What Is Sacred Scripture?

UNIT 1 What Is Sacred Scripture?

Sessions in thisSAMPLE unit: ӹӹ Session 1: The Written Revelation of God ӹӹ Session 2: The Purposes of Sacred Scripture ӹӹ Session 3: The Use of Scripture at Holy Mass ӹӹ Session 4: Praying with Scripture: Lectio Divina ӹӹ Session 5: How to Use the Bible

1 Unit at a Glance

Connections to the Catechism of the Catholic Church:

Session 1 Session 3 ӹӹ 51, 65, 77-78, 80-82, 85, ӹӹ 131-133, 1154, 1349, 88-90, 101-104 2589

Session 2 Session 4 ӹӹ 131-133 ӹӹ 1177, 2708, 2716-2717

Session 5 ӹӹ 110, 2653

Scriptures studied in this unit: ӹӹ Matthew 7:21 ӹӹ Luke 4:16-21 ӹӹ John 21:25 ӹӹ Matthew 22:37-40 ӹӹ John 1:1-5, 14 ӹӹ Acts 2:37-38 ӹӹ Matthew 28:19 ӹӹ John 3:18 ӹӹ 2 Timothy 3:14-17 ӹӹ Mark 1:15 ӹӹ John 6:51 SAMPLE

2 © SOPHIA INSTITUTE FOR TEACHERS Catechist Introduction

od reveals Himself to us in His Word, glory as of the Father’s only Son, full of grace Gwhich we encounter in Sacred Scripture and truth” (John 1:1, 14). In other words, the and Sacred Tradition. The Magisterium of the Divine Son, the Second Person of the Blessed Church authentically teaches and interprets the Trinity, the Word of God, was present with Word of God so that the faithful might be saved. God in the beginning and is God Himself. The We are called to encounter the Word of God in Word became flesh, and entered into human Scripture through prayer in our daily lives. history to reveal fully the glory of God, who is truth itself. In Jesus Christ, God has said all that needs to be said. He has spoken His one, Sacred Scripture perfect, unsurpassable Word and completely Sacred Scripture, the Bible, is the written revealed Himself. record of God’s revelation of Himself. God has chosen to make Himself known to us, His precious creation. From the very beginning Divine Revelation and the He revealed Himself and His loving plan for Magisterium us in words and deeds. He continued this Divine revelation has reached us today, whole self-revelation throughout salvation history, and intact, through the Sacred Tradition of culminating in the Incarnation, when God the Church. Sacred Tradition is the mode of became man in the Person of Jesus Christ. John transmission of the Word of God. The Word of the Evangelist tells us in the opening words of God was given to the Apostles by Jesus and the His Gospel, “In the Beginning was the Word, Holy Spirit. The Apostles in turn handed it on and the Word was with God, and the Word was to their successors, the bishops. With the help God … and the Word became flesh and made His of the Holy Spirit, the Church has kept the dwelling among us, and we saw his glory, the Word of God whole and safe over the centuries SAMPLE Just as we spend time with loved ones in order to know them and be in relationship with them, so too must we spend time with the Lord and hear His voice in the Word.

St. Jerome Writing, by Caravaggio.

Unit 1 Overview 3 so we can know and believe in the whole Faith The Power of the Word of God today. Sacred Tradition and Sacred Scripture Scripture possesses great power in our lives. make up a single deposit—or one gift—of the Not only do we meet our Lord through it, Word of God. We accept and honor Sacred but, as St. Paul reminds us, it is useful for Tradition equally with Sacred Scripture. The “teaching, for refutation, for correction, and Magisterium, or the teaching authority of the for training in righteousness” (2 Timothy 3:16) Church and those who wield that authority, and is capable of cutting directly to our deepest guard and protect this sacred Deposit of Faith selves, discerning the “reflections and thoughts to ensure that we the faithful have access to of the heart” (Hebrews 4:12). In Scripture we all that we need to know for the sake of our find our guidebook for living the Christian salvation. The Magisterium, which comprises life, for teaching others about the Faith, and the Pope and all the world’s bishops in union for defending the Faith. Scripture also speaks with the Pope, has been given the authority directly to our souls and is capable of revealing to teach and interpret the sacred truths of our truest self. our faith by Jesus Himself. Thus, the Church venerates the Word of God as she venerates In order to achieve all of this, we must first read the Body of Christ. In both, which we receive Scripture and know how to read it properly. We from the same altar, we receive God Himself. must incorporate Scripture into our daily lives. In Sacred Scripture we encounter not dead The Church asks us at least to read in advance words on a page, but the living Word of each Sunday’s Gospel, to reflect on their God, Jesus Christ. St. Jerome famously said, meaning, and to bring those reflections to God “Ignorance of Scripture is ignorance of Christ.” in prayer. Just as we spend time with loved ones Therefore, the Church has always implored in order to know them and be in relationship the faithful to know Scripture in order to know with them, so too must we spend time with the Christ. Lord and hear His voice in the Word. SAMPLE

4 © SOPHIA INSTITUTE FOR TEACHERS SESSION 1 The Written Revelation of God

What students will learn: What students will do: ӹӹ God reveals Himself to us through ӹӹ Play a “Who am I” game. Sacred Scripture and Tradition. ӹӹ Answer questions about Sacred ӹӹ Sacred ScriptureSAMPLE is the written Scripture. record of God’s revelation of ӹӹ Take “Divine Revelation” lecture Himself. notes. ӹӹ Sacred Tradition is the mode of ӹӹ Complete a Venn diagram transmission of the Word of God comparing Scripture and the Body as it was handed on by Jesus to the of Christ. Apostles and their successors, the bishops. ӹӹ The Magisterium is the teaching authority of the Church.

5 Session at a Glance

Workbook pages your students will complete: ӹӹ God Reveals Himself in His Word (page 1) ӹӹ The Body of Christ Discussion Questions ӹӹ Divine Revelation Note-Taking Template (page 6) (page 3) ӹӹ Scripture and the Body of Christ (page 7) ӹӹ The Body of Christ (page 5)

Other materials you will need: ӹӹ Note cards

Vocabulary your students will learn: ӹӹ Revelation: An act of making known divine truth. From the beginning, God made Himself and His plan for us known gradually and in stages in words and in deeds. ӹӹ Sacred Scripture/The Bible: The written record of God’s revelation of Himself. ӹӹ Sacred Tradition: The mode of transmission of the Word of God given to the Apostles by Jesus and the Holy Spirit. The Apostles in turn handed it on to their successors, the bishops. ӹӹ Magisterium: The teaching authority of the Church and those who exercise that authority, the Pope and all of theSAMPLE world’s bishops in union with the Pope.

Prayer for this session: Our Lord Jesus Christ, you are the Word of the Father. You became one with us to tell of the Father’s love. You are the light that shines in the darkness. You came down from Heaven to save us from fear and break the bonds of sin and death. You are the Word of eternal life. Have mercy on us and give us the gift of eternal life. Amen.

6 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. B. Before class, write on each of several note cards the name of a celebrity, a famous athlete, a cartoon character, or a character from a TV show or a movie (for example, Tom Cruise, Bugs Bunny, Iron Man, Taylor Swift, a Minion, and so forth). Distribute a note card to each student, and warn students not to let anyone else see their note cards. The name on the card will be each student’s identity for this game. C. Give students a few minutes to write on the back of their note cards five important clues or characteristics about the person or character on their card. D. Have students stand and find a partner. Without revealing any clues, have students guess who their partner is. Then have them take turns revealing their list of clues one at a time. After each clue is revealed, the student’s partner should guess who he or she is. If a guess is incorrect, the next clue should be revealed. If, after all five clues have been revealed, the identity has not been guessed, students may reveal who they are to their partners. E. After the activity, have students return to their desks and then ask the following questions: ӹӹ Did anyone guess who their partner was without any clues? ӹӹ What was it like trying to figure out who your partner was based on the clues? ӹӹ What was it like to give the clues but not have your identity guessed correctly? ӹӹ Why were some clues better than others? ӹӹ What ultimately gave away the identity of your partner? ӹӹ Do you think it was necessarySAMPLE to give clues to the identities? Why? ӹӹ How do you think this activity might relate to how we know God?

Session 1: The Written Revelation of God 7 SESSION PLAN

Activity 1

EXPLAIN to your students that there are different ways in which we can come to know that God exists, such as through nature or through the use of human reason. But in order to know certain things about God — who He is, that He loves us and has a plan for our lives — God has to reveal them to us. We cannot come to know such things on our own by thinking about them or by using science and technology. Similarly, the only way students could know who their partners were in the game they just played was for their partners to reveal themselves. Blindly guessing would get them only so far. Thankfully, God does reveal Himself to us. One of the primary ways God does this is through Scripture (the Bible). A. Have students turn to God Reveals Himself in

God Reveals Himself in His Word His Word (page 1) in their workbooks. Have

Directions: Read the Scripture passages below and answer the questions. 4. What did Jesus read from in the synagogue? students work individually to complete the ______John 1:1-5, 14 ______In the beginning was the Word, and the Word was with God, and the Word was God. He was in the beginning with God. All things came to be through him, and without him nothing came to 5. What did the Scripture that Jesus read from claim the Spirit of the Lord sent Him to do? activity. be. What came to be through him was life, and this life was the light of the human race; the light ______shines in the darkness, and the darkness has not overcome it. ... And the Word became fl esh and made his dwelling among us, and we saw his glory, the glory as of the Father’s only Son, full of ______grace and truth.

6. What did Jesus1. claim Who afterwas in reading the beginning the Scripture? with God and is God Himself? B. Review and discuss the answers to God Reveals ______Himself in His Word. 2. What came to be through this person?

Reﬂ ection Question ______Explain the following statement using both of the Scripture passages you have just read: ______

3. What didGod the reveals Word become, Himself and whatin His could Word. be seen when He became that?

______

______Luke 4:16-21 Activity 2 ______He came to Nazareth, where he had grown up, and went according to his custom into the ______synagogue on the sabbath day. He stood up to read and was handed a scroll of the prophet Isaiah. He unrolled the scroll and found the passage where it was written: “The Spirit of the ______Lord is upon me, because he has anointed me to bring glad tidings to the poor. He has sent me to proclaim liberty to captives and recovery of sight to the blind, to let the oppressed go free, ______and to proclaim a year acceptable to the Lord.” Rolling up the scroll, he handed it back to the A. Write “Scripture” on the board. Ask your ______attendant and sat down, and the eyes of all in the synagogue looked intently at him. He said to them, “Today this scripture passage is fulfi lled in your hearing.” ______

______students what other word we call the

______1 Scriptures? The Bible.

2 EXPLAIN that the Catechism says that “in Divine Revelation Note-Taking Template order to reveal Himself to men … God

9. T h e ______Directions: Read the selection and then fi ll in the blanks as you listen to your teacher. r e f e r s t o t h e a u t h o r i t y o f t h e C h u r c h t o t e a c h i n Jesus’ name. It also refers to those who possess that authority, the speaks to them in human words” (CCC 101). In Sacred Scripture, the Church constantly fi nds her nourishment and her strength, for she ______a l o n e , a n d a l l o f t h e w o r l d ’ s welcomes it not as a human word, “but as what it really is, the word of God.” “In the sacred ______books, the Father who is tin og heaven e t h e r i ncomes u n i o n lovinglyw i t h t he to P omeet p e . his children, and talks with them” (CCC 104). Scripture is the written record of God’s 10. Sacred Scripture and Sacred Tradition together form one Sacred

______1. G o d c h o s e t o r e v e a l ,H o i rm t s h e e l fw a hn od l em c a ok ne tk e n ot wo fn t ______h e C h r i s t i a n f a i t h . . 2. A m y s t e r y i s a t r u t h t h a t c a n n o t b e d i s c o v e r e d b y ______. revelation of Himself to humanity. God has These descriptions are not complete, but they help you see how God reveals Himself to us 3. G o d r e v e a l e d H i m s e l f t o i n v i t e u s i n t o ______w i t h H i m . through Sacred Tradition and Sacred Scripture. We will spend a lot more time studying the written record of4. God’s T h e revelation, T r i p o d o f T the r u t hBible, i s m athis d e oyear. f ______, made His will known to us through His ______, a n d t h e ______.

5. Sacred Tradition is the core content of the Christian faith that is found in ______a n d ______. Word, which we find written in the Bible.

6. Jesus told His Apostles to preach to all the ______, which they

and their successors, the ______, have faithfully done for over 2 , 0 0 0 y e a r s , u n d e r t h e g u i d a n c e o f t h e ______SAMPLE . B. Have your students turn to Divine Revelation 7. The written record of God’s revelation is called ______. It consists

o f t h e ______a n d t h e ______t h a t m a k e up the Bible. Note-Taking Template (page 3) and 8. S a c r e d T r a d i t i o n c a m e b e f o r e ______. take notes using the template while you give the following lecture. (You can download a

3 PowerPoint “Divine Revelation” presentation of Prophet Isaiah, by Michelangelo.

4 this lecture from SophiaInstituteforTeachers.org/ SpiritofTruthParishSupplements.)

8 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

God chose to reveal Himself and make known the mystery of His will. By mystery we do not mean an unsolvable puzzle, but rather, a truth that cannot be discovered by man alone and that cannot be fully known or expressed by man’s finite mind. We can know that God exists on our own, but there are things about God that we cannot know on our own, such as that He loves us and has a plan for our lives. God revealed Himself to invite us into friendship with Him. His gradual revelation of Himself in words and deeds is how God pursued us throughout history to save us. He left a means to ensure that this revelation remains whole and complete for all time. This is often referred to as the “Tripod of Truth” and consists of Sacred Tradition, Sacred Scripture, and the Magisterium of the Church. A tripod is the most stable of all platforms. Each leg equally supports what is being upheld. However, if one of those legs is removed or is missing, the entire platform falls down. Sacred Tradition, Sacred Scripture, and the Magisterium of the Church are each a “leg” of the “tripod” that upholds the truth of God’s revelation. Sacred Tradition is the core content of the Christian faith that is found in Scripture and the teachings of the Church (dogmas and doctrines). Sacred Tradition also refers to the process by which the central content of the Faith is handed on. In fact, the word “tradition” means “to hand on.” Jesus told the Apostles to preach to everyone the Gospel message, which they and their successors, the bishops, have done faithfully for the past 2,000 years under the guidance of the Holy Spirit. The written record of God’s revelation is called Sacred Scripture. It consists of the Old and the New Testaments that make up the Bible. Sacred Tradition came before Scripture. There was a time in the early Church where there were Christians but there was no New Testament. It had not been written yet. Therefore, it makes sense to say that Tradition existed before there was a Bible. The Magisterium is a word that refers to the teaching authority of the Church in Jesus’ name. Therefore, the Magisterium refers to that authority and to those who possess that authority: the Pope alone and all of the world’s bishops together in union with the Pope. Sacred Scripture and Sacred Tradition have the same source, God Himself. Together they merge to form the Deposit of Faith, which is what we call the whole content of our Christian faith, revealed by God through Jesus Christ,SAMPLE and faithfully guarded and interpreted by the Magisterium, Christ’s Church on earth.

Session 1: The Written Revelation of God 9 SESSION PLAN

Activity 3 The Body of Christ Discussion Questions

The Last Supper, by Andrey Mironov (c. 2009) A. Read aloud Catechism of the Catholic Church no. Mond Crucifi xion, by Raphael (c. 1502-1503)

Directions: Take some time to quietly view and refl ect on the art. Then think about the 1382: questions below, and discuss them with your classmates.

Conversation Questions To receive communion is to receive Christ 1. What do you fi rst notice about each painting? 2. What is happening in each painting? Himself who has offered Himself for us. 3. Who are the fi gures in each painting? The Body of Christ THE LAST SUPPER, BY ANDReY MIRONOv (C. 2009) 4. In the Last Supper painting, where is the source of light in the painting? What does that tell MOND CRUCIFIXION, BY RAPHAeL (C. 1502-1503) us about Jesus?

5. In the Mond Crucifi xion painting, what are the angels doing? Why? B. Have students turn to The Body of Christ (page

6. How do the two paintings together deepen our understanding of the Eucharist? What do they show us about whom we receive in the Bread of Life? 5). Ask them to take a few minutes to look at the images: Last Supper by Andrey Mironov and Mond Crucifixion by Raphael. C. Review and discuss the questions on The Body of Christ Discussion Questions (page 6) as

6 a class. D. Then read aloud Catechism of the Catholic Church no. 103: The Church has always venerated the 5 Scriptures as she venerates the Lord’s Body. She never ceases to present to the faithful the bread of life, taken from the one table of God’s Word and Christ’s Body. E. Ask your students the following questions: ӹӹ What table do you think this Catechism quote is referring to? The altar at Mass. ӹӹ What do we receive from the altar? The Bread of Life, Jesus Himself, in the form of God’s Word and Christ’s Body. ӹӹ What is God’s Word? What is Christ’s Body? SAMPLEScripture and the Eucharist. We encounter and receive Christ present in both, although in different ways.

10 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

F. Have your students turn to Scripture and the

Body of Christ (page 7) and work on the Scripture and the Body of Christ

activities individually. They will complete a Part I Part II Directions:Directions: In the leftIn part the ofboxes the Vennon the diagram, next page, list drawat least a symbol three unique for Scripture characteristics and one for the of Scripture.Eucharist In the toright show part, how list we at encounterleast three Jesus unique through characteristics each. of the Venn diagram comparing Scripture and the Eucharist. Then, in the center portion of the diagram, list at least three ways Scripture and the Eucharist are similar.

Eucharist and then create symbols of each that Scripture The Eucharist

show how we encounter Jesus through each. Scripture G. W hen students have completed their work, review and discuss their responses to the Venn diagram. Draw your own blank diagram on the board, fill it in with student answers, and discuss them. Ask for a few volunteers to share and explain the symbols they created.

Eucharist

SAMPLE

Get Ready for the Next Session Review the upcoming session.

Session 1: The Written Revelation of God 11 Answer Key 1. The Word. 2. All things came to God Reveals Himself in His Word be through Him, specifically life. Directions: Read the Scripture passages below and answer the questions.

3. The glory of God. John 1:1-5, 14 In the beginning was the Word, and the Word was with God, and the Word was God. He was in the beginning with God. All things came to be through him, and without him nothing came to be. What came to be through him was life, and this life was the light of the human race; the light shines in the darkness, and the darkness has not overcome it. ... And the Word became fl esh and made his dwelling among us, and we saw his glory, the glory as of the Father’s only Son, full of grace and truth.

1. Who was in the beginning with God and is God Himself?

______

2. What came to be through this person?

______

3. What did the Word become, and what could be seen when He became that?

______

Luke 4:16-21 He came to Nazareth, where he had grown up, and went according to his custom into the synagogue on the sabbath day. He stood up to read and was handed a scroll of the prophet Isaiah. He unrolled the scroll and found the passage where it was written: “The Spirit of the Lord is upon me, because he has anointed me to bring glad tidings to the poor. He has sent me to proclaim liberty to captives and recovery of sight to the blind, to let the oppressed go free, and to proclaim a year acceptable to the Lord.” Rolling up the scroll, he handed it back to the attendant and sat down, and the eyes of all in the synagogue looked intently at him. He said to them, “Today this scripture passage is fulfi lled in your hearing.” SAMPLE 1

12 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 4. A scroll from the

book of Isaiah. 4. What did Jesus read from in the synagogue?

______5. The Spirit ______anointed Him to bring glad tidings 5. What did the Scripture that Jesus read from claim the Spirit of the Lord sent Him to do? ______to the poor, ______proclaim liberty to captives and 6. What did Jesus claim after reading the Scripture? ______recovery of sight ______to the blind, to let the oppressed Reﬂ ection Question go free, and to Explain the following statement using both of the Scripture passages you have just read: proclaim a year God reveals Himself in His Word. acceptable to the ______Lord. ______

6. That the Scripture ______

is fulfilled in the ______people’s hearing ______of it. ______

______Reflection Question: ______God reveals Himself ______in His Word. Jesus ______Christ is God’s ______one, perfect, unsurpassable Word. Jesus, the Word of 2 God, is God and therefore, in Word, God Himself has SAMPLE come to us to reveal His glory. God’s promise of salvation, prophesied throughout the Old Testament, is fulfilled in Jesus, the Word of God.

Session 1: The Written Revelation of God 13 Answer Key 1. The mystery of His will. Divine Revelation Note-Taking Template 2. Man alone.

Directions: Read the selection and then fi ll in the blanks as you listen to your teacher. 3. Friendship.

In Sacred Scripture, the Church constantly fi nds her nourishment and her strength, for she 4. Sacred Scripture, welcomes it not as a human word, “but as what it really is, the word of God.” “In the sacred Sacred Tradition, books, the Father who is in heaven comes lovingly to meet his children, and talks with them” (CCC 104). and the Magisterium. 1. G o d c h o s e t o r e v e a l H i m s e l f a n d m a k e k n o w n ______. 2. A m y s t e r y i s a t r u t h t h a t c a n n o t b e d i s c o v e r e d b y ______. 5. Scripture, 3. G o d r e v e a l e d H i m s e l f t o i n v i t e u s i n t o ______w i t h H i m . teachings of the 4. T h e T r i p o d o f T r u t h i s m a d e o f ______, Church. ______, a n d t h e ______.

6. Gospel message/ 5. Sacred Tradition is the core content of the Christian faith that is found in bishops/ Holy ______a n d ______. Spirit. 6. Jesus told His Apostles to preach to all the ______, which they and their successors, the ______, have faithfully done for over

7. Scripture/Old 2 , 0 0 0 y e a r s , u n d e r t h e g u i d a n c e o f t h e ______. Testament/New 7. The written record of God’s revelation is called ______. It consists

Testament. o f t h e ______a n d t h e ______t h a t m a k e

up the Bible. 8. Sacred Scripture. 8. S a c r e d T r a d i t i o n c a m e b e f o r e ______.

SAMPLE 3

14 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 9. Magisterium/

pope/bishops. 9. T h e ______r e f e r s t o t h e a u t h o r i t y o f t h e C h u r c h t o t e a c h i n

Jesus’ name. It also refers to those who possess that authority, the 10. Deposit of Faith. ______a l o n e , a n d a l l o f t h e w o r l d ’ s

______t o g e t h e r i n u n i o n w i t h t h e P o p e .

10. Sacred Scripture and Sacred Tradition together form one Sacred

______, o r t h e w h o l e c o n t e n t o f t h e C h r i s t i a n f a i t h .

These descriptions are not complete, but they help you see how God reveals Himself to us through Sacred Tradition and Sacred Scripture. We will spend a lot more time studying the written record of God’s revelation, the Bible, this year.

Prophet Isaiah, by Michelangelo. SAMPLE4

Session 1: The Written Revelation of God 15 The Body of Christ THE LAST SUPPER, BY ANDReY MIRONOv (C. 2009) MOND CRUCIFIXION, BY RAPHAeL (C. 1502-1503)

SAMPLE

16 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Answers will vary. 2. The Last Supper The Body of Christ Discussion Questions painting depicts the Last Supper, The Last Supper, by Andrey Mironov (c. 2009) Mond Crucifi xion, by Raphael (c. 1502-1503) specifically the

moment where Directions: Take some time to quietly view and refl ect on the art. Then think about the questions below, and discuss them with your classmates. Jesus is teaching His Apostles that Conversation Questions

the chalice is the 1. What do you fi rst notice about each painting?

cup of His Blood, 2. What is happening in each painting?

which will be shed 3. Who are the fi gures in each painting?

for them and for 4. In the Last Supper painting, where is the source of light in the painting? What does that tell all as the New us about Jesus? Covenant. The 5. In the Mond Crucifi xion painting, what are the angels doing? Why? other painting 6. How do the two paintings together deepen our understanding of the Eucharist? What do they show us about whom we receive in the Bread of Life? depicts the Crucifixion of Jesus.

3. Jesus and the Apostles are in the Last Supper painting. In the Mond Crucifixion, to Jesus’ left are Mary Magdalene and John the Evangelist, and 6 to Jesus’ right are Jesus’ Mother and St. Jerome (who SAMPLE was not present at the Crucifixion, but to whom this painting was dedicated), along with some angels.

4. The only source of light in the Last Supper is Jesus Himself. He is almost glowing. This highlights Jesus’ divinity. At the moment of the institution of the Eucharist, Jesus is giving Himself to His disciples, Body and Blood, Soul and Divinity.

5. The angels are collecting the Precious Blood of Jesus as it pours from His wounds on the Cross. They are doing this because the Precious Blood of Christ is the Soul and Divinity of our Lord.

6. Both paintings depict Jesus giving to us His Precious Blood. In both paintings we see not only Jesus’ humanity, but His divinity revealed and given to us fully in the Bread of Life, the Eucharist.

Session 1: The Written Revelation of God 17 Answer Key Scripture Possible answers Scripture and the Body of Christ include: written words, authored by Part I human beings, God Directions: In the left part of the Venn diagram, list at least three unique characteristics speaks to us through of Scripture. In the right part, list at least three unique characteristics of the Eucharist. Then, in the center portion of the diagram, list at least three ways it, tells stories, can Scripture and the Eucharist are similar. be read/received anywhere at any time.

The Eucharist Scripture Possible answers include: appears as bread and wine, is the actual Body and Blood of Jesus, transubstantiated by the Holy Spirit through a priest, eaten and drunk, is received at Mass.

Scripture and the Eucharist Possible answers include: both are received at Mass Eucharist from the “one table,” we encounter 7 Jesus in both, both are venerated by Christians, God is SAMPLE revealed in both, both lead us to salvation.

18 © SOPHIA INSTITUTE FOR TEACHERS Part II Directions: In the boxes on the next page, draw a symbol for Scripture and one for the Eucharist to show how we encounter Jesus through each.

Scripture The Eucharist

SAMPLE

Accept reasoned answers

Session 1: The Written Revelation of God 19 Notes ______

______

______SAMPLE ______

______

20 © SOPHIA INSTITUTE FOR TEACHERS SESSION 2 The Purposes of Sacred Scripture

What students will learn: What students will do: ӹӹ Theology is the study of God and the ӹӹ Write a three-sentence things of God. SAMPLEautobiography. ӹӹ In Scripture, God has revealed ӹӹ Brainstorm how they can apply Himself and His plan for our Scripture to their own lives. salvation. ӹӹ Reflect on what Scripture reveals ӹӹ We meet the Person of Jesus Christ about salvation. in His Scriptures.

21 Session at a Glance

Workbook pages your students will complete: ӹӹ Three-Sentence Autobiography (page 9) ӹӹ Salvation in Scripture (page 11) ӹӹ Uses of Scripture (page 10)

Vocabulary your students will learn: ӹӹ Salvation: Being freed from the power and effects of sin. From the beginning, God promised us freedom from sin. He revealed His plan to save us from sin throughout Salvation History and Jesus Christ completed the plan of salvation by His sacrifice on the Cross and Resurrection from the dead. Sacred Scripture is our primary source for the truth we need to know for the sake of our salvation. ӹӹ Theology: The study of God and the things of God. The study of God is different than the study of other things. Rather than learning a list of facts about God, theology is about learning to know, trust, and love God in order to grow in relationship with Him.

Prayer for this session: Praise be to God the Father. Praise be to God today. Praise be to God the Son.SAMPLE Praise be to God tomorrow. Amen. Praise be to God the Holy Spirit. Praise be to God yesterday.

22 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. B. Write on the board the word theology. Ask if any students know what this word means. Accept any reasonable answers. Then write this definition: “The study of God.”

