Religion 1 CP1

Freshman Religion Hebrew Scriptures Mr. Douglas Horst dhorst@moeller.org Voicemail: 513-791-1680 ext.1964 Office Hours: During any M block or by appointment.

“I am a brook that makes no effort to overcome obstacles in its way. All the obstacles can do is hold me up for a while, as a brook is up; but during that time it grows broader and deeper; and after a while it overflows the obstruction and flows along again. That is how I am going to work.” Blessed William Joseph Chaminade

Texts: 1. Written on Our Hearts: The Old Testament Story of God’s Love by Mary Reed Newland (St. Mary's Press) 2. New American Bible (online) 3. The Catechism of the Church (online) 4. The Running Giant by Louis Reile, SM 5. No Room at the Table by Donald Dunson 6. The Chosen by Chaim Potok

Course Description: The beginning of the year considers the charisms of Archbishop Moeller High School.

An overview of the beliefs of the Catholic Church, as well as an introduction to Archbishop Henry Moeller and the Society of Mary is presented. Blessed Father William Joseph Chaminade’s life is studied.

Next, the Old Testament will be examined as the inspired heritage we have received from the Lord and His people in the times before Christ. An approach towards understanding Scripture as Inspired and revealed will be presented. This will be followed by a study and consideration of most books of the Old Testament. Each book will be studied from a historical, literary, theological and religious point of view.

Course Objectives: The students will be able to: 1. Have an appreciation for religion class as a serious study on investigation, research and content.

2. Understand and recognize the charism of Archbishop Moeller High School by learning the story of Archbishop Henry Moeller, Father William Joseph Chaminade and the characteristics of education maintained by the Society of Mary.

3. Identify the basic tenets and beliefs of the Catholic faith: God, Trinity, faith, theological virtues, the Nicene and Apostle Creeds, Revelation, Tradition, Scriptures, Magisterium, Hierarchy, Councils, encyclicals, and the Paschal Mystery.

4. Recite basic prayers and understand how to say the Rosary, the Stations of the Cross.

5. Understand and explain the Ten Commandments as life-giving expressions of a believing community.

6. Explain the Ten Commandments and Beatitudes 7. Appreciate the various seasons of the Liturgical Year 8. Understand the seven sacraments and their role in our human life.

9. Explain the physical make-up, organization and use of the Bible and biblical books.

10. Understand basic scripture theology, methodology and criticism and have an understanding of the concepts of inspiration and revelation.

11. Appreciate the different styles and types of writing within Scripture 12. Demonstrate an understanding of the history of Old Testament peoples.

13. Recognize the political structures, culture and geography of the Israelite peoples.

14. Show a comprehension of the major biblical theme of Covenant through the Exodus event.

15. Experience insight into today's social justice and morality through an understanding of the Ten Commandments and the major and minor Prophets.

16. Understand the "wisdom question', the meaning of good and evil, suffering and reward, and life and death.

17. Comprehend biblical prayer forms, liturgy and worship.

18. Reflect and journal on how biblical truths may be incorporated into their lives.

19. Demonstrate a Catholic Christian understanding of Scripture while appreciating the Judaic traditions and customs.

20. Understand major themes and issues in the Hebrew Scriptures such as: a) Creation/Myth b) Covenant c) Judaism as religion and culture d) Friendship/Leadership e) Salvation History f) Development of faith g) Wisdom h) The revelation of God to the Israelites.

21. Understand how God has worked in human history and still works in the present.

22. Reflect on their lives through relating experiences to various values in the Old Testament.

23. Use the New American Bible on their computer to research passages.

24. Evaluate information found on the Internet 25. Research and critique interpretations of Scripture on the Internet 26. Enrich their skills of computer technology through the use of Power Points, esheets, teacher folder, e-mail, etc.

Materials: Computer Text Book Pen / Pencil Optional  Notebook/Folder

Grading Scale: A 100-93

B 92-85

C 84-78

D 77-70

F 69-0

** Grades are calculated by dividing the total number of points earned by the total number of points available. Your job is to earn as many points as possible. The points you can earn can be broken down into the following areas: Tests, Projects, Quizzes and Homework.

Why I assign homework: I believe homework is important because it is a valuable aid in helping student’s make the most of their experience in school. I give homework because it reinforces what has been taught in class, prepares students for upcoming lessons, tests and helps students develop self-discipline, responsibility and organization.

When homework is assigned: All homework, projects and test will be posted on Net-Moeller along with its due date.

Any homework turn in past the deadline may be turned in for ½ credit.

