HRE 10 Scripture PPT PDF

Assessment Vocabulary Reminders Analyze – to break down a concept into its smaller parts and then examine each part Apply – to put an idea or concept to practical use (usually in a new or different context) Assess – to weigh out and judge based on criteria Compare – toe determine the similarities an...

Assessment Vocabulary Reminders Analyze – to break down a concept into its smaller parts and then examine each part Apply – to put an idea or concept to practical use (usually in a new or different context) Assess – to weigh out and judge based on criteria Compare – toe determine the similarities and differences of 2+ things Connect – to bring 2 or more ideas or concepts together to establish a link (or relationship) between them Create – to bring something into existence; to originate or cause; Critique – to judge something objectively, based on strengths and weaknesses Evaluate – to judge something based on its value in a given area Examine – to inspect a concept or idea with precision and (often) detail Explain – to make an idea or concept clear or more precise Identify – to establish what something (someone) is Infer – to read between the lines to determine an indirectly suggested meaning Interpret – to explain the meaning of something that is not as simple, clear or linear as it might appear. Justify – to provide a logical reason or proof to support an idea, belief, etc. Reflect – to think purposefully or deeply about the process of something or about something done in the past; often has a personal element to it; Summarize – to retell an idea or event in your own (shortened) words Think Critically – to think in light of criteria, context, and background knowledge, often for the purpose of problem-solving, reasoning, or creating 1 S c r p t u r e 2 Scripture 3 *Introduce Ongoing Group Unit Problem* 4 Introduction to Scripture Basic Facts and Foundation for the Bible 5  Learning Goals By the end of this lesson, I will be able to… …explain Sacred Scripture as God’s Self-Revelation …recognize that the bible is divinely inspired …identify the Bible as not one book but as a series of books …identify the canon of Sacred Scripture as defined by the Catholic Church as 27 books in the New Testament and 46 books in the Old Testament …demonstrate an understanding the relationship between Scripture and Divine Revelation 6  Going into This Lesson… Take a moment to review this lesson’s goals (topics) and you Knowledge Inventory so you have an idea of what you need to focus on for this lesson Background Knowledge – do I already know something about this topic? If so, what do I know? Theme Connections – how might what I know (background knowledge) and/or what we’re going to learn connect to broader themes from this unit? Unit Task Connections – how might what we’re going to learn connect to the Unit Problem or Unit Assessment? 7  The Bible is the most popular ‘selling’ book in the world, but is mostly given away free​ We refer to the stories in the Bible as Scripture (Scripture The Bible means ‘sacred text’)​​ It is a book that reveals the origin, mission, and destiny of humanity.​ 8  Bible Overview 9  The Bible isn’t simply a collection of stories, miracles, laws and commandments The Bible is a written record of religious interpretation of the history of the Jewish people, of which Jesus was a descendent In the Bible, God gradually lets His people know who He is 10 The Bible by the Numbers 11  The Bible by the Numbers It consists of 73 Books. 12  The Bible by the Numbers It consists of 73 Books. It has 2 sections: the Old Testament (OT) and the New Testament (NT) 13  The Bible by the Numbers It consists of 73 Books. It has 2 sections: the Old Testament (OT) and the New Testament (NT) The Old Testament has 46 books 14  The Bible by the Numbers It consists of 73 Books. It has 2 sections: the Old Testament (OT) and the New Testament (NT) The Old Testament has 46 books The New Testament has 27 books 73 -46 27 15  The Bible by the Numbers It consists of 73 Books. It has 2 sections: the Old Testament (OT) and the New Testament (NT) The Old Testament has 46 books The New Testament has 27 books About 40 different authors/writers​ 16  The Bible by the Numbers It consists of 73 Books. It has 2 sections: the Old Testament (OT) and the New Testament (NT) The Old Testament has 46 books The New Testament has 27 books About 40 different authors/writers​ The Bible covers thousands of years of history, following God’s relationship with the Chosen Ones 17 Far-Reaching Impact of the Bible Regardless of whether you have read the Bible every day of your life, or you’ve never opened a Bible before, your life has been impacted by the Bible Many of the laws that you obey come from the Bible (either directly or indirectly) Many of the moral beliefs you may hold can be found in the Bible or have their origins in the Bible (ex. Importance of forgiveness and unconditional love) NOTE: Although some of these ideas may have been expressed by various individuals before Christianity, they took hold in society because they are so revered in Christianity Let’s learn more about this holy book that has impacted your life 18 Bible BASICS: Q&A What is a ‘Bible’? The word “Bible” comes from the Greek word “ta biblia.”: Holy Books​. It refers specifically to the Christian holy book AND the Jewish holy book The Jewish and Christian versions of the Bible are very similar, but there are a number of important differences between them 19 Bible BASICS: Q&A Who wrote the Bible? Many different people under the inspiration of the Holy Spirit. Many different books in the Bible, all written at different times, for a different audience, in a different language, in different places (from about 900 BC – 100 BCE). 20 Bible BASICS: Q&A What does divine inspiration mean? The Bible was written by divine inspiration. The word ‘divine’ suggests being God-oriented. When we say the Bible was divinely-inspired, this means that the writers did not receive God’s Word by way of dictation, rather, they were inspired by the Holy Spirit. All books are considered to be the Word of God. 21 Bible BASICS: Q&A What does divine revelation mean? Divine refers to God/god-like The root word of revelation is reveal Divine revelation is the act of God revealing Himself to humans The only way finite human beings could have true knowledge of an infinite God is if God reveals Himself to us. We can’t study/reason our way to God; we need God to come to us. Thus, God, reveals Himself to humans through sacred scripture (the Bible) 22 Bible BASICS: Q&A Did one person write the Bible? The books of the Bible were written by many different authors using many different types of literature and having different reading audiences in mind. These writers expressed themselves in their own language, according to their intellectual ability, in accordance with their customs and culture. 23 Bible BASICS: Q&A If the Bible has many authors, then can it even be considered a book? The Bible may be viewed more as a library than a single book, due to the fact that it has many authors who were writing to many audiences during many different time periods in many different places. 24 How to Look Up a Bible Passage TASK – Identify: Identify the steps for looking up a passage in the Bible. 25  Post-Lesson Questions As we end each lesson it is important to reflect on what you’ve learned and what question(s) you now have (based on what we’ve learned). So, I will not be asking students IF you have questions, instead I will ask WHICH question(s) you have. It is your job to have at least one question about a concept we’ve learned. HINT: Use your question-asking strategies from the Research &Inquiry unit to help you shape your question(s). What kind of question will you ask? If you’re not sure about a concept we learned you need to ask a clarifying question If you have a solid understanding of a concept but you’re unsure of how it relates to another concept or to a bigger theme you need to ask a connecting/application question If you feel confident in your ability to understand and connect a concept you should ask a curiosity question →Example question: “In this lesson I learned that throughout the Bible God gradually lets His people know who He is. How does the Bible reveal more about Himself as the Bible progresses? What do we learn about God?” TASK: So – after the lesson that reminded us about the Introduction to the 26 Bible - WHICH question(s) do you have? Unit Task – Analyze Scripture After the corresponding lesson in the Scripture unit, groups will complete the task (below) on The group’s answer their group’s board/chart paper. and/or brainstorming should be numbered INTRODUCTION TO SCRIPTURE: 1). Look up the with the Bible Passage. corresponding TASK – Identify: Is it from the New Testament or question number the Old Testament? Explain how you know? from here. TASK – Infer: What is the role of divine revelation in this passage? 