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Engaging Faith

Practical Lesson Ideas and Activities for Catholic Educators
Archived - May 2011

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Asking Forgiveness for Offenses Against the Enviornment

Introductory note. While the quoted passages on the handout have long been attributed to Chief Seattle as his letter to the President of the United States in 1854, it is now thought to be something written in the 1970s. Whatever its origin, it is widely quoted as a clear expression of the attitudes of Native Americans toward the earth. Litany. Distribute the student handout “Litany of Repentance” and read it prayerfully, with a different student reading each of the passages from the Letter of Chief Seattle and the whole group responding each time. Prelude. “The Great Chief in Washington sends word that he wishes to buy our land. . . . We will consider your offer. For we know that if we do not sell, the white man may come with guns and take our land. . . .” For the fear and intimidation we inflicted and continue to inflict on others, we ask forgiveness, Creator God. “Every part of this earth is sacred to my people. Every shining pine needle, every sandy shore, every mist in the dark woods, every clearing, and humming insect is holy in the memory and experience of my people. The sap which courses through the trees carries the memories of the red man. . . . We are part of this earth and it is part of us. The perfumed flowers are our sisters; the deer, the horse, the great eagle, these are our brothers. The rocky crests, the juices of the meadows, the body heat of the pony, and humans—all belong to the same family.” For the times we have not recognized our unity with the rest of creation, we ask forgiveness, Creator God. “We will consider your offer to buy our land. But it will not be easy. For this land is sacred to us. . . . This shining water that moves in the streams and rivers is not just water but the blood of our ancestors. If we sell you land, you must remember that it is sacred, and you must teach your children that it is sacred. . . .” For our lack of appreciation for the holiness and sacredness of creation, we ask forgiveness, Creator God. “The rivers are our brothers, they quench our thirst. The rivers carry our canoes and feed our children. If we sell you our land, you must remember and teach your children that the rivers are our brothers, and yours; and you must henceforth give the rivers the kindness you would give any brother. . . .” For the times we have polluted the waters of our land and not treated them with kindness, we ask forgiveness, Creator God. “We know that the white man does not understand our ways. One portion of land is the same to him as the next, for he is a stranger who comes in the night and takes from the land whatever he needs. The earth is not his brother, but his enemy, and when he has conquered it, he moves on. . . . He treats his mother, the earth, and his brother, the sky, as things to be bought, plundered, sold like sheep or bright beads. His appetite will devour the earth and leave behind only a desert. . . .” For the times we have been greedy and consumed much more than our fair share, we ask forgiveness, Creator God. “There is no quiet place in the white man’s cities. No place to hear the unfurling of leaves in the spring or the rustle of insects’ wings. But perhaps it is because I am a savage and do not understand. The clatter only seems to insult the ears. And what is there to life if a person cannot hear the lonely cry of the whippoorwill or the arguments of the frogs around a pond at night? I am a red man and do not understand. The Indian prefers the soft sound of the wind darting over the face of a pond, and the smell of the wind itself, cleansed by a midday rain or scented with the pinon pine.” For the noise we have created and imposed on nature, we ask forgiveness, Creator God. “So we will consider your offer to buy the land. If we decide to accept, I will make one condition: the white man must treat the beasts of this land as his brothers. . . . What are humans without the beasts? If all the beasts were gone, humans would die from a great loneliness of spirit. For whatever happens to the beasts soon happens to humans. All things are connected. . . .” For our reckless killing of animals, we ask forgiveness, Creator God. “You must teach your children that the ground beneath their feet is the ashes of our grandparents. So that they will respect the land, tell your children that the earth is rich with the lives of our kin. Teach your children what we have taught our children, that the earth is our mother. . . .” For our failure to teach children reverence for the earth, we ask forgiveness, Creator God. “Whatever befalls the earth befalls the sons and daughters of the earth. If we spit upon the ground, we spit upon ourselves. This we know. The earth does not belong to us; we belong to the earth. . . . This we know. All things are connected like the blood which unites one family. All things are connected. Whatever befalls the earth befalls the sons and daughters of the earth. Humans did not weave the web of life; we are merely strands in it. Whatever we do to the web, we do to ourselves. . . .” For all the times we have been careless about the earth, as if we owned the earth, we ask forgiveness, Creator God. “Even the white man, whose God walks and talks with him as friend to friend, cannot be exempt from the common destiny. We may be brothers after all, we shall see. One thing we know, which the white man may one day discover—our God is the same God. You may think now that you own God as you wish to own our land, but you cannot. God is the God of all, and God’s compassion is equal for all. This earth is precious to God, and to harm the earth is to heap contempt on its Creator. The whites too shall pass; perhaps sooner than all other tribes. Continue to contaminate your bed, and you will one night suffocate in your own waste. . . .” For our failure to thank you often for the wonders of creation, we ask forgiveness, Creator God. “So if we sell you our land, love it as we have loved it. Care for it as we have cared for it. Hold in your mind the memory of the land as it is when you take it. And with all your strength, with all your mind, with all your heart, preserve it for your children, and love it as God loves us all. . . .” For the times we have not loved and cared for the land, we ask forgiveness, Creator God. You may also wish to explore with your students information from the Catholic Coalition on Climate Change website.

