We Have Neither Silver Nor Gold

Grade 7:

Believe in Me

Curricular outcomes

Covered by

We Have Neither Silver Nor Gold

Material relating to NORE program – Believe in Me – appears in ORANGE font.

Material describing howWe Have Neither Silver Nor Gold relates to NORE is in BLACK font.

Reviewed by:

Jill Wilkinson (Medicine Hat Catholic)

Ed Jean (Edmonton Catholic)

Link to We Have Neither Silver Nor Gold (aka NSNG)

CONNECTIONS BETWEEN NSNG AND NORE

Unit 1.1 – SO 1 & 2

Who Am I?

Be able to use a process of self-examination to name their own gifts, talents, personality traits and goals

Name the value of the things they like about themselves

p. 23

Journal reflection asks student to consider what new name they would take to indicate what kind of papal reign you would hope to have.

How do you show Jesus that you love him?

p.29 - Tweets by Pope Francis – Discuss meaning and implications of living out one’s faith.

Dear young people, do not bury your talents, the gifts that God has given you! Do not be afraid to dream of great things.

Do not be content to live a mediocre Christian life: walk with determination along the path of holiness.

Unit 1.1

Who Am I?

p. 131 – Learning Goal: Students identify the active gifts of the Holy Spirit in their daily life.

Unit 1.1 – SO 3 & 4

Who Am I?

Constructively identify those things they wish to improve about themselves

Name the positive potential in a variety of personality types

p. 38 Learning Goals

 Identify and describe the cardinal and theological virtues  Explain how virtues are acquired/developed  Apply critical thinking to a moral decision

p. 40 Virtue Match – Students discuss how virtues are developed and create a prayer asking God’s help to develop a particular virtue.

Students choose a family member as a role model and reflect on how he/she lives a virtuous life.

Unit 1.2

Am I normal?

Understand their own growth toward, or movements from, wholeness, and the way that this affects their relationship with God and the Christian community

p. 24 Examine Scripture to understand that what the role of the leaders was within the Early Church Community

p. 137-138 Students examine 1 Corinthians 12 and explore how we are all part of one body of Christ, one part of a greater Christian community.

Unit 1.2 - SO 1

Names their own gifts

Unit 1.2 - SO 2

Names the seven gifts of the Holy Spirit.

Unit 1.2 - SO 4

Identifies ways that their own gifts can be a benefit to the community and a living out of the Spirit’s life in their own lives.

p. 108 - This lesson will invite students to examine how God has given each of us a unique set of gifts (talents, relationships and abilities) and see that we are called to use our gifts in loving God and in service to others.

Unit 1.3

Do I Belong?

Demonstrate familiarity with the structure of the Bible and be able to locate biblical passages

Understand the Bible as the story of the Christian community and its relationship with God

Know that the Christian community invites them to share in the abundant life of Jesus

p. 19 Lesson: The Church is Apostolic - Students explore how the Pope and the College of Bishops continue Christ’s mission today.

p. 24 Examine Scripture to understand that what the role of the leaders was within the Early Church Community

Unit 2.1

Whom do we Trust?

Be able to articulate the meaning of trust and belief

Recognize that belief is rooted in a relationship of trust that demands honesty

Name and evaluate what is involved in different types of believing and trusting

Demonstrate the skills and attitudes needed to build trusting relationships

Unit 2.2

Am I all on my own?

Identify signs of God’s presence and fidelity in the world around them

Identify ways they can help one another recognize the faithfulness of God

p. 76 Learning Goals

At the end of this lesson, students will be able to:  Understand the connections between the Apostles’ Creed and the traditions of our faith  Make connections between scripture passages and the Apostles’ Creed  Demonstrate an understanding that the Creed is a profession of faith and a statement of convictions that reveal the truth about God, Jesus, the Holy Spirit and the Church  Identify ways they can live the faith they profess in the Creed statements

p. 89 Learning Goals: At the end of this lesson, students will be able to:  Demonstrate an understanding of the connection between the Old Testament account of the Passover (Exodus) and the New Testament account of the Last Supper, and the prayers of the Liturgy of the Eucharist  Recognize that the celebration of the Eucharist is the real presence of Christ in the bread and wine

Unit 3.1

Who loves me?

