Religion 15Christ and Culture
The principal aim of Christ and Culture is to assist students, with the help of the Gospel, to participate as Christians in the shaping of our culture. The program explores major cultural issues from a Christological perspective. Beginning with their own life experiences, students acquire a deeper and more systematic knowledge of themselves, Christ’s message and the Church. Connections between the Church and contemporary culture are explored in terms of what it means to be a responsible adolescent developing as a member of a Catholic, Christian community while living within the context of a broader culture. Religious Studies 15: The grade 10 Religious Studies program has students explore their culture and its impacts on behaviour and decision making. We also look at the value of the human person and how to treat all persons with dignity and respect. This program also studies the Catholic Church infrastructure and calendar. The main focus is helping understand the value of sacrifice of self for the betterment of others. This helps students to understand how Christ sees them instead of focusing on how their peers see them, in hopes that they improve their own self-image. A valuable component of this program is a curricular based retreat day at St. Joseph Church. |
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Learner Outcomes Religious Education (Roman Catholic) 15
RE 15 students will examine the culture in which they are maturing, and reflect on Christ’s invitation to transform it. They will be encouraged to demonstrate through word and action the teaching of Christ: that a disciple’s life is a life lived for others and in service of Christ and his Church. Through the study of various print and visual texts, as well as discussion and reflection, the course provides opportunity for students to more fully explore their relationships with God, others an
RE 15 students will examine the culture in which they are maturing, and reflect on Christ’s invitation to transform it. They will be encouraged to demonstrate through word and action the teaching of Christ: that a disciple’s life is a life lived for others and in service of Christ and his Church. Through the study of various print and visual texts, as well as discussion and reflection, the course provides opportunity for students to more fully explore their relationships with God, others an
General Outcomes
1 Students will explore what creation stories from a variety of World Religions and Church teachings reveal about what it means to be human 2 Students will understand the dynamic nature of culture, the need for adaptability and optimism, and our role as agents within culture.
3 Students will understand how the signs, symbols and rituals of various World Religions, including Canada's FNMI communities, influence culture. 4 Students will examine the impact that faith in Christ, and the God who Jesus reveals, should have upon culture.
5 Students will explore ideas about and challenges that arise when examining relationships with self, others, and God as presented both in culture and from a Catholic perspective.
6 Students will recognize that Christians are called to relate to the world as disciples and witnesses.
Students will understand and experience humility and open-mindedness through active participation in the prayer life of the Eucharistic community 8 Students will identify Scripture and Tradition as the primary sources of Christian belief.
9 Students will explore the history of Judaism as a foundation of Christianity while demonstrating respect, empathy and compassion for the history of the Jewish people
10 Students will know the Christian response to Jesus' question: "Who do people say I am?"
11 Students will explore salvation doctrine of other World Religions
12 Students will understand the ministry and core teachings of Jesus and their implications for Christian life through a study of the gospels.
13 Students will explain, working with multiple perspectives, ways contemporary Christians cooperate in bringing about the Reign of God.
14 Students will learn about Paul's life, missionary journeys and his letters.
15 Students will examine how the church developed and expanded following the Apostolic Era.
16 Students will explore the many ways Catholics pray using Scripture. © Grande Prairie Roman Catholic Separate School District No. 28 All Rights Reserved Page 9 of 25
17 Students will understand themselves through critical thinking and personal discovery as moral persons invited to live the way of Christ through an examination of ethical theories.
18 Students will understand the self-revelation of God through the interpretation of Exodus and the prophetic call narratives.
19 Students will recognize revelation and the Tradition of the Catholic Church as a guide to moral living.
20 Students will explore and respect how other World Religions understand their sacred texts as guides to moral living.
21 Students will understand the spiritual dimension of relationships, marriage and family life.
22 Students will examine how other World Religions approach current moral issues.
23 Students will identify through prayerful reflection what contributes to happiness and the good life.
24 Students will recognize the nature of human freedom, both as individuals and as members of their community
1 Students will explore what creation stories from a variety of World Religions and Church teachings reveal about what it means to be human 2 Students will understand the dynamic nature of culture, the need for adaptability and optimism, and our role as agents within culture.
3 Students will understand how the signs, symbols and rituals of various World Religions, including Canada's FNMI communities, influence culture. 4 Students will examine the impact that faith in Christ, and the God who Jesus reveals, should have upon culture.
5 Students will explore ideas about and challenges that arise when examining relationships with self, others, and God as presented both in culture and from a Catholic perspective.
6 Students will recognize that Christians are called to relate to the world as disciples and witnesses.
Students will understand and experience humility and open-mindedness through active participation in the prayer life of the Eucharistic community 8 Students will identify Scripture and Tradition as the primary sources of Christian belief.
