From decadent medieval popes to modern televangelists with private jets, religion and money can make for an unsavoury mix. But why do we think of charity as a good thing in the first place? People in the Graeco-Roman world didn’t think so: they mostly thought the poor and suffering deserved what they got.
This lesson explores how the parable of the Good Samaritan profoundly shaped our world.
Introduce
Human Barometer Activity
Facilitate a Human Barometer activity where students indicate their perspective on the following statements:
- “Caring for the needy is a responsibility that comes with wealth”
- “A healthy society will always offer genuine care for the poor and needy”
- “Jesus’ most significant teaching was that we should love and care for the needy”
- “Religious people should spend more time helping people and less time talking about their religion”
Discuss
Students discuss what they think it means to be a “Good Samaritan”.
Engage
Watch & Respond
Watch the documentary excerpt ‘The Good Samaritan’ (5:00) then students answer the following questions:
- Why did Jesus make the Samaritan the hero of his story? What point was he making?
- Describe how the parable of the Good Samaritan shaped the way the early church cared for the poor.
- What did Roman officials find in the basement of the church of Cirta? What might this show us about the priorities of the early church?
- Joel Edwards says that “added benefit to your neighbour” is an “essential feature of what Christian faith looks like”. Do you agree? Why or why not?
Reflect & Respond
Display the William Cavanaugh quote for students to write a paragraph reflection on their thoughts around it. (The Good Samaritan Slides)
Bible Study
As a class read Luke 10:25-37. In pairs students research why Jesus chose to make the main character in his parable a Samaritan. Students share their understanding with the class, before answering the following questions:
- How does the relationship between the Jews and Samaritans impact the meaning of the parable?
- How does the parable respond to the statement in v.27?
- What question prompted Jesus to tell this parable?
- How does the parable answer this question?
Observe & Discuss
Display Vincent van Gogh’s artwork and discuss why he may have chosen to produce this piece and how it communicates meaning to the audience. (The Good Samaritan Slides)
Respond
Student Composition
Students compose a modern re-telling of the parable of the Good Samaritan, using a setting and characters that are relevant to their context.
Read & Discuss
Display the John Dickson quote and discuss its importance and the challenges we face in living it out. (The Good Samaritan Slides)
Class Discussion
Each Australian jurisdiction has “Good Samaritan” clause in its Civil Liability legislation (e.g., NSW legislation). Explain the nature and purpose of the clause and discuss how the language of a “Good Samaritan” ended up in a non-religious legal document.
Brainstorm other ways that this parable has influenced the society that we live in.
Display the Rowan Williams quote and discuss who it might refer to in your school and region, and what it would look like to be ‘looking out for their interests’. (The Good Samaritan Slides)
Extension 1
Students write an extended response to the following question:
“To what extent has the parable of the Good Samaritan influenced practices of aid and social justice in Australia?”
Extension 2
- Podcast: Guess who’s not coming to dinner (from 9:30-22:57)
Students listen to the CPX Life & Faith podcast episode “Guess who’s not coming to dinner”, and then write down some examples of how the parable of the Good Samaritan has been used (and misused) by politicians.