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Lent 2018Basic Lesson Outlines for Teachers (for

planning)

Use this compilation to easily copy and paste relevant lesson plans from the Lent Module for 2018 and the Timor-Leste Module to prepare your personalised school units in no time at all. These lessons are found in their completed designed format at www.caritas.org.nz/lent-schools

http://www.caritas.org.nz/lent-schools

http://www.caritas.org.nz/

First Week of Lent Lessons

These lessons are designed to be the introduction to Lent 2018 and to then be followed by the four lessons focused on life in Timor-Leste found in the Timor-Leste module online at www.caritas.org.nz

Refer to the Teacher Booklet for more information.


First Week of Lent Y1-3

Learning outcomes:

Students are learning to…

* Recognise Lent as a season leading up to Easter when Christians try to live more like Jesus lived

* Reflect on ways we can be like Jesus and help others

* Understand the importance of peace

Starter

Remind students that we have different seasons during the year. Explain that the Church has different seasons too with special celebrations. Introduce Lent as a time to remember God and others.

Discussion

Show students the main poster for Lent and ask them to share words that come to mind as they look at the picture and the quote. Tell them that they will hear stories from people in Timor-Leste (like those in the poster) this term.

View

Show students Poster 1 – Life in Timor-Leste from the picture pack set showing Alda, an 18-year old girl, who lives in Timor-Leste. Share answers to the various questions on the poster: What stands out about Alda’s backyard? How does this compare to your neighbourhood? What do you think Alda may be using the water for? How do you wash and dry your clothes? Where can you get water from in your home?

Discussion

Remind students that many people around the world (including those in Timor-Leste) do not share the same privileges we do (including access to food and water and enjoying peace). Get students to share what peace means to them and why it may be important.

Activity

Ask students to colour in the words for PEACE in Worksheet L1: Peace and write down their plan for how they will be more like Jesus, the Prince of Peace, during Lent this year. Good ideas can be found in the Keep it Simple for Lent Calendar. Once completed, these could be displayed or shared with others.

Activity

Hold your own Ash Wednesday liturgy and get students to reflect on ways they may help others and be more like Jesus during this season of Lent. Introduce the Caritas koha box and how it can be used.

Prayer

Use the Prayer for Peace in the Lent 2018 Prayer Booklet to help inspire students to be people of peace as Lent begins.


Learning outcomes:



* Reflect on ways we can be like Jesus and bring God’s reign to earth

* Understand we have many journeys and opportunities to help others

Starter

Remind students about the different seasons we experience during the year. Explain that the Church has different seasons too with special celebrations. Introduce Lent as a time to remember God and others.

Discussion

Introduce the theme for Lent this year as ‘Let us go together’. Ask students to share what they think this means. What is the challenge that we can take away from this theme?

View

Take time to show students the Keep it Simple for Lent Calendar and choose a place to display it where everyone can see it for the rest of the term. Explain that prayer, fasting and almsgiving are popular actions during Lent and some of the actions in the calendar reflect this.

Discussion

Ask students to think about the times when they spend time with others and share journeys. These could be at school, at home, around their neighbourhood, and even online. Perhaps in small groups the students could complete a brainstorm or word web.

Activity

Ask students to complete Worksheet L2: My Many Journeys and write down all the journeys they experience in their lives. Beside each journey, they can draw the people that they ‘go with’ to understand who they may be able to help during Lent this year. At the bottom of the worksheet students have an opportunity to write down a challenge for themselves during Lent.

Activity

Hold your own Ash Wednesday liturgy and get students to reflect on ways they may help others and be more like Jesus during this season of Lent. On this day introduce the Caritas koha box and how it can be used this term.

Prayer

Read together the prayer, Love Transforms, in the Lent 2018 Prayer Booklet to help inspire students to share love and be more like Jesus during Lent.


Learning outcomes:



* Reflect on ways we can share our God-given gifts

Discussion

Ask students to share what Lent means to them and reflect on their past experiences. Write up any key words to refer to later. If you need to, explain to students that Lent is a time to remember God and others in the lead up to the events at Easter - particularly Christ’s sacrifice.

Introduce the theme for Lent this year as ‘Let us go together’. Ask students to share what they think this means and how it relates to the words listed from the initial brainstorm.

View

Take time to show students the Keep it Simple for Lent Calendar and choose a place to display it where everyone can see it for the rest of the term. Explain that prayer, fasting and almsgiving are popular actions during Lent and some of the actions in the calendar reflect this. Get students to identify a few tasks that they are keen to achieve from the calendar during Lent. Perhaps these specific dates could be noted somewhere.

Discussion

Challenge students to think of ways that they could share their gifts or help others as they ‘go together’ during this season of Lent. Perhaps a good starting point is to get students to share ways in which they have done something nice for someone in the past. Refer to the worksheet to help with this discussion.

Activity

Get students to complete Worksheet L3: Past, Present and Future to reflect on ways they have used their gifts in the past and how they could do something special for Lent this year.

Activity

Hold your own Ash Wednesday liturgy and get students to reflect on how they have chosen to help others during this season of Lent. Introduce the Caritas koha box and how it can be used this term.

Prayer

Read together the prayer, Love Transforms, in the Lent 2018 Prayer Booklet to help inspire students to share love and use their God given gifts to make the world a better place.

First Week of Lent Y9-11Learning outcomes:


* Appreciate how creation stories from various cultures explain the beginnings of the universe and life (Y9)

* Develop an understanding that human freedom enables people to shape their own lives and to grow in truth and goodness (Y11)

* Reflect on Lent being a time to think of others in need

Setting the Scene

This Lent we invite you and your students to learn about the people of Timor-Leste; about their turbulent past and their challenging present. We hope that students will develop a greater understanding of the difficulties facing people in developing countries such as Timor-Leste.

Read

Read Story G: The Legend of Timor-Leste about a boy and a crocodile. NOTE: This activity will be particularly relevant to the Y9 Creation and Co-creation topic.

Discussion

What is the message or value expressed in this story?

Read

Read Fact Sheet E2: HAFOTI in Focus to find out more about HAFOTI.

Discussion

Compare life in rural New Zealand with life in rural Timor. What are some of the advantages that rural New Zealanders have over rural Timorese? What are the benefits of an organisation like HAFOTI for rural Timorese women and their families?

View

Watch Video D: HAFOTI in Action to find out more about how products are made by the HAFOTI members.

Activity

Complete Worksheet L4: HAFOTI Making a Difference to show benefits through the work of HAFOTI.

Prayer

Read together the prayer, Journey Together, in the Lent 2018 Prayer Booklet to help inspire students to think of those they meet each day and how they can share love even through simple actions.


