By the end of this unit, students will have explored the value of friendships and the gift of community, as well as how exclusion disrespects human dignity and the common good using the story of the Good Samaritan; investigated how Scripture shows us that God values relationships and community; and analysed and responded to an action that upholds dignity.
Teachers, before you start:
- Watch the CST ‘Common Good’ film and familiarise yourself with the Lower Primary cartoon (found within the Learning Experience below).
- Download the various resources referenced throughout this page (worksheets, slides, etc.) and have them ready to go on your computer/interactive whiteboard.
- Locate any Scriptures and copies of Church texts (all hyperlinked within the Learning Experience below).
- Familiarise and decide on the use of online or app technologies.
Learn - Focus
Students explore the value of friendships and the gift of community.
Read and display page 1, section 1 of The Common Good comic. See teacher cartoon.
Students think of a good friend or relationship they have in their lives.
Students think of 3 things they learn from being in a good friendship.
Students share their responses with a partner, and then with the class.
Discuss other things people learn in community. How does living in community help people reach their full potential?
Create a Word Cloud of the valuable things we learn by living and working together.
Learn - Explore
Students explore how exclusion disrespects human dignity and the common good using the story of the Good Samaritan.
Read and display page 1, section 2 of The Common Good comic. See teacher cartoon.
Discuss: What is happening in the cartoon? Why might the boy have been excluded? What might some of the children be thinking?
Read the story of the Good Samaritan, drawing out the themes of discrimination.
Alternatively, you could also view an animation of the Good Samaritan story. You may find a suitable version by searching ‘Good Samaritan animated for children’ on YouTube. It may also be useful to explore the cultural context in which the Good Samaritan story takes place - considering why the traveller on the road may have been surprised that a Samaritan would help him.
Learn - Demonstrate
Students explore how Scripture shows us that God values relationships and community.
Read and display page 2, section 3 of The Common Good comic. See teacher cartoon.
Discuss: What similarities can be identified with the story of the Good Samaritan? What might the people on the favela side be thinking? What might the people who are turned away from them be thinking? What does the Bible teach us that could help this situation? Is this what Jesus wants?
Discuss and identify the ways that different people reflect ‘the face of God’ in friendship by reaching out to the disadvantaged or including others in their circle.
Explain/emphasise that Scripture teaches us that every person has the right to a fulfilling life, with access to the resources they need. The rights and needs of the individual must be balanced with the needs of the disadvantaged. The common good is reached when people work together to improve the wellbeing of all.
Students discuss what this teaches them and how this can be applied to the situation in Brazil that is depicted in the cartoon. Considering the Bible verses, discuss how the people should be treating each other.
Students analyse and respond to an action that upholds dignity.
Read and display page 2, section 4 of The Common Good comic. See teacher cartoon.
Students write a Plus-Minus-Interesting (One positive, one negative, one interesting aspect of the issue) blog in response to how Maristely and her community worked together to improve their situation, using online software such as Blogger or Edublogs
Reread 1 John 4:7-12
Students reflect silently, and thank God for His love.
In a reflection journal or video/voice journal, students identify two things they value about being part of a community that cares for them.
Students write a prayer asking for help to love and care for others in their community.