Unit 4: We Believe
Time: 20 Hours
Unit Description
Christian history during the time of the Great Schism and the Reformation is the focal point of this unit.
Students construct a timeline through the first three activities to put events in historical context. Students
explore reasons for the Great Schism and explore the distinctive nature of Orthodox Christianity. The
nature of conflict in human relationships is paralleled with the difficulties at the time of the Great
Schism. Students study the Medieval Church by examining the events and challenges of the time as seen
through the eyes of significant people of the age. A case study of Saint Francis of Assisi is undertaken
through use of the film, Brother Sun, Sister Moon. The causes of the Reformation are studied. The
various reformations in Europe are explored in group activities and presentations. After a brief
presentation on ecumenism, the contemporary shape of Christianity is traced through an exercise on
modern Christian denominations. Students then compile a pamphlet or brochure entitled, “How to Be an
Ecumenical Catholic.” This is one of the culminating tasks for the unit. The unit concludes with an
exploration of sacramentality as seen in Christian art - both traditional and modern. The other
culminating task is a unit test.
Unit Overview
Activity
Title
1
2
3
The Story of
Christianity:
The Schism
Between East
and West
The Story of
Christianity:
The
Medieval
Church
The Story of
Christianity:
The Causes
of the
Reformation
Time
in
min.
150
Learning Expectations
CGE 1j
PFV.04, RBV.01
300
PF1.05, PF 2.04, RB1.02,
RB1.03, RB1.05
CGE1a
PFV.04, PFV.05, CMV.10,
RBV.01, SSV.01, HEV.03
75
PF1.05, PF2.04, PF3.05,
PF3.06, CM2.07, CM3.07,
RB1.02, RB1.03, RB1.05,
HE3.01, HE3.02
CGE1j
PFV.04, PFV.05, RBV.01,
SSV.01
PF1.05, PF2.04, PF3.06,
RB1.02, RB1.03, RB1.04,
RB1.05, RB2.08, HE1.01,
HE3.01, HE3.02, HE4.01
Assessment
Knowledge;
Application/
Making
Connections.
Knowledge/
Understanding;
Application/
Making
Connections;
Communication.
Knowledge/
Understanding;
Communication;
Application/
Making
Connections.
Tasks
Journaling;
Discussion on
Relationships and
Change; Teacher
Presentation on the
Great Schism.
Investigation of
Significant Figures in
the Medieval
Church; Film Review
of Brother Sun,
Sister Moon;
Journaling.
Teacher Presentation
or Student
Investigation of
Causes of the
Reformation;
Journaling.
4
5
6
The Story of
Christianity:
The
Reformers
150
CGE5a
PFV.04, PFV.05, RBV.01,
SSV.01
Protestant
and Orthodox
Churches
Today:
Christian
Churches and
Communities
Today
300
Sacramentality:
Christian Art
as Sacrament
225
PF1.05, PF2.04, PF3.06,
RB1.02, RB1.03, RB1.04,
RB1.05, RB2.08, HE1.01,
HE2.01, HE3.01, HE3.02,
HE4.01
CGE 7g
PFV.03, PFV.06,
CMV.08, PSV.09,
RBV.02, RBV.03
PF1.03, PF2.02, PF2.05,
PF3.01, PS1.06, RB1.04,
RB2.02, RB2.04, RB2.08,
RB2.09, HE1.01, HE1.03,
HE2.02, HE2.03
CGE 2e
PSV.03, PSV.15, SSV.02
PS1.02, PS3.01, RB2.05,
SS1.05, SS1.06, RB3.02,
RB3.03
Knowledge/
Understanding;
Communication.
Group Research and
Poster Presentation
on Different
Reformations.
Knowledge/
Understanding;
Thinking/Inquiry;
Communication;
Application/
Making
Connections.
Presentation on
History of
Ecumenical
Dialogue; Group
Investigation of
Contemporary
Denominations;
Bristol Board
Presentations;
Brochure on
Ecumenism.
Teacher Presentation
of Art as
Sacramental; Student
Artistic Response;
Journaling, Unit
Test.
Knowledge/
Understanding;
Application/
Making
Connections;
Communication.
Note: Expectations originating from the Institute for Catholic Education are italicized. Normal font
is used for the Ministry of Education’s expectations.
Activity 1: The Story of Christianity: The Schism Between East and West
Time: 150 Minutes
Description
The unit begins with a journal reflection and class discussion on the nature of conflict in
relationships. With the aid of the teacher, students then construct a timeline that maps the events
leading to the schism between the Eastern churches loyal to the Patriarchate of Constantinople and
the Roman Catholic Church. Students write a reflection indicating how the schism might have been
avoided.
Strands(s) & Learning Expectations
Catholic Graduate Expectation: CGE1j - A discerning believer formed in the Catholic faith
community who recognizes that "sin, human weakness, conflict and forgiveness are part of the
human journey" and that the cross, the ultimate sign of forgiveness is at the heart of redemption.
Strand: Profession of Faith, Religious Beliefs.
Overall Expectations:
PFV.04 explain the importance of historical development of the Church and its contemporary selfexpression (e.g. Church councils, the divisions within Christendom, ecumenism and interfaith
dialogue);
RBV.01 summarize the major historical influences on and events in the development of various
religions.
Specific Expectations:
PF1.05 explain the importance of the historical development of the Catholic Church and its
contemporary self-understanding (e.g. the Apostolic and Nicene Creed, Church councils,
authoritative teachings of the Magisterium, Catholic documents on ecumenical and inter religious
dialogue;
PF2.04 value the importance of the historical development of Catholicism for personal and
communal religious identity within the Church;
RB1.02 identify the major influences in the development of various religions (e.g., social unrest,
advances in technology, changing mores);
RB1.03 identify influential personalities (e.g., Abraham, Baha’ullah, Christ, Confucius, Dalai Lama,
Guru Nanak, Moses, Muhammad, Siddhartha Gautama, Zoroaster) and summarize their contributions
to the development of selected religions;
RB1.05 demonstrate an understanding of the development of the institutions that govern and promote
the religious life of a religion’s adherents (e.g., Sanhedrin, Universal House of Justice, Papacy,
Qadis).