Learning outcomes:


* Develop an understanding of the Christian vision of tika - justice

* Reflect on Lent being a time to think of others in need

Setting the Scene

This Lent we invite you and your students to learn about the people of Timor-Leste; about their turbulent past and their challenging present. We hope that students will develop a greater understanding of the difficulties facing people in developing countries such as Timor-Leste.

Read

Read Fact Sheet E2: HAFOTI in Focus to find out more about HAFOTI.

Discussion

With 60% of the population under 25 years of age, Timor-Leste is one of the youngest countries in the world .1

Why is having such a young population a huge challenge for Timor-Leste? Find out the percentage of New Zealand’s population that is under 25.

Activity

Compare life in New Zealand with life in Timor-Leste.

Go to www.ifitweremyhome.com/compare/NZ/TL . What surprises you about the comparison?

View

Watch Video D: HAFOTI in Action.

Discussion

In what ways do you think HAFOTI might enrich the lives of the women and families involved?

Activity

Complete Worksheet L4: HAFOTI Making a Difference.

Prayer

E Te Ariki,

During Lent, turn our attention away from our own needs and wants, and turn us outwards to become more aware of the needs of others. We pray particularly for people in developing countries struggling to make enough money to provide for the needs of their families. Help us to be generous with our time and our resources this Lent.

Action

Decide on an action you will take during Lent to help others, either at home or overseas.

1 www.worldbank.org/en/country/timor-leste/overview

http://www.ifitweremyhome.com/compare/NZ/TL

http://www.worldbank.org/en/country/timor-leste/overview

Holy Week Reflection and Liturgy

Lessons

These lessons are designed to conclude Lent 2018. They follow the four lessons focused on life in Timor-Leste that can be found in the Timor-Leste module online at www.caritas.org.nz

Refer to the Teacher Booklet for more information.


Holy Week Y1-3 Learning outcomes:


* Listen and respond to the Easter story

* Participate in a simple liturgy

* Reflect on what they have learnt during Lent

Reflection on Learnings

Ask students to think about what they have learnt about Lent, Timor-Leste and themselves this term. It may work best to have students share their thoughts openly as a class and note key points on a poster or the board for all to see.

Reflection on Lenten actions

Get students to think back to the start of Lent when they were challenged to come up with ways they could be more like Jesus, the Prince of Peace. See if students are willing to talk about how successful they have been at achieving their goals. Find out if anyone wants to continue trying to achieve their goals beyond Lent.

Activity

Read the Easter story as a class and act out some of the key events to help students remember Christ’s journey to the cross and victory over the grave.

Holy Week Liturgy

Take part in a class or school liturgy during Holy Week to encourage everyone to pray for forgiveness, hope and just actions to address the inequalities present in our world today.

Challenge

Design an award in your class to acknowledge the student(s) who best demonstrates love or peace during the week. Celebrate their efforts at the end of each week by awarding them this prize.

Activity

Remind students that this could be the last chance to donate in the Caritas koha box for Lent. All the money raised will help Caritas work for a world free of poverty and injusitce in countries like Timor-Leste. Once all the donations have been collected, send the total amount to Caritas and you will receive a certificate to acknowledge your support and efforts for justice.



* Listen and respond to the events of Easter

* Participate in a simple liturgy

* Reflect on what they have learnt during Lent


Ask students to think about what they have learnt about Lent, Timor-Leste and themselves this term. You may choose to let students write down a short reflection or share their thoughts openly as a class.


Get students to think back to the start of Lent when they were asked to come up with a challenge to help others during the period of Lent. See if students are willing to talk about how successful they have been at achieving their goals. Find out if anyone wants to continue trying to achieve their goals beyond Lent.

Holy Week Liturgy


Use the Way of the Cross PowerPoint to guide reflection on Jesus’ journey and how we can respond to help others around the world facing challenges.

Challenge

The people of Timor-Leste have been on a journey for a number of decades that has included great suffering and required sacrifice, reconciliation and a drive for peace. Many of us have not experienced the same pain or need for reconciliation. However, as we all journey with others, at times we cause pain and have been hurt ourselves. Take up the challenge to bring peace into relationships we have with others at home, at school and in our wider communities.

Activity




* Listen and respond to the events of Easter

* Participate prayerfully in the Way of the Cross liturgy

* Reflect and share what they have learnt during Lent


Ask students to think about what they have learnt about Lent, Timor-Leste and themselves this term. You may choose to let students write down a short reflection or share their thoughts openly as a class.


Get students to think back to the start of Lent when they were asked to consider how they could use their gifts to help others during the period of Lent. See if students are willing to talk about how successful they have been at achieving their goals. Find out if anyone wants to continue trying to achieve their goals beyond Lent.

Holy Week Liturgy



Activity


Challenge

Find out more about the Caritas Challenge for 2018. Get involved with others from school to experience some of the struggles that millions around the world face every day. Fundraise to help Timorese women who live in rural areas provide for their families through the work of HAFOTI and Caritas. See more at www.caritas.org.nz/caritas-challenge

http://www.caritas.org.nz/caritas-challenge

Holy Week Y9-11

Learning outcomes:


* Reflect on the events leading up to Jesus’ death and resurrection

* Understand that our actions can make a positive difference for others in New Zealand and overseas


Ask students to think about what they have learnt about Timor-Leste, peace and reconciliation this term. You may choose to let students write down a short reflection or share their thoughts openly as a class.

Holy Week Liturgy



Activity

Remind students that this could be the last chance to donate in the Caritas koha box for Lent. All the money raised will help Caritas work for a world free of poverty and injustice in countries like Timor-Leste. Once all the donations have been collected, send the total amount to Caritas and you will receive a certificate to acknowledge your support and efforts for justice.

Challenge

Find out more about the Caritas Challenge for 2018. Get involved with others from school to experience some of the struggles that millions around the world face every day. Fundraise to help Timorese women who live in rural areas provide for their families through the work of HAFOTI and Caritas. See more at www.caritas.org.nz/caritas-challenge


Holy Week Y12-13Learning outcomes:


* Reflect on the events leading up to Jesus’ death and resurrection

* Understand that our actions can make a positive difference for others in New Zealand and overseas


Ask students to think about what they have learnt about Timor-Leste, peace and reconciliation this term. You may choose to let students write down a short reflection or share their thoughts openly as a class.

Holy Week Liturgy



Challenge

Continue preparing for your school’s Caritas Challenge event for this year. Use all that you have learnt about life in Timor-Leste and the importance of justice, peace, reconciliation and love to motivate others to join in the event. All funds raised this year will go to helping the work of HAFOTI to ensure that rural Timorese women can provide for themselves and their families. See more at www.caritas.org.nz/caritas-challenge

Activity

Remind students that this could be the last chance to donate in the Caritas koha box for Lent. All the money raised will help Caritas work for a world free of poverty and injustice in countries like Timor-Leste. Once all the donations have been collected, send the total amount to Caritas and you will receive a certificate to acknowledge your support and efforts for justice.


