file · Web viewChrist gathers, defends and preserves his Church, through His Word and Spirit. Individuals become living members of this Church as we hold fast to the truth of Gospel

Social Studies – Comparative World Religions

Grade: 11/12 Course Code:

Teacher: Mr. F. Douma Date: August, 2018RationaleChrist gathers, defends and preserves his Church, through His Word and Spirit. Individuals become living members of this Church as we hold fast to the truth of Gospel. Our brothers and sisters in Christ throughout history have had to struggle to ascertain what was true, and what was false. Some of them defended this truth with their lives, choosing martyrdom rather than a denial of their convictions. Truth matters, and it is critical that as Bible believing Christians we know what we believe and why we believe it. Nevertheless, we find many people disagree with what we accept as the truth. For this reason we must test the various truth claims, both ours and theirs, against God’s revealed Word. We must be willing to defend the truth, but in a way that is respectful. We can present our faith to others, but only God can change hearts and minds.Course DescriptionThe purpose of this course is to help students understand and appreciate their Christian heritage; specifically their roots in the Reformation in Europe leading to the denominations in Canada that they are members of. The course begins with a broad scope, looking at various religions, then moving on to Christianity then to Christ’s Church from Pentecost to the 16th century Reformations; from there it slows down and focuses on the Reformed Churches in Europe and in North America. Throughout the course, the Biblical Christian faith is contrasted to all the other religions and distorted worldviews and belief systems.

In order to help the students better understand the various differences between current denominations, they will first review the events leading up to and surrounding the Sixteenth Century Reformations as well as how the Protestant church began to split into various denominations. This will allow them the opportunity to trace, to compare, and to evaluate the differences between other denominational perspectives and the Reformed one, and among various Reformed ones as well.

The focus for this course, then, will be on the theology and doctrines of the Reformed Churches coming out of the Reformation then narrowing into northern Europe and the Netherlands. The Dutch Reformed Church and its history, along with the ongoing reformations over the succeeding centuries will be traced, and then the focus will shift to North America, especially in the 19th and 20th centuries. In the final units the topic will continue to narrow specifically to the history of the Canadian and United Reformed Churches, and then it will broaden again to an overview of other

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Reformed Churches in Canada, North America, and around the world, highlighting especially those with which these denominations have ecclesiastical relationships.Big Ideas

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Religious belief, across time and place, is a common aspect of many human societies.

Religion can powerfully shape social, political, legal, and environmental values.

Comparing beliefs provides insights into and understanding of diverse global cultures and peoples.

Everyone’s worldview is shaped by how they answer basic philosophical questions, as well as by their culture and traditions.

Of the various world religions, Protestant Christianity is true to God’s word and best reflects reality.

Various Reformed denominations have different backgrounds, strengths and weaknesses.

Jesus Christ gathers, defends and preserves his Church in all times and places.

God’s Word defines truth and is foundational to faithful / true religion.

Christ’s Church has always been assaulted by divisions and heresies.

It’s critical to know what you believe and why you believe it.

A loving God provides salvation by grace alone through Christ, not due to peoples’ efforts.

Unit 1 – Religions and Worldviews vs. Agnosticism / Atheism/ SecularismBig Ideas for this unit

This introductory unit looks at the features of religions as well as the key similarities and differences among religions. The topics of true vs. false and how can we know are also visited. Key characteristics of the religions of First Peoples in Canada in the past and today (superstitions, medicine people, pantheism, Creator, harmony with the environment).

Learning Standards Instructional and Assessment StrategiesContentStudents are expected to know the following: characteristics of religion, mythology, and spirituality core beliefs, practices, and ethics of world religions, including spirituality in

First Peoples cultures approaches to doctrines or belief systems sacred texts, traditions, and narratives

Curricular CompetenciesStudents are expected to be able to do the following: Use Social Studies inquiry processes and skills to ask questions; gather,

interpret, and analyze ideas; and communicate findings and decisionso What is religion and spirituality? How are religions the same and

different?o Is there such a thing as truth? How can we know?o Are all worldviews equally valid? On what basis?

Compare and evaluate artifacts as evidence of the cultural influence of religion (evidence)

o What are the connections between each religion’s artifacts and its beliefs?

Assess origins and influences of religious movements and groups (cause and consequence)

o When and why did major religions begin, and what effect did they

1. Fill in a structured KWL chart near the beginning of the course to instigate prior knowledge and anticipate what will be leaned.

