Course Overview

World Religions: Beliefs and Daily Life, Grade 11, Open

Course Description

This course introduces students to the range and diversity of world religions, and examines how systems of belief affect individual lives and social relationships. Students learn about a variety of religious beliefs, teachings, traditions, and practices. Through this discovery students develop their awareness of the place of religion in the lives of their neighbours as well as a more authentic understanding and a deeper commitment to their own faith tradition. This course helps break down misconceptions and prejudices regarding the other religious traditions. Students develop skills used in researching and investigating topics related to world religions. This course draws on expectations outlined in both the Social Sciences and Humanities and the Institute for Catholic Education policy document. This Open course is designed to broaden students’ knowledge and skills in subjects that reflect their interests and to prepare them for active and rewarding participation in society.

How This Course Supports the Catholic Graduate Expectations

The fundamental premise of this course is that both the teacher and students are discerning believers, 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, and critical thinkers. By raising important questions about their faith, and investigating the religious traditions of others, students are led 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.

Course Notes

World Religion: Beliefs and Daily Life is an Open course and as such will attract students of a wide variety of interests and learning styles. As a result the teacher will have to take special care to ensure that activities both engage and challenge students. The course has been organized to follow a set pattern for each religion. It is believed that this repetitive pattern will assist students in understanding the beliefs and practices of may religious traditions. The pattern is to study the Sacred Story, Creed, Moral Code and Rituals and Practices of each religion to be investigated (Judaism, Christianity, Islam and Eastern traditions). This pattern will be introduced and terms defined in the first unit, which investigates the role that sacred mystery plays in our lives, and further investigates the role of religious tradition in human existence. The general premise behind this course is to help students understand those of different faith traditions as they encounter others in daily life. As well, it is hoped that this course will bring students to a deepened understanding of their own faith lives and experiences. In order to facilitate this, throughout each unit where appropriate teachers will be directed in Planning Notes as to how connections can be made between various religious experiences and those of Catholicism.

In order to facilitate learning, teachers should consider planning class trips to various places of worship to meet with the community and religious leaders of the different faith traditions. If this is not feasible, teachers are encouraged to have students complete investigations using the Internet, such as virtual tours or discussion forums with people of other faith traditions. It is important that teachers also incorporate current event issues regarding religious traditions into class activities and discussions. One of the purposes of this course is to help students differentiate between culture and religion, and using current issues will help students to understand this difference. Finally, to address the expectations ‘Research and Inquiry Skills’, students should complete a research assignment within each unit. This assignment could also incorporate current issues.

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 tradition or the Christian faith. These students should be invited to share their experiences as members of other religious traditions.

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 keep a reflection journal and use it frequently to respond to new learning. Prayer and celebration are central to any Religious Education course. It is hoped that every class begins with a short prayer. As well, students are given the opportunity to plan, lead and participate in whole class liturgical celebrations. The themes of these celebrations should reflect the religious tradition studied in each unit. Further information is provided for these student-led prayer celebrations in each of the units.

The resources listed 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.

When referring to expectations listed throughout the document teachers should be aware that this profile lists the Ministry expectations first, then in parentheses the ICE expectations that correlate. In cases where there is no correlation for either the ICE expectation or the Ministry expectation, they are listed separately. In some cases the connection between expectations is implicit rather than explicit. Teachers should be attentive to ensuring that students are aware of both the Ministry and the ICE expectations for each lesson. At times this will mean that the teacher will need to help students to make some of the connections.

Units: Titles and Time

* Unit 1	Encounters with the Sacred	13.75 hours
Unit 2	We Listen: Judaism	28.25 hours
Unit 3	We Believe: Christianity	20 hours
Unit 4	We Surrender: Islam	16 hours
Unit 5	We Search: Eastern Religions (Hinduism and Buddhism)	32 hours

* This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: Encounters with the Sacred

Unit Description

This introductory unit begins with the exploration of the often-conflicting values espoused by contemporary secular society and those of a religious nature. Study of the themes of prejudice, stereotyping, and multiculturalism, and earliest religious belief systems, lead students to a deeper understanding and appreciation of the need to move from tolerance to acceptance of others. Students examine the religious belief systems and archaeological clues that point to early peoples’ encounters with the sacred. A special emphasis focuses on creation as awareness of mystery as shared by Aboriginal spirituality and Christianity. The overall course pattern of studying the sacred story, creed, moral code and rituals, and practices are introduced in this unit.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	CGE2b, 3c, RBV.03, PFV.01, RB3.01, PF1.02B	Knowledge/Understanding	Multicultural Manners
2	CGE1h, 4a, 5e, DLV.02, FLV.01, DL3.05, DL1.04, FL1.02B	Knowledge/Understanding Communication	Stereotyping and Prejudice
3	CGE2a, DLV.03, CMV.03, CMV.04, CMV.06, CM1.03B	Thinking/Inquiry Application	Secular & Religious Worldviews
4	CGE4b, PFV.01, PFV.02, PF1.02B, PF2.01B	Thinking/Inquiry Application	Images of God
5	CGE2b, PFV.01, PFV.02, PF1.02B, PF2.01B	Knowledge/Understanding Thinking/Inquiry	Origins of Religious Awareness
6	CGE1h, 2b, RBV.01, RBV.02	Knowledge/Understanding	Awe and Mystery in Religion
7	CGE1h, 5e, RBV.03, DLV.04, PFV.02, RB3.01, DL3.03, PF1.02B, PF2.01B	Knowledge/Understanding Thinking/Inquiry	Daily Life, Ritual & Worship
8	CGE2b, 3b, RBV.02, CMV.01, CMV.02, RB2.01, CM1.01B, CM1.02B, CM3.01B, CM3.02B, PF3.02B	Knowledge/Understanding Thinking/Inquiry Application	Beliefs (Creed) and Moral Code
9	CGE5g, RBV.04, RB4.01, RB4.03, SC2.01B, SC3.04B	Knowledge/Understanding Thinking/Inquiry	Sacred Story
10	CGE5a, 5e, ISV.03, PF2.01B	Application Communication Thinking/Inquiry	Interfaith Prayer Service

