Lifelong Faith Formation Curriculum Guide. Standards, Concepts, Outcomes Assessments. Diocese of Davenport Pastoral Center Davenport, IA

Transcription

1 Lifelong Faith Formation Curriculum Guide Standards, Concepts, Outcomes Assessments Diocese of Davenport Pastoral Center Davenport, IA June 2010

2 DIOCESE OF DAVENPORT June 2010 Dear Catechist: I thank the faith formation curriculum committee for their review and revision of the Lifelong Faith Formation Curriculum Guide. They have worked diligently to write a curriculum that incorporates safe environment, human relations and faith formation components into a guide for learners of all ages. Those who are entrusted with creating and leading experiences for faith formation will use this curriculum guide as a resource to develop quality programs and processes. The Catholic faith and Christian life are based upon our baptismal call to carry on the ministry of Jesus in the world. May this guide enliven and inspire each person to seek a deeper relationship with Jesus Christ and to live a life of love and service in their communities. This Lifelong Faith Formation Curriculum Guide is to be implemented in every catechetical program in the Diocese of Davenport. Sincerely in Christ, Most Rev. Martin Amos Bishop of Davenport OFFICE OF THE BISHOP 2706 N. GAINES ST. DAVENPORT, IA PHONE: bishop@davenportdiocese.org 2

3 Diocese of Davenport MOVING FORWARD IN FAITH AND HOPE June 2010 This Lifelong Faith Formation Curriculum Guide is an attempt to better celebrate, live and pass on the Catholic faith to our young people and adults. May these standards, which are rooted in Scripture, Catholic Tradition, Doctrine, spirituality and moral life, be the foundation for all our catechetical efforts. We have incorporated aspects of Whole Community Catechesis, which give our parishes and schools a new paradigm and context for assessing what is best for the whole communities in which we live and work. Catechesis for all assures us that every person in our parishes and schools has a foundation in the teachings of the Catholic Church. In our lifelong faith journey, may we learn and experience the Lord in our homes, workplace, parishes and communities. Making these connections, but is a vital dimension in our lifelong faith formation These Standards are grounded in the Catechism of the Catholic Church. The committee was fully aware of the Protocol for Assessing the Conformity of Catechetical Materials along with the Catechism of the Catholic Church (1997). High School Religion Curriculum Framework and Catechetical Formation in Chaste Living. The document, Our Hearts Were Burning within Us, the U.S. Bishops Pastoral Plan for Adult Faith Formation, supports our vision in the diocese. Though standard-oriented, it is imperative to remember that the goals of our curriculum by no means satisfy our total response to the command to love God with our whole mind, our whole heart and our whole soul. The standards are simple steps in assisting catechists, pastors, catechetical leaders, and parents as they respond to God s call to grow in faith. Sincerely, Director of Faith Formation Faith Formation and Youth Adult and Family Formation/Lay Ministry Coordinator Ministry Coordinator 2706 North Gaines Street Davenport, Iowa Phone: Fax:

4 LIFELONG FAITH FORMATION TABLE OF CONTENTS Mission Statement, Vision and Policy... 5 Acknowledgments... 6 Preface to Curriculum Guide Standards... 6 Faith Formation Curriculum Diocese of Davenport... 7 Faith Formation Program Goals... 8 Curriculum Guidelines Kindergarten Grade Grade Grades Grades Safe Environment...55 Whole Community Catechesis Adult Formation..69 Sacramental Prep..87 Appendix A: Guidelines for Selecting programs and textbook Appendix B: Textbook Recommendations Appendix C: Definitions

5 MISSION STATEMENT The Diocese of Davenport will foster the faith formation and spiritual growth of all persons based on standards of academic excellence which are rooted in Gospel values and Catholic Church teachings and celebrations so that faith becomes living, conscious, and active. Therefore, All faith formation opportunities (parish, school, family) exist to teach and live the Gospel message of Jesus Christ Parents are the primary educators, and the parish and school are partners with parents in the faith formation and spiritual development of their children/adolescents Each person, regardless of race, cultural heritage, age or sex, will be provided with a warm, caring environment which fosters self-esteem, and helps to develop talents, skills and interests according to individual learning abilities The content of all faith formation opportunities within the diocese shall follow the curriculum guidelines set forth by the Diocese of Davenport, the Documents of Vatican II, and the Catechism of the Catholic Church and USCCB All individuals appreciating the value of human dignity for themselves and others come together in liturgical celebration, and are called forth to establish a peace-filled, just, global society. VISION The Diocese of Davenport will continue to base expectations of student learning on rigorous standards of academic excellence which address each person s developmental needs, are rooted in Gospel values and Catholic Church teachings. POLICY Instruction Curriculum Guidelines It shall be the policy of the Davenport Diocesan Board of Education to provide guidelines for each curriculum area for grades K-12. A long-range plan for reviewing and refining the curriculum shall be developed and updated annually. Each parish and school, utilizing the diocesan guidelines, shall develop a five-seven year plan for assessment of needs, determination of goals, and selection of instructional materials for each area of the curriculum. POLICY 618 Faith Formation Programs for Students Hours of Formal Catechesis It shall be the policy of the Diocesan Board of Education that the high schools of the Diocese establish and publish their graduation requirements. In addition to the courses mandated by the Iowa Department of Education, the schools shall require a minimum of one religion course for each semester a student attends school. All schools in the Diocese are required to have daily religion class for an age appropriate length of time. Class or an all school Mass may count as the religion class. In parish or cluster faith formation programs classes will be for a period of no less than one hour. The duration of these classes must be at least 26 weeks. No more than four classes in addition to, may be used for Holydays, Ash Wednesday and/or class or group Masses. Sacramental preparation is exclusive of these 26 weeks. 5

6 ACKNOWLEDGMENTS This document is the result of the efforts of many people and resources. The faith formation curriculum development committee that prepared the Faith Formation Curriculum Guidelines consisted of professional educators and catechists from schools and parishes of the Diocese of Davenport. We are grateful to the competent and dedicated committee members who gave generously of their time and energy. Resource materials provided by the Diocese and by publishing companies were sincerely appreciated. And lastly, thanks to the schools and parishes for supporting the process by allowing their educators and catechists to participate. PREFACE TO CURRICULUM GUIDE STANDARDS This curriculum guide does not constitute a curriculum for faith formation. This document does provide a framework or set of parameters within which schools and parishes can develop a faith formation curriculum that works. This document provides six standards of what students should be able to do to demonstrate significant learning in faith formation education. In addition, the document further specifies several additional statements indicating more specifically what students who achieve the standards should be able to do. For example, students who can Read, interpret and apply Scripture to life (standard) can also Locate specific information within the Bible, and Use Scripture for prayer and liturgy (outcomes/assessments). These outcomes become the assessment force for shaping a curriculum. The schools/parishes connect the outcomes to subject matter at various grade/developmental levels. These outcomes then become the driving force for designing assessments and selecting strategies. This document also offers sample assessments at all grade levels. These samples are intended to suggest ways to enhance or broaden assessments, including ways that invite the student to connect the classroom learning to real life. Articulating the grade level and course outcomes (consistent with the standards, skills/concepts and outcomes/assessments in this document), and stating the strategies the school/parish will use to facilitate the learning in the grade level constitutes the curriculum for the Faith Formation program. 6

7 FAITH FORMATION CURRICULUM - DIOCESE OF DAVENPORT Because of its wide recognition, the National Catholic Educational Association s (NCEA) work By Their Fruits You Shall Know Them was selected by the Faith Formation Curriculum Development Committee as its reference point. The NCEA has established nineteen K-12 faith formation education standards. The Faith Formation Curriculum Committee grouped the nineteen standards into six categories Scripture, Doctrine, Spirituality, History, Liturgy and Morality/Social Justice. Summary of Standards for Faith Formation:* Scripture Read, interpret and apply Scripture to life. (G, GE, MN, T, CS, HT) Doctrine Present a reasoned rationale for being Catholic. (HT) Illustrate basic understanding of Catholic dogma and doctrine in light of the Catechism of the Catholic Church. (HT) Acknowledge and affirm the diverse cultural expressions of Catholicism, and other faith traditions. (GE, MN, CS) Examine the variety of Christian life-styles as ways to respond to the Baptismal call to a life of service. Demonstrate the relationship between faith and culture (e.g., through the arts, social sciences, technology, etc.). (GE, HT) Spirituality Demonstrate an understanding and an appreciation for faith community as the way we come to know God. (G) Use effective community building skills in relating with others. (GE, MN) Use a variety of prayer forms to enrich and express personal and communal spirituality. (CS, T) History Illustrate a basic understanding of the history of the Church. (CS, T) Liturgy Demonstrate the importance of Sacraments, with an emphasis on the centrality of the Eucharist, in the life of Catholics. (CS, T, HT) Use appropriate resources to plan and participate in liturgy and other prayer services. (T, CS) Celebrate the presence of the Sacred in the experiences of Sacramental s, symbols and rituals. (GE, HT) Demonstrate an understanding of liturgical seasons and feasts. (GE, HT) Morality/Social Justice Make moral decisions based on Catholic moral decision-making models. (G, HT) Apply Catholic principles to interpersonal relations (e.g., family, peers, work, society, Church, etc.). (HT) Critique societal structures in light of Catholic social justice principles, and apply those principles to social and personal situations. (GE, MN, CS, T, HT) Engage in service to the community (e.g., family, parish, local, national, global). (GE, MN) Exercise responsible stewardship for the gift of creation. (GE)\ *Adapted from By Their Fruits You Shall Know Them by Lorraine Ozar, Ph.D. 7

8 FAITH FORMATION EDUCATION GOALS K-5 Child will grow in ability to witness to Scripture and Catholic teachings. - Demonstrate knowledge and understanding of Scripture and teachings. - Respond to Scripture and teachings in every day behaviors. Child will grow in a desire to respond to the needs and rights of others. Child will mature in recognition of self as a child of God, trusting in the unconditional love of God. Child will grow toward active participation in the faith community. Child will mature in a personal relationship with Jesus. Child will understand that the journey of faith is a life-long process. Child will be guided in the development of Christian values to aid in moral decision-making process Adolescent Catechesis should recognize and respond to the need of youth to: Possess an acquaintance and interaction with Scripture, Doctrine, and Tradition. Develop a knowledge and love of Jesus resulting in a closer relationship with and witnessing to Jesus. Assume responsibility for their ongoing conversion. Demonstrate their ability to be church. Possess love of and trust in church. Grow in full membership in the community through the sacramental life. Grow in moral decision making reflected in the light of Catholic faith. Grow in acceptance of self as a child of God experiencing the unconditional love of God. See the challenge of faith in a variety of life-styles within religious, single and married vocations. Recognize and turn to the family as the primary catechist. Taken from Creating a Curriculum That Works, Lorraine A. Ozar, National Catholic Educational Association, Washington DC, SMART Goals S Strategic and Specific Strategic - Select a high-leverage goal that will make a difference. Specific - Clearly define what you will do and how you will do it. M Measurable Establish concrete criteria for tracking progress and determining success. A Attainable Select a goal you have a reasonable expectation of achieving (a stretch goal that is not easy, but doable). R Results-based Clearly define the results you expect to see. T Time-bound Establish a starting and ending date for completion of the goal. 8

9 INTEGRATION AREAS CE - Career Education CS - Communication Skills GE - Global Education TS - Higher Order Thinking Skills MN - Multicultural, Nonsexist and Gender Fair T - Technology G - Gospel Values/Guidance HR - Human Relations SE - Safe Environment 9

10 Diocese of Davenport Lifelong Faith Formation Curriculum K-2 Standard 1: Scripture Benchmark: Read, interpret and apply Scripture to life Outcomes: The learners will: Understand and respect that the Bible is the inspired word of God Demonstrate knowledge of Scripture by re-telling and animating stories Recognize differences between Old Testament and New Testament Identify stories about God (Creator) and Jesus in Scripture Recognize that God made all things, including male and female (HR) Identify people as God s special creation, unique and gifted (HR) Celebrate the diversity of human life and the gift of our personhood (HR) Recognize that we are all equal in the sight of God, as we were all created in God s image and likeness (HR) Skills/Concepts: Bible stories: Creation, Noah, Birth of Jesus, Entry into Jerusalem Bible songs Bible contains stories that pertain to God (Creator); Jesus; both Psalms Each person is special (HR) Respect others (HR/SE) Sample Assessment Activities: Demonstrate knowledge of Scripture through: stories, songs, illustrations, plays, illustrations, roleplay Name two parts of the Bible Recognize that readings at Mass are from Old Testament and New Testament Make a timeline of Bible stories featuring Old and New Testament characters Explain why the Bible is special Ask learners what makes a person special (HR/SE) Illustrate special people in learners lives, e.g. family, friends, teachers (HR) Have students describe ways that boys and girls are alike or different, placing the emphases that they re created equal by God (HR/SE) Discuss the concept of God being neither male nor female, citing Bible references indicating how God appears as father, king, or as a mother (HR) 10