Prior Knowledge & Skills
From Unit 2, students should already be familiar with the role of Church councils and the papacy in
the teaching office of the Christian Church.
Planning Notes
Become reacquainted with the key events of the first millennium, which eventually led to the more
definitive break between Rome and Constantinople in 1054 CE. These would include:
a) the Edict of Milan and the division of the Empire;
b) the cultural divide between the Greek East and the Latin West;
c) the fall of Rome and the rise of Byzantium;
d) the reign of Charlemagne and the controversy over the filioque;
e) the controversy between Pope Nicholas/Patriarch Ignatius and Patriarch Photius in the 9th
century; and
f) the increasing animosity between the two Sees until the mutual excommunications of 1054
CE.
Gather visual aids describing key features of Orthodox. (See the resources below for help with
background information and visual aids.)
Teaching/Learning Strategies
The teacher brings in an icon (e.g. Rublev’s Trinity) and explains to students that there is another
major tradition in Christian history – the tradition of Orthodoxy in the East.
Students respond to the following questions in their journals. This is to be done privately and
students’ answers will not be shared with the class.
a) What three things would you like to see change in their families, among their friends, and at
school?
b) For each of the nine things listed, describe in one sentence why each of these is important to
you.
c) Which of these “changes” would destroy your connections to family, friends, and school if
not addressed?
d) How could you negotiate the changes you desire in a way that would keep you part of each of
these groups.
e) Record a way of demanding the change that would cause a split from these groups.
f) Record the attitudes and response necessary on the part of their families, friends, and school
to negotiate the changes effectively.
The teacher concludes the exercise with a discussion around the need for change and how all parties
involved can negotiate it respectfully. Students also begin to explore the elements that can cause the
breakdown of relationships whether personal or institutional. This discussion continues throughout
the unit.
The teacher presents an outline of the key events leading to the schism between Rome and
Constantinople in the form of a timeline that students may copy for their own study purposes and
reflection. This timeline is stored in the student or class portfolios for use in the kiosk at the end of
the course. The teacher presents the key features of Orthodox Christianity making use of visual aids
such as icons and illustrations of monasteries and Orthodox architecture. If there are Orthodox
students in the class, they may share their experience and perspectives with the class. Teacher and
student presentations may be reinforced by questions based on textbook research.
Students then reflect on the chain of events outlined in the timeline, consider where a different
course may have been possible for the sake of Christian unity and record their ideas in their journals.
Assessment & Evaluation of Student Achievement
A quiz may be used to assess student’s knowledge of the data of the timeline for Knowledge. Journal
reflections may be assessed for Application/Making Connections.
Accommodations
Students with special challenges might be exempted from the quiz. For their journal reflection, they
may be asked to consider why different types of Christians should try to get along. Gifted students
might write a research essay identifying the most significant factor that caused the schism.
Alternatively, they may interview an Orthodox person and supplement the teacher presentation with
the information they learn.
Resources
For student texts see: Brodd, Jeffrey. World Religions: A Voyage of Discovery Winona, MN: Saint
Mary’s Press, 1998; Trafford, Larry. World Religions: People and Faith Toronto: Maxwell
Macmillan Canada, 1994; Lossky, Vladimir, Orthodox Theology Crestwood, NY: St. Vladimir's
Press, 1978; Comby, Jean How to Read Church History: From the Beginnings to the Fifteenth
Century Vol. 1. New York: Crossroad, 1995 (ISBN 0-8245-0722-3); Religions on File. Facts on File:
New York, NY, 1990, pp. 5.16-5.21, 5.37 (ISBN 081602240).
For Internet resources see: Catholic Encyclopedia at www.newadvent.org/cathen/; Orthodoxy at
www.oca.org/.
Activity 2: The Story of Christianity: The Medieval Church
Time: 300 Minutes
Description
Students explore different facets of the medieval Church from the time of the Great Schism (1054
CE) to the beginning of the Black Death (1347 CE. Students trace the changing shape of the Church
by becoming familiar with some of the important figures in the Church at this time. The movie,
Brother Sun, Sister Moon is shown as a case study of the different movements that appeared in the
Medieval Church.
Strand(s) & Learning Expectations
Catholic Graduate Expectation: CGE1a - A discerning believer formed in the Catholic faith
community who illustrates a basic understanding of the saving story of our Christian faith.
Strands: Profession of Faith, Christian Moral Life, Religious Beliefs, Social Structures, Religion
and the Human Experience.
Overall Expectations:
PFV.04 explain the importance of historical development of the Church and its contemporary selfexpression (e.g. Church councils, the divisions within Christendom, ecumenism and interfaith
dialogue);
PFV.05 identify traditional and contemporary examples of people of faith and integrity;
CMV.10 identify traditional and contemporary examples of moral living as found in the various
religious traditions of the world;
RBV.01summarize the major historical influences on and events in the development of various
religions;
SSV.01summarize the ways in which religions and the development of civilizations are
interconnected;
HEV.03 analyse the significance of religion or other belief systems in the lives of various historical
figures.
Specific Expectations:
PF2.04 value the importance of the historical development of Catholicism for personal and
communal religious identity within the Church;
PF3.05 name traditional and contemporary examples of people of faith and integrity;
PF3.06 explain the key events in the story of the Catholic Church from apostolic times to the modem
era;
CM2.07 appreciate traditional and contemporary examples of moral living as found in the various
religions of the world;
CM3.07 suggest both traditional and contemporary examples of moral living as found in the various
religions of the world;
RB1.02 identify the major influences in the development of various religions (e.g., social unrest,
advances in technology, changing mores);
RB1.03 identify influential personalities (e.g., Abraham, Baha’ullah, Christ, Confucius, Dalai Lama,
Guru Nanak, Moses, Muhammad, Siddhartha Gautama, Zoroaster) and summarize their contributions
to the development of selected religions;
RB1.05 demonstrate an understanding of the development of the institutions that govern and promote
the religious life of a religion’s adherents (e.g., Sanhedrin, Universal House of Justice, Papacy,
Qadis);
HE3.01 identify significant figures from a range of belief systems;
HE3.02 describe how significant individuals have been motivated by the belief systems studied to
influence events, create movements, and challenge the status quo of their day.
Prior Knowledge & Skills
Students should know the prior history of the Church as developed in the previous units and lesson.
