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.
Assign an exercise asking the students to explain a teaching about God, Jesus or the Church (e.g., the Blessed Trinity, Incarnation, or that the Church is the Body of Christ) using the style of writing used by St. Paul in his Epistles. Their letters should include:OPENINGTHANKSGIVINGBODYCONCLUSIONShare this background on St. Paul's letter-writing style:Opening. Since there were no envelopes in Paul's time, the name of the author and the person for whom the letter was intended were included in the letter itself. Paul also identifies any co-senders in the opening. These were usually fellow Christian missionaries. Paul greets his readers with "grace and peace," combining both the Greek ("grace") and Hebrew ("peace") forms. Have the students read 1 Corinthians 1:1-3 and identify the parts of the opening that you identified.Thanksgiving. In Hellenistic-style letters, the opening was usually followed by a prayer. Paul follows this format, usually stating the main theme of the letter. He may pray for their well being for the future and praise them for their growth in faith since he last visited with them. Have the students read Romans 1:8-15 as an example. Paul does not include the thanksgiving in two of his letters, Galatians and Timothy. Read Galatians 1:1-10. Then ask the students why they think that Paul skipped the thanksgiving in this letter.The thanksgiving blessing was likely left out because Paul was upset with the Galatians who had been enticed by other missionaries to include observance of Jewish law in Christian living.Body. The body, or main part of Paul's letters, is divided into two main sections. The first covers the doctrinal teachings Paul wishes expressed. In the second part, Paul offers encouragement for Christian living based on the teachings. The general principles in the Christian living sections are still used today as the basis for Christian morality. Show places where there is a natural division between the two sections; for example, Romans 12:1 or Galatians 5.Conclusion. The final words in Paul's letters usually include some personal news about him or greetings to specific people in the community. Sometimes Paul includes a note that the conclusion was written "in my own hand," indicating that the rest of the letter was dictated to a scribe. He would write the conclusion in his own hand and sign his name to assure the letter's legitimacy. Have the students look up and read 1 Corinthians 16:13-24 as an example of a conclusion.After the students finish writing their letters, have them exchange them with a partner and read what the other person has written. Call on one or two volunteers to read their papers in front of the entire class.
Have your students review some of the people from the New Testament who met and recognized Jesus. Have them make a guess before they check their answers in the Bible. Then have them write a essay or journal entry detailing what they would say to Jesus if they met him face to face.1. This person said, “Come see a man who told me everything I have done. Could he possibly be the Messiah?” (Jn 4:29)2. This man said, “Who are you, sir?” After Jesus revealed himself to the man, he found out that he was blinded. (Acts 9:5–9)3. They traveled with Jesus for seven miles without knowing who he was, but came to realize who he was when they had dinner with him. (Lk 24:13–31)4. He said, “You are the Messiah, the Son of the living God.” (Mt 16:16)5. This man thought Jesus was the Son of God because Jesus told him, “I saw you under the fig tree.” (Jn 1:48–50)6. They recognized Jesus as a king when they gave him gifts of gold, frankincense, and myrrh. (Mt 2:1–11)7. Some thought this man was the Messiah but he said, “One mightier than I is coming. I am not worthy to loosen the thongs of his sandals.” (Lk 3:16)8. This person said, “My Lord and my God!” Jesus answered him, “Blessed are those who have not seen and have believed.” (Jn 20:28–29)9. When he saw Jesus, he cried out and fell down before him; in a loud voice he shouted, “What have you to do with me, Jesus, son of the Most High God? I beg you, do not torment me!” (Lk 8:28–30)10. Jesus refused to perform miracles for this person. In talking with him, Jesus quoted some passages from the Old Testament including, “You shall not put the Lord, your God, to the test” (Mt 4:1–11) 11. You. (What would you say to Jesus?) Write what you would say in your journa or as a short essay.Answers: 1. Samaritan woman at the well; 2. Saul (Paul); 3. Two disciples on the road to Emmaus; 4. Peter; 5. Nathanael; 6. The magi; 7. John the Baptist; 8. Thomas; 9. Man possessed by demons; 10. The devil.The material above is taken from the new edition of Encountering Jesus in the New Testament by Michael Pennock.
In honor of St. Elizabeth Ann Bayley Seton, the first American born saint whose feast day was Sunday, January 4, share with your students the complete list of American saints and blesseds. Consider assigning the students to research and write a fuller report on any of those listed below.
AMERICAN SAINTS
North American Jesuit Martyrs. Five French missionaries were martyred in Canada; another three in New York. Those who were killed in New York were Saints Isaac Jogues, René Goupil, and Jean Lalande. Their shrine is at Auriesville, New York. Canonized in 1930.
St. Frances Cabrini (1850–1917). Italian immigrant who became a naturalized American citizen in 1909. Founded the Missionary Sisters of the Sacred Heart. Worked tirelessly among the American immigrants. Known as the “Heavenly Patroness of all Emigrants.” Her shrine is in New York City. Canonized in 1946.