27 Interpreting the Bible: Literal vs. Contextual Interpreting and Understanding the Bible 28  Learning Goals By the end of this lesson, I will be able to… …identify the different ways of interpreting the Bible: contextual vs. literal …recognize that different denominations of Christianity interpret the Bible in different ways …explain what it means to interpret the Bible literally …explain what it means to interpret the Bible contextually …explain that Catholics interpret the Bible both literally contextually 29  Going into This Lesson… Take a moment to review this lesson’s goals (topics) and you Knowledge Inventory so you have an idea of what you need to focus on for this lesson Background Knowledge – do I already know something about this topic? If so, what do I know? Theme Connections – how might what I know (background knowledge) and/or what we’re going to learn connect to broader themes from this unit? Unit Task Connections – how might what we’re going to learn connect to the Unit Problem or Unit Assessment? 30 Setting the Stage: Imagine people from thousands of years in the future looking back to read one of our websites, or social media feeds etc.​ On it, they might find news stories, sports, recipes, rants, and advertisements, among other things.​ TASK - ASSESS: Using a number line from 1 to 10, how confusing would it be to interpret our websites or social media, given that their norms (thousands of years from now) will be VERY different than ours? 1=not at all confusing 10=very confusing 31  For people of the future, it may be very difficult to accurately interpret the meaning of many phrases found in our media TASK - INTERPRET: What does it mean to speak literally? Do we always speak literally? Use the following diary entry to help you answer the questions above…. 32 TASK - Identify: How many examples of non-literal language can you find? Dear Diary… We went to the Toronto Blue Jays game on Saturday. There must have been at least a million people there! The Jays absolutely slaughtered the other team, beating them 10-1! Afterward, we stopped at a street vendor. I was starving - I must have eaten, like, 10 hotdogs while we were there. Both my and Danny’s cell phones lost their batteries and they were dead. So after we ate, we had to walk, like, 100 kilometers to the nearest phone booth so we could call Danny’s dad to pick us up. When Danny’s dad arrived it was raining cats and dogs, so it took forever for us to drive back since the rain meant having to drive slowly. It also didn’t help that the Gardiner expressway was a complete parking lot! By the time I got home, I was almost 2 hours late - mom lost her mind! She grounded me for a week for not calling them sooner. I still had fun today. 33 How to Read and Understand the Bible Writers wrote to people in their own time and culture.​ Back then, the writer and reader shared the same perspective/mental picture - a picture that may be quite different to today’s readers.​ In order for us to best understand what the Bible meant, we have to take into consideration the perspective/mental picture that people of the time period may have had 34  Sometimes the most effective way to determine something’s meaning isn’t to look up it’s definition. Instead, a lasting way to understand a concept is to look at images that demonstrate (or do not demonstrate) it’s meaning, and build an understanding based on that. We will distinguish between a literalist approach to understanding the Bible and a contextualist approach to interpreting the Bible. TASK - ASSESS: On the next slide, which image is the ‘literal’ and which is the ‘contextual’? 35 Literalist? Contextualist? 36 Literalist? Contextualist? 37 Literalist? Contextualist? 38 Literalist? Contextualist? 39 Literalist “Interpretation” Those who read and understand Bible passages word-for-word, based on the actual words in their original meaning. Believe the Bible is – literally - without error. Ex. Jesus said: “Call no one on earth your father; you have but one Father in heaven.” (Mt. 23: 9) A literalist would say that calling priests or your male parent Father is wrong. 40 Contextualist Interpretation Understands the words in the Bible in the broad context in which they were written. A contextualist approach is influenced by the following: - culture of author - author’s audience - geography of land - language used - issues of the times - author’s style of writing - author’s purpose Ex. Jesus said: “Call no one on earth your father; you have but one Father in heaven.” (Mt. 23: 9) →A contextualist would say that only God is God and that you shouldn’t believe in idols (ex. Money, celebrities, etc.) before God 41  Literal vs. Contextual “It’s raining cats and dogs” Literal? Contextual? Literal – there are dogs and cats falling from the sky Contextual – it’s raining super hard A stunningly accurate portrayal of the expression Mrs. McGee makes when it’s raining cats and dogs 42 Identify the Intended Meaning TASK - INFER: Read the following sentences. Read between the lines to determine the contextual or intended meaning of each sentence. 1). You hit the nail on the head. 2). She cried a bucket of tears. 3). He’s got bigger fish to fry. 4). You can’t just cut corners on your Culminating. 5). I can’t just be there to pick you up at the drop of a hat.​ 6). 7). Ms. McGee needs to cut to the chase when she tells her stories. 7). I can’t believe Ms. McGee caught you wearing your illegal hoodie and let you off the hook. 8). This won’t work. Unfortunately, he’ll need to go back to the drawing board. 43  Literal vs. Contextual TASK – IDENTIFY: Complete the Yes/No chart by identifying how you’d know if a theologian was understanding something literally or contextually… Which phrase would a literalist use? Which phrase would a contextualist use? “…because the words say…” “…because at the time that this was written, the author…” “…because these words mean that…” “…because in the culture of that time period…” 44 Literal vs. Contextual? Literal Contextual 45 Literal vs. Contextual? Literal Contextual “…because at the time that this “…because the words say…” was written, the author…” “…because these words mean “…because in the culture of that that…” time period…” 46 Now You Try… TASK - EXAMINE: Look up the following passages in the Bible. For each, examine what both a Literalist and a Contextualist would interpret to be the meanings. 1). Leviticus 20:9 2). Genesis 7:6 47  “All who curse father or mother shall be put to death; having cursed father or mother, their blood is upon them.” →Literalist understanding? Leviticus 20:9 →Contextualist interpretation? 48  “Noah was six hundred years old when the flood of waters came on the earth.” →Literalist understanding? Genesis 7:6 →Contextualist interpretation? 49  There are many ‘groups’ within Christianity. These different groups are called ‘denominations’. Denominations of Christianity include: Catholics, Anglicans, United, Presbyterians, Pentecostal, Baptists, Lutherans, Fundamentals, etc. Different denominations of Christianity interpret the Bible in different ways. Fundamentalists, for example, tend to interpret the Bible literally. The reason why all denominations of Christianity have (basically) the same Bible, but believe so differently from each other is – in part – due to the differences of how each group interprets biblical Scripture. 50 Literal or Contextual? Both! As Catholics we believe in both Literal and Contextual approach: we recognize that with the Bible we often have to “interpret” some passages to understand what the true/intended message of the author was. However, the Literal approach informs our Contextual approach If you don’t know the Literal understanding of a Bible passage, how can you make sense of whether you need to understand it literally or contextually? 51 Interpreting the Bible “Truly I tell you, today you will go to heaven.” “Truly I tell you today, you will go to heaven.” The placement of a single comma is the difference between how Catholic Christians and Protestant Christians interpret the Bible to determine their respective understanding of the afterlife… 52 Interpreting the Bible (Cont’d) “Truly I tell you, I’m telling you that you’re going to heaven today today you will (Protestants do not believe in purgatory upon go to heaven.” death) “Truly I tell you Today I’m telling you that (at some point) you will today, you will go to heaven (Catholics believe in purgatory upon death) go to heaven.” 53  Interpreting the Bible can be very difficult, since the Bible can be interpreted in different ways, thanks to the variety of literary forms available to help us make sense of it. It’s not enough that the Bible was written in a different language and a different time period with different cultural norms and references. The Bible ALSO had to be written using different literary forms. It’s no wonder that the Bible is such a difficult read. Luckily, what we will learn about literary forms can help us to make more sense of what we read in the Bible…. 