Unit 2: Judaism

Unit Description

Students explore the beliefs and practices of the Jewish people with an emphasis on the historical connection between Judaism and Christianity. The overall course pattern of studying the sacred story, creed, moral code and rituals and practices is the vehicle used to investigate Judaism. Students examine how Christianity has interacted with Judaism through reflection on the shared history and religious similarities and differences. A student-led prayer service concludes this unit, with liturgy inspired by and reflecting upon the elements of Judaism, and focusing on Jewish-Christian relationship and dialogue.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	CGE 1a, 1c, 1h, 1i, 7e, 7f, RBV.01, RB1.01, RB1.03, RB1.04, DL3.06, DL4.01	Knowledge/Understanding Communication	Sacred Story: Origins of Judaism
2	CGE 1d, 1e, 1h, 1i, 2a, 3c, 3d, 3f, 4a, 6b, 7e, 7f, 7h, RB3.05, DLV.02, DLV.06, DL2.01, DL2.02, DL2.03, DL2.04, DL2.06, DL3.05, FL1.10, FL1.12, FL3.06, MS1.04	Knowledge/Understanding Thinking/Inquiry Communication Application	Moral Code: Current Challenges and Issues
3	CGE 1a, 1c, 1h, 1i, 7e, 7f, RB2.02	Knowledge/Understanding	Sacred Story: The God of Judaism
4	CGE 1a, 1c, 1h, 1i, 7e, 7f, RBV.02, RB2.01, RB2.03 (SC1.01, PF1.03), DLV.01, DL1.02 (SC1.03), DL1.03	Knowledge/Understanding	Creed: Beliefs
5	CGE 1a, 1c, 1h, 1i, 7e, 7f, RBV.04, RB4.01, RB4.02, RB4.03 (SC1.02), RB4.04	Knowledge/Understanding	Creed: Scripture
6	CGE 1a, 1c, 1h, 1i, 7e, 7f, RB2.04, RB3.06 (PS2.04)	Knowledge/Understanding	Rituals and Practice: Religious Symbolism
7	CGE 1a, 1c, 1h, 1i, 7e, 7f, RB3.01, RB3.02 (PF2.02), DL3.01 (PS1.04), DL3.04	Knowledge/Understanding Thinking/Inquiry	Rituals and Practice: Holy places/Places of worship
8	CGE 1f, 1h, 2e, 7e, 7f, RB3.01, RB3.03, RB3.04, FCV.01, FCV.02, FCV.03, FCV.05, FC1.01, FC1.02, FC1.03, FC1.05, FC1.06	Knowledge/Understanding Thinking/Inquiry	Rituals and Practice: Festivals
9	CGE 1a, 1g, 1i, 7e, 7f, MSV.01, MSV.02, MSV.03, MS1.01, MS1.02, MS1.03, FL1.03	Knowledge/Understanding	Rituals and Practice: Stages of Life
10	CGE 1d, 1e, 1h, 1i, 2a, 3c, 4a, 6b, 7e, 7f, RBV.03, RB3.02 (PF2.02), RB4.04, DLV.03, DLV.04, DLV.05, DL1.04 (CM1.06, CM2.05, CM3.05), DL3.01 (PS1.04), DL3.03, FL1.06, FL1.08	Knowledge/Understanding Thinking/Inquiry Communication Application	Moral Code: Daily Life and Family Life
11	CGE 1a, 1c, 1h, 1i, 7e, 7f, RB1.02, RB1.03, RB1.04, DL3.02, DL3.06	Knowledge/Understanding Thinking/Inquiry	The Holocaust
12	CGE 1f, PS3.02, FL3.01	Thinking/Inquiry Communication Application	Interfaith Prayer Service
13	CGE 1d, e, h, i, 2a, 3c, 4a, 6b, 7e, f, RBV.01,.02,.03,.04, DLV.01,.03,.04, FCV.02,.03,.05, MSV.02,.03, RB1.01, 1.03, 1.04, 2.01, 2.02, 2.03, 2.04, 3.01, 3.02, 3.03, 3.04, 3.06, 4.01, 4.03, 4.04, DL1.02, 1.03, 1.04, 3.01, 3.03, 3.04, FC1.01, 1.02, 1.03, 1.05, 1.06, MS1.01, 1.02, 1.03, FL1.06, 1.08	Knowledge/Understanding Thinking/Inquiry Communication Application	Unit Test

