The Toronto Catholic District School Board Course: Grade 9 Religion Discipleship and Culture Date/Lesson Number: Lesson 5 and 6 Unit: Ethics and Christian Moral Development Lesson Topic: When I was Hungry : To Act Justly Focus Question: The purpose of this lesson is to help students to begin to understand the important ways that Christians are called to act justly. The ten principles of Catholic Social Teaching are given a central focus. Without going into an in-depth history of Catholic Social Teachings for this grade level, these principles nevertheless provide an entry point for the introduction to the rich tradition of over 100 years of Catholic Social Teaching beginning with Pope Leo XIII s encyclical Rerum Novarum (1891). Instructional Objective(s): 1) Students will be introduced to Jesus challenge in the gospel of Matthew to act justly. 2) Students will focus on the Ten Principles of Catholic Social Teaching. 3) Students will learn how Jesus was challenged by his own contemporaries when he reached out to help others. 4) Students will begin to learn the connection between moral reasoning and the Gospel teachings that focus on mercy, compassion, and social justice New Evangelization Essential Element(s): Key Element III: Morality: How We Live Key Element V: Education for Living in the Christian Community: How We Live in the Community, the Church Key Element VI: Evangelization and Apostolic Life: How We, as Individuals and Community, Live in Service to the World Key Vocabulary: Social Justice Encyclical Solidarity
Pope Leo XIII Rerum Novarum Key Scriptural Passage(s): Matthew 25: 31-45 John 9: 1-41 Key Catechism Reference(s): CCC 329 Key People: Pope Leo XIII Internet Link(s): www.vatican.va www.cccb.ca www.discerninghearts.com www.newadvent.org www.catholicsocialteaching.org Materials required: 1) Sacred Scripture (NRSV) 2) PowerPoint presentation and 3) Student Handout 4) Appendix A Prayer learned or reviewed: This prayer is taken from St. Patrick s Parish in Toronto that participates in a street Patrol, a time to go amongst people in need on the streets of Toronto and bringing them food, and the dignity of conversing with them as a community member. Street Patrol Prayer 2005-2007 St. Patrick's Parish. All rights reserved. Father of all creation, By the sacrifice of your only begotten Son You have united us as one family, Brothers and sisters in Christ. On this evening, As we walk through the streets of our city, We ask you, O loving God, To bless our works of fellowship and care, And grant us the grace of seeing Jesus In those we serve.
We ask Mary, Mother of God, To pray That the happiness of giving enter our hearts, That the happiness of faith be granted to us all. May the Saints pray for us. May the Holy Spirit guide us. We ask this through Jesus Christ, Our Lord. Step by Step Procedures: Task 1: An Introduction to Catholic Social Justice Teachings Select an appropriate video clip or You tube clip that will help students make the connection between social injustice and the call for a humane response: Examples: Religion, Ethics and Social Practice http://www.youtube.com/watch?v=qbiqnkzs2ci Rerum Novarum (Jesuit Centre for Faith and Justice) http://www.youtube.com/watch?v=1abjvytx16y Share the following with the class. What is the issue at hand? How are we as Christians called to respond to the injustices we see around us and in the news? 1. What is our responsibility as Christians in the face of suffering? 2. What is the Church s response? 3. How does Jesus challenge us in the scriptures to those in need? 4. Is it enough to be charitable? Are we called as Christians to make a difference? (20 minutes) Task 2. Historical Background: Pope Leo XIII and Rerum Novarum Note: One of the ways to interest students in historical documents such as Rerum Novarum is to take some excerpts from the document and present it to the students without any author, date or historical reference. Then ask the following questions: (Do not give the answers till the final question as a reveal. ) 1. What kind of document do you think this is? 2. Who do you think wrote it? 3. When? 4. Why? 5. For whom?
