (T) (contains numerous examples of appropriate and inappropriate responses to cultural differences)

National Conference for Community and Justice. 2001 Interfaith Calendar. Chicago, Illinois: The National Conference for Community and Justice. 2000. (T)

Magida, Arthur. How to Be a Perfect Stranger: A Guide to Etiquette in Other People’s Religious Ceremonies, Volume 1. Skylight Paths. 1999. ISBN 1893361012 (T)

Matlins, Stuart and Magida, Arthur. How to be a Perfect Stranger: A Guide to Etiquette in Other People’s Religious Ceremonies, Volume 2. Northstone Publishing. 1999. ISBN 1896836291 (T)

Trafford, Larry. World Religions: People and Faith. (Text and Teachers Manual). Toronto: Maxwell Macmillan Canada Inc., 1994. ISBN 0-02-954204-9 (T, K,)

Internet

The National Conference for Community and Justice - chicago@nccj.org

Multicultural Calendar (Creative Cultural Communications) - www.multiculturalcalendar.com

Activity 2: Stereotyping and Prejudice

Time: 75 minutes

Description

This activity identifies the various forms of prejudice and discrimination and particularly focuses on some of the reasons for religious discrimination. The teacher is instrumental in leading an examination of a commonality shared by the world’s major religions, namely the concern for neighbour and the moral imperative to treat all people with respect and dignity.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE1h - respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE5e - respects the rights, responsibilities and contributions of self and others.

Strand(s): Religion and Daily Life, Family Life

Overall Expectations

DLV.02 - explain the impact of prejudices associated with and misconceptions about, various religions, beliefs, and traditions;

DL3.05 - analyse the difficulties that individuals who follow particular religious practices in regard to dress, diet, or behaviour may encounter living in Canadian society;

FLV.01 - explore the meaning of self-image and self-esteem in the light of God’s unconditional love for each person.

Specific Expectations

DL1.04 - analyse the influence of concepts of morality and ethics in various religious traditions;

FL1.02B - define the concepts of self-image and self-esteem.

Planning Notes

· Teachers prepare a worksheet where the students must identify examples of stereotyping, prejudice discrimination, multiculturalism, tolerance, cultural restriction, and ritual (e.g., assuming particular traits are always exhibited by a certain race; or teens are into crime; women are bad drivers; limiting job opportunities based on skin colour, etc.). Teachers also need to prepare pictures of various religious people, for a group activity (see T/L Strategy 4).

· Background reading for the teacher could include any of the materials found in the Resources section of this activity.

· The teacher also prepares students for a quiz on the terms learned in this activity, to be given in a later class.

Teaching/Learning Strategies

1. Individual Students complete a worksheet on identifying the concepts of prejudice in our world
(see Planning Notes). (5 minutes)

2. Whole Class The teacher directs the class in a discussion of their choices on the worksheet.
(10 minutes)

3. Teacher-directed The teacher then leads the class in a brainstorming session on the many forms that prejudice and stereotyping can take (e.g., religious, gender, beliefs, colour, ethnicity). The teacher continues questioning, Why do you think religious people are often victims of prejudice and discrimination? Explain how such prejudices impact on the individual, the family and/or society in general. (10 minutes)

4. Group Work The focus for the next session examines religious discrimination. Students arrange themselves in groups of 2-3. Using pictures of various religious people, students re-examine the question Why do you think religious people are often victims of prejudice and discrimination? Groups will also explain how such prejudices impact on the individual, the family and/or society in general. Pictures may include the following: an Islamic woman wearing a chador; a Sikh police officer wearing a turban; a Muslim in prayer; a Buddhist monk with shaved head; an Orthodox Jew in prayer; a Catholic nun in habit; An Aboriginal person holding an eagle feather. (15 minutes)

5. Whole Class Each group reports back to the class using one of the pictures as an aid in answering the question. (15 minutes)

6. Teacher-Directed The teacher explains the Golden Rule as it is expressed in different religious experiences. A board/overhead note is given, defining the Golden Rule and any necessary terms to know (i.e., discrimination, prejudice, multiculturalism, tolerance, cultural restriction, and ritual). The teacher explains that accepting and experiencing God’s unconditional love throughout our lives leads us to healthy respect of self and others. (20 minutes)

7. Individual Students write a journal entry responding to the following: World religions teach people to respect others and yet we still witness discrimination. In your opinion, what is the reason for this? How does self-esteem suffer as a result of prejudice and discrimination? How could believing that God loves unconditionally influence the way in which we see others or ourselves?

Assessment & Evaluation of Student Achievement

The presentation will be assessed using a group process rubric that evaluates the expectation DLV.02. The journal questions address the expectations FLV.01 and DL1.04, DL3.05 and FL1.02B.

Accommodations

Pair students with language or academic difficulties with students who are able to help them with note taking, or photocopy the notes prior to the activity. Students may choose to record responses to the journal question. An enrichment activity could involve having students interview and videotape or tape record responses to the journal activity and present to the class.