Unit 3: Christianity

Unit Description

Students explore the beliefs and practices of Christianity with an emphasis on historical events and figures that have shaped the Catholic Tradition. The overall course pattern of studying the sacred story, creed, moral code and rituals and practices continues to be the vehicle used to investigate Christianity. Students examine how Catholicism has interacted with other Christian denominations through reflection on the shared history and religious similarities and differences. Student-led prayer service concludes this unit, with the ecumenical prayer focusing on inter-denominational relationships and dialogues.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	CGE 1a, 1c, 1h, 1i, 7e, 7f, RBV.01, RB1.01, RB1.03, RB1.04, DL3.06, DL4.01	Knowledge/ Understanding Communication	Sacred Story: Origins
2	CGE 1a, 1c, 1h, 1i, 7e, 7f, RB2.02	Knowledge/ Understanding	Sacred Story: Gods/gods
3	CGE 1a, 1c, 1h, 1i, 7e, 7f, RBV.02, RB2.01, RB2.03 (PF1.03), DLV.01, DL1.02, DL1.03	Knowledge/ Understanding	Creed: Beliefs
4	CGE 1a, 1c, 1h, 1i, 7e, 7f, 1a, 1c, 1h, 1i, 7e, 7f, RBV.04, RB4.01, RB4.02, RB4.03 (SC1.02), RB4.04	Knowledge/ Understanding	Creed: Scripture
5	CGE 1a, 1c, 1h, 1i, 7e, 7f, RB2.04, RB3.06	Knowledge/ Understanding	Rituals and Practice: Religious Symbolism
6	RB3.01, RB3.02 (PF2.02), DL3.01 CGE 1a, CGE 1c, CGE 1h, CGE 1i, CGE7e, CGE 7f, (PS1.05, PS1.06), DL3.04	Knowledge/ Understanding Thinking/Inquiry	Rituals and Practice: Holy places/Places of worship
7	CGE 1f, 1h, 2e, 7e, 7f, RB3.01, RB3.03, RB3.04, FCV.01, FCV.02, FCV.03, FCV.05, FC1.01, FC1.02, FC1.03, FC1.05, FC1.06	Knowledge/ Understanding Thinking/Inquiry	Rituals and Practice: Festivals
8	CGE 1a, 1g, 1i, 7e, 7f, MSV.01, MSV.02, MSV.03, MS1.01, MS1.02, MS1.03, FL1.03	Knowledge/ Understanding	Rituals and Practice: Stages of Life
9	CGE 1d, 1e, 1h, 1i, 2a, 3c, 4a, 6b, 7e, 7f, RBV.03, RB3.02 (PF2.02), DLV.03, DLV.04, DLV.05, DL1.04 (CM1.06, CM2.05, CM3.05), DL3.01 (PS1.04), DL3.03	Knowledge/ Understanding Thinking/Inquiry Communication Application	Moral Code: Daily Life
10	CGE 1d, 1e, 1h, 1i, 2a, 3c, 4a, 6b, 6c, 7e, 7f, RB4.04, FL1.06, FL1.08	Knowledge Thinking/Inquiry	Moral Code: Family Life
11	CGE 1a, 1c, 1h, 1i, 7e, 7f, RB1.02, RB1.03, RB1.04, DL3.02, DL3.06, MS1.04	Knowledge/ Understanding Thinking/Inquiry	Key historical figures/ events
12	CGE 1d, 1e, 1h, 1i, 2a, 3c, 3d, 3f, 4a, 6b, 7e, 7f, 7h, RB3.05, DLV.02, DLV.06, DL2.01, DL2.02 (FL1.01), DL2.03, DL2.04, DL2.06, DL3.05, FL1.10, FL1.12, FL3.06, FL3.07, MS1.04	Knowledge/ Understanding Thinking/Inquiry Communication Application	Moral Code: Current Challenges and Issues (Media)
13	CGE 1h, 3e, 4a, DL2.03, DL4.02	Thinking/Inquiry Application	Interaction with Christianity
14	CGE 1f, PS3.02, FL3.01	Thinking/Inquiry Communication Application	Ecumenical Prayer Service

Unit 4: Islam

Unit Description

Students explore the beliefs and practices of the Islamic faith with an emphasis on the common focus on conversion shared by Islam and Christianity. The overall course pattern of studying the sacred story, creed, moral code and rituals and practices continues to be the vehicle used to investigate Islam. Students examine how Christianity has interacted with Islam through reflection on the shared beliefs and religious similarities and differences. Student-led prayer service concludes this unit, with a liturgy focusing on inspiring elements of Islam and focusing on improving relationships between Christians and Muslims.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	CGE 1h, 3e, 4a, DLV.03, DL2.03, DL4.02	Thinking/Inquiry Application	Interaction with Christianity
2	CGE 1c, 1h, 1i, 7e, 7f, RBV.01, RB1.01, RB1.03, RB1.04, DL4.01	Knowledge/ Understanding Communication	Sacred Story: Origins of Islam
3	CGE 1c, 1h, 1i, 7e, 7f, RBV.01, RB1.02, RB1.03, RB1.04, DL3.02	Knowledge/ Understanding Thinking/Inquiry	Sacred Story: Key historical figures/ events
4	CGE 1a, 1c, 1h, 1i, 7e, 7f, RBV.02, RBV.04, DLV.01, RB2.01, RB2.02, RB2.03 (PF1.03), RB4.01, RB4.02, RB4.03, RB4.04, DL1.02, DL1.03	Knowledge/ Understanding	Creed: Muslim Beliefs
5	CGE 1c, 1h, 1i, 7e, 7f, RBV.02, RB2.04, RB3.06	Knowledge/ Understanding	Rituals and Practice: Religious Symbolism
6	CGE 1c, 1h, 1i, 7e, 7f, RBV.02, DLV.04, RB3.01, RB3.02 (PF2.02), DL3.01 (PS2.05), DL3.04	Knowledge/ Understanding Thinking/Inquiry	Rituals and Practice: Holy places/ Places of worship
7	CGE 1f, 1h, 2e, 7e, 7f, RBV.03, DLV.01, FCV.01, FCV.02, FCV.03, FCV.05, RB3.01, RB3.03, RB3.04, FC1.01, FC1.02, FC1.03, FC1.06	Knowledge/ Understanding Thinking/Inquiry	Rituals and Practice: Festivals
8	CGE 1d, 1e, 1g, 1h, 1i, 2a, 3c, 4a, 6b, 6c, 7e, 7f, RBV.03, DLV.03, MSV.01, MSV.02, MSV.03, RB4.04, MS1.01, MS1.02, MS1.03, FL1.06, FL1.08	Knowledge/ Understanding Thinking/Inquiry	Rituals and Practice: Stages of Life and Family Life
9	CGE 1d, 1e, 1h, 1i, 2a, 3c, 4a, 6b, 7e, RBV.03, DLV.03, DLV.04, RB3.02 (PF2.02), RB3.02, RB4.04, DL1.04 (SC1.05, CM1.06, CM2.05, CM3.05), DL3.01 (PS1.04), DL3.03	Knowledge/ Understanding Thinking/Inquiry Communication Application	Moral Code: Daily Life
10	CGE 1d, 1e, 1h, 1i, 2a, 3c, 3d, 3f, 4a, 6b, 7e, 7f, 7h, RB3.05, DLV.02, DLV.06, DL2.01, DL2.02, DL2.03, DL2.04, DL2.06, DL3.05, FL1.10, FL1.12, FL3.06, MS1.04 (?)	Knowledge/ Understanding Thinking/Inquiry Communication Application	Moral Code: Current Challenges and Issues
11	CGE 1f, PS3.02, FL3.01	Thinking/ Inquiry Communication Application	Interfaith Prayer Service

