I.M.C.C. RELIGIOUS EDUCATION YEAR 12 – SEMESTER TWO TEACHING AND LEARNING PROGRAM 3BREL 17/02/2016 1 RELIGION AND LIFE UNIT 3BREL Unit description The focus for this unit is freedom and religion. This unit explores the human desire to become responsible and free. It also examines religious notions of freedom and how religion responds to issues that arise from the human desire for freedom. The range of ideas, values and attitudes that exist in society concerning freedom are examined by exploring possible sources of influence on people and how they live within societies, particularly in Australian society. The unit also analyses and assesses the development and consequences of social trends, and the effects these trends may have on people and their desire to be free. The factors that can constrain choices for people are investigated. Students also explore the moral ideas and values that are generally accepted in society today, and the consequences of these ideas for societies and the lives of individuals. The unit examines religious responses to issues and events in the past and present, and how such responses impact on people and their experience of freedom. Suggested Timing for the teaching of this unit Chapter 1 2 3 4 5 Time allocation 2 weeks 3 weeks 2 weeks 3 weeks 3 weeks Considerations Assessment Task One – Analysis Assessment Task Two – Exposition Assessment Task Three – Investigation Assessment Task Four – Examination Assessment Profile Weighting 25% Type of assessment Analysis 20% Exposition 25% Investigation 30% Examination 17/02/2016 Task Discuss from the perspective of one religion how consumerism impacts on people and their desire for freedom in society. Support your response with evidence from the source. Explain the meaning of freedom from the perspective of one religion. Investigate how the experience of pilgrimage supports and fosters reflection, re-evaluation and new insights. Semester Two Examination 2 I.M.C.C. RELIGIOUS EDUCATION YEAR 12 – SEMESTER TWO Unit Learning Context This unit explores the human desire to become responsible and free. Within the broad area of freedom and religion the following contexts will be developed: freedom and the individual freedom, religion and ethics freedom in the 21st century pathways to freedom Catholic Content The Catholic content will be presented in the following order: Freedom and responsibility The Christian vision of freedom Guidance for living the vision Expressions of the Christian vision of freedom Free and responsible Recommended references Catechism of the Catholic Church/Compendium of the Catechism of the Catholic Church Elliot, P J ed. (2006) Catholic Studies for Senior Secondary Students JGH Publications, Melbourne Morrissey, J et al. (2005) Living Religion 3rd edition Pearson Longman, Melbourne Kiddey, P & Waring, F (2001) Success For All Selecting Appropriate Learning Strategies Curriculum Corporation, Victoria Note Scaffolding may be required to support student use of text as well as to direct their attention to what is most relevant. For instance: Key words may need to be defined or clarified Background, contextual information may be required The text may need to be broken up into smaller sections and linked to comprehension questions before exploring the meaning of ideas contained in the text Some text may need to be simplified or summarised 17/02/2016 3 YEAR 12 SEMESTER TWO: 3BREL MODULE FOUR: The Christian vision of life The nature of religion The search for meaning variety of ways in which people pursue meaning and purpose in their lives through their spirituality and expressions of religion ways people develop their personal ideals and the circumstances that shape their search for meaning. Religious belief systems understanding freedom and its expression from a religious perspective. Religious practices and structures structures and processes provided by religion in response to the search for freedom e.g. ritual cleansing, rites of passage, religious schools. The influence of religion The place of religion in society analysis of the interplay between individual, societal and religious views on the moral implications of issues e.g. overpopulation, global economy, pacifism ways this interplay shapes the way religion is perceived and understood in society. Religion in historical and cultural contexts the impact and significance of the search for freedom on the development of religion. Contemporary issues for religion analysis of the impact contemporary trends have upon religion. Religious inquiry and processes Investigative processes and research skills how to construct research questions and/or a hypothesis techniques for interrogating sources for different interpretations and view how to ethically locate, identify and justify the selection of sources relevant to an investigation methods for collecting