2011
Textbook Pilot
Project
Offered as
WORLD RELIGIONS
30
for students in
ALBERTA
CATHOLIC SCHOOLS
Adapted Guide
for Alberta Teachers
World Religions –
A Canadian Catholic Perspective
Developed by
Char Deslippe and Kathy Inglis
Draft August-2011 1
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Preface
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ADAPTED GUIDE FOR ALBERTA TEACHERS
WORLD RELIGIONS: A CANADIAN CATHOLIC PERSPECTIVE
Background for the Teacher:
You are encouraged to explore all options detailed in the Teacher Resource Manual
that has been developed for the Novalis/Nelson textbook “World Religions: A
Canadian Catholic Perspective”. The Manual meets the Ontario requirements for a
five-credit course. The material in this Guide is based on Alberta Education timelines
for three-credit courses. To address our time restrictions, the revision team has
prioritized the textbook outcomes and content hoping not to compromise the key points
(important rituals, central beliefs, morality, family life, etc.) that should be covered in
the study of World Religions.
In order to make it easier to understand how this Guide relates to the original Teacher
Resource Manual, please note that we have listed all the steps suggested for developing
the lessons in the original manual indicating those that should be omitted, however, you
will find very quickly that you will need to prioritize further and leave out activities, and
instructional components. It seemed a simpler way for the teacher to determine what is a
priority. This is especially important as you explore student interests and background.
Some faith units are considered optional. Perhaps you plan to cover the chapter on
Buddhism; however, you have a student who really wants to learn more about Sikhism.
The student could tackle that chapter with your guidance as an independent research
project and complete an assignment in lieu of the other assignment options you will/have
presented to the rest of the class.
Overview of Course Presentation:
During the first week of classes, the usual introduction: course outline, teacher
expectations, etc, are covered. It may be helpful to offer a pre-assessment of student
familiarity with various World Religions as well as some terms from Catholicism. This
assessment should not be counted for marks but provides the teacher with a clearer idea
of the background students bring to the course. It also allows you to once again address
the issue of overlap - students who have taken religious studies in Alberta Catholic
Schools will have covered some of the content of world religions study. Agreeing to the
presence of that overlap is a condition of taking the course in its pilot stage.
Note to Teachers: the usual pattern is to choose one of the three chapters:
Hinduism, Buddhism and Sikhism. Choices will have to be made.
Allowing for demographic differences in Alberta Catholic School Districts,
a timeline that respects the need to adapt by choosing or omitting certain chapters
is suggested as follows:
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Chapter One: Definition of Religion, what are the Major World Religions and
What is Religious Pluralism (4 hours)
The focus is on the goals of dialogue, how to engage in dialogue and the four type of
dialogue. This is key content as each chapter concludes with a section on interreligious
dialogue. The definition of religion is also a cornerstone for meeting the Alberta
Education outcomes requirements.
Chapter Two: Who Are Catholics (5 hours)
The chapter content is important in that your students’ background and familiarity with
Catholicism may be quite varied. You may need to spend more time on the activities in
the chapters that deal with the differences between what Catholics and adherents to a
particular religion believe. Or you may want to handle this section with some remedial
work outside of class time as would be done in other academic courses for students
whose background is deficient.
Chapter Three: The Story of Canadian Aboriginal Spirituality (7 hours)
The spirituality and spiritual traditions of all Aboriginal peoples in Canada are rooted in a
similar worldview – that everything that exists in the natural world has a spirit, and is
interconnected. Aboriginal spirituality has a strong connection to the physical
environment and to oral traditions whereby sacred teachings were and are passed down.
Contemporary efforts for reconciliation and renewal are explored.
Chapter Four: The Story of Judaism (7-10 hours)
Since the Catholic faith emerged from Judaism, the life, death and resurrection of Jesus
and the teachings of the New Testament can only be fully understood when viewed as
deeply rooted in the sacred tradition of the Hebrew Scripture.
Chapter Five: The Story of Christianity (omit but useful as teacher reference)
Many of the outcomes for this chapter will be covered in the re-designed Religious
Studies 25 course; others are covered in previous religious education courses.
Chapter Six: The Story of Islam (7-10 hours)
Islam is one of the fastest growing religions in Canada. Like Judaism and Christianity,
Islam traces its roots back to Abraham. Although Islam does not recognize Jesus as both
human and divine, he is considered a revered prophet who plays a special role in what has
happened and what is to come.
Chapter Seven: The Story of Hinduism (7-10 hours)
The vocabulary introduced in this chapter is extensive but there are key terms students
should know to make discussion, reading and writing assignments easier. Of particular
interest will be Hindu and Catholic relations as reflected in the life of Gandhi and
Christian missionaries.
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Chapter Eight: The Story of Buddhism (7-10 hours)
The content here deals with the life of the founder, Siddhartha Gautama and the historical
development of different forms of Buddhism. Various rituals, central beliefs, moral
guidelines and family life are all discussed. The chapter concludes with a section on the
relationship between the Catholic Church and Buddhism.
Chapter Nine: The Story of Sikhism (7-10 hours)
Depending on your demographic location, students may or may not be exposed to Sikh
beliefs and their relationship to the beliefs of Hinduism and Islam. Of particular interest
may be the Sikh code of moral conduct emphasizing social justice and equality.
Chapter Ten: Modernity and Religion (1-4 hours)
This chapter deals with the numerous movements, trend, and beliefs that have developed
in the wake of globalization (modernity) and the influence modernity and religion have
had on each other and on life in Canada.
Chapter Eleven: Living Faith Today (2-5 hours)
The concluding chapter highlights and reviews key concepts that were discussed
throughout the text and offers an opportunity for further summative evaluation. The
chapter explores ways to become involved in ecumenical and interreligious dialogue,
which will define the lives of Catholics and concern all people in this century.
Total: 40 - 45 classes including introductory course lesson and time as part of each
longer chapter development for one period of work on a chapter task, major project
or some kind of written assessment.
Getting Started:
The first lesson will likely follow the usual pattern, i.e. the teacher becoming familiar
with the students in the class, students becoming familiar with one another, after which a
general presentation of what students can expect in the course should be given. Perhaps
choose an icebreaker that encourages students to mix. Then review course requirements
in terms of the weight given to chapter tasks, the choice of a major project, exams, and
daily activities. The teacher will need to be flexible - providing enrichment and
adaptation of the material to reflect the various learning styles and backgrounds of
students in the class.
As part of this introductory lesson, teachers could raise the question, “What is Religion?”
One approach to doing this begins with placing the following statements on the
screen/board.
1. Religion is the human encounter with the divine mediated through sacred texts,
and rituals. It helps individuals and communities respond to eternal questions of
existence and provide a moral framework for daily life and relationships.
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2. Religion is the organized structure or path for practicing one’s faith.
3. Faith is the personal belief system through which a person guides his or her life.
4. Spirituality is the personal response in word and action to the desire within humans
for a connection to the divine and all of creation.
Students then rate the statement(s) from 1 (low) to 5 (high) to reflect their understanding
of the term(s).
Following this exercise, the term “world religions” is introduced. The teacher reminds
students that in a course such as this, a limited number of religions will be included in the
study. Identifying which religions will be included provides a framework for what
students can expect.
Assessment:
In addition to the daily lessons designed to develop student understanding and respect for
various world religions, the commitment to developing respect for various forms of
prayer, and, in most jurisdictions a commitment to one or more service projects
addressing social justice issues were viewed as essential components of Alberta high
school religious education curricula. The TEACHERS RESOURCE MANUAL
(TRM)for WORLD RELIGIONS, A Canadian Catholic Perspective, offers many
assessment ideas and some of these have been collated in this guide at the end of each
unit.
Consider the following plan in teaching the course for the first time:
The Adapted Guide for Alberta Teachers - World Religions: A Canadian Catholic
Perspective suggests the following percentages be assigned to course work:
Service Project: (10%-15%)
Sometime while teaching Chapter 3 you may introduce a course service project
requirement (possibly when discussing the story of Candace (STUDENT BOOK SB 67).
The service project may be an individual, small group or entire class initiative that
addresses local or global injustices or charity initiatives. The emphasis of the grade must
be placed on the written reflection, rather than on the service activity.
Journal Entries: (5%)
Numerous journal suggestions appear throughout the course. Some may be developed as
oral discussions; others as written responses on the part of individual students. Five such
written responses are suggested as a minimum requirement. Journal Entry Assessment
Tools (AM 2 and AM 10) may be collected along with (or in lieu of) the Journal
Reflection to assist students in taking this task seriously.
Prayer Assignment: (5%)
Numerous suggestions are provided throughout the course to engage students in prayer,
including the opportunities to develop prayer services or meditations.
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Short Assignments: (10%)
These would include daily in-class assignments or homework such as graphic organizers,
concept maps or quick quizzes. One or two written assignments would be reasonable for
each major chapter covered.
Note to the Teacher: Consider offering a rotating set of choices for both the Chapter
Task Suggestions and the Major Course Assignment each time the course is taught.
Chapter Task Suggestions: (40% including ~ 8% for chapter quizzes)
The Chapter Task Suggestions focus on the specific religion being studied. Suggestions
are included for Chapters 1, 2, 3, 4, 6, 7, 8, 9, 10, and 11. Over the entire course, four
such Chapter Tasks could be required. Some class time has been set aside for work on
these. This marks category also includes marks for tests on various chapters or
combinations of chapters.
Course Anchor Assignment Ideas: (15%)
This category in the Alberta Program will include the suggestions for a Culminating
Performance Task (See notes TRM pgs. 298-299 and 321) and other major assignments
listed as Chapter Performance Tasks throughout the TRM (See examples TRM pgs. 41,
70, 157)
This is a cumulative project that could be considered as part of the final assessment but
introduced in the first class or two. The Assessment Master mid-point check-in, AM 8,
will be an important tool for you and for students as they work towards completion of this
Anchor Course Assignment.
When students are working on their major projects encourage them to submit their work
for formative assessment periodically through the allotted time for project completion.
AM 14 may be helpful.
Final Exam: (15%)
In developing an exit assessment or final exam, teachers should visit the test bank
provided on the Novalis/Nelson CD for ideas on chapter test or final exam questions.
Since the test bank questions are primarily knowledge based, dividing the final
assessment between a skills project and formal written examination facilitates the desired
balance in assessment. This may require some negotiation within your division or school.
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OBJECTIVES for WORLD RELIGIONS 30
As Prescribed by the Alberta Department of Education
“The objectives of the courses in religious studies are to provide an opportunity to
experience a number of cultural, historical and contemporary issues from a religious point
of view, and through the study of religion as a separate discipline to develop a philosophy
based upon values conducive to ethical and moral behavior and reflected in an
understanding of human worth.”
(Government of Alberta, Report of the Commission on Educational Planning.)
Learning Objectives ( BOLD WORDING) prescribed by Alberta Education for
World Religions 30 are covered in the following lessons, textbook and units of study:
Objective 1 - Meaning of religion
See the introductory lesson detailed in the Adapted Guide for Alberta Teachers: World
Religions – A Canadian Catholic Perspective and the Teacher’s Resource Manual
(TRM) and Student Book (SB) for, “World Religions – A Canadian Catholic
Perspective”, Chapter 1 (World Religions and Religious Pluralism) and Chapter 11
(Living Faith Today).
Objective 2 - Development of religion
See the historical development of the following religions found in
Chapters 2 (Who Are Catholics?), 3 (Aboriginal Spirituality), 4 (Judaism), 6 (Islam), 7
(Hinduism), 8 (Buddhism), 9 (Sikhism), and 10 (Modernity and Religion) of the
Teacher’s Resource Manual (TRM) and Student Book (SB), “World Religions – A
Canadian Catholic Perspective”.
Objective 3 - Faith is the core element of religion
See the Teacher’s Resource Manual (TRM)and Student Book (SB) “World Religions – A
Canadian Catholic Perspective”, Chapter 11 (Living Faith Today).
Objective 4 - Major religions of the world, and
Objective 5 - Basic beliefs and practices of the major religions
of the world.
A comprehensive explorations of major religions may be found in
Chapters 2 (Who Are Catholics?),3 (Aboriginal Spirituality), 4 (Judaism),
6 (Islam), 7 (Hinduism), 8 (Buddhism), and 9 (Sikhism) of the Teacher’s Resource
Manual (TRM) and Student Book (SB), “World Religions – A Canadian Catholic
Perspective”.
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ALBERTA CATHOLIC SCHOOLS
WORLD RELIGIONS 30 OUTCOMES
Including a Correlation Between
THE GENERAL DIRECTORY FOR CATECHESIS (GDC) AND
The Textbook WORLD RELIGIONS, A Canadian Catholic Perspective
Students will…
Outcome A: Be nurtured in the Catholic faith as
they deepen their understanding that all
religions are a communal search for truth and
relationship with the Divine.
WR Text: Chapter 2
Task 1 GDC
(Promote Knowledge of the
Faith)
Outcome B: Grow in understanding of the historical
development, central beliefs and practices,
prayer rituals, symbols, sacred writings,
family traditions and moral guidelines
associated with various religions.
WR: Chapters
2, 3, 4, 6, 7, 8, 9
Task 1 GDC
(Promote Knowledge of the
Faith)
Outcome C: Compare the importance of sacred
space, worship and prayer within various
religious traditions.
WR: Chapters
3, 4, 6, 7, 8, 9
Task 2 GDC
(Liturgical Education)
Outcome D: Demonstrate an understanding of
moral norms as a practical expression of faith
that shapes human behavior.
WR: Chapters
3, 4, 6, 7, 8, 9
Task 3 GDC
(Moral Formation)
Outcome E: Participate in a variety of Catholic
prayer ritual experiences.
WR: Chapters 4
Task 4 GDC
(Teaching to Pray)
Outcome F: Describe the nature of interreligious
dialogue and discuss why it is necessary for
peace and justice.
WR: Chapters
6, 7, 8, 9, 11
Task 5: GDC
(Educating for
Community Life)
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Outcome G: Describe the relationship of religious
moral precepts to social responsibility, and
offer opportunities to participate in activities
promoting peace, justice and the betterment
of society in general.
WR: Chapters 3, 6
Task 6: GDC
(Missionary Initiation)
Outcome H: Grow in the ability to respond to the
challenges of living in societies with religious
pluralism, identifying movements, trends and
beliefs within modern times and their impact
on religion.
WR: Chapters 10, 11
Tasks 1 and 5: GDC
(Promoting Knowledge of
the Faith and Educating for
Community Life)
Outcome I: Recognize proclamation and dialogue
as two dimensions of the Catholic Church’s
evangelizing mission.
WR: Chapter 11
Tasks 1, 5 and 6: GDC
(Promoting Knowledge of
the Faith, Educating for
Community Life, and
Missionary Initiation)
(Pr
Outcome J: Acknowledge the need to respect all
religions and cultures, accepting
interreligious dialogue as an opportunity to be (Pr
enriched by each other and not as a cause for
division.
WR: Chapters 1, 11
Tasks 1 and 6: GDC
(Promoting Knowledge of
the Faith and Missionary
Initiation)
Outcome K: Develop the knowledge and skills
necessary for research and effectively
communicating their findings.
WR: Chapters
1, 10
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CHAPTER 1:
WORLD RELIGIONS AND RELIGIOUS PLURALISM
Teacher Resource Manual (TRM) pgs. 1 – 25
Student Book (SB) pgs. 2 – 29
General Learning Outcomes: Students will…
Outcome F: Describe the nature of interreligious dialogue and discuss why it is
necessary for peace and justice.
Concept K: Develop the knowledge and skills necessary for research and effectively
communicating their findings
Chapter 1 Specific Learning Outcomes: Students will…



acknowledge the challenges of living in societies with religious pluralism
learn about the Catholic Church’s position on interreligious dialogue
view dialogue as a new way for believers of different world religions to live
together
appreciate the need to respect all religions and cultures and the good that is found
in them
describe the principles for the study of world religions and the four ways of
participating in interreligious dialogue


WE ARE PRESUMING there has already been an introductory lesson –
getting to know the students, introducing the material and covering the
definition of RELIGION.
Class #1 - Covers Lessons 1 and 2 of Chapter One in the TRM
Possible Assessment Materials:
BLM 1.1
BLM 1.2
Lesson One: Religious Pluralism in Canada
TRM pgs. 1 – 8 SB pgs. 2 - 5
(75 minutes recommended - cut to 40)
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Chapter1: World Religions and Religious Pluralism
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1. Getting Started
15
See TRM pg. 3. Begin by focusing on Canada’s multiculturalism and the need to
understand and respect the religious beliefs of others. Adapt the content in the six Bullets
TRM pg. 3 for discussion. Conclude with the important point that Canada’s diversity is
its greatest distinguishing characteristic (Bullet 7).
2. Brainstorm
5
Briefly draw attention to the photo and quotation on pg. 2 of the text. Draw responses to
the question on pg. 2 from several students.
3. Media Survey (omit)
4. Biblical Analysis and Journal Reflection
10
Describe the three forms of journal writing students will be asked to undertake in the
course. Pg. 40 of the student text in Chapter 2 provides further direction on how to
reflect and write a journal. This will be reviewed again with the first journal assignment.
You won’t have time to complete the BLM 1.1 or use the Assessment Master Journal
Checklist. Just be aware the latter can be used with other journal options.
5. Think Pair Share
10
Direct students to read pages 4 and 5 of the text. Draw attention to the Skill Focus: How
to Engage in Dialogue on page 11. Place the questions TRM pg. 6 on the board.
Students record their own thoughts, and then share them with a partner or small group.
6. Canadian Multicultural Policy: Debate (omit) If you choose a debate option later
in the course, refer to TRM pgs. 6 – 8 to use as a guide for students preparing to debate.
Do have the students refer to page 5 of their text and record the answers to questions 1 &
2 “Check Your Understanding” in their notebooks.
Lesson Two: The History of Religious Pluralism and the Goals of Dialogue
TRM pgs. 8 – 11 SB pgs. 6 - 11
(75 minutes recommended - cut to 35)
1. Getting Started: Challenge TRM pg. 9 (omit)
2. Jigsaw and Poster or Flyer: Ground Rules for Living Together 25
Direct students to read pgs. 7 - 9 in their text and summarize the four ground rules for
living together. Continue using the jigsaw strategy described TRM pg. 10. Distribute
BLM 1.2 and direct students to complete the chart. Omit the last three Bullets and D1
“Extra Support”.
3. Group Discussion: TRM pg. 10
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4. Think Pair Share
10
This is clearly outlined to develop student’s understanding of the terms “tolerance” and
“dialogue”. Students will read pages 10 and 11 in their text and compare and contrast the
terms. Take note of the definitions and the “Note to the Teacher” in the margin, TRM pg.
11.
5. Discussing Matthew 13: 24-30
5
This is a worthwhile activity that would reinforce the lesson on ground rules for dialogue.
If you have time, include it. If not, make the following point: “Be careful not to use
Scripture verses in isolation, i.e. to prove a point. Remind students to make sure they
have the whole story (in context).
Class #2 - Covers Lessons 3, 4 and Lesson 5 of Chapter One
Possible Assessment Materials:
AM 9
Journal Reflection AM 2
BLM 1.4
Lesson Three: Christianity and Evangelization
TRM pgs. 11 - 16 SB pgs. 12 - 19
You may omit all of Lesson 3: “Christianity and Evangelization” TRM pgs. 11 – 16 and
SB pgs. 12 – 19. This material will be covered in the new R.S. 25 course.
Lesson Four: Catholics and Other Religions in the 20th and Early 21st Centuries
TRM pgs. 17 – 20 SB pgs. 20 – 24
(225 minutes recommended cut to 50)
1. Getting Started
20
Consider beginning class with prayer using the scripture story of Mary’s “Yes” (Luke 1:
26-38) and perhaps the Magnificat prayer, either directly from Luke 1: 46-56 or a version
from a Catholic Hymnal.
Choose Option 1: Discussion, or Option 2 – the Video “I Believe in Respect” (See
Teacher’s Centre on the website. The video option is highly recommended). Invite
student responses to the statements provided on TRM pgs. 17-18.
2. Poetic Response (if time permits)
The directives TRM pg. 18 invite students to compare a quote from Voltaire (TRM pg.
