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Engaging Faith

Practical Lesson Ideas and Activities for Catholic Educators
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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.

What Was Jesus Really Like?

Create a worsheet from the material below. Use it as a short activity to begin or end a class period.  Read these Gospel passages to find out more about Jesus. Write an explanation to each yes or no answer for the following questions: ·         Did Jesus have a best friend? (see Matthew 17:1–2) ·         Did Jesus have women friends? (see Luke 8:1–3) ·         Did Jesus ever get in trouble? (see John 2:13–17) ·         Did Jesus have any fun? (see John 2:1–2) ·         Was Jesus ever confused or depressed? (see Mark 14:32–35) ·         Did Jesus ever get bothered by his friends? (see Mark 10:13–14) ·         Did Jesus ever have disagreements with his parents? (see John 2:1­5) ·         Did Jesus hang out with the “in” crowd? (see Matthew 9:9–13) ·         Did Jesus get along with everybody? (see Matthew 22:15–22) ·         Did Jesus ever get stressed out? (see Mark 3:7–12) What did you find most surprising about Jesus from this exercise?

Last Minute Christmas Activity

The infancy narratives in Matthew and Luke reveal much about the identity and mission of Jesus. Have the students look up and print the Scripture quotations to match the following descriptions. Then have them answer the question at the bottom. Have the students meet in pairs to discuss their responses after they have finished.   Jesus was born . . . …in an insignificant, back-water country (Mt 2:6) …to an oppressed people (Lk 2:1) …far from home (Lk 2:4) …in a barn (Lk 2:7) …to an unwed mother (Mt 1:18; Lk 1:34–35) …to an unmarried couple (Mt 1:18) …into poverty (Lk 2:24) …with a prophetic, but fairly common name (Lk 1:31) …as a threat to power (Mt 2:16) …with a death sentence hanging over him (Mt 2:13) …on the run as a fugitive and refugee (Mt 2:13–15) …as Messiah—Emmanuel—Son of God   What does this all tell you about Jesus?   In conclusion, set up a nativity scene in class and ask students to describe at least two things they known now about this scene that they after reading these Gospel passages.

Helping Students Discover the Roots of Faith

Here are two activities you can do with your students to help them to critique their own faith history and better answer the question “Why do I believe in Jesus”? In Class Help students reflect on their most strongly held beliefs about Jesus.  Begin by inviting students to make a quick list of every person or source from which they have learned something about Jesus.  Then, setting this first list aside, challenge them to list the twenty most important things they believe about Jesus. At this point, you might even offer them time to compare lists with a classmate and revise as they feel necessary, based on new ideas from their discussions. Once they feel confident about their lists of twenty, have them evaluate which ten of the twenty are the most important. Finally, have them evaluate which three of those ten are the very most important. Direct them to look back at their lists of sources of information that they first brainstormed, and pose the question:  Which of these teachers or sources have contributed to your top three beliefs? Students may find that their most closely held beliefs were those influenced by the largest number of teachers, or conversely, by those teachers whose relationship or example they value most. Discuss student reactions to the exercise as a class.   At Home Have students interview a faith mentor. Invite students to spend time talking with someone who has helped shape their faith—perhaps a parent or other relative, a friend, a teacher, or a Church leader.  Students should ask their mentors who they believe Jesus is and for what reasons they believe in his divine nature.  They should report back about their interviews, using a format of their choosing.  If time allows, students might, for instance, create a poster, a video, a written reflection, a prayer service, or any other creative “product” that shares the wisdom of their faith mentor with others.

People Who Met and Recognized Jesus

During Jesus’ ministry many would-be friends and enemies did not recognize him or his mission as the Son of God. But several people did. Give the following list to the students and ask them to name some of the people who met and recognized Jesus. Have them write their answers before looking up the Scripture reference to check if they were right This person said, “Come see a man who told me everything I have done. Could he possibly be the Messiah?” (Jn 4:29) 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) 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) He said, “You are the Messiah, the Son of the living God.” (Mt 16:16) This man thought Jesus was the Son of God because Jesus told him, “I saw you under the fig tree.” (Jn 1:48–50) They recognized Jesus as a king when they gave him gifts of gold, frankincense, and myrrh. (Mt 2:1–11) 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) 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) 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) 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) Journal Assignment If you met Jesus face-to-face, what would you say to him?

