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Engaging Faith

Practical Lesson Ideas and Activities for Catholic Educators
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Discussing the President's Embryonic Stem Cell Order

This has been an historic week with President Barak Obama unceremoniously issuing an executive order that allows for stem cell research using embryonic stem cells. This disregard for an ethic that respects all human life is met with opposition from the Church. Help your students to understand this issue and the Church's position on the side of life. Summarize the issue, for example, from the about.com site:   In August 25, 2000, the Pontifical Academy for Life released a document entitled “Declaration on the Production and the Scientific and Therapeutic Use of Human Embryonic Stem Cells,” which summarizes the reasons why the Catholic Church opposes ESCR. First, the preparation of embryonic stem cells from a living embryo requires the destruction of the embryo, which the Church teaches is a gravely immoral act. Second, some scientists have used cloning to produce embryos in order to harvest stem cells. While these embryos are not created in the normal manner, the Church recognizes that they, too, are alive, and their destruction is gravely immoral. Third, the Church opposes the use of embryonic stem-cell lines that already exist for the same reason that She opposes the creation of new lines: Those lines began with the destruction of innocent human life. It doesn’t matter whether scientific advances may be made through ESCR; the Church teaches that we can never do evil, even if good may come of it, and there is no way to obtain embryonic stem cells without destroying innocent human life.   Cardinal Justin Rigali chairman of the U.S. Conference of Catholic Bishops' committee on pro-life activities, called Obama's decision "a sad victory of politics over science and ethics. This action is morally wrong because it encourages the destruction of innocent human life, treating vulnerable human beings as mere products to be harvested." Bishop John M. D'Arcy of the Diocese of Fort Wayne-South Bend described the occasion of Obama's signing of the bill as a "moment of sadness." In an article in the diocesan paper Today's Catholic the Bishop is quoted:     President Obama has introduced a utilitarian ethic, an ethic of relativism into our national life, and has supported it. Is this not the great tragedy: that this dictatorship of relativism, with this executive act, is now in the driver’s seat of ethical questions in our national life. Let us see what our scholar pope had to say of acts, to which our nation is now committed. “History itself has condemned such a science in the past and will condemn it in the future, not only because it lacks the light of God but also because it lacks humanity. “I would like to repeat here what I already wrote some time ago. Here there is a problem that we cannot get around; no one can dispose of human life. An insurmountable limit to our possibilities of doing and experimenting must be established. The human being is not a disposable object, but every single individual represents God’s presence in the world. “In the face of the actual suppression of the human being there can be no compromises or prevarications. One cannot think that a society can effectively combat crime when society itself legalizes crime in the area of conceived life.” — Sept. 11, 2006. So, let us be certain as to what has happened here. You can never use a human being as a means to a good end. The argument is made that it is not a human being. But, what is it? It is a stage of life, in which all of us once existed. It should also be made clear that our tax dollars will now be used to wipe out human life. This is a decision of historical significance. People will look back on it with sadness, and will be aware that this is the moment when the United States crossed the rubicon of life; and where as a nation, through our highest elected officials — we seemed to chose death, not life.   Consider having your students research and discuss this issue and more of Church teaching on the ethics that must always accompany a scientific decision.

