E6-3 Moral Issues
CLASSROOM OUTCOMES
Values and Attitudes
Knowledge
Skills
It is intended that students will be able to:
1
2
3
4
5
LS
appreciate the Biblical
foundations of Christian
ethics
explain the Biblical foundations
of Christian ethics
apply appropriate terminology in
relation to Christian ethics
examine the place of
Christian moral perspectives
in a pluralist society
identify the sources for Christian
moral teachings
use the Scriptures and other
sources to explore a range of
Christian moral teachings
justify the consistent ‘ethic of
life’ which underpins Catholic
ethical teaching
examine the consistent ‘ethic of
life’ which underpins Catholic
ethical teaching
analyse the Catholic response to
ethical issues
consider the Church’s
response to local and global
moral issues
describe the Church’s response
to a range of moral issues
apply Catholic moral teaching to
local and global issues
discuss moral decisions in
light of Catholic teaching
explain the Catholic teaching on
particular moral issues
research and present Catholic
approaches to particular moral
issues
explore what it means to
respect all living things
describe one moral issue that a
person may face
explain how the Church’s teaching
helps a person to make a moral
decision
SPIRITUAL REFLECTION FOR TEACHERS
Rob is a recipient of a successful kidney transplant. He lives a very busy normal life with occasional
visits to his specialist.
Kidney transplants as a procedure are considered almost routine in the Australian hospitals today. It is
hard to believe that little over half a century ago transplants were still one of the dreams of medical
science. Few would deny the great contribution that this medical advancement makes to the value and
dignity of human existence. Much could be said for many others like it such as the discovery of
penicillin, the use of palliative medication to reduce suffering for those with terminal illness and
harnessing radiation in the treatment of cancer.
Issues around medical ethics are often at the centre of much debate and interest amongst Catholics
and the wider community. Each time science steps out into the realm of possibility it presents a
challenge for all of us to clarify whether it is going to positively contribute to the value and dignity of
human life. The Church, with its consistent ethic of life, engages with these complex issues to give
guidance on how to respond.
What scientific advances have been unquestionably beneficial to human beings? What are some that have
proved detrimental to human dignity?
What are some ‘possibilities on the edge of scientific reality’ that you have hopes, questions or concerns
about?
How can the Church help clarify scientific advancement and also the value and dignity of human life?
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Unit E6-3 Moral Issues
Stage 6: Years 11 and 12
LINKS WITH STUDENTS’ LIFE EXPERIENCE

The Church’s teaching on many moral issues is counter–cultural, challenging some attitudes widely
espoused in society. Students hear many ‘voices’ that are conflicting.

Students are part of a popular culture that values personal freedom and individuality. Some students
may see ethics and morals as oppressive or outdated.

Teaching and learning in this unit should provide students with direction and confidence for making
informed moral judgements.

A range of issues can be explored by using print, multimedia and ICT resources.

Teachers need to be mindful, that many of the issues in the ‘E’ units are sensitive and impact at the
core of some students’ lived experience.
THE CHURCH’S TEACHING AND LIVED TRADITION

In their lives and teachings Christians have always recognised the moral demands of the Gospel of
Jesus. However, Catholic ethical teaching was not fully systematised until the sixteenth century. It
gave rise to Church teachings based on Revelation and on deductions from the natural law.

In recent decades Catholic Social Teaching has used an inductive method focusing on the dignity of
the person. It has been a trailblazer in Christian reflection on many of the issues identified in this
module.

At the same time the Church has reaffirmed its teaching on matters such as sexual behaviour and
the sanctity of life in documents like the Catechism of the Catholic Church (1992), Veritatis Splendor
(1993) and Evangelium Vitae (1995).
CATECHISM OF THE CATHOLIC CHURCH
In preparation for the teaching of this unit, the following references are recommended:
1925
The common good consists of three essential elements: respect for and promotion of the
fundamental rights of the person; prosperity, or the development of the spiritual and temporal goods
of society; the peace and security of the group and of its members.
408
The consequences of original sin and of all men’s personal sins put the world as a whole in the sinful
condition aptly described in St John’s expression, “the sin of the world”. This expression can also
refer to the negative influence exerted on people by communal situations and social structures that
are the fruit of men’s sins.
2331
“God is love and in himself he lives a mystery of personal loving communion. Creating the human
race in his own image…, God inscribed in the humanity of man and woman the vocation, and thus
the capacity and responsibility, of love and communion”.
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Unit E6-3 Moral Issues
Stage 6: Years 11 and 12
SCRIPTURE: BACKGROUND INFORMATION