Resources

Brody, Jeffrey and Michael Wilt. World Religions: A Voyage of Discovery. (Text and Teaching Manual). Winona, Minnesota: St. Mary’s Press. 1998. (pp. 6-9) ISBN 0-88489-487-8 (T, S)

Dresser, Norine. Multicultural Manners: New Rules of Etiquette for a Changing Society. Toronto: John Wiley & Sons, Inc., 1996. ISBN 0-471-11819-2 (T)

National Conference for Community and Justice. 2001 Interfaith Calendar. Chicago, Illinois: The National Conference for Community and Justice. 2000. (T)

Williams, Bernard, ed. One World, Many Issues. (Text and Teacher’s Guide). Cheltenham, England: Stanley Thornes (Publishers) Ltd., 1997. (pp. 126-127) ISBN 0-7487-2981-X (T)

Internet

The National Conference for Community and Justice - chicago@nccj.org

Multicultural Calendar (Creative Cultural Communications) - www.multiculturalcalendar.com

Ontario Consultants on Religious Tolerance - http://www.religioustolerance.org

Religious tolerance - http://www.religioustolerance.org/nataspir.htw

Activity 3: Secular and Religious Worldview

Time: 75 minutes

Description

This activity will introduce students to the concepts of a religious and secular worldview. The assumptions of each of these worldviews are identified.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2a - listens actively and critically to understand and learn in light of gospel values.

Strand(s): Religion and Daily Life, Christian Moral Development

Overall Expectations

DLV.03 - explain how religious beliefs, or lack of them, can affect the ways in which individuals relate to others and address issues in daily life in Canada;

CMV.03 - explain how religion and culture can agree and disagree on moral issues;

CMV.04 - Recognize how secularism tends to promote cultures based on consumerism, individualism, and moral relativism;

CMV.06 - examine the media’s relationship to religious worldviews from a moral perspective.

Specific Expectations

CM1.03B - define seculaism and how it can lead to a culture of disbelief.

Planning Notes

A quiz is prepared on the terms learned in Activity 2.

The teacher discusses video clips that illustrate a religious and secular worldview. Examples could include clips from the movie Footloose, (the book burning) or from Romero, (the final sermon). Teachers must ensure they follow board/school policy about the use of copyright material. Topics such as environmentalism, racism, war or any other moral issue could be used. The characteristics of both a religious and secular worldview need to be prepared ahead of class time (e.g., World Religions: People of Faith, Larry Trafford pp. 27 and 29). Teachers also need to have available a reading concerning the dangers that can be associated with a secular worldview, (Trafford, pp. 32-35). They should also prepare relevant questions on the reading. (Note: Teacher should stress that not all aspects of secularism are dangerous.)

Teaching/Learning Strategies

1. Whole Class The teacher leads students in a discussion about religious people they know and why the student sees this person as religious, e.g., goes to church, reads from a Bible. The discussion could be directed to how others’ views are different from those considered religious, e.g., don’t see God as important. (15 minutes)

2. Teacher-Directed/Whole Class Students are given a worksheet with religious and secular assumptions (see Planning Notes), which they then categorize under the correct heading. The teacher ensures the class has the correct responses. (10 minutes)

3. Whole Class The teacher introduces two differing views of the same issue through videos (see Planning Notes). Which of the two views would you consider religious and why? Which would you consider secular and why? (25 minutes)

4. Individual Students read from selected text, (see Planning Notes) around the possible dangers of a secular worldview and answer related questions. (20 minutes)

5. Journal Assignment Watch a 1/2 hour program of your choice, recording any of the values being presented in the program and the commercials. Examine any four of the values and answer the following questions: Identify the value as either religious or secular in nature. Explain how the value fits the assumptions of either a religious or secular worldview. Be prepared to discuss your responses.

Alternatively students prepare a cartoon representing the values present in popular TV programs.

Assessment & Evaluation Student Achievement

The expectation DLV.03 is assessed through a general class discussion. Expectation CMV.03 is assessed through shared discussion of the video clips. The journal assignment questions address the intent of expectations CMV.04 and CMV.06.

Accommodations

Pair students with language or academic difficulties with students who are able to help with comprehension. An enrichment activity involves creating a scenario (written or video format), illustrating the religious and secular values.

Resources

Bibby, Reginald and Donald Posterski. Teen Trends: A Nation in Motion. Toronto: Stoddart Publishing Co. Ltd., 1992. ISBN 0-7737-5531-4 (T)

Trafford, Larry. World Religions: People and Faith. (Text and Teacher Manual). Toronto: Maxwell Macmillan Canada Inc., 1994. ISBN 0-02-954204-9 (T, K,) (pp. 32-35)

Williams, Bernard, ed. One World, Many Issues. (Text and Teacher’s Guide). Cheltenham, England: Stanley Thornes (Publishers) Ltd., 1997. ISBN 0-7487-2981-X (T)

Internet

Development and Peace - http://www.devp.org/testA/welcome.htm

Activity 4: Images of God

Time: 75 minutes

Description

Using a creative depiction of the image of God (e.g., art, poetry or narrative forms), students reflect on the artist’s view of God. The teacher facilitates a discussion around how and where people develop their personal images of God. A subsequent teacher-generated note is given to the students. A follow-up assignment encourages the creation of their images of God.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2a - demonstrates flexibility and adaptability.

