Unit Description
Christian history during the
time of the Great Schism and the Reformation is the focal point of this unit.
Students construct a timeline through the first three activities to put events in
historical context. Students explore reasons for the Great Schism and explore
the distinctive nature of Orthodox Christianity. The nature of conflict in
human relationships is paralleled with the difficulties at the time of the
Great Schism. Students study the Medieval Church by examining the events and
challenges of the time as seen through the eyes of significant people of the
age. A case study of Saint Francis of Assisi is undertaken through use of the
film, Brother Sun, Sister Moon. The
causes of the Reformation are studied. The various reformations in Europe are
explored in group activities and presentations. After a brief presentation on
ecumenism, the contemporary shape of Christianity is traced through an exercise
on modern Christian denominations. Students then compile a pamphlet or brochure
entitled, “How to Be an Ecumenical Catholic.” This is one of the culminating
tasks for the unit. The unit concludes with an exploration of sacramentality as
seen in Christian art - both traditional and modern. The other culminating task
is a unit test.
Unit Overview
|
|
Activity Title |
Time
in min. |
Learning Expectations |
Assessment |
Tasks |
|
1 |
The Story of Christianity: The Schism Between East and
West |
150 |
CGE 1j PFV.04, RBV.01 PF1.05, PF 2.04, RB1.02, RB1.03, RB1.05 |
Knowledge; Application/ Making Connections. |
Journaling; Discussion on Relationships and Change;
Teacher Presentation on the Great Schism. |
|
2 |
The Story of Christianity:The Medieval Church |
300 |
CGE1a PFV.04, PFV.05,
CMV.10, RBV.01, SSV.01, HEV.03 PF1.05, PF2.04,
PF3.05, PF3.06, CM2.07, CM3.07, RB1.02, RB1.03, RB1.05, HE3.01, HE3.02 |
Knowledge/ Understanding; Application/ Making Connections;
Communication. |
Investigation of Significant Figures in the Medieval
Church; Film Review of Brother Sun,
Sister Moon; Journaling. |
|
3 |
The Story of Christianity: The Causes of the Reformation |
75 |
CGE1j PFV.04, PFV.05, RBV.01,
SSV.01 PF1.05, PF2.04,
PF3.06, RB1.02, RB1.03, RB1.04, RB1.05, RB2.08, HE1.01, HE3.01, HE3.02,
HE4.01 |
Knowledge/ Understanding; Communication; Application/
Making Connections. |
Teacher Presentation or Student Investigation of Causes of
the Reformation; Journaling. |
|
4 |
The Story of Christianity: The Reformers |
150 |
CGE5a PFV.04, PFV.05, RBV.01, SSV.01 PF1.05, PF2.04, PF3.06, RB1.02, RB1.03, RB1.04, RB1.05,
RB2.08, HE1.01, HE2.01, HE3.01, HE3.02, HE4.01 |
Knowledge/ Understanding; Communication. |
Group Research and Poster Presentation on Different
Reformations. |
|
5 |
Protestant and Orthodox Churches Today: Christian Churches
and Communities Today |
300 |
CGE 7g PFV.03, PFV.06, CMV.08, PSV.09, RBV.02, RBV.03 PF1.03, PF2.02, PF2.05,
PF3.01, PS1.06, RB1.04, RB2.02, RB2.04, RB2.08, RB2.09, HE1.01, HE1.03,
HE2.02, HE2.03 |
Knowledge/ Understanding; Thinking/Inquiry; Communication;
Application/ Making Connections. |
Presentation on History of Ecumenical Dialogue; Group
Investigation of Contemporary Denominations; Bristol Board Presentations;
Brochure on Ecumenism. |
|
6 |
Sacrament-ality: Christian Art as Sacrament |
225 |
CGE 2e PSV.03, PSV.15, SSV.02 PS1.02, PS3.01,
RB2.05, SS1.05, SS1.06, RB3.02, RB3.03 |
Knowledge/ Understanding; Application/ Making Connections;
Communication. |
Teacher Presentation of Art as Sacramental; Student
Artistic Response; Journaling, Unit Test. |
Note:
Expectations originating from the Institute for Catholic Education are italicized. Normal font is used for the Ministry of Education’s expectations.
Activity 1: The Story
of Christianity: The Schism Between East and West
Time: 150 Minutes
Description
The unit begins with a journal
reflection and class discussion on the nature of conflict in relationships.
With the aid of the teacher, students then construct a timeline that maps the
events leading to the schism between the Eastern churches loyal to the
Patriarchate of Constantinople and the Roman Catholic Church. Students write a
reflection indicating how the schism might have been avoided.
Strands(s) &
Learning Expectations
Catholic Graduate
Expectation: CGE1j - A discerning believer formed in the Catholic faith
community who recognizes that "sin, human weakness, conflict and
forgiveness are part of the human journey" and that the cross, the
ultimate sign of forgiveness is at the heart of redemption.
Strand: Profession of Faith, Religious Beliefs.
Overall Expectations:
PFV.04 explain the importance of historical
development of the Church and its contemporary self-expression (e.g. Church
councils, the divisions within Christendom, ecumenism and interfaith dialogue);
RBV.01
summarize the major historical influences on and events in the development of
various religions.
Specific
Expectations:
PF1.05 explain the importance of the historical
development of the Catholic Church and its contemporary self-understanding
(e.g. the Apostolic and Nicene Creed, Church councils, authoritative teachings
of the Magisterium, Catholic documents on ecumenical and inter religious
dialogue;
PF2.04 value the importance of the historical
development of Catholicism for personal and communal religious identity within
the Church;
RB1.02
identify the major influences in the development of various religions (e.g.,
social unrest, advances in technology, changing mores);
RB1.03 identify influential personalities (e.g., Abraham, Baha’ullah,
Christ, Confucius, Dalai Lama, Guru Nanak, Moses, Muhammad, Siddhartha Gautama,
Zoroaster) and summarize their contributions to the development of selected
religions;
RB1.05
demonstrate an understanding of the development of the institutions that govern
and promote the religious life of a religion’s adherents (e.g., Sanhedrin,
Universal House of Justice, Papacy, Qadis).