Planning Notes
Prepare the biographies for source material for students. Provide resources for student presentation on
Church history. Prepare viewing questions for Brother Sun, Sister Moon and a biography of Saint
Francis of Assisi.
Teaching/Learning Strategies
The teacher reviews the trends in the medieval Church as learned in the previous activity.
Students are divided into groups of two or three and given single page biographies of different
figures in the Medieval Church. These may include: Saint Clare of Assisi, Saint Thomas Aquinas,
Saint Anselm, Abelard, Chaucer, Dante, Saint Catherine of Siena, Hildegard of Bingen, Eleanor of
Aquitane, and Julian of Norwich. Students are to act as “experts” to supplement the teacher
presentation of events of the medieval Church. Alternatively, students can be assigned the material to
read ahead of time and individually prepare themselves to supplement the teacher’s presentation.
The teacher presents an overview of the events of the medieval Church from the Great Schism to the
Black Death (1054 CE - 1347 CE), drawing on insights from student “experts” who have prepared
the material. Emphasis should be placed on the contribution of individual people to the changing
Church. Students note the key events of this period on a timeline. This timeline is stored in the
student or class portfolios for use in the kiosk at the end of the course.
In their journals, students, reflect on the values of the historical person they researched and write a
response to the following question: “If transported in time to the present day, what message would
this person give to their school community?”
The teacher provides students with a copy of or reference to a biography of Saint Francis of Assisi
and introduces the video Brother Sun, Sister Moon. Various conflicts are illustrated in the film: rich
vs. poor, renewal vs. status quo, power vs. humility, worldliness vs. innocence. The teacher may
want to stop the film to illustrate where these conflicts arise in the story.
Students complete a review of the film that examines a) how completely the film illustrated the life
of Saint Francis; b) how the conflicts described above manifest themselves in the film.
Assessment & Evaluation of Student Achievement
Knowledge/Understanding of the concepts is evaluated with a test at the end of the unit. The
reflection is assessed in the ongoing journal checklist in the Application/Making Connections
categories. The film review is assessed using a rubric to be developed by the teacher and which
measures aspects of Communication and Application/Making Connections.
Accommodations
Students needing help with language and vocabulary may use biographies with explanations of
difficult vocabulary glossed onto the margins. As an enrichment activity, students may role-play the
characters that they have studied during the presentation of events.
Resources
For student texts see: Comby, Jean How to Read Church History: From the Beginnings to the
Fifteenth Century Vol. 1. New York: Crossroad, 1995 (ISBN 0-8245-0722-3); Koch, Carl The
Catholic Church - Journey, Wisdom, and Mission Winona, MN: St. Mary’s Press, 1994 (ISBN 088489-298-0).
For other resources see: Welcome to the Catholic Church on CD-ROM, Gervais, OR: Harmony
Media, 1996. (ISBN 10886877-40-8) Also see the web site at www.harmonymediainc.com.
For Internet resources see: for the Middle Ages see www.byu.edu/ipt/projects/middleages/
index.html; for biographies of Saint Francis of Assisi see www.ofm.org/1/info/Francis1.html; for
Eleanor of Aquitane see www.millersv.edu/~english/homepage/duncan/medfem/eleanor1. html;
for Saint Thomas Aquinas see ic.net/~erasmus/RAZ420.HTM; for Hildegard of Bingen see
tweedledee.ucsb.edu/~kris/music/Hildegard.html; for various significant figures see Resources for
Religious Educators – Church History at www.silk.net/RelEd/churchhist.htm; The Catholic
Encyclopedia at www.newadvent.org/cathen/; Medieval History – Religion at
historymedren.about.com/homework/historymedren/cs/religion/index.htm.
For video resources see: Brother Sun, Sister Moon, Malofilm Distributors, 1973.
Activity 3: The Story of Christianity: The Causes of the Reformation
Time: 75 Minutes
Description
Students examine the social, political, and ecclesial elements underlying the rise of the Protestant
Reformation in 16th century Europe. Students look at the conflicts of the time period in the context of
the conflicts in relationships that they experience in their daily lives. Students trace key events on a
timeline and then analyze the causes of the Reformation.
Strands(s) & Learning Expectations
Ontario Catholic Graduate Expectation: CGE1j - A discerning believer formed in the Catholic
faith community who recognizes that "sin, human weakness, conflict and forgiveness are part of the
human journey" and that the cross, the ultimate sign of forgiveness is at the heart of redemption.
Strands: Profession of Faith, Religious Beliefs, Religion and Human Experience.
Overall Expectations:
PFV.04 explain the importance of historical development of the Church and its contemporary selfexpression (e.g. Church councils, the divisions within Christendom, ecumenism and interfaith
dialogue);
PFV.05 identify traditional and contemporary examples of people of faith and integrity;
RBV.01 summarize the major historical influences on and events in the development of various
religions;
SSV.01 summarize the ways in which religions and the development of civilizations are
interconnected;
Specific Expectations:
PF1.05 explain the importance of the historical development of the Catholic Church and its
contemporary self understanding (e.g. the Apostolic and Nicene Creed, Church councils,
authoritative teachings of the Magisterium, Catholic documents on ecumenical and inter religious
dialogue;
PF2.04 value the importance of the historical development of Catholicism for personal and
communal religious identity within the Church;
PF3.06 explain the key events in the story of the Catholic Church from apostolic times to the modem
era;
RB1.02 identify the major influences in the development of various religions (e.g., social unrest,
advances in technology, changing mores);
RB1.03 identify influential personalities (e.g., Abraham, Baha’ullah, Christ, Confucius, Dalai Lama,
Guru Nanak, Moses, Muhammad, Siddhartha Gautama, Zoroaster) and summarize their contributions
to the development of selected religions;
RB1.04 evaluate the impact of key concepts and events (e.g., ahimsa, resurrection, jihad, Pesach,
fundamentalism, revelation, salvation) on contemporary religions;
RB1.05 demonstrate an understanding of the development of the institutions that govern and promote
the religious life of a religion’s adherents (e.g., Sanhedrin, Universal House of Justice, Papacy,
Qadis);
RB2.08 compare and contrast the roles sacred writings and oral teachings have in various religions;
HE1.01 identify the basic role and/or responsibility of the individual adherents of a religion;
HE2.01 identify religious leaders who used religion to oppose prejudice and discrimination (e.g.,
Martin Luther King Jr., Mohandas K. Gandhi, Marcus Garvey, Jesus Christ, Guru Nanak,
Muhammad), and describe the ways in which they did so;
HE3.01 identify significant figures from a range of belief systems;
HE3.02 describe how significant individuals have been motivated by the belief systems studied to
influence events, create movements, and challenge the status quo of their day;
HE4.01 demonstrate an understanding of the influence of religion on individuals in society.
