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Engaging Faith

Practical Lesson Ideas and Activities for Catholic Educators
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A Lesson on Creation Based on John Muir’s The Mountains of California

In this lesson students will reflect on how God has revealed himself in creation. In an excerpt from John Muir’s The Mountains of California, students will highlight features of nature that stand out to them and write down what this description reveals about the nature of God and of the mind behind creation. The goal is to guide students to realizations such as “In making the created world beautiful, I can see that God made humans to enjoy creation and that God wants us to be happy,” or “When John Muir says ‘glaciers are still at work in the shadows of the peaks, and thousands of lakes and meadows shine and bloom beneath them,’ this reminds me that God wants us to see big things in life that are beautiful like mountains, but he also wants us to see the beauty in little everyday things like lakes and meadows.” Allow time at the end of the lesson students to share their reflections and insights with a partner or in a small group.   Student Handout   God’s Gift of Creation from John Muir’s The Mountains of California   Before God revealed himself to humanity in scripture, he revealed himself to us through the created world. God, as Creator, has left his fingerprints on the universe. In looking at the world around us, we can come to understand who God is.    Read the following passage slowly. As you read, highlight at least two depictions of creation that stand out to you. When you are finished reading, reread the lines you have highlighted. You will then answer the reflection questions found at the bottom of this page.   The Sierra is about 500 miles long, 70 miles wide, and from 7000 to nearly 15,000 feet high. In general views no mark of man is visible on it, nor anything to suggest the richness of the life it cherishes, or the depth and grandeur of its sculpture. None of its magnificent forest-crowned ridges rises much above the general level to publish its wealth. No great valley or lake is seen, or river, or group of well-marked features of any kind, standing out in distinct pictures. Even the summit-peaks, so clear and high in the sky, seem comparatively smooth and featureless. Nevertheless, glaciers are still at work in the shadows of the peaks, and thousands of lakes and meadows shine and bloom beneath them, and the whole range is furrowed with cañons to a depth of from 2000 to 5000 feet, in which once flowed majestic glaciers, and in which now flow and sing a band of beautiful rivers.   Though of such stupendous depth, these famous canyons are not raw, gloomy, jagged-walled gorges, savage and inaccessible. With rough passages here and there they still make delightful pathways for the mountaineer, conducting from the fertile lowlands to the highest icy fountains, as a kind of mountain streets full of charming life and light, graded and sculptured by the ancient glaciers, and presenting, throughout all their courses, a rich variety of novel and attractive scenery, the most attractive that has yet been discovered in the mountain-ranges of the world.   In many places, especially in the middle region of the western flank of the range, the main canyons widen into spacious valleys or parks, diversified like artificial landscape-gardens, with charming groves and meadows, and thickets of blooming bushes, while the lofty, retiring walls, infinitely varied in form and sculpture, are fringed with ferns, flowering-plants of many species, oaks, and evergreens, which find anchorage on a thousand narrow steps and benches; while the whole is enlivened and made glorious with rejoicing streams that come dancing and foaming over the sunny brows of the cliffs to join the shining river that flows in tranquil beauty down the middle of each one of them.   Excerpt from John Muir’s “The Mountains of California” Excerpt from The Mountains of California | Penguin Random House Canada    What could each of the depictions you highlighted suggest about the nature of God or the mind behind creation? Write a short reflection for each. (For example: “When John Muir says ‘glaciers are still at work in the shadows of the peaks, and thousands of lakes and meadows shine and bloom beneath them,’ this reminds me that God wants us to see big things in life that are beautiful like mountains, but he also wants us to see the beauty in little everyday things like lakes and meadows.”) 1.       2.                         Katy Wylie Curriculum Intern  

