Christianity
22 indicative hours
_________________________________________________________________________________________________________________
The focus of this study is the contribution of significant people, ideas, practices and ethical teachings to an understanding of
Christianity as a living religious tradition.
The study of Christianity is to be of the WHOLE tradition where applicable
Syllabus Outcomes:
H1
H2
H4
H5
H6
H7
H8
explains aspects of religion and belief systems
describes and analyses the influence of religion and belief systems on individuals and society
describes and analyses how aspects of religious traditions are expressed by their adherents
evaluates the influence of religious traditions in the lives of adherents
organises, analyses and synthesizes relevant information about religion from a variety of sources, considering
usefulness, validity and bias
applies appropriate terminology and concepts related to religion and belief systems
coherently and effectively communicates complex information, ideas and issues using appropriate written, oral and
graphic forms
Incorporating a Catholic emphasis:
In approaching the teaching of this unit within the context of a Catholic Religious Education program it is expected that:
1. Each lesson would begin with prayer that is meaningful for students and pertinent to current local and global occurrences. Where possible prayer
should incorporate references to Church teachings and lived experience that relates to the content of the unit.
2. Throughout this unit the teachings of the Catholic Church in relation to significant people, ideas, practices and ethical teachings should be highlighted.
See references in suggested strategies to sections of the Catechism of the Catholic Church. Use the index of the Catechism to locate other
references as raised in discussion with students.
3. Reference should be made to the ecumenical dialogue that is a feature of contemporary Christianity. Catechism of the Catholic Church:
819 …many elements of sanctification and of truth are found outside the visible confines of the Catholic Church: the written Word of God; the life
of grace; faith, hope and charity, with the other interior gifts of the Holy Spirit, as well as visible elements. Christ’s Spirit uses these Churches and
ecclesial communities as means of salvation, whose power derives from the fullness of grace and truth that Christ has entrusted to the Catholic
Church. All these blessing come from Christ and lead to him, and are in themselves calls to Christian unity.
4. Catholic teaching on the dignity of all people should be a foundational principal in approaching this unit.
5. At the conclusion of this unit of study students will complete an activity on how this broader study of Christianity has assisted them to reflect on their
Catholic faith in relation to such areas as personal witness, commitment to liturgical practice and awareness of Church teachings.
Students learn about:
Students learn to:
Suggested Teaching and Learning Strategies/Resources
Preliminary link: Identify the contributions of the individual or school of thought in regard to beliefs, sacred texts,
Significant People and
core ethical and expression of faith.
Ideas
It is suggested that the choice of an individual or school of thought reflect the Catholic tradition: For


