A6-2 Mary and Women in Scriptures
CLASSROOM OUTCOMES
Values and Attitudes
Knowledge
Skills
It is intended that students will be able to:
explore the roles and
responsibilities of women in
Hebrew and early Christian
society
describe the range of activities in
women’s lives in Biblical and
early Church communities
2
empathise with the lives of
particular women in the Old
Testament
locate and examine the
experience of God in the lives of
women from the Old Testament
3
appreciate the qualities of
Mary revealed in Scripture
and tradition which are most
relevant to life today
outline the portrayal of Mary in
Scripture, history and tradition
examine the qualities of Mary
which are highlighted in Scripture
and distinguish the historical Mary
from the Mary of faith and tradition
suggest ways in which
women’s roles and
responsibilities in the early
Church provide a model for
today’s Church
describe the context and stories
of particular Jewish and Gentile
women who became followers of
Jesus
locate, list and read episodes in
the life of Jesus and the early
Church history which relate the
roles and activities of women
5
explore Jesus’ relationships
with women and how these
can inform contemporary
attitudes
identify connections between the
‘Gospel portrayal of women’ and
contemporary women
compare Jesus’ attitude toward
women with contemporary
attitudes to women in the church
and society
LS
discuss the qualities of Mary
as revealed in Scripture
outline the story of Mary and at
least one other woman in
Scripture
locate key Scripture references
about women
1
4
outline the customs and traditions
of ancient Hebrew society which
would affect the daily life of women
in Hebrew and early Christian
communities
examine the significant qualities of
a range of women from the Old
Testament
SPIRITUAL REFLECTION FOR TEACHERS
Throughout the history of Christianity we have witnessed women who have made significant contributions to
our Church and the world. In the New Testament we meet Mary who accepted the call to be the mother of
Jesus. Mary accepted this call in spite of the potential misunderstandings, rejection and ridicule. She
responded with tremendous courage and faith. Many other inspiring women throughout the centuries have
emulated this courageous response. One from more recent times is Dorothy Day. As a lay woman, Dorothy
dedicated her life to the poor in USA and had to deal with much opposition. With the assistance of Peter
Maurin she began the Catholic Worker Movement which produced a radical newspaper and established
houses of hospitality for the poor.
Through each of these endeavours she promoted radical social change. She was often challenged and
rejected for her views on war and pacifism and her actions to end poverty and bring about justice.
‘The greatest challenge of the day is to bring about a revolution of the heart, a revolution which has to start with each one
of us. When we begin to take the lowest place, to wash the feet of others, to love our brothers and sisters with that
burning love, that passion, which led to the Cross, then we can truly say, “Now I have begun”. [Woodeene Koenig-Bricker,
Meet Dorothy Day – Champion of the Poor (Michigan: Servant Publications, 2002), p133.]
Mary and Dorothy Day both responded to God’s call with courage. They remained committed despite
opposition. It is through the lives of such women that we too can be inspired to respond with courage to
God’s call.
Who are some women who have inspired you by their courage?
Are there qualities in these women that you would like to integrate into your life?
Archdiocese of Sydney
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Unit A6-2 Mary and Women in Scriptures
Stage 6: Years 11 and 12
LINKS WITH STUDENTS’ LIFE EXPERIENCE

When studying the stories of women, they become recognised, respected and visible.

Students can ask how the Scriptural stories reflect their own experience - what they learn from the
stories. The impact of the students’ own cultural backgrounds will be significant in this study.

Young women can articulate those concerns which are central to their own self-understanding and
development as persons. For young men, this unit can provide a partial corrective to society’s
continued emphasis on men’s achievements rather than women’s.

Students will have opinions on the role of women in Church and society. There is a need to
emphasise that differences in roles between men and women are complementary in nature. What
are society’s most popular images of women?

The stereotype of ‘meek and mild’ women in Scripture is not realistic, nor does it have appeal or
relevance for young people today. If we read the stories of women from the Scriptures we find strong
and resourceful women who acted in difficult circumstances with courage and integrity. Who are the
women most admired today and why?
THE CHURCH’S TEACHING AND LIVED TRADITION

The women who appear in the Scriptures are central to God’s revelation, and to the theological
implications of Christianity.

A case in point is the woman of Samaria, who having realized that Jesus is a prophet, goes out to
evangelise, leaving her everyday activities (the water-jar); she brings people mentally and physically
to Jesus, and is thus a model for Catholics in today’s Church.

Note that the disciples in the story are surprised to find Jesus talking to a woman, rather than at him
talking to a Samaritan (both should have surprised them equally); this is an indication that, at the
time of the writing of John’s Gospel, the issue of women’s role in the community was already being
debated.

