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CATHOLIC SOCIAL TEACHING ACTIVITIES - smporg

Objective: This activity engages students in exploring social issues to discover whether basic human rights of the poor and vulnerable are being met in society CYB Article: “Support for All” near Exodus 22:20–27




CATHOLIC SOCIAL TEACHING ACTIVITIES

Catholic Social Teaching Principles Worksheet 1 Life & Dignity of The Human Person 2 Call to Family, Community & Participation 3 Rights & Responsibilities 4 Option for People Who Are Poor & Vulnerable 5 Dignity of Work & The Rights of Workers 6 Solidarity 7 Care for God’s Creation Justice Issues

Color the World with Justice: Themes of Catholic Social

Created by the Catholic Campaign for Human Development Archdiocese of Baltimore Megan Maher CCHD Intern 2012 Description: The purpose of this activity is to help participants understand the seven themes of Catholic Social Teaching, which is the basis of Catholic Social Justice It uses coloring

A Summary of Catholic Social Teaching[2] - Magis Center

Compendium on Catholic Social Doctrine states: When reality is the subject of careful attention and proper interpretation, concrete and effective choices can be made 1 Pontifical Council for Justice and Peace 2005 Compendium of the Social Doctrine of the Church English trans by US Council of Catholic Bishops

A Bible Study on the Seven Themes Of Catholic Social Teaching

parish staff, or the Parish Social Ministry Office of Catholic Charities and bring answers back to the next meeting If time allows, a study group could incorporate social time, which could include refreshments or a meal Components of the Bible Study 1 Opening Prayer: Come Holy Spirit Groups are free to adapt or use a different opening




le d-ib td-hu va-top mxw-100p">Social Justice Principles - Catholic Curriculum Resources

Katherine Feely, SND – “Integrating Catholic Social Teaching Across the Curriculum” – www educationforjustice Identify key skill Communication skills Interpersonal skills Assessment: skill Engage active learning modes Self-directed study Reading and research Group work Web Quests Interviews

[PDF] Reflection/Action Process - Catholic Charities of St Paul and

Social Justice Committee, parish discussion group) that models the process of (NOTE: Accompanying worksheets can be useful tools to assist with the above

[PDF] Catholic Social Teaching Multiple Choice Quiz

Morality – Lesson 5 – Worksheet 1 Catholic Social Teaching Multiple Choice Quiz 1 The Church teaching on human life and dignity leads the Church to

[PDF] Caritas Australia Secondary Classroom Resources

Poverty, Community development, Catholic Social Teaching Film 5 mins and Religious Education Catholic Social Teaching Online (lesson plans,

[PDF] to download all the lesson plans for the 2012-2013 school year

Labor Day presents educators the perfect opportunity to expose their students to Catholic Social Teaching: The Dignity of Work and the Rights of Workers

[PDF] Two Feet of Love in Action Lesson Plan for Teens - USCCB

Prayer, Poverty Statistics, and Two Feet worksheets as PowerPoint slides instead two “feet”, Social Justice and Charitable Works, allow us to walk the path of caritas, or love God and neighbor” (see Catechism of the Catholic Church, no

PDF document for free
  1. PDF document for free
[PDF] to download all the lesson plans for the 2012-2013 school year 42685_10MissionCurriculum2012Full.pdf

SettingaPlaceattheTable:

LivingOurMissionaryCall

MissionEducationCurriculum

2012-2013AcademicYear

WorldMissionMinistries

ArchdioceseofMilwaukee

DevelopmentTeam

KathleenCullen,DivineSaviorHolyAngelsHS

AnneHaines,MessmerHS

ElizabethHowayeck,WorldMissionMinistries

SandyMilligan,St.Anne

DeniseMurre,ImmaculateConception/St.Peter/St.Mary

LeAnnRogan,St.Anne

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6HSPHPNHU 2012

         S S     T SSSSSSSSSSSSSSSSSSSSSSSSetinSg aPtl                                            SSSSSSSSSSSSSSSSSSSSSSSch iTbT: PTLav                   !   :LOntav PTLa                  !   " #    he CatolTicCurpamT snmcCrelfTTTdp ll sTce TgrnffTyuctvTgrnTlrT.nmuTbreT C cmuatoTatTcTicCurpamTUmurrpTreTScealuTB paoarnlT"snmcCartTSeroec.GTT,rnT ucw Trt TrbTCu T.rlCTa.kreCctCTjr"lTatTCu TArepsGTT,rnTkpcgTcTuno Terp TatT "napsatoTCu T;atosr.TrbThrsT"gTu pkatoT cmuTctsT w egTlCns tCT tCenlC sTCrT grneTmce Tl TCu .l pw lTclT"erCu elTctsTlalC elTCrTcppGTT,rnTce TatTCu T Ce tmu lTctsTgrnTce Twcpn sTatTCu Tu e TctsTtrAGTTT  xc"reT(cgTke l tClT snmcCrelTCu Tk eb mCTrkkreCntaCgTCrT 2krl TCu aeT lCns tClTCrTicCurpamTUrmacpTy cmuato0Tyu T(aotaCgTrbT1revTctsTCu TBaouClTrbT

