Background Notes for Teacher Reflection and Preparation ELEMENTS CHRISTIAN LIFE: The flourishing of human persons, the common good of societies, shared responsibility in relation to creation AIMS Acting with social responsibility, witnessing to the Reign of God Being a person of justice and peace Being a person of hope and resilience CONTENT STATEMENT Students will investigate justice issues facing our world today, their causes, the associated problems and their impact on humankind. Students will explore Church teachings relevant to these issues and practical and Christian responses. The concept of service will be examined in terms of individual and collective responsibility to think globally and act locally. STANDARD See Good News For Living Refresh Document 2014 Strand Core Doctrinal Concepts Catechism Reference Jesus Christ 5. Jesus Christ calls his disciples to work for the liberation and salvation of all people. 1741 Church 4. The Catholic Church provides a specific religious context for exploring fundamental questions of meaning and purpose. 2419 Sacraments 2. God s grace is made manifest wherever people strive for justice, freedom and truth. 4. Through the Sacraments, Catholics are called to be prophetic and to witness to the transforming action of God in the world. 1617, 1536 1210 Scripture 4. Believers discover in the Scriptures the living Word of God. 104, 108 Christian Life 1. The Church teaches the importance of honesty and integrity in all aspects of personal, public, corporate and church life. 2. The Scriptures and teachings of the Church inform moral and ethical decision-making. 3. Christians are called to read the signs of the times and to reflect and to act on them in ways that bring about the transformation of the world. 4. Through the Holy Spirit we experience Christ in our lives, in the Church and in the world. 2464 5. The Christian perspective of Church and state raises a number of issues including religious pluralism and tolerance, ethical codes of different world religions and the question of social justice. 1877-1885 Religion & Society 1783-1785 863-864 743, 747 07
LINKING WITH OTHER RESOURCE BANKS Level 6 Level 7 Prophets and Disciples Making Christian Decisions 2 STUDENT CONTEXT Students are aware of the dignity of each human person and the pursuit of the common good. They have a spirituality that often focuses on justice and the discernment of world issues that affect each one of us as members of the global community. They have an increasing awareness of their own learning styles, perspectives, theories and beliefs and a knowledge of their own needs and weaknesses. In the midst of a world offering numerous views on how to live well, they are motivated to find answers to the ultimate questions in an atmosphere of respect and openness. THEOLOGICAL BACKGROUND FOR TEACHERS Social Justice incorporates basic respect for human beings coupled with concern for and action on behalf of human rights. Pope John XXIII declared in 1961 that human beings are the cause, foundation, and reason why all social institutions exist. The Catholic community therefore affirms and defends the ultimate dignity and rights of every human person. Justice stems from the Latin justitia whatever is rightful or lawful. In effect, Christian social justice means the total ongoing Christian mission to proclaim and live the gospel command to love God, neighbour and all of God s great creation. Tradition maintains that true Christian social justice is an active effort to reform and re-shape human societies, governments, institutions, and structures that deny the basic rights of human beings. Christian social justice doctrine stems from the words and deeds of the Hebrew prophets but especially from the prophetic life, ministry, and death and resurrection of Jesus of Nazareth. In our time the Catholic Church has taught that striving for justice in the world is at the centre of the Christian mission and a gospel-centred existence. The cause of Christian social justice seeks to make the world more generally aware of how humanity can best be served by its many products, processes and progressive achievements. The Catholic encyclicals that have dealt with social justice themes in recent decades include: Rerum novarum (1891), Quadragesimo anno (1931), Mater et magistra (1961), Pacem in terris (1963), Populorum progressio (1967), Redemptor hominis (1979), Laborem exercens (1981), Sollicitudo rei socialis (1987), Redemptoris missio (1990), Centesimus annus (1991) and Evangelium vitae (1995). (www.osjspm.org/cst/) The landmark document, Pastoral Constitution on the Church in the Modern World (Gaudium et Spes) from the Second Vatican Council, spoke of the need for social justice. John Paul II repeatedly said that all people of God must seek basic human rights and an end to oppression because this is fundamental to the Christian duty of evangelisation.