and recording data that identifies appropriate content that begins with the general and is narrowed to the specific. Interpreting, analysing and synthesising information techniques for identifying patterns trends and representations in evidence techniques for describing and analysing the collected evidence for silences, gaps, motives, misconceptions and different perspectives techniques to evaluate the extent of supporting evidence techniques for drawing conclusions from supporting or conflicting evidence. Forms of communication that present findings and conclusions how to represent clear and coherent understandings whilst being aware of the tentative nature of findings in a range of communication styles techniques for acknowledging intellectual property and copyright ownership by citing origins of sources when using in text citations, quotations or footnotes methods of reviewing and editing work in response to different audiences. 17/02/2016 4 SENIOR SECONDARY RELIGIOUS EDUCATION CHAPTER ONE YEAR 12 – SEMESTER TWO 3BREL FREEDOM AND RESPONSIBILITY (2 Weeks) KU 1: Everyone desires genuine freedom Freedom is a basic human yearning Human freedom was created by God Is freedom important? LEARNING AND TEACHING PROGRAM SYLLABUS CONTENT Note When designing classroom learning teachers are responsible for providing opportunities for students to learn, practice and develop specific Religious Inquiry and Process skills as set out in the syllabus. These are summarised below: Investigative processes and research skills Interpreting, analysing and synthesising information Forms of communication that present findings and conclusions SUGGESTED LEARNING ACTIVITIES RESOURCES Introduction Provide students with copies of: REL3B syllabus Unit outline Assessment outline With reference to these documents consider what the unit is about and the requirements of the assessment program: What is this unit about? Introduce the concept of freedom by viewing short video clips or read texts of great freedom speeches and note religious references, e.g. o M L King’s final speech (before his assassination) http://www.youtube.com/watch?v=x1L8yMX3pg&feature=related o or M L King’s “I have a dream” speech http://www.youtube.com/watch?v=gZLvSnr 6s50 o Nelson Mandela’s inauguration speech (Refer to Resource Sheet 1) Review the design brief for the Stage 3 WACE Exam (to be found at the back of the course document) – revisit issues and ideas about preparation for the exam. An examination tips sheet from the Curriculum Council website could also be given out http://www.curriculum.wa.edu.au/internet /_Documents/Policy/Examination+tips+updated.do c http://www.youtube.com/ watch?v=x1L8yMX3pg&feature=related http://www.youtube.com/ watch?v=gZLvSnr6s50 12REL3B(RS1) http://www.curriculum. wa.edu.au/ internet /_Documents/ Policy/Examination +tips+updated.doc Questions for Key Understanding 1 With reference to Chapter 1 complete the following: What evidence is there that people search for meaning? What are some of the major influences on people in their search for meaning and purpose? Why is freedom essential to the search for meaning? What is the Catholic understanding of freedom? What is the Catholic understanding of personal mystery? How might these understandings find expression in the lives of people? 17/02/2016 5 SENIOR SECONDARY RELIGIOUS EDUCATION CHAPTER ONE YEAR 12 – SEMESTER TWO 3BREL FREEDOM AND RESPONSIBILITY (2 Weeks) KU 1: Everyone desires genuine freedom Freedom is a basic human yearning Human freedom was created by God Is freedom important? LEARNING AND TEACHING PROGRAM SYLLABUS CONTENT analysis of the impact contemporary trends have upon religion. Investigative processes and research skills Interpreting, analysing and synthesising information Forms of communication that present findings and conclusions SUGGESTED LEARNING ACTIVITIES Task Explore a range of factors that influence freedom and decision making in contemporary society: 1. Complete LAS 1: I want to be free 2. Complete one of the following LAS 2: Lily Allen ‘The Fear’ LAS 3: The influence of the media Watch a segment of a program such as the Gruen Transfer and identify some of the techniques used to influence choices. Brainstorm and discuss other examples of pressure and/or persuasion. Identify advertisements that could have a powerful influence over people. What devices of persuasion are used? In what way could people be manipulated? Share ideas on which recent television or magazine commercial had the most impact and why.. RESOURCES 12REL3B(LAS1) 12REL3B(LAS2) 12REL3B(LAS3) 3. Working in small discussion groups, examine the ideas and values being given to people in society regarding: drugs and alcohol family religion employment relationships and sexuality. Identify which ideas/values run counter to Christian values. Name and briefly define each Christian values. Outline briefly how each idea/value reflects and/or runs counter to a particular Christian value. 