Y1-3Timor-Leste Module Lessons

Lesson 1 Y1-3

Learning outcomes:


* Understand what life is like in Timor-Leste and identify the differences from their own lives in New Zealand

* Use basic words and greetings in Tetum

Setting the Scene

Find Timor-Leste on a world map and ask the students to guess how long it would take to get there by plane. It would take more than 12 hours! Show students all six poster images as part of the picture pack set and get them to share what they feel life in Timor-Leste may be like.

Activity

Watch PowerPoint E1 - Learn Tetum: Greetings and introduce the students to the Tetum language used in Timor-Leste. These are similar to Portuguese words. At this early stage, you could encourage students to use the Tetum words for good morning (bondia), good afternoon (botarde), goodbye (adeus), and thank you (ogrigadu/ogrigada).

View

Show students Poster 2 – Jerminu and Family from the picture pack set.

Discussion

Ask students the questions on the poster: What surprises you about Jerminu’s family breakfast? What are they eating? Does your table at home look the same? How does your breakfast time differ from Jerminu’s family? What do you notice about Jerminu’s home and porch? Who looks the hungriest?

View

Watch Video A - Jerminu’s Day and find out what life is like for Jerminu Nina, a six-year old boy living with his family in Oecusse district in Timor-Leste.

Discussion

Ask students to share what they learned about life in Timor-Leste after watching the video. What surprised them?

Activity

Using Worksheet E1: My Day get students to sketch themselves completing the daily actions. Use their pictures and sharing to highlight any differences to the everyday actions of Jerminu and others in Timor-Leste.

Prayer

Almighty God,

Thanks for the life we have in New Zealand. We think of people throughout the world like Jerminu and his family in Timor-Leste. We pray that you will help them to have all that they need to enjoy life together.

Amen.

Action

Try to use your new Tetum greetings for the rest of the week to greet each other in class and outside in the playground.

Lesson 2 Y1-3

Learning outcomes:


* Identify ways that their family and friends show God’s love through their everyday actions with them

* Understand what school is like in Timor-Leste

Setting the Scene

In Timor-Leste there are not many economic opportunities for local Timorese and jobs are in short supply. Caritas Aotearoa New Zealand has supported a non-governmental women’s organisation known as HAFOTI in Timor-Leste since 2004. The 250 members of HAFOTI are all rural-based women who are able to support their families through the income they receive from their work.

Discussion

Ask students to take a few minutes to picture in their minds all of the family members and friends they have that show God’s love to them in different ways. Share with each other the different ways that they are shown love. Write these on the board (and later you can take time to thank God for each of these during the prayer time).

Activity

Students can complete Worksheet E2: Sharing Love to remind them of the many people in their lives that love them and reveal God’s love in different ways. They may want to put their finished worksheets on display or keep them in an important place.

View

Show students Poster 3 – The Pereira Family from the picture pack set. Tell them that this family lives in the hills of Timor-Leste in a district called Aileu. Their village is called Madabeno.

Discussion

Ask students the questions on the poster: What do you notice about the size of the Pereira family? [Note: They actually have 12 siblings in total – some are not in the photo] Can you guess all of the ages of the children in the family? How would your family photo be different? What do you think the Pereira family is having for lunch?

View

Watch Video B – Jerminu at School to find out more about what school is like for Jerminu in Oecusse. Remind students that not every child in Timor-Leste is able to go to school because they have to have a bag, uniform and stationery and not every family can afford these necessities.

Discussion

After watching the video of Jerminu at school, get students to respond to the following questions: What would it be like to have 68 students in our class? Would you like rice for lunch every day? Did it seem easy to get water at school? How is our school both similar and different to Eskola Tulaiea (Jerminu’s school)? Look at Poster 6 - School Lunch from the picture pack set and use the questions on the front of the poster to promote more discussion.

Prayer

Return to the list on the board of all the ways people show love. Take time as a class to thank God for all the ways his love is shared with us through family and friends.

Action

Watch PowerPoint E1 - Learn Tetum: Greetings again and re-cap the first four words learnt last lesson. Choose a few more words to learn together to broaden your Tetum vocabulary.

Lesson 3 Y1-3

Learning outcomes:


* Understand how Caritas and HAFOTI work together in Timor-Leste

* Understand how local products are made by HAFOTI members in Timor-Leste

Background Information

Caritas Aotearoa New Zealand helps the HAFOTI group in Timor-Leste as its sole financial supporter. For more than a decade, Caritas has helped fund equipment, training and the building of production centres to assist the HAFOTI members to generate incomes for their families.

Setting the Scene

It is not easy to find a job and earn money in Timor-Leste. Almost half of families in the country live below the poverty line of US $1.90 per day. Through HAFOTI, women are given the opportunity to have a job that provides money for themselves and their family to ensure they live a life free of poverty.

View

Show students Poster 4 – HAFOTI Women from the picture pack set. Tell them that this image shows some of the 250 strong members of HAFOTI working hard together making one of their most popular products.

Discussion

Ask students the questions on the poster: Can you tell what the women are doing? What do you think this machine might be used for? Do you notice anything special about what the women are wearing? How does this workplace compare to places where members of your family work? Can you guess what may happen next?

View

Use PowerPoint E7 - Guess What? with students to see if they can guess what is being made by the HAFOTI members in the photos. Ask students if they would like to be able to make these products too. What would be their first choice?

View

Watch Video D – HAFOTI in Action to see some of the products being made by HAFOTI members in Aileu and Oecusse. If students want to learn more you can check out some of the pictures on the HAFOTI website at www.hafoti.org

Activity

Give students Worksheet E3: Before and After to see some of the final products on display. Ask them to match the work in progress photos around the edge of the worksheet with the correct products.

Discussion

How hard do you think the women work to complete their products? Do you think working for HAFOTI is an easy job? Are all the products you have seen today for sale in our local New Zealand supermarkets?

Prayer

Get students to write their own short prayers for the women of HAFOTI. These could be displayed on the wall.

Action

Tell your family and friends how banana chips are made in Timor-Leste.

https://hafoti.wordpress.com/

Lesson 4 Y1-3

Learning outcomes:


* See that many church practices in Timor-Leste are the same as what is experienced in New Zealand

* Share what they found out about Timor-Leste

Setting the Scene

Get students to practise their greetings in Tetum before starting this lesson. Ask students to share what they remember learning about HAFOTI and Timor-Leste so far.

Discussion

Get students to close their eyes and imagine what a church service is like in Timor-Leste. Ask students to share what they can see. Explain that the focus of this lesson is to look at going to church in Timor-Leste and how it compares to going to church in New Zealand.

