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Engaging Faith

Practical Lesson Ideas and Activities for Catholic Educators
Archived - December 2008

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Knowing the Boy Jesus

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.

Mother and Child

We wish you the joy and blessings of Christmas.From all of us atAve Maria PressNotre Dame

Project Idea: Investigating the Infancy Narratives

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)

Warm Up Lesson: Threeees!

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.

Patronness of the Americas

Friday, December 12, is the annual Feast of Our Lady of Guadalupe, the "Patronness of the Americas." Several prayer, devotions, photos, and information are offered about Our Lady of Guadalupe at this website.Of course there are many days throughout the Church Year to honor the Blessed Virgin Mary, the Mother of God. Ask your students to examine the following list. Then have them write a journal entry explaining which title they are most drawn to and why. Finally, have them write a short report detailing more information about the title (e.g., origin, place, practices, meaning, etc.)JANUARY 1 —Mary, Mother of God21—Our Lady of Altagracia23—Espousal of the Virgin Mary24—Madonna del Pianto (Our Lady of Tears)FEBRUARY2 —Purification of Mary11—Our Lady of LourdesMARCH25—Annunciation to MaryAPRIL25—Our Lady of Good Counsel (at Genezzano)26—Our Lady of Good Counsel (elsewhere)MAY13—Our Lady of Fatima Our Lady of the Most Blessed Sacrament24—Mary, Help of Christians31—Mary, Mediatrix of All Graces Visitation of the Blessed Virgin Mary JUNE3 —Our Lady of the Holy Letter9 —Mary, Virgin Mother of Grace27—Our Lady of Perpetual HelpJULY16—Our Lady of Mount Carmel17—Humility of the Blessed Virgin MaryAUGUST2 —Our Lady of the Angels5 —Our Lady of the Snow Our Lady of Copacabana13—Our Lady, Refuge of Sinners15—Assumption of Mary into Heaven21—Our Lady of Knock22—Immaculate Heart of Mary Queenship of MarySEPTEMBER8 —Nativity of Mary Our Lady of Charity Our Lady of Meritxell12—Most Holy Name of Mary15—Our Lady of Sorrows24—Our Lady of Mercy Our Lady of WalsinghamOCTOBER1 —Holy Protection of the Mother of God7 —Our Lady of the Most Holy Rosary11—Maternity of the Blessed Virgin Mary12—Our Lady of Pilar16—Purity of the Blessed Virgin MaryNOVEMBER21—Presentation of Mary at the TempleDECEMBER8 —Immaculate Conception of Mary12—Our Lady of Guadalupe18—Expectation of the Blessed Virgin MaryMOVEABLE FEASTSFriday in Passion Week—The Seven Dolors of MarySaturday after Ascension—Our Lady, Queen of the ApostlesSaturday before the last Sunday in Aug.—Our Lady, Health of the SickSaturday after the Feast of St. Augustine—Our Lady of ConsolationSaturday before Nov. 3—Mary, Mother of Divine Providence

Facebook and God's Kingdom

Classmate 1:So I was in my spinning class and "Another One Bites the Dust" comes on. When I hear that song I think of the tape that you and your brother did and sent to [Name] and me. Do you remember that? We were pretty cruel to each other back then. Classmate 2:I don't remember making a tape and why "Another One Bites the Dust." You will have to remind me. Are you sure it was me? I remember waking up at 5am to call you to wake you up. Do you remember that? Why I had to call you I don't remember?   I was reading the "wall-to-wall" conversation (above) between two former students of mine (also my "friends" on Facebook) when I realized that today's Facebook generation is getting a little taste of what Purgatory and Heaven are like all wrapped into one. In other generations, sins of childhood could be more easily forgotten and stored away. Maybe not now. Instead, many years removed, we could meet up with someone we offended years ago. Taking a positive outlook, what a good opportunity to offer forgiveness and perhaps satisfaction for a long ago hurtful action. Regarding Heaven, don't we believe that we will be reunited with all the friends and family members from our life on earth? Things like "classmate search" and "recommendations for friends" through websites like Facebook allow people to form an Internet community not separated by space or time with people from all throughout their lives. Talk over some of these "Facebook issues" with your students. Ask them what they think about: Does knowing your high school classmates will be able to stay in touch with you well into the future affect how you treat them now? How do you feel when someone you have not seen for years contacts you on Facebook? * How does your "Facebook community" feel like a glimpse of the God's Kingdom?