Seeing is Believing: Visio Divina

Background Lectio Divina ("Divine Reading") is a common form of prayer over Sacred Scripture that is used as a tool to unite our hearts closer to God. There is another form of meditative prayer that is similar in nature to Lectio Divina that is often overlooked. It is called Visio Divina. Visio Divina, or “Divine Seeing" is meditative prayer involving sacred art. It involves a slow, prayerful gaze at an image as a means to lift our hearts and minds up to God. Visio Divina invites us to a deeper relationship with God using our gift of sight and imagination. The steps for praying Visio Divina are similar to Lectio Divina but includes one extra step, to gaze at the artwork. Try out the process yourself with a classical piece of artwork. Then share the same process with your students (see ideas below). Visio. Gaze at the artwork. Reflect: Breathe deeply. What stands out to you? An expression, color, interaction? Look for details and the meaning of a story told by the artwork. Meditatio. Meditate on the image. Reflect: What is your background knowledge about the artwork? Are there any themes, colors, words that stick out to you? Put yourself in the scenery. Oratio. Pray with the image. Reflect: Dialogue with God about what he might be trying to reveal to you and what you see in the artwork. Contemplatio. Contemplate what God revealed. Reflect: Rest. Quiet your heart and conversation with God to feel his loving presence. Actio. Ask God how to live out this prayer Reflect: Ask God how he desires you to live out the fruit of your prayer time with him. Where is he calling you into action? Directions for Student Activity As this might be a new form of prayer for your students, pray Visio Divina together as a class. This can help boost confidence and show them there is no "right” or "wrong” way to pray Visio Divina. Choose a piece of art from online or from a textbook (Each chapter in the new Ave Maria Press textbook series begins with an image and description of classical art.) Or, you can bring the students to church to examine the artwork there. You will be the students guide in the meditation while each student individually prays. At the end, allow the students to write down a few of their reflections in a notebook or journal. Then have them share (either small or large group) any insights they have learned from this type of prayer if they wish to do so. Ideas of Sacred Art  ·         Stations of the Cross or any sacred art inside of a Catholic Church ·         The Assumption of the Blessed Virgin Mary ·         Pietà--Sculpture by Michelangelo ·         The Creation of Adam—Painting by Michelangelo in the Sistine Chapel ·         The Annunciation of the Blessed Virgin Mary   Further Resources: CatholicTV offers a seven-part series that walks through Visio Divina based off artwork about the life of the Holy Family. You can pause the videos at any point as well. You can find the link to the episodes here.   Jessica Schultz Curriculum Intern

Aristotle’s Virtue Theory

The following lesson can be used to introduce students to the virtues. This lesson looks at the virtues through the philosophical lens of Aristotle, who believes that a virtue is a habit which lies in the golden mean between excess and deficit. While the works of Aristotle predate Christianity, this can be a good time to discuss how there are certain universal truths which can be reasoned to and are accessible to all, also known as natural law. Aristotle uses difficult terms to describe the excess and deficit of certain virtues, making this a good opportunity for students to expand their vocabulary.   Play Opening Video:   Aristotle and Virtue Theory: Crash Course Philosophy    Say:   If we take a good look at our daily lives, we will notice certain patterns in our behavior called habits. Habits are things that we do every day - intentionally and unintentionally. Some of these things are good and some are not so good. In the worlds of religion and philosophy, these good habits are called virtues and the bad habits are called vices.    The idea of a “virtue” is something that has been studied and discussed for millennia. The philosopher Aristotle believed that a virtue was simply a well-balanced character trait. He said that it is possible to have “too much” or “too little” of a particular character trait, and that the “golden mean” of a particular trait is a virtue.    For example, someone may have the character trait of being generous. Having “too little” of this character trait would make someone greedy or selfish, but having “too much” of this trait could lead someone to being taken advantage of by another. It is in finding the balance of this trait, knowing when and how to be generous, that one can find virtue.   Complete the following worksheet to further explore Aristotle’s “Virtue Theory”. (Create a student worksheet from the following material.) Handout: Aristotle and Virtue   Use the Word Bank to help you fill in the blanks that follow.   Word Bank   skepticism cowardice scrupulosity selfishness hope self-indulgence rashness authoritarianism justice Deficit Golden Mean (Average) Excess faith despair presumption charity (love) enablement prudence indecisiveness injustice fortitude stubbornness  temperance Puritanicalism Answer Key: Deficit Golden Mean (Average) Excess skepticism faith scrupulosity despair hope presumption selfishness charity (love) enablement rashness prudence indecisiveness injustice justice authoritarianism cowardice fortitude stubbornness  self-indulgence temperance Puritanicalism   Creator Katy Wyle Curriculum Intern  

Dorothy Day, the Sermon on the Mount, and Radical Living

The following lesson serves as an introduction to Dorothy Day, an American born social activist who is currently undergoing the canonization process. This plan could also be used to supplement topics such as the canonization process, social justice, and the Sermon on the Mount. Background on Dorothy Day (Share with your students) Dorothy Day was born in 1897 in New York City. Day had a special concern for the poor and vulnerable of society, but it wasn’t until her conversion to the Catholic faith in 1927 that this concern evolved into something greater. In 1933 Day published her first journal, The Catholic Worker, which aimed to give hope to the working-class poor in the midst of the Great Depression. This journal experienced great success and her writing eventually led to the establishment of what is known today at the Catholic Worker Movement. The Catholic Worker Movement is a “revolution of the heart”. It is a call for Catholics everywhere to radically follow the Gospel message - even when what it asks of us is challenging. Dorothy Day saw her concern for social justice as something that was inherently linked to a serious interpretation of Scripture. In her lifetime, Day worked to make the Gospel’s call to holiness a reality in her life and the lives of others. Introductory Video (Play this three-minute video.) Revolution of the Heart: the Dorothy Day Story Student Assignment (Create a handout from the following for a Student Assignment. ) Read this passage from the Sermon on the Mount:  “You have heard that it was said, ‘An eye for an eye and a tooth for a tooth.’ But I say to you, offer no resistance to one who is evil. When someone strikes you on your right cheek, turn the other one to him as well. If anyone wants to go to law with you over your tunic, hand him your cloak as well. Should anyone press you into service for one mile, go with him for two miles. Give to the one who asks of you, and do not turn your back on one who wants to borrow.” (Mt 5: 38-42) When you have finished reading, answer the following questions: List three main lessons found in this passage: What do you think Jesus is trying to teach his followers in this passage? How does this passage apply to the life of Dorothy Day? If you were going to act on this passage in a “radical” as Dorothy Day might have, what actions would you undertake today? In the coming year? In ten years? Be specific.  Katy WylieCurriculum Intern  

