The basic framework for the religion standards consists of the six tasks of catechesis: knowledge of the faith, liturgical education, moral formation, teaching to pray, education for community life, and missionary initiation. A teacher who is full of Christian wisdom, well prepared in his own subject, does more than convey the sense of what he is teaching to his pupils. Unfortunately, students might not feel comfortable completing these assessments as accurately and honestly as they could if anonymity is not available. Religious Brothers: 174. We must believe that the world is in some sense good, so that it is worthy of careful study. (May-June 2010). Those who interact with the standards are encouraged to select some or all of the standards that they believe might solidify and enhance the Catholic identity of their curriculum and integrate them into their larger educational efforts. Teacher manual has answers to quizzes, but not discussion questions. Book III, Title III, Canons 793-806 are particular to grade schools operating under an ecclesial authority, independent or private schools using a Catholic faith-based curriculum, and parents. Writing is thinking. Without this witness, living in such an atmosphere, they may begin to regard Christian behavior as an impossible ideal (#32), “Lay Catholic teachers should be influenced by a Christian faith vision in the way they teach their course, to the extent that this is consistent with the subject matter” (#49), and should be seekers of the truth, which is found in Truth Himself, Christ. Tailor questions and assignments to the real-world experiences and natural questions of the readers in the class. 19-21), John Paul II. religion and theology, dedication to Catholic school education, religious education, and faith formation have provided this Archdiocesan Religion Curriculum Standards, a model of consistent curriculum for grades one through twelve. (Eds.) Beautiful artwork enhances the scientific content on the sleek pages of this textbook yet coffee table-styled volume. Show interest in how the mental processes evident within the discipline of mathematics (such as order, perseverance, and logical reasoning) help us with the development of the natural virtues (such as self-discipline and fortitude). Many initiatives are suggested. Discriminate between what is positive in the world with what needs to be transformed and what injustices need to be overcome. Praesidium has been selected to serve as the accrediting body for Catholic men’s religious orders and congregations in the United States since 2004. This area of highly personal affective behaviors, attitudes, and beliefs touches close to the heart of the individual, and because of this schools have traditionally shied away from placing numerical values on whether students do or do not possess particular affective qualities. B. Eerdmans Publishing Co. Spitzer, R. (2011). These curriculum standards were adopted in 2018, and the theology curriculum framework was updated in 2020. New York, NY: Oxford University Press. Senior, J. Explain how language can be used as a bridge for communion with others for the betterment of all involved. Avoid canned materials, questions, or text units. Display the virtues and values evident within stories that involve an ideal and take a stand for love, faith, courage, fidelity, truth, beauty, goodness, and all virtues. Taylor, J. p.4; Halpin, P.A., & Wagner, J. p. Moore, T., p. 91. They have much to do with revealing man’s place in history and in the world; with illustrating the miseries and joys, the needs and strengths of man and with foreshadowing a better life for him. Consider incorporating a course designed specifically for the discussion of topics of faith and reason. Is “X” a good “Y”? That work includes. Christian liberal arts: An education that goes beyond. Lay Catholics in schools: Witnesses to faith. Classical texts with curriculum suggestions, study guides, commentary and helpful resources. Written as a “state of the union” for Catholic education at the time before the new millennium, the document from the Congregation for Catholic Education highlights the exiting concerns and challenges of Catholic education, the first and foremost as a crisis of values, especially in the prevalence of moral relativism, subjectivism, and nihilism.56 Society has turned away from the Christian faith as a “reference point” and “source of light for an effective and convincing interpretation of existence” (#1). In R. Topping (Ed. Literature and the arts are also, in their own way, of great importance to the life of the Church. Relate how the search for truth, even when it concerns a finite reality of the natural world or of man, is never-ending and always points beyond to something higher than the immediate object of study. New York, NY: Image Books. Simmons, T. (2002). In J. Piderit, & M. Morey (Eds.). Develop lines of inquiry (as developmentally appropriate) to understand why things are true and why they are false. Milwaukee, WI: The Bruce Publishing Company. What do we know from revelation? Avoid an overemphasis on informational