In Advent we wait in hope for the coming of our Savior, Jesus Christ.
Introduction: As the students arrive, ask them to write a two to three paragraph journal entry titled “Waiting is Hard.” Ask them to share a particular occasion they found waiting for Christmas hard when they were a young child. How does this type of waiting compare to the first century Jews and Gentiles of Palestine who longed for a Messiah? How does this type of waiting compare to people today who long for Christ’s return?
Choose a student to read the Gospel from the first Sunday of Advent.
Gospel (Mark 13:33-37)
Jesus said to his disciples:
"Be watchful! Be alert!
You do not know when the time will come.
It is like a man traveling abroad.
He leaves home and places his servants in charge,
each with his own work,
and orders the gatekeeper to be on the watch.
Watch, therefore;
you do not know when the Lord of the house is coming,
whether in the evening, or at midnight,
or at cockcrow, or in the morning.
May he not come suddenly and find you sleeping.
What I say to you, I say to all: 'Watch!'"
The Gospel of the Lord.
Response: Praise to you, Lord Jesus Christ.
Play this short music reflection: Advent: Waiting in Silence
Call on students to share their stories of Christmas waiting with a partner. After a short time for discussion, ask a few volunteers to share their stories with the entire class.
At the full assembly of United States Catholic bishops this week in Baltimore, a report was presented on behalf of the Committee on Evangelization and Catechesis detailing issues of relevance for Catholic high schools and theology departments in those schools. The full presentation begins immediately at the start of the video linked here.
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.
With the 2017 World Series upon us, take time to share the story of Andre Ethier, an outfielder for the Los Angeles Dodgers, who always makes time for Sunday Mass within a hectic season. The story is taken from Meeting Jesus in the Sacraments (2nd Edition) from Ave Maria Press. Also share other players in this year’s World Series who attended Catholic high schools or colleges.
Do you feel that it’s hard for you to get to Mass? Think about Catholic professional athletes in any of the major sports who play games on Sundays. Have you ever wondered if, and how, these Catholic athletes are able to set aside time on Sunday for going to Mass in the midst of preparing for and playing an important, high-pressure game?
One person who does this successfully is Andre Ethier, an outfielder who plays for the Los Angeles Dodgers. A native of Phoenix, Arizona, Andre has revealed in interviews that his Catholic faith has played an important part in his life. Andre says, “It’s developed me into the person I am. And to shun away from that just because you’re supposed to be more vanilla in certain areas, it wouldn’t be me. I’m always trying to portray myself as who I really am, so that’s definitely part of me—the faith part.”
Because Sunday is a game day, Sunday Mass takes a little planning ahead for a major league baseball player. Andre explains, “People ask me, ‘On Sundays, why do you always come dressed up?’ It’s because either I’ve come from church or I am going to go to church following the game.” Occasionally, for home games, the Dodgers provide a team chaplain to say Mass in a room adjacent to the team’s clubhouse.
Andre finds that Sunday Mass is “a great time to be able to clear your mind and think about where you’re at in general. Sometimes things get out of perspective pretty quickly. So no matter what happens, good or bad, you gotta keep steady in that faith.”
Asked, “How hard is it, being in professional sports, to practice your faith?” Andre answers: “For me it starts probably with the most basic and simple—going to Mass every Sunday, and making a point to do that.” Andre continues: “The faith won’t lead you wrong. It’s led me right the whole way, and I still go to church every Sunday. I love it, and I’m glad to be involved and I’m glad to be a part of that Catholic community.”
World Series Players Who Attended Catholic High Schools or Colleges
Houston Astros
Evan Gattis, Designated Hitter
Bishop Lynch High School
Dallas, TX
Luke Gregerson, Right-handed Pitcher
St. Xavier University
Chicago, IL
Dallas Keuchel Left-handed Pitcher
Bishop Kelley High School
Tulsa, OK
Lance McCullers Jr. Right-handed Pitcher
Jesuit High School
Tampa, FL
Los Angeles Dodgers
Andre Ethier, Outfielder
St. Mary’s High School
Phoenix, AZ
Kyle Farmer, Catcher
Marist High School
Atlanta, GA
Logan Forsythe, Infielder
Christian Brothers High School
Memphis, TN
Here are two activities you can do with your students to help them to critique their own faith history and better answer the question “Why do I believe in Jesus”?
