LOWER PRIMARY | UPPER PRIMARY | LOWER SECONDARY | UPPER SECONDARY
JESUS AND KINDNESS
LOWER PRIMARY
1. Jesus and kindness storytime
Read short, age-appropriate Bible stories that showcase Jesus’ acts of kindness, such as:
• Jesus healing the sick (Matthew 14:14)
• Jesus feeding the hungry (Matthew 14:13-21)
• Jesus welcoming children (Mark 10:13-16)
After each story, facilitate a brief discussion by asking questions like:
• What did Jesus do in this story?
• How do you think the people felt when Jesus helped them?
• How can we be kind like Jesus?
2. Craft – kindness plates
• Give each child a paper plate and art supplies.
• Ask them to draw or paint a picture of something kind they can do for someone else, inspired by the stories of Jesus.
• They can decorate their kindness plates with stickers or glue on additional craft materials if desired.
Sharing time: After completing their kindness plates, invite children to share their creations with the class and explain what act of kindness they depicted.
3. Kindness role play
Divide the children into small groups and assign each group a scenario to act out. Guide the children through the role-play scenarios, providing prompts and encouragement as needed.
Scenario 1: Helping a friend who fell down
Setup: One child pretends to fall and hurt their knee. Role-play: Another child comes over, helps them up, and comforts them by saying, ‘It’s OK, I’m here to help you.’
Discussion questions:
• How did it feel to help your friend?
• How did it feel to be helped when you were hurt?
• How can we help others like Jesus did?
Scenario 2: Sharing toys
Setup: One child is playing with several toys, while another child has none. Role-play: The child with the toys offers to share them with the child who has none.
Discussion questions:
• How did it feel to share your toys?
• How did it feel to receive a toy when you had none?
• How can we share with others like Jesus teaches us?
Scenario 3: Comforting someone who is sad
Setup: One child pretends to be sad because they lost their favourite toy. Role-play: Another child comes over, asks what’s wrong, and offers kind words or a hug to comfort them.
Discussion questions:
• How did it feel to comfort someone who was sad?
• How did it feel to be comforted when you were sad?
• How can we comfort others like Jesus did?
Scenario 4: Including someone left out
Setup: A group of children is playing a game, and one child is left out. Role-play: One child from the group invites the left-out child to join the game.
Discussion questions:
• How did it feel to invite someone to join your game?
• How did it feel to be included in the game?
• How can we make sure everyone feels included, just like Jesus included everyone?
Scenario 5: Helping someone with a task
Setup: One child is struggling to carry a stack of books or clean up toys. Role-play: Another child offers to help them carry the books or clean up the toys. Discussion Questions:
• How did it feel to help someone with their task?
• How did it feel to receive help when you were struggling?
• How can we help others with their tasks, like Jesus helped people?
Scenario 6: Giving a compliment
Setup: One child feels shy or unsure about their drawing or craft. Role-play: Another child notices the drawing and gives a sincere compliment. Discussion questions:
• How did it feel to give a compliment?
• How did it feel to receive a compliment?
• How can we use kind words to make others feel good, like Jesus did?
Scenario 7: Helping someone new feel welcome
Setup: A new child joins the class and looks nervous. Role-play: Another child introduces themselves, shows them around, and invites them to play. Discussion questions:
• How did it feel to welcome someone new?
• How did it feel to be welcomed when you were new?
• How can we make new people feel welcome, like Jesus welcomed everyone?
HELPING OTHERS – YOU CAN DO IT!
UPPER PRIMARY
1. Vocabulary activity
Match each vocabulary word to its correct definition.
