1) Please read pages 22-28. I have shared the following questions in your Hapara folder. Please find the answers on the pages you read and fill in the answers using a different colour text or highlight your answers.

HRE20 Religious Education

Theme 3 Worksheet.

Are We Good?

Fill in the blanks and/or complete this work using complete sentences below.

1. God is the source of all that is good. Human beings_____________ good. Goodness then______________ vine. (p23).

2. After reading Genesis 1.26-31 we are filled with gratitude for what has been given to us. (p23). For many generations now we have abused the earth. Make a list of these abuses. What can we do in our lives to slow down this abuse?

3. In ‘Meeting the Leper’, Francis realized after embracing the leper he had _________________ more than he had _____________.

Give an example where you could perform an act at school and achieve what Francis had achieved? (p24)

4. Through example, Mother Teresa taught about _____________ especially ______________

4a. She was a native of ___________; and greeted everyone as if _________________

4b. According to Mother Teresa, where does Christ hide?

4c. What act did Robert F. Baldwin (the writer of this story) do at the end of his day that confirmed everything Mother Teresa had taught him. (p24-25).

5. Sin is (fill in)______________________ God (p27).

6. At the end of the reading ‘Tempted!’ (p27) it states that everywhere the desire for power rules. Give examples of this. What are the ‘gods’ we make for ourselves? (p27).

7. In the reading ‘Tragedy in Taber’ what did Rev. Dale Lang and his wife manage to do with the Grace of Jesus in their hearts? (p28).

8. Copy Principle #3 in point form.

Please read pages 32- 37. I have shared the following questions in your Hapara folder. Please find the answers on the pages you read and fill in the answers using a different colour text or highlight your answers.

HRE20 Religious Education

Theme 4 Worksheet. What is Culture?

Complete this work in complete sentences on a separate page.

1. What is Culture? (bottom of p36). List the four key terms for this theme. (P32).

2. List the three main components of culture (in graphics on p34). For each one give examples of this component e.g. Human Action: praying, eating etc.

3. List the seven traits of culture and briefly explain what each mean. (P35-36).

4. Describe how five of the pictures on page 32 and 33 explain what culture is about. (ex. Picture with family at the table is an example of …)

5. Which of the media, in your opinion, most influences youth culture (radio, music, television, Internet, magazines, newspapers, movies, others)?

To which do you give the most time? Why?

· How does this medium (type of media) have an impact on how you behave, dress, eat, date, spend time, etc.?

· Who sponsors this medium (ie. where does the money come from)? What influence would the sponsor like to have upon you?

· What pressure do you experience to follow the trends, the language, the codes of conduct of the medium?

6. It is stated in Pope John II’s ‘Message for World Peace’ (p37) that there are values which are common to all cultures because ______________ person.

7. Copy and understand Principle # 4. (bottom of p37).

Please read pages 38-45. I have shared the following questions in your Hapara folder. Please find the answers on the pages you read and fill in the answers using a different colour text or highlight your answers.

HRE20 Religious Education

Theme 5 Worksheet. What are the sights and sounds of culture?

Complete this work in complete sentences below in a different colour but readable font or highlighted.

1.Why do the Oglala believe the circle to be sacred? Give examples. (p39).

2.Symbols on their own are meaningless. They need to be connected with a context for them to make sense. Explain this statement through an example.(bottom of p 40).

3. Define the words:

SIGNS. (bottom of p 40).

SYMBOLS

RITUALS

HABITS

4. Read ‘The Cottage’ (p41) and answer the four questions to the side that are bulleted.

5. (Page 42) a) What are stored in cultural symbols? (1^st para. top right)

b) Why do Canadians wear the Maple Leaf? (2^nd para.)

c) What are sacred symbols?(last para)

6. Read ‘Everyday Rituals’ (p43) and answer the 2 bulleted questions in the box.

7. Read ‘ We thank you’ and answer the last 2 questions at the bottom of page 43.

8. List four occasions in life that we need to mark with rituals and symbols. (p44).

9. List the four traits of rituals with a brief explanation of each. (p 44-45).

10. In your own words explain what The Catechism says about symbols (bottom p 44).

Grade 10

Theme 4: What is Culture?

