HRT 3M - 2012HRT 3M - 2012

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School: St. Robert Catholic High SchoolDepartment: Religious Education

(Office: Room 135 A)Course Information Sheet 2007-2008

Course DescriptionWorld Religions introduces students to the various expressions and responses to humanity’s encounter with mystery in our quest for life’s meaning. The course explores the life wisdom found in the responses of the major faith traditions to the compelling questions concerning the spiritual dimension of human experience, self-understanding, and the role of the individual within the family. In the Family Life Education strand, students explore a variety of topics related to the themes of personhood, family relationships, and sexuality.Its purpose is to familiarize students with the language of religious discourse and to develop their awareness of the place and function of religion in human culture. This exploration can lead students to a more authentic adherence to their religious tradition and a deeper commitment to the Catholic faith. It can help to break down prejudices and misconceptions about other religious traditions and, at the same time, strengthen and affirm the students’ own search for answers to life’s meaning.This course enables students to discover what others believe and how they live, and to appreciate their own unique heritage. Students will learn about the teachings and traditions of a variety of religions, the connections between religions and the development of civilizations, the place and function of religion in human experience, and the influence of a broad range of religions on contemporary society. This course also introduces students to skills used in researching and investigating world religions.

Course:Faith and Culture: World Religions

Code: HRT 3M

Prerequisite: None

Textbook: World Religions A Canadian Catholic Perspective

Textbook Replacement Cost: $73.00

Connection to our Catholic FaithConnection to our Catholic Faith A fundamental premise of this course is that students A fundamental premise of this course is that students

are becoming discerning believers who are being are becoming discerning believers who are being formed in the Catholic faith tradition, intent on formed in the Catholic faith tradition, intent on participating in the transformation of society. participating in the transformation of society. Understanding that students operate from, and yearn Understanding that students operate from, and yearn to deepen, their spirituality; this course encourages to deepen, their spirituality; this course encourages students to articulate Catholic beliefs, and to continue students to articulate Catholic beliefs, and to continue to journey as reflective, creative thinkers. By raising to journey as reflective, creative thinkers. By raising important questions about their faith and the faith important questions about their faith and the faith traditions of other religions in the world, this course traditions of other religions in the world, this course leads students to a deeper understanding of their leads students to a deeper understanding of their relationship with God and with neighbour. The relationship with God and with neighbour. The students are called to be caring family members and students are called to be caring family members and responsible citizens who respect and understand the responsible citizens who respect and understand the history, cultural heritage, and pluralism of today’s history, cultural heritage, and pluralism of today’s contemporary societycontemporary society

Units and Approximate Timelines

Unit Title TimeWe Encounter Mystery-

Introduction, What is religion? Native Spirituality 10 days

We Search - Hinduism, Buddhism & Sikhism

20 days

We Listen-Judaism

20 days

We Believe-Christianity

20 days

We Surrender – Islam

15 days

We Continue in Faith and Review- Modern Christian Sects, Secularism

10 days

Learning Strategies Employed in the Course: Group work, teacher directed lessons, role playing, debates, hands on activities, interpretation and analysis of various media (videos, TV, posters, newspapers), paragraph and essay

writing, analysis of charts, maps and graphsAssessment and Evaluation Breakdown

Term Work 70%Unit Tests and Assignments

Summative Evaluation 30%Final Exam 30%

Knowledge/Understanding 21%

Knowledge/Understanding 9%

Thinking 18%

Thinking 7%

Communication 14%

Communication 6%

Application 17%

Application 8%

Assessment and Evaluation Strategies Employed in the Course:

Checklists, practice test, rating scales, tests, essays, rubrics (a set of scoring outlines for evaluating student work), self and

peer assessment, anecdotal reportsFocus on Learning Skills:

WorksIndependently

Teamwork Organization WorkHabits/

Homework

Initiative

-followsinstructions,-completesassignments ontime, uses timeeffectively

-solves problemscollaboratively,contributes ideas and information to solve problemsand makedecisions, showsrespect for members of thegroup

-follows specificsteps to reachgoals, revisestrategies whennecessary,demonstratesability to organizeand manageinformation

-follows instructions,uses time efficiently,completes homeworkon time and with care

-attempts avariety of learningactivities, requireslittle prompting to complete tasks,seeks additionalinformation in the various media

Tests and Quizzes:Quizzes are used to assess student comprehension of material studied. Quizzes are given with or without prior notice.Tests are usually administered at the end of each unit. A minimum of five days notice is given for major tests.Students who are legitimately absent on the day of a test will write a makeup test on the day of their return to class.