Talking About Jesus!

As an icebreaker or a way to introduce lessons on a variety of theology topics, allow the chance for your students to share some of their ideas about Jesus. Each person will give a one sentence answer to some questions like those listed below. Begin by calling on a student sitting near you. Say: “You will answer the first question. Everyone will add something to the answer till I call ‘stop.’ Here is the first question: ‘When you think of Jesus, what does your mental image of him look like?’” After about a minute say, “stop.” The person who was speaking responds first to the next question: “When you think about Jesus, what do you imagine him doing? Is he preaching? Healing? Sitting on a cloud? Hanging on a cross? Again allow for another minute; then call “stop.” Continue in this way using questions like those below. The person who is speaking each time you stop begins to answer the next question. Sample Questions about Jesus: Which of Jesus’ miracles is your favorite? What is your favorite among the teachings of Jesus? What do you find in the Gospels that is troubling to you? When Jesus was a teenager, how do you think he treated Mary and Joseph? Suppose God had waited another 2000 years to send his Son to earth. And suppose he was born in the United States, in your hometown, and went to your school. Which peer group do you think he would hang around with? When Jesus lived on earth he always paid special attention to the outcasts—prostitutes, lepers, tax collectors, Samaritans. If he were going to your school, to whom what he pay attention? Now let’s imagine that Jesus is an adult in your town. What local problems do you think he’d be concerned about? If Jesus lived in our world and kept track of the news each day, what world problems do you think he would be concerned about? If Jesus lived today and had two Internet sites bookmarked, what would those sites be? If Jesus lived in our world today, how would he die?

How Does an Ave Maria Press eTextbook Look on the iPad?

We've been excited by the new technologies that have been born in recent years. From a catechetical publisher's perspective, there will be exciting new doors opened up for the textbooks we provide. The iPad especially is seen by many schools as a tool that offers many new opportunities. Our recent interview with Pam Vardano of Loyola College Prep, made that clear. So today we wanted to give you a quick peak into what an [Ave Maria Press eTextbook] looks like on the iPad. The images below are taken from the PDF version of Jesus Christ: God's Revelation to the World, the first book in the series that lines up with the USCCB Curriculum Framework. The app that is being used is iBooks, which is free with the iPad. (The images are slightly resized, but click on the image for the full view.) A Full Page Spread in iBooks Zoomed-In Definition For students with reading challenges, the ability to zoom into a text is really striking. You can see how clear the definition remains when focusing on a text. Here is the vocabulary word zoomed in as far as possible: Scroll Through Pages Using the Search Function in the iBooks App For more information about Ave Maria Press eTextbooks visit: www.avemariapress.com/etextbooks.

Wisdom for High School Graduates

Sr. Cheryl Milner, SNJM, and Dennis B. Ryan of Bellarmine-Jefferson High School in Burbank, California, have spent the past few years asking some of the "most renowned and influential thinkers and doers in the English-speaking world" to write letters of advise and counsel to the school's graduating classes. In 2010 they assembled these letters to form an excellent book Wisdom from Giants: Contemporary Legends Give Students Advice. The letters are wonderful and difficult to summarize in limited space. Two of the best are from Los Angeles-area sports' legends: UCLA basketball coach John Wooden (who passed away in 2010) and Dodger baseball announcer Vin Scully, now in his sixty-second year with the team. Here is what they wrote: Dear Students and Faculty of Bellarmine-Jefferson High School: Hopefully, you will find some of the following maxims taken from my book, Wooden: A Lifetime of Observations and Reflections On and Off the Court, to be enjoyable and meaningful. Failure to prepare is preparing to fail. Make each day your masterpiece. Do not be disagreeable when you disagree. What is right is more important than who is right. Disciple yourself, then others won't need to. Treat all people with dignity and respect. True happiness begins where selfishness ends. Be more interested in finding the best way rather than having your own way. Goals attained with little effort are seldom meaningful or lasting. Ability may get you to the top, but it takes character to keep you there. The "Observations and Reflections" book is suitable for people of every age. However, I also want to suggest reading any book pertaining to my favorite figures, Abraham Lincoln and Mother Teresa. Sincerely, John Wooden To the Students of Bellarmine-Jefferson H.S. It has taken me some time to write this letter, since we have been caught up moving from one house to another and the Dodgers have kept me busy when I wasn't packing. My best advice to you can be summed up in three words—The Ten Commandments. Read them carefully and use them in your life. Follow them and I can assure you inner peace. I have never read a better prescription for the joy of life. God Bless, Vin Scully