18) with one from Pope John Paul 11 found on pg. 20 of their text. Do this orally (as a
large group) but omit the last four Bullets TRM pg. 19. You won’t have time for the
creative writing response.
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3. Interreligious Dialogue
15
Read the “Note to the Teacher” in the margin TRM pg. 19. This lesson is foundational to
the course and the learning you want to facilitate should be clear in your mind and in the
students’ minds.
Using Option 1: Jigsaw TRM pg. 19 and SB pg. 21. You will need copies of BLM 1.4
for small group discussion and responses to be shared with the large group.
4. Role-Play
15
An alternate approach or learning reinforcement might be to post the Ten
Commandments of Interfaith Dialogue BLM 1.5 around the room. Invite students to
stand under the commandment they consider “most important”. They should be able to
explain their choices. To summarize this, you might invite them to write a summary
paragraph or list of points to remember in their notes or submit a Journal Reflection.
5. Writing Guidelines for Approaching the Study of World Religions. You may want
to give a full class to this material.
In addition to this material there are other sections in the TRM and Student Book, in
chapters you may not cover that will help students develop or expand their research and
writing skills. Please consider using some or all of the following during this class. These
occur on:
 SB pg. 142 on Gathering and Organizing Information and TRM pg. 115.
 SB pg 154 on Using Primary and Secondary Sources and TRM pg. 125.
 SB pg 236 on Web Research and Evaluating Websites
 You may want to look at other Skills Focus sections of the text as well.
Lesson Five: Proclamation and Mission
TRM pgs. 21 - 25 SB pgs. 25 - 28
(150 minutes recommended - cut to 25)
1. Getting Started
5
TRM pg. 22. This touches on the evangelizing mission of the Church. The story of St.
Paul’s conversion should be a familiar one.
2. Concept Map: Interreligious Dialogue
15
Using pages 25 - 27 of the student text have the students write a brief description of the
four types of interreligious dialogue including both a general definition and four specific
ones.
3. Review of Primary Documents: Nostra Aetate (omit as student activity), however,
it is important that you as the teacher know the major points of this document and draw
on it throughout the course.
4. Analysis and Application of Nostra Aetate (see point 3) This activity may be
considered as a major project for the course.
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5. Media Research and Presentation (Enrichment)
Follow the directives TRM pg. 24 if offering this option as a chapter task. Otherwise you
may find examples of the same and bring them to class drawing attention to the fact that
interfaith dialogue is on-going.
6. Chapter Performance Task: Create a Logo (omit)
7. Catholic Approach
5
TRM pg. 25 Choose either Option 1: Journal Reflection or Option 2:
Mind Map. Direct the students to complete these individually and submit for assessment.
Criteria for Catechesis: REMEMBER
The Catholic Vision would entail students demonstrating respect
for the following key beliefs:
∞ All are called to catholic unity with God, a unity reflected in the Trinity
∞ All Christians are called to participate in the mission of Jesus Christ: to
bring truth and God’s salvation to the world so that all might be one
∞ Nostra Aetate from Vatican II is a guiding document for Catholics on how to
approach other faiths and it teaches that all that is good and true in other
religions deserves our respect
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Chapter1: World Religions and Religious Pluralism
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Assessment Ideas in Chapter One:
World Religions and Religious Pluralism
In journal writing assignments, the language of the text is often personal. For example
“What are the challenges you have experienced?” Since some students may not be
prepared, willing or engaged by such personal language be prepared to offer flexible
wording, such as “a teenage follower of Jesus” for the word “you” or phrasing the task to
“What challenges do you think “I” (your teacher) might experience…?
With such a short chapter it is not likely you will take the time for a chapter task
assignment, however, if you want some ideas for assessment consider the following:
Journal Idea:(use AM 2 or AM 10 for assessment).
o TRM 25 Journal Reflection on the textbook approach.
Short Assignments:
o TRM pg. 9 -10 Students create a poster or flyer on the Ground Rules for Religions
Living Together based on work done on BLM 1.2.
o TRM pg. 19 Dialectic Journal "What are eight important things you have learned
about the nature of and need for interfaith dialogue from this chapter study?"
What questions do you have about interreligious dialogue? Use the material from
BLM 1.4 and 1.5.
o TRM pgs. 23-24 Media Research and Presentation on Interreligious Dialogue.
o TRM 25 Mind Map on Catholic Approach to the study of World Religions Use
AM 9 for assessment.
Chapter Task Suggestion:
After completing chapters one and two, give a short quiz covering this material. A CD
Test Bank has been provided but make sure you select only questions measuring student
understanding of the material you covered.
Course Anchor Assignment Idea:
o TRM pg. 23 Investigation of the Primary document Nostra Aetate
using AM 12 and AM 13 for assessment. This may work well for academically
strong students who also have a strong family background in Catholicism.
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Chapter1: World Religions and Religious Pluralism
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CHAPTER 2: WHO ARE CATHOLICS?
Teacher Resource Manual (TRM) pgs. 27 - 56
Student Book (SB) pgs. 30 - 65
General Learning Outcomes: Students will…
Outcome A: Be nurtured in the Catholic faith as they deepen their understanding that all
religions are a communal search for truth and relationship with the Divine.
Outcome B: Grow in understanding of the historical development, central beliefs and
practices, prayer rituals, symbols, sacred writings, family traditions and moral guidelines
associated with various religions.
Specific Learning Outcomes: Students will…

reflect on ways in which their families have contributed to the formation of their
own faith
acknowledge the origins of Catholicism, a religion rooted in the life of Jesus and
Jewish tradition
recognize the power of rituals to initiate people into a religion and form them into
a people
identify the sacraments as seven central Catholic rituals
review the composition of the liturgical year
name the core Catholic beliefs: the scriptures and the Creed





Class #1 – Covers Lessons 1, 2 and 3 of Chapter Two
Possible Assessment Material:
Journal Reflection
Lesson One: An Introduction to Catholicism
TRM pgs 28 – 30 SB pgs. 30-31
(75 minutes recommended – cut to 15)
1. Getting Started: KWL Chart (omit)
2. Interview and Report
15
See TRM pg. 28 but handle this as a class discussion covering points 1, 2 and 3
on pg. 29.
3. Journal Reflection (optional)
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Chapter 2: Who are Catholics?
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Lesson Two: Catholicism in Canada
TRM pgs. 30-32 SB 32-33
(75 minutes recommended – cut to 10)
1. Getting Started
10
Draw attention to the map on pg. 33 SB summarizing the information on pg. 32 SB.
Elicit from students the answers to Questions 1, 2, and 5 on pg. 33 SB. TRM pg. 31 has
other questions and sample answers you may like to use.
2. Pie Chart (omit)
3. Catholic Contributions (omit or use as chapter task option)
4. Historical Overview (optional)
See TRM pg. 32and have students share any additional knowledge they have relative to
the time line.
Lesson Three: The History of Catholicism
TRM pgs. 32 – 36 SB pgs. 34 – 37
(75 minutes recommended – cut to 50)
1. Getting Started: The Baptism of Jesus, and
2. Think Pair Share: Incarnation
15
Direct students to read about the birth, commissioning, life death and resurrection of
Jesus on pgs. 34-35 SB. Focus on the Incarnation. Draw attention to the questions pg.
34 TRM and develop students’ understanding of Jesus as both man and God, human and
divine. The Council of Nicaea in 327 CE promulgated this truth.
3. Individual and Group Project (optional chapter task)
5
If time permits, invite students to share their individual or school’s response to the call to
follow Jesus.
4. Scripture Analysis: Who Do You Say I Am?
Follow the prompts on pgs. 34-35 TRM.
20
5. Research and Report: Icons (omit or suggest as chapter task option)
6. Think Pair Share: Images of Jesus
10
Direct students to the images of Jesus on pg. 35 SB. Discuss the questions provided in
TRM pg. 35 related to SB pg. 35.
7. Poster (omit)
8. Multimedia Presentation (possible chapter task)
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Chapter 2: Who are Catholics?
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Class #2 – Covers Lessons 4, 5, and 6 of Chapter Two
Possible Assessment Materials:
BLM 2.1
BLM 2.2
AM 10
Lesson Four: Rituals
TRM pgs. 36 – 41 SB pgs. 37 – 45
(150 minutes recommended – cut to 30)
Note to the Teacher: Prior to teaching this lesson, read the “Notes to the Teacher” on
TRM pgs. 38, 39, 40, and 42. Depending on the make-up of your class, more (or less)
time may be needed to provide a basic understanding of Catholicism.
1. Getting Started, or
2. Brainstorming
10
Choose either approach to ensure students can identify the difference between religious
and non-religious rituals.
3. Letter Writing (omit)
4. Read and Reflect: Elements of a Religious Ritual
15
Direct students to read pgs. 37 – 41 SB and respond to the questions TRM pg. 38. You
may wish to have students work in pairs (Dl TRM pg. 38) taking notes on this section.
5. Group Work
5
TRM pg. 39. Choose one Catholic ritual to use as an example of the criteria listed in the
Bullets SB pg. 39.
6. Journal Reflection (omit)
7. The Sacraments (consider Option 1 as a chapter task)
8. Teaching Mass (optional)
Especially for the next few years, in light of changes to the Roman Missal, this may be
helpful if you have a presider who can address the elements listed. See the “Note to the
Teacher” TRM pg. 40.
9. Journal Reflection (omit unless you organized a teaching Mass or have had a
recent School Liturgical Celebration or Mass)
10. Chapter Performance Task: Creating a Ritual
Follow the directives TRM pg. 41 using BLM 2.1
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Chapter 2: Who are Catholics?
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Lesson Five: Marking Time
TRM pgs. 41 – 45 SB pgs. 46 – 51
(75 minutes recommended – cut to 30)
1. Getting Started, and
2. Discussion
10
Using TRM pgs. 42-43, allow ten minutes for reading Ecclesiastes 3: 1-8 and making the
point that taking time for rituals helps form people in their faith “because rituals teach
what words alone cannot express”. You won’t have time for the video clip suggestions
but can address the questions pg. 43 of the TRM. Students should read pgs. 46-47 SB
and create a point form summary of information.
3. Venn Diagram or Image
Cover Bullets one and two (only) TRM pg. 43.
5
4. Creating a thematic Liturgy of the Word
10
Refer to the liturgical calendar pg. 47 SB and provide information in Bullets 1 and 2, pg.
44 TRM. A thematic Liturgy of the Word could be a chapter task option using BLM 2.2.
5. Independent Project: Biography Web (possible chapter task option.)
Lesson Six: Rituals and Community
TRM pgs. 45 – 47 SB pgs. 51 – 54
(75 minutes recommended – cut to 20)
1. Getting Started (omit Option 1 and 2)
2. Brainstorm, and
20
3. Think Pair Share
TRM pg. 46. Students will brainstorm following the lesson as developed and then read
pgs. 52-53 SB. Discuss the questions in “Check Your Understanding” pg. 54 SB.
4. Interview and Report (optional chapter task)
Class #3 – Covers Lessons 7, 8, and 9 of Chapter Two
Possible Assessment Materials:
BLM 2.3
Journal Entry
Lesson Seven: Central Beliefs
TRM pgs. 47 – 52 SB pgs. 55 – 58
(150 minutes recommended – cut to 50)
Prior to teaching this lesson, read the “Notes to the Teacher” on TRM pgs. 49 and 51.
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Chapter 2: Who are Catholics?
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1. Getting Started, and
2. Scripture Drama
10
Omit both suggestions unless you have adequate time. A comment about religious music
(see TRM pg. 49) will suffice unless you want to have a piece of monastic (Taize) music
playing as students arrive for class. The parable role-playing opportunity was likely
given in an earlier religious education class. Role-playing is an enjoyable activity but
your time restrictions make preparing and performing role-plays a less viable option.
Rather, choose one parable and cover questions 1 and 3 plus “i” pg. 49 TRM. You may
want to remind students that in trying to understand the parables, we must first consider
the audience for whom the message was intended; secondly, ask what truth the parable is
trying to explain; thirdly, explore how it was understood in Jesus’ time and finally,
discern in what ways the message is relevant today.
3. Writing a Personal Creed (chapter task option)
Provide the questions TRM pg. 50.
4. Jigsaw and Graphic Organizer
10
Direct students to read pgs. 56-58 SB and compile notes on the three distinct parts of the
Creed.
5. The Creed
Following the suggestions on TRM pgs. 50-51, either Option 1: Scripture Search and
Graphic Organizer or Option 2: Compare and Contrast, may be used as chapter tasks.
Suggest that D1 Enrichment may enhance the option.
6. The Trinity: Independent Project (chapter task)
Use BLM 2.3 Images of the Trinity to guide students in completing the assignment.
Lesson Eight: Morality
TRM pgs. 52 – 54 SB pgs. 58 – 62
(75 minutes recommended – cut to 25)
1. Getting Started: Meditation
Use BLM 2.4 Guided Meditation on the Beatitudes.
15
2. Discussion
10
Direct students to SB pgs. 58 – 62 to read about morality. Ask them to share what they
believe is the most important moral norm for living together TRM pg. 53. End the
sharing by summarizing their insights and responding to questions 1 and 2 pg. 62 SB.
3. Independent Project: The Sanctity of Life,
4. Article Summary, and
5. Social Justice
All can be used as chapter task options. See TRM pgs.53-54.
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Chapter 2: Who are Catholics?
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Lesson Nine: Family Life
TRM pgs. 55 – 56 SB pgs. 63 – 65
(75 minutes recommended – cut to 30)
1. Getting Started
10
Visit the Teacher Center of the website for “My Grandfather’s Prayer”. Alternative
stories are suggested in the “Note to the Teacher” TRM pg. 55. Place the journal starter
TRM pg. 55 on the board as an option to be considered later.
2. Guided Reflection
10
Use the questions TRM pg. 56 to help students reflect on their own spiritual development
and the role that members of their (extended) family have played in teaching them about
God and their faith. A second journaling option is suggested, i.e. students use images or
words (or both) to express their thoughts and feelings about the role of family in spiritual
life of its members.
3. Think Pair Share and Poster Presentation
10
After students read pg. 63 SB, discuss the scenario on pg. 56 TRM. Omit the poster.
Class #4 – Time set aside for work on chapter task or major project.
Criteria for Catechesis: REMEMBER
The Catholic Vision would entail students demonstrating respect
for the following key beliefs: Catholics believe…
∞ In God the Father almighty, creator of heaven and earth
∞ In Jesus Christ, the Son, our Lord, who was born of the Virgin Mary,
was crucified, died, and was buried, rose from the dead, and is now seated
at the right hand of the Father
∞ In the Holy Spirit, the holy Catholic Church, the communion of saints,
the forgiveness of sins, the resurrection of the body, and life everlasting
∞ In one, holy, catholic and apostolic Church
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Chapter 2: Who are Catholics?
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Assessment Ideas in Chapter Two: Who are Catholics?
Note to the Teacher: This chapter continues the conversation with the students on
journaling skills. For yourself review two sections of the Introduction in the TRM xxviii
on Reflection and xxix on Journal Writing. In Chapter 1 you outlined for the students
three types of journal writing – TRM pg. 5.
Journal Ideas: (use AM 2 and AM 10 to assess).
o TRM pgs. 29-30 Journaling on ideas and feelings about their life experiences of
faith.
o TRM pg. 39 Journal Reflections on Pilgrimages and Bishop Paul-André
Durocher.
o TRM pg. 40 Reflection after a teaching Mass. See SB 45.
o TRM pg. 42 Journal Reflection based on how we spend time – bottom of the
page.
o TRM pg. 56 Journal Reflection on how they learned to pray and the role of family
in the spiritual life of its members.
Short Assignments:
o TRM pg. 43 Creating a Diagram of the Catholic Liturgical Calendar. See SB pg.
47. This may be a good option for students on a modified program.
o TRM pg. 51 and SB pgs. 56-58 Graphic Organizer on the Creed. Use AM 9.
o TRM pgs. 50-51 Construct a T-Chart linking Apostles Creed and Scripture
passages.
o TRM pg. 51 Option 2 Compare and Contrast the Nicene and Apostles Creed using
a Venn Diagram AM 9.
o TRM pg. 54 Provide students with an article on the key principles of Catholic
Social Justice. They would then translate these into a large concept map with an
example and definition. The Graphic Organizer Rubric AM 9 may be helpful.
o TRM pg. 56 Shared preparation of a poster on how a Catholic family would make
Christ present in the home. The Oral Presentation Rubric, AM 16 and SelfReflection Tool, AM 10, might be used.
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Chapter 2: Who are Catholics?
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Chapter Task Suggestions:
o TRM pgs. 31-32 Create a pamphlet for their parish or faith community on the
visible signs of that group’s presence and outreach in the community. Use AM 5
for assessment.
o TRM pg. 34 Working from the class generated list of ways their school responds
to the call of Jesus, students take on one of the tasks listed in the middle of TRM
pg. 34 and add a one-page reflection on discipleship promotion. Use AM 5 for
assessment.
o TRM pg. 35 Enrichment project on Icons. This may be particularly appealing to
Eastern Rite and Orthodox Church members. See also the Teacher Centre of the
website for articles. AM 16 may work if the presentation is visual.
o TRM pg. 36 Multimedia presentation on key moments in the life of Jesus. AM 15
may be useful. This may be a good assignment for students on a modified
program.
o TRM pg. 39 Option 1 Poster on the elements of the Sacraments in light of what
students have learned about religious rituals.
o TRM pg. 44 Creating a Liturgy of the Word (see also “Note to Teacher” in the
side bar TRM pg. 42). Use BLM 2.2. and AM10. This assignment could be used
to fulfill the prayer component for assessment in this course.
o TRM pgs. 44-45 Creating a Biography Web on a Canadian Saint.
o TRM pg. 50 Writing a Personal Creed.
o TRM pgs. 51-52 Symbolically representing the Trinity. Background information
on the Teacher Centre of website. Use BLM 2.3 and AM 16.
o TRM pg. 54 Social Justice Poster on the Corporal Works of Mercy
AM 5 would be useful for assessment.
Course Anchor Assignment Ideas:
o TRM pg. 41 Major Assignment on Creating a Ritual. Use BLM 2.1 and AM 16
and perhaps AM 17.
o TRM pgs. 53-54 Sanctity of Life – with presentations in many different forms.
Each one requires a different student response form as well as perhaps AM 10 a
self-reflection tool. Consider adding the Extension D1 on TRM pg. 54.
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Chapter 2: Who are Catholics?
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CHAPTER 3:
THE STORY OF CANADIAN ABORIGINAL SPIRITUALITY
Note to the Teacher: This is important content for many school communities and a
presentation by a guest speaker should be considered. Work with the speaker on what you
want covered and plan how students can organize their notes from the lecture to correlate
with other chapter components.
Teacher Resource Manual (TRM) pgs. 57 – 84
Student Book (SB) pgs. 66 – 97
General Learning Outcomes: Students will…
Outcome B: Grow in understanding of the historical development, central beliefs and
practices, prayer rituals, symbols, sacred writings, family traditions and moral guidelines
associated with various religions.
Outcome C: Compare the importance of sacred space, worship and prayer within various
religious traditions.
Outcome D: Demonstrate an understanding of moral norms as a natural expression of
faith that shapes human behavior.
Specific Learning Outcomes: In the context of Aboriginal peoples’ spirituality,
students will…




appreciate the history of these spiritual traditions
describe some Aboriginal sacred practices and rituals
identify the spiritual beliefs and moral principles which guide family life
learn about contemporary religious efforts for reconciliation and renewal
Class #1 – Covers Lessons 1 and 2 of Chapter Three
Possible Assessment Materials:
KWL Chart AM 7
Journal Checklist AM 2
Group-work Self Assessment AM 6
BLM 3.1
BLM 3.2
BLM 3.3
Lesson One: An Introduction to Aboriginal Spirituality
TRM pgs. 57 - 62 SB pgs. 66 - 67
(75 minutes recommended - cut to 40 minutes)
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Chapter 3: The Story of Aboriginal Spirituality
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1. Getting Started
10
Students use a KWL chart(take time to introduce these charts if not already used) to
identify what they already know, and what they would like to learn from the chapter.