EXPLAIN to students that theology is the study of God and the things of God. The study of God, however, is different from the study of other things. Coming to know God is more like coming to know a good friend. It involves far more than just memorizing facts about that friend. It means to learn about him, to grow in love for and trust of him, and to build a relationship with him. The same is true with the study of God. It is about more than learning things about Him. It is about growing in relationship with Him. And that involves learning to trust and love Him. But you can’t do that without knowing Him. C. Ask your students the following questions: ӹӹ How do we know about God? Through divine revelation, God’s revelation of Himself. ӹӹ Where do we find divine revelation? In Scripture and in Tradition. The Bible is the written record of divine revelation. It is the Word of God. The Bible and Tradition are the primary sources for the study of God. Put another way, theology is an exploration of divine revelation. ӹӹ If the Bible is one of the primary sources for the study of God, what do we need to know? We should know the Bible well, both the Old and New Testaments, and how to read and understand it properly. If God reveals Himself through Scripture, then Scripture is not open to just any interpretation. Through it, we meet God Himself. D. Write on the board the followingSAMPLE quotation from St. Jerome, and have a student read it aloud: Ignorance of the Scriptures is ignorance of Christ. E. Ask your students the following questions: ӹӹ What does it mean to be ignorant of something? To lack knowledge of something; not to know. ӹӹ What is St. Jerome suggesting then? If we don’t know Scripture, or if we lack knowledge of Scripture, we don’t know Christ.

Session 2: The Purposes of Sacred Scripture 23 SESSION PLAN

Activity 1

A. Explain to your students that, above all else, in Scripture we encounter not simply words on a page but a living Person, the Person of Jesus Christ. If we don’t know Scripture well, we likely don’t know Jesus well. B. Have students write on their own paper a three-sentence autobiography. Tell them to be sure to include the most important information about themselves that they would want another Three-Sentence Autobiography person to know. (Note: This will be challenging

Directions: Read the three-sentence autobiography that you chose. Then answer the following questions. for the students, but ultimately that is the

1. What do you think the person most wanted you to know about him or her? point of the exercise — to question how to ______

2. What more do you want to know about the person? How could you better fi nd out more condense such essential information into three about him or her? ______sentences.) ______

3. Is this autobiography a complete picture of the person? Why or why not? ______C. Arr ange students in groups of three or four. ______Have each group sit in a circle and place their 4. Read John 21:25: There are also many other things that Jesus did, but if these were to be described individually, I do not think the whole world would contain the books that would be three-sentence biographies in the center. written.

What is John suggesting about Scripture in this passage? Then have each student randomly choose an ______autobiography from the pile, making sure no

5. Read the following quote from Dei Verbum, the Sacred Constitution on Divine Revelation from the Second Vatican Council: one has his or her own. Scripture teaches “solidly, faithfully, and without error that truth which God wanted put into sacred writings for the sake of salvation.”

What does Scripture teach without error? D. H ave students turn to Three-Sentence ______Autobiography (page 9) in their workbooks.

9 Have them read the three-sentence autobiography they chose from the group pile and then respond to the questions individually. E. Review and discuss the responses to the questions from Three-Sentence Autobiography. Ask for students to volunteer theirSAMPLE thoughts from the worksheet and the experience of reading and writing the three-sentence biographies as a whole.

EXPLAIN to your students that God has chosen to reveal Himself to us through Tradition and Scripture. These are our primary sources of divine revelation and the foundation for the study of God, or theology. God, however, goes beyond Scripture and Tradition. As St. John noted in his Gospel, Scripture and Tradition cannot contain all that God is. He is bigger and greater than anything we can know or understand. This does not mean, however, that we cannot know God. We can know God, because He has revealed what is most important for us to know about Him and what He wants for us, which is to be saved. Not only do we meet the Person of Jesus Christ in His Scripture, but we also learn the truth that we need to know for the sake of our salvation.

24 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 2

A. Ask your students why we read the Bible (Scripture). Accept all reasoned answers, which Uses of Scripture may include: to learn about God and Jesus, to be a Directions: List all the uses for Scripture St. Paul mentions to Timothy that you can fi nd in this passage. Then, in your own words, write a single sentence that summarizes better person, because the Church tells us to, and so St. Paul’s message to Timothy about the uses of Scripture.

But you, remain faithful to what you have learned and believed, because you know from whom forth. you learned it, and that from infancy you have known [the] sacred scriptures, which are capable of giving you wisdom for salvation through faith in Christ Jesus. All scripture is inspired by God and is useful for teaching, for refutation, for correction, and for training in righteousness, so that one who belongs to God may be competent, equipped for every good work. (2 Timothy B. Have student turn to Uses of Scripture (page 3:14-17)

______

10) and ask a student volunteer read aloud ______

______

Timothy 3:14-17. ______

______EXPLAIN to your students that this passage Summary Sentence: comes from St. Paul’s second letter to ______Timothy, who was a trusted companion of ______Choose one of the uses of Scripture St. Paul mentions to Timothy, and write two ways that you St. Paul on his second and third missionary can you can put Scripture to this use in your own life. U s e o f S c r i p t u r e : ______journeys. St. Paul was writing near the end How can I do this in my own life? 1. ______

of his ministry and his life to Timothy to 2. ______encourage him to remain steadfast in his faith. In doing so, St. Paul was reminding 10 Timothy of the purposes and power of Sacred Scripture. C. Arrange students in pairs or trios. Have each group analyze 2 Timothy 3:14-17 and list all the uses for Scripture that St. Paul mentions to Timothy. You may need to define any words that students do not understand, such as refutation, righteousness, and competent. D. After analyzing the passage, have each student write a sentence in his or her own words that summarizes St. Paul’s message to Timothy about the uses of Scripture. E. Ask for volunteers to share their findings and review and discuss student responses to Uses of Scripture. F. Have students choose oneSAMPLE of the uses of Scripture St. Paul mentions to Timothy and write two ways that they can put Scripture to that use in their own lives. For example, a student may choose “teaching” and could list that he would use Scripture to teach a younger sibling how to treat others with respect, or that he could volunteer for his Church’s Vacation Bible School and help teach younger children about Jesus. Have students turn to a neighbor and share their responses.

Session 2: The Purposes of Sacred Scripture 25 SESSION PLAN

Activity 3

A. Write on the board the following quotation from Dei Verbum, the Sacred Constitution on Salvation in Scripture Divine Revelation, and have a student read it Directions: Read each Scripture passage and determine what truth it tells us about salvation. aloud:

1. Mark 1:15: ______Through divine revelation, God chose to 2. John 3:18: ______show forth and communicate Himself and 3. Acts 2:37-38: ______the eternal decisions of His will regarding

4. Matthew 7:21: ______the salvation of men.

5. Matthew 22:37-40: ______B. Ask your students the following questions: 6. John 6:51: ______ӹӹ What does God reveal to us about His will? 7. Matthew 28:19: ______That He desires our salvation. ӹӹ How do we discover God’s will for our salvation? Through Scripture (and Tradition). C. Have your students turn to Salvation in

11 Scripture (page 11) in their workbooks. Have them look up the given Scripture verse and complete the worksheet with a partner. D. When students are finished, review and discuss their responses.

SAMPLE

Get Ready for the Next Session Print out for each student a copy of the article “Liturgy of the Word” by the United States Conference of Catholic Bishops (USCCB) found at SophiaOnline.org/LiturgyoftheWord. Download and print out the Joy of the Gospel eLesson that corresponds to the upcoming Sunday Gospel found at SophiaInstituteforTeachers.org/elesson/joy-of-the-gospel. Review the upcoming session.

26 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Accept reasoned answers. Three-Sentence Autobiography 2. Accept reasoned answers. Students Directions: Read the three-sentence autobiography that you chose. Then answer the following questions. might say that they would need 1. What do you think the person most wanted you to know about him or her? to read more ______about the person 2. What more do you want to know about the person? How could you better fi nd out more about him or her? or meet and ______

spend time with ______the person to 3. Is this autobiography a complete picture of the person? Why or why not?

learn more about ______

him or her. They ______might also say 4. Read John 21:25: that they could There are also many other things that Jesus did, but if these were to be described individually, I do not think the whole world would contain the books that would be talk to others who written. know the person What is John suggesting about Scripture in this passage?

well. ______3. This autobiogra- ______phy is a very brief 5. Read the following quote from Dei Verbum, the Sacred Constitution on Divine Revelation from the Second Vatican Council: portrait of the Scripture teaches “solidly, faithfully, and without error that truth which God wanted put person and is in into sacred writings for the sake of salvation.” no way complete. What does Scripture teach without error? It may commu- ______nicate import- ______ant information about the person, 9 but it does not tell everything. Even if every last SAMPLE tiny detail about the person’s life were written down, it would not be enough to tell us everything about the person.

4. John is suggesting that there is more to know about Jesus and God than what is contained in Scripture.

5. Scripture teaches without error the truth we need to know for the sake of salvation.

Session 2: The Purposes of Sacred Scripture 27 Answer Key Uses of Scripture: Scripture gives us Uses of Scripture wisdom for salvation

through faith in Directions: List all the uses for Scripture St. Paul mentions to Timothy that you can fi nd in Christ Jesus. It is this passage. Then, in your own words, write a single sentence that summarizes St. Paul’s message to Timothy about the uses of Scripture. useful for teaching,

for refutation, for But you, remain faithful to what you have learned and believed, because you know from whom you learned it, and that from infancy you have known [the] sacred scriptures, which are capable correction, and of giving you wisdom for salvation through faith in Christ Jesus. All scripture is inspired by God for training in and is useful for teaching, for refutation, for correction, and for training in righteousness, so that one who belongs to God may be competent, equipped for every good work. (2 Timothy righteousness, so 3:14-17) that one who belongs ______to God may be ______competent, equipped ______for every good work. ______Summary: St. Paul was Summary Sentence: encouraging Timothy ______to hold fast to ______Scripture for strength ______because it can be Choose one of the uses of Scripture St. Paul mentions to Timothy, and write two ways that you can you can put Scripture to this use in your own life. used to teach, to correct, and to train U s e o f S c r i p t u r e : ______oneself in holiness How can I do this in my own life? so that one might be 1. ______2. ______able to do the works of God.

Use of Scripture: 10 Accept reasoned answers. SAMPLE

28 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Mark 1:15: Repent and believe, the Salvation in Scripture Kingdom of God is at hand. Directions: Read each Scripture passage and determine what truth it tells us about salvation. 2. John 3:18: Believe in Jesus Christ. 1. Mark 1:15: ______3. Acts 2:37-38: 2. John 3:18: ______

Repent and be ______baptized for the 3. Acts 2:37-38: ______

forgiveness of ______our sins and to 4. Matthew 7:21: ______

receive the Holy ______Spirit. 5. Matthew 22:37-40: ______4. Matthew 7:21: ______We must do the 6. John 6:51: ______Father’s will. ______7. Matthew 28:19: ______

5. Matthew 22:37-40: ______Love God above all things, and love our neighbor as ourselves.

6. John 6:51: Receive Jesus in the Eucharist.

7. Matthew 28:19: 11 Share the Good News and make disciples of all. SAMPLE

Session 2: The Purposes of Sacred Scripture 29 Notes ______

______

______SAMPLE ______

______

30 © SOPHIA INSTITUTE FOR TEACHERS SESSION 3 The Use of Scripture at Holy Mass

What students willSAMPLE learn: What students will do: ӹӹ God speaks to His people through ӹӹ Brainstorm why Scripture is read at Sacred Scripture proclaimed at Mass. Mass. ӹӹ Match Scripture to Mass prayers. ӹӹ The Mass has two major parts: the ӹӹ Reflect on the upcoming Sunday Liturgy of the Word and the Liturgy Gospel. of the Eucharist. ӹӹ Most of the prayers of the Mass find their roots in Scripture.

31 Session at a Glance

Workbook pages your students will complete: ӹӹ Scriptural Roots of the Mass (page 12) ӹӹ Liturgy of the Word Fill-in-the-Blank (page 13)

Other materials you will need: ӹӹ Monthly Joy of the Gospel eLessons found at SophiaInstituteforTeachers.org/elesson/joy- of-the-gospel. ӹӹ “Liturgy of the Word,” found at SophiaOnline.org/LiturgyoftheWord.

Vocabulary your students will learn: ӹӹ Alleluia: A song or acclamation of praise before the Gospels are read at Mass. ӹӹ Homily: A teaching drawn from the day’s readings given by a priest (or deacon) at Mass. ӹӹ Liturgy of the Eucharist: The second part of the Mass in which we receive the Body and Blood of Jesus Christ in the Eucharist. In this part of the Mass, the priest prays the words of consecration and changes the bread and wine into the Body and Blood of Christ. We also come to the altar of the Lord and receive Holy Communion. ӹӹ Liturgy of the Word: The first part of the Mass in which we receive the written Word of God. In this part of the Mass,SAMPLE Scripture is proclaimed and the priest teaches us in his homily. We also join together in prayer for others and profess our faith.

Prayer for this session: Jesus, thank you for your Word proclaimed at Mass. Help us to recognize you in the breaking of the bread. Amen.

32 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Note: Before class, print out for each student a copy of the article “Liturgy of the Word” by the United States Conference of Catholic Bishops (USCCB) found at SophiaOnline.org/LiturgyoftheWord. Download and print out the Joy of the Gospel eLesson that corresponds to the upcoming Sunday Gospel found at SophiaInstituteforTeachers.org/elesson/joy-of-the-gospel.

Warm-Up

A. Begin with the prayer for this session. B. Write on the board the following quote from the General Instruction of the Roman Missal (the official document of the Catholic Church regulating liturgical norms, including the words and actions of the minister and the faithful during Mass), and have a student read it aloud: When the Sacred Scriptures are read in the Church, God Himself speaks to His people, and Christ, present in His Word, proclaims the Gospel. —GIRM, NO. 29 C. Ask your students the following questions: ӹӹ According to the General Instruction of the Roman Missal, when do we encounter God Himself speaking to His people? When the Sacred Scriptures are read in the Church, during Mass. ӹӹ Who proclaims the Gospel at Mass, and how is this so? Jesus Christ proclaims the Gospel because He is present in the Word. Even though the priest may speak the words of the Gospel, Christ is made present to us through those sacred words.

EXPLAIN that the Mass has two major parts: the Liturgy of the Word and the Liturgy of the Eucharist. It is in the Liturgy of the Word that we primarily hear Scripture proclaimed to us. We also hear parts ofSAMPLE Scripture throughout the other prayers of the Mass and in the Liturgy of the Eucharist. In fact, most of the prayers of the Mass find their roots in Scripture. The Mass is indeed very biblical!

Session 3: The Use of Scripture at Holy Mass 33 SESSION PLAN

Activity 1 Scriptural Roots of the Mass

Directions: Read through each of the prayers of the Mass, then look up each Scripture A. Have your students turn to Scriptural Roots passage and determine which prayer of the Mass is found in each passage. Write the letter for each prayer next to the correct Scripture reference. of the Mass (page 12). Have students work Prayers of the Mass A. Glory to God in the highest, and on earth peace to people of good will. independently or with a partner on the entire B. Our Father, who art in heaven, hallowed be thy name... C. And with your spirit. D. Holy, Holy, Holy, Lord God of hosts. Heaven and earth are full of your glory. worksheet, or put students into groups and E. Lord Jesus Christ, who said to your Apostles: Peace I leave you, my peace I give you… F. In the name of the Father, and of the Son, and of the Holy Spirit. Amen. assign each group a selection of Scripture G. He took bread and, giving thanks, broke it, and gave it to his disciples, saying: TAKE THIS, ALL OF YOU, AND EAT OF IT, FOR THIS IS MY BODY, WHICH WILL BE GIVEN UP FOR YOU. H. Go in peace. Thanks be to God. passages to work with. To complete the activity, I. When we eat this Bread and drink this Cup, we proclaim your Death, O Lord, until you come again. students will look up each Scripture passage J. Lord, I am not worthy that you should enter under my roof, but only say the word and my soul shall be healed. and determine which prayer of the Mass is Scripture References ______1. Matthew 28:19 found in each passage. They will then write the ______2. 2 Timothy 4:22 ______3. Luke 2:14 correct prayer on the line after the Scripture ______4. Isaiah 6:3 ______5. Matthew 26:26 and Luke 22:19 reference. ______6. 1 Corinthians 11:26

______7. Matthew 6:9-13 ______8. John 14:27 B. W hen students have finished, review and ______9. Luke 7:6-7

______10. Luke 7:50 and 2 Corinthians 9:15 discuss the answers to Scriptural Roots of the

12 Mass.

Activity 2

A. Have your students turn to a neighbor and create a list of three reasons why they think it is important for Scripture to be read at Mass. When they have finished, ask students to share their answers while you keep a list on the board. Answers may include that Scripture is the foundation of our faith/beliefs; Scripture tells us the story of salvation; Scripture contains the life story of Jesus; we learn about our origins in Scripture; we learn about famous people throughout salvation history; God speaks to us through Scripture; Scripture is a way to pray with the Word of God. Accept other reasoned answers.

EXPLAIN to students that, during Mass, we encounter Scripture primarily in the Liturgy of the Word, in which we hear three readings: from the Old Testament or the Acts of the Apostles, the New TestamentSAMPLE letters, and the Gospels. We also hear or sing a selection from the book of Psalms (which are in the Old Testament). The Church uses a three-year cycle of readings for Sunday liturgies and a two-year cycle of readings for daily liturgies. If a person attended Mass every day over a three-year period, he or she would hear almost 75 percent of the New Testament and 18 percent of the Old Testament (not including the Psalms) proclaimed!

34 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

B. Hand out to each student the article “Liturgy

of the Word” by the United States Conference Liturgy of the Word Fill-in-the-Blank

Read the “Liturgy of the Word” article by the USCCB located at SophiaOnline. Directions:11. O n S u n d a y s , t h e ______f o l l o w s t h e h o m i l y . T h i s i s e i t h e r of Catholic Bishops (USCCB) found at org/LiturgyoftheWord. Then complete the fi ll-in-the-blank activity with the t hcorrect e ______words and phrases from the C article. r e e d o r t h e ______C r e e d . SophiaOnline.org/LiturgyoftheWord. S o m e t i m e s ______p r o m i s e s a r e r e n e w e d i n s t e a d , t a k i n g t h e place of the Creed. 1. T h e L i t u r g y o f t h e W o r d i s m a d e u p o f m o s t l y ______.

12. The ______concludes the Liturgy of the Word, in which the 2. T h e r e a r e t h r e e S c r i p t u r e r e a d i n g s o n ______a n d assembly entrusts their needs to the faithful and loving ______. C. Have students turn to Liturgy of the Word Fill- ______.

3. The fi rst reading is taken from ______, and the second in-the-Blank (page 13) and instruct students r e a d i n g i s t a k e n f r o m ______. 4. T h e l a s t r e a d i n g i s a l w a y s f r o m ______.

to fill in the blanks with the correct words or 5. A ______i s s u n g b e t w e e n r e a d i n g s t o h e l p u s m e d i t a t e o n God’s Word.

phrases from the “Liturgy of the Word” article. 6. T h e G o s p e l s a r e t h e ______o f t h e L i t u r g y o f t h e W o r d b e c a u s e t h e y t e l l t h e s t o r y o f ______l i f e , m i n i s t r y , a n d

preaching.

D. When students have finished the activity, 7. Outside of Lent, the faithful stand and use an acclamation of praise called the ______, w h i c h m e a n s review and discuss the correct answers. ______, t o i n t r o d u c e t h e G o s p e l r e a d i n g . 8. A ______o r d i n a r i l y r e a d s t h e G o s p e l ; h o w e v e r , i f o n e i s n o t

p r e s e n t a t M a s s , a ______w i l l d o s o .

9. T h e ______i s p r e a c h e d b y t h e

______a f t e r a l l t h e S c r i p t u r e r e a d i n g s .

10. The preacher of the homily draws from the readings to teach a lesson that may help us to Activity 3 l i v e ______a n d g r o w i n ______.

A. Read aloud to your students the following 13 quote from “Hearing the Word of God,” a 14 document from the USCCB concerning the reception of the Word of God at Mass: Perhaps the best way to understand the readings at Mass and our response to them is offered by Blessed John Paul II in his Instruction Dies Domini. He encourages “those who take part in the Eucharist — priest, ministers and faithful ... to prepare the Sunday liturgy, reflecting beforehand upon the word of God which will be proclaimed.” … In this way we will till the soil, preparing our souls to receive the seeds to be planted by the Word of God so that seed may bear fruit. B. Ask your students the following questions: ӹӹ According to Pope St. John Paul II, what is the best way for us to understand and respond to the readings at Mass? To read and reflect on the Word of God, the Sunday readings, in advance, before coming to Mass on Sunday. ӹӹ How are our souls likeSAMPLE soil, in the analogy given in the quote? Our souls are like soil that is tilled to receive seeds planted in order to grow and bear fruit. The seed that is planted in our souls is the Word of God, which bears fruit in our lives as we hear it and become more like Christ. C. Explain to your students that now they are going to do exactly what Pope St. John Paul II asked of them and reflect on the Gospel for the upcoming Sunday Mass. D. Distribute the Joy of the Gospel eLesson that corresponds to the upcoming Sunday Gospel at Mass; it can be found at SophiaInstituteforTeachers.org/elesson/joy-of-the-gospel. Joy of the Gospel is a free monthly set of lessons e-mailed directly to you that provides lesson materials to teach about each Gospel during that month. Use the lesson for the upcoming Sunday Gospel to help your students learn about and interact with that reading before they hear it proclaimed at Mass.

Session 3: The Use of Scripture at Holy Mass 35 SESSION PLAN

Get Ready for the Next Session Photocopy enough copies of Lectio Divina (page 52 in this guide) for each group of four students. Download and print out the Joy of the Gospel eLesson that corresponds to the upcoming Sunday Gospel found at SophiaInstituteforTeachers.org/elesson/joy-of-the-gospel. Review the upcoming session.

SAMPLE

36 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. F 2. C Scriptural Roots of the Mass

3. A Directions: Read through each of the prayers of the Mass, then look up each Scripture passage and determine which prayer of the Mass is found in each passage. Write 4. D the letter for each prayer next to the correct Scripture reference.

5. G Prayers of the Mass A. Glory to God in the highest, and on earth peace to people of good will. 6. I B. Our Father, who art in heaven, hallowed be thy name... C. And with your spirit. 7. B D. Holy, Holy, Holy, Lord God of hosts. Heaven and earth are full of your glory. E. Lord Jesus Christ, who said to your Apostles: Peace I leave you, my peace I give you… 8. E F. In the name of the Father, and of the Son, and of the Holy Spirit. Amen. G. He took bread and, giving thanks, broke it, and gave it to his disciples, saying: TAKE THIS, 9. J ALL OF YOU, AND EAT OF IT, FOR THIS IS MY BODY, WHICH WILL BE GIVEN UP FOR YOU. H. Go in peace. Thanks be to God. 10. H I. When we eat this Bread and drink this Cup, we proclaim your Death, O Lord, until you come again. J. Lord, I am not worthy that you should enter under my roof, but only say the word and my soul shall be healed.

Scripture References

______1. Matthew 28:19

______2. 2 Timothy 4:22

______3. Luke 2:14

______4. Isaiah 6:3

______5. Matthew 26:26 and Luke 22:19

______6. 1 Corinthians 11:26

______7. Matthew 6:9-13

______8. John 14:27

______9. Luke 7:6-7

______10. Luke 7:50 and 2 Corinthians 9:15 SAMPLE12

Session 3: The Use of Scripture at Holy Mass 37 Answer Key 1. Readings from Scripture Liturgy of the Word Fill-in-the-Blank 2. Sundays/

Solemnities Directions: Read the “Liturgy of the Word” article by the USCCB located at SophiaOnline. org/LiturgyoftheWord. Then complete the fi ll-in-the-blank activity with the 3. The Old correct words and phrases from the article. Testament or 1. T h e L i t u r g y o f t h e W o r d i s m a d e u p o f m o s t l y ______. the Acts of the Apostles/the New 2. T h e r e a r e t h r e e S c r i p t u r e r e a d i n g s o n ______a n d ______. Testament letters 3. The fi rst reading is taken from ______, and the second 4. The Gospels r e a d i n g i s t a k e n f r o m ______.

4. T h e l a s t r e a d i n g i s a l w a y s f r o m ______. 5. Responsorial Psalm 5. A ______i s s u n g b e t w e e n r e a d i n g s t o h e l p u s m e d i t a t e o n God’s Word.

6. High point/ 6. T h e G o s p e l s a r e t h e ______o f t h e L i t u r g y o f t h e W o r d Christ’s b e c a u s e t h e y t e l l t h e s t o r y o f ______l i f e , m i n i s t r y , a n d preaching. 7. Alleluia/Praise 7. Outside of Lent, the faithful stand and use an acclamation of praise called the

the Lord ______, w h i c h m e a n s 8. Priest/Deacon ______, t o i n t r o d u c e t h e G o s p e l r e a d i n g . 8. A ______o r d i n a r i l y r e a d s t h e G o s p e l ; h o w e v e r , i f o n e i s n o t

9. Homily/celebrant p r e s e n t a t M a s s , a ______w i l l d o s o .

10. Better lives/ 9. T h e ______i s p r e a c h e d b y t h e ______a f t e r a l l t h e S c r i p t u r e r e a d i n g s . holiness 10. The preacher of the homily draws from the readings to teach a lesson that may help us to

l i v e ______a n d g r o w i n ______. SAMPLE 13

38 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 11. Profession of

Faith/Nicene/ 11. O n S u n d a y s , t h e ______f o l l o w s t h e h o m i l y . T h i s i s e i t h e r

Apostles’/ t h e ______C r e e d o r t h e ______C r e e d . Baptismal S o m e t i m e s ______p r o m i s e s a r e r e n e w e d i n s t e a d , t a k i n g t h e place of the Creed. 12. Universal Prayer 12. The ______concludes the Liturgy of the Word, in which the

or Prayer of the assembly entrusts their needs to the faithful and loving ______. Faithful/God

SAMPLE14

Session 3: The Use of Scripture at Holy Mass 39 Notes ______

______

______SAMPLE ______

______

40 © SOPHIA INSTITUTE FOR TEACHERS SESSION 4 Praying with Scripture: Lectio Divina

What students will learn: What students will do: ӹӹ Silence is an important part of a ӹӹ Remain one minute in complete successful prayerSAMPLE life and being able silence. to hear the Word of God. ӹӹ Instruct each other on the four steps ӹӹ God’s Word is alive, able to cause of Lectio Divina. change in those who hear it, and ӹӹ Pray the Lectio Divina as a class. speaks directly to the “reflections and thoughts of our hearts.” ӹӹ We can pray with Scripture through Lectio Divina, which means “divine reading.”

41 Session at a Glance

Workbook pages your students will complete: ӹӹ Silence and Prayer (page 15) ӹӹ Lectio Divina Expert Groups Worksheet (page 18)

Other materials you will need: ӹӹ Catechist Resource: Lectio Divina (page ӹӹ Monthly Joy of the Gospel eLessons 52 in this guide) found at SophiaInstituteforTeachers. org/elesson/joy-of-the-gospel

Vocabulary your students will learn: ӹӹ Lectio Divina: Latin for “divine reading.” It is an ancient form of praying with Scripture that is a slow and thoughtful encounter with the Word of God.

Prayer for this session:SAMPLE Our Father in Heaven, we love you! Lead us to an encounter with you in your sacred Word. Amen.

