Course Profile Religious
Education, Grade 9 open, Catholic
Unit 5: Called to Action
Activity 1 | Activity 2 | Activity 3
| Activity 4 | Activity 5
| Activity 6 | Activity 7
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 1999
This unit establishes Baptism and Confirmation as the sacramental basis for discipleship. Students understand that discipleship follows from Christian vocation; it is a call to take on the attitude of Christ and a moral imperative for action. A scriptural examination of the prophets, the call of the Apostles, the parables, the washing of the feet, Jesus’ instruction to Peter to “feed my lambs” and other related accounts leads to a thorough understanding of the concept of discipleship. Mary is examined as an important model of discipleship. Students examine a modern day call to discipleship by responding with care and compassion to the issues surrounding the elderly, the poor, and people with STIs/HIV/AIDS. These issues include the transmission and the prevention of these diseases and the care given to people living with them.
Ontario Catholic School Graduate Expectations: CGE 1d, 1f, 2a, 4c, 5c, 5d, 6e, and 7e.
Strand(s): Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, and Family Life
Overall Expectations: SCV.03, SCV.02, SCV.06, MDV.01, MDV.10,
MDV.04, MDV.07, PSV.09, PSV.01, PSV.02, PSV.03, FLV.02, FLV.01, FLV.06, FLV.07,
FLV.13, FLV.14.FLV.05, FLV.12, FLV.09, PFV.08, PFV.02, PFV.05, PFV.09.
Specific Expectations: SC1.04B, SC4.01B, SC4.03B, PF3.01B, PF1.01B, PF1.07B, PF1.04B, PF4.01B, PF2.02B, MD1.03B, MD1.03B, MD4.06B, MD4.02B, MD1.01B, MD2.04B, MD1.02B, MD4.03B, MD1.04B, PS1.01B, PS3.01B, PS1.06B, PS3.02B, FL1.07B, FL1.06B, FL2.03B, FL1.03B.
|
Activity 1 |
Called to Action through Baptism and Confirmation |
60 minutes |
|
Activity 2 |
Prophecy |
120 minutes |
|
Activity 3 |
Servant Leadership: Jesus Washes the Feet |
240 minutes |
|
Activity 4 |
Modern Day Servant Leaders – Research Project |
240 minutes |
|
Activity 5 |
Serving the Marginalized |
240 minutes |
|
Activity 6 |
STIs/HIV/AIDS |
180 minutes |
|
Activity 7 |
Celebrating the Call to Action |
60 minutes |
The quizzes in Activities 3 and 6 can be combined into one unit test after Activity 6, or left as they are, depending on the needs of each class. Please note that if they are combined, it may be beneficial for ESL and Special Needs students to complete them in two or more sections. There is a great deal of organization required for this unit, so it would be wise for the teacher to begin well in advance to arrange for Community Service Representatives to come to the school. It should also be noted that Units 5 and 6 may be done in reverse order if that would better suit the needs of the students.
Research methods and library skills would be beneficial prior to the library visit. Students should also be familiar with S.P.I.E.S., and how to prepare and participate in a liturgy from Unit 1, human fertility and the dignity of all from Unit 2, and the Beatitudes and chastity from Unit 3.
socratic, small group (think/pair/share), research projects, group presentations, reflective activities
Formative Assessment: Observation, Reflection, Performance Assessments
Summative Evaluation: Paper and pencil test or quizzes, Performance Assessment for Service Action Plan, and Performance Assessment for the Liturgy planning and preparation (for some students)
For students with special needs and ESL students, the teacher needs to consult with school Special Education and ESL teachers, and refer to each student’s IEP to meet the needs of specific students. It is also suggested that the teacher consult with the 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 (e.g., welcoming centres, multicultural agencies) for suggestions and resources. ESL students may also benefit by being partnered with other students with similar linguistic and/ or cultural backgrounds when possible. Many of these suggestions for accommodations as well as many others are from the OSS policy document, Appendix 6, and the Ministry Special Education and ESL Guidelines.
Be With Me, student text and teacher’s manual
Turning Points, teacher’s manual
Path Through Scripture
Bibles
NRSV Bible
Catechism of the Catholic Church
Romero (Directed by John Duigan, Vidmark, 1990.)
Philadelphia (Directed by Jonathan Demme, Tristar, 1994.)
Time: 60 minutes
This activity introduces the Call to Action through service as mandatory for all Christians. Students examine how the sacraments of Baptism and Confirmation call them to serve others and how the Beatitudes are the models of service.
Ontario Catholic School Graduate Expectations: CGE 1d, 7e.
Strand(s): Profession of Faith, Christian Moral Development
Overall Expectations: MDV.07, MDV.04, PFV.08v; PFV.02.
