Module 2: Our Religious Story

MODULE 2: OUR RELIGIOUS STORY

This module encourages students to explore religious stories. It asks them to become aware of the power of stories to portray deeper truths about the human condition and the spiritual search for meaning. Through an exploration of stories from various religious texts and traditions, the students are given opportunities to reflect on the implications of these in their own lives. The students will recognise the relationships that exist and are developing among religious groups in Ireland and seek to analyse the presentation of religion in the media today. The module tracks the link between tradition and present-day faith in action, while providing students with an opportunity for active participation in their own communities.

This module aims to enable the student to:

• identify the role of story in religious tradition

• develop an awareness of the plurality of religious traditions that exist in Ireland today

• examine ways in which commitment to faith can be put into practice in their local communities

• analyse the treatment of religious and moral issues in the media.

Unit 1: Religion and Story Unit 2: Religious Communities and Ecumenism Unit 3: Religion and the Local Community Unit 4: Faith in Action Unit 5: The Story of Living Faith Unit 6: Religion and the Media Unit 1: Religion and Story

Learning Teacher Guidelines Teaching Suggestions Outcomes The student will be Explore the concept of story using Can also use Narnia here. able to: videos, such as Disney’s Beauty and the www.sparknotes.com for Beast and The Lion King. teachers notes on film 1. explain the power of story to Discuss the power and richness of story. Worksheet to explain myth communicate a truth Explore morals, myth and symbolism. and symbolism in Narnia on many levels Present stories from sacred texts such as Art activity; small groups. 2. recall stories of Creation stories, prophets, kings, during Large sheet and colours. faithful people in story-telling sessions in class. Divide sheet into 7 sections sacred texts draw the creation story, one Identify the messages that are told in picture for each day 3. examine our each story. history for traces of Circle time: Each student the Relate the message of the story researches a story from sacred in our Celtic to life today. Sacred text. Allow time so past students can learn their story Examine the story of a major religious and tell it rather than read it 4. compare and leader e.g. Jesus, Mohammed. Using out. Follow up discussions re contrast religion relevant sacred texts tell his story. meaning and message in Ireland today with Ireland Examine parables - ancient and Hand out Tower of Babel 50 years ago. contemporary - as a story-telling form Story from Lion Storyteller and say how they are relevant today. Bible

Make a compendium of favourite stories from among those studied Use back of wallpaper and (Produce a storybook). students tell the story of Jesus etc in picture and symbol. Research our Celtic story under the following headings: • The burial of the dead. Begin each class with a • Sacred art and artefacts parable and have students • Rites of passage and initiation illustrate the meaning • Rites of sacrifice • Spirituality and nature. Lovely idea. Have done this. Use legends, history books, the internet, Use stories used in previous film to explore this topic. lessons. Print and bind it. Conduct interviews with older members of the community, parents and siblings. Visit Newgrange or National Museum Do a comparative study on "Religion in Ireland today and religion in Ireland 50 Tie this in with Social years ago." Look at religious traditions, Education teacher. births, weddings, death, Lent, devotions, Films; family prayer, rosary, confessions, holy The Magdalen sisters places, special blessings, etc. A love divided Evelyn Compile a storybook of local religious This also traditions, places etc. Unit 2: Religious Communities and Ecumenism

Learning Outcomes Teacher Guidelines Teaching Suggestions The student will be Explain the concepts of inter-faith able to: dialogue and ecumenism – reinforce 1. identify with photographs, media coverage Video 2nd inauguration of religious groups in of President Mc Aleese. Ireland inter denominational events, Very good example of incidences ecumenical service. 2. give examples of ecumenical controversy – Interfaith representation of leaders of discuss. too. religious groups in Ireland Facilitate class discussion on the Handout on Religious value/ Organisation Prim-Ed 3. explain importance/need for ecumenism. the/similarities and differences Design a poster promoting inter- between these faith religious dialogue and ecumenism. communities Invite the local religious Invite people engaged in the leaders to the classroom 4. explain promotion and have a forum ecumenism. of inter-faith dialogue or discussion ecumenism to discuss these issues with the class. Unit 3: Religion and the Local Community

