Time: 75 Minutes

Ontario Catholic Graduate Expectation: CGE5e - a collaborative contributor who respects the rights, responsibilities and contributions of self and others.

Strands: Profession of Faith; Religious Beliefs.

RBV.01 summarize the major historical influences on and events in the development of various religions;

HEV.03 analyse the significance of religion or other belief systems in the lives of various historical figures.

Specific Expectations:

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;

HE3.01 identify significant figures from a range of belief systems.

Students must be able to use their school's Resource Center and/or the Internet.

Arrange with the teacher-librarian to bring students to the school's resource center to research their various topics. The New Catholic Encyclopedia would be particularly useful.

The teacher introduces the activity by giving a brief overview of the events and challenges facing the Church in the past 100 years.

Students record this information in their notes.

Students work in small groups of four or five researching one of the following figures from 20^th century Catholicism: St. Pius X, Pius XI, Bishop Dom Ximenes Belo, Dorothy Day, Edith Stein, Gustavo Gutierrez, Catherine de Hueck Doherty, Maximilian Kolbe, Francis Arinze, Jean Vanier, Mother Teresa, John XXIII, John Paul II, Oscar Romero, and Jose Maria Escriva. Each student in the group prepares an individual presentation on their particular person. The teacher then forms new groups composed of one person from each of the former research groups. Each member makes a presentation to the others on the biography they have prepared.

Students select one of the personalities above and write a journals entry explaining why they feel the person has something important to say to their life.

Students in the second grouping will evaluate one another's presentation using a peer evaluation form emphasizing Communication. The final journal entry is assessed for Application using the journal checklist.

Students requiring modification should be partnered with another student and assume responsibility for a smaller portion of the student presentation. Students requiring enrichment could write a short research essay situating the vocation of their chosen person in the historical context of the 20^th century Church.

For texts see: Kelly, J.N.D. Oxford Dictionary of Popes Oxford, 1987; New Catholic Encyclopedia NY: McGraw Hill, 1967.

For Internet resources see: Edith Stein - Convert, Nun, Martyr at catholiceducation.org/articles/religion/re0001.html; Dorothy Day at www.catholicworker.org/dorothyday/; The 1998 Massey Lecturer: Jean Vanier at masseylectures.cbc.ca/M_Upcmbio_vanier.html; Arinze, Cardinal Francis: Biographical Notes. www.vatican.va/news_services/press/documentazione/documents/cardinali_biografie/cardinali_bio_arinze_f_en.html; The Mother Teresa Library at www.catholic.net/RCC/People/MotherTeresa/library.html; Biography of D. Ximenes Belo at www.jalopes.com/Timor/pages/ximenes.htm.

Time: 75 Minutes

Students are assigned a short excerpt from Gaudium et Spes (Pastoral Constitution on the Church in the Modern World of Vatican II) with questions which focus their reading (see Appendix 1). In small groups, students share their responses to the reading questions and use their discussion as the basis for a larger class discussion including the teacher. On a unit test, students are asked an essay question which asks them use the principles outlined in Gaudium et Spes to explain the cultural purpose of religion in general and Christianity in particular.

Ontario 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; Social Structures.

SSV.01 summarize the ways in which religions and the development of civilizations are interconnected.

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).

The activity presupposes that students are near the end of the course, having already studied the major world religions.

Assign the reading activity prior to the class if you feel that there is insufficient time to cover all elements of this activity. Photocopy the excerpt from Gaudium et Spes and reading questions (Appendix 1) for students or give a web site address where applicable: www.vatican.va/archive/hist_councils/ii_vatican_council/documents/vat-ii_cons_19651207_gaudium-et-spes_en.html

The teacher gives the context of the Second Vatican Council, particularly the writing of Gaudium et Spes.

Students read the excerpt from Gaudium et Spes and then respond, in full sentences, to the reading questions provided.

In small groups, students share their responses with other students, noting where there is agreement and where there are divergent viewpoints. The group assigns a secretary and a spokesperson. The secretary records unresolved questions or important responses; the spokesperson reports to the larger group.

Following this there is a class discussion in which the teacher and students share feedback from the small group discussions, via the group spokespersons. Each group is given an opportunity to respond.

The reading questions can be collected and assessed for Thinking/Inquiry according to a rubric. Each student is invited to do a self-evaluation or self-assessment of her or his Communication in the small group discussion. One of the reading questions might be adapted for inclusion on a unit test and assessed by the teacher for Knowledge/Understanding.

Students requiring modification might be asked to make a collage of images from our culture with an image of Christ at the center. Students requiring enrichment might volunteer as spokespersons for their groups.

