Course Profile Religious
Education, Grade 9 open, Catholic
Unit 6: Called to Transformation
Activity 1 | Activity 2 | Activity 3
| Activity 4 | Activity 5
Unit Developer(s)
Bob Anderson, Waterloo Catholic DSB
Joni Grundy, Waterloo Catholic DSC
Peter Bruder, Waterloo Catholic DSB
Sue Morrison, Waterloo Catholic DSB
Sandy Collins, Waterloo Catholic DSB
Ann O’Donnell-Beckwith, Waterloo Catholic DSB
Jim Deighan, Waterloo Catholic DSB
Bruce Rodrigues, Waterloo Catholic DSB
Mary Gallo, Brant Haldimand Norfolk CDSB
Carla Santomero, Waterloo Catholic DSB
Development Date: June 1999
This unit identifies the Paschal Mystery as the basis of the Christian faith. Through an examination of the elements of youth culture, students identify the value of making choices of life over death. Students critique societal messages, which encourage them to embrace consumerism and objectify human persons, using the Beatitudes as the framework. Students examine the challenges in various relationships, including adolescent male/female relationships and the pressure to become sexually active. Personal values and belief systems and effective communication skills are developed as students evaluate the importance of relationships that are honest, respectful, and equitable.
Ontario Catholic School Graduate Expectations: 1a, d, f, j, 2a, 3a, 4a, 5e, 6b, 7b, d.
Strand(s): Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, Family Life
Overall Expectations: SCV.02, PFV.02, PFV.05, MDV.06, MDV.01,
MDV.10, MDV.07, PSV.06, PSV.08, PSV.09, PSV.01, FLV.01, FLV.02, FLV.06, FLV.07,
FLV.05, FLV.12, FLV.09.
Specific Expectations:
MD3.03B, MD2.05B, MD4.06B, MD4.02B, PS1.03B, PF4.05B, PF4.01B.
|
Activity 1 |
Called to Love |
360 minutes |
|
Activity 2 |
Called to Live |
75 minutes |
|
Activity 3 |
Called to “Die” |
260 minutes |
|
Activity 4 |
Called to Rise |
240 minutes |
|
Activity 5 |
Called to Hope |
200 minutes |
In planning to teach this unit, teachers need to be aware that this unit is an important link to the Grade 10 course. It is also necessary that teachers treat the life, death, and resurrection of Jesus in a unified manner. The three events have been isolated for learning purposes but need to be integrated in the end for the purpose of understanding and transformation.
This unit requires students to synthesize information from the previous units, particularly adolescent development in the areas of sexuality and relationships. Students are required to use co-operative/collaborative group skills and communication skills in a variety of ways.
The following teaching/learning strategies are used: note making; discussion; brainstorming, think/pair/share, jigsaw, direct reading-thinking activity, designing and creating, journal writing, role-playing; case studies.
· Observations (Informal), reflective journal writing, summative evaluations
For students with special needs and ESL students, the teacher consults with school Special Education and ESL teachers, and refers to the students’ IEPs 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 learning conditions at home. Teachers may also consider making contact with organizations within their communities that assist new Canadians for assistance and resources (e.g., welcoming centres, multicultural agencies). ESL students may also be partnered with other students with similar linguistic backgrounds whenever possible. Many suggestions for accommodations are from the OSS policy document, Appendix 6, and the Ministry of Special Education and ESL Guides.
CCCB. Be With Me. Ottawa: Publication Service, 1997.
CCCB. Catechism of The Catholic Church. Ottawa: Publication Service, 1994.
OCCB. Turning Points. Toronto: Prentice Hall Ginn, 1997.
New Revised Standard Version Bible. Oxford: University Press, 1986.
Zanzig, T. Jesus of History, Christ of Faith. Winona, Minesota: St.Mary’s Press, 1986.
