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Engaging Faith

Practical Lesson Ideas and Activities for Catholic Educators
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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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Panel Presentation: What's High School All About?

Assign your students to plan an event designed to introduce junior high school teens to the next step in their education: high school.Schedule an evening or after-school panel and invite feeder schools from local parishes to hear some information on what to expect from high school. Your students should prepare so they can talk on subjects like the following: academics (difficult classes, how much homework to expect, grading scale, types of tests, favorite teachers, etc.) extracurricular activities (sports, band, cheerleading, drama, student government, newspaper, yearbook, other clubs, etc.) social (how freshman are treated by upperclassmen, the preponderance of drugs and alcohol, how high school students spend weekends, etc.) Allow plenty of opportunity for the junior high students to dialogue and ask questions. Your students may wish to combine the panel discussion with a drama, music, or athletic event that is taking place at the high school. Arrange for the junior high students to attend the event either before or after the panel discussion.

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Catholic Colleges in March Madness 2010!

It's that time of year again for March Madness and our annual look at Catholic colleges that received bids to the Big Dance! Enjoy the time with your students but also allow some opportunities to talk about the benefits of attending a Catholic college as well as some of the interesting facts and stories surrounding higher Catholic education in the United States and the religious communities that have founded these schools.   Here is the list of Catholic colleges in this year's tournament (seedings in parenthesis):   West Regional Xavier (6) Gonzaga (8)   Midwest Regional Georgetown (3) Mideast Regional Villanova (2) Notre Dame (6) St. Mary's CA (10) Siena (13)   East Regional Marquette (6)   Overall Team Rankings of Catholic Colleges in this Year's Tourney 1. Villanova 2. Georgetown 3. Notre Dame Marquette 5. Gonzaga 6. St. Mary's CA 7. Siena   Activities and Exercises   Ask: "What are some good reasons to attend a Catholic college?" Research and name one Catholic college you would like to attend. Make some lists ranking Catholic colleges according to their participation in the NCAA tournament: 1) most national championships; 2) most Final Four appearances; 3) most tournament bids; 4) most all-time wins. Read and report on the 1986 Sports Illustrated article by Frank Deford, "A Heavenly Game."  

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