Archdiocese of Denver Religion Standards (2021) – HTML Version
Introduction
In To Teach as Jesus Did (1972, NCCB) the Bishops of the United States say:
The educational mission of the Church is an integrated ministry embracing three interlocking
dimensions: the message revealed by God (didache) which the Church proclaims; fellowship in the life of
the Holy Spirit (koinonia); service to the Christian community and the entire human community (diakonia)
(14).
Of the educational programs available to the Catholic community, Catholic schools afford the fullest and
best opportunity to realize the threefold purpose of Christian education among children and young
people (101).
The National Directory for Catechesis, published by the USCCB in May 2005 describes the teaching
ministry of the church this way:
Quite early on, the name catechesis was given to the totality of the Church’s efforts to make disciples, to
help men believe that Jesus is the Son of God so that believing they might have life in his name, and to
educate and instruct them in this life, thus building up the body of Christ.
Catechesis is an education in the faith of children, young people, and adults which includes especially
the teaching of Christian doctrine imparted, generally speaking, in an organic and systematic way, with a
view to initiating the hearers into the fullness of Christian life (NDC p. 6).
The objectives written in this guideline are focused on students and what they should be able to
demonstrate about their knowledge of God, intended to be used in coordination with the Archdiocese
of Denver Discipleship Framework, School of the Lord’s Service. The teaching of concepts about the
faith are important, but the invitation to be a disciple, to be a student of Jesus and live in relationship with
Him is just as important. These invitation points must occur at points throughout the time a student is in
Catholic schools in the Archdiocese of Denver. Our ultimate aim with this set of standards is to form
disciples: people who study, know, and love Jesus Christ. We hope that the invitation to relationship and
knowledge of Jesus’ love for students is always prioritized over coverage of content merely for coverage’s
sake.
This curriculum guideline identifies student learning goals in each of following areas outlined by the National
Directory of Catechesis (p. 59 ff.). It uses language that identifies goals for students that can be measured
concretely.
• Catechesis promotes knowledge of the faith.
• Catechesis promotes knowledge of the meaning of the Liturgy and the sacraments.
• Catechesis promotes moral formation in Jesus Christ.
• Catechesis teaches the Christian how to pray with Christ
• Catechesis prepares the Christian to live in community and to participate actively in the life and mission of the Church.
• Catechesis promotes a missionary spirit that prepares the faithful to be present as Christians
in society. (NDC p. 59 ff.)
The National Directory for Catechesis (NDC) describes the object of catechesis this way:
The object of catechesis is communion with Jesus Christ. Catechesis leads
people to enter the mystery of Christ, to encounter him, and to discover
themselves and the meaning of their lives in him. “At the heart of catechesis, we
find, in essence, a Person, the Person of Jesus of Nazareth, `the only Son from the
Father.full of grace and truth,’ (1 Jn 1:3) who suffered and died for us and who
now after rising, is living with us forever.” (Catechesi Tradendae, no. 5) For in
Christ the whole of God’s eternal plan is revealed, a plan that begins with the
Father’s generation of his only Son and reaches its fulfillment in him. Christ is the
living center of catechesis, who draws all persons to his Father through the Holy
Spirit. “The definitive aim of catechesis is to put people not only in touch but in
communion, in intimacy, with Jesus Christ: only he can lead us to the love of the
Father in the Spirit and make us share in the life of the Holy Trinity.” (CT, no. 5) St.
Paul declared, “For to me life is Christ.” (Phil. 1:21) (NDC p. 55)
Teachers should be aware of the importance of their ministry as catechists and of the powerful impact they
personally have in the catechetical process.
Further pertinent quotations from the National Directory for Catechesis have been inserted with the
student objectives. It is recommended that all teachers have access to this important document as a
resource for their teaching and an inspiration for the ministry as Catechist to which each is called.
The following team contributed to the revision of these standards:
– Stephanie Koch, Our Lady of Fatima
– Sr. Maria Sophia Gruber, St. Vincent de Paul
– Kira Weiland, St. Thomas More
– Jennifer Stoverink, Good Shepherd
– Jared Staudt, Director of Formation, Office of Catholic Schools
– Abriana Chilelli, Director of Curriculum and Instruction, Office of Catholic Schools
Kindergarten
STRAND 1: PROFESSION OF FAITH
A. Sacred Scripture
Guiding question: Who is God?
The student will:
1. 2. 3. 4. 5. 6. 7. 8. see and hold the Bible with reverence
pray using Lectio Divina, using scriptural passages to know who God is
a. God is good. (Psalm 145:9, Psalm 145:18, Psalm 136:1, Psalm 56:3
b. God forgives us. (Ephesians 4:32, 1 John 1:9)
c. God loves you, and He is your Father. (1 Peter 5:7, Joshua 1:9, John 3:16, 1 John 4:7)
d. God as the Creator of all things (Gen. 1:1)
e. Jesus as the Son of God (John 3:16, Romans 10:9, Philippians 4:13)
listen to narratives from the Bible with reverence:
a. Adam & Eve
b. Noah
c. Abram/Abraham and Sarai/Sarah, Isaac
d. Jacob
e. Joseph, his coat, and his role in Egypt
f. Moses
g. Christmas stories
h. Easter stories
discuss the Bible as God’s Word
recognize Jesus as the Son of God
list some examples of God’s creation
identify Mary as the Mother of Jesus, and our mother
identify Joseph as the foster father of Jesus
B. Church History
Guiding question: Who are the saints?
The student will:
1. 2. 3. 4. listen to simple stories of the lives of the saints
identify a saint as a holy person, and a friend in Heaven
list some good things that saints do in their lives
observe beautiful works of art from the Catholic tradition
C. Doctrine
Guiding question: What is the Trinity?
The student will:
1. 2. 3. identify the three persons of the Holy Trinity
recognize heaven as living with God forever
understand that Jesus opened heaven for us: We go to heaven by staying close to Jesus.
STRAND II: CELEBRATION OF THE CHRISTIAN MYSTERY
A. Liturgy
The student will:
1. attend school liturgies
2. participate at Mass in an age appropriate manner
3. recognize that Jesus is present at the celebration of Mass in a special way
4. participate in seasonal liturgical activities
5. tour the parish church
6. demonstrate reverent behavior in church
B. Sacraments
The student will:
1. identify Baptism as one of seven sacraments
2. define sacrament as an opportunity to meet Jesus and grow in our relationship with him
3. identify Baptism as the moment when they become a child of God
4. recognize that they become a member of the Christian community all through the liturgical
celebration of Baptism
5. identify water as a sign of God’s life and one important part of Baptism
STRAND III: LIFE IN CHRIST
A. Christian Anthropology
NOTE: Within these Standards the term “man” refers to both “male” and “female.” References to Theology of the Body
(TOB) and the Catechism of the Catholic Church (CCC) are in parentheses after each Standard.
The student will:
Express that creation is a gift from God who is loving. (TOB 13:2-3; CCC 301, 356)
Discuss that God made us as part of creation. (CCC338, 339, 343)
Identify that God made human beings male and female, with different bodies, and both are
good. (CCC2331, 2334).
1. 2. 3. 4. 5. 6. 7. Discuss that it is unique to human beings to care for creation. (TOB 6:4; CCC 307, 373)
TOB Recognize that the human person has a special relationship with God in comparison to
animals. (TOB 5-6; CCC 356, 358, 380)
Discuss how man images the communion of God; three persons in one God. (TOB 5-7, 9:2-9:3,
19:1; CCC 299, 343, 355-357)
Compare the special dignity of man’s work to the activity of animals. (cf. TOB 5:4; CCC 307, 342-
343,378)
B. Discipleship and Community
NOTE: The community section and the service section should be explicitly linked. The community sub strand teaches
students why community is necessary, and the service sub strand teaches students how we love others to strengthen the
body of Christ.
The student will:
1. identify different communities to which they belong (family, class, school, church, city, state,
country)
2. define community as how we understand that we belong, which helps us understand belonging
to God
3. explain that we express care and concern for others because God loves them and wants us to
love them too.
4. 5. explain that we can be a gift of self when we give ourselves for the sake of others in our actions.
give examples of appropriate behavior in community (saying please and thank you, greeting
people in the hall, being quiet in Mass so others can worship)
C. Morality
The student will:
1. discuss and articulate that God wants us to be happy. We will be happy when we live close to
him and make good choices.
2. 3. 4. 5. 6. define virtue as the habit of choosing good
discuss the difference between choosing virtue or sin (right and wrong)
learn that the 10 Commandments were given to Moses and help us choose good
affirm that God gives us the freedom to make right choices
discuss obedience to parents, teachers and other legitimate authorities D. Service/Social Justice
The student will:
1. 2. 3. recognize that God calls us to share our gifts with everyone
list ways that can serve others at home, in school, on the playground, and in the community.
identify some church leadership roles: priest, deacon, religious sisters, brothers, laity, Pope,
Archbishop/Bishop, etc. (GDC 231, 232; Lumen Gentium 41)
4. participate in school, church and/or community service projects
STRAND IV: PRAYER
NOTE: Teachers can find the list of common Catholic prayers in Appendix III “Common Catholic Prayers”.
Effective catechesis also incorporates learning “by heart.” For centuries the living tradition of the faith was
handed on principally through the oral tradition. From the earliest time, catechesis has relied on the Creed,
the sacraments, the Decalogue, and prayers, especially the Our Father, as primary instruments of
transmitting the faith.
In order to learn the principal truths of the faith, these instruments were easily committed to memory in lieu
of textbooks or other printed materials and could be recalled often as the basis of catechetical instruction.
“Use of memory, therefore, forms a constitutive aspect of pedagogy of the faith since the beginning of
Christianity” (GDC, no. 154).
The principal formulations of the faith: basic prayers; key biblical themes, personalities, and expressions;
and factual information regarding worship and Christian life should be learned by heart (NDC p. 102).
The student will:
1. define prayer as talking to and listening to God. Prayer shows God that we love Him.
2. recite and pray traditional prayers:
a. Sign of the Cross
b. Meal time prayers
c. Our Father
d. Hail Mary
e. Glory Be
f. Guardian Angel Prayer
g. St. Michael the Archangel
h. The Angelus
3. identify appropriate times for prayer (morning, before bed, meal time, etc.)
4. demonstrate spontaneous prayer
5. identify the rosary as a public or private prayer
6. genuflect in the presence of the Blessed Sacrament
1st Grade
STRAND I: PROFESSION OF FAITH
A. Sacred Scripture
Guiding Question: What Bible stories communicate God’s love to us?
The student will:
1. retell Bible narratives about:
a. Creation
b. Noah
c. Birth of Jesus
d. The Call of the Disciples, showing that Jesus calls us to be His disciple also
e. Death of Jesus, including that Jesus’ death on the cross was because He loves us
f. Resurrection of Jesus, focusing on his Resurrection meaning we get to be with Jesus in
Heaven when we die
g. Ascension of Jesus
h. Pentecost
2. pray, using Lectio Divina with the following passages:
a. The Good Samaritan
b. The Good Shepherd
c. Jesus and the Little Children
3. Identify the readings at Mass as Bible passages
B. Church History
The student will:
1. listen to and retell simple stories of the lives of the saints.
2. discuss the Holy Family, and the life of Jesus as the turning point in salvation history
3. Discuss beautiful works of art from the Catholic tradition
C. Doctrine
The student will:
1. identify the three persons of the Holy Trinity as the Father, Son and Holy Spirit
2. recognize that God, our Father, is the creator of all things
3. identify Jesus as the Son of God
4. Jesus died on the Cross to save us from sin and rose from the dead to give us life. He wants us to
have faith in him and what he did to save us.
5. 6. 7. 8. identify the Holy Spirit as the third person of the Trinity
identify Mary as the Mother of God
recite the two great commandments: Love God and love your neighbor as yourself.
recognize that God loves us, has a great mission for each of us, and wants us to be happy with
him forever in heaven
9. define sin as choosing to disobey God’s law in thought, word, deed, or omission
10. recognize that sin separates us from God
11. recognize God is merciful and forgives sins
STRAND II: CELEBRATION OF THE CHRISTIAN MYSTERY
A. Liturgy
The student will:
1. 2. 3. 4. 5. participate at Mass in an age appropriate manner
recognize that Jesus is present at Mass in a special way
experience in and identify the liturgical activities of the Church, including May crowning
demonstrate reverent behavior in church, including genuflection before the tabernacle
tour the church and identify important parts of the sanctuary, i.e. altar, tabernacle, sanctuary
lamp, baptismal font, crucifix, ambo/lectern, etc.
B. Sacraments
The student will:
1. 2. 3. define sacrament as an outward sign instituted by Christ to give grace
define grace as God’s love and life that He gives us as a gift
tell that the sacrament of Baptism is the liturgical event at which we are reborn as children of
God, become members of Christ, and are incorporated into the Church and made sharers of the
church’s mission
4. define original sin
5. 6. 7. 8. state that God takes away original sin in Baptism and gives us his gift of grace
identify water as a physical sign of Baptism
discuss other symbols and signs of Baptism (i.e. light, oil, white garment)
recognize that Jesus is present in the Eucharist
STRAND III: LIFE IN CHRIST
A. Christian Anthropology
NOTE: Within these Standards the term “man” refers to both “male” and “female.” References to Theology of the Body
(TOB) and the Catechism of the Catholic Church (CCC) are in parentheses after each Standard.
Discuss that God made us as part of creation. (CCC338, 339, 343)
Identify that God made human beings male and female, with different bodies, and both are
good. (CCC2331, 2334).
The student will:
1. 2. 3. Express a sense of wonder for all of God’s creation. (TOB 2-3, 13:2; CCC 299)
Recognize the goodness of creation. (TOB 13:3; CCC 280, 339)
Express that every person is a gift from God. (TOB 13:2-4, 14:4, 15, 16:3-4, 17, 18:3-19:1, 19:3;
CCC 356-358, 371-372)
4. 5. 6. Recognize that human beings manifest their inner life through their body language. (TOB 19:4-5;
7. 8. 9. CCC 2521-2524)
Recognize that true freedom comes by choosing the good. (TOB 13:3; CCC 1696, 1730, 1733)
Recognize that each person is unique and unrepeatable. (TOB 20:5; CCC 357, 366)
Recognize that God calls us to make a gift of ourselves in love. (TOB 46:6, 78:3; CCC 357, 1878,
2196, Gaudium et Spes 24:3)
B. Discipleship and Community
NOTE: The community section and the service section should be explicitly linked. The community sub strand teaches
students why community is necessary, and the service sub strand teaches students how we love others to strengthen the
body of Christ.
The student will:
1. 2. Respond to Jesus’ call to become his disciple (a student of Jesus, and in relationship with Jesus)
identify that they belong to different communities: their families, their parishes, their school, their
towns/cities, etc.
3. begin to demonstrate care and concern for classmates (helping each other retrieve items, asking
questions to each other) and relate it to being a disciple of Jesus
4. 5. 6. 7. reach out to the larger community (visit at a nursing home, collect socks for the homeless, etc.)
explain that we express care and concern for others because of love and charity.
explain that we can be a gift of self when we give ourselves for the sake of others in our actions.
give examples of appropriate behavior in community (saying please and thank you, greeting
people in the hall, being quiet in Mass so others can worship)
C. Morality
The student will:
1. recognize that their behavior affects their relationship with God, and God longs for us to choose
good and to choose Him
2. 3. 4. discuss the difference between choosing virtue or sin (right and wrong)
know the theological virtues—faith, hope, and charity
discuss that sin is disobeying God, but virtue is loving God and others
D. Service/Social Justice
The student will:
1. recognize that God calls us to share our gifts with everyone, and that God has a great mission of
service for each of us
2. 3. list ways that can serve others at home, in school, on the playground, and in the community.
identify some church leadership roles: priest, deacon, religious sisters, brothers, laity, Pope,
Archbishop/Bishop, etc. (GDC 231, 232; Lumen Gentium 41)
4. participate in school, church and/or community service projects
STRAND IV: PRAYER
NOTE: Teachers can find the list of common Catholic prayers in Appendix III “Common Catholic Prayers”.
