Venture - Pflaum Gospel Weeklies

Teaching Strategies
What the Church
elieves eaches
and
2012/2013

Writer: Sr. Alice Ann Pfeifer, CSA
Editor: Karen Cannizzo
Cover and interior design: Kathryn Cole and Ellen Wright
The Subcommittee on the Catechism, United States Conference of Catholic Bishops, has found the doctrinal
content of this manual, copyright 2010, 2011, 2012 to be in conformity with the Catechism of the Catholic Church.
Nihil Obstat: Reverend Thomas L. Knoebel, Ph.D., Censor Librorum, June 29, 2009
Imprimatur: † Most Reverend William Patrick Callahan, Bishop of Milwaukee, July 13, 2009
Where appropriate, this text reflects the language of the Roman Missal, Third Edition.
Scripture quotations contained herein are from the New Revised Standard Version Bible: Catholic Edition, copyright
© 1993 and 1989 by the National Council of the Churches of Christ in the United States of America. Used by
permission. All rights reserved.
© 2010, 2011, 2012 Pflaum Publishing Group. All rights reserved. No portion of this text may be reproduced in any
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What the Church
Believes and Teaches
Teaching Strategies
2012-2013
Introduction to What the Church Believes and Teaches................................................................................................5
Tips for Teaching Pre-Teens.............................................................................................................................................5
TEACHING STRATEGIES
Believe
1. People Want to Be Close to God................................................................................................................................6
2. God Wants to be Close to People...............................................................................................................................6
3. Jesus Spoke to All Generations..................................................................................................................................6
4. What Is Faith?..............................................................................................................................................................6
5. How Can God Be Both One and Three?....................................................................................................................7
6. How Did the World Begin? .........................................................................................................................................7
7. What Are Angels?.........................................................................................................................................................7
8. Who Were the First Human Beings?..........................................................................................................................7
9. How Is Jesus the Savior?.............................................................................................................................................7
10. What Is the Mystery of the Incarnation?...................................................................................................................7
11. What Is the Mystery of the Immaculate Conception?..............................................................................................8
12. What Was the Mission of Jesus?.................................................................................................................................8
13. What Is the Church?....................................................................................................................................................8
14. What Is the Mission of the Church?...........................................................................................................................8
15.What Are the Marks of the Church?...........................................................................................................................9
16.What Do Catholics Believe about Death and Resurrection?....................................................................................9
Quick Quiz.........................................................................................................................................................................9
Praise and Celebrate
1. What Is the Liturgy?....................................................................................................................................................9
2. What Is the Liturgical Calendar?................................................................................................................................9
3. What Are the Sacraments of Initiation?.....................................................................................................................9
4. What Happens at Baptism?........................................................................................................................................9
5. What Happens at Confirmation?.............................................................................................................................10
6. What Happens at the Eucharist?..............................................................................................................................10
7. What Are the Sacraments of Healing?.....................................................................................................................10
8. What Happens in the Sacrament of Penance and Reconciliation?.......................................................................10
9. What Happens in the Anointing of the Sick?..........................................................................................................10
10. What Are Sacraments at the Service of Communion?...........................................................................................10
11. What Happens in the Sacrament of Holy Orders?..................................................................................................10
12. What Happens in the Sacrament of Matrimony?...................................................................................................11
Quick Quiz.......................................................................................................................................................................11

Follow Jesus
1. What Is the Moral Law?............................................................................................................................................11
2. What Makes a Well-Formed Conscience?...............................................................................................................11
3. What Is Virtue?..........................................................................................................................................................12
4. What Is Sin?...............................................................................................................................................................12
5. Why Is Working for the Common Good Important?..............................................................................................12
6. How Are God’s Law and God’s Grace Connected?..................................................................................................12
7. The Ten Commandments Are for Everyone...........................................................................................................12
8. What Does the New Law Ask of Us?.........................................................................................................................13
9. What Are the Precepts of the Church?.....................................................................................................................13
10. Why Are Church Leaders Important?......................................................................................................................13
Quick Quiz.......................................................................................................................................................................14
Pray
1. There Are Six Kinds of Prayer...................................................................................................................................14
2. The Holy Spirit Is Our Teacher.................................................................................................................................14
3. There Are Three Ways to Pray...................................................................................................................................14
4. Prayer Changes People.............................................................................................................................................14
5. God Listens and Responds.......................................................................................................................................14
6. Jesus Taught Us How to Pray....................................................................................................................................14
Quick Quiz.......................................................................................................................................................................15
Treasures of the Catholic Faith
Faith Facts to Remember...............................................................................................................................................15
Prayers to Know..............................................................................................................................................................15
Words to Know................................................................................................................................................................15

Welcome to the
Pflaum Gospel Weeklies
Faith Formation Program:
What the Church Believes and Teaches
The sacred duty and the joy of each succeeding
generation of Christian believers has been
to hand on the deposit of faith that was first
entrusted to the apostles by Christ himself. We
have received this gift, the deposit of faith—we
have not conceived it. It is the heritage of the
whole Church. It is our privilege and our responsibility
to preserve the memory of Christ’s words
and the words themselves and to teach future
generations of believers to carry out all that Christ
commanded his apostles.
National Directory for Catechesis, #26
For over a quarter century, the Pflaum Gospel Weeklies
have provided schools and parish religion programs
with a basic catechesis on the Sunday Gospels. These
widely acclaimed magazines offer the finest in upto-the-minute
catechetical reflections, exercises, and
activities based on the words of Jesus Christ and on his
Gospel as celebrated weekly in the Sunday assembly.
The Weeklies have formed several generations of young
people and helped bring faith to their lives and bring
their lives to the Catholic faith.
The basic teachings of the Catholic faith are seeded
generously throughout each level of the Weeklies. These
basic teachings are documented in an annual Scope and
Sequence. Nonetheless, because of the very nature of a
lectionary-based resource, the basic teachings do not
occur in exactly the same way each year in the 32 issues
of each level of the Weeklies.
Therefore, Pflaum Publishing Group has undertaken to
make part of each year’s subscription to the Weeklies a
student’s handbook of those elements of the Catechism
of the Catholic Church that have been judged necessary
and appropriate for the age group served by each level.
