Grade Level: Upper Secondary / Post-Secondary (A16+)
Subjects: Social Studies, Ethics, Religious Studies, Film Studies, English Language Arts

Core Materials:

• Film: Philomena (2013)

Articles:

• “The Catholic church sold my child, The Guardian 2009
• “Philomena – review” by Peter Bradshaw, The Guardian (2013)
• Pope Francis meets Philomena Lee and Steve Coogan The Guardian 2014
  

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Learning Objectives

By the end of this unit, students will:

• Analyze ethical and moral implications of institutional actions, particularly regarding the Catholic Church.
• Evaluate how personal narratives challenge and influence public understanding of historical events.
• Compare historical cases of institutional abuse with contemporary efforts toward accountability.

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Session 1: Introduction & Film Viewing

Activities:

• Historical Context Briefing:
  Introduce the history of Ireland’s mother-and-baby homes and the role of the Catholic Church and the state. (See “Background Articles” below.)

• Film Viewing:
  Watch the first half of Philomena.
  ➔ Task: Students take notes on:

• Key themes (faith, forgiveness, injustice)
• Character development
• Emotional responses

Homework:

• Read Catherine Shoard’s article:
  “Philomena, the Catholic Church, and the Sins of the Past”.​

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Session 2: Film Completion & Group Discussion

Activities:

Finish Viewing the Film.

• Group Discussion: ➔ Small groups explore:

• Ethical questions raised by the film
• Depictions of forgiveness and the complexity of faith when institutions fail

• Article Analysis:
  ➔ Discuss Shoard’s article:

• How does the film critique institutional behavior?
• What nuances does it show about personal faith vs. institutional faith?

Homework:

• Reflective Essay:
  ➔ Prompt: “What are the ethical dilemmas faced by individuals and institutions in Philomena? Whose responsibility is forgiveness?” (1–2 pages)​

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Session 3: Contemporary Comparisons & Critical Thinking

Activities:

• Case Study Introduction:
  ➔ Discuss Maria Arbuckle’s 2024 account of forced adoption (The Guardian). ➔ Draw parallels to Philomena Lee’s story.

• Comparative Analysis Task: ➔ Students create Venn diagrams comparing:

• Institutional response
• Personal resilience
• Public awareness/societal impact

• Class Debate: ➔ Topic: “To what extent should institutions be held accountable for past wrongs? What forms of restitution are appropriate?”

Homework:

• Research a modern case of institutional accountability (e.g., reparations for indigenous schools, MeToo movements, corporate apologies).

• Prepare a brief 2-minute presentation summarizing the case.​

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Session 4: Synthesis and Reflection

Activities:

• Student Presentations:
  ➔ Present research findings connecting current events to themes from Philomena.

• Socratic Seminar Discussion: ➔ Guiding Questions:

• How do personal stories influence societal change?
• What role does forgiveness play in justice and reconciliation?
• How can societies remember injustice without being trapped by it?

Assessment Criteria:

• Engagement in discussions
• Depth of critical thought in essays and debates
• Ability to connect historical and modern issues thoughtfully​

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Video Resource Integration

🎥 Real-Life ‘Philomena’: Journey to the Vatican

Guided Questions:

• How does Philomena Lee present her story and goals?
• What emotions are evident during her Vatican visit?
• How does real-life advocacy differ from cinematic portrayal?
• Why is media attention vital for justice movements?
• In what ways is forgiveness demonstrated in action?

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