40 days of service prayer - ccaosa.org · 40 days of service prayer loving god, over these next 40...

40 Days of Service Prayer

Loving God,

Over these next 40 days,

May I see what you see.

May I walk where you walk.

May I sacrifice as you sacrificed.

May I serve as you served.


May I love how you love.

Amen.


Loving God,








Amen.


Loving God,








Amen.


Loving God,








Amen.


Loving God,








Amen.


Loving God,








Amen.

40 Days of Service: High School Lesson Plans

Learning Models

I. Teacher-led instruction II. Student-led discussion groups

Learning Model I: Teacher-led instruction How to Teach 40 Days of Service:

1. Select a service project from one of the opportunities posted through Catholic Charities. You may decide as the instructor or present options to your class.

2. Review the applicable Religion Standards (see below) to select which ones best fit your lesson. 3. Using the Instructional Shifts and Levels of Learning charts, select the activities that best fit your class

and project. 4. Plan and implement your lesson. 5. Review and contribute to your 40 Days of Service Project throughout Lent. 6. Please take photos and submit them with captions or short articles to [email protected].

Volunteer Activity Description

Donation drive for diapers and wipes for families in parenting programs

Organize and collect diapers and wipes to benefit families in parenting programs.

Assist with making cardboard kids for Child Abuse Awareness Month

Make and decorate cardboard kids to be placed at different Catholic Charities locations for Child Abuse Awareness Month.

Collect items for refugee families Organize a donation drive for refugee families to welcome them to their new home such as hygiene products and household items.

Make Easter Cards for Veterans, Seniors, Seminarians, and Priests

Make handwritten Easter cards to be given to clients.

Plan hat, glove, coat, and blanket drive for homeless clients

Organize and collect donation of cold weather gear and blankets to be donated to Catholic Charities.

Landscaping and planting flowers Assist in helping donate or plant more flowers at the Guadalupe Community Center to be used for the Feast of Corpus Christi

Build bird houses and benches for the St. Phocas Community Garden

Build and construct bird houses for the St. Phocas Community Garden and help set them up.

Courage Kits Help collect hygiene products, blankets, and backpacks for women and children released from Detention Centers who are traveling through bus and airport.

Seton Home Donation Drive Host a donation drive on behalf of Seton Home to collect resources that are used on campus (list will be provided).

Make and serve soup or coffee to homeless clients

M-F starting at 8am, groups of 10 volunteers serve hot, fresh coffee or soup for homeless clients that come to the Guadalupe Community

Center for food. Assist with community garden at Guadalupe Home

10 volunteers work with mothers at Guadalupe Home to tend to their community garden.

Work with nurses in the Nurse Family Partnership Program to put together baby kits

Collect and help package newborn baby care packages for first time mothers.

Mentoring and tutoring refugee students in the School Impact Program

5-10 volunteer help students in the School Impact Program with tutoring and homework.

Assist at Annual Asian Festival and Folk Life Festival as volunteers

10 or more students volunteer at cultural events to promote Catholic Charities.

Cielo Garden maintenance at House of Prayer Community Garden

Group of 20 volunteers help refugees in the community garden at House of Prayer where their English classes are held.

Collect, repair, and donated used bikes to refugee children

Organize and repair donated bikes to give to refugee children.

40 Cans for Lent Food Drive Assist in sorting food donation that are received throughout the Lenten period – 10 + volunteers welcome.

Mentor/Tutor children in the After-School Program

5-10 volunteers daily assist children with their homework and reading; children are between grades K-12.

Assist in Sponsoring a Meal for families at the After-School Program Family Involvement Night

10-15 volunteer prepare and serve a meal for families as part of Family Involvement Night.

Plan Easter Egg Hunt for ASP 10-20 volunteers plan an Easter Egg Hunt the week of April 10th for the children in the After-School Program.

Plan and help host a basketball tournament for the After-School Program participants

20 volunteers, M-F from 3:30pm – 6:00pm, plan a basketball tournament for the children in the ASP and other students.

Attend and chaperone the ASP students that go golfing on a weekly basis

5 volunteers attend the golfing outings to help teach the children golf and build character.

Assist Project-Hope monthly food distribution for senior

First Monday of the month, 20 or more volunteers assist with food distribution for 160+ seniors by packaging food and helping them transport it to their vehicles.

Clean up and organize the Poplar building where we store additional donations for Catholic Charities

20 + volunteers help organize and clean the storage facility sorting donated items (available on Saturdays).