Then answer the questions: 1. Papal Encyclical 2. Pope Leo XIII 3. 1891 4. To address injustice he observed in society especially among the working poor. 5. To everyone, especially to labourers, the wealthy, and Catholics around the world. Background. Pope Leo XIII, born Vincenzo Gioacchino Raffaele Luigi Pecci to an Italian family, was the head of the Catholic Church from 20 February 1878 to his death in 1903. He was the oldest pope (reigning until the age of 93), and had the third longest pontificate, behind Pius IX (his immediate predecessor) and John Paul II. He is known for intellectualism, the development of social teachings with his encyclical Rerum Novarum (1891) and his attempts to define the position of the Church with regard to modern thinking (Wikipedia). One reason compelling Leo XIII to write Rerum Novarum was his conviction that the present age has handed over the working poor to inhumane employers and greedy competitors (a. 6). He saw the working poor as needy and helpless (a.66) and insufficiently protected against injustices and violence (a. 32). His sympathy went out to these poor, who have a "downcast heart" (a. 37). If the Church is disregarded, human striving will be in vain (a. 25). The contributions of the Church to the solution of social problems include the following: a. The Church draws from the Gospel teachings that will solve or ameliorate the problem (a. 25). b. The Church regulates the life and morals of individuals (a. 25). c. The Church ameliorates workers' conditions through her institutions (a. 25), for she excels in works of mercy (a. 43) and religious societies care for all forms of human misery (a. 44). d. The Church seeks to unite classes in protecting the interests of workers (a. 25). She can bring together the rich and the poor (a. 29), and she seeks to join the two social classes in closest neighborliness and friendship (a. 33). e. The Church points to the cure and administers the remedy (a. 40) (http://www.shc.edu/theolibrary/resources/summary_rerum.htm).
(Picture of Pope Leo XIII in his early pontificate) (20 minutes) Task 3. Social Justice Teaching of the Catholic Church. There are hundreds of documents centred on issues of social justice that have been circulated over the last one hundred years by the Catholic Church. These documents (following the decision-making model from Lesson 3 and 4 LISTENS) are examples of observing, analyzing why the injustices are present in society, connecting the compassionate response of the prophets from the Bible with an appropriate and just solution for Christians living in the modern world. Note: The Vatican website lists all the documents on Catholic Social Teaching. http://www.vatican.va/roman_curia/pontifical_councils/justpeace/documents/rc_pc_justpeac e_doc_20060526_compendio-dott-soc_en.html Show on a screen from a computer connected to the internet the various encyclicals on Catholic Social Teaching [Click each link to demonstrate the source and highlight key points from these documents. Catholic Social Teaching Pope Leo XIII Rerum Novarum Pope Pius XI Quadragesimo Anno Pope Pius XII Social Teachings
Pope John XXIII Mater et Magistra Pacem in Terris Vatican II Dignitatis Humanae Gaudium et Spes Pope Paul VI Populorum progressio Pope John Paul II Laborem Exercens Sollicitudo Rei Socialis Centesimus Annus Evangelium Vitae Pope Benedict XVI Deus Caritas Est Caritas in Veritate Pope Francis Lumen Fidei Task 4: The Scriptural Incentive. Matthew 25: 31-45 Reading this scripture passage is a powerful and compelling story from the gospel of Matthew. It answers the eternal question, How can I find God? Jesus response- when we care for our sisters and brothers in need. It can be interpreted from two different perspectives. Sometimes we are the ones giving to others and sometimes others have been compassionate with us in our need. Either way this chapter in Matthew ends with the emphasis from Jesus in his own words, Truly, I say to you, as you did it not to one of the least of these, you did it not to me (NRSV Mt 25: 45). The next verse implies that truly these are the kind of eyes we must ask for in prayer so that we can truly live and not miss the presence of God amongst us. The next section goes through each of the passage of Matthew s CH 25: 31-45 passage and connects it with other stories from the gospels where Jesus has responded to those in need. Each section is divided into three subsections a. How Jesus reached out to others; b. How teens around us might connect with this need (can be adapted to particular school community); c. How each of us needs to reflect on how we might give to others or how Jesus has touched us in our need.*
