Course
Profile Church and
Culture (HRE4O), Grade 12, Open, Catholic
Unit 1: Who, Us?
Time: 20 hours
This unit is organized into four
clusters of activities: Who are we?; What does it mean to be human?; Being
Christian…
The title of the unit, Who, Us? is rooted in the understanding that self-esteem issues provide the basis for many of the problems faced by young people in our modern society. The title often reflects the dominant theme expressed by many young people who don’t necessarily feel they have anything to offer the world. Personality surveys as well as Christian anthropology are ways that students can develop a positive self-understanding. Once this is accomplished, they can come to see what they offer the larger community. In a sense, the unit is a Yes, You! response to the question: Who, Us?.
The culminating activities in this unit are the assembly of a CGE resume, and the location of an appropriate placement for Christian service in the community. Throughout this unit, students continue to reflect in their journals on the implications of the themes covered for their own lives. Students compile material for their final portfolio and presentation to be held at the end of the course. It is recommended that teachers monitor these reflections after each activity.
Internet sites are used frequently in this unit. Ensure that students have signed the school or boards ethical code of conduct form for Internet use where applicable. When films or documentaries are recommended, be sure the appropriate permission is obtained.
Expectations from the Institute for Catholic Education are indicated after the heading ICE. The Ontario Catholic School Graduate Expectations are indicated after the heading CGE.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
1. |
6 hours |
ICE - SC1.01, SC3.04, SC3.05, SC3.06 |
Knowledge/ Understanding Communication Application |
Game activity Group discussion Journal |
|
2. |
1.15 hours |
ICE - PFV1.01, PFV3.05, FLP1.01, FLE1.02 |
Knowledge/ Understanding Communication |
Surveys Journal |
|
3. |
2.3 hours |
ICE - PFV1.01, PFV3.05, FLP1.01, FLE1.02 |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Children’s book – Rubric |
|
4. |
1.15 hours |
ICE - PFV3.05, FLP1.01, FLP2.01 |
Knowledge/ Understanding Communication |
Dignity Activity and Reflection Group charts Checklist Class discussion Teacher observation Journal |
|
5. |
1.15 hours |
ICE - CMV1.01, CMV4.01 |
Thinking/ Inquiry Communication |
Think/Pair/Share Activity Class discussion |
|
6. |
1.15 hours |
ICE - CMV1.03, CMV2.02, CMV3.01 |
Knowledge/ Understanding Communication |
Choices poster project Teacher-led Socratic lesson Discussion Completion checklist Rubric Quiz |
|
7. 7a. The Values of Jesus: Dramatization in a Contemporary Context 7b. The Corpus Collage |
6.75 hours |
ICE - FLP1.01, SC3.03, CMV2.02, CMV3.02, CMV4.01, CMV4.02 |
Knowledge/ Understanding Communication Application |
Teacher presentation Group work Biblical references Comparison chart Dramatization Corpus collage puzzle |
|
8. |
2.3
|
ICE - SC2.05, SC1.03, SC4.01, SC4.03, SC4.05, CMV4.06 |
Knowledge/ Understanding Communication Application |
Biblical references Artifact activity Journal Rubric |
|
9. |
3.45 hours |
ICE - SC3.02, PFV1.05, PFV1.08, PFV3.04, PFV4.04, CMV3.06, CMV4.09,
PSL1.08, PSL1.09, PSL4.04, PSL4.06, PSL4.07, FLP2.01 |
Knowledge/ Understanding Communication Application |
Christian Service Resumes – Rubric Christian service placement |
Time: 6 hours
This activity promotes community in the classroom. Students learn about the importance of working together and the effects of not doing so on others in the class. The activity introduces basic themes around cooperation and social responsibility within the classroom, the school, the community, and the world in general.
Ontario Catholic School Graduate Expectations
CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;
CGE5e - respects the rights, responsibilities, and contributions of self and others.
Strand(s): Scripture
Overall Expectations
SC1.01 - recognize the Scriptures as God’s offer to transform their lives (CCC §101-133).
Specific Expectations
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.
Students must be physically capable of volleying a ball.
The teacher acquires a volleyball, beach ball, or balloon. (An inflatable world globe is preferable as connections are made to one’s responsibility to the whole world.) The teacher makes sure an open space is available, e.g., gymnasium, hallway, outside lot, or field. A classroom may also be cleared by placing desks along the wall. The teacher locates a watch or second timer. The teacher ensures that there is space enough in the classroom (or elsewhere) to accommodate the activity.
1. The teacher assigns each student either the number 1 or the number 2. All 2s are asked to meet the teacher in a corner of the room. The 2s are told that they are going to be assigned to other groups. The teacher explains to them (without the 1s hearing), that each of the groups they are joining will have to volley a ball from one end of the room to another. The 2s in each group are not to assist. They are to pretend to be helping, but actually can be sabotaging their group’s efforts. It is imperative that they not be obvious about their lack of cooperation. Once the 2s understands the instructions, they are asked to return to the group and not repeat anything of the discussion just held.
2. The teacher assigns each student in the room to a group. It is best that each group have five or six members. Each group is asked to stand together as the rules of the activity are explained. Once the groups are assembled, the activity rules and procedures are explained.
3. The teacher establishes a clear start and finish line. A student is selected to time each group’s attempt to reach the finish line, and record the time on a tally chart on the board. The teacher explains that the task of each group is to get from the starting line to the finishing line while volleying the ball into the air. If the ball hits the floor, the group must return to the starting position and begin again. Each group will be timed, and the group that reaches the finish line first, wins.
Some basic ground rules are as follows:
a. The group must stay together in a circle all the way to the finish line.
b. The ball may not be volleyed across the room or any great distance. It must be kept straight above the group as the group moves toward the finish line.
c. At no time is the ball to be hit roughly.
d. Each group has a maximum of one minute to reach the finish line. If they do not reach the finish line within one minute, they are disqualified.
e. Each group is given the opportunity to complete the task.
Note: As each group tries to accomplish the task, there will be frustrations expressed with the “non-cooperators.” Certain members of each group may take over and volley only to the “cooperating” members. Be vigilant and record any observations made during the process. Most groups will not be able to complete the task within one minute.
