Principles of catholicSocial Teachlng Catll\llicSo<ial Tea<hing coversall heresol re- tl1eec0110rnit, olilital, Mnal and spiritual Wrth '-nan n Pope,._,YIQI-d 'luthH'«icdeWIOP'Mflt".f.XI)IOt1tteCilthOiiC SOCialTeachi'IC IMaM th@ W()f1( Of OfVO.OPNOO'&NO Pt:Aa. S IDIA Y : IIntr RDLr or I GOVERNNENT' . I'
4. Baptism of the Holy Spirit – Matthew 3.11 and Acts 8.14-17;  Peter and John went to Samaria and once the people accepted the word of God, they placed their hands on them and they received the Holy Spirit. 5. Faith- Matthew 8.5-13, 17.20-21  A Centurion's servant is healed because of his great faith.  Faith of a mustard seed (the power of faith) 6. Forgiveness- Matthew 18.15-35  The way we behave on earth and treat others will be granted to us in the Kingdom of Heaven. When asked how often we should forgive, Jesus says not seven times but seventy. This is further described in the Parable of the Unforgiving Servant. A king pleads with his lord after not being able to pay his debt, the lord forgives his debt. When one of the king's slaves is unable to pay his debt to the king, he punishes the slave. The king is punished for not treating his slave the way his lord treated/forgave him. 7. Prayer- Matthew 6.7-17, 7.7-11, Luke 18.9-14, Mark 11.24-26, Jn. 14.12-14  Our Father  Ask, Search, and Knock – The Father gives to those who ask  The parable of the Pharisee and the Tax Collector – be humble and God will have mercy on you  Believe that God will grant you what you need and forgive others so that God will forgive your trespasses  If we believe in Jesus, we must act in His name. 8. Conditions- Matthew 16.24-28; A Mission- Matthew 10.1-15  “If any want to become my followers, let them deny themselves and take up their cross and follow me. For those who want to save their life will lose it, and those who lose their life for my sake will find it."  Jesus sends out his twelve apostles to cure the sick, raise the dead, cleanse the lepers, and cast out demons without payment. 9. To Serve the Poor- Matthew 25.31-40  The way we treat our neighbours (the hungry, the thirsty, the lost, the oppressed, the naked) is rewarded in the Kingdom of Heaven.
Strategies ● Note making ● Discussion ● Visual/ Graphic Organizer ● Internet / technologies ● Multimedia Presentations Resources ● Bible ● Digital ● Handouts ● Notes Accommodations ● Computers ● Reduced questioning ● Extra time ● Graphic Organizers ● Handouts ● Assistive Technology Home Activity or Further Classroom Consolidation Challenge students to use the Sunday Gospel readings and think of modern day examples of parables that are told.
Parable Analysis 1. Read the parable you have been assigned. 2. Summarize the story in modern language. 3. Decipher the meaning/TOPIC of the parable. 4. How did the listeners of Jesus' time connect with this story? Why did Jesus choose to tell the story in this way? What elements of the story would the listeners have related to? 5. How would Jesus tell this story today? Be sure to identify the audience (I.e. teenagers) and put the story into an appropriate context. Parables:  The Sower- Matthew 13.1-23  The Mustard Seed- Matthew 13.31-32  The Unmerciful Servant- Matthew 18.23-35  The Talents- Matthew 25.14-30  The Sheep and the Goats- Matthew 25.31-46  The Rich Fool-Luke 12.16-21  The Prodigal Son- Luke 15.11-32  The Rich Man and Lazarus- Luke 16.19-31  The Pharisee and the Publican- Luke 18.9-14
Rubric for Unit 1 Summative Task Level 1 Level 2 Level 3 Level 4 Knowledge and Understanding Selection of Passage Presentation of Message Choice of Extra- Curricular Activity Scripture passage reflects message of faith to a limited degree. Limited representation of message Limited selection of extra- curricular activity to express message of faith. Scripture passage somewhat reflects message of faith. Message is somewhat represented Somewhat appropriate selection of extra-curricular activity to express message of faith. Scripture passage reflects message of faith well. Message is central to the presentation. Appropriate selection of extra- curricular activity to express message of faith. Scripture passage highly reflects message of faith. Message is the foundation of the presentation. Highly appropriate selection of extra- curricular activity to express message of faith. Thinking & Inquiry Interpretation of Passage Catch Phrase/Slogan Bible passage is interpreted with limited accuracy. Slogan shows limited creativity and limited connection to scripture passage and message of faith. Bible passage is interpreted with some accuracy. Slogan presents some creativity. It somewhat reflects scripture passage and message of faith. Very accurate interpretation of scripture passage. Slogan is creative. It reflects scripture passage and message of faith. Highly accurate interpretation of scripture passage. Slogan is unique and creative. It highly reflects scripture passage and message of faith.
