Course Overview

Church and Culture, HRE4M, Grade 12, University/College Preparation

Policy Document: Ontario Catholic Secondary Curriculum Policy Document,
Religious Education, 1999.

Prerequisite: None

Course Description

This course is directed toward the clear identification of Catholic moral principles and the concrete application of these principles in the lives of students. The course proceeds from foundational beliefs rooted in Sacred Scripture concerning justice and peace to an exploration of the principles that shape Christian life. In the Family Life Education strand, students explore a variety of topics related to the themes of personhood, interpersonal relationships, and sexuality.

Special attention is given to the interaction between the Church and culture. The modern world is characterized by a multiplicity of values, philosophies, and ideologies. In a democratic, pluralistic society, these concepts may creatively reinforce one another or they may compete with and contradict one another. The Christian moral life is a call to follow Jesus Christ, to believe in the redemptive love of God for humankind and to proclaim and incarnate the reign of God as inaugurated by Jesus Christ. This course is intended to prepare the senior student for this lifelong task.

How This Course Supports the Ontario Catholic School Graduate Expectations

Throughout students’ time in a Catholic school, they are exposed to courses that have infused the Ontario Catholic School Graduate Expectations (CGEs) within their content and approach. This course provides students with an opportunity to look at these expectations in greater detail than in the past. It enables students to name, for themselves, their own vision of what a Catholic graduate should demonstrate within the culture and then compare this with the Ontario Catholic School Graduate Expectations. In this way, they may be able to recognize that they already have a sense of what a Catholic graduate should be able to demonstrate upon graduation. This course enables students to reflect upon how these expectations can be used to assess their own faith and moral journey. Students have the opportunity to discover how these expectations can be further integrated in their faith journey beyond graduation through the development of a “Faith Portfolio” – a collection of skills, stories, teachings that have been covered within the course that they can draw upon in their faith journey. It is important to include the fact that students may already be demonstrating some of these expectations that will require further development and reflection in the months and years to come. How they demonstrate these in the future may differ according to the culture in which they may live and the Church’s own teaching on various topics. What is important is that the Catholic education community provides students with pertinent Church teachings and the necessary theological and scripture interpretational skills to assist them in this journey.

Course Notes

The overall theme of this course is Called to be Discerning Believers. The focus begins with an examination of the self, relationships, being a part of a community and a member of the global village. It ends with the development of a portfolio of theological and liturgical skills, as well as a knowledge of pertinent church teachings and traditions that students require in their personal moral and faith journey.

This course has two main purposes. The first is to provide students with the needed knowledge, skills, values, and attitudes that assist them in making life-giving, Christ-centred, moral decisions in their ongoing faith journey. Drawing upon Scripture, Church teaching, sociology, psychology and spirituality, the course provides opportunities for students to practise these skills on a variety of issues they may face in present-day culture. Its intention is to enable students to recognize how this body of knowledge and set of skills may need to be adapted according to the nature of the issue and the context in which they face these issues. Not every moral issue can be covered in its entirety in this course. However students are provided with a set of skills that they can use to properly form their conscience in a variety of situations.

The second purpose is to provide students with the skills and knowledge necessary for pursuing theological studies in postsecondary institutions. It is hoped that some students will go on to obtain a degree in Theology and pursue a vocation as a theologian or a Religious Education teacher in Catholic secondary school, or serve in the various ministries of the Catholic Church.

The role of the teacher in this course is to present Church teaching on various social/moral issues clearly and succinctly in a way that students can grasp their meaning and intent. However, while presenting the Church’s teaching in this manner, the teacher is reminded that within classroom there may be students who have had first hand experience with the issues that are being taught. Some students may personally know the realities of poverty, abuse, and abortion or they may be struggling with sexual issues. The teacher should be attentive to and respectful of the individual life experiences of each of their students. Though not condoning serious actions such as abortion and pre-marital sex, the teacher must also recognize that there are pastoral ways of dealing with these issues which judges the act, and not the person, as being morally wrong. As well, the teacher must take care that a student is not being judged by peers in a demeaning manner. The Church and Jesus have a rich history of challenging people in pastoral ways. In the scripture passage, Mark 10:17-22, Jesus begins his critique of the rich young person’s view of his faith journey by looking at him and loving him first and in that spirit, challenging his particular viewpoint and behaviour. The teacher must never lose sight of the age and disposition of the young persons in the class. Any challenge of these young persons’ beliefs must always arise out of love and respect for students.

The student population of any given school community includes individuals from different socio-economic, political, cultural, and religious backgrounds – each bearing its own biases and value systems. By the nature of this course, students are encouraged to look at these experiences, biases, and values with a critical eye, but in the process should not feel diminished or chastised for the views that they and their families hold true.

It is important that in our desire to present the Church teaching without ambiguity, pastoral considerations must also be adhered to. Students must never feel that they are judged by their teacher and/or peers. The teacher must create a class environment that enables serious and critical thinking, diverse viewpoints, and acceptance. This will be a challenge but nonetheless an important aspect of this course.

An Informed Conscience

The course is designed to teach the knowledge, skills, and attitudes one requires in order to properly develop an informed conscience when faced with life’s ethical and moral dilemmas. This requires a sufficient knowledge of scripture and Church teaching. It also requires the development of the skills that enable a person to critically reflect on this teaching in light of the context of a particular moral issue. This course takes seriously the Church’s teaching on how one develops an informed conscience and the moral imperative that one must follow his/her informed conscience.

Man (people) has the right to act in conscience and in freedom so as personally to make moral decisions. He (They) must not be forced to act contrary to his (their) conscience. Nor must he (they) be prevented from acting according to his (their) conscience, especially in religious matters. (Catechism of the Catholic Church (1782 1776 – 1789)

In the passage from Mark 10:17-22, Jesus respected the young man’s right to decide for himself the next step of his religious journey.

It is hoped that our students may be well underway to developing a mature adult faith life. This entails deciding upon moral issues and problems with a well-informed conscience that takes seriously Church teaching in these matters. This is a life-long journey. The course content and suggested activities also take into consideration that some issues do not have clear-cut answers. It is part of a person’s struggle and journey with moral and ethical issues to realize that some issues require much knowledge, thought, and experience before one is certain that their conscience is being well informed.

Strands

This Grade 12 course addresses the five strands from the Institute for Catholic Educations (ICE) Ontario Catholic Secondary Curriculum Policy Document for Religious Education: Profession of Faith, Christian Moral Development, Scripture, Prayer and Sacramental Life, and Family Life Education. Each is integrated to varying degrees throughout the course. This Course Profile meets the required expectations presented in the previously mentioned ICE document.

Religious Education and Technology

In today’s technological environment, individuals must make moral and ethical decisions that seek to use technology constructively and in the service of humanity. The teacher takes every opportunity possible to encourage the use of the Internet, CD-ROM, video, tape-recorded media, and television, in the collection and dissemination of information. It is important that the teacher instruct students in the appropriate, moral use of the Internet and that they ensure that board/school policies concerning the use of the Internet are upheld. The teacher should familiarize themselves with Ontario Catholic Secondary School Curriculum Policy Document for Religious Education. Section 3.2 Role of Technology

The lens through which this course is planned - Mk 10:17-22

“As Jesus was setting out on a journey a man ran up and knelt before him and asked him, Good teacher, what must I do to inherit eternal life? Jesus said to him, ‘Why do you call me good, no one is good but God alone? You know the commandments...’(The man) said to him, ‘Teacher, I have kept all these since my youth.’ Jesus looking at him, loved him and said, ‘You lack one thing; go, sell what you own and give the money to the poor, and you will have treasure in heaven; then come and follow me.’ When he heard this, he was shocked and went away grieving for he had many possessions.”

