catholic schoolhouse...hurch document: the didache egin with the didache—the teaching of the...

Catholic Schoolhouse TM

(2015 beta version)

Use the Q3 Latin chant lesson outline to continue with Tantum Ergo Sancramentum. Some CSH chapters have dropped back to just learning the chant and its vocabulary because of time constraints. Vocabulary included in Tantum Ergo link above.

Writing (40 min)

Writing this quarter will focus on developing style through fiction writing. Week 13 introduces the fictional narrative with writing in the first and third person. Weekly instructions here. Use your creativity to add some in-class activities. Students love story rotations, build a story one sentence at a time, etc.

Speech (20 min)

Introduce and discuss this quarter’s famous speech. Present students with a copy of St. Stephen’s Speech (Act 7:2-53) OR Prayer of St. Polycarp at his Martyrdom to begin memorization. Divide students into two groups to recite over the next two class periods.

Background for St. Stephen’s Speech; Audio of Acts Chapter 7 (8:10)

Audio of Prayer of St. Polycarp (first 1:22) Audio of entire text of martyrdom of Polycarp

Entire text of Martyrdom of Polycarp (Prayer is chapter 14)

Student written presentations will take place in weeks 16-18. Presentation Ideas here.

Art: Y2 Q3A Roman Art Music Y2 Q3 Voice & Woodwinds Science: Y2 Astronomy Labs Catholic Scientist: Nicolaus Copernicus

Great Writings (20 min)

Students will study a great writing or document of the church each for three weeks, then a piece of literature for three weeks. Compressing the book study allows the students ample time to study additional literature pieces at home and reduces procrastination at an age when they should be able learning to get through a book quickly to prepare for college.

Literature book selection: Fabiola (historical fiction)

Church Document: The Didache

Begin with The Didache—the Teaching of the Twelve Apostles, the church’s first catechism. It corresponds with the time period at the beginning of the third quarter and will lay a nice foundation for Fabiola. Guide found here

Socratic Seminar (20 min)

“…the blood of the martyrs is the seed of the Church.” Discuss the significance of this observation by Tertullian, in light of the speeches offered by Ss. Ignatius and Polycarp. Use SS forms from Semester 1 to prepare.

Timeline (20 min)

Mastering and adding to the timeline will help students in college and promote family unity. This may also be the only hands learning the timeline will help promotes family unity. This also may be the only "fun" at this level other than art and science. Timeline memory is a value-added activity, as parents really "see" what their child learns.

History Timeline W13: Passion, Death, Resurrection of Christ; Ascension AD 33; Founding of the Catholic Church; Twelve Apostles; St. Stephen Martyred AD 34

History Sentence W13: Jesus, Easter, Ascension, Novena, Pentecost, Church. .

Discuss history cards and any interesting memory work from the Tour Guide. Ideas for presenting and reviewing history with dialectic and rhetoric students.

Add Week 13 and 14 items to Timeline Notebooks. (suggest alternating weeks with games.)

Review game ideas Rhetoric students will particularly enjoy the Time Traveler Game —we play it and the adults love it! (grey indicates that we suggest skipping this task this week)

www.catholicschoolhouse.com

Year 2 Week 13

Catholic Schoolhouse Rhetoric Guide

Latin Chant (15 min. during grammar chorus period)

Science/Fine Arts (60 min)

Humanities A - Communications (60 min)

Humanities B - Discussion Seminar (60 min)

http://www.catholicschoolhouse.com/wp-content/uploads/Y2-Q3-Rhetoric-Fiction-Writing-Lessons.docx

http://catholicism.org/saint-stephens-great-speech.html

https://www.biblegateway.com/audio/mclean/niv/Acts.7

http://www.biblicalaudio.com/audio/music/JohnDisciple02-POLYCARP/Polykarpos02Martyrdom-04.mp3


https://en.wikisource.org/wiki/Ante-Nicene_Christian_Library/The_Martyrdom_of_Polycarp