Effective catechesis also incorporates learning “by heart.” For centuries the living tradition of the faith was
handed on principally through the oral tradition. From the earliest time, catechesis has relied on the Creed,
the sacraments, the Decalogue, and prayers, especially the Our Father, as primary instruments of
transmitting the faith.
In order to learn the principal truths of the faith, these instruments were easily committed to memory in lieu
of textbooks or other printed materials and could be recalled often as the basis of catechetical instruction.
“Use of memory, therefore, forms a constitutive aspect of pedagogy of the faith since the beginning of
Christianity” (GDC, no. 154).
The principal formulations of the faith: basic prayers; key biblical themes, personalities, and expressions;
and factual information regarding worship and Christian life should be learned by heart (NDC p. 102).
The student will:
1. 2. 3. 4. 5. 6. define prayer as talking to and listening to God. Prayer shows God that we love him and want to
spend time with him.
recite and pray traditional prayers:
a. Sign of the Cross
b. Meal time prayers
c. Our Father
d. Hail Mary
e. Glory Be
f. Morning Offering (either from Appendix III, or chosen locally by parish/school)
g. Guardian Angel Prayer
h. St. Michael the Archangel
i. The Angelus
j. Confiteor
identify appropriate times for prayer (morning, before bed, meal time, etc.)
demonstrate spontaneous prayers including communicating love to God, praise of God, and
gratitude to God
identify the rosary as a public or private prayer
genuflect in the presence of the Blessed Sacrament
2nd Grade
STRAND I: PROFESSION OF FAITH
A. Sacred Scripture
B. The student will:
1. 2. explain that the Bible is divided between the Old and New Testament
explain the various books of the Bible, that they have different authors, and are all inspired by the
Holy Spirit
3. 4. retell Bible narratives that focus on Confession and the Eucharist (see Appendix for suggestions)
demonstrate reverence and respect for the Bible as the Word of God
Church History (integrate with 2021 AOD History Standards)
The student will:
1. listen to, read, and/or retell simple stories of the lives of the Saints, especially saints that have a
strong devotion to the Eucharist and Confession (see Appendix for suggestions), and the patron
saint or special event of their parish/school name
2. Discuss beautiful works of art from the Catholic tradition, especially focused on the Eucharist and
Confession
3. Define incarnation as “to become flesh” and name the Incarnation as the most important event of
human history because God became man. Mark the Incarnation as the center of the timeline in
history.
4. Understand that Jesus founded the Church and that there is an unbroken line from Jesus to the
Church today.
5. Understand that the Eucharist unites us to Jesus’ death and resurrection and to all the saints in
heaven
6. Describe Jesus’ resurrection, great commissioning, and Pentecost in relation to the Church’s
mission within the Roman empire.
7. Describe the life of early Christians after the ascension (persecution and Christian charity), the
spread of Christianity by the apostles, and the death of St. Peter and St. Paul.
8. Retell the martyrdoms of St. Stephen, St. Ignatius of Antioch, Polycarp, Sts. Felicity & Perpetua, St.
Sebastian, St. Agnes, St. Cecilia, and Tarcisius.
C. Doctrine
The student will:
1. 2. identify the role Mary plays in the faith life of the church
identify the Ten Commandments as the laws God gave to Moses. Relate them to the two great
commandments.
3. 4. 5. 6. 7. explain the Two Great Commandments: Love God and love your neighbor as yourself.
define grace as a free undeserved help God gives us to become His children (CCC 1996)
identify grace as the source of our strength
identify Mary as our Mother in the order of grace (CCC 967-969)
define sin choosing to disobey God’s law in thought, word, deed, or omission
8. identify, compare and contrast types of sin: Original sin, less serious sin (venial sin) and more
serious sin (mortal sin)
9. tell that the Sacrament of Reconciliation restores our friendship with God and the community
10. tell that we receive the Body and Blood of Jesus, under the appearance of bread and wine, in the
sacrament of the Eucharist
11. define salvation as being saved by the love of God. God wants us to accept salvation through
faith and to live as his disciple.
STRAND II: CELEBRATION OF THE CHRISTIAN MYSTERY
A. Liturgy
The student will:
1. demonstrate reverent behavior in church because we meet Jesus in the Mass and He is due our
2. 3. 4. 5. 6. 7. 8. reverence
plan and participate more actively in the Mass
define liturgy as the official public worship of the Church (CCC 1069)
identify the two parts of the Liturgy of the Mass: the Liturgy of the Word and the Liturgy of the
Eucharist
recognize that Jesus is present at Mass in the Scripture, the person of the priest, in the
community gathered to worship, and in the Eucharist (CCC 1088)
Experience and identify the liturgical activities of the Church, including Stations of the Cross
participate in Penance Services/Sacrament of Reconciliation
distinguish differences between Holy Sacrifice of the Mass and other liturgical celebrations
B. Sacraments
NOTE: Second grade is a study of the Sacraments of Initiation, in preparation for receiving the sacraments they will receive
in 3rd grade. Confirm with your administrator and parish when in the school year students in your school will be receiving
their sacraments in 3rd grade. The sacrament standards in 2nd and 3rd grade require communication between the 2nd and
3rd grade teacher in regard to the date students will receive Sacraments, and the time between when they receive
sacraments and when they are being prepared for the sacraments.
The student will:
1. define sacrament as an outward sign instituted by Christ to give grace and to share His life with
us
2. identify the seven sacraments
3. 4. discuss some of the names for the Sacrament of Reconciliation (CCC 1423, 1424)
discuss some of the names for the Sacrament of Eucharist (CCC 1328-1332)
Baptism
5. 6. 7. identify the sacrament of Baptism as the liturgical event at which we are welcomed into the
Christian community as followers of Jesus
tell that God takes away original sin in Baptism and gives us his gift of grace
identify signs and symbols of Baptism
Confirmation
8. explain Confirmation as the liturgical event that strengthens and completes the grace of Baptism;
we receive the Holy Spirit in Baptism and are strengthened in it in Confirmation
9. relate the account of Pentecost to Confirmation
10. list the gifts and the fruits of the Holy Spirit
11. list and explain the signs and symbols of Confirmation
Eucharist
12. explain that the bread and wine become the Body and Blood of Christ at the consecration of the
Mass
13. explain that the Eucharist was given to us at the Last Supper by Jesus so that He could always be
close to us
14. explain that Holy Communion means we become one with Jesus when we eat His body.
15. Demonstrate the procedure for receiving Holy Communion
16. identify the liturgical items that are used in the Celebration of the Eucharist, including chalice,
ciborium, paten, cruets, and tabernacle.
17. list and explain the signs and symbols of the Eucharist
Reconciliation
18. explain that through the priest Jesus forgives our sins in the Sacrament of Reconciliation because
Jesus longs for us to be free of sin
19. Memorize the Act of Contrition
20. demonstrate the procedure for celebrating the Sacrament of Reconciliation, including an
examination of conscience, the dialogue with the priest, reciting an Act of Contrition, and
performing the Penance given by the priest.
21. list and explain the signs and symbols of Reconciliation
STRAND III: LIFE IN CHRIST
A. Christian Anthropology
NOTE: Within these Standards the term “man” refers to both “male” and “female.” References to Theology of the Body
(TOB) and the Catechism of the Catholic Church (CCC) are in parentheses after each Standard.
The student will:
1. 2. 3. 4. 5. 6. 7. 8. 9. Recognize that all creatures are a sign of God’s gift in love. (TOB 13:3; CCC 339, 342)
Articulate how and why we are made for relationship with God (Communion). (TOB 6:2; CCC
357-358, 374)
Relate how we learn more about ourselves through our relationships with others. (cf. TOB 9:4,
12:3)
Discuss reasons why God made man male and female in Gen. 1:27 and Gen. 2:18-22a. (cf. TOB
2-3; 13:2; CCC 371-372)
Discuss how we are created in the image and likeness of the Trinitarian God. (TOB 9:2 – 9:3, 13:2,
19:1; CCC 355-357)
Express that man is called to give himself through love as “Gift.” (TOB 15:1; CCC 357, 1878,
2196; Gaudium et Spes 24:3)
Discuss how Jesus is the model of what it means for a person to be a gift. (TOB 90:5-6; CCC 519-
520)
Discuss how the character of a person is embodied in their comportment. (cf. 1Cor. 6:19-20,
1Thess. 4:4, TOB 57:1-3; CCC 2521-2524)
Analyze how the body reveals that each person is made for relationship with God, others, and
the world. (TOB 12:1, 13:4; CCC 340, 344, 371-373)
B. Discipleship and Community
NOTE: The community section and the service section should be explicitly linked. The community sub strand teaches
students why community is necessary, and the service sub strand teaches students how we love others to strengthen the
body of Christ.
The student will:
1. 2. Describe that Jesus wants us to be a disciple, to live as His follower
demonstrate care and concern for the community (reaching out to parish community members in
need, nursing home ministry, or other group/person in the community in need)
3. 4. explain that we can be a gift of self when we give ourselves for the sake of others in our actions.
describe and demonstrate that the Church is a praying and worshiping community, by praying
for members of the community
5. 6. 7. describe how participation in Mass and prayer unites them into the Body of Christ
compare virtuous choices to selfish choices in community
discuss how sin affects a community, and damages the body of Christ
C. Morality
The student will:
1. review what the Ten Commandments tell us what to do and not to do so that we can be happy
and live a good life with God.
2. 3. 4. 5. 6. 7. 8. 9. identify the norms of Christian behavior as stated in the Ten Commandments
identify what the Ten Commandments tell us to do and not to do
recite the Two Great Commandments
discuss the difference between right and wrong
define sin as choosing to disobey God’s law in thought, word, deed or omission
discuss respect for parents, teachers and other legitimate authorities
understand and identify examples of living out the theological virtues—faith, hope, and charity
students will identify the source of our strength to do the right thing as grace
10. define grace as the free, undeserved help God gives us to become His children (CCC 1996)
11. develop the practice of the examination of conscience
D. Service/Social Justice
The student will:
1. 2. 3. define stewardship as gratefully sharing gifts of time, talent and treasure
identify gifts they have that God calls them to share with other
identify some church leadership roles, as opportunities for the people in the following roles to
share their time, talent, treasure, and selves with others through different roles: priest, deacon,
religious sisters, brothers, laity, Pope, Cardinal, Archbishop/Bishop, etc. (GDC 231, 232; Lumen
Gentium 41)
4. Describe how a disciple of Jesus serves others, imitating Jesus. List ways that they can serve at
home, in school, on the playground, in the community
5. articulate the value and dignity of all people, recognizing difference in cultural and economic
backgrounds, but that those identifiers do not have an effect on the inherent dignity of the
human person
6. participate in school, church and/or community service projects
STRAND IV: PRAYER
NOTE: Teachers can find the list of common Catholic prayers in Appendix III “Common Catholic Prayers”.
Effective catechesis also incorporates learning “by heart.” For centuries the living tradition of the faith was
handed on principally through the oral tradition. From the earliest time, catechesis has relied on the Creed,
the sacraments, the Decalogue, and prayers, especially the Our Father, as primary instruments of
transmitting the faith.
In order to learn the principal truths of the faith, these instruments were easily committed to memory in lieu
of textbooks or other printed materials and could be recalled often as the basis of catechetical instruction.
“Use of memory, therefore, forms a constitutive aspect of pedagogy of the faith since the beginning of
Christianity” (GDC, no. 154).
The principal formulations of the faith: basic prayers; key biblical themes, personalities, and expressions;
and factual information regarding worship and Christian life should be learned by heart (NDC p. 102).
The student will:
1. define prayer as talking and listening to God. It shows him that we love him and want to spend time
2. 3. 4. 5. 6. 7. 8. 9. with him.
identify the different types of prayer (blessing, adoration, petition, intercession, thanksgiving, and
praise.)
Memorize and pray traditional prayers
a. Sign of the Cross
b. Meal time prayers
c. Our Father
d. Hail Mary
e. Glory Be
f. Act of Contrition
g. Morning Offering (either from Appendix III, or chosen locally by parish/school)
h. Guardian Angel Prayer
i. St. Michael the Archangel
j. The Angelus
k. Confiteor
identify appropriate times for prayer (morning, before bed, meal time, traditional prayers for
liturgical seasons, etc.)
demonstrate spontaneous prayers, including communicating love to God, praise of God, and
gratitude to God
participate in praying the rosary
pray using a guided Lectio Divina
genuflect in the presence of the Blessed Sacrament.
Spend time speaking to him and listening to him in silence.
3rd Grade
STRAND 1: PROFESSION OF FAITH
A. Sacred Scripture
The student will:
1. 2. 3. 4. 5. 6. identify that the Bible is organized into books, chapters and verses
recognize the books of the Old Testament (Hebrew Scriptures) and New Testament (Christian
Scriptures) from a list
retell Bible narratives, especially those that focus on the life, death, and resurrection of Jesus.
Show how these stories relate to the student as a disciple of Jesus.
Read the book of Acts (Ch. 1-4, and other key stories) to study the role of the Holy Spirit in the life
of the Church
explain how the Scripture narratives can be implemented in daily life
retell the story of Moses and the Ten Commandments
B. Church History (integrate with 2021 AOD History Standards)
Guiding Question: What is the role of the Holy Spirit in the life of the Church? How do we live as
Christians?
The student will:
1. 2. 3. 4. 5. 6. 7. 8. 9. retell the call of the Apostles. Describe how Jesus calls them to be his disciples too.
tell that Peter was appointed the leader of the new Church and was the first pope and that there
have been 265 popes after him
Show how Jesus founded the Church by establishing its leaders, sacraments, and calling
everyone to become disciples.
describe the descent of the Holy Spirit at Pentecost. Explain that this is the birth of the Church.
explain the roles of the pope, bishops, priest, deacons, consecrated and laity
identify and discuss vocations in the church (clergy, religious, married couples, single life and
consecrated life)
discuss how Christians in the middle ages established Christian culture to live out Christianity
with intention and importance, ordering their lives toward living as Christians: monasteries,
towns/villages built around cathedrals, rise of religious life in mendicant form, the Church’s role
in building culture through universities and schools, evangelization through discovery of lands
explain the relationship of the parish to the archdiocese / diocese and the universal church
Discuss beautiful works of art from the Catholic tradition
C. Doctrine
The student will:
1. 2. recite and define the Apostles Creed (using standards 3-5, and standards 8-9 below)
identify the four marks of the Church as one, holy, catholic, and apostolic
3. define the Communion of Saints as the pilgrims on earth, the dead whom are being purified, and
the blessed in Heaven (CCC 962) (They should understand that we all are pilgrims on earth
therefore we are also members of the Communion of Saints.)