Prior Knowledge &
Skills
From Unit 2, students should already be familiar with the
role of Church councils and the papacy in the teaching office of the Christian
Church.
Planning Notes
Become reacquainted with the key events of the first
millennium, which eventually led to the more definitive break between
Rome and Constantinople in 1054 CE.
These would include:
a)
the Edict of Milan and the division of the Empire;
b)
the cultural divide between the Greek East and the
Latin West;
c)
the fall of Rome and the rise of Byzantium;
d)
the reign of Charlemagne and the controversy over the filioque;
e)
the controversy between Pope Nicholas/Patriarch
Ignatius and Patriarch Photius in the 9th century; and
f)
the increasing animosity between the two Sees until the
mutual excommunications of 1054 CE.
Gather visual aids describing key features of Orthodox. (See
the resources below for help with background information and visual aids.)
Teaching/Learning
Strategies
The teacher brings
in an icon (e.g. Rublev’s Trinity)
and explains to students that there is another major tradition in Christian
history – the tradition of Orthodoxy in the East.
Students respond
to the following questions in their journals.
This is to be done privately and students’ answers will not be shared
with the class.
a)
What three things would you like to see change in their
families, among their friends, and at school?
b)
For each of the nine things listed, describe in one
sentence why each of these is important to you.
c)
Which of these “changes” would destroy your connections
to family, friends, and school if not addressed?
d)
How could you negotiate the changes you desire in a way
that would keep you part of each of these groups.
e)
Record a way of demanding the change that would cause a
split from these groups.
f)
Record the attitudes and response necessary on the part
of their families, friends, and school to negotiate the changes effectively.
The teacher concludes
the exercise with a discussion around the need for change and how all parties
involved can negotiate it respectfully. Students
also begin to explore the elements that can cause the breakdown of
relationships whether personal or institutional. This discussion continues
throughout the unit.
The teacher
presents an outline of the key events leading to the schism between Rome and
Constantinople in the form of a timeline that students may copy for their own
study purposes and reflection. This timeline is stored in the student or class
portfolios for use in the kiosk at the end of the course. The teacher presents the key features of
Orthodox Christianity making use of visual aids such as icons and illustrations
of monasteries and Orthodox architecture. If there are Orthodox students in the
class, they may share their experience and perspectives with the class. Teacher
and student presentations may be reinforced by questions based on textbook
research.
Students then
reflect on the chain of events outlined in the timeline, consider where a different
course may have been possible for the sake of Christian unity and record their
ideas in their journals.
Assessment &
Evaluation of Student Achievement
A quiz may be used to assess student’s knowledge of the data
of the timeline for Knowledge. Journal reflections may be assessed for
Application/Making Connections.
Accommodations
Students with special challenges might be exempted from the
quiz. For their journal reflection,
they may be asked to consider why different types of Christians should try to
get along. Gifted students might write
a research essay identifying the most significant factor that caused the
schism. Alternatively, they may interview an Orthodox person and supplement the
teacher presentation with the information they learn.
For student texts see: Brodd, Jeffrey. World Religions: A Voyage of Discovery Winona, MN: Saint Mary’s
Press, 1998; Trafford, Larry. World
Religions: People and Faith Toronto: Maxwell Macmillan Canada, 1994;
Lossky, Vladimir, Orthodox Theology
Crestwood, NY: St. Vladimir's Press, 1978; Comby, Jean How to Read Church History: From the Beginnings to the Fifteenth
Century Vol. 1. New York: Crossroad, 1995 (ISBN 0-8245-0722-3); Religions on File. Facts on File: New
York, NY, 1990, pp. 5.16-5.21, 5.37 (ISBN 081602240).
For Internet resources see: Catholic Encyclopedia at www.newadvent.org/cathen/;
Orthodoxy at www.oca.org/.
Time:
300 Minutes
Students explore different facets of the medieval Church from the time of the Great Schism (1054 CE) to the beginning of the Black Death (1347 CE. Students trace the changing shape of the Church by becoming familiar with some of the important figures in the Church at this time. The movie, Brother Sun, Sister Moon is shown as a case study of the different movements that appeared in the Medieval Church.
Catholic Graduate Expectation: CGE1a - A discerning believer formed in the Catholic faith community who illustrates a basic understanding of the saving story of our Christian faith.
Strands: Profession of Faith, Christian Moral Life, Religious
Beliefs, Social Structures, Religion and the Human Experience.
Overall Expectations:
PFV.04 explain the importance of historical development of the Church and its contemporary self- expression (e.g. Church councils, the divisions within Christendom, ecumenism and interfaith dialogue);
PFV.05 identify
traditional and contemporary examples of people of faith and integrity;
CMV.10 identify traditional and contemporary examples of moral living as
found in the various religious traditions of the world;
RBV.01summarize the major historical
influences on and events in the development of various religions;
SSV.01summarize the ways in which
religions and the development of civilizations are interconnected;
HEV.03 analyse the significance of religion or
other belief systems in the lives of various historical figures.
Specific Expectations:
PF2.04 value the importance of the historical development of Catholicism for personal and communal religious identity within the Church;
PF3.05 name
traditional and contemporary examples of people of faith and integrity;
PF3.06 explain the key
events in the story of the Catholic Church from apostolic times to the modem
era;
CM2.07 appreciate
traditional and contemporary examples of moral living as found in the various
religions of the world;
CM3.07 suggest both traditional
and contemporary examples of moral living as found in the various religions of
the world;
RB1.02 identify the major influences in the
development of various religions (e.g., social unrest, advances in technology,
changing mores);
RB1.03 identify influential personalities
(e.g., Abraham, Baha’ullah, Christ, Confucius, Dalai Lama, Guru Nanak, Moses,
Muhammad, Siddhartha Gautama, Zoroaster) and summarize their contributions to
the development of selected religions;
RB1.05 demonstrate an understanding of the development of the institutions
that govern and promote the religious life of a religion’s adherents (e.g.,
Sanhedrin, Universal House of Justice, Papacy, Qadis);
HE3.01 identify significant figures from a range of
belief systems;
HE3.02 describe how significant individuals have been motivated by the
belief systems studied to influence events, create movements, and challenge the
status quo of their day.