http://www.catholicschoolhouse.com/wp-content/uploads/Y2-Q3A-Roman-Art.docx

http://www.catholicschoolhouse.com/wp-content/uploads/Y2-Q3-Voice-Woodwinds.odt

http://www.catholicschoolhouse.com/wp-content/uploads/Y2-Q3-Astronomy-Labs.pdf

http://www.newadvent.org/cathen/04352b.htm

http://www.catholicschoolhouse.com/wp-content/uploads/Y2-Q3-The-Didache-Church-Document-Discussion.docx

http://www.catholicschoolhouse.com/blog/2015/12/03/challenge-your-students-with-memory-games/

http://www.catholicschoolhouse.com/wp-content/uploads/Time-Traveler-Game-Instructions.pdf


Writing (40 min)

Writing this quarter will focus on developing style through fiction writing. Week 14 explores the use of color in writing. Weekly instructions here. Use your creativity to add some in-class activities. Students love story rotations, build a story one sentence at a time, etc.

Speech (20 min)

Introduce and discuss this quarter’s famous speech. Divide students into two groups to recite over the next two class periods.







Students will study a great writing or document of the church each for three weeks, then a piece of literature for three weeks. Compressing the book study allows the students ample time to study additional literature pieces at home and reduces procrastination at an age when they should be able learning to get through a book quickly to prepare for college.



Continue study of The Didache—the Teaching of the Twelve Apostles, the church’s first catechism. It corresponds with the time period at the beginning of the third quarter and will lay a nice foundation for Fabiola. Guide found here


Pax Romana – How significant is this period of history, the “peace of Rome,” to the spread of Christianity and the building of Christendom? Would the Faith have spread so quickly, at any other time?

Timeline (20 min)

Mastering and adding to the timeline will help students in college and promote family unity. This may also be the only hands learning the timeline will help promotes family unity. This also may be the only "fun" at this level other than art and science. Timeline memory is a value-added activity, as parents really "see" what their child learns.

History Timeline W14: Journeys of St Paul (AD46-64), Pax Romana (27-180), Catacombs (50-300), Destruction of the Temple at Jerusalem (70), Vesuvius Erupts (79)

History Sentence W14: Peter, Linus, Cletus, Clement, and Evaristus—these were the first five popes of the Church sent to lead us. Peter, Linus, Cletus, Clement, and Evaristus—We call them Bishop of Rome, Holy Father, Papa, and our Pontiff.



Review game ideas Rhetoric students will particularly enjoy the Time Traveler Game


Year 2 Week 14




















Writing (40 min)

Writing this quarter will focus on developing style through fiction writing. In week 15 students will use simile to add emotion to their writing. Weekly instructions here. Use your creativity to add some in-class activities. Students love story rotations, build a story one sentence at a time, etc.

Speech (20 min)

Introduce and discuss this quarter’s famous speech. Divide students into two groups to recite over the next two class periods.







Next week we will begin our three week literature study. Compressing the book study reduces procrastination at an age when they should be able learning to get through a book quickly to prepare for college.



Continue study of The Didache—the Teaching of the Twelve Apostles, the church’s first catechism. It corresponds with the time period at the beginning of the third quarter and will lay a nice foundation for Fabiola. Guide found here

Introduce Fabiola. The book is divided into sections by the author. Assign Part I: Peace. Hand out Student Study Guide for Part I, ask students to write the answers in their notebooks.


Warmup for reading of Fabiola – Humility and forgiveness are two themes you will encounter in Fabiola. How do these virtues mark a Christian as a follower of Christ? What of the absence of these virtues?

Timeline (20 min)

Mastering and adding to the timeline will help students in college and promote family unity.

History Timeline W15: Colosseum (AD80), Didache (100), Maya (250-900, St. Anthony of Egypt (251-356), Constantine -Edict of Milan (313)

History Sentence W15: The Edict of Milan in 313, given by Emperor Constantine, legalized Christianity throughout the romen Empire entirely. Repeat. But questions about Jesus needed to be settled, especially the Arian Heresy. The Council of Nicaea told the truth in the year 325—that Jesus was fully man and fully God alive.