11 Diocese of Davenport Lifelong Faith Formation Curriculum K-2 Standard 2: Doctrine Benchmarks: A: Illustrate basic understanding of Catholic dogma and doctrine in light of the Catechism of the Catholic Church B. Examine the variety of Christian lifestyles as ways to respond to the baptismal call to a life of service (HR) C. Demonstrate the relationship between faith and culture (e.g. through the arts, social sciences, technology, etc. D. Develop an appreciation for being a member of the Body of Christ (HR/SE) Outcomes: The learners will: Recognize that God is a communion of three persons in one (HR) Understand that through Baptism water is a sign of life Describe ways that express love and thanks for their family, others (HR) Recognize Mary as the Mother of God and her role in the Church today Describe signs of God s love (universality of God s love) (HR/SE) Respond to God s love through celebration, thanksgiving, prayer Be familiar with the Holy Trinity Father, Son, Holy Spirit (HR) Understand that through Baptism we are children of God, members of his family and the church, and a part of the Body of Christ (HR/SE) Skills/Concepts: Baptism I am a child of God Trinity Mary as the mother of Jesus and how she models the love of God (HR) Jesus is the Son of God, human and divine, and is our savior Through the sacrament of Reconciliation, sins are forgiven (HR) Sample Assessment Activities: Make the Sign of the Cross, understanding names of the Trinity (HR) Make a mural depicting Jesus as God s son, our brother, our friend (HR) Tell what Baptism means, using baptismal rite as a means to tell your story Name the ways we use water for life Verbalize concept that they are God s child (HR/SE) Retell story of Gabriel s visit to Mary Identify Mary as mother of Jesus and be able to recite the Hail Mary Sequence events in last days of Jesus and how these relate to the Mass Participate in Mass reverently; understand the importance of attending Illustrate and role-play Jesus last days and resurrection Identify various ways to serve God in your life (HR) Explain and understand Golden Rule Demonstrate understanding of God s forgiveness Role-play a story of God s forgiveness (e.g. the Prodigal Son) (HR) List ways students can show care and respect for their bodies (HR/SE) Create a senses worksheet; have learners connect senses to objects (HR/SE) 11

12 Diocese of Davenport Lifelong Faith Formation Curriculum K-2 Standard 3: Spirituality Benchmarks: A: Demonstrate an understanding and an appreciation for the faith community as the way we come to know God (HR/SE) B. Use effective community building skills in relating with others (HR) C. Use a variety of prayer forms to enrich and express personal and communal spirituality D. We are only fully human when we are body and spirit (HR/SE) Outcomes: The learners will: Pray with a group, individually and with family (HR) Be familiar with different forms of prayer (HR/SE) Skills/Concepts: Jesus hears our prayers Act of Contrition God gives us the freedom to make choices (HR/SE) Verbalize and explain the meaning of the Lord s prayer (HR/SE) Prayers and responses at Mass Sample Assessment Activities: Learn and recite the following prayers or prayer experiences: - Sign of the Cross - Hail Mary - Meal Prayer - Meditative Prayer - Spontaneous Prayer - Guided Imagery Prayer - Glory Be - Lord s Prayer Be able to verbalize an act of forgiveness Role-play asking forgives of someone you ve hurt (HR/SE) Distinguish between right and wrong choices with God, our neighbor, for ourselves and God s creation(hr/se) Introduce saints who have led a prayerful life and who have used the different prayer forms Quiet self during meditation Illustrate or role-play the meaning of the Lord s Prayer (HR/SE) 12

13 Diocese of Davenport Lifelong Faith Formation Curriculum K-2 Standard 4: History Benchmarks: A: Illustrate a basic understanding of the history of the Church. B. An understanding of the Church s structure. Outcomes: The learners will: Recognize Church leaders (pope, bishop, priests) Acknowledge the Church as a community of Jesus followers Be aware of their parish and its leaders Skills/Concepts: The people of God are the Church The Diocese of Davenport is a part of the universal church The mission of Jesus incorporates Word, Worship and Service Sample Assessment Activities: Know name of parish and parish priest, other parish leaders Know name of the pope Know name of the bishop Recognize that they are members of a Catholic community, and be able to name their parish Church Draw a picture of your parish church Draw or list some of the services project that you are involved 13

14 Diocese of Davenport Lifelong Faith Formation Curriculum K-2 Standard 5: Liturgy Benchmarks: A: Understand the basic parts of the Mass B: Understands the sacraments of initiation C: Develop an appreciation of the Mass Outcomes: The learners will: Draw or discuss the different parts of the mass Describe or illustrate the sacrament of Baptism, Eucharist, and Confirmation Attend a variety of liturgical functions Skills/Concepts: Sacraments are a sign of God s presence with us now Reconciliation* Eucharist Participation in the liturgy Liturgical seasons and feasts Sample Assessment Activities: Name the seven sacraments Recognize reconciliation as an opportunity to express sorrow, seek and then celebrate God s forgiveness* Distinguish between sin, accidents and mistakes (HR/SE)* Realize that sin is a break in the relationship between God and self Attend Mass on a regular basis Participate in and help plan liturgy Explain how Eucharist is a sacrament of Thanksgiving, Unity, Sacrifice, Peace, Justice Experience/identify liturgical seasons and feasts with celebrations Describe and use an Advent wreath Sing simple songs for the liturgical seasons Retell the Nativity story Study a saint and tell his or her story Write intercessory prayers for Mass Write an I m sorry prayer Write a Thank you prayer On a church tour or scavenger hunt, identify crucifix, vestments, liturgical colors, tabernacle, sanctuary lamp, chalice, candles, lectionary, altar *Correct formation of conscious 14

15 Diocese of Davenport Lifelong Faith Formation Curriculum K-2 Standard 6: Morality/Social Justice Benchmarks: A. Develop an understanding of right and wrong when making choices. B. Demonstrate how we offer service to others and have care and respect for creation. Outcomes: The learners will: Recognize the difference between good and bad choices Demonstrate respect for themselves and others Show care for creation Skills/Concepts: Jesus wants us to love him Interpersonal relationships respect and love others (HR/SE) Ten Commandments show love for God and love for others Service Stewardship Time, Talent, Treasure Sample Assessment Activities: Participate in community service Follow Jesus example of love and treatment of others Respect other s property Demonstrate respect for God s creation Understand what it means to be a good steward by following the examples of historical and living people of faith (Saints, Mother Teresa, family members, etc.) Role-play or journal situations where forgiveness and peacemaking are needed (e.g. family peers, school, community) Role-play Jesus stories Do a service project (e.g. food/clothing drives, pop tab/can collections) Make cards for elderly or ill Adopt a nursing home Clean up parish/school grounds Name someone they admire and how that person acts like Jesus Draw or write ways they can be good stewards of their time, talent, treasure Draw a picture of how you care for God s world Observe the child s interaction with other children (HR/SE) 15

16 Diocese of Davenport Lifelong Faith Formation Curriculum 3-5 Standard 1: Scripture Benchmarks: A: Read, interpret and apply scripture to life B: Demonstrate an understanding of and appreciation for being a part of the love story of salvation C: Acknowledge and affirm being called to holiness and wholeness Outcomes: The learners will: Apply scripture to current church events, persons, celebrations Actively participate in planning prayer services using psalms and readings Recognize how trust in God is shown in the Bible Understanding the Ten Commandments as guides in living a faith-filled life Recognize that good rules help growth as responsible, loving Christians Describe what must be done after sinning or deliberately disobeying God Celebrate God s forgiving love Recognize, in scriptural stories, important qualities of growing in love (HR) Identify some rules that guide the chaste expressions of affection Understand that living the beatitudes leads to happiness in God s kingdom Demonstrate an understanding of the beatitudes in daily life Name the books of the Bible Recite a common scripture passage and identify it as Old or New Testament Recognize that images of human love are used to describe God s love Identify the role of attraction and sexual desires (HR/SE), may not be appropriate for younger grades) in drawing humans toward good relationships Read the psalms Understand the Bible was written by many people, uses many literary forms Skills/Concepts: Early Christian community Call to discipleship Parables of the Kingdom of God Trust in God Relationship of scripture and liturgy Emphasize church celebrations such as Ascension and Pentecost Mary, Mother of the Church The Ten Commandments and Beatitudes Rules and Responsibility Restitution and Forgiveness Growth in Love (HR/SE) Bible, including Old and New Testaments Israelites and salvation story God s presence and vocation in love Attraction and sexual desire Locate passages in the Bible Bible has many authors Sample Assessment Activities: Class plan prayer service based on daily readings, Bible stories, liturgy of hours List ways your parish resembles or differs from early Christian communities 16

17 Students show relationships between promise and trust as shown in Bible studies and their own experiences. Have they ever made a promise, or been promised something? Celebrate feasts of Mary (e.g. Annunciation, Assumption) through story or drawing Have students general list of rules they follow at home, school, etc.; relate importance of these rules to Ten Commandments and Beatitudes Write about a commandment that s difficult to follow. Rephrase commandments to reflect our lives today. How do we live them out? Ask students to explain consequences of violating rules. How can a person make restitution? Role play or illustrate how you and your family live the Beatitudes. Write a story about how Beatitudes lead to true happiness in someone s life Locate newspaper articles about how people live the Beatitudes, Ten Commandments Identify scriptural stories relating to friendships and helping people grow in love Write a paper about a saint or other role model explaining how that person lived the love story of salvation List and say the books of the Bible Look up Bible passages in the Old and New Testaments Read a Bible passage and write about how it relates to their life Discuss the difference between love and attraction, and give examples how people show appropriate love and attraction to someone else (using the different states of life) (HR/SE) Interpret a psalm and present to the class Role-play passages from Exodus 17

18 Diocese of Davenport Lifelong Faith Formation Curriculum 3-5 Standard 2: Doctrine Benchmarks: A: Illustrate basic understanding of Catholic dogma as expressed in the Catechism B: Acknowledge and affirm the diverse cultural expressions of Catholicism and other faith traditions C: Examine the variety of Christian lifestyles as ways to respond to the Baptismal call to a life of service D: Demonstrate and understanding of incarnation E: Demonstrate an understanding of an appreciation for being responsible to one another as members of Christ s body (HR/SE) F: Demonstrate an understanding of and appreciation for being called to Communion with God, who is love G: Present a reasoned rationale for being Catholic (one, holy, Catholic, apostolic) H: Demonstrate an understanding of and appreciation for being created in God s image and likeness Outcomes: The learners will: Recognize that each person is a union of body and spirit, practicing good physical expressions of affection and friendship Recognize their role as a family member, friend and member of church community Recognize that we are the church and members of the body of Christ Read the Nicene Creed, understanding its teaching on the trinity Name and explain the marks of the Church Recognize sin as turning away from God Distinguish between mortal sin, which destroys charity in one s heart by a grave violation of God s law, and venial sin, which allows charity to subsist Describe the Holy Trinity as three distinct persons Understand the relationships of the person with each other and with us Understand that the seven gifts of the Holy Spirit are working through us Explore ways to open ourselves to God s grace, which is given freely Understand the seven virtues Identify friendship as one of the most important human relationships, with Jesus as a model of friendship Describe ways to be a good and loving friend, sharing values and celebrating friendship Recognize that all people have a calling (a vocation) to love and be loved Identify the growth and change associated with puberty as signs of God s plan for life and love Describe ways to care for the body during the growing years Describe the qualities of chaste relationships Celebrate God s call to love and be loved Locate Bible passages that tell us who God is Retell story of creation Give examples of God s creation and recognize God s creation is ongoing Recognize God s presence in Jesus, the sacraments, scripture and community Describe ways to avoid stereotypes and prejudice Understand there are many ways to serve God Understand that grace is part of each sacrament 18