Prepare
the biographies for source material for students. Provide resources for student
presentation on Church history. Prepare viewing questions for Brother Sun, Sister Moon and a biography
of Saint Francis of Assisi.
The teacher reviews the trends in the
medieval Church as learned in the previous activity.
Students are divided into groups of two
or three and given single page biographies of different figures in the Medieval
Church. These may include: Saint Clare of Assisi, Saint Thomas Aquinas, Saint
Anselm, Abelard, Chaucer, Dante, Saint Catherine of Siena, Hildegard of Bingen,
Eleanor of Aquitane, and Julian of Norwich.
Students are to act as
“experts” to supplement the teacher presentation of events of the medieval
Church. Alternatively, students can be assigned the material to read ahead of
time and individually prepare themselves to supplement the teacher’s
presentation.
The
teacher presents an overview of
the events of the medieval Church from the Great Schism to the Black Death
(1054 CE - 1347 CE), drawing on insights from student “experts” who have
prepared the material. Emphasis should be placed on the contribution of
individual people to the changing Church. Students
note the key events of this period on a timeline. This timeline is stored in
the student or class portfolios for use in the kiosk at the end of the course.
In
their journals, students, reflect on
the values of the historical person they researched and write a response to the
following question: “If transported in time to the present day, what message
would this person give to their school community?”
The
teacher provides students with a
copy of or reference to a biography of Saint Francis of Assisi and introduces
the video Brother Sun, Sister Moon.
Various conflicts are illustrated in the film: rich vs. poor, renewal vs.
status quo, power vs. humility, worldliness vs. innocence. The teacher may want to stop the film to
illustrate where these conflicts arise in the story.
Students complete a review of the film
that examines a) how completely the film illustrated the life of Saint Francis;
b) how the conflicts described above manifest themselves in the film.
Knowledge/Understanding of the concepts is evaluated with a
test at the end of the unit. The reflection is assessed in the ongoing journal
checklist in the Application/Making Connections categories. The film review is
assessed using a rubric to be developed by the teacher and which measures
aspects of Communication and Application/Making Connections.
Students needing help with language and vocabulary may use biographies with explanations of difficult vocabulary glossed onto the margins. As an enrichment activity, students may role-play the characters that they have studied during the presentation of events.
For
student texts see: Comby, Jean How to Read Church History: From the
Beginnings to the Fifteenth Century Vol. 1. New York: Crossroad, 1995 (ISBN
0-8245-0722-3); Koch, Carl The Catholic Church - Journey, Wisdom, and Mission Winona, MN:
St. Mary’s Press, 1994 (ISBN 0-88489-298-0).
For
other resources see: Welcome to the
Catholic Church on CD-ROM, Gervais, OR: Harmony Media, 1996. (ISBN
10886877-40-8) Also see the web site at www.harmonymediainc.com.
For
Internet resources see: for the Middle Ages see
www.byu.edu/ipt/projects/middleages/ index.html; for biographies of Saint
Francis of Assisi see www.ofm.org/1/info/Francis1.html; for Eleanor of Aquitane
see www.millersv.edu/~english/homepage/duncan/medfem/eleanor1. html; for Saint
Thomas Aquinas see ic.net/~erasmus/RAZ420.HTM; for Hildegard of Bingen see
tweedledee.ucsb.edu/~kris/music/Hildegard.html; for various significant figures
see Resources for Religious Educators –
Church History at www.silk.net/RelEd/churchhist.htm; The Catholic Encyclopedia at
www.newadvent.org/cathen/; Medieval History – Religion at
historymedren.about.com/homework/historymedren/cs/religion/index.htm.
For
video resources see: Brother Sun, Sister
Moon, Malofilm Distributors,
1973.
Time: 75 Minutes
Students examine the social, political, and ecclesial
elements underlying the rise of the Protestant Reformation in 16th
century Europe. Students look at the conflicts of the time period in the
context of the conflicts in relationships that they experience in their daily
lives. Students trace key events on a
timeline and then analyze the causes of the Reformation.
Ontario Catholic
Graduate Expectation: CGE1j - A discerning believer formed in the Catholic
faith community who recognizes that "sin, human weakness, conflict and
forgiveness are part of the human journey" and that the cross, the
ultimate sign of forgiveness is at the heart of redemption.
Strands: Profession of Faith, Religious Beliefs, Religion and Human Experience.
Overall Expectations:
PFV.04
explain the importance of historical development of the Church and its
contemporary self-expression (e.g. Church councils, the divisions within
Christendom, ecumenism and interfaith dialogue);
PFV.05
identify traditional and contemporary examples of people of faith and
integrity;
RBV.01
summarize the major historical influences on and events in the development of
various religions;
SSV.01
summarize the ways in which religions and the development of civilizations are
interconnected;
Specific
Expectations:
PF1.05 explain the importance of the historical
development of the Catholic Church and its contemporary self understanding
(e.g. the Apostolic and Nicene Creed, Church councils, authoritative teachings
of the Magisterium, Catholic documents on ecumenical and inter religious
dialogue;
PF2.04 value the importance of the historical development of Catholicism for personal and communal religious identity within the Church;
PF3.06 explain the key events in the story of the Catholic Church from
apostolic times to the modem era;
RB1.02 identify the
major influences in the development of various religions (e.g., social unrest,
advances in technology, changing mores);
RB1.03 identify influential personalities
(e.g., Abraham, Baha’ullah, Christ, Confucius, Dalai Lama, Guru Nanak, Moses,
Muhammad, Siddhartha Gautama, Zoroaster) and summarize their contributions to
the development of selected religions;
RB1.04
evaluate the impact of key concepts and events (e.g., ahimsa, resurrection,
jihad, Pesach, fundamentalism, revelation, salvation) on contemporary
religions;
RB1.05 demonstrate an understanding of the
development of the institutions that govern and promote the religious life of a
religion’s adherents (e.g., Sanhedrin, Universal House of Justice, Papacy,
Qadis);
RB2.08 compare and
contrast the roles sacred writings and oral teachings have in various
religions;
HE1.01 identify the basic role
and/or responsibility of the individual adherents of a religion;
HE2.01 identify religious leaders who used
religion to oppose prejudice and discrimination (e.g., Martin Luther King Jr.,
Mohandas K. Gandhi, Marcus Garvey, Jesus Christ, Guru Nanak, Muhammad), and
describe the ways in which they did so;
HE3.01 identify significant figures from a
range of belief systems;
HE3.02 describe how significant individuals
have been motivated by the belief systems studied to influence events, create
movements, and challenge the status quo of their day;
HE4.01 demonstrate an understanding of the
influence of religion on individuals in society.