Ex: homework #1 (value 20 pts) 1 day late = maximum points you can receive is a 10/20 What should I do if you are absent?

Short Term Absences (1 or 2 days) For all types of short term absences (expected, unexpected, field trips, etc), upon return to school, Moeller students are responsible for contacting me to arrange make-up assignments and assessments for work that was assigned during your absence. When a student returns from an absence due to illness, family need, or other reported reason, he

must acquire any missed assignment upon your return and submit it at the next class.

This gives the student 1 extra day to make up work that was assigned during your absence.

For work that was assigned prior to a student’s absence, and was posted on Net-Moeller prior to the absence, the student is expected to have the work ready upon his return. In cases where the illness or cause of the absence was severe, and the student was unable to complete the work for the day of his return, students are expected to email me to inform me that you will be unable to have the work completed upon their return. If this is unable to happen, then we will use common sense in these situations and arrange for the work to be completed by the next class.

Absences of 3 to 9 days Additional day can be given for make-up work, at the teacher’s discretion, for any consecutive absences between 3 to 9 school days. It is at my discretion, but students should expect pre-scheduled tests and/or quizzes to be administered the class following the student’s return. If a student feels he needs more time to prepare, then he must communicate this to me earlier than the day the test/quiz is to be administered.

Consistent Absence on Days with Assessments: Based on my input and absence data, students who are reported to be consistently absent on the days of scheduled tests, quizzes, and other assessments will be evaluated to determine the cause of such patterns. Academic action will be based the results of such inquiries. I will work with the administration to determine an appropriate course of action. It is at my discretion as to whether a student can make up a missed assessment opportunities after 3 absences on assessment days, unless the absences are excused or there is a clinically diagnosed condition of anxiety.

Extended Absences (applies to absences over 10 days) Any situations in which there is an extended absence of 10 days or more should be coordinated through the student’s guidance counselor.

Classroom Rules: These are the rules to my classroom. These rules will be in effect at all times!

1. Be Respectful: Students will show respect to me, to each other, and to school property. Students will not cheat.

2. Be Prepared: Students will be on time to class with needed supplies and homework. Students will be in their seats when the bell rings ready to learn. Students will stay on task 3. Be Your Best: Students should follow all school rules within my classroom. Do what is right! Remember, nobody makes us act a certain way. We choose how we behave, so choose WISELY.

CONSEQUENCES: First Offense: A warning will be given.

Second Offense: A writing assignment will be given.

Third Offense: A call to Parents and /or 30 minute detention Fourth Offense: A report of misconduct will be given.

*** Any severe misbehavior will result in an immediate referral to the Dean of Students. The above steps will be skipped.

Sophomore Religion Christology and Catholic Church History Mr. Douglas Horst dhorst@moeller.org Voicemail: 513-791-1680 ext.1964 Office Hours: During any M block or by appointment.

"The true secret of success in any work is to interest the Blessed Virgin Mother.”

Blessed William Joseph Chaminade

Texts: 1. 1st Semester: 1. Encountering Jesus in the New Testament by Michael Pennock 2. Heaven is for Real: a little boy’s astonishing story of his trip to heaven and back by Todd Burpo 2. 2nd Semester: 1. Catholic Church Story by Michael Pennock,

COURSE DESCRIPTION: Sophomore Religion incorporates a study of Jesus Christ and the development of the Roman Catholic Church through the present day. The relationship between Christ and His Church is central to the Catholic Christian faith. The sophomore curriculum is designed to help the students build a real, personal, and faithful relationship with Jesus Christ as they grow to understand the gospel message through Sacred Scripture, the Tradition of the Church, and the teaching of the Magisterium. This relationship is realized even more fully as the students gain an understanding of what it means to be part of His one, holy, catholic, and apostolic Church.

Christology is a class that focuses on the story of Jesus’ life, discussing him as a preacher, teacher, miracle worker, supreme lover, one who gave his life so we might live.

We will examine the New and Old Testament readings along with the Gospels to help students believe in the historical reality of Jesus.

Catholic Church History is a course that covers the history of the Catholic Church, beginning with its foundations in ancient Israel and the Jewish religious faith and traditions, its founding by Jesus Christ and the earliest days of the Apostolic Church, through the various ages and eras of the Church until the present day. The history of the Catholic Church will be examined in light of the social, political, theological and spiritual influences and developments of each major period in history.

Course Objectives: First Semester Objectives: The students will be able to: 1.