42 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Note: Before class, photocopy enough copies of Lectio Divina (page 52 in this guide) for each group of four students. Download and print out the Joy of the Gospel eLesson that corresponds to the upcoming Sunday Gospel found at SophiaInstituteforTeachers.org/elesson/joy-of-the-gospel.-

Warm-Up

A. Begin with the prayer for this session. B. Tell your students that they are going to begin today by closing their eyes and taking one full minute of complete silence. Further, if anyone talks or makes noise, you will start the minute over. You will keep the official time and tell them when to begin and when to end. C. This will probably be challenging for your students. By the end of the minute, there will likely be shuffling of feet, repositioning of bodies, clearing of throats, and so forth. After the minute of silence, ask your students the following questions and discuss: ӹӹ Was it easy or hard to be completely silent for one minute? ӹӹ What made it challenging? ӹӹ Did you feel uncomfortable during the silence? Why? ӹӹ How often are you in silence during your day? Why or why not? D. Explain that being in silence can be difficult for some people. But silence is an important part of Silence and Prayer

a successful prayer life and being able to hear Directions: Read the essay, then answer the questions that follow. not quantity. The perfect place to start would with a close friend, be attentive to what God be to read the Gospel reading from the has said. What is He telling you? Only in hink for a moment of all the times you God!” The Catechism of the Catholic Church, upcoming Sunday Mass. the silence will you be able to discover the are truly in silence throughout your day. in describing contemplative prayer, says that the Word of God. T answer. Maybe your fi rst thought is when you are Lastly, refl ect in silence. Be fi lled with God’s it is fi rst “hearing the Word of God,” and then asleep orWord, taking spoken a shower. to you.PerhapsReﬂ As in ectionon any your conversation Questionit is “silence” in which “the Father speaks to trips to and from school each day. Can you us His incarnate Word” (2716-2717). Silence, Are you comfortable with silence? In what ways do you fi ll the silence throughout think of other times when no sounds creep that state of being in which we so rarely fi nd 1. Why is it diffi cult to fi nd silence in our modern world? your day? How might your own prayer experience be different if you took time to into the peaceful silence around you? You ourselves, is essential to knowing God and to be in silence? might have trouble ______thinking of anytime at all hearing His voice. SAMPLEthat you fi nd yourself in silence. ______You don’t need to go to great lengths to Our modern world makes it diffi cult to fi nd hear God speak to you. First, you need to be ______silence. The2. TV The is author on even suggests during mealtimes,that there is a differencedeliberate between about when hearing and and where listening. you pray. How would Activity 1 the radio playsyou while describe we are that in______difference?the car, and Give anSet aside a specifi c time to pray. It doesn’t example of hearing rather than listening. we put on earbuds ______when we study, walk the have to be a long time. Even just fi ve minutes hallways of our schools, and maybe______even will do, especially if you’re not used to when we sleep. ______Perhaps as a result, many of praying. Then fi nd a place that is comfortable ______us are uncomfortable with silence. We think and relatively free of distractions. of it as a void that needs to be fi lled. 3. What is one of the great battles of prayer? What does the author suggest is the reason for ______Second, you need to be in a quiet place. Turn A. Have students turn to Silence and Prayer (page this battle? But are we really listening to the TV, or the off the TV, take off the headphones, and turn ______radio, or even ______the music in our earbuds? Or off the music. Prepare yourself to listen. are they functioning more like background ______Third, as the Catechism tells us, we have to noise? What is the difference between 15) in their workbooks. Ask students to read hear the Word of God. How do we do that? hearing something and really ______listening to it? 4. What is the main idea of the paragraphThankfully, that begins God “Psalm has been 46:11 speaking tells us…”? to us How does background noise affect what we ______from the very beginning. He has spoken to are able to listen ______to? us throughout human history and has said the essay and complete the questions that One of the great ______battles of prayer involves all that He needed to say when He sent His a question that many of us have asked at only Son to earth to become one of us and one point5. or What are the four steps the author suggests for hearing God speak to us? Briefl y defi ne another: Why can’t I hear God to save us from sin. We can hear this Good accompany it. speak to me?each Perhaps step. it is because we are not News of mercy and love in Scripture, the listening. In any conversation with a close Word of God in writing. God is present in His ______friend, one must stop speaking and listen Word. To hear God speak, read Scripture. attentively to the other. It is diffi cult to hear ______Not all at once. Not even cover to cover. anyone, let alone God, speak when we are Begin with the Gospels, where we meet God’s ______B. When students have finished, review and surrounded by sound. Word become fl esh in Jesus Christ. A single ______passage will do, something manageable and Psalm 46:11 tells us, in God’s own voice not overwhelming. The goal should be quality, nonetheless, “Be still and know that I am discuss the answers with your class. Then ask 6. Where is a good place to begin reading Scripture? ______15 students to turn to a neighbor and take turns ______16 sharing at least one reason silence is important 17 to a successful prayer life.

Session 4: Praying with Scripture: Lectio Divina 43 SESSION PLAN

Activity 2

A. Read aloud to your students Hebrews 4:12: Indeed, the word of God is living and effective, sharper than any two-edged sword, penetrating even between soul and spirit, joints and marrow, and able to discern reflections and thoughts of the heart. B. Then ask your students the following questions: ӹӹ How does the author of Hebrews describe the Word of God, and what do you think this description means? It is living and effective. The Word of God is not dead words on a page. Rather, God’s Word is alive, able to cause change in those who hear it. ӹӹ What are swords used for? Why do you think the author of Hebrews compares the Word of God to a two-edged sword? Swords are both offensive and defensive weapons. They are used in battles to attack, to slice and penetrate, and they are used to defend, to block the attacks of others. A two-edged sword has an advantage over a single-edged sword because both sides of the sword are equally effective at their purpose. The author of Hebrews was likely referring to the uses of Scripture, which can be used to “attack,” or proactively to share the Good News with all, and to “defend,” or support what we believe as Christians against those who may mock and attack us or believe otherwise. ӹӹ What do you think the author means that the Word of God penetrates “between soul and spirit, joints and marrow, and able to discern reflections and thoughts of the heart”? The author likely means that the Word of God is so powerful that it speaks to our innermost being, to our true thoughts and feelings deep in our hearts. God’s Word has the ability to cut through all the barriers and defenses we erect and reaches our true selves in our heart and soul.

EXPLAIN to your students that the Church encourages us to pray often with the Scriptures. She understands the power the Word of God holds for our lives. We can allow the Scriptures to speak to the “reflections and thoughts of our hearts” by practicing the ancient way of praying with Scripture called Lectio Divina, which means “divine reading.” C. Separate students into groupsSAMPLE of four and distribute to each group a copy of Lectio Divina (page 52 in this guide). Have your students read the first two paragraphs under the section titled “Lectio Divina.” Then ask the following questions: ӹӹ What does Lectio Divina mean, and what is it? “Divine reading”; it is an ancient form of praying with Scripture. ӹӹ How can Lectio Divina be described? As a slow, thoughtful encounter with the Word of God. ӹӹ What is the goal of Lectio Divina? To encounter the Word of God and to be open to the Holy Spirit, to allow Him to guide one’s thoughts and inspirations. D. Assign each group one of the steps of Lectio Divina. Inform each group that they must become the “experts” on their assigned step and will later be responsible for teaching others about it.

44 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

E. Have your students turn to Lectio Divina Lectio Divina Expert Groups Worksheet Expert Groups Worksheet (page 18). Have Directions: In your group, answer the questions about the step of Lectio Divina assigned to you. Then work with a new group to learn and answer the questions about the otherOratio steps of Lectio Divina. each group read their assigned paragraph 1. What is the English translation of this word? ______Lectio 2. What does one do in this step? 1. What is the English translation of this word? ______together and then respond to the questions 2. What does one do in this step? ______and activities on Lectio Divina Expert Groups ______3. What are some tips for practicing this step? 3. What are some tips ______for practicing this step?

______Worksheet. Give students ten or fifteen ______4. How is this step related to the other three steps? (Save this question to be answered in your 4. How is this step relatednew groups.) to the other three steps? (Save this question to be answered in your minutes to do this, depending on the ability new groups.) ______level of your students. ______

Meditatio Contemplatio F. When groups have completed Lectio Divina 1. What is the English1. What translation is the English of this translation word? ______of this word? ______2. What does one2. do What in this does step? one do in this step? ______Expert Groups Worksheet, have students form ______3. What are some tips for practicing this step? 3. What are some tips for practicing this step? ______new groups consisting of four students, each ______4. How is this step related to the other three steps? (Save this question to be answered in your an “expert” on a different step of Lectio Divina. new groups.) 4. How is this step related to the other three steps? (Save this question to be answered in your new groups.) ______

(You may need to have groups of more than ______

______four students. If that is the case, you may need 18

to double students up. Just be sure you have 19 at least one expert per step in each group.) Have the students take turns teaching their group about the Lectio Divina step on which they are experts. Students should help each other complete the rest of Lectio Divina Expert Groups Worksheet together. Circulate around the room and assist as needed.

Activity 3

A. Lead your students in doing Lectio Divina together. Download the Joy of the Gospel eLesson that corresponds to the week you are teaching this lesson; it can be found at SophiaInstituteforTeachers.org/elesson/joy-of-the-gospel. Joy of the Gospel is a free monthly set of lessons e-mailedSAMPLE directly to you for teaching about each Gospel during that month. Use the Focus Questions from the lesson for the upcoming Sunday Gospel to help guide your students’ meditation in the meditatio step. Alternatively, you can find the Sunday Gospel in your Bible and create your own questions based on the passage. B. Use the following directions to lead your students in Lectio Divina. ӹӹ Before beginning, have your students sit up straight but comfortably at their desks. They may close their eyes to help remove distraction, but they should not fall asleep. Have them take a moment to quiet their hearts and prepare for prayer. Say: “Be still, and know that you are in the presence of God.” ӹӹ Lectio: Read aloud to your students the Gospel reading for the upcoming Sunday Mass. Read the words slowly and deliberately, carefully choosing your inflection and tone of voice. Read

Session 4: Praying with Scripture: Lectio Divina 45 SESSION PLAN

the Gospel two or three times aloud, to give your students the opportunity to hear it and choose something that stands out to them. ӹӹ Meditatio: Rhetorically, slowly ask aloud the Focus and Reflection Questions from the Joy of the Gospel lesson to help your students meditate on the reading. Direct your students to identify in their minds a word or phrase from the reading that stood out to them. Tell them it could be something that they noticed in the reading, something that challenged them, confused them, made them uncomfortable or anxious, something that made them hopeful or comforted them. Whatever they choose, guide them softly to consider what it might mean in their own lives. What is God telling them? What is He asking them do? ӹӹ Oratio: Give your students a few minutes to pray quietly on their own. Instruct them to have a conversation with God and tell Him all that they reflected on in the previous step. Or they may choose to pray a formal prayer silently. ӹӹ Contemplatio: Softly tell your students to take a few minutes of silence and allow God to move in them and to direct their thoughts and feelings. Ask them to try very hard to stop doing and just be. ӹӹ Conclude by leading your students in the Lord’s Prayer. Note: The time it takes to complete the entire Lectio Divina may vary. Aim for fifteen to twenty minutes to allow enough time for reflection and silence.

Session Extension

Lead your class frequently in Lectio Divina prayer. You may do this with the upcoming Sunday reading or any other passage from Scripture you select. Lectio Divina is also a useful way to pray with sacred art or music. The same steps can be used, but instead of focusing on Scripture, focus on a painting or a piece of music. SAMPLE

Get Ready for the Next Session Review the upcoming session.

46 © SOPHIA INSTITUTE FOR TEACHERS Silence and Prayer

Directions: Read the essay, then answer the questions that follow.

hink for a moment of all the times you God!” The Catechism of the Catholic Church, Tare truly in silence throughout your day. in describing contemplative prayer, says that Maybe your fi rst thought is when you are it is fi rst “hearing the Word of God,” and then asleep or taking a shower. Perhaps on your it is “silence” in which “the Father speaks to trips to and from school each day. Can you us His incarnate Word” (2716-2717). Silence, think of other times when no sounds creep that state of being in which we so rarely fi nd into the peaceful silence around you? You ourselves, is essential to knowing God and to might have trouble thinking of anytime at all hearing His voice. that you fi nd yourself in silence. You don’t need to go to great lengths to Our modern world makes it diffi cult to fi nd hear God speak to you. First, you need to be silence. The TV is on even during mealtimes, deliberate about when and where you pray. the radio plays while we are in the car, and Set aside a specifi c time to pray. It doesn’t we put on earbuds when we study, walk the have to be a long time. Even just fi ve minutes hallways of our schools, and maybe even will do, especially if you’re not used to when we sleep. Perhaps as a result, many of praying. Then fi nd a place that is comfortable us are uncomfortable with silence. We think and relatively free of distractions. of it as a void that needs to be fi lled. Second, you need to be in a quiet place. Turn But are we really listening to the TV, or the off the TV, take off the headphones, and turn radio, or even the music in our earbuds? Or off the music. Prepare yourself to listen. are they functioning more like background Third, as the Catechism tells us, we have to noise? What is the difference between hear the Word of God. How do we do that? hearing something and really listening to it? Thankfully, God has been speaking to us How does background noise affect what we from the very beginning. He has spoken to are able to listen to? us throughout human history and has said One of the great battles of prayer involves all that He needed to say when He sent His a question that many of us have asked at only Son to earth to become one of us and one point or another: Why can’t I hear God to save us from sin. We can hear this Good speak to me? Perhaps it is because we are not News of mercy and love in Scripture, the listening. In any conversationSAMPLE with a close Word of God in writing. God is present in His friend, one must stop speaking and listen Word. To hear God speak, read Scripture. attentively to the other. It is diffi cult to hear Not all at once. Not even cover to cover. anyone, let alone God, speak when we are Begin with the Gospels, where we meet God’s surrounded by sound. Word become fl esh in Jesus Christ. A single passage will do, something manageable and Psalm 46:11 tells us, in God’s own voice not overwhelming. The goal should be quality, nonetheless, “Be still and know that I am

Session 4: Praying with Scripture: Lectio Divina 47 Answer Key 1. There is so much

noise filling the not quantity. The perfect place to start would with a close friend, be attentive to what God silence: TV, radio, be to read the Gospel reading from the has said. What is He telling you? Only in upcoming Sunday Mass. the silence will you be able to discover the answer. music, and so Lastly, refl ect in silence. Be fi lled with God’s forth. Word, spoken to you. As in any conversation

2. We can hear the 1. Why is it diffi cult to fi nd silence in our modern world? ______noise around ______us, but that is different from 2. The author suggests that there is a difference between hearing and listening. How would you describe that difference? Give an example of hearing rather than listening.

listening to it and ______

understanding ______it. Examples will 3. What is one of the great battles of prayer? What does the author suggest is the reason for vary. this battle? ______

3. Asking why God ______doesn’t speak to 4. What is the main idea of the paragraph that begins “Psalm 46:11 tells us…”?

us. The author ______

suggests that ______perhaps we’re just 5. What are the four steps the author suggests for hearing God speak to us? Briefl y defi ne not listening. each step. ______

4. Silence is ______

important for ______being able to ______

hear God and for 6. Where is a good place to begin reading Scripture? praying. ______

______5. 1. Set aside a specific time and 16 place to pray. 2. Be in a quiet place. 3. Hear the SAMPLE Word of God in Scripture. 4. Reflect in silence.

6. The Sunday Gospel readings.

48 © SOPHIA INSTITUTE FOR TEACHERS Reﬂ ection Question Are you comfortable with silence? In what ways do you fi ll the silence throughout your day? How might your own prayer experience be different if you took time to be in silence?

______

SAMPLE

Accept reasoned answers

Session 4: Praying with Scripture: Lectio Divina 49 Answer Key Lectio

1. Reading or listening. Lectio Divina Expert Groups Worksheet

Directions: In your group, answer the questions about the step of Lectio Divina assigned to 2. Read the words of you. Then work with a new group to learn and answer the questions about the Scripture slowly other steps of Lectio Divina. Lectio and intentionally to 1. What is the English translation of this word? ______

hear them as if God 2. What does one do in this step? is speaking them ______directly to you. 3. What are some tips for practicing this step? 3. Quality vs. quantity, ______read smaller sections ______4. How is this step related to the other three steps? (Save this question to be answered in your of Scripture vs. larger new groups.) sections, read the ______passage multiple ______times, read out loud, Meditatio and have someone 1. What is the English translation of this word? ______

read to you. 2. What does one do in this step? ______

4. In this step, we listen ______

to God speak to us. 3. What are some tips for practicing this step? This provides the ______foundation for us to ______4. How is this step related to the other three steps? (Save this question to be answered in your engage with what He new groups.) wants to tell us and ______how we can respond ______to Him. Accept other reasoned answers. 18

Meditatio

1. Meditation.

2. Actively engage the ScriptureSAMPLE we just read by focusing on a key word or phrase from the Scripture selection that stood out to you and considering and reflecting on it to discover what God might be saying to you.

3. Consider the following while reflecting: Did the passage “speak” to you, confuse you, challenge you, fill you with hope, anxiety, or love? Ask yourself why you responded in this way. What is God saying to you? What is He calling you to do or change? Maybe it’s something very small, or maybe it’s something life-changing.

4. This comes after reading or listening to God’s Word. In this step we reflect on what God has just spoken to us and draw conclusions to speak to God about in the next step. Accept other reasoned answers.

50 © SOPHIA INSTITUTE FOR TEACHERS Answer Key Oratio

1. Prayer. Oratio 1. What is the English translation of this word? ______2. Talk to God about 2. What does one do in this step? ______what He has revealed ______to us, no matter how 3. What are some tips for practicing this step?

big or small, by having ______

a conversation with ______

Him about it. 4. How is this step related to the other three steps? (Save this question to be answered in your new groups.) 3. Talk to God about ______what you read, ______what you don’t get, ______

what is making you Contemplatio

uncomfortable, what 1. What is the English translation of this word? ______jumped out at you, 2. What does one do in this step? and what the passage ______is calling you to do or 3. What are some tips for practicing this step? change. Speak to God ______

as if He were there ______

having a conversation 4. How is this step related to the other three steps? (Save this question to be answered in your with you. Or, if you new groups.) ______can’t find the words, ______formal prayers such ______as the Lord’s Prayer or the Hail Mary are

perfectly fine. 19 4. In the lectio step, we heard God speak to us in Scripture. In the meditatio step, we reflected on God’s word and consideredSAMPLE its meaning in our lives. Contemplatio

1. Contemplation.

2. In the silence, rest for a moment in God and allow Him to move through you, to arrange your thoughts, and to speak directly to your heart, pause and know that He is God and He is with you.

3. Stop doing and learn how to be. Sit in silence with God. In other words, we place ourselves in God’s hands and allow Him to fill us with His love and mercy.

4. He began the conversation by speaking His Word, and He has allowed you to respond in prayer. Now He will be with you and allow you to rest in Him.

Session 4: Praying with Scripture: Lectio Divina 51 CATECHIST RESOURCE Lectio Divina

Lectio Divina Scripture is better than a larger one. A few verses are better than an entire chapter to Lectio Divina, which means “divine reading,” is allow for this kind of reading, and the Scripture an ancient form of praying with Scripture that should be read multiple times. It may be is still practiced by many today. It originated helpful to read out loud, or, if possible, to have with the Desert Fathers of the fourth and fifth someone read to you. It is easier to listen while centuries. The Desert Fathers were some of actually listening. In the lectio step, we should the first monks, Christians who moved into the strive to hear the words of Scripture as if God is wilderness to devote themselves to a simple speaking directly to us — because He is! way of life of work and prayer. Lectio Divina is a slow, thoughtful encounter with the Word of God. One who practices Lectio Divina listens to Meditatio the Word of God spoken in Scripture, considers Meditatio translates as “meditation.” In this how God’s Word applies to his life, responds to second step of Lectio Divina, we are called to God in prayer, and then rests in silence in God’s imitate our Blessed Mother, Mary, who, after presence and allows Him to speak to his heart. the shepherds visited her and her newborn Although simple to do, Lectio Divina can lead to Son, Jesus, “kept all these things, reflecting a rich and moving encounter with God. on them in her heart” (Luke 2:19). We are also There are four steps to Lectio Divina: lectio, called to imitate the prophet Jeremiah who, meditatio, oratio, and contemplatio, or reading, when he found God’s Word, “devoured” it mediation, prayer, and contemplation. The goal (Jer. 15:16). All of this is to say, in the meditatio of Lectio Divina is to encounter the Word of step, we are actively engaging the Scripture God and to be open to the Holy Spirit, to allow we just read. Focus on a key word or phrase Him to guide one’s thoughts and inspirations. from the Scripture selection that stood out to Let’s take a look at each step in more detail. you, for any reason. Perhaps it “spoke” to you, confused you, challenged you, filled you with hope, anxiety, or love. Whatever the reason, ask Lectio SAMPLE yourself why you responded in this way. What Lectio translates as “reading,” but perhaps is God saying to you? What is He calling you to a better meaning would be “listening.” We do or change? Maybe it’s something very small, often read to gather as much information or maybe it’s something life-changing. The only from the page as we can, as fast as we can. way you’ll know is to consider and reflect on it. This type of reading is more accurately called “skimming.” Instead, in the lectio step, we must read to listen. This means to read the words Oratio of Scripture slowly and intentionally. The goal Oratio translates as “prayer.” In this third step is quality of reading, not quantity of words of Lectio Divina it is our turn to talk to God. or pages. Therefore, a smaller selection from In the lectio step, we heard God speak to us in

52 © SOPHIA INSTITUTE FOR TEACHERS Scripture. In the meditatio step, we reflected Contemplatio on God’s word and considered its meaning in Contemplatio translates as “contemplation.” our lives. In the oratio step, we should respond This is perhaps the most difficult of the four to what God has revealed to us, no matter steps of Lectio Divina because it requires how big or small, by having a conversation silence. In the silence, rest for a moment in God with Him about it. Talk to God about what you and allow Him to move through you, to arrange read, what you don’t get, what is making you your thoughts, and to speak directly to your uncomfortable, what jumped out at you, and heart. He began the conversation by speaking what the passage is calling you to do or change. His Word, and He has allowed you to respond Speak to God as if He were there having a in prayer. Now it is time to pause and know that conversation with you, because He is! Or, if you He is God and He is with you. It may seem as can’t find the words, formal prayers such as if there is little difference between meditation the Lord’s Prayer or the Hail Mary are perfectly and contemplation, but in reality they are very fine. The goal is to talk to God no matter what different. In the meditatio step, we actively form that takes. engage the Scriptures we have read and try to apply them to our own lives. In that step, we are doing something. In contemplatio, we must stop doing and learn how to be. In other words, we place ourselves in God’s hands and allow Him to fill us with His love and mercy.

SAMPLE

Session 4: Praying with Scripture: Lectio Divina 53 Notes ______

______

______SAMPLE ______

______

54 © SOPHIA INSTITUTE FOR TEACHERS SESSION 5 How to Use the Bible

What students willSAMPLE learn: What students will do: ӹӹ The Bible is unlike any book that has ӹӹ Brainstorm a list of things they need ever been written. to know to read the Bible. ӹӹ To read the Bible effectively, we ӹӹ Look up Scripture passages in their must first know how to read it. Bibles. ӹӹ Use the supplemental material in the Bible.

55 Session at a Glance

Workbook pages your students will complete: ӹӹ Bible Scavenger Hunt (page 20) ӹӹ How to Use the Supplemental Material in the Bible (page 22)

Vocabulary your students will learn: ӹӹ Biblia: Latin for “a collection of books.” The word Bible is derived from this word and refers to the fact that Scripture is not only a single book to be read from cover to cover, but also is a library of books and other writings.

Prayer for this session: All: Come, Holy Spirit, fill the hearts of your Catechist: O God, who by the light of the faithful and kindle in them the fire of your Holy Spirit did instruct the hearts of the love. Send forth your Spirit, and they shall faithful, grant that by the same Holy Spirit be created. And you shall renew the face of we may be truly wise and ever enjoy His the earth. consolations. Through Christ our Lord. SAMPLEAmen.

56 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. B. Tell your students that you are going to read to them an excerpt from The Wonderful Wizard of Oz and then ask them some questions about the book. Read the following excerpt: “We cannot be far from the road of yellow brick, now,” remarked the Scarecrow, as he stood beside the girl, “for we have come nearly as far as the river carried us away.”

The Tin Woodman was about to reply when he heard a low growl, and turning his head (which worked beautifully on hinges) he saw a strange beast come bounding over the grass toward them. It was, indeed, a great yellow Wildcat, and the Woodman thought it must be chasing something, for its ears were lying close to its head and its mouth was wide open, showing two rows of ugly teeth, while its red eyes glowed like balls of fire. As it came nearer the Tin Woodman saw that running before the beast was a little gray field mouse, and although he had no heart he knew it was wrong for the Wildcat to try to kill such a pretty, harmless creature. C. Ask your students the following questions: ӹӹ Who are the main characters in The Wonderful Wizard of Oz, according to this excerpt? A girl, the Scarecrow, and the Tin Woodman, although these aren’t necessarily all the main characters, or even the main characters at all. There is not enough information to be able to tell. ӹӹ How did the characters in the excerpt come to this particular moment in the story? It seems as if they were carried there by a river, although we don’t know that part of the story. ӹӹ How did the story begin,SAMPLE according to this excerpt? We don’t know. There’s not enough information. ӹӹ How did the story end, according to this excerpt? We don’t know. There’s not enough information. ӹӹ According to this excerpt, what was the author’s intention for writing The Wonderful Wizard of Oz? Answers may include to tell a story about a girl, a scarecrow, and a tin woodsman or to tell a fantasy story. The reality is that we don’t have enough information to figure out the author’s intention or even the point of the story. ӹӹ According to this excerpt, how does Harry Potter defeat Lord Voldemort? Your students may be confused by this question. The correct answer is that we don’t know. In fact, that’s the wrong question to be asking about this excerpt or book since the Harry Potter characters don’t even appear in this book.

Session 5: How to Use the Bible 57 SESSION PLAN

ӹӹ Would we be able to learn the answer to any of these questions if we read an equally random excerpt from another section of the book? Maybe, but probably not. ӹӹ What would we need to do to answer these questions about the book? Read the entire book. D. Explain to your students in a mini lecture that for many people, if they have ever tried to read the Bible, the experience is like this exercise of reading a random excerpt from The Wonderful Wizard of Oz. They pick a random place in the Bible and start reading, expecting it to make complete sense. Sometimes they even ask the wrong questions about what they are reading, hoping to find an answer where there is none, like asking about the ending of the Harry Potter story in The Wonderful Wizard of Oz. Ultimately, to read the Bible effectively, we must first know how to read it. The Bible is unlike any book that has ever been written. With The Wonderful Wizard of Oz, you can simply start at the beginning and read to the end and get the complete story. Not so with the Bible. The Bible is more accurately understood as a library of books rather than a single book to be read from cover to cover. In fact, the word Bible comes from the Latin word biblia, which means “a collection of books.” Therefore, in order to find answers to the right questions about the Bible, we have to know how to read it properly.

Activity 1

A. Arrange students in pairs or trios. Have each group brainstorm a list of things they both want and need to know in order to read the Bible effectively and comment on why they think those things are important. Reasoned answers may include who wrote the books; what the authors meant to say; the language it was written in; the customs of the time, place, and culture; and how to locate specific books and passages in the Bible. Accept any reasonable responses. Circulate around the room and assist as needed. B. Ask groups to share their lists of things they want and need to know in order to read the Bible effectively. Keep a list on theSAMPLE board as groups share and discuss their responses.

58 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 2

A. Write the following on the board: John 3:16-17. Explain that this is the typical way a passage in the Bible is referenced. Using this, we can look up the specific book, chapter, and verses. Ask your students to identify the book, the chapter, and the verses in the reference you wrote on the board. Underline each part and label them.

EXPLAIN to students that sometimes the name of the book is abbreviated. For example, the Gospel of John is sometimes abbreviated “Jn.” The book of Genesis is sometimes abbreviated “Gn.” Let them know that they are now going to have the opportunity to practice identifying these parts of the Bible and looking up different passages. B. Have your students turn to Bible Scavenger Hunt (page 20). Have students complete Bible Scavenger Hunt the activities by looking up the given Part 1: Bible BasicsPart 3: Who Said This? 1. Label the book,Directions: chapter, andLook verses up in the the given following verses reference: in the Bible to determine who made the statements Scripture passages and filling in the blanks. Matthew 28 : 16-20. listed. You may need to look in the verses surrounding the given passage to fi gure it out.

