This module is designed for high school students with a goal of introducing students to core Catholic beliefs and practices in preparation for deeper study of Catholic theology. Students investigate fundamental statements of faith in the Nicene Creed and develop knowledge to articulate a basic understanding of what it means to be Catholic.
Catholicism, Catholic, creed, beliefs, theology
I chose this unit of study to convert to a learning module because it is the next unit I teach in my Foundations of Catholicism course, which is the introductory course in the Theology Department curriculum of my high school. I always dread teaching this unit because I have previously taught it in a very didactic way, which is not my preferred style of pedagogy. Students - who sometimes have no background knowledge of the topics - need to gain familiarity with core concepts of the faith and build a vocabulary of Catholic beliefs and practices to attain general knowledge of Catholicism in preparation for their future theological studies in high school. The curriculum dictates the content and there is a lot to cover in one semester of study. The goal and timeline of the course lends itself well to a present-practice-memorize-assess didactic pedagogy.
In redesigning this learning plan, I have attempted to convey the necessary content and add opportunities to authentically engage with the topics. I have tried offering a more balanced learning experience with teacher and student input. In shifting from a teacher-centered classroom with didactic pedagogy and convergent thinking activities, I have added activities via comments and updates that invite a more student-centered approach with greater emphasis on authentic tasks and divergent thinking. Kalantzis & Cope (2012) propose that the most successful learning requires a social context that supports the identity, interests, and contributions of the learner (p. 65). More student voice is included as students complete the following learning tasks: asking the questions that guide their exploration of the content, sharing related personal life experiences, selecting content that attracts their interest, and ultimately, choosing from a variety of assessment options. As is common with New Learning, the role of the teacher shifts from knowledge expert to facilitator of student learning whose primary tasks are observing, conferencing, assisting, grouping, giving feedback, and participating in online discussions (Kalanzis & Cope, 2012, p. 64). At times, students get to take the lead in building new knowledge and understanding of course concepts.
Students can move through their daily class work at their own pace, with check-ins designed for whole-class and small-group interaction to supplement individual tasks. Self-pacing along with student choice allows students to interact with material at their own level. Students who are new to the content may need more repetition of the material, for example, with their vocabulary flashcards. Students who are more familiar with the content may share more advanced understandings as they interact with the content on a deeper level, sharing their knowledge with the community, for example, with art analysis. As New Learning theory demands, each student is responsible for the same learning activities and learning outcomes, but they can begin from different levels of prior knowledge (Kalantzis & Cope, 2012, p. 66).
My previous teaching experiences with independent self-paced learning in an in-person classroom setting were good, but not ideal. Students did well learning the content, but the interactive, collaborative classroom environment in which students build relationships with their peers and teacher was lost. So, in this learning module, I have made an attempt to mix the independent self-paced learning activities with class discussions and peer interactions - some facilitated via CGScholar and others facilitated by the instructor - working toward a more hybrid and less isolated learning environment. Other additions to this learning module include comments and updates with each lesson that generate peer interaction and help build a learning community as well as peer review of the final project. Student choice in topics and projects also work to enrich the community learning experience, where students have a common language of the basics but may consult different sources, apply learning in different ways, and offer diverse personal experiences to add to the discussion of the content.
An attempt has been made to apply each of the knowledge processes identified in Fig. 1 (Cope & Kalantzis, 2015) throughout the unit, some examples are outlined below:
These represent a few examples of how students engage in diverse knowledge processes throughout the learning module. Many learning activities have been designed to engage students in a particular knowledge process, but overlap between ways of knowing is also intended to challenge students. For example, in the Trinity activity described above, students would not only be applying their knowledge creatively but also conceptualizing by naming as they use the new vocabulary they have defined and analyzing critically as they explain their creative application. Cope & Kalantzis (2015) explain that transitions between ways of knowing can make learning more impactful (p. 31).
Though still focused on the goal of knowledge to be attained, this learning module is designed to help students build more engaging and wide knowledge through student contributions. These contributions of personal experience and content selection hopefully also work to increase retention of the content. Some content and materials presented in this module were used before, but many were revised and regrouped while transforming the unit into a learning module format. I have added new content, additional interactive tasks, and the ability to self-pace. The project assessment and rubric are newly created as well as the learning survey. The content remains presented in a didactic way with authentic enhancements, and, as always, the goal remains ultimately transformative in theological education at the secondary level: shaping students as Christian disciples who live their lives by the faith they learn and positively impact their communities as a result. The academic study of theology is only a part of student formation, but it is an important element situated within a broader program of worship, service, prayer, reflection, and other faith development activities.
