Created in Christ

CREATED 

in CHRIST 

A Catholic Response to the Sin of Racism 

SOPHIA INSTITUTE FOR TEACHERS

CREATED 

in C HRIST 

A Catholic Response 

to the Sin of Racism

About Sophia Institute for Teachers 

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

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

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

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

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

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

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

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

Washington, D.C. All rights reserved. 

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

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

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

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

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

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

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

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

immediately upon request. 

© 2021 by Sophia Institute for Teachers 

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

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

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

purchased it in any medium. 

Printed in the United States of America 

Design by Perceptions Design Studio 

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

ISBN: 978-1-64413-473-3

Contents 

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

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

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

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

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

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

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

Unit 1: The Dignity of the Human Person 

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

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

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

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

Unit 2: Responding to the Sin of Racism 

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

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

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

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

Unit 3: Conversion in Christ 

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

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

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

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

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

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

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

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

CREATED IN CHRIST OVERVIEW 

i

Acknowledgments 

Authors 

Evan Bradfield 

Elyssa Bradfield 

Veronica Burchard 

Mike Gutzwiller 

Jose Gonzalez 

Arthur Hippler 

Victoria Roth 

Ethan O’Connor 

Elienne Planchett 

Nathaniel A. Sanders 

Ingrid Waldstein 

Contributors 

Stephen Beale 

Dcn. Harold Burke-Sivers 

Anna Maria Dube 

Editors 

Veronica Burchard 

Mike Gutzwiller 

Ethan O’Connor 

Academic Advisor 

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

Catechetical Consultant 

Danielle Brown, Esq. 

Associate Director, USCCB Ad Hoc Committee 

Against Racism 

Design 

Perceptions Design Studio 

Amherst, NH 

Illustrator 

Mary MacArthur 

Special Thanks To Our Field-Testing Teachers 

Fey Barles 

St. Francis School 

Wichita, KS 

Judi Brennan 

Christ the King Parish 

Worcester, MA 

Mary Finnegan 

St. Isidore School 

Quakertown, PA 

Margaret Zeh Fulford 

Scecina Memorial High 

School 

Indianapolis, IN 

Michael Hardt 

Sacred Heart Parish 

Lebanon, NH 

Sarah Hughes 

St. Agnes School 

Fort Wright, KY 

Elizabeth Kassel 

St. Joseph School 

Petersburg, VA 23803 

Yrina Keller 

Immaculate Conception 

School 

Los Angeles, CA 

Regina Molinelli 

Archbishop Stepinac High 

School 

White Plains, NY 

Kathy Walsh 

St. Joseph Catholic School 

St. Paul, MN 

Amy Zakrajsek 

St. Thomas the Apostle 

School 

Grand Rapids, MI 

ii 

© SOPHIA INSTITUTE FOR TEACHERS

How to Use This Guide 

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

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

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

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

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

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

The Scriptural and Traditional basis for Christian anthropology 

What racism is 

Why racism is a sin 

Some ways racism has affected our lives in the United States 

Some principles of Catholic teaching that inform our response to racism 

The need for conversion and the graces of the Holy Spirit 

Why Jesus Christ is the only way to peace and justice 

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

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

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

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

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

discussions on racism. 

Sophia’s Incarnational Approach 

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

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

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

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

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

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

and alleviate the friction in your community. 

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

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

is the only way they will bear fruit. 


iii

Sacred Art and Catechesis 

How to Use the Works of Art in This Guide 

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

young people about the Catholic Faith. Beauty disposes us to 

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

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

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

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

works of art with students of all grade levels. Add 

your own questions if these are too hard. Say them 

out loud if students cannot read the questions 

themselves. Have older students compose their own 

questions. Have fun. 

The Baptism of the Eunuch 

BY REmBRANDT (c.1626) 

HANDOUT B 

Our Lady of Loreto in the Refugee’s Cloak 

BY mARGHERITA GALLUCCI (2020) 

HANDOUT D 

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Before presenting artwork, we recommend 

you gather relevant Scripture passages and 

sections of the Catechism to contextualize 

discussion. 

57 

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We recommend projecting a full-screen 

image of each work of art and/or handing 

out color copies for each student or small 

group of students. 

6 

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

www.margheritagallucci.com 

ӹ 

ӹ 

ӹ 

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

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

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

the pump” for future discussion. 

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

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

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

the discussion. 

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

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

will be contagious. 

iv 


INTRODUCTORY ESSAY 

The Catholic Response to the Sin of Racism 

Human society includes interdependence, 

solidarity, and most of all an 

acknowledgement that we are created in the 

image of God and meant to reflect Trinitarian 

Love. The sin of racism attacks all these 

concepts. Our Faith teaches us that God 

became man to save all sinners and that there 

is a glorious story to be told in which all are 

freed from sin and suffering, and brought into 

one family. 

Made for Communion 

As creatures made in God’s image, God 

made us to be in relationship with Him and 

with each other. The Catechism tells us, 

“Because of its common origin the human 

race forms a unity, for ‘from one ancestor 

[God] made all nations to inhabit the whole 

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

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

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

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

Eve. Adam immediately recognized that she 

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

image and likeness with whom he could be in 

communion. The Compendium of the Social 

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

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

unless he relates himself to others he can 

neither live nor develop his potential’ … In 

one’s neighbor, whether man or woman, there 

is a reflection of God himself, the definitive 

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

unity in which God made us does not exclude, 

however, “the rich variety of persons, cultures, 

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

truly brethren” (CCC 361). 

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

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

one body we have many parts, and all the parts 

do not have the same function, so we, though 

many, are one body in Christ and individually 

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

wrote, still speaking of the members of the 

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

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

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

Jesus Himself taught us to pray to the Father 

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

this opening line of the Lord’s Prayer, the 

Catechism tells us that the word “our” reflects 

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

The filial boldness of calling God “our Father:” 

qualifies a reality common to more than 

one person. There is only one God, and 

he is recognized as Father by those who, 

through faith in his only Son, are reborn of 

him by water and the Spirit. The Church 

is this new communion of God and men. 

United with the only Son, who has become 

“the firstborn among many brethren,” she 

is in communion with one and the same 

Father in one and the same Holy Spirit. In 

praying “our” Father, each of the baptized 

is praying in this communion: “The 

company of those who believed were of 

one heart and soul.” (CCC 2790) 

The Catechism goes on to say about all 

baptized Christians: 

For this reason, in spite of the divisions 

among Christians, this prayer to “our” 

Father remains our common patrimony 

and an urgent summons for all the 


v

aptized. In communion by faith in Christ 

and by Baptism, they ought to join in Jesus' 

prayer for the unity of his disciples. 

Finally, if we pray the Our Father sincerely, 

we leave individualism behind, because 

the love that we receive frees us from it. 

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

Prayer, like the “us” of the last four 

petitions, excludes no one. If we are to say 

it truthfully, our divisions and oppositions 

have to be overcome. (2791–2792) 

Christianity is not a private Faith, but a 

communal Faith realized most fully in the 

public worship of the Church, the liturgy—the 

Eucharist—which is “the source and summit of 

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

the efficacious sign and sublime cause of that 

communion in the divine life and that unity of 

the People of God by which the Church is kept 

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

unites the faithful into the one Body of Christ 

and sustains us in communion with God and 

with one another in Christ. 

The Consequences of Sin 

From the very beginning, sin has disrupted 

the communion for which God made us. Our 

original parents, Adam and Eve, gave in to the 

temptation of the Devil and committed the 

first sin in the Garden of Eden, severing their 

relationship with God and greatly damaging 

their relationship with one another and 

with all of creation. Their sin “affected the 

human nature that they would then transmit 

in a fallen state …a human nature deprived 

of original holiness and justice” (CCC 404, 

emphasis original). Each of us is tainted with 

the stain of Original Sin, by which we are 

born with a wounded human nature “subject 

to ignorance, suffering, and the dominion of 

death; and inclined to sin—and inclination to 

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

The Sacrament of Baptism makes us children 

of God, members of Christ’s Body, erases 

Original Sin, and gives us the grace of salvation 

won by Christ on the Cross, making it possible 

again for us to be in relationship with God. But 

the consequences of Original Sin remain: a 

Though often well-intended, 

educational or political approaches 

that fail to acknowledge our 

wounded human nature and need 

for God’s grace will inevitably fall 

short or even make things worse. 

The Expulsion of Adam and Eve 

from Paradise, Benjamin West. 

vi 


darkened intellect and weakened will inclined 

to sin. 

Original Sin and the personal sin of all 

mankind have resulted in division and discord. 

The Catechism explains: 

By our first parents’ sin, the devil has 

acquired a certain domination over man, 

even though man remains free. Original 

sin entails “captivity under the power 

of him who thenceforth had the power 

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

the fact that man has a wounded nature 

inclined to evil gives rise to serious errors 

in the areas of education, politics, social 

action and morals (407). 

Though often well-intended, educational or 

political approaches that fail to acknowledge 

our wounded human nature and need for 

God’s grace will inevitably fall short or even 

make things worse. 

Personal and Social Sin 

All sins are both personal and social - they 

harm the sinner and they harm others. The 

Compendium of the Social Doctrine of the 

Church explains: 

Every sin is personal under a certain 

aspect; under another, every sin is social 

insofar as and because it also has social 

consequences. In its true sense, sin is 

always an act of the person, because it 

is the free act of an individual person 

and not properly speaking of a group or 

community. The character of social sin can 

unquestionably be ascribed to every sin, 

taking into account the fact that “by virtue 

of human solidarity which is as mysterious 

and intangible as it is real and concrete, 

each individual’s sin in some way affects 

others” (117, emphasis original). 

In other words, there is no such thing as a 

sin that harms the sinner alone. For example, 

abusing drugs may seem to only affect the 

user, but it also harms family and friends, the 

community, and so forth. Some sins directly 

and intentionally harm others. These sins 

are called social sins. The Compendium of the 

Social Doctrine of the Church defines social 

sin as “every sin committed against the justice 

due in relations between individuals, between 

the individual and the community, and also 

between the community and the individual” 

(118). It goes on to give examples: 

Every sin against the rights of the human 

person, starting with the right to life, 

including that of life in the womb, and 

every sin against the physical integrity 

of the individual; every sin against the 

freedom of others, especially against the 

supreme freedom to believe in God and 

worship him; and every sin against the 

dignity and honor of one's neighbor. Every 

sin against the common good and its 

demands, in the whole broad area of rights 

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

Each of these social sins deprives others of the 

justice due to them as human beings made in 

God’s image and members of the human family. 

Structures of Sin 

Sadly, sin very often encourages more 

sin, leading in some cases to structures 

of sin. “Sins give rise to social situations 

and institutions that are contrary to the 

divine goodness. ‘Structures of sin’ are the 

expression and effect of personal sins. They 

lead their victims to do evil in their turn 

(CCC 1869). 

While the Church has spoken about 

structures of sin for centuries, she has only 

used this specific term more recently. The 


vii

term originates within a discredited school 

of theology called liberation theology, which 

became popular in the middle of the 20th 

century under the influence of Marxism. 

Liberation theology teaches that oppression 

is rooted in certain social structures that 

must be radically changed — almost always 

through revolution— in order to uproot the 

power structures that liberation theorists 

believe allow the rich to exploit the poor. 

The Magisterium would step in in order 

to clarify the true nature of social sin and 

reconciliation. Before we turn to that 

teaching, it is worthwhile to explore some 

foundational errors of Marxism. 

Marxists believe that the owners of capital, 

along with the political structures that enable 

the capitalist system, are always at fault. In the 

context of liberation theology, they used the 

term “structures of sin” to describe the social 

structures that offend God and human dignity. 

The use of the term can help us understand 

some of the moral problems a society 

perpetuates, and it reminds us of the biblical 

mandate to protect the poor from destitution 

and exploitation. But the downside of the term 

is that it tends to depersonalize sin, as though 

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

could be at fault rather than individual people. 

Consequently, liberation theology tends to 

focus the Church on the political work of 

opposing corrupt power structures and fails to 

emphasize the primacy of Jesus Christ as our 

Lord and savior. The result is that the Church 

becomes indistinguishable from any other 

non-governmental organization, focusing 

only on political activism or advocating 

for revolution. Liberation theorists were 

right to recognize social sin and are correct 

that Christians are called to help the poor. 

But there were serious problems with the 

means they chose to bring about change, 

the implication that we should put our faith 

in government rather than God, and the 

temptation to try to bring about a utopia on 

earth. 

In order to bring clarity to a properly 

Christian perspective, the Magisterium of 

the Church intervened in order to help the 

faithful understand the true nature of social 

sin and reconciliation. Pope St. John Paul II 

gave us the first comprehensive definition of 

social sin and the structures of sin: 

Sin, in the proper sense, is always a 

personal act, since it is an act of freedom 

on the part of an individual person and 

not properly of a group or community. 

This individual may be conditioned, 

incited and influenced by numerous and 

powerful external factors. He may also 

be subjected to tendencies, defects and 

habits linked with his personal condition. 

In not a few cases such external and 

internal factors may attenuate, to a 

greater or lesser degree, the person’s 

freedom and therefore his responsibility 

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

confirmed by our experience and reason, 

that the human person is free. This truth 

cannot be disregarded in order to place 

the blame for individuals’ sins on external 

factors such as structures, systems or 

other people. Above all, this would be to 

deny the person’s dignity and freedom, 

which are manifested — even though in 

a negative and disastrous way — also in 

this responsibility for sin committed. 

Hence there is nothing so personal and 

untransferable in each individual as 

merit for virtue or responsibility for sin 

(Reconciliatio et Paenitentia 16). 

viii 


Pope St. John Paul II gave 

us the first comprehensive 

definition of social sin and 

the structures of sin. 

Pope St. John Paul II. 

This statement acknowledges that many 

sinful structures are difficult to avoid. For 

example, it may be hard to find affordable 

products that are not made by people who 

are laboring in poor conditions for unjust 

wages. We may not be able to avoid paying 

taxes that support unjust wars or fund 

abortion providers. This reality reduces our 

personal culpability, but we are nevertheless 

morally obligated to do what we can to repent 

of our own contributions to social sin and 

work for the transformation of society in 

whatever ways we are able. 

Another example of a structure of sin relates 

to the problem of violence in our culture. 

We are quite concerned about a rise in mass 

shootings. Violence in a society tends to be 

cultivated in multiple ways: the militarization 

of police, overexposure to violent media, 

acceptance of domestic violence, and 

promotion of practices that take innocent 

human life, such as abortion and euthanasia. 

When social attitudes change within a 

population, we begin to see moral behaviors 

change. With mass shootings, people 

will often blame the availability of guns. 

While gun restrictions may be part of the 

solution, the problem of mass shootings is 

symptomatic of a deeper structural sin in 

our society related to our attitudes toward 

the sanctity of human life. 

Pope St. John Paul II called this atmosphere of 

violence a Culture of Death. For the structural 

sin of violence to go away, individual attitudes 

have to change about the sanctity of human 

life and the social responsibility every person 

has for building a Culture of Life. 

The Catholic Response to 

Structures of Sin 

Regardless of the example, the primary 

solution to the challenge of all social sin, 

including racism, is obvious but not so 

easy — conversion. It is necessary, then, to 

appeal to the spiritual and moral capacities 

of the human person and to the permanent 

need for their inner conversion, so as to 

obtain social changes for the better. The 

priority of the conversion of heart in no 


ix

way eliminates but on the contrary imposes 

the obligation of bringing the appropriate 

remedies to institutions and living conditions 

when they are an inducement to sin, so that 

they advance the good rather than hinder 

it (CCC 1888). Without a transformation of 

human hearts, we will not see an enduring 

good, with respect to racism or any other 

sin.. Even if just laws are enacted, they 

will not last without conversion of hearts, 

because the people will lack the will to face 

inevitable challenges. U.S. history testifies 

to the hardness of our hearts: laws against 

slavery and segregation did not end racism, 

laws restricting gun ownership did not end 

murder, outlawing abortion did not end 

abortion. 

Solidarity and Subsidiarity 

But we must not despair. Christian virtue, 

the courage to stand up for what is good 

and holy, and our social commitment to 

the Gospel can and will change the world. 

Christians should cooperate with others to 

oppose social sins in order to eradicate the 

problem of socially sinful structures, and so 

we must seek widespread collaboration on a 

local and international level between political, 

religious, and business leaders. The practice 

of solidarity is therefore extremely important 

for addressing structures of sin. solidarity 

“is a firm and persevering determination 

to commit oneself to the common good; 

that is to say to the good of all and of 

each individual, because we are all really 

responsible for all” (Sollicitudo Rei Socialis 38). 

Solidarity depends, however, upon another 

important social practice: the principle of 

subsidiarity. Pope Pius XI first introduced 

this principle of social relations in his letter 

Quadragesimo Anno: “Just as it is gravely 

wrong to take from individuals what they 

can accomplish by their own initiative and 

industry and give it to the community, so 

It is necessary to appeal 

to the spiritual and moral 

capacities of the human 

person and to the permanent 

need for their inner 

conversion, so as to obtain 

social changes for the better. 

Our Lady of Deliverance in 

Peking, John Lu Hung Nien. 

x 


also it is an injustice and at the same time a 

grave evil and disturbance of right order to 

assign to a greater and higher association 

what lesser and subordinate organizations 

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

simply means that people ought to handle 

problems at the lowest possible level of social 

relationships. Solidarity and subsidiarity must 

be practiced together. 

The Virtue of Hope 

A final strategy for eliminating social sin, 

including racism, is to avoid two temptations, 

both of which make the social structures 

of sin worse. The first is a utopianism that 

mistakenly believes that human effort and 

planning can eliminate the problem of sin, 

even Original Sin. Certainly, we cooperate in 

the work of ongoing social transformation, 

but we must rely upon the grace of God to 

help us. We also must work with a mature 

realism and recognize that God will not 

eliminate the problem of evil until the Second 

Coming of Christ. Nevertheless, God calls 

us to be faithful in social life to the mission 

of salvation in Jesus Christ. The pride of 

believing that some person of influence, set 

of ideals, elected official, or political party is 

going to save humanity is very dangerous. 

Some of the greatest atrocities of human 

history have been the result of this sin of 

blind pride. In the last century, for example, 

millions were killed under the leadership of 

people like Vladimir Lenin, who led the 1917 

Communist Revolution in Russia, and Mao 

Zedong, whose “Great Leap Forward” founded 

the communist People’s Republic of China. 

The second temptation we must avoid 

is giving into defeat and hopelessness. 

Christians have a social responsibility to the 

communities in which we live. God calls us 

to go out and make disciples of all nations by 

living the Gospel in the context of our social 

lives. We all should follow this command to 

the extent we are able, bearing in mind our 

place in life, our special gifts and talents, and 

the reality that all of us have limited time, 

energy, and other resources. 

The answer to both utopianism and defeatism 

is the Christian virtue of hope. In hope, we 

believe in Jesus’ promise, toward which we 

strive for a better world, but we also live with 

a certain patience to suffer the imperfections 

of our world as we await the consummation 

of God’s Kingdom. Pope Benedict XVI spoke 

powerfully about the dangers of ideological 

fanaticism and the proper Christian 

perspective in which to face the structures 

of sin in our world. His words provide a good 

way to close out this introduction: 

Anyone who promises the better world 

that is guaranteed to last forever is 

making a false promise; he is overlooking 

human freedom. Freedom must 

constantly be won over for the cause of 

good. Free assent to the good never exists 

simply by itself. If there were structures 

which could irrevocably guarantee a 

determined — good — state of the world, 

man’s freedom would be denied, and 

hence they would not be good structures 

at all ... . Man can never be redeemed 

simply from outside … It is not science 

that redeems man: man is redeemed by 

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

firm in spite of all disappointments can 

only be God — God who has loved us and 

who continues to love us “to the end,” 

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

19:30]. (Spe Salvi 24–27) 


xi

What Is Critical Race Theory? 

Racism is absolutely contrary to the Gospel 

message, and all Catholic educators 

of goodwill are seeking out lessons and 

approaches to help our society rid itself of 

this sin. This resource is intended to help 

answer this need. 

Critical Race Theory’s Approach 

Recent best-selling books and movements in 

higher education have brought an approach 

called Critical Race Theory (CRT) to the 

forefront. CRT presents itself as an answer 

to the deeply-rooted and complex problem 

of racism. It claims to provide a fairly simple 

solution; a claim which can be very attractive 

to the human mind which is always seeking to 

understand and categorize. The result of CRT, 

however, is a simplification that robs people 

of their God-given identities as sons and 

daughters in Christ. 

Of course, when looking back on history 

and when examining our own society, it is 

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

practices and power dynamics may have 

contributed to societal inequalities, especially 

ones that are race-based. Critical Race 

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

if, how, or why racial injustice occurred but 

instead begins with the assumption that it has, 

and constructs a narrative to support that 

conclusion. 

According to CRT, the primary drivers 

of problems in the West today are white 

supremacy, slavery, and colonialism; Many 

who ascribe to the teaching believe that 

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

way the narrative has evolved today, the 

oppressors are white (European) people, 

largely men, and people of African ancecstry 

and other underrepresented groups are 

their victims. In the 2018 best-seller White 

Fragility, author Robin DiAngelo writes: 

“White people raised in Western society 

are conditioned into a white supremacist 

worldview because it is the bedrock of 

our society and its institutions….White 

identity is inherently racist; white people 

do not exist outside the system of white 

supremacy.” 

Further, CRT asserts that any disparities 

along racial lines are themselves evidence of 

what CRT calls systemic racism. According 

to CRT, all white people unjustly benefit from 

inherently and irredeemably racist structures, 

and whites must therefore be disadvantaged 

to bring about racial equity — equal outcomes 

across racial groups in all aspects of life. 

Ibram X. Kendi, founding director of the 

Boston University Center for Antiracist 

Research and author of How to Be an 

Antiracist, explains this way of thinking: 

The defining question is whether 

the discrimination is creating equity 

or inequity. If discrimination is 

creating equity, then it is antiracist. If 

discrimination is creating inequity, then 

it is racist...the only remedy to racist 

discrimination is antiracist discrimination. 

The only remedy to past discrimination is 

present discrimination. The only remedy 

for present discrimination is future 

discrimination. 

In other words, CRT asserts that the ends 

justify the means. 

xii 


The Errors of Critical Race Theory 

CRT is often described as a new approach but 

it is not new. CRT is the merely most recent 

expression of a historical political philosophy 

that portrays all history as the story of 

the class struggle, ie. of a dominant group 

oppressing another. This philosophy can be 

first traced to Karl Marx, and was picked 

up by Frederich Nietzche and others. This 

approach, while it has been taken up by many 

well-intended people who sincerely want to 

end injustice, is wrong for many reasons: 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

CRT’s solution is that two wrongs make a 

right. 

It views people not as nuanced individuals 

with unique histories, but exclusively as 

members of homogenous groups. 

CRT makes use of stereotypes and shames 

people based on their race/ethnicity. 

It assigns blame or victimhood to people 

based on their race/ethnicity. 

It divides the human family rather than 

unites it. 

It sows envy and offense and not charity 

and reconciliation. 

Holding that disagreement with CRT is 

evidence of deeply-held racism or white 

supremacy, it prevents open dialogue. 

It largely denies that racism can be 

overcome with the help of God’s grace. 

CRT assumes all human relationships, and 

by extension, institutions, can be reduced 

to dominant/subordinate, while the truth 

is that, while our own efforts have often 

fallen short, God can bless even our broken 

relationships and institutions to help us 

achieve a common good through repentance, 

reconciliation, and ordered, harmonious 

community. CRT is incompatible not only 

with Christian understanding that every 

human person is a unique and unrepeatable 

individual, but also with principles of morality 

and justice, which demand we regard each 

person as a free and responsible individual 

with a duty to God and neighbor (CCC 1745, 

1759-61, 1836). 

Before closing out this short primer on 

CRT, it is also important to remember how 

much influence we have as educators over 

the hearts of the children in our care. The 

Alliance for Constructive Ethnic Studies 

surveyed parents of children taught with 

CRT-based materials in 2021 and learned 

that to tell students we judge to be white 

or European American that they are guilty 

of racism whether they know it or not, 

and tell minority students they are victims 

whether they know it or not, is not only 

false, but can be damaging emotionally and 

mentally. A 2021 Manhattan Institute study 

demonstrated that “reading a passage from 

Critical Race Theory author Ta-Nehisi Coates 

results in a significant 15-point drop in black 

respondents’ belief that they have control 

over their lives.” The effects of these repeated 

messages on all students could range from 

confusion to hopelessness, and will ultimately 

work against any progress towards healing 

and reconciliation. As Christians we know 

we need never lose hope, and our consistent 

message to our students is that no sin is 

beyond the reach of the infinite mercy of 

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

“This is how all will know that you are my 

disciples, if you have love for one another.” 

—JOHN 13:35 


xiii

10 Principles for an Educational 

Discussion on Racism 

1 Pray to the Holy Spirit and invoke His 

power. Ask Him to guide your 

conversations and to open the hearts and 

minds of your students to bring about true 

conversion and fruitful discussion. 

2 The goal is a discussion rooted in reason, 

but the topic is one that evokes a 

3 

wide spectrum of emotion. Listen 

intently and openly to your students’ 

experiences and feelings surrounding the 

issue of racism and acknowledge that 

they are real (ideally, and if you feel 

comfortable, invite students to simply 

give those emotions to God in the form of 

a guided meditation). Give students an 

opportunity to voice discomfort or 

displeasure with the topic; be mindful of 

students who do not sense the impact of 

racism in their lives but for whom the 

topic may be deeply uncomfortable. Only 

then can a discussion rooted in reason 

rather than emotion occur in class. 

Acknowledge that racism is a real problem 

that has existed throughout the world and 

continues to exist today. Reflect on the 

fact that, though it exists throughout the 

world, racism exposes special hypocrisy 

in the U.S. because our nation was 

founded on the principle that “all men are 

created equal.” At the same time, the 

nation did not recognize the dignity of 

every person by allowing slavery, 

segregation, and codified discrimination. 

Even though these are no longer laws of 

the land, we can feel their effects. 

4 

5 

6 

7 

8 

Acknowledge that members of the 

Church have frequently failed to live up 

to her teaching and committed the sin 

of racism. Recognize that the tensions 

and the failures will be different in 

different communities. 

Emphasize the inherent dignity of every 

human being. Each person is an 

unrepeatable individual who should be 

acknowledged as a person with gifts and 

talents from God, rather than viewed 

primarily as a member of a group. 

When discussing racism in society and 

structures of sin, encourage discussion 

based on data. Avoid generalization or 

vague statements; beware of the 

common cognitive bias of seeking single 

causes for complex issues. 

Establish that personal conversion is 

necessary to overcome racism. Since 

society is made of individuals, the only 

way to achieve lasting societal 

conversion is by changing individual 

hearts. 

Righteous indignation is good and helps 

us seek justice, but unless we are given 

reason to believe otherwise, we must try 

to assume best intentions in others. 

xiv 


9 

Avoid shame-based approaches to 

addressing the issue of racism. These 

11 

1 Corinthians 13 reminds us that love is 

patient. Be patient with those who 

approaches often block conversion 

have experienced racism as forgiveness 

and healing. The way we discuss the 

can be a lifelong process and the 

sin of racism and respond to it must be 

wounds of racism can take a long time 

rooted in the Gospel message and 

to heal. Offer them mercy and grace. 

reflect Christian virtue, which is often 

Be patient with those who have fallen 

contrary to the current fads of 

short and been racist. Help call them to 

mainstream culture and popular social 

repentance and conversion and remind 

theories. 

them that God desires to forgive them. 

10 

Anger as an initial reaction to racism is 

normal, and it can be tempting to dwell 

on that emotion. The road to mercy 

and forgiveness can seem difficult or 

even impossible but the Lord desires 

healing for all of us. If we want to seek 

justice and minister to others we must 

do so from a place of wholeness and 

not woundedness. 

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

fact, He is the only answer to this 

problem. He offers us the graces we 

need to overcome sin. 


xv

Catholic Educators 

on Responding to Racism 

We asked K-12 Catholic teachers and catechists, 

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

“People aren’t good or bad based on 

race or anything else: their actions are 

good or bad, and we all do both.” 

“All are created in God’s image and likeness 

and have dignity. It does not matter what 

ethnicity or skin color you are and it 

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

“[Racism comes from] a failure 

to understand those things that 

make us the same as well as those 

things that make us different.” 

“We are all created in the image of God 

and we all play an important role in the 

success or failure of the community.” 

“Racism is an offense to the 5th 

Commandment, an affront to the 

dignity of the human person.” 

“God made everyone in his image and we 

do not judge others based on skin color.” 

“Hatred and racism destroys the 

identity of all the individuals, from 

the perpetrators to their victims.” 

“Racism is both a personal and communal 

problem/sin that starts with the 

individual. It harms everyone, both 

those who are victims and offenders.” 

“Satan tries to destroy us by causing 

division. One way to create division is to 

keep putting people in categories. When 

we stop talking about different races 

and truly embrace that God created us 

equally — humans with dignity, beauty and 

variety — then perhaps we can stop racism.” 

“Every human is created in the 

imagine and likeness of God.” 

“When we fully understand that we are all 

created to love one another, no matter our 

differences, there is no room for racism.” 

“Jesus did not look at a person’s 

age, sex, social status, or place of 

origin. He treated each person with 

love, compassion, and grace.” 

“Jesus calls us by name, Satan calls 

us by our sin. Racism does not 

define America anymore than any 

of our sins define us as a person.” 

xvi 


Created in God’s Image 

LESSON 1 

Suggested age level: Ages 12 and up 

Learning Goals 

ӹ 

ӹ 

ӹ 

ӹ 

Human beings are made in God’s image and likeness 

which gives us a unique dignity as persons. 

Being made in God’s image and likeness means that 

all persons possess an intellect and free will. 

The particular gifts of each person and society are 

meant to enrich the common good of humanity. 

The ultimate perfection of each person is union 

with God, made possible by His grace. 

Connection to the 

Catechism of the 

Catholic Church 

ӹ CCC 282 

ӹ CCC 284 

ӹ CCC 356-7 

ӹ CCC 1731 

Key Questions 

ӹ 

ӹ 

How are human beings different from the other 

animals? 

What gives all human beings an equal dignity? 

BIBLICAL TOUCHSTONES 

God created mankind in his image; 

in the image of God he created them; 

male and female he created them. 

from GENESIS 1:27 

So the LORD God formed out of the ground all the 

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

brought them to the man to see what he would call 

them; whatever the man called each living creature 

was then its name. 


1

Lesson Plan 

Materials 

ӹ 

Handout A: Background Essay– 

ӹ 

Handout C: Genesis 1 and 


2 on the Human Person 

ӹ 

Handout B: Our Lady of Loreto 

ӹ 

Handout D: The Person and Society 

in the Refugee’s Cloak 

ӹ 

Handout E: Journal 

Background/Homework 

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

reflection questions. 

Opening Prayer 

Begin class with the following prayer. 

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

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

full of Him. 

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

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

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

Warm-Up 

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

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

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

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

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

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

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

the back of the handout. 

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

directions. 

2 


LESSON PLAN 

Activity 

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

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

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

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

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

Wrap Up 

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

short paragraph in response. 


3

HANDOUT A 

Background Essay — Made in God’s Image 

The Church points the world back to the 

teaching at the very beginning of the Bible. 

Any consideration of human dignity naturally 

begins with the Book of Genesis. 

The Creation Account 

It is important to recall the Church’s direction 

for reading the Creation account. Living in a 

culture that privileges empirical evidence and 

scientific accounts, some regard the Genesis 

story as not only figurative, but even mythical or 

legendary. The reality is that Genesis answers 

different questions than those raised by science, 

but is no less true. Genesis does not address 

the “age and dimensions of the cosmos, the 

development of life-forms and the appearance 

of human beings” but rather “the basic question 

that men of all times have asked themselves: 

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

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

284, 282) The scientific method can attempt to 

answer the when and how of human origins, but 

Genesis answers questions about who we are, 

and why we were made. 

Genesis helps us see that human beings are 

essentially different from other animals. “God 

created mankind in his image; in the image 

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

do we have that the other animals do not? As 

St. Augustine teaches in Literal Commentary 

on Genesis, “Man’s excellence consists in the 

fact that God made him to His Own image by 

giving him an intellectual soul, which raises him 

above the beasts of the field.” This rational soul 

gives men and women a mind that allows us to 

understand and reason, and a will that allows 

us to desire and choose. Some animals, such as 

dogs, can learn from experience and training, 

The Naming of the Animals by Adam, Etching 

4 


ut they cannot seek to understand what things 

are and why they are that way. Animals have 

desires that flow from their senses and instincts, 

but they cannot choose against their own 

natures. They cannot sin. Humans on the other 

hand have the power of free will. Freedom is the 

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

to act, and so to perform deliberate actions of 

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

to choose our own actions, human beings can 

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

against God. And also because of our free will, 

we are responsible for our freely-chosen actions. 

Created with a Rational Soul 

Our intellectual powers were evident from the 

very beginning when God brought the animals to 

Adam to name. The higher animals can associate 

things with symbols—this can be seen in animals 

that can be trained. But human language does 

not just associate certain things or actions with 

certain sounds, but actually names and develops 

ideas. And because we understand the world 

around us, we are able to make choices. An 

animal desires food only when it is hungry. But 

we can choose when we eat, and whether to 

eat something based on how tasty it is versus 

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

(Animals do not lavishly decorate cakes or carve 

fruits into interesting shapes to delight one 

another.) 

In the same way, we can make decisions that 

have a moral quality, such as choosing to tell 

the truth or to lie. Only human beings have a 

conscience by which we can judge our actions as 

good or evil; just or unjust. 

These powers are therefore not just different in 

degree from those of the other animals—merely 

higher forms of sensation and desire—but 

different in kind. There is an unbridgeable gap 

between the rational/human soul and the animal 

soul. This explains why Genesis relates our being 

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

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

is not an unlimited mastery over the animals, but 

rather a power that allows us to act upon animals 

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

rational soul commands the irrational body, so 

also it naturally commands the irrational animals. 

Being endowed with rational souls, men and 

women are persons. As the Catechism teaches, 

“Being in the image of God the human individual 

possesses the dignity of a person, who is not 

just something, but someone. He is capable of 

self-knowledge, of self-possession and of freely 

giving himself and entering into communion 

with other persons.” (357) The word person 

implies dignity—that is, an individual with special 

worth. Every human person possesses this 

dignity equally simply by having been created in 

God’s image and likeness. And that dignity can 

never be diminished or removed. 

