Materials

1. Background explanation with glossary of key terms

2. Link to Biography of Pope John Paul II

3.

http://www.pbs.org/newshour/bb/religion/jan-june99/pope_1-27a.html

http://www.pbs.org/newshour/bb/religion/jan-june98/vatican_4-8.html

http://www.pbs.org/newshour/bb/religion/jan-june00/pope_3-23a.html

http://www.pbs.org/newshour/bb/religion/jan-june02/Vatican_4-23.html

4. Activity procedure
5. Extension activities

1. Begin by supplying foundation material for the student via the background explanation, the Online NewsHour articles and the glossary of terms.

2. Either individually (in short answer or essay format) or in small groups, have the students answer the following questions based on the readings (possible answers are provided in italics):

• Which accomplishments do you see as the most significant in John Paul II's tenure and why? In other words, what do you predict future generations will remember about this pope? Of course, there are many valid answers, but historians already point to John Paul II's role in aiding the downfall of communism in Europe as a hallmark of his life.
  
  
• What about John Paul II's childhood may have contributed to his strong desire to seek social justice and end oppression for all? For one, the pope grew up in Nazi-occupied Poland, so he saw firsthand the effects of tyranny and oppression on a population. He also lived much of his life in Poland under the suffocating Soviet occupation.
  
  
• Is there anything about John Paul II's legacy that is conflicting or contradictory? Some may see it as contradictory that while he was a champion of social justice and equality, John Paul II was also unyielding in his views on Church reform -particularly in regards to its position on birth control, gay marriage or the role of women in the Church hierarchy.
  
  
• Why do you think it was so important for John Paul II to reconcile with other major religions of the world, such as Judaism, Islam and various branches of Christianity? There are numerous answers, but perhaps John Paul II's close contact with various struggling nations and communities led him to see the value of any religion that promotes peace and charity. Also, John Paul II's outlook on world cultures was likely sharpened by the extraordinary amount of traveling he did while pope.
  
  
• Why is it that religious leaders (like the pope) can sometimes have a greater impact on world affairs and policies than secular leaders (like politicians)? People tend to be more distrustful of secular institutions than of religious ones. Of course, religious institutions have often been under attack by the public, too, but people tend to look to spiritual leaders for guidance and support rather than to political leaders. Perhaps this is because the role of religion is much more significant in individual families than the role of local, national or global politics.
  

3. Discuss the responses as a class, and aim to draw conclusions about the influence of Pope John Paul II on the Catholic Church as well as on the world community.

Renowned figures often have mixed legacies, depending through which lens one is judging them. For the following activity, the student will examine the accomplishments and resulting legacies of a cross-section of historical players.

Procedure

1. Based on the readings and discussion, have the student briefly summarize the achievements of John Paul II, either orally or in writing.

2. Next, ask the student to draw up a pro/con list of the pope's accomplishments (i.e., draw a line down the middle of a sheet of paper, write pro on the top left, con on the top right, and note specific acts and deeds).

3. Afterwards, have the student consider the lives of 3-5 additional historical figures, identifying both the positive accomplishments (pro) and the negative (con).

4. Once done, come together as a class and analyze the findings. To assist the process, you may wish to ask:

a. Which category of historical figures tends to have more pros than cons (or the contrary)? Religious leaders like the pope? Social activists such as Martin Luther King Jr. or Susan B. Anthony? Political leaders such as Abraham Lincoln or Winston Churchill? Revolutionaries such as Mohandas Gandhi or Samuel Adams?

b. Do figures in recent history tend to have a more positive or negative legacy? In other words, what is the impact of time on how we judge individuals?

c. How willing is society to overlook personal flaws or negative acts in formulating judgments? For example, does or should the fact that Thomas Jefferson owned slaves tarnish his legacy as a champion of individual liberties? Does or should Christopher Columbus's treatment of the indigenous population of America recast his accomplishments?

d. Do certain types of public figures demand different criteria for judgment? For example, should we judge an athlete less severely than a politician? Should religious figures be held to a different standard than a military leader or a captain of industry?

e. How relative are historical accomplishments or views? How could the pope's stance on female priests or birth control be viewed by different sectors of society? By different ages? By different religions?

Extension Activity II

Assign the student to write two distinct critiques of the life of an historical figure from different perspectives. For example, for Pope John Paul II, one critique could be composed from the view of a traditional Catholic Church member, and the other from that of an advocate of Church reform. For Franklin D. Roosevelt, one critique could be written from the perspective of a labor leader and the other from an industrialist.

Ultimately, this activity is designed to encourage the student to critically examine influential figures as well as to increase his/her awareness of cultural perspectives.