Notes: Survey of Learning is linked in the “Knowledge Assessment” section of this learning module. The peer-reviewed project and rubric is described and linked in the “Project” section of this learning module.
In this learning module, you will explore the following questions through a study of the Nicene Creed, which summarizes core Catholic beliefs:
Level
This module is designed for first-year high school students with the goal of introducing students to core Catholic beliefs and practices in preparation for deeper study of Catholic theology in subsequent courses in the curriculum. However, it could be used by any learner through high school and into adulthood who is seeking an introduction to core Catholic beliefs.
Setting
This module has been designed for use in a face-to-face group setting, with both independent and group learning activities. It can be adapted for primarily remote learning that includes regular online or face-to-face meetings to complete group learning activities.
Time
This module is designed to be completed in approximately 10 class periods that are 70-90 minutes in length. The 10 class periods include 1 class period per lesson, plus a class period each for the pre-learning tasks, project, and post-learning assessment. The instructor has the option to adjust timing to meet student needs, including assigning work to be completed outside of class time or offering more time to complete tasks during additional class periods.
Prior Knowledge
No prior knowledge is assumed; however, students with no prior exposure to or general knowledge of the Christian faith may need additional support to build basic vocabulary and may move at a slower pace than outlined. If students have no prior experience reading the Bible, the instructor should include a brief lesson on how to use and cite scripture passages before beginning the module.
Materials
Learning Objectives
In this module, students will develop an understanding of the following points of Catholic theology:
Upon completion of the module, students will be able to define the following terms: creed, Trinity, God the Father, image and likeness, Incarnation, consubstantial, Hypostatic Union, Paschal Mystery, Passion, Resurrection, Ascension, Parousia, Final Judgment, Kingdom of God, Theotokos, Immaculate Conception, Annunciation, perpetual virginity, Assumption, Holy Spirit, Paraclete, Pentecost, Gifts of the Spirit, Fruits of the Spirit, one, holy, catholic, apostolic, Heaven, Hell, and Purgatory.
Students will also be able to explain core Catholic beliefs expressed in the Creed and articulate a basic understanding of what it means to be Catholic regarding beliefs and practices surrounding the Trinity, creation stories, Jesus, Mary, the Holy Spirit, the Paschal Mystery, the afterlife, and the one, holy, catholic, and apostolic Church.
(1) Complete your pre-learning vocabulary quiz.
(2) Read C.S. Lewis' "Why We Need a Map."
You may choose to read the text, watch the video (0-5:11), or use them together.
(3) Comment
Choose one of the following prompts to respond to Lewis' work:
Instructional Note:
Students should complete the two pre-learning tasks prior to beginning their study of the Creed.
If students are new to this learning design, the instructor should take time to explain the process and expectations. Here are some suggested guidelines.
(1) Review this brief presentation on the definition, content, history, and use of The Creed.
Optional: Supplement this explanation by reading The Catholic Faith Handbook for Youth pages 52-53.
(2) View this video, contrasting what it means to be spiritual vs. religious:
(3) Comment
Choose one of the following options to comment on "On Being Spiritual but not Religious:"
(4) View this video reflecting on the recitation of The Creed at Mass:
(5) Create an Update
Choose a question from “The Creed” video (listed below) and respond. Include an image and explain a personal example that applies your thinking to your life experiences. Respond to at least two other updates created by your classmates.
Instructional Notes:
For students new to this format for learning, review expectations for comments, updates, and responsibilities.
Begin the lesson with a class discussion of C.S. Lewis' "Why We Need a Map." Together, evaluate student comments to arrive at an understanding of Lewis' analogy and main idea. Follow with a discussion of whether students agree or disagree with Lewis' proposal on the essentiality of theology to the spiritual life.
Cross-Curricular Connection Opportunity: If some or many students are concurrently studying world history, the instructor may consider making connections to the historical study of the rise of the Christian faith and Church via class discussion or optional online discussion posts. Connections can be made with Church Councils and the historical development of the Creed.
