What follows are the worksheets as well as instructions and sequencing.

It has worked extremely well with my Year 9's. However, you will need to read your class as the detail here requires a maturity which could be lacking, in which case, this could be used with Upper School students when studying Conscience.

Steps

1. I began the term asking the students to consider choices that people their age have to make now which they didn't need to 5 years ago. (Small groups)
2. Eg. Whether or not to take drugs

   This activity makes it clear that making decisions is a very important part of their life at this time etc.

3. Students are asked to consider what they need to take into account when they make decisions. For example, if a decision is to take drugs or buy your own clothes it could be a question of money, peer pressure, etc. ( These are listed on the board and students take it down)

3. We see therefore, that our decisions are made for a reason although at times we think it is just because we feel like it. Many factors influence it.

Some decisions, of course, are more easy to make than others. Let's consider a situation where your life is threatened and your main aim is to survive. The situation is more drastic because your decisions will result in some people dying.

4. Distribute "Nuclear Holocaust" scenario. (Below)

NUCLEAR HOLOCAUST: WHO SHOULD SURVIVE?

Scenario:

World War 3 has just occurred and you and 9 other people find yourselves to be the only people left on the earth. You manage to all make it to a bunker, however, you all realise that if 3 of you wish to survive for many years, 7 of you will have to leave soon because there are not enough resources for all of you to survive.

If all of you stay, then you will all live only for a maximum of 2 years.

In your bunker, you have the following facilities:

• sewage system
• water
• seeds
• some clothes
• a few books
• some medical facilities but no operating material
• a greenhouse

In your group of ten, each of you have a chance to speak. You must present your case. Explain why you think you should live. Argue for your life unless you really want to sacrifice for others. Listen to others arguments as well.

In the bunker, the following roles will be played out. Each person in the group of ten will play one of the following roles.

1. scientist
2. priest
3. married couple who are hippies and drug addicts
4. a single pregnant woman with a 5 year old girl
5. an army officer who has mental instability of some sort but is useful nonetheless
6. an elderly woman
7. a disabled person
8. lawyer
9. dole bludger
10. doctor

You have ten to fifteen minutes a s a group, to:

• allow each person to speak
• decide whether some will leave and the others stay
• decide who will leave and who will stay

When that is complete, you are to answer the following question in your journal.

In your journals, explain why you feel the choice was made. What influenced your decision?

Steps

5. The following handout is then given for students to explore the issues further. After it is discussed as a group and then as a class some conclusions are drawn. I discovered that while some year 9's decided to sacrifice their own life, no group decided to keep everyone alive even though they would only live for 2 years.

REASONS FOR YOUR GROUP'S DECISION

6. Teacher relates that this activity helps us see that, apart from what we have already included previously, another factor which influences our decision making is HOW we view people. If we judge them based on what they can offer, then we say they deserve to live. If we say they are appear to have no practical function, then they should die. Teacher then implicitly states another very important factor which influences our decision making. In my case, I could say.." This is a factor which no group considered. We are now going to see an excerpt from a film called "The Taking of Flight 847" which illustrates this reason." ( The factor is; doing what is right!)

If the students realise that a desire to make the right choice is one factor influencing our decision making, then state that " We are now going to see an excerpt from a film which illustrates the dilemma a person can face when wanting to make the right decision"

7. Distribute handout which follows and explain what the film is about. Basically, it is about a terrorist hijacking of an American plane. It is a true story and deals with the courage of the Flight Attendant Uli Derekson. She is able to communicate with one of the hijackers since they both speak German even though the terrorist is Islamic.

PLEASE NOTE: ANY EXCERPT FROM ANY APPROPRIATE FILM CAN BE USED INSTEAD OF "THE TAKING OF FLIGHT 847" AS LONG AS IT CONTAINS A CHARACTER WHO MAKES A VERY DIFFICULT DECISION BASED ON AN INFORMED CONSCIENCE.IF YOU INTEND TO SHOW "THE TAKING OF FLIGHT 847" I WOULD NOT RECOMMEND SHOWING IT IN ITS ENTIRETY. CERTAIN ASPECTS OF VIOLENCE ARE NOT APPROPRIATE FOR YEAR 9'S AND PARENTS WOULD BE WELL WITHIN THEIR RIGHTS TO COMPLAIN.

