Social Justice emerges from the example of Jesus Christ and calls us to action in our lives.

1.1 Decisions and actions

a) As a class, students break open the ideas of justice, morality, moral responsibility and the outcomes of decisions with a game such as The Mandarin Man (see Appendix 1 ).

b) Students reflect on why they made a particular decision and the influences in their decision making.

c) Class discussion using the reflection activity and the motivations for making decisions in each situation: Where and when does ‘responsibility’ come into the making of decisions?

d) Students use a number of stories to break open different situations when personal and moral decisions need to be made. As they watch/read they can reflect on the following questions:

  • Who are the people involved?
  • What issue is at the heart of the story?
  • What decisions need to be made?
  • What are the possible outcomes as a result of the decisions being made?
  • Why are some decisions easier to make than others?
  • Where do morals and responsibility come into the decision making

Resources can include:

Moral dilemmas:

1.2 Stages of Moral Development

a) Students to view the YouTube clip outlining the Kholberg’s theory

b) Students use research to provide a definition of Kohlberg’s stages of moral development: 1. Pre conventional, 2. Conventional and 3. Post conventional and participate in class discussion based on the three stages of moral development (teacher reference: Blessed to be a blessing).

c) Students view Disney’s movie Pinocchio. As Pinocchio grows up he moves through the moral stages.


Other movies that could be used are:

d) During the viewing of the movie, students complete the worksheet. (See Appendix 2).

e) Students use TKWL Year 102 to develop an understanding of conscience.

f) Students view the Bishop Robert Barron clip on the catholic understanding of conscience.

g) Students read TKWL Year 104. Students compare these stages in maturing ones conscience to Kohlberg’s Stages of Moral Growth.

h) Students form groups to discuss and list obstacles that affect a person’s ability to make decisions and develop an informed conscience. Each obstacle listed requires an explanation from the group.

1.3 Christian Discipleship

a) Students read Matthew 25:35-40.

b) Students record answers to the following questions using a Y Chart:

  • What do they see?
  • What do they think?
  • What do they wonder?


c) Students select one of the Corporal Works of Mercy listed in this scripture passage (Note: Only 6 of the Corporal Works of Mercy are listed in Matthew 25:35-40. The 7th Corporal Work of Mercy comes from the Book of Tobit 1:17 bury the dead) and respond to how they and others should respond as Christians to the selected issue using a visual recording. An example is: The Project segment.


1.4 Reflection

a) Students watch the video on clarifying values:

b) Students write a list of their own values and reflect upon what has shaped and influenced them to have these values.

c) Students experience the Ignatian EXAMEN method as a reflection activity following learning input on Corporal Works of Mercy. EXAMEN method.

d) Discuss essential question: What situations require you to exercise personal and moral responsibility?


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