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CREATED<br />
<strong>in</strong> CHRIST<br />
A Catholic Response to the S<strong>in</strong> of Racism<br />
SOPHIA INSTITUTE FOR TEACHERS
CREATED<br />
<strong>in</strong> C HRIST<br />
A Catholic Response<br />
to the S<strong>in</strong> of Racism
About Sophia Institute for Teachers<br />
Sophia Institute for Teachers was launched <strong>in</strong> 2013 by Sophia Institute to renew and rebuild<br />
Catholic culture through service to Catholic education. With the goal of nurtur<strong>in</strong>g the spiritual,<br />
moral, and cultural life of souls, and an abid<strong>in</strong>g respect for the role and work of teachers,<br />
we strive to provide materials and programs that are at once enlighten<strong>in</strong>g to the m<strong>in</strong>d and<br />
ennobl<strong>in</strong>g to the heart; faithful and complete, as well as useful and practical. Sophia Institute is<br />
a 501(c)(3) nonprofit organization founded <strong>in</strong> 1983.<br />
Excerpts from the English translation of the Catechism of the Catholic Church, Second<br />
Edition, © 1994, 1997, 2000 by Libreria Editrice Vaticana–United States Catholic Conference,<br />
Wash<strong>in</strong>gton, D.C. All rights reserved.<br />
Scripture texts <strong>in</strong> this work are taken from the New American Bible, revised edition © 2010,<br />
1991, 1986, 1970 Confraternity of <strong>Christ</strong>ian Doctr<strong>in</strong>e, Wash<strong>in</strong>gton, D.C., and are used by<br />
permission of the copyright owner. All rights reserved. No part of the New American Bible may<br />
be reproduced <strong>in</strong> any form without permission <strong>in</strong> writ<strong>in</strong>g from the copyright owner.<br />
Unless otherwise noted, images <strong>in</strong> this book are <strong>in</strong> the public doma<strong>in</strong>.<br />
We thank all copyright holders for their permission to use their material <strong>in</strong> this publication.<br />
Every attempt was made to secure permission to repr<strong>in</strong>t any protected material used <strong>in</strong><br />
this publication. Any omissions or errors were un<strong>in</strong>tentional, and we will make adjustments<br />
immediately upon request.<br />
© 2021 by Sophia Institute for Teachers<br />
All rights reserved. Portions of this publication may be photocopied and/or reproduced<br />
with<strong>in</strong> the schools which purchased it for educational use only. Written permission must be<br />
secured from the publisher to use or reproduce any part of this book outside the school which<br />
purchased it <strong>in</strong> any medium.<br />
Pr<strong>in</strong>ted <strong>in</strong> the United States of America<br />
Design by Perceptions Design Studio<br />
<strong>Created</strong> <strong>in</strong> <strong>Christ</strong>: A Catholic Response to the S<strong>in</strong> of Racism<br />
ISBN: 978-1-64413-473-3
Contents<br />
Acknowledgments .....................................................................ii<br />
How to Use this Guide ................................................................ iii<br />
Sacred Art and Catechesis ..............................................................iv<br />
Introductory Essay: The Catholic Response to the S<strong>in</strong> of Racism ............................v<br />
What Is Critical Race Theory? ........................................................ xiii<br />
10 Pr<strong>in</strong>ciples for an Educational Discussion on Racism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv<br />
Catholic Educators on Respond<strong>in</strong>g to Racism ...........................................xvii<br />
Unit 1: The Dignity of the Human Person<br />
Lesson 1: <strong>Created</strong> <strong>in</strong> God’s Image (High School) .......................................... 1<br />
Lesson 2: <strong>Created</strong> <strong>in</strong> God’s Image (Elementary and Middle School) .........................13<br />
Lesson 3: <strong>Christ</strong>ianity and Identity (High School) ........................................23<br />
Lesson 4: Brothers and Sisters <strong>in</strong> <strong>Christ</strong> (Elementary and Middle School) ...................37<br />
Unit 2: Respond<strong>in</strong>g to the S<strong>in</strong> of Racism<br />
Lesson 5: S<strong>in</strong> Is the Root of Racism (High School) ........................................47<br />
Lesson 6: S<strong>in</strong> Is the Root of Racism (Elementary and Middle School) .......................63<br />
Lesson 7: Institutional Racism and Social S<strong>in</strong> (Upper Middle and High School) ...............73<br />
Lesson 8: Racism <strong>in</strong> U.S. History (Upper Middle and High School) ..........................93<br />
Unit 3: Conversion <strong>in</strong> <strong>Christ</strong><br />
Lesson 9: Racism and Solidarity (High School) ...........................................115<br />
Lesson 10: Racism and Subsidiarity (Upper Middle and High School) ......................125<br />
Lesson 11: Personal Conversion and the Graces of the Holy Spirit<br />
(Upper Middle and High School) ...................................................... 137<br />
Lesson 12: <strong>Christ</strong> is the Victory (High School) ...........................................153<br />
Lesson 13: <strong>Christ</strong> is the Victory (Elementary and Middle School) .........................165<br />
Appendix A: Sa<strong>in</strong>t Cards ...............................................................177<br />
Glossary ............................................................................211<br />
CREATED IN CHRIST OVERVIEW<br />
i
Acknowledgments<br />
Authors<br />
Evan Bradfield<br />
Elyssa Bradfield<br />
Veronica Burchard<br />
Mike Gutzwiller<br />
Jose Gonzalez<br />
Arthur Hippler<br />
Victoria Roth<br />
Ethan O’Connor<br />
Elienne Planchett<br />
Nathaniel A. Sanders<br />
Ingrid Waldste<strong>in</strong><br />
Contributors<br />
Stephen Beale<br />
Dcn. Harold Burke-Sivers<br />
Anna Maria Dube<br />
Editors<br />
Veronica Burchard<br />
Mike Gutzwiller<br />
Ethan O’Connor<br />
Academic Advisor<br />
Michel Therrien, S.T.L., S.T.D.<br />
Catechetical Consultant<br />
Danielle Brown, Esq.<br />
Associate Director, USCCB Ad Hoc Committee<br />
Aga<strong>in</strong>st Racism<br />
Design<br />
Perceptions Design Studio<br />
Amherst, NH<br />
Illustrator<br />
Mary MacArthur<br />
Special Thanks To Our Field-Test<strong>in</strong>g Teachers<br />
Fey Barles<br />
St. Francis School<br />
Wichita, KS<br />
Judi Brennan<br />
<strong>Christ</strong> the K<strong>in</strong>g Parish<br />
Worcester, MA<br />
Mary F<strong>in</strong>negan<br />
St. Isidore School<br />
Quakertown, PA<br />
Margaret Zeh Fulford<br />
Scec<strong>in</strong>a Memorial High<br />
School<br />
Indianapolis, IN<br />
Michael Hardt<br />
Sacred Heart Parish<br />
Lebanon, NH<br />
Sarah Hughes<br />
St. Agnes School<br />
Fort Wright, KY<br />
Elizabeth Kassel<br />
St. Joseph School<br />
Petersburg, VA 23803<br />
Yr<strong>in</strong>a Keller<br />
Immaculate Conception<br />
School<br />
Los Angeles, CA<br />
Reg<strong>in</strong>a Mol<strong>in</strong>elli<br />
Archbishop Step<strong>in</strong>ac High<br />
School<br />
White Pla<strong>in</strong>s, NY<br />
Kathy Walsh<br />
St. Joseph Catholic School<br />
St. Paul, MN<br />
Amy Zakrajsek<br />
St. Thomas the Apostle<br />
School<br />
Grand Rapids, MI<br />
ii<br />
© SOPHIA INSTITUTE FOR TEACHERS
How to Use This Guide<br />
Like all Sophia Institute for Teacher’s thematic guides, this resource is offered not as a<br />
comprehensive curriculum but as a supplement to enhance and overlay the religion and<br />
theology materials you are already us<strong>in</strong>g. It is aimed at spiritual and <strong>in</strong>tellectual formation.<br />
The lessons presented <strong>in</strong> these pages will help your students understand:<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
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The dignity of the human person created <strong>in</strong> the Image of God<br />
The Scriptural and Traditional basis for <strong>Christ</strong>ian anthropology<br />
What racism is<br />
Why racism is a s<strong>in</strong><br />
Some ways racism has affected our lives <strong>in</strong> the United States<br />
Some pr<strong>in</strong>ciples of Catholic teach<strong>in</strong>g that <strong>in</strong>form our response to racism<br />
The need for conversion and the graces of the Holy Spirit<br />
Why Jesus <strong>Christ</strong> is the only way to peace and justice<br />
Racism is a complex and deeply-rooted problem. This guide acknowledges and offers a<br />
Catholic response to the s<strong>in</strong> of racism. Its lessons are designed to foster understand<strong>in</strong>g as well<br />
as exam<strong>in</strong>ation of conscience, repentance, and conversion; it is not a guide aimed at rais<strong>in</strong>g<br />
awareness of the existence of racism, nor is it a practical tooklit for advocacy or activism. A<br />
resource is provided on page xiv that offers ten pr<strong>in</strong>ciples for fram<strong>in</strong>g lessons and class<br />
discussions on racism.<br />
Sophia’s Incarnational Approach<br />
Just as noth<strong>in</strong>g can replace a teacher’s witness to <strong>Christ</strong> <strong>in</strong> her own classroom, noth<strong>in</strong>g can<br />
replace your discernment as to the needs of your community. While we as members of the<br />
Church have frequently failed to live out her teach<strong>in</strong>g, the tensions and the failures will be<br />
different <strong>in</strong> different communities. In some communities the manifestation of racism could be<br />
prejudice, obtuseness, and offense, and <strong>in</strong> other communities the failures could be prejudice,<br />
resentment, and envy. You will know best how to use these resources to educate your students<br />
and alleviate the friction <strong>in</strong> your community.<br />
We hope the lessons <strong>in</strong> this guide will give your students the foundation to properly understand<br />
and implement any practical resources you may choose to provide <strong>in</strong> light of the Gospel, which<br />
is the only way they will bear fruit.<br />
CREATED IN CHRIST OVERVIEW<br />
iii
Sacred Art and Catechesis<br />
How to Use the Works of Art <strong>in</strong> This Guide<br />
This Teacher’s Guide uses sacred art as a means of teach<strong>in</strong>g<br />
young people about the Catholic Faith. Beauty disposes us to<br />
the Div<strong>in</strong>e, and sacred art helps lead students to love what is<br />
good, beautiful, and true. Art can be viewed and appreciated<br />
by all students, no matter their grade, read<strong>in</strong>g ability, personal<br />
background, or level of sophistication. Feel free to use these<br />
works of art with students of all grade levels. Add<br />
your own questions if these are too hard. Say them<br />
out loud if students cannot read the questions<br />
themselves. Have older students compose their own<br />
questions. Have fun.<br />
The Baptism of the Eunuch<br />
BY REmBRANDT (c.1626)<br />
HANDOUT B<br />
Our Lady of Loreto <strong>in</strong> the Refugee’s Cloak<br />
BY mARGHERITA GALLUCCI (2020)<br />
HANDOUT D<br />
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Before present<strong>in</strong>g artwork, we recommend<br />
you gather relevant Scripture passages and<br />
sections of the Catechism to contextualize<br />
discussion.<br />
57<br />
ӹ<br />
We recommend project<strong>in</strong>g a full-screen<br />
image of each work of art and/or hand<strong>in</strong>g<br />
out color copies for each student or small<br />
group of students.<br />
6<br />
Oil on panel, 40cm x 60cm, Florence, Italy.<br />
www.margheritagallucci.com<br />
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Allow students to view the art quietly for several m<strong>in</strong>utes — or for as long as you can.<br />
Encourage them to appreciate it for its own sake before beg<strong>in</strong>n<strong>in</strong>g any analysis.<br />
Beg<strong>in</strong> your discussion by ask<strong>in</strong>g questions that are easy to answer. This may help “prime<br />
the pump” for future discussion.<br />
Be will<strong>in</strong>g to share your own response to the pa<strong>in</strong>t<strong>in</strong>g. Allow your students to see<br />
the pa<strong>in</strong>t<strong>in</strong>g move you. Shar<strong>in</strong>g the feel<strong>in</strong>gs and ideas the artwork evokes <strong>in</strong> you may<br />
encourage your students to be more will<strong>in</strong>g to take risks <strong>in</strong> the ways they contribute to<br />
the discussion.<br />
Add your own favorite works of art. Don’t be limited to pa<strong>in</strong>t<strong>in</strong>gs. Th<strong>in</strong>k about us<strong>in</strong>g<br />
sculpture, wood carv<strong>in</strong>gs, sta<strong>in</strong>ed glass, and so forth. Your enthusiasm for works of art<br />
will be contagious.<br />
iv<br />
© SOPHIA INSTITUTE FOR TEACHERS
INTRODUCTORY ESSAY<br />
The Catholic Response to the S<strong>in</strong> of Racism<br />
Human society <strong>in</strong>cludes <strong>in</strong>terdependence,<br />
solidarity, and most of all an<br />
acknowledgement that we are created <strong>in</strong> the<br />
image of God and meant to reflect Tr<strong>in</strong>itarian<br />
Love. The s<strong>in</strong> of racism attacks all these<br />
concepts. Our Faith teaches us that God<br />
became man to save all s<strong>in</strong>ners and that there<br />
is a glorious story to be told <strong>in</strong> which all are<br />
freed from s<strong>in</strong> and suffer<strong>in</strong>g, and brought <strong>in</strong>to<br />
one family.<br />
Made for Communion<br />
As creatures made <strong>in</strong> God’s image, God<br />
made us to be <strong>in</strong> relationship with Him and<br />
with each other. The Catechism tells us,<br />
“Because of its common orig<strong>in</strong> the human<br />
race forms a unity, for ‘from one ancestor<br />
[God] made all nations to <strong>in</strong>habit the whole<br />
earth’” (360). God looked at the first man,<br />
Adam, and said “It is not good for the man to<br />
be alone. I will make a helper suited to him”<br />
(Genesis 2:18), and made the first woman,<br />
Eve. Adam immediately recognized that she<br />
was another like him, a person made <strong>in</strong> God’s<br />
image and likeness with whom he could be <strong>in</strong><br />
communion. The Compendium of the Social<br />
Doctr<strong>in</strong>e of the Church says, “Man, <strong>in</strong> fact, is<br />
not a solitary be<strong>in</strong>g, but ‘a social be<strong>in</strong>g, and<br />
unless he relates himself to others he can<br />
neither live nor develop his potential’ … In<br />
one’s neighbor, whether man or woman, there<br />
is a reflection of God himself, the def<strong>in</strong>itive<br />
goal and fulfillment of every person” (110). The<br />
unity <strong>in</strong> which God made us does not exclude,<br />
however, “the rich variety of persons, cultures,<br />
and peoples,” and “assures us that all men are<br />
truly brethren” (CCC 361).<br />
It is <strong>in</strong> the Church that we f<strong>in</strong>d our true unity as<br />
members of His body. St. Paul wrote, “For as <strong>in</strong><br />
one body we have many parts, and all the parts<br />
do not have the same function, so we, though<br />
many, are one body <strong>in</strong> <strong>Christ</strong> and <strong>in</strong>dividually<br />
parts of one another” (Romans 12:4–5). He also<br />
wrote, still speak<strong>in</strong>g of the members of the<br />
Body of <strong>Christ</strong>, “If [one] part suffers, all the parts<br />
suffer with it; if one part is honored, all the<br />
parts share its joy” (1 Cor<strong>in</strong>thians 12:26).<br />
Jesus Himself taught us to pray to the Father<br />
as “Our Father <strong>in</strong> heaven” (Matthew 6:9). Of<br />
this open<strong>in</strong>g l<strong>in</strong>e of the Lord’s Prayer, the<br />
Catechism tells us that the word “our” reflects<br />
“an entirely new relationship with God” (2786).<br />
The filial boldness of call<strong>in</strong>g God “our Father:”<br />
qualifies a reality common to more than<br />
one person. There is only one God, and<br />
he is recognized as Father by those who,<br />
through faith <strong>in</strong> his only Son, are reborn of<br />
him by water and the Spirit. The Church<br />
is this new communion of God and men.<br />
United with the only Son, who has become<br />
“the firstborn among many brethren,” she<br />
is <strong>in</strong> communion with one and the same<br />
Father <strong>in</strong> one and the same Holy Spirit. In<br />
pray<strong>in</strong>g “our” Father, each of the baptized<br />
is pray<strong>in</strong>g <strong>in</strong> this communion: “The<br />
company of those who believed were of<br />
one heart and soul.” (CCC 2790)<br />
The Catechism goes on to say about all<br />
baptized <strong>Christ</strong>ians:<br />
For this reason, <strong>in</strong> spite of the divisions<br />
among <strong>Christ</strong>ians, this prayer to “our”<br />
Father rema<strong>in</strong>s our common patrimony<br />
and an urgent summons for all the<br />
CREATED IN CHRIST OVERVIEW<br />
v
aptized. In communion by faith <strong>in</strong> <strong>Christ</strong><br />
and by Baptism, they ought to jo<strong>in</strong> <strong>in</strong> Jesus'<br />
prayer for the unity of his disciples.<br />
F<strong>in</strong>ally, if we pray the Our Father s<strong>in</strong>cerely,<br />
we leave <strong>in</strong>dividualism beh<strong>in</strong>d, because<br />
the love that we receive frees us from it.<br />
The “our” at the beg<strong>in</strong>n<strong>in</strong>g of the Lord's<br />
Prayer, like the “us” of the last four<br />
petitions, excludes no one. If we are to say<br />
it truthfully, our divisions and oppositions<br />
have to be overcome. (2791–2792)<br />
<strong>Christ</strong>ianity is not a private Faith, but a<br />
communal Faith realized most fully <strong>in</strong> the<br />
public worship of the Church, the liturgy—the<br />
Eucharist—which is “the source and summit of<br />
the <strong>Christ</strong>ian life” (CCC 1324). “The Eucharist is<br />
the efficacious sign and sublime cause of that<br />
communion <strong>in</strong> the div<strong>in</strong>e life and that unity of<br />
the People of God by which the Church is kept<br />
<strong>in</strong> be<strong>in</strong>g” (CCC 1325). It is the Eucharist that<br />
unites the faithful <strong>in</strong>to the one Body of <strong>Christ</strong><br />
and susta<strong>in</strong>s us <strong>in</strong> communion with God and<br />
with one another <strong>in</strong> <strong>Christ</strong>.<br />
The Consequences of S<strong>in</strong><br />
From the very beg<strong>in</strong>n<strong>in</strong>g, s<strong>in</strong> has disrupted<br />
the communion for which God made us. Our<br />
orig<strong>in</strong>al parents, Adam and Eve, gave <strong>in</strong> to the<br />
temptation of the Devil and committed the<br />
first s<strong>in</strong> <strong>in</strong> the Garden of Eden, sever<strong>in</strong>g their<br />
relationship with God and greatly damag<strong>in</strong>g<br />
their relationship with one another and<br />
with all of creation. Their s<strong>in</strong> “affected the<br />
human nature that they would then transmit<br />
<strong>in</strong> a fallen state …a human nature deprived<br />
of orig<strong>in</strong>al hol<strong>in</strong>ess and justice” (CCC 404,<br />
emphasis orig<strong>in</strong>al). Each of us is ta<strong>in</strong>ted with<br />
the sta<strong>in</strong> of Orig<strong>in</strong>al S<strong>in</strong>, by which we are<br />
born with a wounded human nature “subject<br />
to ignorance, suffer<strong>in</strong>g, and the dom<strong>in</strong>ion of<br />
death; and <strong>in</strong>cl<strong>in</strong>ed to s<strong>in</strong>—and <strong>in</strong>cl<strong>in</strong>ation to<br />
evil that is called ‘concupiscence’” (CCC 405).<br />
The Sacrament of Baptism makes us children<br />
of God, members of <strong>Christ</strong>’s Body, erases<br />
Orig<strong>in</strong>al S<strong>in</strong>, and gives us the grace of salvation<br />
won by <strong>Christ</strong> on the Cross, mak<strong>in</strong>g it possible<br />
aga<strong>in</strong> for us to be <strong>in</strong> relationship with God. But<br />
the consequences of Orig<strong>in</strong>al S<strong>in</strong> rema<strong>in</strong>: a<br />
Though often well-<strong>in</strong>tended,<br />
educational or political approaches<br />
that fail to acknowledge our<br />
wounded human nature and need<br />
for God’s grace will <strong>in</strong>evitably fall<br />
short or even make th<strong>in</strong>gs worse.<br />
The Expulsion of Adam and Eve<br />
from Paradise, Benjam<strong>in</strong> West.<br />
vi<br />
© SOPHIA INSTITUTE FOR TEACHERS
darkened <strong>in</strong>tellect and weakened will <strong>in</strong>cl<strong>in</strong>ed<br />
to s<strong>in</strong>.<br />
Orig<strong>in</strong>al S<strong>in</strong> and the personal s<strong>in</strong> of all<br />
mank<strong>in</strong>d have resulted <strong>in</strong> division and discord.<br />
The Catechism expla<strong>in</strong>s:<br />
By our first parents’ s<strong>in</strong>, the devil has<br />
acquired a certa<strong>in</strong> dom<strong>in</strong>ation over man,<br />
even though man rema<strong>in</strong>s free. Orig<strong>in</strong>al<br />
s<strong>in</strong> entails “captivity under the power<br />
of him who thenceforth had the power<br />
of death, that is, the devil.” Ignorance of<br />
the fact that man has a wounded nature<br />
<strong>in</strong>cl<strong>in</strong>ed to evil gives rise to serious errors<br />
<strong>in</strong> the areas of education, politics, social<br />
action and morals (407).<br />
Though often well-<strong>in</strong>tended, educational or<br />
political approaches that fail to acknowledge<br />
our wounded human nature and need for<br />
God’s grace will <strong>in</strong>evitably fall short or even<br />
make th<strong>in</strong>gs worse.<br />
Personal and Social S<strong>in</strong><br />
All s<strong>in</strong>s are both personal and social - they<br />
harm the s<strong>in</strong>ner and they harm others. The<br />
Compendium of the Social Doctr<strong>in</strong>e of the<br />
Church expla<strong>in</strong>s:<br />
Every s<strong>in</strong> is personal under a certa<strong>in</strong><br />
aspect; under another, every s<strong>in</strong> is social<br />
<strong>in</strong>sofar as and because it also has social<br />
consequences. In its true sense, s<strong>in</strong> is<br />
always an act of the person, because it<br />
is the free act of an <strong>in</strong>dividual person<br />
and not properly speak<strong>in</strong>g of a group or<br />
community. The character of social s<strong>in</strong> can<br />
unquestionably be ascribed to every s<strong>in</strong>,<br />
tak<strong>in</strong>g <strong>in</strong>to account the fact that “by virtue<br />
of human solidarity which is as mysterious<br />
and <strong>in</strong>tangible as it is real and concrete,<br />
each <strong>in</strong>dividual’s s<strong>in</strong> <strong>in</strong> some way affects<br />
others” (117, emphasis orig<strong>in</strong>al).<br />
In other words, there is no such th<strong>in</strong>g as a<br />
s<strong>in</strong> that harms the s<strong>in</strong>ner alone. For example,<br />
abus<strong>in</strong>g drugs may seem to only affect the<br />
user, but it also harms family and friends, the<br />
community, and so forth. Some s<strong>in</strong>s directly<br />
and <strong>in</strong>tentionally harm others. These s<strong>in</strong>s<br />
are called social s<strong>in</strong>s. The Compendium of the<br />
Social Doctr<strong>in</strong>e of the Church def<strong>in</strong>es social<br />
s<strong>in</strong> as “every s<strong>in</strong> committed aga<strong>in</strong>st the justice<br />
due <strong>in</strong> relations between <strong>in</strong>dividuals, between<br />
the <strong>in</strong>dividual and the community, and also<br />
between the community and the <strong>in</strong>dividual”<br />
(118). It goes on to give examples:<br />
Every s<strong>in</strong> aga<strong>in</strong>st the rights of the human<br />
person, start<strong>in</strong>g with the right to life,<br />
<strong>in</strong>clud<strong>in</strong>g that of life <strong>in</strong> the womb, and<br />
every s<strong>in</strong> aga<strong>in</strong>st the physical <strong>in</strong>tegrity<br />
of the <strong>in</strong>dividual; every s<strong>in</strong> aga<strong>in</strong>st the<br />
freedom of others, especially aga<strong>in</strong>st the<br />
supreme freedom to believe <strong>in</strong> God and<br />
worship him; and every s<strong>in</strong> aga<strong>in</strong>st the<br />
dignity and honor of one's neighbor. Every<br />
s<strong>in</strong> aga<strong>in</strong>st the common good and its<br />
demands, <strong>in</strong> the whole broad area of rights<br />
and duties of citizens, is also social s<strong>in</strong>. (118)<br />
Each of these social s<strong>in</strong>s deprives others of the<br />
justice due to them as human be<strong>in</strong>gs made <strong>in</strong><br />
God’s image and members of the human family.<br />
Structures of S<strong>in</strong><br />
Sadly, s<strong>in</strong> very often encourages more<br />
s<strong>in</strong>, lead<strong>in</strong>g <strong>in</strong> some cases to structures<br />
of s<strong>in</strong>. “S<strong>in</strong>s give rise to social situations<br />
and <strong>in</strong>stitutions that are contrary to the<br />
div<strong>in</strong>e goodness. ‘Structures of s<strong>in</strong>’ are the<br />
expression and effect of personal s<strong>in</strong>s. They<br />
lead their victims to do evil <strong>in</strong> their turn<br />
(CCC 1869).<br />
While the Church has spoken about<br />
structures of s<strong>in</strong> for centuries, she has only<br />
used this specific term more recently. The<br />
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term orig<strong>in</strong>ates with<strong>in</strong> a discredited school<br />
of theology called liberation theology, which<br />
became popular <strong>in</strong> the middle of the 20th<br />
century under the <strong>in</strong>fluence of Marxism.<br />
Liberation theology teaches that oppression<br />
is rooted <strong>in</strong> certa<strong>in</strong> social structures that<br />
must be radically changed — almost always<br />
through revolution— <strong>in</strong> order to uproot the<br />
power structures that liberation theorists<br />
believe allow the rich to exploit the poor.<br />
The Magisterium would step <strong>in</strong> <strong>in</strong> order<br />
to clarify the true nature of social s<strong>in</strong> and<br />
reconciliation. Before we turn to that<br />
teach<strong>in</strong>g, it is worthwhile to explore some<br />
foundational errors of Marxism.<br />
Marxists believe that the owners of capital,<br />
along with the political structures that enable<br />
the capitalist system, are always at fault. In the<br />
context of liberation theology, they used the<br />
term “structures of s<strong>in</strong>” to describe the social<br />
structures that offend God and human dignity.<br />
The use of the term can help us understand<br />
some of the moral problems a society<br />
perpetuates, and it rem<strong>in</strong>ds us of the biblical<br />
mandate to protect the poor from destitution<br />
and exploitation. But the downside of the term<br />
is that it tends to depersonalize s<strong>in</strong>, as though<br />
a vague entity like “society” or “the system”<br />
could be at fault rather than <strong>in</strong>dividual people.<br />
Consequently, liberation theology tends to<br />
focus the Church on the political work of<br />
oppos<strong>in</strong>g corrupt power structures and fails to<br />
emphasize the primacy of Jesus <strong>Christ</strong> as our<br />
Lord and savior. The result is that the Church<br />
becomes <strong>in</strong>dist<strong>in</strong>guishable from any other<br />
non-governmental organization, focus<strong>in</strong>g<br />
only on political activism or advocat<strong>in</strong>g<br />
for revolution. Liberation theorists were<br />
right to recognize social s<strong>in</strong> and are correct<br />
that <strong>Christ</strong>ians are called to help the poor.<br />
But there were serious problems with the<br />
means they chose to br<strong>in</strong>g about change,<br />
the implication that we should put our faith<br />
<strong>in</strong> government rather than God, and the<br />
temptation to try to br<strong>in</strong>g about a utopia on<br />
earth.<br />
In order to br<strong>in</strong>g clarity to a properly<br />
<strong>Christ</strong>ian perspective, the Magisterium of<br />
the Church <strong>in</strong>tervened <strong>in</strong> order to help the<br />
faithful understand the true nature of social<br />
s<strong>in</strong> and reconciliation. Pope St. John Paul II<br />
gave us the first comprehensive def<strong>in</strong>ition of<br />
social s<strong>in</strong> and the structures of s<strong>in</strong>:<br />
S<strong>in</strong>, <strong>in</strong> the proper sense, is always a<br />
personal act, s<strong>in</strong>ce it is an act of freedom<br />
on the part of an <strong>in</strong>dividual person and<br />
not properly of a group or community.<br />
This <strong>in</strong>dividual may be conditioned,<br />
<strong>in</strong>cited and <strong>in</strong>fluenced by numerous and<br />
powerful external factors. He may also<br />
be subjected to tendencies, defects and<br />
habits l<strong>in</strong>ked with his personal condition.<br />
In not a few cases such external and<br />
<strong>in</strong>ternal factors may attenuate, to a<br />
greater or lesser degree, the person’s<br />
freedom and therefore his responsibility<br />
and guilt. But it is a truth of faith, also<br />
confirmed by our experience and reason,<br />
that the human person is free. This truth<br />
cannot be disregarded <strong>in</strong> order to place<br />
the blame for <strong>in</strong>dividuals’ s<strong>in</strong>s on external<br />
factors such as structures, systems or<br />
other people. Above all, this would be to<br />
deny the person’s dignity and freedom,<br />
which are manifested — even though <strong>in</strong><br />
a negative and disastrous way — also <strong>in</strong><br />
this responsibility for s<strong>in</strong> committed.<br />
Hence there is noth<strong>in</strong>g so personal and<br />
untransferable <strong>in</strong> each <strong>in</strong>dividual as<br />
merit for virtue or responsibility for s<strong>in</strong><br />
(Reconciliatio et Paenitentia 16).<br />
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Pope St. John Paul II gave<br />
us the first comprehensive<br />
def<strong>in</strong>ition of social s<strong>in</strong> and<br />
the structures of s<strong>in</strong>.<br />
Pope St. John Paul II.<br />
This statement acknowledges that many<br />
s<strong>in</strong>ful structures are difficult to avoid. For<br />
example, it may be hard to f<strong>in</strong>d affordable<br />
products that are not made by people who<br />
are labor<strong>in</strong>g <strong>in</strong> poor conditions for unjust<br />
wages. We may not be able to avoid pay<strong>in</strong>g<br />
taxes that support unjust wars or fund<br />
abortion providers. This reality reduces our<br />
personal culpability, but we are nevertheless<br />
morally obligated to do what we can to repent<br />
of our own contributions to social s<strong>in</strong> and<br />
work for the transformation of society <strong>in</strong><br />
whatever ways we are able.<br />
Another example of a structure of s<strong>in</strong> relates<br />
to the problem of violence <strong>in</strong> our culture.<br />
We are quite concerned about a rise <strong>in</strong> mass<br />
shoot<strong>in</strong>gs. Violence <strong>in</strong> a society tends to be<br />
cultivated <strong>in</strong> multiple ways: the militarization<br />
of police, overexposure to violent media,<br />
acceptance of domestic violence, and<br />
promotion of practices that take <strong>in</strong>nocent<br />
human life, such as abortion and euthanasia.<br />
When social attitudes change with<strong>in</strong> a<br />
population, we beg<strong>in</strong> to see moral behaviors<br />
change. With mass shoot<strong>in</strong>gs, people<br />
will often blame the availability of guns.<br />
While gun restrictions may be part of the<br />
solution, the problem of mass shoot<strong>in</strong>gs is<br />
symptomatic of a deeper structural s<strong>in</strong> <strong>in</strong><br />
our society related to our attitudes toward<br />
the sanctity of human life.<br />
Pope St. John Paul II called this atmosphere of<br />
violence a Culture of Death. For the structural<br />
s<strong>in</strong> of violence to go away, <strong>in</strong>dividual attitudes<br />
have to change about the sanctity of human<br />
life and the social responsibility every person<br />
has for build<strong>in</strong>g a Culture of Life.<br />
The Catholic Response to<br />
Structures of S<strong>in</strong><br />
Regardless of the example, the primary<br />
solution to the challenge of all social s<strong>in</strong>,<br />
<strong>in</strong>clud<strong>in</strong>g racism, is obvious but not so<br />
easy — conversion. It is necessary, then, to<br />
appeal to the spiritual and moral capacities<br />
of the human person and to the permanent<br />
need for their <strong>in</strong>ner conversion, so as to<br />
obta<strong>in</strong> social changes for the better. The<br />
priority of the conversion of heart <strong>in</strong> no<br />
CREATED IN CHRIST OVERVIEW<br />
ix
way elim<strong>in</strong>ates but on the contrary imposes<br />
the obligation of br<strong>in</strong>g<strong>in</strong>g the appropriate<br />
remedies to <strong>in</strong>stitutions and liv<strong>in</strong>g conditions<br />
when they are an <strong>in</strong>ducement to s<strong>in</strong>, so that<br />
they advance the good rather than h<strong>in</strong>der<br />
it (CCC 1888). Without a transformation of<br />
human hearts, we will not see an endur<strong>in</strong>g<br />
good, with respect to racism or any other<br />
s<strong>in</strong>.. Even if just laws are enacted, they<br />
will not last without conversion of hearts,<br />
because the people will lack the will to face<br />
<strong>in</strong>evitable challenges. U.S. history testifies<br />
to the hardness of our hearts: laws aga<strong>in</strong>st<br />
slavery and segregation did not end racism,<br />
laws restrict<strong>in</strong>g gun ownership did not end<br />
murder, outlaw<strong>in</strong>g abortion did not end<br />
abortion.<br />
Solidarity and Subsidiarity<br />
But we must not despair. <strong>Christ</strong>ian virtue,<br />
the courage to stand up for what is good<br />
and holy, and our social commitment to<br />
the Gospel can and will change the world.<br />
<strong>Christ</strong>ians should cooperate with others to<br />
oppose social s<strong>in</strong>s <strong>in</strong> order to eradicate the<br />
problem of socially s<strong>in</strong>ful structures, and so<br />
we must seek widespread collaboration on a<br />
local and <strong>in</strong>ternational level between political,<br />
religious, and bus<strong>in</strong>ess leaders. The practice<br />
of solidarity is therefore extremely important<br />
for address<strong>in</strong>g structures of s<strong>in</strong>. solidarity<br />
“is a firm and persever<strong>in</strong>g determ<strong>in</strong>ation<br />
to commit oneself to the common good;<br />
that is to say to the good of all and of<br />
each <strong>in</strong>dividual, because we are all really<br />
responsible for all” (Sollicitudo Rei Socialis 38).<br />
Solidarity depends, however, upon another<br />
important social practice: the pr<strong>in</strong>ciple of<br />
subsidiarity. Pope Pius XI first <strong>in</strong>troduced<br />
this pr<strong>in</strong>ciple of social relations <strong>in</strong> his letter<br />
Quadragesimo Anno: “Just as it is gravely<br />
wrong to take from <strong>in</strong>dividuals what they<br />
can accomplish by their own <strong>in</strong>itiative and<br />
<strong>in</strong>dustry and give it to the community, so<br />
It is necessary to appeal<br />
to the spiritual and moral<br />
capacities of the human<br />
person and to the permanent<br />
need for their <strong>in</strong>ner<br />
conversion, so as to obta<strong>in</strong><br />
social changes for the better.<br />
Our Lady of Deliverance <strong>in</strong><br />
Pek<strong>in</strong>g, John Lu Hung Nien.<br />
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also it is an <strong>in</strong>justice and at the same time a<br />
grave evil and disturbance of right order to<br />
assign to a greater and higher association<br />
what lesser and subord<strong>in</strong>ate organizations<br />
can do.” (79). The pr<strong>in</strong>ciple of subsidiarity<br />
simply means that people ought to handle<br />
problems at the lowest possible level of social<br />
relationships. Solidarity and subsidiarity must<br />
be practiced together.<br />
The Virtue of Hope<br />
A f<strong>in</strong>al strategy for elim<strong>in</strong>at<strong>in</strong>g social s<strong>in</strong>,<br />
<strong>in</strong>clud<strong>in</strong>g racism, is to avoid two temptations,<br />
both of which make the social structures<br />
of s<strong>in</strong> worse. The first is a utopianism that<br />
mistakenly believes that human effort and<br />
plann<strong>in</strong>g can elim<strong>in</strong>ate the problem of s<strong>in</strong>,<br />
even Orig<strong>in</strong>al S<strong>in</strong>. Certa<strong>in</strong>ly, we cooperate <strong>in</strong><br />
the work of ongo<strong>in</strong>g social transformation,<br />
but we must rely upon the grace of God to<br />
help us. We also must work with a mature<br />
realism and recognize that God will not<br />
elim<strong>in</strong>ate the problem of evil until the Second<br />
Com<strong>in</strong>g of <strong>Christ</strong>. Nevertheless, God calls<br />
us to be faithful <strong>in</strong> social life to the mission<br />
of salvation <strong>in</strong> Jesus <strong>Christ</strong>. The pride of<br />
believ<strong>in</strong>g that some person of <strong>in</strong>fluence, set<br />
of ideals, elected official, or political party is<br />
go<strong>in</strong>g to save humanity is very dangerous.<br />
Some of the greatest atrocities of human<br />
history have been the result of this s<strong>in</strong> of<br />
bl<strong>in</strong>d pride. In the last century, for example,<br />
millions were killed under the leadership of<br />
people like Vladimir Len<strong>in</strong>, who led the 1917<br />
Communist Revolution <strong>in</strong> Russia, and Mao<br />
Zedong, whose “Great Leap Forward” founded<br />
the communist People’s Republic of Ch<strong>in</strong>a.<br />
The second temptation we must avoid<br />
is giv<strong>in</strong>g <strong>in</strong>to defeat and hopelessness.<br />
<strong>Christ</strong>ians have a social responsibility to the<br />
communities <strong>in</strong> which we live. God calls us<br />
to go out and make disciples of all nations by<br />
liv<strong>in</strong>g the Gospel <strong>in</strong> the context of our social<br />
lives. We all should follow this command to<br />
the extent we are able, bear<strong>in</strong>g <strong>in</strong> m<strong>in</strong>d our<br />
place <strong>in</strong> life, our special gifts and talents, and<br />
the reality that all of us have limited time,<br />
energy, and other resources.<br />
The answer to both utopianism and defeatism<br />
is the <strong>Christ</strong>ian virtue of hope. In hope, we<br />
believe <strong>in</strong> Jesus’ promise, toward which we<br />
strive for a better world, but we also live with<br />
a certa<strong>in</strong> patience to suffer the imperfections<br />
of our world as we await the consummation<br />
of God’s K<strong>in</strong>gdom. Pope Benedict XVI spoke<br />
powerfully about the dangers of ideological<br />
fanaticism and the proper <strong>Christ</strong>ian<br />
perspective <strong>in</strong> which to face the structures<br />
of s<strong>in</strong> <strong>in</strong> our world. His words provide a good<br />
way to close out this <strong>in</strong>troduction:<br />
Anyone who promises the better world<br />
that is guaranteed to last forever is<br />
mak<strong>in</strong>g a false promise; he is overlook<strong>in</strong>g<br />
human freedom. Freedom must<br />
constantly be won over for the cause of<br />
good. Free assent to the good never exists<br />
simply by itself. If there were structures<br />
which could irrevocably guarantee a<br />
determ<strong>in</strong>ed — good — state of the world,<br />
man’s freedom would be denied, and<br />
hence they would not be good structures<br />
at all ... . Man can never be redeemed<br />
simply from outside … It is not science<br />
that redeems man: man is redeemed by<br />
love. … Man’s great, true hope which holds<br />
firm <strong>in</strong> spite of all disappo<strong>in</strong>tments can<br />
only be God — God who has loved us and<br />
who cont<strong>in</strong>ues to love us “to the end,”<br />
until all “is accomplished” [cf. Jn 13:1 and<br />
19:30]. (Spe Salvi 24–27)<br />
CREATED IN CHRIST OVERVIEW<br />
xi
What Is Critical Race Theory?<br />
Racism is absolutely contrary to the Gospel<br />
message, and all Catholic educators<br />
of goodwill are seek<strong>in</strong>g out lessons and<br />
approaches to help our society rid itself of<br />
this s<strong>in</strong>. This resource is <strong>in</strong>tended to help<br />
answer this need.<br />
Critical Race Theory’s Approach<br />
Recent best-sell<strong>in</strong>g books and movements <strong>in</strong><br />
higher education have brought an approach<br />
called Critical Race Theory (CRT) to the<br />
forefront. CRT presents itself as an answer<br />
to the deeply-rooted and complex problem<br />
of racism. It claims to provide a fairly simple<br />
solution; a claim which can be very attractive<br />
to the human m<strong>in</strong>d which is always seek<strong>in</strong>g to<br />
understand and categorize. The result of CRT,<br />
however, is a simplification that robs people<br />
of their God-given identities as sons and<br />
daughters <strong>in</strong> <strong>Christ</strong>.<br />
Of course, when look<strong>in</strong>g back on history<br />
and when exam<strong>in</strong><strong>in</strong>g our own society, it is<br />
right and just to ask if, how, and why unjust<br />
practices and power dynamics may have<br />
contributed to societal <strong>in</strong>equalities, especially<br />
ones that are race-based. Critical Race<br />
Theory (CRT), on the other hand, does not ask<br />
if, how, or why racial <strong>in</strong>justice occurred but<br />
<strong>in</strong>stead beg<strong>in</strong>s with the assumption that it has,<br />
and constructs a narrative to support that<br />
conclusion.<br />
Accord<strong>in</strong>g to CRT, the primary drivers<br />
of problems <strong>in</strong> the West today are white<br />
supremacy, slavery, and colonialism; Many<br />
who ascribe to the teach<strong>in</strong>g believe that<br />
the U.S. is an <strong>in</strong>herently racist country; the<br />
way the narrative has evolved today, the<br />
oppressors are white (European) people,<br />
largely men, and people of African ancecstry<br />
and other underrepresented groups are<br />
their victims. In the 2018 best-seller White<br />
Fragility, author Rob<strong>in</strong> DiAngelo writes:<br />
“White people raised <strong>in</strong> Western society<br />
are conditioned <strong>in</strong>to a white supremacist<br />
worldview because it is the bedrock of<br />
our society and its <strong>in</strong>stitutions….White<br />
identity is <strong>in</strong>herently racist; white people<br />
do not exist outside the system of white<br />
supremacy.”<br />
Further, CRT asserts that any disparities<br />
along racial l<strong>in</strong>es are themselves evidence of<br />
what CRT calls systemic racism. Accord<strong>in</strong>g<br />
to CRT, all white people unjustly benefit from<br />
<strong>in</strong>herently and irredeemably racist structures,<br />
and whites must therefore be disadvantaged<br />
to br<strong>in</strong>g about racial equity — equal outcomes<br />
across racial groups <strong>in</strong> all aspects of life.<br />
Ibram X. Kendi, found<strong>in</strong>g director of the<br />
Boston University Center for Antiracist<br />
Research and author of How to Be an<br />
Antiracist, expla<strong>in</strong>s this way of th<strong>in</strong>k<strong>in</strong>g:<br />
The def<strong>in</strong><strong>in</strong>g question is whether<br />
the discrim<strong>in</strong>ation is creat<strong>in</strong>g equity<br />
or <strong>in</strong>equity. If discrim<strong>in</strong>ation is<br />
creat<strong>in</strong>g equity, then it is antiracist. If<br />
discrim<strong>in</strong>ation is creat<strong>in</strong>g <strong>in</strong>equity, then<br />
it is racist...the only remedy to racist<br />
discrim<strong>in</strong>ation is antiracist discrim<strong>in</strong>ation.<br />
The only remedy to past discrim<strong>in</strong>ation is<br />
present discrim<strong>in</strong>ation. The only remedy<br />
for present discrim<strong>in</strong>ation is future<br />
discrim<strong>in</strong>ation.<br />
In other words, CRT asserts that the ends<br />
justify the means.<br />
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The Errors of Critical Race Theory<br />
CRT is often described as a new approach but<br />
it is not new. CRT is the merely most recent<br />
expression of a historical political philosophy<br />
that portrays all history as the story of<br />
the class struggle, ie. of a dom<strong>in</strong>ant group<br />
oppress<strong>in</strong>g another. This philosophy can be<br />
first traced to Karl Marx, and was picked<br />
up by Frederich Nietzche and others. This<br />
approach, while it has been taken up by many<br />
well-<strong>in</strong>tended people who s<strong>in</strong>cerely want to<br />
end <strong>in</strong>justice, is wrong for many reasons:<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
CRT’s solution is that two wrongs make a<br />
right.<br />
It views people not as nuanced <strong>in</strong>dividuals<br />
with unique histories, but exclusively as<br />
members of homogenous groups.<br />
CRT makes use of stereotypes and shames<br />
people based on their race/ethnicity.<br />
It assigns blame or victimhood to people<br />
based on their race/ethnicity.<br />
It divides the human family rather than<br />
unites it.<br />
It sows envy and offense and not charity<br />
and reconciliation.<br />
Hold<strong>in</strong>g that disagreement with CRT is<br />
evidence of deeply-held racism or white<br />
supremacy, it prevents open dialogue.<br />
It largely denies that racism can be<br />
overcome with the help of God’s grace.<br />
CRT assumes all human relationships, and<br />
by extension, <strong>in</strong>stitutions, can be reduced<br />
to dom<strong>in</strong>ant/subord<strong>in</strong>ate, while the truth<br />
is that, while our own efforts have often<br />
fallen short, God can bless even our broken<br />
relationships and <strong>in</strong>stitutions to help us<br />
achieve a common good through repentance,<br />
reconciliation, and ordered, harmonious<br />
community. CRT is <strong>in</strong>compatible not only<br />
with <strong>Christ</strong>ian understand<strong>in</strong>g that every<br />
human person is a unique and unrepeatable<br />
<strong>in</strong>dividual, but also with pr<strong>in</strong>ciples of morality<br />
and justice, which demand we regard each<br />
person as a free and responsible <strong>in</strong>dividual<br />
with a duty to God and neighbor (CCC 1745,<br />
1759-61, 1836).<br />
Before clos<strong>in</strong>g out this short primer on<br />
CRT, it is also important to remember how<br />
much <strong>in</strong>fluence we have as educators over<br />
the hearts of the children <strong>in</strong> our care. The<br />
Alliance for Constructive Ethnic Studies<br />
surveyed parents of children taught with<br />
CRT-based materials <strong>in</strong> 2021 and learned<br />
that to tell students we judge to be white<br />
or European American that they are guilty<br />
of racism whether they know it or not,<br />
and tell m<strong>in</strong>ority students they are victims<br />
whether they know it or not, is not only<br />
false, but can be damag<strong>in</strong>g emotionally and<br />
mentally. A 2021 Manhattan Institute study<br />
demonstrated that “read<strong>in</strong>g a passage from<br />
Critical Race Theory author Ta-Nehisi Coates<br />
results <strong>in</strong> a significant 15-po<strong>in</strong>t drop <strong>in</strong> black<br />
respondents’ belief that they have control<br />
over their lives.” The effects of these repeated<br />
messages on all students could range from<br />
confusion to hopelessness, and will ultimately<br />
work aga<strong>in</strong>st any progress towards heal<strong>in</strong>g<br />
and reconciliation. As <strong>Christ</strong>ians we know<br />
we need never lose hope, and our consistent<br />
message to our students is that no s<strong>in</strong> is<br />
beyond the reach of the <strong>in</strong>f<strong>in</strong>ite mercy of<br />
Jesus <strong>Christ</strong>, and we can do all th<strong>in</strong>gs <strong>in</strong> Him.<br />
“This is how all will know that you are my<br />
disciples, if you have love for one another.”<br />
—JOHN 13:35<br />
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xiii
10 Pr<strong>in</strong>ciples for an Educational<br />
Discussion on Racism<br />
1 Pray to the Holy Spirit and <strong>in</strong>voke His<br />
power. Ask Him to guide your<br />
conversations and to open the hearts and<br />
m<strong>in</strong>ds of your students to br<strong>in</strong>g about true<br />
conversion and fruitful discussion.<br />
2 The goal is a discussion rooted <strong>in</strong> reason,<br />
but the topic is one that evokes a<br />
3<br />
wide spectrum of emotion. Listen<br />
<strong>in</strong>tently and openly to your students’<br />
experiences and feel<strong>in</strong>gs surround<strong>in</strong>g the<br />
issue of racism and acknowledge that<br />
they are real (ideally, and if you feel<br />
comfortable, <strong>in</strong>vite students to simply<br />
give those emotions to God <strong>in</strong> the form of<br />
a guided meditation). Give students an<br />
opportunity to voice discomfort or<br />
displeasure with the topic; be m<strong>in</strong>dful of<br />
students who do not sense the impact of<br />
racism <strong>in</strong> their lives but for whom the<br />
topic may be deeply uncomfortable. Only<br />
then can a discussion rooted <strong>in</strong> reason<br />
rather than emotion occur <strong>in</strong> class.<br />
Acknowledge that racism is a real problem<br />
that has existed throughout the world and<br />
cont<strong>in</strong>ues to exist today. Reflect on the<br />
fact that, though it exists throughout the<br />
world, racism exposes special hypocrisy<br />
<strong>in</strong> the U.S. because our nation was<br />
founded on the pr<strong>in</strong>ciple that “all men are<br />
created equal.” At the same time, the<br />
nation did not recognize the dignity of<br />
every person by allow<strong>in</strong>g slavery,<br />
segregation, and codified discrim<strong>in</strong>ation.<br />
Even though these are no longer laws of<br />
the land, we can feel their effects.<br />
4<br />
5<br />
6<br />
7<br />
8<br />
Acknowledge that members of the<br />
Church have frequently failed to live up<br />
to her teach<strong>in</strong>g and committed the s<strong>in</strong><br />
of racism. Recognize that the tensions<br />
and the failures will be different <strong>in</strong><br />
different communities.<br />
Emphasize the <strong>in</strong>herent dignity of every<br />
human be<strong>in</strong>g. Each person is an<br />
unrepeatable <strong>in</strong>dividual who should be<br />
acknowledged as a person with gifts and<br />
talents from God, rather than viewed<br />
primarily as a member of a group.<br />
When discuss<strong>in</strong>g racism <strong>in</strong> society and<br />
structures of s<strong>in</strong>, encourage discussion<br />
based on data. Avoid generalization or<br />
vague statements; beware of the<br />
common cognitive bias of seek<strong>in</strong>g s<strong>in</strong>gle<br />
causes for complex issues.<br />
Establish that personal conversion is<br />
necessary to overcome racism. S<strong>in</strong>ce<br />
society is made of <strong>in</strong>dividuals, the only<br />
way to achieve last<strong>in</strong>g societal<br />
conversion is by chang<strong>in</strong>g <strong>in</strong>dividual<br />
hearts.<br />
Righteous <strong>in</strong>dignation is good and helps<br />
us seek justice, but unless we are given<br />
reason to believe otherwise, we must try<br />
to assume best <strong>in</strong>tentions <strong>in</strong> others.<br />
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9<br />
Avoid shame-based approaches to<br />
address<strong>in</strong>g the issue of racism. These<br />
11<br />
1 Cor<strong>in</strong>thians 13 rem<strong>in</strong>ds us that love is<br />
patient. Be patient with those who<br />
approaches often block conversion<br />
have experienced racism as forgiveness<br />
and heal<strong>in</strong>g. The way we discuss the<br />
can be a lifelong process and the<br />
s<strong>in</strong> of racism and respond to it must be<br />
wounds of racism can take a long time<br />
rooted <strong>in</strong> the Gospel message and<br />
to heal. Offer them mercy and grace.<br />
reflect <strong>Christ</strong>ian virtue, which is often<br />
Be patient with those who have fallen<br />
contrary to the current fads of<br />
short and been racist. Help call them to<br />
ma<strong>in</strong>stream culture and popular social<br />
repentance and conversion and rem<strong>in</strong>d<br />
theories.<br />
them that God desires to forgive them.<br />
10<br />
Anger as an <strong>in</strong>itial reaction to racism is<br />
normal, and it can be tempt<strong>in</strong>g to dwell<br />
on that emotion. The road to mercy<br />
and forgiveness can seem difficult or<br />
even impossible but the Lord desires<br />
heal<strong>in</strong>g for all of us. If we want to seek<br />
justice and m<strong>in</strong>ister to others we must<br />
do so from a place of wholeness and<br />
not woundedness.<br />
12 This issue is not “too big” for Jesus. In<br />
fact, He is the only answer to this<br />
problem. He offers us the graces we<br />
need to overcome s<strong>in</strong>.<br />
CREATED IN CHRIST OVERVIEW<br />
xv
Catholic Educators<br />
on Respond<strong>in</strong>g to Racism<br />
We asked K-12 Catholic teachers and catechists,<br />
“What is the most important th<strong>in</strong>g for students to learn about racism?”<br />
“People aren’t good or bad based on<br />
race or anyth<strong>in</strong>g else: their actions are<br />
good or bad, and we all do both.”<br />
“All are created <strong>in</strong> God’s image and likeness<br />
and have dignity. It does not matter what<br />
ethnicity or sk<strong>in</strong> color you are and it<br />
doesn’t def<strong>in</strong>e who you are as a person.”<br />
“[Racism comes from] a failure<br />
to understand those th<strong>in</strong>gs that<br />
make us the same as well as those<br />
th<strong>in</strong>gs that make us different.”<br />
“We are all created <strong>in</strong> the image of God<br />
and we all play an important role <strong>in</strong> the<br />
success or failure of the community.”<br />
“Racism is an offense to the 5th<br />
Commandment, an affront to the<br />
dignity of the human person.”<br />
“God made everyone <strong>in</strong> his image and we<br />
do not judge others based on sk<strong>in</strong> color.”<br />
“Hatred and racism destroys the<br />
identity of all the <strong>in</strong>dividuals, from<br />
the perpetrators to their victims.”<br />
“Racism is both a personal and communal<br />
problem/s<strong>in</strong> that starts with the<br />
<strong>in</strong>dividual. It harms everyone, both<br />
those who are victims and offenders.”<br />
“Satan tries to destroy us by caus<strong>in</strong>g<br />
division. One way to create division is to<br />
keep putt<strong>in</strong>g people <strong>in</strong> categories. When<br />
we stop talk<strong>in</strong>g about different races<br />
and truly embrace that God created us<br />
equally — humans with dignity, beauty and<br />
variety — then perhaps we can stop racism.”<br />
“Every human is created <strong>in</strong> the<br />
imag<strong>in</strong>e and likeness of God.”<br />
“When we fully understand that we are all<br />
created to love one another, no matter our<br />
differences, there is no room for racism.”<br />
“Jesus did not look at a person’s<br />
age, sex, social status, or place of<br />
orig<strong>in</strong>. He treated each person with<br />
love, compassion, and grace.”<br />
“Jesus calls us by name, Satan calls<br />
us by our s<strong>in</strong>. Racism does not<br />
def<strong>in</strong>e America anymore than any<br />
of our s<strong>in</strong>s def<strong>in</strong>e us as a person.”<br />
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<strong>Created</strong> <strong>in</strong> God’s Image<br />
LESSON 1<br />
Suggested age level: Ages 12 and up<br />
Learn<strong>in</strong>g Goals<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
Human be<strong>in</strong>gs are made <strong>in</strong> God’s image and likeness<br />
which gives us a unique dignity as persons.<br />
Be<strong>in</strong>g made <strong>in</strong> God’s image and likeness means that<br />
all persons possess an <strong>in</strong>tellect and free will.<br />
The particular gifts of each person and society are<br />
meant to enrich the common good of humanity.<br />
The ultimate perfection of each person is union<br />
with God, made possible by His grace.<br />
Connection to the<br />
Catechism of the<br />
Catholic Church<br />
ӹ CCC 282<br />
ӹ CCC 284<br />
ӹ CCC 356-7<br />
ӹ CCC 1731<br />
Key Questions<br />
ӹ<br />
ӹ<br />
How are human be<strong>in</strong>gs different from the other<br />
animals?<br />
What gives all human be<strong>in</strong>gs an equal dignity?<br />
BIBLICAL TOUCHSTONES<br />
God created mank<strong>in</strong>d <strong>in</strong> his image;<br />
<strong>in</strong> the image of God he created them;<br />
male and female he created them.<br />
from GENESIS 1:27<br />
So the LORD God formed out of the ground all the<br />
wild animals and all the birds of the air, and he<br />
brought them to the man to see what he would call<br />
them; whatever the man called each liv<strong>in</strong>g creature<br />
was then its name.<br />
from GENESIS 2:19<br />
1
Lesson Plan<br />
Materials<br />
ӹ<br />
Handout A: Background Essay–<br />
ӹ<br />
Handout C: Genesis 1 and<br />
<strong>Created</strong> <strong>in</strong> God’s Image<br />
2 on the Human Person<br />
ӹ<br />
Handout B: Our Lady of Loreto<br />
ӹ<br />
Handout D: The Person and Society<br />
<strong>in</strong> the Refugee’s Cloak<br />
ӹ<br />
Handout E: Journal<br />
Background/Homework<br />
Have students read Handout A: Background Essay–<strong>Created</strong> <strong>in</strong> God’s Image and answer the<br />
reflection questions.<br />
Open<strong>in</strong>g Prayer<br />
Beg<strong>in</strong> class with the follow<strong>in</strong>g prayer.<br />
Mary, look upon on our classroom so that it will be fertile ground for the Church.<br />
Pray that Jesus, who died and has risen, is reborn <strong>in</strong> us, and transform us <strong>in</strong> a school full of light,<br />
full of Him.<br />
Mary, Our Lady of Loreto, Heaven’s Gate, help us raise our eyes.<br />
We want to see Jesus; talk to Him; proclaim His love to everyone.<br />
–Adapted from the Prayer of Pope Benedict XVI <strong>in</strong> the Holy House of Loreto<br />
Warm-Up<br />
A. Display the image on Handout B: Our Lady of Loreto <strong>in</strong> the Refugee’s Cloak by Margherita<br />
Gallucci. Give students as much time as possible to view the pa<strong>in</strong>t<strong>in</strong>g <strong>in</strong> silence.<br />
B. Expla<strong>in</strong> that the orig<strong>in</strong>al Our Lady of Loreto is a 14th century wood statue often called a “Black<br />
Madonna,” hav<strong>in</strong>g turned black over the years because of the <strong>in</strong>cense <strong>in</strong> the church. The image<br />
shown here is a new artist’s render<strong>in</strong>g of Our Lady of Loreto.<br />
C. Arrange students <strong>in</strong>to pairs or trios and give each group a lam<strong>in</strong>ated color copy of Handout B.<br />
Have your students discuss the artwork together <strong>in</strong> groups us<strong>in</strong>g the conversation questions on<br />
the back of the handout.<br />
D. Call on groups to share about their discussions, allow<strong>in</strong>g the conversation to go <strong>in</strong> unexpected<br />
directions.<br />
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LESSON PLAN<br />
Activity<br />
A. Read aloud Genesis 1 and 2, and then arrange your students <strong>in</strong>to pairs or trios. Distribute to<br />
each group Handout C: Genesis 1 and 2 on the Human Person.<br />
B. After students have completed the worksheet, review the answers to Handout C as a class.<br />
C. Distribute Handout D: The Person and Society, and have students beg<strong>in</strong> work on it, f<strong>in</strong>ish<strong>in</strong>g it<br />
for homework and discuss<strong>in</strong>g the questions with their parents as <strong>in</strong>structed.<br />
Wrap Up<br />
Ask students to reflect on the paragraph from Gaudium et Spes on Handout E: Journal, and write a<br />
short paragraph <strong>in</strong> response.<br />
<strong>Created</strong> <strong>in</strong> God’s Image<br />
3
HANDOUT A<br />
Background Essay — Made <strong>in</strong> God’s Image<br />
The Church po<strong>in</strong>ts the world back to the<br />
teach<strong>in</strong>g at the very beg<strong>in</strong>n<strong>in</strong>g of the Bible.<br />
Any consideration of human dignity naturally<br />
beg<strong>in</strong>s with the Book of Genesis.<br />
The Creation Account<br />
It is important to recall the Church’s direction<br />
for read<strong>in</strong>g the Creation account. Liv<strong>in</strong>g <strong>in</strong> a<br />
culture that privileges empirical evidence and<br />
scientific accounts, some regard the Genesis<br />
story as not only figurative, but even mythical or<br />
legendary. The reality is that Genesis answers<br />
different questions than those raised by science,<br />
but is no less true. Genesis does not address<br />
the “age and dimensions of the cosmos, the<br />
development of life-forms and the appearance<br />
of human be<strong>in</strong>gs” but rather “the basic question<br />
that men of all times have asked themselves:<br />
‘Where do we come from?’ ‘Where are we go<strong>in</strong>g?’<br />
‘What is our orig<strong>in</strong>?’ ‘What is our end?’” (CCC<br />
284, 282) The scientific method can attempt to<br />
answer the when and how of human orig<strong>in</strong>s, but<br />
Genesis answers questions about who we are,<br />
and why we were made.<br />
Genesis helps us see that human be<strong>in</strong>gs are<br />
essentially different from other animals. “God<br />
created mank<strong>in</strong>d <strong>in</strong> his image; <strong>in</strong> the image<br />
of God he created them.” (Genesis 1:27) What<br />
do we have that the other animals do not? As<br />
St. August<strong>in</strong>e teaches <strong>in</strong> Literal Commentary<br />
on Genesis, “Man’s excellence consists <strong>in</strong> the<br />
