Today, on the 36th Anniversary of the Roe v. Wade Supreme Court decision legalizing abortion in the United States, take some time to pray with your students for the rights of the unborn, a change of laws, and a change of heart. Review the issue beginning with a summary prepared by the United States Catholic Bishops. Recent survey polling data of U.S. citizen's beliefs and attitudes about abortion is also provided.You may wish to have your students prepare reports on the proposed Freedom of Choice Act that among other things would require taxpayers to fund abortions as well as endangering the moral stance of Catholic hospitals with the possibility that they would be required to perform abortions.With a change in presidental administration this week, the National Right to Life Committee prepared a summary of President Obama's agenda on these issues and suggestions for course of action.Here is a prayer in support of the hundreds of thousands who will march in Washington D.C. on January 22 in support of the rights of the unborn:Our Lady of Guadalupe, we turn to you who are the protectress of unborn children and ask that you intercede for us, so that we may more firmly resolve to join you in protecting all human life.Let our prayers be united to your perpetual motherly intercession on behalf of those whose lives are threatened, be they in the womb of their mother, on the bed of infirmity, or in the latter years of their life.May our prayers also be coupled with peaceful action which witnesses to the goodness and dignity of all human life, so that our firmness of purpose may give courage to those who are fearful and bring light to those who are blinded by sin.Encourage those who will be involved in the March for Life; help them to walk closely with God and to give voice to the cry of the oppressed, in order to remind out nation of its commitment to life, liberty, and the pursuit of happiness for all people.O Virgin Mother of God, present our petitions to your Son and ask Him to bless us with abundant life.Amen.
Since God alone provides the means for successful accomplishment of any task, it seems evident that a person needs to be called by God to be an effective teacher. —Blessed Basil Moreau
January 20 is the Feast Day of Blessed Basil Anthony M. Moreau, the founder of the Congregation of Holy Cross, and one of the most influential and inspirational figures for Catholic Education in the United States and worldwide. Note that Cardinal Theodore McCarrick described Basil Moreau as a patron of religious education. Share the video of Cardinal McCarrick's homily on Bl. Basil following his beatification in 2007 and other information about Bl. Basil with your students:
In the United States, the Congregation of Holy Cross sponsors the following schools:CaliforniaSt Francis High School Mountain View Moreau Catholic High School Hayward Notre Dame High School Sherman Oaks ColoradoHoly Cross Novitiate Cascade ConnecticutHoly Cross High School Waterbury Notre Dame High School West Haven DelawareSt. Edmond's Academy Wilmington IllinoisHoly Trinity High School ChicagoIndianaHoly Cross College Notre DameMoreau Seminary Notre DameThe University of Notre Dame Notre Dame LouisianaHoly Cross School New Orleans MassachusettsStonehill College Easton MarylandBishop McNamara High School Forestville New YorkHoly Cross High School FlushingArchbishop Hoban High School Akron Gilmour Academy Gates MillsSt. Edward High School Lakewood OregonThe University of Portland Portland PennsylvaniaKing's College Wilkes-BarreTexasSan Juan Diego Catholic High School Austin St Edwards University Austin Holy Cross High School San Antonio Timeline of Blessed Basil Moreau's Life1799 Born February 11 in Laigné-en-Belin, a little village near Le Mans, France, the 9th of 14 children; his father was a wine merchant.1814 Entered the diocesan seminary.1821 Ordained a priest at age 22.1835 Taught and served as assistant superior in Le Mans; named leader of the Brothers of St. Joseph founded by Fr. Jacques Dujarié. Founded the society of Auxiliary Priests.1837 United the brothers and priests into the Association of Holy Cross.1840 Professed vows of poverty, chastity and obedience.1844 Received the vows of Leocadie Gascoin and three Marianites.1857 Received papal approval of the constitutions for the Association, which became the Congregation of Holy Cross.1866 Resigned as superior general, but continued an active preaching and retreat ministry.1872 Celebrated his Golden Jubilee.1873 Died on January 20 at age 73.1955 The cause for his beatification was introduced in Rome.2003 Proclaimed Venerable.2007 Beatified on September 15, 2007 in Centre Antarès, Le Mans, France by Pope Benedict XVI.Reflection/AssignmentA Holy Cross Brother, Br. Majella Hegarty, applied some principles from Basil Moreau's document Christian Education to a list of essential teacher traits with the qualities defined by Moreau. Here is the list:LOVE zealous desire for material and spiritual success of every pupilHOPE trust in God's power and goodness, in the fundamental good in the human nature of pupilsPATIENCE ability to note and stifle the beginning of annoyance, angerDECISION strong convictions, definite purposes, command of one's jobDIGNITY self respect. Be not distant but keep your distance.TACT moderation—a little blind, a little deaf to things that do not matter. Not "You're hopeless" but "You can do better than that."STUDY OF PUPIL'S NATURE intelligence and adaptability to suit teaching methods to maturity level of pupils and to individual differencesATTENTION TO DETAIL intelligent control of classroom conditions—light, heat, etc. alterness in noticing physical discomfort and illnessMECHANIZATION OF ROUTINE beginning and stopping on the minute; having a settled plan for distribution and collection of materials, for seating, for entering and leaving the room, classroom courtesies, grades, etc.Personalize the list for your own purposes. Add other traits and qualities that can help you as a teacher.