• overwhelming
• rewarding
• motivates
• asylum seekers
• Brigidine
• not-for-profit (nfp)
• social justice
• volunteer
• donations
• recipients
• necessities
• gratifying
• hardship
• generosity
• community
• seamless
• St Vincent de Paul
• Caritas
Definitions
A. People seeking protection in another country due to danger in their own country.
B. A Catholic organisation that helps people in need.
C. Essential items needed for daily life.
D. Giving pleasure or satisfaction.
E. Feeling of being unable to handle a situation.
F. Willingness to give and share.
G. Providing satisfaction or benefit.
H. Encourages someone to take action.
I. Referring to the Brigidine Sisters, a Catholic religious order.
J. Gifts given to help others, often money or goods.
K. Fair treatment of all people in society.
L. Severe suffering or privation.
M. A group of people living in the same area or having common interests.
N. Smooth and without interruptions.
O. A person who offers their time to help others without payment.
P. A Catholic organisation that helps those in need worldwide.
Q. An organisation that does not aim to make a profit.
R. People who receive something.
Sentence completion
Fill in the blanks with the appropriate vocabulary word.
Organising a food drive can be very ________ as it helps people in need.
Many ________ arrive in Australia seeking safety and a better life.
The ________ Sisters run the Brigidine Asylum Seekers Project.
A ________ organisation does not aim to make a profit but helps others.
________ means ensuring that everyone is treated fairly and has equal opportunities.
It’s important to ________ others to participate in community service.
We received many ________ for the food drive, which will help those in need.
People who receive help from charities are often very ________ for the support.
The St Vincent de Paul society is well-known for helping people who face ________.
________ is the act of being kind and giving to others.
2. Read
Read the article ‘Can Do’ by young writer Siena Talbot where she writes about organising drives for food and clothing for the needy can feel overwhelming but is ultimately rewarding.
Answer the following questions:
• What is the main theme of Sienna Talbot’s article?
• How does Sienna feel about organising food and coat drives?
• Which organisation was the recipient of Sienna’s first school food drive?
• How long did Sienna and her team spend advertising the food drive?
• Who primarily runs the Brigidine Asylum Seekers Project (BASP)?
• What does ‘rewarding’ mean in the context of organising the food drive?
• Explain the term ‘volunteer-run’ as used in the article.
• Why do you think Sienna found the women at BASP inspiring?
• What can you infer about the community’s response to the coat drive?
• Why is it important to have a plan when organising a donation drive?
• How do stories like the one Bev told about the man and the red coat help to motivate volunteers?
• Have you ever participated in a community service project? If so, how did it make you feel?
• Why might someone choose to volunteer their time to help others?
• Based on Sienna’s experience, what are three important steps to successfully run a donation drive?
• If you were to start a drive at your school, which cause would you support and why?
• Summarise the tips Sienna gives for organising a successful donation drive.
• What are some of the key challenges mentioned in the article that organisers of drives might face?
• Compare the Brigidine Asylum Seekers Project and ‘Off Your Back’ in terms of their goals and the people they help.
• How do the food drive and coat drive differ in terms of their preparation and execution?
• Why do you think simple acts of kindness and generosity are significant in a community?
• Reflect on a time when you helped someone. How did it affect you and the person you helped?
3. Group activity: Learning perseverance through Jesus’ example
Help students understand and learn about perseverance by exploring various instances in the New Testament where Jesus demonstrated perseverance.
Introduction
Introduce the concept of perseverance and explain that they will learn about it by looking at different stories from Jesus’ life.
Perseverance is the quality of persisting in a course of action, belief, or purpose despite facing obstacles, challenges, or setbacks. It involves showing determination, resilience, and steadfastness in pursuing a goal or overcoming difficulties, even when faced with adversity or discouragement. Perseverance often requires patience, endurance, and a willingness to keep moving forward, even when progress may be slow or uncertain. It reflects a strong commitment to one’s objectives and the willingness to overcome obstacles through continued effort and determination.