2. Fill in a chart to learn about the core beliefs of major world religions. Use posters or videos that outline each religion. Note key artifacts of each one, too.

3. Students research features of First Peoples’ spirituality, and compare and contrast these to features of Christianity.

4. Listen to song lyrics (such as Bob Dylan’s “Gotta Serve Somebody”, “Dust in the Wind”, “Can’t Get No Satisfaction”) to initiate thinking and discussion about worldviews and religious neutrality.

Core Competencies: Students create KWL Chart – Thinking Students learn core beliefs of major world religions – Communication First Peoples’ spirituality compared to Christianity – Personal and Social Listen to song lyrics - Thinking

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Religious belief, across time and place, is a common aspect of many human societies.




have? Explain different religious perspectives on past or present people, places,

issues, or events (perspective)o How do the perspectives of various religions (including First Peoples’

ones) compare to a Christian perspective? (e.g., on God, nature, sin, death, role of women, etc.)

Core CompetenciesCOMMUNICATION

Connect and engage with others (to share and develop ideas) Acquire, Interpret and present information Collaborate to plan, carry out, and review constructions and activities Explain/recount and reflect on experiences and accomplishments

THINKING - Creative Novelty and Value; Generating Ideas; Developing Ideas

THINKING - Critical Analyze and Critique; Question and Investigate; Develop and Design

PERSONAL & SOCIAL – Personal Awareness and Responsibility Self-Determination; Self-Regulation

PERSONAL & SOCIAL – Social Responsibility Valuing Diversity

PERSONAL & SOCIAL – Positive Personal and Cultural Identity Relationships and Cultural Contexts; Personal Values and Choices Personal Strengths and Abilities

Resources for this unit

Unit 2 – Christian Monotheism vs. other Religions (30-1000)Big Ideas for this unit

This unit looks at the difference between monotheistic religions (Judaism, Christianity and Islam), which see God as being separate from his

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God’s Word defines truth and is foundational to faithful religion.


creation, and other religions (paganism, pantheism, polytheism, etc.). These monotheistic religions, which share an Old Testament heritage, will be compared and contrasted, and their strengths and weaknesses will be noted. Spend time looking at their sacred writings (OT, Talmud, Koran, etc.)

Learning Standards Instructional and Assessment StrategiesContentStudents are expected to know the following: characteristics of religion, mythology, and spirituality core beliefs, practices, and ethics of world religions, including spirituality in

First Peoples cultures approaches to doctrines or belief systems sacred texts, traditions, and narratives relationship between religion and government at different times and places


interpret, and analyze ideas; and communicate findings and decisionso What are the similarities and differences between the 3 major

monotheistic religions? Explain the significance of texts, philosophies, events, or developments

at particular times and places within various belief systems (significance)o What role does the Old Testament play in both Judaism and

Christianity?o How is Islam different from and similar to Christianity?


o What are the major sacred writings of these religions, and how do they compare to each other?

o What role do sacred places and pilgrimages play in each of these three religions?

Compare the growth and decline of religions over time, and determine the extent of continuity and changes in core beliefs and practices (continuity and change)

o What is the distinction between the confusion and the denial of a belief or practice?

o Describe the growth of these three religions over time as well as their current size and status?

Assess origins and influences of religious movements and groups (cause and

1. Investigate the 3 monotheistic religions in more depth, noting their similarities and differences. Have a class debate with the students divided into three groups, one defending each religion, and debate topics like: the importance of the Old Testament, prophets like Abraham and Mohammed, eating meat, where to worship, etc.

2. Projects. lecture, Slings textbook ch. 9, etc.3. Role of the sacred writings – watch a video on these?

Core Competencies: Investigate the 3 monotheistic religions - Communication Compare monotheistic religions – Thinking, Personal and Social Read and answer questions from text – Communication Examine sacred writings - Communication

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consequence)o How are the concepts of love, grace and the incarnation (God enters

his creation) unique to Christianity?