Distribute AM 7 and direct students to “What You Will Learn” pg. 67 of the text. They
will use this list to help complete the columns. After concluding the chapter, they will
complete the final column of the chart.
2. Reflection and Discussion
10
Reverently read Chief Yellow Lark’s prayer pg. 66 SB and discuss with students how his
spirituality is closely connected to creation. Use the questions TRM pg. 60 as guide.
3. Reflecting on Aboriginal Art
10
Use the “Note to the Teacher” p. 60 TRM to help students appreciate the symbolism of
the painting “Angel of the North” SB pg. 66.
4. Enrichment: Group Analysis and Presentation (omit or use as
chapter task option)
5. Creating a Plan of Action
10
Read story, SB pg. 67, but omit the activities unless you have not introduced service
work. Share reasons why Christians engage in helping/service/charity/justice work.
6. Introduction to Chapter Performance Task Options
Option 1
BLM 3.2 Multimedia Presentation
Option 2
BLM 3.3 Children’s Guide
Option 3
BLM 3.1 Aboriginal Spirituality and Art.
10
Pick the appropriate BLM to go with your choice of tasks. See also the list at the end of
this chapter’s notes.
Lesson Two: Aboriginal Peoples in Canada and the History of Aboriginal
Spirituality
TRM pgs. 62-66 SB pgs. 68-77
(75 minutes recommended – cut to 40)
1. Getting Started (omit but consider fitting in a speaker/video later)
2. Discussion
5
Read SB pages 68-69 and pg. 72 and ensure students recognize the distinct groups –
particularly those Aboriginal communities geographically closest to them. Direct students
to add definition of Métis, First Nations, Inuit, Indigenous and Aboriginal to their notes.
The following definitions may be helpful:
Métis – a person of mixed ancestry, in Canada the offspring of a Native American
and a white person, especially one of French ancestry
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Chapter 3: The Story of Aboriginal Spirituality
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First Nations – first inhabitants of the land that is now Canada
Inuit – and Aboriginal people; the word itself means “the people”
Indigenous – refers to native, original, or earliest known inhabitants of a region
Aboriginal peoples – a broad term referring to people who are First Nations,
Métis, and Inuit
3. Mind Map
10
Students read SB pages 70-72 creating a class mind map to summarize the information.
Save this mind-map to be enhanced with information from future classes (guest
speaker/video).
4. Jigsaw (omit or use as chapter task option)
5
The jigsaw game isa good but optional exercise. Do take time to develop the first and
second Bullets (TRM pg. 64) which introduce the term “worldview”. “Worldview” is a
key concept students will need throughout the course.
5. Class Discussion
10
Students read to review how events associated with colonization impacted Aboriginal
peoples in Canada (SB pg. 73-75). Define and discuss the attempts to “assimilate”.
6. Journal (optional)
7. Making Decisions through Consensus
10
TRM p. 66 introduces the concept of making a group decision, using consensus. The
student book outlines the process on pg. 77. Time will not allow group
discussion/practice of this skill but you can assign TRM pg. 66, the 5th Bullet(i and ii) for
written reflection.
Class #2 - Covers Lesson 3 of Chapter Three
Possible Assessment Materials:
Graphic Organizer Rubric AM9
Guest Speaker Feedback/Video Summary or Journal Reflection
Lesson Three: Rituals
TRM pgs. 66 – 71 and SB pgs. 78 – 85
(150 minutes recommended – cut to 75)
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Chapter 3: The Story of Aboriginal Spirituality
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1. Getting Started
20
TRM pg. 67. Introduce students to the Aboriginal belief that a force or spirit within
nature resides in all things. A Catholic worldview is that all nature reflects the hand of
God. God lives within humans but not in inanimate objects. God is reflected in all
creation.
Share an experience of a time when you stood in wonder before nature’s power and
beauty and describe what such experiences tell about God, or share a portion of Gerard
Manley Hopkins’ poem, “God’s Grandeur”. Locate it on the CD.
After covering the points SB pgs. 78-80, as a class, complete class charts summarizing
the material ensuring students answer the following questions: Do First Nations pray? To
whom do they pray? Include a definition of spirit, etc. Do the same for Catholics.
2. Graphic Organizer
20
Students work in pairs to summarize and categorize the rituals described on SB pgs. 8385 of the text. The following information should be included: 1) name of the ritual, 2)
meaning and purpose of the ritual, 3) sacred articles used in the ritual, 4) manner in which
the ritual involves a connection with the physical environment, and 5) the manner in
which the ritual expresses the belief that all life is interconnected. (TRM pgs. 68-69). If
you wish to collect student work for assessment consider using AM9.
3. Symbols and Sacred Objects
20
Choose 1 of the 3 Options described in the TRM pg. 69 depending on what time you
have. Each option deals with symbols and sacred objects associated with Aboriginal
rituals.
If time allows, invite students to compose an “Exit Question” to hand to you at the end of
class. Students write down a question they want an answer to on objects, rituals, and
signs of respect in Catholic practices. The teacher researches and answers the question
over the next few classes.
4. Opinion Paper: Repatriation of Sacred Objects/Artifacts (optional) Become
familiar with the “Note to the Teacher” on pg. 69 TRM. Use the TRM suggestions pg. 70
if you choose to make this a major assignment.
5. Storyboard: Vision Quest – consider using as a major assignment for students in a
modified program covering pages 81-83 of SB.
6. Charting Seasonal and Communal Rituals
15
Students work in pairs to complete their charts identifying personal and communal
rituals. They are adding to what was done in step 2 and covering pgs. 84-85 of the text.
7. Group Discussion and Reaching Consensus (Assignment)
Question bottom pg. 70 TRM completed as homework and also found on pg. 85 of the
text in the “Think About It” section, #2.
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Chapter 3: The Story of Aboriginal Spirituality
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Class #3 - Covers Lesson 4 and Lesson 5 of Chapter Three
Possible Assessment Materials:
Journal Entry AM 2
BLM 3.4
Lesson Four: Central Beliefs and Morality
TRM pgs. 71 – 77 SB pgs. 86 – 90
(225 minutes recommended - cut to 50)
1. Getting Started: Read and Discuss TRM pg. 73 (omit)
2. Mind Map TRM pg. 73 (omit)
3. Compare and Contrast
The Great Spirit/God’s Spirit pgs.73-74 TRM.
20
Students work in pairs to construct a chart using the following terms or phrases
duplicated as a handout or written on the board. Draw attention to the prayer, pg. 66 of
the text which may be helpful. There will be some overlap and the teacher may comment
on any terms that may seem to be controversial. The goal is for students to identify
similarities and differences between Catholic and Aboriginal beliefs about the nature of
God the Holy Spirit and the Creator, the Great Spirit.
The “answers” are indicated: (1) Christian view, (2) Aboriginal view, (3), and both
Christian and Aboriginal
28
Chapter 3: The Story of Aboriginal Spirituality
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The Nature of God
Christian view
Both
Aboriginal view
Directions: Place a 1 before the terms associated mainly with a Christian view of God,
the Holy Spirit and a 2 on the line before terms that describe an Aboriginal view. If both
groups would use the term, place a 3 on the line provided.
___Always present
___Breath gives life
___Called Dove
___Can be found in all things both living and inanimate
___Co-equal /co-eternal with the Father and Son
___Expression of God’s love between Father and Son
___Giver of Gifts
___God, the Holy Spirit
___Guardians of Peoples’ spirit lives
___Hides lessons in nature
___In nature he’s present sometimes and absent others
___Inspires the authors of Scripture
___Loving Creator
___Manifested in nature
___Omnipresent and Omniscient
___Received at Baptism and in full at Confirmation
___Resides in Spirit helpers
___Reveals God in Our Age
___Reveals lessons in nature
___Source of strength and wisdom
___Speaks in the wind
___Spirit acts in the Liturgy and Sacraments
___Teacher
___The Creator, Great Spirit
___Third person of the Trinity
Answers:
Always present (3)
Breath gives life (3)
Called Dove (1)
Can be found in all things both living and inanimate (2)
Co-equal /co-eternal with the Father and Son (1)
Expression of God’s love between Father and Son (1)
Giver of Gifts (3)
God, the Holy Spirit (1)
Guardians of Peoples’ spirit lives (2)
Hides lessons in nature (2)
In nature he’s present sometimes and absent others (2)
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Chapter 3: The Story of Aboriginal Spirituality
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Inspires the authors of Scripture (1)
Loving Creator (3)
Manifested in nature (3)
Omnipresent and Omniscient (1)
Received at Baptism and in full at Confirmation (1)
Resides in Spirit helpers (2)
Reveals God in Our Age (1)
Reveals lessons in nature (1)
Source of strength and wisdom (3)
Speaks in the wind (3)
Spirit acts in the Liturgy and Sacraments (1)
Teacher (3)
The Creator, Great Spirit (2)
Third person of the Trinity (1)
4. Poster: The Grandfather Teachings
10
The Teachings can be found on pg. 88 and the Golden Rule on pg. 369 SB. Conclude
with Bullet 4 pg. 74 TRM. In reference to “The Grandfather Teachings”, as a class,
students share examples of wisdom/good advice that come to them through their families.
This can be done orally rather than through a poster with the expectation that each
student will identify one piece of wisdom he/she has learned from family.
5. Concept Map and Journal Reflection: The Shaman
10
Students compare the characteristics, role, and responsibility of the shaman and that of
the priest by recording significant points, on pg. 88 of the text, in their notes.
6. Class Discussion: The Medicine Wheel
10
TRM pg. 75 and textbook pgs. 88-89. Create point form notes to summarize the text.
You may wish to include points even (TRM pg. 75) as a Major Assignment for this
chapter or host a guest speaker at this point if you have not yet done so.
8. Journal Entry
Consider rewording pg. 76 TRM to use as a possible exam question or one of the journal
choices you will require of students in this course.
Lesson 5: Family Life
TRM pgs. 78 – 81 SB pgs. 90-92
(75 minutes recommended - cut to 25)
1, Getting Started pg. 79TRM – Option 1: Prayer BLM 3.4
5
2. Comparative Graphic Organizer
15
Lead a large group discussion of what was read earlier (pgs. 73-74) about the challenges
of colonization for Aboriginal peoples and add new information from pages 90-93 of the
textbook. Form pairs or small groups to complete the graphic organizer described on pg.
79 TRM. Finalize individual charts as homework.
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Chapter 3: The Story of Aboriginal Spirituality
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3. Journal
5
If you haven’t given students time to complete a journal activity during this chapter, use
the time to do so now and have students hand in AM2 with their journal entry for
evaluation purposes.
4. Think Pair Share and
5. Brainstorm
These points detailed in the TRM pg. 80 could be combined and identified as one of the
options for a course major project.
Class #4 - Covers Lesson 6 of Chapter Three
Possible Assessment Materials
Student response to the Chief Dan George passage
T-chart AM 9
Possible Chapter Test
Lesson 6: Dialogue
TRM pgs. 81 – 84 SB pgs. 93-97
(150 minutes recommended – cut to 60)
1. Getting Started
15
Option 2: Visit the Teacher Centre of the website for the passage,
“I am a Native of North America” by Chief Dan George. Discuss the questions
on pg. 82 of TRM, Option 1.
2. Read, Reflect, Discuss
25
Note: the five different kinds of dialogue are described in the student text,
Chapter 1 on pages 26-27. Review this before continuing with the suggestions
indicated by Bullets on pgs. 82-83 TRM. Note especially Bullet 2, TRM pg. 82.
3. Compare and Contrast: Discussion of two poems
20
TRM pg. 83. This is a good concluding activity for Chapter Three.
4. Jigsaw: Biography Timeline (omit or use as chapter task option)
5. Compare and Contrast
6. Optional: Research and Report, and
7. Create a Symbol or Logo
All on pgs. 83-84 TRM might be used as a chapter task options.
Class #5:
This period has been set aside for work on the chapter performance task, the course major
project or formal assessment or equivalent guest speaker time
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Chapter 3: The Story of Aboriginal Spirituality
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Criteria for Catechesis: REMEMBER
The Catholic Vision would entail students demonstrating respect for the
following:
∞ The history and long spiritual traditions of Aboriginal peoples
∞ The sacredness of the practices and rituals of Aboriginal spiritual
traditions, including prayer and ceremonies
∞ Contemporary efforts for reconciliation and renewal
Assessment Ideas in Chapter Three:
The Story of Aboriginal Spirituality
Journal Ideas (use AM2 or AM10 for assessment purposes):
o SB pgs. 74-75 Students reflect on why the process of rediscovering spiritual
worldviews is so important.
o SB pgs. 77 TRM 66 “What progress has been made in Canada on being tolerant
and respectful towards all religions?”
o Students finding the above question difficult might tackle, “What progress has
been made in recognizing what other cultures have to contribute to Canadian
society?” Have them start by looking at food.
o TRM pg. 75 Journal on Similarities and Differences in the roles of Shaman and
Priest.
o TRM pg. 76 There are three choices for reflection starters on Moral Behavior.
o TRM pg. 80 Journal on family traditions and changes. e.g. Christmas trees to
Holiday trees.
Short Assignments:
o TRM pgs. 68-69 Graphic Organizer AM 9 for work on Rituals SB pgs.81-85.
o TRM pg. 70-71 Under Consensus – choose a few questions to be assigned as
homework.
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Chapter 3: The Story of Aboriginal Spirituality
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o TRM pg. 79Graphic Organizer AM 9 for work on the challenges of modernity to
Aboriginal families, SB pgs. 73-74 and SB pgs. 90-92.
Chapter Task Suggestions: (some are more feasible than others, depending on your
students, physical location and resources):
o TRM pg. 60 Enrichment D1: for students with an interest in Art this may be a
suitable chapter task. They will need access to the Student Centre on the web.
There is a modification for students needing extra help. Use BLM 3.1.
o TRM pgs. 61-62 and TRM pgs. 76-77 Multi-Media Presentation.
and AM 15.
Use BLM3.2
o TRM pgs. 61-62 and TRM pg. 77 A Children’s Guide. Use BLM 3.3 and AM 19.
o TRM pgs. 64-65 Jigsaw Task on Aboriginal World View. The class would
complete this; however, individual students would submit AM6 for assessment.
o TRM pg. 75 Medicine Wheel Project on one First Nation’s group. Could use AM
13 or AM 17 for Assessment.
o TRM pg. 80 Eight-Fire Prophecy – higher order thinking skills project on
synthesis. Use AM 13 Research and Writing Rubric.
o TRM pg. 83 Blessed Tekakwitha Biographical Timeline. Use AM20.
o TRM pg. 84 Research and Report on Sacred Heart Church in Edmonton Written
Response and optional Logo Creation. Use AM 5.
Course Anchor Assignment Ideas:
o TRM pg. 70 Repatriation of Sacred Objects – opinion paper.
o For students on a modified Program – Vision Quest Story Board SB pgs. 81-83
TRM.
Last five minutes:
Sometimes in class there are a few minutes left that offer the opportunity for a short class
discussion. Some suggestions follow:
o When Christians wear a cross, what does it symbolize for them? Should the cross
(or rosary) be worn as a piece of jewelry? Should it be worn by non-Christians?
Why or why not?
o Should governments develop laws to enforce the return of sacred Aboriginal
objects and artifacts to the groups for whom they have spiritual significance?
What about sacred objects being returned to other countries? E.g. Mayan,
Egyptian, Roman, etc.
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Chapter 3: The Story of Aboriginal Spirituality
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o Do you think it is possible for Aboriginal Catholics to honor the old ways of their
ancestors and still be true to the Catholic faith?
o How prevalent among Canadian teenagers is the thinking that “we deserve respect
but somehow suggesting others must earn it.”
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Chapter 3: The Story of Aboriginal Spirituality
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CHAPTER 4: THE STORY OF JUDAISM
Teacher Resource Manual (TRM) pgs. 85 – 118
Student Book (SB) pgs. 98 - 145
General Learning Outcomes: Students will…
Outcome B: Grow in understanding of the historical development, central beliefs and
practices, prayer rituals, symbols, sacred writings, family traditions and moral guidelines
associated with various religions.
Outcome C: Compare the importance of sacred space, worship and prayer within various
religious traditions.
Outcome D: Demonstrate an understanding of moral norms as a natural expression of
faith that shapes human behavior.
Outcome E: Participate in a variety of prayer ritual experiences.
Specific Learning Outcomes: Students will…

learn about the impact of three key events that shaped Judaism over the past three
centuries: the Enlightenment, the Holocaust, and the founding of the State of
Israel
understand the development of the Christian movement within Judaism through
the person of Jesus, and the gradual separation of Christians and Jews into two
closely related yet distinct faith traditions
recognize the rituals that shape, celebrate, and reflect the Jewish faith and the
synagogue as a place of worship and scriptural discourse
learn about the stories, beliefs, and teachings of Judaism as revealed in its sacred
texts: the Torah, Tanakh, and Talmud
describe the laws of the Torah and Talmud that govern moral life
recognize the Jewish home as the center of prayer, hospitality, and religious
formation
develop an understanding of the importance of ongoing interreligious dialogue
between Catholics and Jews






Class #1 – Covers Lessons 1 and 2 of Chapter Four
Possible Assessment Materials:
BLM 4.2
BLM 4.3
BLM 4.4
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Chapter 4: The Story of Judaism
Draft August-2011 36
Lesson One: An Introduction to Judaism and Judaism in Canada
TRM pgs.86 – 89 SB pgs. 98 - 101
(75 – 150 minutes recommended – cut to 40)
1. Getting Started
15
Using TRM pg. 87 and SB pg. 98, introduce the Shema Prayer. Take note of the “Note to
the Teacher” sidebar on TRM pg. 87 and information for the teacher in the Enrichment
section. Follow the steps outlined for D1 Extra Support, TRM pg. 88.
2. Journal: Comparison (omit journal)
Share Jessica’s story SB pg. 99 and discuss the question in the margin.
5
3. Report on Judaism in Canada (optional)
10
Suggest that students begin a vocabulary page that includes definitions of holocaust (pg.
100), covenant (102), Messiah (104) and Diaspora (105), anti-Semitism (107), Hasidism
(107), and Zionism (115).
4. Famous Canadian Jews (omit or use as option for chapter task)
5. Introduction of Chapter Performance Task TRM pg. 89
10
Lesson Two: The History of Judaism
TRM pgs. 89 - 95 SB pgs. 102 – 116
(225 minutes recommended – cut to 35)
1. Getting Started
The teacher should read the student text, pgs. 102 – 116, as background. This is the
history of Judaism from Abraham to the formation of Israel as a Jewish state in 1948.
2. Think Pair Share
5
Use the timeline on pg. 102 SB to draw attention to themes that were important to the
Jewish people throughout their history.
3. Journal (omit)
4. Enrichment: Solomon’s Temple (omit)
5. Reflection on Messiah
5
Touch on the different understandings of Messiah by Christians and Jews. See the
“Catholic Connection” on pg. 105 SB, TRM pg. 92 Bullet 1.
6. Graphic Organizer: Movements within Judaism (omit) or consider as a chapter
task option.
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Chapter 4: The Story of Judaism
Draft August-2011 37
7. Pair Share Reflect: The Diaspora
10
Direct students to read about the Jewish Diaspora pg. 106 SB. Review the meaning of
“Diaspora” and “anti-Semitism”. Discuss briefly Bullets 3 and 4 TRM pg. 92 and briefly
discuss question four pg. 107 SB.
8. Comparative Chart: Branches of Judaism
15
TRM pg. 93 and SB pgs. 108 – 110. Direct the students to take notes
on pgs. 108-109 on the three traditions known today as Reform, Conservative, and
Orthodox Judaism. Distribute BLM 4.4 for student completion. Use the answer key
provided to help students complete sections with missing information.
The remainder of this lesson will be covered in the next class.
Class #2 - Covers last part of Lesson 2 and Lesson 3 of Chapter Four
Possible Assessment Materials:
BLM 4.5
Concept Map AM9
Journal Reflection AM 10
Response to Virtual Tour of Synagogue
Lesson #2 continued…TRM pg. 93
10
Point out the key ideas on SB pgs. 111 – 114. Students will likely be familiar with the
issues around the Holocaust but make sure they understand the effects the Holocaust has
on Jewish people today.