54  Post-Lesson Questions As we end each lesson it is important to reflect on what you’ve learned and what question(s) you now have (based on what we’ve learned). So, I will not be asking students IF you have questions, instead I will ask WHICH question(s) you have. It is your job to have at least one question about a concept we’ve learned. HINT: Use your question-asking strategies from the Research &Inquiry unit to help you shape your question(s). What kind of question will you ask? If you’re not sure about a concept we learned you need to ask a clarifying question If you have a solid understanding of a concept but you’re unsure of how it relates to another concept or to a bigger theme you need to ask a connecting/application question If you feel confident in your ability to understand and connect a concept you should ask a curiosity question →Example question: “In this lesson I learned that throughout the Bible God gradually lets His people know who He is. How does the Bible reveal more about Himself as the Bible progresses? What do we learn about God?” TASK: So – after the lesson that taught us about literal and contextual 55 interpretations - WHICH question(s) do you have? Unit Task – Analyze Scripture After the corresponding lesson in the Scripture unit, groups will complete the task (below) on The group’s answer their group’s board/chart paper. and/or brainstorming Literal vs Contextual Approach to should be numbered Interpretation: 2). Review verse/passage. with the TASK – Assess: Determine whether the passage corresponding should primarily be understood literally or question number contextually. Explain how you know by defining from here. the concepts and connecting the relevant concept(s) directly to the relevant word(s) of the passage that helped you to determine if it’s meaning is literal or contextual. 56 Literary Forms Literary Forms in the Bible 57  Learning Goals By the end of this lesson, I will be able to… …identify the forms of literature present in the Bible …explore and explain each of the forms of literature present in the Bible …explain how the different forms of literature in the bible lead to different interpretations and understanding of scripture …identify, define and explain the various types of literature found in Scripture...examine how the varying forms of literature connect with the notion of Truth in 58 scripture  Going into This Lesson… Take a moment to review this lesson’s goals (topics) and you Knowledge Inventory so you have an idea of what you need to focus on for this lesson Background Knowledge – do I already know something about this topic? If so, what do I know? Theme Connections – how might what I know (background knowledge) and/or what we’re going to learn connect to broader themes from this unit? Unit Task Connections – how might what we’re going to learn connect to the Unit Problem or Unit Assessment? 59 Think About It If your English teacher asked you to write a comprehensive, expository paragraph, where would you write it? Instagram/Tik Tok post Google Doc/Word Doc Google Slides/Microsoft Powerpoint Canva Infographic Google Sites/Wix 60  Most people would construct a comprehensive, expository paragraph in some kind of document. A document is the form/format that makes the most sense when constructing a paragraph that has multiple points, as an expository paragraph does. →We use different forms/formats to communicate different things. →Different forms/formats of media can be more (or less) appropriate to get across what we’re trying to convey 61 Literary Styles in the Bible 62 What are Literary Forms? Literary forms are types of writing or speech used to communicate via various means Literary forms are part of our daily experience.​ Most of us can open up our Netflix or Youtube and quickly determine whether a show, movie or video will provide us with historical facts (Documentary), or stories that are true-to-life but not historical (Sitcoms, Drama, etc.).​ The Bible covers the whole spectrum of forms familiar to us, plus a few that are unique to the culture of the people who lived in biblical times.​ 63  1). Myths A traditional story focusing on the acts of gods or heroes, often in explanation of some mysteries of life or ways of a particular culture. The subjects of myths are typically cosmological events (e.g. creation of the universe) or prehistoric event (e.g. the creation of humans, the first murder). TASK – CONNECT: Are myths primarily narrative, poetry or prose? 64 2). List A series of names, events, or words, usually in a set order. i.e. Jesus’ genealogy at the beginning of Matthew is a list of names. TASK – CONNECT: Are lists primarily narrative, poetry or prose? 65  A prediction made under divine influence and direction, to tell of future events or to warn people about the consequences of their actions. i.e. In the Bible the main books of prophecy are the Major and Minor Prophets and the book of Revelations. 3). Prophecy TASK – CONNECT: Are prophecies primarily narrative, poetry or prose? 66 4). Laws Rules telling us how to behave i.e. The Pentateuch (first five books of the Bible) contains 600+ commandments/laws. In Matthew 5, Jesus issues new commandments/laws in the form of the Beatitudes. TASK – CONNECT: Are laws primarily narrative, poetry or prose? 67 5). Sermon A speech of a serious or solemn kind, often based on a passage from the Bible. Sermons are made to large audiences and contain advice on how to live. Jesus and Moses were noted for delivering sermons. TASK – CONNECT: Are speeches primarily narrative, poetry or prose? 68 6). History A record or account of past events. TASK – CONNECT: Are histories primarily narrative, poetry or prose? 69 7). Letters A written message, sometimes of a personal nature and addressed to someone or to some group. They often begin with “Dear So and So” or “To So and So.” “Epistles” is a fancy word for letters i.e. The Epistles of Paul in the New Testament​ TASK – CONNECT: Are letters primarily narrative, poetry or prose? 70 8). Psalms A sacred song or poem​ i.e. The Book of Psalms TASK – CONNECT: Are psalms primarily narrative, poetry or prose? 71  9). Parable A story which serves to teach a lesson or provide insights into human nature, qualities about God, the Kingdom of God, and how we ought to behave.​ i.e. Jesus used parables regularly TASK – CONNECT: Are myths primarily narrative, poetry or prose? 72  Identify the Literary Form TASK - Identify: In the space provided, identify the Literary Form 1). You should bring to class: two folders, three pens, two notebooks, a textbook and a ruler 2). Thomas Jefferson , third president of the United States, was also an architect and inventor 3). The World will end tonight when the clock strikes twelve 4). Dear Joseph, I’m sorry I can’t be with you right now but I thought I would write to you to let you know I am thinking about you. Love, Kathy 5). My friends, hear the word of God and repent! Wash your hands clean in the blood of Jesus and confess him as your savor. Turn away from your sinful lives. Be healed! 73 Significance of TASK – EVALUATE: To what degree does knowing/understanding a biblical passage’s literary form or literary style help us to fully understand the Literary Forms passage? 1=does not help us to fully understand and Styles 10=very much helps us to fully understand 74  Post-Lesson Questions As we end each lesson it is important to reflect on what you’ve learned and what question(s) you now have (based on what we’ve learned). So, I will not be asking students IF you have questions, instead I will ask WHICH question(s) you have. It is your job to have at least one question about a concept we’ve learned. HINT: Use your question-asking strategies from the Research &Inquiry unit to help you shape your question(s). What kind of question will you ask? If you’re not sure about a concept we learned you need to ask a clarifying question If you have a solid understanding of a concept but you’re unsure of how it relates to another concept or to a bigger theme you need to ask a connecting/application question If you feel confident in your ability to understand and connect a concept you should ask a curiosity question →Example question: “In this lesson I learned that throughout the Bible God gradually lets His people know who He is. How does the Bible reveal more about Himself as the Bible progresses? What do we learn about God?” TASK: So – after the lesson that taught us about Literary Forms and Literary 75 Styles- WHICH question(s) do you have? Unit Task – Analyze Scripture After the corresponding lesson in the Scripture unit, groups will complete the task (below) on The group’s answer their group’s board/chart paper. and/or brainstorming LITERARY FORMS AND LITERARY STYLES: 3). should be numbered Review verse/passage. with the TASK – Assess: Determine which literary form corresponding and literary style that the passage is written in. question number Explain how you know by defining the concepts from here. and connecting the relevant concept(s) directly to the relevant word(s) of the passage that helped you to determine its literary form and style. 76 Rapid Write TASK - IDENTIFY: You will have 60 seconds to write down every word or short phrase you associate with the following word: TRUTH 77 Types of Truth 78 Learning Goals By the end of this lesson, I will be able to… …distinguish between the linear and multi-faceted definitions of truth …identify the different types of truth …recognize how different types of truth connect with literary forms 79  Going into This Lesson… Take a moment to review this lesson’s goals (topics) and you Knowledge Inventory so you have an idea of what you need to focus on for this lesson Background Knowledge – do I already know something about this topic? If so, what do I know? Theme Connections – how might what I know (background knowledge) and/or what we’re going to learn connect to broader themes from this unit? Unit Task Connections – how might what we’re going to learn connect to the Unit Problem or Unit Assessment? 