It is recommended that you download the "pdf" version of this Course Profile for printing and the "Word, Mac, or WordPerfect" versions for working with or adapting the Course Profile to meet your instructional needs.

Course Overview

Religious Education, Grade 10, Open

Identifying Information

Course Developers: Cathy Corbett, Frank Kewin, Sharron McKeever, Leslie Miller, Robert Ryan, Michael Smith

Course Title: Christ and Culture

Grade: Ten

Development Date: September 1999

Course Type: Open

Course Reviewer: Shannon Hogan, TCDSB

Ministry Course Code: HRE2O

Credit Value: 1

Revision Date: February 15, 2000

Description/Rationale

This course examines the relationship between the person and message of Christ and the dominant attitudes of contemporary culture. Central to this course is the sacramental nature of Jesus and through His incarnation, the sacramentality of the Catholic Church, persons, and all of creation. Beginning with students’ own life experiences, seen in light of the Gospel narratives, students acquire a deeper and more systematic knowledge of Christ, his message, and his 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 secular society. In the Family Life Education strand, students explore a variety of topics related to the themes of person-hood, interpersonal relationships, and sexuality. Students have the opportunity to experience first-hand the call and response to Christian Community Service.

How This Course Supports the Ontario Catholic School Graduate Expectations

The fundamental premise of this course is that both teacher and students are discerning believers formed in the Catholic faith tradition, intent on participating in the transformation of society. Understanding that the students operate from, and yearn to deepen their spirituality, this course encourages students to articulate Catholic beliefs, and to continue to journey as reflective, creative thinkers. By raising important questions about their faith, this course leads students to a deeper understanding of their relationship with God and neighbour. The students are called to be caring family members and responsible citizens who respect and understand the history, cultural heritage, and pluralism of today’s contemporary society.

Unit Titles (Time + Sequence)

Unit 1	Called to Jesus	27.5 hours
Unit 2	Called to Be Church	21.25 hours
Unit 3	Called to Be and Relate	21.25 hours
Unit 4	Called to Be Holy	16 hours
Unit 5	Called to Be Just	24 hours

Unit Organization

Unit 1: Called To Jesus

Time: 27.5 hours

Description

Through the study of the Gospels as an extension of their Judaic roots in Hebrew Scriptures, students come to know the Jesus of History and the Christ of Faith. Understanding Jesus as the Sacrament of God leads students to an appreciation of their call to live a sacramental life. This knowledge forms the basis for students to begin to think critically about their world.

Ontario Catholic School Graduate Expectations: CGE 1a, 1c, 1i, 2a, 2b, 2c, 3a, 5a, 5b.

Strand(s): Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, Family Life Education

Overall Expectations: SCV.01, SCV.02, SCV.03, PFV.06 CMV.02, CMV.13, PSV.01, and FLV.08.

Specific Expectations: SC1.01B, SC1.02B, SC2.04, SC2.05B, SC3.01B, SC3.02B, SC3.03B, SC3.04B, SC3.05B, SC4.01B, SC4.02B, PF1.03B, PF1.04B, PF1.06B, PF3.02B, PF4.01B, CM2.02, CM2.03, CM2.06, CM4.01B, PS4.04B, FL1.03B, FL2.05B, FL3.02B, FL4.03, FL4.03B.

Unit 2: Called To Be Church

Time: 21.25 hours

Description

Students enter into a three-way conversation about their own life experience, their experience of parish life, and their encounters with Church teaching in order to answer the core question for this unit: What does it mean to be Catholic? Students first explore their personal faith journey. This experience, along with an investigation of an aspect of parish life, provides the experiential basis for exploring the core question. Then a study of the notion of sacramentality is undertaken. At this point students investigate the Sacrament of Anointing. This core understanding is then applied to particular aspects of Catholicism, namely: prayer, the communion of saints, Mary, and the Church. Finally, students are challenged to come to an understanding of the Eucharist as a life-giving sacrament. Throughout the unit, students write a journal that traces their explorations of each of the topics. Students compile an artistic response to their experiences and insights throughout the unit. In the culminating activity students integrate their learning by means of an artistic response to the core question of the unit question.

Ontario Catholic School Graduate Expectations: CGE 1h, 1i, 2b, 2c, 3e, 4c, 4d.

Strand(s): Scripture, Profession of Faith

Overall Expectations: SCV.04, PFV.02, PFV.03, PFV.04, PFV.05, PFV.07, PFV.08.

Specific Expectations: SC1.01B, SC1.03B, PF1.04B, PF1.05B, PF3.01B, PF3.03B.

Unit 3: Called to Be and Relate

Time: 21.25 hours

Description

Steeped in Jesus’ call to love God with one’s whole body, mind and soul, students come to know the sacredness of the human person. Students are challenged to examine the quality of their relationships in light of the profound example of Jesus’ inclusive love. Acknowledging the impact of culture on the lives of individuals but with a focus on youth, students compare cultural priorities with the Gospel imperative. A culminating activity is the production of a media campaign, which promotes a Christian vision of personhood, relationships, and sexuality for teens.

Ontario School Graduate Expectations: CGE: 1e, 1g, 1h, 1j, 4a, 4g, 4h, 5a, 5e, 6a, 6b, 6c, 7d.

Strand(s): Scripture, Profession of Faith, Family Life Education

Overall Expectations: SCV.02, SCV.06, PFV.01, PFV.06, CMV.01, CMV.07, PSV.01, PSV.03, PSV.05, FLV.01, FLV.06, FLV.01, FLV.02, FLV.03, FLV.04, FLV.05, FLV.O6, FLV.07, FLV.08, FLV.09.

