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Presentation19

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Joseph Incandela

This document outlines the schedule and learning outcomes for a class that will involve group work designing depictions of Jesus's care for the poor, a discussion on whether Jesus was a revolutionary, and self-assessment on contributions to the group and how the class changed views on Jesus. Students will imagine representations of Jesus's political significance, determine if describing him as a revolutionary is fitting, and self-reflect on learning.

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What we’ll do today:  Designing Jesus: Group work to portray/depict/role-play Jesus’s preferential option towards the poor (45 minutes)  Was Jesus a revolutionary? (25 minutes) In-class Learning Outcomes  Imagine your own representation of the political significance of Jesus  Determine whether and in what sense Fr. Dear’s description of Jesus as “a revolutionary” is appropriate  Self-Assessment (5 minutes)  What did you contribute to your group or to class discussion today?  Did this class (or the material you prepared for this class) change the way you’ve thought about who Jesus was and what it means to follow him??

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Presentation19

  • 1. What we’ll do today:  Designing Jesus: Group work to portray/depict/role-play Jesus’s preferential option towards the poor (45 minutes)  Was Jesus a revolutionary? (25 minutes) In-class Learning Outcomes  Imagine your own representation of the political significance of Jesus  Determine whether and in what sense Fr. Dear’s description of Jesus as “a revolutionary” is appropriate  Self-Assessment (5 minutes)  What did you contribute to your group or to class discussion today?  Did this class (or the material you prepared for this class) change the way you’ve thought about who Jesus was and what it means to follow him??