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week seven moving from unhealthy to healthy community: belief, faith and lived experience.

Week Seven

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week seven moving from unhealthy to healthy community: belief, faith and lived experience.

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    1. Week Seven Moving from unhealthy to healthy community: Belief, faith and lived experience.

    2. Week Seven Moving from unhealthy to healthy community: Belief, faith and lived experience. Lesson objectives and outcomes Students will be given the opportunity to: study a community-building project in an area that has suffered inter-religious conflict in the Philippines hear a personal account of faith and action from El Salvador consider how faith and personal beliefs influence their own and others actions identify the need for, and some of the challenges of achieving, harmonious relations between religions in todays world. By the end of the lesson, students will be able to: describe a community-building project in the Philippines describe relationships between religious belief, personal faith and lived experience in specific contexts (the Philippines and El Salvador) more deeply appreciate to what extent their own faith and personal beliefs influence their actions. Starter Ask students to think of someone they know or someone in the news whom they would describe as highly motivated. Give one minute for students to tell their neighbours who they chose and why. Invite volunteers to share their ideas. Draw out that everything we do starts with a motivation. Explain that this lesson will look at motivations. We will never build effective and peaceful communities of any kind whether friendship groups, local communities or global communities unless we are motivated to do so. Faith can be a great motivator. (5 mins). Starter Ask students to think of someone they know or someone in the news whom they would describe as highly motivated. Give one minute for students to tell their neighbours who they chose and why. Invite volunteers to share their ideas. Draw out that everything we do starts with a motivation. Explain that this lesson will look at motivations. We will never build effective and peaceful communities of any kind whether friendship groups, local communities or global communities unless we are motivated to do so. Faith can be a great motivator. (5 mins).

    3. Peace building in the Philippines When we returned to Kauswagan in November 2000 (after fleeing when violence erupted in the area) I started talking to the older people in the Muslim community to ask their opinions about the conflict. I think they trusted me as I was the son of the former mayor. Next to our house there was an Evangelical church. Every morning I used to have coffee with the priest there and we became friends. I also knew a Protestant pastor here and got in touch with the Catholic priest. Later I discovered that the priest was still traumatised at that time since he had been held hostage by the Moro Islamic Liberation Front (separatist group). Main activity 1 Explain that Pakigdait (meaning peace, harmony and convergence) is a CAFOD partner in Mindanao in the Philippines. It is an interfaith peace-building organisation initiated by Musa Sanguila, a Muslim. The local community suffers much poverty. It has been torn by land disputes between Christians and Muslims since 1907 when colonial rulers divided the land unjustly. Violence has erupted in the area several times. Pakigdait provides training in farming and business skills, set up a cooperative store to sell local produce and further promotes peace through mediation, joint seminars, special events and liturgies. Give out copies and ask students to read the interview (or read on screen if projected onto a whiteboard). Reactions? (5 mins). Main activity 1 Explain that Pakigdait (meaning peace, harmony and convergence) is a CAFOD partner in Mindanao in the Philippines. It is an interfaith peace-building organisation initiated by Musa Sanguila, a Muslim. The local community suffers much poverty. It has been torn by land disputes between Christians and Muslims since 1907 when colonial rulers divided the land unjustly. Violence has erupted in the area several times. Pakigdait provides training in farming and business skills, set up a cooperative store to sell local produce and further promotes peace through mediation, joint seminars, special events and liturgies. Give out copies and ask students to read the interview (or read on screen if projected onto a whiteboard). Reactions? (5 mins).

    4. Peace building in the Philippines We arranged to meet in a neutral venue with the Catholic and Protestant and Evangelical ministers. At first there was a lot of silence and no-one would talk. The Catholic priest said accusingly that the [separatist group] had been staying in my house. Nobody said anything and there was a lot of silence. It was as if a platoon of angels was among us. I spoke of the Prince of Peace and said that Muslims also believe in that. Jesus conveyed the meaning of peace to criminals. The priest was a bit tongue-tied - here was a Muslim saying that we are all torch bearers of peace! The meeting was going really badly and I thought we were going to have to give up. But then the priest asked: What shall we do? That was enough to motivate me again and I said we could show the people of this town that this is not a conflict of religion; it was about land.