Specific Expectations: SCI.O4B, SC3.02B, SC4.01B, PF1.02B, PFI.04B, PF1.06B, PF3.01B, PF3.02B, PF4.01B, PF4.05B, PF4.06B, PF4.07B, CM1.01, CM2.06B, CM4.04B, PS1.01B, PS1.06B, PS2.01B, PS4.01B, PS4.04B, FL1.01B, FL1.02B, FL2.01B, FL2.02B, FL2.03B, FL2.04B, FL3.01B, FL3.02B, FL3.03B, FL3.04B, FL3.05B, FL3.06B, FL4.O1B, FL4.O2B, FL4.03B, FL4.04B.

Unit 4: Called to Be Holy

Time: 16 hours

Description

Informed by Christ’s life and the teachings of the Church, students apply Christian moral principles to the relevant moral issues in their lives. Students are given opportunity to illustrate maturity in their understanding and practice of Catholic moral decision making methods. In addition students examine the virtue of holiness in the Scriptures and apply insights gleaned to their own faith lives.

Ontario Catholic School Graduate Expectations: CGE 1d, 1j, 3c, 3d, 6b, 7a, 7b, 7c.

Strand(s): Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, Family Life

Ontario Catholic Graduate Outcomes: CGE 1a, 1c, 1d, 1e, 1g, 1j, 2a, 2b, 2c, 3a, 3b, 3c, 3d, 4a, 4b, 4e, 4f, 4g, 5a, 5e, 5g, 6c, 7a, 7b, 7c, 7j.

Overall Expectations: SCV.02, PFV.06, PFV.09, CMV01, CMV.02, CMV.04, CMV.06, PSV.05, FLV.01.

Specific Expectations: SC1.04B, SC3.03B, SC3.03B, SC4.01B, SC4.03B, PF1.02B, PF1.05B, PF4.05B, PF4.06B, CM1.01B, CM1.03B, CM2.07B, CM2.08B, CM3.03B, CM3.04B, CM3.06B, CM4.04B, PS1.08B, PS2.01B, PS4.01B, PS4.04B, FL2.01B, FL3.05B, FL1.03B.

Unit 5: Called to Be Just

Time: 24 hours

Description

Through this unit students grow in their understanding and appreciation of the gospel call to live justly. In light of social justice teachings found in Scripture and Catholic Church Tradition, students explore local and global social justice issues. Students carry out a research project on global issues. As a culminating activity, students develop and begin to implement a plan of action that addresses a local social justice issue. Time is allotted at the end of this unit for review of the course material in preparation for a final exam.

Ontario Catholic Graduate Expectations: CGE: 1d, 1j, 2e, 3b, 3c, 3f, 4b, 5b, 5d, 6e, 7e, 7f, 7i, 7j.

Strand(s): Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, Family Life Education

Overall Expectations: SCV.04, SCV.05, PFV.09, CMV.03, CMV.04, CMV.08, CMV.09, CMV10, CMV11, CMV12, PSV.01, PSV.02, PSV.05, FLV.03, FLV.04, FLV.06.

Specific Expectations: SC1.04B, SC3.03B, SC3.03B, SC4.01B, SC4.03B, PF1.02B, PF1.05B, PF4.05B, PF4.06B, PF4.07B, CM1.01B, CM1.03B, CM2.07B, CM2.08B, CM3.03B, CM3.04B, CM3.06B, CM4.04B, PS1.06B, PS1.07B, PS1.08B, PS2.01B, PS4.01B, PS4.04B, PS4.05B, FL2.01B, FL3.05B, FL1.03B.

Course Notes

The Religious Education Grade 10 Open Christ and Culture course provides the foundation for further learning in Religious Education. The goal of the program is to develop theological literacy around the five strands: Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramentality, Family Life. The course emphasizes the presence of Christ in our world and offers students an opportunity to view world cultures, with a primary focus on their own, as seen through the eyes of Christ. The aim is to enable students to develop an awareness of the sacramental nature of all life and the seven sacramental moments highlighted for ritual celebration by the Catholic Church.

The measure of any learning is the degree to which it effects change. For Religious Education growth in theological knowledge and understanding should result in the practice of Christian living within community. There will be opportunities in Unit 2 and Unit 5 of this course for students to experience and reflect on the meaning of Christian service.

In today’s technological environment, individuals must make moral and ethical decisions that seek to use technology constructively and in the service of humanity. The teacher will take every opportunity possible to encourage the use of Internet, CD-ROM, video, tape-recorded media and television, in the collection and dissemination of information. It is important that teachers instruct students in the appropriate, moral use of the Internet and that they ensure that Board/school policies concerning the use of the Internet are upheld.

Reflecting on one’s life can affect positive growth. Students are required to keep a reflection journal and to use it frequently to respond to new learning.

Prayer and celebration are central to any Religious Education course. Every class begins with prayer. Students are given the opportunity to lead prayer regularly and to plan and participate in liturgical celebrations. Since the focus of this course is sacramentality, liturgies take on a particular role in revealing the nature and practice of sacramental celebrations. Given that some of the Seven Sacraments of the Church are highlighted in the specific expectations for this course, a Eucharistic Celebration is one of the central liturgies for this course. Students are also given the opportunity to celebrate the Sacrament of Reconciliation.

It is understood that in some regions of Ontario, a priest may not be available to celebrate the Sacraments of Reconciliation and Eucharist. Schools in these situations will plan liturgies of the Word and liturgies that focus on the theme of reconciliation.

Teachers need to be attentive to, and respectful of, the individual life experiences of each of their students. The student population of any given school community includes individuals from different socio-economic, political, cultural, and religious backgrounds, each bearing their own biases, and value systems. By the very nature of this course, students will be encouraged to look at these experiences, biases, and values with a critical eye, but in the process should not feel diminished or chastised for the views that they and their families hold to be true. Teachers should be particularly considerate of students who are not of the Catholic faith tradition.

Resources listed below do not represent a prescriptive or an exhaustive list of texts that might be used to meet the Graduate outcomes or the overall and specific expectations outlined in Religious Education: Ontario Catholic Secondary Curriculum Policy Document.