For texts see: "Gaudium et Spes" in Flannery, Austin ed. Vatican Council II: The Conciliar & Post Conciliar Documents 2^nd Edition Northport, NY: Costello Publishing Co., 1996 (ISBN 0918344395); 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); Koch, Carl The Catholic Church: Journey, Wisdom, and Mission Winona, MN: St. Mary’s Press, 1994 (ISBN  0-88489-298-0); Fritsch, Carla E. & Piechowski, Otto R. Catholic Teaching On Social Justice The Center for Learning, 1999 (ISBN 1-56077-522-X).

For Internet resources see: For a summary of the content of and quotations from Gaudium et Spes see www.osjspm.org and www.uscatholic.org/cstline/tline.htm.

Appendix 1: Gaudium et Spes - Excerpt and Reading Questions

Time: 150 Minutes

The teacher outlines the rise of secularism, noting that it is part of the dominant world view of Western (particularly North American) culture. As such, it is one of the greatest challenges to our current quest for meaning. The teacher distinguishes between secularity, which is a social phenomenon, and secularism, which is an ideology. This allows us to distinguish between the benefits of secularity, on the one hand, and the dangers of secularism, on the other. It shapes our attitudes and beliefs often conflicting with our Christian beliefs. The teacher points out that secularism is characterized in part by consumerism, individualism and moral relativism. More positively, secularism has facilitated industrial growth improving the standard of living for many people, has given rise to new and exciting artistic expression, and has encouraged growing concern for environmental and social justice. Students identify signs of secularism in their own culture, examine the secular messages promoted by the media, and reflect on its implications for Catholic youth. Students consider the challenges secularism presents to the religious worldview and contribution secularity brings. They examine various moral issues and identify the basic dichotomy between the religious and the secular approaches to these issues. Using a Venn diagram, students come to understand the points of connection between secular and religious worldviews.

Ontario Catholic Graduate Expectations: CGE4g - A self-directed, responsible, life long learner who examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices

and opportunities.

Strands: Profession of Faith, Christian Moral Life, Prayer and Sacraments, Family Life, Social Structures, Religion and Human Experience.

SSV.01 summarize the ways in which religions and the development of civilizations are interconnected;

HEV.01 identify the function of religion in human experience;

HEV.02 demonstrate an ability to recognize prejudices associated with, and misconceptions about, various religions, beliefs, and traditions;

HEV.04 speculate on the present and future roles of religion.

SS1.02 demonstrate an understanding of how religious beliefs influence the development of the policies and practices of social institutions;

SS1.03 describe the relationship of religion and the state, and its historical transformation in specific cultures;

HE2.02 analyse attitudes, biases, and prejudices held by adherents of various religions;

HE4.02 explain how the "religious impulse" can be expressed outside formal religion;

HE4.03 evaluate religion’s place in a highly technological and scientific age;

HE4.04 define the concept of civil religion and give examples from various societies and eras.

Because this activity reviews and rests on an understanding of several of the previous units, it is important that it be taught at the end of the course. Students must be familiar with the four types of worldviews presented in Unit 1. Students should be familiar with the use of Venn diagrams presented earlier in the course.

Prepare an overhead note presenting the basic roots of the North American secular worldview. The intent of this note is to establish that although our worldview has drawn upon the Christian worldview, much of secular culture is part of a relatively newly formed society (North American) that is rooted in conquest, intolerance, and trust in superior technology. For a summary of the information on the rise and influence of secularism, refer to Trafford, Larry. World Religions: People of Faith p.33-35. Gather a class set of newspapers and magazines. Make copies of "Values in The Media" (Appendix 2). Prepare a "Social-Moral Issues Assignment" (see Appendix 3 for a sample).

The teacher reviews the concept of worldview and the four worldviews discussed in Unit 1: cosmocentric, theocentric, anthropocentric and secular. In a Socratic lesson, the teacher:

discusses the evolution of the secular worldview and the division of Church and state;

outlines the basic assumptions of secularism (ideology) and distinguishes it from secularity (social phenomenon);

outlines the rise of secularism in relationship to the rise of modern science, the enlightenment, and it technological and industrial influence;

discusses the influence of secularization on the development of the atheistic worldview.

Students record this in their notes.

The teacher then outlines the three basic features that have accompanied the development of secularism:

a dominant secular culture (in keeping with the values of modern science, the enlightenment etc);

a rise in religious fundamentalism that rejects many of the secularism’s values and/or the secular culture (the devaluing of religious prayer and worship, the depersonalisation of human sexuality and the development of a culture of religious disbelief);

and the rise of cults (as our society moves toward individualism and the lose of community).

In small groups, students brainstorm a list of signs of secularism in their own culture. (These will include outward signs of excessive commercialism, individualism, moral relativism as well as more positive signs of social justice, equality and concern for the environment). Using their present understanding of secularism, students create a draft definition. Groups share their definition and "signs of secularism" with the whole class and the teacher creates, from the student work, a more comprehensive definition of secularism. This is written on poster paper and hung on a bulletin board in the room.

