Understanding the Life of Jesus

Understanding
the Life of Jesus,
an Incarnation Catholic School
Big6 Research Project

By Rhonda Carrier
Interactive Connections Conference 2013
Orlando, Florida

In keeping with our
tradition,
we at Incarnation
Catholic School
Inspire life-long learning;

Challenge each individual to be a
disciple of Christ; and

Strive to live our Catholic faith
through service to each other and
the community.

Understanding by
Design
Know your destination.

What knowledge and skills do
students have?

What knowledge and skills will they
have by the end of the unit?

How will you assess their success?

How will you plan lessons to help
students get to a deeper
understanding?

Desired Knowledge and Skills
St. Petersburg Diocese Religion Standards
 R:A.1.48. Guide students in the skill of locating Biblical
passages.
 R:A.1.49. Interpret the meaning and message of the Scriptural

revelations of Old and New Testament passages.
 R:A.1.50. Discuss reading the Gospels, the epistles and the

Acts of the Apostles as vehicles for better understanding
the life and teachings of Jesus and the beginnings of the
Church.
Source: http://home.catholicweb.com/dosp_ocsc/index.cfm/products

Common Core Gr. 7 Reading Standards
 #1. Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
 #2. Determine two or more central ideas in a text and

analyze their development over the course of the text;
provide an object summary of the text.
 #8. Trace and evaluate the argument and specific claims in

a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims.
Source: http://www.corestandards.org/

Common Core Gr. 7 Writing Standards
 #7 Conduct short research projects to answer a question,
drawing on several sources and generating additional related,
focused questions for further research and investigation.
 #8 Gather relevant information from multiple print and digital

sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism and
following a standard format for citation.
 #9 Draw evidence from literary or informational texts to support

analysis, reflection, and research.
Source: http://www.corestandards.org/

Enduring Understandings
Religion: As a result of this unit, the learner will
understand that reading about and studying the life of
Jesus provides a deeper understanding of the Ministry
of Jesus, and helps to answer Jesus’ question, “Who
do you say that I am?”

ICT: As a result of this unit, the learner will understand
that information research strategies help to find valid,
reliable, relevant, and appropriate information sources.

Essential Questions

Religion: Which online resources provide valid, relevant
information about the life and time of Jesus?

ICT: How do research strategies help to guide the
information-seeking process to find valid, reliable and
relevant information?

Catholic Values Infusion
 Bible reading is for Catholics.
 Get the whole story! When selecting a Bible, look for
a Catholic edition.
 Know what the Bible is – and what it isn’t. (The Bible
is the story of God’s relationship with the people he
has called to himself. It is not intended to be read as
history text, a science book, or a political manifesto.
In the Bible, God teaches us the truths that we need
for the sake of our salvation.)
Source: Understanding the Bible by U.S. Conference of Catholic Bishops

Big6 Research Skills
1. Task Definition
2. Information Seeking Strategies
3. Location and Access
4. Use of Information
5. Synthesis
6. Evaluation
Source: http://big6.com/pages/about/big6-skills-overview.php

Step 1: Task Definition
Guiding Questions
 What is my current task?
 What are some topics or
questions I need to answer?
 What information will I need?
View Big6 for Step 1 organization tips

Each student created a set of wiki pages on the ICS Techology
Research wiki for

 notes from 5 valid sources of information, one of which is the
Bible.

 outline,

 bibliography with annotations,

 3-paragraph essay with citations

Each student selected a question to research from the
following list of questions.

Research Questions
 What did Jesus wear? What was it made of? Where did
the fabric come from? How was it produced? What
evidence do we have?

 What did Jesus look like? What evidence do we have?
 What roads did he possibly walk on? Who made the
roads? How they were made. What kind of traffic was
there? What evidence do we have?

 What did Jesus eat? Where was the food grown? How
was it distributed? What evidence do we have?

Research Questions
 What were homes like in the time of Jesus? Where did
they get water? How did they carry and store water?
How and where were those containers made? What

 When Joseph and Mary took the baby Jesus to Egypt,
what route might they have taken? Describe cities they
might have visited on the way to Egypt. Who lived in
those cities? What evidence do we have?

Research Questions
 How big was the city of Jerusalem? What is the earliest
map we have of Jerusalem? How far was it from
Jerusalem to Bethlehem? What is the long-term
religious and political importance of Jerusalem? What
 What was the ecology of the area around Jerusalem?
What was the ecology around the Sea of Galilee?
Describe the geography and ecology of the Dead Sea.
Where is the Jordan River in relation to the Sea of
Galilee and the Dead Sea? What evidence do we
have?

Step 2: Info Seeking Strategies

Guiding Questions
 What are all the possible
sources to check?
 What are the best sources of
information for this task?

Step 2: Seek Information
We provided the starting points for online resources
 Catholic Bible Online
 New Jerusalem Bible
 Jerusalem at the time of Jesus
 Parables of Jesus
 Jesus Christ (Britannica)
 Life of Jesus
 The World of Jesus
 Digital Archaeological Atlas of the Holy Land
 Bible Places
 The Roman Empire: in the First Century
 Map of Israel in the time of Jesus (with roads)

Step 3: Location and Access
Guiding Questions
 Where can I find these
sources?
 What are information search
strategies?
 How can I evaluate the
validity of the information
sources?
 Where can I find the
information in the source?

