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Feast of St. Catherine of Siena Prayers and Activity

April 29th is the feast of St. Catherine of Siena, Doctor of the Church. She is one of the greatest female saints of the Catholic Church. She was born in 1347 in the Italian city of Siena. As a young girl – the youngest of twenty-five children – Catherine was a very joyful person. When she was six, she had vision of God and the saints that inspired her to persist in her vocation to join the Dominican sisters despite her parents’ wishes for her to marry as a young woman. St. Catherine of Siena is best known for her influence on Gregory XI during a period that is known as the Babylonian Captivity or Avignon Papacy. During this time the Papacy had become highly politicized. Due to external political influence, Pope Clement V and the next seven popes lived in Avignon, France instead of the downtrodden city of Rome. As a result, the papacy lost a lot of respect including the respect of a Dominican sister, Catherine of Siena. Catherine was not afraid to stand up to the Pope or to let the many European leaders of her time know her mind. In 1376 she traveled to Avignon to convince the Pope to return to the Holy See in Rome and reform the curia’s abuse of power.   Primary Source Activity Distribute excerpts from Catherine’s letter to Pope Gregory XI (see pages 134-135 of This is Our Church by Michael Pennock or the full letter here) Provide students with the following discussion questions: 1. Who are the wolf, the sheep, the shepherd, and the lamb? 2. How does Catherine describe the Pope? What is his relationship to Peter? To Christ? 3. Why do you think Gregory XI was so convinced by Catherine’s arguments (assuming she was the main reason for returning to Rome)? 4. How does this relate to today’s Church? Do you think there are women or have been women that could hold the ear of the Pope in this way? 5. Have you ever had to call someone out for doing something you knew was wrong? How did you approach the situation? Did you have the same kind of success as Catherine of Sieana?     St. Catherine of Siena Prayers Prayer for the Gifts of Saint Catherine of Siena God of Wisdom you made our sister Catherine burn with divine love in contemplating the Lord's passion and in serving your Church. With the help of her prayers may your people, united in the mystery of Christ, rejoice forever in the revelation of his glory, who lives and reigns with you and the Holy Spirit, God, for ever and ever. Amen.       Litany of St. Catherine of Siena     Lord, have mercy on us. Christ, have mercy on us. Lord, have mercy on us. Christ, hear us. Christ graciously hear us. God the Father of heaven, have mercy on us. God the Son, Redeemer of the world, have mercy on us. God the Holy Ghost, have mercy on us. Holy Trinity, one God, have mercy on us. Holy Mary, our mother, pray for us. St. Dominic, glorious Patriarch, pray for us. St. Catherine of Siena, pray for us. St. Catherine benevolent mother of the poor, pray for us. St. Catherine, kind mother of the suffering, pray for us. St. Catherine, merciful mother of the sick, pray for us. St. Catherine, refuge of the sorrowful, pray for us. St. Catherine, intercessor for sinners, pray for us. St. Catherine, rose pf patience, pray for us. St. Catherine, model of humility, pray for us. St. Catherine, lily of chastity, pray for us. St. Catherine, vessel of graces, pray for us. St. Catherine, zealous promoter of the honor of God, pray for us. St. Catherine, luster of holiness, pray for us. St. Catherine, example of mildness, pray for us. St. Catherine, glory of the Order of Preachers, pray for us. St. Catherine, fruitful mother of spiritual children, pray for us. St. Catherine, promoter of peace, pray for us. St. Catherine, terror of the evil spirits, pray for us. St. Catherine, follower of Jesus, pray for us. St. Catherine, who didst give the blossoms of thy innocent youth to the service of thy Heavenly Spouse, pray for us. St. Catherine, who didst lead an angelic life in human flesh, pray for us. St. Catherine, who didst tear thy virginal flesh with scourges, pray for us. St. Catherine, whom Jesus, Himself, did feed with His Body and Blood, pray for us. St. Catherine, who didst exchange thy heart with the Heart of Jesus, pray for us. St. Catherine, who was blest with His Holy Wounds, pray for us. St. Catherine, who was taken to Heaven to the celestial nuptials, pray for us St. Catherine, who didst receive a hundredfold, reward for all thy labors and merits, pray for us. Lamb of God, Who takest away the sins of the world, spare us, O Lord. Lamb of God, Who takest away the sins of the world, graciously hear us, O Lord. Lamb of God, Who takest away the sins of the world, have mercy on us. Pray for us, O glorious Virgin, St. Catherine that we may be made worthy of the promises of Christ. Let us Pray: O God, who didst enable Blessed Catherine, graced with the special privilege of virginity, and patience, to overcome the assault of evil spirits, and to stand unshaken in the love of Thy Name, grant we beseech Thee, that after her example treading under foot the wickedness of the world, and overcoming the wiles of all enemies, we may safely pass onward to Thy glory.Through Christ Our Lord. Amen. For other prayers, visit:  http://www.st-catherine-medal.com/prayers-to-saint-catherine.htm    

