Values Symposium- Luhman, Spears, and Vaughan-Fier
Trimester III: Personal and Religious Citizenship
In this unit, students will understand that the Catholic Church challenges the prevailing value of the world today, calling its members to live counter-culturally. Students will examine the teachings of the teachings of the Church in the following areas: sexuality, economic and political justice, and diversity. Students will be empowered to use their unique gifts make a difference in their lives and the lives of others.
Socratic Thesis Statements
1. You are not responsible for the problem, but you are called to do something about it.
2. A principled person knows when to stand up.
3. We fear what we don’t understand.
4. Our social identity is made up of our biology, our culture, and our story.
5. Be a green dot.
6.“What good will it be for a man if he gains the whole world, yet forfeits his soul?” (Matthew 16:26)
7. People are more important than things.
8. Our environment/communities have an influence on our values through a cycle of socialization.
9. Our view of the world is only one model of reality.
10. Media has profound influence on our values.
11. The voice listening to is often unheard or The voice of truth is often ignored.
12. All people are sacred and are made in the image and likeness of God.
13. Help me not judge a person until I have walked in their shoes.
14. Changing to fit/please the people around you has a cost to an individual.
15. Guilt and blame often prevent people from making positive change.
16. People sometimes abuse their power.
17. Catholic Social Teaching calls us to do what is right, especially when it is difficult.
Principles of Catholic social teaching
Quia Review Activity: Race, Ethnicity, and Inequality
Trimester II: Conscience, Authority, and Leadership
Subunit: Ancient Greece
In this subunit we will explore the history, culture, religion, and literature of ancient Greece and ancient Rome. In this unit, students will participate in the Re-Trial of Socrates. Students will study the Renaissance, the Reformation and will read William Shakespeare's, Romeo and Juliet.
Essay Test: Romeo and Juliet: Quia Link
Subunit: Bystander effect, Conscience development, Moral decision making, teenage brain, and the novel Night.
Test Link: Test on conscience, bystander effect, morality, Judaism, and social control.
Night Intro Paragraph
Night Concluding Paragraph:
In Elie Weisel's Night, people were forced into a severe crisis of moral decision-making. In a horrific world, knowing the right thing or keeping a personal faith seemed to be an impossible undertaking. (Insert ts1), (Insert ts2), (Insert ts3). Insert last statement about morality as it relates to your thesis.
Night Works Cited Citation:
Wiesel, Elie. Night. New York: Bantam, 1960.
Dawn Works Cited Citation:
Wiesel, Elie. Dawn. New York: Hill and Wang, 1961.
The History of St. Paul Minnesota Subunit
St. Paul History/Streetcars Test Links: Click on the correct test link for your section
Periods 1 and 2: http://www.quia.com/quiz/2830266.htmlPeriods 3 and 4: http://www.quia.com/quiz/2830285.html
Periods 7 and 8: http://www.quia.com/quiz/2830270.html
About our class...
Our class is taught using an interdisciplinary approach. We incorporate three subject areas in a 90 minute block. The units are thematic in nature, discussing the various perspectives that English, religion, and social studies bring to a particular theme. The seven values of CDH are consciously intergraded into our teaching and guide the content of the course.
The Interdisciplinary Approach... An Example From Our Class
Unit 1: Development of Communities and Community In this unit, students will be welcomed into the CDH community. Students will explore how communities are formed and how they function through examining their own community and other diverse historical communities. Finally, students will begin their journey of high school education by developing an awareness of self-identity through religious , social, familial and community tradition.
Dakota and Ojibwe Subunit