9. The Holocaust (Shoal)
15
Distribute the BLM 4.5: Anne Frank and Elie Wiesel. Complete just Bullets one and
two TRM pg 93. Orally discuss the impact of the Shoal on each of these people.
10. Journal Reflection (optional)
11. Mini-Symposium: Zionism and the State of Israel (omit or use as enrichment
chapter task)
12. Panel Debate (omit)
13. Group Work (omit)
Lesson 3: Rituals and the Jewish Community
TRM pgs. 95 – 100 and SB pgs.117 – 125
(225 minutes recommended – cut to 50)
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Chapter 4: The Story of Judaism
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1. Getting Started
10
TRM pg. 96. Introduce the topic of feasts (particularly the Passover) as ritual
celebrations of importance. Review the meaning of “ritual” and introduce the term and
importance of Shabbat, SB pg. 117.
2. The Lunar and Gregorian Calendars
10
Direct students to the information on the chart pg. 117 SB. Depending on the students
background you can touch on the points TRM pg. 97 or elaborate on the meaning and
significance of the Passover.
3. Plan a Seder Meal (omit)
Note to the Teacher: This has been a very popular activity that in more recent years has
been discouraged. It is as sacred and special to Jews as Mass is to Catholics. The
thinking is that we would not encourage non-Catholics to re-enact our most sacred
sacramental event since they would not have the same understanding and respect for
Eucharist as we do. In the same way, Seder must be celebrated with the deepest respect
for its meaning to the Jews. Research the thinking about engaging in this activity within
your community.
4. Jewish Holidays: Group Multimedia Project (use as possible chapter task or course
project) TRM pgs. 97-98 serves as a guide.
5. Concept Map
15
TRM pg. 98 Allow time for students to read and take notes on SB pgs. 120-121
summarizing the information on rituals associated with birth, marriage and death. Take a
few minutes to discuss the questions pg. 122 SB.
6. Journal Reflection (optional) TRM pg. 98 provides questions that may be used.
7. Artistic Response: Symbols and Sacred Objects (omit or consider using as
possible chapter task)
8. Synagogue or Virtual Tour
15
Point out significant features of the synagogue using pgs. 123-124 SB. Consider creating
a response to a virtual tour as one of the major chapter projects comparing the synagogue
to a Catholic Church.
9. Sacred Space, Sacred Rituals (omit or consider using as a possible chapter task).
Class #3 - Covers Lesson 4 of Chapter Four
Possible Assessment Material:
Questions SB pg. 132
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Chapter 4: The Story of Judaism
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Lesson 4: Central Beliefs
TRM pgs. 100 – 106 SB pgs. 125 - 134
(300 minutes recommended - cut to 75)
1. Getting Started (omit)
2. Graphic Organizers: Comparing Tanakh and the Old Testament 10
Direct students to “A Closer Look” pg. 126 student text. While the activities
suggested on TRM pg. 102 for steps 2 and 3 of this lesson are good, class time may not
permit their completion.
3. Scripture Analysis: The Prophets (see comment above) but perhaps use the
Journal section based on Proverbs 6: 6-11 and AM 2.
4. Presentation: Myths
15
Students will have dealt with myths in literature classes. Rather than take time for
students to research, the teacher could choose one aboriginal creation myth, and have the
class identify its message. The points TRM pg. 103 can be used as guide.
http://www.ucalgary.ca/applied_history/tutor/firstnations/myths.html provides a number
of creation stories in short form from which to choose.
5. Discussion: Creation Stories
20
Take a look at the “Note to the Teacher” TRM pg. 103. The answers to the questions in
the Bullets developing this step are there.
6. Journal Starter (optional)
If you choose to have the class complete this Journal consider the “Extra Support”
suggestions TRM pg. 104.
7. Scripture Search
10
8. Role-Play: the Desert Experience and Moses
9. The Story of Moses
Most students will know these stories. You may assign SB pgs. 128 – 131 as reading if
the students are not able to re-tell the basic stories. Use the TRM pgs. 104-105 as your
resource for making the important faith points and connections.
10. Discussion: The Story of David
10
TRM pg. 105 and SB pg. 132. Follow the guide provided and assign or discuss the
questions on the bottom of pg. 132.
11. Analyzing Scripture: the Talmud
10
TRM pg. 105 and SB pgs. 133-134. Add the vocabulary in the text pg. 133 to the chapter
list. Raise question 3 in text pg. 134 and the information in the last Bullet top pg. 106
TRM. This could also be a Journal Reflection.
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Chapter 4: The Story of Judaism
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12. Reflection: (omit or use as an exit assignment for this chapter)
Class #4 - Covers Lesson 5 of Chapter Four
Possible Assessment Materials:
Reflective Journal AM 10 or AM 12
Graphic Organizer AM 9
Lesson 5: Morality
TRM pgs. 106 – 110 SB pgs. 134-137
(150 minutes recommended - cut to 75)
1. Getting Started
20
TRM pg. 107 Prepare a Liturgy of the Word following the suggestions provided (or see
the sample provided in this section). Following the liturgy, make the points covered in
the Bullets TRM pg. 108.
2. Reflective Journal
20
See TRM pg. 108. This essay could be assigned as a chapter task. Consider using AM 12
for assessment.
3. Creative Story Writing Midrashim (omit or consider for major assignment option
using the Narrative Writing Rubric AM 21).
4. Journal Reflection (optional and not to be used for assessment)
5. Brainstorm and Debate: The Law and God’s Covenant with Noah 10. Make the
points detailed in Bullets 1, 2, and 3 (only) TRM pg. 109 followed by D1 “Extra
Support” in place of the debate option.
6. Human Sexuality
25
TRM pg. 110 and SB pg. 136. Read pg. 136 on “Sin and Sexuality” and the “Catholic
Connection” box on pg. 137. Using the compare and contrast Graphic Organizer have
students outline the similarities and differences between Reform Judaism’s guidance on
matters of sexuality and those expressed in the Bishops’ letter, found on the Teacher’s
Centre of the website.
7. Journal Starter TRM p. 110 (omit unless time permits)
This could also be a starter for a final few minutes of class discussion.
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Chapter 4: The Story of Judaism
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Class #5 - Covers Lessons 6 of Chapter Four
Possible Assessment Material:
Creative Writing
Lesson 6: Family Life and Community
TRM pgs. 110 – 118 and SB pgs. 137 – 145
(300 minutes recommended - cut to 75)
1. Getting Started: Proclamation of the Word
10
See the “Note to the Teacher” sidebar TRM pg. 112. This prayer service could also be
used on the last day of your study of Judaism and/or again on the last day of class with
this group.
2. Analyze a Painting: Shabbat in the Jewish Home
10
SB pg. 139 and TRM pg. 112. See the “Note to Teacher” on TRM pg. 113 but skip the
paragraph top pg. 113, Creating Storyboards.
3. Guided Meditation: Shabbat (optional).
Depending on your group, you may celebrate or omit the meditation.
4. Think Pair Share
30
TRM pg. 113 and SB pgs. 137 – 139. Examine the role of family within the tradition of
Shabbat by following the guide Bullets. Omit the poster but record student comments on
the board. D1 Enrichment Sabbath and BLM 4.8 can be used to reinforce the idea of
keeping Sunday as the Lord’s Day. If time permits show the clip from “Fiddler on the
Roof” (last Bullet), available on a few websites on the Internet. Search for “Shabbat” +
“Fiddler on the Roof”.
5. Create a Kosher Menu (omit or consider as optional chapter task)
6. Journal Reflection (optional) SB pg. 141 but also has a charity connection.
7. Make Personal Connections
10
Follow the suggestions in Bullets TRM pgs. 114-115. See the “Note to the Teacher” and
tie this into a social justice service project, if possible.
8. Gathering, Organizing and Synthesizing Information
15
Note: This is a Skills Section. At least go through the Skills steps as students can use
this in other chapters and other courses if you have not done this in Chapter one.
If time permits, consider Option 1: Create a Display or Option 2: Analyze Media TRM
pg. 115. Another approach would be to invite students to create a poem or write a
passage making a comparison between the way family is expressed in their experience
and the vision of family presented in the teachings of Judaism.
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Chapter 4: The Story of Judaism
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Class #6 - Covers Lesson 7 of Chapter Four
Possible Assessment Materials:
BLM 4.2
BLM 4.3
Lesson Seven: Interreligious Dialogue: Judaism and the Catholic Church
TRM pgs. 115 – 118 SB pgs. 142 - 145
(150 minutes recommended - cut to 30 plus work time)
1. Getting Started
15
See TRM pgs. 115 – 118 and SB pgs. 142 – 145. Directions for a prayer service (created
by the teacher and/or students) are provided. Note especially Bullet 3 TRM pg. 117.
Psalms speak with many different voices and to many different needs. Psalm 66 verses
1-8 is an easy choice but if there has been a recent disaster in the world or your
community, Psalm 62 verses 1-8 might be more appropriate. Psalm 141 verses 1-4 may
prompt a good discussion and learning about the symbolism of incense smoke rising
up to God.
2. Research the Common Spiritual Heritage of Jews and Christians 15
The “Note to the Teacher” sidebar TRM pg. 117 is very important. Discuss the bullets
and consider the research topic as suggestions that might be chosen as a student’s chapter
task option.
3. Presentation of Chapter Performance Tasks or time used for completion if students
have not be given time to work on their assignments earlier.
4. Journal Reflection (omit or use as exam question) TRM pg. 118 - will only work for
students who believe their understanding has grown.
Class #7:
This period has been set aside for work on the chapter performance task, the course major
project, or formal written assessment.
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Chapter 4: The Story of Judaism
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Criteria for Catechesis: REMEMBER
The Catholic Vision would entail students demonstrating respect for the
following key beliefs:
∞ Christians and Jews share a common heritage, thus a relationship
different from its relationship with other religions
∞ Christian witness must keep in mind the permanent covenantal relationship
God has with the Jews and their share in God’s plan of salvation
Assessment Ideas in Chapter Four: The Story of Judaism
Journal Ideas: (use AM 2 or AM 10 for assessment purposes):
o TRM pg. 94 Response to learning about the Shoah. There is a choice of three
responses – profile, creative writing or artwork. To help students with artwork
visit: http://art.holocaust-education.net/home.asp?langid=1 and view a sample
piece by artist Karl Schwesig (1898-1955). A Dog's Life - an Inmate Looking for
Food in the Garbage was done at Noé Camp 1941-1943.
o TRM pg. 98 Religious Rituals – students recall participation in a birth, marriage,
or a death ceremony and comment on its importance for participants and their
personal memories.
o TRM pg. 102 Proverbs and Advice. See also SB pgs. 126 – 127.
o TRM pgs. 103 – 104 Use the question in the Extra Support option on pg. 104.
Invite students to journal on our creation in the image and likeness of God and our
relationships with family members.
o SB pg. 129. Encourage students to read or listen to Genesis 22: 1-19 (Abraham
offers his son Isaac). What does this story tell us about Abraham’s relationship
with God?
o SB pg. 134 Question 3 under “Check Your Understanding” on Moral Decision
Making.
o SB pg. 141 Top of the page. Once students recognize the term “tikkunolam” make
a connection to service projects. This may help extend ideas about why we
engage in acts of charity and justice.
o TRM pg. 118 Reflection on personal growth in understanding of the relationship
between Judaism and Christianity.
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Chapter Task Suggestions:
o TRM pg. 88 D1 Learning Styles – Option 1 Reflection essay written after
watching the video of Sarah Mayoff which will need to be purchased. Share with
students the information in the “Note to the Teacher” pg. 88.
o TRM pg. 88 Option 2 of Learning Styles section – Students research and make a
presentation on the contributions of a Canadian Jewish person in a particular field
of interest.
o TRM pg 89 Option 1: Plan a Pilgrimage to Israel. Shorten the assignment
expectations. Use BLM 4.2 to guide this assignment. The Extra Support section
on this same page would help in creating an assignment for students in a modified
program.
o TRM pg. 91 Enrichment – Solomon’s Temple – for students with an interest in art
or architecture this might be an appealing assignment. Use the Assessment Master
– Self Reflection Tool in conjunction with their project submission. See AM 10.
o TRM pg. 94 Mini-symposiums on Zionism and the State of Israel. Instead of a
symposium a student would research this topic further and address the questions
listed in Section 11 on TRM pg. 94.
o TRM pg. 97 Learning Styles – Jewish Holidays As described, this option would
not be do-able in the time allowed. Adapt as needed. As a group or as an
individual project this could form an interesting research and multi-media
presentation. Vary the number of holidays to be researched according to how
many students are involved.
o TRM pg. 97 Lunar, Gregorian and Julian Calendars. Students with a mathematical
aptitude might enjoy researching the dating of Easter for both the Western and
Orthodox Christian Churches. http://www.assa.org.au/edm.html#Method is a
website that should be of assistance.
o TRM pg. 98 and SB pg. 123 Artistic Response to Symbols and Sacred Objects.
Perhaps as a poster or collection of images, students could research visual faith
representations and their inter-connectedness. Symbol suggestions can be found in
the SB pgs. 122-123.
o TRM pg. 99 Learning Styles Sacred Space, Sacred Rituals information is
presented using a Graphic Organizer in Option 1.
o TRM pg. 100 Learning Styles Option 2 Students use a Graphic Organizer to
compare the sacred rituals of Jewish Passover and the Holy Triduum. They will
need to access information on the Student Centre website. Graphic Organizer
Rubric AM 9 can be used for assessment.
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Chapter 4: The Story of Judaism
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o TRM pg. 108 Reflective writing on the connection between moral living and
relationships may be submitted as a short essay.
o TRM pg. 108 Creative Story Writing: Midrashim. Students will need access to
the Student Centre on the website. This may turn into an illustrated children’s
book for some students. The Narrative Writing Rubric may be helpful.
o TRM pg. 114 Create A Kosher Menu. Depending on your location and product
availability this may be an on-line research project only. However, encourage
students to examine the idea that kosher menus are also ethnically and culturally
diverse.
o TRM pg. 117 Researching the Common Spiritual Heritage of Jews and Christians.
Choose from the five topic ideas for research provided.
Course Anchor Assignment Ideas:
The Assessment Master AM 8 – Midpoint Check-in will be an important tool for
you and for students as they work towards completion of a Major Assignment.
o TRM pg. 88 Demographics research – this begins with Judaism and could be
extended to add other faiths. If appropriate, students could add information on
Jewish places of worship and outreach in their community. Use BLM 4.1 to
begin this project.
o TRM pgs. 98-99 Students will investigate and then compare and contrast the
common elements of a Jewish Synagogue with those found in a Christian Church
with which the student is familiar. Pictures, floor plans and appropriate names
should be all part of the task.
Last five minutes discussion questions:
Any of the journal questions you have not or are not planning on assigning make a great
end of class discussion topic, when there is time. For example, any of the questions in
the box on page 114 of the Student Book (SB) may prompt good discussion.
45
Chapter 4: The Story of Judaism
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Chapter Four: Judaism
Liturgy of the Word Celebration TRM 106
A classroom Liturgy of the Word Celebration might be quite simple, without music and
easily led by the students themselves. However it may also grow into one that can be
celebrated by the whole school. The Archdiocese of Edmonton has planning worksheets in
the Liturgy Section of their web site. http://www.caedm.ca/liturgy/planning-forms Take the
time to set a different atmosphere; at least by changing the lighting levels and lighting
candles (LED ones if real flames are not permitted.) Furniture can be rearranged and the
classroom prayer table brought forward to help deepen the sense of sacred space.
Procession (optional) Everyone stands
Entrance of the liturgical ministers accompanied by instrumental music:
Cross bearer and servers with processional candles, reader(s) with the
Bible(s)/Lectionary, and leader/celebrant.
Opening Hymn (optional)
Sign of the Cross and Greeting by the leader/presider (possibly a student or a guest
from the parish)
(REMEMBER: the greeting “The Lord be with You – and with your Spirit” is used
only by clerical presiders.)
In the name of the Father, Son and of the Holy Spirit. Amen.
May the grace of our Lord Jesus Christ and the love of God and the fellowship of
the Holy Spirit be with us all.
Opening Prayer
Gracious and Loving God, thank you that we live in a culture and community and attend
a school where your Word can be shared, studied and lived. Father, help us to seek the
values that will bring us enduring joy in this changing world. In our desire for what you
promise make us one in mind and heart. We pray with your son Jesus and with the
guidance of the Holy Spirit. Amen.
Leader 2: Examen Prayer
Invite the community to be seated.
As we think about our day and how we can use it to deepen our relationship with
God we will ask ourselves three questions. After each I will pause to give you time to
find an answer in your heart.
How is God at work in my life? Is God at work in our learning? Our social interactions?
Our growth as a person?
How have I responded to God’s presence in my life? Have I been selfish or kind? Have
I used my words and actions to put others down or build them up? Are there habits in my
life that need attention, that are hurting me or those around me?
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Chapter 4: The Story of Judaism
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How am I being called to respond now? Are there friends or family members who need
my forgiveness? Are there patterns or habits in my life God is inviting me to continue, to
deepen, to confront, or to change?
Thank you God for this day and the opportunity to grow in your likeness and in goodness
with each person and event you place before me.
Readings (Use 3 readers if there are 3 readings and no deacon or priest present. The
overall leader does not read the Gospel, unless it is a priest or deacon):
1st Reading: Deuteronomy 11:18. 26-28. 32
2nd Reading: Romans 1:16-17, 3:20-26, 28
Gospel: Matthew 7:21-27
The celebrant will give a homily.
(If the leader is a layperson, this person or another designate may deliver a reflection.)
Hardly a day goes by without reminders from the news of the needs of people in our
community and in the world who can use our help. Our choices are to respond or not to
respond to those needs, just as we can respond or not respond to the will of God. Often
the two choices are tied together for the more we understand that we belong to the family
of God, the family of humanity, the more we will choose to respond favorably to the
promptings of God. The words of God are given to us in many ways but certainly in the
Commandments as God’s guidance for good living. The Jews understood the
commandments and their obedience to be central to a good relationship with God. Share
Deuteronomy 11:18 again.
How do I understand and live God’s way if I am a believer? (share a personal story)
Other ideas for the reflection can be found on pg. 108 of the TRM.
General Intercessions – could be written by students or handled spontaneously
Intentions should include prayers for the following needs:
 The Church
 The world
 The local community
 The sick and suffering
 The event being celebrated.
The Lord’s Prayer
The celebrant/leader invites all to join in the Lord’s Prayer.
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Chapter 4: The Story of Judaism
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Concluding Prayer and Blessing
Let us pray each day for God to fill our heart and help us live to our full potential as
children of God. God you already know the intentions of my heart and the efforts I make
and do not make to live “Thy will be done”. Guide me as I strive to live your way of love
each and every day of my life.
With the guidance of the Holy Spirit and the example of your son, Jesus, help me to grow
more clearly in the way of love, service and kindness. Amen.
Sign of Peace
The group could share this.
Closing Hymn (optional)
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Chapter 4: The Story of Judaism
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CHAPTER 6: THE STORY OF ISLAM
Teacher Resource Manual (TRM) pgs. 147 - 176
Student Book (SB) pgs. 186 – 227
General Learning Outcomes: Students will…
Outcome B: Grow in understanding of the historical development, central beliefs and
practices, prayer rituals, symbols, sacred writings, family traditions and moral guidelines
associated with various religions.
Outcome C: Compare the importance of sacred space, worship and prayer within various
religious traditions.
Outcome D: Demonstrate an understanding of moral norms as a natural expression of
faith that shapes human behavior.
Outcome F: Describe the nature of interreligious dialogue and discuss why it is
necessary for peace and justice.
Specific Learning Outcomes: Students will…
 recognize that Islam is one of the fastest growing religions in Canada and only
Christianity has more followers worldwide
 acknowledge that Islam, like Judaism and Christianity traces its roots back to
Abraham
 understand that while Muslims do not recognize Jesus as both human and divine,
he is considered a revered prophet who plays a special role in what has happened
and what is to come
Class #1 – Covers Lessons 1 and 2 of Chapter Six
Possible Assessment Materials:
KWL Chart AM 7
Graphic Organizer AM 6
Journal Entry AM 2
Small Group work identification of blessings/curses
Lesson One: An Introduction to Islam and Islam in Canada
TRM pgs.148-149 SB pgs. 186-188
(75 minutes recommended – cut to 35)
1. Getting Started
15
Listen to the Adhan (the call to prayer) on the World Religions CD and share the
comments TRM pgs. 148-149 on the mosque.
