Christian Ethics: Goals, Objectives, and Learning Outcomes for Students, Study notes of Ethics

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Saskatchewan Learning

Christian Ethics 10, 20, 30

A Curriculum Guide

Table of Contents

Christian Ethics 10, 20, 30 Draft

Acknowledgements

Saskatchewan Education gratefully acknowledges the professional contributions and advice given by the members ofthe Christian Ethics Curriculum Reference Committee. Members of this committee are:

Lynda Browning, RC.S:8.D. #20, Saskatoon Gilbert Chevrier, RC.S.S.D. #16, North Battleford Gustave Dubois, Ecole canadienne-fran~aise, Saskatoon Larry Fry, Luther College, Regina Kathleen Grad, RC.S.S.D. #81, Regina Sr. Bonita Komarnicki, RC.S.S.D. #86, Yorkton Nigel Lacey, Briarcrest Bible College, Caronport Robert Palmarin, Athol Murray College of Notre Dame, Wilcox Nadia Prokopchuk, RC.S.S.D. #20, Saskatoon Dr. Ron Richmond, University of Regina, Regina Pius Sieben, Saskatoon

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Christian Ethics 10, 20, 30 Draft

Introduction

Part ofthe human experience is the search for meaning. We experience, and then we try to make sense of our experience. The high school students in our classrooms are asking, "Who am I?" "Why am I here?" "What is the purpose of this life?" and "What must I do?" The Christian Ethics courses we offer provide answers to their questions. By putting Jesus and his message at the core of our courses, we answer that Jesus Christ is "the way, the truth, and the life." (John 14:6)

Aim

The aim of Christian Ethics is for students to acquire and develop the knowledge, skills/abilities, and values of Christianity so that they are' encouraged to live as followers of Jesus Christ.

Goals

The goals of Christian Ethics are for students to:

• grow in faith, hope, and love
• better understand Christian beliefs
• give generously in loving service
• be guided by Christian teachings in making decisions throughout their lives
• find private, public, and communal expression for their faith
• develop a respect for all people as created in the image of God

Foundational Objectives

Foundational objectives describe the essential learnings for a particular grade level. These learnings are.to be developed gradually over the course of a unit or a year. The following foundational objectives describe the

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essential learnings of Christian Ethics (CETH) 10,20, and 30. It is intended that these learnings will not only be known, but will be lived out in the students' lives.

CETHIO

The student will:

• understand that one's life story is interrelated with one's communities' stories
• appreciate scripture. as the story of the Christian community
• have knowledge ofthe Christian understanding of Jesus
• realize that the Christian message calls us to serve as Jesus did
• appreciate the impact that one's values and decisions make on the lives of oneself and others
• cultivate a personal relationship with Jesus

CETH

The student will:

• understand the nature of the Christian community
• appreciate what belonging to and .living in the Christian community entails
• understand Christian moral guidelines
• see how Christian principles inform various contemporary moral issues

CETH

The student will:

• appreciate how the Christian message guides our search fot.self- understanding
• discover how Christianity gives meaning to life, death, and belief
• understand relationships and commitments from a Christian perspective

Christian Ethics 10, 20, 30 Draft.

• applying Jesus' message oflove to relationships, both healthy and unhealthy
• examining how Jesus' message oflove guides our behaviour in the area of sexuality
• considering the implications of Jesus' message oflove applied to the issue of abortion

d) The student will be able to demonstrate knowledge ofthe mission of Jesus by:

• understanding that Jesus' mission was to build God's Kingdom whereby all people unconditionally love one another
• giving examples from Jesus' life (including miracles, teachings, parables, etc.) which encourage the building of the Reign of God
• giving examples from our world today which show the need to rebuild the Reign of God
• creatingjournals, scrapbooks, etc. reflecting on their service experiences
• locating scripture passages which give guidance about service
• planning future.service projects, both·· locally and globally

e) The student will be able to demonstrate knowledge of Jesus' passion, death, resurrection, and ascension by:

• recalling the events leading up to Jesus' death
• discussing various meanings of the death of Jesus
• giving logical reasons for believing in the resurrection and ascension of Jesus
• recognizing the power of the resurrection in our lives .,' "

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CETH 20 - A Community Called Church

1. Christ's Body: The Church

a) The student will be able to know about the community called Church by:

• defining the Church as a community of Christian believers

b) The student will be able to demonstrate knowledge ofthe history of the Church by:

• summarizing the main events in 2000 years of Church history, including both the negative and the positive
• exploring the roles of women in the Church throughout history
• examining the East-West split, the Protestant Reformation and other divisions
• discussing the ecumenical movement among Churches.

c) The student will be able to understand the creed of the Church by:

• knowing the key beliefs as found in the Church creeds throughout history to today

d) The· student will be able to appreciate

. the models of the Church by: - studying the various models of Church - examining which model of the Church best fits each student's understanding of what the Church. should be

• exploring systemic issues relating to Church as institution

e) The student will be able to respect encounters with the sacred by:

• appreciating the role of symbols in encountering the sacred
• discussing the history of sacraments in the Church
• understanding what sacraments mean to the Church

• studying the sacrament traditions ,as practiced by various Christian denominations

f) The student will be able to value personal and communal practices of faith by:

• examining scripture's guidelines to prayer, including "The Lord's Prayer"
• participating in various types of prayer used by Christians
• examining the worship traditions of Christian Churches

g) The student will be able to understand evangelization and mission by:

• talking about various examples of Christians spreading the Good News
• suggesting ways that they might spread the Good News

2. Living as Christ's Body: Christian Morality ..'. a) The student will be able to understand key concepts in morality by: .;explaining morality's key concepts: freedom, law, principles, ends, means, authority, etc.

b) The student will be able to understand moral development by:

• discussing various theories of moral development
• exploring the level of moral development,at which one may be operating

c) The student will be able to understand moral theories by:

• examining and critiquing various moral theories

d) The student will be able to understand Christian moral principles by:

• learning how to use scripture to discover Christian principles which shed light on specific decision-making situations

Christian Ethics 10,20,30 Draft

• surveying Christian traditions which provide moral principles

e) The student will be able to understand decision making by:

• learning how one forms an informed conscience
• understanding the steps in making a Christian decision
• indicating how cultural influences (media, chemical abuse, etc.) affect decision making

f) The student will be able to understand sin and forgiveness by:

• discussing the Christian view of sin
• explaining how and why God forgives our sinfulness
• discovering how ancFwhy we are to forgive those who sin against us

3. Living as Christ's Body: Contemporary Moral Issues

a) The student will be able to value reverence for all created life by:

• discovering:Christian teachings which speak about reverence for all created life
• locating scripture passages that speak of reverence for life '. researching various issues about respect for life (suggested topics: suicide, ecology, euthanasia)
• applying scripture passages and their Christian traditions to various issues and proposing solutions

b) The student will be able to value justice and peace by:

• discovering Christian teachings which speak about justice and peace
• locating scripture passages that speak of justice and peace
• finding local, national, and international examples of injustices which have led to disharmony (suggested topics: poverty, prejudice, under-/unemployment) Page 5

.• describing the characteristics of a. healthy family

• examining Christian responses to divorce, separation, family breakdown, etc.

h) The student will be able to show some understanding oflife/death and brokennesslhealing by:

• exploring the mysteries of pain, suffering, life, and death
• pondering their future deaths and the meaning that gives to life now
• suggesting the message of hope. and healing which Christianity gives, even amidst brokenness

2. Living Out One's Faith in a Secular World: World Religions and Spiritualities

a) The student will be able to demonstrate knowledge of religion and spirituality by: •• analyzing the el{)ments of religion and spirituality, including wisdom, works, and worship

• comparing and contrasting a religion or spirituality and a cult

b) The student will be able to respect various religions and spiritualities (Aboriginal Canadian Spirituality, Hinduism, Buddhism, Islam, Judaism, etc.) by:

• studying the wisdom, works, and worship of various religions and spiritualities
• appreciating the truths that all religions and spiritualities can offer

Philosophy and Rationale

Christian Ethics is an academic subject like any other, yet unlike any other. Christian Ethics courses require fully qualified Christian religious educators. capable of delivering the curriculum. A' curriculum is a guide to instruction in the classroom. As all good teachers know,

Christian Ethics 10, 20, 30 Draft various student questions and needs arise which must be addressed at the time, even if another topic is under study. These may be.referred to as teachable moments. Beyond the proficiency as educators who know their subject matter and how to best deliver it, Christian Ethics teachers must model Christian living, knowing that they are living models of Christ for their students.