Connect and engage with others (to share and develop ideas) Acquire, Interpret and present information Collaborate to plan, carry out, and review constructions and activities

THINKING - Creative Generating Ideas; Developing Ideas


PERSONAL & SOCIAL – Personal Awareness and Responsibility Self-Regulation

PERSONAL & SOCIAL – Social Responsibility Solving problems in peaceful ways; Valuing Diversity; Building Relationships

PERSONAL & SOCIAL – Positive Personal and Cultural Identity Relationships and Cultural Contexts; Personal Values and Choices Personal Strengths and Abilities


Unit 3 – Christian church history vs. other historiesBig Ideas for this unit

This unit introduces the students to the historiography of church history (4 different ways of looking at it) and to the Reformed doctrine of the Church as found in the Bible and Reformed Confessions. What is the church? Church in OT (God’s covenant people, Daniel 2) and NT (Great

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It’s vital to know what you believe and why you believe it.



Commission, Pentecost, spread of church to Rome); culmination – church triumphant – New Earth (Rev. 21?)Doctrine of the church (Bible, creeds, confessions, hymns, etc.)

Learning Standards Instructional and Assessment StrategiesContentStudents are expected to know the following:

approaches to doctrines or belief systems sacred texts, traditions, and narratives

Curricular CompetenciesStudents are expected to be able to do the following:

Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions

o What are 4 ways to study church history? What is the strength and weakness of each method?

Explain different religious perspectives on past or present people, places, issues, or events (perspective)

o What does the Bible (both OT and NT) about the church? What do the Creeds and Reformed confessions teach


Acquire, Interpret and present informationTHINKING - Creative

Developing IdeasTHINKING - Critical

Analyze and Critique; Question and InvestigatePERSONAL & SOCIAL – Personal Awareness and Responsibility

Well-BeingPERSONAL & SOCIAL – Social Responsibility

Solving problems in peaceful ways, Building Relationships

1. Using a whiteboard discussion format, challenge the students to think about how we know whether or not something is true – are all religions equally valid, and on what basis can we judge them?

2. In pairs, fill in a template analyzing what key Biblical texts, confessions, and hymns and Psalms say about the church and church history.

3. Using an outline, identify and appreciate the importance of studying church history, as well as learn about 4 major ways to look at church history.

4. Preview the course using lower-level PowerPoints so students become familiar with some of the terms and ideas.

5. Use Lessons 16-18 of “Everything in Christ” to review the topic of the church and church history.

Core Competencies: Whiteboard discussion – Communication, Thinking, Personal & Social Working in pairs – Thinking, Personal & Social Lecture, reading and note taking - Communication


Unit 4 – Early Church History (30-1000)

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Big Ideas for this unit

Other factors and topics related to this era: Gnosticism, the forming of the Canon, Early Creeds and Councils (Apostles’, Nicene, etc.) – attempts to counter false teachings required these. As people move away from the Word today, they revive these heresies.

Learning Standards Instructional and Assessment StrategiesContentStudents are expected to know the following: core beliefs, practices, and ethics of world religions approaches to doctrines or belief systems institutional and social structures sacred texts, traditions, and narratives relationship between religion and government at different times and places


interpret, and analyze ideas; and communicate findings and decisionso What were some major events in the Christian church in the first

millennium? Explain the significance of texts, philosophies, events, or developments

at particular times and places within various belief systems (significance)o How and why was the Canon recognized?o Why were the Church Councils called, and which creeds did they

produce? Compare and evaluate artifacts as evidence of the cultural influence

of religion (evidence)o How did the early Christian church influence art in the first 1000

years? Compare the growth and decline of religions over time, and determine the

extent of continuity and changes in core beliefs and practices (continuity and change)

o How, why and where did Christianity grow and spread in the first centuries? Which factors favoured this growth?

1. Use Shelley book to review key events and topics of the history of the early Christian church.

2. Construct a classroom bulletin board timeline from AD 30 to 1000. Each student makes and shares a contribution to add to it. Include art of the era, and show how it influenced culture.

3. Assign a different person from this era to each student; they research and draft a short write-up based on: who, what, why, and so what?

4. Cover the content of the Slings textbook, chapters 1-10, with an assignment wherein the students (in pairs or triads) become experts and teach the class a lesson, using a visual.

Core Competencies: Lecture, reading and note taking – Communication Bulletin Board Assignment – Thinking, Personal & Social Historical figure research assignment – Communication, Thinking, Personal &

Social Teach the class section of text - Communication, Thinking, Personal & Social

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o What heretical ideas did the early church had to deal with? How are these ideas manifested and dealt with today?