Alignment with United States Conference of Catholic Bishops Doctrinal Elements:
IV.III.A.2. The Church is united in charity, in the profession of one faith, in the common celebration of worship and sacraments, and in Apostolic Succession (CCC, no. 815).
1. Christ willed the Church to be the ordinary way and means of salvation (CCC, no. 763, 772-776).
2. We receive Christ’s redemption as members of his Body the Church.
3. Christ entrusted Word and sacraments to the Church for our salvation.
4. Church has fullness of truth and totality of the means of salvation
1. God desires us to come to him as members of his family, his new people, so he established the Church to accomplish that purpose (CCC, no. 760).
2. No one and no community can proclaim the Gospel to themselves (CCC, no. 875).
3. Because human beings are social in nature, we need each other’s encouragement, support, and example (CCC, no. 820).
4. Worship of God has both a personal dimension and a communal dimension: personal, private worship is encouraged to complement communal worship (CCC, nos. 821, 1136-1144).
5. The Church offers us authentic worship in spirit and in truth when we unite ourselves with Christ’s self-offering in the Mass (CCC, nos. 1322-1324).
(1) Comment
I believe in one God, the Father almighty, maker of heaven and earth, of all things visible and invisible.
Read the opening statement of the creed above. Comment by writing a question about it. You might consider the following prompts to help you construct your question: "What does it mean by__?" "Who is__?" "Why does it say__?"
(2) Review this presentation on The Trinity.
Optional: Supplement this explanation by reading The Catholic Faith Handbook for Youth pages 56-58.
(3) Read C.S. Lewis' "The Three Personal God."
You may choose to read the text, watch the video (2:55-8:25), or use them together. As you read, complete the prompts in the text version linked above.
(3) Update
Create an update that includes an image that you think represents the Trinity. It can be in the form of an analogy (“The Trinity is like _______ because….”) or a more direct illustration of the Trinity. Give a description (3-5 sentences) of how you believe the image represents the Trinity. Ensure that your image reveals a truth about the Trinity and that your explanation reflects on the mystery of the Trinity. Respond to at least one other update created by your classmates.
(4) Read the creation stories in Genesis 1-2 in The Catholic Youth Bible. You may choose to read the text, listen to the audio, or use them together. As you read, please complete the left and right sides of this Venn-diagram with notes about what happens in each creation story.
*When you complete this task, please inform the instructor.
(5) Using Quizlet, create flashcards for the following keywords and phrases: creed, Trinity, God the Father, image, and likeness. Use the glossary of your textbook and your learning from the lesson activities to construct a definition in your own words.
(6) Comment
After completing these tasks, answer two of your classmates' questions posted in the comments. Once all of the questions have been answered once, add to another classmate's response to develop the explanation given. Include details from your study of the Trinity and the creation stories to support your explanation. Use complete sentences in your responses.
Instructional Notes:
At the start of the lesson, distribute to students a printed copy of the text of the Nicene Creed that they may use for reference and note-taking.
As students complete task #4, the instructor will put students into small groups of 2-4 to review their Venn-diagrams together. Students should be instructed to compare notes, first adding information to the left and right sides of their diagrams, and then discussing and adding similarities to the center section of their diagrams. Once all students have had the opportunity to do this, the instructor will bring the class together for discussion of key truths revealed in the creation stories, beginning with the similarities students identified in groups.
To follow up on student questions regarding the relevance and reality of the creation stories, the instructor may consider using "The Genesis Problem" to guide the discussion.
Cross-Curricular Connection Opportunity: If some or many students are concurrently studying literature or culture (language), the instructor may consider making connections to literary forms - in particular origin myths - via class discussion or optional online discussion posts. Students could be encouraged to compare and contrast the origin stories presented in the Bible with origin myths from their own cultures and/or Native American culture.
Alignment with United States Conference of Catholic Bishops Doctrinal Elements:
a. This is the central mystery of our faith (CCC, nos. 235-237).
b. The Divine Persons are distinct from one another (CCC, no. 254).
c. The Divine Persons are relative to one another; each is God whole and entire; all three persons share the same attributes, i.e., all-loving, eternal, etc. (CCC, nos. 255-256).
d. Each Divine Person shows forth what is proper to him, especially in the Incarnation and the gift of the Holy Spirit (CCC, nos. 258, 267).