Specific Expectations: PF1.01Bv; MD1.02Bv.
PF1.01B - recognize discipleship as the call to follow Jesus in word and deed;
MD1.02B - identify ways that the Beatitudes help us understand the Christian attitude toward being with others;
The teacher prepares information on Baptism as the call to action. Information on the Beatitudes should be made available to students. Not all students may have been baptized or confirmed, so the teacher needs to be sensitive to this fact.
· The Beatitudes as models for living (see Unit 3)
1. Whole Class: In a socratic lesson, the teacher reviews the call to action through the rite of Baptism. 1 Peter 2 describes the Baptized as the ‘cornerstone’ that Jesus has laid. Students discuss this image and what it means to them. Option: Invite senior students in to discuss how they live out their baptismal call.
1. Pairs: With a partner, students brainstorm how baptism is a call to follow Jesus in service to others and then how confirmation renews/reaffirms the call to action.
2. Small Group: Review the Beatitudes “looks like/sounds like” activity from Unit 3. Add the following question - For each Beatitude what does the call to action/to serve “look like”?
3. Small Group: Identify a group or organization in society (local) that is practicing one of these Beatitudes as their call to action. How are they doing this? On the board list groups and activities and have each group of students explain why they chose these agencies.
4. Individual: “Ticket out the Door”. Before leaving class, students complete three reflective questions:
· How is baptism and confirmation the call to follow Jesus?
· How does faith in Jesus call us to love and respect others?
· What is one beatitude that you have followed in serving others?
Formative Observation: “Ticket out the Door” (PF1.01B, PFV.08, MD.03B)
None
· Modifications to support students’ IEPs may be required.
· Not all students may be baptized or confirmed. This provides an opportunity to invite students of other faiths to share their “initiation” rites and how they are called to serve others. The questions for the “Ticket out the Door” may need to be modified in number or language for some students.
None
Time: 120 minutes
In this activity students examine the call, role, and response of the prophet, both in biblical times and in modern day situations. Students examine their own context to discover who is prophetic in their lives and how they, too, are called to be prophets. Examples of the Church as prophet are examined.
Ontario Catholic School Graduate Expectations: CGE 1d, 7e.
Strand(s): Profession of Faith, Scripture
Overall Expectations: PFV.02, SCV.03, SCV.02.
Specific Expectations: SC1.04B v; SCV.06 v; PF2.02B v.
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;
SCV.06 - express connections between the relationships described in biblical events and their own life experiences.
PF2.02B - evaluate how to live in and challenge society based on the model of Jesus;
The teacher chooses prophets to be examined and appropriate background information and scriptural passages demonstrating the call of the prophets, their messages, and the reactions of the people around them. The teacher needs to be aware of the ways the Church is prophetic and have appropriate student resources (e.g., social justice issues). A copy of the students’ letter to a school prophet, and their reflective answers on their own call to prophecy may be added to the tri-part portfolio. It is important that the teacher have a good understanding of the difference between biblical prophets (proclaiming the word of God, challenging people to return to the ways of God, and to heed God’s word) versus contemporary understandings of prophet (one who sees into the future, predicts the future, such as Nostradamus). The teacher may wish to contact CCODP for further resources for this Activity.
· List of agencies from Activity 1.
2. Whole Class: Using the list of organizations and agencies from Activity 1, students identify the common elements of the organizations (i.e., non-profit, usually servicing the marginalized or oppressed, calling society’s attention to issues of injustice that result in the need for these organizations).
5. Whole Class: The teacher leads students in a discussion of prophets. Included in the discussion is a brainstorming session on who/what is a prophet? (refer to Path Through Scripture, chapter 39), what are the characteristics of a prophet? etc. (Be sure to differentiate between biblical and contemporary understandings of prophets.)
6. Small Group: In triads, students examine some of the biblical prophets (e.g., Isaiah, Micah, Jeremiah, Amos, Ezekial) in order to understand the following:
· Who is the prophet?
· What did he do?
· How did people react to the prophet?
· How do the actions, and situations of the prophet compare to modern day situations?
7. Whole Class: The teacher leads the class in a discussion on how the Catholic Church is prophetic, especially in the area of social justice.
8. Pairs: In a “think/pair/share” students identify some of the people in their community and school who are prophetic. Why do they believe these people are prophetic?
9. Individual: Students write an anonymous letter to a school prophet identifying his/her prophetic dimension, explaining how their being a prophet is beneficial to the community, and how his/her prophecy calls all people to action in service of the whole community.
10. Individual: Students reflect upon and answer the following:
· What are some of the injustices I have witnessed?
· In what way am I called to be prophetic?
· In what way am I already prophetic?