Research the culture of one country from this list:

China

Japan

Russia

Mexico

Brazil

Chile

France

Italy

Turkey

Greece

Egypt

Portugal

Spain

Switzerland

Afganistan

Nigeria

Sudan

Finland

Sweden

Denmark

Norway

New Zealand

Philippines

Thailand

Vietman

India

Philippines

You may also choose a different country not on this list. Just check with me first.

Include information from the list below. Choose 6 TOTAL including the ones in bold.

1. What is/are the dominant religion(s).
2. Describe or explain 3-5 religious practices that are followed.
3. Show and explain 3-5 symbols somewhat unique to this country.
4. What types of foods (3-5) have come from this region?
5. Describe 5 very different practices from Canadian culture.
6. What type of traditional clothing do they share?
7. What type of traditional music is distinct. Play a short snippet and tell us the kinds and the types of instruments used.
8. What unique architecture does this culture have (home designs, buildings, city layouts etc)?
9. List three things these people have introduced to the world.
10. Describe the distinct geography and animal life in this region of the world
11. What distinct styles of art/dance and drama does this culture have?

Compile this information in a Google slide in your HRE20 folder.

HRE20 Religious Education

Theme 6 Worksheet.

What does religion have to do with culture?

Read pages 46-54 in your Christ and Culture Books and answer the following:

1. Define the following key terms in your own words. (In beige boxes p. 47 to 51).

a. religion

b. religious rituals

c. religious symbols

d. liturgy

e. transcendence

f. secular

2. Why must religion be rooted deeply in the very core of who we are as human beings?( p 47).

3. From the reading ‘Every society is religious’, give the 2 areas of human life where (according to Koslowski) humans search for transcendence.( p 49).

4. Give reasons why Canadian youth find the institutional form of religion less relevant to their lives. (‘The privatization of religion in Canada’, p51)

5. ‘Society effects of privatization on institutions’.

Society pays a price for the growing lack of participation in institutions. The price is a ____________________________________________________ belonging. Although institutions like the Church need not be as powerful as they were in our grandparents’ days, institutions are ___________________________________________________ die. (Page 52).

6. Fill in the blanks on what the Pope said on World Youth Day 2000.

a) Today you have come together to declare that in the new century you will not let yourselves be made into tools of ____________________and ___________________.

b) You will not resign yourselves to a world where other humans beings die of hunger, remain______________ and have no ____________.

c) .....you will strive with __________________all people.

....in saying ‘yes’ to Christ you say yes to all your noblest ________.

d) have no fear of _______________yourselves to (Christ).

7. From the reading ‘Reflections of a student on organized religion’ (p54) Darius, the author, says that ‘organized religion may be boring much of the time, but...’ What does he say is good about the church?

Who Informs You? Music and Perception

Part 1

Choose a song (with appropriate language) that deals with an aspect of our culture and/or society. The song should point out a problem with an aspect of culture that is accepted but should or could be questioned (for example: the true meaning of Christmas and how it is lost with the shopping frenzy). Make sure the song questions something that society has been conditioned to accept as “normal” but clearly isn’t. Type out the lyrics (to be submitted). Add a link to the song in your doc.

Part 2

On a Google doc write down the issue that is being dealt with in the song. Highlight some of the phrases in the lyrics that you are discussing. Elaborate on how you witness this issue in our society. IMPORTANT: Explain how you think this aspect of culture should/could be changed. You are being challenged to be critical of aspects of our society and how we do things that should clearly be questioned. The write-up should be at least 300 words.

Part 3

Create a collage (minimum 15 pictures) that gives a visual representation of the issue that is being dealt with in the song (to continue the example above: advertisements that show that it’s what you buy that’s important or pictures of people shopping etc).

The Boy Who Harnessed the Wind

William Kamkwamba reveals that he will eventually be successful in creating a windmill that generates electricity. He begins by describing his childhood in rural Malawi, where magic is far more influential than science. William’s father, Trywell, has no time for magic and often saves William from getting in trouble with anything to do with witches – though Trywell still tells magical stories to William and his sisters. Trywell’s life includes enough strange and wonderful occurrences that Trywell has no need of magic. Trywell was a trader as a young man, rather than a farmer, and earned a reputation for drinking and fighting anyone. Trywell fell in love with Agnes, and later married her. Yet it is only when Trywell is arrested for beating a man that he becomes a Christian and turns into a wonderful husband and provider for his family. Trywell and his family move to the district of Wimbe so that Trywell can be a farmer like his successful brother John.