Help water, fertilize, and harvest produce in the St. Phocas Community Garden

1-2 volunteers daily, M-F 8am-5pm, help do day-to-day maintenance in the community garden which involves watering the beds and harvesting ripe produce. Fertilizing must happed twice per month.

Cleaning and beautifying Guadalupe Community Center

Groups of 20 + volunteers monthly assist in organizing and cleaning garage, clothing closet, food pantry, and donation room at the Guadalupe Community Center.

40 Days of Service Sample Lesson Plan Date: March 1, 2017 Grade: High School Religion Class 40 Days of Service Project: Create Courage Kits for women and children released from Detention Centers Objective/Goals:

To learn why Christ calls us to help those in need To understand the needs of immigrant women and children seeking basic care

Anticipatory Set/Prior Knowledge:

Pray the 40 Days of Service Prayer – distribute prayer cards and post prayer in classroom

40 Days of Service Prayer Loving God, Over these next 40 days, May I see what you see. May I walk where you walk. May I sacrifice as you sacrificed. May I serve as you serve. Over these next 40 days May I love how you love. Amen.

Play the song, “Do Something,” by Matthew West.

https://video.search.yahoo.com/yhs/search;_ylt=A0LEVjrydH1Y0DcAIl0nnIlQ;_ylu=X3oDMTByMjB0aG5zBGNvbG8DYmYxBHBvcwMxBHZ0aWQDBHNlYwNzYw--?p=Do+Something+By+Matthew+West&fr=yhs-mozilla-002&hspart=mozilla&hsimp=yhs-002#action=view&id=1&vid=2b5843c8236ca1fdb190e39cf20f0aac.

Ask students to brainstorm the different ways in which they can help people. Direct Instruction:

Show students a map of the Western hemisphere. Identify the location of countries such as Honduras and Nicaragua. Plot the journey of a family travelling from Honduras through Mexico City to San Antonio, TX. http://emmajo.net/wp-content/uploads/2011/07/mexico-central-america-map.jpg

Guided Practice:

Conduct Loss Simulation Exercise (see below) Biblical Application: Have students research the following passages and create a T chart. In the first

column write the verse. In the second column write how the verse applies to serving others. o Galatians 6:2 - Carry one another’s burdens, and in this way you will fulfill the law of Christ. o Hebrews 13:2 - Do not neglect hospitality, because through it some have entertained angels

without knowing it. o 1 Peter 4:9 - Show hospitality to one another without complaining o Philippians 2:5-8 - You should have the same attitude toward one another that Christ Jesus had,

who though he existed in the form of God did not regard equality with God as something to be grasped, but emptied himself by taking on the form of a slave, by looking like other men, and by sharing in human nature. He humbled himself, by becoming obedient to the point of death – even death on a cross!

Assessment/Closure:

Write a poem about an immigrant’s journey and how you will bring them hope and strength through prayer and a Courage Kit. Include a title and image that best represents your ideas.

Display the poems in the hallway and include a few in your school newsletter. Send the poems to Catholic Charities, the Dept. of Catholic Schools, and to [email protected].

Every Friday instead of eating your snack, bring an item to donate toward your Courage Kit. Say a prayer for the family who will receive the kit.

Loss Simulation Activity Loss Simulation Instructor: Read all instructions that are in red aloud to the team. The instructions in black are for you. SET UP: • Fold your paper into fours 4 times • Rip along the fold lines, so that you have a total of 16 slips of paper • Divide the slips into 4 piles of 4 • In the first pile write 4 activities you enjoy, next pile 4 things you are thankful for, next pile 4 people that are important to you, last pile 4 roles you currently play in your life. SELECTED LOSS: • Look at the pieces of paper and quickly choose one from each category that you will lose. • Tear up the slips that you chose and throw them away. (Make a discard pile in the middle.) How does it feel to have to make a quick decision about what you are willing to give up? Connect to refugees fleeing a village and having to choose whether they take their Bible or clothes or whether they run by the school to see if they can get their son, or just flee with the child who is in their arms knowing that between here and the school they could each be killed. UNKNOWN LOSS: • Turn piles over • Without looking, take one piece of paper from each pile, tear them in half and throw them away • Do not look! • Sit and wait How does it feel to not know what you have lost? Imagine sitting in a refugee camp not knowing if your brother is alive or where your mother is nor if they are safe. Not knowing if your home still stands or if there will be anything to return to in your hometown. Did your neighbors make it out safe? LOSS OF CONTROL: • Keeping all piles face down, sit quietly and ponder your loss. (Quietly walk around the room removing papers from in front of people. For some people take only a couple, for others take all, for a few do not take any. In a couple of instances walk past someone only to return and take from them as well.) How does it feel to have things taken right in front of you? How does it feel to lose more than others, or to not lose while others did? Connect to refugees and the lack of control they feel in their situations and over their loss. In the refugee camps they had little opportunities to make choices. They may sit for years waiting and waiting for a verdict to come back about their future life and what might happen next. Even when they arrive in America they have little control about where they live or what they might do in their first few days. They must rely on a single case manager, or possibly a volunteer and entrust their lives to a stranger.

