Course Profile Church and
Culture (HRE4M), Grade 12, University/College Preparation, Catholic
Unit 1: Called to be Discerning Believers
Time: 15 hours
The overall emphasis of this unit
is to allow students to begin to reflect personally and theologically on what
is expected of them in light of their learnings and experiences in a Catholic
school system.
Mark 10:17-22 is the guiding scripture passage for this unit. Students are
invited to consider answers to the young man’s question as if it were their own
for their particular culture.
This unit is organized into three
clusters: 1) Good Teacher, What Must I Do? 2) Good Teachers to Turn to in Our
Culture, and 3) Christian Service Project and Reflection. The first cluster
involves: the studying of Mark 10:17-22; a media study of what are considered
to be examples of success or are valued as good in students’ culture; and the
collective brainstorming of possible answers to the question “What must I do to
inherit eternal life,” in light of graduating from a Catholic school system.
The second cluster investigates the “Good Teachers” to whom students can turn
to assist them in their faith journey and to answer the question, What must we
do? These “teachers” include the local and the universal Church and the Ontario
Catholic Education community under the auspices of the
|
Activity |
Learning Expectations |
Assessment Categories |
Tasks |
|
1. 2.5 hours |
ICE -
CMV1.01, CMV1.09, CMV1.10, CMV2.03, CMV4.04, CMV4.05, PFV1.01, PFV1.05,
PFV1.07, PFV3.01, PFV3.05, PSL3.01, SC1.01, SC3.06, SC4.03 |
Knowledge/ Understanding Thinking/ Inquiry Communication |
Teacher presentation Group media analysis and chart presentation Discussion |
|
2. 2.5 hours |
ICE - CMV1.03, CMV1.10, CMV2.03, CMV3.06, CMV4.04, CMV4.05, FLE1.01,
FLE1.02, PFV1.01, PFV1.05, PFV1.05, PFV1.07, PSL1.01, PFV3.01, PFV3.02,
PFV3.03, PFV3.04, PFV3.05, PFV4.01, PFV4.02, PFV4.03, PSL4.01, SC1.01,
SC3.06, SC4.03 |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Teacher presentation Group brainstorming and presentation Discussion Reflective writing |
|
3. 3.75 hours |
ICE -
CMV1.01, CMV1.02, CMV1.09, CMV2.03, CMV2.04, CMV4.01, CMV4.02, CMV4.04,
CMV4.05, FLE1.01, FLP1.03, FLP2.01, FLP3.02, PFV1.01, PFV1.04, PFV1.05,
PFV1.07, PFV3.01, SC3.06, SC4.04, PFV4.01 |
Knowledge/ Understanding Thinking/ Inquiry Application |
Paired reading Internet research and presentation Discussion Internet assignment with log entries Subjective/objective analysis |
|
4. 3.75 hours |
ICE -
CMV1.01, CMV1.02, CMV1.03, CMV1.08, CMV1.09, CMV1.10, CMV3.06, CMV4.05,
FLE1.06, FLE1.09, FLE1.11, FLR2.02, PFV1.01, PFV1.05, PSL1.01, PSL1.08,
PSL1.09, PFV3.01, PFV3.05, PSL4.01, FLP2.01, SC1.01, SC3.06, SC4.05 |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Teacher presentation Group analysis Group research and presentation of “Pictoral Station” |
|
5. 2.5 hours |
ICE -
CMV1.02, CMV1.08, CMV1.10, CMV3.04, CMV3.06, CMV4.03, CMV4.09, PFV1.01,
PFV1.05, PFV1.07, PFV1.08, PSL1.13, SC3.05, SC3.06, SC4.03, SC4.06, PFV3.01,
PFV3.03, PFV3.04, PFV4.04, PSL4.06, SC1.01 |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Teacher presentation Group brainstorming/ presentation Discussion Individual selection of Christian Service Project Position paper |
|
6. 2.5 hours |
ICE - CMV1.02, CMV1.08, CMV1.10, CMV3.04, CMV3.06, CMV4.03, CMV4.09,
PFV1.01, PFV1.05, PFV1.07, PFV1.08, PSL1.13, PFV3.01, PFV3.02, PFV3.04,
PFV4.04, PSL4.06, SC1.01, SC1.02, SC1.03, SC2.04, SC3.05, SC3.06, SC4.01,
SC4.03, SC4.04, SC4.06 |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Teacher presentation Biblical concordance research page Theological reflection/journal |
Students are required to select an ongoing
Christian Service Project. The teacher ensures that students are aware of the
organizations that have been approved for student
Time: 2.5 hours
Students study a passage from the Gospel
of Mark (Mk
CGE1 - A discerning believer formed in the Catholic faith who: a) illustrates a basic understanding of the saving story of our Christian faith; g) 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;
CGE2 - An effective communicator who: e) 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;
CGE3 - A reflective and creative thinker who: c) thinks reflectively and creatively to evaluate situations and solve problems; f) examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society;
CGE5 - A collaborative contributor who:
a) works effectively as an interdependent team member;
e) respects the rights, responsibilities and contributions of self and others.
Prayer and
Sacramental Life
Overall Expectations
SC1.01 - recognize the Scriptures as God’s offer to transform their lives (CCC §101-133);
PFV1.01 - demonstrate an understanding of the relationship between religious faith and contemporary culture;
PFV1.05 - acknowledge that the call to faith includes a call to justice;
PFV1.07 - perceive the challenge of how the People of God are called to be a transforming force in relation to contemporary culture;
CMV1.01 - examine the human search for meaning and purpose in the context of Christian anthropology;
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.
Specific Expectations
SC3.06 - recognize the responsibility of Christians to work for justice and peace;
SC4.03 - evaluate the values found in the Gospel with those of contemporary culture;
PFV3.01 - value the religious quest for meaning in the contemporary world;
PFV3.05 - appreciate that humans are rational, emotional, physical, social, aesthetic, moral and spiritual in nature;
CMV2.03 - understand the meaning of the term culture;
CMV4.04 - develop strategies to prepare for the challenges of Christian life in the marketplace or in postsecondary education;
CMV4.05 - critique the message and practices of the media, which run counter to the gospel vision of life.
