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Transcription

- FaithCentral

Inspiring Men and Women
LEARNING STRAND: SOCIAL JUSTICE
RELIGIOUS
EDUCATION
PROGRAMME
FOR CATHOLIC SECONDARY SCHOOLS IN
AOTEAROA NEW ZEALAND
10E
TEACHER GUIDE
THE LOGO
The logo is an attempt to express Faith
as an inward and outward journey.
This faith journey takes us into our own hearts,
into the heart of the world and into the heart of Christ
who is God’s love revealed.
In Christ, God transforms our lives.
We can respond to his love for us by reaching out
and loving one another.
The circle represents our world.
White, the colour of light, represents God.
Red is for the suffering of Christ.
Red also represents the Holy Spirit.
Yellow represents the risen Christ.
The direction of the lines is inwards
except for the cross,
which stretches outwards.
Our lives are embedded in and
dependent upon our environment
(green and blue) and our cultures
(patterns and textures).
Mary, the Mother of Jesus Christ, is
represented by the blue
and white pattern.
The blue also represents the Pacific…
Annette Hanrahan RSCJ
UNDERSTANDING FAITH
YEAR 10
This book is the Teacher Guide to the following topic in
the UNDERSTANDING FAITH series
10E
INSPIRING MEN AND WOMAN
TEACHER GUIDE
©
Copyright 2003 by National Centre for Religious Studies
No part of this document may be reproduced in any way, stored in a retrieval
system, or transmitted by any means, without prior permission of the
publishers.
Imprimatur:
† Leonard Boyle DD
Bishop of Dunedin
Episcopal Deputy for Religious Studies
October 2002
Authorised by the New Zealand Catholic Bishops’ Conference
Published by:
National Centre for Religious Studies
Catholic Centre
P O Box 1937
Wellington
New Zealand
Printed by:
Printlink
33-43 Jackson Street
Petone
Private Bag 39996
Wellington Mail Centre
Lower Hutt 5045
Māori terms are italicised in the text. The first time a
Māori term occurs its English meaning appears in
brackets after it. A Māori glossary at the back of the
book gives a more detailed explanation of these terms
and provides a guide for their pronunciation.
CONTENTS
Introduction to the Topic .............................................................................. 2
Part One:
Our Heroes ........................................................................... 23
Part Two:
Christian Lives ..................................................................... 50
Part Three: Prophets ............................................................................... 57
Part Four:
Women Who Advanced God’s Plan ................................... 66
Part Five:
Mary – Woman of Faith ....................................................... 74
Part Six:
Saints and Patrons .............................................................. 80
Part Seven: The Family of Saints ............................................................ 87
Glossary of General Terms ....................................................................... 104
Glossary of Māori Terms ........................................................................... 112
Acknowledgements ................................................................................... 115
1
TOPIC 10E: INSPIRING MEN AND WOMEN
LEARNING STRAND: SOCIAL JUSTICE
INTRODUCTION TO THE TOPIC
This book contains the teacher material for Topic 10E “Inspiring Men and
Women” which forms the Social Justice Strand of the Understanding Faith
programme at year ten.
The study of topics in the Social Justice Strand is intended to further students’
understanding of the Social Teaching of the Church which emphasises that
‘action on behalf of justice and participation in the transformation of the world’
is ‘a constitutive dimension of the Gospel’. (n.6 Justice in the World – 2nd
Synod of Bishops 1971)
This teacher material should be read alongside the following:
•
•
•
•
The Religious Education Curriculum Statement for Catholic Secondary
Schools in Aotearoa New Zealand.
The student resource book for 10E “Inspiring Men and Women”.
The student write-on activities for 10E “Inspiring Men and Women” in
the year ten student workbook.
The supplementary material and activities on the website.
The purpose of this topic is to help students develop an understanding of the
contribution of some significant leaders and role models in the Jewish and
Christian traditions. It concentrates on those, past or present, from whom the
aroha (love) of Te Atua (God) could be said to shine forth in a notable way.
Topic 10E “Inspiring Men and Women” is designed to capitalise on the
propensity of year ten students to identify with heroic figures in order to
explore the lives of significant leaders or exemplars, especially in the Christian
tradition. It aims to help students become more familiar with some of the
inspiring figures in the Christian story from Bible times onwards.
The word “inspire” has its roots in a Latin word which means “to breathe into”.
In Scripture, inspiration refers to the idea of the breath of God, the Spirit of
God, giving life or animating people. The people whose lives are examined in
this topic are inspiring because, in one way or another, they were “filled with
Te Wairua Tapu (the Holy Spirit)”. Inspiring people are those who, by the
example of their lives, move us to imitation and action. They are models for
us of what can be achieved when people allow themselves to be led by the
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Spirit to do the will of God. In the lives of inspiring men and women we see
plenty of evidence of the virtues – those qualities of character which give
meaning and purpose to our lives.
This topic encourages teachers and students to look at a wide range of
inspiring people. It provides an opportunity for students to make a special
study of the patron saint of their school or parish. It is also enables them to
research the lives of those saints whose names they bear, either through
Baptism or Confirmation.
ACHIEVEMENT AIMS
In this topic students will gain and apply knowledge, skills, values and
attitudes to understand:
1. The concept of leadership and role models.
2. The significance of inspiring men and women in Scripture and in
Church history.
3. The reasons why the Church honours saints.
ACHIEVEMENT OBJECTIVES
Students will be able to:
1. Recognise what it means to be an inspiring man or woman – both in
our own society and in the Jewish and Christian traditions – and
identify men and women in our own time who fulfil this role.
2. Recognise ways in which men and women in Scripture, such as the
prophets, advanced God’s plan and came to be seen as inspirational
figures.
3. Develop an understanding of Mary, the mother of Jesus, as a woman
of whakapono (faith) and the outstanding model of Christian
discipleship.
4. Explore the development of the Church’s practice of venerating and
canonising saints and understand why particular saints, including
patrons, are honoured.
5. Recognise the great diversity among the communion of saints and
identify ways in which the saints are active in people’s lives.
CHURCH TEACHINGS AND LINKS WITH CHURCH DOCUMENTS
Underpinning the five achievement objectives for the topic are important
teachings of the Church. Where possible direct links with the Catechism of
the Catholic Church have been established and quotations used to highlight
the relationship between the various achievement objectives and the Church
teachings that they embody. On occasions, other Church documents are
referred to and quoted.
3
In all cases the official translations of Church documents have been used, but
where necessary changes have been made so that the language is gender
inclusive.
Achievement Objective 1
Students will be able to recognise what it means to be an inspiring man or
woman – both in our own society and in the Jewish and Christian traditions –
and identify men and women in our own time who fulfil this role.
Church Teaching
•
•
•
•
Te Atua calls all people to holiness and to share in his life.
Te Wairua Tapu works in our lives to make us more like Karaiti (Christ).
Virtues are those human qualities which enable us to live good lives.
By freely responding to the koha (gifts) of the Holy Spirit we are able to
develop the virtues and become more like Christ.
Catechism and Church Document Links
"All Christians in any state or walk of life are called to the fullness of Christian
life and to the perfection of charity." All are called to holiness: "Be perfect, as
your heavenly Father is perfect".
‘In order to reach this perfection the faithful should use the strength
dealt out to them by Christ's gift, so that . . . doing the will of the Father
in everything, they may wholeheartedly devote themselves to the glory
of God and to the service of their neighbour. Thus the holiness of the
People of God will grow in fruitful abundance, as is clearly shown in the
history of the Church through the lives of so many saints.’ (Dogmatic
Constitution on the Church 40:2) (CCC 2013)
"Justified in the name of the Lord Jesus Christ and in the Spirit of our God,"
"sanctified . . . [and] called to be saints," Christians have become the temple
of the Holy Spirit. This "Spirit of the Son" teaches them to pray to the Father
and, having become their life, prompts them to act so as to bear "the fruit of
the Spirit" by charity in action. Healing the wounds of sin, the Holy Spirit
renews us interiorly through a spiritual transformation. He enlightens and
strengthens us to live as "children of light" through "all that is good and right
and true." (CCC 1695)
The moral life of Christians is sustained by the gifts of the Holy Spirit. These
are permanent dispositions which make us docile in following the promptings
of the Holy Spirit. (CCC 1830)
The seven gifts of the Holy Spirit are wisdom, understanding, counsel,
fortitude, knowledge, piety, and fear of the Lord. They belong in their fullness
to Christ, Son of David. They complete and perfect the virtues of those who
receive them. They make the faithful docile in readily obeying divine
inspirations.
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Let your good spirit lead me on a level path. (Psalm 143:10)
For all who are led by the Spirit of God are sons and daughters of God
. . . If children, then heirs, heirs of God and fellow heirs with Christ.
(Romans 8:14, 17) (CCC 1831)
The fruits of the Spirit are perfections that the Holy Spirit forms in us as the
first fruits of eternal glory. The tradition of the Church lists twelve of them:
“charity, joy, peace, patience, kindness, goodness, generosity, gentleness,
faithfulness, modesty, self-control, chastity”. (CCC 1832)
A virtue is an habitual and firm disposition to do the good. It allows people not
only to perform good acts, but to give the best of themselves. A virtuous
person tends toward the good with all their sensory and spiritual powers; they
pursue the good and choose it in concrete actions.
The goal of a virtuous life is to become like God. (CCC 1803)
Human virtues are firm attitudes, stable dispositions, habitual perfections of
intellect and will that govern our actions, order our passions, and guide our
conduct according to reason and faith. They make possible ease, selfmastery, and joy in leading a morally good life. The virtuous person is one
who freely practises the good. (CCC 1804)
The moral virtues are acquired by human effort. They are the fruit and seed
of morally good acts; they dispose all the powers of the human being for
communion with divine love. (CCC 1804)
The human virtues are stable dispositions of the intellect and the will that
govern our acts, order our passions, and guide our conduct in accordance
with reason and faith. They can be grouped around the four cardinal virtues:
prudence, justice, fortitude, and temperance. (CCC 1834)
Prudence disposes the practical reason to discern, in every circumstance, our
true good and to choose the right means for achieving it. (CCC 1835)
Justice consists in the firm and constant will to give God and neighbour their
due. (CCC 1836)
Fortitude ensures firmness in difficulties and constancy in the pursuit of the
good. (CCC 1837)
Temperance moderates the attraction of the pleasures of the senses and
provides balance in the use of created goods. (CCC 1838)
The moral virtues grow through education, deliberate acts, and perseverance
in struggle. Divine grace purifies and elevates them. (CCC 1839)
The theological virtues dispose Christians to live in a relationship with the Holy
Trinity. They have God for their origin, their motive, and their object – God
known by faith, God hoped in and loved for his own sake. (CCC 1840)
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There are three theological virtues: faith, hope, and charity. They inform all
the moral virtues and give life to them. (CCC 1841)
By faith, we believe in God and believe all that he has revealed to us and that
the Holy Church proposes for our belief. (CCC 1842)
By hope we desire, and with steadfast trust await from God, eternal life and
the graces to merit it. (CCC 1843)
By charity, we love God above all things and our neighbour as ourselves for
love of God. Charity, the form of all the virtues, "binds everything together in
perfect harmony" (Col 3:14). (CCC 1844)
Students will be able to recognise ways in which men and women in Scripture,
such as the prophets, advanced God’s plan and came to be seen as
inspirational figures.
Church Teaching
•
•
•
•
•
•
•
The prophets and other Old Testament figures are honoured as saints
by the Church.
The prophets listened to the Word of God and acted on it.
By calling people back to Te Atua and interceding with God on behalf
of the people, the prophets prepared the way for the coming of Karaiti.
In Old Testament times holy women such as Sarah, Rebecca, Rachel,
Miriam, Deborah, Hannah, Ruth, Judith and Esther kept alive the hope
of Israel's salvation.
Elijah is regarded as the “father” of the prophets.
Women were among the earliest followers of Hehu (Jesus) and those
to whom he first revealed Te Rongopai (the Good News).
Women were the first witnesses of Te Aranga (the Resurrection) who
carried the message of Jesus’ rising to the Apostles.
The patriarchs, prophets and certain other Old Testament figures have been
and always will be honoured as saints in all the Church's liturgical traditions.
(CCC 61)
God chose Abraham and made a covenant with him and his descendants. By
the covenant God formed his people and revealed his law to them through
Moses. Through the prophets, he prepared them to accept the salvation
destined for all humanity. (CCC 72)
Through the prophets, God forms his people in the hope of salvation, in the
expectation of a new and everlasting Covenant intended for all, to be written
on their hearts. The prophets proclaim a radical redemption of the People of
God, purification from all their infidelities, a salvation which will include all the
6
nations. Above all, the poor and humble of the Lord will bear this hope. Such
holy women as Sarah, Rebecca, Rachel, Miriam, Deborah, Hannah, Judith
and Esther kept alive the hope of Israel's salvation. The purest figure among
them is Mary. (CCC 64)
In their "one to one" encounters with God, the prophets draw light and
strength for their mission. Their prayer is not flight from this unfaithful world,
but rather attentiveness to The Word of God. At times their prayer is an
argument or a complaint, but it is always an intercession that awaits and
prepares for the intervention of the Saviour God, the Lord of history. (CCC
2584)
The prophets summoned the people to conversion of heart and, while
zealously seeking the face of God, like Elijah, they interceded for the people.
(CCC 2595)
Elijah is the "father" of the prophets, "the generation of those who seek him,
who seek the face of the God of Jacob". Elijah's name, "The Lord is my God,"
foretells the people's cry in response to his prayer on Mount Carmel. St.
James refers to Elijah in order to encourage us to pray: "The prayer of the
righteous is powerful and effective". (CCC 2582)
The coming of God's Son to earth is an event of such immensity that God
willed to prepare for it over centuries. He makes everything converge on
Christ: all the rituals and sacrifices, figures and symbols of the "First
Covenant". He announces him through the mouths of the prophets who
succeeded one another in Israel. (CCC 522)
Jesus does not reveal the Holy Spirit fully, until he himself has been glorified
through his Death and Resurrection. Nevertheless, little by little he alludes to
him even in his teaching of the multitudes, as when he reveals that his own
flesh will be food for the life of the world. He also alludes to the Spirit in
speaking to Nicodemus, to the Samaritan woman, and to those who take part
in the feast of Tabernacles. To his disciples he speaks openly of the Spirit in
connection with prayer and with the witness they will have to bear. (CCC 728)
Mary Magdalene and the holy women who came to finish anointing the body
of Jesus, which had been buried in haste because the Sabbath began on the
evening of Good Friday, were the first to encounter the Risen One. Thus the
women were the first messengers of Christ's Resurrection for the apostles
themselves. (CCC 641)
Students will be able to develop an understanding of Mary, the mother of
Hehu, as a woman of faith and the outstanding model of Christian
discipleship.
7
Church Teaching
•
•
•
Mary is the perfect example of someone who hears Te Atua and
responds freely in faith.
From the time of the Annunciation, through the various events of Jesus’
life, to his death on the cross, and the birth of the Church at Pentecost,
Mary’s faith was total – she believed that nothing was impossible with
God.
Mary is called the Mother of the Church and is venerated as the
supreme model of whakapono, aroha and holiness who points the way
to Christ.
To obey (from the Latin ob-audire, to "hear or listen to") in faith is to submit
freely to the word that has been heard, because its truth is guaranteed by
God, who is Truth itself. Abraham is the model of such obedience offered us
by Sacred Scripture. The Virgin Mary is its most perfect embodiment. (CCC
144)
The Virgin Mary most perfectly embodies the obedience of faith. By faith
Mary welcomes the tidings and promise brought by the angel Gabriel,
believing that "with God nothing will be impossible" and so giving her assent:
"Behold I am the handmaid of the Lord; let it be [done] to me according to
your word". Elizabeth greeted her: "Blessed is she who believed that there
would be a fulfilment of what was spoken to her from the Lord". It is for this
faith that all generations have called Mary blessed. (CCC 148)
Only faith can embrace the mysterious ways of God's almighty power. This
faith glories in its weaknesses in order to draw to itself Christ's power. The
Virgin Mary is the supreme model of this faith, for she believed that "nothing
will be impossible with God", and was able to magnify the Lord: "For he who
is mighty has done great things for me, and holy is his name". (CCC 273)
Mary gave her consent in faith at the Annunciation and maintained it without
hesitation at the foot of the Cross. Ever since, her motherhood has extended
to the brothers and sisters of her Son "who still journey on earth surrounded
by dangers and difficulties". Jesus, the only mediator, is the way of our
prayer; Mary, his mother and ours, is wholly transparent to him: she "shows
the way" (hodigitria), and is herself "the Sign" of the way, according to the
traditional iconography of East and West. (CCC 2674)
The prayers of the Virgin Mary, in her Fiat and Magnificat, are characterised
by the generous offering of her whole being in faith. (CCC 2622)
The finding of Jesus in the temple is the only event that breaks the silence of
the Gospels about the hidden years of Jesus. Here Jesus lets us catch a
glimpse of the mystery of his total consecration to a mission that flows from
his divine sonship: "Did you not know that I must be about my Father's work?"
Mary and Joseph did not understand these words, but they accepted them in
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faith. Mary "kept all these things in her heart" during the years Jesus
remained hidden in the silence of an ordinary life. (CCC 534)
Mary's prayer is revealed to us at the dawning of the fullness of time. Before
the incarnation of the Son of God, and before the outpouring of the Holy Spirit,
her prayer cooperates in a unique way with the Father's plan of loving
kindness: at the Annunciation, for Christ's conception; at Pentecost, for the
formation of the Church, his Body. In the faith of his humble handmaid, the
Gift of God found the acceptance he had awaited from the beginning of time.
She whom the Almighty made "full of grace" responds by offering her whole
being: "Behold I am the handmaid of the Lord; let it be [done] to me
according to your word". "Fiat": this is Christian prayer: to be wholly God's,
because he is wholly ours. (CCC 2617)
Throughout her life and until her last ordeal when Jesus her son died on the
cross, Mary's faith never wavered. She never ceased to believe in the
fulfilment of God's word. And so the Church venerates in Mary the purest
realisation of faith. (CCC 149)
At the end of this mission of the Spirit, Mary became the Woman, the new Eve
("mother of the living"), the mother of the "whole Christ". As such, she was
present with the Twelve, who "with one accord devoted themselves to prayer,"
at the dawn of the "end time" which the Spirit was to inaugurate on the
morning of Pentecost with the manifestation of the Church. (CCC 726)
By her complete adherence to the Father's will, to his Son's redemptive work,
and to every prompting of the Holy Spirit, the Virgin Mary is the Church's
model of faith and charity. Thus she is a "pre-eminent and . . . wholly unique
member of the Church"; indeed, she is the "exemplary realisation" (typus) of
the Church. (CCC 967)
It is in the Church, in communion with all the baptised, that the Christian fulfils
his or her vocation. From the Church they receive the Word of God containing
the teachings of "the law of Christ". From the Church they receive the grace
of the sacraments that sustains them on the "way". From the Church they
learn the example of holiness and recognise its model and source in the allholy Virgin Mary; they discern it in the authentic witness of those who live it;
they discover it in the spiritual tradition and long history of the saints who have
gone before them and whom the liturgy celebrates in the rhythms of the
sanctoral cycle. (CCC 2030)
Students will be able to explore the development of the Church’s practice of
venerating and canonising saints and understand why particular saints,
including patrons, are honoured.
9
Church Teaching
•
•
•
•
•
•
•
The holiness of God and the work of Te Wairua Tapu is shown in the
lives of the saints.
Canonised saints are those Christians who have been formally
recognised by the Church for their heroic virtue and great faith in Te
Atua.
By proclaiming such saints, the Church is proposing them as models
and intercessors for believers.
Saints have been the source of renewal in the most difficult times in the
Church’s history.
The Church honours the saints through feasts and memorials
throughout the year.
One way that Christians venerate the saints is through their sacred
images.
A patron saint is a Christian model and a source of prayer for the
baptised person who bears the patron’s name.
By canonising some of the faithful, i.e., by solemnly proclaiming that they
practised heroic virtue and lived in fidelity to God's grace, the Church
recognises the power of the Spirit of holiness within her and sustains the hope
of believers by proposing the saints to them as models and intercessors.
"The saints have always been the source and origin of renewal in the most
difficult moments in the Church's history." Indeed, "holiness is the hidden
source and infallible measure of her apostolic activity and missionary zeal".
(CCC 828)
When the Church keeps the memorials of martyrs and other saints during the
annual cycle, she proclaims the Paschal mystery in those "who have suffered
and have been glorified with Christ. She proposes them to the faithful as
examples who draw all people to the Father through Christ, and through their
merits she begs for God's favours". (CCC 1173)
Sacred images in our churches and homes are intended to awaken and
nourish our faith in the mystery of Christ. Through the icon of Christ and his
works of salvation, it is he whom we adore. Through sacred images of the
holy Mother of God, of the angels and of the saints, we venerate the persons
represented. (CCC 1192)
In Baptism, the Christian receives their name in the Church. Parents,
godparents, and the pastor are to see that they be given a Christian name.
The patron saint provides a model of charity and the assurance of their
prayer. (CCC 2165)
Students will be able to recognise the great diversity among the communion of
saints and identify ways in which the saints are active in people’s lives.
10
Church Teaching
•
•
The Church is the communion of Christ’s faithful – those journeying on
earth, those who have died and are undergoing purification, and the
saints who are already experiencing the fullness of God’s life and love.
The saints share in the prayer of the Church through the example of
their lives, through the transmission of their writings, and by their ongoing intercession for the Church and the world.
"We believe in the communion of all the faithful of Christ, those who are
pilgrims on earth, the dead who are being purified, and the blessed in heaven,
all together forming one Church; and we believe that in this communion, the
merciful love of God and his saints is always [attentive] to our prayers." (CCC
962)
The Church, a communion living in the faith of the apostles which she
transmits, is the place where we know the Holy Spirit … in the witness of
saints through whom he manifests his holiness and continues the work of
salvation. (CCC 688)
The witnesses who have preceded us into the kingdom, especially those
whom the Church recognises as saints, share in the living tradition of prayer
by the example of their lives, the transmission of their writings, and their
prayer today. They contemplate God, praise him and constantly care for
those whom they have left on earth. When they entered into the joy of their
Master, they were "put in charge of many things". Their intercession is their
most exalted service to God's plan. We can and should ask them to intercede
for us and for the whole world. (CCC 2683)
ORGANISATION OF THE TOPIC
For teaching purposes the material in this topic is organised into seven
sections each of which is linked to one of the achievement objectives:
Part One:
Our Heroes
Part Two:
Christian Lives
Part Three: Prophets
Part Four:
Women Who Advanced God’s Plan Achievement Objective 2
Part Five:
Mary – Woman of Faith
Part Six:
Saints and Patrons
Part Seven: The Family of Saints
11
LEARNING OUTCOMES
Each learning outcome for the topic is derived from one or more of the
achievement objectives. The learning outcomes identify what students are
expected to learn as they work through each section of the topic.
While teachers must ensure that the learning outcomes for the topic are
covered so that all of the achievement objectives for the topic are met, it is
not intended that students work through every task or activity.
Teachers should select a range of tasks appropriate for their students’
interests and abilities and well-matched to their own teaching style.
Learning outcomes for each of the seven sections of the topic are listed
at the beginning of the appropriate part.
LINKS WITH OTHER LEARNING AREAS
Topic 10E “Inspiring Men and Women” in so far as it deals with social and
cultural heroes and role models, has clear links to a subject such as Social
Studies.
Teachers of Religious Education are encouraged to establish whether the
Achievement Aims and Objectives for this topic can be linked with those of the
Social Sciences Curriculum as they are delivered at your school.
The Social Studies Department may have resources which could be useful for
teaching this topic.
MĀORI SPIRITUALITY IN THE RELIGIOUS EDUCATION CURRICULUM
In Aotearoa New Zealand Māori spirituality is an essential dimension of the
Religious Education Curriculum.
Māori students in Catholic schools have a right, supported by Church
teaching, to have the faith explained to them in a culturally relevant way, using
those traditional Māori concepts, beliefs and values which are still part of the
life of Māori today. For example, te ao wairua (the spiritual world), Atua, tapu,
mana, noa (free from tapu restrictions), hohou rongo (the restoring of tapu and
mana), whānau, te wā (time). It is not sufficient to present the faith to them in
wholly European terms while ignoring the riches of the Māori religious
traditions and their belief system – this would be an alienating experience for
Māori. Pope John Paul II himself affirmed the authenticity and integrity of
Māori spirituality when speaking to tangata whenua (the people of the land)
during his visit to this country in 1986:
“It is as Māori that the Lord calls you, it is as Māori that you belong
to the Church, the one body of Christ.”
12
Since 1840 we have been a nation with two streams of culture as expressed
in our founding document, Te Tiriti o Waitangi – the Treaty of Waitangi. The
partnership, communication and mutual respect implied in the Treaty can only
exist if there is mutual understanding. For Pakeha, such an understanding is
impossible without an appreciation of the Māori culture’s underlying
spirituality. There is also great potential for the enrichment of the spirituality of
Pakeha young people when they are given the chance to develop an
awareness and understanding of the Māori faith vision and belief system. All
young people in Catholic schools, therefore, should be given the opportunity
to understand key aspects of the culture and spirituality of Māori.