40 Days of Service Lesson Plan Template Date: Grade: 40 Days of Service Project: Objective/Goals: Anticipatory Set/Prior Knowledge: Direct Instruction: Guided Practice: Assessment/Closure: Applied Religion Standards:

Instructional Shifts Scripture “For I was hungry and you game me food, I was thirsty and you gave me drink, I was

a stranger and you made me welcome, lacking clothes and you clothed me, sick and you visited me, in prison and you came to see me.” Matthew 25:35-36

Worship “Do Something” by Matthew West “Were You There?”

Teaching Strategies See Levels of Learning

Service 40 Days of Service Project

Speaking Element Give a PowerPoint Presentation about your project. Write a persuasive speech about why others should support your favorite charity. Host a prayer service: Students select reading and prayers to share with the class.

Writing Element Write a poem about your project – acrostic, haiku, limerick, etc. Write a descriptive essay as if you were the object being donated. Share your journey. Write a newspaper article about your service project. Publish as a class newspaper.

Fine Arts Element Write new lyrics to the tune of your favorite song about your service project. Create a packaging label for an item being donated. Create an iMovie documenting pictures about your service project.

Christian Witness Share your story with your school, your parish, the Dept. of Catholic Schools, and Catholic Charities.

Levels of Learning Knowledge

Who? What? Where? When? Why?

Comprehend

Summary/retell the details of your project

Apply How is your service project an example of living our faith? Why is the project important?

Analyze Compare and contrast: Describe the people before and after your project. Describe your views before and after the project.

Synthesize What solutions do you suggest to help those in need in the future? Construct/generate a plan to continue to help those in need.

Evaluate Why should we give to those in need? Develop opinions, judge, reflect.

40 Days of Service

Student-Led Service Packet

Group Members:

Week 1: March 1 – 3, 2017 - Ash Wednesday

Objective: Lent is about prayer, fasting, and alms giving. As a group, decide how you will collectively participate in these three Lenten pillars.

Step 1: Read the below scriptures. What does God say about prayer, fasting, and alms giving?

Prayer - 1 Thessalonians 5: 16-18

Fasting – Matthew 6:16-21

Alms Giving – Luke 6:38, 2 Corinthians 9:7

What does Christ ask of us and why? Matthew 25: 31-46

Step 2: Review the list of Catholic Charities service opportunities. To which opportunity is God calling you?

Step 3: Filling out the chart below, how will you incorporate praying, fasting, and alms giving into your 40 Days of Service Project?

Lenten Pillars Who? What? When? Where? Why?

Pray

Fast

Give

Week 2: March 6 – 10, 2017

Objective: The Great Commission – Matthew 28:16-20

Share your Christian Witness: Develop a marketing plan.

“THEME”

Category Strategy

Target Market

Positioning Statement

Offering to customers/clients/participants

Price Strategy

Distribution

Sales Strategy

Service Strategy

Promotion Strategy

Marketing Research

Any other component of your marketing plan

Week 3: March 13 – 17, 2017 – Spring Break

Week 4: March 20 – 24, 2017

Objective: Implement your marketing plan.

Marketing Research: Take a survey of what other students are doing for 40 Days of Service. Create a graph to share your results.

Prayer:

Fasting:

Alms Giving/Service Project:

Promotion Strategy:

Create signs/posters promoting your service project.

Motto

Symbol

Hash Tag

Create a 30 second commercial explaining/promoting your service project.

Week 5: March 27 – March 31, 2017 - Incorporate Social Justice Theories

Objective: Utilizing the results from your school survey, categorize the various service projects according to our Catholic Social Teachings.

Week 6: April 3 – 7, 2017

Objective: Plan a prayer service for your project.

Leading a Prayer Service 16 Things to Consider

Printer Friendly

Communal prayer is when two or more people gather together to raise their minds and hearts to God. A prayer service is a form of communal prayer that follows a set order with designated parts (Leader, Reader, All). In general, prayer services follow a basic pattern.