3. Formative Performance assessment: charts on biblical prophets (SC1.04B)
11. Formative Reflective questions on personal call to be prophetic (SCV.06, PF2.02B)
Path Through Scripture (Chapter 39)
Bibles
CCODP materials
· Modifications to support students’ IEPs may be required.
· Peer monitoring during group activities may be beneficial for some students
· Some students may require a scribe and guidance through the use of sentence starters to help them write their letters.
· ESL students may benefit from first writing the letter in their native language, then translating it or illustrating it (if required).
None
Time: 240 minutes
This activity focusses on the connection between the call of the prophets and servant leadership. Students investigate models of leadership, including Jesus’ model of service through the washing of the feet. Archbishop Oscar Romero is examined as a model of modern day prophecy and servant leadership.
Ontario Catholic School Graduate Expectations: CGE 1d, 2a, 4c, 7e.
Strand(s): Profession of Faith, Christian Moral Development
Overall Expectations: PFV.02, PF1.04B, MDV.07.
Specific Expectations: SC1.04B v; SCV.06 v; PF1.01B v; PF1.07B v; PF2.02Bv, PFV.08 v, PF3.01B, MD1.03B v; MD2.04B v, MDV.04, MD1.02B v.
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;
SCV.06 - express connections between the relationships described in biblical events and their own life experiences.
PF1.01B - recognize discipleship as the call to follow Jesus in word and deed;
PF2.02B - evaluate how to live in and challenge society based on the model of Jesus;
PFV.08 - describe how faith in Jesus Christ challenges his disciples to love and respect others;
PF3.01B - acknowledge that the love of God for all people demands justice;
MD1.02B - identify ways that the Beatitudes help us understand the Christian attitude toward being with others;
MD1.03B - explain how humans are social beings responsible for the care of one another in accordance with God’s plan;
MD2.04B - summarize stories where Jesus models how to live and challenge society;
MDV.04 - identify ways that the Beatitudes help us understand the Christian attitude toward being with others (CCC §1716-1724);
The teacher needs to be familiar with the models of leadership and servant leadership (see Resources). Role play scenarios for models of leadership. Gospel passages for servant leadership need to be selected and prepared. The video Romero contains scenes of violence that students should be warned about prior to viewing the movie.
· Attributes of a prophet (see Unit 5, Activity 2)
4. Whole class: Students review: a) ways we are called to be prophets and b) some of the social issues that were identified in which we are called to be prophets (e.g., racism, sexism, poverty, etc.).
12. Small Group: Using a T-chart, students identify ways they can create change in these areas (e.g., how can the call to be prophet be put into action?).
13. Pairs: Using “think/pair/share”, students investigate Mary as the model of discipleship. Using gospel stories (the visitation of Gabriel, Mary’s acceptance of her calling, the Magnificat), students complete a worksheet on Mary’s discipleship, and how she is a model for each of us.
14. Whole Class: Students brainstorm the leaders they are aware of and the qualities of leadership. The teacher leads the class is a discussion on the “Models of Leadership”
15. Small Group: Students role-play leadership scenarios and models. Classmates identify which model was most appropriate for each situation. (The class needs to be divided into nine groups. The teacher provides three scenarios and has each scenario presented using each of the leadership models. For example, during class there is a fire alarm. Have the scenario presented using the authoritative model, another one with the consultative model, and a third with the facilitative model.)
16. Whole Class: Students examine Jesus as a model of servant leadership by reading John’s Gospel story of the washing of the disciple’s feet. The teacher leads students in a discussion of the story, focusing on the following questions: What is happening? How is Jesus a leader? How is this a new model of leadership? The teacher then leads the class in a discussion on servant leadership and how this is a new model. Included in this discussion would be a comparison of Jacob’s Ladder and Sarah’s Circle versions of leadership.
17. Pairs: Students investigate Gospel passages in which the concept of servant leadership is presented (e.g., Peter feed my lamb; the Harvest is plenty the labourers are few; various parables calling the Apostles).
18. Whole Class: Students view the video Romero in light of the call to be both a prophet and a servant leader, answering the call, and the “price” of being “counter-cultural” and prophetic.
19. Small Group: Students compose a eulogy for Oscar Romero following the video (see Appendix 5.1).
20. Individual: Students complete a paper and pencil test on prophecy, discipleship, and the leadership models.
5. Formative Performance Assessment rubric for group “Romero” Eulogy (PF1.07B, PF2.02B, PF3.01B, MD1.03B)
21. Summative Paper and pencil quiz (SC1.04B, SCV.06, PF1.01B, PFV.09, PF1.07B, PF2.02B, PFV.08, MD2.04B, MDV.04, MD1.02B, MDV.06, MD3.03B)
Teacher Resources: WCDSB “Living Our Mission” pp. 8-9, Servant Leadership (appendix 5.2)
Servant Leadership, by Robert Greenleaf
Romero video
· Modifications to support students’ IEPs may be required.