Group assignment
Divide the students into small groups, ideally 2-4 students per group. Assign each group one of the following stories (provide printed copies of the relevant Bible passages or have Bibles available):
• Temptation in the desert (Matthew 4:1-11)
• Healing the sick and performing miracles
• Teaching despite rejection (Luke 4:16-30)
• Facing constant challenges from religious leaders (Matthew 12:1-14, Matthew 15:1-20, Matthew 22:15-46, Matthew 23:1-36, Mark 2:1-12, Mark 2:1-12, Luke 11:37-54)
• Feeding the 5000 and the 4000 (Matthew 14:13-21; Matthew 15:29-39)
• Praying in the Garden of Gethsemane (Matthew 26:36-46)
• Enduring betrayal and arrest (Matthew 26:47-56)
• Trial and suffering (Matthew 26:57-68; Matthew 27:11-26)
• Carrying the Cross and crucifixion (Matthew 27:32-56)
• Appearing to the disciples after resurrection (Matthew 28:16-20)
Group work
Each group will read their assigned passage and discuss how Jesus showed perseverance in the story. They will then create a poster that includes:
• A summary of their story.
• An illustration or images representing the story.
• A brief explanation of how Jesus demonstrated perseverance.
Presentation
Each group will present their poster to the class, explaining their story and how Jesus showed perseverance. Encourage the students to ask questions and discuss each story after the presentations.
Reflection and discussion
After all the presentations, lead a discussion with the following questions:
• What did you learn about perseverance from these stories?
• How did Jesus’ actions in these stories inspire you?
• Can you think of a time when you needed to show perseverance? How can Jesus’ example help you?
Closing prayer
Conclude with a prayer asking for the strength to persevere in the face of challenges, inspired by Jesus’ example. Thank God for the lessons learned from Jesus’ life.
Prayer Example:
‘Dear God, thank You for the stories of Jesus that teach us about perseverance. Help us to remember His strength and determination when we face our own challenges. Give us the courage to keep going, even when things are hard, and to trust in Your plan for us. Amen.’
4. Culminating activity: Perseverance in action
Reinforce the concepts of perseverance learned from both the article and the activities about Jesus’ perseverance and inspire students to apply these principles in their own lives through practical action.
• Review the key concepts of perseverance learned from the article and the activities about Jesus’ perseverance. Emphasise the importance of facing challenges with determination and faith.
• Lead a discussion with the following questions:
- What did we learn about perseverance from Sienna’s article?
- How did Jesus demonstrate perseverance in the stories we read?
- Why is perseverance important in our lives as Catholics?
• Read aloud excerpts from the article ‘Can Do’ by Sienna Talbot, focusing on the theme of perseverance and making a positive impact in the community.
Opening paragraph: ‘Sometimes a task can be overwhelming, but success comes when we pick ourselves up and continue.’
Organising the food drive: ‘Organising my first food drive was incredibly rewarding, albeit a little intimidating, but the experience of dropping off the donations motivates me to organise more drives.
Supporting asylum seekers: ‘My first school food drive collected for the Brigidine Asylum Seekers Project (BASP), a volunteer-run, not-for-profit organisation that supports refugees and asylum seekers in Australia who are unable to support themselves due to visa complications.’
Clothing the needy: ‘This year, I undertook my first school coat drive. The proceeds went to ‘Off Your Back’, a volunteer-run NFP organisation that gives donated coats directly to people sleeping on Melbourne streets.’
Why not give it a go?: ‘Running a drive – be it a food drive, coat drive, toy drive – is much simpler than you’d expect. It’s a lovely way to give back to your community, cultivate change, and get a warm fuzzy feeling.’
Tips for organising a drive: ‘It’s important to put a face to the donations for people – think where, what, who. Where is it going, what organisation? What is needed? Who needs it? You are convincing people to donate so make sure to keep it brief and concise!’
Charities mentioned: ‘There are a number of groups out there: Brigidine Asylum Seekers Project, Off Your Back, St Vincent de Paul, Caritas.’
• Discuss how Sienna’s actions reflect the perseverance and compassion demonstrated by Jesus in His ministry.
Group brainstorming
• Divide the students into small groups.
• Provide each group with index cards and ask them to brainstorm practical ways they can demonstrate perseverance and make a positive impact in their community, inspired by both Sienna’s example and Jesus’ teachings.
• Encourage creativity and thinking about both big and small acts of kindness and service.
Poster creation and presentation
• Provide each group with a large sheet of poster paper or a section of the whiteboard.
• Instruct the groups to create a poster illustrating their ideas for acts of perseverance and kindness. They can use markers, coloured pencils, crayons, and craft supplies to decorate their posters and make them visually appealing.