4. Once each group is given an opportunity to complete the task, the teacher explains or “unveils” the problem with the activity – all the 2s were asked not to cooperate. Ask the students to offer some thoughts about what they witnessed, e.g., Some group members took over or worked harder than others, the “non-cooperators” were verbally reprimanded, etc. The teacher then instructs the class that each group will be asked to repeat the “contest” with the 2s co-operating. The same rules apply to this round of the activity.
Note: Most groups will complete the task within ten seconds.
Ask students to discuss the contrasts between the second round of the activity and the first round of the activity, e.g., faster, less frustration, etc.
5. The teacher points out that what is true of the activity is true in group work, in the classroom, in the school, in the community, and in the world in general. When someone refuses to cooperate, others get frustrated, work harder, or are left out. The goal of the Christian person should be to work together with others. When we all work together, there is less frustration, more inclusion, and our tasks are accomplished much more easily.
6. The teacher reads the account of the Early Christian community in Luke’s Gospel (Acts 4: 32-35). Students complete a brief journal activity outlining what they learned from the activity.
A journal activity is assessed for Knowledge/Understanding and Application, and the discussion session is assessed for Communication and Application.
Glavich, Mary Kathleen. Called to Love: Your Christian Vocation. Notre Dame, Indiana: Ave Maria Press, 1999. pp. 10-23 ISBN 0-97793-687-0
Koch, Carl. Creating a Christian Lifestyle. Winona, MN: Saint Mary’s Press, 1998. pp. 6-19.
Activity adapted from: Reichart,
Richard. Simulation Games for Religious Education. Winona, MN:
St. Mary’s Press, 1993.
Grant, Joseph. Justice and Service Ideas for Ministry with Young Teens. Winona, MN: Saint Mary’s Press, 2000. (T) ISBN 0-88489-572-6
Time: 1.15 hours
This activity provides the opportunity for students to assess themselves with some basic personality tests and surveys. Students are assessed in the following areas: rational, emotional, physical, social, aesthetic, moral, and spiritual. Students complete a journal outlining what they have learned about themselves.
Ontario Catholic School Graduate Expectations
CGE1i - integrates faith with life;
CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others.
Strand(s): Profession of Faith, Family Life Education – Personhood
Overall Expectations
PFV1.01 - demonstrate an understanding of the relationship between religious faith and contemporary culture.
Specific Expectations
PFV3.05 - appreciate that humans are rational, emotional, physical, social, aesthetic, moral, and spiritual in nature;
FLP1.01 - describe how human persons are relational, emotional, physical, social, and spiritual in nature, and how these dimensions develop throughout the life span;
FLE1.02 - describe and analyse the stages of the human life cycle with particular attention to moral development.
Students are familiar with the basic Christian anthropological definition of what is human as presented in the Grade 11 Religious Education Curriculum.
The teacher prepares two or three small personality tests, e.g., Myers-Briggs, which provide some basic opportunity for students to self-analyse. See Appendix 1.
The teacher prepares a series of personality tests and questionnaires that:
·
are
based on personality tests available through assessment programs
·
match
the seven elements of the human being: Rational, Emotional, Physical, Social,
Aesthetic, Moral and Spiritual (see Appendix 2)
·
explore
the changes that occur in people as they grow from childhood to adolescence to
adulthood
A guidance counsellor and/or library staff member may be of assistance in locating resources for tests and/or surveys.
The teacher reviews the concept of the Seven Intelligences “SMARTS,” outlined in the Grade 9 curriculum. The teacher then distributes a copy of each survey or personality test to each student and then leads students through a self-assessment.
Individual students complete the personality tests and then a journal outlining what they learned about themselves from the test.
Note: Students are to be encouraged to share only what they are comfortable sharing in their journals.
A journal activity is assessed for Knowledge/Understanding and Communication.
Students with reading difficulty can be prompted by the teacher for each of the questions in the survey/test.
Glavich, Mary Kathleen. Called to Love: Your Christian Vocation. Notre Dame, Indiana: Ave Maria Press, 1999. pp. 10-23. ISBN 0-97793-687-0
Koch, Carl. Creating a Christian Lifestyle. Winona, MN: Saint Mary’s Press, 1998. pp. 6-19.
Myers-Briggs Explained – http://www.teamtechnology.co.uk/tt/t-articl/mb-simpl.htm
Myers-Briggs Test Online – http://www.humanmetrics.com/cgi-win/JTypes1.htm
Personality Online – http://www.spods.net/personality/index.php3
Beliefnet.com - Spirituality Types Tests – http://www.beliefnet.com
Time: 1.15 hours
This activity provides the opportunity for students to present what they have learned about themselves and how the human person changes as one develops. The project, as a children’s book, provides the opportunity for students to demonstrate mastery of the basic concepts of human development and change as well as express their self-understanding.
Ontario Catholic School Graduate Expectations
CGE1i - integrates faith with life;
CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities.
Strand(s): Profession of Faith, Family Life Education - Personhood
Overall Expectations
PFV1.01 - demonstrate an understanding of the relationship between religious faith and contemporary culture.
Specific Expectations
PFV3.05 - appreciate that humans are rational, emotional, physical, social, esthetic, moral, and spiritual in nature;
FLP1.01 - describe how human persons are relational, emotional, physical, social, and spiritual in nature, and how these dimensions develop throughout the life span;
FLE1.02 - describe and analyse the stages of the human life cycle with particular attention to moral development.
Students have already explored the basic elements of what it means to be human, as well as explored self-understanding concepts.
The teacher makes available various children’s books that are samples or models for students to consider when designing a children’s book.
Note: Library staff member may be invited into the classroom to present the basic elements of a good children’s book.
1. The teacher prepares an assignment in which students are asked to develop a children’s book that presents how they have changed from childhood to adolescence, and how they expect to change as they mature into adulthood. Each book is to show how students have changed: rationally, emotionally, physically, socially, aesthetically, morally, and spiritually since childhood, and how they expect to be different in each of these areas as adults. (Appendix 3)
2. Individual students develop a children’s book using collage, family photos, drawings, etc.
The children’s book is assessed with a rubric in the areas of Knowledge/Understanding, Thinking/Inquiry, Communication, and Application.
Students who are particularly gifted with computers and/or other forms of media are encouraged to develop computer presentations, videos, songs, web pages, etc., to present the material.
Students with learning challenges are to develop a scrapbook showing how they have changed since childhood.