1) God made them male and female (CCC, nos. 369-373, 1605, 1702, 2331).
2) Dignity of both men and women: similarities and differences (CCC, nos. 2333-2336).
3) Contributions to the world and to the Church (CCC, nos. 2346-2347). b. Human persons are a body-soul unity; this reflects the physical and spiritual realities in the world (CCC, nos. 356-368).
1. The Church teaches us how to relate truths of faith to science.
2. There can be no conflict between religious truth and scientific and historical truth (CCC, no. 159).
3. The difference between the Catholic understanding of Scripture and that of those who interpret the Bible in an overly literalist, fundamentalist way or with an approach limited to a symbolic understanding.
1. It depends on what one means by “literally.” The Church does not always propose a literalist or fundamentalist approach to Scripture but rather a contextualist approach. The Church teaches that all of Scripture is true on matters pertaining to religious and salvific teaching because it is inspired by God for that purpose (CCC, nos. 107, 116).
2. The Bible has a definite historic basis for events recounted in both the Old and the New Testaments; the Church particularly upholds the historicity of the Gospels (CCC, no. 126). However, the Church does not claim that the Bible’s purpose is to present scientific or historical facts (CCC, no. 107).
(1) Comment
I believe in one Lord Jesus Christ, the Only Begotten Son of God, born of the Father before all ages. God from God, Light from Light, true God from true God, begotten, not made, consubstantial with the Father; through him all things were made. For us men and for our salvation he came down from heaven, and by the Holy Spirit was incarnate of the Virgin Mary, and became man. For our sake he was crucified under Pontius Pilate, he suffered death and was buried, and rose again on the third day in accordance with the Scriptures. He ascended into heaven and is seated at the right hand of the Father. He will come again in glory to judge the living and the dead and his kingdom will have no end.
Read the second section of the Creed above. Comment by writing a question about it. You might consider the following prompts to help you construct your question: "What does it mean by__?" "Who is__?" "Why does it say__?"
(2) Background
Read The Catholic Faith Handbook for Youth pages 89-90 on the Nature of Jesus, pages 93-99 on the Kingdom of God, pages 104-109 on Jesus' death, and pages 114-123 on Jesus' Resurrection and Ascension. As you read, underline parts of the creed on your printed copy of the text that relates to each topic and put a reference note for the corresponding pages.
Review these slides on the same topics as outlined in the Creed.
(3) Using Quizlet, create flashcards for the following keywords and phrases: Incarnation, consubstantial, Hypostatic Union, Paschal Mystery, Passion, Resurrection, Ascension, Parousia, Final Judgement, Kingdom of God. Use the glossary of your textbook and your learning from the lesson activities to construct a definition in your own words.
(4) Delve deeper into key ideas. Choose at least one of the resources below to examine. You may consider selecting your topic based on your interest, the update you plan to complete, or on the classmate's question, you plan to respond to.
The Nature of Jesus
The Paschal Mystery
The Passion
Read one of the accounts of Jesus' death and Resurrection in The Catholic Youth Bible.
You may choose to read the text, listen to the audio (choose the book and chapter), or use them together.
The Kingdom of God
(5) Update
Choose one of the following options to create an update:
Include an image to illustrate your update. Respond to at least one other update created by your classmates.
(6) Comment
After completing these tasks, answer two of your classmates' questions posted in the comments. Once all of the questions have been answered once, add to another classmate's response to develop the explanation given. Include details from your study of Jesus to support your explanation. Use complete sentences in your responses.
Instructional Notes:
Begin the lesson with a class discussion of the Incarnation, using Paul Harvey's "The Man and the Birds" story.
Discuss elements of the analogy in this story to lead students to understand the Incarnation. Present definition and reasons for the Incarnation using these slides. This exercise is modeling how to interpret a parable prior to the prompt for students to interpret a parable later in the lesson.
This lesson may need to be allotted more than one class period.
Alignment with United States Conference of Catholic Bishops Doctrinal Elements:
1. Jesus Christ, a Divine Person, is truly the Son of God, who, without ceasing to be God and Lord, became man and our brother (CCC, no. 469).
2. Jesus Christ took on a human nature. The eternal Son of God incarnate worked with human hands; he thought with a human mind. He acted with a human will, and with a human heart he loved. He was like us in all things except sin (CCC, no. 470). Man’s creator has become man (CCC, no. 526).
