Grade 8:
Stand by Me
Curricular outcomes
Covered by
We Have Neither Silver Nor Gold
Material relating to NORE program – Believe in Me – appears in ORANGE font.
Material describing how We Have Neither Silver Nor Gold relates to NORE is in BLACK
font.
Reviewed by:
Laura Tapson (Grande Prairie Catholic)
Karen Koester (Evergreen Catholic)
Ed Jean (Edmonton Catholic)
Link to We Have Neither Silver Nor Gold (aka NSNG)
http://www.catholiccurriculumcorp.org/Units/WeHaveNeitherSilverNorGold2014.pdf
Unit 1.1 SO 2
Retell the Pentecost story.
p. 182 Retell Scripture passages and explain the actions of the Holy Spirit in the Old and New Testament
Unit 1.1 - SO 2
Identifies how Jesus’ followers changed because of their experience of Pentecost.
p. 258 - In small groups/pairs, students complete Appendix K (Jesus Mission and the role of the Holy
Spirit pp. 262-263)
Unit 1.2 - SO 2
Names the gifts of the Holy Spirit.
p. 258 - Jesus provides us with the gift of the Holy Spirit and the community to support us as we grow in
our ability to respond to the needs of others.
Unit 1.1 SO 4
Know that the Holy Spirit is present to them as a helper.
Unit 1.2 SO 4
Identify how the Holy Spirit give us the strength to carry out God’s will.
Unit 1.3 SO 3
Explain how the Holy Spirit helps them to be disciples of Jesus.
p. 166 Identify the role of the Holy Spirit (giver of grace, guide, teacher, inspiration)
Unit 1.1 SO 2
Retell the Pentecost story.
Unit 1.1 SO 3
Identify and describe the ways that the expectations of the followers of Jesus changed because of
Pentecost.
Unit 1.2 SO 1
Identify ways the Holy Spirit gives us the strength to carry out God’s will.
Unit 1.2 SO 2
Identify the gifts of the Spirit in their own lives and in the lives of others.
Unit 1.3 SO 1
Name and describe the fruits of the Spirit and identify them in their lives.
Unit 1.3 SO 2
Explain how the Holy Spirit helps them to be disciples of Jesus.
p. 182 describe the actions of the Holy Spirit at Pentecost and connect the actions of the Holy Spirit to
the Rite of Confirmation and the effects of the Sacrament
Unit 1.2 - SO 4
Identifies ways that their own gifts can be a benefit to the community and a living out of the Spirit’s life
in their own lives.
p. 258 - Jesus provides us with the gift of the Holy Spirit and the community to support us as we grow in
our ability to respond to the needs of others.
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Unit 1.4 - SO 1
Define Solidarity, and explain how the nature of God as Trinity calls us to live in solidarity with each
other.
p. 216 - Students in small groups explore the principle of Solidarity
Unit 2.1 - SO 1
Define holiness
p. 165 demonstrate an understanding of the meaning of one of the four marks of the church (Holy) and
how this mark is lived out in the life of the church
- demonstrate an understanding that the grace received through the Holy Spirit calls us to holiness and
gives us the gifts we need to be justified in the Christian life
- understand how the Holy Spirit through the communion of saints guides, teaches, and inspires the
Church to a communion of holiness
- understand that the principle of human dignity, revealed in Scripture requires Christians to work for
the common good of all people
- understand how one develops the habits of prayer according to the spirit and example of Jesus Christ
p. 198 Name and summarize the meaning of the Four Marks of the Church
Unit 2.2 SO 1
Describe the commitments that are made in Baptism, Confirmation, and Eucharist
Unit 2.2 SO 5
Identify the ways Baptism, Confirmation, and Eucharist give us a purpose in life and offer us strength
and support.
p. 182 describe the actions of the Holy Spirit at Pentecost and connect the actions of the Holy Spirit to
the Rite of Confirmation and the effects of the Sacrament
Unit 2.2 SO 2
Identify ways Baptism, Confirmation, and Eucharist celebrate and encourage belonging.
Unit 2.2 SO 5
Identify the ways Baptism, Confirmation, and Eucharist give us a purpose in life and offer us strength
and support.