Even though our individual abilities—physical, 

intellectual, moral—may differ greatly, the soul 

God gives each man and woman remains the 

inalienable basis of their worth. No one is more 

or less a person. 

Reflection Questions 

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

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

over creation given to us? 

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

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

Created in God’s Image 5

HANDOUT B 

Our Lady of Loreto in the Refugee’s Cloak 

BY MARGHERITA GALLUCCI (2020) 

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

www.margheritagallucci.com 

6 


HANDOUT B 

Sacred Art: Our Lady of Loreto 

in the Refugee’s Cloak 

Directions: 

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

questions below, and discuss them with your classmates. 

Conversation Questions 

1. What stands out to you about this painting? 

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

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

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

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

mantle in this painting? 

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

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

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

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

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

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

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

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

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

do you think images of suffering refugees shock the conscience? 

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

than in another person? Explain. 

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

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

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


HANDOUT C 

Genesis 1 and 2 on the Human Person 

Directions: 

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

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

human beings, especially in contrast to the animals? 

____________________________________________________________________________ 

__________________________________________________________________________________ 

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

points that Genesis makes about human beings? 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

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

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

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

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

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

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

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

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

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

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

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

understand the text? 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

8 


HANDOUT D 

The Person and Society 

From the beginning, it was not good for 

man to be alone. We need other people; we 

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

persons bound together by a principle of unity 

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

society that human beings develop their fullest 

potential and respond to their vocation.”(CCC 

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

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

as well as friends, and fellow laborers for the 

common good. (CCC 1914). 

As we contribute to the common good within 

our own societies, so different cultures and 

nations contribute to the universal human 

good. The Catechism describes the universal 

human good, as the “mutual enrichment of 

cultures” (1937). Each society may have its 

own advantages over another, but no society 

has exclusive possession of all the gifts God 

has given the human race. Pope Pius XII 

declared “the nations, despite a difference 

of development due to diverse conditions of 

life and of culture, are not destined to break 

the unity of the human race, but rather to 

enrich and embellish it by the sharing of their 

own peculiar gifts and by that reciprocal 

interchange of goods.” (Summi Pontificatus 43; 

CCC 360–361) Differences in nations encourage 

mutual benefit and efficient use of the earth’s 

resources. 

In His providence, God has created a world in 

which we can all serve mankind through our 

special gifts and talents, and we all mutually 

depend on one another.. But ultimately, human 

societies cannot, even together, provide for 

our complete perfection. We were created for 

beatitude, that is, the supreme happiness and 

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

Church prepares us for this end, making us part 

of one mystical body through Baptism. “The 

Church founded by the Redeemer is one, the 

same for all races and all nations. Beneath her 

dome, as beneath the vault of Heaven, there is 

but one country for all nations and tongues.” 

(Mit Brennender Sorge 18) 

Discussion Questions 

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

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

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

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

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

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


HANDOUT E 

Journal 

Directions: 

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

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

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

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

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

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

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

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

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

— Gaudium et Spes 23 

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

view ourselves and others? 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

10 


Answer Key 

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

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

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

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

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

to live forever with God in Heaven. 

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

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

creation—in a way they cannot act upon us. 

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

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

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

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

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

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

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

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

2. Mary and the infant Jesus. 

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

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

persons who are injured or in shock. 

4. Accept reasoned answers. 

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

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

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

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

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

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

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

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

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

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

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

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

the same Trinitarian God, who is love. 


Handout C: Genesis 1 and 2 on the Human Person 

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

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

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

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

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

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

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

own desires (CCC 377). 

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

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

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

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

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

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

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

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

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

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

(CCC 284). 

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

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

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

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

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

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

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

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

Handout D: The Person and Society 


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

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

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

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

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

Heaven. 

12 



LESSON 2 

Suggested age level: Ages 6–12 


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

Being made in God’s image and likeness gives human 

beings a unique dignity as persons. 

All people are equal in dignity, though they have 

different talents and abilities. 




ӹ CCC 355–384 

Key Questions 

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How are human beings different from the other 

animals? 

Why do all human beings have equal dignity? 

BIBLICAL TOUCHSTONE 

God created mankind in his image; 

in the image of God he created them; 

male and female he created them. 


13

Lesson Plan 

Materials 

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Handout A: Background 

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Handout C: Different Talents, 

Essay — Created in God’s Image 

Equal Dignity 

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Handout B: Creation of Adam by 

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Handout D: Image of God 

Michelangelo 


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




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

Warm-Up 

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

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

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

paper over the image to make it less clear. 

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

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

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

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

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

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

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

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

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

in unexpected directions. 

Activity 

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

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

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

keeping a list on the board. 

14 


LESSON PLAN 

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

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

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

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

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

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

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

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

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

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

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

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

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

are made the image and likeness of God. 

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

things mean someone else has more dignity than others. 

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

If I always get good grades? (No) 

If I am a king or queen? (No) 

If I am healthy and strong? (No) 

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

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

someone’s dignity. 

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

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

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

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

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

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

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

creation, and read it aloud: 

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

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

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

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


15

LESSON PLAN 

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

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

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

he had made and found it very good.” 

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

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

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

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

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

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

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

Wrap Up 

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

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

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

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

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

ӹ 

ӹ 

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

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

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

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

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

creation. 

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

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

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

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

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

16 


HANDOUT A 

Background Essay — Made in God’s Image 

Directions: 

Read the essay and answer the reflection questions. 

Through history and even today, some 

people think that some people are better or 

worse than others because of their race. This 

false idea comes from a misunderstanding of 

who we are as human beings. 

The Book of Genesis 

Human beings are animals, but we are very 

different from other animals. The Bible is one of 

the ways we know this. Only human beings are 

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

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

means we are made like God. “God created 

mankind in his image; in the image of God he 

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

goodness and love. 

What do we have that the other animals do not? 

We have a rational soul. This rational soul gives 

us a mind so we can understand and reason, and 

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

dogs, can learn from training. But animals do not 

understand what things are, and why they are 

that way. Animals have instincts. But they cannot 

choose to do things that go against their instincts. 

Only humans have free will. We can choose to 

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

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

human beings have a conscience. We use our 

consciences to judge our actions as good or evil. 

Our Dignity as Persons 

Our rational souls mean men and women are 

persons. To be a person means we have dignity— 

that is, an individual with special worth. Our 

interests or abilities may be very different. Some 

people are smarter, some people are faster 

runners. Some people are stronger, some people 

are funnier. Though there are many different 

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

because of their differences. The soul God gives 

each of us is what gives us our dignity. 


1. How are people different from animals? 

2. What is a conscience? 

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


HANDOUT B 

Creation of Adam 

BY MICHELANGELO (C. 1508–1512) 

18 


HANDOUT B 

Sacred Art: Creation of Adam by Michelangelo 

Directions: 


questions below and discuss them with your classmates. 



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

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

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

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

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

why not? 


HANDOUT C 

Different Talents, Equal Dignity 

Directions: 

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

favorite activities, and God-given talents. 

Personality Traits Favorite Activities Talents 

20 


HANDOUT D 

Image of God 

Directions: 

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

letter back to your friend to answer their question. 

Dear (Your Name), 

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

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

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

me? 

Sincerely, 

Your Friend 

Dear Friend, 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 


Answer Key 

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

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

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

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

Handout B: Creation of Adam by Michelangelo 


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

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

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

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

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

sinful, we should speak the truth in charity. 

Handout C: Different Talents, Equal Dignity 

Accept all answers. 

Handout D: Image of God 

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

image. 

22 


Christianity and Identity 

LESSON 3 

Suggested age level: 14 and up 


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The Ancients saw themselves primarily as members of 

tribes, cities, or nations. Christianity introduced a radical 

innovation — a religion that transcended all of these. 

The Gospel was essential to recognizing man’s 

common brotherhood through the grace of Baptism. 

The Gospel gave humanity a vision beyond their own 

earthly city that encourages Christian to make race 

and culture second to their citizenship in Christ. 

In the Papal Bull Sublimus Dei, Pope Paul III attributed 

to Satan the idea that the indigenous people of the 

Americas were less than human, and forbade their 

enslavement; the Spanish conquistadors and colonists 

frequently ignored this decree. 

The gradual abolition of slavery is one of the most 

important fruits of Christian teaching. 




ӹ CCC 355–361 

ӹ CCC 1929–1939 

Key Questions 

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ӹ 

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How did Christianity affect the idea of identity in the 

ancient world? 

Why were Christian societies the only ones where 

slavery was graudally abolished? 

In what ways is Christianity truly universal? 


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

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

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

from GALATIANS 3:27–28 

23

Lesson Plan 

Materials 

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Essay — Christianity and Identity 

Handout B: The Tower of 

Babel and Pentecost 

Handout C: Sublimus Dei 


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




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

fire of your love! Amen. 

Warm-Up 

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

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

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

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

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



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

directions. 

Activity 

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

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

24 


LESSON PLAN 

Wrap Up 

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

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

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

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

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

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

evils? Explain. 

Questions to prompt thinking: 

A. How do you actively defend: 

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The unborn? 

Victims of state-imposed forced labor? 

People working in sweatshops? 

Victims of human trafficking? 

The sick, frail, and other victims of euthanasia? 

Poor, suffering refugees seeking help? 

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

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that unborn babies are not human? 

that the sick and frail are less than human? 

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

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

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

Christianity and Identity 

25

HANDOUT A 

Background Essay — Christianity and Identity 

The world into which Christ was born was 

different from our time in many ways. 

When learning about the past, it is important 

to practice what is called “historical thinking.” 

Historical thinking means we try to understand 

the past in context, rather than imposing our 

own assumptions or way of thinking. 

Personal Identity in the Ancient World 

Unjust discrimination based on race and 

ethnicity was a feature of the ancient world, 

and yet people of the time did not think of 

race as central to identity the way some 

people tend to do today. Citizenship was most 

central to identity in ancient times — one was 

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

for most societies, religion and ethnicity were 

interchangeable. To be Roman or a Persian 

meant not only having a language and culture, 

but also specific forms of prayer and worship. 

Another way the ancient world was different 

from ours has to do with slavery. The ancient 

world assumed that slavery was a natural thing. 

The cultures of the Americas, Asia, Africa, and 

Europe all had forms of enforced servitude. 

Slaves were seen as necessary for social life, 

doing all the burdensome labor. Slavery had 

nothing to do with race but was usually the 

result of conquest. 

The Radical Innovation of Christianity 

Christianity introduced a radical innovation — a 

religion that transcended class and nations. 

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

defense of Christianity, describes the faithful 

A Roman senator and his slaves. 

26 


as, “inhabiting Greek as well as barbarian 

cities….and following the customs of the natives 

in respect to clothing, food, and the rest of 

their ordinary conduct, they display to us their 

wonderful and confessedly striking method 

of life. They dwell in their own countries, but 

simply as sojourners. ...They pass their days 

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

3:20). 

With the preaching of the Gospel came a 

change, although it began in small ways that 

developed slowly. 

Christianity also recognized that all people 

shared an equal dignity as creatures made in 

the image of God. The early Christians might 

have owned slaves or been enslaved, but the 

Church did not discriminate based on social 

condition. Slaves could marry, be ordained, and 

be buried in the same cemetery as free people. 

In its sacramental life, the Church planted a 

seed by simply ignoring wordly distinctions 

between slaves and slave owners. 

The Church Fathers on Slavery 

Christian philosophers directly confronted 

slavery in their writings. 

Church Father Lactantius explained in Divine 

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

natural slaves or slave owners in Christ: “God, 

who produces and gives breath to men, willed 

that all should be equal … He has promised 

immortality to all; no one is cut off from His 

heavenly benefits. … In His sight no one is a 

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

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

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

364) that slavery was unnatural: “Among men 

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

brought under a yoke of slavery by conquest, 

as when prisoners are taken in war; or they 

Madonna and Child fresco in a 14th century 

Ethiopian monastery.. 

are enslaved on account of poverty, as the 

Egyptians were oppressed by Pharaoh.” 

St. Augustine saw slavery as part of our fallen 

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

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

Scripture until righteous Noah branded the 

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

therefore, introduced by sin and not by nature.” 

The Brotherhood of the Baptized 

Most important of all, through their Baptisms, 

Christians became a new creation. St. Paul writes, 

“For all of you who were baptized into Christ 

have clothed yourselves with Christ. There is 

neither Jew nor Greek, there is neither slave nor 

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

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

Christians learned from Christ a new order — the 

order of grace — which renewed men in the image 

Christianity and Identity 27

of their Creator. In Baptism, we become the 

adopted children of the Father, which makes all 

the baptized into brothers and sisters. 

In short, Christianity introduced the idea that 

we should not regard each other only through 

the lens of ethnicity, tribal membership, social 

class, or participation in human institutions. 

Our citizenship in Christ is above all. 

The Miracle of Pentecost 

Pentecost, when thousands were baptized on a 

single day, is the great sign of this supernatural 

reality. By allowing the divine mysteries to be 

expressed in every tongue, God made Himself 

known to every culture in its own way of 

understanding. St. Gregory of Nazianzen taught 

that the Holy Spirit at Pentecost overcame 

the confusion of Babel: “One Spirit upon 

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

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

2012 homily, “Pentecost is the feast of union, 

comprehension and human communion.” 

It makes sense, then, that only in Christian 

societies would slavery began to be modified 

and eventually abolished. Pope Pius XI 

observed that the early Church “potently 

contributed to the abolition of slavery. Not 

bloody revolution, but the inner force of her 

teaching made the proud Roman matron 

see in her slave a sister in Christ” (Divini 

Redemptoris 36). 

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

Despite the failures of individual Christians 

throughout history and today, the Gospel 

message that man has a unique dignity not 

based on his social condition or nation has 

been preserved through the centuries. Indeed, 

the belief that all people are equal in dignity–an 

idea many in the West take for granted today– 

was not believed until the Gospel was preached, 

and even today is not necessarily accepted 

by non-Judeo-Christian cultures. Without 

the loving Fatherhood of God, there is no real 

brotherhood of man. 


1. How did the early Christians respond to slavery? 

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

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

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

harm the common good? 

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

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

28 


HANDOUT B 

The Tower of Babel 

BY PIETER BRUEGEL THE ELDER (1563) 

© SOPHIA INSTITUTE FOR TEACHERS 29

HANDOUT B 

Pentecost 

BY DUCCIO DI BUONINSEGNA (1308) 

30 


HANDOUT B 

Sacred Art: The Tower of Babel and Pentecost 

Directions: 




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

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

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

they do in response to this gift? 

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

What was the effect on the human race? 

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

common brotherhood of man? 

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

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

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

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


HANDOUT C 

Sublimus Dei 

Directions: 

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

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

was not intended as a term of disrespect. 

THE SUBLIME GOD so loved the human 

race that He created man in such wise 

that he might participate, not only in the good 

that other creatures enjoy, but endowed him 

with capacity to attain to the inaccessible 

and invisible Supreme Good and behold it 

face to face; and since man, according to the 

testimony of the sacred scriptures, has been 

created to enjoy eternal life and happiness, 

which none may obtain save through faith 

in our Lord Jesus Christ, it is necessary that 

he should possess the nature and faculties 

enabling him to receive that faith; and that 

whoever is thus endowed should be capable of 

receiving that same faith. Nor is it credible that 

any one should possess so little understanding 

as to desire the faith and yet be destitute of 

the most necessary faculty to enable him to 

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

that has never failed and can never fail, said to 

the preachers of the faith whom He chose for 

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

all, without exception, for all are capable of 

receiving the doctrines of the faith. 

The enemy of the human race, who opposes 

all good deeds in order to bring men to 

destruction, beholding and envying this, 

invented a means never before heard of, by 

which he might hinder the preaching of God’s 

word of Salvation to the people: he inspired 

his satellites who, to please him, have not 

hesitated to publish abroad that the Indians of 

the West and the South, and other people of 

Pope Paul III, by Titian (1545). 

whom We have recent knowledge should be 

treated as dumb brutes created for our service, 

pretending that they are incapable of receiving 

the Catholic Faith. 

We, who, though unworthy, exercise on earth 

the power of our Lord and seek with all our 

might to bring those sheep of His flock who 

are outside into the fold committed to our 

charge, consider, however, that the Indians 

are truly men and that they are not only 

32 


capable of understanding the Catholic Faith 

but, according to our information, they desire 

exceedingly to receive it. Desiring to provide 

ample remedy for these evils, We define and 

declare ... that, notwithstanding whatever may 

have been or may be said to the contrary, the 

said Indians and all other people who may later 

be discovered by Christians, are by no means 

to be deprived of their liberty or the possession 

of their property, even though they be outside 

the faith of Jesus Christ; and that they may 

and should, freely and legitimately, enjoy their 

liberty and the possession of their property; 

nor should they be in any way enslaved; should 

the contrary happen, it shall be null and have 

no effect. 

By virtue of Our apostolic authority We define 

and declare by these present letters, or by any 

translation thereof signed by any notary public 

and sealed with the seal of any ecclesiastical 

dignitary, which shall thus command the same 

obedience as the originals, that the said Indians 

and other peoples should be converted to the 

faith of Jesus Christ by preaching the word of 

God and by the example of good and holy living. 


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

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

Ascension? 

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

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

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

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

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

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

often ignored it. What should we make of that? 


Answer Key 

Handout A: Background Essay — Christianity and Identity 

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

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

argued against the idea that slavery was natural. 


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

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

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

Baptism. 


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

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

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

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

cultural practices. 

Handout B: The Tower of Babel and Pentecost 

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

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

them all over the Earth. 

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

in their own language. 

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

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

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

one brotherhood. 

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

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

34 


Handout C: Sublimus Dei 

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

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

and are capable of receiving the Gospel message. 

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

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

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

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

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

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

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

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

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

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

their property. They may not be enslaved. 

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

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

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

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


Notes 

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36 


Brothers and Sisters in Christ 

LESSON 4 



ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

People of the ancient world saw themselves first as 

members of cities or nations. Christianity gave people a 

religion that transcended such geographical identity. 

The Gospel is essential to the recognition of humanity’s 

common brotherhood through the grace of Baptism. 

Before His Ascension, Jesus commanded the Apostles to 

baptize and teach all nations. 

Pentecost is a feast of union, comprehension, and 

human communion 

The gradual abolition of slavery is one of the most 

important fruits of Christian teaching. 




ӹ CCC 355–361 

ӹ CCC 1929–1939 

Key Questions 

ӹ 

ӹ 

ӹ 

How did Christianity affect the idea of identity in the 

ancient world? 

In what ways is Christianity truly universal? 

Why are racism and Christianity incompatible? 


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

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

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


37

Lesson Plan 

Materials 

ӹ 


ӹ 

Handout C: Pope Benedict’s 

Essay — Christianity and Identity 

Homily on Pentecost (omit for 

ӹ 

Handout B: The Ascension and 

Pentecost 

younger learners) 

Bibles, blank paper, colored 

pencils 


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




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

fire of your love! Amen. 

Warm-Up 

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

as possible to view the pair of paintings in silence. 

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



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

directions. 

Activity 

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

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

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

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

and the class discussion from the Warm Up 

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

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

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

Pamphlets should include: 

38 


LESSON PLAN 

ӹ 

ӹ 

ӹ 

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

At least one panel on Baptism 

At least one panel on the Holy Spirit and Pentecost 

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

ӹ 

At least one quote from Scripture 

Wrap Up 

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

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

Brothers and Sisters in Christ 

39

HANDOUT A 

Background Essay — Christianity and Identity 

Directions: 


The world into which Christ was born was 

different from our time in many ways. 

Ancient people did not have the same concept 

of what we today call “race.” People mostly 

thought of themselves as citizens of their 

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

“Athenian.” 

Also, one’s ethnicity and religion were often 

one in the same. Being Persian, for example, 

meant having a language, a culture, and specific 

forms of prayer and worship. 

Another way the ancient world was different 

from ours was the way it viewed slavery. The 

ancient world thought of slavery as natural. 

The cultures of the Americas, Asia, Africa, and 

Europe all practiced it. 

A Religion for All Nations 

Christianity introduced the world to a brand 

new idea – a religion for all nations. A Roman 

could be a Christian. So could an Egyptian, or 

an Ethiopian. Christianity was also for all social 

classes. Enslaved people could receive the 

Sacraments alongside free people. 

This is because through Baptism, Christians 

become one family. We become adopted 

children of the Father, and the Church is our 

mother. Since we have the same adoptive 

Father, the baptized are brothers and sisters. St. 

Paul wrote: “For all of you who were baptized 

into Christ have clothed yourselves with Christ. 

There is neither Jew nor Greek, there is neither 

slave nor free person, there is not male and 

female; for you are all one in Christ Jesus” 

(Galatians 3:27-28). 

A Roman senator and his slaves 

40 


The Miracle of Pentecost 

Before He ascended into Heaven, Chist told 

the Apostles to baptize and teach all nations. 

Ten days later at Pentecost, the Holy Spirit 

descended upon them. The Holy Spirit gave 

Apostles the ability to speak in different 

languages and preach the Good News. All the 

people gathered in Jerusalem could understand, 

no matter where they were from or what 

language they spoke. Thousands were baptized 

and became brothers and sisters in Christ. 

So, you can see why a Christian cannot treat 

people differently based on race, or where they 

are from. The Church has taught for 2000 years 

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

all have equal dignity. But without the loving 

Fatherhood of God, fully revealed to us by Jesus 

Christ, there is no real brotherhood of man. 

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


1. How was Christianity a new kind of religion? 

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

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

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

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

dignity? 

Brothers and Sisters in Christ 41

HANDOUT B 

The Ascension of Jesus Christ 

Gold mosaic from Neamt Monastery, Romania 

42 


HANDOUT B 

Pentecost 

BY DUCCIO DI BUONINSEGNA (1308) 


HANDOUT B 

Sacred Art: The Ascension and Pentecost 

Directions: 




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

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

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

think each part might represent? 

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

they do in response to this gift? 

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

common brotherhood of man? 

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

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

44 


HANDOUT C 

Pope Benedict XVI’s Homily 

on Pentecost, 2012 

Directions: 

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

pamphlet on why Christianity and racism are incompatible. 

“I would like to reflect on an essential aspect of 

the Mystery of Pentecost which has preserved 

its full importance in our time. Pentecost is 

the feast of union, comprehension and human 

communion. ... 

Can unity and harmony really exist? 

How? 

We find the answer in Sacred Scripture: unity 

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

give us a new heart and a new language, a 

new ability to communicate. And this is what 

happened at Pentecost. On that morning, 50 

days after Easter, a mighty wind blew through 

Jerusalem and the flame of the Holy Spirit came 

down upon the disciples gathered together. It 

settled on each one of them and kindled within 

them the divine fire, a fire of love capable of 

transforming them. Their fear evaporated, 

they felt their hearts filled with new strength, 

their tongues were loosened and they began 

to speak freely in such a way that everyone 

could understand the announcement that Jesus 

Christ had died and was risen. At Pentecost, 

where there had been division and alienation, 

unity and understanding were born…. 

Behaving as Christians means no longer being 

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

all things: it means inwardly welcoming the 

whole Church within ourselves or, even better, 

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

Spirit, the Spirit of unity and of truth, may 

Pope Benedict XVI, photo by Peter Nguyen. Image 

License: Creative Commons Attribution 2.0 Generic. 

continue to resonate in our human hearts and 

minds and spur people to meet and to welcome 

each other. 

Precisely because the Spirit acts in this way, he 

ushers us into the whole truth, which is Jesus, 

and guides us to look at it more deeply and to 

understand it. We do not grow in knowledge 

by locking ourselves into own ego but only in 

an attitude of profound inner humility do we 

become capable of listening and sharing in the 

‘we’ of the Church …. Wherever people place 

themselves in the Lord’s truth they are open to 

the action of his Spirit who sustains and unites 

them.” 

Brothers and Sisters in Christ 45

Answer Key 

Handout A: Background Essay — Christianity and Identity 

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

the Church. 

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

Christ. 

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

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

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

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

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

loves all people and wants everyone to go to Heaven. 

Handout B: The Ascension and Pentecost 

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

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

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

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

disciples of Christ, i.e. the Church. 

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

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

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

one brotherhood. 

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

her placement at the center of this event is fitting. 

46 


Sin Is the Root of Racism 

LESSON 5 



ӹ 

Racism arises when a person holds that his or her 

own race or ethnicity is superior, and therefore judges 

persons of other races or ethnicities as inferior. When 

this attitude leads people to exclude, ridicule, mistreat, 

or unjustly discriminate against persons on the basis of 

their race or ethnicity, it is sinful. 

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

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

are less than human. 

ӹ 

ӹ 

ӹ 

ӹ 




ӹ CCC 1878 

ӹ CCC 1934–5 

ӹ CCC 2262 

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

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

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

in Heaven. 

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

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

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

patience, and forgiveness. 

Key Questions 

ӹ 

ӹ 

What is racism? 

Why is racism incompatible with the Gospel message? 


These also are Words of the Wise: To show 

partiality in judgment is not good. 

from PROVERBS 24:23 

Whoever says he is in the light, yet hates 

his brother, is still in the darkness. 

from 1 JOHN 2:9 

47

Lesson Plan 

Materials 

ӹ 

Handout A: A Human Family 

ӹ 

Handout D: The Baptism of the 

ӹ 

Handout B: The Golden Mean 

Eunuch 

ӹ 

Handout C: Background 

ӹ 

Handout E: Words of Wisdom 

Essay — What Is Racism? 



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

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

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

help us forgive as you do. 

Warm-Up 

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

A: A Human Family. 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

48 


LESSON PLAN 

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

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

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

Activity 

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

over the discussion questions in Part I. 

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

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

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

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

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

questions in groups of four. 

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

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

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

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

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

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

Wrap Up 

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


49

HANDOUT A 

A Human Family 

Directions: 

Discuss the following questions with a partner. 

1. Recently, many schools have made an 

effort to include a greater diversity 

of authors and stories for students to 

read, with special efforts to choose 

readings that reflect the students in 

that school. For example, a school with 

a large Vietnamese population may 

take steps to ensure students read 

books by Vietnamese authors and about 

Vietnamese characters. Why do you 

think they may do this? 

2. Have you ever felt like you can make fun 

of your kid brother, but if someone else 

does, you feel the need to stick up for 

him? Why do you think that is? 

3. Have you ever visited a family who 

seemed so close to each other that no 

matter how much they welcomed you 

and treated you like part of the group, 

you still felt like an outsider? What was 

so special about their relationship that 

they couldn't share it with you? 

4. When a family immigrates to the United 

States, they bring cultural practices 

from their old country: everything from 

their foods and music to the way the 

children and parents talk to each other. 

Is it right for them to prefer their old 

country's culture and try to maintain it 

within their home? Why or why not? 

50 


HANDOUT B 

The Golden Mean 

Directions: 

Read the information and then complete the activities. 

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

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

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

an excess of courage is recklessness.) 

Too little courage 

Cowardice 

Virtuous 

Courage 

Too much courage 

Recklessness 

Virtue Imbalance: Defiency and Excess 

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

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

(too much of something) 

Answer Bank 

ӹ Justice 

ӹ 

ӹ 

ӹ 

Charity towards all 

Legitimate love for 

one’s culture and 

desire to preserve it 

Special affection for 

one’s own people 

1. Objecting to the presence of people with different cultural 

practices. 

This example is an excess of _________________________________ 

________________________________________________________________ 

Explain how this is sinful: ____________________________________ 

________________________________________________________________ 

________________________________________________________________ 

________________________________________________________________ 

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

This example is an excess of _________________________________ 

________________________________________________________________ 

Explain how this is sinful: ____________________________________ 

________________________________________________________________ 

________________________________________________________________ 

________________________________________________________________ 

Sin Is the Root of Racism 51

3. Hatred of those of other races. 

This example is a deficiency of _________________________________________________________________ 

Explain how this is sinful: _______________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

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

This example is a deficiency of _________________________________________________________________ 

Explain how this is sinful: _______________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

Reflection Question 

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

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

help you cultivate in order to properly respond to racism? 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

52 


HANDOUT C 

Background Essay — What Is Racism? 

Directions: 


Depending on your life experiences, you may 

be acutely aware of your race, or you might 

not even be sure what the term race means. 

What is race? 

What we call “race” today refers to the 

classification of human beings with similar 

observable physical traits such as skin color, 

hair texture, facial features, eye shape, and 

others. (The word race does not mean the same 

thing as ethnicity. Ethnicity refers to a person’s 

membership in a national tradition or group with 

distinctive cultural and/or religious practices.) 

What Is Racism? 

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

or ethnicity is superior. When this attitude 

leads people to exclude, ridicule, mistreat, or 

unjustly discriminate against persons on the 

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

racist outlook can lead one to dislike persons of 

other races, to treat them unjustly, or even to 

believe that they are less than human. 

Sadly, animosity towards those whom we 

perceive as different from ourselves is about as 

old as sin itself. From the earliest days of human 

history we have been divided, losing sight of 

the truth that we are all one human family. 

Cultures and nations have conquered others 

from time immemorial: Peoples as varied as the 

Persians, Macedonians, Romans, and Vikings, to 

the British, Russians, Ottomans, Mongols, and 

Dutch, to name just a very few, have conquered 

and colonized lands and deemed themselves 

superior to the peoples they encountered. 

Like all sin, racism has the mis-use or 

disordering of something good at its root. God 

created us to have a special love for our own 

people. (Recall how Our Lady appeared to St. 

Juan Diego as an indigenous woman, and the 

people saw her as one of their own.) Racism 

can be understood as a grave disordering of 

this special love, to the point one considers 

their own race superior. It turns into a prideful 

and even wrathful attitude towards those we 

perceive as not like us. Racism can also come 

from fear or a feeling of being threatened by 

another group. Sometimes, we generalize to a 

group the bad actions of a few. Racism can also 

arise because we simply prefer what is familiar 

and common to our own experience. 

Racism is a sin against the Fifth Commandment: 

“In the Sermon on the Mount, the Lord recalls 

the commandment, “You shall not kill,” and 

adds to it the proscription of anger, hatred, 

and vengeance. Going further, Christ asks his 

disciples to turn the other cheek, to love their 

enemies (2262). Racism dehumanizes other 

persons and, in extreme situations, can lead to 

oppression on a wide scale and even genocide. 

The Equality of All Persons 

All human beings have particular gifts and 

talents. In this sense, some people could be 

said to be superior piano players, superior 

athletes, or“superior artists. But no talent can 

make someone superior to any other person. 

All human beings have equal dignity, because all 

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

where our dignity comes from–not our talents, 


our appearance, our ethnicity, or anything else. 

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

made for Heaven, and all are destined to come 

together as one family before God in Heaven 

(CCC 1878). The Book of Revelation describes a 

great multitude in Heaven, “from all tribes and 

peoples and languages,” standing before the 

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

The Catholic Church teaches clearly, “every 

form of social or cultural discrimination in 

fundamental personal rights on the grounds 

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

or religion must be curbed and eradicated as 

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

The United States Council of Catholic Bishops 

explains that racism “rejects what God has done 

by refusing to acknowledge the image of God 

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

Racism is a refusal to acknowledge the dignity 

of another person; it is an attack on the very 

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

Brothers and Sisters to Us, the USCCB explains, 

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

a radical evil that divides the human family.” It 

is division such as this that the devil has sought 

to sow in the human family from the very 

beginning, to obscure and assault the image of 

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

Discrimination, Prejudice, and 

Racism 

It is important to distinguish between what is 

and is not sinful. Discrimination itself is not 

sinful — in fact, it is necessary and good when 

done justly. To discriminate simply means to 

choose from among various options: we choose 

between healthy and unhealthy foods, between 

good movies and bad movies, between virtuous 

acts and bad acts, etc. We must choose wisely 

our friends, a potential spouse, a potential 

religious community, and so forth. We do and 

should make judgments about actions — what 

The Baptism of Queen Candace’s Eunuch 

attributed to Hendrick van Balen and Jan Brueghel 

people do — but we must never pass judgment 

about something a person cannot change 

about himself — what a person is. So we should 

never pass judgment against a person on the 

basis of their race — something they cannot 

change — but we can make a judgment about 

what actions a person chooses. 

But that said, discrimination can be unjust. 

Unjust discrimination happens when we 

choose on the basis of something unrelated 

to the rightful basis for judging, especially 

when we choose against someone on the 

basis of something they cannot change, such 

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

job candidate just because she is 

Asian, for example, or refusing to rent a house 

to a responsible tenant because he is African 

American, would both be examples of unjust 

discrimination). 

54 


The word prejudice is related to racism. It 

comes from the Latin judicare, meaning “to 

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

To be prejudiced is to prejudge someone or 

something without reason. Pre-judging is 

not necessarily a sin. For example, someone 

who had tried French food a few times and 

did not like it may turn down a new French 

dish, deciding they wouldn’t like it without 

even trying it. A child who burned her mouth 

on pizza may refuse the offer of a slice later, 

because she’s sure it will burn her. Both 

of these prejudgments would be mistakes, 

though not sinful ones. But when we prejudge 

our fellow human beings based on their race 

or ethnicity, we commit a grave sin. We act 

unjustly towards them, failing to give them 

the respect they are due as fellow persons 

made in God’s image. We also should avoid 

prejudice that occurs when we reduce a 

person to their bad actions. We should guard 

against forming biases against individuals for 

their bad decisions. We are to reject sin but 

love the sinner. 

A Rightly-Ordered Soul 

When we assume characteristics of others 

based on their membership in a group, we are 

participating in racial prejudice. In this way we 

see how racism is a form of collectivism, because 

it views people as members of groups instead 

of as individuals. Prejudice is, by definition, 

unreasonable, since it is based on judging 

without reason. Most often, racism arises from 

prejudiced feelings or ideas. It is important to 

examine these feelings so as to identify and, 

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

rather than letting them have power over us. 

Remember that in a rightly-ordered soul, our 

intellect directs our choices, not our feelings. 

Our feelings are morally neutral; they are 

neither good nor bad. We sin when we dwell 

on irrational, prejudiced feelings, or allow them 

to direct our wills — that is, to influence our 

freely-chosen thoughts and actions. We can ask 

the Holy Spirit to shine a light on any prejudice 

in our hearts, and help us avoid falling into the 

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

can ask the Holy Spirit to help us forgive. 

Part I: Discussion Questions 

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

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

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

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

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

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

example of discrimination that is just. 

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

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

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

4. Why is prejudice unreasonable? 

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

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

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

call into practice in your own life? 


