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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
&z % % &z
& U Teaching/LearningStrategies U V !U Ԍ k Ќ &z % % &z ! ! '| % &z " " , K . 4
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Individual Teacherdistributeshandoutonstudents personalideasofGod,(i.e.Doyou >
believeinGod?Whatideasofgodhavebeenpassedtoyou?Whohaspassedtheseideasto
you?WhatareyourideasofGodtoday?WhatideasofGodwouldyouwishtopassonto yourchildren?WhatreasonsdootherpeoplegivefortheirbeliefinGod?Whatreasonsare g
givenwhypeoplerejecttheexistenceofGod?(15minutes)'
V W W : Ќ , - 4X! 4X!- '| % &z " " , K . 4
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< D L ! 4X!H &z % '| [ 2 2
.3
WholeClass Teacherfacilitatesadiscussionaroundthepreparedquestionslistedabove.
] (15minutes) [ \ 0
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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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< D L ! 4X!H &z % '| e 2 5
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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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< D L ! 4X!H &z % '| nh 2 6
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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
< D L ! 4X!K , H +
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< D L ! 4X!H & m & m m ̌ * 4X! X!* '| % &z & &z % '| , K . 4
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< D L ! 4X!H & n StudentAchievement & n o " Ќ * 4X! X!* '| % &z & &z % '| , K . 4
< D L ! 4X!K , H +
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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
< D L ! 4X!K , H +
4
< D L ! 4X!H & u 4 Z en O 5
( http://_ www.phschool.com_ /_ professional_development_ /%
[
_ p% [ w rofessional_library_ /_ alternative_assessment_ ( w din 6 v v din 7 en!w & u v $R & Ќ * 4X! X!* '| % &z & &z % '| , K . 4
< D L ! 4X!K , H +
4
< D L ! 4X!H & cy & cy Lz ̌ * 4X! X!* '| % &z & &z % '| , K . 4
< D L ! 4X!K , H +
4
< D L ! 4X!H & z Accommodations & z { % ( Ќ * 4X! X!* '| % &z & &z % '| , K . 4
< D L ! 4X!K , H +
4
< D L ! 4X!H & | Writtenexpectationsarereducedforstudentsrequiringmodificationstoprogram.Thevarietyof {&!) optionsavailableintheFaceofGodassignmentallowsampleopportunityforstudentsrequiring N'"* enrichmentactivitiestoflourish. & | } !(q#+ Ќ * 4X! X!* '| % &z ' &z % '| ' I OntarioSecondarySchoolsGrades912ModifyingCurriculumExpectations(5.4.4.1,page24) (D$, allowsteacherstomodifythelearningexpectationsforexceptionalstudentsinordertosupport )%- thecontentsofthestudent s_ IEP_ .Thisappliesalsotostudentswhohavenotbeenidentifiedas *%. exceptionalbutarereceivingspecialeducationprogramsandservices. ' I m+&/ Ќ '| % &z & &z % '| , K . 4
< D L ! 4X!K , H +
4
< 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
< D L ! 4X!K , H +
4
< D L ! 4X!H & 8 Print & 8 ! o Ќ * 4X! X!* '| % &z & &z % '| , K . 4
< D L ! 4X!K , H +
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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
< D L ! 4X!K , H +
4
< 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
&z % % &z
& y ΐ Ԍ̌ &z % % &z &z % % &z
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
Ќ &z % % &z &z % % &z
& 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
< D L ! 4X!K , H +
4
< D L ! 4X!H & & ̌ * 4X! X!* &z % % &z PriorKnowledgeandSkills None g&!) &z % % &z
& Teaching/LearningStrategies Ԍ
(]#+ Ќ &z % % &z , K . 4
< 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)'
( -")2
K ( 8 8 K H +
4
< D L ! 4X!H 2.WholeClass Archaeologicalevidenceofearlyreligiousawarenessislistedontheboard, i.e.,cavepaintings,positionofbody,etc.(10 minutes)
K ( 8 8 K 4 E +
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< D L ! 4X!E 3. '| % &z &z % '| GroupWork Studentsareplacedingroupsofthreetoexaminethearchaeological V evidence.Fromthisevidence,theyaretodeterminepossiblebeliefsofearlypeople.(15 )y minutes)
L '| % &z E +
4
< D L ! 4X!E &z % '| 4.WholeClass Teacherlistsfindingspointingoutcorrectinformationandclarifying misinformationoninterpretationsofevidence.Additionalinformationisincludedabout goddessworshipandchangesinreligiousbeliefasaresultofthemovefromahunting u
gatheringsocietytoanagriculturalsociety.Slidescouldbeusedtoenhancethelesson. H , E +
4
< 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 +
4
< 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 & & ̌ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
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< D L ! 4X!H & > StudentAchievement & > $ x Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
