Created in Christ

CREATED

in CHRIST

A Catholic Response to the Sin of Racism

SOPHIA INSTITUTE FOR TEACHERS

CREATED

in C HRIST

A Catholic Response

to the Sin of Racism

About Sophia Institute for Teachers

Sophia Institute for Teachers was launched in 2013 by Sophia Institute to renew and rebuild

Catholic culture through service to Catholic education. With the goal of nurturing the spiritual,

moral, and cultural life of souls, and an abiding respect for the role and work of teachers,

we strive to provide materials and programs that are at once enlightening to the mind and

ennobling to the heart; faithful and complete, as well as useful and practical. Sophia Institute is

a 501(c)(3) nonprofit organization founded in 1983.

Excerpts from the English translation of the Catechism of the Catholic Church, Second

Edition, © 1994, 1997, 2000 by Libreria Editrice Vaticana–United States Catholic Conference,

Washington, D.C. All rights reserved.

Scripture texts in this work are taken from the New American Bible, revised edition © 2010,

1991, 1986, 1970 Confraternity of Christian Doctrine, Washington, D.C., and are used by

permission of the copyright owner. All rights reserved. No part of the New American Bible may

be reproduced in any form without permission in writing from the copyright owner.

Unless otherwise noted, images in this book are in the public domain.

We thank all copyright holders for their permission to use their material in this publication.

Every attempt was made to secure permission to reprint any protected material used in

this publication. Any omissions or errors were unintentional, and we will make adjustments

immediately upon request.

© 2021 by Sophia Institute for Teachers

All rights reserved. Portions of this publication may be photocopied and/or reproduced

within the schools which purchased it for educational use only. Written permission must be

secured from the publisher to use or reproduce any part of this book outside the school which

purchased it in any medium.

Printed in the United States of America

Design by Perceptions Design Studio

Created in Christ: A Catholic Response to the Sin of Racism

ISBN: 978-1-64413-473-3

Contents

Acknowledgments .....................................................................ii

How to Use this Guide ................................................................ iii

Sacred Art and Catechesis ..............................................................iv

Introductory Essay: The Catholic Response to the Sin of Racism ............................v

What Is Critical Race Theory? ........................................................ xiii

10 Principles for an Educational Discussion on Racism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv

Catholic Educators on Responding to Racism ...........................................xvii

Unit 1: The Dignity of the Human Person

Lesson 1: Created in God’s Image (High School) .......................................... 1

Lesson 2: Created in God’s Image (Elementary and Middle School) .........................13

Lesson 3: Christianity and Identity (High School) ........................................23

Lesson 4: Brothers and Sisters in Christ (Elementary and Middle School) ...................37

Unit 2: Responding to the Sin of Racism

Lesson 5: Sin Is the Root of Racism (High School) ........................................47

Lesson 6: Sin Is the Root of Racism (Elementary and Middle School) .......................63

Lesson 7: Institutional Racism and Social Sin (Upper Middle and High School) ...............73

Lesson 8: Racism in U.S. History (Upper Middle and High School) ..........................93

Unit 3: Conversion in Christ

Lesson 9: Racism and Solidarity (High School) ...........................................115

Lesson 10: Racism and Subsidiarity (Upper Middle and High School) ......................125

Lesson 11: Personal Conversion and the Graces of the Holy Spirit

(Upper Middle and High School) ...................................................... 137

Lesson 12: Christ is the Victory (High School) ...........................................153

Lesson 13: Christ is the Victory (Elementary and Middle School) .........................165

Appendix A: Saint Cards ...............................................................177

Glossary ............................................................................211

CREATED IN CHRIST OVERVIEW

i

Acknowledgments

Authors

Evan Bradfield

Elyssa Bradfield

Veronica Burchard

Mike Gutzwiller

Jose Gonzalez

Arthur Hippler

Victoria Roth

Ethan O’Connor

Elienne Planchett

Nathaniel A. Sanders

Ingrid Waldstein

Contributors

Stephen Beale

Dcn. Harold Burke-Sivers

Anna Maria Dube

Editors

Veronica Burchard

Mike Gutzwiller

Ethan O’Connor

Academic Advisor

Michel Therrien, S.T.L., S.T.D.

Catechetical Consultant

Danielle Brown, Esq.

Associate Director, USCCB Ad Hoc Committee

Against Racism

Design

Perceptions Design Studio

Amherst, NH

Illustrator

Mary MacArthur

Special Thanks To Our Field-Testing Teachers

Fey Barles

St. Francis School

Wichita, KS

Judi Brennan

Christ the King Parish

Worcester, MA

Mary Finnegan

St. Isidore School

Quakertown, PA

Margaret Zeh Fulford

Scecina Memorial High

School

Indianapolis, IN

Michael Hardt

Sacred Heart Parish

Lebanon, NH

Sarah Hughes

St. Agnes School

Fort Wright, KY

Elizabeth Kassel

St. Joseph School

Petersburg, VA 23803

Yrina Keller

Immaculate Conception

School

Los Angeles, CA

Regina Molinelli

Archbishop Stepinac High

School

White Plains, NY

Kathy Walsh

St. Joseph Catholic School

St. Paul, MN

Amy Zakrajsek

St. Thomas the Apostle

School

Grand Rapids, MI

ii

© SOPHIA INSTITUTE FOR TEACHERS

How to Use This Guide

Like all Sophia Institute for Teacher’s thematic guides, this resource is offered not as a

comprehensive curriculum but as a supplement to enhance and overlay the religion and

theology materials you are already using. It is aimed at spiritual and intellectual formation.

The lessons presented in these pages will help your students understand:

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The dignity of the human person created in the Image of God

The Scriptural and Traditional basis for Christian anthropology

What racism is

Why racism is a sin

Some ways racism has affected our lives in the United States

Some principles of Catholic teaching that inform our response to racism

The need for conversion and the graces of the Holy Spirit

Why Jesus Christ is the only way to peace and justice

Racism is a complex and deeply-rooted problem. This guide acknowledges and offers a

Catholic response to the sin of racism. Its lessons are designed to foster understanding as well

as examination of conscience, repentance, and conversion; it is not a guide aimed at raising

awareness of the existence of racism, nor is it a practical tooklit for advocacy or activism. A

resource is provided on page xiv that offers ten principles for framing lessons and class

discussions on racism.

Sophia’s Incarnational Approach

Just as nothing can replace a teacher’s witness to Christ in her own classroom, nothing can

replace your discernment as to the needs of your community. While we as members of the

Church have frequently failed to live out her teaching, the tensions and the failures will be

different in different communities. In some communities the manifestation of racism could be

prejudice, obtuseness, and offense, and in other communities the failures could be prejudice,

resentment, and envy. You will know best how to use these resources to educate your students

and alleviate the friction in your community.

We hope the lessons in this guide will give your students the foundation to properly understand

and implement any practical resources you may choose to provide in light of the Gospel, which

is the only way they will bear fruit.


iii

Sacred Art and Catechesis

How to Use the Works of Art in This Guide

This Teacher’s Guide uses sacred art as a means of teaching

young people about the Catholic Faith. Beauty disposes us to

the Divine, and sacred art helps lead students to love what is

good, beautiful, and true. Art can be viewed and appreciated

by all students, no matter their grade, reading ability, personal

background, or level of sophistication. Feel free to use these

works of art with students of all grade levels. Add

your own questions if these are too hard. Say them

out loud if students cannot read the questions

themselves. Have older students compose their own

questions. Have fun.

The Baptism of the Eunuch

BY REmBRANDT (c.1626)

HANDOUT B

Our Lady of Loreto in the Refugee’s Cloak

BY mARGHERITA GALLUCCI (2020)

HANDOUT D

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Before presenting artwork, we recommend

you gather relevant Scripture passages and

sections of the Catechism to contextualize

discussion.

57

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We recommend projecting a full-screen

image of each work of art and/or handing

out color copies for each student or small

group of students.

6

Oil on panel, 40cm x 60cm, Florence, Italy.

www.margheritagallucci.com

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Allow students to view the art quietly for several minutes — or for as long as you can.

Encourage them to appreciate it for its own sake before beginning any analysis.

Begin your discussion by asking questions that are easy to answer. This may help “prime

the pump” for future discussion.

Be willing to share your own response to the painting. Allow your students to see

the painting move you. Sharing the feelings and ideas the artwork evokes in you may

encourage your students to be more willing to take risks in the ways they contribute to

the discussion.

Add your own favorite works of art. Don’t be limited to paintings. Think about using

sculpture, wood carvings, stained glass, and so forth. Your enthusiasm for works of art

will be contagious.

iv


INTRODUCTORY ESSAY

The Catholic Response to the Sin of Racism

Human society includes interdependence,

solidarity, and most of all an

acknowledgement that we are created in the

image of God and meant to reflect Trinitarian

Love. The sin of racism attacks all these

concepts. Our Faith teaches us that God

became man to save all sinners and that there

is a glorious story to be told in which all are

freed from sin and suffering, and brought into

one family.

Made for Communion

As creatures made in God’s image, God

made us to be in relationship with Him and

with each other. The Catechism tells us,

“Because of its common origin the human

race forms a unity, for ‘from one ancestor

[God] made all nations to inhabit the whole

earth’” (360). God looked at the first man,

Adam, and said “It is not good for the man to

be alone. I will make a helper suited to him”

(Genesis 2:18), and made the first woman,

Eve. Adam immediately recognized that she

was another like him, a person made in God’s

image and likeness with whom he could be in

communion. The Compendium of the Social

Doctrine of the Church says, “Man, in fact, is

not a solitary being, but ‘a social being, and

unless he relates himself to others he can

neither live nor develop his potential’ … In

one’s neighbor, whether man or woman, there

is a reflection of God himself, the definitive

goal and fulfillment of every person” (110). The

unity in which God made us does not exclude,

however, “the rich variety of persons, cultures,

and peoples,” and “assures us that all men are

truly brethren” (CCC 361).

It is in the Church that we find our true unity as

members of His body. St. Paul wrote, “For as in

one body we have many parts, and all the parts

do not have the same function, so we, though

many, are one body in Christ and individually

parts of one another” (Romans 12:4–5). He also

wrote, still speaking of the members of the

Body of Christ, “If [one] part suffers, all the parts

suffer with it; if one part is honored, all the

parts share its joy” (1 Corinthians 12:26).

Jesus Himself taught us to pray to the Father

as “Our Father in heaven” (Matthew 6:9). Of

this opening line of the Lord’s Prayer, the

Catechism tells us that the word “our” reflects

“an entirely new relationship with God” (2786).

The filial boldness of calling God “our Father:”

qualifies a reality common to more than

one person. There is only one God, and

he is recognized as Father by those who,

through faith in his only Son, are reborn of

him by water and the Spirit. The Church

is this new communion of God and men.

United with the only Son, who has become

“the firstborn among many brethren,” she

is in communion with one and the same

Father in one and the same Holy Spirit. In

praying “our” Father, each of the baptized

is praying in this communion: “The

company of those who believed were of

one heart and soul.” (CCC 2790)

The Catechism goes on to say about all

baptized Christians:

For this reason, in spite of the divisions

among Christians, this prayer to “our”

Father remains our common patrimony

and an urgent summons for all the


v

aptized. In communion by faith in Christ

and by Baptism, they ought to join in Jesus'

prayer for the unity of his disciples.

Finally, if we pray the Our Father sincerely,

we leave individualism behind, because

the love that we receive frees us from it.

The “our” at the beginning of the Lord's

Prayer, like the “us” of the last four

petitions, excludes no one. If we are to say

it truthfully, our divisions and oppositions

have to be overcome. (2791–2792)

Christianity is not a private Faith, but a

communal Faith realized most fully in the

public worship of the Church, the liturgy—the

Eucharist—which is “the source and summit of

the Christian life” (CCC 1324). “The Eucharist is

the efficacious sign and sublime cause of that

communion in the divine life and that unity of

the People of God by which the Church is kept

in being” (CCC 1325). It is the Eucharist that

unites the faithful into the one Body of Christ

and sustains us in communion with God and

with one another in Christ.

The Consequences of Sin

From the very beginning, sin has disrupted

the communion for which God made us. Our

original parents, Adam and Eve, gave in to the

temptation of the Devil and committed the

first sin in the Garden of Eden, severing their

relationship with God and greatly damaging

their relationship with one another and

with all of creation. Their sin “affected the

human nature that they would then transmit

in a fallen state …a human nature deprived

of original holiness and justice” (CCC 404,

emphasis original). Each of us is tainted with

the stain of Original Sin, by which we are

born with a wounded human nature “subject

to ignorance, suffering, and the dominion of

death; and inclined to sin—and inclination to

evil that is called ‘concupiscence’” (CCC 405).

The Sacrament of Baptism makes us children

of God, members of Christ’s Body, erases

Original Sin, and gives us the grace of salvation

won by Christ on the Cross, making it possible

again for us to be in relationship with God. But

the consequences of Original Sin remain: a

Though often well-intended,

educational or political approaches

that fail to acknowledge our

wounded human nature and need

for God’s grace will inevitably fall

short or even make things worse.

The Expulsion of Adam and Eve

from Paradise, Benjamin West.

vi


darkened intellect and weakened will inclined

to sin.

Original Sin and the personal sin of all

mankind have resulted in division and discord.

The Catechism explains:

By our first parents’ sin, the devil has

acquired a certain domination over man,

even though man remains free. Original

sin entails “captivity under the power

of him who thenceforth had the power

of death, that is, the devil.” Ignorance of

the fact that man has a wounded nature

inclined to evil gives rise to serious errors

in the areas of education, politics, social

action and morals (407).

Though often well-intended, educational or

political approaches that fail to acknowledge

our wounded human nature and need for

God’s grace will inevitably fall short or even

make things worse.

Personal and Social Sin

All sins are both personal and social - they

harm the sinner and they harm others. The

Compendium of the Social Doctrine of the

Church explains:

Every sin is personal under a certain

aspect; under another, every sin is social

insofar as and because it also has social

consequences. In its true sense, sin is

always an act of the person, because it

is the free act of an individual person

and not properly speaking of a group or

community. The character of social sin can

unquestionably be ascribed to every sin,

taking into account the fact that “by virtue

of human solidarity which is as mysterious

and intangible as it is real and concrete,

each individual’s sin in some way affects

others” (117, emphasis original).

In other words, there is no such thing as a

sin that harms the sinner alone. For example,

abusing drugs may seem to only affect the

user, but it also harms family and friends, the

community, and so forth. Some sins directly

and intentionally harm others. These sins

are called social sins. The Compendium of the

Social Doctrine of the Church defines social

sin as “every sin committed against the justice

due in relations between individuals, between

the individual and the community, and also

between the community and the individual”

(118). It goes on to give examples:

Every sin against the rights of the human

person, starting with the right to life,

including that of life in the womb, and

every sin against the physical integrity

of the individual; every sin against the

freedom of others, especially against the

supreme freedom to believe in God and

worship him; and every sin against the

dignity and honor of one's neighbor. Every

sin against the common good and its

demands, in the whole broad area of rights

and duties of citizens, is also social sin. (118)

Each of these social sins deprives others of the

justice due to them as human beings made in

God’s image and members of the human family.

Structures of Sin

Sadly, sin very often encourages more

sin, leading in some cases to structures

of sin. “Sins give rise to social situations

and institutions that are contrary to the

divine goodness. ‘Structures of sin’ are the

expression and effect of personal sins. They

lead their victims to do evil in their turn

(CCC 1869).

While the Church has spoken about

structures of sin for centuries, she has only

used this specific term more recently. The


vii

term originates within a discredited school

of theology called liberation theology, which

became popular in the middle of the 20th

century under the influence of Marxism.

Liberation theology teaches that oppression

is rooted in certain social structures that

must be radically changed — almost always

through revolution— in order to uproot the

power structures that liberation theorists

believe allow the rich to exploit the poor.

The Magisterium would step in in order

to clarify the true nature of social sin and

reconciliation. Before we turn to that

teaching, it is worthwhile to explore some

foundational errors of Marxism.

Marxists believe that the owners of capital,

along with the political structures that enable

the capitalist system, are always at fault. In the

context of liberation theology, they used the

term “structures of sin” to describe the social

structures that offend God and human dignity.

The use of the term can help us understand

some of the moral problems a society

perpetuates, and it reminds us of the biblical

mandate to protect the poor from destitution

and exploitation. But the downside of the term

is that it tends to depersonalize sin, as though

a vague entity like “society” or “the system”

could be at fault rather than individual people.

Consequently, liberation theology tends to

focus the Church on the political work of

opposing corrupt power structures and fails to

emphasize the primacy of Jesus Christ as our

Lord and savior. The result is that the Church

becomes indistinguishable from any other

non-governmental organization, focusing

only on political activism or advocating

for revolution. Liberation theorists were

right to recognize social sin and are correct

that Christians are called to help the poor.

But there were serious problems with the

means they chose to bring about change,

the implication that we should put our faith

in government rather than God, and the

temptation to try to bring about a utopia on

earth.

In order to bring clarity to a properly

Christian perspective, the Magisterium of

the Church intervened in order to help the

faithful understand the true nature of social

sin and reconciliation. Pope St. John Paul II

gave us the first comprehensive definition of

social sin and the structures of sin:

Sin, in the proper sense, is always a

personal act, since it is an act of freedom

on the part of an individual person and

not properly of a group or community.

This individual may be conditioned,

incited and influenced by numerous and

powerful external factors. He may also

be subjected to tendencies, defects and

habits linked with his personal condition.

In not a few cases such external and

internal factors may attenuate, to a

greater or lesser degree, the person’s

freedom and therefore his responsibility

and guilt. But it is a truth of faith, also

confirmed by our experience and reason,

that the human person is free. This truth

cannot be disregarded in order to place

the blame for individuals’ sins on external

factors such as structures, systems or

other people. Above all, this would be to

deny the person’s dignity and freedom,

which are manifested — even though in

a negative and disastrous way — also in

this responsibility for sin committed.

Hence there is nothing so personal and

untransferable in each individual as

merit for virtue or responsibility for sin

(Reconciliatio et Paenitentia 16).

viii


Pope St. John Paul II gave

us the first comprehensive

definition of social sin and

the structures of sin.

Pope St. John Paul II.

This statement acknowledges that many

sinful structures are difficult to avoid. For

example, it may be hard to find affordable

products that are not made by people who

are laboring in poor conditions for unjust

wages. We may not be able to avoid paying

taxes that support unjust wars or fund

abortion providers. This reality reduces our

personal culpability, but we are nevertheless

morally obligated to do what we can to repent

of our own contributions to social sin and

work for the transformation of society in

whatever ways we are able.

Another example of a structure of sin relates

to the problem of violence in our culture.

We are quite concerned about a rise in mass

shootings. Violence in a society tends to be

cultivated in multiple ways: the militarization

of police, overexposure to violent media,

acceptance of domestic violence, and

promotion of practices that take innocent

human life, such as abortion and euthanasia.

When social attitudes change within a

population, we begin to see moral behaviors

change. With mass shootings, people

will often blame the availability of guns.

While gun restrictions may be part of the

solution, the problem of mass shootings is

symptomatic of a deeper structural sin in

our society related to our attitudes toward

the sanctity of human life.

Pope St. John Paul II called this atmosphere of

violence a Culture of Death. For the structural

sin of violence to go away, individual attitudes

have to change about the sanctity of human

life and the social responsibility every person

has for building a Culture of Life.

The Catholic Response to

Structures of Sin

Regardless of the example, the primary

solution to the challenge of all social sin,

including racism, is obvious but not so

easy — conversion. It is necessary, then, to

appeal to the spiritual and moral capacities

of the human person and to the permanent

need for their inner conversion, so as to

obtain social changes for the better. The

priority of the conversion of heart in no


ix

way eliminates but on the contrary imposes

the obligation of bringing the appropriate

remedies to institutions and living conditions

when they are an inducement to sin, so that

they advance the good rather than hinder

it (CCC 1888). Without a transformation of

human hearts, we will not see an enduring

good, with respect to racism or any other

sin.. Even if just laws are enacted, they

will not last without conversion of hearts,

because the people will lack the will to face

inevitable challenges. U.S. history testifies

to the hardness of our hearts: laws against

slavery and segregation did not end racism,

laws restricting gun ownership did not end

murder, outlawing abortion did not end

abortion.

Solidarity and Subsidiarity

But we must not despair. Christian virtue,

the courage to stand up for what is good

and holy, and our social commitment to

the Gospel can and will change the world.

Christians should cooperate with others to

oppose social sins in order to eradicate the

problem of socially sinful structures, and so

we must seek widespread collaboration on a

local and international level between political,

religious, and business leaders. The practice

of solidarity is therefore extremely important

for addressing structures of sin. solidarity

“is a firm and persevering determination

to commit oneself to the common good;

that is to say to the good of all and of

each individual, because we are all really

responsible for all” (Sollicitudo Rei Socialis 38).

Solidarity depends, however, upon another

important social practice: the principle of

subsidiarity. Pope Pius XI first introduced

this principle of social relations in his letter

Quadragesimo Anno: “Just as it is gravely

wrong to take from individuals what they

can accomplish by their own initiative and

industry and give it to the community, so

It is necessary to appeal

to the spiritual and moral

capacities of the human

person and to the permanent

need for their inner

conversion, so as to obtain

social changes for the better.

Our Lady of Deliverance in

Peking, John Lu Hung Nien.

x


also it is an injustice and at the same time a

grave evil and disturbance of right order to

assign to a greater and higher association

what lesser and subordinate organizations

can do.” (79). The principle of subsidiarity

simply means that people ought to handle

problems at the lowest possible level of social

relationships. Solidarity and subsidiarity must

be practiced together.

The Virtue of Hope

A final strategy for eliminating social sin,

including racism, is to avoid two temptations,

both of which make the social structures

of sin worse. The first is a utopianism that

mistakenly believes that human effort and

planning can eliminate the problem of sin,

even Original Sin. Certainly, we cooperate in

the work of ongoing social transformation,

but we must rely upon the grace of God to

help us. We also must work with a mature

realism and recognize that God will not

eliminate the problem of evil until the Second

Coming of Christ. Nevertheless, God calls

us to be faithful in social life to the mission

of salvation in Jesus Christ. The pride of

believing that some person of influence, set

of ideals, elected official, or political party is

going to save humanity is very dangerous.

Some of the greatest atrocities of human

history have been the result of this sin of

blind pride. In the last century, for example,

millions were killed under the leadership of

people like Vladimir Lenin, who led the 1917

Communist Revolution in Russia, and Mao

Zedong, whose “Great Leap Forward” founded

the communist People’s Republic of China.

The second temptation we must avoid

is giving into defeat and hopelessness.

Christians have a social responsibility to the

communities in which we live. God calls us

to go out and make disciples of all nations by

living the Gospel in the context of our social

lives. We all should follow this command to

the extent we are able, bearing in mind our

place in life, our special gifts and talents, and

the reality that all of us have limited time,

energy, and other resources.

The answer to both utopianism and defeatism

is the Christian virtue of hope. In hope, we

believe in Jesus’ promise, toward which we

strive for a better world, but we also live with

a certain patience to suffer the imperfections

of our world as we await the consummation

of God’s Kingdom. Pope Benedict XVI spoke

powerfully about the dangers of ideological

fanaticism and the proper Christian

perspective in which to face the structures

of sin in our world. His words provide a good

way to close out this introduction:

Anyone who promises the better world

that is guaranteed to last forever is

making a false promise; he is overlooking

human freedom. Freedom must

constantly be won over for the cause of

good. Free assent to the good never exists

simply by itself. If there were structures

which could irrevocably guarantee a

determined — good — state of the world,

man’s freedom would be denied, and

hence they would not be good structures

at all ... . Man can never be redeemed

simply from outside … It is not science

that redeems man: man is redeemed by

love. … Man’s great, true hope which holds

firm in spite of all disappointments can

only be God — God who has loved us and

who continues to love us “to the end,”

until all “is accomplished” [cf. Jn 13:1 and

19:30]. (Spe Salvi 24–27)


xi

What Is Critical Race Theory?

Racism is absolutely contrary to the Gospel

message, and all Catholic educators

of goodwill are seeking out lessons and

approaches to help our society rid itself of

this sin. This resource is intended to help

answer this need.

Critical Race Theory’s Approach

Recent best-selling books and movements in

higher education have brought an approach

called Critical Race Theory (CRT) to the

forefront. CRT presents itself as an answer

to the deeply-rooted and complex problem

of racism. It claims to provide a fairly simple

solution; a claim which can be very attractive

to the human mind which is always seeking to

understand and categorize. The result of CRT,

however, is a simplification that robs people

of their God-given identities as sons and

daughters in Christ.

Of course, when looking back on history

and when examining our own society, it is

right and just to ask if, how, and why unjust

practices and power dynamics may have

contributed to societal inequalities, especially

ones that are race-based. Critical Race

Theory (CRT), on the other hand, does not ask

if, how, or why racial injustice occurred but

instead begins with the assumption that it has,

and constructs a narrative to support that

conclusion.

According to CRT, the primary drivers

of problems in the West today are white

supremacy, slavery, and colonialism; Many

who ascribe to the teaching believe that

the U.S. is an inherently racist country; the

way the narrative has evolved today, the

oppressors are white (European) people,

largely men, and people of African ancecstry

and other underrepresented groups are

their victims. In the 2018 best-seller White

Fragility, author Robin DiAngelo writes:

“White people raised in Western society

are conditioned into a white supremacist

worldview because it is the bedrock of

our society and its institutions….White

identity is inherently racist; white people

do not exist outside the system of white

supremacy.”

Further, CRT asserts that any disparities

along racial lines are themselves evidence of

what CRT calls systemic racism. According

to CRT, all white people unjustly benefit from

inherently and irredeemably racist structures,

and whites must therefore be disadvantaged

to bring about racial equity — equal outcomes

across racial groups in all aspects of life.

Ibram X. Kendi, founding director of the

Boston University Center for Antiracist

Research and author of How to Be an

Antiracist, explains this way of thinking:

The defining question is whether

the discrimination is creating equity

or inequity. If discrimination is

creating equity, then it is antiracist. If

discrimination is creating inequity, then

it is racist...the only remedy to racist

discrimination is antiracist discrimination.

The only remedy to past discrimination is

present discrimination. The only remedy

for present discrimination is future

discrimination.

In other words, CRT asserts that the ends

justify the means.

xii


The Errors of Critical Race Theory

CRT is often described as a new approach but

it is not new. CRT is the merely most recent

expression of a historical political philosophy

that portrays all history as the story of

the class struggle, ie. of a dominant group

oppressing another. This philosophy can be

first traced to Karl Marx, and was picked

up by Frederich Nietzche and others. This

approach, while it has been taken up by many

well-intended people who sincerely want to

end injustice, is wrong for many reasons:

ӹ

ӹ

ӹ

ӹ

ӹ

ӹ

ӹ

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CRT’s solution is that two wrongs make a

right.

It views people not as nuanced individuals

with unique histories, but exclusively as

members of homogenous groups.

CRT makes use of stereotypes and shames

people based on their race/ethnicity.

It assigns blame or victimhood to people

based on their race/ethnicity.

It divides the human family rather than

unites it.

It sows envy and offense and not charity

and reconciliation.

Holding that disagreement with CRT is

evidence of deeply-held racism or white

supremacy, it prevents open dialogue.

It largely denies that racism can be

overcome with the help of God’s grace.

CRT assumes all human relationships, and

by extension, institutions, can be reduced

to dominant/subordinate, while the truth

is that, while our own efforts have often

fallen short, God can bless even our broken

relationships and institutions to help us

achieve a common good through repentance,

reconciliation, and ordered, harmonious

community. CRT is incompatible not only

with Christian understanding that every

human person is a unique and unrepeatable

individual, but also with principles of morality

and justice, which demand we regard each

person as a free and responsible individual

with a duty to God and neighbor (CCC 1745,

1759-61, 1836).

Before closing out this short primer on

CRT, it is also important to remember how

much influence we have as educators over

the hearts of the children in our care. The

Alliance for Constructive Ethnic Studies

surveyed parents of children taught with

CRT-based materials in 2021 and learned

that to tell students we judge to be white

or European American that they are guilty

of racism whether they know it or not,

and tell minority students they are victims

whether they know it or not, is not only

false, but can be damaging emotionally and

mentally. A 2021 Manhattan Institute study

demonstrated that “reading a passage from

Critical Race Theory author Ta-Nehisi Coates

results in a significant 15-point drop in black

respondents’ belief that they have control

over their lives.” The effects of these repeated

messages on all students could range from

confusion to hopelessness, and will ultimately

work against any progress towards healing

and reconciliation. As Christians we know

we need never lose hope, and our consistent

message to our students is that no sin is

beyond the reach of the infinite mercy of

Jesus Christ, and we can do all things in Him.

“This is how all will know that you are my

disciples, if you have love for one another.”

—JOHN 13:35


xiii

10 Principles for an Educational

Discussion on Racism

1 Pray to the Holy Spirit and invoke His

power. Ask Him to guide your

conversations and to open the hearts and

minds of your students to bring about true

conversion and fruitful discussion.

2 The goal is a discussion rooted in reason,

but the topic is one that evokes a

3

wide spectrum of emotion. Listen

intently and openly to your students’

experiences and feelings surrounding the

issue of racism and acknowledge that

they are real (ideally, and if you feel

comfortable, invite students to simply

give those emotions to God in the form of

a guided meditation). Give students an

opportunity to voice discomfort or

displeasure with the topic; be mindful of

students who do not sense the impact of

racism in their lives but for whom the

topic may be deeply uncomfortable. Only

then can a discussion rooted in reason

rather than emotion occur in class.

Acknowledge that racism is a real problem

that has existed throughout the world and

continues to exist today. Reflect on the

fact that, though it exists throughout the

world, racism exposes special hypocrisy

in the U.S. because our nation was

founded on the principle that “all men are

created equal.” At the same time, the

nation did not recognize the dignity of

every person by allowing slavery,

segregation, and codified discrimination.

Even though these are no longer laws of

the land, we can feel their effects.

4

5

6

7

8

Acknowledge that members of the

Church have frequently failed to live up

to her teaching and committed the sin

of racism. Recognize that the tensions

and the failures will be different in

different communities.

Emphasize the inherent dignity of every

human being. Each person is an

unrepeatable individual who should be

acknowledged as a person with gifts and

talents from God, rather than viewed

primarily as a member of a group.

When discussing racism in society and

structures of sin, encourage discussion

based on data. Avoid generalization or

vague statements; beware of the

common cognitive bias of seeking single

causes for complex issues.

Establish that personal conversion is

necessary to overcome racism. Since

society is made of individuals, the only

way to achieve lasting societal

conversion is by changing individual

hearts.

Righteous indignation is good and helps

us seek justice, but unless we are given

reason to believe otherwise, we must try

to assume best intentions in others.

xiv


9

Avoid shame-based approaches to

addressing the issue of racism. These

11

1 Corinthians 13 reminds us that love is

patient. Be patient with those who

approaches often block conversion

have experienced racism as forgiveness

and healing. The way we discuss the

can be a lifelong process and the

sin of racism and respond to it must be

wounds of racism can take a long time

rooted in the Gospel message and

to heal. Offer them mercy and grace.

reflect Christian virtue, which is often

Be patient with those who have fallen

contrary to the current fads of

short and been racist. Help call them to

mainstream culture and popular social

repentance and conversion and remind

theories.

them that God desires to forgive them.

10

Anger as an initial reaction to racism is

normal, and it can be tempting to dwell

on that emotion. The road to mercy

and forgiveness can seem difficult or

even impossible but the Lord desires

healing for all of us. If we want to seek

justice and minister to others we must

do so from a place of wholeness and

not woundedness.

12 This issue is not “too big” for Jesus. In

fact, He is the only answer to this

problem. He offers us the graces we

need to overcome sin.


xv

Catholic Educators

on Responding to Racism

We asked K-12 Catholic teachers and catechists,

“What is the most important thing for students to learn about racism?”

“People aren’t good or bad based on

race or anything else: their actions are

good or bad, and we all do both.”

“All are created in God’s image and likeness

and have dignity. It does not matter what

ethnicity or skin color you are and it

doesn’t define who you are as a person.”

“[Racism comes from] a failure

to understand those things that

make us the same as well as those

things that make us different.”

“We are all created in the image of God

and we all play an important role in the

success or failure of the community.”

“Racism is an offense to the 5th

Commandment, an affront to the

dignity of the human person.”

“God made everyone in his image and we

do not judge others based on skin color.”

“Hatred and racism destroys the

identity of all the individuals, from

the perpetrators to their victims.”

“Racism is both a personal and communal

problem/sin that starts with the

individual. It harms everyone, both

those who are victims and offenders.”

“Satan tries to destroy us by causing

division. One way to create division is to

keep putting people in categories. When

we stop talking about different races

and truly embrace that God created us

equally — humans with dignity, beauty and

variety — then perhaps we can stop racism.”

“Every human is created in the

imagine and likeness of God.”

“When we fully understand that we are all

created to love one another, no matter our

differences, there is no room for racism.”

“Jesus did not look at a person’s

age, sex, social status, or place of

origin. He treated each person with

love, compassion, and grace.”

“Jesus calls us by name, Satan calls

us by our sin. Racism does not

define America anymore than any

of our sins define us as a person.”

xvi


Created in God’s Image

LESSON 1

Suggested age level: Ages 12 and up

Learning Goals

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Human beings are made in God’s image and likeness

which gives us a unique dignity as persons.

Being made in God’s image and likeness means that

all persons possess an intellect and free will.

The particular gifts of each person and society are

meant to enrich the common good of humanity.

The ultimate perfection of each person is union

with God, made possible by His grace.

Connection to the

Catechism of the

Catholic Church

ӹ CCC 282

ӹ CCC 284

ӹ CCC 356-7

ӹ CCC 1731

Key Questions

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How are human beings different from the other

animals?

What gives all human beings an equal dignity?

BIBLICAL TOUCHSTONES

God created mankind in his image;

in the image of God he created them;

male and female he created them.

from GENESIS 1:27

So the LORD God formed out of the ground all the

wild animals and all the birds of the air, and he

brought them to the man to see what he would call

them; whatever the man called each living creature

was then its name.

from GENESIS 2:19

1

Lesson Plan

Materials

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Handout A: Background Essay–

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Handout C: Genesis 1 and


2 on the Human Person

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Handout B: Our Lady of Loreto

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Handout D: The Person and Society

in the Refugee’s Cloak

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Handout E: Journal

Background/Homework

Have students read Handout A: Background Essay–Created in God’s Image and answer the

reflection questions.

Opening Prayer

Begin class with the following prayer.

Mary, look upon on our classroom so that it will be fertile ground for the Church.

Pray that Jesus, who died and has risen, is reborn in us, and transform us in a school full of light,

full of Him.

Mary, Our Lady of Loreto, Heaven’s Gate, help us raise our eyes.

We want to see Jesus; talk to Him; proclaim His love to everyone.

