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GRADE 10 RELIGON – HRE 2O1
CHRIST AND CULTURE
FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL
COURSE BOOKLET
2013-2014
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COURSE INFORMATION SHEET
DEPARTMENT: RELIGION
DATE: 03/09/2013
SECONDARY SCHOOL: FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL
DEPARTMENT HEAD: MS. TUZI
TEACHER:
The Ontario Curriculum Grades 9 and 10, 2000
CURRICULUM POLICY DOCUMENT
COURSE TITLE
Church and Culture
COURSE CODE
HRE 201
PRE-REQUISITE
HRE 1O1
GRADE & TYPE
10, Open
FULL YEAR /
SEMESTER
Full Year
CREDIT VALUE
1
COURSE DESCRIPTION (AS SPECIFIED IN MINISTRY OF EDUCATION POLICY DOCUMENT)
This course examines the relationship between the person and message of Christ and the dominant attitudes of
contemporary culture. Central to this course is the sacramental nature of Jesus and through His incarnation, the
sacramentality of the Catholic Church, persons, and all of creation. Beginning with students’ own life experiences, seen
in light of the Gospel narratives, students acquire a deeper and more systemic knowledge of Christ, His message, and His
Church. Connections between the Church and contemporary culture are explored in terms of what it means to be a
responsible adolescent developing as a member of a Catholic, Christian community while living within the context of a
secular society. In the Family Life Education strand, students explore a variety of topics related to themes of
personhood, interpersonal relationships, and sexuality. Students have the opportunity to experience firsthand the call
and response to Christian Community Service.
LISTED IN ORDER OF INSTRUCTIONAL DELIVERY
STRAND / UNIT TITLES
HOURS
UNIT 1:
CALLED TO BE JESUS
25
UNIT 2:
CALLED TO BE CHURCH
25
OVERALL EXPECTATIONS / UNIT DESCRIPTION
To understand what it means to be human from a Catholic perspective
To name characteristics that define what it means to be human
To identify the characteristics of the human person according to the Scriptures
To examine humans as relational beings
To explore the implications of our communal nature
To explore the proclamation that creation, particularly the human, is good
To reflect upon the impact of the disorder of sin and evil on the good creation
To understand how the work of Jesus continues in the world through the
Catholic Church
To explore the structures and meaning of the institutional Church
To integrate this exploration with the students’ experience of Church
To develop an understanding of the Catholic Church and its mission as
revealed in Scripture
To understand how the work of Jesus continues in the world through the
Catholic Church
To explore the sacramental life of the Church
To celebrate the sacramental encounter with Christ
To examine the dynamic nature of culture as a context for meaning
To explore our experiences of culture
To understand the dynamic nature of culture
To describe the nature of signs, symbols, and rituals within culture
To examine the role of symbols and rituals as mediators of meaning within
culture
To understand how religion is integral to culture
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UNIT 3:
CALLED TO BE AND
RELATE
25
UNIT 4:
CALLED TO BE HOLY
25
UNIT 5:
CALLED TO BE JUST
20
To understand that Jesus’ proclamation of the “kingdom of God” transforms
lives and cultures
To recognize how the revelation of God to Moses led to the creation of the
Chosen People
To recognize how faith in God shaped the culture of the Chosen People
To explore the ways that Jesus speaks to us about God
To recognize how God has spoken to us in person through Jesus
To identify where the Lord Jesus is in culture
To recognize the goodness of God in Jesus
To explore the call to bear witness to Christ in the world
To explore the call to Christian witness
To celebrate the witness of the Church in our culture
To identify the Catholic Church’s response to social issues in Canada
To recognize our capacity to become people who live justly
To explore issues of social justice that relate to globalization and its ecological
impact
To identify the Catholic response to global social justice issues
To understand that each individual becomes fully a person through
relationships with God and others
To identify the dominant vision of the self in our culture
To explore the implications of individualism of the self
To come to a deeper appreciation of who I became as a Christian
To understand that each individual becomes fully a person through
relationships with God and others
To celebrate Christ’s promise in our lives
To recognize the power of Eucharistic people in our culture
To bring together students’ experiences of Christ and culture
To celebrate Christ’s promise in our lives
To ‘go forth to love and serve the Lord’
To explore relationships with others from a Catholic perspective
To explore, within the context of cultural influences, the meaning of friendships
To connect with the meaning of the other and friendship in the Gospels’
portrayal of Jesus
To explore the desire for intimacy in our lives and in our culture
To apply Catholic principles about sexuality within our culture
To appreciate God’s generosity to us revealed in Christ
To recognize the necessity of generosity in love in order to have authentic
human relationships
To explore the dynamics of relationships within society’s institutions
To explore our responsibility to institutions and their responsibility to us