1. Note examples of Uli Derekson being tempted to escape from the situation.
2.  
3. Note examples of Uli Derekson facing her situation and choosing to do what she felt was right.
4.  
5. Is it easy to do what is right all the time? Explain your answer with reference to the film and real life.
6.  
7. Why do you think she chose to do what was right? Why couldn't she just take the easy way out even at the end?
8.  
9. What would people admire about Uli Derekson?
10.  
11. In summary, how did Uli make her decisions?
12. Steps
13. Discussion of the particular film excerpt follows completion of worksheet with appropriate questions. An understanding of Conscience is then conveyed. Conscience, ( or the ability to decide based on what is right and wrong) is then added as another factor which influences our decision making. Remember, this list has already been begun by the class. However, this is only touched on at this stage. I feel that students still need, at this point, to be made aware that the Conscience does not influence us totally in today's society which advocated, to a great extent, subjectivism and the belief that " If I feel like doing it then it is fine. " The following activities prepares the students for a definition of, and a greater respect for, Conscience
14. What follows is Kolberg's Stages in Moral Reasoning. It is understood that there are flaws in these stages, however, they are an excellent tool for allowing students to categorise themselves and for an understanding of conscience and subjectivism in our society. You will discover when students complete sections 1 - 3 that some of them will be complaining. This is good! In fact, it is excellent because it illustrates a very important point. Their reaction is based on their conditioning. Many of my students do not see the following scenarios as moral issues. I discovered as I asked them to complete their responses, that they would say; " I might do these things just because I want to." This was a reaction especially for section 3 on watching "M" rated films. An excellent follow up for this activity occurs in the next step.

STAGES IN REASONING

Select which of the following options you would most likely abide by for each of the following areas.

1. You are offered to drink at a party

1. You don't accept the drink because you know you will be punished by your parents if they found out
2. You accept the drink if someone promises not to tell anyone
3. You accept the drink because you want to be accepted by the group
4. You don't accept because you know it is illegal
5. You don't accept because you are concerned about your health and about respecting the law of the land
6. You don't accept because it is against your conscience and you know it is wrong. You do not care about what others will say. You know it will harm you.

1. You are tempted to give someone a car race because they dare you

1. You give in because you are afraid what your friends will say to you if you don't
2. You do it because you know you have been promised something in return
3. You do it knowing you will be accepted into the group
4. You feel you shouldn't because if you do it is against the law
5. You don't do it because you think it is silly and know it is wrong and you tell the others to stop doing it
6. You are concerned that people will get hurt and do not believe in peer pressure. So, you are not even going to let the temptation win.

1. You are asked to go to an "M" rated film

1. You attend because you fear that your friends will say you only like 'baby' films if you don't
2. You will go because you enjoy feeling the power of independence and feeling you too are a 'mature audience'
3. You go because you will be accepted in the in-crowd
4. You decide to say no because you feel the laws in the land need to be obeyed , whether or not you agree with them
5. You are concerned about your friends who are watching and who are allowed to watch 'M" rated films even though they contain some inappropriate material. You tell someone your concerns.
6. You decide to never go watch anything which will lead you to commit a sin in your thoughts and make you go against your conscience. You know it is not appropriate and realise there is a reason why these films cannot be shown to people of certain age groups. You even feel that some of these films are not appropriate for any one to see.

HOW DO YOU RATE?

Below you will find two columns. In column 1 you have the STAGES of reasoning according to Psychologist Lawrence Kohlberg . How did you rate? Check your responses above and decide which stage of reasoning you have reached. Then, you will find in column 2, examples of these stages in practical terms. However , the examples in column 2 are not in order. Match the stages in column 1 with the stages in column 2 .

Step

9. Students complete following handout and then teacher asks questions that follow. This latter part is teacher directed. Explicit teaching is introduced.

GROUP DISCUSSION

• In your allocated groups, discuss your reaction to the scenarios presented.

Consider the following.

1. What do you think about the steps used in each case study?
2. ________________________________________________________________________________________________________________________________________________________________________________________________
3. Why do you feel you reacted this way?
4. ________________________________________________________________________________________________________________________________________________________________________________________________
5. What would you add to each scenario to make it more like your situation or the situation of most teenagers?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TEACHER DISCUSSION ( students copy requested material from board)

We have seen the following so far.

When we make a decision we are influenced by many things

• peers
• friends
• teachers
• media
• fear
• parents
• the role of people
• their worth according to our ideals
• if we get something in return
• to be praised
• what is right even despite fear etc.

We then looked at some case studies and noticed that there was a problem with some of Kohlberg's reasons. We can only use his steps if we agree that an issue is a 'right or wrong' issue, dealing with morals.

Why does this problem exist? Because one person's right is another person's wrong.