St. Elizabeth Ann Bayley Seton (1774–1821). First native-born American to be canonized a saint. Daughter of an aristocratic Episcopalian, New York family. Mother of five children. When widowed, she converted to Catholicism (1805) and founded the American Sisters of Charity (1809). Established many Catholic schools that served as the prototype of the American Catholic school system. Her order also founded many hospitals and served heroically during the Civil War. Canonized in 1975.
St. John Nepomucene Neumann (1811–1860). Native of Bohemia who served as a pioneer diocesan priest in Rochester and Buffalo, New York. Joined the Redemptorists and was named the fourth bishop of Philadelphia in 1852. Was a gentle, prayerful, faithful missionary and example to his flock. Canonized in 1977.
St. Rose Philippine Duchesne (1769–1852). French-born foundress of the Religious of the Sacred Heart. Came as a missionary to the Louisiana Territory at the age of forty-nine. Established a mission in Missouri with the first free school west of the Mississippi. Devoted her years of service to educate Native Americans, care for their sick, and combat alcoholism in the tribes. Known by the Pottawatomi Indians as the “Woman-Who-Prays-Always.” Canonized in 1988.
St. Katharine Drexel (1858–1955). Called the “Millionaire Nun,” Katherine Drexel inherited a fortune that she eventually used for missionary endeavors in the community of Sisters of the Blessed Sacrament, which she founded in 1891. She established sixty missions for the education of Native Americans and African Americans and founded Xavier University in New Orleans, the only Catholic university dedicated to serving African Americans. Canonized in 2000.
St. Anne-Thérèse Guérin (1798–1856). French nun who came to Vincennes, Indiana, and later helped establish the Academy of St. Mary-of-the-Woods (1841) at Terre Haute, Indiana, the first Catholic women’s liberal-arts college in the United States. Established schools and orphanages and engaged in many charitable works to help the poor and sick. Canonized in 2006.
St. Damien DeVeuster (1840–1889). “The Leper Priest” who heroically served outcast lepers on the colony at Molokai in Hawaii. His devotion to them led to his eventually contracting the disease himself. Beatified in 1995. Canonized in 2009.
AMERICAN BLESSEDS
Blessed Kateri Tekakwitha (1656–1680). Called the “Lily of the Mohawk.” Iroquois Indian born in New York state who was converted by the early Jesuit missionaries. Lived a prayerful life and maintained a cheerful disposition in the midst of much ridicule for her conversion and for her living a life of chastity and devotion. Beatified in 1980.
Blessed Junípero Serra (1713–1784). Born in Spain and came to America as a heroic, hard-working Franciscan missionary in California. Established nine missions there while showing great love for Native Americans. His many travels brought him much physical pain because of ulcerous varicose veins, but he always remained a man of deep prayer. Beatified in 1988.
Blessed Francis Xavier Seelos (1819–67). Born in Bavaria and ordained a Redemptorist priest in Baltimore. In Pittsburgh, he served as a priest under St. John Neumann, became pastor, and was beloved as a spiritual director. Other assignments included preaching missions in many states, in both German and English. Died of Yellow Fever after caring for its victims in New Orleans. Beatified in 2000.
Blessed Carlos Manuel Rodriguez (1918–1963). First Puerto Rican to be beatified. Suffered much in his life from ulcerative colitis that led to an early death caused by colon cancer. Kept a cheerful disposition and developed a great love of the liturgy. Known as the “lay Apostle of the liturgical movement,” his zealous teaching of the faith, joyous demeanor, and exemplary life led many people to seek a religious vocation. Beatified in 2001.
Blessed Mother Marianne Cope (1838–1918). Called the “Leprosy Nun.” A supervisor in a Syracuse hospital when she volunteered to go to Molokai to help Fr. Damien, “the leper priest.” She worked nonstop for thirty years serving the lepers and managing homes for children, leaving at her death a legacy of schools, hospitals, and orphanages. Beatified in 2005.
More information on these saints and other events in American Catholicism are referenced in This Is Our Church: A History of Catholicism.
Though the Gospels do not provide complete biographical information about Jesus' life, they do offer several clues. Have your students match the Gospel passages below with the statements about Jesus' life.
1. Mark 6:3 __ A. Jesus lived in Nazareth.
2. Mark 5:41
B. Jesus had a large extended family.
3. Matthew 2:23 __ C. Jesus was a carpenter.
4. Mark 3:31-32
D. Jesus could read.
5. Luke 4:16b-17 _ E. Jesus spoke Aramaic.
Next, check their answers: 1-C; 2-E; 3-A; 4-B; 5-D. Then provide m ore information on these statements based on the following information:>
Jesus lived in Nazareth. Being a small out of the way town, Nazareth lacked the sophistication associated with bigger cities and it seems that there was some local snubbing of the city. In John's Gospel, Philip tells a friend, Nathaniel, about Jesus and Nathaniel responds: "Can anything good come from Nazareth?" (Jn 1:46). this poor reputation is supported when the local people try to violently eject Jesus when he claims his divine orgins (Lk 4:16-30)
Jesus had a large extended family.The synoptic Gospels mention the names of four of Jesus' "brothers" as well as the mention of "sisters" without offering their names. The traditional Catholic understanding is that the terms brothers and sisters were interchangeable with cousins and these references actually refer to cousins of Jesus.
