Embedded Files
Sacred Stories Unit Overview
Sacred Stories Unit Overview
In this unit, students explore universal truths and how sacred stories shape and inspire individuals and communities by reinforcing shared beliefs and values. Students are introduced to how sacred stories have been used to teach religious, spiritual and ethical messages that inspire and challenge individuals and communities. Sacred stories can shape and connect communities by capturing and preserving experiences and ideals, beliefs and traditions. By engaging with sacred stories, people can explore meaning, examine the big questions of life and express their beliefs. Sacred stories are shared over time and have continuous and emerging religious, spiritual, ethical and cultural or community resonance. By engaging with a variety of sacred stories, students explore various perspectives, views, and messages that emerge.
The unit enables the experience of sacred stories to resonate with students as they look at stories from different cultures and different times. Students explore how individuals and communities understand and apply perspectives from sacred stories. Students could consider:
different text types used in sacred stories, e.g. poetry, myths, epics, art works
characteristics of sacred stories, e.g. revelation, prophecy, origins, heroes, laws
sacred stories from various religions and spiritualities, e.g. Christianity — parables of the gospels; Torres Strait Islander peoples — the story of Wameyal; Buddhism — the talkative tortoise
various hermeneutical approaches used to understand and interpret sacred stories, e.g. worlds of the text.
Learning Intentions (intended learnings)
Learning Intentions (intended learnings)
Students will know religious, spiritual and ethical principles and practices related to sacred stories.
Students will know religious, spiritual and ethical information related to sacred stories.
Students will inform religious, spiritual and ethical views about sacred stories.
Success Criteria (description of success)
Success Criteria (description of success)
Students will explain their own understanding of religious, spiritual and ethical principles and practices related to sacred stories.
Students will examine religious, spiritual and ethical information related to sacred stories.
Students will apply knowledge to inform religious, spiritual and ethical views about sacred stories.
PLAN YOUR SUCCESS. IDENTIFY YOUR LEARNING STYLE
PLAN YOUR SUCCESS. IDENTIFY YOUR LEARNING STYLE
What makes a story?
What makes a story?
INQUIRY JOURNAL
INQUIRY JOURNAL
For this unit, you are required to keep a journal. The document provided outlines the general content expected. This summary sheet is available in Teams as a word doc. and a booklet copy is also available from your teacher.
You may complete a written or electronic summary and submit this to your teacher prior to commencing FA1.
The Power of a Personal Story
The Power of a Personal Story
Introduction
Introduction
Cultural stories provide symbols and metaphors that shape our response to life: they often raise important issues and ‘bigger than life’ questions such as ‘Who am I?’, ‘Where did I come from?’ and ‘What is my role?’
Sacred texts present a repertoire of such stories, which represent human situations and so explain life through these situations. In the following sections, we will investigate and explore some key stories from the world’s religions.
Immersion
Immersion
Presentation: View the introduction to sacred stories and their significance in shaping communities. Discuss how sacred stories reinforce shared beliefs and values.
Discussion: Engage in a discussion on the religious, spiritual, and ethical messages in different sacred stories.
Activity: Select an image that reminds you of a significant time/s within your own life. Recall an example that expresses your beliefs and identity that has formed from this. Write a brief summary of the story and include the image to add meaning to the story. Share your story with a short explanation about why you consider it to be a sacred story.
Examine: Use the resources provided to examine a variety of sacred stories presented in different text types. Select two stories that resonate with you. Summarise and share the key components of the stories and the lessons learnt from these stories.
I chose this painting of an ocean sunset as it reminds me of the many hours I have spent on the beach or in the ocean watching the sunrise or sunset.
Recalling my life’s journey, I often reflect on the joys and struggles I have experienced and how my personal faith has helped guide my decisions. I have come to realise that my God is so much greater than anything I could possibly imagine. My God created the sun, the moon, the oceans, the land and me. He loves me unconditionally and I find peace in the power and calmest he reveals through the ocean and sun.