The following resources, sited with full bibliography in the list of resource texts below, are strongly recommended as key teacher/student texts for successful completion of this course:

Turning Points

Jesus of History, Christ of Faith

Celebrating Sacraments

NRSV Bible

AIDS: a Catholic Educational Approach to HIV, 3rd edition

Teaching/Learning Strategies

Instructional Strategies

Brainstorming – group generation of initial ideas expressed without criticism or analysis.

Carousel – expert groups or individuals prepare and deliver a carousel or presentation on specific topic for students who circulate from station to station in the carousel.

Case Study – investigation of real and simulated problems.

Conferencing – student-to-student and student-to-teacher discussion.

Debates – formal group discussions with planned presentations.

Independent Study – students explore and research a topic of interest.

Jigsaw – specialized group learning followed by home group sharing.

Journalling – individual reflections recorded in a journal.

Role Playing/drama – group generation of initial ideas expressed without criticism or analysis.

Simulation Games – games that encourage reflection and interpretation of events/situations.

Storytelling – presenting ideas through the art of storytelling and reflective discussion.

Socratic Presentation – teacher presentation of information.

Media Presentation – use of computer lab, videos, audio taps, newspapers, etc. to create and deliver presentation.

Think/Pair/Share – students reflect on concept, then share with a partner, then students share the partners reflections with larger group.

Assessment and Evaluation

Rubrics within this document that are specific to the activities within a given unit have been placed in a unit appendix at the end of the unit and labelled: Unit # Appendix # (e.g., Unit 4, Appendix 2). Generic rubrics design to be modified to meet the specific needs of several activities within the profile, have been placed in the Profile Appendix at the end of the profile and are labelled: Title, Appendix - letter (e.g. Rubric for Journal Writing, Appendix A).

Personal Communication

· journals/conferencing logs

· self-assessment

· student-teacher conference

Summative Tests

· unit tests (knowledge)

· quiz

· final examination

Observation

· formal/informal

Performance Assessment

· debate

· liturgy planning process

· presentation

· portfolios

· graphic organizers

· simulations

· projects

· dramatic presentations

Summative Evaluation

Assessment, evaluation, and reporting should be based on the Achievement Levels outlined on page 13 of Ontario Catholic Secondary Curriculum Policy Document for Catholic Education. The design of the summative evaluation should, where possible, provide students with the opportunity to demonstrate learning in the four categories of achievement:

· Knowledge/Skills,

· Thinking/Inquiry,

· Communication,

· Connection/Application.

Thirty percent of the final grade will be based on a cluster of summative tasks:

· Global Social Justice Research project,

· Local Plan for Social Justice,

· A final exam based on expectations not yet evaluated in the previous two projects.

Accommodations

Integration into the regular classroom is a primary consideration in the placement of exceptional pupils. Accommodation suggestions for each activity have been provided within the units where deemed appropriate. Where applicable, consideration must also be given to address cultural diversity and ESL students. The following are a list of strategies suggested within the document to assist exceptional students, both gifted and challenged.

· Students choose from a variety of response methods: oral, written, pictorial, dramatic, musical.

· Make use of a variety of teaching strategies to address various ability levels and learning styles.

· Students’ roles within groups should be assigned based on their strengths.

· Pair students of different ability level as study buddies or for discussion activities.

· ESL students could be given the opportunity to present the cultural interpretation of scriptures stories from their place of origin.

· Some students may be directed to research with a chosen set of resources that are appropriate to their level of reading and comprehension. The school teacher-librarian is an excellent resource for accommodation material.

· ESL students or students who experience reading difficulties may benefit if written material is read to them rather then having to read it themselves.

· Notes may be photocopied for students who experience difficulty making comprehensive, legible notes.

· As an option to the regular class assignment, gifted students could be given an independent research project using the Internet or CD-ROM programs to gather information.

· Students who have difficulty with grammar and spelling should use a computer/word processor with spell and grammar check to keep a daily journal or complete written assignments.

· Students who have difficulty presenting could be encouraged to respond through tape-recorded or videotaped messages.

· Reduce the quantity of work while retaining the demand for quality, for students who are unable to complete assignments, e.g., assign only the even numbered questions.

· Design rubrics that allow all students to succeed while challenging gifted students to excel at their highest potential.

· Provide students with below grade reading ability with a copy of the Good News Bible instead of the NRSV.

Students, who assess at a level 1 as outlined in the guidelines provided in Religious Education: Ontario Catholic Secondary Curriculum Policy Document, will need special accommodations to insure a successful completion of this course. Programs for students, who are working at level 4, will require accommodation through enrichment to ensure that they are reaching their full potential. An IEP will be needed for students who fail to reach level one.

Since the Bible is the central literary resource for all Religious Education Courses, many outcomes in this document require an understanding of literary forms and genres. Students are also expected to use critical approaches to the reading of Sacred Scripture. Where this offers opportunity for gifted students to work at full potential, it can prove to be very challenging for others. Special consideration must be given to the needs of individual students when dealing with Biblical exegesis.

Teachers using this Course Profile are expected to be acquainted with students’ Individual Educational Plans (IEPs) and the unique learning characteristics of their individual students and to make the necessary accommodations.

Main Resource

(T = Teacher Resource, K = Key Text, S = Student Resource)

Required Texts

CCCB. AIDS: A Catholic Educational Approach to HIV, 2nd. Toronto: The Institute for Catholic Education, 1999. (T,S,K)

New Revised Standard Version Bible. Toronto: Oxford University Press, 1989. (T,S,K)

Stouzenberger, Joseph. Celebrating Sacraments. Winona, MN: Saint Mary’s Press, 1984. (T,S,K)

Turning Points: Readings in Daily Life Education. Toronto: Prentice Hall Ginn, 1997. (T,S,K)

Zanzig, Thomas. Jesus of History, Christ of Faith. Winona, MN: Saint Mary’s Press, 1992. (T,S,K)

Printed Matter

A Reference Guide: St Mary’s Press Courses and the Catechism of the Catholic Church. St. Mary’s Press.

