Language & Religion Call to Action

Language & Religion Unit

In this section students will be challenged to put into action what they have learned in this unit to help solve a social justice issue and make a difference in their school, community, and/or the world.

Part A: Identify the Social Justice Issue

Throughout this unit we have been learning about poverty. Ask the class:

Why does this need to change?
Why do you think this is unjust?
Does it make you want to speak out and make a change?
How can I rise to become a leader and begin to enact change?
How can my teacher help mentor me with this process?

Part B: Review the Lessons & introduce the plan

Students will focus on information from the past few days and the resources that were examined.
Introduce the plan of action (see sample action plan below) and seek feedback from the class (students may wish to change the plan to suit their interests and abilities - subject to teacher approval).
Watch "Multiplying Good: Students in Action" video to show how students have mobilized, worked together and become leaders to create change.
Watch "How community fridges help feed people in need" from CBC's The National about the importance of helping those who are hungry and in need.

SAMPLE ACTION PLAN

In the lessons leading up to now, students have learned about poverty. They have learned that poverty is an important issue and affects the very fabric of society. Students have also learned that as Catholics, we all are called to help one another by offering support in the form of both charitable and justice actions.

This call to action will ask students to organize a School-created Community Pantry Program. Students will mobilize and work together to become leaders in their school by creating and organizing a community pantry. The pantry should be accessible to the local community. With the help of staff, individual students and classes they can donate food items for the pantry (food drives could be organized for this purpose). Students can also earn volunteer hours by staying after school in shifts with their teacher moderators to stock the outdoor pantries. There is no need to monitor the pantry once stocked, in fact they are better utilized when they are left to function independently. Fridges may be donated, or simply a pantry or cabinet of some sort could be used to stock non-perishable items.

Students can monitor the use of the pantry over the course of a month or two. They can take inventory and determine how much food was taken during the decided upon time. Once students have this information they can write to their local member of parliament and inform them of the concern they have about levels of poverty and food scarcity in the community. Students will include information about how much food was taken in order to strengthen their message to their local member of parliament. Students can ask what is being done by the government to help the people in need in the community.

Carrying out the action plan can also work to bring awareness to the issues of poverty within the school and local community. This pantry project program can help by educating others on the importance of acting charitably and seeking justice for those in need.

Part c: Build a team & refine the action plan

Team composition can be decided by the teacher based on the needs and interests of the class.
Teams could be whole class, small groups, pairs, or made up of multiple classes working on the same project.
Teams can work on the suggested action plan or their own revised and approved action plan.
Students should complete the Action Project template.
Teachers determine due dates and important action project milestones dates.
Scaffold for students as much as necessary for individual and group needs.

Part D: Spread the Word & tAke Action

Teams can choose to spread their word in a variety of ways (digitally or in person) to anticipate the day(s) of action (e.g. posters, infographics, announcements, advertisements on the school social media accounts).
When planning is complete it is time to take action! All the planning has led to this action. Remind students to follow their plan and to adapt where necessary (sometimes things happen that are out of our control).
Raising awareness and bringing about change are the most important action pieces for your event.
Students' individual performance can be assessed using the "Project Checklist." The teacher will use discretion whether or not to provide a level, numeric or letter score if desired.

Part E: Scripture & reflection - Doing god's work to bring positive change in the world

1. Call to Action through Scripture

Read Jeremiah's Call and Commission (Jeremiah 1:4-10) as a class.

Now the word of the LORD came to me saying, "Before I formed you in the womb I knew you, and before you were born I consecrated you; I appointed you a prophet to the nations."

Then I said, "Ah Lord GOD! Truly I do not know how to speak, for I am only a boy." But the LORD said to me, "Do not say, 'I am only a boy'; for you shall go to all to whom I sent you, and you shall speak whatever I command you. Do not be afraid of them, for I am with you to deliver you, says the LORD."

Then the LORD put out his hand and touched my mouth; and the LORD said to me, "Now I have put my words in your mouth. See, today I appoint you over nations and over kingdoms, to pluck up and pull down, to destroy and to overthrow, to build and to plant."

Discuss the importance of this scripture as God calls us all into relationship and into action:

When Jeremiah was a young man God tapped him on the shoulder and asked Jeremiah to take action and be God's voice in the world. Jeremiah responded to this call with, "Truly I do not know how to speak for I am only a boy." (verse 6). But, God gave Jeremiah the words and the ability to be courageous and take action.

Remember God's words to Jeremiah: "Do not say I am only a boy" (verse 7), especially when you need to do something difficult for the good of others. God wants you to know that you too are capable of bringing about positive change in the world. God knows what you are able to do, say, and be. All you need to do is listen to God. (Adapted from Catholic Youth Bible, 2013)

2. Call to Action through The Catholic Graduate Expectations

Briefly review the Catholic Graduate Expectations and discuss with the class their impact and learning from the action project. (CGEs five and seven lend themselves to connect to social justice work. However, read through the CGEs and select those that apply best to your students and their call to action.)

3. Reflection

Instruct students to reflect upon their call to action project as it relates to either the reading from Jeremiah, The Catholic Graduate Expectations, or both by completing the "My Reflection Exercise."

Project Resources

Students in Action 2019, Multiplying Good: Video

"How community fridges help feed people in need," CBC's The National: Video