Give a brief background to Matthew s section of the gospel (Ch 25), where Jesus tells one parable after another about how to enter the kingdom of heaven, however he ends with a special story which is more a symbolic analogy about how we are to find him (Jesus Christ) right now (the kingdom that is already present). In summary, how we lives our lives now is directly connected to both making the kingdom of God present, how we encounter Jesus Christ in the suffering and vulnerable of this world, and how we will experience being welcomed or not welcomed into the eternal beatitude of God. (10 minutes) Task 5: Classroom Discussion. Give the following handout to students and discuss. [Adapt the stories to your local community]. I. When I was hungry... A Gospel story Hordes of people followed Jesus around the countryside, hungry for his teaching. They also had no food. Jesus gathers some pieces of fish and bread, and miraculously feeds thousands. (Mt 15: 32-39) A teen's story Sometimes Jared falls asleep in class. His classmate nudges him when the teacher calls his name. A few students laugh. All Jared can hear is his stomach rumbling. No lunch money either. Things are tough at home. Emily hungers for a place to fit in, for a sense of belonging. She has just come from another school. It feels weird. She belonged last year but now it s all disappeared, and her accent doesn t help. My story My teacher asked me more about how I was doing after class. He suggested a breakfast program- I was just glad he wasn t angry. I wanted so much to make it on the soccer team but I didn t make the cut. The coach asked me to keep practicing and maybe next semester. Meanwhile I heard a school announcement to volunteer after school- maybe I can meet some new kids and help out. II. When I was thirsty... A Gospel story In John's Gospel, the Samaritan woman (Jn 4) at the well felt she had two strikes against her. She was from a shunned town and was a woman in a man's society. Jesus asked her for a drink of water. Does he know who he's talking to, she thought. But Jesus knew what was in her heart both her sinfulness and her thirst for goodness.
A teen's story Marco can t stop talking in class. He tries but he finds it hard to pay attention. Another detention slip. Suze is quiet, so quiet- hoping no one will notice how she is feeling today. My story I was thirsty for attention. I wanted to be noticed. No one thinks I'm interesting, or funny, or smart. But today at lunch a girl asked me if I would help out for the school's new film club! A student from the leadership program asked me my name and if I wanted some help with my homework. Does she know how much school is difficult for me? I guess I ll give her a chance to get to know me. III. When I was naked... A Gospel story Two blind men (Mt 20: 29-34), naked in their vulnerability, beg Jesus to restore their sight. After he does, they respond in faith to become his followers. A teen's story Today our teacher took us on a Street Patrol (or replace with made sandwiches for the Out of the Cold Program). I didn t really understand why some people can end this way- but looking into their eyes told another story (or replace with our teacher shared with us some of their stories and I began to wonder what would happen to me if I didn t have so many opportunities and friends. My story Before I went on the walk (or heard about these people s stories) all I could think about was what I was gonna wear. Doesn t seem so cool now...maybe my friends and I can think of a way to collect some winter clothes...it might make a difference. IV. When I was a stranger... A Gospel story Ten lepers (Lk 17: 11-19), alienated from society by their disease, approach Jesus to beg for a cure. Jesus cures them, and later one returns in gratitude to offer thanks. A teen's poem Iban moved here from Mexico two years ago. "One day before my father came to Canada I was like, 'Can I go with you?' He said, 'Ok, let's go.' So I came. I think I make the biggest mistake in my life. Living with my dad is not what I thought and I miss my mother. When I finish high school I will go back to Mexico. No matter what."