As a child in Wimbe, William spends most of his time with his cousin Geoffrey and his friend Gilbert, the son of the chief of their district. They make toys out of trash and recycled goods when they are not at Wimbe Primary School or helping their families in the fields. William daydreams in his private bedroom, safe from the squabbles of his four sisters, wishing he could be strong through a magical ritual called mangolomera. He has heard of a man named Phiri who had super strength and agrees to go through the same ritual. However, the magic does not work and William is left worrying if the fake medicine given to him by a sing’anga (witch doctor) will make him sick.

When William is nine, Uncle John dies and Geoffrey’s family is left in disarray. Trywell helps manage John’s farm for a while, then turns it over to Geoffrey’s brother Jeremiah, who unfortunately is too lazy to run a farm. Farming in general is also tougher in Malawi due to the policies of the newly elected President Muluzi, who is more pro-business than the previous President Banda’s farmer-friendly dictatorship. During this time period, William’s Uncle Socrates comes to live in Wimbe, bringing with him a dog named Khamba that becomes William’s friend despite William’s initial dislike of dogs. William goes hunting with Khamba and enjoys the rare luxury of eating meat.

William and Geoffrey become interested in radios and soon understand the machinery inside well enough to have a small radio-repair business. William looks forward to taking real science classes in secondary school and achieving something more than the average Malawian life of farming maize to make nsima, the staple food of Malawi. Farming is hard work and keeps William exhausted through the harvest and planting time, as well as hungry during the months in between harvests. In December of 2000, the rains are so heavy that most farmers can’t even plant – spelling disaster for all the Malawians who depend on these farms for food.

Through the preoccupation of a terrible harvest, William begins investigating how bicycle dynamos are able to light a bulb with electricity generated by a person pedaling. William begins to dream of the improvements he could make to his family’s life if he had electricity to power lights and irrigation pumps. He studies hard for the exit exams for Wimbe primary school so that he can get chosen for a good secondary school, become a scientist, and better his family’s conditions. Meanwhile, the maize supply in Wimbe continues to get lower and lower as more farmers from the outer villages come into William’s village looking for ganyu (day work) after such a dismal crop. Even worse, President Muluzi has sold all of Malawi’s surplus grain storage. Soon the Kamkwamba family is doing everything they can to keep food on the table and make the little grain they have stored up last until the next harvest. When Chief Wimbe tries to speak to President Muluzi’s officials on behalf of the hungry people in the village, he is beaten up by some of Muluzi’s thugs.

By December of 2001, William and his family are down to one meal a day, and his mother gives birth to another baby girl. Keeping up hope, Trywell and Agnes name her Tiyamike, meaning Thank God, instead of reflecting on their poor circumstances at the moment. Agnes starts a hot cake stand to make enough money for supper each night, but the price of maize (corn) continues to rise as the food shortage goes on unrelieved. William’s older sister Annie even elopes with a young teacher from the next village over to escape the poverty and starvation in Wimbe. Villagers, including William, line up for hours for even the rumor of maize at the government storehouse, and even start to sell their possessions for the price of one day’s meal. That Christmas is dismal, the monotony of hunger only broken by William and his older cousin Charity’s crazy scheme to get a goat skin from the butcher and cook it as meat. The boys chew the skin that they can, then give the rest to Khamba.

As the famine continues, William does get the good news that he has been accepted at Kachokolo Secondary School. It is not one of the top schools William wanted, but it will at least give him a chance to further his educational goals. He starts classes in mid-January, but is forced to drop out when Trywell does not have the money to pay William’s school fees. William is left with little to do but watch the new harvest grow and play games in the village trading center. Starving people die along the road looking for work or in the clinic from diseases such as cholera, but President Muluzi continues to deny that anyone is dying of hunger. William faces his own personal tragedy when he is forced to leave Khamba to die as there is no food to spare for a dog.

