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Mr. Joseph Bracken
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7th Grade Religion & Social Studies
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SAINT JAMES
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| FALLS CHURCH, VA 22046
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The Week Ahead: Religion and Social Studies
Highlights Tuesday, November 4 - Religion Quiz
Saints and Sinners, Prophets and Promises
God’s gift of free will gave people the power to think and to act in accordance with and contrary to His wishes. This power separates humans from all the other creatures on earth. Having free will also enables every person to think of others and to treat others kindly. This is the essence of the Greatest Commandment, which Jesus taught during His ministry. Even before His birth, Mary the Mother of Jesus exemplified this spirit of sacrifice and deep faith in God. After the Pentecost, the first Apostles traveled throughout the known world telling people about Jesus’ life and death, and urging everyone to believe and to follow His example. Last week, the students completed a project describing the lives of some of the outstanding men and women who heard the Word of God and lived it in their own unique ways. We will continue to listen to the students’ accounts of the saints in the coming week.
The lives of the saints offer many lessons for us, including examples of perseverance, persecution, altruism, and leadership. Saints arose from every possible background in every conceivable family situation. By researching and sharing these stories, everyone will gain a broader awareness of the possibilities that open to her or him. After seven more students give their reports on Monday, we will pray the Magnificat and reflect on its message. The class will then complete the preliminary assessment on page 83, using the chapter for reference. We will discuss the answers in class so that everyone gains a clearer picture of the ideas concerning free will, sin, and salvation. Monday evening, students are to study Chapter 7, and to prepare for Tuesday’s quiz.
Each summative assessment is designed to allow students to answer questions and demonstrate their mastery of the material. As with all other assessments, Tuesday’s quiz will also help students to identify any gaps that might exist in their knowledge, so that the student can reinforce that area. In the evening, everyone is to discuss this chapter’s message of service and sacrifice, especially as demonstrated by the saints, with his or her parents. Each student is to identify two ways she or he can do something in the family that would be of service and a sacrifice for the student. We will discuss these on Wednesday in class, so that everyone can benefit from the ideas of each student. Afterwards, we will turn to Chapter 8, “Jesus, The Promised Messiah.”
God’s people were waiting anxiously for a messiah during the century before the birth of Jesus. Several Old Testament prophecies pointed to that time and a few sects developed in anticipation of the messiah’s arrival. The actual arrival, early life, and mission of Jesus were quite unlike what most Israelites expected. In Chapter 8, we will explore these aspects of His life and place them in the context of God’s ultimate plan for His creation. Students will read the Bible passages called the Infancy Narratives on Wednesday and discuss the multiple levels of meaning contained in those passages. Everyone should see that the three Evangelists of the Synoptic Gospels use these narratives to inform the readers about the true form of Salvation which God is offering to mankind. For homework everyone is to read page 90 and complete the activity on that page.
We will begin Thursday’s class by sharing some of the ways that students are living their faith. These examples can reinforce other students’ convictions and also provide new examples of simple ways students can practice their faith in today’s world. The class will then discuss the story of Jesus being left in the Temple and His subsequent return to Nazareth with His parents, where He remained obedient to them. This story will enable the class to recall and to talk about the implications of the 4th Commandment in their lives. For homework, each student is to write about tasks which are difficult and times when it is hard to obey one’s parents. We will talk about these on Friday before we finish this Chapter with a brief review of the concept that Jesus was true God and true man. We will re-read the opening lines from John’s Gospel that proclaim this precept so well and then survey the Seven Sacraments to see how Jesus is present today in the Church. Our full study of the Sacraments comes in the second semester, but this introduction will help students to envision Jesus more clearly in the Sacraments for the time being. Over the weekend, students are to write about a memorable occasion with one of the sacraments, such as a special Mass or Baptism, when the student was at least seven years old.
National Elections, National Parties and a Return to Colonial America
The occurrence of a quadrennial national election on Tuesday provides an opportunity for the 7th graders to examine a few of the institutions and processes that characterize this event. Over the weekend, every student was to select an article about a national issue and write a short reaction piece. We will begin class on Monday with an exchange of the students’ thoughts and feelings. From this activity, we will shift our attention to the history and development of the two major parties. Students will see that the newly-independent colonies wanted to avoid the fractious behavior demonstrated by Britain’s Parliament, but that early leaders like John Adams, Alexander Hamilton and Thomas Jefferson created political parties to promote their policies. Since then, other charismatic leaders and interest groups have formed and shaped political parties for various purposes. For homework, each student is to ask a parent to identify one President in U.S. history who had a hand in shaping one of the two major parties and to describe an action which that man took.
In addition to a review of the party system, the class will also examine the Electoral College process. This unique institution dates back to the 1787 Constitutional Convention in Philadelphia, where independent states designed a presidential election process that would maximize the power of the smaller states while giving the more populous ones a fair role. At the same time, the process denied the American people the power to elect their president directly. Americans do vote for their president within the Electoral College process and most voters get their information about the candidates from the media. For homework, students are to interview their parents and find out which type of media - TV, radio, newspaper and internet - the parent uses most, second, third and least, and why. We will discuss the results of this survey on Wednesday as well as the results of the election in the context of the EC process. That night, students must return to the 18th century as they read and take notes on Section 1 of Chapter 5, pp. 138 – 145.
The steady growth of the Colonies population and the demand for new farmland caused hundreds of families to move west into the piedmont and eventually over the Appalachian Mountains. Those mountains formed not only the Continental Divide but also the tacit boundary between French and British territory. Further complicating matters was the close working relationship French traders had with the Indian tribes in the Ohio River Valley. The arrival of British farmers and traders threatened to upset that relationship. Consequently, in the early decades of the 18th century, France sent over soldiers, arms and munitions to strengthen its hold on that fertile land, which today is home to 31 million Americans. Britain and France had been sparring in Europe for centuries, and it only took a spark in the New World to reignite that conflict in 1754. Who could have imagined then that the man who made that spark would become the first president of the first colonies to gain their independence from Great Britain just 30 years later.
Truth can be stranger than fiction, and the fact that George Washington started the war between France and Britain in 1754 is remarkable. Serving then as a young officer in the British colonial army, he gave the command to attack the French troops near the Ohio River that grew into the conflagration we call the French and Indian War [also known as the Seven Years War in Europe]. On Thursday, we will discuss the causes of the conflict and the sequence of events, from Britain’s early defeats to its eventual victory. For homework, students will complete a work sheet with questions about the war and a map of the region. Students will share their answer to the questions on Friday so that everyone gains a deeper understanding of the mid term and long term consequences of the war. We will examine the map in some detail so that everyone has a clear picture of how the geography of that region dictated the strategy of the conflict. Over the weekend, everyone is to read and take notes on Section 2, pp. 146-153.
Highlights Thursday October 30 - Social Studies Test
Friday October 31 - Saint’s Project Due
Knowing Jesus More Fully – New Quarter and New Unit
The second quarter begins on Monday and this marks the start of a new unit in Religion entitled, “Who is Jesus?” During the next six chapters, students will learn more about God’s promise of a redeemer, His vision of a spiritual kingdom, and the life of Jesus Christ. Everyone will gain a deeper understanding of the words and works of Jesus during His ministry. The class will also see the connections between the promise of a Messiah in the Old Testament and the arrival of Jesus in the Infancy Narratives. Because Jesus came to teach and show people how to live according to God’s plan and because All Saints’ Day is next Saturday, each student is also working on a small project about a saint who exemplified Jesus’ message.
Over the weekend, everyone was to conduct research about his or her saint and write the facts in the religion copybook together with the proper citations. On Monday, we will begin class with a discussion about the steps in the writing process. Students will then have ten minutes to prepare an outline of their paper, using the facts gathered over the weekend. The class will then move to Chapter 7, “The Promise of Salvation.” Students will understand that all human beings face temptations and make mistakes, but God never loses love for His creation. Consequently, He sent prophets, patriarchs and eventually His only Son to offer us salvation. After reading the short story on page 77, students will work in small groups to discuss how they can help friends and classmates who are in trouble. We will share some of these ideas in class so that everyone acquires a broader understanding of the strategies available for helping others. That night, everyone is to write a first draft of the Saint’s paper, which is to be 200-250 words in length.
Peer support and peer review are two important skills being developed across the curriculum in seventh grade at St. James, and we will work on these Tuesday in Religion class. Students will sit in pairs with a review sheet and read the other student’s first draft. This process will help both students to improve their final product while also helping them to learn empathy. After this, we will travel back to the Old Testament times and read some of the major stories in Genesis and Exodus. Students will understand more fully the unending love God has shown for His people. In class, each person will then complete the activity on page 79. For homework, students are to rewrite their Saint’s paper and gather some graphics or illustrations to accompany the final work. Though the project is not officially due until Friday, anyone may bring in the poster on Wednesday or Thursday. I look forward to seeing the finished products and displaying them in the classroom. Each student will also speak to the class briefly on Friday or Monday about his or her Saint. Through this, everyone will see more clearly that saints began their lives in a variety of stations from rich to poor. Their paths were different; yet they all heard God’s call to serve Him by serving others.