Mk 10:17-22

Grade 12 is the end of one phase of students’ academic and religious formation. During this time, students are seeking answers to questions concerning their postsecondary destinations and career goals. In addition to the answers they are seeking, it is imperative that the Catholic education community enable them to seek answers to questions pertaining to their faith and moral journey.

Students’ experience in the Catholic school system has addressed various faith and moral issues according to the age and psycho/spiritual development of the student. The Catholic education community has ensured that our students have been exposed to the treasure of the Church’s teachings and traditions, as well as pertinent passages from scripture. It has also been concerned with how well students can make use of these teachings in their faith journey and is equally concerned with whether students can apply these teachings in the various moral and ethical situations that may arise.

The youth in the above scripture passage is asking a question that may also be reflective of the kind our own students are asking in this stage of their lives; “What must we do to be successful?” Theologian John Shea once commented that the youth in this story is really more concerned about possessing eternal life as if it were one more acquisition to have in his life than really finding out what it means to lead a moral life. Success is in possessing and acquiring rather than living out the heart of the gospel that may be reflective of our own culture’s way of thinking. Jesus challenges this viewpoint. He tries to get the youth to change his whole way of thinking about success, possessions, and what truly encompasses a sound faith and moral life. It is the task of a Catholic secondary school to present this same challenge to our own youth.

Jesus further challenges the young man in the gospel to go beyond following the letter of the law to living the very heart of the law. It is the task of the Catholic education community to inspire this kind of thinking and behaviour within our students. The mere following of the letter of Church law must never be seen as a way to possess salvation or as the minimum requirement of being a Christian. This course provides an opportunity for the Catholic school to show students what it means to live the heart of Church teaching.

At the core of Jesus’s encounter with this young man, is the idea that before He challenged his religious viewpoint, Jesus looked at him and loved him. What we teach, challenge, and hand on in this course is shared out of our deep love and respect for the students. There is also a realization, however, that students have a choice to either let go of what prevents them from having treasure in heaven or to “walk away” as the young man did. It is the prayer of the Catholic education community that students may choose the former life stance.

Christian Service Project/Theological Reflection

A Christian Service Project and an ongoing journal for Theological Reflection (See Appendix 5) are required for the completion of this course. It is understood that the Ministry of Education has
mandated 40 hours of community service for the attainment of a secondary school diploma. It is quite possible that students may have already completed this requirement. Each school handles this requirement in its own particular way. The Christian Service Project is an important component of this course that is done in addition to the Ministry of Education’s requirements. One of the purposes of this project is to allow students to have an experience of Theological Reflection as they perform this service. It is important that this reflection take place as they are actually doing the service. Reflecting on one’s life can affect positive growth. It is also important for students in this University/College Preparation course to learn and practise the skills of Theological Reflection. Students come to know that this entails the use of scripture, Church teaching, and prayer to help them critically evaluate themselves, and their service experience, and to raise questions for further reflection and learning. The method used in this course profile is one adapted from Robert Wicks in his book Seeds of Sensitivity. It is hoped that this experience may inspire students to seek out further Christian service commitments after they have graduated from secondary school and continue using Theological Reflection as a life skill.

Prayer

Prayer and celebration are central to any Religious Education course. Each class offers its own opportunity for prayer. Students are required to lead prayer regularly and to plan and participate in liturgical celebrations. Students recognize that prayer is one of the skills in developing a Christian moral life and for moral discernment. Students are asked to write a prayer petition based on each of the Ontario Catholic School Graduate Expectations. Each class is to begin with one of these prayers. These may also be used as part of a school’s morning exercises. Students are encouraged to plan this prayer with the school’s chaplain. The course concludes with a class commissioning liturgy that students are invited to plan and celebrate.

Units: Titles and Time

*Unit 1	Called to be Discerning Believers	15 hours
Unit 2	Called to be True to Yourself	20 hours
Unit 3	Called to Live in Relationship	20 hours
Unit 4	Called to be Community	20 hours
Unit 5	Called to Live with Justice in the Global Village	20 hours
Unit 6	Called to be Christ’s Witness to the world	15 hours

* This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: Called to be Discerning Believers

Time: 15 hours

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1. Good teacher what must we do? Where are we and where are we going? Our culture and our vision for Catholic graduates	ICE - SC1.01, SC3.06, SC4.05, PFV1.01, PFV1.05, PFV1.07, PFV3.01, PFV3.04, PFV3.05, CMV1.03, CMV1.10, CMV2.03, CMV3.06, CMV4.04, CMV4.05, PSL1.01, PSL3.05, PSL4.01, FLE1.02, FLP1.01, FLR1.01, FLS1.01 CGE1a, b, c, d, e, f, g, i, 2a, c, d, e, 3a, f, 4a, g, h, 6b, c, 7j	Knowledge/ Understanding Thinking/Inquiry	An introduction to the goals of the course and the visioning of expectations for students graduating from a Catholic high school
2. Good teacher to whom can we turn? The Catholic community’s vision: The Ontario Catholic Graduate School Expectations – presentation and comparison	ICE - SC1.01, SC3.06, SC4.05, PFV1.01, PFV1.05, PFV1.07, PFV3.01, PFV3.04, PFV3.05, CMV1.03, CMV1.10, CMV2.03, CMV3.06, CMV4.05, PSL1.01, PSL3.05, PSL4.01, FLE1.02, FLP1.01, FLR1.01, FLS1.01 CGE1a, b, c, d, e, f, g, h, i, j, 2a, b, c, d, e, 3a, b, c, d, e, f, 4a, b, c, d, e, f, g, h, 5a, b, c, d, e, f, g, 5h, 6a, b, c, d, e, 7a, b, c, d, e, f, g, h, i, j	Knowledge/ Understanding Thinking/Inquiry Communication Application	A presentation of the content and origins of the CGEs with students comparing these to their own list of expectations envisioned in Section 1
3. Called to be discerning witnesses: Introduction to the Christian services project and theological journalling	ICE - SC3.04, SC3.06, SC4.06, PFV1.01, PFV1.08, PFV3.04, PFV4.04, CMV1.02, CMV3.04, CMV3.06, CMV4.03, CMV4.09, FLE1.04 CGE1g, 2a, d, e, 3b, e, 4a, c, e, f, g, 5a, c, d, 6e, 7a, e, j	Knowledge/ Understanding Thinking/Inquiry Communication Application	An introduction of the Christian Service Project. This includes a look at how to do theological reflective/ journalling as a way to critique, question, and gain insights in one’s faith/moral journey.