Year 2 Week 15

















http://www.catholicschoolhouse.com/wp-content/uploads/Y2-Q3-Fabiola-Student-Study-Guide-J.-Keller.docx



Use the Q3 Latin chant lesson outline to continue with Salve Regina. Some CSH chapters have dropped back to just learning the chant and its vocabulary because of time constraints. Vocabulary included in Salve Regina link above.

Writing (40 min)

Writing this quarter will focus on developing style through fiction writing. Week 16 continues our study of emotion in writing by learning about personification. Weekly instructions here. Use your creativity to add some in-class activities. Students love story rotations, build a story one sentence at a time, etc.

Speech (20 min)






Art: Q3B available on website soon. Music Y2 Q3 Voice & Woodwinds

Science: Y2 Astronomy Labs Catholic Scientist: Galileo Galilei Catholic Answers article CERC-Catholic Education Resource


We begin our three week literature study this week. Compressing the book study reduces procrastination at an age when they should be learning to get through a book quickly to prepare for college. Collect homework to give feedback if desired.



Discuss Fabiola Part 1. Discussion guide found here. If needed, Answer Key for student study guide is available.

Assign Part II: Conflict. Hand out Student Study Guide Part II, to be completed by students.


St. Jerome’s Vulgate Bible – what is the historical and religious significance of St. Jerome’s translation of the bible into the common

(vulgar) tongue of the people (Latin)?

Timeline (20 min)

History Timeline W16: Council of Nicaea (AD325), St. Augustine of Hippo (387), St. Jerome translates Vulgate (382-405), St. Patrick (387-493), Old Testament Canon (393)

History Sentence W16: At the Council of Hippo in AD 393, the Old Testament was affirmed for you and me. Forty-six books—see History Card number 80.


Add Week 15 and 16 items to Timeline Notebooks. (grey indicates skipped activity)



Year 2 Week 16














http://www.catholic.com/tracts/the-galileo-controversy

http://www.catholiceducation.org/en/controversy/common-misconceptions/the-galileo-affair.html

http://www.catholicschoolhouse.com/wp-content/uploads/Y2-Q3-Fabiola-Tutor-Discussion-Suggestions.docx

http://www.catholicschoolhouse.com/wp-content/uploads/Y2-Q3-Fabiola-Study-Guide-Key.docx

Y2%20Q3%20Fabiola%20Student%20Study%20Guide,%20J.%20Keller




Writing (40 min)


Speech (20 min)









Continue studying Fabiola. Remind students that the amount of work required is very typical of a high school student and is helpgin them to get ready for the rigors of college work. Collect homework to give feedback if desired.



Discuss Fabiola, Part II. Discussion guide found here. If needed, Answer Key for student study guide is available.

Assign Part III: Victory. Hand out Student Study Guide Part III, to be completed by students.


Fall of the Roman Empire – Discuss the cultural/historical/religious events which lead to the fall of the Roman Empire. Which do you feel is the most significant?

Timeline (20 min)

History Timeline W17: New Testament Canon (AD397), Barbarian Invasions (300-500), Church Spreads to new lands, Attila the Hun (434-453), Fall of the Roman Empire (476)

History Sentence W17: At the Council of Carthage in 397, the Church formalized the New Testament canon. List of books can be found on History Card number 81.





Year 2 Week 17


















Y2%20Q3%20Fabiola%20Student%20Study%20Guide,%20J.%20Keller




Writing (40 min)


Speech (20 min)









This is the final week for discussion of Fabiola. Collect homework to give feedback if desired.



Discuss Fabiola, Part III. Discussion guide found here. If needed, Answer Key for student study guide is available.

Assign reading for Q4 Church document selection.


Monasticism. How did monasteries preserve Catholic culture and contribute to the study of science, philosophy, religion, etc.? Do you think the “dark ages” is a good name for this time period? What is a better term? (middle ages)

Timeline (20 min)

History Timeline W18: Byzantine Empire (AD474-1453), code of Justinian (534), St. Brendan (484-578), Hagia Sophia (537), St. Benedict, founder of monasticism (539)

History Sentence W18: The Medieval Period, also called the Middle Ages, from 500 to 1500 AD. It started with the decline of the Roman Civilization and lasted till the Renaissance would be. The triumph of Christendom brought Christ to all the lands, and the knowledge in the universities grew, leading to the Renaissance, the end of the Middle Ages—the time between the ancient and the new. Repeat.