WinWin, Video: Peace Foundation, fax (305) – 576-3106
McIntyre Media Ltd. 1-800-565-3036
Stanfield (a wide variety of resources for students with challenges) 1-800-421-6534
Note: Resources are to be screened for appropriateness
Communication: The Person-To-Person Skill, Gr. 7-12, Sunburst, 1-800-431-1934
Real People: Teens Who Choose Abstinence, Gr. 7-12, Sunburst, 1-800-431-1934
Time: 300 minutes
The achievement of identity during adolescence occurs in the context of human relationships. The Christian vision of persons is one of interdependence; we have responsibility toward each other. Students examine the various types of relationships that impact them and review the qualities of healthy relationships. Through an exploration of the adolescent male/female relationship, students identify the joys and the challenges and clarify their own personal values in the quest for healthy relationships. Students compare the pros and cons of early sexual involvement and apply assertive communication techniques and decision-making skills that reflect their personal value statements regarding relationships.
Ontario Catholic School Graduate Expectations: 1d, 2a, e, 3d, 4a, f, 5e, 6b, 7a, d.
Strand(s): Family Life, Christian Moral Development
Overall Expectations: SCV.02, PFV.02, PFV.05, MDV.06, MDV.01, MDV.10, MDV.07, PSV.06, PSV.08, KPSV.01, FLV.01, FLV.02, FLV.06, FLV.07, FLV.02, FLV.05, FLV.12, FLV.09.
Specific Expectations: FL1.02B, FL1.03B, FL4.03B, FL2.03B, MD4.01B, MD1.01B, MD2.03B, PF4.01B.
FL1.02B - recognize the importance of a healthy positive acceptance of self, with strengths and weaknesses;
FL1.03B - understand the importance of personal freedom in shaping interpersonal relationships;
FL4.03B - appreciate the value of forgiveness and the reconciliation that heals relationships;
FL2.03B - describe the Christian family as the basis of society and as domestic Church;
MD4.01B - value the sacredness of the human body, regardless of appearance;
MD1.01B - know that each person has been created with the freedom to shape his or her own relationships;
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.
Select popular music videos (edit if necessary), and/or current popular teen magazines that demonstrate attitudes and values in the area of sexuality and relationships. Prepare a list of real life situations that may pose problems and challenges in relationships. The teacher appreciates that the subject matter may be sensitive and shows care and sensitivity in presenting the variety of student/family issues regarding sexuality and relationships. Encourage students to respect individual feelings and opinions and show sensitivity to class dynamics regarding attitudes, values, and group process.
Students are asked to recall what have been the major influences in their understanding of self as described in Unit 2 as well as to review concepts of chastity, abstinence, and decision making.
1. Whole Class: The teacher reviews the concept of the nature of relationships. Recall that relationships, especially primary relationships within our family, form the fabric of our lives and come in many forms. Relationships involve all aspects of our personality and influence all areas of our development: spiritual, physical, social, emotional, and intellectual. The following key concepts should emerge: Relationships are essential for human emotional well-being and development; relationships are the source of people’s greatest joys and most significant personal growth; and the Christian vision is that we are created for interdependence and community.
1.
Brainstorm:
· What types of relationships are there? (start with the mother/father relationship)
· What are the positive characteristics of a mother/father relationship? (trusting, loving, caring, nurturing, warm, contented etc.)
· What other kinds of relationships are there? (acquaintance, close friendships, working relationships, intimate relationships, boyfriend/girlfriend, etc.)
2. Small Group: Teacher divides the class into five or six groups and assigns one type of relationship to each group. Provide chart paper and markers. Students list the characteristics or qualities that they would look for in that relationship. Students place chart paper around the room. Teacher facilitates as they highlight the common qualities found in relationships that are positive. (honesty, respect, equality, trust, patience, kindness, easy-going, sensitive, thoughtful, etc.)
3. Whole Class: Read student text Be With Me, pp. 8-14: “A Christian Perspective on Being With Others” and “Learning to Be”. Discuss reflection questions on p. 8.
4. Optional activity: “Friendship Trading Cards”; Refer to Activity 1 on p. 36 of Be With Me Teacher’s Manual. Work through activity. As a class develop a “top ten” list of traits that students look for in a friend. Prioritize the list. (Reflection Activity: Explain why you would want friends to have certain traits)
5. Group Work: In groups of three, assign a recorder and discuss the following questions:
· How can teens demonstrate respect for each other in a relationship?