explain the contribution example, Paul of Tarsus, Hildegard of Bingen, Pope John XX III, Pope John Paul II.
the contribution to
to the development and 1. Provide details about the life of the individual or the establishment of the school of thought.
Christianity of ONE
expression of
significant person OR
Christianity of ONE
school of thought,
significant person OR
school of thought.
other than Jesus,
school of though, other
-
drawn from:
than Jesus, drawn from:
- Paul of Tarsus
(See bibliography for a list of lists for a list of sites relating to the individuals named in the Syllabus)
a. Examine the social, cultural and historical context of the individual or the establishment of the
Students research the social and cultural contexts of the individuals using the internet or library based
research. This could be done by dividing the class into three groups and having them separately
- Paul of Tarsus
research cultural context, social context and historical context.
- Hildegard of Bingen
- Hildegard of Bingen
- Martin Luther
- Martin Luther
- Catherine Booth
- Catherine Booth
-
Use visual media to inform an understanding of the cultural and historical context.
- Pope John XXIII
- Pope John XXIII
-
Outline the initial relationship of the individual or school of thought to Christianity.
- Billy Graham
- Billy Graham
-
- Dennis Bennett
- Dennis Bennett
- Sarah Maitland
- Sarah Maitland
-
List the significant issues of the religious tradition at the time of the individual or school of thought
- Liberation Theology
- Liberation Theology
-
Align these issues in relation to the characteristics of religion studied in the Preminary course: belief,
- Feminist Theology
- Feminist Theology
- Another person or
- Another person or
school of thought
school of thought
significant to Christianity
significant to Christianity
-
Use textbooks or class handout to provide an overview of the principal historical and religious
developments of Christianity up to the time of the individual or school of thought.
b. Clarify the issues, events, situations that the individual of school of thought addressed.
sacred texts, ethics and ritual.
-
Discuss reasons why the issue(s) was seen as significant by the individual or school of thought.
Writing task: Describe the context that gave rise to the teachings/reflection of X.
2. Describe the teachings of the individual or school of thought.
a. Establish the role of the individual or school of the thought within Christianity.
-
Outline the position held by the individual or school of thought within Christianity
-
Discuss the importance of this role in regard to its potential to bring about change
b. Examine gender issues where applicable in relation to the individual or school of thought
c. Clarify the central teaching of the individual or school of thought
-
Students use a variety of sources to list the main teachings of the individual or school of thought
-
Develop a comparison table using two columns, one showing the innovation of the individual or
school of thought and the other the beliefs or practices of Christianity that were addressed.
3. Examine the contribution of the significant person or school of thought to the development and
expressions of Christianity.
-
Students discuss which of the contributions/changes were more significant and analyse why they
think this is the case.
-
Students align the changes brought about with the key teaching of the individual or school of
thought.
-
Students examine the use of sacred texts in support of these contributions and changes
Assessment: PowerPoint presentation
In small groups students synthesise material to complete a Powerpoint summary:
The contribution of X to the expression of belief in Christianity
4. Analyse the immediate impact of the significant person or school of thought on Christianity.

the effect of that

analyse the impact of
person OR school of
this person OR
thought on
school of thought on
Christianity
Christianity
a. Immediate impact of the individual or school of thought on Christianity
-
Summarise available resources in regard to the immediate impact
-
Summarise resources under the headings:


Contributions made
Significance at the time of the change

Significance to the development of the tradition
b. Continuing impact today on Christianity
-
Discuss the boundaries of the individual or school of thought’s impact – was it confined to one part of the
tradition and if so, where? Was it universal in application?
-
-
Debate:- ‘Christianity was enriched by the contribution and changes brought about by X’

Affirmative: individual or school of thought enriched Christianity as a whole

Negative: individual or school of thought enriched only part of the tradition.
Peers assess the debate using criteria to determine the strengths and weaknesses of both cases.
Writing task: Analyse the role of X in contributing to the understanding and expression of Christianity
5. Describe the ethical teachings of Christianity
(see bibliography for a list of sites that will assist the teaching of this component of the Syllabus)
Preliminary link: Sources of ethical teaching for Christianity-
The Beatitudes,
-
Jesus’ commandment of love.
Review other Christian foundations of ethical teaching. For example, the role of Natural Law in the
Catholic tradition
It Is recommended that students have examples from THREE Christian denominations to illustrate how
principal beliefs are applied to the ethical area chosen for study. It is the expectation that an emphasis be
given to Catholic ethical teaching in relation to this area.
Preliminary link review task:
Writing task: Explain approaches to ethical decision-making in Christianity.
Ethics

a. Basis for studying the teachings of Christianity on bioethics, sexual ethics or environmental ethics
ONE of the following