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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 & & ̌ ' 4X! X!' '| % &z & &z % '| , H . 4
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< D L ! 4X!H & ~ Accommodations & ~ d A Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & ! Pairstudentswithlanguageandacademicdifficultieswithstudentswhoareabletohelpwith comprehension.Studentscapableofenrichmentactivitiesaredirectedtoseekoutavarietyof responses,i.e.,localclergy,professionals,ethicscommitteemembersatalocalhospital,etc. & ! j Ќ ' 4X! X!' '| % &z ' &z % '| ' OntarioSecondarySchoolsGrades912ModifyingCurriculumExpectations(5.4.4.1,page24) = allowsteacherstomodifythelearningexpectationsforexceptionalstudentsinordertosupport ` thecontentsofthestudent s_ IEP_ .Thisappliesalsotostudentswhohavenotbeenidentifiedas 3! exceptionalbutarereceivingspecialeducationprogramsandservices. ' ? " Ќ '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & & q ̌ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & Resources & \" $ Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & Print & /# % Ќ ' 4X! X!' '| % &z ' &z % '| ' A _ Brodd_ ,Jeffrey,andWilt,Michael.WorldReligions:AVoyageofDiscovery.(Textand ' A $R & Ќ '| % &z ' &z % '| ' TeachingManual)._ Winona_ ,Minnesota:St.Mary sPress.1998.ISBN0884894878(T,S) ' $% ' Ќ '| % &z ' &z % '| ' _ Clemmons_ ,Nancy.ExploringTheReligionsofOurWorld.NotreDame,Indiana:AveMaria % ( Press.1999.ISBN0877936749(T,S) ' : {&!) Ќ '| % &z ' &z % '| ' w Smith,_ Huston_ .TheIllustratedWorldReligions.NewYork:HarperSanFrancisco.1994. ' w N'"* Ќ '| % &z ' &z % '| ' ISBN0060674539 ' !(q#+ Ќ '| % &z & &z % '| , H . 4
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< D L ! 4X!H & Wilkins,RonaldJ.ReligionsoftheWorld.Dubuque,Iowa:1995.ISBN0697177963 & (D$, Ќ ' 4X! X!' '| % &z % &z % '| % _ % )%- Ќ '| % &z _ % &z % '| % { Internet % { Ќ '| % &z % &z % '| % 6 NativeLinksSources:4 \ g O 5
( http://www.kstrom.net.isk/linkpage.html ( & 6 rex 7 % 6 p Ќ '| % &z &z % '| ArcheologicalLinks:4 ] O 5
( http://www.skcldv.demon.co.uk/orion.htm ( & 6 o rex 7 O V StatementofPrinciplesforEthicalConductPertainingtoAboriginalPeoples: )y 4 ^ O 5
( http://www.canadianarchaeology.com/ahc/%
_
e% _ principles.html ( p & 6 $ 8 rex 7 f L AboriginalHistory:4 ` O 5
( http://www.gov.sk.ca/rsm/wedo/faq/a01archaeology.php3 ( & 6 rex 7 ArcheologicalLinks:http//_ www.parkscanada.gc.ca_ /_ aborig_ /_ main_e.htm_ CanadianMuseumofCivilization:4 a O 5
( http://www.civilization.ca ( ? & 6 rex 7 q5 u
Activity#6 Awe&MysteryinReligion >
Time 75minutes
Description % &z % % &z % Throughtheuseofvideoandclassdiscussionstudentsexploretheconnectionbetween g
awe/mysteryandreligion.ThecharacteristicsofAboriginalreligionsarealsooutlined. % : Ќ &z % % &z % &z % % &z % D % D ~
] Ќ &z % % &z &z % % &z
& Strand(s)andExpectations ExploringReligiousBeliefs,Professionof_ Faith S s/ Ԍ 0
Ќ &z % % &z Ontario_ ԀCatholicSchoolGraduateExpectations' G % &z % % &z % CGE1hRespectsthefaithtraditions,worldreligionsandthelifejourneysofallpeopleofgood will % Y Ќ &z % % &z CGE2bReads,understandsanduseswrittenmaterialseffectively ,| StrandsExploring ReligiousBeliefs O &z % % &z
& l OverallExpectations l s Ԍ " Ќ &z % % &z _ RBV_ .01Identifytheoriginsofvariousreligions' _ RBV_ .02Explainthenatureofseveralsignificantbeliefsfromeachofthereligionsstudied x SpecificExpectations K % &z % % &z % RB2.02Demonstrateanunderstandingoftheperceivednatureandroleofthesupernaturalin n variousreligions % A Ќ &z % % &z PF3.01BArticulatewaysinwhichpeoplesearchforthesacredinlife PlanningNotes j Teacherprovidesavideoillustratingasenseofawe/wonderinourworld,(e.g.Reflections,an = astronaut sreflectionsonearthfromthedistanceofspace).Noteswithinformationonthe ` characteristicsofAboriginalreligionsshouldalso beprepared. 3! Priorreadingsincludetextsand_ websites_ Ԁlistedinthe Resources below. " &z % % &z
& + PriorKnowledgeRequired None + s] Ԍ \" $ Ќ &z % % &z ' \"u &z % % &z
& F Teaching/LearningStrategies F sx Ԍ $R & Ќ &z % % &z ! ! '| % &z " " , H . 4
< D L ! 4X!H Q, H + -
- 4
< D L ! 4X!H &z % '| 2 1
.3
- WholeClass Studentswatchavideo(see PlanningNotes) illustratingthesenseofawethat $% ' canleadpeopletoreflectonmysteriesinourworld.Postviewingquestionsinclude:Where % ( doestheideaofmysterycomefrom?Mysteryandreligionareintertwined.Describetheir {&!) connection.Inourworld,whenmightpeopleencounterasenseofawe?Whatarepossible N'"* responsestothis?(20minutes)' $ !(q#+ Ќ Q * 4X!- - 4X!* '| % &z " " , H . 4
< D L ! 4X!H Q, H + -
- 4
< D L ! 4X!H &z % '| 2 2
.3
- GroupWork Inpairsstudentsanswerquestionsdealingwiththeconnectionbetween (D$, Ќ Q * 4X!- - 4X!* '| % &z & &z % '| , H . 4
< D L ! 4X!H Q, K . - - - 4