· List reasons why one person would not respect the rights and needs of another and then, try to pressure them into doing something they want them to do?
· What do individuals need to be clear about in order to ensure the relationships reflects honesty, respect, and equity?
· Share findings with the class.
6. Whole Class: We looked at the qualities of good relationships, knowing that relationships may present some challenges. We are now going to look at some challenges that may arise in relationships, particularly in adolescent male/female relationships. What might some of these challenges be? Elicit responses:
· breaking up – when things go wrong or we grow in different directions;
· betrayals;
· tarnished reputations;
· pressure for sex;
· jealousy and possessiveness;
· drinking and drugs.
7. Think/pair/share: Let’s look more closely at the pressure to become sexually active. Why is sexual decision making so difficult in today’s society? Give examples. Students share responses with the class.
8. Whole Class: Teacher facilitates and draws conclusions; e.g., Messages in the media, advertising, music, etc., give the impression that “everyone’s doing it”. Everything is sexualized. What is the purpose of this?
9. Small Groups: Students examine music videos (or choose one or more popular T.V. shows) for messages about male/female sexuality and sexual intimacy. Refer to Be With Me Teacher’s Manual, p. 148, Option#2. Divide the class into groups of 3-4. Provide groups with current music videos (edited if necessary), or clips from popular T.V. shows. Each group appoints a recorder and answers the following questions:
· How are men portrayed in the video/program?
· How are women portrayed in the video/program?
· Why are they portrayed in this way?
· What values/attitudes are reflected in these images?
· Are these values contrary to our Christian values? If so, why?
10. Whole Class: Teacher debriefs the activity above, recalling the work done on stereotypes in Unit 2, and leads the class in the following discussion:
· Do you think our society “pushes” young people to be sexually active? If so, why and how?
· Is there a lot of peer-pressure forcing young people to be sexually active? If so, why and from where?
· Do you think there are many 13-14 year olds who are sexually active in our society? If so, why?
11. Teacher presents some current statistics on teen sexual activity. (Refer to Turning Points student text, p. 238) Discuss. Put the following headings on the board:
· Reasons frequently given by teens to be sexually active
· Reasons for postponing sexual involvement (saying no)
· Unexpected results (consequences)
Elicit responses from students. Compare the responses with those presented in “Postponing Sexual Involvement” from Turning Points text, pp. 244-246, (Teaching Manual, p. 80). Discuss.
12. Whole Class: Teacher writes the following statement on the board. “If you don’t stand for something, you’ll fall for anything”. What do you think is meant by this? Allow students to react and record their responses. The concept of “values” will emerge. As a class, come up with a definition of “Values”, e.g., something that is important, worthwhile, guides our behaviour and attitudes. Determine, as a class, a list of standards or criteria for determining if something is a value.
13. Individual: Where do you stand? Students prioritize a list of values on worksheet, “What are My Sexual values?” Develop a Personal Belief/Value statement. (See Assessment 1.)
14. Whole Class: Teacher introduces the next concept: Effective Communication. Now that you have developed your personal belief statement, you have identified what is important to you in a relationship. This is the first step necessary to help you deal with some of the challenges that may be present in your relationships with others. (Help students recall what some of those challenges were: sexual pressures, betrayal, breaking–up, etc.) How we communicate who we are, and what we believe become very important. When we communicate, only 7% is heard; 93% of the message is communicated through gestures, tone of voice, how we act, and body language. We are going to investigate the skills required to effectively support and communicate our personal beliefs.
15. Brainstorm: What are some problems associated with communication? Write responses on the board (e.g., not really listening; interrupting; put-downs, sarcasm, etc.). These are roadblocks to good communication. How can we transform these into more effective responses? Students complete worksheet on communication.
16. The teacher writes the three types of communication on the board: Assertive; Non-Assertive; Aggressive. Provide handout to describe the difference between the three. Engage students in a role-play situation to model the process.
17. In Pairs: Using examples of various challenging or pressure situations, students take turns practising the use of assertive techniques. Refer to Turning Points, text pp. 245-246 for examples of pressure lines and assertive responses. Students are reminded to apply the three simple Assertive Techniques, as well as those found on student worksheet.