PSL3.01 - recognize that Christians depend on the transforming wisdom of the Holy Spirit in their search for authenticity and peace of heart.
·
Students
should have some familiarity with the use of scripture and basic interpretation
methods.
·
Student
should know how to critically work with the media, work cooperatively in
groups, and make basic summary notes.
The teacher locates relevant resources
for the class’ media study. A copy of the scripture passage
Mark 10:17-22 is supplied for each student to facilitate note taking. The
teacher displays one or two examples of a biblical commentary with a prepared
page indicating how it is structured and how it is used for biblical study. The
teacher prepares an overhead summarizing the information from the commentary
about the scripture passage. Make chart paper, markers, and glue sticks
available for students to use in reporting their findings.
1. Think/Pair/Share – Students brainstorm answers to the question, What does success look like in our culture?
2. The teacher re-groups the class with a prayerful reading of the scripture passage Mark 10:17-22. The teacher asks for students’ reactions to what was heard. The printed text of the passage is distributed to each student for analysis. The passage is re-read and the following questions are asked: What was the man seeking? What were his values and how might they reflect his culture? What is Jesus’ response? How does Jesus challenge the man? In what ways can this passage assist all of us in our own faith journey within our culture?
3. The teacher suggests that in studying scripture, people generally make use of a variety of tools to assist them in understanding the text. One tool is a biblical commentary such as the New Jerome Biblical Commentary. The teacher describes briefly the way a commentary is organized and how it will be used as a resource in the course. Through the use of the biblical commentary, the teacher points out that in the passage from Mark 10:17-22: the man was seeking the kingdom of God; he was allowing his wealth to stand in the way of that quest; Jesus’ answer is related to “this person’s particular case” rather than a general rule (Jerome Biblical Commentary 41:64). The teacher states that the rich man’s “particular case” could be the culture in which he lives in, namely, a culture of wealth. Having understood the person’s culture, Jesus was able to challenge the person’s values.
4. The teacher raises the questions: In what way would Jesus answer the question for our culture? What does Jesus need to know about our culture in order to answer the question? The teacher reviews, and recalls for students, what was studied about culture from the Grade 10 text Christ and Culture Unit 2 Theme 4 with special emphasis on the media section. The teacher presents different examples of media to students, i.e., newspapers, magazines, advertisements, University/College promotions, which are to be used in analysing one particular aspect of culture and introduces the Group Media Study.
5. In groups (according to the kind of media that is to be studied) students critique the material by indicating what it says about the current culture’s ideas about success and what the culture values as good. Each group presents its findings to the class.
6. Individually, students make notes on the information that the groups present. Students are to add any pertinent information arising from their own specific family, economic, and cultural background.
The teacher checks the progress of each group and its final summary of the media using a checklist (Appendix 1). The teacher checks the individual students added information regarding values and idea of success according to their own family/ethno culture. The categories being assessed are Knowledge/Understanding, Communication, and Thinking/Inquiry.
The teacher consults individual students IEPs for specific directions on accommodation for individuals. The teachers can form groups that represent different learning styles and abilities. The teacher should select print, visual, and audio media that is written for varied reading and comprehension abilities. The teacher could create larger groupings to allow for more student-based support. Students with reading difficulties could have a copy of the reading from the Good News Bible.
Texts
Bible, NRSV Translation
Brown, R., J. Fitzmyer and R.
Murphy, eds. Jerome Biblical Commentary.
CCCB. Christ and Culture.
Examples of Media
Magazines: Teen People, Vogue, Canadian Living, People Magazine, Macleans, Time, etc.
Newspapers: Globe and Mail,
The
Neilson Ratings of TV programs
Box office receipts for movie theatres (found in weekly newspapers)
Fortune magazine’s listings of top 500 companies
Websites
People Magazine – http://people.aol.com/people/index.html
Time: 2.5 hours
The question posed in Mark 10:17-22 is
presented to students as one that could be asked within the context of the
present culture and be answered by students who are getting ready to graduate
from a Catholic school. This activity assists the students in developing an
understanding of what is expected of a graduate from a
CGE1 - A discerning believer formed in the Catholic faith who: g) 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, i) integrates faith with life.
Overall Expectations
SC1.01 - recognize the Scriptures as God s offer to transform their lives (CCC § 101-133);
PFV1.01 - demonstrate an understanding of the relationship between religious faith and contemporary culture;
PFV1.05 - acknowledge that the call to faith includes a call to justice;
PFV1.07 - perceive the challenge of how the People of God are called to be a transforming force in relation to contemporary culture;
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);
CMV1.10 - analyse social structures in light of the Church s social teachings;
PSL1.01 - identify and describe the role of sacraments in the life journey of Catholics with special emphasis on the sacraments of vocation;
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.
Specific Expectations
SC3.06 - recognize the responsibility of Christians to work for justice and peace;
SC4.03 - evaluate the values found in the Gospel with those of contemporary culture;
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, aesthetic, moral, and spiritual in nature;
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;
CMV2.03 - understand the meaning of the
term culture;
CMV3.06 - acknowledge the value of community service in relation to the common good;
CMV4.04 - develop strategies to prepare for the challenges of Christian life in the marketplace or in postsecondary education;
CMV4.05 - critique the message and practices of the media, which run counter to the gospel vision of life;
PSL4.01 - identify and describe the role of sacraments in the life journey of the Catholic with special emphasis on the sacraments of vocation.
Students should know how to work cooperatively in groups. Students must refer to the culture study in Activity 1.
The teacher should have the information from a Bible commentary for Mark 10:17-22 available. The teacher provides chart paper for the brainstorming activity. The teacher prepares a handout with an example of the manner in which students are to organize their work. The results from the media study in Activity 1 are to be prominently displayed for students’ reference. The teacher supplies each group with a number of large strips and markers for writing ideas.