Part II: Discussion 

Define each term with your partner 

1. Race 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

2. Ethnicity 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

3. Discrimination 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

4. Unjust discrimination 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

5. Prejudice 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

56 


HANDOUT D 


BY REMBRANDT (c.1626) 


HANDOUT D 

Sacred Art: The Baptism of the Eunuch 

Directions: 




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

2. What is your favorite part? 

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

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

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

58 


HANDOUT E 

Words of Wisdom 

Directions: 

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

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

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

write a brief reflection. 

Leviticus 19:15 

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

deference to the mighty, but judge your neighbor justly. 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

Proverbs 24:23 

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

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

John 7:24 

Stop judging by appearances, but judge justly. 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

Colossians 3:12-13 

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

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

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

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

1 John 2:9 

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

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 


Answer Key 

Handout A: A Human Family 

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

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

cultural traditions. 

Handout B: The Golden Mean 

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

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

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

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

cultural practices. 

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

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

persons made in the image of God. 

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

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

listen to someone because of their race is an injustice. 

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

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

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

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

humility to help us counteract pride, and so forth. 

Handout C: Background Essay — What Is Racism? 

Part I 

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

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

and these differences need not divide us today. 

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

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

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

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

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

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

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

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

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

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

reasoned answers. 

60 


Part II 

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

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

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

or religious practices. 

3. Discrimination: Choosing from among various options. 

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

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

change, such as their race. 

5. Prejudice: Prejudging someone without reason. 

Handout D: The Baptism of the Eunuch 



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

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

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

believe in Him and follow Him. 

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

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

family, who desires all to find salvation in Christ. 

Handout E: Words of Wisdom 

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

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

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

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

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

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

other as God has forgiven us. 

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

Christian. 

Reflection: Accept reasoned answers. 


Notes 

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62 



LESSON 6 



ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

Racism is a belief that our own race or ethnicity 

makes us better than others. 

A racist outlook can lead us to dislike persons 

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

believe that they are less than human. 

God gives each person unique gifts and talents, but 

all human beings have equal dignity, because all are 

made in God’s image and likeness. 

Racism most often arises from prejudiced feelings 

or ideas. 

God calls on us to show heartfelt compassion, 

kindness, humility, gentleness, patience, and 

forgiveness to everyone. 




ӹ CCC 1935 

ӹ CCC 2262 

Key Questions 

ӹ 

ӹ 

What is racism? 

Why is racism incompatible with the Gospel 

message? 


These also are Words of the Wise: To show 

partiality in judgment is not good. 

from PROVERBS 24:23 

Whoever says he is in the light, yet hates 

his brother, is still in the darkness. 


63

Lesson Plan 

Materials 

ӹ 


ӹ 

Handout B: The Baptism of the 

Essay — What Is Racism? 

Eunuch 

ӹ 

Handout C: Words of Wisdom 


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




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

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

every nation. 

Warm-Up 

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

much time as possible to view the painting in silence. 


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



directions. 

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

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

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

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

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

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

created to live forever with God in Heaven. 

64 


LESSON PLAN 

Activity 

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

Racism? 

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

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

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

this part of the assignment. 

a. Race 

b. Ethnicity 

c. Racism 

d. Human Dignity 

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

reflects the glossary definitions of each term. 

Wrap Up 

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

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

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


65

HANDOUT A 

Background Essay — What Is Racism? 

Directions: 


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

might be unsure what the term means. 

What is race? 

What we call “race” refers to putting human 

beings in categories based on similar physical 

traits we can see (such as skin color, hair 

texture, and others). The word race is similar 

to but not exactly the same thing as ethnicity. 

Your ethnicity is your national, cultural, or 

religious background. 

What Is Racism? 

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

or ethnicity makes us better than others. A 

racist outlook can lead one to dislike persons 

of other races, to treat them unjustly, or even 

to believe that they are less than human. This 

sinful attitude can lead to sinful acts. Racism, 

a form of hatred, is a sin against the Fifth 

Commandment (2262). 

The Baptism of Queen Candace’s Eunuch 

attributed to Hendrick van Balen and Jan Brueghel 

The Equality of All Persons 

God gives every person special gifts and talents. 

In this sense, some people could be said to be 

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

“superior artists.” But this does not make them 

unequal in the sight of God. All human beings 

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

image and likeness. That is where our human 

dignity comes from, and not from our talents, 

our appearance, our ethnicity, or anything 

else. God created all people to share eternal 

life with Him in Heaven. The book of Revelation 

describes a great multitude in Heaven, “from 

all tribes and peoples and languages,” standing 

before the throne of God and praising Him. 

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

humanity is called to come together as one 

before God in Heaven (CCC 1878). 

The Catechism states very clearly that “every 

form of social or cultural discrimination in 

fundamental personal rights on the grounds of 

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

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

design (1935). The United States Council of 

Catholic Bishops echoes this teaching, saying 

that racism “rejects what God has done by 

refusing to acknowledge the image of God in 

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

66 


Part I: Discussion Questions 

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

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

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

languages, cultures, etc? 

2. What does the Catholic Church teach about racism? 

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

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

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

this call in your own life? 

Part II: Discussion 

Define each term with your partner 

1. Race 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

2. Ethnicity 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

3. Racism 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

4. Human Dignity 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 


HANDOUT B 


BY REMBRANDT (c.1626) 

68 


HANDOUT B 

Sacred Art: The Baptism of the Eunuch 

Directions: 




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

2. What is your favorite part? 

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

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

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

Why is racism completely incompatible with the Gospel message? 


HANDOUT C 

Words of Wisdom 

Directions: 

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

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

a brief reflection. 

Proverbs 24:23 

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

__________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________ 

Acts 17:26a 

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

__________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________ 

1 John 2:9 

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

__________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________ 


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

in prayer, write a brief reflection: 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

70 


Answer Key 

Handout A: Background Essay — What Is Racism? 

Part I 

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

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

and these differences need not divide us today. 

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

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

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

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

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


Part II 

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

color, hair texture, and others). 

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

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

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

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

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

Handout B: The Baptism of the Eunuch 



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

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

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

believe in Him and follow Him. 

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

desires all to find salvation in Christ. 

Handout C: Words of Wisdom 

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

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

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

Reflection: Accept reasoned answers. 


Notes 

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72 


Institutional Racism and Social Sin 

LESSON 7 



ӹ 

ӹ 

ӹ 

U.S. history bears the scars of institionalized chattel 

slavery and “separate but equal” accomodations 

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

whites. 

What the Church calls “structures of sin” are always 

rooted in personal sins. 

Laws and court rulings can never change individuals’ 

hearts. 




ӹ CCC 1869 

Key Questions 

ӹ 

ӹ 

ӹ 

What are some ways that racism has affected the 

course of U.S. history? 

Why is it important to avoid thinking of sin only as 

collective or systemic? 

What is the difference between equality and equity? 


You hypocrite, remove the wooden beam from your 

eye first; then you will see clearly to remove the 

splinter from your brother’s eye. 

from MATTHEW 7:5 

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

no one could count, from every nation, race, 

people, and tongue. 

from REVELATION 7:9 

73

Lesson Plan 

Materials 

ӹ 

Introductory Essay: A 

ӹ 

Handout C: Background 

Catholic Response to the 

Essay–Institutional Racism and 

Sin of Racism (optional) 

Social Sin in U.S. History 

ӹ 

Handout A: Reflection Activity 

ӹ 

Handout D: A Structure 

on Social Sin (optional) 

of Sin in the U.S. 

ӹ 

Handout B: Moses, after 

ӹ 

Handout E: Equality and Equity 

Michelangelo, by Mary 

Edmonia Lewis 

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

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

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

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

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

reading. 



Out of the depths I call to you, LORD; 

Lord, hear my cry! 

May your ears be attentive 

to my cry for mercy. 

If you, LORD, keep account of sins, 

Lord, who can stand? 

But with you is forgiveness 

and so you are revered. 

—PSALMS 130:1-4 

DAY ONE (OPTIONAL) 

Activity 

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

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

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

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

74 


LESSON PLAN 

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

ӹ 

ӹ 

ӹ 

ӹ 

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

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

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

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

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

moral behavior. 

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

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

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

ideologies that can actually make the structure of sin worse. 

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

Second Coming. 

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

DAY TWO 

Warm-up 

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

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





directions. 

Activity 

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

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

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

but be sure the following sections are covered: 

1. U.S. History through the Civil War 

2. Reconstruction 

3. The Ku Klux Klan 

4. The Civil Rights Movement 

5. Current Challenges 

6. Conversion to Christ 


75

LESSON PLAN 

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

students to share their responses to the reflection questions. 

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

exhaustive treatment of its subject. 

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

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

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

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

next lesson.) 

Wrap-Up 

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

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

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

robes and holding palm branches in their hands. 

They cried out in a loud voice: 

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

and from the Lamb.” 

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

They prostrated themselves before the throne, worshiped God, 

and exclaimed: 

“Amen. Blessing and glory, wisdom and thanksgiving, 

honor, power, and might 

be to our God forever and ever. Amen.” 

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

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

DAY THREE 

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

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

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

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

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

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

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

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

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

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

76 


LESSON PLAN 

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

1. Draw a basic house. 

2. Add a roof. 

3. Now add a door in the middle. 

4. Add a window on the right. 

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

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

assignment, would it be fair? Why not? 

D. Debrief on what just happened by pointing out: 

ӹ 

ӹ 

ӹ 

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

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

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

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

college admissions, jobs, loans, etc.? 

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

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

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

Native Americans. 

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

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

afforded to Native Americans who are living on reservations. 

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

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

Indian reservation lands “in trust”. 

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

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

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

guardian.” 

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

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

percent is privately owned. 

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

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

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

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

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


77

LESSON PLAN 

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

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

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

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

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

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

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

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

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

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

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

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

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

systematically, the injustice is multiplied. 

Wrap-Up 

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

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

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

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

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

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

should be examined. Bishop Barron continued: “I fear that a lot of Catholics, legitimately 

concerned about societal injustice and eager to do something about it, will turn, not to our 

biblically based and deeply wise social teaching tradition, but rather to the philosophy that’s 

currently in the air.” 

B. Have the class complete Handout E: Equality and Equity. Students will conclude that they 

are unique individuals; even though they have the same genetics and environment, they 

are not exactly the same as their siblings: they have different interests, differing levels of 

success at different things, and so forth. Then discuss the following questions. 

1. If we can’t expect equal outcomes, or “equity” among people of the same “nature” and 

“nurture,” how reasonable is it to expect these things to be equal across all of society? 

2. When we observe disparities today in rates of educational attainment, employment, 

home ownership and other measures of worldly success along racial lines, it is a 

genuine cause of concern. Should we always assume that racism is the sole cause of the 

disparity? 

78 


LESSON PLAN 

3. Is the idea that varying outcomes across racial groups may be the result of factors other 

than racism the same as saying racism doesn’t exist? Explain. 

4. Does the reality that we are all unique individuals with different interests, talents, 

challenges, and struggles mean that it is ever okay to discriminate against anyone on the 

basis of race? 

5. We live in a society with economic mobility, that is, a society where one’s own efforts 

and decision-making can result in gaining or losing wealth. Why will any such society 

necessarily result in unequal outcomes? 

6. There is a movement today to stop talking about equality and instead about equity– 

towards seeking equal outcomes rather than equal opportunity. What must be 

suppressed in order to achieve equity? Is this a trade-off we should make? 

7. What are some possible explanations for the statistics about Nigerian immigrants? 

Enrichment Options 

A. Have students research the roots in the U.S. of gun control, Planned Parenthood, college 

admissions, and/or the call for a minimum wage. Why and how were these first established? 

To what extent were they rooted in the social sin of racism? To what extent, if any, might 

they remain so? 


79

HANDOUT A 

Reflection Activity on Social Sin 

Directions: 

Read the excerpt from Pope St. John Paul II’s Post-Synodal Apostolic Exhortation 

Reconciliatio et Paenitentia and answer the questions. 

There can be no union among people without 

an internal change in each individual. 

Personal conversion is the necessary path to 

harmony between individuals. When the church 

proclaims the good news of reconciliation or 

proposes achieving it through the sacraments, 

she is exercising a truly prophetic role, 

condemning the evils of man in their infected 

source, showing the root of divisions and 

bringing hope in the possibility of overcoming 

tensions and conflict and reaching brotherhood, 

concord and peace at all levels and in all 

sections of human society. She is changing a 

historical condition of hatred and violence into 

a civilization of love. She is offering to everyone 

the evangelical and sacramental principle of that 

reconciliation at the source, from which comes 

every other gesture or act of reconciliation, also 

at the social level…. 

At the heart of every situation of sin are always 

to be found sinful people. So true is this that 

even when such a situation can be changed in 

its structural and institutional aspects by the 

force of law or-as unfortunately more often 

happens by the law of force, the change in fact 

proves to be incomplete, of short duration 

and ultimately vain and ineffective-not to say 

counterproductive if the people directly or 

indirectly responsible for that situation are not 

converted. 

Christ Healing the Blind, El Greco. 

80 



1. On what does Pope St. John Paul II say that harmony among people depends? 

___________________________________________________________________________________________________ 

2. What does the Church offer the world in the struggle to overcome conflict? 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

3. What is at the heart of every structure of sin? 

___________________________________________________________________________________________________ 

4. What does the pope observe about changes achieved by force (either of law or other means)? 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

5. Reflect on American society today. How often do we think the key to addressing issues is 

through legislation? Some want to fix the problem of violence by advocating for gun control 

laws instead of exploring the structures of our society that perpetuate brokenness, aggression 

and disregard for human life. Some want to solve immigration by having either closed or 

open borders, without addressing the exploitation of the human person within and without 

our borders. But the truth is that laws and regulations are not enough to solve long-standing 

cultural problems. Laws will not change hearts. What other examples of this truth can you give? 

What more is needed? 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

Institutional Racism and Social Sin 81

HANDOUT B 

Moses, after Michelangelo 

BY MARY EDMONIA LEWIS (1875) 

Marble, 68.0 x 29.2 x 34.6 cm., Smithsonian American Art Museum, Washington DC 

82 


HANDOUT B 

Sacred Art: Moses, after Michelangelo 

Directions: 




1. Look at the image of the sculpture. What words come to mind when you look at it? What 

questions does it raise in your mind? 

2. The figure is Moses. What are some clues as to his identity? 

3. Moses is holding the two tablets of the law in his left hand. What does his attitude seem to be 

towards the tablets? 

4. What are some events or themes from salvation history that you associate with Moses? 

5. In Exodus 20:2, we read how God spoke: “I am the LORD your God, who brought you out of the 

land of Egypt, out of the house of slavery.” What is the literal meaning of these words in the 

context of the Exodus? How does Jesus Christ complete and perfect this deliverance? 

6. The artist who created this piece is Mary Edmonia Lewis, 

an American sculptor whose father was African American 

and mother was Chippewa Indian. The Smithsonian 

Art Museum describes Lewis’s Moses sculpture: “Lewis 

copied Moses after a sculpture Michelangelo completed 

around 1515 for the tomb of Pope Julius II in St. Peter’s 

Basilica. The subject of Moses, who led the Israelites out 

of oppression, may have especially appealed to Lewis as 

a powerful reference to the universal pursuit of freedom, 

a theme she depicted in several sculptures.” Why might 

the story of Moses have appealed to an African American 

in the 19th century? Should we assume that artwork 

created by an African American artist will always contain 

African American themes? Explain your reasoning. 

7. The Michelangelo sculpture Lewis based her sculpture 

on is in St. Peter’s Basilica in Rome. How would you 

compare and contrast the two sculptures? 

Moses by Michelangelo Buonarroti, 

Tomb (1505-1545) for Pope Julius II 


HANDOUT C 

Background Essay — Institutional Racism 

and Social Sin in U.S. History 

Directions: 

Directions. 

Our sins never affect only ourselves. Pope 

St. John Paul II wrote in Reconciliatio et 

Paenitentia, “There is no sin, not even the 

most intimate and secret one, the most strictly 

individual one, that exclusively concerns the 

person committing it. With greater or lesser 

violence, with greater or lesser harm, every sin 

has repercussions on the entire ecclesial body 

and the whole human family.” 

Repeated sinful behaviors by many establish a 

pattern within our communities. Over time this 

pattern begins to affect the way we think and 

behave as a society. The Church refers to this 

phenomenon as social sin. 

U.S. History through the Civil War 

Racism is one sin which established a pattern 

in the U.S., which for many generations helped 

shape the culture throughout the country. 

Our history bears the scars of chattel slavery, 

Indian Removal, and “separate but equal” 

accomodations (which were in no way equal in 

most instances) for blacks and for whites. This 

essay cannot provide a full history on slavery 

in the U.S. but some basic facts will help our 

understanding. 

Slavery was legal in England and therefore 

in the 13 colonies. By 1804 slavery had been 

abolished in all Northern states, though 

enslaved children would remain indentured for 

decades in some states. 

It remained legal in the South and became a 

wedge issue as a Constitution was written and 

ratified, and as new states entered the Union. 

The 3/5th compromise in the Constitution 

allowed slave states to count 3/5ths of their 

enslaved populations towards representation in 

Congress. While a grievous compromise to be 

sure, it denied the full power that slave states 

were initially demanding in Congress. 

In 1830, President Andrew Jackson signed the 

Indian Removal Act, which forced the relocation 

of Southern American Indian tribes from their 

ancestral lands to west of the Mississippi. 

Thousands died on what became known as the 

Trail of Tears. 

One of the most notorious cases in U.S. history 

is Dred Scott v. Sanford (1857). In this case 

the Supreme Court ruled that an enslaved 

person did not become free upon entering a 

free state, because people whose ancestors 

were “of the African race” were not considered 

citizens at the time the Constitution was 

ratified. (As a matter of fact, the Court was 

wrong–free blacks had lived in the U.S. since 

its earliest days.) 

Attitudes towards slavery in the U.S. were 

complex, as evident in a series of compromises 

in Congress leading up to the Civil War. The 

Southern and Northern economies alike — and 

arguably the global economy — depended on 

slave labor. But in the South partcularly, social 

structures were built around slavery. 

The Southern states, fearing Abraham Lincoln 

would abolish slavery, began seceding upon 

his election in 1860, and soon the Civil War 

84 


egan. And yet Lincoln’s stated goal was not 

to end slavery, as he wrote in his Letter to 

Horace Greely, but to save the Union. The 

Emancipation Proclamation (1863), widely 

misunderstood as having ended slavery, in 

fact declared slaves free only in the rebelling 

territories (where Lincoln had no power), while 

leaving it untouched in the slave states that 

had remained in the Union (as well as in those 

formerly-Confederate regions that had since 

come under Union control); ultimately over 

360,000 Union soldiers died in the Civil War. 

The Reconstruction Amendments banned 

slavery (13th Amendment, 1865); granted 

citizenship to former slaves and prohibited 

states from denying equal protection of the law 

(14th Amendent, 1868); and secured the right 

of black men to vote (15th Amendent, 1870.) 

The former Confederate states were forced to 

ratify these Amendments as a condition of reentering 

the Union. 

Reconstruction 

Yet neither legal nor social equality were 

achieved. Blacks’ right to vote came under 

attack with literacy tests and poll taxes in many 

Southern states. Jim Crow laws mandated 

segregation in public life. A generation later 

the Supreme Court upheld these so-called 

“separate but equal” accommodations in Plessy 

v. Ferguson (1896). 

State governments failed to protect blacks from 

the systematic terror of lynching during this 

time. Between 1882-1968, 4,743 people were 

lynched, 3,446 of them black. (This number 

is artificially low as most lynchings were 

not recorded.) The right of jury nullification 

(which is used correctly when citizens refuse 

to convict on the basis of an unjust law) was 

shamefully abused when all-white juries 

refused to convict white defendants on trial for 

murder. 

African American artist Mary 

Edmonia Lewis sculpted “Forever 

Free” in 1867 to commemorate the 

Emancipation Proclamation. Courtesy 

Howard University Art Gallery. 

The Ku Klux Klan 

Behind many of these lynchings and other terror 

attacks was the Ku Klux Klan, which, according 

to the Washington Post, by 1930 counted 11 

governors, 16 senators and 75 congressmen 

among its members. Even into the mid-20th 


century, the Klan had many prominent officials 

in government, including U.S. Senator Robert 

Byrd and Supreme Court Justice Hugo Black. 

Further setbacks to legal equality had come 

under President Woodrow Wilson who, while 

not a member of the Ku Klux Klan, described 

it admiringly: “the white men of the South 

were aroused by the mere instinct of selfpreservation 

to rid themselves, by fair means or 

foul, of the intolerable burden of governments 

sustained by the votes of ignorant negroes…” 

Wilson resegregated the armed forces (which 

had been integrated during Reconstruction) 

and presided over segregation of the U.S. 

Treasury and the U.S. Post Office, along with 

mass firings/demotions of black employees at 

the IRS and other Executive Branch offices. He 

also instituted a new photo requirement for 

all government applications, enabling racial 

discrimination. 

The Civil Rights Movement 

By the 1940s, Thurgood Marshall and the 

NAACP were waging a litigation campaign 

aimed at overturning Plessy v. Ferguson, and 

their efforts bore fruit. President Truman 

desegregated the U.S. armed forces in 1948. In 

Brown v. Board of Education (1954) and Brown 

II, the Court held that segregation in public 

schools violated the 14th Amendment and 

ordered states to end it “with all deliberate 

speed.” When met with resistance, such as in 

1957 in Little Rock, Arkansas, President Dwight 

D. Eisenhower deployed the National Guard to 

enforce integration. 

In the 1963 March on Washington galvanized 

the nation when Dr. Martin Luther King, Jr. gave 

his famous I Have A Dream speech, in which 

he declared, “I have a dream that my four little 

children will one day live in a nation where they 

will not be judged by the color of their skin but 

by the content of their character.” 

1963 March on Washington. A view of over 

200,000 marchers along the Capitol mall. 

Aug. 28, 1963. Courtesy Shutterstock. 

In 1964 the 24th Amendment prevented states 

from denying the vote based on failure to pay a 

poll tax. Landmark federal legislation banning 

racial discrimination in public accomodations 

(restaurants, hotels, and other privatelyowned 

places that serve the public) was passed 

with the Civil Rights Act of 1964 (after a 60- 

day filibuster led in part by Sen. Byrd) and 

the Voting Rights act in 1965. The practice 

of redlining (where banks drew lines around 

minority neighborhoods considered high-risk, 

and refused to back loans for homes within the 

lines) was banned in 1968. 

Current Challenges 

Many still suffer from this legacy of inequality 

under law, as well as from unintended 

consequences of various measures. From 

its inception the abortion industry has 

targeted ads and placed clinics in minority 

neighborhoods; more than one out of every 

86 


three babies killed in abortion are black, though 

blacks make up less than 15% of the population. 

In the wake of the Sexual Revolution, 

abortion as well as out-of-wedlock birth rates 

accelerated and black families in particular 

began to suffer: in 1965, more than 75% of black 

children grew up with both parents; today 

that figure is around only 30%. Despite the 

tireless, selfless effort of most single mothers, 

their children are statistically more likely to 

live in poverty, drop out of school, experience 

mental illness, abuse drugs, and commit acts 

of violence. Black families headed by a married 

couple, on the other hand, have a poverty rate 

lower than that of whites. 

Fatherlessness is exacerbated by racial 

disparities in our justice system: To give just 

a few examples, “War on Drugs” policies set 

harsher penalties for crack (often abused by 

poor minorities) than cocaine (often abused 

by more affluent whites). This along with 

“three strikes” legislation, has resulted in mass 

incarceration disparately affecting black men; 

one out of every three black men can expect to 

be in prison at one point in their life, compared 

to 1 in 17 white men. Wrongful incarceration 

disproportionately affects blacks: of the 

hundreds of prisoners exonerated in the U.S. 

through DNA-based proof, 60% of them have 

been black. 

Disparities in outcomes are not necessarily 

caused by racism, but it is important to 

carefully examine situations where disparate 

outcomes occur on racial lines. For example, 

Native Americans living on reservations are 

legally prevented from owning or developing 

95% percent of their lands, which resulted in 

widespread poverty and other social problems. 

Many students in low-quality public schools 

are ethnic minorities, yet school assignment 

is tied to zip code in many places, denying 

minority parents (who support charter schools 

and voucher programs at the same levels as 

white parents) a choice of schools for their 

children, and removing incentives for public 

schools to improve. We permit violence to rage 

in urban areas, enable drug abuse, protect bad 

police officers, erect burdensome occupational 

licensing laws which disparately affect 

minorities, and so on. 

Conversion to Christ 

Such immense structures of sin can contribute 

to feelings of helplessness or despair. Here it is 

important to remember that institutions and 

societies are made up of individual persons. 

What the Church calls “structures of sin” are 

always rooted in personal sins. 

Pope St. John Paul II stated in Sollicitudo Rei 

Socialis, structures of sin are “always linked to 

the concrete acts of individuals who introduce 

Pope St. John Paul II. 


these structures, consolidate them and make 

them difficult to remove...and thus they grow 

stronger, spread, and become the source of 

other sins, and so influence people’s behavior.” 

This is one reason it is critical to avoid thinking 

of sin only as collective or systemic, as though 

it could exist apart from the choices of 

individuals. It cannot. 

We must first work on our own conversion 

and growth in holiness, and then we can 

encourage our friends and neighbors. We can 

share the Gospel truth of the inherent value 

of all men and women, and the promise of 

salvation in Christ. Working for the conversion 

of each individual heart to Christ, starting with 

ourselves, is the only way structures of sin can 

be removed gradually from a culture. 


1. For each institution below, list one example of a policy or action that contributed or contributes 

in some way to racism as a structure of sin. 

ӹ 

ӹ 

ӹ 

The U.S. Supreme Court 

The national Executive Branch 

State governments 

2. Why is it important to avoid thinking of sin only as collective or systemic? 

3. Later in life, Senator Robert Byrd expressed regret for his involvement in the Ku Klux Klan, 

calling it the biggest mistake of his life. He said in 2006, “I know now I was wrong. Intolerance 

had no place in America. I apologized a thousand times … and I don’t mind apologizing over and 

over again. I can’t erase what happened.” Does Jesus require us to confess the same sins over 

and over again? Why or why not? What does the answer to this question teach about how we 

are called to forgive? 

4. This essay is a brief summary and does not, of course, contain a complete history of its subject. 

What other people or events have contributed to the American journey to live up to its ideals? 

88 


HANDOUT D 

A Structure of Sin in the U.S. 

1. What does it mean for someone’s assets to 

be held “in trust”? Who typically has their 

property held in trust? 

________________________________________________ 

________________________________________________ 

________________________________________________ 

________________________________________________ 

________________________________________________ 

2. How did the Supreme Court describe the 

relationship of the Indian Tribes to the 

Federal Government in Cherokee Nation v. 

Georgia (1831)? 

________________________________________________ 

________________________________________________ 

________________________________________________ 

________________________________________________ 

________________________________________________ 

This mural of the Virgin of Guadalupe is 

displayed at historic San Xavier Del Bac Mission 

on the Tohono O'odham Indian Reservation near 

Tucson, Arizona. Courtesy Shutterstock. 

3. Recall what we learned about the rights of Native Americans on reservations to their own lands. 

How is this situation similar to the drawing activity we did? 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 


HANDOUT E 

Equality and Equity 

Directions: 

Answer the following questions. 

1. In the space below, brainstorm the similarities and differences between you and your sibling(s). 

(If you are an only child, think of your parent and their sibling(s), i.e. your aunts/uncle.) 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

2. You may have heard of the “nature versus nurture” debate, which asks whether human beings 

are mostly shaped by genetics or by environment. Put this debate in your own words. 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

3. Most likely you and your siblings come from the same genetic background, and were raised 

in the same environment. Are you exactly alike? Will you follow the same pursuits after 

graduation? Why do you think that is? 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

4. Think now about your talents in school, sports, music, or any other pursuits. Are you “equal” to 

yourself on any given day, or do you have especially good days, as well as some bad ones? 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

Reflection 

Nigerian immigrants are the most successful ethnic group in the U.S. For example, according to 

MigrationPolicy.org, on average Nigerian Americans: 

ӹ 

ӹ 

ӹ 

ӹ 

Are substantially more likely than the general U.S. population to be employed and to hold 

progressional or managerial positions. 

Have a higher annual income than that of the average American. 

Have earned more post-graduate degrees than any other ethnic group. 

Comprise one of every four black students at Harvard Business School, though they make up 

only 1 percent of the U.S. black population. 

Recall that complex issues almost never have a single cause. What are some possible explanations 

for these statistics? 

90 


Answer Key 

Handout A: Reflection Activity on Social Sin (optional) 

1. There can be no union among people without an internal change in each individual. Personal 

conversion is the necessary path to harmony between individuals. 

2. Reconciliation and the Sacraments, from their source, which is Christ. 

3. Sinful people, i.e. the choices of individual persons. 

4. Those changes are inevitably incomplete, of short duration, even counterproductive and 

ultimately vain and ineffective. Without conversion to Christ they will not last. 

5. For example, overturning Roe v. Wade would not suddenly end the need for a pro-life 

movement, and having more gun control laws would not suddenly end gun-related violence. 

The key to addressing many of these deep-seated issues begins with a personal response from 

us. We have to acknowledge and repent of our own personal sins and turn to Christ. Until we 

experience conversion — not just as individuals, but as a culture — we will not get to the root 

cause of our societal issues. 

6. List one example of a policy or action that contributed or contributes in some way to racism as 

a structure of sin. 

ӹ 

ӹ 

ӹ 

The U.S. Supreme Court 

The national Executive Branch 

State governments 

Handout B: Moses, after Michelagenlo, 1875, by Mary Edmonia Lewis 


2. His is depicted with horns (based on the translation from the Vulgate which describes Moses 

a “cornuta” for “horned” which also has the connotation of “emitting rays” or “shining.”). He is 

holding the tablets of the law in his left hand. 

3. Accept reasoned answers. He may appear to be protecting them, and he appears to have a 

look of intensity or even anger on this face, perhaps directed at the people who had begun 

worshipping the golden calf. 


5. The literal meaning is that, through Moses, God led the Israelities out of Egypt, freeing the 

people from slavery. God freed His Chosen People from slavery through Moses and established 

them as a nation and then, under David, as a kingdom. God fully revealed Himself in Jesus Christ 

and saved His people from sin and death. 

6. Students may suggest the theme would have appealed to Lewis because in her time African 

Americans were freed from slavery throughout the Southern U.S. It is a complex endeavor to 

discover an artist’s intentions; we ought not assume all art created by an artist reflects themes 

related to their race or ethnicity. 



Handout C: Background Essay—Institutional Racism and Social Sin in U.S. 

History 

1. Accepted examples given in the Background Essay and/or others from U.S. history. 

2. Because sin is always a personal act. 

3. When we truly forgive someone, we do not keep bringing up what the person did to us. To 

forgive means to stop holding that fault against them and move forward in reconciliation and 

love. 


Handout D: A Structure of Sin in the U.S. 

Note that suggested responses are taken from the mini-lecture notes in the lesson plan. 

1. It means the person is not in control of their own assets, but rather that control is given to a 

“trustee” who will make decisions on behalf of the person. Children typically will have property 

held in trust until they reach a certain age. 

2. The U.S. Supreme Court held in 1831 decision in Cherokee Nation v. Georgia (1831) that Indian 

tribes were “domestic dependent nations” and that they were effectively in need of protection 

by the U.S. — their relationship to the U.S. was “that of a ward to his guardian.” 

3. Accept reasoned answers, leading students to the conclusion that Native Amreicans are being 

denied the ability to use their God-given faculties to fulfill their moral responsibilities. We all 

have a duty to upload the common good through the fulfillment of our personal responsibilities 

(CCC 1914), Native Americans on reservations are unable to take responsibility for their own 

lives and their families to the degree all other Americans can because they cannot own their 

own property, or use their land as collateral for business loans, and are thereby handicapped at 

entrepreneurial efforts. They have no right to develop their lands which contain vast amounts 

of natural resources. It seems hard to deny that disproportionately high levels of poverty, 

alcoholism, and social problems are rooted in their unequal treatment under the law. 

Handout E: Equality and Equity 


2. Are we the way we are because of our genes, or because of how we were raised and the 

conditions we grew up in? 



Reflection 

Accept reasoned answers. 

92 


Racism in U.S. History 

LESSON 8 



ӹ 

ӹ 

ӹ 

ӹ 

The U.S. is unlike any other nation in the world in 

that it is founded on the principle that all have equal 

God-given rights and dignity. This was a radical idea 

in 1776, and one that the nation did not live up to at 

that time. 

The U.S. has taken important and lasting steps 

towards the principle of equality. 

Americans from various walks of life have 

contributed to efforts to end racial injustice. 

Reasonable people can disagree on the extent to 

which the U.S. has lived up to her founding principle 

of equality. 




ӹ CCC 1934–1935 

ӹ CCC 2262 

Key Questions 

ӹ 

ӹ 

ӹ 

What are some ways racism has affected the course of 

American history? 

Why is racism contrary to Catholic teaching and U.S. 

founding principles? 

Are U.S. founding principles fundamentally flawed, or 

are they good despite our frequent failure to live up to 

them? 


What has been is what will be, and what has been 

done is what will be done; and there is nothing new 

under the sun. 

from ECCLESIASTES 1:9 (RSV) 

Everyone who hates his brother is a murderer, 

and you know that no murderer has eternal life 

remaining in him. 


93

Lesson Plan 

Materials 

ӹ Teacher Resource/Handout A: 

ӹ 

Handout D: Racism in 

Homework Research Strips 

the U.S. Mini-DBQ 

ӹ 

Handout B: Golden Rule 

ӹ 

Teacher Resource: Founding 

by Norman Rockwell 

Documents Timeline 

ӹ 

Handout C: Research Charts 

What Is a DBQ? 

This lesson contains a document-based question, which asks students to examine and analyze 

texts including writings, political cartoons, photographs, and others, and synthesize what 

they learn in order to craft a response to a key, overarching question. DBQs can be a great 

way to teach not only content, but important critical thinking skills as well. 


A. In advance of the lesson, photocopy and cut out the strips from Teacher Resource: Homework 

Research Strips. 

B. Give each student one strip from Teacher Resource: Homework Research Strips. For homework 

they should research the individual or event on the strip and write a one-sentence summary of 

how the person/event relates to racial injustice in the U.S. and/or the effort to end it. 

Variation: Rather than making this a homework assignment, you could cut out the completed 

strips from the Answer Key and hand one to each student at the beginning of class. 



Lord, You alone are the Center in which I find rest. Give me Your arm to support me, Your 

shoulders to carry me, Your breast to lean upon, Your Cross to uphold me, Your Body to nourish 

me. In You, Lord, I sleep and rest in peace.— St. Rose Philippine Duchesne 

Warm-Up 

A. Display the image on Handout A: Golden Rule by Norman Rockwell. Give students as much time 

as possible to view the painting in silence. If you are close enough to New York, consider an inperson 

visit to see the mosaic of this work at the United Nations Headquarters. 




