SEE

Read or listen to One Plastic Bag by Miranda Paul. At the end of the story, explore the decisions Isatou made by using a T-chart identifying the decisions made and the impact these decisions had. 

Read the full Subsidiarity and Participation Comic. Re-read the first two frames and ask students to provide additional examples to the question in the second frame. Read the third frame and explain subsidiarity.

Teacher’s Note: Subsidiarity is concerned with the idea that people and groups have the right to participate in decisions that affect them and, when they can’t meet their own needs, other parts of society (e.g. the government, partners of Caritas Australia) act according to their duty to assist with resources and support. It is an approach to common life that promotes participation and ensure people are architects of their own development.

Read the fourth frame of the Subsidiarity and Participation Comic. 

Discuss: In the story, One Plastic Bag, did Isatou have the skills needed to make the recycled bags? How did she learn the skill?

Explain that Isatou did not have the skill she needed but learnt a skill with the support of someone else. Isatou and her friends decided to work together to be able to make their community look beautiful again. Organisations like Caritas Australia endeavour to work alongside communities by supporting local programs so that people can develop the skills and resources they need. 

Read Subsidiarity and Participation Comic frame 5. Use the Introduction to Caritas Australia presentation to explore the work of Caritas Australia. Review slides 8 – 19 to learn about what Caritas Australia does, and review slides 22 and 23 to explore how Caritas Australia helps communities in need. See notes section for additional information.

Set-up rotation activities where students explore different case studies that highlight the work of Caritas Australia. Students will require access to one story per station where they can read or watch before answering questions relating to the case study. In small groups of 3, students are to complete the Case Study – Participation and Subsidiarity handout.
Case studies: Ronita, Shaniella, Rosalie and Laxmi.

JUDGE 

Conduct ‘Ask, Seek, Knock Reader’s Theatre’ Invite students to conduct the Auslan sign for each of these words: Ask, Seek, Knock

Read Matthew 7:7-10. Explain to students that this Scripture reading explores praying. Explain God is willing to answer those who sincerely seek God. ‘Everyone who asks will receive. Everyone who seeks will find. Everyone who knocks will experience the door being opened’. There are times when we have decisions we need to make but we are unsure if we are making the best decision. In this story, Jesus’ is encouraging us to ask God for help and to listen to hear God.

Source: Scripture commentary

Now think about how this Scripture can apply to each of us. How we can be like God to others? We can listen, we can respond to the needs of others, we can welcome others into our community etc

Break the class into two groups and form inside/outside circle. Using the inside/outside circle strategy, students brainstorm possible solutions to the following question: If the government/world leaders have the power to make decisions for the benefit of everyone, why are there people who are still suffering? Repeat multiple times before encouraging students to share their responses.  

Read and discuss frame 6 of the Subsidiarity and Participation Comic.

Display and discuss this quote from Pope Francis:

‘When a project is launched that directly or indirectly touches certain social groups, these groups cannot be left out from participating … The first step is to allow [people] to tell you how they live, what they need: Let everyone speak! … We cannot leave the people out of participation; their wisdom, the wisdom of the humbler groups cannot be set aside.’
Source: General Audience, 23rd September 2020

Using Think, Pair, Share strategy, engage students into a conversation about the meaning of both the comic and the quote and how they apply to each other.  

Teacher’s Note: This quote reminds us that it is important to ask, seek and knock when we are working with vulnerable members of our communities.

Continuum Activity

Set up a line from one side of the learning space to the other. Label one side agree and the other disagree.

Display the sentences in the Subsidiarity and Participation presentation. Read the statements out aloud and have students position themselves on the line. Ask students why they positioned themselves where they did.

Act

As a class, brainstorm issues in the world where decisions are made to treat people or the environment unfairly (e.g. girls not having access to education, people living without access to clean water, displacement of people, communities impacted by rising sea levels). Groups select or are allocated an issue to present on.

In groups of 3 or 4 students apply the 'See, Judge, Act' process to their chosen or allocated issue- worksheet provided.

Extension: To conclude their presentation, groups share a 2 min reel, raising awareness of the issue and encouraging people in Australia to support the work of Caritas Australia. To assist students, encourage them to utilise the case studies they studied and Caritas Australia’s website.

Pray

Reading: Matthew 7:7-10

Respond: Ask each group formed in the ‘Act’ component to write a prayer on their issue. Invite the groups to share these prayers with the class. You may like to organise for additional prayers to be written on decision making, world leaders, taking action, Caritas Australia etc.

Song suggestion:
Ask Seek Knock by Hillsong Kids