Gathering/introduction—song, greeting, opening prayer

The Word of God—Scripture reading, response, silence

Shared prayer—petitions, traditional prayers, litanies, composed prayers, and so on

Conclusion—closing prayer, blessing, song

In addition, a prayer service may include nonverbal expressions such as gesture and ritual. As a catechist, you will be called upon to lead prayer services from time to time. Here are some things to consider when leading such services.

The Role of the Holy Spirit

The Holy Spirit guides all prayer. Prayer leaders do not perform, but offer themselves as a vehicle of the Spirit for those at prayer. Pray to the Holy Spirit to guide and inspire you.

Scripture

Prayer services should always involve the Word of God so that participants can listen to God speaking to them.

Music

Singing and instrumental music are not just frosting on the cake. They are essential ingredients in prayer services.

Environment

Introduce elements into the environment to create a greater awareness of the sacred. Consider candles (when appropriate), dimmed lights, enthroned Bible, cross, and objects from nature such as flowers, rocks, and shells.

Assembly Participation

Don't think of what just you are doing during prayer. Ask yourself what the assembly is doing. Be sure to involve the assembly as a whole in the prayer, not just those taking the Leader or Reader roles.

Nonverbal Elements

Consider the elements of movement and gesture (procession, bowing, venerating the Bible, outstretching hands, laying on hands, blessing) and of symbols (water, oil) as well as of silence.

Verbal Elements

Follow and borrow from the prayer of the Church (Roman Missal, Liturgy of the Hours): introductory rites, psalm responses, antiphons, penitential acts, collects, intercessions, and blessings. These prayers are rich and evocative and therefore, powerful.

Liturgical Feasts and Seasons

Pay special attention to the time of the liturgical year (Advent, Lent, feasts, solemnities) when selecting themes and prayers.

Know your assembly.

Be aware of the age level of your assembly and their faith development as well as their level of maturity.

Prepare.

As when planning a session, be sure of your focus, theme, and goal. Envision the prayer, feel the flow, get a sense of space, time, sound, silence, and so on. Select Readers and assign roles ahead of time. If possible, rehearse with those chosen to read.

Include silence.

Our lives are noisy already. Much of our prayer is too wordy. Allow for periods of silence. Be sure to include silence during the prayer service, perhaps after a prayer or a reading.

Give instructions beforehand.

There's nothing worse than interrupting a prayer to give directions such as “the left side takes this part, and the right side takes that part!”

Be creative.

Consider using appropriate visuals (video, DVD, slides, PowerPoint, and so on).

Encourage spontaneous prayer.

Not everyone is comfortable with spontaneous prayer, but it is a form of prayer that needs to be taught and fostered.

Proclaim.

Throughout the prayer service speak clearly and slowly. Proclamation is more than merely reading the text and less than a dramatic performance. As you speak, try not to bury your head in the text; look at the assembly as much as possible. Speaking in this way will help to involve the participants.

Move with reverence.

Moving with reverence means moving not too quickly or slowly, and not stiffly, but with ease and regard for what you are doing.

By following these simple suggestions, you can involve yourself effectively and wholeheartedly in a prayer service so that others will follow.

Week 7: April 10 – 14, 2017 – Holy Week

Objective: Host the prayer service for your project.

"SocialJustice:Learning,Living,andLeadingOtherstoServe"

Archdiocese of San AntonioMarch 3, 2017Dr. Jennifer [email protected]

Goals• Part I• Learning Social Justice

• BREAK• Part II• Living Social Justice

• Leading Others to Serve


Loving God,Over these next 40 days, May I see what you see.May I walk where you walk.May I sacrifice as you sacrificed. May I serve as you served.Over these next 40 days,May I love how you love.Amen.

PointofView

When you change the way you look at things,

the things you look at change.

Connect the dots in each group.

Each group must have a different pattern.

A.

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

B.

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

C.

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

D.

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

E.

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

Relevance

How does this relate to history?

How does this relate to our faith?

CatholicSocialTeachingsusccb.org

1. Life and Dignity of the Human Person

2. Call to Family, Community, and Participation

3. Rights and Responsibilities

4. Option for the Poor and Vulnerable

5. The Dignity of Work and the Rights of Workers

6. Solidarity

7. Care for God's Creation

CatholicSocialTeachings• Read each teaching.

• Summarize in your own words what each teaching means.

• How can you apply each teaching in your life?

LearningAssessment• Choose 1 article in a newspaper, newsmagazine or from an online news agency* that speaks of a political issue today.