RAFT activity Your task is to explain the New Covenant. Choose one item from each of the columns. Each group will have to create their ‘format’ and present it to the class. Groups can choose the same thing from the same column as long as their method of presenting the topic is different. If you would like to present a different format check with your teacher. ROLE AUDIENCE FORMAT TOPIC JESUS Teens (age 13-18) Interview God's Role in the New Covenant GOD Non-Christians News Report Jesus' Role in the New Covenant EARLY CHRISTIANS Primary Students (age 6-9) Poster The Role of the New Covenant in the Modern World MODERN PEOPLE RCIA Candidates Skit/Play Why a New Covenant was Needed
Poster Rubric Categories Level 1 Level 2 Level 3 Level 4 Knowledge/Understanding – Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding) Knowledge of content (e.g. Scripture, creedal statements, terms, moral teachings, liturgical/sacramental practices) demonstrates limited knowledge of content demonstrates some knowledge of content demonstrates considerable knowledge of content demonstrates thorough knowledge of content Thinking – The use of critical and creative thinking skills and/or processes Use of processing skills (e.g. analyzing, generating, integrating, synthesizing, evaluating, detecting point of view and bias) uses processing skills with limited effectiveness uses processing skills with some effectiveness uses processing skills with considerable effectiveness uses processing skills with a high degree of effectiveness Communication – The conveying of meaning through various forms Communication for different audiences (e.g., peers, adults) and purposes (e.g., to inform, persuade, promote) and in oral, visual, and written forms communicates for different audiences and purposes with limited effectiveness communicates for different audiences and purposes with some effectiveness communicates for different audiences and purposes with considerable effectiveness communicate s for different audiences and purposes with a high degree of effectiveness
Assessment / Evaluation Informal feedback during discussion Differentiated Instruction Students can listen to audio excerpts for Bible passages Strategies ● Read Aloud ● Independent Reading ● Note making ● Discussion ● Multimedia Resources ● Bible ● Digital ● Handouts ● Notes Accommodations ● Computers ● Reduced questioning ● Extra time ● Graphic Organizers ● Handouts ● Assistive Technology Home Activity or Further Classroom Consolidation Ask family what Marian devotions are popular in the family/culture/community
As a class create a complete “qualities of being humans” list. Ask students – if a person does not have one of these qualities, are they still a person? Ask students to pretend they have found an alien lifeform and must decide based on their qualities if it is to be treated as a human and have all of the rights of a human or as a non- human in which scientific testing of any nature can be performed on it (adapted from “Exploring Ethics”) Work on a Summary Chart. A handout/projection copy is available: Summary Chart Says – Read each characteristic and summarization of the information and record your summary in the column. Say – Using context clues, connections, predications, speculate on what the characteristic means. So – Draw a logical conclusion based on the summarization and speculation from columns one and two. What does this mean for use as humans and our bodies? Using the students “And So” column of the It Says, I Say, And So handout, divide class into groups of four and have each group create a Mind Map using the statement – The human body and spirit are sacred therefore.... the group ten minutes to start their Mind Map, then have the groups rotate to each of the different Mind Map to add or expand on the idea’s their peers are also generated. After: Consolidate, Debrief, Reflect and Connect After each group has visited each mind map place the mind maps on the board and review the similarities found on each Mind Map. Be sure to highlight the points that help re-enforce the CCC points (§ 599-618, 651-655, 2258-2262, 2268-2283) Finish the activity by watching the following 5 minute video75 . The Templeton Prize presents Jean Vanier on being fully human https:// 75 https://
