Unit Overview

This unit addresses foundational concepts in the study of Christian Morality. Students will examine the Ten Commandments as the basis of the covenant or agreement between God and God’s people and as the foundation of Christian moral teaching. The Ten Commandments express the fundamental duties of an individual towards God and neighbour and are the basis of our present day law. Students will also explore the Beatitudes as they present a vision for life that is radically different from the vision held by many people, both in Jesus’ time and today. In contemporary society, Jesus’ definition of happiness or ‘blessedness’ is countercultural as living the Beatitudes brings meaning to our moral choices. The Beatitudes are our vocation as Christians, as true blessedness or happiness is only partially experienced in this life but experienced perfectly in heaven.

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Enduring Understanding

Christian morality is grounded in God’s plan for humanity and fully revealed in the life and teachings of Jesus Christ.

Objectives

A student will

  • be aware of their personal responsibility for moral decision-making; recognise that moral decision-making can be both complex and demanding; accept the need to work with compassion for justice in the world; believe in their own potential to effect change
  • develop knowledge and understanding of Catholic moral teaching, its relationship to moral issues and place in personal decision-making, including its call to work for justice in the world
  • research into and reflect on Catholic moral teaching; develop the ability to make responsible moral decisions; apply the principles of justice and compassion in their lives

Outcomes

A student

  • explains how the Ten Commandments and the Beatitudes guide the Christian life. (RECKE9)
  • interprets the call of the Beatitudes and applies this to a range of life situations. (RECSE9)
  • recognises that God alone is the source of true happiness and fulfilment. (RECVE9)

Essential Questions

  1. Why were the Ten Commandments relevant to Jesus?
  2. How do the Beatitudes exemplify what it means to be a follower of Christ?
  3. How do the Beatitudes challenge the Christian community today?

Learning Focus & Statements of Learning

  • Students develop their understanding of the Ten Commandments by
    • exploring the concept of the ‘law’
    • examining their context, content and emphasis
    • considering the place of the ‘Decalogue’ in Jesus’ own teachings
    • exploring Exodus 20 – The Ten Commandments
  • Students will develop their understanding of the Beatitudes by
    • analysing both Scriptural versions.
    • identifying the values, attitudes and attributes which they promote.
    • considering them within the wider context of Jesus’ teaching.
    • exploring Luke 6:20-26 & Matthew 5:3-10 – The Beatitudes
  • Students will recognise and value the ‘spirit’ of the Beatitudes and their centrality to Christian discipleship by
    • considering their counter-cultural nature.
    • applying them to a variety of life situations
    • reflecting on how God desires and enables our happiness and fulfilment.
    • exploring Luke 1: 46-56 The Magnificat.

Learning Focus 1: Exodus 20 – The ten Commandments
Learning Focus 2: Luke 6:20-26 & Matthew 5:3-10
Make Links to E7 and E8 Scripture – Matthew 7:12, the Golden Rule and Matthew 22: 34-40 the Great Commandment
Learning Focus 3:Luke 1:46-56 – The Magnificat

CCC 2052-2082 Part Three Life in Christ
CCC 2052- 2055 “Teacher what must I do?”

Section Two: The Ten Commandments:

CCC  2084-2141 The First Commandment
CCC  2142-2167 The Second Commandment
CCC 2168-2195 The Third Commandment
CCC 2168-2195 The Fourth Commandment
CCC 2258-2330 The Fifth Commandment
CCC 2331-2400 The Sixth Commandment
CCC 2401-2463 The Seventh Commandment
CCC 2464-2513 The Eighth Commandment
CCC 2514-2533 The Ninth Commandment
CCC 2514-2533 The Tenth Commandment

Year 9 TKWL Chapter 12
12.1 – The Ten Commandments. Pages 242-251
12.2 The Beatitudes, pages 252-260.


3.5 The Book of Revelation

Year 7 TKWL Chapter 5
5.1 : Marisa’s Story, pp 41-42
5.2: Covenant and Abraham, pp  43-46
5.3: The Story of Joseph, pp 46-47

Year 7 TKWL Chapter 12
12.1 The Structure of the Celebration of the Eucharist;
12.2 Introductory Rites;
12.3 Liturgy of the Word;
12.4 Liturgy of the Eucharist, pp 128-134;
12.5 Symbols Used During the Celebration of the Eucharist, p137

Year 9 TKWL Glossary: 
pp 204-209

We Gather…as a community and prepare to hear the Word of God

Opening Prayer:

In the name of the Father and the Son and the Holy Spirit.