Sacred scripture is to be used throughout CETH,10,.20, and 30. ~pecific study topics address the composition and interpretation of scripture; however, scriptures should also be used to shed light on all topics throughout the curriculum. Once again, the teacher is in the.best position to decide when, what and how to best incorporate the use of sacred scripture into a particular course.

This curriculum guide will be used in schools of various Christian denominations, a fact which has been reflected in the curriculum itself and in the accompanying bibliography. While there may be times fora school to foc:us on its own particular faith tradition, many subjects under study would be greatly enhanced by examining the. ..... traditions of other Christian denominations. More understanding on the part of our students as well as greater unity and co-operation among Christian Churches could be the fruits.ofstudy of various Christian traditions. Research, dialogue, and exchanges among Christian denominations could foster this spirit of ecumenism.

Going one step further, Christian Ethics should include the study of world religions. Gone are the days when Christians isolate themselves from other religious influences. Christians now , recognize that their answers to life's ultimate questions are not the only answers. In Canada, the increasing

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Christian Ethics 10, 20, 30 Draft variety of religions and spiritualities calls for greater understanding, compassion, and community among all Canadians.

The study of world religions can open students up to truth which enlightens people everywhere. This study can provide a fresh look at Christianity, often revealing facets which can enrich one's own religious practices and values. As Christian religious educators, we have a responsibility to properly prepare our students for the future. We do this by guiding them to know their faith more profoundly, to understand the faiths of others more accurately, and so to live more fully.

Core Curriculum

Components and

Initiatives

Core Curric~lum: Plans for'"

Implementation defines Core Curriculum as .including seven Requir:ed Areas of '. Study, the Common Essential Learnings, the Adaptive Dimension and Locally Determined Options.

Common. Essential Learnings

Christian Ethics offers many opportunities to incorporate the Common Essential Learnings (C.E.L.s) into instruction. Such incorporation helps students better understand the subject matter content under study and prepares them for their future learning both within and outside the kindergarten to grade 12 educational system. The Common. Essential Learnings are.Communication, Critical and Creative Thinking, Independent Learning, Personal and Social Values and Skills, Numeracy, and , '. Technological Literacy. ·The decision to. focus on one or more C,E.L.s within a lesson is guided by the needs and abilities

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of individual students and by the particular demands of the subject area. Throughout a unit, it is intended that each Common Essential Learning will have been developed to the extent possible.

It is important to incorporate the C.E.L.s in an authentic manner. Some subject areas may offer many opportunities to develop the understandings, values, skills and processes related to a number of the CommonE~sentialLearnings .. The development of a particular C ,E .L., however, may be limited by the nature of the subject matter under study.

The Common Essential Learnings are intended to be developed and evaluated within subject areas. Since the Common Essential Learnings are not necessarily separate and discrete categories, it is anticipated that working toward the ,achievement .of one foundational objective for C.E.L.s may contribute to the development of others. For example, many of the processes, skills,

. understandings, and abilities required for the C.E.L. of Communication are also needed for the development of Independent Learning.

Incorporating the. Common Essential Learnings into instruction has implications for the assessment of student learning. A unit which has focused on developing particular C.E.L.s should also reflect this focus when assessing student learning. If students are encouraged to think critically and creatively throughout a unit, then teachers need to develop assessment strategies for-the unit which require students to demonstrate their critical and creative thinking abilities. The Common Essential Learnings are to be integrated,

. '., accommodated and incorporated within the evaluation of each content area.

Christian Ethics 10, 20, 30 Draft

• Alter the setting so that the student may benefit more fully from the instruction.
• Change the materials so that they enhance rather than impede learning.
• Have advanced or challenging tasks available for students who have become proficient.
• Use interactive techniques which allow close monitoring of the students' progress.
• Encourage as much student participation as possible in both· planning an!i instruction.
• ModifY evaluative procedures in order to maximize the amount of relevant information received from each student.
• The less rigid the setting and the approach, the easier it is to adapt. -. Use support systems extensively (methods and personnel); adaptation is not possible without them. e Adapt resources and teaching to reflect the religious traditions most suited to meet the needs ofthe students.