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Centering Meditation: Do Not Worry About Your Life

Gather the students in chairs around a large candle. Light the candle and dim the lights. Present a centering meditation based on the following prayer script. If you wish, softly play some reflective music during the meditation.   Prayer Script We are physical beings. The position of our bodies makes a difference in all that we do, including when we pray. So pay attention to how you are sitting. Try this: Sit with your back straight, but resting against the back of your chair. Put both feet on the floor about six inches apart and directly under your knees. You want to feel the floor with your whole foot, heel to toe. Let your hand rest, palms up, in your lap. Now close your eyes. Listen to my voice and try not to concentrate on anything else. If a stray thought pops into your mind, just put it aside and return to the sound of my voice. There is tension in your body. Feel it. Feel it in your head, just above your ears, at your temples. All the stress and worries of your day are represented by that tension. Name the primary worry that is causing your tension. Focus on that worry. Feel the tension again and let it go. Feel it drain away, and follow it down. The tension is now in your neck. Let your head fall forward until you feel the stretch in the back of your neck. Gently pull the tension out of those muscles, then slowly raise your head. The tension is caused by the worry of your day has slipped down now to your shoulders. It is resting there, and it is a heavy burden. Shrug your shoulders just once. Feel your shoulders relax. Shrug off your burden. Send that stress and tension down your arms until in pools in your hands. All the worries of your day, all the troubles you is there in your hands. Grip it tightly. There is some comfort in your worry. It is, after all, your very own. It is important to you. But the time has come to let it go. Open your hands as you can to let your worry slide out into your lap. Now there is nothing to stop it. Imagine it moving, into your legs, into your feet. It has gathered there, but all it takes is one little wiggle of your toes in your shoes and it will be gone. Let your worry go. You don't need it. Let it go. When you finish call on student to read Matthew 6:25–34. Then say:   When I finish giving these directions, gather somewhere in this room in your small groups. Form a close circle with your partners. When everyone has been grouped, I will give one lighted candle to a person in each group. Pass the candle around the circle twice. The first time you pass it, share the worry you named in the centering meditation. The second time, pass the candle in silence. Hold it quietly for a few moments. Everyone in the circle is to pray silently for the person holding the candle. Pray that God removes this worry from this person's life. When everyone has been prayed for, hold the candle in the center of your group. Then reach out and touch the candle with one hand to symbolize our unity in Christ and his constant loving presence in our midst. Pray together the Our Father and Hail Mary, asking for removal of all unnecessary worries in our lives.  