A mark of zero is recorded if a student has no legitimate reason for missing the test.

Teacher: ___________________________________Student Signature: ______________________Parent/ Guardian Signature:______________________

St. Robert C.H.S. St. Robert C.H.S. Community and Community and Christian ServiceChristian Service

Pastoral StatementPastoral Statement  Mother Teresa of Calcutta was a modern model of Christian service.

Her Missionaries of Charity have taken on the mission of service to “the poorest of the poor.” Mother

Teresa is often approached with the question, “What can I do to help?” Her advice is always the same. “Just begin, one, one, one,” she says. “Begin at home by saying something good to

someone in your family. Begin by helping someone in need in your

community, at work, or at school. Begin by making whatever you do something

beautiful for God.”

As you begin a program of Christian service, you probably have many

questions. You might wonder, “What can I really do?” Or, “Where is a place that will have me?” Your

questions may be even more basic: How will I get

there?” and “When do I have to have this project

completed?”

However, the most important question to ask yourself is “Why am I doing this?” As experience has taught you, motivation means everything in doing a task well or

poorly. Your attitude has a great deal to do with your

performance. Which of the following best describes how you feel?

I am participating because it’s required of me.

I am participating because I care about the world and the people in it.

I am participating because God expects this of me.

I am participating because I need to list a service component on my college/university application.

For Christians, the love of God translates to love of neighbour. Jesus spoke of this need often. He said:

You did not choose me; I chose you

and appointed you to go and bear much fruit,

the kind of fruit that endures.This then is what I command you: love one another. (John

15:12-13)

What is the difference between Community Service and Christian Service?

COMMUNITY SERVICE

Community service is a government requirement for high school graduation.

A minimum of forty hours must be completed before the end of grade twelve.

Students may complete these hours at any time. For example, the forty hours may be completed in grade nine or a few hours may be done every year.

The completion of the hours involves the student, his/her parents or guardians and a supervisor.

CHRISTIAN SERVICE Christian service is a

requirement of the Religious Education Department.

Three to four hours of direct participation in an activity related to the Corporal Works of Mercy must be completed each year, even if the forty hours of community service have been completed.

The completion of Christian Service is a reflection of Religion course curriculum.

Students will need to do relevant Christian Service each year in order to complete the Religion course Culminating Performance Task (CPT).

What is the difference between Community Service and Christian

Service? (Cont’d)

Service forms (in the Student Agenda) may be completed and submitted to the Vice-Principals’ office before the end of grade twelve. It is the sole responsibility of the student and the parents/guardians to submit the completed forms.

Community service hours are monitored and recorded by the school administration.

All Christian service hours may be included toward the completion of the forty hour graduation requirement.

Christian service is more than a community service volunteer activity.

Christian service fulfills the sacrament of Baptism.

Christian service responds to the Holy Spirit and its call for human fulfillment and perfection.

Christian service responds to Jesus’ teaching about the love of neighbour.

What are the Corporal Works of Mercy?

In Matthew’s Gospel Chapter 25, Jesus says:In Matthew’s Gospel Chapter 25, Jesus says:

Then the king will say to those at his right hand, Then the king will say to those at his right hand, "Come, you that are blessed by my Father, "Come, you that are blessed by my Father,

inherit the kingdom prepared for you from the inherit the kingdom prepared for you from the foundation of the world; for I was hungry and foundation of the world; for I was hungry and

you gave me food, I was thirsty and you gave me you gave me food, I was thirsty and you gave me something to drink, I was a stranger and you something to drink, I was a stranger and you welcomed me, I was naked and you gave me welcomed me, I was naked and you gave me

clothing, I was sick and you took care of me, I clothing, I was sick and you took care of me, I was in prison and you visited me." Then the was in prison and you visited me." Then the

righteous will answer him, "Lord, when was it righteous will answer him, "Lord, when was it that we saw you hungry and gave you food, or that we saw you hungry and gave you food, or thirsty and gave you something to drink? And thirsty and gave you something to drink? And when was it that we saw you a stranger and when was it that we saw you a stranger and

welcomed you, or naked and gave you clothing? welcomed you, or naked and gave you clothing? And when was it that we saw you sick or in And when was it that we saw you sick or in prison and visited you?" And the king will prison and visited you?" And the king will

answer them, "Truly I tell you, just as you did it answer them, "Truly I tell you, just as you did it to one of the least of these who are members of to one of the least of these who are members of

my family, you did it to me."my family, you did it to me."  

  

  

  

The Catholic Church Identifies the Corporal Works

of Mercy

1. Feed the hungry.2. Give drink to the thirsty.3. Clothe the naked.4. Shelter the homeless.5. Comfort the imprisoned.6. Visit the sick.7. Bury the dead.  

   

Feed the Hungry

Give Drink to the Thirsty

Clothe the Naked

Shelter the Homeless

Comfort the Imprisoned

Visit the Sick

Bury the Dead

The Ontario Catholic Graduate Expectations 1. A Discerning Believer Formed in the Catholic Faith Community who:a. illustrates a basic understanding of the saving story of our Christian

faith;b. participates in the sacramental life of the church and demonstrates an

understanding of the centrality of the Eucharist to our Catholic story;c. actively reflects on God’s Word as communicated through the Hebrew

and Christian scriptures;d. develops attitudes and values founded on Catholic social teaching and

acts to promote social responsibility, human solidarity, and the common good;

e speaks the language of life “recognizing that life is an unearned gift and that a

person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

f. seeks intimacy with God and celebrates communion with God, others, and creation through prayer and worship;

g. understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

h. respects the faith traditions, world religions, and the life-journeys of all people of good will;

i. integrates faith with life;j. 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).

2. An Effective Communicator who:a. listens actively and critically to understand and learn in light of gospel values;b. reads, understands and uses written materials effectively;c. presents information and ideas clearly and honestly and with sensitivity to others;d. writes and speaks fluently one or both of Canada’s official languages;e. 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.

3. A Reflective and Creative Thinker who:a. recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;b. creates, adapts, evaluates new ideas in light of the common good;c. thinks reflectively and creatively to evaluate situations and solve

problems;d. makes decisions in light of gospel values with an informed moral

conscience;e. adopts a holistic approach to life by integrating learning from

various subject areas and experience;f. examines, evaluates and applies knowledge of interdependent

systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

d. responds to, manages, and constructively influences change in a discerning manner;

e. sets appropriate goals and priorities in school, work and personal life;

f. applies effective communication, decision-making, problem-solving, time and resource management skills.

g. examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities;

h. participates in leisure and fitness activities for a balanced and healthy lifestyle.

4. A Self-Directed, Responsible, Life Long Learner who:

a. demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

b. demonstrates flexibility and adaptability;

c. takes initiative and demonstrates Christian leadership

5. A Collaborative Contributor who: a. works effectively as an interdependent team

member; b. thinks critically about the meaning and purpose of

work; c. develops one’s God-given potential and makes a

meaningful contribution to society; d. finds meaning, dignity, fulfillment, and vocation in

work which contributes to the common good; e. respects the rights, responsibilities, and

contributions of self and others; f. exercises Christian leadership in the achievement

of individual and group goals; g. achieves excellence, originality, and integrity in

one’s own work and supports these qualities in the work of others;

h. applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation.

6. A Caring Family Member who: a. relates to family members in a

loving, compassionate, and respectful manner;

b. recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

c. values and honours the important role of the family in society;

d. values and nurtures opportunities for family prayer;

e. ministers to the family, school, parish, and wider community through service.