What the Church Believes and Teaches is a new component
for the Pflaum Gospel Weeklies. At the beginning
of each year—with the first shipment of the Weeklies—
every child will receive his or her own book of basic
Church teachings. The content for this book is based
on protocols established for the teachings to be learned
and mastered at each level of elementary-age catechesis.
This handbook gathers under one cover the Church
teachings presented in the 32 issues of the Pflaum Gospel
Weeklies. Teaching Stratgies provide you with ways
to help children master these teachings. In addition, the
guide that accompanies each issue of the Weeklies will
point you to the handbook and to those teachings that
are reflected in that issue. What the Church Believes and
Teaches, together with the Weeklies, can also be of great
help to parents who want to take an active role in the
faith formation of their children.
The handbook provides, in one convenient publication,
all the teachings that must be mastered. The weekly
issues provide the stories, exercises, activities, reflections,
prayers, and challenges that show how a faithful
Catholic can live out these teachings, celebrate them in
the liturgy, and share them at home, at school, and with
friends.
Learning by Heart
Much of what you find in What the Church Believes and
Teaches can be learned by heart. From earliest times,
catechesis has used the formulations of the Creed, the
sacraments, the Commandments, and prayers (especially
the Lord’s Prayer) to transmit the faith. The handbook
affords you the opportunity to help your students
learn by heart the principal expressions of the faith,
basic prayers, key biblical themes, personalities, and
language. Such learning is not mere rote. Memorization
is an effective form of catechesis that nourishes the
human heart and helps form the human spirit in Christ.
Conclusion
It is our hope that this new and exciting addition to
the wondrous experience of the Pflaum Gospel Weeklies
will assist you in your ministry. It is our prayer that
What the Church Believes and Teaches will give you the
added assurance that you are indeed cultivating in your
students the good soil in which the seed of the Catholic
faith can take root and bring forth a lifetime of good
fruit.
Tips for Teaching Pre-Teens
Pre-teens are a little like sophomores in high school—
neither fish nor fowl. They are no longer the youngest
kids in school and not yet the oldest kids in school.
However, in their own minds, many already are making
big plans for their teen years. By the time a boy reaches
the age of 10, for example, he knows what kind of car he
wants when he gets his license.
Pre-teens’ bodies do lag behind the fantasies of their
minds, though. It is common for young people in this
age group to experience actual, physical growing pains.
If forced to sit too long in one position, they can get
muscle pains and cramps. That’s why it is important for
you to build changes of posture into your class routines.
Have students stand, for example, whenever you sing or
pray together. You can also make physical activity part
5

of some question-and-answer games. The results of
brainstorming in discussion groups can be shared in a
relay race. Two teams can line up with the person at the
front of each line racing to the chalkboard or newsprint
to record an idea on a given topic. That student returns
to his or her team and hands off the chalk or marker to
the next person, who races forward to record another
idea the group has brainstormed. The first team to send
every member forward with a new idea to record wins
the relay.
Growing pains can be mental as well as physical. Be
aware of the children’s self-consciousness about their
appearance and their changing bodies. During casual
moments, such as when the students are entering or
leaving the classroom, give individuals positive feedback
about attractive new outfits, haircuts, glasses, and
so on. Never call attention to any physical trait that
might cause a child anxiety, such as shortness in a boy
or chubbiness in a girl. Be vigilant about correcting any
student who teases or mocks another student’s person
or appearance.
Psychologically, pre-teens need to feel a sense of
belonging to any group they are part of. If you notice
that one student is something of an outsider, there are
little things you can do to advance the student’s status
within the group. Discover the student’s talents and give
him or her a chance to shine by using those talents in
a group activity. Make it a point to invite the student’s
opinions during class discussions and, without making
the student a teacher’s pet, affirm anything special
you notice about the student. Take time outside of class
to talk with the person and to get to know him or her
a little better. Religious educator Henrietta Mears has
observed that “many a child has learned first to love his
teacher, and then his teacher’s God.”
Believe
1. People Want to Be Close to God, page 6
(1) Have students brainstorm a list of things in nature
that show the beauty that God has created. (2) Then
let them make a class mural that incorporates all the
images. They can do this either with crayon on newsprint
or with chalk on the chalkboard.
(1) Ask students to keep completely quiet for three minutes
after you read aloud Psalm 23. During that time,
they are to listen to God speak to them in their hearts.
Here, for example, is how God might speak today to
express the thought of the psalm’s first line: “Dear one,
know that I will always take care of you, the same way a
good farmer cares for his animals—or the way a loving
family cares for their pets.” (2) After the three minutes
are up, ask students to write on a picture postcard or
a blank greeting card what God said to them through
Psalm 23. (3) Collect the cards and re-distribute them,
so that each student gets someone else’s reflection to
keep as a Bible bookmark.
2. God Wants to Be Close to People, page 6
(1) Have each student make a chain of five paper
dolls, then decorate each “person” to look like one of
these biblical figures involved in a covenant with God:
Adam, Noah, Abraham, Moses, Jesus. Before students
begin decorating, brainstorm ways to distinguish each
character: Adam holding an apple, Noah with a white
beard and holding a dove, and so on. (2) When students
are finished, ask a volunteer to stand up with his or her
finished artwork and explain what God promised to
each person. (3) Then ask the class what each person
promised God in return. (4) Remind students that a covenant
is always an exchange of promises between two
parties—a little like the wedding vows that a bride and
groom exchange.
(1) Obtain a copy of the baptismal promises. (2) Conduct
a prayer service in which the students renew their
baptismal promises. Begin with a suitable hymn, and
end by sprinkling the class with holy water as they make
the Sign of the Cross.
3. Jesus Spoke to All Generations, page 7
(1) Draw on poster board a large treasure chest with
its lid open. Tell students it represents the Church’s
Deposit of Faith. In it are found pearls of Scripture and
diamonds of Tradition. At this point, you may wish to
remind students of the definitions of Scripture and
Tradition in their books. Sacred Scripture is the books
of the Old and New Testament. Tradition is God’s Word
given through the Church’s doctrine, life, and worship.
(2) Brainstorm with the class for examples of Scripture
and Tradition. Each time an example is named, paste a
paper pearl (a round white circle) or a paper diamond (a
yellow diamond shape) inside the chest.
You can do this same activity using a real chest or jewelry
box, and using dull-colored pebbles to represent
pearls and shiny rocks to represent diamonds.