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Teaching about the Book of Revelation in Catholic Schools

You and your students will likely notice that during the Catholic Easter liturgies on Sundays the second reading is taken from the Book of Revelation.  How is one to teach this challenging final book of the New Testament?  Here are some tips and activities for teaching about the Book of Revelation and its symbols and meaning.       Focus on the readings in the lectionary.  See www.usccb.org/nab Rev 1:9-11a, 12-13, 17-19 - The Introduction Rev 5:11-14 - Angels, elders, and creatures praising the Lamb on God's throne Rev 7:9, 14b-17 - Elders speak about the Lamb, God's throne, and the saints Rev 21:1-5a - The new Jerusalem, new heaven, and new earth; the bride of the lamb Rev 21:10-14, 22-23 - the new Jerusalem, the Lord and the Lamb are the new Temple Rev 22:12-14, 16-17, 20 - Jesus is coming soon Symbols of the Book of Revelation Number 7 = symbolic of perfection (the sum of three, representing heaven, and four, representing earth) Number 6 = symbol of imperfection (one short of seven) 666 - three sixes, the ultimate imperfection (so called, sign of the beast) Number 12 = tribes of Israel, Apostles, God's people today   Number 1,000 = incalculable amount, eternity 144,000 (Rev 7:1-8) = 12 x 12 x 1000 = symbol of Israel embracing every nation Four creatures (lion, ox, human being, eagle) (4:6-9) = often refer to the four Evangelists Babylon = Rome Dragon = Satan, Devil 1st beast of the sea (13:1-10) = the Roman emperor 2nd beast of the land (13:11-18) = a local authority, likely in Pergamum (Rev 2:13) Woman clothed with the Sun = God's people, possibly Mary Son of the Woman = the Messiah, Christ Four horses = conquering power, bloody war, famine, death horns = power eyes = knowledge Bride of the Lamb = the Church Source:  Encountering Jesus in the New Testament by Michael Pennock     Symbols of Christ in the Book of Revelation Lamb = Christ is the Paschal Lamb Alpha and Omega = first and last letters of the Greek alphabet; Christ is eternal Pantokrator = Greek, "Ruler of All" Root of David Lion of Judah Meaning of the Book of Revelation Although many contemporary Protestants believe that the Book of Revelation describes in detail the events that will unfold at the end of the world, this books is not to be interpreted as such.  In particular, the idea of a "rapture" that occurs before the Judgement is a relatively new idea and new interpretation of the book.  We, like the orignial audience, should recognize that the Book of Revelation was written for a group of persecuted Chrstians in the Roman Empire.  The symbols are not literal, but should be interpreted for their deeper meaning.  Instead, the Book of Revelation's basic message is that good will triumph over evil, have hope in Christ who will prevail, and faith during times of persecution.   For more information, check out:  http://www.americancatholic.org/Newsletters/CU/ac1005.asp Activities: Discuss apocalyptic genre.  Read Revelation.  Invite the students to write their own version of apocalyptic literature.   Google image search the many examples of artwork from the Book of Revelation.  Create a PowerPoint to share these images with the students.   Draw the symbols of the Book of Revelation with images of their actual meanings.   Direct students to search the Book of Revelation for examples of the two major themes of hope (Christ will ultimately persevere) and faith (during times of persecution).  Hint:  Use pre-reading skills by looking at the section titles, first and last sentences of paragraphs, and pictures (if applicable).   Read the passages about Christ in the Book of Revelation.  Make connections between these images of Christ and other parts of the New Testament.  Find Scripture verses that are similar.  For example, the bride of Christ in Rev 21:2, 9, 17 and Ephesians 5:21-33 and the parable of the wedding banquet (Lk 14:7-14).   Using Scott Hahn's book The Lamb's Supper, point out connections between the Book of Revelation and the Mass.   Source:  Encountering Jesus in the New Testament by Michael Pennock