< D L ! 4X!K & mysteryandreligion.(10minutes) & )%- Ќ Q - 4X!- - - 4X!- '| % &z " " , H . 4
< D L ! 4X!H Q, H + -
- 4
< D L ! 4X!H &z % '| 2 3
.3
- WholeClass Teacherdrawsanswerstogethertoformulateanotewhichillustratesthat *%. Ќ Q * 4X!- - 4X!* '| % &z & &z % '| , H . 4
< D L ! 4X!H Q, K . - - - 4
< D L ! 4X!K & oftenwhenpeopleencountermystery,itleadsthemtoadeeperconnectionwiththesuper & m+&/ Ќ Q - 4X!- - - 4X!- '| % &z & &z % '| , H . 4
< D L ! 4X!H Q, K . - - - 4
< D L ! 4X!K & natural.Thisofcoursehelpsreligionsdevelop(referbacktoprehistoricunderstanding & @,'0
Q - 4X!- - - 4X!- '| % &z & &z % '| , H . 4
< D L ! 4X!H Q, K . - - - 4
< D L ! 4X!K & oftheworld).(20minutes) & -c(1 Ќ Q - 4X!- - - 4X!- '| % &z _ " " , H . 4
< D L ! 4X!H Q, H + -
- 4
< D L ! 4X!H &z % '| 2 4
.3
- GroupWork Ingroupsof4,studentslistwhattheybelievearemajorcharacteristicsofthe
Catholicreligion,(community,worship,priest,sacraments,etc.)(10minutes) Ќ Q * 4X!- - 4X!* '| % &z " " , H . 4
< D L ! 4X!H Q, H + -
- 4
< D L ! 4X!H &z % '| 2 5
.3
- Teacher/WholeClass Teacherdrawsinformationfromthegroupsandliststhemonthe V Ќ Q * 4X!- - 4X!* '| % &z & &z % '| , H . 4
< D L ! 4X!H Q, K . - - - 4
< D L ! 4X!K & board.ThecharacteristicsofAboriginalreligionsarelistedbesidethoseoftheCatholic )y religion.Definitionsofnewtermsaregiven.Similaritiesanddifferencesbetweenthetwo L religiousworldviewsareoutlined.(15minutes) & Ќ Q - 4X!- - - 4X!- '| % &z " " , H . 4
< D L ! 4X!H Q, H + -
- 4
< D L ! 4X!H &z % '| 2 6
.3
- Homework Usingmedia,school,religionetc.studentslisttheimagesandinformationthey havelearnedaboutAboriginalpeople.Thisinformationshouldbelistedontheboardthe u
followingday.AsthestudentslearnaboutAboriginalspirituality,theinformationgathered H canbediscussed. k Ќ Q * 4X!- - 4X!* '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & 8 & 8 ̌ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & StudentAchievement &
Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & a BothgroupworksessionsaddresstheintentofexpectationsRBV.01andRBV.02. & a G Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & A & A ' g
Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & Accommodations & : Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & z Propernotetakingisimportanttostudents,especiallyinthisactivity.Preparingphotocopied
] notesinadvanceforparticularstudentswhowouldbenefitfromthisisadvised.Anenrichment 0
activitywouldinvolvehavingstudentsresearchandcompileabinderwithavarietyofAboriginal prayerstobereadtotheclass(orperhapsillustrated)overthenextfewclasses. & z ` Ќ ' 4X! X!' '| % &z ' &z % '| ' OntarioSecondarySchoolsGrades912ModifyingCurriculumExpectations(5.4.4.1,page24) Y allowsteacherstomodifythelearningexpectationsforexceptionalstudentsinordertosupport ,| thecontentsofthestudent sIEP.Thisappliesalsotostudentswhohavenotbeenidentifiedas O exceptionalbutarereceivingspecialeducationprogramsandservices. '
" Ќ '| % &z ' &z % '| ' 2 ' 2 x ̌ '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & Resources &
x Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & Print & k K Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & Brodd,Jeffrey,andWilt,Michael.WorldReligions:AVoyageofDiscovery.(Text).Winona, n Minnesota:St.Mary sPress.1998.ISBN0884894878(T)Chapter2 & A Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & t Pastva,Sr.Loretta.GreatReligionsoftheWorld.(Text).Winona,Minnesota:St.Mary sPress. 1986.ISBN0884891755(T)pages2132 & t Z Ќ ' 4X! X!' '| % &z &z % '|
& L Wilkins,RonaldJ.ReligionsoftheWorld.Dubuque,Iowa:1995.ISBN0697177963pages j 2226.
Ԍ = Ќ '| % &z &z % '|
Internet e M Ԍ ` Ќ '| % &z % &z % '| % NativeLinksSources:4 b g O 5
( http://www.kstrom.net.isk/linkpage.html ( .W 6 i } .W 7 ' Lj % 4 3! Ќ '| % &z &z % '|
& NativeCulture:4 c y
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( www.nativeculture.com ( .W 6 .W 7 Y h D Ԍ " Ќ '| % &z &z % '| NativeLinks:4 d O 5
( www.nativeweb.org ( .W 6 ^ r .W 7 ' \ ! # ApproachtoAboriginalCulturalLandscapes:4 e ! O 5
( http://www.parkscanada.gc.ca/aborig/main_e.htm ( & .W 6 .W 7 g! \" $ CanadianMuseumofCivilization:4 f O 5
( http://www.civilization.ca ( .W 6 U i .W 7 q /# % Activity#7 DailyLife,RitualandWorship % ( Time 150minutes {&!) Description N'"* % &z % % &z % 1 SessionOneclarifiesthenotionsofhabitandritualthroughaclassdiscussion.Studentsthen !(q#+ investigatepicturesofAboriginalritualsandexploretheirmeaninginrelationtoritesofpassage. % 1 k (D$, Ќ &z % % &z % &z % % &z % ! SessionTwoinvolvesgrouppreparationofworshipceremonies,employingtheconceptsofritual )%- andsymbolicactionandobjects. % ! ! *%. Ќ &z % % &z % &z % % &z %