The teacher facilitates the discussion and clarification of basic Christian values.

The teacher, through Socratic questioning, discusses in more depth, the nature of consumerism, individualism and moral relativism and their relationship to secularism. The teacher raises the question of how to live as a Christian in a secular culture. Is the Catholic Church counter cultural or is our faith a valid expression within culture? Do Catholics have the right and/or responsibility to be vocal about our beliefs in public forums (politics)?

Students complete an assignment that explores the secular and Catholic Christian responses to current social-moral issues including: pre-marital sex, A.I.D.S., contraception, divorce (See Appendix 3). Students are instructed to find secular attitudes that complement Catholic Christian approaches to morality as well as those that contradict them.

The response paper is assessed for Thinking/Inquiry using a criterion checklist. Journal entries are evaluated using the journal checklist. The moral issues assignment can be evaluated using a rubric that assesses Thinking/Inquiry and Application/Making Connections. A unit test will used to assess Knowledge/ Understanding.

Students requiring accommodation may create a collage from newspaper clippings that expresses religious values and a second similar collage that expresses secular values. A photocopy of the teacher’s note could be provided for students who have difficulty completing accurate notes. Students requiring enrichment could be asked to write an essay presenting an overview of major secular philosophies - Secular Humanism, Existentialism, Individualism, etc. or a position paper that responds to the following question: "Can I live a successful life as a Catholic living in a secular society? What would that life look like?"

For student texts see: Trafford, Larry. World Religions: People and Faith Don Mills, ON: Maxwell Macmillan Canada Inc. 1994 (ISBN 0029542049)

Time: 75 Minutes

Through review and discussion, the teacher defines the nature of sects and their formation within formal parent religions. Students examine the factors that lead to the rise of fundamentalism, including the rise of secularism, new understandings of revealed religious truths, and moral relativism. The teacher defines the characteristics of fundamentalism and students explore the application of a fundamentalist approach to the interpretation of Scripture. Students then explore the concept of the origins of Christianity as a sect within Judaism.

Ontario Catholic School 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. (Witnesses to Faith).

Strand(s): Christian Moral Development, Family Life Education, Sacred Scripture, Profession of Faith, Religious Beliefs, Religion and Human Experience, Social Structures.

Overall Expectations:

HEV.01 identify the function of religion in human experience;

HEV.02 demonstrate an ability to recognize prejudices associated with, and misconceptions about, various religions, beliefs, and traditions.

Specific Expectations:

RB1.04 evaluate the impact of key concepts and events (e.g., ahimsa, resurrection, jihad, Pesach, fundamentalism, revelation, salvation) on contemporary religions;

RB2.01 identify common problems and questions associated with the search for spiritual meaning;

RB2.04 describe the role of faith in systems of belief;

HE2.02 analyse attitudes, biases, and prejudices held by adherents of various religions;

HE2.04 demonstrate an understanding of differences among traditional religions, sects, cults, and other types of religious expression.

SS1.06 identify how and why different religions express their beliefs through distinct cultural media.

Because this activity reviews and rests on an understanding of several previous units, it is important that it be taught at the end of the course.

Refer to Trafford, Larry. World Religions: People of Faith p.36 for a good summary of the information to be presented.

The teacher distinguishes between a denomination and a sect and defines ‘sect’ as an exclusive group, which no longer acknowledges the validity of other practices within the mainstream religion. A sect is created when a group of believes breaks from the parent religion but keeps the same worldview. The teacher cites examples from previous units: Judaism (Hasidic), Hinduism (Hari Krishna), and Muslim (Taliban). In a sect, the nature of worship, revelation, and community is similar to its parent religion and perceived as life giving. Sects are usually formed as a reaction to different interpretations of the meaning to be taken from revealed truth. The teacher then presents fundamentalism as a movement within an existing religion which develops in reaction to a threat (internal or external) to the status quo (i.e. secularism, the evolution of religious interpretation of sacred truths by Church leaders and laity). Fundamentalism rejects accommodation to modern thinking, defends a literal interpretation of sacred text(s), rejects new revelation outside the sacred texts, acknowledges the importance of authority, demands obedience to doctrine, and rejects the truth claims of other religions. The teacher reads the story of creation from Hebrew Scripture and illustrates the different ways a fundamentalist Christian might read the text versus the reading given by a mainstream adherents of Christianity. The teacher may also point out the controversies over and consequences of the conflicting interpretations.

The teacher guides the discussion while groups share their findings with the whole class.

Option #2: The teacher reads one or two myths to the students and discuss the same questions with the whole class.

For homework, students write a response to the question, "Based on what you have learned about sects and denominations, was Christianity, at the time of its origin, a sect within Judaism or a new denomination?"