• Encourage them to include both images and written descriptions of their proposed actions.
• After completing their posters, have each group present their ideas to the class.
• Allow time for questions and comments from the other students.
• Facilitate a reflection on the importance of perseverance in carrying out these actions and how they align with Jesus’ example.
Commitment cards
• Distribute index cards to each student.
• Ask them to write down one specific action they commit to taking to demonstrate perseverance and make a positive impact in their community.
• Encourage them to keep these cards as a reminder of their commitment.
RADICAL KINDNESS
LOWER SECONDARY
1. Vocabulary exercise
Part 1: Matching definitions
Match the terms with their correct definitions.
Vocabulary terms
• ANZAC Day
• Compassionate behaviour
• Reciprocity
• Benevolence
• Radical kindness
• Racial slurs
• Public nuisance
• Commitment
• Ceasefire
• Empathy
• Gerasene demoniac
• Hellenised
• Observant Jews
• Prejudice
• Ripple effect
• Messiah
• Persecution
• Social reciprocity theory
• Bravery
• Hobby fisherman
• Viral video
• Negotiation
• Honourably
• Alone among the tombs
• Extreme social or political change
Definitions
A. Actions showing sympathy and concern for others’ sufferings or misfortunes.
B. Hostility and ill-treatment because of race, political, or religious beliefs.
C. The ability to understand and share the feelings of another.
D. Someone who fishes for pleasure, not profit.
E. A national day of remembrance for Australians and New Zealanders who served and died in wars.
F. A temporary suspension of fighting.
G. Insulting remarks based on someone’s race.
H. Courageous behaviour or character.
I. The state of being dedicated to a cause or activity.
J. Significant changes in society or politics.
K. Extreme kindness without expecting anything in return.
L. Concept suggesting people respond to others’ actions similarly.
M. Preconceived opinion not based on reason or experience.
N. The practice of exchanging things for mutual benefit.
O. Quality of being well-meaning; kindness.
P. A figure in the Gospels healed by Jesus by casting out demons.
Q. An act or condition harmful to the public.
R. Discussion aimed at reaching an agreement.
S. Influenced by Greek culture or language.
T. A video that becomes very popular quickly.
U. Jesus is believed by Christians to be this prophesied deliverer.
V. Acts with integrity and respect.
W. Isolated and living among graves, referring to the Gerasene demoniac’s situation.
X. Effects spreading out from an initial event.
Y. Jews adhering to traditional laws and customs.
Part 2: Fill in the blanks
Use the correct vocabulary terms to complete the sentences below.
During __________, Australians and New Zealanders remember those who served and died in wars.
Showing __________ towards others can help build a more compassionate community.
__________ is when people exchange things for mutual benefit.
Acts of __________ involve doing good deeds without expecting anything in return.
Using __________ is hurtful and shows disrespect towards others based on their race.
A __________ can be harmful to the community and is often punishable by law.
It takes a lot of __________ to dedicate yourself fully to a cause.
During a __________, fighting is temporarily stopped to allow for peace talks.
__________ allows us to feel and understand what others are experiencing.
The __________ was healed by Jesus, showing an act of radical kindness.
__________ people live by traditional Jewish laws and customs.
__________ means having an unfair opinion not based on facts.
The __________ of an act can influence many others beyond the initial action.
Christians believe Jesus is the __________, the promised deliverer.
Early Christians faced __________ for their beliefs and practices.
__________ suggests that people tend to reciprocate others’ actions.
Showing __________ often requires a lot of courage and strength.
The __________ became very popular and was shared widely across the internet.
Through __________, people discuss and try to reach an agreement.
Acting __________ means behaving with integrity and respect.
The phrase __________ describes someone isolated in a graveyard, as with the Gerasene Demoniac.
Proposing __________ often leads to significant societal changes.
Part 3: Short answer
Explain how the concept of radical kindness is different from regular acts of kindness.
Describe a historical or biblical example of radical kindness mentioned in the article.