Jesus was a carpenter.Jesus was trained in his father's profession. This was a common practice all over the world until the Industrial Revolution of the eighteenth century. In Nazareth, a carpenter was likely to be in the lower middle class range economically. Carpenters were not poorer than the classes of slaves or rural day laborers.
Jesus could read.Jesus probably had some formal education. It was common for Jewish boys to attend the synagogue for schooling from early childhood to about age 12 or 13. Besides serving as a place of worship and a place to settle legal problems, boys learned their Jewish faith there. This required mastering and being able to read Hebrew, the official language of the Jewish people.
Jesus spoke Aramaic.The phrase in Mark 5:41, "Little girl, get up!" reflects a common form of the Aramaic language. In Jesus' time Aramaic could almost be termed the "language of the streets," a type of local dialect. Aramaic was a language of the poor people of Galilee. The form of Aramaic spoken in Galilee was probably different than spoken in Judea. This would have identified Jesus as a Galilean as he began to extend his ministry to other areas, much as a southern accent of New England accent can clue you in to a person's origins today. Through his schooling, Jesus also know Hebrew. However, the most commonly spoken language throughout the empire at that time was Greek. Jesus likely learned several Greek phrases though doing business with customers of Joseph's carpentry shop.
More InformationInterestingly, there are no physical descriptions of Jesus in the Gospels. The earliest artwork of Jesus dates to the second century. It was found in a catacomb in Rome. It depicts Jesus as a typical Roman man: clean shaven, short hair, and taller than average. This depiction is probably inaccurate. Jesus was a middle-eastern man. typically, people from that region had dark hair and dark skin. They average height for an adult male was probably 5'6". Jesus also likely had very long hair and a beard. Jews grew their hair long for two reasons: Strict following of religious laws prohibited shaving. And, may Jews refrained from cutting their hair as a way to protest against the occupying Romans who kept their hair short.
As a reminder, the US Catholic Bishop's new Curriculum Framework is Christo-centric. Each of the courses in the framework also has a Scripture strand. Check out the first resource for the Curriculum Framework, Catholic Essentials: An Overview of the Faith,which is an in-depth and appealing resource for Catholic teens on the person of Jesus and his Church.
Give some information on the infancy narratives (see below) from the Gospels of Matthew and Luke. Have the students read the following passages from the infancy narratives and write their hypothesis to each question. When they have finished, allow them to share what they have written. Share more information to support their answers.
1. Read Matthew 1:1-17 and Luke 3:37-38. Why does Matthew's genealogy trace to Abraham and Luke's to Adam?
More Information:Matthew's genealogy is placed prominently at the beginning of his Gospel to show that participation in the "new way" was an extension of Judaism.
2. Read Matthew 2:13-23. How are these events similar to incidents in Moses' life.
More Information:The flight to Egypt allows Jesus to relive the Exodus experience of Israel.
3. Read Luke 2:15-20. What is significant about the shepherd being the first to offer glory and praise to Jesus?
More Information:The announcement to and the visit by the shepherds is consistent with Luke's theme that the poor and lowly are singled out for God's blessings.
4. Read Matthew 12:12 What would a Jewish person considering conversion to Christianity find significant about the magi not returning to King Herod?
More Information:The courage of the magi not returning to King Herod was similar to the courage many young Jewish Christians faced in abandoning their traditional faith of their families to follow Jesus.
5. Read Luke 2:22-32. How might verse 32 be counted as the main theme of Luke's Gospel?
More Information: A main objective of Luke's Gospel and the Acts of the Apostles is to bring unity among Jewish Christians and Gentile Christians.
Background Information
Matthew's Gospel was written by a Jewish-Christian actively engaged in converting Greek-speaking Jews to Christianity was written to counteract tensions between Jewish and Gentile Christians; quotes heavily from the Old Testament to show that Jesus was the Messiah foretold from the ancient Scriptures; tried to teach Jewish people about the origins of their faith.
Luke's Gospel was written to a Gentile audience who lived well outside the region of Palestine; attempts to show that God intended from the beginning of time to save all of creation, including the Gentiles; includes man references to the poor, women, and other of society's outcasts who came to follow Jesus; has a journey theme, with the Holy Spirit directing Jesus' mission to proclaim the Good News to all people and with the journey often being directed to Jerusalem and the Temple.
(photo credit: alkelda)
Ave Maria Press recently 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.As an opening activity to any lesson, call out the name of several topics. Ask the students two write down three of something for each of the following. The students can write on paper or on "sticky notes" that they can place on a wall or board for everyone to see.Possible TopicsSacramentsHoly Days of ObligationBooks in the Old TestamentGospelsBooks in the New Testament (besides the Gospels)Liturgical SeasonsMiracles of JesusFemale SaintsMale SaintsParables of JesusApostlesStations of the CrossLiturgical ColorsFeast Days of MaryThe number "3" that has a religious meaning (e.g., Magi, Trinity, etc.)The number 12Use your imagination fo come up with other topics!To add to the lesson, consider sharing with the students some of the Christian symbolism associated with various numbers.The lesson was prepared by Mary Freeland of Seton Catholic High School in Richmond, Indiana.