texts. http://www.franciscan.edu/undergraduate-catalog/ p.180. Dawson, C. (2010). Over and above what he says, he guides his pupils beyond his mere words to the heart of total Truth. Hart, D. (2003). Hicks, D. (1999). As Catholic Educators Teaching Religion in the Catholic Schools in the Archdiocese of Portland, Oregon, we believe that: Catholic education is an expression of and participation in the mission entrusted by Jesus to His Church; The Catholic school embodies the three-fold purpose of … The epistemological framework of every branch of knowledge has its own identity, both in content and methodology. This document offers general guidelines regarding the educational climate of a Catholic school which includes the building up of a school culture animated by faith. Choose a majority of readings from the Good Books List found in the appendix of. Let them work as partners with parents and together with them in every phase of education give due consideration to the difference of sex and the proper ends Divine Providence assigns to each sex in the family and in society. Best Practice Suggestions for Mathematics in Catholic Schools, Grades K-6, Best Practice Suggestions for Mathematics in Catholic Schools, Grades 7-12. Norfolk, VA: IHS Press. Are we looking at this clearly and with our senses and reason properly attuned? You see, therefore Venerable Brethren, with what earnest forethought parents must beware of entrusting their children to schools in which they cannot receive religious teaching. We oppose relativism, not only because its central dictum “there is no truth” is self-contradicting, but also because in removing objective truths from any analysis, this also removes the possibility of gauging human progress, destroys the basis for human dignity, and disables the ability to make important moral distinctions such as the desirability of tolerance51 and wisdom of pursuing truth, beauty, and goodness as opposed to their opposites of error, ugliness, and sin. Demonstrate a general understanding of the “story” of humanity from creation to present through a Catholic concept of the world and man. Permission to reprint without modification to text, with attribution to author and to The Cardinal Newman Society, and (if published online) hyperlinked to the article on the Newman Society’s website. This resource guide is not a complete set of standards for any particular subject, but it is designed to complement a broader set of primarily content driven academic standards. A declaration of Catholic education issued from the Second Vatican Council. Whenever possible use a seminar format to discuss literature. Crisis in Western education (2010). Retrieved from http://www.vatican.va/archive/hist_councils/ii_vatican_council/documents/vat-ii_decl_19651028_gravissimum-educationis_en.html, Vatican II (1965). al), The Rule of St. Benedict (Benedict of Nursia), Treatise on Law and excerpts from other works (Aquinas), United States Declaration of Independence, A Tale of Two Cities, David Copperfield, Great Expectations (Dickens), Antigone, Oedipus the King, Oedipus at Colonus (Sophocles), Billy Budd, Bartleby the Scrivener, and other short stories (Melville), Brothers Karamazov or Crime and Punishment (Dostoyevsky), Hamlet, Macbeth, and if possible King Lear and others (Shakespeare), One Day in the Life of Ivan Denisovich or The Gulag Archipelago [abridged] (Solzhenitsyn), Sir Gawain and the Green Knight (anonymous), Recommended Catholic authors: Georges Bernanos, G.K. Chesterton, Shusaku Endo, Graham Greene, Victor Hugo, Flannery O’Connor, Walker Percy, Sigrid Undset, Evelyn Waugh, Recommended poets: Matthew Arnold, W. H. Auden, Hilaire Belloc, William Blake, Elizabeth Barrett Browning, Robert Browning, Lord Byron, G.K. Chesterton, Samuel Taylor Coleridge, Richard Crashaw, Emily Dickinson, John Donne, T.S. Climbing parnassus. An English language arts curriculum framework for American public schools: A model. In every environment, whether it is favorable or not, Catholic educators will have to be credible witnesses” (III). Frequent reference to Christ and God, the Father, as well as frequent prayer create a culture and climate that is genuinely Catholic. (2007). The document briefly but succinctly mentions the cultural identity of the Catholic school. Intimately linked in charity to one another and to their students and endowed with an apostolic spirit, may teachers by their life as much as by their instruction bear witness to Christ, the unique Teacher. Section 61.4b states that religion programs in Catholic schools should be in harmony with the catechetical efforts of local parishes and diocesan catechetical priorities and that Catholic schools should be affordable, accessible, and open to all. This religious education curriculum will serve to meet the needs of both our parish religious education programs and Catholic Schools. Divini illius magistri, Retrieved from http://w2.vatican.va/content/pius-xi/en/encyclicals/documents/hf_p-xi_enc_31121929_divini-illius-magistri.html. Norms and nobility: A treatise on education. Seventh Grade. (#4). CS: S.712: GS2: John Paul II. Finally, the standards were reviewed