19 Skills/Concepts: Love and respect (HR/SE) Body and soul Church is the people of God, the Body of Christ, guided by the Holy Spirit Apostles Creed or Nicene Creed are statements of belief Incarnation Marks of the Church (one, holy, catholic, apostolic) Sin Holy Trinity Grace Virtues Salvation (God s loving plan of relationship) Friendship, love, relationship Caring for our bodies (HR/SE) Vocation God, creator of all God revealed to us in Bible Jesus as image of God Belief in God Sample Assessment Activities: Write a paragraph on why God wants us to be with other people Write a report on family traditions and church and parish traditions List examples of why they are spiritual and physical, along with good ways to show affection and friendship (HR/SE) Write prayers of thanksgiving for family, friends and the church community Recite the Nicene Creed Create a visual that shows understanding of the Creed Divide into three parts: Father, Son and Holy Spirit Describe Marks of the Church use graphic organizer to show these Create pyramid of hierarchy of church leaders: deacon, pastor, bishops, Pope Write a prayer of Thanksgiving for the grace you have received Create a mobile of the seven virtues Make a poster for four relationships: Teacher, parent, friend, and sibling. On each poster write a Thank you for forgiving me when I Discuss three factors about sin: Grave/serious, know it is wrong, do it anyway Have students give examples of qualities of friendship and relate those qualities to what Jesus taught about being a friend (HR) Brainstorm ways to show respect for God s gift of sexuality (HR/SE) Define puberty. In small groups, discuss what happens during puberty in boys and girls, why a child s body changes during puberty, vocations and their lifestyle (HR/SE) Share with one another how God is present in Jesus and the sacraments Tell about a book, movie or TV that illustrates service to God Compare and contrast the qualities of being a male and a female (HR/SE) Discuss how following the Golden Rule would impact stereotyping and prejudice 19

20 Diocese of Davenport Lifelong Faith Formation Curriculum 3-5 Standard 3: Spirituality Benchmarks: A: Demonstrate an understanding of and an appreciation for being created in God s image (HR) B: Demonstrate and understanding of and appreciation for the faith community as the way we come to know God C: Use effective community-building skills in relating with others D: Use a variety of prayer forms to enrich and express personal and communal spirituality E: Demonstrate an understanding of an appreciation for being responsible to one another as members of Christ s body (HR/SE) F: Demonstrate an understanding of an appreciation of faith community as the way we come to know God G: Demonstrate an understanding of an appreciation for being responsible to one another as members of Christ s body, being united and live giving H: Demonstrate an understanding of the meaning of Incarnation Outcomes: The learners will: Pray the rosary prayers: Apostle s Creed, Our Father, Hail Mary, Glory Be Recognize our own call to witness Recognize that all people, created by God, reflect God s image Give thanks for God s wonderful creation Demonstrate a sincere love for God through loving kindness bestowed on others Describe the qualities of responsible love as seen in the lives and witness of saints and other Christian role models Engage in a variety of prayer forms, such as: devotional, spontaneous, meditative and liturgical, to deepen spirituality Identify the sacrament of Matrimony as unitized and procreative (HR) Identify chastity common to all vocations (HR) Recognize that the Baptismal commitment makes all responsible to love one another Honor the dignity of work in all its forms Pray spontaneously Write a prayer Keep a prayer journal Memorize the Nicene Creed Understand and demonstrate forms of private prayer (e.g. the rosary) Participate in spiritual and corporal works of mercy activities Participate in times of reflection Skills/Concepts: Creation Created in God s image (HR) Qualities Conversion of St. Paul and his call to ministry Psalms as form of communal prayer Apostles Creed as prayer Our role in building the faith community Loving others is a way of loving God (We are the Body of Christ) (HR/SE) Personal prayer Nicene Creed Celebrate the unifying and life-giving presence of the Holy Spirit 20

21 Traditional prayers Spiritual and corporal works of mercy One s inner search for God Christian marriage and other vocations Chaste relationships Sample Assessment Activities: Identify personal qualities (strengths and weaknesses) that make them unique and how they carry out God s plan for creation Plan a class prayer service that includes praying part of the rosary Participate in a community-building activity that identifies each person s importance, such as church ministries (e.g. altar server, singing, lector, greeter) and their contributions to the community Plan several prayer services that include praying for each child, their gifts and talents, witnessing, commitment and community building Create a pantomime to show how Saul s face was transformed as it was touched by the light of Jesus In small groups, have the students discuss what it means to be created in God s image, describe how God made people different from other creations and how they differ Have students write a paragraph on how the creation of both men and women show that God is wise and good (HR) Role-play to show how followers of Jesus put God first (Ten Commandments) Gestures used to accompany phrases of prayer Banners of liturgical art, bookmarks, prayer cards Brainstorm ideas on how belonging to a community helps them grow Select an appropriate role model and report on the contribution of leading a life of responsible love Have the student discuss choice options both good and bad and the consequences of the different choices. Give examples Have students discuss the virtue of chastity in all vocations or states of life (HR/SE) Read and discuss the marriage rite and the lifelong meaning of those vows Write a prayer and share it with the class Journal each day about something they are grateful for a gratitude journal Recite the Nicene Creed Make a rosary for a younger student and teach them how to pray the rosary Plan and carry out a class activity that involves spiritual and corporal works of mercy Journal about a class meditation or silent prayer time 21

22 Diocese of Davenport Lifelong Faith Formation Curriculum 3-5 Standard 4: History Benchmark: A: Illustrate a basic understanding of the history of the Church Outcomes: The learners will: Visit a historical religious site Invite someone from your parish to give a brief history of the parish Distinguish between God s everlasting covenant and the new covenant of Jesus Understand the development of the hierarchy of the Catholic Church Differentiate between dogma, doctrine and encyclicals Explain the four marks of the Church Give examples of how the Church is a visible sign of Christ in the world Skills/Concepts: Early Christian Community Journeys of St. Paul God s Covenant Church hierarchy Teachings of the Church Four marks Church as sacrament Sample Assessment Activities: Visit, view a movie, or view photographs of historical religious sites Write about how the historical religious site relates to the mission of God Create a timeline showing the history Interview the pastor, a parish leader or others to create a timeline depicting the history of their parish Make a map of Paul s journeys Locate on a map one place (community) to which Paul addressed his letters Present skits illustrating God s covenant with us Graphic Organizer Road of Faithfulness. Suggest names that belong on this road Create a poster diagramming the hierarchy Show how the Church is one, holy, catholic and apostolic Make a collage of ways the Church is a visible sign of Christ Look through the parish bulletin and state how each activity is a sign of Christ in the world In a small group, research an official teaching of the Church and present findings to the class 22

23 Diocese of Davenport Lifelong Faith Formation Curriculum 3-5 Standard 5: Liturgy Benchmark: A: Demonstrate an understanding of and an appreciation for being called to communion with God, who is love. B. Demonstrate an understanding of and an appreciation for being united, faithful and life giving C: Demonstrate the importance of sacraments, with an emphasis on the centrality of the Eucharist, in the lives of Catholics D: Use appropriate resources to plan and participate in liturgy and prayer services E: Celebrate the presence of the sacred in experiences of sacramental, symbols and rituals F: Demonstrate an understanding of liturgical seasons and feasts G: Demonstrate an understanding of and an appreciation of God, who is love Outcomes: The learners will: Recognize God s love and identify thoughts and feelings as gift from God, and ways to experience love (HR/SE) Recognize the role of parents and family members in welcoming new life into this world (HR/SE) Use prayer as loving communication with God and see prayer as guidance to understanding feelings (HR/SE) Name the seven sacraments and explain what they celebrate, and recognize them as sources of strength for growing in love (HR/SE) Name the liturgical symbols of the sacrament Participate in the planning of liturgy (HR/SE) Show understanding of Communion of Saints by celebrating the Feast of All Saints and Mary, Queen of the Saints Explore the meaning of scripture as used throughout the liturgical seasons (Jesse Tree, O Antiphons) Identify various liturgical ministers (HR/SE) Recall how the sacraments of initiation grace people Give personal examples of how the sacraments have made a difference in your life Review the steps for celebrating the Sacrament of Reconciliation Strengthen the baptismal call to carry on a life of service to others Plan and participate in liturgy and prayer services Regularly attend Mass Demonstrate knowledge of the definition of a sacrament Identify ways all people are called to be loving and faithful Recognize that sacraments of Matrimony and Holy Orders are special ways to celebrate vocations of love Describe ways all people can be life-giving Identify the seasons of the church and major feasts Identify key components of how each sacrament is celebrated Give thanks for the gift of Eucharist, which helps us to grow in love (HR/SE) Define and give examples of sacramental s Explore the process of becoming a full member of the Catholic Church Celebrate and participate in the Holy Saturday liturgy Skills/Concepts: God s gifts (HR/SE) Communion with God (HR/SE) 23

24 Feelings (HR/SE) Family (HR/SE) United, faithful, life-giving (HR/SE) Prayer (HR/SE) Overview of sacraments initiation/healing/service Use of liturgical symbols Holy Days of Obligation Vocations Liturgy and prayer services Liturgical year Sacramental s RCIA Sample Assessment Activities: List examples of how we know about God s love. Write a prayer to God (HR/SE) Describe ways family members are loyal and faithful to one another and how we are loyal and faithful to God (HR/SE) Discuss and give examples of expressing both positive and negative feelings (HR/SE) Discuss and list changes and responsibilities that occur when a new life joins the family (HR/SE) In small groups, form a list of liturgical ministers Role-play each ministry Create a booklet on the seven sacraments, how they are celebrated, the symbols used. Divide booklet into 3 sections: Initiation, Healing, Vocations Discuss the impact of Baptism and Matrimony on family life (HR/SE) Celebrate the Holy Days and Feasts of Mary Listen to scripture stories used throughout the liturgical seasons, and create a project showing understanding (e.g.: a graphic organizer aligning secular calendar with liturgical calendar using colors to emphasize the seasons). Within the liturgy using sacramental s, symbols and rituals, share experiences of celebrating the sacraments A matching game with sacraments, their signs, and sacramental s In small groups, discuss the sacraments of Holy Orders and Matrimony and the gifts and talents need for each sacrament Write about a career or vocation that interests you and how it matches their abilities Create a calendar identifying the seasons and major feasts of the year In small groups, create a lesson on how each sacrament is celebrated Invite a member of the catechumenate to share his/her initiation experience Plan and celebrate a reconciliation service Describe or illustrate your experience of attending a Holy Saturday liturgy 24

25 Diocese of Davenport Lifelong Faith Formation Curriculum 3-5 Standard 6: Morality/Social Justice Benchmark: A: Acknowledge and affirm being called to holiness and wholeness B. Make moral decisions based on Catholic moral decision-making models, consistent with church teaching C. Apply Catholic principles to interpersonal relations (e.g. family, peers, work, society, church, etc.) D. Engage in service to the community (e.g. family, parish, local, national, global) in response to the Gospel call E. Exercise responsible stewardship for the gift of creation F. Demonstrate an understanding of and an appreciation for being created in God s image G. Critique social structures in light of Catholic social justice principles and apply those principles to social and personal situations Outcomes: The learners will: Recognize the role of family and Church (providing virtues, authority and good examples) in guiding growth in love (HR/SE) Identify steps in making good choices with the help of the Holy Spirit (HR/SE) Identify ways in which personal actions and choices affect others (HR/SE) Recognize opportunities for forgiveness and reconciliation in family life (HR/SE) Read about role models of Christian witness, past and present (HR/SE) Invite parish members to explain their roles in the parish community Re-enact conflict situations and brainstorm solutions that build community Define human dignity Recognize that human life is a special gift of God (HR/SE) Celebrate the contributions of women and men to God s plan for human life, and describe the differences between the genders and how they complement each other (HR/SE) Apply the gospel teachings to everyday decisions Demonstrate accountability for one s own actions Find ongoing ways within the community to be of service Identify ways to take care of the earth Examine decisions in light of Christ s message Treat others with care and respect Use gospel values to make decisions Examine and apply social teachings of the Catholic Church Live a Christian lifestyle (e.g. respectful) Evaluate current events (i.e. music, TV shows) as they relate to gospel values Skills/Concepts: Love (HR/SE) Holiness and wholeness (HR/SE) Christian Morality (HR/SE) Family and Relationships (HR/SE) Holy Spirit (HR/SE) Choices and consequences (HR/SE) Forgiveness and reconciliation (HR/SE) Spiritual and corporal works of mercy Responsibilities as members of the church Church as welcoming community, hospitable and inclusive Answering Jesus call to serve 25

26 Creation Created in God s image God s gifts Loving others as one s self Making decisions based on gospel values Accepting responsibility for one s actions Service Stewardship Membership in the Catholic Church asks us to continue the mission of Christ Everyone is made in God s image Promotes peace and justice Beatitudes as a model for Christian life Social teachings of Catholic Church including topics such as the solidarity of the human family, worker s rights, the dignity of work and stewardship of creation Sample Assessment Activities: Discuss the importance of rules. What would life be like without rules? (HR/SE) Using Jesus life as a model, ask students to give examples of how making good choices could help develop virtues (HR/SE) Identify signs of trust in relationships with both family members and friends and describe the consequences of broken trust in those relationships (HR/SE) Discus what happens when family members, students and community members break the rules (HR/SE) Write a paragraph on how sin differs from mistakes (HR/SE) Role-play conflict situations (HR/SE) Research Christian witnesses. Choose one and role-play that person Welcome others as greeters before Mass. Tell about your experience (HR/SE) List examples that build community List reasons why the gift of life is the best gift Have students discuss with parents what role heredity has played in the family (be aware/sensitive of adopted) Share times when you have treated others kindly Role play how you felt when you were treated unkindly, and what you can do to prevent others from feeling that way Journal about a time when you needed to apologize and make amends Participate in monthly service projects Brainstorm ways to take care of the earth, and implement one project Prepare and dialogue about controversial issues in light of the gospel message Read the lyrics of a current song, interpret in light of the gospel Identify and participate in a service project Identify a project that shows care for creation 26

