This is an individual spiritual exercise students may use as an examination of conscience prior to receiving the Sacrament of Penance. Make a copy of the directions and exercise below for each student. Option: allow students to discuss their response with a partner or in a small group.
Directions: Read the description of the biblical names for the four obstacles to ridding oneself of an area of sinfulness. Look up and read the corresponding passages from the Bible. Then write your responses to the questions that follow.
1. Blindness is the failure to even see your own sinfulness. Read John 9:1-41
What were the Pharisees blind to?
Name a personal pattern of sinfulness you have fooled yourself about (but cannot fool God about?)
2. Pride is the refusal to admit something is your own fault. Read Luke 18:9-14
What is the attitude that is praised in the parable?
Agree or disagree. Is it more effective to admit your sin out loud than to just admit it to yourself? Explain your answer.
3. Hardness of heart is knowing that you are sinning, but not caring or wanting to change. Read Luke 5:27-32.
What effort did Levi make to show he had given up his sinful ways?
How has another person helped you to recognize and change your sinful ways?
4. Weakness or fear leads to your inability to do anything about your sins. Read Romans 6:12-23
According to the reading, what is the final result of a life of sinfulness?
In the Sacrament of Penance, what are some visible signs that help you to overcome sinfulness?
These are classic stories with a lesson or moral at the end. Share them with your students when you have a chance.
1 - First Important Lesson - Cleaning Lady.
During my second month of college, our professor gave us a pop quiz. I was a conscientious student and had breezed through the questions until I read the last one: "What is the first name of the woman who cleans the school?" Surely this was some kind of joke.
I had seen the cleaning woman several times. She was tall, dark-haired and in her 50's, but how would I know her name? I handed in my paper, leaving the last question blank. Just before class ended, one student asked if the last question would count toward our quiz grade. "Absolutely,” said the professor. "In your careers, you will meet many people. All are significant. They deserve your attention and care, even if all you do is smile and say "hello."
I've never forgotten that lesson. I also learned her name was Dorothy.
2. - Second Important Lesson - Pickup in the Rain
One night, at 11:30 p.m., an older African American woman was standing on the side of an Alabama highway trying to endure a lashing rain storm Her car had broken down and she desperately needed a ride. Soaking wet, she decided to flag down the next car.
A young white man stopped to help her, generally unheard of in those conflict-filled 1960's. The man took her to safety, helped her get assistance and put her into a taxicab.
She seemed to be in a big hurry, but wrote down his address and thanked him. Seven days went by and a knock came on the man's door. To his surprise, a giant console color TV was
delivered to his home. A special note was attached. It read:
"Thank you so much for assisting me on the highway the other night. The rain drenched not only my clothes, but also my spirits. Then you came along. Because of you, I was able to make it to my dying husband's' bedside just before he passed away... God bless you for helping me and unselfishly serving others."
Sincerely,
Mrs. Nat King Cole.
3 - Third Important Lesson - Always remember those who serve.
In the days when an ice cream sundae cost much less, a 10-year-old boy entered a hotel coffee shop and sat at a table. A waitress put a glass of water in front of him.
"How much is an ice cream sundae?" he asked.
"Fifty cents," replied the waitress.
The little boy pulled his hand out of his pocket and studied the coins in it. "Well, how much is a plain dish of ice cream?" he inquired.
By now more people were waiting for a table and the waitress was growing impatient.
"Thirty-five cents," she brusquely replied.
The little boy again counted his coins. "I'll have the plain ice cream," he said.
The waitress brought the ice cream, put the bill on the table and walked away The boy finished the ice cream, paid the cashier and left. When the waitress came back, she began to cry as she wiped down the table. There, placed neatly beside the empty dish, were two nickels and five pennies. You see, he couldn't have the sundae, because he had to have enough left to leave her a tip.
4 - Fourth Important Lesson. - The obstacle in our path.
In ancient times, a King had a boulder placed on a roadway. Then he hid himself and watched to see if anyone would remove the huge rock. Some of the King's' wealthiest merchants and courtiers came by and simply walked around it. Many loudly blamed the King for not keeping the
roads clear, but none did anything about getting the stone out of the way.
Then a peasant came along carrying a load of vegetables. Upon approaching the boulder, the peasant laid down his burden and tried to move the stone to the side of the road After much pushing and straining, he finally succeeded. After the peasant picked up his load of vegetables, he noticed a purse lying in the road where the boulder had been. The purse contained many gold coins and a note from the King indicating that the gold was for the person who removed the boulder from the roadway. The peasant learned what many of us never understand!
Every obstacle presents an opportunity to improve our condition.
5 - Fifth Important Lesson - Giving When it Counts.