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Dying and Rising

Here's a short exercise that can help teenagers better understand the practical and joyful experience of the Resurrection that is the result of the work of Christian discipleship. Begin by paraphrasing this short introduction:       Anything worthwhile—be it running a marathon, being a good musician, or achieving good grades—requires commitment and sacrifice. Achieving new goals also means leaving old ways behind. An athlete gives up junk food for a balanced diet. A student interesting in getting better grades gives up hours of social activities for study. What are some things that you have personally given up in your life to help you to be a better follower of Jesus. Take a look at a some of those times.     Share these words from 1 Corinthians 13:11:       When I was a child, I used to talk as a child, think as a child reason as a child; when I became an adult I put aside childish things.     Say:     You too have put aside childish things. You are no longer the person you were in grade school. In a sense, that person has "died" and a new person has "risen." With that in mind, write some of your reflections to the following questions.     Assign the following writing prompts:   Think back to grade school Describe the way you used to be, act, and think. (For example, an activity you no longer do, a habit you outgrew, something you are no longer afraid of.) Describe the "new you" that has appeared since you started high school. How is your life different from what it was like before you started high school? How are you different? (For example, what is something different you believe, a new interest you have, a skill you are better at?) As you look at your life now, what part of you do you need to outgrow (allow to die) so that you can mature even further. (For example, an attitude you need to change, a habit you need to develop, a relationship you need to improve.) Ask the students to share their reflections with a person sitting on either side of them. Allow some time for sharing. Call an end to the sharing by reading from Paul's Letter to the Philippians 3:17-16 (I keep my attention on the finish line.) Produce a large basin of water (preferably holy water). Then say:       When you were baptized, the minister poured water on you three times symbolizing the three days that Jesus spent in the tomb. After the baptism he said: "You have become a new creation, and have clothed yourself in Christ." To remind us of our call from death to new life, I invite you to come, one at a time to the bowl of holy water and symbolically wash your hands in the bowl as a symbol of washing away your old self and making space for a new life. As you do, say what part of your life you ask Jesus to help you change; for example, "I ask Jesus to help me wash away by bad habit of swearing." I will go first. Anyone may go next.     Allow time for all to participate. Play some reflective music during this time. When everyone has shared, join together praying the Our Father.    

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Webinar on Applying the Bishop's Curriculum Framework by Ave Maria Press

Ave Maria Press recently offered a series of Webinars on applying the "Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age." Michael Amodei, Executive Editor of Adolescent Catechesis, and Jared Dees, Adolescent Catechetical Specialist, hosted these events which were broadcast for high school religion teachers across the country.Here is the three part recording of the most recent Webinar held in March 2010. Please excuse the sound quality of the uploaded videos.  Part I Part II Part III For more information about the textbooks described in this Webinar, contact Ave Maria Press at reled@nd.edu.

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Easter/Resurrection Lesson Plan: Compare and Contrast the Gospel Accounts of the Resurrection

The following lesson is taken, in part, from the Teacher’s Wraparound Edition of the forthcoming Jesus Christ: Source of Our Salvation, the third book in the Jesus Christ series that is in accordance with the first three courses of the USCCB Curriculum Framework for high school age students.   1. Divide the class into four groups (or eight groups) and assign each group one of the Gospel accounts of the Resurrection/empty tomb (Matthew 28:1-10; Mark 16:1-8; Luke 24:1-12; John 20:1-18). Have the students read the Gospel account of the Resurrection together. Then, have them work together to create summaries of the events as they are portrayed in their Gospel to present to the class. Students may consider creating PowerPoint Presentations, poster boards, timelines, or short plays. 2. Invite each group to present their summaries to the class. While the groups are presenting have the students in the audience list the differences they notice between their Gospel and the Gospels of the other presentations. 3. Before looking at each Gospel account in detail, discuss the presentations and the major differences they noticed. Create a list with the class of the things that were in all of the accounts. Then, create a list including the parts of the accounts that are not found in all of the Gospels. 4. Distribute copies of all three accounts to each student (see http://www.usccb.org/nab/bible/index.shtml). Have them lay out the readings side-by-side on their desks. Invite them to underline the similarities in all of the texts. Then, have them circle the differences in each of the Gospel accounts. 5. Based on their findings, edit the lists of similarities and differences created in response to the group activities. 6. In closing, discuss the following:   What can we know about Jesus’ resurrection based on the Gospel similarities? (responses may include: it occurred on the first day of the week [Sunday], Mary Magdalene and other women were some of the first to witness the empty tomb and the Risen Jesus, Jesus would appear to the disciples and others after the Resurrection) What do the differences indicate about what we can know about the Resurrection? (Jesus either appeared to the disciples in Galilee or Jerusalem) What historical evidence would the early Christians have had that the Resurrection actually occurred based on the accounts? (eye witnesses and the empty tomb) Why would the disciples have seen this as a truly significant event? (responses may include: it confirmed Jesus’ teachings, fulfilled the promises of the Old Testament, and promised their own resurrection) If there is time, place the major differences in the context of each of the Evangelists’ Gospels. Matthew hoped to show the historical accuracy of the event against the rumor that the disciples had stolen Jesus’ body. Mark intended for the reader/audience to hear and act on the message of the Risen Christ while the witnesses to the empty tomb were too fearful to act. Luke, who also wrote Acts, wished to show that the missionary Church began in Jerusalem and spread to the whole world. And in John, wished to place higher significance on Peter and the Beloved Disciple in the Resurrection account.   Taken, in part, from:   