27 Diocese of Davenport Lifelong Faith Formation Curriculum 6-8 Standard 1: Scripture Benchmark: A: Read, interpret and apply scripture to life B. Demonstrate an understanding of and appreciation for being created in God s image C. Demonstrate an understanding of and appreciation for being part of the love story of creation Outcomes: The learners will: Explain how the gospel is good news Compare and contrast the four gospels (e.g. resurrection stories) Locate passages in the Bible Recognize divisions of writings within the Bible Identify the Bible as the word of God Identify prophets in the Bible Identify God s saving action in Bible stories Identify main Bible characters Apply ideas from scripture to daily life Realize that God calls us to live the law of love Show reverence of the Bible Recognize that all creation is a gift from God (HR) Recognize that gender is a part of being created in God s image (HR) Recognize that growing in love is a lifelong journey for the whole Christian community (HR) Identify love as the standard by which lives will be judged (HR) Using saints as models, describe ways people can live the works of mercy (HR) Commit to continuing to grow in love (HR) Recognize that growing in love is a lifelong process, assisted by the Holy Spirit (HR) Identify characteristics of Christian maturity (HR) Cite and describe examples of responsible love in salvation history (HR) Celebrate the great love story of salvation (HR) Recognize that the Beatitudes offer a vision of real love (HR) Identify the prophetic mission of every Christian (HR) Describe ways by which we can all work to hasten the coming of God s reign in its fullness (HR) Commit to sharing God s love (HR) Skills/Concepts: Read scripture Apply ideas from scripture to daily life Bible characters God s saving action Scripture as God s word Organization of the Bible Relationship of scripture to daily life Bible is a collection of different types of literary works Created in God s image (HR) Salvation Beatitudes Prophetic mission Christian maturity 27

28 Love is a lifelong process Growing in love God s covenant of love Saints as role models Sample Assessment Activities: Locate passages in the Bible and identify the section of the Bible Explain how God s saving action is illustrated in a Bible story Read a passage from a gospel, re-state its meaning in own words, and explain how it applies to daily life Locate a gospel passage and explain how it illustrates the good news of Jesus Given a list of characters from scripture, write a synopsis of their story Locate a passage in scripture, read it, and explain to the class or others how it shows God s call to live the law of love Choose a story in scripture where there is travel from one place to another. Create a travel journal of one of the characters Enthrone the Bible in a special place Create a prayer corner with the Bible Retell or role play Bible stories in modern contexts Have an Old Testament festival featuring O.T. characters and costumes New Testament festival featuring N.T. characters and costumes Interpret a scripture story from each character s viewpoint Scripture story to focus on a word, phrase or character in a scripture passage Brainstorm examples of actions that benefit physical health and actions that do not (HR) Write a short paper explaining why St. Paul said the gift of love is the most important gift (HR) Discuss works of mercy they have done or expressed recently and works of mercy done or expressed to them (HR) Discuss and list the challenges and responsibilities they face in growing in love and friendship as teenagers (HR) Discuss factors that make a behavior inappropriate at one stage in life and not at another (HR) Write a short paper on what the Beatitudes mean to you personally Discuss and give examples of ways to contribute to hasten the coming of the reign of God (HR) 28

29 Diocese of Davenport Lifelong Faith Formation Curriculum 6-8 Standard 2: Doctrine Benchmark: A: Present a reasoned rationale for being Catholic B: Illustrate basic understanding of Catholic dogma glossary in light of the Catechism of the Catholic Church C. Demonstrate an understanding of incarnational D. Acknowledge and affirm the diverse cultural expression of Catholicism and other faith traditions E. Examine the variety of Christian vocations as ways to respond to the baptismal call to a life of service F. Demonstrate the relationship between faith and culture (e.g. through the arts, social science, technology, etc.) Outcomes: The learners will: Explain the difference between faith and religion Define the meaning of Catholic Critique the unique qualities of Catholicism Understand the difference between dogma and doctrine Identify the sacredness of human life at all stages Appreciate the humanity and sanctity of unborn human life Recognize that in baptism we entered into Christ s death and resurrection Recognize that Jesus, truly God and truly human, shows the way to be most authentically human Identify characteristics of Christian love (HR) Describe how discipline and self-sacrifice support loving relationships (HR) Identify the qualities of chaste friendships including dating relationships (HR) Recognize that friendships help us to grow in love and that dating helps to prepare for marriage (HR) Celebrate the power of God s love in Christ and the meaning of the Trinity (HR) Identify the virtues of chastity, modesty, purity and charity and describe ways to practice them (HR) Describe appropriate expressions of affection (HR) Give thanks for the example and continuing love of Jesus (HR) Ask God s help and follow the example of Jesus in growing in love (HR) Recognize diversity and ethnicity within Catholicism Understand the importance of Judaism in Catholic history Identify various world religions Recognize different ways of responding to the baptismal call to a life of service Realize that Jesus way of teaching involves serving others Relate vocations to a life of service Illustrate the impact of faith and religion on culture through the ages Critique periods in history when faith greatly impacted culture Skills/Concepts: Faith and religion Personal faith life Commitment to a specific religion Dogma and doctrine of the Catholic Church Historical events that made it necessary for the Church to write down specific doctrines 29

30 Understanding that the gift of life is precious (HR) Understanding the dignity and worth of human life (HR) Incarnational (HR) Paschal mystery (HR) Christian love (HR) Discipline, self-sacrifice, self-control (HR) Virtues (HR) Friendship and dating (HR) Appropriate ways to express affection and love (HR) Judaism World religions Responding to baptismal call Connections of lifestyles Recognize vocations to religious life, single life and married life Church history Sample Assessment Activities: Keep a journal relating how they find God present in their lives Create a video interviewing Catholic adults and/or teen about their beliefs Define creed Research images of God in world religions Make chart illustrating similarities and differences of the view of God in world religions Research image of God from Old to New Testament (e.g. God of Abraham, God of Jacob, Jesus teachings of the Kingdom of God, Our Father, etc.) Compare the Church of their grandparents generation with modern Church by interviewing grandparents, senior citizens Trace the development of doctrines through the various Councils of the Church Illustrate a booklet of examples of living out the Nicene Creed in daily life Using the internet, study a particular heresy in the church and find out how it was resolved Identify the stages of pregnancy and fetal development (HR) Define mystery and describe some mysteries of life (HR) Brainstorm examples of sacrifices people have made that show support for loving relationships (HR) Research virtues and explain how they can be lived in ways that draw us nearer to God and God s kingdom (HR) Discuss dating, including the significance and appropriateness of showing signs of affection. Have small groups share their findings with class (HR) Arrange a visit to a synagogue or other faith tradition s house of worship Discuss and/or illustrate the beliefs and practices of other religions Research using the internet and other forms of technology Invite guest speakers of other religious faiths Invite priests from other cultures Interview parish leaders to show how people use their various gifts List ways that service is needed in church and community; perform service Invite priests, religious and lay ministers to share stories of call to ministry Analyze film Jesus of Nazareth for historical significance; asses periods of history to see how faith influenced culture Research media for appropriate video 30

31 Diocese of Davenport Lifelong Faith Formation Curriculum 6-8 Standard 3: Spirituality Benchmarks: A: Demonstrate an understanding and an appreciation for faith community as the way we come to know God. B: Use effective community-building skills in relating with others. C. Use a variety of prayer forms to enrich and express personal and communal spirituality Outcomes: The learners will: Recognize the importance of faith community throughout history Practice faith at home and in the parish Affirm the importance of Christian unity Recognize that God, as Trinity, calls all into a personal relationship Recognize that God, who is love, created all for love and eternal happiness Identify the Great Commandment as the way to live the covenant with God, self and others Describe ways to communicate with God in prayer and through scriptures Celebrate the commitment to justice, love and peace (HR) Identify and describe characteristics of authentic love (HR) Describe ways to avoid inappropriate expressions of affection and inauthentic relationships (HR) Give thanks for God s gift of real love (HR) Identify and describe ways to live the theological virtues of faith, hope and love (HR) Explore the purpose of the ecumenical movement Evaluate one s role in working toward Christian unity Describe ways to show respect for God s gift of life by caring for themselves and others Celebrate the goodness of life and humanity Describe ways to overcome gender stereotypes and sexual discrimination (HR) Celebrate ways in which men and women complement each other (HR) Recognize that self-worth comes from the dignity of being children of God (HR) Identify the qualities that mark a good Christian woman or man Describe the harm caused by stereotyping and discrimination (HR) Explore the traditional forms of prayer and their importance to one s faith Demonstrate the difference between formal and informal prayer Engage in personal and communal prayer Explain the development of traditional prayer Experience informal prayer (silent or oral) Skills/Concepts: Active listening Questioning Reading the Bible and other religious works Discussion Prayer development Recognize a communion with God Understand the Great Commandment (HR) Relationships and authentic love (HR) Gifts from God (HR) Created for eternal beatitude (HR) Ecumenical movement Other religions 31

32 Community activities Respect for self and others (HR) Understanding stereotypes (HR) Understanding discrimination (HR) Prayer - Blessing and adoration - Petition and intercession - Thanksgiving - Praise Sample Assessment Activities: Develop and lead a prayer service Re-enact Bible stories Interview a Bible character for a newspaper article Plan a parish activity such as Mardi Gras or Advent party Celebrate a Seder Meal Plan a parish community service project (food drive, rummage sale) Identify commitments or promises they ve made and explain the role of trust in these (HR) Discuss and report finings on how a covenant and a promise are similar (HR) Compare and contrast characteristics and qualities of a good friendship with those of a good marital relationship (HR) Discuss what causes a person to lose hope and what can give a person hope (HR) Discuss places in society where we see a lack of love and hope (HR) Organize and/or participate in ecumenical prayer in the community Visit other Christian churches and discuss differences and similarities Investigate and report on Christian churches in the community, comparing and contrasting beliefs and celebrations Participate in Thanksgiving and Easter ecumenical services Research and report on different world religions, comparing similarities and differences with Catholicism Portray various leaders of the Protestant Reformation, citing their reasons for founding new traditions Plan a community service project and work with social service agencies Discuss in small groups ways to help reduce gender stereotyping and sexual discrimination (HR) Discuss and list qualities of good Christian men and women (HR) Plan a prayer service using the Psalms Explore Biblical references to prayer Lead class in some form of prayer Develop personal prayers to include thanksgiving and petition based on current events Lead a May Crowning service Participate in and/or plan the Mass Keep a personal journal with prayers and reflections Recite common traditional prayers Participate in Living Rosary, Living Stations 32

33 Diocese of Davenport Lifelong Faith Formation Curriculum 6-8 Standard 4: History Benchmark: A: Illustrate a basic understanding of the history of the Church Outcomes: The learners will: Identify Mary s story as one part of salvation history Trace the roots of the early Church Identify turning points in the history of the Church Skills/Concepts: Development of the Church from early church writings to a modern church (early church leaders to contemporary pastors and theologians) Ordering of events and Church history Mary in Church history Church Councils Encyclicals in Church history Sample Assessment Activities: Create a timeline of significant events in Church history Portray or interview significant characters from a specific period of Church history Create a historical record of own parish Based on internet research, summarize main idea of a papal encyclical Write a character profile of Mary (i.e. five characteristics or ideas about her) Study apparitions of Mary and how her message affected the nations where they occurred Musical interpretation of an event in Church history Compare and contrast Mary s role as a mother and the roles of mothers on TV 33