My story I am an immigrant to this country and can't speak English very well. I do not feel comfortable in school. But today a teacher spoke to me in my native language! V. When I was ill... A Gospel story Mark's Gospel tells us of a woman with a hemorrhage (Mk 5: 25-34), a chronic medical condition that plagues her every day. Her faith in Jesus is so strong that she just touches Jesus' garment and she is healed. Imagine her incredible gratitude. One teen's story Allison Blass is a teen with type 1 diabetes. At the age of 15 she was chosen as a delegate to the Juvenile Diabetes Research Foundation's Children's Congress. Receiving that opportunity led Blass to her love of advocacy. She now speaks out for young people with diabetes. My story My concussion put me off the hockey team and is slowing me down in everything I do. I can't concentrate on my work. I might not pass this semester. But today a senior stopped to say it happened to him last year, and he understands how much I must be hurting! VI. When I was in prison... A Gospel story Zacchaeus (Lk 19: 1-10), a tax collector and a short man, climbs a tree to get a good look at Jesus. Trapped in an unpopular profession and disadvantaged in stature, he is stunned to hear Jesus say, "Get down from the tree. I'm coming to your house for dinner." Why is Jesus noticing me out of this crowd of people, he wonders? A teen's story My mom is mostly at work these days. I microwave my dinner most nights. I spend as much time at school as I can so I don t have go home and feel alone. My story I am trapped inside this body. No one could possibly think I'm smart or good-looking. My mom told me she was proud of me today. Yeah, I know, she's my mom. But still, I feel better. Sometimes I wonder how she knows just what to say. Notes: The stories above help students identify how others can help us experience Jesus in our lives or how (once we can see more clearly) we too can be the presence of Christ and begin to act more justly towards others in our family, in our community, and by extension in our global community. (30 minutes)
Task 6: Definitions Define and explain the following terms for the students: Social Justice: The task of developing a more human society is not entrusted to governments and civic bodies alone. All members of society are called to participate in its development, taking part in the social and political structures that are open to them, in order to pursue the common good. (Compendium of the Social Doctine of the Church, paragraph 189) Encyclical: A Papal encyclical is a letter sent to the Bishops by the Pope to be circulated throughout the world. Encyclicals are pastoral letters written to teach and guide the faithful. The official version of the text is published in Latin, and the title of the encyclical comes from the opening words of the first sentence. Solidarity: Solidarity is one of the key principles of Catholic Social Teaching. It arises from a particular way of looking at the interconnectedness of people living in different parts of the world that is a feature of our contemporary human existence. Scriptural connection: Jn 9: 1-41 Man born Blind [This scripture passage is used in the second scrutiny of the catechumenate for new Christians. It reminds us that we are not to blame ourselves or others for a particular infirmity or serious obstacle in life. We are called to see ourselves and others from a new perspective, to realize that Jesus healing is at hand. This is the good news. (10 minutes) Task 7: Conclude the lesson with a Power point presentation of the Ten Principles of Catholic Social Teaching or the You Tube video clip. List of Different PPT Presentations Catholic Catechist has an excellent PPT that is downloaded as a html see https://www.google.ca/#q=powerpoint+ten+principles+social+justice&start=0 http://www.youtube.com/watch?v=8ntwxllozh0&feature=related (10 minutes)
Assessment Assignment: Assignment on 10 Principles of Catholic Social Teaching Name: Date: 1. Choose two of the ten principles of Catholic Social Teaching and summarize each principle below: 2. Choose two other principles from Appendix A and connect each principle with a modern issue of concern in today s world. 3. What is meant by the common good? 4. What is meant by a Social mortgage mentioned in the seventh principle?
5. How can Catholics work for disarmament in light of increasing concerns about the security of our country? (Principle 8). 6. What do you think is means by superdevelopment, in principle 10, and why would Catholics be concerned about this issue in today s society? 7. What are some ways that young people can educate others about the true cost of consumerism? Thought Provoker Did you know that Rerum Novarum provided the foundation to the creation of labour Unions? Alternate Assignment: Students could be assigned into groups to prepare their own Power point presentation based on the scripture stories from Task 4. Along with the scriptural references for each gospel story, there could be an accompanying picture from the internet (from news stories, etc., that match each of the sections beginning with, When I was hungry... Music could also be selected to accompany the pictures and slides. Have a peer evaluation of the different class presentations and take this into consideration in your assessment of this lesson.
Adaptations (for students with learning disabilities): Illustrate the gospel stories that were discussed in Task 4. They could be drawn or pictures could be downloaded from the internet, or a Power point created for a class presentation. Make sure each story has the correct scriptural reference. Extensions (for gifted students): Research one of the papal documents listed in Task 3. Answer the following questions: a. What was happening historically in the world at that time? b. Highlight three important points from the document. c. How are these important teachings relevant for the world today?