9 Students will explore the history of Judaism as a foundation of Christianity while demonstrating respect, empathy and compassion for the history of the Jewish people
10 Students will know the Christian response to Jesus' question: "Who do people say I am?"
11 Students will explore salvation doctrine of other World Religions
12 Students will understand the ministry and core teachings of Jesus and their implications for Christian life through a study of the gospels.
13 Students will explain, working with multiple perspectives, ways contemporary Christians cooperate in bringing about the Reign of God.
14 Students will learn about Paul's life, missionary journeys and his letters.
15 Students will examine how the church developed and expanded following the Apostolic Era.
16 Students will explore the many ways Catholics pray using Scripture. © Grande Prairie Roman Catholic Separate School District No. 28 All Rights Reserved Page 9 of 25
17 Students will understand themselves through critical thinking and personal discovery as moral persons invited to live the way of Christ through an examination of ethical theories.
18 Students will understand the self-revelation of God through the interpretation of Exodus and the prophetic call narratives.
19 Students will recognize revelation and the Tradition of the Catholic Church as a guide to moral living.
20 Students will explore and respect how other World Religions understand their sacred texts as guides to moral living.
21 Students will understand the spiritual dimension of relationships, marriage and family life.
22 Students will examine how other World Religions approach current moral issues.
23 Students will identify through prayerful reflection what contributes to happiness and the good life.
24 Students will recognize the nature of human freedom, both as individuals and as members of their community
Christian Action Project(Worth 15% of total mark)
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Unit 1
Theme 1: What does it mean to be human?
ACTIVITIES: Together as a class fill in Identify Human Characteristics Worksheet. Discuss the following Key Terms:
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Theme 2: Why do we need one another?
Unit 1: To be human is...? To understand what it means to be human from the Catholic perspective. Theme 2: Why do we need one another? KLO: The student will be able to:
ACTIVITIES:
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Unit 1: To be human is...?
To understand what it means to be human from the Catholic perspective. Theme 2: Why do we need one another? KLO: The student will be able to:
ACTIVITIES: Students complete “Relationships Today”. ASSESSMENT: Present Day Threats to Relationships Case Study |
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Present Day threats to relationships – Case Study
Directions:
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Theme 3: Are we good?
Unit 1: To be human is...?
To understand what it means to be human from the Catholic perspective.
Theme 3: Are we good?
KLO: The student will be able to:
ACTIVITIES:
ASSESSMENT:
Journal Activity: “What does it mean to see the face of God on Earth?”
To understand what it means to be human from the Catholic perspective.
Theme 3: Are we good?
KLO: The student will be able to:
- Explore the proclamation that creation, particularly the human, is good
ACTIVITIES:
- Read Genesis 1:26 – 31 (The Story of Creation) to your class and discuss. You may talk about things such as Who does society see as weak? Why are they here?
- Read Matthew 25: 35 – 36 and discuss with your class.
- God was especially proud of the human beings he made on the sixth day. No human being who lives on this planet was a mistake. You are here because God wanted YOU at this time in this place for a special reason. The same goes for the person at school whom you really don’t like and the person halfway across the world who lives in an “enemy” country. (Taken from Break Through Bible).
- Tie your classroom discussions to the life of Mother Teresa. If you need if on her life you can go to http://www.americancatholic.org/features/teresa/whowasteresa.asp
- Show the Mother Teresa Video in the library.(youtube)
ASSESSMENT:
Journal Activity: “What does it mean to see the face of God on Earth?”
Theme 3: Are we good? Continued
Unit 1: To be human is...? To understand what it means to be human from the Catholic perspective. Theme 3: Are we good? KLO: The student will be able to:
ACTIVITIES:
Respond to Ft. Catfish’s Why do bad things happen to good people on a blog. See rubric below. |
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Unit 2
Chapter 4: The Naming of God and Ethics
KLO: The students will be able to:
ACTIVITY: Reflection: “Who Am I” from Casting Crowns CD. Video at http://www.last.fm/music/Casting%2BCrowns/_/Who%2BAm%2BI
Introduce New Chapter:
Activities: Have students keep track of personal and class discussion on the page “REVELATION”. WHAT does revelation mean?
WHY does God reveal himself to us?
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Chapter 4: The Naming of God and Ethics continued...
