Religion Grades K-12 - Circle - Seventh-day Adventist Church

59 Pages·2001·0.3 MB·English

Curriculum
Guide
Religion
Grades K-12
Office of Education
North American Division
of Seventh-day Adventists
2001
The North American Division
The North American Division includes the United States and Canada, as well as the Islands of
Bermuda, St. Pierre, and Miquelon. With such a diversity of cultures, this curriculum guide is
designed to ensure that uniform standards are maintained. In those places within the Division
where governmental academic requirements differ from those of this guide, appropriate
adjustments may be made as long as the Seventh-day Adventist philosophy is maintained.
Acknowledgments
The following persons served as members of the North American Division Workshop Committee
for Religion K-12, June 14-July 1, 1999.
Gerald Kovalski, Chair Beverly MacLaughlin, Co-Chair
Director of Education Associate Director of Education
Southern Union Conference Pacific Union Conference
Decatur, Georgia Thousand Oaks, California
SECONDARY ELEMENTARY
DeWayne Boyer, Religion Teacher Tom Amato, Teacher
Takoma Academy Foothills Elementary School
Takoma Park, Maryland St Helna, California
Gordon Kainer, Religion Teacher Debra Fryson, Assoc. Dir. of Education
Loma Linda Academy Southern Union Conference
Loma Linda, California Decatur, Georgia
Glenn Russell, Religion Teacher Suzanne Hayford, Teacher
Andrews Academy Parkview Jr. Academy
Berrien Springs, Michigan Syracuse, New York
Gerry Thompson, Director of Education Gwen Payne, Teacher
Pacific Union Conference Clara E. Rogers Elementary School
Thousand Oaks, California College Place, Washington
Jan Yakush, Religion Teacher Linda Rosen, Teacher
College View Academy Sunnyside Elementary School
Lincoln, Nebraska Clear Lake, Wisconsin
Table of Contents
Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
General Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Elementary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Correlation Guide (Essential Learnings) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Secondary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Crossroads Series Logo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Goal for Crossroads Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Presuppositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Overview of Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Strands (Scope and Instructional Emphasis Correlation Guide) . . . . . . . . . . . . . 29
Essential Core Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Summary of Fundamental Beliefs of Seventh-day Adventists . . . . . . . . . . . . . . . . . . . . 43
Bloom’s Taxonomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
FACT 21 Essential Core Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
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Philosophy
The Seventh-day Adventist Church recognizes God as the ultimate source of existence and truth.
In the beginning, God created in His image a perfect humanity, a perfection later marred by sin.
Through Christ and His Spirit, God determined to restore humanity from its lost state. Through the
Bible, He has revealed His will to the world, a revelation that supersedes human reason. Through
His Church on earth, He seeks the lost for His kingdom.
The basic tenets of the Seventh-day Adventist Church, including the inspired writing of Ellen
White, are directed toward God’s restorative plan for fallen humanity. The Church conducts its
own system of education to engender belief in these tenets, within the context of one’s personal
relationship with Jesus Christ, and to foster a desire to share that relationship with others.
Made in God’s image, every human being, although fallen, is endowed with attributes akin to those
of the Creator. Therefore, Adventist education seeks to nurture thinkers rather than mere reflectors
of others thoughts; loving service rather than selfish ambition; maximum development of one’s
potential; and an appreciation for all that is beautiful, true, and good.
An education of this kind imparts far more than academic knowledge. It is a balanced development
of the whole person. Its time dimensions span eternity. In Adventist education, homes, schools,
and churches cooperate together with divine agencies in preparing learners for citizenship here on
this earth and in the New Earth to come.
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Rationale
The ancient observation that inside every person there is a God-shaped vacuum is still true today.
Considering that reality, Seventh-day Adventist educational philosophy recognizes that students
might excel in the various areas of academics, but if their soul’s deeper inner yearning for God is
not met, they can never be fulfilled. Only in Christ can peace and joy be truly found.
In light of scriptural emphasis, the K-12 religion curriculum seeks to bring students into a
meaningful relationship with Jesus Christ. Through Christ they are transferred into God’s
kingdom, receiving a new perfect status with Him, and experiencing a transformed life.
Having embraced God’s love through Christ, the K-12 religion curriculum will help students
explore God’s claim on their lives, ever seeking new ways to express their love to Him and others,
through the power of the indwelling Holy Spirit.
Without the central focus on a right relationship with God in school life and academic thought,
students can easily conclude that God doesn’t exist or that He really doesn’t matter. The K-12
religion curriculum, therefore, seeks to provide for students a spiritual dimension that has
immediate and eternal rewards.
The integrity of the Seventh-day Adventist educational system is dependent on a meaningful
religion curriculum which enables these life experiences. An important ingredient is a classroom
that will maintain an atmosphere that is fundamentally different from other classrooms. Here
instructors are to provide an environment which encourages students to not be mere reflectors of
other men’s thoughts, but to ponder their own lives and make decisions related to their eternal
future. The greatest need in the classroom is a Spirit-filled teacher.
“In the highest sense, the work of education and the work of redemption are one;
for in education, as in redemption, ‘other foundation can no man lay than that is
laid, which is Jesus Christ.’ ‘It was the good pleasure of the Father that in Him
should all the fulness dwell.’
The great principles of education are unchanged. ‘They stand fast forever and
ever;’ for they are the principles of the character of God. To aid the student in
comprehending these principles, and in entering into that relation with Christ which
will make them a controlling power in the life, should be the teacher’s first effort
and his constant aim. The teacher who accepts this aim is in truth a co-worker with
Christ, a laborer together with God.”
Education, p. 30
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Introduction
The North American Division K-12 Religion Curriculum Guide Committee has taken as its
standard the principles and teachings found in the Word of God, as embraced in the 27
Fundamental Beliefs of the Seventh-day Adventist church. Every effort was made by the
committee to make this guide user-friendly in respect to helping the teacher grasp the instructional
emphasis and scope of the entire curriculum.
Elementary
The elementary curriculum strands are based on the 27 Fundamental Beliefs and are combined in
theme groupings for grades K-8. The resulting nine strands and related essential learnings are
correlated with the lessons on each grade level in the “Correlation Guide.”
Strand Fundamental Belief
1. Holy Scriptures 1
2. Trinity 2-5
3. Universal Conflict, Creation, Fall, and 6-10
Redemption of Man
4. The Church and Its Mission 11-15
5. Spiritual Gifts 16, 17
6. Formula for Abundant Life 18-22
7. Christ Our Advocate 23
8. The End of Sin 24, 26, 27
9. Death and Resurrection 25
The goals and essential core elements of the FACT 21 document are also correlated to the strands
and essential learnings at each grade level. A summary of the 27 Fundamental Beliefs and the
FACT 21 Essential Core Elements are found in the Appendix.
The teacher will find this guide helpful:
1. to identify the essential concepts to be taught in grades K-8,
2. to enrich the Bible curriculum beyond the textbook,
3. to plan for instruction and to help implement accountability in teaching,
4. to track class progress.
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Secondary
The Crossroads Series is the religion curriculum for grades 9-12 in Seventh-day Adventist schools.
In order to help the teacher understand and appreciate the underlying premise and theme of this
series, this curriculum guide includes the following elements:
1. An explanation of the Logo of the Crossroads Series which is found in each textbook.
2. The Goal for the Crossroads Series.
3. The Presuppositions of the Crossroads Series.
4. A general overview of the fourteen textbooks that comprise the Crossroads Series.
5. A Scope and Instructional Emphasis Correlation Guide which identifies forty-eight major
religious strands, including the 27 Fundamental Beliefs, and correlates each with the fourteen
textbooks.
6. A correlation of the forty-eight major religious strands with each of the FACT 21 Goals and
Essential Core Elements.
A summary of the 27 Fundamental Beliefs and the FACT 21 Essential Core Elements are found in
the Appendix.
The teacher will find this guide helpful:
1. to understand the redemptive core which runs through the entire series,
2. to identify the essential concepts, content, and scope of the series,
3. to plan for instruction and class progress,
4. to implement accountability in teaching religion.