How religious, spiritual and ethical situations are represented
How religious, spiritual and ethical situations are represented
These are examples that demonstrate religious, spiritual & ethical situations in stories. Parables are stories told by Jesus to provide a message
The Parable of the Sower - Matthew 13 New International Version
The Parable of the Sower - Matthew 13 New International Version
The Parable of the Sower is a powerful illustration of how people receive and respond to the Gospel. It emphasizes the importance of being receptive to God's word, allowing it to take root deeply in one's life, and the various challenges that can prevent the word from bearing fruit. It also highlights the different outcomes based on the condition of one's heart towards the message of the Kingdom of God.
4 Again Jesus began to teach by the lake. The crowd that gathered around him was so large that he got into a boat and sat in it out on the lake, while all the people were along the shore at the water’s edge.
2 He taught them many things by parables, and in his teaching said:
3 “Listen! A farmer went out to sow his seed.
4 As he was scattering the seed, some fell along the path, and the birds came and ate it up.
5 Some fell on rocky places, where it did not have much soil. It sprang up quickly, because the soil was shallow.
6 But when the sun came up, the plants were scorched, and they withered because they had no root.
7 Other seed fell among thorns, which grew up and choked the plants, so that they did not bear grain.
8 Still other seed fell on good soil. It came up, grew and produced a crop, some multiplying thirty, some sixty, some a hundred times.”
9 Then Jesus said, “Whoever has ears to hear, let them hear.”
10 When he was alone, the Twelve and the others around him asked him about the parables.
11 He told them, “The secret of the kingdom of God has been given to you. But to those on the outside everything is said in parables 1
2 so that,
“‘they may be ever seeing but never perceiving,
and ever hearing but never understanding;
otherwise they might turn and be forgiven!’[a]”
13 Then Jesus said to them, “Don’t you understand this parable? How then will you understand any parable?
14 The farmer sows the word.
15 Some people are like seed along the path, where the word is sown. As soon as they hear it, Satan comes and takes away the word that was sown in them.
16 Others, like seed sown on rocky places, hear the word and at once receive it with joy.
17 But since they have no root, they last only a short time. When trouble or persecution comes because of the word, they quickly fall away.
18 Still others, like seed sown among thorns, hear the word;
19 but the worries of this life, the deceitfulness of wealth and the desires for other things come in and choke the word, making it unfruitful.
20 Others, like seed sown on good soil, hear the word, accept it, and produce a crop—some thirty, some sixty, some a hundred times what was sown.”
The Parable of the Sower is a story told by Jesus and recorded in the New Testament of the Bible, specifically found in the Gospels of Matthew (13:1-23), Mark (4:1-20), and Luke (8:4-15). It's one of the many parables Jesus used to teach about the Kingdom of God and how people receive the message of the Gospel.
In the parable, a sower goes out to sow seed. As he sows, the seeds fall on four different types of ground, which represent different responses to the word of God:
Path: Some seeds fall along a path, where they are quickly eaten by birds. Jesus explains that this represents those who hear the word of God, but do not understand it. The evil one (Satan) comes and snatches away what was sown in their hearts.
Rocky ground: Other seeds fall on rocky ground, where they initially sprout quickly because the soil is shallow. But when the sun rises, the plants are scorched and wither away because they have no root. This symbolizes those who hear the word and immediately receive it with joy, but since they have no root, they last only a short time. When trouble or persecution comes because of the word, they quickly fall away.
Thorns: Some seeds fall among thorns, which grow up and choke the plants. This represents those who hear the word, but the worries of this life, the deceitfulness of wealth, and the desire for other things come in and choke the word, making it unfruitful.
Good soil: Finally, some seeds fall on good soil, where they produce a crop—some multiplying thirty, some sixty, some a hundred times what was sown. This symbolizes those who hear the word and understand it, producing a yield that varies in its abundance.
