Themes of Catholic Social Justice
Learning Module
- Creator(s):
I have taught a required Catholic Social Justice course to students in their seventh semester of high school for the past several years. The content outlined in this learning module - the seven themes of Catholic Social Justice - builds the foundation for discussion and applications of Catholic social teaching in the areas of life issues, economics, social violence, and environmental justice throughout the course. Student understanding of these themes are central to course goals. My design in transforming this material into a learning module is to offer students the opportunity to continue to reflect on the themes of Catholc Social Justice that are introduced in the beginning of the course throughout the entire course. By revisiting these themes in a focused way throughout the course, students have the opportunity to build their knowledge, make their understandings more enduring, and gain the ability to see how the themes apply in real life scenarios, both observed and experienced.
Some content and materials presented in this module I have used before (art and videos), but much of the content was revised when transforming the unit into a learning module format. I have added new content (specific excerpts from Vatican documents, songs, and scripture passages), additional interactive tasks (comments and article applications), and the ability to self-pace. Both the project assessment and rubric are newly created as well as the learning survey. A main focus of redesigning these learning materials is to prepare students for their capstone project in the Christian Service Program. In this program students complete a required number of service hours at a non-profit agency each year of high school and document their learning experiences in an online reflection portfolio. The project assessment for this learning module is the Christian Service Program capstone project. By leading students through reflections on the themes of Catholic Social Justice before completing their project, students will be able to make strong connections between their theology classwork and their outside service work as well as share their learning with their peers.
The content and pedagogy of this learning module puts into practice concepts of social constructivism and the related skills of social and emotional learning. From the perspective of social constructivism, nature provides “a series of potentialities that are filled to a substantial degree by the socio-cultural cognition that is our cultural inheritance;” in other words, one’s learning has a natural foundation that is nurtured by the communities in which one learns (Kalantzis & Cope, 2012, p. 208). Therefore, learning experiences that convey and build collective knowledge are critical to the development of the human person. By learning content in the CGScholar platform, students are engaging in a learning process that applies the theory of social constructivism. Students dialogue with a learning community through comments, contribute content as they apply concepts to examples in the world around them with article applications, grow knowledge and skills through peer review of their projects, and share service learning experiences. In particular, the project assessment enables students to build knowledge beyond their own limited experiences and the learning experiences that happen inside the school building or within the articulated content of the curriculum.
Furthermore, this social learning platform as well as the content of this learning module encourages the development of social and emotional learning (SEL) skills. SEL connects well with Kalantzis & Cope’s (2012) social cognitivist approach to new learning in which “[e]ducation is not an individualised, psychological-cognitive thing, [r]ather it is a set of relationships with others in a knowledge or learning community” (p. 209). Because humans do not learn or know alone, individuals must be emotionally competent to regulate themselves and socially competent to work with others to learn, to collaborate, and to accomplish tasks and goals. The Collaborative for Academic, Social, and Emotional Learning (CASEL) provides a guiding framework for current research and application of SEL skills in the following 5 areas: self-awareness, self-management, social awareness, relationship skills, and responsible decision making.
Each of these SEL skills is targeted in this learning module. As students learn the content of the course they also reflect on and practice skills they need to live healthy, productive, full lives. A few examples are highlighted below:
We exist within our personal experiences, but we also exist within communities of others; and so, learning environments should nurture not only the individual in their process of discovering and understanding the world around them, but also the social groups to which they belong. The content of this learning module as well as the pedagogy designed by CGScholar seeks to do just this by applying the social nature of human life and learning.
Notes: The survey of learning is linked in the “Pre-Learning Tasks” and “Post-Learning Tasks” sections of this learning module. The peer-reviewed project and rubric is described and linked in the “Project” section of this learning module.
In this learning module, you will explore the basic tenets of Catholic social teaching as outlined in the seven themes defined by the United States Conference of Catholic Bishops (USCCB):
In this learning module, you will explore the following questions:
Level
This module is designed for upper level high school students who have a foundational understanding of the Catholic faith with the goal of helping students understand the social doctrine of the Church and its lived practice. This module can stand alone as a brief overview of Catholic social teaching, or as an introduction to a longer course in which these themes are developed and applied.
Setting
This module can be applied in a face-to-face group setting or an entirely remote learning setting. Options are given for group learning activities for a face-to-face setting in the teaching notes. All students should be actively engaged in personal service activities during the completion of this learning module.
Time
This module is designed to be completed in approximately 10 class periods that are 70-90 minutes in length. The 10 class periods include 1 class period per lesson, plus 3 class periods for the pre-learning tasks, project, and post-learning assessment.