# %
# G# m+&/ Ќ &z % % &z &z % % &z
& e # Strand(s)andExpectations ReligionandDailyLife,ProfessionofFaith,ExploringFestivals, @,'0 CelebrationsandMemorializations,ExploringtheMilestonesofLife # $ # Ԍ -c(1 Ќ &z % % &z _ '| % &z ' e@,$ -6)2 &z % '| OntarioCatholicSchoolGraduateExpectations % &z % % &z % $& CGE1hrespectsthefaithtraditions,worldreligionsandthelifejourneysofallpeopleofgood will % $& ^& V Ќ &z % % &z CGE5eRespectstherights,responsibilitiesandcontributionsofselfandothers )y Strands ReligionandDailyLife,ProfessionofFaith L &z % % &z
& y ( OverallExpectations ( a( =( Ԍ Ќ &z % % &z % &z % % &z % ) _ DLV_ .04Analyzetheroleofpracticesandritualsinthedailylivesofbelieversfromvarious religioustraditions' yU( % ) <) u
Ќ &z % % &z % &z % % &z % l* _ RBV_ .03Relatethepracticesandritualsofreligionstothelivesofindividuals % l* * H Ќ &z % % &z _ PFV_ .02Recognizethespiritualdimensionimplicitinhumanexperienceandthecreatedworld k _ MSV_ .02Demonstrateanawarenessoftheritesofpassageofthereligionsstudied >
_ FCV_ .01Evaluatetheimportanceofcelebrationandmemorializationofhumanexperience
&z % % &z
& 8- SpecificExpectations 8- - j- Ԍ Ќ &z % % &z DL3.03Categorizedailyritualsemployedbyvariousreligions(e.g.,regularprayer,fasting)' - g
PF1.02BExaminethehumansearchformeaningandpurposewithincontemporaryculture : % &z % % &z % +/ RB3.01Explainthedifferencebetweenritual,habitandcustom,usingexamplesofallthreefrom
] variousreligions % +/ e/ 0
Ќ &z % % &z PF2.01BRecognizethespiritualdimensionimplicitinhumanexperienceandthecreatedworld PlanningNotes Y TeacherpreparesanumberofpicturesofAboriginalPeoplerituallypreparingfororparticipating ,| invariousritesofpassage,(i.e.,namingceremony,visionquest,useofthesweatlodge, O smudging,healingceremonies,useofthesacredpipe,drumming,etc.)Eachpictureisnumbered " andpostedontheclassroomwall.Questionsofritesofpassageneedtobeformattedasa handout,(see Teacher/LearningStrategies ,forquestions).Teacheralsopreparesdefinitionsof x rituals,religion,worship,ritesofpassage,symbol,faithandtradition.Aquizontheseterms K shouldbepreparedforthenextclass. n PriorKnowledgeRequired None A &z % % &z
& F4 Teaching/LearningStrategies(SessionOne) F4 4 rox4 Ԍ Ќ &z % % &z & &z % % &z , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & T5 1. WholeClass Teacherinitiatesadiscussionconcerningthedailyhabitsofteens,(e.g.,' 4 & T5 :6 j Ќ ' 4X! X!' &z % % &z & &z % % &z , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & [7 ݀preparingforschoolinthemorning,lunchroutines,workhabits,schoolexam L preparations), & [7 A8 = Ќ ' 4X! X!' &z % % &z & &z % % &z , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & \9 ݀andhowandwhytheybecomehabits.Teacheremphasizesthatthesearedailyhabitsand & \9 B: ` Ќ ' 4X! X!' &z % % &z & &z % % &z , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & L; ݀askswhataresomeannualrituals8ritualsthatmarkthestagesoflife.Termsareintroduced, & L; 2< 3! Ќ ' 4X! X!' &z % % &z & &z % % &z , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & E= ݀(see PlanningNotes ).(15minutes) & E= +> " Ќ ' 4X! X!' &z % % &z & &z % % &z , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & ? 2. IndividualWork Picturesarenumberedandpostedthroughouttheclassroom.Studentswill & ? ? ! # Ќ ' 4X! X!' &z % % &z & &z % % &z , H . 4
< D L ! 4X!H & @ groupthenumbersunderthecorrectriteofpassage,(see PlanningNotes ).Theythenchoose \" $ onepictureforeachriteofpassageandanswerthefollowingquestions:Describetheritual /# % (whatishappening).Whatisthepurposeoftheritual?Listthesymbolsusedintheritual. $R & Whateffectisexpectedtohappentotheparticipant?(30minutes) & @ A $% ' Ќ , - 4X! 4X!- &z % % &z ! ! '| % &z " " , H . 4
< D L ! 4X!H H +
4
< D L ! 4X!H &z % '| (D 2 3
.3
GroupWork Ingroupsof3!4studentschooseoneoftheritesofpassage,agreeduponby % ( thegroupandcompletethefollowingquestions:Discussyourstory/ritual.Namewhatthese {&!) ritualshaveincommon.Tellhowtheseritualsaredifferentfromoneanother.Tellhow N'"* theseritualscomparewiththeritualsyouusetomarkthisriteofpassage.(20minutes) (D E !(q#+ Ќ , * 4X! 4X!* '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & G Journal Studentseachcompletethefollowingquestions:Listtheritesofpassageinyour & G H (D$, Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & I ݀ownlife.Chooseoneoftheserites.Writeabouttheritualssurroundingthiseventinyour & I J )%- Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & K ݀life.Listonereligiouseventinyourlife.Whatritualswereusedtocelebratethisevent? & K L *%. Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & M ݀Whatsymbolswereusedinthisritual? & M N m+&/ Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & yO & yO _P ̌ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & P _ & P Q -c(1 Ќ ' 4X! X!' '| % &z Teaching/Learning_ ԀStrategies(SessionTwo) ! ! " " , H . 4