–Adapted from the Prayer of Pope Benedict XVI in the Holy House of Loreto

Warm-Up

A. Display the image on Handout B: Our Lady of Loreto in the Refugee’s Cloak by Margherita

Gallucci. Give students as much time as possible to view the painting in silence.

B. Explain that the original Our Lady of Loreto is a 14th century wood statue often called a “Black

Madonna,” having turned black over the years because of the incense in the church. The image

shown here is a new artist’s rendering of Our Lady of Loreto.

C. Arrange students into pairs or trios and give each group a laminated color copy of Handout B.

Have your students discuss the artwork together in groups using the conversation questions on

the back of the handout.

D. Call on groups to share about their discussions, allowing the conversation to go in unexpected

directions.

2


LESSON PLAN

Activity

A. Read aloud Genesis 1 and 2, and then arrange your students into pairs or trios. Distribute to

each group Handout C: Genesis 1 and 2 on the Human Person.

B. After students have completed the worksheet, review the answers to Handout C as a class.

C. Distribute Handout D: The Person and Society, and have students begin work on it, finishing it

for homework and discussing the questions with their parents as instructed.

Wrap Up

Ask students to reflect on the paragraph from Gaudium et Spes on Handout E: Journal, and write a

short paragraph in response.


3

HANDOUT A

Background Essay — Made in God’s Image

The Church points the world back to the

teaching at the very beginning of the Bible.

Any consideration of human dignity naturally

begins with the Book of Genesis.

The Creation Account

It is important to recall the Church’s direction

for reading the Creation account. Living in a

culture that privileges empirical evidence and

scientific accounts, some regard the Genesis

story as not only figurative, but even mythical or

legendary. The reality is that Genesis answers

different questions than those raised by science,

but is no less true. Genesis does not address

the “age and dimensions of the cosmos, the

development of life-forms and the appearance

of human beings” but rather “the basic question

that men of all times have asked themselves:

‘Where do we come from?’ ‘Where are we going?’

‘What is our origin?’ ‘What is our end?’” (CCC

284, 282) The scientific method can attempt to

answer the when and how of human origins, but

Genesis answers questions about who we are,

and why we were made.

Genesis helps us see that human beings are

essentially different from other animals. “God

created mankind in his image; in the image

of God he created them.” (Genesis 1:27) What

do we have that the other animals do not? As

St. Augustine teaches in Literal Commentary

on Genesis, “Man’s excellence consists in the

fact that God made him to His Own image by

giving him an intellectual soul, which raises him

above the beasts of the field.” This rational soul

gives men and women a mind that allows us to

understand and reason, and a will that allows

us to desire and choose. Some animals, such as

dogs, can learn from experience and training,

The Naming of the Animals by Adam, Etching

4


ut they cannot seek to understand what things

are and why they are that way. Animals have

desires that flow from their senses and instincts,

but they cannot choose against their own

natures. They cannot sin. Humans on the other

hand have the power of free will. Freedom is the

power, rooted in reason and will, to act or not

to act, and so to perform deliberate actions of

one’s own. (CCC 1731). Because of our freedom

to choose our own actions, human beings can

choose to do good, or choose to do evil and sin

against God. And also because of our free will,

we are responsible for our freely-chosen actions.

Created with a Rational Soul

Our intellectual powers were evident from the

very beginning when God brought the animals to

Adam to name. The higher animals can associate

things with symbols—this can be seen in animals

that can be trained. But human language does

not just associate certain things or actions with

certain sounds, but actually names and develops

ideas. And because we understand the world

around us, we are able to make choices. An

animal desires food only when it is hungry. But

we can choose when we eat, and whether to

eat something based on how tasty it is versus

how nutritious it is, or even how beautiful it is.

(Animals do not lavishly decorate cakes or carve

fruits into interesting shapes to delight one

another.)

In the same way, we can make decisions that

have a moral quality, such as choosing to tell

the truth or to lie. Only human beings have a

conscience by which we can judge our actions as

good or evil; just or unjust.

These powers are therefore not just different in

degree from those of the other animals—merely

higher forms of sensation and desire—but

different in kind. There is an unbridgeable gap

between the rational/human soul and the animal

soul. This explains why Genesis relates our being

made in the image of God to our “dominion” over

the other animals. (Genesis 1:26) This dominion

is not an unlimited mastery over the animals, but

rather a power that allows us to act upon animals

in a way that they cannot act upon us. As the

rational soul commands the irrational body, so

also it naturally commands the irrational animals.

Being endowed with rational souls, men and

women are persons. As the Catechism teaches,

“Being in the image of God the human individual

possesses the dignity of a person, who is not

just something, but someone. He is capable of

self-knowledge, of self-possession and of freely

giving himself and entering into communion

with other persons.” (357) The word person

implies dignity—that is, an individual with special

worth. Every human person possesses this

dignity equally simply by having been created in

God’s image and likeness. And that dignity can

never be diminished or removed.

Even though our individual abilities—physical,

intellectual, moral—may differ greatly, the soul

God gives each man and woman remains the

inalienable basis of their worth. No one is more

or less a person.

Reflection Questions

1. Why can’t animals sin? How is all sin a choice against our own nature?

2. What is the relationship between our being made in God’s image and likeness and the dominion

over creation given to us?

3. What is the difference between being someone and something?

4. Why can it never be truly said that certain people are more valuable than others?

Created in God’s Image 5

HANDOUT B

Our Lady of Loreto in the Refugee’s Cloak

BY MARGHERITA GALLUCCI (2020)

Oil on panel, 40cm x 60cm, Florence, Italy.

www.margheritagallucci.com

6


HANDOUT B

Sacred Art: Our Lady of Loreto

in the Refugee’s Cloak

Directions:

Take some time to quietly view and reflect on the art. Then think about the

questions below, and discuss them with your classmates.

Conversation Questions

1. What stands out to you about this painting?

2. Who are the figures in the painting? What makes you think so?

3. The original Madonna of Loreto, seen here to the right, is a wood

sculpture of Mary and Jesus wrapped in a golden cloth mantle, with

various silver jewels. What might be the symbolism of the golden

mantle in this painting?

4. Artist Margherita Gallucci described the inspiration for Our Lady of

Loreto in the Refugees Cloak painting as follows: “One day I was shocked

to see images of children, women and men who had lost their lives at sea while trying to reach

the Italian coast, were fleeing the war, the misery, and the violence of other people who took

advantage of their weakness. Men and women covered themselves with the emergency blankets

given to them by the rescuers, and in seeing those women who tried to protect themselves

and their children, I thought of ...I thought about how easy it can be to see God and Mary in a

statue, and how paradoxically it is more difficult to see God in our brothers and sisters.” What

has been your experience, if any, with refugees fleeing war and oppressive governments? Why

do you think images of suffering refugees shock the conscience?

5. To what extent do you agree with Gallucci’s idea that it can be easier to see Jesus in a statue

than in another person? Explain.

6. Gallucci continued: “Perhaps, if each of us was covered by a golden mantle, we would be able

to recognize at first sight the preciousness of each person.” What can you do on a daily basis to

recall the sacredness of each human person, independent of their culture and background?


HANDOUT C

Genesis 1 and 2 on the Human Person

Directions:

After reading Genesis 1 and 2, answer the following questions.

1. What are some of the various ways in which Genesis 1–2 describes

human beings, especially in contrast to the animals?

____________________________________________________________________________

__________________________________________________________________________________

2. How does the distinction of being made in the image and likeness of God fit with the other

points that Genesis makes about human beings?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

3. How does the text in Genesis make a distinction between people and animals? Is the difference

between them just one of degree? Why or why not?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

4. Why is it fitting that God created us last? If we are most important, why are we last?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

5. Why is it not good for us to be alone?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

6. The Catechism of the Catholic Church teaches that, in contrast to a scientific account, Genesis is

not explaining “when and how the universe arose physically, or when we appeared,” but rather

“the meaning of such an origin.” (282, 284) How would you put this in your own words? What

do you think this way of thinking about Genesis 1 and 2 means about how we should read and

understand the text?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

8


HANDOUT D

The Person and Society

From the beginning, it was not good for

man to be alone. We need other people; we

need to live in society. A society is “a group of

persons bound together by a principle of unity

that goes beyond each one of them...It is in

society that human beings develop their fullest

potential and respond to their vocation.”(CCC

1880). The first society is the family. To be who

God created us to be, we each need our family,

as well as friends, and fellow laborers for the

common good. (CCC 1914).

As we contribute to the common good within

our own societies, so different cultures and

nations contribute to the universal human

good. The Catechism describes the universal

human good, as the “mutual enrichment of

cultures” (1937). Each society may have its

own advantages over another, but no society

has exclusive possession of all the gifts God

has given the human race. Pope Pius XII

declared “the nations, despite a difference

of development due to diverse conditions of

life and of culture, are not destined to break

the unity of the human race, but rather to

enrich and embellish it by the sharing of their

own peculiar gifts and by that reciprocal

interchange of goods.” (Summi Pontificatus 43;

CCC 360–361) Differences in nations encourage

mutual benefit and efficient use of the earth’s

resources.

In His providence, God has created a world in

which we can all serve mankind through our

special gifts and talents, and we all mutually

depend on one another.. But ultimately, human

societies cannot, even together, provide for

our complete perfection. We were created for

beatitude, that is, the supreme happiness and

blessedness of eternal life. (CCC 1720–1721) The

Church prepares us for this end, making us part

of one mystical body through Baptism. “The

Church founded by the Redeemer is one, the

same for all races and all nations. Beneath her

dome, as beneath the vault of Heaven, there is

but one country for all nations and tongues.”

(Mit Brennender Sorge 18)

Discussion Questions

1. We can assist each other, especially those most in need, if we share our great diversity of gifts

and talents. What are some ways your parents and siblings do this within your family?

2. What are some special talents in your extended family? Now think about your community. What

are things (goods or services) that are done especially well there? Your state? Your nation? Why

does cooperation among societies make good sense, both economically and spiritually?

3. Why can no human society ever completely fulfill us?


HANDOUT E

Journal

Directions:

Read the quote from Gaudium et Spes, and then respond to the prompt.

All men are endowed with a rational soul and are created in God’s image;

they have the same nature and origin and, being redeemed by Christ, they

enjoy the same divine calling and destiny; there is here a basic equality

between all men and it must be given ever greater recognition.

Undoubtedly not all men are alike as regards physical capacity and intellectual

and moral powers. But forms of social or cultural discrimination in basic personal

rights on the grounds of sex, race, color, social conditions, language or religion,

must be curbed and eradicated as incompatible with God’s design.

— Gaudium et Spes 23

How must knowing each human being is made in the image and likeness of God affect the way we

view ourselves and others?

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

10


Answer Key

Handout A: Background Essay — Created in God’s Image

1. To sin, one must know an action is wrong and still freely choose it. Animals do not have free

will, therefore they cannot sin. Human beings can choose freely, and can sin. All sin goes against

our nature because part of something’s nature is the purpose for which it was created; God

created us to love and to be saints, so all sin goes against our eternal end, which is to love and

to live forever with God in Heaven.

2. Because we are made by God with a rational soul and thus possess intellect and free will,

powers of a soul not possessed by animals, we have the ability to act upon animals—and all of

creation—in a way they cannot act upon us.

3. A person is someone rather than something, possesses dignity as a person, and is capable of

self-knowledge, of self-possession, and of freely giving himself and entering into communion

with other persons, whereas a thing is a mere object which can be used.

4. Because all people are made in the image and likeness of God.

Handout B: Our Lady of Loreto in a Refugee’s Cloak

1. Accept all answers. To prompt discussion you might ask the class what they think of the

brightness of the gold cloak, the expression in Our Lady’s eyes, the crown of twelve stars

around her head, the shyness of Baby Jesus, or the fact that Mary isn’t wearing shoes.

2. Mary and the infant Jesus.

3. This painting is echoing the original statue. Gold is the color of royalty and of riches. In this

instance gold also evokes the color of emergency blankets given by medical personnel to treat

persons who are injured or in shock.

4. Accept reasoned answers.

5. Students may suggest: statues are representations we may have grown accustomed to as

representations of the divine, whereas we don’t think of people that way (even though,

ironically, we are truly reflections of God, made in His image!) Statues do not make demands on

us, disturb us, or annoy us, or cause trouble in other ways as our fellow human beings can do.

Also, if we have a particular image or statue in mind, it might be difficult to see someone that

looks different from the idea we have of God as being made in the image and likeness of God.

6. Accept reasoned answers related to remembering that each person has infinite worth because

he or she is created in God’s image. We can always find the best in each person that we

encounter. We can talk to people who have different backgrounds and cultures and tell them

about our background and culture. Help students understand that the beauty of the Church is

that it is not restricted to one particular culture or place. The expressions of Catholicism vary

around the world and are beautiful examples of the universality of the Church: we all believe in

the same Trinitarian God, who is love.


Handout C: Genesis 1 and 2 on the Human Person

1. We are made in the image and likeness of God, male and female. (Gen 1:26–27) We are given

dominion over the animals. (Gen. 1:26) We are blessed and told to “be fertile and multiply, fill

the earth and subdue it.” (Gen 1:28) We are made from the dust of the earth; God breathes into

Adam and makes him a living soul. (Gen 2:7) Man was given the task of tending the garden. (Gen

2:15) The man and the woman are united in marriage (Gen 2:22–24).

2. We are made in the image and likeness of God in that we have reason and free will. (CCC 356)

Reason allows us to have dominion over the animals, just as we should have mastery over our

own desires (CCC 377).

3. Adam can give the animals names. These are not personal names, like naming a pet, but

abstract names, e.g. “dog,” “cat.” Animals can only make sounds that convey their natural needs

and desires, e.g. food, mates, or danger. Even animals that can imitate human speech, such as

parrots, are not intentionally conveying an original, meaningful idea, but are merely imitating

the sound they have heard. Though we can allow ourselves to be led by instinct and desire

(often to our detriment), we have the power of free choice. This means that we are the master

of our own actions—to act, or not act as we choose (CCC 1730).

4. According to the wisdom of God’s Providence, the perfect does not always come before the

imperfect. God leads up to more perfect (rational) from the less perfect (non-rational). We

are the crowning work of earthly creation. We do not arise by chance, but according to a plan

(CCC 284).

5. Men and women were made for each other. It is not that God left them half-made and

incomplete, but He created them to be a communion of persons, for they are equal as persons

(“This one, at last, is bone of my bones and flesh of my flesh”) and complementary as masculine

and feminine (CCC 372). The human person needs to live in society, beginning with the family.

We need other people. Through the exchange with others, mutual service and dialogue with

each other, we develop our potential; we thus respond to our vocation (CCC 1879).

6. Accept reasoned answers that express the idea that Genesis isn’t meant to teach us what

happened literally or scientifically, but to teach us about the why of our existence.

Handout D: The Person and Society


2. Cooperation allows us to mutually benefit and enrich each other through the sharing of

their own peculiar gifts and by that reciprocal interchange of goods” (Summi Pontificatus 43).

Allowing individuals and cultures to do what they do best encourages people to develop their

potential, and results in less waste of the earth’s resources.

3. Because we have immortal souls and were made for more than this world — we were made for

Heaven.

12



LESSON 2

Suggested age level: Ages 6–12

Learning Goals

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Human beings are made in God’s image and likeness.

Being made in God’s image and likeness gives human

beings a unique dignity as persons.

All people are equal in dignity, though they have

different talents and abilities.

Connection to the

Catechism of the

Catholic Church

ӹ CCC 355–384

Key Questions

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How are human beings different from the other

animals?

Why do all human beings have equal dignity?

BIBLICAL TOUCHSTONE

God created mankind in his image;

in the image of God he created them;

male and female he created them.

from GENESIS 1:27

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Lesson Plan

Materials

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Handout A: Background

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Handout C: Different Talents,

Essay — Created in God’s Image

Equal Dignity

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Handout B: Creation of Adam by

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Handout D: Image of God

Michelangelo

Background/Homework

Have students read Handout A: Background Essay — Created in God’s Image and answer the


Opening Prayer


Lord, help us to see your face in every person we meet. Amen.

Warm-Up

A. Display the first image on Handout B: Creation of Adam by Michelangelo. It is quite blurry! Ask

your students if they can tell what the painting depicts. They may be able to identify colors and

shapes. Note: If not using a computer, you may print out the image and use wax or parchment

paper over the image to make it less clear.

B. Then show Version 2 of the painting, which is slightly clearer (or remove a piece of parchment).

Ask the students if they can see any other details in the painting. Finally, show Version 3 of the

painting, which is the actual image. Ask the students what they see now.

C. Explain that each person is created in the Image and Likeness of God. When we follow God’s

will and do good things, we come closer to being the person God created us to be. When we do

bad or sinful things things, we become like the blurry images we saw. We are still made in the

image and likeness of God, that never changes, but it is harder for people to see the image.

D. Distribute a laminated copy of Handout B and have students discuss the conversation questions

in pairs or trios. Call on groups to share about their discussions, allowing the conversation to go

in unexpected directions.

Activity

A. Distribute to each student Handout C: Differences Talents, Equal Dignity. Review the

directions with your students and give them a few minutes to complete the activity.

B. Ask for volunteers to share some of the characteristics they used to describe themselves,

keeping a list on the board.

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LESSON PLAN

C. Point out how we all have different interests and talents. For example, that means some of

us are naturally reserved, while some make friends easily. Some skills come easier to certain

people, while others have to work much harder. Some of us might get straight As easily, while

others struggle to get Cs. Some are athletic and graceful, others find it hard to catch a ball.

Some can fix cars, or build things with their hands, while others feel like they are all thumbs.

D. Then ask: Do these differences mean we are unequal? No.

E. Once you have finished, point out that while not everyone has the same characteristics, all

human beings share a common trait that makes them human and this cannot change.

F. Ask your students if they can think of what every human person has in common. Accept

reasoned answers, but do not give away the correct answer yet, which is human dignity.

G. Write the words dignity of the human person on the board. Define dignity as the common thing

about humans that makes us worthy of honor and respect. Explain that our dignity as human

beings can never be diminished, lost, or taken from us because it is rooted in the truth that we

are made the image and likeness of God.

H. Reinforce the point by asking the class to raise their hands if they think any of the following

things mean someone else has more dignity than others.

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If my family has a big house and fancy cars? (No)

If I always get good grades? (No)

If I am a king or queen? (No)

If I am healthy and strong? (No)

If I am better at sports than other people? (No)

I. Now ask the class to raise their hands if they think any of the following things can take away

someone’s dignity.

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If I fall down and people laugh at me? (No)

If my clothes are torn, or dirty? (No)

If I do not speak English, or if I speak with an accent? (No)

If I am not as healthy as other people? (No)

If I am much smaller than other people? (No)

If I have a different skin color or physical features that look different from other people? (No)

J. Finally, project Genesis Genesis 1:27–31 on the board. Explain that this describes the sixth day of

creation, and read it aloud:

“God created mankind in his image; in the image of God he created them; male and female

he created them. God blessed them and God said to them: Be fertile and multiply; fill the

earth and subdue it. Have dominion over the fish of the sea, the birds of the air, and all the

living things that crawl on the earth. God also said: See, I give you every seed-bearing plant


15

LESSON PLAN

on all the earth and every tree that has seedbearing fruit on it to be your food; and to

all the wild animals, all the birds of the air, and all the living creatures that crawl on the

earth, I give all the green plants for food. And so it happened. God looked at everything

he had made and found it very good.”

K. Ask your students what stood out to them from the reading and why.

L. Then explain the following: The sixth day of creation is significant because it illustrates

to us why God made us in His Own likeness and image. Earlier, when we discussed the

many characteristics that describe us, we realized that there are many things that make

us different. However, what makes us the same cannot be changed. We have dignity that

cannot be taken away no matter what we do, or what happens to us in this life. Each person

is truly a reflection of who God is, a window through which we can, in a way, see God.

Wrap Up

A. Wrap up by explaining that God created each person with a body and a soul. We cannot see

our souls, but they are what allows us to live forever with God in Heaven. We each have a

mind that allows us to think and learn and a will that allows us to make choices. Each of us

has unique gifts to offer to our families, our friends, and communities.

B. Re-read aloud Genesis 1:26–31. Then, ask them the following questions:

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When God created the world, He said that every created thing and creature was “good.”

When God created human beings, He said that they were “very good.” Why do you think

He added the word “very” when describing human beings? Human beings are the most

important part of creation. We have immortal souls and a reason and a will. By saying

human beings are “very” good, God is showing where we stand in relation to the rest of

creation.

What does the word dignity mean? Dignity means being worthy of honor and respect. We

have dignity because we are created in God’s Image and Likeness.

C. Distribute Handout D: Image of God. Have your students write a letter that responds to the

prompt. When they have finished, have students turn to a neighbor and take turns sharing

their letters. Then, call on a few students to read their letters aloud to the class.

16


HANDOUT A

Background Essay — Made in God’s Image

Directions:

Read the essay and answer the reflection questions.

Through history and even today, some

people think that some people are better or

worse than others because of their race. This

false idea comes from a misunderstanding of

who we are as human beings.

The Book of Genesis

Human beings are animals, but we are very

different from other animals. The Bible is one of

the ways we know this. Only human beings are

created in the image of God. An image is like a

reflection. We are created in God’s image, which

means we are made like God. “God created

mankind in his image; in the image of God he

created them.” (Genesis 1:27) We reflect God’s

goodness and love.

What do we have that the other animals do not?

We have a rational soul. This rational soul gives

us a mind so we can understand and reason, and

a will that allows us to choose. Some animals, like

dogs, can learn from training. But animals do not

understand what things are, and why they are

that way. Animals have instincts. But they cannot

choose to do things that go against their instincts.

Only humans have free will. We can choose to

act or not to act. We can make moral decisions,

such as choosing to tell the truth or to lie. Only

human beings have a conscience. We use our

consciences to judge our actions as good or evil.

Our Dignity as Persons

Our rational souls mean men and women are

persons. To be a person means we have dignity—

that is, an individual with special worth. Our

interests or abilities may be very different. Some

people are smarter, some people are faster

runners. Some people are stronger, some people

are funnier. Though there are many different

kinds of people, no one is more or less a person

because of their differences. The soul God gives

each of us is what gives us our dignity.


1. How are people different from animals?

2. What is a conscience?

3. How do we know all people are equal in dignity?


HANDOUT B

Creation of Adam

BY MICHELANGELO (C. 1508–1512)

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HANDOUT B

Sacred Art: Creation of Adam by Michelangelo

Directions:


questions below and discuss them with your classmates.



2. Who are the figures in the painting? How do you know?

3. Which of the animals are created in God’s image, and what does that mean?

4. How does knowing you are created in the image of God change the way you view yourself and

others? If you know someone is created in God’s image, how must you treat him or her?

5. Does treating someone with dignity mean you have to agree with everything they say? Why or

why not?


HANDOUT C

Different Talents, Equal Dignity

Directions:

List in each oval characteristics that describe you. Consider your personality traits,

favorite activities, and God-given talents.

Personality Traits Favorite Activities Talents

20


HANDOUT D

Image of God

Directions:

Imagine that one of your friends has written the following letter to you. Write a

letter back to your friend to answer their question.

Dear (Your Name),

Yesterday I was hanging out with my cousins and one of them said something mean to me because I

couldn’t run very fast or kick the soccer ball very well. My aunt told him to apologize because that was

no way to treat someone made in the image of God. I didn’t really know what she meant. Can you help

me?

Sincerely,

Your Friend

Dear Friend,

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________


Answer Key

Handout A: Background Essay — Created in God’s Image

1. Humans have a rational soul; we have free will.

2. The faculty that enables us to judge actions as good or evil.

3. Because our dignity comes from the soul God gives each one of us.

Handout B: Creation of Adam by Michelangelo


2. God and Adam (with other figures, including perhaps Eve, in the background).

3. Only human beings. It means we have intellect (or reason), free will, and a capacity to love.

4. Accept reasoned answers. It means all human beings deserve honor and respect.

5. It does not. Treating our fellow human beings with honor and respect can in fact often mean

we are compelled to disagree with them–for example, when they are saying or doing something

sinful, we should speak the truth in charity.

Handout C: Different Talents, Equal Dignity

Accept all answers.

Handout D: Image of God

Letters should reference the fact that all people deserve respect because we are all made in God’s

image.

22


Christianity and Identity

LESSON 3

Suggested age level: 14 and up

Learning Goals

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The Ancients saw themselves primarily as members of

tribes, cities, or nations. Christianity introduced a radical

innovation — a religion that transcended all of these.

The Gospel was essential to recognizing man’s

common brotherhood through the grace of Baptism.

The Gospel gave humanity a vision beyond their own

earthly city that encourages Christian to make race

and culture second to their citizenship in Christ.

In the Papal Bull Sublimus Dei, Pope Paul III attributed

to Satan the idea that the indigenous people of the

Americas were less than human, and forbade their

enslavement; the Spanish conquistadors and colonists

frequently ignored this decree.

The gradual abolition of slavery is one of the most

important fruits of Christian teaching.

Connection to the

Catechism of the

Catholic Church

ӹ CCC 355–361

ӹ CCC 1929–1939

Key Questions

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How did Christianity affect the idea of identity in the

ancient world?

Why were Christian societies the only ones where

slavery was graudally abolished?

In what ways is Christianity truly universal?

BIBLICAL TOUCHSTONE

For all of you who were baptized into Christ have clothed yourselves with Christ.

There is neither Jew nor Greek, there is neither slave nor free person, there

is not male and female; for you are all one in Christ Jesus.

from GALATIANS 3:27–28

23

Lesson Plan

Materials

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Essay — Christianity and Identity

Handout B: The Tower of

Babel and Pentecost

Handout C: Sublimus Dei

Background/Homework

Have students read Handout A: Background Essay — Christianity and Identity and answer the


Opening Prayer


Veni Sancte Spiritus! — Come Holy Spirit, fill the hearts of your faithful and kindle in them the

fire of your love! Amen.

Warm-Up

A. Display the images on Handout B: The Tower of Babel and Pentecost. Give students as much

time as possible to view the pair of paintings in silence.

B. If your students are unfamiliar with the two scriptural events these paintings represent, provide

a brief background. You may also wish to read aloud Genesis 11:1-9 and Act 2:1-13.

C. Arrange students into pairs or trios and give each group a laminated color copy of Handout B.



D. Call on groups to share about their discussions, allowing the conversation to go in unexpected

directions.

Activity

Have students work independently or in pairs to complete the activity on Handout C: Sublimus Dei.

When students have finished, review the answers as a class.

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LESSON PLAN

Wrap Up

Have students journal for a few minutes in response to the following prompt.

It is easy (and common) to judge the people of the past for failing to live up to Christian moral

standards. It requires humility to see that we ourselves repeatedly fail to live up to these standards!

The Ancients thought of slavery as a natural thing, or a fact of life. What are some unjust practices

you may be tempted to take as facts of life? For example: legal abortion, euthanasia, forced labor,

etc. To what extent should people in the future condemn you for your failure to eradicate these

evils? Explain.

Questions to prompt thinking:

A. How do you actively defend:

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The unborn?

Victims of state-imposed forced labor?

People working in sweatshops?

Victims of human trafficking?

The sick, frail, and other victims of euthanasia?

Poor, suffering refugees seeking help?

B. In what ways does our culture promote the false idea that some people are less than human?

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that unborn babies are not human?

that the sick and frail are less than human?

that people from other countries, especially those who are poor, uneducated, or with

customs that seem strange to us, are less than human?

that it would be better for a child to be aborted than to be born into a life of poverty?

Christianity and Identity

25

HANDOUT A

Background Essay — Christianity and Identity

The world into which Christ was born was

different from our time in many ways.

When learning about the past, it is important

to practice what is called “historical thinking.”

Historical thinking means we try to understand

the past in context, rather than imposing our

own assumptions or way of thinking.

Personal Identity in the Ancient World

Unjust discrimination based on race and

ethnicity was a feature of the ancient world,

and yet people of the time did not think of

race as central to identity the way some

people tend to do today. Citizenship was most

central to identity in ancient times — one was

a “Roman” or an “Athenian,” for example. Also,

for most societies, religion and ethnicity were

interchangeable. To be Roman or a Persian

meant not only having a language and culture,

but also specific forms of prayer and worship.

Another way the ancient world was different

from ours has to do with slavery. The ancient

world assumed that slavery was a natural thing.

The cultures of the Americas, Asia, Africa, and

Europe all had forms of enforced servitude.

Slaves were seen as necessary for social life,

doing all the burdensome labor. Slavery had

nothing to do with race but was usually the

result of conquest.

The Radical Innovation of Christianity

Christianity introduced a radical innovation — a

religion that transcended class and nations.

The Epistle to Diognetus, a 2nd or 3rd century

defense of Christianity, describes the faithful

A Roman senator and his slaves.

26


as, “inhabiting Greek as well as barbarian

cities….and following the customs of the natives

in respect to clothing, food, and the rest of

their ordinary conduct, they display to us their

wonderful and confessedly striking method

of life. They dwell in their own countries, but

simply as sojourners. ...They pass their days

on earth, but they are citizens of heaven. (Phil.

3:20).

With the preaching of the Gospel came a

change, although it began in small ways that

developed slowly.

Christianity also recognized that all people

shared an equal dignity as creatures made in

the image of God. The early Christians might

have owned slaves or been enslaved, but the

Church did not discriminate based on social

condition. Slaves could marry, be ordained, and

be buried in the same cemetery as free people.

In its sacramental life, the Church planted a

seed by simply ignoring wordly distinctions

between slaves and slave owners.

The Church Fathers on Slavery

Christian philosophers directly confronted

slavery in their writings.

Church Father Lactantius explained in Divine

Institutes (c. A.D. 303) that there were no

natural slaves or slave owners in Christ: “God,

who produces and gives breath to men, willed

that all should be equal … He has promised

immortality to all; no one is cut off from His

heavenly benefits. … In His sight no one is a

slave, no one a master; for if all have the same

Father, by an equal right we are all children.”

St. Basil declared in On the Holy Spirit (c. A.D.

364) that slavery was unnatural: “Among men

no one is a slave by nature. For men are either

brought under a yoke of slavery by conquest,

as when prisoners are taken in war; or they

Madonna and Child fresco in a 14th century

Ethiopian monastery..

are enslaved on account of poverty, as the

Egyptians were oppressed by Pharaoh.”

St. Augustine saw slavery as part of our fallen

condition. He wrote in City of God (A.D. 426):

“we do not find the word ‘slave’ in any part of

Scripture until righteous Noah branded the

sin of his son with this name. It is a name,

therefore, introduced by sin and not by nature.”

The Brotherhood of the Baptized

Most important of all, through their Baptisms,

Christians became a new creation. St. Paul writes,

“For all of you who were baptized into Christ

have clothed yourselves with Christ. There is

neither Jew nor Greek, there is neither slave nor

free person, there is not male and female; for you

are all one in Christ Jesus” (Galatians 3:27-28).

Christians learned from Christ a new order — the

order of grace — which renewed men in the image

Christianity and Identity 27

of their Creator. In Baptism, we become the

adopted children of the Father, which makes all

the baptized into brothers and sisters.

In short, Christianity introduced the idea that

we should not regard each other only through

the lens of ethnicity, tribal membership, social

class, or participation in human institutions.

Our citizenship in Christ is above all.

The Miracle of Pentecost

Pentecost, when thousands were baptized on a

single day, is the great sign of this supernatural

reality. By allowing the divine mysteries to be

expressed in every tongue, God made Himself

known to every culture in its own way of

understanding. St. Gregory of Nazianzen taught

that the Holy Spirit at Pentecost overcame

the confusion of Babel: “One Spirit upon

many men...brings them again into harmony.”

(Oration 41, n.16). Pope Benedict XVI said in a

2012 homily, “Pentecost is the feast of union,

comprehension and human communion.”

It makes sense, then, that only in Christian

societies would slavery began to be modified

and eventually abolished. Pope Pius XI

observed that the early Church “potently

contributed to the abolition of slavery. Not

bloody revolution, but the inner force of her

teaching made the proud Roman matron

see in her slave a sister in Christ” (Divini

Redemptoris 36).

Vaux Passional, artist unknown (ca. 1503–04).

Despite the failures of individual Christians

throughout history and today, the Gospel

message that man has a unique dignity not

based on his social condition or nation has

been preserved through the centuries. Indeed,

the belief that all people are equal in dignity–an

idea many in the West take for granted today–

was not believed until the Gospel was preached,

and even today is not necessarily accepted

by non-Judeo-Christian cultures. Without

the loving Fatherhood of God, there is no real

brotherhood of man.


1. How did the early Christians respond to slavery?

2. Which is your favorite of the given quotes from the Church Fathers? Why?

3. In what ways did Christianity change previous conceptions of personal identity and citizenship?

4. To what extent can a focus on racial identity promote the common good? To what extent can it

harm the common good?

5. St. Gregory spoke of how, at Pentecost, the human race was once again brought into harmony.

Why do you think he spoke of harmony and not uniformity or sameness?

28


HANDOUT B

The Tower of Babel

BY PIETER BRUEGEL THE ELDER (1563)

© SOPHIA INSTITUTE FOR TEACHERS 29

HANDOUT B

Pentecost

BY DUCCIO DI BUONINSEGNA (1308)

30


HANDOUT B

Sacred Art: The Tower of Babel and Pentecost

Directions:




1. Read Genesis 11:1-9. What happened at the Tower of Babel? What sin was at the root of this

event? How did God respond, and what was the effect on the human race?

2. Read Acts 2:1-13. What special graces did Mary and the Apostles receive at Pentecost? What did

they do in response to this gift?

3. How did the Holy Spirit overcome the confusion resulting from the curse of the Tower of Babel?

What was the effect on the human race?

4. What did Peter say to the crowds? How does the Gospel message help us understand the

common brotherhood of man?

5. Pope Benedict XVI reflected on Pentecost in 2012: “Wherever people want to set themselves

up as God they cannot but set themselves against each other. Instead, wherever they place

themselves in the Lord’s truth they are open to the action of his Spirit who sustains and unites

them.” How does this idea apply to race and racism?


HANDOUT C

Sublimus Dei

Directions:

Read Sublimus Dei, a papal bull issued by Pope Paul III in 1537. Note that in this

document the term “Indians” refers to the indigenous peoples of the Americas. It

was not intended as a term of disrespect.

THE SUBLIME GOD so loved the human

race that He created man in such wise

that he might participate, not only in the good

that other creatures enjoy, but endowed him

with capacity to attain to the inaccessible

and invisible Supreme Good and behold it

face to face; and since man, according to the

testimony of the sacred scriptures, has been

created to enjoy eternal life and happiness,

which none may obtain save through faith

in our Lord Jesus Christ, it is necessary that

he should possess the nature and faculties

enabling him to receive that faith; and that

whoever is thus endowed should be capable of

receiving that same faith. Nor is it credible that

any one should possess so little understanding

as to desire the faith and yet be destitute of

the most necessary faculty to enable him to

receive it. Hence Christ, who is the Truth itself,

that has never failed and can never fail, said to

the preachers of the faith whom He chose for

that office ‘Go ye and teach all nations.’ He said

all, without exception, for all are capable of

receiving the doctrines of the faith.