The Parable of the Talents
The Parable of the Talents
14 “For it will be like a man going on a journey, who called his servants[a] and entrusted to them his property. 15 To one he gave five talents,[b] to another two, to another one, to each according to his ability. Then he went away. 16 He who had received the five talents went at once and traded with them, and he made five talents more. 17 So also he who had the two talents made two talents more. 18 But he who had received the one talent went and dug in the ground and hid his master's money. 19 Now after a long time the master of those servants came and settled accounts with them. 20 And he who had received the five talents came forward, bringing five talents more, saying, ‘Master, you delivered to me five talents; here, I have made five talents more.’ 21 His master said to him, ‘Well done, good and faithful servant.[c] You have been faithful over a little; I will set you over much. Enter into the joy of your master.’ 22 And he also who had the two talents came forward, saying, ‘Master, you delivered to me two talents; here, I have made two talents more.’ 23 His master said to him, ‘Well done, good and faithful servant. You have been faithful over a little; I will set you over much. Enter into the joy of your master.’ 24 He also who had received the one talent came forward, saying, ‘Master, I knew you to be a hard man, reaping where you did not sow, and gathering where you scattered no seed, 25 so I was afraid, and I went and hid your talent in the ground. Here, you have what is yours.’ 26 But his master answered him, ‘You wicked and slothful servant! You knew that I reap where I have not sown and gather where I scattered no seed? 27 Then you ought to have invested my money with the bankers, and at my coming I should have received what was my own with interest. 28 So take the talent from him and give it to him who has the ten talents. 29 For to everyone who has will more be given, and he will have an abundance. But from the one who has not, even what he has will be taken away. 30 And cast the worthless servant into the outer darkness. In that place there will be weeping and gnashing of teeth.’
The relationship of stories with communities over time and their role in preserving and communicating experiences, beliefs and traditions
The relationship of stories with communities over time and their role in preserving and communicating experiences, beliefs and traditions
Part of Retold: re-telling the stories of the Torres Strait as recorded in Margaret Lawrie's book Myths and Legends of Torres Strait.
how characters and situations in stories inspire and challenge individuals and communities
how characters and situations in stories inspire and challenge individuals and communities
Hermione Granger (Harry Potter series by J.K. Rowling): Hermione's intelligence, bravery, and dedication to her friends make her an inspirational character. She constantly proves that knowledge and kindness can overcome obstacles.
Frodo Baggins (The Lord of the Rings by J.R.R. Tolkien): Frodo's resilience and determination to carry the burden of the One Ring to Mount Doom, despite overwhelming odds, exemplify the power of personal sacrifice and perseverance.
Katniss Everdeen (The Hunger Games trilogy by Suzanne Collins): Katniss's resourcefulness, courage, and willingness to challenge authority inspire readers as she leads a rebellion against a tyrannical regime in a dystopian world.
Nelson Mandela (Long Walk to Freedom by Nelson Mandela): A real-life inspiration, Mandela's struggle against apartheid in South Africa and his ability to forgive and reconcile after years of imprisonment showcase the strength of the human spirit.
Superman (Comic Books): Superman's selflessness, commitment to justice, and unwavering moral code make him a timeless symbol of hope, showing that even the most powerful beings can choose to do good.
Malala Yousafzai (I Am Malala by Malala Yousafzai): A real-life advocate for girls' education, Malala's courage in the face of violence and her determination to fight for education rights make her an inspiration for global change.
These characters, whether fictional or real, have left lasting impressions on readers and audiences due to their qualities, actions, and the values they represent. Whose story inspires you?
These characters, whether fictional or real, have left lasting impressions on readers and audiences due to their qualities, actions, and the values they represent. Whose story inspires you?
'Coming of Age' stories
'Coming of Age' stories
'Coming of age' ceremonies are traditional or cultural rites of passage that mark the transition from childhood to adulthood. These ceremonies vary widely across different cultures and societies, often reflecting their unique values, beliefs, and practices. Here are a few examples of such ceremonies:
'Coming of age' ceremonies are traditional or cultural rites of passage that mark the transition from childhood to adulthood. These ceremonies vary widely across different cultures and societies, often reflecting their unique values, beliefs, and practices. Here are a few examples of such ceremonies:
The story of Jesus preaching in the temple often resonates with adolescents. The concept of 'coming of age' continues to be recognised as a significant and sacred time in our lives.
Bar/Bat Mitzvah (Judaism): In the Jewish tradition, a Bar Mitzvah (for boys) or Bat Mitzvah (for girls) is a ceremony that signifies a Jewish child's transition to adulthood and their moral and ethical responsibilities. It usually occurs around the age of 13 and involves the child taking on new religious responsibilities and participating in the reading of the Torah.