2. Which books of the Bible do the following abbreviations stand for? This activity is meant to provide practice Bible Verse Who said it Nm. ______1 Sm. ______“Saul, Saul, why are you persecuting me?” —ACTS 9:4 1. ______using a Bible. If you do not have enough Ez. ______Mt. ______Ex. ______“I saw the Lord seated on a high andEph. lofty ______throne, with the train 2. ______of his garment fi lling the temple.” —ISAIAH 6:1 Bar. ______Phil. ______Bibles for each student to use, you may have Jer. ______“Go and search diligently for the child.Neh. When ______you have found 3. ______him, bring me word, that I too may go and do him homage.” —MATTHEW 2:8

students work in pairs or groups to complete Part 2: Fill in “Nowthe Blank shout, for the LORD has given you the city.” 4. ______—JOSHUA 6:16 Directions: Look up the given book and chapter of the Bible and skim the chapter to fi nd the given verse. Then fi ll in the blanks with the missing words. “By hearsay I had heard of you, but now my eye has seen you.” 5. ______the activity, as long as each student has a —JOB 42:5

1. Romans 12: For“How, as in then, one couldbody weI do have this many great parts,wrong and and all sin the against parts God?”do not have the6. same ______—GENESIS 39:9 turn to search through the Bible. All Scripture function, so we, though many, are ______in Christ and individually ______.“Behold, half ofSince my possessions,we have gifts Lord, that differI shall according give to the to poor, the graceand given7. ______to us, if I have extorted anything from anyone I shall repay it four times let us exercise them: if prophecy, in proportion to the faith; if ministry, in ministering; if one over.” —LUKE 19:8 references on this worksheet are taken from is a teacher, in teaching.

2. Proverbs 3: For whom the LORD ______he reproves, as a father, the son the New American Bible, Revised Edition. he favors. 3. Revelation 13: Then I saw a beast come out of the sea with ten ______a n d s e v e n ______; o n i t s ______w e r e t e n C. Review and discuss the answers to Bible ______, a n d o n i t s h e a d s ______n a m e s . 4. Matthew 5: Blessed are they who ______for righteousness, for they will Scavenger Hunt. be satisfi ed. 20

21 SAMPLE

Session 5: How to Use the Bible 59 SESSION PLAN

Activity 3

How to Use the Supplemental Material in the Bible A. Have your students turn to How to Use the

3. What are the major sections of Genesis, and where does each section begin and end? ______Directions: Read the essay below, then follow the activity instructions and answer the Supplemental Material in the Bible (page questions that follow. ______

4. What aren additionthe major to themes the Bible of text,the book there of is Genesis? other information is the result of solid exegetical 22). valuable information in your Bible that can (interpretive) work done by and generally ______I help you interpret and understand Scripture. agreed upon by many scholars. ______At the beginning of most books, or before a Every time you see an obelisk (†) in the Bible group of books, you will fi nd an introduction. text, you will fi nd a corresponding footnote EXPLAIN to your students that there are 5. Look upThis Genesis usually 1:1-2. brief Which section verse(s) will provide indicates you there is a footnote? labeled with the same chapter and verse with details about the authorship of the book, ______numbers at the bottom of the page. Every major themes or structures in the book, and time you see an asterisk (*) in the Bible other helpful information. other tools available to us to help us read 6. Which verse(s) indicates there is a cross-reference? (List the fi rst fi ve.) text, you will fi nd a corresponding cross- ______In each book you will fi nd footnotes and reference labeled with the same chapter and cross-references at the bottom of pages. The verse numbers at the bottom of the page. ______footnotes provide additional information and The cross-references direct you to similar and understand the Bible. Many of the valuable insights into the meaning of certain Scripture passages. 7. Summarize the information provided for the fi rst footnote given for this passage. words or phrases in their original languages Other versions of the Bible may use an or certain ancient customs (that may have a ______asterisk (*) instead of an obelisk to indicate items on our list of things that we want and different meaning in English or to our modern a corresponding footnote and small letters ______world). The cross-references direct you to (a, b, c,…) to indicate a corresponding cross- other verses in Scripture that are similar, reference. Regardless of the marking, the 8. Look uprefer the to very the lastsame cross-referenced thing, quote the passagesame for verses 1-2. Why do you think this need to know about the Bible to help us meaning is the same. particularverse, passage or are helpfulwas cross-referenced? in interpretation. This ______read it are actually found right there on the ______Let’s practice! First, using a physical Bible: 1. Read the introduction to the book of Genesis. page in the footnotes and cross-references. 2. Who wrote the book of Genesis? ______These are usually indicated by a symbol ______printed after a verse. Also, at the beginning 22 of each book of the Bible, the scholars

23 and experts who translated the book have provided an introduction. This gives a lot of background information that can help us read and understand the Bible. B. Have students complete the activities on their worksheet using a Bible. If you do not have enough Bibles for each student, you may have students work in pairs or groups to complete the activity, as long as each student has a turn to search through the Bible. All Scripture references, footnotes, and cross-references are taken from the New American Bible, Revised Edition. C. Review and discuss the answers to the questions on How to Use the Supplemental Material in the Bible. SAMPLE

Get Ready for the Next Session Photocopy enough copies of Writing Styles of the Bible (page 85 in this guide) for each pair of students. Review the upcoming session.

60 © SOPHIA INSTITUTE FOR TEACHERS Answer Key Part 1: Bible Basics 1. Matthew (book) Bible Scavenger Hunt 28 (chapter): 16-20

(verses) Part 1: Bible Basics 1. Label the book, chapter, and verses in the following reference:

2. Nm.: Matthew 28 : 16-20. Numbers

Ez.: 2. Which books of the Bible do the following abbreviations stand for? Nm. ______1 Sm. ______Ezekiel Ez. ______Mt. ______Ex.: Ex. ______Eph. ______Exodus Bar. ______Phil. ______Jer. ______Neh. ______Bar.:

Baruch Part 2: Fill in the Blank Directions: Look up the given book and chapter of the Bible and skim the chapter to fi nd the Jer.: given verse. Then fi ll in the blanks with the missing words. Jeremiah 1. Romans 12: For as in one body we have many parts, and all the parts do not have the same 1 Sm.: 1 function, so we, though many, are ______in Christ and individually Samuel ______. Since we have gifts that differ according to the grace given to us, let us exercise them: if prophecy, in proportion to the faith; if ministry, in ministering; if one Mt.: is a teacher, in teaching. Matthew 2. Proverbs 3: For whom the LORD ______he reproves, as a father, the son he favors.

Eph.: 3. Revelation 13: Then I saw a beast come out of the sea with ten ______Ephesians a n d s e v e n ______; o n i t s ______w e r e t e n ______, a n d o n i t s h e a d s ______n a m e s .

Phil.: 4. Matthew 5: Blessed are they who ______for righteousness, for they will Philippians be satisfi ed.

Neh.: 20 Nehemiah SAMPLE Part 2: Fill in the Blank

1. One body/parts of one another

2. Loves

3. Horns/heads/horns/ diadems/blasphemous

4. Hunger and thirst

Session 5: How to Use the Bible 61 Answer Key

Part 3: Who Said Part 3: Who Said This? This? Directions: Look up the given verses in the Bible to determine who made the statements listed. You may need to look in the verses surrounding the given passage to 1. Jesus fi gure it out.

2. Isaiah Bible Verse Who said it

3. Herod “Saul, Saul, why are you persecuting me?” —ACTS 9:4 1. ______

“I saw the Lord seated on a high and lofty throne, with the train 2. ______4. Joshua of his garment fi lling the temple.” —ISAIAH 6:1

“Go and search diligently for the child. When you have found 3. ______5. Job him, bring me word, that I too may go and do him homage.” —MATTHEW 2:8 6. Joseph “Now shout, for the LORD has given you the city.” 4. ______—JOSHUA 6:16 7. Zacchaeus “By hearsay I had heard of you, but now my eye has seen you.” 5. ______—JOB 42:5

“How, then, could I do this great wrong and sin against God?” 6. ______—GENESIS 39:9

“Behold, half of my possessions, Lord, I shall give to the poor, and 7. ______if I have extorted anything from anyone I shall repay it four times over.” —LUKE 19:8

SAMPLE 21

62 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 2. Tradition has long held that How to Use the Supplemental Moses was the Material in the Bible author of the entire Pentateuch, Directions: Read the essay below, then follow the activity instructions and answer the including questions that follow. Genesis. Modern n addition to the Bible text, there is other information is the result of solid exegetical scholarship Ivaluable information in your Bible that can (interpretive) work done by and generally has developed help you interpret and understand Scripture. agreed upon by many scholars. At the beginning of most books, or before a Every time you see an obelisk (†) in the Bible group of books, you will fi nd an introduction. a multiauthor text, you will fi nd a corresponding footnote This usually brief section will provide you labeled with the same chapter and verse and multieditor with details about the authorship of the book, numbers at the bottom of the page. Every major themes or structures in the book, and time you see an asterisk (*) in the Bible theory. other helpful information. text, you will fi nd a corresponding cross- In each book you will fi nd footnotes and reference labeled with the same chapter and cross-references at the bottom of pages. The verse numbers at the bottom of the page. footnotes provide additional information and The cross-references direct you to similar valuable insights into the meaning of certain Scripture passages. words or phrases in their original languages Other versions of the Bible may use an or certain ancient customs (that may have a asterisk (*) instead of an obelisk to indicate different meaning in English or to our modern a corresponding footnote and small letters world). The cross-references direct you to (a, b, c,…) to indicate a corresponding cross- other verses in Scripture that are similar, reference. Regardless of the marking, the refer to the same thing, quote the same meaning is the same. verse, or are helpful in interpretation. This

Let’s practice! First, using a physical Bible:

1. Read the introduction to the book of Genesis.

2. Who wrote the book of Genesis?

______

______SAMPLE22

Session 5: How to Use the Bible 63 Answer Key 3. Genesis 1-11

(Creation and 3. What are the major sections of Genesis, and where does each section begin and end? the story of the ______

nations)/Genesis ______

11-50 (the story of 4. What are the major themes of the book of Genesis? the ancestors of ______Israel). ______

4. The divine 5. Look up Genesis 1:1-2. Which verse(s) indicates there is a footnote? ______command to the first couple to 6. Which verse(s) indicates there is a cross-reference? (List the fi rst fi ve.) ______produce offspring ______and to possess the land. 7. Summarize the information provided for the fi rst footnote given for this passage. ______

5. Verse 2. ______

8. Look up the very last cross-referenced passage for verses 1-2. Why do you think this 6. Verses 1 and 2 particular passage was cross-referenced? both indicate ______cross-references. ______The first five listed are Gn. 2:1, 4; 2 Mc. 7:28; Ps. 8:4; Ps. 33:6; and Ps. 89:12.

7. In the beginning before God created everything, there 23 was nothing. Out of this chaos God brought order. SAMPLE The story of creation explains the order that God made out of the nothingness.

8. Jeremiah 4:23. Jeremiah is making direct reference to the words used to describe creation, but in reverse, to describe the destruction of his homeland.

64 © SOPHIA INSTITUTE FOR TEACHERS UNIT 2 How Is the Bible Different from Other Books? SAMPLE Sessions in this unit: ӹӹ Session 6: The Inspiration of Scripture and the Writing Styles of the Bible ӹӹ Session 7: The Senses of Scripture ӹӹ Session 8: The Old and New Testaments ӹӹ Session 9: Salvation History Is a Love Story between God and His People

65 Unit at a Glance

Connections to the Catechism of the Catholic Church:

Session 6 Session 8 ӹӹ 101-110, 691, 703 ӹӹ 120-130

Session 7 Session 9 ӹӹ 111-119 ӹӹ 51-65, 218, 357, 781, 1612

Scriptures studied in this unit: ӹӹ Genesis 1:2 ӹӹ Matthew 5:17-18 ӹӹ 2 Timothy 3:16-17 ӹӹ Genesis 2:7 ӹӹ Luke 1:26-38 ӹӹ Genesis 9:8-17 ӹӹ 2 Peter 1:20-21

SAMPLE

66 © SOPHIA INSTITUTE FOR TEACHERS Catechist Introduction

acred Scripture is the inspired Word of their own powers and abilities, and chose the SGod, who spoke through human authors different writing styles, languages, and details who freely wrote using their own capabilities. in each story. This means that, like any author, God reveals His plan for our salvation to they sometimes intended their writing to be us through the Scriptures, in both the Old as accurate as possible down to the very last and New Testaments, each of which sheds detail. Other times, they chose to use poetic or light on the other. God has revealed Himself metaphorical language to communicate other throughout human history through a series of kinds of truth. Thus, the Bible contains many covenant relationships that bring mankind into styles of writing, including history, poetry, a deeper relationship with Him. The authentic fiction, proverbs, and apocalyptic literature. interpretation of Scripture is guided by criteria Ultimately, we understand Scripture to be given to us by the Church in order to determine inspired by God and committed to writing the intention of the human authors and that by human hands, to communicate to us which God desired to be committed to writing essential truths about God, human beings, our for the sake of our salvation. relationship to God and to each other, and most important, what we need to know for the sake of our salvation. And since God is God, we can be Inspiration and Authorship of fully confident that Scripture teaches us these Scripture things solidly, faithfully, and without error. All of Scripture is inspired by God. This means that God moved through the human authors of Interpretation of Scripture Scripture to write what He wanted committed to writing for the sake of our salvation. We In order to understand more fully the things learn in the first pages of Scripture that God’s God wanted known through Scripture, we must Spirit was present at the beginning of creation consider how to interpret it authentically. In and that God breathed His breath of life into her wisdom, the Catholic Church has given us Adam to give him life. The Hebrew word for three criteria to ensure that our interpretation “spirit” and “breath” used inSAMPLE both instances of Scripture does not stray from the truth. First, is the same, ruah. In the same way as God’s we must look closely at the content and unity Spirit was present at the creation of all things of the whole of Scripture. That is to say, we and was infused into Adam at his origin, so too must first use Scripture itself as the context for is God’s Spirit present in the Scriptures, “in- interpretation. Second, we must read Scripture spiriting” them, or inspiring them, making them within the living Tradition of the whole Church. In the living Word of God. Therefore, God is the other words, we should consider the writing and primary author of Scripture as He really and teachings of the early Church Fathers, the saints, truly speaks to us in the Word. and the Church’s Magisterium. Third, we must be attentive to the analogy of the faith, or consider This fact in no way diminishes the contribution the entirety of the doctrines and dogmas of the of the human authors to Scripture. They were Church and God’s plan for salvation. true authors, not puppets, who wrote using

Unit 2 Overview 67 Scripture contains the story of our salvation, God’s actions in human history. We call this salvation history.

Anastasis, Chora Church, Istanbul, Turkey.

Along with the criteria for interpretation, we The anagogical sense of Scripture refers to how must consider the various senses or meanings a Scripture text reveals something to us about of the Scripture text. The literal sense is the our final destiny, which is Heaven. Keeping in meaning of the words of Scripture discovered mind these senses of Scripture can help us to by study of the text. The literal sense of understand the truth of our faith that God has Scripture may be challenging to uncover communicated to us through His Word. because of the differences in time, place, language, and customs between our day and when the text was written thousands of years The Story of Salvation ago. The Bible is divided into two parts: the Old Testament and the New Testament. The Old The spiritual sense allows us to understand Testament refers to the Old Covenant, which that, thanks to the unity of God’s plan, the is not called “old” because it no longer has realities and events the text describes are meaning for us today. Rather, the Old Testament themselves signs of our Faith. The spiritual has great value for our Christian faith, not only sense is divided into three further senses: the as a treasury of spiritual learning, prayer, and allegorical, the moral, and the anagogical. The wisdom for life, but also as an interpretive key allegorical sense of Scripture refers to how an for unlocking the New Testament. In the New earlier person, place, thing, or ideaSAMPLE in Salvation Testament, we uniquely encounter the Word History foreshadows a later person, place, of God Incarnate, Jesus Christ. The Gospels thing, or idea. This is also called typology, or are our primary source of knowledge of Jesus’ the study of how one thing leaves an imprint life and thus hold a place of primacy among on a later thing in Salvation History. We most all Scripture. Ultimately, as the Catechism of often consider this in relation to Jesus Christ. the Catholic Church no. 129 puts it, “The New The moral sense of Scripture refers to how the Testament lies hidden in the Old and the Old Scripture text teaches us to live rightly. This Testament is unveiled in the New.” Thus, both could be explicit, as in the Ten Commandments, Testaments of Scripture are essential to each or by the example of the life of a biblical figure. other and to our Christian faith.

68 © SOPHIA INSTITUTE FOR TEACHERS Scripture contains the story of our salvation, Salvation History, God has invited us to be a God’s actions in human history. We call this part of His divine family and has prepared us Salvation History. From the very beginning, gradually and in stages, and in words and deeds God has revealed Himself to man and entered to receive the gift of salvation won for us by His into relationship with him through a series only son, Jesus Christ, who sacrificed Himself of covenants. A covenant is a sacred bond of on the Cross for our sins. This is our faith, and family relationship. In other words, throughout this is the story of Scripture.

SAMPLE

Unit 2 Overview 69 Notes ______

______

______SAMPLE ______

______

70 © SOPHIA INSTITUTE FOR TEACHERS SESSION 6 The Inspiration of Scripture and the Writing Styles of the Bible

SAMPLE What students will learn: What students will do: ӹӹ All of Scripture is inspired by God. ӹӹ Test their knowledge of Scripture. ӹӹ Scripture teaches solidly, faithfully, ӹӹ Explore the relationship between and without error that truth which inspiration and Scripture. God wanted written in Scripture for ӹӹ Identify what writing style a the sake of our salvation. Scripture passage is written in. ӹӹ There are many writing styles present in Scripture.

71 Session at a Glance

Workbook pages your students will complete: ӹӹ The Inspiration of Scripture (page 24) ӹӹ The Truth of Scripture Post-Assessment ӹӹ The Truth of Scripture Pre-Assessment (page 28) (page 27) ӹӹ Writing Styles of the Bible Worksheet (page 29)

Other materials you will need: ӹӹ Catechist Resource: Writing Styles of the Bible (page 85 in this guide)

Vocabulary your students will learn: ӹӹ Inspiration: The human authors of Scripture were guided by God through the Holy Spirit in their writing. God’s Spirit was present with them when they chose the words to write and how to write them. The Holy Spirit moved within them to write the truth God wanted written for the sake of our salvation. ӹӹ Ruah: The Hebrew word for “breath” and “spirit.” Just as God breathed His “breath of life” into Adam when He created Him to give him life, God’s Spirit is present in Scripture, making it the living Word of God.SAMPLE

Prayer for this session: Breathe in me, O Holy Spirit, that my what is holy. Strengthen me, O Holy Spirit, thoughts may all be holy. Act in me, O Holy to defend all that is holy. Guard me, then, Spirit, that my work, too, may be holy. Draw O Holy Spirit, that I always may be holy. my heart, O Holy Spirit, that I love only Amen. – St. Augustine

72 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Note: Before class, photocopy enough copies of Writing Styles of the Bible (page 85 in this guide) for each pair of students.

Warm-Up

A. Begin with the prayer for this session. B. Read aloud to your students 2 Peter 1:16-21. C. Then ask your students the following questions: ӹӹ According to St. Peter, for what reasons should people believe that he and the other Apostles were not making up “cleverly devised myths” about Jesus? They were eyewitness of His power and majesty. Peter Himself saw Jesus’ glory revealed and heard the words of the Father, “This is my Son, my beloved, with whom I am well pleased.” They also have the “prophetic message,” Scripture, which is reliable. ӹӹ What does St. Peter tell us we should do with Scripture? Be attentive to it, as to a lamp shining in the dark. ӹӹ Why does St. Peter believe that Scripture is reliable? The words of Scripture are not simply the words of human beings, but rather God speaking, by the movement of the Holy Spirit, through the human authors. St. Peter boldly proclaims: “Know this first of all, that there is no prophecy of scripture that is a matter of personal interpretation, for no prophecy ever came through human will; but rather human beings moved by the Holy Spirit spoke under the influence of God.” ӹӹ If the words of ScriptureSAMPLE are truly the words of God, what does that mean for our own interpretation of Scripture? Ultimately, we’re not free to interpret Scripture any way we want. The true meaning of the Word of God is not a “matter of personal interpretation.”

Session 6: The Inspiration of Scripture and the Writing Styles of the Bible 73 SESSION PLAN

Activity 1

A. Have students turn to The Inspiration of Scripture (page 24), read the essay, and complete the questions. B. When students have finished, review and discuss the correct answers as a class.

Activity 2

A. Have your students turn to The Truth of Scripture Pre-Assessment (page 27). Have each student respond to the statements in the pre-assessment. Emphasize that at this point in the discussion, there is not necessarily a right or wrong answer. You are interested in what students think and know. B. After students have completed the assessment, review and discuss their responses to the questions. Do not give the correct answers. Rather, through discussion, help students give reasons for why they think the way they do. The answers to the statements will be given later. C. Read aloud to your students Catechism of the Catholic Church no. 107, which quotes Dei Verbum 11: Since therefore all that the inspired authors or sacred writers affirm should be regarded as affirmed by the Holy Spirit, we must acknowledge that the books of Scripture firmly, faithfully, and without error teach that truth which God, for the sake of our salvation, wished to see confided toSAMPLE the Sacred Scriptures. D. Then ask your students the following questions: ӹӹ How should we regard all that the sacred authors wrote? As inspired by God. ӹӹ What then must we acknowledge about Scripture? It teaches solidly, faithfully, and without error that truth which God wanted written in Scripture for the sake of our salvation. ӹӹ What can we say is absolutely true about Scripture? That which we need to know for the sake of salvation.

74 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

E. Explain to your students in a mini-lecture: Human authors of Scripture wrote using different writing styles and tried to communicate different ideas with their writing. Sometimes they wrote intending for every last detail to be as accurate as possible. Other times, they did not, intending to use poetic language. Also, they wrote using their own powers and abilities, which means that they did not have perfect knowledge about everything. This is especially important to remember because sometimes, when we read Scripture, especially today with our modern sensibilities and knowledge, we notice small details in Scripture that may not seem accurate. For example, the book of Genesis tells us that the universe was created in six days and God rested on the seventh. Modern science has revealed to us that the universe is actually billions of years old and took much longer to be made. Some people consider this “proof” that the Bible is wrong or untrue. But, in reality, when we encounter a situation like this in the Bible, our first instinct should not be to question the accuracy of the Bible. Instead, we should pause and ask a basic question: “What is the truth that God wanted to communicate to us?” or, put another way, “What do we need to know from this story for the sake of our salvation?” In the story of creation from Genesis, we can be certain that the human author was not trying to write a scientific account of how the universe came to be. For the Hebrew people, the number seven symbolized perfection and completion. The author in Genesis was communicating to us that God works gradually and in stages and in word and deed and that, on the seventh day, His work was “complete” or “whole.” Here the author was writing in a style common in his time, about certain fundamental truths about God, human beings, and our relationship with God. This does not mean that the story is untrue. In fact, it means that it tells us different kinds of truths than we were initially looking for, deeper, more important truths! Further, we have to remember that the Bible is not our only source of truth. We must always consider what the Bible has to tell us within the context of Sacred Tradition, which may clarify some misunderstandings we may have.

F. Ask your students what “truth” is.

EXPLAIN to your students truth is something that exists regardless of whether a person knows it, believes it, has an opinion about it, or even fully understands it. A truth is something that we can come to know with certainty through the use of human reason, through observationSAMPLE of nature, or through divine revelation. There are many sources of truth, but if something is true, it is always and absolutely true. Something that is true is true in all situations and circumstances; something cannot be both true and untrue at the same time. And therefore, two truths cannot contradict each other. Regarding the truth of salvation, God has revealed to us what we need to know for the sake of salvation. We know this to be absolutely true and can be confident in our knowledge of it. Our very salvation depends upon it and our loving God has given us all that we need in order to be saved from our sins and attain eternal life.

Session 6: The Inspiration of Scripture and the Writing Styles of the Bible 75 SESSION PLAN

G. Have students turn to The Truth of Scripture Post-Assessment (page 28). Have them respond to the statements on the post- assessment considering all that they have learned in this activity. When they have finished, review and discuss the correct answers.

Activity 3

A. Put students into pairs and distribute Catechist Resource: Writing Styles of the Bible (page 85 in this guide). Have students read Catechism of the Catholic Church nos. 109 and 110. Then ask them the following questions: ӹӹ How does God speak to us in Scripture? In a human way. ӹӹ What do we need to pay attention to in order to interpret Scripture correctly? Both the intention of the human authors and what God wanted to reveal to us. ӹӹ What are some things we must keep in mind in order to discover the intention of the human authors? The conditions of their time and culture; the literary genres in use at that time; and the modes of feeling, speaking, SAMPLEand narrating then current.

76 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

EXPLAIN to your students that, in order to understand fully what God wanted to communicate to us through Scripture, we must first consider what the human authors intended to say. This requires us to be aware of the different circumstances and literary techniques these authors used. This can be challenging because all the writings in the Bible were written thousands of years ago. We live in a very different time and place. One of the first and most important things to consider is the writing style the author chose to communicate his message. This can drastically affect the way we read a passage of Scripture. For example, even today, you would not read a poem in the same way you would read a historical account of something. The history is meant to be taken literally and factually, whereas the poem is less literal and uses figurative language. B. Have your students read to themselves the different writing styles of the Bible and their descriptions from the Catechist Resource page. Then ask if they have any questions about what they read, or any vocabulary they struggled with. C. Have students turn to Writing Styles of the Bible Worksheet (page 29). Instruct them to look up each given Scripture passage and determine which writing style of the Bible they exemplify and briefly explain in the space provided why they think so. D. Review and discuss the correct answers to the Writing Styles of the Bible Worksheet.

SAMPLE

Get Ready for the Next Session Review the upcoming session.

Session 6: The Inspiration of Scripture and the Writing Styles of the Bible 77 SAMPLE

78 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Ruah, which refers to the Spirit of God, God’s very presence. This passage in English is often translated as “a mighty wind.”

2. Ruah, which is translated as “breath” in English. This is more accurately translated as “spirit.” God breathed into Adam His own spirit and gift of life. Put another way, God “in- spirited” Adam, or inspired him. It was the very presence of God placed within Adam that animated him and gave him life.

3. As Christians, we believe that all of SAMPLE Scripture is inspired by God. In other words, just as the Spirit of God was present within Adam, so too is it present in Scripture.

4. “All scripture is inspired by God and is useful for teaching, for refutation, for correction, and for training in righteousness, so that one who belongs to God may be competent, equipped for every good work” (2 Timothy 3:16-17). “Know this first of all, that there is no prophecy of scripture that is a matter of personal interpretation, for no prophecy ever came through human will; but rather human beings moved by the holy Spirit spoke under the influence of God (2 Peter 1:20-21).

5. The Spirit of God is present in Scripture in a special way, animating them and giving them life.

Session 6: The Inspiration of Scripture and the Writing Styles of the Bible 79 Answer Key 6. To speak to us in a human way, God worked through human beings to write the truth that He wanted put down into writing.

7. Yes, because they used their own powers and abilities and chose the language, words, and writing style to communicate God’s truth in writing.

Reflection Question: Accept reasoned answers.