Sanctity of Life
Gen 4:8-12; Ex 20.13; Lev 17:14; Is 2:4; Mt 5:21-22
Dignity and Integrity of Person
Gen 1:27; Dt 25:13-16; Am 8:4-6; Mt 6.24; Lk 3:11, 11:41; James 5:1-6
Honesty and Truth
Ex 20:15; Prov 18:5, 19:9; Sir 21:28
Sexual Behaviour
Ex 20:14; 2 Samuel 11-12 David, Bathsheba and Uriah
Mt 5:32, 19:6; Mk 10:11; 1 Cor 6:9-10
Marriage
Mt 19: 1-12; Mk 10:9; 1 Cor 7:10-11
Care of Creation: Gen 2
Genesis 4:8-12
Am I my brother’s keeper?
“Am I my brother’s keeper?” Here we have a rhetorical question because we know the answer to be yes.
God still asks that question of us. Sadly “Cain and Abel” is a timeless story, for we still kill our brothers and
sisters. The text has other questions that we need to ponder – “What have you done? Where is your
brother/sister?” God does not need to ask these questions for surely God knows the answer. The poignant
poetry of the text answers God anyway – “Listen to the sound of your brother’s blood crying out to me from
the ground” (4:10). So how do we answer those questions today? Do we know who are our brothers and
sisters? Can we identify them in the classroom, in the school, in our families, in our society? Perhaps we
could list them – those people we need to watch over, to care for and to love. Those in our world whose
lives need protecting and saving. Whom can we save from death? Whom can we love into life?
Amos 8:4-7
Listen to this
The people with whom Amos was involved assumed that their prosperity proved that they were righteous.
They offered sacrifices and went on religious pilgrimages. They were performing what they saw as all the
necessary and correct cultic and religious requirements. Thus they validated their life style. But Amos
disagreed. According to him, the pursuit of wealth for its own sake, rather than the distribution of wealth to
all, was unacceptable and abhorrent to God. Conduct in the world of business must always correlate with
conduct in a holy place.
Amos' message of economic equality is still very pertinent to our world today. Amos spoke against an
economic lifestyle that is opposed to traditional values of responsibility and equanimity. “They have deported
entire nations as slaves to Edom and have not remembered the covenant of brotherhood” (Amos 1:9). For
Amos, economic reorganisation without compassion is not acceptable – “Listen to this you who trample on
the needy and try to suppress the poor people of the country” (8:4). The resulting oppression of the poor
cannot be tolerated according to the prophet. But in the climate of peace and prosperity of the times, Amos
probably knew that it would be extremely difficult to convince the people of the truth of his message.
Furthermore, Amos was only too aware that participation in religious observance gives a false sense of
confidence. Amid the peace, prosperity and religious enthusiasm of the times there appeared to be no real
awareness of God and of social justice. Amos declared that God rejected corrupt and false religion – “When
will the New Moon (a festival) be over so that we can sell our corn, and the Sabbath, so that we can market
our wheat” (8:5).
Matthew 6:24
No one can be a slave of two masters
This is a short wisdom saying of Jesus. It is set in the famous and beautiful Sermon on the Mount. Who are
the two masters? God and money. Are we to be ‘slaves’ to God? In one sense, yes. Are we slaves to
money? That is harder to answer. Our society values materialism with its conspicuous consumption and
affluence, its waste and inequality. We often hear that we live in an economy but not often a community.
Yes, we need money to live. Poverty is an evil that we need to eradicate from our world. To do this, wealth
must be distributed more equally. Biblical thinking consistently encourages distributive justice. We speak of
living in the Commonwealth of Australia. But is the wealth common to all? Is it common property or common
wealth? No. We become enslaved to money by not sharing our wealth. The more we have the more we
think we need. The oft repeated adage – “Live simply so that others may simply live” is in keeping with
Jesus’ message here.
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Unit E6-3 Moral Issues
Stage 6: Years 11 and 12
SYLLABUS OUTCOMES



value the role of the Church’s teaching in giving moral guidance to personal and moral issues
identify the impact of the Church’s teaching on a range of personal and social issues
develop strategies for dealing with complex situations and making moral decisions
Classroom
Outcomes
It is intended that
students will be
able to:
V appreciate the
Biblical foundations
of Christian ethics
Essential Reading for Teachers
Preparation for this unit will be most effective if the teacher reads the Essential Reading
for Teachers of all other units in this strand.