34 Diocese of Davenport Lifelong Faith Formation Curriculum 6-8 Standard 5: Liturgy/Sacraments Benchmarks: A: Demonstrate the importance of the sacraments, with an emphasis on the centrality of the Eucharist in the lives of Catholics B: Demonstrate an understanding of and an appreciation for being united, faithful and lifegiving C: Use appropriate resources to plan and participate in liturgy and prayer services D: Celebrate the presence of the sacred in experiences of sacramental s, symbols and rituals Outcomes: The learners will: List and describe the seven sacraments Define meaning of sacrament Demonstrate an openness to the grace of sacraments Recognize that pregnancy and birth are meant to be special times of family celebration (HR) Identify suffering, aging and death as parts of the human condition that can have special meaning in the Christian experience Describe ways in which the Christian family honors the mysteries of birth, illness and death Celebrate God s presence in families throughout all of life Recognize that all relationships offer the opportunity to nurture and protect God s gift of human life (HR) Identify the sacraments as a source of strength as people grow in love and forgiveness Describe ways to be faithful and life-giving in marriage and family life (HR) Celebrate God s gift of human life Recognize that sacraments strengthen the Holy Spirit s presence in family life Identify some duties and responsibilities that family members have toward one another Describe and demonstrate ways to resolve conflicts in the family Celebrate family life. Recognize the order of liturgy and its components Examine the importance of Eucharist as a sacrifice and as a meal Explore the cycles of readings, liturgical seasons and feasts of the Church Recognize symbol, color and meaning for each liturgical season Recognize the different ministerial roles in liturgy Identify and give examples of sacraments, symbols and rituals Describe how these enhance prayer, worship and faith life Incorporate sacraments, symbols and rituals into prayer Skills/Concepts: Name the sacraments Classify the sacraments (initiation, healing, service/vocation) Analyze the meaning of sacrament United, faithful, life-giving Birth Sickness, suffering, death Christian marriage Parenting Family life Liturgical planning Ministries of liturgy 34

35 Feasts of the Catholic Church Liturgical seasons Sacramental Symbol Ritual Sample Assessment Activities: Develop a service day where one could witness to others by example Evaluate an appropriate lifestyle for a Christian as a single person, married person, priest, permanent deacon or religious Youth promote attendance at Sunday Mass In small groups, develop definition of real happiness. Share it with the class or group Have each group demonstrate a situation involving a family conflict. After the demonstration, have group members discuss ways to resolve the conflict In small groups, have learners list ways that Matrimony and Holy Orders build up Christian community Have learners create skits showing the importance of forgiveness and unconditional love in marriage Identify stages of life (birth, aging, death, etc.) that have special meaning in the Christian experience. Plan a Jesse Tree prayer service Discuss vestment colors with a priest Prepare a reflection on a scripture reading Take a field trip to the church sacristy; show and explain items Demonstrate understanding of liturgy by creating a video or power point demonstration Work with First Communion class to show how the Eucharist is the greatest prayer of the Catholic Church Attend Chrism Mass Attend Holy Week services Become aware of RCIA rituals by viewing This Is the Night video. Choose and describe three actions demonstrated in the video Present and explain sacramental s and their meanings Make a video of a baptism illustrating the rites and symbols Have sacramental tables in classroom Have an intergenerational faith festival highlighting symbols of baptism 35

36 Diocese of Davenport Lifelong Faith Formation Curriculum 6-8 Standard 6: Morality/Social Justice Benchmarks: A: Make moral decisions based on Catholic moral decision-making models B: Acknowledge and affirm being called to holiness and wholeness C: Apply Catholic principles to interpersonal relations (e.g. family, peers, work, society, Church, etc.) D: Critique societal structures in light of Catholic social justice principles and apply those principles to social and personal situations E: Engage in service to the community (e.g. family, parish, local, national and global) in response to the gospel call F: Exercise responsible stewardship for the gift of creation Outcomes: The learners will: Realize that doing wrong involves turning away from God Apply simple steps for examining one s conscience Identify stages of moral reasoning Identify Church s position on some moral issues Recognize sexuality as a sacred and unique gift from God (HR) Compare and contrast moral decisions using scenarios Recognize that God s grace makes it possible for people to be holy and whole Identify acts against chastity that affect humans Describe ways to be open to God s grace and avoid temptation Ask Holy Spirit to help in living the call to holiness and wholeness Recognize that grace loving relationship with God enables all to make good choices Identify sexual drive as a source of both great blessing and great challenge (HR) Describe the importance of prayer, practicing the virtues and participating in the sacraments in helping to live Christian morality Recognize that God s grace and forgiveness are available for all people Identify some of the Church s key teaching on sexual morality and their foundation in scripture and natural moral law Describe ways to stay safe from sexual predators (SE) Celebrate God s loving presence and grace at work in their life Read Bible stories that demonstrate Jesus love List examples of Jesus love in the Bible Give examples of how to show Jesus love in interpersonal relationships Recognize that the Church s teachings on life issues and sexuality are rooted in natural moral law and the God-given dignity of every person (HR) Celebrate the support of the Christian community Describe the sources of support the church provides for growing in love Identify ways in which participation in the Catholic community helps us share love with others Recognize that all Christians are responsible to one another as members of the Body of Christ (HR) Practice working for the Common Good Recognize that the family, as the domestic Church, is a place where children explore vocations Identify religious life and the priesthood as two ways to live the vocation to love Describe how those living single life carry out the vocation to love Commit to living the vocation to love through God s revelation Recognize the injustice of some societal structure throughout history and in the world today 36

37 Realize the Christian responsibility to advocate for peace and justice Apply Catholic social teaching to societal problems Identify ways in which prejudice and stereotyping rob people of dignity and other fundamental rights Recognize that Jesus model of teaching involves serving others Recognize role models of service in history and modern day society Explore ways to listen to and answer God s call to service Affirm that God is the origin of all creation Identify ways to serve your home, Church and community Locate Bible passages that call us to serve Skills/Concepts: Commandments and beatitudes Christian morality and moral decision making Church s stance on major moral issues Christian values used to make social, political and economic choices Holiness and wholeness God s grace Sinful attractions (temptations) Works of the Holy Spirit Sexual drive Sexual morality Choices Jesus call to love one another as He loves us Centrality of community in Catholic life Members of the body of Christ God s gift of life God s gift of sexuality Church s magisterium Community of faith Domestic church and vocations List and define Catholic social justice principles Name various societal structures Brainstorm personal situations and the Catholic social justice principle that applies to it Service to others Catholic people in service to others Bible passages Genesis creation stories Service as our call to be Christian Service extends from local to global communities Service as rooted in gospel message Stewardship Sample Assessment Activities: Identify positive and negative moral decision making Report on a societal issue as if they were a prophet Use media to find examples of people choosing to live by Christian morals Be an example to younger students of how the beatitudes can be actively lived Find examples of social injustice, moral issues and sin in the world through media sources and suggest Christian approaches to resolve these issues Identify Church documents and the social justice issues they address Create or formulate an examination of conscience 37

38 View, discuss and write a report on Bridging the Gap video Give examples of situations when it is difficult to do the right thing and not give in to peer pressure Discuss ways that married couples can invite God s grace into their lives Discuss how practicing chastity and abstinence today helps them prepare to be faithful in their future vocation In small groups, create skits showing ways to stay safe from sexual predators (SE) Locate Bible stories that show God s love for us List ways in which Jesus shows His love for us every day Create skits in which people choose to be inclusive rather than exclusive toward all types of people Visit nursing homes and pre-schools and report how they were able to build relationships based on Christian values Identify a moral concern in the community (or school or parish), develop a plan of action for resolving the situation, and communicate it to leaders Dramatize situations of conflict or intolerance to illustrate good and bad moral decision making Conduct a retreat focusing on Christian relationships and sexuality (HR) Study Church teachings on sexuality and bioethics Describe how Church teaching can guide individuals in making responsible decisions Brainstorm activities that improve one s Catholic identity and sense of belonging Discuss a person who worked for the common good, either locally or around the world Discuss the kind of work each student hopes to do as an adult and how it could contribute to the common good In small groups, discuss the relationship between a vocation and love Identify a social problem and suggest an appropriate Christian response Evaluate various media in light of Christian values Participate in service projects that address a community need for action Analyze how a TV show supports or denigrates Christian values Watch a specific news show for one week and record reports about social justice issues Share a brief biography of a person involved in a social issue Host an intergenerational faith festival where learners are invited to portray well-known advocates for social justice Study modern servant leaders such as Dorothy Day, Mother Teresa, Dr. Martin Luther King and Archbishop Oscar Romero Describe how God is the origin of all creations Make a list and complete service tasks Celebrate a Volunteer Mass or prayer service to honor volunteers who serve the parish Participate in Holy Thursday celebrations, assisting the priest in the washing of feet Develop an Earth Day presentation focusing on God as the creator of all things Be actively involved in recycling efforts List reasons for serving others Name ways to serve your home, church and community List Catholics who serve others Interview a member of the parish social justice commission Follow Catholic politicians view on social justice issues politicians regarding Respect Life issues, environmental issues 38

39 Diocese of Davenport Lifelong Faith Formation Curriculum 9-12 Standard 1: Revelation of Christ in Scripture Benchmarks: A: Knowledge about God B: Knowledge about scripture C: Understanding scripture D: Overview of the Bible E: The Gospels Outcomes: The learners will: Have a thirst and desire for God, knowing God s desire for relationship with them Understand God through natural revelation, patristic testimony, scholastic theology, church councils and contemporary discussion. Understand God through divine revelation in scripture and, ultimately, the person of Jesus Understand God through the transmission of divine revelation, which is the source of apostolic tradition and the Deposit of Faith Understand that scripture is divinely inspired Understand the development of the Bible Know how the Church uses scripture in its liturgy and prayer Understand the Church s guidance for interpreting scripture Comprehend both the literal and spiritual senses of scriptural meaning Relate the Bible to science and history Consider sources of biblical texts, their editing and their literary forms Understand the structure and history of the Old Testament Understand the structure of the New Testament and its unity with the Old Testament Understand the structure and message of the Gospel, and how they were written Understand similarities and differences among the Synoptic Gospels Appreciate the perspective and intent of The Gospel of John Understand that humans are created for love (HR) Skills/Concepts: Reciprocal desire between God and humans God alone is source of joy and peace on earth and heaven Natural revelation Patristic testimony Arguments for God s existence Human reason Divine revelation Old Testament prophecy Wisdom literature Jesus as definitive Word of Revelation Apostolic tradition Deposit of faith Divine inspiration (God is the author of scripture) Context of Biblical times, conditions Bible inerrant in matters of revelation, faith Oral tradition Development and structure of Bible s books 39

40 Canon of scripture Councils of the Church and how they determine canon of scripture Liturgy of the hours Lectio Divina Studying and praying with scripture Biblical interpretation and criticism Guidance for interpreting scripture Literal and spiritual senses of scripture Understanding of Dei Verbum No conflict between religious truth and scientific, historical truths Catholic understanding of scripture compared to literalist, symbolic understandings Ancient biblical source texts Forms of literature in Bible Old Testament structure New Testament structure Unity of Old, New Testaments Centrality of gospels within scripture Three stages in formation of gospels Synoptic Gospels Uniqueness of John s gospel Humans created to receive God s love and share it with others (HR) Sample Assessment Activities: Discuss how our relationship with God is similar to the mutual longings felt by both people in a budding friendship Dramatize a contrast between the lasting joy and peace found only in our relationship with God and the fleeting, often fragile happiness found in human relationships (HR) Develop a power point or video illustrating the creation story in Genesis and addressing how we perceive God s power in the things God has created Use appropriate print or video images showing people of all races to illustrate St. Augustine s contention that our beauty, while subject to change, testifies to the power and beauty of God, who does not change Develop a quiz that answers, in your own words, St. Thomas Aquinas five proofs for the existence of God Discuss in small groups each person s sense that our origin can only be in God. Offer arguments based on truth, beauty, moral goodness, freedom Dramatize story of Abraham and Isaac. Explain how it reveals God s love and foreshadows the story of Jesus Draw or find an image of Jesus (e.g. Nativity, miracles, crucifixion, resurrection, ascension). While a picture is worth 1,000 words, use just 100 to explain how Jesus is the definitive Word of Revelation Compare the Deposit of Faith to a financial investment. Explain how it grows and enriches a widening circle of stakeholders Develop a skit that explains the role of the Holy Spirit in the divine inspiration of scripture Discuss the differing perspective on the sacredness of biblical texts between Christians, Jews Have a learner read a Bible story to another learner. That learner then verbally tells the story to another learner (continue this process as long as time allows). Eventually, a final learner writes the story down. Compare that to the original biblical text. Discuss what has been lost in translation and the difficulties faced in the transition from oral to written sacred stories. Pray morning, evening or night prayer (whatever is appropriate to your time setting). Discuss your experience and how it compares to other prayer styles. Participate in Lectio Divina, and then discuss how applying a scripture message to your life experience might deepen your faith. 40