Prior Knowledge & Skills
Students should know the prior history of the Church as developed in the previous units and lessons.
There should also be an understanding of graphic organizers (i.e. charts, mind maps).
Planning Notes
Prepare a note, “Causes of the Reformation,” outlining the basic elements underlying the rise of the
Protestant Reformation. This note should include the following:
A. Changes to European Society at the end of the15th century.
- modern nations seeking to be free from the powers of the past: the Papacy, and the Germanic
Empire.
- the subsequent rise of the Renaissance – a period of cultural renewal.
- the invention of the printing press, allowing the rapid and far-reaching dissemination of
ideas, as well as the revisiting of ancient texts – including the Bible.
- widespread knowledge of the Bible’s content leads to calls for renewal or even purification
of the Church.
- decline of the feudal system and the rise of a mercantile middle class who were aware of their
own influence and self-determination.
- urbanization: more and more people moved to cities to find employment, slums increased in
cities; urban poverty on the rise.
- increased level of education of Europeans.
B. Changes in the Church
- increased wealth of the Church, thus, increasingly inclined towards the elite and distanced
from the concerns of the poor and the common person.
- many ecclesiastical institutions no longer meeting the needs of the people.
- tendency to have poorly trained clergy.
- abuses in liturgy, etc.
- excesses of Church leaders.
Teaching/Learning Strategies
The teacher reminds the students of the exercise in Activity 1. Students are reminded of the elements
that can cause the breakdown in relationships whether personal or institutional.
The teacher points out that the negotiation of reforms the Church was at the heart of the Protestant
Reformation in 16th century Europe.
Option #1: Students copy the note, “Causes of the Reformation.” The teacher explains the basic
elements presented in the note. Where opportunity presents itself, the teacher should refer back to the
discussion on challenges in relationships found in Activity 1 of this unit.
Option #2: Using the resources suggested below, students investigate the causes of the Reformation
and categorize them under the headings: political, social, economic, theological, and ecclesial. The
teacher should provide a brief explanation of each of these categories. Students may organize their
findings into their notes, as a chart or as a mind map as described in Units 1 and 3. Upon completion,
the teacher leads a discussion requesting that students rank the most significant causes of the
reformation.
Students construct a timeline of Church history by tracing the events from the Black Death until
1600 CE. This timeline is stored in the student or class portfolios for use in the kiosk at the end of the
course.
In their journals, students write their reflections upon the statement, "Sin, human weakness, conflict
and forgiveness are part of the human journey" in the context of the Reformation and in their own
lives.
Assessment & Evaluation of Student Achievement
The unit test can be used to evaluate in the areas of Knowledge/Understanding and Communication.
The reflection will be assessed in the ongoing journal checklist in the Application/Making
Connections categories.
Accommodations
Students requiring accommodation may be asked to present a visual poster outlining the various
branches of Christianity. Gifted students may be asked to complete an essay analyzing the cultural
and ecclesial causes of the Reformation.
Resources
For student texts see: Comby, Jean & MacCulloch, Diarmaid, How to Read Church History: From
the Reformation to Modern Day Vol 2, New York: Crossroad, 1995, pp. 1-8 (ISBN 0-8245-0908-0);
Wilkins, Ronald J. The Emerging Church Dubuque, Iowa: Wm C. Brown Publishing, 1975, pp.156165 (ISBN 0-697-01650-1); Stoutzenberger, Joseph, Celebrating Sacraments Winona, MN: Saint
Mary’s Press, 1999, pp. 113-118 (ISBN 0-88498-279-4).
For other resources see: Welcome to the Catholic Church on CD-ROM, Gervais, OR: Harmony
Media, 1996. (ISBN 10886877-40-8) The web site can be found at www.harmonymediainc.com.
For Internet resources see: The Catholic Encyclopedia Online at www.newadvent.org/cathen/.
Activity 4: The Story of Christianity: The Reformers
Time: 150 Minutes
Description
Students examine the five major reform movements of the 16th Century: Lutherans, Calvinists,
Church of England, Anabaptists, and the Council of Trent. Students work in groups to establish the
major issues at the heart of each reformation. Each group then presents their findings to the class on a
bristol board poster that outlines the issues, teachings, and strategies of each reformation.
Strands(s) & Learning Expectations
Ontario Catholic Graduate Expectation: CGE5a - A collaborative contributor who works
effectively as an interdependent team member.
Strands: Profession of Faith, Religious Beliefs, Social Structures, Religion and Human Experience.
Overall Expectations:
PFV.04 explain the importance of historical development of the Church and its contemporary selfexpression (e.g. Church councils, the divisions within Christendom, ecumenism and interfaith
dialogue);
PFV.05 identify traditional and contemporary examples of people of faith and integrity;
RBV.01 summarize the major historical influences on and events in the development of various
religions;
SSV.01 summarize the ways in which religions and the development of civilizations are
interconnected;
Specific Expectations:
PF1.05 explain the importance of the historical development of the Catholic Church and its
contemporary self understanding (e.g. the Apostolic and Nicene Creed, Church councils,
authoritative teachings of the Magisterium, Catholic documents on ecumenical and inter religious
dialogue;
PF2.04 value the importance of the historical development of Catholicism for personal and
communal religious identity within the Church;
PF3.06 explain the key events in the story of the Catholic Church from apostolic times to the modem
era;
RB1.02 identify the major influences in the development of various religions (e.g., social unrest,
advances in technology, changing mores);
RB1.03 identify influential personalities (e.g., Abraham, Baha’ullah, Christ, Confucius, Dalai Lama,
Guru Nanak, Moses, Muhammad, Siddhartha Gautama, Zoroaster) and summarize their contributions
to the development of selected religions;
RB1.04 evaluate the impact of key concepts and events (e.g., ahimsa, resurrection, jihad, Pesach,
fundamentalism, revelation, salvation) on contemporary religions;
RB1.05 demonstrate an understanding of the development of the institutions that govern and promote
the religious life of a religion’s adherents (e.g., Sanhedrin, Universal House of Justice, Papacy,
Qadis);
RB2.08 compare and contrast the roles sacred writings and oral teachings have in various religions;
HE1.01 identify the basic role and/or responsibility of the individual adherents of a religion;
HE2.01 identify religious leaders who used religion to oppose prejudice and discrimination (e.g.,
Martin Luther King Jr., Mohandas K. Gandhi, Marcus Garvey, Jesus Christ, Guru Nanak,
Muhammad), and describe the ways in which they did so;
HE3.01 identify significant figures from a range of belief systems;
HE3.02 describe how significant individuals have been motivated by the belief systems studied to
influence events, create movements, and challenge the status quo of their day;
HE4.01 demonstrate an understanding of the influence of religion on individuals in society.