• The problem that exists is what is called the problem between;

Absolutism vs. subjectivism

How does this come about? For some people, certain things are wrong and for others they are not.

Okay, now why do people who once thought one thing, now do another?

Why was it easy for people to kill in Nazi Germany? ( Law protected those who killed Jews and the others. Was the Law right? No!

When law protects people they begin to accept.

How do you think people reacted when the first person killed. ( They were horrified)

How do you react when you keep on seeing death? ( You get used to it)

What do you do when you see an item of violence on television. ( AT first, you react, but not after too long, at least not in an immediate way)

I want them to see that we do always listen to our conscience but things get in the way. Especially desensitization after we first rejection of our conscience.

(Give example from Dante's Peak. In Dante's Peak, the main character describes the complacency of the people whose town is about to be destroyed, using an analogy of the frog. He explains, that if we place a frog in boiling water, the frog is sensitive to the heat and jumps out. However, if the frog is placed in a beaker with an appropriate warmth, but the heat is slowly increased to boiling point, the frog adapts and finally dies because it doesn't notice the difference. This is called desensitisation.

Other examples -

Eat Hot Chilli - it burns the first time

You have wine - after a while you can drink it and it no longer affects you.

You swear the first time - then it gets easier each time

You look at your first rude picture - how did you feel then? Was it easy? No it wasn't. you may have felt really guilty. Then it gets easier when you convince yourself it is 'normal'

You steal something for the first time. What happens every time you steal then. Perhaps you get a bit of support. Then you think it is all right.

This illustrates that things we first thought as wrong we no longer think as wrong. However, does this necessarily mean that it was right in the first place? Not necessarily. JUST BECAUSE WE MAY NOW THINK AN ACTION, WORD OR THOUGHT IS NOT WRONG, IT DOESN'T MEAN IT NEVER WAS. IT DOESN'T MEAN THAT YOU ARE RIGHT EVEN THOUGH YOU THINK YOU ARE.

HOW DO WE GO THROUGH THESE STAGES OF CONSCIENCE, DESENSITISATION AND SUBJECTIVISM?

I think this is what has happened. Some things are clear cut. They are clear cut because we listen to this conscience which at first is pure. What happens then is the purity is lost when sin sets in and when you get used to committing it.

Then SUBJECTIVISM comes into it

The steps, for Hitler for example.

CONSCIENCE GIVES US AN INDICATION THAT SOMETHING IS WRONG (regardless of whether there is a law against it or not)

WE DO NOT BOTHER TO CONSIDER WHY OR WHY IT IS NOT AGAINST CONSCIENCE ( Why? We may see everyone else do it, or it is encouraged, no one is there to support us in our decision, we have suffered and we want revenge, we convince ourselves it is right, people support us etc.)

NOT LISTENING TO CONSCIENCE - our free will at this point

GOING AGAINST CONSCIENCE

GOING AGAINST CONSCIENCE FREQUENTLY

DESENSITISATION

SUBJECTIVISM

Now let's go back to the question and each one.

Is it right for a person under 15 years of age to go to an 'm' rated film containing nudity or sex scenes or sexual references?

Respond now as someone who goes frequently. (Desensitised state)

Respond now as someone who is asked for the first time. You are only 10 for example. ( Not desensitised)

What should help you to make the right decision?

Step 10. Responses to the above questions will require you to remind the students to be open minded to what it is that you are saying. They will inevitably begin to argue, perhaps because a few consciences are being pricked. This is, therefore, the time to conduct the following Constructed Controversy technique. For those of you who are teaching in a school moving towards Collaborative Learning, this technique is ideal. It wads taught during a University Course on Learner Centred Learning.