The teacher should explore this question with students after they have written their responses to ensure that student come to understand why Christianity could not be called a sect.

For homework, students conduct a media search to explore the impact of a sect or fundamentalist group that is presently making headlines in the newspaper.

The teacher leads a class discussion based on the students’ research findings, in light of what the students have learned about sects and fundamentalism.

Students assess group work using a group evaluation form focused on Thinking/Inquiry. Journals are assessed for Thinking/Inquiry and Application using a journal checklist.

Some students may need to be paired with a partner to discuss the journal topic and a possible response before beginning to write. Gifted students could write a children’s story, not based on historical fact but which identifies and teaches a particular value.

For student texts see: Trafford, Larry. World Religions: People and Faith Don Mills, ON: Maxwell Macmillan Canada Inc. 1994, pp. 36-9 (ISBN 0029542049); Brodd, Jeffrey. World Religions: A Voyage of Discovery Winona, MN: St. Mary’s Press, 1998 (ISBN 088489486X); Pastva, L. SND. Great Religions of the World Winona, MN: St. Mary’s Press, 1986, pp. 229 (presently out of print).

For myths see: Singh, Rina & Lush, Debbie. Moon Tales: Myths of the Moon From Around the World London: Boombury Publishing, 1999 (ISBN 0-7475-4112-4); Toye, William How Summer Came to Canada Toronto: Oxford University Press, 1969 (ISBN 0-19-540290); Geisel, Theodore and Audrey, ed. Six By Seuss: A Treasure of Dr. Seuss Classics, New York: Random House, 1991. Leeming, David Adams & Leeming Margaret, A Dictionary of Creation Myths; Sproul, Barbara, Primal Myths : Creation Myths around the World San Francisco, CA: Harper, 1992 (ISBN 0060675012); Matthews, Caitlin The Blessing Seed : A Creation Myth for the New Millennium Alison Dexter (Illustrator) Barefoot Books, (ISBN: 1901223280).

For Internet resources see: Links to Creation Myths around the World at www.intrepidsoftware.com/create.html; Myths and Legends at pubpages.unh.edu/~cbsiren/myth.html

Activity 5: Sects and Cults: Cults

Time: 105 Minutes

The teacher reviews a) the nature of worship, revelation and community as elements of a religion, b) the formation of Creeds as religious statements of belief, and c) myths/allegories as tools for expressing indefinable truths. The characteristics of a cult are presented to the students and the relationship between cults and the rise of secularism is outlined. Students examine the difference between cults and mainstream religions in terms of conformity versus community, which then becomes a framework for identifying cults. Students respond through a group project and an individual or group research assignment.

Ontario Catholic School Graduate Expectation: CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

Strand(s): Catholic Moral Development; Family Life Education, Religion and Beliefs, Religion and Human Experience.

RBV.01 summarize the major historical influences on and events in the development of various religions;

HEV.01 identify the function of religion in human experience;

HEV.02 demonstrate an ability to recognize prejudices associated with, and misconceptions about, various religions, beliefs, and traditions.

RB1.04 evaluate the impact of key concepts and events (e.g., ahimsa, resurrection, jihad, Pesach, fundamentalism, revelation, salvation) on contemporary religions;

RB2.01 identify common problems and questions associated with the search for spiritual meaning;

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;

HE2.04 demonstrate an understanding of differences among traditional religions, sects, cults, and other types of religious expression.

Because this activity reviews and rests on an understanding or several of the previous units, it is important that it be taught at the end of the course.

For teacher background on cults vs. community, refer back to Unit 1 and the response to Mystery (control versus living in harmony). Caution should be taken not to glamorize cults or to present them as alternatives to religious practice. (Note: To prevent inappropriate responses during student presentations, the sexual element of cults should be discussed only after students have completed their group projects.) Create an assignment sheet based on the sample, "Creating a Cult" (Appendix 4). Create a credible example of a fictitious cult using the elements of a religion and the characteristics of a cult outlined under Teaching/Learning Strategies below. Work in cooperation with the school teacher-librarian to acquire appropriate articles from magazines, library stacks or the Internet. (Note: Because of the nature of the topic, supply students with resources for the research project rather then requiring students to search for information on the Internet.) For a good summary of the information to be presented, refer to Trafford, Larry. World Religions: People of Faith pp.36-38 and Pastva, Sr. Loretta Great Religions of the World pp. 229-239.

The teacher reviews the three basic elements of a religion: worship, revelation, and community.

Worship is the human response to the wonder and awe felt in the presence of Mystery. Through worship humans celebrate the limitless generosity of the Divine.