· Some students who come from either Central America or El Salvador or who have relatives living there may find viewing this movie difficult and appropriate accommodations should be made for them.
5.1 – Romero Eulogy
Names of Group Members:
A eulogy is a speech or writing in praise of a person, usually expressed at a funeral or wake. In a eulogy the person who has died is remembered for the life that the person lived, for the things that the person accomplished, and for the impact that the person had on the lives of others. The person delivering the eulogy usually emphasizes the positive contributions that this person has made to society. When a famous person dies, quite often the eulogy contains some of that person’s famous quotes.
In your group, create a eulogy for Oscar Romero. Use a word processor to give a professional look to your eulogy and mount it on coloured paper. A simple decoration can adorn the writing, but be sure it is in good taste and neatly produced.
Your eulogy should contain the following points:
6. an appropriate title;
22. an introduction to the person of Oscar Romero;
23. a brief statement as to how and why Romero died;
24. a brief description of the important events in the life of Romero, including ways that he challenged his society based on the model of Jesus, and how the love of God for all people demanded that Romero work toward justice;
25. an outline of the accomplishments of Romero, including a discussion on how his faithfulness to God lead him to happiness;
26. an explanation of the impact that Romero had on the people of El Salvador and the world in general;
27. one or more relevant quotes from Romero with a brief explanation as to why the quote is important.
Evaluation:
|
Evaluation Criteria |
Evaluation Scale |
|
1. The title of the eulogy is appropriate |
4 3 2 1 |
|
2. The audience is introduced to Romero in a creative and interesting manner |
4 3 2 1 |
|
3. There is a clear explanation of Romero’s death |
4 3 2 1 |
|
4. Important life events of Romero are described, including how he challenged society and how he demanded justice |
4 3 2 1 |
|
5. Romero’s important accomplishments are outlined, including how his faithfulness to God led him to happiness |
4 3 2 1 |
|
6. Romero’s impact on people is explained |
4 3 2 1 |
|
7. There is at least one relevant quote, with explanation |
4 3 2 1 |
|
8. Grammar, spelling, and design are all of high quality |
4 3 2 1 |
Overall Level for this activity: ____________
Time: 240 minutes
Students choose and investigate the call to prophecy and action and service through the completion of a research project on a modern day servant leader.
Ontario Catholic School Graduate Expectations: CGE 1d, 1f, 2a, 4c, 5c, 5d, 6e, 7e.
Strand(s): Profession of Faith, Christian Moral Development, Prayer and Sacrament
Overall Expectations: PFV.02, MDV.07, PSV.09, PSV.01, PS1.06B, MD4.06B.
Specific Expectations: MD4.06B, PF1.07Bv, PF2.02Bv; PF3.01B, MD1.03B v; PS3.01B, PS1.01B v, PS1.06B.
MD4.06B - identify people who model Christian hope.
MD1.03B - explain how humans are social beings responsible for the care of one another in accordance with God’s plan;
PF1.07B - identify true happiness as being faithful to God and true to oneself;
PF2.02B - evaluate how to live in and challenge society based on the model of Jesus;
PF3.01B - acknowledge that the love of God for all people demands justice;
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;
PS1.06B - demonstrate an understanding of Christian hope and its role in Christian living;
· Teachers are encouraged to try to steer students away from the typical/obvious servant leaders in our society (e.g., the Pope, Mother Teresa) and have them focus on the lesser known servant leaders listed when possible. Book the library/resource centre for one to two days for students to complete their research.
· The teacher may wish to have resources available in the classroom, if timelines are tight, as a way of facilitating the research part of this activity.
· Reflection papers should be placed in tri-part portfolio.
If students have not been introduced to the library usage and rules, this should be done before students begin their research. Students need to understand the expectations regarding use of research material and research presentations prior to beginning this activity.
7. Whole Class: The teacher leads the class in a discussion on modern day servant leaders. Students brainstorm a list of modern day servant leaders. Lists may include local leaders (such as the organizer of the Walk Against Male Violence, local soup kitchen co-ordinator) or global leaders (such as Mother Teresa, the Pope)
28. Whole Class: The teacher introduces the group research project (Appendix 5.3, 5.4). In groups, students research a modern day servant leader and prepare a presentation for their classmates.
29. Small Group: In groups of three or four, students prepare and deliver a ten-minute presentation on a servant leader.
30. Individual: Students complete a reflection on the servant leader they researched, explaining how he or she models discipleship for them. Their reflection should include examples of how we are called to God to be responsible for one another and how living a life of prayer in this culture may be challenging.