Prior Knowledge
Students completing this module should have a basic understanding of Catholic beliefs and practices, including the structure of the Church, the scriptures and their interpretation, and the history of the Church. Prior coursework including the Foundations of Catholicism, Old Testament, New Testament, Church History, and Catholic Morality are recommended prior to the study of Catholic social teaching. Students should have diverse and robust personal service experiences with a portfolio of reflections on their service experiences to complete the capstone project.
Materials
Learning Objectives
In this module, students will develop an understanding of the following key concepts:
Life and Dignity of the Human Person
Call to Family, Community, and Participation
Responsibilities and Rights
Preferential Option for the Poor
Dignity of Work and the Rights of Workers
Solidarity
Care for God’s Creation
Complete this pre-learning reflection on the themes of Catholic Social Justice.
Instructional Notes:
Students should complete the pre-learning survey prior to beginning their study of the Seven Themes of Catholic Social Justice.
Depending on the background and ability of the students, the instructor may choose to offer a preview/overview of the Themes of Catholic Social Justice using all or part of this presentation.
If students are new to this learning design, the instructor should take time to explain the process and expectations. Here are some suggested guidelines.
As you explore each of the items presented and what they say about the theme, record thoughts and reactions and key ideas in your journal, using the questions posed as a guide and reflecting on any other information you need to process. Label this entry in your journal “Life and Dignity of the Human Person” and number your responses 1-5. Taking thorough notes in your journal will help you construct stronger responses to each prompt.
(1) Spend a few minutes looking at the image for Life and Dignity of the Human Person. Reflect on its meaning, using the following questions as a guide:
McGrath, Mickey. (2022, October 31). CST 101: Catholic social teaching principles [Images]. Catholic Relief Services. https://www.crs.org/resource-center/CST-101
(2) View the video reflection on Life and Dignity of the Human Person. Summarize key ideas of this theme in your notes. Reflect on the meaning of the theme, using the following questions as a guide:
Catholic Relief Services. (2015, October 3). CST 101: Life and dignity of the human person [Video]. YouTube. https://www.youtube.com/watch?v=ABRl2ZSs58E
(3) Read the excerpts from the Magisterium on Life and Dignity of the Human Person. Respond to these statements, using the following questions as a guide:
“Every individual, precisely by reason of the mystery of the Word of God who was made flesh (cf. John 1:14), is entrusted to the maternal care of the Church. Therefore every threat to human dignity and life must necessarily be felt in the Church’s very heart; it cannot but affect her at the core of her faith in the Redemptive Incarnation of the Son of God, and engage her in her mission of proclaiming the Gospel of life in all the world and to every creature (cf. Mark 16:15).” —St. John Paul II, The Gospel of Life (Evangelium Vitae), no. 3
“When we speak of mankind, we must never forget the various attacks on the sacredness of human life. The plague of abortion is an attack on life. Allowing our brothers and sisters to die on boats in the Strait of Sicily is an attack on life. Dying on the job because the minimum safety standards are not respected is an attack on life. Death from malnutrition is an attack on life. Terrorism, war, violence; so is euthanasia. Loving life means always taking care of the other, wanting the best for him, cultivating and respecting her transcendent dignity.” —Pope Francis, Address to Meeting of the Science and Life Association
(4) Listen to the song and reflect on its meaning, using the following questions as a guide:
MumfordAndSonsLyrics. (2011, July 13). Awake my soul - mumford & sons (official lyrics) [Video]. YouTube. https://www.youtube.com/watch?v=gzM69btqtYI
(5) Carefully read the scripture passage a few times. Meditate on its meaning using the Lectio Divina process as a guide.
“Then God said: Let us make human beings in our image, after our likeness. Let them have dominion over the fish of the sea, the birds of the air, the tame animals, all the wild animals, and all the creatures that crawl on the earth. God created mankind in his image; in the image of God he created them; male and female he created them.” (Genesis 1:26-27)
(6) Comment
Reflect on your learning about the theme of Life and Dignity of the Human Person by making a connection between the given scripture passage and one other element (art, video, reading, or song). Explain the connection and your understanding of the theme in at least 50 words. Respond to at least two other comments created by your classmates.
(7) Create an Update
Find a current (within the past year) news article from a reputable news source that relates to Life and Dignity of the Human Person. Create an update of at least 200 words that includes the following elements:
Respond to at least two other updates created by your classmates.
Review this rubric to guide your work.
Instructional Notes:
Begin class with this prayer.
If students need a review of the Lectio Divina process, use this presentation to explain and discuss this form of scripture reflection before students begin their work.