Unit 2.3 SO 3
Identify the ways that the sacrament of Reconciliation and Anointing are signs of hope and wholeness in
the midst of confusion and brokenness
Unit 2.3 SO 4
Identify moments when God has given healing to them and to those they know.
p. 182 Be able to explain how the Sacraments strengthen, sanctify and sustain us for a life of witness
Unit 2.3 – SO 3
Identifies ways in which they are healers to themselves, and to others.
p. 257 - 4.2 Jesus puts other people first – he does not focus on their ills or difficulties, he focuses on the
person. 4.3 Jesus invites/calls them to health, to ongoing inner conversion: he wants them to have
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healthy relationships (Social), he wants them to be healthy (Physical); he wants them to know God
(Spiritual)
Unit 3.1 SO 1
Unit 3.1 SO 2
Explain the meaning of the word “catholic” and the ways the Church is for all people.
Unit 3.2 SO 1
Define the word “apostolic” and identify the many ways that Christians are emissaries for and servants
of Christ
p. 198 Name and summarize the meaning of the Four Marks of the Church
Unit 3.2 SO 3
Explain how the sacraments of Marriage and Holy Orders model faithful service for us.
p. 182 be able to explain how the Sacraments strengthen, sanctify and sustain us for a life of witness
Unit 4.1 SO 2
Identify those who are a part of the community of saints and explain how the community functions as a
whole
p. 166 Demonstrate an understanding of Saints as part of the “holy Church”
Unit 4.1 SO 4
Demonstrate an understanding of intercessory prayer (prayers addressed to saints)
p. 166 Recognize the role of the Saints as intercessors and the importance of celebrating their feast days
Unit 4.2 – SO 1
Retell the stories of some of the saints of the Church and explain how they challenge us.
Unit 4.2 - SO 2
Use the stories of one or more saints to find inspiration and courage in the face of a difficult situation
Unit 4.2 - SO 3
Set some goals for themselves using one of the saints of the Church as a model
Unit 4.2 - SO 4
Recognize that although no one is perfect, there are people whose lives inspire others to walk more
closely with God; these people are on the road to sainthood.
pp. 165-179 Saints: Individual Research Project
Unit 4.2 SO 1
Retell the stories of some of the saints of the Church and explain how they challenge us.
p. 243-245 – Action: Explore the life of St. Teresa of Calcutta
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Unit 5.4 SO 1
Articulate the value of the sacrament of Reconciliation.
p. 182 be able to explain how the Sacraments strengthen, sanctify and sustain us for a life of witness
Unit 5.3 – SO 2
Describe the conditions that God sets in forgiving us and compare and contrast them to the conditions
we set in forgiving others
p. 247 - Appendix I Jesus invites Inner Conversion (explores stories of forgiveness in the Gospels
Reflection:
● Great resources for continued learning opportunities
● The breakdown of the lessons is quite good
○ Curriculum Connections
○ Guiding Questions
○ Learning Goals
○ Instructional Components and Context
○ Minds on/ Connections
○ Consolidation/ Connections
○ Continued Learning Opportunities
Unit 6.1 SO - 1-4
Demonstrate respect for the wholeness of persons, respect or our body; know that God cares about
both our bodies and soul
p. 232 - Question for students; does the rule/policy/political initiative address the needs of all people.
Unit 6.3 SO 2
Evaluate their own attitudes towards suffering and toward those who suffer
p. 238 – Appendix G: Common Good Survey: How do I contribute to the common good?
Reflection:
● Uses the Gradual Release of Responsibility model
● Connections column: Assessment for learning; assessment as learning; Assessment of learning
● Common good self-survey is well done
● Many opportunities to incorporate elements and activities from Development and Peace
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Unit 7.1 - SO 1
Demonstrates an understanding that we are all called by God to live life to the fullest in harmony with
the rest of creation.
p. 272 – Faith in Action Plan #3. We are called to be stewards of creation.
Unit 7.1 - SO 3
Examines their own behaviors for evidence of choosing in favor of life.
p. 272 – Faith in Action Plan #4. How have you been contributing to the common good?