THE USE OF MĀORI LANGUAGE IN THIS PROGRAMME
The first time a Māori word or phrase appears in a particular topic, either in
the teacher material or the student texts, it is followed by its English equivalent
which is placed inside brackets. In most cases the meaning of the Māori
terms can be worked out from the context in which they appear.
A glossary which gathers together all the Māori terms used in a particular
topic is provided. This glossary often explores the Māori concepts in greater
depth than is possible in the brief descriptions that appear in the teacher
material and student texts.
THE USE OF MULTIPLE INTELLIGENCES
In recent years, as it has become clearer to psychologists and educationalists
that different students have different strengths and learn best in different
ways, the long established view that intelligence is a single underlying general
ability characteristic has been challenged. Various theories of multiple
intelligences have been proposed.
Background material on multiple
intelligences and their application in Religious Education is contained in the
Curriculum Statement.
The following ideas may be useful for Religious Education teachers who wish
to create their own activities and resources across seven of the intelligences.
The ideas have been adapted from Book One of Seven Ways At Once:
Classroom Strategies Based on the Seven Intelligences by Helen McGrath
and Toni Noble (Melbourne: Longman, 1995). This is an excellent resource
that suggests ways in which teachers can translate the theory of multiple
intelligences into classroom practice.
An eighth intelligence – naturalist or environmental – has been recognised
more recently. Suggested activities for this intelligence are also listed.
13
Word Intelligence
Some Useful Verbs:
Write
Read
Argue
List
Tell
Summarise
Review
Explain
Listen
Brainstorm
Interview
Spell
Re-tell
Narrate
Discuss
Debate
Instruct
Some Interesting Products:
Talk on a topic
Play
Newspaper
Sentences
Newsletter
Limerick
Instructions
Riddle
Monologue
Fax
Reading circle
Crossword
Myth / legend
Poem
Directions
Dialogue
Headline
Booklet
Cartoon caption
Definitions
Proverb
Written interview
Anagrams
Radio programme
Story
Script
Essay
Menu
Diary / journal
Letter
Story reading
Review
News report
Headline
Recipe
Slogan
Word search
Book
Advertisement
Report
Audiotaped story Summary
Brochure text
Lyrics
Dictionary
Joke
Sequel / next episode
Space and Vision Intelligence
Some Useful Verbs:
Draw
Illustrate
Read map
Videotape
Doodle
Sketch
Create
Make game
Make
Construct
Design
Photograph
Paint
Sculpt
Print
Film
Visualise
Map
Sketch
Painting
Poster
Timeline
Flowchart
Diorama
Construction
Guided imagery
Photograph
Illustration
Screen printing
Overhead transparency
Collage
Story map
Card game
Calligraphy
Diagram
Cartoon
Logo
Board game
Stage set
Colour scheme
Brochure
Pamphlet
14
Drawing
Mural
Pop-up book / card Plan
Venn diagram
Maze
Slideshow
Display
Stage set
Mobile
Overhead
Sign
Perspective drawing
Tangram
Chart
Design
Graph
Symbol
Print
Videotape
Frieze
Scroll
Banner
Body Intelligence
Some Useful Verbs:
Act out
Interpret
Choreograph
Fix
Construct
Mime
Exercise
Demonstrate
Make model
Find
Some Useful Products:
Charades
Creative drama
Creative movement
Human sculptures
Excursion
Floor games
Roleplay
Mime
Puppet play
Demonstration
Models
Gestures
Movements
Dance
Choreography
Body and mouth percussion
Playing musical and non-musical instruments
Dance
Walk
Manipulate
Perform
Move like
Juggle
Visit
Build
People Intelligence
Some Useful Verbs:
Co-operate
Research (people)
Organise
Negotiate
Decide together
Communicate
Predict (behaviour)
Persuade
Interview
Encourage
Perform
Mentor
Discuss
Role play
Collaborate
Sell
Interviews
Survey
Class presentation Morning talk
Groups
Group games
Leadership skills
Conference
Sociogramme
Oral presentation
Class meeting
Team logo
Role play
Interview
Marketing plan
Simulations
Peer support programme
Survey
Team up to
Play
Mediate
Work in pairs
Give feedback
Take turns
Convince
Teach
Lead
Help
Act
Listen
Tutor
Explain
Manage
Biography
Play
Social skills
Speech
Co-operative learning
Collaborative evaluation sheet
Performance
Games
Advertising campaign
Tutoring
Dialogue
Mentoring
15
Self Intelligence
Useful Verbs:
Give opinion
Describe
Self analyse
Discuss
Rank
Reflect
State
Dream
Choose
Record
Self assess / evaluate
Set goals
Meditate
Self-disclosure
Useful Products:
Personal goals
Learning Goals
Values
Autobiography
Opinions
Personal timeline
Self description
Personal scrapbook
Family tree
Personal reactions
Diary
Self-assessment
‘Think’ book
‘I can’ book
Fears
Self-evaluation
Personal opinions
Prayer
Feelings statements
Meditation
Similarities and differences to others
Reflection sheet
Self portrait
Interests list
Strengths list
Journal
Dreams
Preferences
Personal logo
Learning journal
Music Intelligence
Some Useful Verbs:
Rhyme
Hum
Chant
Sing
Beat out
Whistle
Play
Tap
Rap
Compose
Create
Record
Lyrics
Musical mnemonic
Musical score
Musical tape
Sound-off
Sounds
Chant
Hymn
Rap
Tune
Jingle
Song
Soundscape
Sound story
Composition
Sound effects
Mood music
Musical play
Recording of environmental sounds
16
Logic and Maths Intelligence
Some Useful Verbs:
Survey
Justify
Analyse
Experiment
Prove
Solve
Draw to scale
Sequence
Find out
Hypothesise
Group
Plan
Carry out
Categorise
Predict
Explain
Apply
Test
Classify
Order
Solution
Result
Measurement
Explanation
Graph
Justification
Attributes
Commonalities
Problem
Estimates
Code
Similarities
Grid
Concept map
Scale drawing
Deduction
Experiment
Sequence
Story ladder
Differences
Table
Classification
Prediction
Hypothesis
Pattern
Survey
Story map
Data
Chart
Theme
Strategy
Naturalist or Environmental Intelligence
Some Useful Activities:
Going on field trips and nature walks
Forecasting and tracking the weather
Observing the sky, clouds, stars, and space
Walking in natural surroundings
Reporting on nature videos
Listing attributes of objects
Recording changes or development over time
Photographing nature
Devising classifications
Sorting and categorising items
Caring for plants and animals
Using graphic organisers
Reconstructing the natural setting in a historical place
Predicting the effects of extreme natural phenomena
17
CO-OPERATIVE LEARNING STYLES AND ACTIVITIES
The principles of co-operative learning are compatible with the aims and
philosophy of Catholic schools.
The use of co-operative strategies in learning creates an environment in which
students work together in ways that encourage and respect the contribution of
all, and ensures their success. Meeting the needs of each individual student
in this way is central to the Special Character of Catholic schools.
Co-operative learning is becoming a feature of all Essential Learning Areas in
the curriculum but it is especially appropriate in Religious Education where its
aims and outcomes are particularly desirable.
Simple explanations of co-operative learning activities are outlined below, but
there are many excellent publications on this teaching and learning style
available from educational bookshops.
The difference between co-operative learning groups and traditional groups is
that they are structured in such a way as to ensure the success of each group
member. The following elements are essential to co-operative learning.
1. Positive Interdependence – students understand that their individual
success depends on the success of the group.
2. Face-to-Face interaction – students face each other so they can both
learn from each other and be involved in the interaction.
3. Individual Accountability – all members of the group need to be clear
about their task and their role and that they need to contribute their
share if the group is to work successfully.
4. Small Group Skills – students learn collaborative skills effectively, that
is, they communicate, share and co-operate well.
5. Group processing – students are helped to evaluate how effectively
their group worked.
The teacher structures the groups and includes students of a mixed range of
abilities in each group. Each person in the group has a part to play. It is
important to use Wait Time (3 seconds) after a question has been asked and
after a response has been given.
SUGGESTIONS FOR CO-OPERATIVE LEARNING ACTIVITIES
Teachers are encouraged to apply the following co-operative learning
activities throughout the topic according to the task requirements and the
needs and abilities of the students.
Timed Talking
1. Establish your pairs and nominate 1s and 2s in each pair so they will
know the order of speaking.
2. Give the pairs the topic or question.
18
3. Have partners recall the important points of the topic or question in turn
on a signal from the teacher.
4. Say “Go” and give the first speaker a fixed time, say 45 seconds. Then
say, “change” and the second speaker is given a fixed time. Times and
the number of turns can be varied to suit the topic or question and the
ability of the class.
5. Pairs share their ideas with the whole group by telling one point they
shared until the topic is complete. (Optional)
Think Pair Share
1. Students listen to a question.
2. Students have time to think about what was said.
3. Students turn to a partner and pair their ideas, discuss, ask a question,
give an opinion and challenge ideas.
4. Students share ideas with other pairs, then large group.
Think Pair Square
1. Students in squares listen to a question.
2. Students take time to think about the question.
3. Students in their square turn to a partner and share their ideas,
discuss, ask a question, give an opinion and challenge ideas.
4. Students share ideas with other pairs, then large group.
Team Reports: Inside / Outside Circle
1. Students work in an even number of groups preparing a presentation.
2. Groups pair off around the room facing each other forming an
Inside/Outside Circle.
3. All Inside Circle groups present simultaneously to Outside Circle
groups.
4. The Outside Circle groups then give specific feedback to their Inside
Circle group stating what they liked and learned.
5. All Outside Circle groups give their presentations followed by feedback
from Inside Circle groups.
6. Groups work on own presentation again to make any improvements.
7. Rotate. Teacher asks Outside Circle groups to right face and rotate
one ahead to another team. Inside Circle groups stay put.
8. Teams repeat steps 3 – 5.
Team Mates Consult
1. Group appoints reader and checker.
2. All put pens down – preferably in a central container on table.
3. Reader reads first question, and group seeks answer through research
or discussion.
4. Checker ensures that the whole team agrees with and understands the
answer they have given to the question.
5. With agreement all pick up their pens and write the answer to the
question in their own words – no dictation by one student to others.
19
6. Students follow the same process for each question. Those on the left
of the previous reader and checker become the new reader and
checker.
7. Teacher asks any student to share answers with the class.
Numbered Heads Together
1. One student needs to be a checker in each group.
2. Students are numbered off in groups.
3. Teacher asks question or sets task and time limit.
4. Students put their heads together and work on task – everyone must
know the answer – checker asks if everyone understands.
5. Teacher or student calls a number and the child who has that number
raises their hand and answers.
6. Further questions can be asked and different numbers called upon to
answer but all numbers must be able to answer.
7. Giving students think time before putting heads together is also useful.
Roundtable
1. Students sit in groups of four with a large piece of paper with the
question on it.
2. The paper is passed around the table as each student has a turn at
writing what they think with help from others if necessary.
3. When the chart has been around the table and all have had a turn
students can move on to another group and repeat the process or they
can share what they have done with the class.
Team Statements
1. Think Time.
Teacher announces topic and allows 20 seconds of Think Time.
2. Pair Discussions.
Students pair and discuss their thoughts.
3. Individual Write.
Students individually write one sentence on the topic.
4. Roundrobin.
Students read their sentences to their team roundrobin with no
comments.
5. Team Discussion.
Team discusses ideas they have heard.
6. Consensus and Share.
Team come to a consensus on a team statement and shares it with the
class.
7. Team Discussion: Compare Statements.
Team discusses their statement in relation to other team statements.
Expert Jigsaw
1. Students form groups and number themselves 1, 2, 3 etc. around the
group. (Determine the size of these groups according to how many
students will profitably work together at the end of the exercise.)
2. All the 1s join together, all the 2s, and the 3s etc. to create new groups.
3. The new group researches a topic or completes an activity.
20
4. Each group has a different aspect of a topic in which to become an
expert.
5. 1s, 2s and 3s then return to their original group and present their new
knowledge.
Doughnut
1. Sit the group in a circle.
2. Number each person 1, 2, 1, 2, etc. around the circle.
3. Ask them to discuss the question in pairs.
4. After 5 minutes or more (depending on the question) ask the 1s to
move two or more positions around the circle and continue the
discussion with the partner of the person whose seat / place they
now occupy.
5. This can be repeated until the 1s return to their seats.
6. Calculate the number of seats / places to be missed to give four or
five moves.
This activity ensures that all class members have to speak and helps
them to meet others.
Brain Drain
1. A reporter is appointed in each group.
2. When reporting back the reporter stands up and contributes one idea
from their group.
3. The reporter from each group does the same in turn.
4. No ideas can be repeated.
5. The reporter sits down when their “brain is drained”.
6. The teacher records all the contributions.
Back to Back
1. Two students sit back to back.
2. One student has a picture; the other has a pencil and a blank piece of
paper.
3. The student with the picture describes slowly in detail what he / she
sees in the picture.
4. The student with the pencil and paper sketches what he / she
perceives to be the picture – allow 5 to 10 minutes.
5. When the picture is completed students compare the picture and the
sketch and discuss what has been included, what has been missed
and what the picture is about.
6. An alternative is for one important detail to be left out of the description
of the picture. On completion the effect this has had on the picture is
discussed.
T Chart
1. Give the chart a heading as indicated in the lesson and draw a large T
below it.
2. Below the bar of the T write LOOKS LIKE on the left and SOUNDS
LIKE on the right.
3. Students give examples beneath each heading.
21
Telephone Exercise
1. Students form several teams.
2. One student from each team steps out of the room.
3. The teacher reads a short story or article to the class.
4. The students return to the classroom and join their team.
5. Teammates teach the student everything they can about the story or
article.
6. That student answers questions about the story or article.
7. The team assesses themselves on how well they listened to, taught
and learned about the message of the story or article.
8. Students discuss anything they missed or could do better.
22
PART ONE: OUR HEROES
Church Teaching
•
•
•
•
Te Wairua Tapu works in our lives to make us more like Karaiti.
By freely responding to the koha of the Holy Spirit we are able to
develop the virtues and become more like Karaiti.
Learning Outcomes
At the end of this section of the topic students will:
•
•
•
Recognise qualities and virtues that are found in heroes and
inspirational people.
Identify inspiring New Zealanders.
Explore ways in which ordinary people can do extraordinary things.
Teacher Background
The Significance of Heroes
As a society it is important for us to recognise the heroes amongst us. True
heroes, whether they are well-known figures or the people living down the
street, provide an alternative to the persistently negative images of human
activity projected by mainstream media. Heroes are leaders, doers, creators,
and dreamers. They have the potential to bring hope to people’s lives where
hope may seem lost. Because of heroes, other people can see the potential
good within and around themselves. This is especially important in our culture
where the forces of despair and despondency are strong.
Heroes fulfil a significant role in many people’s lives, but are especially
important in the lives of the young. Youth advocates, parents, teachers and
health professionals are increasingly in agreement regarding the importance
of mentors and role models in positive youth development. Because heroes
have the power to change people’s lives, there is much value in helping young
people to identify suitable heroes and adopt them as role models. Such role
models assist young people to gain the confidence they need “to fly high”.
Individuals who become genuine heroes frequently do so by overcoming
significant obstacles to reach their goals. They also contribute to the common
good.
23
The Problem with Heroes
There are difficulties involved in presenting “high achievers” – the stars or
heroes of our culture, such as sports heroes, movie stars and political leaders
– as role models for young people. Often these “high achievers” develop one
particular dimension of human life at the expense of other aspects. This can
be unhealthy, both for the “high achiever” and for those around them. In our
highly competitive culture “achievement” can become a form of idolatry. The
visible results include burnout, broken relationships, and disillusionment at the
first sign of failure.
Current social, economic and political trends determine what values are
important in a culture and identify as heroes those people who embody these
values. The hero’s status in society is not necessarily enduring, is often
limited to one cultural group, frequently consists of people of a higher social
status, and is predominantly male. The hero approach does not easily allow
for other people to be considered as appropriate cultural symbols for younger
people.
There can also be too much emphasis on sporting heroes. While it is obvious
that a balanced approach to sport helps young people develop character and
commitment to a cause, the use of sporting heroes as role models has its
limitations. In our society, sporting victory is often seen as a measure of
status. One country’s victory over another is the sign of national superiority.
But status and superiority are not what the Gospel presents for us, or our
young people, to imitate.
Young people need to be helped to distinguish the genuine hero or achiever
from the celebrity – often a contrived figure, created by the media, who is
“well-known for being well-known”.
While effort, perseverance and the development of our God-given gifts need
to be encouraged in the young, teachers also need to be careful in presenting
very gifted people as role models, especially before those who are less
obviously gifted. This discourages rather than encourages. On the other
hand, many “ordinary” people struggle to lead good lives in spite of impossible
odds, limited gifts, and with little or no recognition. Students should be
encouraged to recognise what is heroic in these lives.
The Virtues
It is more useful to think of the true hero as a model or exemplar of virtue –
someone who inspires the practice of virtue in everyday life. Through being
exposed to and by identifying with such a hero, a young person is more likely
to awaken the virtues in their own character.
Virtues such as kindness, justice and service, are qualities of character that
allow us to find meaning and purpose in our lives. Virtues are simpler than
values. Values are whatever we consider important. We can value anything
from money and power to the Golden Rule. Values are culture-specific, while
virtues such as courage, honour, justice, and love are the common elements
of character and spirituality universally valued by all cultures and faiths.
24
Virtues may be practised differently from one culture to another but all cultures
value them.
Below are listed fifty-two human virtues that are regarded as essential
qualities of the human spirit. They are sourced in the teachings about virtues
found in the sacred traditions of the major religions and are found in all
cultures.
assertiveness
compassion
courage
determination
flexibility
gentleness
humility
justice
moderation
peacefulness
respect
tact
trustworthiness
caring
confidence
courtesy
diligence
forgiveness
helpfulness
idealism
kindness
modesty
perseverance
responsibility
thankfulness
truthfulness
cleanliness
consideration
creativity
enthusiasm
friendliness
honesty
integrity
love
orderliness
purposefulness
self-discipline
tolerance
understanding
commitment
cooperation
detachment
excellence
generosity
honour
joyfulness
loyalty
patience
reliability
service
trust
unity
Cultivation of these virtues helps people to:
•
•
•
•
•
Live more reverent, purposeful lives.
Raise children of integrity and compassion.
Develop a culture of character in our schools.
Inspire excellence and service in the workplace.
Build foundations for safe and caring communities.
25
Links with the Student Text
Task One
This task requires students to choose one statement from the passage “Our
Need for Heroes” which is printed in the Student Resource book that best
sums up for them what being a hero is about. They are asked to write the
statement down and explain why they chose it.
Possible answers include:
•
“Heroes are outstanding models of those qualities which make us truly
human and which we try to develop in ourselves.” I chose this
statement because it tells me that I can develop the qualities of a hero
that are inside me.
•
“Our heroes remind us of what we can achieve and that we can face
our fears.” Heroes remind me not to give up on my goals even when
things get tough and I feel scared.
Task Two
Here students are asked to make up some statements of their own about
Heroes and arrange them across the letters of the word. They should use the
statements in their Student Resource book about Inspiring People as a model.
The following example shows some of the possibilities:
b e l
h a v e
a
i e v e
t H e y
p o s i t i v E
c a n
s e e
l i k e
c h a l
l
n O t
i f E
i t
o u t l o o k
R e s p e c t
d o
d o
g i v e
a s
o t h e r s
u p
g o o d
l e n g e S
Something to Discuss
Heroes are found wherever there are people, in all areas of life. Here
students are provided with a list of some of these areas of life where heroes
are found:
Politics
Culture
26
Sport
Science
Entertainment
Religion
Art
Technology
Students are asked to name other areas of life where heroes are found.
Some possibilities are:
Film
Music
Business
Medicine
War
Law
Literature
Exploration
Education
Adventure
Human Rights and Development
Task Three
Here students are asked to identify:
a) Some of the great heroes of the past and present that they know about.
b) The areas of life these heroes are connected with.
There is a huge range of possible answers. Answers will vary from student to
student.
Fifty-two virtues – those qualities of character that give meaning and purpose
to our lives – are listed in the Student Resource book.
Students are asked to discuss how many of these virtues they recognise and
understand the meaning of. This discussion could occur in pairs, small
groups or involve the whole class.
Students will be familiar with virtues such as caring, cooperation, and courage
but may be less confident when it comes to recognising and explaining
detachment, honour and tact, or the distinction between trust and
trustworthiness.
Emphasise with students that virtues are different from skills such as the
ability to run fast, bowl a straight ball, sing a high note, speak a foreign
language, climb a high mountain, or discover a new medicine to treat cancer
sufferers.
Whatever particular skills or abilities they have, true heroes will always be
models of some of the important human virtues.
Virtues Card Games
On the following pages are master sheets containing two sets of cards (each
of fifty-two individual cards):
•
•
Virtues Cards
Roles and Occupations Cards
The two card games develop students’ understanding of the virtues and
encourage them to recognise how people in different roles and occupations
can put them into action.
27
Game One is more demanding than Game Two.
Game One
1. Run off copies of both the card game masters on light cardboard and
cut them into sets for the groups in your class.
2. Give each group (of five or six players) one set of the Virtues Cards
and one set of the Roles and Occupations Cards.
3. Each set of cards is shuffled separately and placed face down in a pile
in the centre of the group.
4. Establish a set time for the game (fifteen or twenty minutes).
5. The group member chosen to start the game picks up two cards – one
from the top of the Virtues Cards pile and one from the Role and
Occupations Cards pile.
6. The group member whose turn it is must explain or give an example of
how a person in the role / occupation written on one card might
show the virtue indicated on the other.
For example a group member with the Parent and the Reliability
card might say:
“My mother is reliable because she always picks me up from my
sports practice without being reminded.”
Or a group member with the Hospital Patient and the Trust card
might say:
“An example of this would be when the patient trusts the surgeon to
perform a successful operation.”
7. Group members take it in turn to work through the sets of cards in the
time allowed for the game.
8. If a group member can’t respond to a particular pair of cards they
“pass” and any other member of the group may offer to answer.
9. If the game is being run as a class competition, the winning team is the
one that has successfully answered on the most cards in the given
time.
Game Two
1. Run off copies of the Roles and Occupations Cards masters on light
cardboard and cut them into sets for the groups in your class.
2. Give each group (of five or six players) one set of the Roles and
Occupations Cards.
3. The cards are shuffled separately and placed face down in a pile in the
centre of the group.
4. Establish a set time for the game (fifteen or twenty minutes).
5. The group member chosen to start the game picks up one card from
the pile.
6. The group member whose turn it is must identify a virtue that it would
be important for a person in the role / occupation named on the card to
have. They must be able to give a reason why they chose the virtue.
28
They are able to refer to the list of virtues in their Student Resource
book if they need to.
For example a group member with the Supermarket Checkout
Operator card might choose Patience as a virtue. They might say:
“It’s important for a Supermarket Checkout Operator to show
patience because they have to wait for a long time for people to find
their money or Eftpos card.”
Or a group member with the Librarian card might choose
Orderliness as a virtue and say:
“Orderliness is important for a librarian because they need to put
the books into the correct places on the shelves.”
7. Group members take it in turn to work through the set of cards in the
time allowed for the game.
8. If a group member can’t respond to a particular card they “pass” and
any other member of the group may offer to answer.
9. If the game is being run as a class competition, the winning team is the
one that has successfully answered on the most cards in the given
time.
29
VIRTUES CARDS
30
Assertiveness
Caring
Cleanliness
Commitment
Compassion
Confidence
Consideration
Cooperation
Courage
Courtesy
Creativity
Detachment
Determination
Diligence
Enthusiasm
Excellence
Flexibility
Forgiveness
Friendliness
Generosity
Gentleness
Helpfulness
Honesty
Honour
VIRTUES CARDS (Continued)
Humility
Idealism
Integrity
Joyfulness
Justice
Kindness
Love
Loyalty
Moderation
Modesty
Orderliness
Patience
Peacefulness
Perseverance
Purposefulness
Reliability
Respect
Responsibility
Self-discipline
Service
Tact
Thankfulness
Tolerance
Trust
31
VIRTUES CARDS (Continued)
Trustworthiness
Unity
32
Truthfulness
Understanding
ROLES AND OCCUPATIONS CARDS
An All Black
A Silver Fern
An Explorer
A Mountaineer
A Teacher
A Parent
A Doctor
An Artist
A Musician
A Member of Parliament
A Policeman
or Policewoman
A Counsellor
A Taxi Driver
A Chef
A Tour Guide
A Childcare Worker
A Lawyer
A Receptionist
A Television
Commentator
A Librarian
A Sports Coach
A Member of a Kapa
Haka Group
An Athlete
A Reporter
33
ROLES AND OCCUPATIONS CARDS (Continued)
34
A Banker
A White Water Rafter
A Rally Driver
An Actor
An Inventor
A Friend
A Brother or Sister
A Student
A Shopkeeper
A Neighbour
A Priest
A Model
A Gardener
A Son or Daughter
A Computer
Technician
A Builder
A Vet
A Talkback Host
A Scientist
A Bus Driver
A Pilot
A Workmate
A Hospital Patient
A Soldier
ROLES AND OCCUPATIONS CARDS (Continued)
A Waiter
A Checkout Operator
at a Supermarket
A School Cleaner
A Secretary
35
Task Four
This task requires students to choose someone they regard as a hero –
someone who inspires them. Students are asked to:
a)
b)
c)
Decide on three or four virtues that they think are shown by their hero.