On Wednesday in class, I will be available for the first ten minutes to assist anyone who requests help on the Religion paper. We will then return to the Old Testament and read some of God’s promises regarding the Messiah. Students will gain a keener appreciation for the belief held by the Israelites that God would send a powerful, secular king to save His people from the cycle of enslavement and abuse they were suffering. Everyone will then take a few moments to reflect on ways that people in today’s world have turned away from God and then write a short message, in the style of the Old Testament prophets. There is no Religion homework on Wednesday, so that students can devote a little more time to preparing for their Social Studies test.
Mary, the mother of Jesus is a model for all, boys and girls, men and women. On Thursday, we will examine her life and recite the beautiful prayer Luke attributes to her called the Magnificat. This prayer has several important parts which everyone should read and reflect on in their daily lives. The students will discuss their vision of Mary and the example she provides for us today. For homework, everyone must finish the Saint’s project and bring it in by Friday. We will listen to volunteers describe their Saint on Friday and again on Monday. Over the weekend, students should write in their journal about the example provided by Mary and the saints and resolve to be more like them in the future.
Working and Playing, Learning and Praying: Life in the Thirteen Original Colonies
The stories of the creation and development of the thirteen original colonies contain both interesting anecdotes and important lessons for today’s American students. Last week, we examined the genesis of Maryland and the Carolinas. Students saw the different ways of life that developed in the South, especially in the tidewater regions where large-scale slavery took root. The seeds of secession were sown early in the country’s development, and students will see more clearly in the coming months how decisions taken in one century can carry through to the next. Likewise, the spirit of free enterprise and self sufficiency that pervaded 17th century colonial life made the colonists unwilling to accept the one-sided, Mercantilist policies the English tried to impose in the 18th century. Monday’s class takes a look at the last three aspects of this formative period, i.e. work, education, and family life including the practice of religion.
Most people in the colonies spent most of their time working. The continent was rich in natural resources but human labor was needed to meet human needs. All along the Eastern seaboard men and women toiled from dawn to dusk. Most worked the land but there were a few craftsmen, professionals and businessmen. Education was a scarce commodity everywhere, but the religious beliefs and town-centered communities of New Englanders led them to construct many simple schoolhouses. Elsewhere in the colonies, the dispersed nature of life made education difficult. Literate mothers or fathers were often the only teachers their children ever had. For the slaves, education was forbidden.
The class will examine the various occupations and strata that existed in the first half of the 18th century in the English speaking New World. Students will also see how the availability of land and the demand for skilled labor enabled thousands of families to move up from one level to another. For homework, everyone is to re-read Section 5 and answer questions 4, 5, and 6, on page 130. Tuesday’s class will begin with a discussion of the Great Awakening. The class will be able to see how that movement appealed to ordinary people and infused them with greater confidence, confidence that would be necessary when Great Britain began exerting pressure on the colonists in the latter half of the 18th century. The spirit of the Enlightenment also traveled the Atlantic and aroused discussions among some of the leading men of the times, most noteworthy perhaps being Benjamin Franklin. Students will learn how Franklin used this new empirical, questioning philosophy to look for practical improvements rather than just theoretical ones. Tuesday evening, everyone will complete a handout that will assist in a review of the last two sections. Each student is also to write two “why” or “how” questions concerning matters in Chapter Four.
Wednesday’s class will begin with a review of the handouts. Each student should pay attention and confirm their understanding of the key facts or correct their misconceptions. We will then answer the why and how questions students have generated so that everyone strengthens his or her grasp on the essential ideas of this chapter. That night the class should be sure they have a strong grasp of the principal places and people involved in the formation of the original 13 Colonies. Thursday’s test
will allow students to demonstrate their knowledge of the geography, personalities, and problems that characterized the creation of the original colonies. Thursday night, everyone is to ask his or her parents who the candidates are in the national elections for the neighborhood in which the student lives.
The Week Ahead Monday, October 20 - Thursday, October 23
Highlights: Religion Test - Thursday, October 23
Our God: Creator, Savior, and Inspirer
Our focus in the first quarter has been on the nature of God. Understanding the Almighty is a desirable though ultimately unachievable goal for all Catholics. Last week’s discussion addressed the third person of the Blessed Trinity, i.e. the Holy Spirit. Students learned about the role the Spirit played in the Old Testament, primarily with the Prophets, and in the New Testament with Jesus and His apostles. Each person also composed a prayer to the Holy Spirit asking for his guidance today in the face of life’s challenges. In addition to studying the Blessed Trinity in three discrete sections, the students also learned The Apostles’ Creed, so that they could have a ready summary of the Catholic faith at hand. The end of the first quarter coincides with the end of Unit One in our text, We Live Our Faith. This week, the seventh graders will review the unit and prepare for a test on Thursday.
Monday’s class will begin with the students submitting their Saint’s name and relevant information. Over the coming long weekend, students are to conduct research on their Saint and submit an outline of their report on Monday, October 27. The final paper and small poster are due on Thursday, October 30. The full requirements will be provided on October 23. In class on Monday, students will work in small groups to review and to gist the first six chapters. Then each group will brief the rest of the class on the important elements of that chapter. In this way, all the students will have an opportunity to strengthen their knowledge of the core ideas in the first unit. For homework, everyone is to complete a two page practice assessment, using their text book and their Bible as references.
We will go over those assessment questions in class on Tuesday. Each student will share his or her answer to one of the questions and the class will gain a clearer picture about God’s nature and His plans for us. That night, everyone is to answer two of the five essay questions provided, each in a full paragraph, three to five sentences in length. Some students will read their work on Wednesday, so that everyone can hear new insights on the main issues raised in this unit. The class will then answer the assessment questions on page 71, in class. We will examine each question so that every student has a firm grasp on the core concepts. That night, everyone should answer questions 14 – 18 on page 72 and either question 19 or 20 on the same page. Thursday’s test will provide all students with an opportunity to demonstrate their knowledge of this subject and the tenets of the Catholic Faith.
Over the three-day weekend, each student is to prepare an outline of the report the he or she plans to write the following week. The outline and the sources are to be submitted on the following Monday, as part of the writing process.
Catholics, Slaves, and Convicts: the Southern Colonies Take Shape
The uniformity of life in Protestant New England stands in sharp contrast to the variety of life styles in the South. The students entered seventh grade with a good working knowledge of life in colonial Virginia and then added new information in recent weeks. On Monday, we will examine the other four colonies that make up this eclectic collection, starting with Maryland.
After the Protestant movement began in the16th century, the kings and queen of England were torn between the Catholic Faith, the Church of England, and the Puritan Movement. King Charles I, who took the throne after James I, is a good example of this tension. Even though he belonged to the C of E, Charles I married and loved his Catholic wife, Queen Henrietta Maria of France. The Puritans despised the Catholics and distrusted Charles because of this, eventually killing him and ruling England as a republic. While Charles I reigned, however, some wealthy Catholics convinced him, with the help of Henrietta Maria, to grant a small charter for Catholics in the New World. Cecil Calvert, Lord Baltimore, organized the expedition and with the Church’s blessing established a colony between the Potomac River and the Chesapeake Bay in 1634.
The colony grew slowly and steadily, welcoming immigrants of all faiths and mandating non discrimination in the landmark, Act of Toleration. Like Virginia and Massachusetts, Maryland matured in terms of self government during the decades of England’s internal conflict. When Charles II, the son of Charles I, returned to the throne of England in 1660, he owed debts to many people. Last week, the students saw how Charles II began by thanking his brother James with the gift of New Amsterdam and New Netherlands – now New York and New Jersey. Charles II then rewarded eight wealthy and powerful benefactors with a vast tract of land between Virginia and Florida. The tract was originally called Carolina, in honor of Charles I. The land’s proprietors began selling large estates to Englishmen who were already engaged in sugar cane plantations in the Barbados. Those men settled along the Atlantic coast and experimented with crops that could be profitably grown on southern soil with slave labor in the Carolina climate. Rice was the crop that fit the bill, and the plantation owners grew rich as absentee owners with fields in the lowlands and homes in Charles Town. The early and heavy reliance on slave labor marked South Carolina as a unique colony from its inception. Students will focus on this factor and look ahead to the world-changing events at Ft. Sumter in April 1861.
The English general and philanthropist, James Oglethorpe, was the last of the dynamic characters who shaped the formation of the 13 Colonies. In 1733, he led colonists, including a substantial number of men from debtors’ prison to a new home at the mouth of the Savannah River. Oglethorpe named the colony Georgia, after the King who agreed that debtors and other prisoners could be given a fresh start as farmers and craftsmen in the New World. Oglethorpe forbade slavery and large plantations, but powerful men in South Carolina and Virginia pursued that path anyway, eventually forcing Oglethorpe to abandon his dream and return to England. Students will understand the value of philanthropy and the pitfalls of greed through a discussion of Georgia’s early formation. Monday night, everyone is to re-read Section 3 and answer questions 5, 6, and 7 on page 119.
Tuesday’s class will begin with students sharing their responses to these questions. It is important that everyone appreciate the differences between life in the Tidewater and the back country, as well as the increasing role that slavery played in the plantations. The importation of slaves to the Southern Colonies or to the Caribbean islands formed one leg of the multilateral trade patterns that developed in the 18th century. Exporters, ship captains, and investors developed trading routes that involved three or four legs to maximize the profits of each run. Students will learn about the most famous pattern known as “the triangular trade” on Tuesday night when they read Section 4.