Unit 5: Eastern Religions

Unit Description

Students explore the beliefs and practices of Eastern religious traditions with an emphasis on the shared practice of mysticism between the East and the West. The overall course pattern of studying the sacred story, creed, moral code and rituals and practices is the vehicle used to investigate Eastern religions. Students examine how the Western culture has been influenced by interactions with the East. Student-led prayer service concludes this unit, with a liturgy inspired by Eastern traditions, and focusing on finding the sacred in daily life expressed through varied forms of prayer.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	CGE 1a, 1c, 1h, 1i, 7e, 7f, RBV.01, RB1.01, RB1.03, RB1.04, (SC1.07), DL3.06, DL4.01	Knowledge/ Understanding Communication	Sacred Story: Origins
2	CGE 1a, 1c, 1h, 1i, 7e, 7f, RB2.02	Knowledge/ Understanding	Sacred Story: Gods/gods
3	CGE 1a, 1c, 1h, 1i, 7e, 7f, RB1.02, RB1.03, RB1.04, DL3.02, DL3.06, MS1.04	Knowledge/ Understanding Thinking/Inquiry	Sacred Story: Key historical figures/events
4	CGE 1a, 1c, 1h, 1i, 7e, 7f, RBV.02, RB2.01, RB2.03 (PF1.04), DLV.01, DL1.02 (SC1.03), DL1.03	Knowledge/ Understanding	Creed: Beliefs
5	CGE 1a, 1c, 1h, 1i, 7e, 7f, RBV.04, RB4.01, RB4.02, RB4.03 (SC1.02), RB4.04	Knowledge/ Understanding	Creed: Scripture
6	CGE 1a, 1c, 1h, 1i, 7e, 7f, RB2.04, RB3.06 (PS2.04)	Knowledge/ Understanding	Rituals and Practices: Religious Symbolism
7	CGE 1a, 1c, 1h, 1i, 7e, 7f, RB3.01, RB3.02 (PF2.02), DL3.01 (PS1.04), DL3.04	Knowledge/ Understanding Thinking/Inquiry	Rituals and Practices: Holy places/Places of worship
8	CGE 1f, 1h, 2e, 7e, 7f, RB3.01, RB3.03, RB3.04, FCV.01, FCV.02, FCV.03, FCV.05, FC1.01, FC1.02, FC1.03, FC1.05, FC1.06	Knowledge/ Understanding Thinking/Inquiry	Rituals and Practices: Festivals
9	CGE 1a, 1g, 1i, 7e, 7f, MSV.01, MSV.02, MSV.03, MS1.01, MS1.02, MS1.03, FL1.03	Knowledge/ Understanding	Rituals and Practices: Stages of Life
10	CGE 1d, 1e, 1h, 1i, 2a, 3c, 4a, 6b, 7e, 7f, RBV.03, RB3.02 (PF2.03), DLV.03, DLV.04, DLV.05, DL1.04 (SC1.06, CM1.07, CM2.06, CM3.06), DL3.01, PS1.08, PS1.09, PS2.06), DL3.03	Knowledge/ Understanding Thinking/Inquiry Communication Application	Moral Code: Daily Life
11	CGE 1d, 1e, 1h, 1i, 2a, 3c, 4a, 6b, 6c, 7e, 7f, RB4.04, FL1.06, FL1.08	Knowledge/ Understanding Thinking/Inquiry	Moral Code: Family Life
12	CGE 1d, 1e, 1h, 1i, 2a, 3c, 3d, 3f, 4a, 6b, 7e, 7f, 7h, RB3.05, DLV.02, DLV.06, DL2.01, DL2.02, DL2.03, DL2.04, DL2.06, DL3.05, FL1.10, FL1.12, FL3.06, MS1.04	Knowledge/ Understanding Thinking/Inquiry Communication Application	Moral Code: Current Challenges and Issues
13	CGE 1f, PS3.02, FL3.01	Thinking/Inquiry Communication Application	Interfaith Prayer Service

Teaching/Learning Strategies

Teachers are encouraged to employ a variety of teaching/learning strategies in order to address the variety of learning styles within each class. Teachers should be aware of the expectations at all times, since different expectations will require different teaching and learning strategies. Due to the nature of this course, many of the expectations come from a knowledge perspective. As a result, teachers will need to develop creative lessons in order to engage all students. The following is a partial list of strategies that may be employed in the delivery of expectations:

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

Carousels – the teacher, expert groups or individuals prepare and deliver a carousel or presentation on specific topics for students who circulate from station to station in the carousel

Brainstorming Carousel – small groups rotate from station to station to brainstorm on provided issues/questions

Case Study – investigation of real and simulated problems

Conferencing – student-to-student, student-to-teacher, and student-parent-teacher discussions

Debates – formal group discussion with planned presentations

Field trips – students explore various elements of faith by visiting places of worship

Fishbowl Discussion – small group (six or seven students) discussions in which one group is observed by the rest of the class while they discuss an issue. Only those in the circle can talk during the activity. It is often desirable to have one fishbowl activity after another, using the same question.

Guest Speakers – invited ‘experts’ come to classes to discuss topics with students

Independent Study – students explore, research and report on a topic of interest

Interview – students interview people from various traditions; interviews may be videotaped to show the class

Jigsaw – specialized group learning followed by home group sharing

Journaling – individual reflections recorded in a journal

Role Playing/Dramas – temporary immersion of self into another perspective

Round Table – discussion-oriented activity in which students take turns sharing their ideas or opinions by going around the table; no one is allowed to interrupt or comment at this time. The second time around the table students are invited to share their thoughts/comments on what they heard during the first round

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, audiotapes, newspapers, etc. to create and deliver presentations

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

Assessment & Evaluation of Student Achievement

Students should be given a wide variety of opportunities to demonstrate their knowledge using a variety of Assessment and Evaluation tools. Teachers should also take care to align the type of assessment/evaluation tool with the expectations and the Categories of Achievement. Teachers are reminded that effort, attendance, and punctuality are to be reported separately and are not to be considered in the determination of the percentage grade.

