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< UnitDescription L Thisunitbeginswithanexplorationofthesometimesconflictingvaluesexpressedthrough secularandreligiouscultures . Studyofthethemesofprejudice,stereotyping,and _ multiculturalism_ Ԁleadstudentstoadeeperunderstandingandappreciationoftheneedtomove u
frombasictolerancetoacceptanceofothers.Studentsexaminetheearliestreligiousbelief H systemsandarcheologicalcluesthatpointtoprehistoricencounterswiththesacred.Students k becomeawarethatcontemplationofcreationleadstoanawarenessofmystery. Theoverall >
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values.Studentsareguidedtorecognizethevalueofeachindividualandthecommongoodthat isderivedfrommutualtoleranceandrespect.Encounteringthesacredthroughthecreatedworld becomesamajorfocusforthisunitofstudy.Groundworkforthecontinuedstudyofworld Y religionsisintroducedthroughstoriesofthesacred,rituals,moralcodesandcreeds.Journal ,| reflectionquestionsappearattheendofmostactivities,allowingstudentstheopportunityto O internalizewhathasbeenlearnedinclass.Thereisconsiderableroomfordiscussionandgroup " activityinthisunit.Considerarrangingtheclassroomseatingappropriately,takingintoaccount individualabilities.' g\ ' A x Ќ &z % % &z ' &z % % &z ' Teachersshouldbeawareofstudentswhorequiremodificationtothemandatedexpectationsfor K thiscourse.OntarioSecondarySchoolsGrades912ModifyingCurriculumExpectations n (5.4.4.1,page24)allowsteacherstomodifythelearningexpectationsforexceptionalstudentsin A ordertosupportthecontentsofthestudent s_ IEP_ .Thisappliesalsotostudentswhohavenot beenidentifiedasexceptionalbutarereceivingspecialeducationprogramsandservices. ' O Ќ &z % % &z ' &z % % &z ' Eachactivityhasalistofsuggestedresources.Thefollowingcodingwillassisttheteacherinhis j orherchoices:T=TeacherResource;K=KeyText,S=StudentResource ' m = Ќ &z % % &z ' &z % % &z ' ' ̌ &z % % &z ' &z % % &z ' j UnitSynopsis ' j 3! Ќ &z % % &z * 4 5
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Strand(s)andLearningExpectations i OntarioCatholicSchoolGraduateExpectations ( CGE1hRespectsthefaithtraditions,worldreligionsandthelifejourneysofallpeopleofgoodwill CGE2b Reads,understandsanduseswrittenmaterialseffectively V
CGE3cThinksreflectivelyandcreativelytoevaluatesituationsandsolveproblems e Strands ExploringReligiousBeliefs,ProfessionofFaith $ &z % '|
& a OverallExpectations a a Z a Ԍ Ќ '| % &z _ RBV_ .03 Relatethepracticesandritualsofreligionstothelivesofindividuals' a f _ PFV_ .01Examinethehumansearchformeaningandpurposewithincontemporaryculture %u &z % '|
& c SpecificExpectations c d Z c Ԍ 4! Ќ '| % &z RB3.01Explainthedifferenceamongritual,habitandcustom,usingexamplesofallthree' d " PF1.02BExaminethehumansearchformeaningandpurposewithincontemporaryculture v# PriorKnowledgeandSkills None D% PlanningNotes r' % &z % '| % f Therearenumeroustextbookswithaccompanyingteacher smanualsthatwilldirectandsupport 1 ( teacherswiththeconceptofculturaltaboosandwaysofinteractingina_ multicultural_ Ԁsociety. % f
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WholeClass Eachgroupisresponsibleforpresentingtheirwrittenscenariosandleading
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< D L ! 4X!K & subsequentclassdiscussionastopossiblereasonsfortheculturaltaboos. & Ќ ,, 0 4X! 4X!0 '| % &z & &z % '| ,, K . 4
< D L ! 4X!K & Seeactivity#1,above,(introducingpeers).Inaddition,studentswriteoutany5questions g
theywishtohaveansweredinthiscourse,i.e.aboutculturalorreligioustraditions.(30 : minutes) &