The Adaptive Dimension of the curriculum allows the classroom teacher flexibility so that exceptional children are given every opportunity to perform to the full extent oftheir potential. Teachers should make use of appropriate additional materials as well as school or division-based resource teachers and consultative personnel in planning suitable activities. The cues that some students' needs may not be adequately met come from a variety of sources. They may come to the perceptive teacher as a result of monitoring for comprehension during a lesson. The cue may come from an individual project or unit test, or from a student need or background deficiency .' that has been recognized for several /. years. A student's demonstrated knowledge of, or interest in, a particular topic may indicate that enrichment is

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.appropriate. The adaptation required may vary from presenting the same content through a slightly different instructional.method, to providing additional background information, to establishing an individual or small group enrichment activity. The duration of the adaptation may range from five minutes of individual assistance, to ongoing support for a group of students. The identification ofthe need and program adaptation maybe adequately handled by the classroom teacher., or maY r!)quire the expertise of other support specialists such as the school's resource teacher. It is critical that the teacher be aware of and use whatever support services are available, both within and beyond the school. Some of the resources that may exist outside ofthe school system include social workers, health care professionals, and career centres. Parents and/or guardians are, of course, a major resource.

The Adaptive Dimension includes all practices the t,eacher employs to make. learning meaningful and appropriate for each student. Because the Adaptive Dimension permeates all teaching practice, sound professional judgement becomes the critical factor in decision making. This curriculum guide allows for such flexibility and decision making.

For more information, see The Adaptive Dimension in Core Curriculum.

Gender Equity

Expectations base!i primarily on gender limit students' ability to develop to their fullest potential. While some, stereotypical views and practices have disappeared, others remain. Where,. ··schools have endeavoured to provide. equal opportunity for male and female students, continuing efforts are required so that equality may be achieved and

maintained. Saskatchewan Education is committed to providing quality education for all students in the kindergarten to

. grade. 12 system. Therefore, it is the responsibility of Saskatchewan schools to create an educational environment free of gender bias. This can be facilitated by increased understanding and use of gender-balanced materials and strategies. Both female and male students need encouragement to explore a wide variety of options based on individual aptitudes,. abilities and interest, rather than gender.

In order to meet the goal of gender equity, Saskatchewan curricula reflect the variety of roles and the wide range of behaviours and attitudes available to all members of society. The new curricula strive to provide gender-balanced content, activities, and teaching approaches. This will assist teachers in creating an environment free of stereotyping, enabling both young men and young women to develop their abilities to the fullest. Gender roles are to be discussed. throughout Christian Ethics.

In order to ensure gender equity in Christian Ethics, the teacher should:

• provide opportunities for both female and male students to assume leadership roles
• encourage and respect the interests and abilities of all students of both gender:;;
• model equitable interaction with students
• instruct students in the use of gender- fair language and insist that language used in Christian Ethics be gender fair.

Indian and Metis Curriculum Perspectives

The integration of Indian. and Metis content and perspectives within the kindergarten to grade 12 curricula fulfils a central recommendation of Directions,

Christian Ethics 10, 20, 30 Draft the Five Year Action Planfor Native Curriculum Development and the Indian and Metis Education Policy from "'Kindergarten to Grade 12. In general, the policy states:

• Saskatchewan Education recognizes that the Indian and Metis peoples of the province .ar.e historically unique peoples and occupy a unique and rightful place in our society today. Saskatchewan Education recognizes that educationprogralUs must meet the needs ofIndian and Metis peoples, and that changes to existing programs are also necessary for the benefit of all students. (p. 6)

." The inclusion of Indian and Metis perspectives benefits all students in a pluralistic· society.. Cultural representation in all aspects of the school environment empowers students with a positive. group identity. Indian and Metis resources foster a meaningful and culturally identifiable experience for Indian and Metis students; and promote the development of positive attitudes in all students towards Indian and Metis peoples. This awareness of one's own culture and the cultures of others develops self-concept, enhances learning, promotes an appreciation of Canada's pluralistic society, and supports universal human rights.

Saskatchewan Indian and Metis students come from different cultural backgrounds and social environments including northern, rural, and urban areas. Teachers must understand the diversity ofthe social, cultural, and linguistic backgrounds of Saskatchewan Indian and Metis students. Educators need cross- cultural education to develop this understanding. Teachers ofIndian and Metis students require an increased awareness of applied sociolinguistics, first and second language acquisition theory,

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. '. Use a variety of resources in classroom teaching, showing students that you are a researcher who constantly seeks out sources of knowledge. Discuss with them the use of other libraries, government departments, museums, electronic information systems, and various outside agencies in their research.