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Guided Meditation: Jesus Washes His Disciples' Feet

Jesus' ministry is a model of service. So it is no wonder that at his Last Supper Jesus would perform the ultimate example of service for his disciples. Witness and participate in it with your students by sharing this guided meditation.   Relax. Be comfortable. Close your eyes.   Breathe in. Hold. Breathe out. Breathe in. Hold. Breathe out.   Be still. Let go of all the distractions. Let your worries fly away.   Breathe in. Hold. Breathe out. Breathe in. Hold. Breathe out.   Imagine . . .    You are in a very simple room. Sitting at a table with food and friends. Jesus is there. Peter, John, and all the other Apostles are there, too. You are remembering the Passover together. You are nervous about what will happen to Jesus during this festival.   Sit back and look around the table. How does it feel to be with friends, feeling these mixed emotions.   Notice Jesus getting up. He takes his cloak off, ties a towel around his waist. He fills a bowl with water. He walks over to Peter and kneels down. Watch Peter's face and the interaction between the two of them as Jesus washes Peter's feet.   What seems to be happening? What are you hearing? How do you think Peter feels?   The next thing you know Jesus is picking up the bowl. Follow him with your eyes, moving around the table. He is coming towards you.   He kneels down. Looks into your eyes. Reaches for your foot.   Spend some time interacting with Jesus while he washes your feet.   Jesus stands up in front of you. He moves to the person sitting next to you. You are left there, in your seat, with your thoughts from your personal encounter with Jesus.   Name them. How are you feeling.   Jesus finishes with the last person at the table. He throws out the water. Unties the towel. Puts on his cloak. Sits down at the table. He takes some time to look around the expressions of those who are there.   What is the mood of the group?   Jesus looks around at all of you. He says: "Do you understand what I just did for you?" You address me as 'Teacher' and 'Lord,' and fittingly enough, for that is what I am. But if I washed your feet—I who am Teacher and Lord— then you must wash each other's feet. As I have done, so you must do."   Just relax and think about what Jesus' words mean for you.   It is time to come back to this space. Just continue to lie there. Gently roll your ankles. Wiggle your fingers. Shrug your shoulders. Open your eyes. Allow yourself time just to come back slowly. Sit up, stretch, yawn. Slowly.     This meditation was written by Patty McCulloch and originally published in Encountering Jesus: 20 Guided Meditations on His Care and Compassion.

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The Health Care Reform Law and Catholic Social Teaching

