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Engaging Faith

Practical Lesson Ideas and Activities for Catholic Educators
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Words from St. Thèrése of Lisieux at the Time of Her Death

October 1 is the Feast Day of St. Thèrése of Lisieux, the patroness of justice. In July 1897, Thèrése was brought to the convent infirmary. She was hemorrhaging continually. At the end of the month she was anointed and in the middle of August received Holy Communion for the last time. Her last agony was frightening. She had a presentiment that her activity after death would extend far beyond the influence of her life. “How unhappy I shall be in Heaven,” she said, “if I cannot do little favors on earth for those whom I love.” She indicated that with her death her mission would be about to begin: “My mission of making God loved as I love him, to give my little way to souls. If God answers my request, my Heaven will be spent on earth up until the end of the world. Yes, I want to spend my Heaven in doing good upon earth.” Her illness reached a horrible climax between August 22 and August 27. The tuberculosis had attacked not only her lungs but had infected her whole body. Thèrése suffered violently with each breath she tool. She cried out from the pain. “What a grace to have faith,” she remarked. “If I did not have any faith, I would have inflicted death on myself without a moment’s hesitation.” Somehow she survived this terrible time and lasted several more weeks. She retained her sense of humor and gaiety. And yet, she remarked to her sister Pauline that the terrible interior trial of darkness continued. She complained: “Must one love God and the Blessed Virgin so much, and still have thoughts like this?” She saw a black hole in the garden and advised Pauline: “I’m in a hole just like that, soul and body. Ah, yes, what darkness. However, I am at peace.” The end came on September 30. Pauline related: “I was all alone with her when, about 4:30 PM, I guessed by her sudden pallor that her end was approaching. Mother Prioress returned, and very soon the community was reassembled around her bed. She smiled at the sisters, but did not speak until the moment of death . . . it was becoming increasingly difficult for her to breathe, and she uttered involuntary cries when trying to catch her breath.” Thèrése implored the prioress: “Mother! Isn’t it the agony? Am I not going to die?” “Yes, poor child, it is the agony,” Mother Prioress replied, “but God wills perhaps to prolong it for several hours.” Thèrése was holding a crucifix in her hand. Gazing at it, she said, “Oh! I love him.” A moment later, “My God, I love you.” Bystanders maintained that her face took on again the appearance it had when she was in full health. She closed her eyes and expired.  It was 7:20 PM. She had written a few months before her death to a missionary who expressed anxiety about her illness: “I am not dying I am entering into life.”   This text is taken from Ten Christians (Ave Maria Press 1979) by Boniface Hanley, OFM  

Expecting Shane

Jenna and Dan Haley of Philadelphia learned their unborn son, Shane, had anencephaly, a condition which means that he would be born without parts of his brain and skull and that he would die shortly after birth. Knowing that they would have only a short period of time with their son, they created a “bucket list” for Shane of places and activities that they loved and wanted to share with their son. They went to zoos and aquariums, key spots in New York City, beaches in New Jersey and Delaware, Philadelphia Phillies and Philadelphia Flyers games, the boardwalk in Ocean City, MD, two churches in Philadelphia, a concert, additional baseball games, parks, and the Franklin Institute in their own city. They took many photos of the two of them during this process, many of them holding Jenna’s pregnant belly. Ask your students to imagine and create statements that describe Jenna and Dan’s beliefs about the gift of life. Create a list on the board of student observations about the Haley’s values. They may include statements like this: They value unborn Shane as much as a child outside the womb. They value their time with Shane as a gift. They celebrate Jenna’s pregnancy and enjoy hearing their son’s heartbeat and little kicking feet all the more. They know that Shane has a soul and will return to God who created him. They focus on Shane rather than simply on themselves. Then create a second column next to the first one and ask students to take each statement and rephrase it with an opposing point of view.  The first opposing statement might read, “Shane’s anencephaly is an insurmountable problem.” Ask students follow-up questions: Which types of views do you witness most in society today? How might society change if more people viewed each person as the Haleys view Shane? What impact does this story have on you? How might Jenna and Dan’s choices challenge how some people think? You may want to close this discussion by mentioning that almost 220,000 people are following this couple’s story on Facebook. Their page is “Prayers for Shane.” Shane is due to be born on October 12, 2014. The students can continue following the story here.