Partial List of Assessment and Evaluation Strategies and Tools

Personal Communication	Paper-and-Pencil Tests/Quizzes
· journals/conferencing logs	· unit tests (knowledge)
· self-assessment	· quiz
· student-teacher conference	· final examination
Observation	Performance Assessment
· formal/informal	· debate
· roving conferences	· liturgy planning process
· class discussions	· presentation
· group discussion	· portfolios
· homework checks	· graphic organizers
	· simulations
	· projects
	· dramatic presentations
	· reports and essays

Summative Evaluation

The design of the summative evaluation must provide students with the opportunity to demonstrate learning in the four categories of Achievement, and should be reflective of both teaching/learning strategies, and assessment and evaluation tools employed throughout the course. A list of possible summative evaluation assignments has been included (see Appendix A)

Note: Thirty percent of the final grade will be based on a cluster of summative tasks, which could include an assignment and a final written exam.

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 scripture’s 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 library staff are an excellent resource for accommodation material.

· ESL students or students who experience reading difficulties may benefit if written material is read to them.

· Notes may be photocopied for students.

· As an option to the regular class assignment, some 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 could use a computer/word processor with spell and grammar check to keep a daily journal or to 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 to their highest potential.

Teachers using this Course Profile are expected to be acquainted with exceptional students’ Individual Educational Plans (IEPs) and the unique learning characteristics of their individual students and to make the necessary accommodations. Teachers should be aware of students that require adaptations to the mandated expectations for this course. Ontario Secondary Schools (p. 24) allows teachers to adapt the learning expectations for exceptional students in order to support the content of the student’s IEP. This applies also to students who have not been identified as exceptional but are receiving special education programs and services.

Resources

Note Concerning Permissions

Units in this profile make reference to the use of specific texts, magazines, films, and videos. Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a Cancopy licence and that resources they wish to use are covered by this licence. Before screening videos for their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor (e.g., Audio Cine Films Inc.). Teachers are also reminded that much of the material on the Internet is protected by copyright. That copyright is usually owned by the person or organization that created the work. Reproduction of any work or a substantial part of any work on the Internet is not allowed without the permission of the owner.

Please Note: Texts with an asterisk (*) are considered to be particularly useful in Open Level classes.

*Arquilevich, Gabriel. Interdisciplinary Unit: World Religions. Teacher Created Materials, Huntington Beach, CA., 1995. ISBN 1-55734-624-0

Bibby, Reginald and Donald Posterski. Teen Trends: A Nation in Motion. Toronto, Stoddart Publishing Co. Ltd., 1992. ISBN 0-7737-5531-4

Brenner, Barbara. Voices Poetry and Art from Around the World. Washington, D.C., National Geographic Society, 2000. ISBN 0-7922-7071-1

Brodd, Jeffrey. World Religions: A Voyage of Discovery. St. Mary’s Press, Winona MN., 1998.
ISBN 0-88489-486-X

Bruchac, Joseph. The Native Stories from Keepers of the Earth. Saskatoon, Fifth House Publishers, 1991. ISBN 0-92007-76-8

Carden, John. A World at Prayer: The New Ecumenical Prayer Cycle. Mystic, Connecticut: Twenty-Third Publications, 1990. ISBN 0-89622-4279

*Clemmons, Nancy, SNJM. Exploring the Religions of Our World. Ave Maria Press, Notre Dame, Indiana, 1999. ISBN 0-87793-674-9

*Facing History and Ourselves. A Guide to the film Schindler’s List. Facing History and Ourselves National Foundation, Brookline, Massachusetts, 1994. ISBN 0-9615841-5-7

*Gray, Randal and Dinah Hanlon. Religions on File. Facts on File, New York, 1990.
ISBN 0-8160-2224-0

Magida, Arthur. How to Be a Perfect Stranger: A Guide to Etiquette in Other People’s Religious Ceremonies, Volume 1. Skylight Paths. 1999. ISBN 1893361012

Matlins, Stuart and Magida, Arthur. How to be a Perfect Stranger: A Guide to Etiquette in Other People’s Religious Ceremonies, Volume 2. Northstone Publishing. 1999. ISBN 1896836291

National Conference for Community and Justice. 2001 Interfaith Calendar. Chicago, Illinois: The National Conference for Community and Justice. 2000.

*Penney, Sue. Discovering Religions: Christianity. Heinemann Educational Publishers, Oxford, England, 1995. ISBN 0-435-30466-6

*Penney, Sue. Discovering Religions: Judaism. Heinemann Educational Publishers, Oxford, England, 1995. ISBN 0-435-30467-4

*Penney, Sue. Discovering Religions: Islam. Heinemann Educational Publishers, Oxford, England, 1995. ISBN 0-435-30468-2

*Penney, Sue. Discovering Religions: Buddhism. Heinemann Educational Publishers, Oxford, England, 1995. ISBN 0-435-30469-0

*Penney, Sue. Discovering Religions: Hinduism. Heinemann Educational Publishers, Oxford, England, 1995. ISBN 0-435-30471-2

Smith, Huston. The Illustrated World Religions. New York, Harper, 1994. ISBN 0-06-067453-9

Stouzenberger, Joseph. Great Religions of the World: Teacher’s Manual. St. Mary’s Press, Winona, MN., 1987. ISBN 0-88489-176-3

Trafford, Larry. World Religions: People and Faith. Maxwell Macmillan Canada, Don Mills, 1994. ISBN 0-02-954204-9

*Williams, Bernard, et al. One World Many Issues. Stanley Thornes (Publishers) Ltd., Cheltonham, Eng., 1997. ISBN 0-7487-2981-X

Websites

Note: The URLs for the websites have been verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always review and verify the websites prior to assigning them for student use.