Case Studies on the Marks of the Church

The Catechism of the Catholic Church quotes the Second Vatican Council document Lumen Gentium in describing the four marks of the Church and their place in the Church: "This is the sole church of Christ, which in the Creed we profess to be one, holy, catholic, and apostolic." These four characteristics, inseperably linked with each other, indicate essential features of the Church and her mission. The Church does not possess them of herself: it is Christ who, through the Holy Spirit, makes his Church one, holy, catholic, and apostolic, and it is her who calls her to realize each of these qualites (CCC, 811).   Listed below are some case studies related to the four marks of the Church. For each situation, have the students list as many possible realistic responses to the dilemma as they can. Encourage them to be as specific as possible in describing each response. Have them discus ways in which each response underscores or ignores the four marks of the Church. 1. There is a significant disagreement over the style of worship at your parish. One group thinks that worship should be just as it always has been, the other believes that worship should be "modernized" to attract people who do not come to church. What do you think? 2. The majority of people in the parish believe that a new building project is necessary; however a significant minority feels that the Church should use its money to help the poor. What do you think? 3. The parish youth group is organizing several sports' teams. Youth have to try out for the teams and some youth may be cut from the teams. There are many in the parish who believe that Church-sponsored things should be open to everyone who wants to join them. There is a loud call for developing rules to govern the formation of every new group within the Church. What do you think? 4. There are three very distinct cultural groups at your parish. There is a strong push for three distinct worship services and for separate organizational structures to respond to the needs of each group. What do you think? 5. There is no standard pattern of sitting, standing, and kneeling at your parish for worship. It has become the practice for everyone to do whatever they want and are most comfortable with. Some people are complaining that the lack of unity distracts them from worship. What do you think? 6. There are several new Bible study groups being started in your parish. Some feel that anyone who wishes to start a Bible study group should be able to do so and advertise it in the bulletin. Others feel that only those Bible studies which meet certain criteria and are lead by certain people whould be allowed to meet under the auspices of the Church. What do you think? 7. Your parish has been assisting at a local soup kitchen for many yearas. The use of the soup kitchen has grown tremendously and the space it is in is not longer adequate. Your parish has been approached to see it it would be willing to open its parish hall two days a week as a soup kitchen. The parish is divided between those who feel it would be sinful to refuse and those who feel that opening a soup kitchen in the church would bring in an "undesirable element" into the neighborhood, making the neighborhood less safe and unfairly reducing the property values for those people (primarily parishioners) who had invested their lives in this neighborhood. What do you think? 8. Your parish is divided over what standards should exist for those who teach religious education, serve as sponsors, lectors, or eucharistic ministers. Some feel that any baptized Catholic who is committed enough to go through the training and "do the job" should be accepted. Others feel that only those of "impeccable moral character" should be accepted. What do you think?

Pray for the Unborn

Today, on the 36th Anniversary of the Roe v. Wade Supreme Court decision legalizing abortion in the United States, take some time to pray with your students for the rights of the unborn, a change of laws, and a change of heart. Review the issue beginning with a summary prepared by the United States Catholic Bishops. Recent survey polling data of U.S. citizen's beliefs and attitudes about abortion is also provided.You may wish to have your students prepare reports on the proposed Freedom of Choice Act that among other things would require taxpayers to fund abortions as well as endangering the moral stance of Catholic hospitals with the possibility that they would be required to perform abortions.With a change in presidental administration this week, the National Right to Life Committee prepared a summary of President Obama's agenda on these issues and suggestions for course of action.Here is a prayer in support of the hundreds of thousands who will march in Washington D.C. on January 22 in support of the rights of the unborn:Our Lady of Guadalupe, we turn to you who are the protectress of unborn children and ask that you intercede for us, so that we may more firmly resolve to join you in protecting all human life.Let our prayers be united to your perpetual motherly intercession on behalf of those whose lives are threatened, be they in the womb of their mother, on the bed of infirmity, or in the latter years of their life.May our prayers also be coupled with peaceful action which witnesses to the goodness and dignity of all human life, so that our firmness of purpose may give courage to those who are fearful and bring light to those who are blinded by sin.Encourage those who will be involved in the March for Life; help them to walk closely with God and to give voice to the cry of the oppressed, in order to remind out nation of its commitment to life, liberty, and the pursuit of happiness for all people.O Virgin Mother of God, present our petitions to your Son and ask Him to bless us with abundant life.Amen.

A New Day

In a beautiful meadow at the bottom of a great mountain lived a people called the "Greens." They wore green clothes, lived in green homes, drove green cars, and believed that God was green.At the top of the great mountain were another people, the "Blues." They wore blue clothes, lived in blue homes, drove blue cars, and believed that God was blue.One day a Green boy had his leg trapped between two big rocks in Blue territory....A Blue boy stood by the Green boy for a few minutes. Then he went to a tree and broke off a branch. The Green boy said, "Don't hit me with the branch," thinking that is what the Blue was about to do.Blue answered him, "I am not going to hit you. The branch is to pry loose the rocks that are holding your leg."Blue pried loose the rocks. He tore his blue shirt into long strips and tied the branch to Green's leg. Then he helped Green walk home.The two boys became close friends. They often visited each other. They made up a new song which they taught to the children. It had these words:Green is good, but so is Blue,Purple, Yellow and Red, too—All the children should be glad;There is no color that is bad.Little by little more Blues and Greens started visiting each other. They began going to each other's schools and churches. They even went beyond their lands and visited the Yellows, Reds, and Purples. After awhile most people didn't call themselves "Greens" or "Blues" but simply "Rainbow People." And to this day their children sing, "There is no color that is bad." —-adapted from The Rainbow Peopleby Lawrence Castagnola S.J. LessonsAsk an older person from the community who grew up in a time marked by racism to give the class a short presentation detailing society's (and his or her own) changing attitudes during the course of his or her life.In small groups have the students role-play peaceful resolutions to situations that are often marked by racial tensions (for example: teens of different races sharing the same lunch room, a teen's parents reacting to a son/daughter dating someone of a different race, two schools with students of different races competing in athletics).Watch the inauguration speech of President Barack Obama and the "I Have a Dream Speech" of Dr. Martin Luther King, Jr. Write an essay comparing the two.