THINKING - Creative Novelty and Value; Generating Ideas; Developing Ideas


PERSONAL & SOCIAL – Personal Awareness and Responsibility Self-Determination; Self-Regulation; Well-Being

PERSONAL & SOCIAL – Social Responsibility Contributing to community Solving problems in peaceful ways

PERSONAL & SOCIAL – Positive Personal and Cultural Identity Relationships and Cultural Contexts; Personal Values and Choices


Unit 5 – Maintaining the Faith: Eastern Orthodox and Roman Catholic vs. Protestantism (c. 1000-1600)Big Ideas for this unit

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Of the various world religions, Protestant Christianity is true to God’s word and best reflects reality.

This unit examines the Christian church, beginning with its first major split in 1054. Students will learn about the difference between the eastern Greek/ Russian Orthodox churches and the western Roman church (also as depicted in the architecture of the church buildings of this era). Next, the problems or deformation of church in the west will be discussed, as well as some of the early reformers (Waldo, Hus, Wycliffe, etc.). The unit concludes with the Protestant Reformation of the 1500’s – why it occurred and its far-reaching effects (including the Counter-Reformation movement). The 5 solas will be reviewed. Reformers who played a key role in the history of the Reformed churches will be studied in greater depth (Luther, Knox, Zwingli, Calvin).

Learning Standards Instructional and Assessment StrategiesContentStudents are expected to know the following: approaches to doctrines or belief systems institutional and social structures sacred texts, traditions, and narratives art, architecture, narratives, and other forms of expression relationship between religion and government at different times and places


interpret, and analyze ideas; and communicate findings and decisionso Who were some key people involved in the Reformation, and what

role did they play? Explain the significance of texts, philosophies, events, or developments

at particular times and places within various belief systems (significance)o Why did the Protestant Reformation occur, and what was its

significance? (Renaissance, corruption, rediscovering the Bible, press, etc.)


o How did church architecture in the Middle Ages reflect the beliefs and values of the Orthodox, Catholic and Protestant denominations?


o How has the Protestant Reformation been remembered and valued after 500 years?

Assess the accuracy of representations of religion in media and popular culture (critical media literacy)

1. Assign different reformers to small groups or individuals – share with the class, using a poster

2. Slings ch. 11-173. Contrast the features of the architecture of eastern Orthodox

churches with that of western Roman churches, noting their differences and emphases. Use pictures and visual tours. Later, note how the architecture and décor of the Protestant churches contrasted significantly with these.

4. Look at artifacts made on the 500th anniversary of the Reformation (2017) to note why it was considered such an important event.

5. Show films on Martin Luther, John Calvin, or other Reformers of the era.

6. Investigate political cartoons from the Reformation and note the messages they present. Students either make their own, imitating that style, or select one already made. Next, they create a Prezi presentation on one cartoon and share it with the class.

Core Competencies: Reformer poster – Communication, Thinking Lecture, reading and note taking – Communication

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o What role did political cartoons, spread via the new printing presses, play in the Protestant Reformation?



THINKING - Creative Novelty and Value, Generating Ideas , Developing Ideas

THINKING - Critical Analyze and Critique, Question and Investigate, Develop and Design

PERSONAL & SOCIAL – Personal Awareness and Responsibility Self-Determination, Self-Regulation, Well-Being

PERSONAL & SOCIAL – Social Responsibility Solving problems in peaceful ways, Valuing Diversity, Building Relationships

PERSONAL & SOCIAL – Positive Personal and Cultural Identity Relationships and Cultural Contexts Personal Values and Choices, Personal Strengths and Abilities

Various Church architecture - Communication, Thinking


Unit 6 – Reformed vs. Arminian (1500-1620)Big Ideas for this unit

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Christ’s Church is assaulted by divisions and heresies, and these have been addressed in different ways.




Various Protestant groups form – key differences around topics like: infant baptism, choosing God, role of state in the church. Doctrines are being outlined in various confessions (Belgic, Heidelberg, Helvetica, Scots, Westminster, etc.) Reformed vs. Anabaptist / Baptist, Mennonite, Baptist, Pentecostal, etc. Key role of the Synod of Dort and the Canons. The struggles in the early protestant church and how these were worked out. Role and influence of Pietism – reactions to dead orthodoxy and scholasticism (over-corrections).