Prior Knowledge & Skills
Students should have research and group communication skills. Students should know the prior
history of the Church as developed in the previous units and lessons.
Planning Notes
Consult with the school teacher-librarian to collect a series of articles that present the various
reformation movements and leaders. This would include such people/events as Martin Luther, John
Calvin, and King Henry VIII (and Thomas Cranmer), Menno Simons, the Council of Trent (Paul III,
Saint Charles Borromeo, Erasmus, Saint Ignatius Loyola, Saint Teresa of Avila, Saint John of the
Cross). See the Resources section for resource suggestions. Find or produce a rubric to evaluate the
posters. Prepare a chart to distribute to students with enough rows for each of the reformations and
three columns with the following headings: Leaders, Distinctive Features, Key Events.
Teaching/Learning Strategies
The teacher divides the class into “expert” groups for each of the reformations: Lutheran, Calvinist,
Anglican, Anabaptist, and Tridentine. Each group is given a series of articles about the reform for
which they are responsible.
All the students in each group read an article and record the major issues, teachings, and strategies of
the reform. They then report their findings to the rest of the group. Each group then prepares a bristol
board presentation of their particular reformation and then to the class. Each student records the
information learned about each reformation on a chart according to the categories: leaders, distinctive
features, and key events. The posters are stored for use in the kiosk to be constructed at the end of the
course.
Assessment & Evaluation of Student Achievement
A test at the end of the unit will assess Knowledge/Understanding aspects. Posters are assessed with a
rubric in the categories of Knowledge/Understanding and Communication.
Accommodations
Students requiring accommodation may be asked to present a visual poster outlining the various
branches of Christianity. Gifted students may be asked to complete an essay comparing and
contrasting the belief system of each reformer.
Resources
For student texts see: Chadwick, Owen, The Reformation (Reprint Edition) New York:Viking Press,
1990 (ISBN 0140137572); Comby, Jean & Maculloch, Diarmaid, How to Read Church History:
From the Reformation to Modern Day Vol. 2, New York: Crossroad, 1995, pp. 8-22 (ISBN 08245-0908-0); Stoutzenberger, Joseph, Celebrating Sacraments Winona, MN: Saint Mary’s Press,
1999, pp. 118 (ISBN 0-88498-279-4); Brodd, Jeffrey. World Religions: A Voyage of Discovery
Winona, MN: Saint Mary’s Press, 1998; Trafford, Larry. World Religions: People and Faith
Toronto: Maxwell Macmillan Canada, 1994.
For other resources see: Welcome to the Catholic Church on CD-ROM, Gervais, OR: Harmony
Media, 1996. (ISBN 10886877-40-8) The web site can be found at www.harmonymediainc.com.
For Internet resources see: The Catholic Encyclopedia Online - Causes of the Reformation at
www.newadvent.org/cathen/12700b.htm#I; The Life of Martin Luther at
pw1.netcom.com/~supeters/luther.htm; The Catholic Encyclopedia Online – Martin Luther at
www.newadvent.org/cathen/09438b.htm; The Catholic Encyclopedia Online - King Henry VIII at
www.newadvent.org/cathen/07222a.htm; King Henry VIII Homepage www.geocities.com/SoHo/Studios/1344/henryviii.html; The Catholic Encyclopedia Online - John
Calvin at www.newadvent.org/cathen/03195b.htm; Search Engine on Anabaptists www.mennonite.net.
Activity 5: Protestant and Orthodox Churches Today: Christian Churches and Communities
Today
Time: 300 Minutes
Description
After a brief survey of the history of ecumenism from the Reformation up to the present day, students
examine several major branches of Christianity today (i.e. Catholicism, Orthodoxy, Anglicanism, the
United Church of Canada and Evangelical Protestantism). Students work in groups to establish the
distinctive features of each tradition, their unique understanding of sacraments, their ecumenical
activities and a demographic summary of each tradition in Canada. Each group then presents their
findings to the class on a bristol board that outlines their data. Students then summarize their findings
on a pamphlet on Ecumenism. This pamphlet is one of the culminating activities for the unit.
Strands(s) & Learning Expectations
Catholic Graduate Expectation:
CGE7g Respects and understands the history, cultural heritage and pluralism of today's contemporary
society.
Strand: Profession of Faith; Religious Beliefs; Religion and Human Experience
Overall Expectations:
PFV.03 demonstrate an understanding of the ultimate questions about life as found in the Christian
tradition, in some of the major world religions, and in Canadian Native Spirituality;
PFV.06 examine the human search for meaning in the context of Christian, Judaic and Islamic
traditions;
CMV.08 recognize the role of Sacred Scriptures in the development of moral codes for the religions
of Judaism, Christianity, and Islam;
PSV.09 demonstrate an understanding of religious worship within the Reform traditions of
Christianity;
RBV.02 analyse the similarities and differences between the central beliefs of various religions;
RBV.03 analyse and describe the connection between the human experience and sacred writings and
oral teachings.