Women in today’s Church can draw energy from the women, like the woman of Samaria, who
preceded them; both men and women can be inspired by the qualities shown by Scriptural women.
CATECHISM OF THE CATHOLIC CHURCH
References
508
From among the descendants of Eve, God chose the Virgin Mary to be the mother of his Son. “Full
of grace”, Mary is “the most excellent fruit of redemption” (SC 103): from the first instant of her
conception, she was totally preserved from the stain of original sin and she remained pure from all
personal sin throughout her life.
973
By pronouncing her “fiat” [‘Yes’] at the Annunciation and giving her consent to the Incarnation, Mary
was already collaborating with the whole work her Son was to accomplish.
975
“We believe that the Holy Mother of God, the new Eve, Mother of the Church, continues in heaven to
exercise her maternal role on behalf of the members of Christ” (Paul VI, CPG 15).
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Unit A6-2 Mary and Women in Scriptures
Stage 6: Years 11 and 12
SCRIPTURE: BACKGROUND INFORMATION
As this is a Scripture-based unit, the following is a selection of what might be considered in preparing this unit.
Rahab, Book of Joshua Ch 2, Ch 6:22-25; Tamar, Book of Genesis, Ch 38; Judith, Book of Judith, especially Chs 8-13;
Hannah, Book of Samuel 1, Ch 1 and 2; Esther, Book of Esther; Ruth, Book of Ruth; Abigail, 1 Samuel Ch 25; Jael,
Deborah, Delilah, the woman of Timnah, all in the Book of Judges.
Mary: Matthew 1:18-25; Luke 1:26-56, 2:1-1 and 41-52; Mark 3:31, 6:3; John 2:1-1,19:25; and Acts 1:14; Mary
Magdalene: Matthew 27:56, 61, 28:1-0; Luke 8:2, 24:10; John 10:1-18; Gospel stories involving women: Matthew 9:1826, 15:21-28; Mark 5:21-43, 14:3-9; Luke 7:36-50, 10:38-42, 13:10-17; John 4:1-42, 8:1-1.
We can revitalise these stories by ‘writing women in’. If we read the stories of women such as Esther, Hannah, Ruth,
Abigail, Tamar, Mary and Mary Magdalene, we find women who were open to the mystery of God in their lives and who
acted in difficult circumstances with courage and integrity; these are stories to inspire our students.
The Book of Ruth
The book of Ruth is set in the time of the Judges, early in Israelite history, in the land of Canaan. Most
scholars consider the book comes from a later time however, even as late as the time of restoration and the
reforms of Ezra and Nehemiah in about the fifth century BC. During these reforms the Jewish men who had
returned from the Babylonian exile with foreign wives were encouraged to divorce these women and their
children. This act of divorce would have meant poverty for the divorcees. Thus the story of Ruth coming
from this historical context sounds like a propaganda piece to support the idea that foreign women are good.
In fact Ruth is written up as the great-grandmother of King David.
The story of Ruth and her mother-in-law Naomi is rather unique among the biblical patriarchal texts. Both
their husbands are dead and they are in the land of Moab. Ruth herself is a Moabite. Because they have no
dominant male in their lives they face starvation. Naomi plans to leave Moab and return home to Judea and
she urges Ruth to return to her family. Ruth will not leave Naomi – “Wherever you go I will go” (Ruth 1:16)
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 toto. It is the story of two penniless and widowed women who
survive against great odds thanks to Ruth’s courage and love, and Naomi’s wisdom and maturity. It is a
story of faithful friendship. The Church and society in Australia have grown through the efforts of many
women like Ruth and Naomi. Their lives and stories are remembered as we read the story of Ruth. Their
stories become part of our story.
Luke 2:41-52
Mary finds Jesus in the Temple
It is in Luke’s Gospel that we find most of the scriptural references to Mary. Mark’s Gospel has little to say
about Mary. Matthew writes some but mainly in the first two chapters in his Infancy narratives. John’s
Gospel mentions Mary at the beginning, at the marriage feast of Cana and at the end, at the Crucifixion of
Jesus. But it is Luke’s text in the first two chapters that Mary is central and active.
When we reflect carefully on Mary in this text we perceive her as a good Jewish woman making the yearly
Passover pilgrimage from Nazareth to Jerusalem with her family. As they return home to Nazareth Jesus
stays behind in the Temple discussing with the educated men the finer points of the Law. When Mary and
Joseph finally locate Jesus in the Temple it is Mary who speaks and questions Jesus. It would be highly
unlikely in that society for a woman to be so forthright in the presence of men. The writer of the Gospel is
not interested in strict accuracy but in the meaning of his theme, that the unexpected happens when God is
involved. Mary does not understand Jesus’ response to her question and so again she needs to ponder,
pray and reflect on the events occurring in her life (verse 52).
Luke 8:2-3
The Women who followed Jesus
This is a very short text that acknowledges the women who followed Jesus during his lifetime. Luke is the
only Gospel writer who not only states that women travelled with Jesus but he actually names three and
includes several others. The ones named seemed to be important not only to Jesus but in their society. For
example, Joanna is the wife of an official of Herod Antipas the ruler of Galilee and son of King Herod the
Great. They each seem to be women of means and position as the text states that they provided for the
men out of their own resources. These faithful women are witnesses of what Jesus has done in Galilee, on
the journey to Jerusalem and in Jerusalem, even at the Last Supper. They preach the meaning of what they
have witnessed (24:7-10) and receive the promised Holy Spirit (Acts 1-2).
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Unit A6-2 Mary and Women in Scriptures
Stage 6: Years 11 and 12
SYLLABUS OUTCOMES