4. What Is Faith? page 8
(1) Distribute paper and pencils. Have students privately
brainstorm lists of “little acts of faith” and “big acts of
faith” that they themselves can do. In the first category
they are to name things like “Pray an Our Father” and
“Share a candy bar.” In the second category they are to
name things like “Pray a Rosary” and “Give $20 to the
poor.” (2) When students are finished, have them pair
up and make one single list of “little acts” and one single
list of “big acts” by putting their two lists together. (3)
Find out which pair has the longest list of “little acts”
6

and have them share their list with the class. (4) Do the
same for the pair with the longest list of “big acts.”
5. How Can God Be Both One and Three? page 8
(1) Ask students for their ideas on why God the Father
often is pictured as a hand reaching down from heaven
or as an all-seeing eye. (These symbols show God as allpowerful
and all-knowing.) (2) Ask for reasons why God
the Son often is pictured as a lamb or as a shepherd.
(John the Baptist called Jesus “the Lamb of God who takes
away the sin of the world” (John 1:29). In John 10:11,
Jesus said, “I am the good shepherd. The good shepherd
lays down his life for the sheep.”) (3) Ask why the Holy
Spirit often is pictured as a dove or a flame. (At Jesus’
baptism, the Holy Spirit came in form of a dove. Fire is a
symbol of the energy of the Holy Spirit.)
6. How Did the World Begin? page 8
(1) Tell students the story of Joseph by summarizing
Genesis 37-47 from an adult Bible or by reading them his
story from a children’s Bible. (2) Discuss Joseph’s story
as an example of God bringing something good out of
something bad. (3) Share any personal stories you may
have of something good coming out of something bad.
(1) Go online at http://www.chinapage.com/story/
losthorse.html for the old Chinese story called “Blessing
or Bane.” (2) Read the story to students and discuss it
as an example of God bringing something good out of
something bad for this Chinese family.
7. What Are Angels? page 9
(1) Ask students for examples of times when they had
close calls but were protected from physical harm.
(2) Ask students for examples of times when they did
the right thing even when it was hard to do the right
thing. (3) Point out that both times their Guardian
Angels were protecting them and guiding them.
(1) Mention that some children like to name their
Guardian Angels—or to ask their angels for their name
and listen to the answer they get in their hearts. (2) Suggest
that students write thank-you letters to their Guardian
Angels for all the times they received guidance and
protection from them. They should begin their letters
by addressing their angel by name. (3) Have students
decorate their letters with drawings showing what they
imagine their Guardian Angels might look like. (4) When
students are finished, ask for two or three volunteers to
share their letters and drawings with the class.
8. Who Were the First Human Beings? page 9
To help students understand the consequences of Adam
and Eve’s disobedience to God, ask them what consequences
they face when they disobey their own parents.
What do they lose?
9. How Is Jesus the Savior? page 10
(1) Many Catholic parishes have names associated
with titles for Christ and mysteries in the life of Christ.
How many such parishes can students name? Their list
will include names such as Good Shepherd, Christ the
King, Sacred Heart, Divine Savior, Transfiguration, and
so on. (2) Make sure students understand the meaning
of each parish name. Provide the information yourself,
or assign a different name to each student to research
online. Then have students give oral reports on what
they learned.
10. What Is the Mystery of the Incarnation? page 10
(1) Before the class meets, copy the passages from Mark
given below on separate slips of paper and put them in
a hat. (2) Discuss with the class which parts of Scripture
show Jesus in his humanity: times he ate, drank, slept,
experienced human emotions. Do the same with parts
of Scripture that show Jesus in his divinity: times he forgave
sins, worked miracles, prophesied. (3) Divide the
class into two or three teams with the same number of
players in each team, and have the teams stand together
against one wall of the classroom. (4) Team members
take turns drawing slips of paper from a hat and reading
aloud the Gospel passages written on them. (5) Each
reader is to identify whether the passage says something
about Jesus as God or Jesus as man. If correct, he or she
crosses the room to the opposite wall. (6) The first team
to get all its members across the room wins the game.
Passages Showing Jesus’ Humanity
In the morning, while it was still very dark, he got up ….
(1:35)
When the scribes of the Pharisees saw that he was eating
with sinners…. (2:16)
He looked around at them with anger; he was grieved at
their hardness of heart…. (3:5)
He told his disciples to have a boat ready for him because
of the crowd, so that they would not crush him. (3:9)
He was in the stern, asleep on the cushion…. (4:38)
He was amazed at their unbelief. (6:6)
But when Jesus saw this, he was indignant and said to
them, “Let the children come to me….” (10:14)
On the following day, when they came from Bethany, he
was hungry. (11:12)
And he said to them, “I am deeply grieved, even to death;
remain here, and keep awake.” (14:34)
Then Jesus gave a loud cry and breathed his last. (15:37)
7

Passages Showing Jesus’ Divinity
And a voice came from heaven, “You are my Son, the
Beloved; with you I am well pleased.” (1:11)
And he cured many who were sick with various diseases,
and cast out many demons…. (1:34)
When Jesus saw their faith, he said to the paralytic, “Son,
your sins are forgiven.” (2:5)
He said to her, “Daughter, your faith has made you well;
go in peace and be healed of your disease.” (5:34)
He called the twelve and began to send them out two by
two, and gave them authority over the unclean spirits.
(6:7)
He came towards them early in the morning, walking on
the sea. (6:48)
Jesus said to him, “Go, your faith has made you well.”
Immediately he regained his sight…. (10:52)
And when they had taken their places and were eating,
Jesus said, “Truly I tell you, one of you will betray me, one
who is eating with me.” (14:18)
He said to them, “This is my blood of the covenant, which
is poured out for many.” (14:24)
Jesus said to him, “Truly I tell you, this day, this very
night, before the cock crows twice, you will deny me three
times.” (14:30)
Now after he rose early on the first day of the week, he
appeared first to Mary Magdalene, from whom he had
cast out seven demons. (16:9)
So then the Lord Jesus, after he spoke to them, was taken
up into heaven and sat down at the right hand of God.