Ahlers, Julia, Barbare Allaire, and Carl Koch. Growing in Christian Morality. Winona, MN: St. Mary’s Press, 1996. (T)

Auer, Jim. Who Runs Our Church? Youth Update Y0893. Cincinnati, OH: St. Anthony’s Messenger Press, 1993. (T)

Bausch, William. Stories for Preachers and Teachers. Mystic, CT: Twenty Third Publications, 1998. (T)

CCCB. Catechism of the Catholic Church. Ottawa: CCCB Publications Service, 1994. (T,S)

CCCB. “Be With Me” in Born of the Spirit Catechetical Series. Ottawa: CCCB Publications Service, 1998. (T)

Cantalamessa, Raniero. The Eucharist Our Sanctification. Collegeville, MN: the Liturgical Press, 1993. (T)

Cavano, Jerilyn Friedmann. Catholic Teaching on Mary. Willa Maria, PA: The Center For Learning, 1999. (T)

Carley, Moira and Bernard Smyth. For the Good of All. Toronto. The Institute for Catholic Education, 1992. (T)

Carretto, Carlo. Blessed Are You Who Believed. Maryknoll: Orbis, 1984. (T)

Cooke, Bernard. Sacraments and Sacramentality. Mystic, CT: Twenty-Third Publications, 1983. (T,S)

Daley, Michael. Connect the Creed to Your Life: Youth Update Y0395. Cincinnati, OH: St. Anthony’s Messenger Press, 1995. (T)

Driedger, Patricia M. The Church: Our Story. Ave Maria Press, 1999. (T)

Dulles, Avery. Models of the Church - Expanded Edition. Toronto: Image, 1986. (T)

Dulles, Avery. A Church to Believe In. New York: Crossroad, 1982. (T)

Foley, Leonard. The Communion of Saints. Catholic Update CU1187. Cincinnati, OH: St. Anthony’s Messenger Press, 1987. (T)

Foley, Leonard. Seen Any Saints Lately? Youth Update YU1188. Cincinnati, OH: St. Anthony’s Messenger Press, 1988. (T,S)

Foley, Leonard. Why We Have Sacraments Youth Update YU0787. Cincinnati, OH: St. Anthony’s Messenger Press, 1987. (T)

Friedman, Greg. What Does It Mean to “Be Church?" Catholic Update CU0585. Cincinnati, OH: St. Anthony’s Messenger Press, 1985. (T)

Fritsch, Carla E. and William J. Raddell Jr. Teaching Catholic Morality. Rocky River, OH: Center for Learning, 1993. (T)

Fritsch, Waner, and Zulegar. Church History: Tracing Our Pilgrimage. Willa Marie, PA: The Center for Learning, 1989. (T)

Gabriele, Edward. Prayer with Searchers and Saints. Winona, MN: Saint Mary’s Press, 1998. (T)

Georgic, Bob. Prayer and Worship. Orlando: Harcourt Religion Publishers, 1995.

Gula, Richard M. Catholic Update, Understanding Sin. Cincinnati, OH: St. Anthony Messenger Press, 1996. (T)

Gustafson, Janie. Building Catholic Character: Developing Christian Life Skills. Notre Dame, IN: Ave Maria Press, 1998. (T,S)

Johnson, Elizabeth. Friends of God and Prophets. New York: Continuum, 1999. (T)

Justice In the World – World Synod of Bishops. 1967. (T)

Koch, Carl. The Catholic Church, Our Mission in History. Winona, MN: Saint Mary’s Press, 1995. (T)

Koch, Carl. The Catholic Church: Journey and Mission. Winona, MN: Saint Mary’s Press, 1994. (T)

Koch, Carl. Creating a Christian Lifestyle. Winona, MN: Saint Mary’s Press, 1996. (T,S)

Koch, Carl and Joyce Heil. Created in God’s Image. Winona, MN: St. Mary’s Press, 1991. (T)

Kohlenberger III, John R., ed. The Concise Concordance to the New Revised Standard Version. Oxford: University Press, 1993. (T,S)

Link, Mark. Path Through Catholicism. Allen, TX: Tabor Publishing, 1991. (T,S).

Maguire, Daniel C. Catholic Update, A New Awareness of Sin. Cincinnati, OH: St. Anthony Messenger Press, 1981. (T)

McCarty, Michelle. Relating A Christian Approach to Friendship and Love. Dubuque, IA: Brown-ROA, 1994. (T,S)

McBrien, R. Catholicism. San Francisco: HarperSanFrancisco Publishers, 1994. (T)

McKeever, Sharron and Ralph Pallone. Retreats for Secondary Schools. Oshawa: Durham Catholic District School Board, 1998. (T)

Pennock, Michael. Forming a Catholic Conscience. Winona, MN: Ave Maria Press. (T)

Pennock, Michael. Moral Problems. Winona, MN: Ave Maria Press. (T)

Piechowski, Otto. Catholic Teaching On the Eucharist. Villa Maria, PA: the Center for Learning. (T)

Prochaska, Louise Marie and Loretta Pastva. Living a Moral Life, Gifted and Growing. Mission Hills, CA: Benziger Publishing Co. (T)

Qualls, Cathy and Kieran Sawyer. The Church at 21 Centuries: Director’s Manual. South Bend, IN: Ave Maria Press, 1998. (T)

On the Hundredth Anniversary of Rerum Novarum. 1991. (T)

O’Conner, F. Documents of Vatican Council. II. (T)

Richstatter, Thomas. Inside a Catholic Church, Youth Update Y1094, 1994. (T,S)

Roberto, John, et al. Discipleways. Naugatuck, CT: Center for Ministry Development, 1997. (T)

Sawyer, Kieran. Developing Faith Series. South Bend, IN: Ave Maria Press, 1998. (T,S)

Schmitt, Lara. On Mary Truths and Connections, Youth Update Y0594. Cincinnati, OH: St. Anthony’s Messenger Press, 1994. (T)