STEPS IN THE CONSTRUCTED CONTROVERESY TECHNIQUE

1. STUDENTS ARE DIVIDED INTO GROUPS OF 4
2. STUDENTS ARE PAIRED UP WITHIN THOSE GROUPS OF 4 SO THAT THERE ARE 2 IN ONE TEAM WITHIN THAT GROUP AND 2 IN ANOTHER TEAM WITHIN THAT GROUP.
3. THESE TEAMS WITHIN EACH GROUP ARE CALLED TEAM 'A' AND TEAM 'B'
4. TEAM 'A' ARE CALLED THE AFFIRMATIVE TEAM
5. TEAM 'B' ARE CALLED THE NEGATIVE TEAM
6. TOPICS ARE DISTRIBUTED TO EACH GROUP AND ALLOCATED TO EACH TEAM WITHIN THE GROUP AS APPROPRIATE
7. TEAM 'A' AND TEAM 'B' NOW SEPARATE FOR A WHILE. THIS IS WHEN EACH TEAM CONSIDERS ITS PLAN OF ATTACK. THEY NEED TO COME UP WITH POINTS FOR AND AGAINST THE TOPIC
8. BOTH TEAMS COME TOGETHER. TEAM A IS GIVEN 5 MINUTES TO PRESENT THEIR CASE TO TEAM B WHO ARE LISTENING ATTENTIVELY AND TAKING DOWN MAIN POINTS
9. TEAM B IS NOW GIVEN 5 MINUTES TO PRESENT THEIR CASE.
10. CLARIFYING QUESTIONS ARE ASKED ON BOTH SIDES
11. NOW, BOTH TEAMS SWAP ROLES. TEAM 'A' NOW MUST ARGUE THE CASE THAT TEAM'B' HAD PREVIOUSLY ARGUED. TEAM 'B' MUST NOW ARGUE THE CASE THAT TEAM 'A' HAD PREVIOUSLY ARGUED.
12. REVISIT STEPS 7 THROUGH TO 10. IT IS IMPORTANT DURING THIS PART OF THE TECHNIQUE, THAT STUDENTS ARE ATTEMPTING TO COME UP WITH THE ARGUMENTS NOT AS YET PUT FORTH BY THE PREVIOUS TEAM. IT DOESN'T MATTER HOWEVER, IF POINTS ARE REPEATED.
13. TEAM 'A' AND TEAM 'B' NOW COME TOGETHER AND COME TO A CONCENSUS. THEY MUST DECIDE TO PRESENT EITHER THE AFFIRMATIVE OR NEGATIVE CASE.

CONSTRUCTED CONTROVERSY TOPICS FOR THIS UNIT OF WORK

1. There is nothing wrong with seeing an 'M' rated film with violence, sex or swearing in it and they don't have a negative effect
2. It is not wrong for anyone to look at pornographic magazines
3. Underage drinking is not wrong, even if you get drunk
4. TV personalities are good role models for teenagers
5. Swearing is not wrong, even when children are around
6. There is nothing wrong with wearing immodest clothing
7. Taking drugs is not a right and wrong issue
8. Stealing an expensive item from someone is not wrong

Please note: Obviously, these topics can be altered to suit your class.

When I collected the half page summary of the concensus of the group, I discovered that a common response was

" It is their choice" especially when it came areas of sexuality and modesty.

Students share their responses and you will find they are not clear on the answer. Especially with regards to sex and modesty, the answer comes from it is people's choice etc.

Step 11' Students are asked to respond, in any generic form they wish such as poem, or story or extended answer , for example, to the following question.

" What have I learnt so far this term."

The following step should occur during the next lesson. It is important that it I not on the same day

Step 12. This step entails placing two overheads for the students to see. Students are asked to consider, which of the following, they either value or devalue, according to the overhead. It is important that you are familiar with the dfinition of some of the concepts such as lust. My students did not know the difference between lust , sexual attraction and love. A possible definition, follows;

Lust: a disordered desire for or an exaggerated enjoyment of sexual pleasure when it is sought for its own sake. This does not contain any true love and it does not lead to the creation of new life. It separates the person from their sexuality and turns them into objects of desire for its own sake It is not the same as sexual attraction. Sexual attraction is normal and is what leads people to marry etc. However, sexual attraction stops being sexual attraction when you turn the other person into an object and no longer control your passions. When you give in to your passion outside of marriage, you commit the sin of lust. You may be sexually attracted to a person but you still respect the dignity of the other person and are sensitive to their modesty. Sexual attraction does not mean you lose control of your desires. You remain sincere and love them. You have a great respect for the power of life and love that you have been given as a gift. Those who are sexually attracted to others are not a slave to anything. Those who lust are a slave to lust and their passions. Lust is always selfish; love never is and sexual attraction is just a normal part of growing up and leading you to the Sacrament of Marriage. Sexual attraction is about appreciating the beauty of another in a humble way. Lust is desiring to 'own' that beauty so that you can be satisfied. Lust does not unite anyone together truly; it uses people for selfish desires. Sexual attraction does not devalue anyone. Lust does!

WHAT DO YOU VALUE?(You feel these are important ideals which people should live up to and abide by in order to make society a better place and a happy one)

WHICH OF THE FOLLOWING DO YOU DE-VALUE? ( You discourage people from choosing to live this way or behave in this way or believe in these things. The world would be better without these things)

This activity serves to highlight a contradiction in what the constructed controversy exercise indicated and in what they truly value.