18. Whole Class: Teacher debriefs and brings closure to this session. Assertive persons are able to state what is on their mind in a calm direct way without hurting others. If people do not invest time in forming their own belief /value statements, and practising effective communication skills, what happens to them in relationships? Discuss. Recap with original statement: If you don’t stand for something, you’ll fall for anything.
2. Develop a Personal Belief/Value Statement. Students may display or present this Belief Statement in a variety of forms: computer imaging/enhancing; framed for their room; calligraphy; a card for their wallet which may be laminated; plasticene and paint, etc. (work with the art department) (FL1.02B, MD4.01B)
19. Reflection/journal entry: Write a reflection to address the following questions:
· Why do you think it would be important to spend time being clear about your values?
· What do you say to a friend who seems to be moving towards becoming sexually active?
· What values/beliefs would you share with a young person today regarding abstinence and chastity?
· What was the most important thing you learned in this activity as you developed your personal value/belief statement? (FL1.02B, MD4.01B)
Note: this may be entered into the culminating course portfolio
Be With Me: Student Text, pp. 8-14; Teacher’s manual, p.36, 148
Turning Points: Buscaglia: “Loving each other: The challenge of human relationships” text pp. 162-165; Teacher’s manual, p. 58
Turning Points: “Postponing Sexual Involvement”, Text, pp. 238; 244-246; Teacher’s manual, p. 80
Turning Points: Varenhorst, “Real Friends”, Text, pp. 149-151; Teacher’s manual, p. 53
Turning Points: “Being a Friend” Youth Talk, Text pp. 189-190; Teacher’s manual p. 65
Turning Points: Auer, “Confronting a Friend”, Text pp. 193-195; Teacher’s manual, p. 67
Turning Points: Malotky, “Family Communication” Text pp. 169-172; Teacher’s manual, p. 60
WinWin: (magazine) Conflict Managers of Canada, 1161 Kingsholm Dr., Mississaugua, ON, L4Y 2H1. Att: Anthony Vivone, (905) 276-8070
Seven Habits of Highly Effective Teens: Sean Covey, pp. 81-84 (directions regarding decisions for creating mission/value statements)
Relating Sexually: pamphlet, Diocesan Office of Family Ministry, Hamilton Ont.
Care should be taken in the selection of groups to ensure that the strengths, weaknesses, and learning styles of students are considered. Students may need the assistance of a peer mentor or the Special Educational Resource Teacher to help them communicate their thoughts and feelings in reflective journals and in the creation of their belief/value statement. Tape recorders or computer technology may facilitate this. Vocabulary lists, dictionaries, and simplified language may be useful for some students in comprehending activities and assignments. Teachers may implement others strategies as recommended in students’ IEPs.
None
Time: 75 minutes
Culture is a pervasive influence on one’s self-image and self-development. Certain aspects of culture are positive and life giving, while others may have a negative impact and lead to a “death” of self if adopted. An understanding of self demands an understanding of the impact of culture on our relationships and decisions. This activity engages students in an examination of the dominant values evident in youth culture and allows them to critique those values based on the Beatitudes and the promise and transforming nature of life lived fully in Jesus.
Ontario Catholic School Graduate Expectations: 1d, 2a, e, 3d, 4a, f, 5e, 6b, 7a, d.
Strand(s): Family Life, Scripture, Profession of faith, Christian Moral Development
Overall Expectations: SCV.02, PFV.02, PFV.05, MDV.01, MDV.10, MDV.07, MDV.04, PSV.06, PSV.08, PSV.O4, FLV.05, FLV.12.
Specific Expectations: SC2.02B, SC2.03B; PF2.02B; MDV.04, MD1.02B v.
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;
PF2.02B - evaluate how to live in and challenge society based on the model of Jesus;
MDV.04 - identify ways that the Beatitudes help us understand the Christian attitude toward being with others (CCC §1716-1724);
MD1.02B - identify ways that the Beatitudes help us understand the Christian attitude toward being with others;
Prepare charts for group work. Write out each Beatitude on an individual sheet of chart paper and number 1-8.
· Review the Beatitudes.