1rev elGTUCns tClTmctTm eCcatpgTcCC lCTCrTCu Ttn." eTrbTurnelTCu aeT

kce tClTreToncesactlTlk tsTArevatoGTTUcspg)T.ctgTrbTCu .TcplrTlnbb eTber.T Cu T bb mClTCucCTcTpcmvTrbTocatbnpT .kprg. tCTmctTucw TrtTbc.apgTpab GTTyu T hrlk pT. llco )TcprtoTAaCuTkerku Cam)TwalartcegTctsTm tCnea lTrpsTicCurpamT UrmacpTy cmuato)Ts .ctslTCucCTcppTk rkp Tucw T"rCuTCu TeaouCTCrTArev)TctsT Cu TeaouCTCrTArevTatTjnlCTctsTsaotaba sTmrtsaCartlGTTyu l TeaouClT 2C tsTCrTcppT k rkp TcerntsTCu Topr" Ok rkp TCucCTA Tce TntaC sTCrTatTlrpasceaCgTclT . ." elTrbTCu T"glCamcpTdrsgTrbTiuealCGT       !"#! $%&%'(#  !" %&%'   ) $*+!'+($

IneTicCurpamTUrmacpTC cmuatoT 2kpamaCpgTlCcC lTCucCTCu T mrtr.gT.nlCTl ew TTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTT

k rkp )TtrCTCu TrCu eTAcgTcernts0TT T1revTalT.re TCuctTcTAcgTCrT.cv TcTpawatoPTaCTalTcT bre.TrbTmrtCatnatoTkceCamakcCartTatThrs-lTme cCartGT".kprg elTmrtCea"nC TCrT Cu Tmr..rtTorrsTCuernouTCu Tl ewam lTreTkersnmClTCu gTkerwas TctsT"gT me cCatoTjr"lTCucCTnkurpsTCu TsaotaCgTctsTeaouClTrbTArev elOCrTkersnmCaw T Arev)TCrTs m tCTctsTjnlCTAco l)TCrTcs LncC T" t baClTctsTl mneaCgTatTCu aeT rpsTco )TCrTCu Tmuram TrbTAu Cu eTCrTreocta: TctsTjratTntartl)TCrTCu T rkkreCntaCgTbreTp ocpTlCcCnlTbreTa..aoectCTArev el)TCrTkeawcC Tkerk eCg)TctsT CrT mrtr.amTataCacCaw GT1rev elTcplrTucw Te lkrtla"apaCa lOCrTkerwas TcTbcaeT scg-lTArevTbreTcTbcaeTscg-lTkcg)TCrTCe cCT .kprg elTctsTmrWArev elTAaCuT e lk mC)TctsTCrTmceegTrnCTCu aeTArevTatTAcglTCucCTmrtCea"nC TCrTCu Tmr..rtT orrsGT1rev el)T .kprg el)TctsTntartlTlurnpsTtrCTrtpgTcswctm TCu aeTrAtT atC e lCl)T"nCTcplrTArevTCro Cu eTCrTcswctm T mrtr.amTjnlCam TctsTCu TA ppT " atoTrbTcppGT "  )TclTcTe lnpCTrbT 2kpraCcCaw T mrtr.amTkecmCam lTctsTrneTatlcCac"p T ckk CaC TbreTmu ckTorrslTctsTl ewam l)Tk elrtlTber.Ts w prkatoTmrntCea lT ce T lk macppgTwamCa.a: sTctsTc"nl sGTT"2kpraC sTatToen patoTlA cClurkl)TatT Cu Tuno pgTkerbaCc"p Tun.ctTCecbbamvatoTatsnlCeg)TctsTatTCu ToerACuTctsT kersnmCartTrbTcoeamnpCnecpTkersnmClTpav TmurmrpcC TctsTmrbb )TAr.ctTctsT muapse tT lk macppgTlnbb eTc"nl TcerntsTCu TArepsGTT         ' ,T - ./cTlurkTreTbcmCregTatTAuamuT .kprg lTArevTprtoTurnelTcCTprAT Aco lTnts eTntu cpCugTmrtsaCartlGTTJ"aeac.W1 "lC eTiuapse t-lT"saCart"TT #ssaCartcpTatbre.cCart0T uCCk044AAAGcemu.apGreo4B lrnem l4ip ctiprCu lic.kcaotGuC.T T & /6caeTyecs TalTcTCecsatoT kceCt eluak)T"cl sTrtTsacpron )T