fact that God made him to His Own image by<br />
giv<strong>in</strong>g him an <strong>in</strong>tellectual soul, which raises him<br />
above the beasts of the field.” This rational soul<br />
gives men and women a m<strong>in</strong>d that allows us to<br />
understand and reason, and a will that allows<br />
us to desire and choose. Some animals, such as<br />
dogs, can learn from experience and tra<strong>in</strong><strong>in</strong>g,<br />
The Nam<strong>in</strong>g of the Animals by Adam, Etch<strong>in</strong>g<br />
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ut they cannot seek to understand what th<strong>in</strong>gs<br />
are and why they are that way. Animals have<br />
desires that flow from their senses and <strong>in</strong>st<strong>in</strong>cts,<br />
but they cannot choose aga<strong>in</strong>st their own<br />
natures. They cannot s<strong>in</strong>. Humans on the other<br />
hand have the power of free will. Freedom is the<br />
power, rooted <strong>in</strong> reason and will, to act or not<br />
to act, and so to perform deliberate actions of<br />
one’s own. (CCC 1731). Because of our freedom<br />
to choose our own actions, human be<strong>in</strong>gs can<br />
choose to do good, or choose to do evil and s<strong>in</strong><br />
aga<strong>in</strong>st God. And also because of our free will,<br />
we are responsible for our freely-chosen actions.<br />
<strong>Created</strong> with a Rational Soul<br />
Our <strong>in</strong>tellectual powers were evident from the<br />
very beg<strong>in</strong>n<strong>in</strong>g when God brought the animals to<br />
Adam to name. The higher animals can associate<br />
th<strong>in</strong>gs with symbols—this can be seen <strong>in</strong> animals<br />
that can be tra<strong>in</strong>ed. But human language does<br />
not just associate certa<strong>in</strong> th<strong>in</strong>gs or actions with<br />
certa<strong>in</strong> sounds, but actually names and develops<br />
ideas. And because we understand the world<br />
around us, we are able to make choices. An<br />
animal desires food only when it is hungry. But<br />
we can choose when we eat, and whether to<br />
eat someth<strong>in</strong>g based on how tasty it is versus<br />
how nutritious it is, or even how beautiful it is.<br />
(Animals do not lavishly decorate cakes or carve<br />
fruits <strong>in</strong>to <strong>in</strong>terest<strong>in</strong>g shapes to delight one<br />
another.)<br />
In the same way, we can make decisions that<br />
have a moral quality, such as choos<strong>in</strong>g to tell<br />
the truth or to lie. Only human be<strong>in</strong>gs have a<br />
conscience by which we can judge our actions as<br />
good or evil; just or unjust.<br />
These powers are therefore not just different <strong>in</strong><br />
degree from those of the other animals—merely<br />
higher forms of sensation and desire—but<br />
different <strong>in</strong> k<strong>in</strong>d. There is an unbridgeable gap<br />
between the rational/human soul and the animal<br />
soul. This expla<strong>in</strong>s why Genesis relates our be<strong>in</strong>g<br />
made <strong>in</strong> the image of God to our “dom<strong>in</strong>ion” over<br />
the other animals. (Genesis 1:26) This dom<strong>in</strong>ion<br />
is not an unlimited mastery over the animals, but<br />
rather a power that allows us to act upon animals<br />
<strong>in</strong> a way that they cannot act upon us. As the<br />
rational soul commands the irrational body, so<br />
also it naturally commands the irrational animals.<br />
Be<strong>in</strong>g endowed with rational souls, men and<br />
women are persons. As the Catechism teaches,<br />
“Be<strong>in</strong>g <strong>in</strong> the image of God the human <strong>in</strong>dividual<br />
possesses the dignity of a person, who is not<br />
just someth<strong>in</strong>g, but someone. He is capable of<br />
self-knowledge, of self-possession and of freely<br />
giv<strong>in</strong>g himself and enter<strong>in</strong>g <strong>in</strong>to communion<br />
with other persons.” (357) The word person<br />
implies dignity—that is, an <strong>in</strong>dividual with special<br />
worth. Every human person possesses this<br />
dignity equally simply by hav<strong>in</strong>g been created <strong>in</strong><br />
God’s image and likeness. And that dignity can<br />
never be dim<strong>in</strong>ished or removed.<br />
Even though our <strong>in</strong>dividual abilities—physical,<br />
<strong>in</strong>tellectual, moral—may differ greatly, the soul<br />
God gives each man and woman rema<strong>in</strong>s the<br />
<strong>in</strong>alienable basis of their worth. No one is more<br />
or less a person.<br />
Reflection Questions<br />
1. Why can’t animals s<strong>in</strong>? How is all s<strong>in</strong> a choice aga<strong>in</strong>st our own nature?<br />
2. What is the relationship between our be<strong>in</strong>g made <strong>in</strong> God’s image and likeness and the dom<strong>in</strong>ion<br />
over creation given to us?<br />
3. What is the difference between be<strong>in</strong>g someone and someth<strong>in</strong>g?<br />
4. Why can it never be truly said that certa<strong>in</strong> people are more valuable than others?<br />
<strong>Created</strong> <strong>in</strong> God’s Image 5
HANDOUT B<br />
Our Lady of Loreto <strong>in</strong> the Refugee’s Cloak<br />
BY MARGHERITA GALLUCCI (2020)<br />
Oil on panel, 40cm x 60cm, Florence, Italy.<br />
www.margheritagallucci.com<br />
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HANDOUT B<br />
Sacred Art: Our Lady of Loreto<br />
<strong>in</strong> the Refugee’s Cloak<br />
Directions:<br />
Take some time to quietly view and reflect on the art. Then th<strong>in</strong>k about the<br />
questions below, and discuss them with your classmates.<br />
Conversation Questions<br />
1. What stands out to you about this pa<strong>in</strong>t<strong>in</strong>g?<br />
2. Who are the figures <strong>in</strong> the pa<strong>in</strong>t<strong>in</strong>g? What makes you th<strong>in</strong>k so?<br />
3. The orig<strong>in</strong>al Madonna of Loreto, seen here to the right, is a wood<br />
sculpture of Mary and Jesus wrapped <strong>in</strong> a golden cloth mantle, with<br />
various silver jewels. What might be the symbolism of the golden<br />
mantle <strong>in</strong> this pa<strong>in</strong>t<strong>in</strong>g?<br />
4. Artist Margherita Gallucci described the <strong>in</strong>spiration for Our Lady of<br />
Loreto <strong>in</strong> the Refugees Cloak pa<strong>in</strong>t<strong>in</strong>g as follows: “One day I was shocked<br />
to see images of children, women and men who had lost their lives at sea while try<strong>in</strong>g to reach<br />
the Italian coast, were flee<strong>in</strong>g the war, the misery, and the violence of other people who took<br />
advantage of their weakness. Men and women covered themselves with the emergency blankets<br />
given to them by the rescuers, and <strong>in</strong> see<strong>in</strong>g those women who tried to protect themselves<br />
and their children, I thought of ...I thought about how easy it can be to see God and Mary <strong>in</strong> a<br />
statue, and how paradoxically it is more difficult to see God <strong>in</strong> our brothers and sisters.” What<br />
has been your experience, if any, with refugees flee<strong>in</strong>g war and oppressive governments? Why<br />
do you th<strong>in</strong>k images of suffer<strong>in</strong>g refugees shock the conscience?<br />
5. To what extent do you agree with Gallucci’s idea that it can be easier to see Jesus <strong>in</strong> a statue<br />
than <strong>in</strong> another person? Expla<strong>in</strong>.<br />
6. Gallucci cont<strong>in</strong>ued: “Perhaps, if each of us was covered by a golden mantle, we would be able<br />
to recognize at first sight the preciousness of each person.” What can you do on a daily basis to<br />
recall the sacredness of each human person, <strong>in</strong>dependent of their culture and background?<br />
<strong>Created</strong> <strong>in</strong> God’s Image 7
HANDOUT C<br />
Genesis 1 and 2 on the Human Person<br />
Directions:<br />
After read<strong>in</strong>g Genesis 1 and 2, answer the follow<strong>in</strong>g questions.<br />
1. What are some of the various ways <strong>in</strong> which Genesis 1–2 describes<br />
human be<strong>in</strong>gs, especially <strong>in</strong> contrast to the animals?<br />
____________________________________________________________________________<br />
__________________________________________________________________________________<br />
2. How does the dist<strong>in</strong>ction of be<strong>in</strong>g made <strong>in</strong> the image and likeness of God fit with the other<br />
po<strong>in</strong>ts that Genesis makes about human be<strong>in</strong>gs?<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
3. How does the text <strong>in</strong> Genesis make a dist<strong>in</strong>ction between people and animals? Is the difference<br />
between them just one of degree? Why or why not?<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
4. Why is it fitt<strong>in</strong>g that God created us last? If we are most important, why are we last?<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
5. Why is it not good for us to be alone?<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
6. The Catechism of the Catholic Church teaches that, <strong>in</strong> contrast to a scientific account, Genesis is<br />
not expla<strong>in</strong><strong>in</strong>g “when and how the universe arose physically, or when we appeared,” but rather<br />
“the mean<strong>in</strong>g of such an orig<strong>in</strong>.” (282, 284) How would you put this <strong>in</strong> your own words? What<br />
do you th<strong>in</strong>k this way of th<strong>in</strong>k<strong>in</strong>g about Genesis 1 and 2 means about how we should read and<br />
understand the text?<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
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HANDOUT D<br />
The Person and Society<br />
From the beg<strong>in</strong>n<strong>in</strong>g, it was not good for<br />
man to be alone. We need other people; we<br />
need to live <strong>in</strong> society. A society is “a group of<br />
persons bound together by a pr<strong>in</strong>ciple of unity<br />
that goes beyond each one of them...It is <strong>in</strong><br />
society that human be<strong>in</strong>gs develop their fullest<br />
potential and respond to their vocation.”(CCC<br />
1880). The first society is the family. To be who<br />
God created us to be, we each need our family,<br />
as well as friends, and fellow laborers for the<br />
common good. (CCC 1914).<br />
As we contribute to the common good with<strong>in</strong><br />
our own societies, so different cultures and<br />
nations contribute to the universal human<br />
good. The Catechism describes the universal<br />
human good, as the “mutual enrichment of<br />
cultures” (1937). Each society may have its<br />
own advantages over another, but no society<br />
has exclusive possession of all the gifts God<br />
has given the human race. Pope Pius XII<br />
declared “the nations, despite a difference<br />
of development due to diverse conditions of<br />
life and of culture, are not dest<strong>in</strong>ed to break<br />
the unity of the human race, but rather to<br />
enrich and embellish it by the shar<strong>in</strong>g of their<br />
own peculiar gifts and by that reciprocal<br />
<strong>in</strong>terchange of goods.” (Summi Pontificatus 43;<br />
CCC 360–361) Differences <strong>in</strong> nations encourage<br />
mutual benefit and efficient use of the earth’s<br />
resources.<br />
In His providence, God has created a world <strong>in</strong><br />
which we can all serve mank<strong>in</strong>d through our<br />
special gifts and talents, and we all mutually<br />
depend on one another.. But ultimately, human<br />
societies cannot, even together, provide for<br />
our complete perfection. We were created for<br />
beatitude, that is, the supreme happ<strong>in</strong>ess and<br />
blessedness of eternal life. (CCC 1720–1721) The<br />
Church prepares us for this end, mak<strong>in</strong>g us part<br />
of one mystical body through Baptism. “The<br />
Church founded by the Redeemer is one, the<br />
same for all races and all nations. Beneath her<br />
dome, as beneath the vault of Heaven, there is<br />
but one country for all nations and tongues.”<br />
(Mit Brennender Sorge 18)<br />
Discussion Questions<br />
1. We can assist each other, especially those most <strong>in</strong> need, if we share our great diversity of gifts<br />
and talents. What are some ways your parents and sibl<strong>in</strong>gs do this with<strong>in</strong> your family?<br />
2. What are some special talents <strong>in</strong> your extended family? Now th<strong>in</strong>k about your community. What<br />
are th<strong>in</strong>gs (goods or services) that are done especially well there? Your state? Your nation? Why<br />
does cooperation among societies make good sense, both economically and spiritually?<br />
3. Why can no human society ever completely fulfill us?<br />
<strong>Created</strong> <strong>in</strong> God’s Image 9
HANDOUT E<br />
Journal<br />
Directions:<br />
Read the quote from Gaudium et Spes, and then respond to the prompt.<br />
All men are endowed with a rational soul and are created <strong>in</strong> God’s image;<br />
they have the same nature and orig<strong>in</strong> and, be<strong>in</strong>g redeemed by <strong>Christ</strong>, they<br />
enjoy the same div<strong>in</strong>e call<strong>in</strong>g and dest<strong>in</strong>y; there is here a basic equality<br />
between all men and it must be given ever greater recognition.<br />
Undoubtedly not all men are alike as regards physical capacity and <strong>in</strong>tellectual<br />
and moral powers. But forms of social or cultural discrim<strong>in</strong>ation <strong>in</strong> basic personal<br />
rights on the grounds of sex, race, color, social conditions, language or religion,<br />
must be curbed and eradicated as <strong>in</strong>compatible with God’s design.<br />
— Gaudium et Spes 23<br />
How must know<strong>in</strong>g each human be<strong>in</strong>g is made <strong>in</strong> the image and likeness of God affect the way we<br />
view ourselves and others?<br />
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Answer Key<br />
Handout A: Background Essay — <strong>Created</strong> <strong>in</strong> God’s Image<br />
1. To s<strong>in</strong>, one must know an action is wrong and still freely choose it. Animals do not have free<br />
will, therefore they cannot s<strong>in</strong>. Human be<strong>in</strong>gs can choose freely, and can s<strong>in</strong>. All s<strong>in</strong> goes aga<strong>in</strong>st<br />
our nature because part of someth<strong>in</strong>g’s nature is the purpose for which it was created; God<br />
created us to love and to be sa<strong>in</strong>ts, so all s<strong>in</strong> goes aga<strong>in</strong>st our eternal end, which is to love and<br />
to live forever with God <strong>in</strong> Heaven.<br />
2. Because we are made by God with a rational soul and thus possess <strong>in</strong>tellect and free will,<br />
powers of a soul not possessed by animals, we have the ability to act upon animals—and all of<br />
creation—<strong>in</strong> a way they cannot act upon us.<br />
3. A person is someone rather than someth<strong>in</strong>g, possesses dignity as a person, and is capable of<br />
self-knowledge, of self-possession, and of freely giv<strong>in</strong>g himself and enter<strong>in</strong>g <strong>in</strong>to communion<br />
with other persons, whereas a th<strong>in</strong>g is a mere object which can be used.<br />
4. Because all people are made <strong>in</strong> the image and likeness of God.<br />
Handout B: Our Lady of Loreto <strong>in</strong> a Refugee’s Cloak<br />
1. Accept all answers. To prompt discussion you might ask the class what they th<strong>in</strong>k of the<br />
brightness of the gold cloak, the expression <strong>in</strong> Our Lady’s eyes, the crown of twelve stars<br />
around her head, the shyness of Baby Jesus, or the fact that Mary isn’t wear<strong>in</strong>g shoes.<br />
2. Mary and the <strong>in</strong>fant Jesus.<br />
3. This pa<strong>in</strong>t<strong>in</strong>g is echo<strong>in</strong>g the orig<strong>in</strong>al statue. Gold is the color of royalty and of riches. In this<br />
<strong>in</strong>stance gold also evokes the color of emergency blankets given by medical personnel to treat<br />
persons who are <strong>in</strong>jured or <strong>in</strong> shock.<br />
4. Accept reasoned answers.<br />
5. Students may suggest: statues are representations we may have grown accustomed to as<br />
representations of the div<strong>in</strong>e, whereas we don’t th<strong>in</strong>k of people that way (even though,<br />
ironically, we are truly reflections of God, made <strong>in</strong> His image!) Statues do not make demands on<br />
us, disturb us, or annoy us, or cause trouble <strong>in</strong> other ways as our fellow human be<strong>in</strong>gs can do.<br />
Also, if we have a particular image or statue <strong>in</strong> m<strong>in</strong>d, it might be difficult to see someone that<br />
looks different from the idea we have of God as be<strong>in</strong>g made <strong>in</strong> the image and likeness of God.<br />
6. Accept reasoned answers related to remember<strong>in</strong>g that each person has <strong>in</strong>f<strong>in</strong>ite worth because<br />
he or she is created <strong>in</strong> God’s image. We can always f<strong>in</strong>d the best <strong>in</strong> each person that we<br />
encounter. We can talk to people who have different backgrounds and cultures and tell them<br />
about our background and culture. Help students understand that the beauty of the Church is<br />
that it is not restricted to one particular culture or place. The expressions of Catholicism vary<br />
around the world and are beautiful examples of the universality of the Church: we all believe <strong>in</strong><br />
the same Tr<strong>in</strong>itarian God, who is love.<br />
<strong>Created</strong> <strong>in</strong> God’s Image 11
Handout C: Genesis 1 and 2 on the Human Person<br />
1. We are made <strong>in</strong> the image and likeness of God, male and female. (Gen 1:26–27) We are given<br />
dom<strong>in</strong>ion over the animals. (Gen. 1:26) We are blessed and told to “be fertile and multiply, fill<br />
the earth and subdue it.” (Gen 1:28) We are made from the dust of the earth; God breathes <strong>in</strong>to<br />
Adam and makes him a liv<strong>in</strong>g soul. (Gen 2:7) Man was given the task of tend<strong>in</strong>g the garden. (Gen<br />
2:15) The man and the woman are united <strong>in</strong> marriage (Gen 2:22–24).<br />
2. We are made <strong>in</strong> the image and likeness of God <strong>in</strong> that we have reason and free will. (CCC 356)<br />
Reason allows us to have dom<strong>in</strong>ion over the animals, just as we should have mastery over our<br />
own desires (CCC 377).<br />
3. Adam can give the animals names. These are not personal names, like nam<strong>in</strong>g a pet, but<br />
abstract names, e.g. “dog,” “cat.” Animals can only make sounds that convey their natural needs<br />
and desires, e.g. food, mates, or danger. Even animals that can imitate human speech, such as<br />
parrots, are not <strong>in</strong>tentionally convey<strong>in</strong>g an orig<strong>in</strong>al, mean<strong>in</strong>gful idea, but are merely imitat<strong>in</strong>g<br />
the sound they have heard. Though we can allow ourselves to be led by <strong>in</strong>st<strong>in</strong>ct and desire<br />
(often to our detriment), we have the power of free choice. This means that we are the master<br />
of our own actions—to act, or not act as we choose (CCC 1730).<br />
4. Accord<strong>in</strong>g to the wisdom of God’s Providence, the perfect does not always come before the<br />
imperfect. God leads up to more perfect (rational) from the less perfect (non-rational). We<br />
are the crown<strong>in</strong>g work of earthly creation. We do not arise by chance, but accord<strong>in</strong>g to a plan<br />
(CCC 284).<br />
5. Men and women were made for each other. It is not that God left them half-made and<br />
<strong>in</strong>complete, but He created them to be a communion of persons, for they are equal as persons<br />
(“This one, at last, is bone of my bones and flesh of my flesh”) and complementary as mascul<strong>in</strong>e<br />
and fem<strong>in</strong><strong>in</strong>e (CCC 372). The human person needs to live <strong>in</strong> society, beg<strong>in</strong>n<strong>in</strong>g with the family.<br />
We need other people. Through the exchange with others, mutual service and dialogue with<br />
each other, we develop our potential; we thus respond to our vocation (CCC 1879).<br />
6. Accept reasoned answers that express the idea that Genesis isn’t meant to teach us what<br />
happened literally or scientifically, but to teach us about the why of our existence.<br />
Handout D: The Person and Society<br />
1. Accept reasoned answers.<br />
2. Cooperation allows us to mutually benefit and enrich each other through the shar<strong>in</strong>g of<br />
their own peculiar gifts and by that reciprocal <strong>in</strong>terchange of goods” (Summi Pontificatus 43).<br />
Allow<strong>in</strong>g <strong>in</strong>dividuals and cultures to do what they do best encourages people to develop their<br />
potential, and results <strong>in</strong> less waste of the earth’s resources.<br />
3. Because we have immortal souls and were made for more than this world — we were made for<br />
Heaven.<br />
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<strong>Created</strong> <strong>in</strong> God’s Image<br />
LESSON 2<br />
Suggested age level: Ages 6–12<br />
Learn<strong>in</strong>g Goals<br />
ӹ<br />
ӹ<br />
ӹ<br />
Human be<strong>in</strong>gs are made <strong>in</strong> God’s image and likeness.<br />
Be<strong>in</strong>g made <strong>in</strong> God’s image and likeness gives human<br />
be<strong>in</strong>gs a unique dignity as persons.<br />
All people are equal <strong>in</strong> dignity, though they have<br />
different talents and abilities.<br />
Connection to the<br />
Catechism of the<br />
Catholic Church<br />
ӹ CCC 355–384<br />
Key Questions<br />
ӹ<br />
ӹ<br />
How are human be<strong>in</strong>gs different from the other<br />
animals?<br />
Why do all human be<strong>in</strong>gs have equal dignity?<br />
BIBLICAL TOUCHSTONE<br />
God created mank<strong>in</strong>d <strong>in</strong> his image;<br />
<strong>in</strong> the image of God he created them;<br />
male and female he created them.<br />
from GENESIS 1:27<br />
13
Lesson Plan<br />
Materials<br />
ӹ<br />
Handout A: Background<br />
ӹ<br />
Handout C: Different Talents,<br />
Essay — <strong>Created</strong> <strong>in</strong> God’s Image<br />
Equal Dignity<br />
ӹ<br />
Handout B: Creation of Adam by<br />
ӹ<br />
Handout D: Image of God<br />
Michelangelo<br />
Background/Homework<br />
Have students read Handout A: Background Essay — <strong>Created</strong> <strong>in</strong> God’s Image and answer the<br />
reflection questions.<br />
Open<strong>in</strong>g Prayer<br />
Beg<strong>in</strong> class with the follow<strong>in</strong>g prayer.<br />
Lord, help us to see your face <strong>in</strong> every person we meet. Amen.<br />
Warm-Up<br />
A. Display the first image on Handout B: Creation of Adam by Michelangelo. It is quite blurry! Ask<br />
your students if they can tell what the pa<strong>in</strong>t<strong>in</strong>g depicts. They may be able to identify colors and<br />
shapes. Note: If not us<strong>in</strong>g a computer, you may pr<strong>in</strong>t out the image and use wax or parchment<br />
paper over the image to make it less clear.<br />
B. Then show Version 2 of the pa<strong>in</strong>t<strong>in</strong>g, which is slightly clearer (or remove a piece of parchment).<br />
Ask the students if they can see any other details <strong>in</strong> the pa<strong>in</strong>t<strong>in</strong>g. F<strong>in</strong>ally, show Version 3 of the<br />
pa<strong>in</strong>t<strong>in</strong>g, which is the actual image. Ask the students what they see now.<br />
C. Expla<strong>in</strong> that each person is created <strong>in</strong> the Image and Likeness of God. When we follow God’s<br />
will and do good th<strong>in</strong>gs, we come closer to be<strong>in</strong>g the person God created us to be. When we do<br />
bad or s<strong>in</strong>ful th<strong>in</strong>gs th<strong>in</strong>gs, we become like the blurry images we saw. We are still made <strong>in</strong> the<br />
image and likeness of God, that never changes, but it is harder for people to see the image.<br />
D. Distribute a lam<strong>in</strong>ated copy of Handout B and have students discuss the conversation questions<br />
<strong>in</strong> pairs or trios. Call on groups to share about their discussions, allow<strong>in</strong>g the conversation to go<br />
<strong>in</strong> unexpected directions.<br />
Activity<br />
A. Distribute to each student Handout C: Differences Talents, Equal Dignity. Review the<br />
directions with your students and give them a few m<strong>in</strong>utes to complete the activity.<br />
B. Ask for volunteers to share some of the characteristics they used to describe themselves,<br />
keep<strong>in</strong>g a list on the board.<br />
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LESSON PLAN<br />
C. Po<strong>in</strong>t out how we all have different <strong>in</strong>terests and talents. For example, that means some of<br />
us are naturally reserved, while some make friends easily. Some skills come easier to certa<strong>in</strong><br />
people, while others have to work much harder. Some of us might get straight As easily, while<br />
others struggle to get Cs. Some are athletic and graceful, others f<strong>in</strong>d it hard to catch a ball.<br />
Some can fix cars, or build th<strong>in</strong>gs with their hands, while others feel like they are all thumbs.<br />
D. Then ask: Do these differences mean we are unequal? No.<br />
E. Once you have f<strong>in</strong>ished, po<strong>in</strong>t out that while not everyone has the same characteristics, all<br />
human be<strong>in</strong>gs share a common trait that makes them human and this cannot change.<br />
F. Ask your students if they can th<strong>in</strong>k of what every human person has <strong>in</strong> common. Accept<br />
reasoned answers, but do not give away the correct answer yet, which is human dignity.<br />
G. Write the words dignity of the human person on the board. Def<strong>in</strong>e dignity as the common th<strong>in</strong>g<br />
about humans that makes us worthy of honor and respect. Expla<strong>in</strong> that our dignity as human<br />
be<strong>in</strong>gs can never be dim<strong>in</strong>ished, lost, or taken from us because it is rooted <strong>in</strong> the truth that we<br />
are made the image and likeness of God.<br />
H. Re<strong>in</strong>force the po<strong>in</strong>t by ask<strong>in</strong>g the class to raise their hands if they th<strong>in</strong>k any of the follow<strong>in</strong>g<br />
th<strong>in</strong>gs mean someone else has more dignity than others.<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
If my family has a big house and fancy cars? (No)<br />
If I always get good grades? (No)<br />
If I am a k<strong>in</strong>g or queen? (No)<br />
If I am healthy and strong? (No)<br />
If I am better at sports than other people? (No)<br />
I. Now ask the class to raise their hands if they th<strong>in</strong>k any of the follow<strong>in</strong>g th<strong>in</strong>gs can take away<br />
someone’s dignity.<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
If I fall down and people laugh at me? (No)<br />
If my clothes are torn, or dirty? (No)<br />
If I do not speak English, or if I speak with an accent? (No)<br />
If I am not as healthy as other people? (No)<br />
If I am much smaller than other people? (No)<br />
If I have a different sk<strong>in</strong> color or physical features that look different from other people? (No)<br />
J. F<strong>in</strong>ally, project Genesis Genesis 1:27–31 on the board. Expla<strong>in</strong> that this describes the sixth day of<br />
creation, and read it aloud:<br />
“God created mank<strong>in</strong>d <strong>in</strong> his image; <strong>in</strong> the image of God he created them; male and female<br />
he created them. God blessed them and God said to them: Be fertile and multiply; fill the<br />
earth and subdue it. Have dom<strong>in</strong>ion over the fish of the sea, the birds of the air, and all the<br />
liv<strong>in</strong>g th<strong>in</strong>gs that crawl on the earth. God also said: See, I give you every seed-bear<strong>in</strong>g plant<br />
<strong>Created</strong> <strong>in</strong> God’s Image<br />
15
LESSON PLAN<br />
on all the earth and every tree that has seedbear<strong>in</strong>g fruit on it to be your food; and to<br />
all the wild animals, all the birds of the air, and all the liv<strong>in</strong>g creatures that crawl on the<br />
earth, I give all the green plants for food. And so it happened. God looked at everyth<strong>in</strong>g<br />
he had made and found it very good.”<br />
K. Ask your students what stood out to them from the read<strong>in</strong>g and why.<br />
L. Then expla<strong>in</strong> the follow<strong>in</strong>g: The sixth day of creation is significant because it illustrates<br />
to us why God made us <strong>in</strong> His Own likeness and image. Earlier, when we discussed the<br />
many characteristics that describe us, we realized that there are many th<strong>in</strong>gs that make<br />
us different. However, what makes us the same cannot be changed. We have dignity that<br />
cannot be taken away no matter what we do, or what happens to us <strong>in</strong> this life. Each person<br />
is truly a reflection of who God is, a w<strong>in</strong>dow through which we can, <strong>in</strong> a way, see God.<br />
Wrap Up<br />
A. Wrap up by expla<strong>in</strong><strong>in</strong>g that God created each person with a body and a soul. We cannot see<br />
our souls, but they are what allows us to live forever with God <strong>in</strong> Heaven. We each have a<br />
m<strong>in</strong>d that allows us to th<strong>in</strong>k and learn and a will that allows us to make choices. Each of us<br />
has unique gifts to offer to our families, our friends, and communities.<br />
B. Re-read aloud Genesis 1:26–31. Then, ask them the follow<strong>in</strong>g questions:<br />
ӹ<br />
ӹ<br />
When God created the world, He said that every created th<strong>in</strong>g and creature was “good.”<br />
When God created human be<strong>in</strong>gs, He said that they were “very good.” Why do you th<strong>in</strong>k<br />
He added the word “very” when describ<strong>in</strong>g human be<strong>in</strong>gs? Human be<strong>in</strong>gs are the most<br />
important part of creation. We have immortal souls and a reason and a will. By say<strong>in</strong>g<br />
human be<strong>in</strong>gs are “very” good, God is show<strong>in</strong>g where we stand <strong>in</strong> relation to the rest of<br />
creation.<br />
What does the word dignity mean? Dignity means be<strong>in</strong>g worthy of honor and respect. We<br />
have dignity because we are created <strong>in</strong> God’s Image and Likeness.<br />
C. Distribute Handout D: Image of God. Have your students write a letter that responds to the<br />
prompt. When they have f<strong>in</strong>ished, have students turn to a neighbor and take turns shar<strong>in</strong>g<br />
their letters. Then, call on a few students to read their letters aloud to the class.<br />
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HANDOUT A<br />
Background Essay — Made <strong>in</strong> God’s Image<br />
Directions:<br />
Read the essay and answer the reflection questions.<br />
Through history and even today, some<br />
people th<strong>in</strong>k that some people are better or<br />
worse than others because of their race. This<br />
false idea comes from a misunderstand<strong>in</strong>g of<br />
who we are as human be<strong>in</strong>gs.<br />
The Book of Genesis<br />
Human be<strong>in</strong>gs are animals, but we are very<br />
different from other animals. The Bible is one of<br />
the ways we know this. Only human be<strong>in</strong>gs are<br />
created <strong>in</strong> the image of God. An image is like a<br />
reflection. We are created <strong>in</strong> God’s image, which<br />
means we are made like God. “God created<br />
mank<strong>in</strong>d <strong>in</strong> his image; <strong>in</strong> the image of God he<br />
created them.” (Genesis 1:27) We reflect God’s<br />
goodness and love.<br />
What do we have that the other animals do not?<br />
We have a rational soul. This rational soul gives<br />
us a m<strong>in</strong>d so we can understand and reason, and<br />
a will that allows us to choose. Some animals, like<br />
dogs, can learn from tra<strong>in</strong><strong>in</strong>g. But animals do not<br />
understand what th<strong>in</strong>gs are, and why they are<br />
that way. Animals have <strong>in</strong>st<strong>in</strong>cts. But they cannot<br />
choose to do th<strong>in</strong>gs that go aga<strong>in</strong>st their <strong>in</strong>st<strong>in</strong>cts.<br />
Only humans have free will. We can choose to<br />
act or not to act. We can make moral decisions,<br />
such as choos<strong>in</strong>g to tell the truth or to lie. Only<br />
human be<strong>in</strong>gs have a conscience. We use our<br />
consciences to judge our actions as good or evil.<br />
Our Dignity as Persons<br />
Our rational souls mean men and women are<br />
persons. To be a person means we have dignity—<br />
that is, an <strong>in</strong>dividual with special worth. Our<br />
<strong>in</strong>terests or abilities may be very different. Some<br />
people are smarter, some people are faster<br />
runners. Some people are stronger, some people<br />
are funnier. Though there are many different<br />
k<strong>in</strong>ds of people, no one is more or less a person<br />
because of their differences. The soul God gives<br />
each of us is what gives us our dignity.<br />
Reflection Questions<br />
1. How are people different from animals?<br />
2. What is a conscience?<br />
3. How do we know all people are equal <strong>in</strong> dignity?<br />
<strong>Created</strong> <strong>in</strong> God’s Image 17
HANDOUT B<br />
Creation of Adam<br />
BY MICHELANGELO (C. 1508–1512)<br />
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HANDOUT B<br />
Sacred Art: Creation of Adam by Michelangelo<br />
Directions:<br />
Take some time to quietly view and reflect on the art. Then th<strong>in</strong>k about the<br />
questions below and discuss them with your classmates.<br />
Conversation Questions<br />
1. What stands out to you about this pa<strong>in</strong>t<strong>in</strong>g?<br />
2. Who are the figures <strong>in</strong> the pa<strong>in</strong>t<strong>in</strong>g? How do you know?<br />
3. Which of the animals are created <strong>in</strong> God’s image, and what does that mean?<br />
4. How does know<strong>in</strong>g you are created <strong>in</strong> the image of God change the way you view yourself and<br />
others? If you know someone is created <strong>in</strong> God’s image, how must you treat him or her?<br />
5. Does treat<strong>in</strong>g someone with dignity mean you have to agree with everyth<strong>in</strong>g they say? Why or<br />
why not?<br />
<strong>Created</strong> <strong>in</strong> God’s Image 19
HANDOUT C<br />
Different Talents, Equal Dignity<br />
Directions:<br />
List <strong>in</strong> each oval characteristics that describe you. Consider your personality traits,<br />
favorite activities, and God-given talents.<br />
Personality Traits Favorite Activities Talents<br />
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HANDOUT D<br />
Image of God<br />
Directions:<br />
Imag<strong>in</strong>e that one of your friends has written the follow<strong>in</strong>g letter to you. Write a<br />
letter back to your friend to answer their question.<br />
Dear (Your Name),<br />
Yesterday I was hang<strong>in</strong>g out with my cous<strong>in</strong>s and one of them said someth<strong>in</strong>g mean to me because I<br />
couldn’t run very fast or kick the soccer ball very well. My aunt told him to apologize because that was<br />
no way to treat someone made <strong>in</strong> the image of God. I didn’t really know what she meant. Can you help<br />
me?<br />
S<strong>in</strong>cerely,<br />
Your Friend<br />
Dear Friend,<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
<strong>Created</strong> <strong>in</strong> God’s Image 21
Answer Key<br />
Handout A: Background Essay — <strong>Created</strong> <strong>in</strong> God’s Image<br />
1. Humans have a rational soul; we have free will.<br />
2. The faculty that enables us to judge actions as good or evil.<br />
3. Because our dignity comes from the soul God gives each one of us.<br />
Handout B: Creation of Adam by Michelangelo<br />
1. Accept reasoned answers.<br />
2. God and Adam (with other figures, <strong>in</strong>clud<strong>in</strong>g perhaps Eve, <strong>in</strong> the background).<br />
3. Only human be<strong>in</strong>gs. It means we have <strong>in</strong>tellect (or reason), free will, and a capacity to love.<br />
4. Accept reasoned answers. It means all human be<strong>in</strong>gs deserve honor and respect.<br />
5. It does not. Treat<strong>in</strong>g our fellow human be<strong>in</strong>gs with honor and respect can <strong>in</strong> fact often mean<br />
we are compelled to disagree with them–for example, when they are say<strong>in</strong>g or do<strong>in</strong>g someth<strong>in</strong>g<br />
s<strong>in</strong>ful, we should speak the truth <strong>in</strong> charity.<br />
Handout C: Different Talents, Equal Dignity<br />
Accept all answers.<br />
Handout D: Image of God<br />
Letters should reference the fact that all people deserve respect because we are all made <strong>in</strong> God’s<br />
image.<br />
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<strong>Christ</strong>ianity and Identity<br />
LESSON 3<br />
Suggested age level: 14 and up<br />
Learn<strong>in</strong>g Goals<br />
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The Ancients saw themselves primarily as members of<br />
tribes, cities, or nations. <strong>Christ</strong>ianity <strong>in</strong>troduced a radical<br />
<strong>in</strong>novation — a religion that transcended all of these.<br />
The Gospel was essential to recogniz<strong>in</strong>g man’s<br />
common brotherhood through the grace of Baptism.<br />
The Gospel gave humanity a vision beyond their own<br />
earthly city that encourages <strong>Christ</strong>ian to make race<br />
and culture second to their citizenship <strong>in</strong> <strong>Christ</strong>.<br />
In the Papal Bull Sublimus Dei, Pope Paul III attributed<br />
to Satan the idea that the <strong>in</strong>digenous people of the<br />
Americas were less than human, and forbade their<br />
enslavement; the Spanish conquistadors and colonists<br />
frequently ignored this decree.<br />
The gradual abolition of slavery is one of the most<br />
important fruits of <strong>Christ</strong>ian teach<strong>in</strong>g.<br />
Connection to the<br />
Catechism of the<br />
Catholic Church<br />
ӹ CCC 355–361<br />
ӹ CCC 1929–1939<br />
Key Questions<br />
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How did <strong>Christ</strong>ianity affect the idea of identity <strong>in</strong> the<br />
ancient world?<br />
Why were <strong>Christ</strong>ian societies the only ones where<br />
slavery was graudally abolished?<br />
In what ways is <strong>Christ</strong>ianity truly universal?<br />
BIBLICAL TOUCHSTONE<br />
For all of you who were baptized <strong>in</strong>to <strong>Christ</strong> have clothed yourselves with <strong>Christ</strong>.<br />
There is neither Jew nor Greek, there is neither slave nor free person, there<br />
is not male and female; for you are all one <strong>in</strong> <strong>Christ</strong> Jesus.<br />
from GALATIANS 3:27–28<br />
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Lesson Plan<br />
Materials<br />
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Handout A: Background<br />
Essay — <strong>Christ</strong>ianity and Identity<br />
Handout B: The Tower of<br />
Babel and Pentecost<br />
Handout C: Sublimus Dei<br />
Background/Homework<br />
Have students read Handout A: Background Essay — <strong>Christ</strong>ianity and Identity and answer the<br />
reflection questions.<br />
Open<strong>in</strong>g Prayer<br />
Beg<strong>in</strong> class with the follow<strong>in</strong>g prayer.<br />
Veni Sancte Spiritus! — Come Holy Spirit, fill the hearts of your faithful and k<strong>in</strong>dle <strong>in</strong> them the<br />
fire of your love! Amen.<br />
Warm-Up<br />
A. Display the images on Handout B: The Tower of Babel and Pentecost. Give students as much<br />
time as possible to view the pair of pa<strong>in</strong>t<strong>in</strong>gs <strong>in</strong> silence.<br />
B. If your students are unfamiliar with the two scriptural events these pa<strong>in</strong>t<strong>in</strong>gs represent, provide<br />
a brief background. You may also wish to read aloud Genesis 11:1-9 and Act 2:1-13.<br />
C. Arrange students <strong>in</strong>to pairs or trios and give each group a lam<strong>in</strong>ated color copy of Handout B.<br />
Have your students discuss the artwork together <strong>in</strong> groups us<strong>in</strong>g the conversation questions on<br />
the back of the handout.<br />
D. Call on groups to share about their discussions, allow<strong>in</strong>g the conversation to go <strong>in</strong> unexpected<br />
directions.<br />
Activity<br />
Have students work <strong>in</strong>dependently or <strong>in</strong> pairs to complete the activity on Handout C: Sublimus Dei.<br />
When students have f<strong>in</strong>ished, review the answers as a class.<br />
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LESSON PLAN<br />
Wrap Up<br />
Have students journal for a few m<strong>in</strong>utes <strong>in</strong> response to the follow<strong>in</strong>g prompt.<br />
It is easy (and common) to judge the people of the past for fail<strong>in</strong>g to live up to <strong>Christ</strong>ian moral<br />
standards. It requires humility to see that we ourselves repeatedly fail to live up to these standards!<br />
The Ancients thought of slavery as a natural th<strong>in</strong>g, or a fact of life. What are some unjust practices<br />
you may be tempted to take as facts of life? For example: legal abortion, euthanasia, forced labor,<br />
etc. To what extent should people <strong>in</strong> the future condemn you for your failure to eradicate these<br />
evils? Expla<strong>in</strong>.<br />
Questions to prompt th<strong>in</strong>k<strong>in</strong>g:<br />
A. How do you actively defend:<br />
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ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
The unborn?<br />
Victims of state-imposed forced labor?<br />
People work<strong>in</strong>g <strong>in</strong> sweatshops?<br />
Victims of human traffick<strong>in</strong>g?<br />
The sick, frail, and other victims of euthanasia?<br />
Poor, suffer<strong>in</strong>g refugees seek<strong>in</strong>g help?<br />
B. In what ways does our culture promote the false idea that some people are less than human?<br />
ӹ<br />
ӹ<br />
ӹ<br />
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that unborn babies are not human?<br />
that the sick and frail are less than human?<br />
that people from other countries, especially those who are poor, uneducated, or with<br />
customs that seem strange to us, are less than human?<br />
that it would be better for a child to be aborted than to be born <strong>in</strong>to a life of poverty?<br />
<strong>Christ</strong>ianity and Identity<br />
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HANDOUT A<br />
Background Essay — <strong>Christ</strong>ianity and Identity<br />
The world <strong>in</strong>to which <strong>Christ</strong> was born was<br />
different from our time <strong>in</strong> many ways.<br />
When learn<strong>in</strong>g about the past, it is important<br />
to practice what is called “historical th<strong>in</strong>k<strong>in</strong>g.”<br />
Historical th<strong>in</strong>k<strong>in</strong>g means we try to understand<br />
the past <strong>in</strong> context, rather than impos<strong>in</strong>g our<br />
own assumptions or way of th<strong>in</strong>k<strong>in</strong>g.<br />
Personal Identity <strong>in</strong> the Ancient World<br />
Unjust discrim<strong>in</strong>ation based on race and<br />
ethnicity was a feature of the ancient world,<br />
and yet people of the time did not th<strong>in</strong>k of<br />
race as central to identity the way some<br />
people tend to do today. Citizenship was most<br />
central to identity <strong>in</strong> ancient times — one was<br />
a “Roman” or an “Athenian,” for example. Also,<br />
for most societies, religion and ethnicity were<br />
<strong>in</strong>terchangeable. To be Roman or a Persian<br />
meant not only hav<strong>in</strong>g a language and culture,<br />
but also specific forms of prayer and worship.<br />
Another way the ancient world was different<br />
from ours has to do with slavery. The ancient<br />
world assumed that slavery was a natural th<strong>in</strong>g.<br />
The cultures of the Americas, Asia, Africa, and<br />
Europe all had forms of enforced servitude.<br />
Slaves were seen as necessary for social life,<br />
do<strong>in</strong>g all the burdensome labor. Slavery had<br />
noth<strong>in</strong>g to do with race but was usually the<br />
result of conquest.<br />
The Radical Innovation of <strong>Christ</strong>ianity<br />
<strong>Christ</strong>ianity <strong>in</strong>troduced a radical <strong>in</strong>novation — a<br />
religion that transcended class and nations.<br />
The Epistle to Diognetus, a 2nd or 3rd century<br />
defense of <strong>Christ</strong>ianity, describes the faithful<br />
A Roman senator and his slaves.<br />
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as, “<strong>in</strong>habit<strong>in</strong>g Greek as well as barbarian<br />
cities….and follow<strong>in</strong>g the customs of the natives<br />
<strong>in</strong> respect to cloth<strong>in</strong>g, food, and the rest of<br />
their ord<strong>in</strong>ary conduct, they display to us their<br />
wonderful and confessedly strik<strong>in</strong>g method<br />
of life. They dwell <strong>in</strong> their own countries, but<br />
simply as sojourners. ...They pass their days<br />
on earth, but they are citizens of heaven. (Phil.<br />
3:20).<br />
With the preach<strong>in</strong>g of the Gospel came a<br />
change, although it began <strong>in</strong> small ways that<br />
developed slowly.<br />
<strong>Christ</strong>ianity also recognized that all people<br />
shared an equal dignity as creatures made <strong>in</strong><br />
the image of God. The early <strong>Christ</strong>ians might<br />
have owned slaves or been enslaved, but the<br />
Church did not discrim<strong>in</strong>ate based on social<br />
condition. Slaves could marry, be orda<strong>in</strong>ed, and<br />
be buried <strong>in</strong> the same cemetery as free people.<br />
In its sacramental life, the Church planted a<br />
seed by simply ignor<strong>in</strong>g wordly dist<strong>in</strong>ctions<br />
between slaves and slave owners.<br />
The Church Fathers on Slavery<br />
<strong>Christ</strong>ian philosophers directly confronted<br />
slavery <strong>in</strong> their writ<strong>in</strong>gs.<br />
Church Father Lactantius expla<strong>in</strong>ed <strong>in</strong> Div<strong>in</strong>e<br />
Institutes (c. A.D. 303) that there were no<br />
natural slaves or slave owners <strong>in</strong> <strong>Christ</strong>: “God,<br />
who produces and gives breath to men, willed<br />
that all should be equal … He has promised<br />
immortality to all; no one is cut off from His<br />
heavenly benefits. … In His sight no one is a<br />
slave, no one a master; for if all have the same<br />
Father, by an equal right we are all children.”<br />
St. Basil declared <strong>in</strong> On the Holy Spirit (c. A.D.<br />
364) that slavery was unnatural: “Among men<br />
no one is a slave by nature. For men are either<br />
brought under a yoke of slavery by conquest,<br />
as when prisoners are taken <strong>in</strong> war; or they<br />
Madonna and Child fresco <strong>in</strong> a 14th century<br />
Ethiopian monastery..<br />
are enslaved on account of poverty, as the<br />
Egyptians were oppressed by Pharaoh.”<br />
St. August<strong>in</strong>e saw slavery as part of our fallen<br />
condition. He wrote <strong>in</strong> City of God (A.D. 426):<br />
“we do not f<strong>in</strong>d the word ‘slave’ <strong>in</strong> any part of<br />
Scripture until righteous Noah branded the<br />
s<strong>in</strong> of his son with this name. It is a name,<br />
therefore, <strong>in</strong>troduced by s<strong>in</strong> and not by nature.”<br />
The Brotherhood of the Baptized<br />
Most important of all, through their Baptisms,<br />
<strong>Christ</strong>ians became a new creation. St. Paul writes,<br />
“For all of you who were baptized <strong>in</strong>to <strong>Christ</strong><br />
have clothed yourselves with <strong>Christ</strong>. There is<br />
neither Jew nor Greek, there is neither slave nor<br />
free person, there is not male and female; for you<br />
are all one <strong>in</strong> <strong>Christ</strong> Jesus” (Galatians 3:27-28).<br />
<strong>Christ</strong>ians learned from <strong>Christ</strong> a new order — the<br />
order of grace — which renewed men <strong>in</strong> the image<br />
<strong>Christ</strong>ianity and Identity 27
of their Creator. In Baptism, we become the<br />
adopted children of the Father, which makes all<br />
the baptized <strong>in</strong>to brothers and sisters.<br />
In short, <strong>Christ</strong>ianity <strong>in</strong>troduced the idea that<br />
we should not regard each other only through<br />
the lens of ethnicity, tribal membership, social<br />
class, or participation <strong>in</strong> human <strong>in</strong>stitutions.<br />
Our citizenship <strong>in</strong> <strong>Christ</strong> is above all.<br />
The Miracle of Pentecost<br />
Pentecost, when thousands were baptized on a<br />
s<strong>in</strong>gle day, is the great sign of this supernatural<br />
reality. By allow<strong>in</strong>g the div<strong>in</strong>e mysteries to be<br />
expressed <strong>in</strong> every tongue, God made Himself<br />
known to every culture <strong>in</strong> its own way of<br />
understand<strong>in</strong>g. St. Gregory of Nazianzen taught<br />
that the Holy Spirit at Pentecost overcame<br />
the confusion of Babel: “One Spirit upon<br />
many men...br<strong>in</strong>gs them aga<strong>in</strong> <strong>in</strong>to harmony.”<br />
(Oration 41, n.16). Pope Benedict XVI said <strong>in</strong> a<br />
2012 homily, “Pentecost is the feast of union,<br />
comprehension and human communion.”<br />
It makes sense, then, that only <strong>in</strong> <strong>Christ</strong>ian<br />
societies would slavery began to be modified<br />
and eventually abolished. Pope Pius XI<br />
observed that the early Church “potently<br />
contributed to the abolition of slavery. Not<br />
bloody revolution, but the <strong>in</strong>ner force of her<br />
teach<strong>in</strong>g made the proud Roman matron<br />
see <strong>in</strong> her slave a sister <strong>in</strong> <strong>Christ</strong>” (Div<strong>in</strong>i<br />
Redemptoris 36).<br />
Vaux Passional, artist unknown (ca. 1503–04).<br />
Despite the failures of <strong>in</strong>dividual <strong>Christ</strong>ians<br />
throughout history and today, the Gospel<br />
message that man has a unique dignity not<br />
based on his social condition or nation has<br />
been preserved through the centuries. Indeed,<br />
the belief that all people are equal <strong>in</strong> dignity–an<br />
idea many <strong>in</strong> the West take for granted today–<br />
was not believed until the Gospel was preached,<br />
and even today is not necessarily accepted<br />
by non-Judeo-<strong>Christ</strong>ian cultures. Without<br />
the lov<strong>in</strong>g Fatherhood of God, there is no real<br />
brotherhood of man.<br />
Reflection Questions<br />
1. How did the early <strong>Christ</strong>ians respond to slavery?<br />
2. Which is your favorite of the given quotes from the Church Fathers? Why?<br />
3. In what ways did <strong>Christ</strong>ianity change previous conceptions of personal identity and citizenship?<br />
4. To what extent can a focus on racial identity promote the common good? To what extent can it<br />
harm the common good?<br />
5. St. Gregory spoke of how, at Pentecost, the human race was once aga<strong>in</strong> brought <strong>in</strong>to harmony.<br />
Why do you th<strong>in</strong>k he spoke of harmony and not uniformity or sameness?<br />
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HANDOUT B<br />
The Tower of Babel<br />
BY PIETER BRUEGEL THE ELDER (1563)<br />
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HANDOUT B<br />
Pentecost<br />
BY DUCCIO DI BUONINSEGNA (1308)<br />
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HANDOUT B<br />
Sacred Art: The Tower of Babel and Pentecost<br />
Directions:<br />
Take some time to quietly view and reflect on the art. Then th<strong>in</strong>k about the<br />
questions below, and discuss them with your classmates.<br />
Conversation Questions<br />
1. Read Genesis 11:1-9. What happened at the Tower of Babel? What s<strong>in</strong> was at the root of this<br />
event? How did God respond, and what was the effect on the human race?<br />
2. Read Acts 2:1-13. What special graces did Mary and the Apostles receive at Pentecost? What did<br />
they do <strong>in</strong> response to this gift?<br />
3. How did the Holy Spirit overcome the confusion result<strong>in</strong>g from the curse of the Tower of Babel?<br />
What was the effect on the human race?<br />
4. What did Peter say to the crowds? How does the Gospel message help us understand the<br />
common brotherhood of man?<br />
5. Pope Benedict XVI reflected on Pentecost <strong>in</strong> 2012: “Wherever people want to set themselves<br />
up as God they cannot but set themselves aga<strong>in</strong>st each other. Instead, wherever they place<br />
themselves <strong>in</strong> the Lord’s truth they are open to the action of his Spirit who susta<strong>in</strong>s and unites<br />
them.” How does this idea apply to race and racism?<br />
<strong>Christ</strong>ianity and Identity 31
HANDOUT C<br />
Sublimus Dei<br />
Directions:<br />
Read Sublimus Dei, a papal bull issued by Pope Paul III <strong>in</strong> 1537. Note that <strong>in</strong> this<br />
document the term “Indians” refers to the <strong>in</strong>digenous peoples of the Americas. It<br />
was not <strong>in</strong>tended as a term of disrespect.<br />
THE SUBLIME GOD so loved the human<br />
race that He created man <strong>in</strong> such wise<br />
that he might participate, not only <strong>in</strong> the good<br />
that other creatures enjoy, but endowed him<br />
with capacity to atta<strong>in</strong> to the <strong>in</strong>accessible<br />
and <strong>in</strong>visible Supreme Good and behold it<br />
face to face; and s<strong>in</strong>ce man, accord<strong>in</strong>g to the<br />
testimony of the sacred scriptures, has been<br />
created to enjoy eternal life and happ<strong>in</strong>ess,<br />
which none may obta<strong>in</strong> save through faith<br />
<strong>in</strong> our Lord Jesus <strong>Christ</strong>, it is necessary that<br />
he should possess the nature and faculties<br />
enabl<strong>in</strong>g him to receive that faith; and that<br />
whoever is thus endowed should be capable of<br />
receiv<strong>in</strong>g that same faith. Nor is it credible that<br />
any one should possess so little understand<strong>in</strong>g<br />
as to desire the faith and yet be destitute of<br />
the most necessary faculty to enable him to<br />
receive it. Hence <strong>Christ</strong>, who is the Truth itself,<br />
that has never failed and can never fail, said to<br />
the preachers of the faith whom He chose for<br />
that office ‘Go ye and teach all nations.’ He said<br />
all, without exception, for all are capable of<br />
receiv<strong>in</strong>g the doctr<strong>in</strong>es of the faith.<br />
The enemy of the human race, who opposes<br />
all good deeds <strong>in</strong> order to br<strong>in</strong>g men to<br />
destruction, behold<strong>in</strong>g and envy<strong>in</strong>g this,<br />
<strong>in</strong>vented a means never before heard of, by<br />
which he might h<strong>in</strong>der the preach<strong>in</strong>g of God’s<br />
word of Salvation to the people: he <strong>in</strong>spired<br />
his satellites who, to please him, have not<br />
hesitated to publish abroad that the Indians of<br />
the West and the South, and other people of<br />
Pope Paul III, by Titian (1545).<br />
whom We have recent knowledge should be<br />
treated as dumb brutes created for our service,<br />
pretend<strong>in</strong>g that they are <strong>in</strong>capable of receiv<strong>in</strong>g<br />
the Catholic Faith.<br />
We, who, though unworthy, exercise on earth<br />
the power of our Lord and seek with all our<br />
might to br<strong>in</strong>g those sheep of His flock who<br />
are outside <strong>in</strong>to the fold committed to our<br />
charge, consider, however, that the Indians<br />
are truly men and that they are not only<br />
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capable of understand<strong>in</strong>g the Catholic Faith<br />
but, accord<strong>in</strong>g to our <strong>in</strong>formation, they desire<br />
exceed<strong>in</strong>gly to receive it. Desir<strong>in</strong>g to provide<br />
ample remedy for these evils, We def<strong>in</strong>e and<br />
declare ... that, notwithstand<strong>in</strong>g whatever may<br />
have been or may be said to the contrary, the<br />
said Indians and all other people who may later<br />
be discovered by <strong>Christ</strong>ians, are by no means<br />
to be deprived of their liberty or the possession<br />
of their property, even though they be outside<br />
the faith of Jesus <strong>Christ</strong>; and that they may<br />
and should, freely and legitimately, enjoy their<br />
liberty and the possession of their property;<br />
nor should they be <strong>in</strong> any way enslaved; should<br />
the contrary happen, it shall be null and have<br />
no effect.<br />
By virtue of Our apostolic authority We def<strong>in</strong>e<br />
and declare by these present letters, or by any<br />
translation thereof signed by any notary public<br />
and sealed with the seal of any ecclesiastical<br />
dignitary, which shall thus command the same<br />
obedience as the orig<strong>in</strong>als, that the said Indians<br />
and other peoples should be converted to the<br />
faith of Jesus <strong>Christ</strong> by preach<strong>in</strong>g the word of<br />
God and by the example of good and holy liv<strong>in</strong>g.<br />
Discussion Questions<br />
1. Who wrote this document? When was this document written? Who is the audience?<br />
2. Why does Pope Paul III reference the Great Commission given by <strong>Christ</strong> to the Apostles at the<br />
Ascension?<br />
3. What has God given to all men that allows them to receive supernatural happ<strong>in</strong>ess?<br />
4. To whom does he attribute the idea that the <strong>in</strong>digenous peoples of the Americas are <strong>in</strong>capable<br />
of receiv<strong>in</strong>g the Gospel, or that they were created to serve Europeans?<br />
5. On what basis does he argue that “the Indians are truly men”?<br />
6. What actions does he forbid the coloniz<strong>in</strong>g powers from tak<strong>in</strong>g?<br />
7. Spa<strong>in</strong> adopted this papal bull as its official policy, yet the Spanish conquistadors and colonists<br />
often ignored it. What should we make of that?<br />
<strong>Christ</strong>ianity and Identity 33
Answer Key<br />
Handout A: Background Essay — <strong>Christ</strong>ianity and Identity<br />
1. They believed that all men were brothers, called to div<strong>in</strong>e life <strong>in</strong> God through Baptism. The<br />
Church did not discrim<strong>in</strong>ate between slave and free <strong>in</strong> sacramental life. <strong>Christ</strong>ian philosophers<br />
argued aga<strong>in</strong>st the idea that slavery was natural.<br />
2. Accept reasoned answers.<br />
3. <strong>Christ</strong>ianity <strong>in</strong>troduced a radical <strong>in</strong>novation – a religion that transcended nations. It also<br />
<strong>in</strong>troduced the idea that all people had equal dignity as creatures made <strong>in</strong> the image of God.<br />
The Gospel was essential to recogniz<strong>in</strong>g man’s common brotherhood, through the grace of<br />
Baptism.<br />
4. Accept reasoned answers.<br />
5. Because <strong>in</strong>dividual <strong>Christ</strong>ians do not lose their identity <strong>in</strong> <strong>Christ</strong>; on the contrary they are freer<br />
to become who God created them to be! Part of the beauty of the universal Church is unity<br />
of our beliefs even amid the diversity of expressions of faith. Because <strong>Christ</strong>ianity transcends<br />
nations and cultures, <strong>Christ</strong>ians are free to accept all true, good, and beautiful customs and<br />
cultural practices.<br />
Handout B: The Tower of Babel and Pentecost<br />
1. The people, who at the time were all of one language, attempted to make a name for themselves<br />
by build<strong>in</strong>g a tower to the sky. Pride was at the root. God confused their language and scattered<br />
them all over the Earth.<br />
2. They received the ability to speak <strong>in</strong> tongues. They were able to preach the Gospel to all people<br />
<strong>in</strong> their own language.<br />
3. The Apostles were able to share the Gospel message <strong>in</strong> ways that could be understood by all.<br />
Thousands were baptized on Pentecost, and so made new creations and members of <strong>Christ</strong>.<br />
4. To repent, be baptized, and receive the gift of the Holy Spirit. In the Holy Spirit we are all made<br />
one brotherhood.<br />
5. Accept reasoned answers. Guide students to the conclusion that we must be open to the Holy<br />
Spirit who unites us <strong>in</strong> a brotherhood that transcends our earthly loyalties.<br />
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Handout C: Sublimus Dei<br />
1. Pope Paul III; 1537; the coloniz<strong>in</strong>g powers of Europe.<br />
2. <strong>Christ</strong> commanded the Apostles to baptize and teach all nations. In other words, all people need<br />
and are capable of receiv<strong>in</strong>g the Gospel message.<br />
3. God endowed man with “the nature and faculties enabl<strong>in</strong>g him to receive that faith,” or capacity<br />
to atta<strong>in</strong> to the <strong>in</strong>accessible and <strong>in</strong>visible Supreme Good and behold it face to face through<br />
understand<strong>in</strong>g (<strong>in</strong>tellect) and desire (will). All people have m<strong>in</strong>d and will. They may struggle with<br />
ignorance <strong>in</strong> the m<strong>in</strong>d, and bad habits <strong>in</strong> the will, but they are still human even so.<br />
4. He attributes the idea that the Indians are <strong>in</strong>capable of receiv<strong>in</strong>g the Gospel and that they were<br />