Why might showing empathy and benevolence be important in overcoming prejudice?
Part 3: Copy work
Students copy the following notes into their notebooks.
Radical kindness involves showing exceptional or extreme kindness without expecting anything in return, often in situations requiring courage.
One historical example of radical kindness is the ceasefire during the conflict at ANZAC Cove in Gallipoli, where both sides cooperated to clear bodies despite their mistrust.
Showing empathy and benevolence helps us understand and care for others’ feelings and needs, which can break down prejudice and foster a more inclusive and compassionate society.
2. Read
Read ‘Be radical – try kindness’. The article describes a type of compassionate behaviour – radical kindness – that is gaining momentum.
Answer the following questions:
• What is radical kindness, and how does it differ from regular kindness?
• Describe the incident that occurred on ANZAC Day 2023 involving the hobby fishermen. How did the fishermen respond to the attack?
• How did Louisa Relia and other locals respond to the attack on the fishermen? What symbolic gesture did they make?
• Why is the story of the ANZACs and Turks during World War I significant in the context of radical kindness?
• Explain the miracle Jesus performed on the Gerasene Demoniac. Why is this considered an act of radical kindness?
• What cultural and social barriers did Jesus cross by healing the Gerasene Demoniac?
• Why might Jesus’ act of kindness toward the Gerasene Demoniac have been viewed as radical by the people of his time?
• According to the article, what are some of the challenges one might face when practicing radical kindness?
• How does the concept of radical kindness relate to the teachings and actions of Jesus, as described in the article?
• What does the term ‘ripple effect’ mean in the context of radical kindness, and how does it apply to the story of Jesus and the Gerasene Demoniac?
• How does the article use the definition of ‘radical’ to explain the actions of Jesus and early Christians?
• What lesson does the article suggest we learn from the example of radical kindness shown by Jesus?
• Why does the author argue that it takes courage to act with radical kindness?
• How can radical kindness help to combat prejudice and cruelty in society?
• What is the overall message of the article regarding the practice of radical kindness in today’s world?
3. Scripture exploration exercise: radical kindness
Explore the concept of radical kindness through biblical passages and relate it to the teachings and actions of Jesus, as well as to our daily lives.
Introduction discussion
Begin with a brief discussion about the concept of radical kindness. What does it mean? How is it different from regular acts of kindness?
Scripture reading
Divide the class into small groups and assign each group one of the following scripture passages to read and discuss:
• Mark 5:1-20 (The Healing of the Gerasene demoniac)
• Matthew 8:28-34 (The healing of the two demon-possessed men)
• Luke 8:26-37 (Jesus heals a demon-possessed man)
• Luke 10:25-37 (The Parable of the Good Samaritan)
• John 4:1-42 (Jesus and the Samaritan woman)
Group discussion questions
After reading the assigned passage, each group should discuss the following questions and be prepared to share their insights with the class:
• Describe the act of kindness in the passage. What makes it radical?
• What cultural or social barriers does the act of kindness cross?
• How do the people around Jesus (or the main character in the passage) react to this act of kindness?
• What risks or challenges are involved in performing this act of kindness?
• How does this passage relate to the concept of radical kindness described in the article?
Class sharing
Each group shares their passage and insights with the class.
Encourage questions and further discussion on how these examples of radical kindness can inspire us in our daily lives.
Personal reflection
Ask each student to spend some time in personal reflection and journal about:
• A time when they witnessed or experienced an act of radical kindness.
• How they can practice radical kindness in their own lives.
• Any fears or challenges they might face when trying to show radical kindness, and how they can overcome them.
Closing discussion and prayer
Have a few students volunteer to share their reflections.
Conclude with a class discussion on the importance of radical kindness in building a compassionate and just society.
Close with a prayer asking for courage and strength to practice radical kindness in everyday life.
Reflection prompts:
‘Lord, help me to see opportunities for radical kindness in my daily life.’
‘Give me the courage to act with compassion, even when it is difficult.’
‘Help me to love my neighbour as you have loved me, breaking down barriers of prejudice and fear.’