This unit concentrates on how the Church’s teaching is applied to a range of moral issues. It
is complemented by Unit E6-2 which examines the foundation and sources of Catholic moral
decision-making.
K explain the
Biblical foundations
of Christian ethics
The Biblical Foundation of Christian Ethics

Jesus Christ is the foundation of Christian morality. Jesus reveals in the way he lived and
died what it is to be truly human.
S apply appropriate
terminology in
relation to Christian
ethics

The Scriptures are a primary source of Christian moral teaching.

The Hebrew Scriptures present God’s Law, especially the Ten Commandments in the
context of the covenant as an expression of God’s loving concern for his people.

Jesus proclaims his law of love, calling for more than the law requires, especially in
Matthew’s Sermon on the Mount (Mt 5-7). Throughout the New Testament, most notably in
Paul’s writings, there is teaching on the attitudes, qualities and actions that befit the
followers of Jesus.
It is intended that
students will be
able to:
V examine the
place of Christian
moral perspectives
in a pluralist society
K identify the
sources for
Christian moral
teaching
S use the
Scriptures and other
sources to explore a
range of Christian
moral teachings
The Basics of Christian Ethics

Christian moral living, or ‘Life in Christ’ arises out of these Biblical foundations. Most
Christians share common ethical ideals. However, different denominations have some
variations in their manner of justifying ethical understanding.

Catholic moral teaching is grounded in the Scriptures, and also has a great heritage of moral
reasoning, Church tradition and authoritative teaching to draw upon in its ethical
considerations. It sees morality in the context of God’s plan and recognises the importance
of the natural law. From it is drawn basic principles of moral conduct. In the Catholic tradition
certain actions, in and of themselves, irrespective of intentions and circumstances, are
wrong.

However, moral living is always seen in positive terms, as a life of ongoing conversion and
growth towards God. The person is called to develop the habit of doing the good, ie, to live
virtuously, and to act with justice and compassion (cf Unit E6-1).

Over the last century Catholic social teaching has developed significantly and has focused
on the dignity of the human person. A considerable body of doctrine on human rights and
development and justice and peace issues has been taught, especially in papal social
encyclicals.

For the Orthodox Churches Biblical authority, especially that of the Ten Commandments, is
of paramount importance for ethical living. They depend less on organised deductive, ethical
theories. They stress a love that mirrors God's love, sharing in the struggles of others, and
self giving patterned on Jesus 'who emptied himself' (Phil 2:7).

Traditionally, Protestant ethics have been characterised by their reliance on the Bible. Just
as Catholic ethics has become more biblical in recent years, Protestant ethics is developing
greater interest in social justice issues.

Catholic and other Christian responses to moral issues can be categorised under a number
of headings such as the sanctity of life, the integrity and dignity of the person, honesty and
truth, sexual behaviour and care of creation. Issues can only be briefly identified here; fuller
details can be found in the ‘Catechism of the Catholic Church’ and other readings for
teachers.
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Unit E6-3 Moral Issues
Stage 6: Years 11 and 12
LINKS WITH A SENSE OF THE SACRED
In Modern History, Industrial revolution, Transatlantic Slave trade. In Software Design and Technology, intellectual
property, ownership and use of information, ethical use of technology, privacy, is ICT redefining culture and
understanding of the human person? In Modern History, Nuclear Testing in the Pacific. In Biology, ethical issues related
to biotechnology. In PDHPE, legal and moral issues around First Aid; ethical issues raised by the increased use of sports
medicine. In Engineering Science, personal and public transport. In Food Technology, supply and marketing of foods. In
Creative Arts, the portrayal of human sexuality and the environment.
Suggested
Assessment
Suggested Teaching/Learning Strategies

Read Matthew 5-7. What is Jesus proclaiming? In groups students are given a section to
discuss and present to the class in a creative way. See KWLCathStudies 6.8.

Using the Essential Reading for Teachers, complete dictogloss on Biblical Foundations
of Christian ethics.

KWLCathEthics 1.3 Ethics and Morality: what’s the difference? Activity and discussion
under 1.3. Computer Piracy also on the ‘RESource’ website: Ethics - Lawrence M
Hinman’s Ethics site: http://ethics.sandiego.edu/index.html

Read and discuss KWLCathEthics 1.4 - 8; Summary statement on approaches to ethics.
Complete activities.