Year 2 Week 18




















Latin Chant

CSH Year 2, Ancient to Middle Ages

3rd Quarter Latin Supplemental Lesson Plans, by Kimberly Wasson

Dialectic/Rhetoric Level

Necessary materials: CDs of Sacred Chant (can be downloaded MP3s of hymns to be memorized/

sung; Vocabulary list for each hymn; copy of papal encyclical Musicae Sacrae, copies of each hymn in

notation.

List of hymns for the year: Ave Maria, Asperges, Attende Domine, Pange Lingua Gloriosi, Tantum Ergo

Sancramentum, Salve Regina, Veni Creator Spiritus, Parce Domine (from 12 Latin Hymns Every Catholic

Should Know)

Hymns for this quarter: Tantum Ergo Sacramentum, Salve Regina (hymns can be presented with

a variety of “tones” to demonstrate notation principles)

Third Quarter Topic Lesson

Week Thirteen

Hymn: Tantum Ergo

Sancramentum

Sacred Music – focus on

last two stanzas of Pange

Lingua as pertains to

Benediction and

Exposition of Blessed

Sacrament

*Vocabulary review, review of notation

*Instruction on use of hymn in Benediction and

Exposition of Blessed Sacrament

*Singing/recitation of hymns/chants

*Home study of hymn vocabulary

Week Fourteen

Hymn: Tantum Ergo

Sancramentum

Sacred Music – What are

reciting tones?

*Vocabulary review of all past lesson

*Where we find Latin in the Mass

*Singing/recitation of previous hymns for

quarter

Week Fifteen

Hymn: Tantum Ergo

Sancramentum

Sacred Music - Review *continued review of vocabulary,

memorization, singing/recitation

*Vocabulary list for upcoming hymn, Salve

Regina

Week Sixteen

Hymn: Salve Regina

Sacred Music –

Introduction to 7

Elements of Music in

Gregorian Chant

*Vocabulary review.

*Introduce the 7 Elements from this lesson

*Singing recitation of hymn/chant

*Home study of hymn vocabulary

Week Seventeen

Hymn: Salve Regina

Sacred Music - The 7

Elements of Music:

timbre; harmony; melody;

rhythm; dynamics; tempo;

form

*Continued review of vocabulary,

memorization, singing/recitation of hymns

*Discussion on the 7 Elements of Music in

Gregorian Chant:

*Home study of hymn vocabulary and review

Week Eighteen

Hymn: Salve Regina

Sacred Music - Review *continued review of vocabulary,

memorization, singing/recitation

*Vocabulary list for upcoming hymn, Veni

Creator Spiritus

http://www.ket.org/artstoolkit/wom/pdf/LP25.pdf

CSH Year 2, Third Quarter Vocabulary List, by Kimberly Wasson

5. Tantum ergo Sacramentum tantum: so great, so much

Veneremur cernui: veneremur: worshipped, adored, revered, venerated

Et antiquum documentum antiquum: ancient

Novo cedat ritui: novo: new

Praestet fides supplementum praestet: present, ready

Sensuum defectui. defectui: absence, weakness

6. Genitori, Genitoque genetori, genitoque: everlasting Father and Son (difficult)

Laus et jubilatio, jubilatio: jubilation

Salus, honor, virtus quoque virtus: virtue, character, courage (masculine)

Sit et benedictio: benedictio: blessing

Procedenti ab utroque utroque: in both directions

Compar sit laudatio. Amen. compar: equal, comparable

English

DOWN in adoration falling,

Lo! the sacred Host we hail,

Lo! oe'r ancient forms departing

Newer rites of grace prevail;

Faith for all defects supplying,

Where the feeble senses fail.

