Lesson 4: Dignity for the Marginalised

The class brainstorms a definition for what it means to be ‘marginalised’, and what it would be like to experientially. Students also identify groups that could be classified as marginalised in today’s world.

Display the cartoons (lesson 4 slides) from Australian newspapers and ask students to comment on what they ‘See, Think & Wonder’.

On post-it-notes students respond to the statement ‘Christians are very active in caring for the marginalised in society’ with personal opinions or observations for or against. These are displayed the classroom wall in two groups.

• Clip: On Jesus and the poor (2:27)
• Clip: On practical care (2:25)
• Clip: On widows and orphans (1:08)

While watching the clips, students identify the unique contributions of different parts of the Bible to a Christian attitude towards the poor and needy.

This can be recorded in a 3-column table. (OT Law & Wisdom Literature / OT Prophets / Jesus & the NT)

• Article: At Christmas, hospitality can link us to a greater truth: nobody is disposable (4 min)
• Article: What does the church stand for? (4 min)
• Article: Vale Catherine Hamlin (1 min)

Students read one or more of the articles and then share something they found inspiring and/or challenging with a partner.

The class has a discussion about the way in which Christian faith can influence how people treat those who are marginalised in society.

• Article: Loving the stranger in our midst (4 min)
• Article: Bring them home to Bilo (1 min)
• Article: Refuge in Australia (1 min)

Students read the articles and identify and discuss any biblical ideas that would motivate us in our treatment of refugees?

In pairs students read ONE of the following sets of Bible passages and summarise the ideas the discover about how God’s people should treat the marginalised. The class discusses what each pair identified.

• Old Testament Law: Exodus 23:9; Leviticus 19:34; Proverbs 14:31; Proverbs 31:8-9
• Old Testament Prophets: Isaiah 58:1-12
• New Testament: Matthew 25:31-40; James 1:27

Students then google other relevant bible passages and share one that stands out to them with the class

• Clip: An Empty Plate: Jack’s Story (1:41)

Students do ONE of the following in response to what has been taught in this lesson:

• Write a letter to one of the people who you have learnt about this lesson. Explain why their story stood out to you, what you appreciate about their work, and any questions you might have for them.
• Watch the clip: An Empty Plate: Jack’s Story (1:41) and design a social media campaign to end poverty in Liverpool or for another initiative that you are familiar with. Incorporate ideas and versed from this lesson.
• Choose one of the marginalised groups the class identified in the opening activity and make a list of some things your school community or you as an individual could do to help that group.
• Think back to what you wrote on your post-it note at the beginning of the lesson. Would your response change now? Why or why not?

Students identify either a church or a charity founded on Christian values that is actively working to help a marginalised group. Then, either:

• Interview someone from the church or organisation about what their work involves, and what motivates them to do it, OR
• Research and write a newspaper report on the work of this group.