created to serve Europeans to the enemy of the human race, i.e. Satan.<br />
5. The <strong>in</strong>digenous peoples are not only capable of understand<strong>in</strong>g the Catholic Faith and desire<br />
exceed<strong>in</strong>gly to receive it. Be<strong>in</strong>g created <strong>in</strong> the image of God means hav<strong>in</strong>g <strong>in</strong>tellect and free will.<br />
The Indians have these faculties of the soul–understand<strong>in</strong>g (<strong>in</strong>tellect) and desire (will).<br />
6. The <strong>in</strong>digenous peoples are by no means to be deprived of their liberty or the possession of<br />
their property. They may not be enslaved.<br />
7. Accept reasoned answers, encourag<strong>in</strong>g students to see that when people fail to follow the<br />
Church’s teach<strong>in</strong>gs, it does not make the teach<strong>in</strong>g itself less true. It shows that the demands of<br />
<strong>Christ</strong>ian discipleship are challeng<strong>in</strong>g and we often fall short. We need to cooperate with God’s<br />
grace to truly live as the Lord wants us to live, and we need his forgiveness when we fail.<br />
<strong>Christ</strong>ianity and Identity 35
Notes<br />
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Brothers and Sisters <strong>in</strong> <strong>Christ</strong><br />
LESSON 4<br />
Suggested age level: Ages 10 and up<br />
Learn<strong>in</strong>g Goals<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
People of the ancient world saw themselves first as<br />
members of cities or nations. <strong>Christ</strong>ianity gave people a<br />
religion that transcended such geographical identity.<br />
The Gospel is essential to the recognition of humanity’s<br />
common brotherhood through the grace of Baptism.<br />
Before His Ascension, Jesus commanded the Apostles to<br />
baptize and teach all nations.<br />
Pentecost is a feast of union, comprehension, and<br />
human communion<br />
The gradual abolition of slavery is one of the most<br />
important fruits of <strong>Christ</strong>ian teach<strong>in</strong>g.<br />
Connection to the<br />
Catechism of the<br />
Catholic Church<br />
ӹ CCC 355–361<br />
ӹ CCC 1929–1939<br />
Key Questions<br />
ӹ<br />
ӹ<br />
ӹ<br />
How did <strong>Christ</strong>ianity affect the idea of identity <strong>in</strong> the<br />
ancient world?<br />
In what ways is <strong>Christ</strong>ianity truly universal?<br />
Why are racism and <strong>Christ</strong>ianity <strong>in</strong>compatible?<br />
BIBLICAL TOUCHSTONE<br />
For all of you who were baptized <strong>in</strong>to <strong>Christ</strong> have clothed yourselves with <strong>Christ</strong>.<br />
There is neither Jew nor Greek, there is neither slave nor free person, there<br />
is not male and female; for you are all one <strong>in</strong> <strong>Christ</strong> Jesus.<br />
from GALATIANS 3:27–28<br />
37
Lesson Plan<br />
Materials<br />
ӹ<br />
Handout A: Background<br />
ӹ<br />
Handout C: Pope Benedict’s<br />
Essay — <strong>Christ</strong>ianity and Identity<br />
Homily on Pentecost (omit for<br />
ӹ<br />
Handout B: The Ascension and<br />
Pentecost<br />
younger learners)<br />
Bibles, blank paper, colored<br />
pencils<br />
Background/Homework<br />
Have students read Handout A: Background Essay — <strong>Christ</strong>ianity and Identity and answer the<br />
reflection questions.<br />
Open<strong>in</strong>g Prayer<br />
Beg<strong>in</strong> class with the follow<strong>in</strong>g prayer.<br />
Veni Sancte Spiritus! — Come Holy Spirit, fill the hearts of your faithful and k<strong>in</strong>dle <strong>in</strong> them the<br />
fire of your love! Amen.<br />
Warm-Up<br />
A. Display the first image on Handout B: The Ascension and Pentecost. Give students as much time<br />
as possible to view the pair of pa<strong>in</strong>t<strong>in</strong>gs <strong>in</strong> silence.<br />
B. Arrange students <strong>in</strong>to pairs or trios and give each group a lam<strong>in</strong>ated color copy of Handout B.<br />
Have your students discuss the artwork together <strong>in</strong> groups us<strong>in</strong>g the conversation questions on<br />
the back of the handout.<br />
C. Call on groups to share about their discussions, allow<strong>in</strong>g the conversation to go <strong>in</strong> unexpected<br />
directions.<br />
Activity<br />
A. Expla<strong>in</strong> that the lessons from Pentecost help us respond to the s<strong>in</strong> of racism. We must be open<br />
to the Holy Spirit who unites us <strong>in</strong> a brotherhood that transcends our earthly loyalties.<br />
B. Distribute Handout C: Pope Benedict’s Homily on Pentecost to older students (omit for younger<br />
learners) and read it aloud together. Invite students to make connections between the homily<br />
and the class discussion from the Warm Up<br />
C. Give students a piece of blank paper and colored pencils. Have them use their Bibles, Handouts<br />
A-C, and all they have learned about <strong>Christ</strong>ianity to create a tri-fold pamphlet on why<br />
<strong>Christ</strong>ianity is <strong>in</strong>compatible with racism. (They may do this <strong>in</strong>dependently or with a partner.)<br />
Pamphlets should <strong>in</strong>clude:<br />
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LESSON PLAN<br />
ӹ<br />
ӹ<br />
ӹ<br />
At least one panel on <strong>Christ</strong>ian teach<strong>in</strong>g on how man is made <strong>in</strong> the image of God<br />
At least one panel on Baptism<br />
At least one panel on the Holy Spirit and Pentecost<br />
ӹ At least one panel us<strong>in</strong>g quotes or <strong>in</strong>formation from Handout C.<br />
ӹ<br />
At least one quote from Scripture<br />
Wrap Up<br />
Have students share their pamphlets with each other. Encourage them to tell each other one th<strong>in</strong>g<br />
they found excellent about each pamphlet, and one th<strong>in</strong>g they might be able to improve.<br />
Brothers and Sisters <strong>in</strong> <strong>Christ</strong><br />
39
HANDOUT A<br />
Background Essay — <strong>Christ</strong>ianity and Identity<br />
Directions:<br />
Read the essay and answer the reflection questions.<br />
The world <strong>in</strong>to which <strong>Christ</strong> was born was<br />
different from our time <strong>in</strong> many ways.<br />
Ancient people did not have the same concept<br />
of what we today call “race.” People mostly<br />
thought of themselves as citizens of their<br />
city. For example, one was a “Roman” or an<br />
“Athenian.”<br />
Also, one’s ethnicity and religion were often<br />
one <strong>in</strong> the same. Be<strong>in</strong>g Persian, for example,<br />
meant hav<strong>in</strong>g a language, a culture, and specific<br />
forms of prayer and worship.<br />
Another way the ancient world was different<br />
from ours was the way it viewed slavery. The<br />
ancient world thought of slavery as natural.<br />
The cultures of the Americas, Asia, Africa, and<br />
Europe all practiced it.<br />
A Religion for All Nations<br />
<strong>Christ</strong>ianity <strong>in</strong>troduced the world to a brand<br />
new idea – a religion for all nations. A Roman<br />
could be a <strong>Christ</strong>ian. So could an Egyptian, or<br />
an Ethiopian. <strong>Christ</strong>ianity was also for all social<br />
classes. Enslaved people could receive the<br />
Sacraments alongside free people.<br />
This is because through Baptism, <strong>Christ</strong>ians<br />
become one family. We become adopted<br />
children of the Father, and the Church is our<br />
mother. S<strong>in</strong>ce we have the same adoptive<br />
Father, the baptized are brothers and sisters. St.<br />
Paul wrote: “For all of you who were baptized<br />
<strong>in</strong>to <strong>Christ</strong> have clothed yourselves with <strong>Christ</strong>.<br />
There is neither Jew nor Greek, there is neither<br />
slave nor free person, there is not male and<br />
female; for you are all one <strong>in</strong> <strong>Christ</strong> Jesus”<br />
(Galatians 3:27-28).<br />
A Roman senator and his slaves<br />
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The Miracle of Pentecost<br />
Before He ascended <strong>in</strong>to Heaven, Chist told<br />
the Apostles to baptize and teach all nations.<br />
Ten days later at Pentecost, the Holy Spirit<br />
descended upon them. The Holy Spirit gave<br />
Apostles the ability to speak <strong>in</strong> different<br />
languages and preach the Good News. All the<br />
people gathered <strong>in</strong> Jerusalem could understand,<br />
no matter where they were from or what<br />
language they spoke. Thousands were baptized<br />
and became brothers and sisters <strong>in</strong> <strong>Christ</strong>.<br />
So, you can see why a <strong>Christ</strong>ian cannot treat<br />
people differently based on race, or where they<br />
are from. The Church has taught for 2000 years<br />
that all people are made <strong>in</strong> God’s image. We<br />
all have equal dignity. But without the lov<strong>in</strong>g<br />
Fatherhood of God, fully revealed to us by Jesus<br />
<strong>Christ</strong>, there is no real brotherhood of man.<br />
Vaux Passional, artist unknown (ca. 1503–04).<br />
Reflection Questions<br />
1. How was <strong>Christ</strong>ianity a new k<strong>in</strong>d of religion?<br />
2. How do <strong>Christ</strong>ians become one family? (H<strong>in</strong>t: how do we become children of God?)<br />
3. At Pentecost, why do you th<strong>in</strong>k God gave the Apostles the ability to speak <strong>in</strong> different<br />
languages, rather than caus<strong>in</strong>g everyone to speak the same language?<br />
4. Why would it be wrong to th<strong>in</strong>k that someone who is not baptized deserves less respect or<br />
dignity?<br />
Brothers and Sisters <strong>in</strong> <strong>Christ</strong> 41
HANDOUT B<br />
The Ascension of Jesus <strong>Christ</strong><br />
Gold mosaic from Neamt Monastery, Romania<br />
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HANDOUT B<br />
Pentecost<br />
BY DUCCIO DI BUONINSEGNA (1308)<br />
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HANDOUT B<br />
Sacred Art: The Ascension and Pentecost<br />
Directions:<br />
Take some time to quietly view and reflect on the art. Then th<strong>in</strong>k about the<br />
questions below and discuss them with your classmates.<br />
Conversation Questions<br />
1. Read Matthew 28:16-20. What did Jesus tell the Apostles to do? Did Jesus say that any groups of<br />
people should not hear the Gospel message? Is anyone excluded from God’s sav<strong>in</strong>g love?<br />
2. The Ascension icon has a clear top half and bottom half. How are they different? What do you<br />
th<strong>in</strong>k each part might represent?<br />
3. Read Acts 2:1-13. What special graces did Mary and the Apostles receive at Pentecost? What did<br />
they do <strong>in</strong> response to this gift?<br />
4. What did Peter say to the crowds? How does the Gospel message help us understand the<br />
common brotherhood of man?<br />
5. In the Pentecost icon, Mary sits at the center of the Apostles. Why do you th<strong>in</strong>k the artist chose<br />
to place her there? What about the icon stands out to you? Why?<br />
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HANDOUT C<br />
Pope Benedict XVI’s Homily<br />
on Pentecost, 2012<br />
Directions:<br />
Read Pope Benedict XVI’s homily. Use <strong>in</strong>formation or quotations from it on your trifold<br />
pamphlet on why <strong>Christ</strong>ianity and racism are <strong>in</strong>compatible.<br />
“I would like to reflect on an essential aspect of<br />
the Mystery of Pentecost which has preserved<br />
its full importance <strong>in</strong> our time. Pentecost is<br />
the feast of union, comprehension and human<br />
communion. ...<br />
Can unity and harmony really exist?<br />
How?<br />
We f<strong>in</strong>d the answer <strong>in</strong> Sacred Scripture: unity<br />
can only exist as a gift of God’s Spirit who will<br />
give us a new heart and a new language, a<br />
new ability to communicate. And this is what<br />
happened at Pentecost. On that morn<strong>in</strong>g, 50<br />
days after Easter, a mighty w<strong>in</strong>d blew through<br />
Jerusalem and the flame of the Holy Spirit came<br />
down upon the disciples gathered together. It<br />
settled on each one of them and k<strong>in</strong>dled with<strong>in</strong><br />
them the div<strong>in</strong>e fire, a fire of love capable of<br />
transform<strong>in</strong>g them. Their fear evaporated,<br />
they felt their hearts filled with new strength,<br />
their tongues were loosened and they began<br />
to speak freely <strong>in</strong> such a way that everyone<br />
could understand the announcement that Jesus<br />
<strong>Christ</strong> had died and was risen. At Pentecost,<br />
where there had been division and alienation,<br />
unity and understand<strong>in</strong>g were born….<br />
Behav<strong>in</strong>g as <strong>Christ</strong>ians means no longer be<strong>in</strong>g<br />
shut <strong>in</strong>to our own ‘I’ but rather be<strong>in</strong>g open to<br />
all th<strong>in</strong>gs: it means <strong>in</strong>wardly welcom<strong>in</strong>g the<br />
whole Church with<strong>in</strong> ourselves or, even better,<br />
<strong>in</strong>wardly lett<strong>in</strong>g her receive us. ... thus the Holy<br />
Spirit, the Spirit of unity and of truth, may<br />
Pope Benedict XVI, photo by Peter Nguyen. Image<br />
License: Creative Commons Attribution 2.0 Generic.<br />
cont<strong>in</strong>ue to resonate <strong>in</strong> our human hearts and<br />
m<strong>in</strong>ds and spur people to meet and to welcome<br />
each other.<br />
Precisely because the Spirit acts <strong>in</strong> this way, he<br />
ushers us <strong>in</strong>to the whole truth, which is Jesus,<br />
and guides us to look at it more deeply and to<br />
understand it. We do not grow <strong>in</strong> knowledge<br />
by lock<strong>in</strong>g ourselves <strong>in</strong>to own ego but only <strong>in</strong><br />
an attitude of profound <strong>in</strong>ner humility do we<br />
become capable of listen<strong>in</strong>g and shar<strong>in</strong>g <strong>in</strong> the<br />
‘we’ of the Church …. Wherever people place<br />
themselves <strong>in</strong> the Lord’s truth they are open to<br />
the action of his Spirit who susta<strong>in</strong>s and unites<br />
them.”<br />
Brothers and Sisters <strong>in</strong> <strong>Christ</strong> 45
Answer Key<br />
Handout A: Background Essay — <strong>Christ</strong>ianity and Identity<br />
1. <strong>Christ</strong>ianity was for all nations. People of all social classes were treated equally <strong>in</strong> the eyes of<br />
the Church.<br />
2. God the Father adopts us <strong>in</strong> Baptism; we become children of God, and brothers and sisters <strong>in</strong><br />
<strong>Christ</strong>.<br />
3. Because neither <strong>in</strong>dividual <strong>Christ</strong>ians nor cultures lose their identity <strong>in</strong> <strong>Christ</strong>; on the contrary<br />
they are freer to become who God created them to be! The role of the Church, which was born<br />
at Pentecost, is to communicate the Good News to all peoples everywhere.<br />
4. Because all people have equal dignity–all people are created <strong>in</strong> the image of God. Jesus told the<br />
Apostles to make disciples of all nations, to baptize and teach all people. This is because God<br />
loves all people and wants everyone to go to Heaven.<br />
Handout B: The Ascension and Pentecost<br />
1. To make disciples of all nations, baptiz<strong>in</strong>g them, and teach<strong>in</strong>g them to observe all that He had<br />
commanded. No nation or people is excluded; all must be given the Gospel message.<br />
2. The top shows us Heaven, and the bottom part shows us the Church on earth. The top half is<br />
gold, show<strong>in</strong>g Jesus with two angels, signify<strong>in</strong>g the heavenly realm. On the bottom we see the<br />
disciples of <strong>Christ</strong>, i.e. the Church.<br />
3. The Apostles were able to share the Gospel message <strong>in</strong> ways that could be understood by all.<br />
Thousands were baptized on Pentecost, and so made new creations and members of <strong>Christ</strong>.<br />
4. To repent, be baptized, and receive the gift of the Holy Spirit. In the Holy Spirit we are all made<br />
one brotherhood.<br />
5. Accept reasoned answers. Students may say that Mary is the mother of all <strong>Christ</strong>ians, and so<br />
her placement at the center of this event is fitt<strong>in</strong>g.<br />
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S<strong>in</strong> Is the Root of Racism<br />
LESSON 5<br />
Suggested age level: Ages 14 and up<br />
Learn<strong>in</strong>g Goals<br />
ӹ<br />
Racism arises when a person holds that his or her<br />
own race or ethnicity is superior, and therefore judges<br />
persons of other races or ethnicities as <strong>in</strong>ferior. When<br />
this attitude leads people to exclude, ridicule, mistreat,<br />
or unjustly discrim<strong>in</strong>ate aga<strong>in</strong>st persons on the basis of<br />
their race or ethnicity, it is s<strong>in</strong>ful.<br />
ӹ A racist outlook can lead one to dislike persons of other<br />
races, to treat them unjustly, or even to believe that they<br />
are less than human.<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
Connection to the<br />
Catechism of the<br />
Catholic Church<br />
ӹ CCC 1878<br />
ӹ CCC 1934–5<br />
ӹ CCC 2262<br />
God gives each person unique gifts and talents, but all human be<strong>in</strong>gs have equal dignity,<br />
because all are made <strong>in</strong> God’s image and likeness.<br />
God’s plan <strong>in</strong>cludes all people; all of humanity is dest<strong>in</strong>ed to come together as one before God<br />
<strong>in</strong> Heaven.<br />
Most often, racism arises from prejudiced feel<strong>in</strong>gs or ideas. It is important to exam<strong>in</strong>e and<br />
confront these irrational feel<strong>in</strong>gs so as to identify and, with the help of God’s grace, overcome.<br />
God calls on us to show everyone heartfelt compassion, k<strong>in</strong>dness, humility, gentleness,<br />
patience, and forgiveness.<br />
Key Questions<br />
ӹ<br />
ӹ<br />
What is racism?<br />
Why is racism <strong>in</strong>compatible with the Gospel message?<br />
BIBLICAL TOUCHSTONES<br />
These also are Words of the Wise: To show<br />
partiality <strong>in</strong> judgment is not good.<br />
from PROVERBS 24:23<br />
Whoever says he is <strong>in</strong> the light, yet hates<br />
his brother, is still <strong>in</strong> the darkness.<br />
from 1 JOHN 2:9<br />
47
Lesson Plan<br />
Materials<br />
ӹ<br />
Handout A: A Human Family<br />
ӹ<br />
Handout D: The Baptism of the<br />
ӹ<br />
Handout B: The Golden Mean<br />
Eunuch<br />
ӹ<br />
Handout C: Background<br />
ӹ<br />
Handout E: Words of Wisdom<br />
Essay — What Is Racism?<br />
Open<strong>in</strong>g Prayer<br />
Beg<strong>in</strong> class with the follow<strong>in</strong>g prayer.<br />
Lord, we ask you to open our hearts and fill it with the light of your love. Sh<strong>in</strong>e a light on any<br />
prejudiced feel<strong>in</strong>gs, especially any we are hang<strong>in</strong>g onto deliberately, and cleanse them from our<br />
hearts. Help us overcome the hurts we have felt, and fill our hearts with your merciful love to<br />
help us forgive as you do.<br />
Warm-Up<br />
A. Beg<strong>in</strong> by putt<strong>in</strong>g students <strong>in</strong> pairs and hav<strong>in</strong>g each discuss one or all of the questions on Handout<br />
A: A Human Family.<br />
B. After a few moments, have a large group discussion us<strong>in</strong>g the Answer Key as a guide.<br />
C. Cont<strong>in</strong>ue to expla<strong>in</strong> that everyth<strong>in</strong>g that God creates is good. Therefore all s<strong>in</strong> has the mis-use<br />
or disorder<strong>in</strong>g of someth<strong>in</strong>g good at its root. For example, food is good: it nourishes our bodies,<br />
tastes pleas<strong>in</strong>g, etc., while gluttony is the s<strong>in</strong> of excessive <strong>in</strong>dulgence/preoccupation with food.<br />
What other example of this pr<strong>in</strong>ciple can you th<strong>in</strong>k of with other s<strong>in</strong>s? Allow reasoned discussion<br />
D. If it has not come up already, transition to the s<strong>in</strong> of racism. It is not possible to know<br />
everyone’s hearts, of course, but racism can arise for a number of reasons. Often, racism grows<br />
out of a disordered or excessive affection for one’s own people. It turns <strong>in</strong>to a prideful and even<br />
wrathful attitude towards those we perceive as not like us. Racism can also come from fear or<br />
a feel<strong>in</strong>g of be<strong>in</strong>g threatened by another group. For example, historically Romanians distrusted<br />
Hungarians because the latter frequently threatened the former. Racism can also arise<br />
because we simply prefer what is familiar and common to our own experience. Sometimes, we<br />
generalize to a group the bad actions of a few. This attitude dehumanizes other persons and, <strong>in</strong><br />
extremes, can lead to oppression on a wide scale and even genocide.<br />
E. Distribute Handout B: The Golden Mean. Go over how Aristotle thought of virtue as a middle<br />
ground “golden mean” between two extremes. One extreme represents excess, and the other<br />
represents deficiency. For example, the virtue of courage is the mean between cowardice and<br />
recklessness. An excess of courage is recklessness; a deficiency of courage is cowardice.<br />
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LESSON PLAN<br />
F. Have students share their responses, and then conclude that we can often understand s<strong>in</strong>s of<br />
racism as excesses or deficiencies of several virtues, <strong>in</strong>clud<strong>in</strong>g charity and justice. These virtues<br />
give us a road map for address<strong>in</strong>g our s<strong>in</strong>s and seek<strong>in</strong>g forgiveness and heal<strong>in</strong>g.<br />
Activity<br />
A. Have students read Handout C: Background Essay — What Is Racism? <strong>in</strong>dependently, and read<br />
over the discussion questions <strong>in</strong> Part I.<br />
B. Then have them choose a partner and share their responses.<br />
C. F<strong>in</strong>ally, have pairs work on Part II of the worksheet which asks them to def<strong>in</strong>e <strong>in</strong> their own<br />
words the follow<strong>in</strong>g terms. When f<strong>in</strong>ished, call on groups to share their def<strong>in</strong>itions. Ultimately,<br />
direct students to an understand<strong>in</strong>g which reflects the glossary def<strong>in</strong>itions of each term.<br />
D. Distribute Handout D: The Baptism of the Eunuch and have students discuss the conversation<br />
questions <strong>in</strong> groups of four.<br />
E. Guide students to the conclusion that Jesus’ Church is for all people; <strong>in</strong> <strong>Christ</strong> there is no<br />
division, even though we have unique backgrounds and cultures. Indeed, the book of Revelation<br />
describes a great multitude <strong>in</strong> Heaven, “from all tribes and peoples and languages,” stand<strong>in</strong>g<br />
before the throne of God and prais<strong>in</strong>g Him (7:9-10). The Gospel message–which is what Phillip<br />
proclaimed to the Ethiopian–is <strong>in</strong>compatible with racism because we are all equal <strong>in</strong> dignity,<br />
and we are all created to live forever with God <strong>in</strong> Heaven.<br />
Wrap Up<br />
Have students read and reflect on Handout E: Words of Wisdom and f<strong>in</strong>ish it for homework.<br />
S<strong>in</strong> Is the Root of Racism<br />
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HANDOUT A<br />
A Human Family<br />
Directions:<br />
Discuss the follow<strong>in</strong>g questions with a partner.<br />
1. Recently, many schools have made an<br />
effort to <strong>in</strong>clude a greater diversity<br />
of authors and stories for students to<br />
read, with special efforts to choose<br />
read<strong>in</strong>gs that reflect the students <strong>in</strong><br />
that school. For example, a school with<br />
a large Vietnamese population may<br />
take steps to ensure students read<br />
books by Vietnamese authors and about<br />
Vietnamese characters. Why do you<br />
th<strong>in</strong>k they may do this?<br />
2. Have you ever felt like you can make fun<br />
of your kid brother, but if someone else<br />
does, you feel the need to stick up for<br />
him? Why do you th<strong>in</strong>k that is?<br />
3. Have you ever visited a family who<br />
seemed so close to each other that no<br />
matter how much they welcomed you<br />
and treated you like part of the group,<br />
you still felt like an outsider? What was<br />
so special about their relationship that<br />
they couldn't share it with you?<br />
4. When a family immigrates to the United<br />
States, they br<strong>in</strong>g cultural practices<br />
from their old country: everyth<strong>in</strong>g from<br />
their foods and music to the way the<br />
children and parents talk to each other.<br />
Is it right for them to prefer their old<br />
country's culture and try to ma<strong>in</strong>ta<strong>in</strong> it<br />
with<strong>in</strong> their home? Why or why not?<br />
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HANDOUT B<br />
The Golden Mean<br />
Directions:<br />
Read the <strong>in</strong>formation and then complete the activities.<br />
Aristotle thought of virtue as a middle ground or “golden mean” between two<br />
extremes. One extreme represents excess, and the other represents deficiency. For example,<br />
courage is the mean between cowardice and recklessness. (A deficiency of courage is cowardice;<br />
an excess of courage is recklessness.)<br />
Too little courage<br />
Cowardice<br />
Virtuous<br />
Courage<br />
Too much courage<br />
Recklessness<br />
Virtue Imbalance: Defiency and Excess<br />
Numbers 1-4 below describe s<strong>in</strong>ful beliefs and practices. For each one, fill <strong>in</strong> the blanks us<strong>in</strong>g the<br />
answer bank, and describe how the vice is either a deficiency (not enough of someth<strong>in</strong>g) or excess<br />
(too much of someth<strong>in</strong>g)<br />
Answer Bank<br />
ӹ Justice<br />
ӹ<br />
ӹ<br />
ӹ<br />
Charity towards all<br />
Legitimate love for<br />
one’s culture and<br />
desire to preserve it<br />
Special affection for<br />
one’s own people<br />
1. Object<strong>in</strong>g to the presence of people with different cultural<br />
practices.<br />
This example is an excess of _________________________________<br />
________________________________________________________________<br />
Expla<strong>in</strong> how this is s<strong>in</strong>ful: ____________________________________<br />
________________________________________________________________<br />
________________________________________________________________<br />
________________________________________________________________<br />
2. A belief that one’s own people are superior to others.<br />
This example is an excess of _________________________________<br />
________________________________________________________________<br />
Expla<strong>in</strong> how this is s<strong>in</strong>ful: ____________________________________<br />
________________________________________________________________<br />
________________________________________________________________<br />
________________________________________________________________<br />
S<strong>in</strong> Is the Root of Racism 51
3. Hatred of those of other races.<br />
This example is a deficiency of _________________________________________________________________<br />
Expla<strong>in</strong> how this is s<strong>in</strong>ful: _______________________________________________________________________<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
4. Refus<strong>in</strong>g to work with or listen to someone because of their race.<br />
This example is a deficiency of _________________________________________________________________<br />
Expla<strong>in</strong> how this is s<strong>in</strong>ful: _______________________________________________________________________<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
Reflection Question<br />
How can understand<strong>in</strong>g s<strong>in</strong> as an excess or deficiency of someth<strong>in</strong>g good help you<br />
counteract it <strong>in</strong> your life? In addition to charity and justice, what virtues can you ask God to<br />
help you cultivate <strong>in</strong> order to properly respond to racism?<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
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HANDOUT C<br />
Background Essay — What Is Racism?<br />
Directions:<br />
Read the essay and answer the reflection questions.<br />
Depend<strong>in</strong>g on your life experiences, you may<br />
be acutely aware of your race, or you might<br />
not even be sure what the term race means.<br />
What is race?<br />
What we call “race” today refers to the<br />
classification of human be<strong>in</strong>gs with similar<br />
observable physical traits such as sk<strong>in</strong> color,<br />
hair texture, facial features, eye shape, and<br />
others. (The word race does not mean the same<br />
th<strong>in</strong>g as ethnicity. Ethnicity refers to a person’s<br />
membership <strong>in</strong> a national tradition or group with<br />
dist<strong>in</strong>ctive cultural and/or religious practices.)<br />
What Is Racism?<br />
Racism, <strong>in</strong> turn, is a belief that one’s own race<br />
or ethnicity is superior. When this attitude<br />
leads people to exclude, ridicule, mistreat, or<br />
unjustly discrim<strong>in</strong>ate aga<strong>in</strong>st persons on the<br />
basis of their race or ethnicity, it is s<strong>in</strong>ful. A<br />
racist outlook can lead one to dislike persons of<br />
other races, to treat them unjustly, or even to<br />
believe that they are less than human.<br />
Sadly, animosity towards those whom we<br />
perceive as different from ourselves is about as<br />
old as s<strong>in</strong> itself. From the earliest days of human<br />
history we have been divided, los<strong>in</strong>g sight of<br />
the truth that we are all one human family.<br />
Cultures and nations have conquered others<br />
from time immemorial: Peoples as varied as the<br />
Persians, Macedonians, Romans, and Vik<strong>in</strong>gs, to<br />
the British, Russians, Ottomans, Mongols, and<br />
Dutch, to name just a very few, have conquered<br />
and colonized lands and deemed themselves<br />
superior to the peoples they encountered.<br />
Like all s<strong>in</strong>, racism has the mis-use or<br />
disorder<strong>in</strong>g of someth<strong>in</strong>g good at its root. God<br />
created us to have a special love for our own<br />
people. (Recall how Our Lady appeared to St.<br />
Juan Diego as an <strong>in</strong>digenous woman, and the<br />
people saw her as one of their own.) Racism<br />
can be understood as a grave disorder<strong>in</strong>g of<br />
this special love, to the po<strong>in</strong>t one considers<br />
their own race superior. It turns <strong>in</strong>to a prideful<br />
and even wrathful attitude towards those we<br />
perceive as not like us. Racism can also come<br />
from fear or a feel<strong>in</strong>g of be<strong>in</strong>g threatened by<br />
another group. Sometimes, we generalize to a<br />
group the bad actions of a few. Racism can also<br />
arise because we simply prefer what is familiar<br />
and common to our own experience.<br />
Racism is a s<strong>in</strong> aga<strong>in</strong>st the Fifth Commandment:<br />
“In the Sermon on the Mount, the Lord recalls<br />
the commandment, “You shall not kill,” and<br />
adds to it the proscription of anger, hatred,<br />
and vengeance. Go<strong>in</strong>g further, <strong>Christ</strong> asks his<br />
disciples to turn the other cheek, to love their<br />
enemies (2262). Racism dehumanizes other<br />
persons and, <strong>in</strong> extreme situations, can lead to<br />
oppression on a wide scale and even genocide.<br />
The Equality of All Persons<br />
All human be<strong>in</strong>gs have particular gifts and<br />
talents. In this sense, some people could be<br />
said to be superior piano players, superior<br />
athletes, or“superior artists. But no talent can<br />
make someone superior to any other person.<br />
All human be<strong>in</strong>gs have equal dignity, because all<br />
are made <strong>in</strong> God’s image and likeness. That is<br />
where our dignity comes from–not our talents,<br />
S<strong>in</strong> Is the Root of Racism 53
our appearance, our ethnicity, or anyth<strong>in</strong>g else.<br />
God’s plan <strong>in</strong>cludes all people; all of humanity is<br />
made for Heaven, and all are dest<strong>in</strong>ed to come<br />
together as one family before God <strong>in</strong> Heaven<br />
(CCC 1878). The Book of Revelation describes a<br />
great multitude <strong>in</strong> Heaven, “from all tribes and<br />
peoples and languages,” stand<strong>in</strong>g before the<br />
throne of God and prais<strong>in</strong>g Him. (7:9-10)<br />
The Catholic Church teaches clearly, “every<br />
form of social or cultural discrim<strong>in</strong>ation <strong>in</strong><br />
fundamental personal rights on the grounds<br />
of sex, race, color, social conditions, language,<br />
or religion must be curbed and eradicated as<br />
<strong>in</strong>compatible with God’s design” (CCC 1935).<br />
The United States Council of Catholic Bishops<br />
expla<strong>in</strong>s that racism “rejects what God has done<br />
by refus<strong>in</strong>g to acknowledge the image of God<br />
<strong>in</strong> the other” (Respond<strong>in</strong>g to the S<strong>in</strong> of Racism).<br />
Racism is a refusal to acknowledge the dignity<br />
of another person; it is an attack on the very<br />
dignity of God’s creation. In the pastoral letter,<br />
Brothers and Sisters to Us, the USCCB expla<strong>in</strong>s,<br />
“Racism is not merely one s<strong>in</strong> among many; it is<br />
a radical evil that divides the human family.” It<br />
is division such as this that the devil has sought<br />
to sow <strong>in</strong> the human family from the very<br />
beg<strong>in</strong>n<strong>in</strong>g, to obscure and assault the image of<br />
God <strong>in</strong> each one of us <strong>in</strong> any way he can.<br />
Discrim<strong>in</strong>ation, Prejudice, and<br />
Racism<br />
It is important to dist<strong>in</strong>guish between what is<br />
and is not s<strong>in</strong>ful. Discrim<strong>in</strong>ation itself is not<br />
s<strong>in</strong>ful — <strong>in</strong> fact, it is necessary and good when<br />
done justly. To discrim<strong>in</strong>ate simply means to<br />
choose from among various options: we choose<br />
between healthy and unhealthy foods, between<br />
good movies and bad movies, between virtuous<br />
acts and bad acts, etc. We must choose wisely<br />
our friends, a potential spouse, a potential<br />
religious community, and so forth. We do and<br />
should make judgments about actions — what<br />
The Baptism of Queen Candace’s Eunuch<br />
attributed to Hendrick van Balen and Jan Brueghel<br />
people do — but we must never pass judgment<br />
about someth<strong>in</strong>g a person cannot change<br />
about himself — what a person is. So we should<br />
never pass judgment aga<strong>in</strong>st a person on the<br />
basis of their race — someth<strong>in</strong>g they cannot<br />
change — but we can make a judgment about<br />
what actions a person chooses.<br />
But that said, discrim<strong>in</strong>ation can be unjust.<br />
Unjust discrim<strong>in</strong>ation happens when we<br />
choose on the basis of someth<strong>in</strong>g unrelated<br />
to the rightful basis for judg<strong>in</strong>g, especially<br />
when we choose aga<strong>in</strong>st someone on the<br />
basis of someth<strong>in</strong>g they cannot change, such<br />
as their race (e.g. turn<strong>in</strong>g down a highlyqualified<br />
job candidate just because she is<br />
Asian, for example, or refus<strong>in</strong>g to rent a house<br />
to a responsible tenant because he is African<br />
American, would both be examples of unjust<br />
discrim<strong>in</strong>ation).<br />
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The word prejudice is related to racism. It<br />
comes from the Lat<strong>in</strong> judicare, mean<strong>in</strong>g “to<br />
judge,” with the prefix pre- mean<strong>in</strong>g “before.”<br />
To be prejudiced is to prejudge someone or<br />
someth<strong>in</strong>g without reason. Pre-judg<strong>in</strong>g is<br />
not necessarily a s<strong>in</strong>. For example, someone<br />
who had tried French food a few times and<br />
did not like it may turn down a new French<br />
dish, decid<strong>in</strong>g they wouldn’t like it without<br />
even try<strong>in</strong>g it. A child who burned her mouth<br />
on pizza may refuse the offer of a slice later,<br />
because she’s sure it will burn her. Both<br />
of these prejudgments would be mistakes,<br />
though not s<strong>in</strong>ful ones. But when we prejudge<br />
our fellow human be<strong>in</strong>gs based on their race<br />
or ethnicity, we commit a grave s<strong>in</strong>. We act<br />
unjustly towards them, fail<strong>in</strong>g to give them<br />
the respect they are due as fellow persons<br />
made <strong>in</strong> God’s image. We also should avoid<br />
prejudice that occurs when we reduce a<br />
person to their bad actions. We should guard<br />
aga<strong>in</strong>st form<strong>in</strong>g biases aga<strong>in</strong>st <strong>in</strong>dividuals for<br />
their bad decisions. We are to reject s<strong>in</strong> but<br />
love the s<strong>in</strong>ner.<br />
A Rightly-Ordered Soul<br />
When we assume characteristics of others<br />
based on their membership <strong>in</strong> a group, we are<br />
participat<strong>in</strong>g <strong>in</strong> racial prejudice. In this way we<br />
see how racism is a form of collectivism, because<br />
it views people as members of groups <strong>in</strong>stead<br />
of as <strong>in</strong>dividuals. Prejudice is, by def<strong>in</strong>ition,<br />
unreasonable, s<strong>in</strong>ce it is based on judg<strong>in</strong>g<br />
without reason. Most often, racism arises from<br />
prejudiced feel<strong>in</strong>gs or ideas. It is important to<br />
exam<strong>in</strong>e these feel<strong>in</strong>gs so as to identify and,<br />
with the help of God’s grace, overcome them,<br />
rather than lett<strong>in</strong>g them have power over us.<br />
Remember that <strong>in</strong> a rightly-ordered soul, our<br />
<strong>in</strong>tellect directs our choices, not our feel<strong>in</strong>gs.<br />
Our feel<strong>in</strong>gs are morally neutral; they are<br />
neither good nor bad. We s<strong>in</strong> when we dwell<br />
on irrational, prejudiced feel<strong>in</strong>gs, or allow them<br />
to direct our wills — that is, to <strong>in</strong>fluence our<br />
freely-chosen thoughts and actions. We can ask<br />
the Holy Spirit to sh<strong>in</strong>e a light on any prejudice<br />
<strong>in</strong> our hearts, and help us avoid fall<strong>in</strong>g <strong>in</strong>to the<br />
s<strong>in</strong> of racism. If we have been hurt by racism we<br />
can ask the Holy Spirit to help us forgive.<br />
Part I: Discussion Questions<br />
1. The Book of Revelation describes a great multitude <strong>in</strong> Heaven, “from all tribes and peoples<br />
and languages,” stand<strong>in</strong>g before the throne of God and prais<strong>in</strong>g Him. (7:9-10). How does this<br />
Scripture show us that <strong>Christ</strong>ians are united even amid our ethnicities, languages, cultures, etc?<br />
2. Discrim<strong>in</strong>ation is the act of choos<strong>in</strong>g from among options. It can be just or unjust. An example<br />
of just discrim<strong>in</strong>ation would be a sports team hold<strong>in</strong>g try-outs to f<strong>in</strong>d the most highly-skilled<br />
players, or a state issu<strong>in</strong>g driver’s licenses only to people who pass a road test. Give another<br />
example of discrim<strong>in</strong>ation that is just.<br />
3. Unjust discrim<strong>in</strong>ation occurs when we choose on the basis of someth<strong>in</strong>g other than the rightful<br />
basis for that choice. For example, an employer refuses to hire a qualified applicant with<br />
excellent references because of her race. Give another example of discrim<strong>in</strong>ation that is unjust.<br />
4. Why is prejudice unreasonable?<br />
5. “[E]ach one of us is called to be an artisan of peace by unit<strong>in</strong>g and not divid<strong>in</strong>g, by ext<strong>in</strong>guish<strong>in</strong>g<br />
hatred and not hold<strong>in</strong>g on to it, by open<strong>in</strong>g paths of dialogue.” — Fratelli Tutti.<br />
What four th<strong>in</strong>gs does Pope Francis call on each of us to do <strong>in</strong> this quote? How can you put this<br />
call <strong>in</strong>to practice <strong>in</strong> your own life?<br />
S<strong>in</strong> Is the Root of Racism 55
Part II: Discussion<br />
Def<strong>in</strong>e each term with your partner<br />
1. Race<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
2. Ethnicity<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
3. Discrim<strong>in</strong>ation<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
4. Unjust discrim<strong>in</strong>ation<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
5. Prejudice<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
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HANDOUT D<br />
The Baptism of the Eunuch<br />
BY REMBRANDT (c.1626)<br />
© SOPHIA INSTITUTE FOR TEACHERS 57
HANDOUT D<br />
Sacred Art: The Baptism of the Eunuch<br />
Directions:<br />
Take some time to quietly view and reflect on the art. Then th<strong>in</strong>k about the<br />
questions below and discuss them with your classmates.<br />
Conversation Questions<br />
1. What is the first th<strong>in</strong>g you notice about this pa<strong>in</strong>t<strong>in</strong>g?<br />
2. What is your favorite part?<br />
3. Read Acts 8:26-40. How does this pa<strong>in</strong>t<strong>in</strong>g help you understand the Scripture?<br />
4. We read that Phillip proclaimed Jesus to the Ethopian. What do you th<strong>in</strong>k he said?<br />
5. Why is racism completely <strong>in</strong>compatible with the Gospel message?<br />
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HANDOUT E<br />
Words of Wisdom<br />
Directions:<br />
Read the follow<strong>in</strong>g Scripture quotes and put then <strong>in</strong> your own words. Then reflect on<br />
them <strong>in</strong> prayer. What chances do you have each day to judge justly? What chances<br />
do you have to forgive? Ask the Holy Spirit to help you. After some time <strong>in</strong> prayer,<br />
write a brief reflection.<br />
Leviticus 19:15<br />
You shall not act dishonestly <strong>in</strong> render<strong>in</strong>g judgment. Show neither partiality to the weak nor<br />
deference to the mighty, but judge your neighbor justly.<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
Proverbs 24:23<br />
These also are Words of the Wise: To show partiality <strong>in</strong> judgment is not good.<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
John 7:24<br />
Stop judg<strong>in</strong>g by appearances, but judge justly.<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
Colossians 3:12-13<br />
Put on then, as God’s chosen ones, holy and beloved, heartfelt compassion, k<strong>in</strong>dness, humility,<br />
gentleness, and patience, bear<strong>in</strong>g with one another and forgiv<strong>in</strong>g one another, if one has a<br />
grievance aga<strong>in</strong>st another; as the Lord has forgiven you, so must you also do.<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
1 John 2:9<br />
Whoever says he is <strong>in</strong> the light, yet hates his brother, is still <strong>in</strong> the darkness.<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
S<strong>in</strong> Is the Root of Racism 59
Answer Key<br />
Handout A: A Human Family<br />
Accept reasoned answers for all. Guide students to the conclusion that it is good and part of God’s<br />
design that we have a special bond with our own families, and a special fondness for our own<br />
cultural traditions.<br />
Handout B: The Golden Mean<br />
Note that answers may vary; the below are suggested responses.<br />
1. An excess of legitimate love for one’s culture and a desire to preserve it. It is good to hold a<br />
special place <strong>in</strong> our hearts for our culture and want to see it cont<strong>in</strong>ue, but this love becomes<br />
excessive if it moves us to object to the mere presence of other people who have different<br />
cultural practices.<br />
2. An excess of special affection towards one’s own people. Our fidelity to our own k<strong>in</strong> becomes<br />
excessive if we start believ<strong>in</strong>g ourselves superior to others, as all people have equal dignity as<br />
persons made <strong>in</strong> the image of God.<br />
3. A deficiency of charity towards all. We lack charity <strong>in</strong> our hearts if we hate people of other races.<br />
4. A deficiency of justice. We owe respect to everyone we encounter. Refus<strong>in</strong>g to work with or<br />
listen to someone because of their race is an <strong>in</strong>justice.<br />
Reflection Question: This understand<strong>in</strong>g rem<strong>in</strong>ds us that everyth<strong>in</strong>g God creates is good, and<br />
that we should despise s<strong>in</strong> but never the s<strong>in</strong>ner. Racism can manifest itself <strong>in</strong> different ways, and<br />
different virtues can help our response to it. We can ask God to help us cultivate temperance, to<br />
help moderate our response; generosity, to help us overcome any feel<strong>in</strong>gs of selfishness or greed,<br />
humility to help us counteract pride, and so forth.<br />
Handout C: Background Essay — What Is Racism?<br />
Part I<br />
1. We read <strong>in</strong> the Bible how all people come together as one, without division, to worship God,<br />
even as our own cultures and languages are preserves. He created us all as one human family<br />
and these differences need not divide us today.<br />
2. Suggested responses <strong>in</strong>clude choos<strong>in</strong>g a potential spouse on the basis of shared values; an<br />
employer choos<strong>in</strong>g an employee on the basis of their experience; choos<strong>in</strong>g a teammate based<br />
on their skill <strong>in</strong> the sport; accept additional reasoned answers.<br />
3. Suggested responses <strong>in</strong>clude a friend group at school refus<strong>in</strong>g to talk to a new student because of<br />
her ethnicity; a student refus<strong>in</strong>g to obey a teacher because of her race; a landlord refus<strong>in</strong>g to rent<br />
to a tenant with excellent references because of their race; accept additional reasoned answers.<br />
4. Prejudice is unreasonable because it is a judgment based on assumptions and not on anyth<strong>in</strong>g<br />
that arises from a reasoned conclusion; it is literally irrational.<br />
5. He calls us to be an artisan of peace, to unite and not divide, ext<strong>in</strong>guish hatred rather than<br />
persist<strong>in</strong>g <strong>in</strong> it, and to talk freely with those with whom we might experience a conflict. Accept<br />
reasoned answers.<br />
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Part II<br />
1. Race: the classification of human be<strong>in</strong>gs with similar observable physical traits such as sk<strong>in</strong><br />
color, hair texture, facial features, eye shape, and others.<br />
2. Ethnicity: a person’s membership <strong>in</strong> a national tradition or group with dist<strong>in</strong>ctive cultural and/<br />
or religious practices.<br />
3. Discrim<strong>in</strong>ation: Choos<strong>in</strong>g from among various options.<br />
4. Unjust discrim<strong>in</strong>ation: Choos<strong>in</strong>g on the basis of someth<strong>in</strong>g unrelated to the rightful basis for<br />
judg<strong>in</strong>g, especially when we choose aga<strong>in</strong>st someone on the basis of someth<strong>in</strong>g they cannot<br />
change, such as their race.<br />
5. Prejudice: Prejudg<strong>in</strong>g someone without reason.<br />
Handout D: The Baptism of the Eunuch<br />
1. Accept reasoned answers.<br />
2. Accept reasoned answers.<br />
3. This pa<strong>in</strong>t<strong>in</strong>g depicts the moment of the Baptism of the Eunuch.<br />
4. Responses should <strong>in</strong>clude the reality that God loved humanity so much that he gave His Son,<br />
Jesus <strong>Christ</strong> to suffer and die for us; he rose from the dead and offers eternal life to those who<br />
believe <strong>in</strong> Him and follow Him.<br />
5. The Church is for all people. We are all equal <strong>in</strong> dignity, and we are all created to live forever<br />
with God <strong>in</strong> Heaven. Jesus suffered and died for all humanity. Hatred of others divides God’s<br />
family, who desires all to f<strong>in</strong>d salvation <strong>in</strong> <strong>Christ</strong>.<br />
Handout E: Words of Wisdom<br />
Leviticus 19:15—be honest when you judge, do not give preference to someone because they are<br />
weak, or because they are strong. Judge with justice.<br />
Proverbs 14:23—it is wrong to show favoritism or bias when judg<strong>in</strong>g.<br />
John 7:24—it is unjust to judge based on how th<strong>in</strong>gs or people look<br />
Colossians 3:12-13—<strong>Christ</strong>ians should practice the virtues of compassion, k<strong>in</strong>dness, humility,<br />
gentleness, and patience, be<strong>in</strong>g patient with each other’s fail<strong>in</strong>gs and shortcom<strong>in</strong>gs, forgiv<strong>in</strong>g each<br />
other as God has forgiven us.<br />
1 John 2:9—anyone who claims to be a <strong>Christ</strong>ian but who hates another person is not truly a<br />
<strong>Christ</strong>ian.<br />
Reflection: Accept reasoned answers.<br />
S<strong>in</strong> Is the Root of Racism 61
Notes<br />
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S<strong>in</strong> Is the Root of Racism<br />
LESSON 6<br />
Suggested age level: Ages 10 and up<br />
Learn<strong>in</strong>g Goals<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
Racism is a belief that our own race or ethnicity<br />
makes us better than others.<br />
A racist outlook can lead us to dislike persons<br />
of other races, to treat them unjustly, or even to<br />
believe that they are less than human.<br />
God gives each person unique gifts and talents, but<br />
all human be<strong>in</strong>gs have equal dignity, because all are<br />
made <strong>in</strong> God’s image and likeness.<br />
Racism most often arises from prejudiced feel<strong>in</strong>gs<br />
or ideas.<br />
God calls on us to show heartfelt compassion,<br />
k<strong>in</strong>dness, humility, gentleness, patience, and<br />
forgiveness to everyone.<br />
Connection to the<br />
Catechism of the<br />
Catholic Church<br />
ӹ CCC 1935<br />
ӹ CCC 2262<br />
Key Questions<br />
ӹ<br />
ӹ<br />
What is racism?<br />
Why is racism <strong>in</strong>compatible with the Gospel<br />
message?<br />
BIBLICAL TOUCHSTONES<br />
These also are Words of the Wise: To show<br />
partiality <strong>in</strong> judgment is not good.<br />
from PROVERBS 24:23<br />
Whoever says he is <strong>in</strong> the light, yet hates<br />
his brother, is still <strong>in</strong> the darkness.<br />
from 1 JOHN 2:9<br />
63
Lesson Plan<br />
Materials<br />
ӹ<br />
Handout A: Background<br />
ӹ<br />
Handout B: The Baptism of the<br />
Essay — What Is Racism?<br />
Eunuch<br />
ӹ<br />
Handout C: Words of Wisdom<br />
Background/Homework<br />
Have students read Handout A: Background Essay — What Is Racism? and answer the Part I<br />
reflection questions.<br />
Open<strong>in</strong>g Prayer<br />
Beg<strong>in</strong> class with the follow<strong>in</strong>g prayer.<br />
Lord, You made from one the whole human race to dwell on the entire surface of the earth.<br />
Open our hearts and fill them with the light of your love, help us to love our neighbors from<br />
every nation.<br />
Warm-Up<br />
A. Display the image on Handout B: The Baptism of the Eunuch by Rembrandt. Give students as<br />
much time as possible to view the pa<strong>in</strong>t<strong>in</strong>g <strong>in</strong> silence.<br />
B. Arrange students <strong>in</strong>to pairs or trios and give each group a lam<strong>in</strong>ated color copy of Handout B.<br />
Have each group discuss the artwork together <strong>in</strong> groups us<strong>in</strong>g the conversation questions on<br />
the back of the handout.<br />
C. Call on groups to share about their discussions, allow<strong>in</strong>g the conversation to go <strong>in</strong> unexpected<br />
directions.<br />
D. After a few moments, guide students to the conclusion that Jesus’ Church is meant for all<br />
people. Expla<strong>in</strong> that <strong>in</strong> <strong>Christ</strong> there is no division, even though we as members of His Church<br />
have unique backgrounds and cultures. Indeed, the book of Revelation describes a great<br />
multitude <strong>in</strong> Heaven, “from all tribes and peoples and languages,” stand<strong>in</strong>g before the throne<br />
of God and prais<strong>in</strong>g Him. (7:9-10) The Gospel message — which is what Phillip proclaimed to<br />
the Ethiopian — is <strong>in</strong>compatible with racism because we are all equal <strong>in</strong> dignity, and we are all<br />
created to live forever with God <strong>in</strong> Heaven.<br />
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LESSON PLAN<br />
Activity<br />
A. Have students skim over their homework read<strong>in</strong>g, Handout A: Background Essay — What Is<br />
Racism?<br />
B. Then have them choose a partner and share their responses that they wrote for homework.<br />
C. F<strong>in</strong>ally, have student pairs work on Part II of the worksheet which asks them to def<strong>in</strong>e <strong>in</strong> their<br />
own words the follow<strong>in</strong>g terms. You may also give them access to the glossary to aid them <strong>in</strong><br />
this part of the assignment.<br />
a. Race<br />
b. Ethnicity<br />
c. Racism<br />
d. Human Dignity<br />
D. Call on groups to share their def<strong>in</strong>itions. Ultimately, direct students to an understand<strong>in</strong>g which<br />
reflects the glossary def<strong>in</strong>itions of each term.<br />
Wrap Up<br />
A. Distribute Handout C: Words of Wisdom and read aloud the Scripture verses one at a time.<br />
Spend some time <strong>in</strong> silence, hav<strong>in</strong>g students meditate on each verse.<br />
B. Have students read and reflect on Handout C and f<strong>in</strong>ish it for homework.<br />
S<strong>in</strong> Is the Root of Racism<br />
65
HANDOUT A<br />
Background Essay — What Is Racism?<br />
Directions:<br />
Read the essay and answer the reflection questions.<br />
You may be very aware of “race,” or you<br />
might be unsure what the term means.<br />
What is race?<br />
What we call “race” refers to putt<strong>in</strong>g human<br />
be<strong>in</strong>gs <strong>in</strong> categories based on similar physical<br />
traits we can see (such as sk<strong>in</strong> color, hair<br />
texture, and others). The word race is similar<br />
to but not exactly the same th<strong>in</strong>g as ethnicity.<br />
Your ethnicity is your national, cultural, or<br />
religious background.<br />
What Is Racism?<br />
Racism, <strong>in</strong> turn, is a belief that our own race<br />
or ethnicity makes us better than others. A<br />
racist outlook can lead one to dislike persons<br />
of other races, to treat them unjustly, or even<br />
to believe that they are less than human. This<br />
s<strong>in</strong>ful attitude can lead to s<strong>in</strong>ful acts. Racism,<br />
a form of hatred, is a s<strong>in</strong> aga<strong>in</strong>st the Fifth<br />
Commandment (2262).<br />
The Baptism of Queen Candace’s Eunuch<br />
attributed to Hendrick van Balen and Jan Brueghel<br />
The Equality of All Persons<br />
God gives every person special gifts and talents.<br />
In this sense, some people could be said to be<br />
“superior piano players,” “superior athletes,” or<br />
“superior artists.” But this does not make them<br />
unequal <strong>in</strong> the sight of God. All human be<strong>in</strong>gs<br />
have equal dignity, because all are made <strong>in</strong> God’s<br />
image and likeness. That is where our human<br />
dignity comes from, and not from our talents,<br />
our appearance, our ethnicity, or anyth<strong>in</strong>g<br />
else. God created all people to share eternal<br />
life with Him <strong>in</strong> Heaven. The book of Revelation<br />
describes a great multitude <strong>in</strong> Heaven, “from<br />
all tribes and peoples and languages,” stand<strong>in</strong>g<br />
before the throne of God and prais<strong>in</strong>g Him.<br />
(7:9-10) God’s plan <strong>in</strong>cludes all people; all of<br />
humanity is called to come together as one<br />
before God <strong>in</strong> Heaven (CCC 1878).<br />
The Catechism states very clearly that “every<br />
form of social or cultural discrim<strong>in</strong>ation <strong>in</strong><br />
fundamental personal rights on the grounds of<br />
sex, race, color, social conditions, language, or<br />
religion” must end, because it is aga<strong>in</strong>st God’s<br />
design (1935). The United States Council of<br />
Catholic Bishops echoes this teach<strong>in</strong>g, say<strong>in</strong>g<br />
that racism “rejects what God has done by<br />
refus<strong>in</strong>g to acknowledge the image of God <strong>in</strong><br />
the other” (Respond<strong>in</strong>g to the S<strong>in</strong> of Racism).<br />
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Part I: Discussion Questions<br />
1. The book of Revelation describes a great multitude <strong>in</strong> Heaven, “from all tribes and peoples<br />
and languages,” stand<strong>in</strong>g before the throne of God and prais<strong>in</strong>g Him. (7:9-10). How does this<br />
Scripture show us that <strong>Christ</strong>ians are united even though we have different ethnicities,<br />
languages, cultures, etc?<br />
2. What does the Catholic Church teach about racism?<br />
3. “[E]ach one of us is called to be an artisan of peace by unit<strong>in</strong>g and not divid<strong>in</strong>g, by ext<strong>in</strong>guish<strong>in</strong>g<br />
hatred and not hold<strong>in</strong>g on to it, by open<strong>in</strong>g paths of dialogue.” — Fratelli Tutti.<br />
What four th<strong>in</strong>gs does Pope Francis call on each of us to do <strong>in</strong> this quote? How can you answer<br />
this call <strong>in</strong> your own life?<br />
Part II: Discussion<br />
Def<strong>in</strong>e each term with your partner<br />
1. Race<br />
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2. Ethnicity<br />
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3. Racism<br />
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4. Human Dignity<br />
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S<strong>in</strong> Is the Root of Racism 67
HANDOUT B<br />
The Baptism of the Eunuch<br />
BY REMBRANDT (c.1626)<br />
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HANDOUT B<br />
Sacred Art: The Baptism of the Eunuch<br />
Directions:<br />
Take some time to quietly view and reflect on the art. Then th<strong>in</strong>k about the<br />
questions below and discuss them with your classmates.<br />
Conversation Questions<br />
1. What is the first th<strong>in</strong>g you notice about this pa<strong>in</strong>t<strong>in</strong>g?<br />
2. What is your favorite part?<br />
3. Read Acts 8:26-40. How does this pa<strong>in</strong>t<strong>in</strong>g help you understand the Scripture?<br />
4. We read that Phillip proclaimed Jesus to the Ethopian. What do you th<strong>in</strong>k he said?<br />
5. God made each of us <strong>in</strong> His own special way. It is good that there are differences between us.<br />
Why is racism completely <strong>in</strong>compatible with the Gospel message?<br />
S<strong>in</strong> Is the Root of Racism 69
HANDOUT C<br />
Words of Wisdom<br />
Directions:<br />
Read the follow<strong>in</strong>g Scripture quotes and put them <strong>in</strong> your own words. Then reflect<br />
on them <strong>in</strong> prayer. Ask the Holy Spirit to guide you. After some time <strong>in</strong> prayer, write<br />
a brief reflection.<br />
Proverbs 24:23<br />
These also are Words of the Wise: To show partiality <strong>in</strong> judgment is not good.<br />
__________________________________________________________________________________________________________<br />
__________________________________________________________________________________________________________<br />
Acts 17:26a<br />
He made from one the whole human race to dwell on the entire surface of the earth.<br />
__________________________________________________________________________________________________________<br />
__________________________________________________________________________________________________________<br />
1 John 2:9<br />
Whoever says he is <strong>in</strong> the light, yet hates his brother, is still <strong>in</strong> the darkness.<br />
__________________________________________________________________________________________________________<br />
__________________________________________________________________________________________________________<br />
Reflection Questions<br />
Which verse stood out to you most? How can you apply it to your own life? After some time<br />
<strong>in</strong> prayer, write a brief reflection:<br />
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Answer Key<br />
Handout A: Background Essay — What Is Racism?<br />
Part I<br />
1. We read <strong>in</strong> the Bible how all people come together as one, without division, to worship God,<br />
even as our own cultures and languages are preserves. He created us all as one human family<br />
and these differences need not divide us today.<br />
2. The Church teaches that racism is a s<strong>in</strong>. The Catechism states that “every form of social or<br />
cultural discrim<strong>in</strong>ation <strong>in</strong> fundamental personal rights on the grounds of sex, race, color, social<br />
conditions, language, or religion” must end, because it is aga<strong>in</strong>st God’s design (1935).<br />
3. He calls us to be an artisan of peace, to unite and not divide, ext<strong>in</strong>guish hatred rather than<br />
persist<strong>in</strong>g <strong>in</strong> it, and to talk freely with those with whom we might experience a conflict. Accept<br />
reasoned answers.<br />
Part II<br />
Race: putt<strong>in</strong>g human be<strong>in</strong>gs <strong>in</strong> categories based on similar physical traits we can see (such as sk<strong>in</strong><br />
color, hair texture, and others).<br />
Ethnicity: one’s national, cultural, or religious background.<br />
Racism: A belief that our own race or ethnicity makes us better than others.<br />
Human dignity: (Note that students will need to <strong>in</strong>fer the def<strong>in</strong>ition from the essay if they do not<br />