1. The
teacher recalls with students the scripture passage from Mark 10:17-22. The
teacher contextualizes the reading for the present day by suggesting that the
rich man could be a potential graduate from a Catholic high school in
2. In
groups, students brainstorm a list of values, behaviours, beliefs, and skills
that are expected of a graduate from a Catholic high school in
3. Individually students complete a one-page reflection on their own response to the question, What must a graduate from a Catholic high school do? Students draw upon their experience of scripture stories, Church teaching, and their years in a Catholic school. Students provide reasons as to why these selected values and behaviours are consistent with having graduated from a Catholic school and consistent with being followers of Jesus. Students are also required to note the similarities and differences between his/her personal answers and the answers of other classmates during the class discussion and subsequent note taking.
4. The teacher points out that these expectations can be classified according to various criteria. Collectively the class identifies what these classifications could be and organizes them accordingly.
The teacher monitors the progress of each group and assesses how well the groups have included all ideas and presented them to the class. The teacher assesses the individual reflection pages based on how well the student has presented arguments with valid reasons. The teacher notes how many of the choices students have selected match or differs from the Ontario Catholic School Graduate Expectations. The categories that are being assessed are Knowledge/Understanding, Thinking/Inquiry, Communication, and Application.
The teacher consults individual students IEPs for specific directions on accommodation for individuals and forms groups that represent different learning styles and abilities. The presentation of ideas could be visual, oral, or written. The teacher could create larger groupings to allow for more student-based support.
Texts
Bible, NRSV Translation
Brown, R., J. Fitzmyer, and R.
Murphy eds. Jerome Biblical Commentary.
CCCB. Christ and Culture.
Trafford, Larry. Educating the Soul. ICE, 1998. pp 7-11
Time: 3.75 hours
The rich man in Mark’s gospel was able to ask Jesus directly for guidance in his faith journey. To whom can students turn when seeking answers to life’s questions that articulate the teaching of the gospel? One of the places that students can turn to when seeking these answers is the teachings of the Church. The reasons to support this can be found in two models or images of Church – the Church as “Sacrament of Christ” and “Servant.” The Church as “Sacrament of Christ” means that it is the living presence of Christ, the Good Teacher, for its members and the world. Christ was judged by his followers to have taught with authority. In this light, the Church strives to teach with the same authority of Christ. The Church as “Servant” means that the Church exists to benefit the people of the world. Its teachings and actions must be seen to assist the people of the world in life. This is not without much struggle, success, and failure. However, the Church must always be seen as striving to be the presence of Christ for this world. One way in which the universal and local Church exercises its authority is through the writing and publication of encyclicals. It is the role of the local conference of Bishops to present and interpret these encyclicals for its own country and culture. Students are presented with some examples of how this is accomplished through the reading of Evangelium Vitae (through the summation provided in the pamphlet from the Catholic Office for Family Life) and the summarization of the Church’s major social encyclicals (found in the article, “The Busy Christian’s Guide to Catholic Social Teaching” in Dreams, Dilemmas, Decisions). Students are assigned a web search to discover how the Catholic Church strives to present its teachings through the use of the Internet.
CGE1 - A discerning believer formed in the Catholic faith community who: d) develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;
CGE2 - An effective communicator who: a) listens actively and critically to understand and learn in light of gospel values; b) reads, understands, and uses written materials effectively; c) presents information and ideas clearly and honestly and with sensitivity to others; e) 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.
Overall Expectations
PFV1.01 - demonstrate an understanding of the relationship between religious faith and contemporary culture;
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;
PFV1.07 - perceive the challenge of how the People of God are called to be a transforming force in relation to contemporary culture;
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;
CMV1.09 - critique the messages and values of the media which run counter to the Gospel vision of life;
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.
Specific Expectations
SC3.06 - recognize the responsibility of Christians to work for justice and peace;
SC4.04 - use biblical passages related to
the
PFV3.01 - value the religious quest for meaning in the contemporary world;
PFV3.05 - appreciate that humans are rational, emotional, physical, social, aesthetic, moral, and spiritual in nature;
PFV4.01 - identify and analyse messages, values, and practices in contemporary culture which run counter to the Gospel vision of life and its meaning;
PFV4.03 - critique social, political, and economic structures in light of the Church s social teachings;
CMV2.03 - understand the meaning of the
term culture;
CMV2.04 - demonstrate a knowledge of how the Catholic Tradition informs moral decision making;
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 postsecondary education;
CMV4.05 - critique the message and practices of the media, which run counter to the gospel vision of life;
FLP1.03 - examine how the use of the gift of free will involves the process of conscience formation through internalizing Christian 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;
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.
Students must be familiar with the models of Church as described in the Grade 10 text Christ and Culture. Students need to have some familiarity with the way the Church teaches in the present culture and have a rudimentary knowledge of the content of some of its teachings, in particular the Church’s encyclicals. They should have an understanding of the terms encyclical, dogma, and conscience formation as well as the value of bishops’ statements written at the diocesan, provincial, and national levels. Students should have prior experience with using the Internet and have knowledge of the board’s directives for appropriate Internet usage. Students should know the difference between preparing subjective and objective responses to various issues.
The teacher provides copies of the CCCB document “Choose Life” and/or “The Busy Christian’s Guide to Catholic Social Teaching” in Dreams, Dilemmas, Decisions for each student. The teacher provides access to computers in order to facilitate students’ website assignment. The teacher prepares a web search recording page for students to note the various ways the Church organizes its websites to present Church teaching to its members.
1. In pairs students complete the following sentences: When it comes to solving relationship problems, I go to… When it comes to solving school problems, I go to... When it comes to solving parent/family problems, I go to… When it comes to solving moral/ethical/faith problems, I go to…. The answers are taken up in a class discussion with the teacher as facilitator asking students to clarify and explain their answers.
2. The
teacher describes how the man in the passage Mark
3. The
teacher describes two ways in which the Church exercises its mission to teach
and proclaim the gospel: through the Catholic Church’s encyclicals, and through
the conferences of bishops in each country. The teacher describes the ways in
which Catholics can access this information. The teacher describes the two
conferences of Catholic bishops that directly affect students in
4. The teacher provides students with the CCCB pamphlet Choose Life (Summary of the Encyclical; Evangelium Vitae) and/or “The Busy Christian’s Guide to Catholic Social Teaching” in Dreams, Dilemmas, Decisions. Students read the materials in pairs and react to the document(s) using focus questions. Students’ findings are discussed.