Smith, Robert W. Find Your Place In The Parish, Youth Update YU0287. Cincinnati, OH: St. Anthony’s Messenger Press, 1987. (T,S,K)

Stouzenberger, Joseph. The Christian Call to Justice and Peace. (T,S)

The Catholic Bishop’s Conference of England and Wales. The Common Good and the Catholic Church’s Social Teachings. London, England. CBCEW, 1996. (T)

The Challenge of Peace - National Conference of Catholic Bishops, 1983. (T)

The Harvest of Justice Is Sown in Peace, National Conference of Catholic Bishops, 1993. (T)

Williams, Ronald J. and Mary E. Grycxka. Catholic Morality: Guidelines for Christian Living. Dubuque, IA: Brown Roa Publishing Media, 1989. (T)

Zanzig, Thomas. Understanding Catholic Christianity. (Revised edition). Winona, MN: Saint Mary’s Press, 1999. (T,S)

Human Resources

Canadian Catholic Organization for Development and Peace

Audio

How Excellent! Songs For Teens. Chicago, IL: GIA Publications, Inc., 1996.

Videotape

“Ailing Annie” in the Changing Sacraments Series. Cincinnati, OH: St. Anthony’s Messenger Press.

Heroes of Faith. Santa Fe Communications. (11 short biographies)

Kids Can Save the Children. (Craig Keilberger)

Great Stories of Faith, Ritual, and Symbol. UMCom Productions, Ecufilm, Nashville, Tennessee.

Jesus of Nazareth. Sir Franco Zefferelli. MCA Home Video, 1977.

Mary of Nazareth. A&E Biography Series.

Oscar Romero. Vision Video.

Pray Today. Harcourt Religion Publishers, 1997.

Paul and Peter. Vision Video.

Sharelife and Students. Archdiocese of Toronto, 1999.

Testament: Bible and History. Thy Kingdom Come Films for Humanities and Sciences.

The History of the Eucharist. Harcourt Religion Publishers, 1993.

What the Eucharist Really Means. Harcourt Religion Publishers, 1993.

Computer Software

Butlers Lives of the Saints. Harmony Media.

Catechism of the Catholic Church. NCCB.

Concordance. CD-ROM Liguori Faithware.

Documents of Vatican II. Catholic Software.

Encyclopedia of Catholic History on CD ROM. Our Sunday Visitor.

Logos Catholic Scholar’s Pack. Logas Software.

Our Sunday Visitor’s Encyclopedia of Saints. Our Sunday Visitor.

Social Teachings of the Church.

The Bible Library for Catholics. CD-ROM.(NAB, NRSV, RSV) Liguori Faithware.

The Catholic Church: Exploring Our Tradition. Maranatha Multimedia.

The Illustrated Catholic Bible (NAB, RSV). Harmony Media.

Welcome to the Catholic Church on CD ROM. Harmony Media.

Internet

Alapadre’s Sacrament Links: http://www.alapadre.net/sacrament.html

Amnesty International: www.amnesty.ca

Archdiocese of Toronto: Office of Catholic Youth. http://web.idirect.com/~youth.

Archdiocese of Toronto: http://www.ecclesia_Ottawa.org/e_menu.html

Bible Gateway: http://bible.gospelcom.net/

BC Education: Special Education Branch: http://www.bced.gov.bc.ca/specialized/gifted/strategies.html/http://bible.gospelcom.net

At Bridge Building Icons: www.bridgebuilding.com

The Catechism of the Catholic Church: http://www.christusrex.org/www1/CDHN/ccc.html

Canada World Youth: http://www.cwy-jcm.org

Canadian Catholic directory of Churches: http://137.122.12.4/advent2/

Canadian Catholic Organization for Development and Peace: www.devp.org.

Canadian Conference of Catholic Bishops - links: www.cccb.ca

Catholic Information Centre on Line: www.catholic.net

Catholic Update: http://www/American Catholic.org

Catholicism on the Web – links: www.cccb.ca

Centre for Learning: listing of books, lesson plans, teacher's bulletin board: www.centerforlearning.org

Christian Pulpit (Audio version of the RSV - Requires ‘Real Audio’): http://talkingbible.com/

Diocese of Alexandria-Cornwall: http://www.diocese-alex-cnwl.on.ca/e_eilcome.htm.

Diocese of Hamilton: http://home.golden.net/~wts/Hamilton/index2.html

Diocese of London: http://www.rcec.london.on.ca/

Diocese of St. Catharines: http://www.romancatholic.niagara.on.ca/

Diocese of Sault Ste. Marie: http://www.osys.ca/cathcom.htm

Diocese of Thunder Bay: http://dotb.baynet.net/

Diocese of Timmins: http://www.nt.net/~dioctims/

Doctors Without Borders: http//www.dwb.org/index.html

Documents of the Second Vatican Council: http://www.christusrex.org/www1/CDHN/v1.html

Encyclicals and Other Papal Documents: http://listserve.american.edu/catholic/church/papal/papal.html

Gifted Resources Home Page: http://eskimo.com/~user/kids.html. Contains links to many on-line gifted resources including ERIC resources on gifted education, publications for gifted and talented mailing lists, conferences, and other events, pen pals, enrichment programs, talent searches.