Revelation is the gradual or immediate unveiling of religious truth. Religions often express these revealed truths in the form of a creed (i.e. the Apostles Creed). These truths are often discovered or revealed through the use of myths/legends. Myths and legends are stories that contain and are intended to express truth. Some myths are based in historical fact and some are total fiction, but true revelatory stories are never a falsehood. In the history of humanity, myths and legends have been accepted as legitimate tools for revealing truth in a way that humans could understand. The Bible contains many such stories that reveal God to humanity.

Community is a fundamental need for all people. Through membership in community, we express and find our identity. We find belonging, support and acceptance. The symbols of a religious community identify its members to the rest of the world. Life giving communities are characterized by individual freedom of thought and expression.

The teacher discusses the relationship between cults and the rise of secularism characterized by a decline in the influence and participation in religious community. The teacher explains that the word ‘cult’ is often used in sociology to describe a newly formed religion that is significantly different in one or two ways, from universally acknowledged, mainstream religions. Traditionally it is accepted that there are two forms of cults: a historical cult which over time becomes an accepted religion and is seen to add to the quality of life; and a destructive cult which is not accepted as an authentic religion and takes away from its followers a quality of life. The teacher informs the students that this lesson is intended to help students identify destructive cults and to provide them with information about what to do if they find themselves targeted for membership. The teacher outlines as a board note, the following basic characteristics of destructive cults emphasizing their demoralizing nature: unquestionable obedience/submission to leadership; rejection of the outside world and withdrawal from society; complete conformity to the group; inward looking (all work done is to sustain the group and nothing is done in terms of societal needs (hospitals, shelters for the poor); unacceptable recruiting strategies and training (brainwashing, emphasis on guilt/fear/famine/fatigue, lack of privacy, threats of abuse or rejection); loss of freedom of thought; syncretism (perversion of ideas from other religions e.g. New Age Movements); and discouragement of higher education. The teacher discusses with students what attracts individuals to cults and who are likely candidates for membership. The teacher states that cults are designed to resemble the structure and form of mainstream religions. They are usually designed to exploit the members and are based on religious truths that have been manipulated to serve the good of the cult leader.

Students enter the board note into their notebooks.

Students in groups of 6 or 7 are assigned the group project. See "Creating a Cult: A Sample Group Project" (Appendix 4). Student groups create a new cult ensuring they include the three elements of a religion (worship, revelation, and community). The teacher may wish to give students an example of a fictitious cult as a guide for their own group project.

Option #1: Students may present their cult and its practices to the class through drama, oral presentation, video presentation, or another creative approach.

Option #2: Student groups could present their cult by submitting a written report.

The teacher completes the activity by describing the consequences of leaving a cult and the difficulty that families experience when they try to rescue their children from the control of a cult. A video could be used to complete this lesson.

Individually, students research and write a report on one of the following cult movements: Branch Davidian, Aum Supreme Truth, Church of Satan, Wicca, New Age, Heaven’s Gate, People’s Temple, Scientology, Unification Church, Hare Krishna, Order of the Solar Temple, Transcendental Meditation. Students must identify the following: founder, date and location, beliefs, membership and recruiting, rituals and practices, finances, symbols, and any other pertinent information.

Optional Activity: If time permits, students, in groups, could research one or two cults and present their findings to the whole class.

The group project, "Creating a Cult," is evaluated for Knowledge/Understanding, Application and Communication. A rubric should be designed, in cooperation with the students, to match the mode of response (written or presentation). The research assignment is assessed using a rubric. If the optional presentation is performed, peer evaluation and self evaluation forms are used to assess presentation skills for Communication and content for Knowledge/Understanding as well as a teacher evaluation checklist for Application. Using the students’ evaluations and the checklist, the teacher completes a weighted rubric similar to the peer evaluation rubric.

Students requiring modification may be asked to use the material in Pastva’s text rather than pursuing extensive research. Those requiring enrichment can view the feature film, Ticket to Heaven to supplement classroom discussion.

For student texts see: Trafford, Larry. World Religions: People and Faith Don Mills, ON: Maxwell Macmillan Canada Inc. 1994. ISBN 0029542049; Pastva, Sr. Loretta, SND. Great Religions of the World. Winona, MN: St. Mary’s Press, 1986, pp. 230-37 (ISBN 088489-175-5) (presently out of print).

For Internet resources see: Cult Information of AFF’s Cult Information Service at www.csj.org/

For video resources see: Ticket to Heaven, Simitar, 1981.

Appendix 4: Creating a Cult: A Sample Group Project

Time: 45 Minutes

Using the information in their notebooks and/or personal portfolios, students work in groups to create an information pamphlet that will help other students identify cults and find help if they are targeted for membership. Students study for and write a test on the topics of the modern Church, secularism and fundamentalism that are explored in this unit.

Ontario Catholic School Graduate Expectation: CGE3f - A reflective and creative thinker who examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical,

socio-economic and ecological) for the development of a just and compassionate society.

Strand(s): Research and Inquiry Skills.