Unit 1 - Encounters with the Sacred

Ontario Consultants on Religious Tolerance - http://www.religioustolerance.org

Rutgers Virtual Religion Index - http://religion.rutgers.edu/vri/

Religion Statistics and Geography - http://www.adherents.com/

Beliefnet - http://beliefNet.com

About.com - http://home.about.com/religion/index.htm?PM=59_0239_T

Religion Etiquette - http://beliefnet.com/story/45/story_4549_1.html

Multicultural Calendar (Creative Cultural Communications) - www.multiculturalcalendar.com

Development and Peace - http://www.devp.org/testA/welcome.htm

Aboriginal Youth - http:// www.ayn.ca

Indian and Northern Affairs Canada - http://www.inac.gc.ca

Native Resources – http://www.goodminds.com

Unit 2 - Judaism

The Jewish Supersite - http://www.zipple.com

Jewish Feminist Resources - http://world.std.com/~alevin/jewishfeminist.html

Shamash-The Jewish Network – http://www.shamash.org

Virtual Judaism - http://www.virtualjerusalem.com

The Judaism Site - http://www.torah.org

Facing History and Ourselves – Holocaust Education - http://www.facinghistory.org

A Teacher’s Guide to the Holocaust - http://fcit.coedu.usf.edu/holocaust/

Synagogues - http://www.jewish.com/search/Synagogues/Synagogue_Weblinks/CANADA/Reform/

Directory of Synagogues - http://iamcs.mjaa.org/dir/Canada/

Unit 3 - Christianity

Catholic Information Centre - http://www.catholic.net/

Catholic Internet Directory - http://www.catholic.net/RCC/Indices/

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

Catholic Canada - http://www.catholicanada.com

Canadian Conference of Catholic Bishops - http://www.cccb.ca

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

Documents of Vatican II - http://www.christusrex.org/www1/CDHN/v1.html

Christianity Today - http://www.christianitytoday.com

Anglican Church of Canada - http://www.anglican.ca/

Lutheran Church of Canada - http://www.lutheranchurch-canada.ca/

United Church of Canada - http://www.uccan.org/home.htm

Fellowship of Evangelical Baptist Churches - http://www.fellowship.ca/

Church of the Latter Day Saints - http://www.lds.org/

Free Methodist Church - http://www.fmc-canada.org

Unit 4 - Islam

Islamic City - http://www.islam.org

Islam in the Americas - http://www.ais.org/~islam/world/americas.html

Young Muslims Canada - www.youngmuslims.ca

Islam for Children - http://atschool.eduweb.co.uk/carolrb/islam/fivepillars.html

Local Muslim organizations - www.muslim-yellowpages.com/mosques_CANADA.html

Islam and stereotypes - http://www.usnews.com/usnews/issue/980720/20isla.htm

Contemporary Issues in Islam - http://www.youngmuslims.ca/articles/default2.asp?type=1

Women in Islam - http://www.jannah.org

Unit 5 - Eastern Religions

General Overview of Hinduism - http://www.usao.edu/~usao-ids3313/ids/html/hinduism.html

Hindu Mythology - http://www.indianmythology.com

Hindu Universe Resource Centre - http://www.hindunet.org

Hinduism Online - http://www.himalayanacademy.com/redirect.html

General Overview of Buddhism - http://www.usao.edu/~usao-ids3313/ids/html/buddhism.html

Tricycle Online - The Buddhist Review: http://www.tricycle.com

Buddhist Information Network - http://www.buddhanet.net

About Buddhism - http://www.buddhism.about.com/religion/buddhism

Human Resources

One Family of Faith World Religions Centre (888-411-7537) or (519-822-4150

Scarborough Foreign Missions (416-261-7135)

World Faith Education Association (WIFEA) (416-926-1348)

Video

General: “Religions of the World Video Series” Holt Rinehart and Winston, Inc., Austin, TX, 1989.

Judaism: “Schindler’s List”

“A Stranger Among Us”

Christianity: “The Mission”

“Entertaining Angels”

Islam: “The Siege”

“Robin Hood: Prince of Thieves”

Eastern Religions: “Gandhi”

“Little Buddha”

“City of Joy”

Computer Software

Catechism of the Catholic Church (CD-ROM NCCB)

The Catholic Church: Exploring Our Tradition (Maranatha Multimedia)

Concordance (CD-ROM Liguori Software)

Documents of Vatican II (Catholic Software)

Encyclopaedia of Catholic History on CD-ROM (Our Sunday Visitor)

On Common Ground (CD-ROM Columbia University Press)

Welcome to the Catholic Church on CD-ROM (Harmony Media)

Survivors: Testimonies of the Holocaust (Survivors of the Shoah Visual History Foundation)

OSS Considerations

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

Ontario Ministry of Education. The Ontario Curriculum Grades 11 and 12: Social Sciences and Humanities. Toronto: Queen’s Printer for Ontario, 2000.

Ontario Ministry of Education. Ontario Secondary Schools Grades 9 to 12: Program and Diploma Requirements. Toronto: Queen’s Printer for Ontario, 1999.

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

Ontario Ministry of Education. The Ontario Curriculum Grades 9 to 12: Program Planning and Assessment. Toronto: Queen’s Printer for Ontario, 2000.

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

Note: This course could be taken as one of 12 optional credits, or as one of the additional compulsory credits listed in OSS, section 3.1.

Appendix A

Course Culminating Activity

The course culminating activity is your opportunity to use your abilities and skills to expand on the knowledge that you have gained throughout the course. There are many different ways to do your final activity, so choose the format that best suits your abilities and interests. The project must emphasize your learning from the course, as well as additional information that you sought out on your own. Be creative, have fun, and plan carefully. You will share your work with the class.

Possible Projects - Each one of these project ideas may be done for each of the religions studied in class.

Key figure presentation - You will choose one key figure from the religion and make a presentation to the class about his/her life, the work that he/she did and the impact that their faith had on his/her life. You must take on the persona of the person which means that you will be dressed in character and be speaking in first person.

Website - You will create a website explaining the history, significant places, forms of worship and daily life of followers for one of the religions studied in class.