5. In pairs, students answer the following questions: What are the topics addressed? Why are these topics addressed? What is the encyclical teaching members of the Church to do? Students present their findings in a class discussion.
6. The teacher provides students with computer access. The teacher explains that the universal and local Churches make use of the Internet to present their teachings. The teacher assigns a web search that looks at three Church websites.
7. In
groups, students are assigned to do a web search on one of the following sites
– the
8. Individually students make notes on each website as it is presented to the class and visit the CCCB website once a week to note any changes. They are asked to submit a log noting dates of their visit to the site and what was found on the site. Each student is to write a two-page reaction/reflection paper on one of the documents that is posted during one of their visits to the site. They note the content, their subjective/objective reaction, and the questions that surfaced from their reading. This is to be handed in when they have completed this task. The teacher may need to explain the difference in responding to issues from an objective versus subjective point of view. If needed, students should be provided with practice in writing/responding in both of these styles.
Each group’s presentation is assessed according to how well it has presented its findings to the class. Each student’s reflection paper is evaluated according to how well the content has been understood and how well the student has critiqued the church document from both an objective and subjective viewpoint. Categories assessed are Knowledge/Understanding, Think/Inquiry, and Application.
The teacher consults exceptional students’ IEPs for specific directions on accommodation for individuals and forms groups that represent different learning styles and abilities. Students who have difficulty reading and writing could be encouraged to create a Bristol board presentation of the material using visual media. The teacher could create larger groupings to allow for more student-based support. Exceptional students may do the CCCB web search and log in pairs and record their findings using a tape recorder. As well, the reflection/reaction paper can be recorded on a tape recorder. For gifted students, the teacher can direct them to the encyclical Evangelium Vitae or one of the social encyclicals to have first hand experience with the documents.
Books
Catholic Organization for Life and Family (COLF) Choose Life 1995
CCCB Choose Life – Workshops
on the Encyclical - Evangelium Vitae
CCCB. Christ and Culture
Dreams, Dilemmas, Decisions.
Evangelium Vitae
Link, Mark. Pathway to Catholicism. The American Presses, 1991. pp. 73-76
Websites
National - Canadian Bishops – http://www.cccb.ca/
Provincial - Ontario Conference of Catholic Bishops – http://www.occb.on.ca/
Local Diocesan Websites in
Alexandria/Cornwall – http://www.diocese-alex-cnwl.on.ca/
Hearst – http://www.diocesehearst.com/
Pembroke – http://www3.sympatico.ca/rcecpembroke/
Sault Ste. Marie – http://www.diocesecentre.com/
The teacher
may wish to assign one of these websites for a more varied presentation of
Church teaching:
Other Canadian Dioceses
Ukrainian Catholic Eparchies
Selected American Dioceses
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/
Time: 3.75 hours
Students are introduced to the Institute for Catholic Education’s Catholic Graduate Expectations (CGEs). The CGEs are presented as the vision that the Ontario Catholic community has for all graduates from the Catholic school system. These are behaviours, attitudes, and beliefs that demonstrate that students are striving to integrate their Catholic formation into their lives. Students are asked to compare these with the expectations that they had brainstormed in Activity 2. Students are asked to identify and research individuals in society whose lives best demonstrate these expectations. Each group creates a “Pictoral Catholic Graduate Station” for display in the class and composes a prayer to accompany the CGE. These prayers are used to begin the class and/or as part of morning prayer reflections.
CGE1 - A discerning believer formed in the Catholic faith community who: a) illustrates a basic understanding of the saving story of our Christian faith; b) participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story; c) actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures; d) develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good; e) 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); f) seeks intimacy with God and celebrates communion with God, others, and creation through prayer and worship) g) 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; h) respects the faith traditions, world religions, and the life-journeys of all people of good will) i) integrates faith with life; j) 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).
CGE2 - An effective communicator who: a) listens actively and critically to understand and learn in light of gospel values; b) reads, understands, and uses written materials effectively; c) presents information and ideas clearly and honestly and with sensitivity to others; d) writes and speaks fluently one or both of Canada’s official languages; e) 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.
CGE3 - A reflective and creative thinker who: a) recognizes there is more grace in our world than sin and that hope is essential in facing all challenges; b) creates, adapts, evaluates new ideas in light of the common good; c) thinks reflectively and creatively to evaluate situations and solve problems; d) makes decisions in light of gospel values with an informed moral conscience; e) adopts a holistic approach to life by integrating learning from various subject areas and experience; f) examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.
CGE4 - A self-directed, responsible, life long learner who: a) demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; b) demonstrates flexibility and adaptability; c) takes initiative and demonstrates Christian leadership; d) responds to, manages, and constructively influences change in a discerning manner; e) sets appropriate goals and priorities in school, work and personal life; f) applies effective communication, decision-making, problem-solving, time and resource management skills; g) examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities; h) participates in leisure and fitness activities for a balanced and healthy lifestyle.
CGE5 - A collaborative
contributor who: a) works effectively as an interdependent team member;
b) thinks critically about the meaning and purpose of work; c) develops one’s
God-given potential and makes a meaningful contribution to society; d) finds
meaning, dignity, fulfillment, and vocation in work which contributes to the
common good; e) respects the rights, responsibilities, and contributions of
self and others; f) exercises Christian leadership in the achievement of
individual and group goals; g) achieves excellence, originality, and integrity
in one’s own work and supports these qualities in the work of others; h)
applies skills for employability, self-employment, and entrepreneurship
relative to Christian vocation.
CGE6 - A caring family member who: a) relates to family members in a loving, compassionate, and respectful manner; b) recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended; c) values and honours the important role of the family in society; d) values and nurtures opportunities for family prayer; e) ministers to the family, school, parish, and wider community through service.