94 


LESSON PLAN 


directions. 

D. Write the pair of Scripture quotes from the Biblical Touchstones on the board and spend a few 

moments in silence meditating on them. 

Activity 

A. Proceeding in chronological order of the strips from Teacher Resource: Homework Research 

Strips, call on students to share the information they learned from their homework. 

ӹ 

ӹ 

ӹ 

As an enrichment option, you might ask students to introduce themselves as the person and 

explain who they are. If they have a historical event or document, they could report on it as 

though they are a journalist reporting on it, e.g “It’s 1868 and the 14th Amendment has been 

ratified, granting citizenship to former slaves…” and so forth. 

Use the Answer Key to fill in important information students may have missed in their 

research. 

Distribute B: Research Chart and have the class fill it in as their classmates report on the 

items listed. 

Wrap-Up 

A. Have students begin working on Handout C: Racism in the U.S. Mini-DBQ and finish it for 

homework. Call attention to the fact that there is not a single correct answer to the key 

question; reasonable people can disagree on the extent to which the U.S. has lived up to her 

founding principle of equality. 

B. Students can use Handout B to make notes and plan their essays. You may also provide 

students with Teacher Resource: Founding Documents Timeline as a support in writing their 

essays. 

Racism in U.S. History 

95

HANDOUT A 

Golden Rule 

BY NORMAN ROCKWELL (1961) 

Printed by permission of the Norman Rockwell Family Agency. Copyright ©1961 

the Norman Rockwell Family Entities. Norman Rockwell (1894-1978), Golden 

Rule, 1961. Oil on canvas, 44 1/2” x 39 1/2”. Story illustration for The Saturday 

Evening Post, April 1, 1961. Norman Rockwell Museum Collections. 

96 


HANDOUT A 

Golden Rule by Norman Rockwell 

Directions: 




1. How would you describe this painting? Where is your eye drawn? What at is your favorite part? 

2. Have you heard of Norman Rockwell? Who is he? What do you associate with him as an artist? 

3. The U.S. is unlike any other nation in the world in that it is founded on the principle of equality 

for all. This was a radical idea in 1776, and one that the nation did not live up to at that time. 

Why do you think the idea of equality for all does not sound so radical to us today? 

4. The name of this painting is “Golden Rule.” What is the Golden Rule? 

5. What references can you find in this painting to Christ’s teaching of the Corporal and Spiritual 

Works of Mercy? 

6. How does the Golden Rule apply to the sin of racism? How did Jesus respond to those who 

hated Him? Did He only forgive those people who asked for forgiveness? What can we learn 

from this fact? 

7. The Pontifical Commission on Justice and Peace writes, “A change of heart cannot occur 

without strengthening spiritual convictions regarding respect for other races and ethnic 

groups…. We particularly ask pastors, preachers, teachers and catechists to explain the true 

teaching of Scripture and Tradition about the origin of all people in God, their final common 

destiny in the Kingdom of God, the value of the precept of fraternal love, and the total 

incompatibility between racist exclusivism and the universal calling of all to the same salvation 

in Jesus Christ.” (Quoted in the USCCB’s Open Wide Our Hearts). Why is the Gospel message of 

salvation in Jesus Christ completely incompatible with racism? 

Racism in U.S. History 97

HANDOUT B 

Research Charts 

Directions: 

Fill in the first two columns on the chart below as your classmates report on their 

research. You will use the right-hand column for another activity. 

Selection of Church Documents 

Document Date and Main Idea Key Question Notes 

Dum Diversas 

Sicut Dudum 

Sublimis Deus 

Catholicae Ecclesiae 

Pacem in Terris 

Selection of U.S. Supreme Court Cases 

Document Date and Ruling Key Question Notes 

Cherokee Nation v. Georgia 

Dred Scott v. Sanford 

United States v. Cruikshank 

Yick Wo v. Hopkins 

98 


Document Date and Ruling Key Question Notes 

Plessy v. Feurgeson 

Korematsu v. U.S. 

Brown v. Topeka Board of 

Education 

Loving v. Virginia 

Regents of the University of 

California v. Bakke 

Notes on Historical Figures 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 

_______________________________________________________________________________________________________ 


HANDOUT C 

Racism in the U.S. Mini-DBQ 

Directions: 

First, skim over each document and answer the question(s) that goes with it. Then 

use at least 5 documents, along with your own knowledge of Church and U.S. history 

to answer the Key Question. 

Key Question 

To what extent do U.S. founding principles align with Catholic teaching, and how has the 

U.S. lived up to those principes? 

Documents 

ӹ 1 John 3:15 

ӹ Catechism of the Catholic Church 1934-5, 2262 

ӹ Declaration of Independence, 1776 

ӹ 

Appeal to the Christian Women of 

the South, Angelina Grimke, 1836 

ӹ Dred Scott v. Sanford, 1857 

ӹ 13th Amendment, 1865 

ӹ 

Harper’s Weekly Cartoon by Thomas 

Nast, “Mr. G. O’Rilla & Usual Irish 

Way of Doing Things,” 1871 

ӹ Ida B. Wells, quotation, c. 1894 

ӹ The Thankful Poor, 1894, 

Henry Ossawa Tanner 

ӹ 

“I Have a Dream” Address, Dr. 

Martin Luther King, Jr., 1963 

ӹ 

Frederick Douglass, Civil Rights 

Case Address, 1883 

ӹ 

USCCB Executive Committee statement 

in support of the establishment of a new 

Ad Hoc Committee on Racism, 2017 

1 John 3:15 

Everyone who hates his brother is a murderer, and you know that no murderer has eternal life 

remaining in him. 

ӹ 

How does this Scripture verse help you understand the Fifth Commandment: “thou shalt not kill”? 

100 


Catechism of the Catholic Church, Nos 1934-5, 2262 

Created in the image of the one God and 

equally endowed with rational souls, all 

men have the same nature and the same 

origin. Redeemed by the sacrifice of Christ, 

all are called to participate in the same 

divine beatitude: all therefore enjoy an equal 

dignity. 

The equality of men rests essentially on their 

dignity as persons and the rights that flow 

from it: 

Every form of social or cultural discrimination 

in fundamental personal rights on the grounds 

of sex, race, color, social conditions, language, 

or religion must be curbed and eradicated as 

incompatible with God’s design…. 

In the Sermon on the Mount, the Lord recalls the 

commandment, “You shall not kill,” and adds to it 

the proscription of anger, hatred, and vengeance. 

Going further, Christ asks his disciples to turn the 

other cheek, to love their enemies… 

ӹ 

How do we know that all people have equal dignity? 

Declaration of Independence (excerpt), 1776 

We hold these truths to be self-evident, that all 

men are created equal, that they are endowed 

by their Creator with certain unalienable 

Rights, that among these are Life, Liberty and 

the pursuit of Happiness.--That to secure these 

rights, Governments are instituted among Men, 

deriving their just powers from the consent of 

the governed… 

ӹ 

ӹ 

The Declaration asserted all people are created equal and have equal God-given rights. How 

does this statement compare to Catholic teaching? 

From what form of government were the colonies separating? Why would this statement be 

especially controversial when it was made? 

Appeal to the Christian Women of the South (excerpt), Angelina Grimke, 1836 

I know you do not make the laws, but I also 

know that you are the wives and mothers, the 

sisters and daughters of those who do; and if you 

really suppose you can do nothing to overthrow 

slavery, you are greatly mistaken. You can do 

much in every way: four things I will name. 1st. 

You can read on this subject. 2d. You can pray 

over this subject. 3d. You can speak on this 

subject. 4th. You can act on this subject…. 

But you will perhaps say, such a course of 

conduct would inevitably expose us to great 

suffering. Yes! my christian friends, I believe 

it would, but this will not excuse you or any 

one else for the neglect of duty. If Prophets 

and Apostles, Martyrs, and Reformers had 

not been willing to suffer for the truth’s sake, 

where would the world have been now? If 

they had said, we cannot speak the truth, we 

cannot do what we believe is right, because 

the laws of our country or public opinion are 

against us, where would our holy religion 

have been now? … 


It is manifest to every reflecting mind, that 

slavery must be abolished; the era in which 

we live, and the light which is overspreading 

the whole world on this subject, clearly show 

that the time cannot be distant when it will be 

done. Now there are only two ways in which 

it can be effected, by moral power or physical 

force, and it is for you to choose which of these 

you prefer. Slavery always has, and always 

will produce insurrections wherever it exists, 

because it is a violation of the natural order of 

things, and no human power can much longer 

perpetuate it. 

ӹ 

Why does Grimke claim that slavery will always produce insurrections? 

Dred Scott v. Sanford, 1857 

Nevertheless, the Court wrote: “The question 

before us is, whether the class of persons 

described [enslaved people] compose a 

portion of this people, and are constituent 

members of this sovereignty? We think they 

are not, and that they are not included, and 

were not intended to be included, under the 

word ‘citizens’ in the Constitution...On the 

contrary, they were at that time considered as 

a subordinate and inferior class of beings, who 

had been subjugated by the dominant race, 

and, whether emancipated or not, yet remained 

subject to their authority, and had no rights 

or privileges but such as those who held the 

power and the Government might choose to 

grant them… 

ӹ 

ӹ 

Dred Scott v. Sanford, 1857 is one of the most infamous and universally condemned Supreme 

Court cases in U.S. history. The Court held that enslaved Africans could never be citizens of the 

U.S. How did the Court attempt to justify this decision? 

What is the role of the Supreme Court? Why do you think the original intent of the founding 

fathers was for it to have no legislative or enforcement powers? 

13th Amendment, 1865 

Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party 

shall have been duly convicted, shall exist within the United States, or any place subject to their 

jurisdiction. 

ӹ 

In plain language, what did the 13th Amendment accomplish? How does this amendment’s 

purpose align with Catholic teaching? 

102 


14th Amendment, Section 1, 1868 

All persons born or naturalized in the United 

States, and subject to the jurisdiction thereof, 

are citizens of the United States and of the 

state wherein they reside. No state shall make 

or enforce any law which shall abridge the 

privileges or immunities of citizens of the 

United States; nor shall any state deprive any 

person of life, liberty, or property, without due 

process of law; nor deny to any person within 

its jurisdiction the equal protection of the laws. 

ӹ 

ӹ 

What did this Amendment accomplish? 

How did this Amendment affect the Dred Scott decision? 

Frederick Douglass, Civil Rights Case Address, 1883 

Note: in this address Douglass was responding 

to the criticism that a law intended to secure 

equality under the law for black Americans was 

an effort to legislate social equality. 

No man can put a chain about the ankle of his 

fellow man, without at last finding the other 

end of it fastened about his own neck…. 

If [a Civil Rights Bill] is a Bill for social equality, 

so is the Declaration of Independence, which 

declares that all men have equal rights; so is the 

Sermon on the Mount, so is the Golden Rule, 

that commands us to do to others as we would 

that others should do to us; so is the Apostolic 

teaching, that of one blood God has made all 

nations to dwell on all the face of the earth; so 

is the Constitution of the United States, and 

so are the laws and customs of every civilized 

country in the world. 

ӹ 

ӹ 

ӹ 

The director of the film The Ten Commandments, famously said “We cannot break the law, 

we only break ourselves against the law.” How does this idea apply to Douglass’s statement? 

Angelina Grimke’s? 

Does Douglass seem to think U.S. founding principles are Christian? 

What would you judge to be the main difference between a “civilized country” and one that is 

uncivilized? 


Harper’s Weekly Cartoon by Thomas Nast, Mr. G. O’Rilla 

& Usual Irish Way of Doing Things, 1871 

ӹ 

ӹ 

What is the title of this 

cartoon? 

How does this cartoon 

evidence the way disliked 

groups of people can be 

dehumanized? 

Ida B. Wells quotation (c. 1894) 

The people must know before they can act, and there is no educator to compare with the press. 

Quoted in Selected Works of Ida B. Wells-Barnett, Oxford University Press, 1991 

ӹ 

ӹ 

ӹ 

How would you put Wells’s statement into your own words? 

How did the founding principles of free speech and press enable Wells in her efforts to end 

injustice? 

What might have gone differently if her publication had been censored as “disinformation” by 

those in power who opposed her? 

104 


The Thankful Poor, 1894, Henry Ossawa Tanner 

ӹ 

Henry Ossawa 

Tanner is considered 

the first African 

American artist to 

earn international 

acclaim. How 

would you describe 

the scene in this 

painting? What 

virtues might the 

artist be trying to 

convey? 

“I Have a Dream” Address (excerpt), Dr. Martin Luther King, Jr., 1963 

When the architects of our republic wrote the 

magnificent words of the Constitution and the 

Declaration of Independence, they were signing 

a promissory note to which every American was 

to fall heir. This note was a promise that all men 

would be guaranteed the inalienable rights of 

life, liberty, and the pursuit of happiness. 

It is obvious today that America has defaulted 

on this promissory note insofar as her citizens 

of color are concerned. Instead of honoring 

this sacred obligation, America has given the 

Negro people a bad check which has come back 

marked “insufficient funds.” But we refuse to 

believe that the bank of justice is bankrupt. 

ӹ 

Does King seem to believe the Founding Documents of the U.S. are fundamentally good, or that 

they are fatally flawed? Explain. 


USCCB Executive Committee statement in support of the establishment of a 

new Ad Hoc Committee on Racism, 2017 

Racism has rightly been called America’s original sin. It remains a blot on our national life and 

continues to cause acts and attitudes of hatred….” 

ӹ 

ӹ 

ӹ 

What is Original Sin? What was the just punishment for Adam and Eve’s sin? 

Why is Original Sin not the end of the story for humanity? What did God offer humanity after 

the first sin of Adam and Eve was committed? What remains behind even after the stain of 

Original Sin has been removed? 

Why do you think the bishops would describe racism as America’s original sin? Do you agree 

with this assessment? Why or why not? 

106 


Homework Research Strips 

TEACHER RESOURCE 

Teacher Note: 

Some blank strips are included so you may add additional individuals/events 

of your choice. You may wish to use the Background Essay from Lesson 7 for 

additional ideas. 

Samuel Sewall 

writes “The 

Selling of Joseph” 

______________ 

year 

Commonwealth 

of Massachusetts 

v. Nathaniel 

______________ 

year 

Jennison 

The Three-Fifths 

Compromise 

______________ 

year 

The Declaration 

of Independence 

______________ 

year 

Pennsylvania 

Abolition Society 

______________ 

year 

The Northwest 

Ordinance 

______________ 

year 

James Edward 

Oglethorpe 

St. Rose Philippine 

Duchesne 

Benjamin Franklin 

___________ – ___________ 

year year 

___________ – ___________ 

year year 

___________ – ___________ 

year year 

Thomas Paine 

writes “African 

Slavery in 

America” 

John Quincy 

Adams & the 

Amistad Defense 

______________ 

year 

______________ 

year 

Dred Scott v. 

Sanford 

______________ 

year 

Cherokee Nation 

v. Georgia 

______________ 

year 

Angelina Grimke 

___________ – ___________ 

year year 

Frederick 

Douglass 

___________ – ___________ 

year year 

Harriet Tubman 

___________ – ___________ 

year year 

Ida B. Wells 

___________ – ___________ 

year year 

Brown v. Board 

of Education 

______________ 

year 

Plessy v. Ferguson 

______________ 

year 


W.E.B. DuBois 

___________ – ___________ 

year year 

Yick Wo v. 

Hopkins 

______________ 

year 

Rosa Parks 

___________ – ___________ 

year year 

Thurgood 

Marshall 

___________ – ___________ 

year year 

United States 

v. Cruikshank 

______________ 

year 

Korematsu v. U.S. 

______________ 

year 

Harriet Beecher 

Stowe 

___________ – ___________ 

year year 

William Lloyd 

Garrison 

___________ – ___________ 

year year 

Pope Gregory 

XVI’s In Supremo 

Apostolatus 

______________ 

year 

Booker T. 

Washington 

___________ – ___________ 

year year 

Pope Paul III’s 

Sublimis Deus 

______________ 

year 

Pope Leo XIII’s 

Catholicae 

Ecclesiae 

______________ 

year 

Servant of God 

Augustus Tolton 

Pope Nicholas V’s 

Dum Diversas 

___________ – ___________ 

year year 

______________ 

year 

Pope Eugene IV’s 

Sicut Dudum, 

“Against the 

Enslaving of Black 

Natives from the 

Canary Islands” 

______________ 

year 

Loving v. Virginia 

______________ 

year 

St. Katharine 

Drexel 

___________ – ___________ 

year year 

Brothers and 

Sisters to Us 

______________ 

year 

Regents of the 

University of 

California v. Bakke 

______________ 

year 

Pope John XXIII’s 

Pacem in Terris 

______________ 

year 

108 


Founding Documents Timeline 

TEACHER RESOURCE 

Document/Year Date and Explanation Key Question Notes 

The Declaration of 

Independence 

The Continental Congress asserted 

that all men are created equal, and 

have inalienable rights. Therefore, 

no one is born with the right to rule 

over others. 

The U.S. 

Constitution (1789) 

The Constitution acknowledged the 

enslaved as “persons.” 

Congress could not outlaw the 

international slave trade until 1808 

(which it did). 

The Constitution allowed slave states 

to count 3/5ths of their enslaved 

populations towards representation 

in Congress. 

The 13th 

Amendment (1865) 

Banned slavery in the U.S. 

The 14th 


Granted citizenship to former slaves, 

banned states from denying due 

process or equal protection under 

the law. 

The 15th 


Protected the right of black men to 

vote. 

The 24th 


Banned states from denying the vote 

to people who failed to pay a poll tax. 


Answer Key 

Handout A: Golden Rule 


2. Accept reasoned answers. Rockwell is typically associated with classic, wholesome imagery 

depicting everyday life of Americans. 

3. Because the idea of equality of all persons spread to many places across the globe in large part 

due to America’s example. The U.S.’s experience of racism is not new. 

4. “Do to others whatever you would have them do to you. This is the law and the prophets.” 

Matthew 7:12. The Golden Rule, put simply, is to treat others as you wish to be treated. 

5. We can see direct references to feeding the hungry (figures holding bowls), praying for the 

living and the dead (several people are shown praying, including some with rosary beads), and 

instructing the ignorant (school children with books). Students may see echoes of clothing the 

naked, comforting the afflicted, or counseling the doubtful among others. As the audience we 

might feel comforted by this image which shows us the brotherhood of mankind. 

6. We would not want to be treated harshly or excluded because of our ethnicity or race, and we 

should not subject others to this kind of treatment. Jesus loved and prayed for those who hated 

Him, and forgave those who crucified Him, telling the Father that they knew not what they did. 

In other words, He forgave us while we were still enemies. 

7. Because all people have equal dignity, and a common destiny — we are all called to salvation in 

Christ. 

Handout B: Research Charts 

Please use the key from Teacher Resource: Homework Research Strips for this worksheet. 

Handout C: Racism in the U.S. Mini-DBQ 

1 John 3:15 

ӹ 

Hate is akin to murder; hatred breaks the Fifth Commandment. 

Catechism of the Catholic Church, Nos 1934-5, 2262 

ӹ 

Because we are all created in the image of God; we have the same nature, origin, and destiny. 

Declaration of Independence (excerpt), 1776 

ӹ 

ӹ 

The Declaration’s statement aligns with Catholic teaching. 

A monarchy. Monarchy rests on the idea that some people are born with the natural power to rule 

over others. 

Appeal to the Christian Women of the South (excerpt), Angelina Grimke, 1836 

ӹ 

Because it is unnatural and a violation of God’s law. 

110 


Dred Scott v. Sanford, 1857 

ӹ 

ӹ 

By saying they were not considered to be citizens at the time the Constitution was ratified, and by 

stating that they were an inferior class of beings. 

To interpret laws in light of the Constitution. Accept reasoned answers. 

13th Amendment, 1865 

ӹ 

It banned slavery in the U.S. This aligns with Catholic teaching on the equal dignity of all persons 

and the encyclicals and Papal Bulls issued on slavery in the New World (from the warm-up). 

14th Amendment, Section 1, 1868 

ӹ 

Granted citizenship to former slaves, banned states from depriving persons of due process or 

equal protection. It overruled the Dred Scott decision since the Supreme Court must follow the 

Constitution. 

Frederick Douglass, Civil Rights Case Address, 1883 

ӹ 

ӹ 

ӹ 

Accept reasoned answers, but all three agree that sin hurts the person who commits the sin as well 

as the persons he harms through his sin. 

He does seem to think so. 

Encourage students to focus on how civilized societies are marked by respect for the rights and 

dignity of all persons, and respect for the rule of law. 

Harper’s Weekly Cartoon by Thomas Nast, “Mr. G. O’Rilla & Usual Irish Way of Doing Things,” 1871 

ӹ 

ӹ 

Mr. G. O’Rilla & Usual Irish Way of Doing Things 

The Irishman is depicted as a monkey. The title of this cartoon likens the Irish to gorillas. When we 

dehumanize persons, it becomes easier in our minds to hurt them. 

Ida B. Wells quotation (c. 1894) 

ӹ 

ӹ 

ӹ 

You have to know about an injustice before you can act to correct it, and the press is the best way 

to inform and educate people. 

Wells exercised her right to freedom of speech and press in order to open people’s eyes to the terror 

of lyching. 

If an outside authority is able to determine what is “misinformation,” they can easily abuse that 

power. Many would have have never even known about lynching. 

The Thankful Poor, 1894, Henry Ossawa Tanner 

ӹ 

The painting shows a peaceful moment of prayer before meals being shared by a father or 

grandfather and child. You may wish to point out the intimacy and simplicity of the scene, the love 

of family, the humble meal about to be shared, and/or the moment of prayer. The painting (and its 

title) communicate virtues of faith, gratitude, humility, and love. 

“I Have a Dream” Address (excerpt), Dr. Martin Luther King, Jr., 1963 

ӹ 

He believes they are good, but that the U.S. has failed to live up to them. 


USCCB Executive Committee statement in support of the establishment of a new Ad Hoc 

Committee on Racism, 2017 

ӹ 

ӹ 

ӹ 

The state of human nature deprived of God’s grace, after the sin of Adam and Eve. It’s just 

punishment is eternal separation from God. 

Because God promised humanity a Savior–Jesus Christ. Jesus gave Himself for our sins and has 

opened Heaven to us. 


Teacher Resource: Homework Research Strips 

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ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

Samuel Sewall writes “The Selling of Joseph,” 1700, First anti-slavery tract in the colonies 

Commonwealth of Massachusetts v. Nathaniel Jennison, 1783, Massachsuetts court decision 

which outlawed slavery in Massachusetts 

The Three-Fifths Compromise, 1787, As a result of a compromise at the Constitutional 

Convention, the Constitution allowed allowed Southern states to count 3/5ths of their slaves 

populations towards federal representation, thereby granting slave states less power in Congress 

than they were demanding. 

The Declaration of Independence, 1776, Declaration issued by the Continental Congress 

separating the British colonies from England, and expressing the then-radical idea that all people 

are created equal. 

Pennsylvania Abolition Society, 1775, First anti-slavery society in the 13 colonies 

The Northwest Ordinance, 1787, Law passed by the Confederation Congress for governance of the 

Northwest Territories. It banned slavery therein and called for the “utmost good faith” in relations 

with Native Americans. 

James Edward Oglethorpe, 1696-1785, Founder of the colony of Georgia; he refused to allow 

slavery there. 

Thomas Paine writes “African Slavery in America”, 1775, Early anti-slavery tract by a prominent 

founding father 

St. Rose Philippine Duchesne (1769-1852), Religious sister who served the Native peoples of the 

American Midwest. 

John Quincy Adams & the Amistad Defense, 1841, Adams (after his term as the sixth president of 

the U.S. had ended) argued that captured men aboard the slave ship Amistad were free. 

Benjamin Franklin ( 1706-1790), First President of the Pennsylvania Abolition Society, the first 

anti-slavery society in the 13 colonies 

Cherokee Nation v. Georgia, 1831, The Supreme Court let stand Georgia laws that stripped the 

Cherokee of their rights and property 

Dred Scott v. Sanford, 1857, The U.S. Supreme Court ruled that enslaved people could never be 

citizens. 

Frederick Douglass (1818-1895), Great author and orator who helped open peoples’ eyes to the 

horrors of slavery 

112 


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ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

Angelina Grimké (1805-1879), South Carolina abolitionist writer and speaker, among the first 

women to speak in public against slavery. 

Ida B. Wells (1862-1931), Influential journalist who brought national attention to the crime of 

lynching. 

Harriet Tubman (1820-1913), Leading abolitionist and former slave who helps hundreds escape to 

freedom via the Underground Railroad. 

Plessy v. Feurgeson, 1896, The U.S. Supreme Court ruled that separate but equal public 

accommodations for blacks and whites were constitutional. 

Brown v. Board of Education, 1954 and Brown II, 1955, The U.S. Supreme Court Court ruled that 

segregation in public schools violated the Equal Protection Clause of the 14th Amendment, and 

schools had to integrate with all deliberate speed. 

Yick Wo v. Hopkins, 1886, The U.S. Supreme Court ruled that unequal enforcement of general laws 

violated the Equal Protection Clause of the 14th Amendment. 

W.E.B. DuBois (1868-1963), American author, the first black person to earn a PhD from Harvard; 

one of the founders of the National Association for the Advancement of Colored People (NAACP). 

Thurgood Marshall (1908-1993), Chief counsel of the NAACP who argued Brown before the U.S. 

Supreme Court, and first black Justice of the United States. 

Rosa Parks (1913-2005), Activist best known for her role in the Montgomery bus boycott–she 

refused to give up her seat to a white man. 

Korematsu v. U.S., 1944, The U.S. Supreme Court held that forced internment of Japanese 

Americans during WWII was constitutional. 

United States v. Cruikshank, 1876, The U.S. Supreme Court ruled that the 14th Amendment did not 

prohibit states from disarming black citizens. 

William Lloyd Garrison (1805-1879), Influential abolitionist, publisher of The Liberator 

Harriet Beecher Stowe (1811-1896), Connecticut author of Uncle Tom’s Cabin, a best-selling novel 

which brought the horrors of slavery to a nationwide audience. 

Booker T. Washington (1856-1915), Author of Up From Slavery, leading civil rights activist, 

author, and orator. 

Pope Gregory XVI’s In Supremo Apostolatus, 1839, Papal Bull that condemned slavery and all the 

unjust practices associated with it. 

Pope Leo XIII’s Catholicae Ecclesiae, 1890, Encyclcial that condemned slavery and affirmed that 

the love of the Church embraces all people. 

Pope Paul III’s Sublimis Deus, 1537, Papal Bull that asserted that slavery was of the devil; 

indigenous people of the Americas were not to be deprived of their liberty or property 

Pope Eugene IV’s Sicut Dudum, 1435 “Against the Enslaving of Black Natives from the Canary 

Islands,” Papal Bull that rebuked slaveholders and set a penalty of excommunication for those who 

did not free their slaves. 


ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

Venerable Augustus Tolton (1854-1897), Born into slavery, the first black man to be ordained a 

priest in the U.S. 

St. Katharine Drexel (1858-1955), Religious sister who stablished 63 schools and 50 missions for 

Native Americans and 50 schools for African Americans, including the first Catholic university in 

the U.S. for African Americans. 

Nicholas V’s Dum Diversas (1452), Papal Bull that granted apostolic permission for the kings 

of Spain and Portugal to conquer Saracens (Muslims) and pagans in African lands and impose 

“perpetual servitude,” thereby legitimizing slavery. 

Regents of the University of California v. Bakke (1978), The U.S. Supreme Court ruled that public 

universities could consider race in admissions but quotas were unconstitutional 

Loving v. Virginia (1967), The Court ruled that laws banning interracial marriage violated the 

Equal Protection Clause of the 14th Amendment. 

Pope John XXIII’s Pacem in Terris (1963), Encyclical that affirmed Catholic teaching that all men 

are equal in natural dignity. 

Brothers and Sisters to Us (1979), Pastoral Letter of the USCCB on Racism on the need to address 

racism and its connection to economic injustice. 

Open Wide Our Hearts: The Enduring Call to Love (2018), Pastoral Letter of the USCCB on Racism 

and the enduring call to love. 

114 


Racism and Solidarity 

LESSON 9 



ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

Solidarity is a uniting principle in society by which 

people bear each other’s sufferings together, make 

sure that material things such as food, clothing, 

and other resources are distributed justly, and 

most importantly, share spiritual goods such as 

prayer and penance. 

When the time came to end segregation in Little 

Rock, AR, the Central High School community did 

not respond in solidarity with the Little Rock Nine. 

The students known as the Little Rock Nine 

displayed great courage in their decision to attend 

Central High School. 

Charity is the greatest social commandment. 

We can find true peace only in Christ. 




ӹ CCC 1423 

ӹ CCC 1939–1941 

Key Questions 

ӹ 

ӹ 

ӹ 

What is solidarity? 

When we have hurt God, ourselves, and others through 

sin, what does He want for us? 

How can practicing solidarity promote justice in society? 


Do not be conquered by evil but 

conquer evil with good. 

from ROMANS 12:21 

Love is patient, love is kind. It is not jealous, 

[love] is not pompous, it is not inflated, it is not 

rude, it does not seek its own interests, it is not 

quick-tempered, it does not brood over injury, 

it does not rejoice over wrongdoing but rejoices 

with the truth. It bears all things, believes all 

things, hopes all things, endures all things. 

from 1 CORINTHIANS 13:4-7 

115

Lesson Plan 

Materials 

ӹ 


ӹ 

Handout C: A Spiritual Reflection 

Essay — Racism and Solidarity 

on Solidarity 

ӹ 

Handout B: The Heroism of the 

Little Rock Nine 


Have students read Handout A: Background Essay — Racism and Solidarity and answer the 




Lord, we ask you to open our hearts and fill them with the light of your love. Shine a light on 

any prejudiced feelings, especially any we are hanging onto deliberately, and cleanse them from 

our hearts. Help us overcome the hurts we have felt, and fill our hearts with your merciful love 

to help us forgive as you do. 

Warm-Up 

A. Write on the board the following quotation: 

“We must take sides. Neutrality helps the oppressor, never the victim. Silence encourages 

the tormentor, never the tormented. Sometimes we must interfere. When human lives are 

endangered, when human dignity is in jeopardy, national borders and sensitivities become 

irrelevant. Wherever men and women are persecuted because of their race, religion, or 

political views, that place must - at that moment - become the center of the universe.” 

— Ellie Weisel 

B. Ask the class if they have heard this idea before, and to put it in their own words. 

C. Then share the definition of solidarity: (n.): A uniting principle in society by which people bear 

each other’s sufferings together, make sure that material things such as food, clothing, and 

other resources are distributed justly, and most importantly, share spiritual goods such as 

prayer and penance. Solidarity is a direct demand of Christian brotherhood. 

D. Explain that failing to speak up when human life and dignity are in jeopardy allows those who 

are committing the oppression to continue unhindered. We should speak out when we see 

injustice, or we are, in a very real sense, failing to do the bare minimum to stop it. Yet speech 

is not enough. We have a Christian duty not just to say words, but to take concrete action that 

must inevitably put our own safety at risk. As Christians, Jesus calls us not to “speak out,” but to 

lay down our very lives for our friends. 

116 


LESSON PLAN 

Activity 

A. Before showing students, preview the 16-minute video “The Little Rock Nine Come Face-To- 

Face With Their Tormentors.” Note that the N-word is spoken (in a quote, at approx 4:30-4:36) in 

this video. The video focuses on an attempt to bring forgiveness and healing. If you do not wish to 

present this video please skip to Step B. 

SophiaOnline.org/LittleRock9 

Discuss the following questions: 

ӹ 

ӹ 

ӹ 

ӹ 

One of the Central High students says, “I knew it was wrong, I was only 15 but I knew at the 

time what I was doing was wrong”. How does this example show the importance of listening 

to our consciences when making decisions? Our consciences, if properly formed, can help us 

avoid sin if we listen to its promptings. It is God’s voice in our heart. 

Do you think the apologies offered in this segment were satisfactory to the Little Rock 

Nine? Accept reasoned answers. 

One of the Little Rock Nine mentions to Oprah that the bulk of students at Central 

High School “did nothing.” How does this relate to the Weisel quote? To world history? 

Throughout history, the vast majority of people do not risk their own safety in order to stand 

against injustice. If more people had been willing to stand up to those who were treating them 

badly, the mistreatment may have stopped. 

In what ways would the experience of the Little Rock Nine have been different if the 

students and faculty had practiced solidarity with them? We cannot know for sure, but at 

the very least they would not have felt so alone, they would have felt loved instead of shunned. 

Even more, with national attention focused on Little Rock, the course of history may have been 

changed. 

B. And/or preview and then show the 5-minute video “Book Trailer: Elizabeth and Hazel: Two 

Women of Little Rock, by David Margolick”: 

SophiaOnline.org/ElizabethandHazel 

Discuss the following questions: 

ӹ 

ӹ 

ӹ 

What do you think was going through Elizabeth’s mind on her way to school? How do you 

think she was feeling? Do you think you could have shown such tremendous courage in 

the face of such obstacles? She was certainly feeling alone, afraid, threatened, and so forth. 


Why do you think the picture of Hazel, her face twisted in anger, was so significant? What 

effect did it have? It was a sign to the world of the ugliness of hatred. It presented a picture of 

racism that was impossible to deny, a sign that could not be ignored. 

Were you surprised to hear that Hazel would lie awake at night, thinking about Elizabeth? 

Why is it not surprising at all? Her conscience was causing her to feel guilt for behaving in 

Racism and Solidarity 

117

LESSON PLAN 

such a sinful manner that caused another human being so much hurt. God’s law is written 

on our hearts, we cannot harm others without harming ourselves. 

ӹ 

ӹ 

How would our own moral lives be different if we were captured on film at our worst 

moments? Accept reasoned answers. 


students and faculty had practiced solidarity with them? We cannot know for sure, but 

at the very least they would not have felt so alone, they would have felt loved instead of 

shunned. Even more, with national attention focused on Little Rock, the course of history 

may have been changed. 

C. Finally, preview and then show the 9-minute video “Little Rock Nine Member Looks Back At 

Integrating White High School In 1957 | Megyn Kelly TODAY”: 

SophiaOnline.org/Beals 

ӹ The Little Rock Nine were 9 black students compared to how many white students? 1800 

ӹ 

ӹ 

ӹ 

ӹ 

What differences does Melba Petillo Beals describe between her school and Central 

High School? She describes the immense structure of Central High School compared to her 

small school with broken furniture and few resources. 