Overall Expectations:

ISV.05 communicate the results of these inquiries effectively;

ISV.06 demonstrate effective collaborative group skills.

Specific Expectations:

IS1.04 explore and employ primary and secondary research material appropriately in completing an assignment;

IS1.05 demonstrate an ability to organize, interpret, and evaluate the validity of information gathered through research;

IS2.02 effectively communicate the results of their inquiries, using a variety of methods and forms (e.g., graphs, charts, diagrams, oral presentations, written reports, essays, newspaper-style articles, videos).

Students need a working knowledge of the various formats for pamphlets acquired in other units. Students should understand that pamphlets provide a point form overview and not a complete coverage of concepts and ideas.

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.

The teacher reminds students of the layout and format for a pamphlet (previous units’ culminating activities). In this unit, the pamphlet focuses on cults. The teacher informs students that the purpose of this pamphlet is to warn students of the dangers involved in joining a cult.

Students create an information pamphlet that outlines following: characteristics of a cult; how to distinguish a destructive cult from a mainstream religion; the dangers cults pose for teens; how to know when you are being targeted for membership; and a list of organizations and websites that can help you when you are targeted Information on alternative choices might also be a part of the pamphlet.

In small groups, students review the work in their notebooks to create a template for their pamphlets and to discuss how the content might be presented.

Individually, students, create an illustrated pamphlet with this information. After evaluation, the pamphlets are kept in the student portfolio and become part of the kiosk at the end of the course. Pamphlets may be completed as homework.

Students complete a unit test on expectations covered in this unit not assessed through the pamphlet.

Pamphlets are assessed for Knowledge/Understanding, Thinking/Inquiry, Communication and Application using a rubric. The test is scored under categories for Knowledge/Understanding, Thinking and Application.

Groups should be formed to represent a cross section of the various learning styles represented in the classroom. Students who have difficulty with grammar and spelling or art should use a computer/word processor/drawing program to complete assignments. The teacher may wish to arrange computer time for students who do not have home computers. Students who require more time for the test should be given this opportunity. Students who require enrichment could be encouraged to use calligraphy to enhance the appearance of their pamphlets.

Time: 225 Minutes

Students work in groups to create an interfaith conference. This conference is designed as a series of kiosks through which guests move and receive five-minute presentations on each of the world’s major religions. Students use all of the collected information from their portfolios and notes to create a visual and auditory presentation of each of the religions studied though the course. After the presentations, students write a formal examination for the course.

Ontario Catholic School Graduate Expectations: CGE2c - an effective communicator who presents information clearly and honestly and with sensitivity to others.

Strand(s): Research and Inquiry Skills.

Overall Expectations:

ISV.05 communicate the results of these inquiries effectively;

ISV.06 demonstrate effective collaborative group skills.

IS1.04 explore and employ primary and secondary research material appropriately in completing an assignment;

IS1.05 demonstrate an ability to organize, interpret, and evaluate the validity of information gathered through research;

IS2.02 effectively communicate the results of their inquiries, using a variety of methods and forms (e.g., graphs, charts, diagrams, oral presentations, written reports, essays, newspaper-style articles, videos).

Students are synthesizing and presenting understandings gathered throughout the course.

Decide upon the format for the conference. The conference could take several forms: a) carousel presentations within the classroom for students from other classes, b) a half day conference in the school library or gym that is open to all students in the school, or c) an evening conference that is open to the public. (Note: Since each religion is presented as one of several carousels, groups could be given one classroom each for their presentation if the conference is held after school hours.) The amount of planning required for this activity depends upon the choices the teacher makes as to how elaborate the conference presentations will be and who the audience will be. In the planning process, ensure you consult with the students and the other members of the school community (custodians, teacher-librarian, principal, other teachers whose classes may be affected, etc.). Arrange for a location for the displays. Purchase the backboards for each kiosk (cardboard, foam board, or hardboard). Arrange for custodial support if the event takes place after school hours. Arrange advertisement of the event. Make the following supplies available to students: paint, markers, poster paper, newsprint paper, two way tape, tacks, glue, scissors, and metre sticks. Reserve the school camera or video camera and computers for those groups who wish to create a visual display using these tools. Create a handout that outlines the criteria for each kiosk and a rubric that will be used for assessment and evaluation. (Note: Include as one of the points of assessment, a demonstration of respect and openness to all religions of the world.)

The teacher instructs students that they will plan an interfaith conference. The teacher arranges students into groups, one for each of the major world religions studied in the course. Each group will create a display kiosk and be responsible for informing those who attend the conference about one of the religions they have studied in the course. The teacher also assigns a group of students to work on advertising the event and arranging the kiosk displays (see Accommodations below). The teacher provides students with the materials necessary to complete the creation of an educational kiosk.