KWLCathEthics 1.11: Summary of the Ten Principles of Catholic Ethical behaviour.
Illustrate each with a symbol. Why does a symbol or image help us? (Note: this is used in
Sample Prayer of this unit.)

Handout: A Framework for Ethical Decision Making – taken from:
www.rescource.melb.catholic.edu.au
Markkula Center for Applied Ethics
http://www.scu.edu/ehtics/practicing/decision/framework.html
Explain the framework and share examples from their own lives.
Informal Teacher
Assessment
Student responds to
KWLCathEthics
Activities pp8–22.
Student responses to
Scripture and CCC
activities.
Student participation in
analysis and
discussion of
‘Common Wealth for
Common Good’
document.

Read KWLCathEthics 2.3 - 4 and complete activities.

Using ‘Scripture: Background Information’ Genesis 4:8-12; Amos 8:4-7; Matthew 6:24, to
draw a pictorial representation (eg cartoon) of at least one of these texts; using the image
to explain the text to a younger student. See also KWLCathStudies 2.2 and 2.4.

Catholic Catechism: Nos 1925, 408, 2331 (see front of this unit). Using magazines and
newspapers, find visual images to support each of the references. Explain how each is a
source of Christian Moral Teaching.

Teacher Input, reading and activity on Natural Law and its application in Catholic Ethical
Thinking KWLCathEthics 1.9.

Using KWLCathStudies 4.4, 4.6 - 7, read about the parable of the rich man and Lazarus,
world hunger and world debt. Design banners/posters to raise awareness of these issues
within the school community.
Formal Assessment
Formal research
essay: after students
have studied the
document ‘Common
Wealth for Common
Good’ in class they
write a response
stating why Catholics
should support this
statement.

Look at excerpts from ‘Common Wealth for Common Good’, a Pastoral Statement on the
Distribution of Wealth of Australia, issued by the Australian Bishops’ Conference.
(Activity: See E6-1, Outcome 3) www.acbc.catholic.org.au/documents/200109260.pdf
Informal Teacher
Assessment
Observations of what
students know and
what needs to be
clarified to study this
unit.
Peer Assessment
Student responses to
various ethical
scenarios.
Self Assessment
KWLCathEthics 1.10
Activity: Personal
Reflection.
Formal Assessment
Students communicate
research on an ethical
issue of their choice.
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Unit E6-3 Moral Issues
Stage 6: Years 11 and 12
Classroom
Outcomes
It is intended that
students will be
able to:
V justify the
consistent ‘ethic of
life’ which underpins
Catholic ethical
teaching
K examine the
consistent ‘ethic of
life’ which underpins
Catholic ethical
teaching
Essential Reading for Teachers
The Ethic of Life

A consistent ethic of life means that all aspects of life on earth are inter-connected and all
aspects of life must be respected. Every human being is made in the image and likeness of
God. All people possess an inalienable dignity and all have been charged with being
stewards of creation. This requires people to use their freedom wisely and to make
responsible choices.

Anything which diminishes the value or integrity of another person diminishes the well-being
of all humanity. Hence, a consistent ‘ethic of life’ implies interrelatedness in our approach to
a range of issues confronting humanity today. There is an underlying ethic of valuing the gift
of life which informs all ethical decisions.

The Church’s ‘consistent ethic of life’ supports human flourishing and its bioethical teaching
condemns all things hostile to life, eg. abortion, genocide, homicide, euthanasia, and suicide.
A consistent ethic of life respects human life from conception to death. Though life is a
blessing it is not an absolute good; there is never an obligation to preserve life at any cost.

A consistent ethic of life means we must ask critical questions about medical and information
technology. Does it respect human life? Does it alter our understanding of what it is to be
human? Does it promote human flourishing?

A consistent ethic of life implies a willingness to work toward developing economic and social
structures which are just and which promote human dignity. This means we must address
human rights, including issues like bullying, coercion and violence.

A consistent ethic of life promotes peace and non-violence, and sees war as a last resort
which requires a just cause.
S analyse the
Catholic response
to ethical issues
It is intended that
students will be
able to:
V consider the
Church’s response
to local and global
moral issues
K describe the
Church’s response
to a range of moral
issues
S apply Catholic
moral teaching to
local and global
issues
The integrity and dignity of the person

The human person is created in the image of God (Gen 1:27). Therefore all human life is
sacred. The basic source of human dignity lies in humanity’s call to communion with God
(Gaudium et spes, 19). Jesus taught that God is a loving father and each of us a much loved
child. All Jesus’ “Good News” points to the ineffable dignity of every person.