Triangular and quadrilateral trade routes were early expressions of globalism and exemplified the basis of Adam Smith’s core concept of free trade, i.e. Comparative Advantage. The businessmen who pursued this trade understood its value, but most European governments, including England, clung to an older model of trade known as Mercantilism. Students will see how the policy of mercantilism is based on short-sighted government greed with a hint of insider influence and corruption. Many businessmen on the American side of the Atlantic bridled at British interference and began a pattern of deliberate disobedience to the Crown. At the same time, all 13 colonies had some type of representative government to address problems. While voter qualifications varied somewhat, the franchise was much broader than in Great Britain, giving Americans a greater sense of ownership in their colony. Even though American men enjoyed more rights and power in general than their British counterparts, women, Indians, and slaves remained relatively powerless. Wednesday night, students are to read and take notes on Section 5, “Life in the Colonies.”
On Thursday, we will focus on the lives of women and children in colonial America. As students at St. James School, our children understand the value of a good education. The class will see that ideas like mass education and mandatory attendance are new. We will also trace how differences in the education systems, especially between the North and the South, contributed to the eventual split of the Civil War. Women played critical roles in the family and the community from Plymouth landing to the end of the Oregon Trail. Students will compare the role of women then with the roles women play today to appreciate how far women have come in this country during the past 200 years. Over the long weekend, everyone is to re-read Section 5 and complete a short handout on that section.
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The Week Ahead Tuesday, October 14 - Friday, October 17
Highlights: Social Studies Quiz - Thursday, October 16
Religion Quiz - Friday, October 17
The Holy Spirit at Work in the World
The long Columbus Day weekend began after our initial examination of the Holy Spirit, the third person in the Blessed Trinity. Tuesday’s class starts with students reading from the Old Testament to show that the Holy Spirit has been a part of the triune God since the dawn of creation. One of the primary ways the Holy Spirit revealed itself was through the prophets. Students will read selections from the writing of the Prophets, and then compose three sentences using the words “prophet,” “prophecy,” and “prophesy.” As students share their work, everyone should gain a clearer picture of the words’ meaning and their implications. The Credo which the Apostles created and carried on their missions also contains a clear statement about the Holy Spirit and its unity with the other two persons of the Blessed Trinity. For homework, the class is to read page 64, and write a prayer to the Holy Spirit asking for guidance, in addition to writing the Apostles’ Creed in the Religion notebook.
Wednesday’s class begins with the students’ prayers. By sharing their thoughts, students should broaden their awareness of the Holy Spirit and deepen their faith in the power of the Holy Spirit to help us through life. As in the Old Testament, so too in the New Testament can we see the work of the Holy Spirit. From the time of Jesus’ conception, throughout His ministry and up to the Pentecost, the Spirit acted with God the Father to help His children on earth. Students will read pages 65 and 66 in class to sharpen their focus on the work of the Spirit in the Gospels, the Acts of the Apostles, and the Epistles. That evening, each person should write his or her reaction to the experience of Pentecost, as suggested by the activity on page 66.
The Apostles’ Creed is a succinct recitation of the core beliefs every Catholic shares. Each student will learn this Creed to ensure she or he has a firm grasp of the essential elements. In class on Thursday, everyone will read pages 67 and 68, so that we can have a fruitful discussion of the ways that the Holy Spirit has been and continues to be active in the church. The class will then answer the questions on page 69, using the book when necessary. Our review of the students’ answers should help everyone to clarify their thinking about the role of the Holy Spirit and the amazing events of Pentecost. That evening, students should re-read the chapter and be sure of their mastery of the Apostles’ Creed. Friday’s quiz will enable everyone to demonstrate that he or she understands the working of the Spirit and knows the Apostles’ Creed. Over the weekend, students are to select one saint for a project and write down the saint’s full name, date and place of birth.
Two Colonies Become Thirteen: Immigration and Colonization in the 17th Century
Religious persecution in Europe during the 17th century became a positive force in the colonization of British North America. On Friday, we looked briefly at three groups of immigrants, who left England to practice their religion more freely in the New World. These three were the Puritans, the Catholics, and the Quakers. We also labeled a map of the 13 original colonies, to give students a clearer picture of the geography in which people were operating. Over the long weekend, everyone was to learn the names and locations of the original colonies as well as read and outline Section One of Chapter 4. On Tuesday, we will begin with a review of the basic geography and then focus on New England. Students will see how the desire for religious freedom continued to spawn new settlements, even in the new world, as men like Roger Williams and Thomas Hooker left the oppressive regime created by the Puritans, after they themselves had fled oppression under Charles I in England. The natural resources of New England also led the settlers to adapt new ways of life, as they operated small farms while making a living from the forests and the sea. Students will see that the small town became the focus of community life in New England and the class will discuss how this affected institutions like government and education. As the English population grew, the likelihood of conflict with the Native Americans did also.
War erupted in New England in the summer of 1675. The two original leaders of the rival groups - Winthrop and Massasoit - who had maintained peace for decades, were dead, and their successors chose conflict over compromise. The ensuing conflagration was marked by atrocities on all sides and ended with the enslavement of 1,000 defeated Indians. This pattern of expansion and conflict, which began in Jamestown, would continue for 200 more years. Students will review the causes and consequences, in an effort to devise alternative solutions. On Tuesday night, everyone is to re-read Section One and write notes using the Cornell System.
The Cornell Notetaking System encourages students to identify the main points and to summarize big ideas in coherent sentences. On Wednesday, we will go over the notes students took and offer suggestions for improvement. The class will use the Cornell System for Chapter 4 and 5. After assessing the students’ notes, the class will work in small groups to analyze the strengths and weaknesses of the New England settlements. Each group will present its conclusions so that the entire class can gain a deeper understanding of this important region. That night, everyone should read and take notes on Section 2, the Middle Colonies. There will be a short quiz on Thursday covering the first two sections as well as the basic geography of the 13 original colonies. After the quiz, we will trace the development of New York and New Jersey. Students will see the humble origins of this now-great state as a Dutch trading entrepot. The importance of geography is critical in understanding the phenomenal growth of New York, and students will discuss some of the key factors. New Jersey had a separate history with a record of a lax colonial government and a welcome environment for early immigrants. Thursday evening, everyone is to re-read Section 2 and answer questions 1, 5, and 6 on page 112.
Pennsylvania has a unique and remarkable history. The founder, William Penn, had everything any man could want in England, until he converted to the vilified Society of Friends. Due largely to the debt the King owed to Penn’s father, William received a charter from Charles II to settle the area that now bears Penn’s name. Students will examine the Quakers’ governance style and religious tolerance, as well as their treatment of Indians. That tolerance induced craftsmen and traders as well as farmers to immigrate to Pennsylvania. This in turn helped the colony to grow in wealth and diversity. Overall, the settlers in the Middle Colonies prospered with a longer growing season and more fertile soil than New England. Towns were less important due to the larger size of farms and counties came to be the general political unit. Over the weekend, everyone is to read and take notes on Section 3.
The Week Ahead Monday, October 6 - Friday, October 10
Highlights: Religion Quiz Wednesday, October 8
Social Studies Chapter Test Thursday, October 9
The Good News of Jesus and the Inspiration of the Holy Spirit
Last week’s student assessments of Jesus’ many parables provided excellent insights into the mercy of God and the operation of His Kingdom on earth. Over the weekend, every student was to read another passage in one of the Gospels and prepare a short prayer based on that passage. This week, we will begin using student prayers to open class, so that each member of the class can become a more integral part of the faith experience. As the students grow in their knowledge and mature in their faith, they will become better able to express their relationship with God. On Monday, the focus of attention shifts from the Parables, which feature so prominently in the three synoptic Gospels, to Jesus’ miracles and His message of love in John’s Gospel.
John wrote last and wrote with the assumption that readers knew some or all of the synoptic Gospels. Consequently, John omits the Infancy Narratives and begins with the theology of the Holy Trinity. Students will read this Chapter of his gospel and note the differences between it and the other three. We will discuss a few of the miracles John describes and discern the message of God’s love for humanity that fills each event. Monday evening, everyone is to re-read this chapter and then complete the exercise on page 58. In this way, each student can reflect on and express the meaning of the Good News in his or her life. A primary element in all of Jesus’ preaching is the message of hope He brings to the world. Students should also practice the Act of Hope at home so that they can repeat it this month in school.
Tuesday’s class will begin with some students sharing their thoughts about the good news of Jesus. Everyone will then complete the summary questions on page 59. We will review these questions in class so that everyone can gain a firmer grasp on the main ideas and the traits of the four Gospel writers. All students should study this chapter Tuesday evening to prepare for Wednesday’s quiz. That assessment will allow students to demonstrate their knowledge and to identify any gaps that might need to be filled in this area. There is no Religion homework Wednesday evening, so that students have more time to prepare for Thursday’s Social Studies test.