Glavich, Mary Kathleen. Called to Love: Your Christian Vocation. Notre Dame, Indiana: Ave Maria Press, 1999. pp. 10-23. ISBN 0-97793-687-0
Koch, Carl. Creating a Christian Lifestyle. Winona, MN: Saint Mary’s Press, 1998. pp. 6-45.
Websites
Pearls of Great Price: “Secrets of Writing Great Picture Books”
– http://www.talewins.com/Kids.htm
Time:
1.15 hours
This activity assists the students in developing an understanding of the concept of “human dignity” using Think/Pair/Share. Students work independently on a chart; they explore the impact that others’ treatment of them has upon their personal experience of dignity. Students reflect on personal experiences wherein peers and/or family members have modelled either respect or disrespect.
Ontario Catholic School Graduate Expectations
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 (Witness to Faith);
CGE7a - acts morally and legally as a person formed in Catholic traditions;
CGE7d - promotes the sacredness of life;
CGE5e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.
Strand(s): Profession of Faith, Family Life
Overall Expectations
PFV.05 - appreciate that humans are rational, emotional, physical, social, aesthetic, moral and spiritual in nature.
Specific Expectations
FLP1.01 - describe how human persons are relational, emotional, physical, social and spiritual in nature, and how these dimensions develop throughout the life span;
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.
Students have already developed an understanding of what it means to be human: relational, emotional, physical, spiritual, etc., in nature.
The teacher prepares an analysis chart on which students record their experiences. Students write their work in point form. The chart should include the categories of students and family and headings to include: best things they have known or heard to have happened (1-5), and worst (1-5) they have known or heard to have happened.
Note: Students must be informed that they cannot identify particular individuals in the activity.
Note: Students must be informed that disclosure of harm to self or others that is direct must be reported to the appropriate authorities.
The teacher reviews the Catholic Church teaching that from the moment of conception every human being possesses dignity. Students are directed to define dignity as a quality of being worthy of esteem and respect. This implies that all humans are subjects, not objects, and that each deserves respect regardless of race, creed, gender, sexual orientation, or educational background. The teacher encourages each student to show a regard for human dignity by treating others with respect and consideration.
Think
Individual students identify experiences of being treated with dignity or not being treated with dignity. The students complete a chart as assigned by the teacher.
Pair
Students share the chart with peers in one-on-one sessions.
Share
The teacher leads a large group session in which students are invited to offer some of the experiences they have discussed. The teacher records the experiences offered on the board or chart paper.
The teacher, through discussion, leads students to realize the profound effect our attitude regarding human dignity and worthiness can have upon others and vice versa.
Students record reflections on the importance of human dignity into journals.
The teacher checks charts for completion using a checklist. The journal is assessed in the categories of Knowledge/Understanding and Communication. The discussion is assessed by teacher observation in the category of Communication.
Students with limited reading and writing skills could dictate experiences to partner, tutor teacher, or teacher assistant. Students with limited verbal skills may draw pictures to depict the experiences.
Glavich, Mary Kathleen. Called to Love: Your Christian Vocation. Notre Dame, Indiana: Ave Maria Press, 1999. pp. 10-23. ISBN 0-97793-687-0
Koch, Carl. Creating a Christian Lifestyle. Winona, MN: Saint Mary’s Press, 1998. pp. 6-45.
Pennock, Michael, Your Life in
Christ: Foundations of Catholic Morality. U.S.A.: Ave Maria
Press, 2001. ISBN - 0-87793-949-7
Pennock Michael. Being Catholic:
Believing, Living, Praying. Notre Dame, Indiana: Ave Maria
Press, 1994. ISBN 0-87793-528-9
Time: 1.15 hours
Students continue their discovery of what it means to be human from a Catholic Christian perspective. Students are given the opportunity to reflect on what brings meaning to their lives and to share these reflections in both a small and large group environment. Class discussions help students to learn that all human beings seek meaning in their lives and that such meaning is rooted in our relationship with God in the Catholic Christian perspective.
Ontario Catholic School Graduate Expectations
CGE1g - understand that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;
CGE2a - listens actively and critically to understand and learn in light of Gospel values;
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others.
Strand(s): Christian Moral Development
Overall Expectations
CMV1.01 - examine the human search for meaning and purpose in the context of Christian Anthropology.
Specific Expectations
CMV4.01 - examine the human search for meaning and purpose in the context of Christian
Anthropology.
Students have spent time exploring understanding of who they are as persons, maturing and growing, and what it means to be a human with dignity. Students have also explored the concept of the human quest for meaning in the Grade 11 curriculum.
The teacher prepares a reflection question that challenges the students to think about that which gives meaning to their lives.
Think
Each student is asked to reflect on the following question, or a similar question “It is your last day to live and you are 65 years old. You have an opportunity to write a paragraph for your own headstone or death notice in the newspaper. What will you hope you can say that you have done that is meaningful with your life?”
Pair
Students share their responses with each other in pairs (groups of four may also work for this activity) and each pair/group is given a piece of experience paper on which to record their responses.
Share
Each pair/group of students makes an oral presentation to the class about that which gives meaning to their lives. After their oral presentations, each group posts their chart paper on the wall.
The teacher invites students to review all of the pieces of chart paper and think about what gives meaning to their lives.
Class Discussion about what gives meaning to the lives of people today with a view towards helping students understand that human beings have a basic need for meaning and what it is that gives meaning to human existence from a Catholic Christian perspective.
Students are evaluated on their participation in individual and group reflections using a checklist. The oral presentation may be given a grade using a rubric for oral presentations. Thinking/Inquiry and Communication are assessed in this activity.
Pair students with different levels of reflective and communication skills when discussing personal reflections and doing oral presentations. Students who have difficulties with oral communication should be encouraged to participate by pointing to relevant points on the chart paper, as group members speak and discuss at least one point in the presentation. The reflection question may be placed on the board or an overhead to accommodate visual learners. Students who have difficulty with written communication could be given the option of recording their thoughts on tape or use a word processor.
Canadian Conference of Catholic Bishops. Catechism of the Catholic Church (1700-1715). Ottawa: CCCB Publications Services, 1994.