41 Read the four scripture passages for next Sunday s Mass. Discuss how the readings and Psalm connect to the story of Jesus in the Gospel, how these scriptures inspire the Church s mission, and how the truths of faith are unified among themselves and across time from Biblical times to now and the future. Read Exodus 14 and 1 Cor 10:1-4. Discuss the literal sense of the Exodus passage to God s chosen people and its spiritual sense that Paul explains to the Corinthians. Research the Dec. 24, 1968, broadcast by the Apollo 8 crew of the creation story from Genesis. Discuss how the scripture story connects to the historical context of 1968 and to the astronaut s scientific achievement of lunar orbit. Have learners categorize the 73 books found in a Catholic Bible by testament and then determine whether each book is from the Pentateuch, Historical Books, Wisdom Books, Prophetic Books, Gospels, New Testament Letters or Catholic Letters. Compare the beatitudes found in Matthew s Gospel (5:3-12) with those in Luke (6:20-36). Discuss their similarities and differences. Which do you find more consoling, more challenging? The multiplication of the loaves and fishes is the only miracle story that appears in all four gospels. Compare Jn 6:1-15 with passages from the synoptic gospels. Discuss how the author of John expands our understanding of Jesus with Jn. 6: Read Genesis 1:26-27 and discuss how humans are created for love to receive God s love in order to love God, ourselves and our neighbor.(hr) 41

42 Diocese of Davenport Lifelong Faith Formation Curriculum 9-12 Standard 2: Knowledge of Jesus Benchmarks: A: God and Revelation B: Jesus Revelation about God C: The Mystery of the Incarnation D: Jesus Teaches Us About Ourselves Outcomes: The learners will: Explore how God reveals his plan of salvation through scripture and tradition Understand that faith is a gift that enables our trusting relationship with and belief in the Trinity Become active disciples of Christ through service and evangelization Explain how faith differs from religion Understand the Church s challenge to reflect God s revelation to the world Explain how Jesus is fully God and fully human Explain the Trinity and how we relate to each person of the Trinity Understand the special role of Mary, the mother of God, and the Church s devotion to her Using the story of Jesus, connect with that it means to be fully human Understand the purpose of God s redeeming grace Comprehend our call to holiness and how we grow through prayer Consider their place in the Communion of Saints, through discipleship in their earthly life and ultimately eternal happiness with God Skills/Concepts: Divine revelation Salvation history Tradition Faith Religion Christ founded the Church Body of Christ One faith, one Lord, one Baptism Magisterium Incarnation Emmanuel (God is with us) Trinity Creator Redeemer Sanctifier Heresies, and doctrines of early Church Councils to battle these Immaculate Conception Annunciation and Mary s Fiat Assumption and Church doctrine regarding Mary Hypostatic Union Humans created in God s image and likeness Human dignity Stewardship of creation Choosing good over evil Love of God and neighbor 42

43 Sermon on the Mount Parables Conditions for inheriting eternal life Prayer Communion of Saints Four Last Things Sample Assessment Activities: Dramatize in skits the way God revealed Himself to Moses, Samuel, Mary or Paul. Scripture (Psalm 119:105) and Church dogma (CCC, 89) have been described as lights to our path of faith. Learners will research one scripture passage and one church teaching that guides their lives. Then, in group prayer, they will light two candles as they share the significance of the scripture and teaching. Discuss the roles that trust and an open mind play in developing a friendship. Compare this to developing faith in God. (HR) Write a good news column for parish bulletin, school website or diocesan paper about how a group service or service experience strengthened your faith. Ask five adults (one being your pastor, teacher or youth ministry coordinator) to define the words faith and religion. Compare these with your own definitions and those in your faith formation text glossary. Read Matthew 16:13:19 and discuss how Peter s confession of Christ s revelation might inspire us to tell others of God s greatness. Illustrate the word made flesh (John 1:14) by taking photos of learners spelling out with their bodies a word that describes Jesus. Turn the word into an acrostic and create a PowerPoint, adding descriptive text for each letter. Use Venn diagrams to show how the three persons of the Trinity are distinct from one another, how they are relative to one another, and how they share the same attributes. Explore a heresy and the early Church s response to it. Discuss how the Nicene Creed speaks toward that heresy today? Research the history of the dogma of the Immaculate Conception. Discuss how the relationship of this teaching with scripture (especially Luke 3). Write a script in which Mary explains her role as the first disciple using stories of the Annunciation, Nativity, Crucifixion, Resurrection and Pentecost. Describe a time when you felt extreme emotion (e.g. joy, pain, grief, betrayal, etc.). Compare this to a scriptural story that shows Jesus human nature. Read Genesis 1:26-30 and discuss its implications regarding respect for all life and stewardship of God s creation. Dramatize John 8:1-11. Discuss Jesus message of repentance and conversion, and the personal and societal sins we overlook in our rush to judge. Reflect on a story where Jesus models the importance of prayer in our lives. Write a prayer of thanksgiving or supplication based on that story. Make a checklist based on Matthew 25: Brainstorm ways that modern people can be hungry, thirsty, imprisoned, etc. Have learners reflect privately on whether they are sheep or goats on each point, then discuss as group. 43

44 Standard 3: Mission of Jesus (Paschal Mystery) Diocese of Davenport Lifelong Faith Formation Curriculum 9-12 Benchmarks: A: The Goodness of Creation and Our Fall from Grace B: The Promise of a Messiah C: Christ Our Light: Redemption Unfolds D: Redemption through the Paschal Mystery E: Moral Implications for the Life of a Believer F: Prayer in the Life of a Believer Outcomes: The learners will: Understand the religious truths conveyed in Genesis, including humans place as the summit of all creation Explain the doctrine of Original Sin in light of the death and Resurrection of Jesus Understand the consequences of Original Sin, especially a tendency toward sin and the need for salvation Recognize the pattern of God s promises of the Messiah, covenants between God and humans, and the escalation of sin in the Old Testament Recognize that Jesus is the fulfillment of prophetic promises Understand how Jesus earthly life show God s love for us and desire for our salvation (HR) Explain how significant stories in Jesus life light our path to redemption Understand the Paschal Mystery and its promise for our own resurrection Recognize the significance of the Ascension and Pentecost opening the gates of Heaven and empowering us for a more holy earthly life Cite implications of Christ s life, death and resurrection for the way we live our lives Live a life of discipleship by putting into practice moral teachings, service to others, evangelization and stewardship (HR) Use scripture and more diverse forms of prayer to develop a more intimate relationship with God Skills/Concepts: Literary forms in scripture Connection of religious truths to science, history Figurative and symbolic language in Genesis God created all, seen and unseen Creation reflects God s glory Humans are summit of creation, created in God s image and likeness Dignity of both men and women Body-soul unity of humans Sacrificial love (HR) Original holiness and original justice Original sin and its consequences Messiah Covenant Suffering servant Christ s life was mystery of redemption, revealing God s love for us Redemption Paschal mystery Resurrection as historical, transcendent event Ascension 44

45 Pentecost Justification Call to holiness Discipleship Intimacy with Christ through prayer Praying with scripture Vocal, meditative and contemplative expressions of prayer Forms of prayer The Lord s Prayer Sample Assessment Activities: Discuss the religious truths found in the creation stories in Genesis. What do they tell us about creation s origin and end in God, its order and goodness, the vocation of humans, the drama of sin and the hope of salvation? Divide into male and female groups to brainstorm gender differences. Work in male/female dyads to discuss similarities and gifts. In large group, discuss God s wisdom in creating humans male and female (Genesis 1:27) (HR) Discuss how Original Sin is far more than an event, but a condition that affects us every day. Share appropriate examples. Script a game show or reality show skit based on the series of covenants God made with Noah, Abraham and Moses. Write a brief monologue in the voice of a holy woman such as Sarah, Rebecca, Rachel, Miriam, Deborah, Hanna, Judith, Esther or Mary about how Israel kept alive hope for salvation. Discuss athletes and entertainers that fall short of their potential as role models. Contrast them with Jesus, the way, and the truth, and the life, and how he models holiness and sacrificial love. In a group(s) of eight, assign each individual to share the significance of the Transfiguration from the perspective of one of the human witnesses (Peter, James, John), Moses (the Law), Elijah (the Prophets), God the Father, the Holy Spirit (present in the cloud) or Jesus. Do something creative with Philippians 2:5-11 (e.g. put it to music, illustrate it with a PowerPoint, etc.) to give glory to God. Discuss ways in which the historical events of Jesus resurrection, Ascension and Pentecost are transcendent (e.g. His promise to be with us always, his sending of the Holy Spirit, the promise of our own resurrection). Support your thoughts with scriptural passages. Have learners assess themselves in four areas of growth toward discipleship: morality, service, evangelization and stewardship. Set a goal for growth in each area. Brainstorm ways to pray with scripture, expressions of prayer and forms of prayer. Have learners identify one need for growth and commit to two weeks of a prayer practice. After two weeks, assess whether that practice has brought learner to greater intimacy with Jesus. Have a youth explain why players in baseball or softball execute sacrifice plays. Discuss other ways humans give of themselves for the betterment of others. (HR) 45

46 Diocese of Davenport Lifelong Faith Formation Curriculum 9-12 Standard 4: Mission of the Church Benchmarks: A: Christ established his one Church to continue his presence and his work. B. Images of the Church C: The Marks of the Church D: The Church in the World E: Implications for Life of a Believer Outcomes: The learners will: Recognize that the Church is part of God s plan of salvation Understand the role of the Holy Spirit in the Church Explain the role of the Apostles and Apostolic Tradition Connect with images of the Church from scripture and tradition Describe and give examples of the four marks of the Church Explain the mission of the Church Outline the hierarchy of the Church and the role of various vocations Provide examples for the Church s offices (teaching, sanctifying, governing) Describe the enrichment, challenges and other implications that come with living as a member of the Church Skills/Concepts: Church was planned by the Father and instituted by Christ Holy Spirit s gifts guide and strengthen the Church Persecutions and martyrdoms Apostolic Tradition Role of Apostles, especially Peter and Paul Body of Christ, Family of God, Pilgrim People and other images of Church Four Marks of the Church (one, holy, catholic, apostolic) Evangelization Hierarchy Magisterium and the teaching role of pope and bishops Hierarchy of truths Indefectibility Infallibility Sanctifying Office of the Church Governing Office of the Church Belonging to the Church is essential for salvation Enrichment through the Church Liturgical Year Salt and Light Sample Assessment Activities: Compare the establishment of the Church to the construction of a building. What was God s blueprint? How do Christ s preaching and sacrifice form its foundation? How do the Apostles, with the Spirit s help, build its structure? Discuss the variety of gifts from the Spirit and ministries found in 1 Corinthians 12. Write a prayer that connects your personal gifts to the needs of the Church. 46

47 Attempt to summarize Peter s speech at Pentecost (Acts 2:14-40) into a 140-character micro-blog post. Discuss the power of his original message, as well as the effectiveness of his low-tech approach in netting 3,000 followers. Explore how the apostles used their unique understanding of Jesus to discern God s will in the conflict at the Council of Jerusalem (Acts 15). Discuss why it s important in your parish or other groups to know your leader s vision. Compare the Body of Christ to a human body. How are its gifts, abilities, limitations and needs similar, different? With Christ as its head (Col. 1:18), how are we nourished and guided for our roles in the Church? Attend a Mass (or read from a missalette or sacramentary) celebrated in Spanish, Vietnamese or another language currently spoken. Compare the differences in sounds and the sameness of meaning. Discuss how the church is unified despite its diversity. Research a canonized saint, write a prayer for their intercession, and discuss how they can be a role model for our efforts to be holy. Compare a map of Paul s missionary travels with a map showing nations in which Catholic Relief services is active. Discuss the Church s worldwide presence and universal efforts to spread the Good News. Research a recent Church statement on a moral or social issue (e.g. war, abortion, poverty) and give examples of how the Church interprets these issues in light of Christ s teachings in the Gospels. Draw a chart or diagram that situates you and your family within your parish, diocese and the Church universal. Identify your pastor, bishop, and the Pope. Interview a lay person who works for your parish, diocese, or a Church-run charity. Report on their motivation, education and training for ministry. Find articles in your diocesan newspaper or website that show how your bishop exercises the teaching, sanctifying and governing offices of the Church. Explain the doctrine of the Assumption of Mary and why you think Pope Pius XII invoked infallibility when he issued it. Research lessons the Church has learned from incidents arising from the defects of its members, and the indefectibility of its teaching of the Gospel (SE). Research key phrases from each sacrament (e.g. absolution, consecration, vows, etc.) and explain how sacraments enrich us through the Church. Fill out a pre-marital survey instrument and a liturgical plan for a wedding Mass. Discuss what we can learn from these exercises about the Church s desire to promote the sanctity of marriage. (HR) Explore the document Communities of Salt and Light and give an example of how your parish or school lives out the Gospel to be salt of the earth, light for the world. Write a prayer asking Jesus to help you understand and live His teachings and those of the Church more fully. 47

