TOPIC 10H
EXPRESSIONS OF CATHOLIC LIFE
Read Teacher’s notes and achievement Objectives and Learning Outcomes. Teachers really need to read the all the Introduction to the Topic page 2-17 to become familiar with the background and to have an overview of the TOPIC to be studied.
Look at Achievement Objectives and Learning Outcomes as a focus for this topic.
This topic examines some of the identifying features of Catholicism. It involves students in a study of the nature and work of the Catholic Church and looks at characteristic ways in which it expresses itself both locally and universally, both in Aotearoa and beyond.
How many lessons do you want to dedicate to this topic? The topic is broken up into eight parts.
This topic can be approached in two different ways. I will call them A & B
A
PART ONE – BEING CATHOLIC
Learning Outcome/Intention
We are learning what it means to be a member of the Catholic Church.
WORDS TO UNDERSTAND
Symbolstexts
Work through this part as in the book. The information on P.3 in the STB should be written into the student’s exercise book.
Task One on pg 4 in the STB is very good.
‘The Four Marks of the Church’ on p.5 in the STB can also be done in exercise books. I would get the students to draw the four boxes in their books with a title in each box. In pairs they are to read what is in each box and then decide on an appropriate illustration to put in each box under the title.
ANOTHER OPTION
These two tasks can be combined. Students can produce a leaflet, A3 size. The leaflet is to explain to teenagers the four marks and beliefs of the Catholic Church. They can use the information on pps.3 & 5 in the STB. This will also go with ‘Something to Do’ on p.6.
PART TWO – THE PARISH
Learning Outcome/Intention
We are learning how most people experience Catholic life within a parish and how these parishes help them live their faith.
WORDS TO UNDERSTAND
RCIA programmepastorethnictertiary
The teacher can speak to ‘The Parish’ on p.7 in the STB. Students can work through p.8 and also do ‘A Parish Profile’ in the SWB on p.43. (It would be a good idea to get some newsletters from each appropriate parish for those students who are not church goers.)
PART THREE – THE DIOCESE
Learning Outcome/Intention
We are learning to describe aspects of the life and work of our bishop and the diocesan organisations.
WORDS TO UNDERSTAND
successorauxiliary
Start this part with the students doing the workbook activity SWB on p.44. using p. 9 in the STB to complete it.
Students can then read p.10 in the STB and do the Workbook Activity on p.45 in the SWB.
PART FOUR – MISSION
Learning Outcome/Intention
We are finding out the ways Catholics in Aotearoa respond to the challenge to support the missionary activity of the Church.
After reading and discussing p.11 & 12 in the STB ‘Mission’ and ‘Taro Like Gold’ followed by Something to Discuss students can do Tasks Five and Six on pg 13 in the STB.
Students could write a job description for a missionary
Create a flyer calling people to be a missionary
Invite a missionary to talk to the class.
‘Called to be Missionaries’ in the STB on p.13 is important for the students.
Students could compose a prayer for the missions.
Check the dates for Mission Sunday .
World Mission Sunday
Does the school sponsor or has it adopted a mission?
Rebecca’s Story on p.11/12 STB. The class could be divided into 5 groups and each group could take a person and do either a poster or dramatisation of their story. These could be presented at a Mission assembly or to the class.
PART FIVE – THE WORLDWIDE CHURCH
Learning Outcome/Intention
We are learning how the Pope works with the bishops and cardinals to lead and serve the world’s Catholics.
WORDS TO UNDERSTAND
charismaconchPidgin
Start this part with the activity in the SWB on pps 46/47.
Tasks 7on pg 14 in the STB and Task 8 on pg 15 in the STB are good and worthwhile.
‘The Pope’ can be read and discussed as a class as well as p.16 STB ‘The Synod of Bishops for Oceania”
p.17 ‘Pope John Paul II’ can be presented as a poster,C.V. or cartoon strip. For extra information, all schools should have a simple biography of John Paul II or the red programme that was distributed at the time of the Pope’s visit to New Zealand. (There is a powerpoint presentation on the FaithCentral site about Pope Benedict.)
Task 9 p. 18 in the STB can be discussed and done in pairs.
PART SIX – INSIDE THE VATICAN
Learning Outcome/Intention
We are learning about the Vatican and its organisations and how a pope is elected.
WORDS TO UNDERSTAND
annulmentscrutineers
Students can do Task Ten on pg 20 in the STB as suggested or they can design their own Vatican stamp.
The Roman Curia - a cut and paste exercise would be better than the students having to write it all out again as for Task Eleven on pg 22.
‘Electing a Pope’ the teacher should read and explain this with the class and then do SWB pps.48/49.
You could also hold elections for a new pope. Select 5 students who prepare a 2-3 minute speech before the lesson setting out their vision for the future of the Church. Hold a secret ballot.
PART SEVEN – THE EASTERN CATHOLIC CHURCHES
Learning Outcome/Intention
We are learning to identify significant features of the Eastern Catholic Churches.
WORDS TO UNDERSTAND
Riteritualsdeaconicon
What is in the book is good – I’d use this. It would be a good idea to find an icon for them to stick into their books if you have one.
They could do Task Twelve on pg 25 in the STB in pairs.
PART EIGHT – RELIGIOUS ORDERS AND CONGREGATIONS
Learning Outcome/Intention
We are learning to recognise the contribution of religious orders and congregations to the life of the Church.
WORDS TO UNDERSTAND
vowshermits
Read about Religious life on p. 26 in the STB.
Something to Discuss on p.27 might be a problem if no religious are associated with the school or parish and students are ‘unchurched’.
Task Thirteen is a good idea. (Websites and information on various Religious Orders and Congregations can be found in both the Classroom and Staffroom on FaithCentral.)
Another way of doing this is to take each of the eight parts of the topic and to divide the class into eight groups and to let this become a research project for them to present to the class as a seminar, power point or informative poster or brochure. It would be still necessary to introduce the topic and to have some basic structure for the students’ research. Each group should be made very aware of the learning outcome for their particular part and the teacher should be very specific as to the information and answers required.
Twilight Session 10F- Expressions of Catholic Life Burke/Wanden/Birch Auckland C.S.O. September 2004