describe and explain
-
Define for the class the parameters of the branch of ethics chosen for study
areas of ethical
Christian ethical
-
Provide students with excerpts from the Bible which deal with the ethical area chose for study. Use these
teaching in
teachings on
Christianity
bioethics OR
-
bioethics
environmental ethics
-
environmenta
OR sexual ethics
l ethics
-
sexual ethics
as a source of reference throughout the study of ethics.
-
Provide handout of other significant teachings from Christianity which inform the teachings on the ethical
area chosen for study.
b. Identify the teaching of Christianity in relation to one area of ethics
Examine specific examples which illustrate the central teachings of Christianity on bioethics.
It is suggested that two areas to be studied. For example, cloning, IVF, abortion, euthanasia, stem cell research.
OR
Examine specific examples which illustrate the central teachings of Christianity on environmental ethics. It is
suggested that two areas be studied. For example, global warming, deforestation, issues of population (growth,
regional shift), salination, alternative energies. Examine material from Catholic Earthcare (link in bibliography)
OR
Examine specific examples which illustrate the central teaching of Christianity on sexual ethics. It is suggested
that two areas be studied. For example: premarital sex, homosexuality, gender roles and discrimination, intimacy
or contraception. Explore Catholic teaching on questions of sexual ethics in Persona Humana (link in bibliography)
c. Explain the teachings of Christianity in relation to one area of ethics
With reference to the Bible and other sources of ethical teaching, explain the teachings of Christianity in relation to
the area of study chosen.
Writing Task: Describe the ethical teachings of Christianity in relation to X using references from sacred texts.
Significant practices in the Significant practices in the 6. Significant practice
Preliminary Link: Review Personal Devotion. Throughout the study of one significant practice make
life of adherents
life of adherents
connections as to how it embodies principal beliefs in the everyday lives of adherents.
It Is recommended that students have examples from THREE Christian denominations to illustrate how
principal beliefs are recognised and ritualised in the practice chosen for study. It is the expectation that
an emphasis be given to the Catholic expression of the practice chosen.


describe ONE
a. Baptism:
practice from
significant practice
-
Christianity drawn
from Christianity
from:
drawn from:
ONE significant
Identify the importance of Baptism in Christianity: a ritual to mark the inclusion of a new member to the
Christian community
-
Describe the significant features of the Baptism ceremony
OR
-
Baptism
-
Baptism
-
Marriage
-
Marriage
b. Marriage Ceremony:
ceremony
-
ceremony
-
Saturday/
-
Sunday worship
to shared married life.
Saturday/
Sunday worship
Outline the marriage ceremony in Christianity: a ritual to mark the change of status from single Christian
-
Describe the significant features of a Christian marriage ceremony
OR
c. Saturday/Sunday worship:
-
Identify why Saturday/Sunday is a significant day of worship in Christianity: recognition of the
Commandment to keep the Sabbath holy, commemoration of the Lord’s Supper.
-

demonstrate how
the chosen
practice
7. Expression of belief: Examine one significant practice in relation to the beliefs of Christianity
a. Demonstrate how particular aspects of Baptism express the beliefs of Christianity. For example:
-
Christianity
Identify the importance of Baptism in Christianity: Transformation of the candidate: ‘you are called to walk
by the light of Christ’.
expresses the
beliefs of
Describe the significant features of Saturday/Sunday worship
-
Describe the significant features of the Baptism ceremony
OR
b. Demonstrate how particular aspects of Marriage express the beliefs of Christianity. For example:
-
Identify the importance of the marriage ceremony in Christianity: The marriage symbolizes the marriage of
Christ and his Church.
-
Describe the significant features of a Christian marriage ceremony
OR
c. Demonstrate how particular aspects of Saturday/Sunday express the beliefs of Christianity. For
example:
-
Identify why Saturday/Sunday is a significant day of worship in Christianity: The Sabbath day should be
kept holy, a sign of the covenant with God.
-
Describe the significant features of Saturday/Sunday worship
8. Significance of the chosen practice for individuals and the Christian community

