Academics
Curriculum
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- Business
- English
- Fine Arts
- Foreign Language
- Mathematics
- Physical Education
- Science
- Social Studies
- Theology
Business Computer Applications
Digital Graphics and Animation LVS
Business Computer Applications
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Digital Graphics and Animation LVS
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English/Language Arts
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Theatre I, Theatre II, Advanced Theatre
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Theatre I, Theatre II, Advanced Theatre
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Mathematics
Department Overview
The Teurlings Catholic Math Department seeks to fulfill two main goals: preparing students for college mathematics courses and helping students score well on the ACT exam. The Mathematics section of the ACT contains sixty multiple-choice questions:
* Twenty-four questions dealing with pre-algebra and elementary algebra
* Eighteen questions dealing with intermediate algebra and coordinate geometry
* Fourteen questions dealing with geometry
· Four questions dealing with trigonometry
As a result, students at Teurlings are encouraged to take four years of mathematics courses and are required to complete Algebra I, Algebra II, and Geometry. Upper-level courses in Advanced Mathematics and Calculus are offered along with Math II, a course designed for college-bound students who have completed math graduation requirements but who need remediation work in Algebra and Geometry.
In this area students concentrate on making mathematical connections and using principles of mathematics to communicate, reason, and solve problems. Students complete projects requiring them to apply number systems, operations, and forms in real-world contexts.
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Introduction to Sports Medicine
Health and Physical Education Curriculum
Department Goals
Physical education courses are designed to increase the student’s awareness of the importance of physical activity in creating a healthy lifestyle. Students are encouraged through physical activity to increase their fitness level. Emphasis is placed not only on participation in team sports and exercise, but in increasing awareness and participation in lifetime sports and skills that will be available to them as adults. Students are required to complete a one-semester course in PE during their freshman year, as well as a one-semester course in Health, and a full-year PE course in the sophomore year. In addition to the two required courses, electives are offered in the 11th and 12th grade allowing students to schedule PE III-IV or Athletic PE.
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Introduction to Sports Medicine
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Human Anatomy and Physiology Honors
Content Standards, as well as standards for the American College Test administered to all students entering Louisiana colleges and universities. In addition standards developed by the education departments in the states of California, Florida, and Texas are incorporated into the TCH curriculum.
PHILOSOPHY OF SCIENCE EDUCATION
Science education in Louisiana must prepare students to become informed citizens who have acquired the necessary scientific and technological knowledge and skills to function responsibly in the global community of the 21st century. It is essential that everyone involved in science education provide an opportunity for all students to become scientifically literate and reflective of the inherent nature of scientific knowledge, methods, and processes. Scientific knowledge should be constructed through a hands-on/minds-on approach with overarching concepts that connect the sciences and other disciplines. Methodology and teaching strategies should be inquiry-based and include hands-on/minds-on activities. Assessment should reflect this inquiry-based curriculum and instruction and be used to improve teaching and learning. It is the responsibility of the entire community to be involved in science education reform efforts. This widespread involvement should encourage students of this state to become life-long learners.
NATURE OF SCIENCE
Science is a way of thinking and a system of knowledge that uses reason, observation, experimentation, and imagination. The goal of science is to describe, explain, and predict natural phenomena and processes. Science shares some characteristics with other forms of scholarly inquiry, but it is unique in several important ways. Science attempts to meet the criteria of testability, objectivity, and consistency. Scientific information is continuously open to review and modification; science is not a static body of knowledge. One of the functions of science education is to teach students to understand scientific information and the processes by which it was derived. Science is a complex social activity. Scientific knowledge is generated not only by individuals but also by scientists who work cooperatively in laboratories and in the field. For scientific ideas to become widely accepted, peers must review, analyze, and critique results through journal articles, replication of experiments, and presentations at professional meetings. This process has implications for the way science is taught. It suggests the importance of working in cooperative groups, recording and presenting laboratory and field results, debating issues, and posing new questions based on current findings. Scientists generally work with theories, which are explanations or predictions drawn from analyses of past scientific results. Investigations of the validity of a theory may take many different forms, including observing, collecting specimens and data for analysis, and conducting experiments. Few scientists actually follow the orderly steps of what is known as the "scientific method." Instead, they may omit, move, or augment one or more of these steps. Scientists' explanations about what happens in the world come partly from what they observe and partly from what they infer; sometimes scientists have different explanations for the same set of observations. Scientists also use their imaginations to consider possible causes or outcomes: A number of scientific discoveries have been based on a scientist’s idea, which was then tested for validity. It is always important for scientists to consider their own biases or preconceptions and to seek to eliminate these from their work.
