Course Profile Religious
Education, Grade 9 open, Catholic
Unit 4: Called to Freedom
Activity 1 | Activity 2 | Activity 3
| Activity 4 | Activity 5
| Activity 6
Unit Developer(s)
Bob Anderson, Waterloo Catholic DSB
Peter Bruder, Waterloo Catholic DSB
Sandy Collins, Waterloo Catholic DSB
Jim Deighan, Waterloo Catholic DSB
Mary Gallo, Brant Haldimand Norfolk CDSB
Joni Grundy, Waterloo Catholic DSB
Sue Morrison, Waterloo Catholic DSB
Ann O’Donnell-Beckwith, Waterloo Catholic DSB
Bruce Rodrigues, Waterloo Catholic DSB
Carla Santomero, Waterloo Catholic DSB
Development Date: June 17, 1999
This unit examines the journey, both personal and societal, from slavery to liberation. Students explore the scriptural journey of Exodus and identify God, who is active in human history and desires to be known both personally and communally. Jesus' temptations poignantly show how life-affirming choices lead to freedom. Globally the students examine the issue of poverty, culturally they examine the issue of consumerism, and personally they examine the influence of peer pressure. Students understand the importance of the formation of conscience and legitimate authority in making choices that liberate. Students investigate negative societal messages that can limit personal freedom and development. Body image and eating disorders are examined as concrete examples.
Ontario Catholic School Graduate Expectations: 1a,c, g, i, j, 2a,b,c, 3a, c, d, f, 4a, e, f, g, 5a, e, 7a, c.
Strand(s): Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, and Family Life.
Overall Expectations: SCV.01, SCV.03, SCV.02, SCV.05, SCV.06,
PFV.02, PFV.09, PFV.06, MDV.01, MDV.11, MDV.10, MDV.07, MDV.09, FLV.01, FLV.06,
FLV.07, FLV.02, FLV.05, FLV.12, FLV.08, FLV.09, FLV.03, PSV.10, PSV.01, PSV.02,
PSV.03.
Specific Expectations: SC1.06B, SC1.04B, SC2.02B, SC2.03B, SC2.01B, SC3.01B, SC4.02B, SC4.04B, PF1.01B, PF1.07B, PF1.08B, PF1.04B, PF1.03B, PF2.02B, PF2.03B, PF3.01B, PF4.01B, MD1.03B, MD2.06B, MD4.02B, MD2.04B, MD1.06B, MD1.01B, MD2.01B, MD3.03B, MD2.07B, MD2.03B, MD2.05B, MD4.01B, MD2.02B, MD4.06B, MD1.09B, MD4.03B, MD1.04B, PS1.06B, PS3.01B, PS1.01B, FL2.01B, FL1.02B, FL2.04, FL1.04B, FL1.01B, FL4.02B, FL2.03B, FL1.03B.
|
Activity 1 |
Exodus: The Desert Experience |
240 minutes |
|
Activity 2 |
Legitimate Authority |
180 minutes |
|
Activity 3 |
Challenged by Poverty |
180 minutes |
|
Activity 4 |
Challenged by Culture |
180 minutes |
|
Activity 5 |
Challenged by Eating Disorders (optional) |
180 minutes |
|
Activity 6 |
The Way and the Truth and the Life |
180 minutes |
While it is intended that this unit take 19 hours to complete, the teacher should provide time for the culminating activity in the form of a class liturgy based on the enslavement/liberation theme. This liturgy should encompass the themes expressed in the unit description. This may require telescoping some of the activities. The teacher should also be aware that some assessments need to have accompanying rubrics to clarify expectations for students. Sensitivity has been noted for some of the activities dealing with body image and eating disorders; therefore, some teachers may wish to consult with the Family Life or Religion consultant for guidance. Teachers acquire and preview all resources. Resources that teachers think are more appropriate or assessable for their needs are to be considered as substitutes for those resources.
Teachers need an understanding of the parallels and differences between the covenant as handed down through Moses (i.e., Ten Commandments) and the new covenant through Christ. Students need facility with designing and publishing a pamphlet using computer technology.
The following teaching/learning strategies are used: jigsaw, brainstorming, guided meditation, focus question – discussion, guided reading, computer-assisted design, homework, journal writing, think/pair/share.
Students are assessed diagnostically, formatively, and summatively using the following: performance-assessment, paper and pencil formative testing, reflection journal, and self-assessment and peer assessment.
For students with special needs and ESL students, the consult the school Special Education and ESL teachers, and refer to the student's IEP to meet the needs of specific students. It is also suggested that the teacher consult with parents (when possible) concerning reinforcement of learning expectations and appropriate study conditions at home. Teachers may also consider making contact with organizations in their communities that assist new Canadians for suggestions and resources (e.g., welcoming centres, multicultural agencies). ESL students may also benefit by being partnered with other students of similar linguistic backgrounds, whenever possible. Many of the accommodations are from the OSS policy document, Appendix 6, and the Ministry Special Education and ESL Guides.
