Lesson 5: How could a good God allow so much evil in the world?

The teacher leads a class brainstorm on examples of major evils or injustices that have occurred in the past century. (e.g. the Holocaust, 9/11, mass shootings, human trafficking etc.)

Students consider examples of evil and injustice that they’ve heard about or experienced themselves in the past week.

Students read the Epicurus, C.S. Lewis & Keller quotes (lesson 5 slides). They choose one of the quotes and comment to a partner on why that quote stands out to them, and the degree to which they agree or disagree with the point being made.

Use some, or all, of these resources as a basis for the following learning activities.

• Clip:Behind the Life of Jesus: How could God allow suffering? (2:18)
• Article: Easter, My Lai, and the mysterious victory of the cross (4 min)
• Article: Harshness of first Christmas story a good fit for our troubled times (4 min)

Students watch/read the resources and complete a ‘Resource Analysis Table’ (lesson 5 slides) based on the perspectives offered in the video and the articles.

Use some, or all, of these resources as a basis for the following learning activities.

• Clip: Faith in a time of suffering (2:09)
• Clip: Faith and injustice (2:18)

Students watch the clips and observe the way in which Ruth Padilla deBorst and Gary Haugen responded when personally confronted with immense evil and injustice.

They then write a personal reflection noting the emotions that they felt as well as the thoughts and questions that came up for them personally.

Those students that are comfortable may share their reflections with the class.

Students read ONE of the following short articles:

• Article:Heart of darkness (1 min)
• Article: Sorrow in statistics (1 min)
• Article: Just tears (1 min)
• Article: “I can’t breathe” (1 min)

Students complete the ‘Word-Phrase-Sentence’ thinking routine for the article they chose. They also write a response to the question “How does your article contribute to the conversation about how a good God could allow evil and injustice in the world?”

Students form small groups with others who chose a different article than they did. Students briefly explain their article and share their answer to the question with the small group.

In small groups, students read either Psalm 73 or Isaiah 59:1-20, and answer the following questions:

1. List some examples of types of evil actions and injustices mentioned in this passage.
2. Who is responsible for evil and injustice in this passage?
3. What are some of the consequences of evil and sin for the people?
4. What is God’s response to evil and injustice?
5. How might this passage point forward to Jesus, and the idea that “while evil is all too real, both around us and to some extent within us, there exists in the Christ story a defiant hope and a promise of ultimate justice, restoration and the renewal of all things” (Simon Smart)?

Students use an AI tool to generate a response to the question “How could a good God allow so much evil in the world?”. Individually or in pairs they choose one point that is generated and write a poem or song lyrics inspired by it.

Students research another faith-based organisation like International Justice Mission that is striving to respond to evil and injustice in the world. They then create a flyer or series of slides that outlines what the organisation is trying to achieve, how they are going about it, and what they are motivated by.

Students write a short article (250-300 words) in a similar style to the short articles above, reflecting on an aspect of injustice in the world and whether/where hope might be found.