Travel Brochure - You will create a brochure that a travel agency would distribute to people traveling to another country to inform them of how to respect and understand the religious customs of the area. You would include information on specific festivals and their meaning, daily life in the area, and worship practices that they may encounter. The brochure would need to be visually appealing as well as informative.

Board Game - You will create a board game featuring one of the religions from the course. The more aspects of the religion that you are able to incorporate into the game the better the finished project will be. The finished product would need to be eye catching, informative, challenging, and fun to play.

Place of Worship Model - You will create a detailed model of the centre of worship for a religion. The model must be accurate and contain a high degree of detail inside and outside. You will submit a short report that explains the significance of the elements that you have included in your model.

Picture Collage/Bulletin Board - You will find or draw pictures to create a large collage on a display board or bulletin board providing information about one religion. Your collage includes representations of sacred places, texts, actions of the community, sacred times such as prayer, festivals and devotions, as well as any other interesting aspects of the lives of the faithful. With the collage/bulletin board you will include a brief report describing the pictures included in the display.

Video Presentation - You will create a video presentation that may include representations of sacred places, texts, actions of the community, sacred times such as prayer, festivals and devotions, as well as any other interesting aspects of the lives of the faithful. You may wish to have an interview with a member of the faith and include portions of the interview in the video. The video images must be explained either throughout the video or in a separate report.

Electronic Slide Show Presentation - You will create a presentation explaining the history, significant places, forms of worship and daily life of followers for one of the religions studied in class.

Research Essay - You will research the sacred stories (creation myths, etc.), extensions on beliefs, actions, practices, sacred spaces, and sacred times of one specific religion. The focus of the essay is presenting new information and research, not restating the information learned in the course. Each religion has different aspects on which you could expand. By talking with your teacher and doing some initial research you will obtain a focus for the essay. The essay should be approximately 1000 words.

Current Issue Essay - You will research a current social justice issue that pertains to one of the religions studied during the term. You will explain the issue and the role that the religion plays in the issue. Your teacher will be able to suggest issues or you may have touched on some during class that you wish to explore in more detail. The essay should be approximately 1000 words.

Coded Expectations, World Religions: Beliefs and Daily Life, Grade 11, Open, HRF3O

Exploring Religious Beliefs

Overall Expectations

RBV.01 · identify the origins of various religions;

RBV.02 · explain the nature of several significant beliefs from each of the religions studied;

RBV.03 · relate the practices and rituals of religions to the lives of individuals;

RBV.04 · explain the difference between sacred writings and oral teachings, providing specific examples from various religions.

Specific Expectations

Origins of Religion

RB1.01 – describe, for one or more religious traditions, the historical and geopolitical stage on which the specific religion emerged;

RB1.02 – identify major figures from the history of various religions, and be able to explain the contributions these figures made to their religion;

RB1.03 – recount in their own words some significant episodes from the history of each of the religions studied;

RB1.04 – compare and contrast the origins, development, and roles of the founders or reformers of several religions.

Significant Beliefs

RB2.01 – define the terms belief, faith, tradition, and ritual, and be able to relate these to the religions studied;

RB2.02 – demonstrate an understanding of the perceived nature and role of the supernatural in various religions;

RB2.03 – identify sacred beliefs from a variety of religions and explain any commonalities (e.g., flood narratives, creation stories);

RB2.04 – describe some of the symbols of the various religions, and explain how and when they are used.

Practices and Rituals

RB3.01 – explain the difference among ritual, habit, and custom, using examples of all three from various religions;

RB3.02 – compare and contrast the rituals and practices of various religions (e.g., holy days, dietary laws);

RB3.03 – describe the role and significance of fasts and feasts in several religious traditions;

RB3.04 – relate religious practices and rituals to specific historical incidents;

RB3.05 – critically examine the roles assigned to women by different religious traditions;

RB3.06 – demonstrate an understanding of the connections between symbols and practices in specific religions (e.g., in Catholicism, the Rosary; in Zoroastrianism, the symbolism of the Sudreh and Kusti as it relates to the Avesta; in Judaism, the mezuzah; in Native spirituality, the eagle feather).

Sacred Writings and Oral Teachings

RB4.01 – explain the difference between sacred writings and oral teachings;

RB4.02 – identify and interpret the significance of specific passages from sacred writings or oral teachings from various religions;

RB4.03 – describe the importance of sacred writings and oral teachings in the various religions studied;

RB4.04 – compare and contrast the portrayals of women in the sacred texts of different religions.

Religion and Daily Life

Overall Expectations

DLV.01 · demonstrate an understanding of religions whose beliefs and practices accommodate a range of commitment, from strict observance to liberal compromise;

DLV.02 · explain the impact of prejudices associated with, and misconceptions about, various religions, beliefs, and traditions;

DLV.03 · explain how religious beliefs, or a lack of them, can affect the ways in which individuals relate to others and address issues in daily life in Canada;

DLV.04 · analyse the role of practices and rituals in the daily lives of believers from various religious traditions;

DLV.05 · apply critical-thinking and problem-solving skills to personal situations, work situations, and social issues as they relate to the religious traditions or principles of various groups;

DLV.06 · analyse two or more of the global effects of religion.

Specific Expectations

Spectrum of Beliefs

DL1.01 – demonstrate an understanding of the terms orthopraxy/orthodoxy, conservative, liberal, secularizing, reformist, fundamentalist, reconstructionist, and normative in the context of various religions;

DL1.02 – identify specific differences in interpretation of belief within religious communities (e.g., in Christianity, the filioque clause);

DL1.03 – explain how variations in practice can cause divisions within a religion or religious community (e.g., the Taliban of Afghanistan);

DL1.04 – analyse the influence of concepts of morality and ethics in various religious traditions.