In a beautiful meadow at the bottom of a great mountain lived a people called the "Greens." They wore green clothes, lived in green homes, drove green cars, and believed that God was green.At the top of the great mountain were another people, the "Blues." They wore blue clothes, lived in blue homes, drove blue cars, and believed that God was blue.One day a Green boy had his leg trapped between two big rocks in Blue territory....A Blue boy stood by the Green boy for a few minutes. Then he went to a tree and broke off a branch. The Green boy said, "Don't hit me with the branch," thinking that is what the Blue was about to do.Blue answered him, "I am not going to hit you. The branch is to pry loose the rocks that are holding your leg."Blue pried loose the rocks. He tore his blue shirt into long strips and tied the branch to Green's leg. Then he helped Green walk home.The two boys became close friends. They often visited each other. They made up a new song which they taught to the children. It had these words:Green is good, but so is Blue,Purple, Yellow and Red, too—All the children should be glad;There is no color that is bad.Little by little more Blues and Greens started visiting each other. They began going to each other's schools and churches. They even went beyond their lands and visited the Yellows, Reds, and Purples. After awhile most people didn't call themselves "Greens" or "Blues" but simply "Rainbow People." And to this day their children sing, "There is no color that is bad." —-adapted from The Rainbow Peopleby Lawrence Castagnola S.J. LessonsAsk an older person from the community who grew up in a time marked by racism to give the class a short presentation detailing society's (and his or her own) changing attitudes during the course of his or her life.In small groups have the students role-play peaceful resolutions to situations that are often marked by racial tensions (for example: teens of different races sharing the same lunch room, a teen's parents reacting to a son/daughter dating someone of a different race, two schools with students of different races competing in athletics).Watch the inauguration speech of President Barack Obama and the "I Have a Dream Speech" of Dr. Martin Luther King, Jr. Write an essay comparing the two.
Assign an exercise asking the students to explain a teaching about God, Jesus or the Church (e.g., the Blessed Trinity, Incarnation, or that the Church is the Body of Christ) using the style of writing used by St. Paul in his Epistles. Their letters should include:OPENINGTHANKSGIVINGBODYCONCLUSIONShare this background on St. Paul's letter-writing style:Opening. Since there were no envelopes in Paul's time, the name of the author and the person for whom the letter was intended were included in the letter itself. Paul also identifies any co-senders in the opening. These were usually fellow Christian missionaries. Paul greets his readers with "grace and peace," combining both the Greek ("grace") and Hebrew ("peace") forms. Have the students read 1 Corinthians 1:1-3 and identify the parts of the opening that you identified.Thanksgiving. In Hellenistic-style letters, the opening was usually followed by a prayer. Paul follows this format, usually stating the main theme of the letter. He may pray for their well being for the future and praise them for their growth in faith since he last visited with them. Have the students read Romans 1:8-15 as an example. Paul does not include the thanksgiving in two of his letters, Galatians and Timothy. Read Galatians 1:1-10. Then ask the students why they think that Paul skipped the thanksgiving in this letter.The thanksgiving blessing was likely left out because Paul was upset with the Galatians who had been enticed by other missionaries to include observance of Jewish law in Christian living.Body. The body, or main part of Paul's letters, is divided into two main sections. The first covers the doctrinal teachings Paul wishes expressed. In the second part, Paul offers encouragement for Christian living based on the teachings. The general principles in the Christian living sections are still used today as the basis for Christian morality. Show places where there is a natural division between the two sections; for example, Romans 12:1 or Galatians 5.Conclusion. The final words in Paul's letters usually include some personal news about him or greetings to specific people in the community. Sometimes Paul includes a note that the conclusion was written "in my own hand," indicating that the rest of the letter was dictated to a scribe. He would write the conclusion in his own hand and sign his name to assure the letter's legitimacy. Have the students look up and read 1 Corinthians 16:13-24 as an example of a conclusion.After the students finish writing their letters, have them exchange them with a partner and read what the other person has written. Call on one or two volunteers to read their papers in front of the entire class.
Have your students review some of the people from the New Testament who met and recognized Jesus. Have them make a guess before they check their answers in the Bible. Then have them write a essay or journal entry detailing what they would say to Jesus if they met him face to face.1. This person said, “Come see a man who told me everything I have done. Could he possibly be the Messiah?” (Jn 4:29)2. 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)3. 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)4. He said, “You are the Messiah, the Son of the living God.” (Mt 16:16)5. This man thought Jesus was the Son of God because Jesus told him, “I saw you under the fig tree.” (Jn 1:48–50)6. They recognized Jesus as a king when they gave him gifts of gold, frankincense, and myrrh. (Mt 2:1–11)7. 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)8. 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)9. 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)10. 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) 11. You. (What would you say to Jesus?) Write what you would say in your journa or as a short essay.Answers: 1. Samaritan woman at the well; 2. Saul (Paul); 3. Two disciples on the road to Emmaus; 4. Peter; 5. Nathanael; 6. The magi; 7. John the Baptist; 8. Thomas; 9. Man possessed by demons; 10. The devil.The material above is taken from the new edition of Encountering Jesus in the New Testament by Michael Pennock.
