Give some information on the infancy narratives (see below) from the Gospels of Matthew and Luke. Have the students read the following passages from the infancy narratives and write their hypothesis to each question. When they have finished, allow them to share what they have written. Share more information to support their answers.
1. Read Matthew 1:1-17 and Luke 3:37-38. Why does Matthew's genealogy trace to Abraham and Luke's to Adam?
More Information:Matthew's genealogy is placed prominently at the beginning of his Gospel to show that participation in the "new way" was an extension of Judaism.
2. Read Matthew 2:13-23. How are these events similar to incidents in Moses' life.
More Information:The flight to Egypt allows Jesus to relive the Exodus experience of Israel.
3. Read Luke 2:15-20. What is significant about the shepherd being the first to offer glory and praise to Jesus?
More Information:The announcement to and the visit by the shepherds is consistent with Luke's theme that the poor and lowly are singled out for God's blessings.
4. Read Matthew 12:12 What would a Jewish person considering conversion to Christianity find significant about the magi not returning to King Herod?
More Information:The courage of the magi not returning to King Herod was similar to the courage many young Jewish Christians faced in abandoning their traditional faith of their families to follow Jesus.
5. Read Luke 2:22-32. How might verse 32 be counted as the main theme of Luke's Gospel?
More Information: A main objective of Luke's Gospel and the Acts of the Apostles is to bring unity among Jewish Christians and Gentile Christians.
Background Information
Matthew's Gospel was written by a Jewish-Christian actively engaged in converting Greek-speaking Jews to Christianity was written to counteract tensions between Jewish and Gentile Christians; quotes heavily from the Old Testament to show that Jesus was the Messiah foretold from the ancient Scriptures; tried to teach Jewish people about the origins of their faith.
Luke's Gospel was written to a Gentile audience who lived well outside the region of Palestine; attempts to show that God intended from the beginning of time to save all of creation, including the Gentiles; includes man references to the poor, women, and other of society's outcasts who came to follow Jesus; has a journey theme, with the Holy Spirit directing Jesus' mission to proclaim the Good News to all people and with the journey often being directed to Jerusalem and the Temple.
(photo credit: alkelda)
Ave Maria Press recently hosted its Fourth Annual Teacher Enrichment Day at Notre Dame. The teachers in attendance participated in a lesson plan exchange. Periodically we will be highlighting some of those lessons on the Engaging Faith blog.As an opening activity to any lesson, call out the name of several topics. Ask the students two write down three of something for each of the following. The students can write on paper or on "sticky notes" that they can place on a wall or board for everyone to see.Possible TopicsSacramentsHoly Days of ObligationBooks in the Old TestamentGospelsBooks in the New Testament (besides the Gospels)Liturgical SeasonsMiracles of JesusFemale SaintsMale SaintsParables of JesusApostlesStations of the CrossLiturgical ColorsFeast Days of MaryThe number "3" that has a religious meaning (e.g., Magi, Trinity, etc.)The number 12Use your imagination fo come up with other topics!To add to the lesson, consider sharing with the students some of the Christian symbolism associated with various numbers.The lesson was prepared by Mary Freeland of Seton Catholic High School in Richmond, Indiana.