Austin Flannery, ed. Vatican Council II: The Conciliar and Post Conciliar Documents, 2nd ed. Northport, NY: Costello Publishing Co. (see especially Gaudium et Spes)
Glavich, Mary Kathleen. Called to Love: Your Christian Vocation. Notre Dame, Indiana: Ave Maria Press, 1999. pp. 10-23.
Koch, Carl. Creating a Christian Lifestyle. Winona, MN: Saint Mary’s Press, 1998. pp. 6-45
Pennock, Michael. Your Life in Christ: Foundations of a Catholic Morality. Notre Dame, Ind.: Ave Maria Press, 2001. pp. 31-49
Gustafson, Janie. Building Catholic Character: Developing Christian Life Skills. Notre Dame, Ind.: Ave Maria Press, 2001. pp. 9-29.
Websites
The Official Website of the Vatican – http://www.vatican.va
The Catechism of the Catholic Church – http://www.christusrex.org/www1/CDHN/ccc.html
The Canadian Conference of Catholic Bishops – www.cccb.ca
Beliefnet – http://beliefnet.com
Video/Film
Cry Freedom, MCA Entertainment
The Shawshank Redemption, Castle Rock Entertainment
Time: 2.3 hours
Students are asked to think about the choices they have personally made in their lives and to complete a simulation of scenarios that teenagers may be faced with during their high school years. Students are led to discover the significance of free will, the discernment of right from wrong as part of our human identity. The difference between a moral and a non-moral choice is defined.
Ontario Catholic School Graduate Expectations
CGE5e - respects the rights, responsibilities, and contributions of self and others.
Strand(s): Christian Moral Development
Overall Expectations
CMV1.03 - appreciate that human beings are created with the ability to discern right from wrong, and with the freedom to choose between them.
Specific Expectations
CMV2.02 - identify the main features of a Christian anthropology;
CMV3.01 - appreciate that human beings are created with a free will and with the ability to discern right from wrong.
The teacher prepares a chart where students could list ten choices they have been faced with, the choice they made, and the reasons for these choices. The teacher prepares a “choices worksheet,” which describes ten scenarios of choices that may be faced by a typical high school student. These scenarios should range from ones requiring decisions that do not involve a moral component to ones that are in fact moral choices. A moral choice requires a person to make a choice between right and wrong, or good and bad. While in a non-moral choice, a person is not required to choose between right and wrong, or good and bad, i.e., choosing which colour ink to write with is not a moral choice while choosing whether to steal or not is a moral choice.
Students are invited to make a list of ten difficult decisions they have had made (or have heard about another student making) in the past three years of high school (since Grade 9). They are asked to name the options from which they had to choose, the actual choices they made, and the reasons for the choices.
Students are asked to create a poster that will be displayed in the school. The poster is to be directed at Grade 9 students who are commencing their high school years. On the poster, students name/describe what they believe to be the most crucial decisions a high school student will be faced with, and provide information that helps Grade 9 students make the most positive responses. The poster should be informative, creative, and attractive.
Students are given a chart with scenarios requiring a person to make a choice. These scenarios are ones that a typical teenager may face in his/her high school years and range in moral complexity from choosing the colour of pen to use, to choosing to behave in a moral way or not. Students complete the chart by indicating what choices they would make for each scenario and why. Students identify the major values governing the decision made.
In a class discussion, the teacher invites students to share how they would choose in each scenario and why. In those scenarios requiring a moral choice on the part of the student, the idea of human beings having the ability to discern right from wrong as part of having free will is drawn out in the class discussion.
Students are asked to think about how they would feel if their ability to choose was taken away and a few students are asked to share their reactions.
The teacher leads the class in articulating the notion that free will and the ability to choose is a basic component of what it means to be human.
The teacher summarizes, in a note, the concept that human beings have the freedom to choose and with that freedom comes the responsibility of discerning right from wrong with respect to our choices. The distinction between a moral decision as one of choosing between right/wrong and good/bad, and a non-moral decision as one that does not require a choice between right/wrong and good/bad, is also defined in the note.
The list of choices made in the past three years and the “choices worksheet” are checked for completion using a checklist. The poster is evaluated using a rubric in the category of Communication. Students are evaluated using a quiz in the category of Knowledge/Understanding.
Students who have difficulties with written comprehension may be paired with another student in the “choices worksheet.” The summary note may be placed on an overhead transparency for students who have difficulties seeing the board.
Ahlers, Julia, Barbara Allaire,
and Carl Koch. Growing in Christian Morality. Saint Mary’s Press, 1992.
ISBN 0-88489-260-3. pp.161-168.
Glavich, Mary Kathleen. Called to Love: Your Christian Vocation. Notre Dame, Indiana: Ave Maria Press, 1999. pp. 10-23.
Koch, Carl. Creating a Christian Lifestyle. Saint Mary’s Press, 1988. ISBN 0-88489-4. pp. 24-27; 50-53.
Stoutzenberger, Joseph M. Morality:
Christian Vision in Practice. Brown-ROA Publishing, 1992.
ISBN 0-697-17539-1 p. 52.
Time: 4.6 hours
Students explore the role of prophecy in their own communities and in the Bible. Students compare Hebrew Scripture (Old Testament) prophecies about the coming of a messiah and New Testament references about Jesus through teacher presentation. Students also focus on the values and teachings of Jesus. Groups of students deconstruct parables to identify the values of Jesus. Students appreciate the transforming impact of these values on past and present societies. Students create a modern day dramatization to apply the values introduced by Jesus in the parable analysed, to current issue(s) relevant to their lives.
Ontario Catholic School Graduate Expectations
CGE1a - illustrates a basic understanding of the saving story of our Christian faith;
CGE1c - actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;
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;
CGE2a - listens actively and critically to understand and learn in light of gospel values;
CGE2c - reads, understands, and uses written materials effectively;
CGE3a - recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;
CGE3b - creates, adapts, and evaluates new ideas in light of the common good;
CGE3e - makes decisions in light of gospel values with an informed moral conscience;
CGE7c - seeks and grants forgiveness;
CGE7d - promotes the sacredness of life.
Strand(s): Scripture; Christian Moral Development, Family Life Education – Personhood
Overall Expectations
FLP1.01 - describe how human persons are relational, emotional, physical, social, and spiritual in nature, and how these dimensions develop throughout the life span.