4. Culminating activity
Students will plan and execute a ‘Radical kindness project’ where they identify a need in their community and address it through thoughtful and impactful acts of kindness. This project will combine elements of planning, action, and reflection.
By the end of this activity, students will have not only learned about radical kindness from theoretical and scriptural perspectives but also experienced the transformative power of putting these principles into action.
Project planning (1 week)
• Identify a need: Students brainstorm and research to identify a need or issue in their local community that could benefit from an act of radical kindness. This could be related to helping marginalised groups, supporting a local cause, or addressing a specific community challenge.
• Project proposal: Each student (or group of students) creates a proposal outlining their chosen project. The proposal should include:
- Description of the need or issue
- Planned act of radical kindness
- Goals and expected impact
- Resources needed
- Potential challenges and solutions
Project implementation (2-3 weeks)
• Execute the plan: Students carry out their planned act of kindness. This could involve organising an event, creating awareness campaigns, volunteering, or any other activity that addresses the identified need.
• Document the process: Students document their project through photos, videos, or journals to capture the impact of their actions and the reactions of those involved.
Project reflection and presentation (1 week)
• Reflect: Students write a reflection on their project experience, discussing what they learned about radical kindness, the challenges they faced, and the impact they observed.
• Prepare a Presentation: Each student or group prepares a presentation to share their project with the class. The presentation should include:
- An overview of their project
- The impact of their actions
- Personal reflections and lessons learned
- Visual documentation (photos, videos, etc.)
Class presentation and celebration (1-2 class periods)
• Present projects: Students present their projects to the class. Encourage classmates to ask questions and provide positive feedback.
• Celebrate achievements: Conclude with a class celebration to acknowledge the hard work and positive contributions made by the students. Consider inviting members of the community who were impacted by the projects to share their experiences.
Reflection questions:
• What did you learn about radical kindness through this project?
• How did your actions impact the community?
• What challenges did you encounter, and how did you overcome them?
• How can you continue to practice radical kindness in your daily life?
DEVELOPING EMPATHY AND PUTTING KINDNESS INTO ACTION
UPPER SECONDARY
Resources:
Vinnies CEO Sleepout – 20 June 2024
Vinnies Ceo Sleepout® 20 June 2024 – Official page
Create Your Own Vinnies Community Sleepout
1. Vocabulary activity: understanding homelessness
Help students familiarise themselves with key terms related to the article ‘Life without a home’ and understand their meanings and context.
Matching exercise
Provide students with a list of definitions and a separate list of the vocabulary words. Ask them to match each word with its correct definition.
Vocabulary words:
• Domestic violence
• Trauma
• Relentless
• Emergency shelter
• Vagrancy
• CentreLink
• McDonald’s bathrooms
• Utilities
• Intervention orders
• Solicitor
• Barrister
• Apprenticeship
• Anxiety
• Vinnies
• ABS (Australian Bureau of Statistics)
• Census night
• CEO Sleep out
• Eradicating homelessness
Definitions:
• Physical, sexual, or psychological harm by a current or former partner or spouse.
• A deeply distressing or disturbing experience.
• Oppressively constant; incessant.
• Temporary housing provided to individuals in crisis.
• The state of living as a vagrant; homelessness.
• The Australian government agency delivering a range of welfare payments and services.
• Public restrooms used for hygiene and basic needs when no other facilities are available.
• Services such as electricity, water, and gas provided to homes and businesses.
• Legal orders issued to protect individuals from harassment or violence.
• A legal practitioner who traditionally deals with legal matters.
• A lawyer entitled to practice as an advocate, particularly in the higher courts.
• A system of training a new generation of practitioners in a trade or profession.
• A feeling of worry, nervousness, or unease about something with an uncertain outcome.
• Informal name for St. Vincent de Paul Society, a charitable organisation in Australia.
• The government agency responsible for statistical collection and analysis.
• The designated night on which the national census is conducted.
• An event where CEOs sleep outdoors to raise awareness and funds for homelessness.
• The effort to eliminate homelessness through various initiatives and policies.