by superintendents, teachers, and curriculum experts in three Catholic dioceses for clarity, applicability, and structure. Evaluate how societies provide a sense of coherence and meaning to human life, shaping and forming human culture and events. The way of beauty: Liturgy, education, and inspiration for family, school, and college. Sometimes framing the dispositions as an objective for the classroom teacher so as to provide focus and direction is all that is required. Demonstrate how history helps us predict and plan for future events using prudence and wisdom gleaned from recognizing previous patterns of change, knowledge of past events, and a richer, more significant, view of personal experiences. Sufficient detail is given to the professional and spiritual formation of those working in Catholic schools. Where is there proportion and harmony here? Vatican II (1965). Caldecott, S. (2009). Diocesan Priests (including active and retired): 714. (1997). The formation of Catholic school teachers and administrators is discussed as not simply an initial formation, but an initiation into an on-going, professional learning community of scholars who collaborate with each other and integrate their ideas and faith into the subjects they teach. –Magis Center: President; Gonzaga University: retired President, Sandra Stotsky, Ph.D. – University of Arkansas: Professor Emerita, Ryan Topping, D.Phil. This will allow theology teachers to address scientific topics from a theological perspective as they are concurrently being taught in the science classroom. 146-148, see also John Paul II. This does not prevent us from teaching the things that matter most. Exhibit an affinity for the common good and shared humanity, not just with those nearby, but also for those who have gone before and those who will come after. Diocesan Priests, Deacons, Women and Men Religious, and Lay Personnel in the Archdiocese. The death of Christian culture. Redeemed by Him, “the Catholic school aims at forming in the Christian those particular virtues which will enable him to live a new life in Christ and help him to play faithfully his part in building up the Kingdom of God” (#36). Students should see in their teacher the Christian attitude and behavior that is often so conspicuously absent from the secular atmosphere in which they live. Whenever possible incorporate Socratic discussions into history. Parents and especially teachers have the duty and obligation to ensure this distinctive character, especially “By their witness and their behavior” (#78). Growth in such areas is more often “caught than taught,” and rather than planning for them in discreet experiences, the Catholic teacher must be constantly aware of them so as to integrate them naturally whenever possible and without immediate concern for concrete assessment. Retrieved from http://www.newmansociety.org/Portals/0/Common%20Core/Disconnect%20between%20Common%20Core’s%20Literary%20Approach%20and%20Catholic%20Education’s%20Pursuit%20of%20Truth.pdf, Markey, S. (2014). Catholic Church (1994). Religion Curriculum Standards In April 2015 Bishop Thomas John Paprocki approved a new set of PreK-8th grade religion curriculum standards for the Diocese of Springfield in Illinois. When contemplating an assessment, one should always ask: “What is the purpose, use, and measure of this assessment?” “Why is this assessment necessary?” “How will this assessment be used?” and “Is this a proper measure for this type of standard?” These types of questions are always necessary for any assessment, but especially assessments where students’ values and beliefs are the center of attention. Virtue is a habitual and firm disposition to do the good.43 We are free to the extent that with the help of others, we have maximized these goods, these proper powers and perfections as man.44 Such efforts raise fundamental questions of what it means to be human and our relationships with each other, the created world, and God. Relate how the development of a broader viewpoint of history and events affects individual experiences and deepens a sense of being and the world. Esolen, A. For example, one can take in at a glance a small number of apples, say 5 or 6, but not as many as 100 or 1,000. Mannoia, V., p. 84; Ditmanson, H., Hong, H., & Quanbeck, W. p. 181; University of Dallas Academic Bulletin. Explain how the powerful role of poetic knowledge, the moral imagination, connotative language, and artistic creativity explore difficult and unwieldy elements of the human condition, which is not always explainable with technical linguistic analysis or scientific rationalism. Beauty can help evoke wonder and delight, which are foundations of a life of wisdom and inquiry.36 Beauty involves apprehending unity, harmony, proportion, wholeness, and radiance.37 It often manifests itself in simplicity and purity, especially in math and science.38 Often beauty has a type of pre-rational (striking) force upon the soul, for instance when one witnesses a spectacular sunset or the face of one’s beloved. C. Students will grow in their understanding of Jesus as the Son of God. (2000). Especially emphasized