The Daughters of the Capital Sins

*Read and discuss the information below with your students. The Catechism of the Catholic Church teaches that the capital sins "engender other sins, other vices. They are pride, avarice, envy, wrath, lust, gluttony, and sloth or acedia." (1866). The capital or "deadly” sins are often the root cause of many other sins we commit in our lives. These sins are serious because they hurt our soul, lead us deeper into sinfulness, and continue to separate us from God. These sins are serious but through our own recognition of the evil done and God's grace given in the sacrament of reconciliation we can be forgiven! The capital sins are broad terms that are often associated with many actions, thoughts, and behaviors committed on a daily basis. It can be hard to pinpoint what sin those associations are rooted or linked to in our minds and hearts. To better understand the capital sins, it helps to understand the "daughters” of these sins. The daughters are not real "offspring" but the noticeable manifestations of these sins in our lives (i.e. actions, thoughts, and behaviors). Knowing the daughters of the capital sins can help us become conscious of the patterns of sinfulness in our lives; this allows us to take actionable steps to overcome these vices, cultivate virtue, and deepen our relationship with Christ. *Take a look at the table below with your students. Analyze and discuss the capital sins, their daughters, and their opposing virtues.     Assignment Ideas: Have your students pick one of the capital sins in the table and write a short reflection on how they’ve seen the daughters of that sin, and its opposing virtue(s) play out in their life or community. As a bonus you can have them create a "spiritual prescription" as a way to practically respond to that capital sin and grow towards more virtuous habits.  Have your students pick one of the capital sins and create a "one-pager" for that sin. One-pagers are a creative and open-ended outlet for students to express their knowledge and retainment of material learned in class. The idea is for students to explain a main idea/central topic by surrounding it with creative details such as colors, writing, symbols, and illustrations. One-pagers can be created online (through PowerPoint, Google Slides, Canva) or created with just a piece of copy paper and colored pencils. For an idea of what a one-pager looks like, click here for a link on how these are designed. This makes for a great opportunity for a class collage and/or a gallery walk later on to review this concept. Jessica Schultz Curriculum Intern    

Marian Consecration

Marian consecration involves handing one’s life over to Jesus through his Mother, Mary. St. Louis de Montfort (1673–1716), a French priest who was well-known as a preacher and for his study of and devotion to the Blessed Mother, is well-known for a thirty-three-day program that leads to a person consecrating himself or herself to Jesus through Mary. St. Louis once compared the baptismal font to the womb of Mary. The Holy Spirit overshadowed Mary, and by the Spirit, she bore in her body the Son of God. The same Holy Spirit overshadows the Church, whose womb is symbolized in the baptismal font. This means that when a person enters the font in Baptism, the Church bears him or her sacramentally. In other words, through Baptism, we become sons and daughters of God in grace; we become Christians, people who are “like Christ.” St. Louis de Montfort called the baptized “other Christs. Read about St. Louis de Montfort’s thirty-three-day preparation for consecration to Mary. Then complete a chart like the following for your own seven-day preparation for consecration by filling in the following sections for each day: Day Name and Describe a Marian Feast Name and Explain a Title for Mary Name, Date, and Explain a Marian Apparition Write a Marian Prayer 1         2         3         4         5         6         7           After reading several examples of Marian prayers of consecration (including one by St. Louis de Montfort), write your own Marian prayer of consecration below your chart.  