Specific Expectations:
PF1.03 demonstrate an understanding of the human search for meaning and purpose as found in the
belief systems of Judaism, Christianity, and Islam;
PF2.02 appreciate the various dimensions of the sacred in the religions of Judaism, Christianity, and
Islam;
PF2.05 recognize the centrality of human dignity and personhood to the world's religious traditions;
PF3.01 articulate ways in which people search for the sacred in life;
PF3.02 analyze the significance of creed statements for religious traditions;
PF3.03 identify and compare the importance of religious creeds for the various religions of the
world;
PS1.06 demonstrate an understanding of the role of religious prayer and worship within the Reform
traditions of Christianity;
RB1.04 evaluate the impact of key concepts and events (e.g., ahimsa, resurrection, jihad, Pesach,
fundamentalism, revelation, salvation) on contemporary religions;
RB2.02 specify the responses of some religions to questions associated with the search for spiritual
meaning common problems and questions;
RB2.04 describe the role of faith in systems of belief;
RB2.08 compare and contrast the roles sacred writings and oral teachings have in various religions;
HE1.01 identify the basic role and/or responsibility of the individual adherents of a religion;
HE1.03 analyse demographic data to predict the direction of religious change in contemporary
society.
HE2.02 analyse attitudes, biases, and prejudices held by adherents of various religions;
HE2.03 analyse how positive and negative attitudes within religious traditions have been used to
justify local and global prejudices and biases.
Prior Knowledge & Skills
Students should already be familiar with the East-West schism of the 11th century and the history of
the Reformation. Students need cooperative group learning and communication skills to complete
this activity.
Planning Notes
Prepare a presentation on the history of ecumenical dialogue from the Reformation to the present. In
consultation with the teacher-librarian, make a variety of research materials available to their students
(i.e. books, periodicals, Internet sites). See Resources section below for sources of information. Plan
a session in the school's resource centre to enable students to complete their research. If you are
unable to do this, provide research materials (e.g. copies of Interent resources) for use in the
classroom. Prepare a chart to distribute to students with enough rows for each of the Christian
traditions covered and three columns with the following headings: Characteristics, Demographic
Distribution in Canada, Stance on Sacraments and Ecumenical Activities. If pamphlets are to be done
on a computer, arrange computer time for students. Make the class portfolio as well as students’ own
portfolios available to students. Provide markers, pencil crayons, and art paper for pamphlets
(optional). Prepare a unit test to cover expectations not assessed through the pamphlet. Find or
develop a rubric to assess the pamphlet.
Teaching/Learning Strategies
The teacher gives background on the history of ecumenical from the Reformation to the present.
Students record this in their notes.
Students in the same groups as in Activity 4, research one of the following major branches of the
Christian tradition (i.e. Catholicism, Orthodoxy, Anglicanism, the United Church of Canada and
Evangelical Protestantism). Teachers may wish to assign topics to the groups to correspond to the
research already completed in Activity 4 (i.e. The group that presented the Council of Trent
researches Catholicism, The group that had researched Lutheranism, however, might be assigned
Orthodoxy this time.). Student groups present their research to the rest of the class on a bristol board
poster that outlines their data.
Individually students use a chart to record information for each of the following topics:
characteristics, demographic distribution in Canada, stance on Sacraments and ecumenical activities.
Back in their groups, students compile a pamphlet entitled, “How to Be an Ecumenical Catholic.” In
order to gather material for the pamphlet, they further investigate the ecumenical issues using
resources provided by the teacher. The panels on the brochure may include: “Issues in Ecumenical
Dialogue,” “Web Sites: An Annotated Listing,” “Quotations from the Church on Ecumenical
Dialogue,” and “Sacraments in Christian Denominations.” These pamphlets are one of the
culminating activities for the unit and are stored for later use in the kiosk to be constructed for the
symposium at the end of the course.
Assessment & Evaluation of Student Achievement
A test at the end of the unit will assess Knowledge/Understanding aspects. The presentations are
assessed using a rubric emphasizing Thinking/Inquiry and Communication. A rubric is to be devised
by the teacher to assess the pamphlet in categories of Thinking/Inquiry and Communication and
Application/Making Connections.
Accommodations
Students requiring assistance should work with their assigned group but be given responsibility for
more basic tasks (i.e. reciting basic statistics on their chosen community). For the pamphlet, students
requiring modification of programs could be asked to compile a glossary of terms associated with
ecumenism. Students requiring enrichment may be given responsibility for presenting more
demanding concepts (i.e. doctrines, theology). Instead of a pamphlet, students requiring enrichment
could be asked to compile a web site with the same categories as the pamphlet.
Resources
For student texts see: Bibby, Reginald, Fragmented Gods Toronto: Irwin, 1987 (ISBN 0772516669);
Bibby, Reginald, There's Got to Be More! Winfield, B.C.: Wood Lake Books, 1995 (ISBN
1551450488); Bibby, Reginald. Unknown Gods Toronto: Stoddart, 1993 (ISBN 077375606).
For Internet resources see: Anglicans Online - Canada at anglicansonline.org/canada/index.html;
United Church of Canada at www.uccan.org/; Evangelical Fellowship of Canada at www.efccanada.com/; Canadian Conference of Catholic Bishops at www.cccb.ca/english/default_e.htm;
Greek Orthodox Metropolis of Toronto at www.gocanada.org/; Patriarch of Constantinople at
www.patriarchate.org/; Canadian Statistics - Population, by Religion at
www.statcan.ca/english/Pgdb/People/Population/demo30a.htm; Episcopal Commission For
Ecumenism at www.cccb.ca/english/episcommsec.asp?S=4&ID=24; ELCIC ~ Ecumenical
Organizations and Resources at www.elcic.ca/; Canadian Council of Churches at
www.web.net/~ccchurch/; Ecumenical Organizations and Some other Resources at
www.ontario.anglican.ca/ecumenical.htm; Ecumenism at
www.mcgill.pvt.k12.al.us/jerryd/cm/ecu.htm.
Activity 6: Sacramentality: Christian Art as Sacrament
Time: 225 Minutes
Description
Through an examination of several forms and selections of art, the teacher demonstrates how art can
be sacramental. Students examine contemporary music for sacramental themes and create their own
artistic expression of sacramental presence through a variety of art forms. In groups, students
research various forms of religious art from Church history.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations: CGE2e - An effective communicator who uses
and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and
information systems to enhance the quality of life.