have access to the glossary.) Responses should recognize that our dignity is the quality of be<strong>in</strong>g<br />
worthy of honor and respect because we are persons made <strong>in</strong> the image of God.<br />
Handout B: The Baptism of the Eunuch<br />
1. Accept reasoned answers.<br />
2. Accept reasoned answers.<br />
3. This pa<strong>in</strong>t<strong>in</strong>g depicts the moment of the Baptism of the Eunuch.<br />
4. Responses should <strong>in</strong>clude the reality that God loved humanity so much that he gave His Son,<br />
Jesus <strong>Christ</strong> to suffer and die for us; he rose from the dead and offers eternal life to those who<br />
believe <strong>in</strong> Him and follow Him.<br />
5. Because Jesus suffered and died for all humanity. Hatred of others divides God’s family, who<br />
desires all to f<strong>in</strong>d salvation <strong>in</strong> <strong>Christ</strong>.<br />
Handout C: Words of Wisdom<br />
Proverbs 14:23—it is wrong to show favoritism or bias when judg<strong>in</strong>g.<br />
Acts 17:26a—we are all one human race, or one human family made by God to live together on the earth.<br />
1 John 2:9—anyone who claims to be a <strong>Christ</strong>ian but who hates another person is not truly a <strong>Christ</strong>ian.<br />
Reflection: Accept reasoned answers.<br />
S<strong>in</strong> Is the Root of Racism 71
Notes<br />
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Institutional Racism and Social S<strong>in</strong><br />
LESSON 7<br />
Suggested age level: Ages 14 and up<br />
Learn<strong>in</strong>g Goals<br />
ӹ<br />
ӹ<br />
ӹ<br />
U.S. history bears the scars of <strong>in</strong>stitionalized chattel<br />
slavery and “separate but equal” accomodations<br />
(which were <strong>in</strong> no way equal) for blacks and for<br />
whites.<br />
What the Church calls “structures of s<strong>in</strong>” are always<br />
rooted <strong>in</strong> personal s<strong>in</strong>s.<br />
Laws and court rul<strong>in</strong>gs can never change <strong>in</strong>dividuals’<br />
hearts.<br />
Connection to the<br />
Catechism of the<br />
Catholic Church<br />
ӹ CCC 1869<br />
Key Questions<br />
ӹ<br />
ӹ<br />
ӹ<br />
What are some ways that racism has affected the<br />
course of U.S. history?<br />
Why is it important to avoid th<strong>in</strong>k<strong>in</strong>g of s<strong>in</strong> only as<br />
collective or systemic?<br />
What is the difference between equality and equity?<br />
BIBLICAL TOUCHSTONES<br />
You hypocrite, remove the wooden beam from your<br />
eye first; then you will see clearly to remove the<br />
spl<strong>in</strong>ter from your brother’s eye.<br />
from MATTHEW 7:5<br />
After this I had a vision of a great multitude, which<br />
no one could count, from every nation, race,<br />
people, and tongue.<br />
from REVELATION 7:9<br />
73
Lesson Plan<br />
Materials<br />
ӹ<br />
Introductory Essay: A<br />
ӹ<br />
Handout C: Background<br />
Catholic Response to the<br />
Essay–Institutional Racism and<br />
S<strong>in</strong> of Racism (optional)<br />
Social S<strong>in</strong> <strong>in</strong> U.S. History<br />
ӹ<br />
Handout A: Reflection Activity<br />
ӹ<br />
Handout D: A Structure<br />
on Social S<strong>in</strong> (optional)<br />
of S<strong>in</strong> <strong>in</strong> the U.S.<br />
ӹ<br />
Handout B: Moses, after<br />
ӹ<br />
Handout E: Equality and Equity<br />
Michelangelo, by Mary<br />
Edmonia Lewis<br />
Note: This lesson offers materials for three 50-m<strong>in</strong>ute class periods.<br />
Note: This lesson assumes students already have an understand<strong>in</strong>g of what the Church calls<br />
“structures of s<strong>in</strong>.” If students need additional background <strong>in</strong>formation on this topic, we suggest<br />
shar<strong>in</strong>g with them the Introductory Essay, The Catholic Response to the S<strong>in</strong> of Racism on page v, and<br />
especially the sections on structures of s<strong>in</strong>. An optional Day I activity is provided <strong>in</strong> this lesson for this<br />
read<strong>in</strong>g.<br />
Open<strong>in</strong>g Prayer<br />
Beg<strong>in</strong> class with the follow<strong>in</strong>g prayer.<br />
Out of the depths I call to you, LORD;<br />
Lord, hear my cry!<br />
May your ears be attentive<br />
to my cry for mercy.<br />
If you, LORD, keep account of s<strong>in</strong>s,<br />
Lord, who can stand?<br />
But with you is forgiveness<br />
and so you are revered.<br />
—PSALMS 130:1-4<br />
DAY ONE (OPTIONAL)<br />
Activity<br />
A. As noted above, this lesson assumes students already have an understand<strong>in</strong>g of what the<br />
Church calls “structures of s<strong>in</strong>.” If students need additional background <strong>in</strong>formation on this<br />
topic, we suggest shar<strong>in</strong>g with them the Introductory Essay, A Catholic Response to the S<strong>in</strong> of<br />
Racism on page v, and especially the sections on structures of s<strong>in</strong>.<br />
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LESSON PLAN<br />
B. After students have read the essay, go over the follow<strong>in</strong>g po<strong>in</strong>ts:<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
The term “social s<strong>in</strong>” does not mean that a society is a morally responsible be<strong>in</strong>g. S<strong>in</strong><br />
is always a personal act. However, we are responsible for the s<strong>in</strong>s of others when we<br />
cooperate with them. If enough people collude to commit the same s<strong>in</strong>, that s<strong>in</strong> — and its<br />
effects on society — becomes more difficult to eradicate. Personal s<strong>in</strong>, therefore, can assume<br />
a corporate reality when people collectively commit themselves to destructive patterns of<br />
moral behavior.<br />
While social s<strong>in</strong> may reduce personal moral culpability, one always has an obligation to<br />
embrace cont<strong>in</strong>ued personal conversion and work to remedy that which is caus<strong>in</strong>g social s<strong>in</strong>.<br />
The problem of evil will always exist on this earth. Utopianism and defeatism are two false<br />
ideologies that can actually make the structure of s<strong>in</strong> worse.<br />
The virtue of hope allows us to unite our suffer<strong>in</strong>gs to those of <strong>Christ</strong> as we wait for His<br />
Second Com<strong>in</strong>g.<br />
C. Have students answer the questions on Handout A: Reflection Activity on Social S<strong>in</strong>.<br />
DAY TWO<br />
Warm-up<br />
A. Display the image on Handout B: Moses, after Michelangelo, by Mary Edmonia Lewis. Give<br />
students as much time as possible to view the image of the sculpture <strong>in</strong> silence.<br />
B. Arrange students <strong>in</strong>to pairs or trios and give each group a lam<strong>in</strong>ated color copy of Handout B.<br />
Have your students discuss the artwork together <strong>in</strong> groups us<strong>in</strong>g the conversation questions on<br />
the back of the handout.<br />
C. Call on groups to share about their discussions, allow<strong>in</strong>g the conversation to go <strong>in</strong> unexpected<br />
directions.<br />
Activity<br />
A. Put students <strong>in</strong>to groups and have each group focus on one section of the Handout C:<br />
Background Essay — Institutional Racism and Social S<strong>in</strong> <strong>in</strong> U.S. History. Have them create an<br />
outl<strong>in</strong>e of their section and compose a summary statement for it. Subdivide groups if needed,<br />
but be sure the follow<strong>in</strong>g sections are covered:<br />
1. U.S. History through the Civil War<br />
2. Reconstruction<br />
3. The Ku Klux Klan<br />
4. The Civil Rights Movement<br />
5. Current Challenges<br />
6. Conversion to <strong>Christ</strong><br />
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LESSON PLAN<br />
B. Call on groups to share their summary statements and outl<strong>in</strong>es. As you debrief, <strong>in</strong>vite<br />
students to share their responses to the reflection questions.<br />
Note: Emphasize that this essay is a brief summary and does not, of course, conta<strong>in</strong> an<br />
exhaustive treatment of its subject.<br />
C. Encourage students to bra<strong>in</strong>storm people or events not mentioned <strong>in</strong> the essay who have<br />
contributed to the U.S.’ journey to live up to its ideals. For example: Benjam<strong>in</strong> Frankl<strong>in</strong>, the<br />
Grimke Sisters, Harriet Tubman, Frederick Douglass, Ida B. Wells, W. E. B. DuBois, Rosa<br />
Parks, and countless others. (Some of these <strong>in</strong>dividuals’ contributions will be explored <strong>in</strong> the<br />
next lesson.)<br />
Wrap-Up<br />
A. Close with with a brief Lectio Div<strong>in</strong>a from Revelation 7:9-12:<br />
After this I had a vision of a great multitude, which no one could count, from every nation,<br />
race, people, and tongue. They stood before the throne and before the Lamb, wear<strong>in</strong>g white<br />
robes and hold<strong>in</strong>g palm branches <strong>in</strong> their hands.<br />
They cried out <strong>in</strong> a loud voice:<br />
“Salvation comes from our God, who is seated on the throne,<br />
and from the Lamb.”<br />
All the angels stood around the throne and around the elders and the four liv<strong>in</strong>g creatures.<br />
They prostrated themselves before the throne, worshiped God,<br />
and exclaimed:<br />
“Amen. Bless<strong>in</strong>g and glory, wisdom and thanksgiv<strong>in</strong>g,<br />
honor, power, and might<br />
be to our God forever and ever. Amen.”<br />
B. Give your students a moment to reflect on a word or sentence that stood out to them from<br />
the Scripture read<strong>in</strong>g. Encourage them to respond to God <strong>in</strong> prayer.<br />
DAY THREE<br />
Note: This lesson discusses the current legal hurdles to property ownership experienced by Native<br />
American people liv<strong>in</strong>g on reservations. Please preview the materials and take care to present<br />
them sensitively, especially if you have students <strong>in</strong> class of Native American descent. Encourage<br />
students who wish to do so to write letters to their federal representatives and/or take other<br />
appropriate action to work for the greater protection of the rights of those liv<strong>in</strong>g on reservations.<br />
A. Ask your students to take out a sheet of paper and a pencil, and let them know they will<br />
all be do<strong>in</strong>g a draw<strong>in</strong>g with you <strong>in</strong>struct<strong>in</strong>g them on what to draw. But then announce that<br />
some members of the class must keep their eyes closed and the others can leave their eyes<br />
open. Choose the students to have their eyes closed based on some arbitrary, and ideally<br />
unchangeable quality, e.g. anyone born before June 1, anyone with more than 1 sibl<strong>in</strong>g, etc.<br />
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LESSON PLAN<br />
B. Tell them all to draw an image, go<strong>in</strong>g step by step, e.g.<br />
1. Draw a basic house.<br />
2. Add a roof.<br />
3. Now add a door <strong>in</strong> the middle.<br />
4. Add a w<strong>in</strong>dow on the right.<br />
5. Draw a tree to the left of the house, and the sun about six <strong>in</strong>ches above the house, etc.<br />
C. Tell the students to open their eyes and see their work. If this draw<strong>in</strong>g were a graded<br />
assignment, would it be fair? Why not?<br />
D. Debrief on what just happened by po<strong>in</strong>t<strong>in</strong>g out:<br />
ӹ<br />
ӹ<br />
ӹ<br />
Half the class was prevented from us<strong>in</strong>g their God-given faculties to succeed.<br />
If you looked only at the results, what would you conclude about the half of the class<br />
that was forced to have their eyes closed? Would you judge them as less skilled?<br />
What if the quality of draw<strong>in</strong>gs was what was used to choose between candidates for<br />
college admissions, jobs, loans, etc.?<br />
E. Ask the class if they know which ethnic group <strong>in</strong> the U.S. experiences the highest level of<br />
poverty, along with the highest rates of drug abuse, alcohol-related deaths, <strong>in</strong>fant mortality,<br />
and child abuse, accord<strong>in</strong>g to the U.S. Census Bureau and the U.S. department of justice?<br />
Native Americans.<br />
F. Expla<strong>in</strong> that complex issues almost never have a s<strong>in</strong>gle cause, but that one reason for<br />
this disparity is due to what may be a structure of s<strong>in</strong> <strong>in</strong> the U.S. <strong>in</strong>volv<strong>in</strong>g the legal rights<br />
afforded to Native Americans who are liv<strong>in</strong>g on reservations.<br />
1. The Church teaches that Seventh Commandment calls us to respect the rights to private<br />
property and to economic <strong>in</strong>itiative (CCC 2403, 2429). But the Federal Government holds<br />
Indian reservation lands “<strong>in</strong> trust”.<br />
2. The U.S. Supreme Court held <strong>in</strong> 1831 decision <strong>in</strong> Cherokee Nation v. Georgia (1831) that<br />
Indian tribes were “domestic dependent nations” and that they were effectively <strong>in</strong><br />
need of protection by the U.S. -- their relationship to the U.S. was “that of a ward to his<br />
guardian.”<br />
3. Currently, three quarters of the over 50 million acres of land under the jurisdiction of<br />
the Bureau of Indian Affairs is <strong>in</strong> tribal trust, 20 percent <strong>in</strong> <strong>in</strong>dividual trust, and only 5<br />
percent is privately owned.<br />
G. Here, pause for a moment and <strong>in</strong>vite students to th<strong>in</strong>k about all the other abilities that come<br />
with land ownership. How does <strong>in</strong>ability to own land handicap a citizen? How might this be<br />
an example of a structure of the s<strong>in</strong> of racism? We all have a duty to uphold the common good<br />
through the fulfillment of our personal responsibilities (CCC 1914), Native Americans liv<strong>in</strong>g<br />
on reservations are fac<strong>in</strong>g legal hurdles to be able to take responsibility for their own lives<br />
Institutional Racism and Social S<strong>in</strong><br />
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LESSON PLAN<br />
and their families to the degree all other Americans can because they cannot use their land as<br />
collateral for bus<strong>in</strong>ess loans, and are thereby handicapped at entrepreneurial efforts. Under<br />
current law, they are unable to develop their lands (which, you may wish to po<strong>in</strong>t out, conta<strong>in</strong><br />
billions of dollars worth of coal, uranium, oil, and gas reserves!)<br />
H. Expla<strong>in</strong> that while ethnic hatred has pervaded world history, the particular type which we<br />
experience today is thought to be the outgrowth of colonization and the slave trade; when<br />
Europeans encountered people whose societies were less developed, they asserted that this<br />
made them <strong>in</strong>ferior or less than human. The U.S.’s treatment of Native Americans <strong>in</strong>cludes<br />
a great many shameful periods; we see very unequal treatment of Native Americans and<br />
Americans of other races–how is this similar to the draw<strong>in</strong>g activity we did? Have students<br />
respond to this question on Handout D: A Structures of S<strong>in</strong> <strong>in</strong> the U.S.<br />
I. Conclude by expla<strong>in</strong><strong>in</strong>g that it is an <strong>in</strong>justice anytime <strong>in</strong>dividuals are prevented from<br />
exercis<strong>in</strong>g their natural rights to fulfill their moral responsibilities. When this happens<br />
systematically, the <strong>in</strong>justice is multiplied.<br />
Wrap-Up<br />
A. Transition to a discussion of how there is a popular movement today to shift from seek<strong>in</strong>g<br />
equality to seek<strong>in</strong>g “equity.” Bishop Robert Barron described <strong>in</strong> 2021 what he termed “wokeism,”<br />
whose adherents “push toward equity of outcome throughout the society, rather than<br />
equality of opportunity.” Whereas civil rights movements <strong>in</strong> the U.S. historically emphasized<br />
the need for equality under the law and equal opportunity, some popular dialogue has been<br />
trend<strong>in</strong>g towards seek<strong>in</strong>g equal outcomes (or “equity”). This is a significant difference that<br />
should be exam<strong>in</strong>ed. Bishop Barron cont<strong>in</strong>ued: “I fear that a lot of Catholics, legitimately<br />
concerned about societal <strong>in</strong>justice and eager to do someth<strong>in</strong>g about it, will turn, not to our<br />
biblically based and deeply wise social teach<strong>in</strong>g tradition, but rather to the philosophy that’s<br />
currently <strong>in</strong> the air.”<br />
B. Have the class complete Handout E: Equality and Equity. Students will conclude that they<br />
are unique <strong>in</strong>dividuals; even though they have the same genetics and environment, they<br />
are not exactly the same as their sibl<strong>in</strong>gs: they have different <strong>in</strong>terests, differ<strong>in</strong>g levels of<br />
success at different th<strong>in</strong>gs, and so forth. Then discuss the follow<strong>in</strong>g questions.<br />
1. If we can’t expect equal outcomes, or “equity” among people of the same “nature” and<br />
“nurture,” how reasonable is it to expect these th<strong>in</strong>gs to be equal across all of society?<br />
2. When we observe disparities today <strong>in</strong> rates of educational atta<strong>in</strong>ment, employment,<br />
home ownership and other measures of worldly success along racial l<strong>in</strong>es, it is a<br />
genu<strong>in</strong>e cause of concern. Should we always assume that racism is the sole cause of the<br />
disparity?<br />
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LESSON PLAN<br />
3. Is the idea that vary<strong>in</strong>g outcomes across racial groups may be the result of factors other<br />
than racism the same as say<strong>in</strong>g racism doesn’t exist? Expla<strong>in</strong>.<br />
4. Does the reality that we are all unique <strong>in</strong>dividuals with different <strong>in</strong>terests, talents,<br />
challenges, and struggles mean that it is ever okay to discrim<strong>in</strong>ate aga<strong>in</strong>st anyone on the<br />
basis of race?<br />
5. We live <strong>in</strong> a society with economic mobility, that is, a society where one’s own efforts<br />
and decision-mak<strong>in</strong>g can result <strong>in</strong> ga<strong>in</strong><strong>in</strong>g or los<strong>in</strong>g wealth. Why will any such society<br />
necessarily result <strong>in</strong> unequal outcomes?<br />
6. There is a movement today to stop talk<strong>in</strong>g about equality and <strong>in</strong>stead about equity–<br />
towards seek<strong>in</strong>g equal outcomes rather than equal opportunity. What must be<br />
suppressed <strong>in</strong> order to achieve equity? Is this a trade-off we should make?<br />
7. What are some possible explanations for the statistics about Nigerian immigrants?<br />
Enrichment Options<br />
A. Have students research the roots <strong>in</strong> the U.S. of gun control, Planned Parenthood, college<br />
admissions, and/or the call for a m<strong>in</strong>imum wage. Why and how were these first established?<br />
To what extent were they rooted <strong>in</strong> the social s<strong>in</strong> of racism? To what extent, if any, might<br />
they rema<strong>in</strong> so?<br />
Institutional Racism and Social S<strong>in</strong><br />
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HANDOUT A<br />
Reflection Activity on Social S<strong>in</strong><br />
Directions:<br />
Read the excerpt from Pope St. John Paul II’s Post-Synodal Apostolic Exhortation<br />
Reconciliatio et Paenitentia and answer the questions.<br />
There can be no union among people without<br />
an <strong>in</strong>ternal change <strong>in</strong> each <strong>in</strong>dividual.<br />
Personal conversion is the necessary path to<br />
harmony between <strong>in</strong>dividuals. When the church<br />
proclaims the good news of reconciliation or<br />
proposes achiev<strong>in</strong>g it through the sacraments,<br />
she is exercis<strong>in</strong>g a truly prophetic role,<br />
condemn<strong>in</strong>g the evils of man <strong>in</strong> their <strong>in</strong>fected<br />
source, show<strong>in</strong>g the root of divisions and<br />
br<strong>in</strong>g<strong>in</strong>g hope <strong>in</strong> the possibility of overcom<strong>in</strong>g<br />
tensions and conflict and reach<strong>in</strong>g brotherhood,<br />
concord and peace at all levels and <strong>in</strong> all<br />
sections of human society. She is chang<strong>in</strong>g a<br />
historical condition of hatred and violence <strong>in</strong>to<br />
a civilization of love. She is offer<strong>in</strong>g to everyone<br />
the evangelical and sacramental pr<strong>in</strong>ciple of that<br />
reconciliation at the source, from which comes<br />
every other gesture or act of reconciliation, also<br />
at the social level….<br />
At the heart of every situation of s<strong>in</strong> are always<br />
to be found s<strong>in</strong>ful people. So true is this that<br />
even when such a situation can be changed <strong>in</strong><br />
its structural and <strong>in</strong>stitutional aspects by the<br />
force of law or-as unfortunately more often<br />
happens by the law of force, the change <strong>in</strong> fact<br />
proves to be <strong>in</strong>complete, of short duration<br />
and ultimately va<strong>in</strong> and <strong>in</strong>effective-not to say<br />
counterproductive if the people directly or<br />
<strong>in</strong>directly responsible for that situation are not<br />
converted.<br />
<strong>Christ</strong> Heal<strong>in</strong>g the Bl<strong>in</strong>d, El Greco.<br />
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Reflection Questions<br />
1. On what does Pope St. John Paul II say that harmony among people depends?<br />
___________________________________________________________________________________________________<br />
2. What does the Church offer the world <strong>in</strong> the struggle to overcome conflict?<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
3. What is at the heart of every structure of s<strong>in</strong>?<br />
___________________________________________________________________________________________________<br />
4. What does the pope observe about changes achieved by force (either of law or other means)?<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
5. Reflect on American society today. How often do we th<strong>in</strong>k the key to address<strong>in</strong>g issues is<br />
through legislation? Some want to fix the problem of violence by advocat<strong>in</strong>g for gun control<br />
laws <strong>in</strong>stead of explor<strong>in</strong>g the structures of our society that perpetuate brokenness, aggression<br />
and disregard for human life. Some want to solve immigration by hav<strong>in</strong>g either closed or<br />
open borders, without address<strong>in</strong>g the exploitation of the human person with<strong>in</strong> and without<br />
our borders. But the truth is that laws and regulations are not enough to solve long-stand<strong>in</strong>g<br />
cultural problems. Laws will not change hearts. What other examples of this truth can you give?<br />
What more is needed?<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
Institutional Racism and Social S<strong>in</strong> 81
HANDOUT B<br />
Moses, after Michelangelo<br />
BY MARY EDMONIA LEWIS (1875)<br />
Marble, 68.0 x 29.2 x 34.6 cm., Smithsonian American Art Museum, Wash<strong>in</strong>gton DC<br />
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HANDOUT B<br />
Sacred Art: Moses, after Michelangelo<br />
Directions:<br />
Take some time to quietly view and reflect on the art. Then th<strong>in</strong>k about the<br />
questions below, and discuss them with your classmates.<br />
Conversation Questions<br />
1. Look at the image of the sculpture. What words come to m<strong>in</strong>d when you look at it? What<br />
questions does it raise <strong>in</strong> your m<strong>in</strong>d?<br />
2. The figure is Moses. What are some clues as to his identity?<br />
3. Moses is hold<strong>in</strong>g the two tablets of the law <strong>in</strong> his left hand. What does his attitude seem to be<br />
towards the tablets?<br />
4. What are some events or themes from salvation history that you associate with Moses?<br />
5. In Exodus 20:2, we read how God spoke: “I am the LORD your God, who brought you out of the<br />
land of Egypt, out of the house of slavery.” What is the literal mean<strong>in</strong>g of these words <strong>in</strong> the<br />
context of the Exodus? How does Jesus <strong>Christ</strong> complete and perfect this deliverance?<br />
6. The artist who created this piece is Mary Edmonia Lewis,<br />
an American sculptor whose father was African American<br />
and mother was Chippewa Indian. The Smithsonian<br />
Art Museum describes Lewis’s Moses sculpture: “Lewis<br />
copied Moses after a sculpture Michelangelo completed<br />
around 1515 for the tomb of Pope Julius II <strong>in</strong> St. Peter’s<br />
Basilica. The subject of Moses, who led the Israelites out<br />
of oppression, may have especially appealed to Lewis as<br />
a powerful reference to the universal pursuit of freedom,<br />
a theme she depicted <strong>in</strong> several sculptures.” Why might<br />
the story of Moses have appealed to an African American<br />
<strong>in</strong> the 19th century? Should we assume that artwork<br />
created by an African American artist will always conta<strong>in</strong><br />
African American themes? Expla<strong>in</strong> your reason<strong>in</strong>g.<br />
7. The Michelangelo sculpture Lewis based her sculpture<br />
on is <strong>in</strong> St. Peter’s Basilica <strong>in</strong> Rome. How would you<br />
compare and contrast the two sculptures?<br />
Moses by Michelangelo Buonarroti,<br />
Tomb (1505-1545) for Pope Julius II<br />
Institutional Racism and Social S<strong>in</strong> 83
HANDOUT C<br />
Background Essay — Institutional Racism<br />
and Social S<strong>in</strong> <strong>in</strong> U.S. History<br />
Directions:<br />
Directions.<br />
Our s<strong>in</strong>s never affect only ourselves. Pope<br />
St. John Paul II wrote <strong>in</strong> Reconciliatio et<br />
Paenitentia, “There is no s<strong>in</strong>, not even the<br />
most <strong>in</strong>timate and secret one, the most strictly<br />
<strong>in</strong>dividual one, that exclusively concerns the<br />
person committ<strong>in</strong>g it. With greater or lesser<br />
violence, with greater or lesser harm, every s<strong>in</strong><br />
has repercussions on the entire ecclesial body<br />
and the whole human family.”<br />
Repeated s<strong>in</strong>ful behaviors by many establish a<br />
pattern with<strong>in</strong> our communities. Over time this<br />
pattern beg<strong>in</strong>s to affect the way we th<strong>in</strong>k and<br />
behave as a society. The Church refers to this<br />
phenomenon as social s<strong>in</strong>.<br />
U.S. History through the Civil War<br />
Racism is one s<strong>in</strong> which established a pattern<br />
<strong>in</strong> the U.S., which for many generations helped<br />
shape the culture throughout the country.<br />
Our history bears the scars of chattel slavery,<br />
Indian Removal, and “separate but equal”<br />
accomodations (which were <strong>in</strong> no way equal <strong>in</strong><br />
most <strong>in</strong>stances) for blacks and for whites. This<br />
essay cannot provide a full history on slavery<br />
<strong>in</strong> the U.S. but some basic facts will help our<br />
understand<strong>in</strong>g.<br />
Slavery was legal <strong>in</strong> England and therefore<br />
<strong>in</strong> the 13 colonies. By 1804 slavery had been<br />
abolished <strong>in</strong> all Northern states, though<br />
enslaved children would rema<strong>in</strong> <strong>in</strong>dentured for<br />
decades <strong>in</strong> some states.<br />
It rema<strong>in</strong>ed legal <strong>in</strong> the South and became a<br />
wedge issue as a Constitution was written and<br />
ratified, and as new states entered the Union.<br />
The 3/5th compromise <strong>in</strong> the Constitution<br />
allowed slave states to count 3/5ths of their<br />
enslaved populations towards representation <strong>in</strong><br />
Congress. While a grievous compromise to be<br />
sure, it denied the full power that slave states<br />
were <strong>in</strong>itially demand<strong>in</strong>g <strong>in</strong> Congress.<br />
In 1830, President Andrew Jackson signed the<br />
Indian Removal Act, which forced the relocation<br />
of Southern American Indian tribes from their<br />
ancestral lands to west of the Mississippi.<br />
Thousands died on what became known as the<br />
Trail of Tears.<br />
One of the most notorious cases <strong>in</strong> U.S. history<br />
is Dred Scott v. Sanford (1857). In this case<br />
the Supreme Court ruled that an enslaved<br />
person did not become free upon enter<strong>in</strong>g a<br />
free state, because people whose ancestors<br />
were “of the African race” were not considered<br />
citizens at the time the Constitution was<br />
ratified. (As a matter of fact, the Court was<br />
wrong–free blacks had lived <strong>in</strong> the U.S. s<strong>in</strong>ce<br />
its earliest days.)<br />
Attitudes towards slavery <strong>in</strong> the U.S. were<br />
complex, as evident <strong>in</strong> a series of compromises<br />
<strong>in</strong> Congress lead<strong>in</strong>g up to the Civil War. The<br />
Southern and Northern economies alike — and<br />
arguably the global economy — depended on<br />
slave labor. But <strong>in</strong> the South partcularly, social<br />
structures were built around slavery.<br />
The Southern states, fear<strong>in</strong>g Abraham L<strong>in</strong>coln<br />
would abolish slavery, began seced<strong>in</strong>g upon<br />
his election <strong>in</strong> 1860, and soon the Civil War<br />
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egan. And yet L<strong>in</strong>coln’s stated goal was not<br />
to end slavery, as he wrote <strong>in</strong> his Letter to<br />
Horace Greely, but to save the Union. The<br />
Emancipation Proclamation (1863), widely<br />
misunderstood as hav<strong>in</strong>g ended slavery, <strong>in</strong><br />
fact declared slaves free only <strong>in</strong> the rebell<strong>in</strong>g<br />
territories (where L<strong>in</strong>coln had no power), while<br />
leav<strong>in</strong>g it untouched <strong>in</strong> the slave states that<br />
had rema<strong>in</strong>ed <strong>in</strong> the Union (as well as <strong>in</strong> those<br />
formerly-Confederate regions that had s<strong>in</strong>ce<br />
come under Union control); ultimately over<br />
360,000 Union soldiers died <strong>in</strong> the Civil War.<br />
The Reconstruction Amendments banned<br />
slavery (13th Amendment, 1865); granted<br />
citizenship to former slaves and prohibited<br />
states from deny<strong>in</strong>g equal protection of the law<br />
(14th Amendent, 1868); and secured the right<br />
of black men to vote (15th Amendent, 1870.)<br />
The former Confederate states were forced to<br />
ratify these Amendments as a condition of reenter<strong>in</strong>g<br />
the Union.<br />
Reconstruction<br />
Yet neither legal nor social equality were<br />
achieved. Blacks’ right to vote came under<br />
attack with literacy tests and poll taxes <strong>in</strong> many<br />
Southern states. Jim Crow laws mandated<br />
segregation <strong>in</strong> public life. A generation later<br />
the Supreme Court upheld these so-called<br />
“separate but equal” accommodations <strong>in</strong> Plessy<br />
v. Ferguson (1896).<br />
State governments failed to protect blacks from<br />
the systematic terror of lynch<strong>in</strong>g dur<strong>in</strong>g this<br />
time. Between 1882-1968, 4,743 people were<br />
lynched, 3,446 of them black. (This number<br />
is artificially low as most lynch<strong>in</strong>gs were<br />
not recorded.) The right of jury nullification<br />
(which is used correctly when citizens refuse<br />
to convict on the basis of an unjust law) was<br />
shamefully abused when all-white juries<br />
refused to convict white defendants on trial for<br />
murder.<br />
African American artist Mary<br />
Edmonia Lewis sculpted “Forever<br />
Free” <strong>in</strong> 1867 to commemorate the<br />
Emancipation Proclamation. Courtesy<br />
Howard University Art Gallery.<br />
The Ku Klux Klan<br />
Beh<strong>in</strong>d many of these lynch<strong>in</strong>gs and other terror<br />
attacks was the Ku Klux Klan, which, accord<strong>in</strong>g<br />
to the Wash<strong>in</strong>gton Post, by 1930 counted 11<br />
governors, 16 senators and 75 congressmen<br />
among its members. Even <strong>in</strong>to the mid-20th<br />
Institutional Racism and Social S<strong>in</strong> 85
century, the Klan had many prom<strong>in</strong>ent officials<br />
<strong>in</strong> government, <strong>in</strong>clud<strong>in</strong>g U.S. Senator Robert<br />
Byrd and Supreme Court Justice Hugo Black.<br />
Further setbacks to legal equality had come<br />
under President Woodrow Wilson who, while<br />
not a member of the Ku Klux Klan, described<br />
it admir<strong>in</strong>gly: “the white men of the South<br />
were aroused by the mere <strong>in</strong>st<strong>in</strong>ct of selfpreservation<br />
to rid themselves, by fair means or<br />
foul, of the <strong>in</strong>tolerable burden of governments<br />
susta<strong>in</strong>ed by the votes of ignorant negroes…”<br />
Wilson resegregated the armed forces (which<br />
had been <strong>in</strong>tegrated dur<strong>in</strong>g Reconstruction)<br />
and presided over segregation of the U.S.<br />
Treasury and the U.S. Post Office, along with<br />
mass fir<strong>in</strong>gs/demotions of black employees at<br />
the IRS and other Executive Branch offices. He<br />
also <strong>in</strong>stituted a new photo requirement for<br />
all government applications, enabl<strong>in</strong>g racial<br />
discrim<strong>in</strong>ation.<br />
The Civil Rights Movement<br />
By the 1940s, Thurgood Marshall and the<br />
NAACP were wag<strong>in</strong>g a litigation campaign<br />
aimed at overturn<strong>in</strong>g Plessy v. Ferguson, and<br />
their efforts bore fruit. President Truman<br />
desegregated the U.S. armed forces <strong>in</strong> 1948. In<br />
Brown v. Board of Education (1954) and Brown<br />
II, the Court held that segregation <strong>in</strong> public<br />
schools violated the 14th Amendment and<br />
ordered states to end it “with all deliberate<br />
speed.” When met with resistance, such as <strong>in</strong><br />
1957 <strong>in</strong> Little Rock, Arkansas, President Dwight<br />
D. Eisenhower deployed the National Guard to<br />
enforce <strong>in</strong>tegration.<br />
In the 1963 March on Wash<strong>in</strong>gton galvanized<br />
the nation when Dr. Mart<strong>in</strong> Luther K<strong>in</strong>g, Jr. gave<br />
his famous I Have A Dream speech, <strong>in</strong> which<br />
he declared, “I have a dream that my four little<br />
children will one day live <strong>in</strong> a nation where they<br />
will not be judged by the color of their sk<strong>in</strong> but<br />
by the content of their character.”<br />
1963 March on Wash<strong>in</strong>gton. A view of over<br />
200,000 marchers along the Capitol mall.<br />
Aug. 28, 1963. Courtesy Shutterstock.<br />
In 1964 the 24th Amendment prevented states<br />
from deny<strong>in</strong>g the vote based on failure to pay a<br />
poll tax. Landmark federal legislation bann<strong>in</strong>g<br />
racial discrim<strong>in</strong>ation <strong>in</strong> public accomodations<br />
(restaurants, hotels, and other privatelyowned<br />
places that serve the public) was passed<br />
with the Civil Rights Act of 1964 (after a 60-<br />
day filibuster led <strong>in</strong> part by Sen. Byrd) and<br />
the Vot<strong>in</strong>g Rights act <strong>in</strong> 1965. The practice<br />
of redl<strong>in</strong><strong>in</strong>g (where banks drew l<strong>in</strong>es around<br />
m<strong>in</strong>ority neighborhoods considered high-risk,<br />
and refused to back loans for homes with<strong>in</strong> the<br />
l<strong>in</strong>es) was banned <strong>in</strong> 1968.<br />
Current Challenges<br />
Many still suffer from this legacy of <strong>in</strong>equality<br />
under law, as well as from un<strong>in</strong>tended<br />
consequences of various measures. From<br />
its <strong>in</strong>ception the abortion <strong>in</strong>dustry has<br />
targeted ads and placed cl<strong>in</strong>ics <strong>in</strong> m<strong>in</strong>ority<br />
neighborhoods; more than one out of every<br />
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three babies killed <strong>in</strong> abortion are black, though<br />
blacks make up less than 15% of the population.<br />
In the wake of the Sexual Revolution,<br />
abortion as well as out-of-wedlock birth rates<br />
accelerated and black families <strong>in</strong> particular<br />
began to suffer: <strong>in</strong> 1965, more than 75% of black<br />
children grew up with both parents; today<br />
that figure is around only 30%. Despite the<br />
tireless, selfless effort of most s<strong>in</strong>gle mothers,<br />
their children are statistically more likely to<br />
live <strong>in</strong> poverty, drop out of school, experience<br />
mental illness, abuse drugs, and commit acts<br />
of violence. Black families headed by a married<br />
couple, on the other hand, have a poverty rate<br />
lower than that of whites.<br />
Fatherlessness is exacerbated by racial<br />
disparities <strong>in</strong> our justice system: To give just<br />
a few examples, “War on Drugs” policies set<br />
harsher penalties for crack (often abused by<br />
poor m<strong>in</strong>orities) than coca<strong>in</strong>e (often abused<br />
by more affluent whites). This along with<br />
“three strikes” legislation, has resulted <strong>in</strong> mass<br />
<strong>in</strong>carceration disparately affect<strong>in</strong>g black men;<br />
one out of every three black men can expect to<br />
be <strong>in</strong> prison at one po<strong>in</strong>t <strong>in</strong> their life, compared<br />
to 1 <strong>in</strong> 17 white men. Wrongful <strong>in</strong>carceration<br />
disproportionately affects blacks: of the<br />
hundreds of prisoners exonerated <strong>in</strong> the U.S.<br />
through DNA-based proof, 60% of them have<br />
been black.<br />
Disparities <strong>in</strong> outcomes are not necessarily<br />
caused by racism, but it is important to<br />
carefully exam<strong>in</strong>e situations where disparate<br />
outcomes occur on racial l<strong>in</strong>es. For example,<br />
Native Americans liv<strong>in</strong>g on reservations are<br />
legally prevented from own<strong>in</strong>g or develop<strong>in</strong>g<br />
95% percent of their lands, which resulted <strong>in</strong><br />
widespread poverty and other social problems.<br />
Many students <strong>in</strong> low-quality public schools<br />
are ethnic m<strong>in</strong>orities, yet school assignment<br />
is tied to zip code <strong>in</strong> many places, deny<strong>in</strong>g<br />
m<strong>in</strong>ority parents (who support charter schools<br />
and voucher programs at the same levels as<br />
white parents) a choice of schools for their<br />
children, and remov<strong>in</strong>g <strong>in</strong>centives for public<br />
schools to improve. We permit violence to rage<br />
<strong>in</strong> urban areas, enable drug abuse, protect bad<br />
police officers, erect burdensome occupational<br />
licens<strong>in</strong>g laws which disparately affect<br />
m<strong>in</strong>orities, and so on.<br />
Conversion to <strong>Christ</strong><br />
Such immense structures of s<strong>in</strong> can contribute<br />
to feel<strong>in</strong>gs of helplessness or despair. Here it is<br />
important to remember that <strong>in</strong>stitutions and<br />
societies are made up of <strong>in</strong>dividual persons.<br />
What the Church calls “structures of s<strong>in</strong>” are<br />
always rooted <strong>in</strong> personal s<strong>in</strong>s.<br />
Pope St. John Paul II stated <strong>in</strong> Sollicitudo Rei<br />
Socialis, structures of s<strong>in</strong> are “always l<strong>in</strong>ked to<br />
the concrete acts of <strong>in</strong>dividuals who <strong>in</strong>troduce<br />
Pope St. John Paul II.<br />
Institutional Racism and Social S<strong>in</strong> 87
these structures, consolidate them and make<br />
them difficult to remove...and thus they grow<br />
stronger, spread, and become the source of<br />
other s<strong>in</strong>s, and so <strong>in</strong>fluence people’s behavior.”<br />
This is one reason it is critical to avoid th<strong>in</strong>k<strong>in</strong>g<br />
of s<strong>in</strong> only as collective or systemic, as though<br />
it could exist apart from the choices of<br />
<strong>in</strong>dividuals. It cannot.<br />
We must first work on our own conversion<br />
and growth <strong>in</strong> hol<strong>in</strong>ess, and then we can<br />
encourage our friends and neighbors. We can<br />
share the Gospel truth of the <strong>in</strong>herent value<br />
of all men and women, and the promise of<br />
salvation <strong>in</strong> <strong>Christ</strong>. Work<strong>in</strong>g for the conversion<br />
of each <strong>in</strong>dividual heart to <strong>Christ</strong>, start<strong>in</strong>g with<br />
ourselves, is the only way structures of s<strong>in</strong> can<br />
be removed gradually from a culture.<br />
Reflection Questions<br />
1. For each <strong>in</strong>stitution below, list one example of a policy or action that contributed or contributes<br />
<strong>in</strong> some way to racism as a structure of s<strong>in</strong>.<br />
ӹ<br />
ӹ<br />
ӹ<br />
The U.S. Supreme Court<br />
The national Executive Branch<br />
State governments<br />
2. Why is it important to avoid th<strong>in</strong>k<strong>in</strong>g of s<strong>in</strong> only as collective or systemic?<br />
3. Later <strong>in</strong> life, Senator Robert Byrd expressed regret for his <strong>in</strong>volvement <strong>in</strong> the Ku Klux Klan,<br />
call<strong>in</strong>g it the biggest mistake of his life. He said <strong>in</strong> 2006, “I know now I was wrong. Intolerance<br />
had no place <strong>in</strong> America. I apologized a thousand times … and I don’t m<strong>in</strong>d apologiz<strong>in</strong>g over and<br />
over aga<strong>in</strong>. I can’t erase what happened.” Does Jesus require us to confess the same s<strong>in</strong>s over<br />
and over aga<strong>in</strong>? Why or why not? What does the answer to this question teach about how we<br />
are called to forgive?<br />
4. This essay is a brief summary and does not, of course, conta<strong>in</strong> a complete history of its subject.<br />
What other people or events have contributed to the American journey to live up to its ideals?<br />
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HANDOUT D<br />
A Structure of S<strong>in</strong> <strong>in</strong> the U.S.<br />
1. What does it mean for someone’s assets to<br />
be held “<strong>in</strong> trust”? Who typically has their<br />
property held <strong>in</strong> trust?<br />
________________________________________________<br />
________________________________________________<br />
________________________________________________<br />
________________________________________________<br />
________________________________________________<br />
2. How did the Supreme Court describe the<br />
relationship of the Indian Tribes to the<br />
Federal Government <strong>in</strong> Cherokee Nation v.<br />
Georgia (1831)?<br />
________________________________________________<br />
________________________________________________<br />
________________________________________________<br />
________________________________________________<br />
________________________________________________<br />
This mural of the Virg<strong>in</strong> of Guadalupe is<br />
displayed at historic San Xavier Del Bac Mission<br />
on the Tohono O'odham Indian Reservation near<br />
Tucson, Arizona. Courtesy Shutterstock.<br />
3. Recall what we learned about the rights of Native Americans on reservations to their own lands.<br />
How is this situation similar to the draw<strong>in</strong>g activity we did?<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
Institutional Racism and Social S<strong>in</strong> 89
HANDOUT E<br />
Equality and Equity<br />
Directions:<br />
Answer the follow<strong>in</strong>g questions.<br />
1. In the space below, bra<strong>in</strong>storm the similarities and differences between you and your sibl<strong>in</strong>g(s).<br />
(If you are an only child, th<strong>in</strong>k of your parent and their sibl<strong>in</strong>g(s), i.e. your aunts/uncle.)<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
2. You may have heard of the “nature versus nurture” debate, which asks whether human be<strong>in</strong>gs<br />
are mostly shaped by genetics or by environment. Put this debate <strong>in</strong> your own words.<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
3. Most likely you and your sibl<strong>in</strong>gs come from the same genetic background, and were raised<br />
<strong>in</strong> the same environment. Are you exactly alike? Will you follow the same pursuits after<br />
graduation? Why do you th<strong>in</strong>k that is?<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
4. Th<strong>in</strong>k now about your talents <strong>in</strong> school, sports, music, or any other pursuits. Are you “equal” to<br />
yourself on any given day, or do you have especially good days, as well as some bad ones?<br />
___________________________________________________________________________________________________<br />
___________________________________________________________________________________________________<br />
Reflection<br />
Nigerian immigrants are the most successful ethnic group <strong>in</strong> the U.S. For example, accord<strong>in</strong>g to<br />
MigrationPolicy.org, on average Nigerian Americans:<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
Are substantially more likely than the general U.S. population to be employed and to hold<br />
progressional or managerial positions.<br />
Have a higher annual <strong>in</strong>come than that of the average American.<br />
Have earned more post-graduate degrees than any other ethnic group.<br />
Comprise one of every four black students at Harvard Bus<strong>in</strong>ess School, though they make up<br />
only 1 percent of the U.S. black population.<br />
Recall that complex issues almost never have a s<strong>in</strong>gle cause. What are some possible explanations<br />
for these statistics?<br />
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Answer Key<br />
Handout A: Reflection Activity on Social S<strong>in</strong> (optional)<br />
1. There can be no union among people without an <strong>in</strong>ternal change <strong>in</strong> each <strong>in</strong>dividual. Personal<br />
conversion is the necessary path to harmony between <strong>in</strong>dividuals.<br />
2. Reconciliation and the Sacraments, from their source, which is <strong>Christ</strong>.<br />
3. S<strong>in</strong>ful people, i.e. the choices of <strong>in</strong>dividual persons.<br />
4. Those changes are <strong>in</strong>evitably <strong>in</strong>complete, of short duration, even counterproductive and<br />
ultimately va<strong>in</strong> and <strong>in</strong>effective. Without conversion to <strong>Christ</strong> they will not last.<br />
5. For example, overturn<strong>in</strong>g Roe v. Wade would not suddenly end the need for a pro-life<br />
movement, and hav<strong>in</strong>g more gun control laws would not suddenly end gun-related violence.<br />
The key to address<strong>in</strong>g many of these deep-seated issues beg<strong>in</strong>s with a personal response from<br />
us. We have to acknowledge and repent of our own personal s<strong>in</strong>s and turn to <strong>Christ</strong>. Until we<br />
experience conversion — not just as <strong>in</strong>dividuals, but as a culture — we will not get to the root<br />
cause of our societal issues.<br />
6. List one example of a policy or action that contributed or contributes <strong>in</strong> some way to racism as<br />
a structure of s<strong>in</strong>.<br />
ӹ<br />
ӹ<br />
ӹ<br />
The U.S. Supreme Court<br />
The national Executive Branch<br />
State governments<br />
Handout B: Moses, after Michelagenlo, 1875, by Mary Edmonia Lewis<br />
1. Accept reasoned answers.<br />
2. His is depicted with horns (based on the translation from the Vulgate which describes Moses<br />
a “cornuta” for “horned” which also has the connotation of “emitt<strong>in</strong>g rays” or “sh<strong>in</strong><strong>in</strong>g.”). He is<br />
hold<strong>in</strong>g the tablets of the law <strong>in</strong> his left hand.<br />
3. Accept reasoned answers. He may appear to be protect<strong>in</strong>g them, and he appears to have a<br />
look of <strong>in</strong>tensity or even anger on this face, perhaps directed at the people who had begun<br />
worshipp<strong>in</strong>g the golden calf.<br />
4. Accept reasoned answers.<br />
5. The literal mean<strong>in</strong>g is that, through Moses, God led the Israelities out of Egypt, free<strong>in</strong>g the<br />
people from slavery. God freed His Chosen People from slavery through Moses and established<br />
them as a nation and then, under David, as a k<strong>in</strong>gdom. God fully revealed Himself <strong>in</strong> Jesus <strong>Christ</strong><br />
and saved His people from s<strong>in</strong> and death.<br />
6. Students may suggest the theme would have appealed to Lewis because <strong>in</strong> her time African<br />
Americans were freed from slavery throughout the Southern U.S. It is a complex endeavor to<br />
discover an artist’s <strong>in</strong>tentions; we ought not assume all art created by an artist reflects themes<br />
related to their race or ethnicity.<br />
7. Accept reasoned answers.<br />
Institutional Racism and Social S<strong>in</strong> 91
Handout C: Background Essay—Institutional Racism and Social S<strong>in</strong> <strong>in</strong> U.S.<br />
History<br />
1. Accepted examples given <strong>in</strong> the Background Essay and/or others from U.S. history.<br />
2. Because s<strong>in</strong> is always a personal act.<br />
3. When we truly forgive someone, we do not keep br<strong>in</strong>g<strong>in</strong>g up what the person did to us. To<br />
forgive means to stop hold<strong>in</strong>g that fault aga<strong>in</strong>st them and move forward <strong>in</strong> reconciliation and<br />
love.<br />
4. Accept reasoned answers.<br />
Handout D: A Structure of S<strong>in</strong> <strong>in</strong> the U.S.<br />
Note that suggested responses are taken from the m<strong>in</strong>i-lecture notes <strong>in</strong> the lesson plan.<br />
1. It means the person is not <strong>in</strong> control of their own assets, but rather that control is given to a<br />
“trustee” who will make decisions on behalf of the person. Children typically will have property<br />
held <strong>in</strong> trust until they reach a certa<strong>in</strong> age.<br />
2. The U.S. Supreme Court held <strong>in</strong> 1831 decision <strong>in</strong> Cherokee Nation v. Georgia (1831) that Indian<br />
tribes were “domestic dependent nations” and that they were effectively <strong>in</strong> need of protection<br />
by the U.S. — their relationship to the U.S. was “that of a ward to his guardian.”<br />
3. Accept reasoned answers, lead<strong>in</strong>g students to the conclusion that Native Amreicans are be<strong>in</strong>g<br />
denied the ability to use their God-given faculties to fulfill their moral responsibilities. We all<br />
have a duty to upload the common good through the fulfillment of our personal responsibilities<br />
(CCC 1914), Native Americans on reservations are unable to take responsibility for their own<br />
lives and their families to the degree all other Americans can because they cannot own their<br />
own property, or use their land as collateral for bus<strong>in</strong>ess loans, and are thereby handicapped at<br />
entrepreneurial efforts. They have no right to develop their lands which conta<strong>in</strong> vast amounts<br />
of natural resources. It seems hard to deny that disproportionately high levels of poverty,<br />
alcoholism, and social problems are rooted <strong>in</strong> their unequal treatment under the law.<br />
Handout E: Equality and Equity<br />
1. Accept reasoned answers.<br />
2. Are we the way we are because of our genes, or because of how we were raised and the<br />
conditions we grew up <strong>in</strong>?<br />
3. Accept reasoned answers.<br />
4. Accept reasoned answers.<br />
Reflection<br />
Accept reasoned answers.<br />
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Racism <strong>in</strong> U.S. History<br />
LESSON 8<br />
Suggested age level: 14 and up<br />
Learn<strong>in</strong>g Goals<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
The U.S. is unlike any other nation <strong>in</strong> the world <strong>in</strong><br />
that it is founded on the pr<strong>in</strong>ciple that all have equal<br />
God-given rights and dignity. This was a radical idea<br />
<strong>in</strong> 1776, and one that the nation did not live up to at<br />
that time.<br />
The U.S. has taken important and last<strong>in</strong>g steps<br />
towards the pr<strong>in</strong>ciple of equality.<br />
Americans from various walks of life have<br />
contributed to efforts to end racial <strong>in</strong>justice.<br />
Reasonable people can disagree on the extent to<br />
which the U.S. has lived up to her found<strong>in</strong>g pr<strong>in</strong>ciple<br />
of equality.<br />
Connection to the<br />
Catechism of the<br />
Catholic Church<br />
ӹ CCC 1934–1935<br />
ӹ CCC 2262<br />
Key Questions<br />
ӹ<br />
ӹ<br />
ӹ<br />
What are some ways racism has affected the course of<br />
American history?<br />
Why is racism contrary to Catholic teach<strong>in</strong>g and U.S.<br />
found<strong>in</strong>g pr<strong>in</strong>ciples?<br />
Are U.S. found<strong>in</strong>g pr<strong>in</strong>ciples fundamentally flawed, or<br />
are they good despite our frequent failure to live up to<br />
them?<br />
BIBLICAL TOUCHSTONES<br />
What has been is what will be, and what has been<br />
done is what will be done; and there is noth<strong>in</strong>g new<br />
under the sun.<br />
from ECCLESIASTES 1:9 (RSV)<br />
Everyone who hates his brother is a murderer,<br />
and you know that no murderer has eternal life<br />
rema<strong>in</strong><strong>in</strong>g <strong>in</strong> him.<br />
from 1 JOHN 3:15<br />
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Lesson Plan<br />
Materials<br />
ӹ Teacher Resource/Handout A:<br />
ӹ<br />
Handout D: Racism <strong>in</strong><br />
Homework Research Strips<br />
the U.S. M<strong>in</strong>i-DBQ<br />
ӹ<br />
Handout B: Golden Rule<br />
ӹ<br />
Teacher Resource: Found<strong>in</strong>g<br />
by Norman Rockwell<br />
Documents Timel<strong>in</strong>e<br />
ӹ<br />
Handout C: Research Charts<br />
What Is a DBQ?<br />
This lesson conta<strong>in</strong>s a document-based question, which asks students to exam<strong>in</strong>e and analyze<br />
texts <strong>in</strong>clud<strong>in</strong>g writ<strong>in</strong>gs, political cartoons, photographs, and others, and synthesize what<br />
they learn <strong>in</strong> order to craft a response to a key, overarch<strong>in</strong>g question. DBQs can be a great<br />
way to teach not only content, but important critical th<strong>in</strong>k<strong>in</strong>g skills as well.<br />
Background/Homework<br />
A. In advance of the lesson, photocopy and cut out the strips from Teacher Resource: Homework<br />
Research Strips.<br />
B. Give each student one strip from Teacher Resource: Homework Research Strips. For homework<br />
they should research the <strong>in</strong>dividual or event on the strip and write a one-sentence summary of<br />
how the person/event relates to racial <strong>in</strong>justice <strong>in</strong> the U.S. and/or the effort to end it.<br />
Variation: Rather than mak<strong>in</strong>g this a homework assignment, you could cut out the completed<br />
strips from the Answer Key and hand one to each student at the beg<strong>in</strong>n<strong>in</strong>g of class.<br />
Open<strong>in</strong>g Prayer<br />
Beg<strong>in</strong> class with the follow<strong>in</strong>g prayer.<br />
Lord, You alone are the Center <strong>in</strong> which I f<strong>in</strong>d rest. Give me Your arm to support me, Your<br />
shoulders to carry me, Your breast to lean upon, Your Cross to uphold me, Your Body to nourish<br />
me. In You, Lord, I sleep and rest <strong>in</strong> peace.— St. Rose Philipp<strong>in</strong>e Duchesne<br />
Warm-Up<br />
A. Display the image on Handout A: Golden Rule by Norman Rockwell. Give students as much time<br />
as possible to view the pa<strong>in</strong>t<strong>in</strong>g <strong>in</strong> silence. If you are close enough to New York, consider an <strong>in</strong>person<br />
visit to see the mosaic of this work at the United Nations Headquarters.<br />
B. Arrange students <strong>in</strong>to pairs or trios and give each group a lam<strong>in</strong>ated color copy of Handout B.<br />
Have your students discuss the artwork together <strong>in</strong> groups us<strong>in</strong>g the conversation questions on<br />
the back of the handout.<br />
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LESSON PLAN<br />
C. Call on groups to share about their discussions, allow<strong>in</strong>g the conversation to go <strong>in</strong> unexpected<br />
directions.<br />
D. Write the pair of Scripture quotes from the Biblical Touchstones on the board and spend a few<br />
moments <strong>in</strong> silence meditat<strong>in</strong>g on them.<br />
Activity<br />
A. Proceed<strong>in</strong>g <strong>in</strong> chronological order of the strips from Teacher Resource: Homework Research<br />
Strips, call on students to share the <strong>in</strong>formation they learned from their homework.<br />
ӹ<br />
ӹ<br />
ӹ<br />
As an enrichment option, you might ask students to <strong>in</strong>troduce themselves as the person and<br />
expla<strong>in</strong> who they are. If they have a historical event or document, they could report on it as<br />
though they are a journalist report<strong>in</strong>g on it, e.g “It’s 1868 and the 14th Amendment has been<br />
ratified, grant<strong>in</strong>g citizenship to former slaves…” and so forth.<br />
Use the Answer Key to fill <strong>in</strong> important <strong>in</strong>formation students may have missed <strong>in</strong> their<br />
research.<br />
Distribute B: Research Chart and have the class fill it <strong>in</strong> as their classmates report on the<br />
items listed.<br />
Wrap-Up<br />
A. Have students beg<strong>in</strong> work<strong>in</strong>g on Handout C: Racism <strong>in</strong> the U.S. M<strong>in</strong>i-DBQ and f<strong>in</strong>ish it for<br />
homework. Call attention to the fact that there is not a s<strong>in</strong>gle correct answer to the key<br />
question; reasonable people can disagree on the extent to which the U.S. has lived up to her<br />
found<strong>in</strong>g pr<strong>in</strong>ciple of equality.<br />
B. Students can use Handout B to make notes and plan their essays. You may also provide<br />
students with Teacher Resource: Found<strong>in</strong>g Documents Timel<strong>in</strong>e as a support <strong>in</strong> writ<strong>in</strong>g their<br />
essays.<br />
Racism <strong>in</strong> U.S. History<br />
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HANDOUT A<br />
Golden Rule<br />
BY NORMAN ROCKWELL (1961)<br />
Pr<strong>in</strong>ted by permission of the Norman Rockwell Family Agency. Copyright ©1961<br />
the Norman Rockwell Family Entities. Norman Rockwell (1894-1978), Golden<br />
Rule, 1961. Oil on canvas, 44 1/2” x 39 1/2”. Story illustration for The Saturday<br />
Even<strong>in</strong>g Post, April 1, 1961. Norman Rockwell Museum Collections.<br />
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HANDOUT A<br />
Golden Rule by Norman Rockwell<br />
Directions:<br />
Take some time to quietly view and reflect on the art. Then th<strong>in</strong>k about the<br />
questions below and discuss them with your classmates.<br />
Conversation Questions<br />
1. How would you describe this pa<strong>in</strong>t<strong>in</strong>g? Where is your eye drawn? What at is your favorite part?<br />
2. Have you heard of Norman Rockwell? Who is he? What do you associate with him as an artist?<br />
3. The U.S. is unlike any other nation <strong>in</strong> the world <strong>in</strong> that it is founded on the pr<strong>in</strong>ciple of equality<br />
for all. This was a radical idea <strong>in</strong> 1776, and one that the nation did not live up to at that time.<br />
Why do you th<strong>in</strong>k the idea of equality for all does not sound so radical to us today?<br />
4. The name of this pa<strong>in</strong>t<strong>in</strong>g is “Golden Rule.” What is the Golden Rule?<br />
5. What references can you f<strong>in</strong>d <strong>in</strong> this pa<strong>in</strong>t<strong>in</strong>g to <strong>Christ</strong>’s teach<strong>in</strong>g of the Corporal and Spiritual<br />
Works of Mercy?<br />
6. How does the Golden Rule apply to the s<strong>in</strong> of racism? How did Jesus respond to those who<br />
hated Him? Did He only forgive those people who asked for forgiveness? What can we learn<br />
from this fact?<br />
7. The Pontifical Commission on Justice and Peace writes, “A change of heart cannot occur<br />
without strengthen<strong>in</strong>g spiritual convictions regard<strong>in</strong>g respect for other races and ethnic<br />
groups…. We particularly ask pastors, preachers, teachers and catechists to expla<strong>in</strong> the true<br />
teach<strong>in</strong>g of Scripture and Tradition about the orig<strong>in</strong> of all people <strong>in</strong> God, their f<strong>in</strong>al common<br />
dest<strong>in</strong>y <strong>in</strong> the K<strong>in</strong>gdom of God, the value of the precept of fraternal love, and the total<br />
<strong>in</strong>compatibility between racist exclusivism and the universal call<strong>in</strong>g of all to the same salvation<br />
<strong>in</strong> Jesus <strong>Christ</strong>.” (Quoted <strong>in</strong> the USCCB’s Open Wide Our Hearts). Why is the Gospel message of<br />
salvation <strong>in</strong> Jesus <strong>Christ</strong> completely <strong>in</strong>compatible with racism?<br />
Racism <strong>in</strong> U.S. History 97
HANDOUT B<br />
Research Charts<br />
Directions:<br />
Fill <strong>in</strong> the first two columns on the chart below as your classmates report on their<br />
research. You will use the right-hand column for another activity.<br />
Selection of Church Documents<br />
Document Date and Ma<strong>in</strong> Idea Key Question Notes<br />
Dum Diversas<br />
Sicut Dudum<br />
Sublimis Deus<br />
Catholicae Ecclesiae<br />
Pacem <strong>in</strong> Terris<br />
Selection of U.S. Supreme Court Cases<br />
Document Date and Rul<strong>in</strong>g Key Question Notes<br />
Cherokee Nation v. Georgia<br />
Dred Scott v. Sanford<br />
United States v. Cruikshank<br />