Cectlkce tmgTctsTe lk mCTCucCTl vlT

oe cC eT LnaCgTatTatC etcCartcpTCecs GTECT mrtCea"nC lTCrTlnlCcatc"p Ts w prk. tCT"gT rbb eatoT" CC eTCecsatoTmrtsaCartlTCr)TctsT l mneatoTCu TeaouClTrb)T.ceoatcpa: sT kersnm elTctsTArev elTDT lk macppgTatTCu T

UrnCuGT6caeTyecs TIeocta:cCartl)T"cmv sT

"gTmrtln. el)Tce T toco sTcmCaw pgTatT lnkkreCatoT kersnm el)TcAce t llTecalatoTctsTatTTTTTTTTTTT mc.kcaotatoTbreTmucto lTatTCu Tenp lTctsTTT kecmCam TrbTmrtw tCartcpTatC etcCartcpT

Cecs G9

TJ16yI"GTT

uCCk044AAAGAbCrGmr.4ats 2Gkuk7rkCart5mr .=mrtC tC!Cclv5wa A!as5H!EC .as5HRT T ,   #lTs bat sT"gTCu TNtaC sT8cCartl)T un.ctTCecbbamvatoT. ctlT-Cu Te menaC. tC)TCectlkreCcCart)TCectlb e)T uce"reatoTreTe m akCTrbTk elrtl)T"gT. ctlTrbTCu TCue cCTreTnl TrbTbrem TreT rCu eTbre.lTrbTmr emart)TrbTc"snmCart)TrbTbecns)TrbTs m kCart)TrbTCu Tc"nl T rbTkrA eTreTrbTcTkrlaCartTrbTwnpt ec"apaCgTreTrbTCu ToawatoTreTe m awatoTrbT kcg. tClTreT" t baClTCrTcmua w TCu Tmrtl tCTrbTcTk elrtTucwatoTmrtCerpTrw eT ctrCu eTk elrt)TbreTCu Tknekrl TrbT 2kpraCcCartGT"2kpraCcCartTlucppTatmpns )TcCT cT.ata.n.)TCu T 2kpraCcCartTrbTCu TkerlCaCnCartTrbTrCu elTreTrCu eTbre.lTrbT l 2ncpT 2kpraCcCart)Tbrem sTpc"reTreTl ewam l)Tlpcw egTreTkecmCam lTla.apceTCrT lpcw eg)Tl ewaCns TreTCu Te .rwcpTrbTreoctlG9T uCCk044melGreo4kn"pamWkrpamg4at=s kCuGmb.T (& $TTyu TEtC etcCartcpTxc"reTIeocta:cCartTJExI"TuclT lCa.cC sT CucCT/...qT.appartTmuapse tT" CA tTCu Tco lTrbTbaw TctsTbrneC tTArevTatT s w prkatoTmrntCea lTJMH?TatT#lac)TR/?TatT#beamcTctsT3?TatTxcCatT#. eamc"GT "ctgTrbTCu l Tmuapse tTce Tbrem sTCrTArevGTyu gTce Ts ta sTctT snmcCartT ctsTcTtre.cpTmuapsurrsGTUr. Tce Tmrtbat sTctsT" cC tGTUr. Tce Ts ta sTCu T eaouCTCrTp cw TCu TArevkpcm TctsTorTur. TCrTCu aeTbc.apa lGTUr. Tce T w tT c"snmC sTctsTbrem sTCrTArevGTT uCCk044AAAGw octk cm Gmr.4lA cClurkl4lA cClurkl=cts=muaps=pc"reGuC. &&    F8n." eTrbTmuapse tT" CA tT...TctsTHKTg celTrpsTCucCTArevTcerntsTCu TAreps0T

H...qT.appartT

Fyu Tcw eco TmrlCTrbTcTun.ctTlpcw TcerntsTCu TArepsTCrscg0TzYqT Fyu Ttn." eTrbTun.ctTlpcw lTcerntsTCu TAreps0T/3T.appartTT

XUrnem 0T6e TCu TUpcw l)T/qHqV

T *   !01 2( (3, ,. 3.,    G"T T %%! (   T T TTTTTH)"T(almnllTAaCuTlCns tClTCu Te m tCTreTnkmr.atoTm p "ecCartTrbTxc"reTT TTTTT(cgGTTEtTco TckkerkeacC TC e.l)TsalmnllTCu Ta.kreCctm TrbTArevTCrTT TTTTT w egrt -lTbc.apgTatTres eTCrTpaw TcTsaotaba sTpab GTT(almnllTurATArevTalTcTT TTTTT"aoTkceCTrbTAurTA Tce TclTA Tlk tsTcTprCTrbTrneTCa. TctsT bbreCTatTpab TT