CGE7 - A responsible citizen who: a) acts morally and legally as a person formed in Catholic traditions; b) accepts accountability for one’s own actions; c) seeks and grants forgiveness; d) promotes the sacredness of life; e) witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful, and compassionate society; f) respects and affirms the diversity and interdependence of the world’s peoples and cultures; g) respects and understands the history, cultural heritage and pluralism of today’s contemporary society; h) exercises the rights and responsibilities of Canadian citizenship; i) respects the environment and uses resources wisely; j) contributes to the common good.
Overall Expectations
SC1.01 - recognize the Scriptures as God’s offer to transform their lives (CCC §101-133);
PFV1.01 - demonstrate an understanding of the relationship between religious faith and contemporary culture;
PFV1.05 - acknowledge that the call to faith includes a call to justice;
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);
CMV1.08 - 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;
PSL1.01 - identify and describe the role of sacraments in the life journey of Catholics with special emphasis on the sacraments of vocation;
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;
FLE1.06 - examine the role of chastity in the expression of sexuality in relationships and marriage;
FLE1.09 - demonstrate an understanding and profound respect for the sacred gift of human procreation, the gift of children, the experience of parenting;
FLE1.11 - demonstrate an understanding
and an appreciation of the
Specific Expectations
SC3.06 - recognize the responsibility of Christians to work for justice and peace;
SC4.05 - develop and implement strategies for community building based on the values and lifestyle of the early Church community;
PFV3.01 - value the religious quest for meaning in the contemporary world;
PFV3.05 - appreciate that humans are rational, emotional, physical, social, aesthetic, moral, and spiritual in nature;
CMV3.06 - acknowledge the value of community service in relation to the common good;
CMV4.05 - critique the message and practices of the media, which run counter to the gospel vision of life;
PSL4.01 - identify and describe the role of sacraments in the life journey of the Catholic with special emphasis on the sacraments of vocation;
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;
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.
The ability to do biographical research is essential. Students need to have some expertise with the Internet and an ability to synthesize written material.
·
The
teacher supplies each student with a copy of either ICE’s pamphlet Ontario
Catholic School Graduate Expectations or Appendix 2 of this profile.
·
The
teacher, in partnership with the library staff, provides materials for the
biographical research assignment. There should be a variety of resources from
which students may choose.
·
The
teacher should book computers so that students can use the
·
The
use of the Internet is recommended. Some religious/social justice related sites
have biographies of people who are striving to integrate the Gospel into their
lives.
·
The
teacher supplies chart paper for the writing and display of the prayer petition
for the CGE study.
1. Students are invited to brainstorm ideas of what they think the Church expects from them as graduates from a Catholic school system. In a class discussion, students provide reasons why they believe the Church would expect these actions from them.
2. The
teacher explains that there are various Church institutions that focus on
specific aspects of the mission of the Church. These institutions offer further
direction and reflection for specific cultures. One institution in
3. In groups, students study one overall expectation and its accompanying specific expectations. They compare these expectations with the ones developed as a class in Activity 2. They are to list which are similar and which are different. The group reports its findings to the class.
4. Individually, students are to make notes on what each group has reported.
5. In groups, students are to research present-day individuals who best exemplify the particular expectation in their lives. The report includes: how the expectation is demonstrated in the person’s life, and the various successes and difficulties the individual encounters as a result of demonstrating this expectation. Each group is to create a “Pictoral Catholic Graduate Station” of a person or group that best exemplifies their assigned CGE. This station is to include a picture of the individual/group and how, in point form, this person best exemplifies the qualities of their particular expectation. Some of the expectations can be demonstrated by individuals or groups that are not Catholic or Christian. Each group writes a prayer petition about their assigned expectation. Each intention is written, displayed, and used for prayer at the beginning of each class. These intentions could also used for morning prayer reflections for the entire school. Each group is responsible for arranging this with the school’s chaplain.
The teacher assesses the group research Pictoral Catholic Graduate Station according to the manner in which the group has shown the way the person best exemplifies the expectation in the person’s life. This includes what the person has demonstrated (actions, writings, accomplishments, experiences) in their life/work that illustrates clearly the expectation on a day-to-day basis. The teacher mounts each group’s prayer intention and ensure that one is included in the prayer that begins the class. The categories are Knowledge/Understanding, Thinking/Inquiry, Communication, and Application.
The teacher consults exceptional students’ IEPs for specific directions on accommodation for individuals and form groups that represent different learning styles and abilities. Students who have difficulty reading and writing should be encouraged to create a Bristol board presentation of the material using visual media. The teacher could create larger groupings to allow for more student-based support. The teacher can provide copies of the Ontario Catholic School Graduate Expectations with key words highlighted to guide students in their reading. The teacher can provide examples of key behaviours that best exemplify the expectations to assist students.
Institute for Catholic Education,
Institute for Catholic Education.
Trafford, Larry. Educating the Soul. ICE, 1998. pp. 17-19.
Internet Resources
Belief Net – http://www.beliefnet.com/
Development and Peace – http://www.devp.org/
Time: 2.5 hours
An introduction of the Christian Service Project (Appendix 3) is presented in this activity. Each student is required to select a Christian service project that demonstrates one of the Catholic Graduate Expectations.
CGE1 - A discerning believer formed
in the Catholic faith community who: a) illustrates a basic understanding of
the saving story of our Christian faith; b) participates in the sacramental
life of the church and demonstrates an understanding of the centrality of the
Eucharist to our Catholic story; c) actively reflects on God’s Word as
communicated through the Hebrew and Christian scriptures;
d) develops attitudes and values founded on Catholic social teaching and acts
to promote social responsibility, human solidarity, and the common good; e)
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); f) seeks intimacy with God and
celebrates communion with God, others, and creation through prayer and worship;
g) 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; h) respects the faith
traditions, world religions, and the life-journeys of all people of good will;
i) integrates faith with life; j) 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).
CGE2 - An effective communicator who: a) listens actively and critically to understand and learn in light of gospel values; b) reads, understands, and uses written materials effectively; c) presents information and ideas clearly and honestly and with sensitivity to others; d) writes and speaks fluently one or both of Canada’s official languages; e) 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.