New Revised Standard Version Bible. Oxford: University Press, 1989.
CCCB. Be With Me. Ottawa: Publications Service, 1997.
OCCB. Turning Points. Toronto: Prentice Hall Ginn, 1997.
Link, M. Path Through Scripture. Allen, Texas: Tabor Publishing, 1987.
Newland, Mary Reed. The Hebrew Scriptures. Winona, Minnesota: St. Mary's Press, 1990.
Moses. Dir. Giofranco De Bosio. MCA Home Video, 1992.
Real People: Coping with Eating Disorders. Sunburst Communications, 1989.
The Ten Commandments. Dir. Cecil B. De Mille. Paramount, 1956.
Time: 240 minutes
In this activity students explore the desert experience through guided-meditation prayer and a desert survival problem. This understanding enables them to examine the events of the Exodus Story: God acts in human history through the person of Moses to lead the Hebrew people out of slavery. Moses is presented as a prophetic leader who responds to the call from God, and challenges us to recognize how we are called.
Ontario Catholic School Graduate Expectations: CGE 1a, 1c, 1g, 2b, 2c, 3a, 5a, 5e.
Strand(s): Scripture, Profession of Faith, and Prayer and Sacramental Life
Overall Expectations: SCV.02, SCV.05v, PSV.01.
Specific Expectations: SC1.06B, SC1.04Bv, SC2.01Bv, PF1.08B, PS1.06B, MD4.06B, MD1.09Bv.
SC1.04B - demonstrate knowledge of Scripture as a saving history of God’s activity in the life of the people of Israel and of the early Christian community;
SC1.06B - locate key Scriptural passages (e.g. the Ten Commandments, the Beatitudes);
SC2.01B - summarize key stories found in Scripture;
PF1.08B - define hope as a virtue which keeps us searching for true happiness and which sustains us in times of abandonment and struggle;
PS1.06B - demonstrate an understanding of Christian hope and its role in Christian living;
MD4.06B - identify people who model Christian hope.
MD1.09B - define hope and its role in Christian living;
It is intended that this activity takes four class periods. The first class would be devoted to Teaching/Learning Strategies 1 and 2. The second and third class would involve viewing the film and setting up the jigsaw format. The last class would involve completing Strategy 4. It is important that the teacher preview and select appropriate video material relevant to the biblical story. Showing the whole video is not necessary.
It is important that the teacher be familiar with both guided meditation as well as using a jigsaw group work strategy.
1. Whole Class: The teacher leads the students through a guided meditation incorporating a desert motif (see Appendix 4.1).
1. Individual/Group/Class: The teacher presents a desert survival activity. Students brainstorm a list of 15 – 20 items that would be helpful if they were stranded in a desert environment. After a usable list has been compiled, students rank their importance to survival individually, getting consensus first in a small group and finally with the whole class. The teacher then debriefs the experience with the class.
2. Whole Group: Students view a video (Moses, Prince of Egypt, or sections of The Ten Commandments) in order to extend biographical information about the great man, leader, and prophet called Moses.
3. Small Group: Jigsaw the Exodus experiences with eight story parts using primary and secondary sources (e.g., eight groups with three students per group).
i) Early Life of Moses (Exodus 1:6-22; 2:1-15)
ii) The Burning Bush (Exodus 3:1-22; 4:1-17)
iii) Moses Challenges the Pharaoh (Exodus 4:27-31; 5:1-23; 6:1)
iv) The Plagues (Exodus 6:28-30; 7:1-25; 8:1-10)
v) The Tenth Plague (Exodus 11:1-10; 12:1-14)
vi) Departing Egypt and Crossing the Red Sea (Exodus 12:29-42; 13:17-22; 14:1-31)
vii) Wandering in the Desert (Exodus 15:22-27; 16:4-15; 17:1-6)
viii) Moses at Sinai (Exodus 19:1-11; 16-19)
2. Reflection Activity: Following teaching/learning strategies one and two, the students complete the reflective questions on the Desert Experience worksheet (see Appendix 4.2). (PF1.08B, MD1.09B)
4. Paper and Pencil Evaluation: Following teaching/learning strategies three and four, the teacher will create a random series of Exodus events which the students must in turn, place in the proper sequence. (SC1.04B, SCV.05, SC2.01B)
Bible - Moses and the Exodus (Exod 1-19)
Link, M. Path Through Scripture. pp. 50-55
Newland, Mary. The Hebrew Scriptures. pp. 49-57
Moses. Videotape. Dir. Giofranco De Bosio. MCA Home Video, 1992
The Ten Commandments. Videotape. Dir. Cecil B. DeMilles. Paramount, 1956
Prince of Egypt. Videotape (animated - to be released in late 1999 to video)
In the jigsaw strategy, partner higher needs students with peer mentors. Encourage these peers to read some of the difficult sections of the Bible. Teach those who need it to use hi-lighting to capture the main facts and ideas of Biblical passages. High needs students could be allowed to use their Bible in the paper and pencil sequencing activity.