UNIFYING CONCEPTS AND PROCESSES
Science, mathematics, and technology are crosscut by big ideas that transcend disciplinary boundaries. They are useful in teaching as a means of organizing science content in ways that are meaningful for students and that promote interdisciplinary instruction. Current approaches to science teaching emphasize the need to convey "big ideas" rather than isolated facts that may not fit into any meaningful pattern for the student. When instruction is organized around large concepts, it is easier for students to find meaning in specific facts and to relate them to the larger concepts presented. Unifying concepts and processes provide students with powerful ideas to help them understand the natural world. These include, but are not limited to, the following:
· systems, order, and organization;
· evidence, models, and explanation;
· change, constancy, and measurement; and
· form and function.
INSTRUCTIONAL ISSUES
The purpose of science education is not for students to memorize the "right" answer, but for them to move along a learning continuum toward a deeper understanding of science concepts and processes. Current research indicates that it is best for understanding to be constructed actively by the learner. This learning style offers a new role for the science teacher as a facilitator of learning versus an imparter of knowledge. Instruction should minimize rote learning and focus on in-depth understanding of major concepts and topics, with students actively exploring those ideas through activities they can relate to their own lives. Students often work cooperatively in small groups to exchange and critique their own ideas, with the teacher facilitating discussion rather than providing answers. Science is presented as a human enterprise and a continuing process for extending understanding, instead of the ultimate, unalterable truth. Learning activities are often interdisciplinary, stressing the connections between the sciences and other subjects. Science teachers must have a solid understanding of the basic concepts
and processes of science in order to construct meaningful science activities that address all students' diverse experiences and learning styles. During the last decade, a major change has occurred in science educators’ views about how science learning takes place. The science education research community now views effective science teaching as helping the learner build upon prior knowledge to construct a scientific understanding of the phenomena being studied -- making learning a lifelong construction project. Research studies have shown that students begin school not as "blank slates," but with a substantial set of ideas about how the world functions. These ideas usually have developed without any exposure to formal science instruction, but rather through observation, guesswork, and bits of information filtered down from adults and other children. Students often form misconceptions about such basic processes as why the seasons change, how gravity works, and what electricity is. The most important finding from these research studies is not that students have preconceptions about science, but that their misconceptions are deeply rooted and tenacious.
To address this instructional dilemma, teachers need to elicit students' ideas and then allow the students to test their ideas against scientific knowledge and thereby construct their own
understanding. It is important to underscore that the learners must do the constructing, not the teacher. The teacher should choose excellent teaching activities and materials, but it is the learner who must actively connect the new knowledge to what he or she already knows.
Activities or processes that facilitate this construction of knowledge are listed below in three broad categories:
Using Knowledge
describing
explaining
predicting
designing
analyzing
Constructing New Knowledge
asking questions
solving problems
interpreting text
reconstructing knowledge
Reflecting on Knowledge
justifying
criticizing
describing limits
making connections
taking perspectives
describing interactions
These activities will offer students the opportunity to dispel their misconceptions as they continually construct new scientific knowledge.
TECHNOLOGY
Just as science is both a process and content, so is technology. As a process, technology is the using of scientific knowledge and other resources to develop new products and processes. While the emphasis in science is on gaining knowledge of the natural world, the emphasis in technology is on finding practical ways to apply that knowledge to solve problems. "Science helps drive technology, as it provides knowledge for better understanding, instruments, and techniques. Technology is essential to science because it enables observations of phenomena that are far beyond the capabilities of scientists due to factors such as distance, location, size, and speed and provides tools for investigations, inquiry, and analysis" (NSE Standards, pp. v-95). The emphasis of technology in the classroom should be on knowledge construction to solve problems. The posing and solving of problems that are increasingly complex will enable students to develop skills that are vital to living in a technical world.
Students should develop an awareness and appreciation for the continuing progress in technology as it affects the quality of individual lives as well as society, in order to become better
informed citizens and consumers and become computer literate and proficient, as it applies to the computer’s capability to acquire data (with sensors), interpret data (by graphing), and as a research tool (library and Internet).
MATERIALS AND EQUIPMENT
Instructional materials and equipment can increase students’ interest and improve achievement; they deserve a prominent place in science programs. Students should have access to materials and equipment and be offered opportunities to learn to use them effectively. It is essential that classroom teachers have the necessary non-consumable and consumable materials and equipment provided and that they be maintained and/or replenished.
CLASSROOM ASSESSMENT
Assessment serves many important purposes in the science classroom: diagnostic (to plan instruction to fit the student's prior knowledge), formative (to improve performance and adapt instruction), and summative (to report on final performance). The purpose of the assessment determines the assessment technique.