To the everlasting Father,

And the Son Who reigns on high

With the Holy Spirit proceeding

Forth from each eternally,

Tantum Ergo Sacramentum

CSH Year 2, Third Quarter Vocabulary List, by Kimberly Wasson

Salve, Regina, mater misericordiae: Regina: queen

Vita, dulcedo, et spes nostra, salve. dulcedo: sweetness

Ad te clamamus, exsules, filii Hevae. Hevae: Eve

Ad te suspiramus, gementes et flentes suspiramus: we are sighing

In hac lacrimarum valle. Lacrimarum: tears

Eia ergo, Advocata nostra, Advocata: advocate I

llos tuos misericordes oculos oculos: eyes

Ad nos converte. converte: turn

Et Jesum, benedictum fructum ventris tui, Jesum: Jesus

nobis, post hoc exsilium ostende. ostende: show

O clemens! O pia! clemens, pia, dulcis: clement, loving, tender, sweet

O dulcis Virgo Maria! Virgo Maria: Virgin Mary

English

Hail, holy Queen, Mother of Mercy,

Hail, our life, our sweetness and our hope.

To thee do we cry,

Poor banished children of Eve;

To thee do we send forth our sighs,

Mourning and weeping in this vale of tears.

Turn then, most gracious advocate,

Thine eyes of mercy toward us;

And after this our exile,

Show unto us the blessed fruit of thy womb, Jesus.

O clement, O loving,

O sweet Virgin Mary.

Salve Regina

Presentation Guidelines

At the rhetoric level, presentations should focus on developing good rhetoric skills. This means doing more than just sharing information report style. The art of rhetoric is the art of persuasion, and students should be thinking about the purpose of what they present. Using the rhetoric steps learned last quarter, the students should be actively attempting to provoke thought and a response from the listener.

You can help your students to accomplish this by looking at their topic as a question or opinion, rather than a topic. You c an do this by giving a pre-designated position to support or encouraging them to identify their position to you.

Which civilization had a greater impact on history? (offer historically appropriate choices

You are sharing the concept of sainthood and its benefit to the faithful to non-Catholics. Use a specific saint as an example to inspire them to ask this saint for intercession.

Where would be today without the great thinkers or scientist of this time. (insert a specific scientist or philosopher)

Book Review—convince your audience to read the book

Every time in history has a struggle—find a poetry/art/lit selection that portrays the struggle of the people of ________time. Present it as evidence to convince the listener of that struggle.

Use a famous person of the time to convince us of ___________. Speak in character.

Use comedy to get a point across.

Time-travel—you are a giving a group of time-travelers lessons that will help them survive undetected in another time and place. They will need to know customs, societal norms, and also knowledge of the regions current culture and geography to blend in.

Choose a controversial topic of the age. Present your view. OR choose the topic and have half of the class take one view, half the other. Topics can come from heresies, social struggles such as hunger or rights, political changes such as supporting/overthrowing a leader, going to war, etc.

Skill levels:

If this s a beginning speaking experience, you may need to allow them to grow gradually. Concern for public opinion becomes heightened at this age, so nerves will need to be calmed. Begin by establishing that this is a safe place. Anything they present will be praised, then you will indicate what you would like to see them shoot for next time. NEVER evaluate or criticize in front of their peers. If a specific issue needs to be addressed, you will gain your students’ respect if you remember, “Praise in public, criticize in private.” These students will be doing plenty of self-evaluating, they just need you to give them the tools to gain better skills.

To encourage your students to grow, without singling out individual deficiencies, choose a focus goal for the class for each quarter. Base this goal on what you are observing. Students also find comfort in having parameters to shake things up and keep it fun.

Write it down—if students are disorganized, asking them to turn in a written copy will help

Create an outline. This is especially helpful if students are using their script as a crutch. You can limit the number of points they are allowed to write down to encourage finding the main points.

Speak clearly and/or loudly—pretend as if your audience is behind the back wall.

Posture—relaxed, move a little, control the amount of hand gesturing, head up.

Visual aid required this quarter.

Handout or quiz for fellow students to complete.

Active listening assignments using the skills they are learning in Socratic Seminar or other ideas, ie: Identify the 5 canons of rhetoric in the presentation. What was the most convincing point made? Identify the three appeals if used in the presentation.