Appendix A The 10 Principles of Catholic Social Teaching The following Ten Principles highlight major themes from Catholic social teaching documents of the last century. 1. Dignity of the Human Person Belief in the inherent dignity of the human person is the foundation of all Catholic social teaching. Human life is sacred, and the dignity of the human person is the starting point for a moral vision for society. This principle is grounded in the idea that the person is made in the image of God. The person is the clearest reflection of God among us. 2. Common Good and Community The human person is both sacred and social. We realize our dignity and rights in relationship with others, in community. Human beings grow and achieve fulfillment in community. Human dignity can only be realized and protected in the context of relationships with the wider society. How we organize our society -- in economics and politics, in law and policy -- directly affects human dignity and the capacity of individuals to grow in community. The obligation to "love our neighbor" has an individual dimension, but it also requires a broader social commitment. Everyone has a responsibility to contribute to the good of the whole society, to the common good. 3. Option for the Poor The moral test of a society is how it treats its most vulnerable members. The poor have the most urgent moral claim on the conscience of the nation. We are called to look at public policy decisions in terms of how they affect the poor. The "option for the poor," is not an adversarial slogan that pits one group or class against another. Rather it states that the deprivation and powerlessness of the poor wounds the whole community. The option for the poor is an essential part of society's effort to achieve the common good. A healthy community can be achieved only if its members give special attention to those with special needs, to those who are poor and on the margins of society. 4. Rights and Responsibilities Human dignity can be protected and a healthy community can be achieved only if human rights are protected and responsibilities are met. Every person has a fundamental right to life and a right to those things required for human decency starting with food, shelter and clothing, employment, health care, and education. Corresponding to these rights are duties and responsibilities -- to one another, to our families, and to the larger society.
5.Role of Government and Subsidiary The state has a positive moral function. It is an instrument to promote human dignity, protect human rights, and build the common good. All people have a right and a responsibility to participate in political institutions so that government can achieve its proper goals. The principle of subsidiarity holds that the functions of government should be performed at the lowest level possible, as long as they can be performed adequately. When the needs in question cannot adequately be met at the lower level, then it is not only necessary, but imperative that higher levels of government intervene. 6. Economic Justice The economy must serve people, not the other way around. All workers have a right to productive work, to decent and fair wages, and to safe working conditions. They also have a fundamental right to organize and join unions. People have a right to economic initiative and private property, but these rights have limits. No one is allowed to amass excessive wealth when others lack the basic necessities of life. Catholic teaching opposes collectivist and statist economic approaches. But it also rejects the notion that a free market automatically produces justice. Distributive justice, for example, cannot be achieved by relying entirely on free market forces. Competition and free markets are useful elements of economic systems. However, markets must be kept within limits, because there are many needs and goods that cannot be satisfied by the market system. It is the task of the state and of all society to intervene and ensure that these needs are met. 7. Stewardship of God's Creation The goods of the earth are gifts from God, and they are intended by God for the benefit of everyone. There is a "social mortgage" that guides our use of the world's goods, and we have a responsibility to care for these goods as stewards and trustees, not as mere consumers and users. How we treat the environment is a measure of our stewardship, a sign of our respect for the Creator. 8. Promotion of Peace and Disarmament Catholic teaching promotes peace as a positive, action-oriented concept. In the words of Pope John Paul II, "Peace is not just the absence of war. It involves mutual respect and confidence between peoples and nations. It involves collaboration and binding agreements. There is a close relationship in Catholic teaching between peace and justice. Peace is the fruit of justice and is dependent upon right order among human beings.
9. Participation All people have a right to participate in the economic, political, and cultural life of society. It is a fundamental demand of justice and a requirement for human dignity that all people be assured a minimum level of participation in the community. It is wrong for a person or a group to be excluded unfairly or to be unable to participate in society. 10. Global Solidarity and Development We are one human family. Our responsibilities to each other cross national, racial, economic and ideological differences. We are called to work globally for justice. Authentic development must be full human development. It must respect and promote personal, social, economic, and political rights, including the rights of nations and of peoples It must avoid the extremists of underdevelopment on the one hand, and "superdevelopment" on the other. Accumulating material goods, and technical resources will be unsatisfactory and debasing if there is no respect for the moral, cultural, and spiritual dimensions of the person.