1. Assessment should parallel instruction. As science education develops toward a hands-on, inquiry-based approach to learning, assessments will need to become more activity-based.
2. Assessment should be fair and equitable. Throughout the learning process, expectations should be clearly articulated to students. Assessment activities that measure skills beyond recall of facts should be challenging and thoughtful; however, all students should be given learning opportunities that enable them to apply concepts and skills successfully. In order to determine what students know and are able to do as a result of science instruction, teachers must develop assessments that are free of gender, racial, and language barriers.
3. Assessment should include data from multiple sources. Varied assessment strategies provide opportunities for teachers to observe students as they conduct a variety of tasks in different settings. Student-generated products from group work, entries from individual science journals, student-designed investigations and exhibitions, and student-constructed written responses are rich sources of data that enable teachers to determine students’ understanding of science concepts and processes.
Assessment should encourage the development of higher order thinking skills; therefore, assessment must be designed to require students not just to recall random facts, but to demonstrate scientific problem-solving and conceptual knowledge. New designs for assessment must encourage forms of active assessment that are imbedded in instruction.
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Human Anatomy and Physiology Honors
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United States in the 21st Century
Social Studies Department Goals:
In Social Studies, the goal is for all students to develop a deep, rich network of understandings related to the world around them. The objectives and competencies included in this curriculum deal with history, geography, economics, and civics from a diverse, global perspective. Students engage in projects that require them to apply Social Studies skills in real-world contexts.
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United States in the 21st Century
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Theology Curriculum I-IV
Students at Teurlings Catholic, regardless of religious affiliation, are required to complete four courses in Theology. The TCH theology program focuses heavily on service learning, as evidenced in the course goals listed below.
Guide Organization
The Teurlings Catholic Theology Curriculum Guide is organized by unit and then by strand within each unit. Following each individual objective is a grade level or specific course where the objective is emphasized. Teachers are free to emphasize any objective from the curriculum at any grade level, in addition to those specified for their grade level, and teachers are allowed to add pertinent material to the course as they deem necessary.
Theology I (Old Testament) stresses an invitation to relationship with God as revealed in Salvation History. The course includes how to read the Bible and then proceeds on a thematic exploration of the Old Testament. Themes of particular importance include creation, liberation, covenant, justice, and the call to faith experienced by major characters in the Old Testament. The social justice issue addressed in this course is capital punishment.
See curriculum guide below for more information...
In Theology II (Christology) students focus on the person and natures (divine and human) of Jesus Christ as the Church's understanding of him has developed throughout history until the present time. The social justice issue addressed at this level is prejudice with emphasis on poverty, racism, and gender bias.
See curriculum guide below for more information...
In Theology III (Ecclesiology) students build on their exposure to the Catholic understanding of Scripture and the person and nature of Jesus Christ. It attempts to enable students to examine the nature of Christianity as it is specifically interpreted and practiced by the Roman Catholic Church. Students are challenged to experience the Church as institution, as sacrament, and as a vehicle of salvation. Of particular importance in this course is the study of sacraments. Students are also exposed to ecological issues as a means of addressing our responsibility as Christians for care of the environment.
See curriculum guide below for more information...
Theology IV (Ministry) focuses on student awareness of the needs of the whole church, the people of God and on fostering lifelong service to the Church. The course will also give the tools necessary to minister to each other, family, friends, school, and community. By being an active part of the Body of Christ and using their gifts and talents, students learn they can make a difference in the world. In addition to their study of ministry, students will have certain areas of ministry assigned to them according to their section of theology.
See curriculum guide below for more information...