View

Show students Poster 5 – Going to Mass from the picture pack set.

Discussion

Ask students the questions on the poster: What do you notice about this church? How do most people arrive to Mass in Aileu? How about in New Zealand? What are people wearing? How would you normally dress on Sunday morning? How is Sunday morning the same or different for you?

View

Watch Video C – Mass in Timor-Leste to see Alda and her family go to their local church in Aileu.

Discussion

Take some time to talk about what was different about Alda’s church experience from what students have experienced before. This may include the setting, the seats, the language, the Timorese cross etc… Then highlight all the similarities (possibly including prayer, using the sign of the cross, bible reading, communion, incense, group singing, talking after the service etc…).

Activity

Students can complete Worksheet E4: Church to see how similar the important parts of a church service in Timor-Leste and New Zealand compare.

Prayer

Loving Father,

Thanks for making us all so different.

Yet we are the same in many ways.

We pray for Alda and her family and everyone in Timor-Leste.

Help them to have a life full of happiness and joy.

In Jesus name, we pray.

Amen.

Action

Learn more words in Tetum from PowerPoint E2 - Learn Tetum: Family. These family words could be shared with students’ families and the challenge could be made for students to share what they have learned about Timor-Leste with others at home.

Lesson 1 Y4-5

Learning outcomes:


* Compare home life in Timor-Leste with their own experience

* Develop an understanding that many families around the world have limited resources and face challenges

Setting the Scene

Ask students if they have heard of the country Timor-Leste. Students may have heard of it as East Timor. Explain to students that Timor-Leste is the fourth youngest nation after officially gaining full independence in May 2002. Use a map to show students that the country is found in Southeast Asia and shares the Island of Timor with West Timor that is a region of Indonesia.

Discussion

With the knowledge that Timor-Leste is a young developing country in Southeast Asia, ask students to predict what life is like for families who live there. Write some of these ideas down to refer to later.

View

Show students Poster 1, 2 and 3 from the picture pack set to get a sense of family life at home in Timor-Leste. Choose some of the questions on the posters to ask students to begin further discussion.

View

Watch Video A - Jerminu’s Day and find out what life is like for Jerminu Nina, a six-year old boy living with his family in Oecusse district in Timor-Leste. Ask students to pay special attention to some of Jerminu’s everyday tasks at home.

Discussion

Talk about what life at home was like for Jerminu. What were some of his basic daily tasks? Did they seem similar or quite different from our own? At this point it would be good to mention that almost half of families in Timor-Leste live below the poverty line ($1.90 US) and many adults don’t have jobs and some students only go to school for a short period of time.

Activity

Students can complete Worksheet E5: Life at Home to show visually how their daily tasks at home and school compare to Jerminu’s experience. You may decide to get students to colour their sheets and these could be displayed somewhere for everyone to see.

View

Watch PowerPoint E1 - Learn Tetum: Greetings and introduce the students to the Tetum language used in Timor-Leste. At this early stage, you could encourage students to use the Tetum words for good morning (bondia), good afternoon (botarde), goodbye (adeus), and thank you (ogrigadu/ogrigada).

Prayer

Look again at the list that was recorded at the start of the lesson. Summarise some of the challenges for Jerminu and others in Timor-Leste with the class and take time to pray for them.

Action

Try to use your new Tetum greetings this term to greet others in your class and students you meet outside in the playground.

Lesson 2 Y4-5

Learning outcomes:


* Understand the culture of Timor-Leste

* Summarise and share their own learning about the culture of Timor-Leste

Setting the Scene

Like all countries, Timor-Leste has various unique practices and features that make its culture very interesting. In this lesson, the focus is on culture and life in Timor-Leste. Students will get the chance to use their research skills to go through the process of choosing a specific topic and finding relevant information to ultimately share with others.

Activity

To help students focus, re-cap the greetings learnt last time in PowerPoint E1 - Learn Tetum: Greetings and learn the rest of the greetings in Tetum. Divide the class in two and get one group to learn numbers in Tetum using PowerPoint E3 - Learn Tetum: Numbers and the other to learn about colours using PowerPoint E4 - Learn Tetum: Colours. Get students to then teach the other group what they have learnt so everyone in the class begins to use greetings, numbers and colours in Tetum.

View

Show students Poster 5 and 6 from the picture pack set to get a sense of what it is like to go to church and eat lunch at school in Timor-Leste. Choose some of the questions on the posters to ask students to begin further discussion.

View

Following on from the discussion above and the video from last lesson, watch Video B - Jerminu at School and Video C - Mass in Timor-Leste to gain more insights into the culture of Timor-Leste. Get students to share with each other some of the unique and/or interesting features they observed.

Activity

Jerminu’s only toy is his whittled wooden spinning top. If students enjoyed Jerminu and Jorge’s spinning top battle you may want to make your own simple spinning tops at school using just a few pieces of equipment. You can see what you need here along with all the instructions: www.youtube.com/watch?v=K4qGWR_SBnc

View

Before starting the main research task for this lesson, get students to watch PowerPoint E5 - Timor-Leste Culture for an overview of possible topics to choose to find out more about Timor-Leste culture.

Activity

Give out Worksheet E6: Timor-Leste in Focus and outline the task for your students. You may choose to make this research activity a very short task or it may be the start of something much bigger and could take up more time. This worksheet will provide guidance to students so that they choose a topic, reflect on what they know, list everything they want to know, and document relevant information they find. This information can then be shared in a way and to an audience that is most suitable. Note: Fact Sheets E4 - E15 from this module (e.g. food, hobbies and entertainment, environment, history etc…) may be useful sources of information about Timor-Leste too.

Prayer

Students could write a short prayer on a piece of paper for people in Timor-Leste and leave it in a place where they will see it during the next week. If it is appropriate, these could be passed around for others to use too.

Action

Students are encouraged to use their new Tetum words and share their research findings with family or class mates.

http://www.youtube.com/watch?v=K4qGWR_SBnc

Lesson 3 Y4-5

Learning outcomes:


* Describe how the HAFOTI organisation works to empower rural women to support their families

* Explain how some local products are made by HAFOTI with the support of Caritas

Setting the Scene

Since 2004, Caritas Aotearoa New Zealand has partnered with a Timorese non-governmental organisation for rural women. The name of this group is HAFOTI which is a shortened name for Hamahon Feto Timor. Caritas has helped fund equipment, training and the building of production centres to assist the HAFOTI members to generate incomes for their families.

Discussion

Introduce the name HAFOTI to students and see if they know what it stands for. Many may think it is an acronym and come up with funny possibilities. Explain that HAFOTI is short for Hamahon Feto Timor.