4.1 – Guided Meditation – Desert Motif
4.2 – Desert Experience – Reflection Activity (Please Note: The five questions in this activity reflect the five levels of Maslow’s hierarchy of needs.)
· With lights low, students are asked to sit up straight with their feet on the floor and with arms and hands in a relaxed position for meditation.
· Meditative music may be used throughout or for just the silent prayer at the end.
· Ask students to close their eyes, as they are lead through the exercise.
· Say, "Concentrate on your breathing. As you breathe in, recall your own creation as God breathed life into you." Pause briefly.
· Say, "Know that you are loved by God."
· Say, "As you breathe out, know that you share creation with others and that you are called to love and care for others," Pause briefly.
· Say, "Feel the tension in your feet. Tighten them then relax them." Pause briefly.
· Say, "Feel the weight of your legs. Tighten them then relax them." Pause briefly.
· Say, "Feel the tension in your hips. Tighten them then relax them." Pause briefly.
· Say, "Feel the weight of your shoulders and arms. Relax them." Pause briefly.
· Say, "Imagine yourself in the desert, with its barren, inhospitable landscape. Feel the scorch of the sun. Feel the pain of the sun's brightness in your eyes." Pause briefly.
· Say, "Imagine that you take off your shoes and socks and begin to walk in the desert. As you walk be aware of the jagged rocks and the thorny plants." Pause briefly.
· Say, "You carefully proceed. As you continue you notice a figure on a nearby hill." Pause briefly.
· Say, "As you approach the hill you recognize the figure as Christ. You climb the hill and make your way to Jesus."
· Say, "He welcomes you. Be with Him - He is your refuge."
· Allow for three to five minutes of silent prayer at this point.
· Say, "Slowly come out of your meditation. Open your eyes and let them get accustomed to the light. Stretch your body and bring your attention back to those around you."
· Ask students to take a moment to jot down memories of their experience with Christ. (Allow about five minutes for this.)
Reflect on and answer briefly each of the following questions in the space provided.
3. What are your immediate needs in the desert environment?
5. Other than meeting your physical needs, what fears might you have?
6. How would being with a group change this experience?
7. How might one change if one lived in a challenging environment for a period of time?
8. How does your understanding of Jesus, and what He would do, help you through this experience?
Time: 180 minutes
In this activity, the students examine the Ten Commandments and understand the nature of freedom and legitimate authority. The covenant is viewed as a loving document from God, through Moses, to his people, that both binds us to the common good and through our obedience frees us to be truly happy. Since the dignity of the human person requires the pursuit of the common good, then restrictions to personal license are necessary. Human society requires that some of its people be vested with legitimate authority to work and care for the good of all.
Ontario Catholic School Graduate Expectations: CGE 1g, 1j 3a, 3f, 4g, 5a, 7c.
Strand(s): Scripture and Christian Moral Development
Overall Expectations: SCV.01, SCV.06, FLV.08, MDV.11.
Specific Expectations: SC1.04B, SC3.01Bv; SC4.04B, MD1.06Bv, MD2.01B, MD3.03Bv, MD2.07Bv, MD1.03Bv, PF1.07B, PF1.04B, FL1.04B.
SC1.04B - demonstrate knowledge of Scripture as a saving history of God’s activity in the life of the people of Israel and of the early Christian community;
SC3.01B - communicate a genuine understanding of the Beatitudes and the Ten Commandments, and their relevance to Christian life;
SC4.04B - listen to Scripture in order to view realities and events in terms of their eternal significance.
MD1.06B - demonstrate an understanding of the role of the magisterium in moral decision-making;
MD2.01B - recognize legitimate authority within various sectors of society: school, civic, community, Church;
MD3.03B - express the value of obedience and name the challenge of and limits to the Christian call to obedience;
MD2.07B - explain and interpret the fourth commandment as it applies to families;
MD1.03B - explain how humans are social beings responsible for the care of one another in accordance with God’s plan;
PF1.04B - identify how faith means developing a relationship with God;
PF1.07B - identify true happiness as being faithful to God and true to oneself;
FL1.04B - recognize authentic authority as worthy of honour and respect;
Students need access to a number of old magazines to do the collages on the Ten Commandments. Students can bring these from home and/or the school librarian might set some aside for the teacher.
Students must understand the artistic techniques involved and qualities of a collage.
4. Whole Class: The teacher leads students in a review of the Ten Commandments. The teacher poses the focus question: "Why do you believe God gave the Ten Commandments to Moses? Elicit from the students ideas that illustrate the loving nature of God and how these commandments guide us to do God’s will in loving Him and each other.
9. Whole Class: Brainstorm the pros and cons of following the commandments. Following this, the teacher directs students to read the case study of Trevor on pages 116-119 in Be With Me and answers the reflective questions in a discussion format.