There are eight basic units in the Teurlings Theology Curriculum, listed below with the strands found in each unit:
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Creed/Synthesis
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The Trinity/Incarnation
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The Church
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Prayer, Spirituality, and Liturgy
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Prayer
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Spirituality
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Liturgy
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Sacraments of Initiation
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Sacraments at the Service of Communion
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Sacraments of Healing
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Morality in General
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Loving God
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Loving Self and Neighbor
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Sacred Scripture in General
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Old Testament
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New Testament
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Historical Foundations of the Church Today
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The Contemporary Church
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Discerning God’s Call
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Responding to God’s Call
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Theology I
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Capital Punishment
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Angel Network
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Seder Meal
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Development of school prayer garden
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Theology II
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Prejudice
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Black History Month
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Soup Kitchen
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SADD
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Diocesan Office of Immigration and Migration
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Theology III
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Ecology
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Campus liturgical preparation
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Advent Prayer
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All Saints Mass
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Jr. Commissioning Ceremony
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Theology IV
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Ministry
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Retreat Team
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all school retreats
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retreat follow-ups
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outside retreats
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feeder school visits
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Rebel Revivals
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Prayer and Worship
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prayer on campus
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prayer line
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music ministry
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Eucharistic ministers
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Morning prayer
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Community Outreach
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nursing home visits
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Adopt-a-Family
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Blood drives
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Food drives
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Work with public agencies
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Mission work
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Pro-Life
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promote life at TCH
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Walk for Life
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Pro-Life Week and Pro-Life Month
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Diocesan Office of Pro-Life
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Good News
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Spreading good news to the public and TCH family
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Scrapbook and senior slide show
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School newsletter
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Scripture notes
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Campus Outreach
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campus kindness
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special programs for TCH
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appreciation of TCH family
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FCA
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GPA
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Drug-Free Week
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Unit Goals
Students will develop an understanding of God; the almighty Father, the Creator; his son Jesus Christ, our Lord and Savior; and the Holy Spirit, the Sanctifier as revealed through Scripture and the Tradition of the Roman Catholic Church.
Objectives
I-A-1 The learner will be able to recognize that faith is a supernatural gift of God and explain that in order to believe, human beings need the help of the Holy Spirit. (Theology III)
I-A-2 The learner will be able to explain that faith is a relationship of the human being to God. (Theology III, IV)
I-A-3 The learner will be able to explain how faith springs from human experiences of God's manifestation. (Theology III, IV)
I-A-4 The learner will be able to explain how moral life begins with faith in God. (Theology I, II)
I-A-5 The learner will be able to recite and analyze the Nicene Creed. (Theology III)
I-A-6 The learner will be able to define sin and explain how it entered the human condition. (Theology III, IV)
I-A-7 The learner will be able to list and explain the seven sacraments. (Theology III)
I-A-8 The learner will be able to identify and explain what Catholics mean by “the sanctity of all creation”. (Theology III, IV)
I-B-1 The learner will be able to discuss the basic doctrines of the “Trinity” and “Incarnation.” (Theology III)
I-B-2 The learner will be able to name and discuss the Old and New Testament images of God. (Theology I)
I-B-3 The learner will be able to discus the life of Jesus and His paschal mystery as the foundation of the Christian faith. (Theology II, IV)
I-B-4 The learner will be able to discus the role of the Holy Spirit in the formation of scripture, in the development of church tradition, and in the personal life of people of faith. (Theology II, III, IV)
I-B-5 The learner will be able to identify and discuss "gifts" and "fruits" of the Holy Spirit. (Theology III)
I-C-1 The learner will be able to identify and discuss the major precepts or beliefs of the Catholic Church. (Theology III)
I-C-2 The learner will be able to describe the responsibility of Catholics to participate in and support a parish faith community. (Theology III)
I-C-3 The learner will be able to identify the mission of the Catholic community and describe how Catholics believe the mission of the Church brings forth the kingdom of God. (Theology III)
I-C-4 The learner will be able to identify Baptism as the foundation of ecumenism that incorporates all Christians and explain the need for this common ground between Catholics and other Christians. (Theology III)
I-C-5 The learner will be able to explain the hierarchy of the Church, emphasizing the role of the papacy. (Theology III)
I-C-6 The learner will be able to explain the teaching of the Roman Catholic Church concerning the relationship of Christianity to other world religions, especially the unique relationship with the monotheistic religions of Judaism and Islam. (Theology III)
I-C-7 The learner will be able to identify and explain the various vocations within the Church. (Theology III, IV)
I-C-8 The learner will be able to summarize the major seasons of the Liturgical Year. (Theology III)
I-C-9 The learner will be able to explain the Catholic tradition of reverence for Mary and the Saints and their place in Catholic spirituality. (Theology II, III)
Prayer, Spirituality, and Liturgy
Unit Goals
Students develop an understanding of prayer as gift, covenant, and communion with God; formed through study and practical experience of prayer, sacraments, spirituality, and liturgy in the Roman Catholic Tradition.