TTTTTArevato)T

/G"TPcw TlCns tClTwrpntCceapgTe csTJreTC cmu elTe cs"TCu Tpc" plTrtT cmuT muaps-lTluaeCGTTIt TlCns tCTmctTe mresTCu Tsabb e tCTmrntCea lTrtTcT mucpv4AuaC 4l.ceCT"rcesGTT RG"T"2kpcatTCrTlCns tClTCucCTaCTalTcp.rlCTcllne sTCucCTctgTluaeCTAaCurnCTcT NtartTreT6caeTyecs Ti eCaba sTxc" pTAclT.cs TatTcTlA cClurkGT#CTCualT Ca. T 2kpcatTAucCTCu TC e.TQlA cClurk9T. ctlGTTB aC ecC TCucCTCu TrsslT ce Tuno TCucCTctgTluaeCT.cs TatTcTs w prkatoTmrntCegTalT.rlCTpav pgTCu T kersnmCTrbTcTlA cClurkGT KG"TdecatlCre.Tas clTclTCrTAugT#. eamctTmr.kcta lT.cgT.ctnbcmCne T Cu aeTmprCuatoTlrTbceTcAcgTatTs w prkatoTmrntCea lGTyrT 2kctsTCu Tp llrt)T lCns tClTmrnpsTlk tsTCa. TprmcCatoTs w prkatoTmrntCea lTctsTe l cemuatoT Cu T mrtr.amTkpaouCTrbTCu Tk rkp TrbTCu l TmrntCea lGTT,rntoTlCns tClT mrnpsTla.kpgTp cetTCucCTb ATluaeClTce T.cs T"gTntartTArev elTatTCu TNU#T ctsTaCTalT" mcnl TA )TCu Tmrtln. e)TActCTat 2k tlaw TluaeClTctsT mr.kcta lTActCTCrTmrtlas ec"pgTatme cl TCu aeTkerbaClGT TTTTT...G"TUCns tClTmctTAcCmuTrt TrbTCu Ttn. ernlTw egT 2m pp tCTlureCTwas rlTTTT

TTTTTTcwcapc"p TrtT$

TTe pcC sTCrTlA cClurklGTTyu TbrpprAatoTpatvTalTTT TTTTTT lk macppgTorrsTatTCucCTaCT"e cvlTsrAtTCu Te cpaCgTrbTlA cClurkTAco lTatT

TTTTTTw egTmuapsTbea tspgTC e.l

0TTuCCk044AAAGC c.lA cCGreo4Cco4lA cClurkl4T

TMG"T"2kpcatTCrTlCns tClTCucCTCualTalTtrCTurAThrsTArnpsTActCTnlTCrTCe cCT k rkp GTT( k tsatoTrtTCu Toecs Tp w pTrbTCu TlCns tCl)Trt TmrnpsT. e pgT 2kpcatTatTC e.lTrbTCu Thrps tTBnp )TreTrt TmrnpsT 2kpre TCu TUmeakCnecpT

6rntscCartlTreTiunemuT(rmn. tClTCucCTcsse llTun.ctTpc"reTctsTsaotaCgGTT

Jyu l Tce TpalC sTcCTCu T tsTrbTCu Tp llrtl"GTIt TmrnpsTcplrTs pw TatCrTCu T icCurpamTiunemu-lTprtoTualCregTrbTkerC mCatoTCu TsaotaCgTrbTun.ctTpc"reGTT ECTalTa.kreCctCTCucCTCu l Tsae mCTmrtt mCartlTce T.cs TctsTsalmnll s)TclT lCns tClTAappTtrCTt m llceapgT.cv TCu Tmrtt mCartlTCu .l pw lGTT6rlC eatoT ctTcAce t llTCucCTCu TiunemuTuclTlkrv tTbreTCu TkrreTctsT.ceoatcpa: sTatT w egscgT.cCC elTalTkawrCcpTCrTCu aeTnts elCctsatoTrbTCu TicCurpamTiunemuT clTkerku CamcppgTkermpca.atoTCu Thrlk pT. llco TCuernournCTaClTualCregGT

Sx"#U"TB""""d"BTyP"TE"SIBy#8i"TI6TRMGTTT

3G"TPcw TlCns tClT. .rea: TctsTp cetTCu TbaelCTrbTU w tTSeatmakp lTrbT

icCurpamTUrmacpTy cmuato0Tyu T(aotaCgTrbT1revTctsTCu TBaouClTrbT

1rev elGT,rntoTmuapse tTmctT. e pgTp cetTCucCTArevTctsTArev elTce T

urpgGTT SG"Tir.kp C TCu Tp llrtT"gT"ecatlCre.atoTAcglTCucCTCu Tker"p .TrbT lA cClurklTmctT" Tcsse ll sTctsT"gTkecgatoTclTcTmpcllTbreTCu TArev elT