Prior Knowledge &
Skills
Students should know the prior history of the Church as
developed in the previous units and lessons. There should also be an
understanding of graphic organizers (i.e. charts, mind maps).
Planning Notes
Prepare a note, “Causes of the Reformation,” outlining the
basic elements underlying the rise of the Protestant Reformation. This note
should include the following:
A.
Changes to European
Society at the end of the15th century.
-
modern nations seeking to be free from the powers of
the past: the Papacy, and the Germanic Empire.
-
the subsequent rise of the Renaissance – a period of
cultural renewal.
-
the invention of the printing press, allowing the rapid
and far-reaching dissemination of ideas, as well as the revisiting of ancient
texts – including the Bible.
-
widespread knowledge of the Bible’s content leads to
calls for renewal or even purification of the Church.
-
decline of the feudal system and the rise of a
mercantile middle class who were aware of their own influence and
self-determination.
-
urbanization: more and more people moved to cities to
find employment, slums increased in cities; urban poverty on the rise.
-
increased level of education of Europeans.
B. Changes in the Church
-
increased
wealth of the Church, thus, increasingly inclined towards the elite and
distanced from the concerns of the poor and the common person.
-
many
ecclesiastical institutions no longer meeting the needs of the people.
-
tendency
to have poorly trained clergy.
-
abuses
in liturgy, etc.
-
excesses
of Church leaders.
Teaching/Learning
Strategies
The teacher
reminds the students of the exercise in Activity 1. Students are reminded of
the elements that can cause the breakdown in relationships whether personal or
institutional.
The teacher points
out that the negotiation of reforms the Church was at the heart of the
Protestant Reformation in 16th century Europe.
Option #1: Students copy the note, “Causes of the
Reformation.” The teacher explains
the basic elements presented in the note. Where opportunity presents itself,
the teacher should refer back to the discussion on challenges in relationships
found in Activity 1 of this unit.
Option #2: Using
the resources suggested below, students investigate
the causes of the Reformation and categorize them under the headings:
political, social, economic, theological, and ecclesial. The teacher should provide a brief
explanation of each of these categories. Students
may organize their findings into their notes, as a chart or as a mind map as
described in Units 1 and 3. Upon completion, the teacher leads a discussion requesting that students rank the most
significant causes of the reformation.
Students
construct a timeline of Church history by tracing the events from the Black
Death until 1600 CE. This timeline is stored in the student or class portfolios
for use in the kiosk at the end of the course.
In their journals, students
write their reflections upon the statement, "Sin, human weakness,
conflict and forgiveness are part of the human journey" in the context of
the Reformation and in their own lives.
Assessment &
Evaluation of Student Achievement
The unit test can be used to evaluate in the areas of
Knowledge/Understanding and Communication. The reflection will be assessed in the
ongoing journal checklist in the Application/Making Connections categories.
Accommodations
Students requiring accommodation may be asked to present a
visual poster outlining the various branches of Christianity. Gifted students may be asked to complete an
essay analyzing the cultural and ecclesial causes of the Reformation.
For student texts
see: Comby, Jean & MacCulloch,
Diarmaid, How to Read Church History:
From the Reformation to Modern Day Vol 2, New York: Crossroad, 1995, pp.
1-8 (ISBN 0-8245-0908-0); Wilkins, Ronald J. The Emerging Church Dubuque, Iowa: Wm C. Brown Publishing, 1975,
pp.156-165 (ISBN 0-697-01650-1); Stoutzenberger, Joseph, Celebrating Sacraments Winona, MN: Saint Mary’s Press, 1999, pp.
113-118 (ISBN 0-88498-279-4).
For other
resources see: Welcome to the Catholic
Church on CD-ROM, Gervais, OR: Harmony Media, 1996. (ISBN 10886877-40-8)
The web site can be found at www.harmonymediainc.com.
For Internet
resources see: The Catholic Encyclopedia
Online at www.newadvent.org/cathen/.
Activity 4: The Story
of Christianity: The Reformers
Time: 150 Minutes
Students examine the five major reform movements of the 16th
Century: Lutherans, Calvinists, Church of England, Anabaptists, and the Council
of Trent. Students work in groups to
establish the major issues at the heart of each reformation. Each group then
presents their findings to the class on a bristol board poster that outlines
the issues, teachings, and strategies of each reformation.
Strands(s) &
Learning Expectations
Ontario Catholic
Graduate Expectation: CGE5a - A collaborative contributor who works
effectively as an interdependent team member.
Strands: Profession of Faith, Religious Beliefs,
Social Structures, Religion and Human Experience.