3. Jesus showed his humanity in every event of his human life (CCC, nos. 512-534)
4. The unity of the two natures in the one Person is called the “hypostatic union” (CCC, no. 468).
(1) Comment
Do a quick internet search for titles of Mary, Mother of God. Choose one that you find interesting or appealing and post the title in the comments. (Please do not choose a title that relates to a location, such as "Our Lady of Guadalupe.")
(2) Review this presentation on Mary, Mother of God.
Optional: Supplement this explanation by reading The Catholic Faith Handbook for Youth pages 91-92.
(3) View at least one of the videos below to learn more about Mary.
(4) Using Quizlet, create flashcards for the following keywords and phrases: Theotokos, Immaculate Conception, Annunciation, perpetual virginity, Assumption. Use the glossary of your textbook and your learning from the lesson activities to construct a definition in your own words.
(5) Update
Create an update that features a work of Marian art. (Ideally, this work will be a photo of a work located on campus. If not, a work searched online will be an acceptable substitute.) Updates should explain why the art was selected, identify at least three significant features in the image, make at least three observations about Mary based on the artist's portrayal, and connect to at least one Church teaching about Mary discussed in this lesson. Respond to at least two other updates created by your classmates, commenting on their interpretations and your own observations of the art presented.
(6) Comment
After completing these tasks, explain one of your classmates' Titles of Mary posted in the comments. Why is this title given to Mary? How does it fit with Catholic beliefs and practices about Mary? Include details from your study of Catholic beliefs about Mary to support your explanation. Use complete sentences in your responses.
Instructional Notes:
At the beginning of class, take students on a tour of Marian images located around the school campus. Instruct students to take a few good photos of the works of art that appeal to them the most. Observe how and discuss why Mary is portrayed differently in each cultural representation. Alternatively, instruct students to search for a work of Marian art online and provide a citation.
Cross-Curricular Connection Opportunity: If some or many students are concurrently studying visual art, the instructor may consider making connections to artistic forms via class discussion or optional online discussion posts. Additionally, an art instructor could co-facilitate the lesson, offering expert instruction on art analysis.
Alignment with United States Conference of Catholic Bishops Doctrinal Elements:
a. The Annunciation and Mary’s “yes” (CCC, nos. 484-487).
b. An unparalleled recipient of God’s grace: Immaculate Conception; Assumption (CCC, nos. 490-494, 966).
c. Mary is ever-virgin (CCC, nos. 499-507). 1) Explain references in the Gospels to the brothers and sisters of Jesus (CCC, nos. 500-501).
d. Mary is the Mother of the Church (CCC, no. 507).
e. Mary is the first disciple.
1. Questions about why Catholics pray to Mary. a. Catholics do not worship Mary; worship belongs to God alone. They venerate Mary and the saints. b. Mary does not have the power to answer prayers on her own; God alone has that power. c. Prayers to Mary are asking for her intercessory help. 1) Since Mary is already in Heaven, she will know better than we how to offer praise and prayer to God. 2) When people pray to the Blessed Mother they are asking her in turn to offer the same prayer for them to God. 3) When Mary and the saints were on earth, they cooperated with God to do good for others; so now from their place in Heaven they continue to cooperate with God by doing good for others who are in need on earth and in Purgatory.
2. Questions about references in the Gospels to the brothers and sisters of Jesus. a. From the earliest days of the Church, Mary has been revered as ever-virgin; she was a virgin before Jesus’ birth and remained a virgin afterward. b. It is not clear who the “brothers and sisters” of Jesus are. 1) At the time Jesus lived, the designation “brother and sister” also referred to cousins and sometimes even close neighbors.
(1) Comment
I believe in the Holy Spirit, the Lord, the giver of life, who proceeds from the Father and the Son, who with the Father and the Son is adored and glorified, who has spoken through the prophets.
Read the statement of the creed above. Comment by writing a question about it. You might consider the following prompts to help you construct your question: "What does it mean by__?" "Who is__?" "Why does it say__?"
(2) Review this presentation on The Holy Spirit and read The Catholic Faith Handbook for Youth pages 124-132.
(3) Using Quizlet, create flashcards for the following keywords and phrases: Holy Spirit, Paraclete, Pentecost, Gifts of the Spirit, Fruits of the Spirit. Use the glossary of your textbook and your learning from the lesson activities to construct a definition in your own words.