Optional group activity for in-person classes: View the film Butterfly Circus [NWTCTube. (2015, October 12). The butterfly circus [short film hd] [Video]. YouTube. https://www.youtube.com/watch?v=cnzEIqbBVK0] and discuss connections to Life and Dignity of the Human Person using these discussion questions as a prompt.
Alignment with United States Conference of Catholic Bishops Doctrinal Elements:
C. III. A. The dignity of human life.
II. IV. A.
As you explore each of the items presented and what they say about the theme, record thoughts and reactions and key ideas in your journal, using the questions posed as a guide and reflecting on any other information you need to process. Label this entry in your journal “Call to Family, Community, and Participation” and number your responses 1-5. Taking thorough notes in your journal will help you construct stronger responses to each prompt.
(1) Spend a few minutes looking at the image for the Call to Family, Community, and Participation. Reflect on its meaning, using the following questions as a guide:
McGrath, Mickey. (2022, October 31). CST 101: Catholic social teaching principles [Images]. Catholic Relief Services. https://www.crs.org/resource-center/CST-101
(2) View the video reflection on the Call to Family, Community, and Participation. Summarize key ideas of this theme in your notes. Reflect on the meaning of the theme, using the following questions as a guide:
What does this theme mean to you?
Catholic Relief Services. (2015, December 14). CST 101: Call to family, community, and participation [Video]. YouTube. https://www.youtube.com/watch?v=giQgWakrgQs
(3) Read the excerpts from the Magisterium on the Call to Family, Community, and Participation. Respond to these statements, using the following questions as a guide:
“While building up the Church in love, the Christian family places itself at the service of the human person and the world, really bringing about the ‘human advancement’ whose substance was given in summary form in the Synod’s Message to families: ‘Another task for the family is to form persons in love and also to practice love in all its relationships, so that it does not live closed in on itself, but remains open to the community, moved by a sense of justice and concern for others, as well as by a consciousness of its responsibility towards the whole of society’.” —St. John Paul II, The Family in the Modern World (Familiaris Consortio), no. 64
“Local individuals and groups can make a real difference. They are able to instill a greater sense of responsibility, a strong sense of community, a readiness to protect others, a spirit of creativity and a deep love for the land. . . . Social problems must be addressed by community networks and not simply by the sum of individual good deeds.” —Pope Francis, On Care for Our Common Home (Laudato Si'), nos. 179, 219
(4) Listen to the song and reflect on its meaning, using the following questions as a guide:
rutaloot. (2008, November 29). Woody guthrie - this land is your land [Video]. YouTube. https://www.youtube.com/watch?v=wxiMrvDbq3s
Click here for the lyrics and a brief history of the song.
(5) Carefully read the scripture passage a few times. Meditate on its meaning using the Lectio Divina process as a guide.
“Above all, let your love for one another be intense, because love covers a multitude of sins. Be hospitable to one another without complaining. As each one has received a gift, use it to serve one another as good stewards of God’s varied grace. Whoever preaches, let it be with the words of God; whoever serves, let it be with the strength that God supplies, so that in all things God may be glorified through Jesus Christ, to whom belong glory and dominion forever and ever. Amen.” (1 Peter 4:8-11)
(6) Comment
Reflect on your learning about the theme of Call to Family, Community, and Participation by making a connection between the given scripture passage and one other element (art, video, reading, or song). Explain the connection and your understanding of the theme in at least 50 words. Respond to at least two other comments created by your classmates.
(7) Create an Update
Find a current (within the past year) news article from a reputable news source that relates to the Call to Family, Community, and Participation. Create an update of at least 100 words that includes the following elements:
Respond to at least two other updates created by your classmates.
Review this rubric to guide your work.
Instructional Notes:
Begin class with this prayer.
Optional group activity for in-person classes: Read and discuss the Parable of the Spoon [McMillen, Stuart. (2013, December). Chicago recovery alliance: 'long spoons allegory cartoons [Cartoon]. https://www.stuartmcmillen.com/commissions/allegory-long-spoons-cartoon/], using the given questions as a prompt and exploring connections to the theme Call to Family, Community, and Participation.
Alignment with United States Conference of Catholic Bishops Doctrinal Elements:
C. III. B. Call to family, community, and participation.
III. V. C. Living as a disciple of Jesus.
As you explore each of the items presented and what they say about the theme, record thoughts and reactions and key ideas in your journal, using the questions posed as a guide and reflecting on any other information you need to process. Label this entry in your journal “Rights & Responsibilities” and number your responses 1-5. Taking thorough notes in your journal will help you construct stronger responses to each prompt.