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< D L ! 4X!H & Aperformanceassessmentrubricpertainingtothegroupworkmeasuresachievementofthe expectations_ RBV_ .03andRB3.01.CompletionoftheHomeworkaddressestheexpectations & Y Ќ , * 4X! X!* '| % &z & &z % '| ,, K . 4
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< D L ! 4X!H & t Pairstudentswithlanguageoracademicdifficultieswithstudentswhoareabletohelpwith comprehensionofcasestudies.Studentscapableofenrichmentactivities,researchandpresent x variousotherreligioustaboosandtheirimpactontheindividual sdailylife. & t ] K Ќ , * 4X! X!* '| % &z ' &z % '| , ' C OntarioSecondarySchoolsGrades912ModifyingCurriculumExpectations(5.4.4.1,page24) n allowsteacherstomodifythelearningexpectationsforexceptionalstudentsinordertosupport A thecontentsofthestudent s_ IEP_ .Thisappliesalsotostudentswhohavenotbeenidentifiedas exceptionalbutarereceivingspecialeducationprogramsandservices. ' C Ќ '| % &z & &z % '| , K . 4
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< D L ! 4X!H & Dresser,_ Norine_ ._ Multicultural_ ԀManners:NewRulesofEtiquetteforaChangingSociety. & 3! Ќ * 4X! X!* '| % &z ' &z % '| ' Toronto:JohnWiley&Sons,Inc.1996.ISBN0471118192(T) ' 4 " Ќ '| % &z ' &z % '| ' NationalConferenceforCommunityandJustice.2001InterfaithCalendar.Chicago, ' G ! # Ќ '| % &z ' &z % '| ' $ Illinois:TheNationalConferenceforCommunityandJustice.2000.(T) ' $ v \" $ Ќ '| % &z & &z % '| , K . 4
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< D L ! 4X!H & U People sReligiousCeremonies.SkylightPaths.1999ISBN1893361012(T) & U > $R & Ќ * 4X! X!* '| % &z & &z % '| , K . 4
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< D L ! 4X!H & o EtiquetteinOtherPeople sReligiousCeremonies._ Northstone_ ԀPublishing.1999ISBN & o X % ( Ќ * 4X! X!* '| % &z & &z % '| , K . 4
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< D L ! 4X!H & 1896836291(T) & i {&!) Ќ * 4X! X!* '| % &z ' &z % '| ' ' _ Trafford_ ,Larry.WorldReligions:PeopleandFaith.(TextandTeacherManual).Toronto: ' ' y N'"* Ќ '| % &z & &z % '| , K . 4
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< D L ! 4X!H & | MaxwellMacmillianCanadaInc.1994.ISBN0029542049(T,K,) & | e !(q#+ Ќ * 4X! X!* '| % &z & &z % '| , K . 4
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CGE4aDemonstratesaconfidentandpositivesenseofselfandrespectforthedignityand welfareofothers g
CGE5eRespectstherights,responsibilitiesandcontributionsofselfandothers : Strands ReligionandDailyLife,FamilyLife
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& OverallExpectations ltļ Ԍ 0
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DLV.02Explaintheimpactofprejudicesassociatedwithandmisconceptionsabout,various religions,beliefs,and_ traditions ӽ lt Ԍ Ќ &z % % &z _ DL3.05Analyzethedifficultiesthatindividualswhofollowparticularreligiouspracticesin Y regardtodress,diet,orbehaviormayencounterlivinginCanadiansociety' ܼ ,| % &z % % &z % FLV.01ExplorethemeaningofselfimageandselfesteeminthelightofGod sunconditional O loveforeachperson % 0 " Ќ &z % % &z &z % % &z
& / SpecificExpectations / lta Ԍ Ќ &z % % &z _ '| % &z DL1.04_ Ԁ_ Analyze &z % '| _ Ԁtheinfluenceofconceptsofmoralityandethicsinvariousreligioustraditions' y x FL1.02BDefinetheconceptsofselfimageandselfesteem K Ѐ PriorKnowledgeandSkills None A PlanningNotes Teachersprepareaworksheetwherethestudentsmustidentifyexamplesof stereotyping,prejudicediscrimination,multiculturalism,tolerance,culturaltaboo,andritual(e.g., j assumingparticulartraitsarealwaysexhibitedbyacertainrace;limitingjobopportunities = basedonskincolor;teensareintocrime;womenarebaddrivers;etc.).Teachersalsoneedto ` preparepicturesofvariousreligiouspeople,foragroupactivity. 3! Backgroundreadingfortheteachercouldincludeanyofthematerialsfoundinthe Resources " sectionofthisactivity. ! # Theteacheralsopreparesstudentsforaquizonthetermslearnedinthisactivity,tobegivenin \" $ thenextclass. /# % &z % % &z
