Teaching objectives. In this unit students will:

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Teaching objectives.In this unit students will

• consider the nature of community cohesion and
  identify the factors that build or damage it
• engage with case studies from CAFOD partners
  working for cohesion in their own country between
  communities of different faiths, ethnic groups,
  cultures or political beliefs
• engage with scripture and Catholic Social
  Teaching relating to community-building
• consider how responsibilities, beliefs and values
  relate to working for community cohesion
• study perspectives of the Darfur conflict using
  spiritual and ethical principles
• be given opportunities to relate this learning to
  their own lives and to take action.

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Learning objectives.At the end of this unit
students will be able to

• define and give examples of community cohesion
• explain some of the factors that build or damage
  community cohesion, and the work of CAFOD
  partners
• interpret scripture and Catholic Social Teaching
  relating to community-building
• explain how learning from this unit applies to
  their own country and their own lives
• explain a current affairs issue using spiritual
  and ethical principles (NOCN General RE Level 2,
  1.2)
• describe a relationship between religious belief,
  personal faith and lived experience in a specific
  context (NOCN General RE Level 2, 7.1).

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• Lesson objectives and outcomes
• Students will be given the opportunity to
• reflect on their own experiences of community
• produce a sketch illustrating tension between
  communities
• use forum theatre to explore possible solutions
• discuss causes of tension in communities to which
  they belong.
• By the end of the lesson students will be able
  to
• say which communities they belong to and where
  they overlap
• explain some causes of tension between
  communities to which they belong
• understand that difference is good and tension
  can be constructive.

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• In groups of four
• Choose one example of a personal experience of
  tension between members of two communities.
• Work out a brief sketch illustrating how the
  tension arose.
• Do not show the end of the story.
• You have only 10 minutes!
• Each sketch should be performed twice for the
  class.
• During the second performance, anyone can
  freeze the action at any point and take the
  place of a character to try to resolve the
  tension and lead to a positive outcome.

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• Lesson objectives and outcomes
• Students will be given the opportunity to
• define community cohesion
• read and compare stories from the Old Testament
  and modern times of community breakdown
• identify some of the common causes of community
  breakdown
• meditate on the Holy Trinity as the perfect
  community, as depicted in Rublevs icon.
• By the end of the lesson students will be able
  to
• explain the meaning of community cohesion
• give examples of community breakdown and some of
  its causes
• appreciate that Rublev depicts the Holy Trinity
  as a circle of love in which humanity is drawn to
  participate.

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United communities
Community cohesion
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• The Jewish people had been conquered and taken
  away into exile in Babylon. Around 539BC, they
  were allowed to return to Jerusalem. For
  security, and as a symbol of their faith, they
  began to rebuild the broken city walls.
• However, the stresses of doing the work, and of
  funding it, soon took their toll on community
  cohesion. Nobles and officials demanded that
  fellow Jews donate their money to finance the
  rebuilding, leading to extreme poverty.

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The Jewish People protested to Nehemiah about the
nobles ands officials of their community.
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At the assembly.
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They were silent, and could not find a word to
say.
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And the people did as they had promised.
Nehemiah 5 1-13.
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• What were the causes of the problems in
  Nehemiahs community?
• How were the problems resolved?

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Centuries later, community life is still a
challenge. Spot some of the same problems and
solutions in the following news story.
to watch a one-minute video of
July 2001 Bradford's night of riots
Click Here
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• Manoj Joshi said the problems stemmed from a
  failure to improve things for Asian communities
  in Bradford after disturbances six years ago.
• "Since the Manningham riots in 1995 very little
  has changed. There has been very little
  opportunity in terms of employment, educational
  attainment, housing and other things that relate
  to people's quality of life.
• "If one section of the community is deprived then
  it has a domino effect on others and I think
  recent events will make things worse for the
  Asian communities," Mr Joshi said.
• Mohammed Ajeeb, a former mayor of Bradford,
  believed the main cause of the violence was
  provocation by right wing groups but said there
  were other underlying causes.
• "A lack of communication between different
  communities and a very strong sense of
  insecurity, frustration and alienation among some
  of the youth and, indeed, a small minority of
  criminally-minded people all played their part,"
  he said.
• for full article

Click Here
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Classical icon painters believe that icons reveal
something of God to those who pray with
them. Andrej Rublevs icon depicts God, disguised
as three travellers, visiting Abraham. (Genesis
181-15)
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What does this icon say to you about community?