    5. Peace building in the Philippines We decided to get at least ten people together from each religious group. It was approved by the Bishop and we arranged a peace rally called the Pilgrimage of Peace. I was so happy! We provided packed lunches for 50, but more and more people came until there were about 700. We had to start cooking noodles very fast to feed everyone. Next we asked all the over-65s in the town to a workshop. Everyone brought food and we shared it at the local gym. We talked about relations between Muslims and Christians and how the relations were harmonious in the 1940s, 50s and 60s. We wondered what had gone wrong. They believed the missing link was communication. In the past if Muslims had a conflict amongst themselves the Christians would mediate, and vice versa. Now the chiefs of the outlying villages all meet together to help each other resolve conflicts in their own areas. Many are building barangay halls places where people can meet and resolve conflict

    6. Peace-building in the Philippines ...We are all human beings and children of God. My hope is that we wont look at each other and think what is your religion or status in life? but rather as fellow human beings. Everything is interrelated and we all need one another. My faith counts a lot in my work. It sustains me and gives me stamina. It guides me on how to attain harmony and unity of human beings and nature. The challenge now for my faith worldwide is that the Muslim name is seen to mean terrorist. Its our responsibility as Muslims, and a global challenge, to show what our faith is really about. When I came to the UK I went to Southampton and Burnley and spoke in churches there. They were amazed that a Muslim was there talking to Catholics about how Catholics helped Muslims. This is the meaning of interfaith; that we transcend Muslim or Catholic What we need is harmonious relations, not only among Catholics and Muslims but among all religious groups. Main activity 2 Ask them to identify signs of Musas motivations in the interview text (or underline as a class activity on the whiteboard). Would they describe Musa as a motivated person? Musa said that the world needs harmonious relations between all religious groups. Do you agree? Is this possible? What are the challenges? What are the signs of hope? (10 mins). Main activity 2 Ask them to identify signs of Musas motivations in the interview text (or underline as a class activity on the whiteboard). Would they describe Musa as a motivated person? Musa said that the world needs harmonious relations between all religious groups. Do you agree? Is this possible? What are the challenges? What are the signs of hope? (10 mins).

    7. to view a short clip of Luis from El Salvador who works for harmony between young people and the wider community. Fill in this chart Main activity 3 Watch the clip of Luis in El Salvador. Ask students: What motivates Luis? (ie faith, conviction that young people are important, etc). (10 mins). Main activity 4 Fill in the first two columns of the chart together. Plenary Click again to reveal the me column. Ask each student to think of the three beliefs or principles that most motivate him/her. How are these lived out in your actions? Give a few minutes for each student to consider his or her own faith and personal beliefs and how s/he would complete the me column. After reflection time, let students discuss as much as they feel comfortable to share with neighbours or in groups. (15 mins). Main activity 3 Watch the clip of Luis in El Salvador. Ask students: What motivates Luis? (ie faith, conviction that young people are important, etc). (10 mins). Main activity 4 Fill in the first two columns of the chart together. Plenary Click again to reveal the me column. Ask each student to think of the three beliefs or principles that most motivate him/her. How are these lived out in your actions? Give a few minutes for each student to consider his or her own faith and personal beliefs and how s/he would complete the me column. After reflection time, let students discuss as much as they feel comfortable to share with neighbours or in groups. (15 mins).

    8. Week EightCurrent Affairs Darfur

    9. Week Eight Current Affairs Darfur Lesson objectives and outcomes Students will be given the opportunity to: study the current situation in Darfur consider how community relations broke down consider how this situation is being addressed, internationally and locally analyse the situation using spiritual and ethical principles. By the end of the lesson, students will be able to: explain something of the current situation in Darfur, and its causes give examples of how this situation is being addressed, internationally and locally analyse the situation using spiritual and ethical principles. Animation and cartoon If you have more time and wish to explore the causes of the Sudanese conflict in more detail with your students, view the animation at: www.cafod.org.uk/conflictinsudan. If you do not have viewing facilities in the classroom, this animation can also be downloaded and printed off as a cartoon. Animation and cartoon If you have more time and wish to explore the causes of the Sudanese conflict in more detail with your students, view the animation at: www.cafod.org.uk/conflictinsudan. If you do not have viewing facilities in the classroom, this animation can also be downloaded and printed off as a cartoon.