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Individual Studentscompleteaworksheetonidentifyingtheconceptsofprejudiceinour % ( world,(see PlanningNotes ).(5minutes)' y$ {&!) Ќ , - 4X! 4X!- _ '| % &z _ " " , K . 4
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WholeClass Teacherdirectstheclassinadiscussionoftheirchoicesontheworksheet.(10 N'"* minutes) !(q#+ Ќ , - 4X! 4X!- _ '| % &z _ " " , K . 4
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TeacherDirected Theteacherthenleadstheclassinabrainstormingsessiononthemany (D$, formsthatprejudiceandstereotypingcantake,(i.e.,religious,gender,beliefs,color, )%- ethnicity).Theteachercontinuesquestioning,Whydoyouthinkreligiouspeopleareoften *%. victimsofprejudiceanddiscrimination?Explainhowsuchprejudicesimpactonthe m+&/ individual,thefamilyand/orsocietyingeneral.(10minutes) s @,'0 Ќ , - 4X! 4X!- _ '| % &z _
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GroupWork Thefocusforthenextsessionexaminesreligiousdiscrimination.Students -c(1 arrangethemselvesingroupsof23.Usingpicturesofvariousreligiouspeople,studentsre -6)2 examinethequestionWhydoyouthinkreligiouspeopleareoftenvictimsofprejudiceand discrimination?Groupswillalsoexplainhowsuchprejudicesimpactontheindividual,the familyand/orsocietyingeneral.Picturesmayincludethefollowing:anIslamicwoman V wearingachador;aSikhpoliceofficerwearingaturban;aMusliminprayer;aBuddhist )y monkwithshavedhead;anOrthodoxJewinprayer;aCatholicnuninhabit;aNativeleader L inheaddress.(15minutes) Ќ , - 4X! 4X!- _ '| % &z _ " " , K . 4
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WholeClass Eachgroupreportsbacktotheclassusingoneofthepicturesasanaidin answeringthequestion.(15minutes) M h u
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TeacherDirected TheteacherexplainstheGoldenRuleasitisexpressedindifferent H religiousexperiences.Aboard/overheadnoteisgiven,definingtheGoldenRuleandany k necessarytermstoknow,(i.e.,discrimination,prejudice,multiculturalism,tolerance,cultural >
taboo,andritual).TheteacherexplainsthatacceptingandexperiencingGod sunconditional
lovethroughoutourlivesleadsustohealthyrespectofselfandothers.(20minutes) 6 Ќ , - 4X! 4X!- _ '| % &z _ " " , K . 4
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Individual Studentswriteajournalentryrespondingtothefollowingquestion:World g
religionsteachpeopletorespectothersandyetwestillwitnessdiscrimination.Inyour : opinion,whatisthereasonforthis?Howdoesselfesteemsufferasaresultofprejudiceand
] discrimination?HowcouldbelievingthatGodlovesunconditionallyinfluencethewayin 0
whichweseeothersorourselves? l Ќ , - 4X! 4X!- _ '| % &z _ & &z % '| , K . 4
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< D L ! 4X!H & Thepresentationwillbeassessedusingagroupprocessrubricthatevaluatestheexpectation ,| DLV.02.ThejournalquestionsaddresstheexpectationsFLV.01andDL1.04,DL3.05and O FL1.02B. & " Ќ * 4X! X!* '| % &z _ _ & &z % '| , K . 4
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< D L ! 4X!H & H Pairstudentswithlanguageoracademicdifficultieswithstudentswhoareabletohelpthemwith K notetaking,orphotocopythenotespriortotheactivity.Studentsmaychoosetorecordresponses n tothejournalquestion.Anenrichmentactivityinvolveshavingstudentsinterviewandvideotape A ortaperecordresponsestothejournalactivityandpresenttotheclass. & H 1 Ќ * 4X! X!* '| % &z _ _ ' &z % '| ' OntarioSecondarySchoolsGrades912ModifyingCurriculumExpectations(5.4.4.1,page24) allowsteacherstomodifythelearningexpectationsforexceptionalstudentsinordertosupport j thecontentsofthestudent sIEP.Thisappliesalsotostudentswhohavenotbeenidentifiedas = exceptionalbutarereceivingspecialeducationprogramsandservices. ' ` Ќ '| % &z _ _ & &z % '| , K . 4