Step 13. Students take another look at what they have circled. ( You will find a few kids who will be difficult and say that 'The Church' should go or something else. They clearly state that because they seek to be difficult. They may even justify it by saying 'Well, the Church seeks to brainwash etc." Don't worry about this. Explain to them we are considering the Church at its peaceful, caring best. Ask the student again; Do you truly think that we need to get rid of the Church because it is dangerous? Ask the students who would agree, in sincerity. The vast majority of my students indicated the Church should stay and that love is more important than lust, for example.) Ask them to interpret the data. I explained to my students that their responses indicated that they are in fact, very Christian, even though they may hate to think so. This was a shock to some of them. ( The results of this activity are kept so that you may show them the difference in values they indicated during the Constructed Controversy technique and the overhead exercise)

Step 14. Briefly tell the students your interpretation. Clearly, down deep in our hearts, humans are good people who are seeking good. They know what is right and what is wrong. We call, Conscience, the 'device' that helps us to make decisions based on what is right and wrong. But it is not that simple. The following simulation game will illustrate that point.

Step 15. Students need a jumper and a blindfold, ( their school tie perhaps?)

You may need to let other staff know that you will be making a great deal of noise for about 10 minutes during this period. It entails the following:

• students to pair up and be positioned in one particular part of the classroom, separate from other pairs of students
• one to be a guide and the other to be blindfolded and have one arm tied to their body
• chairs and desks are to be upturned. They will serve as many obstacles in the classroom

When students are ready

• signal to the guides, collect a jumper from them, which has not been used and place it far away from the pair. The guide alone knows where the jumper is but cannot let their partner know about it.
• This needs to be done for all the pairs
• Now give specific instructions. The following roles apply;

Guide and blindfolded person

The guide's role is to guide the blindfolded partner to the jumper helping him/her to avoid all the obstacles

The guide may only give directions such as left, right, two steps forward etc. They must not touch their partner or in any way coerce them. The guide must not remain too close to the partner; only close enough to be heard by the partner

When they both reach the jumper ( under which has been placed a chocolate), the blindfolded person must request any help that is needed in order to put jumper back on.

The aim must be to reach the chocolate

After they have completed their journey, students gather at the heater in the classroom.

The game begins when the loud music starts. 2 CD players are needed. These are to be placed at opposite ends of the classroom. Two different sets of music should be used. These will add to the confusion and make it more difficult for the blindfolded student to listen to their guide.

The following sheet is given for personal reflection after it is complete and the classroom is back in order.

SIMULATION GAME - SYMBOLS

Next to each aspect or object of the game, write down its symbolic meaning.

1. Being blindfolded and having your arm tied
2. Listening to your guide
3. The guide
4. The loud music
5. The chairs and desks
6. Other people in the room
7. The guide speaking up so that you can hear
8. Guide helping you when you ask for help
9. Guide only giving you directions to avoid the obstacles
10. Asking guide to help you with jumper
11. Looking for the chocolate
12. Finding the chocolate
13. Eating the chocolate
14. Taking off your blindfold
15. Standing next to heater

What do you think this game is about and how does it relate to what we have studied this term?

The answers are provided below. There can be some variation.

each aspect or object of the game, write down its symbolic meaning.

1. Being blindfolded and having your arm tied ( human weakness, people who are lost, in sin)
2. Listening to your guide ( listening to your conscience or God)
3. The guide( Conscience or God)
4. The loud music ( Obstacles that make it difficult to listen to God - music and media)
5. The chairs and desks ( Other obstacles)
6. Other people in the room ( More obstacles - blind friends, etc)
7. The guide speaking up so that you can hear ( The voice of the conscience which gets stronger sometimes)
8. Guide helping you when you ask for help ( We are free, God doesn't force us to listen; neither does our conscience)
9. Guide only giving you directions to avoid the obstacles ( We are free. God is there but respects our freedom)
10. Asking guide to help you with jumper ( We need to seek out our conscience and God)
11. Looking for the chocolate ( We search for Heaven)
12. Finding the chocolate ( We find Heaven and our true identity. Freedom from sin and being lost)
13. Eating the chocolate ( The joy of Heaven)
14. Taking off your blindfold ( Seeing the light of God and being truly free from sin)
15. Standing next to heater ( Experiencing the warmth of the love of God)

Step 16. Students are reminded of the concept of conscience. They are given a copy of the following definition from the Catechism.

What is the role of conscience? To guide us through life.