analyse the
Students work in small groups. Each group develops a response to one of the following areas. In order to do this,
groups must synthesise information in relation to the practice that has been studied as a lived expression of the
beliefs of Christianity. Students complete individual analysis of the significance drawing on shared information.
significance of
a. What is the ultimate purpose of X in expressing the beliefs of Christianity?
this practice for
b. How does X contribute to the faith of the individual in Christianity?
both the
c. How does X contribute to the religious expression of the Christian community?
individuals and
d. How significant is the practice to the individual and the Christian community.
the Christian
community
Writing Task: ‘X is an essential vehicle for the expression of the beliefs of Christianity’
Analyse this statement with respect to both the individual and the Christian community.
Unit Reflection: How has the study of Christianity assisted me to reflect on my own faith and the support offered
by my membership of the Catholic Church (or other for non-Catholic students)
Bibliography
Bowden, J., Christianity: The Complete Guide, Continuum Press
Glazier, M & Hellwig, M., Modern Catholic Encyclopedia, Liturgical Press
Hastings, A., Oxford Companion to Christian Thought, Oxford University Press
Engebretson et al Catholic Ethical Thinking for Senior Secondary Students James Goold House Publications, Melbourne, 2004
Elliot et at To Know Worship and Love Catholic Studies James Goold House Publications, Melbourne, 2006
Significant people
Paul of Tarsus
http://www.newadvent.org/cathen/11567b.htm, http://gbgm-umc.org/umw/corinthians/maps.stm, http://www.christusrex.org/www1/ofm/pope2/intros/GPint01.html
Hildegard of Bingen
http://www.fordham.edu/halsall/med/hildegarde.html, http://home.infionline.net/~ddisse/hildegar.html, http://www.mala.bc.ca/~johnstoi/introser/hildegard.htm
Martin Luther
http://www.educ.msu.edu/homepages/laurence/reformation/Luther/Luther.htm, http://www.newadvent.org/cathen/09438b.htm, http://www.luther.de/en/
Catherine Booth
http://www.forerunner.com/forerunner/X0533_Bios-_William__Cathe.html, http://en.wikipedia.org/wiki/Catherine_Booth,
http://womenshistory.about.com/od/catherineboothsketch/
Pope John XXIII
http://en.wikipedia.org/wiki/Pope_John_XXIII, http://www.vatican.va/holy_father/john_xxiii/, http://www.mcs.drexel.edu/~gbrandal/Illum_html/JohnXXIII.html
Billy Graham
http://www.billygraham.org/, http://www.time.com/time/time100/heroes/profile/graham01.html, http://en.wikipedia.org/wiki/Billy_Graham
Dennis Bennett
http://www.emotionallyfree.org/dennis.htm, http://www3.telus.net/st_simons/arm12.htm
Liberation Theology
http://www.landreform.org/boff2.htm, http://mb-soft.com/believe/txn/liberati.htm, http://en.wikipedia.org/wiki/Liberation_theology
Feminist Theology
http://www.faithnet.org.uk/Theology/feministtheology.htm, http://en.wikipedia.org/wiki/Feminist_theology, http://www.wfu.edu/~matthetl/perspectives/twentyeight.html
http://womenshistory.about.com/od/feministtheology/
Elisabeth Schussler-Fiorenza
www.abc.net.au/rn/relig/spirit/stories/s923231.htm, www.philosophyandscripture.org/Issue1-2, http://hirr.hartsem.edu/ency/Sexism.htm
Ethics
A wide variety of links with a Catholic focus http://www.silk.net/RelEd/ethics.htm (Referenced in Engebretson Catholic Ethical Teaching for Senior Secondary Students)
http://www.request.org.uk/issues/topics/ethics/ethics01.htm
Environmental ethics:
Catholic Earthcare Australia http://www.catholicearthcareoz.net/
http://www.leaderu.com/focus/enviro-ethics2.html
http://www.braunston.com/survey/ethics2.pdf
Bioethics:
http://en.wikipedia.org/wiki/Bioethics
http://www.orthodoxwiki.org/Category:Bioethics
Sexual ethics:
http://www.ualberta.ca/~pflaman/cse.html
http://www.brandeis.edu/projects/fse/christianity/chris-index.html
http://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfaith_doc_19751229_persona-humana_en.html
An article produced by the Foundation for Human Development entitled Where Do Our Religions Stand on Abortion (NB This could also be used for other faith traditions)
http://www.nswrtl.org.au/alm/16bookLR.pdf
Signifiant Practices
Baptism
http://www.ephesus.com/Orthodox/InfantBaptism.html
http://en.wikipedia.org/wiki/Baptism
http://www.bbc.co.uk/religion/religions/christianity/customs/
http://www.ucc.org/worship/baptism.htm
Marriage ceremony
http://en.wikipedia.org/wiki/Marriage
http://www.roca.org/oa/154/154f.htm.htm
http://www.oxford.anglican.org/information/marriage/marriage_3.html
Saturday/Sunday worship
http://en.wikipedia.org/wiki/Sunday
http://www.biblehistory.com/The%20Origin%20of%20Sunday%20Worship.html
http://www.bible.ca/7-4-positions.htm
Studies of Religion
Religious Tradition Depth Study: CHRISTIANITY
Sample Assessment Task
OUTCOMES TO BE ASSESSED :
H1
H4
H5
H6
H7
H8
explains aspects of religion and belief systems
describes and analyses how aspects of religious traditions are expressed by their adherents
evaluates the influence of religious traditions in the lives of adherents
organises, analyses and synthesizes relevant information about religion from a variety of sources, considering
usefulness, validity and bias
applies appropriate terminology and concepts related to religion and belief systems
coherently and effectively communicates complex information, ideas and issues using appropriate written, oral and
graphic forms
WEIGHTING:
20/50
NATURE OF THE TASK: Collaborative learning task: POWERPOINT PRESENTATION
Examine the contribution of a significant person or school of thought to the expression of belief in
Christianity.
1. Students are to research individually the main contribution of the individual or school of thought to the beliefs of
Christianity.
2. In TWO class lessons, students are to discuss in small groups the key contributions of the individual or school of
thought to the beliefs of Christianity. PowerPoint is organized by the group during this time.
3. Individuals also submit a paper of their own research of no less than 750 words, including an annotated bibliography
(at least five sources of various types).
DATE DUE:
All papers must be submitted on this date. PowerPoint presentations will be viewed during the following lessons.
ASSESSMENT CRITERIA:
You will be assessed on your ability to:

examine the significance of a person or school of thought to Christianity

evaluate the influence of this person or school of thought on the beliefs of Christianity


organise, analyse and synthesizes relevant information about religion from a variety
of sources, considering usefulness, validity and bias

apply appropriate terminology and concepts related to religion and belief systems

coherently and effectively communicates complex information, ideas and issues using appropriate written, oral and
graphic forms






















CRITERIA
comprehensively examines the significance of a person or school of thought in Christianity
evaluates the influence of this person or school of thought on beliefs in Christianity
effectively organises, analyses and synthesizes relevant information about religion from a
variety of sources, considering usefulness, validity and bias
applies appropriate terminology and concepts related to religion and belief systems
coherently and effectively communicates complex information, ideas and issues using
appropriate written, oral and graphic forms in a group presentation
Mark
17-20
competently examines the significance of a person or school of thought in Christianity
attempts to evaluate the influence of this person or school of thought on the beliefs of
Christianity
shows clear organisation, analysis and synthesis of relevant information about religion from
a variety of sources, considering usefulness, validity and bias
mostly applies appropriate terminology and concepts related to religion and belief systems
coherently and effectively communicates information, ideas and issues using appropriate
written, oral and graphic forms in a group presentation
13-16
outlines the significance of a person or school of thought in Christianity
describes the influence of this person or school of thought on the beliefs of Christianity
generally organises, analyses and synthesizes relevant information about religion from a
limited number of sources, considering usefulness, validity and bias
applies appropriate terminology and concepts related to religion and belief systems
generally communicates information, ideas and issues using appropriate written, oral and
graphic forms in a group presentation
8-12
describes the person or school of thought in Christianity
organises some relevant information about religion from a variety of sources, considering
usefulness, validity and bias
applies limited terminology and concepts related to religion and belief systems
communicates general information, ideas and issues using appropriate written, oral and
graphic forms in a group presentation
4-7
attempts to describe the person or school of thought in Christianity
little evidence of effective research
communicates some information in a group presentation
1-3
Comment:
______________________________________________________________________________________________
______________________________________________________________________________________________
_____________________________________ _________________________________________________________
Mark:
/20