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discuss the importance of prayer in forming a relationship with Jesus Christ recognize the historical reality of a man named Jesus (citing non-biblical sources) understand the political, cultural, and social contexts of 1st century Palestine reconcile the differences and similarities of the Infancy Narratives analyze the unique and sacred role that Mary has in the life of Christ and salvation history 6. outline the basic attributes of Jewish faith, and their impact on Jesus’ formation and life 7. review major events of Jewish history in order to understand the Christ’s prefigurations in the Old Testament 8. demonstrate parallels between Jesus’ baptism and temptation in the desert and the Exodus 9. recognize the names and significance of the 12 Apostles called by Jesus 10. understand the four types of miracles Jesus performed and how they reveal His power 11. explain the different teaching styles Jesus used to spread the good news to all people 12. recognize (and apply) the significant teachings of Jesus concerning equality and justice, especially as outlined in the Sermon on the Mount (Mt 5-7) 13. identify and interpret Jesus’ parables 14. define the term “Abba” and the relationship it illustrates between Jesus and His Father 15. discuss how the gospel message of Jesus speaks to them now, in their own lives 16. define the three stages of gospel formation 17. recognize the author, date, audience, and theme of each of the four gospels 18. analyze the differing portraits of Jesus presented by each gospel a. Mark’s Suffering Servant b. Matthew’s New Moses c. Luke’s Savior of All d. John’s Word of God 19. discuss the formation of their own personal portrait of the Son of God 20. understand the deep significance of the Paschal mystery of Jesus through a. a historical analysis of the politics surrounding the crucifixion b. an in-depth study of the Passion narratives and Christ’s atonement for our sin 21. understand the essential reality of Christ’s Resurrection a. refutation of various theories contrary to the Resurrection b. study of evidence (both scriptural and scientific) supporting His rising again 22. explain their own personal vocation as outlined in the Great Commission (Mt 28:18-20)

23. identify symbols and titles that demonstrate Christian understanding of Jesus as Messiah 24. summarize the teachings of major ecumenical councils concerning Christology 25. understand the reality of Jesus Christ’s presence in one’s self, in His Church, in the Eucharist, and in all people

Second Semester Objectives: The students will be able to: 1. Appreciate the foundational aspects of ancient Israel and the Jewish religious faith and traditions for the Church.

2. Understand the historical basis in Jewish tradition for key tenets of the Catholic faith, such as revelation, calling, promise, covenant and Messianic redemption.

3. Trace the Church’s history from its founding by Jesus Christ, through the times of the Apostles to the present day, following the historical sequence of important events, people, concepts and ideas.

4. Grasp the mutual impact between the Church and social/political forces throughout the history of the Church.

5. Relate challenges and problems of the past to those of today, demonstrating the importance of learning from the past and benefiting from a knowledge of history.

6. Recognize some of the great persons (men and women) who have played pivotal roles in the historical development of the Church, and the importance of vowed religious communities and their contribution to Church history (special emphasis placed on the Marianist community, philosophy, and role in Catholic education.

7. Analyze the historical basis and development of the marks of the Church (one, holy, catholic and apostolic).

8. Describe the major models of the Church (community, institution, herald, servant, pilgrim, and sacrament) and their varying degrees of emphasis throughout the history of the Church.

9. Identify the historical sources for our knowledge of Christ and the early Church, including the Gospels and Epistles of the New Testament, as well as various Jewish, Roman and non-canonical written sources.

10. Explain the congruity of the Jesus of history and the Jesus of faith.

11. Define the mission of the Church as given by Jesus, and how it has been undertaken by the Church throughout its history, with emphasis on the mission of the parish in today’s Church.

12. Comprehend the importance the early Church placed on community and unity, and their continuing importance to the Church up through present times.

13. Understand the foundational doctrines of the Church (including core teachings about God, the divinity and humanity of Christ, the Trinity, justification by grace through faith, importance of scripture and tradition, importance of faith and works, innate dignity of the human person, etc.) and their historical development.

14. Describe the causes, content and disposition of the major heresies, including Gnosticism, Arianism, Nestorianism, Monophysitism, Donatism, and Pelagianism.

15. Explain the historical basis and development of the sacraments and liturgy.

16. Define the hierarchal structure of the Church, its roots and evolution, and the respective roles of the Pope, Bishops, Priests, Religious and the Laity.

17. Relate the operation of Church Councils to overall Church governance.

18. Recognize the missionary heritage of the Church, and its relationship to evangelism.

19. Trace the role and growth of the institutional Church through the Dark Ages.

20. Grasp the causes and effects of the Eastern Schism, and the rise of ecumenism.

21. Evaluate the rationale for the Crusades, and their outcomes.

22. Identify the causes and occurrences of the Western Schism.

23. Analyze the impact of the Renaissance on the Church.

24. Describe the causes of the Protestant Reformation, the major reformers and their primary issues, and the response of the Church in the counter-Reformation.