3. Whole Class: In the previous activity we have examined personal values and the joys and challenges of being in relationship with others. We have discovered that we have the freedom to shape our relationships and determine what kind of persons we want to be with others. We are going to have a closer look at ways the Beatitudes help us understand the Christian attitude of being with others.
20. Together read the section “Virtues and Beatitudes- A Review” on pp. 206-210 of text Be With Me. (Refer to Teacher’s manual, p. 280 for additional options.)
21. Small Group: Teacher assigns a number from 1-8 to each student. The Beatitudes, written on chart paper, are hung around the room. Instruct the students to form same number groupings (three to four per group) as assigned. Each group moves to the Beatitude with the same number. In your group, provide an example to illustrate how individuals may demonstrate that Beatitude in real life. Allow one to two minutes and then have groups rotate through all the charts until each group has had an opportunity to input.
22. Whole class: Teacher debriefs the activity as groups examine their work.
23. Individual: Have students write a Letter to a Friend, identifying one attitude that they believe that person has which is a “Beatitude –attitude”. Write about how they see that attitude being of value in their relationship.
24. Whole Class: We have examined the Christian attitudes of being with others. As we know, this is not always easy to do. As we have seen in the previous activity, certain messages and images in our culture go against what we are called to be as Christians. We examine this more closely.
25. Individual: Complete the “What are your Be-“Attitudes?” survey. (Appendix 6.1)
26. Small Group: In-groups of two or three complete the discussion questions at the bottom of the survey sheet. Share findings with the class.
27. Group Work: Music, more than any other medium, represents the values of young people. Develop a list of five questions a listener might ask him/herself regarding popular songs, so that a listener can become his/her own best critic.
Collage: In groups of four or five develop a bulletin board collage around the phrase: “Happy Are You When…” The collage may be created out of pictures or words. They must depict some quality of relationships that reflects the Christian attitude of being with others and must include at least two of the Beatitudes.
Be With Me: Text, p.8-15 and 206-210; Teacher’s manual, p. 39 and 280.
What’s Right? What’s Wrong?: Kieran Sawyer, Ave Maria Press, 1997
Care must be taken in the selection of groups to ensure that strengths, weaknesses, and learning styles are considered. The teacher implements strategies as recommended in students’ IEPs. Peer mentors and Special Educational resource teachers may be engaged to assist students in communication skills. The use of audio tapes and computer technology may be useful.
Appendices
6.1 – What Are Your Be “attitudes”?
Examine the values in each of the following pairs. Judge which one in each pair is more dominant in your life. Circle the number that most reflects this according to the following scale:
1 - This cultural value
is very important to me
2 - This cultural value
is important to me to me
3 - I have not yet
decided which one is more important to me
4 - This gospel value is
important to me
5 - This gospel value is
very important to me
1……………… 2………………… 3…………………4 …………………….5
|
CULTURAL VALUE |
RATING |
JESUS’ GOSPEL |
|
1. Blessed are
the rich and comfortable |
1 2 3
4 5 |
Blessed are the
poor in spirit. (I put my trust in God) |
|
2. Blessed are
the tough |
1 2 3
4 5 |
Blessed are
the gentles. (I am able to express anger in appropriate ways) |
|
3. Blessed are
those whose every want is satisfied |
1 2 3
4 5 |
Blessed are
they who hunger and thirst for righteousness. (When I see an unfair
situation, I try to change it.) |
|
4. Blessed are
they who get even |
1 2 3
4 5 |
Blessed are
the merciful (I try to forgive others when they hurt me) |
|
5. Blessed are
you when they accept you and pamper you |
1 2 3
4 5 |
Blessed are
you when they insult you and persecute you. (I am not afraid to stand up for
what I believe) |
|
6. Look out
for yourself; nobody else will |
1 2 3
4 5 |
Blessed are
the poor in spirit. (I am able to give and share what I have) |
|
7. Avoid pain
and suffering at all costs |
1 2 3
4 5 |
Blessed are
they who mourn, for they shall be comforted. (I am aware of all the good and
bad that is around me) |
Adapted from Forming a Catholic Conscience: Michael Pennock, Ave Maria Press, 1991
DISCUSSION:
Give examples from the media (advertising and films) for each of the values “sold” by the culture.
