Exploring Catholic Social Teaching

More documents

Recommendations

Info

Lesson Plan Materials ӹ Handout A: Law, Justice, and the Human Person ӹ Handout C: What Is Right vs. What Is Legal ӹ Handout B: A Just ӹ Handout D: Government, Hierarchy of Values Obedience, and Persecution NOTE: This lesson is designed as a weeklong mini-unit. Before beginning, assign each student one (or more) of the following saints to research in order to complete the chart on Handout C: What Is Right vs. What Is Legal. They will complete this assignment on the last day of the unit. (You may also have each student research every individual on the chart.) ӹ St. Catherine of Alexandria ӹ St. Thomas More ӹ 26 Martyrs of Japan ӹ Bl. Miguel Pro DAY ONE Warm-up A. As you work through the lessons in this unit, pray as a class the Novena for Faithful Citizenship, available here: SophiaOnline.org/USCCBCitizenshipNovena. B. Even if you do not normally say the Pledge of Allegiance, say it today as a class: “I pledge allegiance to the flag of the United States of America, and to the Republic for which it stands: one nation under God, indivisible, with liberty and justice for all.” C. Divide the class up into small groups and have each work on an answer to one question of the following questions: 1. What does it mean to pledge allegiance? 2. What are we pledging allegiance to with this recitation? 3. What is a republic? 4. Why do you think the author of the pledge included the word “indivisible” in 1892? (hint: think about U.S. history, especially in the 19th century). 5. Why do you think Congress added the words “under God” to the pledge in 1954? (hint: think about the Cold War.) 6. Why do we emphasize liberty and justice for all in the pledge? 7. Does the pledge mean we put our country above everything? If not, to whom or what do we owe a higher allegiance? 108 © SOPHIA INSTITUTE FOR TEACHERS
LESSON PLAN D. Invite groups to share responses, and go over the questions with the class. Suggested answers are below: 1. To promise loyalty 2. To the U.S. flag, and the republic of the United States of America. 3. A society where representatives of the people make and carry out laws. 4. Perhaps because the country had been recently divided when Southern states seceded, and during the Civil War. 5. To distinguish the U.S. from atheistic communist countries. 6. Because all people are equal under the law. 7. No. God’s law is always higher than man-made law. Man-made laws that contradict the moral law are unjust and we do not owe those laws obedience. Activity A. As a class, quickly brainstorm a list of people who have authority over others. Keep a list on the board. For example: ӹ ӹ ӹ ӹ ӹ Parents have authority over their children Teachers have authority over their students A principal has authority over teachers a A business owner has authority over employees Public officials have authority over citizens B. Project or write on the board the famous line from the Declaration of Independence: “We hold these truths to be self-evident: that all men [the masculine here includes both males and females] are created equal, that they are endowed by their Creator with certain unalienable rights.” Call on a student to summarize this statement. All people are equal and have God-given rights. C. Now ask the question: If all people are equal, how is it that some people have the ability to tell others what to do? D. Explain to your students that all people have equal rights because we are all created in the image and likeness of God. This truth does not mean that no authority is possible. A chief example is that parents have a natural authority over their children. The Fourth Commandment requires us to honor our parents throughout our lives, not only when we are young. E. Continue to explain that all societies, not just families, need authorities in charge. In the United States, our system of government is a republic, where the people elect representatives to make and carry out laws. This is the practice in the U.S., while other countries have other forms of government. But transcending all time and place, from where does the authority to rule over others ultimately come from? The answer is that all authority comes from God. EXPLORING CATHOLIC SOCIAL TEACHING, lesson 10 109
Page 1:
EXPLORING CATHOLIC SOCIAL TEACHING
Page 4 and 5:
About Sophia Institute for Teachers
Page 6 and 7:
Acknowledgments Teacher Authors Tom
Page 8 and 9:
Occasionally, references are made t
Page 11 and 12:
Jesus Teaches Us to Love Him and Ot
Page 13 and 14:
LESSON PLAN ӹ ӹ ӹ ӹ They hug th
Page 15 and 16:
LESSON PLAN DAY THREE Warm-Up A. Be
Page 17 and 18:
HANDOUT A Madonna with Child Look a
Page 19 and 20:
A Parent’s Love The lady in the p
Page 21 and 22:
HANDOUT C The Banjo Lesson Look and
Page 23 and 24:
HANDOUT E © SOPHIA INSTITUTE FOR T
Page 25 and 26:
God Calls Us to Love Him above All
Page 27 and 28:
LESSON PLAN 10. You shall not covet
Page 29 and 30:
LESSON PLAN inherit eternal life?
Page 31 and 32:
HANDOUT A The Great Commandments Di
Page 33 and 34:
HANDOUT B Loving God and Loving Our
Page 35 and 36:
HANDOUT C The Good Samaritan © SOP
Page 37 and 38:
Crowd: Narrator 1: Narrator 2: Narr
Page 39 and 40:
Narrator 3: Samaritan (to the Innke
Page 41 and 42:
A Stranger A Needy Person in the Co
Page 43 and 44:
Ten Commandments Cards TEACHER RESO
Page 45 and 46:
9 You shall not covet your neighbor
Page 47 and 48:
Respect for Life, from the Unborn t
Page 49 and 50:
LESSON PLAN B. Ask your students to
Page 51 and 52:
HANDOUT A Jesus’ Friends Directio
Page 53 and 54:
Scripture Story #3: Read Luke 19:1-
Page 55 and 56:
Care for the Resources of the Envir
Page 57 and 58:
LESSON PLAN DAY TWO Warm-Up A. Have
Page 59 and 60:
HANDOUT A St. Francis Journal _____
Page 61 and 62:
If conducting the optional addition
Page 63 and 64:
Natural Resources Air Water Soil Pl
Page 65 and 66:
My Plan Played Out Directions: Answ
Page 67 and 68: God’s Creation at Home 1. As you
Page 69 and 70: Exploring the Corporal and Spiritua
Page 71 and 72: LESSON PLAN DAY TWO Warm-Up Project
Page 73 and 74: HANDOUT A Jesus Washing Peter’s F
Page 75 and 76: Answer Key Handout A: Jesus Washing
Page 77 and 78: Introduction to the Corporal and Sp
Page 79 and 80: LESSON PLAN C. Ask students to conn
Page 81 and 82: HANDOUT A Hunter’s Story — “C
Page 83 and 84: HANDOUT B The Corporal and Spiritua
Page 85 and 86: Answer Key Handout A: Hunter’s St
Page 87 and 88: Jesus Teaches Us How to Live the Co
Page 89 and 90: LESSON PLAN DAY TWO Warm-Up A. Have
Page 91 and 92: HANDOUT A Note-Taking Aid Direction
Page 93 and 94: Christ Our Teacher TEACHER RESOURCE
Page 95 and 96: The Human Person, Made in the Image
Page 97 and 98: LESSON PLAN ӹ ӹ Jenny sits alone
Page 99 and 100: LESSON PLAN Activity A. Remind your
Page 101 and 102: 3. What is self-knowledge? ________
Page 103 and 104: Answer Key Handout A: The Dignity o
Page 105 and 106: Society LESSON 9 Suggested Grade Le
Page 107 and 108: LESSON PLAN Ideally, society develo
Page 109 and 110: LESSON PLAN C. Next explain the fol
Page 111 and 112: Part II: Answer these questions aft
Page 113 and 114: HANDOUT C Elijah and the Widow Dire
Page 115 and 116: Part I: Answer these questions afte
Page 117: The Citizen and Government LESSON 1
Page 121 and 122: LESSON PLAN Formative Assessment A.
Page 123 and 124: LESSON PLAN ӹ ӹ ӹ Can you think
Page 125 and 126: treatment of the human person. Reca
Page 127 and 128: Part II Directions: Justice means g
Page 129 and 130: HANDOUT B A Just Hierarchy of Value
Page 131 and 132: HANDOUT C What Is Right vs. What Is
Page 133 and 134: Individual Bl. Miguel Pro Rosa Park
Page 135 and 136: HANDOUT D Government, Obedience, an
Page 137 and 138: F Catechism of the Catholic Church
Page 139 and 140: 15. What, if anything, is the diffe
Page 141 and 142: Handout C: What Is Right vs. What I
Page 143 and 144: Just War LESSON 11 Suggested Grade
Page 145 and 146: LESSON PLAN Activity A. Ask the cla
Page 147 and 148: LESSON PLAN C. Point out that at ea
Page 149 and 150: LESSON PLAN F. Finally, give studen
Page 151 and 152: For each condition of just war, exp
Page 153 and 154: Chapter at a Glance Different Types
Page 155 and 156: What Your Students Will Learn in Th
Page 157 and 158: equired to follow the Golden Rule,
Page 159 and 160: the best of their ability — i.e.,
Page 161 and 162: High School Chapter: Different Type
Page 167 and 168: The primary virtue at play in socia
Page 169 and 170:
High School Chapter: Different Type
Page 171 and 172:
Chapter Activities Handout A Focus
Page 173 and 174:
Handout B Straight to the Source Pr
Page 175 and 176:
Handout C The Parable of the Rich M
Page 177 and 178:
Handout D Identifying and Applying
Page 179 and 180:
Handout E Excerpt from “Letter fr
Page 181 and 182:
Handout F The Need for Conversion A
Page 183 and 184:
Teacher Notes _____________________
Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
Page 205 and 206:
Page 207 and 208:
Page 209 and 210:
show all

Exploring Catholic Social Teaching

Create successful ePaper yourself

Delete template?

Save as template?