48 Diocese of Davenport Lifelong Faith Formation Curriculum 9-12 Standard 5: Sacraments Benchmarks: A: The Sacramental Nature of the Church B. The Sacraments of Initiation C. Sacraments of Healing D. Sacraments at the Service of Communion Outcomes: The learners will: Define what a sacrament is Explain sacramental grace at work in each of the sacraments Explain how Christ is signified by the signs and symbols of each sacrament Name and connect the Sacraments of Initiation Understand Baptism as birth into new life in Christ Understand Confirmation as a strengthening and perfection of the gift received at Baptism for living the Christian life Accept Eucharist as re-presenting the death and resurrection of Christ, making it possible for us to eat his body and drink his blood Name and connect the Sacraments of Healing Understand Reconciliation as the way sins can be forgiven and sinners are reconciled with God and the community Understand Anointing of the Sick as a gift of spiritual healing and strength to a seriously ill person Name and connect the Sacraments at the Service of Communion Understand Holy Orders as the giving of grace and power needed to serve as a bishop, priest or deacon Understand Marriage as a lifelong covenantal communion of love that signifies the union of Christ and the Church, and the giving of grace to live this union (HR) Skills/Concepts: Grace Economy of salvation Participation in Sacraments supports the moral life (HR) Jesus as ever-present Sacrament of God Church as Universal Sacrament of Jesus Sacraments of Initiation Essential elements of Baptism Effects of Baptism Essential elements of Confirmation Effects and implications of Confirmation Essential elements of Eucharist Real presence of Christ in Eucharist Effects of Eucharist Sacraments of Healing Essential elements of Reconciliation Effects of Reconciliation Essential elements of Anointing of the Sick Effects of Anointing of the Sick Sacraments at the Service of Communion 48

49 Essential elements of Holy Orders Effects of Holy Orders Essential elements of Marriage Effects of Marriage Sample Assessment Activities: Assign a sacrament to each small group or dyad. Discuss how the grace dispensed in that sacrament helps us live a Christian life. Role-play Jesus as being present at the reception of each sacrament Draw and explain the signs and symbols of each sacrament Read the blessing over the water from the Rite of Baptism and discuss the important role water has played in salvation history. Dip your hand in the baptismal font or holy water font at your parish or school and make the Sign of the Cross. Discuss how this prayer is essential to Baptism and why it s a constant in our prayer life. Role-play an infant baptism. Discuss the duties of parents, godparents and the parish community in raising a child in the faith. Watch a video of an immersion baptism at the Easter Vigil. Discuss the symbolism of dying to sin and rising to new life in Christ. Attend a Chrism Mass. Smell each of the oils in your parish s ambry and make a chart explaining their use in the sacraments. Make a video explaining the gifts of the Holy Spirit and their role in helping individuals and the Church live the Christian life. Discuss the intent behind your parish or diocesan requirements for Confirmation preparation (prayer, study, service, etc.). How does each effort prepare you to be sealed with the gift of the Holy Spirit for a life of discipleship? Watch the Last Supper scene from Jesus of Nazareth or another film about Christ s life. How does doing this in memory of me take us back to the Last Supper? Make some simple unleavened bread. Discuss how this essential element of Eucharist connects it to Pentecost? Discuss Christ s real presence in the Eucharist, and the three other ways He is present at Mass. Discuss prayers and actions at Mass that draw us closer in union with Jesus and the Church. Do a Lectio Divinia exercise with the parable of the Forgiving Father (Luke 15: 11-32) explain which character you relate to most directly. Define contrition and discuss its importance in a good confession. Read the words of absolution from the Rite of Reconciliation. Discuss where the priest receives the grace to absolve and the effect it has on you. Write an Act of Contrition in your own words. Discuss the role of regular confession of sins in avoiding temptation and ongoing conversion. Role-play a healing story from the Gospels. Explain its impact on the person healed and the broader community. Discuss the many effects of Anointing of the Sick, including forgiveness of sins, peace and courage to endure suffering, and the restoration of health if God wills it. Research how Jesus instituted Holy Orders at the Last Supper. List several ways that ordained men follow Jesus model of servant leadership. Discuss with your diocesan vocation director the requirements for reception of Holy Orders. Read the story of the Wedding Feast at Cana and discuss the dignity that Jesus assigns to Marriage. (HR) Research the vows exchanged in the Marriage rite and explain why the spouses serve as ministers of this sacrament. (HR) Discuss the implications of Marriage (fidelity, the gift of children, forming a domestic church) with a couple married 25 years or longer. (HR) 49

50 Discuss with a priest how frequent experience of the Sacrament of Reconciliation can help us maintain a moral balance and live chastely. (HR). 50

51 Standard 6: Life in Jesus Christ (Morality) Diocese of Davenport Lifelong Faith Formation Curriculum 9-12 Benchmarks: A: What is life in Christ? B: God has taught us how to live a new life in Christ C: Living New Life in Christ Jesus and the Gospel Message are the Basis for Catholic Moral Teaching D: The Reality of Sin Outcomes: The learners will: Understand God s desire for us to share eternal love and happiness with Him in Heaven Affirm the dignity that humans experience due to being created in God s image and likeness. Explain the effect of the Beatitudes on followers of Christ. (HR) Understand how God guides the universe toward fulfillment through his laws. Know the 10 Commandments and explain each in your own words Compare the two greatest commandments of Christ to the Decalogue. Understand non-violence, love of enemies and trust in God as radical yet necessary parts of discipleship. (HR) Explain how all are called to holiness as disciples of Jesus Christ. Understand virtues as holy habits Describe the sustaining force of the gifts and fruits of the Holy Spirit Explain how sacraments and prayer offer us grace and strength to live a moral life. Describe different categories of sin (moral, venial, commission, omission) and their effects Skills/Concepts: Eternal happiness (beatitude) with God Conversion and interior transformation Dignity of the human person (HR) Created in God s image and likeness (HR) Reason, intellect, free will Divine filiation Eternal Law Divine Providence Natural Moral Law Ten Commandments Theological Virtues (faith, hope charity) Blasphemy Sabbath Sins against the Fifth Commandment Gender plays role in person s nature, spirituality (HR) Complementarity of bodies of women, men (HR) Christian view of Marriage Natural Family Planning Economic Justice Modesty, purity of heart (HR) Two great commandments of Jesus Beatitudes Grace Canon Law Precepts of the Church 51

52 Cardinal virtues Theological virtues Gifts of the Holy Spirit Fruits of the Holy Spirit Chastity (HR) Sexuality integrated within personhood, love (HR) Modesty of behavior, dress, speech (HR) Nuptial meaning of the body Conscience Sins of Omission and Commission Mortal and Venial Sins Sample Assessment Activities: Draw a drawing or write a poem or short story describing your vision of Heaven. What is there? What is God like? Ponder yourself in a mirror, than describe the physical, intellectual and spiritual traits that give humans dignity. Role-play living statues of the Beatitudes. Describe ways in which God s laws support or contradict human laws. Compile and analyze magazine ads or catalog listings that suggest modern false gods among us. List ways to respect the Lord s Day Describe duties in the family and the context of supportive family values Make a most-wanted poster showing what you consider to be the three worst sins against the Fifth Commandment Interview a couple married for a few years regarding the challenges and blessings of chastity (HR) Compare simple theft of one person s goods to the payment of unjust wages to a large group. Describe similarities and differences. Role-play how bearing false witness can destroy friendships and broader communities. Record commercials shown on TV during the Christmas shopping season or during the Super Bowl. Create a commercial showing simplicity of life and trust in God. Brainstorm a list of sins to avoid for each of the Ten Commandments. Discuss the order and proportion of the 10 Commandments (first three regarding God, final seven regarding others). What does this tell us about God s expectations? Imagine decisions and pressures you ll face in your first year after high school. Apply the theological and cardinal virtues to decisions you ll make. Describe how conscience if formed, examined. Write a prayer or poem expanding on the phrase for what I have done and what I have failed to do. Give examples of how venial sins might escalate into a choice to commit a mortal sin (HR) Spend five minutes in front of a mirror considering how being created in God s likeness is more than meets the eye. Discuss with a group the gifts of intellect, free will, and the capacity of free moral acts. (HR) Divide group by gender. Discuss their image of God and how it they relate to God in prayer. Then join as a large group and compare similarities, differences in the perspective of each gender. (HR) Discuss how God created men and women so that they can express love in marriage through the generation of new life. Discussion should include the complementarily of the bodies of men and women, which are capable of becoming one flesh and expressing the mutual gift of self that marriage ought to be. (HR) Role-play the temptation experienced by Adam and Eve, using modern temptations/distractions instead of the proverbial apple. Discuss Original Sin as both a free act of disobedience and the deprivation of our God-given holiness and justice. (HR) 52

53 Script a play in two acts, Act One being a party involving teens struggling with temptations and Act Two involving school hallway conversations among and about the teens. Draw connections to the effects of Original Sin. (HR) Discuss a celebrity whose life degenerated due to poor moral choices. Explain how Christian moral formation (and making good choices) is a path of transformation that leads to personal conversion (HR) Invite youths to choose which team might win a game (or which performer might win an award this year) and convince their peers to agree. Then invite them to discuss a moral choice (premarital sex, underage drinking). Consider why it s harder to discuss moral choices, and the role of God s grace and prayer. How is God our partner and guide in leading a moral life? (HR) Brainstorm bad habits and discuss how we fall into them. Discuss virtues as holy habits and explore ways we grow into them. (HR) Look at the hinges of your room s door. Note how they are stable and guide the door to swing smoothly. How do are the cardinal virtues ( cardinal comes from the Latin word for hinge) pivotal to our swinging smoothly in our moral life? (HR) Read 1 Cor. 13:13 and discuss how it might be applied to people with particular needs (homeless, immigrants, school outcasts, etc.). How can we share the Theological Virtues of faith, hope and charity/love? Why is love the greatest (and often the most challenging)? (HR) Gather and enjoy 12 different kinds of fruits (apple, orange, etc.). As you taste each, discuss a fruit of the Holy Spirit (patience, peace, etc). Consider how each fruit of the Spirit is unique just as fruit flavors differ, yet each is a key ingredient to be mixed into a richer experience of Christian living. (HR) Invite a panel of Catholics from various states of life (single, married, professed religious and consecrated celibate) to discuss how chastity promotes the integration of sexuality in their lives. (HR) Look at an online guide to training for a marathon race and discuss the sacrifices, discipline and persistence required to reach this goal. Compare this to the long and hard spiritual disciplines required to achieve the self-mastery of chastity. (HR) Ask youth to assign a percentage value to sexuality within their personhood (e.g. Sexuality is X% of who I am) or rank its importance among other elements of a love relationship (e.g. Friendship, Sexuality, Respect, etc.). Discuss the importance of chastity in keeping the gift of sexuality subordinate to love. (HR) Explore print, video and online media for examples of modest and immodest dress and speech. Compare shifting societal norms to timeless faith values. (HR) Explore the stories of the building of the temples (from 1 Kings and Ezra) and their importance as holy places to worship God. Discuss Paul s description of the body as a temple of the Holy Spirit (1 Cor. 6:19) and how we can respect and protect our bodies. (HR) Discuss preparations for giving a special gift: saving money, weighing choices, committing to a decision, wrapping and presentation. Compare this to God s call to men and women to become a gift for one another in marriage, and the sacrifices and discerning we can make to preserve our gift to our future spouse. (HR) Brainstorm occasions of sin that tempt us toward immoral behavior. Then brainstorm a practice to avoid or resist each temptation. (HR) Display ads or photos of objects (clothing, technology, food, candy, etc.) that youth desire. Discuss how (sex sells in ads?) If possible, surf the internet using a filter that blocks pornography any sexually explicit material. Discuss how God s grace along with prayer, especially to Mary can help us to live a chaste life and can help us avoid or resist temptations, whether in the virtual world or in reality. (HR). Highlight three reasons that God created sex (to make new life, to express a loving union between husband and wife, to give joy to a married couple). Discuss how various sexual activities (masturbation, premarital sex, oral sex, prostitution, incest, homosexual sexual activity) and related issues (contraception, cohabitation, pornography, illicit reproductive technologies) fall short of these ideals. (HR) 53

54 Explore the call of a married couple to conjugal chastity and how it compares to a single person s call to self-restraint. (HR). Discuss proper interaction between youth and adults, and adult behavior that might raise suspicion about potential improper activity or abuse. (SE) List body parts that are off-limits for anyone to be touching. Emphasize that it is wrong for anyone, especially adults, to touch these parts. (HR, SE) Discuss ways (including internet usage and text messaging) in which strangers become familiar to teens. Role-play non-physical interactions that might arouse suspicion, confusion or fear, and discuss appropriate responses. (HR, SE) Brainstorm ways to for teens to safeguard themselves from sexual abuse. (HR, SE). 54