Helen Caldicott: http://www.noradiation.org/caldicott

Logos Catholic Scholar’s Pack. Logos software. www.logos.com

Maranatha Multimedia, The Catholic Church: Exploring Our Tradition available at
www.maramatha.on.ca

Mother Teresa and Missionaries of Charity: http://www.swb.org/index.html

Mother Teresa and Other Saints: http://www.re.net/hartford/st_joseph/deacon_heroes.htm

New American Bible: http://www.nccbuscc.org/nab/bible/index.htm

Oscar Romaro: http://www.silk.net/RelEd/romero.htm

The Ontario Conference of Catholic Bishops: http://www.occb.on.ca/

Roman Catholic Church Resources: http://home.golden.net/~wts/index2.html

Status of Women: activities around International Women's Day: www.swc-cfc.gc.ca

Ten Days Of Global Justice: http://www.web.net/~tendays

TIME: http.//www.cgi.pathfinder.com/time/time100/leaders/index.html

The Vatican: http://www.vatican.va/

United States Bishop’s: www.neebuscc.org

Educational Assessment and Evaluation Rubrics: http://ink.yahoo.com/bin/query_ca?p

Educational Assessment and Evaluation Rubrics Sites: http://hale.pepperdine.edu/lnoguer/rubricsites.htm

http://www.proteacher.com/020061.sltml

OSS Policy Applications

Institute for Catholic Education. Ontario Catholic Secondary Curriculum Document for Religious Education. Toronto: Institute for Catholic Education, 1999.

Ontario Ministry of Education and Training. Choices into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools. Toronto: Queen’s Printer, 1999.

Ontario Ministry of Education and Training. Cooperative Education: A Resource Guide. Toronto: Queen’s Printer, 1980.

Ontario Ministry of Education and Training Engendering Equity: Transforming Curriculum. Toronto: Queen’s Printer, 1995.

Ontario Ministry of Education and Training Handbook for Teachers of Students With Learning Disabilities. Toronto: Queen’s Printer, 1980.

Ontario Ministry of Education and Training. Media Literacy Resource Guide. Toronto: Queen’s Printer, 1989.

Ontario Ministry of Education and Training. The Ontario Curriculum for Grades 9 and 10: Program Planning and Assessment. Toronto: Queen’s Printer, 1999.

Course Evaluation

A variety of assessment tools will be used to assess and evaluate student performance in the four categories of knowledge/understanding, thinking/inquiry, communication, and application/connections. Sample generic rubrics have been provided that will assist teachers in the assessment of expectations addressed in specific units. It is recommended that all teachers have at their disposal a copy of Program Planning and Assessment; The Ontario Curriculum, Grades 9 and 10 and a copy of Ontario Catholic Secondary Curriculum Policy Document for Religious Education, 1999.

Course Expectations, Religious Education, Grade 10, HRE2O

Scripture

Overall Expectations

By the end of Grade 10, students will.

SCV.01

– identify the four gospels as the heart of the Christian Scriptures and the primary source of knowledge about Jesus (CCC – 125)

SCV.02

– recognize the gospels as testimonies of faith in Jesus and an invitation to grow toward wholeness by living as his faithful disciples;

SCV.03

– develop appropriate skills for interpreting Scripture through Exegesis;

SCV.04

– explain the “good news” of the gospel story as a way to know God’s saving love for humanity;

SCV.05

– recognize that justice is an essential ingredient in the liberation of human beings and a key expression of Christian love;

SCV.06

– appreciate the use of Scripture in Christian prayer and worship.

Specific Expectations

Knowledge and Understanding

SC1.O1B

– demonstrate an understanding of the Christian community’s growing appreciation of the divinity of Jesus (expressed in such titles as Christ, Son of Man, Lord, Son of God, Saviour), as a foundation for the process which would lead to the great Christian Creeds (CCC – 430-662)

SC1.02B

– identify the stages of gospel formation (e.g., the life and teachings of Jesus, the oral tradition, the written tradition);

SC1.03B

– understand that the message of the gospels includes a call to speak and to act on behalf of the oppressed and those denied human dignity;

SC1.04B

– demonstrate a knowledge of the Gospel call to right relationships with god and neighbour as a way to live as disciples of Jesus;

Thinking/Inquiring

SC2.01B

– use the tools of exegesis to interpret the gospels (e.g. author’s community and purpose, literary genres employed, effects of oral tradition);

SC2.02B

– listen to the Gospel as an invitation to live justly with God and neighbour and to challenge human oppression;

SC2.03B

– retell the parables of Jesus in relation to contemporary times;

SC2.04B

– use various artistic forms to describe the Gospel portraits of Jesus;

SC2.05B

– show an understanding of how to operate Biblical software programs in order to learn more about the life and times of Jesus.

Communication

SC3.O1B

– explain what it means to consider Jesus as revelation of the Father’s love;

SC3.02B

– describe the gospels as the primary source of information and understanding about the person of Jesus;

SC3.03B

– state the similarities and differences between the various gospel portraits of Jesus.

Application of Gospel Values

SC4.O1B

– appreciate the gospels as testimonies of faith in Jesus;

SC4.02B

– recognizes the reading of the gospels as a way of coming to know Jesus more deeply;

SC4.03B

– appreciate behaviour which is consistent with Christian discipleship, especially with regard to the demands of justice and love;

Profession of Faith

Overall Expectations

By the end of Grade 10, students will:

PFV.O1B

– demonstrate a profound respect for the dignity of and mystery of the human person, as both blessed and broken (CCC – 356-412), created, loved and redeemed by God (CCC – 559-618,651-655);

PFV.02B

– demonstrate an understanding of the role of the Church in God’s plan for salvation (CCC – 770-776)

PFV.03B

– identify various ways in which the Church expresses itself as the “people of God” (CCC – 781-786)

PFV.04B

– demonstrate an understanding of Mary as Mother of God and Mother of the Church (CCC – 963-975)

PFV.05B

– understand the importance of the communion of saints within Church history (CCC – 946-962)

PFV.06B

– demonstrate a knowledge of the life and teachings of Jesus and identify their importance for life decisions (CCC – 512-560);

PFV.07B

– identify and describe the role and history of the sacraments in the life of Catholics with special emphasis on the sacraments of Eucharist (CCC – 1322-1405) and Anointing or the Sick (CCC – 1499-1525);

PFV.08B

– demonstrate an understanding of the main creedal forms of the Catholic Church (Apostle’s Creed, Nicene Creed, baptismal liturgy);

PFV.09B

– demonstrate an understanding of the importance of social justice by applying the teachings of Jesus to their own life situations (CCC – 1928-1942)

Knowledge and Understanding

PF1.O1B

– identify justice as an essential ingredient in the liberation of human persons and a key expression of Christian love;

PF1.02B

– identify ways in which openness to the Holy Spirit in prayer and attention to sacramental life strengthens Christians to meet the challenges of discipleship;

PF1.03B

– realize the Father’s desire to be known and loved through Jesus Christ;

PF1.04B

– recognize the spiritual and sacramental dimension implicit in human experience and the created world;

PF1.05B

– understand that the work begun by Jesus continues in the world though the Church and its members;

PF1.06B

– identify the Christian meaning of the terms Incarnation and Christology;

PF1.07B

– demonstrate a knowledge of the Church’s teachings on the dignity and worth of the material world.