In honor of St. Elizabeth Ann Bayley Seton, the first American born saint whose feast day was Sunday, January 4, share with your students the complete list of American saints and blesseds. Consider assigning the students to research and write a fuller report on any of those listed below.
AMERICAN SAINTS
North American Jesuit Martyrs. Five French missionaries were martyred in Canada; another three in New York. Those who were killed in New York were Saints Isaac Jogues, René Goupil, and Jean Lalande. Their shrine is at Auriesville, New York. Canonized in 1930.
St. Frances Cabrini (1850–1917). Italian immigrant who became a naturalized American citizen in 1909. Founded the Missionary Sisters of the Sacred Heart. Worked tirelessly among the American immigrants. Known as the “Heavenly Patroness of all Emigrants.” Her shrine is in New York City. Canonized in 1946.
St. Elizabeth Ann Bayley Seton (1774–1821). First native-born American to be canonized a saint. Daughter of an aristocratic Episcopalian, New York family. Mother of five children. When widowed, she converted to Catholicism (1805) and founded the American Sisters of Charity (1809). Established many Catholic schools that served as the prototype of the American Catholic school system. Her order also founded many hospitals and served heroically during the Civil War. Canonized in 1975.
St. John Nepomucene Neumann (1811–1860). Native of Bohemia who served as a pioneer diocesan priest in Rochester and Buffalo, New York. Joined the Redemptorists and was named the fourth bishop of Philadelphia in 1852. Was a gentle, prayerful, faithful missionary and example to his flock. Canonized in 1977.
St. Rose Philippine Duchesne (1769–1852). French-born foundress of the Religious of the Sacred Heart. Came as a missionary to the Louisiana Territory at the age of forty-nine. Established a mission in Missouri with the first free school west of the Mississippi. Devoted her years of service to educate Native Americans, care for their sick, and combat alcoholism in the tribes. Known by the Pottawatomi Indians as the “Woman-Who-Prays-Always.” Canonized in 1988.
St. Katharine Drexel (1858–1955). Called the “Millionaire Nun,” Katherine Drexel inherited a fortune that she eventually used for missionary endeavors in the community of Sisters of the Blessed Sacrament, which she founded in 1891. She established sixty missions for the education of Native Americans and African Americans and founded Xavier University in New Orleans, the only Catholic university dedicated to serving African Americans. Canonized in 2000.
St. Anne-Thérèse Guérin (1798–1856). French nun who came to Vincennes, Indiana, and later helped establish the Academy of St. Mary-of-the-Woods (1841) at Terre Haute, Indiana, the first Catholic women’s liberal-arts college in the United States. Established schools and orphanages and engaged in many charitable works to help the poor and sick. Canonized in 2006.
St. Damien DeVeuster (1840–1889). “The Leper Priest” who heroically served outcast lepers on the colony at Molokai in Hawaii. His devotion to them led to his eventually contracting the disease himself. Beatified in 1995. Canonized in 2009.
AMERICAN BLESSEDS
Blessed Kateri Tekakwitha (1656–1680). Called the “Lily of the Mohawk.” Iroquois Indian born in New York state who was converted by the early Jesuit missionaries. Lived a prayerful life and maintained a cheerful disposition in the midst of much ridicule for her conversion and for her living a life of chastity and devotion. Beatified in 1980.
Blessed Junípero Serra (1713–1784). Born in Spain and came to America as a heroic, hard-working Franciscan missionary in California. Established nine missions there while showing great love for Native Americans. His many travels brought him much physical pain because of ulcerous varicose veins, but he always remained a man of deep prayer. Beatified in 1988.
Blessed Francis Xavier Seelos (1819–67). Born in Bavaria and ordained a Redemptorist priest in Baltimore. In Pittsburgh, he served as a priest under St. John Neumann, became pastor, and was beloved as a spiritual director. Other assignments included preaching missions in many states, in both German and English. Died of Yellow Fever after caring for its victims in New Orleans. Beatified in 2000.
Blessed Carlos Manuel Rodriguez (1918–1963). First Puerto Rican to be beatified. Suffered much in his life from ulcerative colitis that led to an early death caused by colon cancer. Kept a cheerful disposition and developed a great love of the liturgy. Known as the “lay Apostle of the liturgical movement,” his zealous teaching of the faith, joyous demeanor, and exemplary life led many people to seek a religious vocation. Beatified in 2001.
Blessed Mother Marianne Cope (1838–1918). Called the “Leprosy Nun.” A supervisor in a Syracuse hospital when she volunteered to go to Molokai to help Fr. Damien, “the leper priest.” She worked nonstop for thirty years serving the lepers and managing homes for children, leaving at her death a legacy of schools, hospitals, and orphanages. Beatified in 2005.
More information on these saints and other events in American Catholicism are referenced in This Is Our Church: A History of Catholicism.
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.
