As per course,
"Key Concepts
exploring the meaning of ethics and morality from biblical and theological perspectives
exploring moral discernment processes through biblical and theological lenses
exploring the evolution of moral and social teachings of the Catholic Church
exploring the ethical and moral contributions that Catholic social teachings make to society
exploring Catholic social teachings throughout the curriculum and educational experiences
exploring current moral and ethical issues in authentic situations
identifying ecological practices from the perspective of Catholic social teachings
understanding ways to create a relational and inclusive school climate based on the inherent dignity of the human being and the principles of Catholic social teachings
exploring the integration of the ethical standards and the standards of practice within the mission of Catholic education
exploring the use of social media and other technology through the lens of Catholic moral, ethical and social teachings.
Read Text: Theology for Teachers. (1999). Chapter 19, pp.291 - 294
Theology for Teachers. (1999). Chapter 21, pp.312 - 326
The Catholic Source Book 3rd Edition (2000), pp. 92, 93
The Catholic Source Book 4th Edition (2007), pp. 85, 86
Module Overview
1. Human Goodness
The Dignity of the Human Person
The Human Community
God’s Salvation: Law and Grace
2. The Commandments
You Shall Love the Lord Your God With All Your Heart, And With Your Soul, And With All Your Mind” (Mt.22:36-38) serves as the focus of the First, Second, and Third Commandments.
You Shall Love Your Neighbour As Yourself” (Mt 22:39-40) reflects the laws of the Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, And Tenth Commandments.
Assignment #3
Your assignment is to present a Read Aloud Resource that explores a world or Canadian issue, such as the refugee crisis, child poverty in Canada (where 162/338 federal ridings have poverty levels higher than the national rate of 17.4%) or reconciliation and support for residential school survivors through at least one of the Catholic Social Themes listed above using the template provided here.
Using one of the listed books, or a book, story, article, poem, song of your choosing, you are to present a Read Aloud Resource that explores how to address the Calls to Action of the Truth and Reconciliation Commission of Canada’s challenge to build student capacity for intercultural understanding, empathy, and mutual respect. You are to do this through at least one of the Catholic Social Themes listed above and using the template provided here.
Reflective practice to be included:
How do the central ideas/main ideas found in your resource connect to Catholic Social teachings (i.e., poverty, empathy, prejudice)?
How do the Catholic Social Teachings found in the Read Aloud connect with Curriculum Expectations?
How does your Read Aloud resource promote an inclusive school climate (i.e., Catholic theme of community and common good)?
Resources: The resources listed here are just a sample of the texts, poem, songs that can be used to complete this assignment.
Shi-shi-etko, by Nicola Campbell (Ages 4-8)
Shin-chi's Canoe, by Nicola Campbell (Ages 4-8)
Arctic Stories, by Michael Kusugak (Ages 4-8)
Kookum's Red Shoes, by Peter Eyvindson (Ages 4-8)
Fatty Legs: A True Story, by Christy Jordan-Fenton and Margaret Pokiak-Fenton (Ages 9- 12)
A Stranger at Home: A True Story, by Christy Jordan-Fenton and Margaret Pokiak-Fenton (Ages 9-12)
No Time to Say Goodbye: Children's Stories of Kuper Island Residential School, by Sylvia Olsen (Ages 9-12)
As long as the Rivers Flow, by Larry Loyie (Ages 9-12)
My Name is Seepeetza, by Shirley Sterling (Ages 9-12)
We feel good out here = Zhik gwaa'an, nakhwatthaiitat qwiinzii (The Land is Our Storybook) by Julie-Ann André and Mindy Willett (Ages 9-12)
Secret Path, Written by Gord Downie and illustrated by Jeff Lemire, Simon & Schuster (AGES 10+)
When We Were Alone, Written by David Alexander Robertson and illustrated by Julie Flett, Portage & Main Press (AGES 4–8)
Speaking Our Truth: A Journey of Reconciliation, Written by Monique Gray Smith, Orca Book Publishers (AGES 9–13)
I Am Not a Number, Written by Jenny Kay Dupuis and Kathy Kacer, and Illustrated by Gillian Newland, Second Story Press (AGES 7–11)
Tasks:
Review the submodules entitled Human Goodness & The Commandments
Review the requirements for Assignment #3 and submit to the dropbox
Consider the following questions below, and post a response in the discussion forum. Also, read and respond to at least two of your classmates' postings.
Identifying Ecological Practices from the Perspective of Catholic Social Teachings
Like good stewards of the manifold grace of God, serve one another with whatever gift each of you has received. (1 Peter 4. 10)
Think of us in this way, as servants of Christ and stewards of God’s mysteries. Moreover, it is required of stewards that they be found trustworthy. (1 Cor 4. 1-2)
Stewardship is the practice of considering and treating all things, the earth and one’s own time, talent, and treasure as belonging to God. It sees the human as the manager of God’s creation. (Catholic Source Book, 2007, p. 103)
Read: Building a New Culture – Central Themes in Recent Church Teaching on the Environment and respond to the questions listed below
Your discussion task is to briefly respond to the following questions.