CGE3 - A reflective and creative thinker who: a) recognizes there is more grace in our world than sin and that hope is essential in facing all challenges; b) creates, adapts, evaluates new ideas in light of the common good; c) thinks reflectively and creatively to evaluate situations and solve problems; d) makes decisions in light of gospel values with an informed moral conscience; e) adopts a holistic approach to life by integrating learning from various subject areas and experience; f) examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.
CGE4 - A self-directed, responsible, life long learner who: a) demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; b) demonstrates flexibility and adaptability; c) takes initiative and demonstrates Christian leadership; d) responds to, manages and constructively influences change in a discerning manner; e) sets appropriate goals and priorities in school, work and personal life; f) applies effective communication, decision-making, problem-solving, time and resource management skills; g) examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities; h) participates in leisure and fitness activities for a balanced and healthy lifestyle.
CGE5 - A collaborative
contributor who: a) works effectively as an interdependent team member;
b) thinks critically about the meaning and purpose of work; c) develops one’s
God-given potential and makes a meaningful contribution to society; d) finds
meaning, dignity, fulfillment, and vocation in work which contributes to the
common good; e) respects the rights, responsibilities, and contributions of
self and others; f) exercises Christian leadership in the achievement of
individual and group goals; g) achieves excellence, originality, and integrity
in one’s own work and supports these qualities in the work of others; h)
applies skills for employability, self-employment and entrepreneurship relative
to Christian vocation.
CGE6 - A caring family member who: a) relates to family members in a loving, compassionate, and respectful manner; b) recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended; c) values and honours the important role of the family in society; d) values and nurtures opportunities for family prayer; e) ministers to the family, school, parish, and wider community through service.
CGE7 - A responsible citizen who: a) acts morally and legally as a person formed in Catholic traditions; b) accepts accountability for one’s own actions; c) seeks and grants forgiveness; d) promotes the sacredness of life; e) witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society; f) respects and affirms the diversity and interdependence of the world’s peoples and cultures; g) respects and understands the history, cultural heritage and pluralism of today’s contemporary society; h) exercises the rights and responsibilities of Canadian citizenship; i) respects the environment and uses resources wisely; j) contributes to the common good.
Overall Expectations
SC1.01 - recognize the Scriptures as God s offer to transform their lives (CCC §101-133);
PFV1.01 - demonstrate an understanding of the relationship between religious faith and contemporary culture;
PFV1.05 - acknowledge that the call to faith includes a call to justice;
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;
CMV1.02 - recognize the role of the Church as a community of disciples called to transform the world;
CMV1.08 - explore the Church’s teaching on work;
CMV1.10 - analyse social structures in light of the Church’s social teachings;
PSL1.13 - examine contemporary approaches to ministry as a call to service.
Specific Expectations
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;
SC4.03 - evaluate the values found in the Gospel with those of contemporary culture;
SC4.06 - express different ways that Christians can work for justice and peace as essential features of discipleship;
PFV3.01 - value the religious quest for meaning in the contemporary world;
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;
PFV4.04 - engage in community service as an example of the call to discipleship;
CMV3.04 - appreciate that work is participation in the activity of co-creation;
CMV3.06 - acknowledge the value of community service in relation to the common good;
CMV4.03 - analyse the values of contemporary culture in relation to those of the Gospel;
CMV4.09 - assess community service as a vehicle of promotion for the common good;
PSL4.06 - examine contemporary approaches to ministry as a call to service.
Students should have an understanding of, and a basic ability to apply, the Catholic Graduate Expectations in their lives. Students should be aware of possible Christian service projects within their community.
The teacher should ensure that each student has a copy of the CGEs for study. The teacher should have available examples of service projects that best exemplify the CGEs. These may include Diocesan Social Service projects, Social Justice associations (Development and Peace), Foodbank organizations, and Out of the Cold agencies. The teacher provides chart paper and markers for students’ use. The teacher provides copies of the Christian Service Project proposal/agreement (Appendix 3).
1. The teacher describes the Christian Service component of the course. The teacher instructs students that they are to consider those projects that best exemplify one of the CGEs. Students gather into their groups (from Activity 4) to brainstorm some examples of Christian service projects that demonstrate aspects of their CGE. The teacher leads a discussion noting the examples and commenting on how accessible and appropriate these may be for students. The teacher instructs each student to choose one Christian project according to specific criteria.
2. In the same groups, students brainstorm examples of Christian service projects that best exemplify the CGE from Activity 4 and note their findings on chart paper provided by the teacher.
3. Individually, students choose a Christian Service Project that fulfills the following criteria: demonstrates two or more of the CGEs; involves an ongoing commitment (for most of the semester) on behalf of students; is appropriate for the particular student’s abilities; and honours and follows all of the board safety rules and directives. Parental permission and the approval from the Christian Service Project provider for students’ involvement is also required. Students complete Appendix 3 for teacher approval.
The teacher assesses and evaluates the group’s examples of Christian service projects that best exemplify the CGEs. The teacher assesses, according to the criteria contained in the Christian service agreement, each student’s selection of his/her Christian Service Project and its connection with one of the CGEs and gives final approval. Categories are Knowledge/Understanding, Thinking/Inquiry, Communication, and Application
The teacher consults exceptional students IEPs for specific directions on accommodation for individuals. Students in need of assistance can be paired with a peer to investigate and fulfill their Christian Service Project. For students requiring special assistance, the teacher can fill out the Christian Service Project form Appendix 3, and determine the appropriateness of the project and in setting up appointments with agencies.
Institute for Catholic Education,
Ontario Catholic Graduate
Expectations CD-Rom Resource Institute for Catholic
Education,
Christian Project Service Agencies
Diocesan Social Services projects, Social Justice associations (Development and Peace), Foodbank organizations, Out of the Cold agencies, Catholic Children’s Aid agencies.