Contemplating the Contemplative Life

Use a class period to introduce your students to the beauty of the contemplative vocation to which our Lord calls some men and women.  1. The contemplative life has origins in the life of the Blessed Mother. According to tradition, Mary was consecrated in the temple as a young girl, where she lived, studied, and prayed until her betrothal to Joseph. Just as Mary lived hidden within the temple, entirely devoted to God, so too do monastic religious live “hidden with Christ in God” (Colossians 3:3), separated from the world so that they can intercede and fast for the needs of the world day and night. In a uniquely beautiful way, cloistered nuns live as Christ’s Brides, providing an icon of the intimacy we are all called to enjoy with Christ in heaven.  2. To give students an introduction to cloistered life, watch these two trailers for documentaries that have been made about men’s and women’s monasteries: Official Into Great Silence US Trailer (youtube.com) Cloistered:God's Women of Steel-A Life of Adoration and Prayer (youtube.com)  3. Divide students into groups (separate guys and girls) and have them use their laptops to open cloisteredlife.com.  4. Have each group pick a different religious order to explore on the website. Boys should look at male monasteries and girls should look at female monasteries. They should be able to answer these questions: Which saint founded the religious order? What is their charism (special focus in prayer and way of life)?  What does their habit look like? What are the closest monastery of this order to your school or diocese?  5. Regather the groups and have them share about their community with the class.  6. Discuss the following questions as a class: Do you know anyone who has entered a monastery? Why did he or she enter? What seems beautiful and appealing about the cloister? What seems difficult and frightening? What are ways that we can grow in openness to our personal Vocations? Do we actually believe that the Lord is still calling souls to be His hidden spouses here on earth? How can we support those with a contemplative vocation? (Donating to monasteries, writing to loved ones in the monastery, writing to monasteries asking for them to pray for specific intentions, discussing cloistered religious life as an actual possibility for ourselves or our peers who are not yet in their permanent Vocation)  6. Conclude with praying the following prayer for the World Day of Cloistered Life from cloisteredlife.com: Eternal Father, We praise and thank you for those sisters and brothers who have embraced the gift of the cloistered and monastic life. Their prayerful presence is indispensable to the Church’s life and mission, and is the foundation of the New Evangelization. As we celebrate World Day of Cloistered Life, let us honor the holiness and glory of the Blessed Virgin. May she, who was presented in the Temple, intercede so that many young people might dedicate themselves entirely to Your divine service by hidden lives of contemplative prayer and selfless sacrifice. May all of us be mindful of the spiritual and material needs of those who commit their lives to seeking God by fixing their gaze on those things which are eternal. We ask this through Our Lord Jesus Christ, Your Son, who lives and reigns with You and the Holy Spirit, one God, forever and ever. Amen. Larisa Tuttle University of Dallas Senior

Reflecting on the Wounds of Christ

Use this reflection to help students prayerfully meditate on the wounds of Christ and to enter deeper into his Passion, Death, and Resurrection. This exercise will encourage students to grow in their personal relationship with Christ as they reflect upon his infinite love. First, invite students to pull out their notebooks or journals. Explain that during this activity, they are to enter into personal, individual prayer. This can look different for everyone. Some people prefer to pray by journaling while some prefer internal prayer. Some like to close their eyes while others prefer to keep their eyes open. Some bow their heads and fold their hands while others prefer a different posture. Encourage students to find a posture of prayer that is reverent, comfortable, and allows them to focus on their prayer. Next, project the following image, which was painted by Matthias Grunwald, in a slideshow, or pass out the following image to each student. Read the following meditation out loud, giving students time to reflect and meditate on the image. Look at the image before you. Where are your eyes drawn first? What do you notice first? Stay there for a moment. Observe what first caught your eye. What strikes you? What emotions do you feel? What do you see? Now, allow your eyes to slowly scan Jesus on the cross. Begin at His head and move to His feet. Notice his hand, pierced for your sake. Notice his had, crowned with thorns. See his precious face. Look at the bones in his rib cage and torso, and imagine the suffering he endured for you. Look at his feet, which were nailed to the cross for you. Now, look at the people surrounding him. Notice St. John and how he holds Mother Mary, who is stricken by grief. Do you think that our Mother holds you in this way when you are suffering? Do you think she understands the pain you experience since she, too, has a wounded heart? What do you think she felt as she watched her Son be crucified and die upon the cross? How can you console her heart by being her child today? Look at the other people in the image and the lamb that stands by the cross. Who stands out to you among them? Why? How do you think you would respond if you were at the foot of the cross, gazing upon your Savior? Would you fall to your knees, or would you stand? Would you bow in reverence? Would you kiss His bloodied feet? Would you be silent, or would you speak to him? How do you imagine Christ would look at you from the cross? Do you believe he would gaze at you with love? Do you believe that his blood and water would wash over you as a beautiful cleansing and a sign of his mercy? If Christ had to be crucified again and go through his suffering all over again just for you, He would. His love for you is endless, unconditional, and unfailing. There is no length to which he would not go to know you and to love you. Take a moment to talk to Jesus – the One who gave everything to save you. Amen.   Megan Neuman is an Editorial Curriculum intern at Ave Maria Press. She is a senior English major at Franciscan University.