What happened to the Little Rock Nine that Beals did not expect? What did she find 

hardest to deal with? She explains that she expected to be disliked a first as an outsider 

but did not expect the incredible hostility they faced. She explains she could deal with the 

name calling and mean comments but the hitting/physical assaults were intolerable. 

How does Beals seem to have responded spiritually to what happened to her? She seems 

to be at peace with what happened. We cannot know her heart, but she seems to have 

forgiven her tormentors. 


students and faculty had practiced solidarity with them? We cannot know for sure, but 

at the very least they would not have felt so alone, they would have felt loved instead of 

shunned. Even more, with national attention focused on Little Rock, the course of history 

may have been changed. 

D. Give students time to answer the questions on Handout C: The Heroism of the Little Rock 

Nine individually. 

E. Close by recalling how Little Rock Nine member Melba Beals described praying the Lord’s 

Prayer as she walked up the stairs of her school building to escape torment. To end this part 

of the lesson, say together as a class the Lord’s Prayer. 

Wrap-Up 

Have students journal a response on Handout D: A Spiritual Reflection on Solidarity. 

118 


HANDOUT A 

Background Essay — Racism and Solidarity 

Directions: 


Dr. Martin Luther King Jr. is famous for 

saying that injustice anywhere is a threat 

to justice everywhere. Less than a century 

earlier, Frederick Douglass had noted that it is 

impossible to place a chain around our fellow 

man without finding that chain around our own 

neck. 

Both of these Christian men were expressing 

the idea of solidarity. Solidarity is a strong 

unity of will and recognition of human dignity 

between the members of a community; it is 

one of the key principles of Catholic Social 

Teaching. It means that though we are all 

individuals; we are all members of one body. 

What happens to one affects all — when one 

part suffers, we all suffer; we are called to share 

material goods and, especially, spiritual goods. 

The principle of solidarity is another word for 

friendship or charity, in the traditional sense of 

these words (CCC 1939). In the ancient world, 

Aristotle spoke of the importance of political 

friendship. This concept asserts that citizens 

should be joined by a common love and will for 

the good of the community. When a community 

experiences this unity of will, it is strong and 

resilient. Solidarity is the Christian perfection 

of this concept, and it stresses the importance 

of valuing every member of global society as 

equal in dignity and worthy of our love. 

Note that solidarity involves our will — choosing 

to act — and is not just a feeling. Pope St. John 

Paul II explained: “[Solidarity] is not a feeling 

of vague compassion or shallow distress at the 

misfortunes of so many people, both near and 

far. On the contrary, it is a firm and persevering 

determination to commit oneself to the 

common good; that is to say to the good of all 

and of each individual, because we are all really 

responsible for all. This determination is based 

on the solid conviction that what is hindering 

full development is that desire for profit and that 

thirst for power” (Sollicitudo Rei Socialis 38). 

Solidarity is a key principle for a Catholic 

response to racism because, when it is 

practiced, we see others as another self. Jesus 

taught us to love our neighbor as ourselves, and 

to love one another as He has loved us; With 

this teaching He was perfecting the Golden 

Rule, and He showed us what it looks like when 

we love our neighbor as God loves us. 

When we do not practice solidarity, we forget 

that we are all one human family. In 1939, 

Pope Pius XII wrote in Summi Pontificatus, 

of the error of “forgetfulness of that law of 

human solidarity and charity which is dictated 

and imposed by our common origin and by 

the equality of rational nature in all men, 

to whatever people they belong, and by the 

redeeming Sacrifice offered by Jesus Christ on 

the Altar of the Cross to His Heavenly Father 

on behalf of sinful mankind….The Apostle of the 

Gentiles later on makes himself the herald of 

this truth which associates men as brothers in 

one great family…” (35-37). 

Solidarity means we cannot treat certain 

individuals or groups as superior. The 

cultivation of solidarity has many dimensions 

to it in addition to race and ethnicity, for 

example: “solidarity of the poor among 

themselves, between rich and poor, of workers 

Racism and Solidarity 119

among themselves, between employers and 

employees in a business, solidarity among 

nations and peoples. International solidarity is 

a requirement of the moral order; world peace 

depends in part upon this” (CCC 1941). In other 

words, everyone is responsible for overcoming 

whatever prejudices, social barriers, and 

fears alienate people from full participation 

in the social order. Solidarity is a personal 

commitment that each person must make to 

build up the bonds of unity and love in social 

relations. Love is to will the good of another, 

and solidarity represents this commitment to 

love our neighbor not merely in affection and 

sentiment but also by actions that lead to the 

good of all, especially the most vulnerable. 

Solidarity does not mean we lose our 

unique identities or that we do not have a 

responsibility to care in a special way for 

our own families and communities. Loving 

our country, ethnicity, or local community is 

important, and we should take responsibility 

for our own, but the call to solidarity requires 

us to strive for friendship with all. “Solidarity 

helps us to see the ‘other’— whether a person, 

people or nation — not just as some kind of 

instrument, with a work capacity and physical 

strength to be exploited at low cost and then 

discarded when no longer useful, but as our 

‘neighbor,’ a ‘helper’ (cf. Gen. 2:18–20), to be 

made a sharer, on a par with ourselves, in the 

banquet of life to which all are equally invited 

by God” (Sollicitudo Rei Socialis 39). 

Frederick Douglass wrote and spoke extensively 

about the principle of solidarity. 

The USCCB writes on the principle of solidarity 

in Open Wide Our Hearts: “Once “we have come 

to the conviction that one died for all” — and 

not just for ourselves — then “the love of Christ 

impels us” to see others as our brothers and 

sisters (2 Cor 5:14). For, “if [one] part suffers, all 

the parts suffer with it; if one part is honored, 

all the parts share its joy” (1 Cor 12:26). It is the 

love of Christ that binds together the Church, 

and this love reaches out beyond the Church to 

all peoples.” 


1. How would you put the definition of solidarity in your own words? 

2. Why is it important that solidarity is not merely “vague compassion or shallow distress”? 

3. Why do we have a special obligation to help the most vulnerable in our society? 

4. In Caritas in Veritate, Pope Benedict writes, “The development of peoples depends, above all, on 

a recognition that the human race is a single family working together in true communion, not 

simply a group of subjects who happen to live side by side” (53). To what extent do you live this 

teaching out? What can you do to internalize it more strongly? 

120 


HANDOUT B 

The Heroism of the Little Rock Nine 

Directions: 

Respond to the questions after watching the video(s). 

Questions 

1. What stood out to you the most in the video(s) you watched about the experience of the Little 

Rock Nine? 

2. Why do you think more people did not interpose themselves between the Little Rock Nine and 

their tormentors? 

3. In what ways would the experience of the Little Rock Nine have been different if the students 

and faculty had practiced solidarity with them? 

4. When we have hurt God, ourselves, and others through sin, what does He want for us? 

5. Have you ever received an apology on behalf of someone else? (E.g. a friend tells you that 

another friend is sorry for something.) Why is that less than satisfying? 

6. As Catholics, we are called to offer penance for sinners -- in other words, in reparation for 

sins we did not personally commit. If this is so, then why can’t you go to confession, confess 

someone else’s sin, and receive forgiveness for that person? 

7. What is the only way we may find peace after a deep hurt? What if the person who hurt us is 

never sorry? What if they apologize but still make excuses? Finally, even if they are genuinely 

sorry, is hearing their apology always enough to find peace? What else is needed? 

8. What special challenges do you think come with years of deep hurts from numerous, often 

anonymous people? Or with family hurts committed and experienced by people no longer 

living? How is reconciliation possible? 


HANDOUT C 

A Spiritual Reflection on Solidarity 

Directions: 

Read over the selections below in light of solidarity. Which stands out to you most at 

this point in your life, and why? What do you think God wants you to learn from this 

passage? 

St. Maximos the Confessor 

He who busies himself with the sins of others or judges his brother on suspicion, has not yet even 

begun to repent or to examine himself so as to discover his own sins. 

St. Francis of Paola 

Pardon one another so that later on you will not remember the injury. The recollection of an injury 

is itself wrong. It adds to our anger, nurtures our sin, and hates what is good. It is a rusty arrow and 

poison for the soul. It puts all virtue to flight. 

CCC 1889 

Without the help of grace, men would not know how “to discern the often narrow path between 

the cowardice which gives in to evil, and the violence which under the illusion of fighting evil only 

makes it worse.”13 This is the path of charity, that is, of the love of God and of neighbor. Charity is 

the greatest social commandment. It respects others and their rights. It requires the practice of 

justice, and it alone makes us capable of it. Charity inspires a life of self-giving: “Whoever seeks to 

gain his life will lose it, but whoever loses his life will preserve it.” 

1 Corinthians 13:4-7 

Love is patient, love is kind. It is not jealous, [love] is not pompous, it is not inflated, it is not rude, it 

does not seek its own interests, it is not quick-tempered, it does not brood over injury, it does not 

rejoice over wrongdoing but rejoices with the truth. It bears all things, believes all things, hopes all 

things, endures all things. 

122 


Romans 12:9-21 

Let love be sincere; hate what is 

evil, hold on to what is good; 

love one another with mutual affection; 

anticipate one another in showing honor. 

Do not grow slack in zeal, be fervent 

in spirit, serve the Lord. 

Rejoice in hope, endure in affliction, 

persevere in prayer. 

Contribute to the needs of the holy 

ones, exercise hospitality. 

Bless those who persecute [you], 

bless and do not curse them. 

Rejoice with those who rejoice, 

weep with those who weep. 

Have the same regard for one another; do 

not be haughty but associate with the lowly; 

do not be wise in your own estimation. 

Do not repay anyone evil for evil; be concerned 

for what is noble in the sight of all. 

If possible, on your part, live at peace with all. 

Beloved, do not look for revenge but leave room 

for the wrath; for it is written, “Vengeance 

is mine, I will repay, says the Lord.” 

Rather, “if your enemy is hungry, feed 

him; if he is thirsty, give him something 

to drink; for by so doing you will heap 

burning coals upon his head.” 

Do not be conquered by evil but 

conquer evil with good. 

Colossians 3:5-17 

Put to death, then, the parts of you that 

are earthly: immorality, impurity, passion, 

evil desire, and the greed that is idolatry. 

Because of these the wrath of God is 

coming [upon the disobedient]. 

By these you too once conducted 

yourselves, when you lived in that way. 

But now you must put them all away: 

anger, fury, malice, slander, and obscene 

language out of your mouths. 

Stop lying to one another, since you have taken 

off the old self with its practices and have 

put on the new self, which is being renewed, 

for knowledge, in the image of its creator. 

Here there is not Greek and Jew, circumcision 

and uncircumcision, barbarian, Scythian, 

slave, free; but Christ is all and in all. 

Put on then, as God’s chosen ones, holy and 

beloved, heartfelt compassion, kindness, 

humility, gentleness, and patience, bearing 

with one another and forgiving one another, 

if one has a grievance against another; as the 

Lord has forgiven you, so must you also do. 

And over all these put on love, that 

is, the bond of perfection. 

And let the peace of Christ control your 

hearts, the peace into which you were also 

called in one body. And be thankful. 

Let the word of Christ dwell in you richly, as 

in all wisdom you teach and admonish one 

another, singing psalms, hymns, and spiritual 

songs with gratitude in your hearts to God. 

And whatever you do, in word or in deed, do 

everything in the name of the Lord Jesus, 

giving thanks to God the Father through him. 


Answer Key 

Handout A: Background Essay — Racism and Solidarity 

1. Answers should reflect an understanding that we are all one in Christ. All members of the Body 

of Christ are to bear each others’ burdens and share material as well as spiritual goods. When 

one member suffers, we all suffer. 

2. Because we are called to live out solidarity in concrete actions. To love is to will the good of 

another, and solidarity represents this commitment to love our neighbor not merely in affection 

and sentiment but also by actions that lead to the good of all, especially the most vulnerable. 

3. Because it is the vulnerable who need our help most, who need others to stand up for them and 

protect them. Those who are able to help have a grave duty to do so. 


Handout B: The Heroism of the Little Rock Nine 



3. Their suffering would not have been as great, or as long, or may not have happened at all. 

4. When we sin, Jesus wants us to repent and seek forgiveness, and be reconciled to Him and the 

Church. 


6. Answers should reflect an understanding that repentance and conversion are intimately 

personal acts. 

7. Accept reasoned answers, encouraging students to understand the importance of forgiveness 

for our own peace of mind and healing. Peace is a fruit of the Holy Spirit. 

8. Accept reasoned answers, encouraging students to understand that the only way to lasting 

peace in this life is Jesus Christ. 

124 


Racism and Subsidiarity 

LESSON 10 



ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

The health of any state is dependent on the health of 

its smaller communities. 

Subsidiarity is the organizing principle that matters 

are best handled by the smallest, lowest, or least 

centralized authority. 

Social evils stem from individual sins and can only be 

meaningfully addressed or healed on the personal, 

local, or community level. 




ӹ CCC 1883 

ӹ CCC 1885 

ӹ CCC 1894 

No state or larger society should substitute itself for the initiative and responsibility of 

individuals. 

The preservation of the common good is dependent upon individuals taking personal 

responsibility in their communities, loving their neighbors in imitation of Christ. 

Key Questions 

ӹ 

ӹ 

ӹ 

ӹ 

What is the principle of subsidiarity? Why is it supported by the Church? 

Why can it be dangerous to surrender our personal and social responsibilities to 

governing bodies or to the state? 

How does subsidiarity support to the common good, including on a global scale? 

How can an understanding of subsidiarity guide our Catholic response to social injustice 

or sin? 


Each one must examine his own work, and then 

he will have reason to boast with regard to himself 

alone, and not with regard to someone else; for 

each will bear his own load. 


He said in reply, “You shall love the Lord, your God, 

with all your heart, with all your being, with all your 

strength, and with all your mind, and your neighbor 

as yourself.” 

from LUKE 10:27 

125

Lesson Plan 

Materials 

ӹ 


ӹ 

Handout C: Lectio Divina: 

Essay—Subsidiarity and 

The Good Samaritan and 

the Common Good 

Personal Responsibility 

ӹ 

Handout B: Loving Locally 


Have students read Handout A: Background Essay—Personal Responsibility and the Common 

Good and answer the reflection questions. 

Warm-Up 

A. Draw on the board a globe and around it, write the once-popular slogan “Think Globally Act 

Locally.” Ask your students if anyone is familiar with this idea, and/or modern variations that 

focus on buying locally made goods, shopping at farmer’s markets or dining at farm-to-table 

restaurants, etc. Have them share examples and write applicable responses on the board (you 

may choose to contribute your own examples). 

B. Ask the class for the reasoning behind this idea. If we want to take an action that will help the 

whole world, why not act globally? Why act locally? Allow reasoned discussion, guiding students 

to the conclusion that our efforts are best spent locally because those closest to us are those we 

have the strongest ability to help and to influence. 

C. Next, share the following definition of subsidiarity: (n.): The organizing principle that matters 

are best handled by the smallest, lowest, or least centralized authority. You may also wish to 

show the 2.5-minute video at SophiaOnline.org/Subsidiarity. 

D. Explain to your students that this principle of subsidiarity serves the common good of society. 

The Catechism teaches that “Excessive intervention by the state can threaten personal freedom 

and initiative. The teaching of the Church has elaborated the principle of subsidiarity, according 

to which ‘a community of a higher order should not interfere in the internal life of a community 

of a lower order, depriving the latter of its functions, but rather should support it in case of 

need and help to co-ordinate its activity with the activities of the rest of society, always with 

a view to the common good’” (1883). Regardless of its size, a society can only thrive when its 

individual members within local communities take personal responsibility for themselves and 

their neighbors. 

E. Continue to explain that subsidiarity means that a local issue should not be addressed by 

a large, complex, remote organization when it can be addressed by a small, simple, local 

organization that is authentically invested in the common good of the community. This is not 

simply an abstract, ideological principle; following it is more likely to actually bring about a 

better result. 

126 


LESSON PLAN 

F. Provide a practical example by asking the class to imagine a committee in Washington, DC 

making decisions about housing for poor people in their town. Ask questions such as: 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

Who is more likely to have better knowledge of the needs of the people in your town? Those 

who live here. 

What happens if committee members in Washington DC make bad decisions and housing 

does not become available? None of the committee members personally suffers. 

Now imagine a person who lives in this town buys houses to fix up and rent out. Why would 

he likely feel more motivated to help? He is more likely to feel a human, intimate connection 

to those he knows than would be committee members in Washington DC who know no one 

there. 

What happens if he makes bad choices? He personally loses money, he is personally invested 

in this case literally and figuratively! 

Wrap up this thought experiment by asking: Who do you think will work harder and smarter 

to make sure a home in their town is available for people to buy? Committee members in 

Washington, DC, or the builder in the very same town? The builder in town. 

G. Break the class into small groups. Have each group turn to Handout B: Loving Locally and 

complete the activity. When they have finished their business flyers, have each group present, 

or pitch, their local business to the class. 

Activity 

A. Create a quiet, prayerful atmosphere and have students turn to Handout C: Lectio Divina: The 

Good Samaritan and Personal Responsibility. Inform your students that they will be listening 

to Jesus’ Parable of the Good Samaritan. 

B. Explain to your students that in the time of Jesus’ ministry there was intense animosity 

between the Jews, who worshipped God in the Temple in Jerusalem, and the Samaritans who 

had absorbed various idols from other religions and worshipped outside of Jerusalem. This 

difference led to hatred and division between the two groups. 

C. Next, lead the class in the prayer of St. John Chrysostom on the handout. 

D. Then, slowly and prayerfully read aloud the Parable of the Good Samaritan from Luke 10:25–37 

(or have a student volunteer read it aloud to the class). After the Gospel has been read, have 

your students answer the reflection questions. When they are done, have students share 

their answers as part of a class discussion on what the parable teaches us about personal 

responsibility of loving our neighbor and what this looks like in a local community. 

Racism and Subsidiarity 

127

HANDOUT A 

Background Essay — Subsidiarity 

and the Common Good 

The Church teaches us that every human 

community, however large or small, should 

strive for a common good, which is defined as 

“the sum total of social conditions which allow 

people, either as groups or as individuals, to 

reach their fulfillment more fully and more 

easily” (CCC 1906). This common good is meant 

to be pursued by individuals, communities, 

businesses, and authorities alike in order to 

cultivate a society in which every member can 

truly flourish. 

What Is Subsidiarity? 

One of the key social principles that the Church 

proposes in order to secure the common good 

is known as subsidiarity. Subsidiarity principle 

that matters are best handled by the smallest, 

lowest, or least-centralized authority. In other 

words, subsidiarity means that a local issue 

should not be addressed by a large, complex, 

remote organization when it can be addressed 

by a small, simple, local organization that is 

authentically invested in the common good of 

the community. This does not imply that higher 

authorities should be completely excluded 

from cooperating in local affairs, or from 

providing support in cases of emergency, it 

rather prioritizes authority according to nature, 

place, and reason. For example, according to 

the principle of subsidiarity, the decision to put 

up a traffic light at a dangerous intersection 

in a small town in Colorado would be made 

by the town authorities, not by authorities in 

Washington D.C. 

The Good Samaritan by David Teniers the younger. 

128 


By highlighting the vital role of every individual 

in society, subsidiarity promotes social 

responsibility and a sense of stewardship in 

the pursuit of the common good, rather than 

mere reliance on the State. The Catechism 

teaches that “In accordance with the principle 

of subsidiarity, neither the state nor any 

larger society should substitute itself for the 

initiative and responsibility of individuals and 

intermediary bodies” (1894). This limit set on 

state intervention highlights an important 

spiritual truth in the principle of subsidiarity: 

charity and the works of mercy cannot be 

“outsourced.” We cannot rely on higher 

authorities to make a change for the better in 

our community if we are not willing first to take 

on the responsibility of working to make the 

change ourselves. 

The reality of social evils, such as racism, can at 

times be overwhelming for us and may tempt 

us to lose hope that peace can reign in our 

society. Yet the principle of subsidiarity sheds 

light on how we can respond when faced with 

the terrible consequences of social sin. We are 

personally called to pick up our crosses and 

follow Christ, reflecting His divine light into 

our community according to our God-given 

abilities and talents. We can begin by nurturing 

the love of Christ in the one place we do have 

control—our own heart—and then work to 

share that profound love that we have encountered 

in Him with those around us. Regardless 

of their race, creed, or condition, we are called 

to see the beloved face of Christ in everyone 

we meet and let that prompt our speech, 

actions, and disposition toward them. Then, by 

cooperating with God’s grace, we may become 

an image of Christ Himself in the world, and He 

may say to us in the end “whatever you did for 

one of these least brothers of mine, you did for 

me” (Matthew 25:40). 

We are called to see the beloved face 

of Christ in everyone we meet. 


1. What is the common good? Why do you think it worth striving for? 

2. How would you explain the principle of subsidiarity to someone using your own words? 

3. What are the dangers of centralized authority? How does the principle of subsidiarity protect 

society from excessive centralized authority? 

4. What do you think Christ’s words from the Gospel of Matthew require of us? Why? 

5. Keeping in mind the principle of subsidiarity, how can you, as an individual, reflect the love of 

Christ in your family? In your community? 

Racism and Subsidiarity 129

HANDOUT B 

Loving Locally 

Directions: 

Imagine that your group is going to open a local store or business together. When 

your group has agreed on an idea, collaborate to create a large flyer that advertises 

your business, using the principle of subsidiarity as a guide. How will the business 

serve the customer? What are the benefits of patronizing your local business over 

a large chain or online option, etc.? What can you provide that larger businesses 

cannot? Be prepared to pitch your business to the class! 

130 


HANDOUT C 

Lectio Divina: The Good Samaritan and 

Personal Responsibility 

Directions: 

Pray the following prayer together as a class in preparation for hearing the Gospel. 

Then, slowly and prayerfully follow along as the parable of the Good Samaritan from 

Luke 10:25–37 is read aloud. Finally, answer the reflection questions that follow. 

Prayer of St. John Chrysostom before reading Scripture 

O Lord Jesus Christ, open the eyes of my heart that I may hear your word, 

and understand and do your will, for I am a sojourner upon the Earth. 

Hide not your commandments from me, but open my eyes, that I may perceive the 

wonders of your Law. Speak unto me the hidden and secret things of your wisdom. 

On you do I set my hope, O my God, that you shall enlighten my mind and 

understanding with the light of your knowledge; not only to cherish those things 

which are written, but to do them; That in reading the lives and sayings of the 

Saints I may not sin, but that such may serve for my restoration, enlightenment and 

sanctification, for the salvation of my soul, and the inheritance of life everlasting. 

For you are the enlightenment of those who lie in darkness, 

and from you comes every good deed and every gift. 

AMEN 

The Parable of the Good Samaritan 

There was a scholar of the law who stood up 

to test him and said, “Teacher, what must I 

do to inherit eternal life?” Jesus said to him, 

“What is written in the law? How do you read 

it?” He said in reply, “You shall love the Lord, 

your God, with all your heart, with all your 

being, with all your strength, and with all 

your mind, and your neighbor as yourself.” He 

replied to him, “You have answered correctly; 

do this and you will live.” But because he 

wished to justify himself, he said to Jesus, 

“And who is my neighbor?” Jesus replied, “A 

man fell victim to robbers as he went down 

from Jerusalem to Jericho. They stripped and 

beat him and went off leaving him half-dead. 

A priest happened to be going down that 

road, but when he saw him, he passed by on 

the opposite side. Likewise a Levite came to 

the place, and when he saw him, he passed 

by on the opposite side. But a Samaritan 

traveler who came upon him was moved with 

compassion at the sight. He approached the 


victim, poured oil and wine over his wounds 

and bandaged them. Then he lifted him up on 

his own animal, took him to an inn and cared 

for him. The next day he took out two silver 

coins and gave them to the innkeeper with the 

instruction, ‘Take care of him. If you spend 

more than what I have given you, I shall repay 

you on my way back.’ Which of these three, 

in your opinion, was neighbor to the robbers’ 

victim?” He answered, “The one who treated 

him with mercy.” Jesus said to him, “Go and do 

likewise.” 


1. Why does the scholar really ask Jesus “who is my neighbor?” Explain. Have you ever thought 

you knew the whole answer to something, and then realized there was more to it? When? 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

2. The Priest and Levite both see the suffering man, but they both “pass by on the opposite side.” 

Why do you think they removed themselves far away from the man instead of just walking 

directly by him? Considering the role of your conscience, what is the difference between 

keeping your distance from human suffering and coming into direct contact with it? 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

3. The Samaritan man was “moved with compassion” at the sight of the suffering man. What does 

this mean, in your own words? When have you been moved with compassion in your own life? 

What was the reason? 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

4. What three things did the Samaritan do for the suffering man? What particularly struck you 

about the Samaritan’s actions? Why? 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

___________________________________________________________________________________________________ 

132 


5. Do you think human suffering needs to be directly and personally encountered where it exists 

in order for healing to happen? Explain. 

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6. In the time of Jesus’ ministry there was bitter animosity between Samaritans and Jews, and He 

knew this when He told the parable. What deeper meaning might this fact give to the Parable of 

the Good Samaritan? How does the message of Jesus’ teaching show us how to respond to the 

sin of racism in our time? 

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7. In your own words, and in light of Jesus’ parable, who is your neighbor? 

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8. Jesus issues a command at the end of this Gospel: “Go and do likewise.” This command gives 

us a personal responsibility to love our neighbor in imitation of the Good Samaritan. How can 

we do this in our local communities? Based on what you have read so far, how is this command 

related to the principle of subsidiarity? 

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Answer Key 

Handout A: Background Essay—Subsidiarity and the Common Good 

1. The common good is “the sum total of social conditions which allow people, either as groups 

or as individuals, to reach their fulfillment more fully and more easily” (CCC 1906). Accept 



3. The dangers of centralized authority are excessive intervention and the loss of personal or local 

freedoms. The Catechism states “Excessive intervention by the state can threaten personal 

freedom and initiative… ‘a community of a higher order should not interfere in the internal 

life of a community of a lower order, depriving the latter of its functions, but rather should 

support it in case of need and help to co-ordinate its activity with the activities of the rest of 

society, always with a view to the common good’” (CCC 1883). Subsidiarity protects society 

from the potential overreach of centralized and remote authoritarianism by insulating smaller 

communities with their own local governing bodies. In the United Sates, the Constitution 

outlines a system of checks and balances to prevent centralized authority, as well as 

establishing local and regional governing bodies, elected by the people and answerable to them, 

that are necessarily invested in the communities they govern. The goal of subsidiarity is not to 

replace higher authorities, but to promote cooperation and restrict unnecessary intervention. 



Handout C: Lectio Divina: The Good Samaritan and Personal Responsibility 

1. He asked not because he earnestly wanted to know the answer, but because he thought he 

knew the already knew the answer and sought to justify himself before others. He felt that he 

was a righteous man according to the letter of the law, and wanted Jesus to acknowledge this. 


2. Accept reasoned answers. If we “look the other way” or keep our distance from people who 

are suffering, we are not required to act in the moment or confront the fact that someone is 

in need and we are able to help. We can avoid the problem if we keep our distance and tell 

ourselves that someone else is better equipped to help. But when we come into direct contact 

with real suffering, we cannot avoid the issue, even though we might become uncomfortable 

and not know what to do or say. The voice of our conscience speaks louder the closer we are to 

human suffering, calling us, if we listen to it, to show mercy like the Good Samaritan. 


4. He poured oil and wine over the man’s wounds and bandaged them. Then he lifted him up on 

his own animal, took him to an inn, and cared for him. Finally, he paid an innkeeper to care for 

the man, promising to pay more if needed on his return journey. Accept reasoned answers. 


134 


6. Jesus used an existing tension in society in order to highlight how the charity we are called to 

show our neighbor, by God’s will and design, must transcend rivalries, hatred, creed, religion, 

or race. The fact that it was a Samaritan, a person hated by the Jews, who came to the aid of the 

wounded man in the parable reveals the deeper, divine meaning of Jesus’ message: “You have 

heard that it was said, ‘You shall love your neighbor and hate your enemy.’ But I say to you, love 

your enemies, and pray for those who persecute you, that you may be children of your heavenly 

Father, for he makes his sun rise on the bad and the good, and causes rain to fall on the just 

and the unjust. For if you love those who love you, what recompense will you have? Do not the 

tax collectors do the same? And if you greet your brothers only, what is unusual about that? Do 

not the pagans do the same? So be perfect, just as your heavenly Father is perfect” (Matthew 

5:43–48). 

7. Accept reasoned answers. All men and women; every person we encounter in our lives. 



Notes 

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136 


Personal Conversion and 

Graces of the Holy Spirit 

LESSON 11 



ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

We are inclined to sin and need the elevating power 

of God’s grace in order to help us know and love as 

we ought. 

The Holy Spirit offers us the grace to overcome 

racism in our hearts. 

By charity, we love our fellow brothers and sisters 

as made in the image of God and called to share in 

eternal happiness with him. Any hatred or dismissal 

of someone based upon their race or culture is 

utterly against this virtue. 

We are also made capable of loving more perfectly through the gifts and 

fruits of the Holy Spirit. 

Bartolomé de Las Casas, a former slave-holder who became slavery’s most 

outspoken critic in the New World, gives us an example of the radical 

change that conversion brings. 




ӹ CCC 1822 

ӹ CCC 1825 

ӹ CCC 1831-32 

ӹ CCC 1840-45 

Key Questions 

ӹ 

ӹ 

How can racism be overcome in our own hearts? 

Why is any consideration of perfecting human society outside of a 

consideration of the healing power of grace doomed to fail? 


So faith, hope, love remain, these three; but the 

greatest of these is love. 

from 1 CORINTHIANS 13:13 

The fruit of the Spirit is love, joy, peace, patience, 

kindness, generosity, faithfulness, gentleness, selfcontrol 

from GALATIANS 5:22B-23A 

137

Lesson Plan 

Materials 

ӹ 

Handout A: Background Essay– 

ӹ 

Handout C: Biography of 

Personal Conversion and the 

Bartolomé de las Casas 

Fruits of the Holy Spirit 

ӹ 

Handout D: Reflection and Action 

ӹ 

Handout B: The Conversion of 

Saint Paul by Luca Giordano 



Direct, we beseech you, O Lord, our actions by your holy inspirations, 

and carry them on by your gracious assistance, 

that every prayer and work of ours may begin always with you, 

and through you come to completion. 

Through Christ our Lord. 

Amen. 


Have students read Handout A: Background Essay—Personal Conversion and the Fruits of the 

Holy Spirit and answer the reflection questions. 

Warm-Up 

A. Display the image on Handout B: The Conversion of Saint Paul by Luca Giordano. Give students 

as much time as possible to view the painting in silence. 





directions. 

Activity I 

A. Open up a discussion about what sort of things are impossible through our own efforts alone, 

but that we can do with God’s help. In fact, the answer is everything! 

1. For example, on the natural level, we can work to get better at academics, sports, games, 

family life, etc. 

2. On the supernatural level, we practice our religion, receive the Sacraments, etc. 

138 


LESSON PLAN 

B. Specifically call attention to the Gifts of the Holy Spirit: We can participate in a higher form 

of action through these gifts; we act with the Holy Spirit in performing charitable works. 

C. Then explain that while standing up for what is right may be difficult and counter-cultural, 

it is possible with God’s help of grace. 

D. Continue to explain in a mini-lecture: 

The example of Bartolomé de las Casas shows us that conversion from the sin of racism 

and slavery is possible. In fact, it is those who have experienced conversion who are 

often the most eloquent witnesses of the evils and dangers of their former way of life. 

Christ is the way, the truth, and the life. By coming to know and love God more, we will 

be turned to know the truth that he wishes to share with us. While knowing and loving 

God does not make our lives suddenly easier, it does show us the truth and value of 

creation. By this, we can come to see the need to love every human as being lovingly 

created by God. 

Bartolomé was a Spanish settler in the New World. There, he owned slaves and 

participated in the exploitation of the natives for personal gain. However, by the grace 

of God, Bartolomé converted from this evil. Upon reading Sacred Scripture (from the 

Book of Ecclesiasticus, or Sirach) he came to recognize the horrors of slavery and 

his need to combat it. He returned to Spain to recruit men to preach against slavery 

and exploitation. Bartolomé later became a Dominican friar. As a priest (and later as a 

bishop), he preached throughout the Spanish colonies on the rights and dignities of the 

natives. This former slave owner spent nearly 50 years fighting against slavery and for 

the ethical treatment of all people. 

E. Have students read the information on Handout C: Biography of Bartolomé de las Casas 

and, together with a partner, have them complete Part I by writing three (or more!) 

connections they can make between the life of las Casas and the background essay on 

Handout A. 

F. Invite students to share their responses to Part II. Emphasize that morality (understanding 

and doing the right thing) is not a matter of public opinion. Through the Gospel and God’s 

grace, we can know with certainty what the truth is and how we should act. 

Activity II and Wrap-up 

A. Have students spend a few quiet moments reflecting on the prompts on Handout D: 

Reflection and Action. 

B. Put students into pairs and assign each pair one of the virtues on the handout. After pairs 

have shared responses with the class, students should compose their prayers individually. 

Personal Conversion and Graces of the Holy Spirit 

139

HANDOUT A 

Background Essay — Personal Conversion 

and the Fruits of the Holy Spirit 

If one were to pick out the least likely man 

in Palestine to become a Christian, Saul of 

Tarsus would have been hard to beat. And yet, 

it happened. Saul went from approving the 

murder of an innocent Christian, St. Stephen, 

to eventually giving his own life for the same 

Gospel that St. Stephen died for. Saul, who 

after his conversion changed his name to Paul 

(meaning “small”), shows us both the possibility 

of conversion and the effects that conversion 

brings about in the soul. 

Along the road to Damascus, Saul met Christ 

and his heart was converted. Christ spoke to 

Saul personally, telling Saul how his persecution 

of others was also a persecution of Christ 

himself. Through this encounter, Saul began to 

both understand and act for the conversion of 

others. The hatred that had consumed his soul 

was transformed into charity (or divine love) for 

his neighbor. 

Fundamentally, conversion is the gift of the 

theological virtues of faith, hope, and charity. 

Described by St. Paul himself in 1 Corinthians 

13:13, the theological virtues unite the soul to 

God by a mode higher than we ourselves are 

naturally capable. 

Each of the theological virtues perfects the soul 

in a particular way: 

ӹ By faith, the intellect is perfected to know 

that God exists and that his revelation is 

true. 