80 How to Define Truth Sometimes the best way to learn a concept isn’t to look at it’s definition, but to look at certain words and evaluate how they apply to what we already know/think we know about a concept. TASK - EVALUATE: On a scale of 1 to 10, how would you relate each of these words as they relate to truth? →1=never relates to truth →10=always relates to truth Accurate Reliable Relevant Belief Experience Objective Subjective 81  View the following video ‘Ways to Read the Bible’ with Fr. Mike Schmitz TASK – INTERPRET: “Everything in the Bible is true…but it’s not always the same Ways to Read kind of truth.” What does Fr. Mike mean when he says this? TASK – ASSESS: On a scale of 1-10, to what degree does Fr. Mike’s geometry/ the Bible poetry analogy help you to understand the idea of truth? 1=it does not help me to understand at all 10=it helps me to understand a LOT TASK – INFER: What is the message of this video? 82 83  Answer the questions based on following video ‘Ways to Read the Bible’ with Fr. Mike Schmitz TASK – INTERPRET: “Everything in the Bible is true…but it’s not always the same Ways to Read kind of truth.” What does Fr. Mike mean when he says this? the Bible TASK – ASSESS: On a scale of 1-10, to what degree does Fr. Mike’s geometry/ poetry analogy help you to understand the idea of truth? 1=it does not help me to understand at all 10=it helps me to understand a LOT TASK – INFER: What is the message of this video? 84  From a young age we are taught to think of truth in dichotomous A Word terms: truth as black-or-white, truth as all-or-nothing. As we get older and learn more, we begin to understand that truth is very rarely as About ‘clear cut’ as the black-and-white notion of truth we originally learn about. Truth…. We will explore the 6 different types of truth and understand how they work with the black-and-white notion of truth we each 85 inherently understand. Types of Truth 1) Religious 2) Moral 3) Symbolic 4) Proverbial 5) Historical 6) Scientific 86 1). Religious Truth Truth is based on faith Truth which describes our relationship with God and one another God tries to communicate to people through their lives and prayer. 87  “For just as the body is one and has many members, and all the members of the body, though many, are one body so it is with Christ. For in the one spirit we were all baptized into one body – Jews or Greeks, Religious slaves or free – and we were all made to drink of one spirit.” Truth Example We are all children of Christ. We each have a relationship with God no matter who we are. We are all one. 88 2). Moral Truth The distinction between wrong and right; good and evil 89  Exodus 20:13 “You shall not murder.” Moral Truth The Ten Commandments are an example of Example moral truth 90 3). Symbolic Truth Much of the truth in the Bible is told through myth and symbol; we “read between the lines” to interpret these. 91  Genesis 3: 1, 4-5 Now the serpent was more crafty than any other wild animal that the LORD God had made. He said to the woman, “Did God say, “You shall not eat from any tree in the Symbolic Garden?”…But the serpent said to the woman, “you will not die; for God knows Truth that when you eat of it your eyes will be opened and you will be like God, knowing Example good and evil. The serpent is a symbol for a deadly, subtle enemy. The idea of temptation. 92 4). Proverbial Truth Sayings and phrases that are practical and often repeated They teach us to view life in a certain way. 93  Proverbs 13:1 The wise woman builds her house, but the Proverbial foolish tears it down with her own hands. Truth Example A wise women would never hurt her own household/family, but a foolish women would. 94 5). Historical Truth There is historical truth in the Bible (i.e. historical events also recorded elsewhere). 95  Matthew 2:1 “In the time of King Her’od, after Jesus was Historical born in Bethlehem of Judea, wise men from the East came to Jerusalem.” Truth King Herod was the ruler at the time Example Jesus was born in Bethlehem 96 6). Scientific Truth Scientific information from the time the Bible was written is included, however there is very little of this (consider the aim of the Bible). EX. 2+2=4 97  1 Corinthians 15:41 Scientific “There is one glory of the sun, and another glory of the moon, and another glory of the Truth stars; indeed, star differs from star in glory.” Example Every star is different. 98  This model helps us to understand the complicated notion of The 4 Truths Model ‘truth’. Here are the 4 Truths: 1). Objective Truth is what exists and can be proven in this physicality Ex. The sun moves across the sky each day. 2). Normative Truth is what we, as a group, agree is true. Ex. English speakers agreed to use the word day to name that time when the sky is lit by the sun. 3). Subjective Truth is how the individual sees or experiences the world. Ex. Today is a good day for me. 4). Complex Truth recognizes the validity of all those truths and allows you to focus on the one that is most useful at any given time. Ex. The sun is up; the day is bright. Today is a good day for Mom, so let’s take advantage of that and ask to go for ice cream. 99  TASK – INFER and APPLY: Review each of the 6 Types of Truth. Based on what you now know about each Applying the type of truth, read between the lines to determine: where does 6 Types of each Type of Truth primarily fit in the 4 Truths Model? Truth 100 How to Define Truth Let’s circle back to understanding this concept of truth. In light of what you have learned this lesson from the Fr. Mike video, the 6 Types of Truth and the 4 Truths Model… TASK: On a scale of 1 to 10, how would you relate each of these words as they relate to truth →1=never relates to truth →10=always relates to truth Accurate Reliable Relevant Belief Experience Objective Subjective 101 Applying Truth to Biblical Scriptures TASK – APPLY: Considering what we have learned in this lesson… What are 2 possible meanings of this passage? Which of the 6 Types of Truth is primarily being demonstrated in this passage? Of the 4 Truths Model, which of the 4 is best demonstrated in this passage? 102 103 Applying Truth to Biblical Scriptures TASK – APPLY: Considering what we have learned in this lesson… What are 2 possible meanings of this passage? Which of the 6 Types of Truth is primarily being demonstrated in this passage? Of the 4 Truths Model, which of the 4 is best demonstrated in this passage? 104  Post-Lesson Questions As we end each lesson it is important to reflect on what you’ve learned and what question(s) you now have (based on what we’ve learned). So, I will not be asking students IF you have questions, instead I will ask WHICH question(s) you have. It is your job to have at least one question about a concept we’ve learned. HINT: Use your question-asking strategies from the Research &Inquiry unit to help you shape your question(s). What kind of question will you ask? If you’re not sure about a concept we learned you need to ask a clarifying question If you have a solid understanding of a concept but you’re unsure of how it relates to another concept or to a bigger theme you need to ask a connecting/application question If you feel confident in your ability to understand and connect a concept you should ask a curiosity question →Example question: “In this lesson I learned that throughout the Bible God gradually lets His people know who He is. How does the Bible reveal more about Himself as the Bible progresses? What do we learn about God?” TASK: So – after the lesson that taught us about the complex idea of truth - 105 WHICH question(s) do you have? Unit Task – Analyze Scripture After the corresponding lesson in the Scripture unit, groups will complete the task (below) on The group’s answer their group’s board/chart paper. and/or brainstorming should be numbered TRUTH: 4). Review verse/passage. with the TASK – Assess: Determine which type of truth is corresponding most prominent in this passage. Explain how question number you know by defining the concepts and from here. connecting the relevant concept(s) directly to the relevant word(s) of the passage that helped you to determine the type of truth. 106  Learning Goals By the end of this lesson, I will be able to… … differentiate between a covenant and a contract …identify the key elements of the story of God’s covenantal faithfulness …outline the rights and responsibilities of each of us as a covenant people …compare and contrast the elements of covenant and contract as they pertain to the relationship humans have with God, and relationships with one another 107  Going into This Lesson… Take a moment to review this lesson’s goals (topics) and you Knowledge Inventory so you have an idea of what you need to focus on for this lesson Background Knowledge – do I already know something about this topic? If so, what do I know? Theme Connections – how might what I know (background knowledge) and/or what we’re going to learn connect to broader themes from this unit? Unit Task Connections – how might what we’re going to learn connect to the Unit Problem or Unit Assessment? 