Unit Objectives
II-A-1 The learner will be able to explain that prayer unfolds throughout the whole history of salvation as a reciprocal call between God and human beings. (Theology III)
II-A-2 The learner will be able to identify and demonstrate the various models of prayer that have emerged throughout salvation history. (Theology III)
II-A-3 The learner will be able to identify and explain how the men and women of Sacred Scripture were people of prayer. (Theology I, II)
II-A-4 The learner will be able to recite and analyze the Lord's Prayer as the fundamental prayer of the Catholic Church. (Theology II)
II-A-5 The learner will be able to explain the various ways that Jesus responds to prayers offered in faith. (Theology II)
II-A-6 The learner will be able to explain how Catholics view prayer as a response to God's presence. (Theology III, IV)
II-A-7 The learner will be able to explain how prayer is a lifelong, dynamic process. (Theology III)
II-A-8 The learner will be able to identify and discuss the role of prayer, both public and private, for the unity of Christians as the soul of ecumenism. (Theology III)
II-A-9 The learner will be able to recite and cite appropriate occasions for the use of basic Catholic prayers. (Theology I, II, III, IV)
II-B-1 The learner will be able to explain how Jesus is a model of a person of prayer by citing specific instances from scripture. (Theology IV)
II-B-2 The learner will be able to identify resources and models of prayer in salvation history. (Theology II, III)
II-B-3 The learner will be able to explain how fidelity to prayer is an essential means of remaining faithful to the baptismal promise of Catholics to resist temptation and live a virtuous life. (Theology III)
II-B-4 The learner will be able to recognize prayer as the inner nature, the value, and the ordering of the all of creation to the praise of God. (Theology III, IV)
II-B-5 The learner will be able to discuss how there are "many ways to God" relating to the various spiritualities in the Church including monastic, apostolic, etc. (Theology III)
II-B-6 The learner will be able to explain the dimensions of living a Christian life through “word, worship, community, and service.” (Theology III, IV)
II-C-1 The learner will be able to identify basic elements of the Mass and the Liturgy of the Hours. (Theology I, II, III, IV)
II-C-2 The learner will be able to explain how the liturgy requires the conscious and active participation of everyone and that liturgy must be related to evangelization, faith, and conversion. (Theology III, IV)
II-C-3 The learner will be able to explain how the liturgy unites us to God and each other as well as affects us individually and communally. (Theology III, IV)
II-C-4 The learner will be able to explain, plan, and implement a Mass. (Theology I, II, III, IV)
II-C-5 The learner will be able to explain, plan, and implement the Liturgy of the Hours. (Theology III)
II-C-6 The learner will be able to list and describe the elements of the liturgical year and its seasons. (Theology I, II, III, IV)
Unit Goals
Students develop an understanding of the history, composition, and meaning of Sacraments as celebrated in the liturgical life of the Roman Catholic Tradition
Unit Objectives
III-A-1 The learner will be able to identify and explain the seven sacraments, the chief ritual and symbols of each, and the historical background of each sacrament. (Theology III)
III-A-2 The learner will be able to identify and explain ways in which Catholics believe a person's prayerful disposition at sacramental encounters affects the degree to which the sacrament will be assimilated into one's life. (Theology III)
III-A-3 The learner will be able to categorize the Sacraments as rites of initiation, healing, and service of Communion. (Theology III)
III-A-4 The learner will be able to explain how the sacraments help Catholics to live a life of virtue. (Theology III, IV)
III-A- 5 The learner will be able to explain how a Catholic’s view of social action is dependent on the sacraments and develop ways in which a person's encounter with Christ in the sacraments, especially the Eucharist, is translated into social action. (Theology III, IV)
III-B-1 The learner will be able to explain how the sacraments of Christian initiation lay the foundation of the Christian life as a call to holiness and the mission of evangelizing the world. (Theology III)
III-B-2 The learner will be able to explain the unique place the Eucharist has among the Seven Sacraments as the "Sacrament of Sacraments". (Theology III, IV)
III-B-3 The learner will be able to explain how the sacrament of Baptism is the foundation of ecumenism. (Theology III)
III-B-4 The learner will be able to explain how through Baptism Catholics believe they are freed from sin and reborn as daughters and sons of God, becoming members of Christ, are incorporated into the Church, and are made sharers of the mission of the Church. (Theology III)
III-B-5 The learner will be able to explain the ways confirmation leads the Christian toward a more intimate union with Christ and a more lively familiarity with the Holy Spirit. (Theology III, IV)
III-C-1 The learner will be able to explain Catholic belief that the sacrament of matrimony perfects the couple's love and strengthens their indissoluble unity as well as helping the couple how the couple attain holiness and welcome and educate their children in Christianity. (Theology III, IV)
III-C-2 The learner will be able to explain how Catholics believe the sacrament of Holy Orders confers a particular mission to men in the Church to teach, to sanctify, and to govern. (Theology III, IV)
III-C-3 The learner will be able to distinguish between and explain the differences between Holy Orders and the consecrated life. (Theology III, IV)
III-D-1 The learner will be able to explain and describe the requirements necessary for the valid reception of the sacrament of reconciliation. (Theology III, IV)
III-D-2 The learner will be able to explain the Catholic need to receive communion and penance often because of the unique opportunity to encounter the Lord in their reception. (Theology III)
III-D-3 The learner will be able to explain why Catholics believe the sacrament of penance is a sacrament of conversion and repentance leading to reconciliation with God and the living of a moral life. (Theology III)
III-D-4 The learner will be able to explain how Catholics believe sin offends God and the community and how personal conversion leads to reconciliation with God and the community. (Theology III, IV)
III-D-5 The learner will be able to explain how Catholics believe the sacrament of Anointing of the Sick has as its purpose the conferral of a special grace on the Christian experiencing the difficulties inherent in the condition of grave illness or old age. (Theology III, IV)
Unit Goals
Students will develop an understanding of Roman Catholic personal and social moral teaching, while applying the demands of the Gospel to concrete situations.