Thinking/Inquiring

PF2.O1B

– use the preferential option for the poor as the Criterion for analysing social justice issues.

Communication

PF3.O1B

– explain the Christian meaning of persons as created in the image and likeness of God;

PF3.02B

– express what it means to have a relationship with God through Jesus Christ;

PF3.03B

– name the various ways the church expresses its relationship with Jesus Christ.

Application of Gospel Values/Making Connections to Faith and Life

PF4.O1B

– use gospel readings in personal prayer and communal prayer services;

PF4.02B

– evaluate their life style in terms of its ecological impact;

PF4.03B

– engage in community service learning and assess the experience in light of the Christian call to discipleship;

PF4.04B

– acknowledge that the love of God for all people demands justice.

Christian Moral Development

Overall expectations

By the end of Grade IO, students will:

CMV.O1B

– recognize that knowing the life and teachings of Jesus is important for moral decision-making;

CMV.02B

– understand how Jesus models a generous attitude towards others;

CMV.03B

– demonstrate an understanding of the importance of social justice by applying the teachings of Jesus to their own culture (CCC – 1928-1942);

CMV.04B

– explain how justice is a demand of natural low (CCC – 1954-1960);

CMV.05B

– demonstrate acknowledge of the social teachings of the Church (CCC – 2419-2425);

CMV.06B

– use the 7th and 10th commandments as a tool for critical reflection on career and life skills planning (CCC – 2514-2550);

CMV.07B

– employ Christian moral principles to issues concerning the media;

CMV.08B

– apply the Church’s social justice teachings to both local and global concerns;

CMV.09B

– use the preferential option for the poor as the criterion for analysing social injustice issues (CCC – 2443-2449);

CMV.10B

– evaluate their lifestyles in terms of its ecological impact;

CMV.11B

– engage in community service learning and assess this experience in light of the Christian call to discipleship;

CMV.12B

– identify the balance between the right to own and the requirements to share in specific situation (CCC – 2402-2406);

CMV.13B

– recognize that there is an absolute truth and God is its source (CCC – 2465-2570).

Knowledge and Understanding

CM1.O1B

– demonstrate a knowledge of the life and teachings of Jesus and identify their importance for moral decision-making;

CM1.02B

– demonstrate a knowledge of the social teachings of the Church;

CM1.03B

– understand that Salvation history teaches that all of God’s creation is good, that human beings are responsible stewards of creation, and that sin (both personal and social) is present in the world;

CM1.04B

– demonstrate an understanding of how responding with compassion leads to peace.

Thinking/Inquiry

CM2.O1B

– identify and analyse examples of prejudice;

CM2.02B

– suggest ways that they could respond with compassion to situations of injustice;

CM2.03B

– suggest ways to respond with compassion to situations of injustice;

CM2.04B

– use the preferential option for the poor as the criterion for analysing social injustice issues;

CM2.05B

– evaluate their lifestyle in terms of its ecological impact;

CM2.06B

– identify the correlation between their relationship with God and their relationship with others and the earth;

CM2.07B

– evaluate their own behaviour in light of the 7th commandment;

CM2.08B

– compare and contrast attitudes in contemporary culture with the 10th commandment.

Communication

CM3.O1B

– define justice in terms of respect for the integrity and balance of creation;

CM3.02B

– define responsible stewardship;

CM3.03B

– define envy and understand why envy may be sinful;

CM3.04B

– explain what makes authority legitimate (i.e., the common good);

CM3.05B

– explain how justice is a demand of natural law.

Application of Gospel Values/Making Connections to Faith and Life

CM4.O1B

– perceive the challenge of God’s preferential option for the poor;

CM4.02B

– acknowledge that the love of God for all people demands justice;

CM4.03B

– recognize that justice is an essential ingredient in the liberation of human beings and a key expression of Christian love;

CM4.04B

– appreciate that the Holy Spirit guides persons to apply Christian moral principles in making moral decisions and living a life of virtue;

CM4.05B

– appreciate that active participation in community service is a primary vehicle for the development of the common good.

Prayer and Sacramental Life

Overall Expectations

By the end of Grade 10, students will:

PSV.O1B

– recognize the spiritual and sacramental dimension implicit in human experience and the created world;

PSV.02B

– explain the meaning and role of Eucharist and Anointing the Sick in the life of a Christian;

PSV.03B

– demonstrate a knowledge of the various purposes of prayer (CCC – 2623-2643);

PSV.04B

– identify and assess the value of both personal and communal prayer within Christianity;

PSV.05B

– appreciate how prayer involves the whole person (i.e., mind, body, spirit) (CCC – 2700-2719).

Specific Expectations

Students will:

Knowledge

PSI.O1B

– demonstrate an understanding of the role of religious symbols, celebration and ritual in revealing the significance of important passages in the life journey of human beings;

PS1.02B

– identify the concept of ‘sacraments of initiation’ (Baptism, Confirmation, Eucharist) (CCC § 1212-1314);

PS1.03B

– understand the reasons for Sunday Eucharist obligation in Catholic Church tradition (CCC § 2174-2188);

PS1.04B

– identify the seven sacraments of the Church as visible signs of God’s invisible presence and action;

PS1.05B

– identify and explain the meaning and structure of the rite of Anointing;

PS1.06B

– demonstrate a knowledge of the various purposes of prayer;

PS1.07B

– understand the importance of the main traditional prayers of the Church (Our Father, Hail Mary, Glory to the Father);

PS1.08B

– understand charitable giving and tithing as an offering to God and a form of prayer.