4. Complete LAS 4: How free are we? 5. Complete LAS 5: The human person 12REL3B(LAS4) 12REL3B(LAS5) 6. Construct a suitable diagram and/or picture to summarise and illustrate the dynamic way that people grow in self-awareness under the influence of a range of internal and external factors. Consider: What impact do these factors have on the ability of people to be free? How does the human yearning for freedom find expression in contemporary society? 17/02/2016 6 YEAR 12 – SEMESTER TWO 3BREL SENIOR SECONDARY RELIGIOUS EDUCATION CHAPTER ONE FREEDOM AND RESPONSIBILITY (2 Weeks) KU 1: Everyone desires genuine freedom Freedom is a basic human yearning Human freedom was created by God Is freedom important? LEARNING AND TEACHING PROGRAM SYLLABUS CONTENT variety of ways in which people pursue meaning and purpose in their lives through their spirituality and expressions of religion ways people develop their personal ideals and the circumstances that shape their search for meaning. Investigative processes and research skills Interpreting, analysing and synthesising information Forms of communication that present findings and conclusions SUGGESTED LEARNING ACTIVITIES RESOURCES Investigation Research stories of individuals who have yearned to be free, recognised personal mystery and, in many cases, faced restrictions on freedom. (Refer to Resource Sheet 2 for a list of stories appearing in Australian Catholics magazine. Other stories should be accessed such as stories from students own reading or video clips from such sources as Australian Story on ABCTV etc.) 12REL3B(RS2) Locate a range of examples that illustrate the following: 1. The variety of ways in which people pursue meaning and purpose in their lives through expressions of religion 2. Ways people develop their personal ideals 3. Circumstances that shape their search for meaning, particularly as they relate to issues of freedom OR How do the stories of the people reviewed illustrate the following: 1. Different ways in which people pursue meaning and purpose in their lives 2. How each expresses their spirituality and religious beliefs in different ways 3. How people develop their personal ideals 4. The circumstances that shape their search for meaning 5. The role freedom has played in the search for meaning 17/02/2016 7 SENIOR SECONDARY RELIGIOUS EDUCATION CHAPTER TWO YEAR 12 – SEMESTER TWO 3BREL THE CHRISTIAN VISION OF FREEDOM (2 Weeks) KU 2: For Christians Jesus is the source of true freedom Christians understand that following Jesus is challenging What does the Catholic faith Tradition say about freedom? LEARNING AND TEACHING PROGRAM SYLLABUS CONTENT analysis of the impact contemporary trends have upon religion. Investigative processes and research skills Interpreting, analysing and synthesising information Forms of communication that present findings and conclusions 17/02/2016 SUGGESTED LEARNING ACTIVITIES RESOURCES Questions for Key Understanding 2.1 With reference to Chapter 2.1 complete the following: 1. Why is following Jesus challenging? Complete LAS 6: Contemporary Trends 12REL3B(LAS6) Sample Assessment One: Analysis How significant is the impact of consumerism upon society and religion? Task 1. Read RS 3: Consuming Religion 2. Summarise the main points made by the author about Miller’s analysis of contemporary society 3. Analyse the question and identify the key components that need answer in your essay 4. Complete the essay. 12REL3B(RS3) 8 SENIOR SECONDARY RELIGIOUS EDUCATION CHAPTER TWO YEAR 12 – SEMESTER TWO 3BREL THE CHRISTIAN VISION OF FREEDOM (2 Weeks) KU 2: For Christians Jesus is the source of true freedom Christians believe that the truth offered by Jesus sets people free What does the Catholic faith Tradition say about freedom? LEARNING AND TEACHING PROGRAM SYLLABUS CONTENT understanding freedom and its expression from a religious perspective. Investigative processes and research skills Interpreting, analysing and synthesising information Forms of communication that present findings and conclusions 17/02/2016 SUGGESTED LEARNING ACTIVITIES RESOURCES Questions for Key Understanding 2.2 With reference to Chapter 2.2 complete the following: 1. What vision for life does Jesus teach and how can this message lead people to freedom? 2. Why is Jesus essential to the Christian vision for life and true freedom? 