10. Individual: The teacher assigns Activity 21 (page 176) in the Be With Me manual to be completed by the students, and handed in to the teacher for assessment. (See Assessment 1.)
Teacher assesses student comprehension of the articles in Activity 21 in Be With Me (page 176 of the manual). This work refers to readings on pages 119-122 of the student text.
Bible - The Ten Commandments (Exod 20)
CCCB, Be With Me, pp. 116-122
CCCB, Be With Me, p. 176
Co-operative groups should be designed to include higher needs students partnered with peer mentors. Some students may need direct assistance from the teacher or a paraprofessional with regard to the written assignments. These students may find answering in point form more achievable. Highlighting to get the main ideas may also be employed.
None
Time: 180 minutes
In this activity the students examine the interconnectedness between wealth and poverty. Students gain insights into the pervasive lure of wealth both locally and globally. The Church, through its social justice teaching, informs us and challenges us to promote the preferential option for the poor as modeled by Christ. Christians are called to respond to God's love by making changes to address injustice in the world (Craig Kielberger).
Ontario Catholic School Graduate Expectations: CGE 1g, 1j, 3a, 3f, 4g, 5a, 7c.
Strand(s): Profession of Faith, Christian Moral Development
Overall Expectations: MDV.01, PFV.09v, PFV.02.
Specific Expectations: PF3.01Bv, MD2.06Bv; MD1.06Bv; MD1.03Bv, MD2.02Bv.
PF3.01B - acknowledge that the love of God for all people demands justice;
MD2.06B - explain the relationship between Christian moral decision-making and love;
MD1.06B - demonstrate an understanding of the role of the magisterium in moral decision-making;
MD2.02B - perceive the challenge of God’s preferential option for the poor;
As an option, the teacher may invite in a guest speaker (e.g., Development and Peace) to do a presentation on poverty in the world today. In addition, other guest speakers from social justice groups could also be invited in to the class. A number of videos are also available on this topic. In that case, the teacher could choose to spend more time on this activity, based on student interest.
The teacher/students may also choose to be involved in a petition/letter-writing campaign if interest/time is available. Techniques in good letter writing would have to be taught and/or reviewed if that was the case. Additional written materials are available on the Internet at:
http://www.summersault.com/~agj/clr/alerts
http://www.sweatshopwatch.org
5. Small Group: The teacher divides the class into groups of three or four, and provides each group with a copy of Activity Pages 23 A and B "How Much is Enough?" pp. 192-193 in the Be With Me manual. Students respond to the questions and report to the class the reasons for their choices. The teacher should guide the discussion so that students become more aware of the various issues and perceptions around wealth and poverty.
11. Small Group: The teacher uses the same groups as in the previous Activity 2 (six groups of three or four) and has the students jigsaw the Church's teaching on wealth and poverty using six statements of the Catechism of the Catholic Church. (These statements can be found in the Be With Me manual pp. 188-195 #1947, #2401, #2407, #2443, #2446, #2459)
12. Paired Teaching: Students explore the challenge of God's preferential option for the poor using the strategy as outlined on page 189 of the Be With Me manual. (See Assessment 2.)
13. Whole Class: The teacher has the students do a guided reading of the letter of Craig Kielberger "Free the Children" dealing with his efforts to eliminate child labour (i.e., slavery). (See Assessment 1.) The teacher leads a discussion on the evidence of slavery in the modern world, referred to in the letter, and invites the students to embrace Craig's call to action. (See Assessment 3.)
6. Students complete an organizer on the jigsaw strategy regarding statements by the Church on poverty and wealth. (MD1.06B)
14. Students complete the exercises on the pages titled, "Preferential Option for the Poor" pp. 194-195 of the Be With Me manual. (PFV.09, PF3.01B, MD1.03B, MD2.02B)
15. Students write a reflective journal describing an occasion in which they participated in some area of social justice (they might draw on their ministry-mandated hours of community involvement or perhaps some community service they were involved in for their Confirmation in Grade 8). They might comment on what type of community service they chose and why they chose it. In addition, they might discuss what they learned by the experience, and how this experience may have changed some of their perceptions. Finally they might comment about what aspects they found difficult. (MD2.06B, MD1.03B)
CCCB. Be With Me, pp. 132-138
CCCB. Be With Me, Manual pp. 188-195
Arrange the students in heterogeneous groups to facilitate the learning of those with learning disabilities. In Assessment 2, the teacher should clarify definitions, terms, and vocabulary and ensure understanding by asking students to retell or paraphrase instructions. Assessment 3 allows high needs students to relate real-life situations and the format of the assignment can be altered to suit their ability level.
None
Time: 180 minutes
In this activity, students understand the positive and negative aspects of youth culture. They become aware of the nature of personal enslavement resulting from negative peer pressure. Issues relevant to Grade 9 students are explored to illustrate the nature of the enslavement. Students are called to value and trust those loving individuals in their lives who best guide them to become fully integrated members of the community. Students are also called to trust an informed moral conscience that reflects the will of God in understanding the challenge of the first commandment.