8. Formative Performance assessment rubric for group presentations. (PF1.07B, PF2.02B, MD1.03B)
31. Performance assessment rubric for reflection paper. (PF3.01B, MD1.03B, MD1.03B, PSV.02, PSV.03, PS3.01B, PS1.01B)
School library/resource centre resources.
Newspapers such as the Catholic New Times, etc.,
· Modifications to support students’ IEPs may be required.
· When grouping students for this assignment, attention should be given to placing students with special needs or ESL in a group that provides them with peer mentoring or modelling.
· Reflection paper may be completed using alternative media such as audio tape or pictorial presentation.
5.2 – Servant Leaders
5.3 – Modern Day Servant Leaders
5.4 – Modern Day Servant Leaders: Group Research Project
There are five key aspects to servant leadership.
First, servant leaders realize that leadership is a calling from God and that they must trust in God absolutely if they are to fulfill their role as leaders. They know that leadership is a gift from God’s spirit given for the good of the community and not to enhance their own status.
Second, servant leaders always keep before them the fundamental vision of the community as expressed through the beliefs and mission. They know the vision well and are able to articulate it and defend it when necessary. They strive to deepen their understanding of the vision through dialogue, study reflection and prayer.
Third, servant leaders facilitate communion by fostering an atmosphere of love, compassion, and harmony. They also facilitate communion through direct service to the members of the community much as Jesus did when he washed the disciples’ feet at the last supper. They recognize that in order to facilitate communion they must be servants, brothers, and sisters to one another. Such leaders work for the deepening of the covenant that the community has with Christ and each other.
Fourth, servant leaders recognize that all persons are called to be co-creators with God and Christ in the ongoing process of achieving God’s intention for creation. As stewards of this creation, servant leaders nurture and tend lovingly and gently in imitation of our God. This requires that they be clear about their own moral intentions and ethical decisions to ensure that their actions are constructive and assist the community to do the same. This leadership fosters collaboration and shared goals with a belief in the “power to” rather than “power over”.
Fifth, servant leaders are open to the unknown. They recognize that nothing we do is complete and no set of goals includes everything because the Kingdom of God always lies beyond us.
Group Members:
|
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Introduction of Leader and description of life events |
- limited
information is presented |
- some
information is presented |
- information
presented is complete and appropriate |
- information
presented in complete, appropriate, and interesting |
|
Explanation on how being faithful and true to oneself has lead this person to happiness |
- few or no
connections are made between this expectation and the leader’s life |
- some attempt
is made to make connections between the expectation and the leader’s life |
- explanation
of the expectation is clear, and connections are relevant and appropriate |
- explanation
of the expectation is clear, and connections are relevant, appropriate, and
interesting - connections
are made between this person’s life and the lives of teens today |
|
An evaluation on how to live in and challenge society based on the life of this person |
- few or no
connections are made between this expectation and the leader’s life |
- some attempt
is made to make connections between the expectation and the leader’s life |
- explanation
of the expectation is clear, and connections are relevant and appropriate |
- explanation
of the expectation is clear, and connections are relevant, appropriate, and
interesting - connections are
made between this person’s life and the lives of teens today |
|
Overall presentation |
- only one or
two members of the group participated - presentation
did not capture attention of ‘audience’ - creativity
was limited in presentation |
- two to three
members of the group participated - presentation
occasionally captured attention of ‘audience’ - some
creativity was noticeable in presentation |
- all members
of the group participated - presentation
captured attention of ‘audience’ throughout the presentation - presentation
was creative and interesting |
- all members
of the group participated presentation
equally - audience’s
attention was held throughout presentation, presentation was interactive - presentation
was creative, interesting, and helped to enhanced classmate’s understanding
of servant leadership |
Overall Level for this assignment: ______________
In this assignment, students work in small groups to investigate a modern day servant leader and create a presentation for their classmates. In the presentation students should include the following information:
· an introduction of to the leader and a description of his her life events
· an explanation on how being faithful and true to oneself has lead this person to happiness
· an evaluation on how to live in and challenge society based on the life of this person
As well, the presentation should be creative and interesting for classmates and all group members should be involved in presenting.
Possible choices for Servant Leader to complete research on:
· Jean Vanier – works with mentally and physically challenged adults in L’Arche
· Jean Donovan – missionary in El Salvador, murdered in 1980
· Dorothy Day – co-founder of the Catholic Worker Movement
· Peter Maurin - co-founder of the Catholic Worker Movement
· Mary Jo Leddy – co-founder and worker at Romero House in Toronto
· Jimmy Carter – international spokesperson for Habitat for Humanity
· Henri Nouwen – connected to L’Arche Houses, and Day Break in Toronto
· Thomas Merton – Catholic monk and author
· Mohandas Gandhi – proponent of non-violence and leader of India’s struggle for Independence
Time: 240 minutes
In this activity students learn about local service agencies and how they provide support and aid to the marginalized. Students interview representatives from various agencies, prepare a public relations advertisement for them, and present this information to their classmates. Students then begin to consider and complete their own “Service Action Plan”.