• Read the article completely.• Write: • 1. Title of the article • 2. Author of the article • 3. Date of the article• 4. Name of the source • 4. Write a short paragraph naming the issue (ex. taxes, healthcare, the military, energy, etc.) and summarize the article

• 5. Write a second paragraph explaining which of the 7 issues of Social Justice* is spoken about in the article ….AND explain why you think this. In other words, justify your choice.

SocialJustice‐ABasicIntroductionSocialMinistry

“Youhavebeentold,OmanwhatisgoodandwhatYahwehasksofyou,simplythis:toactjustly,lovetenderlyandwalkhumblywithyourGod."Micah6:8

Social Service – Parish Outreach

• Corporal Works of Mercy• Give food to the hungry• Give drink to the thirsty• Shelter the homeless• Visit the sick• Visit the imprisoned• Bury the Dad• Give alms to the poor

Change one person’s situation

Social Action – Social Justice

• Correct the structures that perpetuate the need

• Question social structures• "Why is there so much

unemployment in our area?" • "Why are there so many poor in

our community?" • "How will the deforestation of

our rain forests affect our global climate?"

Change society

TheFourMainAspectsofSocialJustice

•1. SOLIDARITYLiving as though other people and living things matter. • FAST • LIVE SIMPLY• PRAY

•2. EDUCATIONLearn what is happening in our world.

•3. COMMUNITY ORGANIZINGGet involved in the community

•4. ADVOCACYGive a voice to the voiceless.

TheNextStep:LivingOurFaith

Forming Consciences for Faithful Citizenship, the bishops of the United States remind us:

“In the Catholic tradition, responsible citizenship is a virtue, and participation in political life is a moral obligation” (no. 13).

Lent• March 1st: Ash Wednesday• Color: Purple• 40 Days• Corporal Work for March: Bury the dead. • Easter: April 16th

My Lenten Promise

Prayer Fasting Alms Giving

HowtoTeach40DaysofService:

• Select a service project• Review Religion Standards• Instructional Shifts• Levels of Learning• Select the activities • Plan and implement your lesson• 40 Days of Service Project• Please take photos

Lent:Praying40 Days of Service Prayer

Loving God,Over these next 40 days, May I see what you see.May I walk where you walk.May I sacrifice as you sacrificed. May I serve as you served.Over these next 40 days,May I love how you love.Amen.

Lent:Fasting/SacrificeDecrease Increase

Lent:AlmsGiving

LevelsofLearningKnowledge Who? What? Where? When? Why?

Comprehend Summary/retell the details of your project

Apply How is your service project an example of living our faith?Why is the project important?

Analyze Compare and contrast:Describe the people before and after your project.Describe your views before and after the project.

Synthesize What solutions do you suggest to help those in need in the future?Construct/generate a plan to continue to help those in need.

Evaluate Why should we give to those in need?Develop opinions, judge, reflect.

InstructionalShiftsScripture “For I was hungry and you game me food, I was thirsty and you gave me drink, I was

a stranger and you made me welcome, lacking clothes and you clothed me, sick and you visited me, in prison and you came to see me.” Matthew 25:35‐36

Worship “Do Something” by Matthew West “Were You There?”

Teaching Strategies

See Levels of Learning

Service 40 Days of Service Project

Speaking Element

Give a PowerPoint Presentation about your project.Write a persuasive speech about why others should support your favorite charity.Host a prayer service: Students select reading and prayers to share with the class.

Writing Element Write a poem about your project – acrostic, haiku, limerick, etc.Write a descriptive essay as if you were the object being donated. Share your journey. Write a newspaper article about your service project. Publish as a class newspaper.

Fine Arts Element

Write new lyrics to the tune of your favorite song about your service project.Create a packaging label for an item being donated. Create an iMovie documenting pictures about your service project.

Christian Witness

Share your story with your school, your parish, the Dept. of Catholic Schools, and Catholic Charities.

40DaysofService:6th‐8th GradeSampleLessonPlanDate:March 1, 2017 Grade: 7th

40 Days of Service Project: Create Courage Kits for women and children released from

Detention Centers

Objective/Goals: To learn why Christ calls us to help those in needTo understand the needs of immigrant women and children seeking basic care

Anticipatory Set/Prior Knowledge:Pray the 40 Days of Service Prayer – distribute prayer cards and post prayer in classroomPlay the song, “Do Something,” by Matthew West. Ask students to brainstorm the different ways in which they can help people.