(16:19)
11. What Is the Mystery of the Immaculate
Conception? page 10
(1) Tell students the story of St. Bernadette, the young
girl who saw Mary and heard her say that she was the
Immaculate Conception. You can find Bernadette’s
story online by clicking on “Saint of the Day” at
americancatholic.org/features/saints/saint.aspx?id
=1355 (2) Make sure students understand that Mary’s
Immaculate Conception is important because it underscores
the holiness of Mary. In choosing her to be the
mother of his son, God blessed Mary more than any
other human person.
12. What Was the Mission of Jesus? page 11
(1) Write on eight different pieces of yellow paper and
eight different pieces of blue paper the following parts
of John 3:16—God loved / the people of this world / so
much that he / gave his only son, / so that everyone /
who has faith in him / will have eternal life / and never
really die. (2) Before students assemble for class, hide
the sixteen pieces of paper all over the room. (3) When
students arrive, form a blue team and a yellow team.
Tell students their task is to search the room for pieces
of paper in their team color, then return to their team
“base” to put the pieces together in the proper order.
Their correctly assembled sentence will answer the
question, “What was the mission of Jesus?” The team
that is first to finish wins the game.
13. What Is the Church? page 11
(1) Read to students 1 Corinthians 12:12-13. (2) On a
large piece of newsprint, have a student lie down and let
another student whom he or she chooses use a crayon
to trace his or her outline on the paper. (3) Have students
fill the outline with pictures of all different kinds
of people cut out from magazines. Students should
look for contrasts in the pictures they choose—old and
young, dark and light, thin and fat, and so on. (4) Students
can give the pictures to you and you can do all the
gluing or taping. (5) When the outline is all filled in, have
students form a circle around their artwork and discuss
what would happen to destroy its beauty and unity if
you started eliminating certain kinds of people—thin
people, old people, and so on. So it is with the Body
of Christ that is the Church. She is made complete by
admitting all kinds of people into her membership.
14. What Is the Mission of the Church? page 12
(1) On a world map, show students the nation of Israel,
where in ancient times Jesus and the Apostles were
born. You can use either a large classroom map or
small printed copies of the Middle East available at
www.nationalgeographic.com/xpeditions/atlas/
(2) Show students the places where tradition says some
of the Apostles died: Andrew, crucified in Greece; Peter,
crucified in Italy; Simon, sawed in half in Iran; Bartholomew,
flayed alive in Armenia. (3) Discuss how traveling
far from home—and even being willing to die in a
foreign land—is a sign of the great love the Apostles had
for Jesus. (4) Who shows great love today by traveling to
foreign lands for the sake of the Gospel? Have students
show their gratitude to foreign missioners in one of the
following ways.
(1) If they know a foreign priest or sister who serves in
their parish or diocese, write thank-you notes to him or
her for their service. (2) Invite a foreign priest or sister
to come speak to the class about his or her homeland
and the reasons he or she became a missioner. (3) Learn
about a missionary religious community such as Glenmary
or Maryknoll. (4) Organize a fundraising project
for a missionary religious community.
8

15. What Are the Marks of the Church? page 12
Use this visual to help children remember the four
marks of the Church. (1) On the chalkboard or on newsprint,
draw a circle, and say that just as a circle symbolizes
oneness and unity, the Church is one. (2) Draw rays
emanating from the circle, and say that just as rays of
light symbolize holiness, the Church is holy. (3) Draw
longitudinal and latitudinal lines on the circle, as if it
were a globe, and say that just as these lines crisscross
the entire circle, the Church is catholic. It reaches out
to the entire world. (4) At the top of the circle, draw a
shepherd’s crook and say that the Church is apostolic,
which means that it is guided by the teachings of the
Apostles, who were appointed by Christ to be shepherds
of his sheep.
16. What Do Catholics Believe About Death and
Resurrection? page 13
(1) Discuss with students how the feasts of All Saints on
November 1 and All Souls on November 2 remind us of
the mystery of the Communion of Saints. We celebrate
on All Saints’ Day those who have “made it” into full
communion with God. We remember on All Souls’ Day
those who are “almost there” and need our prayers.
(2) What local customs are observed on these two feasts?
(3) Do students observe any special customs within
their families? (4) Which church hymns are sung on All
Saints’ Day, and which ones are sung on All Souls’ Day?
(5) What color does the priest wear at Mass on each of
these days? Why?
Review
Quick Quiz, page 14
1. Adam and Eve, Noah, Abraham, Moses, Jesus
2. Cross out: liars, gang members, racists, gossips
3. Michael, Raphael, and Gabriel
Praise and Celebrate
1. What Is the Liturgy? page 16
(1) Have each student make a poster showing the
four ways Christ is present in the Eucharistic Liturgy.
(2) Allow time for students to share their work.
2. What Is the Liturgical Calendar? page 16
(1) Give each student squares of paper in these colors:
violet, white, green, red. (2) Explain the colors’ liturgical
symbolism. Violet is for times of waiting and penance,
such as Advent and Lent. White is for times of
joy and glory, such as Christmas and Easter. Green is
for ordinary times. Red is either for times of sacrifice,
such as the day Christ died, or times of joy in the Spirit,
such as Pentecost. (3) Play a game in which you name a
Sunday or holy day in the liturgical year, and students
raise the correct-colored paper for that day. (4) Call out
these days by name: Ash Wednesday (violet), Easter
(white), Christmas (white), First Sunday in Ordinary
Time (green), Third Sunday of Lent (violet), feast of the
Immaculate Conception (white), Good Friday (red),
Second Sunday of Advent (violet), Fifteenth Sunday in
Ordinary Time (green), Pentecost (red). (5) Note which
days produce incorrect answers, and take extra time
to explain them. (6) Re-play the game until all or most
students get the answers right.
3. What Are the Sacraments of Initiation? page 19
(1) Ahead of time, write each of the words and phrases
given in the following key on separate slips of paper and
put them in a bowl.
KEY
Baptism—“In the name of the Father, and of the Son,
and of the Holy Spirit” • water • white garment •
cleansing from original sin
Eucharist—“This is my Body” • “This is the chalice
of my Blood” • the hymn “One Bread, One Body” • the
Last Supper
Confirmation—“Be sealed with the Gift of the Holy
Spirit” • the color red • the hymn “Come, Holy Ghost”
• the laying on of hands • the first Pentecost •
the bishop
(2) Label three different jars Baptism, Eucharist, and
Confirmation. (3) When the class meets, place the jars
and the bowl on a table in the front of the room.