Facebook and God's Kingdom

Classmate 1:So I was in my spinning class and "Another One Bites the Dust" comes on. When I hear that song I think of the tape that you and your brother did and sent to [Name] and me. Do you remember that? We were pretty cruel to each other back then. Classmate 2:I don't remember making a tape and why "Another One Bites the Dust." You will have to remind me. Are you sure it was me? I remember waking up at 5am to call you to wake you up. Do you remember that? Why I had to call you I don't remember?   I was reading the "wall-to-wall" conversation (above) between two former students of mine (also my "friends" on Facebook) when I realized that today's Facebook generation is getting a little taste of what Purgatory and Heaven are like all wrapped into one. In other generations, sins of childhood could be more easily forgotten and stored away. Maybe not now. Instead, many years removed, we could meet up with someone we offended years ago. Taking a positive outlook, what a good opportunity to offer forgiveness and perhaps satisfaction for a long ago hurtful action. Regarding Heaven, don't we believe that we will be reunited with all the friends and family members from our life on earth? Things like "classmate search" and "recommendations for friends" through websites like Facebook allow people to form an Internet community not separated by space or time with people from all throughout their lives. Talk over some of these "Facebook issues" with your students. Ask them what they think about: Does knowing your high school classmates will be able to stay in touch with you well into the future affect how you treat them now? How do you feel when someone you have not seen for years contacts you on Facebook? * How does your "Facebook community" feel like a glimpse of the God's Kingdom?

Being Human through the Lens of Bruce Almighty

On October 11, Ave Maria Press hosted its Fourth Annual Teacher Enrichment Day at Notre Dame. The teachers in attendance participated in a lesson plan exchange. Periodically we will be highlighting some of those lessons on the Engaging Faith blog. This lesson connects the content of Chapter 1 of Your Life in Christ to various themes found within the film Bruce Almighty. The students are assigned Chapter 1 before watching the film. They are asked to write responses to four of the seven questions that follow. They are also required to highlight in red type any quotations they use from the textbook. The film can be assigned to watch at home or all or parts of it can be shown in class   Questions 1. In the beginning of the film, Bruce blames God for his lousy life. On pp. 26-27 of Your Life in Christ the book offers eight tips for remembering what it means to be "human" (and not either God or a robot). Choose four of these "tips" and give examples from Bruce's life (at the beginning) as to how he was not accepting of those aspects of being human. 2. When Bruce's life starts falling apart, Grace tries to give him proper perspective. Using all you've learned about grace, how does the character Grace reflect God's grace? Use examples from throughout the whole movie. State at least five examples. (Grace is defined in the text as: "A free and unearned favor from God, infused into our souls at Baptism, that adopts us into God's family and helps us to live as God's children.") 3. There's a theological pun early on in the movie when Bruce comes to "Omni Presents." It is based on a major doctrine about how we experience God. See if you can figure out the play on words, and then explain the actual meaning of the theological term. (Reference: Catechism of the Catholic Church 232–256). 4. In the film, Bruce grants everyone everything they as for and chaos ensues. Then, when Bruce asks God about how to answer prayers, God responds with another question: "Since when do people know what they REALLY want?" God is suggesting here that perhaps people ask for the wrong things in prayer. Read pages 39–40 of the text under the section "Humans Are Wounded by Sin." Using scenes from the movie as examples, answer: "Why is it a good thing that God does not grant us everything we ask for or want?" 5. Read the section on page 38, "The Social Nature of Humans." The quote on page 38 from Frederick Buechner—"The life that I touch for good or ill will touch another life, and that in turn another, until who knows where the trembling stops or in what far place and time my touch will be felt. Our lives are linked. No man is an island"—reflects a lesson that Bruce had to learn. Do you think that he learns this lesson by the end of the movie? If so, give examples. If not, move on to another question! Use words from the text such as community, common good and solidarity. 6. Read pages 33–35 of the text under the heading "Our Spirital Nature." This section exmphasizes how the God-given gifts of an ability to think and love, and use of our free will in a responsible way call us to good moral behavior. In the movie, Bruce says: "How do you make someone love you without effecting free will?" and God responds "Welcome to my life!" Give some examples from the film that illustrates this teaching. Be sure to state which points from the chapter you are focusing on in your answer. 7. Toward the end of the film, when Bruce is in heaven, God invites him to pray. Instead of praying that Grace will love him, he prays for something else. What part of the text in the section "Humans Are Made in the Divine Image" (pages 28-31) does this selflessness of Bruce reflect?   This lesson was submitted anonymously. If the teacher who created the lesson would send me an e-mail I will be glad to credit you and your school!