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< D L ! 4X!H & _ Resources_ & " Ќ * 4X! X!* '| % &z _ _ ' &z % '| ' _ Print_ ' ! # Ќ '| % &z _ _ ' &z % '| ' Brody,Jeffrey,andWilt,Michael.WorldReligions:AVoyageofDiscovery.(Textand ' 7 \" $ Ќ '| % &z _ _ ' &z % '| ' = TeachingManual).Winona,Minnesota:St.Mary sPress.1998.(pages69)_ISBN088489 /# % 4878(T,S) ' = $R & Ќ '| % &z _ _ ' &z % '| ' Dresser,Norine.MulticulturalManners:NewRulesofEtiquetteforaChanging ' $% ' Ќ '| % &z _ _ ' &z % '| ' _ Society._ Ԁ ' N % ( Ќ '| % &z _ _ ' &z % '| ' Toronto:JohnWiley&Sons,Inc.1996.ISBN0471118192(T) ' p {&!) Ќ '| % &z _ _ ' &z % '| ' S NationalConferenceforCommunityandJustice.2001InterfaithCalendar.Chicago, ' S N'"* Ќ '| % &z _ _ & &z % '| , K . 4
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< D L ! 4X!H & Illinois:TheNationalConferenceforCommunityandJustice.2000.(T) & !(q#+ Ќ * 4X! X!* '| % &z _ _ ' &z % '| ' Williams,Bernard,ed.OneWorld,ManyIssues.(TextandTeacher sGuide).Cheltenham, ' (D$, Ќ '| % &z _ _ ' &z % '| ' England:StanleyThornes(Publishers)Ltd.1997.(pages126127)ISBN074872981X(T) ' Q )%- Ќ '| % &z _ _ & &z % '| , K . 4
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/% V nataspir.htw ( _ 6 c w _ 7 6 Ԁ -6)2 Activity#3 '| % &z &z % '| Secular&ReligiousWorldview V Time 75minutes )y Description L % &z % % &z % Thisactivitywillintroducestudentstotheconceptsofareligiousandsecularworldview.The assumptionsofeachoftheseworldviewsareidentifiedthroughexaminationofvideoclips. % . Ќ &z % % &z u
StrandsandExpectations H OntarioCatholicSchoolGraduateExpectations k CGE2aListensactivelyandcriticallytounderstandandlearninlightofgospelvalues >
Strands ReligionandDailyLife,ChristianMoralDevelopment
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& y OverallExpectations Ԍ Ќ &z % % &z DLV.03Explainhowreligiousbeliefs,orlackofthem,canaffectthewaysinwhichindividuals g
relatetoothersandaddressissuesindailylifeinCanada' y : CMV.03Explainhowreligionandculturecanagreeanddisagreeonmoralissues
] CMV.04Recognizehowsecularismtendstopromoteculturesbasedonconsumerism, 0
individualism,andmoralrelativism CMV.06examinethemedia srelationshiptoreligiousworldviewsfromamoralperspectived dSpecificExpectations Y CM1.03Bdefinesecularismandhowitcanleadtoacultureofdisbelief ,| PlanningNotes " Aquizispreparedfromthetermslearnedin Activity#2 . Teacherpreparestwo810minutevideoclipsthatillustrateareligiousandsecularworldview. x ExamplescouldincludeclipsfromthemovieFootloose,(thebookburning)orfromRomero,(the K finalsermon).Topicssuchasenvironmentalism,racism,waroranyothermoralissuecouldbe n used.Thecharacteristicsofbothareligiousandsecularworldviewneedtobepreparedaheadof A classtime.(e.g.,WorldReligions:PeopleofFaith,LarryTraffordpp.27and29).Teachersalso needtohaveavailableareadingconcerningthedangersthatcanbeassociatedwithasecular worldview,(Trafford,pp.3235).Theyshouldalsopreparerelevantquestionsonthereading. j (Note:Teachershouldstressthatnotallaspectsofsecularismaredangerous). = PriorKnowledgeandSkills None 3! &z % % &z