Quote from the Catechism

Page 438

Article 6 of the Catechism clearly states

" Deep within his conscience, man discovers a law which he has not laid upon himself but which he must obey. Its voice, ever calling him to love and to do what is good and to avoid evil, sounds in his heart at the right moment.. For man has in his heart a law inscribed by God…His conscience is man's most secret core and his sanctuary. There he is alone with God whose voice echoes in his depths"

" Conscience enables one to assume responsibility for the acts performed…. It must be informed. …The education of a conscience is a life long task"

This is then interpreted for the students so that they realise the following key points.

1. We all have a conscience
2. Within the Conscience, God speaks to us and leads us to do what is right
3. What is right and what is wrong, ius an understanding that is the same for all. God has placed that Law in our heart. The fact that we all know that premeditated murder is wrong is because we have this conscience given to us, not created by us.
4. This conscience must be nurtured. We need to respond to God's voice within, with our FREE WILL. This free will will include wanting to make sure that actions etc. are right before we do it; turning to the Church, and being informed.
5. This process will continue throughout life.

Drama scenarios where people follow their consciences, could be included at this stage. So could, journal work.

Step 17. At this point, my students were ready to see the contradiction present in their values. This is done via 2 sheets. The first one reminds them of the stage of reasoning they have reached. I used their own responses given to the constructed controversy technique.The second one helps them to look at themselves and consider how free they really are when they make decisions.

VALUES OF YEAR 9 STUDENTS AT …………….( name of school withheld)

Below you will find some personal and group statements regarding the various moral issues we have discussed this term. Next to each statement you are to place a tick in the column which best describes the reasoning stage of the statement.

A discussion of the above will reveal that the students' responses could fit into more than one Stage of Reasoning. That is okay!

Step 18. The following handout is then given

WHAT WE VALUE

Over the past week, we have looked at what we value in more ways than one.

• firstly we considered whether things were right and wrong
• secondly we circled certain ideas or subjects from an overhead

If we take a close look at the results, you may find that there is a contradiction between the two results

Your group discussion revealed that you value

• pornography
• freedom to show your body - immodesty
• subjectivism - if I feel like it I can do it or say it
• protecting children from swearing
• protecting teenagers from looking at pornography
• swearing
• things which do not have a law against it ( immodesty for example)
• freedom of choice even though it may harm people - drugs, drinking
• practicality - if it serves a purpose then it is okay
• protecting kids so they do not turn to crime
• health of body - drugs damage this
• good role models
• respecting other people's property
• caring for others needs
• M rated films
• Getting away with things an older person would ( "nobody checks to see whether you are 15 to see an "m" rated film)

The reaction of the majority to the overhead revealed that you value

• parents
• television
• helping others
• freedom of choice
• Mother Teresa and the work of the church
• Innocence
• Purity of word
• Peace
• Honesty
• parties
• fairness
• children
• equality
• love
• truth
• forgiveness
• love over lust
• protection of children from all abuse
• no sleeping around ( modesty?)
• hope
• imagination

REFLECTION

1. What is contradicting between the two lists?
2. Why do you think there is this difference?
3. What do the results of list 2 tell you about yourself and other students?
4. Why do you feel that we hold very strong values on the one hand, as the Church does, but also don't live up to them sometimes?
5. Respond to the following statement. " We don't seem to be making decisions because we are free but because we are weak"

Debate statement 5 as a class

Step 19.

A discussion of Original Sin could then ensue as per RE guidelines. The following work on the Genesis story could then be used. It also asks students to be critical and be aware of the symbolism involved in some Biblical Texts.

Myth : A story which uses figurative language to illustrate a truth.

• please distribute sheet
• read scripture passage with the students
• students complete sheet - try to work out the meaning of the symbols

• give them answers if they have difficulties with it
• this can all be called ORIGINAL SIN (as on sheet)
• discuss this and what it means

ORIGINAL SIN - Please read articles 396-412 in The Catechism of the Catholic Church

The first sin committed by our first parents, of disobedience towards God and a lack of trust in God. It led to a breaking of the harmony they shared with creation. Death entered the world as a result of this sin and so did suffering. By a mystery that we do not fully understand, this original sin and the effects of this sin, were passed on to every human that has ever lived and will ever live, including each one of us. As a result, we have been weakened. Therefore, we sin more easily and we suffer and die and are more easily influenced by the devil when he tempts us to offend God.

However, as soon as our first parents committed the original sin and passed it down to each of us, as we all form part of the one humanity, God the Father promised that He would send God the Son (Jesus) to die for us and take away the effects of original sin. These effects are taken away, then, when we are Baptised and by following Jesus. If we live in Jesus, we need not worry about anything and we will overcome temptations and sin and death. This is our challenge and it is a challenge that we will meet through life.