Ontario Catholic School Graduate Expectations: CGE 1d, 2a, 4c, 5c, 6e.
Strand(s): Profession of Faith, Christian Moral Development, Prayer and Sacrament
Overall Expectations: PFV.02, MDV.10, PSV.09, PSV.01, PS1.06B, MD4.06B.
Specific Expectations: PS1.06B, PS3.01B, PS1.01Bv, PF1.01B, PF3.01Bv; MD4.06B, MDV.06, MD3.03B v; MD2.02B v; MD4.03Bv; MD1.04B.
PS1.06B - demonstrate an understanding of Christian hope and its role in Christian living;
PS1.01B - demonstrate a knowledge of the connections between a life of prayer and the challenges of Christian life in contemporary culture;
PS3.01B - listen prayerfully to the call to be loving;
PF1.01B - recognize discipleship as the call to follow Jesus in word and deed;
PF3.01B - acknowledge that the love of God for all people demands justice;
MD4.06B - identify people who model Christian hope.
MDV.06 - interpret table fellowship, as used by Jesus Christ, for their own lives;
MD3.03B - express the value of obedience and name the challenge of and limits to the Christian call to obedience;
MD2.02B - perceive the challenge of God’s preferential option for the poor;
MD4.03B - value the basic dignity of every person within relationships;
MD1.04B - explain how the Christian concept of society is radically inclusive.
Well ahead of time, the teacher makes contact with a variety of approved community service organizations to arrange for representatives on the selected community service day. Teachers may also wish to invite senior students to class to talk to students about their own community service work and how they have benefitted from helping others. It is important to include an AIDS/HIV organization in order to prepare for Activity 6 on HIV/AIDS. Some of the organizations may include those mentioned by students in Activity 1. It should be noted that issues related to HIV/AIDS are distinct from gay and lesbian issues.
· How to conduct an interview.
· Jesus as the model of inclusivity (Unit 3)
9. Whole Class: Read together “Who Will Sit at the table” and “Inclusivity Leads to Peace” on pp. 47-48 of Be With Me, and discuss its meaning with the class. Refer to Unit 3 activity on “Jesus as the model of inclusivity” in your discussion.
32. Individual: Students read “Who Is The Rich Man?” on pp. 132-134 in Be With Me and the story of Lazarus and the rich man in Luke 16:19-31 and complete the reflection questions from the student text.
33. Pairs: Students individually complete Activity pp. 23a and b, 24a and b from the Be With Me teacher’s manual and then discuss their answers. Students read “Give Generously” and “Preferential Treatment” on pp. 134-137 of Be With Me and together write a 5-minute “presentation” on what God’s preferential option for the poor challenges us to do. This presentation should include four to six points based on Church teachings they have read, include examples or issues from stories or from their own experience, and be motivational.
34. Whole Class: The teacher leads the class in a lesson on vocations and the belief that we are all called through our baptism. Each person has a different calling.
35. Small Group: In triads, students are assigned (or may choose) a community service organization to research. The objective is for the students to be “hired” as “promotional representatives for the organization” within the school (or the larger community, but with the focus aimed at teenagers). Students spend the first class learning how to conduct an interview, learning about the organization, and creating a series of questions for the community service representative that they interview. (Literature about the organization should be made available to students at this time.)
36. Small Group: In triads, students interview the community service representative and continue to gather information about this organization. Note: due to the busy schedules of many of these representatives, some may not be able to come to the school so alternative interviews may be required (such as phone interviews). In this case, be sure to prepare students for these types of interviews.
37. Small Group: Students prepare a presentation and advertisement for the community service organization, to be presented to classmates. Advertisements may include poster campaigns, video commercials, radio commercials, print advertisements, power point presentations, web sites, etc.
38. Whole Class: The teacher leads the class in a discussion and review of the various organizations. Students are asked to reflect upon how the organizations serve the marginalized and how this is following Jesus through discipleship. Note: This is a good opportunity to make connections for students between discipleship and the community service that is required to graduate.
39. Individual: Students begin to consider their own “Service Action Plans” (Appendix 5.5).
10. Formative Performance Assessment rubric for Option for the Poor ‘presentation’ (MD1.03B, MD2.02B)
40. Formative Performance Assessment rubric for group presentations about Community Service Organizations (PF1.01B, PF3.01B, MD1.03B, MD4.03B, MD1.04B, PSV.02, PSV.03, PS3.01B, PS1.01B)
Be With Me, pp. 47-48
Be With Me, pp.132-134
Bibles
Be With Me, teacher’s manual, pp. 192-195
Be With Me, pp. 134-137
· Modifications to support students’ IEPs may be required.