respect the role and significance of women in the Scriptures and in the Christian communities
recognise the place of Mary in the Scripture, history and Tradition
think critically about the role and significance of women in the contemporary Church and world
Classroom
Outcomes
It is intended that
students will be able
to:
V explore the roles
and responsibilities of
women in Hebrew
and early Christian
society
K describe the range
of activities in
women’s lives in
Biblical and early
Church communities
Essential Reading for Teachers

This unit explores the stories of women in the Old Testament, and seeks to rediscover the
roles and status of women as they took part in the life of Jesus and in the Pauline churches.

Study of women in the Scriptures has been largely overlooked in the interpretations of the
Bible which have occurred over the centuries, even though, of course, women formed a half of
the population who experienced and shaped the events described in Biblical stories.

Study in this unit, therefore, should focus on the Scriptures themselves, as a primary source,
with a Bible commentary used concurrently, and taking into account the fact that Bible
commentaries also tend to focus on the men’s experience rather than the women’s. It is
important that students gain a better understanding of how women are actually portrayed in
the Scriptures, as opposed to how later tradition often presents them.
Women’s Life in Biblical Times

S outline the customs
and traditions of
ancient Hebrew
society which would
affect the daily life of
women in Hebrew
and early Christian
communities
It is intended that
students will be able
to:
V empathise with the
lives of particular
women in the Old
Testament
K locate and
examine the
experience of God in
the lives of women
from the Old
Testament
S examine the
qualities of Mary
which are highlighted
by the four Gospel
writers
The culture in which Biblical women lived was quite different from modern western cultures. A
unit on women in Scripture should lay the foundation for study by building up a picture of life in
Biblical times, especially as it related to women. Some of the areas which might be explored
could include:
customs surrounding rites of passage - birth, menstruation, marriage, child-bearing, death
laws and customs regarding women. Information from the Scriptures can be found by
searching the Book of Leviticus and the Book of Numbers; take into account that laws
were upgrading conditions for women at that time.
relationships within the family - areas of responsibility
relationships with people outside the family
women as religious leaders and educators in the home
rearing of children - the rights of Jewish women to bear children, areas of care and
education of both sons and daughters
archaeology - sites of houses, villages, wells, synagogues, the Temple in Jerusalem
the production of clothing - spinning and weaving, fabrics, colours, design
responsibility for food production and preparation
Women in the Old Testament

Basic to the unit is a reading of the stories, with a concentration on the female characters, eg
Sarah as well as Abraham, Delilah as well as Samson, the experience of Eve as well as of
Adam, etc. Students will be looking at well-known stories, but from a different perspective.

A study of the well-known women in the Old Testament could include: Eve (Genesis 2:18-25,
3); Sarah (Genesis 12:10-20, 16 17, 18, 21 23); Rebecca (Genesis 24, 26); Rachel (Genesis
29, 30); Delilah (Judges 16); Miriam (Exodus 2:1-10, 15:20-21, Numbers 12); Ruth and Naomi
(Book of Ruth); Esther (Book of Esther); and Deborah (Judges 4, 5).

An exploration of the lesser-known stories would also be worthwhile: you might look at the
stories of Jephtah’s daughter (Judges 11); Tamar (Genesis 38); Jael ( Judges 4:17-23, 6:2431); Shiprah and Puah (Exodus 1:15-21); Hagar (Genesis 16, 21:9-21); the woman of Timnah
(Judges 14, 15:1-8).

What do the stories tell us of the way that Hebrew women acted, and thought of themselves?
What do the stories tell us about the place of women in society? What is the place of women
in the religious experience and religious history of the Hebrew people?
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
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Unit A6-2 Mary and Women in Scriptures
Stage 6: Years 11 and 12
LINKS WITH A SENSE OF THE SACRED
In Science, note practising female scientists and their area of research. In PDHPE, the debate about entry of women into
traditional male sports. In Visual Arts, ideas which challenge mainstream portrayal of women. In Modern History, the
suffragette movement. In Society and Culture, study of social and cultural world, roles, family, gender, power, authority,
influence. In Legal Studies, a study of women and the Law.
Suggested
Assessment
Peer Assessment
Peer marking of the
descriptions of the
ideal male/husband.
Suggested Teaching/Learning Strategies
Refer to ‘Essential Reading for Teachers’, A8-3 ‘The Setting of the Gospels’; KWL Year 9 Ch 11

Discuss pre-Christian culture and society, including beliefs, customs, major
change/movement/conflicts, etc.

