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Catholic Companion to Equity and Social Justice

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Catholic Companion to Equity and Social Justice Catholic Companion to Equity and Social Justice Grade 12 University/College HSE4M Institute for Catholic Education 604-10 St. Mary Street Toronto, ON M4Y 1P9 2013 Institute for Catholic Education 604 – 10 St. Mary Street Toronto, ON M4Y 1P9 416-962-0031 www.iceont.ca November 2013 Table of Contents Introduction .................................................................................................................................................. 1 The Dual Mandate of Catholic Education ................................................................................................. 1 What, Why and How ................................................................................................................................. 1 Course Expectations ...................................................................................................................................... 2 Ontario Catholic School Graduate Expectations ......................................................................................... 17 Unit One: Catholic Christian Anthropology ................................................................................................ 22 Activity 1 – Who do you say I am and who do you say you are? A Scriptural Approach ....................... 23 Activity 2 – Understanding the human person through the sacraments. A Sacramental Approach .... 32 Activity 3 – The person in light of faith. A Catechetical Approach ........................................................ 41 Unit Two: Social Justice and Dignity .......................................................................................................... 46 Activity 1 – Human Dignity ...................................................................................................................... 48 Activity 2 – The Documents of Catholic Social Teaching ........................................................................ 66 Activity 3 – Catholic Social Teaching and the Catechism of the Catholic Church ................................... 90 Activity 4 – Social Justice and Dignity – Ontario Catholic School Graduate Expectations .................... 102 Unit Three: Social Justice and Catholic Morality ...................................................................................... 112 Activity 1 – First Nations, Metis and Inuit ............................................................................................. 114 Activity 2 – The Role of Government .................................................................................................... 129 Activity 3 – International Issues ............................................................................................................ 146 Activity 4 – Power Relations ................................................................................................................. 152 Unit Four: Belonging ................................................................................................................................ 159 Activity 1 – Social Justice and Dignity – Canadian Charter of Rights and Freedoms ............................ 161 Activity 2 – Where do we belong? ........................................................................................................ 172 Activity 3 – Exclusion ............................................................................................................................. 178 Activity 4 – Prophetic Voice .................................................................................................................. 187 Culminating Task – Becoming a Prophet .................................................................................................. 194 Appendix 1 – Key Principles of Catholic Social Teaching ...................................................................... 203 Appendix 2 – Catholic Social Teaching .................................................................................................. 205 Appendix 3 – Possible Videos ............................................................................................................... 209 Appendix 4 – Keeping a Notebook or a Journal .................................................................................... 212 Introduction The Dual Mandate of Catholic Education The dual mandate of Catholic education establishes a responsibility to educate mind, body and soul. The planning of learning activities for students in Catholic schools must respect all learning expectations mandated by government policy. Ministry of Education curriculum documents clearly outline what students are required to know and what students are required to be able to do. In addition to meeting these mandated learning expectations, programs of study developed for Catholic schools must also design down from the Ontario Catholic School Graduate Expectations (Institute for Catholic Education, 2011). These exit standards for school graduates initially resulted from an extensive two-year consultation process, involving all partners in Catholic education. They were updated recently. They articulate not only what we expect our graduates to know and do, but more importantly, what we expect our graduates to be as they continue their life journey as compassionate human beings, as contributing members of society, and as followers of Jesus Christ. After first “rendering unto Caesar what is Caesar’s” this second mandate includes the promotion of a worldview and moral life that integrates and informs all elements of the school curriculum by providing a greater purpose or spiritual context. Only by addressing both of these mandates can we successfully plan to educate mind, body and soul. What, Why and How The dual mandate of Catholic education requires one integrated approach. Content standards and performance standards are prescribed in Ministry of Education curriculum documents. All mandated learning expectations for a specific course must be addressed by teachers and demonstrated by students. All Ministry of Education policies must be followed in terms of assessment and evaluation. Ministry documents focus on WHAT must be learned and demonstrated by students. The education mandate prescribed by the Institute for Catholic Education focuses more on the question of WHY and provides: • A greater purpose for mandated learning expectations • A clearly Catholic perspective • A focus for explicit values and virtues (character) education Teachers are most concerned with HOW to integrate Catholic Social Teachings and to make it the foundation of the course. When what, why and how are seen to come together effectively in classroom support materials, the writers have achieved integrity from a Catholic perspective and both mandates have been effectively addressed. This resource demonstrates successful application of the integration principle while presenting the Social Sciences and Humanities curriculum in context of Catholic Social Teaching.CC 1 Course Expectations Equity and Social Justice, Grade 12 University/College Preparation HSE4M This course enables students to develop an understanding of the theoretical, social, and historical underpinnings of various equity and social justice issues and to analyse strategies for bringing about positive social change. Students will learn about historical and contemporary equity and social justice issues in Canada and globally. They will explore power relations and the impact of a variety of factors on equity and social justice. Students will design and implement a social action initiative relating to an equity or social justice issue. A. RESEARCH AND INQUIRY SKILLS OVERALL EXPECTATIONS Throughout this course, students will: A1. Exploring: explore topics related to equity or social justice, and formulate questions to guide their research; A2. Investigating: create research plans, and locate and select information relevant to their chosen topic, using appropriate social science research and inquiry methods; A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry; A4. Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills. SPECIFIC EXPECTATIONS A1. Exploring Throughout this course, students will: A1.1 explore a variety of topics related to equity and social justice (e.g., media representations of women in politics, effects of social networking on activism) to identify topics for research and inquiry A1.2 identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics 2 A1.3 formulate effective questions to guide their research and inquiry Teacher prompt: “If you were studying media representations of Aboriginal youth, why would it be important to determine the origin or creator of the media products you are examining? How will you ensure that you have a diverse selection of sources? How might you determine whether the representation of Aboriginal youth varies in different types of media or in media from different regions or countries?” A2. Investigating Throughout this course, students will: A2.1 create appropriate research plans to investigate their selected topics (e.g., outline purpose and method; identify sources of information; develop research tools such as surveys, questionnaires, or interviews), ensuring that their plans follow guidelines for ethical research A2.2 locate
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