Overall Expectations:
PFV.04
explain the importance of historical development of the Church and its
contemporary self-expression (e.g. Church councils, the divisions within
Christendom, ecumenism and interfaith dialogue);
PFV.05
identify traditional and contemporary examples of people of faith and
integrity;
RBV.01 summarize the major historical influences on and
events in the development of various religions;
SSV.01 summarize the ways in which
religions and the development of civilizations are interconnected;
Specific
Expectations:
PF1.05 explain
the importance of the historical development of the Catholic Church and its
contemporary self understanding (e.g. the Apostolic and Nicene Creed, Church councils,
authoritative teachings of the Magisterium, Catholic documents on ecumenical
and inter religious dialogue;
PF2.04 value the importance of the historical development of Catholicism for personal and communal religious identity within the Church;
PF3.06 explain the key events in the story
of the Catholic Church from apostolic times to the modem era;
RB1.02 identify the major influences in the development of
various religions (e.g., social unrest, advances in technology, changing
mores);
RB1.03 identify influential
personalities (e.g., Abraham, Baha’ullah, Christ, Confucius, Dalai Lama, Guru
Nanak, Moses, Muhammad, Siddhartha Gautama, Zoroaster) and summarize their
contributions to the development of selected religions;
RB1.04 evaluate the impact of key concepts and events (e.g., ahimsa,
resurrection, jihad, Pesach, fundamentalism, revelation, salvation) on
contemporary religions;
RB1.05 demonstrate an understanding of the development of the institutions that govern and promote the religious life of a religion’s adherents (e.g., Sanhedrin, Universal House of Justice, Papacy, Qadis);
RB2.08 compare and
contrast the roles sacred writings and oral teachings have in various
religions;
HE1.01 identify the basic role and/or responsibility of the
individual adherents of a religion;
HE2.01 identify religious leaders who used
religion to oppose prejudice and discrimination (e.g., Martin Luther King Jr.,
Mohandas K. Gandhi, Marcus Garvey, Jesus Christ, Guru Nanak, Muhammad), and
describe the ways in which they did so;
HE3.01 identify significant figures from a
range of belief systems;
HE3.02 describe how significant individuals
have been motivated by the belief systems studied to influence events, create
movements, and challenge the status quo of their day;
HE4.01 demonstrate an understanding of the
influence of religion on individuals in society.
Prior Knowledge &
Skills
Students should have research and group communication
skills. Students should know the prior history of the Church as developed in
the previous units and lessons.
Planning Notes
Consult with the school
teacher-librarian to collect a series of articles that present the various
reformation movements and leaders. This would include such people/events as
Martin Luther, John Calvin, and King Henry VIII (and Thomas Cranmer), Menno
Simons, the Council of Trent (Paul III, Saint Charles Borromeo, Erasmus, Saint
Ignatius Loyola, Saint Teresa of Avila, Saint John of the Cross). See the Resources section for resource
suggestions. Find or produce a rubric to evaluate the posters. Prepare a chart
to distribute to students with enough rows for each of the reformations and
three columns with the following headings: Leaders, Distinctive Features, Key
Events.
Teaching/Learning
Strategies
The teacher
divides the class into “expert” groups for each of the reformations: Lutheran,
Calvinist, Anglican, Anabaptist, and Tridentine. Each group is given a series
of articles about the reform for which they are responsible.
All the students in
each group read an article and record the major issues, teachings, and
strategies of the reform. They then report their findings to the rest of the
group. Each group then prepares a bristol board presentation of their
particular reformation and then to the class. Each student records the information learned about each reformation on
a chart according to the categories: leaders, distinctive features, and key
events. The posters are stored for use in the kiosk to be constructed at the
end of the course.
Assessment &
Evaluation of Student Achievement
A test at the end of the unit will assess
Knowledge/Understanding aspects. Posters are assessed with a rubric in the
categories of Knowledge/Understanding and Communication.
Accommodations
Students requiring accommodation may be asked to present a
visual poster outlining the various branches of Christianity. Gifted students may be asked to complete an
essay comparing and contrasting the belief system of each reformer.
Resources
For student
texts see: Chadwick, Owen, The
Reformation (Reprint Edition) New
York:Viking Press, 1990 (ISBN 0140137572); Comby, Jean & Maculloch,
Diarmaid, How to Read Church
History: From the Reformation to Modern Day Vol. 2, New York: Crossroad,
1995, pp. 8-22 (ISBN 0-8245-0908-0); Stoutzenberger, Joseph, Celebrating Sacraments Winona, MN: Saint
Mary’s Press, 1999, pp. 118 (ISBN 0-88498-279-4); Brodd, Jeffrey. World Religions: A Voyage of Discovery
Winona, MN: Saint Mary’s Press, 1998; Trafford, Larry. World Religions: People and Faith Toronto: Maxwell Macmillan
Canada, 1994.
For other
resources see: Welcome to the Catholic
Church on CD-ROM, Gervais, OR: Harmony Media, 1996. (ISBN 10886877-40-8)
The web site can be found at www.harmonymediainc.com.
For Internet
resources see: The Catholic Encyclopedia Online - Causes of the Reformation
at www.newadvent.org/cathen/12700b.htm#I; The Life of Martin Luther at
pw1.netcom.com/~supeters/luther.htm; The
Catholic Encyclopedia Online – Martin Luther at www.newadvent.org/cathen/09438b.htm; The Catholic Encyclopedia Online - King
Henry VIII at www.newadvent.org/cathen/07222a.htm; King Henry VIII Homepage -
www.geocities.com/SoHo/Studios/1344/henryviii.html; The Catholic Encyclopedia Online - John Calvin at
www.newadvent.org/cathen/03195b.htm; Search Engine on Anabaptists -
www.mennonite.net.
Time: 300 Minutes
Description
After a brief survey of the history of ecumenism from the
Reformation up to the present day, students examine several major branches of
Christianity today (i.e. Catholicism, Orthodoxy, Anglicanism, the United Church
of Canada and Evangelical Protestantism).
Students work in groups to establish the distinctive features of each
tradition, their unique understanding of sacraments, their ecumenical
activities and a demographic summary of each tradition in Canada. Each group then presents their findings to
the class on a bristol board that outlines their data. Students then summarize
their findings on a pamphlet on Ecumenism. This pamphlet is one of the
culminating activities for the unit.
Strands(s) &
Learning Expectations
Catholic Graduate
Expectation:
CGE7g Respects and understands the history, cultural heritage and pluralism of today's contemporary society.
Strand: Profession
of Faith; Religious Beliefs; Religion and Human Experience
Overall Expectations:
PFV.03 demonstrate an understanding of the
ultimate questions about life as found in the Christian tradition, in
some of the major world religions, and in Canadian Native Spirituality;
PFV.06 examine the human search for meaning in
the context of Christian, Judaic and Islamic traditions;
CMV.08 recognize the role of Sacred Scriptures
in the development of moral codes for the religions of Judaism, Christianity,
and Islam;
PSV.09 demonstrate
an understanding of religious worship within the Reform traditions of
Christianity;
RBV.02 analyse the similarities and
differences between the central beliefs of various religions;
RBV.03
analyse and describe the connection between the human experience and sacred
writings and oral teachings.