Unit 2: Called to be True to Yourself

Time: 20 hours

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1. I am the Breath of God fragile and fundamental	ICE - SC1.02, SC1.03, PFV1.01, PFV2.02, PFV.03, PFV3.01, PFV4.01, CMV2.02, CMV2.03, CMV4.02, CMV4.03, CMV4.04, CMV4.05, FLP2.01, FLR2.02, FLR2.03 CGE1g, 1i, 2a, b, c, d, e, 3b, c, e, f, 4b, d, e, f, g, 5a, b, d, g, 7f, g, j	Knowledge/ Understanding Thinking/ Inquiry Communication	A personal consideration of the Christian focus on the fundamental and unique value of the individual person in the building of the reign of God
2. Sacred mystery – scientific inquiry and religious insight	ICE - SC2.01, SC2.02, SC3.01, PFV2.01, PFV20.2, PFV3.01, PFV3.05, CMV2.01, CMV2.02, CMV3.01, CMV4.02, PSL3.01, FLP1.01, FLP1.02, FLP2.01, FLP3.01, FLR2.02, FLR2.03 CGE1a, e, g, i, j, 3a, c, e, f, 4a, f, 5a, 7d	Knowledge/ Understanding Thinking/ Inquiry	An exploration of the process of revelation which underlies all human understanding and personal growth in faith
3. Church – Spirit of loving teacher over 2000 years	ICE - SC2.02, SC2.04, SC2.05, SC3.02, SC305, SC3.06, SC4.06, PFV2.06, PFV2.07, PFV3.01, PFV3.02, PFV3.05, PFV4.01, CMV2.04, CMV2.05, CMV3.01, CMV3.02, CMV4.03, CMV4.05, PSL2.02, PSL4.01, FLP1.03, FLP3.03, FLR2.03 CGE1a, c, d, e, g, h, i, 2a, b, 3a, c, d, e, 4a, b, c, d, e, 5b, c, 6a, b, c, 7a, b, d, e, j	Knowledge/ Understanding Thinking/ Inquiry Application	An exploration of the part church plays in the life of the individual person and the task building the reign of God
4. The role of conscience	ICE - SC2.05, SC3.03 SC3.06, SC4.06, PFV2.02, PFV2.08, PFV2.09, PFV2.10, PFV2.11, PFV3.02, PFV4.01, PFV4.02, PFV4.03, CMV2.04, CMV2.07, CMV2.08, CMV2.09, CMV3.03, CMV4.04, CMV4.05, CMV4.06, CMV4.07, CMV4.08, PSL2.01, PSL2.02, PSL4.03, PSL4.04, FLP1.03, FLP3.02, FLP3.03, FLR2.01, FLS1.01, FLS2.01 CGE1a, b, c, d, f, g, i, j, 2a, b, e, 3a, b, c, 4a, b, c, 5a, b, d, e, f, g, 6e, 7a, b, d, e, j	Knowledge/ Understanding Thinking/ Inquiry Communication Application	The rational, relational, and realistic struggle to mold a life based in Christian morality

Unit 3: Called to Live in Relationship

Time: 20 hours

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1. What does it mean to live in relationship?	ICE - FLE1.04, FLR2.01, FLR2.03, PFV2.11, PSL1.01, PSL1.09, PSL1.13, PSL2.04, PSL3.05, PSL4.01, PSL4.04 CGE1e, f, 2a, b, c, d, 3b, c, d, e, f, 4a, b, e, f, g, 5d e, f, g, 7f, g	Knowledge/ Understanding Thinking/ Inquiry Communication Application	A look at what it means for Catholics to live a life in relationship with God and others
2. Sacrament of Holy orders	ICE - PFV2.12, PSL1.10, PSL1.11, PSL1.12, PSL2.02, PSL2.03, PSL4.05, PSL4.06 CGE2a, b, c, d, e, 3a, b, c, f, 4a, b, c, d, e, f, g, 5a, c, d, e, h, 7e, g, h	Knowledge/ Understanding Thinking/ Inquiry Communication Application	An exploration of what it means to be an ordained minister
3. Sacrament of marriage	ICE - PSL1.04, PSL2.01, PSL2.02, PSL3.02, PSL3.03, PSL3.04, PSL4.02, PSL4.03 CGE2a, b, c, d, e, 3f, 4b, c, e, h, g, 5a, c, e, f, g, 6a, b, c 7e, a, b, h	Knowledge/ Understanding Thinking/ Inquiry Communication Application	An exploration of the teachings of Church in regards to marriage
4. Issues related to marriage and family in the culture	ICE - CMV1.07, CMV1.10, FLE1.05, FLE1.06, FLE1.07, FLE1.08, FLE1.09, FLE1.10, FLE1.11, FLS1.01, FLR2.02, FLR2.03, FLS1.02, FLS2.01, FLS2.02, FLP3.02, PSL1.03, PSL1.06, PVF1.04, PVF1.07 CGE1i, 2a, b, c, d, e, 3a, b, c, d, e, f, 4a, b, c, d, e, f, g, 5a, e, f, g, 6a, b, c, d, 7a, b, d, e, f, g, h	Knowledge/ Understanding Thinking/ Inquiry Communication Application	An examination of some of the key issues related to dating, marriage, and parenting in the Church and in our culture

Unit 4: Called To Be Community

Time: 20 hours

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1. What is community? The various aspects and needs of community and “the call to be community”	ICE - CMV1.02, CMV2.01, PSL1.09, PSL4.04, SC3.04 CGE1d, h, 2d, 3b, f, 5a, c, d, e, f, 7e, f, g, h, j	Knowledge/ Understanding Thinking/ Inquiry Communication Application	A study of community by examining the various aspects of the school and home community; needs of the community analysed through a “community building” exercise
2. Stewardship: the prophetic tradition and the Kingdom of God	ICE - SC1.01, SC1.02, SC2.03, SC2.04, SC3.03, SC3.06, SC4.02, SC4.04 CGE1e, g, 2e, 3c, d, e, f, 4f, 7b, i, j	Knowledge/ Understanding Thinking/ Inquiry Communication Application	The building blocks of community from the perspective of the biblical faith tradition
3. Principles of Catholic social teaching: social justice today	ICE - CMV2.07, CMV3.06, CMV4.06, CMV4.07, CMV4.09, PFV1.04, PFV1.05, PFV1.08, PFV2.09, PFV3.04, PFV4.04, PSL1.08, PSL1.09, SC3.02, SC3.05, SC4.06 CGE1d, 3b, 4a, c, 5c, 7e, f, j	Knowledge/ Understanding Thinking/ Inquiry Communication Application	An examination of contemporary social justice issues from the perspective of current Catholic social teachings
4. The world of work and its role in creating community	ICE - CMV1.11, CMV2.08, CMV3.04, CMV3.05, PFV2.02, PFV2.10, PFV3.03, SC3.01 CGE1g, 1i, 4e, g, h, 5b, c, d, e, g, h	Knowledge/ Understanding Thinking/ Inquiry Communication Application	A reflection on the value and dignity of human work, its spiritual dimensions, the rights of workers and the importance of unions
5. Culminating Activity	ICE - CMV1.09, CMV2.01, CMV4.03, CMV4.05, PFV2.05, PFV4.01, SC1.03, SC2.03 CGE2a, b, c, e	Application	A critique of media; demonstrating understanding of key unit concepts by writing and illustrating a ‘community-based’ children’s story

Unit 5: Called to Live with Justice in the Global Village

Time: 20 hours

Unit Overview Chart

Cluster	Learning Expectation	Assessment Categories	Focus
1. Called by Scripture in both the Prophetic tradition and the gospel commands	ICE - SC1.01, SC1.03, SC2.03, SC3.03, SC4.01, SC4.02, SC4.03 CGE1a, c, 2a, b, c, d, e, 3a	Knowledge/ Understanding Thinking/ Inquiry Application	An examination of key scripture passages that focus on the voice of the prophets and Jesus’ Kingdom teachings that will enable one to transform the global village
2. Called by the teachings of the Catholic Church	ICE - CMV1.07, PFV1.03, PVF1.04, PFV1.05, PFV1.07, PFV2.03, PFV2.04 CGE1d, 2a, b, c, d, e	Knowledge/ Understanding Thinking/ Inquiry Application	An exploration of the social teachings of the Catholic Church in the area of justice and peace issues
3. Called to live a life with a preferential option for the poor	ICE - PVF1.05, PVF3.02, PVF4.03, SC3.02, SC3.04, SC3.06, SC4.01, SC4.03 CGE1g, i, 2a, b, c, d, e, 3b, c, e, f, 4a, b, c, d, e, f, g	Knowledge/ Understanding Thinking/ Inquiry Application	A study of the Church’s fundamental option for the poor
4. Called to reflect on current issues of justice and peace	ICE - CMV4.09, PFV2.05, PFV2.09, PVF4.03, SC 4.04, SC4.06 CGE2a, b, c, d, e, 3b, c, d, e, f, 4a, b, c, d, e, f, g, 6e, 7a, b, c, d, e, f, g, h, i, j	Knowledge/ Understanding Thinking/ Inquiry Communication Application	An exploration of current justice and peace issues and appropriate Christian responses to them