Finally, in March, the young corn called dowe is ready to eat. William and Geoffrey celebrate in the field, and the Kamkwamba family is able to eat semi-regular meals once again. The village begins to come back to life, and William is able to think about school once more. To keep his mind active, William goes to the library at Wimbe Primary School, where he finds books on physics and engineering that change his life. From a diagram and illustration in the book Explaining Physics, William gets the idea to build a windmill to generate electricity from the wind. With Geoffrey’s help, William makes a small prototype windmill out of recycled materials and an electromagnetic motor he built himself out of old radio parts.

With that small success, William begins to gather materials for a full size windmill strong enough to power lights for his home. He spends his days in an abandoned scrap yard near Kachokolo school looking through the old machinery for any parts that will be useful. Meanwhile, classes at Kachokolo start again after being canceled during the famine. William attends for a few weeks, but is once again unable to afford the school fees. This year’s plentiful harvest keeps him busy for a time, but William soon returns to his windmill project. The other villagers start to notice and think that William has given up on school or gone crazy, but William knows he will be successful. Eventually, William finds or creates all the pieces he needs to assemble a windmill except for the crucial generator. Gilbert steps in and buys William a bicycle dynamo so that he can complete the windmill. Geoffrey and Gilbert help William assemble all the parts, build a tower, and hoist the windmill up to a height where it can catch the breeze. A crowd gathers to watch the strange goings-on as William wires up a small lightbulb and releases his windmill blades to spin and generate power. Everyone erupts into cheers when the lightbulb lights up.

William wires up a system of lights into his house and even figures out how to use his windmill generated electricity to charge cell phones. He continues improving and troubleshooting his recycled materials until he has wired his entire family’s house with lights and built a make-shift circuit breaker to protect from possible power surges and fires. William even replaces the original bicycle chain on his windmill’s motor with a far more reliable rubber belt so that he no longer has to risk injuring himself while fixing a snapped chain. He then turns to other projects such as radio transmitters, water pumps (to irrigate the crops which provide food), and biogas. Some experiments are successful while some are not, but all work to fill the lack of formal schooling in William’s life. Most of the people in the village greatly appreciate William’s inventions.

Hardships come to William’s life once again as Agnes suffers from a particularly bad bout of malaria, Gilbert’s father Chief Wimbe dies, and the region experiences another drought and subsequent threat of famine. Though the government offers aid this time under the new direction of President Mutharika, some people still blame William’s windmill for calling witches and dark magic to chase away the rain. William sees many ways that magic and superstition can hurt Malawians and joins a club that seeks to educate people about the scientific diagnosis and treatment of HIV/AIDS to counteract the deaths that come from ineffective magic healing.

On a routine inspection of Wimbe primary school, officials notice William’s windmill and inform Dr. Hartford Mchazima about a talented rural boy with an aptitude for science. Dr. Mchazima helps spread William’s story across Malawi and across the world as William is featured in an American blog. William becomes a fellow at TEDGlobal 2007, and goes to Arusha, Tanzania to present his windmill project. The attention of such significant Malawian figures earns William back the approval of his town and a scholarship to a boarding school. While at TEDGlobal, William meets many people, African, American, and European, who share his goals of improving life for people in emerging countries through new technology. A few of these inventors and innovators, including Tom Rielly, help William get sponsors so he can make several practical improvements in his village and attend excellent schools such as the African Bible Christian Academy. William improves his English and travels to America, speaking about his windmill and learning about even more things that might help Africans reach the same quality of life as Americans. William then returns to Africa to attend the African Leadership Academy in Johannesburg, South Africa, where he can collaborate with other young inventors, scientists, and activists who have a vision for bringing Africa into a brighter future. William dreams of inspiring people with his own story of success despite terrible hardship, and works to give other children in Malawi the education that they need to build their own windmills and improve their own lives.