The enemy of the human race, who opposes

all good deeds in order to bring men to

destruction, beholding and envying this,

invented a means never before heard of, by

which he might hinder the preaching of God’s

word of Salvation to the people: he inspired

his satellites who, to please him, have not

hesitated to publish abroad that the Indians of

the West and the South, and other people of

Pope Paul III, by Titian (1545).

whom We have recent knowledge should be

treated as dumb brutes created for our service,

pretending that they are incapable of receiving

the Catholic Faith.

We, who, though unworthy, exercise on earth

the power of our Lord and seek with all our

might to bring those sheep of His flock who

are outside into the fold committed to our

charge, consider, however, that the Indians

are truly men and that they are not only

32


capable of understanding the Catholic Faith

but, according to our information, they desire

exceedingly to receive it. Desiring to provide

ample remedy for these evils, We define and

declare ... that, notwithstanding whatever may

have been or may be said to the contrary, the

said Indians and all other people who may later

be discovered by Christians, are by no means

to be deprived of their liberty or the possession

of their property, even though they be outside

the faith of Jesus Christ; and that they may

and should, freely and legitimately, enjoy their

liberty and the possession of their property;

nor should they be in any way enslaved; should

the contrary happen, it shall be null and have

no effect.

By virtue of Our apostolic authority We define

and declare by these present letters, or by any

translation thereof signed by any notary public

and sealed with the seal of any ecclesiastical

dignitary, which shall thus command the same

obedience as the originals, that the said Indians

and other peoples should be converted to the

faith of Jesus Christ by preaching the word of

God and by the example of good and holy living.


1. Who wrote this document? When was this document written? Who is the audience?

2. Why does Pope Paul III reference the Great Commission given by Christ to the Apostles at the

Ascension?

3. What has God given to all men that allows them to receive supernatural happiness?

4. To whom does he attribute the idea that the indigenous peoples of the Americas are incapable

of receiving the Gospel, or that they were created to serve Europeans?

5. On what basis does he argue that “the Indians are truly men”?

6. What actions does he forbid the colonizing powers from taking?

7. Spain adopted this papal bull as its official policy, yet the Spanish conquistadors and colonists

often ignored it. What should we make of that?


Answer Key

Handout A: Background Essay — Christianity and Identity

1. They believed that all men were brothers, called to divine life in God through Baptism. The

Church did not discriminate between slave and free in sacramental life. Christian philosophers

argued against the idea that slavery was natural.


3. Christianity introduced a radical innovation – a religion that transcended nations. It also

introduced the idea that all people had equal dignity as creatures made in the image of God.

The Gospel was essential to recognizing man’s common brotherhood, through the grace of

Baptism.


5. Because individual Christians do not lose their identity in Christ; on the contrary they are freer

to become who God created them to be! Part of the beauty of the universal Church is unity

of our beliefs even amid the diversity of expressions of faith. Because Christianity transcends

nations and cultures, Christians are free to accept all true, good, and beautiful customs and

cultural practices.

Handout B: The Tower of Babel and Pentecost

1. The people, who at the time were all of one language, attempted to make a name for themselves

by building a tower to the sky. Pride was at the root. God confused their language and scattered

them all over the Earth.

2. They received the ability to speak in tongues. They were able to preach the Gospel to all people

in their own language.

3. The Apostles were able to share the Gospel message in ways that could be understood by all.

Thousands were baptized on Pentecost, and so made new creations and members of Christ.

4. To repent, be baptized, and receive the gift of the Holy Spirit. In the Holy Spirit we are all made

one brotherhood.

5. Accept reasoned answers. Guide students to the conclusion that we must be open to the Holy

Spirit who unites us in a brotherhood that transcends our earthly loyalties.

34


Handout C: Sublimus Dei

1. Pope Paul III; 1537; the colonizing powers of Europe.

2. Christ commanded the Apostles to baptize and teach all nations. In other words, all people need

and are capable of receiving the Gospel message.

3. God endowed man with “the nature and faculties enabling him to receive that faith,” or capacity

to attain to the inaccessible and invisible Supreme Good and behold it face to face through

understanding (intellect) and desire (will). All people have mind and will. They may struggle with

ignorance in the mind, and bad habits in the will, but they are still human even so.

4. He attributes the idea that the Indians are incapable of receiving the Gospel and that they were

created to serve Europeans to the enemy of the human race, i.e. Satan.

5. The indigenous peoples are not only capable of understanding the Catholic Faith and desire

exceedingly to receive it. Being created in the image of God means having intellect and free will.

The Indians have these faculties of the soul–understanding (intellect) and desire (will).

6. The indigenous peoples are by no means to be deprived of their liberty or the possession of

their property. They may not be enslaved.

7. Accept reasoned answers, encouraging students to see that when people fail to follow the

Church’s teachings, it does not make the teaching itself less true. It shows that the demands of

Christian discipleship are challenging and we often fall short. We need to cooperate with God’s

grace to truly live as the Lord wants us to live, and we need his forgiveness when we fail.


Notes

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36


Brothers and Sisters in Christ

LESSON 4


Learning Goals

ӹ

ӹ

ӹ

ӹ

ӹ

People of the ancient world saw themselves first as

members of cities or nations. Christianity gave people a

religion that transcended such geographical identity.

The Gospel is essential to the recognition of humanity’s

common brotherhood through the grace of Baptism.

Before His Ascension, Jesus commanded the Apostles to

baptize and teach all nations.

Pentecost is a feast of union, comprehension, and

human communion

The gradual abolition of slavery is one of the most

important fruits of Christian teaching.

Connection to the

Catechism of the

Catholic Church

ӹ CCC 355–361

ӹ CCC 1929–1939

Key Questions

ӹ

ӹ

ӹ

How did Christianity affect the idea of identity in the

ancient world?

In what ways is Christianity truly universal?

Why are racism and Christianity incompatible?

BIBLICAL TOUCHSTONE

For all of you who were baptized into Christ have clothed yourselves with Christ.

There is neither Jew nor Greek, there is neither slave nor free person, there

is not male and female; for you are all one in Christ Jesus.


37

Lesson Plan

Materials

ӹ


ӹ

Handout C: Pope Benedict’s

Essay — Christianity and Identity

Homily on Pentecost (omit for

ӹ

Handout B: The Ascension and

Pentecost

younger learners)

Bibles, blank paper, colored

pencils

Background/Homework

Have students read Handout A: Background Essay — Christianity and Identity and answer the


Opening Prayer


Veni Sancte Spiritus! — Come Holy Spirit, fill the hearts of your faithful and kindle in them the

fire of your love! Amen.

Warm-Up

A. Display the first image on Handout B: The Ascension and Pentecost. Give students as much time

as possible to view the pair of paintings in silence.

B. Arrange students into pairs or trios and give each group a laminated color copy of Handout B.



C. Call on groups to share about their discussions, allowing the conversation to go in unexpected

directions.

Activity

A. Explain that the lessons from Pentecost help us respond to the sin of racism. We must be open

to the Holy Spirit who unites us in a brotherhood that transcends our earthly loyalties.

B. Distribute Handout C: Pope Benedict’s Homily on Pentecost to older students (omit for younger

learners) and read it aloud together. Invite students to make connections between the homily

and the class discussion from the Warm Up

C. Give students a piece of blank paper and colored pencils. Have them use their Bibles, Handouts

A-C, and all they have learned about Christianity to create a tri-fold pamphlet on why

Christianity is incompatible with racism. (They may do this independently or with a partner.)

Pamphlets should include:

38


LESSON PLAN

ӹ

ӹ

ӹ

At least one panel on Christian teaching on how man is made in the image of God

At least one panel on Baptism

At least one panel on the Holy Spirit and Pentecost

ӹ At least one panel using quotes or information from Handout C.

ӹ

At least one quote from Scripture

Wrap Up

Have students share their pamphlets with each other. Encourage them to tell each other one thing

they found excellent about each pamphlet, and one thing they might be able to improve.

Brothers and Sisters in Christ

39

HANDOUT A

Background Essay — Christianity and Identity

Directions:


The world into which Christ was born was

different from our time in many ways.

Ancient people did not have the same concept

of what we today call “race.” People mostly

thought of themselves as citizens of their

city. For example, one was a “Roman” or an

“Athenian.”

Also, one’s ethnicity and religion were often

one in the same. Being Persian, for example,

meant having a language, a culture, and specific

forms of prayer and worship.

Another way the ancient world was different

from ours was the way it viewed slavery. The

ancient world thought of slavery as natural.

The cultures of the Americas, Asia, Africa, and

Europe all practiced it.

A Religion for All Nations

Christianity introduced the world to a brand

new idea – a religion for all nations. A Roman

could be a Christian. So could an Egyptian, or

an Ethiopian. Christianity was also for all social

classes. Enslaved people could receive the

Sacraments alongside free people.

This is because through Baptism, Christians

become one family. We become adopted

children of the Father, and the Church is our

mother. Since we have the same adoptive

Father, the baptized are brothers and sisters. St.

Paul wrote: “For all of you who were baptized

into Christ have clothed yourselves with Christ.

There is neither Jew nor Greek, there is neither

slave nor free person, there is not male and

female; for you are all one in Christ Jesus”

(Galatians 3:27-28).

A Roman senator and his slaves

40


The Miracle of Pentecost

Before He ascended into Heaven, Chist told

the Apostles to baptize and teach all nations.

Ten days later at Pentecost, the Holy Spirit

descended upon them. The Holy Spirit gave

Apostles the ability to speak in different

languages and preach the Good News. All the

people gathered in Jerusalem could understand,

no matter where they were from or what

language they spoke. Thousands were baptized

and became brothers and sisters in Christ.

So, you can see why a Christian cannot treat

people differently based on race, or where they

are from. The Church has taught for 2000 years

that all people are made in God’s image. We

all have equal dignity. But without the loving

Fatherhood of God, fully revealed to us by Jesus

Christ, there is no real brotherhood of man.

Vaux Passional, artist unknown (ca. 1503–04).


1. How was Christianity a new kind of religion?

2. How do Christians become one family? (Hint: how do we become children of God?)

3. At Pentecost, why do you think God gave the Apostles the ability to speak in different

languages, rather than causing everyone to speak the same language?

4. Why would it be wrong to think that someone who is not baptized deserves less respect or

dignity?

Brothers and Sisters in Christ 41

HANDOUT B

The Ascension of Jesus Christ

Gold mosaic from Neamt Monastery, Romania

42


HANDOUT B

Pentecost

BY DUCCIO DI BUONINSEGNA (1308)


HANDOUT B

Sacred Art: The Ascension and Pentecost

Directions:




1. Read Matthew 28:16-20. What did Jesus tell the Apostles to do? Did Jesus say that any groups of

people should not hear the Gospel message? Is anyone excluded from God’s saving love?

2. The Ascension icon has a clear top half and bottom half. How are they different? What do you

think each part might represent?

3. Read Acts 2:1-13. What special graces did Mary and the Apostles receive at Pentecost? What did

they do in response to this gift?

4. What did Peter say to the crowds? How does the Gospel message help us understand the

common brotherhood of man?

5. In the Pentecost icon, Mary sits at the center of the Apostles. Why do you think the artist chose

to place her there? What about the icon stands out to you? Why?

44


HANDOUT C

Pope Benedict XVI’s Homily

on Pentecost, 2012

Directions:

Read Pope Benedict XVI’s homily. Use information or quotations from it on your trifold

pamphlet on why Christianity and racism are incompatible.

“I would like to reflect on an essential aspect of

the Mystery of Pentecost which has preserved

its full importance in our time. Pentecost is

the feast of union, comprehension and human

communion. ...

Can unity and harmony really exist?

How?

We find the answer in Sacred Scripture: unity

can only exist as a gift of God’s Spirit who will

give us a new heart and a new language, a

new ability to communicate. And this is what

happened at Pentecost. On that morning, 50

days after Easter, a mighty wind blew through

Jerusalem and the flame of the Holy Spirit came

down upon the disciples gathered together. It

settled on each one of them and kindled within

them the divine fire, a fire of love capable of

transforming them. Their fear evaporated,

they felt their hearts filled with new strength,

their tongues were loosened and they began

to speak freely in such a way that everyone

could understand the announcement that Jesus

Christ had died and was risen. At Pentecost,

where there had been division and alienation,

unity and understanding were born….

Behaving as Christians means no longer being

shut into our own ‘I’ but rather being open to

all things: it means inwardly welcoming the

whole Church within ourselves or, even better,

inwardly letting her receive us. ... thus the Holy

Spirit, the Spirit of unity and of truth, may

Pope Benedict XVI, photo by Peter Nguyen. Image

License: Creative Commons Attribution 2.0 Generic.

continue to resonate in our human hearts and

minds and spur people to meet and to welcome

each other.

Precisely because the Spirit acts in this way, he

ushers us into the whole truth, which is Jesus,

and guides us to look at it more deeply and to

understand it. We do not grow in knowledge

by locking ourselves into own ego but only in

an attitude of profound inner humility do we

become capable of listening and sharing in the

‘we’ of the Church …. Wherever people place

themselves in the Lord’s truth they are open to

the action of his Spirit who sustains and unites

them.”

Brothers and Sisters in Christ 45

Answer Key

Handout A: Background Essay — Christianity and Identity

1. Christianity was for all nations. People of all social classes were treated equally in the eyes of

the Church.

2. God the Father adopts us in Baptism; we become children of God, and brothers and sisters in

Christ.

3. Because neither individual Christians nor cultures lose their identity in Christ; on the contrary

they are freer to become who God created them to be! The role of the Church, which was born

at Pentecost, is to communicate the Good News to all peoples everywhere.

4. Because all people have equal dignity–all people are created in the image of God. Jesus told the

Apostles to make disciples of all nations, to baptize and teach all people. This is because God

loves all people and wants everyone to go to Heaven.

Handout B: The Ascension and Pentecost

1. To make disciples of all nations, baptizing them, and teaching them to observe all that He had

commanded. No nation or people is excluded; all must be given the Gospel message.

2. The top shows us Heaven, and the bottom part shows us the Church on earth. The top half is

gold, showing Jesus with two angels, signifying the heavenly realm. On the bottom we see the

disciples of Christ, i.e. the Church.

3. The Apostles were able to share the Gospel message in ways that could be understood by all.

Thousands were baptized on Pentecost, and so made new creations and members of Christ.

4. To repent, be baptized, and receive the gift of the Holy Spirit. In the Holy Spirit we are all made

one brotherhood.

5. Accept reasoned answers. Students may say that Mary is the mother of all Christians, and so

her placement at the center of this event is fitting.

46


Sin Is the Root of Racism

LESSON 5


Learning Goals

ӹ

Racism arises when a person holds that his or her

own race or ethnicity is superior, and therefore judges

persons of other races or ethnicities as inferior. When

this attitude leads people to exclude, ridicule, mistreat,

or unjustly discriminate against persons on the basis of

their race or ethnicity, it is sinful.

ӹ A racist outlook can lead one to dislike persons of other

races, to treat them unjustly, or even to believe that they

are less than human.

ӹ

ӹ

ӹ

ӹ

Connection to the

Catechism of the

Catholic Church

ӹ CCC 1878

ӹ CCC 1934–5

ӹ CCC 2262

God gives each person unique gifts and talents, but all human beings have equal dignity,

because all are made in God’s image and likeness.

God’s plan includes all people; all of humanity is destined to come together as one before God

in Heaven.

Most often, racism arises from prejudiced feelings or ideas. It is important to examine and

confront these irrational feelings so as to identify and, with the help of God’s grace, overcome.

God calls on us to show everyone heartfelt compassion, kindness, humility, gentleness,

patience, and forgiveness.

Key Questions

ӹ

ӹ

What is racism?

Why is racism incompatible with the Gospel message?


These also are Words of the Wise: To show

partiality in judgment is not good.

from PROVERBS 24:23

Whoever says he is in the light, yet hates

his brother, is still in the darkness.

from 1 JOHN 2:9

47

Lesson Plan

Materials

ӹ

Handout A: A Human Family

ӹ

Handout D: The Baptism of the

ӹ

Handout B: The Golden Mean

Eunuch

ӹ

Handout C: Background

ӹ

Handout E: Words of Wisdom

Essay — What Is Racism?

Opening Prayer


Lord, we ask you to open our hearts and fill it with the light of your love. Shine a light on any

prejudiced feelings, especially any we are hanging onto deliberately, and cleanse them from our

hearts. Help us overcome the hurts we have felt, and fill our hearts with your merciful love to

help us forgive as you do.

Warm-Up

A. Begin by putting students in pairs and having each discuss one or all of the questions on Handout

A: A Human Family.

B. After a few moments, have a large group discussion using the Answer Key as a guide.

C. Continue to explain that everything that God creates is good. Therefore all sin has the mis-use

or disordering of something good at its root. For example, food is good: it nourishes our bodies,

tastes pleasing, etc., while gluttony is the sin of excessive indulgence/preoccupation with food.

What other example of this principle can you think of with other sins? Allow reasoned discussion

D. If it has not come up already, transition to the sin of racism. It is not possible to know

everyone’s hearts, of course, but racism can arise for a number of reasons. Often, racism grows

out of a disordered or excessive affection for one’s own people. It turns into a prideful and even

wrathful attitude towards those we perceive as not like us. Racism can also come from fear or

a feeling of being threatened by another group. For example, historically Romanians distrusted

Hungarians because the latter frequently threatened the former. Racism can also arise

because we simply prefer what is familiar and common to our own experience. Sometimes, we

generalize to a group the bad actions of a few. This attitude dehumanizes other persons and, in

extremes, can lead to oppression on a wide scale and even genocide.

E. Distribute Handout B: The Golden Mean. Go over how Aristotle thought of virtue as a middle

ground “golden mean” between two extremes. One extreme represents excess, and the other

represents deficiency. For example, the virtue of courage is the mean between cowardice and

recklessness. An excess of courage is recklessness; a deficiency of courage is cowardice.

48


LESSON PLAN

F. Have students share their responses, and then conclude that we can often understand sins of

racism as excesses or deficiencies of several virtues, including charity and justice. These virtues

give us a road map for addressing our sins and seeking forgiveness and healing.

Activity

A. Have students read Handout C: Background Essay — What Is Racism? independently, and read

over the discussion questions in Part I.

B. Then have them choose a partner and share their responses.

C. Finally, have pairs work on Part II of the worksheet which asks them to define in their own

words the following terms. When finished, call on groups to share their definitions. Ultimately,

direct students to an understanding which reflects the glossary definitions of each term.

D. Distribute Handout D: The Baptism of the Eunuch and have students discuss the conversation

questions in groups of four.

E. Guide students to the conclusion that Jesus’ Church is for all people; in Christ there is no

division, even though we have unique backgrounds and cultures. Indeed, the book of Revelation

describes a great multitude in Heaven, “from all tribes and peoples and languages,” standing

before the throne of God and praising Him (7:9-10). The Gospel message–which is what Phillip

proclaimed to the Ethiopian–is incompatible with racism because we are all equal in dignity,

and we are all created to live forever with God in Heaven.

Wrap Up

Have students read and reflect on Handout E: Words of Wisdom and finish it for homework.


49

HANDOUT A

A Human Family

Directions:

Discuss the following questions with a partner.

1. Recently, many schools have made an

effort to include a greater diversity

of authors and stories for students to

read, with special efforts to choose

readings that reflect the students in

that school. For example, a school with

a large Vietnamese population may

take steps to ensure students read

books by Vietnamese authors and about

Vietnamese characters. Why do you

think they may do this?

2. Have you ever felt like you can make fun

of your kid brother, but if someone else

does, you feel the need to stick up for

him? Why do you think that is?

3. Have you ever visited a family who

seemed so close to each other that no

matter how much they welcomed you

and treated you like part of the group,

you still felt like an outsider? What was

so special about their relationship that

they couldn't share it with you?

4. When a family immigrates to the United

States, they bring cultural practices

from their old country: everything from

their foods and music to the way the

children and parents talk to each other.

Is it right for them to prefer their old

country's culture and try to maintain it

within their home? Why or why not?

50


HANDOUT B

The Golden Mean

Directions:

Read the information and then complete the activities.

Aristotle thought of virtue as a middle ground or “golden mean” between two

extremes. One extreme represents excess, and the other represents deficiency. For example,

courage is the mean between cowardice and recklessness. (A deficiency of courage is cowardice;

an excess of courage is recklessness.)

Too little courage

Cowardice

Virtuous

Courage

Too much courage

Recklessness

Virtue Imbalance: Defiency and Excess

Numbers 1-4 below describe sinful beliefs and practices. For each one, fill in the blanks using the

answer bank, and describe how the vice is either a deficiency (not enough of something) or excess

(too much of something)

Answer Bank

ӹ Justice

ӹ

ӹ

ӹ

Charity towards all

Legitimate love for

one’s culture and

desire to preserve it

Special affection for

one’s own people

1. Objecting to the presence of people with different cultural

practices.

This example is an excess of _________________________________

________________________________________________________________

Explain how this is sinful: ____________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

2. A belief that one’s own people are superior to others.

This example is an excess of _________________________________

________________________________________________________________

Explain how this is sinful: ____________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Sin Is the Root of Racism 51

3. Hatred of those of other races.

This example is a deficiency of _________________________________________________________________

Explain how this is sinful: _______________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

4. Refusing to work with or listen to someone because of their race.

This example is a deficiency of _________________________________________________________________

Explain how this is sinful: _______________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

Reflection Question

How can understanding sin as an excess or deficiency of something good help you

counteract it in your life? In addition to charity and justice, what virtues can you ask God to

help you cultivate in order to properly respond to racism?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

52


HANDOUT C

Background Essay — What Is Racism?

Directions:


Depending on your life experiences, you may

be acutely aware of your race, or you might

not even be sure what the term race means.

What is race?

What we call “race” today refers to the

classification of human beings with similar

observable physical traits such as skin color,

hair texture, facial features, eye shape, and

others. (The word race does not mean the same

thing as ethnicity. Ethnicity refers to a person’s

membership in a national tradition or group with

distinctive cultural and/or religious practices.)

What Is Racism?

Racism, in turn, is a belief that one’s own race

or ethnicity is superior. When this attitude

leads people to exclude, ridicule, mistreat, or

unjustly discriminate against persons on the

basis of their race or ethnicity, it is sinful. A

racist outlook can lead one to dislike persons of

other races, to treat them unjustly, or even to

believe that they are less than human.

Sadly, animosity towards those whom we

perceive as different from ourselves is about as

old as sin itself. From the earliest days of human

history we have been divided, losing sight of

the truth that we are all one human family.

Cultures and nations have conquered others

from time immemorial: Peoples as varied as the

Persians, Macedonians, Romans, and Vikings, to

the British, Russians, Ottomans, Mongols, and

Dutch, to name just a very few, have conquered

and colonized lands and deemed themselves

superior to the peoples they encountered.

Like all sin, racism has the mis-use or

disordering of something good at its root. God

created us to have a special love for our own

people. (Recall how Our Lady appeared to St.

Juan Diego as an indigenous woman, and the

people saw her as one of their own.) Racism

can be understood as a grave disordering of

this special love, to the point one considers

their own race superior. It turns into a prideful

and even wrathful attitude towards those we

perceive as not like us. Racism can also come

from fear or a feeling of being threatened by

another group. Sometimes, we generalize to a

group the bad actions of a few. Racism can also

arise because we simply prefer what is familiar

and common to our own experience.

Racism is a sin against the Fifth Commandment:

“In the Sermon on the Mount, the Lord recalls

the commandment, “You shall not kill,” and

adds to it the proscription of anger, hatred,

and vengeance. Going further, Christ asks his

disciples to turn the other cheek, to love their

enemies (2262). Racism dehumanizes other

persons and, in extreme situations, can lead to

oppression on a wide scale and even genocide.

The Equality of All Persons

All human beings have particular gifts and

talents. In this sense, some people could be

said to be superior piano players, superior

athletes, or“superior artists. But no talent can

make someone superior to any other person.

All human beings have equal dignity, because all

are made in God’s image and likeness. That is

where our dignity comes from–not our talents,


our appearance, our ethnicity, or anything else.

God’s plan includes all people; all of humanity is

made for Heaven, and all are destined to come

together as one family before God in Heaven

(CCC 1878). The Book of Revelation describes a

great multitude in Heaven, “from all tribes and

peoples and languages,” standing before the

throne of God and praising Him. (7:9-10)

The Catholic Church teaches clearly, “every

form of social or cultural discrimination in

fundamental personal rights on the grounds

of sex, race, color, social conditions, language,

or religion must be curbed and eradicated as

incompatible with God’s design” (CCC 1935).

The United States Council of Catholic Bishops

explains that racism “rejects what God has done

by refusing to acknowledge the image of God

in the other” (Responding to the Sin of Racism).

Racism is a refusal to acknowledge the dignity

of another person; it is an attack on the very

dignity of God’s creation. In the pastoral letter,

Brothers and Sisters to Us, the USCCB explains,

“Racism is not merely one sin among many; it is

a radical evil that divides the human family.” It

is division such as this that the devil has sought

to sow in the human family from the very

beginning, to obscure and assault the image of

God in each one of us in any way he can.

Discrimination, Prejudice, and

Racism

It is important to distinguish between what is

and is not sinful. Discrimination itself is not

sinful — in fact, it is necessary and good when

done justly. To discriminate simply means to

choose from among various options: we choose

between healthy and unhealthy foods, between

good movies and bad movies, between virtuous

acts and bad acts, etc. We must choose wisely

our friends, a potential spouse, a potential

religious community, and so forth. We do and

should make judgments about actions — what

The Baptism of Queen Candace’s Eunuch

attributed to Hendrick van Balen and Jan Brueghel

people do — but we must never pass judgment

about something a person cannot change

about himself — what a person is. So we should

never pass judgment against a person on the

basis of their race — something they cannot

change — but we can make a judgment about

what actions a person chooses.

But that said, discrimination can be unjust.

Unjust discrimination happens when we

choose on the basis of something unrelated

to the rightful basis for judging, especially

when we choose against someone on the

basis of something they cannot change, such

as their race (e.g. turning down a highlyqualified

job candidate just because she is

Asian, for example, or refusing to rent a house

to a responsible tenant because he is African

American, would both be examples of unjust

discrimination).

54


The word prejudice is related to racism. It

comes from the Latin judicare, meaning “to

judge,” with the prefix pre- meaning “before.”

To be prejudiced is to prejudge someone or

something without reason. Pre-judging is

not necessarily a sin. For example, someone

who had tried French food a few times and

did not like it may turn down a new French

dish, deciding they wouldn’t like it without

even trying it. A child who burned her mouth

on pizza may refuse the offer of a slice later,

because she’s sure it will burn her. Both

of these prejudgments would be mistakes,

though not sinful ones. But when we prejudge

our fellow human beings based on their race

or ethnicity, we commit a grave sin. We act

unjustly towards them, failing to give them

the respect they are due as fellow persons

made in God’s image. We also should avoid

prejudice that occurs when we reduce a

person to their bad actions. We should guard

against forming biases against individuals for

their bad decisions. We are to reject sin but

love the sinner.

A Rightly-Ordered Soul

When we assume characteristics of others

based on their membership in a group, we are

participating in racial prejudice. In this way we

see how racism is a form of collectivism, because

it views people as members of groups instead

of as individuals. Prejudice is, by definition,

unreasonable, since it is based on judging

without reason. Most often, racism arises from

prejudiced feelings or ideas. It is important to

examine these feelings so as to identify and,

with the help of God’s grace, overcome them,

rather than letting them have power over us.

Remember that in a rightly-ordered soul, our

intellect directs our choices, not our feelings.

Our feelings are morally neutral; they are

neither good nor bad. We sin when we dwell

on irrational, prejudiced feelings, or allow them

to direct our wills — that is, to influence our

freely-chosen thoughts and actions. We can ask

the Holy Spirit to shine a light on any prejudice

in our hearts, and help us avoid falling into the

sin of racism. If we have been hurt by racism we

can ask the Holy Spirit to help us forgive.

Part I: Discussion Questions

1. The Book of Revelation describes a great multitude in Heaven, “from all tribes and peoples

and languages,” standing before the throne of God and praising Him. (7:9-10). How does this

Scripture show us that Christians are united even amid our ethnicities, languages, cultures, etc?

2. Discrimination is the act of choosing from among options. It can be just or unjust. An example

of just discrimination would be a sports team holding try-outs to find the most highly-skilled

players, or a state issuing driver’s licenses only to people who pass a road test. Give another

example of discrimination that is just.

3. Unjust discrimination occurs when we choose on the basis of something other than the rightful

basis for that choice. For example, an employer refuses to hire a qualified applicant with

excellent references because of her race. Give another example of discrimination that is unjust.

4. Why is prejudice unreasonable?

5. “[E]ach one of us is called to be an artisan of peace by uniting and not dividing, by extinguishing

hatred and not holding on to it, by opening paths of dialogue.” — Fratelli Tutti.

What four things does Pope Francis call on each of us to do in this quote? How can you put this

call into practice in your own life?


Part II: Discussion

Define each term with your partner

1. Race

___________________________________________________________________________________________________

___________________________________________________________________________________________________

2. Ethnicity

___________________________________________________________________________________________________

___________________________________________________________________________________________________

3. Discrimination

___________________________________________________________________________________________________

___________________________________________________________________________________________________

4. Unjust discrimination

___________________________________________________________________________________________________

___________________________________________________________________________________________________

5. Prejudice

___________________________________________________________________________________________________

___________________________________________________________________________________________________

56


HANDOUT D


BY REMBRANDT (c.1626)


HANDOUT D

Sacred Art: The Baptism of the Eunuch

Directions:




1. What is the first thing you notice about this painting?

2. What is your favorite part?

3. Read Acts 8:26-40. How does this painting help you understand the Scripture?

4. We read that Phillip proclaimed Jesus to the Ethopian. What do you think he said?

5. Why is racism completely incompatible with the Gospel message?

58


HANDOUT E

Words of Wisdom

Directions:

Read the following Scripture quotes and put then in your own words. Then reflect on

them in prayer. What chances do you have each day to judge justly? What chances

do you have to forgive? Ask the Holy Spirit to help you. After some time in prayer,

write a brief reflection.

Leviticus 19:15

You shall not act dishonestly in rendering judgment. Show neither partiality to the weak nor

deference to the mighty, but judge your neighbor justly.

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

Proverbs 24:23

These also are Words of the Wise: To show partiality in judgment is not good.

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

John 7:24

Stop judging by appearances, but judge justly.

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

Colossians 3:12-13

Put on then, as God’s chosen ones, holy and beloved, heartfelt compassion, kindness, humility,

gentleness, and patience, bearing with one another and forgiving one another, if one has a

grievance against another; as the Lord has forgiven you, so must you also do.

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

1 John 2:9

Whoever says he is in the light, yet hates his brother, is still in the darkness.

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________


Answer Key

Handout A: A Human Family

Accept reasoned answers for all. Guide students to the conclusion that it is good and part of God’s

design that we have a special bond with our own families, and a special fondness for our own

cultural traditions.

Handout B: The Golden Mean

Note that answers may vary; the below are suggested responses.

1. An excess of legitimate love for one’s culture and a desire to preserve it. It is good to hold a

special place in our hearts for our culture and want to see it continue, but this love becomes

excessive if it moves us to object to the mere presence of other people who have different

cultural practices.

2. An excess of special affection towards one’s own people. Our fidelity to our own kin becomes

excessive if we start believing ourselves superior to others, as all people have equal dignity as

persons made in the image of God.

3. A deficiency of charity towards all. We lack charity in our hearts if we hate people of other races.

4. A deficiency of justice. We owe respect to everyone we encounter. Refusing to work with or

listen to someone because of their race is an injustice.

Reflection Question: This understanding reminds us that everything God creates is good, and

that we should despise sin but never the sinner. Racism can manifest itself in different ways, and

different virtues can help our response to it. We can ask God to help us cultivate temperance, to

help moderate our response; generosity, to help us overcome any feelings of selfishness or greed,

humility to help us counteract pride, and so forth.

Handout C: Background Essay — What Is Racism?

Part I

1. We read in the Bible how all people come together as one, without division, to worship God,

even as our own cultures and languages are preserves. He created us all as one human family

and these differences need not divide us today.

2. Suggested responses include choosing a potential spouse on the basis of shared values; an

employer choosing an employee on the basis of their experience; choosing a teammate based

on their skill in the sport; accept additional reasoned answers.

3. Suggested responses include a friend group at school refusing to talk to a new student because of

her ethnicity; a student refusing to obey a teacher because of her race; a landlord refusing to rent

to a tenant with excellent references because of their race; accept additional reasoned answers.

4. Prejudice is unreasonable because it is a judgment based on assumptions and not on anything

that arises from a reasoned conclusion; it is literally irrational.

5. He calls us to be an artisan of peace, to unite and not divide, extinguish hatred rather than

persisting in it, and to talk freely with those with whom we might experience a conflict. Accept

reasoned answers.

60


Part II

1. Race: the classification of human beings with similar observable physical traits such as skin

color, hair texture, facial features, eye shape, and others.

2. Ethnicity: a person’s membership in a national tradition or group with distinctive cultural and/

or religious practices.

3. Discrimination: Choosing from among various options.

4. Unjust discrimination: Choosing on the basis of something unrelated to the rightful basis for

judging, especially when we choose against someone on the basis of something they cannot

change, such as their race.

5. Prejudice: Prejudging someone without reason.

Handout D: The Baptism of the Eunuch



3. This painting depicts the moment of the Baptism of the Eunuch.

4. Responses should include the reality that God loved humanity so much that he gave His Son,

Jesus Christ to suffer and die for us; he rose from the dead and offers eternal life to those who

believe in Him and follow Him.

5. The Church is for all people. We are all equal in dignity, and we are all created to live forever

with God in Heaven. Jesus suffered and died for all humanity. Hatred of others divides God’s

family, who desires all to find salvation in Christ.

Handout E: Words of Wisdom

Leviticus 19:15—be honest when you judge, do not give preference to someone because they are

weak, or because they are strong. Judge with justice.

Proverbs 14:23—it is wrong to show favoritism or bias when judging.

John 7:24—it is unjust to judge based on how things or people look

Colossians 3:12-13—Christians should practice the virtues of compassion, kindness, humility,

gentleness, and patience, being patient with each other’s failings and shortcomings, forgiving each

other as God has forgiven us.

1 John 2:9—anyone who claims to be a Christian but who hates another person is not truly a

Christian.

Reflection: Accept reasoned answers.


Notes

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62



LESSON 6


Learning Goals

ӹ

ӹ

ӹ

ӹ

ӹ

Racism is a belief that our own race or ethnicity

makes us better than others.