The operation of the Holy Spirit in the life of our church and in our lives is the focus of the next chapter. On Thursday, we will open our discussion of the Holy Spirit with a prayer designed to center our minds and allow us to hear the Holy Spirit more clearly. The class will then discuss the best ways to seek guidance and to find the right answer when faced with a difficult decision. In this way, students can become more aware of the need to think and to pray for guidance as they mature and encounter new situations. That night, students are to write a short statement advising a friend on what to do when that friend announces that he or she is planning to do something risky and wrong. We will share some of these ideas on Friday and discuss other options that are available. The class will then read page 64, and complete the activity on that page. In composing prayers with specific purposes, students will grow in their ability to communicate with all three members of the Blessed Trinity. Over the weekend, everyone is to write one journal page about a dilemma he or she faces and ask the Holy Spirit for guidance.
Cooperation, Self-sufficiency and Self government
The men who struggled to survive the winters at Jamestown during the early years of the settlement provide a good lesson in self-sufficiency through cooperation. The settlers’ initial impulse of “every man for himself” that characterized the first six months at Jamestown proved disastrous, with a death toll exceeding 50%. Cooperation was essential for success and John Smith was able to enforce this mode of operation before the entire colony died. Students discussed this phase of enforced cooperation in class on Friday. Many of them recalled the maxim they learned a few years before in their Virginia history lesson, “No work, no eat.” The class saw that Smith had to overcome the pervasive selfishness of the early settlers in Jamestown. The mentality of most people in the next American settlement, Plymouth, was diametrically opposed to that seen in Jamestown.
The Majority of the Plymouth settlers were members of a Christian religious group seeking to build a new society based on their beliefs. These immigrants arrived in families and they cooperated from the outset. Their late-December arrival combined with setbacks on the journey to yield a winter death toll almost as bad as that of Jamestown. The Pilgrims’ fortunes changed with the seasons, and the survivors worked together through the spring farming and fishing. Their good relations with neighboring Indians also helped, especially the assistance of the multi-lingual native, Squanto.
On Monday, students will compare the goals and methods of the two early settlements. Everyone should see more clearly how important cooperation is within a group and how critical diplomacy is in dealing with other groups. Monday night, students are to re-read Section 5, and answer questions 1, 2, and 3 on page 97. Tuesday’s class will begin with a discussion of the rise in religious intolerance in Europe that occurred after Luther’s protests began splitting the Church into sects. Students will learn how kings and princes used religious differences for personal power and how the rise in “established churches” created discrimination and dissension in Europe. The class will also examine the Mayflower Compact. Everyone should understand more fully how this short, common-sense document helped maintain good relations among the immigrants in Plymouth and set the stage for future, written guidelines, culminating in the U.S. Constitution.
Tuesday evening, everyone should review his or her notes and quizzes to prepare for Wednesday’s discussion on the highlights of this remarkable period of time. That discussion will consist of short lecture on the differences between the Iberian method of colonization and that of the other three European countries. Students should be able to define the Encomienda system and contrast that with the freehold system used by England, France, and the Netherlands. Everyone should also be able to compare the first two permanent English settlements: Jamestown and Plymouth. That night everyone should study diligently for Thursday’s test on Chapter 3. There is no Social Studies homework Thursday evening.
Religious persecution continued in Europe for centuries after Luther’s original protest. On Friday, we will look at three more groups of immigrants, who left England to practice their religion more freely in the New World. These three are the Puritans, the Catholics and the Quakers. Friday’s class will look at each of these and examine their early colonies as well as their first leaders. On Friday, we will also introduce a new method of note taking known as the Cornell System. This method builds on the skill students have acquired in previous Chapters and adds a new dimension to improve students’ ability to summarize material. Over the weekend, everyone is to read Section 1 in Chapter 4, and take notes using the Cornell System.
The Week Ahead Monday September 29 – Friday October 3
Highlights: Religion Quiz Tuesday, September 30
Christ as the Teacher and Model of God’s Love
God’s enduring love for His children is noted many times in the Psalms, and ultimately embodied in Jesus Christ. Last week’s analysis of the Psalms enabled all students to reflect on the close relationship God’s people maintained with Him in the Old Testament and to project that connection into the students’ own lives. We will continue that line of inquiry this week, as we begin our examination of Christ’s ministry on earth. Before moving on to the Good News of Jesus Christ, the class will strengthen its grasp on the fundamental concept of God’s boundless love for us and the pivotal role Jesus played in conveying that relationship.
Monday’s class will begin with the students working in small groups to enumerate the many ways Jesus manifested God’s love while on earth. The groups will share their ideas so that everyone can gain a broader awareness of the ways that Jesus demonstrated the love of God in ways that humans could emulate, though perhaps not always replicate. The students will then complete the preliminary assessment questions on 49. Volunteers will share their answers to spark a discussion of the main concepts covered in Chapter 4. Everyone should review the chapter Monday evening to prepare for Tuesday’s quiz. That quiz will enable students to demonstrate their grasp of the material and to identify gaps in their knowledge. That evening, everyone is to interview one parent, asking the questions on page 52 in the Religion book.
Receiving and reacting to the news is essential for successful living in the modern world, but opinions vary about the mix of “good” and “bad” news in the media. On Wednesday, each class will compile the results of the survey and discuss the answers received as well as the motivation of the media. This will prepare the students to begin their examination of the Good News of Jesus Christ, especially as presented in the four Gospels. Students will understand more fully the desire of the Gospel writers to convey God’s message for His people, as lived and taught by Jesus. Everyone will deepen his or her awareness of the four writers, Matthew, Mark, Luke, and John.
Students will learn that the Gospels were based on eyewitness accounts but after the Resurrection and the Pentecost, which provided inspiration and conviction of Christ’s Divinity. The class will look at the different audiences that existed at the time, such as orthodox Jew and Greek polytheists. The knowledge and beliefs of people in these groups subtly influenced the manner in which the writers presented their ideas. Wednesday night, each student is to read two parables, select one for a closer examination and write a 2-3 sentence analysis of the Parable’s message. Thursday’s class will begin with the students sharing their analysis so that everyone can gain a broader understanding of the manner in which in which Jesus spoke to people during His ministry. We will also discuss the Church’s general organization of the Gospel readings in three-year cycles featuring Matthew, Mark, and Luke so that students can see more clearly how the Church strives to keep all the Good News available to Catholics on a regular, recurring manner. Thursday evening, students are to imagine they were alive in the Middle East during the time of Christ and enrolled in an equivalent to 7th grade at a local school. Each person is then to write down one reaction to the stories about Jesus and one question he or she would ask other students in class. Our actual discussion on Friday will help students grasp the enormity and complexity of the events at the time, which is partly reflected in the four Gospels. Over the weekend, each student will choose a Gospel passage, read it reflect on it and compose a short prayer based on the ideas contained in the passage.
Exploration and Exploitation
Columbus’ first voyage across the Atlantic ushered in a vast movement of people, animals, plants, ideas, and diseases that changed the world in numerous and far-reaching ways. In less than 100 years from his return to Spain, the lives of millions of people on four continents had been irrevocably altered. Last week, students examined some of the forces that shaped those changes, loosely referred to as the “Columbian Exchange” and the process of colonization that Columbus unleashed. Other brave explorers were at work during this time, and students learned of their exploits. Friday’s quiz was designed to focus student’s attention on the specific elements that comprised the Columbian Exchange and encourage students to assess the relative impact of the exchange on both sides of the Atlantic. Monday’s class will begin with a review of the quiz, so that everyone can gain a sharper vision of the main ideas.
The Spanish government and businessmen quickly took advantage of Columbus’ discovery. We will focus on two of the most noteworthy conquests: Cortez and Pizarro. Over the weekend, everyone was to read and outline Section 2 of Chapter 3, which describes the exploits of these men in some detail. During the class discussion, students will see more clearly the interplay of courage, greed, strategy and luck that enabled these two men to overcome tremendous odds and topple two mighty empires. Monday evening, everyone should re-read Section 2 and answer questions 2, 4, and 5 on page 80. The spotlight of Tuesday’s discussion will be on the actions of the Spanish government, the conquistadors, and the Church during the rise of their mighty empire in the 16th century. Students will be able to describe more clearly the cause and effect of conquest that characterized this era, focusing especially on Spain’s creation of the three communities: Pueblos, Presidios and missions, and four social classes: Peninsulares, Creoles, Mestizos, and Indians.
Tuesday night, we shift our attention to North America as students read and outline Section Three, pages 81-86. After the Spanish and Portuguese staked their claims in the New World, the rest of Europe followed. Students will see that this period of exploring the Americas was similar to the dot com phenomenon. Scores of men with various talents combined their efforts to obtain wealth, fame or both. On Wednesday, we will begin by examining these ventures so that everyone gains a fuller understanding of the 16th century version of the “space race.” Students should also be able to explain why certain European countries gravitated to certain regions in North America. This discussion will lead the students to see more clearly the sequence of events that led to the English settlement in modern-day Virginia. That night, everyone is to create a graphic organizer, and use it while re-reading Section 3, to sort out the differences among the various colonizers in that foundational 16th century. Students will share their ideas and insights on Thursday, and the class will look back over the first three sections. Students will grasp some of the important differences among these countries and see more clearly the impact of the religious schisms in Europe on developments in North America.
On Thursday night, students move into familiar territory as they read Section Four, “Building the Jamestown Colony.” While the material is old hat for most students at St. James, everyone must prepare a good outline so that we can have a fruitful discussion on Friday. The class discussion will focus on the evolution of individual responsibility and self sufficiency into representative government in the colonies. This is a theme the students will pursue several times during the year, and it is good to analyze its roots in early America. Over the weekend, we move to Plymouth, the next successful colony in English North America.