< D L ! 4X!H H +
4
< D L ! 4X!H &z % '| S 2 1
.3
Individual Studentscompleteapreparedquizonterms.(10minutes) S T o Ќ , * 4X! 4X!* _ '| % &z " " , H . 4
< D L ! 4X!H H +
4
< D L ! 4X!H &z % '| ]U 2 2
.3
TeacherDirected Instructionsaregivenfortheactivityonhowthesacredcanbeexpressed B inculture.(5minutes) ]U UV e Ќ , * 4X! 4X!* '| % &z " " , H . 4
< D L ! 4X!H H +
4
< D L ! 4X!H &z % '| W 2 3
.3
GroupWork Ingroupsof3!4studentsaregivenadescriptionofoneofthefollowing 8 groups,(seeTrafford,teachingmanual,chapter1):TheCityPeople,TheForestPeople,The DesertPeople,TheSeaPeople,TheMountainPeople.Eachgroupcompletesthefollowing: W X Ќ , * 4X! 4X!* '| % &z & &z % '| , H . 4
< D L ! 4X!H &
[ i.RenameyourPeople,ensuringitreflectsyourenvironmentii.Prepareaworship a
ceremonythatincludesobjects/symbolsimportanttothesepeople,(tobeusedinthe 4 ceremony)iii.Achantandsimpledancewhichillustratesthebeliefsandfearsofyour W people.(Note:Theceremonywillnotincludeactions,wordsorsymbolsintendedtobring *
harmtoothers)iv.Theceremonyshouldincludearitualreflectingsomeaspectofyour
People sbeliefs.(60minutes) &
[ [ Ќ , - 4X! 4X!- '| % &z & &z % '| , H . 4
< D L ! 4X!H & ^ Timeshouldbeallottedfortheseworshipceremoniestobepresentedoverthenextweek. & ^ !_ S
Ќ , - 4X! 4X!- '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & ,` ݀ & ,` a &v Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & a StudentAchievement & a b I Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & jc TheexpectationsMSV.02,DLV.04andDL3.03willbeevaluatedthroughcompletionofthe
questionspertainingtoritesofpassage.Performancerubricsmaybefoundatanyofthe
followingwebsites:4 g O 5
( http://www.proteacher.com/020061.shtml ( e & 6 he |e & 7 e Ԁor4 h O 5
( http://www.elm.maine.edu/ ( f & 6 f f & 7 f Ԁor & jc \d r Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & kh 4 i O 5
( http://www.phschool.com/professional_development/professional_library/alternative_assessment ( i & 6 |i i & 7 !i . & kh ]i E Ќ ' 4X! X!' '| % &z &z % '| ThejournalquestionsaddresstheexpectationPF1.02B.Thequizaddressestheexpectation h RB3.01.ThegrouppresentationaddressestheintentofexpectationsRBV.03,PFV.02and ; PFV.01B. & &z % % &z , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & l & l zm ̌ ' 4X! X!' &z % % &z & &z % % &z , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & n Accommodations & n n d Ќ ' 4X! X!' &z % % &z & &z % % &z , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & o Pairstudentswithlanguageoracademicdifficultieswithstudentswhoareabletohelpwith 7 comprehensionofritesofpassagequestionsandtheworshipceremonies.Thequizshouldbe
Z modifiedtomeetindividuallearningstyles.Enrichmentactivitiescouldincludeaninvestigation - ofritualandworshipinaparticularAboriginalcommunity. & o p Ќ ' 4X! X!' &z % % &z ' &z % % &z ' r OntarioSecondarySchoolsGrades912ModifyingCurriculumExpectations(5.4.4.1,page24) allowsteacherstomodifythelearningexpectationsforexceptionalstudentsinordertosupport V thecontentsofthestudent sIEP.Thisappliesalsotostudentswhohavenotbeenidentifiedas ) y exceptionalbutarereceivingspecialeducationprogramsandservices. ' r +s L Ќ &z % % &z ' &z % % &z ' Wu ' Wu u ̌ &z % % &z & &z % % &z , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & v Resources & v v " Ќ ' 4X! X!' &z % % &z ' &z % % &z ' w Brodd,Jeffrey,andWilt,Michael.WorldReligions:AVoyageofDiscovery.(Textand ' w w u! # Ќ &z % % &z & &z % % &z , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & x TeachingManual).Winona,Minnesota:St.Mary sPress.1998.ISBN0884894878(T) & x y H" $ Ќ ' 4X! X!' &z % % &z & &z % % &z , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & z Chapter2 & z { #k % Ќ ' 4X! X!' &z % % &z ' &z % % &z ' i| Trafford,Larry.WorldReligions:PeopleandFaith.(TextandTeacherManual).Toronto: #> & MaxwellMacmillianCanadaInc.1994.ISBN0029542049(T,K,S) ' i| | $ ' Ќ &z % % &z & &z % % &z , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & } Internet & } ~ % ( Ќ ' 4X! X!' &z % % &z & &z % % &z , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & NativeLinksSources4 j 4 O 5
( http://www.kstrom.net.isk/linkpage.html ( 6 ɀ 7 & g&!) Ќ ' 4X! X!' &z % % &z & &z % % &z , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & ApproachtoAboriginalCulturalLandscapes:4 k ! O 5
( http://www.parkscanada.gc.ca/aborig/main_e.htm ( 6 Ń 7 g! & f :'"* Ќ ' 4X! X!' &z % % &z NativeStorytelling:http://www.civilization.ca/membrs/fph/storytel/introeng.html
(]#+ CanadianMuseumofCivilization:4 l O 5
( http://www.civilization.ca ( V 6
7 qL (0$, &z % % &z
& P NativeCulture:4 m y
O 5
( www.nativeculture.com ( $ 6 ؇ 7 Y P Ԍ )%- Ќ &z % % &z NativeLinks:4 n O 5