A racist outlook can lead us to dislike persons

of other races, to treat them unjustly, or even to

believe that they are less than human.

God gives each person unique gifts and talents, but

all human beings have equal dignity, because all are

made in God’s image and likeness.

Racism most often arises from prejudiced feelings

or ideas.

God calls on us to show heartfelt compassion,

kindness, humility, gentleness, patience, and

forgiveness to everyone.

Connection to the

Catechism of the

Catholic Church

ӹ CCC 1935

ӹ CCC 2262

Key Questions

ӹ

ӹ

What is racism?

Why is racism incompatible with the Gospel

message?


These also are Words of the Wise: To show

partiality in judgment is not good.

from PROVERBS 24:23

Whoever says he is in the light, yet hates

his brother, is still in the darkness.

from 1 JOHN 2:9

63

Lesson Plan

Materials

ӹ


ӹ

Handout B: The Baptism of the

Essay — What Is Racism?

Eunuch

ӹ

Handout C: Words of Wisdom

Background/Homework

Have students read Handout A: Background Essay — What Is Racism? and answer the Part I


Opening Prayer


Lord, You made from one the whole human race to dwell on the entire surface of the earth.

Open our hearts and fill them with the light of your love, help us to love our neighbors from

every nation.

Warm-Up

A. Display the image on Handout B: The Baptism of the Eunuch by Rembrandt. Give students as

much time as possible to view the painting in silence.


Have each group discuss the artwork together in groups using the conversation questions on



directions.

D. After a few moments, guide students to the conclusion that Jesus’ Church is meant for all

people. Explain that in Christ there is no division, even though we as members of His Church

have unique backgrounds and cultures. Indeed, the book of Revelation describes a great

multitude in Heaven, “from all tribes and peoples and languages,” standing before the throne

of God and praising Him. (7:9-10) The Gospel message — which is what Phillip proclaimed to

the Ethiopian — is incompatible with racism because we are all equal in dignity, and we are all

created to live forever with God in Heaven.

64


LESSON PLAN

Activity

A. Have students skim over their homework reading, Handout A: Background Essay — What Is

Racism?

B. Then have them choose a partner and share their responses that they wrote for homework.

C. Finally, have student pairs work on Part II of the worksheet which asks them to define in their

own words the following terms. You may also give them access to the glossary to aid them in

this part of the assignment.

a. Race

b. Ethnicity

c. Racism

d. Human Dignity

D. Call on groups to share their definitions. Ultimately, direct students to an understanding which

reflects the glossary definitions of each term.

Wrap Up

A. Distribute Handout C: Words of Wisdom and read aloud the Scripture verses one at a time.

Spend some time in silence, having students meditate on each verse.

B. Have students read and reflect on Handout C and finish it for homework.


65

HANDOUT A

Background Essay — What Is Racism?

Directions:


You may be very aware of “race,” or you

might be unsure what the term means.

What is race?

What we call “race” refers to putting human

beings in categories based on similar physical

traits we can see (such as skin color, hair

texture, and others). The word race is similar

to but not exactly the same thing as ethnicity.

Your ethnicity is your national, cultural, or

religious background.

What Is Racism?

Racism, in turn, is a belief that our own race

or ethnicity makes us better than others. A

racist outlook can lead one to dislike persons

of other races, to treat them unjustly, or even

to believe that they are less than human. This

sinful attitude can lead to sinful acts. Racism,

a form of hatred, is a sin against the Fifth

Commandment (2262).

The Baptism of Queen Candace’s Eunuch

attributed to Hendrick van Balen and Jan Brueghel

The Equality of All Persons

God gives every person special gifts and talents.

In this sense, some people could be said to be

“superior piano players,” “superior athletes,” or

“superior artists.” But this does not make them

unequal in the sight of God. All human beings

have equal dignity, because all are made in God’s

image and likeness. That is where our human

dignity comes from, and not from our talents,

our appearance, our ethnicity, or anything

else. God created all people to share eternal

life with Him in Heaven. The book of Revelation

describes a great multitude in Heaven, “from

all tribes and peoples and languages,” standing

before the throne of God and praising Him.

(7:9-10) God’s plan includes all people; all of

humanity is called to come together as one

before God in Heaven (CCC 1878).

The Catechism states very clearly that “every

form of social or cultural discrimination in

fundamental personal rights on the grounds of

sex, race, color, social conditions, language, or

religion” must end, because it is against God’s

design (1935). The United States Council of

Catholic Bishops echoes this teaching, saying

that racism “rejects what God has done by

refusing to acknowledge the image of God in

the other” (Responding to the Sin of Racism).

66


Part I: Discussion Questions

1. The book of Revelation describes a great multitude in Heaven, “from all tribes and peoples

and languages,” standing before the throne of God and praising Him. (7:9-10). How does this

Scripture show us that Christians are united even though we have different ethnicities,

languages, cultures, etc?

2. What does the Catholic Church teach about racism?

3. “[E]ach one of us is called to be an artisan of peace by uniting and not dividing, by extinguishing

hatred and not holding on to it, by opening paths of dialogue.” — Fratelli Tutti.

What four things does Pope Francis call on each of us to do in this quote? How can you answer

this call in your own life?

Part II: Discussion

Define each term with your partner

1. Race

___________________________________________________________________________________________________

___________________________________________________________________________________________________

2. Ethnicity

___________________________________________________________________________________________________

___________________________________________________________________________________________________

3. Racism

___________________________________________________________________________________________________

___________________________________________________________________________________________________

4. Human Dignity

___________________________________________________________________________________________________

___________________________________________________________________________________________________


HANDOUT B


BY REMBRANDT (c.1626)

68


HANDOUT B

Sacred Art: The Baptism of the Eunuch

Directions:




1. What is the first thing you notice about this painting?

2. What is your favorite part?

3. Read Acts 8:26-40. How does this painting help you understand the Scripture?

4. We read that Phillip proclaimed Jesus to the Ethopian. What do you think he said?

5. God made each of us in His own special way. It is good that there are differences between us.

Why is racism completely incompatible with the Gospel message?


HANDOUT C

Words of Wisdom

Directions:

Read the following Scripture quotes and put them in your own words. Then reflect

on them in prayer. Ask the Holy Spirit to guide you. After some time in prayer, write

a brief reflection.

Proverbs 24:23

These also are Words of the Wise: To show partiality in judgment is not good.

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

Acts 17:26a

He made from one the whole human race to dwell on the entire surface of the earth.

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

1 John 2:9

Whoever says he is in the light, yet hates his brother, is still in the darkness.

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________


Which verse stood out to you most? How can you apply it to your own life? After some time

in prayer, write a brief reflection:

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

70


Answer Key

Handout A: Background Essay — What Is Racism?

Part I

1. We read in the Bible how all people come together as one, without division, to worship God,

even as our own cultures and languages are preserves. He created us all as one human family

and these differences need not divide us today.

2. The Church teaches that racism is a sin. The Catechism states that “every form of social or

cultural discrimination in fundamental personal rights on the grounds of sex, race, color, social

conditions, language, or religion” must end, because it is against God’s design (1935).

3. He calls us to be an artisan of peace, to unite and not divide, extinguish hatred rather than

persisting in it, and to talk freely with those with whom we might experience a conflict. Accept

reasoned answers.

Part II

Race: putting human beings in categories based on similar physical traits we can see (such as skin

color, hair texture, and others).

Ethnicity: one’s national, cultural, or religious background.

Racism: A belief that our own race or ethnicity makes us better than others.

Human dignity: (Note that students will need to infer the definition from the essay if they do not

have access to the glossary.) Responses should recognize that our dignity is the quality of being

worthy of honor and respect because we are persons made in the image of God.

Handout B: The Baptism of the Eunuch



3. This painting depicts the moment of the Baptism of the Eunuch.

4. Responses should include the reality that God loved humanity so much that he gave His Son,

Jesus Christ to suffer and die for us; he rose from the dead and offers eternal life to those who

believe in Him and follow Him.

5. Because Jesus suffered and died for all humanity. Hatred of others divides God’s family, who

desires all to find salvation in Christ.

Handout C: Words of Wisdom

Proverbs 14:23—it is wrong to show favoritism or bias when judging.

Acts 17:26a—we are all one human race, or one human family made by God to live together on the earth.

1 John 2:9—anyone who claims to be a Christian but who hates another person is not truly a Christian.

Reflection: Accept reasoned answers.


Notes

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72


Institutional Racism and Social Sin

LESSON 7


Learning Goals

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ӹ

ӹ

U.S. history bears the scars of institionalized chattel

slavery and “separate but equal” accomodations

(which were in no way equal) for blacks and for

whites.

What the Church calls “structures of sin” are always

rooted in personal sins.

Laws and court rulings can never change individuals’

hearts.

Connection to the

Catechism of the

Catholic Church

ӹ CCC 1869

Key Questions

ӹ

ӹ

ӹ

What are some ways that racism has affected the

course of U.S. history?

Why is it important to avoid thinking of sin only as

collective or systemic?

What is the difference between equality and equity?


You hypocrite, remove the wooden beam from your

eye first; then you will see clearly to remove the

splinter from your brother’s eye.

from MATTHEW 7:5

After this I had a vision of a great multitude, which

no one could count, from every nation, race,

people, and tongue.

from REVELATION 7:9

73

Lesson Plan

Materials

ӹ

Introductory Essay: A

ӹ

Handout C: Background

Catholic Response to the

Essay–Institutional Racism and

Sin of Racism (optional)

Social Sin in U.S. History

ӹ

Handout A: Reflection Activity

ӹ

Handout D: A Structure

on Social Sin (optional)

of Sin in the U.S.

ӹ

Handout B: Moses, after

ӹ

Handout E: Equality and Equity

Michelangelo, by Mary

Edmonia Lewis

Note: This lesson offers materials for three 50-minute class periods.

Note: This lesson assumes students already have an understanding of what the Church calls

“structures of sin.” If students need additional background information on this topic, we suggest

sharing with them the Introductory Essay, The Catholic Response to the Sin of Racism on page v, and

especially the sections on structures of sin. An optional Day I activity is provided in this lesson for this

reading.

Opening Prayer


Out of the depths I call to you, LORD;

Lord, hear my cry!

May your ears be attentive

to my cry for mercy.

If you, LORD, keep account of sins,

Lord, who can stand?

But with you is forgiveness

and so you are revered.

—PSALMS 130:1-4

DAY ONE (OPTIONAL)

Activity

A. As noted above, this lesson assumes students already have an understanding of what the

Church calls “structures of sin.” If students need additional background information on this

topic, we suggest sharing with them the Introductory Essay, A Catholic Response to the Sin of

Racism on page v, and especially the sections on structures of sin.

74


LESSON PLAN

B. After students have read the essay, go over the following points:

ӹ

ӹ

ӹ

ӹ

The term “social sin” does not mean that a society is a morally responsible being. Sin

is always a personal act. However, we are responsible for the sins of others when we

cooperate with them. If enough people collude to commit the same sin, that sin — and its

effects on society — becomes more difficult to eradicate. Personal sin, therefore, can assume

a corporate reality when people collectively commit themselves to destructive patterns of

moral behavior.

While social sin may reduce personal moral culpability, one always has an obligation to

embrace continued personal conversion and work to remedy that which is causing social sin.

The problem of evil will always exist on this earth. Utopianism and defeatism are two false

ideologies that can actually make the structure of sin worse.

The virtue of hope allows us to unite our sufferings to those of Christ as we wait for His

Second Coming.

C. Have students answer the questions on Handout A: Reflection Activity on Social Sin.

DAY TWO

Warm-up

A. Display the image on Handout B: Moses, after Michelangelo, by Mary Edmonia Lewis. Give

students as much time as possible to view the image of the sculpture in silence.





directions.

Activity

A. Put students into groups and have each group focus on one section of the Handout C:

Background Essay — Institutional Racism and Social Sin in U.S. History. Have them create an

outline of their section and compose a summary statement for it. Subdivide groups if needed,

but be sure the following sections are covered:

1. U.S. History through the Civil War

2. Reconstruction

3. The Ku Klux Klan

4. The Civil Rights Movement

5. Current Challenges

6. Conversion to Christ


75

LESSON PLAN

B. Call on groups to share their summary statements and outlines. As you debrief, invite

students to share their responses to the reflection questions.

Note: Emphasize that this essay is a brief summary and does not, of course, contain an

exhaustive treatment of its subject.

C. Encourage students to brainstorm people or events not mentioned in the essay who have

contributed to the U.S.’ journey to live up to its ideals. For example: Benjamin Franklin, the

Grimke Sisters, Harriet Tubman, Frederick Douglass, Ida B. Wells, W. E. B. DuBois, Rosa

Parks, and countless others. (Some of these individuals’ contributions will be explored in the

next lesson.)

Wrap-Up

A. Close with with a brief Lectio Divina from Revelation 7:9-12:

After this I had a vision of a great multitude, which no one could count, from every nation,

race, people, and tongue. They stood before the throne and before the Lamb, wearing white

robes and holding palm branches in their hands.

They cried out in a loud voice:

“Salvation comes from our God, who is seated on the throne,

and from the Lamb.”

All the angels stood around the throne and around the elders and the four living creatures.

They prostrated themselves before the throne, worshiped God,

and exclaimed:

“Amen. Blessing and glory, wisdom and thanksgiving,

honor, power, and might

be to our God forever and ever. Amen.”

B. Give your students a moment to reflect on a word or sentence that stood out to them from

the Scripture reading. Encourage them to respond to God in prayer.

DAY THREE

Note: This lesson discusses the current legal hurdles to property ownership experienced by Native

American people living on reservations. Please preview the materials and take care to present

them sensitively, especially if you have students in class of Native American descent. Encourage

students who wish to do so to write letters to their federal representatives and/or take other

appropriate action to work for the greater protection of the rights of those living on reservations.

A. Ask your students to take out a sheet of paper and a pencil, and let them know they will

all be doing a drawing with you instructing them on what to draw. But then announce that

some members of the class must keep their eyes closed and the others can leave their eyes

open. Choose the students to have their eyes closed based on some arbitrary, and ideally

unchangeable quality, e.g. anyone born before June 1, anyone with more than 1 sibling, etc.

76


LESSON PLAN

B. Tell them all to draw an image, going step by step, e.g.

1. Draw a basic house.

2. Add a roof.

3. Now add a door in the middle.

4. Add a window on the right.

5. Draw a tree to the left of the house, and the sun about six inches above the house, etc.

C. Tell the students to open their eyes and see their work. If this drawing were a graded

assignment, would it be fair? Why not?

D. Debrief on what just happened by pointing out:

ӹ

ӹ

ӹ

Half the class was prevented from using their God-given faculties to succeed.

If you looked only at the results, what would you conclude about the half of the class

that was forced to have their eyes closed? Would you judge them as less skilled?

What if the quality of drawings was what was used to choose between candidates for

college admissions, jobs, loans, etc.?

E. Ask the class if they know which ethnic group in the U.S. experiences the highest level of

poverty, along with the highest rates of drug abuse, alcohol-related deaths, infant mortality,

and child abuse, according to the U.S. Census Bureau and the U.S. department of justice?

Native Americans.

F. Explain that complex issues almost never have a single cause, but that one reason for

this disparity is due to what may be a structure of sin in the U.S. involving the legal rights

afforded to Native Americans who are living on reservations.

1. The Church teaches that Seventh Commandment calls us to respect the rights to private

property and to economic initiative (CCC 2403, 2429). But the Federal Government holds

Indian reservation lands “in trust”.

2. The U.S. Supreme Court held in 1831 decision in Cherokee Nation v. Georgia (1831) that

Indian tribes were “domestic dependent nations” and that they were effectively in

need of protection by the U.S. -- their relationship to the U.S. was “that of a ward to his

guardian.”

3. Currently, three quarters of the over 50 million acres of land under the jurisdiction of

the Bureau of Indian Affairs is in tribal trust, 20 percent in individual trust, and only 5

percent is privately owned.

G. Here, pause for a moment and invite students to think about all the other abilities that come

with land ownership. How does inability to own land handicap a citizen? How might this be

an example of a structure of the sin of racism? We all have a duty to uphold the common good

through the fulfillment of our personal responsibilities (CCC 1914), Native Americans living

on reservations are facing legal hurdles to be able to take responsibility for their own lives


77

LESSON PLAN

and their families to the degree all other Americans can because they cannot use their land as

collateral for business loans, and are thereby handicapped at entrepreneurial efforts. Under

current law, they are unable to develop their lands (which, you may wish to point out, contain

billions of dollars worth of coal, uranium, oil, and gas reserves!)

H. Explain that while ethnic hatred has pervaded world history, the particular type which we

experience today is thought to be the outgrowth of colonization and the slave trade; when

Europeans encountered people whose societies were less developed, they asserted that this

made them inferior or less than human. The U.S.’s treatment of Native Americans includes

a great many shameful periods; we see very unequal treatment of Native Americans and

Americans of other races–how is this similar to the drawing activity we did? Have students

respond to this question on Handout D: A Structures of Sin in the U.S.

I. Conclude by explaining that it is an injustice anytime individuals are prevented from

exercising their natural rights to fulfill their moral responsibilities. When this happens

systematically, the injustice is multiplied.

Wrap-Up

A. Transition to a discussion of how there is a popular movement today to shift from seeking

equality to seeking “equity.” Bishop Robert Barron described in 2021 what he termed “wokeism,”

whose adherents “push toward equity of outcome throughout the society, rather than

equality of opportunity.” Whereas civil rights movements in the U.S. historically emphasized

the need for equality under the law and equal opportunity, some popular dialogue has been

trending towards seeking equal outcomes (or “equity”). This is a significant difference that

should be examined. Bishop Barron continued: “I fear that a lot of Catholics, legitimately

concerned about societal injustice and eager to do something about it, will turn, not to our

biblically based and deeply wise social teaching tradition, but rather to the philosophy that’s

currently in the air.”

B. Have the class complete Handout E: Equality and Equity. Students will conclude that they

are unique individuals; even though they have the same genetics and environment, they

are not exactly the same as their siblings: they have different interests, differing levels of

success at different things, and so forth. Then discuss the following questions.

1. If we can’t expect equal outcomes, or “equity” among people of the same “nature” and

“nurture,” how reasonable is it to expect these things to be equal across all of society?

2. When we observe disparities today in rates of educational attainment, employment,

home ownership and other measures of worldly success along racial lines, it is a

genuine cause of concern. Should we always assume that racism is the sole cause of the

disparity?

78


LESSON PLAN

3. Is the idea that varying outcomes across racial groups may be the result of factors other

than racism the same as saying racism doesn’t exist? Explain.

4. Does the reality that we are all unique individuals with different interests, talents,

challenges, and struggles mean that it is ever okay to discriminate against anyone on the

basis of race?

5. We live in a society with economic mobility, that is, a society where one’s own efforts

and decision-making can result in gaining or losing wealth. Why will any such society

necessarily result in unequal outcomes?

6. There is a movement today to stop talking about equality and instead about equity–

towards seeking equal outcomes rather than equal opportunity. What must be

suppressed in order to achieve equity? Is this a trade-off we should make?

7. What are some possible explanations for the statistics about Nigerian immigrants?

Enrichment Options

A. Have students research the roots in the U.S. of gun control, Planned Parenthood, college

admissions, and/or the call for a minimum wage. Why and how were these first established?

To what extent were they rooted in the social sin of racism? To what extent, if any, might

they remain so?


79

HANDOUT A

Reflection Activity on Social Sin

Directions:

Read the excerpt from Pope St. John Paul II’s Post-Synodal Apostolic Exhortation

Reconciliatio et Paenitentia and answer the questions.

There can be no union among people without

an internal change in each individual.

Personal conversion is the necessary path to

harmony between individuals. When the church

proclaims the good news of reconciliation or

proposes achieving it through the sacraments,

she is exercising a truly prophetic role,

condemning the evils of man in their infected

source, showing the root of divisions and

bringing hope in the possibility of overcoming

tensions and conflict and reaching brotherhood,

concord and peace at all levels and in all

sections of human society. She is changing a

historical condition of hatred and violence into

a civilization of love. She is offering to everyone

the evangelical and sacramental principle of that

reconciliation at the source, from which comes

every other gesture or act of reconciliation, also

at the social level….

At the heart of every situation of sin are always

to be found sinful people. So true is this that

even when such a situation can be changed in

its structural and institutional aspects by the

force of law or-as unfortunately more often

happens by the law of force, the change in fact

proves to be incomplete, of short duration

and ultimately vain and ineffective-not to say

counterproductive if the people directly or

indirectly responsible for that situation are not

converted.

Christ Healing the Blind, El Greco.

80



1. On what does Pope St. John Paul II say that harmony among people depends?

___________________________________________________________________________________________________

2. What does the Church offer the world in the struggle to overcome conflict?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

3. What is at the heart of every structure of sin?

___________________________________________________________________________________________________

4. What does the pope observe about changes achieved by force (either of law or other means)?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

5. Reflect on American society today. How often do we think the key to addressing issues is

through legislation? Some want to fix the problem of violence by advocating for gun control

laws instead of exploring the structures of our society that perpetuate brokenness, aggression

and disregard for human life. Some want to solve immigration by having either closed or

open borders, without addressing the exploitation of the human person within and without

our borders. But the truth is that laws and regulations are not enough to solve long-standing

cultural problems. Laws will not change hearts. What other examples of this truth can you give?

What more is needed?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

Institutional Racism and Social Sin 81

HANDOUT B

Moses, after Michelangelo

BY MARY EDMONIA LEWIS (1875)

Marble, 68.0 x 29.2 x 34.6 cm., Smithsonian American Art Museum, Washington DC

82


HANDOUT B

Sacred Art: Moses, after Michelangelo

Directions:




1. Look at the image of the sculpture. What words come to mind when you look at it? What

questions does it raise in your mind?

2. The figure is Moses. What are some clues as to his identity?

3. Moses is holding the two tablets of the law in his left hand. What does his attitude seem to be

towards the tablets?

4. What are some events or themes from salvation history that you associate with Moses?

5. In Exodus 20:2, we read how God spoke: “I am the LORD your God, who brought you out of the

land of Egypt, out of the house of slavery.” What is the literal meaning of these words in the

context of the Exodus? How does Jesus Christ complete and perfect this deliverance?

6. The artist who created this piece is Mary Edmonia Lewis,

an American sculptor whose father was African American

and mother was Chippewa Indian. The Smithsonian

Art Museum describes Lewis’s Moses sculpture: “Lewis

copied Moses after a sculpture Michelangelo completed

around 1515 for the tomb of Pope Julius II in St. Peter’s

Basilica. The subject of Moses, who led the Israelites out

of oppression, may have especially appealed to Lewis as

a powerful reference to the universal pursuit of freedom,

a theme she depicted in several sculptures.” Why might

the story of Moses have appealed to an African American

in the 19th century? Should we assume that artwork

created by an African American artist will always contain

African American themes? Explain your reasoning.

7. The Michelangelo sculpture Lewis based her sculpture

on is in St. Peter’s Basilica in Rome. How would you

compare and contrast the two sculptures?

Moses by Michelangelo Buonarroti,

Tomb (1505-1545) for Pope Julius II


HANDOUT C

Background Essay — Institutional Racism

and Social Sin in U.S. History

Directions:

Directions.

Our sins never affect only ourselves. Pope

St. John Paul II wrote in Reconciliatio et

Paenitentia, “There is no sin, not even the

most intimate and secret one, the most strictly

individual one, that exclusively concerns the

person committing it. With greater or lesser

violence, with greater or lesser harm, every sin

has repercussions on the entire ecclesial body

and the whole human family.”

Repeated sinful behaviors by many establish a

pattern within our communities. Over time this

pattern begins to affect the way we think and

behave as a society. The Church refers to this

phenomenon as social sin.

U.S. History through the Civil War

Racism is one sin which established a pattern

in the U.S., which for many generations helped

shape the culture throughout the country.

Our history bears the scars of chattel slavery,

Indian Removal, and “separate but equal”

accomodations (which were in no way equal in

most instances) for blacks and for whites. This

essay cannot provide a full history on slavery

in the U.S. but some basic facts will help our

understanding.

Slavery was legal in England and therefore

in the 13 colonies. By 1804 slavery had been

abolished in all Northern states, though

enslaved children would remain indentured for

decades in some states.

It remained legal in the South and became a

wedge issue as a Constitution was written and

ratified, and as new states entered the Union.

The 3/5th compromise in the Constitution

allowed slave states to count 3/5ths of their

enslaved populations towards representation in

Congress. While a grievous compromise to be

sure, it denied the full power that slave states

were initially demanding in Congress.

In 1830, President Andrew Jackson signed the

Indian Removal Act, which forced the relocation

of Southern American Indian tribes from their

ancestral lands to west of the Mississippi.

Thousands died on what became known as the

Trail of Tears.

One of the most notorious cases in U.S. history

is Dred Scott v. Sanford (1857). In this case

the Supreme Court ruled that an enslaved

person did not become free upon entering a

free state, because people whose ancestors

were “of the African race” were not considered

citizens at the time the Constitution was

ratified. (As a matter of fact, the Court was

wrong–free blacks had lived in the U.S. since

its earliest days.)

Attitudes towards slavery in the U.S. were

complex, as evident in a series of compromises

in Congress leading up to the Civil War. The

Southern and Northern economies alike — and

arguably the global economy — depended on

slave labor. But in the South partcularly, social

structures were built around slavery.

The Southern states, fearing Abraham Lincoln

would abolish slavery, began seceding upon

his election in 1860, and soon the Civil War

84


egan. And yet Lincoln’s stated goal was not

to end slavery, as he wrote in his Letter to

Horace Greely, but to save the Union. The

Emancipation Proclamation (1863), widely

misunderstood as having ended slavery, in

fact declared slaves free only in the rebelling

territories (where Lincoln had no power), while

leaving it untouched in the slave states that

had remained in the Union (as well as in those

formerly-Confederate regions that had since

come under Union control); ultimately over

360,000 Union soldiers died in the Civil War.

The Reconstruction Amendments banned

slavery (13th Amendment, 1865); granted

citizenship to former slaves and prohibited

states from denying equal protection of the law

(14th Amendent, 1868); and secured the right

of black men to vote (15th Amendent, 1870.)

The former Confederate states were forced to

ratify these Amendments as a condition of reentering

the Union.

Reconstruction

Yet neither legal nor social equality were

achieved. Blacks’ right to vote came under

attack with literacy tests and poll taxes in many

Southern states. Jim Crow laws mandated

segregation in public life. A generation later

the Supreme Court upheld these so-called

“separate but equal” accommodations in Plessy

v. Ferguson (1896).

State governments failed to protect blacks from

the systematic terror of lynching during this

time. Between 1882-1968, 4,743 people were

lynched, 3,446 of them black. (This number

is artificially low as most lynchings were

not recorded.) The right of jury nullification

(which is used correctly when citizens refuse

to convict on the basis of an unjust law) was

shamefully abused when all-white juries

refused to convict white defendants on trial for

murder.

African American artist Mary

Edmonia Lewis sculpted “Forever

Free” in 1867 to commemorate the

Emancipation Proclamation. Courtesy

Howard University Art Gallery.

The Ku Klux Klan

Behind many of these lynchings and other terror

attacks was the Ku Klux Klan, which, according

to the Washington Post, by 1930 counted 11

governors, 16 senators and 75 congressmen

among its members. Even into the mid-20th


century, the Klan had many prominent officials

in government, including U.S. Senator Robert

Byrd and Supreme Court Justice Hugo Black.

Further setbacks to legal equality had come

under President Woodrow Wilson who, while

not a member of the Ku Klux Klan, described

it admiringly: “the white men of the South

were aroused by the mere instinct of selfpreservation

to rid themselves, by fair means or

foul, of the intolerable burden of governments

sustained by the votes of ignorant negroes…”

Wilson resegregated the armed forces (which

had been integrated during Reconstruction)

and presided over segregation of the U.S.

Treasury and the U.S. Post Office, along with

mass firings/demotions of black employees at

the IRS and other Executive Branch offices. He

also instituted a new photo requirement for

all government applications, enabling racial

discrimination.

The Civil Rights Movement

By the 1940s, Thurgood Marshall and the

NAACP were waging a litigation campaign

aimed at overturning Plessy v. Ferguson, and

their efforts bore fruit. President Truman

desegregated the U.S. armed forces in 1948. In

Brown v. Board of Education (1954) and Brown

II, the Court held that segregation in public

schools violated the 14th Amendment and

ordered states to end it “with all deliberate

speed.” When met with resistance, such as in

1957 in Little Rock, Arkansas, President Dwight

D. Eisenhower deployed the National Guard to

enforce integration.

In the 1963 March on Washington galvanized

the nation when Dr. Martin Luther King, Jr. gave

his famous I Have A Dream speech, in which

he declared, “I have a dream that my four little

children will one day live in a nation where they

will not be judged by the color of their skin but

by the content of their character.”

1963 March on Washington. A view of over

200,000 marchers along the Capitol mall.

Aug. 28, 1963. Courtesy Shutterstock.

In 1964 the 24th Amendment prevented states

from denying the vote based on failure to pay a

poll tax. Landmark federal legislation banning

racial discrimination in public accomodations

(restaurants, hotels, and other privatelyowned

places that serve the public) was passed

with the Civil Rights Act of 1964 (after a 60-

day filibuster led in part by Sen. Byrd) and

the Voting Rights act in 1965. The practice

of redlining (where banks drew lines around

minority neighborhoods considered high-risk,

and refused to back loans for homes within the

lines) was banned in 1968.

Current Challenges

Many still suffer from this legacy of inequality

under law, as well as from unintended

consequences of various measures. From

its inception the abortion industry has

targeted ads and placed clinics in minority

neighborhoods; more than one out of every

86


three babies killed in abortion are black, though

blacks make up less than 15% of the population.

In the wake of the Sexual Revolution,

abortion as well as out-of-wedlock birth rates

accelerated and black families in particular

began to suffer: in 1965, more than 75% of black

children grew up with both parents; today

that figure is around only 30%. Despite the

tireless, selfless effort of most single mothers,

their children are statistically more likely to

live in poverty, drop out of school, experience

mental illness, abuse drugs, and commit acts

of violence. Black families headed by a married

couple, on the other hand, have a poverty rate

lower than that of whites.

Fatherlessness is exacerbated by racial

disparities in our justice system: To give just

a few examples, “War on Drugs” policies set

harsher penalties for crack (often abused by

poor minorities) than cocaine (often abused

by more affluent whites). This along with

“three strikes” legislation, has resulted in mass

incarceration disparately affecting black men;

one out of every three black men can expect to

be in prison at one point in their life, compared

to 1 in 17 white men. Wrongful incarceration

disproportionately affects blacks: of the

hundreds of prisoners exonerated in the U.S.

through DNA-based proof, 60% of them have

been black.

Disparities in outcomes are not necessarily

caused by racism, but it is important to

carefully examine situations where disparate

outcomes occur on racial lines. For example,

Native Americans living on reservations are

legally prevented from owning or developing

95% percent of their lands, which resulted in

widespread poverty and other social problems.

Many students in low-quality public schools

are ethnic minorities, yet school assignment

is tied to zip code in many places, denying

minority parents (who support charter schools

and voucher programs at the same levels as

white parents) a choice of schools for their

children, and removing incentives for public

schools to improve. We permit violence to rage

in urban areas, enable drug abuse, protect bad

police officers, erect burdensome occupational

licensing laws which disparately affect

minorities, and so on.

Conversion to Christ

Such immense structures of sin can contribute

to feelings of helplessness or despair. Here it is

important to remember that institutions and

societies are made up of individual persons.

What the Church calls “structures of sin” are

always rooted in personal sins.

Pope St. John Paul II stated in Sollicitudo Rei

Socialis, structures of sin are “always linked to

the concrete acts of individuals who introduce

Pope St. John Paul II.


these structures, consolidate them and make

them difficult to remove...and thus they grow

stronger, spread, and become the source of

other sins, and so influence people’s behavior.”

This is one reason it is critical to avoid thinking

of sin only as collective or systemic, as though

it could exist apart from the choices of

individuals. It cannot.

We must first work on our own conversion

and growth in holiness, and then we can

encourage our friends and neighbors. We can

share the Gospel truth of the inherent value

of all men and women, and the promise of

salvation in Christ. Working for the conversion

of each individual heart to Christ, starting with

ourselves, is the only way structures of sin can

be removed gradually from a culture.


1. For each institution below, list one example of a policy or action that contributed or contributes

in some way to racism as a structure of sin.

ӹ

ӹ

ӹ

The U.S. Supreme Court

The national Executive Branch

State governments

2. Why is it important to avoid thinking of sin only as collective or systemic?

3. Later in life, Senator Robert Byrd expressed regret for his involvement in the Ku Klux Klan,

calling it the biggest mistake of his life. He said in 2006, “I know now I was wrong. Intolerance

had no place in America. I apologized a thousand times … and I don’t mind apologizing over and

over again. I can’t erase what happened.” Does Jesus require us to confess the same sins over

and over again? Why or why not? What does the answer to this question teach about how we

are called to forgive?

4. This essay is a brief summary and does not, of course, contain a complete history of its subject.

What other people or events have contributed to the American journey to live up to its ideals?

88


HANDOUT D

A Structure of Sin in the U.S.

1. What does it mean for someone’s assets to

be held “in trust”? Who typically has their

property held in trust?

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

2. How did the Supreme Court describe the

relationship of the Indian Tribes to the

Federal Government in Cherokee Nation v.

Georgia (1831)?

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

This mural of the Virgin of Guadalupe is

displayed at historic San Xavier Del Bac Mission

on the Tohono O'odham Indian Reservation near

Tucson, Arizona. Courtesy Shutterstock.

3. Recall what we learned about the rights of Native Americans on reservations to their own lands.

How is this situation similar to the drawing activity we did?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________


HANDOUT E

Equality and Equity

Directions:

Answer the following questions.

1. In the space below, brainstorm the similarities and differences between you and your sibling(s).

(If you are an only child, think of your parent and their sibling(s), i.e. your aunts/uncle.)

___________________________________________________________________________________________________

___________________________________________________________________________________________________

2. You may have heard of the “nature versus nurture” debate, which asks whether human beings

are mostly shaped by genetics or by environment. Put this debate in your own words.

___________________________________________________________________________________________________

___________________________________________________________________________________________________

3. Most likely you and your siblings come from the same genetic background, and were raised

in the same environment. Are you exactly alike? Will you follow the same pursuits after

graduation? Why do you think that is?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

4. Think now about your talents in school, sports, music, or any other pursuits. Are you “equal” to

yourself on any given day, or do you have especially good days, as well as some bad ones?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

Reflection

Nigerian immigrants are the most successful ethnic group in the U.S. For example, according to

MigrationPolicy.org, on average Nigerian Americans:

ӹ

ӹ

ӹ

ӹ

Are substantially more likely than the general U.S. population to be employed and to hold

progressional or managerial positions.

Have a higher annual income than that of the average American.