Specific
Expectations:
PF1.03 demonstrate
an understanding of the human search for meaning and purpose as found in the
belief systems of Judaism, Christianity, and Islam;
PF2.02 appreciate the various dimensions of the
sacred in the religions of Judaism, Christianity, and Islam;
PF2.05
recognize the centrality of human dignity and personhood to the world's
religious traditions;
PF3.01 articulate ways in which people search
for the sacred in life;
PF3.02 analyze the significance of creed
statements for religious traditions;
PF3.03 identify and compare the importance of
religious creeds for the various religions of the world;
PS1.06 demonstrate an understanding of the role
of religious prayer and worship within the Reform traditions of Christianity;
RB1.04
evaluate the impact of key concepts and events (e.g., ahimsa, resurrection,
jihad, Pesach, fundamentalism, revelation, salvation) on contemporary
religions;
RB2.02 specify the responses of some
religions to questions associated with the search for spiritual meaning common
problems and questions;
RB2.04 describe the role of faith in
systems of belief;
RB2.08 compare and contrast the roles
sacred writings and oral teachings have in various religions;
HE1.01 identify the basic role and/or
responsibility of the individual adherents of a religion;
HE2.02 analyse
attitudes, biases, and prejudices held by adherents of various religions;
HE2.03 analyse how
positive and negative attitudes within religious traditions have been used to
justify local and global prejudices and biases.
Prior Knowledge &
Skills
Students should already be familiar with the East-West
schism of the 11th century and the history of the Reformation. Students need cooperative group learning and
communication skills to complete this activity.
Planning Notes
Prepare a presentation on the history of ecumenical dialogue
from the Reformation to the present. In consultation with the
teacher-librarian, make a variety of research materials available to their
students (i.e. books, periodicals, Internet sites). See Resources section below for sources of information. Plan a session
in the school's resource centre to enable students to complete their
research. If you are unable to do this,
provide research materials (e.g. copies of Interent resources) for use in the
classroom. Prepare a chart to distribute to students with enough rows for each
of the Christian traditions covered and three columns with the following
headings: Characteristics, Demographic Distribution in Canada, Stance on
Sacraments and Ecumenical Activities. If pamphlets are to be done on a
computer, arrange computer time for students. Make the class portfolio as well
as students’ own portfolios available to students. Provide markers, pencil
crayons, and art paper for pamphlets (optional). Prepare a unit test to cover
expectations not assessed through the pamphlet. Find or develop a rubric to
assess the pamphlet.
Teaching/Learning
Strategies
The teacher gives
background on the history of ecumenical from the Reformation to the present. Students record this in their notes.
Students in the same groups as in Activity 4,
research one of the following major branches of the Christian tradition (i.e.
Catholicism, Orthodoxy, Anglicanism, the United Church of Canada and
Evangelical Protestantism). Teachers may wish to assign topics to the groups to
correspond to the research already completed in Activity 4 (i.e. The group that
presented the Council of Trent researches Catholicism, The group that had
researched Lutheranism, however, might be assigned Orthodoxy this time.). Student groups present their research
to the rest of the class on a bristol board poster that outlines their data.
Individually students
use a chart to record information for each of the following topics:
characteristics, demographic distribution in Canada, stance on Sacraments and
ecumenical activities.
Back in their groups, students
compile a pamphlet entitled, “How to Be an Ecumenical Catholic.” In order to
gather material for the pamphlet, they further investigate the ecumenical
issues using resources provided by the teacher. The panels on the brochure may
include: “Issues in Ecumenical Dialogue,” “Web Sites: An Annotated Listing,”
“Quotations from the Church on Ecumenical Dialogue,” and “Sacraments in
Christian Denominations.” These pamphlets are one of the culminating activities
for the unit and are stored for later use in the kiosk to be constructed for
the symposium at the end of the course.
Assessment &
Evaluation of Student Achievement
A test at the end of the unit will assess
Knowledge/Understanding aspects. The presentations are assessed using a rubric
emphasizing Thinking/Inquiry and Communication. A rubric is to be devised by
the teacher to assess the pamphlet in categories of Thinking/Inquiry and
Communication and Application/Making Connections.
Students requiring assistance should work with their
assigned group but be given responsibility for more basic tasks (i.e. reciting
basic statistics on their chosen community). For the pamphlet, students
requiring modification of programs could be asked to compile a glossary of
terms associated with ecumenism. Students requiring enrichment may be given
responsibility for presenting more demanding concepts (i.e. doctrines,
theology). Instead of a pamphlet, students requiring enrichment could be asked
to compile a web site with the same categories as the pamphlet.
For Internet resources see: Anglicans Online - Canada at
anglicansonline.org/canada/index.html; United
Church of Canada at www.uccan.org/;
Evangelical Fellowship of Canada
at www.efc-canada.com/; Canadian
Conference of Catholic Bishops at www.cccb.ca/english/default_e.htm; Greek Orthodox Metropolis of Toronto at
www.gocanada.org/; Patriarch of
Constantinople at www.patriarchate.org/; Canadian Statistics - Population, by Religion at
www.statcan.ca/english/Pgdb/People/Population/demo30a.htm; Episcopal Commission For Ecumenism at
www.cccb.ca/english/episcommsec.asp?S=4&ID=24; ELCIC ~ Ecumenical Organizations and Resources at www.elcic.ca/;
Canadian Council of Churches at
www.web.net/~ccchurch/; Ecumenical Organizations and
Some other Resources at
www.ontario.anglican.ca/ecumenical.htm; Ecumenism
at www.mcgill.pvt.k12.al.us/jerryd/cm/ecu.htm.
Time: 225 Minutes
Description
Through an examination of
several forms and selections of art, the teacher demonstrates how art can be
sacramental. Students examine
contemporary music for sacramental themes and create their own artistic
expression of sacramental presence through a variety of art forms. In groups, students research various forms
of religious art from Church history.
Strand(s) and
Expectations
Ontario Catholic
School Graduate Expectations: CGE2e - An effective communicator who uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
Strand(s): Prayer and
Sacramental Life, Social Structures, Religious Beliefs.