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: WholeClass Theteacherleadsstudentsinadiscussionaboutreligiouspeopletheyknow \" $ andwhythestudentseesthispersonasreligious,i.e.,goestochurch,readsfromaBible. /# % Thediscussionshouldthenbedirectedtohowother sviewsaredifferentfromthose $R & consideredreligious,i.e.,don tseeGodasimportant.(15minutes)' !O $% ' Ќ ^ - 4X!: : 4X!- '| % &z " " , K . 4
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: TeacherDirected/WholeClass Studentsaregivenaworksheetwithreligiousandsecular % ( assumptions,(see PlanningNotes) ,whichtheythencategorizeunderthecorrectheading. {&!) Teacherensurestheclasshasthecorrectresponses.(10minutes) X! a" N'"* Ќ ^ - 4X!: : 4X!- '| % &z " " , K . 4
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: WholeClass Teacherintroducestwodifferingviewsofthesameissuethroughvideos(see !(q#+ PlanningNotes ).Whichofthetwoviewswouldyouconsiderreligiousandwhy?Which (D$, wouldyouconsidersecularandwhy?Studentsshareresponsestothequestionsafter )%- viewingtheteacherpreparedvideoclips.(25minutes) $ % *%. Ќ ^ - 4X!: : 4X!- '| % &z " " , K . 4
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: ݀ Individual Studentsreadfromselectedtext,(see PlanningNotes )aroundthepossible m+&/ dangersofasecularworldviewandanswerrelatedquestions.(20minutes) ( ) @,'0 Ќ ^ - 4X!: : 4X!- '| % &z " " , K . 4
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: JournalAssignment Watchahourprogramofyourchoice,recordinganyofthevalues -c(1 beingpresentedintheprogramandthecommercials.(e.g.NelsonfromTheSimpsons_ ! -6)2 gettingwhathewantsthroughbullying=individualismandgreed).Examineanyfourofthe valuesandanswerthefollowingquestions:Identifythevalueaseitherreligiousorsecularin nature.Explainhowthevaluefitstheassumptionsofeitherareligiousorsecular_ worldview_ . V Bepreparedtodiscussyourresponses. * + )y Ќ ^ - 4X!: : 4X!- '| % &z & &z % '| , K . 4
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< D L ! 4X!K & / AlternativelystudentsprepareacartoonrepresentingthevaluespresentinpopularTV L programs. & / t0 Ќ ^ 0 4X!: : : 4X!0 '| % &z & &z % '| , K . 4
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< D L ! 4X!H & 4 Theexpectation_ DLV_ .03isassessedthroughageneralclassdiscussion.Expectation_ CMV_ .03is H assessedthroughshareddiscussionofthevideoclips.Thejournalassignmentquestionsaddress k theintentofexpectations_ CMV_ .04and_ CMV_ .06. & 4 5 >
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< D L ! 4X!H & 9 Pairstudentswithlanguageoracademicdifficultieswithstudentswhoareabletohelpwith g
comprehension.Anenrichmentactivityinvolvescreatingascenario(writtenorvideoformat), : illustratingthereligiousandsecularvalues. & 9 :
] Ќ * 4X! X!* &z % % &z ' &z % % &z ' }< OntarioSecondarySchoolsGrades912ModifyingCurriculumExpectations(5.4.4.1,page24) 0
allowsteacherstomodifythelearningexpectationsforexceptionalstudentsinordertosupport thecontentsofthestudent s_ IEP_ .Thisappliesalsotostudentswhohavenotbeenidentifiedas exceptionalbutarereceivingspecialeducationprogramsandservices. ' }< < Y Ќ &z % % &z & &z % % &z , K . 4
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< D L ! 4X!H & 7B Print & 7B C " Ќ * 4X! X!* &z % % &z ' &z % % &z ' C _ Bibby_ ,ReginaldandDonald_ Posterski_ .TeenTrends:ANationinMotion.Toronto:_ Stoddart_ PublishingCo.Ltd.1992.ISBN0773755314(T) ' C )D x Ќ &z % % &z ' &z % % &z ' E _ Trafford_ ,Larry.WorldReligions:PeopleandFaith.(TextandTeacherManual).Toronto: ' E F K Ќ &z % % &z MaxwellMacmillianCanadaInc.1994.ISBN0029542049(T,K,) (pages32!35) n ' &z % % &z ' zG Williams,Bernard,ed.OneWorld,ManyIssues.(TextandTeacher sGuide).Cheltenham, A England:Stanley_ Thornes_ Ԁ(Publishers)Ltd.1997.ISBN074872981X(T) ' zG G Ќ &z % % &z Internet DevelopmentandPeace:4 W !'