iTeach with the iPad: An Interview with Pam Varnado

I had the pleasure of attending a fantastic presentation at NCEA in New Orleans called iTeach with an iPad given by Pam Varnado of Loyola College Prep in Shreveport, LA. Pam, her principal Frank Israel, and their colleagues discussed their experience debuting the iPad program with two trial teachers and classes. They provided a number of tips about classroom management in the digital age and the many opportunities that the iPad provides for students. I had the pleasure of catching up with Pam this week and asked her to share some of her story and best practices in an interview that you can listen to below. During our conversation we discussed: The transformation of a classroom from teacher-centered to student-centered How technology engages students in learning The first steps a teacher should take when given an iPad for the first time iPad apps for teachers iPad apps for students to take notes in class or in eTextbooks The iTeach with the iPad Interview:   (Don't see the audio player? Try going here.) If you would like to learn more about the program at Loyola College Prep, visit their website at www.loyolaprep.org.

Consequences of the Contraceptive Mentality

      Recent studies have connected several health risks for women to the use of hormonal contraceptives. As Pope Paul VI predicted with the 1968 release of the encyclical Humane Vitae which reaffirmed the Church’s teaching on married couples using only natural means to regulate and space the birth of children, there would be other consequences if artificial birth control became widely practiced. Share this reading with your students. Ask them to complete the assignment that follow. Humanae Vitae, 17 Responsible men can become more deeply convinced of the truth of the doctrine laid down by the Church on this issue if they reflect on the consequences and plans for artificial birth control. Let them first consider how easily this course of action could open wide the way for marital infidelity and a general lowering of moral standards. Not much experience is needed to be fully aware of human weakness and to understand that human beings—and especially the young, who are so exposed to temptation—need incentives to keep the moral law, and it is an evil thing to make it easy for them to break that law. Another effect that gives great cause for alarm is that a man who grows accustomed to the use of contraceptive methods may forget the reverence due to a woman, and, disregarding her physical and emotional equilibrium, reduce her to being a mere instrument for the satisfaction of his own desires, no longer considering her as his partner whom he should surround with care and affection. Finally, careful consideration should be given to the danger of this power passing into the hands of those public authorities who care little for the precepts of the moral law. Who will blame a government which in its attempt to resolve the problems affecting an entire country resorts to the same measures as are regarded as lawful by married people in the solution of a particular family difficulty? Who will prevent public authorities from favoring those contraceptive methods which they consider more effective? Should they regard this as necessary, they may even impose their use on everyone. It could well happen, therefore, that when people, either individually or in family or social life, experience the inherent difficulties of the divine law and are determined to avoid them, they may give into the hands of public authorities the power to intervene in the most personal and intimate responsibility of husband and wife. Contraception Discussion Questions What has happened since 1968? Unfortunately, Pope Paul VI’s predictions about the results of a contraceptive mentality have come true in so many cases. Here are some of the results: The rates of abortion, venereal diseases, out of wedlock births, and divorce have risen dramatically. Sexual exploitation and sexual abuse of women occur at unprecedented levels. Population control policies are now a part of nearly every foreign aid discussion between developing and developed nations. The export of contraception, abortion, and sterilization tools to developing nations is now a requisite for reception of foreign aid in dollars. The defining element of a woman’s identity—her potential for bearing new life—has been redefined as a liability. Her new identity is as a person with the freedom to choose to end life if she wishes while, ironically, the man bears no responsibility. Assignment: Write a position paper on the “contraceptive mentality” explaining its affects on women. In the paper, cite up-to-date statistics to support your claims.

Using Slideshare to Improve Your Presentation-Making Skills

The website Slideshare.net is a powerful home of presentations, PDFs, and videos. Many expert presenters have created model presentations that could act as inspirational for the next time you create a presentation. Unfortunately for your students, a the standard presentation might include: A title screen. Bullet points and numbered lists Slides that advance in and out with fading or movement PowerPoint templates However, more and more presentations are exploring different models that include: Images with very little text 3-D images Text bubbles and boxes Arrows pointing out key points in an image Better fonts Less information The best way to use SlideShare to improve your presentation and PowerPoint lecture skills is to steal from the best. Do some searching in SlideShare for some good examples. Here are some of the most popular presentations you might find: STEAL THIS PRESENTATION! View more presentations from @JESSEDEE The World in Your Hands View more presentations from Hristo Radichev The Science of Social Media View more presentations from Dan Zarrella Sheltering Wings View more presentations from Sarah Cullem

A Catholic Response to the News on Bin Laden

A Vatican spokesman, Fr. Federico Lombardi S.J., offered: "In the face of a man’s death, a Christian never rejoices, but reflects on the serious responsibilities of each person before God and before men, and hopes and works so that every event may be the occasion for the further growth of peace and not of hatred." Share the link from Catholic News Service coverage. Ask your students to write a one-paragraph comment to the quotation. Compare their responses with the reader comments below the story. Share a discussion.