3 Essential Catholic notions regarding social justice, respect for human beings, equality among human individuals, differences among human beings, Christian stewardship of God s creation, and human solidarity in God s grace and the risen Jesus are explored in the Catechism of the Catholic Church, articles 1928-1948. The Catechism points out that the community of the baptised, and society as a whole, safeguard social justice by fulfilling the conditions that permit people to obtain what is due to each, according to the common good of humanity and the proper exercise of authority. (Ekstrom, 1995, p.234). The great prophets of the Old Testament proclaimed a twin message- worship of the one God and justice in society. In their eyes the two could not be separated. The firm belief that God is the God of justice goes hand in hand with the defence of the widow and the orphan, a conventional phrase for the poor. In the New Testament, Jesus makes this the criteria for entry into the kingdom. In today s complex society the obligation to struggle for a just and human social order is more urgent than ever. It is an obligation placed on Christians by the reality of economic injustice and the parallel issue of the erosion of rights. This obligation challenges Christians to work to change those attitudes and structures in Australian Society which lead to injustice and to the violation of human rights. The major forms and causes of injustice include: political (unjust use of power), economic (relating to the production of goods and wealth and the ways in which resources are distributed), gender-based (sexual discrimination in access to power and resources), racial (unjust treatment of people from specific ethnic communities), ecological (unjust treatment of the earth and its inhabitants), and other social injustices (e.g. age discrimination). Change can best come about when people work together in a common endeavour. A renewed consciousness of the demands of the Gospel makes it the Church s duty to put herself at the service of all, to help them grasp their serious problem in all its dimensions, and to convince them that solidarity in action at this turning point in human history is a matter of urgency. # 5, Octogesima Adveniens, 1971. It is vitally important for men (and women) to endeavour, in the light of Christian faith, and with love as their guide, to ensure that every institution, whether economic, social, cultural or political, be such as not to obstruct but rather to facilitate man s self-betterment. Pacem in Terris, 1963. SCRIPTURE Teacher and Student References (NRSV) Matthew 5: 1-10 The Beatitudes Mt 25: 34-40 Then the king will say to those at his right hand, Come, you that are blessed by my Father, inherit the kingdom prepared for you from the foundation of the world; for I was hungry and you gave me food, I was thirsty and you gave me something to drink, I was a stranger and you welcomed me, I was naked and you gave me clothing, I was sick and you took care of me, I was in prison and you visited me. Then the righteous will answer him, Lord, when was it that we saw you hungry and gave you food, or thirsty and gave you something to drink? And when was it that we saw you a stranger and welcomed you, or naked and gave you clothing? And when was it that we saw you sick or in prison and visited you? And the king will answer them, Truly I tell you, just as you did it to one of the least of these who are members of my family, you did it to me. Luke 4: 16-21 When he came to Nazareth, where he had been brought up, he went to the synagogue on the sabbath day, as was his custom. He stood up to read, and the scroll of the prophet Isaiah was given to him. He unrolled the scroll and found the place where it was written: The Spirit of the Lord is upon me, because he has anointed me to bring good news to the poor. He has sent me to proclaim release to the captives and recovery of sight to the blind, to let the oppressed go free, to proclaim the year of the Lord s favour.