Catholic Perspectives on the Political Debate

In light of the recent announcement that the United States Catholic Bishops will take up the issue of politics and abortion at the meeting of the full body of bishops in November, take some time to visit the Faithful Citizenship site sponsored by the USCCB. There are several resources to help you facilitate the political discussion and to encourage responsible participation in the voting process. One interesting starting point for you students is to take an online quiz to help them answer the question "Are you a faithful citizen?"

Live More Simply, So Others Can Simply Live

Share with your students a lesson on consumerism from Activities for Catholic Social Teaching by James McGinnis. Focus on the title above—"Live more simply, so others can simply live"—and discuss with the students the relationship between some people living in wealth and most of the people in the world living in poverty. In what ways could one be the cause of the other? How could our living more simply enable the poor to simply live?Ask the students to read over the list of practical suggestions below and name those they are already doing right now. Ask them to write a plan for the future based these ideas.Personal Decisions for Countering ConsumerismSome practical ways to counter consumerismUse public facilities. Use the public library for books and videos and public parks for outdoor fun.Critique advertising. As a way of resisting the appeal of advertising, talk back to TV commercials, magazine ads, highway billboards. Share some of this with your friends or family. Enjoy the outdoors. The beauty of creation can delight far more than computer games and video arcades and lots of other consumer “stuff.” Walk or bike in nearby parks. Try hiking and canoeing, and camp out, even in your own backyard sometimes. Enjoy your local botanical gardens and arboretums and visit state and national parks whenever you get the opportunity.Think before you buy. Are you an impulsive buyer or are you affected by the push to instant gratification? Is there a way you could slow down your shopping habits to allow for some time to reflect about whether you need an item before you purchase it?Personalize your gifts. Personal “presence” can be more satisfying than purchased presents when we celebrate birthdays, holidays, and other special occasions. Surprise parties, albums with special photos and personal statements, homemade gifts, going to special places with the person being celebrated, etc., are all wonderful alternatives to consumer-oriented rituals.Shop small. Shop at local stores and thrift stores, buy from local producers (e.g., open air or farmers markets), eat at neighborhood restaurants.Consider the mall. Malls are everywhere, replacing many local stores and family-owned restaurants. How often and for what reasons do you go to shopping malls?What functions has the shopping mall taken on in our nation? In your own life?True or false: shopping malls have become the religious temples of America. Explain.Institute an “Exchange System.” To reduce the amount of “stuff” you accumulate, for each new item you buy, give away a similar item to someone in need. This works especially well with articles of clothes but can also apply to books, games, CDs, etc. What else could you do?Three suggestions as you make your decisions and start putting them into practice:1. You don’t have to do everything right away, but you should do something. As you get used to simplifying in one area, you can consider other changes. (It’s a journey.)2. Look for others who can support you—family members, friends, other peers or adults in school, in your neighborhood, or faith community, or wider community. Change is easier, and more enjoyable, when done with others. 3. Make changes that bring you joy. They won’t always be easy, but they should give you a deep sense of satisfaction.