Many of the families who braved the Atlantic in 1620 did so to escape religious persecution in Europe. By examining the Pilgrim’s earliest work, students will see both the aforementioned connection between individual responsibility and representative government and the creation of a sanctuary for people of varying religious beliefs. The settlement of Plymouth also benefited from cooperation between the English and the Indians, contrary to the contentious relationship that characterized relations in Virginia. Students will understand this better by reading Section Five, and preparing a thoughtful outline.
The Week Ahead Monday September 22 – Friday September 26
Highlights: Social Studies Chapter Two Test Tuesday September 23
Social Studies Quiz Friday September 26
God’s Love is Eternal
Children experience their parents’ love in a variety of tangible ways. At an early age, children are held and fed and cared for on a daily basis. These recurring, comforting experiences engender a reciprocal loving feeling in children toward their parents. Our relationship with God the Father can become like the one we have with our parents, but the process takes time and introspection. Chapter Four in our Religion book provides guidance for part of this faith journey.
Middle School students are beginning to expand their horizons, and this is the impulse that will help them gain a greater appreciation for the fact of God’s love for each and every person on the planet. In Science and Mathematics, middle schoolers are reaching beyond the limits of their senses and using their minds to comprehend the complexities of the universe. One of the most important concepts for students to grasp is the loving nature of our Creator, despite the fact that we are incapable of seeing Him directly or experiencing His love tangibly as we do that of our parents. Students will look for signs of God’s love and work to be more aware of His love in His creation. On Monday, the class will read pages 42 and 43. The students will then answer the questions on page 42 and complete the exercise on page 43. There is no Religion homework on Monday night, so that everyone can concentrate on Tuesday’s Social Studies test.
In class on Tuesday, the class will review some of the moments when God interacted with His chosen people, especially Abraham and Moses. The Covenant that God made with Moses included the Ten Commandments, which God provided as a guide for His people to follow in their daily lives. God ultimately sent His only son, Jesus to expand on the Old Covenant and to create a new one based on Christ’s example of self-sacrifice. The students will work in small groups on Tuesday to turn the prohibitions of the Commandments into exhortations, phrases that urge people to engage in positive, helpful behavior. That night, everyone should read page 47 and complete the activity on that page. Some students will share their ideas on Wednesday, so that the entire class can benefit from the variety of insights students possess.
We will continue to examine ways that God reveals His love for us by reading and discussing a few of the Psalms. These inspired works communicate with the faithful on several levels. For homework, each student is to select one Psalm with a message about God’s love, copy the relevant part of the Psalm down and write 3-4 sentences about what that Psalm means to that student. Every student will present her or his Psalm in class on Thursday. That night, each student should create a mini poster, with paper provided in class, to display the message of their Psalm. On Friday, the class will begin its examination of Jesus as the personification of God’s love and the best example for God’s children. Students will work in small groups to compile lists of the ways that Jesus acted during His ministry and then share their lists with the entire class. Over the weekend, everyone is to write one journal page about how he or she can act more like Jesus.
Exploration, Conquest, and Colonization
Over the weekend, all students were to review Chapter 2, and to write three questions based on the material in that Chapter. Those questions will provide the jumping off points for Monday’s re-examination of the key concepts covered in the chapter. Everyone should study diligently Monday night for Tuesday’s test. The exam provides students with an opportunity to communicate what they have learned and to identify gaps in their knowledge. For homework on Tuesday, everyone is to write three things he or she knows about Christopher Columbus and his historic voyages plus two things the student would like to learn about this amazing phase of the world’s history.
Columbus’ first voyage across the Atlantic changed the world in numerous and far-reaching ways. In less than 100 years from his return to Spain, the lives of millions of people on four continents had been irrevocably altered. Students will understand more fully the forces that shaped those changes, loosely referred to as the “Columbian Exchange” and the process of colonization that Columbus unleashed. Other brave explorers were at work during this time, and students will learn of their exploits. Wednesday evening, everyone should read and outline Section 1 of Chapter 3. We will continue our discussion of this era on Thursday in class. Students should be able to articulate the forces and factors that accompanied Columbus’ journeys across the Atlantic Ocean. For homework, everyone should re-read the chapter, answer questions 1, 2 and 5, and prepare for a quiz on Friday. That quiz is designed to focus student’s attention on the multiple effects that Columbus’ voyage had on the world.
The Spanish government and businessmen quickly took advantage of Columbus’ discovery. After Friday’s quiz, we will focus on two of the most noteworthy conquests, that of Cortez and Pizarro. Over the weekend, everyone is to read and outline Section 2 of Chapter 3, which describes the exploits of these men, and others, in some detail.
Week Ahead Monday September 15 – Friday September 19
Highlights Religion Quiz Friday September 19
Social Studies Chapter Test September 23
The Mystery of the Trinity and the Apostles’ Creed
The Middle School years are a time of significant growth in size as well as in knowledge and faith. The latter two changes are often less noticeable, but they are actually more important. This week’s lesson focuses on the central mystery of the Catholic Faith: The Blessed Trinity. During His time on Earth, Jesus conveyed to the Apostles His relationship to God the Father and to God the Holy Spirit. The Apostles themselves experienced the power of the Holy Spirit at Pentecost. Armed with this strength and knowledge, the Apostles spread the message of the Trinity throughout the world as they spread the good news of God’s love and Christ’s sacrifice. As followers of Christ, we incorporate the Trinity in our everyday life by repeating the three parts in our Sign of the Cross. On Monday, the students will read pages 34-35 alone and then work in small groups to brainstorm about other aspects of life that combine two or three parts in one whole. When students share their insights, everyone will gain a better understanding of the concept of the one God in three persons. For homework, students are to write a short prayer using the three parts of the Trinity.
We will begin Tuesday’s class with these prayers so that students can hear some of the many ways of communicating with God that are possible. Next, we will look for ways to relate one of the main themes of the Trinity, i.e. strong relationships, to our own lives. Students will reflect on the purpose and importance of relationships. We will discuss this in class so that everyone gains a broader understanding of the importance of developing positive relationships with other people. That night, everyone is to complete the acrostic on page 32. The answers students develop will provide an excellent starting point for Wednesday’s class. Everyone should learn more about the positive traits others desire in friends and family members. The ultimate model for good relationships is God in his three parts, Father-Creator, Son-Savior and Holy Spirit – Inspirer. Just as God made us in His image and likeness, so we should emulate His example and manifest our Christian faith in our everyday lives.
At home on Wednesday, students should read pages 36-37 and fill in the small grid on page 37. This preparation will enable students to discuss and to grasp more fully the constant need to live their faith, especially the Greatest Commandment – as living witnesses of Christ. We will discuss evangelization in class and develop realistic goals for students to pursue. Everyone will answer the review questions on page 39 before we discuss them in class. Thursday evening, students should re-read the Chapter and prepare for Friday’s quiz. Over the weekend, students should write one page in their journal about ways they can be a better friend, sibling, and child in the weeks and months to come.
World Trade, The Crusades and their Unexpected Consequences
Over the weekend, students were to make a brief comparison of one Pre-Columbian, American civilization with an ancient Eurasian civilization. This task is intended to help students connect and compare material they learned last year with this year’s information. After a discussion of these points on Monday, we will begin an examination of life in Eurasia/ Africa before Columbus’s epic voyage. The primary focus of Monday’s discussion is the trade routes that men developed between the far reaches of those huge landmasses. Students will also see how the growth and movement of certain religions influenced trade. Monday night, everyone is to read and outline Section 3 of Chapter 2, pp. 50-54.
Tuesday’s class will focus on a few of the major trade routes in use during that time. Students will also discuss the rise of the city-state and its role in the development of trade in Eurasia and Africa. In contrast to the many city-states of the Middle Ages, there were a few kingdoms, such as those in Mali and China. The class will discuss the primary focus of those kingdoms and contrast it with the later motivations of many European nations. Our focus will leap forward for one day, September 17, as we look at the amazing American Constitution.
To prepare for Wednesday’s class on the Constitution, all students are to interview one parent and ask her or him to describe two or three important facets of the U.S. Constitution. We will share some of these observations in class on Wednesday and discuss the role that the Constitution plays in our lives today. Of particular importance during this election season is the operation of the Electoral College. Students will see more clearly how this unique system arose out of the state representatives’ desire to retain the power of the individual states in the process and to limit the power of the general population. For homework, students return to the Middle Ages and the Feudal system. Everyone is to read Section 4, pp. 55-60, and write a good outline.
Several aspects of the American way of life trace their roots through Europe to ancient Greece and Rome. Students will examine a few of these on Thursday, and connect them to ideas or institutions in the United States. Two of the most important lessons the founders took from the Greeks and Romans were democracy and the republic as a form of government. On the economic front, we will discuss the rise of feudalism during the dark ages. For homework on Thursday, everyone should review Section 4 and answer questions 1-4 on page 60. The Students’ response will open our class discussion on Friday. Everyone will gain a deeper appreciation for the role that trade and science played in the eventual push by Western Europeans that led them to the New World. Over the weekend, all students are to review Chapter 2, and their notes, and then write three good questions based on materials we have covered in this Chapter.