Strand(s): Profession of Faith

Overall Expectations

PFV.01 - examine the human search for meaning and purpose within contemporary culture;

PFV.02 - recognize the spiritual dimension implicit in human experience and the created world.

Specific Expectations

PF1.02B - examine the human search for meaning and purpose with contemporary culture;

PF2.01B - recognize the spiritual dimension implicit in human experience and the created world.

Planning Notes

The teacher shares (a) creative piece(s) which illustrate(s) images of God, (see Resources for suggested children’s stories, poetry, prose or art). Information pertaining to where people obtain their images of God is to be prepared in advance, i.e., culture, society, family, religious background, geographical location, personal experiences, revelation.

Teaching/Learning Strategies

1. Individual The teacher distributes handout on students’ personal ideas of God, (e.g., Do you believe in God? What ideas of God have been passed to you? Who has passed these ideas to you? What are your ideas of God today? What ideas of God would you wish to pass on to your children? What reasons do other people give for their belief in God? What reasons are given why people reject the existence of God? (15 minutes)

2. Whole Class The teacher facilitates a discussion around the prepared questions listed above.
(15 minutes)

3. Teacher Directed As the teacher reads from either a children’s story, selected quotations, poetry, or provides examples of various artistic expressions. (see Planning Notes and Resources), students actively listen to extract the images of God found in the story. (10 minutes)

4. Whole Class The teacher facilitates a class discussion based on the questions below:

What images of God has the author presented in the piece? Have you ever thought of God in this way? Explain. What other images of God are portrayed in media, books you have read, society, your family, culture or other religions? (10 minutes)

5. Teacher-Directed In a Socratic manner, information on where people obtain their images of God is suggested by the teacher, (see Planning Notes). (15 minutes)

6. Assignment The Face of God Assignment - Think of all the different ideas of God that you have learned about thus far in our studies. Using some of these ideas and some of your own, create a reflective piece that illustrates the Face of God. You may use any of the following methods: a picture with an explanation; a poem on poster paper; a collage with an explanation; or a creative story. Whatever you choose, the final result should show what you believe God to be. (10 minutes to begin the Assignment which could be completed for homework)

Assessment & Evaluation of Student Achievement

Expectations PFV.01 and PFV.02 will be evaluated through class discussion of the children’s story and the Face of God assignment. Performance rubrics may be found at any of the following websites:

· http://www.proteacher.com/020061.shtml or http://www.elm.maine.edu/ or

· http://www.phschool.com/professional_development/professional_library/alternative_assessment

Accommodations

Written expectations may be adjusted for students requiring accommodations to program. The variety of options available in the Face of God assignment allows ample opportunity for students requiring enrichment activities to flourish.

Resources

Bunting, Eve. December. San Diego, CA: Harcourt Brace & Company. 1997. ISBN 0-15-201434-9 (T, S)

Carden, John. A World at Prayer: The New Ecumenical Prayer Cycle. Mystic, Connecticut: Twenty Third Publications. 1990. ISBN 0-89622-4279 (T)

Munsch, Robert. Giant or Waiting for the Thursday Boat. Annick Press. 1989. ISBN 1550370707 (T, S)

Wood, Douglas. Old Turtle. Monarch Books of Canada.1991ISBN 0938586483 (T, S)

Brenner, Barbara. Voices (Poetry and Art from Around the World). Washington, D.C. National Geographic Society. 2000. ISBN 0-7922-7071-1 (T, S)

Moyers, Bill. “Genesis (A Living Conversation).” Toronto. Doubleday. 1996. (selected quotations from Chapter 1, In God’s Image, pp. 3 – 37). ISBN 0-385-48345-7 (T)

Internet

Aboriginal Youth - http://www.ayn.ca/link.asp?link=http://www.inac.gc.ca (see Resources for additional websites)

Native Storytelling - http://www.civilization.ca/membrs/fph/storytel/introeng.html

Native Resources – http://www.goodminds.com

Activity 5: Origins of Religious Awareness

Time: 75 minutes

Description

Through the study of archaeological evidence, students examine the earliest signs of religious awareness. The teacher provides additional information about goddess worship and the changes in religious belief as a result of the move from hunter-gatherers to an agricultural society.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands and uses written materials effectively.

Strand(s): Profession of Faith

Overall Expectations

PFV.01 - examine the human search for meaning and purpose within contemporary culture;

PFV.02 - recognize the spiritual dimension implicit in human experience and the created world.

Specific Expectations

PF1.02B - examine the human search for meaning and purpose with contemporary culture;

PF2.01B - recognize the spiritual dimension implicit in human experience and the created world.