DirectInstruction:Show students a map of the Western hemisphere. Identify the location of countries such as Honduras and Nicaragua. Plot the journey of a family travelling from Honduras through Mexico City to San Antonio, TX.

GuidedPractice:LossSimulationExercise

4 activities you enjoy

4 things for which you are thankful

4 people that are important to you

4 roles you currently play in your life

BiblicalApplication:Have students research the following passages and create a T chart. In the first column write the verse. In the second column write how the verse applies to serving others.

• Galatians 6:2 ‐ Carry one another’s burdens, and in this way you will fulfill the law of Christ.

• Hebrews 13:2 ‐ Do not neglect hospitality, because through it some have entertained angels without knowing it.

• 1 Peter 4:9 ‐ Show hospitality to one another without complaining

• Philippians 2:5‐8 ‐ You should have the same attitude toward one another that Christ Jesus had, who though he existed in the form of God did not regard equality with God as something to be grasped, but emptied himself by taking on the form of a slave, by looking like other men, and by sharing in human nature. He humbled himself, by becoming obedient to the point of death – even death on a cross!

Assessment/Closure:• Write a poem about an immigrant’s journey and how you will bring them hope and strength through prayer and a Courage Kit. Include a title and image that best represents your ideas.

• Display the poems in the hallway and include a few in your school newsletter. Send the poems to Catholic Charities, the Dept. of Catholic Schools, and to [email protected].

• Every Friday instead of eating your snack, bring an item to donate toward your Courage Kit. Say a prayer for the family who will receive the kit.

Applied7th GradeReligionStandardsConcepts and Skills

Read, understand, interpret, and apply Scripture to life.

7.1.BIllustrate that Scripture teaches us about the person of Jesus and what following Jesus and living the Good News means. (CCC 105‐07)

7.2.B Illustrate that Scripture teaches us about the person of Jesus

7.2.CP Show how relationships based on a life of service to others reflects Christ’s teachings.

Know, critique and apply social justice principles to personal and societal situations.

7.3.SJRespond to the challenge of world hunger, poverty, war/peace, inequality, discrimination and environmental and anti‐life issues.

Engage in service to the community (e.g., family, parish, local, national and global) in response to the Gospel call.

7.1.G Explore Jesus’ life as an example of carrying the cross and living a life of service.

7.2.G Articulate that service is an essential element of discipleship.

7.3.GExplain that the Church teaches us to reach out to those who suffer, especially the poor and needy. CCC:1932, 193

7.4.G Illustrate how caring for others means considering their needs. (CCC:1932, 1937) 7.5.G Recall that the corporal and spiritual works of mercy show our love for Jesus. (CCC: 2447)

Develop a moral conscience informed by Church teachings. 7.2.CT Identify moral values in the teachings of Jesus.7.6.CT Examine Christ’s invitation to deny self and take up the cross.

7.11.CTDemonstrate the call to be faithful to God’s love.

Know and participate in the Catholic tradition of prayer. 7.1.P Examine our relationship with God through personal prayer.

7.2.P Discuss the concept and need for openness and generous response to God’s call in our lives.

MathApplication• Budget – Decimals: addition, subtraction, multiplication• Volume – How many items can you fit in a box?

• Surface area• Perimeter

• Coordinate Graphing• Point‐intercept form – projected increase/decrease of income

ScienceApplication• Chart and/or graph progress of items collected

Preach the Gospel at all times. If necessary, use words!

‐ SAINT FRANCIS

ClosingPrayer:DyingtoSelfWhen you are forgotten or neglected and you don’t hurt with the insult, but your heart is happy – that is dying to self.

When your advice is disregarded, your opinions ridiculed, and you refuse to let anger rise in your heart, and take it all in patient loving, silence – that is dying to self.

When you lovingly and patiently bear disorder, irregularity, tardiness, and annoyance . . . and endure it as Jesus endured it – that is dying to self.

When you never care to refer to yourself in conversation or record your own good works, or itch for praise after an accomplishment, when you can truly love to be unknown . . . that is dying to self.

When you can see your brother or sister prosper and can honestly rejoice with him, and feel no envy even though your needs are greater – that is dying to self.

When you are content with any food, any offering, any raiment, any climate, or any society – that is dying to self.

When you can take correction, when you can humbly submit inwardly as well as outwardly, with no rebellion or resentment rising up within your heart – that is dying to self.