Group work: Students present an outline of the customs and traditions of Hebrew society at
different times (eg. Ancient Hebrew society, First Century Palestine) which would have
shaped the roles of the women who lived in these communities. Divide the class into small
groups. Groups allocated a topic to research and present to the class:
women’s place and roles in the social structure, both the family household unit and
the broader community
customs and rituals associated with women’s rites of passage eg. Marriage, childbearing, menstruation, etc
women’s roles within religion
social/cultural conditions, such as housing, clothing, work, food, etc.
women’s rights (inheritance, position in law, etc.)
attitude of the time towards unmarried mothers, childless women, prostitutes, slave
women and widows
Develop a profile of the daily/weekly/monthly/yearly life patterns of women in the time
frames researched.

Read Proverbs 31:10-31 and Ecclesiasticus (Sirach) 25:16 - 26:18 (Chapter 12, Scripture,
p23).
Students list the qualities/duties of the ideal woman/wife as identified in Scripture.
Brainstorm what this tells us about the kind of life women led and the roles and
responsibilities they undertook in family and society.
Discuss the relevance of these qualities/duties in contemporary Australian society.
Write a description of the ideal male/husband as it could have been written in
Proverbs and would be written today from a woman’s perspective.
Teacher Assessment

Marking of the creative
presentations of
significant women in
the Old Testament.
Brainstorm or present evidence to show that Scripture is generally written from the
perspective and experience of men. What does this say about the presence of women in the
Bible?

Create a timeline of significant women in the Old Testament. Add other significant figures
and events to bring contextual perspective. For example, Sarah and Abraham settle in
Canaan.
Self-Assessment

Reflection on the
insights gained from
the women of the Old
Testament.
Students select one well known woman from the Old Testament. See KWLCathStudies
11.8. Students write a brief statement about what we can know about this woman from what
is said in the Scriptures. Suggest reasons for her inclusion.

Group Assessment: Students work in small groups to creatively present the story of ONE
significant woman in the Old Testament from the perspective of that woman, emphasising
the strengths and qualities that distinguish her.
For example:
-
Write and present a song, story, monologue or poem
-
Present a tableau/ role play, interview or PowerPoint presentation
-
Prepare a newspaper article, create a website or present a visual representation
(poster, painting, etc.)
-
Students complete a written reflection on the insights they have gained from Old
Testament women. This could be used as the basis for the prayer reflection at the
conclusion of the unit.
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 45-
Unit A6-2 Mary and Women in Scriptures
Stage 6: Years 11 and 12
Classroom
Outcomes
It is intended that
students will be
able to:
V appreciate the
qualities of Mary
revealed in
Scripture and
tradition which are
most relevant to life
today
K outline the
portrayal of Mary in
Scripture, history
and tradition.
S examine the
qualities of Mary
which are
highlighted in
Scripture and
distinguish the
historical Mary from
the Mary of faith and
tradition.
Essential Reading for Teachers
Mary in the Gospels

A study of Mary in the Gospels is an essential component of this unit. Mary is integral to the
story of Jesus and to the Christian understanding of salvation history.

In Mark (3.21, 31-35; 6.3) there is only passing reference to Mary; her presence provides Jesus
with a context for expanding his followers’ understanding of discipleship.

In Luke, she is a prophet who announces the coming reign of God. She is shown as a model of
all the things a follower of Jesus ought to be. Luke’s Mary is a representation of the way the
early Christian community came to cherish and venerate Mary, and to develop a theological
perspective on her story. Luke 1:26-56, Annunciation; 2:1-21, Birth Narrative; 41-52, the 12 year
old Jesus in the Temple; 8:19-21, kinship group v. discipleship; possibly 23: 55-56, the burial of
Jesus; possibly 24:1-11, at the tomb

In Matthew, (1.18-25) the emphasis in the birth narrative is on Joseph’s experience rather than
Mary’s. Mary is seen as being in a vulnerable position; her pregnancy may bring her and her
family shame and dishonour. (Mary is possibly referred to in Mt 28.1-10.)

In John, Mary, referred to as ‘The Woman’, is presented in two stories, the marriage at Cana
(2.1-12) and the crucifixion (19.25-27). In the first, she is the means by which Jesus commences
his ministry: Mary propels Jesus forward into his future. The bond between mother and son in
Jewish society has always been strong: John captures the depth of familial relationships in the
second of his stories involving Mary, at the foot of the cross.

In the Acts of the Apostles (1:14), also written by Luke, Mary is presented as a member of the
early Christian community and as devoting herself to constant prayer. This corresponds to the
Jewish ideal of holiness, centred in life: in God and in humanity. Mary is presented as being
focused on both God and her community. There is also the powerful image of the very early
church gathered in prayer around the person of Mary.