Quinceañera (Latin America): Celebrated in many Latin American countries, a quinceañera is a celebration of a girl's 15th birthday. It marks her transition from childhood to womanhood and often includes a religious ceremony, a formal party, and various cultural traditions.
Seijin Shiki (Japan): This Japanese ceremony celebrates young people who have reached the age of 20, which is considered the age of maturity. Participants dress in traditional kimono and attend ceremonies at local shrines or government offices, followed by celebrations with family and friends.
Initiation Ceremonies (African Cultures): Various African cultures have initiation ceremonies that signify the transition from childhood to adulthood. These ceremonies often involve rituals, teachings, and tests to prepare young individuals for their roles as responsible adults within their communities.
Sweet Sixteen (United States and other Western countries): In many Western cultures, a "sweet sixteen" celebration marks a girl's 16th birthday and her entry into young adulthood. It often involves a party or social event with family and friends.
Walkabout (Indigenous Australian): Some Indigenous Australian cultures practice a rite of passage known as a "walkabout," during which young individuals spend a period of time in the wilderness to learn survival skills, gain cultural knowledge, and connect with their ancestral lands.
Bullet Ant Initiation (Amazon Rainforest tribes): In some Amazon Rainforest tribes, young boys undergo a painful initiation ceremony involving being stung by bullet ants, which have one of the most painful insect stings in the world. Enduring this pain is believed to symbolize their transition to manhood.
Sun Dance (Native American Plains Tribes): The Sun Dance is a significant ceremony in several Native American Plains tribes. It involves fasting, dancing, and rituals that demonstrate endurance and commitment, often marking a young person's entrance into adulthood.
Ulwaluko (Xhosa Culture, South Africa): In the Xhosa culture, young boys undergo an initiation called Ulwaluko, during which they are circumcised and taught about their cultural heritage, responsibilities, and roles as men.
Sacraments of initiation (Christian/Catholic): While not formal "coming of age" ceremonies, the Christian sacraments of Baptism, Reconciliation and Confirmation signify a commitment to faith.
These events play a significant role in shaping individuals' identities and roles within their communities.
These events play a significant role in shaping individuals' identities and roles within their communities.
How do you and your family/community acknowledge 'coming of age'?
How do you and your family/community acknowledge 'coming of age'?
Assessment FA1 Investigation - What makes a story
Assessment FA1 Investigation - What makes a story
Ron Fritz discusses his family’s journey to create meaningful coming of age events for their three children and shows how you can create a similar rite of passage for a child in your life – whether it’s a son, daughter, niece, nephew, grandchild or friend. These important rites of passage help young teens understand what it means to become an adult by teaching life skills and reinforcing character traits and values. Our children need guidance through this difficult and confusing transition and Fritz describes how bringing a community together to mark this coming of age moment can make a positive impact in a young person’s life.
Assessment FA2 Project
Assessment FA2 Project
Community connection and engagement- Collaborate with other students to develop a series of questions to interview older generations regarding their own story, beliefs and coming of age . Series of questions should differ for each age group- Aim for the following groups.
30+, 40+, 50+ ,60+, 70+.
Select one person from the group you have interviewed to use as your focus person for the next task. Engage in regular conversations to get to know more about this person and their sacred story.
The issues faced by religious communities regarding the interpretation and relevance of sacred stories, e.g. media representations, fundamentalism, contextual meaning
The issues faced by religious communities regarding the interpretation and relevance of sacred stories, e.g. media representations, fundamentalism, contextual meaning
Exploring Contemporary Views
Exploring Contemporary Views
On Being Krista Tippett
On Being Krista Tippett
Interviews exploring faith, ethics, and meaning
Transcending the World
Transcending the World
Explores how religion shapes our world
Unorthodox
Unorthodox
A podcast about Jewish culture and religion
Websites and Blogs:
The Pluralism Project (pluralism.org) - Provides resources on religious diversity and interfaith dialogue.
Patheos (patheos.com) - Offers a variety of blogs and articles on religious issues from diverse perspectives.