Course Objectives
IV-A-1 The learner will be able to explain Catholic belief that the dignity of the human person, created in God's image and affirmed by the Incarnation of Christ, as the foundational principle of Christian morality. (Theology III, IV)
IV-A-2 The learner will be able to explain how living the beatitudes fulfills each person's natural desire for happiness. (Theology II)
IV-A-3 The learner will be able to explain the Catholic belief that true freedom, the power to act or not to act, attains perfection when directed toward God. (Theology IV)
IV-A-4 The learner will be able to explain the Catholic belief that the morality of human acts depends on the object choices, the intention, and the circumstances of the action. (Theology IV)
IV-A-5 The learner will be able to identify and explain what Catholics consider to be moral absolutes. (Theology I, II, III, IV)
IV-A-6 The learner will be able to explain the concept of conscience and the necessity and process for developing a well-formed conscience. (Theology I, II, III, IV)
IV-A-7 The learner will be able to explain what the virtues are and apply them to personal, social, ecological, political, and economic issues. (Theology IV)
IV-A-8 The learner will be able to define sin and identify its biblical roots, its effects, and the means to overcome sin. (Theology III, V)
IV-A-9 The learner will be able to explain why Catholics believe mercy and forgiveness of God is an invitation to reconciliation and conversion. (Theology III, IV)
IV-A-10 The learner will be able to explain natural law and analyze its implications in moral decision-making. (Theology II)
IV-A-11 The learner will be able to explain why Catholics believe grace is the free and undeserved help that God gives Christians to respond to the call to live morally. (Theology III, IV)
IV-A-12 The learner will be able to explain the role of the magisterium or divine power to teach doctrine of the Catholic Church. (Theology III)
IV-A-13 The learner will be able to list and explain the 10 Commandments; explain the origin of them through Divine revelation and human reason; and discus how the 10 Commandments serve as the norm for human freedom and dignity. (Theology I, II)
IV-A-14The learner will be able to list the beatitudes and explain how the beatitudes expand the demands of the 10 Commandments. (Theology II)
IV-B-1 The learner will be able to explain what it means as a Catholic to believe in God, to hope in Him, and to love Him above all else, putting all of creation in its proper relationship to God. (Theology III, IV)
IV-B-2 The learner will be able to explain why Christians consider the name of the Lord holy and how the improper use of the name of God is a lack of respect toward God, self, and others. (Theology II)
IV-B-3 The learner will be able to explain why Catholics consider the Sunday obligation a call to authentic worship in a faith community and to sufficient rest and leisure to cultivate a familial, cultural, social, and religious life. (Theology III)
IV-C-1 The learner will be able to explain why Catholics believe there is an obligation of children to obey their parents and for parents to provide for the physical needs of their children and their educational needs in faith, prayer, and virtues. (Theology IV)
IV-C-2 The learner will be able to explain why Catholics believe it is a duty of public authorities to respect the fundamental rights of the person and the duty of citizens to work with legitimate public authority for building society. (Theology IV)
IV-C- 3 The learner will be able to explain the inherent dignity of each human person and the obligation to safeguard life from conception to natural death. (Theology III, IV)
IV-C-4 The learner will be able to explain why Catholics believe that research and examination on the human being cannot violate the dignity of persons. (Theology IV)
IV-C-5 The learner will be able to explain why Catholics believe that all creation possesses its own particular goodness and perfection and therefore there is a need for humanity to respect all creation and to avoid its harm and misuse. (Theology III)
IV-C-6 The learner will be able to explain why Catholics believe that, with Christ as the model of chastity, every baptized person is called to lead a chaste life, each according to his/her particular vocation. (Theology IV)
IV-C-7 The learner will be able to identify and explain Catholic belief about the marriage covenant and its various aspects. (Theology III, IV)
IV-C-8 The learner will be able to explain the Catholic understanding of the relationship between the seventh commandment and the practice of justice and charity in the administration of earthly goods and the profit gained through one's labor. (Theology I, II, III, IV)
IV-C-9 The learner will be able to identify economic and social systems that violate the fundamental rights of the person and developing strategies to overcome them. (Theology II)
IV-C-10 The learner will be able to identify ways in which we, as individuals and a society, represent the truth in our relations with others. (Theology IV)
IV-C-11 The learner will be able to explain why Catholics believe purity of heart demands prayer, the practice of chastity, purity of intention, and of vision. (Theology IV)
IV-C-12 The learner will be able to explain the Catholic responsibility of individuals, corporations, and political systems to properly use of worldly goods and riches in the pursuit of charity and justice. (Theology IV)
Unit Goals
Students will develop an understanding of the Old and New Testament according to the Roman Catholic tradition as the living word of God, comprising the truth of God's revelation composed by human authors and inspired by the Holy Spirit.