108 Could This Be Covenant? 109 Could This Be Covenant? 110 Could This Be Covenant? 111 Covenants vs. Contracts 112  Covenants vs. Contracts Covenants differ from contracts in that: They are rooted in trust (no signatures required!) They expect self-sacrifice as much as they expect self-benefit They are not specifically based on laws They are intended to be permanent 113 Distinguishing Between Covenant and Contract 114 Covenant or Contract? 115 Covenant or Contract? 116 Distinguishing Between Covenant and Contract 117 4 Characteristics of Covenant 1). A covenant is like a treaty or an alliance 2). A covenant has conditions 3). A covenant is sealed (committed to) with a ceremony, ritual, symbol, etc. 4). A covenant is celebrated with both parties present 118 Covenants and the Chosen Ones God establishes covenants with His chosen people (Hebrews/Israelites/Jews). Christians – including Catholics – are descended from this Jewish line, through Jesus (who was Jewish). 119 On A Scale of 1 to 10… 120 On A Scale of 1 to 10… If you were to replace the word ‘team’ with ‘covenant’, to what degree would this statement still be true? 1=completely untrue 2=completely true 121 Revisit the Image Based on what we’ve learned in this lesson, let’s revisit these images: TASK - EXPLAIN: could each image be a covenant? How do you know? 122 Could This Be Covenant? 123 Could This Be Covenant? 124 Could This Be Covenant? 125 Covenants: Past and Present Throughout biblical history there are many covenants that are established between God and His chosen people. Covenants, however, are not limited to biblical times. Today we engage in covenants with God. Ex.: The vows that we make in each of the 7 Sacraments can be considered a covenant that we enter into with God. 126  Post-Lesson Questions As we end each lesson it is important to reflect on what you’ve learned and what question(s) you now have (based on what we’ve learned). So, I will not be asking students IF you have questions, instead I will ask WHICH question(s) you have. It is your job to have at least one question about a concept we’ve learned. HINT: Use your question-asking strategies from the Research &Inquiry unit to help you shape your question(s). What kind of question will you ask? If you’re not sure about a concept we learned you need to ask a clarifying question If you have a solid understanding of a concept but you’re unsure of how it relates to another concept or to a bigger theme you need to ask a connecting/application question If you feel confident in your ability to understand and connect a concept you should ask a curiosity question →Example question: “In this lesson I learned that throughout the Bible God gradually lets His people know who He is. How does the Bible reveal more about Himself as the Bible progresses? What do we learn about God?” TASK: So – after the lesson that helped us to distinguish between 127 covenants and contracts - WHICH question(s) do you have? Unit Task – Analyze Scripture After the corresponding lesson in the Scripture unit, groups will complete the task (below) on The group’s answer their group’s board/chart paper. and/or brainstorming INTRODUCTION TO COVENANTS 5). Review should be numbered verse/passage. with the TASK – Assess: Determine if this passage is corresponding alluding to a covenant or a contract. Explain question number how you know by defining the concepts and from here. connecting the relevant concept(s) directly to the relevant word(s) of the passage that helped you to determine whether it was covenant/contract. 128  Learning Goals By the end of this lesson, I will be able to… …retell key biblical narratives of the various Covenants that illustrate God’s faithful covenant relationship with a chosen people and the community’s response to this relationship …determine what it means to be a people chosen by God as revealed in the Covenant narratives of the Hebrew people …demonstrate knowledge of key elements of a covenant relationship as revealed in the Covenant stories of the Bible …outline the rights and responsibilities of each of us as a covenant people as revealed in the covenant stories of the Bible …summarize the duties and obligations presented in the Sinai Covenant (the Decalogue) and the impact this has on our call to live as Catholic Christians in covenant relationships the modern world 129  Going into This Lesson… Take a moment to review this lesson’s goals (topics) and you Knowledge Inventory so you have an idea of what you need to focus on for this lesson Background Knowledge – do I already know something about this topic? If so, what do I know? Theme Connections – how might what I know (background knowledge) and/or what we’re going to learn connect to broader themes from this unit? Unit Task Connections – how might what we’re going to learn connect to the Unit Problem or Unit Assessment? 130 131 An Overview of the Covenants 132 Covenant Questions As you examine each covenant, try to determine: …who God’s covenant is with (All of humanity? The chosen ones?)? …what the actual role of covenant is (ex. ‘Covenant is needed’ ‘Covenant is established’, ‘Covenant is strengthened’, etc.)? …what the sign of the covenant is that shows commitment between God and the human(s)? …what this covenant reveals to us about who God is? 133 Edenic Covenant 134 135  10 Second Summary Adam and Eve are created in the image of God and they are chillin’ in paradise. Although they are made in God’s image, they don’t have God’s power. When God created them He told them never to eat from a specific tree. One day, a serpent convinces Eve to eat of the tree that God told them not to, suggesting that it would bring her the power that God has. Eve eats of this tree and convinces Adam to do the same. God is livid: He can’t believe that Adam and Eve would break the covenant. They become aware of their nakedness and they feel shame and pain. God is frustrated but does not give up on His covenant with humanity, giving humans more chances (that the humans keep screwing up). God is super-patient. 136 Edenic Covenant Questions Who is God’s covenant with (All of humanity? The chosen ones?)? What is the actual role of covenant (ex. ‘Covenant is needed’ ‘Covenant is established’, ‘Covenant is strengthened’, etc.)? What is the sign of the covenant that shows commitment between God and the human(s)? What does this covenant reveal to us about who God is? 137 Noahic Covenant 138 139  10 Second Summary….. God made a covenant with Noah. Noah was told to build an ark and put his family and pairs of animals on it. Noah does as instructed, building a massive ark even though he must look pretty silly to all the people of earth who have no idea that a flood is imminent. God flooded (destroyed) the earth and all of its sinfulness, saving Noah, family and animals on the ark. God promised to never destroy the earth again. 140 Noahic Covenant Questions Who is God’s covenant with (All of humanity? The chosen ones?)? What is the actual role of covenant (ex. ‘Covenant is needed’ ‘Covenant is established’, ‘Covenant is strengthened’, etc.)? What is the sign of the covenant that shows commitment between God and the human(s)? What does this covenant reveal to us about who God is? 141 Abrahamic Covenant 142 143  10 Second Summary…. Abram and Sarai are barren, which is a big deal in a society where having a large family is a necessity. God made a promise to Abram: that he will have many descendants. Abram is instructed by God to leave his home with Sarai and go to a new land. Their names are changed to Abraham and Sarah. Sarah gives birth to Isaac and is circumcised, a symbol of the covenant between God and Abraham (and – by extension – the Israelite people). 144 Abrahamic Covenant Questions Who is God’s covenant with (All of humanity? The chosen ones?)? What is the actual role of covenant (ex. ‘Covenant is needed’ ‘Covenant is established’, ‘Covenant is strengthened’, etc.)? What is the sign of the covenant that shows commitment between God and the human(s)? What does this covenant reveal to us about who God is? 145 Mosaic Covenant 146 147 148  10 Second Summary… The Israelites are enslaved in Egypt. God promised Moses that he would set the Israelites free. Moses was to mold the Israelite slaves of Egypt into a nation (the chosen ones). There are 10 plagues, the last of which involve God killing Egyptians but sparing the Israelites due to each Israelite household smearing a sacrificial lamb’s blood over the entrance of their homes, so that God would know to pass over those homes (hence, Passover). Israelites (led by Moses) escape Egypt. God strengthens the covenant with the Israelites by providing them the 10 Commandments – rules to live by - in order for the Israelites to do God’s will. 149 Mosaic Covenant Questions Who is God’s covenant with (All of humanity? The chosen ones?)? What is the actual role of covenant (ex. ‘Covenant is needed’ ‘Covenant is established’, ‘Covenant is strengthened’, etc.)