Identify ways that God’s love for us is reflected in the love and concern that people feel for us

Identify the signs of love and caring in the world around them

p. 40 Virtue Match – Students discuss how virtues are developed and create a prayer asking God’s help to develop a particular virtue.

Students choose a family member as a role model and reflect on how he/she lives a virtuous life.

Unit 3.3

Who’s in control?

Explain and use the observe, judge, act, model for moral decision making

p. 40 Students create an action plan – observe, judge, act, to develop a virtue within themselves (references Believe in Me text p. 59 – How to Make a Good Decision)

pp. 43-44 Virtue Match – Students identify and describe the cardinal and theological virtues

Students explain how virtues are developed and create a prayer asking God’s help to develop a particular virtue.

pp. 45-46 Students Apply Virtues to Case Studies – critical thinking to a moral decision

Students choose a family member as a role model and reflect on how he/she lives a virtuous life.

Unit 4.1

Is what I do good enough?

Evaluate their own contributions to the world and their own willingness to give what they can give

pp. 157-163 Living in Solidary Part 3 – A Commitment to Serving Others and Scripture Study on how God prepares us towards a life of service

Unit 4.2

That’s not my job! Is it?

Demonstrate their commitment to care for the environment

p. 84Apostles’ Creed and Scripture – Finding the Connections through guided questions and journal reflections

Unit 5.1

What’s in a name?

Express their understanding of the meaning in a name and the ways we use names to classify people

Identify the expectations that people had for Jesus and they ways they tried to make him fit those expectations

Explain the significance of the many titles for Jesus

Identify the ways that the titles they use for Jesus shape their relationship with Jesus

Unit 5.2

How does Jesus challenge me?

Compare and contrast their expectations of Jesus with those of the people of Jesus’ time

Identify the ways that Jesus challenged people’s expectation, attitudes and behavior in Scripture and the ways those scripture stories challenge us

Unit 5.3

What makes Jesus believable?

Formulate answers to the disciples’ question: “What kind of man is this?”

Identify personal encounters with Jesus

p. 48 Learning Goals: At the end of this lesson, students will be able to:  Understand the importance of names when entering and establishing relationships.  Identify and explain the significance of several titles of Jesus, especially that of Messiah

Students research their own names and those titles given to Jesus using Scripture.
Students list the qualities of Jesus revealed by his title.

Unit 6.1 & 6.2

Am I free to be me? What do I need to be happy?

Our culture often encourages us to live in ways that are opposed to God’s way

We can find true freedom and happiness only by living our lives according to God’s way

Happiness is found in developing loving relationships

p.29 - Tweets by Pope Francis – Discuss meaning and implications of living out one’s faith. When one lives attached to money, pride or power, it is impossible to be truly happy.

Living in Solidary Part 3 – A Commitment to Serving Others and Scripture Study on how God prepares us towards a life of service

Unit 7.1

Why is everybody always picking on me?

Describe the ways God works in co-operation with people

p. 57 Students to write Journal Entry 2 in your own words, explain how God fulfills his covenant of the promise of a Messiah through Jesus?

p. 84Apostles’ Creed and Scripture – Finding the Connections through guided questions and journal reflections

Unit 8.2

What’s the point of sacrifice?

Describe the physical reality of Christ’s suffering and death

Describe the relationship of Jesus’ sacrifice to Old Testament sacrifices and to the Eucharist

Unit 8.3

Who’s in who’s out?

Identify ways of sharing the Good News with others

Name the spiritual deadness that surrounds them and identify ways they might bring life by sharing the Good News

Articulate the understanding that Jesus’ descent to the dead signifies that the message of salvation is for all people in all times and all places

p. 84 Apostles’ Creed and Scripture – Finding the Connections through guided questions and journal reflections.

p. 87 Students create their own “Creed” statement professing what they believe and who others believe them to be.