Religion News Service (religionnews.com) - Covers news related to religion and its role in society.
Using sacred stories in modern contexts, e.g. songlines and song cycles, animations of sacred stories, virtual pilgrimages
Using sacred stories in modern contexts, e.g. songlines and song cycles, animations of sacred stories, virtual pilgrimages
ANIMATION
ANIMATION
Lion King - Circle of Life
MOVIE SEGMENTS
MOVIE SEGMENTS
'Carpe Diem' - Dead Poets Society
SONGS
SONGS
Castle on the Hill - Ed Sherran
Mary's Song - Taylor Swift
VIRTUAL PILGRIMAGE
VIRTUAL PILGRIMAGE
Holy Land
Poems
Poems
How stories represent a range of human qualities and how humans can be flawed or redeemed by life experiences.
How stories represent a range of human qualities and how humans can be flawed or redeemed by life experiences.
A Boy Named Sue By Shel Silverstein
A Boy Named Sue By Shel Silverstein
Well, my daddy left home when I was three, and he didn't leave much to Ma and me, just this old guitar and a bottle of booze.
Now I don't blame him because he run and hid, but the meanest thing that he ever did was before he left he went and named me Sue.
Well, he must have thought it was quite a joke, and it got lots of laughs from a lot of folks, it seems I had to fight my whole life through. Some gal would giggle and I'd get red and some guy would laugh and I'd bust his head, I tell you, life ain't easy for a boy named Sue.
Well, I grew up quick and I grew up mean. My fist got hard and my wits got keen. Roamed from town to town to hide my shame,
but I made me a vow to the moon and the stars, I'd search the honky tonks and bars and kill that man that gave me that awful name.
But it was Gatlinburg in mid July and I had just hit town and my throat was dry. I'd thought i'd stop and have myself a brew.
At an old saloon in a street of mud and at a table dealing stud sat the dirty, mangy dog that named me Sue.
Well, I knew that snake was my own sweet dad from a worn-out picture that my mother had and I knew the scar on his cheek and his evil eye. He was big and bent and gray and old and I looked at him and my blood ran cold, and I said, "My name is Sue. How do you do? Now you're gonna die." Yeah, that's what I told him.
Well, I hit him right between the eyes and he went down but to my surprise he came up with a knife and cut off a piece of my ear. But I busted a chair right across his teeth. And we crashed through the wall and into the street kicking and a-gouging in the mud and the blood and the beer.
I tell you I've fought tougher men but I really can't remember when. He kicked like a mule and bit like a crocodile. I heard him laughin' and then I heard him cussin', he went for his gun and I pulled mine first. He stood there looking at me and I saw him smile.
And he said, "Son, this world is rough and if a man's gonna make it, he's gotta be tough and I knew I wouldn't be there to help you along. So I gave you that name and I said 'Goodbye'. I knew you'd have to get tough or die. And it's that name that helped to make you strong."
Yeah, he said, "Now you have just fought one helluva fight, and I know you hate me and you've got the right to kill me now and I wouldn't blame you if you do. But you ought to thank me before I die for the gravel in your guts and the spit in your eye because I'm the guy that named you Sue." Yeah, what could I do? What could I do?
I got all choked up and I threw down my gun, called him pa and he called me a son, and I came away with a different point of view
and I think about him now and then. Every time I tried, every time I win and if I ever have a son I think I am gonna name him
Bill or George - anything but Sue.
The Road Not Taken By Robert Frost
The Road Not Taken By Robert Frost
Two roads diverged in a yellow wood, And sorry I could not travel both
And be one traveller, long I stood And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair, And having perhaps the better claim,
Because it was grassy and wanted wear; Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay In leaves no step had trodden black.
Oh, I kept the first for another day! Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh Somewhere ages and ages hence:
Two roads diverged in a wood, and I— I took the one less travelled by,
And that has made all the difference.