4. 5. 6. 7. 8. 9. describe the Church as the Body of Christ; clergy, laity, hierarchy, and communion of saints
define the Catholic Church as a family of disciples under the leadership of the Pope
explain the nature of the Trinity as three persons in one God – God is Father, Son and Holy Spirit
identify Mary as Mother of God and Mother of the Church
list and explain the important events in the life of Mary
discuss the concepts of Heaven, Hell, and purgatory
10. explain that Jesus will come again in glory at the end of the world to judge the living and the
dead (CCC 1038 ff)
STRAND II: CELEBRATION OF CHRISTIAN MYSTERY
A. Liturgy
The student will:
1. 2. 3. 4. 5. plan and reverently participate regularly in celebrations of the Eucharist
describe why receiving the Eucharist regularly is important for the life of a disciple
prepare for and participate regularly in the Sacrament of Reconciliation.
describe why regular Confession is important for the life of a disciple
identify the seasons of the Church year: Advent, Christmas, Lent, Triduum, Easter, and Ordinary
Time
6. 7. discuss Advent and Lent as penitential seasons of preparation
participate in All Saints Day/All Souls Day practices (and other appropriate cultural celebrations
related to this concept)
8. pray for the dead and discuss why we should pray for them (include the concept of Purgatory.
(CCC 1030-1032)
9. list the Holy Days of Obligation and explain the purpose for each celebration
10. experience and identify the liturgical activities of the Church, including Benediction and
Adoration.
B. Sacraments
NOTE: Second grade is a study of the Sacraments of Initiation, in preparation for receiving the sacraments they will receive
in 3rd grade. Confirm with your administrator and parish when in the school year students are your school will be receiving
their sacraments in 3rd grade. The sacrament standards in 2nd and 3rd grade require communication between the 2nd and
3rd grade teacher in regards to the date students will receive Sacraments, and the time between when they receive
sacraments and when they are being prepared for the sacraments.
The students will:
1. 2. 3. 4. 6. use the Ten Commandments to complete the Examination of Conscience
celebrate the seasons of Advent and Lent by reception of the Sacrament of Reconciliation
recall sacraments as the way we encounter God
review a sacrament as an outward sign instituted by Christ to give grace
5. list the seven sacraments
divide the sacraments into three categories: sacraments of initiation (Baptism, Eucharist and
Confirmation), sacraments of healing (Reconciliation and Anointing of the Sick), sacraments of
vocation/service (Holy Orders and Matrimony)
7. compare and contrast sacraments within the above categories
STRAND III: LIFE IN CHRIST
A. Christian Anthropology
NOTE: Within these Standards the term “man” refers to both “male” and “female.” References to Theology of the Body
(TOB) and the Catechism of the Catholic Church (CCC) are in parentheses after each Standard.
The student will:
1. 2. 3. 4. 5. 6. Give examples of man’s unique relationship with God as set apart from the rest of creation:
naming the animals, cultivating the earth, and choosing between good and evil. (TOB 5:4, 6;
CCC 343, 356, 373, 378)
Contrast how God can enable people to view the world and others as gifts with how some
people view the world and others as a threat, eliciting a response of selfishness and
manipulation. (cf. TOB 15:1, 46:6; CCC 2514, 2517-2519, 2524, 2531)
Relate how the body reveals the person. (TOB 14:4; CCC 364-366, 371)
Relate man’s relationship with God in original solitude to the restoration of man’s relationship
with God through baptism. (cf. TOB 91:5, 92:2, 96:2-5; CCC 374, 1265, 1272-1273)
Relate being connected to Jesus the True Vine (Jn 15:4-5) to manifesting the fruits of the Spirit
(Gal 5:22-23). (cf. TOB 51; CCC 736, 1831-1832, 2074)
Recognize that in heaven there will be a profound unity and harmony between the soul and the
body. (TOB 66:5-6; CCC 996-997)
B. Discipleship and Community
NOTE: The community section and the service section should be explicitly linked. The community sub strand teaches
students why community is necessary, and the service sub strand teaches students how we love others to strengthen the
body of Christ.
The student will:
1. describe the Catholic Church as a community of believers who together follow Jesus as his
2. 3. 4. 5. 6. 7. disciples.
Explain what it means to be a disciple who lives like Jesus in the world.
identify skills for building community (in the classroom, then in the school, in the parish, etc.) and
design projects using these skills (saying hi to classmates, including others in games/projects,
complimenting one another, keeping classroom items in order, respecting shared resources in
the classroom, smiling and shaking hands of parishioners, visiting the elderly)
identify the characteristics and value of honesty, self-discipline, and respect for life, and how a
lack of these things hurts the community
identify that the good of each individual is related to the common good
identify persons with legitimate authority in the family, local church community, school
community, civic community
explain that God is the source of all authority
C. Morality
The student will:
1. Identify examples of respect for others
2. respond to the love of God by being truthful, honest, helpful, forgiving, sacrificing, and living in
peace
3. 4. 5. 6. 7. 8. Explain how we must love and forgive others the way God loves and forgives us
demonstrate obedience to rules, regulations, and legitimate authority
recite the Ten Commandments from memory
recite the Two Great Commandments
define sin as choosing to disobey God’s law in thought, word, deed, or omission
discuss the communal effects of sin
9. define the cardinal virtues
D. Service/Social Justice
The student will:
1. explain why Christians have a preferential option for the poor and vulnerable (using the Gospel
narratives of Jesus’ example and teachings on the poor and vulnerable and how we should love
those in need like Jesus)
2. identify ways to demonstrate concern for the hungry, the poor, immigrants, those treated
unjustly, the unborn, the elderly, and less abled
3. identify actions, situations, behaviors, and attitudes which are not Christian or which violate
human freedom, including the idea of solidarity in addressing racism and discrimination
4. participate in school, church, and community service projects, and reflect on how giving of
ourselves to others is imitating Jesus
STRAND IV: PRAYER
NOTE: Teachers can find the list of common Catholic prayers in Appendix III “Common Catholic Prayers”.
Effective catechesis also incorporates learning “by heart.” For centuries the living tradition of the faith was
handed on principally through the oral tradition. From the earliest time, catechesis has relied on the Creed,
the sacraments, the Decalogue, and prayers, especially the Our Father, as primary instruments of
transmitting the faith.
In order to learn the principal truths of the faith, these instruments were easily committed to memory in lieu
of textbooks or other printed materials and could be recalled often as the basis of catechetical instruction.
“Use of memory, therefore, forms a constitutive aspect of pedagogy of the faith since the beginning of
Christianity” (GDC, no. 154).
The principal formulations of the faith: basic prayers; key biblical themes, personalities, and expressions;
and factual information regarding worship and Christian life should be learned by heart (NDC p. 102).
The student will:
1. 2. 3. 4. 5. 6. 7. 8. 9. distinguish between memorized prayers and spontaneous prayer
Review and memorize traditional prayers:
a. Sign of the Cross
b. Meal time prayers
c. Our Father
d. Hail Mary
e. Glory Be
f. Morning Offering (either from Appendix III, or chosen locally by parish/school)
g. Guardian Angel Prayer
h. St. Michael the Archangel
i. The Angelus
j. Confiteor
k. Apostle’s Creed
l. Hail Holy Queen
m. Prayer to the Holy Spirit
n. Rosary
participate in traditional Marian devotions, such as a May Crowning
review prayer as conversation with God, expressing love and friendship with him
pray using a guided Lectio Divina
define the four types of prayer (petition, thanksgiving, praise/adoration, contrition/sorrow.)
Demonstrate a sample of each type.
discuss and/or participate in Eucharistic devotions such as Adoration, Forty Hours, and Benediction
demonstrate appropriate church customs in various liturgical situations and prayers for specific
liturgical seasons
be introduced to the Act of Faith, Act of Hope, and Act of Love
4th Grade
STRAND I: PROFESSION OF FAITH
A. Sacred Scripture
Guiding Question: Why do we do works of mercy?
B. The student will:
1. discuss the idea of covenant using the Bible narratives about Adam, Noah, Abraham, David,
Moses, and Jesus and how we enter into the covenant Jesus established
2. 3. 4. 5. 6. find Scripture passages and reference them by citing book, chapter, and verse
name the four evangelists and identify them as writers of the Gospels
define the Gospels as narratives of the life of Jesus
cite the Gospels of Matthew and Luke as containing the infancy narratives
read the Scripture passages containing the Beatitudes and describe how it pertains to the life of
the disciple
7. 8. memorize and recite the Beatitudes
read Scripture passages containing the Corporal and Spiritual Works of Mercy (Matt 5 – 7) and
how followers of Jesus must practice them
9. memorize recite the Corporal and Spiritual Works of Mercy
Church History (integrate with 2021 AOD History Standards)
The student will:
1. discuss the role of the Holy Spirit in the birth and growth of the Church using the Acts of the
Apostles
2. outline the growth of the early Church beginning with the Acts of the Apostles (the role of Sts.
Peter & Paul and the apostles)
3. Tell the story of St. Juan Diego and Our Lady of Guadalupe, including the conversion of millions
of people after her appearance (including details of the Aztec culture that she spoke to)
4. Retell the story of early southwest explorers and missionaries including the Spanish missions and
Franciscans (students to understand the reality of social injustice in the colonies in North and
South America and how some Christians both perpetuated these problems and while others
actively worked against them. The Church consistently condemned slavery throughout colonial
times.)
5. tell about the history of the Catholic Church in Colorado, including the Spanish Franciscan
missions, St. Junipero Serra, Sr. María de Jesús, Padre Kino, Fr. John Miege, Bishop Machebeuf,
St. Francis Cabrini, Julia Greeley, anti-Catholicism action of the 1900s, the establishment of the
three dioceses, and 1993 World Youth Day
6. explore the development of various Catholic feast days based on cultural traditions (St. Nicholas,
Christmas, St. Patrick, All Saints, Our Lady of Guadalupe, etc.)
C. Doctrine
The student will:
1. 2. Identify Jesus by multiple titles, including the meaning of each (CCC452-455, 744)
Explain why Jesus became man (CCC 561, 620-621)
3. 4. Explain the Incarnation (CCC479, 480, 483)
Explain how Jesus saved us on the Cross and recreated humanity in the Resurrection (606-618,
651-55)
5. Explain how after his ascension, Jesus is our king who reigns from Heaven over his followers
(CCC 659-664)
6. Explain why God chose Mary as the mother of Jesus (CCC508)
7. Explain the Immaculate Conception (CCC508)
8. Explain the Annunciation (CCC484)
9. Explain Mary’s fiat (CCC973)
STRAND II: CELEBRATION OF CHRISTIAN MYSTERY
A. Liturgy
The student will:
1. participate regularly in the planning and celebration of the Eucharist (i.e. acting as lector, cantor,
acolyte, gift bearers, ushers, etc.)
2. Explain how we join in Jesus’ prayer to the Father at Mass, especially in his offering of himself at
the consecration
3. define the parts of the Mass as the introductory rite, the Liturgy of the Word and Liturgy of the
Eucharist
4. explain how the major prayers of the liturgy (Penitential Rite, Confiteor, Gloria, Holy, holy, Lamb
of God, Our Father, and the responses) fit into the structure of the Mass
5. 6. 7. 8. identify the vestments and sacred objects used in the Mass
match the colors of the vestments with liturgical seasons and special celebrations
explain the meaning of the colors of the liturgical seasons
experience and identify the cultural customs associated with saints, i.e. throat blessing on St.
Blaise’s day, blessing of animals on Feast of St. Francis of Assisi
9. participate in Penance Services
10. compare and contrast the Holy Sacrifice of the Mass with para-liturgical celebrations
B. Sacraments
1. 2. 3. 4. 5. 6. define sacramentals as sacred signs that bear a resemblance to the sacraments
explain the difference between the seven sacraments and sacramentals
explain why the Eucharist is the center of the disciple’s life (CCC 1343)
define Matrimony and Holy Orders as sacraments of service/vocation and how we discern them
discuss the signs and symbols of the sacraments of Holy Orders and Matrimony
discuss the Sacrament of Reconciliation as a moment of conversion in our journey to become
more like Jesus
7. identify the signs and symbols of the sacraments of anointing of the sick and reconciliation
STRAND III: LIFE IN CHRIST
A. Christian Anthropology
NOTE: Within these Standards the term “man” refers to both “male” and “female.” References to Theology of the Body
(TOB) and the Catechism of the Catholic Church (CCC) are in parentheses after each Standard.
The student will:
1. Interpret the significance of Genesis 2:18: “It is not good for man to be alone. I will make a helper
fit for him.” (TOB 9:2; CCC 371-372)
2. Compare Adam’s joy at the creation of Eve to his response to the creation of the animals. (TOB
10:1; CCC 371)
3. Extrapolate how man is created in God’s image through the communion of persons. (TOB 9:3,
14:6; CCC 355-357)
4. Connect how virtues (which have to do with man’s inner life) are expressed through the body.
(TOB 51:5-6, 53:4, 54:2-55:7; CCC 2516, 2520-2524)
5. Recognize that suffering is a result of the Fall and that suffering can make it difficult for us to see
the gifts of God. (cf. TOB 26:4-5, 27:1-2; CCC 385, 400, 402, 404-405)
6. Relate how Christ nourishes communion through the gift of himself in the Eucharist. (TOB 99:1;
CCC 1391, 1392)
7. Demonstrate how through our work we make a gift of ourselves. (cf. TOB 6:4, 7:2; CCC 2427-
2428)
8. 9. Relate how work helps us fulfill a mission. (cf. TOB 6:4, 7:2; CCC 373, 2427-2428)
Discuss how at the Resurrection we will experience the most perfect communion with God and
others. (TOB 68:1-4; CCC 1023-1025)
10. Identify ways where God is, or was, present in their own life. (cf. TOB 65:5; CCC 356-357, 22ff)
B. Discipleship and Community
NOTE: The community section and the service section should be explicitly linked. The community sub strand teaches
students why community is necessary, and the service sub strand teaches students how we love others to strengthen the
body of Christ.
The student will:
1. 2. 3. 4. 5. 6. Explain how we become disciples of Jesus and what it means to live as a disciple in the world
Explain how Jesus’ command to “love one another” applies to their own lives and school
situations.
identify the Church as the Body of Christ and describe ways the behavior of each disciple affects
the whole membership
examine the importance of rules and order in family life, school situations, the church, and the
wider community
demonstrate ways to teach others about the reign of God
identify ways to share your faith with others; practice writing and saying the kerygma
C. Morality
The student will:
Ten Commandments
1. 2. 3. recite the Ten Commandments, in order, from memory
explain the deeper meaning of each of the ten commandments
identify the Ten Commandments as central to our relationship with God
Sin
4. 5. 6. discuss disobedience to the Ten Commandments as sin
identify serious sin as mortal sin and less serious sin as venial sin
list and explain the conditions that need to be present for a sin to be serious/mortal
Conscience
7. define and explain intellect and free will and what true freedom means (CCC 1733)
8. define conscience (CCC 1776-1794)
9. develop the practice of the examination of conscience
10. discuss the formation of conscience with guidance from Sacred Scripture and the teachings of
the Church
Beatitudes
11. discuss how the Beatitudes are guidelines for the moral life of a disciple of Jesus
12. compare and contrast the Beatitudes and the values of modern day society
13. outline some ways in which people do not live up to ideals of the Beatitudes
14. understand and identify examples of living out the cardinal virtues
D. Service/Social Justice
1. Identify ways in which the Beatitudes call us to live, using Bl. Pier Giorgio Frassati (the man of the
Beatitudes) and other saints as examples
2. demonstrate ways to apply the Spiritual and Corporal works of Mercy to those in need (refer to
3rd grade standard 1 and 2nd grade standard 5 in Service/Social Justice strand)
3. participate in school, church, and community service projects designed to help people in need,
followed by reflection that Christ tells us we will find Him in the poor, forgotten, and oppressed
STRAND IV: PRAYER
NOTE: Teachers can find the list of common Catholic prayers in Appendix III “Common Catholic Prayers”.