Unit 2 Assessment Rubric Categories Level 1 Level 2 Level 3 Level 4 Knowledge/Understanding – Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding) Knowledge of content (e.g. Scripture, creedal statements, terms, moral teachings, liturgical/ sacramental practices) demonstrates limited knowledge of content demonstrates come knowledge of content demonstrates considerable knowledge of content demonstrates a high degree of knowledge of content Understanding of content (e.g. dogma, doctrine, scripture, moral principles, social teachings, concepts, practices, procedures) demonstrates limited understanding of content demonstrates some understanding of content demonstrates considerable understanding of content demonstrates thorough understanding of content Thinking – The use of critical and creative thinking skills and/or processes Use of planning skills (e.g. focusing research, gathering information, organizing an inquiry, asking questions, setting goals) uses planning skills with limited effectiveness uses planning skills with some effectiveness uses planning skills with considerable effectiveness uses planning skills with a high degree of effectiveness Use of critical/creative thinking processes (e.g. theological reflection, inquiry, critical analysis, problem solving) uses critical/creative thinking processes with limited effectiveness uses critical/creativ e thinking processes with some effectiveness uses critical/creativ e thinking processes with considerable effectiveness uses critical/creative thinking processes with a high degree of effectiveness
Communication – The conveying of meaning through various forms Expression and organization of ideas and information (e.g. clarity of expression, logical organization) in oral, visual, and written forms (e.g. prayers, reflections, presentations, reports) expresses and organizes ideas and information with limited effectiveness expresses and organizes ideas and information with some effectiveness expresses and organizes ideas and information with considerable effectiveness expresses and organizes ideas and information with a high degree of effectiveness Application – The use of knowledge and skills to make connections within and between various contexts Making connections between Religious Education and the world (e.g., moral issues; ethically based problems; social justice issues) makes connections between various contexts with limited effectiveness makes connections between various contexts with some effectiveness makes connections between various contexts with considerable effectiveness makes connections between various contexts with a high degree of effectiveness
COURSE: HRE2O UNIT 3: PRAYER AND SACRAMENTAL LIFE TOPIC 2: Traditional Prayers Guiding Question(s): What are the various prayer forms that a person can use in deepening their relationship with God as Father, Son and Holy Spirit? Teacher Prompt(s): How did the Rosary develop in the tradition of the Church? What is the focus of the Rosary? What are the various mysteries of the Rosary? What do they bring attention to? How did the Stations of the Cross develop? What is the importance of the Stations of the Cross? What are the various ways that one can pray the Stations of the Cross? Why is it important to come together as a community to pray? How can the community assist you in deepening your prayer and your relationship with God? How is prayer lived out through the celebration of the sacraments? Learning Focus Traditional Prayers Overall Expectations Specific Expectations PS1. Prayer- Personal and Communal: Demonstrate an understanding of devotional prayers and other prayer forms as supports for our liturgical/sacramental life; [CCC nos. 971; 1159-1162; 2098; 2559-2565; 2585- 2589; 2626-2643; 2659-2660; 2673- 2679; 2685-2691; 2700-2719; 2767- 2772] PS1.1 demonstrate an understanding of praying the Rosary by utilizing the different “mysteries” (re: Joyful, Sorrowful, Glorious and Luminous) and the Stations of the Cross (e.g., Traditional, Scriptural Stations, Stations of Light, etc.) [CCC nos. 971; 2673-2679] PS1.4 explore how prayer, in its essence, is communal in nature [CCC nos. 2585-2589; 2685- 2691; 2767-2772] OCSGE’s Catholic Social Teachings CGE1f - seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship CGE1i - integrates faith with life Common good is the complete development of all the people of the world. John XXIII describes it as ‘the sum total of conditions of social living, whereby persons are enabled more fully and readily to achieve their own perfection.’ Mater
Strategies ● Read Aloud ● Prompts ● Independent Reading ● Note making ● Discussion Resources ● Videos ● Handouts ● Notes Accommodations ● Reduced questioning ● Extra time ● Graphic Organizers ● Handouts ● Assistive Technology Home Activity or Further Classroom Consolidation Challenge the students to explore digital platforms that encourage the use of Catholic prayers.