Explain to a classmate why they have chosen these three or four
virtues to describe their hero.
Write a paragraph about their hero that discusses his / her virtues.
Workbook Activity: Inspiring New Zealanders
Aotearoa has produced many outstanding people – from the past and in more
recent times – who are an inspiration to others. The names of over seventy of
these people, some well-known but others not so familiar, are listed in the
student workbook. Students are required to:
a)
b)
c)
d)
Put one tick next to the names of those people on the list whom they
have heard of.
Put another tick next to the names of the people whose achievements
they know something about.
Circle the names of any people on the list who inspire them in some
way.
Students are then asked to write down the names of other people who
should be added to the list of inspirational New Zealanders and give a
reason why they would include them. Space for seven names /
reasons is provided in the workbook.
Here is a summary of the achievements of those New Zealanders who are on
the list:
Alexander Aitken (1895-1967)
New Zealander Alexander Aitken was one of the world’s most brilliant mathematical minds,
able to multiply two 9-digit numbers together in his head and recite the answer in 30 seconds,
or render awkward fractions into decimals to 26 places in under five seconds. His
extraordinary abilities were studied by psychologists in Britain during the 1920s.
Frances Alda (1879-1952)
Born in Christchurch, Frances grew up in Melbourne and travelled to Europe to further her
singing career. She sang at La Scala in Milan, and triumphed at the New York Metropolitan
Opera. A proud New Zealander and recorder of traditional Māori songs, Frances was famous
across America as an opera star. She was showered with widespread tributes on her death.
Rewi Alley (1897-1987)
Rewi Alley, social reformer, educator, fireman, writer, poet, translator, great internationalist,
industrialist, revered citizen, potter, soldier, hero and friend of China. Rewi Alley's work with
the ordinary Chinese out in the countryside was well thought of in China because he
encouraged the idea of working together for the good of the people, an important part of
Communist beliefs. He helped develop ties between New Zealand and China, and became
the best known and loved foreigner in China.
William Atack (pronounced “ay-tack”, 1857-1946)
William Harrington Atack of Canterbury was the first sports referee in the world to use a
whistle to stop a game. Today the referee’s whistle is a ubiquitous feature in sport. It now
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seems logical and obvious, but it was a New Zealander who first thought of it in June 1884.
Atack could probably be called the country’s first webmaster because he ran the New Zealand
Press Association for 44 years.
Jean Batten (1909-1982)
Jean Batten was the manifestation of triumph and hope through the dark days of the
depression. In 1934 she smashed the world record between England and Australia by six
days. In 1936 she made the first ever direct flight between England and New Zealand, and
then the fastest ever trans-Tasman flight. Jean Batten was the ‘Garbo of the Skies’. She
stood for adventure, daring, exploration and glamour. Jean Batten was one of the most
famous people in the world in her time.
James K Baxter (1926-1972)
James K Baxter, one of New Zealand’s finest poets and most controversial figures, was born
in Dunedin to pacifist parents. He began to write verse at the age of seven – and continued
doing so for the rest of his life. As a young man Baxter developed a drinking problem but in
the 1950s joined Alcoholics Anonymous. Baxter became a Catholic in 1958, the same year
that a selection of his poetry, In Fires of No Return, was published to international acclaim.
During the 1960s Baxter’s poetry went from strength to strength. After holding the Robert
Burns Fellowship at the University of Otago, Baxter, in 1969, worked in Wellington and
Auckland among drug-addicts, alcoholics, the homeless and unemployed. He claimed to
have come to a realisation that he was “steadily dying in the comfort of home”. Baxter then
moved to Jerusalem, a small settlement on the banks of the Whanganui River where he
attempted to build a life based on Christian and Māori cultural values. Baxter's life at
Jerusalem is recorded in Jerusalem Sonnets (1970), Jerusalem Daybook (1971) and Autumn
Testament (1972). The news of his death in Auckland in 1972, at the age of forty-six,
generated a widespread grief. He is buried at Jerusalem.
Tim Bevan
International film producer of 40 of the most commercially and critically acclaimed cinema
releases of the last two decades, Queenstown born Bevan grew up in New Zealand, the son
of English immigrants. Heralded as the successor to the great David Puttnam, his films range
from My Beautiful Launderette, through to the billion dollar successes of Four Weddings and a
Funeral, Elizabeth, Fargo, Notting Hill, Dead Man Walking and Bridget Jones' Dairy.
Peter Blake (1948-2001)
Peter Blake won most of yachting’s major honours in a career spanning more than 45 years.
He contested every Whitbread Round the World Race (five) from its inauguration in 1973/74
until the all-conquering Steinlager 1 victory in 1989/90. Peter is remembered most fondly for
heading two Americas Cup Challenges, first successfully seizing the Cup from America in
1995 – making New Zealand the second country in 145 years to take the trophy. In 2000
Team New Zealand successfully defended the cup. Knighted by Queen Elizabeth in 1991, Sir
Peter was appointed in 1997 to captain the prestigious Cousteau Society. From this time he
took on the challenge of educating people about the world's ecosystems. In 2000 Sir Peter
established blakexpeditions. It was during one of these expeditions that Sir Peter was shot
dead by pirates.
Godfrey Bowen (1922-1994)
With a history steeped in agriculture it is natural that New Zealand’s shearers have become
known throughout the world for their skill and toughness. Many have travelled, to teach and
work in foreign countries, but few have been invited to Buckingham Palace, appeared on late
night American television or been honoured by the leader of the Soviet Union. Only one:
Godfrey Bowen. On January 6, 1953 Godfrey broke the world record for shearing sheep:
456 full-wool sheep in nine hours. Because of Godfrey Bowen's experiments with technique,
shearers throughout the world are clipping sheep at a rate which was unheard of before and
getting more wool off them as well. Bowen's is a wonderful achievement.
John Britten (1950-1995)
John Britten from Christchurch was a revolutionary motorcycle designer whose machines won
international acclaim with their stunning design, engineering and performance.
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Robert Burchfield (1923- )
Hailed by the Chicago Tribune as "the greatest living lexicographer", Dr Robert Burchfield is
regarded as the pre-eminent lexicographer and linguistic scholar of our age. As editor of the
Oxford English Dictionary and responsible for its revision, Burchfield has played a crucial role
in the study of the sources and development of the English language.
Mark Burry
The on-going construction of what is acclaimed as one of the great works of architecture of
the modern era, Barcelona’s La Sagrada Familia (the Cathedral of the Holy Family), is under
the project direction of Kiwi architect Mark Burry. Applying his research into the possibilities
of cutting-edge computer generated forms to realise Antoni Gaudi’s plan, Burry’s project is a
radical fusing of art, science, and new-media technology – constructing a work in time, as well
as space.
Jane Campion (1954- )
Filmmaker Jane Campion was born in Wellington where she attended Victoria University
before going overseas to study how to direct movies. Awards for her work include the 1986
Palme D'or at Cannes for the best short film Peel (1982), and three Academy Awards (1993)
for The Piano (Best Actress, Best Screenplay, Best Supporting Actress – Anna Paquin). Her
best-known films include An Angel at My Table (1990), based on the story of New Zealand
writer Janet Frame, and The Piano (1993).
John Clarke
Best known in New Zealand for his character Fred Dagg, Clarke is considered to be the
undisputed King of Comedy in Australia where he now lives. More recently, his top-rating
send-up of the Sydney Olympic Games Organising Committee, The Games, had a huge cult
following.
Terry Collins (1950- )
Collins was raised in Mangere Bridge and educated at St Joseph’s Convent School in
Onehunga and Marcellin College before graduating with a PhD from the University of
Auckland. Pioneering the field of 'green chemistry', Terry Collins is leading "brilliant" and
"fundamental" research into environmentally sensitive and sustainable chemistry. Described
as a revolution in the way we do science, it is a new way of looking at chemicals and their
manufacturing processes to minimise negative environmental effects.
Whina Cooper (1895-1994)
Born in the Hokianga district, Whina Cooper was the daughter of Heremia Te Wake, chief of
the Te Rarawa tribe. She showed leadership qualities from an early age. At various times
she was a teacher, storekeeper and farmer, as well as being married twice and the mother of
six children. However, it is for her leadership of several important Māori rights movements
that Whina Cooper is best remembered. She inspired land development schemes in the
North Auckland region, founded the Māori Women's Welfare League, and initiated the
development of the Te Unga Waka Community Centre in Auckland. At the age of eighty, she
led the Māori land march from the northern tip of the North Island to Parliament. During her
long life, Whina Cooper knew hardship and controversy, but these problems were dwarfed by
her achievements. Whina was one of the great Māori leaders of the twentieth century and
came to be known as te whaea o te motu – mother of the nation.
Cliff Curtis (1968- )
Cliff was born in Rotorua and worked as a glazier before graduating from the New Zealand
Drama School. He now has a dozen New Zealand and Hollywood feature film credits
including Desperate Measures, Three Kings, The Insider and the Martin Scorcese film
Bringing Out The Dead. In New Zealand Cliff is best known for his role as Uncle Billy in Once
Were Warriors and Porourangi in Whale Rider.
Stacey Daniels
Stacey, whose iwi are Kai Tahu, Ngati Irakehu and Te Arawa, was educated at Aranui High
School, Christchurch. She is a television director, presenter, researcher and scriptwriter who
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has achieved success working for such programmes as Marae, What Now, Infocus,
McDonalds Young Entertainers, TV 2 Headline News, Treasure Island and Mai Time.
Robert Dickie (1876-1978)
RJ Dickie invented and patented the world’s first stamp vending machine. His machines were
in use for 50 years, 18,000 were installed in Britain, with countless others around the world.
The machine that won highest honours at the 1909 Seattle Expo came from a New Zealander
with a single idea.
Alan Duff (1950- )
Alan Duff is of Ngati Rangitihi and Tuwharetoa descent. He was born in Rotorua and lives in
Havelock North. His first novel, Once Were Warriors was published to great acclaim in 1990
and was later made into the award-winning film of the same name. Other novels include One
Night Out Stealing (1992), What Becomes of the Broken Hearted? (1996) and Two Sides of
the Moon (1998). Alan has been controversial for challenging Māori to make the most of the
opportunities given them. Launched in 1995, Duff’s Books in Homes scheme aims to break
the cycle of illiteracy, poverty, anger and violence among underprivileged children by making
books available to them to own at minimal cost, thus encouraging them to read and to enjoy
and value reading. This self-help approach in its first year put 180,000 new books in the
hands of 38,000 children.
Matthew During
At the forefront of research into medically baffling and serious disease, During is a pioneer in
gene therapy – groundbreaking and revolutionary work that has advanced towards
developing vaccines for stroke and epilepsy. His research may hold the key to preventing
and treating some of the West's biggest health problems.
Igelese Ete
When he was ten, Igelese started taking piano lessons from a teacher at the Samoan
congregational church where his Dad was pastor. Later, he became the choirmaster at the
church, sang in the New Zealand Secondary Schools Choir, and spent eight years singing
with the National Youth Choir of New Zealand. Igelese’s interest in choral work lead him into
doing a degree in performance and pursuing his musical skills in teaching, conducting and
composing. Two of Igelese’s best-known compositions are Malaga, which dramatises the
voyages of Pacific people to Aotearoa, and Ifoga, which combines Samoan mythology with
the Christian message of forgiveness. Igelese directed choral music for the Lord of the Rings
and was named in 1999 as "a New Zealander who made a difference".
Gareth Farr (1968- )
Born in Wellington, Gareth studied composition, and electronic music at Auckland University
and Eastman School of Music in Rochester, New York. He has been a percussionist for the
NZ Symphony Orchestra and the Auckland Philharmonia Orchestra and composes for
symphony orchestra and for Indonesian Gamelan orchestra (Indonesian drums). Gareth has
written music for Douglas Wright and the Royal New Zealand Ballet. One of his best-known
compositions is From the Depths Sound the Great Sea Gongs for the NZ Symphony
Orchestra.
Beatrice Faumuina (1974- )
Beatrice Faumuina is New Zealand's top track and field athlete, a result of her effort in
winning the world women’s discus title at Athens (1997) and back-to-back Commonwealth
games Gold Medals (1998 and 2002). Beatrice has twice been named the Athletics New
Zealand Athlete of the Year (1997, 1998) and was named the Thrower of the Year in 1999.
Tim (1952- ) and Neil (1958- ) Finn
The Finn brothers are celebrated as two of New Zealand’s outstanding musicians and
acknowledged as central to the success of Split Enz, arguably the greatest band in the history
of New Zealand pop music. Tim and Neil were born in Te Awamutu and educated at Sacred
Heart College in Auckland where they devoted their spare time to music. After quitting
university, Tim helped form Split Enz, a band Neil later joined. When, after twelve years, Split
Enz broke up, Tim launched a solo career and for a while played with Crowded House, the
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group that Neil formed. Over the years both brothers have had very successful solo careers.
Tim, who at times has suffered from mental illness, has worked hard to raise the community’s
awareness of mental health issues.
Harold Gillies (1882-1960)
The introduction of more ferocious weapons and trench warfare in the First World War
resulted in devastating injuries. Rhinoplasty, skin grafts, and facial reconstructions had been
practised for centuries. However, it was New Zealander Harold Delf Gillies who standardised
these techniques and established the discipline of 'plastic surgery'. In 1920, his text book
entitled "Plastic Surgery of the Face" was published. The book set down the principles of
modern plastic surgery; principles which were adopted by surgeons from every part of the
world. The British Medical Journal described it as "one of the most notable contributions
made to surgical literature in our day". The New York Medical Journal said that "his are the
greatest of all contributions to the advance of this interesting reparative work". Archie
MacIndoe, Gillies’ apprentice and nephew, continued his work during the Second World War.
Patricia Grace (1937- )
Patricia, who is of Ngati Toa, Ngati Raukawa and Te Ati Awa descent, has gained wide
recognition as a key figure in the emergence of Māori fiction in English. Born in Wellington,
Grace was educated at St Anne’s School, St Mary’s College and Wellington Teachers’
Training College. Her first published works were Waiariki (1975), the first short story
collection by a Māori woman writer, and Mutuwhenua: The Moon Sleeps (1978), which tells
the story of the love and marriage of a young Māori woman and Pakeha man, the first time
this had been done from the Māori perspective and by a Māori writer. Other fiction includes
The Dream Sleepers and Other Stories (1980), Potiki (1986), Electric City and Other Stories
(1987), Cousins (1992), The Sky People (1994), Baby No-eyes (1998) and Dogside Story
(2001).
Briar Grace-Smith
Of Ngati Hau and Ngati Wai, Briar is a Māori playwright, actor, and writer. In 1995 she
received the Bruce Mason Playwrights' Award and in 1997 Purapurawhetu was judged Best
New Zealand Play at the Chapman Tripp theatre awards. In the NZ Listener one critic writes
that "like all great tragedies, Greek or Shakespearian, Purapurawhetu packs myth and reality,
past and present, nature and art, into one morally troubling but artisitcally satisfying whole. It
is a new classic of New Zealand theatre." Grace-Smith's short stories have been broadcast
on National Radio and appeared in anthologies including Penguin New Writers (1998),
Tangata, Tangata (1999), Toi Wahine (1995), and Huia Short Stories (1995).
Te Puea Herangi (1884-1952)
Te Puea was born in the Waikato, daughter of Tahuna Herangi and Princess Tiahuia, and
grand-daughter of King Tawhiao. After her mother's death, Te Puea became the centre of
attention in her tribe. She was outspoken and dominant at tribal meetings but gained the
respect of her people through her determination to improve their conditions. In the 1920s,
she persuaded Waikato craftsmen to give their labour free to create carved meeting houses
and develop long-forgotten arts. She also inspired the revival of Māori agriculture, working on
the land herself, and encouraged social reform, founding organisations for women and
children. Her national stature was recognised by the award of the CBE.
Edmund Hillary (1919- )
Sir Edmund Hillary is Aotearoa’s foremost adventurer and most famous citizen. On May 29,
1953, Ed and his Sherpa companion Tenzing Norgay became the first climbers to reach the
highest point on earth, Mount Everest, 8,850 meters above sea level. Later in the 1950s Ed
was invited to participate in the first mechanised expedition to the South Pole. On January 4,
1958, Hillary reached the Pole with just enough petrol for another 20 miles. In 1975, Hillary
travelled by jet boat from the mouth of the Ganges to the headwaters of the river high in the
Himalayas. What was regarded by Hillary as merely an adventure was seen by millions of
Indians as a pilgrimage. For many years Hillary has worked hard to improve the health and
education of the people in the Himalayas. More recently, Sir Ed has continued his global
fund-raising work for organisations such as UNICEF and the World Wildlife Fund. His son,
Peter Hillary, inspired by his father has become a well-known climber. In 1990 (and again in
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May 2002) he stood on the summit of Mount Everest as his father had done forty-seven years
earlier.
Te Rangi Hiroa / Sir Peter Buck (1877-1951)
Peter Buck’s achievements are astonishing for their diversity: pioneering and internationally
renowned anthropologist, the first Māori medical doctor, a politician, administrator, soldier,
sportsperson and leader of the Māori people. Through exploring the cross-cultural
advantages of his birth and exercising a self-taught scientific rigour, Buck extended the edges
of knowledge.
Quinton Hita
Hita is the youngest ever board member of the Māori Language Commission and is keen to
make the language Te Reo Māori available to all New Zealanders. He is an experienced
broadcaster in radio and television and is also an actor with a role in the movie Crooked
Earth. Comfortable in all mediums, Hita has also worked on a computer project writing
interactive Māori language books for children.
Fred Hollows (1929-1993)
Professor Fred Hollows was an eye doctor (opthalmologist) who gave thousands of people,
all over the world, their eyesight back. Fred, who was born in New Zealand, came from a
religious family. At first Fred thought he'd like to be a missionary, but changed his mind after
doing some work at a mental hospital. Fred decided to become a doctor and eventually
specialise in eye surgery. He moved to Australia and before long became head of the Eye
Department at a Sydney hospital. Fred always believed strongly in equality for all people. He
was told about the need for Aboriginal health services in Sydney. He took up the cause, and
helped set up the first Aboriginal Medical Service. Fred was shocked to discover that almost
all Aboriginal people in outback communities had eye diseases caused by dirty conditions and
poor health, problems that could be easily avoided. In the 1970s, he helped launch a national
programme to attack eye disease in Aboriginal Australians. Fred was great at inspiring
people. He got doctors to give their time to the programme. Many other people volunteered.
In three years the team travelled all over outback Australia. It treated 30,000 people,
performed a thousand operations and prescribed more than 10,000 pairs of glasses. By 1980
Fred was travelling all over the world to help set up eye health programmes in developing
countries, including Eritrea in Africa that was torn apart by war. He wanted to help the
Eritreans build their own eye lens factory and asked Australians to support his dream. They
donated more than 6 million dollars. After Fred’s death, the work he started has continued
through the efforts of the Fred Hollows Foundation.
Michael Houstoun (1952- )
Michael studied piano with Sister Mary Eulalie in Timaru and Maurice Till in Christchurch. He
was placed third in the Van Cliburn International Piano Competition in the United States in
1973, fourth in the Leeds International Piano Competition in England in 1975, and sixth in the
Tchaikovsky International Piano Competition in Moscow. He has been based in New Zealand
since 1981. Recent achievements include performing and recording the 32 piano sonatas by
Ludwig von Beethoven and establishing a summer music school in Nelson with the NZ String
Quartet. Michael is regarded as New Zealand's leading concert pianist.
William Hudson (1896-1978)
New Zealand Engineer Sir William Hudson was the man and motivator behind the Snowy
Mountains Hydro-Electric Scheme. It is acclaimed as one of the great engineering
achievements of the 20th Century, that not only irrigated the Australian interior and generated
hydro-electricity, but changed the nature of Australian culture.
Witi Ihimaera (1944- )
Witi, who was born in Gisborne, is of Te Aitanga-a-Mahaki descent, with close affiliations to
Tuhoe, Te Whanau-a-Apanui, Ngati Kahungunu, and Ngai Tamanuhiri. A novelist, short story
writer, anthologist and librettist, Witi was the first Māori writer to publish both a book of short
stories and a novel. Ihimaera began writing at an early age and from early on he saw writing
as a valuable opportunity to express his experience of being a Māori. His publications include
Pounamu Pounamu (1972), The New Net Goes Fishing (1977), The Matriarch (1986), The
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Whale Rider (1987), Bulibasha: King of the Gypsies (1994) and Nights in the Gardens of
Spain (1996). During his career Witi has won many awards for his writing.
Moana Maniapoto Jackson (1961- )
Moana is a former television personality, trained lawyer and anti-smoking campaigner who, as
the charismatic leader of the Moahunters, has gained a reputation as a superb singer and
recording artist. She is also well known for her stance on Māori issues. Her albums,
including Tahi and Rua, are a fusion of pop, hip-hop and traditional Māori sounds.
Peter Jackson (1961- )
Peter began making movies at an early age with his parents' camera and left school at
seventeen to work as a photoengraving apprentice. His first movie called Bad Taste (1988)
became a cult classic. Peter first won international recognition including an Academy Award
nomination for Heavenly Creatures (1994), based on the Parker-Hulme murders in
Christchurch. His greatest achievement is the three-film adaptation of J.R.R. Tolkien's The
Lord of the Rings. He was made a Companion of the New Zealand Order of Merit (CNZM) for
his services to the film industry in the 2002 New Year's Honours.
King Kapisi
Since 1995 Bill Urale has been performing Hip-Hop in a solo capacity as King Kapisi. Kapisi
became interested in music as a child after watching his uncle’s family band play. Later on
Kapisi started playing in school bands where he refined and found his own style: ”I’m still
trying to get people who don’t know about Hip-Hop to try and listen to my style of Hip-Hop.
I’m not promoting sex, and I’m not promoting gangsta rap since that just glorifies guns and
violence. I try and have a positive outlook on my music from a Polynesian perspective”. King
Kapisi has won a number of awards for his song-writing and performance. Sun-cranium
Feeling (1998) and Savage Thoughts (2000) are two of his best known works.
Lucy Lawless (1968- )
Lucy Lawless as Xena has enthralled audiences worldwide with her fierce and assertive
portrayal of the Warrior Princess. The syndicated show, Xena: Warrior Princess has been
wildly popular and is the No.1-rated television show in the world, screened on 2500 channels,
spawning fan conventions and festivals attended by ‘Xenites’ and thousands of Lawless /
Xena dedicated websites. Lawless is a stellar celebrity who has her own theme park.
Douglas Lilburn (1915-2001)
Born in Wanganui, Douglas studied music at the University of Canterbury and the Royal
College of Music, London (1937-1940). After returning to New Zealand in 1940, Douglas
taught at Victoria University of Wellington, where he also conducted and composed music.
During his long career, Douglas was regarded as New Zealand’s leading composer. His
works include the Sings Harry song cycle, based on the poems by Denis Glover, and Landfall
in Unknown Seas. In 1984 he founded the Lilburn Trust to support and promote New Zealand
music. Douglas was awarded the Order of New Zealand in 1988.
Danyon Loader
Winner of two gold medals for the 200m and 400m freestyle at the Atlanta Olympics (1996),
Danyon is New Zealand's most successful swimmer ever. He had earlier won a silver medal
in the 400m butterfly at Barcelona Olympics (1992). Danyon is an individual who refuses to
follow the crowd. He thinks deeply and makes up his own mind about life.
Jack Lovelock (1910-1949)
After attending Timaru Boys High School where he achieved well academically and as a
sportsman, Jack Lovelock studied medicine at Otago University. At the end of 1930, he
received a nomination for a Rhodes Scholarship and was selected to attend Oxford
University. While there, he continued to participate in many sports, using them to improve his
athletic ability. His first major success in England came in 1932 when he ran away from the
field to record a new British record of 4m 12s for the mile. In 1934 Lovelock took the gold
medal for the mile at the British Empire Games in London and in doing so set a new Games
record. He claimed it to be one of the easiest races he had ever run in. At the Berlin Olympic
Games in 1936 Lovelock ran the 1500m. It was a superb athletic performance that gave
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Lovelock the gold medal and a world record. In addition to receiving a gold medal, Lovelock
and other winners were given potted oaks. The "Lovelock Oak" was planted at Timaru Boys
High School, where it stands today as an inspiration to the students.
