Background Notes

The Catechism of the Catholic Church…..

• By her very mission, “the Church…travels the same journey as all humanity and shares the same earthly lot with the world; she is to be a leaven and, as if it were, the soul of human society in its renewal by Christ and transformation into the family of God.” Missionary endeavour requires patience. It begins with the proclamation of the Gospel to peoples and groups who do not believe in Christ, continues with the establishment of Christian communities that are “assign of God’s presence in the world and leads to the foundations of local churches. It must involve a process of enculturation if the Gospel is to take flesh in each peoples culture.

863 The whole Church is apostolic, in that she remains, through the successor of St Peter and other apostles, in communion of faith and life with her origin: and in that she is “sent out” into the whole world .All members of the Church share in this mission, though in various ways “The Christian vocation is, of its nature, a vocation to the apostolate as well.” Indeed, we are called to an apostolate “every activity of the Mystical Body” that aims “to spread the Kingdom of Christ over all the earth.”

910 The laity can also feel called, or be in fact called, to cooperate with their pastors in the service of the ecclesial community, for the sake of its growth and life. This can be done through the exercise of different kinds of ministry according to the grace and charisms which the Lord has been pleased to bestow on them.

Religious Educator’s Personal Reflection

The moment of Pentecost was transformative. Individuals, filled with the Holy Spirit, were strengthened to continue the mission and ministry of Jesus Christ by serving people in foreign lands. Each year, as we celebrate Pentecost, we are invited to consider how we use the gifts of the Holy Spirit to continue the mission and ministry of Jesus by serving people in our day and age.

Using the gifts bestowed on you by the Holy Spirit name some of the ways that you reach out to those in need in your school community or neighbourhood?

Who are some of the people that you go to in your time of need who you recognise as having particular gifts of the Spirit.

The story of the Catholic Church in Australia is a rich and diverse one. We can read about the challenges and struggles that early settlers encountered, yet in the face of such adversity there was great love of their faith expressed through private, family and communal prayer services. For a period of time the Catholic Church in Australia had no official clergy to assemble the faithful, thus the dedication of the laity to preserve the faith in a foreign land is remarkable. Today, we are facing a similar crisis with the shortage of ordained clergy in our Church. Once again, there is a call for the laity to claim their life giving ministry in the Catholic Church in Australia in its many and diverse expressions guided by the Holy Spirit.

Is there an historical story of struggle for your own parish/school community? Who were some of the individuals or groups that led the way through this time?

What is the history of your family’s connection to the Catholic Church in Australia and overseas?

How do you see yourself as an active lay member of the Church?

The settlers came to a land that was already home to its indigenous people. Steeped in spirituality, the Aboriginal people of Australia understood the complexity of living in right relationship with the land, nature and one another. The Catholic Church has greatly influenced the lives of Australia’s indigenous people and moves towards reconciliation and healing have been at the forefront of Church thinking for some time. In his visit to Alice Springs in 1986 the Pope stated,”

“Your “Dreaming”, which influences your lives so strongly that no matter what happens, you remain forever people of your culture, is your own way of touching the mystery of God’s Spirit in you and in creation.”(n4)

“You are a part of Australia and Australia is a part of you. And the Church herself in Australia will not be full the Church that Jesus wants her to be until you have made your contribution to her life and that contribution has been joyfully received by others” (n13)

The Pope invites non-indigenous Australians to joyfully receive the contributions of Aboriginal people to Australian life. How do you promote Aboriginal perspectives in your school/parish setting?