(4) Form two teams, and have team members take turns
stepping forward, drawing slips of paper from the bowl,
reading them aloud, and consulting with their team
about the right jar in which to drop the paper. (5) After
the student has dropped the paper in a jar, give his or
her team a point if the correct jar was selected.
4. What Happens at Baptism? page 19
(1) Bring to class a doll, a glass cup, and a basin.
(2) Show students how to baptize an infant in case
of necessity. (3) Let one or two students repeat the
demonstration.
(1) Give students large paper triangles cut from drawing
paper. (2) Have each of them draw a self-portrait in the
center of the triangle. (3) In the top corner of the triangle,
have them write the words, “Child of the Father.”
(4) In the bottom left corner, have the boys write,
“Brother of Christ” and the girls, “Sister of Christ.” (5) In
the bottom right corner, have students write, “Temple
of the Holy Spirit.” (6) Discuss how their finished artwork
explains the ways in which Baptism has changed
them—from ordinary children into God’s children,
Christ’s brothers and sisters, and dwelling places of the
Holy Spirit. (7) Suggest that they hang the artwork somewhere
in their bedrooms and look at it each night
9

efore they go to bed. They can ask themselves how
they have lived up to their call that day to be a child of
God, a brother or sister of Christ, and a temple of the
Holy Spirit.
5. What Happens at Confirmation? page 20
(1) Review with students the essential rite of the Sacrament
of Confirmation. (2) The bishop, or a priest he
has appointed, dips his thumb into the consecrated
oil called Sacred Chrism and anoints the forehead of
the candidate while saying, “N., be sealed with the Gift
of the Holy Spirit.” As the candidate says, “Amen,” the
bishop lays his hand on the candidate’s head. (3) Explain
why the words be sealed are used in the Confirmation
Rite. As the Catechism of the Catholic Church says, “By
this anointing the confirmand receives the ‘mark,’ the
seal of the Holy Spirit. A seal is a symbol of a person, a
sign of personal authority, or ownership of an object.
Hence soldiers were marked with their leader’s seal and
slaves with their master’s. A seal authenticates...” (1295)
Thus, the seal authenticates the person’s Christian identity,
which was first received in Baptism. (5) Explain that
the laying on of hands is an ancient Christian symbol
of conferring (giving as a gift) strength upon another. In
Hebrews 6:1-2, we see that Paul associates the laying on
of hands with the spiritual growth.
6. What Happens at the Eucharist? page 21
Invite a priest to speak to the class about what being a
celebrant of the Eucharist means to him personally.
(1) Write at the top left-hand side of the chalkboard
or a sheet of newsprint the word Do’s and at the top
right-hand side, Don’ts. (2) Have students brainstorm a
list of do’s and don’ts for proper, respectful behavior at
Mass, and record their ideas on the board or newsprint.
(3) As students brainstorm, remind them of the two
main parts of the Mass, the Liturgy of the Word and the
Liturgy of the Eucharist. Some do’s and don’ts will be
specific to a particular part of the liturgy. For example,
looking a person in the eye when extending the Sign of
Peace is important to the overall meaning of the Liturgy
of the Eucharist. (4) Common courtesy enters into the
picture, too. Let students include in their list behaviors
that other Mass-goers would find irritating, such as seeing
or hearing someone chew gum during Mass.
7. What Are the Sacraments of Healing? page 23
As an introduction to the Sacraments of Healing, read
or have a student read the Gospel story in which Jesus
heals a paralyzed man. Ask students in what ways Jesus
healed the man.
Explain to students that in the Sacraments of Healing the
Church continues Jesus’ work of healing physical suffering
and of saving his followers from the effects of sin.
8. What Happens in the Sacrament of Penance and
Reconciliation? page 23
(1) Have students close their books. (2) Re-read aloud
the last paragraph of this section. However, omit the last
1-3 words of each sentence and see if the students can
supply what is missing.
(1) Write on the top left-hand side of the chalkboard or
on newsprint the words “Love God above all” and on
the top right-hand side, “Love neighbors as yourself.”
(2) Help students write questions for an examination
of conscience by thinking of ways a person their age
typically disobeys the Commandments. For example, a
question for the first part might be, “Did I miss Sunday
Mass?” and for the second, “Did I speak unkindly to
someone?” (3) When the list is complete, let each person
choose a different question to illustrate. (4) Distribute
crayons or markers and drawing paper to students,
and let them create pages for a handmade book to be
called, “A Young Person’s Examination of Conscience.”
(5) Arrange the completed artwork into pages of a book,
or use the artwork for a bulletin board display.
9. What Happens in the Anointing of the Sick?
page 24
(1) Read aloud James 5:14-15 to illustrate how and why
this sacrament was part of the life of the early Church.
(2) Then read aloud Matthew 9:1-8 to show Jesus healing
someone and forgiving his sins. (3) Point out that whenever
Jesus healed a person physically, it was a sign of his
desire and power to heal a person spiritually, too. Both
kinds of healing are part of the Anointing of the Sick.
Tell about a time you personally received this sacrament
or witnessed someone else receiving it. What difference
did the sacrament make? In what ways did it strengthen
you or the person you knew who received it?
10. What Are Sacraments at the Service of
Communion? page 24
Encourage students to give examples from their own
experience of ways in which their pastor and their parents
build up Church.
11. What Happens in the Sacrament of Holy Orders?
page 25
(1) Diagram at the chalkboard or on newsprint a kind of
“flow chart.” Write the name of the present pope and the
Diocese of Rome in a box at the top of the chart. Under
that box, write the name of your bishop and your diocese
or archdiocese in another box. Under that box, write all
the pastors and parishes in your city or county in boxes.
For this information, see the website of your diocese or
archdiocese. 2) Have students copy the diagram on drawing
paper and make it more interesting by including color,
shading, decorative borders and symbols, and so on.
10

If there are any deacons in your area, invite one to come
and speak to your class about why he wanted to become
a deacon. Also have him describe a typical week in his
life as a deacon.
12. What Happens in the Sacrament of Matrimony?
page 26
Show students wedding pictures of you and your spouse
or of a couple you know. Ahead of time, select photos
to show the role of the priest, the wedding couple, the
witnesses, and the congregation. If possible, also show a
copy of the couple’s wedding certificate.