Below you will find some symbols used in the Adam and Eve story that signify a deeper truth. Try to work out what they might symbolise. (This is a useful exercise for students who enjoy working out symbols. Of course, interpretation may vary and so, these suggested ones are personal, rather than absolute. Please allow your students to know that but explain that certain truths are clear. Humans sinned, we inherited the sin and fallen state, God sent a Saviour to save us, through His death on a cross and that we appropriate the effects of His death through Baptism. The question will arise, is Baptism necessary. Please see article on Baptism in main menu where Baptism of Water, Blood and Desire are addressed).

Please note: The words 'crafty' and 'naked' are the same in the Hebrew language.

• Adam and Eve not being ashamed as lust and domination have not entered human relationships as yet

( They are good and are not doing anything wrong)

• the crafty serpent

( devil who is trying to make them disobey God through temptation)

• the tree of life

( the wisdom of God)

• eating of the tree that God said not to eat

( disobedience to God and wanting to BE like God)

• Adam discovering that he is naked and feeling ashamed

( Adam's craftiness makes him like the devil. His control over his 'faculties' is lessened. Satan also wanted to be God)

• God making clothes for them to wear

( God looking after them and giving them a chance to be free from Satan's power)

Genesis Chapter 3

25 And the man and his wife were both naked, and were not ashamed.

3:1 Now the serpent was more crafty than any other wild animal that the LORD God had made. He said to the woman, "Did God say, 'You shall not eat from any tree in the garden'?"

2 The woman said to the serpent, "We may eat of the fruit of the trees in the garden;

3 but God said, 'You shall not eat of the fruit of the tree that is in the middle of the garden, nor shall you touch it, or you shall die.'"

4 But the serpent said to the woman, "You will not die;

5 for God knows that when you eat of it your eyes will be opened, and you will be like God, knowing good and evil."

6 So when the woman saw that the tree was good for food, and that it was a delight to the eyes, and that the tree was to be desired to make one wise, she took of its fruit and ate; and she also gave some to her husband, who was with her, and he ate.

7 Then the eyes of both were opened, and they knew that they were naked; and they sewed fig leaves together and made loincloths for themselves.

8 They heard the sound of the LORD God walking in the garden at the time of the evening breeze, and the man and his wife hid themselves from the presence of the LORD God among the trees of the garden.

9 But the LORD God called to the man, and said to him, "Where are you?"

10 He said, "I heard the sound of you in the garden, and I was afraid, because I was naked; and I hid myself."

11 He said, "Who told you that you were naked? Have you eaten from the tree of which I commanded you not to eat?"

12 The man said, "The woman whom you gave to be with me, she gave me fruit from the tree, and I ate."

13 Then the LORD God said to the woman, "What is this that you have done?" The woman said, "The serpent tricked me, and I ate."

14 The LORD God said to the serpent, "Because you have done this, cursed are you among all animals and among all wild creatures; upon your belly you shall go, and dust you shall eat all the days of your life.

15. I will put enmity between you and the woman, and between your offspring and hers; he will strike your head, and you will strike his heel."

To Adam :

19 By the sweat of your face you shall eat bread until you return to the ground, for out of it you were taken; you are dust, and to dust you shall return."

20 The man named his wife Eve, because she was the mother of all living.

21 And the LORD God made garments of skins for the man and for his wife, and clothed them.

Step 20.

The following sheet is placed on overhead at first although it is later given to the students. It is important that do not see the answer " It is my choice." They need to come up with it.

CONSIDER WHAT ALL THE FOLLOWING PEOPLE COULD SAY TO THOSE WHO DISAGREE WITH THEIR ACTIONS?

1. A woman who has an abortion because she doesn't want to be pregnant
2. A boy who buys a car magazine even though others say it is a stupid magazine
3. A person who decides to listen to classical music
4. A man who has murdered more than one person
5. A person who takes drugs even though he knows they may do him harm
6. A girl who decides to go to the school graduation even though her friends tell her she shouldn't embarrass herself
7. A man who sells child pornography
8. A man who takes his son to the Footy even though he is busy
9. A wife who takes on two jobs to support the family
10. A man who takes on two jobs to support the family
11. A person who swears in public
12. A person who swears in private
13. A young girl who doesn't want to eat even though she is becoming anorexic

ALL THE ABOVE COULD RESPOND TO YOUR SCOLDING BY SAYING:

IT IS MY CHOICE!