Week Ahead Monday September 8 – Friday September 13
Highlights: Social Studies Test Chapter One Tuesday September 9
Religion Quiz Chapter Two – Friday September 13
Learning Our Faith in Scripture and Tradition
We ended last week with an introduction to the Scriptures as a source of information and enlightenment about Our Faith. Over the weekend, everyone was to begin their journals with their thoughts about God and the truths we know about the Divine Creator. Monday’s class will begin with a discussion of these ideas, so that each student can benefit from the insights of the others. Scripture is our greatest source of knowledge about the nature of God and the teaching of his Son, Jesus. Everyone will read about the Covenant God made with the Israelites through Moses and the ten rules He set down for his followers. This week, the class will confirm its knowledge of the Ten Commandments and understand their foundational position in the Catholic Faith. There is no Religion homework on Monday evening, so that everyone can devote more time to preparing for Tuesday’s Social Studies test.
In Religion class on Tuesday, we will examine the Bible more carefully and discuss some of its major components. Students should gain a broader understanding of the elements, including the Old Testament, the Psalms, the Gospels and the Epistles. For homework, everyone is to read pages 24 and 25, and write a complete sentence with each of the key worlds from those two pages in their copybooks. We will begin Wednesday’s class with some of these sentences to enable all the students to gain a firmer grasp of the main ideas concerning Holy Scripture. Our attention will then shift to Tradition and how the Church has developed traditions to assist its members in their understanding and practice. Students will discuss family traditions in small groups to help connect their own experiences with the experiences of the early Church. Everyone will then complete the grid on page 26, which asks for examples of Catholic Traditions. For homework, each person is to write a 3-5-sentence paragraph in the Religion copybook answering the question on page 26, “How would you explain God’s Revelation through Tradition to a younger Catholic?”
We will share some of these ideas on Thursday, before turning to the teaching authority of the Church, also known as the Magisterium. The leaders of the Church are constantly reviewing Scripture and Tradition to ascertain the Truth about God and His plan for His Church. The class will then answer the questions on page 29 to confirm their understanding of the main ideas and to identify any gaps that need to be addressed before Friday’s quiz. For homework, everyone should review the chapter and highlight the definitions of the key words. Over the weekend, everyone is to write in their journal about how rumors and gossip are often far from the truth and always contrary to Christ’s teaching.
Geography in Our Lives
Chapter One reminds us how important geography is in our lives, both as a tool for understanding the history of our country and as a means for preparing for our future. Every event in the past or the present is linked to some place on this planet. Likewise, everything takes place in a certain timeframe. The class has focused on these ideas during the first days of school, and has tried to link broad concepts with specific facts from their own lives. This is the basic pattern we will follow all year, as students connect new knowledge to existing frames of reference. Over the weekend, everyone was to review Sections 1 & 2 and compose three questions from the information in the text. By asking and answering questions, students will gain a firmer grasp on the concepts.
Monday night, everyone should study diligently for Tuesday’s test, paying particular attention to their outlines, their class notes, and the online review provided by the publisher, Prentice Hall. The test will cover the entire chapter, with short answers, map skills and multiple-choice questions. For homework Tuesday evening, students are to read and outline Section One of Chapter Two, pages 36-41.
We will begin class on Wednesday with a review of the geography and history students learned in 6th Grade. Chapter Two is a rapid recapitulation of the material covered last year, with an emphasis on the Americas. Students will learn about some of the pre-Columbian civilizations that arose in the Americas, especially the Mayan, Aztec, and Inca. Wednesday night, the class is to read Section Two, pages 42-48 and prepare an outline of the main ideas.
The Native Americans created a rich and varied culture during the 10-12,000 years they inhabited North America. Students will discuss aspects of this culture in class and then choose a particular tribe for additional attention. Thursday evening, each student is to examine the culture of one tribe mentioned in the book and relate that culture to the climate, region, and place in which that tribe lived. We will share these assessments on Friday, so that all the students expand their appreciation of the connections between geography and culture. Over the weekend, everyone is to read and outline Section Three, pages 50-54.
Week Ahead Tuesday September 2 – Friday September 5, 2008
Key Dates: Social Studies Quiz - Wednesday September 3
Religion Quiz - Thursday September 4
Social Studies Test - Tuesday September 9
Living In Faith, Searching for Truth
Our Christian beliefs urge everyone to use his or her mind to understand the world, and at the same time to accept God as a loving Creator. The middle school years are a time of greater exploration and deeper questioning. The principal textbook for Seventh Grade Religion, “We Live Our Faith” (Sadlier, 2007) has built its lessons with these tendencies in mind. The theme of the introductory Chapter aptly captures this concept with the Big Question, “How do I know God is present in my life?” Students familiarized themselves with the new book and the opening chapter during the first week of school. In our second week, we will address this question more directly, before turning our attention to the broader topic of “Truth.”
Tuesday’s class will begin with each student sharing a sentence from his or her homework, in which the student used the five key vocabulary words from the chapter in a sentence. This exercise will help all the students to gain a stronger grasp on the meanings of the words in a contemporary context. The class will then complete the short questionnaire on page 12 as a quick personal assessment. Afterwards, we will discuss prayer and its role in communicating with God. Finally, the students will review the Act of Faith, which is our school prayer for September. At home, everyone is to write the Act of Faith twice in the Religion copybook and memorize the prayer with at least 75% accuracy.
All students are expected to know the core beliefs and basic prayers of the Church, including the Act of Faith. We will start Wednesday’s session with a review of this prayer. After writing it from memory, students will discuss its meaning for them. Everyone will recite the prayer together and then write it again, to ensure mastery. Students will then answer the review questions on page 19, to measure the degree of certainty each person has about the chapter’s core concepts. That night, everyone is to reread the chapter and prepare for Thursday’s quiz
After the quiz, we will turn to Chapter 2, “The Truth Revealed.” Students will discuss what they have already learned about Christianity and Catholicism, focusing on the primary means by which God reveals Himself to us: Scripture and Tradition. We will move from these specific areas to the larger issue of discerning truth from the multiple media sources available today. Students will work together in small groups to assess the strengths and weaknesses of various media. We will place this discussion in the larger context of writers’ bias and imperfect memories. For homework, students should complete the activity on page 23. We will begin Friday’s class with the answers to the puzzle and a discussion of the various sources contained therein. Students will then work in small groups to summarize and compare the Bible stories of Jesus’ passion. Over the weekend, everyone is to write one page in the Religion journal describing some of the Truths about God that the student has learned from Scripture or Tradition.
Geography is an essential discipline for students of history. Everyone must be able to visualize the spatial context in which important events took place to understand why people acted as they did. In many ways, knowledge of geography enhances our analysis of conflicts today and facilitates our ability to formulate policies. Last week’s lesson focused on the five themes of Geography that were created by the National Geographic Society and are used by many practitioners. Students also gained a better grasp on the essential aspects of the area in which they live. Throughout the year, we will relate people and events in history to life in Falls Church.
Over the Labor Day weekend, every student was to conduct his or her own historical research about 7th grade in previous generations. Each student was to interview an older relative about that time, collecting not only specific facts but also general stories.
We will collate this data on Monday to generate pictures of previous 7th grade classrooms. This work will help students to understand the work that historians do with primary and secondary sources, which is the subject of Section 3, pp. 20-25. Everyone should read that section Tuesday evening and create a good outline.
We will have a short quiz on Wednesday to help assess progress and to allow students to adjust their notetaking skills as needed. A major change from 6th grade to 7th grade is the increased need for everyone to pay attention and to take good notes in class. Class participation is also part of the learning process in which the students become more active learners in the classroom. After the quiz, we will review the key elements of Section 3, paying particular attention to chronology. For homework, students should read and outline Section 4.
“Economics and Other Social Sciences” is the title of the fourth and final Section in this Chapter. We will address the central questions of all economics and briefly discuss the operation of the American Free Enterprise System. Time does not permit a more in-depth analysis of economics or these other disciplines in school, but parents are encouraged to broach the subjects at home as opportunities present themselves. Over the weekend, everyone is to re-read the first two sections and write three questions based on that material in their copybooks. We will begin class on Monday with those questions as we prepare for Tuesday’s Chapter test.
Social Studies Homework for Labor Day weekend 29AUG2008
Homework:
Interview one of your oldest living relatives about his or her seventh grade experience and answer these seven questions in your copybook
1. City and state [or country] where relative attended school.
2. Year in which relative attended school.
3. Name of school.
4. How did she/he get to school?
5. Courses? Lessons?
6. Uniforms?
7. Discipline system?
Optional: special memories about 7th or 8th grade.
Religion Homework for Labor Day weekend 29AUG2008
Unit One Section 1, "Who Is God?"
Use each of the five Key Vocabulary [Faith] words in a complete sentence. Underline the word.