Ontario Catholic School Graduate Expectations: CGE 2c, 3c, 3d, 4a, 4g, 5a, 7a.
Strand(s): Christian Moral Development and Family Life
Overall Expectations: MDV.01, MDV.10, MDV.07, FLV.02, FLV.01, FLV.06, FLV.07, , FLV.05, FLV.12, FLV.09, PFV.06, PSV.10, PSV.02, PSV.03.
Specific Expectations: MD4.02B, MD1.01Bv; MD1.03B, MD2.01B, MD3.03B, MD2.03B, PF4.01B, PF3.01B, FL1.01B, FL1.03B, FL2.03B, FL2.01Bv; FL2.04B, PS3.01B, PS1.01B.
MD4.02B - respect physical change as integral to God’s creation of us;
MD1.01B - know that each person has been created with the freedom to shape his or her own relationships;
MD1.03B - explain how humans are social beings responsible for the care of one another in accordance with God’s plan;
MD2.01B - recognize legitimate authority within various sectors of society: school, civic, community, Church;
MD3.03B - express the value of obedience and name the challenge of and limits to the Christian call to obedience;
MD2.03B - explore and express the qualities of relationships they want to have;
PF4.01B - respect physical change as integral to God’s creation of the human person;
PF3.01B - acknowledge that the love of God for all people demands justice;
FL1.01B - recognize that a wide range of emotions influence personal decisions, actions, and relationships;
FL1.03B - understand the importance of personal freedom in shaping interpersonal relationships;
FL2.03B - describe the Christian family as the basis of society and as domestic Church;
FL2.01B - describe and analyze aspects of intellectual growth;
FL2.04B - compare the signs of healthy and unhealthy relationships;
PS3.01B - listen prayerfully to the call to be loving;
PS1.01B - demonstrate a knowledge of the connections between a life of prayer and the challenges of Christian life in contemporary culture;
The teacher should know that Activity 5 (Challenge of Eating Disorders) is an optional example of how we are specifically challenged by one aspect of youth culture. This is provided as an optional activity in cases where some boards have not mandated a Grade 9 Physical Education and Health program in which eating disorders would be dealt with. The teacher should have researched a list of web sites that students can access on the broad topic of peer pressure (e.g., smoking, underage drinking and abuse of alcohol, gang violence, etc.).
In this activity, it is important that the teacher deepen the students’ understanding of enslavement and freedom so that they perceive negative peer pressure as a form of idolatry and therefore conflicting with the first commandment. In addition, it is necessary that students know how to research with various media - text, articles, Internet, microfiche, etc.
7. Whole Class: The teacher does a guided reading with the class on the article titled "Peer Pressure" in Turning Points pp. 201-202. (See Assessment 1.)
16. Whole Class: Students brainstorm around the focus question, "What enslaving behaviours and activities might Grade 9 students feel pressured into by peers?" Students are challenged to narrow the focus to about six issues that are most relevant to their local situation.
17. Small Group: The teacher divides the class into about six groups (three or four to a group). Each group chooses one of the issues to be researched and reported. The text Turning Points has relevant articles dealing with a number of these issues (see examples).
· Alcohol abuse: "DeGrassi Talks: Alcohol" pp. 139-141
· Gang violence: "Letting Go of the Gang" pp. 196-198
· Drug Abuse: "What Drugs Did to our Family" pp. 181-183
Other issues that could be researched as part of this activity are: gender stereotyping, responsible use of technology, smoking, discrimination based on fads and fashions, etc. The groups research their issue using various resources including the Internet, and report to the class detailing the nature of the enslavement, how teens become enslaved by it, and how teens can free themselves from it. (See Assessment 2.)
8. The teacher debriefs the article on "Peer Pressure" in Turning Points using the ideas and questions from the Turning Points Resource Book on p. 70. (FL1.01B, FL2.01B)
18. The teacher and/or class design a rubric to assess the group presentations of research. (MD1.01B)
OCCB. Turning Points (text and resource book) pages as indicated above
Internet web sites
Students work in heterogeneous groups so those students who need assistance can get it through peer mentoring. By using experiential, concrete examples, students with special needs better grasp the nature of peer pressure. Less research might be a practical expectation for students with learning disabilities. The teacher might also allow opportunities for alternatives to writing (e.g., graphic representations, drama, media presentations, etc.).
Time: 180 minutes
Youth culture presents many pressures to adolescents today. One of the most challenging is the pressure to conform to the ideal body image. Students become aware of their own body image and how body image is influenced by our consumer culture as reflected in media magazines. Students understand how limiting these idealized images are on both men and women and how enslaving they can be as they narrowly define gender physique. By studying the behavioral, emotional, and physical characteristics of anorexia nervosa, bulimia, and compulsive overeating, students understand the possible consequences of enslavement to a distorted ideal body image. A respect for the person and the inestimable value of all persons created in the image of a loving God is shown to be the attitude that frees us from this cultural gender stereotyping.