AurT.cs TCu TlCns tC-lTctsTC cmu e-lTluaeClGTTTT

T   &&    Fyu e Tce T...TCrTMT.appartTmrmrcTbce. elTArepsAas GT FKqTCrT...qT.appartTk rkp Ts k tsTrtTmrmrcTbreTCu aeTpaw paurrsGT FTyu Tmnee tCTopr"cpT.cev CTwcpn TrbTcttncpTmerkTalT...GHT"appartTsrppcelGT Fyu TmrmrcToerAatoTe oartl0T#beamc)T#lac)Ti tCecpT#. eamc)TUrnCuT#. eamcTT JcppTAaCuatT/qTs oe lTrbTCu T LncCreW3q?Tmr. Tber.T1 lCT#beamcG"GT Fyu TNUTlk tslTNUzTHMG3T"appartTsrppcelTrtTmurmrpcC T w egTg ceGT Fyu e Tce TctT lCa.cC sTHGST.appartTmuapse tTcCTealvTatTCu TmrmrcTatsnlCegGTT Fiuapse tTce TCcv tTber.TCu aeTur. lTctsTrbC tTArevTH/TurneTscglTAaCuTT paCCp TreTtrT.rt CcegTmr.k tlcCartGTyu gTlr. Ca. lTuctsp Tk lCamas lTT AaCurnCTkerC mCartTctsTce T" cC tTabTCu gTsrTtrCTArevTLnamvpgT trnouGT uCCk044lpcw be murmrpcC Greo4c"rnC4LnamvWbcmCl4TT T *   !04

2"43,

,. 3.,  .    "T T %! #%) %%( 5  HG" ycv TctTatbre.cpTkrppTclTCrTAurTpav lTmurmrpcC GT6atsTrnCTber.TCu T lCns tClTCu T.ctgTAcglTatTAuamuTCu gT tjrgTmurmrpcC TatTwcearnlTbrrslT ctsTrtTwcearnlTrmmclartlGT /G" Uuce Trt TreTcppTrbTCu 6&&  7TAaCuTgrneTlCns tClGTTT RG" Nl TcT.ckTCrTprmcC Tlr. TrbTCu Te oartlTCucCTkersnm TCu TAreps-lT murmrpcC GT KG" EbTco TckkerkeacC )TlurATlr. TrbTCu T,rnTyn" Twas rlTrtTmuapsTlpcw Tpc"reT atTCu TmrmrcT" ctTatsnlCegGTT#ssaCartcppg)TcTw egTatC e lCatoTsrmn. tCceg)TT Qyu T(cevTUas TrbTiurmrpcC 9)TalTcwcapc"p TbreTbe Trtpat TcCT uCCk044AAAGmnpCne ntkpnoo sGmr.4kpcg4KSqYTreTmctT" T"reerA sTber.T

6rneTiret elTrbTCu T1repsT6caeTyecs TUCre T.rwa Tp tsatoTpa"ecegT

J

AAAGbcaeCecs .apAcnv Greo"GTT

...G" (awas TlCns tClTatCrTl.cppToernklGTTPcw TlCns tClT"ecatlCre.TcTpalCTrbTcppT Cu TCuatolTCucCTArnpsTmucto Tc"rnCTCu aeTpaw lTabTCu gTA e T"retTatTcT mrntCegTpav T1 lCThuctcTctsTbrem sTatCrT" atoTcTmuapsTlpcw Tpc"re eT ucew lCatoTmrmrcGTTEtlCenmCTCu .TCrTsalmnllTurATCu gTArnpsTb pTc"rnCT

Cu l TecsamcpTmucto lTatTCu aeTpab lCgp lGTTT

MG" yu t)TclvTCu .TCrTsalmnllTCu TLn lCart0TT(rTmuapse tTprw TmurmrpcC 7T 3G" 8 2C)TAeaC TrtTCu T"rcesTCu TmrlCTrbTcTP elu gTiurmrpcC TdceTctsTcT (awat TiurmrpcC T6caeTyecs TdceGTTyu TecCarTalTc"rnCTzHTCrTz/GTT#lvT lCns tCToernklTCrTsalmnllTAu Cu eTCu gTArnpsT" TAappatoTCrTkcgTCualTmrlCT sabb e tm TbreTcTmurmrpcC T"ceGTTyu t)Tucw TCu .TprrvTrw eTCu aeTke warnlT palClTber.TlC kTR...TctsTCu tTclvTCu .TAucCTCu gTArnpsTActCTrCu elTCrT s mas TabTCu gTA e TCu Trt lTAurTA e TCu TmrmrcT" ctTucew lC elTbreT P elu gGT6atcppg)Tucw TlCns tClT"ecatlCre.TAcglTCu gTmrnpsTcbbresTCrT"ngT