SAMPLE

80 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. F

2. F

3. T

4. T

5. F

SAMPLE

Session 6: The Inspiration of Scripture and the Writing Styles of the Bible 81 Answer Key 1. F

2. F

3. T

4. T

5. F

SAMPLE

82 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Law / In this passage Jesus delivers the Beatitudes. 2. Parable / In this passage, Jesus tells the story of the Prodigal Son. 3. Prophecy / In this passage, God foretells the destruction that will come from Babylon if the people do not listen to His Word.

4. Proverb/ Wisdom/This passage is a wise

SAMPLE

Session 6: The Inspiration of Scripture and the Writing Styles of the Bible 83 saying about friendship.

Answer Key 5. Narrative / This passage tells the historical story of the anointing of David as king by Samuel.

6. Poetry / This passage is the Canticle of Mary, Mary’s proclaiming of the greatness of God.

7. Apocalyptic / In this passage, Daniel interprets the dreams of the king, which are highly symbolic.

8. Genealogy / This passage recounts the generations from Shem to Abraham.

9. Epistle/Letter / This passage is SAMPLE the greeting of St. Paul’s letter to Timothy.

10. Prophecy / This passage is part of Isaiah’s prophecy of the coming Messiah who would suffer for the sins of the people.

84 © SOPHIA INSTITUTE FOR TEACHERS CATECHIST RESOURCE Writing Styles of the Bible

Catechism of the Catholic Church

109 In Sacred Scripture, God speaks to man in a human way. To interpret Scripture correctly, the reader must be attentive to what the human authors truly wanted to affirm, and to what God wanted to reveal to us by their words.

110 In order to discover the sacred authors’ intention, the reader must take into account the conditions of their time and culture, the literary genres in use at that time, and the modes of feeling, speaking and narrating then current. “For the fact is that truth is differently presented and expressed in the various types of historical writing, in prophetical and poetical texts, and in other forms of literary expression.”

Writing Styles Narrative: Narratives tell a story in a straightforward way, recounting some event or story of an important person in Israel’s history.

Law: The Law, mostly contained in the first five books of the Bible, called the Pentateuch, are writings that communicate how to best love God and each other. The Law is necessary to free us from sin and direct us toward the ultimate goodness, who is God.

Prophecy: The prophetic writings of the Bible foretold the consequences of the current course of action of the people of Israel and called them to repentance and right worship of God. Prophetic writings also warn us today of similar actions and consequences in our own livesSAMPLE and call us to turn away from sin and pursue holiness. These writings would also tell of the fulfillment of God’s promises to His people and of His loving care for them.

Session 6: The Inspiration of Scripture and the Writing Styles of the Bible 85 Poetry: The poetic writings of the Bible use metaphorical and artistic language to communicate basic truths about God and human nature. Although they typically do not rhyme, they follow a certain rhythm and meter and employ characteristic literary devices such as parallelism and repetition.

Wisdom/Proverbs: Wisdom literature comments on the human condition using learned, quotable sayings. These often offer advice for a wide range of topics and situations.

Parable: Parables are short stories that communicate layers of truth. Jesus often used parables to teach His disciples.

Genealogy: Genealogies record family ancestries and reveal important family connections between individuals in the Bible.

Epistle/Letter: The epistles are letters written by St. Paul and other Apostles to early Christian communities and individuals to encourage them in their faith. They offer advice and teaching to their recipients that often apply to our situations today.

Apocalyptic: Apocalyptic writings communicate truths about God and our salvation through visions, often including strange imagery and symbolism.

SAMPLE

86 © SOPHIA INSTITUTE FOR TEACHERS SESSION 7 The Senses of Scripture

What students will learn: What students will do: ӹӹ The Church sets forth three criteria ӹӹ Fill out a Senses of Scripture graphic for interpreting Scripture.SAMPLE organizer. ӹӹ To better understand Scripture, we ӹӹ Identify Scripture passages with must consider its literal and spiritual their sense of Scripture. senses. ӹӹ Play a Senses of Scripture relay race. ӹӹ Typology is the study of how people, places, things, or ideas earlier in Salvation History foreshadow or point to a later person, place, thing, or idea in Salvation History.

87 Session at a Glance

Workbook pages your students will complete: ӹӹ The Interpretation of Scripture Note- ӹӹ Identifying the Senses of Scripture (page Taking Guide (page 31) 33) ӹӹ Senses of Scripture Graphic Organizer ӹӹ Senses of Scripture Relay (page 35) (page 32)

Other materials you will need: ӹӹ “Interpretation of Scripture” PowerPoint ӹӹ Catechist Resource: Senses of Scripture ӹӹ Catechist Resource: The Interpretation of (page 102 in this guide) Scripture (page 100 in this guide) ӹӹ Catechist Resource: Senses of Scripture Relay Commentary Cards (page 104 in this guide)

Vocabulary your students will learn: ӹӹ The Senses of Scripture: The meanings of Scripture and the events described in it. There are two senses of Scripture: literal and spiritual. ӹӹ Typology: The study of how a person or thing in Salvation History foreshadows a person or thing in Salvation History,SAMPLE especially as it relates to Jesus Christ and salvation. The earlier person or thing is a “type” of the later person or thing.

Prayer for this session: Heavenly Father, open our ears, our minds, kingdom and guide us so we may enter into and our hearts to understand your Word its promises. We ask all these things in the today. Help us to understand your heavenly name of your Son, Jesus Christ. Amen.

88 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Note: Before class, download the “Interpretation of Scripture” PowerPoint presentation from SophiaInstituteforTeachers.org/SpiritofTruthSupplements and set up a projector. Photocopy and cut out enough Catechist Resource: Senses of Scripture Relay Commentary Cards (page 104 in this guide) to give one set to each group of three students.

Warm-Up

A. Begin with the prayer for this session. B. Read aloud to your students 2 Peter 1:20-21: Know this first of all, that there is no prophecy of scripture that is a matter of personal interpretation, for no prophecy ever came through human will; but rather human beings moved by the holy Spirit spoke under the influence of God. C. Recall how this Scripture was explored in the last session on the inspiration of Scripture, and explain that it also has meaning for this session on the interpretation of Scripture. To interpret Scripture is to determine its meaning. For some passages, that is easier to do than with others. D. Ask your students the following questions: ӹӹ What does St. Peter say about personal interpretation of Scripture? No prophecy of Scripture is a matter of personal interpretation. ӹӹ Why does St. Peter suggest this? (Hint: This was the subject matter of the previous session.) Scripture was written by human beings moved by (inspired by) the Holy Spirit.

EXPLAIN to your students that there is a right and wrong way to interpret Scripture. Some believe that the interpretationSAMPLE of Scripture is entirely a personal matter: that Scripture means what you want it to mean. This is not the correct way to read Scripture. If this were the case, then two or more people might interpret the same Scripture passage to mean completely different and contradictory things. Sadly, this approach has led to a lot of division in the Church since the Reformation. As St. Peter wrote, if God is the author of Scripture, then we must consider what He wanted to say, not what we want Him to say. Thankfully, the Catholic Church has given us a lot of direction on how to interpret Scripture correctly.

Session 7: The Senses of Scripture 89 SESSION PLAN

Activity 1

A. Use the “Interpretation of Scripture” PowerPoint presentation from SophiaInstituteforTeachers.org/ SpiritofTruthSupplements. This Activity covers the information used on slides 1-4; for catechist background information, read in advance CCC 111-114. If you do not have access to the Internet or to a projector, then you may give the same lecture using the Catechist Resource: The Interpretation of Scripture (page 100 in this guide). B. Have students turn to The Interpretation of

The Interpretation of Scripture Scripture Note-Taking Guide (page 31). Use Note-Taking Guide the PowerPoint or the Catechist Resource to Directions: While listening to the lecture on the interpretation of Scripture, complete the sentences below. conduct a brief lecture with your students on 1. S t . P e t e r u n d e r s t o o d t h a t S c r i p t u r e i s t h e ______a n d t h e r e f o r e i s n o t o p e n t o p e r s o n a l ______. the guidance the Church gives for interpreting 2. A ______h e l p s u s v i s u a l i z e h o w t o i n t e r p r e t S c r i p t u r e best: fi rst close up with ______itself, then outward to ______, a n d fi n a l l y o u t w a r d a g a i n t o c o n s i d e r t h e ______o f t h e w h o l e C a t h o l i c F a i t h . Scripture faithfully. Notes are included at the

3. T h e fi r s t c r i t e r i o n f o r i n t e r p r e t i n g S c r i p t u r e i s t o ______. bottom of each slide. Have students complete

4. The fi rst criterion for interpreting Scripture helps to avoid ______, which means trying to make a passage of Scripture mean or say something that is not the note-taking template during the lecture. supported by anything else in the Bible.

5. T h e s e c o n d c r i t e r i o n f o r i n t e r p r e t i n g S c r i p t u r e i s t o ______. C. Review the answers together as a class.

6. T h e l i v i n g T r a d i t i o n o f t h e C h u r c h c o n s i s t s o f ______, ______, a n d ______.

7. T h e t h i r d c r i t e r i o n f o r i n t e r p r e t i n g S c r i p t u r e i s t o ______.

8. T h e a n a l o g y o f f a i t h r e f e r s t o a l l o f t h e ______a n d Activity 2 ______o f t h e C h u r c h a n d t h e w h o l e o f G o d ’ s p l a n f o r ______.

31 Senses of Scripture Graphic Organizer A. Use the “Interpretation of Scripture

Directions: While listening to the lecture on the senses of Scripture, fi ll out the graphic PowerPoint” presentation from Sophia organizer with the correct information. InstituteforTeachers.org/SpiritofTruth Sense Defi nition Supplements. This Activity covers the information used on slides 5-8; for teacher background information, read in advance CCC 115-119. If you do not have access to the Internet or to a projector, then you may give the same lecture using the Catechist Resource: Senses of SAMPLEScripture (page 102 in this guide). B. Have students turn to Senses of Scripture Graphic Organizer (page 32).Use the 32 PowerPoint or the Catechist Resource to conduct a brief lecture with your students about the Senses of Scripture. Notes are included at the bottom of each slide. Have students complete the graphic organizer during the lecture. C. Review the answers together as a class.

90 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 3

Identifying the Senses of Scripture A. Have your students turn to Identifying Look up and read each of the given Scripture passages. Then read the brief DirectionsWhich sense of Scripture is commentary and determine which sense of Scripture is being addressed. the Senses of Scripture (page 33). Have the commentary addressing?

______4. Genesis 4:8-16 students, working individually or in groups, SensesCain of Scripture kills his brother, Abel, and is punished for his actions Literal Allegorical/ even while GodMoral still loves him andAnagogical seeks to protect him from Typological further violence.

look up each of the given Scripture passages. ______5. Isaiah 53:1-12 The prophet Isaiah tells of one who suffers for the sins of Which sense of Scripture is others, who is punished and wounded to take on the guilt of Then have them read the brief commentary and the commentary addressing? the sin of others. He was led “like a lamb to the slaughter” and accepted his fate. It is because of this that this person will be exalted above all others. Jesus fulfi lls this prophecy ______1. Genesis 22:1-19 by being beaten, fl ogged, and crucifi ed for the sins of all. determine which sense of Scripture is being God calls Abraham to sacrifi ce his only beloved son, Isaac, as a test of his faith. On the journey, Isaac carries the wood ______for his own sacrifi ce up one of the mountains that would 6. Matthew 22:37-40 addressed and record their answer. become Jerusalem, on which Jesus would later be crucifi ed. Jesus teaches that the greatest commandment is to love Along theGod way, above Isaac allasks else Abraham and the where second the greatest sheep isfor to love our the offeringneighbor was, to as which ourselves. Abraham responded: “God will provide the sheep.” Later, God’s only Son, Jesus, the Lamb of God, offers Himself in sacrifi ce on the Cross. B. When students have completed the activity, ______7. Mark 9:2-8 Jesus’ divinity is revealed to Peter, James, and John as He ______2. Genesis 1:26-27ascends a mountain and is transfi gured. Then Elijah and God createsMoses man appear, and woman and Jesus in His converses image and with likeness them. and review and discuss the answers to Identifying gives humanity dominion over all of creation. ______8. Revelation 21:22-27 ______3. Psalm 122:1John’s vision describes the heavenly Jerusalem that has the Senses of Scripture. David singsno ofneed the for joy a that Temple awaits because us when God we is enter its center. into the His glory house of shinesthe Lord. across the heavenly city and all who dwell within it.

Activity 4 33

A. Ask for student volunteers to list the four 34 senses of Scripture. Write the correct answers on the board. Then invite student volunteers to the board to write brief definitions of each sense of Scripture and explain their definition to the class. Allow students to ask any remaining questions about the senses of Scripture. B. Arrange students in trios and have them turn Senses of Scripture Relay

Complete the steps below as quickly as you can — the to Senses of Scripture Relay (page 35). fi rst group to fi ll out the worksheet correctly wins!

Distribute the Catechist Resource: Senses Step 1: Rapid Summary! Directions: With your partner(s), read each selection from Scripture and summarize it in the of Scripture Relay Commentary Cards (page space provided.

1. 1 Samuel 17:40-51 ______104 in this guide), one for each group of ______students. ______

2. 1 Corinthians 3:16-17 ______

______

C. Explain to your students that they will do a ______SAMPLE ______two-part relay activity. For part one, have your Step 2: Fast Match! Directions: One person from your group should go up to the teacher, who will hand you students work with their partner(s) to read a commentary card. Read the card and write down which Scripture passage it describes from Step 1, either 1 Samuel 17:40-51 or 1 Corinthians 3:16-17. Then write down which of the four senses of Scripture it refers to and why you think so. When your group is fi nished with one card, another person from your each selection from Scripture and summarize group should go back to the teacher and trade the fi nished card for a new card. Continue this way until you have completed the answers for all cards.

it in the space provided on Senses of Scripture When you have completed your worksheet, have one person bring the paper up to the teacher to check the answers. First group to complete the worksheet Relay. Then, for part two, one person from correctly wins!

each group should go up to the teacher, who 35 will hand out a commentary card to be taken back to each group. Groups should read the card and write down which Scripture passage it describes. Then, groups should write down which of the four senses of Scripture it refers

Session 7: The Senses of Scripture 91 SESSION PLAN

to and why they think so. When finished with one card, another person from each group should go back to the teacher and trade the finished card for a new card. Groups should continue in this way until they have completed the answers for all cards. Once the group has completed their worksheet, one student should bring the paper up to the teacher to check the answers. The first group to complete the worksheet correctly wins! Note: Be sure to keep each group’s commentary cards separate so that you know which commentary each group is working on. Also, you may choose to give candy, a small prize, or extra credit to the first group to fill out the worksheet correctly. D. When every group has finished the worksheet, review and discuss the correct answers.

SAMPLE

Get Ready for the Next Session Bring construction or drawing paper and markers and/or colored pencils. Review the upcoming session.

92 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Word of God / interpretation. The Interpretation of Scripture 2. Spiral or concentric Note-Taking Guide circle / Scripture itself / Tradition / Directions: While listening to the lecture on the interpretation of Scripture, complete the sentences below. unity. 1. S t . P e t e r u n d e r s t o o d t h a t S c r i p t u r e i s t h e ______a n d 3. Look closely at t h e r e f o r e i s n o t o p e n t o p e r s o n a l ______. the content and 2. A ______h e l p s u s v i s u a l i z e h o w t o i n t e r p r e t S c r i p t u r e unit of the whole best: fi rst close up with ______itself, then outward to Scripture. ______, a n d fi n a l l y o u t w a r d a g a i n t o c o n s i d e r t h e ______o f t h e w h o l e C a t h o l i c F a i t h . 4. Cherry-picking. 3. T h e fi r s t c r i t e r i o n f o r i n t e r p r e t i n g S c r i p t u r e i s t o ______5. Read Scripture ______.

within the living 4. The fi rst criterion for interpreting Scripture helps to avoid ______, Tradition of the which means trying to make a passage of Scripture mean or say something that is not supported by anything else in the Bible. whole Church.

5. T h e s e c o n d c r i t e r i o n f o r i n t e r p r e t i n g S c r i p t u r e i s t o ______6. The writings of ______. the early Church 6. T h e l i v i n g T r a d i t i o n o f t h e C h u r c h c o n s i s t s o f ______, Fathers/the ______, a n d ______writings and lives ______. of the saints/and 7. T h e t h i r d c r i t e r i o n f o r i n t e r p r e t i n g S c r i p t u r e i s t o ______the interpretation ______. and teaching of the 8. T h e a n a l o g y o f f a i t h r e f e r s t o a l l o f t h e ______a n d Magisterium. ______o f t h e C h u r c h a n d t h e w h o l e o f G o d ’ s p l a n f o r ______. 7. Be attentive to the analogy of faith. 31 8. Doctrines/ dogmas/salvation. SAMPLE

Session 7: The Senses of Scripture 93 Answer Key 1. Literal sense/The plain meaning of Senses of Scripture Graphic Organizer words the author chose (including Directions: While listening to the lecture on the senses of Scripture, fi ll out the graphic the meaning of organizer with the correct information. symbolism and metaphor). Sense Defi nition

2. Allegorical sense/ Teaches us to understand how some of the events of the Old Testament foreshadow Jesus Christ.

3. Moral sense/ Teaches us how to live morally, or how to act in a right way, choosing right from wrong.

4. Anagogical sense/ Teaches us about our final destiny, which is Heaven, 32 and the things of the end (death, judgment, Heaven, SAMPLE [Purgatory], and Hell).

94 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Allegorical 2. Literal Identifying the Senses of Scripture 3. Anagogical Directions Look up and read each of the given Scripture passages. Then read the brief commentary and determine which sense of Scripture is being addressed.

Senses of Scripture Literal Allegorical/ Moral Anagogical Typological

Which sense of Scripture is the commentary addressing?

______1. Genesis 22:1-19 God calls Abraham to sacrifi ce his only beloved son, Isaac, as a test of his faith. On the journey, Isaac carries the wood for his own sacrifi ce up one of the mountains that would become Jerusalem, on which Jesus would later be crucifi ed. Along the way, Isaac asks Abraham where the sheep for the offering was, to which Abraham responded: “God will provide the sheep.” Later, God’s only Son, Jesus, the Lamb of God, offers Himself in sacrifi ce on the Cross.

______2. Genesis 1:26-27 God creates man and woman in His image and likeness and gives humanity dominion over all of creation.

______3. Psalm 122:1 David sings of the joy that awaits us when we enter into the house of the Lord.

SAMPLE 33

Session 7: The Senses of Scripture 95 Answer Key 4. Moral

5. Allegorical/ Which sense of Scripture is the commentary addressing? Typological ______4. Genesis 4:8-16 6. Moral Cain kills his brother, Abel, and is punished for his actions even while God still loves him and seeks to protect him from 7. Literal further violence.

______5. Isaiah 53:1-12 8. Anagogical The prophet Isaiah tells of one who suffers for the sins of others, who is punished and wounded to take on the guilt of the sin of others. He was led “like a lamb to the slaughter” and accepted his fate. It is because of this that this person will be exalted above all others. Jesus fulfi lls this prophecy by being beaten, fl ogged, and crucifi ed for the sins of all.

______6. Matthew 22:37-40 Jesus teaches that the greatest commandment is to love God above all else and the second greatest is to love our neighbor as ourselves.

______7. Mark 9:2-8 Jesus’ divinity is revealed to Peter, James, and John as He ascends a mountain and is transfi gured. Then Elijah and Moses appear, and Jesus converses with them.

______8. Revelation 21:22-27 John’s vision describes the heavenly Jerusalem that has no need for a Temple because God is its center. His glory shines across the heavenly city and all who dwell within it.

34SAMPLE

96 © SOPHIA INSTITUTE FOR TEACHERS Answer Key Rapid Summary 1. 1 Samuel 17:40-51: Senses of Scripture Relay This is the story

of David defeating Complete the steps below as quickly as you can — the Goliath with a fi rst group to fi ll out the worksheet correctly wins! sling.

Step 1: Rapid Summary! 2. 1 Corinthians Directions: With your partner(s), read each selection from Scripture and summarize it in the 3:16-17: St. Paul space provided. is writing to the 1. 1 Samuel 17:40-51 ______Corinthians to ______

teach them that ______God now dwells ______within them because of Jesus 2. 1 Corinthians 3:16-17 ______Christ. ______

______

Step 2: Fast Match! Directions: One person from your group should go up to the teacher, who will hand you a commentary card. Read the card and write down which Scripture passage it describes from Step 1, either 1 Samuel 17:40-51 or 1 Corinthians 3:16-17. Then write down which of the four senses of Scripture it refers to and why you think so. When your group is fi nished with one card, another person from your group should go back to the teacher and trade the fi nished card for a new card. Continue this way until you have completed the answers for all cards.

When you have completed your worksheet, have one person bring the paper up to the teacher to check the answers. First group to complete the worksheet correctly wins! SAMPLE 35

Session 7: The Senses of Scripture 97 Scripture related to this card: ______

A Sense of Scripture: ______Why?

Scripture related to this card: ______

B Sense of Scripture: ______Why?

Scripture related to this card: ______

C Sense of Scripture: ______Why?

Scripture related to this card: ______

D Sense of Scripture: ______Why?

Scripture related to this card: ______

E Sense of Scripture: ______Why?

Scripture related to this card: ______

F Sense of Scripture: ______Why?

G Scripture related to this card: ______Sense of Scripture:SAMPLE ______Why?

Scripture related to this card: ______

H Sense of Scripture: ______Why?

See next page for answer key.

98 © SOPHIA INSTITUTE FOR TEACHERS Answer Key

Fast Match

1 Samuel 17:40-51 A Anagogical — Good triumphs over evil in the end.

1 Corinthians 3:16-17 B Literal — God dwelled in the Jewish Temple, the center of Jewish worship.

1 Corinthians 3:16-17 Moral — God’s Spirit dwells in each of us, so we must treat our bodies as temples of C the Holy Spirit.

1 Samuel 17:40-51 D Allegorical — David is a type of Christ.

1 Samuel 17:40-51 E Literal — David defeated Goliath in a historical battle.

1 Corinthians 3:16-17 F Allegorical — Jesus is the true Temple, God dwelling on earth.

1 Samuel 17:40-51 G Moral — David givesSAMPLE us an example of how to defeat sin and temptation.

1 Corinthians 3:16-17 H Anagogical — In Heaven, God Himself is the Temple, with whom we will be eternally.

Session 7: The Senses of Scripture 99 CATECHIST RESOURCE The Interpretation of Scripture

Directions: Give the lecture below while your students fill out The Interpretation of Scripture Note-Taking Guide (page 31) as they follow along. Student answers are in bold for emphasis.

The Church, in her wisdom, has given us in a vacuum or in isolation. It is connected to direction on how to best interpret Scripture. every other Scripture passage that has come Following the wisdom of St. Peter, who before it and that comes after it. The footnotes understood that Scripture is the inspired and cross-references included in most good Word of God, Scripture is not open to personal Bibles can help with this first criterion by interpretation, but rather, the interpreter must directing the reader to other places in Scripture seek to understand what God wanted known where the same or other related topics are for the sake of our salvation. Therefore, the addressed. While reading Scripture, ask: “How Church has given us certain criteria to best does the rest of Scripture help me understand uncover that understanding. The Church has what I’m reading?” This criterion helps to avoid also understood certain senses of Scripture, “cherry-picking” when reading Scripture. In which help us read the Scripture text with its other words, “cherry-picking” means to try to true meaning in mind. There are three criteria make a passage of Scripture mean something for interpreting Scripture, which come from or say something that is not supported by the Catechism. 1) Look closely at the content anything else in the Bible. and unity of the whole Scripture; 2) Read the The second criterion for interpreting Scripture within “the living Tradition of the Scripture is to read the Scripture within the whole Church”; 3) Be attentive to the analogy of living Tradition of the whole Church. Keeping faith. in mind the spiral analogy, after considering A spiral or concentric circles help us visualize Scripture itself to help interpret a particular how to interpret Scripture best. Interpretation passage, next is to consider the Tradition of of a particular piece of ScriptureSAMPLE should begin the Church. The Living Tradition of the Church close up with Scripture itself; then move consists of the writings of the early Church outward to Tradition as a whole; and then Fathers, the writings and teachings of the outward again to consider the entire unity of Saints, and the interpretation and teaching the Catholic Faith. Like a spiral, interpretation of the Magisterium (the official teaching body moves from the center outward. and authority of the Catholic Church given to Her by Christ). While reading Scripture, ask: The first criterion for interpreting Scripture “How does the understanding of the Fathers of is to look closely at the content and unity the Church, the saints, and Magisterium of the of the whole Scripture. In other words, first Church help me understand what I’m reading?” use Scripture to help interpret itself. We understand that no Scripture passage exists

100 © SOPHIA INSTITUTE FOR TEACHERS The third criterion for interpreting How can you check if your interpretation Scripture is to be attentive to the analogy is correct? First, use the Scripture itself. Is of faith. Continuing the spiral analogy, after there anything in Scripture that supports this considering Scripture itself to help interpret a interpretation? After an exhaustive examination particular passage, and then the Tradition of of Scripture, I am confident the answer is no. the Church, we must next consider the whole Second, compare your interpretation to the of the truths of the Faith themselves. In other Tradition of the Church, the writings of the words, one must consider whether a particular Church Fathers, the saints, and the teaching interpretation of Scripture makes sense in and of the Magisterium. Does anything that has of itself and within the context of the analogy been written before or taught by the Church of faith, which refers to all of the dogmas and support your interpretation? After an exhaustive doctrines of the Church and the whole of God’s examination of the Tradition of the Church, I plan for salvation. While reading Scripture, ask: am confident the answer is no. Last, consider “Does my understanding make sense in itself? your interpretation within the whole context Does it make sense in light of the doctrines and of the truths of the Faith found in her dogmas dogmas of the Church and God’s whole plan of and doctrines and in the fullness of God’s plan salvation?” for salvation. Does anything within the dogmas and doctrines of the Church and God’s plan for Offer your students an absurd example to salvation support your interpretation? After a illustrate the three criteria for interpreting thorough examination of the Faith and God’s plan Scripture. For example: Imagine that you read a for salvation, I am confident the answer is no. particular passage from Scripture and interpret it to mean that Noah built a rocket-powered At this point, what conclusions must one draw? submarine and brought 2 pairs of each animal My initial interpretation cannot possibly be into it in order to survive the flood. Therefore, true. There is nothing that supports it either we each must build our own submarines and fill in Scripture, in Tradition, or in the dogmas it with as many animals as we can and live in the and doctrines of the Faith. I must concede that ocean on our submarines to be saved. You may I am wrong and try to correct my incorrect create your own absurd example. Then, walk interpretation. your students through the following thought experiment: SAMPLE

Session 7: The Senses of Scripture 101 CATECHIST RESOURCE Senses of Scripture

Directions: Give the lecture below while your students fill out Senses of Scripture Graphic Organizer (page 32) as they follow along. Student answers are in bold for emphasis.