Give points for using the 5 canons/3 appeals for a mini contest.


Rhetoric Presentation Ideas It is important to encourage an atmosphere of student involvement throughout the morning. Opportunities for stu-dents to present exist in all areas. The more they present, the less you lecture, the better at this age. The guidelines

below will guide you for the formal presentation time, but may also inspire ideas in other areas.

Prayer of Polycarp at his Martyrdom

. . .They did not nail him then, but simply bound him. And he, placing his hands

behind him, and being bound like a distinguished ram [taken] out of a great flock for

sacrifice, and prepared to be an acceptable burnt-offering unto God, looked up to

heaven, and said,

"O Lord God Almighty, the Father of Thy beloved and blessed Son Jesus Christ, by

whom we have received the knowledge of Thee, the God of angels and powers, and

of every creature, and of the whole race of the righteous who live before thee, I give

Thee thanks that Thou hast counted me worthy of this day and this hour, that I

should have a part in the number of Thy martyrs, in the cup of thy Christ, to the

resurrection of eternal life, both of soul and body, through the incorruption

[imparted] by the Holy Ghost.

Among whom may I be accepted this day before Thee as a fat and acceptable

sacrifice, according as Thou, the ever-truthful God, hast fore-ordained, hast revealed

beforehand to me, and now hast fulfilled. Wherefore also I praise Thee for all things,

I bless Thee, I glorify Thee, along with the everlasting and heavenly Jesus Christ, Thy

beloved Son, with whom, to Thee, and the Holy Ghost, be glory both now and to all

coming ages. Amen."

Salutation at the end of the letter: We wish you, brethren, all happiness, while you walk according to the doctrine

of the gospel of Jesus Christ; with whom be glory to God the Father and the Holy Spirit, for the salvation of His holy

elect, after whose example[60] the blessed Polycarp suffered, following in whose steps may we too be found in the

kingdom of Jesus Christ!

These things[61] Caius transcribed from the copy of Irenæus (who was a disciple of Polycarp), having himself been

intimate with Irenæus. And I Socrates transcribed them at Corinth from the copy of Caius. Grace be with you all.

And I again, Pionius, wrote them from the previously written copy, having carefully searched into them, and the

blessed Polycarp having manifested them to me through a revelation, even as I shall show in what follows. I have

collected these things, when they had almost faded away through the lapse of time, that the Lord Jesus Christ may

also gather me along with His elect into His heavenly kingdom, to whom, with the Father and the Holy Spirit, be glory

for ever and ever. Amen.

Thought to be the oldest recorded martyrdom, after St. Stephen, his Prayer is recorded in the

Martydom of St. Polycarp, a letter from the church at Smyrna to the Church at Philomelium

Year 2 Week 13-18

https://en.wikisource.org/wiki/Ante-Nicene_Christian_Library/The_Martyrdom_of_Polycarp#cite_note-60

https://en.wikisource.org/wiki/Ante-Nicene_Christian_Library/The_Martyrdom_of_Polycarp#cite_note-61

Speech of St. Stephen

As St. Stephen faces his martyrdom, he addresses the witnesses in this stirring speech found in Acts

chapter 7:2-53. Acts chapter 7 continues to tell of his stoning and death. Chapter 6 tells of his arrest. This is

a very long speech, so it may desirable for students to choose an excerpt, or memorize different sections.

Year 2 Week 13-18

2 And Stephen said:

“Brethren and fathers, hear me. The God of glory appeared to our father Abraham, when he was in Mesopota′mia, before he lived in Haran, 3 and said to him, ‘Depart from your land and from your kindred and go into the land which I will show you.’ 4 Then he departed from the land of the Chalde′ans, and lived in Haran. And after his father died, God removed him from there into this land in which you are now living; 5 yet he gave him no inheritance in it, not even a foot’s length, but promised to give it to him in possession and to his posterity after him, though he had no child. 6 And God spoke to this effect, that his posterity would be aliens in a land belonging to others, who would enslave them and ill-treat them four hundred years. 7 ‘But I will judge the nation which they serve,’ said God, ‘and after that they shall come out and worship me in this place.’ 8 And he gave him the covenant of circumcision. And so Abraham became the father of Isaac, and circumcised him on the eighth day; and Isaac became the father of Jacob, and Jacob of the twelve patriarchs.