Many years ago, when I worked as a volunteer at a hospital, I got to know a little girl named Liz who was suffering from a rare & serious disease. Her only chance of recovery appeared to be a blood transfusion from her 5-year old brother, who had miraculously survived the same disease and had developed the antibodies needed to combat the illness. The doctor explained the situation to her little brother, and asked the little boy if he would be willing to give his blood to his sister.
I saw him hesitate for only a moment before taking a deep breath and saying, "Yes I'll do it if it will save her." As the transfusion progressed, he lay in bed next to his sister and smiled, as we all did, seeing the color returning to her cheek. Then his face grew pale and his smile faded.
He looked up at the doctor and asked with a trembling voice, "Will I start to die right away?"
Being young, the little boy had misunderstood the doctor; he thought he was going to have to give his sister all of his blood in order to save her.
Ave Maria Press offers free 5-day mini-units that fit within several different theology courses schedules. They are also perfect for a short catechetical lesson in a parish youth ministry setting.
Four of the mini-units are particularly applicable and related to contemporary issue occurring how.
1. Migration and the Church shows ways for Catholics to help with immigration reform. It also points out to the many ways immigrants help in their new communities. It accompanies a video on the migration issue, Dying to Live, which is also available from Ave Maria Press.
2. Adoption: A Choice Worth Making provides a synopsis of the adoption process, including perspectives from adoptive children and parents.
3. Religious Liberty and Catholicism in the United States shares the proper relationship Catholics should have with civil authorities. It also traces the historical development of the Church's relationship with the government in the United States.
4. Monseñor: The Last Journey of Óscar Romero Study Guide (English and Spanish) reviews the last days and martyrdom of Blessed Óscar Romero whose canonization is anticipated for October 2018. This mini-unit is accompanied by the award-winning documentary of the same name.
Check out the Ave Maria Press mini-unit section for these and other free 5-day mini units!
The annual Catholic Schools Week is scheduled for January 28 to February 3. How will you mark the occasion with your students?
One idea would be for the students to write a short essay entitled “6 Benefits of a Catholic High School Education.” The six benefits can be written in a list form with a one paragraph explanation of each.
After you have collected the essays, compile a list of the top three benefits mentioned by all the students. Collate some of their reasoning into a larger promotion on a poster and an online platform with quotations included from as many students as possible and mentions by name of all the students in your class.
You might note a similar essay composed by a recent graduate of a Catholic high school.
Here’s a short exercise your students might complete upon entering your classroom or at the end of a lesson. Have the students look up each passage and complete the following items related to Jesus’ disciples.
Matthew 10:1–15. List the Apostles. Name three things Jesus instructed the Apostles to do.
Luke 8:1–3. Name three women followers of Jesus.
Luke 10:38–42. What was Martha complaining about? What did Jesus tell her?
John 3:1–21. What did Nicodemus not understand about Jesus’ teaching?
John 20:11–18. Why did Jesus tell Mary Magdalene not to hold onto him?
Luke 19:1–10. Why was Zacchaeus despised by so many? What was the sign that he became a true disciple of Jesus?
Answers
The Apostles are Simon called Peter, Andrew, James, John, Philip, Bartholomew, Thomas, Matthew, James, Thaddeus, Simon the Cananean, and Judas Iscariot. Jesus instructs them to go to the “lost sheep of the house of Israel,” proclaim the kingdom of Heaven, cure the sick, raise the dead, cleanse lepers, drive out demons, and take very little.
Mary Magdalene, Joanna, and Susanna
She complained that her sister did not help her serve the guests. Jesus told her not to worry, but to sit and listen to him like her sister Mary.
Nicodemus did not understand the meaning of being born again.
Jesus had not yet ascended to his Father
Zacchaeus was despised because he was a wealthy tax collector, but he proved his loyalty as a disciple by giving half of his possessions to the poor and promising not to steal from anyone.
Here’s an activity for your students when they return to school after Easter. Make copies of the Scripture Spiral. You can also make copies of the questions below to give to each student or read the questions one at a time as the students work to fill in the answers around the spiral. The last letter of one answer is also the first letter of the next answer.