To explore our relationship to civil society from a Catholic perspective
To examine the influence of culture on our understanding and use of time
To explore a Catholic perspective on time and its implications for our lives
To identify the principles of justice in the social encyclicals
To explore the call to live in just societies
To identify the culture of violence in our society
To appropriate the vision of Jesus regarding peace and violence
To explore power in our culture
To understand service as the Christian expression of power
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STUDENT EVALUATION CRITERIA
TERM – 70%
10 ≤
RELATIVE EMPHASIS / WEIGHTING ≤
KNOWLEDGE/UNDERSTANDING
INQUIRY/THINKING
COMMUNICATION
APPLICATION
TERM TOTAL
WRITTEN
Multiple Choice
Short Answer
Open/Free Response
Essay/Journal
Papers/Reports
Think/Pair/Share
Case Study
Conference
FINAL REPORT CARD GRADE
CALCULATION – 100%
FINAL – 30%
40
15%
15%
20%
20%
70
RELATIVE EMPHASIS / WEIGHTING
ISU
Final Exam
10%
20%
FINAL TOTAL
TERM TOTAL + FINAL TOTAL
= REPORT CARD MARK
30
ASSESSMENT FORMAT USED (EXAMPLES PROVIDED)
PERFORMANCE
OTHER
Group Visuals
Debates
Teacher Observation
Carousel
Interviews
Extended Investigations
Portfolios
Projects
Skills Checklist
Concept Mapping
Socratic Presentation
Vee Heuristic
Focus Groups
Media Presentation
Jigsaw
Presentations
TEXTBOOK
STUDENT MATERIALS
EXCURSIONS
COMPUTER USE
COURSE RELATED WEBSITES
RESOURCES (EXAMPLES PROVIDED)
Christ and Culture
Electronic, photocopies
TBA
Encouraged
Provided in course bibliography
POLICIES & PROCEDURES (EXAMPLES PROVIDED)
PLAGIARISM, LATE
Refer to school/departmental policy
ASSIGNMENTS, MISSED WORK,
ABSENCES, HOMEWORK
TEACHER CONTACTS
Provided in class
REPORTING DATES
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LEARNING SKILLS CRITERIA
IN EACH REPORTING PERIOD, REPORT ON THE QUALITY OF THE LEARNING SKILLS DEMONSTRATED BY THE
STUDENT IN EACH OF THE CATEGORIES IDENTIFIED ON THE REPORT CARD USING THE FOLLOWING LETTER
SYMBOLS.
E–EXCELLENT
G–GOOD
S–SATISFACTORY
N–NEEDS IMPROVEMENT
SKILL: WORKS INDEPENDENTLY
INDICATORS:
• accomplishes tasks independently
• accepts responsibility for completing tasks
• follows instructions
• regularly completes assignments on time and with care
• demonstrates self-direction in learning
• independently selects, evaluates, and uses appropriate
learning materials, resources, and activities
• demonstrates persistence in bringing tasks to completion
• uses time effectively
• uses prior knowledge and experience to solve problems and
make decisions
• reflects on learning experiences
SKILL: ORGANIZATION
INDICATORS:
• organizes work when faced with a number of tasks
• devises and follows a coherent plan to complete a task
• follows specific steps to reach goals or to make
improvements
• revises steps and strategies when necessary to achieve a goal
• manages and uses time effectively and creatively
• demonstrates ability to organize and manage information
• follows an effective process for inquiry and research
• uses appropriate information technologies to organize
information and tasks
SKILL: INITIATIVE
INDICATORS:
• seeks out new opportunities for learning
• responds to challenges and takes risks
• demonstrates interest and curiosity about concepts, objects,
events, and resources
• seeks necessary and additional information in print,
electronic, and media resources
• identifies problems to solve, conducts investigations, and
generates questions for further inquiry
• requires little prompting to complete a task, displaying selfmotivation and self-direction
• approaches new learning situations with confidence and a
positive attitude
• develops original ideas and devises innovative procedures
• attempts a variety of learning activities
• seeks assistance when needed
• uses information technologies in creative ways to improve
learning for self or others
SKILL: TEAMWORK
INDICATORS:
• works willingly and cooperatively with others
• shares resources, materials, and equipment with others
• responds and is sensitive to the needs and welfare of others
• solves problems collaboratively
• accepts various roles, including leadership roles
• takes responsibility for his or her own share of the work to be
done
• works to help achieve the goals of the group or the class
• helps to motivate others, encouraging them to participate
• contributes information and ideas to solve problems and
make decisions
• questions the ideas of the group to seek clarification, test
thinking, or reach agreement
• shows respect for the ideas and opinions of others in the
group or class
• listens attentively, without interrupting
• in discussions, paraphrases points of view and asks questions
to clarify meaning and promote understanding
• recognizes the contribution of group members by means of
encouragement, support, or praise
• seeks consensus and negotiates agreement before making
decisions
SKILL: WORK HABITS/HOMEWORK
INDICATORS:
• begins work promptly and uses time effectively
• completes homework on time and with care
• perseveres with complex projects that require sustained effort
• puts forth consistent effort
• applies effective study practices
• follows directions
• shows attention to detail
• uses materials and equipment effectively
NOTE: The above chart is a reformatting of the skills identified in the Ministry of Education’s Guide to the
Provincial Report Card, Grades 9 – 12 : Appendix C: pages 27 to 29 .