3. What is the meaning of Christian hope? Task What are some examples of people who have given expression to this vision? Compare the two versions of "Do It Anyway" located at: http://www.prayerfoundation.org/ mother_teresa_do_it_anyway.htm Discuss how the message conveyed in either version relates to the content presented in the SR 2.2 Complete LAS 7: Father Damien Complete LAS 8: A variety of responses from the saints http://www.prayer foundation.org/ mother_teresa _do_it_anyway.htm 12REL3B(LAS7) 12REL3B(LAS8) 9 SENIOR SECONDARY RELIGIOUS EDUCATION CHAPTER TWO YEAR 12 – SEMESTER TWO 3BREL THE CHRISTIAN VISION OF FREEDOM (2 Weeks) KU 2: For Christians Jesus is the source of true freedom Through the life, death and resurrection of Jesus all people become free What does the Catholic faith Tradition say about freedom? LEARNING AND TEACHING PROGRAM SYLLABUS CONTENT understanding freedom and its expression from a religious perspective. Investigative processes and research skills Interpreting, analysing and synthesising information Forms of communication that present findings and conclusions 17/02/2016 SUGGESTED LEARNING ACTIVITIES RESOURCES Questions for Key Understanding 2.3 With reference to Chapter 2.3 complete the following: 1. Why is knowledge of the biblical tradition important for understanding Jesus? 2. How do the life, death and resurrection of Jesus bring about freedom for all people? Complete a selection of the following activities: 1. Define freedom 2. Using a resource such as A Dictionary for Catholics by Laurie Woods define the following list of terms and discuss how these terms relate to freedom: Salvation, Redemption, Grace 3. Complete the document study in LAS 9: Law as a guide to freedom 4. Explain the meaning of ‘Paschal mystery’ 12REL3B(LAS9) 10 SENIOR SECONDARY RELIGIOUS EDUCATION CHAPTER TWO YEAR 12 – SEMESTER TWO 3BREL THE CHRISTIAN VISION OF FREEDOM (2 Weeks) KU 2: For Christians Jesus is the source of true freedom Through the life, death and resurrection of Jesus all people become free What does the Catholic faith Tradition say about freedom? LEARNING AND TEACHING PROGRAM SYLLABUS CONTENT understanding freedom and its expression from a religious perspective. Investigative processes and research skills Interpreting, analysing and synthesising information Forms of communication that present findings and conclusions SUGGESTED LEARNING ACTIVITIES RESOURCES Sample Assessment Two: Exposition Explain the meaning of freedom from the perspective of one religion. Task Consider the following: God created man a rational being, conferring on him the dignity of a person who can initiate and control his own actions. "God willed that man should be 'left in the hand of his own counsel,' so that he might of his own accord seek his Creator and freely attain his full and blessed perfection by cleaving to him." Man is rational and therefore like God; he is created with free will and is master over his acts. CCC: ARTICLE 3 MAN'S FREEDOM 1730 Only when a person surrenders fully to God can they discover true freedom. Why might some people view this as a paradox? Why is this understanding of freedom meaningful for the Christian person? Write an in-class essay on the following: Explain the meaning of freedom from the perspective of one religion. 17/02/2016 11 SENIOR SECONDARY RELIGIOUS EDUCATION CHAPTER TWO YEAR 12 – SEMESTER TWO 3BREL THE CHRISTIAN VISION OF FREEDOM (2 Weeks) KU 2: For Christians Jesus is the source of true freedom Through the sacraments of initiation especially the Eucharist people are strengthened to become free What does the Catholic faith Tradition say about freedom? LEARNING AND TEACHING PROGRAM SYLLABUS CONTENT variety of ways in which people pursue meaning and purpose in their lives through their spirituality and expressions of religion ways people develop their personal ideals and the circumstances that shape their search for meaning. structures and processes provided by religion in response to the search for freedom e.g. ritual cleansing, rites of passage, religious schools. Investigative processes and research skills Interpreting, analysing and synthesising information Forms of communication that present findings and conclusions SUGGESTED LEARNING ACTIVITIES RESOURCES Questions for Key Understanding 2.4 With reference to Chapter 2.4 complete the following: 1. How does the Eucharist enable the Christian community to experience the saving work of Jesus? Document study The following document study is presented as a basic resource that should be adapted and changed by teachers to support the learning of students. It provides a broad range of content that relates to this learning point as well as the overall learning of this unit of Religion and Life. It also requires students to draw upon and practice essential skills of analysis and synthesis. Read each of the following sources 1. When lives are changed by God: stories of growing faith http://www.ncls.org.au/default.aspx?sitemapid=3164 2. Young people and faith http://jmm.aaa.net.au/articles/15310.htm 3. What does it mean to be a spiritual Catholic? http://www.olgc.com.au/Documents/Deepdene2.doc 4. Chapter 8: Biblical Origins of the Eucharist from Living Biblically by Archbishop Barry Hickey pp. 59 – 64 http://www.ncls.org.au/ default.aspx? sitemapid=3164 http://jmm.aaa.net.au /articles/15310.htm http://www.olgc.com.au /Documents/ Deepdene2.doc Discuss the Catholic understanding of how ongoing participation in Eucharist supports people in their search for meaning and purpose. Refer to the main ideas and issues presented in the sources provided. 