Strand(s): Prayer and Sacramental Life, Social Structures, Religious Beliefs.
Overall Expectations:
PSV.03 understand the role of symbol, ritual, and celebration in the formation of religious
communities;
PSV.15 explore the connection between religious worship and art;
SSV.02 analyse the influence of religion on artistic expression;
RBV.04 demonstrate how practice, ritual, and symbolism are external representations of the beliefs
and principles of religion.
Specific Expectations:
PS1.02 understand the importance of religious symbol, celebration, and ritual in the formation of
religious communities;
PS3.01 explore the connection between religious worship and art;
RB2.05 summarize the relationship religious symbolism has to these systems of belief in various
religions;
SS1.05 identify ways in which religion is reflected in specific works of art, architecture, music,
literature, dance, and in dress and cuisine, and interpret their religious significance;
SS1.06 identify how and why different religions express their beliefs through distinct cultural media;
RB3.02 identify the origin and significance of various practices, rituals, symbols, and festivals;
RB3.03 demonstrate an understanding of the role of sign and symbol in various religions.
Prior Knowledge and Skills
Students will need an understanding of the sacramental life of the Church and of the potential for all
life to be sacramental. It is essential that students have a prior knowledge of symbols and ritual as
tools for communicating what is abstract and layered with meaning for human being. (See Unit 2 of
Grade 10 Religious Education Course Profile.)
Planning Notes
Find a copy of God’s Grandeur by Gerard Manley Hopkins or select a suitable alternate. If you are
not familiar with the analysis of poetry, you may wish to invite a teacher from the English
Department to assist with the critique on Gerard Manley Hopkins’ poem, God’s Grandeur, and its
relationship to the sacramental life of the Church in the late 1800’s. Prepare samples of visual art,
architecture and music from the same period as the poem chosen. Plan the research project in
cooperation with the school teacher-librarian well in advance of the class. A sample is shown in
Appendix 1. Provide students with access to the Internet and a photocopier to create overheads. If
available, a school camera for may be used to create slides or a slide show can be created on a
computer using a scanner or the Internet.
Teaching/Learning Strategies
The teacher reviews with students, the definition of sacrament, and sacramental living, (see Grade 10
Course, Christ and Culture as well as Appendix 2). Discuss the importance of Sacraments and
sacramental living for Catholics and the Catholic understanding that all creation has the potential to
be sacramental. That is, all creation has the potential to make God’s presence visible to the world.
Students brainstorm a list of symbols and rituals associated with the sacramental life of the Church.
The teacher refers back to the second half of the Group project in Activity 5. The teacher reviews
the meaning that is expressed through the use of symbols in the Catholic faith and any differences
between the Catholic and Protestant understanding of sacramentality expressed through symbols. The
teacher explains that symbols are necessary tools of communication for humans because much of
what we feel and/or understand cannot be expressed fully through the use of language alone. We can
never express the reality of God, but symbols give us a way of communicating our belief in the
incomprehensible. The teacher discusses with the class also how communities and cultures create a
system of symbols that define the community and its beliefs, norms, ideals, and values. In this way,
the symbols are both formed by a community and help to form a community.
Students brainstorm a list of the things that make them aware of God’s presence in the world (i.e. a
sunset, a child’s smile, a homeless person – whatever reminds them of God).
The teacher, using the poem, God’s Grandeur by Gerard Manley Hopkins, demonstrates how his
poetry is an expression of sacramental life because it makes God tangibly present to the world. As
well, Hopkins uses poetry to express the sacramentality of life. The teacher explains to students that
religious art reflects the theology of its time and Hopkins work, written in the 1800’s reflects an
image of God/Jesus that was prevalent in the Roman Catholic Church during the late 1800’s. To
illustrate this point, the teacher shows students one or two works of visual art from the same period
and discusses how they express the same understanding of God’s sacramental presence in life. (Note:
The teacher may wish to refer back to the portraits of Jesus in Unit 2 of the Grade 10 course.) The
teacher then points out to students that, like the poetry of Hopkins, all religious art makes God
present for the world, and is therefore an expression of sacramental life. As the Church’s
understanding of God and God’s relationship to humanity evolves, that evolution is made visible to
us in the changes that occur in art, architecture, music, etc.
Option #1: The teacher plays a piece of music from the 1800’s (i.e. Ode to Joy) and discusses it in a
similar manner to the poetry. Then the teacher plays a contemporary piece of music that expresses a
particular image of God’s presence in the world. The teacher discusses with the students how
popular music often expresses some dominant religious idea held by a particular culture in a
particular era/time (i.e. From a Distance by Bette Midler, That’s The Way It Is by Celine Dion). The
teacher elicits from students their understanding of the image of God presented in the song. (For
example, in From a Distance, God is depicted as a distant God who watches over us from above, not
a God who lives among the people). The teacher asks students the questions, “Does this image of
God, match with your own understanding of the sacramental presence of God in your life? Why, why
not?”
The teacher plays a few samples of liturgical music from the early Church and from contemporary
liturgical music. Students identify any dominant themes or images of God/Christ that are distinct toa
particular era. Students look for differences and similarities in these images (e.g. Jesus as divine vs.
Jesus as human; God as distant vs. God as present in the world God as Majestic Power vs. God as
Loving Creator).
Option #2: Rather than using music to give an example of how art reflects religion, the teacher could
choose any art form that they are comfortable with and complete the same activity. The teacher
familiar with iconography could use Byzantine Icons of Jesus to explain the use of form, and colour
to reveal religious meaning. The teacher familiar with architecture could explain how various
churches incarnate different understandings of humanity’s relationship with the divine.
For homework, students select one piece of music to analyze. In their journals, they write out the
lyrics and then comment in two or three paragraphs on the following questions:
a) What is the image of God/Jesus, presented in the song?
b) How does it compare to your own understanding of God/Jesus?
c) Does this image of God/Jesus matches contemporary Catholic teaching about the nature of
God/Jesus and God’s/Jesus’ relationship with humanity?”
Individually, students select one period in Church history and create a piece of art that reflects the
Church’s understanding of sacramental life, that is life which acknowledges the presence of
God/Christ. Students may present their image using one or more art forms: painting, sculpture,
music with lyrics (taped), poetry, iconography, etching or any medium of their choice.