Friday, December 12, is the annual Feast of Our Lady of Guadalupe, the "Patronness of the Americas." Several prayer, devotions, photos, and information are offered about Our Lady of Guadalupe at this website.Of course there are many days throughout the Church Year to honor the Blessed Virgin Mary, the Mother of God. Ask your students to examine the following list. Then have them write a journal entry explaining which title they are most drawn to and why. Finally, have them write a short report detailing more information about the title (e.g., origin, place, practices, meaning, etc.)JANUARY 1 —Mary, Mother of God21—Our Lady of Altagracia23—Espousal of the Virgin Mary24—Madonna del Pianto (Our Lady of Tears)FEBRUARY2 —Purification of Mary11—Our Lady of LourdesMARCH25—Annunciation to MaryAPRIL25—Our Lady of Good Counsel (at Genezzano)26—Our Lady of Good Counsel (elsewhere)MAY13—Our Lady of Fatima Our Lady of the Most Blessed Sacrament24—Mary, Help of Christians31—Mary, Mediatrix of All Graces Visitation of the Blessed Virgin Mary JUNE3 —Our Lady of the Holy Letter9 —Mary, Virgin Mother of Grace27—Our Lady of Perpetual HelpJULY16—Our Lady of Mount Carmel17—Humility of the Blessed Virgin MaryAUGUST2 —Our Lady of the Angels5 —Our Lady of the Snow Our Lady of Copacabana13—Our Lady, Refuge of Sinners15—Assumption of Mary into Heaven21—Our Lady of Knock22—Immaculate Heart of Mary Queenship of MarySEPTEMBER8 —Nativity of Mary Our Lady of Charity Our Lady of Meritxell12—Most Holy Name of Mary15—Our Lady of Sorrows24—Our Lady of Mercy Our Lady of WalsinghamOCTOBER1 —Holy Protection of the Mother of God7 —Our Lady of the Most Holy Rosary11—Maternity of the Blessed Virgin Mary12—Our Lady of Pilar16—Purity of the Blessed Virgin MaryNOVEMBER21—Presentation of Mary at the TempleDECEMBER8 —Immaculate Conception of Mary12—Our Lady of Guadalupe18—Expectation of the Blessed Virgin MaryMOVEABLE FEASTSFriday in Passion Week—The Seven Dolors of MarySaturday after Ascension—Our Lady, Queen of the ApostlesSaturday before the last Sunday in Aug.—Our Lady, Health of the SickSaturday after the Feast of St. Augustine—Our Lady of ConsolationSaturday before Nov. 3—Mary, Mother of Divine Providence
Classmate 1:So I was in my spinning class and "Another One Bites the Dust" comes on. When I hear that song I think of the tape that you and your brother did and sent to [Name] and me. Do you remember that? We were pretty cruel to each other back then.
Classmate 2:I don't remember making a tape and why "Another One Bites the Dust." You will have to remind me. Are you sure it was me? I remember waking up at 5am to call you to wake you up. Do you remember that? Why I had to call you I don't remember?
I was reading the "wall-to-wall" conversation (above) between two former students of mine (also my "friends" on Facebook) when I realized that today's Facebook generation is getting a little taste of what Purgatory and Heaven are like all wrapped into one.
In other generations, sins of childhood could be more easily forgotten and stored away. Maybe not now. Instead, many years removed, we could meet up with someone we offended years ago. Taking a positive outlook, what a good opportunity to offer forgiveness and perhaps satisfaction for a long ago hurtful action.
Regarding Heaven, don't we believe that we will be reunited with all the friends and family members from our life on earth? Things like "classmate search" and "recommendations for friends" through websites like Facebook allow people to form an Internet community not separated by space or time with people from all throughout their lives.
Talk over some of these "Facebook issues" with your students. Ask them what they think about:
Does knowing your high school classmates will be able to stay in touch with you well into the future affect how you treat them now?
How do you feel when someone you have not seen for years contacts you on Facebook?
* How does your "Facebook community" feel like a glimpse of the God's Kingdom?