The signing of the new Health Care Law has enormous implications for Catholic social justice in the United States.  Many social justice teachers have focused a large amount of time on the need for health insurance for the estimated 46 million Americans without medical coverage.  Below are some suggestions for teaching about this new law  in the context of Catholic Social Teaching.    Objective:  Students will be able to decide if the new health care law is in accordance with the Catholic Social Teaching.    Suggestions for Instruction:    1.      Open with the Prayer for the Uninsured.    2.      Introduce the topic of healthcare reform by showing a video depicting the stories of people who suffer without insurance (see below).  Also, show the statistics for the uninsured in America.   3.      Discuss what the students know and understand about the recent healthcare law.  Ask, “What can you tell me about the law?  What are the benefits?  What are its shortcomings?”   4.      Then, ask students whether or not they think the law lives up to the standards of Catholic social teaching on the topic of healthcare.   5.      Present students with information about Catholic social teaching on healthcare.  Start by reading or posting on the board the USCCB Position on Health Care Reform.  Have the students break into groups of 3 or 4. Distribute quote clippings from Vatican Documents Addressing Health Care and the USCCB’s Framework for Comprehensive Health Care Reform.  Have each group read and summarize their quotes to the class.    6.      Create a two-column notes sheet.  Have the students fold a piece of notebook paper in half (long-way/hotdog-style).  Have them label the left side “Catholic Teaching on Healthcare” and on the right side “Health Care Reform Bill.”  Give the students five minutes to study the documents and information about Catholic teaching on health care and have them list points that summarize the Church’s position.    7.      Present the Details of the Current Bill.  Use one of the news sources below or have the students research the details on their own.  Have them list the main points on the right side of their two-column notes sheets. (You may also want to compare the main points to the Bishop's statement prior to the House voting on the bill.  Specifically, did the new law eliminate the funding for abortion? Does the law provide universal coverage?)   8.      Direct the students to the two-column notes sheet.  Have them circle the similarities between the bill and the Church’s teaching on health care.  Discuss the similarities and differences.    9.      Using their two-column notes sheets, have the students write a short essay on whether or not the new Health Care Law lives up to the Catholic Church’s teachings on healthcare.  Have them cite at least three reasons for their answers.    10.  Close by inviting the students to write a letter or an email to their local U.S. representative, senator, or the President.  They can find their representative at http://www.nchla.org/contcong.asp.   Disclaimer:  This is a very politicized issue.  We have tried to find unbiased representations of this topic.  Please use your judgment in determining which resources to use and be careful not to let your own personal political views in either support or opposition to the law stand in the way of presenting the issue to the students.    Background Information for Students to Encounter    The impact on the uninsured in America:  ·        YouTube Video on “The Uninsured” by CBS News:  http://www.youtube.com/watch?v=WXxdCIbCXm0 ·        St. Anthony Foundation in San Fransisco and the “Working Uninsured”: http://www.youtube.com/watch?v=daLytHJtl4U ·        The movie John Q   Catholic Church’s teaching on healthcare: ·        Center of USCCB resources on Health Care Reform:  http://www.usccb.org/healthcare/ ·        FAQs on Bishops and Health Care:  http://www.usccb.org/healthcare/faqs.shtml ·        Overview of Health Care Reform on USCCB website:  http://www.usccb.org/sdwp/national/healthcarereform.shtml ·        Ethical and Religious Directives for Health Care Services (11/27/2009):  http://www.usccb.org/meetings/2009Fall/docs/ERDs_5th_ed_091118_FINAL.pdf ·        Recent letter to the House of Representatives (3/20/2010): http://www.usccb.org/comm/archives/2010/10-051.shtml ·        A Framework for Comprehensive Health Care Reform (6/18/1993):  http://www.usccb.org/sdwp/national/comphealth.shtml ·        Quotes from Vatican Documents Addressing Health Care:  http://www.usccb.org/healthcare/vaticanquotesonhealthcare.shtml   The details of the new Health Care Law:   ·        Health Care Reform Bill Summary (CBS News):  http://www.cbsnews.com/8301-503544_162-20000846-503544.html ·        Understanding the health bill (CNN):  http://www.cnn.com/video/#/video/politics/2010/03/22/acosta.what.is.in.the.health.bill.cnn?hpt=T1 ·        The Bill (Washington Post):  http://www.washingtonpost.com/wp-dyn/content/graphic/2010/03/19/GR2010031905407.html ·        How the Health Bill Could Affect You:  http://www.npr.org/templates/story/story.php?storyId=125015099   Have other sources we should include?  Post the news stories or statements that you have found helpful for your students in the comment section below. 

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