Many titles and images have been given to Mary through the ages. Some are true to Scripture
and Tradition, others have been distortions. One early title by which Mary was revered was that
of ‘Theotokos’ or “God-bearer”. Two important dogmas proclaimed in more recent times are the
Immaculate Conception (CCC 490,491) and the Assumption (CCC 966, 974).
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
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Unit A6-2 Mary and Women in Scriptures
Stage 6: Years 11 and 12
Suggested
Assessment
Self Assessment
Reflection on the insights
gained from the
exploration of the Mary of
Scripture, history and
tradition.
Suggested Teaching/Learning Strategies

Brainstorm what the students know about Mary. Discuss sources of this knowledge, eg
Scriptures, Church tradition, devotions, visual representations, etc.

Group task: Divide into five groups, with each group allocated one of the four Gospels
and Acts. Students read and note what each Gospel/Acts tells us about Mary and
suggest reasons for the writer’s inclusion of these references to Mary. See:
KWLCathStudies 11.9. Students create a symbolic representation of Mary based on the
image presented in this Gospel/Acts. This could be used in the prayer reflection at the
conclusion of the unit.
Teacher Assessment
Individual/Group
research task on the
Mary of one particular
period of time/culture.
Possible Assessment/
extension activities
1. Prepare a response to
the challenge that
there is no place for
the veneration of Mary
within Christian
practice.
2. Investigate Mary’s
portrayal in the Qur’an
and the role she plays
within Islam, where
she is held in high
esteem.
3. Evaluate the
authenticity of various
images of, and/or
devotions to, Mary.
How true are they to
the portrayal of Mary
in the Scriptures?
4. Examine the AnglicanRoman Catholic
International
Commission's
(ARCIC) document
Mary: Grace and Hope
in Christ (2005). How
does it promote the
cause of Christian
unity?

Students recall earlier Scripture work on the qualities of a good woman/wife. Discuss
the ways in which Mary meets or challenges these criteria.

View brief excerpts from the film “The Passion of the Christ” which demonstrate the
powerful portrayal of Mary as a real mother, disciple and Jewish woman. Discuss the
qualities she exemplifies, making her a woman of such significance in history.

View BBC documentary “The Virgin Mary”. Students construct a table listing the
qualities of ‘the Mary of the first century’ and ‘the Mary of the Christian Tradition’.
Discuss the claim that both women are extraordinary and have a powerful relevance to
women everywhere today.

Students explore the meaning of Pope John Paul II’s description of Mary as
“Abraham’s most authentic daughter”, in his sermon in Nazareth on March 25, 2000.

Introduce students to the traditional litany of Mary and the ‘Litany of Mary of Nazareth’;
identify the Scriptural and Church sources for the titles; note especially the title ‘Seat of
Wisdom’ (see Sample Prayer). Students select Marian music which celebrates some of
the titles from the litany.

Individual/Group assessment: Groups research the portrayal of Mary in art/society and
the types of Marian devotion present in this period/culture, as listed below. Groups
prepare a presentation of their research highlighting: the connection between the art,
Scripture and Church Tradition; the relationship between the images presented and the
forms of Marian devotion relevant to the period/culture; the characteristics of Mary that
are emphasised; insights into the feelings, values and faith of the period/culture for
which the art was produced (See: KWLCathStudies 9.2; 9.4; note Catholic Weekly and
CEO resources listed in this unit):
Early Christian times; The Middle Ages; The Renaissance; The Nineteenth Century;
Post Vatican II; The New World (non-European); Australia; Eastern Churches.
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
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Unit A6-2 Mary and Women in Scriptures
Stage 6: Years 11 and 12
Classroom
Outcomes
It is intended that
students will be
able to:
V suggest ways in
which women’s
roles and
responsibilities in
the early Church
provide a worthwhile
model for today’s
Church
K describe the
context and stories
of particular Jewish
and Gentile women
who became
followers of Jesus
S locate, list and
read episodes in the
life of Jesus and the
early Church history
which relate the
roles activities of
women
It is intended that
students will be
able to:
Essential Reading for Teachers
Women in the early Church





S compare Jesus’
attitude toward
women with
contemporary
attitudes to women
in the church and
society
Women disciples were among the first to witness and proclaim the resurrection of Jesus.
Matthew identifies the women as disciples (see Mt 27.55-28.15). The women figure prominently
in Luke’s account also (see Lk 24.1-11).
There are at least two designated ministries exercised by women in the New Testament:
deaconesses and widows. Phoebe (Romans 16) is described as “a deacon of the church of
Cenchreae”. Phoebe as a deacon in the church suggests other women leaders in the early
communities. In discussing the qualifications for various ministries, 1 Timothy 3:11 notes that
“women similarly should be serious, not slanderous gossips. They should be temperate and
entirely trustworthy”. 1 Timothy 5.9-10 indicates the special place of prayer and service held by
widows.
We can revitalise these stories by ‘writing women in’. If we read the stories of women such as
Esther, Hannah, Ruth, Abigail, Tamar, Mary and Mary Magdalene, we find women who were
open to the mystery of God in their lives and who acted in difficult circumstances with courage
and integrity; these are stories to inspire our students.
Links with women today