Have earned more post-graduate degrees than any other ethnic group.

Comprise one of every four black students at Harvard Business School, though they make up

only 1 percent of the U.S. black population.

Recall that complex issues almost never have a single cause. What are some possible explanations

for these statistics?

90


Answer Key

Handout A: Reflection Activity on Social Sin (optional)

1. There can be no union among people without an internal change in each individual. Personal

conversion is the necessary path to harmony between individuals.

2. Reconciliation and the Sacraments, from their source, which is Christ.

3. Sinful people, i.e. the choices of individual persons.

4. Those changes are inevitably incomplete, of short duration, even counterproductive and

ultimately vain and ineffective. Without conversion to Christ they will not last.

5. For example, overturning Roe v. Wade would not suddenly end the need for a pro-life

movement, and having more gun control laws would not suddenly end gun-related violence.

The key to addressing many of these deep-seated issues begins with a personal response from

us. We have to acknowledge and repent of our own personal sins and turn to Christ. Until we

experience conversion — not just as individuals, but as a culture — we will not get to the root

cause of our societal issues.

6. List one example of a policy or action that contributed or contributes in some way to racism as

a structure of sin.

ӹ

ӹ

ӹ

The U.S. Supreme Court

The national Executive Branch

State governments

Handout B: Moses, after Michelagenlo, 1875, by Mary Edmonia Lewis


2. His is depicted with horns (based on the translation from the Vulgate which describes Moses

a “cornuta” for “horned” which also has the connotation of “emitting rays” or “shining.”). He is

holding the tablets of the law in his left hand.

3. Accept reasoned answers. He may appear to be protecting them, and he appears to have a

look of intensity or even anger on this face, perhaps directed at the people who had begun

worshipping the golden calf.


5. The literal meaning is that, through Moses, God led the Israelities out of Egypt, freeing the

people from slavery. God freed His Chosen People from slavery through Moses and established

them as a nation and then, under David, as a kingdom. God fully revealed Himself in Jesus Christ

and saved His people from sin and death.

6. Students may suggest the theme would have appealed to Lewis because in her time African

Americans were freed from slavery throughout the Southern U.S. It is a complex endeavor to

discover an artist’s intentions; we ought not assume all art created by an artist reflects themes

related to their race or ethnicity.



Handout C: Background Essay—Institutional Racism and Social Sin in U.S.

History

1. Accepted examples given in the Background Essay and/or others from U.S. history.

2. Because sin is always a personal act.

3. When we truly forgive someone, we do not keep bringing up what the person did to us. To

forgive means to stop holding that fault against them and move forward in reconciliation and

love.


Handout D: A Structure of Sin in the U.S.

Note that suggested responses are taken from the mini-lecture notes in the lesson plan.

1. It means the person is not in control of their own assets, but rather that control is given to a

“trustee” who will make decisions on behalf of the person. Children typically will have property

held in trust until they reach a certain age.

2. The U.S. Supreme Court held in 1831 decision in Cherokee Nation v. Georgia (1831) that Indian

tribes were “domestic dependent nations” and that they were effectively in need of protection

by the U.S. — their relationship to the U.S. was “that of a ward to his guardian.”

3. Accept reasoned answers, leading students to the conclusion that Native Amreicans are being

denied the ability to use their God-given faculties to fulfill their moral responsibilities. We all

have a duty to upload the common good through the fulfillment of our personal responsibilities

(CCC 1914), Native Americans on reservations are unable to take responsibility for their own

lives and their families to the degree all other Americans can because they cannot own their

own property, or use their land as collateral for business loans, and are thereby handicapped at

entrepreneurial efforts. They have no right to develop their lands which contain vast amounts

of natural resources. It seems hard to deny that disproportionately high levels of poverty,

alcoholism, and social problems are rooted in their unequal treatment under the law.

Handout E: Equality and Equity


2. Are we the way we are because of our genes, or because of how we were raised and the

conditions we grew up in?



Reflection

Accept reasoned answers.

92


Racism in U.S. History

LESSON 8


Learning Goals

ӹ

ӹ

ӹ

ӹ

The U.S. is unlike any other nation in the world in

that it is founded on the principle that all have equal

God-given rights and dignity. This was a radical idea

in 1776, and one that the nation did not live up to at

that time.

The U.S. has taken important and lasting steps

towards the principle of equality.

Americans from various walks of life have

contributed to efforts to end racial injustice.

Reasonable people can disagree on the extent to

which the U.S. has lived up to her founding principle

of equality.

Connection to the

Catechism of the

Catholic Church

ӹ CCC 1934–1935

ӹ CCC 2262

Key Questions

ӹ

ӹ

ӹ

What are some ways racism has affected the course of

American history?

Why is racism contrary to Catholic teaching and U.S.

founding principles?

Are U.S. founding principles fundamentally flawed, or

are they good despite our frequent failure to live up to

them?


What has been is what will be, and what has been

done is what will be done; and there is nothing new

under the sun.

from ECCLESIASTES 1:9 (RSV)

Everyone who hates his brother is a murderer,

and you know that no murderer has eternal life

remaining in him.

from 1 JOHN 3:15

93

Lesson Plan

Materials

ӹ Teacher Resource/Handout A:

ӹ

Handout D: Racism in

Homework Research Strips

the U.S. Mini-DBQ

ӹ

Handout B: Golden Rule

ӹ

Teacher Resource: Founding

by Norman Rockwell

Documents Timeline

ӹ

Handout C: Research Charts

What Is a DBQ?

This lesson contains a document-based question, which asks students to examine and analyze

texts including writings, political cartoons, photographs, and others, and synthesize what

they learn in order to craft a response to a key, overarching question. DBQs can be a great

way to teach not only content, but important critical thinking skills as well.

Background/Homework

A. In advance of the lesson, photocopy and cut out the strips from Teacher Resource: Homework

Research Strips.

B. Give each student one strip from Teacher Resource: Homework Research Strips. For homework

they should research the individual or event on the strip and write a one-sentence summary of

how the person/event relates to racial injustice in the U.S. and/or the effort to end it.

Variation: Rather than making this a homework assignment, you could cut out the completed

strips from the Answer Key and hand one to each student at the beginning of class.

Opening Prayer


Lord, You alone are the Center in which I find rest. Give me Your arm to support me, Your

shoulders to carry me, Your breast to lean upon, Your Cross to uphold me, Your Body to nourish

me. In You, Lord, I sleep and rest in peace.— St. Rose Philippine Duchesne

Warm-Up

A. Display the image on Handout A: Golden Rule by Norman Rockwell. Give students as much time

as possible to view the painting in silence. If you are close enough to New York, consider an inperson

visit to see the mosaic of this work at the United Nations Headquarters.




94


LESSON PLAN


directions.

D. Write the pair of Scripture quotes from the Biblical Touchstones on the board and spend a few

moments in silence meditating on them.

Activity

A. Proceeding in chronological order of the strips from Teacher Resource: Homework Research

Strips, call on students to share the information they learned from their homework.

ӹ

ӹ

ӹ

As an enrichment option, you might ask students to introduce themselves as the person and

explain who they are. If they have a historical event or document, they could report on it as

though they are a journalist reporting on it, e.g “It’s 1868 and the 14th Amendment has been

ratified, granting citizenship to former slaves…” and so forth.

Use the Answer Key to fill in important information students may have missed in their

research.

Distribute B: Research Chart and have the class fill it in as their classmates report on the

items listed.

Wrap-Up

A. Have students begin working on Handout C: Racism in the U.S. Mini-DBQ and finish it for

homework. Call attention to the fact that there is not a single correct answer to the key

question; reasonable people can disagree on the extent to which the U.S. has lived up to her

founding principle of equality.

B. Students can use Handout B to make notes and plan their essays. You may also provide

students with Teacher Resource: Founding Documents Timeline as a support in writing their

essays.

Racism in U.S. History

95

HANDOUT A

Golden Rule

BY NORMAN ROCKWELL (1961)

Printed by permission of the Norman Rockwell Family Agency. Copyright ©1961

the Norman Rockwell Family Entities. Norman Rockwell (1894-1978), Golden

Rule, 1961. Oil on canvas, 44 1/2” x 39 1/2”. Story illustration for The Saturday

Evening Post, April 1, 1961. Norman Rockwell Museum Collections.

96


HANDOUT A

Golden Rule by Norman Rockwell

Directions:




1. How would you describe this painting? Where is your eye drawn? What at is your favorite part?

2. Have you heard of Norman Rockwell? Who is he? What do you associate with him as an artist?

3. The U.S. is unlike any other nation in the world in that it is founded on the principle of equality

for all. This was a radical idea in 1776, and one that the nation did not live up to at that time.

Why do you think the idea of equality for all does not sound so radical to us today?

4. The name of this painting is “Golden Rule.” What is the Golden Rule?

5. What references can you find in this painting to Christ’s teaching of the Corporal and Spiritual

Works of Mercy?

6. How does the Golden Rule apply to the sin of racism? How did Jesus respond to those who

hated Him? Did He only forgive those people who asked for forgiveness? What can we learn

from this fact?

7. The Pontifical Commission on Justice and Peace writes, “A change of heart cannot occur

without strengthening spiritual convictions regarding respect for other races and ethnic

groups…. We particularly ask pastors, preachers, teachers and catechists to explain the true

teaching of Scripture and Tradition about the origin of all people in God, their final common

destiny in the Kingdom of God, the value of the precept of fraternal love, and the total

incompatibility between racist exclusivism and the universal calling of all to the same salvation

in Jesus Christ.” (Quoted in the USCCB’s Open Wide Our Hearts). Why is the Gospel message of

salvation in Jesus Christ completely incompatible with racism?

Racism in U.S. History 97

HANDOUT B

Research Charts

Directions:

Fill in the first two columns on the chart below as your classmates report on their

research. You will use the right-hand column for another activity.

Selection of Church Documents

Document Date and Main Idea Key Question Notes

Dum Diversas

Sicut Dudum

Sublimis Deus

Catholicae Ecclesiae

Pacem in Terris

Selection of U.S. Supreme Court Cases

Document Date and Ruling Key Question Notes

Cherokee Nation v. Georgia

Dred Scott v. Sanford

United States v. Cruikshank

Yick Wo v. Hopkins

98


Document Date and Ruling Key Question Notes

Plessy v. Feurgeson

Korematsu v. U.S.

Brown v. Topeka Board of

Education

Loving v. Virginia

Regents of the University of

California v. Bakke

Notes on Historical Figures

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________


HANDOUT C

Racism in the U.S. Mini-DBQ

Directions:

First, skim over each document and answer the question(s) that goes with it. Then

use at least 5 documents, along with your own knowledge of Church and U.S. history

to answer the Key Question.

Key Question

To what extent do U.S. founding principles align with Catholic teaching, and how has the

U.S. lived up to those principes?

Documents

ӹ 1 John 3:15

ӹ Catechism of the Catholic Church 1934-5, 2262

ӹ Declaration of Independence, 1776

ӹ

Appeal to the Christian Women of

the South, Angelina Grimke, 1836

ӹ Dred Scott v. Sanford, 1857

ӹ 13th Amendment, 1865

ӹ

Harper’s Weekly Cartoon by Thomas

Nast, “Mr. G. O’Rilla & Usual Irish

Way of Doing Things,” 1871

ӹ Ida B. Wells, quotation, c. 1894

ӹ The Thankful Poor, 1894,

Henry Ossawa Tanner

ӹ

“I Have a Dream” Address, Dr.

Martin Luther King, Jr., 1963

ӹ

Frederick Douglass, Civil Rights

Case Address, 1883

ӹ

USCCB Executive Committee statement

in support of the establishment of a new

Ad Hoc Committee on Racism, 2017

1 John 3:15

Everyone who hates his brother is a murderer, and you know that no murderer has eternal life

remaining in him.

ӹ

How does this Scripture verse help you understand the Fifth Commandment: “thou shalt not kill”?

100


Catechism of the Catholic Church, Nos 1934-5, 2262

Created in the image of the one God and

equally endowed with rational souls, all

men have the same nature and the same

origin. Redeemed by the sacrifice of Christ,

all are called to participate in the same

divine beatitude: all therefore enjoy an equal

dignity.

The equality of men rests essentially on their

dignity as persons and the rights that flow

from it:

Every form of social or cultural discrimination

in fundamental personal rights on the grounds

of sex, race, color, social conditions, language,

or religion must be curbed and eradicated as

incompatible with God’s design….

In the Sermon on the Mount, the Lord recalls the

commandment, “You shall not kill,” and adds to it

the proscription of anger, hatred, and vengeance.

Going further, Christ asks his disciples to turn the

other cheek, to love their enemies…

ӹ

How do we know that all people have equal dignity?

Declaration of Independence (excerpt), 1776

We hold these truths to be self-evident, that all

men are created equal, that they are endowed

by their Creator with certain unalienable

Rights, that among these are Life, Liberty and

the pursuit of Happiness.--That to secure these

rights, Governments are instituted among Men,

deriving their just powers from the consent of

the governed…

ӹ

ӹ

The Declaration asserted all people are created equal and have equal God-given rights. How

does this statement compare to Catholic teaching?

From what form of government were the colonies separating? Why would this statement be

especially controversial when it was made?

Appeal to the Christian Women of the South (excerpt), Angelina Grimke, 1836

I know you do not make the laws, but I also

know that you are the wives and mothers, the

sisters and daughters of those who do; and if you

really suppose you can do nothing to overthrow

slavery, you are greatly mistaken. You can do

much in every way: four things I will name. 1st.

You can read on this subject. 2d. You can pray

over this subject. 3d. You can speak on this

subject. 4th. You can act on this subject….

But you will perhaps say, such a course of

conduct would inevitably expose us to great

suffering. Yes! my christian friends, I believe

it would, but this will not excuse you or any

one else for the neglect of duty. If Prophets

and Apostles, Martyrs, and Reformers had

not been willing to suffer for the truth’s sake,

where would the world have been now? If

they had said, we cannot speak the truth, we

cannot do what we believe is right, because

the laws of our country or public opinion are

against us, where would our holy religion

have been now? …


It is manifest to every reflecting mind, that

slavery must be abolished; the era in which

we live, and the light which is overspreading

the whole world on this subject, clearly show

that the time cannot be distant when it will be

done. Now there are only two ways in which

it can be effected, by moral power or physical

force, and it is for you to choose which of these

you prefer. Slavery always has, and always

will produce insurrections wherever it exists,

because it is a violation of the natural order of

things, and no human power can much longer

perpetuate it.

ӹ

Why does Grimke claim that slavery will always produce insurrections?

Dred Scott v. Sanford, 1857

Nevertheless, the Court wrote: “The question

before us is, whether the class of persons

described [enslaved people] compose a

portion of this people, and are constituent

members of this sovereignty? We think they

are not, and that they are not included, and

were not intended to be included, under the

word ‘citizens’ in the Constitution...On the

contrary, they were at that time considered as

a subordinate and inferior class of beings, who

had been subjugated by the dominant race,

and, whether emancipated or not, yet remained

subject to their authority, and had no rights

or privileges but such as those who held the

power and the Government might choose to

grant them…

ӹ

ӹ

Dred Scott v. Sanford, 1857 is one of the most infamous and universally condemned Supreme

Court cases in U.S. history. The Court held that enslaved Africans could never be citizens of the

U.S. How did the Court attempt to justify this decision?

What is the role of the Supreme Court? Why do you think the original intent of the founding

fathers was for it to have no legislative or enforcement powers?

13th Amendment, 1865

Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party

shall have been duly convicted, shall exist within the United States, or any place subject to their

jurisdiction.

ӹ

In plain language, what did the 13th Amendment accomplish? How does this amendment’s

purpose align with Catholic teaching?

102


14th Amendment, Section 1, 1868

All persons born or naturalized in the United

States, and subject to the jurisdiction thereof,

are citizens of the United States and of the

state wherein they reside. No state shall make

or enforce any law which shall abridge the

privileges or immunities of citizens of the

United States; nor shall any state deprive any

person of life, liberty, or property, without due

process of law; nor deny to any person within

its jurisdiction the equal protection of the laws.

ӹ

ӹ

What did this Amendment accomplish?

How did this Amendment affect the Dred Scott decision?

Frederick Douglass, Civil Rights Case Address, 1883

Note: in this address Douglass was responding

to the criticism that a law intended to secure

equality under the law for black Americans was

an effort to legislate social equality.

No man can put a chain about the ankle of his

fellow man, without at last finding the other

end of it fastened about his own neck….

If [a Civil Rights Bill] is a Bill for social equality,

so is the Declaration of Independence, which

declares that all men have equal rights; so is the

Sermon on the Mount, so is the Golden Rule,

that commands us to do to others as we would

that others should do to us; so is the Apostolic

teaching, that of one blood God has made all

nations to dwell on all the face of the earth; so

is the Constitution of the United States, and

so are the laws and customs of every civilized

country in the world.

ӹ

ӹ

ӹ

The director of the film The Ten Commandments, famously said “We cannot break the law,

we only break ourselves against the law.” How does this idea apply to Douglass’s statement?

Angelina Grimke’s?

Does Douglass seem to think U.S. founding principles are Christian?

What would you judge to be the main difference between a “civilized country” and one that is

uncivilized?


Harper’s Weekly Cartoon by Thomas Nast, Mr. G. O’Rilla

& Usual Irish Way of Doing Things, 1871

ӹ

ӹ

What is the title of this

cartoon?

How does this cartoon

evidence the way disliked

groups of people can be

dehumanized?

Ida B. Wells quotation (c. 1894)

The people must know before they can act, and there is no educator to compare with the press.

Quoted in Selected Works of Ida B. Wells-Barnett, Oxford University Press, 1991

ӹ

ӹ

ӹ

How would you put Wells’s statement into your own words?

How did the founding principles of free speech and press enable Wells in her efforts to end

injustice?

What might have gone differently if her publication had been censored as “disinformation” by

those in power who opposed her?

104


The Thankful Poor, 1894, Henry Ossawa Tanner

ӹ

Henry Ossawa

Tanner is considered

the first African

American artist to

earn international

acclaim. How

would you describe

the scene in this

painting? What

virtues might the

artist be trying to

convey?

“I Have a Dream” Address (excerpt), Dr. Martin Luther King, Jr., 1963

When the architects of our republic wrote the

magnificent words of the Constitution and the

Declaration of Independence, they were signing

a promissory note to which every American was

to fall heir. This note was a promise that all men

would be guaranteed the inalienable rights of

life, liberty, and the pursuit of happiness.

It is obvious today that America has defaulted

on this promissory note insofar as her citizens

of color are concerned. Instead of honoring

this sacred obligation, America has given the

Negro people a bad check which has come back

marked “insufficient funds.” But we refuse to

believe that the bank of justice is bankrupt.

ӹ

Does King seem to believe the Founding Documents of the U.S. are fundamentally good, or that

they are fatally flawed? Explain.


USCCB Executive Committee statement in support of the establishment of a

new Ad Hoc Committee on Racism, 2017

Racism has rightly been called America’s original sin. It remains a blot on our national life and

continues to cause acts and attitudes of hatred….”

ӹ

ӹ

ӹ

What is Original Sin? What was the just punishment for Adam and Eve’s sin?

Why is Original Sin not the end of the story for humanity? What did God offer humanity after

the first sin of Adam and Eve was committed? What remains behind even after the stain of

Original Sin has been removed?

Why do you think the bishops would describe racism as America’s original sin? Do you agree

with this assessment? Why or why not?

106


Homework Research Strips

TEACHER RESOURCE

Teacher Note:

Some blank strips are included so you may add additional individuals/events

of your choice. You may wish to use the Background Essay from Lesson 7 for

additional ideas.

Samuel Sewall

writes “The

Selling of Joseph”

______________

year

Commonwealth

of Massachusetts

v. Nathaniel

______________

year

Jennison

The Three-Fifths

Compromise

______________

year

The Declaration

of Independence

______________

year

Pennsylvania

Abolition Society

______________

year

The Northwest

Ordinance

______________

year

James Edward

Oglethorpe

St. Rose Philippine

Duchesne

Benjamin Franklin

___________ – ___________

year year

___________ – ___________

year year

___________ – ___________

year year

Thomas Paine

writes “African

Slavery in

America”

John Quincy

Adams & the

Amistad Defense

______________

year

______________

year

Dred Scott v.

Sanford

______________

year

Cherokee Nation

v. Georgia

______________

year

Angelina Grimke

___________ – ___________

year year

Frederick

Douglass

___________ – ___________

year year

Harriet Tubman

___________ – ___________

year year

Ida B. Wells

___________ – ___________

year year

Brown v. Board

of Education

______________

year

Plessy v. Ferguson

______________

year


W.E.B. DuBois

___________ – ___________

year year

Yick Wo v.

Hopkins

______________

year

Rosa Parks

___________ – ___________

year year

Thurgood

Marshall

___________ – ___________

year year

United States

v. Cruikshank

______________

year

Korematsu v. U.S.

______________

year

Harriet Beecher

Stowe

___________ – ___________

year year

William Lloyd

Garrison

___________ – ___________

year year

Pope Gregory

XVI’s In Supremo

Apostolatus

______________

year

Booker T.

Washington

___________ – ___________

year year

Pope Paul III’s

Sublimis Deus

______________

year

Pope Leo XIII’s

Catholicae

Ecclesiae

______________

year

Servant of God

Augustus Tolton

Pope Nicholas V’s

Dum Diversas

___________ – ___________

year year

______________

year

Pope Eugene IV’s

Sicut Dudum,

“Against the

Enslaving of Black

Natives from the

Canary Islands”

______________

year

Loving v. Virginia

______________

year

St. Katharine

Drexel

___________ – ___________

year year

Brothers and

Sisters to Us

______________

year

Regents of the

University of

California v. Bakke

______________

year

Pope John XXIII’s

Pacem in Terris

______________

year

108


Founding Documents Timeline

TEACHER RESOURCE

Document/Year Date and Explanation Key Question Notes

The Declaration of

Independence

The Continental Congress asserted

that all men are created equal, and

have inalienable rights. Therefore,

no one is born with the right to rule

over others.

The U.S.

Constitution (1789)

The Constitution acknowledged the

enslaved as “persons.”

Congress could not outlaw the

international slave trade until 1808

(which it did).

The Constitution allowed slave states

to count 3/5ths of their enslaved

populations towards representation

in Congress.

The 13th

Amendment (1865)

Banned slavery in the U.S.

The 14th

Amendment (1868)

Granted citizenship to former slaves,

banned states from denying due

process or equal protection under

the law.

The 15th

Amendment (1870)

Protected the right of black men to

vote.

The 24th

Amendment (1964)

Banned states from denying the vote

to people who failed to pay a poll tax.


Answer Key

Handout A: Golden Rule


2. Accept reasoned answers. Rockwell is typically associated with classic, wholesome imagery

depicting everyday life of Americans.

3. Because the idea of equality of all persons spread to many places across the globe in large part

due to America’s example. The U.S.’s experience of racism is not new.

4. “Do to others whatever you would have them do to you. This is the law and the prophets.”

Matthew 7:12. The Golden Rule, put simply, is to treat others as you wish to be treated.

5. We can see direct references to feeding the hungry (figures holding bowls), praying for the

living and the dead (several people are shown praying, including some with rosary beads), and

instructing the ignorant (school children with books). Students may see echoes of clothing the

naked, comforting the afflicted, or counseling the doubtful among others. As the audience we

might feel comforted by this image which shows us the brotherhood of mankind.

6. We would not want to be treated harshly or excluded because of our ethnicity or race, and we

should not subject others to this kind of treatment. Jesus loved and prayed for those who hated

Him, and forgave those who crucified Him, telling the Father that they knew not what they did.

In other words, He forgave us while we were still enemies.

7. Because all people have equal dignity, and a common destiny — we are all called to salvation in

Christ.

Handout B: Research Charts

Please use the key from Teacher Resource: Homework Research Strips for this worksheet.

Handout C: Racism in the U.S. Mini-DBQ

1 John 3:15

ӹ

Hate is akin to murder; hatred breaks the Fifth Commandment.

Catechism of the Catholic Church, Nos 1934-5, 2262

ӹ

Because we are all created in the image of God; we have the same nature, origin, and destiny.

Declaration of Independence (excerpt), 1776

ӹ

ӹ

The Declaration’s statement aligns with Catholic teaching.

A monarchy. Monarchy rests on the idea that some people are born with the natural power to rule

over others.

Appeal to the Christian Women of the South (excerpt), Angelina Grimke, 1836

ӹ

Because it is unnatural and a violation of God’s law.

110


Dred Scott v. Sanford, 1857

ӹ

ӹ

By saying they were not considered to be citizens at the time the Constitution was ratified, and by

stating that they were an inferior class of beings.

To interpret laws in light of the Constitution. Accept reasoned answers.

13th Amendment, 1865

ӹ

It banned slavery in the U.S. This aligns with Catholic teaching on the equal dignity of all persons

and the encyclicals and Papal Bulls issued on slavery in the New World (from the warm-up).

14th Amendment, Section 1, 1868

ӹ

Granted citizenship to former slaves, banned states from depriving persons of due process or

equal protection. It overruled the Dred Scott decision since the Supreme Court must follow the

Constitution.

Frederick Douglass, Civil Rights Case Address, 1883

ӹ

ӹ

ӹ

Accept reasoned answers, but all three agree that sin hurts the person who commits the sin as well

as the persons he harms through his sin.

He does seem to think so.

Encourage students to focus on how civilized societies are marked by respect for the rights and

dignity of all persons, and respect for the rule of law.

Harper’s Weekly Cartoon by Thomas Nast, “Mr. G. O’Rilla & Usual Irish Way of Doing Things,” 1871

ӹ

ӹ

Mr. G. O’Rilla & Usual Irish Way of Doing Things

The Irishman is depicted as a monkey. The title of this cartoon likens the Irish to gorillas. When we

dehumanize persons, it becomes easier in our minds to hurt them.

Ida B. Wells quotation (c. 1894)

ӹ

ӹ

ӹ

You have to know about an injustice before you can act to correct it, and the press is the best way

to inform and educate people.

Wells exercised her right to freedom of speech and press in order to open people’s eyes to the terror

of lyching.

If an outside authority is able to determine what is “misinformation,” they can easily abuse that

power. Many would have have never even known about lynching.

The Thankful Poor, 1894, Henry Ossawa Tanner

ӹ

The painting shows a peaceful moment of prayer before meals being shared by a father or

grandfather and child. You may wish to point out the intimacy and simplicity of the scene, the love

of family, the humble meal about to be shared, and/or the moment of prayer. The painting (and its

title) communicate virtues of faith, gratitude, humility, and love.

“I Have a Dream” Address (excerpt), Dr. Martin Luther King, Jr., 1963

ӹ

He believes they are good, but that the U.S. has failed to live up to them.


USCCB Executive Committee statement in support of the establishment of a new Ad Hoc

Committee on Racism, 2017

ӹ

ӹ

ӹ

The state of human nature deprived of God’s grace, after the sin of Adam and Eve. It’s just

punishment is eternal separation from God.

Because God promised humanity a Savior–Jesus Christ. Jesus gave Himself for our sins and has

opened Heaven to us.


Teacher Resource: Homework Research Strips

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ӹ

ӹ

ӹ

ӹ

ӹ

ӹ

ӹ

ӹ

ӹ

ӹ

ӹ

ӹ

ӹ

Samuel Sewall writes “The Selling of Joseph,” 1700, First anti-slavery tract in the colonies

Commonwealth of Massachusetts v. Nathaniel Jennison, 1783, Massachsuetts court decision

which outlawed slavery in Massachusetts

The Three-Fifths Compromise, 1787, As a result of a compromise at the Constitutional

Convention, the Constitution allowed allowed Southern states to count 3/5ths of their slaves

populations towards federal representation, thereby granting slave states less power in Congress

than they were demanding.

The Declaration of Independence, 1776, Declaration issued by the Continental Congress

separating the British colonies from England, and expressing the then-radical idea that all people

are created equal.

Pennsylvania Abolition Society, 1775, First anti-slavery society in the 13 colonies

The Northwest Ordinance, 1787, Law passed by the Confederation Congress for governance of the

Northwest Territories. It banned slavery therein and called for the “utmost good faith” in relations

with Native Americans.

James Edward Oglethorpe, 1696-1785, Founder of the colony of Georgia; he refused to allow

slavery there.

Thomas Paine writes “African Slavery in America”, 1775, Early anti-slavery tract by a prominent

founding father

St. Rose Philippine Duchesne (1769-1852), Religious sister who served the Native peoples of the

American Midwest.

John Quincy Adams & the Amistad Defense, 1841, Adams (after his term as the sixth president of

the U.S. had ended) argued that captured men aboard the slave ship Amistad were free.

Benjamin Franklin ( 1706-1790), First President of the Pennsylvania Abolition Society, the first

anti-slavery society in the 13 colonies

Cherokee Nation v. Georgia, 1831, The Supreme Court let stand Georgia laws that stripped the

Cherokee of their rights and property

Dred Scott v. Sanford, 1857, The U.S. Supreme Court ruled that enslaved people could never be

citizens.

Frederick Douglass (1818-1895), Great author and orator who helped open peoples’ eyes to the

horrors of slavery

112


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ӹ

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ӹ

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ӹ

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Angelina Grimké (1805-1879), South Carolina abolitionist writer and speaker, among the first

women to speak in public against slavery.

Ida B. Wells (1862-1931), Influential journalist who brought national attention to the crime of

lynching.

Harriet Tubman (1820-1913), Leading abolitionist and former slave who helps hundreds escape to

freedom via the Underground Railroad.

Plessy v. Feurgeson, 1896, The U.S. Supreme Court ruled that separate but equal public

accommodations for blacks and whites were constitutional.

Brown v. Board of Education, 1954 and Brown II, 1955, The U.S. Supreme Court Court ruled that

segregation in public schools violated the Equal Protection Clause of the 14th Amendment, and

schools had to integrate with all deliberate speed.

Yick Wo v. Hopkins, 1886, The U.S. Supreme Court ruled that unequal enforcement of general laws

violated the Equal Protection Clause of the 14th Amendment.

W.E.B. DuBois (1868-1963), American author, the first black person to earn a PhD from Harvard;

one of the founders of the National Association for the Advancement of Colored People (NAACP).

Thurgood Marshall (1908-1993), Chief counsel of the NAACP who argued Brown before the U.S.

Supreme Court, and first black Justice of the United States.

Rosa Parks (1913-2005), Activist best known for her role in the Montgomery bus boycott–she

refused to give up her seat to a white man.

Korematsu v. U.S., 1944, The U.S. Supreme Court held that forced internment of Japanese

Americans during WWII was constitutional.

United States v. Cruikshank, 1876, The U.S. Supreme Court ruled that the 14th Amendment did not

prohibit states from disarming black citizens.

William Lloyd Garrison (1805-1879), Influential abolitionist, publisher of The Liberator

Harriet Beecher Stowe (1811-1896), Connecticut author of Uncle Tom’s Cabin, a best-selling novel

which brought the horrors of slavery to a nationwide audience.

Booker T. Washington (1856-1915), Author of Up From Slavery, leading civil rights activist,

author, and orator.

Pope Gregory XVI’s In Supremo Apostolatus, 1839, Papal Bull that condemned slavery and all the

unjust practices associated with it.

Pope Leo XIII’s Catholicae Ecclesiae, 1890, Encyclcial that condemned slavery and affirmed that

the love of the Church embraces all people.

Pope Paul III’s Sublimis Deus, 1537, Papal Bull that asserted that slavery was of the devil;

indigenous people of the Americas were not to be deprived of their liberty or property

Pope Eugene IV’s Sicut Dudum, 1435 “Against the Enslaving of Black Natives from the Canary

Islands,” Papal Bull that rebuked slaveholders and set a penalty of excommunication for those who

did not free their slaves.


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Venerable Augustus Tolton (1854-1897), Born into slavery, the first black man to be ordained a

priest in the U.S.

St. Katharine Drexel (1858-1955), Religious sister who stablished 63 schools and 50 missions for

Native Americans and 50 schools for African Americans, including the first Catholic university in

the U.S. for African Americans.

Nicholas V’s Dum Diversas (1452), Papal Bull that granted apostolic permission for the kings

of Spain and Portugal to conquer Saracens (Muslims) and pagans in African lands and impose

“perpetual servitude,” thereby legitimizing slavery.

Regents of the University of California v. Bakke (1978), The U.S. Supreme Court ruled that public

universities could consider race in admissions but quotas were unconstitutional

Loving v. Virginia (1967), The Court ruled that laws banning interracial marriage violated the

Equal Protection Clause of the 14th Amendment.

Pope John XXIII’s Pacem in Terris (1963), Encyclical that affirmed Catholic teaching that all men

are equal in natural dignity.

Brothers and Sisters to Us (1979), Pastoral Letter of the USCCB on Racism on the need to address

racism and its connection to economic injustice.

Open Wide Our Hearts: The Enduring Call to Love (2018), Pastoral Letter of the USCCB on Racism

and the enduring call to love.

114


Racism and Solidarity

LESSON 9


Learning Goals

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ӹ

ӹ

ӹ

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Solidarity is a uniting principle in society by which

people bear each other’s sufferings together, make

sure that material things such as food, clothing,

and other resources are distributed justly, and

most importantly, share spiritual goods such as

prayer and penance.

When the time came to end segregation in Little

Rock, AR, the Central High School community did

not respond in solidarity with the Little Rock Nine.

The students known as the Little Rock Nine

displayed great courage in their decision to attend

Central High School.

Charity is the greatest social commandment.

We can find true peace only in Christ.

Connection to the

Catechism of the

Catholic Church

ӹ CCC 1423

ӹ CCC 1939–1941

Key Questions

ӹ

ӹ

ӹ

What is solidarity?

When we have hurt God, ourselves, and others through

sin, what does He want for us?

How can practicing solidarity promote justice in society?


Do not be conquered by evil but

conquer evil with good.

from ROMANS 12:21

Love is patient, love is kind. It is not jealous,

[love] is not pompous, it is not inflated, it is not

rude, it does not seek its own interests, it is not

quick-tempered, it does not brood over injury,

it does not rejoice over wrongdoing but rejoices

with the truth. It bears all things, believes all

things, hopes all things, endures all things.

from 1 CORINTHIANS 13:4-7

115

Lesson Plan

Materials

ӹ


ӹ

Handout C: A Spiritual Reflection

Essay — Racism and Solidarity

on Solidarity

ӹ

Handout B: The Heroism of the

Little Rock Nine

Background/Homework

Have students read Handout A: Background Essay — Racism and Solidarity and answer the


Opening Prayer


Lord, we ask you to open our hearts and fill them with the light of your love. Shine a light on

any prejudiced feelings, especially any we are hanging onto deliberately, and cleanse them from

our hearts. Help us overcome the hurts we have felt, and fill our hearts with your merciful love

to help us forgive as you do.