    10. Interview Bdria Hamed, (18) Bdria and her family arrived at Dereig refugee camp near Nyala three months ago from Jwakin village, 200km away. She describes how 700 people attacked their village on horses and camels. Starter: Watch slides 1-3 of the Darfur-Chad Powerpoint on CAFODs website at: www.cafod.org.uk/resources/secondary_schools/emergencies. Why did community cohesion in Darfur break down? (ie. climate change, poverty, injustice, unequal rights, marginalisation, fear, prejudice etc) Ask students to imagine what it was like for people, hearing noises outside their home and emerging to find people being attacked and houses being burnt down. Read Bdrias account. Explain that many camps have grown up around Nyala and the town itself has become crowded with displaced people, eg relatives of the townspeople who have been driven from their homes. Therefore assistance cannot be directed solely at the camps; Nyala residents must be helped too. (10 mins).Starter: Watch slides 1-3 of the Darfur-Chad Powerpoint on CAFODs website at: www.cafod.org.uk/resources/secondary_schools/emergencies. Why did community cohesion in Darfur break down? (ie. climate change, poverty, injustice, unequal rights, marginalisation, fear, prejudice etc) Ask students to imagine what it was like for people, hearing noises outside their home and emerging to find people being attacked and houses being burnt down. Read Bdrias account. Explain that many camps have grown up around Nyala and the town itself has become crowded with displaced people, eg relatives of the townspeople who have been driven from their homes. Therefore assistance cannot be directed solely at the camps; Nyala residents must be helped too. (10 mins).

    11. Week EightCurrent Affairs Darfur

    12. Week Eight Current Affairs Darfur When the basic needs of food, water and shelter have been addressed in the camps and villages, the challenge of community building remains. There are three very different groups of people: displaced people or refugees who have crossed borders from different clans and villages nomads (wandering cattle herders) who have also been forced away from their usual areas local host communities (those already living in the area). Problems include: people coping with trauma and the after effects of violence overcrowding and increased pressure on limited local services tension between people with different traditions, viewpoints and priorities. Main activity 1 Divide the class into groups of four with each person in each group taking a different role. Ask each person to expand their role description (eg. How old are you? Are you living in Nyala or in one of the camps? What possessions do you have? What has happened to you in the last few weeks? How do you feel? What are your priorities, given the pressures and tensions in Nyala and in the camps?) (5 mins). Group discussion and decisions on actions. (10 mins). Feedback. (10 mins). Explain that the next slide will show what the people in Dereig camp actually decided to do. (25 mins) Main activity 1 Divide the class into groups of four with each person in each group taking a different role. Ask each person to expand their role description (eg. How old are you? Are you living in Nyala or in one of the camps? What possessions do you have? What has happened to you in the last few weeks? How do you feel? What are your priorities, given the pressures and tensions in Nyala and in the camps?) (5 mins). Group discussion and decisions on actions. (10 mins). Feedback. (10 mins). Explain that the next slide will show what the people in Dereig camp actually decided to do. (25 mins)

    13. You are part of the expanding community in the area of Nyala, Darfur. Take one of the following roles: refugee widowed mother with four young children traumatised teenager refugee man with no income and a family to feed a local man living in Nyala who has taken in his sister and six children and is struggling to support them. In role, discuss your needs and decide on five actions you will take to help improve your standard of living and to build a more peaceful community in Darfur.