Unit Objectives
V-A-1 The learner will be able to explain why Catholics believe sacred scripture is an inspired source of God's revelation and will study Catholic interpretations of scripture. (Theology I, II)
V-A-2 The learner will be able to explain the cooperative role of the human authors of scripture and divine guidance. (Theology I, II)
V-A-3 The learner will be able to explain the importance of contextual approach to interpreting sacred scripture. (Theology I, II, III)
V-A-4 The learner will be able to explain what is meant by the three criteria Catholics use in interpreting sacred scripture. (Theology I, II)
V-A-5 The learner will be able to explain what Catholics mean by the “senses” of sacred scripture. (Theology I, II)
V-A-6 The learner will be able to explain the importance of sacred scripture in the liturgical life of the Church. (Theology III)
V-A-7 The learner will be able to explain how sacred scripture nourishes and governs the whole of Christian life. (Theology I, II)
V-A-8 The learner will be able to explain how sacred scripture unites all Christians. (Theology III)
V-B-1 The learner will be able to explain the foundational theological concept of "In the image of God" contained in Genesis Ch. 1 and its implications for Catholic understanding of the sacredness of life and body, and the relationship with God, others, and the natural world. (Theology I, III)
V-B-2 The learner will be able to discuss the faith account of the Jewish people as told in the Old Testament. (Theology I)
V-B-3 The learner will be able to list the basic divisions of the books found in the Old Testament. (Theology I)
V-B-4 The learner will be able to explain how the Ten Commandments are a foundation for Christian life. (Theology I)
V-B-5 The learner will be able to discuss the experiences of the Israelites and relate their history to the personal and social issues of modern times. (Theology I)
V-B-6 The learner will be able to identify and connect the origins of the Catholic Church to the Old Testament. (Theology I, III)
V-C-1 The learner will be able to explain why Catholics believe the study of sacred scripture can lead to a deeper understanding of Jesus Christ and His meaning in one's life. (Theology II)
V-C-2 The learner will be able to explain how teachings in the New Testament serve as the basis for the Church's teaching on social justice. (Theology II, III)
V-C-3 The learner will be able to identify and explain the origins of the Catholic Church as rooted in Jerusalem. (Theology I, II, III)
V-C-4 The learner will be able to explain that Jesus Christ and the beginnings of His church, under the guidance of the Holy Spirit, are the central objects of the writings of the New Testament. (Theology II)
V-C-5 The learner will be able to identify and list the basic types of writings in the New Testament. (Theology II)
V-C-6 The learner will be able to identify and explain the three stages of Gospel development in the New Testament. (Theology II, III)
V-C-7 The learner will be able to explain the Book of Revelation in the context of the Church's belief in hope in the study of death, resurrection, judgment, and immortality (eschatological hope). (Theology II, III)
V-C-8 The learner will be able to explain how the impetus for missionary activity within the Church springs from Christ's command to evangelize. (Theology II, III)
V-C-9 The learner will be able to explain how the "law of love" and the Beatitudes are seen as the fulfillment of the Old Law of the Old Testament by Catholics. (Theology II)
Church History and Catholicism Today
Unit Goals
Students will develop an understanding of the Roman Catholic Church and her mission through the study of her history and role in Christianity today.