Arthur Lydiard (1917- )
Arthur Lydiard invented jogging. The method of building up physical fitness by gradually
increasing stamina is a simple one, used by millions of men and women worldwide as part of
their everyday health and fitness regime. Lydiard's methods trained New Zealand’s greatest
track athletes, and helped propel New Zealand to the top of world middle-distance running.
Alan MacDiarmid (1927- )
New Zealand born and educated scientist Alan MacDiarmid who was awarded the Nobel
Prize in Chemistry for 2001 for his and his colleagues' "discovery and development of
electronically conductive polymers." The Nobel Prize recognised advances that are seen to
be the future of the technology that fuels the progress of the age of information. Alan, the
model of a scientist, lives by the sign in his study: “I am a very lucky person and the harder I
work the luckier I seem to be”.
Margaret Mahy (1936- )
Margaret Mahy was born in Whakatane. She worked as a librarian in Christchurch but in 1980
left this work to become a full-time writer. Her hobbies of reading, watching films, gardening,
and astronomy have found their way into her many books. Mahy writes for all ages and has
produced both picture books and novels for young adults. Her picture books are full of
humour, while her older novels reflect an interest in the supernatural and the themes of family
relations and coming of age. She has won the British Library Association's Carnegie Medal
twice, for The Haunting in 1982, and The Changeover in 1984 and the New Zealand Library
Association's Esther Glen Medal five times. In 1993, Margaret Mahy received an Order of
New Zealand, the highest honour that a resident of New Zealand can be awarded.
Katherine Mansfield (1888-1923)
Katherine Mansfield revolutionised the 20th Century English short story. Her best work
shakes itself free of plots and endings and gives the story, for the first time, the
expansiveness of the interior life, the poetry of feeling, the blurred edges of personality.
Famously, Mansfield remarked "Risk, risk anything! Do the hardest thing on earth for you.
Act for yourself. Face the truth".
Colin McCahon (1919-1987)
Colin, who was born in Timaru, developed an interest in art from an early age. He studied at
Dunedin School of Art from 1937-1939, but was mostly self-taught. Colin painted a number of
religious works that placed events from Christ's life in a New Zealand setting, and was the first
New Zealand artist to use words and numbers as part of his art. From 1964 to 1970, Colin
lectured at the University of Auckland School of Fine Arts. By the time of his death, Colin was
regarded as the most important modern artist New Zealand had produced. He was especially
acclaimed for his landscape work.
Bruce McLaren (1937-1970)
Team McLaren has been the most successful team in world motorsport since it appeared in
1966. McLaren cars and drivers have taken the chequered flag at Grand Prix races 123
times, won 19 Formula One World Championship titles (more than any other team in the
history of the sport), dominated CamAm events (56 wins between 1967 and 1972) and taken
three Indianapolis 500 races. The man who started it all, Aucklander Bruce McLaren, was a
brilliant driver, with vision that extended far beyond the driver's seat. He became the
engineer, the inventor, the constructor, the tester. Bruce McLaren led the greatest motor
racing team in history.
Hirini Melbourne (died 2003)
Hirini devoted his life to promoting Māori language, culture and music. Of Tuhoe descent, he
was a native speaker of Māori. In the 1970s Hirini was a member of the Māori activist
organisation Nga Tamatoa, which petitioned Government to have Māori taught in schools as
part of its focus on Māori identity. He began writing songs and stories to fit with the urban
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experience of Māori of his generation. Hirini’s discovery of traditional Māori musical
instruments led him on a journey of discovery around New Zealand as he researched their
histories and uses through asking the old people. He has used the Māori instruments in
feature films Mauri and Once Were Warriors.
Bernice Mene
Bernice Mene, who was educated at Villa Maria College, Christchurch, distinguished herself
between 1992 and 2002 as a member of the New Zealand netball team, which she captained
in 1997, 2000 and 2001. During her netball career Bernice also contributed greatly to the
success of the Southern Sting in the national championships. Bernice loves languages and
as a teacher has encouraged others to develop their potential. She has been a Sports
Ambassador for the Hillary Commission.
Hinewehi Mohi
Hinewehi Mohi is an accomplished singer, composer, and documentary filmmaker, who
has been active in the promotion of Māori performing arts and broadcasting for several
years. She has produced Marae, sung the National Anthem at the Rugby World Cup,
and released an album called Oceania. Her iwi are Ngati Kahungunu and Ngai Tuhoe.
She was educated at St Joseph's Māori Girls' College and Waikato University.
Tex Morton (1916-1983)
New Zealander Tex Morton lived a life of many achievements, attaining mastery, fortune, and
huge international fame in several careers: a recording star (300 songs), singer-songwriter,
stage artist (touring sensation in North America, Europe, Australasia), circus entrepreneur,
best-selling comic writer, Hollywood screen actor, and world authority and renowned
performer of hypnotherapy with a Doctorate from McGill University.
Margaret Moth (1952- )
She was born Margaret Wilson, but as an adult changed her name to Margaret Gipsy Moth,
after the vintage bi-plane. Since 1990 CNN photojournalist Moth has been at the centre of
the world's worst trouble spots, capturing images of strife, tension, anguish, suffering and
extreme danger, witnessing humanity at its worst. Places like Iraq, Kuwait, Israel, Lebanon,
Zaire, Rwanda, Somalia, Tblisi, Chechnya and Sarajevo, where a sniper bullet almost ended
her life. Lauded as "one of the bravest photojournalists in our profession ... she is CNN".
Colin Murdoch (1929- )
Colin Murdoch designed and invented the disposable syringe, a device that has saved
millions of human lives. He also conceived and developed the tranquilliser dart gun, which
has saved the lives of millions of animals. He is an understated New Zealander who can
claim to have revolutionised medical and veterinary science. In 2000, Murdoch was made a
member of the New Zealand Order of Merit, and in recognition of his extraordinary
achievements, he was featured in Time magazine's "The Most Influential People of the South
Pacific" edition.
Sam Neill (1947- )
Nigel Neill was born in Northern Ireland, but returned to Dunedin with his New Zealand family
in 1954. At school he became known as "Sam". While attending Christ’s College and
Canterbury University, Sam took part in drama productions. After university he toured for a
year with the Players Drama Quartet, then worked with the National Film Unit in Wellington,
directing documentaries. He landed the lead role in Sleeping Dogs (1977), the first full length
New Zealand film to be released in the United States. From there he went on to become an
international star of film and television. He gained commercial success and recognition in the
United States with Jurassic Park (1993) and playing Merlin in a television mini-series (1998).
Apirana Ngata (1874-1950)
Sir Apirana Ngata was the first Māori to graduate from university, the country’s first BA / LLB,
a Member of Parliament for almost forty years and a great social reformer whose passion and
drive gave new life to Maoridom. As a member for parliament for 38 years, six of them as
Minister of Native Affairs, Ngata trod that fine line between allegiance to his iwi, Ngati Porou,
and loyalty to the government in which he served. He worked tirelessly to improve Māori lives
44
by advancing Māori health, education and economic welfare and through scholarly pursuits
such as writing a Māori version of the Bible and working on an updated version of the Māori
English dictionary. His influence spread to the formation of the Māori Battalion and he liked to
be consulted about who should play in Māori rugby teams.
Keith Park (1892-1975)
A decorated fighter pilot in World War One, Sir Keith Park was Commander of the RAF during
the Allied evacuation from Dunkirk (France) in the early part of the Second World War, and in
charge of defending London and southern England from German bombing raids during the
Battle of Britain. "If any one man won the Battle of Britain, he did. I do not believe it is
realised how much that one man, with his leadership, his calm judgement and his skill, did to
save, not only this country, but the world." Lord Tedder – Chief of the Royal Air Force,
February 1947.
Richard Pearse (1877-1953)
Richard Pearse: "Mad Pearse", "Bamboo Dick", self-taught inventor, prophetic designer, trail
blazing aviator and eccentric visionary. On or about 31st March 1903 a reclusive New
Zealand farmer Richard Pearse climbed into a self-built monoplane and flew for about 140
metres before crashing into a gorse hedge on his Waitohi property. Even at half the distance
Pearse must have felt the liberating but anxious exhilaration of flying. There is uncertainty
about whether it met the definitions of sustained flight, but it came eight months before the
Wright Brothers entered the record books at Kitty Hawk North Carolina on 17th December
1903.
William Pickering (1910- )
The launch of Sputnik in 1957 forced the United States into the space race. Fighting in the
Cold War the Americans needed to show the world that they too could launch a rocket into
space – and they had to do it quickly. Less than three months later Explorer 1 was launched
from Cape Canaveral, Florida. The man behind it: William Pickering from Wellington, New
Zealand.
Ernest Rutherford (1871-1937)
Ernest Rutherford, the creator of modern atomic physics and forerunner of the nuclear age,
was born in Nelson. After studying at the University of Canterbury he went to England where
he became one of the greatest scientists of the twentieth century. Awarded the Nobel Prize in
1908, Rutherford was the man who split the atom and "tunnelled into the very material of
God": inventor, experimenter and Nelson farm boy.
Kate Sheppard (1847-1934)
Kate was the leader and main figurehead of the suffragist movement in New Zealand, the first
country in the world to grant universal adult suffrage to men and women equally. Kate was a
source of inspiration to suffragists, both in New Zealand and throughout the world. Kate had
a strong sense of responsibility towards other people, especially those in need. She devoted
her life to making things better for women and families in particular. She believed women
should take part in society and politics, rather than stay in the home, and understood that
women could not make any of the changes needed in society without first winning the right to
vote. Without Kate's drive and energy the campaign to win the vote for women would
probably not have succeeded as soon as it did.
Kiri Te Kanawa (1944- )
Born in Gisborne, Kiri studied singing under Sister Mary Leo 1959-65 at St Mary's College in
Auckland. In 1963 Kiri was placed second to Malvina Major in the Mobil Song Quest, which
she went on to win in 1965. Since that time Kiri has built an international career, singing at
the Metropolitan Opera in New York, Covent Garden and the Royal Opera House in London,
and La Scala in Milan, Italy. In 1981 she sang at the wedding of Prince Charles and Lady
Diana Spencer in St Paul's Cathedral. She became Dame Kiri Te Kanawa in 1982, and has
returned to New Zealand to sing several times, including the New Year's millennium concert
at Gisborne in January 2000.
45
Inia Te Wiata (1915-1971)
From an early age, Inia Te Wiata showed promise as a singer and also developed an interest
in the Māori art of carving. At the age of 32, he left his family and friends and sailed off to an
uncertain future, carrying the hopes of his people with him. In London Inia became one of the
leading singers (bass baritone) at the Royal Opera House. A versatile singer and actor, Inia
also performed in concerts, musicals, films, television and radio programmes. His daughter,
Rima, is also an actress and singer.
Beatrice Tinsley (1941-1981)
New Zealander Beatrice Tinsley was a world leader in modern cosmology and one of the
most creative and significant theoreticians in modern astronomy. Her scientific work has been
described as "opening doors to the future study of the evolutions of stars, galaxies and even
the Universe itself".
Catherine Tizard
Catherine Tizard spent the first twenty years of her adult life as wife of a Member of
Parliament raising four children. She returned to University to finish a degree then taught
zoology at Auckland University. In 1971 Cath was elected to the Auckland City Council and
became Mayor of Auckland City in 1983. Between 1990 and 1996, Cath was the first woman
to hold the office of Governor-General of New Zealand.
Charles Upham (1908-1994)
Acknowledged widely as the outstanding soldier of the Second World War, New Zealander
Charles Upham is the only combatant soldier to receive the Victoria Cross and Bar for his
exceptional bravery in Crete (1941) and in the Western Desert (1942) where he distinguished
himself with displays of ‘nerveless competence’.
Rob Waddell
Olympic Champion in one of the glamour events of the Olympics’ most demanding sports,
single sculler Rob Waddell holds the indoor and outdoor world records, has won the World
Championships title for the last two consecutive years, won the indoor title three times and the
Halberg Award for New Zealand Sportsperson of the Year an unprecedented three times.
Nancy Wake (1912- )
Nancy Wake, who was born in Wellington, was the Allies' most decorated servicewoman of
WWII, and the Gestapo’s most-wanted person. They code-named her 'The White Mouse'
because of her ability to elude capture. When war broke out she was a young woman
married to a wealthy Frenchman living a life of luxury in cosmopolitan Marseilles. She
became a saboteur, organiser and Resistance fighter who led an army of 7,000 Maquis troops
in guerrilla warfare to sabotage the Nazis. Her story is one of daring, courage and optimism
in the face of impossible odds.
Maurice Wilkins (1916- )
Nobel Prize winner in Physiology and Medicine in 1962. Research undertaken by New
Zealander Maurice Wilkins helped lead to the discovery in 1953 by James Watson and
Francis Crick of the DNA molecule structure – the very essence of life itself. The discovery
revolutionised biology and medicine.
Harold Williams (1876-1928)
Harold Williams is listed in the Guinness Book of Records as the world's greatest linguist, said
to have spoken over 58 languages fluently. He was foreign editor of The Times, "the most
brilliant foreign correspondent" his generation had known. Friend of statesmen and
companion of writers HG Wells and Hugh Walpole.
Steve Williams
Tiger Wood's right-hand-man, Kiwi caddy Steve Williams has not only been in the closest
ring-side seat, but a major influence in the biggest winning streak and one of the greatest
displays of relentless excellence in modern golf. As Tiger says: "If I'm not playing well, he
knows exactly what buttons to push to get me going". What buttons are they? "That's
between Steve and I, not all of you."
46
Allan Wilson ( -1991)
Revolutionised the study of human evolution; shortlisted for the Nobel Prize and the only New
Zealander to win the US MacArthur "Genius" Award. Allan Wilson’s examination into the
origins of humanity through biochemistry was revolutionary, flying in the face of
anthropological thinking of the time.
Pansy Wong
Pansy was born in Shanghai, China, and grew up in Hong Kong. After moving to New
Zealand in 1974, she graduated from Canterbury University with a Master of Commerce
(Honours). Pansy had a career as a chartered accountant before entering parliament as a list
candidate for the National Party in 1999. She made history by becoming the first member of
Parliament of Asian ethnic origin.
Douglas Wright (1956- )
Began his dance career with Limbs Dance Company in 1980 before going overseas to further
his experience. In 1989 Douglas formed his own dance company in New Zealand, which has
toured New Zealand, Australia and Europe. Dances created include How on Earth (1989),
Gloria (1990), Forever (1993) and Buried Venus (1996). His work has been performed by the
Australian Dance Theatre and the Royal New Zealand Ballet.
Extension Activity:
Students are required to study the collage of twenty-six well-known New
Zealanders – from Aotearoa’s past and present. (The New Zealand Herald,
Saturday, November 12, 1988)
Students are asked:
a)
b)
How many of these well-known New Zealanders do they recognise?
What they are famous for?
1.
2.
Inia Te Wiata (opera singer and master carver)
Sir George Grey (nineteenth century soldier, explorer, colonial
governor, premier and scholar – one of the most remarkable people
ever to have lived in Aotearoa)
Dame Kiri Te Kanawa (New Zealand’s favourite opera singer and
diva with an international reputation)
Sir Edmund Hillary (first person to climb Mount Everest, the world’s
highest mountain)
Katherine Mansfield (one of the world’s greatest short stories writers)
3.
4.
5.
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6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
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Charles Upham (decorated with the Victoria Cross and Bar for acts of
bravery in Crete and Egypt during World War II)
George Nepia (selected, at the age of nineteen, as the only fullback
in the 'Invincibles', the 1924 All Black team. George played in all
thirty games on the tour of Britain and France, and was recognised as
the greatest player in his position in world rugby)
Richard Pearse (challenged the Wright brothers’ claim to the first
controlled flight)
Sir James Wattie (pioneer food processor and manufacturer –
founder of the company that became Wattie Foods)
Ernest Rutherford (physicist who “split” the atom)
Jean Batten (aviator who flew solo between England, Australia and
New Zealand)
Michael Joseph Savage (Labour Prime Minister who was responsible
for setting up the Social Security system, terming it "applied
Christianity")
Sir Frederick Truby King (promoted child care by establishing the
Plunket Society and setting up Karitane hospitals in New Zealand)
Sir Julius Vogel (journalist, politician, premier, writer – a major
statesman of the nineteenth century)
Sir Apirana Ngata (an MP, Minister of Native Affairs, and social and
economic reformer who gave new life to Maoridom)
Princess Te Puea Herangi (improved the conditions of her Waikato
people and led the revival of Māori agriculture and traditional crafts)
Grant Fox (All Black fly half who played in forty-six tests for New
Zealand)
Sir James Fletcher (New Zealand’s first major industrialist – founder
of company that became Fletcher Challenge)
Ngaio Marsh (artist, writer of crime fiction, actor, and theatre director
best remembered for her productions of Shakespeare)
Frances Hodgkins (the outstanding painter of her generation, she
was the first New Zealand-born artist to achieve international stature)
Rewi Maniapoto (Ngati Maniopoto leader and warrior who supported
the King movement and fought for Māori sovereignty during the
Waikato campaign)
Richard John Seddon (nineteenth century Liberal politician and
premier who became very popular because of his humanitarianism
and imperialism)
James K Baxter (poet and “prophetic voice” who challenged false
values in New Zealand society)
Sir Keith Park (Commander of the RAF during World War II who was
said to have won the Battle of Britain)
Elizabeth Reid McCombs (in 1933 became the first woman elected to
the New Zealand Parliament)
Rewi Alley (social reformer and educator who developed strong links
between Aotearoa and China, where he was the best-known and
loved foreigner).
Something to Make
This activity requires students to use images from magazines, newspapers
and the Internet to make a collage of New Zealanders they think are inspiring.
The teacher will need to make sure that the resources required to create the
collage are available – paper, glue, pens, and plenty of magazines or other
visual material that includes appropriate images of people from Aotearoa.
Some students may have a valid reason for wanting to create a collage that
deals with inspiring people from another part of the world.
When they have completed their collages students should ask other class
members to identify the people they have included on their collage and work
out why they have chosen them. This could take place in small groups. The
collages could be displayed in the classroom for the duration of the topic.
Something to Do
Students are asked to find newspaper or magazine articles that are about
people who act in inspiring ways. These could deal with well-known figures
who make an on-going contribution to fields such as medicine, justice or
music. Or they could focus on ordinary people who find themselves in a
situation where they are called upon to act in an extraordinary way, such as a
father caring for a child with a severe intellectual disability or a teenager who
assists at the scene of an accident.
Students should bring the articles to class and share them in a pair or group.
Group members should be able to identify the various virtues that the people
in the articles show.
Task Five
In the Student Resource book under the heading “How to be an Ordinary
Person – Yet do Extraordinary Things!” there are words of advice from
different people who have found themselves in some of life’s toughest
situations – including violent and abusive families, poverty, natural disasters,
accidents, wars, terrorist attacks, concentration camps, serious illnesses.
Students are asked to choose one of the pieces of advice about how to be an
ordinary person, yet do extraordinary things. They are asked to:
Either:
Or:
Or:
Or:
Write about how they could practise this advice in their own lives.
Design a poster that presents this advice in a visual form.
Prepare a piece of drama (scripted or mimed) that is based on this
advice.
Compose a song or piece of music based on this advice.
Depending on which activity is chosen, students could work in a group, in a
pair or individually.
49
PART TWO: CHRISTIAN LIVES
Church Teaching
•
•
•
•
Te Wairua Tapu works in our lives to make us more like Karaiti.
By freely responding to the koha of the Holy Spirit we are able to
develop the virtues and become more like Christ.
Learning Outcomes
•
•
•
Recognise that Christians achieve what they do by trusting in Te
Atua, following the example of Hehu, and being open to Te Wairua
Tapu.
Understand the role of the Christian virtues in bringing people closer
to God and developing their character.
Explore the place of Christian virtues in the lives of some
outstanding contemporary Christians.
Teacher Background
Christian Models
We seek heroes who embody what is most authentic in human existence. We
seek teachers or mentors who can show us how to live well in our world.
For Christians, Jesus Christ is “the way, the truth and the life”. For Christians,
the best role models and mentors are those people who through their words
and actions make us most aware of Jesus and lead us to live as he did.
Often the people who embody the enduring values of Jesus are ordinary men,
women and children who have a commitment and passion about what is
sacred in our world, and live their lives to reveal what is sacred to others. In
this perspective, any Christian can (and should) be a model of how to live as
Jesus did. Yet we often overlook the possibility of being “Christ” to others. It
is easy to put people down and see the negative in our world, so we find it
difficult to recognise others (or ourselves) as possessing the possibility of
sanctity.
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The Christian Virtues
Christian virtues are those qualities of character or habits that enable human
beings to become good. Virtues help us to look at things differently, to act
differently, to relate differently to others. For the Christian, life’s journey is an
opportunity to acquire and develop virtues – to think and act more like Christ.
This is made possible through our co-operation with Te Wairua Tapu who
works in our lives.
Traditionally the Church has identified four cardinal or “hinge” virtues –
positive characteristics that can help us to grow into fully loving human beings.
All these virtues improve with practice – the more we exercise them, the
stronger they become.
The four cardinal virtues are:
•
Prudence – is the ability to know what needs to be done and how to do
it in a particular situation. It is called the “rudder virtue” because it
steers all the other virtues.
•
Justice – this is having a sense of the dignity and the rights of others
and a willingness to give to each person what is due to them. This
includes a willingness to do something about injustice.
•
Fortitude – this virtue is like courage. It is a quality that helps a person
to endure hardships and overcome fears that might turn them away
from living a good Christian life.
•
Temperance – is related to self-control. It is a quality of character that
allows a person to be balanced and in control of their desires (for
example, for food or drink). It helps a person to act for the good in the
face of temptations.
The four cardinal virtues rest on what are called the theological virtues. These
three virtues of faith, hope and love (charity) bring people into union with God:
• Faith – our ability to believe in the truth about God’s goodness and the
good news of the Gospel which tells us that God is a God of aroha and
hohou rongo (forgiveness) who offers us the fullness of life.
• Hope – believing the message of the Gospel gives us hope. Hope is a
deep trust in Te Atua that keeps us going and stops us from becoming
completely discouraged during life’s dark moments.
• Love – is at the heart of all virtue and from it springs all that is good.
Aroha inspires us to lead good and holy lives. It unites us with God
and neighbour.
The three theological virtues have primacy in Christian life. The four cardinal
virtues were seen as important by the Greeks and were later adapted to
Christianity. However, there are many other virtues that are at the heart of
51
Christian revelation and deeply embedded in Christianity. These include
compassion, fidelity, hospitality (especially towards the needy and the
stranger), forgiveness and humility.
Of all the virtues, love has always been considered the greatest:
As it is, these remain: faith, hope and love, the three of them; and
the greatest of them is love. (1 Corinthians 13:13)
Getting Started
Christians believe that everything they are and do comes about through the
power of God. By trusting in God, following the example of Jesus, and being
open to the inspiration of the Holy Spirit, Christians are able to achieve
wonders – even in the face of opposition, disappointment, failure, sickness,
and death.
One way of introducing this section of the topic is with the song On Eagle’s
Wings (by Michael Joncas). Based on Psalm 91, this song tells what God will
do for those who trust in God in difficult times.
Play a recording or read the words of On Eagle’s Wings to the class.
The words are printed on the next page. You may wish to put them up on an
OHP or photocopy them for class members to work from. Recordings of the
song are readily available.
52
On Eagle’s Wings – based on Psalm 91
(by Michael Joncas © Oregon Catholic Press)
You who dwell in the shelter of the Lord,
who abide in His shadow for life,
say to the Lord: “My refuge,
my Rock in whom I trust!”
Chorus:
And He will raise you up on eagle’s wings,
bear you on the breath of dawn,
make you to shine like the sun,
and hold you in the palm of His hand.
The snare of the fowler will never capture you,
and famine will bring you no fear:
under His wings your refuge,
His faithfulness your shield.
Chorus
You need not fear the terror of the night,
nor the arrow that flies by day;
though thousands fall about you,
near you it shall not come.
Chorus
For to His angels He's given a command
to guard you in all of your ways,
upon their hands they will bear you up,
lest you dash your foot against a stone.
Chorus
Used with permission Word of Life International
As the students are listening to On Eagle’s Wings ask them to write out
some lines from the song that they like and illustrate them.
Remind them that the song tells of what Te Atua will do for those who trust in
God in difficult times.
53
Some of the lines that students may find interesting to reflect on and illustrate
include:
My refuge, my Rock in whom I trust!
He will raise you up on eagle’s wings,
… and hold you in the palm of His hand.
The snare of the fowler will never capture you,
and famine will bring you no fear …
… under His wings your refuge,
His faithfulness your shield.
You need not fear the terror of the night,
nor the arrow that flies by day …
For to His angels He's given a command
to guard you in all of your ways …
Emphasise with students that trust in God is an essential quality for Christians
and one that all outstanding and inspiring Christians possess.
Ask students to reflect on why trust in God is so important for
Christians. Some relevant points are:
•
•
•
•
Trust is the basis of all successful relationships, including our
relationship with Te Atua.
Without trust it is impossible to believe that God will help us achieve
anything.