SACRAMENT FACTS answers Sacrament Type What it celebrates Meaning Primary words and symbols Ongoing effect Baptism Initiation Welcome and rebirth Being born into new life in the community of Jesus Water, white garment, lighted candle, signing of the cross, anointing with oil Membership in the Church, call to witness Confirmation Initiation Growth in the Spirit Strengthening of new life Laying on of hands, anointing and sealing with chrism Completes baptismal grace, call to witness Eucharist Initiation Jesus’ saving death and risen presence in our midst Remembering Jesus’ death and experiencing his real presence Bread, wine, words of consecration Deeper relationship with Christ, spiritual nourishment Reconciliation Healing Forgiveness Repairing broken relationships with god, others and Church Confession of sins, words of absolution, laying on of hands Liberation from sin Anointing of the Sick Healing God’s healing love Living the fullness of life in Christ, even in sickness and death Laying on of hands, anointing with oil, words of petition Strength, peace, courage to endure Marriage Service of communion Covenant of love Forming a bond of union, like that of Christ and his Church Husband and wife, rings, vows Permanent union of a man and a woman
Unit Summative Task Liturgy Rubric Criteria Level 1 (50-59)) Level 2 (60-69) Level 3 (70-79) Level 4 (80 -100) Knowledge of prayer demonstrates limited knowledge of prayer format and structure demonstrates some knowledge of prayer format and structure demonstrates considerable knowledge of prayer format and structure demonstrates thorough knowledge of prayer format and structure Use of selecting and processing skills -use of selecting and processing skills with limited effectiveness use of selecting and processing skills with some effectiveness use of selecting and processing skills with considerable effectiveness use of selecting and processing skills with a high degree of effectiveness Uses Religious Education conventions, vocabulary and terminology uses conventions, vocabulary, & terminology in written form with limited effectiveness uses conventions, vocabulary, & terminology in written form with some effectiveness uses conventions, vocabulary, & terminology in written form with considerable effectiveness uses conventions, vocabulary, & terminology in written form with a high degree of effectiveness Transfer of knowledge and sills to new contexts Transfers knowledge and skills to new context with limited effectiveness Transfers knowledge and skills to new contexts with some effectiveness Transfers knowledge and skills to new contexts with considerable effectiveness Transfers knowledge and skills to new contexts with a high degree of effectiveness Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment
Strategies ● Prompts ● Visual Stimuli ● Note making ● Discussion ● Resources ● Digital ● Chart paper ● Notes Accommodations ● Computers ● Reduced questioning ● Extra time ● Handouts ● Assistive Technology Home Activity or Further Classroom Consolidation Find out about school/parish/community programs that support positive relationships for teens
Unit 4 Summative Assignment Rubric Name: Date: Level 1 Level 2 Level 3 Level 4 Knowledge Knowledge and understanding of content Demonstrates limited knowledge and understanding of content Demonstrates some knowledge and understanding of content Demonstrates considerable knowledge and understanding of content Demonstrates a high degree of knowledge and understanding of content Thinking Uses critical/creative thinking processes Assesses various aspects of information gathered from primary and secondary sources Uses critical and creative processes with limited effectiveness Assesses various aspects of information gathered from primary and secondary sources with limited effectiveness Uses critical and creative processes with some effectiveness Assesses various aspects of information gathered from primary and secondary sources with some effectiveness Uses critical and creative processes with considerable Effectiveness Assesses various aspects of information gathered from primary and secondary sources with considerable effectiveness Uses critical and creative processes with a high degree of effectiveness Assesses various aspects of information gathered from primary and secondary sources with a high degree of effectiveness
Communication Expresses and organizes ideas Communicates to intended audience Expresses and organizes ideas and information with limited effectiveness Communicates to grade 10 audience with limited effectiveness Expresses and organizes ideas and information with some effectiveness Communicates to grade 10 audience with some effectiveness Expresses and organizes ideas and information with considerable effectiveness Communicates to grade 10 audience with considerable effectiveness Expresses and organizes ideas and information with a high degree of effectiveness Communicates to grade 10 audience with a high degree of effectiveness Application Transfers knowledge and skills (e.g., concepts) Makes connections between Religious education and the world Transfers knowledge and skills with limited effectiveness Makes connections between religious education and the world with limited effectiveness Transfers knowledge and skills with some effectiveness Makes connections between religious education and the world with some effectiveness Transfers knowledge and skills with considerable effectiveness Makes connections between religious education and the world with considerable effectiveness Transfers knowledge and skills with a high degree of effectiveness Makes connections between religious education and the world with a high degree of effectiveness