Unit Objectives
VI-A-1 The learner will be able to identify the origins of the Catholic Church as rooted in Jerusalem and Judaism. (Theology I, II, III)
VI-A-2 The learner will be able to explain how the life and ministry of Jesus are the foundation of the Church. (Theology I, II, III)
VI-A-3 The learner will be able to explain how the Acts of the Apostles are the history of the Church's beginnings and explain the role of the Holy Spirit in guiding those writings. (Theology II and III)
VI-A-4 The learner will be able to explain the historical development of the Sacraments and their importance to the formation of the mission and identity of the Church. (Theology III)
VI-A-5
The learner will be able to list the major ecumenical rifts of the Middle Ages, as well as discuss their causes and consequences and the reasons for achieving ecumenical unity within the Church by the end of the period. (Theology III)
VI-A-6 The learner will be able to list the major ecumenical councils of the Reformation and Modern Period and explain their role in the development of the Church's identity and mission. (Theology III)
VI-A-7 The learner will be able to identify the major ecumenical rifts of the Reformation and explain the causes and consequences of each and how each contributed to ecumenical unity in the Church. (Theology III)
VI-B-1 The learner will be able to describe and explain the characteristics of the Roman Catholic Church today. (Theology III)
VI-B-2 The learner will be able to explain the role of the Second Vatican Council in the development of the Church's identity and mission. (Theology III)
VI-B-3 The learner will be able to explain the historical development and importance of the liturgical changes that followed Vatican II. (Theology III)
VI-B-4 The learner will be able to identify important Christian movements and models of spirituality and their response to human needs today within the Church. (Theology III)
Unit Goals
Students will develop an understanding of the universal call to holiness through the choices of single, married, consecrated, or ordained life.
Unit Objectives
VII-A-1 The learner will be able to describe how a receptive spirit, prayer, spirituality, and contemporary culture all influence the discernment of God's call to vocations. (Theology IV)
VII-A-2 The learner will be able to distinguish how each person's call to life and love is expressed through either the consecrated, ordained, single, or married vocation. (Theology IV)
VII-A-3 The learner will be able to identify and discuss the differences between the four major vocations within the Catholic Church: consecrated, ordained, single, and married. (Theology III, IV)
VII-A-4 The learner will be able to discuss factors within the individual that influence or help indicate one's vocation. (Theology III, IV)
VII-B-1 The learner will be able to discuss how the vows of poverty, chastity and obedience; community life; prayer life; and ministry are expressed in the consecrated life. (Theology III, IV)
VII-B-2 The learner will be able to explain how Baptism requires lay people to listen and meditate on God's word; participate actively in the sacramental life of the Church; to pray; and to work for justice in a family, parish, and community. (Theology IV)
VII-B-3 The learner will be able to explain how the duty of the laity begins in Christian marriage with the training of children in Christian values. (Theology IV)
VII-B-4 The learner will be able to discus the role of the ordained clergy in guiding Catholics by their teachings; administering the sacraments; and exercising sacred powers in the service of ecclesial communion. (Theology IV)
VII-B-5 The learner will be able to explain the difference between consecrated religious life and other forms of consecrated life within the Church. (Theology IV)
Unit Goals
Through active ministry, students will put the concepts learned in Theology into practice. Ministry goals and objectives are assigned by grade level and, in some cases, by class section. At each grade level, students are also assigned a social justice issue that is explored in depth throughout the year. Ministry assignments are connected to the social justice issue.
Ministry and Social Justice assignments by grade are as follows:
9th Grade
Social Justice issue – Capital Punishment
Ministries – Angel Network, Seder Meal, Development of school Prayer Garden
10th Grade
Social Justice issue – Prejudice
Ministries – Black History Month, the Soup Kitchen, SADD, and the
distribution of welcome baskets through the Diocesan Office of Immigration and
Migration
11th Grade
Social Justice issue – Ecology
Ministries – All campus liturgical preparation, Advent prayer, All Saints Mass
Jr. Commissioning Ceremony
12th Grade
Social Justice issue – Ministry
Ministries –
Retreat Team (all school retreats, outside retreats, feeder school visits, retreat
follow-ups, and Rebel Revivals);
Prayer and Worship (foster prayer on campus, prayer line, music ministry,
Eucharistic ministers, morning prayer);
Community Outreach (nursing home visits, Adopt-a-Family, blood drives, food
drives, work with public agencies, mission work);
Pro-Life (promote life at TCH, Walk for Life, Pro-Life Week, Pro-Life Month,
work with the Diocesan Office of Pro-Life);
Good News (spreading good news to the public and TCH, scrapbook and senior
slide show, school newsletter, scripture notes);
Campus Outreach (campus kindness, special programs for TCH, appreciation of
TCH family, FCA, GPA, Drug-Free Week)
Teurlings Catholic does not discriminate on the basis of race, creed, gender, national or ethnic origin.
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