Yick Wo v. Hopk<strong>in</strong>s<br />
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Document Date and Rul<strong>in</strong>g Key Question Notes<br />
Plessy v. Feurgeson<br />
Korematsu v. U.S.<br />
Brown v. Topeka Board of<br />
Education<br />
Lov<strong>in</strong>g v. Virg<strong>in</strong>ia<br />
Regents of the University of<br />
California v. Bakke<br />
Notes on Historical Figures<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
_______________________________________________________________________________________________________<br />
Racism <strong>in</strong> U.S. History 99
HANDOUT C<br />
Racism <strong>in</strong> the U.S. M<strong>in</strong>i-DBQ<br />
Directions:<br />
First, skim over each document and answer the question(s) that goes with it. Then<br />
use at least 5 documents, along with your own knowledge of Church and U.S. history<br />
to answer the Key Question.<br />
Key Question<br />
To what extent do U.S. found<strong>in</strong>g pr<strong>in</strong>ciples align with Catholic teach<strong>in</strong>g, and how has the<br />
U.S. lived up to those pr<strong>in</strong>cipes?<br />
Documents<br />
ӹ 1 John 3:15<br />
ӹ Catechism of the Catholic Church 1934-5, 2262<br />
ӹ Declaration of Independence, 1776<br />
ӹ<br />
Appeal to the <strong>Christ</strong>ian Women of<br />
the South, Angel<strong>in</strong>a Grimke, 1836<br />
ӹ Dred Scott v. Sanford, 1857<br />
ӹ 13th Amendment, 1865<br />
ӹ<br />
Harper’s Weekly Cartoon by Thomas<br />
Nast, “Mr. G. O’Rilla & Usual Irish<br />
Way of Do<strong>in</strong>g Th<strong>in</strong>gs,” 1871<br />
ӹ Ida B. Wells, quotation, c. 1894<br />
ӹ The Thankful Poor, 1894,<br />
Henry Ossawa Tanner<br />
ӹ<br />
“I Have a Dream” Address, Dr.<br />
Mart<strong>in</strong> Luther K<strong>in</strong>g, Jr., 1963<br />
ӹ<br />
Frederick Douglass, Civil Rights<br />
Case Address, 1883<br />
ӹ<br />
USCCB Executive Committee statement<br />
<strong>in</strong> support of the establishment of a new<br />
Ad Hoc Committee on Racism, 2017<br />
1 John 3:15<br />
Everyone who hates his brother is a murderer, and you know that no murderer has eternal life<br />
rema<strong>in</strong><strong>in</strong>g <strong>in</strong> him.<br />
ӹ<br />
How does this Scripture verse help you understand the Fifth Commandment: “thou shalt not kill”?<br />
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Catechism of the Catholic Church, Nos 1934-5, 2262<br />
<strong>Created</strong> <strong>in</strong> the image of the one God and<br />
equally endowed with rational souls, all<br />
men have the same nature and the same<br />
orig<strong>in</strong>. Redeemed by the sacrifice of <strong>Christ</strong>,<br />
all are called to participate <strong>in</strong> the same<br />
div<strong>in</strong>e beatitude: all therefore enjoy an equal<br />
dignity.<br />
The equality of men rests essentially on their<br />
dignity as persons and the rights that flow<br />
from it:<br />
Every form of social or cultural discrim<strong>in</strong>ation<br />
<strong>in</strong> fundamental personal rights on the grounds<br />
of sex, race, color, social conditions, language,<br />
or religion must be curbed and eradicated as<br />
<strong>in</strong>compatible with God’s design….<br />
In the Sermon on the Mount, the Lord recalls the<br />
commandment, “You shall not kill,” and adds to it<br />
the proscription of anger, hatred, and vengeance.<br />
Go<strong>in</strong>g further, <strong>Christ</strong> asks his disciples to turn the<br />
other cheek, to love their enemies…<br />
ӹ<br />
How do we know that all people have equal dignity?<br />
Declaration of Independence (excerpt), 1776<br />
We hold these truths to be self-evident, that all<br />
men are created equal, that they are endowed<br />
by their Creator with certa<strong>in</strong> unalienable<br />
Rights, that among these are Life, Liberty and<br />
the pursuit of Happ<strong>in</strong>ess.--That to secure these<br />
rights, Governments are <strong>in</strong>stituted among Men,<br />
deriv<strong>in</strong>g their just powers from the consent of<br />
the governed…<br />
ӹ<br />
ӹ<br />
The Declaration asserted all people are created equal and have equal God-given rights. How<br />
does this statement compare to Catholic teach<strong>in</strong>g?<br />
From what form of government were the colonies separat<strong>in</strong>g? Why would this statement be<br />
especially controversial when it was made?<br />
Appeal to the <strong>Christ</strong>ian Women of the South (excerpt), Angel<strong>in</strong>a Grimke, 1836<br />
I know you do not make the laws, but I also<br />
know that you are the wives and mothers, the<br />
sisters and daughters of those who do; and if you<br />
really suppose you can do noth<strong>in</strong>g to overthrow<br />
slavery, you are greatly mistaken. You can do<br />
much <strong>in</strong> every way: four th<strong>in</strong>gs I will name. 1st.<br />
You can read on this subject. 2d. You can pray<br />
over this subject. 3d. You can speak on this<br />
subject. 4th. You can act on this subject….<br />
But you will perhaps say, such a course of<br />
conduct would <strong>in</strong>evitably expose us to great<br />
suffer<strong>in</strong>g. Yes! my christian friends, I believe<br />
it would, but this will not excuse you or any<br />
one else for the neglect of duty. If Prophets<br />
and Apostles, Martyrs, and Reformers had<br />
not been will<strong>in</strong>g to suffer for the truth’s sake,<br />
where would the world have been now? If<br />
they had said, we cannot speak the truth, we<br />
cannot do what we believe is right, because<br />
the laws of our country or public op<strong>in</strong>ion are<br />
aga<strong>in</strong>st us, where would our holy religion<br />
have been now? …<br />
Racism <strong>in</strong> U.S. History 101
It is manifest to every reflect<strong>in</strong>g m<strong>in</strong>d, that<br />
slavery must be abolished; the era <strong>in</strong> which<br />
we live, and the light which is overspread<strong>in</strong>g<br />
the whole world on this subject, clearly show<br />
that the time cannot be distant when it will be<br />
done. Now there are only two ways <strong>in</strong> which<br />
it can be effected, by moral power or physical<br />
force, and it is for you to choose which of these<br />
you prefer. Slavery always has, and always<br />
will produce <strong>in</strong>surrections wherever it exists,<br />
because it is a violation of the natural order of<br />
th<strong>in</strong>gs, and no human power can much longer<br />
perpetuate it.<br />
ӹ<br />
Why does Grimke claim that slavery will always produce <strong>in</strong>surrections?<br />
Dred Scott v. Sanford, 1857<br />
Nevertheless, the Court wrote: “The question<br />
before us is, whether the class of persons<br />
described [enslaved people] compose a<br />
portion of this people, and are constituent<br />
members of this sovereignty? We th<strong>in</strong>k they<br />
are not, and that they are not <strong>in</strong>cluded, and<br />
were not <strong>in</strong>tended to be <strong>in</strong>cluded, under the<br />
word ‘citizens’ <strong>in</strong> the Constitution...On the<br />
contrary, they were at that time considered as<br />
a subord<strong>in</strong>ate and <strong>in</strong>ferior class of be<strong>in</strong>gs, who<br />
had been subjugated by the dom<strong>in</strong>ant race,<br />
and, whether emancipated or not, yet rema<strong>in</strong>ed<br />
subject to their authority, and had no rights<br />
or privileges but such as those who held the<br />
power and the Government might choose to<br />
grant them…<br />
ӹ<br />
ӹ<br />
Dred Scott v. Sanford, 1857 is one of the most <strong>in</strong>famous and universally condemned Supreme<br />
Court cases <strong>in</strong> U.S. history. The Court held that enslaved Africans could never be citizens of the<br />
U.S. How did the Court attempt to justify this decision?<br />
What is the role of the Supreme Court? Why do you th<strong>in</strong>k the orig<strong>in</strong>al <strong>in</strong>tent of the found<strong>in</strong>g<br />
fathers was for it to have no legislative or enforcement powers?<br />
13th Amendment, 1865<br />
Neither slavery nor <strong>in</strong>voluntary servitude, except as a punishment for crime whereof the party<br />
shall have been duly convicted, shall exist with<strong>in</strong> the United States, or any place subject to their<br />
jurisdiction.<br />
ӹ<br />
In pla<strong>in</strong> language, what did the 13th Amendment accomplish? How does this amendment’s<br />
purpose align with Catholic teach<strong>in</strong>g?<br />
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14th Amendment, Section 1, 1868<br />
All persons born or naturalized <strong>in</strong> the United<br />
States, and subject to the jurisdiction thereof,<br />
are citizens of the United States and of the<br />
state where<strong>in</strong> they reside. No state shall make<br />
or enforce any law which shall abridge the<br />
privileges or immunities of citizens of the<br />
United States; nor shall any state deprive any<br />
person of life, liberty, or property, without due<br />
process of law; nor deny to any person with<strong>in</strong><br />
its jurisdiction the equal protection of the laws.<br />
ӹ<br />
ӹ<br />
What did this Amendment accomplish?<br />
How did this Amendment affect the Dred Scott decision?<br />
Frederick Douglass, Civil Rights Case Address, 1883<br />
Note: <strong>in</strong> this address Douglass was respond<strong>in</strong>g<br />
to the criticism that a law <strong>in</strong>tended to secure<br />
equality under the law for black Americans was<br />
an effort to legislate social equality.<br />
No man can put a cha<strong>in</strong> about the ankle of his<br />
fellow man, without at last f<strong>in</strong>d<strong>in</strong>g the other<br />
end of it fastened about his own neck….<br />
If [a Civil Rights Bill] is a Bill for social equality,<br />
so is the Declaration of Independence, which<br />
declares that all men have equal rights; so is the<br />
Sermon on the Mount, so is the Golden Rule,<br />
that commands us to do to others as we would<br />
that others should do to us; so is the Apostolic<br />
teach<strong>in</strong>g, that of one blood God has made all<br />
nations to dwell on all the face of the earth; so<br />
is the Constitution of the United States, and<br />
so are the laws and customs of every civilized<br />
country <strong>in</strong> the world.<br />
ӹ<br />
ӹ<br />
ӹ<br />
The director of the film The Ten Commandments, famously said “We cannot break the law,<br />
we only break ourselves aga<strong>in</strong>st the law.” How does this idea apply to Douglass’s statement?<br />
Angel<strong>in</strong>a Grimke’s?<br />
Does Douglass seem to th<strong>in</strong>k U.S. found<strong>in</strong>g pr<strong>in</strong>ciples are <strong>Christ</strong>ian?<br />
What would you judge to be the ma<strong>in</strong> difference between a “civilized country” and one that is<br />
uncivilized?<br />
Racism <strong>in</strong> U.S. History 103
Harper’s Weekly Cartoon by Thomas Nast, Mr. G. O’Rilla<br />
& Usual Irish Way of Do<strong>in</strong>g Th<strong>in</strong>gs, 1871<br />
ӹ<br />
ӹ<br />
What is the title of this<br />
cartoon?<br />
How does this cartoon<br />
evidence the way disliked<br />
groups of people can be<br />
dehumanized?<br />
Ida B. Wells quotation (c. 1894)<br />
The people must know before they can act, and there is no educator to compare with the press.<br />
Quoted <strong>in</strong> Selected Works of Ida B. Wells-Barnett, Oxford University Press, 1991<br />
ӹ<br />
ӹ<br />
ӹ<br />
How would you put Wells’s statement <strong>in</strong>to your own words?<br />
How did the found<strong>in</strong>g pr<strong>in</strong>ciples of free speech and press enable Wells <strong>in</strong> her efforts to end<br />
<strong>in</strong>justice?<br />
What might have gone differently if her publication had been censored as “dis<strong>in</strong>formation” by<br />
those <strong>in</strong> power who opposed her?<br />
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The Thankful Poor, 1894, Henry Ossawa Tanner<br />
ӹ<br />
Henry Ossawa<br />
Tanner is considered<br />
the first African<br />
American artist to<br />
earn <strong>in</strong>ternational<br />
acclaim. How<br />
would you describe<br />
the scene <strong>in</strong> this<br />
pa<strong>in</strong>t<strong>in</strong>g? What<br />
virtues might the<br />
artist be try<strong>in</strong>g to<br />
convey?<br />
“I Have a Dream” Address (excerpt), Dr. Mart<strong>in</strong> Luther K<strong>in</strong>g, Jr., 1963<br />
When the architects of our republic wrote the<br />
magnificent words of the Constitution and the<br />
Declaration of Independence, they were sign<strong>in</strong>g<br />
a promissory note to which every American was<br />
to fall heir. This note was a promise that all men<br />
would be guaranteed the <strong>in</strong>alienable rights of<br />
life, liberty, and the pursuit of happ<strong>in</strong>ess.<br />
It is obvious today that America has defaulted<br />
on this promissory note <strong>in</strong>sofar as her citizens<br />
of color are concerned. Instead of honor<strong>in</strong>g<br />
this sacred obligation, America has given the<br />
Negro people a bad check which has come back<br />
marked “<strong>in</strong>sufficient funds.” But we refuse to<br />
believe that the bank of justice is bankrupt.<br />
ӹ<br />
Does K<strong>in</strong>g seem to believe the Found<strong>in</strong>g Documents of the U.S. are fundamentally good, or that<br />
they are fatally flawed? Expla<strong>in</strong>.<br />
Racism <strong>in</strong> U.S. History 105
USCCB Executive Committee statement <strong>in</strong> support of the establishment of a<br />
new Ad Hoc Committee on Racism, 2017<br />
Racism has rightly been called America’s orig<strong>in</strong>al s<strong>in</strong>. It rema<strong>in</strong>s a blot on our national life and<br />
cont<strong>in</strong>ues to cause acts and attitudes of hatred….”<br />
ӹ<br />
ӹ<br />
ӹ<br />
What is Orig<strong>in</strong>al S<strong>in</strong>? What was the just punishment for Adam and Eve’s s<strong>in</strong>?<br />
Why is Orig<strong>in</strong>al S<strong>in</strong> not the end of the story for humanity? What did God offer humanity after<br />
the first s<strong>in</strong> of Adam and Eve was committed? What rema<strong>in</strong>s beh<strong>in</strong>d even after the sta<strong>in</strong> of<br />
Orig<strong>in</strong>al S<strong>in</strong> has been removed?<br />
Why do you th<strong>in</strong>k the bishops would describe racism as America’s orig<strong>in</strong>al s<strong>in</strong>? Do you agree<br />
with this assessment? Why or why not?<br />
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Homework Research Strips<br />
TEACHER RESOURCE<br />
Teacher Note:<br />
Some blank strips are <strong>in</strong>cluded so you may add additional <strong>in</strong>dividuals/events<br />
of your choice. You may wish to use the Background Essay from Lesson 7 for<br />
additional ideas.<br />
Samuel Sewall<br />
writes “The<br />
Sell<strong>in</strong>g of Joseph”<br />
______________<br />
year<br />
Commonwealth<br />
of Massachusetts<br />
v. Nathaniel<br />
______________<br />
year<br />
Jennison<br />
The Three-Fifths<br />
Compromise<br />
______________<br />
year<br />
The Declaration<br />
of Independence<br />
______________<br />
year<br />
Pennsylvania<br />
Abolition Society<br />
______________<br />
year<br />
The Northwest<br />
Ord<strong>in</strong>ance<br />
______________<br />
year<br />
James Edward<br />
Oglethorpe<br />
St. Rose Philipp<strong>in</strong>e<br />
Duchesne<br />
Benjam<strong>in</strong> Frankl<strong>in</strong><br />
___________ – ___________<br />
year year<br />
___________ – ___________<br />
year year<br />
___________ – ___________<br />
year year<br />
Thomas Pa<strong>in</strong>e<br />
writes “African<br />
Slavery <strong>in</strong><br />
America”<br />
John Qu<strong>in</strong>cy<br />
Adams & the<br />
Amistad Defense<br />
______________<br />
year<br />
______________<br />
year<br />
Dred Scott v.<br />
Sanford<br />
______________<br />
year<br />
Cherokee Nation<br />
v. Georgia<br />
______________<br />
year<br />
Angel<strong>in</strong>a Grimke<br />
___________ – ___________<br />
year year<br />
Frederick<br />
Douglass<br />
___________ – ___________<br />
year year<br />
Harriet Tubman<br />
___________ – ___________<br />
year year<br />
Ida B. Wells<br />
___________ – ___________<br />
year year<br />
Brown v. Board<br />
of Education<br />
______________<br />
year<br />
Plessy v. Ferguson<br />
______________<br />
year<br />
Racism <strong>in</strong> U.S. History 107
W.E.B. DuBois<br />
___________ – ___________<br />
year year<br />
Yick Wo v.<br />
Hopk<strong>in</strong>s<br />
______________<br />
year<br />
Rosa Parks<br />
___________ – ___________<br />
year year<br />
Thurgood<br />
Marshall<br />
___________ – ___________<br />
year year<br />
United States<br />
v. Cruikshank<br />
______________<br />
year<br />
Korematsu v. U.S.<br />
______________<br />
year<br />
Harriet Beecher<br />
Stowe<br />
___________ – ___________<br />
year year<br />
William Lloyd<br />
Garrison<br />
___________ – ___________<br />
year year<br />
Pope Gregory<br />
XVI’s In Supremo<br />
Apostolatus<br />
______________<br />
year<br />
Booker T.<br />
Wash<strong>in</strong>gton<br />
___________ – ___________<br />
year year<br />
Pope Paul III’s<br />
Sublimis Deus<br />
______________<br />
year<br />
Pope Leo XIII’s<br />
Catholicae<br />
Ecclesiae<br />
______________<br />
year<br />
Servant of God<br />
Augustus Tolton<br />
Pope Nicholas V’s<br />
Dum Diversas<br />
___________ – ___________<br />
year year<br />
______________<br />
year<br />
Pope Eugene IV’s<br />
Sicut Dudum,<br />
“Aga<strong>in</strong>st the<br />
Enslav<strong>in</strong>g of Black<br />
Natives from the<br />
Canary Islands”<br />
______________<br />
year<br />
Lov<strong>in</strong>g v. Virg<strong>in</strong>ia<br />
______________<br />
year<br />
St. Kathar<strong>in</strong>e<br />
Drexel<br />
___________ – ___________<br />
year year<br />
Brothers and<br />
Sisters to Us<br />
______________<br />
year<br />
Regents of the<br />
University of<br />
California v. Bakke<br />
______________<br />
year<br />
Pope John XXIII’s<br />
Pacem <strong>in</strong> Terris<br />
______________<br />
year<br />
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Found<strong>in</strong>g Documents Timel<strong>in</strong>e<br />
TEACHER RESOURCE<br />
Document/Year Date and Explanation Key Question Notes<br />
The Declaration of<br />
Independence<br />
The Cont<strong>in</strong>ental Congress asserted<br />
that all men are created equal, and<br />
have <strong>in</strong>alienable rights. Therefore,<br />
no one is born with the right to rule<br />
over others.<br />
The U.S.<br />
Constitution (1789)<br />
The Constitution acknowledged the<br />
enslaved as “persons.”<br />
Congress could not outlaw the<br />
<strong>in</strong>ternational slave trade until 1808<br />
(which it did).<br />
The Constitution allowed slave states<br />
to count 3/5ths of their enslaved<br />
populations towards representation<br />
<strong>in</strong> Congress.<br />
The 13th<br />
Amendment (1865)<br />
Banned slavery <strong>in</strong> the U.S.<br />
The 14th<br />
Amendment (1868)<br />
Granted citizenship to former slaves,<br />
banned states from deny<strong>in</strong>g due<br />
process or equal protection under<br />
the law.<br />
The 15th<br />
Amendment (1870)<br />
Protected the right of black men to<br />
vote.<br />
The 24th<br />
Amendment (1964)<br />
Banned states from deny<strong>in</strong>g the vote<br />
to people who failed to pay a poll tax.<br />
Racism <strong>in</strong> U.S. History 109
Answer Key<br />
Handout A: Golden Rule<br />
1. Accept reasoned answers.<br />
2. Accept reasoned answers. Rockwell is typically associated with classic, wholesome imagery<br />
depict<strong>in</strong>g everyday life of Americans.<br />
3. Because the idea of equality of all persons spread to many places across the globe <strong>in</strong> large part<br />
due to America’s example. The U.S.’s experience of racism is not new.<br />
4. “Do to others whatever you would have them do to you. This is the law and the prophets.”<br />
Matthew 7:12. The Golden Rule, put simply, is to treat others as you wish to be treated.<br />
5. We can see direct references to feed<strong>in</strong>g the hungry (figures hold<strong>in</strong>g bowls), pray<strong>in</strong>g for the<br />
liv<strong>in</strong>g and the dead (several people are shown pray<strong>in</strong>g, <strong>in</strong>clud<strong>in</strong>g some with rosary beads), and<br />
<strong>in</strong>struct<strong>in</strong>g the ignorant (school children with books). Students may see echoes of cloth<strong>in</strong>g the<br />
naked, comfort<strong>in</strong>g the afflicted, or counsel<strong>in</strong>g the doubtful among others. As the audience we<br />
might feel comforted by this image which shows us the brotherhood of mank<strong>in</strong>d.<br />
6. We would not want to be treated harshly or excluded because of our ethnicity or race, and we<br />
should not subject others to this k<strong>in</strong>d of treatment. Jesus loved and prayed for those who hated<br />
Him, and forgave those who crucified Him, tell<strong>in</strong>g the Father that they knew not what they did.<br />
In other words, He forgave us while we were still enemies.<br />
7. Because all people have equal dignity, and a common dest<strong>in</strong>y — we are all called to salvation <strong>in</strong><br />
<strong>Christ</strong>.<br />
Handout B: Research Charts<br />
Please use the key from Teacher Resource: Homework Research Strips for this worksheet.<br />
Handout C: Racism <strong>in</strong> the U.S. M<strong>in</strong>i-DBQ<br />
1 John 3:15<br />
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Hate is ak<strong>in</strong> to murder; hatred breaks the Fifth Commandment.<br />
Catechism of the Catholic Church, Nos 1934-5, 2262<br />
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Because we are all created <strong>in</strong> the image of God; we have the same nature, orig<strong>in</strong>, and dest<strong>in</strong>y.<br />
Declaration of Independence (excerpt), 1776<br />
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The Declaration’s statement aligns with Catholic teach<strong>in</strong>g.<br />
A monarchy. Monarchy rests on the idea that some people are born with the natural power to rule<br />
over others.<br />
Appeal to the <strong>Christ</strong>ian Women of the South (excerpt), Angel<strong>in</strong>a Grimke, 1836<br />
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Because it is unnatural and a violation of God’s law.<br />
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Dred Scott v. Sanford, 1857<br />
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By say<strong>in</strong>g they were not considered to be citizens at the time the Constitution was ratified, and by<br />
stat<strong>in</strong>g that they were an <strong>in</strong>ferior class of be<strong>in</strong>gs.<br />
To <strong>in</strong>terpret laws <strong>in</strong> light of the Constitution. Accept reasoned answers.<br />
13th Amendment, 1865<br />
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It banned slavery <strong>in</strong> the U.S. This aligns with Catholic teach<strong>in</strong>g on the equal dignity of all persons<br />
and the encyclicals and Papal Bulls issued on slavery <strong>in</strong> the New World (from the warm-up).<br />
14th Amendment, Section 1, 1868<br />
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Granted citizenship to former slaves, banned states from depriv<strong>in</strong>g persons of due process or<br />
equal protection. It overruled the Dred Scott decision s<strong>in</strong>ce the Supreme Court must follow the<br />
Constitution.<br />
Frederick Douglass, Civil Rights Case Address, 1883<br />
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Accept reasoned answers, but all three agree that s<strong>in</strong> hurts the person who commits the s<strong>in</strong> as well<br />
as the persons he harms through his s<strong>in</strong>.<br />
He does seem to th<strong>in</strong>k so.<br />
Encourage students to focus on how civilized societies are marked by respect for the rights and<br />
dignity of all persons, and respect for the rule of law.<br />
Harper’s Weekly Cartoon by Thomas Nast, “Mr. G. O’Rilla & Usual Irish Way of Do<strong>in</strong>g Th<strong>in</strong>gs,” 1871<br />
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Mr. G. O’Rilla & Usual Irish Way of Do<strong>in</strong>g Th<strong>in</strong>gs<br />
The Irishman is depicted as a monkey. The title of this cartoon likens the Irish to gorillas. When we<br />
dehumanize persons, it becomes easier <strong>in</strong> our m<strong>in</strong>ds to hurt them.<br />
Ida B. Wells quotation (c. 1894)<br />
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You have to know about an <strong>in</strong>justice before you can act to correct it, and the press is the best way<br />
to <strong>in</strong>form and educate people.<br />
Wells exercised her right to freedom of speech and press <strong>in</strong> order to open people’s eyes to the terror<br />
of lych<strong>in</strong>g.<br />
If an outside authority is able to determ<strong>in</strong>e what is “mis<strong>in</strong>formation,” they can easily abuse that<br />
power. Many would have have never even known about lynch<strong>in</strong>g.<br />
The Thankful Poor, 1894, Henry Ossawa Tanner<br />
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The pa<strong>in</strong>t<strong>in</strong>g shows a peaceful moment of prayer before meals be<strong>in</strong>g shared by a father or<br />
grandfather and child. You may wish to po<strong>in</strong>t out the <strong>in</strong>timacy and simplicity of the scene, the love<br />
of family, the humble meal about to be shared, and/or the moment of prayer. The pa<strong>in</strong>t<strong>in</strong>g (and its<br />
title) communicate virtues of faith, gratitude, humility, and love.<br />
“I Have a Dream” Address (excerpt), Dr. Mart<strong>in</strong> Luther K<strong>in</strong>g, Jr., 1963<br />
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He believes they are good, but that the U.S. has failed to live up to them.<br />
Racism <strong>in</strong> U.S. History 111
USCCB Executive Committee statement <strong>in</strong> support of the establishment of a new Ad Hoc<br />
Committee on Racism, 2017<br />
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The state of human nature deprived of God’s grace, after the s<strong>in</strong> of Adam and Eve. It’s just<br />
punishment is eternal separation from God.<br />
Because God promised humanity a Savior–Jesus <strong>Christ</strong>. Jesus gave Himself for our s<strong>in</strong>s and has<br />
opened Heaven to us.<br />
Accept reasoned answers.<br />
Teacher Resource: Homework Research Strips<br />
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Samuel Sewall writes “The Sell<strong>in</strong>g of Joseph,” 1700, First anti-slavery tract <strong>in</strong> the colonies<br />
Commonwealth of Massachusetts v. Nathaniel Jennison, 1783, Massachsuetts court decision<br />
which outlawed slavery <strong>in</strong> Massachusetts<br />
The Three-Fifths Compromise, 1787, As a result of a compromise at the Constitutional<br />
Convention, the Constitution allowed allowed Southern states to count 3/5ths of their slaves<br />
populations towards federal representation, thereby grant<strong>in</strong>g slave states less power <strong>in</strong> Congress<br />
than they were demand<strong>in</strong>g.<br />
The Declaration of Independence, 1776, Declaration issued by the Cont<strong>in</strong>ental Congress<br />
separat<strong>in</strong>g the British colonies from England, and express<strong>in</strong>g the then-radical idea that all people<br />
are created equal.<br />
Pennsylvania Abolition Society, 1775, First anti-slavery society <strong>in</strong> the 13 colonies<br />
The Northwest Ord<strong>in</strong>ance, 1787, Law passed by the Confederation Congress for governance of the<br />
Northwest Territories. It banned slavery there<strong>in</strong> and called for the “utmost good faith” <strong>in</strong> relations<br />
with Native Americans.<br />
James Edward Oglethorpe, 1696-1785, Founder of the colony of Georgia; he refused to allow<br />
slavery there.<br />
Thomas Pa<strong>in</strong>e writes “African Slavery <strong>in</strong> America”, 1775, Early anti-slavery tract by a prom<strong>in</strong>ent<br />
found<strong>in</strong>g father<br />
St. Rose Philipp<strong>in</strong>e Duchesne (1769-1852), Religious sister who served the Native peoples of the<br />
American Midwest.<br />
John Qu<strong>in</strong>cy Adams & the Amistad Defense, 1841, Adams (after his term as the sixth president of<br />
the U.S. had ended) argued that captured men aboard the slave ship Amistad were free.<br />
Benjam<strong>in</strong> Frankl<strong>in</strong> ( 1706-1790), First President of the Pennsylvania Abolition Society, the first<br />
anti-slavery society <strong>in</strong> the 13 colonies<br />
Cherokee Nation v. Georgia, 1831, The Supreme Court let stand Georgia laws that stripped the<br />
Cherokee of their rights and property<br />
Dred Scott v. Sanford, 1857, The U.S. Supreme Court ruled that enslaved people could never be<br />
citizens.<br />
Frederick Douglass (1818-1895), Great author and orator who helped open peoples’ eyes to the<br />
horrors of slavery<br />
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Angel<strong>in</strong>a Grimké (1805-1879), South Carol<strong>in</strong>a abolitionist writer and speaker, among the first<br />
women to speak <strong>in</strong> public aga<strong>in</strong>st slavery.<br />
Ida B. Wells (1862-1931), Influential journalist who brought national attention to the crime of<br />
lynch<strong>in</strong>g.<br />
Harriet Tubman (1820-1913), Lead<strong>in</strong>g abolitionist and former slave who helps hundreds escape to<br />
freedom via the Underground Railroad.<br />
Plessy v. Feurgeson, 1896, The U.S. Supreme Court ruled that separate but equal public<br />
accommodations for blacks and whites were constitutional.<br />
Brown v. Board of Education, 1954 and Brown II, 1955, The U.S. Supreme Court Court ruled that<br />
segregation <strong>in</strong> public schools violated the Equal Protection Clause of the 14th Amendment, and<br />
schools had to <strong>in</strong>tegrate with all deliberate speed.<br />
Yick Wo v. Hopk<strong>in</strong>s, 1886, The U.S. Supreme Court ruled that unequal enforcement of general laws<br />
violated the Equal Protection Clause of the 14th Amendment.<br />
W.E.B. DuBois (1868-1963), American author, the first black person to earn a PhD from Harvard;<br />
one of the founders of the National Association for the Advancement of Colored People (NAACP).<br />
Thurgood Marshall (1908-1993), Chief counsel of the NAACP who argued Brown before the U.S.<br />
Supreme Court, and first black Justice of the United States.<br />
Rosa Parks (1913-2005), Activist best known for her role <strong>in</strong> the Montgomery bus boycott–she<br />
refused to give up her seat to a white man.<br />
Korematsu v. U.S., 1944, The U.S. Supreme Court held that forced <strong>in</strong>ternment of Japanese<br />
Americans dur<strong>in</strong>g WWII was constitutional.<br />
United States v. Cruikshank, 1876, The U.S. Supreme Court ruled that the 14th Amendment did not<br />
prohibit states from disarm<strong>in</strong>g black citizens.<br />
William Lloyd Garrison (1805-1879), Influential abolitionist, publisher of The Liberator<br />
Harriet Beecher Stowe (1811-1896), Connecticut author of Uncle Tom’s Cab<strong>in</strong>, a best-sell<strong>in</strong>g novel<br />
which brought the horrors of slavery to a nationwide audience.<br />
Booker T. Wash<strong>in</strong>gton (1856-1915), Author of Up From Slavery, lead<strong>in</strong>g civil rights activist,<br />
author, and orator.<br />
Pope Gregory XVI’s In Supremo Apostolatus, 1839, Papal Bull that condemned slavery and all the<br />
unjust practices associated with it.<br />
Pope Leo XIII’s Catholicae Ecclesiae, 1890, Encyclcial that condemned slavery and affirmed that<br />
the love of the Church embraces all people.<br />
Pope Paul III’s Sublimis Deus, 1537, Papal Bull that asserted that slavery was of the devil;<br />
<strong>in</strong>digenous people of the Americas were not to be deprived of their liberty or property<br />
Pope Eugene IV’s Sicut Dudum, 1435 “Aga<strong>in</strong>st the Enslav<strong>in</strong>g of Black Natives from the Canary<br />
Islands,” Papal Bull that rebuked slaveholders and set a penalty of excommunication for those who<br />
did not free their slaves.<br />
Racism <strong>in</strong> U.S. History 113
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Venerable Augustus Tolton (1854-1897), Born <strong>in</strong>to slavery, the first black man to be orda<strong>in</strong>ed a<br />
priest <strong>in</strong> the U.S.<br />
St. Kathar<strong>in</strong>e Drexel (1858-1955), Religious sister who stablished 63 schools and 50 missions for<br />
Native Americans and 50 schools for African Americans, <strong>in</strong>clud<strong>in</strong>g the first Catholic university <strong>in</strong><br />
the U.S. for African Americans.<br />
Nicholas V’s Dum Diversas (1452), Papal Bull that granted apostolic permission for the k<strong>in</strong>gs<br />
of Spa<strong>in</strong> and Portugal to conquer Saracens (Muslims) and pagans <strong>in</strong> African lands and impose<br />
“perpetual servitude,” thereby legitimiz<strong>in</strong>g slavery.<br />
Regents of the University of California v. Bakke (1978), The U.S. Supreme Court ruled that public<br />
universities could consider race <strong>in</strong> admissions but quotas were unconstitutional<br />
Lov<strong>in</strong>g v. Virg<strong>in</strong>ia (1967), The Court ruled that laws bann<strong>in</strong>g <strong>in</strong>terracial marriage violated the<br />
Equal Protection Clause of the 14th Amendment.<br />
Pope John XXIII’s Pacem <strong>in</strong> Terris (1963), Encyclical that affirmed Catholic teach<strong>in</strong>g that all men<br />
are equal <strong>in</strong> natural dignity.<br />
Brothers and Sisters to Us (1979), Pastoral Letter of the USCCB on Racism on the need to address<br />
racism and its connection to economic <strong>in</strong>justice.<br />
Open Wide Our Hearts: The Endur<strong>in</strong>g Call to Love (2018), Pastoral Letter of the USCCB on Racism<br />
and the endur<strong>in</strong>g call to love.<br />
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Racism and Solidarity<br />
LESSON 9<br />
Suggested age level: Ages 14 and up<br />
Learn<strong>in</strong>g Goals<br />
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Solidarity is a unit<strong>in</strong>g pr<strong>in</strong>ciple <strong>in</strong> society by which<br />
people bear each other’s suffer<strong>in</strong>gs together, make<br />
sure that material th<strong>in</strong>gs such as food, cloth<strong>in</strong>g,<br />
and other resources are distributed justly, and<br />
most importantly, share spiritual goods such as<br />
prayer and penance.<br />
When the time came to end segregation <strong>in</strong> Little<br />
Rock, AR, the Central High School community did<br />
not respond <strong>in</strong> solidarity with the Little Rock N<strong>in</strong>e.<br />
The students known as the Little Rock N<strong>in</strong>e<br />
displayed great courage <strong>in</strong> their decision to attend<br />
Central High School.<br />
Charity is the greatest social commandment.<br />
We can f<strong>in</strong>d true peace only <strong>in</strong> <strong>Christ</strong>.<br />
Connection to the<br />
Catechism of the<br />
Catholic Church<br />
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ӹ CCC 1939–1941<br />
Key Questions<br />
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What is solidarity?<br />
When we have hurt God, ourselves, and others through<br />
s<strong>in</strong>, what does He want for us?<br />
How can practic<strong>in</strong>g solidarity promote justice <strong>in</strong> society?<br />
BIBLICAL TOUCHSTONES<br />
Do not be conquered by evil but<br />
conquer evil with good.<br />
from ROMANS 12:21<br />
Love is patient, love is k<strong>in</strong>d. It is not jealous,<br />
[love] is not pompous, it is not <strong>in</strong>flated, it is not<br />
rude, it does not seek its own <strong>in</strong>terests, it is not<br />
quick-tempered, it does not brood over <strong>in</strong>jury,<br />
it does not rejoice over wrongdo<strong>in</strong>g but rejoices<br />
with the truth. It bears all th<strong>in</strong>gs, believes all<br />
th<strong>in</strong>gs, hopes all th<strong>in</strong>gs, endures all th<strong>in</strong>gs.<br />
from 1 CORINTHIANS 13:4-7<br />
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Lesson Plan<br />
Materials<br />
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Handout A: Background<br />
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Handout C: A Spiritual Reflection<br />
Essay — Racism and Solidarity<br />
on Solidarity<br />
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Handout B: The Heroism of the<br />
Little Rock N<strong>in</strong>e<br />
Background/Homework<br />
Have students read Handout A: Background Essay — Racism and Solidarity and answer the<br />
reflection questions.<br />
Open<strong>in</strong>g Prayer<br />
Beg<strong>in</strong> class with the follow<strong>in</strong>g prayer.<br />
Lord, we ask you to open our hearts and fill them with the light of your love. Sh<strong>in</strong>e a light on<br />
any prejudiced feel<strong>in</strong>gs, especially any we are hang<strong>in</strong>g onto deliberately, and cleanse them from<br />
our hearts. Help us overcome the hurts we have felt, and fill our hearts with your merciful love<br />
to help us forgive as you do.<br />
Warm-Up<br />
A. Write on the board the follow<strong>in</strong>g quotation:<br />
“We must take sides. Neutrality helps the oppressor, never the victim. Silence encourages<br />
the tormentor, never the tormented. Sometimes we must <strong>in</strong>terfere. When human lives are<br />
endangered, when human dignity is <strong>in</strong> jeopardy, national borders and sensitivities become<br />
irrelevant. Wherever men and women are persecuted because of their race, religion, or<br />
political views, that place must - at that moment - become the center of the universe.”<br />
— Ellie Weisel<br />
B. Ask the class if they have heard this idea before, and to put it <strong>in</strong> their own words.<br />
C. Then share the def<strong>in</strong>ition of solidarity: (n.): A unit<strong>in</strong>g pr<strong>in</strong>ciple <strong>in</strong> society by which people bear<br />
each other’s suffer<strong>in</strong>gs together, make sure that material th<strong>in</strong>gs such as food, cloth<strong>in</strong>g, and<br />
other resources are distributed justly, and most importantly, share spiritual goods such as<br />
prayer and penance. Solidarity is a direct demand of <strong>Christ</strong>ian brotherhood.<br />
D. Expla<strong>in</strong> that fail<strong>in</strong>g to speak up when human life and dignity are <strong>in</strong> jeopardy allows those who<br />
are committ<strong>in</strong>g the oppression to cont<strong>in</strong>ue unh<strong>in</strong>dered. We should speak out when we see<br />
<strong>in</strong>justice, or we are, <strong>in</strong> a very real sense, fail<strong>in</strong>g to do the bare m<strong>in</strong>imum to stop it. Yet speech<br />
is not enough. We have a <strong>Christ</strong>ian duty not just to say words, but to take concrete action that<br />
must <strong>in</strong>evitably put our own safety at risk. As <strong>Christ</strong>ians, Jesus calls us not to “speak out,” but to<br />
lay down our very lives for our friends.<br />
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LESSON PLAN<br />
Activity<br />
A. Before show<strong>in</strong>g students, preview the 16-m<strong>in</strong>ute video “The Little Rock N<strong>in</strong>e Come Face-To-<br />
Face With Their Tormentors.” Note that the N-word is spoken (<strong>in</strong> a quote, at approx 4:30-4:36) <strong>in</strong><br />
this video. The video focuses on an attempt to br<strong>in</strong>g forgiveness and heal<strong>in</strong>g. If you do not wish to<br />
present this video please skip to Step B.<br />
SophiaOnl<strong>in</strong>e.org/LittleRock9<br />
Discuss the follow<strong>in</strong>g questions:<br />
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One of the Central High students says, “I knew it was wrong, I was only 15 but I knew at the<br />
time what I was do<strong>in</strong>g was wrong”. How does this example show the importance of listen<strong>in</strong>g<br />
to our consciences when mak<strong>in</strong>g decisions? Our consciences, if properly formed, can help us<br />
avoid s<strong>in</strong> if we listen to its prompt<strong>in</strong>gs. It is God’s voice <strong>in</strong> our heart.<br />
Do you th<strong>in</strong>k the apologies offered <strong>in</strong> this segment were satisfactory to the Little Rock<br />
N<strong>in</strong>e? Accept reasoned answers.<br />
One of the Little Rock N<strong>in</strong>e mentions to Oprah that the bulk of students at Central<br />
High School “did noth<strong>in</strong>g.” How does this relate to the Weisel quote? To world history?<br />
Throughout history, the vast majority of people do not risk their own safety <strong>in</strong> order to stand<br />
aga<strong>in</strong>st <strong>in</strong>justice. If more people had been will<strong>in</strong>g to stand up to those who were treat<strong>in</strong>g them<br />
badly, the mistreatment may have stopped.<br />
In what ways would the experience of the Little Rock N<strong>in</strong>e have been different if the<br />
students and faculty had practiced solidarity with them? We cannot know for sure, but at<br />
the very least they would not have felt so alone, they would have felt loved <strong>in</strong>stead of shunned.<br />
Even more, with national attention focused on Little Rock, the course of history may have been<br />
changed.<br />
B. And/or preview and then show the 5-m<strong>in</strong>ute video “Book Trailer: Elizabeth and Hazel: Two<br />
Women of Little Rock, by David Margolick”:<br />
SophiaOnl<strong>in</strong>e.org/ElizabethandHazel<br />
Discuss the follow<strong>in</strong>g questions:<br />
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What do you th<strong>in</strong>k was go<strong>in</strong>g through Elizabeth’s m<strong>in</strong>d on her way to school? How do you<br />
th<strong>in</strong>k she was feel<strong>in</strong>g? Do you th<strong>in</strong>k you could have shown such tremendous courage <strong>in</strong><br />
the face of such obstacles? She was certa<strong>in</strong>ly feel<strong>in</strong>g alone, afraid, threatened, and so forth.<br />
Accept reasoned answers.<br />
Why do you th<strong>in</strong>k the picture of Hazel, her face twisted <strong>in</strong> anger, was so significant? What<br />
effect did it have? It was a sign to the world of the ugl<strong>in</strong>ess of hatred. It presented a picture of<br />
racism that was impossible to deny, a sign that could not be ignored.<br />
Were you surprised to hear that Hazel would lie awake at night, th<strong>in</strong>k<strong>in</strong>g about Elizabeth?<br />
Why is it not surpris<strong>in</strong>g at all? Her conscience was caus<strong>in</strong>g her to feel guilt for behav<strong>in</strong>g <strong>in</strong><br />
Racism and Solidarity<br />
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LESSON PLAN<br />
such a s<strong>in</strong>ful manner that caused another human be<strong>in</strong>g so much hurt. God’s law is written<br />
on our hearts, we cannot harm others without harm<strong>in</strong>g ourselves.<br />
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How would our own moral lives be different if we were captured on film at our worst<br />
moments? Accept reasoned answers.<br />
In what ways would the experience of the Little Rock N<strong>in</strong>e have been different if the<br />
students and faculty had practiced solidarity with them? We cannot know for sure, but<br />
at the very least they would not have felt so alone, they would have felt loved <strong>in</strong>stead of<br />
shunned. Even more, with national attention focused on Little Rock, the course of history<br />
may have been changed.<br />
C. F<strong>in</strong>ally, preview and then show the 9-m<strong>in</strong>ute video “Little Rock N<strong>in</strong>e Member Looks Back At<br />
Integrat<strong>in</strong>g White High School In 1957 | Megyn Kelly TODAY”:<br />
SophiaOnl<strong>in</strong>e.org/Beals<br />
ӹ The Little Rock N<strong>in</strong>e were 9 black students compared to how many white students? 1800<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
What differences does Melba Petillo Beals describe between her school and Central<br />
High School? She describes the immense structure of Central High School compared to her<br />
small school with broken furniture and few resources.<br />
What happened to the Little Rock N<strong>in</strong>e that Beals did not expect? What did she f<strong>in</strong>d<br />
hardest to deal with? She expla<strong>in</strong>s that she expected to be disliked a first as an outsider<br />
but did not expect the <strong>in</strong>credible hostility they faced. She expla<strong>in</strong>s she could deal with the<br />
name call<strong>in</strong>g and mean comments but the hitt<strong>in</strong>g/physical assaults were <strong>in</strong>tolerable.<br />
How does Beals seem to have responded spiritually to what happened to her? She seems<br />
to be at peace with what happened. We cannot know her heart, but she seems to have<br />
forgiven her tormentors.<br />
In what ways would the experience of the Little Rock N<strong>in</strong>e have been different if the<br />
students and faculty had practiced solidarity with them? We cannot know for sure, but<br />
at the very least they would not have felt so alone, they would have felt loved <strong>in</strong>stead of<br />
shunned. Even more, with national attention focused on Little Rock, the course of history<br />
may have been changed.<br />
D. Give students time to answer the questions on Handout C: The Heroism of the Little Rock<br />
N<strong>in</strong>e <strong>in</strong>dividually.<br />
E. Close by recall<strong>in</strong>g how Little Rock N<strong>in</strong>e member Melba Beals described pray<strong>in</strong>g the Lord’s<br />
Prayer as she walked up the stairs of her school build<strong>in</strong>g to escape torment. To end this part<br />
of the lesson, say together as a class the Lord’s Prayer.<br />
Wrap-Up<br />
Have students journal a response on Handout D: A Spiritual Reflection on Solidarity.<br />
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HANDOUT A<br />
Background Essay — Racism and Solidarity<br />
Directions:<br />
Read the essay and answer the reflection questions.<br />
Dr. Mart<strong>in</strong> Luther K<strong>in</strong>g Jr. is famous for<br />
say<strong>in</strong>g that <strong>in</strong>justice anywhere is a threat<br />
to justice everywhere. Less than a century<br />
earlier, Frederick Douglass had noted that it is<br />
impossible to place a cha<strong>in</strong> around our fellow<br />
man without f<strong>in</strong>d<strong>in</strong>g that cha<strong>in</strong> around our own<br />
neck.<br />
Both of these <strong>Christ</strong>ian men were express<strong>in</strong>g<br />
the idea of solidarity. Solidarity is a strong<br />
unity of will and recognition of human dignity<br />
between the members of a community; it is<br />
one of the key pr<strong>in</strong>ciples of Catholic Social<br />
Teach<strong>in</strong>g. It means that though we are all<br />
<strong>in</strong>dividuals; we are all members of one body.<br />
What happens to one affects all — when one<br />
part suffers, we all suffer; we are called to share<br />
material goods and, especially, spiritual goods.<br />
The pr<strong>in</strong>ciple of solidarity is another word for<br />
friendship or charity, <strong>in</strong> the traditional sense of<br />
these words (CCC 1939). In the ancient world,<br />
Aristotle spoke of the importance of political<br />
friendship. This concept asserts that citizens<br />
should be jo<strong>in</strong>ed by a common love and will for<br />
the good of the community. When a community<br />
experiences this unity of will, it is strong and<br />
resilient. Solidarity is the <strong>Christ</strong>ian perfection<br />
of this concept, and it stresses the importance<br />
of valu<strong>in</strong>g every member of global society as<br />
equal <strong>in</strong> dignity and worthy of our love.<br />
Note that solidarity <strong>in</strong>volves our will — choos<strong>in</strong>g<br />
to act — and is not just a feel<strong>in</strong>g. Pope St. John<br />
Paul II expla<strong>in</strong>ed: “[Solidarity] is not a feel<strong>in</strong>g<br />
of vague compassion or shallow distress at the<br />
misfortunes of so many people, both near and<br />
far. On the contrary, it is a firm and persever<strong>in</strong>g<br />
determ<strong>in</strong>ation to commit oneself to the<br />
common good; that is to say to the good of all<br />
and of each <strong>in</strong>dividual, because we are all really<br />
responsible for all. This determ<strong>in</strong>ation is based<br />
on the solid conviction that what is h<strong>in</strong>der<strong>in</strong>g<br />
full development is that desire for profit and that<br />
thirst for power” (Sollicitudo Rei Socialis 38).<br />
Solidarity is a key pr<strong>in</strong>ciple for a Catholic<br />
response to racism because, when it is<br />
practiced, we see others as another self. Jesus<br />
taught us to love our neighbor as ourselves, and<br />
to love one another as He has loved us; With<br />
this teach<strong>in</strong>g He was perfect<strong>in</strong>g the Golden<br />
Rule, and He showed us what it looks like when<br />
we love our neighbor as God loves us.<br />
When we do not practice solidarity, we forget<br />
that we are all one human family. In 1939,<br />
Pope Pius XII wrote <strong>in</strong> Summi Pontificatus,<br />
of the error of “forgetfulness of that law of<br />
human solidarity and charity which is dictated<br />
and imposed by our common orig<strong>in</strong> and by<br />
the equality of rational nature <strong>in</strong> all men,<br />
to whatever people they belong, and by the<br />
redeem<strong>in</strong>g Sacrifice offered by Jesus <strong>Christ</strong> on<br />
the Altar of the Cross to His Heavenly Father<br />
on behalf of s<strong>in</strong>ful mank<strong>in</strong>d….The Apostle of the<br />
Gentiles later on makes himself the herald of<br />
this truth which associates men as brothers <strong>in</strong><br />
one great family…” (35-37).<br />
Solidarity means we cannot treat certa<strong>in</strong><br />
<strong>in</strong>dividuals or groups as superior. The<br />
cultivation of solidarity has many dimensions<br />
to it <strong>in</strong> addition to race and ethnicity, for<br />
example: “solidarity of the poor among<br />
themselves, between rich and poor, of workers<br />
Racism and Solidarity 119
among themselves, between employers and<br />
employees <strong>in</strong> a bus<strong>in</strong>ess, solidarity among<br />
nations and peoples. International solidarity is<br />
a requirement of the moral order; world peace<br />
depends <strong>in</strong> part upon this” (CCC 1941). In other<br />
words, everyone is responsible for overcom<strong>in</strong>g<br />
whatever prejudices, social barriers, and<br />
fears alienate people from full participation<br />
<strong>in</strong> the social order. Solidarity is a personal<br />
commitment that each person must make to<br />
build up the bonds of unity and love <strong>in</strong> social<br />
relations. Love is to will the good of another,<br />
and solidarity represents this commitment to<br />
love our neighbor not merely <strong>in</strong> affection and<br />
sentiment but also by actions that lead to the<br />
good of all, especially the most vulnerable.<br />
Solidarity does not mean we lose our<br />
unique identities or that we do not have a<br />
responsibility to care <strong>in</strong> a special way for<br />
our own families and communities. Lov<strong>in</strong>g<br />
our country, ethnicity, or local community is<br />
important, and we should take responsibility<br />
for our own, but the call to solidarity requires<br />
us to strive for friendship with all. “Solidarity<br />
helps us to see the ‘other’— whether a person,<br />
people or nation — not just as some k<strong>in</strong>d of<br />
<strong>in</strong>strument, with a work capacity and physical<br />
strength to be exploited at low cost and then<br />
discarded when no longer useful, but as our<br />
‘neighbor,’ a ‘helper’ (cf. Gen. 2:18–20), to be<br />
made a sharer, on a par with ourselves, <strong>in</strong> the<br />
banquet of life to which all are equally <strong>in</strong>vited<br />
by God” (Sollicitudo Rei Socialis 39).<br />
Frederick Douglass wrote and spoke extensively<br />
about the pr<strong>in</strong>ciple of solidarity.<br />
The USCCB writes on the pr<strong>in</strong>ciple of solidarity<br />
<strong>in</strong> Open Wide Our Hearts: “Once “we have come<br />
to the conviction that one died for all” — and<br />
not just for ourselves — then “the love of <strong>Christ</strong><br />
impels us” to see others as our brothers and<br />
sisters (2 Cor 5:14). For, “if [one] part suffers, all<br />
the parts suffer with it; if one part is honored,<br />
all the parts share its joy” (1 Cor 12:26). It is the<br />
love of <strong>Christ</strong> that b<strong>in</strong>ds together the Church,<br />
and this love reaches out beyond the Church to<br />
all peoples.”<br />
Reflection Questions<br />
1. How would you put the def<strong>in</strong>ition of solidarity <strong>in</strong> your own words?<br />
2. Why is it important that solidarity is not merely “vague compassion or shallow distress”?<br />
3. Why do we have a special obligation to help the most vulnerable <strong>in</strong> our society?<br />
4. In Caritas <strong>in</strong> Veritate, Pope Benedict writes, “The development of peoples depends, above all, on<br />
a recognition that the human race is a s<strong>in</strong>gle family work<strong>in</strong>g together <strong>in</strong> true communion, not<br />
simply a group of subjects who happen to live side by side” (53). To what extent do you live this<br />
teach<strong>in</strong>g out? What can you do to <strong>in</strong>ternalize it more strongly?<br />
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HANDOUT B<br />
The Heroism of the Little Rock N<strong>in</strong>e<br />
Directions:<br />
Respond to the questions after watch<strong>in</strong>g the video(s).<br />
Questions<br />
1. What stood out to you the most <strong>in</strong> the video(s) you watched about the experience of the Little<br />
Rock N<strong>in</strong>e?<br />
2. Why do you th<strong>in</strong>k more people did not <strong>in</strong>terpose themselves between the Little Rock N<strong>in</strong>e and<br />
their tormentors?<br />
3. In what ways would the experience of the Little Rock N<strong>in</strong>e have been different if the students<br />
and faculty had practiced solidarity with them?<br />
4. When we have hurt God, ourselves, and others through s<strong>in</strong>, what does He want for us?<br />
5. Have you ever received an apology on behalf of someone else? (E.g. a friend tells you that<br />
another friend is sorry for someth<strong>in</strong>g.) Why is that less than satisfy<strong>in</strong>g?<br />
6. As Catholics, we are called to offer penance for s<strong>in</strong>ners -- <strong>in</strong> other words, <strong>in</strong> reparation for<br />
s<strong>in</strong>s we did not personally commit. If this is so, then why can’t you go to confession, confess<br />
someone else’s s<strong>in</strong>, and receive forgiveness for that person?<br />
7. What is the only way we may f<strong>in</strong>d peace after a deep hurt? What if the person who hurt us is<br />
never sorry? What if they apologize but still make excuses? F<strong>in</strong>ally, even if they are genu<strong>in</strong>ely<br />
sorry, is hear<strong>in</strong>g their apology always enough to f<strong>in</strong>d peace? What else is needed?<br />
8. What special challenges do you th<strong>in</strong>k come with years of deep hurts from numerous, often<br />
anonymous people? Or with family hurts committed and experienced by people no longer<br />
liv<strong>in</strong>g? How is reconciliation possible?<br />
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HANDOUT C<br />
A Spiritual Reflection on Solidarity<br />
Directions:<br />
Read over the selections below <strong>in</strong> light of solidarity. Which stands out to you most at<br />
this po<strong>in</strong>t <strong>in</strong> your life, and why? What do you th<strong>in</strong>k God wants you to learn from this<br />
passage?<br />
St. Maximos the Confessor<br />
He who busies himself with the s<strong>in</strong>s of others or judges his brother on suspicion, has not yet even<br />
begun to repent or to exam<strong>in</strong>e himself so as to discover his own s<strong>in</strong>s.<br />
St. Francis of Paola<br />
Pardon one another so that later on you will not remember the <strong>in</strong>jury. The recollection of an <strong>in</strong>jury<br />
is itself wrong. It adds to our anger, nurtures our s<strong>in</strong>, and hates what is good. It is a rusty arrow and<br />
poison for the soul. It puts all virtue to flight.<br />
CCC 1889<br />
Without the help of grace, men would not know how “to discern the often narrow path between<br />
the cowardice which gives <strong>in</strong> to evil, and the violence which under the illusion of fight<strong>in</strong>g evil only<br />
makes it worse.”13 This is the path of charity, that is, of the love of God and of neighbor. Charity is<br />
the greatest social commandment. It respects others and their rights. It requires the practice of<br />
justice, and it alone makes us capable of it. Charity <strong>in</strong>spires a life of self-giv<strong>in</strong>g: “Whoever seeks to<br />
ga<strong>in</strong> his life will lose it, but whoever loses his life will preserve it.”<br />
1 Cor<strong>in</strong>thians 13:4-7<br />
Love is patient, love is k<strong>in</strong>d. It is not jealous, [love] is not pompous, it is not <strong>in</strong>flated, it is not rude, it<br />
does not seek its own <strong>in</strong>terests, it is not quick-tempered, it does not brood over <strong>in</strong>jury, it does not<br />
rejoice over wrongdo<strong>in</strong>g but rejoices with the truth. It bears all th<strong>in</strong>gs, believes all th<strong>in</strong>gs, hopes all<br />
th<strong>in</strong>gs, endures all th<strong>in</strong>gs.<br />
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Romans 12:9-21<br />
Let love be s<strong>in</strong>cere; hate what is<br />
evil, hold on to what is good;<br />
love one another with mutual affection;<br />
anticipate one another <strong>in</strong> show<strong>in</strong>g honor.<br />
Do not grow slack <strong>in</strong> zeal, be fervent<br />
<strong>in</strong> spirit, serve the Lord.<br />
Rejoice <strong>in</strong> hope, endure <strong>in</strong> affliction,<br />
persevere <strong>in</strong> prayer.<br />
Contribute to the needs of the holy<br />
ones, exercise hospitality.<br />
Bless those who persecute [you],<br />
bless and do not curse them.<br />
Rejoice with those who rejoice,<br />
weep with those who weep.<br />
Have the same regard for one another; do<br />
not be haughty but associate with the lowly;<br />
do not be wise <strong>in</strong> your own estimation.<br />
Do not repay anyone evil for evil; be concerned<br />
for what is noble <strong>in</strong> the sight of all.<br />
If possible, on your part, live at peace with all.<br />
Beloved, do not look for revenge but leave room<br />
for the wrath; for it is written, “Vengeance<br />
is m<strong>in</strong>e, I will repay, says the Lord.”<br />
Rather, “if your enemy is hungry, feed<br />
him; if he is thirsty, give him someth<strong>in</strong>g<br />
to dr<strong>in</strong>k; for by so do<strong>in</strong>g you will heap<br />
burn<strong>in</strong>g coals upon his head.”<br />
Do not be conquered by evil but<br />
conquer evil with good.<br />
Colossians 3:5-17<br />
Put to death, then, the parts of you that<br />
are earthly: immorality, impurity, passion,<br />
evil desire, and the greed that is idolatry.<br />
Because of these the wrath of God is<br />
com<strong>in</strong>g [upon the disobedient].<br />
By these you too once conducted<br />
yourselves, when you lived <strong>in</strong> that way.<br />
But now you must put them all away:<br />
anger, fury, malice, slander, and obscene<br />
language out of your mouths.<br />
Stop ly<strong>in</strong>g to one another, s<strong>in</strong>ce you have taken<br />
off the old self with its practices and have<br />
put on the new self, which is be<strong>in</strong>g renewed,<br />
for knowledge, <strong>in</strong> the image of its creator.<br />
Here there is not Greek and Jew, circumcision<br />
and uncircumcision, barbarian, Scythian,<br />
slave, free; but <strong>Christ</strong> is all and <strong>in</strong> all.<br />
Put on then, as God’s chosen ones, holy and<br />
beloved, heartfelt compassion, k<strong>in</strong>dness,<br />
humility, gentleness, and patience, bear<strong>in</strong>g<br />
with one another and forgiv<strong>in</strong>g one another,<br />
if one has a grievance aga<strong>in</strong>st another; as the<br />
Lord has forgiven you, so must you also do.<br />
And over all these put on love, that<br />
is, the bond of perfection.<br />
And let the peace of <strong>Christ</strong> control your<br />
hearts, the peace <strong>in</strong>to which you were also<br />
called <strong>in</strong> one body. And be thankful.<br />
Let the word of <strong>Christ</strong> dwell <strong>in</strong> you richly, as<br />
<strong>in</strong> all wisdom you teach and admonish one<br />
another, s<strong>in</strong>g<strong>in</strong>g psalms, hymns, and spiritual<br />
songs with gratitude <strong>in</strong> your hearts to God.<br />
And whatever you do, <strong>in</strong> word or <strong>in</strong> deed, do<br />
everyth<strong>in</strong>g <strong>in</strong> the name of the Lord Jesus,<br />
giv<strong>in</strong>g thanks to God the Father through him.<br />
Racism and Solidarity 123
Answer Key<br />
Handout A: Background Essay — Racism and Solidarity<br />
1. Answers should reflect an understand<strong>in</strong>g that we are all one <strong>in</strong> <strong>Christ</strong>. All members of the Body<br />
of <strong>Christ</strong> are to bear each others’ burdens and share material as well as spiritual goods. When<br />
one member suffers, we all suffer.<br />
2. Because we are called to live out solidarity <strong>in</strong> concrete actions. To love is to will the good of<br />
another, and solidarity represents this commitment to love our neighbor not merely <strong>in</strong> affection<br />
and sentiment but also by actions that lead to the good of all, especially the most vulnerable.<br />
3. Because it is the vulnerable who need our help most, who need others to stand up for them and<br />
protect them. Those who are able to help have a grave duty to do so.<br />
4. Accept reasoned answers.<br />
Handout B: The Heroism of the Little Rock N<strong>in</strong>e<br />
1. Accept reasoned answers.<br />
2. Accept reasoned answers.<br />
3. Their suffer<strong>in</strong>g would not have been as great, or as long, or may not have happened at all.<br />
4. When we s<strong>in</strong>, Jesus wants us to repent and seek forgiveness, and be reconciled to Him and the<br />