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Chapter 6: The Story Islam
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2. Discussion
20
Allow time for completion of a KWL chart after reading the personal recollection of Alya
Ahsan in the SB pg. 187 and discussing bullet two TRM pg. 149.
3. Graphic Organizer and Mapping Demographics (omit)
4. Jigsaw Media Survey (optional chapter task)
Lesson Two: The History of Islam
TRM pgs. 150 - 152 and SB pgs. 188 - 195
(75 minutes recommended – cut to 40)
1. Getting Started: Jigsaw and Illustrated Timeline
Introduce the material on the origin of Islam and the historical events that have shaped its
self-understanding using TRM pg. 151.
2. Graphic Organizer
20
Students will complete the Graphic Organizer task with a T-chart TRM pg. 151 using SB
pgs. 189-195. This will also cover the section on the divisions within Islam.
3. Visual Character Sketch (omit)
4. Project: Prophetic Message
15
Explain the role of a prophet as a spokesperson using TRM pg. 151. Have students work
in pairs or small groups and name four blessings and four warnings (curses) that God
might want to give to young people today. Share the groups’ work with the rest of the
class.
5. Journal
Complete as described on TRM pg. 152 if time permits.
6. Venn Diagram (omit – material was covered in step two above)
7. Visual Project (omit)
Class #2 and part of Class #3 – Covers Lesson 3 of Chapter Six
Possible Assessment Materials:
Graphic Organizer: Five Pillars of Islam AM 9
Journal Entry AM 10
Graphic Organizer: Muslim and Catholic rituals AM 9
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Chapter 6: The Story Islam
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Lesson Three: Rituals and Marking Time
TRM pgs. 152 – 157 SB pgs. 196 – 204
(225 minutes recommended – cut to 105 completing lesson 3 next class)
1. Getting Started: Personal Reflection
10
Use TRM pg. 154 to invite the class to share ideas about people, practices, or places
that may have guided and strengthened their faith, or that of their parents,
grandparents or teachers.
2. Graphic Organizer
20
Investigate the Five Pillars using the “Extra Support” activity on pg. 154 TRM.
3. Salat
5
Option 1: discussion on salat with the whole class using pg. 155 TRM.
4. Journal
10
Read Les Miller’s account of prayer at a mosque pg. 196 SB. Use questions pg. 155
TRM as a guide and assign the final question as a journal entry.
5. Research and Report: Zakat (omit)
6. Simulated Journal: Hajj
30
Complete the simulated journal activity on pg. 155 TRM OR
7. The guided reflection activity on pilgrimage. If time allows, invite
a speaker who has completed a religious pilgrimage to share their story.
8. Research and Report: the Muslim Calendar
Read text pg. 201 and make the connections to Lent and Catholics.
10
9. Poster and/or Collage(TRM pg. 156 omit)
10. Graphic Organizer
20
Students read SB pgs. 202-204 and create a chart comparing Muslim and Catholic
rituals of birth, marriage, and death. Use TRM pg. 156 as a guide.
11. Chapter Performance Task
Consider Option 1: Compare and Contrast or Option 2 TRM pg. 157 as a Chapter
Task or Major Course Project choice.
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Class #3 - Covers last part of Lesson 3 and all of Lesson 4 of Chapter Six
Possible Assessment Material:
Journal Reflection after studying features or touring a mosque
Continue from wherever you left off last class depending on whether or not a speaker on
pilgrimage was booked.
Lesson 4:
The Muslim Community (Umma) and the Rituals of the Five Pillars
TRM pgs.157-159 SB pgs. 204-207
(75 minutes recommended – cut to 40)
1. Getting Started TRM pg. 158 OR
30
2. Tour TRM pg. 158 Student Book pgs. 204-210
Virtual tour, from the website as described, unless opportunity exists to visit a mosque.
3. Journal Reflection
10
TRM pg. 159 - Written reflection about the virtual or actual mosque visit and what
students learned from the tour.
4. Sacred Space Group Project (consider as chapter task option)
Class #4 – Mosque Tour or Guest Speaker on Pilgrimages
Class #5 - Covers Lessons 5 and 6 of Chapter Six
Possible Assessment Materials:
Qur’an Summary
T-chart AM 9
Lesson Five: Central Beliefs
TRM pgs. 159 – 165 SB pgs. 207 – 211
(75 minutes recommended – cut to 40)
1. Getting Started: Discussion
5
Introduce importance of sacred writings using Psalm 17: 7-11 described on pg. 161 TRM.
2. Visual Summary
Complete this step, as described, using text pgs. 208-209 SB.
Consider having a class-sized chart created as well.
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Chapter 6: The Story Islam
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3. Discussion and Brainstorm
TRM 161- 162
15
The Bullets lay out one approach to understanding the language used to describe God’s
attributes. The 5thbullet invites students to generate 99 adjectives for God. You may get
some ‘surprises’ but accept all suggestions that promote the Christian understanding of
God’s attributes. Review brainstorming guidelines.
4. Optional Music Video: “A is for Allah” (omit)
4. Internet Research: Jihad (omit research portion)
5
Student text pg. 211, “A Closer Look”, should be read and discussed to ensure students
understand the two interpretations of the term jihad.
5. Comparison T-Chart (use as part of cumulative chapter open-book exam)
6. D1 Enrichment (possible choices for chapter task)
7. Sufi Exhibit (possible choice for chapter task)
8. Jigsaw Mini-Biography (omit)
9. Research and Report: Mysticism (omit or consider as chapter task option)
10. Centering Prayer and Meditation (possibly use to end class) See BLM 6.3
Lesson Six: Morality
(TRM pgs. 165 - 168 SB pgs. 214 - 216)
(75 minutes recommended – cut to 35)
Continue this lesson by reminding students that Jews, Christians and Muslims all
have guidelines for making moral decisions.
1. Getting Started:
Use the information on pg. 166 TRM to begin this section.
5
2. Compare and Contrast
15
Students will use pgs. 214 - 215 to create a three column chart that compares the sources
used by Jews, Catholics and Muslims that are the framework for their moral teachings.
Point out that not only sacred books are used but also teachings that developed in the
traditions of the communities.
3. Three-Step Interview (omit)
4. Journal Reflection (omit or do orally)
5. Discussion: Fatwas
Use TRM pg. 167 and SB pg. 216 as a guide for discussion.
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Chapter 6: The Story Islam
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6. Reflecting on Media Stories (optional…homework?)
5
Consider downloading 3 or 4 stories from the Internet and adapt BLM 6.4 to explore the
rights of Muslim communities to enforce shariah law in Canada.
7. Academic Discussion (optional activity)
This would be a good enrichment activity for your more mature thinkers!
See TRM pgs.167-168 for directions using BLM 6.5.
Class #6 - Covers Lessons 7 and 8 of Chapter Six
Specific Learning Outcomes: Students will…
 examine the role of family within the Muslim tradition
 explain how contemporary culture impacts a religion’s image of the person/family
 discover common ground and points of departure in the beliefs of Muslims and
Catholics
 link the beliefs of Muslims and Catholics to social justice
Possible Assessment Materials:
Venn Diagram AM 9
Journal Entry AM 10
Graphic Organizer: Positive and negative factors affecting Catholic/Muslim
relationships using BLM 6.7 and AM 9
Lesson Seven: Family Life
TRM pgs. 168 – 172 SB pgs. 216 – 222
(75 minutes recommended – cut to 40)
1. Getting Started TRM pg. 169 (omit)
2. Venn Diagram
10
Students read about the role of family members on pgs. 216-217 SB and use a Venn
diagram to compare and contrast Muslim family life with their own.
3. Simulated Journal: Perspective (optional)
4. Enrichment Interview (optional)
5. Brainstorm Opposing Views
20
Students read the section on clothing and the story of Asmahan Mansour
SB pg. 218 then brainstorm a list of arguments for/against the wearing of the hijab in
particular situations. If time permits, students weigh the pros and cons striving for
consensus.
6. Roundtable Discussion
TRM pgs. 170-171. Many of these points will have come up in an earlier discussion, if
not, you may wish to mention the issues that were overlooked.
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7. Enrichment: Opinion Paper (possible chapter task)
8. Discussion
10
See TRM pg. 172 and SB pg. 220.Students end this discussion on Islam’s approach to
sexuality with a journal entry.
9. Think Pair Share: Muslim Youth
Read SB pgs. 221 – 222. If time allows, this could be discussed in class, if not, it would
work as a homework assignment.
Lesson 8: Interreligious Dialogue
TRM pgs.173-175 and SB pgs. 223-227
(75 minutes recommended – cut to 35)
Continue with this last section of the chapter as follows:
1. Getting Started: Opening Reflection
TRM pg. 174 and SB pg. 227. Follow Bullets as listed.
2. Graphic Organizer
Students organize information SB pgs. 223-227 in t-chart.
10
10
3. Reflection (could be considered as a chapter task option although either Option 1, the
video, or Option 2, the research, would be worth the time if you have it. Use BLM 6.6
with Option 1).
4. Evaluating Different Perspectives
15
Complete the evaluation of different perspectives as described on pg. 175 TRM. It is laid
out in the text on pg. 226 as well.
5. Interreligious Dialogue TRM pgs. 175-176
Option 1 might be an excellent chapter task. Use BLM 6.7 and AM 6 on Group Work for
Assessment.
Class #7
This period has been set aside for work on the chapter performance task, the course major
project or formal assessment.
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Criteria for Catechesis: REMEMBER
The Catholic Vision would entail students demonstrating respect for the
following key beliefs:
∞ The Church regards Muslims with esteem
∞ They adore the one God…submit wholeheartedly to even His inscrutable
decrees, just as Abraham, with whom the faith of Islam takes
pleasure in linking itself, submitted to God. (Declaration on the
Relationship of the Church to Non-Christian Religions, 3a)
Assessment Ideas in Chapter Six: The Story of Islam
Journal Ideas:
Journal Entry RubricsAM2 and AM 10 could be used in conjunction with any of
these journal entries:
o TRM pg. 152 Reflection on Muhammad’s last sermon and a comparison to
Jesus’ Sermon on the Mount.
o TRM pg. 155 After reading Les Miller’s account of prayer at the mosque,
students respond to the reflection, “How important it is to only say and pray
what you truly believe? Explain your position.”
o TRM pg. 156 Use two or more of the Guided Reflection questions on
pilgrimages, as journal prompts.
o TRM pg. 159 Personal Reflection on a mosque tour (taken either in person or
virtually).
o TRM pg. 167 Who or what acts as a moral compass for you in making
difficult decisions in your life?
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Short Assignments: (Use AM 9 for assessment)
o TRM pg. 154 Graphic Organizer to develop understanding of the Five Pillars
and the connections to Catholicism. The Extra Support section might also be
useful.
o TRM pg. 156 Graphic Organizer Comparison Chart on Rituals at Birth,
Marriage and Death.
Chapter Task Suggestions: Choose one of the following options:
o TRM pg. 149 Jigsaw Media Survey. Once you have collected several news
articles, group project teams could take over completing this task. Individual
students would submit BLM 6.2 along with a personal reflection on how the
media affects our understanding of Muslim communities in Canada.
o TRM pg. 151 suggests a Graphic Organizer task, perhaps using a Venn
Diagram to compare and contrast the lives of Jesus and Muhammad.
o TRM pg. 155 has an optional discussion on the practice of praying salat five
times a day in a Canadian school or work environment. Using the GroupWork Self Assessment handout could lead to an assessment either of or for
learning and could measure the class progress on compassion for differences.
This could also be done on the reasons some Muslim women choose to wear
the hijab or burka and the role the media plays in making this acceptable or
difficult. See the AM 13 Research and Writing Rubric for assessment.
o TRM pg. 156 For students needing an adapted program use the text material
on The Five Pillars and Festivals of Islam, SB pg. 201. Students could
research and create a point form summary of the yearly festivals along with a
calendar for the coming year of when these major celebrations will take place.
o TRM pg. 157 suggests students compare and contrast Catholic and Muslim
fasting practices. Some requirements for the student project are suggested.
The Assessment Master for Research and Writing AM 13 could be adapted for
use with this task. This assignment could also be done on Muslim Family life
and gender roles, in which case refer to TRM pgs. 170-171 Roundtable
Discussion. There is also an optional idea listed for students on a modified
program using a graphic organizer and a poster.
o TRM pg. 162 has an Internet Research Assignment on the term Jihad and its
two meanings. Their synopsis should address the question of what image of
Islam and Jihad predominates in the articles? What effect is this likely to have
on readers? Adapt BLM 6.4 to be submitted along with the research. A
similar assignment could be developed from the section Reflection on Media
Stories from TRM pg. 167.
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o TRM pg. 163 describes an Internet Research Assignment on Islam’s Six
Articles of Faith and the creation of a comparison chart. The Graphic
Organizer Rubric AM 9 would be useful here.
o TRM pg. 163 describes a Compare and Contrast Matrix Assignment using the
textbook to explore two different perspectives on Jesus and Mary. AM 9
would be useful here.
o TRM pg. 163 has students create a Comparison T-Chart on Islam and
Christianity. This might work as a cumulative Open Book Quiz at the end of
the unit.
o TRM pgs. 171 - 172 Enrichment Opinion Paper. Use Assessment Master
Research and Writing Rubric AM 13 in conjunction with this assignment.
o TRM pg. 176 Article Review and student’s personal responses to the
roundtable discussion questions could form an excellent project, especially for
students currently enrolled in Social Studies. Some schools may be able to
work out an agreement with the Social Studies department that, with some
modifications, this assignment could be accepted in both courses for
assessment. Further on this page in the TRM is a modification for students
needing extra support.
Course Anchor Assignment Ideas:
o TRM pg. 157 A student group within the class will prepare and participate in
a day of fasting using the Ramadan fast as an example. This would be
particularly appropriate during Lent and could be coordinated with a ThinkFast project using Peace and Development materials on THINK-FAST.
Students would complete their planning documents as interim steps and
submit these for assessment leading up to the event. A reflection paper should
be the culminating part of this assignment.
o TRM pg. 159 Sacred Space Project. Using the learning about sacred spaces
over three different religious traditions, students could design a multi-faith
chapel suitable for a shopping mall, hospital or airport that creates a sense of
belonging and encourages participation in charitable outreach. To make this a
major assignment the details will need to be quite complex and perhaps
involve the creation of a model. Instead of the suggested sticky notes, the
final project would be accompanied by a detailed explanation of the elements
and how they envision the chapel or sacred space functioning. If this is done
as a group assignment, the Group-Work Self Assessment AM 6 and Peer
Assessment AM 17 could also be used.
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o TRM pg. 164 Using the text material on Sufism and Mysticism as a starting
point, students might present a project on Mysticism in Islam and Christianity,
using poetry, artwork, music and/or video clips to illustrate their
understanding of mysticism as a path to the sacred and divine. The AM 12
Assessment Master: “Looking Back on It” may be helpful. The Project
Checklist AM 14 would be helpful in getting students started, organizing the
on-going development of their project and measuring progress along the way
as the teacher engages in assessment for learning.
Last 5 minutes questions and conversations:
o Why would a religion find it important to have individuals, such as moral
theologians, responsible for guiding moral decisions for its followers?
o What is one aspect of life in a Muslim family that you admire and one aspect
that you would see as challenging in Canadian society?
o How far should Canada go to accommodate the culture and traditions of
immigrants?
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Chapter 7: The Story of Hinduism
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CHAPTER 7: THE STORY OF HINDUISM
Teacher Resource Manual (TRM) pgs. 177 – 209
Student Book (SB) pgs. 228 – 257
General Learning Outcomes: Students will…
Outcome B: Grow in understanding of the historical development, central beliefs and
practices, prayer rituals, symbols, sacred writings, family traditions and moral guidelines
associated with various religions.
Outcome C: Compare the importance of sacred space, worship and prayer within various
religious traditions.
Outcome D: Demonstrate an understanding of moral norms as a natural expression of
faith that shapes human behavior.
Outcome F: Describe the nature of interreligious dialogue and discuss why it is
necessary for peace and justice.
Specific Learning Outcomes: Students will…
 examine the historical development of Hinduism over three historical periods
 describe the rituals (festivals and life milestones) that mark time for a Hindu
 learn about the symbols and deities of Hinduism and the practice of daily puja
 understand the key beliefs of Hinduism: karma, dharma, samara, moksha,
Brahman, maya and atman
 appreciate the structures and paths of Hindu religion
 describe the contributions of Gandhi to interreligious dialogue
Class #1 – Covers Lessons 1 and 2 of Chapter Seven
Possible Assessment Materials:
Compilation of vocabulary list
Mind Map – Graphic Organizer Rubric AM 9
Lesson One: An Introduction to Hinduism
TRM pgs. 178 - 181 SB pgs. 228 – 229
(75 minutes recommended – cut to 35)
1. Getting Started
10
TRM pg. 179 – Use the PowerPoint presentation Namaste! to introduce students to the
significance of the greeting. Locate this on the Teacher Centre of the website.
2. Vocabulary Game
5
Creating the game would be too time consuming. Have students simply
begin a list of vocabulary words and definitions they will need to speak about Hinduism.
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3. Read and Discuss: Harsha’s Personal Recollection
10
TRM pg. 179 and SB pg. 229. Cover questions suggested in both the SB and the TRM
discussing how Harsha’s life as a Canadian Hindu
compares to students’ lives.
4. Chapter Performance Task
10
The text suggestions are extensive and work better as major assignment options, which
you will have already introduced. Use this time to present your chapter task options and
expectations for assessment.
Consider using TRM pg. 180. Option 1: Board Game or Option 2: Research Essay using
the information in the TRM as a guide.
Lesson Two – Hinduism in Canada and the History of Hinduism
TRM pgs. 181 – 184 SB pgs. 230 – 234
(75 minutes recommended – cut to 40)
1. Getting Started TRM pg. 182 (omit)
2. Compare and Contrast TRM pg.182 (omit)
3. Demographics TRM pg. 183 (omit)
4. Research and Report (optional chapter task) TRM pg. 183
5. Discussion TRM pg. 183 and SB pgs. 230-232
15
Use the map on pg. 230 SB and cover the historical points noted in the TRM that provide
a picture of the concentration of Hindu peoples across Canada.
6. Illustrated Mind Map
25
SB pgs. 232 – 234 and TRM pg. 183 Students use a mind map to summarize the
information on the history of Hinduism. If used for assessment you will find Rubric AM
9 helpful.
7. Webbing
This is an alternative task to the Illustrated Mind Map (6). Consider this as a means to
help students organize and remember a lot of information.
8. Create a Timeline TRM pg. 184 (optional chapter task)
Class #2 - Covers Lessons 3 and 4 of Chapter Seven
Note to the Teacher: Internet Research is an important component of this lesson. Please
review research skills and finding appropriate internet website choices.
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Possible Assessment Materials:
Self-Reflection Tool AM 10
Video or Jigsaw Exercise BLM 7.4
Journal Reflection Rubric AM 2
Lesson Three: Rituals
TRM pgs. 184 - 187 SB pgs. 235 – 236
(75 minutes recommended – cut to 35)
1. Getting Started
25
Option 2 TRM 185. Pose question ‘i’ before going back to Option 1: the Video. Show
clips that illustrate the answers to the questions (i – iv) TRM pg. 185. The link to the
video is on the Teacher Centre of the website.
2. Read the text pgs. 235-236
10
Have students add to their vocabulary lists. Review the Skill Focus on pg. 236 on
websites if not already done.
3. Virtual Tour (optional activity – could also be used as optional chapter task)
4. Worship in the Home: Journal Reflection TRM pg. 187 (optional)
Lesson Four: The Hindu Worldview
TRM pgs. 187 - 190 SB pgs. 237 – 239
75 minutes recommended – cut to 40)
1. Getting Started TRM pg. 188 (omit)
2. Video or Jigsaw
Option 1: Documentary Video: I Believe on video Google
http://video.google.com/videoplay?docid=6191876799063525626#
The discussion on definitions begins just after minute 5 in the video.