Unit 6: Called to be Christ’s Witness to the World

Time: 15 hours

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1. Good Teacher What must I do... A discerning believer’s portfolio of knowledge, skills and attitudes	ICE - CMV1.03, CMV1.10, CMV2.03, CMV3.06, CMV4.05, FLE1.02, FLP1.01, FLR1.01, FLS1.01 PFV1.01, PFV1.05, PFV1.07, PFV3.01, PFV3.04, PFV3.05, PSL1.01, PSL3.05, PSL4.01, SC1.01, SC3.06, SC4.05 CGE1a-j, 2a-e, 3a-3, 4a-h, 5a-h, 6a-e, 7a-j	Thinking/ Inquiry Communication Application	The introduction of students “Faith Journey Portfolio” – students’ collection of skills, knowledge, and attitudes covered in this course that are needed in order to continue to demonstrate the CGEs in the students’ faith journey
2. Scripture stories to remember	ICE - SC1.01, SC1.02, SC1.03, SC1.04, SC2.01, SC2.02, SC2.04, SC3.01, SC3.02, SC3.05, SC3.06, SC4.01, SC4.03, SC4.04, PFV1.05, PFV1.08, PFV2.01, PFV2.02, PFV2.05, PFV2.06, PFV3.02, PFV4.01, CMV1.09, CMV2.01, CMV2.03, CMV3.01, CMV3.02, CMV4.03, FLP1.03, FLP3.02, FLP3.03 CGE1a, c, e, 2a, 3a, d, 4a, 5c, 7a, d, e, i	Knowledge/ Understanding Communication Application	Recalling the major scripture stories covered in this course and the interpretation skills learned
3 Church teaching to recall and to understand	ICE - PFV1.03, PFV1.04, PFV2.03, PFV2.04, PFV2.07, PFV2.09 CGE1a, d, g, j, 2a, e, 3a, d, f, 4a, g, 6b, 7a, e	Knowledge/ Understanding Communication Application	Recalling the major Church teachings covered in this course and the manner in which they are to be interpreted in developing one’s conscience
4. Prayer and Sacrament to celebrate and live	ICE - SC3.04, SC4.05, PFV2.11, PSL1.01, PSL1.02, PSL1.10, PSL4.01, PSL4.05, PSL4.07 CGE1b, c, f, 2a, b, e, 3a, e, 4c, g, 6d, 7a, g, j	Knowledge/ Understanding Communication Application	Recalling the various facets of a holistic prayer and sacramental life demonstrated this semester
5. Life giving human life skills	ICE - FLP1.01, FLP1.02, FLP1.03, FLP2.01, FLR.01, FLR2.01, FLS2.01, FLS2.02, FLS2.03 CGE2a, b, c, d, e, 3a, b, c, d, e, f, 4a, b, c, d, e, f, g, h, 5a, b, c, d, e, f, g, h, 6a, b, c, d, e, 7a, b, c, d, e, f, g, h, i, j	Knowledge/ Understanding Communication Application	Recalling personal/ interpersonal skills and strategies covered in this course for developing a healthy holistic emotional/relational life
6. You are being sent Culminating Activity: A class commissioning liturgy	ICE - SC3.04, PSL3.01, SC2.04, PFV3.05, PFV4.04, PSL4.01, PSL4.05, PSL4.07, FLS2.01, FSL2.02	Communication Application	Class celebration of commissioning and personal commitment to living out the Gospel in one’s life

Teaching/Learning Strategies

Instructional Strategies

Brainstorming – group generation of initial ideas expressed without criticism or analysis

Carousel – expert groups or individuals prepare and deliver a carousel or presentation on specific topic for students who circulate from station-to-station in the carousel

Case Study – investigation of real and simulated problems/scenarios

Class Liturgical Celebration – students plan a liturgical celebration

Concept Attainment – from a set of examples students determine the concept being illustrated

Conference – student-to student and student-to-teacher discussion

Debate – formal group discussions with planned presentations

Essay – research using written text, Internet, visual and auditory media resulting in a written response in appropriate essay form

Guest and Student Speakers – use of guest speakers form Church social justice agencies (CCDOP) who share their stories and world views

Independent Study – students explore and research a topic of interest

Jigsaw – specialized group learning followed by home group sharing

Journal – individual reflections recorded in a journal

Kiosk – visual and oral presentations gathered into a display that summarizes learning in a cluster

Media Analysis – critique of media resources to support new learning, e.g., newspapers, music video

Media Presentation – use of computer lab, videotapes, audiotapes, newspapers etc., to create and deliver presentation

Mind Map – a graphic method of presenting information using a central image, subsidiary concepts radiating outward, accompanied by symbols and texts

Portfolio – student work collected over the duration of the course

Presentations – featuring examples of people, organizations, and life-styles that reflect each of the Ontario Catholic School Graduate Expectations

Role Play/Drama – visual expressions of ideas expressed through movement, word, and song, without criticism or analysis

Simulation Games – games that encourage reflection and interpretation of events/situations

Socratic Presentation – teacher presentation of information using questioning and class discussion

Story Telling – presenting ideas through art of story telling reflective discussion

Story Writing/Telling – students create stories and tell them orally to younger students either in their own secondary school or in the neighbouring elementary school

Survey/Interview – collection of data

Theological Reflection/Journalling – students keep an on-going theological journal while participating in a Christian Service Project. This is intended to provide some experience on how this particular skill is important for one’s faith journey. Students realize that theological reflection requires the use of certain skills and resources.

Think/Pair/Share – students reflect on a concept, share with a partner, then students share the partner’s reflections with a larger group.

Assessment & Evaluation of Student Achievement

A variety of tools are used to assess and evaluate student performance in the four categories of Knowledge/Understanding, Thinking/Inquiry, Communication and Application. The design of the summative evaluation should, where possible, provide students with the opportunity to demonstrate learning in the four categories of achievement: Knowledge/Understanding, Thinking/Inquiry, Communication, and Application.

Seventy per cent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect students’ most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

Thirty per cent of the grade is based on a final evaluation in the form of an examination, performance, essay and/or other method of evaluation suitable to the course content and administered toward the end of the course (The Ontario Curriculum, Grades 9 to 12, Program, Planning and Assessment, p. 15) In this course a “Faith Portfolio” is the suggested culminating activity. This is planned for Unit 6. It is an opportunity for the students to review and collect those stories, skills, and teachings that will assist them in their own faith journey and in living out the Catholic Graduate Expectations.

The evaluation methods and expectations need to reflect those that would help prepare students for the manner in which Universities or Colleges evaluate and assess students. It is important to provide students with assignments that reflect the rigor and expectations of a first year Religion/Theology course. This would prepare students for these courses as well as provide the needed information about this course in order for students to discern whether they wish to specialize in this field.

Tools for Assessment

· Personal communication

· Journals/Conferencing logs

· Self-assessment

· Student-Teacher conference

Tests

· Unit tests (Knowledge)

· Quiz

· Final examination

Observation

· Formal/Informal

Performance Assessment

· Debate

· Liturgy planning process

· Presentation

· Unit 6 Faith portfolio

· Graphic organizer

· Simulation

· Theological/Reflection journal

· Major essay

· Service project

Accommodations

The teacher consults individual student IEPs for specific directions on accommodation for individuals. Accommodation suggestions for each activity have been provided within the units where deemed, appropriate. Where applicable, consideration must also be given to address cultural diversity and specifically ESL students. The following is a list of strategies suggested within the document to assist exceptional students both gifted and challenged:

· To be inclusive of students for faith traditions other than Catholicism, encourage them to share their traditions, prayers, and moral teachings with the class.