ӹ By hope, one desires what God has 

promised to each of us personally, namely 

communion with him in Heaven. 

The Conversion of Saint Paul by Caravaggio. 

ӹ By charity, one comes to love God as a 

friend and highest good. 

ӹ By these gifts, we are more conformed to 

Christ and made co-heirs to his promise 

and sons and daughters of God. 

The theological virtues given in conversion are 

necessary because we are fallen creatures: our 

intellect and wills have been damaged. However, 

in common discussions on racial hatred, there 

can be a tendency to treat such evils as solely 

a problem of the intellect or knowledge. Even 

our term of “ignorance” (literally “not-knowing”) 

reveals this belief. Efforts by many to raise 

140 


awareness of racial injustices are not enough; 

we must also share the reality of conversion. 

Evil is not solely a product of ignorance in the 

intellect, but of weakness in the will as well. 

One can see many well-intentioned efforts to 

reduce racism through education (such as adcampaigns 

or public demonstrations) that have 

not really touched hearts. It is not just the mind, 

but the heart as well that must be converted to 

the good. As St. Paul says in Romans, “For I do 

not do the good I want, but I do the evil I do not 

want.” (7:19) In order to overcome racism, there 

must be a greater conversion than just in the 

intellect. 

The good news is that such a conversion is 

possible. Our wills and intellects may not be 

perfect now, but they can be elevated and 

perfected through the gift of God’s grace. Any 

consideration of perfecting human society 

outside of a consideration of the healing power 

of grace is bound to be incomplete. 

There have been numerous examples 

throughout history of attempts at forming 

utopias without God. All have ended in 

catastrophe. In the 20th century alone, 

both fascist and communist revolutions that 

denied God and tried to form a more perfect 

society based on reason alone brought about 

the deaths of tens of millions. Without God, 

humanity’s attempts at forming a more perfect 

world are doomed to fail. But, through the 

theological virtues of faith, hope, and charity, 

both the intellect and the will are brought into 

conformity with God. As the Catechism of the 

Catholic Church quotes St. Gregory of Nyssa, 

“The goal of a virtuous life is to become like 

God” (1803). God, who himself is love, shares 

himself with us in a particular way through the 

theological virtues given in conversion. In each 

and every conversion to God, the beginnings 

of such a virtuous and God-like life is planted 

within us. 

This is not to say that after a conversion, we are 

free from any inclination to hatred and sin. Far 

from it. For most of us, our conversion (or the 

beginning of the theological virtues) occurred 

at our Baptism as infants. However, Baptism 

does not protect us from all future sins. St. Paul 

speaks of still having “thorn in the flesh”, or an 

attachment to sin, even after his conversion. 

Nevertheless, the possibility of turning back to 

the Lord is always there. Principally, this is done 

through the Sacrament of Confession. While we 

ourselves, both collectively and individually, fail 

to love God and our brothers and sisters as we 

ought, reconversion is always possible. 

Conversion is possible and good because 

God has promised it and there are countless 

examples throughout history. Beyond St. Paul, 

the history of the Church is filled with great 

conversion stories. For example, Bartolomé de 

las Casas was an early Spanish settler and slaveowner 

in the New World. One day he heard a 

el Apóstol de los Gentiles, by El Greco 

Personal Conversion and Graces of the Holy Spirit 141

homily by a priest that harshly criticized the 

evil actions of the colonists. Moved, de las 

Casas turned to Christ. Eventually, he became 

a priest and an advocate for the indigenous 

people and the enslaved throughout the New 

World. Christ touched his heart to repent and 

turned him into a powerful witness of the 

message of the Gospel. 

Let us look at how charity (or love) affects the 

soul, the corresponding fruits and gifts of the 

Holy Spirit, and how such a reality can give us 

hope when dealing with the scourge of racism 

within our society. By charity, we come to 

know and love our neighbor as ourselves. When 

someone becomes another self, there can be 

no possibility of racial prejudice or hatred. In 

charity, a shared humanity is understood and 

loved as another creature made in the image 

and likeness of God. Charity involves willing 

the authentic good of another, meaning their 

salvation. 

In the Catechism of the Catholic Church’s 

discussion on charity, it turns to St. Paul. 

(wisdom, understanding, counsel, fortitude, 

knowledge, piety, and fear of the Lord) were 

originally described by the prophet Isaiah, and 

St. Paul follows in this tradition by describing 

those who are led by the Spirit as “If children, 

then heirs, heirs of God and fellow heirs 

with Christ” (Romans 8:17). If we are called 

to be fellow heirs with Christ, then we must 

recognize our shared dignity with all mankind. 

Finally, the fruits of the Holy Spirit are also 

given to us by God as first fruits of eternal 

glory. Once again, they are described by St. 

Paul: charity, joy, peace, patience, kindness, 

goodness, generosity, gentleness, faithfulness, 

modesty, self-control, and chastity (CCC 1832). 

With the fruits, we understand more of what 

God is calling each of us to. We are not meant 

for mediocrity or a lukewarm attitude towards 

others. Rather, we are called to perfect love for 

our neighbor. There is no possibility of racial 

hatred that can accompany true Christian 

charity. As the First Letter of St. John states, “If 

anyone says, ‘I love God,’ but hates his brother, 

The Apostle Paul has given an incomparable 

depiction of charity: “charity is patient and 

kind, charity is not jealous or boastful; it 

is not arrogant or rude. Charity does not 

insist on its own way; it is not irritable or 

resentful; it does not rejoice at wrong, but 

rejoices in the right. Charity bears all things, 

believes all things, hopes all things, endures 

all things.” 

Accompanying the theological virtue are the 

gifts and fruits of the Holy Spirit. The gifts 

make one able to respond to the promptings 

of the Holy Spirit for growth in holiness. Even 

after conversion, God is continually at work 

in us to grow closer to him. By a continued 

conversion, through the gifts of the Holy 

Spirit, we are made more capable of loving 

our neighbor more perfectly. The seven gifts 

Pope Benedict XVI, photo by Peter Nguyen.Image 

License: Creative Commons Attribution 2.0 Generic. 

142 


he is a liar” (4:20). This extends to those we may 

not know well, or even to those we may not 

naturally like. As Pope Benedict wrote in the 

encyclical Deus Caritas Est “Love of neighbor 

is thus shown to be possible in the way 

proclaimed by the Bible, by Jesus. It consists in 

the very fact that, in God and with God, I love 

even the person whom I do not like or even 

know. This can only take place on the basis of 

an intimate encounter with God, an encounter 

which has become a communion of will, even 

affecting my feelings” (18). 

Despite his past actions, God called St. Paul to 

share in his own life and preach the Gospel. It is 

remarkable that someone who had participated 

in Christian persecutions became one of the 

greatest writers on the meaning of Divine 

love. Much of what the Church teaches today 

on conversion and the duty to love all men 

comes from St. Paul. While we may think today 

that overcoming great evils, such as racial 

injustice, seems impossible, St. Paul gives us a 

counter-example. The theological virtues make 

perfection possible. We may be fallen creatures 

who are weak and sinful, but God invites us to 

Through the gift of fortitude, the Holy Spirit 

helps martyrs such as St. Charles Lwanga 

persevere in Christ even to death. Saint 

Charles Lwanga courtesy Phillip K. 

share in something much greater that we could 

have ever hoped for. Through charity, we share 

in God’s own love. Through it, we can come 

to recognize and value each person and each 

culture in light of Divine love. 


1. What are the theological virtues? What does each do? 

2. Why are the theological virtues necessary? 

3. Why is racial prejudice incompatible with Christian charity? 


HANDOUT B 

The Conversion of Saint Paul 

BY LUCA GIORDANO (C. 1690) 

144 


HANDOUT B 

Sacred Art: The Conversion of Saint Paul 

Directions: 




1. What do you first notice about this painting? 

2. How would you describe the action in the scene? 

3. What is the source of light in the painting? What do you think this signifies? 

4. How does this painting convey the reality of conversion? 


HANDOUT B 

Biography of Bartolomé de las Casas 

by ALICE KNIGHT, 1917 

Bartolomé de las Casas was the only priest 

on the island of Cuba, and at Pentecost he 

arranged to go and preach and say mass in the 

new town of Sancti Spiritus. In looking for a 

text, he came across some verses in the book of 

Ecclesiasticus, which made him stop and think 

whether after all he was right in making the 

Indians work for him as slaves. As de las Casas 

read these verses he seemed to hear the voice 

of God speaking to his heart. At last his eyes 

were opened, and he saw plainly that it was 

neither right to take the lands and the property 

of the natives nor to hold them as slaves. 

For Bartolomé de Las Casas to see the right was 

always to do it. He resolved at once to give up 

his own Indians and to preach against enslaving 

them. He knew very well that if he did this they 

might, and probably would, fall into the hands 

of those who would not treat them so kindly, 

but he realized that he could not preach to 

others against slavery while he continued to 

possess slaves himself. Therefore, he went at 

once to the governor and told him what he had 

resolved to do. The governor was very much 

astonished, and begged him to consider well 

what he was doing and at least to take fifteen 

days to think it over. But de las Casas refused 

to take even one day, saying that his mind was 

made up. 

Bartolomé de las Casas preached constantly 

and earnestly on the sin of holding the natives 

in slavery; but although the Spaniards were 

frightened, they were not turned from their evil 

Portrait of Bartolomé de Las Casas (c. 1484–1566). 

ways, and de las Casas resolved to go to Spain 

and see if he could not so present the matter 

to the King that the whole system of dividing 

up the Indians and their lands among the white 

men, to be their property, might be done away 

with. 

In spite of all obstacles, however, new laws 

were finally passed for the Indies. By these laws 

the Spaniards were forbidden to divide the 

Indians among themselves and force them to 

work without reward. 

146 



1. Who wrote this document and when did she write it? 

2. Write down three connections you can make between this episode in the life of las Casas and 

the content of the Background Essay. 

3. Discuss with your partner: 

4. What prompted Bartolomé de las Casas’ conversion on slavery? What does that teach us about 

conversion? 

5. Why is it easier to agree with common opinion than to stand up for what is right? What does 

the example of Bartolomé de las Casas teach us about the power of God’s grace? 

6. How can we work towards ending all forms of injustice? 


HANDOUT D 

Reflection and Action 

I. Reflection 

Directions: 

Reflect on the following questions quietly. 

1. When was the first time you recall noticing that someone had a different skin color than you? 

2. What are your first memories of being around someone who was really different than you? 

3. Are there any people in your close circles who have different racial or ethnic backgrounds? 

Have you ever talked to them about it? 

4. When was the first time you heard a racial slur? 

5. Is there someone whose comments or opinions influence your thoughts about race? 

6. When was the first time you heard a racist joke? Did you laugh at it? 

7. Have you ever seen someone get treated differently because of their race? How did you react? 

8. Has a racial slur ever been directed at you? How did it make you feel? 

9. Have you ever assumed or made a rash judgment about a person because of the way they look? 

Have you ever grouped someone in with others of their racial group, and made assumptions 

about them based on that? 

10. Has there been a time when you felt embarrassed or upset because you were told you behaved 

in a prejudiced or racist way? What led to that happening? 

11. What are your thoughts on race and racism now? Do you believe it is a problem in people’s 

hearts? Do you think the world has institutions that perpetuate racism? 

Based upon your reflection questions, assess yourself. Do you participate in any way in the 

perpetuation of prejudice in the world? Have you let it happen around you, even if you don’t 

do it yourself? Are you affected by the existence of racism and prejudice in our world? Do 

you want hatred and prejudice to end? What can be done? 

148 


II. Developing a Course of Action 

Directions: 

With a group, focus on your assigned item(s) and determine how that grace could 

help people strive to eliminate racism. Be prepared to explain your ideas to the class. 

Graces of the Holy Spirit 

Faith 

Aligning our intellect with God’s Truth 

Love 

To will the good of the other 

Hope 

Aligning our will with a desire for Heaven and Divine union 

Wisdom 

Prudence 

Seeing the world in light of the highest end of man; the desire to 

contemplate God 

Right judgement in action 

Justice 

Perfects our will, and enables us to give to each their due. 

Fortitude 

Helps us overcome fear and maintain our will in the face of obstacles 

Counsel 

Knowledge 

Piety 

A perfected and supernatural version of prudence, involving sanctifying 

grace 

A perfected and supernatural version of Faith, allowing us to see life the 

way God sees it 

Desire born out of love to worship God and serve Him 

Understanding 

Helps us grasp the essence of the truths of our faith 

Reconciliation 

Confirmation 

Eucharist 

Heals damage done by sin and restores our relationship with God; 

increases sanctifying grace 

Completes the initiation begun in Baptism by imparting the gifts of the 

Holy Spirit; prepares a soul to serve the Church’s mission 

The source and summit of the Christian life; true communion with the 

Person of Jesus Christ himself 


III. Write a Prayer to Make the Action Concrete 

Directions: 

For this portion of the lesson, work individually. Open your heart to the healing 

presence of the Holy Spirit, and write a prayer you can use to invite the Spirit into 

your life. Include specific requests for graces of the Spirit. 

(For example: Holy Spirit, grant me wisdom as I encounter people I am unfamiliar 

with, and let me always have the courage to run to Reconciliation after I’ve thought or 

said something that hurts someone’s dignity.) 

______________________________________________________________________________________________ 

______________________________________________________________________________________________ 

______________________________________________________________________________________________ 

______________________________________________________________________________________________ 

______________________________________________________________________________________________ 

______________________________________________________________________________________________ 

______________________________________________________________________________________________ 

______________________________________________________________________________________________ 

______________________________________________________________________________________________ 

It is the Eucharist that unites the faithful into the one Body of Christ and sustains us in 

communion with God and with one another in Christ. 

150 


Answer Key 

Handout A: Background Essay—Personal Conversion 

and the Fruits of the Holy Spirit 

1. Faith perfects our knowledge, by which we know that God exists and that the Christian 

revelation is true; Hope perfects our wills, causing us to desire union with God in Heaven; 

Charity is the theological virtue by which we love God above all things for his own sake, and our 

neighbor as ourselves for the love of God. 

2. The theological virtues are necessary because we are fallen creatures, with damaged intellects 

and wills. As St. Paul says, we often do that which we do not wish to do. We are inclined to sin 

and need the elevating power of God’s grace in order to help us know as we ought and to love 

our brothers and sisters as we ought. 

3. By charity, we love our fellow brothers and sisters as made in the image of God and called to 

share in eternal happiness with him. They become “another self” that we are called to love 

as God loves. Any hatred or dismissal of someone based upon their race or culture is utterly 

against this virtue. We are also made capable of loving more perfectly through the gifts and 

fruits of the Holy Spirit. 

Handout B: The Conversion of St. Paul 

1. Accept reasoned answers. Encourage students to notice details. 

2. Accept reasoned answers, for example the scene appears dramatic, active, dynamic, potent, 

energetic, powerful, full of motion, and so forth. 

3. The source of light is coming from the Sky; student may say the light signifies the Holy Spirit, or 

Jesus Christ, or that Paul has just had an encounter with the Living God. 

4. The painting conveys the reality that true conversion is a life-changing event, no one in this 

painting will ever be the same. 

Handout C: Biography of Bartolomé de las Casas 

Part I 

This history was written by Alice Knight, 1917 

Possible answers may include: 

1. Both St. Paul and de la Cases experienced conversion through an encounter with Christ. 

2. Despite being a slaveholder (even though he was a priest), Bartolomé de las Casas was turned 

from his sin by God. 

3. Conversion is possible. Even though sin exists, God is able to change hearts. 

4. We rely on God in order to achieve such acts of conversion. They are not simply a matter of our 

own choices. 

5. God works through us to accomplish something greater. 

6. The Gifts of the Holy Spirit show how God is continually at work. After his conversion to oppose 

slavery, Bartolomé de las Casas continued to be led by God to bravely preach against slavery. 


Part II 

Possible answers may include: 

1. It was through reading the Bible that Bartolomé de las Casas came to understand the evil of 

slavery. It is God who wants us to turn from sin. By staying close to God, including reading the 

Bible, we can be led to understand better how we are to love God and one another. 

2. We can be naturally afraid of standing out. It is quite difficult to oppose a crowd. We can be 

afraid of what it will cost us. Bartolomé de las Casas shows us that with God’s help, we can 

always stand up for what is right. 

3. Through the Gospel and the grace of God, we can share with the world the truth about the 

goodness of each person, their dignity, and our responsibilities. 

152 


Christ Is the Victory 

LESSON 12 



ӹ 

ӹ 

ӹ 

ӹ 

“Even though Christ’s victory over sin and death is 

complete, we still live in a world affected by them.” 

(Open Wide Our Hearts) 

Ultimately, sin can only be overcome through Christ’s 

grace which effects change in hearts. 

Because Christ reveals to us what it is to be human, 

Christians have a special responsibility to uphold the 

dignity of all human beings and to preach about the 

evils of racism. 

Because God’s grace works at a personal level, the 

conversion and transformation of entire cultures is 

entirely possible. 




ӹ CCC 355–361 

ӹ CCC 1929–1939 

Key Questions 

ӹ 

ӹ 

ӹ 

Why will education never be enough to eradicate sin, 

including the sin of racism? 

What are some ways we know the Christian message 

is universal? 

How did Our Lady evangelize a continent? 


When Jesus saw his mother and the disciple 

there whom he loved, he said to his mother, 

“Woman, behold, your son.” Then he said to the 

disciple, “Behold, your mother.” And from that 

hour the disciple took her into his home. 

Now those who had been scattered 

went about preaching the word. 

from ACTS 8:4 

from JOHN 19:26-27 

153

Lesson Plan 

Materials 

ӹ 


ӹ 

Handout B: Transforming 

Essay — Christ Is the Victory 

Cultures — Our Lady of Guadalupe 


Have older students read Handout A: Background Essay — Christ is the Victory and answer the 




Virgin of Guadalupe, Mother of the Americas, we pray to you. We beg you to grant us a great 

love for all the holy Sacraments, which are, as it were, the signs that your Son left us on earth. 

Most Holy Mother, with the peace of God in our conscience, obtain for us that our hearts may 

be free from evil and hatred, we will be able to bring to all true joy and true peace, which come 

to us from your son, our Lord Jesus Christ, who with God the Father and the Holy Spirit, lives 

and reigns for ever and ever. Amen. 

—Adapted from the Prayer of Pope St. John Paul II, Mexico, January 1979. 

Warm-Up 

A. Project the image of Our Lady of Guadalupe on Handout B: Transforming Cultures — Our Lady 

of Guadalupe. 

B. Discuss and reflect on the image of Our Lady of Guadalupe as a class: 

ӹ 

ӹ 

ӹ 

ӹ 

If you have seen this image before, what do you know about it? 

What is the first thing you notice about the image? 

Can anyone guess how old it is? 

What is your favorite thing about it? 

C. Present the following information to the class in a mini-lecture, and then discuss the questions 

that follow as a large group. 

God works to convert hearts and minds through cultural encounters. In 1531, the Catholic Faith 

had made few converts in Mexico. Hernan Cortes had landed in Mexico in 1519 and conquered 

the Aztecs by 1521. The Aztec religion was a particularly brutal one, with tens of thousands of 

people tortured and sacrificed offered each year to appease their fearsome gods. Missionaries 

from Spain had attempted to evangelize the indigenous peoples with little success. No amount 

of evangelizing and catechizing the native people could make them see that Catholicism was a 

religion of a loving God that was open to everyone. However, in 1541, a contemporary historian 

reported that around 9 million indigenous people had converted. What had changed in ten 

years? A mysterious Lady had appeared to a poor peasant named Juan Diego. 

154 


LESSON PLAN 

ӹ 

ӹ 

Our Lady appeared to Juan Diego and spoke with him as an indigenous woman. Why do you 

think she did so? Accept reasoned answers. Some may say she may have done so because Mary 

is everyone’s mother, and mothers look and talk like their children. 

What significance does that have? 

• Accept reasoned answers, being sure to discuss at least two important points: 

• First, Our Lady of Guadalupe showed the indigenous people that the Gospel message was 

not limited to one race or culture, but was meant for all nations. She appeared to them 

as they were, demonstrating their share in the salvific work of her son, Jesus Christ. The 

Incarnation had great relevance for them. 

• Second, like all sins, racism is a perversion of something good that God has created. When 

the indigenous people learned she had appeared as one of them, do you think they thought 

in the abstract about the universality of her message? Or is it more likely they simply saw 

her as one of their own? We cannot know for certain what they thought, of course, but 

it is good and natural to have a special love for one’s own people. When this special love 

becomes disordered, leading us to believe in our own peoples’ superiority over others, we 

begin to commit the sin, rooted in pride, of prejudice or racism. 

Note: Some students may not realize at first that it is good to have a special care for one’s 

own people. If you anticipate students challenging this point, we recommend presenting 

Handout A: A Human Family from Lesson 5, Sin is the Root of Racism before Handout B. 

This exercise takes a Socratic approach, helping students discover why it is true. 

ӹ 

What cultural change came about as a result of this encounter? 

Explain that the Aztecs practiced human sacrifice on a wide-scale, while the Spanish 

themselves had committed atrocities. Nevertheless, the hearts of millions were changed 

through real conversion. In 1895, the apparition of Our Lady of Guadalupe was approved 

by Pope Leo XIII. 50 years later, in 1946, just after the end of the Second World War, Pope 

Pius XII named her “Patroness of the Americas.” 

Activity 

Distribute Handout B and have students read it silently or read it aloud as a class. Then have 

students reflect on the questions in pairs. 

Wrap Up 

Invite pairs to share their responses,and then connect the story of Our Lady of Guadalupe to what 

you read on Handout A. Our Lady of Guadalupe shows us that more than just education is necessary, 

hearts must be changed. The Spanish alone were not able to convert the indigenous people. Rather, it 

is the grace of God that accomplishes societal change, and a more just and perfect society. 


155

HANDOUT A 

Background Essay: Christ Is the Victory 

Directions: 


Education alone will never be enough to 

eradicate racism. This is partly because 

racial hatred, like any sin, is a failure not only 

of reason, but of the will. We must address 

both of these sources of personal sin — our 

darkened intellect and weakened will — through 

authentically Catholic education, teaching the 

truth of the human person, the significance of 

culture, and the Christian call to perfection. 

And yet those efforts too will fall short. 

Ultimately, sin can only be overcome through 

Christ’s grace which effects change in hearts. 

The Incarnation 

Racial prejudice is possible to overcome 

because of the revealed truth of the human 

person, and the reality of conversion. The God 

who assumed a human nature in order to save 

us continues to change hearts and minds. As 

the Second Vatican Council taught, “by the 

revelation of the mystery of the Father and His 

love, Christ fully reveals man to man himself 

and makes his supreme calling clear” (Gaudium 

et Spes 22). That calling to love is, of course, 

incompatible with and indeed antithetical to 

racism. 

The Incarnation teaches us the dignity and 

value of every human person, and also the 

gravity of sin. In order to free us from sin and 

death, Christ endured the fullness of human 

suffering. The Cross instructs us that our sin 

has real consequences, but that God Himself 

will go to the furthest limits of love in order to 

cleanse us of our sins. 

Cristo Negro (Black Christ), Iglesia de San Felipel, 

Panama. Image courtesy Adam Jones. 

Conversion to Christ 

While we must continue to educate ourselves 

and others of the realities of racism and other 

injustices, we must even more allow our hearts 

and minds to be transformed by Christ, who 

conquered sin and death. We know from 

Christian history that such conversion is always 

possible. 

156 


From the earliest days of the Church, the call 

to evangelize has resulted in the meeting and 

union of cultures from all over the world. At 

Pentecost, people from all over the world heard 

the Apostles preaching the Gospel in their own 

native language. Later, during his travels, St. 

Philip the Deacon baptized an Ethiopian eunuch. 

Likewise St. Paul, who had once persecuted the 

Church, encountered the Risen Christ and spent 

the rest of his life travelling throughout the 

Roman Empire to share the Gospel. 

The Universal Church 

Because God’s grace works at a personal level, 

the conversion and transformation of entire 

cultures is entirely possible. We do not erase 

cultural differences in working to end racism, 

but transform cultures, including our own, 

towards the common good in an understanding 

of our shared human dignity. The Church 

realizes this multiplicity and diversity of 

cultures gathered together throughout the 

world (CCC 814). 

Who would have predicted that the preaching 

of the Twelve Apostles, poor men from a 

troubled province of the Roman Empire, would 

cause a cultural revolution? Early Christians 

encountered resistance and persecution. Yet, 

within several generations Christianity had 

radically changed the Roman Empire. The 

Church was instrumental in building hospitals 

and caring for the poor. Pope St. Gregory the 

Great, a former Roman politician, organized the 

almsgiving of the Church. Rome at the time was 

This sculpture, marking the site of the apparition of the Virgin of Guadalupe, 

shows the people of Mexico bringing gifts to Our Lady 

Christ Is the Victory 157

Stained glass window depicting Christ the King with the regalia of a Byzantine emperor (January 2009). 

Photo by John Stephen Dwyer. Image license: Creative Commons Attribution-Share Alike 3.0 Unported. 

flooded with refugees from Lombard invasions, 

and Gregory ensured that anyone who needed 

assistance would receive it regardless of 

religion or ethnicity. 

Through their reception of the Gospel, the 

morals of the people of the Roman Empire 

changed. The Church’s teaching on the dignity 

of the human person brought to light the evil of 

such practices as slavery and human sacrifice. 

Human sacrifice was also a practice of the 

Aztec empire, which points us to another 

prominent example of cultural change: Our 

Lady of Guadalupe’s appearance to Juan Diego, 

the first indigenous saint from the Americas. 

Our Lady appeared as a Mestiza woman in 

native dress, and the people embraced her as 

they saw her as one of their own. 

Because Christ reveals to us what it is to be 

human, Christians have a special responsibility 

to uphold the dignity of all human beings 

and to preach about the evils of racism. 

Furthermore, because we know personally the 

power of grace, we can also share with the 

world the truth that sin can be overcome. Our 

ultimate goal of Heaven does not diminish our 

responsibilities on earth. As the Catechism of 

the Catholic Church states, “Man’s vocation 

to eternal life does not suppress, but actually 

reinforces, his duty to put into action in this 

world the energies and means received from 

the Creator to serve justice and peace” (CCC 

2820). As all sin wounds communion and human 

solidarity, so all graced action builds up the 

Kingdom of God on earth. 

Perfection in Christ 

A more just earthly society is possible, and 

we can aim for it in confidence that it can be 

accomplished by the grace of God. We are not 

called to mediocrity, but to perfection. Such 

Christian perfection demands the end of racial 

prejudice and a goal of proper justice for all 

people. Justice “consists in the constant and 

firm will to give their due to God and neighbor” 

(CCC 1807). We cannot consider ourselves to 

158 


e a just society if people are excluded from 

the means necessary to fulfill their vocation 

and reach their final end in God. Society must 

provide the conditions that allow people to 

obtain what they are due according to their 

nature and vocation. 

Jesus, who overcame sin and death through 

the Cross, can help us overcome our personal 

failings and dismantle societal structures of sin. 

God desires our hearts and minds to be made 

perfect. Such perfection is only possible by His 

love and grace. 


1. Why will education never be enough to eradicate any sin, including racism? What is the danger 

involved in thinking that sin is simply the result of ignorance, or in an attitude that uneducated 

people sinful and educated people are virtuous? 

2. Why is the transformation of entire cultures to Christ possible? 

3. Like all sins, racism perverts something magnificent that God has created. It is natural and good 

to feel a special love for one’s own people. How does Our Lady’s appearance to St. Juan Diego 

show us this truth? 

4. Why do Christians have a special responsibility to fight against the injustice of racism? 

God choose a specific place and time to be born into a 

certain ethnicity. This truth does not diminish the beauty of 

artwork for personal devotion which pictures Jesus Christ 

differently. The Incarnation teaches us the dignity and value 

of every human person, and also the gravity of sin. 


HANDOUT B 

Transforming Cultures – 

Our Lady of Guadalupe 

Directions: 

The following account of the apparition of Our Lady was written by Don Antonio 

Valeriano, a Native American author of the 16th century. Read the account, and then 

discuss the questions that follow in small groups. 

At daybreak one Saturday morning in 

1531, on the very first day of the month 

of December, an Indian named Juan Diego 

was going from the village where he lived 

to Tlatelolco in order to take part in divine 

worship and listen to God’s commandments. 

When he came near the hill called Tepeyac, 

dawn had already come, and Juan Diego heard 

someone calling him from the very top of the 

hill: “Juanito, Juan Dieguito.” 

He went up the hill and caught sight of a lady 

of unearthly grandeur whose clothing was as 

radiant as the sun. She said to him in words 

both gentle and courteous: “Juanito, the 

humblest of my children, know and understand 

that I am the ever virgin Mary, Mother of the 

true God through whom all things live. It is my 

ardent desire that a church be erected here 

so that in it I can show and bestow my love, 

compassion, help, and protection to all who 

inhabit this land and to those others who love 

me, that they might call upon and confide in 

me. Go to the Bishop of Mexico to make known 

to him what I greatly desire. Go and put all your 

efforts into this.” 

When Juan Diego arrived in the presence of the 

Bishop, Fray Juan de Zumarraga, a Franciscan, 

the latter did not seem to believe Juan Diego 

and answered: “Come another time, and I will 

listen at leisure.” 

The Virgin of Guadalupe. 

160 


Juan Diego returned to the hilltop where the 

Heavenly Lady was waiting, and he said to 

her: “My Lady, my maiden, I presented your 

message to the Bishop, but it seemed that he 

did not think it was the truth. For this reason I 

beg you to entrust your message to someone 

more illustrious who might convey it in order 

that they may believe it, for I am only an 

insignificant man.” 

She answered him: “Humblest of my sons, I ask 

that tomorrow you again go to see the Bishop and 

tell him that I, the ever virgin holy Mary, Mother 

of God, am the one who personally sent you.” 

But on the following day, Sunday, the Bishop again 

did not believe Juan Diego and told him that some 

sign was necessary so that he could believe that it 

was the Heavenly Lady herself who sent him. And 

then he dismissed Juan Diego. 

On Monday Juan Diego did not return. His 

uncle, Juan Bernardino, became very ill, and at 

night asked Juan to go to Tlatelolco at daybreak 

to call a priest to hear his confession. Juan 

Diego set out on Tuesday, but he went around 

the hill and passed on the other side, toward 

the east, so as to arrive quickly in Mexico City 

and to avoid being detained by the Heavenly 

Lady. But she came out to meet him on that 

side of the hill and said to him: “Listen and 

understand, my humblest son. There is nothing 

to frighten and distress you. Do not let your 

heart be troubled, and let nothing upset you. Is 

it not I, your Mother, who is here? Are you not 

under my protection? Are you not, fortunately, 

in my care? Do not let your uncle’s illness 

distress you. It is certain that he has already 

been cured. Go up to the hilltop, my son, where 

you will find flowers of various kinds. Cut them, 

and bring them into my presence.” 

When Juan Diego reached the peak, he was 

astonished that so many Castilian roses had burst 

forth at a time when the frost was severe. He 

carried the roses in the folds of his tilma (mantle) 

to the Heavenly Lady. She said to him: “My son, 

this is the proof and the sign which you will bring 

to the Bishop so that he will see my will in it. You 

are my ambassador, very worthy of trust.” 

Juan Diego set out on his way, now content and 

sure of succeeding. On arriving in the Bishop’s 

presence, he told him: “My lord, I did what 

you asked. The Heavenly Lady complied with 

your request and fulfilled it. She sent me to the 

hilltop to cut some Castilian roses and told me 

to bring them to you in person. And this I am 

doing, so that you can see in them the sign you 

seek in order to carry out her will. Here they 

are; receive them.” 

A prayer mural dedicated to Our Lady of 

Guadalupe in Aguascalientes, Mexico. 

He immediately opened up his white mantle, 

and as all the different Castilian roses scattered 

to the ground, there was drawn on the cloak 

and suddenly appeared the precious image of 


the ever virgin Mary, Mother of God, in the 

same manner as it is today and is kept in her 

shrine of Tepeyac. The whole city was stirred 

and came to see and admire her venerable 

image and to offer prayers to her; and following 

the command which the same Heavenly Lady 

gave to Juan Bernardino when she restored him 

to health, they called her by the name that she 

herself had used: “the ever-virgin holy Mary of 

Guadalupe.” 


1. What did Our Lady first call Juan Diego? What is the meaning of the -ito or -ita ending in 

Spanish names? What does this reveal about Our Lady and how she regarded Juan Diego? 

2. Our Lady spoke to Juan Diego in his own language. In various apparitions, Our Lady spoke to 

people in Portugal, France, Rwanda, Italy and other places in their native tongues. What does 

this show us about the Gospel message? About the meaning of Pentecost? 

3. Our Lady appeared as an indigenous woman in native dress and spoke their language, and the 

people embraced her as they saw her as one of their own. Why do you think that Our Lady of 

Guadalupe chose to appear as an indigenous woman? 

4. You may have seen art depicting Jesus and Mary with features of Europeans, Asians, Africans, 

Middle Easterners, etc. Why do you think many artists represent the Holy Family with features 

like their own? 

5. What does the example of Our Lady of Guadalupe teach us about societal conversion and the 

possibility for cultures to change? 

6. In what ways does our present society need conversion? 

162 


Answer Key 

Handout A: Christ is the Victory 

1. Because sin is not just a failure of the intellect, but of the will. Even more, without Christ’s 

grace, we can do nothing. Education does not necessarily lead to virtue, and education without 

virtue is hazardous. 

2. Because Christ’s grace works on individual hearts. Even more, grace works universally and so 

can transform all the members of any group: whether it’s a culture or a country or an institution 

or a family. 

3. No one is closer to Jesus than Mary, who was conceived without sin. If Mary does something, 

we can know it is good! Mary is really our mother, and mothers look like their children! Mary 

knows we feel a good and natural affection towards our own people, and made use of this part 

of our nature in delivering a message so we might be more receptive to it. 

4. Because Christ has shown us what it means to be human. And since we know personally the 

power of grace, we can also share with the world the truth that sin can be overcome. 

Handout B: Transforming Cultures–Our Lady of Guadalupe 

1. Juanito which literally means “little Juan.” It shows a certain tenderness, such as that of a 

mother towards a child. 

2. Our lady embraces all languages to show the universality of the Gospel. 

3. Students may say Our Lady was showing the people that she was truly their mother and that 

the Incarnation had relevance for them. Our Lady chose to appear to the people as they were in 

order to show them their great dignity, which comes from being made in the image of God. 