• Ask the teacher-librarian, if available, to provide resource lists and bibliographies when needed;
• Encourage students to seek assistance during the course of the assignment or unit.
• Participate in and help plan inservice programs on using resources effectively.
• Continually request good curriculum materials for addition to the school . library collection;
• 'Support the essential role of the library resource centre and the teacher- librarian in your talks with colleagues, principals, and directors.
• Recognizethat the Christian Ethics Bibliography suggests'·a wide variety of resources which reflect various religious traditions. Choose those which best meet the needs of students and your program.

Questions most often asked about implementing resource-based learning:

How can I run a classroom or give the same lesson and assignments when the students do not all have the same book?

• Small group activities would allow several students to work on one activity together, sharing a resource. (See Together We Learn.)
• Various types of activities on the same topic can be going on in the classroom at once, utilizing various resources. ' (See Instructional Approaches: A Framework for Professional Practice and the Instructional Strategies Series.)

Christian Ethics 10,20, 30 Draft It is not possible for me to plan.for all of the changes needed to incorporate resource-based learning into my already too ,busy teaching schedule. How can I be expected to do this when there is already too little time in the day?

• Change usually takes time. To change our teaching styles will take time. Even though a person may not be able to change totally to resource-based learning in a short time, gradual steps can be taken toward the desired goal. A realis~ic goal might be to add one resource-based unit a year.

How can I have a variety of resources available to the students when I have little money to buy them? Various strategies for acquiring resources could be employed:

• Some bibliographies provide an "other uses" section so that schools can buy resources that will meet the needs of more than one specific grade or subject area.
• Saskatchewan Education's Learning Resource Distribution Centre.p1;ovides videos at a nominal cost.
• People are a resource we can be using for resource-based learning; Often there is someone knowledgeable on a certain subject right in your own community who may be willing to speak to the students. Guest speakers can also be located by using the blue pages of the telephone directory.
• Free or inexpensive items can sometimes be obtained from departments listed in the blue pages of the telephone book.
• Some. schools ship equipment to other schools where teachers want to do the same unit. Reciprocal agreements can be made involving equipment and AN materials.
• Networking can be useful in sharing ideas, within a school or between schools. Cooperative planning with a teacher-librarian or fellow teacher

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Christian Ethics 10, 20, 30 Draft 'helps by givingyd\l ideas for using resources already available.

• Electronic information systems and databases are available throughout SchoolNet and the Internet. Extensive '.. browsing in distant library collections is possible. Access to many resources is available through World Wide Web sites.

For more information on resource-based learning, teachers may refer to Resource- Based Learning:Policy,Guidelines and Responsibilities for Saskatchewan Learning Resource Centres.

Saskatchewan and Canadian Content

Students in Saskatchewan schools benefit greatly from using resources which reflect their own experiences. One way to increase the likelihood that resources reflect their experiences is t~ use resources from Saskatchewan and Canada. While it is true that the vast majority of religious education .publications come from the United States of America, Saskatchewan and Canadian resources should be searched out and given priority usage whenever possible.

Approaches to

Instruction

Instructional Guidelines

Knowledge of what constitutes effective teaching and learning has increased,. significantly. Likewise, knowledge (jf teaching and learning~tyles has led to an appreciation of what constitutes the best practice in meeting individual student needs. Learning is an interactive process. ... Students need to be actively involved in tasks that are achievable, useful, relevant, and challenging if they are to

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respond.successfully to the curriculum challenges posed for them.

The. teaching methodology recommended in this curriculum is the pattern of Experience - Information - Application - Action. All instruction begins with the students' experience, so that subsequent teaching maybe connected to it. Next, information is given to inform the students' experience. The students are then required to apply that information, .i· helping themtoabsorb the information. Finally, the students recommend or take some action which will show that the learning has made a difference in their lives.

In any Christian Ethics class there will naturally be a mixture of students who bring with them a diversity of preferred learning .styles. A student's learning style is the unique way in which she or he prefers to'leatn. Teachers also have unique learning styles. Teachers tend to teach in harmony with their own learning styles. .'!f a teacher consistently .teaches using a preferred learning style there may be numerous students whose learning styles do not match that ofthe teacher and, therefore, their needs will '. not be met. To meet the diverse needs of students in a Christian Ethics class, it is important that teachers utilize a variety of instructional approaches throughout each unit.

Instructional Strategies

Decision making regarding instructional strategies requires teachers to. focus on curriculum, the prior experiences and knowledge of students, learner interests, student learning styles, and the developmental levels of the learner. Such decision making relies on ongoing student assessment that is linked to learning objectives and processes.