The United Nations Declaration on the Rights of Indigenous Peoples A guide to the Canadian Charter of Rights and Freedom TOPIC Activities and Process Before: Getting Started (consider time lines) Personal Justice Questionnaire, with time following for any questions. A student activity sheet is provided. Personal Justice Questionnaire During: Action – Working on it Charters of Justice (based on material from Christ and Culture) Discuss with the students the United Nations and Canadian governments efforts to establish the minimum requirements for justice and human rights. Examine the UN Declaration on Human Rights and the Canadian Charter of Rights and Freedom. Ask the students to assess how well our society upholds the various elements of these declarations. Compare excerpts from the Catechism with the provisions in the charters. Indigenous Rights Remind students of the covenant in Genesis that God made with Noah: “God said, “This is the sign of the covenant that I make between me and you and every living creature that is with you, for all future generations: I have set my bow in the clouds, and it shall be a sign of the covenant between me and the earth.” (Genesis 9:12-13)
Discuss with the students how the Indigenous communities made treaties with the government. Expand the discussion to include the notion of covenant and treaties – solemn promises. After: Consolidate, Debrief, Reflect and Connect Choose one of the activities listed in the background section, or one supplied by your local school board to further the inquiry Assessment / Evaluation Informal feedback Differentiated Instruction Strategically pair the students Strategies ● Discussion ● Visual/ Graphic Organizer Resources ● Digital ● Chart paper ● Handouts ● Notes Accommodations ● Computers ● Reduced questioning ● Extra time ● Graphic Organizers ● Handouts ● Assistive Technology Home Activity or Further Classroom Consolidation Connect with the school/board/local Indigenous community
Strategies ● Discussion ● Visual/ Graphic Organizer ● Internet / technologies ● Multimedia Presentations Resources ● Digital ● Chart paper ● Handouts ● Notes Accommodations ● Computers ● Reduced questioning ● Extra time ● Graphic Organizers ● Handouts ● Assistive Technology Home Activity or Further Classroom Consolidation
Are We Being Good Stewards Rubric Knowledge and Understanding Criteria Level 1 (50 - 59%) Level 2 (60 - 69%) Level 3 (70 - 79%) Level 4 (80 - 100%) Understanding of environmental crisis and humanity’s call to be stewards of creation -demonstrates limited understanding of environmental crisis and humanity’s call to be stewards of creation - demonstrates some understanding of environmental crisis and humanity’s call to be stewards of creation - demonstrates considerable understanding of environmental crisis and humanity’s call to be stewards of creation - demonstrates thorough understanding of environmental crisis and humanity’s call to be stewards of creation Thinking Use of processing skills discerning a solution to environmental crisis in relationship to humanity’s call to be stewards of creation - uses processing skills with limited effectiveness - uses processing skills with some effectiveness - uses processing skills with considerable effectiveness - uses processing skills with a high degree of effectiveness Communication Expression and organization of ideas in oral form -expresses and organize ideas and information with limited effectiveness -expresses and organize ideas and information with some effectiveness -expresses and organize ideas and information with considerable effectiveness -expresses and organize ideas and information with a high degree of effectiveness
PEOPLE BINGO! WASTE ENERGY NUTRITION GARMENTS OUT AND ABOUT Recycled something today Turns off the tap while they brush their teeth Is vegetarian or vegan Dries their clothes on a clothesline Walks or takes public transit (or a school bus) to school or work Regularly packs their lunch without disposable items (using containers) Unplugs their devices as soon as they are charged Tries to buy locally produced food Wears jeans or other slacks more than once before they wash them Has carpooled to an event Has been involved in a community garbage clean- up Turns out lights when they leave a room FREE SPACE Owns a piece of clothing or furniture that was made in Canada Travelled by public transport more than once last week Brings a reusable water bottle to school or work every day Has been in a building powered by solar, wind, tidal, or geothermal power Grows food in a garden or on a balcony at home Combines their laundry with others to save water Has one car or less in their family Uses a compost bin at home Knows what ‘renewable energy‘ means Visits local farmer’s market regularly Has patched or otherwise repaired a piece of clothing They or their family is part of a car-sharing service
Assessment / Evaluation Informal feedback Differentiated Instruction Group students as appropriate. Strategies ● Discussion ● Internet / technologies ● Multimedia Presentations Resources ● Digital ● Handouts ● Accommodations ● Computers ● Reduced questioning ● Extra time ● Graphic Organizers ● Handouts ● Assistive Technology Home Activity or Further Classroom Consolidation Find out more information on the parish patron saint.