Assessment FA2 Project - Sacred Story Resources
Assessment FA2 Project - Sacred Story Resources
Wedding photographs
Wedding photographs
A wedding photograph is a picture taken during a wedding ceremony or reception, capturing moments, emotions, and the overall essence of the wedding day. These photographs can include a wide range of shots, such as the couple exchanging vows, the first kiss, portraits of the newlyweds, the wedding party, family groups, and candid moments during the celebration. Wedding photography is a specialized field that focuses on documenting the events and atmosphere of a wedding in a visually compelling and memorable way. It plays a crucial role in preserving the memories of one of the most significant days in a couple's life. Wedding photographers often employ various styles, including traditional, photojournalistic, and contemporary approaches, to create a diverse and comprehensive collection of images that tell the story of the wedding day
Graduation photographs
Graduation photographs
A graduation photograph is a professional photograph taken of an individual or a group to commemorate their successful completion of an academic degree or program. These photographs are often taken in formal attire or wearing academic regalia, such as caps and gowns, and they may include symbols of the institution or the degree, such as diplomas, school buildings, or university crests. Graduation photographs serve as a keepsake to remember the achievement and the period of academic pursuit. They are typically taken by professional photographers hired by the institution or independently by the graduates and their families. These photographs can be taken on the day of the graduation ceremony or during a separate photo session arranged specifically for this purpose.
Soldiers
Soldiers
A photograph of a soldier, either in uniform or in a combat situation can serve various purposes, such as personal mementos, historical documentation, or media coverage. They might capture moments from training, deployment, combat, ceremonial occasions, or daily military life. Soldier photographs can evoke powerful emotions, providing a visual connection to the experiences, challenges, and sacrifices of military personnel. They can also be a significant part of military history, offering insights into the personal side of armed conflicts and military operations. Depending on the context, these photographs might be taken by professional photographers, journalists, or the soldiers themselves
School photographs
School photographs
A professionally taken picture of a student or group of students at a school. These photographs are often taken annually and can include various types of photos such as individual portraits, class pictures (featuring all students in a particular class or grade), and sometimes special groups or clubs within the school. The purpose of school photographs is to capture memories of the academic year, document the growth and changes in students, and provide a keepsake for students, parents, and families. School photographs are usually organized by the school and taken by professional photographers who specialize in this type of photography.
- The Last Supper
The most famous painting of Jesus Christ is without doubt the last supper.Painted by none other than Leonardo da Vinci it depicts the last supper of Jesus Christ and the twelve apostles.
Painted in the late 15th century as a mural on the walls of the refectory of the Convent of Santa Maria delle Grazie in Milan.
2. Passion of the Christ
2. Passion of the Christ
A depiction of the last twelve hours in the life of Jesus of Nazareth, on the day of his crucifixion in Jerusalem. Jesus is brought before Pontius Pilate, the prefect of the Roman province of Judaea, for his sentencing. Pilate listens to the accusations leveled at Jesus by the Pharisees. Realizing that his own decision will cause him to become embroiled in a political conflict, Pilate defers to King Herod in deciding the matter of how to persecute Jesus. However, Herod returns Jesus to Pilate who, in turn, gives the crowd a choice between which prisoner they would rather to see set free--Jesus, or Barrabas. The crowd chooses to have Barrabas set free. Thus, Jesus is handed over to the Roman soldiers and is brutally flagellated. Bloody and unrecognizable, he is brought back before Pilate who, once again, presents him to the thirsty crowd--assuming they will see that Jesus has been punished enough. The crowd, however, is not satisfied. Thus, Pilate washes his hands of the entire dilemma, ordering his men to do as the crowd wishes. Whipped and weakened, Jesus is presented with the cross and is ordered to carry it through the streets of Jerusalem, all the way up to Golgotha.
3. Jesus of Nazareth
3. Jesus of Nazareth
Beginning before the Nativity and extending through the Crucifixion and Resurrection, this mini-series brings to life all of the sweeping drama in the life of Jesus, as told by the Gospels.
It has been 27 years since this TV mini-series aired. I watch it around Easter time every year. Robert Powell has played the best Jesus to date. Can you imagine how more awesome "The Passion" would have been if Powell played the part again. This movie was very believable. I also noticed the good messages that were given that if more people watched it that they would get a better understanding of what God wants us to do. As a Roman Catholic I found this movie to be worth other Catholics to see. It also enhanced my faith since the first time I saw it at 13 years old.
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