Recall a time when I was touched by the sacramental power of creation.
Share positive examples of stewardship for creation.
Describe times when resources were wasted.
Suggest creative strategies for promoting stewardship for creation within your school community.
(Questions adapted from EOOC, 20005, http://www.eoccc.org/content/csfcs/themes/creation.html#questions.)
As per discussion,
"In regards to the sacramental power of creation, there have been many moments (growing up on a hobby farm), in which life is created, from an accidental zucchini plant to the delivery of livestock. One impacting moment of creation though was a simple one I experienced in school. Grade 7, Science Class, I will never forget, it didn't seem far away of an idea but it felt like I didn't actually have the power to complete the task-no experience. Our CT created a series of environments in which we were to grow bean sprouts. Anything after the sprout was up to our parents at home to help us with. After seeing how fruitful a bean sprout could be with a bit of soil from the school yard and water-I began sprouting watermelon seeds, apple seeds, watching them germinate. It was baffling to see how something of deemed "waste" was actually fruitful-ready to give again. It was also in the coming experiences of discussing with my parents and learning about the timelines/resources needed to grow said seeds that I found/felt the matter of consumption or rate of consumption we experience is discouraging from becoming someone who grows plants that bear whatever fruits. Not to say my parents disallowed me from practising, but educated me on time, resources, and the effects of the environment on a fruit.
Long since I try to make attempts at building a sense of stewardship for creation. My current project is urban compost to nourished soil development (patent pending :p ). Our school has science teachers that use worms (something I need to look into), I have a rooftop, the sun and various organic matter that I introduce into the soil (loom rather), that I use to enrich the rather malnourished soils from surrounding areas. My son and I planted little red radishes and next will be lettuce.
My son is learning to appreciate the environment as a home, spider, mosquito or cockroach in the house may end up out of the house in various forms, but I try to help him understand, outside, that is their home, you don't poke at anthills, swat at bees or step on snails-these accidental moments that may occur on a day to day basis, but it is important to be aware of where you as you would in a new country or home.
My son has since be forgiving of the lost millipede clinging onto his backpack or a snail that may be in the way of a bike and these are things that I see him apply to everyday social situations as well.
Within the school community, I see a lot of stewardship through the Biology department, and I feel interested in this. As a food and nutrition teacher in the past, I was pushing a lot for students to use what they need, teach them how to store food properly as well as where it is best to support food purchases. Many grocery markets are quite wasteful or work with companies that waste a lot and part of stewardship as an urbanite in the 21st century is opening one's eyes to where the food comes from. We discuss "From farm to table and Food Inc." in some aspects of English class, depending on the unit of study or interest of students."
Feedback of Assignment #3,
Your lesson based on We Are Water Protectors will help students recognize that we must all be water protectors, stewards for all creation. You have made good connections between the text, the social teachings and the OCSGE. It is also important to make connections to the CCC, Compendium and scripture.
Most of us take turning on a tap and having fresh clean water for granted. We know that water availability in our lives differs greatly from those living on reserves across the country and it is important for even our youngest students to realize this. As well as the social teachings of stewardship for creation, this lesson also provides you with the opportunity to discuss the common good and rights and responsibilities. Living in Canada, we have rights, but with those rights come responsibilities. You could use the parable of the Good Samaritan, in which young students learn that Jesus was teaching that everyone is our neighbour and we are to help all others, regardless of race, gender or creed. Like the Good Samaritan, we have the responsibility to take care of our neighbour, whether it is the person sitting beside us in class, someone who lives down the street or on the other side of the world.
You have provided excellent ideas that will help your students understand the importance of water to sustain all life. As a follow up to this lesson, you could have an Indigenous elder visit the students to share their knowledge, traditions and spiritual teachings. The message of the story is that community is not a single class or a school, but the whole Earth and everything that lives on it. This is very powerful and encourages the idea that everyone must work together to preserve the Earth, for us and for future generations. This is also a key message of the TRC that we “Walk Forward Together with Indigenous people, to build a more just society where their gifts and those of all people are nurtured and honoured.”
As well as the social activists you have listed for the Inspiration for Social Change assignment, there are many young people around the world who, along with Autumn Pelletier are working to increase our awareness and hopefully involvement in fighting climate change. For the first time in its history, the World Economic Forum invited teenage change-makers to the 2020 annual meeting in Davos-Klosters. Greta Thunberg, 17 from Sweden, Ayakha Melithafa 17 from South Africa, Cruz Erdmann, 14 from New Zealand, Fionn Ferreira, 18 from Ireland are only a few of the young people taking the future into their own hands. The planet’s future is theirs, so it is important for their voices to be heard and acted upon.
As Canadians, as Catholics and as teachers, we have a vital role to play in fulfilling the recommendations of the TRC; we cannot be bystanders. As the Honourable Justice Murray Sinclair, Chair of the Truth and Reconciliation Commission has pointed out education is the key to reconciliation. “Education got us into this mess and education will get us out of it.” (Overcoming History, The Manitoba Teacher, December 2014).
12/15
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