Warm-Up

A. Write on the board the following quotation:

“We must take sides. Neutrality helps the oppressor, never the victim. Silence encourages

the tormentor, never the tormented. Sometimes we must interfere. When human lives are

endangered, when human dignity is in jeopardy, national borders and sensitivities become

irrelevant. Wherever men and women are persecuted because of their race, religion, or

political views, that place must - at that moment - become the center of the universe.”

— Ellie Weisel

B. Ask the class if they have heard this idea before, and to put it in their own words.

C. Then share the definition of solidarity: (n.): A uniting principle in society by which people bear

each other’s sufferings together, make sure that material things such as food, clothing, and

other resources are distributed justly, and most importantly, share spiritual goods such as

prayer and penance. Solidarity is a direct demand of Christian brotherhood.

D. Explain that failing to speak up when human life and dignity are in jeopardy allows those who

are committing the oppression to continue unhindered. We should speak out when we see

injustice, or we are, in a very real sense, failing to do the bare minimum to stop it. Yet speech

is not enough. We have a Christian duty not just to say words, but to take concrete action that

must inevitably put our own safety at risk. As Christians, Jesus calls us not to “speak out,” but to

lay down our very lives for our friends.

116


LESSON PLAN

Activity

A. Before showing students, preview the 16-minute video “The Little Rock Nine Come Face-To-

Face With Their Tormentors.” Note that the N-word is spoken (in a quote, at approx 4:30-4:36) in

this video. The video focuses on an attempt to bring forgiveness and healing. If you do not wish to

present this video please skip to Step B.

SophiaOnline.org/LittleRock9

Discuss the following questions:

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ӹ

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ӹ

One of the Central High students says, “I knew it was wrong, I was only 15 but I knew at the

time what I was doing was wrong”. How does this example show the importance of listening

to our consciences when making decisions? Our consciences, if properly formed, can help us

avoid sin if we listen to its promptings. It is God’s voice in our heart.

Do you think the apologies offered in this segment were satisfactory to the Little Rock

Nine? Accept reasoned answers.

One of the Little Rock Nine mentions to Oprah that the bulk of students at Central

High School “did nothing.” How does this relate to the Weisel quote? To world history?

Throughout history, the vast majority of people do not risk their own safety in order to stand

against injustice. If more people had been willing to stand up to those who were treating them

badly, the mistreatment may have stopped.

In what ways would the experience of the Little Rock Nine have been different if the

students and faculty had practiced solidarity with them? We cannot know for sure, but at

the very least they would not have felt so alone, they would have felt loved instead of shunned.

Even more, with national attention focused on Little Rock, the course of history may have been

changed.

B. And/or preview and then show the 5-minute video “Book Trailer: Elizabeth and Hazel: Two

Women of Little Rock, by David Margolick”:

SophiaOnline.org/ElizabethandHazel

Discuss the following questions:

ӹ

ӹ

ӹ

What do you think was going through Elizabeth’s mind on her way to school? How do you

think she was feeling? Do you think you could have shown such tremendous courage in

the face of such obstacles? She was certainly feeling alone, afraid, threatened, and so forth.


Why do you think the picture of Hazel, her face twisted in anger, was so significant? What

effect did it have? It was a sign to the world of the ugliness of hatred. It presented a picture of

racism that was impossible to deny, a sign that could not be ignored.

Were you surprised to hear that Hazel would lie awake at night, thinking about Elizabeth?

Why is it not surprising at all? Her conscience was causing her to feel guilt for behaving in

Racism and Solidarity

117

LESSON PLAN

such a sinful manner that caused another human being so much hurt. God’s law is written

on our hearts, we cannot harm others without harming ourselves.

ӹ

ӹ

How would our own moral lives be different if we were captured on film at our worst

moments? Accept reasoned answers.


students and faculty had practiced solidarity with them? We cannot know for sure, but

at the very least they would not have felt so alone, they would have felt loved instead of

shunned. Even more, with national attention focused on Little Rock, the course of history

may have been changed.

C. Finally, preview and then show the 9-minute video “Little Rock Nine Member Looks Back At

Integrating White High School In 1957 | Megyn Kelly TODAY”:

SophiaOnline.org/Beals

ӹ The Little Rock Nine were 9 black students compared to how many white students? 1800

ӹ

ӹ

ӹ

ӹ

What differences does Melba Petillo Beals describe between her school and Central

High School? She describes the immense structure of Central High School compared to her

small school with broken furniture and few resources.

What happened to the Little Rock Nine that Beals did not expect? What did she find

hardest to deal with? She explains that she expected to be disliked a first as an outsider

but did not expect the incredible hostility they faced. She explains she could deal with the

name calling and mean comments but the hitting/physical assaults were intolerable.

How does Beals seem to have responded spiritually to what happened to her? She seems

to be at peace with what happened. We cannot know her heart, but she seems to have

forgiven her tormentors.


students and faculty had practiced solidarity with them? We cannot know for sure, but

at the very least they would not have felt so alone, they would have felt loved instead of

shunned. Even more, with national attention focused on Little Rock, the course of history

may have been changed.

D. Give students time to answer the questions on Handout C: The Heroism of the Little Rock

Nine individually.

E. Close by recalling how Little Rock Nine member Melba Beals described praying the Lord’s

Prayer as she walked up the stairs of her school building to escape torment. To end this part

of the lesson, say together as a class the Lord’s Prayer.

Wrap-Up

Have students journal a response on Handout D: A Spiritual Reflection on Solidarity.

118


HANDOUT A

Background Essay — Racism and Solidarity

Directions:


Dr. Martin Luther King Jr. is famous for

saying that injustice anywhere is a threat

to justice everywhere. Less than a century

earlier, Frederick Douglass had noted that it is

impossible to place a chain around our fellow

man without finding that chain around our own

neck.

Both of these Christian men were expressing

the idea of solidarity. Solidarity is a strong

unity of will and recognition of human dignity

between the members of a community; it is

one of the key principles of Catholic Social

Teaching. It means that though we are all

individuals; we are all members of one body.

What happens to one affects all — when one

part suffers, we all suffer; we are called to share

material goods and, especially, spiritual goods.

The principle of solidarity is another word for

friendship or charity, in the traditional sense of

these words (CCC 1939). In the ancient world,

Aristotle spoke of the importance of political

friendship. This concept asserts that citizens

should be joined by a common love and will for

the good of the community. When a community

experiences this unity of will, it is strong and

resilient. Solidarity is the Christian perfection

of this concept, and it stresses the importance

of valuing every member of global society as

equal in dignity and worthy of our love.

Note that solidarity involves our will — choosing

to act — and is not just a feeling. Pope St. John

Paul II explained: “[Solidarity] is not a feeling

of vague compassion or shallow distress at the

misfortunes of so many people, both near and

far. On the contrary, it is a firm and persevering

determination to commit oneself to the

common good; that is to say to the good of all

and of each individual, because we are all really

responsible for all. This determination is based

on the solid conviction that what is hindering

full development is that desire for profit and that

thirst for power” (Sollicitudo Rei Socialis 38).

Solidarity is a key principle for a Catholic

response to racism because, when it is

practiced, we see others as another self. Jesus

taught us to love our neighbor as ourselves, and

to love one another as He has loved us; With

this teaching He was perfecting the Golden

Rule, and He showed us what it looks like when

we love our neighbor as God loves us.

When we do not practice solidarity, we forget

that we are all one human family. In 1939,

Pope Pius XII wrote in Summi Pontificatus,

of the error of “forgetfulness of that law of

human solidarity and charity which is dictated

and imposed by our common origin and by

the equality of rational nature in all men,

to whatever people they belong, and by the

redeeming Sacrifice offered by Jesus Christ on

the Altar of the Cross to His Heavenly Father

on behalf of sinful mankind….The Apostle of the

Gentiles later on makes himself the herald of

this truth which associates men as brothers in

one great family…” (35-37).

Solidarity means we cannot treat certain

individuals or groups as superior. The

cultivation of solidarity has many dimensions

to it in addition to race and ethnicity, for

example: “solidarity of the poor among

themselves, between rich and poor, of workers

Racism and Solidarity 119

among themselves, between employers and

employees in a business, solidarity among

nations and peoples. International solidarity is

a requirement of the moral order; world peace

depends in part upon this” (CCC 1941). In other

words, everyone is responsible for overcoming

whatever prejudices, social barriers, and

fears alienate people from full participation

in the social order. Solidarity is a personal

commitment that each person must make to

build up the bonds of unity and love in social

relations. Love is to will the good of another,

and solidarity represents this commitment to

love our neighbor not merely in affection and

sentiment but also by actions that lead to the

good of all, especially the most vulnerable.

Solidarity does not mean we lose our

unique identities or that we do not have a

responsibility to care in a special way for

our own families and communities. Loving

our country, ethnicity, or local community is

important, and we should take responsibility

for our own, but the call to solidarity requires

us to strive for friendship with all. “Solidarity

helps us to see the ‘other’— whether a person,

people or nation — not just as some kind of

instrument, with a work capacity and physical

strength to be exploited at low cost and then

discarded when no longer useful, but as our

‘neighbor,’ a ‘helper’ (cf. Gen. 2:18–20), to be

made a sharer, on a par with ourselves, in the

banquet of life to which all are equally invited

by God” (Sollicitudo Rei Socialis 39).

Frederick Douglass wrote and spoke extensively

about the principle of solidarity.

The USCCB writes on the principle of solidarity

in Open Wide Our Hearts: “Once “we have come

to the conviction that one died for all” — and

not just for ourselves — then “the love of Christ

impels us” to see others as our brothers and

sisters (2 Cor 5:14). For, “if [one] part suffers, all

the parts suffer with it; if one part is honored,

all the parts share its joy” (1 Cor 12:26). It is the

love of Christ that binds together the Church,

and this love reaches out beyond the Church to

all peoples.”


1. How would you put the definition of solidarity in your own words?

2. Why is it important that solidarity is not merely “vague compassion or shallow distress”?

3. Why do we have a special obligation to help the most vulnerable in our society?

4. In Caritas in Veritate, Pope Benedict writes, “The development of peoples depends, above all, on

a recognition that the human race is a single family working together in true communion, not

simply a group of subjects who happen to live side by side” (53). To what extent do you live this

teaching out? What can you do to internalize it more strongly?

120


HANDOUT B

The Heroism of the Little Rock Nine

Directions:

Respond to the questions after watching the video(s).

Questions

1. What stood out to you the most in the video(s) you watched about the experience of the Little

Rock Nine?

2. Why do you think more people did not interpose themselves between the Little Rock Nine and

their tormentors?

3. In what ways would the experience of the Little Rock Nine have been different if the students

and faculty had practiced solidarity with them?

4. When we have hurt God, ourselves, and others through sin, what does He want for us?

5. Have you ever received an apology on behalf of someone else? (E.g. a friend tells you that

another friend is sorry for something.) Why is that less than satisfying?

6. As Catholics, we are called to offer penance for sinners -- in other words, in reparation for

sins we did not personally commit. If this is so, then why can’t you go to confession, confess

someone else’s sin, and receive forgiveness for that person?

7. What is the only way we may find peace after a deep hurt? What if the person who hurt us is

never sorry? What if they apologize but still make excuses? Finally, even if they are genuinely

sorry, is hearing their apology always enough to find peace? What else is needed?

8. What special challenges do you think come with years of deep hurts from numerous, often

anonymous people? Or with family hurts committed and experienced by people no longer

living? How is reconciliation possible?


HANDOUT C

A Spiritual Reflection on Solidarity

Directions:

Read over the selections below in light of solidarity. Which stands out to you most at

this point in your life, and why? What do you think God wants you to learn from this

passage?

St. Maximos the Confessor

He who busies himself with the sins of others or judges his brother on suspicion, has not yet even

begun to repent or to examine himself so as to discover his own sins.

St. Francis of Paola

Pardon one another so that later on you will not remember the injury. The recollection of an injury

is itself wrong. It adds to our anger, nurtures our sin, and hates what is good. It is a rusty arrow and

poison for the soul. It puts all virtue to flight.

CCC 1889

Without the help of grace, men would not know how “to discern the often narrow path between

the cowardice which gives in to evil, and the violence which under the illusion of fighting evil only

makes it worse.”13 This is the path of charity, that is, of the love of God and of neighbor. Charity is

the greatest social commandment. It respects others and their rights. It requires the practice of

justice, and it alone makes us capable of it. Charity inspires a life of self-giving: “Whoever seeks to

gain his life will lose it, but whoever loses his life will preserve it.”

1 Corinthians 13:4-7

Love is patient, love is kind. It is not jealous, [love] is not pompous, it is not inflated, it is not rude, it

does not seek its own interests, it is not quick-tempered, it does not brood over injury, it does not

rejoice over wrongdoing but rejoices with the truth. It bears all things, believes all things, hopes all

things, endures all things.

122


Romans 12:9-21

Let love be sincere; hate what is

evil, hold on to what is good;

love one another with mutual affection;

anticipate one another in showing honor.

Do not grow slack in zeal, be fervent

in spirit, serve the Lord.

Rejoice in hope, endure in affliction,

persevere in prayer.

Contribute to the needs of the holy

ones, exercise hospitality.

Bless those who persecute [you],

bless and do not curse them.

Rejoice with those who rejoice,

weep with those who weep.

Have the same regard for one another; do

not be haughty but associate with the lowly;

do not be wise in your own estimation.

Do not repay anyone evil for evil; be concerned

for what is noble in the sight of all.

If possible, on your part, live at peace with all.

Beloved, do not look for revenge but leave room

for the wrath; for it is written, “Vengeance

is mine, I will repay, says the Lord.”

Rather, “if your enemy is hungry, feed

him; if he is thirsty, give him something

to drink; for by so doing you will heap

burning coals upon his head.”

Do not be conquered by evil but

conquer evil with good.

Colossians 3:5-17

Put to death, then, the parts of you that

are earthly: immorality, impurity, passion,

evil desire, and the greed that is idolatry.

Because of these the wrath of God is

coming [upon the disobedient].

By these you too once conducted

yourselves, when you lived in that way.

But now you must put them all away:

anger, fury, malice, slander, and obscene

language out of your mouths.

Stop lying to one another, since you have taken

off the old self with its practices and have

put on the new self, which is being renewed,

for knowledge, in the image of its creator.

Here there is not Greek and Jew, circumcision

and uncircumcision, barbarian, Scythian,

slave, free; but Christ is all and in all.

Put on then, as God’s chosen ones, holy and

beloved, heartfelt compassion, kindness,

humility, gentleness, and patience, bearing

with one another and forgiving one another,

if one has a grievance against another; as the

Lord has forgiven you, so must you also do.

And over all these put on love, that

is, the bond of perfection.

And let the peace of Christ control your

hearts, the peace into which you were also

called in one body. And be thankful.

Let the word of Christ dwell in you richly, as

in all wisdom you teach and admonish one

another, singing psalms, hymns, and spiritual

songs with gratitude in your hearts to God.

And whatever you do, in word or in deed, do

everything in the name of the Lord Jesus,

giving thanks to God the Father through him.


Answer Key

Handout A: Background Essay — Racism and Solidarity

1. Answers should reflect an understanding that we are all one in Christ. All members of the Body

of Christ are to bear each others’ burdens and share material as well as spiritual goods. When

one member suffers, we all suffer.

2. Because we are called to live out solidarity in concrete actions. To love is to will the good of

another, and solidarity represents this commitment to love our neighbor not merely in affection

and sentiment but also by actions that lead to the good of all, especially the most vulnerable.

3. Because it is the vulnerable who need our help most, who need others to stand up for them and

protect them. Those who are able to help have a grave duty to do so.


Handout B: The Heroism of the Little Rock Nine



3. Their suffering would not have been as great, or as long, or may not have happened at all.

4. When we sin, Jesus wants us to repent and seek forgiveness, and be reconciled to Him and the

Church.


6. Answers should reflect an understanding that repentance and conversion are intimately

personal acts.

7. Accept reasoned answers, encouraging students to understand the importance of forgiveness

for our own peace of mind and healing. Peace is a fruit of the Holy Spirit.

8. Accept reasoned answers, encouraging students to understand that the only way to lasting

peace in this life is Jesus Christ.

124


Racism and Subsidiarity

LESSON 10


Learning Goals

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ӹ

ӹ

ӹ

ӹ

The health of any state is dependent on the health of

its smaller communities.

Subsidiarity is the organizing principle that matters

are best handled by the smallest, lowest, or least

centralized authority.

Social evils stem from individual sins and can only be

meaningfully addressed or healed on the personal,

local, or community level.

Connection to the

Catechism of the

Catholic Church

ӹ CCC 1883

ӹ CCC 1885

ӹ CCC 1894

No state or larger society should substitute itself for the initiative and responsibility of

individuals.

The preservation of the common good is dependent upon individuals taking personal

responsibility in their communities, loving their neighbors in imitation of Christ.

Key Questions

ӹ

ӹ

ӹ

ӹ

What is the principle of subsidiarity? Why is it supported by the Church?

Why can it be dangerous to surrender our personal and social responsibilities to

governing bodies or to the state?

How does subsidiarity support to the common good, including on a global scale?

How can an understanding of subsidiarity guide our Catholic response to social injustice

or sin?


Each one must examine his own work, and then

he will have reason to boast with regard to himself

alone, and not with regard to someone else; for

each will bear his own load.


He said in reply, “You shall love the Lord, your God,

with all your heart, with all your being, with all your

strength, and with all your mind, and your neighbor

as yourself.”

from LUKE 10:27

125

Lesson Plan

Materials

ӹ


ӹ

Handout C: Lectio Divina:

Essay—Subsidiarity and

The Good Samaritan and

the Common Good

Personal Responsibility

ӹ

Handout B: Loving Locally

Background/Homework

Have students read Handout A: Background Essay—Personal Responsibility and the Common

Good and answer the reflection questions.

Warm-Up

A. Draw on the board a globe and around it, write the once-popular slogan “Think Globally Act

Locally.” Ask your students if anyone is familiar with this idea, and/or modern variations that

focus on buying locally made goods, shopping at farmer’s markets or dining at farm-to-table

restaurants, etc. Have them share examples and write applicable responses on the board (you

may choose to contribute your own examples).

B. Ask the class for the reasoning behind this idea. If we want to take an action that will help the

whole world, why not act globally? Why act locally? Allow reasoned discussion, guiding students

to the conclusion that our efforts are best spent locally because those closest to us are those we

have the strongest ability to help and to influence.

C. Next, share the following definition of subsidiarity: (n.): The organizing principle that matters

are best handled by the smallest, lowest, or least centralized authority. You may also wish to

show the 2.5-minute video at SophiaOnline.org/Subsidiarity.

D. Explain to your students that this principle of subsidiarity serves the common good of society.

The Catechism teaches that “Excessive intervention by the state can threaten personal freedom

and initiative. The teaching of the Church has elaborated the principle of subsidiarity, according

to which ‘a community of a higher order should not interfere in the internal life of a community

of a lower order, depriving the latter of its functions, but rather should support it in case of

need and help to co-ordinate its activity with the activities of the rest of society, always with

a view to the common good’” (1883). Regardless of its size, a society can only thrive when its

individual members within local communities take personal responsibility for themselves and

their neighbors.

E. Continue to explain that subsidiarity means that a local issue should not be addressed by

a large, complex, remote organization when it can be addressed by a small, simple, local

organization that is authentically invested in the common good of the community. This is not

simply an abstract, ideological principle; following it is more likely to actually bring about a

better result.

126


LESSON PLAN

F. Provide a practical example by asking the class to imagine a committee in Washington, DC

making decisions about housing for poor people in their town. Ask questions such as:

ӹ

ӹ

ӹ

ӹ

ӹ

Who is more likely to have better knowledge of the needs of the people in your town? Those

who live here.

What happens if committee members in Washington DC make bad decisions and housing

does not become available? None of the committee members personally suffers.

Now imagine a person who lives in this town buys houses to fix up and rent out. Why would

he likely feel more motivated to help? He is more likely to feel a human, intimate connection

to those he knows than would be committee members in Washington DC who know no one

there.

What happens if he makes bad choices? He personally loses money, he is personally invested

in this case literally and figuratively!

Wrap up this thought experiment by asking: Who do you think will work harder and smarter

to make sure a home in their town is available for people to buy? Committee members in

Washington, DC, or the builder in the very same town? The builder in town.

G. Break the class into small groups. Have each group turn to Handout B: Loving Locally and

complete the activity. When they have finished their business flyers, have each group present,

or pitch, their local business to the class.

Activity

A. Create a quiet, prayerful atmosphere and have students turn to Handout C: Lectio Divina: The

Good Samaritan and Personal Responsibility. Inform your students that they will be listening

to Jesus’ Parable of the Good Samaritan.

B. Explain to your students that in the time of Jesus’ ministry there was intense animosity

between the Jews, who worshipped God in the Temple in Jerusalem, and the Samaritans who

had absorbed various idols from other religions and worshipped outside of Jerusalem. This

difference led to hatred and division between the two groups.

C. Next, lead the class in the prayer of St. John Chrysostom on the handout.

D. Then, slowly and prayerfully read aloud the Parable of the Good Samaritan from Luke 10:25–37

(or have a student volunteer read it aloud to the class). After the Gospel has been read, have

your students answer the reflection questions. When they are done, have students share

their answers as part of a class discussion on what the parable teaches us about personal

responsibility of loving our neighbor and what this looks like in a local community.

Racism and Subsidiarity

127

HANDOUT A

Background Essay — Subsidiarity

and the Common Good

The Church teaches us that every human

community, however large or small, should

strive for a common good, which is defined as

“the sum total of social conditions which allow

people, either as groups or as individuals, to

reach their fulfillment more fully and more

easily” (CCC 1906). This common good is meant

to be pursued by individuals, communities,

businesses, and authorities alike in order to

cultivate a society in which every member can

truly flourish.

What Is Subsidiarity?

One of the key social principles that the Church

proposes in order to secure the common good

is known as subsidiarity. Subsidiarity principle

that matters are best handled by the smallest,

lowest, or least-centralized authority. In other

words, subsidiarity means that a local issue

should not be addressed by a large, complex,

remote organization when it can be addressed

by a small, simple, local organization that is

authentically invested in the common good of

the community. This does not imply that higher

authorities should be completely excluded

from cooperating in local affairs, or from

providing support in cases of emergency, it

rather prioritizes authority according to nature,

place, and reason. For example, according to

the principle of subsidiarity, the decision to put

up a traffic light at a dangerous intersection

in a small town in Colorado would be made

by the town authorities, not by authorities in

Washington D.C.

The Good Samaritan by David Teniers the younger.

128


By highlighting the vital role of every individual

in society, subsidiarity promotes social

responsibility and a sense of stewardship in

the pursuit of the common good, rather than

mere reliance on the State. The Catechism

teaches that “In accordance with the principle

of subsidiarity, neither the state nor any

larger society should substitute itself for the

initiative and responsibility of individuals and

intermediary bodies” (1894). This limit set on

state intervention highlights an important

spiritual truth in the principle of subsidiarity:

charity and the works of mercy cannot be

“outsourced.” We cannot rely on higher

authorities to make a change for the better in

our community if we are not willing first to take

on the responsibility of working to make the

change ourselves.

The reality of social evils, such as racism, can at

times be overwhelming for us and may tempt

us to lose hope that peace can reign in our

society. Yet the principle of subsidiarity sheds

light on how we can respond when faced with

the terrible consequences of social sin. We are

personally called to pick up our crosses and

follow Christ, reflecting His divine light into

our community according to our God-given

abilities and talents. We can begin by nurturing

the love of Christ in the one place we do have

control—our own heart—and then work to

share that profound love that we have encountered

in Him with those around us. Regardless

of their race, creed, or condition, we are called

to see the beloved face of Christ in everyone

we meet and let that prompt our speech,

actions, and disposition toward them. Then, by

cooperating with God’s grace, we may become

an image of Christ Himself in the world, and He

may say to us in the end “whatever you did for

one of these least brothers of mine, you did for

me” (Matthew 25:40).

We are called to see the beloved face

of Christ in everyone we meet.


1. What is the common good? Why do you think it worth striving for?

2. How would you explain the principle of subsidiarity to someone using your own words?

3. What are the dangers of centralized authority? How does the principle of subsidiarity protect

society from excessive centralized authority?

4. What do you think Christ’s words from the Gospel of Matthew require of us? Why?

5. Keeping in mind the principle of subsidiarity, how can you, as an individual, reflect the love of

Christ in your family? In your community?

Racism and Subsidiarity 129

HANDOUT B

Loving Locally

Directions:

Imagine that your group is going to open a local store or business together. When

your group has agreed on an idea, collaborate to create a large flyer that advertises

your business, using the principle of subsidiarity as a guide. How will the business

serve the customer? What are the benefits of patronizing your local business over

a large chain or online option, etc.? What can you provide that larger businesses

cannot? Be prepared to pitch your business to the class!

130


HANDOUT C

Lectio Divina: The Good Samaritan and

Personal Responsibility

Directions:

Pray the following prayer together as a class in preparation for hearing the Gospel.

Then, slowly and prayerfully follow along as the parable of the Good Samaritan from

Luke 10:25–37 is read aloud. Finally, answer the reflection questions that follow.

Prayer of St. John Chrysostom before reading Scripture

O Lord Jesus Christ, open the eyes of my heart that I may hear your word,

and understand and do your will, for I am a sojourner upon the Earth.

Hide not your commandments from me, but open my eyes, that I may perceive the

wonders of your Law. Speak unto me the hidden and secret things of your wisdom.

On you do I set my hope, O my God, that you shall enlighten my mind and

understanding with the light of your knowledge; not only to cherish those things

which are written, but to do them; That in reading the lives and sayings of the

Saints I may not sin, but that such may serve for my restoration, enlightenment and

sanctification, for the salvation of my soul, and the inheritance of life everlasting.

For you are the enlightenment of those who lie in darkness,

and from you comes every good deed and every gift.

AMEN

The Parable of the Good Samaritan

There was a scholar of the law who stood up

to test him and said, “Teacher, what must I

do to inherit eternal life?” Jesus said to him,

“What is written in the law? How do you read

it?” He said in reply, “You shall love the Lord,

your God, with all your heart, with all your

being, with all your strength, and with all

your mind, and your neighbor as yourself.” He

replied to him, “You have answered correctly;

do this and you will live.” But because he

wished to justify himself, he said to Jesus,

“And who is my neighbor?” Jesus replied, “A

man fell victim to robbers as he went down

from Jerusalem to Jericho. They stripped and

beat him and went off leaving him half-dead.

A priest happened to be going down that

road, but when he saw him, he passed by on

the opposite side. Likewise a Levite came to

the place, and when he saw him, he passed

by on the opposite side. But a Samaritan

traveler who came upon him was moved with

compassion at the sight. He approached the


victim, poured oil and wine over his wounds

and bandaged them. Then he lifted him up on

his own animal, took him to an inn and cared

for him. The next day he took out two silver

coins and gave them to the innkeeper with the

instruction, ‘Take care of him. If you spend

more than what I have given you, I shall repay

you on my way back.’ Which of these three,

in your opinion, was neighbor to the robbers’

victim?” He answered, “The one who treated

him with mercy.” Jesus said to him, “Go and do

likewise.”


1. Why does the scholar really ask Jesus “who is my neighbor?” Explain. Have you ever thought

you knew the whole answer to something, and then realized there was more to it? When?

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2. The Priest and Levite both see the suffering man, but they both “pass by on the opposite side.”

Why do you think they removed themselves far away from the man instead of just walking

directly by him? Considering the role of your conscience, what is the difference between

keeping your distance from human suffering and coming into direct contact with it?

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3. The Samaritan man was “moved with compassion” at the sight of the suffering man. What does

this mean, in your own words? When have you been moved with compassion in your own life?

What was the reason?

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4. What three things did the Samaritan do for the suffering man? What particularly struck you

about the Samaritan’s actions? Why?

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5. Do you think human suffering needs to be directly and personally encountered where it exists

in order for healing to happen? Explain.

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6. In the time of Jesus’ ministry there was bitter animosity between Samaritans and Jews, and He

knew this when He told the parable. What deeper meaning might this fact give to the Parable of

the Good Samaritan? How does the message of Jesus’ teaching show us how to respond to the

sin of racism in our time?

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7. In your own words, and in light of Jesus’ parable, who is your neighbor?

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8. Jesus issues a command at the end of this Gospel: “Go and do likewise.” This command gives

us a personal responsibility to love our neighbor in imitation of the Good Samaritan. How can

we do this in our local communities? Based on what you have read so far, how is this command

related to the principle of subsidiarity?

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Answer Key

Handout A: Background Essay—Subsidiarity and the Common Good

1. The common good is “the sum total of social conditions which allow people, either as groups

or as individuals, to reach their fulfillment more fully and more easily” (CCC 1906). Accept

reasoned answers.


3. The dangers of centralized authority are excessive intervention and the loss of personal or local

freedoms. The Catechism states “Excessive intervention by the state can threaten personal

freedom and initiative… ‘a community of a higher order should not interfere in the internal

life of a community of a lower order, depriving the latter of its functions, but rather should

support it in case of need and help to co-ordinate its activity with the activities of the rest of

society, always with a view to the common good’” (CCC 1883). Subsidiarity protects society

from the potential overreach of centralized and remote authoritarianism by insulating smaller

communities with their own local governing bodies. In the United Sates, the Constitution

outlines a system of checks and balances to prevent centralized authority, as well as

establishing local and regional governing bodies, elected by the people and answerable to them,

that are necessarily invested in the communities they govern. The goal of subsidiarity is not to

replace higher authorities, but to promote cooperation and restrict unnecessary intervention.



Handout C: Lectio Divina: The Good Samaritan and Personal Responsibility

1. He asked not because he earnestly wanted to know the answer, but because he thought he

knew the already knew the answer and sought to justify himself before others. He felt that he

was a righteous man according to the letter of the law, and wanted Jesus to acknowledge this.


2. Accept reasoned answers. If we “look the other way” or keep our distance from people who

are suffering, we are not required to act in the moment or confront the fact that someone is

in need and we are able to help. We can avoid the problem if we keep our distance and tell

ourselves that someone else is better equipped to help. But when we come into direct contact

with real suffering, we cannot avoid the issue, even though we might become uncomfortable

and not know what to do or say. The voice of our conscience speaks louder the closer we are to

human suffering, calling us, if we listen to it, to show mercy like the Good Samaritan.


4. He poured oil and wine over the man’s wounds and bandaged them. Then he lifted him up on

his own animal, took him to an inn, and cared for him. Finally, he paid an innkeeper to care for

the man, promising to pay more if needed on his return journey. Accept reasoned answers.


134


6. Jesus used an existing tension in society in order to highlight how the charity we are called to

show our neighbor, by God’s will and design, must transcend rivalries, hatred, creed, religion,

or race. The fact that it was a Samaritan, a person hated by the Jews, who came to the aid of the

wounded man in the parable reveals the deeper, divine meaning of Jesus’ message: “You have

heard that it was said, ‘You shall love your neighbor and hate your enemy.’ But I say to you, love

your enemies, and pray for those who persecute you, that you may be children of your heavenly

Father, for he makes his sun rise on the bad and the good, and causes rain to fall on the just

and the unjust. For if you love those who love you, what recompense will you have? Do not the

tax collectors do the same? And if you greet your brothers only, what is unusual about that? Do

not the pagans do the same? So be perfect, just as your heavenly Father is perfect” (Matthew

5:43–48).

7. Accept reasoned answers. All men and women; every person we encounter in our lives.



Notes

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Personal Conversion and

Graces of the Holy Spirit

LESSON 11


Learning Goals

ӹ

ӹ

ӹ

ӹ

ӹ

We are inclined to sin and need the elevating power

of God’s grace in order to help us know and love as

we ought.

The Holy Spirit offers us the grace to overcome

racism in our hearts.

By charity, we love our fellow brothers and sisters

as made in the image of God and called to share in

eternal happiness with him. Any hatred or dismissal

of someone based upon their race or culture is

utterly against this virtue.

We are also made capable of loving more perfectly through the gifts and

fruits of the Holy Spirit.

Bartolomé de Las Casas, a former slave-holder who became slavery’s most

outspoken critic in the New World, gives us an example of the radical

change that conversion brings.

Connection to the

Catechism of the

Catholic Church

ӹ CCC 1822

ӹ CCC 1825

ӹ CCC 1831-32

ӹ CCC 1840-45

Key Questions

ӹ

ӹ

How can racism be overcome in our own hearts?

Why is any consideration of perfecting human society outside of a

consideration of the healing power of grace doomed to fail?


So faith, hope, love remain, these three; but the

greatest of these is love.

from 1 CORINTHIANS 13:13

The fruit of the Spirit is love, joy, peace, patience,

kindness, generosity, faithfulness, gentleness, selfcontrol

from GALATIANS 5:22B-23A

137

Lesson Plan

Materials

ӹ

Handout A: Background Essay–

ӹ

Handout C: Biography of

Personal Conversion and the

Bartolomé de las Casas

Fruits of the Holy Spirit

ӹ

Handout D: Reflection and Action

ӹ

Handout B: The Conversion of

Saint Paul by Luca Giordano

Opening Prayer


Direct, we beseech you, O Lord, our actions by your holy inspirations,

and carry them on by your gracious assistance,

that every prayer and work of ours may begin always with you,

and through you come to completion.

Through Christ our Lord.

Amen.

Background/Homework

Have students read Handout A: Background Essay—Personal Conversion and the Fruits of the

Holy Spirit and answer the reflection questions.

Warm-Up

A. Display the image on Handout B: The Conversion of Saint Paul by Luca Giordano. Give students

as much time as possible to view the painting in silence.





directions.

Activity I

A. Open up a discussion about what sort of things are impossible through our own efforts alone,

but that we can do with God’s help. In fact, the answer is everything!

1. For example, on the natural level, we can work to get better at academics, sports, games,

family life, etc.

2. On the supernatural level, we practice our religion, receive the Sacraments, etc.

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LESSON PLAN

B. Specifically call attention to the Gifts of the Holy Spirit: We can participate in a higher form

of action through these gifts; we act with the Holy Spirit in performing charitable works.

C. Then explain that while standing up for what is right may be difficult and counter-cultural,

it is possible with God’s help of grace.

D. Continue to explain in a mini-lecture:

The example of Bartolomé de las Casas shows us that conversion from the sin of racism

and slavery is possible. In fact, it is those who have experienced conversion who are

often the most eloquent witnesses of the evils and dangers of their former way of life.

Christ is the way, the truth, and the life. By coming to know and love God more, we will

be turned to know the truth that he wishes to share with us. While knowing and loving

God does not make our lives suddenly easier, it does show us the truth and value of

creation. By this, we can come to see the need to love every human as being lovingly

created by God.