Respect for life, and above all the dignity of the human person, is the ultimate guiding norm
of any sound economic, industrial or scientific progress.

There must be made available to all people everything necessary for a truly human life: food,
clothing, shelter; the right to choose a state of life and to found a family; the right to
education, to employment, to a good reputation, to respect, to appropriate information, to
activity in accord with the upright norm of one’s own conscience, to protection of privacy, to
freedom, including religious freedom. (Gaudium et spes, 26)

These teachings about the human person have implications for the way we respond to many
local and global issues: subhuman living conditions, degrading working conditions,
mistreatment of workers, dishonest business practices, arbitrary imprisonment, slavery,
prostitution, trafficking in women and children, physical and mental torture.
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Unit E6-3 Moral Issues
Stage 6: Years 11 and 12
Suggested
Assessment
Informal Teacher
Assessment
Students create a grid
using a TV Guide to
highlight the number of
reality shows being
screened. Once
collected, conduct
open forum discussion.
Suggested Teaching/Learning Strategies





Formal Teacher
Assessment
- Critique of the film or
documentary of their
choice.
- explore an issue
raised in
KWLCathEthics Ch7
‘Building a culture of
life’.


Self Assessment
Journal Entry:
Student’s view of the
consistent ethic of life
in Catholic teaching
and its importance to
the Church today (see
Sample Teaching
Strategy).
Informal Assessment

Teacher observation of
students’ film study and
websearch.


Teacher Assessment
Teacher to question
students on
understanding of
Gaudium et spes,
19,26.






Select reading and activities from KWLCathEthics Chapter 7.
KWLCathEthics 3. 2-9, explore the role of conscience which underpins Catholic ethical
teaching.
Identify and list examples of Reality television. Why has it become so popular? What
does it say about us? Discussion of the morality of these shows and their impact.
Show first 15-20 minutes of the film, A Simple Plan and have students predict what will
happen. Synopsis of film and questions, with a link to Kohlberg’s Theory of the
Development of Moral Thinking (see Sample Teaching Strategy).
Students can chose to view ONE of the following films which explores a response to
some ethical issue:
Pay it forward, as a film in parable form; the power of a simple idea promoted by an
innocent person to a world in need of mercy and compassion. (See also E6-2)
Shrek, scathing critique of the cult of body image, self and materialism. See
KWLCathEthics 4.1-8.
Contact, a film about the search for truth in the film; it explores the link between science
and religion. Story of an astrophysicist (Jodie Foster) who travels to an advanced
extraterrestrial civilization and a man of faith. See KWLCathStudies10.4-5, 10.8.
Australian Story ABC 2005: Police ‘Whistleblower’. Allows teacher to discuss the whole
issue of when is it ethical to “dob” in a mate. Transcript of tape on web.
Relating the “Catholic Teaching on the ethic of Life” to specific issues:
1. Divide class in groups (group-size depending on student ability/difficulty of issue
selected)
2. Provide OH transparencies (or alternative) with the following references to CCC
statements:
3. Abortion (2270-75) Homicide (2276-69) Suicide (2280-83 & 2325) Genocide (2313)
Euthanasia (2276-78, 2324) IVF (2374-77) War (2307-09, 2312-17, 2327-29).
4. Each group reads/discusses, then underlines key phrases of Catholic teaching for
their issue.
5. Each group presents to class who highlight and annotate their own individual copy
of CCC statements.
6. Students: Summarise your understanding of the Catholic Church’s “ethic of life”
teaching.
7. Reflection: What are the implications for your life?
Film Study: Gattaca Implications that arise from genetic engineering. (See work on Peter
Vardy’s website and in ‘Dialogue Australasia’; see also Inform 81 ‘The Stem Cell Debate’
Genetic Engineering Inform 92 ‘When does Human Life begin?’)
Midnight Oil: “Read about It”. CD 10,9,8,7….1. Discuss the group’s intention in writing
this song. Teacher & students may choose other relevant songs.
Web Search: James Hardy Industries and asbestos. Inform class of the issues involved
and write a journal entry about how this issue could be classified as an example of social
wrong. Song: Midnight Oil: “Blue Sky Mining” CD: Blue Sky Mining (1992) deals with
this issue.
World Hunger & World Debt. Class can be divided in half, based on interest of either
International issue. Following tasks completed by each group and then reported back to
class. See KWLCathStudies 4.6 – 7; 3.1-5.
Web search: Bono and world hunger. Working in pairs, find websites and bring
hardcopies to class, outlining how Bono & other musicians are raising awareness of the
plight of Africa. Also work by Angelina Jolie and other prominent figures.
Web search: 1985 live aid, Live 8 July 2, 2005 and Bob Geldof. Students find useful sites
and report back to classmates about the Live Aid concert and what has happened in
Africa since 1985 and what instigated the Live8 Concert.
KWLCathEthics 8.4. Community and common good. Activities 1-8. Students check on
websites the popular initiative “Make Poverty History”.
Teacher input: Gaudium et spes, 19, 26. Discussion of implications for Australian
Catholics and society as a whole.
KWLCathEthics 2.6, Activities 1-3, “Jesus Christ: on human dignity”.
Archdiocese of Sydney
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Unit E6-3 Moral Issues
Stage 6: Years 11 and 12
Classroom
Outcomes
It is intended that
students will be
able to:
V discuss moral
decisions in light of
Catholic teaching
K explain Catholic
teaching on
particular moral
issues
S research and
present Catholic
approaches to
particular moral
issues
Essential Reading for Teachers
Human Sexuality