Effective catechesis also incorporates learning “by heart.” For centuries the living tradition of the faith was
handed on principally through the oral tradition. From the earliest time, catechesis has relied on the Creed,
the sacraments, the Decalogue, and prayers, especially the Our Father, as primary instruments of
transmitting the faith.
In order to learn the principal truths of the faith, these instruments were easily committed to memory in lieu
of textbooks or other printed materials and could be recalled often as the basis of catechetical instruction.
“Use of memory, therefore, forms a constitutive aspect of pedagogy of the faith since the beginning of
Christianity” (GDC, no. 154).
The principal formulations of the faith: basic prayers; key biblical themes, personalities, and expressions;
and factual information regarding worship and Christian life should be learned by heart (NDC p. 102).
The student will:
1. 2. distinguish between memorized prayers and spontaneous prayer
Review, memorize, and pray traditional prayers:
a. Sign of the Cross
b. Meal time prayers
c. Our Father
d. Hail Mary
e. Glory Be
f. Morning Offering (either from Appendix III, or chosen locally by parish/school)
g. Guardian Angel Prayer
h. St. Michael the Archangel
i. The Angelus
j. Confiteor
k. Apostle’s Creed
l. Hail Holy Queen
m. Prayer to the Holy Spirit
n. Eternal Rest
o. Rosary
3. compose original prayers
4. discuss prayer as talking to and listening to God and showing him our love by spending time with
him
5. pray using Lectio Divina
6. 7. 8. discuss and/or participate in Eucharistic devotions such as Adoration, Forty Hours, and Benediction
demonstrate appropriate reverence during prayer
create a plan of personal daily prayer
5th Grade
STRAND I: PROFESSION OF FAITH
A. Sacred Scripture
The student will:
1. 2. 3. 4. 5. 6. 7. 8. explain that the Gospels are the accounts of the life of Jesus
discuss that “God is the author of Sacred Scripture because He inspired its human authors”
(CCC136)
memorize most of the 46 books in the Old Testament
memorize the 27 books in the New Testament
identify that the Pentateuch is the first five books of the Old Testament
find Scripture passages and reference them by citing book, chapter, and verse
identify and discuss Scripture passages related to each of the sacraments (see Appendix)
identify the Acts of the Apostles as the history of the early church
B. Church History (integrate with 2021 AOD History Standards)
The student will:
1. 2. 3. 4. 5. 6. discuss the Church as a sacrament of Christ in the world (an outward sign of Christ in the world)
Describe how the sacraments keep Jesus present in the community, especially through the
Eucharist
Explore the role of Bishop John Carroll in establishing the Catholic Church in the United States.
Retell the lives of St. Elizabeth Ann Seton and Katharine Drexel in establishing Catholic schools
and serving the underprivileged, and Fr. De Smet and Servant of God Nicholas Black Elk’s
service to indigenous people of the United States.
identify some saints particularly associated with the sacraments (see Appendix)
Discuss beautiful works of art from the Catholic tradition, especially as related to the sacraments
C. Doctrine
The student will:
1. 2. 3. 4. 5. define sacrament as an outward sign instituted by Jesus entrusted to the Church by which life is
dispensed to us (CCC 1131); the sacraments are promises for how we can receive Jesus’ life
within us (sanctifying grace).
Describe how the sacraments make the saving grace of the Paschal Mystery present to us
discuss the sacraments as a personal meetings with Christ today, through the signs and symbols,
to give grace
discuss ways the Holy Trinity is manifested in the sacraments so that we can relate to the divine
persons
identify “grace” as a free gift through which God helps us be friends with Him and live a holy life
6. identify and define the different kinds of grace: sanctifying grace, actual grace, and sacramental
7. grace
discuss grace as necessary for salvation because it enables us to live a supernatural life in union
with God and to draw us to heaven
STRAND II: CELEBRATION OF CHRISTIAN MYSTERY
A. Liturgy
The student will:
1. 2. 3. 4. 5. 6. 7. 8. 9. participate regularly in the planning and celebration of the Eucharist with reverence (i.e. acting as
lector, cantor, acolyte, gift bearers, ushers, etc.)
outline the order of the Mass and how to pray at the different times
Explain how to pray at Mass by sharing in Jesus’ prayer to the Father, especially as he offers
himself in the sacrifice of the Mass
review the purpose of the vestments and sacred objects used in the Mass
review the colors of the vestments used during each of the liturgical seasons and special
celebrations
review the meaning of the colors of the liturgical seasons
define sacramentals as special prayers, actions or objects that turn our attention towards God,
and prepare us to receive grace
give some examples of sacramentals (holy water, rosary, statues, medals, scapulars, holy cards,
etc.) and describe their effects.
participate regularly in the celebration of the Sacrament of Reconciliation and explain its
importance in the life of a disciple
B. Sacraments
NOTE: Although students have already learned about sacraments when preparing for sacraments in 2nd/3rd grade, 5th
grade is intended to be a review or what was already learned and to deepen the student’s understanding of the
sacraments.
The student will:
1. define sacrament
2. list the seven sacraments
3. explain the meaning of and difference between “sign” and “symbol”
4. discuss the relationship between the sacraments
5. discuss the three categories of sacraments: sacraments of initiation (Baptism, Confirmation, and
Eucharist), sacraments of healing (Reconciliation and Anointing of the Sick), sacraments of
vocation/ service (Holy Orders and Matrimony) and identify who ministers each of the sacraments
Baptism
a. explain Baptism is the liturgical event in which we are born again, welcomed into the
community, receive God’s life in us, and begin of a new life in grace
b. renew Baptismal promises
c. pray using Lectio Divina with the story of the Baptism of Jesus, and then discuss its
relationship to Baptism
d. list and explain the signs and symbols of Baptism
Confirmation
a. b. c. d. define and explain Confirmation as the “sacrament that completes the grace of Baptism by a
special out pouring of the gifts of the Holy Spirit which seal or confirm the baptized in union
with Christ and equip them for Active participation in the worship and apostolic life of the
church. (CCC 1285)” (See Glossary of the CCC p. 872)
relate the account of Pentecost to Confirmation
list the gifts and the fruits of the Holy Spirit
list and explain the signs and symbols of Confirmation
Eucharist
a. b. c. d. e. explain Eucharist as an action of thanksgiving in which we receive the gift of Jesus through his
sacrifice and his presence
discuss the aspects of the Eucharist as both a meal and a sacrifice
pray Lectio Divina with the story of the Last Supper to Eucharist
discuss the meaning of transubstantiation
list and explain the signs and symbols of Eucharist
Reconciliation
a. b. c. d. e. define sin as an offense against God, a failure in genuine love of God and others (CCC 1440,
1849, 1857)
explain reconciliation as restoring our covenant relationship with God and the Church
community through God’s mercy and forgiveness
pray using Lectio Divina with the story of the Prodigal Son, and then discuss the relationship
to the sacrament of reconciliation
identify the elements of a good confession: examination of conscience, contrition,
confession, absolution, and penance.
list and explain the signs and symbols of reconciliation
Anointing of the Sick
a. b. c. d. explain Anointing of the Sick as a celebration of Christ’s healing presence in our lives
discuss various ways that healing may take place
read James 5 (James 5:14-15) about the Anointing of the Sick
list and explain the signs and symbols of Anointing of the Sick
Matrimony
a. b. c. d. e. f. g. explain matrimony as a celebration of a grace-filled covenant and union between a man and
a woman (Ephesians 5:32)
discuss that the self-giving love of the sacrament mirrors and makes present Christ’s divine
love for His Church
relate the Wedding Feast of Cana to the sacrament of Matrimony
discuss the characteristics of marriage as permanence, loving fidelity, openness to children,
and mutual support
list and explain the signs and symbols of Matrimony
identify the couple as the ministers of the sacrament
be led to intentionally pray for one’s future spouse
Holy Orders
a. b. c. d. e. f. g. h. explain Holy Orders as a celebration of the call to serve God’s people through the ordained
ministry
relate the institution of the priesthood by Jesus at the Last Supper
identify the three orders of Holy Orders: deacons, priests, bishops
Explain how the priest acts in persona Christi in the sacraments and how he represents Jesus
the Bridegroom of the Church
discuss the difference between religious priests and diocesan priests
list and explain the signs and symbols of Holy Orders
intentionally and personally be led in prayer about God’s vocational call on the student’s life,
through religious life or as a priest
Study the variety of religious orders students could join if being called to religious life
STRAND III: LIFE IN CHRIST
A. Christian Anthropology
The student will:
1. 2. 3. 4. 5. 6. Compare and contrast ancient myths of creation to Sacred Scripture and God’s goodness in
creating. (cf. TOB 13:2-4; CCC 285, 287-301)
Explain how original nakedness refers to seeing the world and others as God sees; as Gift. (TOB
13, 14:2; CCC 337, 339, 377, 2531)
Demonstrate that man comes to know himself through a gift-of-self. (TOB 22:4; CCC
357; Gaudium et Spes 24:3)
Recognize that Jesus reveals the love of the Father. (TOB 23:4, 67:5; CCC 606-607; 1823)
Articulate how virtue is part of ‘life according to the Spirit.’ (cf. Eph. 6:13-17) (cf. TOB 51:5-6; CCC
736, 1824, 1830, 1839-1841, 2514-2519)
Discuss how at the Resurrection we will see as God sees and our bodies will perfectly reveal his
love. (TOB 68.1, 69:6; CCC 997, 1003, 1011, 1023, 1026, 1028)
B. Discipleship and Community
NOTE: The community section and the service section should be explicitly linked. The community sub strand teaches
students why community is necessary, and the service sub strand teaches students how we love others to strengthen the
body of Christ.
The student will:
1. 2. 3. 4. 5. discuss how the sacraments begin the life of discipleship but how we must also make a
commitment to live as a disciple in our daily lives, studying Jesus’ life and living in friendship with
Him
recognize God’s intentionality in creating a diversity of cultures, races, traditions, talents and gifts
define prejudice, unjust discrimination, and racism and discuss their effects on community,
learning about Martin de Porres, St. Katherine Drexel, Sr. Thea Bowman, Fr. Augustus Tolton,
Mother Mary Lange and the Oblate Sisters of Providence
recognize the family as a source of spiritual values, religious practices, customs, and traditions
that help shape one physically, psychologically and socially
demonstrate responsibility for choices and their consequences for the community, and the role
of the Christian in society at large
C. Morality
The student will:
1. 2. 3. 4. 5. 6. review the Ten Commandments and how the express love of God and neighbor
review the application of the Ten Commandments to daily life
review how the Beatitudes are guidelines for the moral life of a disciple of Jesus
Identify how the virtues allow us to live out sacramental graces
compare and contrast the Beatitudes and the values of modern day society
outline some ways in which we can live up to ideals of the Beatitudes
7. 8. write a personal examination of conscience based on the Ten Commandments and the
Beatitudes
discuss how the fruits and gifts of the Holy Spirit help us to lead a holy life
D. Service/Social Justice
The student will:
1. 2. introduce the principles of Catholic Social Teaching
Identify stewardship as an integral part of Christian living through demonstrating and living out
the Spiritual and Corporal Works of Mercy as a way to serve others, using the example of
Servant of God Julia Greeley
3. 4. Demonstrate and live out ways to show concern for the hungry, the poor, immigrants, those
treated unjustly, the oppressed, victims of violence, the unborn, the elderly, and less abled.
Engage in reflection following service to others to connect the service of others as service to
Jesus Christ because Christ tells us we will find Him in the poor, forgotten, and oppressed.
STRAND IV: PRAYER
NOTE: Teachers can find the list of common Catholic prayers in Appendix III “Common Catholic Prayers”.
Effective catechesis also incorporates learning “by heart.” For centuries the living tradition of the faith was
handed on principally through the oral tradition. From the earliest time, catechesis has relied on the Creed,
the sacraments, the Decalogue, and prayers, especially the Our Father, as primary instruments of
transmitting the faith.
In order to learn the principal truths of the faith, these instruments were easily committed to memory in lieu
of textbooks or other printed materials and could be recalled often as the basis of catechetical instruction.
“Use of memory, therefore, forms a constitutive aspect of pedagogy of the faith since the beginning of
Christianity” (GDC, no. 154).
The principal formulations of the faith: basic prayers; key biblical themes, personalities, and expressions;
and factual information regarding worship and Christian life should be learned by heart (NDC p. 102).
The student will:
1. recite and pray traditional prayers of the Catholic church:
a. Sign of the Cross
b. Meal time prayers
c. Our Father
d. Hail Mary
e. Glory Be
f. Morning Offering (either from Appendix III, or chosen locally by parish/school)
g. Guardian Angel Prayer
h. St. Michael the Archangel
i. The Angelus
j. Confiteor
k. Apostle’s Creed
l. Hail Holy Queen
m. Prayer to the Holy Spirit
n. Eternal Rest
o. Rosary
p. Memorarae
2. 4. 5. 6. 7. 8. 9. analyze the meaning of common prayers
3. compose original prayers
participate in traditional Marian devotions
recite the Mysteries of the Rosary from memory
pray Lectio Divina with scripture passages related to the sacraments
discuss and/or participate in Eucharistic devotions such as Adoration, Forty Hours, and Benediction
demonstrate appropriate reverence during prayer
demonstrate appropriate church customs in various liturgical situations
10. create a plan of personal daily prayer
6th Grade
STRAND I: PROFESSION OF FAITH
A. Sacred Scripture
The student will:
1. identify Sacred Scripture as the speech of God as it is put down in writing under the breath of the
Holy Spirit (CCC 81)
2. discuss the Bible as a collection of books, inspired by the Holy Spirit and written by various
authors, defined by the Catholic church by the late 4th century
3. discuss that “God is the author of Sacred Scripture because he inspired its human authors” (CCC
136)
4. 5. 6. 7. 8. identify that there are 46 books in the Old Testament
identify that there are 27 books in the New Testament
identify that the Pentateuch is the first five books of the Old Testament
list from memory the first five books of the Old Testament
group the books of the Old Testament under the correct categories: Law, History, Wisdom,
Prophets
9. define covenant as a “solemn agreement between human beings or between God and a human
being involving mutual commitments or guarantees” (CCC Glossary p. 873)
10. define “covenant” and “testament” as synonymous
11. give examples of Old Testament covenant relationships: Adam and Eve, Noah, Abraham and his
descendants, Moses, David, Jeremiah
12. discuss how Jesus fulfills the Old Covenant and establishes the New and Eternal Covenant and
how we enter into this covenant
13. discuss the role of the creation narrative and Adam and Eve in salvation history
14. define salvation history as God’s unfolding work of salvation in all of history
15. retell narratives about important figures in the Old Testament such as patriarchs, judges, kings,
and prophets in the context of salvation history
16. identify how specific events of the Old Testament foreshadow Christ
B. Church History (integrate with 2021 AOD History Standards)
The student will:
1. Trace the history of ancient civilizations through their touchpoints with the Jewish people in the
2. Old Testament.
Explore the ways in which the New Testament fulfills the Old Testament, including:
a. Sacrifice
b. Priesthood – Tribe of Levi
c. Melchizedek
d. The Altar and Altar Fire
e. The Bronze Laver
f. The Lampstand
g. The Ark of the Covenant
Archdiocese of Denver Catholic Schools
Catechesis and Theology Standards Revised June 2020
Page 42 of 146h. Passover
i. Suffering Servant (Isaiah)
j. Lamb of God
3. Examine the relationship of the church building, candles, incense, and vestments to Old
Testament worship
4. Explain why Christians create sacred art even though the Old Testament prohibited images
(because of the Incarnation of Jesus)
5. Explore great works of art that depict the Old Testament (Michelangelo’s Sistine Chapel paintings
and statue of Moses; Bernini’s statue of David; The Sacrifice of Abraham by Rembrandt, etc.)