Learning Teacher Guidelines Teaching Suggestions Outcomes The student will be Students should carry out research Visit local places of able to: on a worship. Tourist offices local place of worship. This can may help with a guide. 1. research the include history of a local site visits using video and camera, Most areas have a holy community of local well or mass rock. Check worship historians visiting the classroom, a out local history group or visit library 2. list the support to the local library. The following See Pilgrimmage groups operating areas handout. within the should be studied: community History of the area, local saints, 3. evaluate the famous members of the Liaise with Social contribution of worshipping Education for Module religious community, past and present. “My Community”Joint groups or project here congregations in Religious organisations in the their local community e.g. St V de P, community. Pioneers, Prepare questions and bible groups, Mothers’ Union. invite local VdeP to visit

Religiously motivated support groups in Invite guest speakers the local community e.g. from local groups who bereavement, look agter needs in the marriage guidance etc. community eg womens shelter etc The contribution of religious Womens Aid Rathmines groups or or Teach Tearmann in congregations, in terms of Kildare. These are not education, Religious organisations health, social services in the community.

As a result of doing this research students should propose ways in which young people actively become involved in their local religious community. Unit 4: Faith in Action

Learning Teacher Guidelines Teaching Suggestions Outcomes The student will be Pair work – Study key religious figures Films: able to: Jesus/ Mohammed, modern figures Gandhi such as Gandi, The Dalar Lama, Mother The Heart has its reasons 1. identify key Teresa, Jean Vanier – use of video, The Passion of Christ religious figures documentary, film, text.

2. explain the Explore their commitment, inspiration, commitment and motivation, approach, the community Research the Camphill motivation of these they built around them, their way of community or Larche for figures teaching, and caring. motivation

3. recognise a lived Present findings to group, compare aims, Logos Cd Rom Mater Dei faith in community approaches lifestyles.

4. suggest Invite key figures from the local Faith in Action Trocaire Pack possibilities for faith religious communities to address the 2006 in action. class - how is their faith a living faith, an active faith, how does the community nourish and support their faith.

Where appropriate students assess their Invite local religious leaders to role as members of religious class . Have question and communities – responsibility to the answer session community – how young people can become actively involved in their religious communities.

Faith Friends Programme. It may Examples of how students can be possible to engage students in become active in their this or another witnessing programme. community; Other programmes include; The Why Volunteer for meals on wheels Programme, The Discovery etc. Programme, Impact. Africa project eg Ito I Organise a class retreat – to allow the students present themselves as a Could try peer teaching here st community of believers. and liaise with 1 year RE teacher

Mount ST Anns Killinard Co Laois

Castletown Co Laois

www.mustardseed.net They organize a pilgrimage retreat to Glendalough

Emmaus Lissenhall Swords Unit 5: The Story of Living Faith

This unit involves the students undertaking a Community Action Project. This project could involve them in areas such as: Older People, People with Disabilities, Homeless People. There are many other possibilities. Students with the teacher’s guidance may devise their own action project following the examples given below. They may decide to embark on an action project for the duration of the module, or for one week, one month or for a session. The project may be ongoing while other material is being covered in class. Therefore, advance planning is recommended. Option 1: Older People Learning Teacher Guidelines Teaching Suggestions Outcomes The student will: Explore student attitudes to the aged – Contact Age Action Ireland use of media, family photos, personal Positive Ageing Week 29th 1. be aware of the experiences. Sept to 7th Oct elderly around them - Define "aged" – invite in aged U3A programme a series of community members to share 2. respect the chosen experiences of their lifestyle. useful newsletters on ageing lifestyle and beliefs of the elderly Explore the elderly and religion – In Due Season conduct a survey among family National Council for the 3. be aware of members/ neighbours on the place of Elderly possible difficulties religion in the lives of the elderly. facing the elderly Examine a number of different 4. identify how religious traditions and identify how the elderly are treated. respect for the elderly Compare lifestyles of the elderly in is seen in a number rural/urban areas – assess facilities of religious available to them; – guest speaker from traditions. the social services.