Human sexuality is a gift from God. Christians are called to a life of sexual responsibility,
of chastity before marriage and fidelity in marriage.

Church teaching rejects homosexual acts, but condemns no one on the grounds of their
sexual orientation.

Catholic teaching states that a valid marriage is indissoluble and that remarriage is not
allowed after divorce.

The Catholic Church teaches that sexuality is ordered towards being the expression of
married love between a man and woman, and that marital intercourse should be open to
the transmission of life. Artificial contraception is wrong because it sets aside the
capacity for procreation which belongs to marital love and which a couple celebrate in
their sexual intercourse.

The Church encourages couples to use modern methods of fertility awareness (Natural
Family Planning) in order to exercise responsibility in the regulation of births. By relying
on awareness of the cycle of fertility, a couple exercise mutual responsibility and honour
the procreative potential which is always present in sexual intercourse.
Stewardship: Care of creation

Human beings are called to honour creation, which is given in trust to all as a gift from a
loving Creator God. The beauty and bounty of creation gives us cause to celebrate and
give thanks. We acknowledge the interconnectedness of all creation: all creatures and
all creation are intrinsically valuable and linked. Human beings are asked to be stewards
of creation and to respect and share the resources of the earth.

Ecological Sustainability, Conservation and Respect for all creation are major local and
global issues. See C6-1.

See: http://www.nccbuscc.org/sdwp/international/globalclimate.htm a statement of the
US Conference of Catholic Bishops on Global climate change.
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Unit E6-3 Moral Issues
Stage 6: Years 11 and 12
Suggested
Assessment
Suggested Teaching/Learning Strategies
Self Assessment
Journal entry submitted for
marking. Response to
issues discussed in class.
Human Sexuality

KWLCathEthics Ch 6, ‘Marriage and family issues’, Appendix 1 and 2, cover most
aspects of this outcome. (See also Sexual Behaviour: {See also D6-3} Essential
Reading for Teachers). Further Teacher background: Human sexual identity (CCC,
nn369-73, 1605, 2331-35, 2348-49, 2366-67, 2371, 2375, 2378).
Teacher Assessment
Poster: Each group can
present one summary of
their topic to be displayed
during the presentations
and to be left in the
classroom as visual
stimulus/revision tool.

Informal Assessment
Class discussion.
Written responses to stimuli
material as presented in
KWLCathEthics Ch 6.
Formal Assessment
Debate - Excellent
resources listed in
KWLCathEthics Ch 6.
Extension Activity
An engaging topic is
‘Designer Babies’; Check
suitable websites, plus the
50 minute TV documentary
“Who’s Afraid of Designer
Babies” (available from
Ronin Films; Storyline
Australia SBS, 30/9/04).
See KWL CathStudies Ch
10, ‘Science and Religion’.
Informal Teacher
Assessment
General classroom
discussion of the topic.
Formal Teacher
Assessment
Take the class to the
computer lab and allow
them to research this topic
and collect facts, statistics,
the names of the big
multinationals who are
involved in this degradation
so that they can create
banners which highlight
what is occurring. These
banners can be displayed.
Marriage: the centre of human sexuality:
- KWLCathEthics Ch.6. Divide the class into groups, give each group a section to
read and complete the activity.
Human Sexual Relationships:
Relationships 6.1
Male & Female 6.2
The Great Choice 6.3
Sex Before Marriage 6.6
Living Together 6.7
Homosexuality & Marriage 6.8
Marriage as the Ideal Human Relationship
The Marriage Relationship 6.4
The Goodness of Marriage 6.5
The Gift of Children 6.9
Contraception/Sterilization 6.10 - 6.11
Key questions to consider in each topic heading:
What is the issue? What questions do we need answered having read the section? What
questions need further investigation and discussion by the class group?