· Students choose from a variety of response methods: oral, written, pictoral, dramatic, and musical.

· Make use of a variety of teaching strategies to address various ability levels and learning styles.

· Students’ roles within groups should be assigned based on their strengths.

· Pair students of different abilities as ‘study buddies’ or for discussion activities.

· Some students may be directed to research with a chosen set of resources that are appropriate to their level of reading and comprehension. The teacher librarian is an excellent resource for accommodation material.

· Where ever possible, tangible symbols should be used to assist visual learners to grasp abstract concepts.

· To accommodate experiential learners, incorporate the use of guest speakers who can provide a different learning experience or have students visit Church social outreach agencies.

· Notes may be photocopied for students who experience difficulty making comprehensive, legible notes.

· Students who have difficulty with grammar and spelling should use a computer/word processor with spell check and grammar check, to keep a daily journal or complete written assignments.

· Students who have difficulty presenting could be encouraged to respond through tape-recorded or videotaped messages.

· Reduce the quantity of work while retaining the demand for quality for students who are unable to complete assignments, e.g., assign only the even number questions.

· Design rubrics that allow all students to succeed while challenging gifted students to excel at their highest potential.

· Provide students with a copy of the Good News Bible instead of the New Revised Standard Version Bible NRSVB where necessary.

· For functional life skills children, incorporate the use of children’s books/colouring books.

· Programs for students working at Level 4 require accommodation through enrichment to ensure that they are reaching their full potential.

· As an option to the regular class assignment, gifted students could be given an independent research project.

· ESL students or students who experience reading difficulties may benefit if written material is read to them rather then having to read it themselves.

Resources

Units in this Course Profile make reference to the use of specific texts, magazines, films, videos, and websites. The teachers need to consult their board policies regarding use of any copyrighted materials. Before reproducing materials for student use from printed publications, teachers need to ensure that their board has a Cancopy licence and that this licence covers the resources they wish to use. Before screening videos/films with their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor, e.g., Audio Cine Films Inc. The teachers are reminded that much of the material on the Internet is protected by copyright. The copyright is usually owned by the person or organization that created the work. Reproduction of any work or substantial part of any work from the Internet is not allowed without the permission of the owner.”

Foundational Texts (T = Teacher Resource, K = Key Text, S = Student Resource)

Ahlers, Julia, B. Allaire, and C. Koch. Growing in Christian Morality. Saint Mary’s Press, 1995. (T, S,)

Allaire, Barbara and Thomas Zanzig. Understanding Catholic Morality. Saint Mary’s Press, 1997.

Brown, R., J. Fitzmyer, and R. Murphy, eds. Jerome Biblical Commentary. Englewood Cliffs, NJ: Prentice Hall, 1990. (T, K, S)

Catholic Book of Worship III. Ottawa: CCCB 1994. (T, S,)

Celebrating our Love: Liturgical Resources for Preparing and Celebrating Marriage. Novalis (T, S,)

Choose Life. Catholic Organization for Life and Family (COLF), 1995. (T, K, S)

Choose Life – Workshops on the Encyclical - Evangelium Vitae. CCCB (T, K)

Christ and Culture. Ottawa: CCCB Publications, 2001. (T)

Daoust, Jerry. Waking Up Bees. (T, S,)

Do Justice! The Social Teachings of the Canadian Catholic Church. Sherbrooke, PQ: Editions Pauline and Jesuit Centre for Social Faith and Justice, 1987. (T, S,)

Dreams, Decisions and Dilemmas. Ottawa: CCCB, 1993. (T)

Faith At Work. Toronto Catholic District School Board, 1991(T, K)

Flannery, Austin, ed. Vatican Council II: The Concillar and Post Concillar Documents, 2nd ed. Northport, NY: Costello Publishing Co., 1996. ISBN 0918344395 (T, K)

Glavitch, Mary Kathleen. Called to Love: Your Christian Vocation. Notre Dame, Indiana: SND Ave Marie Press, 1998. (T, S,)

Gustafson, Janie. Building Catholic Character: Developing Christian Life Skills. Notre Dame, Indiana: Ave Marie Press, 1998. (T, S,)

Institute for Catholic Education. Ontario Catholic School Graduate Expectations. Toronto: 1999.
(T, K, S)

Kamann, Donna. Single Life: An Inside Look. Winona Minnesota: St. Mary’s Press, 2002. (T, S,)

Koch, Carl. Creating a Christian Lifestyle. St. Mary’s Press, (T, K, S)

Link, Mark. Pathway through Catholicism. The American Presses 1991, Allen, Texas: Resources for Christian Living. 2000 (T, K, S)

Living Justice and Peace. (Editor: Jerry-Windley-Daoust). Saint Mary’s Press, 2000. (T, S,)

Manion, Andrew P. and A. Schlumpf. Married Life: An Inside Look. Winona, Minnesota: St. Mary’s Press, 2002. (T, S,)

New Revised Standard Version Bible. Toronto: Oxford University Press, 1991. ISBN 0195283805
(T, S, K)

Ontario Catholic Family Life Network. Homosexuality and the Catholic High School. Ottawa: 2001.
(T, S,)

Ontario Conference of Catholic Bishops. AIDS: A Catholic Educational Approach to HIV, 2nd ed. Toronto: The Institute for Catholic Education, 1999. (T, S, K)

Pastva, Sr. Loretta, Stephan Nagel, and Karl Foch. Great Religions of the World. St. Mary’s Press, 1986.
(T, S,)

Pennock, Michael. Catholic Social Teachings: Learning and Living Justice. Ave Maria Press, 2000.
(T, S,)

Pennock, Michael. Your Life in Christ: Foundations in Catholic Morality. Ave Maria Press, 2001.

Reaching Out: Readings in Family Life Education. Toronto: Pearson, 1997. (T, S, K)

Rooney, Kathleen. Sisters: An Inside Look. Winona Minnesota: St. Mary’s Press, 2002. (T, S,)

Roots: Finding Strength in Biblical Tradition. Ottawa: CCCB, 1993. (T)

Schatz, Larry. Brothers: An Inside Look. Winona Minnesota: St. Mary’s Press, 2002. (T, S,)

Stoutsenberger, Joseph. Celebrating Sacraments. Winona, Minnesota: St. Mary Press, 2000. (T, K, S)

Stoutsenberger, Joseph M. Morality: Christian Vision in Practice. Brown ROA, 1992. (T, K, S)

Trafford, Larry. Educating the Soul. ICE, 1998. (T, S,)

Trafford, Larry. World Religions: People and Faith. Maxwell Macmillan Canada Inc., 1994. (T) (T, S,)

Vanier, Jean. Community and Growth. (T, S)

Wilkins, Ronald and Mary Cryczka. Christian Marriage: A Sacrament of Love. Iowa: Wm C. Brown Dubuque, 1986. (T, S,)

Zanzig, Thomas. Jesus of History/Christ of Faith. Winona MN: St. Mary’s Press, 1999. (T, S)

Other Texts

Canadian Conference of Catholic Bishops. Catechism of the Catholic Church. Ottawa: CCCB Publications Service, 1994. (T, S)

Videos

The Prophets, A&E Biography Series

Entertaining Angels – The Story of Dorothy Day Paulist Pictures

The Heart has its Reasons, L’Arche

The Miracle of Life, Nova

The Secret Life of the Brain – “The Baby’s Brain: Wider Than the Sky” PBS

The Incredible Voyage Series – Explaining the Human Body, National Geographic

Romero, Paulist Pictures

Computer Software

Catechism of the Catholic Church. CD-ROM NCCB

Documents of Vatican II. Catholic Software

Ontario Catholic School Graduate Expectations CD-ROM Resource Institute for Catholic Education, Toronto 2002 (T, K, S)

Oxford Biblical Concordance (with NRSV translation) Computer program

Internet

The URLs for the websites were verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Note: Internet sites created by organizations identifying themselves to be Catholic, or presenting positions on various issues as being Catholic, need to be assessed on a regular basis by the teacher prior students for use to ensure the tone and content of the site is actually in keeping with authentic Catholic teaching. Some sites claiming to be authentically Catholic are not always up-to-date church teachings. The teacher must critically review any sites found by students and used as part of their research. Those sites maintained by the CCCB, OCCB and the local Dioceses are reputable.