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& J Activity#4 ImagesofGod J K J Ԍ 3! Ќ &z % % &z Time 75minutes ' K " Description ! # % &z % % &z % L UsingacreativedepictionoftheimageofGod,i.e.,art,poetryornarrativeforms,studentsreflect \" $ ontheartist sviewofGod.Theteacherfacilitatesadiscussionaroundhowandwherepeople /# % developtheirpersonalimagesofGod.Asubsequentteachergeneratednoteisgiventothe $R & students.AfollowuphomeworkassignmentencouragesthecreationoftheirimagesofGod. % L ZL $% ' Ќ &z % % &z &z % % &z
& N Strand(s)andLearningExpectations N N N Ԍ {&!) Ќ &z % % &z OntarioCatholicSchoolGraduateExpectations' {&N N'"* CGE2aDemonstratesflexibilityandadaptability !(q#+ Strands ProfessionofFaith (D$, &z % % &z
& tP OverallExpectations tP P P Ԍ )%- Ќ &z % % &z _ PFV_ .01Examinethehumansearchformeaningandpurposewithincontemporaryculture' )P *%. _ PFV_ .02Recognizethespiritualdimensionimplicitinhumanexperienceandthecreatedworld m+&/ SpecificExpectations @,'0 PF1.02BExaminethehumansearchformeaningandpurposewithcontemporaryculture -c(1 PF2.01BRecognizethespiritualdimensionimplicitinhumanexperienceandthecreatedworld -6)2 Ѐ PlanningNotes Teachershares(a)creativepiece(s)whichillustrate(s)imagesofGod,(see Resources for V suggestedchildren sstories,poetry,proseorart).Informationpertainingtowherepeopleobtain )y theirimagesofGodistobepreparedinadvance,i.e.,culture,society,family,religious L background,geographicallocation,personalexperiences,revelation. PriorKnowledgeandSkills None u
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Individual Teacherdistributeshandoutonstudents personalideasofGod,(i.e.Doyou >
believeinGod?Whatideasofgodhavebeenpassedtoyou?Whohaspassedtheseideasto
you?WhatareyourideasofGodtoday?WhatideasofGodwouldyouwishtopassonto yourchildren?WhatreasonsdootherpeoplegivefortheirbeliefinGod?Whatreasonsare g
givenwhypeoplerejecttheexistenceofGod?(15minutes)'
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WholeClass Teacherfacilitatesadiscussionaroundthepreparedquestionslistedabove.
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TeacherDirected Astheteacherreadsfromeitherachildren sstory,selectedquotations, poetry,orprovidesexamplesofvariousartisticexpressions.(see PlanningNotes and Resources ),studentsactivelylistentoextracttheimagesofGodfoundinthestory.(10 Y minutes) ] ^ ,| Ќ , - 4X! 4X!- '| % &z " " , K . 4
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WholeClass Theteacherfacilitatesaclassdiscussionbasedonthequestionsbelow: ` a O Ќ , - 4X! 4X!- '| % &z & &z % '| , K . 4
< D L ! 4X!K & Mc WhatimagesofGodhastheauthorpresentedinthepiece?HaveyoueverthoughtofGodin " thisway?Explain.WhatotherimagesofGodareportrayedinmedia,booksyouhaveread, society,yourfamily,cultureorotherreligions?(10minutes) & Mc c x Ќ , 0 4X! 4X!0 '| % &z " " , K . 4
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TeacherDirected InaSocraticmanner,informationonwherepeopleobtaintheirimagesof K Godissuggestedbytheteacher,(see PlanningNotes ).(15minutes) e f n Ќ , - 4X! 4X!- '| % &z " " , K . 4
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Assignment TheFaceofGodAssignmentThinkofallthedifferentideasofGodthatyou A havelearnedabout_ thusfar_ Ԁinourstudies.Usingsomeoftheseideasandsomeofyourown, createareflectivepiecethatillustratestheFaceofGod.Youmayaccomplishthisusingany ofthefollowingmethods:apicturewithanexplanation;apoemonposterpaper;acollage j withanexplanation;oracreativestory.Whateveryouchoose,thefinalresultshouldshow = whatyoubelieveGodtobe.(10minutestobeginthe Assignment) nh ii ` Ќ , - 4X! 4X!- '| % &z & &z % '| , K . 4
