Michelangelo's LAST JUDGMENT
"Then the king will say to those on his right, Come,
you who are blessed by my Father. Inherit the kingdom prepared for you
from the foundation of the world. For I was hungry and you gave me food, I
was thirsty and you gave me drink, a stranger and you welcomed me, naked and you
clothed me, ill and you cared for me, in prison and you visited me. The
righteous will answer him and say, Lord, when did we see you hungry and feed
you, . . . And the king will say to them in reply, Amen, I say to you, whatever
you did for one of these least brothers of mine, you did for me. Then he
will say to those on his left, Depart from me, you accursed, into the eternal
fire prepared for the devils and his angels. For I was hungry and you gave
me no food, . . .Then they will answer and say, Lord, when did we see you
hungry. . . He will answer them, Amen, I say to you what you did not do for one
of these least ones, you did not do for me. And these will go off to
eternal punishment, but the righteous to eternal life."
Matthew 25. 34-46
Classroom Rules:
There are three rules which I expect will govern your behavior at all times in this class:
* Come to class prepared
* Be attentive and on task
* Be respectful of others in language and action
Classroom Procedures:
The following information should clarify any questions about how to succeed in this class:
* I do accept late work (work is not late, when it is turned in before the end of the school day that it is due). If you are unable to turn in an assignment when it is due, you must inform me that day telling me the reason why and when you expect to turn it in. If an assignment is late, you will automatically start with a D. Work will not be accepted after graded papers have been returned.
* If you are not in class, it is up to you to make up any missed work. Not being in class is not an acceptable reason for not being prepared upon your return. You will have a reasonable amount of time to make up missed work.
* All written work must be word processed, unless otherwise directed.
* You are expected to participate in class discussions.
* You are expected to work together at times. Failure to do your share of the work will result in a lower grade.
* Students are responsible for knowing what class activities will be taking place by consulting this webpage.
* All OLGCHS student handbook regulations are in force at all times.
Grading:
Grading values will be announced at the beginning of each quarter, either in class or on my webpage.
SECOND QUARTER
ASSIGNMENT DUE 10/28:
“As you are watching this film, THE MISSION, take notes on any violations of the ten principles of Catholic socialteaching. Also take notes on any outstanding displays of the Cardinal and Theological virtues. When you are finished with the film, you will write an essay, citing examples from the film, (2 pages) in which you illustrate the poor treatment of the indigenous people from the perspective of Catholic social teaching. Also, you will choose any character in the film that you think outstandingly displays the virtues.
FORMAT: 1" MARGINS. DO NOT USE "MLA"
FORMAT. PUT YOUR NAME AND SECTION ON THE SAME LINE. SKIP A LINE AND
BEGIN YOUR TEXT. TEXT SHOULD BE DOUBLE-SPACED.
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TOPICAL OUTLINES
2ND QUARTER TOPICAL OUTLINE
SENIOR RELIGION #1042
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Topic |
Curriculum Objective |
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Theme #4: Association The role of marriage and family in society
Vocation and Relationships
Marriage
Family Life
Tuesdays with Morrie by Mitch Albom
2nd Quarter Project
Resiliency Topic
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Students will… · understand the elements and characteristics of personal relationships · explore their own gifts and unique contributions to relationships · identify the elements of a relationship which is ready for marriage · explore the process of sacramental marriage preparation
Students will… · articulate the Catholic teaching on love, courtship, marriage, sexuality, divorce, and contraception. · explore the anthropology and sacramentality of marriage and sexuality · compare, contrast and evaluate the Scriptural and Catholic views with that of popular culture, psychology, social science and non-Christian sources. · articulate society’s view of marriage in its ideal and real dimensions. · exhibit a familiarity with the resources available to couples trying to maintain a Christian marriage in contemporary society.
Students will… · recognize the role of the family in building a stable society. · Identify how the family, as the domestic church, is the “first school of love” · Understand the dimensions of the role of parents as the “primary educators” of their children through the exploration of various topics such as catechesis, child raising, discipline, child development …etc. · examine the ways in which family if the “cell of society” as it forms of a community of persons, serves life, participates in the development of society and shares in the mission of the Church. · Explore issues, which confront spouses and families.