(1) Spend a few minutes looking at the image for Rights & Responsibilities. Reflect on its meaning, using the following questions as a guide:
McGrath, Mickey. (2022, October 31). CST 101: Catholic social teaching principles [Images]. Catholic Relief Services. https://www.crs.org/resource-center/CST-101
(2) View the video reflection on Rights & Responsibilities. Summarize key ideas of this theme in your notes. Reflect on the meaning of the theme, using the following questions as a guide:
Catholic Relief Services. (2016, October 5). CST 101: Rights and responsibilities [Video]. YouTube. https://www.youtube.com/watch?v=OPB6sXj6Fwo
(3) Read the excerpts from the Magisterium on Rights & Responsibilities. Respond to these statements, using the following questions as a guide:
“We must speak of man’s rights. Man has the right to live. He has the right to bodily integrity and to the means necessary for the proper development of life, particularly food, clothing, shelter, medical care, rest, and, finally, the necessary social services. In consequence, he has the right to be looked after in the event of ill health; disability stemming from his work; widowhood; old age; enforced unemployment; or whenever through no fault of his own he is deprived of the means of livelihood.” —St. John XXIII, Peace on Earth (Pacem in Terris), no. 11
“In human society one man’s natural right gives rise to a corresponding duty in other men; the duty, that is, of recognizing and respecting that right. Every basic human right draws its authoritative force from the natural law, which confers it and attaches to it its respective duty. Hence, to claim one’s rights and ignore one’s duties, or only half fulfill them, is like building a house with one hand and tearing it down with the other.” —St. John XXIII, Peace on Earth (Pacem in Terris), no. 30
(4) Listen to the song and reflect on its meaning, using the following questions as a guide:
Paramount Pictures. (2014, December 22). Selma movie - glory lyric video [Video]. YouTube. https://www.youtube.com/watch?v=HEFRPLM0nEA
Additional information on the film Selma from which this song comes.
(5) Carefully read the scripture passage a few times. Meditate on its meaning using the Lectio Divina process as a guide.
“There was a rich man who dressed in purple garments and fine linen and dined sumptuously each day. And lying at his door was a poor man named Lazarus, covered with sores, who would gladly have eaten his fill of the scraps that fell from the rich man’s table. Dogs even used to come and lick his sores. When the poor man died, he was carried away by angels to the bosom of Abraham. The rich man also died and was buried, and from the netherworld, where he was in torment, he raised his eyes and saw Abraham far off and Lazarus at his side. And he cried out, ‘Father Abraham, have pity on me. Send Lazarus to dip the tip of his finger in water and cool my tongue, for I am suffering torment in these flames.’ Abraham replied, ‘My child, remember that you received what was good during your lifetime while Lazarus likewise received what was bad; but now he is comforted here, whereas you are tormented. Moreover, between us and you a great chasm is established to prevent anyone from crossing who might wish to go from our side to yours or from your side to ours.’ He said, ‘Then I beg you, father, send him to my father’s house, for I have five brothers, so that he may warn them, lest they too come to this place of torment.’ But Abraham replied, ‘They have Moses and the prophets. Let them listen to them.’ He said, ‘Oh no, father Abraham, but if someone from the dead goes to them, they will repent.’ Then Abraham said, ‘If they will not listen to Moses and the prophets, neither will they be persuaded if someone should rise from the dead.’” (Luke 16:19-31)
(6) Comment
Reflect on your learning about the theme of Rights & Responsibilities by making a connection between the given scripture passage and one other element (art, video, reading, or song). Explain the connection and your understanding of the theme in at least 50 words. Respond to at least two other comments created by your classmates.
(7) Create an Update
Find a current (within the past year) news article from a reputable news source that relates to Rights & Responsibilities. Create an update of at least 100 words that includes the following elements:
Respond to at least two other updates created by your classmates.
Review this rubric to guide your work.
Instructional Notes:
Begin class with this prayer.
Optional group activity for in-person classes: After completing tasks 1-5 have students read the UN Universal Declaration of Human Rights [United Nations Human Rights Office of the High Commissioner. (n.d.). Universal declaration of human rights - english. OHCHR. https://www.ohchr.org/en/human-rights/universal-declaration/translations/english] and create a compare/contrast chart with the rights and responsibilities outlined by the Catholic Church. Discuss findings.