Church.<br />
5. Accept reasoned answers.<br />
6. Answers should reflect an understand<strong>in</strong>g that repentance and conversion are <strong>in</strong>timately<br />
personal acts.<br />
7. Accept reasoned answers, encourag<strong>in</strong>g students to understand the importance of forgiveness<br />
for our own peace of m<strong>in</strong>d and heal<strong>in</strong>g. Peace is a fruit of the Holy Spirit.<br />
8. Accept reasoned answers, encourag<strong>in</strong>g students to understand that the only way to last<strong>in</strong>g<br />
peace <strong>in</strong> this life is Jesus <strong>Christ</strong>.<br />
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Racism and Subsidiarity<br />
LESSON 10<br />
Suggested age level: 12 and up<br />
Learn<strong>in</strong>g Goals<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
The health of any state is dependent on the health of<br />
its smaller communities.<br />
Subsidiarity is the organiz<strong>in</strong>g pr<strong>in</strong>ciple that matters<br />
are best handled by the smallest, lowest, or least<br />
centralized authority.<br />
Social evils stem from <strong>in</strong>dividual s<strong>in</strong>s and can only be<br />
mean<strong>in</strong>gfully addressed or healed on the personal,<br />
local, or community level.<br />
Connection to the<br />
Catechism of the<br />
Catholic Church<br />
ӹ CCC 1883<br />
ӹ CCC 1885<br />
ӹ CCC 1894<br />
No state or larger society should substitute itself for the <strong>in</strong>itiative and responsibility of<br />
<strong>in</strong>dividuals.<br />
The preservation of the common good is dependent upon <strong>in</strong>dividuals tak<strong>in</strong>g personal<br />
responsibility <strong>in</strong> their communities, lov<strong>in</strong>g their neighbors <strong>in</strong> imitation of <strong>Christ</strong>.<br />
Key Questions<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
What is the pr<strong>in</strong>ciple of subsidiarity? Why is it supported by the Church?<br />
Why can it be dangerous to surrender our personal and social responsibilities to<br />
govern<strong>in</strong>g bodies or to the state?<br />
How does subsidiarity support to the common good, <strong>in</strong>clud<strong>in</strong>g on a global scale?<br />
How can an understand<strong>in</strong>g of subsidiarity guide our Catholic response to social <strong>in</strong>justice<br />
or s<strong>in</strong>?<br />
BIBLICAL TOUCHSTONES<br />
Each one must exam<strong>in</strong>e his own work, and then<br />
he will have reason to boast with regard to himself<br />
alone, and not with regard to someone else; for<br />
each will bear his own load.<br />
from GALATIANS 6:4–5<br />
He said <strong>in</strong> reply, “You shall love the Lord, your God,<br />
with all your heart, with all your be<strong>in</strong>g, with all your<br />
strength, and with all your m<strong>in</strong>d, and your neighbor<br />
as yourself.”<br />
from LUKE 10:27<br />
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Lesson Plan<br />
Materials<br />
ӹ<br />
Handout A: Background<br />
ӹ<br />
Handout C: Lectio Div<strong>in</strong>a:<br />
Essay—Subsidiarity and<br />
The Good Samaritan and<br />
the Common Good<br />
Personal Responsibility<br />
ӹ<br />
Handout B: Lov<strong>in</strong>g Locally<br />
Background/Homework<br />
Have students read Handout A: Background Essay—Personal Responsibility and the Common<br />
Good and answer the reflection questions.<br />
Warm-Up<br />
A. Draw on the board a globe and around it, write the once-popular slogan “Th<strong>in</strong>k Globally Act<br />
Locally.” Ask your students if anyone is familiar with this idea, and/or modern variations that<br />
focus on buy<strong>in</strong>g locally made goods, shopp<strong>in</strong>g at farmer’s markets or d<strong>in</strong><strong>in</strong>g at farm-to-table<br />
restaurants, etc. Have them share examples and write applicable responses on the board (you<br />
may choose to contribute your own examples).<br />
B. Ask the class for the reason<strong>in</strong>g beh<strong>in</strong>d this idea. If we want to take an action that will help the<br />
whole world, why not act globally? Why act locally? Allow reasoned discussion, guid<strong>in</strong>g students<br />
to the conclusion that our efforts are best spent locally because those closest to us are those we<br />
have the strongest ability to help and to <strong>in</strong>fluence.<br />
C. Next, share the follow<strong>in</strong>g def<strong>in</strong>ition of subsidiarity: (n.): The organiz<strong>in</strong>g pr<strong>in</strong>ciple that matters<br />
are best handled by the smallest, lowest, or least centralized authority. You may also wish to<br />
show the 2.5-m<strong>in</strong>ute video at SophiaOnl<strong>in</strong>e.org/Subsidiarity.<br />
D. Expla<strong>in</strong> to your students that this pr<strong>in</strong>ciple of subsidiarity serves the common good of society.<br />
The Catechism teaches that “Excessive <strong>in</strong>tervention by the state can threaten personal freedom<br />
and <strong>in</strong>itiative. The teach<strong>in</strong>g of the Church has elaborated the pr<strong>in</strong>ciple of subsidiarity, accord<strong>in</strong>g<br />
to which ‘a community of a higher order should not <strong>in</strong>terfere <strong>in</strong> the <strong>in</strong>ternal life of a community<br />
of a lower order, depriv<strong>in</strong>g the latter of its functions, but rather should support it <strong>in</strong> case of<br />
need and help to co-ord<strong>in</strong>ate its activity with the activities of the rest of society, always with<br />
a view to the common good’” (1883). Regardless of its size, a society can only thrive when its<br />
<strong>in</strong>dividual members with<strong>in</strong> local communities take personal responsibility for themselves and<br />
their neighbors.<br />
E. Cont<strong>in</strong>ue to expla<strong>in</strong> that subsidiarity means that a local issue should not be addressed by<br />
a large, complex, remote organization when it can be addressed by a small, simple, local<br />
organization that is authentically <strong>in</strong>vested <strong>in</strong> the common good of the community. This is not<br />
simply an abstract, ideological pr<strong>in</strong>ciple; follow<strong>in</strong>g it is more likely to actually br<strong>in</strong>g about a<br />
better result.<br />
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LESSON PLAN<br />
F. Provide a practical example by ask<strong>in</strong>g the class to imag<strong>in</strong>e a committee <strong>in</strong> Wash<strong>in</strong>gton, DC<br />
mak<strong>in</strong>g decisions about hous<strong>in</strong>g for poor people <strong>in</strong> their town. Ask questions such as:<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
Who is more likely to have better knowledge of the needs of the people <strong>in</strong> your town? Those<br />
who live here.<br />
What happens if committee members <strong>in</strong> Wash<strong>in</strong>gton DC make bad decisions and hous<strong>in</strong>g<br />
does not become available? None of the committee members personally suffers.<br />
Now imag<strong>in</strong>e a person who lives <strong>in</strong> this town buys houses to fix up and rent out. Why would<br />
he likely feel more motivated to help? He is more likely to feel a human, <strong>in</strong>timate connection<br />
to those he knows than would be committee members <strong>in</strong> Wash<strong>in</strong>gton DC who know no one<br />
there.<br />
What happens if he makes bad choices? He personally loses money, he is personally <strong>in</strong>vested<br />
<strong>in</strong> this case literally and figuratively!<br />
Wrap up this thought experiment by ask<strong>in</strong>g: Who do you th<strong>in</strong>k will work harder and smarter<br />
to make sure a home <strong>in</strong> their town is available for people to buy? Committee members <strong>in</strong><br />
Wash<strong>in</strong>gton, DC, or the builder <strong>in</strong> the very same town? The builder <strong>in</strong> town.<br />
G. Break the class <strong>in</strong>to small groups. Have each group turn to Handout B: Lov<strong>in</strong>g Locally and<br />
complete the activity. When they have f<strong>in</strong>ished their bus<strong>in</strong>ess flyers, have each group present,<br />
or pitch, their local bus<strong>in</strong>ess to the class.<br />
Activity<br />
A. Create a quiet, prayerful atmosphere and have students turn to Handout C: Lectio Div<strong>in</strong>a: The<br />
Good Samaritan and Personal Responsibility. Inform your students that they will be listen<strong>in</strong>g<br />
to Jesus’ Parable of the Good Samaritan.<br />
B. Expla<strong>in</strong> to your students that <strong>in</strong> the time of Jesus’ m<strong>in</strong>istry there was <strong>in</strong>tense animosity<br />
between the Jews, who worshipped God <strong>in</strong> the Temple <strong>in</strong> Jerusalem, and the Samaritans who<br />
had absorbed various idols from other religions and worshipped outside of Jerusalem. This<br />
difference led to hatred and division between the two groups.<br />
C. Next, lead the class <strong>in</strong> the prayer of St. John Chrysostom on the handout.<br />
D. Then, slowly and prayerfully read aloud the Parable of the Good Samaritan from Luke 10:25–37<br />
(or have a student volunteer read it aloud to the class). After the Gospel has been read, have<br />
your students answer the reflection questions. When they are done, have students share<br />
their answers as part of a class discussion on what the parable teaches us about personal<br />
responsibility of lov<strong>in</strong>g our neighbor and what this looks like <strong>in</strong> a local community.<br />
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HANDOUT A<br />
Background Essay — Subsidiarity<br />
and the Common Good<br />
The Church teaches us that every human<br />
community, however large or small, should<br />
strive for a common good, which is def<strong>in</strong>ed as<br />
“the sum total of social conditions which allow<br />
people, either as groups or as <strong>in</strong>dividuals, to<br />
reach their fulfillment more fully and more<br />
easily” (CCC 1906). This common good is meant<br />
to be pursued by <strong>in</strong>dividuals, communities,<br />
bus<strong>in</strong>esses, and authorities alike <strong>in</strong> order to<br />
cultivate a society <strong>in</strong> which every member can<br />
truly flourish.<br />
What Is Subsidiarity?<br />
One of the key social pr<strong>in</strong>ciples that the Church<br />
proposes <strong>in</strong> order to secure the common good<br />
is known as subsidiarity. Subsidiarity pr<strong>in</strong>ciple<br />
that matters are best handled by the smallest,<br />
lowest, or least-centralized authority. In other<br />
words, subsidiarity means that a local issue<br />
should not be addressed by a large, complex,<br />
remote organization when it can be addressed<br />
by a small, simple, local organization that is<br />
authentically <strong>in</strong>vested <strong>in</strong> the common good of<br />
the community. This does not imply that higher<br />
authorities should be completely excluded<br />
from cooperat<strong>in</strong>g <strong>in</strong> local affairs, or from<br />
provid<strong>in</strong>g support <strong>in</strong> cases of emergency, it<br />
rather prioritizes authority accord<strong>in</strong>g to nature,<br />
place, and reason. For example, accord<strong>in</strong>g to<br />
the pr<strong>in</strong>ciple of subsidiarity, the decision to put<br />
up a traffic light at a dangerous <strong>in</strong>tersection<br />
<strong>in</strong> a small town <strong>in</strong> Colorado would be made<br />
by the town authorities, not by authorities <strong>in</strong><br />
Wash<strong>in</strong>gton D.C.<br />
The Good Samaritan by David Teniers the younger.<br />
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By highlight<strong>in</strong>g the vital role of every <strong>in</strong>dividual<br />
<strong>in</strong> society, subsidiarity promotes social<br />
responsibility and a sense of stewardship <strong>in</strong><br />
the pursuit of the common good, rather than<br />
mere reliance on the State. The Catechism<br />
teaches that “In accordance with the pr<strong>in</strong>ciple<br />
of subsidiarity, neither the state nor any<br />
larger society should substitute itself for the<br />
<strong>in</strong>itiative and responsibility of <strong>in</strong>dividuals and<br />
<strong>in</strong>termediary bodies” (1894). This limit set on<br />
state <strong>in</strong>tervention highlights an important<br />
spiritual truth <strong>in</strong> the pr<strong>in</strong>ciple of subsidiarity:<br />
charity and the works of mercy cannot be<br />
“outsourced.” We cannot rely on higher<br />
authorities to make a change for the better <strong>in</strong><br />
our community if we are not will<strong>in</strong>g first to take<br />
on the responsibility of work<strong>in</strong>g to make the<br />
change ourselves.<br />
The reality of social evils, such as racism, can at<br />
times be overwhelm<strong>in</strong>g for us and may tempt<br />
us to lose hope that peace can reign <strong>in</strong> our<br />
society. Yet the pr<strong>in</strong>ciple of subsidiarity sheds<br />
light on how we can respond when faced with<br />
the terrible consequences of social s<strong>in</strong>. We are<br />
personally called to pick up our crosses and<br />
follow <strong>Christ</strong>, reflect<strong>in</strong>g His div<strong>in</strong>e light <strong>in</strong>to<br />
our community accord<strong>in</strong>g to our God-given<br />
abilities and talents. We can beg<strong>in</strong> by nurtur<strong>in</strong>g<br />
the love of <strong>Christ</strong> <strong>in</strong> the one place we do have<br />
control—our own heart—and then work to<br />
share that profound love that we have encountered<br />
<strong>in</strong> Him with those around us. Regardless<br />
of their race, creed, or condition, we are called<br />
to see the beloved face of <strong>Christ</strong> <strong>in</strong> everyone<br />
we meet and let that prompt our speech,<br />
actions, and disposition toward them. Then, by<br />
cooperat<strong>in</strong>g with God’s grace, we may become<br />
an image of <strong>Christ</strong> Himself <strong>in</strong> the world, and He<br />
may say to us <strong>in</strong> the end “whatever you did for<br />
one of these least brothers of m<strong>in</strong>e, you did for<br />
me” (Matthew 25:40).<br />
We are called to see the beloved face<br />
of <strong>Christ</strong> <strong>in</strong> everyone we meet.<br />
Reflection Questions<br />
1. What is the common good? Why do you th<strong>in</strong>k it worth striv<strong>in</strong>g for?<br />
2. How would you expla<strong>in</strong> the pr<strong>in</strong>ciple of subsidiarity to someone us<strong>in</strong>g your own words?<br />
3. What are the dangers of centralized authority? How does the pr<strong>in</strong>ciple of subsidiarity protect<br />
society from excessive centralized authority?<br />
4. What do you th<strong>in</strong>k <strong>Christ</strong>’s words from the Gospel of Matthew require of us? Why?<br />
5. Keep<strong>in</strong>g <strong>in</strong> m<strong>in</strong>d the pr<strong>in</strong>ciple of subsidiarity, how can you, as an <strong>in</strong>dividual, reflect the love of<br />
<strong>Christ</strong> <strong>in</strong> your family? In your community?<br />
Racism and Subsidiarity 129
HANDOUT B<br />
Lov<strong>in</strong>g Locally<br />
Directions:<br />
Imag<strong>in</strong>e that your group is go<strong>in</strong>g to open a local store or bus<strong>in</strong>ess together. When<br />
your group has agreed on an idea, collaborate to create a large flyer that advertises<br />
your bus<strong>in</strong>ess, us<strong>in</strong>g the pr<strong>in</strong>ciple of subsidiarity as a guide. How will the bus<strong>in</strong>ess<br />
serve the customer? What are the benefits of patroniz<strong>in</strong>g your local bus<strong>in</strong>ess over<br />
a large cha<strong>in</strong> or onl<strong>in</strong>e option, etc.? What can you provide that larger bus<strong>in</strong>esses<br />
cannot? Be prepared to pitch your bus<strong>in</strong>ess to the class!<br />
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HANDOUT C<br />
Lectio Div<strong>in</strong>a: The Good Samaritan and<br />
Personal Responsibility<br />
Directions:<br />
Pray the follow<strong>in</strong>g prayer together as a class <strong>in</strong> preparation for hear<strong>in</strong>g the Gospel.<br />
Then, slowly and prayerfully follow along as the parable of the Good Samaritan from<br />
Luke 10:25–37 is read aloud. F<strong>in</strong>ally, answer the reflection questions that follow.<br />
Prayer of St. John Chrysostom before read<strong>in</strong>g Scripture<br />
O Lord Jesus <strong>Christ</strong>, open the eyes of my heart that I may hear your word,<br />
and understand and do your will, for I am a sojourner upon the Earth.<br />
Hide not your commandments from me, but open my eyes, that I may perceive the<br />
wonders of your Law. Speak unto me the hidden and secret th<strong>in</strong>gs of your wisdom.<br />
On you do I set my hope, O my God, that you shall enlighten my m<strong>in</strong>d and<br />
understand<strong>in</strong>g with the light of your knowledge; not only to cherish those th<strong>in</strong>gs<br />
which are written, but to do them; That <strong>in</strong> read<strong>in</strong>g the lives and say<strong>in</strong>gs of the<br />
Sa<strong>in</strong>ts I may not s<strong>in</strong>, but that such may serve for my restoration, enlightenment and<br />
sanctification, for the salvation of my soul, and the <strong>in</strong>heritance of life everlast<strong>in</strong>g.<br />
For you are the enlightenment of those who lie <strong>in</strong> darkness,<br />
and from you comes every good deed and every gift.<br />
AMEN<br />
The Parable of the Good Samaritan<br />
There was a scholar of the law who stood up<br />
to test him and said, “Teacher, what must I<br />
do to <strong>in</strong>herit eternal life?” Jesus said to him,<br />
“What is written <strong>in</strong> the law? How do you read<br />
it?” He said <strong>in</strong> reply, “You shall love the Lord,<br />
your God, with all your heart, with all your<br />
be<strong>in</strong>g, with all your strength, and with all<br />
your m<strong>in</strong>d, and your neighbor as yourself.” He<br />
replied to him, “You have answered correctly;<br />
do this and you will live.” But because he<br />
wished to justify himself, he said to Jesus,<br />
“And who is my neighbor?” Jesus replied, “A<br />
man fell victim to robbers as he went down<br />
from Jerusalem to Jericho. They stripped and<br />
beat him and went off leav<strong>in</strong>g him half-dead.<br />
A priest happened to be go<strong>in</strong>g down that<br />
road, but when he saw him, he passed by on<br />
the opposite side. Likewise a Levite came to<br />
the place, and when he saw him, he passed<br />
by on the opposite side. But a Samaritan<br />
traveler who came upon him was moved with<br />
compassion at the sight. He approached the<br />
Racism and Subsidiarity 131
victim, poured oil and w<strong>in</strong>e over his wounds<br />
and bandaged them. Then he lifted him up on<br />
his own animal, took him to an <strong>in</strong>n and cared<br />
for him. The next day he took out two silver<br />
co<strong>in</strong>s and gave them to the <strong>in</strong>nkeeper with the<br />
<strong>in</strong>struction, ‘Take care of him. If you spend<br />
more than what I have given you, I shall repay<br />
you on my way back.’ Which of these three,<br />
<strong>in</strong> your op<strong>in</strong>ion, was neighbor to the robbers’<br />
victim?” He answered, “The one who treated<br />
him with mercy.” Jesus said to him, “Go and do<br />
likewise.”<br />
Reflection Questions<br />
1. Why does the scholar really ask Jesus “who is my neighbor?” Expla<strong>in</strong>. Have you ever thought<br />
you knew the whole answer to someth<strong>in</strong>g, and then realized there was more to it? When?<br />
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2. The Priest and Levite both see the suffer<strong>in</strong>g man, but they both “pass by on the opposite side.”<br />
Why do you th<strong>in</strong>k they removed themselves far away from the man <strong>in</strong>stead of just walk<strong>in</strong>g<br />
directly by him? Consider<strong>in</strong>g the role of your conscience, what is the difference between<br />
keep<strong>in</strong>g your distance from human suffer<strong>in</strong>g and com<strong>in</strong>g <strong>in</strong>to direct contact with it?<br />
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3. The Samaritan man was “moved with compassion” at the sight of the suffer<strong>in</strong>g man. What does<br />
this mean, <strong>in</strong> your own words? When have you been moved with compassion <strong>in</strong> your own life?<br />
What was the reason?<br />
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4. What three th<strong>in</strong>gs did the Samaritan do for the suffer<strong>in</strong>g man? What particularly struck you<br />
about the Samaritan’s actions? Why?<br />
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5. Do you th<strong>in</strong>k human suffer<strong>in</strong>g needs to be directly and personally encountered where it exists<br />
<strong>in</strong> order for heal<strong>in</strong>g to happen? Expla<strong>in</strong>.<br />
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6. In the time of Jesus’ m<strong>in</strong>istry there was bitter animosity between Samaritans and Jews, and He<br />
knew this when He told the parable. What deeper mean<strong>in</strong>g might this fact give to the Parable of<br />
the Good Samaritan? How does the message of Jesus’ teach<strong>in</strong>g show us how to respond to the<br />
s<strong>in</strong> of racism <strong>in</strong> our time?<br />
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7. In your own words, and <strong>in</strong> light of Jesus’ parable, who is your neighbor?<br />
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8. Jesus issues a command at the end of this Gospel: “Go and do likewise.” This command gives<br />
us a personal responsibility to love our neighbor <strong>in</strong> imitation of the Good Samaritan. How can<br />
we do this <strong>in</strong> our local communities? Based on what you have read so far, how is this command<br />
related to the pr<strong>in</strong>ciple of subsidiarity?<br />
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Answer Key<br />
Handout A: Background Essay—Subsidiarity and the Common Good<br />
1. The common good is “the sum total of social conditions which allow people, either as groups<br />
or as <strong>in</strong>dividuals, to reach their fulfillment more fully and more easily” (CCC 1906). Accept<br />
reasoned answers.<br />
2. Accept reasoned answers.<br />
3. The dangers of centralized authority are excessive <strong>in</strong>tervention and the loss of personal or local<br />
freedoms. The Catechism states “Excessive <strong>in</strong>tervention by the state can threaten personal<br />
freedom and <strong>in</strong>itiative… ‘a community of a higher order should not <strong>in</strong>terfere <strong>in</strong> the <strong>in</strong>ternal<br />
life of a community of a lower order, depriv<strong>in</strong>g the latter of its functions, but rather should<br />
support it <strong>in</strong> case of need and help to co-ord<strong>in</strong>ate its activity with the activities of the rest of<br />
society, always with a view to the common good’” (CCC 1883). Subsidiarity protects society<br />
from the potential overreach of centralized and remote authoritarianism by <strong>in</strong>sulat<strong>in</strong>g smaller<br />
communities with their own local govern<strong>in</strong>g bodies. In the United Sates, the Constitution<br />
outl<strong>in</strong>es a system of checks and balances to prevent centralized authority, as well as<br />
establish<strong>in</strong>g local and regional govern<strong>in</strong>g bodies, elected by the people and answerable to them,<br />
that are necessarily <strong>in</strong>vested <strong>in</strong> the communities they govern. The goal of subsidiarity is not to<br />
replace higher authorities, but to promote cooperation and restrict unnecessary <strong>in</strong>tervention.<br />
4. Accept reasoned answers.<br />
5. Accept reasoned answers.<br />
Handout C: Lectio Div<strong>in</strong>a: The Good Samaritan and Personal Responsibility<br />
1. He asked not because he earnestly wanted to know the answer, but because he thought he<br />
knew the already knew the answer and sought to justify himself before others. He felt that he<br />
was a righteous man accord<strong>in</strong>g to the letter of the law, and wanted Jesus to acknowledge this.<br />
Accept reasoned answers.<br />
2. Accept reasoned answers. If we “look the other way” or keep our distance from people who<br />
are suffer<strong>in</strong>g, we are not required to act <strong>in</strong> the moment or confront the fact that someone is<br />
<strong>in</strong> need and we are able to help. We can avoid the problem if we keep our distance and tell<br />
ourselves that someone else is better equipped to help. But when we come <strong>in</strong>to direct contact<br />
with real suffer<strong>in</strong>g, we cannot avoid the issue, even though we might become uncomfortable<br />
and not know what to do or say. The voice of our conscience speaks louder the closer we are to<br />
human suffer<strong>in</strong>g, call<strong>in</strong>g us, if we listen to it, to show mercy like the Good Samaritan.<br />
3. Accept reasoned answers.<br />
4. He poured oil and w<strong>in</strong>e over the man’s wounds and bandaged them. Then he lifted him up on<br />
his own animal, took him to an <strong>in</strong>n, and cared for him. F<strong>in</strong>ally, he paid an <strong>in</strong>nkeeper to care for<br />
the man, promis<strong>in</strong>g to pay more if needed on his return journey. Accept reasoned answers.<br />
5. Accept reasoned answers.<br />
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6. Jesus used an exist<strong>in</strong>g tension <strong>in</strong> society <strong>in</strong> order to highlight how the charity we are called to<br />
show our neighbor, by God’s will and design, must transcend rivalries, hatred, creed, religion,<br />
or race. The fact that it was a Samaritan, a person hated by the Jews, who came to the aid of the<br />
wounded man <strong>in</strong> the parable reveals the deeper, div<strong>in</strong>e mean<strong>in</strong>g of Jesus’ message: “You have<br />
heard that it was said, ‘You shall love your neighbor and hate your enemy.’ But I say to you, love<br />
your enemies, and pray for those who persecute you, that you may be children of your heavenly<br />
Father, for he makes his sun rise on the bad and the good, and causes ra<strong>in</strong> to fall on the just<br />
and the unjust. For if you love those who love you, what recompense will you have? Do not the<br />
tax collectors do the same? And if you greet your brothers only, what is unusual about that? Do<br />
not the pagans do the same? So be perfect, just as your heavenly Father is perfect” (Matthew<br />
5:43–48).<br />
7. Accept reasoned answers. All men and women; every person we encounter <strong>in</strong> our lives.<br />
8. Accept reasoned answers.<br />
Racism and Subsidiarity 135
Notes<br />
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Personal Conversion and<br />
Graces of the Holy Spirit<br />
LESSON 11<br />
Suggested age level: Ages 14 and up<br />
Learn<strong>in</strong>g Goals<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
We are <strong>in</strong>cl<strong>in</strong>ed to s<strong>in</strong> and need the elevat<strong>in</strong>g power<br />
of God’s grace <strong>in</strong> order to help us know and love as<br />
we ought.<br />
The Holy Spirit offers us the grace to overcome<br />
racism <strong>in</strong> our hearts.<br />
By charity, we love our fellow brothers and sisters<br />
as made <strong>in</strong> the image of God and called to share <strong>in</strong><br />
eternal happ<strong>in</strong>ess with him. Any hatred or dismissal<br />
of someone based upon their race or culture is<br />
utterly aga<strong>in</strong>st this virtue.<br />
We are also made capable of lov<strong>in</strong>g more perfectly through the gifts and<br />
fruits of the Holy Spirit.<br />
Bartolomé de Las Casas, a former slave-holder who became slavery’s most<br />
outspoken critic <strong>in</strong> the New World, gives us an example of the radical<br />
change that conversion br<strong>in</strong>gs.<br />
Connection to the<br />
Catechism of the<br />
Catholic Church<br />
ӹ CCC 1822<br />
ӹ CCC 1825<br />
ӹ CCC 1831-32<br />
ӹ CCC 1840-45<br />
Key Questions<br />
ӹ<br />
ӹ<br />
How can racism be overcome <strong>in</strong> our own hearts?<br />
Why is any consideration of perfect<strong>in</strong>g human society outside of a<br />
consideration of the heal<strong>in</strong>g power of grace doomed to fail?<br />
BIBLICAL TOUCHSTONES<br />
So faith, hope, love rema<strong>in</strong>, these three; but the<br />
greatest of these is love.<br />
from 1 CORINTHIANS 13:13<br />
The fruit of the Spirit is love, joy, peace, patience,<br />
k<strong>in</strong>dness, generosity, faithfulness, gentleness, selfcontrol<br />
from GALATIANS 5:22B-23A<br />
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Lesson Plan<br />
Materials<br />
ӹ<br />
Handout A: Background Essay–<br />
ӹ<br />
Handout C: Biography of<br />
Personal Conversion and the<br />
Bartolomé de las Casas<br />
Fruits of the Holy Spirit<br />
ӹ<br />
Handout D: Reflection and Action<br />
ӹ<br />
Handout B: The Conversion of<br />
Sa<strong>in</strong>t Paul by Luca Giordano<br />
Open<strong>in</strong>g Prayer<br />
Beg<strong>in</strong> class with the follow<strong>in</strong>g prayer.<br />
Direct, we beseech you, O Lord, our actions by your holy <strong>in</strong>spirations,<br />
and carry them on by your gracious assistance,<br />
that every prayer and work of ours may beg<strong>in</strong> always with you,<br />
and through you come to completion.<br />
Through <strong>Christ</strong> our Lord.<br />
Amen.<br />
Background/Homework<br />
Have students read Handout A: Background Essay—Personal Conversion and the Fruits of the<br />
Holy Spirit and answer the reflection questions.<br />
Warm-Up<br />
A. Display the image on Handout B: The Conversion of Sa<strong>in</strong>t Paul by Luca Giordano. Give students<br />
as much time as possible to view the pa<strong>in</strong>t<strong>in</strong>g <strong>in</strong> silence.<br />
B. Arrange students <strong>in</strong>to pairs or trios and give each group a lam<strong>in</strong>ated color copy of Handout B.<br />
Have your students discuss the artwork together <strong>in</strong> groups us<strong>in</strong>g the conversation questions on<br />
the back of the handout.<br />
C. Call on groups to share about their discussions, allow<strong>in</strong>g the conversation to go <strong>in</strong> unexpected<br />
directions.<br />
Activity I<br />
A. Open up a discussion about what sort of th<strong>in</strong>gs are impossible through our own efforts alone,<br />
but that we can do with God’s help. In fact, the answer is everyth<strong>in</strong>g!<br />
1. For example, on the natural level, we can work to get better at academics, sports, games,<br />
family life, etc.<br />
2. On the supernatural level, we practice our religion, receive the Sacraments, etc.<br />
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LESSON PLAN<br />
B. Specifically call attention to the Gifts of the Holy Spirit: We can participate <strong>in</strong> a higher form<br />
of action through these gifts; we act with the Holy Spirit <strong>in</strong> perform<strong>in</strong>g charitable works.<br />
C. Then expla<strong>in</strong> that while stand<strong>in</strong>g up for what is right may be difficult and counter-cultural,<br />
it is possible with God’s help of grace.<br />
D. Cont<strong>in</strong>ue to expla<strong>in</strong> <strong>in</strong> a m<strong>in</strong>i-lecture:<br />
The example of Bartolomé de las Casas shows us that conversion from the s<strong>in</strong> of racism<br />
and slavery is possible. In fact, it is those who have experienced conversion who are<br />
often the most eloquent witnesses of the evils and dangers of their former way of life.<br />
<strong>Christ</strong> is the way, the truth, and the life. By com<strong>in</strong>g to know and love God more, we will<br />
be turned to know the truth that he wishes to share with us. While know<strong>in</strong>g and lov<strong>in</strong>g<br />
God does not make our lives suddenly easier, it does show us the truth and value of<br />
creation. By this, we can come to see the need to love every human as be<strong>in</strong>g lov<strong>in</strong>gly<br />
created by God.<br />
Bartolomé was a Spanish settler <strong>in</strong> the New World. There, he owned slaves and<br />
participated <strong>in</strong> the exploitation of the natives for personal ga<strong>in</strong>. However, by the grace<br />
of God, Bartolomé converted from this evil. Upon read<strong>in</strong>g Sacred Scripture (from the<br />
Book of Ecclesiasticus, or Sirach) he came to recognize the horrors of slavery and<br />
his need to combat it. He returned to Spa<strong>in</strong> to recruit men to preach aga<strong>in</strong>st slavery<br />
and exploitation. Bartolomé later became a Dom<strong>in</strong>ican friar. As a priest (and later as a<br />
bishop), he preached throughout the Spanish colonies on the rights and dignities of the<br />
natives. This former slave owner spent nearly 50 years fight<strong>in</strong>g aga<strong>in</strong>st slavery and for<br />
the ethical treatment of all people.<br />
E. Have students read the <strong>in</strong>formation on Handout C: Biography of Bartolomé de las Casas<br />
and, together with a partner, have them complete Part I by writ<strong>in</strong>g three (or more!)<br />
connections they can make between the life of las Casas and the background essay on<br />
Handout A.<br />
F. Invite students to share their responses to Part II. Emphasize that morality (understand<strong>in</strong>g<br />
and do<strong>in</strong>g the right th<strong>in</strong>g) is not a matter of public op<strong>in</strong>ion. Through the Gospel and God’s<br />
grace, we can know with certa<strong>in</strong>ty what the truth is and how we should act.<br />
Activity II and Wrap-up<br />
A. Have students spend a few quiet moments reflect<strong>in</strong>g on the prompts on Handout D:<br />
Reflection and Action.<br />
B. Put students <strong>in</strong>to pairs and assign each pair one of the virtues on the handout. After pairs<br />
have shared responses with the class, students should compose their prayers <strong>in</strong>dividually.<br />
Personal Conversion and Graces of the Holy Spirit<br />
139
HANDOUT A<br />
Background Essay — Personal Conversion<br />
and the Fruits of the Holy Spirit<br />
If one were to pick out the least likely man<br />
<strong>in</strong> Palest<strong>in</strong>e to become a <strong>Christ</strong>ian, Saul of<br />
Tarsus would have been hard to beat. And yet,<br />
it happened. Saul went from approv<strong>in</strong>g the<br />
murder of an <strong>in</strong>nocent <strong>Christ</strong>ian, St. Stephen,<br />
to eventually giv<strong>in</strong>g his own life for the same<br />
Gospel that St. Stephen died for. Saul, who<br />
after his conversion changed his name to Paul<br />
(mean<strong>in</strong>g “small”), shows us both the possibility<br />
of conversion and the effects that conversion<br />
br<strong>in</strong>gs about <strong>in</strong> the soul.<br />
Along the road to Damascus, Saul met <strong>Christ</strong><br />
and his heart was converted. <strong>Christ</strong> spoke to<br />
Saul personally, tell<strong>in</strong>g Saul how his persecution<br />
of others was also a persecution of <strong>Christ</strong><br />
himself. Through this encounter, Saul began to<br />
both understand and act for the conversion of<br />
others. The hatred that had consumed his soul<br />
was transformed <strong>in</strong>to charity (or div<strong>in</strong>e love) for<br />
his neighbor.<br />
Fundamentally, conversion is the gift of the<br />
theological virtues of faith, hope, and charity.<br />
Described by St. Paul himself <strong>in</strong> 1 Cor<strong>in</strong>thians<br />
13:13, the theological virtues unite the soul to<br />
God by a mode higher than we ourselves are<br />
naturally capable.<br />
Each of the theological virtues perfects the soul<br />
<strong>in</strong> a particular way:<br />
ӹ By faith, the <strong>in</strong>tellect is perfected to know<br />
that God exists and that his revelation is<br />
true.<br />
ӹ By hope, one desires what God has<br />
promised to each of us personally, namely<br />
communion with him <strong>in</strong> Heaven.<br />
The Conversion of Sa<strong>in</strong>t Paul by Caravaggio.<br />
ӹ By charity, one comes to love God as a<br />
friend and highest good.<br />
ӹ By these gifts, we are more conformed to<br />
<strong>Christ</strong> and made co-heirs to his promise<br />
and sons and daughters of God.<br />
The theological virtues given <strong>in</strong> conversion are<br />
necessary because we are fallen creatures: our<br />
<strong>in</strong>tellect and wills have been damaged. However,<br />
<strong>in</strong> common discussions on racial hatred, there<br />
can be a tendency to treat such evils as solely<br />
a problem of the <strong>in</strong>tellect or knowledge. Even<br />
our term of “ignorance” (literally “not-know<strong>in</strong>g”)<br />
reveals this belief. Efforts by many to raise<br />
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awareness of racial <strong>in</strong>justices are not enough;<br />
we must also share the reality of conversion.<br />
Evil is not solely a product of ignorance <strong>in</strong> the<br />
<strong>in</strong>tellect, but of weakness <strong>in</strong> the will as well.<br />
One can see many well-<strong>in</strong>tentioned efforts to<br />
reduce racism through education (such as adcampaigns<br />
or public demonstrations) that have<br />
not really touched hearts. It is not just the m<strong>in</strong>d,<br />
but the heart as well that must be converted to<br />
the good. As St. Paul says <strong>in</strong> Romans, “For I do<br />
not do the good I want, but I do the evil I do not<br />
want.” (7:19) In order to overcome racism, there<br />
must be a greater conversion than just <strong>in</strong> the<br />
<strong>in</strong>tellect.<br />
The good news is that such a conversion is<br />
possible. Our wills and <strong>in</strong>tellects may not be<br />
perfect now, but they can be elevated and<br />
perfected through the gift of God’s grace. Any<br />
consideration of perfect<strong>in</strong>g human society<br />
outside of a consideration of the heal<strong>in</strong>g power<br />
of grace is bound to be <strong>in</strong>complete.<br />
There have been numerous examples<br />
throughout history of attempts at form<strong>in</strong>g<br />
utopias without God. All have ended <strong>in</strong><br />
catastrophe. In the 20th century alone,<br />
both fascist and communist revolutions that<br />
denied God and tried to form a more perfect<br />
society based on reason alone brought about<br />
the deaths of tens of millions. Without God,<br />
humanity’s attempts at form<strong>in</strong>g a more perfect<br />
world are doomed to fail. But, through the<br />
theological virtues of faith, hope, and charity,<br />
both the <strong>in</strong>tellect and the will are brought <strong>in</strong>to<br />
conformity with God. As the Catechism of the<br />
Catholic Church quotes St. Gregory of Nyssa,<br />
“The goal of a virtuous life is to become like<br />
God” (1803). God, who himself is love, shares<br />
himself with us <strong>in</strong> a particular way through the<br />
theological virtues given <strong>in</strong> conversion. In each<br />
and every conversion to God, the beg<strong>in</strong>n<strong>in</strong>gs<br />
of such a virtuous and God-like life is planted<br />
with<strong>in</strong> us.<br />
This is not to say that after a conversion, we are<br />
free from any <strong>in</strong>cl<strong>in</strong>ation to hatred and s<strong>in</strong>. Far<br />
from it. For most of us, our conversion (or the<br />
beg<strong>in</strong>n<strong>in</strong>g of the theological virtues) occurred<br />
at our Baptism as <strong>in</strong>fants. However, Baptism<br />
does not protect us from all future s<strong>in</strong>s. St. Paul<br />
speaks of still hav<strong>in</strong>g “thorn <strong>in</strong> the flesh”, or an<br />
attachment to s<strong>in</strong>, even after his conversion.<br />
Nevertheless, the possibility of turn<strong>in</strong>g back to<br />
the Lord is always there. Pr<strong>in</strong>cipally, this is done<br />
through the Sacrament of Confession. While we<br />
ourselves, both collectively and <strong>in</strong>dividually, fail<br />
to love God and our brothers and sisters as we<br />
ought, reconversion is always possible.<br />
Conversion is possible and good because<br />
God has promised it and there are countless<br />
examples throughout history. Beyond St. Paul,<br />
the history of the Church is filled with great<br />
conversion stories. For example, Bartolomé de<br />
las Casas was an early Spanish settler and slaveowner<br />
<strong>in</strong> the New World. One day he heard a<br />
el Apóstol de los Gentiles, by El Greco<br />
Personal Conversion and Graces of the Holy Spirit 141
homily by a priest that harshly criticized the<br />
evil actions of the colonists. Moved, de las<br />
Casas turned to <strong>Christ</strong>. Eventually, he became<br />
a priest and an advocate for the <strong>in</strong>digenous<br />
people and the enslaved throughout the New<br />
World. <strong>Christ</strong> touched his heart to repent and<br />
turned him <strong>in</strong>to a powerful witness of the<br />
message of the Gospel.<br />
Let us look at how charity (or love) affects the<br />
soul, the correspond<strong>in</strong>g fruits and gifts of the<br />
Holy Spirit, and how such a reality can give us<br />
hope when deal<strong>in</strong>g with the scourge of racism<br />
with<strong>in</strong> our society. By charity, we come to<br />
know and love our neighbor as ourselves. When<br />
someone becomes another self, there can be<br />
no possibility of racial prejudice or hatred. In<br />
charity, a shared humanity is understood and<br />
loved as another creature made <strong>in</strong> the image<br />
and likeness of God. Charity <strong>in</strong>volves will<strong>in</strong>g<br />
the authentic good of another, mean<strong>in</strong>g their<br />
salvation.<br />
In the Catechism of the Catholic Church’s<br />
discussion on charity, it turns to St. Paul.<br />
(wisdom, understand<strong>in</strong>g, counsel, fortitude,<br />
knowledge, piety, and fear of the Lord) were<br />
orig<strong>in</strong>ally described by the prophet Isaiah, and<br />
St. Paul follows <strong>in</strong> this tradition by describ<strong>in</strong>g<br />
those who are led by the Spirit as “If children,<br />
then heirs, heirs of God and fellow heirs<br />
with <strong>Christ</strong>” (Romans 8:17). If we are called<br />
to be fellow heirs with <strong>Christ</strong>, then we must<br />
recognize our shared dignity with all mank<strong>in</strong>d.<br />
F<strong>in</strong>ally, the fruits of the Holy Spirit are also<br />
given to us by God as first fruits of eternal<br />
glory. Once aga<strong>in</strong>, they are described by St.<br />
Paul: charity, joy, peace, patience, k<strong>in</strong>dness,<br />
goodness, generosity, gentleness, faithfulness,<br />
modesty, self-control, and chastity (CCC 1832).<br />
With the fruits, we understand more of what<br />
God is call<strong>in</strong>g each of us to. We are not meant<br />
for mediocrity or a lukewarm attitude towards<br />
others. Rather, we are called to perfect love for<br />
our neighbor. There is no possibility of racial<br />
hatred that can accompany true <strong>Christ</strong>ian<br />
charity. As the First Letter of St. John states, “If<br />
anyone says, ‘I love God,’ but hates his brother,<br />
The Apostle Paul has given an <strong>in</strong>comparable<br />
depiction of charity: “charity is patient and<br />
k<strong>in</strong>d, charity is not jealous or boastful; it<br />
is not arrogant or rude. Charity does not<br />
<strong>in</strong>sist on its own way; it is not irritable or<br />
resentful; it does not rejoice at wrong, but<br />
rejoices <strong>in</strong> the right. Charity bears all th<strong>in</strong>gs,<br />
believes all th<strong>in</strong>gs, hopes all th<strong>in</strong>gs, endures<br />
all th<strong>in</strong>gs.”<br />
Accompany<strong>in</strong>g the theological virtue are the<br />
gifts and fruits of the Holy Spirit. The gifts<br />
make one able to respond to the prompt<strong>in</strong>gs<br />
of the Holy Spirit for growth <strong>in</strong> hol<strong>in</strong>ess. Even<br />
after conversion, God is cont<strong>in</strong>ually at work<br />
<strong>in</strong> us to grow closer to him. By a cont<strong>in</strong>ued<br />
conversion, through the gifts of the Holy<br />
Spirit, we are made more capable of lov<strong>in</strong>g<br />
our neighbor more perfectly. The seven gifts<br />
Pope Benedict XVI, photo by Peter Nguyen.Image<br />
License: Creative Commons Attribution 2.0 Generic.<br />
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he is a liar” (4:20). This extends to those we may<br />
not know well, or even to those we may not<br />
naturally like. As Pope Benedict wrote <strong>in</strong> the<br />
encyclical Deus Caritas Est “Love of neighbor<br />
is thus shown to be possible <strong>in</strong> the way<br />
proclaimed by the Bible, by Jesus. It consists <strong>in</strong><br />
the very fact that, <strong>in</strong> God and with God, I love<br />
even the person whom I do not like or even<br />
know. This can only take place on the basis of<br />
an <strong>in</strong>timate encounter with God, an encounter<br />
which has become a communion of will, even<br />
affect<strong>in</strong>g my feel<strong>in</strong>gs” (18).<br />
Despite his past actions, God called St. Paul to<br />
share <strong>in</strong> his own life and preach the Gospel. It is<br />
remarkable that someone who had participated<br />
<strong>in</strong> <strong>Christ</strong>ian persecutions became one of the<br />
greatest writers on the mean<strong>in</strong>g of Div<strong>in</strong>e<br />
love. Much of what the Church teaches today<br />
on conversion and the duty to love all men<br />
comes from St. Paul. While we may th<strong>in</strong>k today<br />
that overcom<strong>in</strong>g great evils, such as racial<br />
<strong>in</strong>justice, seems impossible, St. Paul gives us a<br />
counter-example. The theological virtues make<br />
perfection possible. We may be fallen creatures<br />
who are weak and s<strong>in</strong>ful, but God <strong>in</strong>vites us to<br />
Through the gift of fortitude, the Holy Spirit<br />
helps martyrs such as St. Charles Lwanga<br />
persevere <strong>in</strong> <strong>Christ</strong> even to death. Sa<strong>in</strong>t<br />
Charles Lwanga courtesy Phillip K.<br />
share <strong>in</strong> someth<strong>in</strong>g much greater that we could<br />
have ever hoped for. Through charity, we share<br />
<strong>in</strong> God’s own love. Through it, we can come<br />
to recognize and value each person and each<br />
culture <strong>in</strong> light of Div<strong>in</strong>e love.<br />
Reflection Questions<br />
1. What are the theological virtues? What does each do?<br />
2. Why are the theological virtues necessary?<br />
3. Why is racial prejudice <strong>in</strong>compatible with <strong>Christ</strong>ian charity?<br />
Personal Conversion and Graces of the Holy Spirit 143
HANDOUT B<br />
The Conversion of Sa<strong>in</strong>t Paul<br />
BY LUCA GIORDANO (C. 1690)<br />
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HANDOUT B<br />
Sacred Art: The Conversion of Sa<strong>in</strong>t Paul<br />
Directions:<br />
Take some time to quietly view and reflect on the art. Then th<strong>in</strong>k about the<br />
questions below and discuss them with your classmates.<br />
Conversation Questions<br />
1. What do you first notice about this pa<strong>in</strong>t<strong>in</strong>g?<br />
2. How would you describe the action <strong>in</strong> the scene?<br />
3. What is the source of light <strong>in</strong> the pa<strong>in</strong>t<strong>in</strong>g? What do you th<strong>in</strong>k this signifies?<br />
4. How does this pa<strong>in</strong>t<strong>in</strong>g convey the reality of conversion?<br />
Personal Conversion and Graces of the Holy Spirit 145
HANDOUT B<br />
Biography of Bartolomé de las Casas<br />
by ALICE KNIGHT, 1917<br />
Bartolomé de las Casas was the only priest<br />
on the island of Cuba, and at Pentecost he<br />
arranged to go and preach and say mass <strong>in</strong> the<br />
new town of Sancti Spiritus. In look<strong>in</strong>g for a<br />
text, he came across some verses <strong>in</strong> the book of<br />
Ecclesiasticus, which made him stop and th<strong>in</strong>k<br />
whether after all he was right <strong>in</strong> mak<strong>in</strong>g the<br />
Indians work for him as slaves. As de las Casas<br />
read these verses he seemed to hear the voice<br />
of God speak<strong>in</strong>g to his heart. At last his eyes<br />
were opened, and he saw pla<strong>in</strong>ly that it was<br />
neither right to take the lands and the property<br />
of the natives nor to hold them as slaves.<br />
For Bartolomé de Las Casas to see the right was<br />
always to do it. He resolved at once to give up<br />
his own Indians and to preach aga<strong>in</strong>st enslav<strong>in</strong>g<br />
them. He knew very well that if he did this they<br />
might, and probably would, fall <strong>in</strong>to the hands<br />
of those who would not treat them so k<strong>in</strong>dly,<br />
but he realized that he could not preach to<br />
others aga<strong>in</strong>st slavery while he cont<strong>in</strong>ued to<br />
possess slaves himself. Therefore, he went at<br />
once to the governor and told him what he had<br />
resolved to do. The governor was very much<br />
astonished, and begged him to consider well<br />
what he was do<strong>in</strong>g and at least to take fifteen<br />
days to th<strong>in</strong>k it over. But de las Casas refused<br />
to take even one day, say<strong>in</strong>g that his m<strong>in</strong>d was<br />
made up.<br />
Bartolomé de las Casas preached constantly<br />
and earnestly on the s<strong>in</strong> of hold<strong>in</strong>g the natives<br />
<strong>in</strong> slavery; but although the Spaniards were<br />
frightened, they were not turned from their evil<br />
Portrait of Bartolomé de Las Casas (c. 1484–1566).<br />
ways, and de las Casas resolved to go to Spa<strong>in</strong><br />
and see if he could not so present the matter<br />
to the K<strong>in</strong>g that the whole system of divid<strong>in</strong>g<br />
up the Indians and their lands among the white<br />
men, to be their property, might be done away<br />
with.<br />
In spite of all obstacles, however, new laws<br />
were f<strong>in</strong>ally passed for the Indies. By these laws<br />
the Spaniards were forbidden to divide the<br />
Indians among themselves and force them to<br />
work without reward.<br />
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Reflection Questions<br />
1. Who wrote this document and when did she write it?<br />
2. Write down three connections you can make between this episode <strong>in</strong> the life of las Casas and<br />
the content of the Background Essay.<br />
3. Discuss with your partner:<br />
4. What prompted Bartolomé de las Casas’ conversion on slavery? What does that teach us about<br />
conversion?<br />
5. Why is it easier to agree with common op<strong>in</strong>ion than to stand up for what is right? What does<br />
the example of Bartolomé de las Casas teach us about the power of God’s grace?<br />
6. How can we work towards end<strong>in</strong>g all forms of <strong>in</strong>justice?<br />
Personal Conversion and Graces of the Holy Spirit 147
HANDOUT D<br />
Reflection and Action<br />
I. Reflection<br />
Directions:<br />
Reflect on the follow<strong>in</strong>g questions quietly.<br />
1. When was the first time you recall notic<strong>in</strong>g that someone had a different sk<strong>in</strong> color than you?<br />
2. What are your first memories of be<strong>in</strong>g around someone who was really different than you?<br />
3. Are there any people <strong>in</strong> your close circles who have different racial or ethnic backgrounds?<br />
Have you ever talked to them about it?<br />
4. When was the first time you heard a racial slur?<br />
5. Is there someone whose comments or op<strong>in</strong>ions <strong>in</strong>fluence your thoughts about race?<br />
6. When was the first time you heard a racist joke? Did you laugh at it?<br />
7. Have you ever seen someone get treated differently because of their race? How did you react?<br />
8. Has a racial slur ever been directed at you? How did it make you feel?<br />
9. Have you ever assumed or made a rash judgment about a person because of the way they look?<br />
Have you ever grouped someone <strong>in</strong> with others of their racial group, and made assumptions<br />
about them based on that?<br />
10. Has there been a time when you felt embarrassed or upset because you were told you behaved<br />
<strong>in</strong> a prejudiced or racist way? What led to that happen<strong>in</strong>g?<br />
11. What are your thoughts on race and racism now? Do you believe it is a problem <strong>in</strong> people’s<br />
hearts? Do you th<strong>in</strong>k the world has <strong>in</strong>stitutions that perpetuate racism?<br />
Based upon your reflection questions, assess yourself. Do you participate <strong>in</strong> any way <strong>in</strong> the<br />
perpetuation of prejudice <strong>in</strong> the world? Have you let it happen around you, even if you don’t<br />
do it yourself? Are you affected by the existence of racism and prejudice <strong>in</strong> our world? Do<br />
you want hatred and prejudice to end? What can be done?<br />
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II. Develop<strong>in</strong>g a Course of Action<br />
Directions:<br />
With a group, focus on your assigned item(s) and determ<strong>in</strong>e how that grace could<br />
help people strive to elim<strong>in</strong>ate racism. Be prepared to expla<strong>in</strong> your ideas to the class.<br />
Graces of the Holy Spirit<br />
Faith<br />
Align<strong>in</strong>g our <strong>in</strong>tellect with God’s Truth<br />
Love<br />
To will the good of the other<br />
Hope<br />
Align<strong>in</strong>g our will with a desire for Heaven and Div<strong>in</strong>e union<br />
Wisdom<br />
Prudence<br />
See<strong>in</strong>g the world <strong>in</strong> light of the highest end of man; the desire to<br />
contemplate God<br />
Right judgement <strong>in</strong> action<br />
Justice<br />
Perfects our will, and enables us to give to each their due.<br />
Fortitude<br />
Helps us overcome fear and ma<strong>in</strong>ta<strong>in</strong> our will <strong>in</strong> the face of obstacles<br />
Counsel<br />
Knowledge<br />
Piety<br />
A perfected and supernatural version of prudence, <strong>in</strong>volv<strong>in</strong>g sanctify<strong>in</strong>g<br />
grace<br />
A perfected and supernatural version of Faith, allow<strong>in</strong>g us to see life the<br />
way God sees it<br />
Desire born out of love to worship God and serve Him<br />
Understand<strong>in</strong>g<br />
Helps us grasp the essence of the truths of our faith<br />
Reconciliation<br />
Confirmation<br />
Eucharist<br />
Heals damage done by s<strong>in</strong> and restores our relationship with God;<br />
<strong>in</strong>creases sanctify<strong>in</strong>g grace<br />
Completes the <strong>in</strong>itiation begun <strong>in</strong> Baptism by impart<strong>in</strong>g the gifts of the<br />
Holy Spirit; prepares a soul to serve the Church’s mission<br />
The source and summit of the <strong>Christ</strong>ian life; true communion with the<br />
Person of Jesus <strong>Christ</strong> himself<br />
Personal Conversion and Graces of the Holy Spirit 149
III. Write a Prayer to Make the Action Concrete<br />
Directions:<br />
For this portion of the lesson, work <strong>in</strong>dividually. Open your heart to the heal<strong>in</strong>g<br />
presence of the Holy Spirit, and write a prayer you can use to <strong>in</strong>vite the Spirit <strong>in</strong>to<br />
your life. Include specific requests for graces of the Spirit.<br />
(For example: Holy Spirit, grant me wisdom as I encounter people I am unfamiliar<br />
with, and let me always have the courage to run to Reconciliation after I’ve thought or<br />
said someth<strong>in</strong>g that hurts someone’s dignity.)<br />
______________________________________________________________________________________________<br />
______________________________________________________________________________________________<br />
______________________________________________________________________________________________<br />
______________________________________________________________________________________________<br />
______________________________________________________________________________________________<br />
______________________________________________________________________________________________<br />
______________________________________________________________________________________________<br />
______________________________________________________________________________________________<br />
______________________________________________________________________________________________<br />
It is the Eucharist that unites the faithful <strong>in</strong>to the one Body of <strong>Christ</strong> and susta<strong>in</strong>s us <strong>in</strong><br />
communion with God and with one another <strong>in</strong> <strong>Christ</strong>.<br />
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Answer Key<br />
Handout A: Background Essay—Personal Conversion<br />
and the Fruits of the Holy Spirit<br />
1. Faith perfects our knowledge, by which we know that God exists and that the <strong>Christ</strong>ian<br />
revelation is true; Hope perfects our wills, caus<strong>in</strong>g us to desire union with God <strong>in</strong> Heaven;<br />
Charity is the theological virtue by which we love God above all th<strong>in</strong>gs for his own sake, and our<br />
neighbor as ourselves for the love of God.<br />
2. The theological virtues are necessary because we are fallen creatures, with damaged <strong>in</strong>tellects<br />
and wills. As St. Paul says, we often do that which we do not wish to do. We are <strong>in</strong>cl<strong>in</strong>ed to s<strong>in</strong><br />
and need the elevat<strong>in</strong>g power of God’s grace <strong>in</strong> order to help us know as we ought and to love<br />
our brothers and sisters as we ought.<br />
3. By charity, we love our fellow brothers and sisters as made <strong>in</strong> the image of God and called to<br />
share <strong>in</strong> eternal happ<strong>in</strong>ess with him. They become “another self” that we are called to love<br />
as God loves. Any hatred or dismissal of someone based upon their race or culture is utterly<br />
aga<strong>in</strong>st this virtue. We are also made capable of lov<strong>in</strong>g more perfectly through the gifts and<br />
fruits of the Holy Spirit.<br />
Handout B: The Conversion of St. Paul<br />
1. Accept reasoned answers. Encourage students to notice details.<br />
2. Accept reasoned answers, for example the scene appears dramatic, active, dynamic, potent,<br />
energetic, powerful, full of motion, and so forth.<br />
3. The source of light is com<strong>in</strong>g from the Sky; student may say the light signifies the Holy Spirit, or<br />
Jesus <strong>Christ</strong>, or that Paul has just had an encounter with the Liv<strong>in</strong>g God.<br />
4. The pa<strong>in</strong>t<strong>in</strong>g conveys the reality that true conversion is a life-chang<strong>in</strong>g event, no one <strong>in</strong> this<br />
pa<strong>in</strong>t<strong>in</strong>g will ever be the same.<br />
Handout C: Biography of Bartolomé de las Casas<br />
Part I<br />
This history was written by Alice Knight, 1917<br />
Possible answers may <strong>in</strong>clude:<br />
1. Both St. Paul and de la Cases experienced conversion through an encounter with <strong>Christ</strong>.<br />
2. Despite be<strong>in</strong>g a slaveholder (even though he was a priest), Bartolomé de las Casas was turned<br />
from his s<strong>in</strong> by God.<br />
3. Conversion is possible. Even though s<strong>in</strong> exists, God is able to change hearts.<br />
4. We rely on God <strong>in</strong> order to achieve such acts of conversion. They are not simply a matter of our<br />
own choices.<br />
5. God works through us to accomplish someth<strong>in</strong>g greater.<br />
6. The Gifts of the Holy Spirit show how God is cont<strong>in</strong>ually at work. After his conversion to oppose<br />
slavery, Bartolomé de las Casas cont<strong>in</strong>ued to be led by God to bravely preach aga<strong>in</strong>st slavery.<br />
Personal Conversion and Graces of the Holy Spirit 151
Part II<br />
Possible answers may <strong>in</strong>clude:<br />
1. It was through read<strong>in</strong>g the Bible that Bartolomé de las Casas came to understand the evil of<br />
slavery. It is God who wants us to turn from s<strong>in</strong>. By stay<strong>in</strong>g close to God, <strong>in</strong>clud<strong>in</strong>g read<strong>in</strong>g the<br />
Bible, we can be led to understand better how we are to love God and one another.<br />
2. We can be naturally afraid of stand<strong>in</strong>g out. It is quite difficult to oppose a crowd. We can be<br />
afraid of what it will cost us. Bartolomé de las Casas shows us that with God’s help, we can<br />
always stand up for what is right.<br />
3. Through the Gospel and the grace of God, we can share with the world the truth about the<br />
goodness of each person, their dignity, and our responsibilities.<br />
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<strong>Christ</strong> Is the Victory<br />
LESSON 12<br />
Suggested age level: 12 and up<br />
Learn<strong>in</strong>g Goals<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
“Even though <strong>Christ</strong>’s victory over s<strong>in</strong> and death is<br />
complete, we still live <strong>in</strong> a world affected by them.”<br />
(Open Wide Our Hearts)<br />
Ultimately, s<strong>in</strong> can only be overcome through <strong>Christ</strong>’s<br />
grace which effects change <strong>in</strong> hearts.<br />
Because <strong>Christ</strong> reveals to us what it is to be human,<br />
<strong>Christ</strong>ians have a special responsibility to uphold the<br />
dignity of all human be<strong>in</strong>gs and to preach about the<br />
evils of racism.<br />
Because God’s grace works at a personal level, the<br />
conversion and transformation of entire cultures is<br />
entirely possible.<br />
Connection to the<br />
Catechism of the<br />
Catholic Church<br />
ӹ CCC 355–361<br />
ӹ CCC 1929–1939<br />
Key Questions<br />
ӹ<br />
ӹ<br />
ӹ<br />
Why will education never be enough to eradicate s<strong>in</strong>,<br />
<strong>in</strong>clud<strong>in</strong>g the s<strong>in</strong> of racism?<br />
What are some ways we know the <strong>Christ</strong>ian message<br />