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< D L ! 4X!H & Ip Expectations_ PFV_ .01and_ PFV_ .02willbeevaluatedthroughclassdiscussionofthechildren s ! # storyandtheFaceofGodassignment.Performancerubricsmaybefoundatanyofthefollowing \" $ _ websites_ :4 X en O 5
( http://www.proteacher.com/020061.shtml ( s din 6 r r din 7 enr Ԁor4 Y en O 5
( http://www.elm.maine.edu/ ( Bt din 6 s
t din 7 en 8t Ԁor & Ip >q /# % Ќ * 4X! X!* '| % &z & &z % '| , K . 4
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( http://_ www.phschool.com_ /_ professional_development_ /%
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_ p% [ w rofessional_library_ /_ alternative_assessment_ ( w din 6 v v din 7 en!w & u v $R & Ќ * 4X! X!* '| % &z & &z % '| , K . 4
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< D L ! 4X!H & | Writtenexpectationsarereducedforstudentsrequiringmodificationstoprogram.Thevarietyof {&!) optionsavailableintheFaceofGodassignmentallowsampleopportunityforstudentsrequiring N'"* enrichmentactivitiestoflourish. & | } !(q#+ Ќ * 4X! X!* '| % &z ' &z % '| ' I OntarioSecondarySchoolsGrades912ModifyingCurriculumExpectations(5.4.4.1,page24) (D$, allowsteacherstomodifythelearningexpectationsforexceptionalstudentsinordertosupport )%- thecontentsofthestudent s_ IEP_ .Thisappliesalsotostudentswhohavenotbeenidentifiedas *%. exceptionalbutarereceivingspecialeducationprogramsandservices. ' I m+&/ Ќ '| % &z & &z % '| , K . 4
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< D L ! 4X!H & ہ & ہ Ă ̌ * 4X! X!* '| % &z & &z % '| , K . 4
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< D L ! 4X!H & _ _ & _ H -c(1 Ќ * 4X! X!* '| % &z _ Resources & &z % '| , K . 4
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< D L ! 4X!H & 8 Print & 8 ! o Ќ * 4X! X!* '| % &z & &z % '| , K . 4
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< D L ! 4X!H & ؆ Bunting,Eve.December.SanDiego,CA:HarcourtBrace&Company.1997.ISBN015 B 2014349(T,S) & ؆ e Ќ * 4X! X!* '| % &z & &z % '| , K . 4
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< D L ! 4X!H & _ Carden_ ,John.AWorldatPrayer:TheNewEcumenicalPrayerCycle.Mystic,Connecticut: 8 TwentyThirdPublications.1990.ISBN0896224279(T) & Ќ * 4X! X!* '| % &z &z % '| _ Munsch_ ,Robert . Giantor WaitingfortheThursdayBoat.AnnickPress.1989ISBN1550370707 (T,S) a
Wood,Douglas. OldTurtle.MonarchBooksofCanada.1991ISBN0938586483(T,S) 4 Brenner,Barbara.Voices(PoetryandArtfromAroundtheWorld).Washington,D.C.National W GeographicSociety.2000.ISBN0792270711(T,S) p x *
_ Moyers_ ,Bill.Genesis(ALivingConversation).Toronto.Doubleday.1996.(selectedquotations
fromChapter1,InGod sImage,pp.3!37).ISBN0385483457(T) x F &z % % &z
& Internet 2 Ԍ &v Ќ &z % % &z AboriginalYouth:http://www.ayn.ca/link.asp?link=http://www.inac.gc.ca' && I NativeStorytelling:http://www.civilization.ca/membrs/fph/storytel/introeng.html
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k Activity#5 OriginsofReligiousAwareness k Ԍ r Ќ &z % % &z Time 75minutes ' y E Description h % &z % % &z % Ӓ Throughthestudyofarchaeologicalevidence,studentsexaminetheearliestsignsofreligious ; awareness.Theteacherprovidesadditionalinformationaboutgoddessworshipandthechanges inreligiousbeliefasaresultofthemovefromhuntergathererstoanagriculturalsociety. % Ӓ
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& Ҕ Strand(s)andLearningExpectations Ҕ ( Ԍ 7 Ќ &z % % &z OntarioCatholicSchoolGraduateExpectations' 7
Z CGE2bReads,understandsanduseswrittenmaterialseffectively - Strands ProfessionofFaith &z % % &z