Ontario Catholic School Graduate Expectations: CGE 2b, 4e, 4f, 4g.
Strand(s): Scripture, Christian Moral Development, and Family Life
Overall Expectations: SCV.01, MDV.01, FLV.05, FLV.12, FLV.09, FLV.03, FLV.02, FLV.01.
Specific Expectations: MD4.02B, MD4.06Bv, FL2.02Bv, FL2.04Bv, FL4.02Bv, FL2.01Bv; PF4.01Bv.
MD4.02B - respect physical change as integral to God’s creation of us;
MD4.06B - identify people who model Christian hope.
FL2.01B - describe and analyze aspects of intellectual growth;
FL2.02B - discern their personal values and reality in relationship to the love revealed by Jesus;
FL2.04B - compare the signs of healthy and unhealthy relationships;
FL4.02B - demonstrate a respect for the human body, in light of the sacredness of human life created by God;
PF4.01B - respect physical change as integral to God’s creation of the human person;
This activity is optional. It could be utilized by the teacher in cases where the board has not mandated Grade 9 Physical Education and Health. If the Physical Education and Health program is taught to all students, then the teacher might use the allotted time to more deeply explore another issue (e.g., the responsible use of technology).
The teacher previews video and reading materials. Guest speakers, alternate video and print resources may be substituted for those referenced. Sensitivity around the issue of body image in the first activity is essential so that students can evaluate their own body image comfortably and safely. The teacher should also plan to have a variety of at least eight current magazines for Strategy 3, which could possibly be obtained from the school library/resource centre.
Students need to have an understanding of pamphlet design and a familiarity with computer software that includes a pamphlet design feature. In addition, a variety of pamphlets could be brought in as models or exemplars of effective pamphlets.
9. Individual: Students complete the questionnaire, "Body Image - A Reflection of You" (see Appendix 4.3). The teacher provides the answer key allowing the students to evaluate their own body image.
19. Whole Class: The teacher debriefs the questionnaire to elicit the definition of body image and the sources of body image - particularly the media. The teacher, in order to provide students with information about adolescents and their body images, must do relevant research on body image, healthy weight, eating disorders (anorexia nervosa and bulimia), body image pressures, etc. The teacher relates this information to the enslavement theme by asking how this information is evidence of enslavement to an ideal body image.
20. Small Group: Students examine a variety of current magazines from the point of view of someone outside of the culture e.g., an alien. Each group of students examines one magazine by listing characteristics, qualities, values, etc. for each gender, based on the images presented of males and females in the magazine.
21. Whole Class: The teacher has each group report its findings and compiles a class list with each group adding new ideas. The teacher further debriefs the activity by focusing on the differences between male and female images, and what that suggests about cultural stereotyping of the male and female body ideal.
22. Whole Class: The teacher introduces eating disorders by asking the students about the possible consequences of a distorted body image. The teacher should use background information on anorexia nervosa, compulsive overeating, and bulimia. Students view the video, Real People Coping with Eating Disorders and/or read the selection from Turning Points, pp. 142-146 - "Teenagers and Eating Disorders: Looking Good". Students complete a blank chart similar to those in Appendix 4.4 on bulimia, compulsive overeating, and anorexia nervosa.
23. Individual: The teacher assigns the students a paper and pencil test to assess their knowledge about eating disorders.
24. Pairs: The teacher assigns the students to design a pamphlet on the computer, which would highlight the concepts learned in this activity that would be helpful for students in a Grade 8 class to know about body image and eating disorders. The teacher and the students would design a rubric to help assess the pamphlet. These could actually be sent to a Grade 8 classroom that is in a feeder school of the Secondary School to be assessed by the class.
10. Reflection Activity: Students complete a questionnaire on body image. (FL1.02B, MD4.01B)
25. Performance Assessment: Students make a list of characteristics of males and females from the photos in magazines. (FL2.04)
26. Performance Assessment: Students complete a graphic organizer for eating disorders. (FLV.02, FL2.01B)
27. Paper and Pencil Test: Students complete "Test Your Knowledge About Eating Disorders" (MD4.02B, FLV.01, FLV.02, PF4.01B)
28. Performance Assessment: Students design a pamphlet for a Grade 8 audience based on a teacher-student designed rubric. (MD4.03B, MD1.04B,
29. FL4.02B)
OCCB. Turning Points. pp. 142-146
Real People Coping with Eating Disorders. Videotape. Sunburst Communications, 1989.
The teacher could make use of peers, volunteers, or aides to assist with various aspects of the activity (e.g., pamphlet design using the computer). Students should be encouraged to ask for assistance and/or any accommodations that he/she desires.