Overall Expectations:
PSV.03 understand
the role of symbol, ritual, and celebration in the formation of religious
communities;
PSV.15 explore the connection between religious worship and art;
SSV.02 analyse the influence of religion on
artistic expression;
RBV.04 demonstrate how practice, ritual, and symbolism are external representations of the beliefs and principles of religion.
Specific
Expectations:
PS1.02 understand the importance of religious symbol, celebration, and
ritual in the formation of religious communities;
PS3.01 explore the connection between
religious worship and art;
RB2.05 summarize the relationship religious symbolism has to these systems of belief in various religions;
SS1.05 identify ways in which religion is reflected in specific works of
art, architecture, music, literature, dance, and in dress and cuisine, and
interpret their religious significance;
SS1.06 identify how and why different religions express their beliefs
through distinct cultural media;
RB3.02 identify the origin and significance of various practices,
rituals, symbols, and festivals;
RB3.03 demonstrate an understanding of the role of sign and symbol in various religions.
Prior Knowledge and
Skills
Students will need an understanding of the sacramental life
of the Church and of the potential for all life to be sacramental. It is
essential that students have a prior knowledge of symbols and ritual as tools
for communicating what is abstract and layered with meaning for human being.
(See Unit 2 of Grade 10 Religious Education Course Profile.)
Planning Notes
Find a copy of God’s Grandeur by Gerard Manley Hopkins or select a suitable alternate. If you are not familiar with the analysis of poetry, you may wish to invite a teacher from the English Department to assist with the critique on Gerard Manley Hopkins’ poem, God’s Grandeur, and its relationship to the sacramental life of the Church in the late 1800’s. Prepare samples of visual art, architecture and music from the same period as the poem chosen. Plan the research project in cooperation with the school teacher-librarian well in advance of the class. A sample is shown in Appendix 1. Provide students with access to the Internet and a photocopier to create overheads. If available, a school camera for may be used to create slides or a slide show can be created on a computer using a scanner or the Internet.
The teacher reviews with students, the definition of sacrament, and
sacramental living, (see Grade 10 Course, Christ
and Culture as well as Appendix 2). Discuss the importance of Sacraments and
sacramental living for Catholics and the Catholic understanding that all
creation has the potential to be sacramental. That is, all creation has the
potential to make God’s presence visible to the world.
Students
brainstorm a list of symbols and rituals associated with the sacramental life
of the Church.
The teacher
refers back to the second half of the Group project in Activity 5. The teacher reviews the meaning that is
expressed through the use of symbols in the Catholic faith and any differences
between the Catholic and Protestant understanding of sacramentality expressed
through symbols. The teacher
explains that symbols are necessary tools of communication for humans because
much of what we feel and/or understand cannot be expressed fully through the
use of language alone. We can never express the reality of God, but symbols
give us a way of communicating our belief in the incomprehensible. The teacher discusses with the class also
how communities and cultures create a system of symbols that define the
community and its beliefs, norms, ideals, and values. In this way, the symbols are both formed by a community and help
to form a community.
Students
brainstorm a list of the things that make them aware of God’s presence in the
world (i.e. a sunset, a child’s smile, a homeless person – whatever reminds
them of God).
The teacher,
using the poem, God’s Grandeur by
Gerard Manley Hopkins, demonstrates how his poetry is an expression of
sacramental life because it makes God tangibly present to the world. As well,
Hopkins uses poetry to express the sacramentality of life. The teacher explains to students that
religious art reflects the theology of its time and Hopkins work, written in
the 1800’s reflects an image of God/Jesus that was prevalent in the Roman
Catholic Church during the late 1800’s. To illustrate this point, the teacher shows students one or two works
of visual art from the same period and discusses how they express the same
understanding of God’s sacramental presence in life. (Note: The teacher may wish to refer back to the portraits of Jesus
in Unit 2 of the Grade 10 course.) The teacher
then points out to students that, like the poetry of Hopkins, all religious art
makes God present for the world, and is therefore an expression of sacramental
life. As the Church’s understanding of God and God’s relationship to humanity
evolves, that evolution is made visible to us in the changes that occur in art,
architecture, music, etc.
Option #1: The teacher plays a piece of music from the
1800’s (i.e. Ode to Joy) and
discusses it in a similar manner to the poetry. Then the teacher plays a contemporary piece of music that expresses a particular
image of God’s presence in the world.
The teacher discusses with
the students how popular music often expresses some dominant religious idea
held by a particular culture in a particular era/time (i.e. From a Distance by Bette Midler, That’s The Way It Is by Celine Dion).
The teacher elicits from students
their understanding of the image of God presented in the song. (For example, in
From a Distance, God is depicted as a
distant God who watches over us from above, not a God who lives among the people).
The teacher asks students the questions, “Does this image of God, match with
your own understanding of the sacramental presence of God in your life? Why,
why not?”
The teacher plays
a few samples of liturgical music from the early Church and from contemporary
liturgical music. Students identify
any dominant themes or images of God/Christ that are distinct toa particular
era. Students look for differences
and similarities in these images (e.g. Jesus as divine vs. Jesus as human; God
as distant vs. God as present in the world God as Majestic Power vs. God as
Loving Creator).
Option #2: Rather
than using music to give an example of how art reflects religion, the teacher could choose any art form that
they are comfortable with and complete the same activity. The teacher familiar with iconography could
use Byzantine Icons of Jesus to explain the use of form, and colour to reveal
religious meaning. The teacher familiar with architecture
could explain how various churches incarnate different understandings of
humanity’s relationship with the divine.
For homework, students
select one piece of music to analyze. In their journals, they write out the
lyrics and then comment in two or three paragraphs on the following questions:
a)
What is the image of God/Jesus, presented in the song?
b)
How does it compare to your own understanding of
God/Jesus?
c)
Does this image of God/Jesus matches contemporary
Catholic teaching about the nature of God/Jesus and God’s/Jesus’ relationship
with humanity?”
Individually, students
select one period in Church history and create a piece of art that reflects the
Church’s understanding of sacramental life, that is life which acknowledges the
presence of God/Christ. Students may present their image using
one or more art forms: painting, sculpture, music with lyrics (taped), poetry,
iconography, etching or any medium of their choice.