Unit 9.1

Is there hope?

Jesus is recognized in the breaking of the bread

Unit 10.2

Compare the way they judge others to the way Jesus judges

Examine the judgments they have made about others in their school or community

pp. 45-46 Students Apply Virtues to Case Studies – critical thinking to a moral decision

Students choose a family member as a role model and reflect on how he/she lives a virtuous life.

Unit 10.2

What’s fair?

Jesus challenges us to show special concern for those who do not like us or whom we do not like

pp. 84-86 Apostles’ Creed and Scripture – Finding the Connections through guided questions and journal reflections.

p. 87 Students create their own “Creed” statement professing what they believe and who others believe them to be.

Unit 10.3

Recognize that Jesus will reveal the good that they have done that no one else has noticed

Identify the good that others are doing

Help one another to find reasons for doing good even when it may go unnoticed

pp. 45-46 Students Apply Virtues to Case Studies – critical thinking to a moral decision

Students choose a family member as a role model and reflect on how he/she lives a virtuous life.

Unit 10.3

Does anyone really notice what I do?

We are called to bring the light of Christ to all that is often left in darkness.

pp. 84-86 Apostles’ Creed and Scripture – Finding the Connections through guided questions and journal reflections.

p. 87 Students create their own “Creed” statement professing what they believe and who others believe them to be.

REVIEW OF NSNG

Planning: Each lesson contains guidance and direction regarding the lesson overview, curriculum outcomes, time required, guiding questions, and learning goals. It offers a possible clustering of expectations based on the liturgical year.

Instructional Components and Context:

Prior learning of knowledge and skills are listed.
Teacher Readiness is also included using videos or text (CCC, YouCat or student text).
Terminology is listed
Materials are listed and included in the Appendices
Catholic Internet Resources are linked to document

Minds On:

Establishing a positive learning environment
Connecting to prior learning and/or experiences,
Setting the context for learning.

Action:

Introduces new learning or extends/reinforces prior learning
Provides opportunities for practice and application of learning

Connections:

Assessments: A variety of assessments for, as and of learning are directly connected to Minds On and Action.
Differentiation of Learning: strategies are included for different learning styles. Accommodations are suggested for students with disabilities

Consolidation:

Provides opportunities for students to reflect
Helps students demonstrate what they have learned

Continued Learning Opportunities: further extensions have been included to involve the community, provide activities for gifted students, or provide more in-depth study.

Pros:

The lessons include current Catholic electronic resources that are easily accessible.
There are many assessment opportunities (Wordles, Ted Talk, Journal reflections, entrance/exit cards, group processes and collaboration, graphic organizers etc.)
Specific references to YouCat and the CCC.
Addresses the outcomes in the new curriculum so acts as a bridge between the old and the new.
Follows the liturgical year – clear unit on Advent, Lent, and Easter
Teacher created resources

Cons:

Teachers will need to create many blackline masters, if desired
Curriculum connections between old and new do not match 100% i.e the first unit from We Have Neither Silver Nor Gold: The Church is Apostolic, covers most of 1.1 and 1.3 from Believe in Me but not 1.2. The second unit, Virtues and Moral Decision Making, cover most of 3.3 and 10.3. See chart for complete overview.

Please note:

Although most of the links to Catholic resources do work, some do not.

For example, the following links do not work in this section:

p. 110 - Catholic Youth Update: Happy Hunger: Revisiting the Sermon on the Mount ers/yu/ay1291.asp

p. 115 -  Explore the meaning of living the Beatitudes in practical ways (cf.

Living in Solidarity Part 1 emphasizes the connection between the gifts of the Holy Spirit and the gifts that individual students possess
The other key point in this section is the importance of Christian service. This part can be useful in all grades wherever schools have incorporated a service component in their Religious Education programs.
Appendix B has a very extensive section covering Catholic Social teaching. There are many reflection questions which allow teachers to pick and choose or give the students choices.

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