Unit 7.2 SO 1
Identify some of the causes and results of violence within their own community and the steps being
taken to confront violence.
p. 242 Opening Prayer
p. 243 Discussion on St. Teresa of Calcutta
Unit 7.3- SO 1,2 & 4
Do I live justly?
Explain our responsibility not only for those who are close to us but also for people in need wherever
they may be
Illustrate the relationship between poverty and excess consumption
Take a stand for justice and do what they can within their own community
p. 216 working towards an understanding of Human Dignity, Common Good, Solidarity and Preferential
Option for the Poor
Unit 7.3- SO 4
Take a stand for justice and do what they can within their own community
p. 215 Teacher leads a whole class discussion that invites students to define and distinguish between
Justice and Charity.
Reflection:
● This section of the NSNG focused very strongly on the four principles of social justice; which is
great.
● The lesson suggestions are well done and the number of resources provided for teachers is
excellent.
● Lots of group work
● The backline masters are extremely useful and relevant.
● Includes biblical references for the four principles
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Unit 7.3- SO 1, 2 & 4
Do I live justly?
Explain our responsibility not only for those who are close to us but also for people in need wherever
they may be
Illustrate the relationship between poverty and excess consumption
Take a stand for justice and do what they can within their own community
p. 243-245 – Action: Explore the life of St. Teresa of Calcutta
Unit 7.3 - SO 3
Identifies ways in which they act justly.
p. 272 – Faith in Action Plan #2. We are called to love our neighbor.
Unit 8.1 - SO 1 Note – the links here are somewhat tenuous as the concept of Ecumenism and
interfaith dialogue are not specifically mentioned in the current NORE program.
Demonstrates an understanding of the Apostle’s Creed (which is a shared belief of most Christian
Churches)
p. 270 – Goals of Interreligious Dialogue
Ukrainian Catholic Religion – Unit 2 Traditions of the Church
Note - The discussion of the similarities and differences between the Eastern and Western rites is
covered in the Ukrainian Catholic version of the NORE program, but not explicitly in the current NORE
program.
Ukrainian Unit 2 - SO 6
Understands the importance of the Church’s feast days, especially Easter as the most significant feast
for all Christians
p. 278 – Similarities and differences between Byzantine and Roman Catholic rites.
Ukrainian Unit 2 - SO 7
Understands that participation in the Divine Liturgy is our most important act of worship and expresses
Christ’s physical presence with us in a mystical way
p. 278 – Similarities and differences between Byzantine and Roman Catholic rites.
Grade 9 Ukrainian Unit 7 – SO 3
Understands the symbolism and importance of icons, relics, and other significant items in the Byzantine
Ukrainian Rite
p. 282 – An icon is a stylized religious painting of a holy figure done on wood that is venerated and used
as an aid to devotion in the Byzantine and other Eastern Churches.
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REVIEW OF NSNG
The following links do not work:
p. 261 - f. Christian meditation: http://www.youtube.com/watch?v=67gWpBAgK0U
p. 270 - (Goals)
p.279 - byzacath.org
 Living in Solidarity Part 4 emphasizes human dignity and the common good, which are both
important and relevant areas of study. (p.253)
 The understanding of evangelization which entails words, actions and deeds of service makes
the concept more attainable for young people. (p.254)
 The role of inner conversion in order to work towards the common good while celebrating
human dignity is also central (p.255)
 Typo on p. 258 – ACTION #1 should read “called to faithfully participate in public life: to work”
 The Teacher Notes for the Appendices activities are quite helpful (p.263&275)
 Living in Solidarity Part 5 focuses on inter-religious and ecumenical dialogue (p.265) which is an
important and relevant concept that is not adequately covered in the current NORE program
 Students learn about effective dialogue, e.g. create a list of 3 to 5 rules/guidelines to have a
good conversation (p.269)
 Good definitions of: Ecumenism, Interreligious or Interfaith, Unity vs Uniformity (p.270)
 The Diversity of Liturgical Traditions is another section that is not sufficiently covered in the
current NORE program. The depth of study is similar to that of the Ukrainian Catholic version of
Junior High Religion which was developed as a Locally Developed Course by Edmonton Catholic,
e.g. icons, rites. The compare/contrast activity (pp.283-285) is well developed.