Thinking/Inquiring

PS2.O1B

– identify and assess the value of both personal and communal prayer for a life of faith;

PS2.02B

– explore the meaning of the greeting and announcement of the Gospel title that precedes its proclamation.

Communication

PS3.04B

– explain the role of sacraments in the life journey of Catholics with special emphasis on the sacraments of initiation and healing (CCC § 1145-1162);

PS3.02B

– name the seven sacraments of the Church;

PS3.03B

– identify and explain the meaning and structure of the Eucharist (CCC § 2174-2188).

Application of Gospel Values/Making Connections to Faith and Life

PS4.O1B

– recognize the spiritual and sacramental dimensions implicit in human experience and the created world;

PS4.02B

– appreciate the importance of religious symbol and ritual in the sacramental life of the Church;

PS4.03B

– value the importance of the use of the body in prayer:

PS4.04B

– appreciate how a life of prayer contributes to the life journey of Catholics;

PS4.05B

– show reverence for the traditional prayer forms of Catholicism;

PS4.06B

– appreciate the sacrament of anointing in the context of sickness, dying and eternal life.

Family Life Education

Overall Expectations

By the end of Grade 10, students will:

FLV.01B

– recognize and explore the meaning of integrity and belonging in human life;

FLV.02B

– describe the stages of cognitive and affective development throughout the life span;

FLV.03B

– demonstrate awareness of the experience of anger, its expression, management strategies and sources of help;

FLV.04B

– examine healthy patterns of relating with a focus on intimacy and the resolution of conflicts;

FLV.05B

– understand the family life cycle;

FLV.06B

– analyse patterns of exploitative, harassing and abusive behaviours and assess the negative impact on relationships;

FLV.07B

– explore the issues of sexual attraction and sexual decision-making in the light of chastity and the consequences of premarital sexual activity (CCC § 2337-2359)

FLV.08B

– evaluate healthy and unhealthy attitudes to the human body and physical appearance;

FLV.09B

– demonstrate an understanding of the sacredness of the human person, body and spirit (CCC § 2258-2262), from conception until natural death (CCC § 2268-2283)

Specific Expectations

Students will study three areas in Family Life Education (Personhood, Relationships, and Sexuality), to support the direction given in the OCCB’s 1996 message to the Catholic education community, entitled “Family Life Education for Secondary Students”.

Students will:

Personhood

Knowledge

FL1.O1B

– recognize that the need to belong and to identify with one’s peer group is a powerful human need;

FL1.02B

– demonstrate a knowledge about the emotion anger, ad its expression in aggression and depression;

Thinking/Inquiring

FL2.O1B

– discern and clarify the role of personal ideas, beliefs, values and conscience in relation to personal integrity and conscience;

Communication

FL3.O1B

– describe stages of cognitive and affective (emotional ) development throughout the human life span, with a focus on adolescence;

FL3.02B

– articulate the qualities which are essential to the building of healthy relationships with a particular focus on the positive impact of intimacy and mutuality;

Application of Gospel Values/Making Connections to Faith and Life

FL4.O1B

– demonstrate anger management strategies and sources of help.

Relationships

Thinking/Inquiry

FL2.02B

– explore aspects of the family life cycle (including marriage, birth, raising children, children leaving home, old age, death), as well as the impact on families of premature death, separation or divorce, and the situation of blended families;

Communication

FL3.03B

– describe the ways in which human growth is distorted by relationships that involve exploitation, harassing or abusive behaviours;

FL3.04B

– articulate the qualities which are essential to the building of healthy relationships, with a particular focus on the positive impact of intimacy and mutuality;

Application

FL4.02B

– demonstrate an understanding of the skills needed to resolve conflict in a gospel-centred manner.

Sexuality

Knowledge and Understanding

FL1.03B

– define how sexual decision-making is guided by the virtue of chastity, with a particular focus on identifying the physical, emotional, social and spiritual consequences of premarital sexual activity;

Thinking/Inquiry

FL2.03B

– explore the meaning of respect for life from conception until natural death;

FL2.04B

– explore the effects of HIV and its potential stages of infection;

FL2.05B

– critique media messages and unhealthy attitudes related to respect and care for the human body;

Communication

FL3.05B

– define and discuss the importance of sexuality and sexual attraction as gifts from God;

FL3.06B

– explain the moral implications and the unadvertised risk involved in the use of condoms to fight HIV infection;

Application of Gospel Values/Making Connections to Faith and Life

FL4.03B

– evaluate healthy and unhealthy attitudes related to respect and care for the human body;

FL4.04B

– demonstrate an understanding of the need for sensitivity and compassion for persons with HIV/AIDS;

FL4.05B

– demonstrate the application of respect for life as a fundamental value with regard to abortion, euthanasia and assisted suicide.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good

Acknowledgments

Identifying Information

Description/Rationale

How This Course Supports the Ontario Catholic School Graduate Expectations

Unit Titles (Time + Sequence)

Unit Organization

Unit 1: Called To Jesus

Unit 2: Called To Be Church

Unit 3: Called to Be and Relate

Unit 4: Called to Be Holy

Unit 5: Called to Be Just

Course Notes

Teaching/Learning Strategies

Instructional Strategies

Assessment and Evaluation

Personal Communication

Summative Tests

Observation

Performance Assessment

Summative Evaluation

Accommodations

Main Resource

Required Texts

Printed Matter

Human Resources

Audio

Videotape

Computer Software

Internet

OSS Policy Applications

Course Evaluation

Scripture

Specific Expectations

Profession of Faith

Christian Moral Development

Prayer and Sacramental Life

Specific Expectations

Family Life Education

Specific Expectations