In groups, students gather information from their class notes, their personal portfolios and the class portfolio and plan their kiosk. They will need to be able to inform people approaching their kiosk about the following: the events that led up to the formation of this faith; the founder (if one exists); important historical events associated with the religion; people who have contributed to its evolution (growth) and to interfaith dialogue; central beliefs, feast days, celebrations, and practices; adherence in Canada and around the world; and any other interesting information they have learned during the length of this course.

When the content and design of the kiosk has been decided, students have their plans approved by the teacher and then use the materials provided to create their display. (Note: The teacher should ensure that the students’ presentations demonstrate a clear understanding of the need for respect and open dialogue between and among religions.) Plans should include ways in which each student will participate on the day of the conference and should ensure that the work of the conference is equally shared among all members of the group.

Each kiosk should present important information from the list above. Students select one or two pamphlets from their portfolios to duplicate and distribute to interested people visiting their kiosk. The teacher encourages students to be creative in their presentation. They may use audio/video displays as well as written and visual material. They may wish to dress in appropriate costumes or prepare samples of traditional foods used during religious festivals.

Cooperative work skills are assessed using a teacher checklist and a group self-assessment form. In cooperation with the students, a rubric is created to assess Knowledge/Understanding, Thinking/Inquiry, Communication and Application.

When forming groups, ensure that at least two students in each group have a capacity for oral presentation, as this will be a major part of the work on the day of the conference. Students who excel in the arts could be put in charge of the visual presentation of their kiosk and the creation of posters and/flyers to advertise the event. Students who excel in organizational skills could be chosen to oversee the arrangement of kiosks and advertising campaign for the event.

Resources

Class and Student portfolios, student notes, art materials, backboards for kiosk display, student texts used in the course, access to library resources including videos, computers.

57. Christians, on pilgrimage toward the heavenly city, should seek and think of these things which are above. This duty in no way decreases, rather it increases, the importance of their obligation to work with all men in the building of a more human world. Indeed, the mystery of the Christian faith furnishes them with an excellent stimulant and aid to fulfill this duty more courageously and especially to uncover the full meaning of this activity, one which gives to human culture its eminent place in the integral vocation of man.

When man develops the earth by the work of his hands or with the aid of technology, in order that it might bear fruit and become a dwelling worthy of the whole human family and when he consciously takes part in the life of social groups, he carries out the design of God manifested at the beginning of time, that he should subdue the earth, perfect creation and develop himself. At the same time he obeys the commandment of Christ that he place himself at the service of his brethren.

Furthermore, when man gives himself to the various disciplines of philosophy, history and of mathematical and natural science, and when he cultivates the arts, he can do very much to elevate the human family to a more sublime understanding of truth, goodness, and beauty, and to the formation of considered opinions which have universal value. Thus mankind may be more clearly enlightened by that marvelous Wisdom which was with God from all eternity, composing all things with him, rejoicing in the earth, delighting in the sons of men.

In this way, the human spirit, being less subjected to material things, can be more easily drawn to the worship and contemplation of the Creator. Moreover, by the impulse of grace, he is disposed to acknowledge the Word of God, Who before He became flesh in order to save all and to sum up all in Himself was already "in the world" as "the true light which enlightens every man" (John 1:9-10).

Indeed today's progress in science and technology can foster a certain exclusive emphasis on observable data, and agnosticism about everything else. For the methods of investigation which these sciences use can be wrongly considered as the supreme rule of seeking the whole truth. By virtue of their methods these sciences cannot penetrate to the intimate notion of things. Indeed the danger is present that man, confiding too much in the discoveries of today, may think that he is sufficient unto himself and no longer seek the higher things.

Those unfortunate results, however, do not necessarily follow from the culture of today, nor should they lead us into the temptation of not acknowledging its positive values. Among these values are included: scientific study and fidelity toward truth in scientific inquiries, the necessity of working together with others in technical groups, a sense of international solidarity, a clearer awareness of the responsibility of experts to aid and even to protect men, the desire to make the conditions of life more favorable for all, especially for those who are poor in culture or who are deprived of the opportunity to exercise responsibility. All of these provide some preparation for the acceptance of the message of the Gospel a preparation, which can be animated by divine charity through Him who has come to save the world.

58. There are many ties between the message of salvation and human culture. For God, revealing Himself to His people to the extent of a full manifestation of Himself in His Incarnate Son, has spoken according to the culture proper to each epoch.

Likewise the Church, living in various circumstances in the course of time, has used the discoveries of different cultures so that in her preaching she might spread and explain the message of Christ to all nations, that she might examine it and more deeply understand it, that she might give it better expression in liturgical celebration and in the varied life of the community of the faithful.

But at the same time, the Church, sent to all peoples of every time and place, is not bound exclusively and indissolubly to any race or nation, any particular way of life or any customary way of life recent or ancient. Faithful to her own tradition and at the same time conscious of her universal mission, she can enter into communion with the various civilizations, to their enrichment and the enrichment of the Church herself.