ALL: Jesus Christ is the same yesterday, today and forever.

Prayer Leader: As we recognise God’s presence among us, let us empty our minds of today’s problems and concerns, and open our hearts to the experience and grace of this gathering in God’s name. Amen

We Listen
to the Word of God as it is proclaimed because Scripture is the heart of a liturgical celebration.

Gospel Reading: A reading from the Holy Gospel according to Luke (1:46-56) or view Mary’s Song of Praise

Psalm 106:1b-2, 3-4a, 4b-5

Give thanks to the Lord, for he is good, for his kindness endures forever.

Who can tell the mighty deeds of the Lord, or proclaim all his praises. All: Happy are those who observe justice, who are righteous at all times.

Blessed are they who observe what is right, who always do what is just.

Remember us, O Lord, as you favour your people. All: Happy are those who observe justice, who are righteous at all times.

Visit me with your saving help, that I may see the prosperity of your chosen ones,

rejoice in the joy of your people, and glory with your inheritance. All: Happy are those who observe justice, who are righteous at all times.

We Respond
with a ritual action such as a reflection on the Word, Prayers of the Faithful, Powerpoint, a ritual action and/or singing.

‘The Magnificat’ by Steve Angrisano or Stephen Kirk

Reflection:

READER 1: My soul magnifies the Lord, and my spirit rejoices in God my Savior.

Does my very being, my very presence preach the goodness of God?  (pause) Holy Mary…

ALL: Mother of God, pray for us sinners, now and at the hour of our death.

READER 2: For he has looked with favour on the lowliness of his servant. Surely, from now on all generations will call me blessed.

Who have we looked down upon because of their particular spirituality, lifestyle, political party, educational background, or economic wealth or poverty? (pause) Holy Mary… ALL: Mother of God, pray for us sinners, now and at the hour of our death.

READER 1: For the Mighty One has done great things for me, and holy is his name.

When have we taken credit for what we have not done? (pause) Holy Mary… ALL: Mother of God, pray for us sinners, now and at the hour of our death.

READER 2: His mercy is for those who fear him from generation to generation.

Have we lost our sense of fear, awe, and reverence that nothing ever moves us at our core? (pause) Holy Mary… ALL: Mother of God, pray for us sinners, now and at the hour of our death.

READER 1: He has shown strength with his arm; he has scattered the proud in the thoughts of their hearts.

Have we used our own power, status, education, or religion to put others down, even in the silence of our hearts? (pause) Holy Mary… ALL: Mother of God, pray for us sinners, now and at the hour of our death.

READER 2: He has brought down the powerful from their thrones, and lifted up the lowly.

Have we been afraid to be prophetic and revolutionary even at the cost of our own comfort? (pause) Holy Mary… ALL: Mother of God, pray for us sinners, now and at the hour of our death.

READER 1: He has filled the hungry with good things, and sent the rich away empty.

Who have we sent away empty, without our acknowledgment, thanks, care, or gratitude? (pause) Holy Mary… ALL: Mother of God, pray for us sinners, now and at the hour of our death.

READER 2: He has helped Israel his servant, in remembrance of his mercy, according to the promise he made to our ancestors, to Abraham and to his descendants forever.

Have we refused to give help and mercy? Have we broken our promises? Will we leave this world a more merciful, just, and beautiful place for our descendants? (pause) Holy Mary… ALL: Mother of God, pray for us sinners, now and at the hour of our death.                                                             Adapted from : http://dsjliturgy.blogspot.com.au/2006/11/advent-penitential-prayer-service.html

Universal Prayer:

Prayer Leader: Mary was faithful to God in all things. We seek such faith for the world as we pray:  ALL: My Spirit rejoices in God my Saviour.

For the Church to always be a model of humility by renouncing power and prestige, we pray… ALL: My Spirit rejoices in God my Saviour.

For governments to act with righteousness, we pray… ALL: My Spirit rejoices in God my Saviour.

For the lowly and underprivileged, that their voices may be heard, we pray… ALL: My Spirit rejoices in God my Saviour.

For all our mothers, living and deceased, that they may be blessed as they have blessed us, we pray… ALL: My Spirit rejoices in God my Saviour.

For the dead and for all those who faithfully wait beside those who are dying, we pray… ALL: My Spirit rejoices in God my Saviour.

We Go Forth
into the world to do what we proclaim and to give witness to the fact that we are disciples and followers of Christ. Use a final prayer, a blessing, a song or hymn.