55 Safe Environment Introduction In a pastoral effort to respond to a heightened need for the protection of our children, the Diocese of Davenport is requiring a catechesis be given to children in all grades of our Catholic Schools and Faith Formation Programs. This catechesis should take place in later September/October but may be completed during Respect Life Week, each academic year. In their pastoral letter entitled "Walk in the Light: A Pastoral Response to Child Sexual Abuse," our Catholic bishops expressed their desire to share the following words with children. "Dear Children, When Jesus walked on the earth, he loved little children. Our Holy Father has said, 'How important children are in the eyes of Jesus!' Jesus treated children with kindness and respect. He understood when they were hurt. Like Jesus, we care when you hurt, especially when a grown-up has caused your hurt. We know that you are God's very special gift. God loves you, and we love you. You are our hope for the future." The welfare of children, their well-being and safety, is our rationale for catechesis to enable them to protect themselves. Table of Contents: Guide for Teachers and Parents pg. 56 Sexual Abuse & Assaults; Fact or Myth Quiz pg. 58 Use with PreK 4 pg. 61 Use with 5 th 8 th pg. 64 Send to parents in September for PreK 8 th pg. 65 Send to parents in September for High School pg

56 A Guide for Teachers/Parents to Keep Their Children Safe Teach your child these personal safety rules: The difference between safe/good touches and unsafe/bad touches, and what appropriate physical affection is. The proper names for their private parts; many children are not able to tell about the abuse because they do not know the words to use. Safety rules apply to all adults, not just strangers. Their bodies belong to them and it is not okay for another person to touch their private parts. Private parts are those areas of the body covered by shirts and shorts. It is okay to say no if someone tries to touch their body or do things that make them feel uncomfortable; no matter who that person is. They should not keep secrets about touching, no matter what the person says; if someone touches them, they should tell and keep telling until someone listens. MAKE SURE YOUR CHILDREN KNOW THEIR PHONE NUMBER AND ADDRESS. IN YOUR CONVERSATION, YOU MAY WANT TO GO OVER GENERAL SAFETY ISSUES LIKE FIRE SAFETY, BIKE SAFETY OR TRAFFIC SAFETY. ROLE PLAY THE ABOVE RULES SEVERAL TIMES. DO NOT EXPECT YOUR CHILD TO MEMORIZE THEM. What Teachers/Parents Should Know: Every child is vulnerable regardless of cultural background or economic level. Children need to feel loved, valued, and protected. Children are best protected by giving them the knowledge and skills necessary for their safety and well-being. Often there are not physical signs for emotional or sexual abuse. Many cases of child sexual abuse go unreported because the child is afraid or ashamed to tell anyone what has happened. The offender may have threatened to hurt a family member, or the child feels that she or he is to blame for the abuse. It is important to show interest in your child's activities; let her/him know that you are available to talk or listen; allow your child to share thoughts and feelings with you. It is important to identify several trusted adults to whom he or she can go to tell what has happened. The child is never to blame for abuse; children cannot prevent abuse, only the offender can. Studies suggest that personal safety rules can be taught and understood by children 3 years and older. While there have been cases where children have made false allegations, it is more common for a child to deny that the abuse has happened. Be alert to the Internet pedophile, caution children not to give any personal identity information over the internet. Someone can pretend to be an age mate of a child. Young people should never agree to meet anyone they have communicated with on the Internet. 56

57 Ways to Support Your Child if He/She has been Abused. Believe your child. Reassure your child that her or his safety is important. Assure your child that she or he is not to blame for the abuse. Remember that how you respond to your child is critical to his or her ability to deal with trauma or abuse. Get your child medical help. Get support for yourself; this is a very difficult issue for many parents to handle. Call your local sexual assault crisis center for assistance for your child and yourself. Report abuse to the Department of Human Services What Teachers/Parents Can Do to Keep their Adolescents Safe from Sexual Abuse Openly discuss menstrual and sexual development. Discuss acceptable and unacceptable social relationships. Discuss appropriate and inappropriate activity (body rubbing, fondling, kissing) and sexual behavior. Tell adolescents about the mental illness of pedophilia and ephebophilia. Remind adolescents they can tell you anything and then deal with revelations calmly. Remind them, no photos without prior parental permission. Reinforce with adolescents that they may challenge what adults direct them to do if they feel the directive is detrimental to their safety. Remind adolescents to be respectful of adults, but not to follow questionable directives blindly. Be alert to the Internet pedophile, caution adolescents not to give any personal identity information over the internet. Someone can pretend to be an age mate of the adolescent. Adolescents should never agree to meet anyone they have communicated with on the Internet. Caution adolescents about the seductive techniques of the pedophile and ephebophile. Remind adolescents to obtain permission before accepting rides with adults and other adolescents. Tell them not to weaken their defenses with alcohol or any other substances. Tell them never accept a drink they have not poured and never set your drink down and leave it unattended. Know where your adolescents are, and whom they are with. Be aware and listen, listen, listen to your adolescent. Be aware with your eyes and ears to their words, actions and body language. 57

58 Sexual Abuse & Assault: Fact or Myth Quiz (This quiz could be used with parents and/or high school students) Test your knowledge: 1. Child molesters typically use physical force and/or threats to gain compliance from their victims. Fact? Myth? 2. Most child molesters find their victims by frequenting such places as school yards and playgrounds; therefore all parents should be extremely concerned for their children's safety in such places. Fact? Myth? 3. Most child molesters are "dirty old men." Fact? Myth? 4. Child molesters are only attracted to children, and therefore, are not capable of engaging in appropriate sexual relationships with consenting adults. Fact? Myth? 5. Victims of child molestation are harmed only when offenders use force to make victims have sex with them. Fact? Myth? 6. Children often lie by making up stories about sexual abuse. Fact? Myth? 7. If a child doesn't tell anyone about the sexual abuse, then she/he must have liked it. Fact? Myth? 8. Children generally recover from the effects of sexual abuse on their own. It is best to keep the abuse a secret, so that they don't have to endure talking to anyone else about it. Fact? Myth? 9. A rape offender commits his offense for sexual gratification. Fact? Myth? 10. Offenders could stop their sexually offending behavior on their own, if only they really wanted to stop. All it takes is the desire to do so. Fact? Myth? 11. Men who rape do so because they cannot find a consenting partner. Fact? Myth? 12. Some men rape because they are under the influence of drugs or alcohol. Fact? Myth? 13. If a rape victim doesn't fight back, then she/he must have enjoyed it. Fact? Myth? 14. If a rape victim does not say no then she/he must have enjoyed it. Fact? Myth? 58

59 Fact or Myth Quiz Answer Sheet All fourteen questions/statements from the quiz are myths 1. Child molesters typically use physical force and/or threats to gain compliance from their victims. 2. Most child molesters find their victims by frequenting such places as school yards and playgrounds; therefore, all parents should be extremely concerned for their children's safety in such places. 3. Most child molesters are "dirty old men." 4. Child molesters are only attracted to children, and, therefore, are not capable of engaging in appropriate sexual relationships with consenting adults. 5. Victims of child molestation are harmed only when offenders use force to make the victim have sex with them. 6. Children often lie by making up stories of sexual abuse. 7. If a child doesn't tell anyone about the sexual abuse, then he/she must have liked it. 8. Children generally recover from the effects of abuse on their own. It is best to keep abuse a secret, so that they don't have to endure talking to anyone else about it. 9. A rape offender commits his offense for sexual gratification. 10. Offenders could stop their sexually offending behavior on their own, if only they really wanted to stop. All it takes is the desire to do so. 11. Men who rape do so because they cannot find a consenting partner. 12. Only 10-15% of child molesters use force or threats. 13. Most child molesters offend against children they know and/or with whom they have a relationship. 14. Majority of sex offenders are men, typically in their late 20's/early 30's and lead average life styles. 15. Most child molesters fall into 2 categories: Regressive offenders are primarily interested in adults but regress and seek inappropriate comfort from a child. They represent the majority of molesters. Fixated child molesters (about 35%) are attracted to children as their primary sexual interest. 16. Victims can suffer many forms of physical and emotional harm including fear, shame, guilt, embarrassment, and rejection. 17 Cases of children making up stories are rare. 18. Children won't tell because they are ashamed, afraid, protective of parents, afraid they will be blamed. 19 The level of trauma that is incurred is based on many factors. With appropriate support, children can work through their trauma. 20. Rape is not about sex, but rather, anger, control, and power. 59

60 21. Sex offenders are not able to stop their offending on their own. 22. Most rape offenders are married or have relationships with consenting adults. 23. Some men rape because they are under the influence of drugs or alcohol. 24. If a rape victim doesn't fight back, then she/he must have enjoyed it. 25. If a rape victim does not say "no", then she/he must have enjoyed it. 26. Some offenders may be under the influence of drugs and/or alcohol which may lower their inhibitions, but it cannot be blamed or used as an excuse for rape. 27. Many victims do not fight back out of fear. 28. Victims often do not say no for a variety of reasons including fear of being killed or severely injured. You could have some interesting discussions with the fact or myth on questions two and twelve. 60

61 Pre-Kindergarten 4 th Grade 61

62 Pre-Kindergarten 4 th Grade 62

63 Kindergarten 4 th Grade 63

64 5 th 8 th Grades Name: KEEPING SAFE We are all created in the image and likeness of God. My body is the temple of the Holy Spirit. Our families and trusted adults and teachers share concern for our safety. We learn to differentiate between safe, unsafe and unwanted touch. We are called to chastity and modesty and we have a responsibility to avoid or immediately report any unwanted or unsafe touch to a parent or trusted adult. We show respect for ourselves and others by how we talk, act and live. We must identify respectful and disrespectful language and actions and avoid anyone who fails to respect us. In particular, the areas of our bodies covered by shirt and shorts are private and must not be violated. God gives us the gift of free will. All actions have consequences. We must learn how to discern the implications of the choices we make every day. When we experience the bad choices of others, we must report the offense and get help. The virtue of chastity helps us understand and identify actions or behaviors which are wrong or sinful. Children, young adults, and adults must avoid actions or experiences or behaviors which offend against chastity or modesty. Secrets can be very harmful to us physically, emotionally and spiritually. Always question secret play, secret games and determine how the secret may cause great harm. There are many different kinds of friendships. Healthy relationships and friendships can help us to understand ourselves, God and others. We often meet false friends who mistreat us or take advantage of our trust and friendship. Poor relationships and false friendships can deeply harm us psychologically, emotionally, spiritually and even physically. People who manipulate or misuse friendship are not friends. We must report any relationship which can be harmful to us. Good communication with parents and family members helps keep me safe. I can also help keep younger siblings and others safe by being observant and concerned. My parents and family members and other trusted adults will listen to me and help me. My parents and I choose three trusted adults I may go to for help: 64

65 WHAT PARENTS CAN DO TO PROTECT THEIR CHILDREN 1. Find out what your child already knows about sexuality, rape, etc. 2. Use correct words for body parts when teaching your child about human sexuality. 3. Explain to your child that sexual misconduct is when another person touches private parts of the child s body or wants the child to touch his/her private parts. 4. It is also sexual abuse when another person makes you look at or touch private parts of his/her body. 5. Stress to your child that the abuser could be anyone, even someone he/she knows. 6. Encourage your child to talk to you about any questions or problems at any time. 7. Instill healthy self esteem in your child by giving specific and accurate praise. Make sure that corrections and criticisms are directed at the child s behavior, not the child s character. 8. Remember that blind obedience to adults and forced affection by adults teaches a child that adults are more important than children and thus renders him/her vulnerable to sexual abuse. 9. Tell your child that children do not have to keep a secret with anyone who is making them feel confused, scared, or hurt. He/She should tell you or another trusted adult immediately. 10. Teach your child his/her phone number and address. Make sure he/she knows how to access 911 services. 11. Role play with your children situations where he/she may be at risk. Review safety rules with him/her on a regular basis. 12. Be alert to the Internet-pedophile. Caution your child not to give any personal identity information in chat rooms. COMMUNITY RESOURCES Diocese Victim Assistance Coordinator: vacdav@attglobal.net Department of Human Services Reports may be made to the local County Attorney: Or to the Scott County Attorney: For additional resources, see the Diocese of Davenport Policies Relating to Sexuality and Personal Behavior. WALK IN THE LIGHT: A PASTORAL RESPONSE TO CHILD SEXUAL ABUSE Dear Children, When Jesus walked on the earth He loved little children. Our Holy Father has said, How important children are in the eyes of Jesus! Jesus treated children with kindness and respect. He understood when they were hurt. Like Jesus, we care when you hurt, especially when a grown-up has caused you hurt. We know that you are God s very special gift. God loves you, and we love you. You are our hope for the future. The U.S. Conference of Catholic Bishops Portions of these materials are used with permission of the Archdiocese of Mobile Diocese of Davenport Children and Adolescents Protection Program Parent Program Diocese of Davenport