Scripture Resources

Bible Gateway – http://bible.gospelcom.net/

Online Biblical Concordance – http://www.studylight.org/

General Sites

Belief.net – http://beliefnet.com

The Catechism of the Catholic Church – http://www.christusrex.org/www1CDHN/ccc.html

Canadian Catholic Health Association – http://www.chac.ca/

Catholic Information Centre on Line – http://www.catholic.net

Catholic Organization for Life and Family – http://colf.cccb.ca/english/colf.htm

Catholic Organization for Development and Peace – http://www.devp.org/

French Site – http://colf.cccb.ca/french/default_f.htm

Canadian Religious Conference – http://www.web.net/~crcn/english.html

Catholic Religious Education Consultants of Ontario – www.creco.org

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

Religion Online – http://www.religion-online.org/

Roman Catholic Church Resources – http://home.golden.net/~wts/index2.html

Salt of the Earth online Resource for Social Justice – http://salt.claretianpubs.org/

Scarboro Foreign Missions – http://www.web.apc.org/~sfms/

Theology Library – http://www.mcgill.pvt.k12.al.us/jerryd/cathmob.htm

The Vatican – http://www.vatican.va/

Religious Orders

http://www.basilian.org/Who/

http://www.daughtersofstpaul.com/links/life.html

http://www.franciscan-archive.org/

http://www.ofmcapuchin-can.com/

http://www.spiritans.com/

http://www.cin.org/vocation.html

Catholic News Agencies

Catholic New Times – http://www.catholicnewtimes.org/ (Canadian)

Catholic News Service – http://www.catholicnews.com/

National Catholic Reporter – http://www.natcath.com/

Prairie Messenger – http://www.stpeters.sk.ca/prairie_messenger/ (Canadian)

US Catholic – http://www.uscatholic.org/

Western Catholic Reporter – http://www.wcr.ab.ca/index.shtml (Canadian)

Zenit News – http://www.zenit.org/english/

Canadian Context

Canadian Conference of Catholic Bishops – www.cccb.ca

The Ontario Conference of Catholic Bishops – www.occb.on.ca

Local Diocesan Websites in Ontario

Alexandria/Cornwall – http://www.diocese-alex-cnwl.on.ca/

Hamilton – http://hamiltondiocese.com/

Hearst – http://www.diocesehearst.com/

Kingston – http://www.romancatholic.kingston.on.ca/

London – http://www.rcec.london.on.ca/

Ottawa – http://www.ecclesia-ottawa.org/

Pembroke – http://www3.sympatico.ca/rcecpembroke/

Peterborough – http://www.peterboroughdiocese.org/

Sault Ste.Marie – http://www.diocesecentre.com/

Thunder Bay – http://dotb.baynet.net/

Timmins – http://www.nt.net/~dioctims/

Toronto – http://www.archtoronto.org/

Other Canadian Dioceses

Calgary – http://www.rcdiocese-calgary.ab.ca/

Charlottetown – http://www.dioceseofcharlottetown.com

Halifax – http://www.catholichalifax.org/

Montreal – http://www.archeveche-mtl.qc.ca/ (French)

Quebec – http://www.diocesequebec.qc.ca/

Saskatoon – http://www.rcdiocesesktn.sk.ca/

St. John (New Brunswick) – http://www.brunnet.net/dsj/

St. John’s (Newfoundland) – http://www.stjohnsarchdiocese.nf.ca/

Vancouver – http://www.rcav.org/

Winnipeg – http://www.manitobacatholic.net/

Ukrainian Catholic Eparchy

Toronto and Eastern Canada – http://www.ucet.ca/

New Westminister – http://www.vcn.bc.ca/ucepnw/

Winnipeg – http://www.archeparchy.ca/

United States Context

National Conference of Catholic Bishops – http://www.nccbuscc.org/

Selected American Dioceses

Boston – http://www.rcab.org/

Chicago – http://www.archdiocese-chgo.org/

Detroit – http://www.archdioceseofdetroit.org/

Galveston-Houston – http://www.diocese-gal-hou.org/

Los Angeles – http://www.la-archdiocese.org/english/

Milwaukee – http://www.archmil.org/

New York – http://www.ny-archdiocese.org/

Philadelphia – http://archdiocese-phl.org/

Other Catholic/Theology Related sites

http://www.devotions.net/bible/00bible.htm

http://www.silk.net/RelEd/a.htm

http://www.catholic-pages.com/pope/election.asp

http://www.newadvent.org/cathen/12354c.htm

http://www.newadvent.org/cathen/02443a.htm

http://www.its.caltech.edu/~newman/CathLink.html

http://www-2.cs.cmu.edu/People/spok/catholic.html

http://www.thechoicegame.com/

http://ethicsandmedics.com/home.html

http://www.thechoicegame.com/demo-link-develo.html

http://catholiceducation.org/index.html

OSS Considerations

Institute for Catholic Education. Ontario Catholic Secondary Curriculum Document, Religious Education. Toronto: Institute for Catholic Education, 1999.

Ontario Ministry of Education. Choices into Action: Guidance and Career Education Program policy for Ontario Elementary and Secondary Schools. Toronto: Queen’s Printer

Ontario Ministry of Education. Cooperative Education: A Resource Guide. Toronto: Queen’s
Printer, 1980.

Ontario Ministry of Education. Engendering Equity: Transforming Curriculum. Toronto: Queen’s Printer, 1995.

Ontario Ministry of Education. Handbook for Teachers of Students With Learning Disabilities. Toronto: Queen’s Printer, 1980.

Ontario Ministry of Education. The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment. Toronto: Queen’s Printer, 1999.

Coded Expectations, Church and Culture, Grade 12, University Preparation, HRE4M

Scripture (SC)

Overall Expectations

SC1.01 - recognize the Scriptures as God’s offer to transform their lives (CCC § 101-133);

SC1.02 - demonstrate knowledge of selected narratives and events in Sacred Scripture, and identify their importance for life decisions;

SC1.03 - explain how the Scriptures can be used within the Catholic community of faith to analyse and critique contemporary society;

SC1.04 -evaluate the various uses of scriptural genres as expressions of God’s activity in the world and the religious use of these genres in Sacred Scripture.

Specific Expectations

Knowledge

SC2.01 - demonstrate an understanding of the biblical meaning of the creation narratives, especially the notion of humanity as God’s co-creators;

SC2.02 - explain the scriptural understanding of the saving action of God in setting people free in the Exodus;

SC2.03 -identify the relevance of the scriptural call to be critical of contemporary secular culture, as portrayed in the preaching of the prophets before and during the Exile, and in the challenges of prophetic voices in our time;

SC2.04 -demonstrate an understanding of the challenge of Jesus to transform ourselves and society in the spirit of his teaching about the Kingdom of God;

SC2.05 - summarize the values and lifestyles of the early Church community, as described in the letters of Paul and the Acts of the Apostles.