Concluding Prayer:

Mother of Jesus and Mother of God, teach us something of your quiet peacefulness and childlike confidence in your Son. Help us to trust Him and to believe in Him as you did. Help us never to worry or be sad but always rejoice like you, in God, your Saviour and ours, your beloved Son and our dearest Lord. Amen. Adapted from : http://www.catholicculture.org/culture/library/view.cfm?id=7340

Blessing: All make the sign of the cross and say:

May God bless us and keep us. (+) Amen. May God smile upon us and be gracious to us. Amen. May God look upon us kindly and give us peace. Amen.
Useful links

‘The Magnificat’ by Steve Angrisano or Stephen Kirk
Mary’s Song of Praise

Australian Curriculum

Cross Curriculum Priorities

The General Capabilities

 

Aboriginal and Torres Strait Islander histories and cultures http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-ahc.gif

Critical and creative thinking   http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-cct-1.gif

 

Asia and Australia’s engagement with Asia  

Ethical understanding   http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-eu.gif

 

Sustainability  http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-se.gif

Information and communication technology capability   http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-ict.gif

Other important learning identified by the NSW Educational Standards Authority (NESA):

Intercultural understanding   http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-iu.gif

 

Civics and citizenship http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-cc.gif

Literacy   http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-l.gif

Difference and diversity http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-dd.gif

Numeracy   http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-n.gif

 

Work and enterprise http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-we.gif

Personal and social capability   http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-psc.gif

Life Skills

Religious Education for students studying a Life Skills program is developed from the unit outcomes, resulting in the Learning Focus and Statements of Learning. Students may demonstrate achievement of these learning statements independently or with support designed to meet the needs of the student. Such support may include:

  • the provision of extra time to complete tasks
  • physical and/or verbal assistance from others
  • the provision of technological support
  • the assistance of a scribe
  • participating in a group task
  • providing verbal or artistic responses along with written ones.

A student

  • identifies characteristics of Christian discipleship and describes how to live the values and attitudes expressed in the Beatitudes. (LRECKSE9)

A student studying a Life Skills program will be able to:

  • develop their understanding of the Ten Commandments
    • revisit the story of the Ten Commandments and why they are important to live a good life.
    • identify how to live out the values and attitudes that Jesus gives us in the Beatitudes.
    • describe what it means to be a Christian disciple.

Why were the Ten Commandments relevant to Jesus?
What rules do we need to follow to live a good Christian life?

LS9E 1.1 Laws and the Ten Commandments

  1. Students view: Why people have laws on Youtube (6.52 min)
  2. Students respond to the Youtube clip using questions such as:
    Why did the 3 characters decide to live somewhere else?
    What happened when the 3 characters tried to live without laws?
    What decision did they make at the end of the story?
  3. Students view The Ten Commandments (7/10) Movie CLIP – Moses Presents the Ten Commandments (1956) HD on Youtube (2.38min)
  4. Students view a list of the Ten Commandments and/or read Exodus 20:1-17
  5. Write a sentence to answer each of the following questions:
    Why did God give these laws to Moses and the people of Israel? 
    What do you think would happen if everyone followed these laws

LS9E 1.2 The Beatitudes in The Gospel of Matthew

  1. Students read  Matthew 5:3-11and/or view https://www.youtube.com/watch?v=rmnyQtQ4vXs                    
  2. Teacher to develop a series of questions adapted from The Beatitudes Discussion Questions
    What does “blessed” mean? [Happy]
    Ask the students to share their definitions of “happiness.”
    What makes you happy?
    What kind of happiness do you think Jesus was talking about? or go to https://ministry-to-children.com/beatitudes-lesson-one/.
  3. Students create a list of ‘Attitudes’ and ‘Values’ that comes from the Beatitudes.

LS9E 1.3 Mary’s example of being a Christian Disciple

  1. Students view Mary Did You Know video clip (4 minutes)

  2. Students define the term ‘disciple’ and identify the ways in which Mary was a disciple.
  3. Students look at one of the discipleship characteristics that Mary had such as: Disciples of Jesus stand with people who are poor and people who are treated unfairly. (Luke 1:46-56) Mary’s Magnificat anticipated her Son’s message that God stands with people who are poor and people who are oppressed, throughout the ages.Use Mary as a Disciple.
  4. Students identify how they might act like Mary in their own life. For example, how do they stand with those who are poor and not treated well

TKWL Year 9: Chapter 12: The Ten Commandments and Beatitudes

Exodus 20:1-17
Matthew 5:3-11

Supporting Documents

Learning Experience 1

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Learning Experience 2

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Learning Experience 3

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