p. 167 – Internet Resources:
Link no longer active:
Catholic Answers http://oce.catholic.com/index.php?title=Saints_Index
p. 174 – Wrong link:
Appendix A – Project Exemplar: Mary
http://www.mmponline.org/room/feast_days_of_mary.htm
(Brings up page with Asian characters)
p. 178 – Student Self-Assessment Checklist
Item 3 - ‘I used the library catalogue to find books at school’ may be an outdated criterion for
assessment in many schools.
Item 8 – delete either ‘the’ or ‘my’ in criterion: ‘I completed the my research’.
Teacher Observations Checklist and Notes
Are these criteria needed?
Item 8 – Writes a rough copy
change to: prepares a first draft
Item 9 – Edits and revises rough copy change to edits and revises their work
Curriculum Links Saints focus in Grade 7 (p. 180) – Why Grade 7?
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CL3: understand that the Church venerates Mary the Mother of God and promotes devotion to the
Saints throughout the Liturgical Year
LC2: understand how the church has relied on the intercession of the communion of saints
Suggested Length of Time – 200-240 minutes a great deal of time for Grade 7 project
p. 180 – delete extra bullet under Ontario Catholic Graduate Expectations; do we just delete word
‘Ontario’? These expectations are listed in the new Pearson program in that way.
p. 180 – Are teachers and students already familiar with the concept of ‘the common good’?
Link:
http://www.caritas.org.au/about/catholic-social-teaching-values
Note:
In Alberta, dioceses either confirm in Grade 6-7 or, in dioceses like St. Paul that have restored the order
of the sacraments, in Grade 2-3. Learning about Confirmation at any age is good, but would this lesson
be better taught earlier than Grade 8?
p. 183 – Prior Learning – “Students should have done some prior learning about the Sacraments and the
liturgical year prior to beginning this lesson.” It would be wise to include a hand-out and/or some
YouTube video links, websites, etc. to help teachers with this. Even a ‘pre-quiz’ to see what students
already know about the Sacraments and the Liturgical Year might be useful.
p. 183 – Teacher Readiness – should read contact local priest or ‘parish team member responsible for
Confirmation preparation’ to talk to students about the Confirmation Rite.
p. 183 – Student Readiness – “If students are being confirmed during this school year, it would be
appropriate to do this lesson before their Confirmation.” – Since Catholic youth in Alberta will typically
be baptized in earlier grades, this should probably be omitted.
p. 183 – Internet Resources Pope Francis Graphic Biography from the United States Conference of Catholic Bishops looks like a link
that you should be able to click on. It needs to appear in black rather than blue font and not be
underlined.
p. 184 – Vocabulary – Holy Spirit referred to as ‘it’. Replace this with ‘the Holy Spirit’ and it’s with ‘the
Spirit’s’.
p. 185 – Action – Many teachers will not be familiar with the meaning of ‘anointing with Chrism’ – that
this refers to the Oil of Chrism which is blessed each year at the Cathedral for all of its parishes and used
for _________________. Need to provide something like this:
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Chrism refers to the Oil of Chrism, olive oil scented with a sweet perfume, usually balsam. Normally, the
Oil of Chrism is consecrated by the bishop of the particular church in the presence of the priests of his
diocese at the Chrism Mass, which takes place during Holy Week. It is used in the Sacraments of
Baptism, Confirmation, and Holy Orders. The Oil of Chrism, or Holy Chrism, is one of three oils blessed by
the bishop at the Chrism Mass. The other two are the Oil of the Sick, used in the Sacrament (Anointing)
of the Sick, and the Oil of Catechumens, which is used in Baptism.
pp. 185-186 – Links to videos about Pentecost account:
Film clip from movie Acts of the Apostles
https://www.youtube.com/watch?v=FIJrk9-dtRE
Teaching Kids about Jesus: The Holy Spirit Comes
https://www.youtube.com/watch?v=IqG_lvZhU-A
p. 187 – This project duplicates Saint Project if students are allowed to choose a saint for this
assignment as well. Might be important to encourage them to choose someone more local/known to
them to make the point that there are holy people with us now, not only in history (and perhaps far
away from where they reside).
p. 188 – Continued Learning Opportunities – have concepts of ‘evangelization’ and ‘vocation’ been
previously taught? Reference to Mass being ‘source and summit’ is from Vatican II document
Sacrosanctum Concilium. It would be wise to provide a link to this for teachers.