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General Goals
The goals for curriculum in Seventh-day Adventist schools are articulated in the FACT 21
document and listed here as general goals for the K-12 Curriculum Guide. The descriptive
statement following each goal identifies how each is met in the Religion curriculum.
I. Acceptance of God and His Word
Students at every grade level will receive a personal invitation to accept God. All
instruction will be based on the Bible, Spirit of Prophecy writings, and other
contemporary writers whose testimonies parallel the Bible.
II. Commitment to the Church
As students accept God, study His Word and learn about and participate in the
functions of the Seventh-day Adventist Church, they will develop a commitment to
the Kingdom of God which compels life-long worship, witness and service.
III. Family and Interpersonal Relationships
Through the creative power of God, students will value family and themselves, and
learn to love the fact that God has a plan for their lives. This plan includes
accepting all others without partiality or reservation.
IV. Responsible Citizenship
As students engage in daily activities they will exhibit positive character traits
acquired through the Fruit of the Spirit. These traits will enable students to make a
positive contribution in their home, school, church and community.
V. Healthy Balanced Living
Realizing that instruction in healthful living given to Adam and Eve is still
applicable today, students will attain peace of mind and body through balanced
physical exercise, acquisition of knowledge, spiritual meditation and prayer.
VI. Intellectual Development
By opening the mind to the Creator and following His plan for living, students will
concentrate on academic learning, research, and practice in order to prepare
themselves to become productive members within the church and society.
VII. Communication Skills
Opportunities will be given for students to communicate their faith and interact with
others through development of verbal and nonverbal communication skills and the
use of information technology.
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VIII. Life Skills
Students will be given opportunities to synthesize Biblical principles and apply them
in their lives, thereby enabling them to function responsibly in the everyday world.
IX. Aesthetic Appreciation
A genuine encounter with God will deepen the student’s appreciation of the
beautiful as seen in His Word, through human individuality and expression, and in
nature.
X. Career and Service
Students will be encouraged to develop a strong work ethic and an appreciation of
the dignity and privilege of service that will culminate in a lifework benefitting the
world community and God’s Kingdom.
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