As a group, list persons who illustrate each of the gospel values by how they live.
In what area(s) do you believe adolescents are most influenced by cultural values? Give examples to support your answer. What would have to change in our culture (media, music, attitudes, etc.) to promote more Christian values?
Time: 260 minutes
If this unit invites students to understand the Paschal Mystery, then this activity invites them to investigate the events in the Gospels that lead to Jesus’ death. Students then apply their knowledge by making connections between the death of Jesus and ‘death’ in their own personal stories. Students understand the transformative element in making the choice to promise to “die”.
Ontario Catholic School Graduate Expectations: 1a, 1b, 1c, 1i, 1j, 2a, 3a, 3e.
Strand(s): Scripture, Profession of Faith, Prayer and Sacramentality
Overall Expectations: SCV.01, SCV.03, MDV.06, PSV.09, PSV.01.
Specific Expectations: SC1.04B; SC1.05B, SC2.01B v; SC4.02Bv; SC1.03B, SC2.02B, PF2.02B, PF4.05B, PS3.02B.
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;
SC1.05B - understand that Scripture deals with the ultimate questions of life and offers a religious understanding of these questions based on the formative events in the history of God’s people;
SC2.01B - summarize key stories found in Scripture;
SC4.02B - attend to Scripture as a guide for moral decision-making in a spirit of discipleship;
SC1.03B - identify the various types of literature found in Scripture (e.g., poetry, drama, song, lyrics, recorded preaching, myth, saga, parables, fables, stories of calling, stories of heroism and villainy, historical narratives, collections of laws, wisdom literature, epistles, and gospels)
SC2.02B - critique contemporary values with the teachings found in the Gospels;
PF2.02B - evaluate how to live in and challenge society based on the model of Jesus;
PF4.05B - examine the Christian affirmation of hope for their own lives in the light of the death and resurrection of Jesus.
PS3.02B - share their faith with others in the context of religious celebration;
This activity is intended to lead students to an understanding of the death/resurrection of Jesus as the ultimate expression of the Kenosis as embodied in Jesus’ living and teaching. The purpose of this activity is to link the Paschal Mystery with the daily lives of the students in the context of their relationships. Should students bring to the fore their own experiences of death and loss the teacher must be prepared to respond by acknowledging the feelings of the students, affirming their risk to share, assessing their own ability to deal with what is raised, and making appropriate arrangements for timely referral for what they cannot deal with in the classroom context. Activities 1 and 2 in this unit examined relationships, youth culture, and sexual pressure. The teacher can use some of the examples elaborated on in Activities 1 and 2 to help name and frame ‘death’ experiences.
None
4. Whole Group: Brainstorm with students examples of selflessness (loving service) that they have witnessed, experienced, or initiated themselves. List the examples on the board.
28. In Groups:
· Provide students with sections of Scripture which relate stories of the selflessness of Jesus and/or his followers (women and men).
· Have students identify the examples and express the cost (what did it take?) for the person serving.
29. Whole Group:
· Students view the Gethsemane scene in the video Jesus of Nazareth.
· Students listen to the recording of ‘Gethsemane’ from the production Jesus Christ Superstar.
(Frame the Gethsemane experience and Jesus’ death as the culmination of his orientation/commitment to acts of loving service.
30. In Pairs:
· Students compare the scriptural story of Gethsemane with the video and song.
· Students identify times in their own lives when they have struggled to do what was right/loving in spite of their desire/temptation to not do the right/loving thing.
31. In Groups:
· Students choose two songs from different genres of music, preferably accompanied by the video of the song. These songs would be chosen on the basis that their music/lyrics express the struggle between selfish and unselfish action; between fulfilling immediate gratification and letting go of our own desire for the sake of loving service of another. Students present their song and accompanying video to the class and explain how the video speaks to what has been noted above.
· An example of a death song is Mike and the Mechanics “In the Living Years”.
32. Whole Group: The teacher leads students through the meditation entitled “At the Last Supper” from Guided Meditations for Children by Jane Reehurst, Brown/ROA 1986.