C. Doctrine
1. 2. 3. 4. 5. The student will:
identify God the Father as the creator, Jesus as the Messiah and fulfillment of the Old Covenant,
and the Holy Spirit as the inspiration of Sacred Scripture, the breath of life, and fire of love
Describe how Jesus saves us in a way that fulfills the Old Testament, offering himself as the new
Passover and establishing a new Exodus leading to Heaven
define an angel as “a spiritual, personal, and immortal creature, with intelligence and free will,
who glorifies God without ceasing and who serves God as a messenger of his saving plan. “(CCC
glossary p.866)
define Scripture and Tradition as the one common source of Revelation, they are two distinct
modes of transmission of Revelation.
define tradition as the living transmission of the Word of God handed on from generation to
generation through the apostolic succession in the Church
STRAND II: CELEBRATION OF CHRISTIAN MYSTERY
A. Liturgy
The student will:
1. 2. 3. 4. 5. 6. 7. prayerfully and reverently celebrate Advent as a liturgical season of waiting and preparation for
the coming of the Messiah in history, in our daily lives, and at the end of the world.
prayerfully and reverently celebrate Christmas as a liturgical season that fulfills the Old
Testament promise of the coming of the Messiah.
prayerfully and reverently celebrate Lent as a liturgical season of repentance and renewal.
Identify some traditions/practices used by the Old Testament people and early Christian
communities and relate them to modern day observances and regulations.
discuss the signs, symbols, and events of the Easter Triduum.
celebrate Easter as a liturgical season that commemorates the Resurrection of Christ from the
dead.
participate regularly in the Sacraments of Eucharist and Reconciliation with proper reverence
Experience and identify the liturgical activities of the Church, including Benediction and
Adoration.
B. Sacraments
The student will:
1. 2. give some examples of Old Testament events that prefigure the sacraments, such as
Tobet/anointing of the sick, Noah/baptism, Levitical priesthood/Holy Orders, manna/Eucharist
(see Appendix)
describe some sacramental actions of the Church that originated in Jewish rituals (See Appendix
III Sacramental Scripture References)
STRAND III: LIFE IN CHRIST
A. Christian Anthropology
The student will:
1. Exhibit wonder and awe at the generosity of God in the gifts of His abundant and beautiful
creation. (TOB 2-3, 13:2; CCC 293-295, 341)
2. 3. Explain how creation is a good gift created from nothing. (TOB 13:4; CCC 296-298)
Define “original experience” as the most basic human experiences all humanity has in common:
original solitude, original unity, original nakedness. (TOB 4:4, 11:1)
4. Explain how original solitude means the experience of man’s being alone-with-God; his unique
relationship to God. (TOB 6:2; CCC 374-375)
5. Differentiate how man, as the pinnacle of creation, is both similar and dissimilar from God. (TOB
6-7, 9:2-3; CCC 339-344, 355-358)
6. Define “original unity” as the experience of man’s unity-in-difference; the unique relation
between male and female. (TOB 9:1; CCC 369-373)
7. 8. Identify the two ways of being human, male and female. (TOB 8:1, 10:1; CCC 369-372)
Discuss why it is good that God created man as male and female. (TOB 9:3, 13:3, 14:1, 16:1-2;
CCC 371-372)
9. Define “original nakedness” as experiencing the true and clear vision of the person; as gift and in
God’s image. (TOB 13:1; CCC 337, 339, 377)
10. Exhibit the virtue of reverence for God, his creation, and other people by treating them with
respect and honor, for God is all good and his creation is a good gift. (TOB 14:4, 15:4, 119-120,
132:1; CCC 2096-2097, 2415-2418, 2479)
11. Explain how man, in the image of the Trinity, learns about himself through a gift of himself. (TOB
8:4, 9:1-3, 10:1, 15:1; CCC 355-357,1889; Gaudium et Spes 24:3)
12. Explain gift-of-self as thoughts, words or actions that place oneself at the service of others and
seek the true good of the other. (cf. TOB 14:2; CCC 1609, 1667, 1889, 1914, 1926)
13. Describe how the body-soul unity reveals man’s special dignity. (TOB 18:4, 19:3-5, 23:5, 56-57:3;
CCC 2518, 2520-2524)
14. Explain how the human body is a visible sign (a “sacrament”) of God’s invisible love. (TOB 19:4;
CCC 355-356, 364)
15. Describe how the human body is the “temple of the Holy Spirit” (1Cor 6:15) and why it is
necessary to “glorify God in your body” (1Cor 6:20). (TOB 57:2; CCC 2516, 2519)
B. Discipleship and Community
NOTE: The community section and the service section should be explicitly linked. The community sub strand teaches
students why community is necessary, and the service sub strand teaches students how we love others to strengthen the
body of Christ.
The student will:
1. 2. 3. describe the place of the Christian disciple within salvation history.
explain how to continue growing in relationship with Jesus as a disciple.
identify ways that God called individuals in the Old Testament to serve in the community and
formulate examples of ways that God continues to call us to serve in the community today
4. 5. 6. 7. demonstrate the skill of listening: to hear others respectfully, and to be open to the voice of God
explain vocations as a call to the single, married, religious, or ordained life and how to discern
properly
be invited into and guided in listening to God reveal a vocation in prayer
describe how each vocation builds up the community
C. Morality
The student will:
1. memorize the Ten Commandments
2. read Scripture to learn about Israel’s commitment to the Law and the ongoing need for renewal
3. identify the Ten Commandments as the moral guideline for God’s people that help us to reach
true happiness
4. analyze each of the Commandments and relate it to their personal relationship with God and
others
5. 6. 7. 8. 9. identify virtues lived out by people’s choices in the Old Testament
identify examples of how to live out the virtues studied in the Old Testament
identify that the Ten Commandments reflect the natural law
identify that the law is written on the human heart
identify and define freedom as an opting in, doing what we ought, and adventure of
participation in God’s will
10. study freedom using the handing on of the law in Exodus, Leviticus, Jeremiah 33, and Josiah
following the law
11. explain how truth comes from God through the 10 Commandments and the prophets
D. Service/Social Justice
The student will:
1. 2. define God’s call to leadership as a call to service for the community
study the leadership roles of the Old Testament prophets including their attitude toward the
poor, the disadvantaged, immigrants, and the needs of the community
3. 4. 5. identify Old Testament ideas of tithing and Jubilee debt forgiveness (i.e., Leviticus 25:8-22)
identify ways that they can model their own lives after Old Testament leaders
tell about the lives of some modern day witnesses, their service to society, and their call to be
countercultural
6. help design, organize, and/or participate in a student-directed service project
STRAND IV: PRAYER
NOTE: Teachers can find the list of common Catholic prayers in Appendix III “Common Catholic Prayers”.
Effective catechesis also incorporates learning “by heart.” For centuries the living tradition of the faith was
handed on principally through the oral tradition. From the earliest time, catechesis has relied on the Creed,
the sacraments, the Decalogue, and prayers, especially the Our Father, as primary instruments of
transmitting the faith.
In order to learn the principal truths of the faith, these instruments were easily committed to memory in lieu
of textbooks or other printed materials and could be recalled often as the basis of catechetical instruction.
“Use of memory, therefore, forms a constitutive aspect of pedagogy of the faith since the beginning of
Christianity” (GDC, no. 154).
The principal formulations of the faith: basic prayers; key biblical themes, personalities, and expressions;
and factual information regarding worship and Christian life should be learned by heart (NDC p. 102).
The student will:
1. 2. 3. 4. 5. 6. 7. 8. 9. recite and pray traditional prayers of the Catholic church:
a. Sign of the Cross
b. Meal time prayers
c. Our Father
d. Hail Mary
e. Glory Be
f. Morning Offering (either from Appendix III, or chosen locally by parish/school)
g. Act of Contrition
h. Confiteor
i. Apostle’s Creed
j. Angelus
k. Nicene Creed
l. Hail Holy Queen
m. Prayer to the Holy Spirit
n. Eternal Rest
o. Memorarae
p. Prayer to St. Francis
identify the Psalms as a collection of hymns or poetry collected over several centuries and used as
the public prayer of the Church (CCC 2585 ff)
list the categories of Psalms
compose and pray personal prayers based on the model of Old Testament prayers
identify some places where the Catholic Church uses the psalms (at Mass, in the Liturgy of the Hours,
etc.)
pray with the psalms using Lectio Divina
participate in traditional Marian devotions
discuss the role of persistence in prayer to overcome difficulties
locate the “Hear O Israel” prayer in Deuteronomy Chapter 6 and identify it as the Hebrew Creed.
Describe how it is used in worship and daily life.
10. discuss and/or participate in Eucharistic devotions such as Adoration, Forty Hours, and Benediction
11. demonstrate appropriate reverence during prayer
12. demonstrate appropriate customs in various liturgical situations
13. pray for openness and generous response to God’s call in their lives
7th Grade
STRAND I: PROFESSION OF FAITH
A. Sacred Scripture
The student will:
1. 2. 3. 4. 5. explain that the Gospels are the accounts of the life of Jesus
examine events in the Gospels from the Annunciation to the Resurrection
compare the style and the audiences of the four Gospels
identify the symbols of the evangelists
analyze passages of the Gospel that give evidence of the divine and human characteristics of
Jesus
6. identify how Jesus fulfills Old Testament prophesy
7. retell and explain some of the miracles of Jesus
8. define parables as stories Jesus told to teach a lesson about the Kingdom of God
9. retell some parables and explain them in meaningful terms for our lives today
10. identify the Beatitudes/Sermon on the Mount as the central message in Jesus’ teaching
11. define the Epistles as letters written to various early Christian communities to encourage them to
follow the teachings of Jesus
12. identify themes in the Epistles (community, law, grace, salvation, Body of Christ, love, second
coming, etc.)
13. analyze some themes in the Epistles and compare them to our lives today
B. Church History (integrate with 2021 History Standards)
The student will:
1. 2. retell how the Apostles were selected and commissioned
trace the establishment of the Church from the preaching of Jesus, through the Pascal mystery,
Pentecost as the birthday of the Church, and the importance of apostolic succession
3. Describe how the early Church continued the mission of Jesus tell about the conversion of
Saul/Paul and his missionary work with Barnabas
4. Know how the Apostles were sent by Jesus into the world and established the Church in Asia,
Africa, and Europe.
5. Discuss early martyrs and persecutions, explaining why the Roman Empire viewed them as a
threat.
6. Look at the reasons why Christianity spread in the ancient world, even as a persecuted minority,
for inspiring meaning, hope in eternal life, exercising charity, and defending the dignity of all
people.
7. Understand the conversion of Constantine and his role in ending persecution and supporting the
Church.
8. Identify the major Church Fathers and the role of Councils in declaring doctrine, especially the
first ecumenical council at Nicaea.
9. Explore the general elements of the teachings the Church Fathers including Ignatius of Antioch,
Justin Martyr, Irenaeus, Cyprian, Athanasius, Leo the Great, Basil, Augustine, Jerome.
10. Demonstrate how the Church preserved the legacy of classical culture in preserving Roman law,
Greek philosophy, classical literature, and a liberal arts education. Relate how the Church passed
these goods on to the newly converted Germanic tribes.
11. Explore the role St. Benedict in the rebuilding of the West after the Fall of Rome and the work of
his monks in starting schools, hospitals, libraries, etc.
12. Understand the major dynamics of church reform in investiture controversy, stemming from Pope
Gregory VII. Relate to the Church’s understanding of the two distinct powers of Church and State.
13. Know the main saints of Middle Ages: Augustine of Hippo, Patrick, Columban, Gregory the
Great, Bernard, Thomas Beckett, Francis, Dominic, Bonaventure, Aquinas, Joan of Arc
C. Doctrine
The student will:
Who is Jesus?
1. 2. 3. 4. 5. list and explain the titles of Jesus and how they call us to faith
identify the mission of Jesus as Savior of all through the Paschal Mystery
define the Incarnation as the Son of God assumed a human nature in order to accomplish our
salvation in it
define hypostatic union as Jesus Christ being true God and true Man in one Person
define Transubstantiation as the unique change of the Eucharistic bread and wine into the Body
and Blood of Jesus at the consecration of the Mass
Who is Mary?
6. 7. 8. 9. describe events in the life of Mary found in the Gospel and tradition
identify and explain the dogmas of the Immaculate Conception and the Assumption
discuss the apparitions of Mary approved by the Church: Our Lady of Lourdes, Our Lady of
Fatima, Our Lady of Guadalupe, etc.
explain the titles of Mary given to her from tradition and proclamation
Who are the angels?
10. recall that an angel is “a spiritual, personal, and immortal creature, with intelligence and free will,
who glorifies God without ceasing and who serves God as a messenger of his saving plan.” (CCC
glossary p.866)
11. list the names of the archangels (Michael, Gabriel, and Raphael) and describe the tasks
associated with them
Beliefs on Death
12. explain the Communion of Saints as the pilgrims on earth, the dead whom are being purified,
and the blessed in Heaven (CCC 962)
13. explain the concept of Purgatory, as identified in 2 Maccabees 12:38-46 and Church tradition
and how it relates to the need for penance in the Christian life
14. relate the second coming of Christ as found in passages from the Gospels, Epistles and
Revelation 22:17
15. explain particular judgment and general judgment
STRAND II: CELEBRATION OF CHRISTIAN MYSTERY
A. Liturgy
The student will:
1. 2. 3. 4. 5. 6. 7. 8. 9. participate regularly in the planning and celebration of the Eucharist reverently (i.e. acting as
lector, cantor, acolyte, gift bearers, ushers, etc.)
examine the parts of the Mass and how to pray during them
describe how we can share in the prayer of Jesus during the Mass, especially in his offering to
the Father during the consecration
define Roman Missal and describe its purpose
explain the parts of the Mass and how they fit into the order of the Liturgy
read, discuss, and reflect on the readings from the upcoming Sunday
participate regularly in the Sacrament of Reconciliation and explain the importance of regular
confession in the Christian life
discuss the Sunday (A, B, C) and Daily (I, II) cycles of readings
Experience and identify the liturgical activities of the Church, including Stations of the Cross
B. Sacraments
The student will:
1. explain how Jesus instituted the sacraments to give grace and to enable us to share in the divine
life
2. identify Gospel and other New Testament passages that reflect the institution of the sacraments
(see Appendix)
3. 4. 5. Discuss the effects of each sacrament and how each applies to your life
list from memory and discuss the gifts and fruits of the Holy Spirit
describe real-life situations in which they have need of the fruits and gifts of the Holy Spirit
STRAND III: LIFE IN CHRIST
A. Christian Anthropology
The student will:
1. Explain that even after the Fall, creation remains a good gift and is not totally corrupted; it is able to
be redeemed. (cf. TOB 32:3, 86; CCC 410-412, 422, 1045-1048)
2. Provide examples of rightly ordered desire, given by God, and disordered “desire.” (TOB 48:4; CCC
374-379, 400, 2514-2516, 2517-2520, 2528-2531, 2541, 2543-2544, 2546, 2548-2549, 2555, 2557)
3. Propose how a “communion of persons” involves the loving gift-of-self (i.e. the Trinity, but also the
unity of the Church, the family and the unity of man and woman). (cf. TOB 8:4, 9:1-3, 10:1, 15:1; CCC
813, 1644 – 1647, 2205)
4. Evaluate actions for self-mastery and describe how actions of self-mastery free one to make a full
gift-of-self. (TOB 15:1-4, 32:6; CCC 2339, 2340, 2343, 2346)
5. Explain the body-soul unity in the human person from the standpoint of the “language of the Body.”
(TOB 9:4, 10:1, 14:6, 15, 16:1-2, 23:4-5, 123:4-5, 125: 1-2, 127:4; CCC 2518, 2521-2524)
6. Describe how the body, by its mere existence, communicates that the human person is a gift just by
the fact that it exists. (TOB 14:4; CCC 357, 364)
7. Point out that as a result of original sin man experiences concupiscence and needs to bring
emotions and desires into harmony with what is truly good. (TOB 26:5, 31:3, 31:6, 32:3, 33:1-2, 51:5-
6, 54; CCC 397, 400, 405, 1707, 1865, 1949, 2514-2520, 2534-2535, 2549)
8. Explain how Christ does not accuse but instead appeals to the human heart to be pure. (TOB 45:5,
46:5-6, 49:7; CCC 2517-2519)
9. Describe what ‘life according to the Spirit’ is and how following the law of God leads to true freedom
and happiness. (TOB 15:1, 45:1, 51:5-6, 53:4-5, 54:2-4; CCC 30, 736, 1731, 1824, 1828-1832, 2514-
2516, 2548)
10. Evaluate how love, as a power, is a participation in the love of God himself: How it is total. How it is
faithful. How it is fruitful. How it is generous.