& OverallExpectations Ԍ Ќ &z % % &z _ PFV_ .01Examinethehumansearchformeaningandpurposewithincontemporaryculture' V _ PFV_ .02Recognizethespiritualdimensionimplicitinhumanexperienceandthecreatedworld ) y SpecificExpectations L PF1.02BExaminethehumansearchformeaningandpurposewithcontemporaryculture ! PF2.01BRecognizethespiritualdimensionimplicitinhumanexperienceandthecreatedworld " PlanningNotes Preparationinvolvespriorreadingaroundthetopicoftheoriginsofreligion. H" $ SuggestedreadingsincludeGreatReligionsoftheWorld,(_ Pastva_ ),pages21!28,orWorld #k % Religions,(_ Brodd_ ),pages2128.Thelessonisenhancedthroughpicturesand/orslidesof #> & prehistoricarchaeologicalartifacts,(e.g.,cavepaintings,goddessstatues,etc.) $ ' & &z % % &z , K . 4
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< D L ! 4X!K 1. WholeClass Theclassusesdeductivereasoningtodeterminewhatishappeningwhen (0$, givenanaccountofaBaptismfromtheperspectiveofthechild sviewpoint.(Youfind )%- yourselfinabuildingsurroundedbypeople.Therearelightsflickeringeverywhere.A *%. strangertakesyouandthrowswateronyou.Screaming,theywrapyouinablanketandyou Y+&/ arefinallygivenbacktoyourMom.Questioningensues;Whatishappening?Whatwould ,,|'0 haveyoubelievethis?Theteacherexplainshowthisreasoningisusedbyarchaeologiststo ,O(1 determinetheearliesthistoricalexperiencesofreligiousawareness?(10minutes)'
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< D L ! 4X!H 2.WholeClass Archaeologicalevidenceofearlyreligiousawarenessislistedontheboard, i.e.,cavepaintings,positionofbody,etc.(10 minutes)
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< D L ! 4X!E 3. '| % &z &z % '| GroupWork Studentsareplacedingroupsofthreetoexaminethearchaeological V evidence.Fromthisevidence,theyaretodeterminepossiblebeliefsofearlypeople.(15 )y minutes)
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< D L ! 4X!E &z % '| 4.WholeClass Teacherlistsfindingspointingoutcorrectinformationandclarifying misinformationoninterpretationsofevidence.Additionalinformationisincludedabout goddessworshipandchangesinreligiousbeliefasaresultofthemovefromahunting u
gatheringsocietytoanagriculturalsociety.Slidescouldbeusedtoenhancethelesson. H , E +
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< D L ! 4X!E Ӏ(See PlanningNotes) (15minutes) k * 4X! X!* 0 5.Individual/WholeClass Theteacherdistributesahandoutillustratinghowencounters >
withthesacredandtheworldinwhichwelive,helpsusdeterminereligiousunderstanding,
i.e.,justasprehistoricpeoples understandingoftheworldwasdeterminedbygeography, etc.,oursearchformeaningisdeterminedbycurrentvalues.Thesevaluesarebothsecular g
andreligiousinnature,i.e.,reflectedthroughconsumerism,importantstagesinlife,cults, : power,etc.Usingtheinformationfromthehandout,studentsdeterminepositiveand
] negativeoutcomesofoursearchformeaning.Positivescouldincludecommunity,hope,faith 0
etc.Negativecouldincludegreed,competitionordisillusionment. Students responsesare thendiscussed.(20minutes) !! 0 6. H +
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< D L ! 4X!H Homework Studentsaretoconductasurvey.Theyshouldsurveyatleast5peopleof Y variousages,askingthreequestionsandrecordingresponses:1.Whatareyourreligious ,| beliefsinGod?theafterlife?2.Howdidyoucometothesebeliefs?3.Whatdothese O religiousbeliefsofferyou? " !! '| % &z & &z % '| , H . 4
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< D L ! 4X!H & Thehomeworkassignmentaddressestheexpectations_ PFV_ .01and_ PFV_ .02. & ̲ K Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
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< D L ! 4X!H & ! Pairstudentswithlanguageandacadem