Planning Notes

Preparation involves prior reading around the topic of the origins of religion. Suggested readings include Great Religions of the World, (Pastva), pp. 21-28, or World Religions, (Brodd), pp. 21-28. The lesson is enhanced through pictures and/or slides of prehistoric archaeological artefacts, (e.g., cave paintings, rock paintings, goddess statues, etc.)

Teaching/Learning Strategies

1. Whole Class The class uses deductive reasoning to determine what is happening when given an account of a Baptism from the perspective of the child’s viewpoint. (You find yourself in a building surrounded by people. There are lights flickering everywhere. A stranger takes you and throws water on you. As you scream, they wrap you in a blanket and you are finally given back to your Mom.) Questioning ensues: What is happening? What would have you believe this? The teacher explains that archaeologists ask such questions to determine the earliest historical experiences of religious awareness? (10 minutes)

2. Whole Class Archaeological evidence of early religious awareness is listed on the board, e.g., cave paintings, position of body, etc. (10 minutes)

3. Group Work Students are placed in groups of three to examine the archaeological evidence. From this evidence, they are to determine possible beliefs of early people. (15 minutes)

4. Whole Class Teacher lists findings pointing out correct information and clarifying misinformation on interpretations of evidence. Additional information is included about goddess worship and changes in religious belief as a result of the move from a hunting-gathering society to an agricultural society. Slides could be used to enhance the lesson. (See Planning Notes) (15 minutes)

5. Individual/Whole Class The teacher distributes a handout illustrating how encounters with the sacred and the world in which we live, helps us determine religious understanding, e.g., just as prehistoric peoples’ understanding of the world was determined by geography, etc., our search for meaning is determined by current values. These values are both secular and religious in nature, i.e., reflected through consumerism, important stages in life, power, etc. Using the information from the handout, students determine positive and negative outcomes of our search for meaning. Positives could include community, hope, faith etc. Negatives could include greed, competition or disillusionment. Students’ responses are then discussed. (20 minutes)

6. Individual Students are to conduct a survey. They survey at least five people of various ages, asking three questions and recording responses: 1. What are your religious beliefs in God? the afterlife? 2. How did you come to these beliefs? 3. What do these religious beliefs offer you? Students must be instructed to accept “no comment” as a valid answer to any question, and to respect the fact that people may choose not to respond at all.

Assessment & Evaluation of Student Achievement

The homework assignment addresses the expectations PFV.01 and PFV.02.

Accommodations

Pair students with language and academic difficulties with students who are able to help with comprehension. Students capable of enrichment activities are directed to seek out a variety of responses to the questions discussed, i.e., local clergy, professionals, ethics committee members at a local hospital, etc.

Resources

Brodd, Jeffrey and Michael Wilt. World Religions: A Voyage of Discovery. (Text and Teaching Manual). Winona, Minnesota: St. Mary’s Press. 1998. ISBN 0-88489-487-8 (T, S)

Clemmons, Nancy. Exploring The Religions of Our World. Notre Dame, Indiana: Ave Maria Press. 1999. ISBN 0-87793-674-9 (T, S)

Smith, Huston. The Illustrated World Religions. New York: Harper San Francisco. 1994.
ISBN 0-06-067453-9

Wilkins, Ronald J. Religions of the World. Dubuque, Iowa: 1995. ISBN 0-697-17796-3

Internet

Native Links Sources - http://www.kstrom.net.isk/linkpage.html

Archaeological Links - http://www.skcldv.demon.co.uk/orion.htm

Statement of Principles for Ethical Conduct Pertaining to Aboriginal Peoples - http://www.canadianarchaeology.com/ahc/eprinciples.html

Aboriginal History - http://www.gov.sk.ca/rsm/wedo/faq/a01-archaeology.php3

Archaeological Links - http//www.parkscanada.gc.ca/aborig/main_e.htm

Canadian Museum of Civilization - http://www.civilization.ca

Activity 6: Awe and Mystery in Religion

Time: 75 minutes

Description

Through the use of video and class discussion students explore the connection between awe/mystery and religion. The characteristics of Aboriginal religions are outlined.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE1h - respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE2b - reads, understands and uses written materials effectively.

Strand(s): Exploring Religious Beliefs, Profession of Faith

Overall Expectations

RBV.01 - identify the origins of various religions;

RBV.02 - explain the nature of several significant beliefs from each of the religions studied.

Specific Expectations

RB2.02 - demonstrate an understanding of the perceived nature and role of the supernatural in various religions;

PF3.01B - articulate ways in which people search for the sacred in life.

Planning Notes

Teacher provides a video illustrating a sense of awe/wonder in our world, (e.g. Reflections, an astronaut’s reflections on earth from the distance of space). Notes with information on the characteristics of Aboriginal religions should be prepared.

Prior readings could include texts and websites listed in Resources.