The Gospel of Christ constantly renews the life and culture of fallen man; it combats and removes the errors and evils resulting from the permanent allurement of sin. It never eases to purify and elevate the morality of peoples. By riches coming from above, it makes fruitful, as it were from within, the spiritual qualities and traditions of every people and of every age. It strengthens, perfects and restores them in Christ. Thus the Church, in the very fulfillment of her own function, stimulates and advances human and civic culture; by her action, also by her liturgy, she leads them toward interior liberty.

59. For the above reasons, the Church recalls to the mind of all that culture is to be subordinated to the integral perfection of the human person, to the good of the community and of the whole society. Therefore it is necessary to develop the human faculties in such a way that there results a growth of the faculty of admiration, of intuition, of contemplation, of making personal judgment, of developing a religious, moral and social sense.

Culture, because it flows immediately from the spiritual and social character of man, has constant need of a just liberty in order to develop; it needs also the legitimate possibility of exercising its autonomy according to its own principles. It therefore rightly demands respect and enjoys a certain inviolability within the limits of the common good, as long, of course, as it preserves the rights of the individual and the community, whether particular or universal.

This Sacred Synod, therefore, recalling the teaching of the first Vatican Council, declares that there are "two orders of knowledge" which are distinct, namely faith and reason; and that the Church does not forbid that "the human arts and disciplines use their own principles and their proper method, each in its own domain"; therefore "acknowledging this just liberty," this Sacred Synod affirms the legitimate autonomy of human culture and especially of the sciences.

All this supposes that, within the limits of morality and the common utility, man can freely search for the truth, express his opinion and publish it; that he can practice any art he chooses: that finally, he can avail himself of true information concerning events of a public nature.

As for public authority, it is not its function to determine the character of the civilization, but rather to establish the conditions and to use the means which are capable of fostering the life of culture among an even within the minorities of a nation. It is necessary to do everything possible to prevent culture from being turned away from its proper end and made to serve as an instrument of political or economic power.

What is the responsibility of Christians with regard to the cultural situation(s) in which they find themselves?

How might Christians, in their pursuit of secular knowledge, help to fulfill the Church's mission? How might this change a culture?

"Indeed today's progress in science and technology can foster a certain exclusive emphasis on observable data, and an agnosticism about everything else." Explain what you think this means.

Do some of the problematic trends of our culture mean that our culture is bad? Explain your answer.

Name five things about our culture that you would like to see change. Name another five things about our culture that you think are good. Explain each one.

How do the good things about human culture "prepare" people to receive the Gospel?

Can the Church participate in culture? How?

What values does the Church place above culture? What role should culture have in upholding these values?

What happens when we say that culture is more important than moral values? Give some examples from history.

Is culture subordinate to the state? Is culture subordinate to economic values?

Using the principles outlined in Gaudium et Spes, place the following in a list from most important to least important. Explain your reasoning.

"Common Good" Culture Dignity of the Human Person

Economy God Government

How can the reader tell that this translation was done more than twenty years ago? Does this fact prevent us from benefiting from this teaching?

How do the principles stated in Gaudium et Spes help us in our approach to other religions?

Read for 20 minutes and describe the content and values (secular and Christian) presented in two or three articles from a newspaper and/or 2 or 3 from a magazine.

Select two of the social-moral issues listed below. Research the topic under the following categories:

Root causes, symptoms, and statistics,

Basic Catholic Christian teachings around this issue.

Basic teachings of one or two other world religious regarding this issue.

Basic ideas/teachings in media that oppose the religious beliefs around this issue,

Your reaction to the issue.

Create a Venn diagram that shows the approach of: Catholicism, other world religions, and the secular media to the issue. Remember that a Venn Diagram illustrates where concepts differ and where they share commonalities.

Write a response in your journal to the following question: "What can be learned from the secular world about responding to this issue in today’s culture?

poverty homelessness women’s rights gay rights

homosexual marriages pre-marital sex A.I.D.S. divorce

With your group create a new ‘cult’, based on the characteristics of destructive cults outlined for you in class. You will need to desribe your ‘cult’s’ approach to revelation, worship, community and recruitment. The description of your cult must answer the following questions:

Revelation

a) Explain how the ‘truth of your imaginary faith’ was revealed to you.

b) Create a creed of your beliefs.

Worship

Outline two rituals used in worship.

Describe your place of worship.

Prepare and present a homily based on your creedal belief in the style of a cult leader.

Identify a target group to be recruited.

Outline the steps you will take to gain their interest and trust.

Outline the strategies you would use to ensure they do not leave your faith community.

You will be evaluated on your application of knowledge about cults and their practices and on your creativity in presenting your response to the class.