The Week Ahead Monday June 2 – Friday June 6
Completion and Transition
The month of June brings the school year to its end. Students, parents, and teachers can reflect on the massive amounts of knowledge acquired over the previous ten months. At the same time, everyone can look forward to a summer of reading and playing. The focus this week in Religion is on the end-of-year, comprehensive test. By Friday, everyone should know, by heart, the Apostles’ Creed, the greatest commandment, the three theological virtues, the four cardinal moral virtues, one set of the rosary mysteries, the Seven Commandments, the Eight Beatitudes and the Ten Commandments. On Monday, students practiced the Creed and the greatest commandment with the write, write right method. Their homework is to write the eight beatitudes in their copybooks and then use four of them in sentences that begin with the words, “I can.” Tuesday’s class will begin with students sharing their ideas voluntarily so that everyone can have a broader and stronger grasp of these gentle guidelines. Afterward, everyone will write the Beatitudes from memory and check their own knowledge. Finally, we will discuss the theological and moral virtues. Students should be able to explain more clearly how these virtues help us to understand God and to treat other people. For homework, everyone is to write a sentence for each of these seven virtues.
On Wednesday, our attention shifts to the Sacraments. Through our review of these rites, students will see more clearly how Jesus makes himself available to us as a friend and as a savior. Everyone will complete a worksheet on the Sacraments Wednesday evening, to reinforce her or his understanding. The Ten Commandments are clear instructions from God. On Thursday, we will review these laws and look at the broader implications they hold for Christians. That night, everyone should study for Friday’s end-of-year comprehensive assessment.
Reconstruction and Radical Reconstruction
The death and destruction wrought by the Civil War was horrific. Many Americans wanted to put that sad time behind them and rebuild their nation. Unfortunately, some men on both sides wanted to continue their efforts in the legislatures even after they had won or lost on the battlefields. President Lincoln urged both sides to come together in a spirit of conciliation and work to rebuild the country, without the institution of slavery. Some southern planters refused to cooperate and attempted to subjugate the newly-freed slaves through state laws. Lincoln’s assassination removed the one man who might have been able to heal the wounds of war or at least keep two sides from entering into a cycle of reprisals. That cycle began in 1865 and continued for years. The biggest losers were the freed slaves but in many ways, every American lost as a result of the bitter feelings and blatant racism that infected the country. Students were to read sections one and two for homework and complete the related worksheets on Monday. Tuesday’s class will begin with students’ answers to these questions. Everyone should see how the federal structure of the country influenced the course of Reconstruction. Students will also see that the devastated economic state of the defeated south made competition between freed slaves and poor whites extremely serious. This competition would add another layer of complication to relations between African Americans and whites in the south and eventually in the north as well. Tuesday evening, everyone is to read Section 3 and answer questions 3, 4, 5, and 6 on page 529.
The decision of the Radical Republicans to impose their will on the south by force is understandable on one level, but the negative consequences for everyone, including the freedmen, were enormous. Students will discuss this on Thursday and Friday. The class schedule is open to some change to accommodate the student performances in language arts. Over the weekend, everyone is to read the fourth and final Section of the Chapter, and the book, pp 530 – 533 and complete a one-page worksheet.
The Week Ahead Tuesday May 27 – Friday May 30
Highlights Religion Quiz - Tuesday May 27
Religion Unit Test - Thursday May 29
Social Studies Chapter 17 Test - Friday May 30
It is remarkable to see how far the Seventh Grade has come this year and how close we are to the finish line. This week marks the end of new instruction and testing. Over the past week, the focus of attention in Religion class has been on the Mass and the Sacrament of the Eucharist. Students discussed the Sacrament’s origins and examined the various elements from Scripture and Tradition that comprise today’s experience. Over the long weekend, everyone was to review this Chapter [20] and pay attention during Mass to prepare for Tuesday’s quiz. The quiz will enable students to demonstrate their knowledge of the Eucharist and to identify any gaps that might exist in their knowledge before Friday’s Unit Three Test.
Tuesday evening, everyone is to gather their quizzes from Unit 3 and re-read Chapter 18 and 19 [pp 136-150]. In class on Wednesday, students will review the main ideas of these sections, paying particular attention to the Theological and the Cardinal Moral virtues. Everyone will then complete the Review on Page 187 in class. The ensuing discussion will help students see more clearly the progression of examples Jesus gave during his public ministry, from his first miracle at Cana to his Ascension with the promise of a second coming. Students should be able to discuss key aspects of the Sacraments, Vocations, and Virtues. Wednesday night, everyone must review the chapters in this unit, paying particular attention to the chapter reviews, and complete the one-page worksheet, to prepare for Thursday’s Test.
On the Unit Three Test, students will demonstrate that they understand how Jesus Christ was and is the Life for the early church as well as for Christians today. Students will have the entire period on to complete the test. There is no Religion homework on Thursday, so that everyone can devote their time to studying for Friday’s Chapter 17 Test in Social Studies. On Friday, students will complete the Personal Inventory on page 188. The students’ answers will provide the starting point for the class discussion, as the students develop a better appreciation for the importance of their personal decisions day in and day out. Everyone should be able to articulate ways that she or he can act to continue Jesus’ work of compassion and caring. Over the weekend, students are to write one page in their journal about ways they can help others during the summer.
America at War with Itself
The War Between the States was and we pray, always will be America’s bloodiest conflict. Memorial Day is an appropriate moment to remember and to honor the sacrifices that thousands of men and women have made for their country since its birth 230 years ago. The Social Studies aspect of the Civil War focuses as much on the economic and political dimensions as the military aspects. Over the long weekend, everyone was expected to read the last two sections of Chapter 17 and complete the related worksheets. The student’s answers to these questions will provide opportunities for discussion. The students will be able to see more clearly the difficult decision Lincoln faced in late 1863 regarding a shift in Union tactics from limited military engagements to total warfare. Students will understand more fully the idea that every prolonged conflict creates winners and loser in both the short term and the long term. With regard to the political and military dimensions, students should be able to articulate some of the turning points in the war and some of the connections between the war and Lincoln’s re-election. Tuesday night, students should re-read their notes and their worksheets to prepare for Wednesday’s practice test and Chapter review.
The practice test questions come from the test book and provide an opportunity for everyone to ascertain how carefully he or she has been reading. Students will go over the questions in class and discuss the answers to gain a cleared picture of the key actors and events that shaped the War. Wednesday night, everyone should study their class notes carefully and write two “why” questions related to the course of The War. These questions will provide the springboard for Thursday’s class discussion. There will then be a short lecture, tying together some of the most important political, economic and military aspects of the Civil War. As always, there will be a review session after school from 3:15 to 4:00. Friday’s test will cover the War years, from Lincoln’s election to his assassination. Over the weekend, everyone should read the first section of Chapter 18 Reconstruction and the Changing South, and then answer questions 1, 2, 3, 4, and 5 on page 519.
The Week Ahead Monday May 19 – Friday May 23
Important Dates: Gettysburg Field Trip – Tuesday May 20
Field Day - Friday May 23
“Do this in remembrance of me.” Christ’s command to celebrate the Eucharist
The focal point of Christian worship is the Mass. During the Pope’s brief visit to the United States, his biggest events were celebrations of holy mass. This week, students will examine the history of this ceremony and then create their own service. Monday morning, everyone will start by reading the Gospel accounts of the Last Supper and noting the key elements. In this way, students will reinforce their recollection of the actual event in which Christ initiated His life-giving sacrament. Students will then work in small groups to recall as much about the Mass as they can. The groups will share their ideas so that the class can construct all the elements of a Mass. Lastly, the students will take separate assignments covering all the parts of the ceremony. There is no homework on Monday evening, as a gift from Fr. Posey for all the supports parents have shown thus far in the struggle against the proposed hotel.
On Wednesday, everyone will read pages 154 and 155 and answer the questions on those pages. This work will help the students gain a clearer understanding of the symbols and meanings of the parts of the Mass. Students will then work to assemble all the parts of a standard mass, including the songs, readings and response. That night, everyone is to write definitions for the “Words to Know” on page 155. We will begin Thursday’s class with a review of those terms, so that everyone can gain a firm grasp of their meanings. The students will then continue preparing for the class mass. There are no classes on Friday, as that day is set aside for special activities. For homework over the long [four-day] weekend, students are to talk with their parents about a memorable Mass, which the student attended. Everyone is to write about this event and be prepared to describe it for the class on Tuesday, when school re-opens after Memorial Day.
The War – and the Suffering – Begins
Over the weekend, students were to read Section 2 “No Easy Victory” and complete a related worksheet. Monday’s classes will be held in the adjacent classroom with the ActivBoard, so that students can see the progress of The War more clearly. The presentation will include maps and outlines to help students gain a better understanding of the miscalculations that preceded the War and the decisions that enabled the war to last for four, long and bloody years. There is no homework Monday evening as a “thank you” from Fr. Posey. Tuesday morning, we meet at 7:10 am to board the buses for Gettysburg.
The battlefields at Gettysburg offer an accessible and realistic opportunity for students to walk in the shoes of the Civil War soldiers and to visualize the plans of the Generals. The fate of the nation hung in the balance on those broad fields during those hot days in July 1863. For homework, each student is to write a fictional letter to his parents from the perspective of a young soldier, who is preparing for battle at Gettysburg. The letter will include the historic context and express the feelings of the soldier. We will share some of these letters on Wednesday, before reviewing the major points of that battle and its significance in the War Between the States. Students should be able to understand and to articulate the reasons for Lee’s move into Pennsylvania and the consequences of his defeat. That night, everyone is to read and outline Section 3.