The Giver: Reviews and Lessons for Catholic Teens

The Giver, a film currently in theatres, has several applicable lessons for Catholic teens. Based on the book by Lois Lowry, the setting is a dystopian society of the future where all of society's bad memories have been erased for a sterile world where language is monitored, roles are assigned, and the disabled--both young and old--are euthanized. Check out several reviews of the movie from Catholic sources: Catholic News Service Life Teen Veritas National Catholic Reporter Catholic News Agency You may wish to offer viewing the movie as an extra credit assignment in addition to having the students write their own reviews. An additional lesson to consider from The Giver: Like the movie, the Church also has an official "Receiver of Memories" in her Magisterium. However, point out the key difference: while the Receiver of Memories in The Giver was to keep the memories of the past secret, the Pope and bishops, as successors of the Apostles who were commissioned by Christ himself, are charged with authentically sharing the sacred memories of the past while applying them to the world today with all.

Using Bible Study Aids

Introduce students to the three other aids to Bible study: the Bible Dictionary, a One-Volume Bible Commentary, and a Bible Concordance. Display in at least one example of each to show the class. Then divide the class into three groups. Have them complete the following short exercises with their group. Allow about five minutes to work. Then rotate the study aids. Continue until each group does one assignment for each study aid. Bible Dictionary Assignments Look up and define “nomads” and list one example of nomadism from the Bible. Look up “genealogy.” How many genealogies are there in the Bible? List them. Look up “mystery.” How is it defined in the Old Testament? How is it defined in the New Testament? One-Volume Bible Commentary List three interesting facts about Jesus’ anointing at Bethany (Mk 14:1–11). What are the origins and background of Hannah’s hymn of praise (1 Sm 2:1–11)? What does Paul mean by “freedom from the Law” (Rom 7:1–25)? Bible Concordance What is the first reference of “Jerusalem” in the Bible (Jos 10:1)? What is the last reference (Rv 21:10)? What is the Scripture reference for “Such a one, man or beast, must not be allowed to live” (Ex 19:13)? Which Gospel has the most references to St. Joseph, the foster father of Jesus? (Matthew). Option: Arrange a trip to your school library (or local Catholic university library) to compare single-volume Bible commentaries with multi-volume versions.

One-Line Prayers

  No one ever said prayers have to be long. Prayers can be as short as one brief sentence. One-line prayers often say what a person is thinking better than a host of words or hours of meditation. One liners, sometimes called ejaculations or aspirations, can be used on many occasion. For example, when they are offered before a task, that task can itself become a prayer. If you say, "Lord, I offer you the work I am about to do writing this term paper," the writing session becomes a prayer. Here are some other samples of one liners: Jesus, have mercy on me. Jesus, my Friend and Savior, I love you. Help me Lord Jesus. Praise God! Mary, Mother of God, pray for me. Come, Holy Spirit. Thank you Father for creating this day. Activity Have the students compose five one line prayers. You may wish to suggest experiences on which the one-liners can be based, for example: 1) before a game or performance; 2) after an argument; 3) while enjoying nature; 4) in sorrow for committing a wrong; 5) in appreciation for a friend. When they have fhinished,go around the room and allow the students to pray aloud one of the one line prayers. You may wish to accompany this part of the session with soft, instrumental background music.

Tips for Catechesis with Adolescents

The National Directory for Catechesis reminds catechists of several distinct features of catechetical programming with adolescents. Take some time to review the features named below. Specifically, catechesis with adolescents Teaches the core content of the Catholic faith as presented in the Catechism of the Catholic Church. The purpose is to provide a solid foundation for the growth in faith. Recognizes that faith development is lifelong. This means that content and processes should be age-appropriate. Integrates knowledge of the Catholic faith with liturgical and prayer experiences. It also helps students develop practical skills for living their faith in the world. Dialogues with adolescents about his or her joys, questions, struggles, concerns, and hopes in tandem with the wisdom of the Catholic Church. Utilizes a variety of learning approaches including music and media and responds to different learning styles of individuals. Inspires a warm atmosphere in a climate characterized by trust among adolescents and catechists. Provides for real-life applications of learning by helping adolescents apply the lessons of faith and anticipate obstacles that will arise as they grow into adulthood. Works in tandem with parents and other family members to incorporate a family perspective to catechesis Promotes Christian attitudes toward human sexuality Recognizes and celebrates the multicultural diversity of the Church Incorporates a variety of approaches including small group programs, mentoring, and self-directed programming Explicitly invites adolescents to explore through participation in the sacraments their own calls to ministry Review the complete treatment of these themes in Part D, Chapter 7, "Catechizing the People of God in Diverse Setting" from the NDC.