KLO: The students will be able to:
Read page 73 - 74 Chapter 4: What is in the name ASSESSMENT: Reflection/Journal Entry |
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Chapter 4: The Naming of God and Ethics - continued
KLO: The students will be able to:
ACTIVITY: Jigsaw Give students the handout: “The Structure of a Call Story”
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Chapter 5: Where your treasure is, there your heart will be also
KLO: The students will be able to:
ACTIVITY: PowerPoint: Chapter 5 ASSESSMENT: Journal entry: “Where your treasure is, there your heart will be also. Sermon on the Mount |
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Chapter 6: Church: The sacrament of God’s grace
KLO: The students will be able to:
ACTIVITY: Use: Advertising company Looks to Pitch Revitalization of Church as an opening activity to the chapter to get students thinking about the church and its future. We can use the application to apply their thoughts on the future to what occurred in the past. It can lead into pages 108-109/ Acts 2.42-47 and Acts 4.32-35 by using the question: How is your activity similar to or different from the challenges faced by the early Church? Further discussion questions are in the box on page 109. |
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Chapter 6: Church: The sacrament of God’s grace
KLO: The students will be able to:
Read page 107 – 109.
As a class discuss # 1 & 2 of the guiding questions on page 109.
Then talk about how the revitalization activity they just completed is similar to or different from the challenges faced by the early Church?
KLO: The students will be able to:
- understand the Church as the sacrament of God’s love in history
- examine the historical unfolding of the Church’s moral thinking
- reflect on the role of the Church today as a community of moral and ethical discourse
- appreciate the Church as a source for our moral formation
Read page 107 – 109.
As a class discuss # 1 & 2 of the guiding questions on page 109.
Then talk about how the revitalization activity they just completed is similar to or different from the challenges faced by the early Church?
Chapter 6: Church: The sacrament of God’s grace
KLO: The students will be able to:
ACTIVITY: (See “The Conversion of the Early Church)
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Project: If Time Permits:
Who was this person?
What were they about? What were they interested in? What drew you to them? What did you find out that was interesting? What was strange to you?
When did their conversion happen?
Where?
Why did they convert? Why are they important when talking about conversion? Why did you choose this person?
How did they convert? How do you relate to their story?
- Choose one of the following individuals and research their conversion story:
- Thomas Merton
- Catherine Doherty
- Dorothy Day
- Bede Griffiths
- Avery Dulles
- Gerard Manley Hopkins
Who was this person?
What were they about? What were they interested in? What drew you to them? What did you find out that was interesting? What was strange to you?
When did their conversion happen?
Where?
Why did they convert? Why are they important when talking about conversion? Why did you choose this person?
How did they convert? How do you relate to their story?
Unit 3
Theme 7: How did God shape the Hebrew culture?
Key Terms:
Activities:
Assessment:
Read Exodus 3:1-14 – The Burning Bush Using the questions listed on page 60 of the student text as a guide; write a personal reflection about the story. Keep in mind that you do not have to answer each question individually. Use the questions to assist you in directing your reflection or helping you to focus in on a particular part of the story.
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Note: teachers Key
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Theme 7: How did God shape the Hebrew culture?
Unit 3: The God Question. To understand that Jesus’ proclamation of the “kingdom of God’ transforms lives and cultures. KLO: The student will be able to:
ACTIVITY: Review Abram & Moses. Read and discuss pg. 64 & 65 “What is a covenant look like?” “What is a covenant?” ASSESSMENT: The Ten Commandments in the 21st Century |
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Theme 8: How does Jesus reveal God to us?
Unit 3: The God Question. To understand that Jesus’ proclamation of the “kingdom of God’ transforms lives and cultures. KLO: The student will be able to:
ACTIVITIES: Discuss what a metaphor is (pg. 69) and parable (pg. 72). Look at a few examples together and pick it apart. Example Luke 10. 30-35 Parables:
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Assessment: Write a modern day parable
Modern day parable - what it may look like ----> Warning: Contain some offensive language |
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- Theme 8: How does Jesus reveal God to us?
To understand that Jesus’ proclamation of the “kingdom of God’ transforms lives and cultures.
KLO: The student will be able to:
- Recognize how God has spoken to us in person through Jesus
ACTIVITY:
- Read pg. 74 Jesus According to John
- Discuss that the writer of John’s Gospel used many symbols in his writing.
- Read John 20: 1-10 two times. On the first reading have students pick out one word that is meaningful to the story. Get them to share this word with the class. One the second reading, get the students to pick out one sentence (does not have to be the sentence that the word was in). Have them share this sentence with the class.
- Discuss the significance of the lifting of the cloth. (to show that Peter has been chosen by Jesus to be the leader of the community, through his life, death and resurrection, Jesus reveals God completely, nothing to hide).
Theme 9: Christ and culture in conversation
Unit 3: The God Question. To understand that Jesus’ proclamation of the “kingdom of God’ transforms lives and cultures. KLO: The student will be able to:
ACTIVITY:
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Note: teacher Key
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Theme 9: Christ and culture in conversation
Unit 3: The God Question.
To understand that Jesus’ proclamation of the “kingdom of God’ transforms lives and cultures.
KLO: The student will be able to:
ACTIVITY: In groups discuss pg. 80 & 81 Hands & Feet of Christ’s presence
ASSESSMENT: Create a collage/drawing of all the 5 points.