Time: 2.5 hours
An important skill and practice in the faith journey of a Christian is that of discernment and theological reflection. Students are introduced, to and required to complete, a theological journal during their participation in the Christian Service Project. An example of this is provided. It is an adaptation of the Theological Reflection Process (Appendix 5) described in Robert Wicks Seeds of Sensitivity.
1) Determine the most important concrete occurrence when you were involved in your Christian Service Project. Recall in as much detail as possible how you were feeling, thinking, and behaving at that time. Establish why that event had such an impact.
2) Relate your accompanying scripture passage to the event – how does the passage support what you were feeling and thinking; how does it raise questions within you; what new meaning of the scripture passage have you gained. Relate this event to an interpretation of the passage in a biblical commentary. Decide whether you need to search for another passage to assist you in your Theological Reflection.
3) Decide how you will do/view your Christian Service Project differently as a result of your reflection? This reflection is to be completed each time students are involved in their Christian Service Project. Students are introduced to the biblical concordance as a tool to find scripture passages based on theme/words. Students use a biblical concordance to assist them in choosing scripture passage(s) to be used in their theological journal.
CGE1 - A discerning believer formed in the Catholic Faith community who: a) illustrates a basic understanding of the saving story of our Christian faith; c) actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures; d) develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good; g) 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.
CGE2 - An effective communicator who: a) listens actively and critically to understand and learn in light of gospel values; b) reads, understands, and uses written materials effectively; e) 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).
CGE3 - A reflective and creative thinker who: d) makes decisions in light of gospel values with an informed moral conscience; e) adopts a holistic approach to life by integrating learning from various subject areas and experience; f) examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society.
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;
PFV1.01 - demonstrate an understanding of the relationship between religious faith and contemporary culture;
PFV1.05 - acknowledge that the call to faith includes a call to justice;
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;
CMV1.02 - recognize the role of the Church as a community of disciples called to transform the world;
CMV1.08 - explore the Church s teaching on work;
CMV1.10 - analyse social structures in light of the Church’s social teachings;
PSL1.13 - examine contemporary approaches to ministry as a call to service.
Specific Expectations
SC2.04 - demonstrate an understanding of
the challenge of Jesus to transform ourselves and society in the spirit of his
teaching about the
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;
SC4.01 - locate biblical passages related to human dignity, justice, and reconciliation;
SC4.03 - evaluate the values found in the Gospel with those of contemporary culture;
SC4.04 - use biblical passages related to
the
SC4.06 - express different ways that Christians can work for justice and peace as essential features of discipleship;
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;
PFV4.04 - engage in community service as an example of the call to discipleship;
CMV3.04 - appreciate that work is participation in the activity of co-creation;
CMV3.06 - acknowledge the value of community service in relation to the common good;
CMV4.03 - analyse the values of contemporary culture in relation to those of the Gospel;
CMV4.09 - assess community service as a vehicle of promotion for the common good;
PSL4.06 - examine contemporary approaches to ministry as a call to service.
Students require an ability to apply some of the Catholic Graduate Expectations and to locate biblical passages. They also need to be familiar with a biblical commentary.
The teacher accesses biblical concordances (texts or in a central computer location) and biblical commentaries required for this activity. The teacher provides students with copies of Appendices 4 and 5 or their own versions of the material.
1. Students gather in groups of four to create a “recipe” for How to Reflect about Your Life’s Journey in Five Easy Steps. Each group shares their recipe with two other groups. The class discusses the results.
2. The teacher reads Mark 1:35-39 with students. The teacher asks for students’ initial insight into what Jesus is doing and why. The teacher suggests that Jesus is using the skills of discernment, prayer, and reflection to assist Him in understanding His ministry. The teacher informs students that a theological journal will be completed during their Christian Service Project. The teacher introduces and explains a six-step method of Theological Reflection – Appendix 5 (an adaptation of Robert Wicks’ method in Seeds of Sensitivity)
3. The teacher informs students that they are required to select a passage from one of the gospels to use in their Theological Reflection for their particular Christian Service Project. To assist in that selection, the teacher introduces a biblical concordance to students and describes how it is used to research passages that contain specific words or themes. The teacher provides time for students to look up various words and to find the references in the Bible.
4. Individually, students complete the Biblical Concordance Activity (Appendix 4) finding three biblical passages as directed.
5. The teacher takes up the assignment with the whole class noting what students discovered in working with the concordance (short cuts, difficulties, questions). The teacher informs students that it is necessary for them to know key words from each of the CGEs. These are used to guide them in looking up scripture passages that they can use for step four in the theological reflection. The teacher asks students to re-group in their original Catholic Graduate Expectations groupings to identify key words that could be used to assist in finding scripture passages for use with the Christian Service Project Theological Reflection.
6. In groups, students identify key words that could be used in finding scripture passages for theological reflection. Students look up some of these words to see which passages can be found and note their findings.
7. The teacher charts the groups’ findings with the class and looks at some scripture examples that were found. The teacher then directs each student to find his/her own scripture passage from one of the gospels for their Christian Service Project.
8. Individually students begin to look up one or two gospel passages to be used for their Theological Reflection.
Culminating Activity
Individually, students begin and complete the first entry of their Theological Reflection (Appendix 5) guided by the following criteria: naming their Christian Service Project, explaining how it demonstrates one of the CGEs, stating their selection of scripture and how they believe it assists them in their Christian Service Project, using a biblical commentary to ascertain what biblical research has discovered about the passage, and relating these findings to their own understanding of the text.
A unit test is administered assessing the students’ ability to use a biblical concordance, knowledge of how the Church teaches in the present time, knowledge and an understanding of the Ontario Catholic School Graduate Expectations and the process of theological reflection.
The teacher assesses the Biblical Concordance Activity (Appendix 4) for accuracy and completion. Student’s first Theological Reflection entry is assessed and evaluated according to the criteria set out by the teacher. Students should demonstrate a basic understanding of the process and the teacher provides direction for further improvement in their work. The Unit Test assesses students’ ability to use a biblical concordance, knowledge of how the Church teaches in the present time, knowledge and an understanding of the Ontario Catholic School Graduate Expectations, and the process of theological reflection. The categories covered are Knowledge/Understanding, Thinking Inquiry, Communication and Application.