Getting to Know New Students & New Names

It feels great when someone calls you buy name. When someone addresses you by name, it adds a level of connection that you just don't feel otherwise. When someone who you have just met or barely know uses your name in conversation, it can be surprising and it makes you feel very good about who you are. Remembering and using someone's name is a simple gesture that goes a long way. How, then, can we learn students names quickly and correctly? A few years ago, I shared some tactics for learning new names at The Religion Teacher website. I suggested using a few simple tools: Note Cards Desk Name Tags/Tents Seating Chart I also made a few suggestions for activities and games you can play in the first week of school to get to know someone's name. These games included: Adjective Name-Game Scavenger Hunt Student Interview To read the full post and find out how to implement all these suggestions, visit The Religion Teacher website. (photo credit: Flickr) 

Christians in the Middle East: A Crucial Issue to Keep in the Forefront

Christians in the Middle East and North Africa are facing a crisis. Forced to leave their ancestral homes and abandon their churches or face death, the situation is truly harrowing. Pope Francis prayed for an end to Christian persecution in the Middle East after Christians were forced to flee the village of Mosul in Iraq following threats from the Islamic State of Iraq and the Levant (ISIS), a jihadist militant group. Mosul’s Christians (who had been in the Mosul for 1700 years) and had numbered over 30,000 dwindled to just a few thousands. Besides ISIS, other minority groups such as Yazidis, Shabaks, and Shiite Turkmen have killed a significant number of Christians in extrajudicial executions. They also destroyed churches and Christian symbols. Christians have faced persecutions in the Middle East for centuries. After the seventh century Arab Muslim conquest of the Middle East and North Africa, the Christian population dwindled there until Christians comprised only ten percent of the Islamic Empire. Internally, the Great Schism of 1054 that caused a divide between the Eastern churches and the Western or Roman Church played a factor in limiting the number of Roman Catholics in the Middle East. However, many Roman Catholics did participate in the Crusades and some remained in the Middle East as a minority after the Crusades ended. Then, in the thirteenth century, the Maronite Church (the largest Christian Church in Lebanon today) came back into communion with the Roman Catholic Church. In the seventeenth and eighteenth centuries, some members more Eastern Churches returned to communion with the Roman Church; for example, Greek Catholics, Syrian Catholics, Armenian Catholics, Coptic Catholics, and the Chaldean Catholic Church. In modern times, Chaldean Catholics have made up the largest Christian community in Iraq. The number of Christians in the Middle East began to decline in the twentieth century. Why? Obviously, there has been a rise of more aggressive forms of Islam rather than forms that coexisted peacefully with Christians. Also, in the Holy Land, ten percent of the population was Christian prior to the foundation of the State of Israel. As Jews immigrated to the area, Christians emigrated away. Emigration and a declining birth rate have caused the number of Christians to fall to two to three percent of the population in Israel. Unfortunately, whatever freedom allowed Christian communities in the past has come back to haunt them. That Christians were allowed by previous regimes such as those of Saddam Hussein in Iraq, Bashar al-Assad in Syria, and Mohamed Morsi and his predecessors in Egypt to coexist peacefully may have become justifications for Islamic groups to consider Christians their enemies. These regimes were associated with Western imperialism. Christians are also facing attacks from militant Islamic groups in other parts of the world, particularly South Sudan, the Central African Republic, and Nigeria. Sadly, if nothing is done soon, Christians may disappear from the very lands that Jesus walked, the birthplace of the faith. The United States and European governments have not yet done much to advocate on Christians’ behalf:  Time Magazine correspondent Roland Flamini wrote:  “Christians see themselves as between a rock and a hard place. Arab fundamentalists increasingly see them as pawns of the West, while the West actually ignores their plight.” Pope Francis preached to the crowd gathered in St. Peter’s Square: “Violence isn't overcome with violence. Violence is conquered with peace. Our brothers and sisters are persecuted, they are chased away."   Further Information Daniel Estrin, “Christian Exodus from Middle East Shadows Papal Visit to the Holy Land,” Huffington Post. Roland Flamini, “Forced Exodus: Christians in the Middle East,” World Affairs, November/December 2013. Alissa J. Rubin, “ISIS Forces Last Iraqi Christians to Flee Mosul,” The New York Times, July 18, 2014.