Grade Level: Upper Secondary / Post-Secondary (A16+)
Subjects: Social Studies, Ethics, Religious Studies, Film Studies, English Language Arts
Core Materials:
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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
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.
Session 1: Introduction & Film Viewing
Activities:
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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”.
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:
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Reflective Essay:
➔ Prompt: “What are the ethical dilemmas faced by individuals and institutions in Philomena? Whose responsibility is forgiveness?” (1–2 pages)
Session 3: Contemporary Comparisons & Critical Thinking
Activities:
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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
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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).
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Prepare a brief 2-minute presentation summarizing the case.
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
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?