Lesson 3: The Dream of Racial Equality

Display some images which capture the reality of racial unrest or injustice. Use those provided or your own that connect with a more current story. (Lesson 3 slides.)

Discuss whether or not the class feels that modern Australia is better or worse at valuing humans, than in the past.

Students complete a ‘3, 2, 1 Reflection’ on “The contribution of Christianity to racial equality”:

• 3 thoughts or ideas they have about the topic
• 2 questions they have – things they would like to know more about
• 1 metaphor or analogy that they think explains the relationship between Christianity and racial equality

• Article: Why Christians must fight systemic racism (New York Times)

Read the article and complete the following activities:

1. Write an alternative headline and summary sentence that you think captures the main point of this article.
2. Describe what the article reveals about the mixed ways in which Christian church responds to racial injustice.

Half the class watches the pro-slavery clips and half the class watches the anti-slavery clips. Students complete the activities and then each side reports a summary of what they discovered to the rest of the class. This can be completed in pairs or in larger groups.

Anti-slavery Clips:

• Clip: On where human rights come from (1:28)
• Clip: On the old slave preacher (1:18)

1. What were some reasons why Christians opposed slavery?
2. What were some aspects of the Bible’s message that the slaves in America were themselves drawn to?

Pro-slavery Clips:

• Clip: On the defence of American slavery (2:52)
• Clip: On justifying slavery (1:23)
• Clip: On pro-slavery Christianity (0:54)

1. How did Christians justify slavery?
2. In what ways were their reasons consistent or at odds with their Christian faith?

• Article: “Original sins” and racial justice: What’s on the other side (5 min)
• Clip: Injustice and reconciliation (3:00)

Students read the article ‘”Original sins” and racial justice: What’s on the other side’ and watch the clip ‘Injustice and reconciliation’ then answer the following questions:

1. What metaphors are referenced in these pieces to describe racial injustice and/or reconciliation?
2. How helpful are these metaphors? Explain their value and limitations.

Display the McCaulley Quote and discuss the implications for the idea he is presenting. (Lesson 3 slides.)

• Article: Racism and the human heart (1 min)
• Article: Just tears (1 min)
• Article: The Australian Dream (1 min)
• Article: Max Jeganathan has a Dream (3 min)

Students read the articles then answer the following questions individually:

1. What aspects of these articles do you feel some connection to? Something you know or have experienced.
2. What ideas, positions, or assumptions in the articles do you want to challengeor argue with?
3. What key conceptsor ideas that are mentioned are important and worth holding on to?
4. What changes in attitudes, thinking, or action are suggested by the texts, either for you or for others?

Students reflect on the Bible passages, then draw an image that encapsulates what they say about racial equality.

• Romans 10:12-13
• Acts 17:24-26
• Acts 10:34-35
• Colossians 3:11
• Revelation 7:9

Students discuss which of verse they think would be most helpful in understanding the Bible’s view of racial equality.

• Music Clip: God not guns (5:29)

Watch the music video ‘God not guns’ inspired by Psalm 10 and Amos 5:24.

Students write a one-paragraph song review for a music magazine and/or write a song or poem that incorporates some of the relevant Bible passages.

Students design a placard that could be used in a march for racial equality that is based on an idea from this lesson.

Individually students reflect on their earlier ‘3, 2, 1 Reflection’ considering how they would respond now.

• Clip: On not hating white people (4:42)

After watching ‘On not hating white people’ students complete an empathy exercise, writing a letter to the son of the man who murdered Raboteau’s father – explaining why he has chosen to respond to racism in a gracious way.