? What is the sign of the covenant that shows commitment between God and the human(s)? What does this covenant reveal to us about who God is? 150  Post-Lesson Questions As we end each lesson it is important to reflect on what you’ve learned and what question(s) you now have (based on what we’ve learned). So, I will not be asking students IF you have questions, instead I will ask WHICH question(s) you have. It is your job to have at least one question about a concept we’ve learned. HINT: Use your question-asking strategies from the Research &Inquiry unit to help you shape your question(s). What kind of question will you ask? If you’re not sure about a concept we learned you need to ask a clarifying question If you have a solid understanding of a concept but you’re unsure of how it relates to another concept or to a bigger theme you need to ask a connecting/application question If you feel confident in your ability to understand and connect a concept you should ask a curiosity question →Example question: “In this lesson I learned that throughout the Bible God gradually lets His people know who He is. How does the Bible reveal more about Himself as the Bible progresses? What do we learn about God?” TASK: So – after the lesson that taught us about the main Old Testament 151 covenants - WHICH question(s) do you have? Unit Task – Analyze Scripture After the corresponding lesson in the Scripture unit, groups will complete the task (below) on The group’s answer their group’s board/chart paper. and/or brainstorming should be numbered OLD TESTAMENT COVENANTS: 6). Review with the verse/passage. corresponding TASK – Assess: Determine which covenant(s) question number this passage is most likely referring to. Explain from here. how you know. 152 Covenant Focus: Mosaic Covenant 153  Learning Goals By the end of this lesson, I will be able to… …summarize the duties and obligations presented in the Sinai Covenant …examine the impact this covenant has on our call to live as Catholic Christians in covenant relationships in the modern world …explain importance of freedom in our relationship with God … explain importance of freedom in our relationship with others … explain importance of freedom in our relationship with all of creation …analyze examples of slavery throughout history and in current culture (i.e. physical, moral, psychological, spiritual, bullying, exclusion, etc.) … identify what is needed for freedom for those who are enslaved in current culture …examine the Exodus event and identify the key elements of the story of God’s covenantal faithfulness and desire for people to be free 154  Going into This Lesson… Take a moment to review this lesson’s goals (topics) and you Knowledge Inventory so you have an idea of what you need to focus on for this lesson Background Knowledge – do I already know something about this topic? If so, what do I know? Theme Connections – how might what I know (background knowledge) and/or what we’re going to learn connect to broader themes from this unit? Unit Task Connections – how might what we’re going to learn connect to the Unit Problem or Unit Assessment? 155  How were the Israelites changed by the covenant? Changed by the 1). The Israelites become the chosen Covenant people of the covenant 2). The Israelites received a code of law (10 Commandments) 3). The Israelites had prophets as leaders (i.e. Moses) 4). The Israelites celebrated the actions and events of God (i.e. Passover) 156  The story of Moses has 3 parts: The Call The Covenant The Test 157  The Call: God called Moses to lead the Hebrews/Israelites/Jews out of slavery from Egypt (A.K.A. “the Liberation” because it results in Moses leading the people across the Reed Sea to freedom/liberation). The Covenant: It is established between God and the Hebrews/Israelites/Jews. The Hebrews/Israelites/Jews had to obey the 10 Commandments. In return, God promised to watch over them and to guide them. The Test: God let the Hebrews/Israelites/Jews wander the desert for over 40 years to see if they would be faithful and keep the 10 Commandments (spoiler alert: they don’t) 158  You will have 60 seconds to draw whatever comes to mind when you think of the word: Rapid Draw Freedom 159  Up until this point, God had had covenants with humanity and with the chosen ones (Hebrews/Israelities/Jews), but they had never figured out how to please God; how to do what was right. God bestowing them with the 10 Commandments is a MASSIVE step forward because God is literally telling the chosen ones how to please him by giving them a 10-step how-to guide. These 10 Commandments contain 3 commandments on how to treat God and 7 commandments on how to treat each other. It may have appeared that – by giving the chosen ones these 10 laws – God was taking away the freedom of his chosen ones, but God was doing the exact opposite. God wasn’t restricting the chosen ones with these commandments, he was freeing them to make their own choices, by giving them these 10 commandments as guides to help them but, ultimately, allowing them to choose for themselves 160 Freedom vs. Sin 161 Relationship Between Freedom and Sin The Catechism of the Catholic Church (1733) states, “The more one does what is good, the freer one becomes. There is no true freedom except in the service of what is good and just. The choice to disobey and do evil is an abuse of freedom and leads to "the slavery of sin.” Thus, sin can be understood as the abuse of our freedom. 162 Importance of Freedom/Free Will 163 TASK - EVALUATE: Which image/quote best demonstrates the nature of responsibility as it relates to freedom? 164 Consider This… Consider each of the following scenarios. Each one will ask you to identify what a loving, caring parent would do for their child. Once you answer, consider what that parent’s decision tells us about what they prioritize, as a parent? 165 What does this scenario tell us about our parents/guardians? 1). If an intruder came into your home and your parent(s) was (were) there, what would you expect a loving, caring parent to do? a). Nothing b). Take their first chance to escape c). Stay with you and protect you from the intruder until you can both escape together 166 What does this scenario tell us about our parents/guardians? 1). If an intruder came into your home and your parent(s) was (were) there, what would you expect a loving, caring parent to do? a). Nothing b). Take their first chance to escape c). Stay with you and protect you from the intruder until you can both escape together We expect loving, caring parents to protect us. 167 What does this scenario tell us about our parents/guardians? 2). If you were a grade 12 student and you got into a disagreement about your midterm grade with your teacher, what would you expect a loving, caring parent to do? a). Call the principal and demand the teacher be fired b). Give you recommendations on how to approach the topic with your teacher and remind you that they are there to help you if the conversation doesn’t go the way you think would be fair c). Do nothing. After all, it’s not their problem 168 What does this scenario tell us about our parents/guardians? 2). If you were a grade 12 student and you got into a disagreement about your midterm grade with your teacher, what would you expect a loving, caring parent to do? a). Call the principal and demand the teacher be fired b). Give you recommendations on how to approach the topic with your teacher and remind you that they are there to help you if the conversation doesn’t go the way you think would be fair c). Do nothing. After all, it’s not their problem We expect loving, caring parents to guide us.169 What does this scenario tell us about our parents/guardians? 3). If you and your brother got into a massive fight and have refused to speak to one another for 2 weeks, what would you expect a loving, caring parent to do? a). Ignore both of you. It’s only been 2 weeks – maybe you’ll work it out eventually b). Speak with both of you to get you to discuss the problem with each other in order to actually solve the problem. c). Demand that both of you leave the house. It’s their home and they don’t have to put up with such tension. 170 What does this scenario tell us about our parents/guardians? 3). If you and your brother got into a massive fight and have refused to speak to one another for 2 weeks, what would you expect a loving, caring parent to do? a). Ignore both of you. It’s only been 2 weeks – maybe you’ll work it out eventually b). Speak with both of you to get you to discuss the problem with each other in order to actually solve the problem. c). Demand that both of you leave the house. It’s their home and they don’t have to put up with such tension. We expect loving, caring parents to unite us. 171  A loving, caring parent (guardian) uses their freedom to act in a responsible manner when it comes to their child. A loving, caring parents is responsible for protecting us. A loving, caring parents is Family, Freedom responsible for guiding us. and Responsibility A loving, caring parents is responsible for uniting us. This is not to say that parents can always protect, guide, and unite – but a loving, caring parent feels that this is a responsible way to use their freedom. 