Media research to investigate some moral, social and political debate regarding
same-sex partnerships and artificial insemination for single women, both in Australia
and elsewhere. How can Catholic teaching help inform the debate?
Research human genome project, stem-cell research and human-cloning and the
‘ethical minefield’ these issues are creating. Suggested documentary: “Who’s afraid
of designer babies?” Offer an informed response to Church teaching on these
issues.
Student responses to various ethical scenarios. See eg, KWLCathEthics Appendix
1, A1.2-4. Divide class into 4; have 2 scenarios; give 2 groups the one scenario and
give the other scenario to the remaining 2 groups. In groups, students discuss the
scenario and decide who will receive treatment. Have each group appoint a scribe
and a presenter. After some time for discussion have groups report back. Display
these responses and discuss each group’s response and reasons for their
responses. This then leads into a general discussion on what factors need to be
taken into account when making an ethical decision.
Students research an ethical issue of their choice on the Resource website:
www.rescource.melb.catholic.edu.au
Stewardship

Define ‘Stewardship’ and prepare a Cloze passage from Essential Reading for
Teachers. See KWLCathStudies 1.1; 3.6 (part 2); 10.2-3.

KWLCathEthics 9.11; read and complete activity.

Examine statement of the US Conference of Catholic Bishops on Global
climate change (see Essential Reading for Teachers) and other websites
promoting stewardship.
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Unit E6-3 Moral Issues
Stage 6: Years 11 and 12
CELEBRATION: PRAYER AND LITURGY
PRAYER: TRUST IN GOD AND DO WHAT IS GOOD - PSALM 37:3-9
Preparation
Set up Chapel or sacred environment with cushions or chairs arranged in a circle around the coloured cloth
of the liturgical season. Place a large lit candle (reminding us of Christ the Light) in the middle, with the Bible
opened at the appropriate Scripture passage.
Have reflective music playing as students move into the space. Taize music is appropriate.
Copy of the Opening Prayer (for students to pray together)
Make sure that each student has brought with them ONE of their images or symbols that they created in
Outcome One based on The Ten Principles of Catholic Ethical Behaviour (KWLCathEthics1.11).
Opening Prayer: Led by teacher. Read by all students.
Lord God,
We acknowledge that it is in you that we live and move and have our being.
You call us to love you and to treat ourselves and others with dignity and respect.
Open our hearts and minds to listen to your word and to the call of your spirit.
We make this prayer in the name of Jesus your son. Amen.
Scripture Reading
Psalm 37: 3-9 (to be prepared and proclaimed prayerfully by a student)
After the reading of the Psalm students come forward and place their symbol/image, evenly spread on the
cloth of the Sacred Space. (Play the reflective music from the gathering while this ritual action takes place).
Response
Deepening Experience
Teacher poses the following questions for reflection.
1) In what ways have I experienced God’s help today?
2) Was I fair and just, treating others with dignity and respect?
3) How was my family and community better because I was part of it today?
Students are given time to reflect in silence on the above questions.
General Prayers of Intercession
Students are asked to base these prayers on the Ten Principles of Catholic Ethical Teaching
(KWLCathEthics 1.11). These could be prepared in advance.
Concluding Prayer
Students join hands (if appropriate) and pray the Lord’s Prayer.
Blessing.
Dismissal
Play ‘Go Now, You are sent Forth’.
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Unit E6-3 Moral Issues
Stage 6: Years 11 and 12
SAMPLE TEACHING STRATEGY
Outcome 3: Examine the consistent ‘ethic of life’ which underpins Catholic ethical
teaching
Student Reading: To Know Worship and Love Catholic ethical thinking, Chapter 7
Informal Teacher Assessment

Film A Simple Plan – show first 15-20 minutes of the film and have students predict what will
happen.

Exposition: “anything that diminishes the value or integrity of another person diminishes the
well-being of all humanity”. Discuss the Church’s ethical teaching.