Alignment with United States Conference of Catholic Bishops Doctrinal Elements:
C. III. C. Responsibilities and rights.
C. IV. A. Concept of social sin.
As you explore each of the items presented and what they say about the theme, record thoughts and reactions and key ideas in your journal, using the questions posed as a guide and reflecting on any other information you need to process. Label this entry in your journal “Dignity of Work & Rights of Workers” and number your responses 1-5. Taking thorough notes in your journal will help you construct stronger responses to each prompt.
(1) Spend a few minutes looking at the image for the Dignity of Work & the Rights of Workers. Reflect on its meaning, using the following questions as a guide:
McGrath, Mickey. (2022, October 31). CST 101: Catholic social teaching principles [Images]. Catholic Relief Services. https://www.crs.org/resource-center/CST-101
(2) View the video reflection on the Dignity of Work & the Rights of Workers. Summarize key ideas of this theme in your notes. Reflect on the meaning of the theme, using the following questions as a guide:
Catholic Relief Services. (2017, October 6). CST 101: The dignity of work and rights of workers [Video]. YouTube.https://www.youtube.com/watch?v=txH7G1RkD8I
(3) Read the excerpts from the Magisterium on the Dignity of Work & the Rights of Workers. Respond to these statements, using the following questions as a guide:
“The obligation to earn one’s bread by the sweat of one’s brow also presumes the right to do so. A society in which this right is systematically denied, in which economic policies do not allow workers to reach satisfactory levels of employment, cannot be justified from an ethical point of view, nor can that society attain social peace.” —St. John Paul II, The Hundredth Year (Centesimus Annus), no. 43
“In many cases, poverty results from a violation of the dignity of human work, either because work opportunities are limited (through unemployment or underemployment), or ‘because a low value is put on work and the rights that flow from it, especially the right to a just wage and to the personal security of the worker and his or her family.’” —Pope Benedict XVI, Charity in Truth (Caritas in Veritate), no. 63, quoting St. John Paul II, On Human Work (Laborem Exercens), no. 8
(4) Listen to the song and reflect on its meaning, using the following questions as a guide:
McBuron2. (2010, July 15). Tracy Chapman - talkin' bout a revolution - video with lyrics [Video]. YouTube. https://www.youtube.com/watch?v=C8d4QKIVZVg
(5) Carefully read the scripture passage a few times. Meditate on its meaning using the Lectio Divina process as a guide.
“The kingdom of heaven is like a landowner who went out at dawn to hire laborers for his vineyard. After agreeing with them for the usual daily wage, he sent them into his vineyard. Going out about nine o’clock, he saw others standing idle in the marketplace, and he said to them, ‘You too go into my vineyard, and I will give you what is just.’ So they went off. [And] he went out again around noon, and around three o’clock, and did likewise. Going out about five o’clock, he found others standing around, and said to them, ‘Why do you stand here idle all day?’ They answered, ‘Because no one has hired us.’ He said to them, ‘You too go into my vineyard.’ When it was evening the owner of the vineyard said to his foreman, ‘Summon the laborers and give them their pay, beginning with the last and ending with the first.’ When those who had started about five o’clock came, each received the usual daily wage. So when the first came, they thought that they would receive more, but each of them also got the usual wage. And on receiving it they grumbled against the landowner, saying, ‘These last ones worked only one hour, and you have made them equal to us, who bore the day’s burden and the heat.’ He said to one of them in reply, ‘My friend, I am not cheating you. Did you not agree with me for the usual daily wage? Take what is yours and go. What if I wish to give this last one the same as you?” (Matthew 20:1-14)
(6) Comment
Reflect on your learning about the theme of Dignity of Work & Rights of Workers by making a connection between the given scripture passage and one other element (art, video, reading, or song). Explain the connection and your understanding of the theme in at least 50 words. Respond to at least two other comments created by your classmates.
(7) Create an Update
Find a current (within the past year) news article from a reputable news source that relates to the Dignity of Work & the Rights of Workers. Create an update of at least 100 words that includes the following elements:
Respond to at least two other updates created by your classmates.
Review this rubric to guide your work.
Instructional Notes:
Begin class with this prayer.
Optional group activity for in-person classes: Watch and discuss Why Monkeys (and humans) are Wired for Fairness [Brosnan, S. (n.d.). Why monkeys (and humans) are wired for fairness [Video]. TED Talk. https://www.ted.com/talks/sarah_brosnan_why_monkeys_and_humans_are_wired_for_fairness], using the given quotes as a prompt and exploring connections to the theme Dignity of Work and Rights of Workers.