17/02/2016 12 YEAR 12 – SEMESTER TWO 3BREL SENIOR SECONDARY RELIGIOUS EDUCATION CHAPTER THREE GUIDANCE FOR LIVING THE VISION (2 Weeks) KU 3: God offers people guidance for living the Christian vision Christians grow in personal freedom by living the Beatitudes What guidance does the Catholic faith Tradition offer for living the Christian vision of freedom? LEARNING AND TEACHING PROGRAM SYLLABUS CONTENT understanding freedom and its expression from a religious perspective. Investigative processes and research skills Interpreting, analysing and synthesising information Forms of communication that present findings and conclusions SUGGESTED LEARNING ACTIVITIES RESOURCES Questions for Key Understanding 3.1 What are some important religious beliefs that are offered in response to people’s search for freedom? What is the Christian definition and understanding of freedom? Why is Jesus central to the Christian understanding of true freedom? How do the Beatitudes summarise the meaning of freedom from a Christian perspective? Task Introduce a study of the Beatitudes by examining the following Scripture passages to see how Jesus brought freedom to others: Matthew 8:1–4; 9:27–31; 9:32–34 Mark 10:46–52 Luke 5:18–26 John 4:1–30. For each story, write a summary of how each person’s freedom was affected and how Jesus brought them freedom. Extension As a class, examine the life-goals of characters in literature or media students are studying. Evaluate how authentic these hopes are for each character by looking at the character’s qualities, talents and skills. Activities Explore the details and meaning of the Beatitudes by completing a selection of the following activities: 1. Define ‘beatitude’. 2. Read Matthew 5:1–12 and list the Beatitudes and the experience of God that each can bring. Consider the following: What do the Beatitudes mean for people today? What evil in society do the Beatitudes challenge? What are some advantages and drawbacks associated with the Beatitudes? OR 17/02/2016 13 YEAR 12 – SEMESTER TWO 3BREL SENIOR SECONDARY RELIGIOUS EDUCATION CHAPTER THREE GUIDANCE FOR LIVING THE VISION (2 Weeks) KU 3: God offers people guidance for living the Christian vision Christians grow in personal freedom by living the Beatitudes What guidance does the Catholic faith Tradition offer for living the Christian vision of freedom? LEARNING AND TEACHING PROGRAM SYLLABUS CONTENT understanding freedom and its expression from a religious perspective. SUGGESTED LEARNING ACTIVITIES OR 2. Investigative processes and research skills Interpreting, analysing and synthesising information Forms of communication that present findings and conclusions RESOURCES As a class, recall the Ten Commandments. When they are listed, link each Beatitude with the Commandment/s which God gave to protect that value. Then identify which Commandment protects against each inner pressure. Which Commandments would be most difficult for a person to live in today’s society? OR 2. Write a brief explanation of the two meanings of kingdom of Heaven in the Beatitudes. Read the parables of the kingdom in Matthew 13:31–33 and 44–52 and, choosing one of the parables, draw a picture or symbol of it to depict the meaning of the kingdom of Heaven. Pictures or symbols are shared as a class. 3. Read the whole of Psalm 38 and make a list of the qualities of the ‘gentle’ person as described by the psalmist. Next to each quality, make a note of the opposite qualities that may be see in society today. What is meant by showing mercy to others? OR 3. From the list of Beatitudes, choose a favourite and identify the reasons for this choice. Which do you think would be the most difficult Beatitude to live? Why? Which Beatitude might be most relevant to people in society today? Why? 4. Write a one-page explanation of how the Beatitudes can offer greater freedom, both to believers and nonbelievers. 