    14. What is really being done?

    15. What is really being done? Mohammed Abdelkarem, a coordinator at the Psychosocial Centre in Dereig, recounts how the project was begun: We sat with the community, men, women, youth, traditional healers. We asked them the best way to create peace. Amina Abdullah explains: The environment here is really crowded, everyone is living in the same place. These kinds of problems are here: problems between different clans and different villages, different areas. Mohammed outlines the strategies used by the Centre: We form a peaceful co-existence committee. This builds trust between the people and corrects misunderstandings and bad conceptions and tries to change bad habits (eg. traditional singing of songs that incite war). Main activity 2 Explain that CAFOD is part of Caritas International, a federation of Catholic agencies. The Psychosocial Centre in Dereig Camp, run by ACT/Caritas (an alliance of Caritas and other Christian agencies), helps the community through counselling, capacity building, and workshops in trauma healing, peace building, and income generation. It also trains people in bread making and handicrafts and provides a kindergarden. It teaches people how to learn about their rights, targeting many groups, including government forces, rebel forces, community leaders and the host community (the village or town offering hospitality to the refugees). The Psychosocial Centre was set up with advice from a counsellor in the aftermath of the genocide in Rwanda. ACT/Caritas also supports local families who have taken in relatives. Read the interview with Mohammed Abdelkarem. Discuss. What are the strengths of the ACT/Caritas work in Darfur? In what ways is it successful, and why? (10 mins). Watch the 50-second clip in which the President of Islamic Relief International, Dr Hany El-Banna, speaks of the importance of working with Caritas and CAFOD. Ask: What are the advantages of agencies from Christian churches and from other religions working together in places like Darfur? Why is it essential that Christians assist in situations like Darfur? (Refer back to earlier work on scripture and Catholic Social Teaching).Main activity 2 Explain that CAFOD is part of Caritas International, a federation of Catholic agencies. The Psychosocial Centre in Dereig Camp, run by ACT/Caritas (an alliance of Caritas and other Christian agencies), helps the community through counselling, capacity building, and workshops in trauma healing, peace building, and income generation. It also trains people in bread making and handicrafts and provides a kindergarden. It teaches people how to learn about their rights, targeting many groups, including government forces, rebel forces, community leaders and the host community (the village or town offering hospitality to the refugees). The Psychosocial Centre was set up with advice from a counsellor in the aftermath of the genocide in Rwanda. ACT/Caritas also supports local families who have taken in relatives. Read the interview with Mohammed Abdelkarem. Discuss. What are the strengths of the ACT/Caritas work in Darfur? In what ways is it successful, and why? (10 mins). Watch the 50-second clip in which the President of Islamic Relief International, Dr Hany El-Banna, speaks of the importance of working with Caritas and CAFOD. Ask: What are the advantages of agencies from Christian churches and from other religions working together in places like Darfur? Why is it essential that Christians assist in situations like Darfur? (Refer back to earlier work on scripture and Catholic Social Teaching).

    16. What is really being done? Peace-building means creating trust between communities, like the host community and nomads. We use social events such as football matches and horse races. We have a meeting with co-existing communities monthly. If any conflict appears we do mediation. We do workshops on how to negotiate and how to do conflict resolution. Amina received training at the Centre and now trains others in using sewing machines and in macaroni making. She also helps supervise the kindergarden. For me its a service to the community because we are all the same and I can provide some services to the community. ACT/Caritas also helps host communities struggling to cope, eg by providing clean water points in Nyala itself, as well as in the camps around Nyala.

    17. What is really being done? Compare with your own solutions how are they similar/different? to watch a 50-second clip in which the President of Islamic Relief International, Dr Hany El-Banna, explains the importance of interfaith groups working together on humanitarian relief.

    18. What is being done internationally? The UN Commission of Inquiry on Darfur found that international offences such as crimes against humanity and war crimes have been committed in Darfur. (Report of the International Commission of Inquiry on Darfur to the UN Secretary-General, Pursuant to Security Council Resolution 1564 of 18 September 2004, 25 January 2005, p. 4) The UN handed the results of the Commission of Inquiry to the International Criminal Court in March 2005. Some arrest warrants were issued in 2007. While the world watches the situation deteriorate, CAFOD is calling on the international community to put its weight behind securing inclusive dialogue in both Chad and Darfur. Only dialogue will provide long-term peace and address the historical root causes of the conflict. to find out more about the International Criminal Court. to visit the BBC website for the latest news on Darfur. for the latest on the work of CAFOD partners in Darfur. Main activity 3 The situation changes all the time visit the BBC news site to find out the latest international actions and visit CAFODs site to find out what work is being done in Darfur as a result. (5 mins). Main activity 4 What needs to happen? Analyse using spiritual and ethical principles. To help your students to explain issues around Darfur using spiritual and ethical principles, encourage them to ask questions like: Why did God let this happen? Where is God in this situation? Who was right and who was wrong? Why did it happen? What part did/are good and evil play/playing? Where are the signs of hope? What is God saying to me and to the world about/through this reality? How are Christians called to act? (10 mins).Main activity 3 The situation changes all the time visit the BBC news site to find out the latest international actions and visit CAFODs site to find out what work is being done in Darfur as a result. (5 mins). Main activity 4 What needs to happen? Analyse using spiritual and ethical principles. To help your students to explain issues around Darfur using spiritual and ethical principles, encourage them to ask questions like: Why did God let this happen? Where is God in this situation? Who was right and who was wrong? Why did it happen? What part did/are good and evil play/playing? Where are the signs of hope? What is God saying to me and to the world about/through this reality? How are Christians called to act? (10 mins).