Attitudes/Values

SC3.01 - value the basic dignity of every person as created in the image and likeness of God;

SC3.02 - perceive the challenge of God’s preferential option for the poor;

SC3.03 - appreciate the role of the prophetic stance in both Biblical and contemporary culture;

SC3.04 - support efforts to build Christian community within the class;

SC3.05 - acknowledge that the love of God for all people demands justice;

SC3.06 - recognize the responsibility of Christians to work for justice and peace.

Skills

SC4.01 - locate biblical passages related to human dignity, justice, and reconciliation;

SC4.02 - compare Biblical prophets with persons who take a prophetic role in society today;

SC4.03 - evaluate the values found in the Gospel with those of contemporary culture;

SC4.04 - Use biblical passages related to the Kingdom of God as criteria for analysing social justice issues;

SC4.05 - develop and implement strategies for community building based on the values and lifestyle of the early Church community;

SC4.06 - express different ways that Christians can work for justice and peace as essential features of discipleship.

Profession of Faith (PFV)

Overall Expectations

PFV1.01 - demonstrate an understanding of the relationship between religious faith and contemporary culture;

PFV1.02 - demonstrate an understanding of the four marks of the Church (one, holy, catholic, apostolic);

PFV1.03 - explore the idea of culture as found in the teachings of the Church;

PFV1.04 - demonstrate an understanding of the Catholic Church’s response to contemporary culture as found in the social teachings of the Church;

PFV1.05 - acknowledge that the call to faith includes a call to justice;

PFV1.06 - demonstrate an understanding of the Holy Spirit as God’s love alive in the world (CCC § 733-736);

PFV1.07 - perceive the challenge of how the People of God are called to be a transforming force in relation to contemporary culture;

PFV1.08 - use an experience of community service work as a lens through which to view the relationship between gospel living and the values of contemporary culture.

Specific Expectations

Knowledge

PFV2.01 - identify Divine Revelation as God’s plan for humanity;

PFV2.02 - understand that the dignity of human persons is rooted in their being created in the image and likeness of God;

PFV2.03 - identify the relationship between religious faith and contemporary culture as found in Church teaching

PFV2.04 - explain key teachings of the Church as they relate to faith and culture;

PFV2.05 - demonstrate an understanding of how the Sacred Scriptures are used within the Catholic Church to analyse and critique contemporary culture;

PFV2.06 - identify the role the Beatitudes play in Christian moral decision-making;

PFV2.07 - explain the basic principles of Catholic moral teaching (e.g., natural law, moral conscience);

PFV2.08 - define sin as a failure in genuine love for God and neighbour;

PFV2.09 - examine contemporary challenges to the Church’s teachings on social justice (e.g., technology, poverty, role of the media, violence, racism, gender issues, the environment);

PFV2.10 - explore the Church’s teaching on work (CCC § 2427-2430);

PFV2.11 - demonstrate an understanding of the role of the sacraments in the life journey of Catholics and in the life of the Church, with special emphasis on the sacraments of vocation (CCC § 1533-1658);

PFV2.12 - demonstrate an understanding of the consecrated life, and its role in the history and future of the Church.

Attitudes/Values

PFV3.01 - value the religious quest for meaning in the contemporary world;

PFV3.02 - recognize that the teachings of Jesus and the Church guide believers in their moral choices;

PFV3.03 - appreciate that work is participation in the activity of God;

PFV3.04 - value the importance of community service as an expression of the call to discipleship;

PFV3.05 - appreciate that humans are rational, emotional, physical, social, esthetic, moral and spiritual in nature.

Skills

PFV4.01 - identify and analyse messages, values, and practices in contemporary culture which run counter to the Gospel vision of life and its meaning;

PFV4.02 - employ moral decision-making skills in problem solving;

PFV4.03 - critique social, political, and economic structures in light of the Church’s social teachings;

PFV4.04 - engage in community service as an example of the call to discipleship;

PFV4.05 - use technology in a moral and ethical fashion.

Christian Moral Development (CMV)

Overall Expectations

CMV1.01 - examine the human search for meaning and purpose in the context of Christian anthropology;

CMV1.02 - recognize the role of the Church as a community of disciples called to transform the world;

CMV1.03 - appreciate that humans are created with the ability to discern right from wrong, and with the freedom to choose between them (CCC § 1730-1756);

CMV1.04 - demonstrate a knowledge of how Catholic Tradition informs moral decision-making;

CMV1.05 - understand that the Ten Commandments arise out of the experience of the Hebrew people and are imperatives in making moral decisions;

CMV1.06 - examine principles of Catholic moral teaching;

CMV1.07 - examine key tenets of Catholic social teaching;

CMV1.08 - explore the Church’s teaching on work;

CMV1.09 - critique the messages and values of the media which run counter to the Gospel vision of life;

CMV1.10 - analyse social structures in light of the Church’s social teachings;

CMV1.11 - explain why people have the right to form labour unions.

Specific Expectations

Knowledge

CMV2.01 - demonstrate an understanding that the dignity of human persons is rooted in their being created in the image and likeness of God;

CMV2.02 - identify the main features of a Christian anthropology (CCC § 27-174, 1700-1729);

CMV2.03 - understand the meaning of the term ~culture’;

CMV2.04 - demonstrate a knowledge of how the Catholic Tradition informs moral decision-making;

CMV2.05 - understand that the Ten Commandments arise out of the experience of the Hebrew people and are imperatives in making moral decisions today;

CMV2.06 - identify natural law and conscience as principles of Catholic moral teaching;

CMV2.07 - define key tenets in Catholic social teaching (e.g., human dignity, solidarity, the common good, social sin, and subsidiarity);

CMV2.08 - demonstrate a knowledge of the Church’s teaching on work and the marketplace;

CMV2.09 - understand that the Church teaches that economic life is ordered primarily to the service of the whole person and to the entire human community.

Attitudes/Values

CMV3.01 - appreciate that humans are created with free will and with the ability to discern right from wrong;

CMV3.02 - recognize that the teachings of Jesus and the Church guide believers in their moral choices;

CMV3.03 - acknowledge sin as a failure in genuine love for God and neighbour;

CMV3.04 - appreciate that work is participation in the activity of co-creation;

CMV3.05 - recognize that people have a right to form labour unions;

CMV3.06 - acknowledge the value of community service in relation to the common good.

Skills

CMV4.01 - examine the human search for meaning and purpose in the context of Christian anthropology;

CMV4.02 - employ Christian anthropology as a way of understanding the human person;

CMV4.03 - analyse the values of contemporary culture in relation to those of the Gospel;

CMV4.04 - develop strategies to prepare for the challenges of Christian life in the marketplace or in post-secondary education;

CMV4.05 - critique the message and practices of the media, which run counter to the gospel vision of life;

CMV4.06 - explore the origin and purpose of Catholic social teaching;

CMV4.07 - apply the key tenets of Catholic social teachings to key issues in contemporary culture (e.g., racism, use of technology, poverty, respect for life, violence);

CMV4.08 - use various teachings as found in the social encyclicals of the Church to analyse the economy;

CMV4.09 - assess community service as a vehicle of promotion for the common good.

