Unit 4: Our response Focus Question: What can we do? Teacher Notes Group solidarity in working for the poor As well as individuals, a number of groups are committed to working for social wellbeing. Group solidarity is a feature of many people who work for justice – they rarely work alone. Workers for justice are also committed to action. To act is to hope. Some work for short-term relief (social service) and some for long-term solutions (social justice). Another way of looking at this is that acts of charity can mean working for the alleviation of poverty and/or the elimination of poverty. We profile two New Zealand groups here – the Society of St Vincent de Paul and Caritas Aotearoa New Zealand. Activities for Students We include creative ideas for social action to help the students express their thoughts and feelings. There’s also a worksheet on the poem from this section. The other activities all revolve around worksheets. ¢ Worksheet: Creative ideas – poem ¢ Worksheet: Society of St Vincent de Paul Website: http://svdp.org.nz/index.php/youth/ See the Vincentian Prayer in the Liturgies and Prayers section. Say this prayer together at close of class today: Dear God of mercy and love, We honour Saint Vincent de Paul as one of your holy saints. He gave food and clothing to the poor. He took care of the sick and orphans and old people. Help us remember how he followed your example by loving our neighbour especially when they are very poor. Help us to reach out to people in need. We ask this through Christ our Lord. Amen ¢ Worksheet: FAQs about Caritas A list of Frequently Asked Questions (FAQs) is included to explain the work we do and how we operate. Read together and discuss. For more information view the PowerPoint Caritas – seeing the need in the Resources section. There are commentary Notes accompanying this PowerPoint. SEE THE NEED Learning to think about poverty and affluence YEARS 9–11
Transcript
Unit 4: Our responseFocus Question: What can we do?
Teacher NotesGroup solidarity in working for the poorAs well as individuals, a number of groups are committed to working for social wellbeing. Group solidarity is a feature of many people who work for justice – they rarely work alone. Workers for justice are also committed to action. To act is to hope. Some work for short-term relief (social service) and some for long-term solutions (social justice).Another way of looking at this is that acts of charity can mean working for the alleviation of poverty and/or the elimination of poverty. We profile two New Zealand groups here – the Society of St Vincent de Paul and Caritas Aotearoa New Zealand.
Activities for StudentsWe include creative ideas for social action to help the students express their thoughts and feelings. There’s also a worksheet on the poem from this section. The other activities all revolve around worksheets.
¢ Worksheet: Creative ideas – poem
¢ Worksheet: Society of St Vincent de Paul Website: http://svdp.org.nz/index.php/youth/See the Vincentian Prayer in the Liturgies and Prayers section.
Say this prayer together at close of class today:
Dear God of mercy and love,We honour Saint Vincent de Paul as one of your holy saints.He gave food and clothing to the poor.He took care of the sick and orphans and old people.Help us remember how he followed your example byloving our neighbour especially when they are very poor.Help us to reach out to people in need.We ask this through Christ our Lord.Amen
¢ Worksheet: FAQs about Caritas A list of Frequently Asked Questions (FAQs) is included to explain the work we do and how we operate. Read together and discuss.For more information view the PowerPoint Caritas – seeing the need in the Resources section. There are commentary Notes accompanying this PowerPoint.
SEE THE NEEDLearning to think about poverty and affluence
¢ Worksheet: Taking ActionStudents can work individually on ideas they might have. Share with a partner or whole group.
¢ Worksheet: WordFindStudents become familiar with terms used in this study by locating frequently used words. They may choose to write a prayer using some of the words in the puzzle.
Creative ideas for social actionStudents may like to try one of these ideas to express their thoughts and feelings about what they have experienced.
Consider using different media for presenting ideas – for instance, make a video, compose a rap or song, choreograph a dance, or create a multi-media show.
1. Write a story of an imagined world where everyone lives without anyone in need. Describe how the people live successfully.
2. Using the media of choice present a key idea about poverty and affluence. Choose ideas from any of the following quotes or from the work covered in this unit.
For our society to truly prosper, we all need to embrace the understanding that the •advancement of the poorest members of our society is the advancement of our whole society. New Zealand Catholic Bishops Conference, 2008
You will listen and listen again, but not understand, •Look and look again, but not perceive. Matt 13: 14
Blessed are the poor in spirit, for theirs is the kingdom of heaven. •Luke 6 or Matt 5
The lives of others continually spill over into mine: in what I think, say, do and achieve. And •conversely, my life spills over into that of others: for better and for worse. Pope Benedict XVI
There will be no poor among you. •Deuteronomy 15: 4
•
3. Create an infomercial on a topic of poverty in your community.
Possible topics to research:
Availability of low income housingDay care options and subsidiesEffects of poverty on childrenFood banksHomelessnessMinimum wage versus living wageNight shelter/soup kitchen
4. Survey your city or regional newspaper for one week. Collect stories which raise issues of poverty. Analyse the results of this survey and present your findings to the class.
5. Read this poem printed on a worksheet, summarise what it is about and suggest another title.
Currency of living
I am not sure where I am with money.When I’ve had very little of it,I’ve been full of theories about sharing;but when I’ve had more than enough,the money changer in my templetends to label the surplus “my” and “mine”.