View

Show students Poster 4 - HAFOTI Women from the picture pack set. Tell them that this image shows members of HAFOTI working hard together making one of their most popular products. See if students can answer some of the questions on the poster. Explain that this example of HAFOTI women working together in Oecusse is typical of what happens in seven districts around Timor-Leste.

Activity

Get students to predict what local products the members of HAFOTI produce, which are eventually sold to make their income. List down all the possibilities and then check these later once the video and website have been viewed.

View

Watch Video D - HAFOTI in Action to see products being made by HAFOTI members in Aileu and Oecusse. Reflect on how accurate the earlier student predictions were. See more products on the HAFOTI website at www.hafoti.org

Activity

Give out Worksheet E7: Working Together and encourage students to choose one HAFOTI product they have been introduced to in the lesson. Working in pairs or individually, students can attempt to fill in the comic strip to show how the chosen product is made by Timorese women highlighting the effort and skill that is required.

Discussion

Ask students to think of the challenges that Timorese women and their families are faced with. Read Fact Sheet E11 for background information. Find out if students think this is very different to what is experienced in New Zealand?

View

Watch Video E - Hope and Opportunity to hear HAFOTI women talk about how working with HAFOTI has transformed their lives.

Prayer

Get students to select some of the HAFOTI members they met in the videos or on the website and pray for their families during the rest of the week.

Action

Get students to tell their families about HAFOTI and how Caritas works with them to support Timorese families.

https://hafoti.wordpress.com/

Lesson 4 Y4-5

Learning outcomes:


* Identify Bishop Belo and others as inspiring people who live by faith to bring God’s Kingdom to earth

* Recognise that the path to peace is not easy and requires sacrifice

Setting the Scene

Re-cap what was learnt about HAFOTI and their partnership with Caritas by watching PowerPoint E6 - Caritas and HAFOTI.

Discussion

Ask students if they can guess what percentage of New Zealanders identify Catholicism as their main religion [According to the 2013 Census this was 11%]. Next, ask students if they can predict what percentage of Timorese are Catholic. [According to an earlier Census in Timor-Leste this was just under 89%]. Find out if this surprises the class.

Background Information

To understand some of the history of Timor-Leste at the end of the 20 th Century, it is recommended that teachers read Fact Sheet E13 - E 16. Events around the Indonesian occupation and the referendum for independence as well as Bishop Belo’s involvement are summarised.

View

Provide students with a short summary of Timor-Leste’s history. Then read Story E: Bishop Belo’s Story with your class to gain an understanding of Bishop Belo’s influence in Timor-Leste’s struggle for freedom and independence. Ask students to listen out for how his faith and drive for peace played a significant role in the events. Challenge students to reflect on Bishop Belo’s words to ‘recognize our own faults’ and ‘banish anger’ to be ‘instruments of peace.’

Activity

Divide the class into small groups and give each one a biblical example of faith in action. Ask each group to read the relevant biblical passage/story and summarise for the rest of the class explaining how the person’s faith influenced the action and allowed God’s will to be done. Possible stories to consider: Noah (Genesis 7), Abraham (Genesis 22), Moses (Exodus 7-10), Joshua (Joshua 6), Gideon (Judges 6-7), Esther (Esther 4:15-16), Hannah (1 Samuel 1:10-20), David (1 Samuel 17), Daniel (Daniel 1 & 6), John the Baptist (John 1) and Saul/Paul (Acts9:1-31).

Discussion

How does Bishop Belo’s story of faith relate to the biblical stories that have been shared? Do students feel that they could have done the same?

Activity

Allow the students a chance to think of other people in recent times that have shown great faith and not been afraid to be a voice for justice leading to positive transformation/change. They may think of examples like Mother Teresa, Martin Luther King Jnr and Pope Francis to name a few.

Remind students that everyone can be guided by our faith in God to do good – even if it may be just something small. Use Worksheet E8: Tell me More to get students excited about interviewing a teacher, priest, friend or family member to find out how their faith guides their actions. Students may need help to write down the best questions and can record their responses on the worksheet to then share with others.

Prayer

Pray for those around the world who have lost their hope, that they may find hope through their faith in God.

Lesson 1 Y6-8

Learning outcomes:


* Compare life in Timor-Leste and New Zealand

* Understand that many families around the world have limited resources and face challenges

Setting the Scene

Explain to students that Timor-Leste will be the focus country for future lessons. Give them the challenge to find it on a map and to understand its relative location in Southeast Asia and distance from New Zealand.

Discussion

Ask students to share what they know already about Timor-Leste. They may have heard the term East Timor in the past. If it is not already known, explain to students that Timor-Leste is the fourth youngest nation after officially gaining full independence in May 2002. With the knowledge that Timor-Leste is a young developing country in Southeast Asia, ask students to predict what life is like for Timorese families.

View

Watch Video A - Jerminu’s Day and Video B - Jerminu at School to find out what life is like for Jerminu Nina, a six-year old boy living with his family in Oecusse district in Timor-Leste.

Discussion

Ask students to note down the differences to their experiences in New Zealand. This may include: diet, language, housing, hobbies, access to water, comfort, environment, schooling, travel, possessions, chores, clothing etc… Use these identified differences to promote discussion. How would it feel to live in Timor-Leste? Do you think the majority of the world experience a life similar to New Zealand or Timor-Leste?

Activity

Give out Worksheet E9: Watch This! and explain to students that their task is to create their own short videos capturing their typical day (at home and at school). These can then be viewed straight after Jerminu’s videos again to visually compare life in Timor-Leste with New Zealand. This task may require time for planning, simple storyboarding and recording/editing.

Discussion

After viewing the videos, ask students what they have learnt through the process about life in Timor-Leste and their own life. Do they feel that they have had their eyes opened to some of the privileges that we may take for granted in New Zealand? What are some of these? Point out to students that almost half of Timorese families live below the poverty line and the same number are malnourished. About a third of the population do not have good access to safe drinking water and almost two thirds of the population have no access to power.

View

Tetum is one of the official languages in Timor-Leste. Get students to learn basic Tetum words for greetings, family, numbers and colours by using PowerPoints E1 - E4. You may choose to divide the class into small groups and allocate each group one of the topics as their specialist vocabulary to then teach the rest of the class.

Prayer

Ask students to write their own prayers based on what has been discussed during the lesson, to pray for families in Timor-Leste and around the world who face daily challenges - even some that threaten their basic needs.

Action

Encourage students to be aware of the many reasons we can be thankful for what we have.

