USC9.4

Complete Faith Permeation unit for this outcome:
Relationships


Indicator:

USC9.4 a. Evaluate and respond to a variety of sources of, and information about, romantic relationships.

First Nations, Métis & Inuit Education Integration Resources:
Catholic Faith Permeation Resources:

  • Write a commentary on the following readings (as it relates to romantic relationships) What do you think God wants to tell us in each passage?:
"For you were called to freedom, brothers and sisters; only do not use your freedom as an opportunity for self-indulgence, but through love become slaves to one another. For the whole law is summed up in a single commandment, 'You shall love your neighbor as yourself'...By contrast, the fruit of the Spirit is love, joy, peace, patience, kindness, generosity, faithfulness, gentleness, and self-control.  There is no law against such things. And those who belong to Christ Jesus have crucified the flesh with its passions and desires. If we live by the Spirit, let us also be guided by the Spirit," (Galatians 5:13-25)

"Rejoice in the Lord always; again I will say, Rejoice. Let your gentleness be known to everyone. The Lord is near. Do not worry about anything, but in everything by prayer and supplication with thanksgiving let your requests be made known to God. And the peace of God, which surpasses all understanding, will guard your hearts and your minds in Christ Jesus. Finally, beloved, whatever is true, whatever is honorable, whatever is just. whatever is pure, whatever is pleasing, whatever is commendable, if there is any excellence and if there is anything worthy of praise, think about these things. Keep on doing the things that you have learned and received and heard and seen in me, and in God of peace will be with you." (Philippians 4:4-9)

For this is the will of God, your sanctification; that you abstain from fornication' that each one of you know how to control your own body in holiness and honor, not your lustful passion, like the Gentiles who do not know God; that no one wrong or exploit a brother or sister in this matter, because the Lord is an avenger in all these things, just as we have already told you beforehand and solemnly warned you. For God did not call us to impurity but in holiness."
(1 Thessalonians 4:3-7)


Indicator:

USC9.4 b. Compare why and how people became involved in romantic relationships in the past and become involved in the present.

First Nations, Métis & Inuit Education Integration Resources:
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Indicator:

USC9.4 c. Categorize similarities and differences that exist among cultural norms and expectations regarding romantic relationships.

First Nations, Métis & Inuit Education Integration Resources:

Catholic Faith Permeation Resources:

  • Compare and contrast romantic relationships within the Roman Catholic tradition in North America, Hinduism in India, and Islam in Jordan

Indicator:

USC9.4 d. Interpret how community and cultural norms might influence the personal standards (introduced in Grade 6) and the limits one sets for dating relationships.

First Nations, Métis & Inuit Education Integration Resources:

Catholic Faith Permeation Resources:

  • The human person participates in the light and power of the divine Spirit...By free will, he is capable of directing himself toward his true good. He finds perfection 'in seeking and loving what is true and good.'" (CCC#1704)
With the above in mind, design your own list of desirable traits for the ideal date. How many traits on your list are physical traits? intellectual traits? personality traits? spiritual traits? (adapted from Michael Pennock What We Really Want to Know) (These will be used in the culminating task)



Indicator:

USC9.4 e. Determine how community and cultural norms might influence the strategies of personal commitment (introduced in Grade 7) required to set limits in healthy dating relationships.

First Nations, Métis & Inuit Education Integration Resources:
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Indicator:

USC9.4 f. Assess individual, family, and community expectations for dating.

First Nations, Métis & Inuit Education Integration Resources:
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Indicator:

USC9.4 g. Assess why some young people choose not to become involved in romantic relationships.

First Nations, Métis & Inuit Education Integration Resources:
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Indicator:

USC9.4 h. Examine how family, cultural, and community expectations influence decisions of setting limits and agreeing to them early in romantic relationships.

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Indicator:

USC9.4 i. Analyze "relationship violence" in the context of family and community norms.

First Nations, Métis & Inuit Education Integration Resources:
Catholic Faith Permeation Resources:

  • "In creating men 'male and female,' God gives man and woman an equal personal dignity." "Man is a person, man and woman equally so, since both were created in the image and likeness of the personal God." (CCC#2334)
Use the above quotes as a discussion platform to recognize the signs of an abusive relationship. Design a pamphlet that informs teens how to recognize the signs of an abusive situation. (adapted from Glencoe Health)

Indicator:

USC9.4 j. Analyze how the following might assist in planning to promote health:

  • appraise the assertiveness skills needed to set limits early in dating relationships (see Grade 7)
  • examine how community norms might influence the support strategies (see Grade 8) available for healthy dating relationships
  • analyze the support strategies needed by someone who has experienced relationship violence
  • identify and practise the leadership skills needed to promote healthy dating relationships.

 

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