is universal?<br />
How did Our Lady evangelize a cont<strong>in</strong>ent?<br />
BIBLICAL TOUCHSTONES<br />
When Jesus saw his mother and the disciple<br />
there whom he loved, he said to his mother,<br />
“Woman, behold, your son.” Then he said to the<br />
disciple, “Behold, your mother.” And from that<br />
hour the disciple took her <strong>in</strong>to his home.<br />
Now those who had been scattered<br />
went about preach<strong>in</strong>g the word.<br />
from ACTS 8:4<br />
from JOHN 19:26-27<br />
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Lesson Plan<br />
Materials<br />
ӹ<br />
Handout A: Background<br />
ӹ<br />
Handout B: Transform<strong>in</strong>g<br />
Essay — <strong>Christ</strong> Is the Victory<br />
Cultures — Our Lady of Guadalupe<br />
Background/Homework<br />
Have older students read Handout A: Background Essay — <strong>Christ</strong> is the Victory and answer the<br />
reflection questions.<br />
Open<strong>in</strong>g Prayer<br />
Beg<strong>in</strong> class with the follow<strong>in</strong>g prayer.<br />
Virg<strong>in</strong> of Guadalupe, Mother of the Americas, we pray to you. We beg you to grant us a great<br />
love for all the holy Sacraments, which are, as it were, the signs that your Son left us on earth.<br />
Most Holy Mother, with the peace of God <strong>in</strong> our conscience, obta<strong>in</strong> for us that our hearts may<br />
be free from evil and hatred, we will be able to br<strong>in</strong>g to all true joy and true peace, which come<br />
to us from your son, our Lord Jesus <strong>Christ</strong>, who with God the Father and the Holy Spirit, lives<br />
and reigns for ever and ever. Amen.<br />
—Adapted from the Prayer of Pope St. John Paul II, Mexico, January 1979.<br />
Warm-Up<br />
A. Project the image of Our Lady of Guadalupe on Handout B: Transform<strong>in</strong>g Cultures — Our Lady<br />
of Guadalupe.<br />
B. Discuss and reflect on the image of Our Lady of Guadalupe as a class:<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
If you have seen this image before, what do you know about it?<br />
What is the first th<strong>in</strong>g you notice about the image?<br />
Can anyone guess how old it is?<br />
What is your favorite th<strong>in</strong>g about it?<br />
C. Present the follow<strong>in</strong>g <strong>in</strong>formation to the class <strong>in</strong> a m<strong>in</strong>i-lecture, and then discuss the questions<br />
that follow as a large group.<br />
God works to convert hearts and m<strong>in</strong>ds through cultural encounters. In 1531, the Catholic Faith<br />
had made few converts <strong>in</strong> Mexico. Hernan Cortes had landed <strong>in</strong> Mexico <strong>in</strong> 1519 and conquered<br />
the Aztecs by 1521. The Aztec religion was a particularly brutal one, with tens of thousands of<br />
people tortured and sacrificed offered each year to appease their fearsome gods. Missionaries<br />
from Spa<strong>in</strong> had attempted to evangelize the <strong>in</strong>digenous peoples with little success. No amount<br />
of evangeliz<strong>in</strong>g and catechiz<strong>in</strong>g the native people could make them see that Catholicism was a<br />
religion of a lov<strong>in</strong>g God that was open to everyone. However, <strong>in</strong> 1541, a contemporary historian<br />
reported that around 9 million <strong>in</strong>digenous people had converted. What had changed <strong>in</strong> ten<br />
years? A mysterious Lady had appeared to a poor peasant named Juan Diego.<br />
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LESSON PLAN<br />
ӹ<br />
ӹ<br />
Our Lady appeared to Juan Diego and spoke with him as an <strong>in</strong>digenous woman. Why do you<br />
th<strong>in</strong>k she did so? Accept reasoned answers. Some may say she may have done so because Mary<br />
is everyone’s mother, and mothers look and talk like their children.<br />
What significance does that have?<br />
• Accept reasoned answers, be<strong>in</strong>g sure to discuss at least two important po<strong>in</strong>ts:<br />
• First, Our Lady of Guadalupe showed the <strong>in</strong>digenous people that the Gospel message was<br />
not limited to one race or culture, but was meant for all nations. She appeared to them<br />
as they were, demonstrat<strong>in</strong>g their share <strong>in</strong> the salvific work of her son, Jesus <strong>Christ</strong>. The<br />
Incarnation had great relevance for them.<br />
• Second, like all s<strong>in</strong>s, racism is a perversion of someth<strong>in</strong>g good that God has created. When<br />
the <strong>in</strong>digenous people learned she had appeared as one of them, do you th<strong>in</strong>k they thought<br />
<strong>in</strong> the abstract about the universality of her message? Or is it more likely they simply saw<br />
her as one of their own? We cannot know for certa<strong>in</strong> what they thought, of course, but<br />
it is good and natural to have a special love for one’s own people. When this special love<br />
becomes disordered, lead<strong>in</strong>g us to believe <strong>in</strong> our own peoples’ superiority over others, we<br />
beg<strong>in</strong> to commit the s<strong>in</strong>, rooted <strong>in</strong> pride, of prejudice or racism.<br />
Note: Some students may not realize at first that it is good to have a special care for one’s<br />
own people. If you anticipate students challeng<strong>in</strong>g this po<strong>in</strong>t, we recommend present<strong>in</strong>g<br />
Handout A: A Human Family from Lesson 5, S<strong>in</strong> is the Root of Racism before Handout B.<br />
This exercise takes a Socratic approach, help<strong>in</strong>g students discover why it is true.<br />
ӹ<br />
What cultural change came about as a result of this encounter?<br />
Expla<strong>in</strong> that the Aztecs practiced human sacrifice on a wide-scale, while the Spanish<br />
themselves had committed atrocities. Nevertheless, the hearts of millions were changed<br />
through real conversion. In 1895, the apparition of Our Lady of Guadalupe was approved<br />
by Pope Leo XIII. 50 years later, <strong>in</strong> 1946, just after the end of the Second World War, Pope<br />
Pius XII named her “Patroness of the Americas.”<br />
Activity<br />
Distribute Handout B and have students read it silently or read it aloud as a class. Then have<br />
students reflect on the questions <strong>in</strong> pairs.<br />
Wrap Up<br />
Invite pairs to share their responses,and then connect the story of Our Lady of Guadalupe to what<br />
you read on Handout A. Our Lady of Guadalupe shows us that more than just education is necessary,<br />
hearts must be changed. The Spanish alone were not able to convert the <strong>in</strong>digenous people. Rather, it<br />
is the grace of God that accomplishes societal change, and a more just and perfect society.<br />
<strong>Christ</strong> Is the Victory<br />
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HANDOUT A<br />
Background Essay: <strong>Christ</strong> Is the Victory<br />
Directions:<br />
Read the essay and answer the reflection questions.<br />
Education alone will never be enough to<br />
eradicate racism. This is partly because<br />
racial hatred, like any s<strong>in</strong>, is a failure not only<br />
of reason, but of the will. We must address<br />
both of these sources of personal s<strong>in</strong> — our<br />
darkened <strong>in</strong>tellect and weakened will — through<br />
authentically Catholic education, teach<strong>in</strong>g the<br />
truth of the human person, the significance of<br />
culture, and the <strong>Christ</strong>ian call to perfection.<br />
And yet those efforts too will fall short.<br />
Ultimately, s<strong>in</strong> can only be overcome through<br />
<strong>Christ</strong>’s grace which effects change <strong>in</strong> hearts.<br />
The Incarnation<br />
Racial prejudice is possible to overcome<br />
because of the revealed truth of the human<br />
person, and the reality of conversion. The God<br />
who assumed a human nature <strong>in</strong> order to save<br />
us cont<strong>in</strong>ues to change hearts and m<strong>in</strong>ds. As<br />
the Second Vatican Council taught, “by the<br />
revelation of the mystery of the Father and His<br />
love, <strong>Christ</strong> fully reveals man to man himself<br />
and makes his supreme call<strong>in</strong>g clear” (Gaudium<br />
et Spes 22). That call<strong>in</strong>g to love is, of course,<br />
<strong>in</strong>compatible with and <strong>in</strong>deed antithetical to<br />
racism.<br />
The Incarnation teaches us the dignity and<br />
value of every human person, and also the<br />
gravity of s<strong>in</strong>. In order to free us from s<strong>in</strong> and<br />
death, <strong>Christ</strong> endured the fullness of human<br />
suffer<strong>in</strong>g. The Cross <strong>in</strong>structs us that our s<strong>in</strong><br />
has real consequences, but that God Himself<br />
will go to the furthest limits of love <strong>in</strong> order to<br />
cleanse us of our s<strong>in</strong>s.<br />
Cristo Negro (Black <strong>Christ</strong>), Iglesia de San Felipel,<br />
Panama. Image courtesy Adam Jones.<br />
Conversion to <strong>Christ</strong><br />
While we must cont<strong>in</strong>ue to educate ourselves<br />
and others of the realities of racism and other<br />
<strong>in</strong>justices, we must even more allow our hearts<br />
and m<strong>in</strong>ds to be transformed by <strong>Christ</strong>, who<br />
conquered s<strong>in</strong> and death. We know from<br />
<strong>Christ</strong>ian history that such conversion is always<br />
possible.<br />
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From the earliest days of the Church, the call<br />
to evangelize has resulted <strong>in</strong> the meet<strong>in</strong>g and<br />
union of cultures from all over the world. At<br />
Pentecost, people from all over the world heard<br />
the Apostles preach<strong>in</strong>g the Gospel <strong>in</strong> their own<br />
native language. Later, dur<strong>in</strong>g his travels, St.<br />
Philip the Deacon baptized an Ethiopian eunuch.<br />
Likewise St. Paul, who had once persecuted the<br />
Church, encountered the Risen <strong>Christ</strong> and spent<br />
the rest of his life travell<strong>in</strong>g throughout the<br />
Roman Empire to share the Gospel.<br />
The Universal Church<br />
Because God’s grace works at a personal level,<br />
the conversion and transformation of entire<br />
cultures is entirely possible. We do not erase<br />
cultural differences <strong>in</strong> work<strong>in</strong>g to end racism,<br />
but transform cultures, <strong>in</strong>clud<strong>in</strong>g our own,<br />
towards the common good <strong>in</strong> an understand<strong>in</strong>g<br />
of our shared human dignity. The Church<br />
realizes this multiplicity and diversity of<br />
cultures gathered together throughout the<br />
world (CCC 814).<br />
Who would have predicted that the preach<strong>in</strong>g<br />
of the Twelve Apostles, poor men from a<br />
troubled prov<strong>in</strong>ce of the Roman Empire, would<br />
cause a cultural revolution? Early <strong>Christ</strong>ians<br />
encountered resistance and persecution. Yet,<br />
with<strong>in</strong> several generations <strong>Christ</strong>ianity had<br />
radically changed the Roman Empire. The<br />
Church was <strong>in</strong>strumental <strong>in</strong> build<strong>in</strong>g hospitals<br />
and car<strong>in</strong>g for the poor. Pope St. Gregory the<br />
Great, a former Roman politician, organized the<br />
almsgiv<strong>in</strong>g of the Church. Rome at the time was<br />
This sculpture, mark<strong>in</strong>g the site of the apparition of the Virg<strong>in</strong> of Guadalupe,<br />
shows the people of Mexico br<strong>in</strong>g<strong>in</strong>g gifts to Our Lady<br />
<strong>Christ</strong> Is the Victory 157
Sta<strong>in</strong>ed glass w<strong>in</strong>dow depict<strong>in</strong>g <strong>Christ</strong> the K<strong>in</strong>g with the regalia of a Byzant<strong>in</strong>e emperor (January 2009).<br />
Photo by John Stephen Dwyer. Image license: Creative Commons Attribution-Share Alike 3.0 Unported.<br />
flooded with refugees from Lombard <strong>in</strong>vasions,<br />
and Gregory ensured that anyone who needed<br />
assistance would receive it regardless of<br />
religion or ethnicity.<br />
Through their reception of the Gospel, the<br />
morals of the people of the Roman Empire<br />
changed. The Church’s teach<strong>in</strong>g on the dignity<br />
of the human person brought to light the evil of<br />
such practices as slavery and human sacrifice.<br />
Human sacrifice was also a practice of the<br />
Aztec empire, which po<strong>in</strong>ts us to another<br />
prom<strong>in</strong>ent example of cultural change: Our<br />
Lady of Guadalupe’s appearance to Juan Diego,<br />
the first <strong>in</strong>digenous sa<strong>in</strong>t from the Americas.<br />
Our Lady appeared as a Mestiza woman <strong>in</strong><br />
native dress, and the people embraced her as<br />
they saw her as one of their own.<br />
Because <strong>Christ</strong> reveals to us what it is to be<br />
human, <strong>Christ</strong>ians have a special responsibility<br />
to uphold the dignity of all human be<strong>in</strong>gs<br />
and to preach about the evils of racism.<br />
Furthermore, because we know personally the<br />
power of grace, we can also share with the<br />
world the truth that s<strong>in</strong> can be overcome. Our<br />
ultimate goal of Heaven does not dim<strong>in</strong>ish our<br />
responsibilities on earth. As the Catechism of<br />
the Catholic Church states, “Man’s vocation<br />
to eternal life does not suppress, but actually<br />
re<strong>in</strong>forces, his duty to put <strong>in</strong>to action <strong>in</strong> this<br />
world the energies and means received from<br />
the Creator to serve justice and peace” (CCC<br />
2820). As all s<strong>in</strong> wounds communion and human<br />
solidarity, so all graced action builds up the<br />
K<strong>in</strong>gdom of God on earth.<br />
Perfection <strong>in</strong> <strong>Christ</strong><br />
A more just earthly society is possible, and<br />
we can aim for it <strong>in</strong> confidence that it can be<br />
accomplished by the grace of God. We are not<br />
called to mediocrity, but to perfection. Such<br />
<strong>Christ</strong>ian perfection demands the end of racial<br />
prejudice and a goal of proper justice for all<br />
people. Justice “consists <strong>in</strong> the constant and<br />
firm will to give their due to God and neighbor”<br />
(CCC 1807). We cannot consider ourselves to<br />
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e a just society if people are excluded from<br />
the means necessary to fulfill their vocation<br />
and reach their f<strong>in</strong>al end <strong>in</strong> God. Society must<br />
provide the conditions that allow people to<br />
obta<strong>in</strong> what they are due accord<strong>in</strong>g to their<br />
nature and vocation.<br />
Jesus, who overcame s<strong>in</strong> and death through<br />
the Cross, can help us overcome our personal<br />
fail<strong>in</strong>gs and dismantle societal structures of s<strong>in</strong>.<br />
God desires our hearts and m<strong>in</strong>ds to be made<br />
perfect. Such perfection is only possible by His<br />
love and grace.<br />
Reflection Questions<br />
1. Why will education never be enough to eradicate any s<strong>in</strong>, <strong>in</strong>clud<strong>in</strong>g racism? What is the danger<br />
<strong>in</strong>volved <strong>in</strong> th<strong>in</strong>k<strong>in</strong>g that s<strong>in</strong> is simply the result of ignorance, or <strong>in</strong> an attitude that uneducated<br />
people s<strong>in</strong>ful and educated people are virtuous?<br />
2. Why is the transformation of entire cultures to <strong>Christ</strong> possible?<br />
3. Like all s<strong>in</strong>s, racism perverts someth<strong>in</strong>g magnificent that God has created. It is natural and good<br />
to feel a special love for one’s own people. How does Our Lady’s appearance to St. Juan Diego<br />
show us this truth?<br />
4. Why do <strong>Christ</strong>ians have a special responsibility to fight aga<strong>in</strong>st the <strong>in</strong>justice of racism?<br />
God choose a specific place and time to be born <strong>in</strong>to a<br />
certa<strong>in</strong> ethnicity. This truth does not dim<strong>in</strong>ish the beauty of<br />
artwork for personal devotion which pictures Jesus <strong>Christ</strong><br />
differently. The Incarnation teaches us the dignity and value<br />
of every human person, and also the gravity of s<strong>in</strong>.<br />
<strong>Christ</strong> Is the Victory 159
HANDOUT B<br />
Transform<strong>in</strong>g Cultures –<br />
Our Lady of Guadalupe<br />
Directions:<br />
The follow<strong>in</strong>g account of the apparition of Our Lady was written by Don Antonio<br />
Valeriano, a Native American author of the 16th century. Read the account, and then<br />
discuss the questions that follow <strong>in</strong> small groups.<br />
At daybreak one Saturday morn<strong>in</strong>g <strong>in</strong><br />
1531, on the very first day of the month<br />
of December, an Indian named Juan Diego<br />
was go<strong>in</strong>g from the village where he lived<br />
to Tlatelolco <strong>in</strong> order to take part <strong>in</strong> div<strong>in</strong>e<br />
worship and listen to God’s commandments.<br />
When he came near the hill called Tepeyac,<br />
dawn had already come, and Juan Diego heard<br />
someone call<strong>in</strong>g him from the very top of the<br />
hill: “Juanito, Juan Dieguito.”<br />
He went up the hill and caught sight of a lady<br />
of unearthly grandeur whose cloth<strong>in</strong>g was as<br />
radiant as the sun. She said to him <strong>in</strong> words<br />
both gentle and courteous: “Juanito, the<br />
humblest of my children, know and understand<br />
that I am the ever virg<strong>in</strong> Mary, Mother of the<br />
true God through whom all th<strong>in</strong>gs live. It is my<br />
ardent desire that a church be erected here<br />
so that <strong>in</strong> it I can show and bestow my love,<br />
compassion, help, and protection to all who<br />
<strong>in</strong>habit this land and to those others who love<br />
me, that they might call upon and confide <strong>in</strong><br />
me. Go to the Bishop of Mexico to make known<br />
to him what I greatly desire. Go and put all your<br />
efforts <strong>in</strong>to this.”<br />
When Juan Diego arrived <strong>in</strong> the presence of the<br />
Bishop, Fray Juan de Zumarraga, a Franciscan,<br />
the latter did not seem to believe Juan Diego<br />
and answered: “Come another time, and I will<br />
listen at leisure.”<br />
The Virg<strong>in</strong> of Guadalupe.<br />
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Juan Diego returned to the hilltop where the<br />
Heavenly Lady was wait<strong>in</strong>g, and he said to<br />
her: “My Lady, my maiden, I presented your<br />
message to the Bishop, but it seemed that he<br />
did not th<strong>in</strong>k it was the truth. For this reason I<br />
beg you to entrust your message to someone<br />
more illustrious who might convey it <strong>in</strong> order<br />
that they may believe it, for I am only an<br />
<strong>in</strong>significant man.”<br />
She answered him: “Humblest of my sons, I ask<br />
that tomorrow you aga<strong>in</strong> go to see the Bishop and<br />
tell him that I, the ever virg<strong>in</strong> holy Mary, Mother<br />
of God, am the one who personally sent you.”<br />
But on the follow<strong>in</strong>g day, Sunday, the Bishop aga<strong>in</strong><br />
did not believe Juan Diego and told him that some<br />
sign was necessary so that he could believe that it<br />
was the Heavenly Lady herself who sent him. And<br />
then he dismissed Juan Diego.<br />
On Monday Juan Diego did not return. His<br />
uncle, Juan Bernard<strong>in</strong>o, became very ill, and at<br />
night asked Juan to go to Tlatelolco at daybreak<br />
to call a priest to hear his confession. Juan<br />
Diego set out on Tuesday, but he went around<br />
the hill and passed on the other side, toward<br />
the east, so as to arrive quickly <strong>in</strong> Mexico City<br />
and to avoid be<strong>in</strong>g deta<strong>in</strong>ed by the Heavenly<br />
Lady. But she came out to meet him on that<br />
side of the hill and said to him: “Listen and<br />
understand, my humblest son. There is noth<strong>in</strong>g<br />
to frighten and distress you. Do not let your<br />
heart be troubled, and let noth<strong>in</strong>g upset you. Is<br />
it not I, your Mother, who is here? Are you not<br />
under my protection? Are you not, fortunately,<br />
<strong>in</strong> my care? Do not let your uncle’s illness<br />
distress you. It is certa<strong>in</strong> that he has already<br />
been cured. Go up to the hilltop, my son, where<br />
you will f<strong>in</strong>d flowers of various k<strong>in</strong>ds. Cut them,<br />
and br<strong>in</strong>g them <strong>in</strong>to my presence.”<br />
When Juan Diego reached the peak, he was<br />
astonished that so many Castilian roses had burst<br />
forth at a time when the frost was severe. He<br />
carried the roses <strong>in</strong> the folds of his tilma (mantle)<br />
to the Heavenly Lady. She said to him: “My son,<br />
this is the proof and the sign which you will br<strong>in</strong>g<br />
to the Bishop so that he will see my will <strong>in</strong> it. You<br />
are my ambassador, very worthy of trust.”<br />
Juan Diego set out on his way, now content and<br />
sure of succeed<strong>in</strong>g. On arriv<strong>in</strong>g <strong>in</strong> the Bishop’s<br />
presence, he told him: “My lord, I did what<br />
you asked. The Heavenly Lady complied with<br />
your request and fulfilled it. She sent me to the<br />
hilltop to cut some Castilian roses and told me<br />
to br<strong>in</strong>g them to you <strong>in</strong> person. And this I am<br />
do<strong>in</strong>g, so that you can see <strong>in</strong> them the sign you<br />
seek <strong>in</strong> order to carry out her will. Here they<br />
are; receive them.”<br />
A prayer mural dedicated to Our Lady of<br />
Guadalupe <strong>in</strong> Aguascalientes, Mexico.<br />
He immediately opened up his white mantle,<br />
and as all the different Castilian roses scattered<br />
to the ground, there was drawn on the cloak<br />
and suddenly appeared the precious image of<br />
<strong>Christ</strong> Is the Victory 161
the ever virg<strong>in</strong> Mary, Mother of God, <strong>in</strong> the<br />
same manner as it is today and is kept <strong>in</strong> her<br />
shr<strong>in</strong>e of Tepeyac. The whole city was stirred<br />
and came to see and admire her venerable<br />
image and to offer prayers to her; and follow<strong>in</strong>g<br />
the command which the same Heavenly Lady<br />
gave to Juan Bernard<strong>in</strong>o when she restored him<br />
to health, they called her by the name that she<br />
herself had used: “the ever-virg<strong>in</strong> holy Mary of<br />
Guadalupe.”<br />
Discussion Questions<br />
1. What did Our Lady first call Juan Diego? What is the mean<strong>in</strong>g of the -ito or -ita end<strong>in</strong>g <strong>in</strong><br />
Spanish names? What does this reveal about Our Lady and how she regarded Juan Diego?<br />
2. Our Lady spoke to Juan Diego <strong>in</strong> his own language. In various apparitions, Our Lady spoke to<br />
people <strong>in</strong> Portugal, France, Rwanda, Italy and other places <strong>in</strong> their native tongues. What does<br />
this show us about the Gospel message? About the mean<strong>in</strong>g of Pentecost?<br />
3. Our Lady appeared as an <strong>in</strong>digenous woman <strong>in</strong> native dress and spoke their language, and the<br />
people embraced her as they saw her as one of their own. Why do you th<strong>in</strong>k that Our Lady of<br />
Guadalupe chose to appear as an <strong>in</strong>digenous woman?<br />
4. You may have seen art depict<strong>in</strong>g Jesus and Mary with features of Europeans, Asians, Africans,<br />
Middle Easterners, etc. Why do you th<strong>in</strong>k many artists represent the Holy Family with features<br />
like their own?<br />
5. What does the example of Our Lady of Guadalupe teach us about societal conversion and the<br />
possibility for cultures to change?<br />
6. In what ways does our present society need conversion?<br />
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Answer Key<br />
Handout A: <strong>Christ</strong> is the Victory<br />
1. Because s<strong>in</strong> is not just a failure of the <strong>in</strong>tellect, but of the will. Even more, without <strong>Christ</strong>’s<br />
grace, we can do noth<strong>in</strong>g. Education does not necessarily lead to virtue, and education without<br />
virtue is hazardous.<br />
2. Because <strong>Christ</strong>’s grace works on <strong>in</strong>dividual hearts. Even more, grace works universally and so<br />
can transform all the members of any group: whether it’s a culture or a country or an <strong>in</strong>stitution<br />
or a family.<br />
3. No one is closer to Jesus than Mary, who was conceived without s<strong>in</strong>. If Mary does someth<strong>in</strong>g,<br />
we can know it is good! Mary is really our mother, and mothers look like their children! Mary<br />
knows we feel a good and natural affection towards our own people, and made use of this part<br />
of our nature <strong>in</strong> deliver<strong>in</strong>g a message so we might be more receptive to it.<br />
4. Because <strong>Christ</strong> has shown us what it means to be human. And s<strong>in</strong>ce we know personally the<br />
power of grace, we can also share with the world the truth that s<strong>in</strong> can be overcome.<br />
Handout B: Transform<strong>in</strong>g Cultures–Our Lady of Guadalupe<br />
1. Juanito which literally means “little Juan.” It shows a certa<strong>in</strong> tenderness, such as that of a<br />
mother towards a child.<br />
2. Our lady embraces all languages to show the universality of the Gospel.<br />
3. Students may say Our Lady was show<strong>in</strong>g the people that she was truly their mother and that<br />
the Incarnation had relevance for them. Our Lady chose to appear to the people as they were <strong>in</strong><br />
order to show them their great dignity, which comes from be<strong>in</strong>g made <strong>in</strong> the image of God.<br />
4. All races are called to share <strong>in</strong> the same goal of salvation. It is not s<strong>in</strong>ful to want to see the Holy<br />
Family depicted as people of our own race. It makes sense to depict the Holy Family <strong>in</strong> ways<br />
that connect to all different physical features and ethnicities, because Chritianity transcends<br />
nationality, ethnicity, race, etc. All <strong>Christ</strong>ians are brothers and sisters <strong>in</strong> <strong>Christ</strong>. Artistic<br />
representations of the Holy Family should not be viewed as though they were photographs.<br />
Rather, they are the artistic expression of a human be<strong>in</strong>g.<br />
5. Change on a societal scale is possible! With<strong>in</strong> a short period of time, the entirety of a formerlybrutally<br />
violent culture was converted to the Gospel.<br />
6. Accept reasoned answers. Our society needs to recognize each person as a child of God, and to<br />
respect and protect life from conception to natural death. Encourage discussion on racism.<br />
<strong>Christ</strong> Is the Victory 163
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<strong>Christ</strong> Is the Victory<br />
LESSON 13<br />
Suggested age level: 10 and up<br />
Learn<strong>in</strong>g Goals<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
<strong>Christ</strong> has overcome all s<strong>in</strong>. He also heals our<br />
wounds and wants us to forgive as He forgives.<br />
Sts. Mary Magdalene and Kathar<strong>in</strong>e Drexel both had<br />
an encounter with the Risen Lord, which moved<br />
them to act.<br />
A true encounter with <strong>Christ</strong> changes us and helps<br />
us accomplish th<strong>in</strong>gs we never thought possible.<br />
St. Kathar<strong>in</strong>e Drexel is an example of how one<br />
person can make a tremendous difference <strong>in</strong><br />
chang<strong>in</strong>g a culture for the better.<br />
Connection to the<br />
Catechism of the<br />
Catholic Church<br />
ӹ CCC 355–361<br />
ӹ CCC 1929–1939<br />
Key Questions<br />
ӹ<br />
ӹ<br />
Is there any s<strong>in</strong> Jesus cannot help us overcome?<br />
How can one person make a difference <strong>in</strong> chang<strong>in</strong>g<br />
a culture?<br />
BIBLICAL TOUCHSTONES<br />
When he had risen, early on the first day of the week, he appeared first to Mary Magdalene,<br />
out of whom he had driven seven demons.<br />
She went and told his companions who were mourn<strong>in</strong>g and weep<strong>in</strong>g.<br />
When they heard that he was alive and had been seen by her, they did not believe.<br />
from MARK 16:9-11<br />
165
Lesson Plan<br />
Materials<br />
ӹ<br />
Handout A: The Morn<strong>in</strong>g of<br />
ӹ<br />
Handout B: Miracles of Jesus<br />
the Resurrection PowerPo<strong>in</strong>t<br />
presentation, “The Miracles<br />
of <strong>Christ</strong>” available at:<br />
SophiaInstituteforTeachers.org/<br />
<strong>Created</strong><strong>in</strong><strong>Christ</strong>Resources<br />
ӹ<br />
ӹ<br />
Handout C: <strong>Christ</strong> the K<strong>in</strong>g<br />
(optional for younger students)<br />
St. Kathar<strong>in</strong>e Drexel Sa<strong>in</strong>t Card<br />
Handout D: The Difference<br />
One Person Can Make<br />
Open<strong>in</strong>g Prayer<br />
Beg<strong>in</strong> class with the follow<strong>in</strong>g prayer.<br />
Ever lov<strong>in</strong>g God, You called St. Kathar<strong>in</strong>e Drexel to teach the message of the Gospel and to<br />
br<strong>in</strong>g the life of the Eucharist to the African and Native American peoples. By her prayers and<br />
example, enable us to work for justice for all. Draw us all <strong>in</strong>to the Eucharistic community of<br />
your Church, that we may be one <strong>in</strong> you.<br />
Grant this through Our Lord Jesus <strong>Christ</strong>, Your Son, who lives and reigns with You and the Holy<br />
Spirit, one God, forever and ever. Amen.<br />
Warm-Up<br />
A. Display the image on Handout A: The Morn<strong>in</strong>g of the Resurrection by Edward Burne-Jones. Give<br />
students as much time as possible to view the pa<strong>in</strong>t<strong>in</strong>g <strong>in</strong> silence.<br />
B. Read Mark Chapter 16:1-11, and expla<strong>in</strong> the tradition of the Myrrh Bearers: In the Eastern<br />
Tradition of the Church, the Myrrhbearers were the <strong>in</strong>dividuals who went to the tomb after<br />
Jesus died to ano<strong>in</strong>t his body. In the Jewish tradition this would be done for three days after<br />
someone had died. In the Gospel of Mark, three women are listed, but <strong>in</strong> some traditions there<br />
are as many as seven. St. Mary Magdalene, who is shown <strong>in</strong> our image, is always listed as one of<br />
the Myrrh Bearers.<br />
C. Arrange students <strong>in</strong> pairs or trios and give each group a lam<strong>in</strong>ated color copy of Handout A.<br />
Have students discuss the conversation questions <strong>in</strong> group, and then share responses as a large<br />
group, allow<strong>in</strong>g the conversation to go <strong>in</strong> unexpected directions.<br />
Activity I<br />
A. Write the follow<strong>in</strong>g phrase on the board: “A victor is someone who conquers.” Then ask the<br />
follow<strong>in</strong>g questions:<br />
ӹ<br />
What does it mean to conquer? Expect answers like: to w<strong>in</strong>, to overcome, to beat, to<br />
overpower.<br />
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LESSON PLAN<br />
ӹ<br />
ӹ<br />
If someone is a victor what does that mean? Someone who is victorious, someone who has<br />
won a contest or a struggle, someone who has defeated an enemy or rival.<br />
How do we know that <strong>Christ</strong> is the victor over s<strong>in</strong> and death? Because He rose from the dead.<br />
S<strong>in</strong> and death had no power over Him.<br />
B. Expla<strong>in</strong> that Our Lord’s miracles reveal His power over s<strong>in</strong> and death, and reveal His div<strong>in</strong>ity,<br />
and His victory over s<strong>in</strong> and death was achieved by His Passion, Death, and Resurrection. We<br />
know this because of the preach<strong>in</strong>g of the Apostles, and all has been passed on <strong>in</strong> the deposit of<br />
faith. By His Death and Resurrection, <strong>Christ</strong> has set us free and given us new life—a new identity<br />
<strong>in</strong> Him. His miracles all po<strong>in</strong>t to this <strong>in</strong> some way. And because of His victory, people of every<br />
nation and tribe can now be called brothers <strong>in</strong> <strong>Christ</strong>.<br />
Distribute Handout B: Miracles of Jesus to your students.<br />
C. Download and go over the PowerPo<strong>in</strong>t presentation, “The Miracles of <strong>Christ</strong>” from:<br />
SophiaInstituteforTeachers.org/<strong>Created</strong><strong>in</strong><strong>Christ</strong>Resources.<br />
D. As you proceed through the PowerPo<strong>in</strong>t, read aloud the Gospel verses <strong>in</strong>dicated on the notes of<br />
each slide, or re-tell the story <strong>in</strong> your own words:<br />
1. Mark 2: 1-12<br />
2. John 11: 1-4<br />
3. John 2: 1-11<br />
4. Matthew 28 1-8<br />
5. Mark 6: 45-52<br />
6. Mark 3: 1-6<br />
7. Mark 8 1-10<br />
8. Mark 2:1-12<br />
Have students fill out the first column on the chart on Handout B as you proceed.<br />
E. Then go through the images <strong>in</strong> the slide show a second time and allow your students to answer<br />
the second column.<br />
F. As a follow up ask the students the follow<strong>in</strong>g questions:<br />
ӹ<br />
ӹ<br />
ӹ<br />
Is there anyth<strong>in</strong>g Jesus cannot do? No! This would be a good opportunity for you as a<br />
teacher to witness to your Faith and share with your students a time you forgave someone a<br />
transgression and Jesus helped you to do so.<br />
How can he conquer the s<strong>in</strong> and suffer<strong>in</strong>g caused by racism? Expla<strong>in</strong> that racism is a belief<br />
<strong>in</strong> the superiority of one’s own race or ethnic group with respect to others. In other words, the<br />
s<strong>in</strong> of racism is believ<strong>in</strong>g that you are better than other people because of your sk<strong>in</strong> color or<br />
your ethnicity.<br />
Can the s<strong>in</strong> of racism be fixed, and can the wounds be healed? Allow reasoned discussion,<br />
gently lead<strong>in</strong>g students to the conclusion that <strong>Christ</strong> has overcome all s<strong>in</strong>, and also heals our<br />
wounds and wants us to forgive as He forgives.<br />
<strong>Christ</strong> Is the Victory<br />
167
LESSON PLAN<br />
ӹ<br />
ӹ<br />
ӹ<br />
Jesus calls us to be not afraid, and to have courage. What are we to do if we feel<br />
discouraged about s<strong>in</strong> <strong>in</strong> the world? Remember that Our Lord suffered and died for us<br />
because His love for us is so great. He is always wait<strong>in</strong>g for us to approach Him <strong>in</strong> prayer<br />
and through the Sacraments.<br />
What can help build our courage and faith <strong>in</strong> <strong>Christ</strong> the victor? Remember that He can<br />
br<strong>in</strong>g people back to life, and calm the sea, and turn water <strong>in</strong> w<strong>in</strong>e. He can heal souls and<br />
hearts.<br />
How can <strong>Christ</strong> help us overcome racism? Possible answers <strong>in</strong>clude: Open our eyes to<br />
people <strong>in</strong> need; give us the ability to forgive and be forgiven; free us from anger toward<br />
family members, neighbors, and strangers; make our hearts and souls stronger through the<br />
sacraments; heal the Church from racism here on earth. Affirm students’ responses and how<br />
we can all learn from each others’ experiences.<br />
Optional Activity for Younger Students<br />
A. Pr<strong>in</strong>t, on magnetic paper if possible, enough copies of Handout C: <strong>Christ</strong> the K<strong>in</strong>g for<br />
students to assemble the puzzle <strong>in</strong>dividually or <strong>in</strong> groups.<br />
B. While the children are putt<strong>in</strong>g their puzzles together, read Mark 6:30-44, which illustrates<br />
the power of Jesus <strong>Christ</strong>.<br />
C. After read<strong>in</strong>g the passage, emphasize the follow<strong>in</strong>g po<strong>in</strong>ts:<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
Jesus shows compassion on his disciples and tells them to rest.<br />
He sees the crowds and has pity on them and beg<strong>in</strong>s to teach.<br />
It’s d<strong>in</strong>ner time so the disciples suggest send<strong>in</strong>g the people away.<br />
Jesus, however, performs a miracle by feed<strong>in</strong>g thousands with only five loaves and two fish.<br />
Jesus can overcome anyth<strong>in</strong>g! Jesus cares for their souls and their bodies by teach<strong>in</strong>g<br />
them and giv<strong>in</strong>g them food.<br />
Activity II<br />
A. Expla<strong>in</strong> <strong>in</strong> a m<strong>in</strong>i lecture: We look to the sh<strong>in</strong><strong>in</strong>g example of the sa<strong>in</strong>ts as we seek to imitate<br />
the love of <strong>Christ</strong> <strong>in</strong> our own lives. They show us what it means to truly follow <strong>Christ</strong>. We<br />
<strong>in</strong> the U.S. have the example of a woman who devoted her life to uphold<strong>in</strong>g the dignity of<br />
Black and Native American people, St. Kathar<strong>in</strong>e Drexel. She is known for hav<strong>in</strong>g said, “Have<br />
a cordial respect for others <strong>in</strong> heart and m<strong>in</strong>d; if there is any prejudice <strong>in</strong> the m<strong>in</strong>d we must<br />
uproot it, or it will pull us down.” These words guided her throughout her long life.<br />
B. Distribute the St. Kathar<strong>in</strong>e Drexel sa<strong>in</strong>t card from Appendix A and read it as a class.<br />
C. Share the follow<strong>in</strong>g with your students: St. Kathar<strong>in</strong>e Drexel founded 145 missions, 12 schools<br />
for Native American children, and 50 schools for African American children.<br />
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LESSON PLAN<br />
D. Distribute Handout D: The Difference One Person Can Make. Have the students identify<br />
the location of the eight schools on the map of the United States. See if they can identify<br />
which school is closest to you. If possible, visit the schools’ websites and show your<br />
students pictures of students attend<strong>in</strong>g those schools today.<br />
1. St. Francis de Sales School for Girls, Powhatan, Virg<strong>in</strong>ia<br />
2. St. Mark the Evangelist, Harlem, NYC, New York<br />
3. St. Peter Claver Catholic School, Macon, Georgia<br />
4. Xavier University, New Orleans, Louisiana<br />
5. St. Kathar<strong>in</strong>e Drexel Preparatory, New Orleans, Louisiana<br />
6. St. Cather<strong>in</strong>e’s Indian School, Santa Fe, New Mexico<br />
7. Immaculate Mother Academy, Nashville, Tennessee<br />
8. St. Michael Indian School, St. Michael’s, Arizona<br />
E. Expla<strong>in</strong> that this list is just a fraction of the many schools and missions she founded. One<br />
person respond<strong>in</strong>g to God’s call can have a major impact.<br />
Wrap Up<br />
A. Guide your students to reflect on the follow<strong>in</strong>g:<br />
Both Mary Magdalene and Kathar<strong>in</strong>e Drexel had an encounter with the Risen Lord. This<br />
encounter moved them to act. A true encounter with <strong>Christ</strong> changes you and helps you<br />
accomplish th<strong>in</strong>gs you never thought possible. Mary Magdalene had the courage to tell<br />
the Apostles that <strong>Christ</strong> was Risen. Kathar<strong>in</strong>e Drexel had the courage to embark on a<br />
mission to help those wrongly deemed by society to have less dignity.<br />
B. Have students journal or sketch for 5-10 m<strong>in</strong>utes <strong>in</strong> response to this question.When we<br />
encounter Jesus <strong>Christ</strong> <strong>in</strong> the Eucharist and <strong>in</strong> our lives, how are we called to action <strong>in</strong> our<br />
communities?<br />
<strong>Christ</strong> Is the Victory<br />
169
HANDOUT A<br />
The Morn<strong>in</strong>g of the Resurrection<br />
BY EDWARD BURNE JONES (1886)<br />
Oil on wood, 848mm x 1511mm, Tate Brita<strong>in</strong> London, England<br />
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HANDOUT A<br />
Sacred Art: The Morn<strong>in</strong>g of the Resurrection<br />
Directions:<br />
Take some time to quietly view and reflect on the art. Read the story of the<br />
Myrrh Bearers. Then th<strong>in</strong>k about the questions below and discuss them with your<br />
classmates.<br />
The Story of the Myrrh Bearers<br />
In the Eastern Tradition of the Church, the Myrrhbearers<br />
were the <strong>in</strong>dividuals who went to the tomb after Jesus died<br />
to ano<strong>in</strong>t his body. In the Jewish tradition this would be done<br />
for three days after someone had died. In the Gospel of Mark,<br />
three women are listed, but <strong>in</strong> some traditions there are as<br />
many as seven. St. Mary Magdalene is always listed as one of<br />
the Myrrh Bearers.<br />
Conversation Questions<br />
1. What stands out to you about this pa<strong>in</strong>t<strong>in</strong>g?<br />
2. Who are the figures <strong>in</strong> the pa<strong>in</strong>t<strong>in</strong>g?<br />
3. What event has just taken place? Who went to the tomb the day after the Sabbath and why<br />
were they go<strong>in</strong>g there?<br />
4. How would you describe the expression St. Mary Magdalene has on her face?<br />
5. What lessons can be learned from St. Mary Magdalene and the other Myrrh Bearers?<br />
<strong>Christ</strong> Is the Victory 171
HANDOUT B<br />
Miracles of Jesus<br />
Directions:<br />
For each pa<strong>in</strong>t<strong>in</strong>g, fill <strong>in</strong> the chart below based on the class discussion.<br />
What miracle is Jesus<br />
perform<strong>in</strong>g?<br />
How is He conquer<strong>in</strong>g s<strong>in</strong>, suffer<strong>in</strong>g,<br />
and death?<br />
1<br />
2<br />
3<br />
4<br />
5<br />
6<br />
7<br />
8<br />
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HANDOUT C<br />
<strong>Christ</strong> the K<strong>in</strong>g (optional for younger students)<br />
<strong>Christ</strong> Is the Victory 173
HANDOUT D<br />
The Difference One Person Can Make<br />
Directions:<br />
F<strong>in</strong>d the schools on the list below and plot them on the map below. You may need to<br />
use a more detailed map to f<strong>in</strong>d some of the locations.<br />
1. St. Michael Indian School<br />
St. Michael’s, Arizona<br />
2. St. Mark the Evangelist, Harlem<br />
New York, New York<br />
3. St. Peter Claver Catholic School<br />
Macon, Georgia<br />
4. Xavier University<br />
New Orleans, Louisiana<br />
5. St. Kathar<strong>in</strong>e Drexel Preparatory<br />
New Orleans, Louisiana<br />
6. St. Cather<strong>in</strong>e’s Indian School<br />
Santa Fe, New Mexico<br />
7. Immaculate Mother Academy<br />
Nashville, Tennessee<br />
8. St. Francis de Sales School for Girls<br />
Powhatan, Virg<strong>in</strong>ia<br />
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Answer Key<br />
Handout A: The Morn<strong>in</strong>g of the Resurrection<br />
1. Accept reasoned answers.<br />
2. Mary Magdalene, two angels, and Jesus<br />
3. They are outside of Jesus’ tomb.<br />
4. Accept reasoned answers.<br />
5. Accept reasoned answers. Answers may <strong>in</strong>clude courage <strong>in</strong> the face of fear and love for Jesus<br />
that helped them overcome their fears.<br />
Handout B: Miracles of Jesus<br />
What miracle is Jesus perform<strong>in</strong>g?<br />
How is He conquer<strong>in</strong>g s<strong>in</strong>, suffer<strong>in</strong>g, and death?<br />
1 Heal<strong>in</strong>g the Man Born Bl<strong>in</strong>d Conquer<strong>in</strong>g suffer<strong>in</strong>g, and the effects of the Fall<br />
2 Rais<strong>in</strong>g Lazarus from the Dead<br />
Conquer<strong>in</strong>g death, show<strong>in</strong>g He can br<strong>in</strong>g people<br />
back to life.<br />
3<br />
Turn<strong>in</strong>g water <strong>in</strong>to w<strong>in</strong>e at the<br />
Wedd<strong>in</strong>g at Cana<br />
Conquer<strong>in</strong>g want (lack of th<strong>in</strong>gs we need), sav<strong>in</strong>g<br />
the couple from the suffer<strong>in</strong>g of embarrassment.<br />
Jesus provides for all our needs!<br />
4 Ris<strong>in</strong>g from the Dead Conquer<strong>in</strong>g death, and s<strong>in</strong>.<br />
5 Walk<strong>in</strong>g on Water<br />
Show<strong>in</strong>g that He has power over nature, and can<br />
conquer death<br />
6 Heal<strong>in</strong>g the Withered Hand Conquer<strong>in</strong>g suffer<strong>in</strong>g and effects of s<strong>in</strong><br />
7<br />
Feed<strong>in</strong>g the multitude through<br />
Multiplication of the Loaves and<br />
Fishes<br />
Conquer<strong>in</strong>g want (lack of th<strong>in</strong>gs we need). Jesus<br />
provides for all our needs!<br />
8 Heal<strong>in</strong>g of the Paralytic Conquer<strong>in</strong>g s<strong>in</strong>, and suffer<strong>in</strong>g<br />
<strong>Christ</strong> Is the Victory 175
Handout D: The Difference One Person Can Make<br />
2<br />
1<br />
8<br />
6<br />
7<br />
3<br />
4/5<br />
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APPENDIX A<br />
Sa<strong>in</strong>t Cards<br />
The Sa<strong>in</strong>ts provide us wonderful models of hol<strong>in</strong>ess, help us<br />
on our way to Heaven, and help us see the true universality<br />
of <strong>Christ</strong>’s sav<strong>in</strong>g mission. As a resource to help your<br />
students learn about the Catholic response to the s<strong>in</strong> of<br />
racism, we have compiled short stories of sa<strong>in</strong>ts from<br />
vary<strong>in</strong>g ethnic backgrounds who served <strong>Christ</strong> and their<br />
neighbor <strong>in</strong> ways that testify to the equal dignity of all<br />
human be<strong>in</strong>gs made <strong>in</strong> the image of God.<br />
Note: Many of the lives of the sa<strong>in</strong>ts are filled with deep<br />
suffer<strong>in</strong>g and violence. Please be sure to preview the<br />
stories <strong>in</strong> order to determ<strong>in</strong>e if they would be appropriate<br />
for your students.<br />
St. Benedict the African<br />
Benedict was the son of slaves <strong>in</strong> Italy, though he had been born free.<br />
One day, a low and ignorant man yelled hateful words to Benedict,<br />
<strong>in</strong>sult<strong>in</strong>g the color of his dark sk<strong>in</strong>. Those cruel words hurt Benedict.<br />
But then he remembered how cruel soldiers and the ignorant crowd<br />
had hurled <strong>in</strong>sults at Jesus on the Cross. Jesus had not gotten angry,<br />
nor did he use His div<strong>in</strong>e power to punish those who had <strong>in</strong>sulted him.<br />
Instead, He not only forgave His enemies, He died for them.<br />
And so Benedict decided to follow Jesus’s example. He restra<strong>in</strong>ed<br />
his anger, even though he was hurt, and the low, ignorant man went<br />
Image Courtesy<br />
away. A Franciscan hermit had witnessed Benedict’s patience and<br />
A. Currell<br />
forgiveness. He saw that Benedict had a holy soul. The hermit asked<br />
him if he, too, wanted to become a Franciscan and dedicate his life<br />
1526–1589<br />
to the love and service of God. Benedict’s heart filled with joy as he<br />
Sicily<br />
realized that God the Father was reward<strong>in</strong>g him by call<strong>in</strong>g him to<br />
follow Jesus <strong>in</strong> a special way.<br />
Feast Day:<br />
Benedict became a Franciscan friar and started off as the friary’s<br />
April 3<br />
cook. He loved the tastes and smells of the kitchen and serv<strong>in</strong>g food<br />
to his fellow friars, and cook<strong>in</strong>g became a great joy for him. He did not<br />
stay a cook long, however, and soon became the master of the novices,<br />
which means that he looked after all young men that were new to<br />
the Franciscan community. Even though Benedict never learned<br />
St. Charles Lwanga and Companions<br />
how to read, he became known for his wise understand<strong>in</strong>g and deep<br />
spirituality — so much so that he eventually became the superior of his<br />
religious community.<br />
A group of priests called the White Fathers traveled to Uganda <strong>in</strong><br />
All throughout his advancements, Benedict’s love for cook<strong>in</strong>g<br />
Africa, and K<strong>in</strong>g Muteesa, the Ugandan k<strong>in</strong>g, received them with<br />
rema<strong>in</strong>ed. In his later years, he would return to the kitchen to cook for<br />
friendl<strong>in</strong>ess and k<strong>in</strong>dness. Charles Lwanga, a 25-year-old page <strong>in</strong> the<br />
his fellow friars. In this, he followed Jesus’s example; even though Jesus<br />
k<strong>in</strong>g’s court, listened to the White Fathers’ message and became a<br />
is the Son of God and God Himself, He served others when He was<br />
catechumen (someone who is prepar<strong>in</strong>g to be baptized).<br />
here on earth, even wash<strong>in</strong>g His Apostles’ feet dur<strong>in</strong>g the Last Supper.<br />
K<strong>in</strong>g Muteesa died, and his son, K<strong>in</strong>g Mwanga, took the throne.<br />
So Benedict served his fellow friars although he was their leader,<br />
The new k<strong>in</strong>g was a cruel and s<strong>in</strong>ful ruler who persecuted <strong>Christ</strong>ians.<br />
perform<strong>in</strong>g the lov<strong>in</strong>g task of cook<strong>in</strong>g their meals. At the age of sixtythree,<br />
Benedict passed away <strong>in</strong> a holy death. He was so beloved by his<br />
The head of the k<strong>in</strong>g’s pages was a Catholic, and he begged the k<strong>in</strong>g<br />
to stop his persecutions and to give up his s<strong>in</strong>ful life. Furious, the k<strong>in</strong>g<br />
Sa<strong>in</strong>t Charles<br />
community that the k<strong>in</strong>g of Spa<strong>in</strong> ordered a magnificent tomb to be<br />
had him beheaded. The courageous Charles Lwanga took his place as<br />
Lwanga, courtesy<br />
built for the humble friar who had followed Jesus’s example all of his<br />
Phillip K. the head of the k<strong>in</strong>g’s pages. He knew that all the <strong>Christ</strong>ians at court<br />
life. St. Benedict the African, help me to follow Jesus as closely as I can!<br />
were <strong>in</strong> danger. Even so, that very night, he sneaked out of the palace<br />
and went to the White Fathers to be baptized. Then he watched over<br />
d. 1886<br />
the secret <strong>in</strong>struction <strong>in</strong> the Catholic Faith of the young pages at<br />
Uganda<br />
court.<br />
One day, the k<strong>in</strong>g discovered one of the boys study<strong>in</strong>g his<br />
Feast Day: catechism. Immediately, he ordered all of the pages <strong>in</strong> the court to<br />
June 3<br />
gather before APPENDIX him. Then, A: SAINT <strong>in</strong> an om<strong>in</strong>ous CARDS voice, he ordered all the<br />
185<br />
<strong>Christ</strong>ians to reveal themselves. Fifteen boys—<strong>in</strong>clud<strong>in</strong>g Charles<br />
Lwanga—stepped forward. The youngest of the boys, Kizito, was only<br />
13 years old.<br />
K<strong>in</strong>g Mwanga asked the boys if they planned to rema<strong>in</strong> <strong>Christ</strong>ians.<br />
“To death!” all 15 cried.<br />
The k<strong>in</strong>g’s eyes flashed. “So be it!” he cried. And he ordered their<br />
execution. Soldiers marched Charles Lwanga and his companions 37<br />
miles to their place of execution. Charles Lwanga held his head high,<br />
and little Kizito joked and laughed. They were not afraid to die for<br />
Jesus.<br />
When they arrived at their place of execution, the prisoners built<br />
their own funeral pyre. A soldier wrapped Charles Lwanga <strong>in</strong> a mat<br />
of sticks and set his feet on fire. His last groan was a prayer to God.<br />
The rest of the boys were martyred for refus<strong>in</strong>g to give up their Faith.<br />
They all became glorious martyrs <strong>in</strong> Heaven. St. Charles Lwanga and<br />
Companions, help me to be brave for Jesus!<br />
APPENDIX A: SAINT CARDS 193<br />
St. Joseph<strong>in</strong>e Bakhita ................................................................179<br />
Sts. Mark Chong Lu-Bai and Alexius U Se-Yong ........................................180<br />
St. Benedict the African (or the Moor) .................................................181<br />
St. Peter Claver .....................................................................182<br />
St. Damien of Molokai ...............................................................183<br />
St. Juan Diego ......................................................................184<br />
St. Kathar<strong>in</strong>e Drexel .................................................................185<br />
St. Rose-Philipp<strong>in</strong>e Duchesne .........................................................186<br />
St. Elesbaan of Ethiopia ..............................................................187<br />
St. Paulus Liu Hanzuo ...............................................................188<br />
St. Charles Lwanga and Companions ..................................................189<br />
St. Paul Miki ........................................................................190<br />
St. Turibius Alfonso de Mogrovejo ....................................................191<br />
St. Mart<strong>in</strong> de Porres .................................................................192<br />
APPENDIX A: SAINT CARDS 177
Bl. Miguel Agust<strong>in</strong> Pro ...............................................................193<br />
St. Junípero Serra ...................................................................194<br />
St. Teresa of the Andes ...............................................................195<br />
St. Kateri Tekakwitha ................................................................196<br />
Venerable Augustus Tolton ..........................................................197<br />
Venerable Pierre Toussa<strong>in</strong>t ..........................................................198<br />
Additional Resources<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
ӹ<br />
5 Hispanic American Sa<strong>in</strong>ts Perhaps You Didn’t Know:<br />
SophiaOnl<strong>in</strong>e.org/HispanicAmericanSa<strong>in</strong>ts<br />
The Holy Perseverance of Six Black Catholics on the Road to Sa<strong>in</strong>thood:<br />
SophiaOnl<strong>in</strong>e.org/HolyPerseverance<br />
Black Catholic Sa<strong>in</strong>ts and Martyrs: SophiaOnl<strong>in</strong>e.org/Sa<strong>in</strong>tsandMartyrs<br />
120 Sa<strong>in</strong>ts and Martyrs of Ch<strong>in</strong>a: SophiaOnl<strong>in</strong>eorg/Sa<strong>in</strong>tsofCh<strong>in</strong>a<br />
Asia Icons (Catholicism’s role <strong>in</strong> Asian culture through the centuries):<br />
SophiaOnl<strong>in</strong>e.org/AsiaIcons<br />
The stories and color<strong>in</strong>g pages <strong>in</strong> this guide are from the<br />
Day by Day<br />
Color<strong>in</strong>g Book<br />
of Sa<strong>in</strong>ts<br />
SOPHIA INSTITUTE PRESS<br />
F<strong>in</strong>d a sa<strong>in</strong>t story and color<strong>in</strong>g<br />
page for every day!<br />
SophiaOnl<strong>in</strong>e.org/DayByDay<br />
178<br />
© SOPHIA INSTITUTE FOR TEACHERS
St. Joseph<strong>in</strong>e Bakhita<br />
A n<strong>in</strong>e-year-old girl was walk<strong>in</strong>g with a friend <strong>in</strong> the fields of the<br />
Sudan <strong>in</strong> Africa. Two strange men appeared and ordered the girl to<br />
go pick fruit <strong>in</strong> the forest for them. Her friend they sent away. In the<br />
forest, the men seized the little girl, brought her to their town, and<br />
made her a slave. She was so frightened that she forgot her name.<br />
Because she could not remember her name, the slave raiders called<br />
her Bakhita, which means “fortunate one.”<br />
c. 1869–1947<br />
Sudan<br />
Feast Day:<br />
February 8<br />
But Bakhita did not feel fortunate. In all, she was sold to five<br />
different masters. One of her masters was especially cruel and would<br />
beat the young Bakhita terribly. Her fifth master was an Italian man<br />
named Calixto Legan<strong>in</strong>i, who served as an Italian consul <strong>in</strong> the Sudan.<br />
For the first time, Bakhita felt she might be fortunate because Legan<strong>in</strong>i<br />
did not beat her or whip her. When Legan<strong>in</strong>i returned to Italy, he<br />
brought Bakhita with him. At the Italian harbor, the wife of one of<br />
Legan<strong>in</strong>i’s friends, Mrs. Michieli, begged him for one of his slaves.<br />
Legan<strong>in</strong>i gave Bakhita to Mrs. Michieli.<br />
Mrs. Michieli took Bakhita home to watch over her daughter.<br />
When she and her husband left to manage a hotel <strong>in</strong> the Sudan,<br />
they left Bakhita and their daughter <strong>in</strong> Italy under the care of the<br />
Canossa Sisters of Venice. At the convent, Bakhita’s soul was set free.<br />
The sisters taught Bakhita about God and His love for her. Bakhita<br />
realized that she had been long<strong>in</strong>g for God all of her life, but only now<br />
understood that long<strong>in</strong>g. She was baptized <strong>in</strong>to the Catholic Faith and<br />
took the name Joseph<strong>in</strong>e.<br />
Soon Mrs. Michieli returned to Italy. She wanted to take Joseph<strong>in</strong>e<br />
Bakhita and her daughter back to Africa. All of her life, Joseph<strong>in</strong>e<br />
Bakhita had done what her masters commanded out of fear. But now<br />
she knew that she should serve no one but God. She refused to leave<br />
the convent, and Mrs. Michieli was angry. But the sisters stood by<br />
Joseph<strong>in</strong>e Bakhita. They declared that s<strong>in</strong>ce slavery was illegal <strong>in</strong> Italy,<br />
Joseph<strong>in</strong>e Bakhita was free to stay if she wished.<br />
Joseph<strong>in</strong>e Bakhita stayed at the convent and became a nun. Now<br />
she felt truly fortunate because all of her suffer<strong>in</strong>g had brought her to<br />
God. For the next 50 years of her life, she performed her duties at the<br />
convent and served God’s poor with quiet humility and love. She even<br />
forgave her captors. On her deathbed, her last words were “Madonna,”<br />
a f<strong>in</strong>al prayer to Mary. St. Joseph<strong>in</strong>e Bakhita, show me how serv<strong>in</strong>g<br />
God sets me free!<br />
APPENDIX A: SAINT CARDS 179
Sts. Mark Chong Lu-Bai and Alexius U Se-Yong<br />
1795–1866<br />
and<br />
1845–1866<br />
Korea<br />
The Korean<br />
Martyrs<br />
Feast Day:<br />
March 11<br />
Dur<strong>in</strong>g the 1800s, Catholicism was outlawed <strong>in</strong> Korea. Catholic<br />
missionary priests and Korean converts were hunted down and put to<br />
death. Among these brave Korean martyrs were Sts. Mark Chong Lu-<br />
Bai and Alexius U Se-Yong. Mark Chong Lu-Bai was a teacher <strong>in</strong> Korea.<br />
One day, he saw two priests put to death for teach<strong>in</strong>g the Catholic<br />
Faith to the Koreans. The calm and peaceful way they approached<br />
their death <strong>in</strong>spired Mark Chong Lu-Bai. He wanted to learn more<br />
about this Jesus for whom they so will<strong>in</strong>gly died. There were no books<br />
written <strong>in</strong> Korean about Jesus, so he found some books about Him<br />
written <strong>in</strong> Ch<strong>in</strong>ese. The more he read, the more his heart sang with<strong>in</strong><br />
him. This Jesus had suffered and died for the whole world. This meant<br />
that Jesus had died for him, too, and for the people <strong>in</strong> Korea.<br />
Even though it was dangerous, Mark Chong Lu-Bai was baptized<br />
<strong>in</strong>to the Catholic Faith. He became a catechist and taught the Faith to<br />
other Koreans. One of the converts he taught was the young Alexius<br />
U Se-Yong. Alexius U Se- Yong was a wealthy nobleman. His family<br />
was opposed to his conversion, but his heart was so on fire for Jesus<br />
that he left his rich family to work with the Catholic missionaries. To<br />
help the missionaries, he translated a catechism <strong>in</strong>to Korean so that<br />
the people could read about the Faith.<br />
But then a terrible persecution broke out, and Mark Chong Lu-<br />
Bai and Alexius U Se-Yong behaved <strong>in</strong> two very different ways. Mark<br />
Chong Lu-Bai was offered the chance to escape, but he did not take<br />
it. He knew that God wanted him to serve the persecuted Koreans<br />
who were unable to leave. He was caught by his neighbors and family,<br />
who beat him terribly before they sent him to prison. Through it all,<br />
Mark Chong Lu-Bai rema<strong>in</strong>ed strong <strong>in</strong> his Faith. Alexius U Se-Yong,<br />
however, did not have Mark Chong Lu-Bai’s strength. His fear was<br />
stronger than the fire of love <strong>in</strong> his heart. When the persecutors<br />
arrived, he gave up his Faith and denied Jesus. Afterward, Alexius U Se-<br />
Yong was sorry. His fear had made him do a terrible th<strong>in</strong>g. He rushed<br />
to his bishop, confessed his s<strong>in</strong>, and received forgiveness. Then he was<br />
arrested and imprisoned with Mark Chong Lu-Bai. Together they were<br />
tortured and executed along with other Korean Catholics and became<br />
glorious martyrs for the Faith. Sts. Mark Chong Lu-Bai and Alexius U<br />
Se-Yong, please help my heart be full of love for Jesus!<br />
180<br />
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St. Benedict the African<br />
Benedict was the son of slaves <strong>in</strong> Italy, though he had been born free.<br />
One day, a low and ignorant man yelled hateful words to Benedict,<br />
<strong>in</strong>sult<strong>in</strong>g the color of his dark sk<strong>in</strong>. Those cruel words hurt Benedict.<br />
But then he remembered how cruel soldiers and the ignorant crowd<br />
had hurled <strong>in</strong>sults at Jesus on the Cross. Jesus had not gotten angry,<br />
nor did He use His div<strong>in</strong>e power to punish those who had <strong>in</strong>sulted him.<br />
Instead, He not only forgave His enemies, He died for them.<br />
Image Courtesy<br />
A. Currell<br />
1526–1589<br />
Sicily<br />
Feast Day:<br />
April 3<br />
And so Benedict decided to follow Jesus’s example. He restra<strong>in</strong>ed<br />
his anger, even though he was hurt, and the low, ignorant man went<br />
away. A Franciscan hermit had witnessed Benedict’s patience and<br />
forgiveness. He saw that Benedict had a holy soul. The hermit asked<br />
him if he, too, wanted to become a Franciscan and dedicate his life<br />
to the love and service of God. Benedict’s heart filled with joy as he<br />
realized that God the Father was reward<strong>in</strong>g him by call<strong>in</strong>g him to<br />