Trust in God is necessary to get us through the tough times, especially
when we lose confidence in ourselves and our own abilities.
Trust tells us that God is constant and will never let us down.
Task Six
This task asks students to identify the Christian virtues that they can see most
clearly in the lives of Jean Vanier and Sister Helen Prejean. Students need to
be able to give reasons for their answers.
All of the Christian virtues, to varying degrees, can be seen in the lives of
Jean Vanier and Sister Helen. However, students will probably find it easier
to identify and discuss virtues such as love, faith and justice. Temperance
and prudence will be a greater challenge.
Suggest to students that they focus on three virtues for each person.
The following are possible answers:
54
Jean Vanier
Jean showed faith when he became convinced that God was calling him and
his friend Father Thomas Philippe to do something special.
Jean showed love when he decided to set up a home and live with Raphael
and Philippe, two men with intellectual disabilities.
Jean showed hope when he chose Noah’s Ark as the symbol for what he was
doing.
Jean showed prudence when he saw that the right way to go about things
was to buy a small house in a French village as a home for himself, Raphael
and Philippe.
Jean showed a sense of justice when he recognised that people with
intellectual disabilities deserved better than to live in poor conditions in
asylums.
Jean showed courage because he took a risk in setting up L’Arche and
putting up with all the difficulties involved in getting it established.
Jean showed temperance because he was balanced in his approach. He
saw that people with intellectual disabilities have much to teach us about the
importance of sharing, acceptance and joy.
Sister Helen Prejean
Sister Helen shows faith when she prays and is sensitive to God’s presence.
Sister Helen showed love when she was led to join the Sisters of St Joseph of
Medaille and when she offered to be the loving face of Christ for Patrick
Sonnier at his execution.
Sister Helen shows hope when she continues to educate the public about the
cruelty of the death penalty in the face of criticism and opposition.
Sister Helen showed prudence when in her forties she saw that the way
ahead for her was to leave teaching and dedicate her life to the poor.
Sister Helen showed a sense of justice when she recognised that the death
penalty was cruel and unfair.
Sister Helen shows courage when she accompanies prisoners at their
executions.
Sister Helen shows temperance when she behaves in a balanced way by
working with the families of both murderers and their victims.
55
Extension Activity:
This activity required students to imagine that either Jean Vanier or Sister
Helen Prejean is visiting their school. They have been chosen to introduce
him / her to your class. Students need to plan what they would say about
Jean or Sister Helen in their words of welcome.
If time permits students could deliver their words of welcome in pairs or small
groups. More confident students could be chosen to present theirs to the
class. The teacher could reply in role as Jean Vanier or Sister Helen.
Workbook Activity: A Profile
This activity requires students to choose and research a person in our society
who inspires them because of their Christian qualities. They are required to
complete a profile and draw a symbol for the person based on what they
discover. The headings that students are asked to organise their information
under are as follows:
•
•
•
•
•
•
•
Name
Whakapapa / family background: (birth date and place, names of other
family members, whanau and tribal connections)
Physical, spiritual or emotional qualities
Childhood influences and experiences
Important actions /achievements
Impact on society / community
Impact on you.
Emphasise with students that this person may be well-known throughout
Aotearoa or recognised only at a local level – within their family,
neighbourhood, parish, school or town.
56
PART THREE: PROPHETS
Students will be able to recognise ways in which men and women in Scripture,
such as the prophets, advanced God’s plan and came to be seen as
Church Teaching
•
•
•
•
The prophets and other Old Testament figures are honoured as saints
by the Church.
The prophets listened to the Word of God and acted on it.
By calling people back to Te Atua and interceding with God on behalf
of the people, the prophets prepared the way for the coming of Karaiti.
Elijah is regarded as the “father” of the prophets.
Learning Outcomes
•
•
•
•
Identify important details and features in the experiences of Elijah and
Jeremiah.
Describe the role of a prophet.
Research another Old Testament prophet.
Explore the place of prophets in our own world.
Teacher Background
The Prophets
The prophets of ancient Israel are among the most remarkable people who
ever lived:
•
•
•
•
•
Their language is powerful.
Their passion and courage are exceptional.
They criticise the way things are and point to a new way of living.
They disturb our sense of what is socially, personally and spiritually
acceptable.
They speak for God.
The prophets come at a time in Old Testament history when the united
kingdom established by Saul, David and Solomon split into two parts – the
northern kingdom of Israel and the southern kingdom of Judah. The northern
kingdom lasted until 722 BC when it was conquered and destroyed by the
Assyrian Empire and disappeared from history. The southern kingdom was
conquered and destroyed by the Babylonian Empire in 586 BC, and some of
57
the survivors were exiled to Babylon. The exile lasted about fifty years,
ending in 539 BC, when the exiles were allowed to return to Judah and begin
rebuilding their ruined country.
The prophets belong mostly to the time of the divided kingdoms, their
destruction, the exile, and the return.
The Prophetic Books
In the Old Testament there are sixteen books of prophets which most modern
Bibles group at the end of the Hebrew Scriptures. They are divided into the
major prophets and minor prophets. The four major prophets – Isaiah,
Jeremiah, Ezekiel and Daniel – are listed first, not because their messages
are more important, but simply because they are lengthier. The twelve minor
prophets – from Hosea through to Malachi, follow one-by-one. Their writings
are shorter in length. The prophets in these two groups are also known as the
writing prophets. But Scripture also presents many prophets from whom we
have not one written word. These include Elijah, Elisha and Nathan.
The Role of the Prophets
A vital aspect of the prophets’ mission was that they felt themselves to be
chosen by God – their task was not self-imposed. The main role of the
prophets was not to predict the future but to "speak for God" on the issues of
the day. Hence prophets must be seen in the context of the times and places
in which they lived and worked. A prophet’s primary message to God's
people dealt with the current situation and that alone, so when interpreting the
prophetic books for our own benefit, we should first learn what the initial intent
of that message was: What problems of his time was a particular prophet
addressing?
Prophets generally appeared in times of social or religious crisis to remind
God’s people that God was not only their Creator, but also the controller of
history, and that the only wise course for them to follow was to have faith in
the God of the Covenant which had brought them out of slavery in Egypt, and
chosen them for his own.
The word of God spoken by the prophets reminded people that because they
had a loving and just God, they should be living in loving and just ways now.
It related to the past because it was always in continuity with the fundamental
religious traditions flowing from the Covenant – the central act of Israel’s
history. It also related to the future in that the future would be a consequence
of the present. The prophets also reminded Israel that God had brought his
people through difficult times and would do so again.
The popular understanding of a prophet as seer – someone who predicts the
future should not obscure the true function of the Old Testament prophet.
Their primary function was to call people to their responsibilities to God here
and now.
The prophets were a diverse group and not very much is known about the
lives of many of them. Some were ‘insiders’ like Nathan, who had the ear of
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the king. Others were ‘outsiders’ like Amos, appearing from the margins of
society to proclaim God’s message. Sometimes they addressed individuals,
but more often their message was directed at Israel, or Judah, as a whole.
Often the message of the prophets was one that people did not wish to hear.
They were frequently misunderstood, rejected or even persecuted. As well as
the true prophets, there were also many false prophets. The people did not
always find it easy to distinguish between the two.
The Old Testament prophets played a vital role as the ‘conscience of Israel’.
Elijah
Elijah dominates 1 Kings Chapters 17-19. He is regarded by many within
Judaism as the greatest of the prophets and is referred to as such in Matthew
17:3 and 10-11.
Elijah emerged to confront King Ahab who ruled Israel from about 874 to 854
BC. Ahab had built a temple in Samaria to the nature god Baal, whose name
means “lord” or “husband”. He had also married a pagan princess of
legendary wickedness, called Jezebel.
Elijah challenged the widespread faith in Baal, the old Canaanite god of rain,
whose dying was believed to bring drought and whose rising to bring new life,
by confronting King Ahab with the word and power of Israel’s true God. He
declared that the whole land would suffer drought – until Elijah himself gave
the word for rain to fall again (1 Kings 17:1-6).
Because the King refused to listen, a terrible drought came to the land. Elijah
hid himself in a cave in the hills and managed to survive, fed by ravens and
drinking from a small stream.
After three years of drought, Elijah challenged Ahab to meet him on the
summit of Mount Carmel. He was to bring with him the people of Israel and
the prophets of Baal (18:1-46). Once there, Elijah urged the people to stop
wavering in their faith between God and Baal. There is only one true God and
they must make their choice. To prove his point, Elijah invited the prophets of
Baal to build an altar, prepare a sacrifice, and call on Baal to light the fire.
The prophets of Baal accepted the challenge, crying to their “Lord” from dawn
to dusk – but without success. Elijah then took his turn. He repaired the altar
of the Lord, which had fallen into disrepair, and used twelve stones to remind
the people that they are the twelve tribes of Israel. He avoided any cheating
by digging a trench around the altar and drenching the wood and sacrifice with
water three times. And then he prayed. When God’s fire fell from heaven, the
people fell, face down, to acknowledge the true God. They then rounded up
the prophets of Baal and killed them. A great rain came and ended the long
drought that had devastated the country.
In 1 Kings 19, Elijah, to escape Jezebel, moves south to the desert and Sinai
(Mount Horeb). In the place where God had made himself known to Moses,
he speaks to Elijah, not in a spectacular way but out of the stillness. Elijah,
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who had felt depressed and alone, is given a companion and successor,
Elisha, who will continue God’s work.
Isaiah
Isaiah lived in Jerusalem in the eighth century BC. He was married – his wife
is described as ‘the prophetess’ and may have shared his calling. Two sons
are mentioned by name in the book named after Isaiah.
In chapter 6 Isaiah describes his call from God in the year of King Uzziah’s
death, about 740 BC. He prophesied for over forty years through the reigns of
Jotham (a godly man like his father), Ahaz (one of Judah’s worst kings) and
Hezekiah (died 687/6 BC). Isaiah may have lived on into the dark days of the
evil King Manasseh.
Isaiah knew from the outset that his words would fall on deaf ears, but he did
have one great triumph. When Sennacherib’s Assyrian army was hammering
at the gates of Jerusalem in Hezekiah’s reign (701 BC) the king took Isaiah’s
advice and the city was saved (chapters 26-37).
It is likely that Isaiah gathered a group of disciples around him who treasured
and preserved his words.
Isaiah’s initial vision of God in all his glory in the Temple (chapter 6) coloured
Isaiah’s whole mission. He had seen God as the ‘Holy One of Israel’ and
never forgot it. He had seen human sin for the appalling thing it is, and he
never forgot that either. And he had been forgiven and taken into God’s
service. Throughout his life Isaiah preached God’s righteousness, warned of
the judgement on sin, and comforted his people with the knowledge of God’s
love, his longing to forgive, and all the glories in store for those who remained
faithful to him.
Jeremiah
Jeremiah appears on the scene about a hundred years after Isaiah. He was
born into a priestly family at Anathoth (Anata), a few miles north of Jerusalem,
about 650BC. He was called to be God’s prophet in 627. 2 Kings 22-25 and
2 Chronicles 34-36 provide the historical background to Jeremiah’s
prophecies.
The power of Assyria was already crumbling when Jeremiah began to declare
God’s message to Judah. For forty years, through the reigns of Judah’s last
five kings, Jeremiah warned of coming disaster and appealed in vain to the
nation to turn back to God. With the death of godly King Josiah in 609,
religious and political affairs worsened. Judah was caught in the crossfire
between two contending world powers: Babylon to the north, and a resurgent
Egypt to the south.
Babylon emerged supreme, to become the instrument of God’s judgement on
his own people. In 598/7 Babylon defeated Judah and King Nebuchadnezzar
put Zedekiah on the throne in Jerusalem. Despite Jeremiah’s advice,
Zedekiah rebelled against Babylon and precipitated the most serious defeat
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Judah had ever known. In 587 Nebuchadnezzar’s army broke into Jerusalem,
destroying the city and its Temple, and took the people captive into exile.
Jeremiah was offered a comfortable place at court, but chose instead to
remain in Judah.
When Gedaliah (the governor appointed by
Nebuchadnezzar) was murdered, the people fled to Egypt, taking Jeremiah
with them. It seems he lived the rest of his life there, still declaring God’s
words to those who refused to listen.
Jeremiah was not the only prophet of his day. But he stands out as a lonely
figure – he was isolated by a message from God that made him increasingly
unpopular and branded a traitor for advocating submission to Babylon. He
was imprisoned and often his life was endangered. But this sensitive,
unselfconfident man never compromised his message from God. He
announced the terrible fate he saw in store for his nation and grieved over
their stubborn refusal to take notice. The times were dark and his message
was somber. But there is a strong streak of hope running through Jeremiah’s
prophecies. After the judgement and the exile, God will restore the joy and
prosperity of his people in their homeland.
Getting Started
The song Here I am Lord (by Dan Schutte SJ), which is based on Isaiah 6, is
a good introduction to this section of the topic. It highlights the call / response
theme which is central to an understanding of the prophets’ mission.
In the verses of the song we hear God reflecting on who will act as messenger
to the people. The words of the chorus are the Prophet Isaiah’s positive and
willing response to God’s call.
The words of the song are printed below. Recordings of Here I am Lord are
readily available.
Here I am Lord (by Dan Schutte SJ © Oregon Catholic Press)
I, the Lord of sea and sky,
I have heard My people cry.
All who dwell in dark and sin,
My hand will save.
I who made the stars of night,
I will make their darkness bright.
Who will bear My light to them?
Whom shall I send?
Chorus:
Here I am Lord, Is it I Lord?
I have heard You calling in the night.
I will go Lord, if You lead me.
I will hold Your people in my heart.
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I, the Lord of snow and rain,
I have borne my people’s pain.
I have wept for love of them,
They turn away.
I will break their hearts of stone,
Give them hearts for love alone.
I will speak My word to them,
Whom shall I send?
Chorus:
I, the Lord of wind and flame,
I will tend the poor and lame.
I will set a feast for them,
My hand will save.
Finest bread I will provide,
Till their hearts be satisfied.
I will give My life to them,
Whom shall I send?
Chorus:
Used with permission Word of Life International
Task Seven
Elijah and Jeremiah both answer God’s call to pass on an important message.
This task requires students to read the information about Elijah and Jeremiah
in the Student Resource book and answer the following questions. Suggested
answers appear in italics.
a) What message does God communicate, firstly through Elijah and then
through Jeremiah?
Answer:
Through Elijah, God communicates the message to Ahab and Jezebel that
unless they stop worshipping Baal and turn back to God there will be no
rain and the country will die.
Through Jeremiah, God sends the message to the people that Jerusalem
will be destroyed because they have turned away from the Law of God
and have refused to listen to the prophets. He tells them to repent.
b) What hardships do they have to put up with?
Answer:
Elijah has to live through a terrible drought and survives by staying in a
cave in the hills, drinking from a small stream and being fed by ravens.
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Jeremiah gets thrown down a well and stays on in Jerusalem after it is
destroyed and most of the survivors have been taken to Babylon as
slaves.
c) How successful are they at getting people to listen to what they have to
say?
Answer:
Elijah defeats the prophets of Baal when he prays to the God of Abraham,
Isaac and Jacob. A fire from God lights his offering on the altar and rain
ends the great drought.
Jeremiah seems far less successful, but right to the end of his life he
continues to preach God’s message to a people who refuses to listen.
Something to Do
This activity requires students to work in groups and prepare a piece of drama
(scripted or mimed) that is based on the experiences of either Elijah or
Jeremiah.
There is enough information in the Student Resource book for students to
prepare their dramatisation but if they want more detail the following
references are useful:
For Elijah
1 Kings 17-18; 21
2 Kings 1-2
For Jeremiah
The Book of Jeremiah
Task Eight
This task requires students to write an advertisement for a prophet. They will
need to use the information under the heading “Old Testament Prophets” in
the Student Resource book. An advertisement for a chef is provided as a
model.
The following is an example of what could be produced:
PROPHET
Full time prophet required to warn and encourage the people, especially
when they are unfaithful to the Covenant. Only genuine messengers from
God need apply.
Working hours are long and conditions hard. Payment will be made when
the Messiah arrives.
Come to Jerusalem for an interview.
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Something to Research
This activity requires students to study the timeline of Old Testament prophets
in their Student Resource book. They should choose one of the prophets
mentioned on the timeline – other than Elijah or Jeremiah – to research.
Many Bibles have introductions and notes about the various prophets that will
be a good starting point for students. The school library may contain
handbooks and encyclopaedias of the Bible. Some students will be confident
searching the Internet.
Here students are asked to discuss the poem The Reluctant Prophet which is
printed in their Student Resource book. They are asked to suggest:
•
•
Why the reluctant prophet is afraid.
What finally gives the reluctant prophet the courage to say: “Here I am,
send me”.
The reluctant prophet is afraid to answer God’s call and makes all sorts of
excuses for not going where God sends him / her – the reluctant prophet is
busy, there are guests arriving, the kids have to be looked after, there’s no
one to take the prophet’s place, the prophet doesn’t want to get involved in
controversial issues, the family won’t like it, and the neighbours will think
the prophet is strange.
These excuses are disguises for the reluctant prophet’s fear. The people
will hate and destroy the prophet. The prophet won’t be able to cope
alone.
•
What gives the reluctant prophet the courage to say “Here I am, send
me” is the realisation that he / she won’t be alone – the Lord will be
present with them.
Something to Think About
Students are asked to reflect on a situation where they have been like the
reluctant prophet and have not wanted to take up a challenge but have then
changed their mind. They should think about what caused them to change.
Answers will vary from student to student.
Extension Activity
In the twentieth century some people have been widely recognised as
prophets. This activity focuses on ten of them.
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This task requires students to pair up the prophets in Column One with the
appropriate descriptions in Column Two. Students should write down the
numbers 1 to 10 and next to them the correct letters of the alphabet.
Students may need to do some research to complete this activity. The
prophets with their correct descriptions appear next to each other below:
Column One
1. Bishop Carlos Belo
(1948- )
2. Thea Bowman
(1937-90)
3. Mairead Corrigan
(1944- )
4. Dorothy Day
(1897-1980)
5. Mohandas Gandhi
(1869-1948)
6. Martin Luther King
(1929-1968)
7. Nelson Mandela
(1918- )
8. Bishop Oscar Romero
(1917-1980)
9. Mother Teresa
(1910-1997)
10. Barbara Ward
Column Two
I. The winner of a Nobel Peace Prize and an
outstanding figure in the struggle for justice,
peace and self-determination in East Timor.
A. A brilliant scholar and teacher, this African
American Franciscan sister dedicated her
life to breaking down racial and cultural
barriers and to encouraging people to use
their God-given gifts.
D. She and Betty Williams (1943-) were jointly
awarded the Nobel Peace Prize in 1976 for
their efforts to bring peace to Northern
Ireland.
B. This American woman tried to build a more
just and peaceful society by founding the
Catholic Worker, a movement based on
Catholic social teaching.
J. An Indian leader who established his
country's freedom and independence
through a non-violent revolution.
C. With his policy of non-violence he was the
dominant force in the black civil-rights
movement in America in the 1960s.
F. Imprisoned for twenty-seven years during
the struggle to free South Africa from
apartheid, he went on to become the
country’s president.
E. He spoke out against a military which made
war upon its own people and was
assassinated while celebrating Mass in San
Salvador.
H. A famous Christian nun who spoke up and
worked hard to make life better for the
millions of poor people in India, especially
those dying in Calcutta.
G. This leading journalist, economist and
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(1914-1981)
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author campaigned for rich countries to aid
poorer nations and to protect the world
environment.
PART FOUR: WOMEN WHO ADVANCED GOD’S PLAN
Students will be able to recognise ways in which the Old Testament prophets
and key women in Scripture advanced God’s plan and came to be seen as
Church Teaching
•
•
•
In Old Testament times holy women such as Sarah, Rebecca, Rachel,
Miriam, Deborah, Hannah, Ruth, Judith and Esther kept alive the hope
of Israel's salvation.
Women were among Jesus’ earliest followers and those to whom he
first revealed the Good News.
Women were the first witnesses of his Resurrection who carried the
message of his rising to the Apostles.
Learning Outcomes
•
•
•
Recognise that Te Atua worked with women to advance his plan
throughout the Old and New Testaments.
Understand reasons why Ruth and Esther are so highly honoured in
the Judaeo-Christian tradition.
Identify the role played by key women in Jesus’ life and the spread of
Te Rongopai.
Teacher Background
Women in Scripture
Beginning with Genesis, the first book of the Bible, women are depicted in
Scripture as playing a pivotal role in God’s plan, often in ways that appear
shocking or scandalous to modern readers. Women assert power, break
social boundaries, act as prophets, judges and patrons, and even deceive
their husbands, lie to angels, pose as prostitutes and decapitate soldiers.
God works through their good deeds and even turns their apparently wrong
deeds towards God’s plans for the people. In the New Testament, starting
with Mary, the mother of Jesus, many women are portrayed as leaders in
faith. Both modern Judaism and Christianity are heirs to the distinctive
Biblical teaching about the essential equality of men and women.
The women in Genesis act in extraordinary ways to help bring God's plan to
fruition. Eve demonstrates that women bear personal responsibility equal to
that of men. Sarah takes decisive action to safeguard God’s promises of land,
descendants and blessing to her family. Rebekah masterminds a successful
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plot to ensure that her younger son, Jacob, rather than her first son and heir,
Esau, receives his father's blessing.
In Genesis, Tamar, abandoned by her father-in-law, Judah, when her
husband dies, plays the harlot and seduces Judah in order to claim the child
that is legally due her. She is divinely rewarded with twin sons in the line of
David.
Esther, the Jewish queen of Persia, and Judith, a pious Israelite widow, play
instrumental roles in saving their people from destruction. Each delivered
Israel from danger by acts that came to be seen by later Christians as
symbols of Christ and of God's final salvation of his people.
Several women in the New Testament play prominent roles in the spread of
the Gospel. Mary, the mother of Jesus, co-operates with God to bear God’s
Son, and accompanies Jesus in his ministry to provide an example for his
followers. Mary Magdalene becomes the most prominent member of a small
group of women who travel with Jesus and, unlike the male disciples, witness
his death, burial and Resurrection. In the Gospel of John, the nameless
Samaritan woman is rejected by society for having a string of husbands and
lovers, but is chosen by God to evangelise a whole town. In the Acts of the
Apostles, Prisca (Priscilla), along with her husband, Aquila, functions as one
of Paul's most trusted co-workers, helping to establish and run several early
Christian communities.
A Glossary of Women in Scripture
Abigail
After the death of her husband she became David’s wife (1 Samuel 25).
Abishag
The girl from Shunem who attended David (1 Kings 1-2).
Athaliah
Daughter of Jezebel who married Jehoram of Judah and seized the throne
after her son’s death (2 Kings 11:2; 2 Chronicles 22).
Bathsheba
King David fell in love with this woman, the wife of Uriah, when he saw her
bathing. She later became the mother of Solomon (2 Samuel 11 and 12).
Bernice
The sister of Herod Agrippa II who was with him when he heard Paul’s case
at Caesarea (Acts 25:13ff).
Bilhah
Rachel’s servant; the mother of Dan and Naphtali (Genesis 29:29; 30:3).
Claudia
A female disciple (2 Timothy 4:21).
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Damaris
A female convert of Athens (Acts 17:34).
Deborah
A prophet and judge who helped lead Israel to defeat King Jabin of Hazor
(Judges 4 and 5).
Delilah
She betrayed Samson by cutting his hair (Judges 16:4-20).
Dinah
Jacob’s daughter, whose rape by Shechem was cruelly avenged by Simeon
and Levi (Genesis 34).
Drusilla
Jewish wife of the procurator Felix, who heard Paul’s case (Acts 24:24).
Elizabeth
Wife of Zechariah and mother of John the Baptist (Luke 1).
Esther
Jewish exile who became the queen of the Persian king Ahasuerus; heroine
of the Book of Esther (Book of Esther).
Eunice
Mother of Timothy (2 Timothy 1:5).
Euodia
A Christian woman, whose name means fragrant, one of the members of the
Church in Philippi. She and Syntyche, who is named in the same verse, were
evidently persons of note, prominent in the Christian community there
(Philippians 4:2).
Eve
The first woman and the mother of all living things (Genesis 1:26-3:21).
Hadassah
Esther’s earlier name (Esther 2:7)
Hagar
Sarah’s slave-girl who gave birth to Ishmael, Abraham’s son (Genesis 16 and
21:8-21).
Hannah
The wife of Elkanah who, because she trusted in God, gave birth to Samuel,
the last of the judges (1 Samuel 1 and 2).
Herodias
Wife of Herod Antipas who brought about the death of John the Baptist
(Matthew 14; Mark 6; Luke 3:19).
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Jael
Wife of Heber who killed the Canaanite general Sisera with a tent peg
(Judges 4).
Jezebel
The wife of Ahab who, in order to possess a vineyard, had Naboth murdered
(1 Kings 16:31 and 21).
Jochebed
Mother of Miriam, Aaron and Moses (Exodus 6:20; Numbers 26:59). Nursed
Moses when he was adopted by Pharaoh's daughter (Exodus 2:1-9).