33. Individual: Students read the scriptural accounts of the Last Supper and the Washing of the Feet.
34. Whole Group: The teacher leads students to an understanding of the significance of the Last Supper as Sacrament and as service.
35. Whole Group:
· The teacher or someone from the community can lead the students through a Seder meal. The class will help in the preparation of the meal.
· Debrief the Seder experience and have students make notes about the symbolic meaning of the foods and the experience of the Jewish people.
· Students write a journal entry about their experience of the Seder.
36. Individual: Students read the remainder of the passion narrative which includes the betrayal, denial, appearance before Pilate, scourging, and crucifixion.
37. In Groups: Students create a modern day Stations of the Cross that depicts the reactions of society/family/friends when an individual chooses loving service over the selfish values of the majority.
38. Whole Group: Have students brainstorm various styles of crosses they have seen either in church, as jewellery, at home, in pictures etc.
39. In Pairs: In light of Jesus’ example of selflessness what is the day-to-day present meaning of Jesus’ request ‘take up your cross and follow me’? Where in your home, school and Church would you place a cross as a reminder of this meaning? What might a cross look like that would be a personal reminder to you of its meaning? (Describe how it would be designed.)
5. Students write a one-page reflection on a personal experience that they believe contains at least three elements that characterize the Gethsemane experience [e.g., it was night, I was sweating, I was alone (sleeping in my room in July) etc.]. (SC2.01, SC3.02)
40. Artistic condensed version of the Stations of the Cross. (outlined above) (SC1.05, SC2.01)
41. Have students create a cross and, using symbols, place on the cross the people, places, and events that they associate with their experience of loving service. (SC4.02, SC4.05)
Be With Me: Appendix 7 Teacher’s Manual
Video: Jesus of Nazareth
Album: Jesus Christ Superstar
Jesus of History, Christ of Faith by Thomas Zanzig
Guided Meditations for Children by Jane Reehurst
Virtual Faith by Tom Beaudon
Students may need a scribe to help write the reflection or the reflection activity may be completed using visual or audio representation. When viewing the video it may be useful to provide a viewing sheet to help identify key points.
None
Time: 240 minutes
Resurrection is the central mystery of our Christian faith. Students understand that the resurrection of Jesus differs from all other restorations to life. Matthew’s assertion at the end of his gospel that Jesus will be with us until the end of time is the promise we have from our God that we will rise and we will be with God. The biblical stories of the resurrection of Jesus affirm our profession of faith that Christ has died, Christ has risen, and Christ will come again.
Ontario Catholic School Graduate Expectations: CGE 1a, 1e, 3a.
Strand(s): Scripture, Profession of Faith
Overall Expectations: SCV .03, RSCV.02, RPFV.02, RPFV.05, RPF4.05B, RMDV.06, RMD3.03.
Specific Expectations: SC4.02Bv; SC1.03B, PF1.05Bv.
SC4.02B - attend to Scripture as a guide for moral decision-making in a spirit of discipleship;
SC1.03B - identify the various types of literature found in Scripture (e.g., poetry, drama, song, lyrics, recorded preaching, myth, saga, parables, fables, stories of calling, stories of heroism and villainy, historical narratives, collections of laws, wisdom literature, epistles, and gospels)
PF1.05B - explain how God desires all to know the truth – especially religious truth – and God’s desire to be known through Jesus Christ in the Holy Spirit;
The teacher leads students to a well grounded understanding of the resurrection of Jesus. It is this mystery of our faith that will aid in their understanding of future concepts in Religion and Family Life education.
· An understanding of Activity 3
6. Individual: Students choose any two resurrection accounts in the gospels and write a summary of one account and draw a picture of the other.
42. Whole Group:
· Students view the part of the video Jesus of Nazareth that depicts the resurrection of Jesus.
· Students reflect on the differences between their image of the resurrection and the image presented in the video Jesus of Nazareth.
43. In Pairs:
· Students investigate the meaning of the resurrection from the standpoint of the Church and through their investigation they gain an appreciation of the resurrection as the raison d’etre of the Christian faith.