Lesson 2 Y6-8

Learning outcomes:


* Understand how Caritas works with HAFOTI to empower rural Timorese women to provide for their families

* Understand how local products are made by HAFOTI members requiring lots of hard work and great skill

Setting the Scene

Since 2004, Caritas Aotearoa New Zealand has partnered with a non-government organisation of rural Timorese women. The name of this group is HAFOTI which is a shortened name for Hamahon Feto Timor. Caritas has helped fund equipment, training and the building of production centres to assist the HAFOTI members to generate incomes for their families.

Discussion

Read Fact Sheet E1: Caritas and HAFOTI with students and highlight the most important points covering HAFOTI work, Caritas support and challenges faced by the women.

View

Watch Video D - HAFOTI in Action to see products being made by HAFOTI members in Aileu and Oecusse.

Discussion

What was surprising about what you saw in the video? Discuss the level of effort and skill required by the members. How do each of these compare with jobs we are aware of in New Zealand? Which product would you be most keen to buy? Which product would you love to be able to make yourself? Check out more at www.hafoti.org

View

Take some time to listen to HAFOTI members in Video E - Hope and Opportunity as they talk about how working with HAFOTI has transformed their lives.

Discussion

What would life have been like for many of these families if HAFOTI did not exist? Find out more information about the challenges faced by reading Fact Sheet E11. Are there families in New Zealand that face the same challenges? Is there any way we can help?

Activity

Give out Worksheet E10: Hooray for HAFOTI to students and explain the task of designing a poster promoting the HAFOTI co-operative in Timor-Leste. Remind students that they should try to highlight HAFOTI purpose, the members and their locally-made quality products. Students could work in groups or by themselves.

Discussion

Display the finished posters for others to see who may not be so aware of HAFOTI and life in Timor-Leste. These may provide an opportunity for students to share with others what they are learning about in class.

Prayer

Get students to write a short prayer on a piece of paper remembering women around the world who are facing challenges (equal rights, looking after their families, ignored etc…). Place all these prayers in a container and each day take one prayer out to use to guide prayer over the next month.

Action

Students can research online to find out more about the challenges faced by many women around the world.

http://www.hafoti.org/

Lesson 3 Y6-8

Learning outcomes:


* Develop an understanding of the meaning and importance of freedom for all people in our world

* Identify leaders such as José Ramos-Horta and Bishop Belo as inspiring examples for peace and justice

Setting the Scene

Timor-Leste was an occupied country for 24 years - from 1975-1999. During this time, the occupying forces imposed Indonesian rule with brutality and violence. A conservative estimate is that more than 100,000 Timorese died as a result of the conflict with Indonesia, or due to conflict-related illness and starvation. The struggle for freedom lasted for almost three decades before the country officially became independent.

Discussion

What does it mean to be free? Do we sometimes take freedom for granted? (freedom of choice, freedom of speech, freedom from conflict etc…) Read Fact Sheet E14: Indonesian Occupation and find out more about what happened in Timor-Leste at the end of the 20th Century and who some of the key leaders for freedom were.

View

Watch ‘What does freedom mean to you?’ at www.youtube.com/watch?v=4flme-FQtdo.

Discussion

Get students to recount the messages that stood out to them. Watch the video again and list the answers that the class feels define what freedom means to them. Compare this with the definition of freedom that is found online or in a dictionary. When people do not have freedom, like what was experienced in Timor-Leste, how can it be found?

Activity

Two key leaders in Timor-Leste that were instrumental to bringing peace and freedom for all Timorese were Bishop Belo and José Ramos-Horta. Divide the class in half and get one group to read Story E: Bishop Belo’s Story to then share with the other group about Bishop Belo’s life and his influence in Timor-Leste’s freedom. Ask the other group to watch a 17-minute video about José Ramos-Horta’s biography at www.youtube.com/watch?v=mgourtUnej4 and summarise the key points to share to the other group.

Discussion

What stood out about the two leaders? What features did they both share? Do you think that freedom and peace would have been found if they chose not to act and raise their voices for justice?

Activity

Based on what has been learnt so far, get students to complete Worksheet E11: Champions for Justice to profile José Ramos-Horta and Bishop Belo as two champions for justice in Timor-Leste.

Prayer

Reflect on this statement by an anonymous voice who experienced the Indonesian occupation, ‘We felt completely alone. We were totally abandoned. There was no one to help us. We felt the international community had closed its eyes, closed its ears. That they didn’t see our suffering. They didn’t see our anguish, didn’t hear our screams.’

Pray for all those who feel alone and abandoned in the world today; for all who desire freedom and justice that has eluded them.

Action

Find out about other inspiring leaders in history who have been advocates for freedom.

http://www.youtube.com/watch?v=mgourtUnej4

http://www.youtube.com/watch?v=4flme-FQtdo

Lesson 4 Y6-8

Learning outcomes:


* Develop an understanding of the history and new beginnings of Timor-Leste

* Recognise the need for peace and reconciliation in our broken world

Setting the Scene

In 1999, through the referendum for independence, the people of Timor-Leste clearly spoke out for freedom from Indonesian rule. A new nation was born. However, 95 percent of schools and businesses had been burnt or looted. Many people were malnourished and the male ‘leaders’ had lived in the mountains and jungles for more than twenty years waging guerrilla warfare. Deep emotional scars remained after what had been experienced. It was very much a case of starting over again.

Discussion

Ask students to think back to an event that involved someone else that caused them pain or disappointment. How did they feel at the time? What helped them start again? Did they heal the relationship? How?

View

Read Fact Sheet E15: History of Timor-Leste Since 1999 to help gain an understanding of what happened in Timor-Leste after 1999. For a short personal account that involves a United Nations convoy being attacked by pro-Indonesian militia, watch Video J: Remembering.

Discussion

Get students to talk about what the Sacrament of Reconciliation is and what it means when they are ‘washed clean’ through their confession. Fact Sheet E21: Community Reconciliation Processes can be used to outline how Timorese went through the Community Reconciliation Process to find their place in society again. Discuss how the Sacrament of Reconciliation and the Community Reconciliation Process in Timor-Leste are similar. We may have not been part of the struggle in Timor-Leste, in need of being reconciled into our community - but we should ask what might we have done to hurt others recently? How are we in need of reconciliation and a new peace?

Activity

The unfortunate truth is that we live in a world full of brokenness - in desperate need of starting over. Explain to students the task for the week after giving out Worksheet E12: Starting Over. By following current events on the news for the next week students are required to collect articles of situations that require a peaceful solution or future reconciliation. This may involve violence, ongoing conflicts, a court battle or any other local disagreement.

Discussion

Findings can be shared in the class to see if similar events were chosen. Reflect on solutions that may be required in each situation. Get students to evaluate the state of the world - in terms of its need for peace and reconciliation.

View

Read Story D: Mana Dortia’s Story to hear an inspirational story of the HAFOTI Directress who was forced to start over and who is now central to helping hundreds of families start over and flourish with hope-filled lives full of peace. Watch Video F: Mana Dortia to see and hear about the passionate life of Mana Dortia also.

