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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,

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