9 “And the patriarchs, jealous of Joseph, sold him into Egypt; but God was with him, 10 and rescued him out of all his afflictions, and gave him favor and wisdom before Pharaoh, king of Egypt, who made him governor over Egypt and over all his household. 11 Now there came a famine throughout all Egypt and Canaan, and great affliction, and our fathers could find no food. 12 But when Jacob heard that there was grain in Egypt, he sent forth our fathers the first time. 13 And at the second visit Joseph made himself known to his brothers, and Joseph’s family became known to Pharaoh. 14 And Joseph sent and called to him Jacob his father and all his kindred, seventy-five souls; 15 and Jacob went down into Egypt. And he died, himself and our fathers, 16 and they were carried back to Shechem and laid in the tomb that Abraham had bought for a sum of silver from the sons of Hamor in Shechem.

17 “But as the time of the promise drew near, which God had granted to Abraham, the people grew and multiplied in Egypt 18 till there arose over Egypt another king who had not known Joseph. 19 He dealt craftily with our race and forced our fathers to expose their infants, that they might not be kept alive. 20 At this time Moses was born, and was beautiful before God. And he was brought up for three months in his father’s house; 21 and when he was exposed, Pharaoh’s daughter adopted him and brought him up as her own son. 22 And Moses was instructed in all the wisdom of the Egyptians, and he was mighty in his words and deeds.

23 “When he was forty years old, it came into his heart to visit his brethren, the sons of Israel. 24 And seeing one of them being wronged, he defended the oppressed man and avenged him by striking the Egyptian. 25 He supposed that his brethren understood that God was giving them deliverance by his hand, but they did not understand. 26 And on the following day he appeared to them as they were quarreling and would have reconciled them, saying, ‘Men, you are brethren, why do you wrong each other?’ 27 But the man who was wronging his neighbor thrust him aside, saying, ‘Who made you a ruler and a judge over us? 28 Do you want to kill me as you killed the Egyptian yesterday?’ 29 At this retort Moses fled, and became an exile in the land of Mid′ian, where he became the father of two sons.

30 “Now when forty years had passed, an angel appeared to him in the wilderness of Mount Sinai, in a flame of fire in a bush. 31 When Moses saw it he wondered at the sight; and as he drew near to look, the voice of

Speech of St. Stephen, cont.

the Lord came, 32 ‘I am the God of your fathers, the God of Abraham and of Isaac and of Jacob.’ And Moses trembled and did not dare to look. 33 And the Lord said to him, ‘Take off the shoes from your feet, for the place where you are standing is holy ground. 34 I have surely seen the ill-treatment of my people that are in Egypt and heard their groaning, and I have come down to deliver them. And now come, I will send you to Egypt.’

35 “This Moses whom they refused, saying, ‘Who made you a ruler and a judge?’ God sent as both ruler and deliverer by the hand of the angel that appeared to him in the bush. 36 He led them out, having performed wonders and signs in Egypt and at the Red Sea, and in the wilderness for forty years. 37 This is the Moses who said to the Israelites, ‘God will raise up for you a prophet from your brethren as he raised me up.’ 38 This is he who was in the congregation in the wilderness with the angel who spoke to him at Mount Sinai, and with our fathers; and he received living oracles to give to us. 39 Our fathers refused to obey him, but thrust him aside, and in their hearts they turned to Egypt, 40 saying to Aaron, ‘Make for us gods to go before us; as for this Moses who led us out from the land of Egypt, we do not know what has become of him.’ 41 And they made a calf in those days, and offered a sacrifice to the idol and rejoiced in the works of their hands. 42 But God turned and gave them over to worship the host of heaven, as it is written in the book of the prophets:

‘Did you offer to me slain beasts and sacrifices, forty years in the wilderness, O house of Israel? 43 And you took up the tent of Moloch, and the star of the god Rephan, the figures which you made to worship; and I will remove you beyond Babylon.’