4. All races are called to share in the same goal of salvation. It is not sinful to want to see the Holy 

Family depicted as people of our own race. It makes sense to depict the Holy Family in ways 

that connect to all different physical features and ethnicities, because Chritianity transcends 

nationality, ethnicity, race, etc. All Christians are brothers and sisters in Christ. Artistic 

representations of the Holy Family should not be viewed as though they were photographs. 

Rather, they are the artistic expression of a human being. 

5. Change on a societal scale is possible! Within a short period of time, the entirety of a formerlybrutally 

violent culture was converted to the Gospel. 

6. Accept reasoned answers. Our society needs to recognize each person as a child of God, and to 

respect and protect life from conception to natural death. Encourage discussion on racism. 


Notes 

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164 



LESSON 13 



ӹ 

ӹ 

ӹ 

ӹ 

Christ has overcome all sin. He also heals our 

wounds and wants us to forgive as He forgives. 

Sts. Mary Magdalene and Katharine Drexel both had 

an encounter with the Risen Lord, which moved 

them to act. 

A true encounter with Christ changes us and helps 

us accomplish things we never thought possible. 

St. Katharine Drexel is an example of how one 

person can make a tremendous difference in 

changing a culture for the better. 




ӹ CCC 355–361 

ӹ CCC 1929–1939 

Key Questions 

ӹ 

ӹ 

Is there any sin Jesus cannot help us overcome? 

How can one person make a difference in changing 

a culture? 


When he had risen, early on the first day of the week, he appeared first to Mary Magdalene, 

out of whom he had driven seven demons. 

She went and told his companions who were mourning and weeping. 

When they heard that he was alive and had been seen by her, they did not believe. 

from MARK 16:9-11 

165

Lesson Plan 

Materials 

ӹ 

Handout A: The Morning of 

ӹ 

Handout B: Miracles of Jesus 

the Resurrection PowerPoint 

presentation, “The Miracles 

of Christ” available at: 

SophiaInstituteforTeachers.org/ 

CreatedinChristResources 

ӹ 

ӹ 

Handout C: Christ the King 

(optional for younger students) 

St. Katharine Drexel Saint Card 

Handout D: The Difference 

One Person Can Make 



Ever loving God, You called St. Katharine Drexel to teach the message of the Gospel and to 

bring the life of the Eucharist to the African and Native American peoples. By her prayers and 

example, enable us to work for justice for all. Draw us all into the Eucharistic community of 

your Church, that we may be one in you. 

Grant this through Our Lord Jesus Christ, Your Son, who lives and reigns with You and the Holy 

Spirit, one God, forever and ever. Amen. 

Warm-Up 

A. Display the image on Handout A: The Morning of the Resurrection by Edward Burne-Jones. Give 

students as much time as possible to view the painting in silence. 

B. Read Mark Chapter 16:1-11, and explain the tradition of the Myrrh Bearers: In the Eastern 

Tradition of the Church, the Myrrhbearers were the individuals who went to the tomb after 

Jesus died to anoint his body. In the Jewish tradition this would be done for three days after 

someone had died. In the Gospel of Mark, three women are listed, but in some traditions there 

are as many as seven. St. Mary Magdalene, who is shown in our image, is always listed as one of 

the Myrrh Bearers. 

C. Arrange students in pairs or trios and give each group a laminated color copy of Handout A. 

Have students discuss the conversation questions in group, and then share responses as a large 

group, allowing the conversation to go in unexpected directions. 

Activity I 

A. Write the following phrase on the board: “A victor is someone who conquers.” Then ask the 

following questions: 

ӹ 

What does it mean to conquer? Expect answers like: to win, to overcome, to beat, to 

overpower. 

166 


LESSON PLAN 

ӹ 

ӹ 

If someone is a victor what does that mean? Someone who is victorious, someone who has 

won a contest or a struggle, someone who has defeated an enemy or rival. 

How do we know that Christ is the victor over sin and death? Because He rose from the dead. 

Sin and death had no power over Him. 

B. Explain that Our Lord’s miracles reveal His power over sin and death, and reveal His divinity, 

and His victory over sin and death was achieved by His Passion, Death, and Resurrection. We 

know this because of the preaching of the Apostles, and all has been passed on in the deposit of 

faith. By His Death and Resurrection, Christ has set us free and given us new life—a new identity 

in Him. His miracles all point to this in some way. And because of His victory, people of every 

nation and tribe can now be called brothers in Christ. 

Distribute Handout B: Miracles of Jesus to your students. 

C. Download and go over the PowerPoint presentation, “The Miracles of Christ” from: 

SophiaInstituteforTeachers.org/CreatedinChristResources. 

D. As you proceed through the PowerPoint, read aloud the Gospel verses indicated on the notes of 

each slide, or re-tell the story in your own words: 

1. Mark 2: 1-12 

2. John 11: 1-4 

3. John 2: 1-11 

4. Matthew 28 1-8 

5. Mark 6: 45-52 

6. Mark 3: 1-6 

7. Mark 8 1-10 

8. Mark 2:1-12 

Have students fill out the first column on the chart on Handout B as you proceed. 

E. Then go through the images in the slide show a second time and allow your students to answer 

the second column. 

F. As a follow up ask the students the following questions: 

ӹ 

ӹ 

ӹ 

Is there anything Jesus cannot do? No! This would be a good opportunity for you as a 

teacher to witness to your Faith and share with your students a time you forgave someone a 

transgression and Jesus helped you to do so. 

How can he conquer the sin and suffering caused by racism? Explain that racism is a belief 

in the superiority of one’s own race or ethnic group with respect to others. In other words, the 

sin of racism is believing that you are better than other people because of your skin color or 

your ethnicity. 

Can the sin of racism be fixed, and can the wounds be healed? Allow reasoned discussion, 

gently leading students to the conclusion that Christ has overcome all sin, and also heals our 

wounds and wants us to forgive as He forgives. 


167

LESSON PLAN 

ӹ 

ӹ 

ӹ 

Jesus calls us to be not afraid, and to have courage. What are we to do if we feel 

discouraged about sin in the world? Remember that Our Lord suffered and died for us 

because His love for us is so great. He is always waiting for us to approach Him in prayer 

and through the Sacraments. 

What can help build our courage and faith in Christ the victor? Remember that He can 

bring people back to life, and calm the sea, and turn water in wine. He can heal souls and 

hearts. 

How can Christ help us overcome racism? Possible answers include: Open our eyes to 

people in need; give us the ability to forgive and be forgiven; free us from anger toward 

family members, neighbors, and strangers; make our hearts and souls stronger through the 

sacraments; heal the Church from racism here on earth. Affirm students’ responses and how 

we can all learn from each others’ experiences. 

Optional Activity for Younger Students 

A. Print, on magnetic paper if possible, enough copies of Handout C: Christ the King for 

students to assemble the puzzle individually or in groups. 

B. While the children are putting their puzzles together, read Mark 6:30-44, which illustrates 

the power of Jesus Christ. 

C. After reading the passage, emphasize the following points: 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

Jesus shows compassion on his disciples and tells them to rest. 

He sees the crowds and has pity on them and begins to teach. 

It’s dinner time so the disciples suggest sending the people away. 

Jesus, however, performs a miracle by feeding thousands with only five loaves and two fish. 

Jesus can overcome anything! Jesus cares for their souls and their bodies by teaching 

them and giving them food. 

Activity II 

A. Explain in a mini lecture: We look to the shining example of the saints as we seek to imitate 

the love of Christ in our own lives. They show us what it means to truly follow Christ. We 

in the U.S. have the example of a woman who devoted her life to upholding the dignity of 

Black and Native American people, St. Katharine Drexel. She is known for having said, “Have 

a cordial respect for others in heart and mind; if there is any prejudice in the mind we must 

uproot it, or it will pull us down.” These words guided her throughout her long life. 

B. Distribute the St. Katharine Drexel saint card from Appendix A and read it as a class. 

C. Share the following with your students: St. Katharine Drexel founded 145 missions, 12 schools 

for Native American children, and 50 schools for African American children. 

168 


LESSON PLAN 

D. Distribute Handout D: The Difference One Person Can Make. Have the students identify 

the location of the eight schools on the map of the United States. See if they can identify 

which school is closest to you. If possible, visit the schools’ websites and show your 

students pictures of students attending those schools today. 

1. St. Francis de Sales School for Girls, Powhatan, Virginia 

2. St. Mark the Evangelist, Harlem, NYC, New York 

3. St. Peter Claver Catholic School, Macon, Georgia 

4. Xavier University, New Orleans, Louisiana 

5. St. Katharine Drexel Preparatory, New Orleans, Louisiana 

6. St. Catherine’s Indian School, Santa Fe, New Mexico 

7. Immaculate Mother Academy, Nashville, Tennessee 

8. St. Michael Indian School, St. Michael’s, Arizona 

E. Explain that this list is just a fraction of the many schools and missions she founded. One 

person responding to God’s call can have a major impact. 

Wrap Up 

A. Guide your students to reflect on the following: 

Both Mary Magdalene and Katharine Drexel had an encounter with the Risen Lord. This 

encounter moved them to act. A true encounter with Christ changes you and helps you 

accomplish things you never thought possible. Mary Magdalene had the courage to tell 

the Apostles that Christ was Risen. Katharine Drexel had the courage to embark on a 

mission to help those wrongly deemed by society to have less dignity. 

B. Have students journal or sketch for 5-10 minutes in response to this question.When we 

encounter Jesus Christ in the Eucharist and in our lives, how are we called to action in our 

communities? 


169

HANDOUT A 

The Morning of the Resurrection 

BY EDWARD BURNE JONES (1886) 

Oil on wood, 848mm x 1511mm, Tate Britain London, England 

170 


HANDOUT A 

Sacred Art: The Morning of the Resurrection 

Directions: 

Take some time to quietly view and reflect on the art. Read the story of the 

Myrrh Bearers. Then think about the questions below and discuss them with your 

classmates. 

The Story of the Myrrh Bearers 

In the Eastern Tradition of the Church, the Myrrhbearers 

were the individuals who went to the tomb after Jesus died 

to anoint his body. In the Jewish tradition this would be done 

for three days after someone had died. In the Gospel of Mark, 

three women are listed, but in some traditions there are as 

many as seven. St. Mary Magdalene is always listed as one of 

the Myrrh Bearers. 



2. Who are the figures in the painting? 

3. What event has just taken place? Who went to the tomb the day after the Sabbath and why 

were they going there? 

4. How would you describe the expression St. Mary Magdalene has on her face? 

5. What lessons can be learned from St. Mary Magdalene and the other Myrrh Bearers? 


HANDOUT B 

Miracles of Jesus 

Directions: 

For each painting, fill in the chart below based on the class discussion. 

What miracle is Jesus 

performing? 

How is He conquering sin, suffering, 

and death? 

1 

2 

3 

4 

5 

6 

7 

8 

172 


HANDOUT C 

Christ the King (optional for younger students) 


HANDOUT D 

The Difference One Person Can Make 

Directions: 

Find the schools on the list below and plot them on the map below. You may need to 

use a more detailed map to find some of the locations. 

1. St. Michael Indian School 

St. Michael’s, Arizona 

2. St. Mark the Evangelist, Harlem 

New York, New York 

3. St. Peter Claver Catholic School 

Macon, Georgia 

4. Xavier University 

New Orleans, Louisiana 

5. St. Katharine Drexel Preparatory 

New Orleans, Louisiana 

6. St. Catherine’s Indian School 

Santa Fe, New Mexico 

7. Immaculate Mother Academy 

Nashville, Tennessee 

8. St. Francis de Sales School for Girls 

Powhatan, Virginia 

174 


Answer Key 

Handout A: The Morning of the Resurrection 


2. Mary Magdalene, two angels, and Jesus 

3. They are outside of Jesus’ tomb. 


5. Accept reasoned answers. Answers may include courage in the face of fear and love for Jesus 

that helped them overcome their fears. 

Handout B: Miracles of Jesus 

What miracle is Jesus performing? 

How is He conquering sin, suffering, and death? 

1 Healing the Man Born Blind Conquering suffering, and the effects of the Fall 

2 Raising Lazarus from the Dead 

Conquering death, showing He can bring people 

back to life. 

3 

Turning water into wine at the 

Wedding at Cana 

Conquering want (lack of things we need), saving 

the couple from the suffering of embarrassment. 

Jesus provides for all our needs! 

4 Rising from the Dead Conquering death, and sin. 

5 Walking on Water 

Showing that He has power over nature, and can 

conquer death 

6 Healing the Withered Hand Conquering suffering and effects of sin 

7 

Feeding the multitude through 

Multiplication of the Loaves and 

Fishes 

Conquering want (lack of things we need). Jesus 

provides for all our needs! 

8 Healing of the Paralytic Conquering sin, and suffering 


Handout D: The Difference One Person Can Make 

2 

1 

8 

6 

7 

3 

4/5 

176 


APPENDIX A 

Saint Cards 

The Saints provide us wonderful models of holiness, help us 

on our way to Heaven, and help us see the true universality 

of Christ’s saving mission. As a resource to help your 

students learn about the Catholic response to the sin of 

racism, we have compiled short stories of saints from 

varying ethnic backgrounds who served Christ and their 

neighbor in ways that testify to the equal dignity of all 

human beings made in the image of God. 

Note: Many of the lives of the saints are filled with deep 

suffering and violence. Please be sure to preview the 

stories in order to determine if they would be appropriate 

for your students. 

St. Benedict the African 

Benedict was the son of slaves in Italy, though he had been born free. 

One day, a low and ignorant man yelled hateful words to Benedict, 

insulting the color of his dark skin. Those cruel words hurt Benedict. 

But then he remembered how cruel soldiers and the ignorant crowd 

had hurled insults at Jesus on the Cross. Jesus had not gotten angry, 

nor did he use His divine power to punish those who had insulted him. 

Instead, He not only forgave His enemies, He died for them. 

And so Benedict decided to follow Jesus’s example. He restrained 

his anger, even though he was hurt, and the low, ignorant man went 

Image Courtesy 

away. A Franciscan hermit had witnessed Benedict’s patience and 

A. Currell 

forgiveness. He saw that Benedict had a holy soul. The hermit asked 

him if he, too, wanted to become a Franciscan and dedicate his life 

1526–1589 

to the love and service of God. Benedict’s heart filled with joy as he 

Sicily 

realized that God the Father was rewarding him by calling him to 

follow Jesus in a special way. 

Feast Day: 

Benedict became a Franciscan friar and started off as the friary’s 

April 3 

cook. He loved the tastes and smells of the kitchen and serving food 

to his fellow friars, and cooking became a great joy for him. He did not 

stay a cook long, however, and soon became the master of the novices, 

which means that he looked after all young men that were new to 

the Franciscan community. Even though Benedict never learned 

St. Charles Lwanga and Companions 

how to read, he became known for his wise understanding and deep 

spirituality — so much so that he eventually became the superior of his 

religious community. 

A group of priests called the White Fathers traveled to Uganda in 

All throughout his advancements, Benedict’s love for cooking 

Africa, and King Muteesa, the Ugandan king, received them with 

remained. In his later years, he would return to the kitchen to cook for 

friendliness and kindness. Charles Lwanga, a 25-year-old page in the 

his fellow friars. In this, he followed Jesus’s example; even though Jesus 

king’s court, listened to the White Fathers’ message and became a 

is the Son of God and God Himself, He served others when He was 

catechumen (someone who is preparing to be baptized). 

here on earth, even washing His Apostles’ feet during the Last Supper. 

King Muteesa died, and his son, King Mwanga, took the throne. 

So Benedict served his fellow friars although he was their leader, 

The new king was a cruel and sinful ruler who persecuted Christians. 

performing the loving task of cooking their meals. At the age of sixtythree, 

Benedict passed away in a holy death. He was so beloved by his 

The head of the king’s pages was a Catholic, and he begged the king 

to stop his persecutions and to give up his sinful life. Furious, the king 

Saint Charles 

community that the king of Spain ordered a magnificent tomb to be 

had him beheaded. The courageous Charles Lwanga took his place as 

Lwanga, courtesy 

built for the humble friar who had followed Jesus’s example all of his 

Phillip K. the head of the king’s pages. He knew that all the Christians at court 

life. St. Benedict the African, help me to follow Jesus as closely as I can! 

were in danger. Even so, that very night, he sneaked out of the palace 

and went to the White Fathers to be baptized. Then he watched over 

d. 1886 

the secret instruction in the Catholic Faith of the young pages at 

Uganda 

court. 

One day, the king discovered one of the boys studying his 

Feast Day: catechism. Immediately, he ordered all of the pages in the court to 

June 3 

gather before APPENDIX him. Then, A: SAINT in an ominous CARDS voice, he ordered all the 

185 

Christians to reveal themselves. Fifteen boys—including Charles 

Lwanga—stepped forward. The youngest of the boys, Kizito, was only 

13 years old. 

King Mwanga asked the boys if they planned to remain Christians. 

“To death!” all 15 cried. 

The king’s eyes flashed. “So be it!” he cried. And he ordered their 

execution. Soldiers marched Charles Lwanga and his companions 37 

miles to their place of execution. Charles Lwanga held his head high, 

and little Kizito joked and laughed. They were not afraid to die for 

Jesus. 

When they arrived at their place of execution, the prisoners built 

their own funeral pyre. A soldier wrapped Charles Lwanga in a mat 

of sticks and set his feet on fire. His last groan was a prayer to God. 

The rest of the boys were martyred for refusing to give up their Faith. 

They all became glorious martyrs in Heaven. St. Charles Lwanga and 

Companions, help me to be brave for Jesus! 

APPENDIX A: SAINT CARDS 193 

St. Josephine Bakhita ................................................................179 

Sts. Mark Chong Lu-Bai and Alexius U Se-Yong ........................................180 

St. Benedict the African (or the Moor) .................................................181 

St. Peter Claver .....................................................................182 

St. Damien of Molokai ...............................................................183 

St. Juan Diego ......................................................................184 

St. Katharine Drexel .................................................................185 

St. Rose-Philippine Duchesne .........................................................186 

St. Elesbaan of Ethiopia ..............................................................187 

St. Paulus Liu Hanzuo ...............................................................188 

St. Charles Lwanga and Companions ..................................................189 

St. Paul Miki ........................................................................190 

St. Turibius Alfonso de Mogrovejo ....................................................191 

St. Martin de Porres .................................................................192 

APPENDIX A: SAINT CARDS 177

Bl. Miguel Agustin Pro ...............................................................193 

St. Junípero Serra ...................................................................194 

St. Teresa of the Andes ...............................................................195 

St. Kateri Tekakwitha ................................................................196 

Venerable Augustus Tolton ..........................................................197 

Venerable Pierre Toussaint ..........................................................198 

Additional Resources 

ӹ 

ӹ 

ӹ 

ӹ 

ӹ 

5 Hispanic American Saints Perhaps You Didn’t Know: 

SophiaOnline.org/HispanicAmericanSaints 

The Holy Perseverance of Six Black Catholics on the Road to Sainthood: 

SophiaOnline.org/HolyPerseverance 

Black Catholic Saints and Martyrs: SophiaOnline.org/SaintsandMartyrs 

120 Saints and Martyrs of China: SophiaOnlineorg/SaintsofChina 

Asia Icons (Catholicism’s role in Asian culture through the centuries): 

SophiaOnline.org/AsiaIcons 

The stories and coloring pages in this guide are from the 

Day by Day 

Coloring Book 

of Saints 

SOPHIA INSTITUTE PRESS 

Find a saint story and coloring 

page for every day! 

SophiaOnline.org/DayByDay 

178 


St. Josephine Bakhita 

A nine-year-old girl was walking with a friend in the fields of the 

Sudan in Africa. Two strange men appeared and ordered the girl to 

go pick fruit in the forest for them. Her friend they sent away. In the 

forest, the men seized the little girl, brought her to their town, and 

made her a slave. She was so frightened that she forgot her name. 

Because she could not remember her name, the slave raiders called 

her Bakhita, which means “fortunate one.” 

c. 1869–1947 

Sudan 

Feast Day: 

February 8 

But Bakhita did not feel fortunate. In all, she was sold to five 

different masters. One of her masters was especially cruel and would 

beat the young Bakhita terribly. Her fifth master was an Italian man 

named Calixto Leganini, who served as an Italian consul in the Sudan. 

For the first time, Bakhita felt she might be fortunate because Leganini 

did not beat her or whip her. When Leganini returned to Italy, he 

brought Bakhita with him. At the Italian harbor, the wife of one of 

Leganini’s friends, Mrs. Michieli, begged him for one of his slaves. 

Leganini gave Bakhita to Mrs. Michieli. 

Mrs. Michieli took Bakhita home to watch over her daughter. 

When she and her husband left to manage a hotel in the Sudan, 

they left Bakhita and their daughter in Italy under the care of the 

Canossa Sisters of Venice. At the convent, Bakhita’s soul was set free. 

The sisters taught Bakhita about God and His love for her. Bakhita 

realized that she had been longing for God all of her life, but only now 

understood that longing. She was baptized into the Catholic Faith and 

took the name Josephine. 

Soon Mrs. Michieli returned to Italy. She wanted to take Josephine 

Bakhita and her daughter back to Africa. All of her life, Josephine 

Bakhita had done what her masters commanded out of fear. But now 

she knew that she should serve no one but God. She refused to leave 

the convent, and Mrs. Michieli was angry. But the sisters stood by 

Josephine Bakhita. They declared that since slavery was illegal in Italy, 

Josephine Bakhita was free to stay if she wished. 

Josephine Bakhita stayed at the convent and became a nun. Now 

she felt truly fortunate because all of her suffering had brought her to 

God. For the next 50 years of her life, she performed her duties at the 

convent and served God’s poor with quiet humility and love. She even 

forgave her captors. On her deathbed, her last words were “Madonna,” 

a final prayer to Mary. St. Josephine Bakhita, show me how serving 

God sets me free! 


Sts. Mark Chong Lu-Bai and Alexius U Se-Yong 

1795–1866 

and 

1845–1866 

Korea 

The Korean 

Martyrs 

Feast Day: 

March 11 

During the 1800s, Catholicism was outlawed in Korea. Catholic 

missionary priests and Korean converts were hunted down and put to 

death. Among these brave Korean martyrs were Sts. Mark Chong Lu- 

Bai and Alexius U Se-Yong. Mark Chong Lu-Bai was a teacher in Korea. 

One day, he saw two priests put to death for teaching the Catholic 

Faith to the Koreans. The calm and peaceful way they approached 

their death inspired Mark Chong Lu-Bai. He wanted to learn more 

about this Jesus for whom they so willingly died. There were no books 

written in Korean about Jesus, so he found some books about Him 

written in Chinese. The more he read, the more his heart sang within 

him. This Jesus had suffered and died for the whole world. This meant 

that Jesus had died for him, too, and for the people in Korea. 

Even though it was dangerous, Mark Chong Lu-Bai was baptized 

into the Catholic Faith. He became a catechist and taught the Faith to 

other Koreans. One of the converts he taught was the young Alexius 

U Se-Yong. Alexius U Se- Yong was a wealthy nobleman. His family 

was opposed to his conversion, but his heart was so on fire for Jesus 

that he left his rich family to work with the Catholic missionaries. To 

help the missionaries, he translated a catechism into Korean so that 

the people could read about the Faith. 

But then a terrible persecution broke out, and Mark Chong Lu- 

Bai and Alexius U Se-Yong behaved in two very different ways. Mark 

Chong Lu-Bai was offered the chance to escape, but he did not take 

it. He knew that God wanted him to serve the persecuted Koreans 

who were unable to leave. He was caught by his neighbors and family, 

who beat him terribly before they sent him to prison. Through it all, 

Mark Chong Lu-Bai remained strong in his Faith. Alexius U Se-Yong, 

however, did not have Mark Chong Lu-Bai’s strength. His fear was 

stronger than the fire of love in his heart. When the persecutors 

arrived, he gave up his Faith and denied Jesus. Afterward, Alexius U Se- 

Yong was sorry. His fear had made him do a terrible thing. He rushed 

to his bishop, confessed his sin, and received forgiveness. Then he was 

arrested and imprisoned with Mark Chong Lu-Bai. Together they were 

tortured and executed along with other Korean Catholics and became 

glorious martyrs for the Faith. Sts. Mark Chong Lu-Bai and Alexius U 

Se-Yong, please help my heart be full of love for Jesus! 

180 



Benedict was the son of slaves in Italy, though he had been born free. 

One day, a low and ignorant man yelled hateful words to Benedict, 

insulting the color of his dark skin. Those cruel words hurt Benedict. 

But then he remembered how cruel soldiers and the ignorant crowd 

had hurled insults at Jesus on the Cross. Jesus had not gotten angry, 

nor did He use His divine power to punish those who had insulted him. 

Instead, He not only forgave His enemies, He died for them. 


A. Currell 

1526–1589 

Sicily 

Feast Day: 

April 3 

And so Benedict decided to follow Jesus’s example. He restrained 

his anger, even though he was hurt, and the low, ignorant man went 

away. A Franciscan hermit had witnessed Benedict’s patience and 

forgiveness. He saw that Benedict had a holy soul. The hermit asked 

him if he, too, wanted to become a Franciscan and dedicate his life 

to the love and service of God. Benedict’s heart filled with joy as he 

realized that God the Father was rewarding him by calling him to 

follow Jesus in a special way. 

Benedict became a Franciscan friar and started off as the friary’s 

cook. He loved the tastes and smells of the kitchen and serving food 

to his fellow friars, and cooking became a great joy for him. He did not 

stay a cook long, however, and soon became the master of the novices, 

which means that he looked after all young men that were new to 

the Franciscan community. Even though Benedict never learned 

how to read, he became known for his wise understanding and deep 

spirituality — so much so that he eventually became the superior of his 

religious community. 

All throughout his advancements, Benedict’s love for cooking 

remained. In his later years, he would return to the kitchen to cook for 

his fellow friars. In this, he followed Jesus’s example; even though Jesus 

is the Son of God and God Himself, He served others when He was 

here on earth, even washing His Apostles’ feet during the Last Supper. 

So Benedict served his fellow friars although he was their leader, 

performing the loving task of cooking their meals. At the age of sixtythree, 

Benedict passed away in a holy death. He was so beloved by his 

community that the king of Spain ordered a magnificent tomb to be 

built for the humble friar who had followed Jesus’s example all of his 

life. St. Benedict the African, help me to follow Jesus as closely as I can! 


St. Peter Claver 

Peter Claver bravely entered the hold of the ship, carrying medicine, 

food, and wash towels. His heart wept at what he saw there. Enslaved 

people, chained and fettered, were so packed together they could 

barely move. The hull was dark and the air heavy with sweat and 

disease. He knelt among the slaves, washing and applying medicine 

to their wounds. His touch was gentle. His words in the Kongo 

language were kind. His lips formed a silent prayer. 

1581–1654 

Spain 

Feast Day: 

September 9 

Peter was a priest. He had left Spain to become a missionary in 

Cartagena, the great harbor city of Colombia. Ten thousand African 

slaves arrived at the port each year, where they were bought and 

sold. Fr. Peter did not know how men could treat other men so. 

Slavery was evil. The way his Spanish brethren treated the Africans 

was a terrible sin. He would do everything he could to care for the 

slaves and bring them to Jesus. He called himself the “slave of slaves.” 

When the slaves left the ship, Fr. Peter Claver would wrap the sick 

and injured in his cloak and carry them to the hospital. Sometimes, 

his very touch healed the sick. 

To the healthy, Fr. Peter spoke about Jesus and how Jesus had 

died for them. He told them that they were children of God who had 

great worth and dignity, no matter what others told them or how 

they were treated. Peter baptized three hundred thousand African 

slaves. He invited people of all backgrounds to his church, ignoring 

anyone who complained about the African slaves. 

Fr. Peter’s face was always sad. He knew that when people 

rejected the enslaved people, they rejected God. He cared for, taught, 

and baptized slaves until he turned 70 and caught the plague. He did 

not die immediately, but he had to stay in bed for the last four years 

of his life. He offered all of his suffering to God before he died a holy 

death. 

St. Peter Claver, help me to treat everyone like a child of God! 

182 


St. Damien of Molokai 

More than anything, young Damien wanted to be a missionary. His 

older brother had joined the order of the Congregation of the Sacred 

Hearts of Jesus and Mary, and Damien followed in his brother’s 

footsteps and also joined the order. He continued to pray hard to be 

a missionary, but it was his older brother who was selected to go on 

a mission to Hawaii. It seemed as if Br. Damien’s prayer would not be 

answered. 

1840–1889 

Belgium 

Feast Day: 

May 10 

Then, right before he left, Br. Damien’s older brother fell sick, and 

Br. Damien asked to go in his place. Permission was granted, and Br. 

Damien set sail for Hawaii. Soon after Br. Damien landed in Honolulu, 

he was ordained a priest. There was an outbreak of leprosy in the 

kingdom of Hawaii. At that time, leprosy was an incurable disease that 

damaged the skin and the nerves. The Hawaiians were so afraid of 

leprosy that they quarantined the worst cases in a colony on the island 

of Molokai. Not even doctors and nurses went to Molokai because 

they were afraid of catching leprosy, too. Fr. Damien saw that that the 

lepers of Molokai needed a priest to share the love of Jesus with them 

and give them hope. And so he volunteered to go to Molokai. 

Fr. Damien was tough, brave, and determined. He took care 

of the lepers’ bodies as well as their souls. He dressed their sores; 

constructed coffins and dug graves; and built them a school, a 

church, and many homes. Fr. Damien said Mass for the lepers and 

heard their confessions. He told them that their lives were precious 

in the eyes of God. He spent many years comforting them and 

teaching them the Faith. 

One evening, Fr. Damien was preparing his bath, and the water 

was so hot that it was scalding. He accidentally stepped into the hot 

water—but his foot felt nothing. Fr. Damien knew that he had caught 

leprosy. The nerves in his foot were so damaged by the illness that 

he felt no pain from the burning water. But leprosy did not stop Fr. 

Damien. His illness only made him work harder because now he 

knew he had less time to take care of his beloved lepers. He dragged 

his bandaged foot behind him as he traveled from sick bed to sick 

bed. Eventually, a nun traveled to Molokai to take care of him as he 

lay dying. The nun’s name was Sister Marianne Cope. She, too, was a 

missionary and would also become a saint. She promised to carry on 

Fr. Damien’s work and watched over him until he died a holy death. St. 

Damien of Molokai, help me never to be afraid to take care of others! 


St. Juan Diego 

In Mexico, an Aztec boy was born named Cuauhtlatoatzin, which 

means “the Eagle-who-Speaks.” Raised by his uncle, he married a young 

Aztec woman and lived humbly as a farmer. Like all Aztecs, the couple 

worshiped many gods. But the false Aztec gods were very different from 

the one, true God. They were violent and demanded human sacrifice. 


Fr. Lawrence 

Lew, O.P. 

1474–1548 

Mexico 

Feast Day: 

December 9 

Then, the Spaniard Hernán Cortés came and, along with him, the 

Franciscan friars. The friars spoke of Jesus, who loved us so much that 

He died for us. The love of Jesus spoke to Cuauhtlatoatzin’s heart, and 

he and his wife became some of the first Aztecs to be baptized. They 

took the names Juan Diego and Maria Luisa. When Maria Luisa died, 

Juan Diego went to live with his uncle. He lived a simple life of prayer, 

and early every Saturday morning, he made the hour-long walk to 

the Franciscan church near Mexico City to hear Mass in honor of Our 

Lady. One Saturday morning, as he passed by Tepeyac Hill, he heard 

a gentle voice calling his name. Quickly, he climbed the hill, where 

he found the most beautiful woman he had ever seen. Her mestizo 

complexion was radiant. The woman told him that she was Mary, the 

Mother of God, and that she wished him to go to the bishop and ask 

him to build a church in her honor. 

Juan Diego did as Our Lady asked. But he was just a humble man, 

so the bishop did not believe him and asked for a sign. On his return, 

Our Lady promised Juan Diego she would give him a sign the next 

day. The next morning, however, Juan Diego’s uncle fell terribly ill, and 

Juan Diego stayed home. Finally, he went to fetch a priest to give his 

uncle last rites. 

Our Lady appeared to Juan Diego on the road and promised that 

his uncle would be all right. Then, she pointed to the top of Tepeyac 

Hill and told him to gather the roses he would find there. These he 

gathered and showed to the bishop. But when he opened his tilma (a 

cloak), the roses tumbled to the ground, and imprinted on his tilma was 

a miraculous image of Our Lady. The bishop fell on his knees and gave 

thanks to Our Lady for her sign. Juan Diego returned home and found 

his uncle cured, just as Our Lady had promised. 

The bishop built Mary’s church on Tepeyac Hill, which housed 

Mary’s miraculous image. Beside the church was a little hermitage for 

Juan Diego, who spent the rest of his life welcoming pilgrims to the 

church. Many miraculous healings occurred to those who prayed before 

Mary’s image, and millions of Mexican Indians converted to the Catholic 

Faith. St. Juan Diego, help me humbly serve Jesus and Mary! 

184 


St. Katharine Drexel 

Would you give up a life of wealth and comfort to serve those 

whom society viewed as having less dignity because of their race? 

St. Katharine Drexel spent her life in the service of the poor and 

oppressed. 

1858-1955 

United States 

of America 

Feast Day: 

March 3 

Young Katharine was the daughter of a wealthy banker in 

Philadelphia. Raised as a young heiress, she received her education 

from private tutors, toured Europe, and entered into high society. 

But after the experience of nursing her stepmother for three years 

through terminal cancer, she realized that money could not protect 

her from pain and suffering. She grew close to Jesus in the Eucharist 

and through this devotion she was able to see Jesus in the poor and 

oppressed. 

Katharine’s father took her on trips through the western states, 

and she saw the suffering and poverty of the Native Americans. 

She went to visit Pope Leo XIII in Rome and asked that he send 

missionaries to help the Native Americans. She was surprised when the 

pope told her that she should become a missionary herself! Katharine 

listened and joined the Sisters of Mercy in Pittsburgh, Pennsylvania. 

Philadelphia society was shocked! The newspapers ran the 

headline, “Miss Drexel Enters a Catholic Convent—Gives Up Seven 

Million.” People couldn’t believe that Sr. Katharine would give up 

her wealth to serve the poor. Sr. Katharine paid for the printing of a 

catechism in the Navajo language. She founded the Blessed Sacrament 

Sisters and used her fortune to fund its work. The nuns opened 

schools for Native American and African American children. She 

opened more than 60 schools to educate African American and Native 

American children, including Xavier University (still the only Catholic 

historically Black college), dedicating her life and fortune of 20 million 

dollars to helping others. 