To purchase the DVD seehttp://ffh.films.com/id/15475/Hinduism.htm.
35
Option 2: Jigsaw
The teacher should watch the video for background before having students do the jigsaw
activity. You may need to modify the assignment according to time restrictions. BLM
7.4 is one approach to comparing Hindu and Catholic worldviews.
3. Journal Reflection TRM pg. 189 (optional journal or discussion)
5
4. Think Pair Share TRM pg. 189 (consider as an option for journal entry above).
5. Project: Hindus Believe TRM pg. 189 (Either Option 1 or Option 2 could be
considered for a chapter task).
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Class #3 - Covers Lessons 5 and 6 of Chapter Seven
Possible Assessment Material:
Journal Entry and Journal Reflection Rubric AM 2 or AM 10
Lesson Five: The Caste System
TRM pgs. 190-191 SB pgs. 239 – 240
(75 - 150 minutes recommended – cut to 40)
1. Getting Started TRM pgs. 190 - 191.
15
Teachers should be familiar with the theories of the origin of the caste system described
here. Direct students to read pg. 239 SB and add the terms to their vocabulary lists.
Read the “Hymn of Purusha” SB pg. 240 and draw attention to the hierarchical structure
of the castes and the part of the body from which each comes.
2. Roundtable Discussion
15
TRM pg. 191 Students form small groups to discuss the two questions provided. They
may have already discussed the importance of arranged marriages in the chapter on Islam
but students should consider the implications of abolishing the caste system or belief in
dharma or reincarnation.
3. Journal Reflection
10
The Teacher’s Centre on the website has more information on the caste system and social
mobility as background to journal writing.
Lesson Six: Marking Time
TRM pgs. 191 - 194 SB pgs. 241 - 242
(75 minutes recommended – cut to 35)
1. Getting Started TRM pg. 192 (omit)
2. Discussion
20
Read about the four stages of life and examine the chart SB pg. 241. Follow the
development of the concept by using the information on pgs.192-193 TRM.
3. Journal Reflection: Four Stages of Life
15
Place journal questions TRM pg. 193 on the screen or board. Allow time for students to
write a personal response to one set of questions.
4. Chapter Performance Task (assess progress to date)
Class #4 - Covers Lesson 7 of Chapter Seven
Possible Assessment Material:
Flow Chart – assessed for completion of task
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Lesson Seven: Central Beliefs
TRM pgs. 194 – 196 SB pgs. 242 – 244
(150 minutes recommended – cut to 75)
1. Getting Started
10
Introduce Hindu scriptures using
TRM pgs. 194-195 and pg. 257 SB for the Hymn of Creation. TRM has helpful answers
for the teacher.
2. Flow Chart or Diagram
20
Use D1 Extra Support (World Religions CD) if possible. Follow the directions TRM pg.
195.
3, Hindu Scripture Analysis Group Work TRM pg. 195 omit)
4. Storyboard: A Life that Models Dharma (omit or use for an adapted learner
task)
Use the rest of this class if you planned for a guest speaker or video time. If not, it
may be needed as a work period on the chapter performance task or major project.
Class #5 - Lesson 8 and 9 of Chapter Seven
Lesson Eight: Deities, Avatars and Epics
TRM pgs. 196 – 199 SB pgs. 244 – 248
(150 minutes recommended – cut to 35)
Possible Assessment Materials:
Mind Map AM 9
BLM 7.7
Shared Reflection
Journal Checklist AM 2
1. Getting Started TRM pg. 197
5
Take note of the help for teachers found in “Note to the Teacher” to explain the Catholic
understanding of Trinity.
2. Images of the Triad TRM pg. 197 SB pg. 244
15
3. Best-Known Deities
TRM pg. 198 SB pgs. 246-247
15
The research option (bottom pg. 247 SB) could be used as a chapter task. If time to
research is not an option, simply discuss the points made in the TRM pg. 198 about
deities. Conclude with a brief discussion of question three, pg. 248 SB, on destructive
deities.
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4. Project
Consider Option 1 or Option 2 as Chapter Tasks. Take notice of the “Note to the
Teacher” p. 199 TRM. Research on AVATARS may appeal to students given the use of
the word in popular media. If doing either of these assignments help students be faithful
to the use of the word in Hinduism. Portions of AM 16 and AM 17 may be helpful.
Lesson Nine: Morality
TRM pgs. 199 – 203 SB pgs. 248 – 250
(75 minutes recommended – cut to 40)
1. Read the Overview pg. 199 TRM for your own background preparation and “Getting
Started” pg. 200 TRM.
2. Mind Map
15
Invite students to work in pairs to read about the three paths to liberation pgs. 248-250
SB and present their work on a mind map.
3. Choose (depending on your level of comfort and potential student response 10
#3 “Meditation: The Path to Knowledge”, pgs. 200 – 201 TM, or D1 “Interest”, pgs. 201
– 202 TRM.
4. Project: The Meaning of Aum (omit)
5
“Make It Your Own” pgs. 249 – 250 of SB. Perhaps make mention of the information
but you won’t have time to create diagrams or mind maps.
5. Discussion: The Path of Devotion
5
Briefly mention the information on pg. 250 SB and recall the Christian practice of
praying to Jesus, Mary or other saints to intercede for us to God.
6. Compare and Contrast: Karma Yoga and Christian Service
See notes TRM pg. 202 and “Note to the Teacher” TRM pg. 203 to help students
understand the concept of charity or gift of service from the perspective of a Hindu and a
Catholic. This might be done as a chapter task and shared with the class if time permits.
BLM 7.7 provides the necessary instructions.
7. Journal
Allow time to complete the questions on pg. 203 TRM.
Class #6 - Covers Lessons 10 and 11 of Chapter Seven
Possible Assessment Material:
Role-Play or Debate Rubric
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Chapter 7: The Story of Hinduism
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Lesson Ten: Family Life
TRM pgs. 203 – 206 SB pgs. 251 – 253
(75 minutes recommended – cut to 40)
1. Getting Started
15
See TRM pg. 204.Read the “Note to the Teacher” first and reword the questions provided
here so they are more inclusive, i.e. change “you” to “most people your age”, etc.
2. Compare and Contrast: Gender Roles or
25
3. Role-Play TRM pg. 205
Choose either activity according to the time available that covers SB pgs. 251 – 253. If
you choose the role-play, use the Weighted Checklist provided AM 11.
4. Debate or Research and Opinion Paper: Marriage and Family Life
TRM pg. 206. Use the research option and paper together as a Major Assignment. A
small portion could also be used on an exam.
Lesson Eleven:
Interreligious Dialogue: Hinduism and the Catholic Church
TRM pgs. 206 – 209 SB pgs. 254 – 255
(75 minutes recommended – cut to 35)
1. Getting Started
10
Read the lesson overview TRM pg. 206. Set the mood for discussing interfaith dialogue
by inviting students to share what they know about Gandhi. Continue with “ii” TRM pg.
207.
2. Mind Map
10
Using SB pgs. 254-255 have students create a mind map listing all the contributions
Gandhi made to politics and society in India as well as to the religious philosophies and
practices of Hinduism. See TRM pg. 208.
3. Media Critique: Gandhi
Option 1: Film Discussion or Option 2: Compare and Contrast.
Option 1 could also be expanded as major project or chapter task option. BLM 7.8
available for Option 2 provides a three-step process that could be adapted as needed.
4. Poetry and Song Project (omit)
5. Mini-Biography or Group Work
15
Option 2 TRM pg. 209 could be handled as class discussion, particularly point “ii”.
Option 1 could be considered for chapter task choice.
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Class # 7: Time has been allotted for student work on the chapter performance task,
course project or written assessment.
Criteria for Catechesis: REMEMBER
The Catholic Vision would entail students demonstrating respect for the
following key beliefs:
∞ Catholics and Hindus have committed themselves to meeting regularly to
discuss matters of common concern; for example human improvement,
peace, ecological responsibility, social and economical development
∞ Despite the many differences in Catholic and Hindu worldviews, each in its
own ways strives to discover the Truth and to find answers to the
great questions about life that provoke unrest in the human heart
Assessment Ideas in Chapter Seven: The Story of Hinduism
Journal Ideas: (for Assessment use AM 2 or AM 10)
o TRM pg. 187 Worship in the Home. If you were to create a sacred place in your
home, what would it look like? What objects would you place there and why?
What forms of prayer would you use to express devotion to God?
o TRM pg. 189 Journal questions on Hinduism’s explanations of karma, dharma
and samsara and the experience of illness, accidents and loss contrasted to how
Catholics explain these phenomena.
o TRM pg. 191 Caste System and Social Mobility. Questions are provided.
Students could contrast and compare issues of class status, ethnicity and religion
and the affect of these on social mobility in Canadian culture.
o TRM pg. 193 Four Stages of Life. There are four prompts from which to choose
– reinforce the Catholic understanding that life begins at conception.
o TRM pg. 203 Paths or Yogas - Students could reflect on some or all of the four
topics listed.
o SB 253 Reflection on an Arranged Marriage. Have students consider the
questions for a 21 year old and a thirty-five year old who wanted to marry but
haven’t found a suitable partner.
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Short Assignments:
o TRM 183 Mind Map or Webbing to organize historical material covered to this
point. Use AM 9.
o TRM 188 Completion and submission of BLM 7.4 tasks from jigsaw work
comparing worldviews in Hinduism and Catholicism.
o TRM 208 Graphic Organizer on Gandhi AM 9.
Chapter Task Suggestions:
o TRM pg. 183 Research and Report. Using Web Research skills and Evaluating
Websites (SB 236) students will research the contributions of one or more
Canadian Hindu’s to our society.
o TRM pg. 184 Enrichment. Create a timeline and summary of major events that
have shaped both India and Hinduism. AM 20 may be helpful.
o TRM pg. 186 Virtual Tour. Students will need access to the video on the Teacher
Centre Website to understand the role of the Mandir in Hindu worship.
Observations on architecture, artifacts, importance to Hinduism and impressions
would form their report. Perhaps students could create a visitor’s guide and you
could use AM 19 for assessment.
o TRM pg. 189 Students create an illustrated dictionary of important terms from
Hinduism. Prose, cartoons, and web pages can be used but definitions must be in
their own words. Modified program students could use the text definitions but add
artwork. The CD has information on creating similes. Use AM 5.
o TRM pg. 189 Students would create an illustrated poster comparing karma,
dharma, and samsara/moksha with Catholicism’s views of sin, forgiveness,
judgment, death and resurrection. Use AM 5.
o TRM 195 Storyboard on a person whose life is a good example of a life of faith.
Adapted Learner task using AM 18 and BLM 7.6.
o TRM pg. 199 Graphic Organizer on the Avatars of Vishnu. Be sure to explain the
“Note to Teacher” on this page to the students who choose this option. AM 9 can
be used for assessment.
o TRM pg. 199 Dramatic presentation on one of the 10 Avatars of Vishnu. The
Teacher Online Centre has more information.
o SB pg. 247 Hindu Iconography. Students research and present the meaning of the
symbols used in art.
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o TRM pg. 202 Compare Karma Yoga and Christian Service.
Use BLM 7.7
o TRM pg. 205 Role Plays on Arranged Marriages. Use AM 11.
o TRM pg. 208 Learning Style Option 2: Student used BLM 7.8 to identify
similarities and differences between two visions of interreligious dialogue.
o TRM pg. 209 Learning Style Option 1: Mini-Biography The focus is on
Christians who have had interactions with Eastern religions and contributed to
interreligious dialogue. AM 16 is a Presentation Rubric to use in assessment.
Course Anchor Assignment Ideas:
o TRM pg. 180 - Creation of a Board Game based on a Q/A format. There is a
BLM 7.1 Chapter Performance Task: Board Game Instructions Sheet to guide
students through this task. TRM pg. 180 provides a modification for students who
need extra support.
o TRM pgs. 180-181 Research Essay. Suggestions for this assignment are given on
these pages. This is a web-based research project. BLM 7.2 can be used to direct
student efforts.
o TRM pg. 206 Enrichment. Combine Option 1 information with Option 2 the
writing of an Opinion Paper on gender roles and arranged marriages. The first
step would be creating a Graphic Organizer, next a tabulation of research sources
and finally the writing of the paper. Use Persuasive Writing Rubric, AM 13,for
assessment.
o TRM pg. 208 Learning Style – Media Critique on the Movie GANDHI. Adapt
this class task for an individual who enjoys movies. The student would then write
an essay addressing the questions listed here. Students could be asked to take a
stance in response to what they have learned on non-violent responses to society’s
problems. Use Persuasive Writing Rubric AM 13.
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CHAPTER EIGHT: THE STORY OF BUDDHISM
Teacher Resource Manual (TRM) pgs. 211 - 240
Student Book (SB) pgs. 258 – 283
General Learning Outcomes: Students will…
Outcome B: Grow in understanding of the historical development, central beliefs and
practices, prayer rituals, symbols, sacred writings, family traditions and moral guidelines
associated with various religions.
Outcome C: Compare the importance of sacred space, worship and prayer within various
religious traditions.
Outcome D: Demonstrate an understanding of moral norms as a natural expression of
faith that shapes human behavior.
Outcome F: Describe the nature of interreligious dialogue and discuss why it is
necessary for peace and justice.
Specific Learning Outcomes: Students will…
 learn about the life and founder of Buddhism, Siddhartha Gautama and Buddhist
rituals and festivals
 recognize the central beliefs of Buddhism the Three Jewels, the Four Noble
Truths, the Noble Eightfold Path
 describe Buddhist morality: the Five Precepts and Buddhist values
 compare family life and daily life for Buddhists to their own life
 understand the relationship between the Catholic Church and Buddhism
Class #1 - Covers Lessons 1, 2 and 3 of Chapter Eight
Possible Assessment Materials:
KWL Chart
BLM 8.2
Lesson One: An Introduction to Buddhism
TRM pgs.212 – 214 SB pgs.258-265
(75 minutes recommended - cut to 15)
1. Getting Started
5
Introduce the chapter by using the photos and the Personal Recollection piece on SB pgs.
258-259. the bolded questions on each page will help. If you have the time and access to
materials, the slide show is an option. Note: Perhaps a student on a modified program
could create this for you as an assignment after which you could have it to use with future
groups.
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2. KWL Chart
10
Follow the Bullets TRM pg. 213 in developing the chart. Begin as usual with column
one having students fill in what they already know about Buddhism. The questions they
have about the religion can be placed in column two. When the chapter is completed,
they fill in the last column. SB pg. 259 may be helpful.
3. Monastic Life (omit or use options as choices for chapter task).
Lesson Two: Buddhism in Canada
TRM pgs.214 – 216 Student Book pg. 260
(75 minutes recommended – cut to 20)
1. Getting Started: Poetry Analysis (optional)
5
Continue the lesson if you can work in the poem described on TRM pg. 215. It will be
found on the Teacher Centre of the website. Another option is to draw attention to pg.
260 of the student text that provides information about the number and distribution of
Buddhists in Canada.
2. Maps and Demographics
15
Direct students to read pgs. 261-262 of their text and enter the vocabulary words and
definitions in their notes. Draw attention to the map, pg. 263 and acknowledge that most
will probably travel to these countries one day. Use the questions provided beside the
map as guide.
3. Biography (omit or consider using as possible chapter task)
Lesson Three: The History of Buddhism
TRM pgs. 216 – 220 and Student Book pgs. 261-265
(75 minutes recommended – cut to 40)
1. Getting Started
20
Choose either Option 1: Video or Option 2: Storytelling. You will need to visit the
Teacher Centre of the website to locate the necessary materials.
2. Graphic Organizer (omit as a class activity but consider as a chapter task
option).
3. Creative Presentation on the Life of the Buddha (chapter task option)
4. Comparison T-Chart
10
Using BLM 8.2 or an adapted version of it, instruct the students to work in pairs to
complete the chart comparing the life of Buddha and their own. A recommended
variation would be to include another column including Jesus in the comparison.
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5. Think Pair Share
10
Use TRM pg. 219 and the questions SB pg. 265 for large group discussion rather than the
pair-sharing.
6. Journal and Share (optional) TRM p. 219.
Class #2 - Covers Lesson 4 of Chapter Eight
Possible Assessment Materials:
BLM 8.4
AM 2
Lesson Four: Rituals
TRM pgs.220 – 226 Student Book 266 – 271
(150 minutes recommended - cut to 75)
1. Getting Started
10
Begin class by reviewing what students have learned about meditation and the use of
mantras and mandalas. See TRM pg. 221.
2. Discussion
10
Follow the guide provided TRM pgs. 221-222 using Bullets 1, 3 and 4. The “Note to the
Teacher” in the sidebar may be helpful. Students should make notes on the differences
between Christian and Eastern meditation described on pgs. 266-267 of the text. Provide
students with BLM 8.3 if they are interested in trying a Meditation Program.
3. Buddhist Temple Tour
30
Note to the Teacher: A visit to a Buddhist Temple takes careful organization and may
not be possible. Visit the Student Centre of the website for a virtual tour. Student text
pg. 268 will provide information on Buddhist worship and worship space. Students
should add important points to their notes. If you are able to visit a Buddhist temple, take
a look at the information provided on D1 TRM pg. 222-223 for Option 1 or Option 2:
Research and Collage. Option 2 could also be used for the chapter task assignment.
4. Research and Present: Mudras (omit)
5. Mandalas (optional chapter task)
TRM pg. 224. An introduction to the concept of mandalas as found in Christianity and
Buddhism. Either Option 1: Mandalas in Nature or Option 2: Christian Mandalas may
be considered. Detailed directions for making a Mandela are found in the TRM pg. 224
and SB pg. 269. Use BLM 8.4 for further instructions.
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6. Graphic Organizers
20
The student text, pgs. 270 – 271 covers milestone rituals. TRM pg. 225 can be used to
guide students, working in groups, in creating Venn diagrams to compare Buddhist and
Catholic ritual similarities and differences. D1 “Extra Support” TRM pg. 225 describes
an alternative approach. Draw attention to the “Catholic Connection” on pg. 270 of the
student text.
7. Article Review and Case Studies (omit or used as enrichment)
8. Journal Reflection
5
TRM pg. 226. Discuss the questions orally. They will be used to introduce next lesson.
9. Chapter Performance Task: Mandala Project (optional)
See point 5 above using BLM 8.4, which summarizes what is required.
Class #3 – Covers Lessons 5 and 6 of Chapter Eight
Possible Assessment Materials:
BLM 8.5
BLM 8.6
BLM 8.7
Lesson Five: The Community and Scriptures
TRM pgs. 226 – 229SB 272 – 278
(75 minutes recommended - cut to 35)
1. Getting Started
10
Refer back to #8 above (the journal reflection, or its questions, used to end the last
class).Use this as a conversation starter before leading into today’s lesson on the
Community and Scripture. Visit the Teacher Centre of the website to locate the Jataka
tales or stories told to teach a moral lesson. See TRM pg. 227.
2. Comparison Chart of Buddhism’s Three Main Groups
20
Students summarize the information from their text by working in groups to create a tchart noting the main divisions of Buddhism and each group’s distinguishing features
(beliefs, practices and scriptures). Use the BLM 8.5 provided. Information may be found
on pgs. 272 – 273 of the student text.
3. Brainstorm
5
Omit this as an activity but simply reinforce the concept (see last Bullet under #3 TRM
pg. 228) about the common practice and importance of meditation within all Buddhist
communities.
4. Analysis of Buddhist Wisdom (omit)
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5. Class/Roundtable Discussion
Note to the Teacher: Make a point about the difficulty of understanding Scriptures when
we live in a different culture and time. This fact is true for both Christianity and
Buddhism. Illustrate with a point form presentation of a Christian parable. For example:
The Good Samaritan story has the person from Samaria being the “good guy”. This
would have shocked Jesus’ audience but the power of the story isn’t as effective for us
because we don’t have the same cultural connotations about people from Samaria.
Lesson Six: Central Beliefs and Morality
TRM pgs. 229 - 234 SB pgs. 274 – 278
(150 minutes recommended – cut to 40 but completed next class)
1. Getting Started
5
TRM pg. 231.This step makes reference to the Three Jewels that were introduced at the
beginning of the chapter.