In groups of four, students conduct research to identify religious expression in art. Groups are
assigned one form of art to explore (i.e. paintings, mosaics, sculpture, iconography, architecture,
music and literature). In a project report and presentation, students answer the question, “How does
the art-form in question reflect what is happening in the Catholic Church of the era in which it was
created?”
The unit concludes with a test.
Assessment and Evaluation of Student Achievement
Students’ journal entries are evaluated for completion using the journal checklist assessing
Application/Making Connections. The artistic response is evaluated for Application using a criteria
checklist. The group research project is evaluated for Knowledge/Understanding, Application and
Communication using a rubric developed by the teacher in cooperation with the students. The unit
test evaluates the Knowledge/Understanding aspects of learning.
Accommodations
The teacher should organize student groups so that they represent a cross section of learning styles
and ability levels for the research project. Students who experience difficulty with the arts could use
the computer to create artistic expressions of sacramental living using a drawing program. Gifted
students could research art from the Byzantine tradition on a particular subject (i.e. Mary) over a
period of time (i.e. 1600 CE. to Modern day) and discuss the theology of sacramental living
represented in each. Students who study dance could create a liturgical dance presentation.
Resources
For texts see: Catechism of the Catholic Church Part Two: The Celebration of the Christian Mystery
teacher resource); Pelikan, Jaroslav. Jesus Through the Centuries New Haven: Yale University Press,
1997 (ISBN 0300072686).
For Internet resources see: For poetry and autobiographies of poets including Hopkins see:
Introduction to Representative Poetry On-Line at www.library.utoronto.ca/utel/rp/poems; Favourite
Poem Project at www.favoritepoem.org/archive/kunitz.html; The Gerard Manley Hopkins Web at
www.creighton.edu/~dcallon/hopkins/; Gerard Manley Hopkins and the Visual Arts at
landow.stg.brown.edu/victorian/hopkins/artov.html; For religious art see Christus Rex (Use the
search engine) at www.christusrex.org/www1/icons. For Icons see: Module 5: Knowing God -- The
Holy Trinity at www.moonwest.com/courses/mod5contentframe.html and Tatiana Vartanova
www.christusrex.org/www2/vartanova/. For pre-Raphaelite art (contemporary with Hopkins) see:
The Pre-Raphaelite Collection at www.pre-raphaelites.com/prcoll/. For other religious art sites see:
Bridge Building Images at www.bridgebuilding.com/; Jesus Christ—Art Images, Photographs at
www.clark.net/pub/webbge/jesus.htm. For reviews of popular music as seen through Christian eyes,
see Hollywood Jesus Music Reviews at www.hollywoodjesus.com/music_reviews.htm.
For music resources see: From a Distance by Bette Midler; That’s The Way It Is by Celine Dion; No
Matter What by Boyz Zone; To Zion by Lauren Hill; When You Believe from “Prince of Egypt”
sound track.
Appendices
Appendix 1: Catholic History Expressed through Art
Appendix 2: Principles of Sacramentality
Appendix 1: Catholic History Expressed through Art
Directions: In our quest for meaning, humanity has been on a long journey of discovery. Our
understanding of God, his Son, Jesus, and the nature of Church that developed after the resurrection
of Jesus is constantly maturing. The more we discover about God’s creation, the more we come to
know about God and God’s relationship with us through Jesus and the Holy Spirit. Down through the
ages, art has been used to express humanity’s understanding of and relationship to God. Each period
in history has presented different images of God and Jesus. Your group will be assigned one of the
following forms of art to investigate:
Icons
Sculpture
Mosaics
Architecture
Paintings
Music
Literature (poetry, prose)
1. Identify the image of God/Jesus that is depicted in samples of art from various periods in the
history of the Church and art (e.g. the time of Constantine, the time of the monastic movement,
the Gothic period, the Dark Ages, the Elizabethan period, the Renaissance, the Victorian Era,
etc.). These may be abstract symbols or human form.
2. Chose at least 4 periods or eras in Church history that span approximately 1500 years.
3. Prepare a group presentation of no more than 30 minutes and no less than 20 minutes.
4. Your presentation should include:
a) Examples (slides, overheads, computer slide show) from the art assigned to your group from
at least 4 periods or eras in Church history/art that span approximately 1500 years.
b) An explanation of how each sample of art reflects i) the changing attitudes of the Church
toward humanity’s relationship with the natural world, ii) the meaning of life depicted at
different times in history, and iii) the Church’s growing understanding of the Man/God
nature of Jesus.
c) Information about the artist that helps us to understand how his or her understanding of God
is reflected in his or her work.
d) A brief description of the specific historical period which influenced the artist and the art of
his or her era.
Your group is to research: __
_________________________________.
Date of your presentation: __
_________________________________ _.
Appendix 2: Principles of Sacramentality
1. Sacraments are acts of praise and thanksgiving for the way God continually touches our lives.
2. Sacraments are actions of the Trinity: Father, Son and Holy Spirit. The Spirit configures us to
Christ who unites us with the Father.
3. Daily life is filled with experiences through which we encounter God. The concrete events of
history take on a sacramental nature. The sacramentality of the “everyday” is received when we
recognize God in the persons, events, and all things in nature.
4. To recognize the presence of God in the “ordinary” of life, requires a sacramental awareness or
consciousness “to see God in all things.”
5. Recognizing God in everyday life is an act of faith. We are called to see “the more than meets the
eye,” to examine life at a deeper level, to be more aware of the meanings of events.
6. The principle of sacramentality requires an attitude and belief that the world is good, meaningful
and worthwhile. Christianity believes that matter is sacramental because it is the “stuff” of creation
and ultimately of the Creator; it is here where we meet God.
7. We express our abstract understanding of God, limited as it is, through symbols, rituals and
celebration.
8. Sacraments are rituals that celebrate God’s presence more fully at certain key points of life’s
journey. Sacraments make present the unseen God and bring us into relationship.
9. Sacraments are expressions of the life of the Church. It is in the Church, through the events of our
daily lives, that we meet God and grow in relationship with God.
10. The early Latin speaking Christians defined the word sacramentum as “conversion requiring
commitment of one’s whole life to God”. In the Vulgate, sacramentum is used to translate the Greek
work mysterium.