Judith
While he slept, she cut off the head of Holofernes, the enemy of the Jewish
people (Book of Judith).
Julia
A Christian woman in Rome (Romans 16:15).
Leah
The sister of Rachel and the wife of Jacob (Genesis 29:16-33:7 and 49:31).
Lois
The grandmother of Timothy, commended by Paul for her faith (2 Timothy
1:5).
Lydia
A business woman from Thyatira converted at Philippi (Acts 16:14-15).
Martha
Sister of Mary and Lazarus in whose home Jesus stayed (Luke 10:38ff; John
11; 12:2).
Mary
The mother of Jesus and wife of Joseph.
Mary
The sister of Martha and Lazarus, who anointed Jesus. (Luke 10:39ff; John
11; 12:3ff).
Mary
Mary Magdalene, who was healed by Jesus and was the first to see him after
the Resurrection (Matthew 27:55-56, 61; 28:1ff; Mark 15:40ff; Luke 8:2;
John 20).
Mary
The mother of John Mark (Acts 12:12).
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Mary
Mary the mother of James, ‘the other Mary’, and Mary wife of Clopas – who
are probably one and the same (Matthew 27:56, 61; 28:1; John 19:25).
Merab
Saul’s daughter, promised to David (1 Samuel 14:49; 18:17ff).
Michal
Saul’s daughter; wife of David, who helped him escape Saul, but disapproved
of him dancing before the Ark of the Covenant (1 Samuel 14:49; 18:20ff;
19:11ff; 25:44; 2 Samuel 3:13-16; 6:16ff).
Miriam
The sister of Moses and Aaron (Exodus 15:20, Numbers 12:1 and 20:1).
Naomi
The mother-in-law of Ruth (Book of Ruth).
Phoebe
Deaconess from Cenchreae (Romans 16:1-2).
Priscilla
Along with her husband, Aquila, she instructed Apollos and served the Church
in various places (Acts 18; Romans 16:3).
Rachel
Sister of Leah, wife of Jacob, and mother of Joseph and Benjamin (Genesis
29 to 33 and 35).
Rahab
The prostitute who sheltered Joshua’s spies (Joshua 2).
Rebecca or Rebekah
The wife of Isaac, and the mother of Jacob and Esau (Genesis 24:1-67 and
25:19-28).
Rhoda
The girl who answered the door to Peter after the angel had released him
from prison (Acts 12:12ff).
Rizpah
Saul’s concubine whose sons David gave to the Gibeonites to put to death (2
Samuel 3:7;21).
Ruth
A foreign woman who supported her Jewish mother-in-law and took the God
of the Hebrews as her God (Book of Ruth).
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Salome
One of the women who accompanied Jesus and the disciples from Galilee.
She was present at the crucifixion and on the morning of the Resurrection
(Mark 15:40-41; 16:1).
Sapphira
With her husband, Ananias, she was found guilty of deceiving the Church
(Acts 5).
Sarah
The wife of Abraham and the mother of Isaac – her name originally was Sarai
(Genesis 11:29-30; 17:15-19; 18:9-15 and 21:1-7).
Susanna
The wife of the wealthy and influential Joakim, she was falsely charged with
adultery, but was delivered by the prophet Daniel (Daniel 13).
Tabitha
Also called Dorcas. A woman noted for her good works whom Peter raised
from the dead (Acts 9:36ff).
Tamar
The beautiful sister of Absalom, son of David (2 Samuel 13).
Vashti
Queen whom Ahasuerus deposed (Esther 1).
Zilpah
Leah’s servant who bore Jacob two sons (Genesis 29:24; 30:9-10).
Zipporah
The daughter of the priest of Midian who became the wife of Moses (Exodus
2:21; 4:25 and 18:2).
Ruth lived at an unsettled time in Jewish history when Israel was ruled by
judges. These were freedom-fighters who delivered the tribes and the nation
from enemy oppression.
Ruth decided to leave behind her home, culture and security and live a life of
poverty because she believed in God. Students are asked to discuss what
this shows about Ruth's character.
Some of the points that could be raised about Ruth’s qualities or virtues are:
•
•
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Her kindness and loyalty to Naomi.
Her faith and trust in God.
•
•
•
Her courage in leaving her culture, homeland, security and status.
Her flexibility in adapting to changing circumstances.
Her respect for Boaz.
Queen Esther risked her position, her success, her comfortable lifestyle, and
her very life. Students are asked to discuss what this shows about Esther’s
character.
Some of the points that could be raised about Esther’s qualities or virtues are:
•
•
•
•
•
Her loyalty to the Jewish people.
Her faith and trust in God.
Her courage in risking her position, her success, her comfortable
lifestyle and her very life.
Her assertiveness in approaching Xerxes to tell him of Haman’s plan to
kill the Jews.
Her honesty in revealing her own Jewish identity.
Task Nine
Students have a choice with this task.
Either:
They imagine they are one of the following characters being interviewed about
Ruth:
Orpah
Naomi
Boaz
King David
Or:
They imagine they are one of the following characters being interviewed about
Esther:
Xerxes
Haman
A Jewish exile in Persia
Students need to work out what they would say as their chosen character
about Ruth or Esther.
Students may write their answer or present it in a role-play.
Workbook Activity: Old Testament Women
a)
Here students are required to complete a crossword on significant
women in the Old Testament. The answers are as follows:
Clues Across
3. Jezebel
8. Ruth
9. Abigail
11. Naomi
13. Bathsheba
15. Hagar
16. Rachel
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17. Miriam
19. Hannah
Clues Down
1. Rebekah (Rebecca won’t fit)
2. Deborah
4. Leah
5. Delilah
6. Judith
7. Zipporah
10. Sarah
12. Tamar
14. Eve
18. Rahab
b)
Students are then asked to choose one of the Old Testament women
who they think is especially interesting or inspiring. They should name
her, write about her story in more detail and illustrate an event from her
life.
Task Ten
Here students are asked to look up Scripture references in their Bibles. They
are required to identify which women of the New Testament are referred to in
each group of passages.
The answers appear in bold in the box with each group of Scripture
references:
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Group One
Matthew 27:55-56,61
Matthew 28:1-10
Group Two
Acts 18:1-3
Romans 16:3-4
1 Corinthians 16:19
Mary Magdalene
Priscilla or Prisca
Group Three
John 4:1-42
Group Four
Luke 10:38-42
John 11
The Samaritan Woman
Martha and Mary
PART FIVE: MARY – WOMAN OF FAITH
Students will be able to develop an understanding of Mary, the mother of
Jesus, as a woman of faith and the outstanding model of Christian
discipleship.
Church Teaching
•
•
•
Mary is the perfect example of someone who hears God and responds
freely in faith.
From the time of the Annunciation, through the various events of Jesus’
life, to his death on the cross, and the birth of the Church at Pentecost,
Mary’s faith was total – she believed that nothing was impossible with
God.
Mary is called the Mother of the Church and is venerated as the
supreme model of whakapono, aroha and tapu who points the way to
Christ.
Learning Outcomes
•
•
Describe qualities that Mary showed in the various situations of her life.
Explore ways in which we can be more like Mary.
Teacher Background
Recognising the Mary of the Gospels
Every century and culture has interpreted Mary, the Mother of God, in different
ways, honouring her with paintings, sculptures, icons, music, liturgies, feasts,
spiritual writings, theologies and official doctrines. For two thousand years the
Christian imagination has worked very creatively and fruitfully to understand
Mary and express devotion to her.
Yet we know very little about Miriam (Mary) of Nazareth as an actual historical
person. This, she has in common with the multitudes of people through the
centuries, especially poor women and poor men, whose lives are considered
not worth recording.
The four Gospels present Mary in very different ways that reflect their
distinctive theologies. At first, Mark seems to have a negative view of Jesus'
mother. She arrives with other members of the family as Jesus is preaching
and they call to him. When the crowd tells Jesus his mother is asking for him,
he replies, "Who are my mother and my brothers? Anyone who does the will
of God, that person is my brother and sister and mother" (see Mark 3:31-35).
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And Mary remains outside. Mark does not seem to have a positive view, at
that point, of Mary as a disciple.
Matthew places Mary in the genealogy of the Messiah, in line with four other
women who act outside the patriarchal marriage structure, thereby becoming
unexpectedly God's partners in a promise-and-fulfilment schema.
In
Matthew's Gospel, though, Mary doesn't speak, and all the focus on the birth
story is around Joseph.
Luke describes Mary as a woman of faith, overshadowed by the Spirit at
Jesus' conception and at the beginning of the Church at Pentecost. She is
the first to respond to the glad tidings to hear the word of God and keep it.
Thus, Mary is the model of the perfect disciple. It is from Luke’s very positive
view of Mary that we have mostly received our tradition.
Finally, John has a highly stylised portrayal of the mother of Jesus, whom he
never calls by the name, Mary. Jesus’ mother is placed twice in John's
Gospel, at the beginning and at the end, at Cana and at the cross. She is
there, embodying responsive discipleship to the Word made flesh.
These diverse interpretations of Mary cannot easily be harmonised and to
glimpse the actual woman behind the texts is difficult. However, while later
theology will recognise that God accorded Mary many privileges, all of them
can be found in the sparse New Testament references:
•
•
Mary was the mother of God’s Son, the Messiah.
Mary met the requirements of discipleship in an outstanding way.
Mary – a Jewish Woman
Studies of the political, economic, social and cultural fabric of first-century
Palestine give some insight into what life must have been like for Mary
(Miriam), a faithful Jewish woman from the village of Nazareth.
As a member of the people of Israel, Mary inherited the Jewish faith in one
living God that came from her ancestors, beginning with Abraham and Sarah.
Mary prayed to a God who heard the cry of the poor, freed the enslaved
Hebrews and brought them into their covenant relationship. Given Jesus'
clear knowledge and practice of the Jewish faith in his adult life, it is
reasonable to assume that Mary and her husband, Joseph, practised this
Jewish religion in their home by following Torah, observing Sabbath and the
festivals, reciting prayers, lighting candles and going to synagogue, according
to the custom in Galilee.
At the end of Jesus' life, Luke depicts Mary in her mature years as a member
of the early Jerusalem community, praying in the company of one hundred
other women and men in the upper room before the coming of the Holy Spirit
at Pentecost – an indication that Mary participated in the early Christian
community in Jerusalem. In the light of the death and Resurrection of Jesus,
this gathering of disciples believed that the Messiah had come. However,
they remained faithful to their religion and kept going to the Temple for prayer.
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For many years, they preached the good news to their fellow Jews trying to
get them to understand the promise of God has been fulfilled, before finally
being persuaded by Paul and others that the Gospel was meant for Gentiles
too. Mary, who was among these earliest of Christians, remained deeply
rooted in Jewish piety.
Mary – a Peasant Woman
Mary lived in a Mediterranean rural village, Nazareth, whose population
consisted largely of peasants and craftsmen. Married to the local carpenter,
Mary took care of the household. Jesus, obviously lived there, but we also
read in Mark's Gospel that the mother and the brothers and the sisters lived
together in Nazareth. And these brothers are named in Chapter Six: James,
Joset, Judas and Simon. His sisters Mark leaves unnamed, as typically
happened with groups of women in the New Testament. In Catholic tradition
the Greek word “adelphos”, which Mark uses, has been understood in the
broad sense of kinfolk or relatives rather than blood brothers and sisters. The
apocryphal gospels explain that these are Joseph's children by previous
marriage. But however many were in the household, Mary’s days would
ordinarily be taken up with the hard, unpaid work of women of all ages –
feeding, clothing and nurturing her growing household. Like other village
women of her day, Mary was probably illiterate.
While the economic status of the family of Jesus, Mary and Joseph is a matter
of some dispute, the triple taxation demanded by the Temple in Jerusalem,
King Herod and the Roman Empire would have ensured that life was tough.
Nazareth, as a village in occupied Palestine, was subject to the power of
Rome – revolution was in the air, the atmosphere was tense, violence and
poverty prevailed. Mary's life would have had much in common with the lives
of so many poor women today, especially those in third-world countries. Mary
and Joseph’s journey to Bethlehem for the census accords with the
displacement of so many poor people today who are separated from their
ancestral homes because of debt and taxation.
Mary and Joseph’s escape into Egypt with the baby Jesus parallels the flight
of refugees in our day – women and men running with their children to avoid
being killed by unjust military force. Mary's experience of having her son
unjustly executed by the state compares with that of so many women who
have had their children and grandchildren disappear or be murdered by
dictatorial regimes. Mary is a companion to those women who suffer in
oppressive situations.
Mary – Woman of Faith
Mary walked by faith, not by sight. Scripture tells us she asked questions –
she pondered things in her heart (Luke 2:19). And she went on faithfully
believing even when overcome by grief.
Mary had a relationship with God that was profound. Luke's Gospel places
Mary in a unique partnership with God – one that brings about the coming of
the Messiah, the Christ. The Annunciation shows Mary being called to be the
mother of Jesus and God's partner in the work of redemption.
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It's a prophetic call, a call to share intimately in God’s great work. Mary gives
her free assent, thus launching her life on an adventure whose outcome she
does not know. She walks by faith, not by sight. Her very pregnancy takes
place through the power of the Spirit and is a cause of great concern to
Joseph, her betrothed, who realises that Mary’s pregnancy outside of
marriage places her life in danger. But Mary remains faithful to God’s plan –
as does Joseph, who stands by Mary.
Mary's faith-filled partnership with God in the work of liberation is sung out in
the Magnificat (Luke 1:46-55) – the longest set of words placed on the lips of
any woman in the New Testament. Mary, newly pregnant, sets off to visit
Elizabeth her cousin, an older woman, six months pregnant. Zechariah,
Elizabeth's husband, has been struck dumb for his lack of faith. When Mary
arrives, Elizabeth, filled with the Spirit, embraces her and sings: "Blessed are
you among women". Also filled with the Spirit, Mary breaks into a new
prophetic language of faith. She sings a song in the pattern of Miriam,
Deborah, Huldah and Hannah, other great hymn-singers in the Old
Testament, and begins to praise God, her spirit greatly rejoicing in God her
saviour.
Mary and the Magnificat
Though Mary is poor and lowly, and a culturally insignificant woman, the allpowerful and holy God is doing great things to her. Through Mary, God
announces good news to all the poor – bringing down the mighty from their
thrones; raising the lowly; filling the hungry with good things and sending the
unrepentant rich away empty – in fulfilment of the ancient promise. Mary
embodies the nobodies of this world, whom God has come to save.
In her great prayer Mary sings of the future too, when finally, peace and
justice will take root in the land among all people. Early in Luke’s Gospel
Jesus’ proclaims that he has come to free the captives and bring good news
to the poor (Luke 4:18-19).
Mary lived in solidarity with the coming Reign of God, whose intent was to
heal, redeem and liberate. She hears the word of God and keeps it. Before
Jesus was born Mary had her own relationship with God. After Jesus’ death
and Resurrection, she is part of the community proclaiming him as the
Messiah. Her pattern of faith is still that of Jewish hope: God's Messiah who
now has come will come again soon and bring justice to the whole land.
Mary hears the word of God and keeps it. She is, as Pope Paul VI called her
in Marialis Cultus, “our sister in faith”. With a heart full of love for God and for
her neighbour, Mary of Nazareth gives us this tremendous example of walking
by faith through a difficult life.
Our Partner in Hope
We remember Mary as a friend of God and prophet in the communion of
saints. Her memory inspires and encourages our own witness.
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Miriam of Nazareth is our partner in hope, along with the company of all the
holy women and men who have gone before us. Mary’s example challenges
and encourages us to stand alongside the poor and all suffering people. She
draws us into a deeper relationship with the living God and a stronger
commitment to care for the world. Through Mary, we are empowered to be
voices of hope in this world. Like Mary, we will rejoice in God our saviour and
announce the justice that is to come.
Pope Paul VI wrote succinctly: “Mary is held up as an example to the faithful
for the way in which in her own particular life she fully and responsibly
accepted the word of God and did it ... She is worthy of imitation because she
was the first and most perfect of Christ’s disciples”.
Task Eleven
This task requires students to study the short statements from "And the
Mother of Jesus was there ..." (New Zealand Catholic Bishops’ Conference,
1988) which are printed in the Student Resource book. Students are required
to choose four or five important occasions in Mary’s life. They are asked to
outline (by writing or drawing symbols) some of the qualities that Mary showed
in these situations.
The following are possible answers based on the statements extracted from
the bishops’ document:
•
Mary showed great faith and humility when she agreed to be the
Mother of God.
•
Mary showed great courage and love when she made a dangerous
journey to see her pregnant cousin Elizabeth at a time when she
herself was pregnant.
•
Mary showed faith and generosity when she presented the Messiah
(Jesus) to the shepherds on Christmas night.
•
Mary showed commitment and love when she cared for Jesus during
his childhood, teaching him and passing on her own wisdom and virtue.
•
Mary showed her love and concern by immediately going looking for
Jesus when he went missing in the Temple.
•
Mary showed her care for other people when she made Jesus aware
that the wine had run out at the wedding at Cana.
•
Mary showed her compassion and loyalty when she stood and watched
her son, Jesus, die on the cross.
•
Mary showed her faith in and commitment to the Good News when she
received the Holy Spirit at Pentecost.
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In "And the Mother of Jesus was there ..." the New Zealand bishops
encourage the people of Aotearoa to look to Mary for strength and courage
and to follow her example. Students are asked to suggest ways in which we
can be more like Mary.
This discussion could take place in groups or pairs. Responses could be
recorded for display in the classroom.
Contributions will vary from student to student, group to group. However, it is
worthwhile for the teacher to point out that during her life Mary practised the
virtues to the highest degree. We can begin to be more like Mary by
developing the virtues in our own lives. Each week, for example, we could
take one of the virtues and consciously try to live by it.
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PART SIX: SAINTS AND PATRONS
Students will be able to explore the development of the Church’s practice of
venerating and canonising saints and understand why particular saints,
including patrons, are honoured.
Church Teaching
•
•
•
•
•
•
•
The holiness of God and the work of the Te Wairua Tapu is shown in
the lives of the saints.
Canonised saints are those Christians who have been formally
recognised by the Church for their heroic virtue and great faith in God.
By proclaiming such saints, the Church is proposing them as models
and intercessors for believers.
Saints have been the source of renewal in the most difficult times in the
Church’s history.
The Church honours the saints through feasts and memorials
throughout the year.
One way that Christians venerate the saints is through their sacred
images.
A patron saint is a Christian model and a source of prayer for the
baptised person who bears the patron’s name.
Learning Outcomes
•
•
Understand the development of the Church’s practice of venerating and
canonising saints.
Recognise the role of patron saints in the Church and research a
particular patron.
Teacher Background
Saints and Heroes
The essential meaning of sainthood – the manifestation of God's holiness in
the human being – is most clearly seen in the martyrs.
Martyrs are those Christians who, through acts of persecution, are killed as a
result of their belief in Christ. Saints, in the wider sense, are those men,
women and children who are willing to live or die for Christ. As Saint Paul
says:
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For none of us lives for himself and none of us dies for himself; while
we are alive, we are living for the Lord, and when we die, we die for the
Lord: and so, alive or dead, we belong to the Lord (Romans 14:8).
Saints and martyrs are witnesses to Christ. The power of the witness also
comes from Christ without whom Christians can do nothing.
Whoever remains in me, with me in him, bears fruit in plenty; for cut off
from me you can do nothing (John 15:5).
While all saints have their own distinctive psychological characteristics and
are the products of their particular social and cultural environment, the basis
of their spiritual lives is their baptism into Christ and the power that comes
from his death and Resurrection.
One of the chief functions of the saints in the Church is to witness to the
power and love of God in their lives – which go beyond the bounds of
conventional and humanistic values. Saints can be disturbing figures because
they represent a source of power that stands in contrast to the present worldly
order.
Saints can be considered as worthy heroes and role models, but martyrs and
saints represent a deeper reality, the mystery of God’s grace. There are
many notable New Zealanders who are admired, loved and celebrated.
These heroes need not be Christians. Saints, on the other hand, may share
these very same heroic values and experiences, but their lives clearly show
an active faith to Christ. Karakia (prayer), penance, hākarameta (the
Sacraments) and the Mass will be important features in their lives.
The essential difference between the heroes and saints is that saints rely
explicitly upon Christ in whom they do all things and who strengthens them.
There is nothing I cannot do in the One who strengthens me (Phil 4:13).
Society understands and rightly approves of its heroes, but saints often
remain an embarrassment. The honour offered to a saint, the veneration of
their bodies and even of the personal things which they used and valued in
their daily life, can also be difficult for Christians to appreciate.
Honouring the saints shows an appreciation of the mystery of the Incarnation
and helps Christians understand the meaning of their own death. The body of
the saint is not regarded simply as a corpse. Rather, it is the body of a person
in whom Christ has lived, acted and suffered. The body speaks of the world
to come – it is a sign of the Resurrection and a sacrament of eternity.
What Makes a Saint
On 1 November, Catholics everywhere celebrate All Saints Day, a day to
celebrate all of the Church’s saints – both known and unknown. We honour
all of those people we formally know as saints and those people we meet
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every day who are living exemplary Christian lives. The following day, the
Church celebrates All Souls Day, a remembrance of all the faithful departed.
In the wide sense a saint is any person known for Christian holiness. In the
strict sense, a saint is someone who has shown heroic devotion during their
life and who is officially honoured by the Church as one who is now
experiencing the fullness of God’s life and love.
The Catholic Church has been formally recognising saints since the second
century. At that time, individuals became saints based more on popular
demand than any sort of formal process. Because of this, the list of saints
grew quickly.
Reforms instituted at Vatican II pared down the list of saints celebrated
worldwide in the liturgy. The “saint-making” process, overseen by the
Congregation for the Causes of Saints, has also been revised.
There are three steps necessary for a person to become a saint. Firstly, the
person must be named Venerable, which recognises that they exhibited
heroic virtues in their life. Before beatification, the person must have a
miracle attributed to them. Once such a miracle is confirmed, the person is
known as Blessed. For canonisation, the final step, the individual must have
yet another miracle attributed to his or her intercession – unless the person
was a martyr for the faith. Only then is a person canonised and added to the
list of saints.
Catholics don’t worship saints. We “look up to” them as examples of how we
should live. Paintings or statues of saints remind us to imitate the saints in
our own lives. They are like photos – they keep the saints in our minds and
help us remember why they are important to us. We pray to saints for their
intercession, which is like asking a friend of God to ask God for a favour.
Patron Saints
The idea of a patron saint is as old as the Church and comes from the
Romans. In ancient Rome, a patron was a man or woman of wealth, status
and influence. A patron would look after the needs of a lucky handful of
deserving clients. If a client was sick, the patron found him a good doctor. If
a client had a run-in with the law, the patron sorted things out with the
authorities. If a client fell into debt, the patron paid his bills.
Today, patron saints are recognised and honoured by individual persons,
occupations, dioceses, or countries as the source of special care and
protection. Particular problems or issues in life also come under the
protection of patron saints. A person’s patron saint is the saint whose name
that person received at Baptism.
Deciding which saint gets to be patron of what cause has always been a
grassroots movement. Sometimes popes have officially appointed a patron
saint (Pope John Paul II, for example, has named St. Francis of Assisi patron
saint of ecology and St. Thomas More patron saint of statesmen and
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politicians). But usually the tradition of associating a particular saint with a
particular need has come about because of the devotion of ordinary Catholics.
Catholics are very attached to the saints and regard them not only as sources
of inspiration, but also as our “good neighbours,” as the English mystic Julian
of Norwich described them. Saints are faithful and reliable friends who come
to our help during times of trouble. Although times change, our need for the
help of the saints remains constant. And so, in every age, Catholics have
assigned new areas of patronage to saints who have been long-time
favourites.
Workbook Activity: Saints in the Church
This activity requires students to read about Saints in the Church in their
student resource book. They are then asked to write answers to the following
questions in the spaces provided in their workbooks. The suggested answers
appear below:
a)
What did the word “saint” mean in the early Church?
In the early Church the word “saint” was used to describe all those who
belonged to the Christian community.
b)
When did St Paul use the term “saints”?
St Paul used the term “saints” or “holy ones” as a greeting in his letters
to the Christian communities in Ephesus, Philippi and Colossae.
c)
A special group of saints are the martyrs. What is a martyr?
A martyr or “witness” is a person who has given up his or her life for the
Christian faith.
d)
How did the early Christians remember and honour their martyrs?
The early Christians remembered and honoured their martyrs by
building altars over their graves and celebrating mass there. They also
celebrated the martyrs’ feast days – the anniversaries of when they
died and were born into new life with Christ.
e)
How are the martyrs remembered today during Mass?
The martyrs are remembered today during Mass, especially when their
names are recalled during the Eucharistic Prayer.
f)
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Explain how the title “confessor” first came to be given to some
Christians.
The title “confessor” was first given to those Christians in the early
Church who suffered imprisonment or torture for the faith without
actually being killed.
g)
Later, why were hermits often regarded as confessors?
