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Engaging Faith

Practical Lesson Ideas and Activities for Catholic Educators
Archived - February 2014

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40 Things to Give Up for Lent

Your students likely know that Lent is a time of fasting and doing penance, but do they know why? The forty days of fasting and penance are in imitation of the forty days Jesus spent in the desert prior to the beginning of his ministry (see Luke 4:1-13) Abstaining from food has always been a part of Lent. In some eras, the requirements for fasting were very difficult. In the seventh century, St. Gregory the Great wrote: “We abstain from flesh meat and from all things that come from flesh, such as milk cheese, eggs—and butter of course.” During those times, as Ash Wednesday approached, families used up any of those food products that could not be eaten during Lent. From this practice have come such holidays as Mardis Gras (Fat Tuesday) and Carnival (“removal of meat”). Celebrations mark these days and continue to be part of the pre-Lenten week. Today, there are not as many required penances during Lent. In the United States, Ash Wednesday and Good Friday are days of fasting (from age 18 to 59) and abstinence (for anyone over 14). Fasting means that only one main meal and two smaller meals may be eaten. Abstinence means that no meat or meat products may be eaten on these days or on any Friday of Lent. Teens are generally open to “giving something up” for Lent, even non-Catholic teens. The forty days of penance is a good chance to clear their lives of sinfulness and bad habits and to get a new start in goodness and truth in Christ. As a class assignment, share the following list of forty things a teen (or adult) can give up for Lent. (Some of these items can be given up permanently.) Have them do the following: • Suggest other items. • Make a pledge to give up one or more of the items on the list. • Keep a journal of their penitential experience. • Promise to celebrate the Sacrament of Penance before Easter. The List 40 Things to Give Up for Lent Listening to gossip Swearing Getting high Texting and driving Snapchat Instagram Plagiarizing a report Cheating on a test Pornography Missing Mass Missing family functions Driving Headphones Cliquish behavior Not exercising Provocative dancing Masturbation Alcohol Wasting money Television Music with sexual or violent lyrics Arguing Disobeying parents Belittling another Ignoring a classmate Lack of effort on academics Skipping a day of prayer Selfies Buying new clothes Soda Being in a hurry Procrastination Fried foods Forgetting to call Grandma Ungratefulness Hopelessness Too much sleep Too little sleep Meanness Chocolate

Learning about "Object" Meditation

To learn a simple form of "object meditation" provide each student with an acorn. Lead a simple meditation on the acorn using the following script. A good way to begin to learn about meditation is to practice a very simple form of meditation using a common object from nature. I've chosen an acorn, but you can also meditate on grass, leaves, flowers, stones, small shells, twigs, seed pods, pine cones, or small vegetables. Another preliminary step is to find a place with a minimum of distractions. Your desk will have to do. Nevertheless, take everything else off the table. Assume a comfortable position. Inhale and exhale slowly, being aware of the air coming in and going out. Close your eyes and listen to the sounds around you. Be at peace, quiet, and still. The first step in a simple meditation is to observe carefully the object you have chosen. In this stage you are like a scientist who wants to know everything there is to know about the object. Hold the acorn in your hand. Notice its colors, its form, its shape. Put it to your lips. Smell it. Feel its texture next to your cheek. Place it by your ear. Touch your tongue to it. Try to capture the feeling a child would have for the first time. Learn all you can about it. (Spend about three to five minutes on this step of the meditation.) The second step of a simple meditation is to reflect. Ask yourself the question, "What does this mean?" Make full use of your imagination in this phase of the meditation. Close your eyes. Ask the acorn what it is saying to you. You might think of the tall oak tree that dropped it to the ground. Or perhaps you will picture its being taken away by a squirreled away to provide a nutritious meal for some small animal during the winter. Or you could see the little oak taking root and gradually growing into a tall sturdy tree. Perhaps you can feel the power and mystery hidden in the small acorn you are holding. It is a little time bomb of potential life which, if properly planted and nourished, will unleash tremendous power. Perhaps you will imagine the thousands of acorns that could come from this one little acorn, the other trees they might create, the shade these trees will give, the safety their branches will provide for the birds, and so on. What it is that is so special about this wonderful object that God made? (Spend another three to five minutes on this step.) Meditation is a way to listen to God, a third step. So far you haven't even consciously thought of God. Now, in this step you turn to see what God might be telling you about this wonderful, small creation. Think back to what you observed and what the acorn might be saying to you. Select a couple of your observations and see if there is a message there for your own life. Perhaps you were struct by the insight that an acorn is a powerful little bundle of life that can bring forth great growth. You, too, are like that. God has given you gifts that, if nurtured, can bring forth life in other people. Ask the Lord to show you where your gifts are and how you can nourish them. Perhaps you have planted them in bad soil, for example, you are developing a bad habit like cheating that needs to be corrected for you to grow straight and true. If this insight comes to you, you might make a mental note of it and thank God for sharing it with you. (Spend another few minutes listening to what God might be saying to you through the object of your meditation.) It is usually a good iea to make some kind of resolution as you conclude the meditation. You might recite a prayer thanking God for any insights you were given. Maybe you can thank God for helping you to realize what great potential you have to do God's work in the world. Or you might praise God for the beautiful created things that have been made for your enjoyment, like the stately trees which many take for granted. Or if you found that your meditation revealed a bad habit like cheating, you might promise the Lord that on your next test you will be honest no matter what the cost. By resolving to do something with your meditation, you will be better able to relate it to your everyday life. (Allow two or three minutes for the conclusion of this stage of the meditation.)

National Marriage Week February 7 – 14, 2014

Teaching about Marriage can be a challenge sometimes because you want to give the students an understanding of the Sacrament while not offending those whose loved ones are divorced, live together, or are remarried outside of the Church. How can you teach the students why it is important to prepare for strong marriages without seeming to condemn students’ families? There are multiple ways of being sensitive and using “objective” data about marriage is one of them. “Secular” scholars conduct multiple studies on marriage in the USA, and much of what they find supports Church teaching about the importance of marriage and the potential dangers of cohabitation. Some studies also mention the economic impact of various relationships on adults and children. Secular Studies on Marriage The National Marriage Project regularly publishes The State of Our Unions, Marriage in America (SOU) studies. The final section of the 2012 document, “Social Indicators of Marital Health & Well-being, Trends of the Past Five Decades,” provides statistics about marriage, divorce, unmarried cohabitation, the role of the child, fragile families and information about teen attitudes about marriage and family. Although the National Marriage Week Website can point you to some in-depth research, it also has some shorter resources that can help discussions such as the two page summary of Why Marriage Matters, Thirty Conclusions from the Social Sciences, Third Edition, and “The Ten Myths of Divorce.” Ideas for Using the Resources • You may want to use the information in the State of Our Unions to compare their own hopes to the 88 percent of American teens who wanted to marry someday. (SOU, p. 107) • Ask if their experience corresponds with the data that married adults are happier than single, widowed, or divorced adults. (Over 60 percent of married people said that they were “very happy” in their marriages.) (SOU, pp. 62, 68) • See if they agree with the statistics that say that children and their issues are receiving less attention than they did in the past. (SOU, pp. 84 – 88) • Look at the handout, “The Top Ten Myths About Divorce” with your students and ask them to compare some of the information against their own life experience. • Ask students, Why would a couple live together rather than marry? Do you think that living together benefits both men and women equally? Do children benefit equally when their parents’ live together and when they marry? (SOU, pp. 76 – 78) • Ask them to think about why married people are wealthier than their single counterparts? (SOU, pp. 79-83) As a summary, you may then want to strategize with them about the best steps to take going forward to increase their chances of having a successful marriage.