This film revolves round the moral issue of what to do with the money they find – how greed and
the dreams of what the money will enable them to do ultimately leads to a complete breakdown
of relationships, both close and distant, and even leads to the murders of innocent people. All
this results after the chance finding by two brothers and a friend of a crashed plane, a dead pilot
and a bag full of money. A good synopsis of the film is given in an article which appeared in
DIALOGUE Individually students answer a series of questions on the film.

Then spend some time looking at a simple summary of Kohlberg’s Theory of the Development
of Moral Thinking. There is an excellent correlation between his theory and why people react
the way they do in the film. Spend some time drawing this together and then deepen the
reasoning and questioning by relating their actions and responses to Catholic ethical teaching
Student Self-Assessment
In their RE Journals, students can write a reflective response to the following questions:
1. What is meant by the term ‘consistent ethic of life’ that underpins Catholic Ethical teaching?
Draw on information from KWLCathEthics Ch 7.
2. How has the value and integrity of people been diminished in this excerpt from the film?
3. Respond to the following extract:
“If the poor survive the brutality of the present global policies ranged against them,
it will be because they saw hope and hung on tenaciously to life,
heard a voice on their behalf
and took hope again,
awakened to a kind and merciful God
who works through people.” (Joan Chittister OSB)
What is the writer suggesting?
Do you agree or disagree with Joan Chittister’s comment? Why/why not?
4. How can and will you promote the underlying ethic of valuing the gift of life which informs all
ethical decisions?
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Unit E6-3 Moral Issues
Stage 6: Years 11 and 12
RESOURCES
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
Pilarczyk D E, (1988) Twelve Tough Issues: What the Church Teaches and Why, St Anthony Messenger
Press, Cincinnati, OH
Classroom Resources
Engebretson K & Elliott R, (1995), Chaos or Clarity: Encountering Ethics, Social Science Press, Wentworth
Falls
Lovat T & McGrath J (ed), (2005), New Studies in Religion, (3rd edition) Social Science Press, Katoomba
NSW
Mudge M, (2005), Living Religion ( 3rd ed) Studies of Religion for Senior Students, Longman Cheshire
Scully, M, (2002), Reaching Teens through Film (Vol. 9) Pflaum Publishing Group, Dayton, Ohio
Scully, M, (2003), Reaching Teens through Film (Vol. 10) Pflaum Publishing Group, Dayton, Ohio
Stoutzenberger J, (1992), Morality: Christian Vision and Practice, Brown ROA, Dubuque
Catholic Adult Education Centre, Sydney Inform 81, “The Stem Cell Debate”
Catholic Adult Education Centre, Sydney Inform 92, “When does human life begin?”
Catholic Adult Education Centre, Sydney Inform 99, “The Brave New World of Cloning”
Multi media
Midnight Oil “ 10,9,8,7…1” ; “Blue Sky Mining” (CD)
A Simple Plan ; Pay it Forward; Contact, Gattaca, Shrek (films)
Australian Story ABC 2002, ‘Police Whistleblower’; Storyline Australia SBS 2004, ‘Who’s Afraid of Designer
Babies’ (Ronin Films)
www.vatican.va
http://www.osjspm.org/cst/jw.htm
www.pluggedinonline.com/movies/index.cfm
http://ethics.sandiego.edu/index.html
http://www.ceo.melb.catholic.edu.au/ : click on Religious Education & Faith Development, Religious
Education Services, Online Religious Education Resources, RESource
http://www.acbc.catholic.org.au/documents/200109260.pdf
http://www.scu.edu/ethics/practicing/decision/framework.html
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Unit E6-3 Moral Issues
Stage 6: Years 11 and 12
UNIT EVALUATION
Evaluation by Teachers
During the course of the unit the teacher should make notes in answer to the following questions:

To what extent were students able to value the role of the Church’s teaching in giving moral
guidance to personal and moral issues?

To what extent were students able to identify the impact of the Church’s teaching on a range of
personal and social issues?

To what extent were students able to develop strategies for dealing with complex situations and
making moral decisions?

To what extent were classroom outcomes achieved?

Which teaching/learning strategies would you use again?

Did the assessment strategies effectively assist students to demonstrate achievement of the
classroom outcomes?

Were there other resources for teachers or classroom resources that were used in this unit?
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Unit E6-3 Moral Issues
Stage 6: Years 11 and 12
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
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Unit E6-3 Moral Issues
Stage 6: Years 11 and 12