Later, hermits were often regarded as confessors because of their holy
lives based on prayer, fasting and penance.
h)
What is a “Doctor of the Church”?
A Doctor of the Church is a saint who is officially recognised by the
Church as an outstanding teacher of the faith.
i)
What does “canonisation” mean?
Canonisation is the Church’s process of adding a holy person’s name
to a “canon” or an official list of saints.
j)
What are the three stages in the process of formal canonisation?
Firstly, the person is declared “Venerable” – meaning their life has
shown Christian qualities to an outstanding degree. Secondly, the
person is given the title “Blessed” which allows them to be venerated.
Canonisation is the final stage and occurs when the pope decrees that
a person is in heaven.
k)
What evidence is required for a person to be declared a saint?
A miracle is required before a person can be declared a saint.
l)
Who does the Feast of All Saints on 1 November celebrate?
This feast honours all those who have lived gospel-inspired lives and
are living in God’s presence – not just those who have been officially
recognised by the Church as saints.
m)
There are all kinds of saints. What do they have in common?
All saints allow the Holy Spirit to transform their lives so that they
become filled with love of God and love for others.
Something to Find Out
This activity requires students to research:
Either:
One of the six patrons illustrated in the Student Resource book and find
out why he or she became the patron of a particular cause.
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Or:
Their own patron saint – the one they were named after at Baptism or
Confirmation.
Or:
The patron saint of their school or parish.
The teacher will need to guide students in their research. Information on the
six patrons saints is included below:
Six Patron Saints
Saint Helen (Patron of Divorced People)
St Helen (249-329) is remembered by the Church because of the tradition that she
found the relics of the cross on which Jesus was crucified in Jerusalem. Images of St
Helen usually depict her embracing the cross. But there is another sadder aspect to
Helen’s life. After 22 years of marriage, Helen’s husband, Constantius, divorced her
in order to make a politically advantageous marriage with a young woman who was a
member of Rome’s imperial family. In recent times, with divorce more common, St
Helen has become the patron of divorced and divorcing people. She is offered to
unhappy spouses as a heavenly patron who can truly sympathise with their pain.
Saint Margaret of Cortona (Patron of Single Mothers)
St Margaret of Cortona (1247-1297) was only thirteen or fourteen when she became
the mistress of a young nobleman named Arsenio. Although her lover made it clear
that he would never marry her, Margaret lived with Arsenio for nine years, and had a
son with him. She hoped at some point her lover would change his mind and
become her husband. He never did. When Arsenio was murdered, the shock
caused Margaret to re-evaluate her life. In time, she took vows as a Franciscan
sister and spent the rest of her days in prayer. In the years since her canonisation in
1728, St Margaret has come to be regarded as the patron of single mothers, those
who, for whatever reason, are raising their children alone.
Saint Clare of Assisi (Patron of Television)
In 1958, when Pope Pius XII named St Clare (1193-1253) patron of television, she
became an example of a patron saint whose area of patronage was assigned by the
pope himself. He based his decision on the testimony of one of the witnesses in
Clare’s canonisation proceedings. According to this witness, Clare was so ill one
Christmas Eve, that she could not leave her bed to attend Midnight Mass. After all
the nuns had left for the chapel, Clare said, “Look, Lord God, I have been left here
alone with you”. At that moment, she had a vision of the Mass. Not only could she
see what was happening in the distant church, but she could also hear the organ
music and the singing as clearly as if she were present. Pope Pius interpreted this
miracle as the first live broadcast.
Saint Benedict Labré (Patron of Homeless People)
Christ once said of himself, “Foxes have dens and birds of the sky have nests, but
the Son of Man has nowhere to rest his head” (Luke 9:58). In his desire to imitate
Jesus, St. Benedict Joseph Labré (1748-1783) decided to apply these words literally
to his own life. He became a full-time pilgrim. Year after year he walked from one
great shrine in Europe to another. He never begged, but relied on whatever
strangers were moved to give him. He slept outdoors, and he never had a home. In
1774, at age 26, Benedict Joseph decided to remain permanently in Rome. He lived
in the Colosseum, attended Mass daily at the Church of Santa Maria dei Monti
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nearby, and spent his days visiting the churches of Rome. Benedict never bathed or
washed his clothes. Some custodians, offended by the look and the smell of him,
drove him out of their churches. When Benedict Joseph died, however, all his
eccentricities were forgotten, or at least forgiven. Immediately he became the focus
of a grassroots devotion. The priests of Santa Maria dei Monti had a death mask
made of his face, preserved his filthy rags as relics and buried him in the church he
loved. After a rigorous investigation to make certain that he was neither mentally
disturbed nor a fraud, Pope Leo XIII canonised Benedict Joseph Labré in 1883.
Since then he has been popularly acclaimed as patron saint of homeless people.
Aloysius Gonzaga (Patron of People with Aids and their Caregivers)
As a member of one of Renaissance Italy’s most powerful ruling families, St Aloysius
Gonzaga (1568-1591) was expected to be sexually promiscuous. But the devout,
serious-minded Aloysius always avoided situations that put him at risk morally.
When Aloysius entered the Jesuit novitiate in Rome, he was assigned to work in one
of the city’s hospitals. He hated the job. Aloysius was squeamish and sixteenthcentury hospitals were far from tidy and antiseptic.
In January 1591, plague struck Rome. The need for nurses was so great that even
the Jesuits’ Father General worked in the wards. In spite of his dread of the disease,
Aloysius summoned all his courage and set to work. He went out into the streets and
carried the sick and the dying to the hospital. He washed the patients, dressed them
in fresh clothes, fed them and found them a bed to lie on. Such close contact with a
deadly illness proved fatal. Within a few short weeks, Aloysius contracted the plague
and died. He was twenty-three years old. For his compassion and courage in the
face of an incurable disease, St. Aloysius Gonzaga has become the patron of both
AIDS sufferers and their caregivers.
St Martin de Porres (Patron of People who Suffer Discrimination)
St. Martin de Porres (1575-1639) experienced prejudice from his birth. His unmarried
mother was a freed slave, his father a Spanish gentleman. Because Martin was born
with the features and dark complexion of his African mother, his father refused to
acknowledge Martin as his son. Martin had a calling to the religious life, but his
ancestry proved to be a liability. In Peru, descendants of Africans and Indians were
barred by law from becoming full members of religious orders. The only way open to
Martin was to ask the Dominicans of Holy Rosary Friary in Lima to accept him as a
donado, a layman who worked in the friary in return for the privilege of wearing the
habit and living in the religious community. After eight years at Holy Rosary, the prior
decided to turn a blind eye to the law and permit Martin to take his vows as a
Dominican brother. But a number of the religious who lived at Holy Rosary Friary
were opposed to this. Martin was abused on account of his colour. He was also
mocked for being illegitimate and descended from slaves. But Martin showed heroic
patience in the face of this prejudice and contempt. By the time he died, Martin had
won the affection and respect of many of his fellow Dominicans as well as a host of
people outside the friary.
Distinctions of class and race were forgotten at Martin’s funeral. After the Requiem
Mass had been said, the viceroy of Peru, the archbishop of Mexico, the bishop of
Cuzco and the judge of the Royal Court lifted the coffin of this poor, illegitimate man
of mixed race and carried it to the grave.
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PART SEVEN: THE FAMILY OF SAINTS
Students will be able to recognise the great diversity among Te Kotahitanga o
Te Hunga Tapu (the communion of saints) and identify ways in which the
saints are active in people’s lives.
Church Teaching
•
•
The Church is the communion of Christ’s faithful – those journeying on
earth, those who have died and are undergoing purification, and the
saints who are already experiencing the fullness of God’s life and
aroha.
The saints share in the prayer of the Church through the example of
their lives, through the transmission of their writings, and by their ongoing intercession for the Church and the world.
Learning Outcomes
•
•
•
Appreciate the diversity of saints within the Church.
Explore a range of saints and reflect on the qualities of one of them in
some depth.
Recognise ways in which saints are active in people’s lives.
Teacher Background
A Variety of Saints
The designation of a person as a saint is the judgement by the Christian
community of the day. Saints from different periods can therefore stand in
sharp contrast to each other. Seventeenth-century saints such as Vincent de
Paul who ministered to the poor represent a very different model of holiness
from that of the founders of the great monastic orders of the Middle Ages such
as Bernard of Clairvaux. Major saints of the thirteenth century, like Dominic
and Francis, represent the evangelical activity of the Church among new
social groups, while figures such as Thomas Aquinas and Bonaventure reflect
a recognition of the role of the new learning in the formation of Christian
civilisation.
In recent times the quantity and diversity of saints officially recognised by the
Church has increased greatly. By June 2001, Pope John Paul II had
canonised 451 saints during his tenure – more than any other pope in history.
Many of these newer saints, 411 of whom are martyrs, come from nations
outside Western Europe. Their canonisation reflects more fully the global
reach and impact of the Church. These new saints are a sign that the
Catholic faith is strengthening in Africa, Asia, the Americas and the Pacific.
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Te Kotahitanga o Te Hunga Tapu
Christians profess a belief in the communion of saints, the teaching of the
Church that reminds us that the living and the dead are all members of God’s
one family.
Te Kotahitanga o Te Hunga Tapu includes not only canonised saints but all
those who have died. It keeps the living connected to their beloved dead by
allowing us to pray for them, for whatever obligations they left unfinished. We
also ask them to pray for us.
It is in the celebration of the Eucharist where the whole church is united that
we are most aware of the communion of saints. The Eucharist binds
individual Christians with the entire Christian community, living and dead,
through those physically present at the celebration and those who are absent.
The Second Vatican Council emphasises this sense of community in the
Dogmatic Constitution on the Church:
"All are joined together in Christ. So it is that the union of the wayfarers
with the brothers and sisters who sleep in the peace of Christ is in no
way interrupted but on the contrary, according to the constant faith of
the church, this union is reinforced by an exchange of spiritual goods.
Being more closely united with Christ, those who dwell in heaven
consolidate the holiness of the whole church, add to the nobility of the
worship that the church offers to God here on earth and in many ways
help in a greater building up of the church. Once received into their
heavenly home and being present to the Lord through him and with him
and in him they do not cease to intercede with the Father for us as they
proffer the merits which they acquired on earth through the one
mediator between God and humanity, Christ Jesus" (49).
Te Kotahitanga o Te Hunga Tapu brings together the present, past and future
and makes sense of life. We have not lost those who have gone on before
us. They are still there, though in a different form, and we still communicate
with them.
We celebrate the feasts of All Saints and All Souls at the beginning of
November. At this time, we celebrate the entry of our loved ones into heaven
and look forward to the same thing happening to each of us.
The Inspiration of the Saints
The lives of the saints teach us about the struggle for holiness. The stories of
real human beings, who despite their human faults, struggled to do the will of
God provide hope and inspiration for our own lives.
By reading the lives and literature of the saints we are inspired and
encouraged. The saints struggled with patience and with their tempers. They
struggled with temptation and discouragement. It was in the discovery of their
own weaknesses that they at the same time discovered the power of Christ
working inside them.
89
The lives of the saints are filled with mistakes, sins and failures. But through
the gradual healing and strengthening of the Holy Spirit, these people learned
from their mistakes, failures and sins to trust completely in the power of Jesus
Christ working within them.
The saints approached their weaknesses with humility. They realised that
over time, and with God's grace, they would become more single-minded in
dedicating their lives to Christ. They received the courage to persevere in
their struggles, to trust not in themselves but in the strength and power of
Christ.
The saints are our friends. They are beacons of light and hope. They teach
us that we too can learn from our mistakes and, with Christ’s help, begin
again.
The Selection of Saints
The ten saints whose brief biographies are included in this section of the topic
are chosen because they reflect something of the diversity within the
communion of saints. Saints who have been introduced elsewhere in the
Understanding Faith programme are not included here.
Teachers are encouraged to introduce the students in their classes to other
saints who they think are attractive or a challenge.
Task Twelve
Students are required to study the four Who am I? cards which are printed in
the Student Resource book and work out which of the ten saints whose brief
biographies the students have read they refer to.
The correct names appear in bold on the cards below.
Who am I? (Card One)
1.
2.
3.
4.
5.
90
I was born in North Africa.
My husband was often angry
and unfaithful.
I tried to bring peace to those
around me.
My son was a serious sinner
but became a great saint.
What is my name?
My name is Saint Monica.
Who am I? (Card Two)
1.
2.
3.
4.
5.
I lived in poverty in Rome.
I worked hard as a priest and
brought people God’s
forgiveness.
I established the Congregation
of the Oratory.
I tried to be kind and cheerful.
What is my name?
My name is Saint Philip Neri.
Who am I? (Card Three)
1.
2.
3.
4.
5.
I was one of ten children.
When I was twelve I joined
Saint John Bosco’s school.
I looked after boys who
seemed neglected and
encouraged others to live a
Christian way of life.
I died of tuberculosis when I
was fifteen.
What is my name?
My name is St Dominic Savio.
Who am I? (Card Four)
1.
2.
3.
4.
5.
I was born in Melbourne.
I was concerned about the
education of the poor.
I overcame many obstacles to
establish a new religious
congregation.
I travelled thousands of miles
throughout Australia and New
Zealand.
What is my name?
My name is Blessed Mary
MacKillop.
Something to Make
Students are required to make up Who am I? cards for five or six of the other
saints. They should use the cards printed in the Student Resource book as
models. Students should try them out in their groups.
It would be preferable for the teacher to cut plenty of blank cards to a uniform
size and distribute them for the students to write on. This way the individual
cards can be organised into sets to be used later. Otherwise the teacher will
need to make sure that the students have the cardboard and scissors to make
the cards themselves.
Task Thirteen
Here students are asked to choose one of the ten saints who especially
appeals to them.
a) Students should write a short paragraph about the saint in which they
mention any special qualities or virtues that they see in him or her.
b) Students are invited to choose a suitable scripture passage for their saint
either directly from the Bible or by choosing from the words of Jesus that
are printed in the Student Resource book. They should be able to explain
their choice of Scripture passage.
Workbook Activity: The Saints – Active in Our Lives
Many Catholics have a devotion to a particular saint or saints who they see as
a source of spiritual strength. This activity focuses on six brief accounts that
describe saints at work in people’s lives:
91
a) Students are asked to read the brief accounts of saints at work in people’s
lives.
b) They are then asked to interview a person they know who has a devotion
to a particular saint and write about it in the space provided in the
workbook.
Something to Think About
Here students are asked to reflect on the conversation Who, Jesus? Me,
Jesus? which is printed in the Student Resource book.
The conversation makes a number of points. Some of these are:
•
•
•
•
•
•
•
92
God calls people to be holy.
Being holy doesn’t mean not being real.
Being holy doesn’t mean changing into someone else.
The saints started out as ordinary people.
People often say they are not suitable to be holy.
God asks us to be available not suitable.
God makes us holy – what we have to do is to make ourselves.
SUPPLEMENTARY MATERIAL
This calendar lists the feasts of Mary and the saints according to the
dates on which they are celebrated in Aotearoa and Australia.
January
1
2
Solemnity
of Mary,
Mother of
God
Saints Basil
the Great
and
Gregory
Nazianzen
(bishops,
doctors)
8
9
3
4
5
6
7
St.
Raymond
of
Penyafort
(priest)
10
11
12
13
14
St. Hilary
(bishop,
doctor)
15
16
17
18
19
St. Anthony
(abbot)
22
23
24
21
St.Sebastian St. Agnes
(martyr)
(virgin,
St. Fabian
martyr)
(pope,
martyr)
25
St. Vincent Saints
(deacon,
Timothy
martyr)
and Titus
(bishops)
St. Francis Conversion
de Sales
of St. Paul
(bishop,
(apostle)
doctor)
29
31
30
20
26
27
28
St. Angela
Merici
(virgin)
St. Thomas
Aquinas
(priest,
doctor)
St. John
Bosco
(priest)
93
February
1
2
St. Brigid
(virgin)
8
4
St. Ansgar
(bishop)
St. Blaise
(bishop,
martyr)
9
St. Jerome
Emiliani; St.
Josephine
Bakhita
(virgin)
15
3
10
11
5
6
St. Agatha
(virgin,
martyr)
St. Paul
Miki and
companions
(martyrs)
12
13
St
Our Lady of
Scholastica Lourdes
(virgin)
16
17
18
23
The Chair St.
of St Peter, Polycarp
Apostle
(bishop,
martyr)
29
94
24
14
Saints Cyril
(monk) and
Methodius
(bishop)
19
20
The Seven
Founders
of the
Order of
Servites
22
7
21
St. Peter
Damian
(bishop,
doctor)
25
26
27
28
March
1
2
3
4
5
6
St. Casimir
8
9
St. John of
God
(religious)
St. Frances
of Rome
(religious)
15
16
22
23
7
Saints
Perpetua
and Felicity
(martyrs)
10
11
12
13
14
17
18
19
20
21
St. Patrick
(bishop)
St. Cyril of
Jerusalem
(bishop,
doctor)
St. Joseph,
(husband of
Mary)
24
25
26
27
28
St. Turibius
de
Mongrovejo
(bishop)
29
30
31
95
April
1
2
3
St. Francis
of Paola
(hermit)
8
9
10
4
5
St. Isidore
(bishop,
doctor)
St. Vincent
Ferrer
(priest)
11
12
St.
Stanislaus
(bishop,
martyr)
15
16
17
18
6
St. John
Baptist de
la Salle
(priest)
13
19
20
24
St George
(martyr)
St. Fidelis of St. Mark
Sigmaringen (evangelist)
(priest,
martyr)
30
St.
Catherine
of Siena
(virgin,
doctor)
St. Pius V
(pope)
96
21
St. Anselm
(bishop,
doctor)
23
29
14
St. Martin I
(pope and
martyr)
St.
Bernadette
Soubirous
22
7
25
26
27
28
St. Peter
Chanel
(priest,
martyr)
May
1
2
3
St. Joseph St.
the Worker Athanasius
(bishop,
doctor)
Saints
Philip and
James
(apostles)
8
10
9
4
5
6
7
11
12
13
14
Saints
Our Lady of St. Matthias
Nereus and Fatima
(apostle)
Achilleus
(martyrs)
St. Pancras
(martyr)
15
22
16
23
St. Rita of
Cascia
(religious)
29
30
17
18
19
20
21
St.
Bernardine
of Siena
(priest)
St.
Christopher
Magallanes
(priest) and
companions
(martyrs)
27
28
24
25
Mary Help
of
Christians
St. Bede
St. Philip
St.
the
Neri (priest) Augustine
venerable
of
(priest,
Canterbury
doctor);
(bishop)
St. Gregory
VII (pope);
St. Mary
Magdalene
de Pazzi
(virgin)
26
31
The
Visitation of
the Blessed
Virgin Mary
97
June
1
2
3
St. Justin
(martyr)
Saints
Marcellinus
and Peter
(martyrs)
Saints
Charles
Lwanga
and
companions
(martyrs)
8
9
10
St. Ephrem
(deacon,
doctor)
15
16
4
11
5
6
St.
Boniface
(bishop,
martyr)
St. Norbert
(bishop)
12
13
St.
Barnabas
(apostle)
17
18
23
St.
Paulinus of
Nola
(bishop);
St. John
Fisher
(bishop and
martyr);
St. Thomas
More
(martyr)
The Birth of
St. John the
Baptist
29
30
Saints
Peter and
Paul
(apostles)
The First
Martyrs of
the Church
of Rome
98
24
25
14
St. Anthony
of Padua
(priest,
doctor)
19
20
St.
Romuald
(abbot)
22
7
26
21
St.
Aloysius
Gonzaga
(religious)
27
28
St. Cyril of
Alexandria
(bishop,
doctor)
St.
Irenaeus
(bishop,
martyr)
July
1
8
2
9
3
16
5
6
7
St. Thomas St.
St. Anthony St. Maria
(apostle)
Elizabeth of Zaccaria
Goretti
Portugal
(priest)
(virgin and
martyr)
Bl. Peter
ToRot
(martyr)
10
13
14
St. Henry
St.
Camillus
de Lellis
(priest)
20
21
St.
Apollinaris
(bishop,
martyr)
St.
Lawrence
of Brindisi
(priest,
doctor)
27
28
St.
Augustine
Zhao Rong
(priest) and
companions
(martyrs)
15
4
11
12
St.
Benedict
(abbot)
17
18
19
St.
Our Lady of
Bonaventure Mount
(bishop,
Carmel
doctor)
22
23
24
25
26
St. Mary
Magdalen
St. Bridget
of Sweden
(religious)
St. Sarbel
Makhlūf
(priest)
St. James
(apostle)
Saints
Joachim
and Anne
(parents of
Mary)
29
30
31
St. Martha
St. Peter
St. Ignatius
Chrysologus of Loyola
(bishop,
(priest)
doctor)
99
August
1
2
St.
Alphonsus
Liguori
(bishop,
doctor)
St
Eusebius
of Vercelli
(bishop);
St. Peter
Julian
Eymard
(priest)
8
9
10
Bl. Mary
MacKillop
(religious)
St. Teresa
Benedicta
of the
Cross,
Edith Stein
(virgin,
martyr)
15
16
3
4
5
St. John
Vianney
(priest)
St. Dominic
(priest)
11
12
13
14
St.
St. Clare of
Lawrence
Assisi
(deacon and (virgin)
martyr)
St. Jane
Frances de
Chantal
(religious)
Saints
Pontian
(martyr)
and
Hippolytus
(priest,
martyr)
St.
Maximilian
Kolbe
(priest,
martyr)
17
19
20
21
St. John
Eudes
(priest)
St. Bernard St. Pius X
of
(pope)
Clairvaux
(abbot,
doctor)
26
27
28
St. Monica
St.
Augustine
(bishop,
doctor)
18
Assumption St.
of the
Stephen of
Blessed
Hungary
Virgin Mary
22
23
24
25
Queenship St. Rose of St.
St. Louis;
of Mary
Lima
Bartholomew St. Joseph
(virgin)
(apostle)
Calasanz
(priest)
29
Beheading
of John the
Baptist
(martyr)
100
30
31
6
7
Saints
Sixtus II
(pope,
martyr) and
companions
(martyrs);
St. Cajetan
(priest)
September
1
2
3
4
5
6
7
11
12
13
14
St. Gregory
the Great
(pope,
doctor)
8
9
10
The
St. Peter
Birthday of Claver
the Blessed (priest)
Virgin Mary
15
16
Holy Name St. John
of Mary
Chrysostom
(bishop,
doctor)
17
Our Lady of St.
Sorrows
Cornelius
(pope,
martyr);
St. Cyprian
(bishop,
martyr)
Robert
Bellarmine
(bishop,
doctor)
22
24
23
St. Padre
Pio of
Pietrelcina
(priest)
29
18
25
19
20
Januarius
(bishop,
martyr)
St. Andrew St. Matthew
Kim Taegŏn (apostle,
(priest,
evangelist)
martyr);
St Paul
Chŏng
Hasang and
companions
(martyrs)
26
27
28
Saints
Cosmas
and
Damian
(martyrs)
St. Vincent
de Paul
(priest)
St
Wenceslaus
(martyr)
21
30
Saints
St. Jerome
Michael,
(priest,
Gabriel,
doctor)
Raphael
(archangels)
101
October
1
2
3
St. Teresa Guardian
of the Child Angels
Jesus –
Lisieux
(virgin,
doctor)
8
9
4
5
St. Francis
of Assisi
10
11
12
6
7
St. Bruno
(priest)
Our Lady
of the
Rosary
13
14
St. Denis
(bishop,
martyr) and
companions
(martyrs);
St. John
Leonardi
(priest)
St.
Callistus I
(pope,
martyr)
15
16
17
St. Teresa
of Jesus –
Avila
(virgin,
doctor)
St. Hedwig
(religious);
St Margaret
Mary
Alacoque
(virgin)
St. Ignatius St. Luke
of Antioch (evangelist)
(bishop,
martyr)
Saints
Isaac
Jogues and
Jean de
Brébeuf
(priests)
and
companions
(martyrs);
St Paul of
the Cross
(priest)
22
23
24
26
St. John of
Capistrano
(priest)
St. Anthony
Claret
(bishop)
30
31
29
102
18
25
19
20
21
27
28
Saints
Simon and
Jude
(apostles)
November
1
2
3
4
All Saints
All Souls
St. Martin
de Porres
(religious)
St. Charles
Borromeo
(bishop)
8
9
10
5
6
7
11
12
13
14
St Leo the
Great
(pope,
doctor)
St. Martin
of Tours
(bishop)
St.
Josaphat
(bishop,
martyr)
18
19
20
21
15
16
17
St. Albert
the Great
(bishop,
doctor)
St.
Margaret of
Scotland;
St Gertrude
(virgin)
St.
Elizabeth of
Hungary
(religious)
22
23
24
25
St. Cecilia
(virgin,
martyr)
St. Clement
I (pope and
martyr); St.
Columban
(abbot)
St. Andrew
Dung-Lac
(priest,
martyr) and
companions
(martyrs)
St.