The Word of God

In Scripture

Jeremiah 29:11-14 Letter to the Exile

Jeremiah the prophet lived between the 6 th and 7 th centuries BCE at the time of one of

Israel’s biggest catastrophe’s- the Babylonian exile. The Temple and Jerusalem were destroyed by the Babylonians and many of the people of Judah were taken to exile in Babylon. The absolute worst had happened to them and Jeremiah wisely advised them to build house and settle down in the land of their enemies and make a life for themselves. He even suggested that they work for the good of Babylon and pray for it. This is a remarkable letter considering the circumstances. Nonetheless Jeremiah encouraged them despite their feelings of hopelessness to have hope and face their hardships and settle in that new and foreign land. “I know the plans I have in mind for you –it is the Lord who speaks-plan for peace and not disaster reserving a future full of hope for you.” 29:11. Our early convicts/pioneers in Australia would have experienced something of this feeling of exile from all they knew and loved. We can reflect on their experience in the light of the prophet Jeremiah’s letter to the exiles in Babylon.

Ruth 1: 15-18,22

The story of Ruth and her mother-in-law Naomi is rather unique amongst patriarchal text and society. Both of their husbands are dead and they live in the land of Moab. Ruth herself is a Moabite. Sadly they have no male provider in their lives and they face starvation. Naomi urges Ruth to return to her family, but Ruth will not leave Naomi—“Wherever you go I will go” are the famous words of Ruth to her mother-in-law. Ruth then accompanies Naomi back to Bethlehem. The entire story is short and is worth reading in total. It is the story of two penniless and widowed women who survive against the odds thanks to Ruth’s courage and love and Naomi’s wisdom and maturity. Again the Church in Australia, and Australia itself have grown through the efforts of women like Ruth and Naomi, be they of Indigenous or later European, Asian, Middle Eastern, African or American cultures. Their lives are remembered and celebrated as we read the story of Ruth.

Related Scripture

1 Corinthians 12: 4 -11 The variety and unity of gifts

1 Corinthians 12:12-31 –The Body of Christ

Matthew 28:16-20- Commissioning the disciples to go out and make disciples of all nations.

In Tradition

In 1950, the Australian Catholic Bishops issued a Pastoral Letter on Immigration, which was read in all Catholic churches throughout the country. The Bishops said:

“Let every Catholic regard it as a solemn duty to help in the placing and absorbing of immigrants into our community and in making them feel at home amongst us …Australia becomes today” they said “a sanctuary, a shelter, a home for thousands of the homeless, stateless, a persecuted peoples of the world.”.

Pastoral Letter on Immigration, January, 1950 Australian Catholic Bishops’ Conference Archives, Canberra

“Father, hear the prayers of the family who have gathered here before you, who celebrate with gratitude your blessings on our country Australia. In mercy and love unite all your children wherever they may be.”

Eucharistic Prayer III, Mass of Australia Day

Learning and Teaching Process

Making links with the Guidelines for Religious Education of Students in the Archdiocese of Melbourne, 1995.

Related Units of Work

(A)Unit 24 The Great Southern Land

Goals/ Key Learning

Educational Goal 2

Key Learning 2.1,2.3

(B)Unit 3: Models of Discipleship

Goals/ Key Learning

Educational Goal 7

Key Learning 7.3

Learning Outcomes

It is intended that the students will be able to:

• Identify personal and communal stories of the Catholic Church in Australia, nationally and locally
• Identify key people and events that have shaped the Catholic Church in Australia, nationally and locally.
• Identify organisations and groups that serve the Australian community..
• Explore varying expressions of the Catholic Church in Australia influenced by migration trends.
• Explore the relationship between the Catholic Church and Australia’s Indigenous people.

Learning and Teaching Activities

Please note: numbered activities relate directly to the numbered outcome. NB to achieve the chosen outcome all phases of the teaching and learning approach must be addressed

Teachers should be alert to appropriate opportunities within the learning and teaching activities of the unit to achieve the learning outcomes.

Assessment of students skills and understandings should occur throughout all phases of the methodology.

Involvement of both home and school is to be considered throughout the unit.