· Teachers may wish to have peer mentors read with special needs or ESL students or to provide audio formats for the text. Assignments could be completed with peer mentoring or modeling or through the use of audio tapes or conferencing. When placing students into groups, students with special needs or ESL students should be placed with students where peer mentoring or modeling may be facilitated.
5.5 – Service Action Plan
Name _________________________________________
The following questions will help you to reflect upon, and understand how and why we are called to serve other people as a result of our baptism and confirmation.
a) I can follow Jesus’ model to love and respect all people in the following ways...
b) I can respond to Jesus’ model to have a generous attitude towards others in the following ways...
c) I can demonstrate how the love of God demands justice and equity for all people by doing the following...
d) I can respond to Gods’ preferential option for the poor by caring for others in the following ways...
e) Some of the challenges involved in living a life of prayer and service would be...
Complete the following, to help you begin selecting what kind of service you may wish to be involved in.
· In the past, I have volunteered in the following ways:
· List your hobbies, interests:
· List the group with which you would be interested in volunteering: young children (under 5), 6-8, 9-12, elderly, disabled, ill/injured, others...
Identify at least two to three Community Service Organizations you might be interested in volunteering with. (Can include groups that came into our class, or other groups that you are aware of.) Complete the chart:
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Organization |
Contact person and phone
number |
Why? |
What would you like to
do with them? |
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I ________________________________________ (name) am committed to serving the
needs of my community by volunteering at ____________________________________ .
I will contact this organization by _____________________________________(date) to set up
an appointment to discuss my volunteering with them.
Student signature __________________________________________________
Parent signature __________________________________________________
Time: 180 minutes
This activity allows students to investigate the symptoms, treatment, and prevention of sexually transmitted infections (STIs) including HIV/AIDS. Students examine the Christian response to people living with HIV/AIDS and the call to be people of compassion, care, and service. Students continue working on their Service Action Plans. Sexually transmitted infection (STI) is the currently favoured alternative term for sexually transmitted disease (STD).
Ontario Catholic School Graduate Expectations: CGE 1d, 6e, 7e.
Strand(s): Profession of Faith, Christian Moral Development, Family Life
Overall Expectations: MDV.10, MDV.07, MD4.02B, FLV.01, FLV.06, FLV.07, FLV.01, FLV.02, FLV.05, FLV.12, FLV.02, FLV.09, FL103B, FLV.05, FLV.12. PFV.02, PF4.01B.
Specific Expectations: PF4.01B, PF3.01B, MD1.03Bv; MD1.01B v; MD1.04Bv; MD4.02B, FL1.07B, FL1.06B v; FL1.03B, FL2.03B.
PF3.01B - acknowledge that the love of God for all people demands justice;
PF4.01B - respect physical change as integral to God’s creation of the human person;
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;
MD1.04B - explain how the Christian concept of society is radically inclusive;
MD4.02B - respect physical change as integral to God’s creation of us;
FL1.06B - know the meaning of responsible sexual expression in the light of the virtue of chastity;
FL1.07B - describe symptoms, treatments and prevention of major sexually-transmitted diseases including HIV/AIDS, and their effect on human fertility and life;
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.
If someone from HIV/AIDS community service groups did not participate earlier in this unit, it is recommended that the teacher invite someone in to talk to the class about living with HIV/AIDS. The teacher selects an appropriate 20-minute clip from the video of choice. Be aware that many students may have family or friends currently living with HIV/AIDS and of their needs to be responded to with sensitivity and compassion. Due to the critical nature of this topic, it is important that the teacher ensures all students clearly understand the sources of transmission and prevention of STI/HIV/AIDS
Familiarity with S.P.I.E.S. (from Unit 1), human fertility (from Unit 2), and chastity (from Unit 3).
11. Individual: Students complete a diagnostic questionnaire on HIV/AIDS (see Turning Points, teacher’s manual pp. 23-24, for example).
41. Whole class: Teacher generates discussion, clarifies answers, and addresses myths and facts by taking up the questionnaire. The teacher should be sure to review the Christian call to responsible moral decision-making, as well as the medical information around STI prevention.
42. Small group: Students review chart on STIs (see Turning Points, teacher’s manual p 25 for example). Groups are assigned one STI and create a one-page awareness poster for that STI. (The flyer should include symptoms, treatment, prevention, and the effects of the STI on human fertility and life.) Groups present information to peers.