Specific Expectations
CMV2.02 - identify the main features of a Christian anthropology (CCC §27-174, 1700-1729);
CMV3.02 - recognize that the teachings of Jesus and the Church guide believers in their moral choices;
CMV4.02 - employ Christian anthropology as a way of understanding the human person;
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;
SC3.03 - appreciate the role of the prophetic stance in both Biblical and contemporary culture.
Students must be familiar with the structure of the Bible specifically the Hebrew Scripture and New Testament. Students must know how to locate biblical references.
A class set of bibles should be available. The teacher should consider whether or not to organize groups or have students select their own. Quads are ideal groupings for this activity. The teacher selects a pool of easy to read parables that reflect the choices and values of Jesus (see Appendix 4).
The teacher introduces the concept of prophet. Students are reminded that they are called to be prophets to other students in the school community just as they have already done with the “choices poster project” in Activity 6. The teacher points out that the prophets of the Hebrew Scripture called people to be aware of the presence of God among them, particularly in the coming of a future messiah – Jesus.
The teacher introduces Jesus through a comparison chart on selected Old Testament messianic prophecies and their corresponding Gospel references to Jesus and his life.
|
Hebrew Prophecy |
New Testament Reference |
|
Psalm 22:18 |
Mark 15:24 |
|
Psalm 22:7-8 |
Mark 15:31 |
|
Psalm 22:1 |
Mark 15:34 |
|
Psalm 69:21 |
Mark 15:36 |
|
Isaiah 40:3-5 |
John 1:1-13 |
Other Hebrew Scripture descriptions of the Messiah can be found in the following biblical references: Isaiah 9:1-6; 11:1-9; 42:1-4; 61:1-3; 52:13 - 53:12
The teacher points out that the prophets of the Hebrew Scripture called people of their time to come into line with the values of God. Jesus too called people to a certain value system.
Using an overhead note the teacher defines values and how they relate to choices. Students are reminded of the difference between moral and non-moral choices as outlined in Activity 6, as well as the values underlying the choices identified by students in Activity 6. The teacher presents a basic overview of the values of Jesus.
Students are divided into groups. Each group member is assigned a specific role: reader, recorder, and resource person and teacher consultant. The resource person collects the assigned reading and any other materials required by the group. The reader finds the reference and reads the parable to the group. The recorder writes the group members names beside their assigned role. The recorder writes the groups’ response to the parable by listing the main value taught by Jesus in the story read by the recorder. The group analyses the impact of this value on the people involved in the story. The recorder writes the group finding. The group discusses the modern relevance of the value while recording their ideas. The group creates a short dramatization of a modern day scenario and solution as inspired by the value taught in the New Testament parable assigned to the group. The recorder writes down the details of the skit. The teacher consultant takes the group’s work to the teacher to consult and receive approval. Students create props, practise, and perform their dramatization.
The dramatizations are assessed with a rubric for identifying the value of Jesus and applying it to a modern day scenario (Knowledge/Understanding and Application). The consultation session can be assessed with a checklist for communication and the group worksheet can be evaluated formatively for process (Communication).
·
The
teacher can pair students with limited reading, comprehension, or biblical
referencing skills with stronger students. The teacher could also summarize the
biblical references in simpler terms and attach the summaries to the summary
chart. Students identify the central meaning of the summary and record it in
the comparison chart.
·
If
students demonstrate difficulty with organizational skills, it is recommended
that the teacher create a group worksheet with individual roles (resource
person, reader, recorder, teacher consultant) and spaces to print group
member’s names. The group worksheet should have a space where the assigned
parable is referred to by title and biblical reference. For students with
limited organizational skills, the parable could be included in summary form on
the group worksheet or attached to it. The worksheet could also have prompting
questions and lines for the recorder to write the group findings in order to
guide the learning and give an estimate on how long the group response should
be.
·
Students
who have limited writing and comprehension skills may be encouraged to create
collages or drawings of the stories told in the parables.
Allaire, Barbara and Thomas Zanzig. Understanding Catholic Christianity. Winona, Minnesota: Saint Mary’s Press, 1996. pp. 53,72-73, 74, 79, 88, 91, 115, 116, 118-119.
Drane, John. Introducing The New Testament. New York: Harpar San Francisco, 1986. pp. 64-109.
Diagram Group. Religions On File. New York: Facts On File, 1990. p. 6.09. Main Events of Jesus’ Life Christianity.
Farrell, Father Melvin L. Getting To Know the Bible. Milwaukee, WI: HI-TIME Publishing Corp., 1993. pp. 51-55; 66-74.
Glavich, Mary Kathleen. Called to Love: Your Christian Vocation. Notre Dame, Indiana: Ave Maria Press, 1999. pp. 10-23.
Gryczka, Mary E. and Ronald J. Wilkins. Catholic Morality: Guidelines for Christian Living. Dubuque, Iowa: Brown Roa Publishing Media, 1988. pp. 42-68.
Koch, Carl. Creating a
Christian Lifestyle. Winona, MN: Saint Mary’s Press, 1998.
pp. 11; 16; 35-36; 44-45; 55; 77-78; 95-97; 113; 125-126; 134; 167; 175; 185;
235; 263; 271; 304-305.
Pennock, Michael. Forming A
Catholic Conscience. Notre Dame, Indiana: Ave Maria Press, 1991.
pp. 92-109.
Pennock, Michael. Your Life In Christ: Foundations of Catholic Morality. Notre Dame, Indiana: Ave Maria Press, 2001. pp. 103-127.
Zanzig, Thomas. Jesus of History:
Christ of Faith. Winona, MN: Saint Mary’s Press, 1998.
pp. 60-62; 96; 148-213.
Websites
Catholic.Net – www.catholic.net
ChristianityToday.com – www.christianity.net
The Talking Bible – www.talkingbible.com
Academic Jewish Studies Internet Directory – www.uni-duisburg.de/FB1/JSAtudien/judaica.htm
Life of Christ – www.lifeofchrist.com
The Jesus Seminar Forum – http://religion.rutgers.edu/jseminar/
New Advent – http://www.newadvent.org/
Time: 2.15 hours
Students cut out magazine images that
represent the values presented in the dramatizations from
Activity 7a. Each student glues his or her favourite image(s) that represents
one of the values of Jesus on a piece of a puzzle pre-cut by the teacher. On
the back of the piece of the puzzle assigned, the student explains why this
value of Jesus is important to them on an individual level. Each student
briefly explains the image and its significance to the class. The puzzle pieces
fit together to form a cross. After all the pieces of the puzzle fit together
the teacher discusses the importance of the passion in Christian belief.