Learning Standards Instructional and Assessment StrategiesContentStudents are expected to know the following:

core beliefs, practices, and ethics of world religions approaches to doctrines or belief systems sacred texts, traditions, and narratives relationship between religion and government at different times and

places


Explain the significance of texts, philosophies, events, or developmentsat particular times and places within various belief systems (significance)

o What role does the Canons of Dort play in when it was written and still today?


o Why did Confessions arise, and what is their purpose?o What are some widespread confessions linked to the Reformed

faith? Assess origins and influences of religious movements and groups (cause

and consequence)o Why did Anabaptism arise, how did it conflict with the tenets of

the Reformation, and how does it still influence Reformed churches?


o What is Arminianism, and how much influence does it still have today?


Connect and engage with others (to share and develop ideas)

1. Cover information in Outlines in Church History (Slings), chs. 18-21 and assign many of the questions at the end of each chapter.

2. Do readings and related worksheet on the Synod, Canons and Church Order of Dort.

3. In one class, design and prepare a poster summarizing one of the creeds or confessions. Share with the class.

4. Use parts of the Amazing Grace DVD series and notes to teach the history and importance of Reformed confessions, and contrast this to Arminian beliefs.

Core Competencies:

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Acquire, Interpret and present information Collaborate to plan, carry out, and review constructions and activities Explain/recount and reflect on experiences and accomplishments




PERSONAL & SOCIAL – Social Responsibility Contributing to community and caring for the environment Solving problems in peaceful ways, Valuing Diversity, Building Relationships



Unit 7 – Faithful Church Minority / Remnant vs. False State ChurchBig Ideas for this unit

Developments in Netherlands in 18th and 19th century – deformation / decay, worldliness, 1834 Secession, 1886 Doleantie, 1892 Union (incl. those that didn’t join (Free Ref. Church). State runs the church vs. separation of the two (begins with Constantine and Roman Empire). Mass conversions vs. individual – pros and cons. When are splits in the church necessary / required, and when are they schismatic? Persecution (post 1834). Role of people like Hendrik deCock, Abraham Kuyper, etc.

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Christ’s Church is assaulted by divisions and heresies, and these have been addressed in different ways.


Learning Standards Instructional and Assessment StrategiesContentStudents are expected to know the following: approaches to doctrines or belief systems institutional and social structures relationship between religion and government at different times and places


interpret, and analyze ideas; and communicate findings and decisionso How can abstract and complex church historical events be simplified

and illustrated for a younger audience? Compare the growth and decline of religions over time, and determine the


o What trends influenced the mainline Reformed churches in the 18th and 19th centuries, and how did Bible-believing Christians deal with them?

o What is the difference between a secession and a schism? Assess origins and influences of religious movements and groups (cause and

consequence)o Why did the Secession and Doleantie occur, and who were some key

people involved in these 19th century church divisions? Explain different religious perspectives on past or present people, places,

issues, or events (perspective)o What was it like for a Reformed believer undergoing a split in the

church?




THINKING - Critical

1. Information in Slings, Chs. 22-282. PowerPoint on Secession of 18343. Article by Rev. Kampen and related worksheet4. How far may we go in studying God’s Word? Discussion and lesson

with worksheet – this shows why some Reformed churches are cautious in adopting position papers.

5. c. 1840 letter writing assignment6. P.K. Keizer article summarizing assignment7. Union of 1892 worksheet8. What is the difference between secession and schism notes and

worksheet9. Grade 5 level simplifying assignment – each student contributes two

pages to a child’s church history book on one of the topics – one page write-up and one page illustration. Use a pre-distributed rubric, and allow some choice of topics.

Core Competencies:

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Analyze and Critique, Question and Investigate, Develop and Design





Unit 8 – Canadian, Free and United Reformed vs. other Reformed (RCA, CRC, NRC, etc.)Big Ideas for this unit

There are many churches in Canada and our region with the name Reformed - CanRC, FRC, URC while others, for contrast = CRC on one end, and NRC, HRC on the other. Developments from 1854 (CRC), 1892 (FRC – didn’t join), 1944 (Liberation), 1950 (CanRC), 1996 (URC), 2003 – HRC. How are all these Reformed churches similar? Different? When and why did they begin? Where are they at today? Are any on the verge of joining or of splitting?Teach in this order: 1 – begin in the Netherlands and look at the 1944 Liberation and what has happened to the two churches since (one joined the PKN in 2004 and the other (Liberated) is being admonished by the CanRC’s; 2 – move to North America and teach: a – RCA from 1600’s to now; b – CRC from 1854? to now c – Prot. Ref from 1924 till now; d – OCRC and URC from 1980 till now (incl. current relationship to CanRC’s); e – NRC and HRC to now.