Prayer

In silence, pray for everyone in need of peace or seeking reconciliation with others.

Action

Stop and think of people we may need to forgive or ask for their forgiveness.

Lesson 1 Y9-11

Learning outcomes:


* Understand how people seek economic growth through business, enterprise and innovation

* Reflect on the differences between the opportunities available to teenagers in New Zealand as compared to young people living in Timor-Leste

Setting the Scene: Educational opportunities in Timor-Leste

Did you know that the average duration of schooling in New Zealand is 11.7 years. Schooling is compulsory in New Zealand from the ages of 6 -16 years.

If you lived in Timor-Leste, your access to secondary schooling would be much more limited. Some children don’t even complete primary school. The average number of years of schooling is currently 4.4 years. Imagine if you had to stop going to school after year 4 or 5. What kind of maths would you be capable of doing? What would your reading ability be like?

Discussion

A person’s level of education is obviously critical in terms of future employment opportunities. What kinds of jobs would you be able to do if you had left school after year 5?

View

View PowerPoint E10 - Meet Lucas to find out more about a 17-year old boy living in Aileu with his large family of 15. Find out more about Lucas and the Pereira family by watching Video G: The Pereira Family.

Activity

Complete Worksheet E13: Education in Timor-Leste.

Prayer

We think of the young people of Timor-Leste, especially those whose access to education is limited. We pray that as their country grows economically, more teenagers in Timor-Leste will have the opportunity to attend secondary school. May they discover their gifts and talents, and lead fruitful lives.

Action

Go to PowerPoint E1 - Learn Tetum: Greetings and learn some of the Tetum greetings.

Lesson 2 Y9-11

Learning outcomes:


* Identify inspiring men and women in our own time

* Recognise the impact of sin in our world, and understand its origins in the misuse of human freedom

Setting the Scene: The Struggle for Freedom

Timor-Leste was an occupied country for 25 years; from 1975-1999. During this time, the occupying forces imposed Indonesian rule with brutality and violence. The armed wing of the Timorese FRETILIN party, known as FALINTIL, waged guerrilla warfare from their mountain hideouts for the duration of the occupation. A conservative estimate is that 102,800 Timorese died as a result of the conflict with Indonesia, or due to conflict-related illness and starvation.

Discussion

Has anyone in the class lived in an occupied country? If possible, they might be able to share some of their experiences. Otherwise, have students imagine what it might be like in a country where your freedom is limited by a military government.

View

Watch the following video made in 1991, not long after the Santa Cruz massacre: www.youtube.com/watch?v=NJvLOnknNl0 It has some excellent footage of Bishop Belo speaking. I suggest you show up to 15:12 only. After this point the video may be a bit disturbing for young viewers.

Discussion

What is your initial reaction to this video? Do you find the footage shocking?

How do you feel about Bishop Belo’s determination to speak out on behalf of the people of East Timor?

Activity

Read Fact Sheet E16: Bishop Carlos Belo and the Catholic Church in Timor-Leste.

Complete Worksheet E14: Bishop Belo: Leader for Peace.

Prayer

We thank you for the example of Bishop Belo, and of all those who have spoken out against injustice. Give us courage to speak out when something is wrong. May we be advocates for people in our own country who struggle against poverty and prejudice.

Action

Write a short speech about an issue of injustice in Aotearoa, New Zealand, today. Deliver your speech to your class.

http://www.youtube.com/watch?v=NJvLOnknNl0


Lesson 3 Y9-11

Learning outcomes:


* Understand how the ideas and actions of people in the past have had a significant impact on people’s lives

* Understand the nature of pono-integrity, freedom and moral responsibility

Setting the Scene: Peace and Reconciliation

One might think that once the Indonesian occupying force had left Timor-Leste, life automatically became peaceful and easy for the Timorese people. However, this was not the case. The wave of destruction which followed the 1999 referendum result left the Timorese infrastructure decimated, and, after 25 years of occupation Timor’s people were impoverished, with limited knowledge and skills about governing a country. The new nation required international support in order to build their own leadership capacity. This support came in large part from the United Nations, in the form of the United Nations Peacekeepers.

Discussion

Pope John Paul II once said, ‘There can be no peace without justice’. What do you think he meant by this statement?

View

Watch United Nations Mission in East Timor 1999-2009 at www.youtube.com/watch?v=N2-Qjy_G8Gc, for a comprehensive description of the role of the UN in helping to support the first years of Timor’s independence.

Students might also find this short one-minute video about UN Peacekeepers informative: www.un.org/en/peacekeeping/operations/peacekeeping

Discussion

Who were the peace builders in Timor-Leste after the referendum?

What skills and qualities do you think would be needed by peace builders?

Activity

Complete Worksheet E15: The Qualities of an Effective Peace Keeper.

Prayer

Thank you, God, for the work of generous soldiers and civilians who dedicate themselves to restoring peace in places where there has been conflict. Equip them with perseverance and courage. Inspire more people to serve the international community in this way.

Action

Think of a way in which you can be a peace builder in your own family and community.

http://www.un.org/en/peacekeeping/operations/peacekeeping

https://www.youtube.com/watch?v=N2-Qjy_G8Gc

Lesson 4 Y9-11

Learning Outcomes:


* Understand that true freedom means that people have the right to make decisions about their own lives

* Understand how people seek and have sought economic growth through business, enterprise and innovation

Setting the Scene: Faith and Hope

Consider the situation in Timor-Leste in 1999, just after the referendum in which Timor won its independence from Indonesia. Around 95 percent of the country’s schools, businesses, and offices had been burnt or looted. At least half of the population were malnourished and many of the male ‘leaders’ had lived in the mountains and jungles for more than twenty years waging guerrilla warfare. Not only did the new nation lack solid infrastructure and buildings such as schools and offices, but it also lacked leaders with any experience in governing a democratic nation.

Read

Read Story D: Mana Dortia’s Story. Learn about how she herself came to live in Timor-Leste during the occupation and quickly made this nation her home.

Discuss

What surprised you about Mana Dortia’s story?

View

Watch Video F: Mana Dortia and Video E: Hope and Opportunity.

Discuss

What is the main objective of HAFOTI?

In what ways have the lives of rural women been improved through working with HAFOTI?

What are some of the things that Mana Dortia does for HAFOTI?

What are some of the qualities of Mana Dortia that make her an effective Directress of HAFOTI?

Activity

Complete Worksheet E16: Building Livelihoods and Building Peace and explore the links between development and peace.

Prayer

We pray for the work of Mana Dortia and all those who work for HAFOTI. We ask that they receive strength and good help, as they continue to motivate and empower rural women throughout Timor-Leste. May their work help to build a peaceful future for this young nation.