A Reflection on the Threefold Purpose of Catholic Education

In 1972, the United States Bishops released a popular and often-cited pastoral letter on catechesis: To Teach as Jesus Did. One of the main purposes of the letter was to give form to the vision of Catholic education, reeling in many ways at the time in the post Second Vatican Council years. The letter addresses aspects of Catholic education like education for adults, Catholic colleges, religious education in a parish, and youth ministry. One of the sections pointed a vivid and honest assessment of Catholic schools in the United States, already suffering from loss of enrollment and a changing model from which religious sisters, brothers, and priests were primary teachers. Take some time to read the final paragraph (118) of the section on Catholic education. Share it with your students. Ask them to note the threefold purpose of Christian education as articulated in this paragraph: “to teach doctrine, to build community, and to serve.” Have the students write three or four full paragraphs that: Define each of the purposes Share how well their school enacts these purposes Offers suggestions for how their school may improve in acting on these purposes. Paragraph 118, To Teach as Jesus Did: We are well aware of the problems which now face the Catholic school system in the United States. WE also wish our position to be clear. For our part, as bishops, we reaffirm our conviction that Catholic schools which realize realize the threefold purpose of Christian education—to teach doctrine, to build community, and to serve—are the most effective means availed to the Church for the education of children and young people who thus may “grow into adulthood according to the mature measure of Christ” (cf. 2 Eph 4:13). WE call upon all members of the Catholic community to do everything in their power to maintain and strengthen Catholic schools which embrace the threefold purpose of Catholic education.