Sr. Katharine’s efforts to help African Americans were constantly 

opposed, first with empty legal threats, and eventually with threats 

of violence, including bomb threats. Through it all, Sr. Katharine kept 

her focus on Jesus in the Eucharist and encouraged her sisters to do 

the same so they could continue to serve with true joy. Later in life, Sr. 

Katharine suffered a heart attack, so she had to give up the leadership 

of her order. For her last eighteen years she could barely move because 

of a serious illness. She spent the rest of her life in deep prayer in front 

of the Blessed Sacrament and died a holy death in 1955. St. Katharine 

Drexel, help me to serve the poor and oppressed! 


St. Rose-Philippine Duchesne 


Fr. Lawrence 

Lew, O.P. 

1769–1852 

France 

Feast Day: 

November 18 

Young Philippine Duchesne’s eyes grew wide as the priest told 

stories of his adventures in the New World, where he had brought 

the Gospel from France to the Native Americans, who had never 

heard of Jesus. As she left the church, she dreamed of someday 

becoming a missionary in America to share Jesus’ love with others. 

Many years would go by and she would suffer many trials before 

this dream came to pass. Philippine studied with Visitation nuns at 

their convent on a mountainside. Through her time with the kind, 

prayerful nuns, Philippine discovered that God, too, was calling her 

to join the order. Her family was large and wealthy, and her father 

did not want her to become a nun. He pulled her from the convent 

school, and she spent the last years of her education studying at 

home. But that did not keep her from listening to God’s call, and she 

entered the Visitation order when she turned 19. 

But Sr. Philippine was not a nun for long before the terrors of 

the French Revolution struck and the revolutionaries closed all the 

convents. Sr. Philippine and the other sisters had to flee. For 10 years, 

Sr. Philippine cared for the poor and the sick, living her life as a nun 

out in the world. When the revolution was over, she joined the sisters 

of the Society of the Sacred Heart. 

Now the dream God had placed in Sr. Philippine’s heart since 

she was a child was about to come true. Sr. Philippine’s mother 

superior sent her and four other sisters to Louisiana in America to be 

missionaries. The journey was long, and Sr. Philippine fell so sick she 

almost died! When the sisters finally landed, they discovered that the 

bishop had not prepared a place for them. So they traveled to Saint 

Charles, Missouri, where they built a log cabin and opened a school. 

For many years, Sr. Philippine Duchesne shared the Gospel 

of Jesus in the harsh, pioneering conditions of the Midwest. She 

founded six other houses, along with schools and orphanages, 

and worked to serve the Native American communities. When she 

turned 71, Sr. Philippine was asked to join a mission evangelizing 

the Potawatomi tribe in Kansas. Because she could not learn the 

language, she spent her time there in prayer, and her holiness was 

an inspiration to the people in the tribe. The little children called 

her “Woman-Who-Prays-Always.” Her last years were spent in quiet 

retirement dedicated to prayer. St. Rose-Philippine Duchesne, help 

me to bring God’s love to others through service and prayer! 

186 


St. Elesbaan of Ethiopia 

Elesbaan was the noble Christian king of Axum in Ethiopia. His 

kingdom spanned the shore of the Red Sea deep into the continent, 

and he ruled his people with wisdom and justice. 

Image courtesy 

Parohia Creştină 

Ortodoxă 

d. c. 555 

Ethiopia 

Feast Day: 

October 27 

The nearby Homerite Kingdom was ruled by a cruel king who 

persecuted the Christians in his kingdom. He banished the bishop, 

St. Gregentius, and destroyed the church in the city of Taphar. The 

Christians wept over the ruined stones of the church and begged 

the emperor Justin for help. The emperor turned to King Elesbaan 

for assistance, and the king agreed to save the Christians in the 

Homerite Kingdom. 

King Elesbaan gathered his army and prayed to all the holy 

martyrs in Heaven. He cast out the cruel king and placed a Christian 

king on the throne. Then, he called back St. Gregentius to watch over 

his Christian flock once more. Then, he went to the stones of the 

ruined church of Taphar and ordered it to be rebuilt, laying the first 

stone of the new church himself. 

Back to his great capital city of Axum did Elesbaan return, and for 

many more years did he rule his kingdom with wisdom and justice. 

But his heart spent more and more time thinking about the things of 

God, and perhaps he remembered the love he felt when laying the 

first stone of the new church in Taphar. So he left his kingdom in the 

care of his son, the rightful heir, and sent his golden crown to the 

Church of the Holy Sepulchre in Jerusalem as a sign he was offering 

his kingship up to God. 

One night, in secret, Elesbaan snuck out of the palace and went 

to a holy monastery on a lone mountain. He brought nothing with 

him but a mat and a single cup to drink from. When he entered the 

monastery, he acted like the humblest of the monks, and never once 

gave a single order as if he were still king. There, he spent the rest of 

his life in prayer and sacrifice until he died a holy death. 

St. Elesbaan, help me to offer all of my worldly possessions to God! 


St. Paulus Liu Hanzuo 

Memorial plaque 

for the 120 Martyr 

Saints of China 

1778–1818 

China 

Feast Day: 

February 13 

St. Paulus Liu Hanzuo wished to follow Jesus in all things. He was 

born a Catholic in China and learned about Jesus from his parents. 

The emperors had persecuted Catholics in China through the recent 

past, but for now, Catholics lived in peace. Paulus’s family was poor, 

and when Paulus was little, he was a shepherd. As he watched over 

his goats and sheep from the shade of a tree, he must have thought 

about how Jesus had been called a shepherd too—the Good Shepherd 

who watched over His flock, the Church. When Paulus grew up, Jesus 

called him to be the same kind of shepherd that He had been. He 

called Paulus to be a priest. 

Paulus entered the seminary when he was 24 years old. Because 

he didn’t know any Latin, the common language of the Church at 

the time, his teachers let him complete his studies in Chinese. While 

he was studying for the priesthood, the Chinese emperor passed a 

harsh decree against the Catholics in China. Now Paulus Liu Hanzuo 

and the Chinese Catholics knew they would be persecuted for their 

Faith as their people had been in the past. 

But even though it was dangerous to be Catholic, Paulus knew 

he must follow Jesus in all things. He finished his studies and was 

ordained a priest. The emperor had published a special decree 

against priests, so Paulus knew that he must keep the fact that he 

was a priest secret. During the day he worked as a vegetable seller, 

feeding the bodies of the local townspeople. By night, he visited the 

Catholics in hiding and gave them the Sacraments, feeding their 

souls with the Eucharist. But soon Jesus would call Paulus to follow 

Him to His Cross. A local carpenter betrayed Paulus, just as Jesus had 

been betrayed by Judas, and handed Paulus over to the authorities. 

After Paulus was imprisoned, he was flogged, just like Jesus had been 

flogged by Roman soldiers. The Chinese authorities tried to get him 

to give up his faith in Jesus, but Paulus refused. By his refusal, he 

knew that he would follow Jesus to his own death and then be raised 

by Him to Heaven. Paulus was executed for the Faith and became 

one of the Martyr Saints of China. St. Paulus Liu Hanzuo, help me to 

follow Jesus in all things! 

188 


St. Charles Lwanga and Companions 

A group of priests called the White Fathers traveled to Uganda in 

Africa, and King Muteesa, the Ugandan king, received them with 

friendliness and kindness. Charles Lwanga, a 25-year-old page in the 

king’s court, listened to the White Fathers’ message and became a 

catechumen (someone who is preparing to be baptized). 

Saint Charles 

Lwanga, courtesy 

Phillip K. 

d. 1886 

Uganda 

Feast Day: 

June 3 

King Muteesa died, and his son, King Mwanga, took the throne. 

The new king was a cruel and sinful ruler who persecuted Christians. 

The head of the king’s pages was a Catholic, and he begged the king 

to stop his persecutions and to give up his sinful life. Furious, the king 

had him beheaded. The courageous Charles Lwanga took his place as 

the head of the king’s pages. He knew that all the Christians at court 

were in danger. Even so, that very night, he sneaked out of the palace 

and went to the White Fathers to be baptized. Then he watched over 

the secret instruction in the Catholic Faith of the young pages at 

court. 

One day, the king discovered one of the boys studying his 

catechism. Immediately, he ordered all of the pages in the court to 

gather before him. Then, in an ominous voice, he ordered all the 

Christians to reveal themselves. Fifteen boys—including Charles 

Lwanga—stepped forward. The youngest of the boys, Kizito, was only 

13 years old. 

King Mwanga asked the boys if they planned to remain Christians. 

“To death!” all 15 cried. 

The king’s eyes flashed. “So be it!” he cried. And he ordered their 

execution. Soldiers marched Charles Lwanga and his companions 37 

miles to their place of execution. Charles Lwanga held his head high, 

and little Kizito joked and laughed. They were not afraid to die for 

Jesus. 

When they arrived at their place of execution, the prisoners built 

their own funeral pyre. A soldier wrapped Charles Lwanga in a mat 

of sticks and set his feet on fire. His last groan was a prayer to God. 

The rest of the boys were martyred for refusing to give up their Faith. 

They all became glorious martyrs in Heaven. St. Charles Lwanga and 

Companions, help me to be brave for Jesus! 


St. Paul Miki 

1562–1597 

Japan 

Feast Day: 

February 6 

St. Paul Miki was the son of a Japanese military leader. His family 

converted to Christianity when he was a child, and Paul was baptized 

at five years old. He studied under the Jesuit missionaries in Japan 

and later became a Jesuit himself. In that time in Japan, there were 

many political and religious tensions between the Japanese and the 

Christians that came from Spain and Portugal. The Japanese lord, 

Toyotomi Hideyoshi, ordered the arrest of 26 Christians at Kyoto. 

Paul Miki had just completed his eleven-year training as a novice, 

and he was one of the 26 Christians arrested. The arrested Christians 

had their ears cut off as a sign of disrespect, and they were paraded 

through the streets of Kyoto. Paul Miki stood out among the crowd. 

The onlookers recognized him as the son of the nobleman and 

remembered that he could even have been a Samurai if he wasn’t a 

Christian. Many in the crowd felt pity for the Christians, and some 

were even converted by their heroic example. 

The twenty-six Christians were then marched over six hundred 

miles from Kyoto to Nagasaki. They were told that if they gave up 

their Faith, they would go free. But not one of them rejected Jesus. 

When they reached Nagasaki, they were crucified high on a hill like 

Jesus was. Paul Miki gave a final sermon from his cross. He declared 

that he was Japanese born and that he was being crucified because 

he was a Christian. Then he forgave his enemies, saying “I obey 

Christ. After Christ’s example I forgive my persecutors. I do not hate 

them. I ask God to have pity on all, and I hope my blood will fall on 

my fellow men as a fruitful rain.” The 26 Christians sang the Canticle 

of Zechariah from their crosses, pouring their souls into their music 

for God. The executioners waited for them to finish the song out of 

respect and then put them to death by the lance. The eyewitnesses 

in the crowd were impressed by the faith, patience, strength, and 

peace with which the martyrs met their deaths. 

For the next couple of hundred years, Christianity was forbidden 

and persecuted in Japan. When missionaries returned to Japan, 

they could not find any traces of Christianity at first. But to their 

complete surprise, they discovered thousands of Christians around 

Nagasaki—where the 26 martyrs had died—who had secretly kept the 

Faith. St. Paul Miki, help me forgive my enemies like Jesus did on the 

Cross! 

190 


St. Turibius Alfonso de Mogrovejo 


Fr. Lawrence 

Lew, O.P. 

1538–1606 


Feast Day: 

March 23 

Turibius was a professor of law at the famous University of Salamanca. 

He was suchban excellent teacher that King Philip II of Spain made 

him the chief of the Churchbcourts in Spain. Turibius was a just man 

and his work impressive. When it was timebto appoint a new bishop 

in Lima, Peru, both the pope and King Philip thoughtbTuribius would 

be the best choice. At first Turibius resisted. After all, how could 

hebbecome a bishop? He was a lawyer, not a priest! But the pope told 

Turibius that hebshould become the bishop of Lima, and Turibius 

understood that it was God’s will for him to obey. He first became a 

priest and then was appointed bishop. 

And so he set sail for Peru. Because the Americas had only been 

discovered by the people of Europe less than one hundred years 

earlier, both North and South America were called the New World. 

Now Turibius saw that God’s mission for him in his life was to serve 

the people in the New World and bring them to Jesus. The new bishop 

landed in South America and walked six hundred miles on foot to 

Lima. On the way, he preached to the natives and baptized them. This 

was to be an important way for him to reach the people. Three times 

as bishop he walked on foot all over Peru, braving the desert, the hot 

dust and sun, wild animals, and unfriendly natives. Because many 

people from Spain came to South America, there were soldiers, and 

even clergy, who abused the native people. Turibius defended the 

natives. He rooted out corruption in the clergy and saw that no one 

took advantage of the South American people. 

What Turibius wanted more than anything else was to teach the 

South American people how much God loved them and how Jesus 

had saved them from their sins. Turibius knew how important it was 

to speak the native language so he could talk directly to the people. 

He had a catechism made in three languages: Spanish, and the native 

Quechua and Aymara languages of the South American people. His 

words won over many hearts, and he baptized over one million people. 

Two of those he baptized would also become great South American 

saints: St. Rose of Lima and St. Martin de Porres. Because of Turibius, 

many souls who never would have heard of Jesus became brothers and 

sisters in the Catholic Faith. When Turibius grew ill and knew he was 

about to die, he gave all of his possessions to the poor and died a holy 

death. St. Turibius, help me accept God’s mission in my life! 


St. Martin de Porres 

Martin was the son of Juan de Porres, a Spanish nobleman, and 

Ana Velasquez, a formerly enslaved woman of African descent from 

Panama. When Martin was two, after the birth of his little sister, 

Juana, their father abandoned them. The family grew up in poverty, 

with Martin and Juana’s mother working as a laundress. 

1579–1639 

Peru 

Feast Day: 

November 3 

As Martin grew older, people mocked him for being of mixed 

race. But even at the young age of eight, Martin remembered 

the priest at Mass saying, “We were all made in God’s image and 

likeness.” He would tell Juana that God was concerned about the 

color of people’s souls, not the color of their skin. 

He became an apprentice to a barber-surgeon (someone who 

practiced medicine as well as cut hair) and learned to care for the 

sick. One day, when 12-year-old Martin was alone in the office, a man 

was carried in with a deep cut in his head. To everyone’s amazement, 

Martin bandaged the wound, and the man was able to walk home. 

Martin spent many hours at night praying before a crucifix that 

hung above his bed. He knew he wanted to give his whole life to God. 

So when Martin was fifteen, he went to live with the Dominicans in 

Lima at the convent of Santo Domingo. One night, he was praying 

in front of the Blessed Sacrament when the step he was kneeling on 

caught fire. Despite all of the chaos the fire caused, Martin did not 

even notice and continued kneeling in prayer. 

The Dominicans gave Martin the duties of caring for the sick and 

the clothes room. When Martin was 24, the Dominicans made him a 

religious brother, and he took charge of the infirmary. Later on, he 

founded a residence for orphans and abandoned children. 

When an epidemic struck Lima, the young novices (those who 

had just entered the order) were locked in a separate part of the 

convent to prevent the spreading of disease. 

Br. Martin miraculously passed through the locked doors to take 

care of the sick. Br. Martin performed many other miracles: he could 

heal others instantly, and he could be in two places at once. Light 

would fill the room when he prayed, and his ecstasies would lift him 

into the air. When Br. Martin turned 60, he fell ill and endured terrible 

pain. He suffered for almost a year and then died a holy death. He 

was so famous for his miracles that crowds flocked to his body and 

took pieces of his habit for relics. St. Martin de Porres, help me to 

remember that everyone is made in God’s image and likeness! 

192 


Bl. Miguel Agustin Pro 

1891–1927 

Mexico 

Feast Day: 

November 23 

Miguel was a fun-loving Mexican boy, always cheerful and delighting 

in boyish pranks. One day, he suffered a fall, which knocked him 

unconscious. His worried parents rushed to his side, and when he 

came to, he immediately asked for his favorite Mexican sweetbread, 

cocol. From then on his friends and family nicknamed him “Cocol.” 

Simultaneously playful and prayerful, Miguel heard God’s call in 

his heart to become a priest, and so he entered a Jesuit seminary. 

One year later, the Mexican Revolution broke out. This Communist 

revolution sought not only to transform the Mexican government, 

but to change the hearts of the people by stamping out their deep 

Catholic faith. The Jesuits fled the country, and Miguel finished his 

studies abroad and was ordained a priest in Belgium. 

After his ordination, Fr. Miguel suffered terrible and painful stomach 

problems, and so his superior sent him back to Mexico, hoping that 

Fr. Miguel would recover by returning home. Soon after Fr. Miguel 

returned to Mexico, the Mexican government passed a new law 

forbidding any worship in public. Fr. Miguel saw that God had sent him 

to serve the faithful Catholics who were suffering under a government 

seeking to destroy their faith. He hoped one day to die for Jesus and 

offer his life to bring his beloved Mexico back to Christ. 

To serve the faithful in secret, Fr. Miguel put on disguises and 

rode about on his bicycle or walked on foot to give the faithful Holy 

Communion. At one time, he dressed up as an office worker, another 

time as a mechanic, and yet another even as a beggar! He would sign his 

letters with the name “Cocol,” his old nickname, to hide his identity. 

Eventually, he was discovered, and when a failed attempt was 

made to assassinate a government official, Fr. Miguel was arrested 

and falsely accused of the crime. He was sentenced to death without 

a trial. A government officer leading Fr. Miguel to his death begged for 

forgiveness. Fr. Miguel gave the officer not only his forgiveness, but 

his thanks. Fr. Miguel knew that his sacrifice would bring his beloved 

Mexico back to Jesus. Bravely, Fr. Miguel refused the offered blindfold 

and stood before the firing squad. Holding his arms spread wide like 

a cross, he cried out, “Vivo Cristo Rey!” or “Long live Christ the King.” 

Then, forgiving those who were putting him to death, he became a 

glorious martyr for the Faith. Even though it was forbidden, thousands 

of brave Catholics lined the street to say farewell to their brave priest 

as his body was taken to its burial. Bl. Miguel Agustin Pro, help me to 

bring others to Jesus! 


St. Junípero Serra 

1713–1784 


Feast Day: 

July 1 

Junípero Serra joined the Franciscan friars at the young age of 17 and 

later became a priest. He was so intelligent that everyone thought 

he was going to be an important teacher in Spain. But in his heart, 

there was something else that he wanted to do: he wanted to be a 

missionary. There were stories about missionaries teaching the Good 

News of Jesus to those who had never heard of Him. He thought 

of all those peoples in the New World — those of North and South 

America — who had never heard of Jesus and had never been baptized. 

He wanted to bring the love of Jesus to them. 

Fr. Junípero sailed with a group of Franciscans to Mexico. He 

landed at Veracruz and needed to travel nearly 250 miles to get to 

Mexico City. The city officials in Veracruz gave the Franciscans horses 

to make the journey. But Junípero Serra would not take a horse. He 

chose to go on foot, carrying only a prayer book, to offer his long 

trip as a sacrifice to God. Finally, he reached Mexico City and there 

preached to the Native Americans for sixteen years. 

Fr. Junípero Serra knew that God wanted him to preach the Good 

News about Jesus even farther west. He traveled to California (this 

time Fr. Junípero rode on a horse) and founded the Spanish missions. 

During this time, the Native Americans in California suffered under 

the Spanish. Fr. Serra stood up to the Spanish Lieutenant Governor 

over his brutal treatment of the natives. When he was unable to 

persuade the governor, he set out on an 1800 mile journey to Mexico 

City where he appealed to the Spanish Viceroy. The Viceroy removed 

the governor and, upon Fr. Serra’s urging, instituted a new bill of 

rights for the native peoples. This took place over 150 years before the 

U.S. would grant citizenship to Native Americans. Fr. Junípero founded 

nine missions all over California and spread the Gospel to many 

who had never heard of Jesus before. He served his beloved Native 

Americans until he died a holy death. 

St. Junípero Serra, help me to do everything out of love for God! 

194 


St. Teresa of the Andes 

1900–1920 

Chile 

Feast Day: 

April 12 

St. Teresa of the Andes was baptized Juana Enriqueta Josefina de los 

Sagrados Corazones Fernández Solar, but she was called Juanita for 

short. Juanita came from a large family and was an energetic, happy 

child. She loved tennis, horseback riding, climbing the beautiful 

Chilean mountains, and swimming the ocean. She had many brothers 

and sisters whom she would play with, laugh with, and argue with. 

In fact, Juanita could be vain and stubborn and would get into 

many silly arguments with her younger sister, Rebecca. But she also 

showed a deep love for Jesus and Mary. When she was little, her 

older brother showed her how to pray the Rosary, and from then on 

she prayed the Rosary every day. 

When Juanita was 14, she read the autobiography of St. Thérèse 

of Lisieux, The Story of a Soul. The story of the young saint’s life 

touched her heart, and she knew she wanted to live just like Thérèse 

and become a Carmelite nun. Juanita promised God that she would 

dedicate her life to Him. 

At 19 years old, Juanita entered a Carmelite convent. Saying 

goodbye to her family was hard for her, but she knew that she was 

entering a life of even greater happiness. She took the name Teresa 

after St. Therese of Lisieux. Sr. Teresa started her new life joyfully. 

The mother superior allowed her to write many letters to her family 

and friends, recognizing that the new novice’s letters would help 

others walk the path of holiness. But soon her life as a nun would 

come to an end. She told her confessor that Jesus had revealed to 

her the day of her death and that she only had a month to live. The 

priest was astonished; he did not understand how she could know 

when she would die. 

On Good Friday, Sr. Teresa had a burning fever. The doctor 

diagnosed her with typhus, a deadly disease. All the sisters at the 

convent were saddened to know that their joyful young novice was 

soon to die. Sr. Teresa’s superiors allowed her to make her final vows 

to become a nun early, since she was in danger of death. After great 

suffering, Sr. Teresa died a holy death a week after Easter, only three 

months before her twentieth birthday. That year, Sr. Teresa’s little 

sister Rebecca entered the same convent, believing that God had 

called her to take her sister’s place. St. Teresa of the Andes, help me 

live my life with joy in the love of God! 


St. Kateri Tekakwitha 

Four-year-old Tekakwitha sweated with fever. She was sick with 

smallpox, and upon her recovery, she discovered that her father, the 

chief of the Mohawks, and her Christian Algonquin mother had died 

of the same disease. 

1656–1680 

Modern-day 

United States 

of America 

Feast Day: 

July 14 

The smallpox had left Tekakwitha’s face scarred and damaged her 

eyes. When her uncle and aunt adopted her, they did not understand 

the quiet, shy girl. She would go deep into the woods to pray the 

Rosary, which her mother had taught her, even though her father 

had forbidden her Baptism. Young Tekakwitha wished she could be 

baptized Catholic with her whole heart. When Tekakwitha turned 13, 

her uncle tried to arrange her marriage, but the young Mohawk girl 

refused. At first, her uncle let Tekakwitha have her way, but when she 

turned 17 and still refused to marry, he began to get angry. 

At around the same time, Jesuit missionary priests arrived to 

preach to the Mohawk tribe. Tekakwitha went to the Jesuit fathers, 

asking to be baptized. At her Baptism, she took the name Kateri, after 

St. Catherine of Siena. Kateri’s people scorned and persecuted her 

because she was Christian. It became so dangerous and unbearable 

that Kateri escaped, with the help of other Native American 

Christians, to the Christian Native American village of Sault St. 

Louis in Canada. There, Kateri lived a life of deep prayer and intense 

sacrifice. 

Kateri desired to be Jesus’ bride, and she consecrated herself to 

Him. She loved Jesus so much that when she prayed to Him, her face 

became radiantly beautiful, as if she were speaking to Jesus faceto-face. 

All the priests and other Native American Christians were 

inspired by her holiness. She died of illness at the young age of 24. 

After her death, the smallpox scars on her face disappeared, and she 

became known as the “Lily of the Mohawks.” St. Kateri Tekakwitha, 

help me to love Jesus with my whole heart! 

196 


Venerable Augustus John Tolton 

Augustus John Tolton was born into slavery in Missouri in 1854. When 

he was seven his father died in the Civil War, and his remaining family 

escaped via the Underground Railroad to Quincy, Illinois. Young 

Augustus and his siblings were soon enrolled in Catholic School, where 

they were taunted with harsh, racialized insults by classmates. The 

pressure from the white parents and parishioners soon became too 

great and Mrs. Tolton withdrew the children from school. 

1854-1897 

United States 

of America 

Augustus found work in a tobacco factory and helped support his 

family. After work, a small group of nuns and priests taught him to 

read and write in both English and German. One of these priests, the 

pastor of the nearby St. Peter’s parish and school, admired Augustus 

and recognized his abilities, so he invited him to attend St. Peter’s 

school. Augustus soon discerned a call to the priesthood but not a 

single seminary in the U.S. would accept a black candidate. Eventually 

Augustus was accepted to a seminary in Rome and ordained in 1886. 

Fr. Tolton celebrated his first solemn High Mass at St. Benedict 

the Moor Church, a black parish in New York City, on July 11, 1886, 

before a massive congregation. One week later, Fr. Tolton returned to 

Quincy, where he was made pastor of St. Joseph’s parish, which served 

the black Catholics of Quincy.He taught Bible history and catechism, 

conducted counseling sessions, made home visits to the aged and sick, 

and recruited new parishioners. Fr. Tolton welcomed all, black and 

white, into his parish. 

In one of the most painful episodes of Fr. Tolton’s priesthood, he 

discovered that a white priest had openly referred to him as the 

“n -priest.” This priest sowed division among parishioners, 

insisting falsely that attendance at a black church was not valid for 

white Catholics. Fr. Tolton’s bishop eventually told him to minister to 

blacks only. In 1889 Fr. Tolton received permission to transfer to the 

Archdiocese of Chicago. 

In Chicago, Fr. Tolton was appointed pastor of St. Augustine’s 

Church, where he served blacks who were either barred from white 

parishes, newcomers from the South, or considering the Catholic Faith. 

Since moving to Chicago, Fr. Tolton had battled illness, and he grew 

weaker as he ignored his health and ministered unselfishly to the black 

community. He died in Chicago at age 43. 

Venerable Augustus John Tolton, help us to put others’ needs ahead 

of our own, and never to become discouraged in sharing the Gospel. 


Venerable Pierre Toussaint 

Pierre was born into slavery on a plantation in Haiti in 1766. At the time, 

French-controlled Haiti was a place of extreme wealth for a few and a 

place of destitution for many. Pierre’s masters, Monsieur Jean Berard 

and his wife, Elisabeth, were Catholics, and instructed Pierre in the 

Catholic Faith while he was trained to work as a slave in the Berards’ 

house. 

Image courtesy 

National 

Black Catholic 

Congress, Inc. 

1766-1853 

Haiti 

Feast Day: 

June 30 

In the late 1780s, Haitian society was becoming increasingly more 

volatile as slaves and free people of color began to clamor for more 

rights. Berard decided to move his wife, and a selection of his servants 

and slaves, to New York City. There, he arranged for Pierre to be 

apprenticed to one of New York’s leading hairdressers, one of the only 

occupations open to people of African descent at the time. 

With the chance to learn a trade and earn his own money, prayerful 

and devout Pierre soon became an expert at his occupation. His 

cheerfulness and humor made a great impression on his clientele, 

which eventually many of New York’s elite. Like many hairdressers, 

Pierre engaged in friendly conversation with his clients. Shaped by his 

Catholic faith, he counseled them. Few of his clients were Catholic, but 

he earned the nickname “Saint Pierre.” 

As his high-profile client list grew, so did Pierre’s income, and he 

used much of it to support charities, schools, and Church initiatives, 

including helping to fund the building of St. Patrick’s Old Cathedral. He 

was eventually freed by Mrs. Berard. In 1807 he purchased his sister’s 

freedom, along with that of another Haitian-born slave, Juliette Noel, 

whom he later married. Pierre took the name Toussaint in honor of a 

Black revolutionary general who fought for Haitian slave liberation. 

Pierre and Juliet dedicated their lives to bringing dignity to the lives 

of others. They started a credit bureau for newly-arrived immigrants 

from Haiti. They adopted several children and, when a cholera epidemic 

swept New York City, opened their home to care for the sick. Pierre also 

used the considerable network he built from his hairdressing business 

to connect young men with opportunities to learn a trade and get 

meaningful work in the city. Pierre continued in his good works until 

the age of 87 and died on June 30, 1853. He became the first layperson 

to be entombed in the crypt of St. Patrick’s Cathedral in New York City. 

Venerable Pierre Toussaint, help us to affirm the dignity of each 

person whom we encounter. 

198 


St. Josephine Bakhita 

February 8 

© SOPHIA INSTITUTE FOR TEACHERS 

199


April 3 

200 © SOPHIA INSTITUTE FOR TEACHERS

St. Damien 

of Molokai 

May 10 


201

St. Juan Diego 

December 9 


St. Elesbaan of Ethiopia 

October 27 


203

St. Paulus Liu Hanzuo 

February 13 


St. Paul Miki 

February 6 


205

St. Turibius Alfonso 

de Mogrovejo 

March 23 


St. Martin de Porres 

November 3 


207

Bl. Miguel 

Agustin Pro 

November 23 


St. Teresa of the Andes 

April 12 


209

St. Kateri 

Tekakwitha 

July 14 


Glossary 

Atomistic Individualism (n.): A philosophy that 

advocates for a primacy of individual choice 

to the exclusion of any other considerations 

necessary to the well-being of the community 

(or the common good). 

Bias (n.): Inclination in favor or against 

something/someone; typically used to refer to 

unjust favoritism. 

Collectivism (n.): A political and social 

philosophy in which the rights and freedom of 

the individual are subordinate to the group. 

Conversion (n.): A radical reorientation of one’s 

whole life away from sin and evil and toward 

God. 

Critical Race Theory (CRT) (n.): Approach to 

racial injustice holding that the primary drivers 

of problems in the West today are slavery and 

colonialism; Many who ascribe to CRT believe 

that the U.S. is an inherently racist country, and 

that disparities along racial lines are evidence 

of systemic racism. 

Culture (n.): The totality of a nation or group’s 

beliefs, traditions, manners, arts, political and 

social institutions. 

Dignity (n.): The quality of being worthy of 

honor and respect. All human beings have equal 

dignity, because we are all created in the image 

and likeness of God. 

Discrimination (n.): Recognizing differences 

and choosing from among various possibilities; 

typically used to refer to unjust treatment 

based on prejudice. 

Ethnicity (n.): A person’s membership in a 

national tradition or group with distinctive 

cultural and/or religious practices 

Forgive (v.): To pardon an offense and no longer 

hold it against the one who has offended. To 

forgive offenses willingly is a Spirital Work of 

Mercy, as is to bear wrongs patiently. 

Gifts of the Holy Spirit (n.): Seven gifts of 

grace given to us by God at our Baptism and 

again in Confirmation that help us respond to 

the promptings of the Holy Spirit in our lives. 

They are wisdom, knowledge, understanding, 

counsel, fortitude, piety, and fear of the Lord. 

Golden Rule (n.): Jesus’ teaching to “Do to 

others whatever you would have them do to 

you” (Matthew 7:12). In other words, to treat 

others as you would wish to be treated and to 

love your neighbor as yourself. 

Love (v.): To will the good of another. 

Marxism (n.): The political, economic, and 

social theory of Karl Marx which holds that all 

history is the history of class struggle. 

Mercy (n.): Love that is especially kind, 

forgiving, and willing to help those who need 

reconciliation. 

Justice (n.): The firm will to give their due to 

God and neighbor. 

Patriotism (n.): Special care for and allegience 

to one’s homeland. 

Prejudice (n.): Judging beforehand. Typically 

used to mean the sin of pre-judging a person 

based on his membership in a group with 

assumed characteristics. From the Latin 

judicare, meaning “to judge,” with the prefix 

pre- meaning “before.” 

GLOSSARY 211

Race (n.): Classification of human beings with 

similar observable physical traits, such as skin 

color, hair texture, facial features, eye shape, 

and others. 

Racism (n.): The view that one’s own race or 

ethnicity is superior, and therefore persons of 

other races or ethnicities are inferior. When 

this attitude leads people to exclude, ridicule, 

mistreat, or unjustly discriminate against 

persons on the basis of their race or ethnicity, 

it is sinful. A racist outlook can lead one to 

dislike persons of other races, to treat them 

unjustly, or even to believe that they are less 

than human. 

Rash Judgment (n.): An assumption about the 

moral fault of a neighbor without the proper 

foundation, deliberation, or knowledge of the 

facts. 

Sin (n.): A deliberate offense against God: 

something we say, think, do, or fail to do that 

acts against His eternal law. It is a failure to love 

God and neighbor. 

Social Justice (n.): The responsibility of each 

member of society to respect the dignity of 

every human being, and the rights which flow 

from that dignity and guarantee it. Society 

must provide the conditions that allow people 

to obtain what is their due according to their 

nature and vocation. 

Society (n.): A group of persons bound together 

by a principle of unity that goes beyond each 

one of them. 

Structure of Sin (n.): Social situations and 

institutions that are contrary to the divine 

goodness that shape a society’s values and 

changes its structural ways of living. Structures 

of sin are the expression and effect of personal 

sins. They perpetuate sin by leading their 

victims to do evil in their turn. 

Subsidiarity (n.): The organizing principle 

that matters are best handled by the smallest, 

lowest, or least centralized authority. A 

community of a higher order should not 

interfere with the inner life of a community 

of a lower order, depriving it of its functions, 

but should support it in case of need and help 

integrate it into the larger society, with a view 

to the common good. 

Theological Virtues (n.): Gifts infused by 

God into the souls of the faithful to make 

them capable of acting as His children and of 

meriting eternal life. They are Faith, Hope, and 

Charity (or Love). 

Unjust Discrimination (n.): Choosing on the 

basis of something unrelated to the rightful 

basis for judging. For example, social or cultural 

discrimination in fundamental personal rights 

on the grounds of sex, race, color, social 

conditions, language, or religion. 

Xenophobia (n.): Dislike of immigrants and/or 

foreigners. From the Greek xenos, for “stranger,” 

and phobos, or “fear.” 

Solidarity (n.): A uniting principle in society 

by which people bear each other’s sufferings 

together, make sure that material goods and 

resources are distributed justly, assure payment 

of just wages for work, and most importantly, 

share spiritual goods such as prayer and 

penance. Solidarity is a direct demand of 

Christians brotherhood. 

212

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