· Students examine the Catechism of the Church; the Creed; and possibly Christian artists, poets, and authors.
· Students are encouraged to pay particular attention to the threefold scriptural message of the resurrection – he is risen, peace be with you, go tell/serve the others.
44. In Groups:
· Students discuss why it was important that Jesus rose from the dead and what resurrection means.
· Students draw a cross in the middle of a piece of chart paper and create a collage of new life experiences from nature and relationships. They should be able to identify this concept as ‘Paschal Mystery’. At the centre of the collage the students place a picture of their group as a sign of their understanding of resurrection as an event that calls us to be a community of believers.
45. Whole Group: Students will examine the song by Amy Sky entitled “I will take care of you”, or any other song that provides a life, death, resurrection message. Students need to identify the theme of resurrection presented in their music.
46. Individual: Students write a one-page reflection on how they envision the ‘end times’.
7. The summary of the scriptural account and the drawing of the scriptural account is not evaluated but is a formative assessment through a teacher created rubric. (SC3.02)
47. The collage is a performance-based assessment using a teacher created rubric. (SC4.02, SC4.05)
48. The one-page reflection is a formative assessment using a teacher created rubric. (PF1.05)
Be With Me Teacher’s Manual Appendix 7
Video: Jesus of Nazareth
Jesus of History, Christ of Faith by Thomas Zanzig
Guided Meditations for Children by Jane Reehurst
Virtual Faith by Tom Beaudon
Students who experience difficulty with writing may be able to provide an oral summary for one of the scriptural accounts or draw both accounts. The student may need a scribe for the one-page reflection or they may do the reflection in the form of a diary.
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Time: 200 minutes
This activity closes the unit. The intent of the activity is to have students reflect on their journey through the course and what lies ahead of them. The activity is intended to be a springboard that propels students forward with an optimism to continue to live and discover their faith—the substance of things hoped for, the evidence of things not yet seen. (Hebrews 11:1)
Ontario Catholic School Graduate Expectations: CGE 1d, 1f, 1I, 3a, 3e, 3f, 4g.
Strand(s): Scripture, Profession of Faith, Christian Moral Development
Overall Expectations: SC1.04B, SCV.03, SCV.02, PFV.02, PFV.05, MDV.07.
Specific Expectations: SC2.02Bv; SC1.03B, SC1.04B, PF1.05Bv.
SC2.02B - critique contemporary values with the teachings found in the Gospels;
SC1.03B - identify the various types of literature found in Scripture (e.g., poetry, drama, song, lyrics, recorded preaching, myth, saga, parables, fables, stories of calling, stories of heroism and villainy, historical narratives, collections of laws, wisdom literature, epistles, and gospels)
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;
PF1.05B - explain how God desires all to know the truth – especially religious truth – and God’s desire to be known through Jesus Christ in the Holy Spirit.
The contents for this activity have been taken solely from Be With Me Unit 10.
· An understanding of Activities 3 and 4
8. Whole Class: The teacher creates a web with his/her class around the concept of “hope”. Students are invited to explore the different meanings and experiences of hope.
49. In Pairs: Students respond to the following question:
· What keeps us going? What guidance do you think the Church would give you in answering this question?
50. Individual: Students read “He Won’t Wake Up” on pp. 200-202 of Be With Me and respond to the reflection questions in their notebooks.
51. In Groups (optional activity): The teacher may want to explore the activity presented in the Teacher’s Manual of Be With Me on page 263.
52. In Groups: Drama—Students think of situations in which they would have no control (e.g., AIDS, divorce) and dramatize the Christian response to their situation.
53. Individual: Students think of a person who they believe needs hope. Students then brainstorm ways that they may bring hope to that person and follow through.
54. Whole Group: The teacher provides the group responsible for the liturgy in this unit the information in the Teacher’s Manual of Be With Me found on pp. 281-283. The group plans a liturgy for the whole class that encompasses the theme of hope.
The teacher does a performance assessment for the drama using a teacher-created rubric. (SC2.02, PF1.08)
Be With Me
Students may require a reading partner. For the ‘jigsaw exercise’, if a student experiences a great deal of difficulty he/she could be paired with another student for support.
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