Alignment with United States Conference of Catholic Bishops Doctrinal Elements:
C. III. E. Dignity of work and the rights of workers.
III. VII. D. In the end, isn’t it really only the final result that matters?
As you explore each of the items presented and what they say about the theme, record thoughts and reactions and key ideas in your journal, using the questions posed as a guide and reflecting on any other information you need to process. Label this entry in your journal “Preferential Option for the Poor” and number your responses 1-5. Taking thorough notes in your journal will help you construct stronger responses to each prompt.
(1) Spend a few minutes looking at the image for Preferential Option for the Poor. Reflect on its meaning, using the following questions as a guide:
McGrath, Mickey. (2022, October 31). CST 101: Catholic social teaching principles [Images]. Catholic Relief Services. https://www.crs.org/resource-center/CST-101
(2) View the video reflection on Preferential Option for the Poor. Summarize key ideas of this theme in your notes. Reflect on the meaning of the theme, using the following questions as a guide:
Catholic Relief Services. (2016, July 21). CST 101: Option for the poor and vulnerable [Video]. YouTube. https://www.youtube.com/watch?v=c3gxBjtOzNM
(3) Read the excerpts from the Magisterium on Preferential Option for the Poor. Respond to these statements, using the following questions as a guide:
“‘The Church’s love for the poor. . . is a part of her constant tradition. This love is inspired by the Gospel of the Beatitudes, of the poverty of Jesus, and of his concern for the poor. . . . ‘Those who are oppressed by poverty are the object of a preferential love on the part of the Church which, since her origin and in spite of the failings of many of her members, has not ceased to work for their relief, defense and liberation.’” —Catechism of the Catholic Church, nos. 2444 and 2448, quoting The Hundredth Year (Centisimus Annus), no. 57, and Freedom of Conscience (Libertatis Conscientia), no. 68
“The poor not only suffer injustice, they also struggle against it! . . . [Solidarity] means that the lives of all take priority over the appropriation of goods by a few. It also means fighting against the structural causes of poverty and inequality; of the lack of work, land and housing; and of the denial of social and labor rights. It means confronting the destructive effects of the empire of money: forced dislocation, painful emigration, human trafficking, drugs, war, violence and all those realities that many of you suffer and that we are all called upon to transform . . . Love for the poor is at the center of the Gospel.” —Pope Francis, Address to the First World Meeting of Popular Movements
(4) Listen to the song and reflect on its meaning, using the following questions as a guide:
Bryan Sirchio - Topic. (2015, November 27). I see you [Video]. YouTube. https://www.youtube.com/watch?v=O11TQEQ3vN4
Click here to read the lyrics as you listen.
(5) Carefully read the scripture passage a few times. Meditate on its meaning using the Lectio Divina process as a guide.
“Then the king will say[,] . . . ‘For I was hungry and you gave me food, I was thirsty and you gave me drink, a stranger and you welcomed me, naked and you clothed me, ill and you cared for me, in prison and you visited me.’ Then the righteous will answer him and say, ‘Lord, when did we see you hungry and feed you, or thirsty and give you drink? When did we see you a stranger and welcome you, or naked and clothe you? When did we see you ill or in prison, and visit you?’ And the king will say to them in reply, ‘Amen, I say to you, whatever you did for one of these least brothers of mine, you did for me.’” (Matthew 25:34-40)
(6) Comment
Reflect on your learning about the theme of Preferential Option for the Poor by making a connection between the given scripture passage and one other element (art, video, reading, or song). Explain the connection and your understanding of the theme in at least 50 words. Respond to at least two other comments created by your classmates.
(7) Create an Update
Find a current (within the past year) news article from a reputable news source that relates to Preferential Option for the Poor. Create an update of at least 100 words that includes the following elements:
Respond to at least two other updates created by your classmates.
Review this rubric to guide your work.
Instructional Notes:
Begin class with this prayer.
Optional group activity for in-person classes: Read and discuss A Tale of 3 Ralphs [Minkowitz, M. (2011, August 10). A tale of three Ralphs. Prezi. https://prezi.com/csm2c-_z0t5p/a-tale-of-three-ralphs/], focusing on connections to the theme Preferential Option for the Poor.
Alignment with United States Conference of Catholic Bishops Doctrinal Elements:
C. III. D. Preferential option for the poor.
a. Be a voice for the voiceless.
b. Assess social acts and their impacts on poor.
C. IV. C. Social dimensions of the Beatitudes (CCC, nos. 1720-1729).
1. Blessed are the poor in spirit.
As you explore each of the items presented and what they say about the theme, record thoughts and reactions and key ideas in your journal, using the questions posed as a guide and reflecting on any other information you need to process. Label this entry in your journal “Solidarity” and number your responses 1-5. Taking thorough notes in your journal will help you construct stronger responses to each prompt.
