Language & Religion Unit

Lesson title: How do i fit in?

Summary & Background Information:

In this lesson, students will be introduced to the idea of perspective taking. They will begin the lesson by taking a position and sharing it respectfully with others. Finally, students will reflect on the importance of community as found outlined in scripture. Students will reflect upon how living in community can help alleviate social injustice and strengthen our resolve to live out the faith we proclaim.

Curriculum Links:

Language - Reading for Meaning

1.1 read a wide variety of texts from diverse cultures, including literary texts, graphic texts and informational texts.

1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes.

1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts.

1.6 extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them.

1.7 analyse increasingly complex texts and explain how the different elements in them contribute to meaning.

1.9 identify the point of view presented in texts; determine whether they can agree with the view, in whole or in part; and suggest some other possible perspectives.

Religious Education:

Grade 3:

LS2: Focus: Human dignity

Understand that God created all persons in his one image; equal in their human dignity yet

diverse in their being (i.e. male and female, weak and strong, diversity of race, colour,

creed, charisms, talents) and this equality and diversity is to be respected.

Grade 4:

LS2: Focus: the common good and stewardship of creation

Demonstrate an understanding of how the gifts received as human beings invite us to be

responsible stewards of creation (i.e. natural world created by God) and to bring about His

reign in the human community (i.e. common good of societies and nations of the earth).

Grade 5:

LS2: Focus: Fundamental love for the poor and vulnerable

Understand that human solidarity in our Christian living, understood as “friendship”, is

reflected in the example of Jesus who calls us to act justly by putting the needs of the poor

and vulnerable first.

Catholic Graduate Expectations:

3. REFLECTIVE, CREATIVE AND HOLISTIC THINKER who solves problems and makes responsible decisions with an informed moral conscience for the common good.

6. A CARING FAMILY MEMBER who attends to family, school, parish and the wider community.

Guiding Questions:

1. What is social justice?

2. What are the causes of injustice?

3. What is Catholic Servant Leadership?

4. What is the impact of injustice on people?

5. As Catholic Christians, how can we make a positive contribution to society and the world?

6. How can we work for the common good of all people and be the change we want to see?

7. How can we use a variety of reading comprehension strategies to aid in understanding texts?

8. How can identifying and understanding an author's points of view help in our understanding texts?

9. How can connecting ideas in texts to our own knowledge and experience to other familiar texts, and to the world around us help to extend understanding?

Learning Goals:

By the end of this unit, students will be able to:

• understand the definition of social justice in relation to various perspectives.

• identify and understand the causes of injustice and assess our individual and societal responsibilities and how these impact our communities.

• use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate learning and ideas to a variety of audiences and for a variety of purposes.

• employ a variety of comprehension strategies to make inferences and extend understanding of a variety of texts.

• identify and understand various points of view held by authors of texts examined.

• connect ideas in texts to their own knowledge, experience, and insights, to other familiar texts, and to the world around them to help extend understanding.

• develop attitudes and values founded on the Principles of Catholic Social Teaching and act to promote social responsibility, human solidarity and the common good.

• become models of Christian living for all those we encounter in our daily lives.

• understand the difference between justice and charity and the need for both.

Success Criteria:

I can…

• explain what social justice means, give examples, and how it affects the poor disproportionately.

• identify and understand the causes of social injustice and how societies and the actions of individual people affect my community.

• communicate my learning in a variety of ways (speaking, writing, drawing, recording).

• use comprehension strategies to make inferences and extend my understanding of texts.

• identify points of view in the texts I examine.

• connect the ideas in texts to my own knowledge, and experience, to other familiar texts, and to the world around me to help extend understanding.

• demonstrate improved understanding of the Catholic social teachings and act to promote responsibility and acting together (solidarity) for the common good.

• become a model for Christian living for my school and local community.

Four Corners Activity - Our Responsibility

In this activity, students will be asked to reflect upon their thoughts about the causes of poverty.

1. Preparation:

• On chart paper or poster paper, create signs with the headings "Strongly Agree,” “Agree,” “Disagree,” and “Strongly Disagree.” Place these signs in four different areas of the classroom. These are the four possible answers to the statements students will be asked to respond to.

2. Present the statement:

• Read the statement or problem to the class:

"Being fair always means the same treatment for everyone in every circumstance."

• Take the time to explain and answer questions about the statement, but do not take opinions, yet. (Examples: You may have an earlier bedtime than your older brother. Your younger sister may not have as many chores as you do.)

• Before giving them the four choices, allow time for students to think about their opinion on the statement/question independently. You can ask them to write down their thoughts and reason for their opinion.

• Provide the answer choices (i.e. strongly agree, agree, disagree, or strongly disagree). Ask students to choose the option that best aligns with their opinion.

3. Commit to a Corner

• Ask students to gather in the corner of the room that corresponds with their choice. In each corner, students form informal groups of two or three to discuss the reasons for their choice (or whole group, depending on numbers).

4. Discuss

• Call on a member of each group to present a very brief group summary of their opinions.

• Tell students: "As you can see from the activity we just did, we have differing opinions on our what fairness looks like. Remember that fairness and justice are not quite the same thing. Because injustice is hard to talk about and people suffering from injustices are not often asked about their lived experiences, people who have not suffered the same degree of discrimination on injustice are those speaking and writing about it. But this is starting to change, and people are starting to find their voice and speak out about their experiences.

• Once again, ask students to recall and brainstorm a list of social justice issues that affect people in Canada and elsewhere. Students are encouraged to think of new examples as well. (Younger students may need to list issues that impact people in their own communities as a starting point).

Possible responses may include:

• climate injustice

• poverty

• food insecurity/scarcity

• access to goods and services

• rights to education

• mental health stigma

• racial and ethnic discrimination

• lower pay for certain groups of people doing the same job

*For grade 3s, this activity may be introduced with a more simplified topic before the lesson, so they understand what is expected from them. Young students have strong opinions about many issues and usually do well with these activities; however, it is essential to remind them to be respectful when sharing their ideas and to be open to what others have to say.

Lesson Resources

"Perspective-Taking," RISE: Video

Mind Map: Google Jamboard

The Catholic Children's Bible, St. Mary's Press, Hebrews 10:24

The Catholic Children's Bible, St. Mary's Press, Psalms 133:1