Questions
What did the women take to Jesus’ tomb? (Lk 24:1)
In Matthew’s Gospel, what was the angel doing on the stone? (Mt 28:3)
Who did Mary Magdalene think Jesus was? (Jn 20:15)
How did Peter get to the tomb? (Lk 24:12)
In Mark’s original ending, what did the women say to Peter and the disciples about the message given to them by the angel at the empty tomb? (Mt 28:16)
Where did the risen Jesus meet with his disciples? (Mt 28:16)
What natural disaster accompanied the angel’s descent? (Mt 28:2)
What was the village seven miles from Jerusalem where the two disciples were traveling when they met Jesus? (Lk 24:13)
What day of the week was the empty tomb discovered? (Mk 16:2)
How did Peter answer Jesus’ question “Do you love me?” (Jn 21:16)
Jesus breathed on his disciples and promised he would send the Holy ______. (Jn 20:22)
In Luke’s Gospel, who appeared to the women inside the empty tomb? (Lk 24:4)
What did the women’s story of the empty tomb seem like to the Apostles? (Lk 24:11)
What did the risen Jesus want to do when he met with his disciples in Jerusalem? (Lk 24:41)
What was the name of the sea where Jesus revealed himself to seven disciples? (Jn 21:1)
After the students have completed the Scripture Spiral tell them to use the circled letters on the spiral to answer the following question: What is the most important feast day in the Church Year?
Answers: 1) spices; 2) sitting; 3) gardener; 4) ran; 5) nothing; 6) Galilee; 7) earthquake; 8) Emmaus; 9) Sunday; 10; Yes; 11) Spirit; 12) two men; 13) nonsense; 14) eat; 15) Tiberias; Bonus) Easter.
Ask students to say aloud words or phrases that come immediately to them when you say the word “patriotism.” List the words on the board.
Distribute a handout with the following quotations and questions. Read the first quotation and have the students write their reflections on the questions that follow. Repeat the format for sections 2 and 3.
Finally, ask the students to answer in writing the two “Final Items.” To conclude, ask the students to share their reflections either in small groups or with the whole class.
1.
Quotation:
“The virtue of patriotism means that as citizens we respect and honor our country, but our very love and loyalty make us examine carefully and regularly its role in world affairs asking that it live up to is full potential as an agent of peace with justice for all people” (U.S. Catholic Bishops, The Challenge of Peace, 1983, #327).
What does it mean to “respect and honor our country”? to show “love and loyalty”?
How do you do these things concretely?
What specifically do you think we should be asking our country to do in order to “live up to its full potential as an agent of peace with justice for all people”?
Is this constructive criticism a patriotic or unpatriotic act and why?
2.
Quotation:
“To teach the ways of peace is not to weaken the nation’s will but to be concerned
for the nation’s soul” (U.S. Catholic Bishops, The Challenge of Peace, 1983, #304).
What do you think the bishops mean? Why are they concerned for our nation’s soul?
Is it unpatriotic to have such concerns? Why or why not?
3.
Quotation:
Martin Luther King, Jr., was concerned about our nation’s soul at a similar time in our nation’s history (1956-1968). He helped to create the Southern Christian Leadership Conference, whose motto was “We have come to redeem the soul of America.” In 1967, he broke his silence about the Vietnam war and boldly proclaimed: “Never again will I be silent on an issue that is destroying the soul of our nation and destroying thousands and thousands of little children in Vietnam. . . . The time has come for a real prophecy, and I’m willing to go that road”(quoted in Road to Redemption).
Do you think the soul of our nation is in jeopardy today? Why or why not?
Final Items
What do you think you are being called to by these statements and questions?
After thinking about all of this, briefly define your own understanding of Christian patriotism:
For any lesson you are doing on the Beatitudes (Matthew 5:1-11), you may wish to combine this discussion activity that helps students think about how the Beatitudes apply to their own lives.
Preparation
Print these five phrases using thick marker on separate sheets of scrap paper: 1) Strongly Agree; 2) Agree; 3) Somewhat Agree; 4) Disagree; 5) Strong Disagree. Tape these scrap papers at regular intervals along one long wall in your classroom or on the floor in a large center space.
Directions
Point out the agree-disagree continuum. Tell the students you will ask a question or read a statement related to the Beatitudes. Choose a group of four or five students to move silently and stand near the spot on the continuum that most closely approximates how they feel. Pause between each statement and ask the students to explain their positions. Use the following statements and add some of your own.
Statements
I will choose a career that serves people in need over a career that makes more money.
Most poor people could help themselves if they chose to.
I could forgive someone who injured or killed one of my family members.
Good can come from suffering.
I would rather be known more assertive than meek.
Anger is a feeling that should be avoided at all costs.
My attitudes and actions are affected by news stories about wars and starving children.
When my friends hurt, I hurt.
Everyone is out for themselves.
I expect to be rewarded for worshipping God.
The world will never be absent of war.
I consider myself a peacemaker.
I would die for my Christian beliefs.
I would comfortably say a blessing before eating a meal in a public restaurant.
I will stick up for an unpopular classmate who is being treated unjustly.
After everyone in the initial group has had a chance to speak, call on another group to repeat the exercise. Or, use only one group of students to navigate the continuum but extend the conversation by calling on the other students to comment from their seats on the various items and how they might choose.