172  Our Immediate Family vs. Our Faith Family So, how do these scenarios about our immediate family help us to understand anything about the Mosaic Covenant? →REMINDER: The culmination of the Mosaic Covenant is Moses receiving the 10 Commandments – the 10 rules/laws that God gives humans to enable them to make good choices with their freedom. These scenarios demonstrate 3 key aspects of a loving, caring parent (guardian): We expect loving, caring parents to protect God’s people We expect loving, caring parents to guide God’s people We expect loving, caring parents to unite God’s people Like our parents (guardians), God is a loving caretaker to all His children (i.e. us). God’s 10 Commandments show us God’s love because they: protect us guide us unite us →Keep these 3 factors (protect, guide, unite) in mind when we examine the 10 Commandments in the Morality Unit. 173  So how are humans doing with this freedom thousands of years later? Modern In many ways, humans have more freedom than ever. Freedom TASK - IDENTIFY: In what ways, has human freedom increased/gotten better since the times of Moses? 174 Modern Enslavement Unfortunately, in many ways humans – in spite of our freedoms – are still enslaved in various ways. TASK - IDENTIFY: How are people un-free today? How are people enslaved in today’s societies? 175 Could this be Modern Enslavement? 176 Could this be Modern Enslavement? 177 Could this be Modern Enslavement? 178 Could this be Modern Enslavement? 179 Pope Francis on Modern Enslavement Read the following speech from Pope Francis RE: slavery in the modern world and complete the following tasks: 1). Identify each of the examples of slavery that the Pope lists in his speech. (If example appears multiple times, only write it down once). 2). Create a chart with these 3 headings “I’d definitely consider this enslavement” “I may consider this enslavement” “I definitely don’t consider this enslavement” 3). Place each of your examples from Q#1 under the appropriate heading on your chart. 4). Compare your chart with your elbow-partner. Converse about points that each of you have put in separate categories to account for the difference. 5). In light of the way you’ve divided your examples and the conversations you have with your elbow-partner, have your opinions changed about what it means to be enslaved? If so, how? If not, why not? 180 “There have been periods of human history in which the institution of slavery was generally accepted and regulated by law. This legislation dictated who was born free and who was born into slavery, as well as the conditions whereby a freeborn person could lose his or her freedom or regain it. In other words, the law itself admitted that some people were able or required to be considered the property of other people, at their free disposition. A slave could be bought and sold, given away or acquired, as if he or she were a commercial product. Today, as the result of a growth in our awareness, slavery, seen as a crime against humanity, has been formally abolished throughout the world. The right of each person not to be kept in a state of slavery or servitude has been recognized in international law as inviolable. Yet, even though the international community has adopted numerous agreements aimed at ending slavery in all its forms, and has launched various strategies to combat this phenomenon, millions of people today – children, women and men of all ages – are deprived of freedom and are forced to live in conditions akin to slavery. I think of the many men and women labourers, including minors, subjugated in different sectors, whether formally or informally, in domestic or agricultural workplaces, or in the manufacturing or mining industry; whether in countries where labour regulations fail to comply with international norms and minimum standards, or, equally illegally, in countries which lack legal protection for workers’ rights. 181 I think also of the living conditions of many migrants who, in their dramatic odyssey, experience hunger, are deprived of freedom, robbed of their possessions, or undergo physical and sexual abuse. In a particular way, I think of those among them who, upon arriving at their destination after a gruelling journey marked by fear and insecurity, are detained in at times inhumane conditions. I think of those among them, who for different social, political and economic reasons, are forced to live clandestinely. My thoughts also turn to those who, in order to remain within the law, agree to disgraceful living and working conditions, especially in those cases where the laws of a nation create or permit a structural dependency of migrant workers on their employers, as, for example, when the legality of their residency is made dependent on their labour contract. Yes, I am thinking of “slave labour”. I think also of persons forced into prostitution, many of whom are minors, as well as male and female sex slaves. I think of women forced into marriage, those sold for arranged marriages and those bequeathed to relatives of their deceased husbands, without any right to give or withhold their consent. Nor can I fail to think of all those persons, minors and adults alike, who are made objects of trafficking for the sale of organs, for recruitment as soldiers, for begging, for illegal activities such as the production and sale of narcotics, or for disguised forms of cross-border adoption. Finally, I think of all those kidnapped and held captive by terrorist groups, subjected to their purposes as combatants, or, above all in the case of young girls and women, to be used as sex slaves. Many of these disappear, while others are sold several times over, tortured, mutilated or killed. 182 Today, as in the past, slavery is rooted in a notion of the human person which allows him or her to be treated as an object. Whenever sin corrupts the human heart and distances us from our Creator and our neighbours, the latter are no longer regarded as beings of equal dignity, as brothers or sisters sharing a common humanity, but rather as objects. Whether by coercion or deception, or by physical or psychological duress, human persons created in the image and likeness of God are deprived of their freedom, sold and reduced to being the property of others. They are treated as means to an end. Alongside this deeper cause – the rejection of another person’s humanity – there are other causes which help to explain contemporary forms of slavery. Among these, I think in the first place of poverty, underdevelopment and exclusion, especially when combined with a lack of access to education or scarce, even non-existent, employment opportunities. Not infrequently, the victims of human trafficking and slavery are people who look for a way out of a situation of extreme poverty; taken in by false promises of employment, they often end up in the hands of criminal networks which organize human trafficking. These networks are skilled in using modern means of communication as a way of luring young men and women in various parts of the world. Another cause of slavery is corruption on the part of people willing to do anything for financial gain. Slave labour and human trafficking often require the complicity of intermediaries, be they law enforcement personnel, state officials, or civil and military institutions. “This occurs when money, and not the human person, is at the centre of an economic system. Yes, the person, made in the image of God and charged with dominion over all creation, must be at the centre of every social or economic system. When the person is replaced by mammon, a subversion of values occurs”. 183 Further causes of slavery include armed conflicts, violence, criminal activity and terrorism. Many people are kidnapped in order to be sold, enlisted as combatants, or sexually exploited, while others are forced to emigrate, leaving everything behind: their country, home, property, and even members of their family. They are driven to seek an alternative to these terrible conditions even at the risk of their personal dignity and their very lives; they risk being drawn into that vicious circle which makes them prey to misery, corruption and their baneful consequences.” 184 Pope Francis on Modern Enslavement Complete the following tasks: 1). Identify each of the examples of slavery that the Pope lists in his speech. (If example appears multiple times, only write it down once). 2). Create a chart with these 3 headings “I’d definitely consider this enslavement” “I may consider this enslavement” “I definitely don’t consider this enslavement” 3). Place each of your examples from Q#1 under the appropriate heading on your chart. 4). Compare your chart with your elbow-partner. Converse about points that each of you have put in separate categories to account for the difference. 5). In light of the way you’ve divided your examples and the conversations you have with your elbow-partner, have your opinions changed about what it means to be enslaved? If so, how? If not, why not? 185 Modern Slavery “Modern slavery as when an individual is exploited by others, for personal or commercial gain. Whether tricked, coerced, or forced, they lose their freedom.” REMEMBER: If sin can be understood as the abuse of our freedom, and freedom is (generally) understood to be the opposite of enslavement… TASK - EVALUATE: On a scale of 1 to 10 (1=not enslavement, 10=very much enslavement), to what degree does modern enslavement look like… …unaffordable housing? …racism? …Indigenous discrimination? …forced labour? …stagnant wages/non-living wage? …sex trafficking? …drug addiction? …consumerism? 