There are two main senses of Scripture: literal to understand how some of the events of and spiritual. Considered together they help the Old Testament foreshadow Jesus Christ. us understand the “meaning” of Scripture. This is done through typology – the study of The unity of the literal and spiritual senses how people, places, things, or ideas earlier in allows the Church to interpret the riches of Salvation History foreshadow or point forward Sacred Scripture. We must always remember, to a later person, place, thing, or idea in however, that all interpretation of Scripture Salvation History. Usually, this means studying must be guided by the judgment of the Church, how an earlier thing foreshadows Jesus Christ which has the responsibility of protecting and or those close to Him, like Mary. interpreting the Word of God. A “type” is a kind of stamp. It leaves an imprint The literal sense refers to the plain meaning of itself upon whatever it is pressed; for of the words the author chose. This may also example, a “type-writer.” Therefore, the earlier include the use of symbolism and metaphor, “person, place, thing, or idea” in Salvation if that was the author’s intention. The literal History foreshadowing the later “person, place, sense of Scripture is always present in any thing, or idea” is called a “type.” given Scripture passage and must always A good example for this are the instructions for be understood first in order to properly Passover in Exodus 12. God gives Moses specific understand the spiritual sense. instructions for Passover: Each Israelite family The spiritual sense helps us to understand must procure a year-old, unblemished male how the realities and events of Scripture are lamb, slaughter it, roast it, and eat it in a sacred themselves signs of our Faith. The spiritual meal consisting of unleavened bread and wine, sense is further divided into threeSAMPLE senses: the and spread the lamb’s blood on their doorposts allegorical sense, the moral sense, and the so that the plague of death will pass over their anagogical sense. homes that night and spare the firstborn from death. All of this foreshadows Jesus as the Lamb Understanding the senses of Scripture is like of God, who sacrificed Himself for us so that peeling an onion. There are many layers of an we would be spared death because of sin, and onion, like there are many layers to Scripture gave His flesh to us to eat in the sacred meal that must be unfolded in order to gain a more of the Eucharist. The original Passover is a complete understanding. foreshadowing of the later Passover of Christ. The first type of spiritual sense is the The second type of spiritual sense is the allegorical sense. The allegorical teaches us moral sense. The moral sense teaches us

102 © SOPHIA INSTITUTE FOR TEACHERS how to live morally, or how to act in a right Heaven, and the things of the end (death, way, choosing right from wrong. We learn judgment, Heaven, [Purgatory], and Hell). this from the example of people in Scripture This is often done by analogy or visions, or by whose stories teach us either what to do or direct teaching, as in Christ’s teachings of the what not to do. We also learn this in explicit end. A good example for this is in 2 Maccabees moral teaching. A good example of this is the 12, when Judas Maccabeus prays for his dead Ten Commandments. God gave Moses the soldiers. This tells us that Judas Maccabeus Ten Commandments as a way of teaching the believed that his prayer would accomplish Israelites how to live rightly and act morally. something in the afterlife. This means that there must be some temporary third state after The third type of spiritual sense is the death, other than Heaven or Hell, which are anagogical sense. The anagogical sense each permanent. This third state is Purgatory. teaches us about our final destiny, which is

SAMPLE

Session 7: The Senses of Scripture 103 CATECHIST RESOURCE Senses of Scripture Relay Commentary Cards

Teacher Note: Copy and cut out each card, making an individual set of cards for each relay group.

A This story reveals to us that in the end, good will triumph over evil, no matter how much of an advantage the forces of evil seem to have. Christ’s victory over sin because of His Cross and Resurrection has crushed Satan and defeated death. We await His Second Coming and the promise of eternal life in Heaven.

B The Jewish Temple was the center of Jewish worship. It was considered the holiest site in all the lands, and the Jewish people were required to make a pilgrimage to the Temple each year. The Spirit of God dwelled in the Temple, which was considered to be God’s dwelling place here on Earth. Because of Christ, God’s Spirit dwells in each of us, making us temples of the Holy Spirit.

C Knowing that SAMPLEthe Spirit of God dwells in each of us, we should take great care of our bodies, as they are temples of the Holy Spirit. Therefore, we should strengthen ourselves to resist temptation and avoid sin so as to honor the presence of God’s Spirit within us.

104 © SOPHIA INSTITUTE FOR TEACHERS D King David foreshadows Jesus’ own kingship and establishment of the Kingdom of God on Earth. David’s battle with Goliath points toward our own spiritual battles and, ultimately, Jesus’ own victory over sin and death on the Cross.

E While David was still a youth, he alone stood in defense of God, while the Israelite army cowered in fear of the Philistine’s greatest warrior. David’s historical battle and victory would lead to a rise in his popularity that would later help the Israelites defeat the Philistines and David to become king of Israel.

F Jesus is the true Temple, God present here on Earth among His creation as a man. Jesus prophesied that He would destroy the Temple and raise it up again in three days, referring to His death and Resurrection.

G David is an example for all of us on how to fight the spiritual battle around us and resist temptation and evil. David takes no armor into battle and uses only his God-given talents to defeat Goliath. This teachesSAMPLE us to rely on God for everything we need and, with confidence in God, to stand boldly to face and resist the evils and temptations in our lives.

H In Heaven, God will be the Temple in the heavenly Jerusalem, where He will dwell with us eternally.

Session 7: The Senses of Scripture 105 Notes ______

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106 © SOPHIA INSTITUTE FOR TEACHERS SESSION 8 The Old and New Testaments

What students willSAMPLE learn: What students will do: ӹӹ Both the Old and New Testaments ӹӹ Look at sacred art. are the equally inspired Word of ӹӹ Read Scripture. God. ӹӹ Test their knowledge of the Old and ӹӹ In both Scripture and in Jesus Christ, New Testamant. the Word of God is fully present. ӹӹ Write an acrostic poem. ӹӹ Sacred Scripture is the speech of God as it is put down in writing under the breath of the Holy Spirit.

107 Session at a Glance

Workbook pages your students will complete: ӹӹ The Annunciation (page 37) ӹӹ The Old and New Testaments (page 40) ӹӹ Prediction Guide on the Old and New Testaments (page 39)

Other materials you will need: ӹӹ Construction or drawing paper ӹӹ Markers and/or colored pencils

Vocabulary your students will learn: ӹӹ Canon: The official list of inspired books that appear in the Bible. The Catholic canon of Scripture includes 46 Old Testament books and 27 New Testament books. ӹӹ New Testament: The 27 books of Scripture that appear after the Old Testament that tell the story of the New Covenant. In the New Testament we meet God’s Word Incarnate Jesus Christ, and we learn of His life, teachings, Passion, Death, Resurrection, and Ascension, as well as the story of the beginning of His Church guided by the Holy Spirit. The four Gospels hold a place of special importance in the New Testament and all of Scripture. ӹӹ Old Testament: The first 46 books of Scripture that tell the story of the Old Covenant. The Old Covenant containsSAMPLE all the ways that God revealed Himself to us in Salvation History in order to prepare us for salvation in Jesus Christ. ӹӹ Sacred Scripture/The Bible: The written record of God’s revelation of Himself. It is the speech of God put down in writing under the breath of the Holy Spirit. The Word of God.

Prayer for this session: Dear Jesus, you are the Word of God made flesh. Please lead us to your Father in Heaven. Amen.

108 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session.

The Annunciation B. Have students turn to The Annunciation (page 37). BY LUIS JUAReZ (C. 1610) Give students several minutes to quietly view the art before you say or ask anything. C. Then ask students the following questions: ӹӹ What do you first notice about this work of art? ӹӹ What do you like about this work of art? ӹӹ Who are the figures in this painting? From top left to bottom right: God the Father, God the Holy

Spirit (the dove), the angel Gabriel, and the The Annunciation

Virgin Mary. The Annunciation, by Luis Juarez (c. 1610)

National Museum of Art, Mexico City, Mexico.

Directions: Take some time to quietly view and refl ect on the art. Let yourself be inspired in ӹӹ What is happening in this picture? This any way that happens naturally. Then think about the questions below, and discuss 37 them with your classmates. painting depicts the Annunciation. Conversation Questions

1. Identify the fi gures in the painting and describe what they are doing.

2. Artists use placement and light to draw our eye to important things. When you look at this painting, where did your eye naturally go? What or whom do you look at fi rst? Next? What or whom are you drawn to focus on the longest? Why do you think the artist might have been drawing your attention in this way? Activity 1 3. Why do you think the angel is holding a white lily? What might that represent? 4. Read Luke 1:26-38. How does this painting illustrate this Gospel story? Which specifi c moment from the story is depicted in the painting? What makes you think so?

5. What is on the desk in front of Mary? Why do you think the artist included that in this painting?

A. Put students in small groups and ask them to 6. Read John 1:1 and John 1:14. How does this painting illustrate this passage from John’s Gospel?

7. Which story from the Gospels you just read does this painting best illustrate? Why do you turn to The Annunciation (page 38). Have think so? them discuss the conversation questions with each other. During this time, focus on keeping students intent SAMPLEon the artwork and the 38 discussion questions, letting their conversations go in unexpected ways. B. Circulate among the groups, listening to their discussions, keeping them on task, and offering insights or clarification where needed. C. Read aloud to students Catechism of the Catholic Church no. 101: In order to reveal Himself to men, in the condescension of His goodness God speaks to them in human words: “Indeed the words of God, expressed in the words of men, are in every way like human language, just as the Word of the eternal Father, when He took on Himself the flesh of human weakness, became like men” (Dei Verbum quoted in CCC 101).

Session 8: The Old and New Testaments 109 SESSION PLAN

D. Ask your students the following questions: ӹӹ How does God reveal Himself to us out of His goodness? In human words, the way we normally communicate. ӹӹ What are the words of God like when expressed in the words of men? Like human language in every way. ӹӹ Recall John 1:1 and John 1:14 — “In the beginning was the Word, and the Word was with God, and the Word was God. … And the Word became flesh and made his dwelling among us, and we saw his glory, the glory as of the Father’s only Son, full of grace and truth.” How does this quote from the Catechism connect the presence of God’s Word in Scripture to God’s becoming man in Jesus Christ? In both Scripture and Jesus in the Incarnation, the Word of God is present fully in a fully human way: in human language and in the flesh, as a man like us in all things but sin. ӹӹ Lead students to the understanding that Jesus, the Word of God, is fully present in the Scriptures just as He was fully present as Jesus in the Incarnation.

Activity 2 Prediction Guide on the Old and New Testaments A. Have your students turn to Prediction Guide Directions: Before reading The Old and New Testaments, put a check mark next to the statements below that you predict the author will confi rm in the reading. Then, after reading, put a check mark next to those statements that the author did indeed confi rm in the reading. on the Old and New Testaments (page 39).

Your Statement Confi rmed prediction by author Instruct them to check the first column of the

1. The Bible is made up of seventy-three books.

2. The Holy Spirit guided the Church to choose the various prediction guide to predict which statements writings included in the Bible because they measure up to the truth of the Christian faith.

3. Only the writings of the New Testament are inspired by they believe the author will confirm in the God.

4. Jesus was unaware of the ways in which the Old Testament pointed to and prepared for His coming. upcoming reading. Tell them not to worry if 5. There is nothing The for us Old to learn and from theNew Old Testament Testaments today. they get all of the answers correct or not. 6. The most important things contained in the Old Read the following essay and use it to complete Prediction Guide on the Old and Testamenthave taken areDirections: the place.” signs, When symbols, Jesus says and “the prophecies law Thethat New Testament is the Word of God in a New Testaments on the previous page. foreshadowor the prophets,” the coming He isof referring Jesus Christ. to what we way that is unique from the Old Testament. call the Old Testament today. He makes it In the New Testament, we meet God’s clear that He did not do away with the Old Word Incarnate, Jesus Christ. The New 7. The only way to knowhe Bible about is divided Jesus intoChrist two is parts: through the the B. Have your students turn to The Old and Covenant, but rather fulfi lled it. It is still an Testament has at its center the life, teachings, Gospels. Old Testament and the New Testament. importantT part of our faith today. Passion, Death, and Resurrection of Jesus, Each part is made up of many different books. as well as the story of the beginning of His 8. We canBecause better GodThe understand isOld the Testament primary the Newauthor contains Testament of the46 books, by and Church guided by the Holy Spirit. Of special readingBible, the the Oldthe Old Testament. New Testament Testament was containsintentionally 27 books. That New Testaments (page 40) and read the importance in the New Testament are the written usingmeans prophecy, the Bible signs, is made and up symbols of 73 books. four Gospels, which contain the written that foreshadow and prepare for the In the fi rst centuries of the Church, the Holy record of the New Covenant and the life of coming of Christ. Although the typological Spirit guided the Church to determine theChrist. Therefore, we venerate the Gospels meaning of the Old Testament is perhaps offi cial list of inspired books that appear above all other Scripture, not only at Mass, information closely, keeping in mind their of most importance, the Old Testament in the Bible. This offi cial list is called the but in our own spiritual lives. also has great value in its own right. Dei canon of Scripture. The word canon means Verbum, the Church’s document on Divine Together, the Old and New Testaments form “measuring rod.” The canon of Scripture is Revelation, explains that the writings of the an organic unity of Scripture. That means literally the books of the Bible that “measure 39 Old Testament “are a storehouse of sublime that we read the Old Testament in the light of predictions from Prediction Guide on the Old up.” In other words, the 73 books of the teaching on God and of sound wisdom on the Crucifi ed and Risen Christ, and we read Bible consistently and faithfully present human life, as well as a wonderful treasury of the New Testament in the light of the Old. the revealed truths of the Christian faith in prayers.” In other words, the Old Testament The Catechism of the Catholic Church no. 129 written form. collects the beautiful and inspiring knowledge puts it this way: “The New TestamentSAMPLE lies and New Testaments. of God, offersThe Oldguidance Testament for our is notlives, called and the Old hidden in the Old and the Old Testament is teaches usTestament how to pray. because Therefore, it is outdated Christians or no unveiled in the New.” Thus, both Testaments everywheregood honor anymore. the Old Rather, Testament it is called as the the Oldof Scripture are essential to each other and to true WordTestament of God. because it tells the story of theour Christian faith. Abraham and Isaac, by Rembrandt. Old Covenant. The Old Covenant contains C. When students have finished reading The all the ways that God revealed Himself to are essential parts of the Bible. The books us in human history in order to prepare us of the Old Testament are no less inspired by gradually and in stages for salvation. God God than the books of the New Testament. revealed Himself fi rst to Adam and Eve, then In fact, the Old Covenant is just as important to the Chosen People, fathered by Abraham. Old and New Testaments, have them return today as it was thousands of years ago. Jesus He was proclaimed by the prophets, who says in Matthew 5:17-18, “Do not think that I prepared the way for the coming of the have come to abolish the law or the prophets. Messiah. The New Testament tells the story I have come not to abolish but to fulfi ll. Amen, of the New Covenant, that is, the story to I say to you, until heaven and earth pass away, Prediction Guide on the Old and New of salvation won for us by Jesus Christ. not the smallest letter or the smallest part of Therefore, both the Old and New Testaments a letter will pass from the law, until all things Testaments and check on the prediction guide 40 the statements that were confirmed by the 41 author in the reading. D. Review student answers as a class.

110 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 3

A. Read aloud to students the following the quote from Dei Verbum 16: For, though Christ established the New Covenant in His blood, still the books of the Old Testament with all their parts, caught up in the proclamation of the Gospel, acquire and show forth their full meaning in the New Testament and in turn shed light on it and explain it. B. Ask your students the following questions: ӹӹ How did Jesus establish the New Covenant? In His blood, by dying on the Cross and rising again on the third day. ӹӹ What is our primary source for understanding the New Covenant? The New Testament. ӹӹ What are all the books of the Old Testament and all their parts caught up in? The proclamation of the Gospel. ӹӹ Where, then, do we find the full meaning of the Old Testament? In the New Testament. ӹӹ What does the Old Testament help us do with the New Testament? It helps us understand the New Testament by shedding light on it and explaining it.

EXPLAIN to your students the Old and New Testaments form an organic unity — that they naturally fit together, and each one helps us to better understand the other. Both the Old and New Testaments are equally the inspired Word of God and therefore of great value for our salvation and our spiritual lives. C. Distribute to each student a piece of blank construction or drawing paper. Make markers and colored pencils available. D. Have your students create an acrostic poem using the word Scripture. Each letter of the word should begin a statement about either the New Testament or the Old Testament. Have students decorate their acrostic poems. E. When students have completedSAMPLE this activity, have volunteers share their poems with the class.

Get Ready for the Next Session Photocopy and cut out enough cards from Catechist Resource: God’s Covenants and Mercy Cards (page 135 in this guide) so that each pair or trio of students has a complete set. Review the upcoming session.

Session 8: The Old and New Testaments 111 The Annunciation BY LUIS JUAReZ (C. 1610)

SAMPLE

National Museum of Art, Mexico City, Mexico.

112 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. God the Father is at the top left The Annunciation corner, sending the Holy Spirit (the The Annunciation, by Luis Juarez (c. 1610) dove) down upon Mary. Mary is in prayer, perhaps Directions: Take some time to quietly view and refl ect on the art. Let yourself be inspired in any way that happens naturally. Then think about the questions below, and discuss having just read them with your classmates. from Scripture.

The angel Gabriel Conversation Questions

is greeting Mary 1. Identify the fi gures in the painting and describe what they are doing.

and announcing 2. Artists use placement and light to draw our eye to important things. When you look at this her pregnancy by painting, where did your eye naturally go? What or whom do you look at fi rst? Next? What or whom are you drawn to focus on the longest? Why do you think the artist might have the power of the been drawing your attention in this way? Holy Spirit. 3. Why do you think the angel is holding a white lily? What might that represent?

2. Answers will vary. 4. Read Luke 1:26-38. How does this painting illustrate this Gospel story? Which specifi c moment from the story is depicted in the painting? What makes you think so? Most will likely 5. What is on the desk in front of Mary? Why do you think the artist included that in this suggest their painting?

attention is drawn 6. Read John 1:1 and John 1:14. How does this painting illustrate this passage from John’s to the dove/ Gospel? Holy Spirit in the 7. Which story from the Gospels you just read does this painting best illustrate? Why do you think so? center because it is radiating light. The artist may have been trying to show the power of the Holy Spirit in action. 38 3. Lilies can represent peace and God’s grace. The angel GabrielSAMPLE came in peace and greeted Mary with the words “Hail, favored one! The Lord is with you,” or more famously in other translations, “Hail Mary, full of grace, the Lord is with you.” 4. It depicts the moment of Jesus’ conception by the power of the Holy Spirit. 5. The Scripture (the Word of God) is on the desk in front of Mary. God’s only Son, Jesus Christ, is the Word of God and is God Himself. The Word became flesh in the Incarnation, which occurred at the moment of Jesus’ conception at the Annunciation. The artist may have wished to communicate that Mary read Scripture. He may also have had a deeper meaning in mind. The Scripture present in front of Mary is a symbol of the Word becoming flesh. 6. Accept reasoned answers. 7. Accept reasoned answers.

Session 8: The Old and New Testaments 113 Answer Key 1. This statement is confirmed by the Prediction Guide on the Old reading. The essay and New Testaments directly states this fact as well Directions: Before reading The Old and New Testaments, put a check mark next to the as the number of statements below that you predict the author will confi rm in the reading. Then, books in each of after reading, put a check mark next to those statements that the author did indeed confi rm in the reading. the Old and New

Testaments. Your Statement Confi rmed prediction by author 2. This statement 1. The Bible is made up of seventy-three books. is confirmed by 2. The Holy Spirit guided the Church to choose the various the reading. The writings included in the Bible because they measure up Holy Spirit guided to the truth of the Christian faith. the Church in the 3. Only the writings of the New Testament are inspired by God. early centuries 4. Jesus was unaware of the ways in which the Old to discern which Testament pointed to and prepared for His coming.

books were 5. There is nothing for us to learn from the Old Testament today. inspired and 6. The most important things contained in the Old consistently Testament are the signs, symbols, and prophecies that presented the foreshadow the coming of Jesus Christ. truths of the 7. The only way to know about Jesus Christ is through the Gospels. Christian faith. 8. We can better understand the New Testament by 3. This statement reading the Old Testament. is not confirmed by the reading. All the writings of both the Old and 39 New Testaments are inspired by God. The Holy SAMPLE Spirit led the Church to recognize these books as the official canon of Scripture.

4. This statement is not confirmed by the reading. It would seem that Jesus was at least aware of some of the ways, if not all the ways that the Old Testament prepared for His coming. The reading highlights Jesus’ saying that none of the Old Covenant will pass away.

5. The statement is not confirmed by the reading. There is in fact much for us to learn from the Old Testament, including the typological foreshadowing of Jesus, the history of the Chosen People, the foundations for the moral life, and how to pray.

(continued)

114 © SOPHIA INSTITUTE FOR TEACHERS Prediction Guide on the Old and New Testaments Answer Key (continued) 6. This statement is confirmed by the reading. The most important way to read the Old Testament is in light of how it foreshadows and prepares for the coming of Christ. The Old Testament has great value in and of itself as well.

7. This statement is not confirmed by the reading. The Gospels are our primary source of knowledge about Jesus.

8. This statement is confirmed by the reading. The Old and New Testaments each help us to interpret and understand the other.

SAMPLE

Session 8: The Old and New Testaments 115 The Old and New Testaments

Directions: Read the following essay and use it to complete Prediction Guide on the Old and New Testaments on the previous page.

he Bible is divided into two parts: the TOld Testament and the New Testament. Each part is made up of many different books. The Old Testament contains 46 books, and the New Testament contains 27 books. That means the Bible is made up of 73 books.

In the fi rst centuries of the Church, the Holy Spirit guided the Church to determine the offi cial list of inspired books that appear in the Bible. This offi cial list is called the canon of Scripture. The word canon means “measuring rod.” The canon of Scripture is literally the books of the Bible that “measure up.” In other words, the 73 books of the Bible consistently and faithfully present the revealed truths of the Christian faith in written form.

The Old Testament is not called the Old Testament because it is outdated or no good anymore. Rather, it is called the Old Testament because it tells the story of the Abraham and Isaac, by Rembrandt. Old Covenant. The Old Covenant contains all the ways that God revealed Himself to are essential parts of the Bible. The books us in human history in order to prepare us of the Old Testament are no less inspired by gradually and in stages for salvation. God God than the books of the New Testament. revealed Himself fi rst to Adam and Eve, then In fact, the Old Covenant is just as important to the Chosen People, fathered by Abraham. SAMPLEtoday as it was thousands of years ago. Jesus He was proclaimed by the prophets, who says in Matthew 5:17-18, “Do not think that I prepared the way for the coming of the have come to abolish the law or the prophets. Messiah. The New Testament tells the story I have come not to abolish but to fulfi ll. Amen, of the New Covenant, that is, the story I say to you, until heaven and earth pass away, of salvation won for us by Jesus Christ. not the smallest letter or the smallest part of Therefore, both the Old and New Testaments a letter will pass from the law, until all things

116 © SOPHIA INSTITUTE FOR TEACHERS have taken place.” When Jesus says “the law The New Testament is the Word of God in a or the prophets,” He is referring to what we way that is unique from the Old Testament. call the Old Testament today. He makes it In the New Testament, we meet God’s clear that He did not do away with the Old Word Incarnate, Jesus Christ. The New Covenant, but rather fulfi lled it. It is still an Testament has at its center the life, teachings, important part of our faith today. Passion, Death, and Resurrection of Jesus, as well as the story of the beginning of His Because God is the primary author of the Church guided by the Holy Spirit. Of special Bible, the Old Testament was intentionally importance in the New Testament are the written using prophecy, signs, and symbols four Gospels, which contain the written that foreshadow and prepare for the record of the New Covenant and the life of coming of Christ. Although the typological Christ. Therefore, we venerate the Gospels meaning of the Old Testament is perhaps above all other Scripture, not only at Mass, of most importance, the Old Testament but in our own spiritual lives. also has great value in its own right. Dei Verbum, the Church’s document on Divine Together, the Old and New Testaments form Revelation, explains that the writings of the an organic unity of Scripture. That means Old Testament “are a storehouse of sublime that we read the Old Testament in the light of teaching on God and of sound wisdom on the Crucifi ed and Risen Christ, and we read human life, as well as a wonderful treasury of the New Testament in the light of the Old. prayers.” In other words, the Old Testament The Catechism of the Catholic Church no. 129 collects the beautiful and inspiring knowledge puts it this way: “The New Testament lies of God, offers guidance for our lives, and hidden in the Old and the Old Testament is teaches us how to pray. Therefore, Christians unveiled in the New.” Thus, both Testaments everywhere honor the Old Testament as the of Scripture are essential to each other and to true Word of God. our Christian faith.

SAMPLE

Session 8: The Old and New Testaments 117 Notes ______

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______

118 © SOPHIA INSTITUTE FOR TEACHERS SESSION 9 Salvation History Is a Love Story between God and His People

SAMPLE What students will learn: What students will do: ӹӹ A covenant is a sacred, permanent ӹӹ Differentiate between a contract and bond of family relationship. a covenant. ӹӹ Every covenant includes a mediator, ӹӹ Read Scripture. a promise, a sign, and a progression. ӹӹ Match the mediator, promise, sign, ӹӹ The story of the Christian faith is and progression for each of God’s a love story between God and His covenants. people.

119 Session at a Glance

Workbook pages your students will complete: ӹӹ Consequences and Relationships (page ӹӹ Salvation History: A Love Story (page 42) 47) ӹӹ Contracts vs. Covenants (page 44) ӹӹ God’s Covenants and Mercy (page 50) ӹӹ The Covenant with Noah (page 45)

Other materials you will need: ӹӹ Catechist Resource: God’s Covenants and Mercy Cards (page 135 in this guide)

Vocabulary your students will learn: ӹӹ Covenant: A sacred unbreakable bond of family relationship. God entered in a series of covenants with mankind throughout Salvation History to invite us to be part of His divine family and to prepare gradually and in stages and in words and deeds to receive the gift of salvation. ӹӹ Salvation History: The story of God’s love and mercy revealed to us throughout human history, culminating in Christ’s sacrifice on the Cross and Resurrection from the dead which won for us salvation fromSAMPLE sin and death.

Prayer for this session: Dear Father, you have revealed your great know you, to love you, and to serve you so love for us through all time, in word and in that one day we can be with you in Heaven. deed. The greatest sign of your love for us Amen. is the gift of your son. Please help us to

120 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Note: Before class, photocopy and cut out enough cards from Catechist Resource: God’s Covenants and Mercy Cards (page 135 in this guide) so that each pair or trio of students has a complete set.W

Warm-Up

A. Begin with the prayer for this session. B. Have students turn to Consequences and Relationships (page 42) and respond to the questions on it. C. After students have completed the worksheet, invite them to share their responses.

EXPLAIN to students that the first set of scenarios show people breaking a contractual agreement. The second set of scenarios show damage to a covenantal relationship. A contract relationship is a conditional relationship, and once broken, doesn’t need to be renewed. The bonds between children and their parents and the Catholic understanding of the bond between husband and wife are permanent. Even when you break the promises of a covenantal relationship,SAMPLE the relationship is still there. Note: Be sensitive to children whose parents are divorced. Mention that relationships here on earth can become broken, but that is not how God intended them to be.

Session 9: Salvation History Is a Love Story between God and His People 121 SESSION PLAN

Activity 1

A. Write two headings on the board: “contracts” and “covenants.” Then write the following bullets that explain the difference between the two relationships: Contract Covenant ӹӹ Exchange of goods and services ӹӹ Exchange of persons ӹӹ Set up obligations, but they are not ӹӹ Personal obligations personal obligations ӹӹ Based on God’s Word ӹ Based on human words ӹ ӹӹ Permanently binding relationship/cannot ӹӹ Conditional relationship/can be dissolved be dissolved

B. Then ask students to brainstorm a definition of a contract and a covenant and write the different alternatives on the board. See if the class can come up with a definition that is close to the following definitions: Contract: A binding agreement between two or more persons or parties. Covenant: A sacred permanent bond of family relationship.

C. Have students turn to Contracts vs. Covenants (page 44) and fill out the worksheet based on what is written on the board. SAMPLE

122 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 2

A. Tell your students that each covenant between God and man has a mediator, a sign, and a promise.

EXPLAIN that a mediator is someone who acts as a bridge between God and man, someone God makes His promise to, who represents all of mankind. Only Christ is the true mediator and completely fulfills God’s promises. But there have been several figures in Old Testament history with whom God makes His covenants that prefigure Christ. These mediators represent all of humanity, but none of them can completely fulfill God’s promise to us. Each covenant is also marked by a special sign, so that we can recognize God’s promise, and progresses toward a growth in God’s family. B. Have students turn to The Covenant with Noah (page 45) in their workbooks. With a partner, have students read the story of the covenant with Noah and answer the questions at the bottom. C. When students have completed the worksheet, review and discuss the answers.

