Overall Expectation Chart Overall Expectations Big Ideas Guiding Questions Scripture SC1. Core Teachings: Identify the sacred texts of the Abrahamic religious traditions (Judaism, Christianity and Islam), First Nations, Métis and Inuit Spiritualities and any other locally appropriate religious tradition and examine the core teachings found in each one. [CCC nos. 81; 101-108] Each tradition has a sacred text upon which it bases its core beliefs. Given that the Abrahamic religious traditions have Abraham as their father in faith, there are common key stories shared by each tradition. First Nations, Métis and Inuit Spiritualities may not have a common sacred text because they are based on oral tradition; however, the beliefs are similar around the globe. What do the sacred texts of each religious traditions highlight as its core beliefs? Are there core beliefs shared in common by the Abrahamic religious traditions? What are some of the common beliefs shared among the First Nations, Métis and Inuit Spiritualities in Canada and across the globe? (i.e., care for creation) What are the core beliefs of the locally appropriate religious tradition(s) outlined in its sacred texts? Are there any similarities with the Abrahamic religious traditions? What myths contained in key narratives and events are significant in the lives of believers in the Abrahamic traditions? Who is given authorship of the key narratives and events of the sacred texts/oral traditions of the traditions being studied? How does secular interpretation diminish the beliefs of believers of a tradition? How does literal interpretation of sacred texts lead to fundamentalism? SC2. Understanding Sacred Texts: Analyse key narratives and events in the sacred text/oral traditions of the above mentioned religious traditions to identify myth(s), authorship and the authority of the sacred texts/oral traditions; [CCC nos. 115-118] Myths/stories/events contain truth taught to guide believers’ lives on the path of holiness/completion /fidelity. Authorship of key narratives and events is given to agreed upon key figures of the tradition. (For example, David is honoured with the authorship of the Psalms) Authority of the sacred texts is demonstrated by revelation in each tradition. Authority of the magisterium in the Roman Catholic Church is part of the Sacred Tradition. The Church relies on Sacred Scripture and Sacred Tradition for the fullness of truth. SC3. Sacred Texts and Contemporary Culture: Identify Secular interpretation is generally done by those within
Nature/role of community for the First Nations, Métis and Inuit communities. What is the nature of “community” in the religious traditions of Abraham? What is the nature and role of community for the followers of First Nations, Métis and Inuit Spiritualities? If the human is made in the “image and likeness of God”, what is the relationship of the human to God? How well have humans acted as stewards of Creation? How have the followers of First Nations, Métis and Inuit Spiritualities proven to be good stewards of Creation? PF3. Faith Lived: Differentiate the sense of self in relation to divine, the human person in relation to others and the human person in relationship with the world for the believers of the Abrahamic religious traditions, First Nations, Métis and Inuit Spiritualities and any other locally appropriate religious tradition. [CCC nos. 157-158] In the Jewish and Christian traditions, the human is created in the image and likeness of God. “Christian revelation contributes greatly to the promotion of the communion between persons…” GS 23 The human person is called to be a steward of Creation as invited by God in the stories of Genesis. The followers of First Nations, Métis and Inuit Spiritualities have a particular sensitivity for care for Creation. Christian Moral Development CM1. Foundations: Demonstrate the moral authority(ies), the notions of freedom and justice (i.e. The Golden Rule) and the social and ecological responsibilities within the Abrahamic religious traditions and the First Nations, Métis and Inuit spiritualities; [CCC nos. 1928-1937; 1950- 1986] Moral authority(ies) – “In fidelity to conscience, Christians are joined with the rest of [humanity] in the search for truth, and for the genuine solution to the numerous problems which arise in the life of individuals and from social relationships.” Gaudium et Spes 16 Freedom and justice are the foundations of faith. The “Golden Rule” has a place in many religious traditions. Social and ecological responsibilities are also foundational to the expression of faith in the monotheistic traditions of Abraham. What moral authority(ies) do Jewish and Muslim believers follow? Do they believe in the moral authority of human conscience? What moral authority(ies) do believers of First Nations, Métis and Inuit Spiritualities follow? What are the Jewish, Christian and Muslim understandings of freedom and justice? How is the wording of the “Golden Rule” nuanced in each tradition?
chosen topics, using appropriate research and inquiry methods; data, evidence, and information have? How can applications of the results of research be communicated effectively? R3. Processing Information: Assess, record, analyse, and synthesize information gathered through research and inquiry; Inquiring about information, with higher order thinking connections, is essential for research. R4. Communicating and Reflecting: Communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills. Reflecting on (with theological reflection), evaluating, communicating, and considering how to apply research results and conclusions are important next steps in research and inquiry.
ACKNOWLEDGEMENTS The Ontario Institute for Catholic Education (ICE) brings together, works with, and assists organizations that share responsibility for English Catholic education in their efforts to promote and maintain publicly funded Catholic schools animated by the Gospel and reflecting the tenets of the Catholic faith. ICE gratefully acknowledges the Assembly of Catholic Bishops of Ontario (ACBO) and the twenty-nine (29) Catholic District School Boards in the province of Ontario who financially supported the development of these resources, aligned with the Ontario Catholic Secondary Curriculum Religious Education Policy Document, grades 9-12 (2016). We acknowledge the contributions of the following individuals who offered their time, talent, energy and expertise to make this project possible. Tim Aquin Derek McEachen Shannon Ulgiati Michael Bator Grant McMurray Andrea Ursic Yvonne Bienko Jennie Melo-Jordan Sara Van Dommelen Mary Craig John Murphy Mary Vena Patricia Dal Ben Neil Nacita Tania Vincent Marisa De Oliveira Howard Nanes Angela Watson Jason Dedo Shelagh Peterson Michael Way Skinner Catherine Del Duca Kelly Pickard-Lefterys Elizabeth Weseloh Lisa Denomme Claudia Roccari Katherine Weseloh Tracey Fernandes Sean Roche Nicklas Weszner Cristina Hutchison Cheryl Rome-Holloway Bridgeen Wey Amy Kieffer Charlotte Rouleau Joseph Wey John Kuilboer Babe Santucci Sherry Zborovsky Malcolm Lawrence Sinead Sharkey Anna Mancini Annemarie Ssemanda ICE also acknowledges the assistance and support of: 44 Hunt Street, Suite 2F Hamilton, ON L8R 3R1 905.523.2469 |