I can’t imagine the world without moneyand yet it’s difficult to use it wisely.Jesus said that where our treasure is,that’s where our hearts are also.I think I know what he meant,but it still doesn’t prevent mefrom getting my values mixed up.Where is my treasure?Where is my heart?I think it helps when I rememberjust whose earth this really is.It’s a truth that everything I have,including myself, is a gift from God.Nothing can be earned, nothing owned,nothing labelled with my name.When I remember that,my heart shifts focus.I lose sight of the “my” and “mine”of material possessionsand I reach out to worshipnot the gifts but the Giver.
Joy Cowley
Permission to reproduce this poem here has been given by the poet.
6. Write a poem using similes.
‘Poetry: the best words in the best order.’ Samuel Taylor Coleridge
Follow the steps below to write a poem that captures the images and feelings you have about poverty.
Gather ideasAt the top of the page write ‘Poverty is . . .’1. Write down five images you have when you think of poverty, skipping five lines between each image2. After each image write down what each image looks like, feels like, smells like, tastes like, and sounds 3. like, if applicable.Record the setting, time of day, and season of the year for each image.4. Record the feelings that you experience when imagining each of the images.5. Choose at least one of your images to expand into a glimpse of poverty through your experiences.6. Now read the idea page through and remove any unnecessary words.7. Write it in poetry format.8. Examine some of your words and refine them, choosing words that make the image memorable for 9. the reader.Share your poem.10.
Creative ideas – poemCurrency of living
I am not sure where I am with money.When I’ve had very little of it,I’ve been full of theories about sharing;but when I’ve had more than enough,the money changer in my templetends to label the surplus “my” and “mine”.
I can’t imagine the world without moneyand yet it’s difficult to use it wisely.Jesus said that where our treasure is,that’s where our hearts are also.I think I know what he meant,but it still doesn’t prevent mefrom getting my values mixed up.Where is my treasure?Where is my heart?I think it helps when I rememberjust whose earth this really is.It’s a truth that everything I have,including myself, is a gift from God.Nothing can be earned, nothing owned,nothing labelled with my name.When I remember that,my heart shifts focus.I lose sight of the “my” and “mine”of material possessionsand I reach out to worshipnot the gifts but the Giver.
Society of St Vincent de PaulThe Society of St Vincent de Paul is an international Catholic lay organisation inspired by the gospel of Jesus. People who work for the Society are called Vincentians. They work with all people in need in our communities. They also work with different organisations to identify issues affecting the poor.
Vinnie Youth – also known as St Vinnies Youth or Young Vinnies – is the link with Catholic schools. Each region has a youth coordinator, engaging students from Years 7-13 in grassroots social service. Examples of their good work include:
Visits to hospitals, hospices, and rest homes providing support and care to the sick, elderly and •dying
Collecting food for food banks•
Growing vegetables and seedlings in school gardens for families struggling to pay for fresh food•
Creating prayer cards, bookmarks, knitting and soft toys•
Collecting on street appeals•
Working at the soup kitchen for the homeless•
Providing school lunches for children who go without•
Operating a night patrol van which provides a •range of services.
Questions for you to research
Does your school have a Vinnie Youth group? Or similar?
How does it work?
Find out the following:
Who can join?
When does the group meet?
What does it do?
How does being involved make a difference?
Why should I join?
WORKSHEET
Schools pictured: St Mary’s College Wellington, St Patrick’s College Wellington.
FAQs about Caritas
Frequently asked questions
What does Caritas do in schools?Helps teachers and students think about social justice, peace and development. It does this through visits, presentations, introducing visiting speakers, creating resources for lessons and assemblies and publishing advocacy articles.
What does Caritas mean?
It translates from Latin as ‘love in action’. This means Caritas works to make a real difference in the lives of people living with poverty and injustice.
What topics has Caritas spoken out on recently?
The section Advocacy and Campaigns on our website http://www.caritas.org.nz/?sid=18 lists the following topics:Aid, children, cluster munitions, crime and punishment, debt, environmental justice, HIV and AIDS, human rights, Make Poverty History campaign, Millennium Development Goals, Trade, Treaty, West Papua. In addition, submissions have been made to Parliament on a range of issues.
What sources or streams of information does Caritas draw from?
Gospel values and Catholic social teaching, Vatican documents, current news, government policies, New Zealand Catholic Bishops’ statements and Caritas Internationalis are some of our most important sources, as well as interviews and reports.
Where does the money come from to support Caritas’ work?
From donors – through donations and bequestsFrom the government – through grants from NZAID (the New Zealand Government agency for international development)
How much does Caritas receive in donations each year?
In 2007 we received $4,412,080 from both government and private sources.The average for the last 5 years has been $4,509,325.
These figures come from the Caritas Annual Reports for these years.
Who pays Caritas?
Staff salary and administration costs come out of the money received. To work for a better world, we need to provide education, advocacy and information, as well as directly fund people in need. About 80% of our income is spent on our international development and relief programmes.
What does Caritas do that no other Catholic organisation does? What are its unique features?