You will be returning to school following Thanksgiving to a new Church Year! Help your students to welcome Advent as a season of hope in the coming of the Lord. Share the following quotations that express the hopeful expectations of some Christian saints. Then have the students write a short essay or journal entry on what they are hopeful for in this new year
"The time will come when there shall be one flock and one shepherd, one faith and one clear knowledge of God." (St. Birgitta of Sweden)
"God is so good and merciful, that to obtain Heaven it is sufficient to ask it of him from our hearts." (St. Benedict Joesph Labre)
"Let the world indulge in its madness, for it cannot endure and passes like a shadow. It is growing old, and I think is in its last decrepit stage. But we, buried deep in the wounds of Christ, why should we be dismayed." (St. Peter Canisius)
"Hope always draws the soul from the beauty that is seen to what is beyond, always kindles the desire for the hidden through what is perceived" (St. Gregory of Nyssa)
"If Christ is with us, who is against us? You can fight with confidence when you are sure of victory. With Christ and for Christ victory is certain." (St. Bernard)
Ave Maria Press recently hosted its Fourth Annual Teacher Enrichment Day at Notre Dame. The teachers in attendance participated in a lesson plan exchange. Periodically we will be highlighting some of those lessons on the Engaging Faith blog.Directions:Use the New American Bible and your common sense to complete this worksheet. Read the cited passages to aid you in filling in the blanks.TransubstantiationNot all Christians believe in the Real Presence of Jesus in the Eucharist. However, Christians universally accepted this belief until the sixteenth century when John Calvin challenged it. The theological term that describes this way Christ is really present in the consecrated bread and wine is transubstantiation. This belief says that the substance of bread is changed into the Lord's Body, and the substance of wine into his Blood. The "appearances" (sometimes called "accidents") of bread and wine including the shape, color, weight, and taste remain those of bread and wine. This reality is only recognizable through the eyes of faith. Catholic teaching on the Eucharist emphasizes the strength and inspiration we receive from Jesus' Real Presence—this food nourishes us for our journey through life. At Mass we eat the Body of Christ to become the Body of Christ; to be Christ's presence in the world today. Is this belief supported by Scripture?Biblical Foundations of the Real Presence1. Let's begin by looking at the most ancient account of Jesus' words at the Last Supper. This is found in 1 Corinthians 11:23-26. Write the passage here:2. At this meal, in keeping with the Jewish meal ritual, Jesus blessed a loaf of bread, broke it, and gave it to the Apostles who were at table with him. But at this Seder Meal Jesus added something that was not part of the traditional ritual. Read Mark 14:22-24. Verse 24 is the critical verse. Write it here:3. The question remains: did Jesus want his words to be taken symbolically or literally? Let's depart from that question for a moment to look at two other says of Jesus. A. In John 10:7 Jesus refers to himself in the image of a _[gate]___. B. In John 15:1 Jesus refers to himself as a __[true vine]__.Did Jesus literally mean that he is a hinge and latch? Or that he is a growing plant? Of course not. The point here is that we have to take Jesus on his own terms: What did he wish to communicate? So did Jesus mean that the bread and wine truly become his Body and Blood? Other biblical passages help to answer the question.4. Read John 6:35-40. Write verse 35:5. Did the people listening to Jesus that day take him literally? The answer is "yes." What were the Jews quarreling about in verse 52? [That Jesus said he was giving them his flesh to eat.]The fact is, everyone listening to Jesus speak that day took him literally. In the cases of the gate and the vine people aren't asking questions like: "How can this man be made of wood?" or "How can he claim to be a plant?"6. In other situations where the meaning of Jesus' words were misunderstood he cleared up the confusion. Read John 4:32-34. Here the disciples are confused about what Jesus means by the word "____" and Jesus clarifies for them that he means the work of his Father.7. St. Paul likewise emphasizes the Real Presence of Jesus in the Eucharist. Read 1 Corinthians 11:27-29. Write the verse here:If the Eucharist is merely a symbol of the Lord's Body and Blood, then Paul's words make no sense. How can one "eat and drink judgment on himself" if what is being ate and drank is only a symbol? Paul's words only make sense if the bread and wine have become the real Body and Blood of Christ. Did the first Christians believe in the Real Presence of Christ in the Eucharist? The answer is also "yes." The Real Presence of Christ in the Holy Eucharist was a doctrine believed and taught unanimously by the Church since the time of Christ. The "literal" sense of the Eucharist was the only sense that early Christians understood. Also, recall St. Paul's comments in number 7 above. Proof is also in the writings of the Church Fathers and in the ancient Sacred Tradition.8. Let's look at one more passage: John 6:51-57. It is a significant passage in determining the meaning of Jesus' words at the Last Supper. Read and write the passage below. A. verse 53: B. verse 54: C. verse 55: D. verse 56: E. verse 57:9. See how people reacted to Jesus' words just a few verses later. Read John 6:60-66. A. What did "many disciples" say about Jesus words? (see verse 60) [That his words were "hard."] B. In verse 66 we learn that from this time on: [Many of Jesus' disciples left him.] C. Now recall the example of John 4:32-34 (number 6 above) when Jesus cleared up confusion about what he meant by the word "food." Does Jesus attempt to clarify his words here? Does he say anything like, "Oh, wait a minute, don't go away. I don't mean these words literally, only symbolically!"