And he rolled up the scroll, gave it back to the attendant, and sat down. The eyes of all in the synagogue were fixed on him. Then he began to say to them, Today this scripture has been fulfilled in your hearing. 1 Jn 3: 17-18 How does God s love abide in anyone who has the world s goods and sees a brother or sister in need and yet refuses help? Little children, let us love, not in word or speech, but in truth and action. PLANNING A L EARNING S EQUENCE Level Focus God loves everything into being. Knowing: Students will understand that ethics comes out of who we are, and who we are is shaped by all our relationships, starting with God and ending with God. Enduring Understandings Jesus, through the Holy Spirit calls and empowers us to work for the liberation of all people. Christians are called to read the signs of the times in terms of the significant (positive and negative) movements throughout the world in which we live. They are called to reflect on and to act on them in ways that bring about the transformation of the world. The dignity of each human person requires the pursuit of the common good in a spirit of solidarity. 4 Deut 10:17 For the LORD your God is God of gods and Lord of lords, the great God, mighty and awesome, who is not partial and takes no bribe, who executes justice for the orphan and the widow, and who loves the strangers, providing them with food and clothing. It is recommended that teachers and students select one book from the Hebrew Scriptures and one from the Christian Scriptures to focus on and study in greater depth rather than try to study a series of separate passages e.g. Amos, Micah, Luke, James. Thinking: Students will investigate the relationship between who they are and who they are invited to become. Connecting: Engaging with all creation enables us to deepen our encounter with God. Overarching Goal Example: That students can respond to issues of injustice from a Catholic perspective. Essential Question Example: How can I contribute to the Church s mission and witness to the Reign of God? Christians are called to create and support institutions and networks that enhance people s opportunities for their full human development. Living in a global community calls for respect and action for justice on behalf of all creation. Evidence of Learning Students should be able to: 1. Identify and analyse contemporary social justice issues; 2. Present findings on an exploration of a moral issue, using Scripture and Church documents 3. Express personal understandings, beliefs and questions about their responsibilities in the context of the Christian response to global issues; 4. Communicate practical and Christian responses to social justice issues.
5 Suggested Assessment Tasks Present an analysis of different types of justice issues using the following categories: Political Injustice (unjust use of power) Economic Injustice (relating to the production of goods and wealth and the ways in which resources are distributed.) Gender-based Injustice (sexual discrimination in access to power and resources) Racial Injustice (unjust treatment of people from specific ethnic communities) Ecological Injustice (unjust treatment of the earth and its inhabitants, extending to an exploration of cosmology) Other Social Injustices (e.g. age discrimination). Examples of the above issues may be obtained from newspapers, magazines and radio or television news broadcasts. From the Teaching Strategies Resource Book: Jigsaw Identify characteristics of the vision of Jesus through selected examples of his teaching and mission: Read the following Gospel passages: Matthew 25: 34-40 1 John 3: 17-18 Matthew 5: 1-10 Luke 4: 16-21 Deut 10:17 Identify and record what each of these readings has to say about Jesus vision. Look at: i) The words ii) The actions From the Teaching Strategies Resource Book: Y Chart Using Scripture and at least two major Church documents, formulate and present a response to an issue of injustice in the world. Present a multi-media presentation that articulates your views on an issue of injustice. Include your beliefs, where they come from, what values are present in your response and a preferred outcome. Suggested Learning Experiences From the media, select an issue of social justice and research, describe and analyse the particular context of the issue in relation to: the particular stance taken by religious organisation(s); the view taken by society; any cultural (mis)understandings involved. From the Teaching Strategies Resource Book: Team Milling Investigate an issue analysing the relationship between religion, society and culture, using the following approach: Brainstorm a series of questions (Teaching Strategies Resource Book) The Issue: Who, What, When, Where & Why? Responses: Church & Government Identify present understanding of the concept of global issues. Brainstorm examples of injustice on a global scale. Display Overhead Transparencies headlines of examples. Clarify why the issue is of global concern. Select a story or film excerpt which demonstrates a global issue. (Possible videos: Outbreak, Independence Day, Patriot Games, City of Joy.) Evaluate students understandings and appreciation of the issue through the following questions: What