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Engaging Faith

Practical Lesson Ideas and Activities for Catholic Educators
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Classrooms Ascending to the Cloud: Cloud Computing in Schools

Everybody's heading to the cloud these days. No, I'm not talking about the Ascension. I'm talking about the new home for most of your school files: the cloud. For teachers, especially those moving to a 1:1 laptop/tablet school environment, this is huge. The cloud will allow us to send and receive files easier, provide immediate feedback on projects, and work on various devices from various places. We won't have to worry about running back into school on the weekends because our work will be in the cloud. What Is the Cloud? Wikipedia defines cloud computing as "the delivery of computing and storage capacity as a service to a heterogeneous community of end-recipients." In other words, your files no longer need to live on your computer. You can access them on your desktop computer at home, your laptop at school, your iPad in the living room, or your iPhone while at the store. In fact, your computer doesn't even have to live on your computer. With new products like the Google Chromebook, your computer exists on another server, not on the actual device you hold in your hands. Our ubiquitous access to the Internet makes all this possible. How Can I Use the Cloud in the Classroom? As more and more students create presentations, videos, audio files, and other large files, it becomes increasingly difficult to send and receive via email. Cloud computing services (listed below) allow teachers to share folders with students so they can drop their projects into the folders for review. Teachers can then easily open the files and send back comments and feedback via the cloud for the students to collect. Also, we get many questions about how our PDF Site License eTextbook program (view webinar) works. Schools have used some form of cloud storage to distribute the PDF files to their students. Each school has their own preferences, but many of the options below have been used efficiently without the danger of the files being shared illegally. Where Can I Get Cloud Storage? There are a number of services that provide free and paid cloud storage services. Here are the most popular ones among schools. Dropbox Probably the most popular cloud storage service is Dropbox. They have seen incredible growth in the last year and their ease of use is hard to beat. Free Storage: 2GB (plus bonus storage for referrals)Paid Storage: $100/year for 50GB; $200/year for 100GBAccess: iPhone, iPad, PC, MAC, Linux, Android, Web Skydrive I've heard a few teachers share on Twitter and Google+ that students prefer SkyDrive as their favorite cloud storage platform. Though it lacks the integration on mobile devices that most business professionals enjoy, students seem to like it anyway. Free Storage: 7GBPaid Storage: $50/year for 100GB; $0.50/GBAccess: Windows, Mac, Web Google Drive The newest addition to the cloud storage services is Google Drive, which effectively eliminates Google Docs as a separate product. It is new, but powerful. With so many schools utilizing Google Docs already, Google Drive will become a natural fit in many places. The best part about Google Drive is that it maintains the collaborative editing features of Google Docs with the added ability to store any kind of file and easily access them via your desktop via a synching folder. Free Storage: 5GBPaid Storage: $30/year for 25GB; $60/year for 100GBAccess: Windows, Mac, web iCloud Apple made some changes recently to their cloud services combining them into one iCloud program, which works in the iOS 5 and X on the iPhone and iPad. There is also integration through iTunes on PCs and Macs. Currently the ability to share folders and edit collaboratively is not available. Free Storage: 5GBPaid Storage: 20GB for $40 and 50GB for $100Access: iPhone, iPad, Windows, Mac Amazon Cloud Drive Believe it or not, Amazon has a large business of providing digital storage to businesses. They also want a piece of the cloud computing game. For now it is mostly for purchasing MP3s, but don't rule them out for a future flip into general cloud storage. Free storage: 5 GBPaid Storage: $1/GB per year over 5GBAccess: Amazon MP3 Uploader/Downloader for music; Cloud play for Android What's your favorite cloud computing service? What are your students' favorite?

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Using The Hunger Games as a Teaching Tool (Spoiler Alert)