Works with structures in society to bring about change through advocacy and development programme partnerships. It is community-based rather than individual-based. It responds with humanitarian relief and long-term development. Its foundation is Catholic social teaching, which focuses on the elimination of poverty and injustice.
Back row: Lisa Beech – Research & Advocacy Officer Everard Halbert –Research Assistant, Advocacy Martin de Jong – Communications & International Advocacy Coordinator Nick Borthwick – International Programmes Officer, Africa & Latin America Michael Smith – Director
Middle row: Catherine Gibbs – National Education Coordinator Tara D’Sousa – International Programmes Manager Margaret Walker – Education Research Assistant Claire Beaumont – PA/Receptionist Alesi Aitogi – Fundraising Assistant Monica Kong – Finance Officer Fr Gerard Burns – Caritas Board Chair
Front row: Tricia Thompson – International Programmes Officer, Asia Leo Duce – International Programmes Officer, Pacific Karla Paotonu – Fundraising Coordinator Mary Betz – Auckland Regional Coordinator (Parishes, Schools, Youth)
Inset: Grace Leung – International Programmes Support Officer
Follow upWrite down two things that you have learned about Caritas after reading through the FAQs.
Look at the list of ideas that people have used to take action in order to work towards a better world.
Wear a badgeJoin a protest marchMake a cash donationWrite a letter to the editorResearch the issue to identify different sidesJoin/start a social justice groupCreate a banner for public display
WordFindP O V E R T Y X K Z I R Y E L N X B BEATITUDES
K O I S O C I A L S E R V I C E I E BENEFIT (2)
Z I H Z O J Z A L O K C I C D E E N BUDGET
X K U U P V R K I C T T F P X D P E CHOICES (3)
H O M E L E S S W I N C O M E Z O F COMMON GOOD
C Z A U I O R I K A L C O N V T V I DEBT (3)
B E N E F I T X W L N T D E B T E T EQUALITY
B U D G E T Z T L J K T B E D L R T FOOD BANK
P I I M S N M H D U H D A E M M T R HEALTH (2)
O I G N T P I O E S E K N N D N Y J HOMELESS
O N N L Y H O P E T P N K I E V D Z HOPE (5)
R E I K L Z A E N I O J C I Z E Z I HUMAN DIGNITY
D Z T S E C I O H C H O I C E S D C INCOME
W Y Y S I H I U Z E M U U N I D X C LIFESTYLE
E A N M I E Q U A L I T Y N E R E H NEED (6)
A I N M W A N T H L Z I H E K P K O POOR (2)
L C I T T L N C O M M O N G O O D I POVERTY (2)
T N A W K T T X P K P Z V H I A L C SOCIAL JUSTICE (2)
H T L A E H K D E E N L Z V U T L E SOCIAL SERVICE
Y I Z A V I K Z B E A T I T U D E S WANT (4)
X I I S O C I A L J U S T I C E I E WEALTHY
Words may appear in any direction: across, down, backwards, diagonally up or down. They may also appear several times (as indicated by the numbers in brackets). Where two words form one concept, as in the Catholic Social Teaching principle of the COMMON GOOD, the words are shown in the puzzle without spaces.
My prayer for those suffering from povertyUse some of these words to help you compose a prayer for class or a liturgy. It could become part of an inspiring collection of class prayers for future occasions.
WORKSHEET
WordFind: answers
P O V E R T Y X K Z I R Y E L N X B BEATITUDES
K O I S O C I A L S E R V I C E I E BENEFIT (2)
Z I H Z O J Z A L O K C I C D E E N BUDGET
X K U U P V R K I C T T F P X D P E CHOICES (3)
H O M E L E S S W I N C O M E Z O F COMMON GOOD
C Z A U I O R I K A L C O N V T V I DEBT (3)
B E N E F I T X W L N T D E B T E T EQUALITY
B U D G E T Z T L J K T B E D L R T FOOD BANK
P I I M S N M H D U H D A E M M T R HEALTH (2)
O I G N T P I O E S E K N N D N Y J HOMELESS
O N N L Y H O P E T P N K I E V D Z HOPE (5)
R E I K L Z A E N I O J C I Z E Z I HUMAN DIGNITY
D Z T S E C I O H C H O I C E S D C INCOME
W Y Y S I H I U Z E M U U N I D X C LIFESTYLE
E A N M I E Q U A L I T Y N E R E H NEED (6)
A I N M W A N T H L Z I H E K P K O POOR (2)
L C I T T L N C O M M O N G O O D I POVERTY (2)
T N A W K T T X P K P Z V H I A L C SOCIAL JUSTICE (2)
H T L A E H K D E E N L Z V U T L E SOCIAL SERVICE
Y I Z A V I K Z B E A T I T U D E S WANT (4)
X I I S O C I A L J U S T I C E I E WEALTHY
Words may appear in any direction: across, down, backwards, diagonally up or down. They may also appear several times (as indicated by the numbers in brackets). Where two words form one concept, as in the Catholic Social Teaching principle of the COMMON GOOD, the words are shown in the puzzle without spaces.