Bartolomé was a Spanish settler in the New World. There, he owned slaves and

participated in the exploitation of the natives for personal gain. However, by the grace

of God, Bartolomé converted from this evil. Upon reading Sacred Scripture (from the

Book of Ecclesiasticus, or Sirach) he came to recognize the horrors of slavery and

his need to combat it. He returned to Spain to recruit men to preach against slavery

and exploitation. Bartolomé later became a Dominican friar. As a priest (and later as a

bishop), he preached throughout the Spanish colonies on the rights and dignities of the

natives. This former slave owner spent nearly 50 years fighting against slavery and for

the ethical treatment of all people.

E. Have students read the information on Handout C: Biography of Bartolomé de las Casas

and, together with a partner, have them complete Part I by writing three (or more!)

connections they can make between the life of las Casas and the background essay on

Handout A.

F. Invite students to share their responses to Part II. Emphasize that morality (understanding

and doing the right thing) is not a matter of public opinion. Through the Gospel and God’s

grace, we can know with certainty what the truth is and how we should act.

Activity II and Wrap-up

A. Have students spend a few quiet moments reflecting on the prompts on Handout D:

Reflection and Action.

B. Put students into pairs and assign each pair one of the virtues on the handout. After pairs

have shared responses with the class, students should compose their prayers individually.

Personal Conversion and Graces of the Holy Spirit

139

HANDOUT A

Background Essay — Personal Conversion

and the Fruits of the Holy Spirit

If one were to pick out the least likely man

in Palestine to become a Christian, Saul of

Tarsus would have been hard to beat. And yet,

it happened. Saul went from approving the

murder of an innocent Christian, St. Stephen,

to eventually giving his own life for the same

Gospel that St. Stephen died for. Saul, who

after his conversion changed his name to Paul

(meaning “small”), shows us both the possibility

of conversion and the effects that conversion

brings about in the soul.

Along the road to Damascus, Saul met Christ

and his heart was converted. Christ spoke to

Saul personally, telling Saul how his persecution

of others was also a persecution of Christ

himself. Through this encounter, Saul began to

both understand and act for the conversion of

others. The hatred that had consumed his soul

was transformed into charity (or divine love) for

his neighbor.

Fundamentally, conversion is the gift of the

theological virtues of faith, hope, and charity.

Described by St. Paul himself in 1 Corinthians

13:13, the theological virtues unite the soul to

God by a mode higher than we ourselves are

naturally capable.

Each of the theological virtues perfects the soul

in a particular way:

ӹ By faith, the intellect is perfected to know

that God exists and that his revelation is

true.

ӹ By hope, one desires what God has

promised to each of us personally, namely

communion with him in Heaven.

The Conversion of Saint Paul by Caravaggio.

ӹ By charity, one comes to love God as a

friend and highest good.

ӹ By these gifts, we are more conformed to

Christ and made co-heirs to his promise

and sons and daughters of God.

The theological virtues given in conversion are

necessary because we are fallen creatures: our

intellect and wills have been damaged. However,

in common discussions on racial hatred, there

can be a tendency to treat such evils as solely

a problem of the intellect or knowledge. Even

our term of “ignorance” (literally “not-knowing”)

reveals this belief. Efforts by many to raise

140


awareness of racial injustices are not enough;

we must also share the reality of conversion.

Evil is not solely a product of ignorance in the

intellect, but of weakness in the will as well.

One can see many well-intentioned efforts to

reduce racism through education (such as adcampaigns

or public demonstrations) that have

not really touched hearts. It is not just the mind,

but the heart as well that must be converted to

the good. As St. Paul says in Romans, “For I do

not do the good I want, but I do the evil I do not

want.” (7:19) In order to overcome racism, there

must be a greater conversion than just in the

intellect.

The good news is that such a conversion is

possible. Our wills and intellects may not be

perfect now, but they can be elevated and

perfected through the gift of God’s grace. Any

consideration of perfecting human society

outside of a consideration of the healing power

of grace is bound to be incomplete.

There have been numerous examples

throughout history of attempts at forming

utopias without God. All have ended in

catastrophe. In the 20th century alone,

both fascist and communist revolutions that

denied God and tried to form a more perfect

society based on reason alone brought about

the deaths of tens of millions. Without God,

humanity’s attempts at forming a more perfect

world are doomed to fail. But, through the

theological virtues of faith, hope, and charity,

both the intellect and the will are brought into

conformity with God. As the Catechism of the

Catholic Church quotes St. Gregory of Nyssa,

“The goal of a virtuous life is to become like

God” (1803). God, who himself is love, shares

himself with us in a particular way through the

theological virtues given in conversion. In each

and every conversion to God, the beginnings

of such a virtuous and God-like life is planted

within us.

This is not to say that after a conversion, we are

free from any inclination to hatred and sin. Far

from it. For most of us, our conversion (or the

beginning of the theological virtues) occurred

at our Baptism as infants. However, Baptism

does not protect us from all future sins. St. Paul

speaks of still having “thorn in the flesh”, or an

attachment to sin, even after his conversion.

Nevertheless, the possibility of turning back to

the Lord is always there. Principally, this is done

through the Sacrament of Confession. While we

ourselves, both collectively and individually, fail

to love God and our brothers and sisters as we

ought, reconversion is always possible.

Conversion is possible and good because

God has promised it and there are countless

examples throughout history. Beyond St. Paul,

the history of the Church is filled with great

conversion stories. For example, Bartolomé de

las Casas was an early Spanish settler and slaveowner

in the New World. One day he heard a

el Apóstol de los Gentiles, by El Greco

Personal Conversion and Graces of the Holy Spirit 141

homily by a priest that harshly criticized the

evil actions of the colonists. Moved, de las

Casas turned to Christ. Eventually, he became

a priest and an advocate for the indigenous

people and the enslaved throughout the New

World. Christ touched his heart to repent and

turned him into a powerful witness of the

message of the Gospel.

Let us look at how charity (or love) affects the

soul, the corresponding fruits and gifts of the

Holy Spirit, and how such a reality can give us

hope when dealing with the scourge of racism

within our society. By charity, we come to

know and love our neighbor as ourselves. When

someone becomes another self, there can be

no possibility of racial prejudice or hatred. In

charity, a shared humanity is understood and

loved as another creature made in the image

and likeness of God. Charity involves willing

the authentic good of another, meaning their

salvation.

In the Catechism of the Catholic Church’s

discussion on charity, it turns to St. Paul.

(wisdom, understanding, counsel, fortitude,

knowledge, piety, and fear of the Lord) were

originally described by the prophet Isaiah, and

St. Paul follows in this tradition by describing

those who are led by the Spirit as “If children,

then heirs, heirs of God and fellow heirs

with Christ” (Romans 8:17). If we are called

to be fellow heirs with Christ, then we must

recognize our shared dignity with all mankind.

Finally, the fruits of the Holy Spirit are also

given to us by God as first fruits of eternal

glory. Once again, they are described by St.

Paul: charity, joy, peace, patience, kindness,

goodness, generosity, gentleness, faithfulness,

modesty, self-control, and chastity (CCC 1832).

With the fruits, we understand more of what

God is calling each of us to. We are not meant

for mediocrity or a lukewarm attitude towards

others. Rather, we are called to perfect love for

our neighbor. There is no possibility of racial

hatred that can accompany true Christian

charity. As the First Letter of St. John states, “If

anyone says, ‘I love God,’ but hates his brother,

The Apostle Paul has given an incomparable

depiction of charity: “charity is patient and

kind, charity is not jealous or boastful; it

is not arrogant or rude. Charity does not

insist on its own way; it is not irritable or

resentful; it does not rejoice at wrong, but

rejoices in the right. Charity bears all things,

believes all things, hopes all things, endures

all things.”

Accompanying the theological virtue are the

gifts and fruits of the Holy Spirit. The gifts

make one able to respond to the promptings

of the Holy Spirit for growth in holiness. Even

after conversion, God is continually at work

in us to grow closer to him. By a continued

conversion, through the gifts of the Holy

Spirit, we are made more capable of loving

our neighbor more perfectly. The seven gifts

Pope Benedict XVI, photo by Peter Nguyen.Image

License: Creative Commons Attribution 2.0 Generic.

142


he is a liar” (4:20). This extends to those we may

not know well, or even to those we may not

naturally like. As Pope Benedict wrote in the

encyclical Deus Caritas Est “Love of neighbor

is thus shown to be possible in the way

proclaimed by the Bible, by Jesus. It consists in

the very fact that, in God and with God, I love

even the person whom I do not like or even

know. This can only take place on the basis of

an intimate encounter with God, an encounter

which has become a communion of will, even

affecting my feelings” (18).

Despite his past actions, God called St. Paul to

share in his own life and preach the Gospel. It is

remarkable that someone who had participated

in Christian persecutions became one of the

greatest writers on the meaning of Divine

love. Much of what the Church teaches today

on conversion and the duty to love all men

comes from St. Paul. While we may think today

that overcoming great evils, such as racial

injustice, seems impossible, St. Paul gives us a

counter-example. The theological virtues make

perfection possible. We may be fallen creatures

who are weak and sinful, but God invites us to

Through the gift of fortitude, the Holy Spirit

helps martyrs such as St. Charles Lwanga

persevere in Christ even to death. Saint

Charles Lwanga courtesy Phillip K.

share in something much greater that we could

have ever hoped for. Through charity, we share

in God’s own love. Through it, we can come

to recognize and value each person and each

culture in light of Divine love.


1. What are the theological virtues? What does each do?

2. Why are the theological virtues necessary?

3. Why is racial prejudice incompatible with Christian charity?


HANDOUT B

The Conversion of Saint Paul

BY LUCA GIORDANO (C. 1690)

144


HANDOUT B

Sacred Art: The Conversion of Saint Paul

Directions:




1. What do you first notice about this painting?

2. How would you describe the action in the scene?

3. What is the source of light in the painting? What do you think this signifies?

4. How does this painting convey the reality of conversion?


HANDOUT B

Biography of Bartolomé de las Casas

by ALICE KNIGHT, 1917

Bartolomé de las Casas was the only priest

on the island of Cuba, and at Pentecost he

arranged to go and preach and say mass in the

new town of Sancti Spiritus. In looking for a

text, he came across some verses in the book of

Ecclesiasticus, which made him stop and think

whether after all he was right in making the

Indians work for him as slaves. As de las Casas

read these verses he seemed to hear the voice

of God speaking to his heart. At last his eyes

were opened, and he saw plainly that it was

neither right to take the lands and the property

of the natives nor to hold them as slaves.

For Bartolomé de Las Casas to see the right was

always to do it. He resolved at once to give up

his own Indians and to preach against enslaving

them. He knew very well that if he did this they

might, and probably would, fall into the hands

of those who would not treat them so kindly,

but he realized that he could not preach to

others against slavery while he continued to

possess slaves himself. Therefore, he went at

once to the governor and told him what he had

resolved to do. The governor was very much

astonished, and begged him to consider well

what he was doing and at least to take fifteen

days to think it over. But de las Casas refused

to take even one day, saying that his mind was

made up.

Bartolomé de las Casas preached constantly

and earnestly on the sin of holding the natives

in slavery; but although the Spaniards were

frightened, they were not turned from their evil

Portrait of Bartolomé de Las Casas (c. 1484–1566).

ways, and de las Casas resolved to go to Spain

and see if he could not so present the matter

to the King that the whole system of dividing

up the Indians and their lands among the white

men, to be their property, might be done away

with.

In spite of all obstacles, however, new laws

were finally passed for the Indies. By these laws

the Spaniards were forbidden to divide the

Indians among themselves and force them to

work without reward.

146



1. Who wrote this document and when did she write it?

2. Write down three connections you can make between this episode in the life of las Casas and

the content of the Background Essay.

3. Discuss with your partner:

4. What prompted Bartolomé de las Casas’ conversion on slavery? What does that teach us about

conversion?

5. Why is it easier to agree with common opinion than to stand up for what is right? What does

the example of Bartolomé de las Casas teach us about the power of God’s grace?

6. How can we work towards ending all forms of injustice?


HANDOUT D

Reflection and Action

I. Reflection

Directions:

Reflect on the following questions quietly.

1. When was the first time you recall noticing that someone had a different skin color than you?

2. What are your first memories of being around someone who was really different than you?

3. Are there any people in your close circles who have different racial or ethnic backgrounds?

Have you ever talked to them about it?

4. When was the first time you heard a racial slur?

5. Is there someone whose comments or opinions influence your thoughts about race?

6. When was the first time you heard a racist joke? Did you laugh at it?

7. Have you ever seen someone get treated differently because of their race? How did you react?

8. Has a racial slur ever been directed at you? How did it make you feel?

9. Have you ever assumed or made a rash judgment about a person because of the way they look?

Have you ever grouped someone in with others of their racial group, and made assumptions

about them based on that?

10. Has there been a time when you felt embarrassed or upset because you were told you behaved

in a prejudiced or racist way? What led to that happening?

11. What are your thoughts on race and racism now? Do you believe it is a problem in people’s

hearts? Do you think the world has institutions that perpetuate racism?

Based upon your reflection questions, assess yourself. Do you participate in any way in the

perpetuation of prejudice in the world? Have you let it happen around you, even if you don’t

do it yourself? Are you affected by the existence of racism and prejudice in our world? Do

you want hatred and prejudice to end? What can be done?

148


II. Developing a Course of Action

Directions:

With a group, focus on your assigned item(s) and determine how that grace could

help people strive to eliminate racism. Be prepared to explain your ideas to the class.

Graces of the Holy Spirit

Faith

Aligning our intellect with God’s Truth

Love

To will the good of the other

Hope

Aligning our will with a desire for Heaven and Divine union

Wisdom

Prudence

Seeing the world in light of the highest end of man; the desire to

contemplate God

Right judgement in action

Justice

Perfects our will, and enables us to give to each their due.

Fortitude

Helps us overcome fear and maintain our will in the face of obstacles

Counsel

Knowledge

Piety

A perfected and supernatural version of prudence, involving sanctifying

grace

A perfected and supernatural version of Faith, allowing us to see life the

way God sees it

Desire born out of love to worship God and serve Him

Understanding

Helps us grasp the essence of the truths of our faith

Reconciliation

Confirmation

Eucharist

Heals damage done by sin and restores our relationship with God;

increases sanctifying grace

Completes the initiation begun in Baptism by imparting the gifts of the

Holy Spirit; prepares a soul to serve the Church’s mission

The source and summit of the Christian life; true communion with the

Person of Jesus Christ himself


III. Write a Prayer to Make the Action Concrete

Directions:

For this portion of the lesson, work individually. Open your heart to the healing

presence of the Holy Spirit, and write a prayer you can use to invite the Spirit into

your life. Include specific requests for graces of the Spirit.

(For example: Holy Spirit, grant me wisdom as I encounter people I am unfamiliar

with, and let me always have the courage to run to Reconciliation after I’ve thought or

said something that hurts someone’s dignity.)

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

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______________________________________________________________________________________________

It is the Eucharist that unites the faithful into the one Body of Christ and sustains us in

communion with God and with one another in Christ.

150


Answer Key

Handout A: Background Essay—Personal Conversion

and the Fruits of the Holy Spirit

1. Faith perfects our knowledge, by which we know that God exists and that the Christian

revelation is true; Hope perfects our wills, causing us to desire union with God in Heaven;

Charity is the theological virtue by which we love God above all things for his own sake, and our

neighbor as ourselves for the love of God.

2. The theological virtues are necessary because we are fallen creatures, with damaged intellects

and wills. As St. Paul says, we often do that which we do not wish to do. We are inclined to sin

and need the elevating power of God’s grace in order to help us know as we ought and to love

our brothers and sisters as we ought.

3. By charity, we love our fellow brothers and sisters as made in the image of God and called to

share in eternal happiness with him. They become “another self” that we are called to love

as God loves. Any hatred or dismissal of someone based upon their race or culture is utterly

against this virtue. We are also made capable of loving more perfectly through the gifts and

fruits of the Holy Spirit.

Handout B: The Conversion of St. Paul

1. Accept reasoned answers. Encourage students to notice details.

2. Accept reasoned answers, for example the scene appears dramatic, active, dynamic, potent,

energetic, powerful, full of motion, and so forth.

3. The source of light is coming from the Sky; student may say the light signifies the Holy Spirit, or

Jesus Christ, or that Paul has just had an encounter with the Living God.

4. The painting conveys the reality that true conversion is a life-changing event, no one in this

painting will ever be the same.

Handout C: Biography of Bartolomé de las Casas

Part I

This history was written by Alice Knight, 1917

Possible answers may include:

1. Both St. Paul and de la Cases experienced conversion through an encounter with Christ.

2. Despite being a slaveholder (even though he was a priest), Bartolomé de las Casas was turned

from his sin by God.

3. Conversion is possible. Even though sin exists, God is able to change hearts.

4. We rely on God in order to achieve such acts of conversion. They are not simply a matter of our

own choices.

5. God works through us to accomplish something greater.

6. The Gifts of the Holy Spirit show how God is continually at work. After his conversion to oppose

slavery, Bartolomé de las Casas continued to be led by God to bravely preach against slavery.


Part II

Possible answers may include:

1. It was through reading the Bible that Bartolomé de las Casas came to understand the evil of

slavery. It is God who wants us to turn from sin. By staying close to God, including reading the

Bible, we can be led to understand better how we are to love God and one another.

2. We can be naturally afraid of standing out. It is quite difficult to oppose a crowd. We can be

afraid of what it will cost us. Bartolomé de las Casas shows us that with God’s help, we can

always stand up for what is right.

3. Through the Gospel and the grace of God, we can share with the world the truth about the

goodness of each person, their dignity, and our responsibilities.

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Christ Is the Victory

LESSON 12


Learning Goals

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“Even though Christ’s victory over sin and death is

complete, we still live in a world affected by them.”

(Open Wide Our Hearts)

Ultimately, sin can only be overcome through Christ’s

grace which effects change in hearts.

Because Christ reveals to us what it is to be human,

Christians have a special responsibility to uphold the

dignity of all human beings and to preach about the

evils of racism.

Because God’s grace works at a personal level, the

conversion and transformation of entire cultures is

entirely possible.

Connection to the

Catechism of the

Catholic Church

ӹ CCC 355–361

ӹ CCC 1929–1939

Key Questions

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Why will education never be enough to eradicate sin,

including the sin of racism?

What are some ways we know the Christian message

is universal?

How did Our Lady evangelize a continent?


When Jesus saw his mother and the disciple

there whom he loved, he said to his mother,

“Woman, behold, your son.” Then he said to the

disciple, “Behold, your mother.” And from that

hour the disciple took her into his home.

Now those who had been scattered

went about preaching the word.

from ACTS 8:4

from JOHN 19:26-27

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Lesson Plan

Materials

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Handout B: Transforming

Essay — Christ Is the Victory

Cultures — Our Lady of Guadalupe

Background/Homework

Have older students read Handout A: Background Essay — Christ is the Victory and answer the


Opening Prayer


Virgin of Guadalupe, Mother of the Americas, we pray to you. We beg you to grant us a great

love for all the holy Sacraments, which are, as it were, the signs that your Son left us on earth.

Most Holy Mother, with the peace of God in our conscience, obtain for us that our hearts may

be free from evil and hatred, we will be able to bring to all true joy and true peace, which come

to us from your son, our Lord Jesus Christ, who with God the Father and the Holy Spirit, lives

and reigns for ever and ever. Amen.

—Adapted from the Prayer of Pope St. John Paul II, Mexico, January 1979.

Warm-Up

A. Project the image of Our Lady of Guadalupe on Handout B: Transforming Cultures — Our Lady

of Guadalupe.

B. Discuss and reflect on the image of Our Lady of Guadalupe as a class:

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If you have seen this image before, what do you know about it?

What is the first thing you notice about the image?

Can anyone guess how old it is?

What is your favorite thing about it?

C. Present the following information to the class in a mini-lecture, and then discuss the questions

that follow as a large group.

God works to convert hearts and minds through cultural encounters. In 1531, the Catholic Faith

had made few converts in Mexico. Hernan Cortes had landed in Mexico in 1519 and conquered

the Aztecs by 1521. The Aztec religion was a particularly brutal one, with tens of thousands of

people tortured and sacrificed offered each year to appease their fearsome gods. Missionaries

from Spain had attempted to evangelize the indigenous peoples with little success. No amount

of evangelizing and catechizing the native people could make them see that Catholicism was a

religion of a loving God that was open to everyone. However, in 1541, a contemporary historian

reported that around 9 million indigenous people had converted. What had changed in ten

years? A mysterious Lady had appeared to a poor peasant named Juan Diego.

154


LESSON PLAN

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Our Lady appeared to Juan Diego and spoke with him as an indigenous woman. Why do you

think she did so? Accept reasoned answers. Some may say she may have done so because Mary

is everyone’s mother, and mothers look and talk like their children.

What significance does that have?

• Accept reasoned answers, being sure to discuss at least two important points:

• First, Our Lady of Guadalupe showed the indigenous people that the Gospel message was

not limited to one race or culture, but was meant for all nations. She appeared to them

as they were, demonstrating their share in the salvific work of her son, Jesus Christ. The

Incarnation had great relevance for them.

• Second, like all sins, racism is a perversion of something good that God has created. When

the indigenous people learned she had appeared as one of them, do you think they thought

in the abstract about the universality of her message? Or is it more likely they simply saw

her as one of their own? We cannot know for certain what they thought, of course, but

it is good and natural to have a special love for one’s own people. When this special love

becomes disordered, leading us to believe in our own peoples’ superiority over others, we

begin to commit the sin, rooted in pride, of prejudice or racism.

Note: Some students may not realize at first that it is good to have a special care for one’s

own people. If you anticipate students challenging this point, we recommend presenting

Handout A: A Human Family from Lesson 5, Sin is the Root of Racism before Handout B.

This exercise takes a Socratic approach, helping students discover why it is true.

ӹ

What cultural change came about as a result of this encounter?

Explain that the Aztecs practiced human sacrifice on a wide-scale, while the Spanish

themselves had committed atrocities. Nevertheless, the hearts of millions were changed

through real conversion. In 1895, the apparition of Our Lady of Guadalupe was approved

by Pope Leo XIII. 50 years later, in 1946, just after the end of the Second World War, Pope

Pius XII named her “Patroness of the Americas.”

Activity

Distribute Handout B and have students read it silently or read it aloud as a class. Then have

students reflect on the questions in pairs.

Wrap Up

Invite pairs to share their responses,and then connect the story of Our Lady of Guadalupe to what

you read on Handout A. Our Lady of Guadalupe shows us that more than just education is necessary,

hearts must be changed. The Spanish alone were not able to convert the indigenous people. Rather, it

is the grace of God that accomplishes societal change, and a more just and perfect society.


155

HANDOUT A

Background Essay: Christ Is the Victory

Directions:


Education alone will never be enough to

eradicate racism. This is partly because

racial hatred, like any sin, is a failure not only

of reason, but of the will. We must address

both of these sources of personal sin — our

darkened intellect and weakened will — through

authentically Catholic education, teaching the

truth of the human person, the significance of

culture, and the Christian call to perfection.

And yet those efforts too will fall short.

Ultimately, sin can only be overcome through

Christ’s grace which effects change in hearts.

The Incarnation

Racial prejudice is possible to overcome

because of the revealed truth of the human

person, and the reality of conversion. The God

who assumed a human nature in order to save

us continues to change hearts and minds. As

the Second Vatican Council taught, “by the

revelation of the mystery of the Father and His

love, Christ fully reveals man to man himself

and makes his supreme calling clear” (Gaudium

et Spes 22). That calling to love is, of course,

incompatible with and indeed antithetical to

racism.

The Incarnation teaches us the dignity and

value of every human person, and also the

gravity of sin. In order to free us from sin and

death, Christ endured the fullness of human

suffering. The Cross instructs us that our sin

has real consequences, but that God Himself

will go to the furthest limits of love in order to

cleanse us of our sins.

Cristo Negro (Black Christ), Iglesia de San Felipel,

Panama. Image courtesy Adam Jones.

Conversion to Christ

While we must continue to educate ourselves

and others of the realities of racism and other

injustices, we must even more allow our hearts

and minds to be transformed by Christ, who

conquered sin and death. We know from

Christian history that such conversion is always

possible.

156


From the earliest days of the Church, the call

to evangelize has resulted in the meeting and

union of cultures from all over the world. At

Pentecost, people from all over the world heard

the Apostles preaching the Gospel in their own

native language. Later, during his travels, St.

Philip the Deacon baptized an Ethiopian eunuch.

Likewise St. Paul, who had once persecuted the

Church, encountered the Risen Christ and spent

the rest of his life travelling throughout the

Roman Empire to share the Gospel.

The Universal Church

Because God’s grace works at a personal level,

the conversion and transformation of entire

cultures is entirely possible. We do not erase

cultural differences in working to end racism,

but transform cultures, including our own,

towards the common good in an understanding

of our shared human dignity. The Church

realizes this multiplicity and diversity of

cultures gathered together throughout the

world (CCC 814).

Who would have predicted that the preaching

of the Twelve Apostles, poor men from a

troubled province of the Roman Empire, would

cause a cultural revolution? Early Christians

encountered resistance and persecution. Yet,

within several generations Christianity had

radically changed the Roman Empire. The

Church was instrumental in building hospitals

and caring for the poor. Pope St. Gregory the

Great, a former Roman politician, organized the

almsgiving of the Church. Rome at the time was

This sculpture, marking the site of the apparition of the Virgin of Guadalupe,

shows the people of Mexico bringing gifts to Our Lady

Christ Is the Victory 157

Stained glass window depicting Christ the King with the regalia of a Byzantine emperor (January 2009).

Photo by John Stephen Dwyer. Image license: Creative Commons Attribution-Share Alike 3.0 Unported.

flooded with refugees from Lombard invasions,

and Gregory ensured that anyone who needed

assistance would receive it regardless of

religion or ethnicity.

Through their reception of the Gospel, the

morals of the people of the Roman Empire

changed. The Church’s teaching on the dignity

of the human person brought to light the evil of

such practices as slavery and human sacrifice.

Human sacrifice was also a practice of the

Aztec empire, which points us to another

prominent example of cultural change: Our

Lady of Guadalupe’s appearance to Juan Diego,

the first indigenous saint from the Americas.

Our Lady appeared as a Mestiza woman in

native dress, and the people embraced her as

they saw her as one of their own.

Because Christ reveals to us what it is to be

human, Christians have a special responsibility

to uphold the dignity of all human beings

and to preach about the evils of racism.

Furthermore, because we know personally the

power of grace, we can also share with the

world the truth that sin can be overcome. Our

ultimate goal of Heaven does not diminish our

responsibilities on earth. As the Catechism of

the Catholic Church states, “Man’s vocation

to eternal life does not suppress, but actually

reinforces, his duty to put into action in this

world the energies and means received from

the Creator to serve justice and peace” (CCC

2820). As all sin wounds communion and human

solidarity, so all graced action builds up the

Kingdom of God on earth.

Perfection in Christ

A more just earthly society is possible, and

we can aim for it in confidence that it can be

accomplished by the grace of God. We are not

called to mediocrity, but to perfection. Such

Christian perfection demands the end of racial

prejudice and a goal of proper justice for all

people. Justice “consists in the constant and

firm will to give their due to God and neighbor”

(CCC 1807). We cannot consider ourselves to

158


e a just society if people are excluded from

the means necessary to fulfill their vocation

and reach their final end in God. Society must

provide the conditions that allow people to

obtain what they are due according to their

nature and vocation.

Jesus, who overcame sin and death through

the Cross, can help us overcome our personal

failings and dismantle societal structures of sin.

God desires our hearts and minds to be made

perfect. Such perfection is only possible by His

love and grace.


1. Why will education never be enough to eradicate any sin, including racism? What is the danger

involved in thinking that sin is simply the result of ignorance, or in an attitude that uneducated

people sinful and educated people are virtuous?

2. Why is the transformation of entire cultures to Christ possible?

3. Like all sins, racism perverts something magnificent that God has created. It is natural and good

to feel a special love for one’s own people. How does Our Lady’s appearance to St. Juan Diego

show us this truth?

4. Why do Christians have a special responsibility to fight against the injustice of racism?

God choose a specific place and time to be born into a

certain ethnicity. This truth does not diminish the beauty of

artwork for personal devotion which pictures Jesus Christ

differently. The Incarnation teaches us the dignity and value

of every human person, and also the gravity of sin.


HANDOUT B

Transforming Cultures –

Our Lady of Guadalupe

Directions:

The following account of the apparition of Our Lady was written by Don Antonio

Valeriano, a Native American author of the 16th century. Read the account, and then

discuss the questions that follow in small groups.

At daybreak one Saturday morning in

1531, on the very first day of the month

of December, an Indian named Juan Diego

was going from the village where he lived

to Tlatelolco in order to take part in divine

worship and listen to God’s commandments.

When he came near the hill called Tepeyac,

dawn had already come, and Juan Diego heard

someone calling him from the very top of the

hill: “Juanito, Juan Dieguito.”

He went up the hill and caught sight of a lady

of unearthly grandeur whose clothing was as

radiant as the sun. She said to him in words

both gentle and courteous: “Juanito, the

humblest of my children, know and understand

that I am the ever virgin Mary, Mother of the

true God through whom all things live. It is my

ardent desire that a church be erected here

so that in it I can show and bestow my love,

compassion, help, and protection to all who

inhabit this land and to those others who love

me, that they might call upon and confide in

me. Go to the Bishop of Mexico to make known

to him what I greatly desire. Go and put all your

efforts into this.”

When Juan Diego arrived in the presence of the

Bishop, Fray Juan de Zumarraga, a Franciscan,

the latter did not seem to believe Juan Diego

and answered: “Come another time, and I will

listen at leisure.”

The Virgin of Guadalupe.

160


Juan Diego returned to the hilltop where the

Heavenly Lady was waiting, and he said to

her: “My Lady, my maiden, I presented your

message to the Bishop, but it seemed that he

did not think it was the truth. For this reason I

beg you to entrust your message to someone

more illustrious who might convey it in order

that they may believe it, for I am only an

insignificant man.”

She answered him: “Humblest of my sons, I ask

that tomorrow you again go to see the Bishop and

tell him that I, the ever virgin holy Mary, Mother

of God, am the one who personally sent you.”

But on the following day, Sunday, the Bishop again

did not believe Juan Diego and told him that some

sign was necessary so that he could believe that it

was the Heavenly Lady herself who sent him. And

then he dismissed Juan Diego.

On Monday Juan Diego did not return. His

uncle, Juan Bernardino, became very ill, and at

night asked Juan to go to Tlatelolco at daybreak

to call a priest to hear his confession. Juan

Diego set out on Tuesday, but he went around

the hill and passed on the other side, toward

the east, so as to arrive quickly in Mexico City

and to avoid being detained by the Heavenly

Lady. But she came out to meet him on that

side of the hill and said to him: “Listen and

understand, my humblest son. There is nothing

to frighten and distress you. Do not let your

heart be troubled, and let nothing upset you. Is

it not I, your Mother, who is here? Are you not

under my protection? Are you not, fortunately,

in my care? Do not let your uncle’s illness

distress you. It is certain that he has already

been cured. Go up to the hilltop, my son, where

you will find flowers of various kinds. Cut them,

and bring them into my presence.”

When Juan Diego reached the peak, he was

astonished that so many Castilian roses had burst

forth at a time when the frost was severe. He

carried the roses in the folds of his tilma (mantle)

to the Heavenly Lady. She said to him: “My son,

this is the proof and the sign which you will bring

to the Bishop so that he will see my will in it. You

are my ambassador, very worthy of trust.”

Juan Diego set out on his way, now content and

sure of succeeding. On arriving in the Bishop’s

presence, he told him: “My lord, I did what

you asked. The Heavenly Lady complied with

your request and fulfilled it. She sent me to the

hilltop to cut some Castilian roses and told me

to bring them to you in person. And this I am

doing, so that you can see in them the sign you

seek in order to carry out her will. Here they

are; receive them.”

A prayer mural dedicated to Our Lady of

Guadalupe in Aguascalientes, Mexico.

He immediately opened up his white mantle,

and as all the different Castilian roses scattered

to the ground, there was drawn on the cloak

and suddenly appeared the precious image of


the ever virgin Mary, Mother of God, in the

same manner as it is today and is kept in her

shrine of Tepeyac. The whole city was stirred

and came to see and admire her venerable

image and to offer prayers to her; and following

the command which the same Heavenly Lady

gave to Juan Bernardino when she restored him

to health, they called her by the name that she

herself had used: “the ever-virgin holy Mary of

Guadalupe.”


1. What did Our Lady first call Juan Diego? What is the meaning of the -ito or -ita ending in

Spanish names? What does this reveal about Our Lady and how she regarded Juan Diego?

2. Our Lady spoke to Juan Diego in his own language. In various apparitions, Our Lady spoke to

people in Portugal, France, Rwanda, Italy and other places in their native tongues. What does

this show us about the Gospel message? About the meaning of Pentecost?

3. Our Lady appeared as an indigenous woman in native dress and spoke their language, and the

people embraced her as they saw her as one of their own. Why do you think that Our Lady of

Guadalupe chose to appear as an indigenous woman?

4. You may have seen art depicting Jesus and Mary with features of Europeans, Asians, Africans,

Middle Easterners, etc. Why do you think many artists represent the Holy Family with features

like their own?

5. What does the example of Our Lady of Guadalupe teach us about societal conversion and the

possibility for cultures to change?

6. In what ways does our present society need conversion?

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Answer Key

Handout A: Christ is the Victory

1. Because sin is not just a failure of the intellect, but of the will. Even more, without Christ’s

grace, we can do nothing. Education does not necessarily lead to virtue, and education without

virtue is hazardous.

2. Because Christ’s grace works on individual hearts. Even more, grace works universally and so

can transform all the members of any group: whether it’s a culture or a country or an institution

or a family.

3. No one is closer to Jesus than Mary, who was conceived without sin. If Mary does something,

we can know it is good! Mary is really our mother, and mothers look like their children! Mary

knows we feel a good and natural affection towards our own people, and made use of this part

of our nature in delivering a message so we might be more receptive to it.

4. Because Christ has shown us what it means to be human. And since we know personally the

power of grace, we can also share with the world the truth that sin can be overcome.

Handout B: Transforming Cultures–Our Lady of Guadalupe

1. Juanito which literally means “little Juan.” It shows a certain tenderness, such as that of a

mother towards a child.

2. Our lady embraces all languages to show the universality of the Gospel.

3. Students may say Our Lady was showing the people that she was truly their mother and that

the Incarnation had relevance for them. Our Lady chose to appear to the people as they were in

order to show them their great dignity, which comes from being made in the image of God.

4. All races are called to share in the same goal of salvation. It is not sinful to want to see the Holy

Family depicted as people of our own race. It makes sense to depict the Holy Family in ways

that connect to all different physical features and ethnicities, because Chritianity transcends

nationality, ethnicity, race, etc. All Christians are brothers and sisters in Christ. Artistic

representations of the Holy Family should not be viewed as though they were photographs.

Rather, they are the artistic expression of a human being.

5. Change on a societal scale is possible! Within a short period of time, the entirety of a formerlybrutally

violent culture was converted to the Gospel.

