RS 300: Unit One: What is Morality? Essential Essential Essential Essential Skills Assessments Understandings Questions Knowledge

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Octavia Henderson
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1 RS 300: Unit One: What is Morality? The importance of critical thinking in the process of making an ethical decision The process of engaging in respectful dialogue The importance of developing questions that evoke principled- based conversations Different categories and levels of truth (objective, relative, etc,) and the Catholic Church s teaching on truth The elements of a universal human ethic and what is uniquely Christian in ethics Students will grapple with: How do we make an ethical decision? What makes an issue a moral issue? How do we ask and wrestle with ethical questions? How do we engage in respectful ethical dialogue in a diverse and polarized society? Who decides issues of right and wrong? Is there a universal human ethic? What makes a Christian ethic? The elements and process of making an ethical decision The contours of our secular, pluralistic society & the essential role of the individual in forming ideas of right and wrong The hierarchy of truth as taught by the Catholic Church That all human beings (across time, culture, religion) grapple with the question of what it means to be fully human Skills Critically read and analyze documents & positions ( peeling the onion ) Construct an ethical position Create and frame ethical questions Compare and contrast the ethical positions of the world s wisdom traditions Reflection papers Mini- Project: Research paper Class presentation Creative visual Small group discussion IPN notes

2 RS 300: Unit 2: Life Issues That human life is not one value among others. The dignity of the human person is rooted in the faith stance that humans are created in the image and likeness of God. The distinction between the culture of life and the culture of death. There is a complexity in the application of the consistent ethic of life. Students will grapple with: What is the source and nature of Human Dignity? How do we live in a culture of death? How does one choose life in a culture of death? What is the Consistent Ethic of Life? How consistent is it? How is the Gospel of Life a YES to the grace of Creation and the Incarnation and not a series of NO responses? The Catholic position on each of these issues and how the Gospel of Life informs the Catholic position on these issues Current social situation and legal status regarding these issues Their parents stance on at least one life issue: Abortion Euthanasia Capital Punishment IVF Genetic Engineering Coercive interrogation Just war Skills Articulate a mature and comprehensive understanding of the issues. Analyze and Critique the variety of stances Develop and apply an ethical question Create, craft and shape a personal response to the challenges of the Gospel of Life Group project teaching a particular life issue to the class. IPN notes on homework Choosing a homework article and create a homework assignment Creating a fact sheet Parent interview Peer and self evaluation

3 RS 300: Unit Three: Character, Conscience and Virtue The relationship between character, conscience and virtue The influence culture and community have in shaping character, conscience and choices The principles of Catholic moral teaching and how they form and inform the individual conscience The primacy of the well- formed conscience and its relationship to virtuous living Choosing virtue preserves human dignity and builds the common good Students will grapple with: What is character (vs. personality) and how does character unfold? How is character shaped by our actions and inactions (what we do, and what we don t do)? How do the principles of Catholic teaching help to form and inform our character and conscience? What is virtue? What constitutes a virtuous life? How do Jesus and Ignatius exemplify conversion, community and virtue? The definitions of character and personality (their similarities and differences) The definitions and relationships between the four cardinal virtues The teaching of the Catholic church as it relates to the formation of the individual conscience The impact that communities have in shaping individuals character, conscience and choices Skills Prayerfully examine their own lived experience of virtue Creatively manifest a visual representation of a virtue Critique character, conscience and choices based on a Christian notion of virtue Identify and articulate the presence of virtue in individuals and community Virtue Journal (Examen) Virtue thank- you letter Virtue Project: Reflection Paper Class presentation Creative visual Community virtue reflection (evaluation) S.T.O.P. Project The Shawshank Redemption movie questions IPN notes

4 RS 300: Unit 4: Media, Culture & Sexuality The influence culture and media have in shaping attitudes The principles of Catholic moral teaching regarding human sexual behavior The uniquely Catholic Sacramental understanding of sexuality The role of conscience, character and virtue in making decisions regarding sexual behavior The role of the media in commercializing dimensions of the human experience Students will grapple with: What is sexuality? What is holistic sexuality? What does human dignity have to do with sexuality and sexual behavior? How does a Catholic Christian worldview regarding sexuality compare with popular culture s view? What role does advertising play in influencing my character, conscience and behavior? Psychological definitions of healthy sexuality Catholic teachings regarding sexual behavior The concept that the audience is the market in mass media Skills Prayerfully reflect on their values regarding sexuality (discerning religious and media influences) Examine and critique media presentations in terms of techniques used and intended audiences Identify and articulate tools of media analysis Projects/assignments deconstructing media presentations Reflection paper Class presentation Media time journals

5 RS 300: Unit 5: What is Justice? Students will grapple with: Skills That scripture and Catholic teaching mandate that we hold a faith that does justice That justice requires just structures and that justice begins with awareness That Ignatian education calls all to comfort the afflicted and afflict the comfortable That throughout human history, G- d calls people who speak truth to power The ability of an individual witness to be an agent for change What is a just society? As a student at SI, what role do I play in creating a just society? In recognizing an unjust society? How do society s systems and structures promote or threaten human dignity? What is the Biblical notion of justice? How is justice an essential aspect of the Good News? How does culture influence our notion of justice? What is the role of a prophet in society? Where are there prophets in our world today? The contours and importance of the ten principles of Catholic Social Teaching Synthesize and articulate the IPN notes The essential characteristics Scriptural mandate for of a just society (that charityjustice & justice are rooted in relationship) How Romero embodied a faith that does justice The differences and relationship between charity and justice How just structures are a necessary foundation of a just society The reality of injustice in our world today Compare and contrast examples of prophetic social action Articulate the notion of justice envisioned by CST (name and describe the principles) Define and evaluate different types of justice Scripture/Prophet Project PowerPoint Synthesis Pape Investigation and presentat of a modern prophet

6 The definition of and ability to recognize prophets in history and our world today What our Catholic Ignatian heritage calls us to discipleship!

7 RS 300: Unit 6: Human Rights and Catholic Social Teaching Skills Students will grapple with: That the Catholic Church has a What human rights ought to The principles of CST and responsibility to say something be universal? Why? How do key church documents Critique their choices and the choices of our society about our political and social order/structures we systemically insure the dignity of all human beings? What human rights are according to CST commonly seen as universal Articulate the major That basic human rights are an essential element of experiencing ourselves as loved by God and how we love others That human dignity and faith call us/challenge us to specific social relationships and political choices How CST is rooted in Gospel values How would the structures of our society be critiqued by the principles of Catholic Social Teaching? How would my life be critiqued by the principles of CST? Why do we create an enemy? How does creating an enemy compromise our Where and how human rights are not being met in the world today Scriptural verses The life and influence of Oscar Romero The role that race and gender plays in the structure and lives of principles of CST and apply them to social issues Small group discussion IPN notes Analytical essays Romero synthesis Reading Check quiz

8 dignity? our society (specific for each unit) A person who embodies principles of CST. Reflection paper: Final synthesis project/ paper on CST: Choose one of th ten principles that you feel you embody/ live out, and one that is a critique of you and you life (i.e. it presents a challenge to you and confronts you to make change).

It is based on the life experience of the students through which they are invited to discern signs of God in their daily lives.

It is based on the life experience of the students through which they are invited to discern signs of God in their daily lives. Religious education is an essential and integral part of the life and culture of a Catholic school. Through it, students are invited to develop the knowledge, beliefs, skills, values and attitudes needed