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Learning Standards Instructional and Assessment StrategiesContentStudents are expected to know the following: approaches to doctrines or belief systems sacred texts, traditions, and narratives core beliefs, practices, and ethics of world religions


interpret, and analyze ideas; and communicate findings and decisions Compare and evaluate artifacts as evidence of the cultural influence

of religion (evidence)o What elements contribute to an effective denomination’s web site?o What can one learn about a church denomination from its website,

and how can one evaluate it? Compare the growth and decline of religions over time, and determine the


o How do all the various Reformed churches in Europe and North America relate to each other and to the students?

o What are some main reasons why churches decline (in number and in faithfulness), and should and how can this be countered?

Assess origins and influences of religious movements and groups (cause and consequence)

o Why are there so many Reformed churches? What are their major similarities and differences? Which one should I belong to?





PERSONAL & SOCIAL – Personal Awareness and Responsibility

1. Slings, chapters 29-31 incl. questions2. Have the students copy and colour a church flow chart with two

sides – Europe and North America. Include the main dates of the splits or unifications (1944, 1996, etc.) and the names of the main people involved (deCock, Kuyper, Schilder, Hoeksema, etc.)

3. Share PowerPoints: The Reformed Churches in North America, CanRC and Others 1950-2018.

4. In small groups, research a Reformed church and present to the class. Topics like: origins, key people, current numbers, locations, issues; similarities and differences. Also, present and evaluate the denomination’s website and take the class on a tour through it.

5. Use Church Overview Chart to review – students can each be assigned one church to convert into an illustrated PPoint and share with the class

Core Competencies:

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Self-Determination, Self-Regulation, Well-BeingPERSONAL & SOCIAL – Social Responsibility

Contributing to community and caring for the environment Solving problems in peaceful ways, Valuing Diversity, Building Relationships



Unit 9 – Faithful churches vs. Erring and False churchesBig Ideas for this unit

This final unit has students review the doctrine of the church and become aware of criteria by which the faithfulness of a church can be evaluated. Students discover patterns, trends and characteristics of churches that lose their way and become less effective and less faithful to God’s Word. Students are challenged to understand why they go to the church they do and not another one. They will be challenged to see the importance of their profession of faith and becoming and remaining living members of Christ’s church. They will be equipped to discern among the beliefs of various religions and cults and be aware of factors that will influence their personal faith and churches both for the positive and the negative.Learning Standards Instructional and Assessment StrategiesContentStudents are expected to know the following:

characteristics of religion, mythology, and spirituality approaches to doctrines or belief systems institutional and social structures sacred texts, traditions, and narratives

1. Using the BC Art. 29 and related materials, review the doctrine of the church regarding true and false churches. Include the Westminster Confession’s distinctions of pure and less pure (Ch. 25.4,5)

2. As a class, create a questionnaire which the students (possibly in pairs) interview an older member of a Reformed church to

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Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions

Compare the growth and decline of religions over time, and determine the extent of continuity and changes in core beliefs and practices (continuity and change)

o What is the value of a federation and of documents (like confessions, liturgical forms, the Church Order, etc.) in maintaining a faithful church?


o Using the interview responses, how have religion and churches changed in the past 50 years? What do we need to watch out for and how can churches remain true?

Assess the accuracy of representations of religion in media and popular culture (critical media literacy)

o How are Christianity and Christian values portrayed in the media and popular culture today, and what impact does this have?








investigate how the role of church and religion has changed over time (in their own personal life as well as in broader society). Also, reflect on what steps could be taken in the future to maintain church faithfulness.

3. Examine samples (print, online, television, etc.) of how Biblical Christianity and Christian values are portrayed in popular culture and the media today. Lead a class discussion on this topic, and have students reflect on it in writing, following a template.

4. Assign exam review activity sheet to prepare for the exam5. Share KWL – hand it back and discuss if this course succeeded.6. Assign post-course reflection sheet to get feedback and to improve

course.

Core Competencies:

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Year at a GlanceSeptember October November December January February March April May JuneUnit 1 Unit 1-2 Unit 3 Unit 4 Unit 4-5 Unit 6 Unit 6-7 Unit 7-8 Unit 8-9 Unit 9

Communication -The communication competency encompasses the set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media.

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Documents

file · Web viewChrist gathers, defends and preserves his Church, through His Word and Spirit. Individuals become living members of this Church as we hold fast to the truth of Gospel