Going hour by hour throughout the day, ask students to
write about a typical Sunday in their homes. They are to
highlight the ways their family members pray together
and serve one another.
Review
Quick Quiz, pages 27-28
1. By being present in the Eucharist, and by sending
the Holy Spirit to live in and among us.
2. In the person of the priest; in the readings from
Scripture; in the people; and especially in the
Eucharist
3. The Annunciation, Christmas, Holy Thursday, Good
Friday, Easter, Ascension, Pentecost
4. The intention to bring someone into the Church; the
use of water; speaking the words of Baptism.
5. The anointing with Sacred Chrism, the laying on
of the bishop’s hand, “Be sealed with the Gift of the
Holy Spirit.”
6. Bread made from wheat, and wine made from
grapes, “This is my Body, which will be given up for
you…. This is the chalice of my Blood….”
7. The Sacrament of Reconciliation (1) restores the
sinner’s broken relationship with God; (2) restores
the sinner’s broken relationship with the Church;
(3) ensures the sinner’s salvation from eternal punishment;
(4) gives the sinner peace of mind; (5) gives
the sinner joy in Christ; (6) increases the sinner’s
spiritual strength.
8. For those who receive it, the Anointing of the Sick
(1) unites their sufferings with those of Christ;
(2) brings them strength, peace, and courage in their
suffering; (3) brings forgiveness of sins; (4) restores
their health if that is best of ensure their eternal
salvation; (5) prepares them for death if that is best
to ensure their eternal salvation.
9. Answers will vary.
10. Answers will vary.
11. The bride and groom administer the sacrament
to each other with their wedding vows. A priest or
deacon receives the vows in the name of the Church
and offers the Church’s blessing. The witnesses
verify that the vows have been made. Friends and
family help the wedding couple keep their vows
through their support and prayers.
Follow Jesus
1. What Is the Moral Law? page 30
(1) Brainstorm with students a selection of proverbs
and sayings, such as “Honesty is the best policy” and
“The family that prays together stays together.” (2) After
you have recorded students’ ideas on the chalkboard
or on newsprint, discuss how some or all of them relate
to the Ten Commandments or some other part of the
moral law.
2. What Makes a Well-Formed Conscience? page 30
Illustrate the steps of informing one’s conscience by
doing the following. (1) Read to students James 3:3-10;
then ask them to talk over this passage with God for
one or two minutes in the silence of their own hearts.
(2) Have students share times when they or someone
they know has been hurt by the words of another.
(3) Explain in words the students will understand
paragraphs 2477 and 2478 of the Catechism of the
Catholic Church.
Respect for the reputation of persons forbids every
attitude and word likely to cause them unjust injury. He
becomes guilty:
• of rash judgment who, even tacitly, assumes as
true, without sufficient foundation, the moral
fault of a neighbor;
• of detraction who, without objectively valid
reason, discloses another’s faults and failings to
persons who did not know them;
• of calumny who, by remarks contrary to the
truth, harms the reputation of others and gives
occasion for false judgments concerning them.
To avoid rash judgment, everyone should be careful to
interpret insofar as possible his neighbor’s thoughts,
words, and deeds in a favorable way:
Every good Christian ought to be more ready to
give a favorable interpretation to another’s statement
than to condemn it. But if he cannot do so,
let him ask how the other understands it. And if
the latter understands it badly, let the former correct
him with love. If that does not suffice, let the
Christian try all suitable ways to bring the other to
a correct interpretation so that he may be saved.
(4) Discuss with students the right thing to do the next
time they: (a) hear a rumor about another student;
(b) want to tell a peer they saw a classmate steal something
in a store; (c) want to tell the store manager they
saw a classmate steal something in his store; (d) want to
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get even with someone they dislike by spreading false
stories about the person. (5) Sum up for the students
how they have improved their consciences with this
exercise. They have studied Scripture, prayed about it,
consulted their religion teacher and each other, and
consulted Church teaching. (6) Conclude with this question:
How does attending Mass regularly and attentively
also help you develop a well-formed conscience?
3. What Is Virtue? page 30
Explain to the students that the Acts of the Apostles is
one book in the Bible that’s full of stories about virtuous
people. Read aloud the following passages and ask
the students to identify two things about each passage:
(1) the person or persons who are showing a virtue in
action and (2) what virtues they are showing. The students
doubtless will notice that sometimes two or three
different virtues might be named. That’s because all the
virtues are closely related to one another. All concern
some form of love for self, God, or neighbor.
Passage Virtuous Person(s) Their Virtue(s)
Acts 7:54-60 Stephen hope
Acts 11:27-30
disciples in Antioch justice, charity,
prudence
Acts 4:18-20 Peter and John prudence, fortitude
Acts 9:10-17 Ananias faith, hope, love
Acts 20:16-18, Paul
32-34
temperance
4. What Is Sin? page 31
Your students should memorize the three conditions
necessary for mortal sin. Write them on the chalkboard
or on newsprint, discuss them, and have students memorize
them. A sin is mortal when it (1) involves a serious
matter; (2) is committed by someone fully aware of the
evil of the sin; and (3) is committed with someone’s full
consent.
5. Why Is Working for the Common Good Important?
page 32
(1) Have students form pairs. (2) Give each pair a Bible
and one or two old magazines. (3) Each pair should find
one picture of human suffering that grabs their attention.
(4) Each should find one or two Scripture passages
that show what God says we should do about the type of
suffering pictured. Skimming through the Gospels, the
Epistles, and the books of the prophets should give students
the material they need. (5) As the students work,
circulate among them to help out where needed. Have
a Bible concordance handy. (6) End by having the pairs
take turns sharing their pictures and Bible passages with
the rest of the class.
For more teaching ideas on this subject, order from
Chicago’s Eighth Day Center for Justice a useful publication
showing the similarities between Catholic social
teaching and the UN Declaration on Human Rights. Call
312-641-5151 or visit http://www.8thdaycenter.org.
6. How Are God’s Law and God’s Grace Connected?
page 32
(1) On separate slips of paper, copy from the Sermon
on the Mount in Matthew’s Gospel teachings of Jesus
that have two parts. Copy each part of the message on a
separate slip of paper. Copy enough so that there is one
passage for each student in the group.