The teacher consults exceptional students’ IEPs for specific directions on accommodation for individuals. Students needing assistance could do the biblical concordance in pairs. The Good News Bible may be substituted for the NRSVB for students with reading difficulties. Students can write key words in the phrase rather than the whole passage as assigned on the worksheet. Students can work in groups when searching for scripture passages that guide them through their Christian service project. The teacher could group students according to the kind of service project that has been selected and the group collectively selects one passage. Students with weak writing skills can orally present their theological reflection to the teacher, in person or on tape.
Institute for Catholic Education.
Ontario Catholic Graduate
Expectations Institute for Catholic Education,
Trafford, Larry. Educating the Soul. ICE, 1998
Text
Biblical Concordance (for NRSV translation)
Brown, R., J. Fitzmyer, and R. Murphy
eds. Jerome Biblical Commentary.
Wicks, Robert. Seeds of Sensitivity: Deepening Your Spiritual Life. Notre Dame, Indiana: Ave Maria Press, 1995. pp. 134-135
Group Members: _________________________________________________________
Media Selected:
|
Magazines: ______________________________ |
___________________________________________ |
|
TV Shows _______________________________ |
___________________________________________ |
|
Advertisements ___________________________ |
___________________________________________ |
|
Internet _________________________________ |
___________________________________________ |
|
Music __________________________________ |
___________________________________________ |
|
Did the group use a wide range of Media? |
Yes ______ No______ |
|
Did each member participate? |
Yes ______ No______ |
1. A Discerning Believer Formed in the Catholic Faith Community who:
a. illustrates a basic understanding of the saving story of our Christian faith;
b. participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;
c. actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;
d. develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;
e. 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)
f. seeks intimacy with God and celebrates communion with God, others, and creation through prayer and worship;
g. 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;
h. respects the faith traditions, world religions, and the life-journeys of all people of good will;
i. integrates faith with life;
j. 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).
2.
An Effective Communicator who:
a. listens actively and critically to understand and learn in light of gospel values;
b. reads, understands and uses written materials effectively;
c. presents information and ideas clearly and honestly and with sensitivity to others;
d. writes
and speaks fluently one or both of
e. 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.
3.
A Reflective and Creative Thinker who:
a. recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;
b. creates, adapts, evaluates new ideas in light of the common good;
c. thinks reflectively and creatively to evaluate situations and solve problems;
d. makes decisions in light of gospel values with an informed moral conscience;
e. adopts a holistic approach to life by integrating learning from various subject areas and experience;
f. examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.
4. A Self-Directed, Responsible, Life Long Learner who:
a. demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
b. demonstrates flexibility and adaptability;
c. takes initiative and demonstrates Christian leadership;
d. responds to, manages, and constructively influences change in a discerning manner;
e. sets appropriate goals and priorities in school, work and personal life;
f. applies effective communication, decision-making, problem-solving, time and resource management skills.
g. examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities;
h. participates in leisure and fitness activities for a balanced and healthy lifestyle.
5. A Collaborative Contributor who:
a. works effectively as an interdependent team member;
b. thinks critically about the meaning and purpose of work;
c. develops one’s God-given potential and makes a meaningful contribution to society;
d. finds meaning, dignity, fulfillment, and vocation in work which contributes to the common good;
e. respects the rights, responsibilities, and contributions of self and others;
f. exercises Christian leadership in the achievement of individual and group goals;
g. achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;
h. applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation.
6. A Caring Family Member who:
a. relates to family members in a loving, compassionate, and respectful manner;
b. recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;
c. values and honours the important role of the family in society;
d. values and nurtures opportunities for family prayer;
e. ministers to the family, school, parish, and wider community through service.
7. A Responsible Citizen who:
a. acts morally and legally as a person formed in Catholic traditions;
b. accepts accountability for one’s own actions;
c. seeks and grants forgiveness;
d. promotes the sacredness of life;
e. witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;
f. respects and affirms the diversity and interdependence of the world’s peoples and cultures;
g. respects and understands the history, cultural heritage and pluralism of today’s contemporary society;
h. exercises the rights and responsibilities of Canadian citizenship;
i. respects the environment and uses resources wisely;
j. contributes to the common good.
Name of Christian Service Project: ________________________
Nature of the commitment:
Once a Day: ________________
Every Week: ________________
Duration (number of hours for each visit)___________
Which Catholic Graduate Expectations does this project exemplify?
In what way?
Which of your abilities/skills are involved in this project?
Who is the
Person’s Name: _________________Signature: ________________
For the
Parental approval has been received for the students’ involvement in the Christian Service Project.
Parent’s Signature: _____________________Date: _______________________
Locate scripture passages for the following words/themes:
Write out one of the passages for each.
|
Family (passages from the Gospels) |
__________ |
__________ |
__________ |
|
Water (passages from the Psalms) |
__________ |
__________ |
__________ |
|
Citizen (passages from the Hebrew Scriptures) |
__________ |
__________ |
__________ |
|
Speaking (passages from the letters of Paul) |
__________ |
__________ |
__________ |
|
Prayer (passages from Matthew’s Gospel |
__________ |
__________ |
__________ |
|
Justice (passages from Isaiah) |
__________ |
__________ |
__________ |
|
Life |
__________ |
__________ |
__________ |
|
Community |
__________ |
__________ |
__________ |
The scripture passage for your Christian Service Project is: ______________
1) Determine the most important concrete event when you were involved with your Christian Service Project.
2) Recall in as much detail how you were feeling, thinking, and behaving at that time.
3) Why do you think this event had such an impact?
4) Relate your accompanying scripture passage to the event. How does the passage support what you were feeling, or thinking? How does it raise questions within you? What new meaning of the scripture passage have you gained? Relate this to an interpretation of the passage in a biblical commentary.
5) Do you need to search for another passage to assist you in your Theological Reflection? Why?
How does your current passage continue to support you? In what ways does it not support your reflection?
6) How will you do/view your Christian Service Project differently as a result of your reflection?
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