Students will… · read and discuss Tuesdays with Morrie. · connect the themes of the book with the course content · Reflect on the personal application of the themes
Students will continue to demonstrate their familiarity with skills in research and presentation appropriate to class topics.
Coping Skills |
1ST QUARTER TOPICAL OUTLINE
SENIOR RELIGION #1042
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Topic |
Curriculum Objective |
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Introduction to Catholic Social Teaching
Theme #1: Dignity of the Human Person
Theme #2: Human Person and Society: Participation, Subsidiarity, Common Good
Theme #3: Respect for Human Life
First Quarter Project
Resiliency Topic
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Students will.. · demonstrate course appropriate organizational, reading, discussion, writing and note-taking skills · identify the relationship between the virtues of justice and charity · identify the types of justice at work in society · articulate the major themes of Catholic Social Teaching · trace the development of Catholic Social Teaching from is scriptural roots through modern papal documents · explore the main ideas of the modern social encyclicals · identify the components of a moral act · review foundations of moral analysis
Students will… · articulate the Catholic vision of human nature · display a familiarity with the basic Christian anthropology and its attending vocabulary. · Articulate the rights people are entitled to by virtue of being human · articulate a clear sense of responsibility in relation to human freedom.
Students will… · recognize himself or herself as part of a larger society · identify the ways that individuals have responsibilities toward ensuring the common good · examine the nature of authority and obedience in society. · evaluate the mutual obligations of the individual and the community.
Students will… · articulate the “consistent ethic of life” approach of the Catholic Church. · Articulate the Catholic position on modern human life issues, including abortion, capital punishment, euthanasia and other issues. · reflect upon the Christian understanding of death and the dying process.
Students will demonstrate their familiarity with skills in research and presentation appropriate to class topics.
Students will demonstrate study skills appropriate for the course and grade level.
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FIRST QUARTER SCHEDULE AND ASSIGNMENTS
| DATE | GOLD 2 PROMPT | GOLD 3 PROMPT | ACTIVITY | ASSIGNMENT |
| 8/26 | "Seeing things in a new way" | In-class reflection | ||
| 8/28 | Intro. to Catholic Social Teach | |||
| 9/3 | QUIZ/ Intro. cont. | |||
| 9/5 | Meaney/Pompa | Eversleigh/Jenkins | Intro. cont. | Review Questions due |
| 9/9 | Gunn/Pezor | McTavish/Ziegenbein | " | Scripture search due |
| 9/11 | Callanan/Golden | Belfont/Pappalardo | Pornography and Human Dign | |
| 9/15 | Bergamini/Link | Lyles | Formative Assessment/QUIZ | |
| 9/17 | Millet/Money | Cohee/Owens | RESEARCH | |
| 9/19 | Allcock/Unangst | Czujko/Sullivan | RESEARCH | |
| 9/24 | Anderson/Gordan-Hamm | McNamara/Ruppert | RESEARCH | See below** |
| 9/26 | Doherty/Salkeld | Jurlano/Sheehan | QUIZ/Intro to Virtues | |
| 9/30 | Cruz/Garcete | DeGuzman/Wibberley | QUIZ/Attitudes | |
| 10/2 | Brockett/Holandez | Casamento/Galvagna | Virtues | Review questions due |
| 10/6 | Ahn/Grady | Durkin/Graves | QUIZ/Group 1 & 2* | Scripture surv. due |
| 10/8 | Fortunak | Guihen/Sorrells | Group 3* | |
| 10/10 | Bolino/DiPalo | Group 4* | See below*** | |
| 10/16 | Group 5 | |||
| 10/20 | Group 6* | |||
| 10/21 | End of 1st Quarter | |||
**9/24 ASSIGNMENT: WRITE A 1 1/2 - 2 PAGE ESSAY EXPLAINING HOW YOU CAN IMPLEMENT THE TEN PRINCIPLES OF cATHOLIC sOCIAL jUSTICE AS A TEENAGER. bE REALISTIC AND SPECIFIC
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***10/10 ASSIGNMENT: FOR A "c" WRITE A 1-PAGE PAPER,
FOR A "b" WRITE A 1 1/2 - PAGE PAPER, OR FOR AN "a" WRITE A 2-PAGE PAPER ON THE
FOLLOWING TOPIC:
" oF THE THEOLOGICAL AND CARDINAL VIRTUES, I HAVE MASTERED ... I NEED TO IMPROVE
IN THE AREA OF..."