V explore Jesus’
relationships with
women and how
these can inform
contemporary
attitudes
K identify
connections
between the ‘Gospel
portrayal of women’
and contemporary
women
There are differing understandings about the roles and authority of women in the early Christian
communities, but women were certainly a major reason for the successful evangelisation carried
out by early Christians. Judgements about references to women should take into account the
variety of audiences addressed by Acts and the Letters, which ranged from rural Palestinian
groups to the Hellenistic urban churches (duties attached to ministry roles seem to have varied
from area to area).
Scriptural references to developing ideas about the roles and place of women in the early
communities include: 1 Corinthians 11:3 (the hierarchy of authority); Galatians 3:28 (equality
before God); 1 Timothy 2:11-15 (roles of women). Note the role of Priscilla and Aquila in Acts
18.26. (For an extensive list of Scriptural references to women in the early Church communities,
see Smith P, Woman Gifts.)
The radical approach of Jesus in his interactions with women presented a challenge to his own
society, as they do to us today. As you read the Gospel stories of Jesus with women, you will
see that he demanded two things:
- that society in general view women as people of equal dignity and status with men, and
- that women themselves live their lives in a way that flows from their inherent dignity.

The challenge Jesus gave was to both society in general and women themselves.

To be of equal dignity and status may not always mean that the same roles are undertaken by
both men and women.

Examples of women whom students may wish to research: Dorothy Day; Mary MacKillop;
Catherine McAuley; Mother Theresa; Helen Prejean (Prison Chaplain featured in “Dead man
walking”).