In Class
Help students reflect on their most strongly held beliefs about Jesus. Begin by inviting students to make a quick list of every person or source from which they have learned something about Jesus. Then, setting this first list aside, challenge them to list the twenty most important things they believe about Jesus. At this point, you might even offer them time to compare lists with a classmate and revise as they feel necessary, based on new ideas from their discussions. Once they feel confident about their lists of twenty, have them evaluate which ten of the twenty are the most important. Finally, have them evaluate which three of those ten are the very most important. Direct them to look back at their lists of sources of information that they first brainstormed, and pose the question: Which of these teachers or sources have contributed to your top three beliefs? Students may find that their most closely held beliefs were those influenced by the largest number of teachers, or conversely, by those teachers whose relationship or example they value most. Discuss student reactions to the exercise as a class.
At Home
Have students interview a faith mentor. Invite students to spend time talking with someone who has helped shape their faith—perhaps a parent or other relative, a friend, a teacher, or a Church leader. Students should ask their mentors who they believe Jesus is and for what reasons they believe in his divine nature. They should report back about their interviews, using a format of their choosing. If time allows, students might, for instance, create a poster, a video, a written reflection, a prayer service, or any other creative “product” that shares the wisdom of their faith mentor with others.
In coordination with Respect Life month, the United States Catholic bishops are asking Catholics to participate in a week of prayer and action for migrants and refugees from October 7 to 13 sponsored by Catholic Relief Services. Several resources to facilitate participation by students both in Catholic schools and parish programs are available here. Note, especially, the sections titled "In Schools and Religious Education" and "On Campus."
Examine, also, the full Share the Journey website.
Adoption: A Choice worth Making is a five-day mini-unit to support any course in a Catholic high school theology curriculum. It is also appropriate for parish youth ministry. The purpose of the mini-course is to acknowledge the value of human life and provide teenagers information on a much underreported option for single women who are pregnant: adoption.
This mini-unit provides a synopsis of the adoption process as well as various perspectives from actual birth mothers, adoptive parents, and from teens who were adopted as infants. Written in conjunction with the Holy Family Adoption Agency, an agency dedicated to placing children with Catholic adoptive parents, teenagers will learn about a very positive effort taking place in the United States and in the Church to place children with adoptive parents.
Adoption: A Choice worth Making provides complete lesson outlines, including video links and student handouts. The lessons are designed for five consecutive 50 minute periods or over the course of one day for five consecutive weeks.
To view Adoption: A Choice worth Making click here.
You can use this discussion format in a number of ways. Here’s one:
Pass out a small, blank card to each student.
Write on a board several typical values, vices, events that teens are likely to have a strong opinion on either way. See below.
Tell the students that if they really believe strongly in something they should be willing to talk about the value openly and defend their position in the face of some questions and opposition. Tell them to take a close look at the items listed on the board and think about three or four in which they have a strong position on and would be willing to talk about in front of the group.
Tell the students to write their names on the cards. Collect the cards. Then tell them: “I will draw someone’s name from this pack. If your name is picked, you will be “on the spot” and will be asked to explain your position on one of the items you chose. Decide now which item you will talk about if your name is picked.
Pull a name and ask several questions like:
What item do you want to talk about?
What is your position on ______________?
Do your peers agree with your position? Do your parents?
Have you felt that way for a long time or is it something you’ve only come to only recently?
Encourage dialogue among the group. Include yourself in the discussion as necessary, but not to an overwhelming degree.
Continue with as many persons as time allows.
Discussion Topics
obeying rules joining a club reading the Bible helping teachers sex before marriage
telling crude jokes shoplifting gossiping about peers talking about God bad-mouthing religion
bragging about sexual conquests getting good grades cheating on schoolwork smoking pot
chastity and abstinence lying to parents going to church abortion putting down unpopular kids
being lazy and uncaring singing in church being polite to adults eating healthy foods
caring for the environment assisting a neighbor in need visiting a grandparent
going willingly on a family vacation helping the poor texting and driving being patriotic