2. Discussion and Journal
5
This suggestion on TRM pg. 231 might be a good ‘required’ journal. If time permits,
have students complete the task as an assignment to be submitted for marks.
3. Analyze and Compare
15
Using BLM 8.6 have students complete the chart according to the directions provided.
They will need to read pgs. 274 – 275 of the student text individually or in pairs. An
alternative approach is suggested using D1 TRM pg. 232.
4. Media Search and Discussion: Suffering
See TRM pg. 232. You will not have time to have students explore newspapers for
stories about different types and causes of suffering but you could bring 3 or 4 examples
to share. The purpose is to lead into the next topic: The Four Noble Truths.
5. Reflection: The Four Noble Truths
15
TRM pg. 232 Follow the Bullet steps using BLM 8.7 comparing Buddhist wisdom with
lived experiences.
Note: The rest of Lesson 6 will be covered in the next class.
Class #4: Completion of Lesson 6 and Lesson 7 of Chapter Eight
Possible Assessment Material:
BLM 8.8
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6. Continuation of Lesson 6 …
The Noble Eightfold Path: Group Presentation
15
Invite the students to read the meaning of each article of the Noble Eightfold Path found
in the text on pg. 276. Have them create the color-coded chart in their notebooks and
challenge them to match each of eight with one of the gifts of the Spirit (courage,
wisdom, awe, understanding, etc.) received at Confirmation.
7. Project: Noble Eightfold Path
Option 1 or Option 2 could be one of the choices for a shorter chapter task assignment.
8. Comparison Chart: The Five Precepts
20
TRM pg. 233 and Student Book pg. 277. Use the BLM 8.8 comparison chart as outlined.
9. Creative Design: Buddhism by Numbers (optional chapter task)
This activity would take quite a bit of class time if the directives for “Making It Your
Own” on pg. 277 of the student text are followed. It could also be another choice as a
chapter task.
10. Exploring Buddhist Values: (option 1 for chapter task)
Lesson Seven: Family Life
TRM pgs. 25 – 27 SB pgs. 278 – 279
(75 minutes recommended – cut to 40)
1. Getting Started
15
See TRM pg. 235 and SB pgs. 278-279. All three Bullets on pgs. 25 and 26 should be a
good summary of the importance of family in shaping us as individuals.
2. Group Discussion
10
The “Note to the Teacher” may be helpful as you cover the Bullets TRM p. 236.
Students should be able to explain what detachment contributes to building family life.
3. Graffiti: Dharma and Family Life
15
This is an excellent activity that challenges students to apply what they have read in SB
pgs. 278-279. The Bullets on pg. 236- 237 of the TRM should be covered.
4. Presentation (omit)
5. Journal Reflection (optional consider doing as a different kind of assignment as
there are many parts to this task)
Class #5 - Covers Lesson 8 of Chapter Eight
Possible Assessment Material: BLM 8.10
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Lesson Eight: Interreligious Dialogue
TRM pgs. 28 – 29 and SB pgs. 280 – 282
(150 minutes recommended - cut to 50)
1. Getting Started
10
Place the quote TRM pg. 239 on the board and ask students to respond to the two
questions provided. Discuss the value “metta” referring back to the five Buddhist values
on pg. 277 of the student book. Take notice of the “Note to the Teacher” in the sidebar
TRM pg. 239.
2. Discussion
20
Following TRM pg. 239 suggestions, discuss the concept of dialogue through cooperative
action before reading about the long-standing monastic tradition that has brought
Catholics and Buddhists together around common ecological concerns.
3. Quote Analysis: Thomas Merton
20
Read the Thomas Merton profile on SB pg. 281. Point out the things that attracted
Merton to the Eastern traditions. The Teacher Centre of the website has Merton
quotations that can be examined for the elements of Buddhism which are reflected in
Merton’s religious worldview.
4. Web Search and Presentation (omit or use as chapter task option)
Class #6: This time has been set aside for work on a chapter task, major project or
written assessment.
Criteria for Catechesis: REMEMBER
The Catholic Vision would entail students demonstrating respect for the
following key beliefs:
Catholics and Buddhists share
∞ a concern for the pain and suffering of life
∞ a deep love and compassion for all living things
∞ a willingness to love selflessly for the benefit of humanity
∞ a deep concern for healing the earth
∞ a deep spiritual devotion to truth which brings wisdom and joy to life
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Assessment Ideas in Chapter Eight: The Story of Buddhism
Journal Ideas: (use AM 2 and AM 10 for assessment)
o TRM pg. 219 and SB pg. 265, question #5 (or #4) if you did not do the Think Pair
Share activity.
o TRM pg. 226 Reflection on personal experience with Birth or Death Rituals.
o TRM pg. 229 Bullet 4 and SB pg. 273# 3 “Making it Personal”
o TRM pg. 231 Reflection on a Student’s Personal Three Jewels used for support in
their journey of faith.
o TRM pg. 237 This is more complicated than other journal assignments and
involves the creation of a matrix to represent influences on a person’s life. See the
“Note to the Teacher”.
Short Assignments OR Chapter Task Suggestions:
o TRM pg. 218 Creative Presentation (with options) on the life of Buddha e.g.
Timeline, cartoons, blog, newspaper article AM 15.
o TRM pg. 223 Buddhist Temple Architecture Research presented as a narrated or
annotated collage.
o TRM pg. 224 Buddha hand gestures and their meanings – names of the gestures
are given in the TRM, this may be an easy Internet Research task for students on a
modified program.
o TRM pgs.233-234 and SB pg. 277 Buddhism by the Numbers Use AM 5.
o TRM pgs. 228 – 232BLM 8.5, 8.6 and 8.7, although worked on in class, could be
collected. BLM 8.6 also has a journal component.
o TRM pg. 233 Either Option 1 or 2 based on work on the Eightfold Path and
creating a poster or presenting a nomination of a model for others.
o TRM pg. 234 Exploring Buddhist Values with Option 1, a Graphic Organizer and
discussion.
Course Anchor Assignment Ideas:
o TRM pg. 214 Compare the life in both Buddhist and Benedictine Monasteries in
essay form. AM 6 for group work self- assessment and Graphic Organizer Rubric
AM 9 may be used as a guide.
o TRM pg. 216 Option 2. Web page design on two of the three people listed: Poet
Thich Nhat Hanh, Thomas Merton and/or Aung San Suukyi. Use AM 24 to
assess.
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o TRM pg. 226 Symbolic Portrait of Buddhism using a Mandala. BLM 8.4 and AM
25 will be useful.
o TRM pg. 240 Web Search and Presentation on an Organization that helps
religious groups with ecological and conservation initiatives. Use BLM 8.10 and
AM 6 if doing this in groups.
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Chapter9 The Story of Sikhism
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CHAPTER 9:
THE STORY OF SIKHISM
Teacher Resource Manual (TRM) pgs. 241 - 267
Student Book (SB) pgs. 284 - 307
There likely will not be enough time to cover this chapter thoroughly. A brief outline of
the most important points is included should you have a couple of days to devote to
Sikhism.
General Learning Outcomes: Students will…
Outcome B: Grow in understanding of the historical development, central beliefs and
practices, prayer rituals, symbols, sacred writings, family traditions and moral guidelines
associated with various religions.
Outcome C: Compare the importance of sacred space, worship and prayer within various
religious traditions.
Outcome D: Demonstrate an understanding of moral norms as a natural expression of
faith that shapes human behavior.
Outcome F: Describe the nature of interreligious dialogue and discuss why it is
necessary for peace and justice.
Specific Learning Outcomes if completing the complete chapter:
Students will…
 examine the rituals, symbols, prayers, worship, and festivals through which Sikhs
express their faith and mark key moments in life
 appreciate the gurdwara as a communal centre for outreach and spiritual growth
 consider the concept of God and the importance of scripture in Sikhism
 examine the Sikh code of moral conduct emphasizing social justice and equality
 reflect on Sikh family life in Canada
Class #1 - Covers Lessons 1, 2, and 3 of Chapter Nine
Possible Assessment Materials:
KWL Chart AM 7
BLM 9.1
Lessons One: An Introduction to Sikhism
TRM pgs.242-244 and SB pgs. 284-290
(75 minutes recommended – cut to 45)
1. Getting Started
10
Have students complete the first two columns of the KWL Chart as they have done in
previous lessons. The final column will be completed at the end of the chapter.
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2. Virtual Tour of the Golden Temple
20
The Teacher Centre of the website provides a guide to completing this step. If time
doesn’t permit compilation of a PowerPoint discuss the Temple’s importance with
students.
3. Think Pair Share
10
TRM pg. 243. Pose the questions provided after students have read the personal
recollection of Bikram Gill.
4. Introduction of Chapter Performance Task
5
Omit or change to have each student compile a list of arguments for/against the questions
as well as a paragraph summarizing their position. If you do have time for debate, BLM
9.1 will be helpful.
Lesson Two: Sikhism in Canada
TRM pgs. 244-246 SB pgs. 286-287
Omit this lesson as developed in the TRM. Computer and Internet access is required.
The teacher may give the students two or three points that summarize the content if
desired.
Lesson Three: The History of Sikhism
TRM pgs. 246 – 248 SB pgs. 288 – 290
(75 minutes recommended – cut to 35)
1. Timeline (omit) and
2. Group Research and Report: The Ten Divine Gurus
20
Use the jigsaw strategy or simply have students read and take notes on pgs.288-289 of the
text.
3. Journal Reflection
15
TRM pg. 248. Students read about the 10th guru and answer the questions on pg. 290 of
their text before completing a journal on the importance of making the final guru a sacred
book.
Class #2 – Covers Lesson 4 of Chapter Nine
Possible Assessment Materials:
Journal Entry – AM2 or AM10
BLM 9.4 BLM 9.5
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Lesson Four: Rituals, Marking Time, and Festivals and Holy Days
TRM pgs.248-255 and SB pgs. 290 – 298
(225 minutes recommended – cut to 75)
1. Opening Discussion: Prayer and Worship
10
Take notice of the “Note to the Teacher” on the sidebar TRM pg. 250 and the bullets
introducing the sacred text the Guru Granth Sahib and prayer.
2. Symbol or Poster: Mantras (omit or use as chapter task)
3. Compare and Contrast
15
Students read pgs. 290-292 and compare Sikh and Catholic communal prayer in a chart.
Students working in pairs or independently can complete BLM 9.4.
4. Journal Entry on showing respect for sacred writings. This can be given as an
optional journal, or merely discussed as part of class. Draw attention to the classroom
Bible(s) and how it is/they are treated or mistreated.
5. Discussion: Daily Life
10
Explore the routine of daily life prescribed by Guru Ram Das by reading SB pg. 293.
Follow with the questions provided TRM pg. 251.
6. Illustrated Chart
10
Students independently read the text on baptism pgs. 293-294. Use the BLM 9.5 to
summarize what Catholics and Sikhs believe about the symbols of baptism. Note the
“Extra Support” advice TRM pg. 252.
7. Creating/Collecting Symbols (omit or consider combining with another Logo
project to make a major project for the course).
8. Chapter Performance Task: Research and Debate (omit)
9. Journal Reflection (omit)
10. Worksheet
20
Using TRM pgs. 253 – 254 develop student understanding of the symbols used in
Catholic and Sikh wedding ceremonies. Student text p. 296 and the Student Centre of the
website will be needed.
11. Optional Activity: Guest Speaker (optional)
12. Letter Writing: Festivals and Feasts
10
Have students read pgs. 297 and 298 of the student text and reflect (rather than write) on
why one of the major religious feasts celebrated by their families is important to them.
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Class #3 – Covers Lessons 5, 6, 7 and 8 of Chapter Nine
Possible Assessment Materials:
Journal Entry – AM2 or AM10
BLM 9.7 BLM 9.9
Lesson Five: The Community
TRM pgs 255 - 258 SB pgs. 298 – 299
(75 minutes recommended – cut to 15)
1. Getting Started and
2. The Gurdwara
15
TRM pg. 256 and SB pg. 298. Reinforce the commitment Sikhism places on outreach
and charity. Conduct a virtual tour using the Student Centre of the website, if time
permits. Omit Option 2: Creating a PowerPoint.
3. Journal Reflection: Branches of Sikhism (omit) or use this as a discussion point
only. Point out that there are also 3 main branches in both Judaism (Orthodox, Reform
and Conservative), and in Christianity (Orthodox, Catholic and Protestant).
4. Research and Report (optional chapter task)
5. Venn Diagram (omit)
Lesson Six: Central Beliefs
TRM pgs.258 -260 SB pgs. 300 – 301
(75 minutes recommended – cut to 10)
1. Getting Started: Sacred Text Reflection
See TRM pg. 259 following the step as developed.
10
2. Compare and Contrast Worldviews: (optional chapter task) Use BLM 9.7 should
you choose to do this with small groups in class.
3. Compare and Contrast Sacred Texts (omit)
Lesson Seven: Morality and Family Life
TRM pgs. 260 -264 SB pgs. 302-304
(150 minutes recommended – cut to 50)
1. Getting Started
15
TRM pgs. 261 -262 can be used to introduce morality without a great deal of time being
used. The use of Psalm 16 for opening prayer is recommended.
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2. Sakhis
Omit the options unless you wish to have students complete one or the other as a chapter
task.
3. Writing a Code of Conduct
15
TRM pg. 263. Read about and discuss the Sikh code of moral conduct in the student text
pgs. 302-303. Discuss rather than write out what points students would include in a code
of conduct.
4. Virtues and Vices (D1)
10
TRM pg. 263.Students brainstorm how each of the virtues identified by Sikh gurus might
be lived out in Canadian culture.
5. Graphic Organizer: Role of the Family
10
Using BLM 9.9 have the students work in small groups to complete the comparative
chart outlining the role of the family within Sikhism, Catholicism and one other religion
of their choice.
6. Optional Activity: Video and Group Discussion (omit)
Lesson Eight: Interreligious Dialogue
TRM pgs. 264 - 276 SB pgs. 304 -306
Note to the Teacher: Time for any of the activities would be bonus! If you do have
more class time available, have students read pgs. 304-305 and pick up on the questions
provided TRM pg. 25 and 26 (steps 2 and 4 of the lesson). The BLM 9.10 that is
described in step 3 might be an option for a good chapter review or consider the Step 6
Review activities. This will depend on the time and emphases you have given this
chapter.
Class #4 – This period has been set aside for work on the chapter task or major project
option
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Criteria for Catechesis: Summative Learning
The Catholic Vision would entail students demonstrating respect for the
following key beliefs:
∞ Sikhism believes in the existence of only one God on whom they depend
∞ Sikhism professes and bases human relationships on a belief in the
equality of all persons
∞ Although Catholics and Sikhs have many beliefs that separate them, they
share a common concern for peace and the care of both the
environment and the poor
Assessment Ideas in Chapter Nine: The Story of Sikhism
Journal Ideas: (Use AM 2 or AM 10 for assessment)
o TRM pg. 248 Journal Reflection on the importance of making the final guru a
sacred book. See the “Note to the Teacher”. Help students reflect on the role of
sacred texts in all the religions studied, most were written, but in Aboriginal
Spirituality these stories were passed down orally and symbolically.
o TRM pg. 251 Journal Reflection on showing respect for Sacred Writings.
Short Assignments:
o TRM pg. 251 Illustrated Chart on 5Ks and Baptism using BLM 9.5.
o TRM pg. 263 -264 Graphic Organizer on the Role of the Family using BLM 9.9.
Chapter Task Suggestions:
o TRM 252 You will not have time to carry out a debate but students may want to
do the research on the wearing of turbans instead of required headgear as a
research project and essay. Use AM 13 to guide the research.
o TRM pg. 253 Adapt the description as needed associated with brainstorming,
comparing and discussing wedding symbols in Sikhism and Catholicism. One
approach would be to do this as expert groups with personal responses.
o TRM pg. 257 Creation of a power point presentation on gurdwaras. May be a
suitable project for students on a modified program. Use AM 15.
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o TRM pg. 262 DI Learning Styles on Sakhis- stories of courage and honor. Drama
students might like to combine this with a drama class assignment.
Course Anchor Assignment Ideas:
o TRM pg. 252 Creating and Collecting Symbols that express religious belief.
Include point ii under # 9 Journal on TRM pg. 253. AM 5 may be helpful.
o TRM pg. 259 Comparison and Contrast Chart on Worldviews of Four Faiths. See
Extra Support on TRM pg. 260 and use BLM 9.7.
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Chapter10: Modernityand Religion
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CHAPTER 10:
MODERNITY AND RELIGION
Teacher Resource Manual (TRM) pgs. 269 – 294
Student Book (SB) pgs. 308 – 335
General Learning Outcomes: Students will…
Concept H: Grow in the ability to respond to the challenges of living in societies with
religious pluralism, identifying movements, trends and beliefs within modern times and
their impact on religion.
Concept K: Develop the knowledge and skills necessary for research and effectively
communicating their findings
Specific Learning Outcomes if completing the whole chapter: Students will…
 learn about movements, trends, and beliefs in modern times as they relate to
religion, including secularism, rationalism, exploration, trade, migration and
globalization, atheism and agnosticism, humanism, and secular humanism
 reflect on the origins and basic beliefs of secularism and what it means to live in a
secular world
 study the beliefs and arguments of secular humanism
 examine the human search for meaning and purpose within contemporary culture
Note to the Teacher: Time limitations may make it necessary to reduce the number of
classes you can devote to this chapter. The minimum expectation would be that students
have a basic understanding of the terms introduced in Lesson 1 and 2.
Many teachers will only spend one class on this chapter and therefore there will be no
chapter task or major assignment based on this material. If you have students strongly
attracted to this chapter’s content, have them continue with the rest of the following
lessons, assign some tasks and then have them submitted as a major assignment.
Class #1 - Covers Lessons 1 and 2 of Chapter Ten
Possible Assessment Materials:
AM 9
AM 2 or 10
Lesson One: Canada and Religions Today
TRM pgs. 270 – 272 SB pgs. 308 – 314
(75 minutes recommended – cut to 45)
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1. Getting Started
15
Place the terms “atheism” and “modernity” on the board. Follow the development in the
TRM pgs. 270 - 272 including references to the Vincent van Gogh painting on pg. 308 of
the Student Book. Draw attention to the “What You Will Learn” feature to give students
an overview of the chapter.
2. T-Chart
10
Students should read pg. 309 of their text and then focus on signs of Christianity in the
Canadian legal system. Rather than constructing a chart using each of the
commandments, you might opt to simply have a class discussion of the concept.
3. Demographic Graph (omit)
4. Graphic Organizer
10
Again handle this as a discussion item. Students should read pg. 310 and comment on
how Christianity has changed in this day and age. Have them add the definitions
(modernity and globalization) to their vocabulary. Encourage students to focus on
contemporary Canadian life and culture.
5. Think Share Pair (omit)
6. Media Project
10
Again, limit yourself to about 10 minutes to discuss the negative messages in the media
that promote prestige, power, money, etc. Cover Bullets one and two only (omit the
visual presentation described here).
7. Journal Reflection (optional) on Challenges in Living a Life of Faith
If collecting for assessment use AM 10.
Lesson Two: The Story of Modernity
TRM pgs. 273 - 275 SB pgs. 310 – 314
(150 minutes recommended – cut to 30)
1. Getting Started: Discussion (omit)
2. Webbing
15
As students read “The Story of Modernity” SB pg. 312 they summarize the historical
changes on a web diagram using the headings “religion”, “politics” and “geography”.
Use AM 9 rubric to assess their work.
3. Concept Map
5
Place the word “secularism” on the board and note the definition in the student text pg.
318. Point out the link between secularism and the way we live.
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Note to the Teacher: If you are spending more than one class on Chapter 10, you may
wish to assign a Chapter Task. The following three activities would create a choice of
three different options. See TRM pgs.274-275.
4. Interview and Report
10
5. Chapter Performance Task: Media Analysis (provide the BLM 10.1) and
6. Mini-Biography
Note to the Teacher: If this is the end of your work on this chapter, ensure students
understand the Catholic position on the Science-Faith continuum. Both paths, when they
seek truth (I am the WAY, the TRUTH and the LIFE, said Jesus), point us in the
direction of God. The mind is a holy gift with the potential to do great good. Faith and
Reason go together to help us grow in our understanding of both humanity and the divine.