Seven Themes of Catholic Social Teaching www.usccb.org

Life and Dignity of the Human Person The Catholic Church proclaims that human life is sacred and that the dignity of the human person is the foundation of a moral vision for society. This belief is the foundation of all the principles of our social teaching. In our society, human life is under direct attack from abortion and euthanasia. The value of human life is being threatened by cloning, embryonic stem cell research, and the use of the death penalty. The intentional targeting of civilians in war or terrorist attacks is always wrong. Catholic teaching also calls on us to work to avoid war. Nations must protect the right to life by finding increasingly effective ways to prevent conflicts and resolve them by peaceful means. We believe that every person is precious, that people are more important than things, and that the measure of every institution is whether it threatens or enhances the life and dignity of the human person. Call to Family, Community, and Participation The person is not only sacred but also social. How we organize our society -- in economics and politics, in law and policy -- directly affects human dignity and the capacity of individuals to grow in community. Marriage and the family are the central social institutions that must be supported and strengthened, not undermined. We believe people have a right and a duty to participate in society, seeking together the common good and well-being of all, especially the poor and vulnerable. Rights and Responsibilities The Catholic tradition teaches that human dignity can be protected and a healthy community can be achieved only if human rights are protected and responsibilities are met. Therefore, every person has a fundamental right to life and a right to those things required for human decency. Corresponding to these rights are duties and responsibilities--to one another, to our families, and to the larger society. Option for the Poor and Vulnerable A basic moral test is how our most vulnerable members are faring. In a society marred by deepening divisions between rich and poor, our tradition recalls the story of the Last Judgment (Mt 25:31-46) and instructs us to put the needs of the poor and vulnerable first. The Dignity of Work and the Rights of Workers The economy must serve people, not the other way around. Work is more than a way to make a living; it is a form of continuing participation in God’s creation. If the dignity of work is to be protected, then the basic rights of workers must be respected--the right to productive work, to decent and fair wages, to the organization and joining of unions, to private property, and to economic initiative. Solidarity We are one human family whatever our national, racial, ethnic, economic, and ideological differences. We are our brothers and sisters keepers, wherever they may be. Loving our neighbor has global dimensions in a shrinking world. At the core of the virtue of solidarity is the pursuit of justice and peace. Pope Paul VI taught that if you want peace, work for justice.1 The Gospel calls us to be peacemakers. Our love for all our sisters and brothers demands that we promote peace in a world surrounded by violence and conflict. Care for God's Creation We show our respect for the Creator by our stewardship of creation. Care for the earth is not just an Earth Day slogan, it is a requirement of our faith. We are called to protect people and the planet, living our faith in relationship with all of God’s creation. This environmental challenge has fundamental moral and ethical dimensions that cannot be ignored.

Connect the Dots Directions: Connect the dots in each group. Each group must have a different pattern. A.

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

B.

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

C.

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

D.

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

E.

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

Catholic Social Teachings Catholic Social

Teaching Summary Application

Life and Dignity of the Human Person

Call to Family, Community, and Participation

Rights and Responsibilities

Option for the Poor and Vulnerable

The Dignity of Work and the Rights of Workers

Solidarity

Care for God’s Creation

Social Justice Lesson

DAY 1

Obj: Students will appreciate that viewpoints allow us to “see” the same things from different angles.

Proc: 1. Show GOOD AND EVIL transparency on the overhead.

Wait a few seconds to see how they react to what they see.

What is the first word that you see?

Who sees Good? Who sees Evil?

Not all will see both right away.

2. Students will download a worksheet with 5 sets of 40 dots.

The dots are positioned exactly the same in each row.

Students are to connect the dots in each set creating 5 different sets.

Students will compare their dot connections.

Eval: We’ll discuss why the 5th one was the most challenging to find a matching partner

Did other students see similar patterns?

How do these 2 exercises compare to studying History?

Try to illicit answers similar to –

The facts are the same, but are interpreted differently by each citizen.

Sometimes people with things in common see the same thing.

History battles have two sides: the winning side and the losing side

One side sees victory – one side sees defeat

DAYS 2 and 3

Obj: Present the 7- Social Teachings of the Catholic church as the framework to help us

form our viewpoints when we see events in our world

Proc: 1. Students will open eBackpack and open and download the assignment 7 Issues of

Social Justice to the iPad.

2. On the assignment sheet the instructions will tell students to go to www.usccb.org

and find the 7 issues of social justice; read about them; and write, in their own words

what each one means.

3. We will discuss each issue and ask if the students can think of a current issue that is

connected with each one.

4. Students will receive an assignment that is due next Tuesday, ,connecting a current

events issue with one or more social justice issues.