Total /15
Unit 3: The God Question.
To understand that Jesus’ proclamation of the “kingdom of God’ transforms lives and cultures.
KLO: The student will be able to:
- Recognize the goodness of God in Jesus
ACTIVITY: In groups discuss pg. 80 & 81 Hands & Feet of Christ’s presence
ASSESSMENT: Create a collage/drawing of all the 5 points.
- Jesus acts through people (3 marks)
- Jesus acts through people who feely choose to be in communion with him (3 marks)
- Jesus acts through the Word of Scripture (3 marks)
- Jesus acts in the liturgy (3 marks)
- Jesus acts in the witness of people (3 marks)
Total /15
Unit 4: World Religions
World Religions: Judaism, Islam & Christianity
THEME A: TO EXPLORE AND OVERVIEW OF WORLD RELIGIONS
How does a better understanding of other religions help us become more open and accepting of others?
G.O. 1 To explore an overview of world religions.
S.O. 1.1 -- To gain a better understanding of other religions.
Introduction
Students will brainstorm everything they would like to know about when studying a world religion. List these on the board.
Explain to them what this unit will look like - project
THEME A: TO EXPLORE AND OVERVIEW OF WORLD RELIGIONS
How does a better understanding of other religions help us become more open and accepting of others?
G.O. 1 To explore an overview of world religions.
S.O. 1.1 -- To gain a better understanding of other religions.
Introduction
Students will brainstorm everything they would like to know about when studying a world religion. List these on the board.
Explain to them what this unit will look like - project
- They will be introduced to the three religions Judaism, Islam, and Christianity.
- As they are introduced to these three religions they should be finding out key points of each religion and think about which of the three religions they want to know more about.
- Once the introduction is finished each student will be doing a project on one of the three religions and then presenting it to the class.
- Once all presentations are finished the students will be doing a final assignment/questions on the three religions and therefore it is important that they pay attention to the presentations!!!!
World Religions: Judaism
Show students the Religions of the World: Judaism video on united steaming (27:47) http://search.discoveryeducation.com/. In the search menu type in Judaism and it is the first video that pops up. Have the students fill in the questions on it. Feel free to stop the video and discuss any important points. (If you do not have a united streaming login, please go to teacher share and under the Religion folder there is info on how to set up an account). |
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World Religions: Islam
Activity:
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World Religions: Christianity
ACTIVITY:
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World Religions: Project
Have students pick one of the three world religions. Give them 3 classes to work on the presentation and two classes to present their info. While presentations are happening remind the students that they will be doing a final assignment on ALL three religions so it is important that they pay attention to all of the presentations and may want to take notes.
World Religions Project
Objective: to study/research/learn about the foundations, teachings, beliefs, practices, Scriptures, symbols, festivals (celebrations) and special vocabulary of Judaism, Christianity and Islam.
Objective: to create a slide show, game, poster etc. (be creative) that portrays and describes the topics listed above and includes all necessary tools, rules and accessories.
Use the text ‘World Religions’ as your guide: Judaism: pages 201-219, Christianity: pages 223-243, Islam: pages 247-263. Use the questions at the end of each chapter as
a guide to complete your project. Someone viewing your project would be able to answer the questions at the end of the chapter. Therefore, it is necessary to read the chapter and decide which information goes into your project.
Instructions:
Students will work in partners; choose one of the three religions listed above; depending upon the choice of format all work is to be done in class; anything extra or special must be done on the student’s time and brought to class. Bring extra materials that will be required to complete the assignment to class each day.
Have students pick one of the three world religions. Give them 3 classes to work on the presentation and two classes to present their info. While presentations are happening remind the students that they will be doing a final assignment on ALL three religions so it is important that they pay attention to all of the presentations and may want to take notes.
World Religions Project
Objective: to study/research/learn about the foundations, teachings, beliefs, practices, Scriptures, symbols, festivals (celebrations) and special vocabulary of Judaism, Christianity and Islam.
Objective: to create a slide show, game, poster etc. (be creative) that portrays and describes the topics listed above and includes all necessary tools, rules and accessories.
Use the text ‘World Religions’ as your guide: Judaism: pages 201-219, Christianity: pages 223-243, Islam: pages 247-263. Use the questions at the end of each chapter as
a guide to complete your project. Someone viewing your project would be able to answer the questions at the end of the chapter. Therefore, it is necessary to read the chapter and decide which information goes into your project.
Instructions:
Students will work in partners; choose one of the three religions listed above; depending upon the choice of format all work is to be done in class; anything extra or special must be done on the student’s time and brought to class. Bring extra materials that will be required to complete the assignment to class each day.
multimedia_presentation_rubric.docx | |
File Size: | 30 kb |
File Type: | docx |
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Final Assignment
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Note: teacher key
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