B. Discipleship and Community
NOTE: The community section and the service section should be explicitly linked. The community sub strand teaches
students why community is necessary, and the service sub strand teaches students how we love others to strengthen the
body of Christ.
The student will:
1. 2. 3. 4. Explore the challenges and opportunities for living as a disciple in the modern world
Explain the role of mentorship and growth in discipleship
Identify ways to share the message of the Gospel with others; practice the kerygma
describe the family as a source of spiritual values, religious practices, customs and traditions that
help shape one physically, psychologically, and socially
5. identify ways that God calls individuals in the New Testament to serve in community and
formulate examples of ways that God continues to call us to serve in the community today, using
Acts 3:43-47 as a foundational reading
6. identify their talents and gifts and describe ways to share these with the community
STRAND IV: PRAYER
NOTE: Teachers can find the list of common Catholic prayers in Appendix III “Common Catholic Prayers”.
Effective catechesis also incorporates learning “by heart.” For centuries the living tradition of the faith was
handed on principally through the oral tradition. From the earliest time, catechesis has relied on the Creed,
the sacraments, the Decalogue, and prayers, especially the Our Father, as primary instruments of
transmitting the faith.
In order to learn the principal truths of the faith, these instruments were easily committed to memory in lieu
of textbooks or other printed materials and could be recalled often as the basis of catechetical instruction.
“Use of memory, therefore, forms a constitutive aspect of pedagogy of the faith since the beginning of
Christianity” (GDC, no. 154).
The principal formulations of the faith: basic prayers; key biblical themes, personalities, and expressions;
and factual information regarding worship and Christian life should be learned by heart (NDC p. 102).
The student will:
1. 2. 3. 4. 5. 6. recite and pray traditional prayers of the Catholic church:
a. Sign of the Cross
b. Meal time prayers
c. Our Father
d. Hail Mary
e. Glory Be
f. Morning Offering (either from Appendix III, or chosen locally by parish/school)
g. Act of Contrition
h. Confiteor
i. Apostle’s Creed
j. Angelus
k. Nicene Creed
l. Hail Holy Queen
m. Prayer to the Holy Spirit
n. Eternal Rest
o. Memorarae
p. Prayer to St. Francis
q. Stations of the Cross
r. Magnificat
s. Canticle of Zechariah
identify some familiar prayers of New Testament figures (Magnificat of Mary, canticles of Zachariah,
Simeon, and Anna in Luke, etc.)
identify Gospel passages that demonstrate the importance of prayer in Jesus’ life and how we can
imitate him
analyze the seven petitions of the Our Father
discuss the effectiveness of prayer in growing in charity and working toward peace and justice, using
the example of Servant of God Julia Greeley’s devotion to the Sacred Heart and service to others
pray for openness and generous response to God’s call in their lives
7. participate in Eucharistic devotions such as Adoration, Forty Hours, and Benediction
8. participate in traditional Marian devotions
9. participate in meditative prayer
10. demonstrate the use of different types of prayer
11. demonstrate appropriate reverence during prayer
12. demonstrate appropriate customs in various liturgical situations
8th Grade
STRAND 1: PROFESSION OF FAITH
A. Sacred Scripture
The student will:
1. 2. 3. identify and discuss the New Testament passages where Jesus establishes his Church
trace the growth of the Church beginning with Pentecost, through Paul’s journeys through the
Acts of the Apostles and the Epistles
review the commandments, Beatitudes and the new law as the basis for Church moral teaching
B. Church History (integrate with 2021 AOD History Standards)
The student will:
1. 2. trace the development of the Church through the Roman persecutions to the present
examine how the Didache and the earliest Church Fathers (Clement, Ignatius of Antioch, Justin
Martyr) show continuity to Apostles
3. Explain how Christians persevered through persecution and why the Church continued to attract
converts.
4. 5. trace the development of the Church through the Roman persecutions to the present
explain the result of Constantine’s recognition of the Church and its impact on the life and
growth of the Church, including the construction of basilicas
6. 7. identify early heresies and the councils that dealt with them, i.e. Nicaea
Come to know the major Church Fathers (Ignatius of Antioch, Justin Martyr, Cyril of Jerusalem,
Athanasius, Cyril of Alexandria, Basil, Leo the Great, Augustine, Jerome, Gregory the Great) and
some of their major writings
8. 9. Describe how the Church compiled and transmitted the Bible
discuss the contribution of orders of religious and stages of religious life to the growth of the
Church
10. Identify some of the major characteristics of Eastern Christianity and cultural contributions such
as icons and domed churches
11. Describe how the Catholic Church helped to rebuild Western civilization after the Fall of Rome,
including role of monasteries and how they built schools, libraries, and hospitals
12. Identify the beginning of the Muslim religion, the birth of the prophet Mohammad, the growth of
Islam
13. Identify Charlemagne as the first Holy Roman Emperor and describe his role in reestablishing
order in the West, forming an alliance with the Papacy, promoting education, expanding
monasticism, and promoting the arts (including Gregorian chant)
14. discuss the reasons for the Crusades and their result, including their connection to the centrality
of pilgrimage in the Middle Ages
15. discuss the reasons for and consequences of the schism between the Eastern and Western
Church
16. Explain the reasons for and results of the Inquisition
17. Explain the major accomplishments of the Middle Ages, such as the great cathedrals, the first
universities, the guild system, new religious orders (the Franciscans and Dominicans), the
creation of parliaments, and the flourishing of the arts (such as in the works of Dante and Giotto)
18. Discuss the causes of the Reformation and rise of Protestant churches
19. Tell about the missionary activity of the Church throughout history
20. Identify the successes of the Counter Reformation and the role of the Council of Trent and the
Jesuits
21. Understand the causes and effects of the French Revolution and the conflict between the Church and
modern culture, including the Enlightenment
22. Name and briefly discuss documents of the Second Vatican Council and their impact on the Church’s life.
C. Doctrine
The student will:
1. compare and contrast the Catholic beliefs of the Eucharist with the beliefs of non-Catholic
Christians
2. discuss major heresies and the truths that are affirmed (i.e. Docetism, Gnosticism, Arianism,
Nestorianism, Monophysitism, , Iconoclasm, Pelagianism, Jansenism, , etc.)
3. 4. 5. 6. Describe the major tenants of the Protestant tradition and how it differs from Catholic belief
list and explain the four marks of the Church (one, holy, catholic, and apostolic)
define the doctrine of Papal Infallibility and the primacy of the pope
describe the hierarchy of the Catholic Church. Explain some of the responsibilities of the
membership of each group.
7. 8. 9. analyze the Nicene Creed and analyze its elements
compare the Apostles Creed and the Nicene Creed
memorize the precepts of the Church and give the major understandings of each one
10. describe the role of grace in our salvation and how we cooperate with it
STRAND II: CELEBRATION OF CHRISTIAN MYSTERY
A. Liturgy
The student will:
1. 2. 3. 4. 5. 6. 7. participate regularly in the planning and celebration of the Eucharist (i.e., acting as lector, cantor,
acolyte, gift bearers, ushers, etc.)
participate regularly in the Sacrament of Reconciliation and understand the importance of
regular Confession
recite the Holy Days of Obligation including their dates
read, pray with, and reflect on the readings from the upcoming Sunday
define Lectionary and explain the purpose of the Lectionary
discuss the Sunday (A, B, C) and Daily (I, II) cycles of readings
Experience and identify the liturgical activities of the Church, including May crowning
B. Sacraments
The student will:
1. 2. identify the sacraments of initiation and discuss application to their daily lives
Distinguish the unique aspects of sacramental grace for each sacrament and how it unites us to
Jesus.
3. 4. Define other types of grace and how those play a role in students’ lives
list from memory and discuss the gifts and fruits of the Holy Spirit and how they support the
virtues
5. 6. describe real-life situations in which they have need of the fruits and gifts of the Holy Spirit
discuss the Eucharist as source and summit of the life of a Catholic
STRAND III: LIFE IN CHRIST
A. Christian Anthropology
The student will:
1. Propose that creation should be received as a gift and not manipulated, dominated and
controlled. (cf. TOB 13:3-4, 59:3; CCC 358, 373)
2. Compare how the loving communion of man and woman is like that of the Trinity, a communion
of persons who are love and who in giving and receiving are fruitful. (TOB 9:1-3, 10:4, 14:6, 15:1;
CCC 355-357)
3. Give examples of how a person is pure in heart, that is, when he/she perceives and respects
others as a gift and seeks to make a gift of him/herself to others. (TOB 50, 54, 57:3; CCC 2518,
2519)
4. Explain that living out the spousal meaning of the body can be through marriage or virginity for
the sake of the Kingdom. (TOB 15:5, 81:6; CCC 915, 916, 922, 923, 926, 1640, 1646)
5. Evaluate the beatitude: “Blessed are the pure in heart, because they will see God.” (cf. Mt.5:8 and
TOB 43:5; CCC 2518, 2519, 2530-2533)
6. Describe the idea of a vocation and how it is the way one makes a total gift-of-self. (TOB 78, 86;
CCC 915-916, 929, 932, 1579, 1603, 1605, 1618-1620)
7. Compare and contrast the sacrament of marriage and celibacy for the sake of the kingdom. (TOB
76:6, 78:4; CCC 915, 916, 1603, 1618-1620, 1621)
8. Explain how God invites, and does not force, when he calls someone to the vocation of married
life, consecrated life, or the priesthood, leaving the person free to respond. (TOB 73:3-4, 76:4,
79:8; CCC 915, 1565, 1578, 1599, 1618, 1625-1628, 2233)
9. Describe how responding to the call of the consecrated life is a radical imitation of the life of
Christ and is done to work for the kingdom of God on earth. (TOB 75:1, 75:4, 76:3, 79:2, 79:9,
81:4; CCC 915-916, 929, 932, 1579, 1618)
10. Explain that when God calls two people to the vocation of marriage, he is inviting them into a
special sacrament of his love. (Ephesians 5 and TOB 87-93; CCC 1601, 1604)
11. Explain what will happen to the body at the Resurrection. (cf. TOB 64-72; CCC 997-1001)
B. Discipleship and Community
NOTE: The community section and the service section should be explicitly linked. The community sub strand teaches
students why community is necessary, and the service sub strand teaches students how we love others to strengthen the
body of Christ.
The student will:
1. 2. 3. discuss the need to make a choice to follow Jesus and how to live out this choice every day.
describe the importance of a Christian culture, or way of life, in order to live the faith in the world
describe how their membership in the Body of Christ gives them a responsibility to each other
member of the human community
4. describe the benefits and challenges of vocations to the single, married, religious, or ordained
life and how to discern one’s vocation
5. 6. describe how each vocation builds up the body of Christ
charitably explain and defend Catholic doctrine using history, Sacred Scripture and common
sense
7. Discuss ways of sharing faith with others and sharing in the mission of the Church
8. Practice saying the kerygma
C. Morality (integrate with 2021 AOD History Standards – 8th grade Modern America section)
1. identify that God puts us in the world to know, to love, and to serve him, and so to come to
paradise and this is the goal of the moral life (CCC 1721)
2. 3. 4. 5. 6. 7. explain that the Beatitudes respond to the natural desire for happiness (CCC 1718)
identify grace as the source of healing for the wound of original and actual sin
identify grace as the power by which we live out the moral life
identify that prayer allows access to the grace that allows us to be good (CCC 1742)
define and give some examples of social sin and how it relates to personal sin (CCC 1869)
Identify examples and/or demonstrate ways to use the virtues to respond to situations involving
personal and/or social sin (CCC 1869)
8. 9. Identify virtues lived out by disciples of the early Church and saints throughout Church history
identify the three parts of the moral act; the object, the intention, and the circumstances (CCC
1750)
10. define the role of conscience guided by the Church in moral decision-making
11. identify universal moral truths versus moral relativism
12. identify that God’s law is given out of his deep love of people, and His law is intended to help us
be happy and free
13. identify how the moral life responds to God’s love to live in relationship with him t
14. evaluate situations where God’s law is in conflict with human law using the framework of the 3-
parts of the moral act (such as abortion, euthanasia/assisted suicide, IVF, surrogacy, gender
reassignment surgery, advances in scientific possibility, etc.)
15. recite and analyze the Two Great Commandments
16. identify the three parts of the moral act; the object, the intention, and the circumstances (CCC
1750)
17. explain that the Beatitudes respond to the natural desire for happiness (CCC 1718)
18. identify that God puts us in the world to know, to love, and to serve him, and so to come to
paradise and this is the goal of the moral life (CCC 1721)
D. Service/Social Justice
1. assess how Catholic values help us make social, economic, and political choices
2. discuss that every right has a corresponding responsibility.
3. Identify some responsibilities related to the rights of human persons.
4. demonstrate and live out the spiritual works of mercy as a way to serve others
5. create suggestions for peaceful alternatives and solutions for poverty, violence, racism,
oppression, etc. which rob persons of their human dignity
6. 7. 8. explain the principles of social justice (see Appendix for resources.)
relate the Spiritual and Corporal Works of Mercy to works of social justice
take age-appropriate action in response to social justice issues specifically concerning the
dignity of the human person
9. help design, organize, and/or participate in a student-directed service project
10. retell the lives of stories of saints who modeled social justice (including St. Damien of Molokai, St.
Martin de Porres, St. Katherine Drexel, Servant of God Julia Greeley)
STRAND IV: PRAYER
NOTE: Teachers can find the list of common Catholic prayers in Appendix III “Common Catholic Prayers”.
Effective catechesis also incorporates learning “by heart.” For centuries the living tradition of the faith was
handed on principally through the oral tradition. From the earliest time, catechesis has relied on the Creed,
the sacraments, the Decalogue, and prayers, especially the Our Father, as primary instruments of
transmitting the faith.
In order to learn the principal truths of the faith, these instruments were easily committed to memory in lieu
of textbooks or other printed materials and could be recalled often as the basis of catechetical instruction.