44 “Our fathers had the tent of witness in the wilderness, even as he who spoke to Moses directed him to make it, according to the pattern that he had seen. 45 Our fathers in turn brought it in with Joshua when they dispossessed the nations which God thrust out before our fathers. So it was until the days of David, 46 who found favor in the sight of God and asked leave to find a habitation for the God of Jacob. 47 But it was Solomon who built a house for him. 48 Yet the Most High does not dwell in houses made with hands; as the prophet says,

49 ‘Heaven is my throne, and earth my footstool. What house will you build for me, says the Lord, or what is the place of my rest? 50 Did not my hand make all these things?’

51 “You stiff-necked people, uncircumcised in heart and ears, you always resist the Holy Spirit. As your fathers did, so do you. 52 Which of the prophets did not your fathers persecute? And they killed those who announced beforehand the coming of the Righteous One, whom you have now betrayed and murdered, 53 you who received the law as delivered by angels and did not keep it.”

—Acts: 7:2-53, Holy Bible, Revised Standard Version Catholic Edition (retrieved from

Year 2 Week 13-18

History

History Cards

Using the CSH History Cards is the easiest way to give students an overview of the history topics.

You can experiment with the ideas below to see what works with your class, or rotate to keep things interesting. Because of the limited time available, I have not included project ideas.

Show the picture. Ask students to guess the event. Then paraphrase the back of the card for the students. (reading word-for-word every card will get tedious and bore them)

Pass out the cards to the class. Have each student in turn share and read that card. This provides valuable read aloud practice.

Break students into groups. Divide cards among the groups. Students read cards and choose the two main points. After 5 minutes a representative of each group shares the main points. This provides valuable paraphrasing and finding the most important detail practice.

Students are given cards, either individually or in groups. Find two bullet points from each card and write on the board. Limit bullet point length to practice valuable skill of being concise. Leave on board while working on timeline.

History Timeline

Two options for the history time line exist.

Group: You can create a large classroom timeline that you add to ass a group. This may require the ability to leave work on the walls. The group interaction involved is nice.

Individual: Having each student make their own timeline notebook creates a keepsake and portfolio object of great value to families. Because of this, this is my preferred option.

Thumbnails of the history cards have been provided which can speed the process.

Use the bullet points created while discussing the card to add information as time allows.

Ask students to research and choose ONE additional event that they would add if they were creating the timeline. Then the class adds these events to their timelines. Choosing requires that they process the time period, rather than simply pull something off of the internet.

Concerns

At this age, discussion may wander beyond the basics that are on the back of each card. This is a good thing. If a students brings up a fact or addition that makes you feel uneasy, simply tell them that that is the first time you have heard that interesting idea—then promise to do research to expand next week, or better yet, assign the class to look into it and be prepared to share what they have found with the class next week.

Time will be your biggest struggle. Work with your class until you find the best way to streamline. You may decide to alternated geography with timeline, covering two weeks of material in a session to allow you to dig in with less choppiness.

Ideas for Experienced Chapters If your students have been in CSH and are already familiar with the provided timeline, you may wish to expand beyond the provided timeline at the dialectic or rhetoric level.

Students research and choose ONE additional event that they would add if they were creating the timeline for that period. Provide two bullet points the give the most important facts of the new event.

Student shares with the class the event and why it was chosen in exactly 144 words. Writing in exact word counts is valuable practice choosing words carefully.

Set up a fishbowl with students rotating in to determine which are the 2-3-4 most important events of the period. The History Card events and any new ideas are up for discussion.

Specify a category for students to added to the current timeline such as most important: scientist, writer, poet, work of literature, natural disaster, saint, architectural work, political leader, weaponry . . .

Memorization of the history timeline should be assured at this level. It is important information

for the students and the glue that gives unity to our Catholic Schoolhouse families. Below are

some ideas for presenting history topics to dialectic and rhetoric students.

Year 2 Week 13-18

catholic schoolhouse...hurch document: the didache egin with the didache—the teaching of the...

Documents