    19. Time out to reflect

    20. Time out to reflect Let us pray: God of all humanity, in a world full of fear, open our hearts to your love. When we walk in lonely places, open our minds to your hope. As we seek paths in the darkness, open our eyes to your light. May we turn away from hatred, towards love. May we turn away from intolerance, towards understanding. We commit ourselves in compassion and love, to our sisters and brothers in Darfur and Chad. Together, not alone, we pray for peace. Amen. Plenary Give time to reflect on what has been learned. Finish with a prayer. (2 mins).Plenary Give time to reflect on what has been learned. Finish with a prayer. (2 mins).

    21. Week Nine Reflection and action: What about our school/college/local community?

    22. Week Nine Reflection and action: What about our school/college/local community? Lesson objectives and outcomes Students will be given the opportunity to: study aspects of the inspection criteria for community cohesion in Catholic schools consider how well their own school/college is building community cohesion begin to draft a strategy for building community cohesion in the school/college, or local area, and globally. By the end of the lesson students will be able to: explain aspects of the inspection criteria for community cohesion in Catholic schools give their own opinion on how well their own school/college is building community cohesion outline a strategy for building community cohesion in the school/college, or local area, and globally. Starter Revisit the wall display from lesson 4. Ask students to find one quotation that explains why Catholics should help to build communities. (2 mins).Starter Revisit the wall display from lesson 4. Ask students to find one quotation that explains why Catholics should help to build communities. (2 mins).

    23. Week Nine Reflection and action: What about our school/college/local community? All Catholic schools and colleges are now inspected to determine how well they are promoting community cohesion in their local area. In order to be deemed outstanding the school or college must show that it is active in all areas on the list below. Mark your school/college out of 10 for each of the following: Main activity 1 Explain that all Catholic schools and colleges are now inspected to determine how well they are promoting community cohesion in their local area. As a class, or individually, mark your school/college from 1-10 for each of the inspection criteria. Ask students: How well do you think your school/college is doing? Where is there room for improvement? (10 mins).Main activity 1 Explain that all Catholic schools and colleges are now inspected to determine how well they are promoting community cohesion in their local area. As a class, or individually, mark your school/college from 1-10 for each of the inspection criteria. Ask students: How well do you think your school/college is doing? Where is there room for improvement? (10 mins).

    24. Week Nine Reflection and action: What about our school/college/local community? The inclusion of all is a central goal and a shared vision. Acts of collective worship leave room for the other persons spiritual identity, modes of expression and values. Provision for RE results in attitudes of respect for all faiths, mutual understanding and integrity, enabling pupils to challenge each others beliefs and values. Pupils friendship bonds cross cultural/ faith/ social/ economic boundaries. They show concern for one another, especially the weak and vulnerable. Opportunities are given to dialogue and to collaborate with people of different backgrounds. Within the school there is concern, respect and hospitality towards the other. Pupils take responsibility for one another as members of one human family. They encounter the suffering and marginalised via local activities. Governors work to improve education for all pupils in the locality. The school premises are used by groups in the neighbourhood. Parents from all backgrounds have the opportunity to be involved in school life. Main activity 1 Explain that all Catholic schools and colleges are now inspected to determine how well they are promoting community cohesion in their local area. As a class, or individually, mark your school/college from 1-10 for each of the inspection criteria. Ask students: How well do you think your school/college is doing? Where is there room for improvement? (10 mins).Main activity 1 Explain that all Catholic schools and colleges are now inspected to determine how well they are promoting community cohesion in their local area. As a class, or individually, mark your school/college from 1-10 for each of the inspection criteria. Ask students: How well do you think your school/college is doing? Where is there room for improvement? (10 mins).