Ontario Catholic School Graduate Expectations
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;
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE3f - examines, evaluates, and applies knowledge of interdependent systems for the development of a just and compassionate society.
Strand(s): Profession of Faith; Christian Moral Development
Overall Expectations
FLP1.01 - describe how human persons are relational, emotional, physical, social, and spiritual in nature, and how these dimensions develop throughout the life span.
Specific Expectations
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;
CMV2.02 - identify the main features of a Christian anthropology (CCC §27-174, 1700-1729);
CMV3.02 - recognize that the teachings of Jesus and the Church guide believers in their moral choices.
Concepts presented in Activity 7a.
·
The
teacher draws and cuts out a life-size cross.
·
The
teacher divides the cross into puzzle like pieces (one for each student in the
class).
·
The
teacher numbers or letters each piece in order to code how they fit together to
form the cross shape.
·
The
teacher reads the passion directly from the Bible, or summarizes the story in
more simplistic terms (refer to Matthew 26-27; Mark 14-15; Luke 22-23 and John
18-19).
·
The
teacher uses the cross with the values of Jesus to represent how the values
changed his society and still inspire people today to do the same.
·
The
teacher collects various magazines for use in the activity, or asks students to
bring in magazines.
Each student receives a piece of the puzzle and is responsible for gluing an image(s) that represents one of the values of Jesus presented in the dramatizations detailed in Activity 7b.
1. Students explain why this image is important to them on an individual level.
2. Students record their ideas on the back of the puzzle piece (opposite the pasted image) and present their image and its relevance to the class.
3. The teacher fits the puzzle together after each presentation using the coding system developed when cutting the pieces.
4. Once the cross is fitted with all of its pieces, the teacher details and discusses the significance of Jesus in the Hebrew Scripture (messianic prophecies) and in the New Testament (Gospel values).
5. The teacher reviews the impact that Jesus had in all the parables analysed in class and how the impact is still felt today with references to the modern day dramatizations.
6. The teacher assigns readers to take on roles and the passion is read to reinforce the values expressed by Jesus in facing death for his steadfastness to his values.
The personal reflection on the back of the puzzle piece can be assessed for the application of the values investigated through the group parable analysis and dramatizations (Application).
Some students may encounter difficulty in finding appropriate images from magazines. Outline clear guidelines and expectations.
Drane, John. Introducing The
New Testament. New York, Harpar San Francisco, 1986.
ISBN:0-06-062073-0
Farrell, Father Melvin L. Getting To Know the Bible. Milwaukee, WI: HI-TIME Publishing Corp., 1993. pp. 80-98. ISBN: 0-937997-01-3
Glavich, Mary Kathleen. Called to Love: Your Christian Vocation. Notre Dame, Indiana: Ave Maria Press, 1999. pp. 10- 23
Gryczka, Mary E. and Ronald J. Wilkins. Catholic Morality: Guidelines for Christian Living. Dubuque, Iowa: Brown-ROA Publishing Media, 1988. pp. 42-68. ISBN:0-697-02528-4
Koch, Carl. Creating a
Christian Lifestyle. Winona, MN: Saint Mary’s Press, 1998.
pp. 24; 36; 95-97; 128.
Pennock, Michael. Your Life In Christ: Foundations of Catholic Morality. Notre Dame, Indiana: Ave Maria Press, 2001. pp.103-127. ISBN:0-87793-949-7
Pennock, Michael. Forming A
Catholic Conscience. Notre Dame, Indiana: Ave Maria Press, 1991.
pp. 92-109. ISBN:0-87793-444-4
Zanzig, Thomas. Jesus of History:
Christ of Faith. Winona, MN: Saint Mary’s Press, 1998. pp. 192-213.
ISBN:0-88489-530-0
Websites
Catholic.Net – www.catholic.net
ChristianityToday.com – www.christianity.net
The Talking Bible – www.talkingbible.com
Academic Jewish Studies Internet Directory – www.uni-duisburg.de/FB1/JSAtudien/judaica.htm
Life of Christ – www.lifeofchrist.com
The Jesus Seminar Forum – http://religion.rutgers.edu/jseminar/
New Advent – http://www.newadvent.org/; www.knight.org/advent/cathen/0877a.htm
Time: 2.3 hours
Students analyse key passages in the Epistles and Acts of the Apostles through biblical referencing. Students summarize the information in chart form in order to identify and label the main values revealed in each passage about the community in question. Through discussion, students identify key words that describe the early Christian community. Students create a fake artifact that they claim was found at some archaeological site (a letter, a gospel, and a secret document) as an artistic response to the early Church values represented in the biblical reference of their choice. Then, students can either complete a journal entry connecting the challenges presented in the early Church and their application today, or identify with the values in the modern Church and its connection to the early Church values introduced in the biblical reference that was chosen.
Ontario Catholic School Graduate Expectations
CGE1a - illustrates a basic understanding of the saving story of our Christian faith;
CGE1c - actively reflects on God’s Word as communicated through the Hebrew and Christian Scriptures.
Strand(s): Scripture, Profession of Faith, Christian Moral Development
Overall Expectations
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.
Specific Expectations
SC1.03 - explain how the Scriptures can be used within the Catholic community of faith to analyse and critique contemporary society;
SC4.03 - evaluate the values found in the Gospel with those of contemporary culture;
SC4.05 - develop and implement strategies for community building based on the values and lifestyle of the early Church community;
PFV1.02 - demonstrate an understanding of the four marks of the Church (one, holy, catholic, and apostolic).
Students must know how to locate biblical references.
The teacher prepares a handout providing key passages about the early Church in the Epistles and Acts of the Apostles. The teacher also prepares a chart with the headings: One, Holy, Catholic, and Apostolic down the left side of the page, and three columns across the top. One column identifies the passage, another column is for a summary of the basic content of the passage, and a third column is for the central value(s) of the early Church revealed in each passage.
The teacher points out that this exercise is an exploration of the first Christian communio (community), and how it is the root and source of our current understanding of Church. The teacher begins by reciting the Nicene Creed with students. The teacher points out the four marks of Church as presented in the Creed: one, holy, catholic, and apostolic. Using examples, the teacher explains each of the four marks of Church: One – United, Holy – Sacramental and Grace-filled or Sanctifying, Catholic – Universal or Worldwide or Diverse, and Apostolic – Rooted in the authority and history of the 12 Apostles.