is “the new awareness that all members of the faculty, at least by their example, are an integral part of the process of religious education” and a “Teachers’ life style and character are as important as their professional credentials” (p.7). Fides et ratio. Explain how religious and moral knowledge are a requisite for understanding human grandeur and the drama of human activity throughout history. standards is the first step to intentionally integrating our faith across the curriculum. Do more with the text than clinically dissect and disaggregate it. Ave Maria University, https://www.avemaria.edu/wp-content/uploads/2015/04/Academic-Catalogue-2014-2015_091020141.pdf p.144, Kirk, Russell “The Moral imagination.” in. Identify key Catholic scientists such as Copernicus, Mendel, DaVinci, Bacon, Pasteur, Volta, St. Albert the Great, and others and the witness and evidence they supply against the false claim that Catholicism is not compatible with science. Education is based on participation, shared intelligence and intelligence interdependence; dialogue, self-giving, example, cooperation and reciprocity are also equally important elements (III). Therefore, 1. The formation of young people in the faith is a special task given to the Church. This all-encompassing, seminal encyclical on Catholic education was written by Pope Pius XI. Grand Rapids, MI: Wm. (2010, January). Massachusetts history and social science curriculum framework: August 2003. This assessment is an example of using a student questionnaire or survey to uncover developing dispositions of faith and is similar to what can be designed to address dispositions in other content areas. (October 22, 1996). Additional resources are available on the Cardinal Newman Society’s K-12 Catholic Curriculum Standards website at www.newmansociety.org. WS = Writing Standards involve formation of proper and logical thinking. Standards are not new to Catholic schools in this country.The Catholic educational community in the United States has been in dialogue about standards in education at the state level for many years.Dioceses have reviewed, adapted, adopted or rejected state standards when creating and implementing diocesan guidelines.Each diocese has responded to state standards in light of the needs … Message to the Pontifical Academy of Sciences: On evolution, 1996. It is in this context that the faith witness of the lay teacher becomes especially important. Identify with beautifully told and well-crafted works, especially those with elements of unity, harmony, and radiance of form. In this regard, the Church affirms the law of subsidiarity, which the school is bound to observe when it cooperates in sex education, by entering into the same spirit that animates the parents.” Also, the end of the document is a set of recommendations for all educators working in this area: The document from the Congregation for the Clergy describes the relationship between religious instruction and catechesis, both of which are evident in Catholic schools. Discuss the relationship between human rights and dignity of the human person. Identify how literature interprets the human condition, human behaviors, and human actions in its redeemed and unredeemed state. This document from the Congregation for Catholic Education “considers the pastoral aspects regarding cooperation between lay and consecrated persons within the same educational mission. Retrieved from http://w2.vatican.va/content/john-paul-ii/en/encyclicals/documents/hf_jp-ii_enc_14091998_fides-et-ratio.html, John Paul II (1996). Modern Catholic dictionary. Pius XI (1929). Evaluate the aesthetics (idea of beauty) of different cultures and times to better appreciate the purpose and power of both cultural and transcendent notions of the beautiful. Retrieved from http://www.vatican.va/roman_curia/congregations/ccatheduc/documents/rc_con_ccatheduc_doc_20140407_educare-oggi-e-domani_en.html, Congregation for Catholic Education (2013). Of particular interest might be Chapter 5 on the science behind the transcendent soul and Appendix One on a contemporary view of evidence for an Intelligent Creator. Propose how mathematical objects or proofs (such as the golden mean, the Fibonacci numbers, the musical scale, and geometric proofs) suggest divine origin. The series includes 5 sequential video modules progressing students through the questions of: Can science disprove God? New York, NY: Benzinger Brothers. Aquinas, T. (1952). CATHOLIC CURRICULAR STANDARDS AND DISPOSITIONS Related to Science Topics 7-12 General Standards: CS: S.712: GS1: The Religious Dimension of Education in a Catholic School, 56, 57. Evaluate complex literary selections for all that is implied in the concept of “person”. South Bend, IN: St. Augustine’s Press. As a preliminary, they should be encouraged to develop a taste for historical truth, and therefore to realize the need to look critically at texts and curricula which, at times, are imposed by a government or distorted by the ideology of the author…they will see the development of civilizations, and learn about progress…When they are ready to appreciate it, students can be