On Thursday, selected students will write their outlines on the board to help start the discussion about the Emancipation Proclamation and the role of African Americans in the War. The content and timing of the Proclamation are noteworthy, as are the unintended consequences in the North and in Europe. Over the long weekend, everyone is to read the last two sections of Chapter 17, and complete the worksheets. We will review these sections on Tuesday, when classes resume.
The Week Ahead Monday May 12 – Friday May 16
Important Dates: Social Studies Chapter 16 Test - Thursday May 15
Religion Quiz – Friday May 16
Gettysburg Field Trip – Tuesday May 20
Happy Mothers’ Day – Recognizing and Appreciating Faith and Sacrifice
Mary’s example, from the Annunciation to the Crucifixion, serves as a model for all parents. Her Faith in God enabled her to say yes to bearing baby Jesus. She raised Him to adulthood and then stayed by His side until His death. Every mother and father helps their child to grow, makes sacrifices for the family, and stands by their child during hard times. Over the weekend, each student was to write one journal page about his or her mother, noting especially nice things their mother has done for them during the past two years. Monday’s class will start with some students sharing their recollections, on a voluntary basis. In this way, each prson will appreciate better the sacrifices that every mother makes for her children. After this discussion, our attention shifts to the married life.
Statistically, this will be the path most students choose. Everyone was to read page 179 and answer the question on that page. In the time remaining on Monday, class members will share their suggestions and compare them with the other lessons the students have learned, such as the Beatitudes and the Virtues. This discussion will help students relate various other concepts to the institution of marriage, which is both a Sacrament and a core element of the Catholic Church. Monday night, everyone is to read pages 180 and182, then answer the questions on page 182.
Tuesday’s focus is on the religious vocation. This marvelous yet demanding way of life is open to all, and perhaps some of our students will answer this call. We will talk about the different types of religious vocations and the vows that they have in common. Several students will read aloud the imaginary interview with a recently ordained priest. Other students will describe their experiences at an ordination. In this way, everyone can gain a clearer picture of the ceremony and the meanings involved with ordination. Students will divide into small groups next to prepare scenes from the lives of selected priests. That night, each student it to read his or her lines and find one important fact about the priest in the scene.
Each group will introduce their priest during Wednesday’s class, and then describe his life briefly before presenting the scene. Through this activity, students will learn more about several priests and see more clearly how these men moved from ordinary lives to extraordinary lives. Students will also understand that their inspiration and vocation can come from many directions at any time in life. There is no religion homework on Wednesday, so that everyone can devote more time to preparing for the Social Studies’ Test. Thursday’s Religion class will focus on vocations and virtues. Students will understand more fully the need to be open to the will of God, while developing the talents He has given them. We will complete and discuss the Review questions on page 184, so that everyone has a firmer grasp on the key elements of the primary vocations. Thursday evening, everyone should study for the Religion Quiz on Friday.
Divisions Deepen, Tempers Flare, and the Nation Moves toward Separation
The decade of 1850 to 1860 began with the devil’s bargain between Northern and Southern states known as “The Compromise of 1850.” Southern Senators allowed California to enter as a free state, thereby giving free states a slight majority in the Senate. In return, Northern Congressmen agreed with the Southerners to create a powerful piece of federal legislation designed to assist planters with the capture and return of escaped slaves. Slaves had become increasingly valuable due to the ban on importation and the demand for slaves in the cotton fields. Southern Congressmen showed their true colors in seeking the FSA because it directly contravened the Southerners’ much-vaunted cry for “States’ Rights!” Matters worsened after the Compromise of 1850 was concluded, when Southerners sought to put aside the 1820 Missouri Compromise and to create new slave states in the lands of the Louisiana Purchase.
Illinois Senator and Presidential contender Stephan Douglas cooperated with the Southerners in this effort and actually introduced the Kansas Nebraska legislation in 1854. The Bill eventually passed. Outrage among Northerners was followed by violence in Kansas, as supporters and opponents of slavery entered the territory before the first election of the legislators. On Monday, students will discuss the legislation and the subsequent behavior of the “border ruffians” who became involved. The Supreme Court also weighed into the debate with its decision in the Dred Scott case. In dismissing Scott’s request for emancipation, the Court declared that slaves could never have standing in the U.S. legal system and that the Missouri Compromise contravened the Constitution. This decision pushed many moderate Northerners toward abolition, as the nation became increasingly polarized. In this setting, a new political party arose to stop the expansion of slavery.
The Republican Party began modestly in 1854. Slowly, it attracted support from various people in the Northern and Western states. Students were to read Section 4, “The Republican Part Emerges” over the weekend. On Monday, we will focus on the man who came to personify the Republican Party in the 1850’s – Abraham Lincoln. Students will see more clearly how Lincoln’s faith in God and sense of right vs. wrong impelled him to hold a principled position on the question of expanding slavery in the territories. Students will also learn how the quixotic raid of John Brown shaped public opinion on both sides of the North-South Divide. Monday night, everyone is to read Section 4 again and answer questions 3, 4, and 5 on page 476.
Tuesday’s class will begin with students writing their answers to these questions. The ensuing discussion will help everyone to gain a clearer picture of the actions and reactions that influenced the course of events in that ominous decade. There will then be short lecture about the election of 1860, which saw multiple candidates compete and Abe Lincoln prevail. His election triggered secession movements in several Southern states, as the planter-dominated legislatures raised the level of rhetoric against the Republican President to a fever pitch. Tuesday evening, everyone should read and outline Section 5, so that we can discuss these events again on Wednesday. Thereafter, we will review the main ideas of this decade to prepare for Thursday’s Chapter test. That night, everyone should study diligently. Thursday night, students are to read the first section of the next Chapter, “The Civil War” pp 486-489, and prepare a good outline using the Cornell Method.
The Week Ahead Monday May 5 – Friday May 9
Important Dates: Gettysburg Field Trip May 20;
Permission slip and check due by May 9
The Ascension of Jesus, the Mission of Christians, and the Month of Mary
The celebration of Jesus’ Ascension into Heaven and His parting message for His Disciples merit close attention. The readings for the Ascension in Matthew’s Gospel, the Acts of the Apostles and Paul’s Epistle provide valuable insights for all Christians, as we live our faith in the world. Monday’s class will begin with students, working in groups, reading these passages and writing at least two key ideas about each passage. The class will share their ideas so that everyone can gain a clearer understanding of the essential parts of Christ’s message around the time of the Ascension. Students should see that the Lord told his followers then, and now. to spread the good news of salvation in word and deed. The ways that people spread the good news will vary depending on their vocation in life. Monday night, students will read page 178, and write in their copybooks thoughtful answers to the questions posed.
Tuesday’s class will begin with students sharing their responses to the questions, so that all members of the class can gain a broader perspective of the responsibilities adolescents have and the ways that young people can nourish their spirituality. The single life is the first, and only, stage that all teens must experience as they mature and contemplate their true vocation. Students will understand better through this discussion that they should strive to follow Jesus as they grow and learn about their place in the world. Several paths are open, and everyone will see that he or she should pray for guidance in choosing the right one. For some, the single life will remain the best way to live. Tuesday night, students are to talk with their parents about a single adult, such as a close relative, teacher or coach, who has been a positive part of that student’s life. Each student is then to write two paragraphs about that adult, describing his or her service for others and the qualities that make that person like Christ.
When classes resume of Thursday, the class will discuss their reports so that everyone can increase their understanding of the ways single people participate in the life of the Church. Our attention then shifts to the married life. Statistically, this will be the path most students choose. Everyone is to read page 179 and answer the question on that page. The class will then share their suggestions and compare them with the other lessons the students have learned, such as the Beatitudes and the Virtues. This discussion will help students relate various other concepts with the institution of marriage, which is both a Sacrament and a core element of the Catholic Church. Thursday night, everyone is to read pages 180 and182, then answer the questions on page 182.
Friday’s focus is on the religious vocation. This marvelous yet demanding way of life is open to all, and perhaps some of our students will answer this call. We will talk about the different types of religious vocations and the vows that they have in common. Several students will read aloud the imaginary interview with a recently ordained priest. Other students will describe their experiences at an ordination. In this way, everyone will gain a clearer picture of the ceremony and the meanings involved with ordination. Over the weekend, students are to write a full page in their journals about their mother and all the nice things she has done form them in the past two years.
Reform Movements Arise, Slavery Takes Center Stage
The Women’s Rights Movement in America was born in the early years of abolition, when male abolitionists refused to let women speak at rallies. Many women objected to this practice and decided to challenge the country’s widespread gender-based discrimination, while still fighting against slavery. As the debate over slavery intensified, most of these women unselfishly put their own movement on the back burner. Over the weekend, everyone was to read about the birth of the Women’s Rights Movement in Section 3, re-read Section 1 and complete the related worksheets. Monday’s class will begin with a discussion of this timeless topic. Students should see how far women have progress in the developed world during the past 100 years.
We will stay on this topic Monday evening when everyone should read the excerpt from the Seneca statement on p. 600, and then answer the three questions on page 600 in their copybooks. These answers will provide the springboard for Tuesday’s discussion about the Seneca Falls Convention. Students should see more clearly how these bright and motivated women were using the language and techniques of the early American Independence movement to promote their own independence. As noted earlier, the anti-slavery movement eclipsed all other reform efforts by the middle of the 19th century. Tuesday evening and Wednesday, students are to r | |
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