Here’s a lesson to use with The Hunger Games—either the bestselling novel or the more recent hit film. The plot centers on a fictional dystopia and the story of sixteen-year-old Katniss who lives in District 12, a poor area of Panem with her mother and younger sister. Katniss supports her family with fresh meat that she gets with her bow and arrow just outside of an electric fence meant to keep her inside and wildlife outside. Every year, a male and female youth are randomly selected from each district to go to the Capitol to engage in the Hunger Games, a fight-to-the-death competition televised for the whole country, but especially for the entertainment of the well to do in the Capitol. When her sister is selected to fight, Katniss volunteers to take her place, and thus she travels to the Capitol with Peeta, the male from her district. The Hunger Games take over the rest of the story. Part of the appeal of this series to young people is its portrayal of teens in an adult world who are able to see past hypocrisy and understand people and things for what they are. They are also brave enough to risk their lives for one other and their loved ones. Ultimately, Katniss and Peeta challenge their national authorities by refusing to be controlled by the rules of the Hunger Games. Although the people in the book are not religious, many moral questions arise throughout the trilogy. You may want to discuss these issues in class related to the first book. Discussion Questions for The Hunger Games Katniss disobeys the law by going outside of her fenced-in district to find food for her family. Is this an example of breaking a just law or an example of disobeying an immoral law? How does District 12 resemble areas of the U.S. during this recession? What are some adjectives you would use to describe Katniss’ feelings for her sister, Prim? Would you take the place of a more vulnerable child (sister, brother, or other) if you were in the same situation as Katniss? Why or why not? Does Katniss display any of the theological or cardinal virtues? If so, how and when? What are some of the contradictions that Katniss and Peeta encounter when they go to the Capitol? Does any of the media attention given to the twenty-four contestants remind you of television today? Do you see tendencies towards non-violence among the twenty-four contestants? How would you describe the strategy that Katniss takes during the Hunger Games? How would you describe Peeta’s strategy? Does Katniss’ decision to pretend to fall in love with Peeta in order to encourage further support in the game, lying? Which contestants retain their humanity throughout the story? Do the rules of the game change the immorality of killing? Do the rules change the culpability of those who choose to kill? Was Katniss and Peeta’s final act in the games heroic, immoral, or smart? Does Katniss buy into the actions of the country’s government throughout the film? How is she able to recognize its faults having been surrounded by it since birth? The New York Times Education section has an article called “The Odds Ever in Your Favor: Ideas and Resources for Teaching ‘The Hunger Games,’” providing additional resources for using this book in class You may also with to share the commentary of Fr. Robert Barron on the Hunger Games from his Word on Fire site.

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Honoring Mary in the Month of May

Your students likely know that May is the month of Mary. Do they also know that Mary also has her own day dedicated to her in each and every week throughout the year? The tradition of honoring Mary on Saturdays goes back to the very first Holy Saturday, the day that Jesus lay in the tomb. It was Mary who waited anxiously but faithfully on that day in anticipation of the Resurrection. At the Council of Trent in the sixteenth century, the practice of offering a special votive Mass to Mary on Saturdays was included in the Roman Missal. The Second Vatican Council also supported this tradition. Catholics are called to do something special to honor Mary on Saturdays, especially during the Saturdays during May. This may include attending a Saturday morning Mass, doing a special work of charity, or praying the Rosary. Also, it is more than fitting that May, Mary's month, is also a time for the celebration of Mother's Day on the second Sunday of the month. Remind your students that just as they are called to honor their earthly mothers for life, nurture, and the love they have provided, so too they are to honor their heavenly Mother, Mary. Enrichment The Feast of the Visitation is celebrated on May 31. Have the students write a personal reflection of Mary's visit to Elizabeth as if they were present. Or, have them write a prayerful response to the Memorare from Luke 1:39-56.

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Jesus and Prayer

Review with the students several occasions when Jesus prayer. Choose six readers to read aloud the specific Gospel references listed below when as you briefly provide background on each occasion. When and How Jesus Prayed 1. Jesus prayed when preparing for something important. (Luke 6:12-13) 2. Jesus offered prayers of praise. (Luke 10:21) 3. Jesus prayed in thanksgiving. (John 11:41-43) 4. Jesus petitioned his Father for man things. (Luke 22:31-32) 5. Jesus prayed from Scripture. (Mark 15:34) 6. Jesus prayed at the time of his Death. (Luke 22:34; 41-42; 46) Jesus Teaches about Prayer Instruct the students to read each Gospel passage below and summarize Jesus' teaching on prayer in their own words. Also ask them to rate how difficult it is for them to follow this teaching using this scale: 1—very difficult; 2—difficult; 3—somewhat difficult; 4—no problem at all. 1. Read Matthew 6:6-8 Summarize: Rate: 1-2-3-4 2. Read Luke 11:9-13 Summarize: Rate: 1-2-3-4 3. Read Matthew 21:21-22 Summarize: Rate: 1-2-3-4 4. Read Luke 11:5-8 Summarize: Rate: 1-2-3-4 5. Read Mark 11:25 Summarize: Rate: 1-2-3-4 6. Read Matthew 11:18-20 Summarize: Rate: 1-2-3-4 Summary The teaching of Jesus presented in Number 1 is to keep your prayers short. Some people thinking by heaping on a lot of words, their prayers will be more effective. But Jesus says it is better to keep your prayers short and to the point. A second teaching is to pray with childlike simplicity. Jesus said to pray as if you were a child dependent on a parent for all your needs. He reminded us of the Father's great love which surpasses the love of any earthly parent. Third, Jesus teaches us to pray with faith. God always answers each petition, giving an answer that is ultimately good for us. Sometimes, as with a young child begging for an unneeded toy, the answer is "no." Fourth, be persistent with your prayer. We are to keep petitioning God for all our needs, as illustrated in the story of the person who visits a friend at an ungodly hour of the night. The message is simple. God cannot resist the petitions of a persistent pray-er. Besides private prayer, Jesus encourages us to pray with others, to the point that he promises to be present when "two or three are gathered in my name." He also instructs the entire of faith to come together and celebrate Eucharist. Finally, Jesus says to pray with a forgiving heart. He says that whatever we ask for in prayer will be given to us, provided that we forgive anyone with whom we have a grievance.