Beliefs, Prejudices, and Misconceptions

DL2.01 – describe how misconceptions can influence people’s views of various religions, beliefs, and practices;

DL2.02 – demonstrate an understanding of the concepts of prejudice, bias, and discrimination, and identify examples associated with various religions, beliefs, and practices;

DL2.03 – explain the effect of prejudice and discrimination on relationships between persons of different faiths, and apply problem-solving strategies to case studies of interreligious conflict;

DL2.04 – identify some areas in which relationships between people of different beliefs, traditions, and practices can create conflict (e.g., Aboriginal peoples’ response to the encroachment of development on sacred sites);

DL2.05 – explain the difference between secularism and fundamentalism, and discuss the effect of both on relationships between persons of various faiths;

DL2.06 – analyse the concerns of women regarding their evolving roles in various religious institutions, traditions, and practices.

Practices and Rituals

DL3.01 – demonstrate an understanding of meditation, prayer, fasting, and pilgrimage in various religious traditions;

DL3.02 – define mysticism, using examples from various traditions;

DL3.03 – categorize daily rituals employed by various religions (e.g., regular prayer, fasting);

DL3.04 – describe the main features of the places of worship of several distinct religions, demonstrating knowledge that might be gained by visiting a mosque, synagogue, temple, church, or meeting-house;

DL3.05 – analyse the difficulties that individuals who follow particular religious practices in regard to dress, diet, or behaviour may encounter living in Canadian society (e.g., wearing hejab, blood transfusions);

DL3.06 – describe how religious movements (e.g., Reform Judaism) or events (e.g., Second Vatican Council) have led to changes in religious practice over the centuries.

Global Effects

DL4.01 – demonstrate an understanding of the global dissemination of various religions;

DL4.02 – explain the concepts of ecumenism and interfaith dialogue;

DL4.03 – investigate the origins of the Parliament of World Religions and analyse the implications of its recent published statements;

DL4.04 – explain the concepts of “church” and “state” and investigate specific examples of societies in which these institutions are blended or distinct.

Exploring Festivals, Celebrations, and Memorializations

Overall Expectations

FCV.01 · evaluate the importance of celebration and memorialization in human experience;

FCV.02 · describe the major festivals and commemorations of various religions;

FCV.03 · demonstrate an understanding of the origins of common celebrations and commemorations;

FCV.04 · analyse the effects of various religious celebrations on contemporary Canadian society;

FCV.05 · differentiate between popular and religious symbolism associated with festivals and celebrations derived from various religions.

Specific Expectations

FC1.01 – identify and describe the observances associated with the major festivals, commemorations, and celebrations of various religions (e.g., the Tuvan y “fire feast”);

FC1.02 – demonstrate an understanding of the terminology associated with celebration, commemoration, and festivals in various religions (e.g., the K’uraka among the Yatiris of Bolivia);

FC1.03 – demonstrate an understanding of the importance of calendars and other cyclical calculations (e.g., jubilees) in the observance of various religions;

FC1.04 – evaluate the similarities and differences between civil and religious observances and celebrations (e.g., oath of citizenship, marriage vows, pilgrimage, visit to Parliament Hill, Canada Day, Remembrance Day, New Year’s);

FC1.05 – analyse the diverse origins of symbols associated with specific civil and religious festivals, celebrations, and commemorations (e.g., flags, Advent wreath, menorah, Kara, Kusti, lotus, fireworks, sweetgrass, military displays);

FC1.06 – demonstrate the skills and knowledge necessary to relate symbols, scriptures, and works of art, music, or literature to festivals, celebrations, and commemorations.

Exploring the Milestones of Life

Overall Expectations

MSV.01 · demonstrate an understanding of common features of individual human development across several cultures and historical eras;

MSV.02 · demonstrate an awareness of the rites of passage of the religions studied;

MSV.03 · demonstrate the skills and knowledge necessary to correlate rituals and beliefs, in regard to various religions.

Specific Expectations

MS1.01 – identify the main stages of individual human development as perceived in various cultures and religious traditions (e.g., birth, rites of passage, marriage, death, afterlife);

MS1.02 – identify the origin of various rites of passage and demonstrate an understanding of the symbols, art, and literature associated with each;

MS1.03 – describe the connection between systems of belief and the celebrations associated with various rites of passage (e.g., circumcision, baptism, moksha, bar- and bat-mitzvah, bhakti, caste, Confirmation, ashrama, Pillars of Islam, Kesh, Sacred Thread Ceremony, vision quest);

MS1.04 – analyse the reasons why such observances may have changed over time, or in various places.

Research and Inquiry Skills

Overall Expectations

ISV.01 · distinguish between fact and opinion, belief and religion, and theory and practice in the context of the study of religion;

ISV.02 · demonstrate the knowledge and skills necessary to use a variety of research methodologies in the study of religion;

ISV.03 · effectively communicate the results of individual or group research.

Specific Expectations

IS1.01 – formulate appropriate research questions relating to the beliefs or practices of various religions;

IS1.02 – employ appropriate methods to research such questions in independent and collaborative studies;

IS1.03 – use primary and secondary sources appropriately in conducting research;

IS1.04 – employ appropriate interviewing skills in conducting an in-depth interview with an individual who has dedicated his or her life to a specific religion or belief system;

IS1.05 – effectively use the Internet or other electronic data-recovery systems as a tool in researching various topics in the study of religion;

IS1.06 – effectively communicate the results of their research, using a variety of forms and methods (e.g., written reports or essays, oral presentations, group presentations);

IS1.07 – prepare and deliver assignments, using various appropriate technological means.

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.

Unit 1 | Course Profiles Main Menu

Acknowledgments

Course Description

How This Course Supports the Catholic Graduate Expectations

Course Notes

Units: Titles and Time

Unit Overviews

Unit 1: Encounters with the Sacred

Unit 2: Judaism

Unit 3: Christianity

Unit 4: Islam

Unit 5: Eastern Religions

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Websites

Human Resources

Video

Computer Software

OSS Considerations

Appendix A

Exploring Religious Beliefs

Overall Expectations

Specific Expectations

Religion and Daily Life

Overall Expectations

Specific Expectations

Exploring Festivals, Celebrations, and Memorializations

Overall Expectations

Specific Expectations

Exploring the Milestones of Life

Overall Expectations

Specific Expectations

Research and Inquiry Skills

Overall Expectations

Specific Expectations