In groups of four, students conduct research to identify
religious expression in art. Groups are assigned one form of art to explore (i.e. paintings, mosaics, sculpture,
iconography, architecture, music and literature). In a project report and
presentation, students answer the
question, “How does the art-form in question reflect what is happening in the
Catholic Church of the era in which it was created?”
The unit concludes with a test.
Students’ journal entries are evaluated for completion using
the journal checklist assessing Application/Making Connections. The artistic
response is evaluated for Application using a criteria checklist. The group
research project is evaluated for Knowledge/Understanding, Application and
Communication using a rubric developed by the teacher in cooperation with the
students. The unit test evaluates the Knowledge/Understanding aspects of
learning.
Accommodations
The teacher should organize student groups so that they represent a cross section of learning styles and ability levels for the research project. Students who experience difficulty with the arts could use the computer to create artistic expressions of sacramental living using a drawing program. Gifted students could research art from the Byzantine tradition on a particular subject (i.e. Mary) over a period of time (i.e. 1600 CE. to Modern day) and discuss the theology of sacramental living represented in each. Students who study dance could create a liturgical dance presentation.
For texts see: Catechism of the Catholic Church Part Two: The Celebration of the
Christian Mystery teacher resource); Pelikan, Jaroslav. Jesus Through the Centuries New Haven: Yale
University Press, 1997 (ISBN 0300072686).
For Internet resources see: For poetry and autobiographies of poets
including Hopkins see: Introduction to
Representative Poetry On-Line at www.library.utoronto.ca/utel/rp/poems; Favourite Poem Project at
www.favoritepoem.org/archive/kunitz.html; The
Gerard Manley Hopkins Web at www.creighton.edu/~dcallon/hopkins/; Gerard Manley Hopkins and the Visual Arts
at landow.stg.brown.edu/victorian/hopkins/artov.html; For religious art see Christus Rex (Use the search engine) at
www.christusrex.org/www1/icons. For Icons see: Module 5: Knowing God -- The Holy Trinity at www.moonwest.com/courses/mod5contentframe.html and Tatiana Vartanova www.christusrex.org/www2/vartanova/.
For pre-Raphaelite art (contemporary with Hopkins) see: The Pre-Raphaelite Collection at www.pre-raphaelites.com/prcoll/.
For other religious art sites see: Bridge
Building Images at www.bridgebuilding.com/; Jesus Christ—Art Images, Photographs at
www.clark.net/pub/webbge/jesus.htm. For reviews of popular music as seen
through Christian eyes, see Hollywood
Jesus Music Reviews at www.hollywoodjesus.com/music_reviews.htm.
For music resources see: From a Distance by Bette Midler; That’s The Way It Is by Celine Dion; No Matter What by Boyz Zone; To Zion by Lauren Hill; When You Believe from “Prince of Egypt”
sound track.
Appendices
Appendix 1: Catholic History Expressed through Art
Appendix 2: Principles of Sacramentality
Appendix 1: Catholic History Expressed through Art
Directions: In our quest for meaning, humanity has been on a long journey of discovery. Our understanding of God, his Son, Jesus, and the nature of Church that developed after the resurrection of Jesus is constantly maturing. The more we discover about God’s creation, the more we come to know about God and God’s relationship with us through Jesus and the Holy Spirit. Down through the ages, art has been used to express humanity’s understanding of and relationship to God. Each period in history has presented different images of God and Jesus. Your group will be assigned one of the following forms of art to investigate:
Icons Mosaics Paintings Literature
(poetry, prose)
Sculpture Architecture Music
1. Identify the image of God/Jesus that is
depicted in samples of art from various periods in the history of the Church and
art (e.g. the time of Constantine, the time of the monastic movement, the
Gothic period, the Dark Ages, the Elizabethan period, the Renaissance, the
Victorian Era, etc.). These may be abstract symbols or human form.
2. Chose at least 4 periods or eras in Church history that
span approximately 1500 years.
3. Prepare a group presentation of no more than 30 minutes
and no less than 20 minutes.
4. Your presentation should include:
a)
Examples (slides, overheads, computer slide show) from
the art assigned to your group from at least 4 periods or eras in Church
history/art that span approximately 1500 years.
b)
An explanation of how each sample of art reflects i)
the changing attitudes of the Church toward humanity’s relationship with the
natural world, ii) the meaning of life depicted at different times in history,
and iii) the Church’s growing understanding of the Man/God nature of Jesus.
c)
Information about the artist that helps us to
understand how his or her understanding of God is reflected in his or her work.
d)
A brief description of the specific historical period
which influenced the artist and the art of his or her era.
Your group is to research:
__
_________________________________.
Date of your presentation:
__
_________________________________
_.
Appendix 2:
Principles of Sacramentality
1. Sacraments are
acts of praise and thanksgiving for the way God continually touches our lives.
2. Sacraments are
actions of the Trinity: Father, Son and Holy Spirit. The Spirit configures us to Christ who unites us with the Father.
3. Daily life is filled
with experiences through which we encounter God. The concrete events of history
take on a sacramental nature. The sacramentality of the “everyday” is received
when we recognize God in the persons, events, and all things in nature.
4. To recognize the presence of God in the “ordinary” of
life, requires a sacramental awareness or consciousness “to see God in all
things.”
5. Recognizing God in everyday life is an act of faith. We
are called to see “the more than meets the eye,” to examine life at a deeper
level, to be more aware of the meanings of events.
6. The principle of sacramentality requires an attitude and
belief that the world is good, meaningful and worthwhile. Christianity believes that matter is
sacramental because it is the “stuff” of creation and ultimately of the
Creator; it is here where we meet God.
7. We express our abstract understanding of God, limited as
it is, through symbols, rituals and celebration.
8. Sacraments are rituals that celebrate God’s presence more
fully at certain key points of life’s journey. Sacraments make present the
unseen God and bring us into relationship.
9. Sacraments are expressions of the life of the Church. It
is in the Church, through the events of our daily lives, that we meet God and
grow in relationship with God.
10. The early Latin speaking Christians defined the word sacramentum as “conversion requiring
commitment of one’s whole life to God”. In the Vulgate, sacramentum is used to translate the Greek work mysterium.