(1) Spend a few minutes looking at the image for Solidarity. Reflect on its meaning, using the following questions as a guide:
McGrath, Mickey. (2022, October 31). CST 101: Catholic social teaching principles [Images]. Catholic Relief Services. https://www.crs.org/resource-center/CST-101
(2) View the video reflection on Solidarity. Summarize key ideas of this theme in your notes. Reflect on the meaning of the theme, using the following questions as a guide:
Catholic Relief Services. (2017, May 23). CST 101: Solidarity [Video]. YouTube. https://www.youtube.com/watch?v=cteMjwOBPtw
(3) Read the excerpts from the Magisterium on Solidarity. Respond to these statements, using the following questions as a guide:
“[Solidarity] is not a feeling of vague compassion or shallow distress at the misfortunes of so many people, both near and far. On the contrary, it is a firm and persevering determination to commit oneself to the common good; that is to say to the good of all and of each individual, because we are all really responsible for all.” —St. John Paul II, On Social Concern (Sollicitudo rei Socialis), no. 38
“The solidarity which binds all men together as members of a common family makes it impossible for wealthy nations to look with indifference upon the hunger, misery and poverty of other nations whose citizens are unable to enjoy even elementary human rights. The nations of the world are becoming more and more dependent on one another and it will not be possible to preserve a lasting peace so long as glaring economic and social imbalances persist.” —St. John XXIII, Mother and Teacher (Mater et Magistra), no. 157
(4) Listen to the song and reflect on its meaning, using the following questions as a guide:
Coldplay. (2019, November 2). Coldplay - everyday life (official lyric video) [Video]. YouTube. https://www.youtube.com/watch?v=UMkCkPzbLYI
(5) Carefully read the scripture passage a few times. Meditate on its meaning using the Lectio Divina process as a guide.
“Indeed, the parts of the body that seem to be weaker are all the more necessary, and those parts of the body that we consider less honorable we surround with greater honor, and our less presentable parts are treated with greater propriety, whereas our more presentable parts do not need this. But God has so constructed the body as to give greater honor to a part that is without it, so that there may be no division in the body, but that the parts may have the same concern for one another. If [one] part suffers, all the parts suffer with it; if one part is honored, all the parts share its joy.” (1 Corinthians 12:22-26)
(6) Comment
Reflect on your learning about the theme of Solidarity by making a connection between the given scripture passage and one other element (art, video, reading, or song). Explain the connection and your understanding of the theme in at least 50 words. Respond to at least two other comments created by your classmates.
(7) Create an Update
Find a current (within the past year) news article from a reputable news source that relates to Solidarity. Create an update of at least 100 words that includes the following elements:
Respond to at least two other updates created by your classmates.
Review this rubric to guide your work.
Instructional Notes:
Begin class with this prayer.
Optional group activity for in-person classes: Watch and discuss Compassion and Kinship [TEDx Talks. (2012, June 20). Compassion and kinship: fr gregory boyle at tedxconejo 2012 [Video]. YouTube. https://www.youtube.com/watch?v=ipR0kWt1Fkc], using the given quotes as a prompt for exploring connections to the theme of Solidarity.
Alignment with United States Conference of Catholic Bishops Doctrinal Elements:
C. III. F. Solidarity: individuals should work for the common good (CCC, nos. 2437-2442).
C. II. 3. The perfection of the person by the common good: man is perfected not only by private goods such as food and shelter but by “common goods” such as peace and truth that come about through his life with others in community (CCC, nos. 1905-1912, 1925-1927).
As you explore each of the items presented and what they say about the theme, record thoughts and reactions and key ideas in your journal, using the questions posed as a guide and reflecting on any other information you need to process. Label this entry in your journal “Care for God's Creation” and number your responses 1-5. Taking thorough notes in your journal will help you construct stronger responses to each prompt.