4.3 – Body Image – A Reflection of You
4.4 – Behavioral, Emotional, and Physical Characteristics associated with Anorexia Nervosa, Bulimia, and Compulsive Overeating
Body Image is how you feel about your body. Having a positive body image reflects self-acceptance, high self-esteem and caring about your body and your health.
Your body image is influenced by many external and internal factors including personal values, rate of growth, friends, peers, siblings, parents, teachers, coaches, advertisers, fashion trends, sports stars, and society as a whole.
Complete this quick quiz to test you body image:
BODY
IMAGE - A REFLECTION OF YOU
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|
Agree |
Disagree |
|
1. I feel I am at least ten pounds over or underweight. |
_____ |
_____ |
|
2. I weigh myself at least once per week. |
_____ |
_____ |
|
3. I think about food all the time. |
_____ |
_____ |
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4. I don't exercise as much as I should. |
_____ |
_____ |
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5. I'd give anything to be two clothes-sizes larger or smaller. |
_____ |
_____ |
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6. I think my diet meets my nutritional needs. |
_____ |
_____ |
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7. I like myself. |
_____ |
_____ |
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8. I generally like the way I look. |
_____ |
_____ |
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9. I am within the healthy weight range. |
_____ |
_____ |
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10. I'm happy about being me. |
_____ |
_____ |
Scoring:
Questions 1-5 give yourself:
· one point for every disagree
· zero for every agree.
Questions 6-10 give yourself:
· one point for every agree
· zero for every disagree.
Your
Score:
8-10 points - You have a good body image.
5-7 points - You have an average body image; look at where you lost points and try to make changes where you can.
1-4 points - You would be happier if you improved your body image. Look at where you lost points; try to make realistic and attainable goals. Be easier on yourself and try to accept who you are.
(Sincere thanks to Red Deer Regional Health Unit for permission to reprint material from The Best You Can Be)
|
BEHAVIORAL
CHARACTERISTICS OF BULIMIA |
EMOTIONAL
CHARACTERISTICS OF BULIMIA |
PHYSICAL CHARACTERISTICS
OF BULIMIA |
|
· impulsive · uncontrollable eating patterns · leaves table immediately after finishing a meal · frequent weighing · chronic exercise · attempts to hide behaviour |
· fear of fatness · slow self-esteem; needs approval from others · depressed · feels out of control |
· vomit smell on breath · damage to tooth enamel and mouth from acid in vomit · sore, acid-burned throat · electrolyte imbalances which may lead to irregular heartbeats · constipation following laxative abuse · stomach and/or rectal bleeding |
|
BEHAVIORAL
CHARACTERISTICS OF COMPULSIVE OVEREATERS |
EMOTIONAL
CHARACTERISTICS OF COMPULSIVE OVEREATERS |
PHYSICAL CHARACTERISTICS
OF COMPULSIVE OVEREATERS |
|
· eats continuously or in binges · perceives extreme overweight as a normal state |
· eats for comfort · feels they cannot cope with a complex life · is sensitive to societal value on thinness |
· weight gain; may occur in cycles with weight loss if bingeing |
|
BEHAVIORAL
CHARACTERISTICS OF ANOREXIA NERVOSA |
EMOTIONAL
CHARACTERISTICS OF ANOREXIA NERVOSA |
PHYSICAL
CHARACTERISTICS OF ANOREXIA NERVOSA |
|
· is secretive · prefers to eat alone · is a perfectionist or high achiever · displays unusual eating habits (eats very small or only certain foods)engages in prolonged intense exercise · frequently weighs him/herself · has an obsession with food, recipes, and calories · has an obsession with body weight and looking "fat" |
· an extreme fear of fatness · displays a distorted perception of their own body weight/fat · has trouble recognizing he/she is ill · may fear becoming an adult; wants to maintain childlike body |
· extreme weight loss · loss of hair · dull eyes · pasty skin · low body temperature; sensitive to temperatures · excessive fine downy body hair · amenorrhea (period stops) · nutrient deficiencies |
(Sincere thanks to the Red Deer Regional Health Unit for permission to reprint material from The Best You Can Be)
Time: 240 minutes
In this activity, the students understand how the human condition predisposes us to build a society based on wealth, status, and the abuse of power. Through an understanding of Jesus' temptations in the desert, we are challenged to reject these notions of success and replace them with the gospel of love. In order to know what the loving thing to do is, students review moral decision-making (see, judge, act, evaluate) and apply it to a case study which highlights the enslaving aspects of adolescent violence.
Ontario Catholic School Graduate Expectations: CGE 1c, 1i, 2c, 3c, 4f, 4g.
Strand(s): Scripture, Profession of Faith, Christian Moral Development and Family Life
Overall Expectations: SCV.01, SCV.03, PFV.02, MDV.01, MDV.09v, MDV.07, FLV.05, FLV.12, FLV.09.
Specific Expectations: FL1.03B, PF1.07Bv; PF1.01B, PF2.02B, PF2.03B, PF3.01B, PF2.01Bv; MD2.04Bv; MD1.03B, MD1.06Bv; MD2.02Bv, MD2.05Bv, SC4.02Bv; SC4.04Bv; SC2.02B, SC2.03B.