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Native American Teens Make Video to Show Who They Are

National Public Radio recently featured the video “More Than That." A group of Lakota teenagers on South Dakota’s Rosebud Sioux Reservation created this video (with the help of their teachers) to challenge the culture’s stereotypes about Native Americans which they claim focus on poverty, alcoholism, and violence. The Lakota students responded negatively to a “20/20” news magazine report that focused on these areas on the nearby Pine Ridge Indian Reservation, prompting them to take action. The title of their video, “More Than That,” contradicts the stereotypes and says “we are so much more than that.” The students’ video has received over 46,000 hits on YouTube in December of 2011. They have also been invited to Washington, DC for a conference and will be lobbying their South Dakota congressional representatives. The video is about two-and-one-half minutes long and not only challenges stereotypes but does so in a very honest and powerful teenage way. You might use it as a model for student projects, as the focus of a prayer reflection and discussion, or as part of a presentation on racism in a Catholic Social Teaching course.

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Why Did Jesus Have to Die?

The question “Why did Jesus have to die?” is often asked, especially during this Holy Week. The answer can be looked at from three perspectives with three different questions. Share these with your students in a brief presentation. First, “Why did Jesus’ accept his death?” The answer can be found in several places in Scripture (e.g., Jn 8:21–30; 12:23–24; 16:7–11). Jesus does what is pleasing to the Father. He is like the grain of wheat that must die in order to bring new life. Jesus desires to return to the Father. At Gethsemane on the night before he died, Jesus voices his fears about pain and death. He does not want to die, but he will accept pain and death if it is the Father’s will (Lk 22:41–42). The second question is “Why did some people wish to put Jesus to death?” These reasons vary from greed (Judas), to political expediency (Pilate), to false obedience to superiors (the soldiers who arrested Jesus and carried out his crucifixion). Finally, the third perspective is “Why did God the Father permit Jesus to die?” This question is best answered in Hebrews 5:7–10: "In the days when [Jesus] was in the flesh, he offered prayers and supplications with loud cries and tears to the one who was able to save him from death, and he was heard because of his reverence. Son though he was, he learned obedience from what he suffered; and when he was made perfect, he became the source of eternal salvation for all who obey him, declared by God high priest according to the order of Melchizedek." In other words, God’s motivation for allowing Jesus to die was Salvation for all humankind. All three of these plans and motivations (Jesus’, his opponent’s, and God the Father’s) worked together to form one plan of salvation. Salvation is the permanent union between God and all who love God.

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From Print Textbooks to eTextbooks: Navigating the Transition with Relative Ease

In recent years we have seen a dramatic increase in the number of schools who are switching from print textbooks to eTextbooks. The release of the iPad inspired an incredible amount of excitement about integrating technology into the everyday life of the student. Many Catholic high schools are purchasing or requiring students to purchase iPads as the primary learning device. With so many schools transitioning to the iPad or other 1:1 device, what are the implications for teachers, students, and schools? In the webinar recording below Jared Dees, Digital Publishing Specialist of Ave Maria Press, presents strategies that teachers can use in 1:1 laptop or tablet programs including a brief overview of cooperative learning and a popular movement toward "flipping the classroom." Jared also shares some of the challenges and frustrations that Ave Maria Press eTextbooks schools have experienced this year after switching to a 1:1 program. Finally, you will see why Ave Maria Press has focused on a PDF Site License as the solution for eTextbooks in the coming school year. eTextbook Webinar Recording Go straight to the YouTube recording or check it out on the Ave Maria Press Vimeo Channel. Teaching with the iPad If you are switching to the iPad and want to share some quick teaching tips with the iPad, feel free to dowload and adopt this presentation which was pulled from the webinar: "5 Quick and Easy Ways to Teach with Your iPad" View more PowerPoint from Jared Dees