6caeTyecs TiurmrpcC TatTkpcm TrbTCu aeTtre.cpTmurmrpcC Tknemucl lGTT

B .atsTCu .TCucCTaCT.cgTatwrpw Tlcmeabam GTT

SG" TB pcC TlC kTRMTCrTCu Thrps tTBnp GTTy ppTCu .TCucCT w egTscgTs malartlT CucCTl .TlrTla.kp TctsTnte pcC sTCrTCu aeTbcaCuTpab Te cppgTce Ta.kreCctCGTT B .atsTCu .TCucCThrsToaw lTnlTrkkreCntaCa lTCrTpaw TCu Thrlk pT w egT latop TscgTctsTrbC tTCu gTce Tl.cppTctsTla.kp TcmClTpav Ts masatoTCrToaw T nkTCu aeTt sTbreTmurmrpcC TreTCrT"ngT6caeTyecs TiurmrpcC GT YG" "2kpcatTCrTlCns tClTCucCTCualTalTtrCTurAThrsTArnpsTActCTnlTCrTCe cCT k rkp GTT( k tsatoTrtTCu Toecs Tp w pTrbTCu TlCns tCl)Trt TmrnpsT. e pgT 2kpcatTatTC e.lTrbTCu Thrps tTBnp )TreTrt TmrnpsT 2kpre TCu TUmeakCnecpT

6rntscCartlTreTiunemuT(rmn. tClTCucCTcsse llTun.ctTpc"reTctsTsaotaCgGTT

Jyu l Tce TpalC sTcCTCu T tsTrbTCu Tp llrtl"GTIt TmrnpsTcplrTs pw TatCrTCu T icCurpamTiunemu-lTprtoTualCregTrbTkerC mCatoTCu TsaotaCgTrbTun.ctTpc"reGTT ECTalTa.kreCctCTCucCTCu l Tsae mCTmrtt mCartlTce T.cs TctsTsalmnll s)TclT lCns tClTAappTtrCTt m llceapgT.cv TCu Tmrtt mCartlTCu .l pw lGTT6rlC eatoT ctTcAce t llTCucCTCu TiunemuTuclTlkrv tTbreTCu TkrreTctsT.ceoatcpa: sTatT w egscgT.cCC elTalTkawrCcpTCrTCu aeTnts elCctsatoTrbTCu TicCurpamTiunemuT clTkerku CamcppgTkermpca.atoTCu Thrlk pT. llco TCuernournCTaClTualCregGT

Sx"#U"TB""""d"BTyP"TE"SIBy#8i"TI6TRSGTTT

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2011.pdf

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ggg g g g g g Catholic Social Teaching proclaims that we are our brothers" and sisters" keepers. Because God is the father of us all, we are one human family and have a responsibility to care for one another. The principles of Catholic Social Teaching are all interrelated, but for the month of October, we broaden our understanding of solidarity. ultVaMteC is the principle that YSgaMSgcuiiSceSVgYtehgurMgiStnhbuMyL down the street, throughout the country, and around the world. This spirit of solidarity unites all people whether they are rich or poor, weak or strong. It helps to create a society that recognizes that we live in an interdependent world. We proclaim this each time we recite our profession of faith. We believe in one, holy, catholic and apostolic church... (that is catholic with a small "c" meaning universal.) "Solidarity is not a feeling of vague compassion or shallow distress at the misfortune of so many near and far. On the contrary, it is a firm and persevering determination to commit oneself to the common good; that is to say the good of all and each individual because we are really responsible for all."

Pope John Paul II

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ultVaMteCL (Elementary School Level)

We are one human family. We are

brothers and sisters even if we are different. We need to get along with each other. Solidarity means not fighting and helping others. We should love our neighbors all over the world. ultVaMteCL (Middle School Level) We are one human family regardless of what we look like, think, or where we come from. We are all brothers and sisters and must love our neighbor on a global level. Solidarity means promoting peace in a world full of fighting. IieSMVSKSiVSicSLgEach of us needs others and depends on others, to both survive and thrive. We are always in relationship with each other and are part of a global family regardless of the unique qualities we often use to distinguish ourselves. RuuVgIiyScrMteCLgExists whenever the availability of nutritionally adequate and safe foods or the ability to acquire acceptable foods is limited or uncertain. Time and energy is expended figuring out what to do about the situation.g ultVaMteCgvSyyuigPlaigIVSagAGLg ,mlSUSieaMCgDgstVVlSg chuulgvSoSlwg 