“Use of memory, therefore, forms a constitutive aspect of pedagogy of the faith since the beginning of
Christianity” (GDC, no. 154).
The principal formulations of the faith: basic prayers; key biblical themes, personalities, and expressions;
and factual information regarding worship and Christian life should be learned by heart (NDC p. 102).
The student will:
1. Continue reciting and praying traditional prayers of the Catholic church:
a. Sign of the Cross
b. Meal time prayers
c. Our Father
d. Hail Mary
e. Glory Be
f. Morning Offering (either from Appendix III, or chosen locally by parish/school)
g. Act of Contrition
h. Confiteor
i. Apostle’s Creed
j. Angelus
k. Nicene Creed
l. Hail Holy Queen
m. Prayer to the Holy Spirit
n. Eternal Rest
o. Memorarae
p. Prayer to St. Francis
q. Stations of the Cross
r. Magnificat
s. Canticle of Zechariah
2. 3. 4. 6. 7. 8. 9. discuss that prayer is an effective means of growing in charity and working toward peace and justice
pray for openness and generous response to God’s call in their lives
discuss and/or participate in Eucharistic devotions such as Adoration, Forty Hours, and Benediction
5. participate in meditative prayer
participate in traditional Marian devotions
demonstrate the use of different types of prayer
demonstrate appropriate reverence during prayer
demonstrate appropriate customs from various liturgical situations
HIGH SCHOOL
The scope and sequence of the Religion curriculum differs slightly at each of the Archdiocesan high
schools. All topics listed are covered at both schools, but the courses have different names and are offered
in different years. The following content should be covered in Theology courses, but the design of the
courses should be done at the local school level.
From National Catechetical Directory:
Catechesis for pre-adolescents and adolescents should take into account their physical, social, and
psychological conditions. Since adolescence is the age of hero worship, it is helpful to present the words
and example of Jesus as well as the lives and deeds of the saints in ways that appeal to young people. Such
catechesis should present Christ as the Son of God, friend, guide, and model who can be not only admired
but also imitated. It should also present the basic content of his Revelation.
Since their minds are increasing in capability, catechesis for adolescents should make clear the rational
basis for faith, the inner coherence of the truths of the faith, and their relation to one another. It should also
help adolescents to articulate the beliefs and teachings of the Church and to apply them to their lives. Since
they are better able to experience faith as a deeper relationship with God than younger children, prayer
and service to others in the name of Christ become more meaningful to them. This is an opportune
developmental time to stress their baptismal commitment to evangelization. Because the example of adults
is so important to them, their participation in the Mass, the sacraments, and other rituals alongside adults
incorporates them further into the life of the Church. They may be invited to take a more active part in
planning and celebrating liturgical experiences, especially the Eucharist. They should be given frequent and
regular opportunities to receive the Sacrament of Penance and Reconciliation (NDC p. 199).
The most effective catechetical programs for adolescents are integrated into a comprehensive program of
pastoral ministry for youth that includes catechesis, community life, evangelization, justice and service,
leadership development, pastoral care, and prayer and worship. Such programs aim to empower young
people to live as disciples of Christ in our world today…
Specifically, catechesis with adolescents:
1. Teaches the core content of the Catholic faith as presented in the Catechism of the Catholic
Church—the profession of faith, celebration of the Christian mystery, life in Christ, and Christian
prayer—in order to provide a solid foundation for continued growth in faith
2. Recognizes that faith development is lifelong and therefore provides developmentally
appropriate content and processes around key themes of Catholic faith that respond to the age-
appropriate needs, interests, and concerns of younger and older adolescents.
3. Integrates knowledge of the Catholic faith with liturgical and prayer experiences and the
development of practical skills for living the Catholic faith in today’s world
4. Utilizes the life experience of adolescents, fostering a shared dialogue between the life of the
adolescent—with his or her joys, struggles, questions, concerns, and hopes—and the wisdom of the
Catholic Church (emphasis added)
5. Engages adolescents in the learning process by incorporating a variety of learning methods and
activities
6. learn important religious concepts of the Scriptures and Catholic faith—a variety of learning
approaches, including music and media, keeps interest alive among adolescents…
7. Involves group participation in an environment that is characterized by warmth, trust, acceptance,
and care, so that young people can hear and respond to God’s call (fostering the freedom to search
and question, to express one’s own point of view, and to respond in faith to that call)
8. Provides for real-life application of learning by helping adolescents to apply their learning to living
more faithfully as Catholic adolescents—considering the next steps that they will take and the
obstacles that they will face
9. Promotes family faith development though parish and school programs by providing parent
education programs and resources, incorporating a family perspective in catechetical programming,
and providing parent-adolescent and intergenerational catechetical programming
10. Promotes Christian attitudes toward human sexuality
11. Recognizes and celebrates multicultural diversity within the Church’s unity by including stories,
songs, feasts… values, rituals, saints, and heroes from the rich heritage of various cultures
12. Incorporates a variety of program approaches, including parish and school programs; small-
group programs; home-based programs, activities, and resources; one-on-one and mentoring
programs; and independent or self-directed programs or activities
13. Explicitly invites young people to explore the possibility of a personal call to ministry and the
beauty of the total gift of self for the sake of the kingdom based on a prayerful reflection within the
celebration of the sacraments (e.g. Holy Eucharist, Penance and Reconciliation) (NDC pp. 201-202).
STRAND I: PROFESSION OF FAITH
A. Sacred Scripture
“God is the author of Sacred Scripture because he inspired its human authors; he acts in them and by
means of them. He thus gives assurance that their writings teach without error his saving truth” (CCC 136).
Old Testament
The student will:
1. Understand how God uses the Old Testament to speak to us as revelation and how the life of
Israel speaks to the dynamics of the Christian life
2. examine, define, and/or explain these essential ideas from the Old Testament:
a) history/salvation history
b) covenant
c) cycle of sin
d) relationships
e) canon (purpose for the selections included and those not included in the Catholic Bible)
f) languages
g) inspiration
h) the four traditions (Yahwist, Elohist, Priestly, Deuteronomy)
2. read and examine Dei Verbum
3. using the Pentateuch as a basis,
a) list and define the books of the Pentateuch
b) explain and discuss that humans are made in the image of God, having intellect and will
c) develop the concept of the introduction and the spread of sin
d) compare the sacrament of marriage with the covenant relationship between God and the
chosen people
e) retell the accounts of the lives of the patriarchs (Abraham, Isaac, Jacob and Joseph) and
identify what moral and spiritual lessons they teach
f) compare and contrast the patriarchs (Abraham, Isaac, Jacob and Joseph) as historical
figures from Genesis, Ch. 11 and the covenants established between them and God
g) retell the account of the Exodus, especially the life of Moses
h) identify and analyze the basic symbols of the shaping of the holy nation during the 40
years
in the wilderness: Ten Commandments, Golden Calf, Tabernacle
4. using the Book of Joshua
a) define the Conquest as the fulfillment of God’s promise to the Israelites
b) explain examples that identify Joshua as a man of prayer
c) discuss the division of the Promised Land into twelve regions and the implications this has
for the history of the Jewish people and Christian salvation history
5. using books from the time of the Judges (Books of Judges, Ruth, Judith, Esther)
a) explain the Old Testament understanding of the role of a judge as a military leader and
hero
b) describe the unique qualities of this period
c) identify and describe the major events and the major characters of this period
6. using books from the time of Kings (Books of Samuel, Kings)
a) examine the shift from the role of the Judges to the role played by Samuel the Prophet
b) describe the call for a king and establishment of the kingship of Saul, David and Solomon
c) prayer
d) covenant/messianic prophecy
e) temple
f) servant leadership
g) research and analyze the causes and consequences of the divided kingdom
7. using the Prophetic Books
a) discuss the three roles of persons: priest, prophet, and king
b) examine the role of the prophets in salvation history
c) discuss prophets of the eighth century: Amos, Hosea, Isaiah, Micah
• draw a parallel between God’s call to the prophets, to prophetic people in the 20th
century, and people in our times
d) discuss prophetic literature
e) identify the prophets of the fall of Judah and exile: Jeremiah, Ezekiel
• examine the theology of these prophets and the message they received from God
d) discuss the post-exilic literature: Ezra, Nehemiah
• discuss Servant songs of Isaiah
• explore the empires in the Books of Esther, Jonah, Ruth
8. using the books of Wisdom Literature
a) explain the purpose for the wisdom books: Job, Psalms, Proverbs, Ecclesiastes, Song of
Songs, Wisdom, and Sirach
b) retell the story of Job and relate his experience to their own personal experiences
c) read Book of Proverbs and relate it to their own lives
d) identify places where psalms are used in modern liturgy
e) summarize the remainder of the books and themes
9. identify the Book of Daniel as Apocalyptic Literature
10. summarize the remainder of the books and themes in the Old Testament, including using the
Book of Maccabees as a support for the idea of Chanukah in the Jewish tradition and purgatory in
the Catholic teaching
11. Relate the major events of the story of salvation history to Christ as their fulfillment
New Testament
The student will:
1. Recognize the New Testament as the writing that communicates the identity of Jesus as Savior and
directs the life of Christians within the Church
2. identify the word “canon,” apply it to the New Testament, and explore the reasons for its
development
3. identify divisions in the New Testament as Gospels, Acts of the Apostles, Letters, and the Book of
Revelation.
Gospels
The student will:
1. identify the synoptic and non-synoptic Gospels
2. identify the parallel elements of the synoptic Gospels, including infancy narratives, passion, death,
resurrection, etc.
3. explore and describe the differences among the Gospels
4. discuss the religious sects and their influence during the time of the Gospels (Pharisees,
Sadducees, Essenes, Zealots, Herodians, etc.)
5. describe the audiences for each of the Gospel writers, where, when, and why they were writing
6. discuss the three-stage development of the Gospels as 1) life and teaching of Jesus, 2) oral
tradition, 3) written gospels.
7. describe the role of Divine Inspiration in the writing of the Gospels
8. describe and analyze the teaching methods of Jesus
a) parables
b) miracles
c) sermons
d) Prayer
9. discuss the roles of Jesus in Salvation History: priest, prophet, servant-king
10. describe how Jesus is the fulfillment of the Old Testament Prophecies
11. explain how Jesus establishes the New Covenant
12. place significant events of the public life of Jesus in chronological order from the Baptism to the
Ascension
13. identify the foundations of Catholic Eucharistic theology as seen in John:6 and the parallels in
the synoptic Gospels
14. explain the significant teachings of Jesus regarding the:
a) Kingdom of God
b) Law of Love/New Commandment
c) Beatitudes
Acts of the Apostles
The student will:
1. identify Acts of the Apostles as a history of the early church
2. list and describe the lives of the important saints in Acts of the Apostles that played a significant
role in the early church
3. explore and describe the appearances of Jesus to the disciples between the Resurrection and the
Ascension
4. analyze the significance of the Pentecost event
5. describe how God continued to work miracles through the Apostles
6. describe the role of Peter as leader in the early Church, especially at the Council of Jerusalem
(Acts: 15)
7. discuss the significance of Council of Jerusalem as the prototype of problem solving within the
Church
8. retell Saul’s conversion story
9. discuss the spread of the Church through Paul’s missionary journeys
10. describe Paul’s final journey to Rome
Letters (Epistles)
The student will:
1. identify the following themes in Paul’s letters: grace, justification, eschatology, law, parousia, love,
and church
2. describe the audience and the purpose for each of the Epistles
3. compare some of the issues of early Christian communities to current issues
Revelation
The student will:
1. define and give examples of apocalyptic literature
2. define the Book of Revelation as apocalyptic literature especially as “resistance literature” to
address the persecution of the early church
3. explore some of the other levels of meaning of the Book of Revelation for the Mass (Chapter 4),
Jesus’ evaluation of the churches, the allusions to Genesis, the idea of end-times (Eye has not
seen…), and implications for Catholic teachings (CCC 1042 – 1050)
4. explain the New Jerusalem as the vision of the eternal city of God
STRAND I: PROFESSION OF FAITH
B. Church History
Early Fathers/ Early Church
The student will:
1. Identify how Church history continues the narrative of salvation history and continues to unfold in
the story of our own lives and time
2. trace the early beginnings of the Catholic Church through its scriptural roots (Acts of the Apostles,
Letters)
3. trace the apostolic succession in the Church beginning with Peter until present time
4. trace the missionary journeys of Paul
5. describe the Church as a visible reality (CCC 770-773)
6. use the Catechism of the Catholic Church to identify and analyze the following principle images of
the church:
a) sacrament (CCC 774-776)
b) Body of Christ (CCC 787-795)
c) People of God (CCC 781-786)
d) Temple of the Holy Spirit (CCC 797-801)
e) Bride of Christ (CCC 796)
6. describe the Roman persecutions and martyrdom of early Christians and the implication of this for
the growth and strengthening of the early church
7. describe the effect of Constantine’s conversion on the history of the Church
8. research causes and effects of the major ecumenical councils of the Catholic church
9. explain the influence of the Fathers of the Church on the development of Church doctrine and
Tradition
10. demonstrate how the earliest Church Fathers, such as Ignatius of Antioch and Justin Martyr,
continued the practices of the Apostles in terms of Church hierarchy, sacraments (especially the
Eucharist), and moral teaching.
Middle Ages (500 A.D. – 1000 A.D.)
The student will:
1. explain the influence of the Doctors of the Church on Catholic Church teachings
2. explain how faith motivated people to action in the Middle Ages
3. trace the rise and development of the monastic tradition and its effect on culture and civilization,
i.e. feudalism. Identify important people involved with this movement, i.e. St. Benedict
4. describe the effect of the missionary effort of the Church
5. explain the beginnings of the Great Western Schism
6. describe the effect of the rise and growth of Islam on the Church
7. describe how the Church contributed to the rebuilding of Western culture after the collapse of the
Roman Empire
8. identify the contributions of Charlemagne to the Church and culture and how he laid the
foundations for the Holy Roman Empire
High Middle Ages (1000 A.D. – 1500 A.D.)
The student will:
1. 2. 3. 4. 5. 6. 7. identify causes and effects of the crusades
appreciate the distinction between Romanesque and Gothic architecture, distinguishing their
major characteristics, and describe the role of art in the religious life of the Middle Ages
articulate the major components of the Christian literary tradition of the Middle Ages, especially
chivalric literature (such as the Song of Roland and the Arthurian legends), the Divine Comedy,
and Canterbury Tales
distinguish the major characteristics of the Renaissance and how the Christian humanist vision
contributed to a major flowering of the arts
describe the rise and development of religious orders of men and women such as mendicants,
i.e. Franciscans, Dominicans, etc. Identify at least one important person associated with each
movement.
discuss the rise of universities and their importance to the development of theology. Identify
important people associated with this movement, especially St. Thomas Aquinas and St.
Bonaventure.
explain the issues that led to the Reformation
a) materialism in the hierarchy of the Church
b) papal politics
c) Great Western Schism
d) desire for nations to assume the resources of the Church
e) the creation of stronger states who did not want to share authority with Church
f) greater assertion of the role of the individual in society
Reformation
The student will:
1. identify some Protestant reformers and their key issues, i.e. Luther, Calvin, Zwingli, etc.