Individual students read the various scripture passages and record their findings on the chart provided. Each passage is matched with the appropriate mark of Church and explained in the other columns.
The teacher leads a discussion presenting each passage, the marks of Church (one, holy, catholic, and apostolic), and the central values revealed about the early Church. Students record the value(s) revealed in the third column of the chart.
Individual students create a pretend artifact summarizing the basic values of the early Church, and the marks of Church. This can be in the form of a letter, tablet, etc., that dates back to the time of the early Church and describes the early Church community and their values.
Individual students complete a journal entry addressing the questions:
·
What
are the common values of our modern society that are challenged by the values
of Jesus and the Early Christians?
·
What
marks of the Church can be identified in the modern Church?
·
What
values of the modern Church are continuations of the values of the early
Church?
·
What
is the difference between being a member of the Church community as opposed to
being a member of any other organization or community?
The teacher evaluates the artifact and its representation of the early Church community’s values. The artefact is evaluated for Knowledge/Understanding. The journal entry is assessed with a rubric in the categories of Application and Communication.
Students with limited reading and comprehension skills can view a video on the life of the early Christians.
Allaire, Barbara and Thomas Zanzig. Understanding Catholic Christianity. Winona, Minnesota: Saint Mary’s Press, 1996. pp.134-163. ISBN: 0-88489-372-3
Drane, John. Introducing The
New Testament. New York, Harpar San Francisco, 1986.
ISBN:0-06-062073-0
Farrell, Father Melvin L. Getting To Know the Bible. Milwaukee, WI: HI-TIME Publishing Corp., 1993. pp. 80-98. ISBN: 0-937997-01-3
Glavich, Mary Kathleen. Called to Love: Your Christian Vocation. Notre Dame, Indiana: Ave Maria Press, 1999. pp. 10- 23
Gryczka, Mary E. and Ronald J. Wilkins. Catholic Morality: Guidelines for Christian Living. Dubuque, Iowa: Brown-ROA Publishing Media, 1988. pp. 42-68. ISBN:0-697-02528-4
Koch, Carl. Creating a
Christian Lifestyle. Winona, MN: Saint Mary’s Press, 1998.
pp. 24; 36; 95-97; 128.
Pennock, Michael. Forming A
Catholic Conscience. Notre Dame, Indiana: Ave Maria Press, 1991.
pp. 92-109. ISBN:0-87793-444-4
Zanzig, Thomas. Jesus of History:
Christ of Faith. Winona, MN: Saint Mary’s Press, 1998. pp. 192-213.
ISBN:0-88489-530-0
Websites
Catholic.Net – www.catholic.net
Christianity Today.Com – www.christianity.net
Ontario Consultants on Religious Tolerance – http://www.religioustolerance.org
Film/Video
Quo Vadis, MGM, 1951
Time: 3.45 hours
This activity requires students to reflect upon who they were, who they are, and who they hope to become. Students refer to the previous activities in the course, particularly the self-knowledge activities – Activity 1, 2, 3, and 6. In addition, students consider their past contributions to (and roles in) family, school, and outside organizations. Students also identify and reflect upon the various needs of their community in order to discern how they can be of service. Each student writes a personal resume formulated under categories drawn from the Ontario Catholic School Graduate Expectations.
Ontario Catholic School Graduate Expectations
CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;
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;
CGE5c - develops one’s God-given potential and makes a meaningful contribution to society;
CGE5d - finds meaning, dignity, fulfilment, and vocation in work which contributes to the common good;
CGE5e - respects the rights, responsibilities, and contributions of self and others.
Strand(s): Scripture, Christian Moral Development, Profession of Faith, Family Life Education
Overall Expectations
PFV1.05 - acknowledge that the call to faith includes a call to justice;
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;
PFV3.04 - value the importance of community service as an example of the call to discipleship;
PFV4.04 - engage in community service as an example of the call to discipleship;
CMV3.06 - acknowledge the value of community service in relation to the common good;
CMV4.09 - assess community service as a vehicle of promotion for the common good.
Specific Expectations
SC3.02 - perceive the challenge of God’s preferential option for the poor;
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;
PSL4.04 - explain the various forms the call to ministry can take within the Christian community;
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);
FLP2.01 - realize the meaning of the intrinsic dignity of each human person, and its impact on our inherent sense of responsibility towards the self and others.
The teacher prepares an outline of a resume under the categories: Discerning Believer, Reflective and Creative Thinker, Effective Communicator, Self Directed and Responsible, Collaborative Contributor, Caring Family Member, and Responsible Citizen.
The teacher explains to students that it is through working that we participate in divine activity: sharing in God’s power to create. The good of our society depends to a great degree upon the willing commitment of volunteers. In order to determine a choice of Christian service, students need to reflect upon past experiences of involvement with others and to identify the unique gifts that they have received from God.
The individual student reviews the self-knowledge activities from the previous activities in the unit to assist students to identify interests, skills, values, and personality. The teacher distributes a skeleton format of a resume and directs students to complete a rough draft applying data derived from the activity sheets.
The individual student writes a cover letter describing who they are and what they offer the community in which they live. Using a resume format provided by the teacher, students write a resume.
The teacher conferences with each student and both read the draft copy of the resume. They discuss a suitable Christian service placement within the community.
The student makes necessary revisions to
the resume, writes a final copy, and proceeds to make placement
The teacher assesses and edits student resumes; attention is given to a concise writing style that is free of spelling, grammatical, and typographical errors. The teacher assesses student resumes to assure that they authentically reflect student experience. The resume is assessed with a rubric in the categories of Knowledge/Understanding, Communication, and Application.
Glavich, Mary Kathleen. Called to Love: Your Christian Vocation. Notre Dame, Indiana: Ave Maria Press, 1999. pp. 10-23; 130-48.
Koch, Carl. Creating a
Christian Lifestyle. Winona, MN: Saint Mary’s Press, 1998.
pp. 62-63; 160; 209; 232; 270; 283; 286; 290-292.