__ (yes/no)10. How can we "know" the reality of Jesus Real Presence in the Eucharist? Ultimately, we can only know it through the eyes of [faith]__. Ultimately, like our belief in the existence of love, and our Catholic beliefs in the divinity of Jesus, the Resurrection of Jesus, and the Trinity, the Real Presence of Christ in the Eucharist is a [mystery]___; something so packed with meaning we can never fully understand it. (Hint: if you are stumped for answers, check elsewhere on this worksheet.)Many Christians speak of the need for a personal relationship with the Lord. What more personal relationship is there than to be nourished by the Body and Blood of Jesus in love and devotion. And, since the Eucharist takes place in the context of a community meal, we are also united with our brothers and sisters of faith. To make the presence of Jesus only a symbolic one is, therefore, to strip the Eucharistic celebration of its true meaning.This lesson was submitted by Tom Dlugosz of Marian High School in Mishawaka, Indiana.
To help mark the Year of St. Paul, help your students learn more about the life and ministry of St. Paul by performing pantomimes on key Scripture scenes. Divide the class into small groups. Tell the groups to read together their suggested Scripture passage and then choose roles for their pantomime. Remind them that to pantomime a scene means to act it out without speaking. Everyone in the group should have a role. Listed below are the six scenes and notes for directionScene 1: Martyrdom of StephenRead: Acts 7:54-60Characters: Choose one person to be Stephen. The others are his persecutors. One of the persecutors is Saul.Pantomime: The persecutors visibly grind their teeth in anger against Stephen. Stephen looks to Heaven as if entranced by a vision. The persecutors cover their ears, rush towards him, and throw him down. They start to throw stones (wadded up paper) at him but their burdensome coats prevent good throws. The persecutors take off their coats (sweaters, jackets) and lay them at the feet of Saul. Then they continue their throws. Stephen kneels in prayer as if crying out to God for help before collapsing in death.Scene 2: Saul's Conversion and BaptismRead: Acts 9:1-19Characters: Saul, high priest, Ananias, a minister of Baptism, and the traveling companions of Saul. One person can hold the flashlight to represent the vision Saul had of Jesus.Pantomime: The high priest sends Saul on his way to persecute Christians. Saul and traveling companions march in single file on stage. The light from the flashlight blinds Saul and he falls to the ground. The traveling companions stand around him with their hands over their mouths, as if speechless. Saul gets up, acting blind, and is led by his companions to a corner of the stage. In a separate corner of the stage, Ananias lays on the ground as if sleeping. The person holding the flashlight shines it in Ananias's eyes, waking him up. Ananias tosses and turns before proceeding to the area where Saul is. Ananias puts his hands on Saul's forehead and immediately Saul can see. Ananias leads Saul to the minister of Baptism, who dips Saul backwards three times as if being immersed in water.Scene 3: Saul Visits JerusalemRead: Acts 9:23-30Characters: Saul, disciples who help Saul, disciples who are afraid of Saul, Barnabas, enemies of Saul.Pantomime: Depict enemies of Saul guarding the front of the stage to represent their guarding of the gates of Jerusalem. Show the disciples who help Saul boosting him on one person's back (like leap frog) as Saul sneaks quietly to the rear of the stage out of sight of the enemies. Saul creeps to a meeting with the disciples who are afraid. He offers a warm greeting, but they cringes at meeting with him. Barnabas puts his arm around Saul and shares positive testimony about Saul to those who are afraid. Saul and all of the disciples then move freely around the stage, as if preaching the Good News. Saul stops to debate again