(1) Spend a few minutes looking at the image for Care for God's Creation. Reflect on its meaning, using the following questions as a guide:
McGrath, Mickey. (2022, October 31). CST 101: Catholic social teaching principles [Images]. Catholic Relief Services. https://www.crs.org/resource-center/CST-101
(2) View the video reflection on Care for God's Creation Summarize key ideas of this theme in your notes. Reflect on the meaning of the theme, using the following questions as a guide:
Catholic Relief Services. (2015, August 31). CST 101: Care for God's Creation [Video]. YouTube. https://www.youtube.com/watch?v=wSnXuCxiHXE
(3) Read the excerpts from the Magisterium on Care for God's Creation. Respond to these statements, using the following questions as a guide:
“On this earth there is room for everyone: here the entire human family must find the resources to live with dignity, through the help of nature itself—God’s gift to his children—and through hard work and creativity. At the same time we must recognize our grave duty to hand the earth on to future generations in such a condition that they too can worthily inhabit it and continue to cultivate it.” —Pope Benedict XVI, Charity in Truth (Caritas in Veritate), no. 50
“A true ecological approach always becomes a social approach; it must integrate questions of justice in debates on the environment, so as to hear both the cry of the earth and the cry of the poor. . . . Everything is connected. Concern for the environment thus needs to be joined to a sincere love for our fellow human beings and an unwavering commitment to resolving the problems of society.” —Pope Francis, On Care for Our Common Home (Laudato Si’), nos. 49, 91
(4) Listen to the song and reflect on its meaning, using the following questions as a guide:
NoelaniGirl825. (2011, March 30). Gone lyrics by jack johnson [Video]. YouTube. https://www.youtube.com/watch?v=g1XH1qCBajY
(5) Carefully read the scripture passage a few times. Meditate on its meaning using the Lectio Divina process as a guide.
"Look at the birds in the sky; they do not sow or reap, they gather nothing into barns, yet your heavenly Father feeds them. Are not you more important than they? Can any of you by worrying add a single moment to your life-span? Why are you anxious about clothes? Learn from the way the wild flowers grow. They do not work or spin. But I tell you that not even Solomon in all his splendor was clothed like one of them. If God so clothes the grass of the field, which grows today and is thrown into the oven tomorrow, will he not much more provide for you, O you of little faith?" (Matthew 6:26-30)
(6) Comment
Reflect on your learning about the theme of Care for God's Creation by making a connection between the given scripture passage and one other element (art, video, reading, or song). Explain the connection and your understanding of the theme in at least 50 words. Respond to at least two other comments created by your classmates.
(7) Create an Update
Find a current (within the past year) news article from a reputable news source that relates to Care for God's Creation. Create an update of at least 100 words that includes the following elements:
Respond to at least two other updates created by your classmates.
Review this rubric to guide your work.
Instructional Notes:
Begin class with this prayer.
Optional group activity for in-person classes: Take students for a nature walk, inviting them to take 1 or 2 photos of something beautiful or interesting that catches their attention in the natural world. Take time to share photos and observations, discussing how awareness of and appreciation for nature can lead to a deeper desire to Care for God's Creation.
Alignment with United States Conference of Catholic Bishops Doctrinal Elements:
C. III. G. Stewardship of God’s creation (CCC, nos. 2415-2418).
II. IV. 4. God has entrusted his creation to us; we are stewards charged with procreating and protecting life and using the rest of creation respectfully (CCC, nos. 287, 354).
III. I. A. The Creation of the World and our first parents (CCC, nos. 54, 279-282).
III. I. 4. b. Human persons are a body-soul unity; this reflects the physical and spiritual realities in the world (CCC, nos. 356-368).
For your Christian Service Capstone Project, you will create a video essay that reflects on your Christian Service experiences and how they connect to the themes of Catholic Social Justice.
Your content must address the following three topics:
(1) Overview of Christian Service Experiences
(2) Catholic Social Teaching Analysis
(3) Personal Reflection
Refer to your portfolio of Christian Service reflections as you respond to the following topics:
Your video must include the following components:
Before you begin, review the rubric for your assessment here.
Peer Review
Upon completion of your project, notify the teacher you are ready for peer review.
You will review two projects. Complete the rubric to score each of the projects you review. Additionally, on the rubric write specific comments on at least 3 areas of strength and 3 areas for improvement. Meet with the author to conference on your feedback.
After you have received feedback on your project, revise your project according to the peer feedback you received. Then, do a self-review. Complete the rubric to score your project. On the rubric, write at least 3 specific examples of how you revised your project after peer review.
Submit your peer review and self-review rubrics with comments.
Instructional Notes:
Begin class with this prayer. Conclude the class with a discussion of how this prayer fits with student experiences in the Christian Service Program.
Review elements of good video production discussed during previous projects. (Consider using a brief list such as this for general guidelines.)
Complete this post-learning reflection on the themes of Catholic Social Justice.
Please access your returned pre-learning and post-learning reflections. Review your responses from the beginning of your studies and compare them to your response from the conclusion of your studies. Reflect on your learning by creating a comment that identifies 3 areas of growth in knowledge, attitude, or action related to the themes.
Instructional Notes:
Students will complete their post-learning reflection, after which they should immediately be given access to view their pre-learning and post-learning reflection responses in order to help them reflect on their learning and their learning process.
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