I CAN DO WHAT I WANT

If we use this tool to help us make decisions, we are putting ourselves in the same league as murderers etc.

In saying this, the person will think they are free. People say "It is my choice" because they think they are truly choosing to do what they want and it gives them a sense of power. " I will be my own King or God.". However, we have seen that people don't always really choose to do what they want freely. There is usually another reason why people make their decisions. It is not because they are free but because they are restrained or "imprisoned' in a metaphoric sense.

Consider each of the following. If you are not free then you are a slave to something. What could each of the following people be slaves to? The first few are done for you.

1. A man who is addicted to drugs (He is a slave to drugs)
2. A girl who suffers from anorexia nervosa ( She is a slave to her illness and other things which led her to suffer in this terrible way)
3. A boyfriend who is addicted to pornography even though he is trying to break the habit ( He is a slave to lust and to habit)
4. A reminder of what Lust is if it is needed at this stage.

   Lust: a disordered desire for or an exaggerated enjoyment of sexual pleasure when it is sought for its own sake. This does not contain any true love and it does not lead to the creation of new life. It separates the person from their sexuality and turns them into objects of desire for its own sake It is not the same as sexual attraction. Sexual attraction is normal and is what leads people to marry etc. However, sexual attraction stops being sexual attraction when you turn the other person into an object and no longer control your passions. When you give in to your passion outside of marriage, you commit the sin of lust. In deed, some people may entertain this over committed love for their spouse even in Marriage. You may be sexually attracted to a person but you still respect the dignity of the other person and are sensitive to their modesty. Sexual attraction does not mean you lose control of your desires. You remain sincere and love them. You have a great respect for the power of life and love that you have been given as a gift. Those who are sexually attracted to others are not a slave to anything. Those who lust are a slave to lust and their passions. Lust is always selfish; love never is and sexual attraction is just a normal part of growing up and leading you to the Sacrament of Marriage. Sexual attraction is about appreciating the beauty of another in a humble way. Lust is desiring to 'own' that beauty so that you can be satisfied. Lust does not unite anyone together truly; it uses people for selfish desires. Sexual attraction does not devalue anyone. Lust does!

   Now do the rest yourselves. Be careful; the following list may include trick statements.

5. A person who wears immodest clothing because she is looking for attention
6. A person who is nice to others only because she wants to be accepted
7. A boy who steals often out of habit
8. A boy who commits evil acts against others
9. A person who drinks alcohol because they are lonely
10. A person who listens to what others want because they afraid what will happen if they don't
11. A person who refuses to look at pornography because they know it will harm them
12. A person who turns away when a sex scene appears on television because he or she knows it will lead them to sin against purity and they do not want to sin

SOME OF MY BRIGHTER STUDENTS REALISED THAT I WAS GETTING THEM TO SEE WHAT TRUE FREEDOM IS. TO ITEM J, ONE STUDENT SAID THAT THE PERSON WHO REFUSED TO LOOK AT PORNOGRAPHY WAS A SLAVE TO FREEDOM (or one could say "CONSCIENCE"). THIS IS A GOOD OPPORTUNITY TO HELP THEM REALISE THAT YOU CAN NEVER BE A SLAVE TO YOUR CONSCIENCE BECAUSE FOLLOWING OUR CONSCIENCE, LIKE ULI DEREKSON, DESPITE THE DIFFICULTIES, HELPS US TO LIVE WITH OUR SELVES, KNOWING THAT WE HAVE DONE THE RIGHT THING.

ANOTHER SMART STUDENT DECLARED, THAT THE PERSON IN ITEM K IS A 'SLAVE TO RELIGION'. THIS WAS A VERY INTELLIGENT COMMENT WHICH SOUGHT TO THROW ME OFF. ONE CAN SIMPLY REPLY

" Interesting! Let's consider then the nature of true freedom! Perhaps, being a slave to Religion makes us truly free?

PLEASE NOTE A UNIT OF WORK ON FREEDOM WHICH CAN BE FOUND IN THE GENERAL INDEX ON THE MAIN MENU, CALLED TEACHING FREEDOM

What is true freedom?

Step 20. At this point, I allow the students to listen to a song by Steve Curtis Chapman, called"Free." ( This can be substituted by any media which brings across the message, that despite being physically imprisoned, even people in prison can be truly free if they have been forgiven.)

Step 21. Students should now be ready to listen sincerely to the Word of God and the Church's teaching on moral issues. The reference book "Choosing" from the Catholic Library is very good in this regard, especially when it deals with "The Stop Sign Method of decision making)