follow Jesus <strong>in</strong> a special way.<br />
Benedict became a Franciscan friar and started off as the friary’s<br />
cook. He loved the tastes and smells of the kitchen and serv<strong>in</strong>g food<br />
to his fellow friars, and cook<strong>in</strong>g became a great joy for him. He did not<br />
stay a cook long, however, and soon became the master of the novices,<br />
which means that he looked after all young men that were new to<br />
the Franciscan community. Even though Benedict never learned<br />
how to read, he became known for his wise understand<strong>in</strong>g and deep<br />
spirituality — so much so that he eventually became the superior of his<br />
religious community.<br />
All throughout his advancements, Benedict’s love for cook<strong>in</strong>g<br />
rema<strong>in</strong>ed. In his later years, he would return to the kitchen to cook for<br />
his fellow friars. In this, he followed Jesus’s example; even though Jesus<br />
is the Son of God and God Himself, He served others when He was<br />
here on earth, even wash<strong>in</strong>g His Apostles’ feet dur<strong>in</strong>g the Last Supper.<br />
So Benedict served his fellow friars although he was their leader,<br />
perform<strong>in</strong>g the lov<strong>in</strong>g task of cook<strong>in</strong>g their meals. At the age of sixtythree,<br />
Benedict passed away <strong>in</strong> a holy death. He was so beloved by his<br />
community that the k<strong>in</strong>g of Spa<strong>in</strong> ordered a magnificent tomb to be<br />
built for the humble friar who had followed Jesus’s example all of his<br />
life. St. Benedict the African, help me to follow Jesus as closely as I can!<br />
APPENDIX A: SAINT CARDS 181
St. Peter Claver<br />
Peter Claver bravely entered the hold of the ship, carry<strong>in</strong>g medic<strong>in</strong>e,<br />
food, and wash towels. His heart wept at what he saw there. Enslaved<br />
people, cha<strong>in</strong>ed and fettered, were so packed together they could<br />
barely move. The hull was dark and the air heavy with sweat and<br />
disease. He knelt among the slaves, wash<strong>in</strong>g and apply<strong>in</strong>g medic<strong>in</strong>e<br />
to their wounds. His touch was gentle. His words <strong>in</strong> the Kongo<br />
language were k<strong>in</strong>d. His lips formed a silent prayer.<br />
1581–1654<br />
Spa<strong>in</strong><br />
Feast Day:<br />
September 9<br />
Peter was a priest. He had left Spa<strong>in</strong> to become a missionary <strong>in</strong><br />
Cartagena, the great harbor city of Colombia. Ten thousand African<br />
slaves arrived at the port each year, where they were bought and<br />
sold. Fr. Peter did not know how men could treat other men so.<br />
Slavery was evil. The way his Spanish brethren treated the Africans<br />
was a terrible s<strong>in</strong>. He would do everyth<strong>in</strong>g he could to care for the<br />
slaves and br<strong>in</strong>g them to Jesus. He called himself the “slave of slaves.”<br />
When the slaves left the ship, Fr. Peter Claver would wrap the sick<br />
and <strong>in</strong>jured <strong>in</strong> his cloak and carry them to the hospital. Sometimes,<br />
his very touch healed the sick.<br />
To the healthy, Fr. Peter spoke about Jesus and how Jesus had<br />
died for them. He told them that they were children of God who had<br />
great worth and dignity, no matter what others told them or how<br />
they were treated. Peter baptized three hundred thousand African<br />
slaves. He <strong>in</strong>vited people of all backgrounds to his church, ignor<strong>in</strong>g<br />
anyone who compla<strong>in</strong>ed about the African slaves.<br />
Fr. Peter’s face was always sad. He knew that when people<br />
rejected the enslaved people, they rejected God. He cared for, taught,<br />
and baptized slaves until he turned 70 and caught the plague. He did<br />
not die immediately, but he had to stay <strong>in</strong> bed for the last four years<br />
of his life. He offered all of his suffer<strong>in</strong>g to God before he died a holy<br />
death.<br />
St. Peter Claver, help me to treat everyone like a child of God!<br />
182<br />
© SOPHIA INSTITUTE FOR TEACHERS
St. Damien of Molokai<br />
More than anyth<strong>in</strong>g, young Damien wanted to be a missionary. His<br />
older brother had jo<strong>in</strong>ed the order of the Congregation of the Sacred<br />
Hearts of Jesus and Mary, and Damien followed <strong>in</strong> his brother’s<br />
footsteps and also jo<strong>in</strong>ed the order. He cont<strong>in</strong>ued to pray hard to be<br />
a missionary, but it was his older brother who was selected to go on<br />
a mission to Hawaii. It seemed as if Br. Damien’s prayer would not be<br />
answered.<br />
1840–1889<br />
Belgium<br />
Feast Day:<br />
May 10<br />
Then, right before he left, Br. Damien’s older brother fell sick, and<br />
Br. Damien asked to go <strong>in</strong> his place. Permission was granted, and Br.<br />
Damien set sail for Hawaii. Soon after Br. Damien landed <strong>in</strong> Honolulu,<br />
he was orda<strong>in</strong>ed a priest. There was an outbreak of leprosy <strong>in</strong> the<br />
k<strong>in</strong>gdom of Hawaii. At that time, leprosy was an <strong>in</strong>curable disease that<br />
damaged the sk<strong>in</strong> and the nerves. The Hawaiians were so afraid of<br />
leprosy that they quarant<strong>in</strong>ed the worst cases <strong>in</strong> a colony on the island<br />
of Molokai. Not even doctors and nurses went to Molokai because<br />
they were afraid of catch<strong>in</strong>g leprosy, too. Fr. Damien saw that that the<br />
lepers of Molokai needed a priest to share the love of Jesus with them<br />
and give them hope. And so he volunteered to go to Molokai.<br />
Fr. Damien was tough, brave, and determ<strong>in</strong>ed. He took care<br />
of the lepers’ bodies as well as their souls. He dressed their sores;<br />
constructed coff<strong>in</strong>s and dug graves; and built them a school, a<br />
church, and many homes. Fr. Damien said Mass for the lepers and<br />
heard their confessions. He told them that their lives were precious<br />
<strong>in</strong> the eyes of God. He spent many years comfort<strong>in</strong>g them and<br />
teach<strong>in</strong>g them the Faith.<br />
One even<strong>in</strong>g, Fr. Damien was prepar<strong>in</strong>g his bath, and the water<br />
was so hot that it was scald<strong>in</strong>g. He accidentally stepped <strong>in</strong>to the hot<br />
water—but his foot felt noth<strong>in</strong>g. Fr. Damien knew that he had caught<br />
leprosy. The nerves <strong>in</strong> his foot were so damaged by the illness that<br />
he felt no pa<strong>in</strong> from the burn<strong>in</strong>g water. But leprosy did not stop Fr.<br />
Damien. His illness only made him work harder because now he<br />
knew he had less time to take care of his beloved lepers. He dragged<br />
his bandaged foot beh<strong>in</strong>d him as he traveled from sick bed to sick<br />
bed. Eventually, a nun traveled to Molokai to take care of him as he<br />
lay dy<strong>in</strong>g. The nun’s name was Sister Marianne Cope. She, too, was a<br />
missionary and would also become a sa<strong>in</strong>t. She promised to carry on<br />
Fr. Damien’s work and watched over him until he died a holy death. St.<br />
Damien of Molokai, help me never to be afraid to take care of others!<br />
APPENDIX A: SAINT CARDS 183
St. Juan Diego<br />
In Mexico, an Aztec boy was born named Cuauhtlatoatz<strong>in</strong>, which<br />
means “the Eagle-who-Speaks.” Raised by his uncle, he married a young<br />
Aztec woman and lived humbly as a farmer. Like all Aztecs, the couple<br />
worshiped many gods. But the false Aztec gods were very different from<br />
the one, true God. They were violent and demanded human sacrifice.<br />
Image Courtesy<br />
Fr. Lawrence<br />
Lew, O.P.<br />
1474–1548<br />
Mexico<br />
Feast Day:<br />
December 9<br />
Then, the Spaniard Hernán Cortés came and, along with him, the<br />
Franciscan friars. The friars spoke of Jesus, who loved us so much that<br />
He died for us. The love of Jesus spoke to Cuauhtlatoatz<strong>in</strong>’s heart, and<br />
he and his wife became some of the first Aztecs to be baptized. They<br />
took the names Juan Diego and Maria Luisa. When Maria Luisa died,<br />
Juan Diego went to live with his uncle. He lived a simple life of prayer,<br />
and early every Saturday morn<strong>in</strong>g, he made the hour-long walk to<br />
the Franciscan church near Mexico City to hear Mass <strong>in</strong> honor of Our<br />
Lady. One Saturday morn<strong>in</strong>g, as he passed by Tepeyac Hill, he heard<br />
a gentle voice call<strong>in</strong>g his name. Quickly, he climbed the hill, where<br />
he found the most beautiful woman he had ever seen. Her mestizo<br />
complexion was radiant. The woman told him that she was Mary, the<br />
Mother of God, and that she wished him to go to the bishop and ask<br />
him to build a church <strong>in</strong> her honor.<br />
Juan Diego did as Our Lady asked. But he was just a humble man,<br />
so the bishop did not believe him and asked for a sign. On his return,<br />
Our Lady promised Juan Diego she would give him a sign the next<br />
day. The next morn<strong>in</strong>g, however, Juan Diego’s uncle fell terribly ill, and<br />
Juan Diego stayed home. F<strong>in</strong>ally, he went to fetch a priest to give his<br />
uncle last rites.<br />
Our Lady appeared to Juan Diego on the road and promised that<br />
his uncle would be all right. Then, she po<strong>in</strong>ted to the top of Tepeyac<br />
Hill and told him to gather the roses he would f<strong>in</strong>d there. These he<br />
gathered and showed to the bishop. But when he opened his tilma (a<br />
cloak), the roses tumbled to the ground, and impr<strong>in</strong>ted on his tilma was<br />
a miraculous image of Our Lady. The bishop fell on his knees and gave<br />
thanks to Our Lady for her sign. Juan Diego returned home and found<br />
his uncle cured, just as Our Lady had promised.<br />
The bishop built Mary’s church on Tepeyac Hill, which housed<br />
Mary’s miraculous image. Beside the church was a little hermitage for<br />
Juan Diego, who spent the rest of his life welcom<strong>in</strong>g pilgrims to the<br />
church. Many miraculous heal<strong>in</strong>gs occurred to those who prayed before<br />
Mary’s image, and millions of Mexican Indians converted to the Catholic<br />
Faith. St. Juan Diego, help me humbly serve Jesus and Mary!<br />
184<br />
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St. Kathar<strong>in</strong>e Drexel<br />
Would you give up a life of wealth and comfort to serve those<br />
whom society viewed as hav<strong>in</strong>g less dignity because of their race?<br />
St. Kathar<strong>in</strong>e Drexel spent her life <strong>in</strong> the service of the poor and<br />
oppressed.<br />
1858-1955<br />
United States<br />
of America<br />
Feast Day:<br />
March 3<br />
Young Kathar<strong>in</strong>e was the daughter of a wealthy banker <strong>in</strong><br />
Philadelphia. Raised as a young heiress, she received her education<br />
from private tutors, toured Europe, and entered <strong>in</strong>to high society.<br />
But after the experience of nurs<strong>in</strong>g her stepmother for three years<br />
through term<strong>in</strong>al cancer, she realized that money could not protect<br />
her from pa<strong>in</strong> and suffer<strong>in</strong>g. She grew close to Jesus <strong>in</strong> the Eucharist<br />
and through this devotion she was able to see Jesus <strong>in</strong> the poor and<br />
oppressed.<br />
Kathar<strong>in</strong>e’s father took her on trips through the western states,<br />
and she saw the suffer<strong>in</strong>g and poverty of the Native Americans.<br />
She went to visit Pope Leo XIII <strong>in</strong> Rome and asked that he send<br />
missionaries to help the Native Americans. She was surprised when the<br />
pope told her that she should become a missionary herself! Kathar<strong>in</strong>e<br />
listened and jo<strong>in</strong>ed the Sisters of Mercy <strong>in</strong> Pittsburgh, Pennsylvania.<br />
Philadelphia society was shocked! The newspapers ran the<br />
headl<strong>in</strong>e, “Miss Drexel Enters a Catholic Convent—Gives Up Seven<br />
Million.” People couldn’t believe that Sr. Kathar<strong>in</strong>e would give up<br />
her wealth to serve the poor. Sr. Kathar<strong>in</strong>e paid for the pr<strong>in</strong>t<strong>in</strong>g of a<br />
catechism <strong>in</strong> the Navajo language. She founded the Blessed Sacrament<br />
Sisters and used her fortune to fund its work. The nuns opened<br />
schools for Native American and African American children. She<br />
opened more than 60 schools to educate African American and Native<br />
American children, <strong>in</strong>clud<strong>in</strong>g Xavier University (still the only Catholic<br />
historically Black college), dedicat<strong>in</strong>g her life and fortune of 20 million<br />
dollars to help<strong>in</strong>g others.<br />
Sr. Kathar<strong>in</strong>e’s efforts to help African Americans were constantly<br />
opposed, first with empty legal threats, and eventually with threats<br />
of violence, <strong>in</strong>clud<strong>in</strong>g bomb threats. Through it all, Sr. Kathar<strong>in</strong>e kept<br />
her focus on Jesus <strong>in</strong> the Eucharist and encouraged her sisters to do<br />
the same so they could cont<strong>in</strong>ue to serve with true joy. Later <strong>in</strong> life, Sr.<br />
Kathar<strong>in</strong>e suffered a heart attack, so she had to give up the leadership<br />
of her order. For her last eighteen years she could barely move because<br />
of a serious illness. She spent the rest of her life <strong>in</strong> deep prayer <strong>in</strong> front<br />
of the Blessed Sacrament and died a holy death <strong>in</strong> 1955. St. Kathar<strong>in</strong>e<br />
Drexel, help me to serve the poor and oppressed!<br />
APPENDIX A: SAINT CARDS 185
St. Rose-Philipp<strong>in</strong>e Duchesne<br />
Image Courtesy<br />
Fr. Lawrence<br />
Lew, O.P.<br />
1769–1852<br />
France<br />
Feast Day:<br />
November 18<br />
Young Philipp<strong>in</strong>e Duchesne’s eyes grew wide as the priest told<br />
stories of his adventures <strong>in</strong> the New World, where he had brought<br />
the Gospel from France to the Native Americans, who had never<br />
heard of Jesus. As she left the church, she dreamed of someday<br />
becom<strong>in</strong>g a missionary <strong>in</strong> America to share Jesus’ love with others.<br />
Many years would go by and she would suffer many trials before<br />
this dream came to pass. Philipp<strong>in</strong>e studied with Visitation nuns at<br />
their convent on a mounta<strong>in</strong>side. Through her time with the k<strong>in</strong>d,<br />
prayerful nuns, Philipp<strong>in</strong>e discovered that God, too, was call<strong>in</strong>g her<br />
to jo<strong>in</strong> the order. Her family was large and wealthy, and her father<br />
did not want her to become a nun. He pulled her from the convent<br />
school, and she spent the last years of her education study<strong>in</strong>g at<br />
home. But that did not keep her from listen<strong>in</strong>g to God’s call, and she<br />
entered the Visitation order when she turned 19.<br />
But Sr. Philipp<strong>in</strong>e was not a nun for long before the terrors of<br />
the French Revolution struck and the revolutionaries closed all the<br />
convents. Sr. Philipp<strong>in</strong>e and the other sisters had to flee. For 10 years,<br />
Sr. Philipp<strong>in</strong>e cared for the poor and the sick, liv<strong>in</strong>g her life as a nun<br />
out <strong>in</strong> the world. When the revolution was over, she jo<strong>in</strong>ed the sisters<br />
of the Society of the Sacred Heart.<br />
Now the dream God had placed <strong>in</strong> Sr. Philipp<strong>in</strong>e’s heart s<strong>in</strong>ce<br />
she was a child was about to come true. Sr. Philipp<strong>in</strong>e’s mother<br />
superior sent her and four other sisters to Louisiana <strong>in</strong> America to be<br />
missionaries. The journey was long, and Sr. Philipp<strong>in</strong>e fell so sick she<br />
almost died! When the sisters f<strong>in</strong>ally landed, they discovered that the<br />
bishop had not prepared a place for them. So they traveled to Sa<strong>in</strong>t<br />
Charles, Missouri, where they built a log cab<strong>in</strong> and opened a school.<br />
For many years, Sr. Philipp<strong>in</strong>e Duchesne shared the Gospel<br />
of Jesus <strong>in</strong> the harsh, pioneer<strong>in</strong>g conditions of the Midwest. She<br />
founded six other houses, along with schools and orphanages,<br />
and worked to serve the Native American communities. When she<br />
turned 71, Sr. Philipp<strong>in</strong>e was asked to jo<strong>in</strong> a mission evangeliz<strong>in</strong>g<br />
the Potawatomi tribe <strong>in</strong> Kansas. Because she could not learn the<br />
language, she spent her time there <strong>in</strong> prayer, and her hol<strong>in</strong>ess was<br />
an <strong>in</strong>spiration to the people <strong>in</strong> the tribe. The little children called<br />
her “Woman-Who-Prays-Always.” Her last years were spent <strong>in</strong> quiet<br />
retirement dedicated to prayer. St. Rose-Philipp<strong>in</strong>e Duchesne, help<br />
me to br<strong>in</strong>g God’s love to others through service and prayer!<br />
186<br />
© SOPHIA INSTITUTE FOR TEACHERS
St. Elesbaan of Ethiopia<br />
Elesbaan was the noble <strong>Christ</strong>ian k<strong>in</strong>g of Axum <strong>in</strong> Ethiopia. His<br />
k<strong>in</strong>gdom spanned the shore of the Red Sea deep <strong>in</strong>to the cont<strong>in</strong>ent,<br />
and he ruled his people with wisdom and justice.<br />
Image courtesy<br />
Parohia Creşt<strong>in</strong>ă<br />
Ortodoxă<br />
d. c. 555<br />
Ethiopia<br />
Feast Day:<br />
October 27<br />
The nearby Homerite K<strong>in</strong>gdom was ruled by a cruel k<strong>in</strong>g who<br />
persecuted the <strong>Christ</strong>ians <strong>in</strong> his k<strong>in</strong>gdom. He banished the bishop,<br />
St. Gregentius, and destroyed the church <strong>in</strong> the city of Taphar. The<br />
<strong>Christ</strong>ians wept over the ru<strong>in</strong>ed stones of the church and begged<br />
the emperor Just<strong>in</strong> for help. The emperor turned to K<strong>in</strong>g Elesbaan<br />
for assistance, and the k<strong>in</strong>g agreed to save the <strong>Christ</strong>ians <strong>in</strong> the<br />
Homerite K<strong>in</strong>gdom.<br />
K<strong>in</strong>g Elesbaan gathered his army and prayed to all the holy<br />
martyrs <strong>in</strong> Heaven. He cast out the cruel k<strong>in</strong>g and placed a <strong>Christ</strong>ian<br />
k<strong>in</strong>g on the throne. Then, he called back St. Gregentius to watch over<br />
his <strong>Christ</strong>ian flock once more. Then, he went to the stones of the<br />
ru<strong>in</strong>ed church of Taphar and ordered it to be rebuilt, lay<strong>in</strong>g the first<br />
stone of the new church himself.<br />
Back to his great capital city of Axum did Elesbaan return, and for<br />
many more years did he rule his k<strong>in</strong>gdom with wisdom and justice.<br />
But his heart spent more and more time th<strong>in</strong>k<strong>in</strong>g about the th<strong>in</strong>gs of<br />
God, and perhaps he remembered the love he felt when lay<strong>in</strong>g the<br />
first stone of the new church <strong>in</strong> Taphar. So he left his k<strong>in</strong>gdom <strong>in</strong> the<br />
care of his son, the rightful heir, and sent his golden crown to the<br />
Church of the Holy Sepulchre <strong>in</strong> Jerusalem as a sign he was offer<strong>in</strong>g<br />
his k<strong>in</strong>gship up to God.<br />
One night, <strong>in</strong> secret, Elesbaan snuck out of the palace and went<br />
to a holy monastery on a lone mounta<strong>in</strong>. He brought noth<strong>in</strong>g with<br />
him but a mat and a s<strong>in</strong>gle cup to dr<strong>in</strong>k from. When he entered the<br />
monastery, he acted like the humblest of the monks, and never once<br />
gave a s<strong>in</strong>gle order as if he were still k<strong>in</strong>g. There, he spent the rest of<br />
his life <strong>in</strong> prayer and sacrifice until he died a holy death.<br />
St. Elesbaan, help me to offer all of my worldly possessions to God!<br />
APPENDIX A: SAINT CARDS 187
St. Paulus Liu Hanzuo<br />
Memorial plaque<br />
for the 120 Martyr<br />
Sa<strong>in</strong>ts of Ch<strong>in</strong>a<br />
1778–1818<br />
Ch<strong>in</strong>a<br />
Feast Day:<br />
February 13<br />
St. Paulus Liu Hanzuo wished to follow Jesus <strong>in</strong> all th<strong>in</strong>gs. He was<br />
born a Catholic <strong>in</strong> Ch<strong>in</strong>a and learned about Jesus from his parents.<br />
The emperors had persecuted Catholics <strong>in</strong> Ch<strong>in</strong>a through the recent<br />
past, but for now, Catholics lived <strong>in</strong> peace. Paulus’s family was poor,<br />
and when Paulus was little, he was a shepherd. As he watched over<br />
his goats and sheep from the shade of a tree, he must have thought<br />
about how Jesus had been called a shepherd too—the Good Shepherd<br />
who watched over His flock, the Church. When Paulus grew up, Jesus<br />
called him to be the same k<strong>in</strong>d of shepherd that He had been. He<br />
called Paulus to be a priest.<br />
Paulus entered the sem<strong>in</strong>ary when he was 24 years old. Because<br />
he didn’t know any Lat<strong>in</strong>, the common language of the Church at<br />
the time, his teachers let him complete his studies <strong>in</strong> Ch<strong>in</strong>ese. While<br />
he was study<strong>in</strong>g for the priesthood, the Ch<strong>in</strong>ese emperor passed a<br />
harsh decree aga<strong>in</strong>st the Catholics <strong>in</strong> Ch<strong>in</strong>a. Now Paulus Liu Hanzuo<br />
and the Ch<strong>in</strong>ese Catholics knew they would be persecuted for their<br />
Faith as their people had been <strong>in</strong> the past.<br />
But even though it was dangerous to be Catholic, Paulus knew<br />
he must follow Jesus <strong>in</strong> all th<strong>in</strong>gs. He f<strong>in</strong>ished his studies and was<br />
orda<strong>in</strong>ed a priest. The emperor had published a special decree<br />
aga<strong>in</strong>st priests, so Paulus knew that he must keep the fact that he<br />
was a priest secret. Dur<strong>in</strong>g the day he worked as a vegetable seller,<br />
feed<strong>in</strong>g the bodies of the local townspeople. By night, he visited the<br />
Catholics <strong>in</strong> hid<strong>in</strong>g and gave them the Sacraments, feed<strong>in</strong>g their<br />
souls with the Eucharist. But soon Jesus would call Paulus to follow<br />
Him to His Cross. A local carpenter betrayed Paulus, just as Jesus had<br />
been betrayed by Judas, and handed Paulus over to the authorities.<br />
After Paulus was imprisoned, he was flogged, just like Jesus had been<br />
flogged by Roman soldiers. The Ch<strong>in</strong>ese authorities tried to get him<br />
to give up his faith <strong>in</strong> Jesus, but Paulus refused. By his refusal, he<br />
knew that he would follow Jesus to his own death and then be raised<br />
by Him to Heaven. Paulus was executed for the Faith and became<br />
one of the Martyr Sa<strong>in</strong>ts of Ch<strong>in</strong>a. St. Paulus Liu Hanzuo, help me to<br />
follow Jesus <strong>in</strong> all th<strong>in</strong>gs!<br />
188<br />
© SOPHIA INSTITUTE FOR TEACHERS
St. Charles Lwanga and Companions<br />
A group of priests called the White Fathers traveled to Uganda <strong>in</strong><br />
Africa, and K<strong>in</strong>g Muteesa, the Ugandan k<strong>in</strong>g, received them with<br />
friendl<strong>in</strong>ess and k<strong>in</strong>dness. Charles Lwanga, a 25-year-old page <strong>in</strong> the<br />
k<strong>in</strong>g’s court, listened to the White Fathers’ message and became a<br />
catechumen (someone who is prepar<strong>in</strong>g to be baptized).<br />
Sa<strong>in</strong>t Charles<br />
Lwanga, courtesy<br />
Phillip K.<br />
d. 1886<br />
Uganda<br />
Feast Day:<br />
June 3<br />
K<strong>in</strong>g Muteesa died, and his son, K<strong>in</strong>g Mwanga, took the throne.<br />
The new k<strong>in</strong>g was a cruel and s<strong>in</strong>ful ruler who persecuted <strong>Christ</strong>ians.<br />
The head of the k<strong>in</strong>g’s pages was a Catholic, and he begged the k<strong>in</strong>g<br />
to stop his persecutions and to give up his s<strong>in</strong>ful life. Furious, the k<strong>in</strong>g<br />
had him beheaded. The courageous Charles Lwanga took his place as<br />
the head of the k<strong>in</strong>g’s pages. He knew that all the <strong>Christ</strong>ians at court<br />
were <strong>in</strong> danger. Even so, that very night, he sneaked out of the palace<br />
and went to the White Fathers to be baptized. Then he watched over<br />
the secret <strong>in</strong>struction <strong>in</strong> the Catholic Faith of the young pages at<br />
court.<br />
One day, the k<strong>in</strong>g discovered one of the boys study<strong>in</strong>g his<br />
catechism. Immediately, he ordered all of the pages <strong>in</strong> the court to<br />
gather before him. Then, <strong>in</strong> an om<strong>in</strong>ous voice, he ordered all the<br />
<strong>Christ</strong>ians to reveal themselves. Fifteen boys—<strong>in</strong>clud<strong>in</strong>g Charles<br />
Lwanga—stepped forward. The youngest of the boys, Kizito, was only<br />
13 years old.<br />
K<strong>in</strong>g Mwanga asked the boys if they planned to rema<strong>in</strong> <strong>Christ</strong>ians.<br />
“To death!” all 15 cried.<br />
The k<strong>in</strong>g’s eyes flashed. “So be it!” he cried. And he ordered their<br />
execution. Soldiers marched Charles Lwanga and his companions 37<br />
miles to their place of execution. Charles Lwanga held his head high,<br />
and little Kizito joked and laughed. They were not afraid to die for<br />
Jesus.<br />
When they arrived at their place of execution, the prisoners built<br />
their own funeral pyre. A soldier wrapped Charles Lwanga <strong>in</strong> a mat<br />
of sticks and set his feet on fire. His last groan was a prayer to God.<br />
The rest of the boys were martyred for refus<strong>in</strong>g to give up their Faith.<br />
They all became glorious martyrs <strong>in</strong> Heaven. St. Charles Lwanga and<br />
Companions, help me to be brave for Jesus!<br />
APPENDIX A: SAINT CARDS 189
St. Paul Miki<br />
1562–1597<br />
Japan<br />
Feast Day:<br />
February 6<br />
St. Paul Miki was the son of a Japanese military leader. His family<br />
converted to <strong>Christ</strong>ianity when he was a child, and Paul was baptized<br />
at five years old. He studied under the Jesuit missionaries <strong>in</strong> Japan<br />
and later became a Jesuit himself. In that time <strong>in</strong> Japan, there were<br />
many political and religious tensions between the Japanese and the<br />
<strong>Christ</strong>ians that came from Spa<strong>in</strong> and Portugal. The Japanese lord,<br />
Toyotomi Hideyoshi, ordered the arrest of 26 <strong>Christ</strong>ians at Kyoto.<br />
Paul Miki had just completed his eleven-year tra<strong>in</strong><strong>in</strong>g as a novice,<br />
and he was one of the 26 <strong>Christ</strong>ians arrested. The arrested <strong>Christ</strong>ians<br />
had their ears cut off as a sign of disrespect, and they were paraded<br />
through the streets of Kyoto. Paul Miki stood out among the crowd.<br />
The onlookers recognized him as the son of the nobleman and<br />
remembered that he could even have been a Samurai if he wasn’t a<br />
<strong>Christ</strong>ian. Many <strong>in</strong> the crowd felt pity for the <strong>Christ</strong>ians, and some<br />
were even converted by their heroic example.<br />
The twenty-six <strong>Christ</strong>ians were then marched over six hundred<br />
miles from Kyoto to Nagasaki. They were told that if they gave up<br />
their Faith, they would go free. But not one of them rejected Jesus.<br />
When they reached Nagasaki, they were crucified high on a hill like<br />
Jesus was. Paul Miki gave a f<strong>in</strong>al sermon from his cross. He declared<br />
that he was Japanese born and that he was be<strong>in</strong>g crucified because<br />
he was a <strong>Christ</strong>ian. Then he forgave his enemies, say<strong>in</strong>g “I obey<br />
<strong>Christ</strong>. After <strong>Christ</strong>’s example I forgive my persecutors. I do not hate<br />
them. I ask God to have pity on all, and I hope my blood will fall on<br />
my fellow men as a fruitful ra<strong>in</strong>.” The 26 <strong>Christ</strong>ians sang the Canticle<br />
of Zechariah from their crosses, pour<strong>in</strong>g their souls <strong>in</strong>to their music<br />
for God. The executioners waited for them to f<strong>in</strong>ish the song out of<br />
respect and then put them to death by the lance. The eyewitnesses<br />
<strong>in</strong> the crowd were impressed by the faith, patience, strength, and<br />
peace with which the martyrs met their deaths.<br />
For the next couple of hundred years, <strong>Christ</strong>ianity was forbidden<br />
and persecuted <strong>in</strong> Japan. When missionaries returned to Japan,<br />
they could not f<strong>in</strong>d any traces of <strong>Christ</strong>ianity at first. But to their<br />
complete surprise, they discovered thousands of <strong>Christ</strong>ians around<br />
Nagasaki—where the 26 martyrs had died—who had secretly kept the<br />
Faith. St. Paul Miki, help me forgive my enemies like Jesus did on the<br />
Cross!<br />
190<br />
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St. Turibius Alfonso de Mogrovejo<br />
Image Courtesy<br />
Fr. Lawrence<br />
Lew, O.P.<br />
1538–1606<br />
Spa<strong>in</strong><br />
Feast Day:<br />
March 23<br />
Turibius was a professor of law at the famous University of Salamanca.<br />
He was suchban excellent teacher that K<strong>in</strong>g Philip II of Spa<strong>in</strong> made<br />
him the chief of the Churchbcourts <strong>in</strong> Spa<strong>in</strong>. Turibius was a just man<br />
and his work impressive. When it was timebto appo<strong>in</strong>t a new bishop<br />
<strong>in</strong> Lima, Peru, both the pope and K<strong>in</strong>g Philip thoughtbTuribius would<br />
be the best choice. At first Turibius resisted. After all, how could<br />
hebbecome a bishop? He was a lawyer, not a priest! But the pope told<br />
Turibius that hebshould become the bishop of Lima, and Turibius<br />
understood that it was God’s will for him to obey. He first became a<br />
priest and then was appo<strong>in</strong>ted bishop.<br />
And so he set sail for Peru. Because the Americas had only been<br />
discovered by the people of Europe less than one hundred years<br />
earlier, both North and South America were called the New World.<br />
Now Turibius saw that God’s mission for him <strong>in</strong> his life was to serve<br />
the people <strong>in</strong> the New World and br<strong>in</strong>g them to Jesus. The new bishop<br />
landed <strong>in</strong> South America and walked six hundred miles on foot to<br />
Lima. On the way, he preached to the natives and baptized them. This<br />
was to be an important way for him to reach the people. Three times<br />
as bishop he walked on foot all over Peru, brav<strong>in</strong>g the desert, the hot<br />
dust and sun, wild animals, and unfriendly natives. Because many<br />
people from Spa<strong>in</strong> came to South America, there were soldiers, and<br />
even clergy, who abused the native people. Turibius defended the<br />
natives. He rooted out corruption <strong>in</strong> the clergy and saw that no one<br />
took advantage of the South American people.<br />
What Turibius wanted more than anyth<strong>in</strong>g else was to teach the<br />
South American people how much God loved them and how Jesus<br />
had saved them from their s<strong>in</strong>s. Turibius knew how important it was<br />
to speak the native language so he could talk directly to the people.<br />
He had a catechism made <strong>in</strong> three languages: Spanish, and the native<br />
Quechua and Aymara languages of the South American people. His<br />
words won over many hearts, and he baptized over one million people.<br />
Two of those he baptized would also become great South American<br />
sa<strong>in</strong>ts: St. Rose of Lima and St. Mart<strong>in</strong> de Porres. Because of Turibius,<br />
many souls who never would have heard of Jesus became brothers and<br />
sisters <strong>in</strong> the Catholic Faith. When Turibius grew ill and knew he was<br />
about to die, he gave all of his possessions to the poor and died a holy<br />
death. St. Turibius, help me accept God’s mission <strong>in</strong> my life!<br />
APPENDIX A: SAINT CARDS 191
St. Mart<strong>in</strong> de Porres<br />
Mart<strong>in</strong> was the son of Juan de Porres, a Spanish nobleman, and<br />
Ana Velasquez, a formerly enslaved woman of African descent from<br />
Panama. When Mart<strong>in</strong> was two, after the birth of his little sister,<br />
Juana, their father abandoned them. The family grew up <strong>in</strong> poverty,<br />
with Mart<strong>in</strong> and Juana’s mother work<strong>in</strong>g as a laundress.<br />
1579–1639<br />
Peru<br />
Feast Day:<br />
November 3<br />
As Mart<strong>in</strong> grew older, people mocked him for be<strong>in</strong>g of mixed<br />
race. But even at the young age of eight, Mart<strong>in</strong> remembered<br />
the priest at Mass say<strong>in</strong>g, “We were all made <strong>in</strong> God’s image and<br />
likeness.” He would tell Juana that God was concerned about the<br />
color of people’s souls, not the color of their sk<strong>in</strong>.<br />
He became an apprentice to a barber-surgeon (someone who<br />
practiced medic<strong>in</strong>e as well as cut hair) and learned to care for the<br />
sick. One day, when 12-year-old Mart<strong>in</strong> was alone <strong>in</strong> the office, a man<br />
was carried <strong>in</strong> with a deep cut <strong>in</strong> his head. To everyone’s amazement,<br />
Mart<strong>in</strong> bandaged the wound, and the man was able to walk home.<br />
Mart<strong>in</strong> spent many hours at night pray<strong>in</strong>g before a crucifix that<br />
hung above his bed. He knew he wanted to give his whole life to God.<br />
So when Mart<strong>in</strong> was fifteen, he went to live with the Dom<strong>in</strong>icans <strong>in</strong><br />
Lima at the convent of Santo Dom<strong>in</strong>go. One night, he was pray<strong>in</strong>g<br />
<strong>in</strong> front of the Blessed Sacrament when the step he was kneel<strong>in</strong>g on<br />
caught fire. Despite all of the chaos the fire caused, Mart<strong>in</strong> did not<br />
even notice and cont<strong>in</strong>ued kneel<strong>in</strong>g <strong>in</strong> prayer.<br />
The Dom<strong>in</strong>icans gave Mart<strong>in</strong> the duties of car<strong>in</strong>g for the sick and<br />
the clothes room. When Mart<strong>in</strong> was 24, the Dom<strong>in</strong>icans made him a<br />
religious brother, and he took charge of the <strong>in</strong>firmary. Later on, he<br />
founded a residence for orphans and abandoned children.<br />
When an epidemic struck Lima, the young novices (those who<br />
had just entered the order) were locked <strong>in</strong> a separate part of the<br />
convent to prevent the spread<strong>in</strong>g of disease.<br />
Br. Mart<strong>in</strong> miraculously passed through the locked doors to take<br />
care of the sick. Br. Mart<strong>in</strong> performed many other miracles: he could<br />
heal others <strong>in</strong>stantly, and he could be <strong>in</strong> two places at once. Light<br />
would fill the room when he prayed, and his ecstasies would lift him<br />
<strong>in</strong>to the air. When Br. Mart<strong>in</strong> turned 60, he fell ill and endured terrible<br />
pa<strong>in</strong>. He suffered for almost a year and then died a holy death. He<br />
was so famous for his miracles that crowds flocked to his body and<br />
took pieces of his habit for relics. St. Mart<strong>in</strong> de Porres, help me to<br />
remember that everyone is made <strong>in</strong> God’s image and likeness!<br />
192<br />
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Bl. Miguel Agust<strong>in</strong> Pro<br />
1891–1927<br />
Mexico<br />
Feast Day:<br />
November 23<br />
Miguel was a fun-lov<strong>in</strong>g Mexican boy, always cheerful and delight<strong>in</strong>g<br />
<strong>in</strong> boyish pranks. One day, he suffered a fall, which knocked him<br />
unconscious. His worried parents rushed to his side, and when he<br />
came to, he immediately asked for his favorite Mexican sweetbread,<br />
cocol. From then on his friends and family nicknamed him “Cocol.”<br />
Simultaneously playful and prayerful, Miguel heard God’s call <strong>in</strong><br />
his heart to become a priest, and so he entered a Jesuit sem<strong>in</strong>ary.<br />
One year later, the Mexican Revolution broke out. This Communist<br />
revolution sought not only to transform the Mexican government,<br />
but to change the hearts of the people by stamp<strong>in</strong>g out their deep<br />
Catholic faith. The Jesuits fled the country, and Miguel f<strong>in</strong>ished his<br />
studies abroad and was orda<strong>in</strong>ed a priest <strong>in</strong> Belgium.<br />
After his ord<strong>in</strong>ation, Fr. Miguel suffered terrible and pa<strong>in</strong>ful stomach<br />
problems, and so his superior sent him back to Mexico, hop<strong>in</strong>g that<br />
Fr. Miguel would recover by return<strong>in</strong>g home. Soon after Fr. Miguel<br />
returned to Mexico, the Mexican government passed a new law<br />
forbidd<strong>in</strong>g any worship <strong>in</strong> public. Fr. Miguel saw that God had sent him<br />
to serve the faithful Catholics who were suffer<strong>in</strong>g under a government<br />
seek<strong>in</strong>g to destroy their faith. He hoped one day to die for Jesus and<br />
offer his life to br<strong>in</strong>g his beloved Mexico back to <strong>Christ</strong>.<br />
To serve the faithful <strong>in</strong> secret, Fr. Miguel put on disguises and<br />
rode about on his bicycle or walked on foot to give the faithful Holy<br />
Communion. At one time, he dressed up as an office worker, another<br />
time as a mechanic, and yet another even as a beggar! He would sign his<br />
letters with the name “Cocol,” his old nickname, to hide his identity.<br />
Eventually, he was discovered, and when a failed attempt was<br />
made to assass<strong>in</strong>ate a government official, Fr. Miguel was arrested<br />
and falsely accused of the crime. He was sentenced to death without<br />
a trial. A government officer lead<strong>in</strong>g Fr. Miguel to his death begged for<br />
forgiveness. Fr. Miguel gave the officer not only his forgiveness, but<br />
his thanks. Fr. Miguel knew that his sacrifice would br<strong>in</strong>g his beloved<br />
Mexico back to Jesus. Bravely, Fr. Miguel refused the offered bl<strong>in</strong>dfold<br />
and stood before the fir<strong>in</strong>g squad. Hold<strong>in</strong>g his arms spread wide like<br />
a cross, he cried out, “Vivo Cristo Rey!” or “Long live <strong>Christ</strong> the K<strong>in</strong>g.”<br />
Then, forgiv<strong>in</strong>g those who were putt<strong>in</strong>g him to death, he became a<br />
glorious martyr for the Faith. Even though it was forbidden, thousands<br />
of brave Catholics l<strong>in</strong>ed the street to say farewell to their brave priest<br />
as his body was taken to its burial. Bl. Miguel Agust<strong>in</strong> Pro, help me to<br />
br<strong>in</strong>g others to Jesus!<br />
APPENDIX A: SAINT CARDS 193
St. Junípero Serra<br />
1713–1784<br />
Spa<strong>in</strong><br />
Feast Day:<br />
July 1<br />
Junípero Serra jo<strong>in</strong>ed the Franciscan friars at the young age of 17 and<br />
later became a priest. He was so <strong>in</strong>telligent that everyone thought<br />
he was go<strong>in</strong>g to be an important teacher <strong>in</strong> Spa<strong>in</strong>. But <strong>in</strong> his heart,<br />
there was someth<strong>in</strong>g else that he wanted to do: he wanted to be a<br />
missionary. There were stories about missionaries teach<strong>in</strong>g the Good<br />
News of Jesus to those who had never heard of Him. He thought<br />
of all those peoples <strong>in</strong> the New World — those of North and South<br />
America — who had never heard of Jesus and had never been baptized.<br />
He wanted to br<strong>in</strong>g the love of Jesus to them.<br />
Fr. Junípero sailed with a group of Franciscans to Mexico. He<br />
landed at Veracruz and needed to travel nearly 250 miles to get to<br />
Mexico City. The city officials <strong>in</strong> Veracruz gave the Franciscans horses<br />
to make the journey. But Junípero Serra would not take a horse. He<br />
chose to go on foot, carry<strong>in</strong>g only a prayer book, to offer his long<br />
trip as a sacrifice to God. F<strong>in</strong>ally, he reached Mexico City and there<br />
preached to the Native Americans for sixteen years.<br />
Fr. Junípero Serra knew that God wanted him to preach the Good<br />
News about Jesus even farther west. He traveled to California (this<br />
time Fr. Junípero rode on a horse) and founded the Spanish missions.<br />
Dur<strong>in</strong>g this time, the Native Americans <strong>in</strong> California suffered under<br />
the Spanish. Fr. Serra stood up to the Spanish Lieutenant Governor<br />
over his brutal treatment of the natives. When he was unable to<br />
persuade the governor, he set out on an 1800 mile journey to Mexico<br />
City where he appealed to the Spanish Viceroy. The Viceroy removed<br />
the governor and, upon Fr. Serra’s urg<strong>in</strong>g, <strong>in</strong>stituted a new bill of<br />
rights for the native peoples. This took place over 150 years before the<br />
U.S. would grant citizenship to Native Americans. Fr. Junípero founded<br />
n<strong>in</strong>e missions all over California and spread the Gospel to many<br />
who had never heard of Jesus before. He served his beloved Native<br />
Americans until he died a holy death.<br />
St. Junípero Serra, help me to do everyth<strong>in</strong>g out of love for God!<br />
194<br />
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St. Teresa of the Andes<br />
1900–1920<br />
Chile<br />
Feast Day:<br />
April 12<br />
St. Teresa of the Andes was baptized Juana Enriqueta Josef<strong>in</strong>a de los<br />
Sagrados Corazones Fernández Solar, but she was called Juanita for<br />
short. Juanita came from a large family and was an energetic, happy<br />
child. She loved tennis, horseback rid<strong>in</strong>g, climb<strong>in</strong>g the beautiful<br />
Chilean mounta<strong>in</strong>s, and swimm<strong>in</strong>g the ocean. She had many brothers<br />
and sisters whom she would play with, laugh with, and argue with.<br />
In fact, Juanita could be va<strong>in</strong> and stubborn and would get <strong>in</strong>to<br />
many silly arguments with her younger sister, Rebecca. But she also<br />
showed a deep love for Jesus and Mary. When she was little, her<br />
older brother showed her how to pray the Rosary, and from then on<br />
she prayed the Rosary every day.<br />
When Juanita was 14, she read the autobiography of St. Thérèse<br />
of Lisieux, The Story of a Soul. The story of the young sa<strong>in</strong>t’s life<br />
touched her heart, and she knew she wanted to live just like Thérèse<br />
and become a Carmelite nun. Juanita promised God that she would<br />
dedicate her life to Him.<br />
At 19 years old, Juanita entered a Carmelite convent. Say<strong>in</strong>g<br />
goodbye to her family was hard for her, but she knew that she was<br />
enter<strong>in</strong>g a life of even greater happ<strong>in</strong>ess. She took the name Teresa<br />
after St. Therese of Lisieux. Sr. Teresa started her new life joyfully.<br />
The mother superior allowed her to write many letters to her family<br />
and friends, recogniz<strong>in</strong>g that the new novice’s letters would help<br />
others walk the path of hol<strong>in</strong>ess. But soon her life as a nun would<br />
come to an end. She told her confessor that Jesus had revealed to<br />
her the day of her death and that she only had a month to live. The<br />
priest was astonished; he did not understand how she could know<br />
when she would die.<br />
On Good Friday, Sr. Teresa had a burn<strong>in</strong>g fever. The doctor<br />
diagnosed her with typhus, a deadly disease. All the sisters at the<br />
convent were saddened to know that their joyful young novice was<br />
soon to die. Sr. Teresa’s superiors allowed her to make her f<strong>in</strong>al vows<br />
to become a nun early, s<strong>in</strong>ce she was <strong>in</strong> danger of death. After great<br />
suffer<strong>in</strong>g, Sr. Teresa died a holy death a week after Easter, only three<br />
months before her twentieth birthday. That year, Sr. Teresa’s little<br />
sister Rebecca entered the same convent, believ<strong>in</strong>g that God had<br />
called her to take her sister’s place. St. Teresa of the Andes, help me<br />
live my life with joy <strong>in</strong> the love of God!<br />
APPENDIX A: SAINT CARDS 195
St. Kateri Tekakwitha<br />
Four-year-old Tekakwitha sweated with fever. She was sick with<br />
smallpox, and upon her recovery, she discovered that her father, the<br />
chief of the Mohawks, and her <strong>Christ</strong>ian Algonqu<strong>in</strong> mother had died<br />
of the same disease.<br />
1656–1680<br />
Modern-day<br />
United States<br />
of America<br />
Feast Day:<br />
July 14<br />
The smallpox had left Tekakwitha’s face scarred and damaged her<br />
eyes. When her uncle and aunt adopted her, they did not understand<br />
the quiet, shy girl. She would go deep <strong>in</strong>to the woods to pray the<br />
Rosary, which her mother had taught her, even though her father<br />
had forbidden her Baptism. Young Tekakwitha wished she could be<br />
baptized Catholic with her whole heart. When Tekakwitha turned 13,<br />
her uncle tried to arrange her marriage, but the young Mohawk girl<br />
refused. At first, her uncle let Tekakwitha have her way, but when she<br />
turned 17 and still refused to marry, he began to get angry.<br />
At around the same time, Jesuit missionary priests arrived to<br />
preach to the Mohawk tribe. Tekakwitha went to the Jesuit fathers,<br />
ask<strong>in</strong>g to be baptized. At her Baptism, she took the name Kateri, after<br />
St. Cather<strong>in</strong>e of Siena. Kateri’s people scorned and persecuted her<br />
because she was <strong>Christ</strong>ian. It became so dangerous and unbearable<br />
that Kateri escaped, with the help of other Native American<br />
<strong>Christ</strong>ians, to the <strong>Christ</strong>ian Native American village of Sault St.<br />
Louis <strong>in</strong> Canada. There, Kateri lived a life of deep prayer and <strong>in</strong>tense<br />
sacrifice.<br />
Kateri desired to be Jesus’ bride, and she consecrated herself to<br />
Him. She loved Jesus so much that when she prayed to Him, her face<br />
became radiantly beautiful, as if she were speak<strong>in</strong>g to Jesus faceto-face.<br />
All the priests and other Native American <strong>Christ</strong>ians were<br />
<strong>in</strong>spired by her hol<strong>in</strong>ess. She died of illness at the young age of 24.<br />
After her death, the smallpox scars on her face disappeared, and she<br />
became known as the “Lily of the Mohawks.” St. Kateri Tekakwitha,<br />
help me to love Jesus with my whole heart!<br />
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Venerable Augustus John Tolton<br />
Augustus John Tolton was born <strong>in</strong>to slavery <strong>in</strong> Missouri <strong>in</strong> 1854. When<br />
he was seven his father died <strong>in</strong> the Civil War, and his rema<strong>in</strong><strong>in</strong>g family<br />
escaped via the Underground Railroad to Qu<strong>in</strong>cy, Ill<strong>in</strong>ois. Young<br />
Augustus and his sibl<strong>in</strong>gs were soon enrolled <strong>in</strong> Catholic School, where<br />
they were taunted with harsh, racialized <strong>in</strong>sults by classmates. The<br />
pressure from the white parents and parishioners soon became too<br />
great and Mrs. Tolton withdrew the children from school.<br />
1854-1897<br />
United States<br />
of America<br />
Augustus found work <strong>in</strong> a tobacco factory and helped support his<br />
family. After work, a small group of nuns and priests taught him to<br />
read and write <strong>in</strong> both English and German. One of these priests, the<br />
pastor of the nearby St. Peter’s parish and school, admired Augustus<br />
and recognized his abilities, so he <strong>in</strong>vited him to attend St. Peter’s<br />
school. Augustus soon discerned a call to the priesthood but not a<br />
s<strong>in</strong>gle sem<strong>in</strong>ary <strong>in</strong> the U.S. would accept a black candidate. Eventually<br />
Augustus was accepted to a sem<strong>in</strong>ary <strong>in</strong> Rome and orda<strong>in</strong>ed <strong>in</strong> 1886.<br />
Fr. Tolton celebrated his first solemn High Mass at St. Benedict<br />
the Moor Church, a black parish <strong>in</strong> New York City, on July 11, 1886,<br />
before a massive congregation. One week later, Fr. Tolton returned to<br />
Qu<strong>in</strong>cy, where he was made pastor of St. Joseph’s parish, which served<br />
the black Catholics of Qu<strong>in</strong>cy.He taught Bible history and catechism,<br />
conducted counsel<strong>in</strong>g sessions, made home visits to the aged and sick,<br />
and recruited new parishioners. Fr. Tolton welcomed all, black and<br />
white, <strong>in</strong>to his parish.<br />
In one of the most pa<strong>in</strong>ful episodes of Fr. Tolton’s priesthood, he<br />
discovered that a white priest had openly referred to him as the<br />
“n -priest.” This priest sowed division among parishioners,<br />
<strong>in</strong>sist<strong>in</strong>g falsely that attendance at a black church was not valid for<br />
white Catholics. Fr. Tolton’s bishop eventually told him to m<strong>in</strong>ister to<br />
blacks only. In 1889 Fr. Tolton received permission to transfer to the<br />
Archdiocese of Chicago.<br />
In Chicago, Fr. Tolton was appo<strong>in</strong>ted pastor of St. August<strong>in</strong>e’s<br />
Church, where he served blacks who were either barred from white<br />
parishes, newcomers from the South, or consider<strong>in</strong>g the Catholic Faith.<br />
S<strong>in</strong>ce mov<strong>in</strong>g to Chicago, Fr. Tolton had battled illness, and he grew<br />
weaker as he ignored his health and m<strong>in</strong>istered unselfishly to the black<br />
community. He died <strong>in</strong> Chicago at age 43.<br />
Venerable Augustus John Tolton, help us to put others’ needs ahead<br />
of our own, and never to become discouraged <strong>in</strong> shar<strong>in</strong>g the Gospel.<br />
APPENDIX A: SAINT CARDS 197
Venerable Pierre Toussa<strong>in</strong>t<br />
Pierre was born <strong>in</strong>to slavery on a plantation <strong>in</strong> Haiti <strong>in</strong> 1766. At the time,<br />
French-controlled Haiti was a place of extreme wealth for a few and a<br />
place of destitution for many. Pierre’s masters, Monsieur Jean Berard<br />
and his wife, Elisabeth, were Catholics, and <strong>in</strong>structed Pierre <strong>in</strong> the<br />
Catholic Faith while he was tra<strong>in</strong>ed to work as a slave <strong>in</strong> the Berards’<br />
house.<br />
Image courtesy<br />
National<br />
Black Catholic<br />
Congress, Inc.<br />
1766-1853<br />
Haiti<br />
Feast Day:<br />
June 30<br />
In the late 1780s, Haitian society was becom<strong>in</strong>g <strong>in</strong>creas<strong>in</strong>gly more<br />
volatile as slaves and free people of color began to clamor for more<br />
rights. Berard decided to move his wife, and a selection of his servants<br />
and slaves, to New York City. There, he arranged for Pierre to be<br />
apprenticed to one of New York’s lead<strong>in</strong>g hairdressers, one of the only<br />
occupations open to people of African descent at the time.<br />
With the chance to learn a trade and earn his own money, prayerful<br />
and devout Pierre soon became an expert at his occupation. His<br />
cheerfulness and humor made a great impression on his clientele,<br />
which eventually many of New York’s elite. Like many hairdressers,<br />
Pierre engaged <strong>in</strong> friendly conversation with his clients. Shaped by his<br />
Catholic faith, he counseled them. Few of his clients were Catholic, but<br />
he earned the nickname “Sa<strong>in</strong>t Pierre.”<br />
As his high-profile client list grew, so did Pierre’s <strong>in</strong>come, and he<br />
used much of it to support charities, schools, and Church <strong>in</strong>itiatives,<br />
<strong>in</strong>clud<strong>in</strong>g help<strong>in</strong>g to fund the build<strong>in</strong>g of St. Patrick’s Old Cathedral. He<br />
was eventually freed by Mrs. Berard. In 1807 he purchased his sister’s<br />
freedom, along with that of another Haitian-born slave, Juliette Noel,<br />
whom he later married. Pierre took the name Toussa<strong>in</strong>t <strong>in</strong> honor of a<br />
Black revolutionary general who fought for Haitian slave liberation.<br />
Pierre and Juliet dedicated their lives to br<strong>in</strong>g<strong>in</strong>g dignity to the lives<br />
of others. They started a credit bureau for newly-arrived immigrants<br />
from Haiti. They adopted several children and, when a cholera epidemic<br />
swept New York City, opened their home to care for the sick. Pierre also<br />
used the considerable network he built from his hairdress<strong>in</strong>g bus<strong>in</strong>ess<br />
to connect young men with opportunities to learn a trade and get<br />
mean<strong>in</strong>gful work <strong>in</strong> the city. Pierre cont<strong>in</strong>ued <strong>in</strong> his good works until<br />
the age of 87 and died on June 30, 1853. He became the first layperson<br />
to be entombed <strong>in</strong> the crypt of St. Patrick’s Cathedral <strong>in</strong> New York City.<br />
Venerable Pierre Toussa<strong>in</strong>t, help us to affirm the dignity of each<br />
person whom we encounter.<br />
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St. Joseph<strong>in</strong>e Bakhita<br />
February 8<br />
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199
St. Benedict the African<br />
April 3<br />
200 © SOPHIA INSTITUTE FOR TEACHERS
St. Damien<br />
of Molokai<br />
May 10<br />
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St. Juan Diego<br />
December 9<br />
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St. Elesbaan of Ethiopia<br />
October 27<br />
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St. Paulus Liu Hanzuo<br />
February 13<br />
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St. Paul Miki<br />
February 6<br />
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St. Turibius Alfonso<br />
de Mogrovejo<br />
March 23<br />
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St. Mart<strong>in</strong> de Porres<br />
November 3<br />
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Bl. Miguel<br />
Agust<strong>in</strong> Pro<br />
November 23<br />
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St. Teresa of the Andes<br />
April 12<br />
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St. Kateri<br />
Tekakwitha<br />
July 14<br />
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Glossary<br />
Atomistic Individualism (n.): A philosophy that<br />
advocates for a primacy of <strong>in</strong>dividual choice<br />
to the exclusion of any other considerations<br />
necessary to the well-be<strong>in</strong>g of the community<br />
(or the common good).<br />
Bias (n.): Incl<strong>in</strong>ation <strong>in</strong> favor or aga<strong>in</strong>st<br />
someth<strong>in</strong>g/someone; typically used to refer to<br />
unjust favoritism.<br />
Collectivism (n.): A political and social<br />
philosophy <strong>in</strong> which the rights and freedom of<br />
the <strong>in</strong>dividual are subord<strong>in</strong>ate to the group.<br />
Conversion (n.): A radical reorientation of one’s<br />
whole life away from s<strong>in</strong> and evil and toward<br />
God.<br />
Critical Race Theory (CRT) (n.): Approach to<br />
racial <strong>in</strong>justice hold<strong>in</strong>g that the primary drivers<br />
of problems <strong>in</strong> the West today are slavery and<br />
colonialism; Many who ascribe to CRT believe<br />
that the U.S. is an <strong>in</strong>herently racist country, and<br />
that disparities along racial l<strong>in</strong>es are evidence<br />
of systemic racism.<br />
Culture (n.): The totality of a nation or group’s<br />
beliefs, traditions, manners, arts, political and<br />
social <strong>in</strong>stitutions.<br />
Dignity (n.): The quality of be<strong>in</strong>g worthy of<br />
honor and respect. All human be<strong>in</strong>gs have equal<br />
dignity, because we are all created <strong>in</strong> the image<br />
and likeness of God.<br />
Discrim<strong>in</strong>ation (n.): Recogniz<strong>in</strong>g differences<br />
and choos<strong>in</strong>g from among various possibilities;<br />
typically used to refer to unjust treatment<br />
based on prejudice.<br />
Ethnicity (n.): A person’s membership <strong>in</strong> a<br />
national tradition or group with dist<strong>in</strong>ctive<br />
cultural and/or religious practices<br />
Forgive (v.): To pardon an offense and no longer<br />
hold it aga<strong>in</strong>st the one who has offended. To<br />
forgive offenses will<strong>in</strong>gly is a Spirital Work of<br />
Mercy, as is to bear wrongs patiently.<br />
Gifts of the Holy Spirit (n.): Seven gifts of<br />
grace given to us by God at our Baptism and<br />
aga<strong>in</strong> <strong>in</strong> Confirmation that help us respond to<br />
the prompt<strong>in</strong>gs of the Holy Spirit <strong>in</strong> our lives.<br />
They are wisdom, knowledge, understand<strong>in</strong>g,<br />
counsel, fortitude, piety, and fear of the Lord.<br />
Golden Rule (n.): Jesus’ teach<strong>in</strong>g to “Do to<br />
others whatever you would have them do to<br />
you” (Matthew 7:12). In other words, to treat<br />
others as you would wish to be treated and to<br />
love your neighbor as yourself.<br />
Love (v.): To will the good of another.<br />
Marxism (n.): The political, economic, and<br />
social theory of Karl Marx which holds that all<br />
history is the history of class struggle.<br />
Mercy (n.): Love that is especially k<strong>in</strong>d,<br />
forgiv<strong>in</strong>g, and will<strong>in</strong>g to help those who need<br />
reconciliation.<br />
Justice (n.): The firm will to give their due to<br />
God and neighbor.<br />
Patriotism (n.): Special care for and allegience<br />
to one’s homeland.<br />
Prejudice (n.): Judg<strong>in</strong>g beforehand. Typically<br />
used to mean the s<strong>in</strong> of pre-judg<strong>in</strong>g a person<br />
based on his membership <strong>in</strong> a group with<br />
assumed characteristics. From the Lat<strong>in</strong><br />
judicare, mean<strong>in</strong>g “to judge,” with the prefix<br />
pre- mean<strong>in</strong>g “before.”<br />
GLOSSARY 211
Race (n.): Classification of human be<strong>in</strong>gs with<br />
similar observable physical traits, such as sk<strong>in</strong><br />
color, hair texture, facial features, eye shape,<br />
and others.<br />
Racism (n.): The view that one’s own race or<br />
ethnicity is superior, and therefore persons of<br />
other races or ethnicities are <strong>in</strong>ferior. When<br />
this attitude leads people to exclude, ridicule,<br />
mistreat, or unjustly discrim<strong>in</strong>ate aga<strong>in</strong>st<br />
persons on the basis of their race or ethnicity,<br />
it is s<strong>in</strong>ful. A racist outlook can lead one to<br />
dislike persons of other races, to treat them<br />
unjustly, or even to believe that they are less<br />
than human.<br />
Rash Judgment (n.): An assumption about the<br />
moral fault of a neighbor without the proper<br />
foundation, deliberation, or knowledge of the<br />
facts.<br />
S<strong>in</strong> (n.): A deliberate offense aga<strong>in</strong>st God:<br />
someth<strong>in</strong>g we say, th<strong>in</strong>k, do, or fail to do that<br />
acts aga<strong>in</strong>st His eternal law. It is a failure to love<br />
God and neighbor.<br />
Social Justice (n.): The responsibility of each<br />
member of society to respect the dignity of<br />
every human be<strong>in</strong>g, and the rights which flow<br />
from that dignity and guarantee it. Society<br />
must provide the conditions that allow people<br />
to obta<strong>in</strong> what is their due accord<strong>in</strong>g to their<br />
nature and vocation.<br />
Society (n.): A group of persons bound together<br />
by a pr<strong>in</strong>ciple of unity that goes beyond each<br />
one of them.<br />
Structure of S<strong>in</strong> (n.): Social situations and<br />
<strong>in</strong>stitutions that are contrary to the div<strong>in</strong>e<br />
goodness that shape a society’s values and<br />
changes its structural ways of liv<strong>in</strong>g. Structures<br />
of s<strong>in</strong> are the expression and effect of personal<br />
s<strong>in</strong>s. They perpetuate s<strong>in</strong> by lead<strong>in</strong>g their<br />
victims to do evil <strong>in</strong> their turn.<br />
Subsidiarity (n.): The organiz<strong>in</strong>g pr<strong>in</strong>ciple<br />
that matters are best handled by the smallest,<br />
lowest, or least centralized authority. A<br />
community of a higher order should not<br />
<strong>in</strong>terfere with the <strong>in</strong>ner life of a community<br />
of a lower order, depriv<strong>in</strong>g it of its functions,<br />
but should support it <strong>in</strong> case of need and help<br />
<strong>in</strong>tegrate it <strong>in</strong>to the larger society, with a view<br />
to the common good.<br />
Theological Virtues (n.): Gifts <strong>in</strong>fused by<br />
God <strong>in</strong>to the souls of the faithful to make<br />
them capable of act<strong>in</strong>g as His children and of<br />
merit<strong>in</strong>g eternal life. They are Faith, Hope, and<br />
Charity (or Love).<br />
Unjust Discrim<strong>in</strong>ation (n.): Choos<strong>in</strong>g on the<br />
basis of someth<strong>in</strong>g unrelated to the rightful<br />
basis for judg<strong>in</strong>g. For example, social or cultural<br />
discrim<strong>in</strong>ation <strong>in</strong> fundamental personal rights<br />
on the grounds of sex, race, color, social<br />
conditions, language, or religion.<br />
Xenophobia (n.): Dislike of immigrants and/or<br />
foreigners. From the Greek xenos, for “stranger,”<br />
and phobos, or “fear.”<br />
Solidarity (n.): A unit<strong>in</strong>g pr<strong>in</strong>ciple <strong>in</strong> society<br />
by which people bear each other’s suffer<strong>in</strong>gs<br />
together, make sure that material goods and<br />
resources are distributed justly, assure payment<br />
of just wages for work, and most importantly,<br />
share spiritual goods such as prayer and<br />
penance. Solidarity is a direct demand of<br />
<strong>Christ</strong>ians brotherhood.<br />
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