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rKKltSy: pencils/pens, paper, ball for the first activity, ball of yarn.   SeetingehSg eanSLgGather students in an open area and ask for a volunteer. Have the volunteer stand in a position so that there is plenty of room in front of him to do the rest of the activity and place a pencil across the front of his feet. Tell him that his feet cannot move past the pencil. Place a ball a distance in front of the pencil - enough so that he can reach the ball. Ask the student to pick up the ball, reminding him to keep his feet behind the pencil. Take the ball from him and move it a further distance away but still enough for him to reach and instruct him to pick up the ball again. Continue to do this until the ball gets far enough out that he cannot reach it. The goal is to get the person to ask someone else in the room to get the ball for him even though the directions never stated that they could not ask someone for help. FtycryytuigukgdcetoteCL Ask the students what happened during the activity? What was the purpose? (To remind us that we need to help one another. As Catholics we are called by our faith to care for and help each other. The Catholic Social Teaching principle of Solidarity tells us that we have a responsibility to commit ourselves to the common good of all people. It is our responsibility to help one another.) Ask the students what they think this activity has to do with the topic of Solidarity? How far do you think our responsibility to help others extends? Just inside our families and communities? (We are called to help everyone - locally and globally.) What was the world"s response when the Tsunami hit Japan last year? (Everyone was trying to send aid. Fundraisers and benefits were held to raise funds.) The Tsunami relief is one example of solidarity in action globally.  ultVaMteCgESbLgRead Matthew 25: 34-40. Have the students sit in a circle. Holding on to the end of the ball of yarn, unroll several feet of it and toss the ball to a student in the circle. That student then states one action that can help us live out our commitment to ensure the common good of all people. It can be an act of solidarity in our family, in our community or in the world. (Stress that this is a brainstorming process so no idea is incorrect and ideas should not be repeated.) The yarn is then tossed to another student and the process continues until everyone has a piece of the yarn and has stated an action. Once the yarn web is formed invite the students to hold their strand up high so that all can look up at the web and then bring it back down. Ask them what they notice about the web. (We are all connected. Every person is needed in order for the web to exist.) Ask every other student to drop their strand of yarn in front of them and note what happens to the web. (It is not complete without everyone holding his or her part. The web still exists even though it is not as strong as it was before. When someone is weak, the rest of the web can help hold him or her up.) Now have the students wind the web back up in reverse order (The students who dropped their yarn will first need to pick it up again.) Each student winds his or her yarn back onto the ball of yarn and offers a prayer of support and solidarity for a person or group in need. "Blessed are..."

Students respond, "Lord hear our pray."

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Do you ever wonder what life is like in countries of the global south- countries where hunger and poverty are experienced daily? What is their mealtime like? saeSMtaly: For each student - a plate, bowl, knife, spoon, fork and glass and a piece of plain bread; water PMucSVrMS: Students gather at a table(s). Each section below includes a simple instruction followed by a short commentary. Do this activity slowly, allowing for individual time for reflection after each part. "Let"s start with what we know about our lives and set our dinner table - plate, bowl, knife, fork, spoon and glass." (Each student also receives 1 piece of bread and ½ glass of water.) Offer together the following prayer: Loving God, we gather together today in solidarity with our brothers and sisters around the world. We have so much but know that many experience hunger every day. Bless our meal today. Help us to always remember that we are one human family, and it is our responsibility to share with others. Amen.

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Our soup bowls are empty. We join in solidarity with the many people around the world who do not have any hot food today. g

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Today our knives will not be needed. We share this meal in solidarity with those who will have no meat. Today we will not have the protein from meat that is needed for a healthy diet.g

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Our only nourishment at this meal is from a plain piece of bread. As we eat, we are reminded that bread is the staple food for many people in the world. It does not provide all the nutrients needed to be healthy.g

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We often take for granted water because it is always there. At this meal, we remember many who do not have clean, available water.g

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Today we will not need our forks as we seek solidarity with the people of the world who do not have fresh fruits and vegetables to help nourish them.g