These passages would be sufficient for eighteen students
to use: 5:21 and 5:22; 5:27 and 5:28; 5:31 and 5:32;
5:33 and 5:34; 5:38 and 5:39; 5:43 and 5:44; 6:2 and 6:3;
6:5 and 6:6; 6:19 and 6:20. (2) Have each student draw a
slip of paper from a bowl. (3) Tell students that each person
has only one-half of a complete teaching of Jesus.
They are to talk to others in their group to find the missing
half. As soon as each person finds his or her match,
the pair should sit down together and wait for the other
students to finish. (4) One pair at a time, have students
stand up and share with the class their complete Bible
passage. Briefly discuss with the class the meaning of
each passage after it is read. (5) Conclude by stressing
that following Jesus is difficult. That’s why he says
following him requires picking up a cross. However, the
grace and strength that we get from reading the Bible
and receiving the sacraments make us strong enough to
carry this cross of discipleship.
7. The Ten Commandments Are for Everyone,
page 32
(1) Ask students to identify which three Commandments
relate to loving God and which seven, to loving
neighbor. (They are, respectively, the first three and
the remaining seven.) (2) Then tell the group you are
going to read aloud a series of statements. They are to
tell which Commandment in some way relates to each
statement. (3) Here are the statements to use along with
their corresponding Commandments.
• The day of the week when Jesus rose from the dead
deserves special prayer and celebration. (Third
Commandment)
• We need to respect our own bodies and the bodies
of others because our bodies are temples of the Holy
Spirit. (Sixth Commandment)
• The names of God and the saints should never be
used as part of a curse or as an expression of surprise,
anger, or disgust. (Second Commandment)
• People running for public office should always
tell the truth in their campaign speeches. (Eighth
Commandment)
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• Obeying your parents is how you show respect for
them. (Fourth Commandment)
• It is wrong to want to marry someone who is
already someone else’s husband or wife. (Ninth
Commandment)
• It is wrong to think of money as more important than
God. (First Commandment)
• It is wrong to either intentionally or unintentionally
take the life of another person. (Fifth Commandment)
• Copying someone else’s schoolwork is a form of stealing—not
just from that person, but from the whole
class. (Seventh Commandment)
• It is wrong to hate someone else just because he or
she is richer than you are. (Tenth Commandment)
8. What Does the New Law Ask of Us? page 36
(1) Explain that the Beatitudes teach us to see negatives
as positives, knowing that God will set everything right
in the end. (2) Ask students to write their own beatitudes.
Here are some beginnings to get them started.
• Blessed are they who give away their birthday money,
for…
• Blessed are they who are mocked when they stick up
for a friend, for…
• Blessed are they who rake a lawn without wanting pay,
for…
• Blessed are they who don’t get angry when their team
loses, for…
• Blessed are they who solve problems with words
instead of fists, for…
• Blessed are they who forgive someone who ruins their
possessions, for…
• Blessed are they who don’t watch smutty TV shows,
for…
• Blessed are they who don’t play gory videogames,
for…
9. What Are the Precepts of the Church? page 37
Ask these questions to measure your students’ understanding
of the precepts.
• Which precept shows the importance of not letting a
whole year pass by without receiving Jesus’ Body and
Blood? (3)
• Which precept helps the parish pay its heating and
lighting bills? (5)
• Which precept calls us to a weekly remembrance of
Jesus’ Resurrection? (1)
• Which precept helps us remember that we can never
say we are perfect and no longer need God’s forgiveness?
(2)
• Which precept helps us grow in the self-discipline we
need to carry our crosses and follow Jesus? (4)
10. Why Are Church Leaders Important? page 37
(1) Point out that the infallibility of Church leaders concerns
only matters of faith and morals. A pope cannot
speak infallibly on matters of math, science, art, and so
on. (2) How well do students know the Church’s teachings?
Below are some questions about faith and morals.
They will be used in a game. (3) Form two teams, and
have each team sit together on either side of the room
facing the chalkboard or a sheet of newsprint. (4) For
each team, designate a spokesperson, whose name you
write at the top of the board or newsprint. (5) Alternate
asking the two teams the following questions, each of
which has a “yes” or “no” answer, along with the number
of the paragraph of the Catechism where the answer can
be found. The Catechism citation is just for your own
reference; you need not share it with students. (6) Each
time a spokesperson answers correctly, give his or her
team a point. The winning team is the one with the most
points when you run out of questions.
• Does every human being have a right to religious freedom?
Yes (CCC 2108)
• Is it ever right to do unnecessary work on a Sunday?
No (2185)
• Is it the duty of a Christian family to care for its sick
and elderly? Yes (2208)
• Must parents respect their children? Yes (2222)
• Is it ever right to skip voting after you are old enough
to vote? No (2240)
• Should rich countries share some of their wealth with
poor countries? Yes (2241)
• Is it always wrong to kill someone, even when it’s done
in self-defense? No (2264)
• Does everyone in society have a right to health care?
Yes (2288)
• Is it sinful to drive a car at dangerous speeds? Yes
(2290)
• Is it a sin to torture a prisoner in a time of war? Yes
(2298, 2313)
• Is it all right for a country to buy more weapons than
it could ever possibly use? No (2315)
• Is it against the moral law to have more than one husband
or wife at a time? Yes (2387)
• Is it all right to live together before getting married?
No (2391)
• Should Christians be kind to animals? Yes (2416)
• Is it all right to pay a worker a wage too small to live
on? No (2428, 2434)
• Do people have a right to accurate news reporting
from the media? Yes (2494)
• Is it all right for radio and TV personalities to preach
hatred of certain individuals or groups? No (2497)
• Is it wrong to wear revealing clothes? Yes (2521)
• Is greed good? No (2552)
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Review
Quick Quiz, page 38
1. The moral law is humanity’s common, shared
understanding of what is right and wrong.
2. Free will is the ability of human beings to choose
between right and wrong, to be responsible for their
own actions.
3. Conscience is a judgment of what is right and
wrong.
4. Conscience is formed by (1) taking the time to think
and pray; (2) reading Scripture; (3) seeking advice
about right and wrong from others; (4) learning the
teachings of the Church.
5. A sin is mortal when it (1) involves a serious matter;
(2) is committed by someone fully aware of the evil
of the sin; and (3) is committed with someone’s full
consent.
6. A person who does not repent of a mortal sin cannot
enter into eternal life with God.