Eval: Homework presentations. It will be very powerful as the students see how many social

justice issues are sometimes connected to one article. Ex. An article about refugees can

include Option for the Poor and Vulnerable, Rights and Responsibilities, Dignity of Work,

Life and Dignity of the Human Person, Call to Family, Community, and Participation, Solidarity.

Day 4: Forming Consciences for Faithful Citizenship, the bishops of the United States remind us: “In the Catholic tradition, responsible citizenship is a virtue, and participation in political life is a moral obligation” (no. 13).

Obj: To practice using the 7 issues of Social Justice

Proc: Students working in pairs will be directed to specific news articles

Read the article, describe it, tell the Social Justice Issues in the article and justify the choices.

Name: __________________________________________________

Connect the dots in each group.

Each group must have a different pattern

A.

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

B.

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

C.

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

D.

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

E.

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

NAME: _________________________

*7 ISSUES OF SOCIAL JUSTICE:

+ Life and Dignity of the Human Person + Call to Family, Community, and Participation + Rights and Responsibilities + Option for the Poor and Vulnerable + The Dignity of Work and the Rights of Workers + Solidarity + Care for God’s Creation

Follow these steps to find the meaning of the 7 issues of social justice –

1. Go to the website: www.usccb.org

2. Click on Beliefs and Teachings

3. Under Beliefs and Teachings click on WHAT WE BELIEVE

4. On the left side of the screen – click on Catholic Social Teaching

5. Go down the page and click on Seven Themes of Catholic Social Teaching

THE WRITTEN PORTION OF THE ASSIGNMENT:

Next to each of the 7 themes above write what each theme means in your own words.

Evaluation: Day 7

HOMEWORK/TEST GRADE

Examining the Social Justice Issues

WHAT IS THE TASK? This is a TEST GRADE – total points = 10 pts.

Choose 1 article in a newspaper, newsmagazine or from an online news agency* that speaks of a political issue today.

*Each of the major local, national and cable news networks and each major US

newspaper has a website with current news stories. DO NOT USE A BLOG.

Read the article completely. Create a document in Pages

Write: (1 point) 1. Title of the article

(1 point) 2. Author of the article

(1 point) 3. Date of the article

(1 point) 4. Name of the source (Time Magazine, SA Express News,

Austin Statesman on-line edition, ex.).

(3 points) 4. Write a short paragraph naming the issue (ex. Taxes,

healthcare, the military, energy, etc.) and summarize the

article

(3 points) 5. Write a second paragraph explaining which of the 7 issues

of Social Justice* is spoken about in the article ….

AND explain why you think this. In other words, justify

your choice.

____________

Total = 10 points

10/10 = 100

Dying to Self Source Unknown

When you are forgotten or neglected and you don’t hurt with the insult, but your heart is happy – that is dying to self. When your advice is disregarded, your opinions ridiculed, and you refuse to let anger rise in your heart, and take it all in patient loving, silence – that is dying to self. When you lovingly and patiently bear disorder, irregularity, tardiness, and annoyance . . . and endure it as Jesus endured it – that is dying to self. When you never care to refer to yourself in conversation or record your own good works, or itch for praise after an accomplishment, when you can truly love to be unknown . . . that is dying to self. When you can see your brother or sister prosper and can honestly rejoice with him, and feel no envy even though your needs are greater – that is dying to self. When you are content with any food, any offering, any raiment, any climate, or any society – that is dying to self. When you can take correction, when you can humbly submit inwardly as well as outwardly, with no rebellion or resentment rising up within your heart – that is dying to self.

Dying to Self Source Unknown

When you are forgotten or neglected and you don’t hurt with the insult, but your heart is happy – that is dying to self. When your advice is disregarded, your opinions ridiculed, and you refuse to let anger rise in your heart, and take it all in patient loving, silence – that is dying to self. When you lovingly and patiently bear disorder, irregularity, tardiness, and annoyance . . . and endure it as Jesus endured it – that is dying to self. When you never care to refer to yourself in conversation or record your own good works, or itch for praise after an accomplishment, when you can truly love to be unknown . . . that is dying to self. When you can see your brother or sister prosper and can honestly rejoice with him, and feel no envy even though your needs are greater – that is dying to self. When you are content with any food, any offering, any raiment, any climate, or any society – that is dying to self. When you can take correction, when you can humbly submit inwardly as well as outwardly, with no rebellion or resentment rising up within your heart – that is dying to self.

40 days of service prayer - ccaosa.org · 40 days of service prayer loving god, over these next 40...

Documents