FL1.03B - understand the importance of personal freedom in shaping interpersonal relationships;
PF1.01B - recognize discipleship as the call to follow Jesus in word and deed;
PF1.07B - identify true happiness as being faithful to God and true to oneself;
PF2.01B - consider the relationship between intellect and faith;
PF2.02B - evaluate how to live in and challenge society based on the model of Jesus;
PF2.03B - summarize how followers of Jesus are called to love self and others;
PF3.01B - acknowledge that the love of God for all people demands justice;
MD2.04B - summarize stories where Jesus models how to live and challenge society;
MD2.05B - review the decision-making model of see, judge, act and evaluate;
MD1.03B - explain how humans are social beings responsible for the care of one another in accordance with God’s plan;
MD1.06B - demonstrate an understanding of the role of the magisterium in moral decision-making;
MD2.02B - perceive the challenge of God’s preferential option for the poor;
SC4.02B - attend to Scripture as a guide for moral decision-making in a spirit of discipleship;
SC4.04B - listen to Scripture in order to view realities and events in terms of their eternal significance.
SC2.02B - critique contemporary values with the teachings found in the Gospels;
SC2.03B - compare the teachings of the Beatitudes towards living with others with the attitudes of contemporary culture;
The culminating activity for this unit is a student-led liturgy focussing on the enslavement/freedom theme. Elements of the liturgy (readings, petitions etc.) need to reflect the desert motif, the challenge of global, cultural and personal slavery, and the freeing unconditional love of Christ as expressed in the gospel. When assigning the journal activity, the students need to be assured of privacy and confidentiality. Anecdotal comments would be appropriate in assessing this activity.
None
11. Whole Class: Students brainstorm around the focus question, "How would you describe a successful person? What phrases come to mind?" The teacher debriefs and categorizes the responses under three main headings - those that relate to wealth, those that relate to status, and those that relate to power.
30. Whole Class: The teacher guides the class through the biblical reading Matt 4:1-11 and relates the three temptations of Jesus to the three categories of success. The teacher guides the students to understand that our call is to be like Jesus and seek God's wisdom when confronted with important decisions in our lives. The teacher also guides the students to complete a blank organizer on the temptations of Jesus. See the completed organizer for teacher use in Appendix 4.5.
31. Whole Class: The teacher leads the students to an understanding that Jesus clearly rejects the enslaving aspects of wealth, abuse of power, and status and embraces a gospel of love. The teacher directs the students to a reading of Matt 22:34-40, where Jesus articulates the greatest commandment. We are called to make our decisions based on the loving thing to do
32. Small Group: The teacher directs the students to utilize the diagram on page 80 of Be With Me and apply it to case study 4 on p. 140 (Activity 14b) of the Be With Me manual. The groups formulate responses to the three questions on p. 139 of the manual (Activity 14a). Students should also apply the church teachings from the Catechism to the case study. These are found on pp. 142-143 of the manual (see Assessment 1). Debrief the small group case study and illustrate how making decisions based on doing the loving thing liberates us.
33. Individual: The teacher assigns a reflection journal activity that requires the students to recall an incident in which they had to make an important decision. Have them answer the following questions: Describe the circumstances that led you to having to make this decision. What decision did you make? How did you make it? What impact did it have on your life? What has this unit taught you about the importance of making good decisions that are moral, loving and healthy?
12. Group Reflection Activity: A reporter in the small group shares the group responses to the probe questions. (SC4.02B, PF1.07B, MD2.04B, MD1.06B, MD2.02B, MD2.05B, MDV.09)
34. Journal Reflection: Students write a response based on an important decision they have had to make in their life. This would be placed in their portfolio as a culmination of this unit. (SC4.04B, PF1.03B)
Bible - The Temptations of Jesus (Matt 4:1-11)
The Greatest Commandment (Matt 22:34-40)
CCCB. Be With Me. p. 80
CCCB. Be With Me. Manual, pp. 140-143
Peer mentoring is a possibility in the group work strategy. The focus of the journal, because of its personal nature, should be assessed and responded to anecdotally.
4.5 – The Temptations of Jesus
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TEMPTATIONS OF JESUS |
FOCUS OF THE TEMPTATION |
WHY DOES JESUS REJECT
IT? |
HOW DID JESUS LIVE OUT
HIS CONVICTIONS? |
|
Turning stones into bread |
Wealth |
The concern of Jesus is focused on spiritual hunger |
Jesus decides to lead a simple life and focuses on service to all |
|
Throwing himself off the top of the temple |
Status |
God will not be tested – we do not will God, but do God’s will |
Jesus befriends the lowly – the outcasts and the sinners |
|
To have power over all the kingdoms of the world |
Power |
The concern of Jesus was not for political domination |
Jesus chooses nonviolent resistance |
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