Link with Community- invite in member/representative from local Care of the Aged/Age in Action group to discuss the work of the organisation. Organise a Christmas Party for elderly. Liaise with Explore possibilities for student Vocational Preparation involvement with the elderly teacher for task in the locality: • visits to homes • painting project in local aged centre Link up with local Care of the • shopping service for elderly Aged once a week -invite to Christmas concert • distribution of fuel to elderly -visit for table quiz or bingo • organisation of liturgy/party/ -organise a party with age fundraising event. appropriate music Establish links and organise a rota -fundraise and timetable – for one week/month --link back to unit 1and do or a term. survey on religion in Ireland Students report back on experiences – today and 50 years ago record in diary. Students should write the story of an old person in their community and as a class should be encouraged to answer "what can our community learn from these stories?" Option 2: People with Disabilities Learning Teacher Guidelines Teaching Suggestions Outcomes The student will Introduce the theme of disability CARA Programme be able to: with games/imagination exercises. Break Through Programme 1. recognise Brainstorm student experiences of different types of disability – discuss. Check websites for disability KARE Present information on types of Larche 2. recognise the disability – mental and physical. St Michaels House rights of disabled Camphill Community people in our Introduce organisations that work community with Try to organise a visit. disabled people – guest speakers to Sometimes better to detail invite to own school as resources and services available. most of these organisations have own Investigate options for establishing transport an outreach programme with a local centre for physical or mentally disabled people possibilities include: • visit centre, return visits on alternate weeks • organisation of sports event/party for guests • preparation of meal for guests • involvement with local training/workshop.  Examine caring for others in sacred text.

Research twentieth century figures who have given their lives to the care of others – look at the role of carers in society. Option 3: Working with Homeless People. Learning Teacher Guidelines Teaching Suggestions Outcomes The student will Brainstorm images of homelessness Focus Ireland new pack be able to: – use of media – pictures – where out Feb 2007 we see/meet homeless – age profile 1. identify the – circumstances – use of Old Focus Ireland pack different causes documentary video. Leaving Home has good of section on how students homelessness Present facts on homelessness in would survive living Ireland. away from home. 2. recognise the Requires them to budget rights of Brainstorm help available to for rent food utilities homeless homeless –invite guest speaker from fares socialising etc. people in our organisation Good exercise for society. that serves homeless. showing that anyone can become homeless Research religious and state responses to homelessness.

Suggestions for action – soup run, fundraise, visit shelter for homeless to assist with reading/writing/form filling, conduct a survey and prepare information booklet of facts for school students, organise homelessness awareness week in the community – posters, facts to local schools, shops and library.

Liturgy on experiences working with or helping homeless people. Unit 6: Religion and the Media

Learning Teacher Guidelines Teaching Suggestions Outcomes The student will Look for the "God slot" on This survey can be done be able to: television, over a number of weeks radio programmes, the print media, 1. analyse the music and the internet. Conduct a Divide class into groups treatment of survey of all the different media and allocate a medium to religion types each: and moral issues to establish the extent of coverage Newspapers in the media given to religion. The following TV factual areas TV soaps/drama 2. identify could be looked at: Radio different types of Music religious • Examine television and radio Internet sites programmes schedules in terms of timing, length, audience etc. Work with maths teacher 3. identify any • Identify and name the different to present data in pie and bias, prejudice or types bar charts hidden of religious programmes e.g. agenda where worship such exists. and magazine type programmes, religious documentaries, religious and moral issues in soaps and dramas. View the various types of programmes in the classroom. • Examine newspapers and magazines for their treatment of religious issues. Explore any bias, prejudice or hidden agenda present. • Examine the lyrics of popular music for their treatment of religion. • Conduct a survey of religious sites on the internet. Comment on their frequency, content, presentation, target audience etc.

Identify current trends in the way religion is treated in the media.

The class could produce a show for the local radio station. It should include religious items of interest/songs etc. Key Assignments

I produced a storybook of favourite stories from Sacred Text with my class/group

I took part in/observed a faith in action project in my local community and reported on it

I surveyed religious sites on the internet/programmes on TV or radio/articles from newspapers or magazines etc. and commented on their frequency, content, presentation, target audience etc.

I kept a journal for the duration of the module and recorded my own thoughts, feelings and experiences. Module 2:Our Religious Story

•Unit 1:Religion and Story

•Unit 2:Religious Communities, Inter-Faith Dialogue and Ecumenism

•Unit 3: Religion and the Local Community

•Unit 4:Faith in Action

•Unit 5: The Story of Living Faith

•Unit 6: Religion and the Media