Lesson 7: The Beginning of Life

Display some images which capture the challenge of the ethical and political implications for beliefs around the beginning of life – use those provided or your own that connect with a more current story. (Lesson 7 slides.)

Students complete a ‘See, Think, Wonder’ exercise based on the images, discussing what they see, think and wonder, in pairs or small groups.

In pairs or small groups students choose which option best reflects their understanding of when they think life begins. (At conception / at birth / sometime in between conception and birth / I don’t know).

Students discuss why they chose the option they did, and who they think has had the most influence on their perspective.

They also discuss why people might hold a different opinion. What are the values that are being prioritised?

• Clip: Life or death (8:55)
• Clip: Zoe’s Story: Where life begins and ends (8:08)

Students watch ONE of the interview clips ‘Life or death’ OR ‘Zoe’s Story: Where life begins and ends’, then complete the following activities, and then share their responses with a student who watched the OTHER video.

1. Briefly summarise the woman’s story from the video.
2. Using the transcript, choose one sentence that stood out to you and explain why you choose it.
3. Write down an explanation of the understanding of human life and human value that the clip presents.

• Extract: Sister Act (3 min)

Students read the extract from the ‘Sister Act’ podcast episode and complete the following activities:

1. Highlight part of the extract that surprises you.
2. Write a headline and summary sentence for the extract.
3. If you had the chance to ask the sisters a question, what would it be?

• Article: We need more expressions of care for one another (1 min)

Students read the article then Think-Pair-Share some observations and respond to the quote from the article. (See slides)

• Article: Unwelcome others: Christmas reframes the divide over abortion and refugees (5 min)
• Article Life, unedited: Jesus doesn’t need to be made relevant (3 min)

After reading the articles, students write a response to how the incarnational life of Jesus should frame a Christian understanding of the value of human life.

Students read the Psalm 139:13-16, Jeremiah 1:4-5, and Luke 1:26-45, and write down what they think the verse contribute to the value of human life at the beginning of life.

Based on the passage in Luke, students write a journal entry from Mary’s perspective reflecting on the events of this passage and what they imagine her feelings may have been about her pregnancy.

As a class use a Digital Discussion platform to submit thoughts and observations on the lesson so far, describing the ideas and stories that have been explored.

Students make a list of the questions they have and the things they would like to research or think more about.

• Podcast: Brave as a Bear (13:28)
• Website: Brave Foundation

Students listen to the podcast episode ‘Brave as a Bear’ and explore a website which is offering services in this space.

Students ‘compose’ an email to Bernadette sharing your reaction to her story and asking any questions you might have for her.