Lesson 1 Y12-13

Learning outcomes:


* Justify in accordance with Catholic ethics, a course of action in a particular situation

* Understand how individuals, groups and institutions work to promote social justice and human rights

Setting the Scene: Life in Timor-Leste

The Human Development Index (HDI) was developed by the United Nations as a way of assessing the social and economic development levels of countries. Four principal areas of examination are used to rank countries: mean years of schooling, expected years of schooling, life expectancy at birth and gross national income per capita. This index makes it possible to follow changes in development levels over time and to compare the development levels of different countries. On the human development index, Timor-Leste is ranked number 133 out of 196 countries.

Discussion

Distribute Fact Sheet E12: Human Development Indicators for Timor-Leste.

Activity

Ask students to predict where they think New Zealand ranks on the HDI. Complete online research to find out about years of schooling, life expectancy and gross national income per capita in New Zealand.

Go to http://hdr.undp.org/en/data which is a great website where you can choose two countries to compare in terms of a human development area. Choose the countries you wish to see displayed on the line graph, and the particular indicator you want to look at.

View

View Video G: The Pereira Family and PowerPoint H: Meet Alda.

Activity

Complete Worksheet E17: Meet Alda as a response.

Activity

Keeping in mind the principles of Catholic ethics, have a class debate on the topic:

We, in New Zealand, are morally obliged to help developing nations achieve a higher standard of living.

http://hdr.undp.org/en/data

http://www.investopedia.com/terms/i/income-per-capita.asp

http://www.investopedia.com/terms/l/lifeexpectancy.asp

http://www.investopedia.com/terms/u/united-nations-un.asp

Lesson 2 Y12-13

Learning outcomes:


* Explore key principles and concepts – including human dignity, freedom and responsibility

* Explore issues related to life and society from the perspective of church and scripture

Setting the Scene: Struggle for Freedom

During the Indonesian occupation, the Catholic Church was one of the few organisations with international links that was able to keep operating in Timor-Leste. As such the leaders of the Church, such as Bishop Belo, were in a unique position in terms of being able to speak out against the atrocities and human rights abuses that were taking place.

Read

Ask students to read both Fact Sheet E14: Indonesian Occupation and Fact Sheet E16: Bishop Carlos Belo and the Catholic Church in Timor-Leste to understand key events and players to Timor-Leste history.

View

Watch www.youtube.com/watch?v=NJvLOnknNl0 to view excellent footage of Bishop Belo speaking soon after the Dili Massacre in 1991. However, just watch up to 15 minutes because after this, the footage is a bit too graphic for students.

Watch Monsignor Gerry Burns in Video H: The Voice for Freedom and Video J: Remembering as he speaks about the role of the international Catholic Church and his own experience helping out in Timor-Leste.

Discussion

What was Bishop Belo’s part in helping to bring about the end of the Indonesian occupation?

How did the international Catholic Church support independence?

What other international organisation played a role in bringing peace and stability to Timor-Leste?

Activity

Find out about other parts of the world where the Catholic Church is taking a stand against human rights abuses. You might like to look at the role of Bethlehem University, in the Palestinian Territory, in fostering peace in the West Bank of Israel. The university was founded by the De La Salle Brothers with the support of the Vatican.

Prayer

E Hēhu, Prince of Peace, you know the turmoil in which our world finds itself. There is war and fighting in many nations. There are huge numbers of people made homeless by these conflicts. We ask that you would inspire people everywhere to discard their weapons of destruction, and to work for peace and stability in our world. May we be agents of peace in our own place.

Amen.

Action

Find out about a local or international peace organisation that you can support.


Lesson 3 Y12-13

Learning outcomes:


* Identify ways in which people can build justice and peace

* Describe the principle of Catholic ethics

Setting the Scene: Peace and Reconciliation

During the 25 years of occupation many Timorese were co-opted to work for the Indonesian military. Many felt coerced to do so. Others were caught up in the pillaging and destruction that occurred after the 1999 referendum. These pro-Indonesian Timorese fled the country soon after the referendum, but soon they needed to come back to look after their farms and resume their lives. The interim government of Timor-Leste saw the need to establish a truth and justice commission in order to be able to re-integrate these people back into their communities. They set up the Commission for Reception, Truth and Reconciliation (in Portuguese the acronym was CAVR).

Read

Both Fact Sheet E21: Community Reconciliation Processes and Fact Sheet E22: The Commission for Reception, Truth and Reconciliation (CAVR) provide students with information about the reconciliation journey in Timor-Leste.

Activity

Complete Worksheet E18: Peace and Reconciliation.

Discussion

How does the community reconciliation process remind you of the way we celebrate the Sacrament of Reconciliation in the Catholic Church?

Prayer

E Te Atua, our world is badly in need of peace. We need peace between nations, peace within countries, and peace within families. Strengthen all of us to be people who seek reconciliation rather than recrimination. Make us humble enough to admit when we are wrong, and humble enough to let go of hurts without holding a grudge. Help us to be peace builders in our own whānau, school and community.

Action

Identify an issue that causes conflict in New Zealand. Can you think of a way to bring people together to reach a peaceful solution?

Lesson 4 Y12-13

Learning Outcomes:


* Identify key principles underlying the Church’s teaching on issues of social justice

* Understand how individuals, groups and institutions work to promote social justice and human rights

Setting the Scene: Caritas and HAFOTI

Hamahon Feto Timor (HAFOTI), established in 2002, provides economic opportunities for women in rural areas, assisting them in product making, marketing, and microcredit for small enterprises. The women are engaged primarily in food production and processing. The products they make include virgin coconut oil, banana chips, cassava chips, and local handicrafts. Caritas Aotearoa New Zealand has partnered with HAFOTI since 2004.

View

Watch Video E: Hope and Opportunity to hear from some of the HAFOTI members about how their life has been improved through the opportunities they’ve had with HAFOTI.

Discussion

What impresses you about the work of HAFOTI? In what ways is HAFOTI having a positive impact on the lives of rural women and their families?

Read

Read Story D: Mana Dortia’s Story. Learn about how she herself came to live in Timor-Leste during the occupation and quickly made this nation her home.

Discuss

What surprised you about Mana Dortia’s story?

View

Watch Video F: Mana Dortia to hear the work she does as the Directress of HAFOTI.

Activity

Complete Worksheet E19: The HAFOTI Story.

Prayer

We pray for the work of Mana Dortia and all those who work for HAFOTI. We ask that they receive strength and good help, as they continue to motivate and empower rural women throughout Timor-Leste. May their work help to build a peaceful future for this young nation.

Action

Organise a Caritas Challenge event at your school to raise money for HAFOTI.

lesson outline… · web vie

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