Catherine
of
Alexandria
(virgin,
martyr)
29
30
Presentation
of the Virgin
Mary
26
27
28
St. Andrew
(apostle)
103
December
1
8
2
9
3
4
St. Francis
Xavier
(priest)
St. John
Damascene
(priest,
doctor)
10
11
Immaculate
Conception
of the
Virgin Mary
15
5
12
St.
Damasus I
(pope)
16
17
18
19
6
7
St.
Nicholas
(bishop)
St.
Ambrose
(bishop,
doctor)
13
14
St. Lucy
(virgin,
martyr)
St. John of
the Cross
(priest,
doctor)
20
21
St. Peter
Canisius
(priest,
doctor)
22
23
24
St. John of
Kanty
(priest)
29
St. Thomas
Becket
(bishop,
martyr)
104
30
25
26
27
St. Stephen St. John
(first
(apostle,
martyr)
evangelist)
31
St.
Sylvester I
(pope)
28
The Holy
Innocents
(martyrs)
GLOSSARY OF GENERAL TERMS
The entries in this glossary are for key words or terms contained in the text,
and other useful definitions that provide additional background to the topic.
The references after each term, e.g. N.2766 are to paragraphs in the
Catechism of the Catholic Church.
There is a separate glossary of Maori terms.
All Saints
The feast day of All Saints is celebrated on 1 November to honour all the
saints known and unknown.
Amos
Amos was the first of the classical prophets. He was prophesying in the years
around 750 BC. Amos was a shepherd from the village of Tekoa in the
southern Kingdom of Judah before he was called to prophesy in the northern
Kingdom of Israel. His message stresses God’s judgement on those who put
their trust in military might or indulge in pious worship while ignoring the fate of
the poor. Amos’ prophecies are recorded in the Book of the Bible named after
him.
Canonised (N.828)
Canonisation is the official process by which the Catholic Church declares a
person to be a saint. So a canonised saint is someone officially declared to
be so.
Catechist
In general terms a catechist is someone who teaches others about the
Christian faith so that they may grow towards maturity of faith. In some parts
of the world the role of Catechist is officially designated within the local
Church. A lay catechist is not ordained.
Communion of Saints (N.946-948)
This term has two closely linked meanings: communion ‘in holy things’ and
‘among holy people’. The first meaning refers to the ‘goods’ shared by all
members of the Church, such goods as the faith itself, the sacraments –
especially the communion brought about by the Eucharist, the graces of all of
its members are joined in one great unity (in Christ) of belief and worship of
God. This includes those now living, those who have died and are undergoing
purification and those already with God. Thus Catholics pray for the dead and
to the saints for intercession.
104
Covenant (N.56-67, N.1962-64)
A solemn agreement often involving the taking of an oath by the parties
concerned. In the Old Testament there are a number of instances of God
making a covenant with people, e.g. Noah (Gen. 9) and Abraham (Gen. 17).
The most important was the Sinai Covenant. This defined the people of Israel
by their relationship with God. Led by Moses the people promised, ’All that
the Lord has said we will do‘ (Ex. 19:8). In return God promised, ’I will be your
God and you shall be my people‘ (Lev. 26:12). God remained ever-faithful to
the Covenant even though the Israelites had to be continually called back to it
by the Prophets.
The New Covenant, inaugurated by Jesus (see Luke 22:20) does not revoke
the Old Covenant, but fulfils it.
Deacon (1536, 1554, 1569-1571)
One of the three forms (along with those of priest and bishop) of the
Sacrament of Holy Orders. During the second and third centuries the
diaconate flourished. The function of deacons varied in different places but
included ministries of charity and liturgy, especially the Ministry of the Word.
In some areas the deacons were the most important administrative agents of
the bishops. Justin Martyr’s description of the Eucharist gives deacons the
role of distributing Holy Communion to those Christians who were unable to
be present. In the third and fourth centuries the role of deacon began to
decline in the West as the role of priests (presbyters) became more dominant.
Deborah
Deborah can be read about in the Old Testament (Book of Judges 4-5). She
is called a prophet and judge. People would come to her to settle disputes for
them while she sat under a palm tree in the hill country of Ephraim. When the
Israelites were oppressed by the Canaanites under Jabin and Sisera, they
appealed to Deborah for help. She called upon Barak to lead an army against
Sisera. Deborah accompanied them and gave the order to join the battle.
The victory song is attributed to Deborah. This probably occurred around the
middle of the twelfth century BC.
Devotion (N.971)
From the Latin devotio meaning ‘the state or act of being devoted’, in the
singular this word usually refers to the affective or emotional dimension of
faith. It can also refer to forms of non-liturgical prayer. In the Catholic
tradition prayers such as the Rosary or the Stations of the Cross are
commonly referred to as ‘devotions’. The honour shown to Mary and the
saints is referred to as devotion and is distinguished from adoration or worship
which is directed to the Trinity alone.
Elijah
In Hebrew the name Elijah means ‘my God is Yahweh’. Elijah was a prophet
in the northern Kingdom of Israel during the reigns of Ahab and his son
Ahaziah in the 9th Century BC. The accounts of his life and prophesying are
found in the first and second Book of Kings in the Old Testament. One of the
greatest of the prophets, Elijah stresses the unique divinity of Yahweh against
105
the claims of any other God. He also stresses the power of God over nature
in contrast to the Canaanite nature-worshippers.
Ezekiel
One of the great prophets of the Old Testament, Ezekiel lived at the time of
the Exile (587-538 BC). He was one of those deported to Babylon. Ezekiel
was called to sustain the hope of Israel. He looks forward to a future when
God has purified Israel of her sins and she becomes a holy nation.
Faith (N.153-184)
For a Christian, faith is a personal commitment of the whole person to God, in
response to God’s self-revelation in Jesus Christ. It is both a supernatural gift
from God and an act of human free will. Faith may be thought of as having
three dimensions – believing, trusting and doing. The believing dimension is
the intellectual aspect of faith, by which the mind gives assent to certain
beliefs or doctrines about God. The trusting dimension is the personal
relationship with God manifested in prayer. The doing dimension is seen in
the works of charity and justice performed by people of faith in response to the
will of God. Another feature of faith is that it can grow and develop as people
travel the journey of life.
Grotto
From the Italian word for ‘cavern’, a grotto is an artificial structure made to
look like a cavern. Throughout the Catholic world many grottos have been
built in imitation particularly of the cave at Lourdes (see entry) where St
Bernadette Soubirous saw the apparition of the Blessed Virgin.
Heaven (N.1023-29)
Heaven is a state of being in blessed community and perfectly incorporated,
eternally, with God. It is hard for us to conceive of Heaven. As St Paul puts it:
“What we see now is like a dim image in a mirror: then we shall see face-toface” (1 Cor 13:12). Heaven, then, is being face-to-face with God. Or to put it
another way, it is union with God. It is a state of literally unimaginable joy or
bliss. As St Paul says: “What no one ever saw or heard; What no one ever
thought could happen, is the very thing prepared for those who love God” (1
Cor 2:9).
Heaven is living on in love, eternally. Among the most vivid images of Heaven
are those found in the Book of Revelation, especially in Chapters 21 and 22.
Heaven is the love of God enveloping all creation. It is ‘the ultimate end and
fulfilment of the deepest longings, the state of supreme definitive happiness’.
Heaven is a communion not only with the Holy Trinity, but also with the Virgin
Mary and ‘all the angels and saints’ including our loved ones who are with
God.
Holiness / Holy (N.2807-15, N.823-29, 749, 2030)
The quality of being holy, sanctity. It pertains to God.
realised that God is greater than their imaginings.
concepts can ever adequately describe God.
transcendence or ‘otherness’ of God that is captured
106
Believers have always
No words, images or
It is this complete
in the words ‘holy’ and
‘holiness’. Strictly speaking only God is holy. This is recognised in the
worship of the Church when the faithful gather to praise the all-holy one. Thus
the words of the Sanctus in the Eucharistic prayer which are drawn from the
Prophet Isaiah (6:3) “Holy, holy, holy Lord God of power and might, heaven
and earth are full of your glory”. Traditionally certain people, places and
things have also been regarded as holy because of their relationship with
God. Saint Irenaeus spoke of the glory of God being people who are fully
alive and this is also reflected in John 10:10 “I have come that they may have
life, and have it abundantly”. Thus we speak of chalices as sacred (holy)
vessels, churches or shrines as holy places and saints as holy men and
women. Similarly we speak of the Church as holy. In all these examples it
must be understood that the holiness derives not from the things or people
themselves, but from their association with God through the Holy Spirit. God,
of course, although utterly transcendent, is also immanent or nearby, a Godwith-us, always calling us into closer union. The Second Vatican Council in its
Dogmatic Constitution on the Church emphasised that this call to holiness is
extended to all – “all Christians in any state or walk of life are called to the
fullness of Christian life and to the perfection of love, and by this holiness a
more human manner of life is fostered also in human society” (LG 39). So
Christian holiness as modelled to us by the saints involves living in faith, hope
and love.
Hope (N.1817-1821)
Traditionally hope, along with faith and love (charity), is one of the Theological
Virtues which lead to union with God. For the Christian, hope is founded in
the resurrection of Christ. Hope is more than optimism. It is a conviction that
God is faithful, and that “nothing can separate us from the love of God”. (See
Romans 8:31-39) The hope of Christians is ultimately in the risen Lord whose
victory over death and sin is also promised to his followers. It is hope that
motivates Christians to work to bring about the reign of God which has already
come but whose consummation lies in the second coming of the Lord. “Christ
has died, Christ is risen, Christ will come again.” Like the other virtues hope is
a fruit of God’s grace.
Hosea
Hosea was a prophet of the northern Kingdom of Israel in the eighth century
BC, about the same time as Amos. His message to Israel was a call for them
to cease their infidelity and return to honouring their covenant with God.
Hosea compares the bond between God and Israel to that between marriage
partners. He stresses the absolutely faithful, forgiving love of God for his
people.
Inspired (N.106)
If someone or something is inspired in a religious sense they are under the
influence of the Holy Spirit. Thus the Scriptures are said to be the Word of
God or to be inspired because their human authors wrote under the influence
of the Holy Spirit. Men and women who are “inspired” are filled with the Holy
Spirit.
107
Isaiah
Isaiah of Jerusalem is one of the greatest of the Old Testament Prophets. He
lived around 760-700 BC at a time when Israel and Judah were under threat
of invasion from the Kingdom of Assyria. Isaiah called on the Kings and
people of Judah to trust in Yahweh. He condemned human pride and social
injustice and, while warning of the consequences of lack of faith in God, he
also held up hope of a bright future for those who trust in ‘the Holy One of
Israel’. The Book of Isaiah in the Old Testament contains 66 Chapters.
Scholars believe that only Books 1-39 are the work of Isaiah. Chapters 40-55
they believe to be the work of a later prophet (called Deutero or Second
Isaiah) who lived 150 years later during the Exile in Babylon. Chapters 56-66
are the work of yet another author called Trito or Third Isaiah. Thus the
passage from Chapter 49 about God carving Israel’s name on the palms of his
hands is part of the Second Song of the Servant of Yahweh from Second
Isaiah’s Book of Consolation.
Jeremiah
Jeremiah was one of the most famous prophets. He lived in the sixth and
seventh centuries BC at the time of the destruction of Jerusalem by King
Nebuchadnezzar of Babylon and the carrying of its inhabitants into Exile.
Jeremiah was called by God to be a prophet while he was still a young man.
He had the unpopular task of warning the people of the disaster facing them if
they did not turn back to God. In spite of allowing his unfaithful people to be
punished by the Babylonians, God has not abandoned them. He will rescue
them, make a new covenant with them, a covenant written not on stone but on
their hearts.
Joel
A prophet of Israel probably around the end of the fifth century and the first
half of the fourth century BC. In the book of the Bible named for him Joel
views a locust plague as God’s judgement on the people and calls them to
repentance. Joel goes on to speak of the coming of the day of the Lord with
its final judgements and blessings. Joel’s call to repentance is read in the Ash
Wednesday liturgy.
Judges
Judges in Israel were essentially charismatic military leaders or ‘deliverers’.
While they were often seen as wise leaders who could settle disputes and
dispense justice, above all they responded to God’s call to rescue his people
from those who oppressed them. The most famous of these judges are
Deborah, Gideon, Samson and Samuel.
Law
A translation of the Hebrew word ‘Torah’ meaning ‘guide’ or ‘teaching’. The
Torah consists of the first five books of the Bible, namely Genesis, Exodus,
Leviticus, Numbers and Deuteronomy and is the most important part of the
Hebrew scriptures for Judaism. It is often called the ‘Law of Moses’ but it
contains much more than legal material.
108
Lourdes
A town in South-West France famous for its Marian shrine. In 1858 the
Blessed Virgin Mary is said to have appeared several times to Bernadette
Soubirous who was canonised as St Bernadette of Lourdes in 1933. Since
1858 the spring of Lourdes has been the site of miraculous healings and
Lourdes has become one of Europe’s principal pilgrimage centres.
Love (N.1822-29, 2093-4)
The greatest of the three theological virtues. Sometimes referred to as
Charity (from the Latin Caritas). This love is the desire for God above all
things and the desire to treat our neighbour as we would be treated. The
source of this human love is the boundless love of God.
Magnificat
This is the hymn of Mary on her visit to Elizabeth as recorded in Luke 1:46-55.
The name of the hymn, meaning ‘it praises’ in Latin, is derived from its first
word in the Vulgate translation of the Bible. The hymn is similar to that of
Hannah (1 Sam 2:1-10) another woman favoured by God. The Magnificat
praises God’s saving power which overthrows the mighty and favours the
poor.
Martyr (N.2473-74)
The word martyr comes from a Greek word meaning witness. It refers to
someone who has given up their life for their faith. The first Christian Martyr
was St Stephen whose martyrdom is recorded in the Acts of the Apostles
(7:58-59). At various times throughout the history of the church Christians
have been persecuted and some have died as martyrs. Many of these have
been canonised as Saints.
Messiah (N.436-40, 711-16)
Taken from a Hebrew word meaning ‘anointed one’, a title applied in ancient
Israel to kings, priests and sometimes to prophets. By the time of Jesus,
many in Israel had the expectation that God would raise up a leader from the
House of David, their greatest king, to be the Messiah who would rescue them
from their afflictions. Some understood this in terms of political liberation,
others in a more strictly spiritual sense. Messiah, was translated in Greek by
the term Christos. Hence Jesus’ title, ‘Christ’, can be translated as ‘the
anointed one’, or ‘the Messiah’. Jesus’ disciples came to realise that he was
in the fullest sense of the term, the one promised whom ‘God has made both
Lord and Messiah’ (Acts 2:36).
Micah
Like Amos, Micah came from a country town in Judah. He prophesied in
Judah towards the end of the eighth century BC. Micah warned the people
that they should turn from their unjust ways if they wished to avoid the fate of
their neighbours to the North whose city had been destroyed by the Assyrians.
Micah calls on them to abandon idolatry and empty religious observances and
return to the life God expects of them – to live justly, to love tenderly and to
walk humbly with God.
109
Miracle
From a Catholic perspective a miracle is an unusual or unexpected
manifestation of the presence and power of God in human history. There is
no Hebrew word for miracle and the Greek word for miracle does not appear
in the New Testament. Instead the Scriptures speak of “wonders”, “acts of
power” “works” and “signs”.
So the miracles of Jesus are signs of the power of God at work. The reign of
God was shown by Jesus’ power over evil, illness, disability and nature.
Jesus did not want to be a miracle man in the sense of a ‘wonder-worker’ or
magician. He refused to work miracles to convince doubters such as Herod.
The greatest miracle for Christians is the Resurrection, which actually
happened, and which proclaims the power of God among us and his victory
over sin and death.
Patron / Patroness
A saint venerated as a special protector or intercessor. Individual persons,
occupations, Churches, dioceses or particular problems may be under the
protection of patron saints.
Pentecost
The word comes from the Greek meaning “the fiftieth day”. It is the name
given to the descent of the Holy Spirit on the apostles fifty days after Easter
(see Acts 2:1-41). It is also the name for the feast day in the liturgical
calendar that celebrates this event.
Prophets
The Old Testament prophets were people called and inspired to speak on
behalf of God. They did not focus primarily on predicting the future. Rather
they spoke God’s word for the present. They called their people back to be
faithful to the Covenant with God that gave them their identity. Prophecy
flourished during the 8th – 6th Centuries BC. The best-known prophets are
those whose names are given to specific books of the Bible, but there were
others also regarded as prophets.
Purim
This Jewish Festival also called the Feast of Lots has its origin in events
described in the Book of Esther. It celebrates the deliverance of the Jews
from persecution through Queen Esther’s courageous and patriotic actions.
Purim is held in late February or March and is a joyous occasion with a
carnival atmosphere, similar to Mardi Gras.
Saints (N.825, N.956)
Sometimes, as in St Paul’s letters, the term saints is applied to all those saved
by Christ, living or dead. But generally speaking, saints are those people who
have died and are now with God. In some usages, saints are all those in
Heaven. At other times the term refers particularly to those canonised by the
Church – that is those who have been, after investigation of the holiness of
their lives, officially declared to be in Heaven, as models and intercessors for
believers.
110
Samaritan
Samaritans were inhabitants of a city and its surrounding district, Samaria, in
North-Central Palestine. Samaria was capital of the Northern Kingdom, Israel,
before it was conquered by the Assyrians in 721 BC. After the Exile, the Jews
who settled around Jerusalem did not regard the Samaritans as true
Israelites. The Samaritans were of mixed descent and differed in their beliefs.
They recognised only the Pentateuch (the first five books of the Bible) and
built their own temple on Mount Gerizim. Given the enmity between the two
groups and the degree to which Samaritans were despised by Jews, Jesus’
dealings with the Samaritan woman (Jn 4:1-42) and his famous parable (Lk
10:33-37) are all the more remarkable.
Sarah
One of the prominent “matriarchs” of the Old Testament. She produces her
son Isaac at a time when she was thought to be past child-bearing thus
proving that “nothing is impossible with God”. Thus, with her husband
Abraham, she became the grandparent of Jacob, or Israel, from whom God’s
people took their name.
Values
The principles or standards of a person or society, the personal or societal
judgement of what is valuable or important in life.
Veneration (N.2132)
A devotional practice that involves the honouring of sacred objects, such as
saints, relics, icons, etc. Often veneration will include some physical sign of
respect such as kneeling or bowing.
Virtue (N.1803-1829)
An enduring quality of character or intellect, by which a person is enabled to
live a praiseworthy life according to reason and faith. A virtuous person is one
who freely practises the good. Four of the human virtues – prudence, justice,
fortitude and temperance – are called cardinal virtues because they play a
pivotal role, with all the other virtues grouped around them. The human or
moral virtues are rooted in the theological virtues of faith, hope and charity.
111
GLOSSARY OF MĀORI TERMS
This glossary gives explanation of Māori terms which are italicised in the text.
Pronunciation – correct pronunciation of Māori comes only with practice in
listening to and speaking the language. The English phonetic equivalents
provided under each Māori word are intended to give help, for teachers who
need it, in providing reasonably accurate examples for students. If in doubt
please seek assistance from someone practised in correct pronunciation of Te
Reo Māori.
´ indicates stressed syllable
Aroha (úh-raw-huh)
In general, means love and/or compassion. Note that the word is used in two
senses:
1. A joyful relationship involving the expression of goodwill and the doing
of good, empathy.
2. Sympathy, compassion towards those who are unhappy or suffering.
Atua (úh-too-uh)
The Māori word Atua has been used to describe God in the Christian sense
since missionary times. Before the coming of Christianity, Māori used the
word atua to describe many kinds of spiritual beings (in the way we now use
the word “spirit”) and also unusual events. Only the priestly and aristocratic
classes of Māori society (ariki, rangatira and tohunga) had access to
knowledge of the Supreme Being, Io, also known as Io-matua, Io-matua-i-tekore, Io-te-wananga, etc. It seems that many, but not all, tribes had this belief
in Io before missionary times. Māori use several words to refer to God in the
Christian sense:
Te Atua – God, the Supreme Being
Ihowa – Jehovah
Te Ariki – Lord, more correctly used of Jesus
Te Matua – the father (literally, parent)
Io – a term used for God in some, but not all Māori circles.
(Te Atua is acceptable in all circles).
Hākarameta (háh-kuh-ruh-meh-tuh)
Sacrament.
112
He Tangata (heh túng-uh-tuh)
Human beings, humankind.
Hehu Karaiti (héh-hoo kuh-rúh-ee-tee)
Jesus Christ.
Hohou Rongo (háw-haw-oo ráw-ngaw)
The restoring of tapu and mana, by a process of reconciliation which involves
acknowledging violations, accepting responsibility and giving redress.
When written with initial capital letters, Hohou Rongo, refers to the Sacrament
of Penance or Reconciliation.
Karakia (kúh-ruh-kee-uh)
Prayer, ritual.
Koha (káw-huh)
Gift.
Mana (múh-nuh)
Spiritual power and authority. Its sources are both divine and human, namely,
God, one’s ancestors and one’s achievements in life. Mana comes to people
in three ways: mana tangata, from people, mana whenua, from the land,
and mana atua, from the spiritual powers.
Please note: when mana refers to Mana of God it is written as Mana.
Noa (náw-uh)
Free from tapu restrictions, which have been lifted by ceremony or ritual. This
form of noa is positive, it is the freedom to go on with life after being released
from restricting factors, e.g after a pōwhiri or welcoming ceremony; on leaving
a cemetery; after a reconciliation, etc. Noa can also be negative: a state of
weakness and powerlessness which affects both people who have suffered
violation or abuse and also those who have caused violation or abuse.
Rongopai (ráw-ngaw-puh-ee)
Gospel or Good News. Nga Rongopai (plural). Te Rongopai (singular).
Tangata Whenua (túng-uh-tuh féh-noo-uh))
Indigenous people of the land, or their descendants. Local people, home
people, people of a marae are usually spoken of as hunga kāinga, iwi kāinga
or tangata kāinga, not tangata whenua.
Tapu (túh-poo)
This word is used in three senses:
1) restrictions or prohibitions which safeguard the dignity and survival of
people and things
113
2) the value, dignity, or worth of someone or something, eg the holiness
of God, human dignity, the value of the environment
3) the intrinsic being or essence of someone or something, eg tapu i Te
Atua is the intrinsic being of God, the divine nature.
Please note: when tapu refers to the Tapu of God it is written as Tapu.
Te Ao Wairua (teh úh-aw wúh-i-roo-uh)
The spiritual world.
Te Aranga (teh úh-ruh-nguh)
The Resurrection.
Te Kotahitanga o Te Hunga Tapu (teh kaw-túh-hee-tuh-nguh aw teh hóonguh túh-poo)
The communion of saints.
Te Tiriti O Waitangi (teh tée-ree-tee aw wúh-ee-tuh-ngee)
The Treaty of Waitangi.
Te Wā (teh wáh)
A period of time in which a series of events, affecting people and their lives,
takes place, which enables people to reach goals, or moments of
achievement.
Te Wairua Tapu (teh wúh-ee-roo-uh túh-poo)
The Holy Spirit.
Whakapapa (fúh-kuh-puh-puh)
Genealogy or family tree.
Whakapono (fúh-kuh-paw-naw)
Faith.
Whānau (fáh-nuh-oo)
Extended Family.
114
ACKNOWLEDGEMENTS
FIRST EDITION (1991)
This booklet was part of a series prepared by the members of a Writing Party:
David Hawke fsc (Auckland)
Rita Haase (Auckland)
Anne Ward rsj (Hamilton)
Barbara Henley rndm (Palmerston North)
Gary Finlay (Wellington)
Mervyn Duffy sm (Wellington)
Marcellin Wilson rsm (Wellington)
Charles Shaw (Christchurch)
Edwige Fava (Dunedin)
SYLLABUS CO-ORDINATOR:
Gary Finlay (NCRS, Wellington)
EDITORS:
Gary Finlay (NCRS, Wellington)
Elizabeth M Russell sjc (NCRS, Auckland)
THEOLOGICAL CONSULTORS:
† John Mackey DD
Paul Williamson sm, S.T.D., M.A. (Hons)
TYPIST:
Kath Rowland (NCRS, Auckland)
SECOND EDITION (2002)
CO-ORDINATOR/EDITOR:
Charles Shaw
THEOLOGICAL CONSULTOR:
Mons Vincent Hunt
LITURGICAL CONSULTOR:
Rev Anthony Harrison
CONTACT FOR MAORI
CONSULTATION:
Rev Bernard Dennehy
NCRS:
Gary Finlay, Director
Joan Parker rndm, Editing
Marilyn Roberts, Secretary
115
Titles of the Topics in Year 10
STRANDS
Human Experience 10A
Scripture and Tradition 10B, 10G
Church History 10D
Theology 10H
Sacrament and Worship 10C, 10F
Social Justice 10E
RELIGIOUS
EDUCATION
PROGRAMME
FOR CATHOLIC SECONDARY
SCHOOLS IN AOTEAROA
NEW ZEALAND
Inspiring Men and Women
10E
TEACHER GUIDE
CEP1015

- FaithCentral

Transcription

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