Many patriarchal societies, and even the Church, have minimized the voice and place of
women especially in public life, authority and decision-making. Some emerging liberal values,
such as expressed in the feminist movement, and the great humanitarian values have
challenged this.
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
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Unit A6-2 Mary and Women in Scriptures
Stage 6: Years 11 and 12
Suggested
Assessment
Teacher Assessment
Written response
discussing the role and
portrayal of Mary
Magdalene in Scripture
and tradition.
Suggested Teaching/Learning Strategies
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Peer Assessment
Recall the role and status of women in first century Palestine.
Students locate references to women, both named and unnamed, in the New
Testament. How are they referred to when unnamed?
Divide class into groups, allocating 2 or 3 references per group. Explore Jesus’
relationship to/reaction toward these women as demonstrated in the Scripture stories
eg: Mark 7:24-30; 5:24-34; 15:6:1-6; 6:3, Matthew 26:6-13; 15: 21-28; 19:9-10; 28:1-10;
Luke 8:1-3; 20:27-36; 24:1-12; 15:8-10;
Students draw conclusions about Jesus’ radical approach to women and how this
contrasted with the prevailing view of the time. Students discuss the relevance of
Jesus’ views about women in today’s world.
Locate references to Mary of Magdala in the Gospels and draw conclusions about the
role she played as a disciple of Jesus, witness to the resurrection and member of the
early Christian community. Investigate her portrayal in art, literature and film (eg BBC
documentary “The Real Mary Magdalene” and “Mary Magdalene, the Apostle”) as a
repentant ‘prostitute’. Students write a Response, discussing how this compares with
the claim that she can be called ‘the first evangelist’ and is referred to as ‘the apostle to
the apostles’. See KWLCathStudies 11.9
With reference to Scripture, list the ways in which the women listed above and those
from Acts/Letters participated in the early Christian communities and exercised
discipleship and ministry. For example, Prisca & Aquila – Church leader (Romans
16:3); Phoebe – deaconess (Romans16:1); Dorcas (Tabitha) – welfare worker (Acts
9:36-42). Students discuss which of these roles are still present in the Church today
and suggest possible reasons why some have disappeared, eg the role of deaconess.
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View a contemporary film/television program which demonstrates particular social
attitudes to women. Students list the roles and responsibilities displayed by women in
the film. Discuss the attitudes to women expressed in the film/television program?
Discuss how Jesus might have reacted to this film.
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Students role play a contemporary scenario involving issues of justice for women. For
example, sexist advertising, economic exploitation, sexual exploitation/abuse, domestic
violence, women’s rights, bioethical issues, etc. (KWLCathEthics provides a wide
variety of issues and the Catholic perspective on these issues). The cast of the play
must include a ‘Jesus character’ who brings Jesus’ attitude toward women to the
situation.
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Brainstorm significant women who by their actions are, or have been, true witnesses to
the Gospel message. See: KWLCathStudies 9.7-8
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Students research one contemporary international, national or local woman who, by her
actions proclaims/proclaimed her witness to the Gospel message and exercises
Christian discipleship and/or leadership. Students then relate this woman to one of the
women of Scripture (eg Dorcas and Dorothy Day in social welfare and justice).
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Brainstorm the roles women play in the Church; compare and contrast these roles with
those of women in the broader society; explore the complementarity of roles between
men and women; what changes are needed in today’s society, in today’s Church?
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Discuss what might be some of the issues that arise for women in the Catholic Church
today.
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Internet research: students individually research current Catholic teaching/attitudes on
the status and roles of women in Church and society identifying ten key points and
listing the sources used (eg. Pope John Paul II’s “Letter to Women”, June 29 1995 –
http://www.ewtn.com/library/PAPALDOC/JP2WOM.HTM). Class share research
findings.
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Debate whether or not these teachings and attitudes are a reality in the Church and/or
society today.
Role plays.
Teacher Assessment
Research on a
contemporary woman.
Self Assessment
Student reflection on their
experience of women in
the Church today.
Extension Activity
Discuss the issue of
gender equity within the
Church in light of the
assertion that women are
equal but not the same
as men, equal and
complementary with men.
Does equality mean
being the same? Does
the Church always have
to follow the current
trends in gender equity in
western society?
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
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Unit A6-2 Mary and Women in Scriptures
Stage 6: Years 11 and 12
CELEBRATION: PRAYER AND LITURGY
PRAYER IN HONOUR OF MARY, SEAT OF WISDOM AND MOTHER OF THE CHURCH
Liturgy Preparation
Allocate each student the name of an Old Testament woman, a woman of the New Testament OR one of the
contemporary women discussed in the course of this unit. In pairs, students compose a one-sentence statement
highlighting this woman’s contribution to the experiences of women, including the ways in which they have been/are an
inspiration to all people. These will be read as part of the class liturgy. Each statement follows the following structure:
“This is the light of …… (insert name) who ……… (insert what she did/does) and inspires us to …….. (insert inspiration),
eg “This is the light of Dorcas, who was challenged and inspired by Jesus’ ministry to help others and who inspires us to
care for those less fortunate today.” Or “This is the light of Priscila who with her husband, despite the threat of
persecution, provided hospitality and leadership in the early Church and who inspires us to publicly witness our faith.”
Suggested Celebration
Establish a sacred focus by displaying student work from the unit. Create a focal point using images/symbols
of Mary or a representation of women of faith.
Gathering Prayer
Leader: Lord God, May your Holy Spirit be with us as we gather to honour the memory of women. We
honour Mary, Seat of Wisdom and Mother of the Church, and we honour all those women, the greatest and
the least, who have gone before us in faith. We honour the place of women in our lives, church and world
today.
The Word
A Reading from the Book of Wisdom 7:22b - 8:1 - The Nature of Wisdom
Response
Leader: Come and share the story of women who were open to the mystery of God in their lives and who
acted in difficult circumstances with courage and integrity. Let us listen to their voices, honour their lives,
affirm their gifts, mourn their suffering, and celebrate their embodiment in the image of God.