Sentence creation
Ask students to write a sentence using each vocabulary word correctly. Encourage them to relate their sentences to the theme of homelessness or the content of the article.
Reflection writing
Ask students to reflect on what they have learned about homelessness and domestic violence through the vocabulary activity.
Prompt questions could include:
• How do these terms help us understand the challenges faced by people like Mary?
• Why is it important to be familiar with these terms in the context of social justice and support services?
2. Read
Read ‘Life without a home’ by Michele Frankeni. Domestic violence caused Mary and her teenage son to flee their home with just the clothes they wore. However, the trauma of the initial flight has been nothing to the relentless need to find somewhere for the family to live.
Answer the following questions:
• What event caused Mary and her son to flee their home?
• What were some of the challenges Mary faced after leaving her home?
• How did Mary and her son manage to live while he was finishing Year 12?
• What role did Vinnies play in Mary’s life?
• What impact did the homelessness experience have on Mary’s daughter?
• Describe the kind of support Mary received from Vinnies volunteers.
• Why did Mary have to act as her own solicitor and barrister?
• What does Mary identify as a major problem when seeking help for homelessness?
• How did Mary’s community respond to her situation when she first sought help?
• According to the article, what are the three key groups affected by homelessness in Australia?
• What does Mary suggest could improve the system for people seeking help with homelessness?
• What statistics about homelessness does the article provide, and what do they indicate?
• Why does Mary believe it’s important to speak out about her experiences?
• How can Mary’s story be related to Christian teachings about compassion and helping those in need?
• In what ways does the article highlight the importance of community and support networks in overcoming hardship?
3. Linking Bible concepts and catholic social teachings to homelessness
Help students understand the connection between biblical teachings, Catholic social teachings, and the issue of homelessness, and to inspire them to take action in their own communities.
Bible study and reflection
Divide the class into small groups and assign each group one of the following Bible passages to read and discuss:
• Matthew 25:35-40 (The Parable of the Sheep and the Goats)
• Luke 10:25-37 (The Parable of the Good Samaritan)
• Isaiah 58:6-7 (True fasting)
• James 2:14-17 (Faith and deeds)
Provide handouts with the passages and space for notes.
Ask each group to answer the following questions:
• What does this passage teach us about helping those in need?
• How does this passage relate to the issue of homelessness?
• What actions can we take based on this teaching?
Connecting to Catholic social teachings
Provide an overview of key Catholic social teachings related to social justice and the dignity of the human person. Focus on principles such as:
The Preferential Option for the Poor and Vulnerable
The Dignity of the Human Person
Solidarity
The Common Good
Resources:
AC+ resources on Catholic Social Teaching
Distribute handouts with excerpts from the Catechism of the Catholic Church or other Church documents that explain these principles.
• Preferential option for the poor and vulnerable:
CCC 2448: ‘In its various forms – material deprivation, unjust oppression, physical and psychological illness and death – human misery is the obvious sign of the inherited condition of frailty and need for salvation in which man finds himself as a consequence of original sin.’
CCC 2449: ‘Beginning with the Old Testament, all kinds of juridical measures (the jubilee year of forgiveness of debts, prohibition of loans at interest and the keeping of collateral, the obligation to tithe, the daily payment of the day labourer, the right to glean vines and fields) answer the exhortation of Deuteronomy: ‘For the poor will never cease out of the land; therefore I command you, You shall open wide your hand to your brother, to the needy and to the poor in the land.’’
• Dignity of the human person:
CCC 1929: ‘Social justice can be obtained only in respecting the transcendent dignity of man.’
CCC 1931: ‘Respect for the human person proceeds by way of respect for the principle that ‘everyone should look upon his neighbour (without any exception) as ‘another self,’ above all bearing in mind his life and the means necessary for living it with dignity.’’
• Solidarity:
CCC 1939: ‘The principle of solidarity, also articulated in terms of ‘friendship’ or ‘social charity,’ is a direct demand of human and Christian brotherhood.’
CCC 1940: ‘Solidarity is manifested in the first place by the distribution of goods and remuneration for work.’