Teaching/Learning Strategies

1. Whole Class Students watch a video (see Planning Notes) illustrating the sense of awe that can lead people to reflect on mysteries in our world. Post-viewing questions include: Where does the idea of mystery come from? Mystery and religion are intertwined. Describe their connection. In our world, when might people encounter a sense of awe? What are possible responses to this? (20 minutes)

2. Group Work In pairs students answer questions dealing with the connection between mystery and religion. (10 minutes)

3. Whole Class Teacher draws answers together to formulate a note which illustrates that often when people encounter mystery, it leads them to a deeper connection with the supernatural. This of course helps religions develop (refer back to prehistoric understanding of the world). (20 minutes)

4. Group Work In groups of four, students list what they believe are major characteristics of the Catholic religion, (community, worship, priest, sacraments, etc.) (10 minutes)

5. Teacher/Whole Class Teacher draws information from the groups and lists them on the board. The characteristics of Aboriginal religions are listed beside those of the Catholic religion. Definitions of new terms are given. Similarities and differences between the two religious worldviews are outlined. (15 minutes)

6. Individual Using media, school, religion, etc. students list the images and information they have learned about Aboriginal peoples. This information should be listed on the board. As the students learn about Aboriginal spirituality, the information gathered can be discussed.

Assessment & Evaluation of Student Achievement

Both group work sessions address the intent of expectations RBV.01 and RBV.02.

Accommodations

Proper note taking is important to students, especially in this activity. Preparing photocopied notes in advance would benefit some students. As an enrichment activity students research and compile a binder with a variety of Aboriginal prayers to be read to the class (or perhaps illustrated) over the next few classes.

Resources

Brodd, Jeffrey and Michael Wilt. World Religions: A Voyage of Discovery. (Text). Winona, Minnesota: St. Mary’s Press. 1998. ISBN 0-88489-487-8 (T) Chapter 2

Pastva, Sr. Loretta. Great Religions of the World. (Text). Winona, Minnesota: St. Mary’s Press. 1986. ISBN 0-88489-175-5 (T) pp. 21-32

Wilkins, Ronald J. Religions of the World. Dubuque, Iowa: 1995. ISBN 0-697-17796-3 pp. 22-26

Internet

Native Links Sources - http://www.kstrom.net.isk/linkpage.html

Native Culture – http://www.goodminds.com

Native Links - www.nativeweb.org

Approach to Aboriginal Cultural Landscapes - http://www.parkscanada.gc.ca/aborig/main_e.htm

Canadian Museum of Civilization - http://www.civilization.ca

Activity 7: Daily Life, Ritual and Worship

Time: 150 minutes

Description

Session 1 clarifies the notions of habit and ritual through a class discussion. Students then investigate Aboriginal rituals and explore their meaning in relation to rites of passage.

Session 2 involves group preparation of worship ceremonies, employing the concepts of ritual and symbolic action and objects.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE1h - respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE5e - respects the rights, responsibilities and contributions of self and others.

Strand(s): Religion and Daily Life, Profession of Faith, Exploring Festivals, Celebrations and Memorializations, Exploring the Milestones of Life

Overall Expectations

DLV.04 - analyse the role of practices and rituals in the daily lives of believers from various religious traditions;

RBV.03 - relate the practices and rituals of religions to the lives of individuals;

PFV.02 - recognize the spiritual dimension implicit in human experience and the created world;

MSV.02 - demonstrate an awareness of the rites of passage of the religions studied;

FCV.01 - evaluate the importance of celebration and memorialization of human experience.

Specific Expectations

DL3.03 - categorize daily rituals employed by various religions (e.g., regular prayer, fasting);

PF1.02B - examine the human search for meaning and purpose within contemporary culture;

RB3.01 - explain the difference between ritual, habit and custom, using examples of all three from various religions;

PF2.01B - recognize the spiritual dimension implicit in human experience and the created world.

Planning Notes

The teacher provides a variety of resources (some of which may be pictures) that are related to various rites of passage for Aboriginal peoples. Questions about rites of passage need to be formatted as a handout, (see Teacher/Learning Strategies, for questions). Teacher also prepares definitions of rituals, religion, worship, rites of passage, symbol, faith and tradition. A quiz on these terms should be prepared for a later class.

Teaching/Learning Strategies

(Session 1)

1. Whole Class The teacher initiates a discussion concerning the daily habits of teens, (e.g., preparing for school in the morning, lunch routines, work habits, school exam preparations), and how and why they become habits. The teacher emphasizes that these are daily habits and asks what are some annual rituals – rituals that mark the stages of life. Terms are introduced (see Planning Notes). (15 minutes)

2. Individual Work Materials are numbered and placed around the classroom. Students group the numbers under the correct rite of passage (see Planning Notes). They then choose one item for each rite of passage and answer the following questions: Describe the ritual (what is happening). What is the purpose of the ritual? List the symbols used in the ritual. What effect is expected to happen to the participant? (30 minutes)

3. Group Work In groups of three or four, students choose one of the rites of passage agreed upon by the group and complete the following questions: Discuss your story/ritual. Name what these rituals have in common. Tell how these rituals are different from one another. Tell how these rituals compare with the rituals you use to mark this rite of passage. (20 minutes)

Journal Students each complete the following questions: List the rites of passage in your own life. Choose one of these rites. Write about the rituals surrounding this event in your life. List one religious event in your life. What rituals were used to celebrate this event? What symbols were used in this ritual?