2. discuss the causes and effects of the Council of Trent
3. identify the key ideas and people involved in the Counter-reformation
4. discuss the influence of Henry VIII and causes for the separation of the Church of England from the
Roman Catholic Church
Post-Trent Period
The student will:
1. describe and discuss the evangelization efforts to India and the Americas
2. discuss the foundation of other major religious orders and identify important people associated
with each one
3. discuss the dedication of the Basilica of St. Peter
4. identify the characteristics of Baroque art and architecture, along with its major artists, and how
they contributed to the success of the Counter Reformation
Age of Reason & Revolution
The student will:
1. analyze the rise and impact of the Enlightenment on the Catholic Church
2. discuss some examples of nationalism in religion i.e. Gallicanism
3. discuss the teachings of Jansenism
4. discuss the impact of the French Revolution on the Church
a) civil constitution of the Clergy
b) invasion of the Papal states by Napoleon
c) imprisonment of Pope Pius VII
5. discuss the major issues raised at the 1st Vatican Council (1869) and why it ended abruptly
6. discuss the establishment of the Catholic Church in North America
a) Maryland established as a Catholic colony (1650)
b) John Carroll – 1st Bishop (1790)
c) dominance of the Spanish influence on the Catholic faith in the Southwest, California,
and Florida
d) French influence on the Catholic faith in Canada and Louisiana
e) development of the anti-Catholic movement in the 1800s
f) rise and impact of ethnic Catholic parishes and Catholic immigrant communities
7. examine the growth and development of the Church in Colorado – Bishop Machebeuf
8. discuss the Plenary Council of Baltimore (1884) and the development of the Catholic educational
system in the United States
9. discuss the publication of Rerum Novarum by Pope Leo XIII in 1891
Catholic Church in the 20th Century
The student will:
1. describe the effect of World War I on the Church (loss of territory, establishment of Vatican City
under Mussolini)
2. discuss the oppression and survival of the Church in Germany during World War II
3. identify saints and other important Catholic figures related to this time
4. identify the causes and effects of the Second Vatican Council. Discuss the 16 Church Documents
that came from the Council.
5. describe the unprecedented persecution of Christians throughout the world, especially in Russia,
Spain, and Mexico
6. discuss the publication of the Catechism of the Catholic Church in 1992
7. describe the impact of Pope John Paul II on the Catholic Church and the world
STRAND I: PROFESSION OF FAITH
C. Doctrine
Catholic Faith-Fundamentals
The student will:
1. explain that Revelation is God making himself known through words and deeds
2. be familiar with and be able to defend the arguments for God’s existence
3. identify and define the following attributes of God, i.e. perfect, infinite, true, immutable, good,
eternal, transcendent.
4. explain how human beings are made in the image and likeness of God (CCC 225, 356-360)
5. describe and discuss the universal call to holiness
6. explain faith as our response to God’s call
7. list and describe the basis of the Catholic faith
a) Sacred Scripture
b) Sacred Tradition
c) Magisterium
– diagram the hierarchy of the Catholic Church
– describe the role of the hierarchy in the life of the Church
– describe the role of the Magisterium to guard and teach the deposit of faith
Overview of Creed
The student will:
1. identify and explain the concept of the Holy Trinity, the persons, and the nature of each person
(CCC 232- 267)
2. define the hypostatic union of Jesus (CCC 464-478)
3. defend the Catholic understanding of the necessity of the Incarnation (CCC 456-463)
4. explain Original Sin and its consequences (CCC 386-412)
5. explain the Paschal mystery and the return of Jesus in relationship to human Redemption
(CCC 571-682)
6. Describe how the Cross atones for sin and the role of the Resurrection in salvation (this could be
added to the previous standard or made into a new one)
7. discuss the role of the Blessed Virgin Mary in salvation history (CCC 487-511)
8. list and explain the four marks of the Church: one, holy, catholic, apostolic (CCC 168-175)
and (CCC 811-865)
9. define the foundation of the Church by Christ—its origin and its mission and why it is necessary for
salvation (CCC 748-766)
10. review the development and examine the meaning of the Apostle’s and Nicene Creeds.
11. analyze the importance of the Communion of Saints (CCC 954-962)
12. discuss particular and last judgment, heaven, hell, purgatory, and the resurrection of the dead
(CCC 1020-1060)
STRAND II: CELEBRATION OF THE CHRISTIAN MYSTERY
From National Directory for Catechesis:
The Relationship Between Catechesis and Liturgy
“The liturgy is the summit toward which the activity of the Church is directed; it is also the fount from
which all her power flows.” The history of salvation, from the creation of the world to its redemption
and eschatological fulfillment in Jesus Christ, is celebrated in the sacraments, especially in the
Eucharist. That is why the Liturgy is “the privileged place for catechizing the People of God.”
Catechesis both precedes the Liturgy and springs from it. (NDC p. 110)
A. Liturgy
The student will:
1. explain the purpose of liturgy and how it helps us to relate to God
2. regularly plan and participate in all aspects of a Eucharistic celebration
3. identify and explain the seasons of the liturgical year
4. regularly read, discuss and reflect on the readings for the upcoming Sunday
5. explain the relationship between liturgy and the sacraments
6. have the opportunity to participate in the celebration of the Liturgy of the Hours
7. research and report on non-liturgical worship services in other Christian traditions and compare
them to liturgical services
8. list the Holy Days of Obligation. Discuss the reasons for moving the celebration of a Holy Day to a
Sunday.
B. Sacraments (The objectives that follow are introductory and each sacrament will be taken individually and in detail
throughout the high school theology courses. To itemize the objectives for each one of them in this document seems more
than is necessary. Attention to the details of each sacrament must be given.)
The student will:
1. 2. 3. 4. 5. 6. 7. define the term “sacrament” and explain how the sacraments were instituted by Christ (CCC
1066-1130) and how they lead us to salvation
explain the history and development of the sacraments
identify and explain Scripture passages that are the origins of the seven sacraments (see
Appendix)
explain the minister and recipient of the sacraments
analyze the effects, signs, symbols, and details of the rite of each of the sacraments
discuss the impact that reception of the sacraments, especially the Eucharist, has on their lives
discuss how people can respond to God’s call with sacraments, prayer, service, and virtues
STRAND III: LIFE IN CHRIST
A. DIGNITY OF THE HUMAN PERSON (CCC 1700-1750)
The student will:
1. 2. 3. 4. 5. 6. 7. explain how human dignity stems from being made in the image and likeness of God and the
vocation to share in God’s own eternal happiness
discuss and apply guidelines for choosing movies, TV programs, music, books, magazines, video
games, etc. that are supportive of human dignity
describe all human life as sacred from conception to natural death
identify the basic rights of all human persons
describe and give examples from early Church history of the Christian ideal for respecting others
compare and contrast Christian and secular norms for “success”
identify local, national and/or global situations in which the dignity of the human person is not
respected
8. read and discuss the Gospel of Life (Evangelium Vitae)
B. Family Life/Human Sexuality
The student will:
1. explain why God created us as men and women and why accepting your body is important for
human happiness and flourishing
2. 3. 4. 5. 6. identify the complementarity and reciprocity between men and women
describe how the body itself communicates that the human being is a gift by the fact that it exists
describe how the body-soul unity reveals man’s dignity (CCC 2520-2524)
discuss the purpose of dating and the role of friendship for maturing adults
evaluate actions for self-mastery and describe how actions of self-mastery free one to make a full
gift-of-self
7. discuss the beauty and gift-of-self of married love and the negative emotional and physical
consequences of premarital sex, including sexually transmitted diseases
8. Evaluate how love, as a power, is a participation in the love of God Himself: how it is total, faithful,
fruitful, and generous (CCC 2331, 2332, 2360, 2364-2369)
9. explain that sexual activity and intercourse have meaning and purpose only in the context of
matrimony
10. identify the two purposes of marriage as unity/mutual support and procreation/education
11. explain the Church’s teachings regarding family planning and birth control. Read and discuss
Humane Vitae.
12. discuss abortion and the history of abortion in Colorado and the United States, the personal,
economic, moral, and legal impact of abortion since 1967 in Colorado, and since the 1973 Roe v.
Wade Supreme Court decision. (See Gospel of Life Evangelium Vitae)
13. describe the value of the virtue of chastity and ways to live a chaste life. (See the definition of
chastity in the glossary of CCC, p.870.
14. demonstrate familiarity with the teachings of the Catholic Church regarding sexual moral values, and
behavior by discussing appropriate choices in contemporary, real-life, situations. (i.e. Students might
create dramas or role-play possible situations for their peer group.)
15. discuss appropriate responses to pornography and explain how pornography denigrates the human
condition
16. evaluate contemporary lifestyles and identify those that undermine the value of life
17. define modesty in relation to dress and behavior
18. discuss the aspects of sinful behavior (dress, speech, respect for others, etc.) in the lives of young
|people and the negative consequences in their relationship with God
C. Discipleship and Community
The student will:
1. 2. 3. 4. 5. 6. 7. 8. describe the call to become a disciple of Jesus and what it means to be his committed follower
explore the ways Baptism calls a person to be a force for conversion in our communities
articulate the benefits, values, and responsibilities of belonging to a Catholic high school faith
community
describe school community as one way students participate in the universal Catholic Church
community
discuss how God is calling them now to a life of service as a disciple of Jesus
explain the impact that their apostolic service has on them as individuals and on their communities
discuss the ways participation in World Youth Day and other youth gatherings support and enrich
their experience of community
analyze the community building aspects of yearly school retreats
D. Morality
The student will:
1. 2. 3. explain how the moral life is meant to lead us to happiness and true sense of freedom
define morality in terms of reason and revelation and the call to share in God’s eternal happiness
Describe how the Christian moral life consists of cooperation with the grace of God to share in the
divine life
4. 5. 6. explain God’s personal covenant of love as a call and man’s response in faith
explain how all people are called to holiness (CCC 2012-2029)
discuss the relationship of God’s law in the Old Testament to the New Covenant in the New
Testament (CCC 1961-1974)
7. discuss the centrality of Jesus as the essential norm of moral behavior
8. define the difference between objective Truth and subjective opinion
9. discuss the two norms of morality: law and conscience
10. identify the sources of morality: Scripture, sacred tradition, and the teaching office of the church
11. identify the conditions of a moral act: the object, the circumstances, and the intention in difference
situations
12. explore how genuine human freedom is a force for growth and maturity; and the part that freedom
plays in our moral life (CCC 1730-1748); as well as how freedom can be distorted and misused
human power (CCC 1762-1775)
13. aspects of a moral act (CCC1749-1764)
14. understand virtues, theological and cardinal (CCC 1803-1845), including how the theological virtues
enable us to share in the life of God
15. define natural law (CCC 1954-1960)
16. discuss that natural law is the light of understanding placed in us by God (CCC 1955)
17. explain how natural law, moral law, and eternal law affect our moral actions
18. define conscience (CCC 1776-1802)
19. explain the method by which we develop an informed conscience
20. discuss the obligation to follow a rightly formed conscience
21. compare and contrast mortal and venial sin and the consequences of each, especially that it severs
the relationship between man and God (CCC 1849-1876)
22. explain Original Sin and its consequences (CCC 386-412)
23. discuss the application of the double effect to moral situations
24. discuss the impediments that affect the moral act and human freedom
25. explain the central role of habit formation and how it affects our virtue
26. describe the role of emotions and one’s moral effort to reach one’s final end
27. Describe how grace guides the Christian in overcoming sin and living a supernatural life
28. Explain how the Gifts of the Holy Spirit assist in a virtuous and holy life
29. describe the importance of Christian morality, the Ten Commandments and the Beatitudes in
determining a Christian ethic (CCC 2025-2082)
30. discuss the love of God and the love of Neighbor as moral imperatives:
a) respect for authority (CCC 2197 – 2200)
b) respect for life (CCC 2258 – 2330)
c) respect for truth (CCC 2464 – 2499)
d) respect for property (CCC 2534 – 2540)
31. discuss current medical and bio-ethical issues and how the principle of the double effect, ordinary
and extraordinary means, and morality of cooperation are applied to moral actions
32. describe how the moral principles are to be applied to the preservation of human life, sterilization
organ transplants, alcoholism, and drug addiction
33. describe moral principles as they refer to these issues: origin of life, sanctity of life, natural family
planning, cloning, in vitro fertilization, artificial insemination, contraception, abortion, death penalty,
euthanasia, and end-of-life issues
E. Service/Social Justice/Servant Leadership
The student will:
1. participate in a four-year apostolic ministry program where they are active in service to the
community as part of the graduation requirement
2. explain the Christian call to love one another for the kingdom of God as found in the teachings of
Jesus and the grace of God working in us
3. 4. 5. 6. Relate the call of Christian service to life as a disciple of Jesus by sharing in his mission
Explain how working for justice in this world relates to the call to eternal life
use the seven themes of Catholic social teaching in analyzing current issues
describe ways in which a Catholic can live in solidarity with others
7. describe the relationship between the respect for the person and Catholic social teachings (CCC
1700, 1869, 1929 -1933, 2259-2283)
8. beginning with Rerum Novarum in 1891, articulate the ways that Catholic social teaching has
responded to injustices, and influenced the world
9. explain the meaning of the common good and human equality in a just society (CCC 1731-1738,
2207-2213, 2238-2243)
10. explain how personal and institutional racism and unjust discrimination hurt the body of Christ and
are a violation of human dignity
11. identify social sin and how it affects human dignity through stereotypes, prejudice, and
discrimination, etc. and explain the methods of dealing with it
12. research and identify ways the church supports and improves the common good locally and globally
and in organizations such as CRS, CCHD, Catholic Charities, etc.
13. study how the church as a community and students as individuals can make a preferential option for
the poor (CCC 1905-1912, 2443-2449)
14. examine scripture and tradition to identify a Christian response to violence, oppression, and
injustices both personally and communally
15. explain the “Just War Theory” as it applies to conflicts past and present, including a nuanced
understanding of Pope Francis’ proposal in Fratelli Tutti concerning the concept of just war. (CCC 2258
– 2317)
16. describe the structure in society that perpetuates the culture of death
17. describe why Catholics must oppose socialism and Communism as unjust and inhumane
18. describe how the dangers of consumerism and secularism and the influence of culture can be
opposed to the Gospel of Life
STRAND IV: PRAYER
The student will:
1. 2. 3. 4. 5. pray together daily in class and celebrate the Eucharist as a school or class regularly
Develop a regular life of prayer as a way of growing in relationship with God
Spend regular time in silent meditation using the Bible or the writings of the Saints
learn and practice the important of meditation and contemplation for Christian prayer
examine prayer as the raising of one’s heart and mind to God with conversion of our hearts and
minds as a goal (CCC 2559)
6. discuss the “heart of a person” as a source of our prayer, the hidden center and place of
covenant between God and person (CCC 2562-3)\
7. 8. pray for an openness and a generous response to God’s call in his/her life
examine the faithful response to God’s call of some of the central characters of the Old
Testament (Abraham, Moses, David, etc.) (CCC 2568-2597)
9. examine the prayer life of Jesus (CCC 2588-2606, 2620)
10. examine the prayer life of Mary (CCC 2617-2619, 2622)
11. explore various methods of prayer i.e., Liturgy of the Hours, scripture-based meditation, prayer
of petition, novenas, intercessory prayer, Lectio Divina, etc. (CCC 2623-2649)
12. examine the Book of Psalms as a book of prayer
13. research and describe the significant contribution to the prayer life of the Church made by St.
Paul, St. Patrick, St. Benedict, St. Francis of Assisi, St. Francis de Sales, St. Theresa Lisieux, St.
Ignatius Loyola, and St. Theresa of Avila
14. recite the Mysteries of the Rosary
15. pray the Rosary using the Mysteries
16. find and share contemporary Christian music that expresses their longing for God
17. analyze the seven petitions of the Lord’s Prayer (CCC 2759-2865)
18. discuss challenges to a growing prayer life for young people