Similarly, providing some links to sites on Catholic Social Teaching would encourage teachers to employ
these Continued Learning Opportunities with students.
Suggested links:
Sacrosanctum Concilium http://www.vatican.va/archive/hist_councils/ii_vatican_council/documents/vatii_const_19631204_sacrosanctum-concilium_en.html
https://www.youtube.com/watch?v=UyszTMxJm4U
Catholic Social Teaching –
https://www.devp.org/en/cst and
http://www.acbo.on.ca/englishdocs/Principles%20of%20Catholic%20Social%20Teaching%20Jan%20201
3.pdf
Appendix A: The Confirmation Rite (Teacher Resource)
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Again, in Alberta context, this would be more timely in Grade 6 (at least in dioceses that have not
restored the order of the sacraments such as St. Paul Diocese).
Shouldn’t document use same format for scripture reference throughout? Some use period while
others use colon between chapter and verse(s).
p. 195 – Blog post is still current reference, though Facebook is apparently not popular with Jr. High
students today, making this a dated reference. Perhaps it could be amended to include other social
media. Instagram? Snapchat?
p. 195 – depending on response of Alberta Catholic schools to Guidelines on LBGTQ from Alberta
Education, might want to reword bullets 2 and 3 to avoid use of his/her.
p. 196 – last sentence starter assumes that students is ‘a person of faith’…
p. 198 –
‘Students should have some understanding/familiarity with the Apostles’ Creed from Grade 7. Students
should be able to identify some of the Liturgical Seasons and their time of year.’ –
Some links have been provided to help teachers with this, which is very good. Here are a few other
resource suggestions:
This link doesn’t work:
“The Four Marks of the Church” by Father William Saunders
- http://www.catholiceducation.org/articles/religion/re0106.htm
But the same article can be accessed here:
http://www.catholiceducation.org/en/culture/catholic-contributions/the-four-marks-of-the-church.html
Additional suggested links for Apostles’ Creed:
Article http://www.dummies.com/how-to/content/the-twelve-articles-of-catholic-faith.html
Videos https://www.youtube.com/watch?v=FImeL06GDYc
https://www.youtube.com/watch?v=9DSIUfT0Lh4
https://www.youtube.com/watch?v=0YNeTwWU1RE
Suggested resources on the Four Marks:
Video –
https://www.youtube.com/watch?v=lhxxaAJ7_nY
https://www.youtube.com/watch?v=T2P1Pcu6Du4 – Four Marks in a Catholic Rap
p. 200 – Delete apostrophe after ‘students’
p. 201 – Replace disabled link for Fr. William Saunders article with working link (see above).
p. 201 – Could reference to ‘chart paper’ change to or in a Google doc or other collaborative medium?
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p. 203 – Consolidation – might omit Appendix F activity
Appendix D – there is an assumption that students (and teachers!) understand what feasts and
solemnities are. Many practicing Catholics are unaware of the term solemnities unless they are involved
in a liturgical ministry such as music or perhaps proclaiming the word of God.
How to pronounce solemnity: https://www.youtube.com/watch?v=JBDRKek2kUw
Recommended articles:
https://www.ewtn.com/library/Liturgy/zlitur240.htm
https://www.osv.com/MyFaith/ModelsoftheFaith/Article/TabId/684/ArtMID/13728/ArticleID/10087/Un
derstanding-the-Church-Calendar.aspx
http://catholicstraightanswers.com/what-is-the-difference-between-a-solemnity-a-feast-and-amemorial/
http://www.churchyear.net/basic/solemnity.html
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