(4) Update
Create an update that offers some reflection on your service work. In your update, describe your current service work, name and explain one Gift of the Holy Spirit that is necessary/helpful in your service, name and explain one Fruit of the Holy Spirit that occurs because of your service, and connect one Holy Spirit scripture passage to your service (with a proper biblical citation). Include an image, preferably a photo from your service work. Respond to at least two other updates created by your classmates.
(5) Comment
After completing these tasks, answer one of your classmates' questions posted in the comments. Include details from your study of the Holy Spirit to support your explanation. Use complete sentences in your responses.
Instructional Notes:
Begin the lesson with a whole class and small group activity. Discuss with students the intangible nature of the Holy Spirit. Guide students to build an understanding of the Holy Spirit through exploration using scripture and art.
Arrange students in groups of 2-4. Assign each group a scripture passage about the Holy Spirit to read, analyze, and present to the class. As students present, create a mind map illustrating student findings about the Holy Spirit using a physical or virtual whiteboard or software such as MindMeister.
Read aloud and discuss 1 Cor. 12:4-10, adding to the collaborative mind map defining the Holy Spirit.
Examine and discuss a work of art illustrating the Holy Spirit, using the questions: What do you think the artist is conveying about the Holy Spirit? How does the artist illustrate this observation?
Possible works of art to use for discussion:
Alternatively, have students search and propose works of art for discussion.
Cross-Curricular Connection Opportunity: If some or many students are concurrently studying visual art, the instructor may consider making connections to artistic forms via class discussion or optional online discussion posts. Additionally, an art instructor could co-facilitate the lesson, offering expert instruction on art analysis.
Alignment with United States Conference of Catholic Bishops Doctrinal Elements:
a. Eternally proceeding from the Father and the Son (CCC, no. 687).
b. Only fully revealed by Jesus (CCC, nos. 689-690, 727-730).
c. Sanctifier of the Church and her members, e.g., gifts and fruits of the Holy Spirit (CCC, nos. 32, 731-741, 1830-1832).
1. Fifty-day preparation.
2. Jesus remains with us always.
3. The events of the first Pentecost.
1. Spirit present in and through the Church.
2. The Holy Spirit bestows varied hierarchic and charismatic gifts upon the Church.
3. The Spirit’s gifts help the Church to fulfill her mission (CCC, no. 768; LG, no. 4).
1. As disciples of Christ we are “salt and light for the world.”
a. Living as Christ calls and teaches us as known in and through the Church.
b. Active response to call to holiness at home, workplace, public square.
(1) Comment
I believe in one, holy, catholic, and apostolic Church.
Read the statement of the creed above. These are the Marks of the Church. Comment by choosing one that you think is the most important descriptor of the Church and explain why. Respond to at least one other classmate's comment.
(2) Review this presentation on the Marks of the Church.
Optional: Supplement this explanation by reading The Catholic Faith Handbook for Youth pages 139-143.
(3) Using Quizlet, create flashcards for the following keywords: one, holy, catholic, apostolic. Use the glossary of your textbook and your learning from the lesson activities to construct a definition in your own words.
(4) Update
Create an update that connects one of the Marks of the Church to a local Catholic parish community. In your update, give the name of the parish and a link to its website. Identify and describe one ministry the Church highlights on its website and explain how this ministry exemplifies one of the Marks of the Church. Include an image of the parish church or an image that represents the mark presented. Respond to at least two other updates created by your classmates.
Instructional Notes:
After students complete their study of the Marks of the Church, build further understanding by conducting a class discussion applying the Marks to scenarios. Arrange students in groups of 4-6. Assign 1-3 scenarios per group, ideally, each scenario will be discussed by at least 2 groups. Groups should discuss and propose a solution to their scenarios. Have groups present their solutions and explanations to the class, highlighting different ways of applying the Marks among the groups and how each application illustrates an aspect of the meaning of the Marks.
Alignment with United States Conference of Catholic Bishops Doctrinal Elements:
1. Unity is in Jesus Christ through the Holy Spirit; it is visible unity in the world.
2. The Church is united in charity, in the profession of one faith, in the common celebration of worship and sacraments, and in Apostolic Succession (CCC, no. 815).