(Session 2)

1. Individual Students complete a prepared quiz on terms. (10 minutes)

2. Teacher-Directed Instructions are given for the activity on how the sacred can be expressed in culture. (5 minutes)

3. Group Work In groups of three or four students are given a description of one of the following groups, (see Trafford, teaching manual, chapter 1): The City People, The Forest People, The Desert People, The Sea People, The Mountain People. Each group completes the following:

i.) Re-name your People, ensuring it reflects your environment ii.) Prepare a worship ceremony that includes objects/symbols important to these people, (to be used in the ceremony). iii.) Prepare chant and simple dance which illustrates the beliefs and fears of your people. (Note: The ceremony will not include actions, words or symbols intended to bring harm to others,) iv.) The ceremony should include a ritual reflecting some aspect of your People’s beliefs. (60 minutes)

Time should be allotted for these worship ceremonies to be presented over the next week.

Assessment & Evaluation Student Achievement

The expectations MSV.02, DLV.04 and DL3.03 will be evaluated through completion of the questions pertaining to rites of passage. Performance rubrics may be found at any of the following websites:

· http://www.proteacher.com/020061.shtml or http://www.elm.maine.edu/ or

· http://www.phschool.com/professional_development/professional_library/alternative_assessment.

The journal questions address the expectation PF1.02B. The quiz addresses the expectation RB3.01. The group presentation addresses the intent of expectations RBV.03, PFV.02, and PFV.01B.

Accommodations

Pair students with language or academic difficulties with students who are able to help with comprehension of rites of passage questions and the worship ceremonies. The quiz could be modified (e.g., taped, scribed). Enrichment activities could include an investigation of ritual and worship in a particular Aboriginal community.

Resources

Brodd, Jeffrey and Michael Wilt. World Religions: A Voyage of Discovery. (Text and Teaching Manual). Winona, Minnesota: St. Mary’s Press. 1998. ISBN 0-88489-487-8 (T) Chapter 2

Trafford, Larry. World Religions: People and Faith. (Text and Teacher’s Manual). Toronto: Maxwell Macmillan Canada Inc., 1994. ISBN 0-02-954204-9 (T, K, S)

Internet

Native Links Sources - http://www.kstrom.net.isk/linkpage.html

Approach to Aboriginal Cultural Landscapes - http://www.parkscanada.gc.ca/aborig/main_e.htm

Native Storytelling - http://www.civilization.ca/membrs/fph/storytel/introeng.html

Canadian Museum of Civilization - http://www.civilization.ca

Native Resources – http://www.goodminds.com

Native Links - www.nativeweb.org

Activity 8: Beliefs (Creed) and Moral Code

Time: 75 minutes

Description

A simulation activity leads students to examine the meaning and development of moral code and creed.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands and uses written materials effectively;

CGE3b - creates, adapts, and evaluates new ideas in light of the common good.

Strand(s): Exploring Religious Beliefs, Profession of Faith, Christian Moral Development

Overall Expectations

RBV.02 - explain the nature of several significant beliefs from each of the religions studied;

CMV.01 - demonstrate an understanding of the role morality plays in the human search for meaning;

CMV.02 - explore the importance of moral codes in daily living for people of faith.

Specific Expectations

RB2.01 - define the terms belief, faith, tradition, and ritual, and be able to relate these to the religions studied;

PF3.02B - analyse the significance of creed statements for religious traditions;

CM1.01B - demonstrate an understanding of the role morality plays in the human search for meaning and purpose;

CM1.02B - identify the importance of moral codes for religious living;

CM3.01B - recognize the importance of moral living in the human search for meaning and purpose;

CM3.02B - appreciate the role moral codes play in religious worldviews.

Planning Notes

Teacher prepares an example of a stranded group of people for a simulation activity, e.g., Alive by Piers Paul Ried or Robinson Crusoe by Daniel Defoe. A legend or myth should also be prepared, (e.g., Trafford, pp. 2-9) Definitions of moral code and creed should also be prepared.