FORMAT: 1" MARGINS. DO NOT USE "MLA"
FORMAT. PUT YOUR NAME AND SECTION ON THE SAME LINE. SKIP A LINE AND
BEGIN YOUR TEXT. TEXT SHOULD BE DOUBLE-SPACED.
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LARGE GROUP ASSIGNMENTS
GOLD 2: GOLD 3:
gROUP 1: pEZOR; mONEY; MILLET; GUNN : BOLINO; ZIEGENBEIN; MCTAVISH; COHEE; OWENS
:
human trafficing
genocide (Darfur)
gROUP 2: bERGAMINI; dOHERTY; LINK
MCNAMARA; SHEEHAN; JURLANO; RUPPERT
stem cell research
abortion
GROUP 3: MEANEY; POMPA III; UNANGST; ALLCOCK
DURKIN; GRAVES; BELFONT; WIBBERLEY
euthanasia
torture
GROUP 4: GOLDEN; BROCKETT; GRADY; AHN
LYLES; JENKINS; EVERSLEIGH; DEGUZMAN
abortion
human cloning
GROUP 5: GORDON-HAMM; ANDERSON; SALKELD; CZUJKO; PAPPALARDO; GALVAGNA; SALKELD
fortunak: torture
immigration
GROUP 6: HOLANDEZ; GARCETE; CRUZ; CALLANAN
GUIHEN; SORRELLS; CASAMENTO; DIPAOLO
immigration
capital punishment
3RD QUARTER TOPICAL OUTLINE
SENIOR RELIGION #1042
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Topic |
Curriculum Objective |
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Principle #5: Human Equality
Introduction
Racism
Sexism
Religion
3rd Quarter Project
Resiliency Topic
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Students will… · recognize stages of prejudice · recognize the sources from which prejudice is learned · recognize various stereotypes · identify factors which perpetuate stereotypes · challenge themselves about their own prejudices
Students will… · identify the forms of racism (personal and institutional) · explore the roots of racism. · explore their own racial views. · articulate the Church’s teaching on racism.
Students will… · explore the meaning, ramifications, and expressions of sexism. · explore the meaning of sex equity in the Christian context. · define the parameters of violence experienced by women. · articulate the Church’s teaching on homosexuality and the treatment of homosexual persons
Students will… · Recall the Church’s teachings on religious freedom and ecumenism · Identify forms of discrimination faced by members of various world religions
Students will continue to demonstrate their familiarity with skills in research and presentation appropriate to class topics.
Diversity Issues |
4TH QUARTER TOPICAL OUTLINE
SENIOR RELIGION #1042
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Topic |
Curriculum Objective |
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Theme #6: Preferential Option for the Poor
Theme #7: Stewardship and Care for Creation
Synthesis/Curricular Review
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Students will… · distinguish the forms of poverty · develop an understanding of the poor, and the role of the poor in Christian life. · Identify how the Christian is called to respond to poverty through an examination of scripture and contemporary Church teachings. · appreciate the depth and scope of poverty in the United States and globally · challenge themselves to find ways to alleviate poverty · recall the basic principles of capitalism and to understand its impact on the poor. · explore the connection between American consumerism and world poverty. · examine the moral significance of work · recognize the principal rights of workers · investigate other contemporary issues related to economic justice.
Students will… · articulate the biblical view of creation · recognize the connection between sin and environmental destruction · see Jesus as the model for stewardship
Students will… · Identify the ways a peaceful society is rooted in the themes of Catholic Social Teaching · Identify ways that they can model themselves after Jesus to be peacemakers in society · collate the basic themes expressed through their religious education at Good Counsel · express themselves in a statement of personal moral, emotional, and spiritual growth. · construct an individual statement of purpose detailing their outlook towards themselves, their community, and life itself. · compare and explain their personal viewpoints in counterpoint with the Christian moral horizon.
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FIRST QUARTER SCHEDULE AND ASSIGNMENTS