25. Comprehend the impact of the Enlightenment on the Church, and its response to the associated philosophical, scientific, social and political developments and challenges.

26. Understand the concerns of the Church associated with the industrial revolution and the major “isms” of the 19th century, including rationalism, socialism, Marxism and liberal capitalism.

27. List the major developments from the First Vatican Council, including Papal Infallibility and the Dogma of the Immaculate Conception.

28. Explain the tenets and development of Catholic teaching on social justice in the late 19th and the 20th centuries.

29. Describe the Church renewal brought by the Second Vatican Council.

30. Define the major aspects of the Church’s experiences in America.

31. Identify the primary challenges facing the modern Church.

32. Appreciate the History of the Cincinnati Church History.

33. Recognize Mary as a model of the Church for all ages.

34. Appreciate Church history from the perspective of the Church’s role in salvation history.

Materials: Computer Text Book Pen / Pencil Optional  Notebook/Folder

Grading Scale: A 100-93

B 92-85

C 84-78

D 77-70

F 69-0

** Grades are calculated by dividing the total number of points earned by the total number of points available. Your job is to earn as many points as possible. The points you can earn can be broken down into the following areas: Tests, Projects, Quizzes and Homework.

Why I assign homework: I believe homework is important because it is a valuable aid in helping student’s make the most of their experience in school. I give homework because it reinforces what has been taught in class, prepares students for upcoming lessons, tests and helps students develop self-discipline, responsibility and organization.

When homework is assigned: All homework, projects and test will be posted on Net-Moeller along with its due date.

Any homework turn in past the deadline may be turned in for ½ credit.

Ex: homework #1 (value 20 pts) 1 day late = maximum points you can receive is a 10/20 What should I do if you are absent?

Short Term Absences (1 or 2 days) For all types of short term absences (expected, unexpected, field trips, etc), upon return to school, Moeller students are responsible for contacting me to arrange make-up assignments and assessments for work that was assigned during your absence. When a student returns from an absence due to illness, family need, or other reported reason, he must acquire any missed assignment upon your return and submit it at the next class.

This gives the student 1 extra day to make up work that was assigned during your absence.

For work that was assigned prior to a student’s absence, and was posted on Net-Moeller prior to the absence, the student is expected to have the work ready upon his return. In cases where the illness or cause of the absence was severe, and the student was unable to complete the work for the day of his return, students are expected to email me to inform me that you will be unable to have the work completed upon their return. If this is unable to happen, then we will use common sense in these situations and arrange for the work to be completed by the next class.

Absences of 3 to 9 days Additional day can be given for make-up work, at the teacher’s discretion, for any consecutive absences between 3 to 9 school days. It is at my discretion, but students should expect pre-scheduled tests and/or quizzes to be administered the class following the student’s return. If a student feels he needs more time to prepare, then he must communicate this to me earlier than the day the test/quiz is to be administered.

Consistent Absence on Days with Assessments: Based on my input and absence data, students who are reported to be consistently absent on the days of scheduled tests, quizzes, and other assessments will be evaluated to determine the cause of such patterns. Academic action will be based the results of such

inquiries. I will work with the administration to determine an appropriate course of action. It is at my discretion as to whether a student can make up a missed assessment opportunities after 3 absences on assessment days, unless the absences are excused or there is a clinically diagnosed condition of anxiety.

Extended Absences (applies to absences over 10 days) Any situations in which there is an extended absence of 10 days or more should be coordinated through the student’s guidance counselor.

Classroom Rules: These are the rules to my classroom. These rules will be in effect at all times!

1. Be Respectful: Students will show respect to me, to each other, and to school property. Students will not cheat.

2. Be Prepared: Students will be on time to class with needed supplies and homework. Students will be in their seats when the bell rings ready to learn. Students will stay on task 3. Be Your Best: Students should follow all school rules within my classroom. Do what is right! Remember, nobody makes us act a certain way. We choose how we behave, so choose WISELY.

CONSEQUENCES: First Offense: A warning will be given.

Second Offense: A writing assignment will be given.

Third Offense: A call to Parents and /or 30 minute detention Fourth Offense: A report of misconduct will be given.

*** Any severe misbehavior will result in an immediate referral to the Dean of Students. The above steps will be skipped.