Teaching/Learning Strategies

1. Teacher-Directed The teacher retells a story of a group of people who have survived a tragedy and are now lost. Teacher directs the class to imagine they are the survivors. (Include such parameters as: some are injured; there is a limited amount of food and little hope for early rescue; supplies such as clothing, blankets, etc., are minimal). Without teacher intervention, the students must decide, through group consensus, on 10 rules to live by. These rules are to written on the board.
(5 minutes)

2. Whole Class The students discuss their situation and arrive at the 10 rules they need in order to survive their environment. (15 minutes)

3. Whole Class Teacher asks the following questions to debrief: Did everyone feel heard? Did you decide on a leader? If so, how? What criteria did you use to create rules (e.g., environment)?. In retrospect, would you change any of the rules? Why? What would these rules tell us about what you believe? (15 minutes)

4. Group Work In pairs, students read a legend of Aboriginal peoples. Based on the reading, list five beliefs. What rules might people have to follow as a result of these beliefs? Be specific and avoid negatives. These beliefs and rules are to be displayed on chart paper. (20 minutes)

5. Teacher-Directed Teacher receives charts and asks for clarification, if needed. Differences and common elements are noted. The terms moral code and creed are introduced and defined. Teacher explains how the rules we live by are influenced by our belief systems. (20 minutes)

Assessment & Evaluation of Student Achievement

Expectations RBV.02 and PF3.02B are met through students’ study of Aboriginal peoples’ legends.

Expectations RB2.01 and RB3.01 are addressed through teacher notes and subsequent quiz.

Expectations CMV.01 and CMV.02 are assessed through the student creation of the moral code of an Aboriginal group

Accommodations

Pair students with language or academic difficulties with students who are able to help with comprehension. Students capable of enrichment activities could research and present moral codes of various other Aboriginal peoples.

Ontario Secondary Schools Grades 9-12 Modifying Curriculum Expectations (5.4.4.1, p. 24) allows teachers to modify the learning expectations for exceptional students in order to support the contents of their IEPs. This applies also to students who have not been identified as exceptional but are receiving special education programs and services.

Resources

Trafford, Larry. World Religions: People and Faith. (Text and Teacher’s Manual). Toronto: Maxwell Macmillan Canada Inc., 1994. ISBN 0-02-954204-9 (T, K, S) p. 2-9

Bruchac, Joseph. The Native Stories from Keepers of the Earth. Saskatoon. Fifth House Publishers. 1991. ISBN 0-92007-76-8 (T, S)

Read, Piers Paul. Alive. New York: J. B. Lippincott Co., 1974. ISBN 0-397-01001-X

Internet

Canadian Museum of Civilization - http://www.civilization.ca

Native Resources – http://www.goodminds.com

Native Links - www.nativeweb.org

Activity 9: Sacred Story

Time: 75 minutes

Description

Through the use of creative writing, students are exposed to the concept of sacred story.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.

Strand(s): Exploring Religious Beliefs, Scripture

Overall Expectations

RBV.04 - explain the difference between sacred writings and oral teachings, providing specific examples from various religions.

Specific Expectations

RB4.01 - explain the difference between sacred writings and oral teachings;

RB4.03 - describe the importance of sacred writings and oral teachings in the various religions studied;

SC2.01B - acknowledge the important role of sacred scriptures and writings in the formation of religious identity;

SC3.04B - evaluate the importance of sacred scripture/writings for moral decision making.

Planning Notes

Teacher prepares a reading of a vision quest, (e.g., Brodd, pp. 30-31).

Teaching/Learning Strategies

1. Teacher-directed Teacher asks the class to discuss what they believe about dreams. Do they have meaning? How? Do they affect your waking life? The concept of vision quest in Aboriginal tradition is explained, i.e., connection between spirit and natural world. Teacher reads a vision quest story, (see Planning Notes), and explains how vision quests fit into the group’s sacred story. Clarification of the difference between sacred writings and sacred oral teachings is explained, (see Trafford, p 11).

2. Group Work Students assemble in their original worship ceremony groups (from Activity 7,
Session 2). They reread the description of their People. They then write a sacred story that describes a spiritual encounter experienced by one of their ancestors. The sacred story should address: i.) A description of the spiritual encounter ii.) Why the spirit has been revealed. iii.) Inclusion of the use of a totem that fits with the environment of your People iv.) A drawn picture of your People’s totem.
(60 minutes)

Assessment & Evaluation of Student Achievement

Expectation RBV.04 is assessed through the creation of their sacred story.

Accommodations

Pair students with language or academic difficulties with students who are able to help with comprehension and written work. These students may choose to tape record their story. An enrichment activity involves recreating a vision quest that could be dramatized in class.

Resources

Brodd, Jeffrey and Michael Wilt. World Religions: A Voyage of Discovery. (Text and Teaching Manual). Winona, Minnesota: St. Mary’s Press. 1998. ISBN 0-88489-487-8 (T) Chapter 2

Bruchac, Joseph. The Native Stories from Keepers of the Earth. Saskatoon. Fifth House Publishers. 1991. ISBN 0-92007-76-8 (T, S)

Internet

Approach to Aboriginal Cultural Landscapes - http://www.parkscanada.gc.ca/aborig/main_e.htm

Native Storytelling - http://www.civilization.ca/membrs/fph/storytel/introeng.html

Native Storytelling - http://www.adamsheritage.com/silent/silent_years.htm (Author has used information derived from archaeological excavations in an attempt to “put a little flesh on the past.” Each story is available as text on-line, or told as a downloadable story in MP3 format.)

