1. One world, one family A community cohesion unit for post-16 General RE Suitable for use with NOCN framework and Extended Project

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

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

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

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

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

11. United communitiesCommunity cohesion

12. Write your own definition of community cohesion:

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

15. The Jewish People protested to Nehemiah about the nobles ands officials of their community. With our sons and our daughters we are many; we must get grain so that we may eat and stay alive. “We are having to pledge our fields, our vineyards, and our houses in order to get grain during the famine. Our flesh is the same as that of our kindred; our children are the same as their children; and yet we are forcing our children to be slaves, and some of our daughters have even been raped! We are powerless, and our fields and vineyards now belong to others.

16. I, Nehemiah, was very angry when I heard their outcry. After thinking it over, I brought charges against the nobles and the officials; “You are all taking interest from your own people!” I said. I called a great assembly to deal with them.

17. At the assembly. As far as we were able, we have brought back our Jewish kindred who had been sold to other nations; but now you are selling your own kin, who must be bought back by us!

18. They were silent, and could not find a word to say.

19. I and my brothers and my servants are lending them money and grain! Let’s stop this taking of interest. Restore to them today their fields, vineyards, olive groves and houses and the interest that you have been taking from them. We will restore everything and demand nothing more from them. We will do as you say… What you are doing is not good. Shouldn’t you walk in the fear of our God?

20. …And the people did as they had promised. Nehemiah 5: 1-13.

21. What were the causes of the problems in Nehemiah’s community? How were the problems resolved?

23. Centuries later, community life is still a challenge. Spot some of the same problems and solutions in the following news story…. to watch a one-minute video of July 2001: Bradford's night of riots Click Here

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

26. Classical icon painters believe that icons reveal something of God to those who pray with them. Andrej Rublev’s icon depicts God, disguised as three travellers, visiting Abraham. (Genesis 18:1-15)

27. What does this icon say to you about community?