Orientation Phase

During this phase teachers establish students’ prior learnings and understandings

Reinforce the cultural profile of your class group by identifying students’ countries of origin on a world map. (Outcome 1)

Students listen to the song “Land of the Southern Cross” (Michael Mangan, “Sing Jubilee” 1997 Litmus Publications) and discuss the meaning of the lyrics. Identify the original Australians (the Aboriginal peoples visit “Yarra Healing website) and also the various ways that people came to be in this country. In groups, students discuss the stories of what they know of their own family’s arrival in Australia. (Outcome 1/2/5)

Students interview parents/family to gather details of the history of their family in Australia. Design a graphic organiser to assist children in collection of the family’s information. Invite children to explore their family’s story of belonging to the Catholic Church. (Outcome 1/4)

Create a “living” number line by asking the students to line up in order of their family’s arrival in Australia. (Outcome 1)

Development Phase

During this phase students and teachers come to new and deeper understandings of our Church in Australia. They will come to hear and respond to the word of God and explore the relationship that exists between life and the Christian Story.

Using the information gained in family interview children prepare a recount about their family’s history. Consider the use of ICT in presentations (video, PPT, audio recording). (Outcome 1)

Create a “snap shot” of your parish/school community. Investigate/re-visit the story of the establishment, name key dates, people, events that have shaped your community’s identity. Information may be gained through interviewing key people associated with your parish/school, or researching archival material. Invite speakers to address students. Include a profile of key parish groups, describing their particular function within the parish, deanery and archdiocese. (Outcome 1/2/3)

Establish cooperative work groups to investigate specific events, key people and places significant to the history of the Catholic Church in the Archdiocese in Melbourne. (Consider: St Patrick’s Cathedral, St Francis’ Church, Archbishop Mannix, Mary MacKillop, 1973 Eucharistic Congress, different religious orders – see appendix)

Refer to: “All Who Gather: St Patrick’s Cathedral” 1996, Catholic Education Office

and: “Archbishop Daniel Mannix” 1999, Catholic Education Office

(both kits were issued to all schools and should be housed in within your Library collection).

The following website will provide historical details of people and events associated with the Cathedral’s history including the 8 Archbishops. www.melbourne.catholic.org.au/cathedral (Outcome 2)

Invite a guest speaker who works with one of the outreach agencies of the Archdiocese of Melbourne. www.melb.catholic.aust.com/eg; St Vincent de Paul, Mary of the Cross, Melbourne Overseas Mission. Some of these agencies may operate in or near your parish. (Outcome 3)

Investigate a Catholic charitable agency which operates in the Archdiocese/parish. Find out about the group’s origin, their mission and vision, and their particular way of helping others in need. (Outcome 3)

Read Ruth 1:15-18, 22. Identify the hardships faced by Ruth and Naomi as women living in foreign lands and how they worked together to overcome adversity. Identify and examine the struggles faced by migrant women in the settlement of Australia and Caroline Chisholm’s work in helping immigrant poor and needy. Devise strategies that communities could adopt to overcome these struggles. (Outcome 4)

Invite a local parishoner or school family member to talk with the students about their experiences of settling into a foreign land. Consider challenges such as food, climate, employment, etc. (Outcome 4)

Explore with students any local knowledge of Eastern Catholic Churches that they might be a part of or know.

Use materials from “To Breathe Again With Two Lungs”, 1999, Catholic Education Office, Melbourne, to explore with students: What do we mean by different expressions of the Catholic Church?

In groups, students are given a Church from the Eastern rite to reasearch. Compare and contrast with the Western (Latin) rite. (Outcome 4)

Students who belong to an ethnic community church within the Western (Latin) rite (eg; Vietnamese, Polish, Korean) may choose to present information to the class about aspects of belonging to their community (sacramental, liturgical, catechetical, social, etc) (Outcome 4)

Incorporate activities from “Aboriginal Perspectives Across the Curriculum – Unit 2 Remembering Koorie Histories”. (Outcome 5)

Visit “Yarra Healing” site. This site provides information that is relevant, current and interactive about the the 5 language groups that make up the Kulin nation (The Kulin nation lies within the Archdiocese of Melbourne). Consider possible areas of study (performing arts and visual arts) for students to research and present. (Outcome 5)

Synthesis Phase

This phase provides opportunities for teachers and students to reflect upon the learning experience and to respond both personally and communally.