As we tell their stories, let us celebrate the contribution of these women and the inspiration they provide for
us today. Let us bring forth these women into the light.
(In pairs, students process and read aloud their statement about a woman, placing a small candle beside the
focal point. See ‘Liturgy Preparation Activity’ in Outcome 5 this unit’)
Leader: Let us honour Mary, Seat of Wisdom, Mother of Christ and Mother of the Church:
PowerPoint reflection on images of Mary (see ‘Resources’), accompanied by appropriate Marian music.
From As One Voice (Vol 1): No 52 The Magnificat (Peter Kearney); No 117 Lady Mary (Sandra Sears); No
141 O Holy Mary (Owen Alstott). Also music by: Michael Card; Danielle Rose; Monica Brown; Trisha Watts;
Litany of Mary of Nazareth (Adapted from Mary, Wellspring of Peace, USA, 1987)
Mary, wellspring of peace …R. Be our guide
Mary, Model of strength ...R; Mary, Model of gentleness ...R;.. Mary, Model of trust...R; Mary, Model of courage...R;
Mary, Model of patience …R; Mary, Model of openness to God’s will…R; Mary, Model of perseverance ...R
Mary, Mother of God …R. Pray for us
Mary, mother of the liberator …R; Mary, mother of the homeless …R; Mary, mother of the dying …R; Mary, mother of
the peacemaker …R; Mary, widowed mother …R;
Mother of a political prisoner …R; ..the condemned …R; ..the executed criminal …R.
Liberator of the oppressed, R. Lead us to life;
Comforter of the afflicted …R; Breaker of bondage …R; Political refugee …R; First disciple …R; Sharer in Christ’s
ministry …R; Participant in Christ’s Passion …R; Seeker of Christ’s will …R; Witness to Christ’s Resurrection…
R.
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
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Unit A6-2 Mary and Women in Scriptures
Stage 6: Years 11 and 12
SAMPLE TEACHING STRATEGY
Outcome 2:
Locate and examine the experience of God in the lives of women from the Old
Testament
Outcome 4:
Describe the context and stories of particular Jewish and Gentile women who
became followers of Jesus
Suggested teaching/learning process
1.
Allocate each student/group one woman from Scripture – balance between Old and New
Testament
2.
Students read this woman’s story; see To Know Worship and Love Catholic Studies 11.8-9
3.
Students research this woman, investigating her portrayal in folklore, art, religious tradition –
either Jewish or Christian
4.
Group discussion of this woman’s story in light of the socio/cultural context in which she lived
5.
Student/group devise a means to creatively retell this woman’s story focussing on events from
her perspective. Creative presentations could include: a song, story, monologue or poem; a
tableau/ role play, interview or Power point presentation; a newspaper article, website or a visual
representation (poster, painting, etc.)
6.
Student/Group presentation
Women could include:
Old Testament
New Testament
Eve (Genesis 2:18-25, 3:1-24)
Any of the Matriarchs– Sarah, Rebecca,
Leah, Rachel, or their slaves/maids Hagar,
Bilhah, Zilpah; or Dinah (Leah’s daughter) –
stories in Genesis
Gospel women such as Mary of Magdala (Mk
15:40-41; 16 Mt 27:55-56; 28 Lk 24:10; Jn
19:25; 20), Mary of Bethany, Martha of Bethany
(Lk 10:38-42 ; Jn 11-12)
Miriam, sister of Moses (Exodus 2:1-10,
15:20-21)
Women in the early church such as Prisca,
Junia, Phoebe (Romans 16), Lydia, Dorcas
(Tabitha –Acts 9:36-42)
Deborah & Jael (Judges 4,5)
Ruth and Naomi (and Boaz) (Book of Ruth)
Hannah – mother of Samuel (1 Samuel)
Ruth
***Some students might choose to
investigate one of the significant un-named
women of Scripture, eg The Samaritan
woman at the well (Jn 4:1-42), the woman
accused of adultery (Jn 8:2-11), the woman
who anoints Jesus (Mk 14:3-9), one of the
women at the Crucifixion/Resurrection.
Michal, Bathsheba – wives of David
(1 Samuel !8:17-19:17; 2 Samuel))
Tamar – rape victim
Judith (Chs 8-13)
Esther (Book of Esther)
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
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Unit A6-2 Mary and Women in Scriptures
Stage 6: Years 11 and 12
RESOURCES
To Know Worship and Love Year 9 (2nd edition), (2003), James Goold House Publications, Melbourne.
To Know Worship and Love Catholic Studies, (2006), James Goold House Publications, Melbourne, Vic
To Know Worship and Love Catholic ethical thinking, (2005), James Goold House Publications, Melbourne,
Vic
Teacher Resources
Goosen G & Tomlinson M, (1994), Studying the Gospels: An Introduction, EJ Dwyer, Sydney
McCarthy C & Riley W, (1986), The Old Testament Short Story: Explorations in Narrative Spirituality
Fletcher E, (1997), Women in the Bible, Dove, Blackburn Vic
Meyers C (Ed), (2000), Women in Scripture, William B. Eerdmans pub., Michigan.
Brosnahan E (Ed), 1994, Mary – The First Disciple (Australian Edition, No. 40), National Centre for Religious
Studies, Auckland.
Gateley E & Glanzman L, (2002), Soul Sisters: Women in Scripture Speak to Women Today, Orbis Books,
New York
Woman and Man: One in Christ Jesus
Catholic Education Office, Sydney (2005) Images of Mary from around the world
Catholic Weekly, Sydney (2004) Our Lady – a tribute in Art
Mary, Wellspring of Peace (1987) Pax Christi, USA
Moore, S Strong Woman Inform 83: Catholic Adult Education Centre, Sydney
Ryan M, (1998), Mary, Social Science Press, Katoomba, NSW
Ryan M, (2001), Teaching the Bible, Social Science Press, Katoomba, NSW
Figueroa L, (2001), Women Shaping Church History, Harcourt Religion, Florida
Multimedia
The Passion of the Christ, (2004)
The Virgin Mary, (2004), BBC
The Real Mary Magdalene, (2002), BBC
Mary Magdalene – the Apostle, (2001), TVF International (Distributed by Marcom Projects)
http://www.ewtn.com/library/PAPALDOC/JP2WOM.HTM (John Paul II’s Letter to Women, June 29 1995)
As One Voice (Vols 1 and 2)
Other Music by: Michael Card, Danielle Rose, Monica Brown, Trisha Watts
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
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Unit A6-2 Mary and Women in Scriptures
Stage 6: Years 11 and 12
UNIT EVALUATION
Evaluation by Teachers
During the course of the module the teacher should make notes in answer to the following questions:
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To what extent were students able to respect the role and significance of women in the Scriptures
and in the Christian communities?
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To what extent were students able to recognise the place of Mary in the Scripture, history and
Tradition?
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To what extent were students able to think critically about the role and significance of women in the
contemporary church and world?
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To what extent were classroom outcomes achieved?
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Which teaching/learning strategies would you use again?
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Did the assessment strategies effectively assist students to demonstrate achievement of the
classroom outcomes?
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Were there other items of resources for teachers or classroom resources that were used in this unit?
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 53-
Unit A6-2 Mary and Women in Scriptures
Stage 6: Years 11 and 12
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 54-
Unit A6-2 Mary and Women in Scriptures
Stage 6: Years 11 and 12