is the issue? Who is being negatively affected? What or who is causing the problem? Who might be responsible for fixing the situation? How? What can one person do? Establish a class scrapbook. This is compiled over the course of the learning sequence. Students bring news-clippings or other items relevant to global issues. One section of Australian examples is further categorised as local or national perspectives. This scrapbook will be a resource for activities later in the learning sequence. Using the above examples find the causes of the problem. This could be done using scrapbook. Using knowledge about Jesus, imagine he is standing for office in the next federal election on a policy platform of addressing global issues. You are part of his campaign team. Design a 30 second television advertisement which 1. includes, among other images, his campaign slogan Write and present a 2-3 minute campaign speech 2. Organise promotional material e.g., buttons, 3. stickers. Plan a promotional tour identifying locations and 4. target groups and give reasons for your choices Organise a campaign dinner. Who would you invite 5. and why? From the Teaching Strategies Resource Book: Huddle
View videos which highlight Catholic social teachings. Some examples include: The Church in the Modern World (43 mins.) on various Roman documents and their historical background with accompanying study guide. Walking the Walk (26 mins.) a look at Rerum Novarum and some modern applications of its principles Social Justice 1 and 2 (22 mins each) contemporary examples of the Church s social responses. Decide on some actions that are possible, specific and concrete and which can be undertaken individually or as a group in response to the problems you have investigated. In a reflective setting listen to a reading of the Beatitudes (Matt 5:1-10). Quietly consider a series of questions and write responses. 07 6 Invite guest speakers from institutions concerned with global justice issues (Pontifical Mission Society, Greenpeace, Landmine, EarthSong) to explain their various social responses. Prepare a glossary of terms related to the topic e.g. Topic: Distribution of wealth: economy, currency, labour, relative poverty, absolute poverty, surplus, consumption, wage, income, resource, commodity, welfare, charity, debt, credit, taxation. Explore the ways that the Church has responded to social justice issues on a global scale. Provide students with summaries of major Catholic teachings on social justice. Using these summaries, identify the social issues and the Church s responses to these issues. This could be done orally with students becoming experts on different documents. The Church Documents are listed in Appendix A, Core Document, Good News for Living Following reports from students attempt to identify and describe the major principles evident in these teachings. Prepare for a classroom symposium by researching one of the global issues. Present your findings as part of a panel and be prepared to answer questions. If Jesus had been present at your classroom symposium, what three statements or questions would he have contributed about any of the issues. Design a poster, pamphlet, write a song, perform street theatre, prepare a radio advertisement, prepare and conduct a prayer assembly, organise a liturgy to promote awareness of a particular global issue in your local area. (Teaching Strategies Resource Book: Gallery Tour, Jigsaw, Team Milling, Team Bingo) Select a Gospel passage which corresponds to your: beliefs understandings and/or questions about individual responsibility for addressing global issues. Design a prayer ritual on the call to act justly. Design your own symbol for a citizen of a just world. Reflect on and express your own views and questions about individual responsibility in the context of the Christian response to global issues. Debate issues related to the Church s response to global issues. Some topics might include: That religion and politics do mix That charity is not just That people do not live by bread alone Too many words, not enough action That charity begins at home. That people should think globally and act locally. i. The poor in spirit (an attitude of poverty) What would I have to change in my lifestyle in order to be poor in spirit? ii. Gentleness In what ways am I gentle? How do I feel about this quality in my self? iii. Those who mourn For what in my life do I mourn? Is there anything I could do in order to be comforted? How can I comfort others? iv. Humility Do I recognise and accept the gifts of others as well as my own? v. Justice What do I need to do in order to be just? What would it cost me? vi. Forgiveness Whose forgiveness do I desire? Who do I need to forgive? vii. The pure of heart Do I feel confused and divided? Do I take time to pray and reflect? viii. Peace How can I be a peacemaker in areas of my life? Consider: What kind of world do you want to live in? Which of the beatitudes could you cultivate now and in the near future to make a difference in your world? An area in the classroom has been marked to represent each of the beatitudes. Move quietly to the area which represents your choice. If there is time, share reasons for the choice and report to the class.