Brief Biography of William Kamkwamba

William Kamkwamba was born in rural Malawi in 1987 and worked on his parents’ farm for much of his childhood. When the 2000-2002 famines hit Malawi, Kamkwamba channeled his scientific mind into creating a wind turbine to give his family’s home electricity. Kamkwamba succeeded in “harnessing the wind” in 2002, gaining the notice of a few Malawian academic professors and American reporters who shared Kamkwamba’s story. In 2007, Kamkwamba was chosen as a presenter for TEDGlobal where he met many like-minded individuals from Africa and the United States. Kamkwamba then attended the African Bible College Christian Academy, the African Leadership Academy, and continued to speak about his experiences building the windmill across the United States. Kamkwamba has received numerous awards and grants to further the beneficial work that his engineering and inventions have accomplished in rural Malawi. Kamkwamba graduated from Dartmouth College in 2014 and now works with his wife, Olivia, to bring education and innovation to the new generation of Malawians. Kamkwamba’s co-author Bryan Mealer grew up in Odessa and San Antonio, Texas. He attended the University of Texas at Austin and began working as a journalist. Mealer moved to Africa as a freelance reporter and covered the war in the Democratic Republic of Congo for the Associated Press and Harper’s Magazine. While living in Africa, Mealer met Kamkwamba and became interested in sharing his life story, which became a New York Times bestseller. Mealer has also written Muck City, All Things Must Fight to Live (detailing his experiences in the Democratic Republic of Congo), and a planned fourth book about his family’s history in the Texas oil industry. Mealer and his family now live in Texas.

Historical Context of The Boy Who Harnessed the Wind

Malawi gained independence from British Colonial Rule in 1964, beginning a journey toward democratic rule that is still in progress. The various presidents of Malawi have offered both harm and help to the Malawian people. President Banda was the first “president” of Malawi, though his governing strategy was closer to that of a dictatorship. He began a program of start-up fertilizer and seed kits for citizens like William and his family who made their living through agriculture, yet he also strictly controlled many aspects of Malawians’ daily lives in order to ensure his own power. Banda’s successor, President Muluzi, made efforts to subsidize business and boost the economy, but ignored many of the human rights needs of his own people while trying to improve the reputation of Malawi in Africa as a whole. Aside from governmental divisions, many Malawian citizens experience difficulty due to the high percentage of agricultural-based occupations. In 2000, a famine struck Malawi after two seasons of harsh flooding that prevented the crop growth. This was made worse by the Muluzi administration’s decision to sell off the maize surplus to boost the Malawian economy (and, many theorize, to line the pockets of government officials). An estimated 70% of Malawian people were left without food and up to seven million people faced death from starvation and disease while looking desperately for work that was not dependent on farm production. The districts affected worst were the agricultural areas of Kasungu and Dowa, places that William calls “the breadbasket of Malawi” in the book. Muluzi only announced a state of emergency in 2002, two years after the famine began, leaving aid organizations such as The World Food Program or the United Nations Development Program unable to properly address the crisis at the time. By 2004, most of Malawi was on the road to recovery, but several food shortages have affected the country in the past ten years. Innovators like William Kamkwamba have been working since 2005 to improve health care and education in Malawi to give this country a better chance at surviving these agricultural hardships.Watch this Ted talk video about William’s experience. https://www.ted.com/talks/william_kamkwamba_how_i_harnessed_the_wind?language=en

Reflection Questions

1. Could you imagine living without electricity? What would your life be like? Describe William's life and compare it to American teenagers and even your own.

2. How did the villagers compensate for not having electricity, telephones, or most of the modern conveniences we take for granted?

3. What is the role of magic in the story? What about education? Contrast the two. Is there room for both in a culture? What about education and religion? How do the two impact each other? How did William's religion influence his outlook?

4. What did electricity and the creation of the windmill mean for William, his family, and his village? What might his accomplishment mean for the world?

5. What motivates people like William to attempt the unthinkable? How would you describe him to someone who's never heard of his achievement?

6. Compare William to his father and to his mother. How are they alike? How did his parents shape William's outlook?

7. Malawi is an extremely poor nation. What are the causes of this poverty and what exacerbates it? How might these causes and influences be overcome? How has the West—think of organizations like the International Monetary Fund and the World Bank, run by Americans and Europeans—helped to contribute to nations like Malawi's troubles?

8. William was desperate to stay in school but could not because of money. Think about Canadian students. Why do you think with all the opportunities for schooling, some students are disinterested in learning? In your opinion, what accounts for the differences between William and his Canadian counterparts?

9. What lessons did you take away from William's story?