Christ Portrayed

Ask the students to do an Internet search to find links for the following paintings. Each selection presents a different dimension of Christ. As they view the paintings, ask them to answer: What is the message of the artist? Why do you think different artists see the same subject so differently? Which of these paintings speaks most forcefully to you? Why is this so? Icon of the Holy Savior— Artist Unknown This thirteenth-century mosaic found in the great Byzantine Church, Hagia Sophia, in Istanbul (Constantinople) is based on a sixth-century icon from the Greek monastery of Mount Athos. The mosaic shows Jesus with his hand raised in benediction as he holds the Bible. This is no purely human Jesus. He is robed in Royal Purple and is surrounded by a halo that signifies his eternal nature. This icon is often called a visual representation of the teachings of the Council of Chalcedon, which said that Christ was true God and true man. The Creation of Adam—Michelangelo Buonaroti (1475–1584) This depiction of the creation of Adam is the centerpiece of the large fresco found on the ceiling of the Sistine Chapel. In this painting, Michelangelo depicts the eternal nature of God, who creates man out of nothing by a gesture of his hand. God is seen as surrounded by angels. To stress his eternal nature, God is represented as a mature man with the muscular body of a youth. Madonna and Child Enthroned with Saints—Raffaello (Raphael) Sanzio (1463–1520) In this painting, the Infant Jesus and the Madonna are seen enthroned in Heaven as Jesus is worshipped by several saints, including the infant John the Baptist, Peter, Paul, Catherine, and Cecilia. The fact that these saints lived in different centuries stresses the fact that, for  God, there is no past or future. His time is not chronological (measurable and sequential time) but kairological (time that is not bound by sequence or measurement but rather by emotional significance). He lives in an eternal “now,” where all are alive for him. And Veronica is still among us with her veil of compassion . . . (Et Véronique au tendre lin, passe encore sur le chemin . . .)—Georges Rouault (1871–1958) Rouault was a devout Catholic and his artistic works stress the human sufferings of the Divine Christ .The artist was trained in producing stained glass. This medium is prominent in his paintings and etchings. Horrified by the devastation of World War I, Rouault constructed a series of fifty etchings from 1917–1927 that he titled The Miserere (“Have Pity on Me”). These etchings focus on the life of Christ and the horrors of contemporary war and exploitation of the poor. The particular etching cited here brings to life the legend of Veronica’s veil. According to this legend, a young woman named Veronica wiped the bloody face of Jesus with her veil as he made his way on the road to crucifixion. In gratitude for her compassion, Christ left the imprint of his sorrowful face on her veil. The Black Christ—Ronald Harrison Harrison, a South African citizen, painted this image of Christ in 1962 during the worst days of violence of the apartheid regime in South Africa, which segregated blacks from the rest of the population. Harrison portrays Christ in the image of Albert Luthuli, a South African leader of black Africans, being crucified by the white political leaders of South Africa, John Vorster, and Hendrik Verwoerd. The painting once was displayed in St. Paul’s Cathedral in London. In this painting, Harrison emphasizes the human nature of Christ and His solidarity with the oppressed and marginalized.           Activities The Shroud of Turin is an ancient piece of cloth that many people believe is the burial shroud of Jesus that has imprinted on it the face and body of the crucified Christ People who believe that the shroud is authentic also believe that the face imprinted on the shroud accounts for the similarity of the images of Christ’s face found on ancient icons. Look at the image of the face on the Shroud of Turin, paying special attention to certain features, like nose, forehead, hair color and length, shape of the face, eyes, etc. Compare it with five Byzantine icons of Christ. How are they similar? Compare the different way that Michelangelo represents God the Creator in his painting of “The Creation of Adam,” and how James Weldon Johnson represents God the Creator in his poem, “The Creation.” What are the similarities and differences in the depiction of the Infant Jesus in Raphael’s painting, The Madonna and Child Enthroned with Saints and Southwell’s poem, “The Burning Babe”? Christ is true God and true man with both divine and human natures. Compare The Icon of the Holy Savior with Rouault’s image And Veronica is still among us with her veil of compassion. . . . How does each painting reflect and focus on the human and divine nature of Christ? View Fra Angelico’s great paintings The Annunciation and Christ Crowned with Thorns. Then read the following poem, “Questions for Fra Angelico,” which tells how one sensitive viewer reacted to these masterpieces.. The author of the poem, Annabelle Mosely, is a an American poet who composed this work after a visit to the Museum of St. Mark in Florence. Fra Angelico was known and revered as one of the great artists of the Renaissance as much for his sanctity as for his brilliance. In the convent of San Marco in Florence, he decorated each monk’s cell with frescos that portrayed the life of Christ, the Virgin Mary, and the saints. The Annunciation, perhaps the most famous painting of this episode in the life of the Virgin, is on display at this convent.   This activity is taken from the book The Catholic Spirit: An Anthology for Discovering Faith through Literature, Art, Film and Music. (Ave Maria Press, 2010). 

How Do You "Love One Another"?

In the Last Supper discourse recorded in the Gospel of John, Jesus says: “This is my commandment: love one another as I love you. No one has greater love than this, to lay down one’s life for one’s friends” (15:12-13). In dying on the Cross, Jesus gave the greatest gift of love to all people and for all times. How can your students emulate this gift of love in their everyday lives? Ask them to think, first, of stories of people who have exhibited this type of love to them. Have them write a one-page essay that recounts this example. Here is one such example told by a graduating high-school senior: My Story We came at each other from opposite directions: I from the door leading to the girls’ locker room, he from the outer foyer leading to the gymnasium parking lot. He was late again as he had been for so many of my special events growing up. But at least he was here. I thought about the piano recital I played in at the local college when I was eight years old. He was delivering magazines to all the airport newsstands that day. I remembered the state championship gymnastic meet when I won two gold medals. I searched for him from the victory stand. His boss had called him to work that Saturday because the quarterly reports were due. My thoughts shifted as I neared the podium set up at the center of the basketball court. I wasn’t nervous. I moved comfortably to the microphone. “Thank you for honoring me as valedictorian of this year’s senior class,” I began. Everyone settled back in their seats to hear my speech. That’s when I saw them. Finally. My father, sitting in the first row of the bleachers, stretched out his legs and propped his shoes up on his heels. I stared out at him hoping to catch his eye but all I could see was the holes in the soles of each shoe. That’s when I really grasped all that my father had done. And that he had done it all for me.