with some of the enemies.Scene 4: Paul's First Missionary JourneyRead: Acts 13:4-5; 44-47; 18:1-11Characters: Paul, Barnabas, Jewish people in synagogue, Gentiles on street corner.Pantomime: The scene is meant to represent a main occurrence in all of Paul's missionary efforts. It explains how Paul became known as the Apostles to the Gentiles. Depict Jewish people at prayer in a synagogue. Paul and Barnabas enter their space and visibly exhort the Good News about Jesus. The Jewish people ask them to leave. Paul and Barnabas then encounter Gentiles (depict doing common activities like tossing a ball or selling merchandise) on a "street corner." Paul and Barnabas find that the Gentiles are very attentive listeners of the Good News.Scene 5: Paul's Imprisonment at PhilippiRead: Acts 16:16-34Characters: Paul, Silas, slave fortune-teller, slave's owners, Roman authorities, jailers, a person holding a flashlight.Pantomime: Paul and Silas walk around the stage with hands extended, pausing occasionally as if preaching the Good News. All the while the fortune-teller and her slave owners follows the two. Depict her as if she is rubbing a crystal ball. Suddenly, Paul turns around and the fortune-teller kneels. Paul waves his hands over her to remove her evil spirit. The fortune-teller runs off praising God. The slave owners complain to the Roman authorities about what has happened. The Roman authorities take Paul and Silas by the arms and throw them in jail (perhaps behind a chair or desk). Jailer pace back and forth guarding Paul and Silas. Simulate an earthquake by shaking your arms and legs and moving the chair or desk away from Paul and Silas. The jailers flee but Paul and Silas do not leave the jail area. The flashlight holder shines the light in the eyes of the jailer. Paul and Silas begin to preach the Good News (hold up Bibles) to the jailers who have returned. The jailers act as if they are opening a cell with a key and release Paul and Silas.Scene 6: Paul in RomeRead: Acts 27;28:11-30Characters: Paul, other prisoners, sailor, jailers in Rome, citizens of RomePantomime: Depict Paul and other prisoners as if on a boat with one sailor in front. Chairs could be set up in rows two across to represent the boat. Simulate a storm and a shipwreck (chairs falling over). Skip to a scene in Rome where Paul is led by jailers into a jail cell. Paul can move as if hand and legs are loosely shackled. Show jailer allowing Paul to leave "cell," move freely around the stage (though still shackled), and preaching the Good News to the citizens of Rome.After the students have had a chance to practice, announce each scene. Have the students do the pantomime. Then have them read or paraphrase the Scripture passage they were depicting.
In the spirit of the month of All Saints, help your students to increase their devotion to the saints by developing a relationship with a particular saint—a patron saint. This exercise will help them to choose a patron saint.
Exercise
Write your first and middle names here:_____.
Using a Catholic encyclopedia, or a book of saints, or an Internet site, list as many saints as you can find that share one of your names.
Write your birthday and the date of your Baptism here:___.
List those saints whose feast day is one of the dates written above.
List as many hobbies or regular activities as you can think of that are important to you here:_________.
Find out if there are patron saints for those hobbies or activities. List them here.
Now read the short biographies of the saints you have listed above, until you find a story that inspires you. Write that saint’s name here:___.
Begin your research into this saint’s life by finding the following information:
Date and place of birth:
Lifelong Catholic or convert?:
Date and circumstance of death:
Best known for:
Virtues exhibited by this saint:
Temptations or struggles faced by this saint:
(This activity was taken from the Our Catholic Faith Teacher's Wraparound Edition.)