7. A Responsible Citizen who: a. acts morally and legally as a person formed in

Catholic traditions; b. accepts accountability for one’s own actions; c. seeks and grants forgiveness; d. promotes the sacredness of life; e. witnesses Catholic social teaching by

promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

f. respects and affirms the diversity and interdependence of the world’s peoples and cultures;

g. respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

h. exercises the rights and responsibilities of Canadian citizenship;

i. respects the environment and uses resources wisely;

j. contributes to the common good.

Some Christian Service SuggestionsAgency Telephone

Youth Assisting Youth 416-932-1919

CHATS 905-713-3373 ext 6047

CNIB (the Blind) 905-731-6307

Free the Children 905-760-9382

Marian Nursing Home 905-884-9276

York South Association for Community Living 905-264-7262

Daily Bread Food Bank or your local food bank 416-203-0050

Caritas (Drug Rehab Centre) 416-748-9988

Gallanough Resource Centre 905-731-8100

Hospice Richmond Hill 905-884-6683

Your Parish Church

Cancer Society 905-709-9707 or 905-850-5663

Arthritis Society 905-508-5177

Rose of Sharon 905-727-0091

Catholic Settlement House 416-977-0254

Local Daycare Centres .

Pelletier Homes for Youth 416-767-2476

Beat the Street 416-967-7323

Bridges Centre for Youth 416-963-0008

Yellow Brick House 905-727-0930

Felician Sisters 416-504-4012

Development and Peace 416-922-1592

Jesuit Refugee Service 416-469-1123

Third World Awareness 416-863-6702

Madonna House 416-761-9965

Combermere House 613-756-3713

Catholic Worker House 416-538-3461

Marianne Home 905-884-9276

Brookside Retirement Home 905-884-9248

Glynwood Retirement Home 905-881-9475

Hesperus Fellowship Community 905-764-0840

St. John's Rehabilitation 416-226-6780 ext 7022

Local Salvation Army .

Local Goodwill .

Romero House 416-763-1303

St. Francis Table 416-532-4172

Good Shepherd Refuge 416-869-3619

L'Arche Daybreak 905-884-3453

Canadian Lung Association 905-882-0101

Multiple Sclerosis Society 416-922-6065

Why Study World Religions?There are many valid reasons why students are asked to study

world religions in Roman Catholic High Schools in the Province of Ontario. Some of the more persuasive arguments are listed below:

1. Roman Catholics are encouraged to communicate with people of other faiths to learn what is good and true in those faiths. e.g. Native Spirituality’s respect for nature. This process is called interfaith dialogue.

2. By learning what other faiths believe and practice, students can be challenged to come to understand what they believe. We will learn that Hindus believe in reincarnation. Students will be challenged to say what they believe in.

3. Ontario is a very multicultural province. Many different religions are practised in York Region. Getting to know something about one’s neighbours’ background and interests can help people whether they are neighbours, clients, or have another form of business relationship.

4. The twentieth century has been marked by extremes in prejudice, discrimination and violence. Some of this has been caused by ignorance of other religions. In the Holocaust, 6 million Jewish people were killed because of the misunderstanding of their religion. There are many Jewish people who live in the neighbourhood of our school. To prevent prejudice and discrimination and violence from happening again, we should know our neighbour’s faith.

5. Seeing things from other peoples point of view is a form of spiritual exercise. If we want to increase out our muscle tone, we take on physical exercises. Similarly, if we want to deepen our spirituality, we undertake exercises. In this course the main exercise is that of compassion, standing in the other person’s shoes. In a World Religions course we are repeatedly asked to be compassionate.

6. As we approach the new millennium, Christian churches are pulled apart by divisions. There are Protestants, Anglicans and Orthodox churches as well as Roman Catholics. Some progress is being made in healing these wounds. This process is called ecumenism. Many of us are non-Catholic Christians or adherents of other faiths or beliefs. A world religions course looks at the history of these divisions in the hope of finding ways of reconciliation.

1. In your own words state the six reasons to study world religions.

2. Define: interfaith dialogue, ecumenism, spiritual exercise, compassion.

3. Of the reasons given above, what do you consider to be the most valid? Why?