6. Accept reasoned answers. Our society needs to recognize each person as a child of God, and to

respect and protect life from conception to natural death. Encourage discussion on racism.


Notes

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164



LESSON 13


Learning Goals

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Christ has overcome all sin. He also heals our

wounds and wants us to forgive as He forgives.

Sts. Mary Magdalene and Katharine Drexel both had

an encounter with the Risen Lord, which moved

them to act.

A true encounter with Christ changes us and helps

us accomplish things we never thought possible.

St. Katharine Drexel is an example of how one

person can make a tremendous difference in

changing a culture for the better.

Connection to the

Catechism of the

Catholic Church

ӹ CCC 355–361

ӹ CCC 1929–1939

Key Questions

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Is there any sin Jesus cannot help us overcome?

How can one person make a difference in changing

a culture?


When he had risen, early on the first day of the week, he appeared first to Mary Magdalene,

out of whom he had driven seven demons.

She went and told his companions who were mourning and weeping.

When they heard that he was alive and had been seen by her, they did not believe.

from MARK 16:9-11

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Lesson Plan

Materials

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Handout A: The Morning of

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Handout B: Miracles of Jesus

the Resurrection PowerPoint

presentation, “The Miracles

of Christ” available at:

SophiaInstituteforTeachers.org/

CreatedinChristResources

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Handout C: Christ the King

(optional for younger students)

St. Katharine Drexel Saint Card

Handout D: The Difference

One Person Can Make

Opening Prayer


Ever loving God, You called St. Katharine Drexel to teach the message of the Gospel and to

bring the life of the Eucharist to the African and Native American peoples. By her prayers and

example, enable us to work for justice for all. Draw us all into the Eucharistic community of

your Church, that we may be one in you.

Grant this through Our Lord Jesus Christ, Your Son, who lives and reigns with You and the Holy

Spirit, one God, forever and ever. Amen.

Warm-Up

A. Display the image on Handout A: The Morning of the Resurrection by Edward Burne-Jones. Give

students as much time as possible to view the painting in silence.

B. Read Mark Chapter 16:1-11, and explain the tradition of the Myrrh Bearers: In the Eastern

Tradition of the Church, the Myrrhbearers were the individuals who went to the tomb after

Jesus died to anoint his body. In the Jewish tradition this would be done for three days after

someone had died. In the Gospel of Mark, three women are listed, but in some traditions there

are as many as seven. St. Mary Magdalene, who is shown in our image, is always listed as one of

the Myrrh Bearers.

C. Arrange students in pairs or trios and give each group a laminated color copy of Handout A.

Have students discuss the conversation questions in group, and then share responses as a large

group, allowing the conversation to go in unexpected directions.

Activity I

A. Write the following phrase on the board: “A victor is someone who conquers.” Then ask the

following questions:

ӹ

What does it mean to conquer? Expect answers like: to win, to overcome, to beat, to

overpower.

166


LESSON PLAN

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If someone is a victor what does that mean? Someone who is victorious, someone who has

won a contest or a struggle, someone who has defeated an enemy or rival.

How do we know that Christ is the victor over sin and death? Because He rose from the dead.

Sin and death had no power over Him.

B. Explain that Our Lord’s miracles reveal His power over sin and death, and reveal His divinity,

and His victory over sin and death was achieved by His Passion, Death, and Resurrection. We

know this because of the preaching of the Apostles, and all has been passed on in the deposit of

faith. By His Death and Resurrection, Christ has set us free and given us new life—a new identity

in Him. His miracles all point to this in some way. And because of His victory, people of every

nation and tribe can now be called brothers in Christ.

Distribute Handout B: Miracles of Jesus to your students.

C. Download and go over the PowerPoint presentation, “The Miracles of Christ” from:

SophiaInstituteforTeachers.org/CreatedinChristResources.

D. As you proceed through the PowerPoint, read aloud the Gospel verses indicated on the notes of

each slide, or re-tell the story in your own words:

1. Mark 2: 1-12

2. John 11: 1-4

3. John 2: 1-11

4. Matthew 28 1-8

5. Mark 6: 45-52

6. Mark 3: 1-6

7. Mark 8 1-10

8. Mark 2:1-12

Have students fill out the first column on the chart on Handout B as you proceed.

E. Then go through the images in the slide show a second time and allow your students to answer

the second column.

F. As a follow up ask the students the following questions:

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ӹ

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Is there anything Jesus cannot do? No! This would be a good opportunity for you as a

teacher to witness to your Faith and share with your students a time you forgave someone a

transgression and Jesus helped you to do so.

How can he conquer the sin and suffering caused by racism? Explain that racism is a belief

in the superiority of one’s own race or ethnic group with respect to others. In other words, the

sin of racism is believing that you are better than other people because of your skin color or

your ethnicity.

Can the sin of racism be fixed, and can the wounds be healed? Allow reasoned discussion,

gently leading students to the conclusion that Christ has overcome all sin, and also heals our

wounds and wants us to forgive as He forgives.


167

LESSON PLAN

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ӹ

ӹ

Jesus calls us to be not afraid, and to have courage. What are we to do if we feel

discouraged about sin in the world? Remember that Our Lord suffered and died for us

because His love for us is so great. He is always waiting for us to approach Him in prayer

and through the Sacraments.

What can help build our courage and faith in Christ the victor? Remember that He can

bring people back to life, and calm the sea, and turn water in wine. He can heal souls and

hearts.

How can Christ help us overcome racism? Possible answers include: Open our eyes to

people in need; give us the ability to forgive and be forgiven; free us from anger toward

family members, neighbors, and strangers; make our hearts and souls stronger through the

sacraments; heal the Church from racism here on earth. Affirm students’ responses and how

we can all learn from each others’ experiences.

Optional Activity for Younger Students

A. Print, on magnetic paper if possible, enough copies of Handout C: Christ the King for

students to assemble the puzzle individually or in groups.

B. While the children are putting their puzzles together, read Mark 6:30-44, which illustrates

the power of Jesus Christ.

C. After reading the passage, emphasize the following points:

ӹ

ӹ

ӹ

ӹ

ӹ

Jesus shows compassion on his disciples and tells them to rest.

He sees the crowds and has pity on them and begins to teach.

It’s dinner time so the disciples suggest sending the people away.

Jesus, however, performs a miracle by feeding thousands with only five loaves and two fish.

Jesus can overcome anything! Jesus cares for their souls and their bodies by teaching

them and giving them food.

Activity II

A. Explain in a mini lecture: We look to the shining example of the saints as we seek to imitate

the love of Christ in our own lives. They show us what it means to truly follow Christ. We

in the U.S. have the example of a woman who devoted her life to upholding the dignity of

Black and Native American people, St. Katharine Drexel. She is known for having said, “Have

a cordial respect for others in heart and mind; if there is any prejudice in the mind we must

uproot it, or it will pull us down.” These words guided her throughout her long life.

B. Distribute the St. Katharine Drexel saint card from Appendix A and read it as a class.

C. Share the following with your students: St. Katharine Drexel founded 145 missions, 12 schools

for Native American children, and 50 schools for African American children.

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LESSON PLAN

D. Distribute Handout D: The Difference One Person Can Make. Have the students identify

the location of the eight schools on the map of the United States. See if they can identify

which school is closest to you. If possible, visit the schools’ websites and show your

students pictures of students attending those schools today.

1. St. Francis de Sales School for Girls, Powhatan, Virginia

2. St. Mark the Evangelist, Harlem, NYC, New York

3. St. Peter Claver Catholic School, Macon, Georgia

4. Xavier University, New Orleans, Louisiana

5. St. Katharine Drexel Preparatory, New Orleans, Louisiana

6. St. Catherine’s Indian School, Santa Fe, New Mexico

7. Immaculate Mother Academy, Nashville, Tennessee

8. St. Michael Indian School, St. Michael’s, Arizona

E. Explain that this list is just a fraction of the many schools and missions she founded. One

person responding to God’s call can have a major impact.

Wrap Up

A. Guide your students to reflect on the following:

Both Mary Magdalene and Katharine Drexel had an encounter with the Risen Lord. This

encounter moved them to act. A true encounter with Christ changes you and helps you

accomplish things you never thought possible. Mary Magdalene had the courage to tell

the Apostles that Christ was Risen. Katharine Drexel had the courage to embark on a

mission to help those wrongly deemed by society to have less dignity.

B. Have students journal or sketch for 5-10 minutes in response to this question.When we

encounter Jesus Christ in the Eucharist and in our lives, how are we called to action in our

communities?


169

HANDOUT A

The Morning of the Resurrection

BY EDWARD BURNE JONES (1886)

Oil on wood, 848mm x 1511mm, Tate Britain London, England

170


HANDOUT A

Sacred Art: The Morning of the Resurrection

Directions:

Take some time to quietly view and reflect on the art. Read the story of the

Myrrh Bearers. Then think about the questions below and discuss them with your

classmates.

The Story of the Myrrh Bearers

In the Eastern Tradition of the Church, the Myrrhbearers

were the individuals who went to the tomb after Jesus died

to anoint his body. In the Jewish tradition this would be done

for three days after someone had died. In the Gospel of Mark,

three women are listed, but in some traditions there are as

many as seven. St. Mary Magdalene is always listed as one of

the Myrrh Bearers.



2. Who are the figures in the painting?

3. What event has just taken place? Who went to the tomb the day after the Sabbath and why

were they going there?

4. How would you describe the expression St. Mary Magdalene has on her face?

5. What lessons can be learned from St. Mary Magdalene and the other Myrrh Bearers?


HANDOUT B

Miracles of Jesus

Directions:

For each painting, fill in the chart below based on the class discussion.

What miracle is Jesus

performing?

How is He conquering sin, suffering,

and death?

1

2

3

4

5

6

7

8

172


HANDOUT C

Christ the King (optional for younger students)


HANDOUT D

The Difference One Person Can Make

Directions:

Find the schools on the list below and plot them on the map below. You may need to

use a more detailed map to find some of the locations.

1. St. Michael Indian School

St. Michael’s, Arizona

2. St. Mark the Evangelist, Harlem

New York, New York

3. St. Peter Claver Catholic School

Macon, Georgia

4. Xavier University

New Orleans, Louisiana

5. St. Katharine Drexel Preparatory

New Orleans, Louisiana

6. St. Catherine’s Indian School

Santa Fe, New Mexico

7. Immaculate Mother Academy

Nashville, Tennessee

8. St. Francis de Sales School for Girls

Powhatan, Virginia

174


Answer Key

Handout A: The Morning of the Resurrection


2. Mary Magdalene, two angels, and Jesus

3. They are outside of Jesus’ tomb.


5. Accept reasoned answers. Answers may include courage in the face of fear and love for Jesus

that helped them overcome their fears.

Handout B: Miracles of Jesus

What miracle is Jesus performing?

How is He conquering sin, suffering, and death?

1 Healing the Man Born Blind Conquering suffering, and the effects of the Fall

2 Raising Lazarus from the Dead

Conquering death, showing He can bring people

back to life.

3

Turning water into wine at the

Wedding at Cana

Conquering want (lack of things we need), saving

the couple from the suffering of embarrassment.

Jesus provides for all our needs!

4 Rising from the Dead Conquering death, and sin.

5 Walking on Water

Showing that He has power over nature, and can

conquer death

6 Healing the Withered Hand Conquering suffering and effects of sin

7

Feeding the multitude through

Multiplication of the Loaves and

Fishes

Conquering want (lack of things we need). Jesus

provides for all our needs!

8 Healing of the Paralytic Conquering sin, and suffering


Handout D: The Difference One Person Can Make

2

1

8

6

7

3

4/5

176


APPENDIX A

Saint Cards

The Saints provide us wonderful models of holiness, help us

on our way to Heaven, and help us see the true universality

of Christ’s saving mission. As a resource to help your

students learn about the Catholic response to the sin of

racism, we have compiled short stories of saints from

varying ethnic backgrounds who served Christ and their

neighbor in ways that testify to the equal dignity of all

human beings made in the image of God.

Note: Many of the lives of the saints are filled with deep

suffering and violence. Please be sure to preview the

stories in order to determine if they would be appropriate

for your students.

St. Benedict the African

Benedict was the son of slaves in Italy, though he had been born free.

One day, a low and ignorant man yelled hateful words to Benedict,

insulting the color of his dark skin. Those cruel words hurt Benedict.

But then he remembered how cruel soldiers and the ignorant crowd

had hurled insults at Jesus on the Cross. Jesus had not gotten angry,

nor did he use His divine power to punish those who had insulted him.

Instead, He not only forgave His enemies, He died for them.

And so Benedict decided to follow Jesus’s example. He restrained

his anger, even though he was hurt, and the low, ignorant man went

Image Courtesy

away. A Franciscan hermit had witnessed Benedict’s patience and

A. Currell

forgiveness. He saw that Benedict had a holy soul. The hermit asked

him if he, too, wanted to become a Franciscan and dedicate his life

1526–1589

to the love and service of God. Benedict’s heart filled with joy as he

Sicily

realized that God the Father was rewarding him by calling him to

follow Jesus in a special way.

Feast Day:

Benedict became a Franciscan friar and started off as the friary’s

April 3

cook. He loved the tastes and smells of the kitchen and serving food

to his fellow friars, and cooking became a great joy for him. He did not

stay a cook long, however, and soon became the master of the novices,

which means that he looked after all young men that were new to

the Franciscan community. Even though Benedict never learned

St. Charles Lwanga and Companions

how to read, he became known for his wise understanding and deep

spirituality — so much so that he eventually became the superior of his

religious community.

A group of priests called the White Fathers traveled to Uganda in

All throughout his advancements, Benedict’s love for cooking

Africa, and King Muteesa, the Ugandan king, received them with

remained. In his later years, he would return to the kitchen to cook for

friendliness and kindness. Charles Lwanga, a 25-year-old page in the

his fellow friars. In this, he followed Jesus’s example; even though Jesus

king’s court, listened to the White Fathers’ message and became a

is the Son of God and God Himself, He served others when He was

catechumen (someone who is preparing to be baptized).

here on earth, even washing His Apostles’ feet during the Last Supper.

King Muteesa died, and his son, King Mwanga, took the throne.

So Benedict served his fellow friars although he was their leader,

The new king was a cruel and sinful ruler who persecuted Christians.

performing the loving task of cooking their meals. At the age of sixtythree,

Benedict passed away in a holy death. He was so beloved by his

The head of the king’s pages was a Catholic, and he begged the king

to stop his persecutions and to give up his sinful life. Furious, the king

Saint Charles

community that the king of Spain ordered a magnificent tomb to be

had him beheaded. The courageous Charles Lwanga took his place as

Lwanga, courtesy

built for the humble friar who had followed Jesus’s example all of his

Phillip K. the head of the king’s pages. He knew that all the Christians at court

life. St. Benedict the African, help me to follow Jesus as closely as I can!

were in danger. Even so, that very night, he sneaked out of the palace

and went to the White Fathers to be baptized. Then he watched over

d. 1886

the secret instruction in the Catholic Faith of the young pages at

Uganda

court.

One day, the king discovered one of the boys studying his

Feast Day: catechism. Immediately, he ordered all of the pages in the court to

June 3

gather before APPENDIX him. Then, A: SAINT in an ominous CARDS voice, he ordered all the

185

Christians to reveal themselves. Fifteen boys—including Charles

Lwanga—stepped forward. The youngest of the boys, Kizito, was only

13 years old.

King Mwanga asked the boys if they planned to remain Christians.

“To death!” all 15 cried.

The king’s eyes flashed. “So be it!” he cried. And he ordered their

execution. Soldiers marched Charles Lwanga and his companions 37

miles to their place of execution. Charles Lwanga held his head high,

and little Kizito joked and laughed. They were not afraid to die for

Jesus.

When they arrived at their place of execution, the prisoners built

their own funeral pyre. A soldier wrapped Charles Lwanga in a mat

of sticks and set his feet on fire. His last groan was a prayer to God.

The rest of the boys were martyred for refusing to give up their Faith.

They all became glorious martyrs in Heaven. St. Charles Lwanga and

Companions, help me to be brave for Jesus!

APPENDIX A: SAINT CARDS 193

St. Josephine Bakhita ................................................................179

Sts. Mark Chong Lu-Bai and Alexius U Se-Yong ........................................180

St. Benedict the African (or the Moor) .................................................181

St. Peter Claver .....................................................................182

St. Damien of Molokai ...............................................................183

St. Juan Diego ......................................................................184

St. Katharine Drexel .................................................................185

St. Rose-Philippine Duchesne .........................................................186

St. Elesbaan of Ethiopia ..............................................................187

St. Paulus Liu Hanzuo ...............................................................188

St. Charles Lwanga and Companions ..................................................189

St. Paul Miki ........................................................................190

St. Turibius Alfonso de Mogrovejo ....................................................191

St. Martin de Porres .................................................................192


Bl. Miguel Agustin Pro ...............................................................193

St. Junípero Serra ...................................................................194

St. Teresa of the Andes ...............................................................195

St. Kateri Tekakwitha ................................................................196

Venerable Augustus Tolton ..........................................................197

Venerable Pierre Toussaint ..........................................................198

Additional Resources

ӹ

ӹ

ӹ

ӹ

ӹ

5 Hispanic American Saints Perhaps You Didn’t Know:

SophiaOnline.org/HispanicAmericanSaints

The Holy Perseverance of Six Black Catholics on the Road to Sainthood:

SophiaOnline.org/HolyPerseverance

Black Catholic Saints and Martyrs: SophiaOnline.org/SaintsandMartyrs

120 Saints and Martyrs of China: SophiaOnlineorg/SaintsofChina

Asia Icons (Catholicism’s role in Asian culture through the centuries):

SophiaOnline.org/AsiaIcons

The stories and coloring pages in this guide are from the

Day by Day

Coloring Book

of Saints

SOPHIA INSTITUTE PRESS

Find a saint story and coloring

page for every day!

SophiaOnline.org/DayByDay

178


St. Josephine Bakhita

A nine-year-old girl was walking with a friend in the fields of the

Sudan in Africa. Two strange men appeared and ordered the girl to

go pick fruit in the forest for them. Her friend they sent away. In the

forest, the men seized the little girl, brought her to their town, and

made her a slave. She was so frightened that she forgot her name.

Because she could not remember her name, the slave raiders called

her Bakhita, which means “fortunate one.”

c. 1869–1947

Sudan

Feast Day:

February 8

But Bakhita did not feel fortunate. In all, she was sold to five

different masters. One of her masters was especially cruel and would

beat the young Bakhita terribly. Her fifth master was an Italian man

named Calixto Leganini, who served as an Italian consul in the Sudan.

For the first time, Bakhita felt she might be fortunate because Leganini

did not beat her or whip her. When Leganini returned to Italy, he

brought Bakhita with him. At the Italian harbor, the wife of one of

Leganini’s friends, Mrs. Michieli, begged him for one of his slaves.

Leganini gave Bakhita to Mrs. Michieli.

Mrs. Michieli took Bakhita home to watch over her daughter.

When she and her husband left to manage a hotel in the Sudan,

they left Bakhita and their daughter in Italy under the care of the

Canossa Sisters of Venice. At the convent, Bakhita’s soul was set free.

The sisters taught Bakhita about God and His love for her. Bakhita

realized that she had been longing for God all of her life, but only now

understood that longing. She was baptized into the Catholic Faith and

took the name Josephine.

Soon Mrs. Michieli returned to Italy. She wanted to take Josephine

Bakhita and her daughter back to Africa. All of her life, Josephine

Bakhita had done what her masters commanded out of fear. But now

she knew that she should serve no one but God. She refused to leave

the convent, and Mrs. Michieli was angry. But the sisters stood by

Josephine Bakhita. They declared that since slavery was illegal in Italy,

Josephine Bakhita was free to stay if she wished.

Josephine Bakhita stayed at the convent and became a nun. Now

she felt truly fortunate because all of her suffering had brought her to

God. For the next 50 years of her life, she performed her duties at the

convent and served God’s poor with quiet humility and love. She even

forgave her captors. On her deathbed, her last words were “Madonna,”

a final prayer to Mary. St. Josephine Bakhita, show me how serving

God sets me free!


Sts. Mark Chong Lu-Bai and Alexius U Se-Yong

1795–1866

and

1845–1866

Korea

The Korean

Martyrs

Feast Day:

March 11

During the 1800s, Catholicism was outlawed in Korea. Catholic

missionary priests and Korean converts were hunted down and put to

death. Among these brave Korean martyrs were Sts. Mark Chong Lu-

Bai and Alexius U Se-Yong. Mark Chong Lu-Bai was a teacher in Korea.

One day, he saw two priests put to death for teaching the Catholic

Faith to the Koreans. The calm and peaceful way they approached

their death inspired Mark Chong Lu-Bai. He wanted to learn more

about this Jesus for whom they so willingly died. There were no books

written in Korean about Jesus, so he found some books about Him

written in Chinese. The more he read, the more his heart sang within

him. This Jesus had suffered and died for the whole world. This meant

that Jesus had died for him, too, and for the people in Korea.

Even though it was dangerous, Mark Chong Lu-Bai was baptized

into the Catholic Faith. He became a catechist and taught the Faith to

other Koreans. One of the converts he taught was the young Alexius

U Se-Yong. Alexius U Se- Yong was a wealthy nobleman. His family

was opposed to his conversion, but his heart was so on fire for Jesus

that he left his rich family to work with the Catholic missionaries. To

help the missionaries, he translated a catechism into Korean so that

the people could read about the Faith.

But then a terrible persecution broke out, and Mark Chong Lu-

Bai and Alexius U Se-Yong behaved in two very different ways. Mark

Chong Lu-Bai was offered the chance to escape, but he did not take

it. He knew that God wanted him to serve the persecuted Koreans

who were unable to leave. He was caught by his neighbors and family,

who beat him terribly before they sent him to prison. Through it all,

Mark Chong Lu-Bai remained strong in his Faith. Alexius U Se-Yong,

however, did not have Mark Chong Lu-Bai’s strength. His fear was

stronger than the fire of love in his heart. When the persecutors

arrived, he gave up his Faith and denied Jesus. Afterward, Alexius U Se-

Yong was sorry. His fear had made him do a terrible thing. He rushed

to his bishop, confessed his sin, and received forgiveness. Then he was

arrested and imprisoned with Mark Chong Lu-Bai. Together they were

tortured and executed along with other Korean Catholics and became

glorious martyrs for the Faith. Sts. Mark Chong Lu-Bai and Alexius U

Se-Yong, please help my heart be full of love for Jesus!

180


St. Benedict the African

Benedict was the son of slaves in Italy, though he had been born free.

One day, a low and ignorant man yelled hateful words to Benedict,

insulting the color of his dark skin. Those cruel words hurt Benedict.

But then he remembered how cruel soldiers and the ignorant crowd

had hurled insults at Jesus on the Cross. Jesus had not gotten angry,

nor did He use His divine power to punish those who had insulted him.

Instead, He not only forgave His enemies, He died for them.

Image Courtesy

A. Currell

1526–1589

Sicily

Feast Day:

April 3

And so Benedict decided to follow Jesus’s example. He restrained

his anger, even though he was hurt, and the low, ignorant man went

away. A Franciscan hermit had witnessed Benedict’s patience and

forgiveness. He saw that Benedict had a holy soul. The hermit asked

him if he, too, wanted to become a Franciscan and dedicate his life

to the love and service of God. Benedict’s heart filled with joy as he

realized that God the Father was rewarding him by calling him to

follow Jesus in a special way.

Benedict became a Franciscan friar and started off as the friary’s

cook. He loved the tastes and smells of the kitchen and serving food

to his fellow friars, and cooking became a great joy for him. He did not

stay a cook long, however, and soon became the master of the novices,

which means that he looked after all young men that were new to

the Franciscan community. Even though Benedict never learned

how to read, he became known for his wise understanding and deep

spirituality — so much so that he eventually became the superior of his

religious community.

All throughout his advancements, Benedict’s love for cooking

remained. In his later years, he would return to the kitchen to cook for

his fellow friars. In this, he followed Jesus’s example; even though Jesus

is the Son of God and God Himself, He served others when He was

here on earth, even washing His Apostles’ feet during the Last Supper.

So Benedict served his fellow friars although he was their leader,

performing the loving task of cooking their meals. At the age of sixtythree,

Benedict passed away in a holy death. He was so beloved by his

community that the king of Spain ordered a magnificent tomb to be

built for the humble friar who had followed Jesus’s example all of his

life. St. Benedict the African, help me to follow Jesus as closely as I can!


St. Peter Claver

Peter Claver bravely entered the hold of the ship, carrying medicine,

food, and wash towels. His heart wept at what he saw there. Enslaved

people, chained and fettered, were so packed together they could

barely move. The hull was dark and the air heavy with sweat and

disease. He knelt among the slaves, washing and applying medicine

to their wounds. His touch was gentle. His words in the Kongo

language were kind. His lips formed a silent prayer.

1581–1654

Spain

Feast Day:

September 9

Peter was a priest. He had left Spain to become a missionary in

Cartagena, the great harbor city of Colombia. Ten thousand African

slaves arrived at the port each year, where they were bought and

sold. Fr. Peter did not know how men could treat other men so.

Slavery was evil. The way his Spanish brethren treated the Africans

was a terrible sin. He would do everything he could to care for the

slaves and bring them to Jesus. He called himself the “slave of slaves.”

When the slaves left the ship, Fr. Peter Claver would wrap the sick

and injured in his cloak and carry them to the hospital. Sometimes,

his very touch healed the sick.

To the healthy, Fr. Peter spoke about Jesus and how Jesus had

died for them. He told them that they were children of God who had

great worth and dignity, no matter what others told them or how

they were treated. Peter baptized three hundred thousand African

slaves. He invited people of all backgrounds to his church, ignoring

anyone who complained about the African slaves.

Fr. Peter’s face was always sad. He knew that when people

rejected the enslaved people, they rejected God. He cared for, taught,

and baptized slaves until he turned 70 and caught the plague. He did

not die immediately, but he had to stay in bed for the last four years

of his life. He offered all of his suffering to God before he died a holy

death.

St. Peter Claver, help me to treat everyone like a child of God!

182


St. Damien of Molokai

More than anything, young Damien wanted to be a missionary. His

older brother had joined the order of the Congregation of the Sacred

Hearts of Jesus and Mary, and Damien followed in his brother’s

footsteps and also joined the order. He continued to pray hard to be

a missionary, but it was his older brother who was selected to go on

a mission to Hawaii. It seemed as if Br. Damien’s prayer would not be

answered.

1840–1889

Belgium

Feast Day:

May 10

Then, right before he left, Br. Damien’s older brother fell sick, and

Br. Damien asked to go in his place. Permission was granted, and Br.

Damien set sail for Hawaii. Soon after Br. Damien landed in Honolulu,

he was ordained a priest. There was an outbreak of leprosy in the

kingdom of Hawaii. At that time, leprosy was an incurable disease that

damaged the skin and the nerves. The Hawaiians were so afraid of

leprosy that they quarantined the worst cases in a colony on the island

of Molokai. Not even doctors and nurses went to Molokai because

they were afraid of catching leprosy, too. Fr. Damien saw that that the

lepers of Molokai needed a priest to share the love of Jesus with them

and give them hope. And so he volunteered to go to Molokai.

Fr. Damien was tough, brave, and determined. He took care

of the lepers’ bodies as well as their souls. He dressed their sores;

constructed coffins and dug graves; and built them a school, a

church, and many homes. Fr. Damien said Mass for the lepers and

heard their confessions. He told them that their lives were precious

in the eyes of God. He spent many years comforting them and

teaching them the Faith.

One evening, Fr. Damien was preparing his bath, and the water

was so hot that it was scalding. He accidentally stepped into the hot

water—but his foot felt nothing. Fr. Damien knew that he had caught

leprosy. The nerves in his foot were so damaged by the illness that

he felt no pain from the burning water. But leprosy did not stop Fr.

Damien. His illness only made him work harder because now he

knew he had less time to take care of his beloved lepers. He dragged

his bandaged foot behind him as he traveled from sick bed to sick

bed. Eventually, a nun traveled to Molokai to take care of him as he

lay dying. The nun’s name was Sister Marianne Cope. She, too, was a

missionary and would also become a saint. She promised to carry on

Fr. Damien’s work and watched over him until he died a holy death. St.

Damien of Molokai, help me never to be afraid to take care of others!


St. Juan Diego

In Mexico, an Aztec boy was born named Cuauhtlatoatzin, which

means “the Eagle-who-Speaks.” Raised by his uncle, he married a young

Aztec woman and lived humbly as a farmer. Like all Aztecs, the couple

worshiped many gods. But the false Aztec gods were very different from

the one, true God. They were violent and demanded human sacrifice.

Image Courtesy

Fr. Lawrence

Lew, O.P.

1474–1548

Mexico

Feast Day:

December 9

Then, the Spaniard Hernán Cortés came and, along with him, the

Franciscan friars. The friars spoke of Jesus, who loved us so much that

He died for us. The love of Jesus spoke to Cuauhtlatoatzin’s heart, and

he and his wife became some of the first Aztecs to be baptized. They

took the names Juan Diego and Maria Luisa. When Maria Luisa died,

Juan Diego went to live with his uncle. He lived a simple life of prayer,

and early every Saturday morning, he made the hour-long walk to

the Franciscan church near Mexico City to hear Mass in honor of Our

Lady. One Saturday morning, as he passed by Tepeyac Hill, he heard

a gentle voice calling his name. Quickly, he climbed the hill, where

he found the most beautiful woman he had ever seen. Her mestizo

complexion was radiant. The woman told him that she was Mary, the

Mother of God, and that she wished him to go to the bishop and ask

him to build a church in her honor.

Juan Diego did as Our Lady asked. But he was just a humble man,

so the bishop did not believe him and asked for a sign. On his return,

Our Lady promised Juan Diego she would give him a sign the next

day. The next morning, however, Juan Diego’s uncle fell terribly ill, and

Juan Diego stayed home. Finally, he went to fetch a priest to give his

uncle last rites.

Our Lady appeared to Juan Diego on the road and promised that

his uncle would be all right. Then, she pointed to the top of Tepeyac

Hill and told him to gather the roses he would find there. These he

gathered and showed to the bishop. But when he opened his tilma (a

cloak), the roses tumbled to the ground, and imprinted on his tilma was

a miraculous image of Our Lady. The bishop fell on his knees and gave

thanks to Our Lady for her sign. Juan Diego returned home and found

his uncle cured, just as Our Lady had promised.

The bishop built Mary’s church on Tepeyac Hill, which housed

Mary’s miraculous image. Beside the church was a little hermitage for

Juan Diego, who spent the rest of his life welcoming pilgrims to the

church. Many miraculous healings occurred to those who prayed before

Mary’s image, and millions of Mexican Indians converted to the Catholic

Faith. St. Juan Diego, help me humbly serve Jesus and Mary!

184


St. Katharine Drexel

Would you give up a life of wealth and comfort to serve those

whom society viewed as having less dignity because of their race?

St. Katharine Drexel spent her life in the service of the poor and

oppressed.

1858-1955

United States

of America

Feast Day:

March 3

Young Katharine was the daughter of a wealthy banker in

Philadelphia. Raised as a young heiress, she received her education

from private tutors, toured Europe, and entered into high society.

But after the experience of nursing her stepmother for three years

through terminal cancer, she realized that money could not protect

her from pain and suffering. She grew close to Jesus in the Eucharist

and through this devotion she was able to see Jesus in the poor and

oppressed.

Katharine’s father took her on trips through the western states,

and she saw the suffering and poverty of the Native Americans.

She went to visit Pope Leo XIII in Rome and asked that he send

missionaries to help the Native Americans. She was surprised when the

pope told her that she should become a missionary herself! Katharine

listened and joined the Sisters of Mercy in Pittsburgh, Pennsylvania.

Philadelphia society was shocked! The newspapers ran the

headline, “Miss Drexel Enters a Catholic Convent—Gives Up Seven

Million.” People couldn’t believe that Sr. Katharine would give up

her wealth to serve the poor. Sr. Katharine paid for the printing of a

catechism in the Navajo language. She founded the Blessed Sacrament

Sisters and used her fortune to fund its work. The nuns opened

schools for Native American and African American children. She

opened more than 60 schools to educate African American and Native

American children, including Xavier University (still the only Catholic

historically Black college), dedicating her life and fortune of 20 million

dollars to helping others.

Sr. Katharine’s efforts to help African Americans were constantly

opposed, first with empty legal threats, and eventually with threats

of violence, including bomb threats. Through it all, Sr. Katharine kept

her focus on Jesus in the Eucharist and encouraged her sisters to do

the same so they could continue to serve with true joy. Later in life, Sr.

Katharine suffered a heart attack, so she had to give up the leadership

of her order. For her last eighteen years she could barely move because

of a serious illness. She spent the rest of her life in deep prayer in front

of the Blessed Sacrament and died a holy death in 1955. St. Katharine

Drexel, help me to serve the poor and oppressed!


St. Rose-Philippine Duchesne

Image Courtesy

Fr. Lawrence

Lew, O.P.

1769–1852

France

Feast Day:

November 18

Young Philippine Duchesne’s eyes grew wide as the priest told

stories of his adventures in the New World, where he had brought

the Gospel from France to the Native Americans, who had never

heard of Jesus. As she left the church, she dreamed of someday

becoming a missionary in America to share Jesus’ love with others.

Many years would go by and she would suffer many trials before

this dream came to pass. Philippine studied with Visitation nuns at

their convent on a mountainside. Through her time with the kind,

prayerful nuns, Philippine discovered that God, too, was calling her

to join the order. Her family was large and wealthy, and her father

did not want her to become a nun. He pulled her from the convent

school, and she spent the last years of her education studying at

home. But that did not keep her from listening to God’s call, and she

entered the Visitation order when she turned 19.

But Sr. Philippine was not a nun for long before the terrors of

the French Revolution struck and the revolutionaries closed all the

convents. Sr. Philippine and the other sisters had to flee. For 10 years,

Sr. Philippine cared for the poor and the sick, living her life as a nun

out in the world. When the revolution was over, she joined the sisters

of the Society of the Sacred Heart.

Now the dream God had placed in Sr. Philippine’s heart since

she was a child was about to come true. Sr. Philippine’s mother

superior sent her and four other sisters to Louisiana in America to be

missionaries. The journey was long, and Sr. Philippine fell so sick she

almost died! When the sisters finally landed, they discovered that the

bishop had not prepared a place for them. So they traveled to Saint

Charles, Missouri, where they built a log cabin and opened a school.

For many years, Sr. Philippine Duchesne shared the Gospel

of Jesus in the harsh, pioneering conditions of the Midwest. She

founded six other houses, along with schools and orphanages,

and worked to serve the Native American communities. When she

turned 71, Sr. Philippine was asked to join a mission evangelizing

the Potawatomi tribe in Kansas. Because she could not learn the

language, she spent her time there in prayer, and her holiness was

Created in Christ

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