( www.nativeweb.org ( ɉ 6 } 7 ' ) *%. &z % % &z
& Ί Ί $ Ԍ̌ &z % % &z _ ' ,, ,O(1 Activity#8 Beliefs(Creed)&MoralCode Time 75minutes Description V % &z % % &z % h Asimulationactivityleadsstudentstoexaminethemeaninganddevelopmentofmoralcodeand )y creed. % h L Ќ &z % % &z &z % % &z
& Strand(s)andLearningExpectations Ԍ Ќ &z % % &z OntarioCatholicSchoolGraduateExpectations' u
CGE2bReads,understandsanduseswrittenmaterialseffectively H CGE3bCreates,adapts,evaluatesnewideasinlightofthecommongood k Strands ExploringReligiousBeliefs,ProfessionofFaith,ChristianMoralDevelopment >
&z % % &z
& OverallExpectations v R Ԍ
Ќ &z % % &z _ RBV_ .02Explainthenatureofseveralsignificantbeliefsfromeachofthereligionsstudied'
j % &z % % &z % _ CMV_ .01Demonstrateanunderstandingoftherolemoralityplaysinthehumansearchfor g
meaning % : Ќ &z % % &z _ CMV_ .02Exploretheimportanceofmoralcodesindailylivingforpeopleoffaith
] SpecificExpectations 0
% &z % % &z % RB2.01Definethetermsbelief,faith,tradition,andritual,andbeabletorelatethesetothe religionsstudied % Ќ &z % % &z % &z % % &z % PF3.02BAnalyzethesignificanceofcreedstatementsforreligioustraditions % & Y Ќ &z % % &z % &z % % &z % CM1.01BDemonstrateanunderstandingoftherolemoralityplaysinthehumansearchfor ,| meaningandpurpose % $ O Ќ &z % % &z % &z % % &z % CM1.02BIdentifytheimportanceofmoralcodesforreligiousliving % T " Ќ &z % % &z % &z % % &z % CM3.01BRecognizetheimportanceofmorallivinginthehumansearchformeaningand purpose % H x Ќ &z % % &z % &z % % &z % / CM3.02BAppreciatetherolemoralcodesplayinreligious_ worldviews_ % / i K Ќ &z % % &z % &z % % &z % D % D ~ ̌ &z % % &z PlanningNotes A Teacherpreparesanexampleofastrandedgroupofpeopleforasimulationactivity,e.g.,Aliveby PiersPaul_ Ried_ orRobinsonCrusoebyDanielDefoe.Alegendormythshouldalsobeprepared, (see_ Trafford_ ,pages2!9) Definitionsofmoralcodeandcreedshouldalsobeprepared. j % &z % % &z % Ü % Ü ̌ &z % % &z PriorKnowledgeRequired None ` &z % % &z
& Teaching/LearningStrategies ̝ Ԍ " Ќ &z % % &z ! ! '| % &z " " , H . 4
< D L ! 4X!H H +
4
< D L ! 4X!H &z % '| ٞ 2 1
.3
TeacherDirected Teacherretellsastoryofagroupofpeoplewhohavesurvivedatragedy ! # andasaresultarenowlost.Teacherdirectstheclasstoimaginetheyarethesurvivors. \" $ (Includesuchparametersas:someareinjured;thereisalimitedamountoffood;littlehope /# % forearlyrescue;suppliessuchasclothing,blanketsetc.areminimal).Withoutteacher $R & intervention,thestudentsmustdecidethroughgroupconsensus10rulestoliveby.These $% ' rulesaretowrittenontheboard.(5minutes)' ٞ џ % ( Ќ , * 4X! 4X!* '| % &z " " , H . 4
< D L ! 4X!H H +
4
< D L ! 4X!H &z % '| E 2 2
.3
WholeClass Thestudentsdiscusstheirsituationandarriveatthe10rulestheyneedin_ order_ E = {&!) Ќ , * 4X! 4X!* '| % &z & &z % '| , H . 4
< D L ! 4X!H & survivetheirenvironment.(15minutes) & J N'"* Ќ , - 4X! 4X!- '| % &z " " , H . 4
< D L ! 4X!H H +
4
< D L ! 4X!H &z % '| $ 2 3
.3
WholeClass Teacherasksthefollowingquestionstodebrief:Dideveryonefeelheard? $ !(q#+ Ќ , * 4X! 4X!* '| % &z & &z % '| , H . 4
< D L ! 4X!H & { Didyoudecideonaleader?Ifso,how?Whatcriteriadidyouusetocreaterules?(i.e., (D$, environment).Inretrospect,wouldyouchangeanyoftherules?Why?Whatwouldthese )%- rulestellusaboutwhatyoubelieve?(15minutes) & { *%. Ќ , - 4X! 4X!- '| % &z " " , H . 4
< D L ! 4X!H H +
4
< D L ! 4X!H &z % '| ѫ 2 4
.3
GroupWork InpairsstudentsreadalegendormythofAboriginalpeople,(e.g.,_ Trafford_ , m+&/ pages2!9).Basedonthereading,list5beliefsofthetribe.Whatrulesmightthetribehave @,'0 _ tofollowasaresultofthesebeliefs?Bespecificandavoidnegatives.Thesebeliefsand -c(1 rulesaretobedisplayedonchartpaper.(20minutes) ѫ ɬ -6)2 Ќ , * 4X! 4X!* '| % &z " " , H . 4
< D L ! 4X!H H +
4
< D L ! 4X!H &z % '| 2 5
.3
TeacherDirected Teacherreceiveschartsandasksforclarificationifneeded.Differences Ќ , * 4X! 4X!* '| % &z & &z % '| , H . 4
< D L ! 4X!H & andcommonelementsarenoted.Thetermsmoralcodeandcreedareintroducedand defined.Teacherexplainshowtheruleswelivebyareinfluencedbyourbeliefsystems.(20 V minutes) & u )y Ќ , - 4X! 4X!- '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & 4 & ̌ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & StudentAchievement & Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & G ExpectationsRBV.02andPF3.02Baremetthroughstudents studyofNativelegendsandmyths. & G - Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & 8 ExpectationsRB2.01andRB3.01areaddressedthroughteachernotesandsubsequentquiz. & 8 u
Ќ ' 4X! X!' '| % &z % &z % '| % ! ExpectationsCMV.01andCMV.02areassessedthroughthestudentcreationofthemoralcode H ofaNativetribe % ! [ k Ќ '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & R & R 8 ̌ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & ӽ Accommodations & ӽ
Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & v Pairstudentswithlanguageoracademicdifficultieswithstudentswhoareabletohelpwith comprehension.Studentscapableofenrichmentactivitiesresearchandpresentvariousother g
Aboriginalmoralcodesandcreeds. & v \ : Ќ ' 4X! X!' '| % &z ' &z % '| ' OntarioSecondarySchoolsGrades912ModifyingCurriculumExpectations(5.4.4.1,page24)
] allowsteacherstomodifythelearningexpectationsforexceptionalstudentsinordertosupport 0
thecontentsofthestudent sIEP.Thisappliesalsotostudentswhohavenotbeenidentifiedas exceptionalbutarereceivingspecialeducationprogramsandservices. ' R Ќ '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & ~ & ~ d ̌ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & Resources & ,| Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & Print & O Ќ ' 4X! X!' '| % &z ' &z % '| ' 4 Trafford,Larry.WorldReligions:PeopleandFaith.(TextandTeacherManual).Toronto: " MaxwellMacmillianCanadaInc.1994.ISBN0029542049(T,K,S)pages29 ' 4 Ќ '| % &z & &z % '| , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & Bruchac,Joseph.TheNativeStoriesfromKeepersoftheEarth.Saskatoon.FifthHouse x Publishers.1991.ISBN092007768.(T,S) & K Ќ ' 4X! X!' '| % &z &z % '| Read,PiersPaul.Alive.NewYork:J.B.LippincottCo.1974.ISBN039701001X n Internet A CanadianMuseumofCivilization:4 o o O 5
( http://www.civilization.ca ( cond 6 cond 7 oq &z % % &z
& NativeCulture:4 p oy
O 5
( www.nativeculture.com ( cond 6 cond 7 oY i oE Ԍ Ќ &z % % &z & &z % % &z , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & 2 NativeLinks:4 q o O 5
( www.nativeweb.org ( cond 6 E Y cond 7 o ' ] & 2 j Ќ ' 4X! X!' &z % % &z & &z % % &z , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & & ̌ ' 4X! X!' &z % % &z & &z % % &z , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & & t ̌ ' 4X! X!' &z % % &z Activity#9 SacredStory 3! Time 75minutes " Description ! # % &z % % &z % Throughtheuseofcreativewriting,studentsareexposedtotheconceptofsacredstory. % \" $ Ќ &z % % &z Strand(s)andLearningExpectations $R & OntarioCatholicSchoolGraduateExpectations $% ' % &z % % &z % CGE5gAchievesexcellence,originality,andintegrityinone sownworkandsupportsthese % ( qualitiesintheworkofothers % X {&!) Ќ &z % % &z Strands ExploringReligiousBeliefs,Scripture N'"* &z % % &z
& y OverallExpectations o Ԍ !(q#+ Ќ &z % % &z % &z % % &z % RBV.04Explainthedifferencebetweensacredwritingsandoralteachings,providingspecific (D$, examplesfromvariousreligions' y!( % )%- Ќ &z % % &z SpecificExpectations *%. RB4.01Explainthedifferencebetweensacredwritingsandoralteachings m+&/ RB4.03Describetheimportanceofsacredwritingsandoralteachingsinthevariousreligions @,'0 _
studied -c(1 SC2.01BAcknowledgetheimportantroleofsacredscripturesandwritingsintheformationof
religiousidentity SC3.04BEvaluatetheimportanceofsacredscripture/writingsformoraldecisionmaking V PlanningNotes L & &z % % &z , H . 4
< D L ! 4X!H , H +
4
< D L ! 4X!H & d Teacherpreparesareadingofavisionquest,(e.g.,_ Brodd_ ,pages30!31). & d J Ќ ' 4X! X!' &z % % &z PriorKnowledgeRequired None u
&z % % &z
& Teaching/LearningStrategies ti Ԍ k Ќ &z % % &z ! ! '| % &z " " , H . 4
< D L ! 4X!H H +
4
< D L ! 4X!H &z % '| 2 1
.3
TeacherDirected Teacheraskstheclasstodiscusswhattheybelieveaboutdreams.' >
Ќ , * 4X! 4X!* '| % &z & &z % '| , H . 4
< D L ! 4X!H & @ Dotheyhavemeaning?How?Dotheyaffectyourwakinglife?Theconceptofvisionquest & @
Ќ , - 4X! 4X!- '| % &z & &z % '| , H . 4
< D L ! 4X!H & inAboriginaltraditionisexplained,i.e.,connectionbetweenspiritandnaturalworld. Teacherreadsavisionqueststory,(see PlanningNotes ),andexplainshowvisionquestsfit g
intothegroup ssacredstory.Clarificationofthedifferencebetweensacredwritingsand : sacredoralteachingsisexplained,(see_ Trafford_ ,page11). & r
] Ќ , - 4X! 4X!- '| % &z " " , H . 4
< D L ! 4X!H H +
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GroupWork Studentsassembleintheiroriginalworshipceremonygroups(from Activity_ #_ 0
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< D L ! 4X!H & T 7, SessionTwo ).TheyrereadthedescriptionoftheirPeople.Theythenwriteasacredstory thatdescribesaspiritualencounterexperiencedbyoneoftheirancestors.Thesacredstory shouldaddressthefollowing:_ i_ .Adescriptionthespiritualencounterii.Whythespirithas Y beenrevealed.iii.Inclusionoftheuseofatotemthatfitswiththeenvironmentofyour ,| Peopleiv.AdrawnpictureofyourPeople stotem.(60minutes) & T O Ќ , - 4X! 4X!- '| % &z & &z % '| , H . 4
< D L ! 4X!H & & e ̌ , - 4X! 4X!- '| % &z & &z % '| , H . 4
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< D L ! 4X!H & Expectation_ RBV_ .04isassessedthroughthecreationoftheirsacredstory. & x Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