Resources NB: OP means Out of Print Highly Recommended Resources Archdiocese of Melbourne (2005) Catholic Ethical Thinking for Secondary Students James Goold Publishing Australian Catholic Bishops Committee for Justice, Development and Peace. (1992) Common wealth for common good: A statement on wealth distribution from the Catholic Bishops of Australia. Blackburn, Vic.: Collins Dove. Ryan, M. (1998). Striving for justice. Teachers manual. Katoomba, N.S.W.: Social Science Press. Community Resources Catholic and community organisations. Local Library. 7 Teacher Resources General Church Reference Texts Australian Catholic Bishops Committee for Justice, Development and Peace. (1992) Common wealth for common good: A statement on wealth distribution from the Catholic Bishops of Australia. Blackburn, Vic.: Collins Dove. Australian Catholic Social Justice Council. (1990). Social justice in everyday life: An issues paper Burwood, Vic.: Collins Dove. Australian Catholic Social Justice Council. (1997). Seeking justice: Social Justice Sunday statement. Burwood, Vic.: Collins Dove. Catholic Church. (1994). Catechism of the Catholic Church. Homebush, N.S.W.: St. Paul Publications. Catholic Commission for Justice and Peace. (1980). Poverty, power & the Church: A reflection on the social and political responsibilities of Christians. East Malvern, Vic.: Dove Communications. Pope John Paul II, 1990, Peace with God the Creator, Peace with all of creation, St Paul Publications Australian Catholics Bishops Conference, 2002, Social Justice Statement - A new Earth: the environmental challenge Teacher Resource texts Bureau of Immigration, Multicultural and Population Research. (1996). Religious community profiles series. Canberra: Aust. Govt. Printing Service. Ekstrom, R. (1995). The new concise Catholic dictionary (rev.ed.). Mystic, Conn.: Twenty-Third Publications. Henriot, P. J., De Berri, E. P. & Scultheis, M. J. (1988). Catholic social teaching: Our best kept secret. Melbourne: Dove Communications. Hughes, P. (1997). Religion in Australia: Facts & figures. Kew, Vic: Christian Research Association. Karris, R. (Ed.). (1989). The Collegeville Bible commentary. Collegeville: Liturgical Press. Lovat, T., McGrath, J., Fletcher, E. & Follers, J. (1999). New studies in religion. Katoomba, N.S.W.: Social Science Press. Ryan, M. (1998). Striving for justice. Teachers manual. Katoomba, N.S.W.: Social Science Press.
Resource Materials Caritas Australia. Caritas: The newsletter of Caritas Australia [Periodical]. North Sydney: Author. Student Resources Anters, J. & Wilt, M. (1995). Sharing God s goodness: Christian justice. Winona, Minn.: St Mary s Press. Engerbretson, K. (1994). Do what is just. Wentworth Falls, N.S.W.: Social Science Press. Gilligan, B. (2000). Searching for justice. East Melbourne: Harper Collins Religious. Religious Christian Aid & CAFOD. (1987). Act justly. London: Collins. Ryan, M. (1998). Striving for justice. Teachers manual. Katoomba, N.S.W.: Social Science Press. Stoutzenberger, J. (1987). The Christian call to justice and peace. Winona, Minn.: St Mary s Press. Music Kearney, P. (Composer). (2000). Make me a song, the best of 25 years 1966-1991 [Compact disc]. Mittagong, N.S.W.: Crossover Music. 8 Audio-visual/video Resources Australian Catholic Bishops Conference (Producer) & Dylan, B. (Director). (1998). Faces: The mission of the Australian Church [Videotape]. Sydney: Producer. Sydney Archdiocesan Rerum Novarum Committee (Producer). (1992). Walking the walk [Videotape]. Homebush, N.S.W.: Catholic Audio-Visual Centre. Video Education Australia (Producer). (1996). Racism in Australia [Videotape]. Bendigo, Vic.: Producer. World Wide Web / Internet Aboriginal Catholic ministry http://www.acc.asn.au/index.html Amnesty International http://www.amnesty.org/ Catholic encyclopaedia http://www.newadvent.org/cathen/ Catholic social teaching http://www.osjspm.org Catholic World Wide Web directory http://catholic.org/colweb/direct.html Compass (ABC) http://www.abc.net.au/compass Friends of the Earth http://www.foe.co.uk/ Land mines http://www.crossnet.org/temp/landmine.html National Aboriginal and Torres Strait Islander Catholic committee http://www.catholic.org.au/nf/ccia/natsicc.html NRSV translation. http://www.devotions.net/bible/00bible.htm The Vatican: Includes a detailed index for the catechism of the Catholic Church. http://www.vatican.va/