Canadian Museum of Civilization (storytelling) - http://www.civilization.ca/membrs/fph/storytel/introeng

Native Resources – http://www.goodminds.com

Activity 10: Interfaith Prayer Service

Time: 150 minutes

Description

As a culminating activity, the students prepare and celebrate an interfaith prayer service that explores the spirituality implicit in the Aboriginal peoples’ understanding of creation as well as the Christian concepts of stewardship and co-creation.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE5a - works effectively as an interdependent team member;

CGE5e - respects the rights, responsibilities and contributions of self and others.

Strand(s): Exploring the Milestones or Life, Profession of Faith

Overall Expectations

ISV.03 - effectively communicate the results of individual or group research;

PFV. 02 - recognize the spiritual dimension implicit in human experience and the created world.

Specific Expectations

IS1.06 - effectively communicate the results of their research, using a variety of forms and methods (e.g., written reports or essays, oral presentations, group presentations);

PF2.01B - recognize the spiritual dimension implicit in human experience and the created world.

Planning Notes

The teacher reviews past assignments on moral code and sacred story, stressing the Aboriginal peoples’ interdependence with the land. Contrast this with the secular worldview that often sees progress as development at the cost of the environment. As a result of continued land development, traditional Aboriginal ways of life have been slowly eroded (cite examples such as treatment of Innu of Davis Inlet). Traditionally, the concept of co-creation has been a part of Judeo-Christian theology; however, the idea of stewardship will be examined in light of contemporary Church teaching. The teacher extracts information on stewardship and co-creation for students, (see Resources for the Church’s response to environmental issues).

The second session in this activity requires an appropriate space for the celebration of a student-created Interfaith Prayer Service.

Teaching/Learning Strategies

(Session One)

1. Whole Class Teacher facilitates class discussion around the following questions: How are we depleting the earth’s resources? How does this affect our environment? What are we doing to alleviate these problems? (10 minutes)

2. Individual Work Teacher distributes prepared readings on Christian stewardship (see Planning Notes). Students identify the terms stewardship, co-creation and the historical response of the Church to environmental issues. (10 minutes)

3. Group Work In groups of three or four, students discuss the similarities and differences between Aboriginal and non-Aboriginal responses to creation. (10 minutes)

4. Teacher-Directed Teacher explains the purpose of the Interfaith Prayer Service. Students are expected to: i) Introduce the issue of environmental depletion; ii) Find music that enhances the prayerful atmosphere; iii) Create or find symbols which depict our connectedness and alienation from nature; iv) Create petitions reflecting the concerns of Aboriginal peoples; v) Through prayer, illustrate the Church’s response to the environmental crisis (personal and communal) (40 minutes)

(Session Two)

Whole Class Final preparations and set-up for the Interfaith Prayer Service, (see Planning Notes).
(75 minutes)

Assessment & Evaluation of Student Achievement

Sample rubrics for collaborative group process is available at:

· http://www.phschool.com/professional_development/professional_library/alternative_assessment.

This should be expanded to include the expectations for the activity listed above.

Accommodations

Since this assignment is one of the summative pieces for the course, individual accommodations for exceptional students will need to be made in consultation with the responsible Special Education Teacher.

Ontario Secondary Schools Grades 9-12, Program and Diploma Requirements, 1999, Modifying Curriculum Expectations (5.4.4.1, p. 24) allows teachers to modify the learning expectations for exceptional students in order to support the contents of the students’ IEPs. This applies also to students who have not been identified as exceptional but are receiving special education programs and services.

Resources

Ahers, J. and Michel Wilt. Christian Justice. Winona, Minnesota: St. Mary’s Press. 1995.
ISBN 0-88489-330-8 (T) Chapter 10

Bruchac, Joseph. The Native Stories from Keepers of the Earth. Saskatoon. Fifth House Publishers. 1991. ISBN 0-92007-76-8. (T, S)

Carden, John. A World at Prayer: The New Ecumenical Prayer Cycle. Mystic, Connecticut: Twenty Third Publications. 1990. ISBN 0-89622-4279 (T)

Catechism of the Catholic Church. Ottawa: CCCB Publications Service, 1994.
(CCC § 2415 – 2417, 2456) (T)

Williams, Bernard, ed. One World, Many Issues. (Text and Teacher’s Guide). Cheltenham, England: Stanley Thornes (Publishers) Ltd. 1997. ISBN 0-7487-2981-X (T) Chapter 4

Internet

Approach to Aboriginal Cultural Landscapes - http://www.parkscanada.gc.ca/aborig/main_e.htm

Native Links Sources - http://www.kstrom.net.isk/linkpage.html

Native Storytelling - http://www.civilization.ca/membrs/fph/storytel/introeng.html

Canadian Museum of Civilization - http://www.civilization.ca

Native Links - www.nativeweb.org

Native Resource – http://www.goodminds.com