3. Unity in diversity. a. Multiplicity of peoples, cultures, and liturgical traditions (CCC, nos. 814, 1202).
1. Holiness is from the all-holy God: all human beings are called to live in holiness.
2. Christ sanctifies the Church through the Holy Spirit and grants the means of holiness to the Church.
3. Church members must cooperate with God’s grace.
4. Church members sin, but the Church as Body of Christ is sinless.
1. The Church has been sent by Christ on a mission to the whole world and exists worldwide.
2. The Church exists for all people and is the means to salvation for all people.
3. Salvation comes from the Church even for nonmembers (see Dominus Iesus, section 20; CCC, no. 1257).
1. Founded by Christ on the Twelve with the primacy of Peter.
2. Has apostolic mission and teaching of Scripture and Tradition.
3. Guided by successors of the Twelve: the pope and bishops.
4. Christ calls all Church members to share Gospel of salvation.
(1) Comment
He ascended into heaven and is seated at the right hand of the Father. He will come again in glory to judge the living and the dead and his kingdom will have no end.
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I confess one Baptism for the forgiveness of sins and I look forward to the resurrection of the dead and the life of the world to come.
Read the statements of the creed above that relate to Catholic beliefs about the afterlife. Comment by writing a question about it. You might consider the following prompts to help you construct your question: "What does it mean by__?" "Who is__?" "Why does it say__?"
*Have the teacher preview your question before posting your comment.
(2) Read The Catholic Faith Handbook for Youth pages 162-165 discussing Heaven, Hell, and Purgatory.
(3) Using Quizlet, create flashcards for the following keywords and phrases: Heaven, Hell, Purgatory. Use the glossary of your textbook and your learning from the lesson activities to construct a definition in your own words.
(4) Choose a question posed by one of your classmates in the comments.
*Check in with the teacher before proceeding to be sure there is only one person working on a response to each question.
Create an update that answers the question posed. Use The Catholic Faith Handbook for Youth and one other reputable online source to help you construct an answer to the question. Cite your sources and include a related image or video.
*Have the teacher preview your response before posting your update.
Comment on the update for your own question and at least one other classmate's question.
Instructional Notes:
Since much of the content will be generated by students in this often high-interest faith topic, assist students throughout the learning process. Review student questions for relevance and depth, ensuring each is sufficient to generate a researched response. Ensure each student question is answered by the community. Review student responses for appropriate research resources and accuracy to Catholic theology. Use the opportunity to reinforce skills evaluating websites.
Alignment with United States Conference of Catholic Bishops Doctrinal Elements:
a. Death (CCC, nos. 992, 996, 1007, 1010-1014, 2299).
b. Judgment: particular and final (CCC, nos. 677-679, 1021, 1038-1041). 1) Purgatory (CCC, nos. 1030-1032).
c. Heaven (CCC, nos. 1023-1029).
d. Hell (CCC, nos. 1033-1037).
a. Immediate or particular judgment (CCC, no. 1021).
b. The resurrection of the body and the Last Judgment (CCC, nos. 988-1004).
c. Heaven, hell, purgatory (CCC, nos. 1023-1037).
For your unit assessment, choose one of the following performance tasks:
Before you begin, review the rubric for your assessment here.
Peer Review
Upon completion of your project, notify the teacher you are ready for peer review.
You will review two projects. Complete the rubric to score each of the projects you review. Additionally, on the rubric write specific comments on 2 areas of strength and 2 areas for improvement. Meet with the author to conference on your feedback.
After you have received feedback on your project, revise your project according to the peer feedback you received. Then, do a self-review. Complete the rubric to score your project. On the rubric, write at least 2 specific examples of how you revised your project after peer review.
Submit your peer review and self-review rubrics with comments.
Instructional Notes:
Assist students in selecting a project and identifying the three credal statements they plan to present through it.
Assist students in exchanging projects for peer review, ideally pairing students with one student who completed the same option and one student who completed a different option.
(1) Complete your post-learning vocabulary quiz.
(2) Please access your returned pre-assessment vocabulary quiz and post-assessment vocabulary quiz results. Review and reflect on your learning using this post-assessment survey of learning.
Instructional Notes:
Students will complete their post-learning vocabulary quiz, after which they should immediately be given access to view their pre-learning and post-learning quiz results in order to help them reflect on their learning and their learning process.
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