12REL3B(LAS10) OR 4. Explain how personal freedom can grow as people seek to live each ‘beatitude’. How can Christians today promote ‘beatitude’? Exposition Complete the activities in LAS 10: An Upside-Down Kingdom 17/02/2016 14 SENIOR SECONDARY RELIGIOUS EDUCATION CHAPTER THREE YEAR 12 – SEMESTER TWO 3BREL GUIDANCE FOR LIVING THE VISION (2 Weeks) KU 3: God offers people guidance for living the Christian vision The Eighth Commandment calls people to live the truth of Jesus which sets people free What guidance does the Catholic faith Tradition offer for living the Christian vision of freedom? LEARNING AND TEACHING PROGRAM SYLLABUS CONTENT understanding freedom and its expression from a religious perspective. Investigative processes and research skills Interpreting, analysing and synthesising information Forms of communication that present findings and conclusions SUGGESTED LEARNING ACTIVITIES RESOURCES Activities for Key Understanding 3.2 1. After reading Chapter 3.2 prepare an advertising campaign to promote truthfulness in society. As Part of your campaign identify the following: Why truthfulness is important Habits and attitudes that make being honest and truthful difficult Examples from contemporary society that show people living the Eighth commandment and people not living the Eighth commandment How does living the truth of Jesus set people free 2. Read How does Christian truth bring freedom? Identify what this document states about how the truth sets people free. http://www.helium.com/items/1772699-jesus-truthsalvation-truth-freedom 17/02/2016 http://www.helium.com/ items/1772699-jesus-truthsalvation-truth-freedom 15 SENIOR SECONDARY RELIGIOUS EDUCATION CHAPTER FOUR YEAR 12 – SEMESTER TWO 3BREL EXPRESSIONS OF THE CHRISTIAN VISION OF FREEDOM (3 Weeks) KU 4: Christians journey towards the freedom Christ promised Christians recognise that the Church and all who follow Jesus are on a pilgrimage How does the Christian vision of freedom find expression in the lives of people? LEARNING AND TEACHING PROGRAM SYLLABUS CONTENT structures and processes provided by religion in response to the search for freedom e.g. ritual cleansing, rites of passage, religious schools. Investigative processes and research skills Interpreting, analysing and synthesising information Forms of communication that present findings and conclusions 17/02/2016 SUGGESTED LEARNING ACTIVITIES RESOURCES Activities for Key Understanding 4.1 After reading Chapter 4.1: 1. Briefly explain each of the following statements: Jesus came to call sinners Jesus chose followers who were not perfect The Pentecost experience The Church of strugglers The promise of Jesus 2. Explain the following – the Church and all who follow Jesus are on a pilgrimage Task Complete a selection of the following activities: 1. Explain what a ‘pilgrimage’ is. How can the word ‘pilgrimage’ be applied to the journey of members of the Church? 2. Invite (or investigate) a person who has felt called to show concern for other members of Christ’s Church to share their story. The person could be involved in the RCIA programme, youth activities, St Vincent de Paul or Legion of Mary, missionary work or care for the sick or disabled. The person could share their journey, how they knew they were called to that particular work, how they put that call into action, and what rewards the work has brought them. How would they describe their life and work as a pilgrimage. 3. Reflect on the pilgrimage of God’s people as recalled in the Old Testament by reading Chapter 4.1 and noting down the Biblical sources referred to in this text. 4. Read Resource Sheet 4 Pilgrimage in the Bible and recognise the importance of the Exodus event in the life of God’s people. 5. Inquire into the three Jewish festivals referred to (i.e. Passover, Weeks and Tabernacles) and the significance of these both as reminders of the Exodus pilgrimage from slavery to the Holy Land and as a religious pilgrimage to the Temple. Pose two focus questions: How does this festival/do these festivals recall and make present the Exodus event for the Jewish people? What new insights on the Exodus event does this information supply for you? 12REL3B(RS4) 16 SENIOR SECONDARY RELIGIOUS EDUCATION CHAPTER FOUR YEAR 12 – SEMESTER TWO 3BREL EXPRESSIONS OF THE CHRISTIAN VISION OF FREEDOM (3 Weeks) KU 4: Christians journey towards the freedom Christ promised Christians recognise that the Church and all who follow Jesus are on a pilgrimage How does the Christian vision of freedom find expression in the lives of people? LEARNING AND TEACHING PROGRAM SYLLABUS CONTENT structures and processes provided by religion in response to the search for freedom e.g. ritual cleansing, rites of passage, religious schools. SUGGESTED LEARNING ACTIVITIES Investigation: Pilgrimage Investigate how the experience of pilgrimage supports and fosters reflection, re-evaluation and new insights. Tune into this investigation by reviewing a resource such as Pilgrimage: The journey within and beyond http://bne.catholic.net.au/data/portal/00005057/ 0000/005/121/content/74505001190164895109.pdf Investigative processes and research skills Interpreting, analysing and synthesising information Forms of communication that present findings and conclusions RESOURCES http://bne.catholic.net.au/ data/portal/00005057/ 0000/005/121/content/ 74505001190164895109.pdf Discuss the meaning of key words in the syllabus. For each generate a list of synonyms, for example: Structure: arrangement, organization, construction, configuration, make-up, constitution, formation, composition Process: procedure, course, development, progression, method, route, practice, course of action Develop an investigation that addresses the following research question: How can an understanding and experience of pilgrimage support people in their search for freedom? What is a pilgrimage? What are the origins of Christian pilgrimage? How has Christian pilgrimage found expression in the past? How does Christian pilgrimage find expression today? How is a pilgrimage a structure and/or process provided by religion? What are some of the main features (structures/processes) of Christian pilgrimage? How does Christian pilgrimage respond to people and their search for freedom? What opportunities and challenges do pilgrimages present to people in their search for freedom today? 17/02/2016 17 SENIOR SECONDARY RELIGIOUS EDUCATION CHAPTER FOUR YEAR 12 – SEMESTER TWO 3BREL EXPRESSIONS OF THE CHRISTIAN VISION OF FREEDOM (3 Weeks) KU 4: Christians journey towards the freedom Christ promised In the work and writings of the Apostle Paul, Christians are reminded that they are on a pilgrimage How does the Christian vision of freedom find expression in the lives of people? LEARNING AND TEACHING PROGRAM SYLLABUS CONTENT variety of ways in which people pursue meaning and purpose in their lives through their spirituality and expressions of religion ways people develop their personal ideals and the circumstances that shape their search for meaning. understanding freedom and its expression from a religious perspective. Investigative processes and research skills Interpreting, analysing and synthesising information Forms of communication that present findings and conclusions 17/02/2016 SUGGESTED LEARNING ACTIVITIES Task Watch a 6 minute video summarising the life and work of St Paul. http://www.yearofstpaul.com/ RESOURCES http://www.yearofstpaul.com/ Read Chapter 4.2 from the Student Resource and outline the extent of St Paul’s ministry and existing writings. With reference to Chapter 4.2 and after additional research complete the following: 1. How did the work and theology of Paul contribute to the development of Christianity? 2. How do the teachings of Paul express and explain the search for freedom? Additional resources on Paul 1. RESource website: 1 Thessalonians – Introducing Paul http://resource.fraynework.com.au/object.cfm?o =119&pid=589&showrm=true&uptam=false 2. Getting to know Saint Paul today: A change in paradigm? http://www.thinkingfaith.org/articles/20081027_1.htm http://resource.fraynework. com.au/object.cfm?o =119&pid=589&showrm =true&uptam=false ttp://www.thinkingfaith.org /articles/20081027_1.htm 18 YEAR 12 – SEMESTER TWO 3BREL SENIOR SECONDARY RELIGIOUS EDUCATION CHAPTER FIVE FREE AND RESPONSIBLE (3 Weeks) KU 5: Catholics today, are called to be free and responsible in how they live How does the Christian vision of freedom find expression in the lives of people? LEARNING AND TEACHING PROGRAM SYLLABUS CONTENT the impact and significance of the search for freedom on the development of religion. understanding freedom and its expression from a religious perspective. Investigative processes and research skills Interpreting, analysing and synthesising information Forms of communication that present findings and conclusions Note Scaffolding may be required to support student use of text as well as to direct their attention to what is most relevant. For instance: Key words may need to be defined or clarified Background, contextual information may be required The text may need to be broken up into smaller sections and linked to comprehension questions before exploring the meaning of ideas contained in the text Some text may need to be simplified or summarised 17/02/2016 SUGGESTED LEARNING ACTIVITIES RESOURCES Task Explore ONE of the following: The development of religious freedom Examine a range of resources dealing with the development of religious freedom The historical development of religious freedom http://www.religiousfreedom .com/index.php?option =com_content&view =article&id=378&Itemid=18 Religious freedom: Vatican II modernises churchstate ties http://www.catholicnews .com/data/stories/cns /0505798.htm Overview of the Vatican document Dignitatis Humanae http://dignitatis-humanae.co.tv/ http://www.religiousfreedom .com/index.php?option =com_content&view =article&id=378&Itemid =18 http://www.catholicnews .com/data/stories/cns /0505798.htm http://dignitatis humanae.co.tv/ Respond to the following question: 1. Identify the important steps in the development of religious freedom 2. Summarise the key features of each step 3. What impact did this particular search for freedom have upon the development of religion? OR Amazing Grace Choose a particular issue concerning freedom and investigate its historical context. Issue: Investigate the struggle to end slavery as presented in the film Amazing Grace Focus question: How did the struggle to end slavery impact upon religion? As part of your investigation consider the following questions: 1. What role did the search for freedom play in this issue? 