43. Whole class: Students view a video clip from the video Philadelphia (or another appropriate video clip dealing with the treatment of people with HIV/AIDS), which illustrates how society may treat people who have HIV/AIDS. The teacher then leads a brief discussion around the video and the discrimination experienced by people with HIV/AIDS. The teacher highlights the position of the Catholic Church that we respond with awareness and compassion to the HIV/AIDS crisis.
44. Small group: Students choose one aspect of an AIDS hospice and prepare a proposal around how we (as a school community or class) can support these organizations (e.g., entertainment at the hospice, visiting people, making meals, writing letters or cards, helping with the maintenance of the building, donate blankets, take people into the community, financial donation fund raising). Students prepare a detailed proposal outlining how each task may be completed. Proposal should consider the Spiritual, Physical, Intellectual, Emotional and Social aspects of the people.
45. Individual: Students complete a paper and pencil test on symptoms, treatment, prevention and the effects of the STI on human fertility and life.
12. Formative Assessment of STI flyers (MD1.01B, FLV.13, FLV.14, FL1.06B, FL1.07B)
46. Formative Performance Assessment for HIV/AIDS support proposals (PFV.09, PFV.08, PF3.01B, MD1.03B, MD4.03B, MD1.04B, FLV.05)
47. Summative paper and pencil test on symptoms, treatment, prevention and the effects of the STI on human fertility and life (MD1.01B, FL1.07B, FLV.14, FL1.06B, FLV.05, FLV.05, FLV.13)
Turning Points, teacher’s manual
Philadelphia video (or other choice that is appropriate for your students e.g., And the Band Played On)
Modifications to support students’ IEPs may be required. Some students may require assistance such as scribes to completing quizzes. As well, some students may complete the quiz orally through conferencing or using audio tapes.
None
Time: 60 minutes
Students plan and participate in a liturgy celebrating the call to action and service that many people in the community are already fulfilling, while others are beginning to answer.
Ontario Catholic School Graduate Expectations: CGE 1f, 2a, 4c, 5d, 6e.
Strand(s): Scripture, Profession of Faith, Prayer and Sacramentality
Overall Expectations: SCV.02, PFV.05, PFV.09, PSV.01, PSV.02, PSV.03.
Specific Expectations: SC4.01 v; SC4.03B v; PF3.01B, MD1.03Bv; MD4.03B, MD1.04Bv; MD4.06Bv; PS1.01Bv; PS3.01B, PS1.06B, PS3.02Bv.
SC4.01B - show reverence for Christian belief in Scripture as God’s living word;
SC4.03B - appreciate Scripture as a spiritual source of strength and prayer for believers;
PF3.01B - acknowledge that the love of God for all people demands justice;
MD1.03B - explain how humans are social beings responsible for the care of one another in accordance with God’s plan;
MD4.03B - value the basic dignity of every person within relationships;
MD1.04B - explain how the Christian concept of society is radically inclusive;
PS1.01B - demonstrate a knowledge of the connections between a life of prayer and the challenges of Christian life in contemporary culture;
PS1.06B - demonstrate an understanding of Christian hope and its role in Christian living;
PS3.01B - listen prayerfully to the call to be loving;
PS3.02B - share their faith with others in the context of religious celebration;
The chapel should be booked for the liturgy if possible. As this is a liturgy celebrating our call to action students are encouraged to invite those from the school community who they believe serve others (e.g., secretaries, custodians, administrators, other teachers, student council members, etc.), as well as the community service representatives involved earlier in the unit, to the class liturgy. The summative evaluation for this unit, the Service Action Plan, should be submitted by each student as part of the liturgy and should be kept in their portfolios.
How to plan, lead and participate in liturgy from Unit 1.
13. Individual: Students complete their Service Action Plans prior to the celebration of the liturgy. As a part of the liturgy students are encouraged to present their Service Action plans as a sign of their commitments to follow the example of Jesus.
48. Whole Class: Students prepare and participate in a student-led liturgy celebrating our call to discipleship through action and service. Students may also wish to provide invited guests with small gifts of gratitude for the services they provide to others.
14. Summative Performance Assessment for Service Action Plans (PFV.09, PF3.01B, , MD1.03B, MD1.03B, MD2.02B, MD4.03B, MD1.04B, PSV.02, PSV.03, PS3.01B, PS1.01B)
49. Summative Performance Assessment tools for students leading the liturgy (SC4.01S, SC4.03B, PSV.02, PSV.03, PS3.01B, PS1.06B, PS3.02B, MD4.06B)
Preparing to Celebrate in Schools, Margaret Bick, Novalis, 1996
Modifications to support students’ IEPs may be required. Some students require assistance in completing the Service Action Plan. Peer mentoring to complete this assignment would be beneficial for some students. Assisting or peer mentoring special needs or ESL students could be included in some student’s Action Plans.
None
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