    25. Week Nine Reflection and action: What about our school/college/local community? Main activity 2 Project the quotation from The Church in the Modern World. Ask students: Why is it important to promote global as well as local community cohesion? In what ways does our school/college promote global community cohesion (or solidarity)? How can our school/college better promote global cohesion? (5 mins).Main activity 2 Project the quotation from The Church in the Modern World. Ask students: Why is it important to promote global as well as local community cohesion? In what ways does our school/college promote global community cohesion (or solidarity)? How can our school/college better promote global cohesion? (5 mins).

    26. Week Nine Reflection and action: What about our school/college/local community?

    27. Week Nine Reflection and action: What about our school/college/local community?

    28. Week Nine Reflection and action: What about our school/college/local community?

    29. Week Nine Reflection and action: What about our school/college/local community?

    30. The Solutions Tree Main activity 3 Explain that the class will be drafting a strategy to improve community cohesion. Decide whether to focus on your school/college or on the local area. Project the action tree onto the whiteboard and complete it together. Write the issue (community cohesion) on the trunk. Draw fruits and label them with your action ideas for increasing cohesion in your school/college or local area. Draw branches on them and write ways of achieving the actions (eg. organising an event, making a display, etc.) Write the resources needed to do this (eg. skills, contacts, materials) on the roots. (15 mins). If you prefer to give out individual or group worksheets, you can download a blank problems and solutions tree at: http://www.cafod.org.uk/resources/secondary_schools/citizenship/problem_and_solution_tree_ks3_4_post_16 Main activity 4 Use the tree as a basis for discussing and drafting a strategy. Ask: What are the local and global effects of each action? Whose power do we need to help us make the change and who can influence them? Which are the most important and the most feasible actions? Check that the action is SMART : Specific (it can be clearly defined) Measurable Achievable Realistic (given constraints, such as budget) and Timebound (possible in the time available). Which actions shall we include in our strategy for increasing community cohesion, and in what order? This information can be drawn around the tree as a flow chart. (30 mins). Main activity 3 Explain that the class will be drafting a strategy to improve community cohesion. Decide whether to focus on your school/college or on the local area. Project the action tree onto the whiteboard and complete it together. Write the issue (community cohesion) on the trunk. Draw fruits and label them with your action ideas for increasing cohesion in your school/college or local area. Draw branches on them and write ways of achieving the actions (eg. organising an event, making a display, etc.) Write the resources needed to do this (eg. skills, contacts, materials) on the roots. (15 mins). If you prefer to give out individual or group worksheets, you can download a blank problems and solutions tree at: http://www.cafod.org.uk/resources/secondary_schools/citizenship/problem_and_solution_tree_ks3_4_post_16 Main activity 4 Use the tree as a basis for discussing and drafting a strategy. Ask: What are the local and global effects of each action? Whose power do we need to help us make the change and who can influence them? Which are the most important and the most feasible actions? Check that the action is SMART : Specific (it can be clearly defined) Measurable Achievable Realistic (given constraints, such as budget) and Timebound (possible in the time available). Which actions shall we include in our strategy for increasing community cohesion, and in what order? This information can be drawn around the tree as a flow chart. (30 mins).

    31. Week Ten Summary of learning

    32. Week Ten Summary of learning Lesson objectives and outcomes Students will be given the opportunity to: recap the material covered in this unit reflect on the importance of hope discuss assignment ideas. By the end of the lesson, students will be able to: explain one message that they will take away from this unit say why hope is an essential part of a strategy to build community know the requirements of the assignment and start thinking of ideas.