CCC 1941: ‘Solidarity also involves the sharing of spiritual goods such as prayer, and all the spiritual works of mercy.’
• The common good:
CCC 1906: ‘By common good is to be understood ‘the sum total of social conditions which allow people, either as groups or as individuals, to reach their fulfillment more fully and more easily.’ The common good concerns the life of all.’
Ask students to reflect on and discuss the following questions in their groups:
• How do these teachings apply to the issue of homelessness?
• How do these principles guide us in helping the homeless?
• Can you think of any real-life examples or stories that illustrate these teachings?
Poster creation
Each group creates a poster that links their assigned Bible passage and the Catholic social teachings to the issue of homelessness.
Posters should include:
• A summary of the Bible passage and its message
• Relevant Catholic social teachings and their explanations
• Practical actions or initiatives that reflect these teachings
• Visual elements such as drawings, symbols, or photos to illustrate their points
Gallery walk and presentation
Display the posters around the classroom.
Allow students to walk around and view the posters, taking notes on key ideas and insights.
Have each group briefly present their poster to the class, explaining the connections they made between the Bible passage, Catholic social teachings, and homelessness.
Personal reflection and action plan
Ask students to write a reflection in their notebooks or journals on what they have learned from the activity.
Prompt them to consider the following questions:
• How can I apply these teachings in my own life?
• What actions can I take to help the homeless in my community?
• How can our class or school get involved in supporting those experiencing homelessness?
Encourage students to share their reflections and action plans with the class if they feel comfortable.
4. Planning and preparing for the Vinnies community sleepout
Engage students in planning and preparing for participation in the Vinnies Community Sleepout, fostering empathy, awareness, and action towards homelessness.
Introduction
Start by introducing the Vinnies Community Sleepout initiative to the class. Explain the purpose of the event, which is to raise awareness and funds for homelessness by spending a night sleeping outdoors.
Show the class the Vinnies Community Sleepout website and discuss the logistics, goals, and impact of participating in the event.
Research and discussion
Divide the class into small groups and assign each group a specific aspect of homelessness to research, such as causes, statistics, local initiatives, or personal stories of those affected.
Provide time for groups to conduct research online and discuss their findings.
Reconvene as a class and have each group share their research findings. Encourage discussion on the root causes of homelessness and the challenges faced by those experiencing it.
Brainstorming and planning
Facilitate a brainstorming session with the class to generate ideas for their participation in the Vinnies Community Sleepout.
Encourage students to think creatively about fundraising strategies, promotional activities, and logistical planning for the event.
Assign specific tasks to each student or group, such as creating posters, designing social media campaigns, reaching out to local businesses for donations, or organising a pre-sleepout event.
Creating action plans
Have each student or group develop a detailed action plan outlining their tasks, timelines, and responsibilities leading up to the Vinnies Community Sleepout.
Provide templates or guidelines for the action plans, including sections for goals, strategies, resources needed, and evaluation criteria.
Collaborative poster creation
Divide the class into smaller groups and assign each group a specific aspect of the Vinnies Community Sleepout to illustrate on a poster.
Topics could include the event goals, the impact of homelessness, fundraising strategies, or the importance of community support.
Provide art supplies and encourage students to be creative with their designs, incorporating images, slogans, and statistics related to homelessness.
Presentation and feedback
Have each group present their poster to the class, explaining the significance of their chosen topic and how it relates to the Vinnies Community Sleepout.
Encourage classmates to ask questions and provide feedback on each presentation, highlighting strengths and offering constructive suggestions for improvement.
Reflection and Commitment
Conclude the activity with a reflective discussion on the importance of their participation in the Vinnies Community Sleepout and the impact it can have on raising awareness and support for homelessness.
Ask students to commit to their roles and responsibilities outlined in their action plans and to reflect on their personal motivations for participating in the event.
Conclusion
Encourage students to stay committed to their plans and preparations for the Vinnies Community Sleepout, emphasising the importance of empathy, solidarity, and action in addressing homelessness in their community. Provide ongoing support and guidance as they continue their fundraising efforts and prepare for the event.