186  Regardless of whatever capacity someone is enslaved in, the reality is that they are not experiencing true freedom, as they are not empowered. Imagine that people who are enslaved are wearing sandals, while everyone else (those who experience freedom, privilege, and are empowered) are wearing shoes. Obviously, those wearing shoes have an advantage/privilege over someone just wearing sandals. Those wearing shoes have feet that are safer, drier, supported and more comfortable. They may not see themselves as advantaged/privileged because they are in a community where wearing shoes is the norm/most common. By contrast, people wearing sandals are disadvantaged/not privileged. In order to keep their Stepping on Toes… feet safe, dry, supported and comfortable they have to do more than just slip on their sandals. And sometimes their feet get wet, get stepped on, or they ache, regardless of the additional things the sandal (Simulation) wearers do to protect their feet. It’s a lot more work for sandal-wearers to protect their feet and sometimes – no matter how much work they put in – their feet still end up getting stepped on! 187 Stepping on Toes… Imagine that you are one of the advantaged/privileged individuals wearing shoes. You step on the toes of someone wearing sandals and they exclaim, “Ouch. You’re stepping on my toes!” Sometimes – due to an advantaged/ privileged perspective - a shoe-wearer may react in ways that are insensitive to the sandal wearer whose toes they’ve just stepped on…. 188  Stepping on Toes… Centering yourself: “I can’t believe you think I’m a toe-stepper. I’m a good person!” Denial that others’ experiences are different than your own: “I don’t mind when people step on my toes.” Derailing/distracting: “Some people don’t even have toes, why aren’t we talking about them?” Refusal to center the impacted: “All toes matter.” Tone policing: “I’d move my shoe if you’d just ask nicely.” Denial that the problem is fixable: “Toes getting stepped on is just a fact of life. Once you accept that, you’ll be much better off.” Victim blaming: “You shouldn’t have been walking around people with shoes.” 189 Think About It… TASK - INFER: What do all these reactions to stepping on toes have in common? 190 What all these reactions have in It’s hard to eliminate the various common is that they – directly or forms of Modern Slavery if we indirectly - deny the problem. cannot agree that these →They deny it exists. experiences: →They deny the severity of it. 1). are real →They deny the impact of it. 2). make things significantly harder →They deny their contribution to it. on those who experience it 191  Denying the Problem in Real Life TASK – Apply: How might one respond to each statement if they were privileged? “Home prices are out of reach for young people. No one from our generation is going to be able to afford to buy a house unless they come from money.” How might a privileged person derail/distract as a response? “I can’t believe that there are reserves in Ontario where Indigenous persons still don’t have potable water and they have to live under boiled-water advisories.” How might a privileged person victim blame as a response? “My racialized friend, Hassan, still can’t find a job, even though he’s more than qualified for all the work he’s applying to. I can see why he’s frustrated.” How might a privileged person refuse to center the impacted as a response? “The cost of living is going up, but wages are staying the same.” How might a privileged person deny that the problem is fixable as a response? “Women actually have to work much harder than men in order to be promoted in this industry.” How might a privileged person tone police as a response? “The cost of living is going up, but wages are staying the same.” How might a privileged person deny that others’ experiences are different than their own as a response? 192 How Do I Fight Modern Enslavement? 1). Agree that the problem exists, even if it isn’t happening to you 2). Ask yourself how you may be contributing to the problem directly or indirectly. How might you change what you’ve done/what you’re doing? 3). Be an everyday ally. You don’t have to be aggressive and over-the-top in your contributions to make changes. Contribute to the change of norms by respectfully questioning and calling what you see. 4). What is the most impactful way you can help? Determine how you can contribute to meaningful change on a small or large scale. We have already examined #1, let’s examine #2, 3 and 4 next… 193 Take Off Your Shoes… As a class, we will complete the following steps/tasks: Remove one of your shoes. Look at the shoe tag. Where was your shoe made? Based on the country your shoe was made in, what might you – logically – assume about the conditions that your shoe was made under? As a class, have each student identify which country their shoe was made in. Tally the number of shoes per country. What trends do you notice? Recall from the previous slide RE: fighting modern enslavement: “Ask yourself how you may be contributing to the problem directly or indirectly. How might you change what you’ve done/what you’re doing?” →what have you done that may have directly or indirectly contributed to the problem of slavery →what might you do or change (going forward) to make meaningful change 194 Recall the examples of denying the problem exists in real life. Practice being an everyday ally by responding to those denials by respectfully questioning or calling what you see. Example: Soraya states, “Home prices are out of reach for young people. No one from our generation is going to be able to afford to buy a house unless they come from money. And rent is just as expensive as a home mortgage – it’s so disheartening to know that many of my peers won’t be able to afford shelter….” Mariellen responds, “There are people in developing nations who don’t even have a home, let alone own a home. I wish people of this young generation understood that you aren’t entitled to owning a home.” How might Soraya be an everyday ally in her response? “I guess I disagree with the perspective you’re seeing this from. Just because people may have it worse in other countries, that doesn’t mean we can justify worsening the lives of an entire generation in our own country.” “I get what you’re saying, but I feel like we can’t ignore this problem just because someone else somewhere else has it worse. I mean, what’s wrong with helping both people in developing nations AND young Canadians to secure housing? Doesn’t everyone deserve safe, affordable housing?” Either of these options allow Soraya to be an everyday ally as she expresses her concern about this example of modern enslavement. 195 Now it’s your turn to be an everyday ally. Example: Steven said, “I can’t believe that there are reserves in Ontario where Indigenous persons still don’t have potable water and they have to live under boiled-water advisories.” Mariusz responded, “They choose to live in the middle of nowhere. Who’s going to build infrastructure for people who insist on living so far away from civilization? They really should just move to areas that already have the infrastructure if they can’t deal with the boiled water advisories.” How might Steven be an everyday ally in his response? 196 What is the most impactful way you can help? Answering ^this^ question requires that you get informed and then use that information to answer the following: How can I help in the short-term? How can I help in the long-term? Can I spread awareness? Can I donate money? Can I donate time? Can I create an innovative solution that solves part of the problem? 197 198  Post-Lesson Questions As we end each lesson it is important to reflect on what you’ve learned and what question(s) you now have (based on what we’ve learned). So, I will not be asking students IF you have questions, instead I will ask WHICH question(s) you have. It is your job to have at least one question about a concept we’ve learned. HINT: Use your question-asking strategies from the Research &Inquiry unit to help you shape your question(s). What kind of question will you ask? If you’re not sure about a concept we learned you need to ask a clarifying question If you have a solid understanding of a concept but you’re unsure of how it relates to another concept or to a bigger theme you need to ask a connecting/application question If you feel confident in your ability to understand and connect a concept you should ask a curiosity question →Example question: “In this lesson I learned that throughout the Bible God gradually lets His people know who He is. How does the Bible reveal more about Himself as the Bible progresses? What do we learn about God?” TASK: So – after the lesson that taught us about modern enslavement as it 199 relates to the Mosaic covenant- WHICH question(s) do you have? Unit Task – Analyze Scripture After the corresponding lesson in the Scripture unit, groups will complete the task (below) on The group’s answer their group’s board/chart paper. and/or brainstorming should be numbered COVENANT FOCUS: MOSAIC COVENANT: 7). with the NO TASK corresponding question number from here. 200