Prayer and Sacramental Life (PSL)

Overall Expectations

PSL1.01 - identify and describe the role of sacraments in the life journey of Catholics with special emphasis on the sacraments of vocation;

PSL1.02 - identify the Catholic understanding of the Sacrament of Marriage (CCC § 1601-1658);

PSL1.03 - recognize the importance of preparation for marriage, both proximate and long-range;

PSL1.04 - appreciate the connection between the sacrament of marriage and the scriptural image of marriage as a mirror of God’s love for his people in Christ;

PSL1.05 - explain and describe the historical and contemporary celebration of marriage within the Catholic Church;

PSL1.06 - understand the Church’s teachings on valid marriages and annulments;

PSL1.07 - identify the Catholic understanding of the sacrament of Holy Orders (CCC § 1536-1589);

PSL1.08 - define the Christian notion of service to others as a call to ministry;

PSL1.09 - explain the various forms the call to ministry can take within the Christian community;

PSL1.10 - demonstrate an understanding of the Church’s historical and contemporary teaching concerning ordained ministry;

PSL1.11 - explain the various functions of ordained ministers (i.e., Bishop, priest, deacon);

PSL1.12 - appreciate the challenge to religious vocations as presented by contemporary culture;

PSL1.13 - examine contemporary approaches to ministry as a call to service.

Specific Expectations

Knowledge

PSL2.01 - identify the Catholic understanding of the sacrament of marriage;

PSL2.01 - understand the Church’s teaching on valid marriages and annulments;

PSL2.02 - define the Christian notion of service to others as a call to ministry;

PSL2.03 - demonstrate a knowledge of the Church’s teaching concerning ordained ministry;

PSL2.04 - understand the meaning of the term “religious vocation” as it applies within today’s Church and its various forms of community life.

Attitudes/Values

PSL3.01 - recognize that Christians depend on the transforming wisdom of the Holy Spirit in their search for authenticity and peace of heart;

PSL302 - recognize the importance of preparation for marriage both proximate and long-range;

PSL3.03 - value the commitment necessary for a faithful marriage;

PSL3.04 - appreciate the connection between the sacrament of marriage and the scriptural image of marriage as a mirror of God’s love for his people in Christ;

PSL3.05 - appreciate the challenge to religious vocations as presented by contemporary culture.

Skills

PSL4.01 - identify and describe the role of sacraments in the life journey of the Catholic with special emphasis on the sacraments of vocation;

PSL4.02 - explain and describe the sacrament of marriage within the Catholic Church;

PSL4.03 - suggest ways to form healthy and appropriate intimate relationships as long-range preparation for orientation toward marriage;

PSL4.04 - explain the various forms the call to ministry can take within the Christian community;

PSL4.05 - explain the various functions of ordained ministers;

PSL4.06 - examine contemporary approaches to ministry as a call to service;

PSL4.07 - participate in the liturgical life of the Church (e.g., as lectors, hospitality ministers).

Family Life Education (FLE)

Overall Expectations

FLE1.01 - examine the meaning and value of human freedom and commitment, values and conscience and personal and social responsibility in light of the Catholic faith tradition;

FLE1.02 - describe and analyse the stages of the human life cycle with particular attention to moral development;

FLE1.03 - describe and discuss emotional balance; identify signs of imbalance that require intervention, and sources of help;

FLE1.04 - discern essential components for building healthy intimate relationships (e.g., family, friendships, romantic relationships, etc.) in their lives, and examine the ways in which all relationships influence human growth;

FLE1.05 - explore and interpret the relationship between the family and society; examine challenges to family life such as illness, crisis and abuse;

FLE1.06 - examine the role of chastity in the expression of sexuality in relationships and marriage;

FLE1.07 - examine issues related to sexual attraction and sexual decision-making (chastity, love, marriage, pre-marital relationships, pregnancy, abortion, adoption, cohabitation);

FLE1.08 - demonstrate an understanding of the Church’s teaching of the sacredness of human life from conception to natural death;

FLE1.09 - demonstrate an understanding and profound respect for the sacred gift of human procreation, the gift of children, the experience of parenting;

FLE1.10 - examine issues of fertility/infertility, reproductive technology, and STD’s as one cause of infertility;

FLE1.11 - demonstrate an understanding and an appreciation of the role Church encyclicals play in providing teaching and guidance in Family Life issues.

Specific Expectations

Students will study three areas in Family Life Education (Personhood, Relationships, and Sexuality), to support the direction given in the OCCB’s 1996 message to the Catholic education community, entitled “Family Life Education for Secondary Students.”

Personhood (FLP)

Knowledge

FLP1.01 - describe how human persons are relational, emotional, physical, social and spiritual in nature, and how these dimensions develop throughout the lifespan;

FLP1.02 - define what is meant by emotional balance;

FLP1.03 - examine how the use of the gift of free will involves the process of conscience formation through internalizing Christian values.

Attitudes/Values

FLP2.01 - realize the meaning of the intrinsic dignity of each human person, and its impact on our inherent sense of responsibility towards self and others.

Skills

FLP3.01 - explain the serious impact resulting from emotional imbalance in a person’s life;

FLP3.02 - demonstrate an understanding of the Church’s teaching of the sacredness of human life from conception to natural death, by studying the issues of abortion, euthanasia, and assisted suicide;

FLP3.03 - demonstrate an understanding that with the gift of free will, human beings can discern and choose right from wrong.

Relationships (FLR)

Knowledge

FLR1.01 - describe the positive aspects of relationships in general.

Skills

FLR2.01 - define the skills needed to build healthy relationships;

FLR2.02 - articulate a Christian understanding of the family and the manner in which it participates in and contributes to a healthy and just society;

FLR2.03 - critique the ways in which society shows its responsibility to support and nurture the family, especially in times of crisis (illness, unemployment, marriage breakdown, abuse, etc.).

Sexuality (FLS)

Knowledge

FLS1.01 - examine issues related to sexual attraction and sexual decision-making (chastity, love, marriage, pre-marital relationships, pregnancy, abortion/adoption, cohabitation);

FLS1.02 - describe the manner in which the sacred gift of human procreation and life itself can be protected (including a description and moral assessment of the impact of natural family planning, contraception, reproductive and genetic technologies and STD’s on human life and fertility).

Skills

FLS2.01 - articulate the role of chastity in the personal integration of sexuality;

FLS2.02 - identify and practice refusal skills for situations that challenge one’s sexuality and/or health;

FLS2.03 - understand and emulate Jesus’ concern for all who suffer illness.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

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

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

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

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

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

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

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

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

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

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

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

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

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Unit 1 | Back to Course Profiles Main Menu

Acknowledgments

Policy Document: Ontario Catholic Secondary Curriculum Policy Document, Religious Education, 1999.

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit Overviews

Unit 1: Called to be Discerning Believers

Unit 2: Called to be True to Yourself

Unit 3: Called to Live in Relationship

Unit 4: Called To Be Community

Unit 5: Called to Live with Justice in the Global Village

Unit 6: Called to be Christ’s Witness to the World

Teaching/Learning Strategies

Instructional Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Foundational Texts (T = Teacher Resource, K = Key Text, S = Student Resource)

Videos

Computer Software

Internet

OSS Considerations

Scripture (SC)

Overall Expectations

Specific Expectations

Knowledge

Attitudes/Values

Skills

Profession of Faith (PFV)

Overall Expectations

Specific Expectations

Knowledge

Attitudes/Values

Skills

Christian Moral Development (CMV)

Overall Expectations

Specific Expectations

Knowledge

Attitudes/Values

Skills

Prayer and Sacramental Life (PSL)

Overall Expectations

Specific Expectations

Knowledge

Attitudes/Values

Skills

Family Life Education (FLE)

Overall Expectations

Specific Expectations

Personhood (FLP)

Knowledge

Attitudes/Values

Skills

Relationships (FLR)

Knowledge

Skills

Sexuality (FLS)

Knowledge

Skills

Policy Document: Ontario Catholic Secondary Curriculum Policy Document,
Religious Education, 1999.