invited to reflect on the fact that this human struggle takes place within the divine history of universal salvation. McKenzie, J. Chapter review and summary questions are included for each chapter. Explain how historical events involving critical human experiences, especially those dealing with good and evil, help enlarge perspective and understanding of self and others. The Faith Professed Doctrine 8.F.1 Explain that the Holy Trinity is the greatest mystery of the Catholic faith. Retrieved fromhttp://w2.vatican.va/content/john-paul-ii/en/letters/1988/documents/hf_jp-ii_let_19880601_padre-coyne.html, John Paul II. Display personal self-worth and dignity as a human being and as part of God’s ultimate plan of creation. The context is the collaborative, unified learning and teaching environment where care and concern is exhibited between teachers and students; where a wealth of opportunities exist for students to thrive and develop their talents; where the cognitive, affective, social, professional, ethical and spiritual dimensions of the person are all addressed; and where ideas are respected, dialogue is free-flowing, and a rigorous commitment towards truth is found. Published by the Sacred Congregation for Catholic Education, this document provides a deeper reflection of the Catholic school, especially in the areas of the nature and characteristics which lend to a school identifying itself as “Catholic.” The document begins by stating that the “Catholic school forms part of the saving mission of the Church” (#9), “provides a privileged environment for the complete formation of her members, and …also provides a highly important service to mankind” (#16). Scant mention is made about the qualities and characteristics of Catholic school teachers, aside from the very important facts that, “If the threefold purpose of Christian education is to be realized, it must be through their commitment to give instruction to their students, to build community among them, and to serve them” (#144) and the “integration of religious truth and values with the rest of life is brought about in the Catholic school… by the presences of teachers who express an integrated approach to learning and living in their private and professional lives” (#104). All resources and curriculum materials used in our schools are aligned with the National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools and are approved by the Diocese. The document reiterates the value of Catholic education, citing some of the previous documents released by the Sacred Congregation of Catholic Education, and discusses the importance of Catholic schools especially for the economically poor and minority students in inner-city environments. Use imitation of author structure, tone, and craft to develop writing style. Analyze great figures and events in history using the systematic frameworks of Western philosophical tradition and Catholic moral norms and virtue to better understand both those people and events. The document elaborates on the mission, focus, circumstances, and final end of Catholic education. Albany, NY: The State University of New York Press. At every grade level, the religion curriculum standards are structured in strands that represent the four pillars of the Catechism of the Catholic Church: The Profession of Faith (Creed), Celebration of the Christian Mystery (Sacraments and the Mass), Life in Christ (The Ten Commandments and the Beatitudes), and Christian Prayer (The Prayer of the Believer). Ditmanson, H., Hong, H., & Quanbeck, W. p. 180. The twelve Academic Benchmarks reflect the academic quality of a school and detail the practices effective, contemporary Catholic â ¦ Religion Standards Eighth Grade 1 1. The endeavor to interweave reason and faith, which has become the heart of individual subjects, makes for unity, articulation and coordination, bringing forth within what is learned in school a Christian vision of the world, of life, of culture and of history. Professional development in philosophy, especially philosophers who have greatly impacted the Catholic western tradition. Identify the motivating values that have informed particular societies and how they correlate with Catholic teaching. Lanham, MD: University Press of America. What does this reveal about the nature of what is seen? Christendom College http://www.christendom.edu/news/2014/11-11-math.php. He begins by stating, “It is therefore as important to make no mistake in education, as it is to make no mistake in the pursuit of the last end, with which the whole work of education is intimately and necessarily connected. San Francisco, CA: Ignatius Press. For this reason, Catholic educators need “a ‘formation of the heart’: they need to be led to that encounter with God in Christ which awakens their love and opens their spirits to others”, so that their educational commitment becomes “a consequence deriving from their faith, a faith which becomes active through love (cf. Avoid simply selecting currently popular, scandalous, or titillating texts in the hopes of getting the students to read. 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