Step 3: Location & Access
Web Search Strategies

 Identify keywords to search for in search engines
 Use quotes around words that should be grouped
together.
 “sand sharks” not sand shark
 Use minus sign to tell search engine to ignore a word
 Mullet –hair to search for info about mullet the fish
Source Web Search Strategies in Plain English.

Bible vs. Google Searches
 Search in Catholic.net for specific keywords. Do not
enter a question or a phrase.
 Robe, wool, cotton, linen
 A search for “what did Jesus wear” will result in a search
for the word “Jesus” – which obviously is not specific
enough.

 In Google, it is possible to enter a question such as
“what did Jesus wear” but these results are not always
accurate, valid sources of information.
 For both the Bible and Google searches students
needed help determining keywords to search.

Keyword Online Bible Search

Bible Search Results: robe
Click on a Chapter to read additional text to get a better
sense of the meaning.

Bible Search Results: linen

Read Google Search Hits

Be a URL Detective
 Use the URL to identify the domain name and web extensions
and what they represent.
 Incarnation Catholic School website URL =
http://www.icstampa.org/
 icstampa is the domain name and .org is the extension.
 Common extensions
 .org = organization
 .com and .co = company
 .k12 = most US public school sites
 .edu = US higher ed
 .gov = US government
 .ac = higher ed outside of US usually used with country code,
example, “.ac.uk”
 .net = network

Be a URL Detective

Be a URL Detective
 Truncate the URL
 http://dlibrary.acu.edu.au/staffhome/gehall/xtology2.htm
 The .edu.au indicate this is a university in Australia.
 http://dlibrary.acu.edu.au/ In Google, truncate the URL to
the domain name to find out more about the domain. This
is the website for the Australian Catholic University.

 Additional research on the website indicates the author
of the web page in question (xtology2.htm), is a
Catholic priest.

Be a URL Detective
 Find who links to a site. Search in Google to find
which other websites link to it.
 link:http://www.jesuscentral.com/ji/historical-jesus/jesus-
firstcenturycontext.php

 Other Christian, but not Catholic sites link to this site.
The recommended page includes a summary of the
political setting, economic setting, and daily life in
Palestine at the time of Jesus, so although it is not
Catholic, this information is acceptable for student use.
A bibliography indicates information sources including
Bible references.

5W’s for Valid Sources

1. Who
 Who published the website?
 Who is responsible for the content found on the website?
 What are the qualifications of the web publisher?
 Is contact information provided?

2. What
 What is the purpose of the site?
 Is the information consistent with other sources?


3. Where
 Where does the information come from?
 Is it a primary or secondary source?
 Are sources cited?
4. When
 When was the site created?
 When was the site last update?
 Is the information recent enough to be useful?

5. Why would you use the
information?
 Did the site give you the
information you were
researching? Does it help
to answer the research
question?

5W’s image
 4 fingers = Who?,
What?, Where?,
When?
 the thumb = Why?

 Students quickly learn that
researching the site to
determine its validity,
reliability and relevance
takes more time – and more
patience – than finding the
information and taking notes
from the source.

Step 4: Use of Information

Guiding Questions
 What information do I expect
to find in this source?
 What information from the
source is useful?

Step 4: Use of Information
Read, or view and listen to videos, and take notes.
Sample Student Notes

 Finding Jesus' Face The artists worked to pull impressions from the Shroud of Turin,
the famed blood-stained linen that many believe was the burial cloth of the crucified
Christ.
http://abcnews.go.com/GMA/real-face-jesus-christ/story?id=10235129#.UFDXwKDvg9Q

 1968 60 Minutes Said to have been written by a public official in Jerusalem during
Christ’s life time. He is in stature a man of middle height and well proportioned. He has a
venerable face. His hair is the color of rip chestnuts, smooth almost to the ear, but above
them waving and curling with a slight blue radiancey and it flows over his shoulders. It is
parted in the middle on the top of his head, after the fashion of the people of Nazareth.
His brow is smooth and very calm with a face without a wrinkle or a blemish, lightly
tinged with red. His nose and mouth are flawless. His beard is lugshorient and
uncreased of the same color of his hair. Not long but parted at the chin. His countenance
is full of simplicity and love. His eyes are expressly and brilliant. He is terrible in reproof,
sweet and gentle in admonition, cheerful and ceasing to be grave. His figure is slender
and erect. His hands and arms are beautiful to see. He is the fairest of the children of
man.
http://www.cbsnews.com/8301-504803_162-20026089-10391709/what-christ-looked-like/

Step 5: Synthesis

Guiding Questions
 How will I organize my
information?
 How should I present my
information?

Step 5: Synthesis
Sample Student Bibliography with Annotations

 "Catholic Answers Magazine." Let Your Face Shine on Us. N.p., n.d. Web. 01 Oct. 2012.
http://www.catholic.com/magazine/articles/let-your-face-shine-on-us.
 GOOD site because: IS written by knowledgeable Catholics.