2. How did this search or desire for freedom impact upon the issue? 3. How did religion interact with this issue? 4. Why was this issue significant for religion? 5. What impact did this issue have on religion? 19 YEAR 12 – SEMESTER TWO 3BREL SENIOR SECONDARY RELIGIOUS EDUCATION CHAPTER FIVE FREE AND RESPONSIBLE (3 Weeks) KU 5: Catholics today, are called to be free and responsible in how they live For Catholics, the Sacrament of Penance offers people healing and freedom How does the Christian vision of freedom find expression in the lives of people? LEARNING AND TEACHING PROGRAM SYLLABUS CONTENT understanding freedom from a religious perspective structures and processes provided by religion in response to the search for freedom e.g. ritual cleansing, rites of passage, religious schools. SUGGESTED LEARNING ACTIVITIES Task 1. Read and discuss the comments made about the Sacrament of Penance in the following book review: http://www.acu.edu.au/__data/assets/pdf_file/ 0006/106674/Book_Review_Frank_OLoughlin.pdf 2. Research briefly the main points in the history of the Sacrament of Penance and present these findings in a timeline format. 3. Describe the purpose of the three steps in the Rite of Reconciliation, firstly from a human relationship point of view then from the aspect of restoring relationship with God. Investigative processes and research skills Interpreting, analysing and synthesising information Forms of communication that present findings and conclusions RESOURCES http://www.acu.edu.au/__ data/assets/pdf_file/ 0006/106674/Book_Review _Frank_OLoughlin.pdf OR 3. Students invite the parish priest or school chaplain to outline to them the significance of the steps in the Rite of Reconciliation and the key elements of the Sacrament of Penance. The priest needs to especially explain why the absolution is an essential part of the Sacrament of Penance. Exposition Describe how the Catholic Sacrament of Penance provides a process that supports and responds to people in the search for freedom. 17/02/2016 20 SENIOR SECONDARY RELIGIOUS EDUCATION CHAPTER FIVE YEAR 12 – SEMESTER TWO 3BREL FREE AND RESPONSIBLE (3 Weeks) KU 5: Catholics today, are called to be free and responsible in how they live The Church today preaches the Gospel of life, a vision for living today What does it mean to be free and responsible in today’s world? LEARNING AND TEACHING PROGRAM SYLLABUS CONTENT analysis of the interplay between individual, societal and religious views on the moral implications of issues e.g. overpopulation, global economy, pacifism ways this interplay shapes the way religion is perceived and understood in society Investigative processes and research skills Interpreting, analysing and synthesising information Forms of communication that present findings and conclusions SUGGESTED LEARNING ACTIVITIES Task 1. Read LAS 11: Being People of Life and identify the author’s point of view 2. Read LAS 12: The Truth About Catholic Social Teachings and outline what this article suggests about the Catholic understanding of individuality and collective responsibility, particularly in terms of how people should participate within society. 3. Summarise the main points of a condensed version of the Papal encyclical Evangelium vitae (Gospel of life). http://www.americancatholic.org/ Newsletters/CU/ac0995.asp OR http://www.priestsforlife.org/ magisterium/evvatsummary.htm 4. Explore the Catholic response and action to many of the issues affecting our world today by reviewing the information provided about a range of issues at the following website: http://www.dow.org.au/seeking/questions-from-life RESOURCES 12REL3B(LAS11) 12REL3B(LAS12) http://www.american catholic .org/Newsletters /CU/ac0995.asp http://www.priestsforlife.org/ magisterium/ evvatsummary.htm http://www.dow.org.au/ seeking/questions-from-life 5. Select one issue and investigate it in terms of the following: analyse the interplay between individual, societal and religious views on the moral implications of this issues ways this interplay shapes the way religion is perceived and understood in society OR 5. Select two/three issues and investigate each in terms of the following: Compare and contrast these issues in terms of their moral implications from the perspective of one religion analysis the interplay that occurs between individual, societal and religious views on the moral implications of these issues develop a synthesis of the ways such interplay shapes the way religion is perceived and understood in society 17/02/2016 21