Outcome Focus for this Unit:
2. Drawing on human experience: Students understand the content of the Christian message and its significance by relating it to examples drawn from human experience.
4. Living like Jesus: Students understand that Catholics are empowered to live like Jesus the Saviour, as they draw on the power of God’s Spirit.
Unit Focus (Rationale):
Young people have a keen sense of justice and when they look at the world around them they are quick to see when people are being treated unfairly. Injustice is a reality of our world, a fact that is constantly before us in the media. In effect, modern means of communication have made people even more aware of the universal nature of injustice and of the consequent responsibility of those who are able to support the human family.
The Christian message is that injustice is wrong; an unfair world was not God’s plan. Jesus himself made this clear through his teaching and actions. Over the centuries many followers of Christ have worked to bring justice to the world.
The Church has reflected on the causes of injustice and has developed a set of teachings to guide Christians in this area. All Christians are called to work for justice and this can be done in a number of ways: Giving money, giving goods, giving time, speaking out against injustice, etc. Church agencies have been set up to enable individual Christians to support the work for justice in their community and in places far away.
Christians are not expected to work for justice entirely on their own but rely on God’s help to support them. This support is available through the sacraments, particularly the Eucharist.
This unit will cover the following topics: God’s state of original justice; the four harmonies
Jesus: Justification and the restoration of original justice
The Ten Commandments and the four harmonies
The Universal Destination of Goods,
The Corporal Works of Mercy
The empowerment available through the sacraments, especially the Eucharist
Catholic social teaching including the common good and the three principals of social justice
Catholic organisations that promote social justice
Content Focus (Key Understandings): Students understand that,
- God created in people a concern for justice
- There is human injustice in the world
- Jesus came to restore God’s justice
- Jesus restores God’s original state of justice
- Christ calls Christians to promote social justice
- Jesus calls his Church to promote social justice / Assessment Focus for this Unit (the outcomes expressed in the context of the unit):
The experience of injustice in the world and the Christian response to that.
How Catholics are empowered to restore God’s plan of justice for the world and how this power can be used in practice.
Learning and Teaching Program for Unit 10.4: Restoring God’s Justice in the World
Week / Learning Points / Strategies for Learning and Teaching / Resources for Learning / Evidence of Learning for Reporting /1. / Introduction to Inquiry Approach / Play video clip of to stimulate thoughts on Social Justice
Use reflection prompts to ascertain prior knowledge and develop focus questions for investigation
Present assessment task – emphasise need for a term diary (exercise book) to record material for this task / Xavier Rudd’s ‘Better People’ or Linkin Park’s ‘What I’ve done’ or recent Caritas DVD or Learning Object on refugees from the Brisbane CEO website or…
‘Reflection Prompts’ (run off copies from attached master)
Assessment Task on Social Justice (run off copies from attached masters) / From student reflections on matters of Social Justice develop focus questions for the inquiry into the topic of social justice, Catholic teaching on social justice and possible responses to social justice issues. Note: Guide questions have already been included for each chapter of the Unit to help focus the inquiry at the intermediate stages.
Chp 1
God created in people a concern for justice / God created in people the potential to love justly
All people are members of the human family
Just love leads to peace / Review assessment task:-
Create a glossary of terms
Refer to LTP for Chp 1
Assess causes of injustice using cause and effect diagram
Guide Qs. What are some examples of injustice in the world today? Why are these things unjust? / Student resource, Journals
‘Words, words, words’, ( run off copies from attached master)
Term 4 calendar and Advent calendar
Access to world-wide-web or brochures on SVDP / Diocesan agencies – Cause and Effects (run off from attached master). / Develop and practise a discourse appropriate to the subject
Assessment task: Part A
Research websites of Catholic social justice organisations to report on an example of injustice. Record in diary
Students recognise why the chosen example is an injustice using cause and effect diagram. Record in diary
Chp 2
There is human injustice in the world / People are capable of behaving unjustly
Failure to recognise the human family causes injustices in the world / Refer to LTP for Chp 2
Revise group-work skills before using LAS 2
Investigate case study using LAS 3
Guide Qs. What is the underlying cause of injustice. Why do people behave unjustly? / Access to world-wide-web or other information about Catholic social justice organisations
Student resource
LAS 2 & 3 (run-off copies)
Bibles
Newspapers
Chp 3
Jesus came to restore God’s justice / God originally created the world just, this is referred to as God’s original state of justice
Original sin destroyed God’s original state of justice
Justification restores the relationship between God and the human race
God empowered people to promote a just world / Gather examples of God’s desire for the restoration of justice from Scripture
Refer to LTP for Chp 3
Guide Qs. How does God restore relationship with us?