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At this meal, our spoon is not needed. We join in solidarity with the many people in the world who do not have an added treat of dessert and can barely survive on the food that they have.g Invite the students to finish their "meal" and share what they learned from the experience. Did this experience help them better understand the meaning of solidarity? Can this understanding become an action? One suggestion: Donate the money saved at this meal to a local food bank or organization feeding the homeless. fluytingPMaCSM g :SaVSML We pray for the people of all nations, tribes, and continents across the world, that we will see what we have in common with each other rather than look for divisions. We pray to the Lord. g dllL God of all cultures, make us one family. :SaVSMLg We pray for appreciation of the gifts which each culture in our world contributes to the human family. We pray to the Lord. dllL God of all cultures, make us one family. :SaVSMLgWe pray for our parish family, that we will stand in solidarity with our brothers and sisters around the world who do not have what they need to live in dignity and hope. We pray to the Lord. dllL God of all cultures, make us one family. :SaVSMLgLoving God, we thank you for making us one human family while making each of us unique and gifted in his or her way. Help us to see your image in every person we meet as we strive to become a world of unity and peace. We ask this in the name of your Son, Jesus, who gathered all people to himself. dllLg Amen (From: Generations of Faith Online) TugcluySgtigyuinLgSing We are Many Parts" by Marty Haugen

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• More than half of the world"s population lives on less than two dollars a day. More than 1.2 billion people live on less than one dollar a day. • Almost 800 million people across the globe, most of them children, live with hunger or malnutrition as a regular fact of life. They live in desperate poverty, which means they die younger than they should, struggle with hunger and disease, and live with little hope and less opportunity for a life of dignity. • In the United States, thirty-four million people live below the official poverty line. • The younger you are in our country, the more likely you are to be poor. More than 15 percent of our preschoolers are growing up poor. Discrimination, lack of opportunity, and economic injustice make poverty worse, especially for those in racial and ethnic communities and for persons with disabilities. (USCCB, Bread for the World) g chuulgEtVSgIitetaetoSygDg1ehSMg:SyurMcSyg fMuyyMuaVygukgehSgEuMlV: CRS presents a simulation activity where participants walk in the shoes of young people in different parts of the world. Participants gain a better understanding of the limiting realities that many people live with each day.g http://education.crs.org/educational- resources/solidarity-resources/ g TYugRSSegukgvuoSgtigdcetuiLgThe US Conference of Catholic Bishops provides an educational resource on the two distinct, but complementary, ways we can put the Gospel in action in response to God"s love: social justice (addressing systemic, root causes of problems that affect many people) and charitable works (short-term, emergency assistance for individuals.) http://www.usccb.org/about/justice-peace-and-human-development/resources-and- tools.cfm  #0G#qGBgsrletOsSVtag6urehgdMeygfuieSye is a tool to engage young people in grades 7-12 in learning about poverty in the U.S., its root causes, and faith-inspired efforts to address it. This year"s contest theme is: 7Sgag

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http://www.usccb.org/about/catholic-campaign-for-human-development/poverty-education/ PuoSMeCg erVSiegdcetuigPMu:Sce: This guide contains ideas and suggestions for educating about poverty and our Catholic response for grades K-8. http://www.usccb.org/about/catholic-campaign-for-human-development/poverty-education/   cMtKerMalgRuriVaetuiyg We are called to global solidarity. We are one human family regardless of national, racial, ethnic, gender, economic or ideological boundaries. As Christians, we are, as St. Paul reminds us, one body, and love of neighbor has global dimensions. ;SiSytygG#LGOB God blessed Israel so that all nations would be blessed through it. PyalUg<# Living in right relationship with others brings peace. PyalUgG## Peace be with you! For the sake of the Lord, I will seek your good. =SchaMtahg>LG? These are the things you should do: Speak truth, judge well, make peace. saeehSYg@LA Blessed are the peacemakers, they will be called children of God. saeehSYg@L#GO#B Be reconciled to one another before coming to the altar. :uUaiygGBL>OG0 Living rightly means to love one another. GgfuMtiehtaiygG#LG#O#? If one member suffers, all suffer. If one member is honored, all rejoice. fuluyytaiygBLAOG< Above all, clothe yourself with love and let the peace of

Christ reign in your hearts.

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CrueSyguig ultVaMteCg

"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" to be made a sharer on a par with ourselves in the banquet of life to which all are equally invited by God."

On Social Concern, #39

"We have to move from our devotion to independence, through an understanding of interdependence, to a commitment to human solidarity. That challenge must find its realization in the kind of community we build among us. Love implies concern for all - especially the poor - and a continued search for those social and economic structures that permit everyone to share in a community that is a part of a redeemed creation."

USCCB,

Economic Justice for All, #365

"There can be no progress towards the complete development of the human person without the simultaneous development of all humanity in the spirit of solidarity."

On the Development of Peoples, #43

"The solidarity which binds all men together as members of a common family makes it impossible for wealthy nations to look with indifference upon the hunger, misery and poverty of other nations whose citizens are unable to enjoy even elementary human rights. The nations of the world are becoming more and more dependent on one another and it will not be possible to preserve a lasting peace so long as glaring economic and social imbalances persist."

Mother and Teacher, #157

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