Design a planning proposal for your parish/school precinct to meet the current needs of the community. Extend this project by imaging the needs of the community in 20 years / 50 years. Points to consider should include population predictions, immigration trends, available human and physical resources, spiritual needs of the community, etc. Consider naming significant buildings after pioneer or founding parishoners. (Outcome 1)

Plan an excursion to Melbourne to visit places that are significant to the story of the Catholic Church in Melbourne. See Appendix 2 (Outcome 2)

Develop an advertising / media campaign to promote a chosen Catholic agency. (Outcome 3)

In consultation with your local council and Aboriginal Cooperative, design and plant an indigenous garden to acknowledge and honour the traditional owners of the land. (Outcome 5)

Consider fundraising and awareness raising activities to promote the cause of a chosen Catholic agency or a possible outreach that could be established with a local Catholic agency. (Outcome 3)

Plan an excursion to an Eastern rite church or a local ethnic community church. (Outcome 4)

Gather resources or fundraise for items of need (eg; phone cards, personal hygiene items, new clothing) to aleviate the struggle of immigrant / refugee families in the local community or the wider area. (Outcome 4)

Create a class “time-line” mural or big book depicting events, people and places that have been investigated during this unit. Students may express the views, values and opinions of an identity/character through drama (Catholic convict / free settler / Aborigine at the time of colonisation / historical Church figures, etc.) (Outcome 2/3/4/5)

Plan a liturgical celebration based on the message of Jeremiah’s letter to the exiles. (Jeremiah 29:4-14) by incorporating various aspects of the unit. Direct students to reflect on the difficulties, experiences, and feelings discussed in relation to “exiles” while quiet music is played or reflective images shown. Invite students students to pray for “exiles” – the early convicts and settlers in Australia, migrants, refugees, those who experience difficulty of going to new places, schools. The prayers can be spontaneous, or use the opening prayer for the Mass of Australia Day (Student Book p122), or students may prayer prayers in their own language.

Possible excursions:

St Patrick’s, Cathedral (Aboriginal Perspective – message stick, Bungil inlay), St Francis, The Goold Catholic Museum, Immigration Museum, local Aboriginal Co-ops, Eastern rite places of Worship, ethnic Latin rite churches,

Reflecting Together at Home and at School

• See what you can find out about your own family’s immigration story.
• Did your ancestors bring your family faith tradition with them?
• How do you think Australia could remain “a shelter, a sanctuary” for the “homeless, stateless and persecuted people of the world”?
• Find out about some organisations in your parish that proclaim the Good News of Jesus Christ . How could you assist or support them in their work?

References

McClish

CEO Parramatta/CEO Sydney

CEO Melbourne

Appendix 1

Timeline- Australian Church History

References:

All Who Gather:St Patrick’s Cathedral Education Kit (Primary)

Catholic Education Office Melbourne 1996 (pp.6-9)

McClish,1999,pp.173-175

Appendix 2

Male Religious

Female Religious

(McClish, 1999,pp.173-175)

Contact Addresses and Phone Numbers for Excursions

St Francis Catholic Church

326 Lonsdale St Melbourne 3000

Telephone :96632495

http://www.blessedsacrament.com.au

St Patrick’s Cathedral

Friends of the Cathedral

School Tours

1 Cathedral Place (PO Box 146) East Melbourne 3002

Telephone: 9662 2233

Email: deansoffice@melbourne.catholic.org.au

http://www.melb.aust.com/cathedral

The Goold Catholic Museum

Enquiries to Melbourne Diocesan Historical Commission

383 Albert St East Melbourne 3002

Telephone: 9926 5677