Activity 3

A. Have students turn to Salvation History: A Love Story (page 47) in their workbooks and read the essay and complete the questions. B. Go over answers as a class. SAMPLE

Session 9: Salvation History Is a Love Story between God and His People 123 SESSION PLAN

Activity 4

A. Arrange students in pairs or trios. Ask students to turn to God’s Covenants and Mercy (page 50) in their workbooks and give each group a complete, shuffled set of cards from Catechist Resource: God’s Covenants and Mercy Cards (page 135 in this guide) B. Explain that every covenant has a promise, a mediator, and a sign. Each covenant also signifies a progression or growth in God’s family. C. Have each group arrange the covenant component cutouts in the proper order. In other words, have them group the correct mediator, promise, sign, and progression together and then put each covenant in the correct order. Then have students record the information in the proper order from the covenant component cutouts on the chart from God’s Covenants and Mercy. D. Review and discuss the correct answers to God’s Covenants and Mercy. Emphasize the connection that God’s covenants are a sign of His mercy and love. Even when we break these covenants, God continues to show us love and mercy. Note: Some students might find the sign of Abraham’s covenant, circumcision, a sensitive subject. You can SAMPLEdiscuss it matter-of-factly and explain it simply as a way that Hebrew men were set apart from all other peoples. This is an important sign of how the Hebrew people were chosen by God and set apart from the other nations.

Get Ready for the Next Session Review the upcoming session.

124 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. You may refuse to pay the company. You may take them to court. You will almost certainly find a new company with which to do business. Accept additional reasoned answers.

2. You will get fired. Accept additional reasoned answers.

3. Your parents will punish you. You will lose their trust. Accept additional reasoned answers.

4. The husband might have to do some extra things around the house to make up for his laziness. He might have to buy his wife some flowers. His wife might SAMPLE avoid speaking to him for a little while to show she is upset and has lost trust in him. She might forgive him because he works hard all week to support them and needs a little downtime, even if he forgot to speak up about that fact before she left. Accept additional reasoned answers.

Session 9: Salvation History Is a Love Story between God and His People 125 Answer Key 5. The first two scenarios deal with contractual obligations. The last two deal with relationships and respecting the love and trust of those closest to us.

6. The consequences in the first two scenarios sever the relationships. The contracts become null and void. In the last two they may hurt or damage the relationship but the relationship and mutual obligations do not cease to exist. A parent would not disown his or her child for breaking a rule. If marriage vows are lived seriously and SAMPLE respected, a disagreement would not result in the ending of that relationship.

7. Accept reasoned answers, but students should recognize it is more like the last two scenarios.

126 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Goods and services; Persons.

2. Deeply personal; our personal relationship and commitment to the other person.

3. Human words and promises; God’s Word.

4. Can be dissolved; cannot be dissolved.

SAMPLE

Session 9: Salvation History Is a Love Story between God and His People 127 Answer Key 1. Noah and his sons. We know this because God directly addresses them at the beginning of the story and makes the covenant with them.

2. An accounting for all life. If blood is shed, man is responsible for it, especially human blood, because man is made in the image and likeness of God.

SAMPLE

128 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 3. God commands Noah and his family to be fertile and multiply and fill the earth and subdue it.

4. God promises never again to destroy all the creatures of the earth by flood.

5. The rainbow.

6. This story directly recalls the covenant God made with Adam and Eve. The command he gave to Noah to be fertile and multiply and fill the earth and subdue it is the same exact command he gave to Adam and Eve. This tells us that the covenant with Noah is something SAMPLE of a re-creation moment, in essence restoring the Earth to its condition in the beginning.

Session 9: Salvation History Is a Love Story between God and His People 129 SAMPLE

130 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. As a love story between God and His people.

2. God revealed Himself, chose a people as His special possession, and saved the human race from sin because of His generous and unconditional love.

3. The story of God’s saving actions in human history.

4. A sacred bond of family relationship.

SAMPLE

Session 9: Salvation History Is a Love Story between God and His People 131 Answer Key 5. A mediator is the individual who represents all those entering into a covenant with God. Two examples are Adam and Noah.

6. A sign is an external representation taken from human experience of an internal reality. Two examples are the Sabbath and the rainbow.

7. “Love one another as I have loved you.” We do this by giving of ourselves to others, laying down our lives. SAMPLE

132 © SOPHIA INSTITUTE FOR TEACHERS SAMPLE

Card arrangement should reflect the order of cards on the Catechist Resource

Session 9: Salvation History Is a Love Story between God and His People 133 SAMPLE

Card arrangement should reflect the order of cards on the Catechist Resource

134 © SOPHIA INSTITUTE FOR TEACHERS CATECHIST RESOURCE God’s Covenants and Mercy Cards

Note: Make as many copies of the grid below as you have students. Cut out into cards, and shuffle them. Give one set of cards to each student in order to complete God’s Covenants and Mercy.

God called him to share in His blessings in the marriage covenant. When he disobeyed, God One Holy Adam Sabbath mercifully promised to Couple deliver him and his wife from sin by crushing the head of the serpent.

God pledged to keep him and his family safe from the flood and then One Holy Noah Rainbow swore never to wipe Family out the human family in that way again. SAMPLE God promised that he would be the father One Holy Abraham of a host of nations, Circumcision with descendants as Tribe numerous as the stars.

Session 9: Salvation History Is a Love Story between God and His People 135 The Lord used him to lead Israel out of the bondage of slavery in Egypt and pledged to the Passover/ One Holy Moses people through him that The Law Nation they would occupy the promised land of Canaan as their inheritance.

God made a covenant with him to build a worldwide kingdom Throne/ One Holy David by establishing an Temple Kingdom everlasting throne with His son.

This covenant fulfills One Holy all other covenants and The Jesus Catholic pledges eternal life to Eucharist all who believe. Church SAMPLE

136 © SOPHIA INSTITUTE FOR TEACHERS UNIT 3 The Early World of Genesis

Sessions in thisSAMPLE unit: ӹӹ Session 10: The Story of Creation ӹӹ Session 11: Adam and Eve ӹӹ Session 12: Cain and Abel ӹӹ Session 13: Noah and the Great Flood

137 Unit at a Glance

Connections to the Catechism of the Catholic Church:

Session 10 Session 12 ӹӹ 279-361, 1147, 2169- ӹӹ 901, 1849-1850, 1865, 2172, 2402 2099-2100

Session 11 Session 13 ӹӹ 374-379, 388-389, 396- ӹӹ 56-58, 71, 338, 845, 406, 410-412 1094, 1219

Scriptures studied in this unit: ӹӹ Genesis 1 ӹӹ Genesis 4:1-16 ӹӹ Numbers 3:5-8 ӹӹ Genesis 2 ӹӹ Genesis 5:3 ӹӹ Psalm 8 ӹӹ Genesis 3 ӹӹ Genesis 6-9 ӹӹ 2 Corinthians 5:17-19

SAMPLE

138 © SOPHIA INSTITUTE FOR TEACHERS Catechist Introduction

rom the very beginning, God has desired for communicates to us important truths about Fthe human race to come together in a loving God, ourselves, and our relationship to God and relationship with each other and with Him. each other. We learn that God is all powerful God created mankind with this truth inscribed since He created all that exists. We learn that into the human body, as male and female. He He is all knowing, because if all things came ordered the universe in such a way as to be a from Him, there is nothing that He does not place for the covenant between humanity and know. We learn that He transcends or goes God to be lived, a Temple of creation. And in beyond His creation, and yet is intimately this Temple, man was to be its priest and king. involved in His creation. We learn that we are We were to be prophets who speak for God as made in God’s image and likeness, which means His beloved children. And, made as male and that out of all of creation, we are unique and female, we were to give and receive the very possess the breath of God within us, which love that is God. makes us capable of freely giving and receiving love. We were made as male and female, in Unfortunately, sin distorted this idyllic God’s image, with these very realities written picture. While God’s plan has never changed, into our very bodies, and we were brought our ability to play our role in it was severely together as one flesh to make the love of God a damaged by the Original Sin of Adam and Eve, reality on earth. which is transmitted to all human beings. It became necessary for us to be saved from the destructiveness of sin. And so, God enacted His Our Original Parents plan of salvation in human history, by which Adam and Eve were created into and enjoyed He gradually, in stages and in words and deeds, Original Justice: there was no suffering or revealed Himself to us in order to redeem us death, and there was peace and harmony from sin. In Jesus Christ, God fully revealed between them and all creation. When they Himself and accomplished the work of salvation fell into the temptation of the devil and ate on the Cross and by the Resurrection, defeating the forbidden fruit, their disobedience and sin and death. In the Church, established by rejection of God constituted the Original Sin. Christ, we receive the salvationSAMPLE of Christ in this Suffering and death entered the world, and the age through the Sacraments. unity between Heaven and earth was broken. Humanity’s likeness to God became distorted. In the Beginning… God punished Adam and Eve with the natural consequences of their actions, and He placed Scripture tells us that God created all that is, enmity between the serpent and the woman the “heavens and the earth,” in six days, and for all time, while at the same time promising rested on the seventh. While we are free to that He would send His son, the “offspring [of read the story of creation according to the the woman],” to “strike at [the] head” of the plain meaning of the words on the page, such a serpent, and defeat sin and death once and for reading is unlikely. Rather, the story of creation all (Genesis 3:15).

Unit 3 Overview 139 This first murder led to diverging lines in the human race: those who sought to follow God, and those who followed their own wicked desires and sinfulness.

The First Mourning, by William-Adolphe Bouguereau.

Sin and Death A New Beginning Sin infected the entire human race, as God sought to destroy the wickedness of the evidenced in the next generation of human human race by sending the Great Flood to wash beings. Cain killed Abel out of envy and spite. away sin on the earth. Noah alone remained Abel offered God the best of his work while faithful to God. And so, God told Noah to build Cain offered his leftovers as an afterthought. an ark, to be a microcosm of all of creation, to God accepted Abel’s offering, but Cain’s he did be saved from the destruction of the Flood in not, encouraging him to do better. Instead, order to build a new creation, to begin again. Cain murdered his own brother. This first God entered into a new covenant with Noah, murder led to diverging lines in the human much the same as the first with Adam and Eve. race: those who sought to follow God, and The Flood in essence “baptized” the earth, so those who followed their own wicked desires that it could begin anew through Noah and and sinfulness. Eventually, the two lines his family. In this way, much like we all begin merged into one, and sin engulfed the entire our walk along the path of salvation with the human family. sacrament of Baptism, God began to enact His SAMPLEplan of salvation in Salvation History.

140 © SOPHIA INSTITUTE FOR TEACHERS SESSION 10 The Story of Creation

What students will learn: What students will do: ӹӹ The story of creation in Genesis is ӹӹ List what God created in the seven not meant to be science, but rather days of creation. it communicatesSAMPLE important truths ӹӹ Do an in-depth study of the days of about God and humanity. creation. ӹӹ The doctrine of creation has great ӹӹ Relate Psalm 8 with Genesis 1. importance for our faith. ӹӹ Compare the two stories of creation. ӹӹ Some scholars believe Genesis 1 and 2 represent two different stories of creation, while others believe they tell the same story from different perspectives.

141 Session at a Glance

Workbook pages your students will complete: ӹӹ What Did God Make on Each Day of ӹӹ The Awesomeness of God (page 59) Creation? (page 52) ӹӹ Two Stories of Creation? (page 61) ӹӹ The Story of Creation Reading Guide (page 53)

Vocabulary your students will learn: ӹӹ Creation: Everything that God made, the heavens and the earth, all things visible and invisible. God created all things out of nothing. Everything that God makes is good. Therefore, all of creation is fundamentally good. ӹӹ Ex nihilo: Latin for “out of nothing.” This is the doctrine of creation, that God created all things out of nothing with only His Word. This fact teaches us that God is all-powerful, all- knowing, and goes beyond His creation. ӹӹ Infinite: Without beginning or end. God is the creator of all things, including time and space. Therefore, He is timeless, without beginning or end, and not bound by space. ӹӹ Omnipotent: All-powerful. We know that God is all-powerful because all things came from Him. ӹӹ Omniscient: All-knowing. We know that God is all-knowing because if He created all things, there is nothing that HeSAMPLE would not know. Prayer for this session: Praise the Lord from the heavens; praise and tame, creatures that crawl and birds Him in the heights. Praise Him, all you His that fly; Young men and women too, old and angels; Praise Him, sun and moon; praise young alike. Let them all praise the Lord’s Him, all shining stars. name,

Praise the Lord from the earth, Lightning for His name alone is exalted, His majesty and hail, snow and thick clouds, storm wind above earth and Heaven. Hallelujah! that fulfills His command; Mountains and all —adapted from Psalm 148 hills, fruit trees and all cedars; Animals wild

142 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. B. Ask your students in how many days God created the universe. Six days, and God rested on the seventh. C. Ask your students if we, as Catholics, should take the story of creation in Genesis as fact. In other words, did God really create all there is in six days?

EXPLAIN to students that we are free to believe, if we want to, that God created the world is seven days because God is all powerful and could have created things in that way if that was His will. All that we have discovered about the beauty of creation through scientific study, however, suggests that after the Big Bang — the theory first proposed by a Catholic priest, which describes the moment in which all the energy, matter, time, and space in the universe came to be in single instant — the universe slowly evolved into its current state, including life on earth, over a period of billions of years. There are many ideas about what the sacred author of Genesis was trying to communicate by telling the story of creation in the way he did, but most Christian scholars agree that the story teaches that God works gradually and in stages, and in words and deeds. For the Hebrew people, the number seven symbolized perfection and completion. The author in Genesis was communicating to us that God’s work was “complete” or “whole.” Furthermore, the Hebrew word for the number seven is the same Hebrew word for “covenant.” God is inviting humanity into a family relationship with Him! This understanding What Did God Make on Each Day of Creation? Directions: Based on what you already know and without using a Bible or any other resource, create a list of what you think God created on each of the seven of God supports the understanding of creation days of creation. Be specifi c and thorough. Where applicable, record how God made the things He made (for example, did He place the thing, form it out of that comes to us fromSAMPLE scientific study. In fact, something, or speak it into existence?). none of the truths we learn from the story of What Did God Create? How Did God Create? Day 1 creation in Genesis about God, creation, and man conflicts with or contradicts any truths Day 2

we might learn from scientific study about how Day 3 the universe came to be. In the end, God made Day 4 everything, including science. Day 5 D. Have students turn to What Did God Make on Each Day 6 Day of Creation? (page 52) in their workbooks. Arrange students in groups of three or four. Have Day 7

each group, based on their prior knowledge and 52

Session 10: The Story of Creation 143 SESSION PLAN

without using a Bible or any other resource, create a list of what they think God created on each of the seven days of creation. Encourage students to be specific and thorough and, where applicable, to make note of how God made the things He made (e.g., did He place the thing, form it out of something, or speak it into existence?). Emphasize that at this point, there are no right or wrong answers. Students should be thinking about their existing knowledge of the story of creation. E. When they have finished making their lists, have each group read the story of creation from Genesis 1:1-31 and Genesis 2:1-3 and compare their lists with the story of creation. Have them cross off the items that were not part of what God created on a specific day and circle the items that were part of what He created on that day. Also, have your students correct and/or note, where applicable, how God created the things of creation.

Activity 1 The Story of Creation Reading Guide

Directions: Read the story of creation in Genesis 1 and the commentaries below, then 3. What did God use to create? What is the Latin phrase for this doctrine of creation? respond to the questions that follow. ______A. Draw seven columns on the board and label ______Read Genesis 1:1-3, then read the following: Read Genesis 1:6-13, then read the In Genesis 1:1, “the heavens” refers to all makeup of the universe and were not actual 4. In knowing thatspiritual God createdrealities,following: all and that “the exists, earth” what refers else to doall we learnwater about as weHim? think of it. These primordial physical/materialAncient realities. people In other thought words, of the sky aswaters a dome were that a way of describing the them Days 1 through 7. Then conduct a ______“the heavens andcovered the fl at earth. While not an attempt at a the earth” refers to all that nothingness that existed before the beginning. 9. What is the “problem” with the Genesis accounting of the passage of time over the fi rst four ______exists. The fi rst line of Genesis tells us that God scientifi c explanation, this description of the sky makes Think of staring at the ocean on a pitch-black days? created all that aexists, kind spiritualof sense. and If you material. stand in the middlenight and of anseeing open literally a tangible nothing. ______fi eld and look all around you, you can see the sky touch The language used in Genesis 1:1-2 tells us Since there was nothing that existed before discussion with your class that goes through ______the horizon at every point, like a dome. Ancient people 13. According ______to Genesis 1:27, at least in part, what doesthat beforeit mean the to beginningbe made in there God’s was image God and and the beginning, God created all that exists out then believed that the sun, the moon, and the stars likeness? the earth was “without form or shape, with of nothing. The Latin phrase ex nihilo, which Read Genesis 1:3-5, thenwere read in the fact following:stuck in this dome and revolved around it. darkness over the abyss.” If something has means “out of nothing,” describes this doctrine ______10. What can we conclude about God by considering the passage of “time” over these fi rst four When God said, “Let there be light,”Above He the could dome wasdo. heaven Tradition and has below also the long earth taught was that when no form or shape, it is nothing. Darkness is that God created out of nothing. days? not have been creating actual lightthe asunderworld, we think sheolthe, sacredor hell. author The earth of Genesis was supported tells us that ______the absence of light, and an abyss is a vast each day of creation. Invite a student to the 16. What did God create on the seventh day? How is this the “purpose” of our work? of it, considering the fact that theby sunpillars and that the wereGod rooted separated in foundations theThe light fact in from thatthe theGod darkness, created all that exists out ______emptiness. In other words, in the beginning ______stars, the sources of light, were underworld.not created he is referring toof the nothing rebellion tells of us Satan that and He is omnipotent there was nothing but God Himself. 14. What did God say about each day after he fi nished with the work of creation on that day? ______until the fourth day. The Tradition of the the angels who followed(all powerful) him. The and separation omniscient (all knowing). ______What does that mean about whatChurch God makes?has long Noticetaught that thewhen text God mentions said, that,of in light the and darkIt is also when tells Satan us thatwas Hecast transcends out (goes 7. How does the author ofbeginning, Genesis describethere were the “waters” sky? What present does over the sky separate?beyond) all things and is infi nite (without ______“Let there be light,” He created all the angels of Heaven with the angels who followed him, board for each day to write what God created. ______which a “mighty wind” swept. These waters beginning or end). 17. What is the alternate meaning of the Hebrew ______wordthat for would “seven”? exist. How The doesangels, this pure help spiritual us who became demons prowling the world, were part of the ancient concept of the understand what ______happens on the seventh day ofbeings, creation? show forth the light of God in all they seeking the ruin of souls. Read Genesis 1:20-31, ______then read the following: ______Human beings are unique out of all the According to Genesis 1:27, to be made in God’s 15. What did God say about what He had made on the1. sixthWhat does the fi rst line of Genesis tell us that God created? What do the terms “heavens” day? What does that mean about creatures God created. Only5. Whathuman is beings the Tradition image of the and Church likeness, regarding at least what in part, God meanscreated to when He said, “Let there be ______humanity? 8. Is the description of the sky and the formation of the land and sea a scientifi c explanation? and “earth” really refer to? were made in God’s image andlight”? likeness, and be made as male and female. The opposite Why or why not? B. Have students turn to The Story of Creation ______they were given dominion over ______all the living and complementary nature of the sexes is a 18. When does the sevenththings day end? on earth, What plants does ______this and “ending” animals. mean for us? fundamental truth of human nature and part ______of how we directly image God. ______To have dominion is ______to have authority or to rule over others. To have dominion is the After He fi nished with the work of creation on ______2. What does the text tell us existed before the beginning? How do we know? Reading Guide (page 53). Following the ______role of a king, who has dominion6. What over occurred the wheneach God day,separated God looked the light at whatfrom Hethe had darkness? made subjects in his kingdom.______A king can exercise ______and saw that it was good. This tells us that ______Read Genesishis dominion 2:1-3, as athen good read king or the as afollowing: bad king. everything God makes is made fundamentally ______It’s easy toWe think call thatbad onkings theRead who seventh abuse Genesis day ______their God authority1:14-19, through then Adam.good. read InOn thethis the original following:sixth day, covenant, however, God God looked did not create“tyrants.” anything God callsandWhat simply human do youlay beings back notice to beabout goodinvites the passage humanityat what of totimeHe be had a part madeauthor is not trying to give a scientifi c of andHis foundfamily it to be reading guide, have a student read aloud the and relaxed.“kings” This overis not creation theso case, far and in however. theuse story our In authority of creation?and to to Fourentervery days into good. havecovenant This highlightsaccount with Him. of the howThis uniqueness the universe came to be. He fact, on thecare seventh for and day, nurture Godpassed, created all that but whattimeGod has(“the made. seasons,invitation the ofmakes days, human humanityand life andis greaterthe communicating dignity than (value) any other of the truths about God may be the most importantthe thing: years” leisure. marked by theof sun the and other humanthe creatures moon, person God aboveand made. His all elseWecreation. are in creation. not We learn that God works Leisure is not simply idlenesswho or are doing the “rulers” of daypets, and nor night) are we was slaves. not Wenot are according invited to to be 24-hour days but gradually 53 nothing; rather,11. What leisure is unique is thecreated about purpose until human of the our beingsfourth outlikeday. ofGod, So, all how thein His creatureswere image. thatand God in created?stages. He does not do things “all at account of creation on that day from Genesis work — that is, to engage inthere activity, days such if there as was no time? once” but rather unfolds things gradually and ______Notice that in the Genesis account, the philosophy, art, and, most important, worship systematically, using words and actions. This First, because of this fact,seventh we can day conclude of creation never actually ends. of God, that enriches ______us as persons. Put is always how God acts in human history, that54 this account of creationThis isis notnot ascience, mistake or an oversight by the another way, authentic leisure is when we evidenced through the story of Scripture. nor is it meant to be. Clearly,sacred the author. human We can understand this lack 1:1-31 and Genesis 2:1-3. You may also choose to love God and the things of God, and love our 12. What does it mean to have “dominion”?of an ending to mean that we are still in the neighbor. In a certain sense, we work so we seventh day, awaiting the eighth day, when can have leisure. ______God will make all things new. The seventh 55 Further, the Hebrew ______word for the number day, then, is the time set aside for us to be in seven is the same Hebrew word for relationship with God, to worship Him, and to read it aloud yourself, or have students read it “covenant.” In other words, on the seventh fulfi ll the purpose for which we were made, day56 of creation, God “sevens” Himself, which is to love God and to love one another. or swears a covenant with all of creation quietly to themselves. Compare the actual story 57 of creation to the list on the board and add or 58 subtract from it as necessary. SAMPLEC. N ext, still following the reading guide, have students read the commentary for the day of creation and answer the accompanying questions. Review and discuss the answers to the question. Then move on to the next reading and set of questions, following the reading guide, until all the readings and questions are reviewed.

144 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 2

The Awesomeness of God A. Have students turn to The Awesomeness of Directions: Read the Psalm and answer the questions. Reﬂ ection Questions God (page 59) in their workbooks. Have your 1. In what ways is the story of creation from Genesis 1 refl ected in Psalm 8? O LORD, our Lord, how awesome is your name through all the earth! ______I will sing of your majesty above the heavens students read through Psalm 8 and respond to the ______with the mouths of babes and infants. ______You have established a bulwark against your foes, reflection questions. 2. How does Psalmto silence 8 expand enemy on the description and avenger. of the importance of human beings in creation?

______When I see your heavens, the work of your fi ngers, the moon and stars that you set in place— B. W hen they have finished, ask for student ______What is man that you are mindful of him, and a son of man that you care for him? volunteers to share and explain their answers to 3. In what ways does creation itself glorify God? Yet you have made him little less than a god, ______crowned him with glory and honor. ______the reflection questions. You have given him rule over the works of your hands, ______put all things at his feet:

All sheep and oxen, even the beasts of the fi eld,

The birds of the air, the fi sh of the sea, and whatever swims the paths of the seas.

Activity 3 O LORD, our Lord, how awesome is your name through all the earth! A. Let your students know that they will now read two –PSALM 8

accounts of the creation story in Genesis. 59

EXPLAIN to your students that the Genesis 60 2 account of creation varies in certain details from the Genesis 1 account. This has led some scholars to believe that these chapters represent different stories of creation from two different ancient groups of Hebrew people. According to this theory, these two groups of Hebrews eventually merged into one but kept both stories of creation. These two stories then were both included in the Old Testament because each spoke of fundamental truths about God and humanity. Now explain that another theory suggests that Genesis 1 and Genesis 2 are not actually two different stories of creation, but rather tell the same story from different perspectives.SAMPLE Each focuses on different details and highlights different important moments. According to this theory, Genesis 1 presents a big-picture, “wide-screen” point of view of creation that does not spend a lot of time focused on any one part of creation and tells us more about God Himself and how He works. Genesis 2, then, presents a more focused, “zoomed-in” point of view of creation that skips over much of the big-picture information and focuses almost entirely on the creation of man and woman.

Session 10: The Story of Creation 145 SESSION PLAN

B. Let your students know that they will now

Two Stories of Creation? have the opportunity to compare Genesis 1 and

Directions: Some scholars suggest that Genesis 1 and Genesis 2 are two different stories of Genesis 2 and decide for themselves whether 5. Why is the author of Genesiscreation. 1 telling With a partner,6. What read does Genesis the author 2 and compareof Genesis its 2 versionwant of the story the story of creation in thisof way?creation with the versionyou to found understand? in Genesis 1. Then complete the following activities: they represent different stories or the same

1. List at least three similarities 2. List at least three differences between story from different perspectives. between Genesis 1 and Genesis 2. Genesis 1 and Genesis 2. ӹ ӹ C. Have students turn to Two Stories of Creation? 7. What does the author of Genesis 1 8. What does the author of Genesis 2 ӹ ӹ apparently think is most important to apparently think is most important to know? know? (page 61) in their workbooks. Ask them to, ӹ ӹ with a partner, read the account of creation from Genesis 2 in their Bibles and compare Assuming that the theory that there are two different stories of creation in Genesis 1 and Genesis 2 is correct, with a partner, refl ect on the following: it with Genesis 1 using the worksheet. Once

3. What is the main idea the author of 4. What does the author of Genesis 2 Genesis 1 is communicating? assume you already know? they have completed the comparison, have students work individually to respond to the final question, which asks whether they agree or disagree that Genesis 1 and 2 represent 61 different stories of creation.

62 D. When students have finished Two Stories of Creation?, ask them to move to one side of the room if they believe that Genesis 1 and Genesis 2 represent two different stories of creation and move to the other side of the room if they believe Genesis 1 and 2 tell the same story of creation from different perspectives. E. Have each new group confer with each other to create a list of at least three reasons why they believe their point of view is correct. Then have each group elect a spokesperson to present SAMPLEtheir arguments to the class.

Get Ready for the Next Session Review the upcoming session.

146 © SOPHIA INSTITUTE FOR TEACHERS Answer Key Day 1: Light and darkness, day and What Did God Make on Each Day of Creation? night / God spoke and created light and Directions: Based on what you already know and without using a Bible or any other separated the light resource, create a list of what you think God created on each of the seven days of creation. Be specifi c and thorough. Where applicable, record how God from the darkness. made the things He made (for example, did He place the thing, form it out of something, or speak it into existence?). Day 2: The sky / God spoke and the dome What Did God Create? How Did God Create? of the sky appeared. Day 1 Day 3: Dry land (earth) and the sea, vegetation / God Day 2 spoke and gathered the water together. Day 3 Day 4: The sun, the moon, and the stars, Day 4 which mark the seasons, days, and years (time) / God Day 5 spoke and set the sun and moon in the Day 6 dome of the sky.