Pennock, Michael. Being Catholic: Believing, Living, Praying. Notre Dame, Indiana: Ave Maria Press, 1994. ISBN 0-87793-528-9
Schaefer, Nancy. Good Job: A Young Person’s to Finding, Landing and Loving a Job. Stoddart Publishing Co. Ltd., 2000. (Chapter 4) ISBN 0-7737-6109-8
Grant, Joseph. Justice and Service Ideas for Ministry with Young Teens. Winona, MN: Saint Mary’s Press, 2000. (T) ISBN 0-88489-572-6
1. Below are four sets of two columns each. Each column in each set describes a particular kind of person. Reflect on each column and try to get a picture of that kind of person.
2. Now, try to be objective. Look at each set of items in the columns below, and check the box closest to how you see yourself. If you cannot decide, check the middle box.
3. For each pair of personality traits, add up the checks on each outside column. Ignore the checks on the middle column. Write the sum of the checks under the corresponding letter in the appropriate box. This will help you develop a “personality profile” for yourself.
|
talking |
q q q |
thinking |
precise worker |
q q q |
dislikes precise work |
|
prefers working with others |
q q q |
comfortable working alone |
simplicity |
q q q |
complex |
|
action oriented |
q q q |
likes quiet |
likes using already learned skills |
q q q |
likes learning new skills |
|
likes to see results |
q q q |
interested in ideas |
makes progress step by step |
q q q |
progress with insight |
|
likes to use telephone |
q q q |
dislikes using telephone |
works steadily |
q q q |
works “in bursts” |
|
impatient with “plodding” |
q q q |
patient with slow progress |
distrusts inspiration |
q q q |
follows inspiration |
|
|
|
|
good with facts |
q q q |
poor with facts |
|
E score ( ) ( ) I score |
S score ( ) ( ) N score |
||||
|
emotional |
q q q |
logical |
adaptable |
q q q |
decisive |
|
harmonious |
q q q |
analytical |
needs time to decide |
q q q |
decides quickly |
|
needs praise |
q q q |
needs fairness |
open to new ideas on a project |
q q q |
satisfied with a decision |
|
people value oriented |
q q q |
reason value oriented |
starts too many projects |
q q q |
likes to keep on a project begun |
|
sympathetic |
q q q |
firm-minded |
postpones unpleasant jobs |
q q q |
does not notice new needs |
|
dislikes being scolded |
q q q |
finds it easy to scold |
wants to know all about a situation |
q q q |
need to know only essential details |
|
personal |
q q q |
impersonal |
open to changes |
q q q |
likes things settled |
|
likes to please others |
q q q |
pleasing others not important |
|
|
|
|
F score ( ) ( ) T score |
P score ( ) ( ) J score |
||||
(Unit 1, Activity 2)
Directions:
On the chart below, list
five words that describe you for each element of humanity. Use the questions to
help you.
|
Rational |
What do you wonder about? What do
you know? |
|
Emotional |
How would you describe my feelings
and how you deal with life? |
|
Physical |
Describe yourself. …your favourite foods. …your favourite activities. |
|
Social |
Describe your friends, family, and
favourite social activities. |
|
Aesthetic |
List your favourite arts activities
(painting, writing, dance, singing, etc.) or favourite art pieces (painting,
poem, songs, etc.). |
|
Moral |
What are beliefs you have about what
is right and what is wrong? |
|
Spiritual |
Describe your relationship with God.
What do you do to take care of yourself spiritually? |
(Unit 1, Activity 3)
Being a teenager is an in-between stage in human development – no longer children, but not yet adults. As teenagers grow, they change rationally, emotionally, physically, socially, aesthetically, morally, and spiritually.
You are to create a children’s book that shows how you have changed in each of these areas since you were a child, how you are now, and what you think you’ll be like in 10 years.
1. A front and back cover – these must be creatively presented with the title, author’s name, and symbols or images that show the theme of the book.
2. An inside page – this must include the title of the book, your name, the course name, the course code, your teacher’s name, due date, as well as any dedication you wish to make.
3. A table of contents – this page must outline the chapters and pages of your book.
1. You can create a book with three chapters: Childhood, Adolescence, and Adulthood. Each chapter must have a page that shows your self-understanding of change rationally, emotionally, physically, socially, aesthetically, morally, and spiritually.
OR
2. You can create a book that has seven chapters: Rationally, Emotionally, Physically, Socially, Aesthetically, Morally and Spiritually. Each chapter has three pages that outline how you see change happening in childhood, adolescence, and adulthood.
Your teacher must approve any other structure for your book.
(Unit 1, Activity 7a)
|
Reader: Reads the parable |
Name: |
|
Recorder: Records the group work |
Name: |
|
Resource person: Gets the group resources |
Name: |
|
Teacher consultant: Gets teacher’s approval |
Name: |
Parable: ___________________________ Title: _____________________________________
Who is
involved?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What
happened?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What is the
moral?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What is the main value presented in this parable? ____________________________________________
How did this
value change the people in the parable?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
How can this
value change people in today’s society?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Characters:
Problem or issue:
How the value solves the problem or issue:
Teacher Approval: ________________________________
(Unit 1: Activity 9 -- Christian Service Resume)
Summative Task Unit 1 Due Date: ___________
The need to serve and the need for service - Ontario Catholic School Graduate Christian Service Resume
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge |
- demonstrates limited evidence of knowledge of the CGEs |
- demonstrates some knowledge of the CGEs |
- demonstrates considerable knowledge of the CGEs |
- demonstrates a thorough knowledge of the CGEs |
|
Understanding Demonstrates an understanding of the assigned Catholic Graduate Expectations and offers clear explanations of how they contribute to self-understanding |
- demonstrates limited understanding of concepts required |
- demonstrates some understanding of concepts required |
- demonstrates considerable understanding of concepts required |
- demonstrates a thorough understanding of concepts required |
|
Communication (Creative component Unit concepts and CGEs |
- demonstrates limited communication of the basic concepts of the unit and CGEs |
- demonstrates some communication of the basic concepts of the unit and CGEs |
- demonstrates considerable communication of the basic concepts of the unit and CGEs |
- demonstrates thorough communication of the basic concepts of the unit and CGEs |
|
Application |
- demonstrates limited application of connections |
- demonstrates some application of connections |
- demonstrates considerable application of connections |
- demonstrates a thorough application of connections |
Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.
Course Overview
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