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< D L ! 4X!H & Pairstudentswithlanguageoracademicdifficultieswithstudentswhoareabletohelpwith A comprehensionandwrittenwork.Thesestudentsmaychoosetotaperecordtheirstory.An enrichmentactivityinvolvesrecreatingavisionquestthatcouldbedramatizedinclass. & Ќ ' 4X! X!' '| % &z ' &z % '| ' OntarioSecondarySchoolsGrades912ModifyingCurriculumExpectations(5.4.4.1,page24) j allowsteacherstomodifythelearningexpectationsforexceptionalstudentsinordertosupport = thecontentsofthestudent s_ IEP_ .Thisappliesalsotostudentswhohavenotbeenidentifiedas ` exceptionalbutarereceivingspecialeducationprogramsandservices. ' 3! Ќ '| % &z & &z % '| , H . 4
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< D L ! 4X!H & ` Print & ` F \" $ Ќ ' 4X! X!' '| % &z ' &z % '| ' _ Brodd_ ,Jeffrey,andWilt,Michael.WorldReligions:AVoyageofDiscovery.(Textand ' L /# % Ќ '| % &z & &z % '| , H . 4
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< D L ! 4X!H & R TeachingManual)._ Winona_ ,Minnesota:St.Mary sPress.1998.ISBN0884894878(T) & R 8 $R & Ќ ' 4X! X!' '| % &z & &z % '| , H . 4
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( http://www.civilization.ca/membrs/fph/storytel/introeng.html (
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( http://www.adamsheritage.com/silent/silent_years.htm ( Teac _ 6 l 7 Z _ Ԁ(Authorhasused !(q#+ informationderivedfromarchaeologicalexcavationsinanattemptto putalittlefleshonthe (D$, past. Eachstoryisavailableastextonline,ortoldasadownloadablestoryinMP3format.) '| % &z )%- &z % '| CanadianMuseumofCivilization(storytelling): *%. 4 u O 5
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< D L ! 4X!H & _ Bruchac_ ,Joseph.TheNativeStoriesfromKeepersoftheEarth.Saskatoon.FifthHouse @,'0 Publishers.1991.ISBN092007768.(T,S) & -c(1 Ќ ' 4X! X!' &z % % &z _ _ -6)2 '| % &z &z % '| Activity#10 InterfaithPrayerService o Time 150minutes B Description e % &z % % &z % F Asaculminatingactivity,thestudentsprepareandcelebrateaninterfaithprayerservicethat 8 exploresthespiritualityimplicitintheAboriginalconcernandrespectforcreationaswellasthe Christianconceptsofstewardshipandcocreation. % F Ќ &z % % &z &z % % &z
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Strands ExploringtheMilestonesorLife,ProfessionofFaith &z % % &z
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Ќ &z % % &z ISV.03Effectivelycommunicatetheresultsofindividualorgroupresearch' S &v _ PFV_ .02Recognizethespiritualdimensionimplicitinhumanexperienceandthecreatedworld I SpecificExpectations
% &z % % &z % IS1.06Effectivelycommunicatetheresultsoftheirresearch,usingavarietyofformsand
methods(e.g.,writtenreportsoressays,oralpresentations,grouppresentations) % r Ќ &z % % &z PF2.01BRecognizethespiritualdimensionimplicitinhumanexperienceandthecreatedworld E PlanningNotes ; Theteacherreviewspastassignmentsonmoralcodeandcreedandsacredstory,stressingthe Aboriginalinterdependenceontheland.Contrastthiswiththesecular_ worldview_ Ԁthatoftensees progressasdevelopmentatthecostoftheenvironment.Asaresultofsociety sinsatiable d appetiteformoreland,traditionalAboriginalwaysoflifehavebeenslowlyeroded,(cite 7 examplessuchasDavisInlet).Traditionally,theconceptofcocreationhasbeenapartof
Z _ Judeo_ ԄChristiantheology,howevertheideaofstewardshipwillbeexaminedinlightof - contemporaryChurchteaching.Theteacherextractsinformationonstewardshipandcocreation forstudents,(see Resources fortheChurch sresponsetoenvironmentalissues). Thesecondsessioninthisactivityrequiresanappropriatespaceforthecelebrationofastudent V createdInterfaithPrayerService. ) y PriorKnowledgeRequired ! None " &z % % &z
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< D L ! 4X!H & <. areexpectedto:_ i_ .Introducetheissueofenvironmentaldestructionii.Findmusicthat *%. enhancestheprayerfulatmosphereiii.Createorfindsymbolswhichdepictour Y+&/ connectednessandalienationfromnatureiv.Createpetitionsreflectingtheconcernsof ,,|'0 Aboriginalpeoplev.Throughprayer,illustratetheChurch sresponsetotheenvironmental ,O(1 crisis(personalandcommunal)(40minutes) & <. . -")2 Ќ , - 4X! 4X!- '| % &z & &z % '| , H . 4
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< D L ! 4X!H & D Sincethisassignmentisoneofthesummativepiecesforthecourse,individualaccommodations
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< D L ! 4X!H & 1] _ Bruchac_ ,Joseph.TheNativeStoriesfromKeepersoftheEarth.Saskatoon.FifthHouse ! # Publishers.1991.ISBN092007768.(T,S) & 1] ^ \" $ Ќ ' 4X! X!' &z % % &z _ Carden_ ,John.AWorldatPrayer:TheNewEcumenicalPrayerCycle.Mystic,Connecticut: /# % TwentyThirdPublications.1990.ISBN0896224279(T) $R & '| % &z