See the Side Bar “Notes to the Teacher” in the TRM for more important ideas. Remind
students that Art, a way of expressing truth, also does not fit the provable criteria of
science. See the “Note to the Teacher” TRM 278.
Class #2 - Covers Lessons 3 and 4 of Chapter Ten
TRM pgs. 276 - 283 SB pgs. 314 – 320
Possible Assessment Materials:
Fishbone chart organizer AM 9
BLM 10.2
Causes and effects of secularism
Lesson Three: The Rise of Science and Reason
TRM pgs. 276 – 280 SB pgs. 314 – 317)
(150 minutes recommended – cut to 45)
1. Getting Started
15
The TRM pg. 277 introduces quotes from Pope John Paul II. Place these on the board
and invite students to share their thoughts about what they reveal about the relationship
between faith and science. See the examples TRM pg. 278 (top) to raise the point that
moral and ethical questions around these issues often come from religion.
2. Analyzing Cause and Effect
10
Direct students to the Skill Focus SB pg. 317 and the material on pg. 314 of their text.
Complete the fishbone chart as a class. TRM 278 See “Note to the Teacher”.
3. Optional Video or DVD Clips (optional)
This will take organizational time to select video clips but may help students grasp the
problem and the arguments.
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4. Think Pair Share
10
TRM pg. 278. Students respond to the questions provided sharing their ideas about the
most significant differences between a life with faith in God and life without faith in God.
5. Symbols: “isms” of Modernity
10
Omit the symbol creation but do have students record the definitions (rationalism,
empiricism, agnosticism and atheism) in their notebooks.
SB pgs. 314-415 will be helpful.
6. Storyboard and
7. Media Analysis (omit or use as possible option for chapter task)
8. Dilemmas (optional)
15
Distribute BLM 10.2: Reason, Faith and Decision-Making and provide the instructions
on TRM pg. 280. This will take longer if debriefing the work of all three groups.
Lesson Four: The Enlightenment, Humanism, and Secularism
TRM pgs. 281 - 283. SB pgs. 318-320
(75 – 150 minutes recommended – cut to 25)
1. Getting Started: Discussion
10
Use TRM pg. 282 to guide the discussion following the three bullets provided. Reinforce
the truth that humans have the capacity to discern right from wrong and to live ethical
lives.
2. Poster
After reading SB p. 318 make sure students enter the terms (humanism, secularism and
secularization) in their notebooks. (omit the poster)
3 Cause and Effect
15
As a large group, brainstorm a list of causes that contributed to secularization and
formulate statements (like newspaper headlines) that incorporate the causes and effects of
secularism. Note especially bullet 2 top TRM pg. 282.
4. Social Justice (optional)
You may wish to provide students with a handout on Social Justice principles from the
Teacher Centre of the website. The Social Studies Department may appreciate this
handout as well.
5. Movie Poster (omit)
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Class #3 – Covers Lessons 5, 6 and 7 of Chapter Ten
Possible Assessment Materials:
Questions TRM pg. 285
Notes on secular humanism or Graphic Organizer AM 9
Journal AM 10
BLM 10.4
Lesson Five: Secular Humanism
TRM 283 – 287 SB 321 – 325
(150 minutes recommended – cut to 40)
1. Getting Started
5
Use TRM pg. 284 -285 and pg. 321 of the SB and discuss the questions in the caption.
2. Think Pair Share
10
After reading SB pgs. 321-322 direct students to create a three-column chart and respond
to the questions in the bullets TRM pg. 285.
3. Graphic Organizer Comparison (optional shorter chapter task).
4. Informal Debate
Large group discussion of the question provided TRM pg. 285.
5
5. Collage: Secular Humanist Beliefs
10
Direct students to read about the beliefs of secular humanism SB 323-324 and record the
key ideas in their notes. A summary statement that defines secular humanism should be
included.
6. Journal Reflection (optional)
This can be used as an in-class journal assignment if time permits.
7. Guided Meditation (optional)
A BLM 10.3 can be used if you choose to include the guided meditation. The point in the
TRM 286 about the Church’s view that humans are communal versus secularity’s view
that we are completely autonomous is an important one to make with the students.
8. Critical Thinking (optional chapter task assignment)
Students, using BLM 10.4, compare what it means to be authentically human from the
perspective of secular humanism and Christianity.
9. Brainstorming
10
Rather than pair off, complete this activity as a class. See SB pg. 325 “Think About It”.
10. Critical Thinking Chart (option for chapter task assignment) See TRM p. 287 for
instructions.
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Lesson Six: The Religious Reply to the Beliefs of Secular Humanists
TRM 287 – 291 SB 325 – 332
(75 – 150 minutes recommended – cut to 25)
1. Getting Started TRM pgs. 288 (omit)
2. Jigsaw
20
To cover the large amount of required reading for Lesson 6, students could participate in
jigsaw sessions. Use SB pgs. 325-332 on six religious replies to secular humanism, and
SB pgs. 327-329 on organized religions, religious movements and cults. The key idea
from each section can be placed on the board or a chart for all to copy to notes.
3. Group Discussion
5
Omit this as a group activity but simply pose the question, “Given what we have read
about the increase in people indicating “no religion” on the census form, and the religious
reply to the beliefs of secular humanism, do you think religion is in decline?”
4. Art and Meaning (consider Option 1 as a Chapter Task Suggestion).
5. Think Pair Share (omit)
6. Brainstorming (omit)
This activity might be a good chapter task option. Some of the student’s ideas about the
appeal of cults would have been covered in the Jigsaw activity (Step 2).
7. Comparison Chart: Rights and Responsibilities
8. Research and Report and
9. My Response to Secular Humanism
These three activities may be used as chapter task options. Provide BLM 10.5 if students
choose #7.
Lesson 7: Catholics and Modernity
TRM pgs. 292 – 294 SB 333 – 335
(75 minutes cut to 15)
Note to the Teacher: The activities outlined in TRM pgs. 293 - 294 would be difficult
to do in the time limits we face. You may have to read the text pgs. 333-334 and simply
explain the concepts covered.
1. Getting Started
5
Ultimately you will want students to achieve consensus about what we mean by
“freedom”.
2. The Critical Analysis of Church Documents
TRM pg. 293 would serve as optional enrichment activity for stronger students. Perhaps
suggest it as a chapter task choice.
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3. Roundtable Discussion
10
TRM pg. 293 If you have time for only one activity in Lesson 7, do this one.
4. Faith and Reason (options 2 and 3 may be Chapter Task choices).
Class #4
This period has been reserved for work on the chapter performance task, the major course
project or formal written assessment.
Criteria for Catechesis: REMEMBER
The Catholic Vision would entail students demonstrating respect for the
following key understandings:
∞ How the role of religion in Canada has changed
∞ Movements, trends and beliefs within modern times as they
relate to religion
∞ What it mean to live in a secular world
∞ The nature of religious responses to secular humanism
Assessment Ideas in Chapter Ten: Modernity and Religion
If you have only spent one class covering Lessons 1 and 2 of this chapter, consider
having students submit either a Journal or a Graphic Organizer from the work
completed or at least started in class.
o TRM pg. 272 Journal Reflection on the Challenges of living a life of faith. AM 2
or AM 10
o TRM pg. 274 Webbing on the Story of Modernity AM 9
o TRM pgs. 277-278 Analyzing Cause and Effect AM 9
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If you have two or three classes available to cover the chapter content, further
Assessment Ideas may be useful:
Journal Ideas: (use AM 2 or AM 10 for assessment)
o TRM pg. 286 Self Analysis on authenticity.
o TRM pg. 290 Option 3 at the top of the page (last Bullet) has a journal reflection
on the message of modern and contemporary music, literature and art asking what
meaning or purpose of life is promoted.
Short Assignments:
o TRM pg. 285 Graphic Organizer Comparing Secular Humanism and Catholic
Teaching AM 9.
o TRM pg. 272 Media Project on one Advertisement or Song and their Negative
Messages. AM 5 is a Visual Project Rubric.
o TRM pg. 274 Short interview with relatives on the influences of modernity and
globalization AM1.
o TRM pg. 275 Mini Biography See “Note to the Teacher” suggestions. AM 8 and
parts of AM 13 may be helpful.
o TRM 286 Critical Thinking Enrichment Activity using BLM 10.4. You could use
the Graphic Organizer Rubric AM 9 or simply mark for completion. For a
simpler activity follow the directions on TRM pg. 287 and direct students to begin
with the textbook material.
o TRM pg. 290 Brainstorm and discuss why students might be vulnerable to the
influence of cults and follow with identification of positive ways to handle stress.
o TRM pg. 290 Rights and Responsibilities using BLM 10.5.
o TRM pg. 291 Personal Responses to Secular Humanism. Choose one of the
options included.
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Chapter Task Suggestions:
o TRM pg. 275 Media Analysis and Critical Awareness BLM 10.1and AM 15.
o TRM pg. 279 Storyboard creation on a Voyage of Discovery and AM 18.
o TRM pg. 280 Media Analysis on Use and Misuse of Science. Use parts of AM 21
and AM 10 for assessment.
o TRM pg. 293 Opinion Paper and response to the Church’s perspective on
modernity. Use BLM 10.6.
Course Anchor Assignment Idea:
o TRM pg. 289 Art and Meaning Multimedia Project. Use AM 15.
Note to the Teacher: Some of the above chapter tasks could also become major course
assignments, especially if two of the assignment criteria are combined when they refer to
the same or similar topic.
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CHAPTER 11: LIVING FAITH TODAY
Teacher Resource Manual (TRM) pgs. 295 - 322
Student Book (SB) pgs. 336 – 369
General Learning Outcomes: Students will…
Outcome F: Describe the nature of interreligious dialogue and discuss why it is
necessary for peace and justice.
Outcome H: Grow in the ability to respond to the challenges of living in societies with
religious pluralism, identifying movements, trends and beliefs within modern times and
their impact on religion.
Outcome I: Recognize proclamation and dialogue as two dimensions of the Catholic
Church’s evangelizing mission.
Outcome J: Acknowledge the need to respect all religions and cultures, accepting
interreligious dialogue as an opportunity to be enriched by each other and not as a cause
for division.
Specific Learning Outcomes if the entire chapter is covered, students will…
 learn about the challenge of living faith in a multi-religious world
 discuss what it means to be human and the human search for God
 learn about the dialogue of theological exchange, religious experience, everyday
life and the dialogue of action.
Note to the Teacher: If you only have time for one class do Class # 2.
Class #1 - Covers Lessons 1 and 2 of Chapter Eleven
Possible Assessment Materials:
KWL Chart
BLM 11.1
Lesson One: Introduction and Living Faith Today
TRM pgs. 296 - 299 SB pgs. 336 – 338
(75 minutes recommended – cut to 35)
1. Getting Started: Discussion
10
Direct students to view the collage of photos on pg. 336 of their text. Raise the three
questions provided on TRM 297. You may wish to have students complete a final KWL
chart if you have time.
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2. Optional Collage (omit)
3. Discuss and Brainstorm
10
Read Sarah’s story on pg. 337 of the text. Note especially the guide found in bullet #3
TRM pg. 297, i.e. “…the only way to participate authentically in interreligious dialogue:
to be open to seeing the Spirit at work in other religions while bearing witness to the truth
of one’s own faith.”
4. Brainstorming
10
Continue with TRM pg. 298 eliciting student response to the three questions provided.
5. Journal Reflection This is most meaningful for those students who have been
compiling the demographics of affiliation with different religions in Canada.
6. Culminating Performance Task
5
See TRM pg. 298. Three options are described which might be considered as a way to
pull together the key concepts presented in the course. Take a couple of minutes to help
students share what they have learned about commonalities e.g. many faiths have
pilgrimages, prayers, sacred texts, belief in the transcendent, emphasis on the dignity of
the human person, concern for charity and justice, etc. These could all be called rays of
truth.
Lesson Two: Faith as Human
TRM pgs. 300 - 303 and SB pgs. 339 – 342
(75 – 150 minutes recommended – cut to 40)
1. Getting Started
10
Visit the Teacher Centre of the website for an excerpt from Albert Einstein’s essay, “The
World As I See It”. Make clear the point that Einstein as a man of science saw religion
as a necessary partner in the human search for understanding and meaning in the face of
life’s mysteries. Follow the development provided in the bullets TRM pg. 301.
2. Brainstorming
10
As a large group, develop a list of the mysteries of life. Point out that the search for
answers to the mysteries of life motivates much of the research and debate that takes
place in the world.
3. Think Pair Share or
4. Concept Map of Human Characteristics
10
Use either point to develop the concept after students have read pg. 339 in their text.
5. Journal: Humans and Mystery or
6. Illustrated Mind Map
10
After reading pg. 340 in the student text, simply discuss the ways we try to solve or
understand mystery. See TRM pg. 302.
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7. Ways of Understanding Truth (omit)
8. Group Presentation Project (possible chapter task option using BLM 11.1)
Class #2 - Covers Lessons 3, 4, and 5 of Chapter Eleven
Possible Assessment Tools:
Graphic Organizer AM 9
BLM 11.3
Lesson Three: You and Interreligious Dialogue Today
TRM pgs. 303 - 306 SB pgs. 342 – 346
(75 minutes recommended – cut to 25)
1. Getting Started: Prayer for Unity
Follow TRM pg. 304 after using the BLM 11.2 (the prayer provided)
5
2. Graphic Organizer
5
Draw attention the Approaches to Religion chart on pg. 342 of the student book.
Continue with the development of the point by discussing rather than creating the concept
map.
3. Visual Project
10
Choose either Option 1: Comparison Graphic Organizer or Option 2: Illustrated Poster.
You will not have time to create posters unless you suggest these as chapter task options.
The concept could be discussed making the point that each religious tradition places more
or less emphasis on the areas discussed: community, tradition, guidance, ritual, social
justice and service.
4. Discussion
5
TRM pg. 305. The concept of what sitting in a circle contributes to dialogue will not be a
new idea, however, the Bullet questions are good reinforcement.
5. Role-Play (omit)
Lesson Four: You and the Dialogue of Theological Exchange
TRM pgs. 306 - 309 SB pgs. 347 – 348
(75 minutes recommended – cut to 25)
1. Getting Started: Video: Theological Discussion
10
If possible, go to the Teacher Centre of the website and use the video clip “Inter-Faith
dialogue: Who is Jesus in the light of the holy Bible and the holy Qur’an”. As a class,
compose a definition for the dialogue of theological exchange.
2. Compare and Contrast
Invite students to identify the main differences between political debate
and the dialogue of theological exchange. SB pg. 344 will be helpful.
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3. Comparative Graphic Organizer
10
Direct students to read SB pg. 347 and create a list describing what dialogue is and what
dialogue is not.
4. Dialogue of Theological Exchange (optional)
TRM pgs. 308 - 309 Both of these are good activities but require more time than you may
have available.
Lessons Five: You and the Dialogues of Theological Exchange and Religious
Experience
TRM pgs. 309 - 312 SB pgs. 347 – 352
(75 minutes recommended – cut to 25)
1. Getting Started: Brainstorming, and
15
2. Visual Project (omit the research project)
See TRM pg. 310 and introduce the term “religious or mystical experience”
by having students read “What is a Religious Experience?” SB pg. 349. Continue with
pgs. 350-351 helping students find the answer to “Check Your Understanding” on pg.
353 of their text.
3. Journal and Share and
4. Journal: Mystical Experience (both optional)
5. Planning an Interreligious Experience and
6. Biographical Timeline and Discussion
TRM pg. 311. Both could be considered as a chapter task options.
7. Reflecting, Sharing, and Brainstorming
See TRM pg. 312 and provide BLM 11.3 for this activity.
10
Class #3 – Covers Lessons 6 and 7 of Chapter Eleven
Lesson Six: You and the Dialogue of Everyday Life
TRM pgs 312 – 316 SB pgs 355 – 360
(150 minutes recommended – cut to 30)
1. Getting Started: Think Pair Share
5
TRM pg. 318. Have students give examples as suggested and formulate a definition of
the dialogue of everyday life in their notes.
2. Role-Play (optional)
3. Roundtable Discussion: Relativism
10
Before using the information in the SB pg. 358 discuss the differences between truth and
opinion. Note, in particular, Bullet one “v.” in TRM pg. 314.
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4. Case Studies: Interfaith Marriage
15
Share the Catholic Church’s position on interfaith marriage pg. 356 SB and distribute
BLM 11.4 for small group work. Have the students share their responses to the
scenarios.
5.
6.
7.
8.
Guest Speaker
Research and Writing and
Web Review
Proposal for Interreligious Dialogue (All are optional)
9. Journal Reflection
The teacher, having read about the Trappist Monks SB pg. 359, could make reference to
what we can learn about dialogue from their lifestyle.
Lesson Seven: You and the Dialogue of Action
TRM pgs. 317 - 322 SB pgs. 361 – 366
(150 – 300 minutes recommended – cut to 50)
1. Getting Started
5
Follow the directives TRM pg. 318. Students should have little problem describing how
their efforts made a difference in peoples’ lives.
2. PowerPoint Presentation and Discussion
15
After student have read “You and the Dialogue of Action” SB pg. 361, use the World
Religions CD to review or present the seven central themes of Catholic social justice.
TRM pg. 25 will help them answer how dialogue of action is a good way to begin
dialogue with students of other faith traditions.
3. Heroes of Social Justice. All 3 options would be great chapter task choices.
4. Brainstorming: Deserts of Life, Actions of Hope
10
SB pg. 363. Students reflect on the words of Pope Benedict XVI and discuss practical
ways students could become involved in their own communities.
5. Brainstorming
10
Students read “A Call to Action” SB pg. 364 and summarize each of the six action points
described by Pope John Paul II . While you won’t have time to involve other faith
communities in an actual project during this term, it might be something to consider as
part of their community service requirement.
6. Guided Reading
10
Take time for students to read and summarize the information on pgs.364-365 using the
BLM 11.5.
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7. Culminating Performance Task
Consider these three options TRM pg. 321 as well as others that have been suggested that
reflect the “rays of truth” that the Church recognizes in each religion covered. If you
choose option two, BLM 11.6 will be helpful.
Class #4
This period has been set aside for work on the chapter performance task, the course major
project or formal assessment.
Criteria for Catechesis: REMEMBER
The Catholic Vision would entail students demonstrating respect for the
following key understandings:
Ways of being involved in interreligious dialogue:
∞ The dialogue of theological exchange
∞ The dialogue of religious experience
∞ The dialogue of everyday life, and,
∞ The dialogue of action
Assessment Ideas in Chapter Eleven: Living Faith Today
If you have had time to facilitate two classes covering this content, consider the
following:
Journal Ideas: (use AM 2 or AM 10 for assessment).
o TRM pg. 302 When Faced with Great Mystery.
o TRM pg. 311 Journal and Activity on Mystical Experience.
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Short Assignment Ideas - Graphic Organizers:
o TRM pg. 302 Mind Map on Humans and Mystery AM 9.
o TRM pg. 304 Concept Map on Dialogue AM 9.
o TRM pg. 305 Comparison Graphic Organizer (Option 1) AM 9 plus skill focus
on Comparing and Contrasting. See SB pg. 346.
o TRM pg. 312 Reflecting, Sharing and Brainstorming as a summary of what
students have learned. BLM 11.3 and the assessment would be done using AM 6
on Group Work.
Chapter Performance Tasks:
o TRM pg. 303 Students examine art, poetry, music, film or dance to examine the
response to mystery in the arts. Use BLM 11.1 and AM 17.
o TRM pg. 311 Biographical time line for Father Griffiths and Sister MacInnes and
then a comparison using AM 20.
o TRM pgs. 319 and 320 Heroes of Justice project idea. If you, as the teacher,
encouraged this it might develop into an annual school award or recognition of
those who work hard to correct injustice.
Course Anchor Assignment Ideas:
o TRM pgs. 298 – 300Three ways of helping students pull together the whole
course are outlined on these pages. They include a visual presentation, a multimedia presentation and a dramatic presentation. Option two uses BLM 11.6.
o TRM 311 Planning an Interreligious Experience e.g. a workshop. See also TRM
316 on a proposal for Interreligious Dialogue for added ideas to help students
develop this activity.
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