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Teaching with the Kony 2012 Video in Schools

Odds are good that your high school students have already seen the Kony 2012 video. It went viral in the first week of March being viewed roughly 80 million times in only five days. In fact it is now considered to be the most viral video in history defeating the likes of Lada Gaga, Justin Bieber, and Miley Cyrus. Social justice teachers will see this as an incredible opportunity, but all theology classes should jump at the chance to ignite the passion for social justice that many teens have within them. About the Kony 2012 Campaign The Kony 2012 campaign is an effort by a non-profit organization called Invisible Children. Invisible Children, Inc. organizes programs in Uganda in opposition to the LRA (Lord's Resistance Army). They "use film, creativity, and social action to end the use of child soldiers in Joseph Kony's rebel war and restore LRA-affected communities in central Africa to peace and prosperity." It is clear from the video that Invisible Children has been at work for years leading up to the Kony 2012 campaign and in a large part the video tells their story. The Invisible Children launched the Kony 2012 campaign as a worldwide effort to fight against the LRA and Joseph Kony. The video outlines a vision for a campaign that will inspire many teens, young people, and adults to join a movement. The Controversy Over the Viral Video As with any viral piece of content, there comes controversy. Critics of the campaign quickly pointed out that Invisible Children only dedicated 32% of their $8.6 million in funds to services in northern Uganda. It is unclear at this point what the organization will do with the $5 million dollars in funds it raised just 48 hours after the film's release. Others have pointed out that the problems in Uganda and many other parts of Africa extend far beyond one individual. Kony is just one man and to pin all of Africa's problems on him is to do an injustice to the cause. Some even say that there are worse criminals than Kony and worse threats than the weakening Lord's Resistance Army. The fact that the LRA does not actually reside in Uganda anymore is a big point of contention. The following articles help illustrate these points: Gigaom Good.Is The Globe and Mail 1 The Globe and Mail 2 Still others point out that the issues are much more complicated than they appear in the video. ForeignPolicy.com cleared up some of the facts in their recent article. The Invisible Children Response Showing their wisdom in the digital age, Invisible Children were quick to respond to criticisms with a prominently displayed webpage addressing their critiques. There they respond to all the criticisms in this article as well as many others that have been circulated around the web. How to Teach with the Kony 2012 Video Activity 1: Watch the Video as a Class So that all of your students are on the same page, set aside 30 minutes to watch the video either on YouTube or Vimeo. Questions to answer while they watch the video: According to the video, why wouldn't the government get involved in the conflict in Uganda? According to the video, what did Invisible Children do to help people in Uganda? Even though the United States authorized forces to be sent to Uganda, why did Invisible Children decide to start this new Kony 2012 campaign? What are the goals of the Kony 2012 campaign? What strategies are the Invisibible Children using to make Joseph Kony famous? According to the video, what would motivate the government to act? What will happen on April 20, 2012? What three things can you do right now to support the campaign? Activity 2: Class Discussion Discussion questions to raise after watching the video: Do you think this campaign can work? Why or why not? Why would the United States government be so resistant to helping people in Africa? Can you justify this type of foreign poicy? If you could make a similar video for another cause, what elements of the video would you repeat? Why is it so much easier today to spread an idea like Kony 2012 than it was years ago? Is this a good thing or a bad thing? Activity 3: Take Action The video proposes three actions you can take right now to help the campaign. What other actions can we take to fight this or another social issue? Activity 4: Research the Claims of the Video The Kony 2012 video has been criticized for a number of reasons. Research the criticisms floating around the web and read the Invisible Children's response. What critiques are legitimate and which are unfounded? Divide a piece of paper into two halves. On the left write "Critiques" and the left write "Response." Use this sheet to take notes on at least 3 critiques of the campaign. Activity 5: Debating the Reliability of the Video If there is time in class, hold a class debate. Assign each of the critiques to one group of students and the responses to another group of students. Have the student sit on opposing sides of the room and debate the issues. Give the students a ball to hold when they talk. When they are finished making their points, they may lightly toss the ball to a student on the opposing side who would like to respond. Activity 6: Research the Catholic Perspective There is a rich history of the Church's teaching on social justice. Have students find quotes from Church documents that relate to the fight against Joseph Kony and the LRA starting with the following websites: http://www.osjspm.org/page.aspx?pid=441 http://www.educationforjustice.org/catholic-social-teaching/encyclicals-and-documents http://www.usccb.org/beliefs-and-teachings/what-we-believe/catholic-social-teaching/ Other resources: The Work of Catholic Relief Services in Uganda

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