7. Repeating the same venial sin can put a person at
risk of falling into mortal sin.
8. Working for the common good calls for forming a
society that helps all persons to become all they
can be.
9. The Old Law is summed up in the Ten
Commandments.
10. The New Law is expressed in Jesus’ Sermon on the
Mount.
11. The precepts of the Church teach us what to do to
grow in love of God and neighbor.
12. The Holy Spirit gives the pope and the bishops the
gift of infallibility. This enables them to speak without
error when they speak about Catholic beliefs and
the Catholic way of life.
Pray
1. There Are Six Kinds of Prayer, page 40
(1) Give every student a Bible, and have students count
off from one to six. (2) Have the number ones read and
put into their own words Psalm 113, which is a prayer of
blessing. (3) Have the twos do the same with Psalm 70, a
prayer of petition. (4) Have the threes work with Psalm
122, a prayer of intercession. (5) Have the fours work
with Psalm 100, a prayer of thanksgiving. (6) Have the
fives use Psalm 8, a prayer of praise. (7) Have the sixes
use Psalm 130, a prayer of contrition. (8) When students
are finished, have them meet together as number ones,
twos, threes, and so on, to share their prayers with one
another.
2. The Holy Spirit Is Our Teacher, page 42
Have the class make up its own prayer book for young
people. Using the following titles as suggestions, give
each student a sheet of paper on which to write a prayer
in his or her own words. Ask that each prayer be at least
five sentences long.
A Morning Prayer
An Evening Prayer
A Prayer Before Eating
A Prayer After Eating
A Prayer of Sorrow for My Sins
A Prayer of Thanks for My Blessings
A Prayer for the Sad and Lonely
A Prayer for the Poor and Hungry
A Prayer of Protection for Those in Danger
A Prayer for World Peace
A Prayer of Praise for All God’s Creation
A Prayer for My Best Friend
A Prayer for All My Friends
A Prayer for My Family
A Prayer Asking for God’s Help in School
A Prayer Just to Say “I Love You, God”
A Prayer for My Country
A Prayer for My Pastor
A Prayer for All My Teachers
A Prayer for My School
A Prayer to My Guardian Angel
A Prayer to Mary/Some Other Saint
3. There Are Three Ways to Pray, page 43
Invite a priest, a sister, a Catholic single, and a married
Catholic to share with students their favorite ways of
praying.
4. Prayer Changes People, page 44
(1) Share with students a story of how someone in your
past has made you a better person today. (2) Then share
with students a story of how God speaking in either a
Scripture passage or a Church teaching changed your
point of view on something.
5. God Listens and Responds, page 44
(1) Share with students a time when God said yes to one
of your prayers. (2) Share a time when God said no. (3)
Explain how both times were experiences of God’s love.
6. Jesus Taught Us How to Pray, page 45
(1) Recording artists who have sung the Lord’s Prayer
include Sister Janet Mead, Sir Cliff Richard, Charlotte
Church, Andy Williams, Aretha Franklin, Elvis Presley,
and others. Select a recording of the Lord’s Prayer and
play it for the class. (2) Then ask students to bow their
heads in prayer as you guide them through the following
meditation on the Lord’s Prayer.
14

Our Father, who art in heaven—We thank you for letting
us call you “Our Father.” We thank you for bringing our
earth closer to your Heaven by sending us your Son.
hallowed be thy name—Whenever we think of your
name, whenever we speak your name in prayer, whenever
we act in your name for the good of others, we
plunge ourselves into your immense holiness. May you
be praised for letting us know from experience how
great and holy you are!
thy kingdom come—O Lord, we wait for lasting peace
and justice in our world—for the kind that comes only
through Jesus your Son. We wait for your Kingdom to
arrive even as we continue on earth your Son’s hard
work of bringing it about.
thy will be done on earth as it is in heaven—Before your
heavenly throne, O God, the saints and angels chant a
perfect “yes” to your plans for all of creation. May we
echo their “yes” every day in the way we live our lives
here on earth.
Give us this day our daily bread—O God, we ask you
to fulfill our every hunger—not only the hunger of
our bodies for food, but also the hunger of our minds
for eternal truth, the hunger of our souls for infinite
goodness, and the hunger of our spirits for everlasting
beauty.
and forgive us our trespasses, as we forgive those who
trespass against us—O Lord, we know that too often we
fail to love and serve you as you deserve, and we fail
to love our neighbors as we should. Forgive us for all
our sins against you and against them, and help us to
look with compassion upon others whenever we feel
wronged by them.
and lead us not into temptation, but deliver us from
evil—O God, make us strong against the temptation to
do wrong—strong as your Son Jesus was strong. And
keep us far away from all evil people, places, and situations.
Only then can we be the free and happy persons
that you created us to be, through Christ our Lord.
Amen, amen!
Treasures of the Catholic Faith
Encourage students to become familiar with this last
section of What the Church Believes and Teaches for
Venture. “Treasures of the Catholic Faith,” pages 47-65,
is a concise and convenient reference tool that can
help them quickly answer many questions. The material
in this section can also be committed to memory. It
can be an enjoyable and helpful exercise to encourage
memorization of the prayers, lists, and definitions in
this section. Memorization ensures that the language
and core content of the Catholic faith are captured and
retained by the learner. Memorization can also be an aid
to understanding.
Faith Facts to Remember, pages 47-51
In these pages, students can review the order of the
Mass and find the exact wording of the Ten Commandments
and the Beatitudes. There are many lists to serve
as quick reminders—the gifts of the Holy Spirit, the
works of mercy, the virtues, the holy days of obligation
observed in the U.S., and many more.
Prayers to Know, pages 52-57
Students this age may already know many of the important
Catholic prayers by heart, but this section of their
handbooks is a good place for them to go to brush up.
There are also prayers for them to grow into—the Acts of
Faith, Hope, and Love, the Memorare, and the prayers of
beloved saints.
Words to Know, pages 58-65
Students can feel more confident about and expand
their Catholic vocabulary with the kid-friendly definitions
they’ll find on these pages. Encourage students
to treat this section of their handbooks like a Catholic
dictionary.
Review
Quick Quiz, page 46
1. Contrition, intercession, thanksgiving, blessing,
praise, petition
2. Vocal prayer, meditation, contemplation
15