 Staff, Overtime. "What Christ Looked like." CBSNews. CBS Interactive, 21 Dec. 2011. Web. 01 Oct.
2012. http://www.cbsnews.com/8301-504803_162-20026089-10391709/what-christ-looked-like/.
 GOOD site because: IS on a well know television show and has many links talking about its information.

 TRACHTENBERG, THEA, and SUZAN CLARKE. "Computer Artists Say They've Re-Created Christ's
Face Using Shroud of Turin." ABC News. ABC News Network, 30 Mar. 2010. Web. 28 Sept. 2012.
http://abcnews.go.com/GMA/real-face-jesus-christ/story?id=10235129.
 GOOD site because: IS from a reputable news network.

 "The Real Face of Jesus?" History.com. A&E Television Networks, n.d. Web. 01 Oct. 2012.
http://www.history.com/shows/the-real-face-of-jesus/photos/.
 GOOD site because: IS from History Channel and data it contains was gathered by well trained scientists.

Step 5: Synthesis
Sample Student Paragraph with Citations

 The model of Jesus that I will be looking at first is the Image that
has been created from information found on the Shroud of Turin.
The Shroud of Turin is the Cloth that was placed over Jesus when
he was buried and has given researchers many clues on what he
might have looked like. People believe that his bloody and cut up
face left an impression on the Shroud and many artists and
scientist have worked to create the image said to be on the
Shroud. (TRACHTENBERG, THEA, and SUZAN CLARKE.) In
their image Jesus is depicted as an aged man who had a flowing
beard, long dark tangled hair, a small mouth, an oval shaped face,
and a large forehead. Although they could not tell much else of his
physical appearance they could find that he was between 5' 11"
and 6' 2". (The Real Face of Jesus?)

Step 5: Synthesis
Works Cited and In-text Citations Suggestions
 PreK - 1: Just identify the type of source - Book, Computer, People, Me - and use a graphic approach
(e.g., picture, stamp, icon, sticker). See example of stamps: http://big6.com/pages/posts/citing---for-
the-very-young-super3-style-33.php

 1 – 2: In addition to the graphic, add the name of the type of source (Book, Computer, People, Me).
Add additional types of sources - website, article. Also, have the students identify the Title - the name
of the item.

 2 – 3: Add Author and drop the graphic. So, now the style is Author Title, Type, . Here's an example:
Michael Eisenberg, The Big6, Website.

 3 – 4: Add Date, as in Author, Title, Type, Date. Here's an example: Michael Eisenberg, The Big6,
Website, 2011.

 5 – 6: Add Location, as in Title, Type, Author, Date, Location. Here's an example: Michael Eisenberg,
The Big6, Website, 2011, www.big6.com

 7 – 8: Use RefWorks or EasyBib to create full, formal bibliography entries with an annotation
indicating the validity of the website.

 7 – 8: Students should also use in-text citations.

Step 6: Evaluation
Guiding Questions
 Did I do what was required?
 Did I complete each of the
Big6 Stages efficiently?

Step 6: Evaluation
Sample Student Self-Evaluation

 Did I do what was required?
I think I did do everything required.
Did I complete each of the Big6 Stages efficiently?
I think that I did a good job at answering the Big6 Stages efficiently. I think that
I defined the task well and came up with an approach to find research. While
coming up with research strategies I think I had a good approach, but I would
have liked have been able to gather more information faster. It would have
allowed me to compare more information quicker than thoroughly looking at
each website before comparing them. I think that I validated all of my sources
well, and that I only used the most reputable of all my sources. While I did use
a lot of the information from my websites I would have like to have been able
to gather more information from them them. My bibliography was well written
and I think my my annotations were good. To me this has been a good
evaluation of my work and of how I put my research together.

Big6Research Skills
1. Task Definition
2. Information Seeking Strategies
3. Location and Access
4. Use of Information
5. Synthesis
6. Evaluation

Evangelize, Catechize, Educate
at ICS

Resources
 Incarnation Catholic School, Tampa, Fl http://www.icstampa.org/index.php

 ICS Wikispaceshttp://icstampa.wikispaces.com/ICS+Wiki+home

 ICS Tech Research with UbD Research Unit Plan
http://icstechnologyresearch.wikispaces.com/ICS+Tech+Research+Home

 Big6 Skills http://big6.com/pages/about/big6-skills-overview.php

 Web Search Strategies by Common Craft: http://www.commoncraft.com/video/web-search-
strategies

 Be a URL Detective on ICS Tech Blog: http://rcarrier.edublogs.org/2011/08/09/be-a-url-
detective/

 Web Site Evaluation 5Ws on ICS Tech Blog http://rcarrier.edublogs.org/2011/08/09/web-site-
evaluation-5ws/

 Common Core Standards http://www.corestandards.org/

 Understanding by Design http://www.authenticeducation.org/index.lasso

 Images from
 Bible: FreeFoto.com
 Hand: http://pixabay.com/en/hand-sky-fingers-hands-57312/
 Team image by Joanne Bujak-Dominak, teacher at ICS
 Other images in Jordan by Rhonda Carrier

Understanding the Life of Jesus

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