Learners will cite historical examples of social injustice and then identify perceived social injustices today. They will identify and share incidents in their lives when they confronted such experiences.
One Forty-Five Minute Class Period
The learner will:
- identify historic examples of injustice as well as contemporary problems in schools, communities and states.
- define social justice.
- share personal accounts of speaking out against an injustice.
- identify the characteristics of "social" problems as opposed to "individual" problems.
Anticipatory Set:
"What was their gripe?" Ask the learners to think historically and identify a problem, issue or injustice that persons or groups endured that was later changed.
- Now ask, "What is your gripe?" Have learners identify at least one problem, issue or injustice they perceive in their school, community or state and write it down in a notebook.
- Writing the examples on the board or overhead, survey the class for one example from each learner.
- Ask learners to recall a time when they spoke out or acted against a perceived injustice. In their notebooks, have them draw a symbol or logo, or write a brief description of the anecdote. Share the responses.
- During sharing, ask the following questions:
- Did you feel uncomfortable speaking or acting out?
- Was the injustice directed towards you, others or both?
- Did your action effect any change?
- Identify characteristics of "social" problems, as opposed to "individual" problems. What will be the consequences to society of not solving this problem?
- Choose one of the definitions of social justice described in Suggested Definitions of Social Justice (Attachment One). Have the learners copy the definition in their notebooks.
- Ask, "Considering the definition, which problems on the board do not constitute violations of social justice?" Erase those on the board deemed to not apply.
The notebook responses, both problems and personal stories, will serve as an assessment of learning for this lesson.
For use in parochial or private schools only, the teacher may wish to share Themes of Catholic Social Teaching (Attachment Two).
Lesson Developed and Piloted by:
Mark Worrellsocial justice - a situation in which all individuals and groups in a society are treated fairly and equally, regardless of race, gender, or any other factor that could be used to create situations of injustice.
(http://www.fast-times.com/politicaldictionary.html)
social justice - equitable access to resources and the benefits derived from them; a system that recognizes inalienable rights and adheres to what is fair, honest, and moral.
(http://www.mhhe.com/biosci/pae/glossarys.html)
social justice-Catholic Social Teaching is a collection of teachings on key themes which have evolved in response to the challenges of the day that are designed to reflect the Church's social mission. Teachings are rooted in biblical orientations and reflections on Christian tradition. It is a living tradition of thought and action. This tradition calls all members of the Church, rich and poor alike, to work to eliminate the occurrence and effect of poverty, to speak out against injustice, and to shape a more caring society and a more peaceful world. (http://www.dioceseofcleveland.org/churchinthecity/cst.htm)
social justice – justice applied to the framework of social existence; consideration of the requirements of justice applied to the benefits and burdens of a common existence
(Learning To Give glossary at http://www.learningtogive.org/materials/vocabulary.asp)
The following ten principles highlight major themes from Catholic social teaching documents of the last century.
1. Dignity of the Human Person
Belief in the inherent dignity of the human person is the foundation of all Catholic social teaching. Human life is sacred, and the dignity of the human person is the starting point for a moral vision for society. This principle is grounded in the idea that the person is made in the image of God. The person is the clearest reflection of God among us.
2. Common Good and Community
The human person is both sacred and social. We realize our dignity and rights in relationship with others, in community. Human beings grow and achieve fulfillment in community. Human dignity can only be realized and protected in the context of relationships with the wider society.
How we organize our society -- in economics and politics, in law and policy -- directly affects human dignity and the capacity of individuals to grow in community. The obligation to "love our neighbor" has an individual dimension, but it also requires a broader social commitment. Everyone has a responsibility to contribute to the good of the whole society, to the common good.
3. Option for the Poor
The moral test of a society is how it treats its most vulnerable members. The poor have the most urgent moral claim on the conscience of the nation. We are called to look at public policy decisions in terms of how they affect the poor. The "option for the poor," is not an adversarial slogan that pits one group or class against another. Rather it states that the deprivation and powerlessness of the poor wounds the whole community.
The option for the poor is an essential part of society's effort to achieve the common good. A healthy community can be achieved only if its members give special attention to those with special needs, to those who are poor and on the margins of society.
4. Rights and Responsibilities
Human dignity can be protected and a healthy community can be achieved only if human rights are protected and responsibilities are met. Every person has a fundamental right to life and a right to those things required for human decency – starting with food, shelter and clothing, employment, health care, and education. Corresponding to these rights are duties and responsibilities—to one another, to our families, and to the larger society.
5. Role of Government and Subsidiarity
The state has a positive moral function. It is an instrument to promote human dignity, protect human rights, and build the common good. All people have a right and a responsibility to participate in political institutions so that government can achieve its proper goals.
The principle of subsidiarity holds that the functions of government should be performed at the lowest level possible, as long as they can be performed adequately. When the needs in question cannot adequately be met at the lower level, then it is not only necessary, but imperative that higher levels of government intervene.
6. Economic Justice
The economy must serve people, not the other way around. All workers have a right to productive work, to decent and fair wages, and to safe working conditions. They also have a fundamental right to organize and join unions. People have a right to economic initiative and private property, but these rights have limits. No one is allowed to amass excessive wealth when others lack the basic necessities of life.
7. Stewardship of God's Creation
The goods of the earth are gifts from God, and they are intended by God for the benefit of everyone. There is a "social mortgage" that guides our use of the world's goods, and we have a responsibility to care for these goods as stewards and trustees, not as mere consumers and users. How we treat the environment is a measure of our stewardship, a sign of our respect for the Creator.
8. Promotion of Peace and Disarmament
Catholic teaching promotes peace as a positive, action-oriented concept. In the words of Pope John Paul II, "Peace is not just the absence of war. It involves mutual respect and confidence between peoples and nations. It involves collaboration and binding agreements." There is a close relationship in Catholic teaching between peace and justice. Peace is the fruit of justice and is dependent upon right order among human beings.
9. Participation
All people have a right to participate in the economic, political, and cultural life of society. It is a fundamental demand of justice and a requirement for human dignity that all people be assured a minimum level of participation in the community. It is wrong for a person or a group to be excluded unfairly or to be unable to participate in society.
10. Global Solidarity and Development
We are one human family. Our responsibilities to each other cross national, racial, economic and ideological differences. We are called to work globally for justice. Authentic development must be full human development. It must respect and promote personal, social, economic, and political rights, including the rights of nations and of peoples It must avoid the extremists of underdevelopment on the one hand, and "superdevelopment" on the other. Accumulating material goods, and technical resources will be unsatisfactory and debasing if there is no respect for the moral, cultural, and spiritual dimensions of the person.
Cited from Catholic Social Teaching at (http://www.osjspm.org/ )
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