    33. Week Ten Summary of learning Look at these three hope-filled quotations from Rwanda, the Philippines and the UK: Division is created by bad leadership. The Rwandan government is fighting against segregation. This gives me hope. Rwandan survivor, Tharcisse Mukamahttp://www.rwandansurvivors.blogspot.com/ What has happened in Oldham [riots] over the past few days has been terrible. But Leicester is a city which has actually overcome the trauma of racial conflict we have been through it and we have come out the other side. Paul Winstone, a policy officer at Leicester City Councilhttp://news.bbc.co.uk/1/hi/england/1357865.stm My hope is that we wont look at each other and think what is your religion or status in life? but rather as fellow human beings. Musa Sanguila, Mindanao, The Philippines What is your hope for your local, or global, community? Starter Briefly recap the lessons covered in this unit, asking students to say what they remember from each lesson, particularly the lessons about Bradford, the Philippines and Rwanda. Point out that hope has emerged even in the challenges of those three situations. Give time to consider the quotations, then ask students to discuss with a neighbour their own hope for the local/global community and on what it is based (eg. confidence in ability of those involved, faith that God is good, experience that things usually work out, etc). (5 mins). Main activity 1 Ask: Why do you think hope is one of the essential values on which CAFOD bases its work? How can we sustain our own hope, and help each other to sustain hope? What might this mean in terms of planning a strategy for community cohesion? (10 mins). Starter Briefly recap the lessons covered in this unit, asking students to say what they remember from each lesson, particularly the lessons about Bradford, the Philippines and Rwanda. Point out that hope has emerged even in the challenges of those three situations. Give time to consider the quotations, then ask students to discuss with a neighbour their own hope for the local/global community and on what it is based (eg. confidence in ability of those involved, faith that God is good, experience that things usually work out, etc). (5 mins). Main activity 1 Ask: Why do you think hope is one of the essential values on which CAFOD bases its work? How can we sustain our own hope, and help each other to sustain hope? What might this mean in terms of planning a strategy for community cohesion? (10 mins).

    34. Assignment titles Essay suggestions: Community cohesion global issue, Christian call, eternal reality. Compare two communities in which community cohesion has been a challenge and identify lessons from their experience that could be applied in a local situation of tension. There can be no peace in the world until there is peace among the religions. Discuss. Artefacts could include: a mural depicting actions that lead to the breakdown and building up of community a T-shirt design that promotes community cohesion a triptych or set of stained glass windows for a school chapel depicting Biblical and modern interpretations of the passage: Those who love God must also love their brothers and sisters. ( I John 4:21). Main activity 2 Explain the assignment requirements and how it will be assessed. Give students time to consider ideas and talk to each other in groups. Answer any questions. (40 mins). See Edexcel Extended Project specification or the NOCN handbook for alternative assignment ideas and for details of assessment criteria. Main activity 2 Explain the assignment requirements and how it will be assessed. Give students time to consider ideas and talk to each other in groups. Answer any questions. (40 mins). See Edexcel Extended Project specification or the NOCN handbook for alternative assignment ideas and for details of assessment criteria.

    35. Time out to reflect Presentations could include: news stories about community breakdown in the UK and overseas matched with advice drawn from Biblical and Catholic Social Teaching an explanation of the situation in Darfur, its causes and possible solutions, based on spiritual and ethical principles a study of community cohesion in the school/college community or the local area, with a strategy for improvement. Projects could include: producing a report with photographs for CAFODs youth website Big Deal on how your local community has learnt from a community in a developing country a survey of attitudes in the local area toward peoples of different faith or ethnic background designing an inclusive liturgy expressing local, national and global community cohesion.

    36. Time out to reflect Plenary Project the slide onto the whiteboard and play a piece of quiet music while students take turns to write their thoughts around the image. (5 mins). Plenary Project the slide onto the whiteboard and play a piece of quiet music while students take turns to write their thoughts around the image. (5 mins).

    37. Credits Resources for action CAFOD regularly gives opportunities for young people to express their solidarity with people in developing countries by prayer, fundraising activities around Fast Days or campaigning. To find out more: for CAFODs website for young people, Big Deal for pages for secondary teachers (For regular updates on new free resources, sign up for the e-bulletin at the above address). Picture credits Chris Bain, Annie Bungeroth, Simon Rawles, Laura Storr, Marcella Haddad, Noel Gavin, and Owen Humphries (Press Association). Illustration: Jane Smith

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