Rubric: Social Justice SONG Assessment of Learning: Submit this rubric with your assignment. Knowledge Criteria Level Level Level Level 4 Knowledge of the unit content -demonstrates limited knowledge of unit content -demonstrates some knowledge of unit content -demonstrates considerable knowledge of unit content -demonstrates thorough knowledge of unit content Understanding of the unit content -demonstrates limited understanding of unit content -demonstrates some understanding of unit content -demonstrates considerable understanding of unit content -demonstrates thorough understanding of unit content Use of critical and creative thinking skills - use of critical and creative thinking skills with limited effectiveness - use of critical and creative thinking skills with some effectiveness - use of critical and creative thinking skills with considerable effectiveness - use of critical and creative thinking skills with a high degree of effectiveness Use of analyzing skills when explaining chosen song and unit content -uses analysis skills with limited effectiveness -uses analysis skills with some effectiveness -uses analysis skills with considerable effectiveness -uses analysis skills with a high degree of effectiveness Expression of unit content in visual form -expresses in visual form with limited effectiveness -expresses in visual form with some effectiveness -expresses in visual form with considerable effectiveness -expresses in visual form with a high degree of effectiveness
Communication for an adult in written form -communicated for an adult in written form with limited effectiveness -communicated for an adult in written form with some effectiveness -communicates for an adult in written form with considerable effectiveness -communicates for an adult in written form with a high degree of effectiveness Interprets and applies unit content to chosen song -interprets and applies unit content to chosen song with limited effectiveness - interprets and applies unit content to chosen song with some effectiveness - interprets and applies unit content to chosen song with some effectiveness - interprets and applies unit content to chosen song with some effectiveness Making connections between unit content and chosen song -makes connections between unit content to chosen song with limited effectiveness -makes connections between unit content to chosen song with some effectiveness -makes connections between unit content to chosen song with considerable effectiveness -makes connections between unit content to chosen song with a high degree of effectiveness Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.
CPT Rubric Level 1 Level 2 Level 3 Level 4 Understanding of content (e.g. dogma, doctrine, scripture, moral principles, social teachings, concepts, practices, procedures) Demonstrates limited understanding of content Demonstrates some understanding of content Demonstrates considerable understanding of content Demonstrates thorough understanding of content Use of critical/creative thinking processes (e.g. theological reflection, inquiry, critical analysis, problem solving) Uses critical/creative thinking processes with limited effectiveness Uses critical/creative thinking processes with some effectiveness Uses critical/creative thinking processes with considerable effectiveness Uses critical/creative thinking processes with a high degree of effectiveness Expression and organization of ideas and information (e.g. clarity of expression, logical organization) in oral, visual, and written forms (e.g. prayers, reflections, presentations, reports) expresses and organizes ideas and information with limited effectiveness expresses and organizes ideas and information with some effectiveness expresses and organizes ideas and information with considerable effectiveness expresses and organizes ideas and information with a high degree of effectiveness Application of knowledge and skills (e.g. concepts, strategies, processes) in familiar contexts (e.g., class discussions) uses knowledge and skills in familiar contexts with limited effectiveness uses knowledge and skills in familiar contexts with some effectiveness uses knowledge and skills in familiar contexts with considerable effectiveness uses knowledge and skills in familiar contexts with a high degree of effectiveness