What does God want of his people? / Scripture and Social Justice / Things to Think about . Alternatively Images from Isaiah (run off copies from attached masters)
Student resource / LAS 4 (run off copies)
Bibles / Journals / Assessment task: Part A
Students can explain the underlying cause of injustice. Record in diary
Assessment task: Part B
How God empowers people to restore social justice. Record in dairy
Chp 4
Jesus restores God’s original state of justice / Jesus came to restore God’s original state of justice
The Ten Commandments relate to each of the four harmonies of God’s justice
Jesus restores the relationship through the Sacrament of Reconciliation / Refer to LTP for Chp 4
Docum’ Hunger in the World…
Access catholic earth care website
Guide Qs. How was Jesus a model of the just person? How can we follow in his footsteps? / Access to world-wide-web
Student resource / LAS 5 & 6
(run off copies) Video (LAS 5)
Journals
(The Sacrament of Reconciliation would be an appropriate catechesis activity around this time) / Assessment task: Part A
Review underlying causes of injustice and add to notes if necessary
Research website of Catholic social justice organisation to gain an overview of services provided. Record in diary
Chp 5
Christ calls Christians to promote social justice / Every person has basic developmental needs
The principle of the Universal Destination of Goods
Jesus taught about the corporal works of mercy
The Eucharist nourishes the commitment to the poor / Refer to LTP for Chp 5
Visiting speaker to give a first-hand account of importance of UDOG
Guide Qs. Being poor; whose fault is that? Aren’t works mercy optional? Does going to Mass make people more generous? / Student resource
Access to world-wide-web may be useful to check information on Church organisations
Bibles / Assessment task: Part A
How the Church can promote social justice:
- Universal Destination of Goods
- Common Good
- Three principals of social justice
Record in dairy
Assessment task: Part B
- Corporal works of mercy
- How the Eucharist nourishes
Record in diary
Chp 6
Jesus calls his Church to promote social justice / Jesus calls his Church to promote social justice
The Church has social justice organisations
The Catholic Church has social teachings / Refer to LTP for Chp 6
Guide Qs. How is the world a community? Are the principles of social justice practicable? Should members of the Church be doing more? Why? / Student resource esp. ICW 1
Access to world-wide-web may be useful to check information on Church organisations
(The Eucharist would be an appropriate catechesis activity around this time) / Assessment task: Part A
Students can describe how an injustice undermines the principles of social justice:
- Dignity of every person respected
- Every person treated equally
- People support each other in solidarity
Record in diary
Church’s social justice organisations
Record in dairy
Last Week of Term 4 / Continued from last week. / Social Justice Crossword
Review Focus Questions – have they been answered? What next?
Complete self-assessment / Social Justice: Talking the talk (run off copies from attached master)
Walking the Walk (run off copies from attached master) / Assessment task:
Information and analysis of Part A presented in a logical format.
Part B presented as an essay
Assessment Task One:
Part A: Research of an injustice and the work of a Catholic agency in addressing this injustice and make a report to a fund raising committee as to the suitability of funding a Catholic agency
Part B: Write and essay on how a young Christian can directly work for social justice
The term diary (exercise book) exists as a record of learning. For those who do not complete the task to presentation stage the diary can be used for assessment.
YR 10 ASSESMENT TASK ON SOCIAL JUSTICE ~LEVEL DESCRIPTORS FOR TEACHER’S USE
Knows basic stuff, one dimensional but recognises as examples of the general case. / Make some links and use examples to illustrate. Express opinions
Recognise in different settings but stereotypical / Show evidence of research, understand the concepts, compare, analyse and contrast
Argument being made, conclusions drawn and supported
DHE 3 / DHE 4 / DHE 5
Students reflections are particular to familiar life experiences and to how the Christian message can apply to these. / Students recognise and understand some of the different ways the Christian message is expressed in the lives of Catholics. / Students show an understanding of the different ways and are able to draw conclusions, supported by evidence, about the response of Catholic beliefs and practices.
DHE 3.2 / DHE 4.2 / DHE 5.2
▫ Students relate a variety of Catholic beliefs and practices to real life needs and situations in society. They are aware that members of the Catholic community are called to consider the questions and experiences of life in the light of the Gospels. / ▫ They identify, select and apply the Church’s teaching to real life situations that relate to individuals and society.
▫ Students use knowledge of Church teaching to examine Australian society and whether or not it reflects the Christian message. / ▫ Understands that the variety of Catholic beliefs and practices that challenge and confront the values of other people in society. Some beliefs and practices are more basic than others.
▫ They recognise that the values of Jesus can, at times, challenge and confront the values of secular society.
LLJ 3 / LLJ 4 / LLJ 5
Students recognise that the community of believers is empowered to live like Jesus. They identify how his followers promote God’s saving power. / Students explain that Jesus revealed how to draw on the strengths of the Holy Spirit and God’s grace in order to live the full Christian life. / Students use complex ideas to explain, how by following their vocations, they develop respect for the dignity of all people and all creation.
LLJ 3.2 / LLJ 4.2 / LLJ 5.2
▫ Students provide examples of how followers of Jesus, empowered by the Holy Spirit, promote God’s saving power in the world through the ways they think and behave with others.
▫ They describe how the sacraments strengthen people to live as God wants them to live. / ▫ Students can explain some of the ways in which Christians are called to share in the mission of Jesus.
▫ They can explain how following the example of Mary and the saints, [inspires] people to share in the mission of Jesus. / ▫ Students demonstrate how Christians, through their baptism, are called to model Jesus to the world.
▫ They explain how Christians are supported in their mission by the sacraments.
EXAMPLE OF LEVEL 3 THINKING / EXAMPLE OF LEVEL 4 THINKING / EXAMPLE OF LEVEL 5 THINKING
Example - > Generalise
“The SVDP do these things… The Common Good means this…. The things the SVDP does are examples of the Principle of the Common Good” (prob. no explanation why) / Generalise - > Example
“The SVDP support the principle of the Common Good when they do these things” (several varied examples) The student can tell what’s similar and what’s different between the examples. / Conclusion (Argument) -> Evidence
“The reasons why the SVDP support the Common Good when they do (varied examples) is because …(explanation)”
NB: Level descriptors are not used as a check list. If some of the dot points are not in evidence that does not preclude assigning a level to the work. The descriptors are merely guides to the types of things students demonstrate at the level. They are suggestive of what should be seen rather than prescriptive.