Day 5: Sea creatures Day 7 and birds / God spoke, and the animals appeared. 52 Day 6: Land animals of all kinds and SAMPLE human beings / God spoke, and it was.

Day 7: God rested from His work / God blessed the seventh day and made it holy.

Session 10: The Story of Creation 147 Answer Key 1. God created all that exists. The The Story of Creation Reading Guide “heavens” refers

to all spiritual Directions: Read the story of creation in Genesis 1 and the commentaries below, then realities, and the respond to the questions that follow. “earth” refers Read Genesis 1:1-3, then read the following: to all material In Genesis 1:1, “the heavens” refers to all makeup of the universe and were not actual realities. spiritual realities, and “the earth” refers to all water as we think of it. These primordial physical/material realities. In other words, waters were a way of describing the “the heavens and the earth” refers to all that nothingness that existed before the beginning. 2. Before the exists. The fi rst line of Genesis tells us that God Think of staring at the ocean on a pitch-black beginning, there created all that exists, spiritual and material. night and seeing literally a tangible nothing. The language used in Genesis 1:1-2 tells us Since there was nothing that existed before was nothing but that before the beginning there was God and the beginning, God created all that exists out God. The text the earth was “without form or shape, with of nothing. The Latin phrase ex nihilo, which darkness over the abyss.” If something has means “out of nothing,” describes this doctrine uses words such no form or shape, it is nothing. Darkness is that God created out of nothing. the absence of light, and an abyss is a vast The fact that God created all that exists out as “formless” and emptiness. In other words, in the beginning of nothing tells us that He is omnipotent “without shape,” there was nothing but God Himself. (all powerful) and omniscient (all knowing). Notice that the text mentions that, in the It also tells us that He transcends (goes “darkness” and beginning, there were “waters” present over beyond) all things and is infi nite (without which a “mighty wind” swept. These waters beginning or end). “abyss,” which are were part of the ancient concept of the all ways of saying 1. What does the fi rst line of Genesis tell us that God created? What do the terms “heavens” “nothing.” and “earth” really refer to?

______

2. What does the text tell us existed before the beginning? How do we know?

______

______SAMPLE 53

148 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 3. God created out

of nothing. The 3. What did God use to create? What is the Latin phrase for this doctrine of creation? Latin phrase for ______

this is ex nihilo. ______

4. God is 4. In knowing that God created all that exists, what else do we learn about Him? omnipotent ______(all powerful), ______omniscient ______(all knowing), Read Genesis 1:3-5, then read the following: transcendent When God said, “Let there be light,” He could do. Tradition has also long taught that when (going beyond), not have been creating actual light as we think the sacred author of Genesis tells us that of it, considering the fact that the sun and the God separated the light from the darkness, and infinite stars, the sources of light, were not created he is referring to the rebellion of Satan and until the fourth day. The Tradition of the the angels who followed him. The separation (without Church has long taught that when God said, of light and dark is when Satan was cast out beginning or end). “Let there be light,” He created all the angels of Heaven with the angels who followed him, that would exist. The angels, pure spiritual who became demons prowling the world, beings, show forth the light of God in all they seeking the ruin of souls. 5. Tradition teaches

that God created 5. What is the Tradition of the Church regarding what God created when He said, “Let there be all the angels that light”? ______would ever exist. ______6. God cast Satan 6. What occurred when God separated the light from the darkness? and his angels out ______

of Heaven. ______

SAMPLE54

Session 10: The Story of Creation 149 Answer Key 7. As a dome that

separates the Read Genesis 1:6-13, then read the heavens from the following: Ancient people thought of the sky as a dome that earth. covered the fl at earth. While not an attempt at a scientifi c explanation, this description of the sky makes 8. The description a kind of sense. If you stand in the middle of an open fi eld and look all around you, you can see the sky touch of the sky and the horizon at every point, like a dome. Ancient people formation of then believed that the sun, the moon, and the stars were in fact stuck in this dome and revolved around it. the land was Above the dome was heaven and below the earth was the underworld, sheol, or hell. The earth was supported not a scientific by pillars that were rooted in foundations in the explanation and underworld.

was not meant to 7. How does the author of Genesis describe the sky? What does the sky separate? be. Certain details ______based on simple ______observation were 8. Is the description of the sky and the formation of the land and sea a scientifi c explanation? included but Why or why not? not as scientific ______explanation. ______Read Genesis 1:14-19, then read the following: What do you notice about the passage of time author is not trying to give a scientifi c so far in the story of creation? Four days have account of how the universe came to be. He passed, but time (“the seasons, the days, and is communicating other truths about God the years” marked by the sun and the moon, and His creation. We learn that God works who are the “rulers” of day and night) was not not according to 24-hour days but gradually created until the fourth day. So, how were and in stages. He does not do things “all at there days if there was no time? once” but rather unfolds things gradually and systematically, using words and actions. This First, because of this fact, we can conclude is always how God acts in human history, that this account of creation is not science, evidenced through the story of Scripture. nor is it meant to be. Clearly, the human SAMPLE 55

150 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 9. Time was not

created until 9. What is the “problem” with the Genesis accounting of the passage of time over the fi rst four the fourth day days? (the sun and the ______moon, which mark the passage 10. What can we conclude about God by considering the passage of “time” over these fi rst four days? of days, years, and ______

seasons). ______10. The “days” of ______creation are not Read Genesis 1:20-31, then read the following: meant to be literal Human beings are unique out of all the According to Genesis 1:27, to be made in God’s 24-hour days, creatures God created. Only human beings image and likeness, at least in part, means to were made in God’s image and likeness, and be made as male and female. The opposite but they teach us they were given dominion over all the living and complementary nature of the sexes is a things on earth, plants and animals. fundamental truth of human nature and part that God works of how we directly image God. To have dominion is to have authority or to gradually and in rule over others. To have dominion is the After He fi nished with the work of creation on role of a king, who has dominion over the each day, God looked at what He had made stages. subjects in his kingdom. A king can exercise and saw that it was good. This tells us that his dominion as a good king or as a bad king. everything God makes is made fundamentally 11. Only human We call bad kings who abuse their authority good. On the sixth day, however, God looked “tyrants.” God calls human beings to be good at what He had made and found it to be beings were made “kings” over creation and use our authority to very good. This highlights the uniqueness care for and nurture all that God has made. of human life and the dignity (value) of the in God’s image human person above all else in creation. and likeness. 11. What is unique about human beings out of all the creatures that God created? 12. To have authority ______or rule over. ______

12. What does it mean to have “dominion”?

______

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Session 10: The Story of Creation 151 13. To be male and female.

14. It was good. 13. According to Genesis 1:27, at least in part, what does it mean to be made in God’s image and likeness? Everything that ______God creates is ______good. 14. What did God say about each day after he fi nished with the work of creation on that day? 15. It was very good. What does that mean about what God makes? Humanity is the ______greatest thing God made in all 15. What did God say about what He had made on the sixth day? What does that mean about humanity? of creation and ______has special dignity ______(value) out of all of God’s creations. ______

Read Genesis 2:1-3, then read the following: It’s easy to think that on the seventh day God through Adam. In this original covenant, God did not create anything and simply lay back invites humanity to be a part of His family and relaxed. This is not the case, however. In and to enter into covenant with Him. This fact, on the seventh day, God created what invitation makes humanity greater than any may be the most important thing: leisure. of the other creatures God made. We are not Leisure is not simply idleness or doing pets, nor are we slaves. We are invited to be nothing; rather, leisure is the purpose of our like God, in His image. work — that is, to engage in activity, such as Notice that in the Genesis account, the philosophy, art, and, most important, worship seventh day of creation never actually ends. of God, that enriches us as persons. Put This is not a mistake or an oversight by the another way, authentic leisure is when we sacred author. We can understand this lack love God and the things of God, and love our of an ending to mean that we are still in the neighbor. In a certain sense, we work so we seventh day, awaiting the eighth day, when can have leisure. God will make all things new. The seventh Further, the Hebrew word for the number day, then, is the time set aside for us to be in seven is the same Hebrew word for relationship with God, to worship Him, and to “covenant.” In other words, on the seventh fulfi ll the purpose for which we were made, day of creation, God “sevens” Himself, which is to love God and to love one another. or swears a covenant with all of creation SAMPLE 57

152 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 16. Leisure. In a

sense, we work 16. What did God create on the seventh day? How is this the “purpose” of our work? so that we might ______

have leisure — that ______is, to worship 17. What is the alternate meaning of the Hebrew word for “seven”? How does this help us God and love one understand what happens on the seventh day of creation? another. ______17. Covenant. On the seventh day, God 18. When does the seventh day end? What does this “ending” mean for us? entered into a ______covenant with His ______creation, inviting humanity to be part of His loving family.

18. The seventh day has not ended. This tells us that we are currently still a part of the seventh day, the day set aside to love God and each other. SAMPLE58

Session 10: The Story of Creation 153 The Awesomeness of God

Directions: Read the Psalm and answer the questions.

O LORD, our Lord, how awesome is your name through all the earth! I will sing of your majesty above the heavens

with the mouths of babes and infants. You have established a bulwark against your foes, to silence enemy and avenger.

When I see your heavens, the work of your fi ngers, the moon and stars that you set in place—

What is man that you are mindful of him, and a son of man that you care for him?

Yet you have made him little less than a god, crowned him with glory and honor.

You have given him rule over the works of your hands, put all things at his feet:

All sheep and oxen, even the beasts of the fi eld,

The birds of the air, the fi sh of the sea, andSAMPLE whatever swims the paths of the seas. O LORD, our Lord, how awesome is your name through all the earth!

–PSALM 8

154 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. It speaks of the work of God’s creation, the Reﬂ ection Questions moon and the 1. In what ways is the story of creation from Genesis 1 refl ected in Psalm 8? stars, man, all the ______animals of the ______land, sea, and sky. ______

2. How does Psalm 8 expand on the description of the importance of human beings in 2. In Genesis man creation? is described as ______being made in ______God’s image ______

and likeness. In 3. In what ways does creation itself glorify God? Psalm 8, man is ______described as being ______made little less ______than God Himself, crowned with glory and honor. This helps us understand man’s place in creation and what it means to be made in God’s image.

3. Answers will vary. SAMPLE60

Session 10: The Story of Creation 155 Answer Key 1. Similarities: God creates all Two Stories of Creation? that exists (the heavens and Directions: Some scholars suggest that Genesis 1 and Genesis 2 are two different stories of the earth), God creation. With a partner, read Genesis 2 and compare its version of the story of creation with the version found in Genesis 1. Then complete the following creates man activities: and woman,

God creates all 1. List at least three similarities 2. List at least three differences between the plants and between Genesis 1 and Genesis 2. Genesis 1 and Genesis 2. animals, and so ӹ ӹ forth.

ӹ ӹ 2. Differences: God made human ӹ ӹ beings before He made the plants and animals; there

is no mention Assuming that the theory that there are two different stories of creation in Genesis 1 and of seven days of Genesis 2 is correct, with a partner, refl ect on the following: creation; God 3. What is the main idea the author of 4. What does the author of Genesis 2 created man out Genesis 1 is communicating? assume you already know? of the dust of the ground and later woman out of Adam’s rib, rather than making them at the same time; there is no 61 mention of Eden or of the Tree of Life or the Tree of SAMPLE the Knowledge of Good and Evil, and so forth.

3. The author of Genesis 1 seems to be communicating about who God is and how He works — that He is the Creator and that He works gradually and in stages. Accept other reasoned answers.

4. The author of Genesis 2 seems to assume that his reader already knows the story of creation from Genesis 1 because he seems to refer to it but skips over the order and detail from it. Accept other reasoned answers.

156 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 5. It emphasizes the orderly and 5. Why is the author of Genesis 1 telling 6. What does the author of Genesis 2 want systematic way the story of creation in this way? you to understand? that God created the universe. In it, God builds a clear structure and fills it, thus addressing the formlessness 7. What does the author of Genesis 1 8. What does the author of Genesis 2 and emptiness apparently think is most important to apparently think is most important to know? know? that was before the beginning. Accept other reasoned answers.

6. The author of Genesis 2 seems to want his reader to understand how human beings were created. Accept other reasoned answers.

7. Accept reasoned answers.

8. Accept reasoned 62 answers. SAMPLE

Session 10: The Story of Creation 157 Notes ______

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______SAMPLE ______

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158 © SOPHIA INSTITUTE FOR TEACHERS SESSION 11 Adam and Eve

What students will learn: What students will do: ӹӹ God made Adam and Eve in His ӹӹ Look at sacred art. image and likeness to live out the ӹӹ Do an in-depth study of the roles of roles of priest, prophet, king, son or Adam. daughter of God,SAMPLE and spouse. ӹӹ Read Scripture. ӹӹ Adam and Eve sinned because of the ӹӹ Brainstorm a list of what it was like temptation of the devil. before the Fall. ӹӹ Original Sin distorted the state of ӹӹ Read about Original Sin in the Original Justice in which man was Catechism. created and is transmitted to all human beings. ӹӹ God promised to save us from our sins.

159 Session at a Glance

Workbook pages your students will complete: ӹӹ Adam Comes to Eden (page 63) ӹӹ The Fall of Man (page 69) ӹӹ The Roles of Adam Reading Guide (page ӹӹ Original Justice (page 72) 64) ӹӹ Original Sin (page 73)

Vocabulary your students will learn: ӹӹ Concupiscence: A tendency, or inclination, to sin that is an effect of Original Sin. Even though Baptism erases the stain of Original Sin, the tendency to sin remains. ӹӹ Original Justice: The original state of human beings before sin. In the beginning there was no suffering or death, man was at peace with himself, there was harmony between men and women, and there was peace between Adam and Eve and all of creation. Original Justice was lost due to the Original Sin. ӹӹ Original Sin: The first sin of Adam and Eve that brought pain, suffering, and death into the world. Because we are all descendants of Adam and Eve we are all born with Original Sin in our souls. We need to be baptized to remove the stain of Original Sin. The effects of Original Sin remain, however. For example, we tend to sin, we suffer, and we die. ӹӹ Protoevangelium: Means “first Gospel.” In Genesis 3:15 God promises to send a savior to crush the head of the serpent and defeat sin and death. This is the first announcement of the Gospel, the Good NewsSAMPLE of salvation won by Jesus Christ.

Prayer for this session: Glory be to the Father, the Son, and the is now, and ever shall be, world without end. Holy Spirit; as it was in the beginning, Amen.

160 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Prayer for this session. B. Have students turn to Adam Comes to Eden Adam Comes to Eden (page 63). Give students several minutes BY LUIS JUAReZ (C. 1585-1639) to quietly view the art before you say or ask anything. C. Then ask students the following questions: ӹӹ What do you first notice about this work of art? ӹӹ What is happening in this picture? In the first image, God (Jesus) is leading Adam into the Garden of Eden. Jesus is pointing out the Tree of Knowledge of Good and Evil. ӹӹ What do you notice about Adam’s face in this work of art? Why do you think he is Mosaic in the Cathedral of Monreale, Italy.

depicted like this? Adam’s face looks like 63 Jesus’ face. The artist is likely trying to show that Adam was made in God’s image and likeness. ӹӹ Why do you think Jesus is included in the image? Jesus is God become man. Jesus told us that when we see Him, we see the Father. Therefore, the artist has chosen to depict God in this image as Jesus. SAMPLE ӹӹ Adam’s hand is over his heart. What might this mean? Eve was created from a rib taken from Adam’s side. The artist may be indicating the “loneliness” of Adam before Eve was created.

Session 11: Adam and Eve 161 SESSION PLAN

Activity 1 The Roles of Adam Reading Guide

Directions: For each role, read the Scripture and the commentary, then answer the A. Have students turn to The Roles of Adam questions that follow.Prophet

Genesis 2:18-20: The LORD God said: It is not good for the man to be alone. I will make a helper suited to him. So the LORD God formed outPriest of the ground all the wild animals and all the birds of the air, and Kinghe brought them to the man to see what he would call them; Reading Guide (page 64). Following the whateverGenesis the man called2:15: Teach he LORD living God creature then tookwas thenthe man its name. and settled The man him gave in the names Garden to all of Eden, to Genesis 1:28: God blessed them and God said to them: Be fertile and multiply; fi ll the the tame cultivateanimals, alland the care birds for ofit. the air, and all the wild animals; but none proved to be a To discover earth and subdue it. Have dominion over the fi sh of the sea, the birds of the air, and all the the immediate meaninghelper suited of being to the man.image.” Thus, it becomes clearer that to be in Numbers 3:5-8: No w the LORD said to Moses: S ummon the tribe of Levi and station made in God’sliving image things and that likeness, crawl we on mustthe earth. one’s “image and likeness” is to be his or her reading guide, have a student read aloud the turn to the next time this language is themused inbefore child,Aaron a the son priest or daughter. to serve Therefore, him. T hey Adamshall discharge and his obligations and those of the whole community before the tent of meeting by maintaining the tabernacle. T hey Scripture, Genesis 5:3. ThereFrom we ancient learn that times throughEve, today,made inthe God’s right image manand likeness,called each were living creature was then its shall have responsibility for all the furnishings of the tent of meeting and discharge the God creates womanAdam as “begot Adam’sGod agave sonequal. Adamin hisThis likeness,andto is name Eve dominion aftersomethinghim, madehis over hasin God’s belongedHis children,image kingsto and its a sonrulelikeness. and their daughter He subjectsname.” Inof by thisGod. serving instance, them this means that God obligations of the Israelites by maintaining the tabernacle. evidenced by the fact thatall she creation. was created To havecreator dominion orproclaims, discoverer. is to have “This For one,example, at last,and parents iscaring bone for of mythem.gave ThisAdam is the seen right in the to speak for Him. Scripture passages for each role. You may 9. Accordingauthority to Genesis or to rule name5:3, over, what their as does inchildren how it mean a andking to scientists be in another’skinds name of theimage laws theyand likeness?pass, the Whatway those laws from his side, from his middle, and more bones and fl esh of my fl esh.” In other words, The Hebrew word for “prophet,” navi, means does thisrules fact over mean his kingdom aboutthings Adam theyand andits discover. subjects. Eve? are enforced, and how justly the people are specifi cally, from a bone that is close to his “AtGod last! gave One the who man is (Adam) like me!” a job: The “to two cultivate become“mouth.” Inbefore other the words, tent ofa prophet meeting speaks by maintaining the Dominion is a kingly role. When God gave judged according to the law. Bad kings are heart, a rib. ______In Genesisone fl esh, united as spouses in marriage, in and 2, Godcare bringsfor” the all Garden the animals of Eden. to The for God. Hetabernacle,” or she is God’sand the spokesperson. priestly “responsibility for Adam and Eve dominion, He made them tyrants. They do not serve their subjects and Adam to name.order to give and receive love, and to fulfi ll Hebrew “He word brought shamar them describes to the man Adam’s jobTherefore, all when the furnishings Adam speaks of thefor tentGod ofin meeting … also choose to read it aloud yourself or have When Adam fi rst sees the woman, he ______royalty: a king and a queen.God’s fi rst command: “Be fertile and multiply.” only take for themselves while abusing the instantly recognizes her as a being like to see what“to hecultivate would calland them;care for” whatever or “to guardthe andnaming theby animals,maintaining he is the acting tabernacle.” as a prophet. The Hebrew rights of their subjects. God gave Adam and ______Kings can choose to exerciseprotect” their the dominion Garden and everything in it, word used in these passages, shamar, is the Eve dominion to be good rulers, royalty in 10. What was God’s initialas command either good to kingsAdam3. Who orand bad usuallyincludingEve? kings. has Good his the wife, right Eve. to name something? ______same word used to describe the work of the image and likeness ofAdam. God. To shamar is a priestly role. Numbers 3 students read it quietly to themselves. ______4. What did GodSpouses give to Adam when He brought all the animals to him? 6. What does it mean to describeshave dominion? the work Who of typicallythe Levitical has dominionpriests over others?Therefore, we can conclude that Adam was ______11. What does it mean to procreate? pertaining to the tabernacle in the Israelite the fi rst priest, fulfi lling the work of a priest Genesis ______1:28: God blessed themcamp. and AtGod this said time, to them: the tabernacle Be fertile wasand wheremultiply. in the garden. The Garden of Eden, then, can ______God dwelled among His people as they be understood to be the original tabernacle, Genesis 2:18-25: The LORD God said: “It is not good for the man to be alone. I will make 7. What is the differencewandered between athe good desert king for and 40 a years.bad king? Numbers God’s dwelling place among His people. ______a helper suited to him.”5. So What is the Hebrew word for “prophet,” and what does it mean? What does this defi nition the LORD God formed out of the ground all the wild animals and B. Next, still following the reading guide, have ______3:7-8 describes the priestly “obligations … all the birds of the air, and tellhe broughtus about them Adam? to the man to see what he would call them; 12. Why does Godwhatever bring the theanimals man calledto Adam? each living creature was then its name. The man gave names to ______1. What job did God give to Adam? Who will later have the same job? ______all the tame animals, all the birds of the air, and all the wild animals; but none proved to be a helper suited to the man. So the LORD God cast a deep sleep on the man, and while he 8. What kind of royalty ______did2. God What call can Adam we conclude and Eve to about be? Why?Adam after understanding the meaning of shamar and its use students read the commentary for each role was asleep, he took out one of his ribs and closed up its place with fl esh. The LORD God 13. How do we know that woman was created as man’selsewhere equal? in the Bible? then built ______the rib that he had ______taken from the man into a woman. When he brought her to ______the man, the man said: “This one, at last, is bone of my bone and fl esh of my fl esh; This one ______shall be called ‘woman,’ for out of man this one has been taken.” That is why a man leaves and then answer the accompanying questions. his father and mother and clings to his wife, and the two of them become one body. The 14. What does Adam recognize about Eve when he fi rst sees her? man and his wife were both naked, yet theySons felt no and shame. Daughters ______Genesis 1:27: God64 created mankind in his image; in the image of God he created them; Review and discuss the answers to the ______In Genesis 1,male God andgives female Adam he and created Eve one them. God tells Adam that it is not good for him to initial command: “Be fertile and multiply.” be alone. Then God brings all the animals to Genesis 5:3: Adam was one hundred and thirty years old when he begot a son in his 15. Why are manThat and is, woman to come meant together to become as man spouses and woman in marriage? Adam in order to fi nd a suitable mate. This likeness, after his image; and he named him Seth. ______in marital union as husband and wife, and to is not to say that God thought Adam would 65 cooperate with God’s creative power and have fi nd a companion in the animals. Rather, in questions. Then move on to the next reading ______children, or procreate. bringing the animals to Adam, God helps Adam realize that he is unique among all of ______Later, this union between man and woman creation. is 66explored more deeply in Genesis 2, where and set of questions, following the reading 67 guide, until all the readings and questions are 68 reviewed.

Activity 2

A. Read aloud Genesis 2:15-17 to your students: The LORD God then took the man and settled him in the garden of Eden, to cultivate and care for it. The LORD God gave the man this order: You are free to eat from any of the trees of the garden except the tree of knowledge of good and evil. From that tree you shall not eat; when you eat from it you shall die. B. Ask your students the following questions: ӹӹ What job did God give to Adam? To cultivate and care for the Garden of Eden. ӹӹ What was God’s one command to Adam? Adam was not to eat from the tree of knowledge of good and evil, although heSAMPLE could eat from any other tree. ӹӹ Does God give a reason for His command? What is it? Yes. He says that if Adam eats from the fruit of the tree, he will die. ӹӹ Do you think God’s command to Adam was reasonable? Help your students understand that God’s command was reasonable. There was a good reason why He told Adam not to eat from the fruit of the tree: he would die. Compare God’s command, perhaps, to when parents tell their children not to play in the street. Why do they give this command to their children? Because by playing in the street, the children could be hit by a car and die.

162 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

EXPLAIN to your students that God planted the tree of knowledge of good and evil in the first place to give Adam and Eve a choice. They could either love God and follow His loving commands or not. But, in order for them to choose freely, there must be an actual choice; otherwise, they wouldn’t have been free to choose to love at all. Further explain that sometimes we think of the serpent in the story of the Fall of Man as a little “cute” snake. But the Hebrew word used for the serpent, nahash, paints a different picture. Nahash more accurately translates as “leviathan,” or a giant, ferocious sea monster type of creature. Think “Godzilla” rather than a cuddly little snake. Highlight that this fact should change the way we think of the encounter between Adam and Eve and the “serpent,” who was really no serpent at all. C. Have students turn to The Fall of Man The Fall of Man (page 69). Arrange students in four (or Directions:9. WhatRead consequences the story of the did Fall Eve of receive Man in for Genesis her choices 3, and andanalyze actions? the story to respond to the questions for each character. eight) groups. Assign each group one of the ______Adam Serpent 10. If you were Eve, what would you have done differently? 1. What did Adam fail to 16.do? How (Recall did the the job serpent that God lie? gave______to Adam.) characters from the story of the Fall of Man: ______17. Whom does the serpent threaten, and how? ______Adam, Eve, God, or the serpent. Have each ______God ______11. Why do you think God didn’t step in and help Adam and Eve when they were confronted by 2. What did he do? ______18. What consequences did the serpent receive for his choices and actions? the serpent? ______group read the story of the Fall of Man in ______3. Whom did Adam blame? ______19. What is prophesied to happen to the serpent’s descendants in the end? Genesis 3 in their Bibles and analyze the story 12. What did God ask Adam and Eve after they ate the fruit? Why do you think He asked these 4. What consequencesquestions? did Adam ______receive for his choices and actions?

______to respond to the questions for each character ______20. Why do you think the serpent tempted Adam and Eve in the fi rst place?

5. If you13. were What Adam, consequences what would ______did you God have give done Adam differently? and Eve for their sin?

______on the worksheet. ______

14. What did God make for Adam and Eve? Eve ______D. After groups have had sufficient time to analyze 6. What did Eve fail to do? ______

7. What15. did Why do you think God allowed the serpent to tempt Adam and Eve in the fi rst place? she do? ______the story and respond to the questions, have ______

8. Whom did ______Eve blame? ______each group select a spokesperson to stand and ______69 share with the class their findings about their assigned character. Assist the students in their 70 explanation and fill in gaps in the information 71 as needed. SAMPLE

Session 11: Adam and Eve 163 SESSION PLAN

Activity 3 Original Justice

Directions: Compare the characteristics of Original Justice to the list compiled by the class. A.e Giv your students five minutes to brainstorm

Original Justice ruled Adam and Eve’s existence before Original Sin. with a neighbor a list of characteristics of Adam The state of Original Justice was characterized by:

No suffering or death Harmony between man and woman and Eve’s existence before the Original Sin [or ӹ Mankind was meant to live forever, free of ӹ Men and women coexisted peacefully with suffering and death, with God in paradise. each other, with no tensions between them. before the Fall]. Then ask for students to share Man was at peace with himself ӹ Man and woman saw each other for what Mankind had control over the spiritual powers they are, equal persons made in God’s of the soul: the intellect and the will. image and likeness. ӹ There was no temptation to mistreat the their lists. Keep track of their ideas on the ӹ Intellect — The power to know and other. understand. ӹ Will — The power to choose freely based Peace between Adam and Eve and all of on what the intellect understands; creation board. specifi cally, the power to love. ӹ Mankind cared for and protected creation, exercising dominion as good stewards of the earth. B. Have students turn to Original Justice (page 1. What similarities did you fi nd between the brainstormed list and Original Justice? ______72) in their workbooks. Have students read ______the information and then compare Original 2. What was not included in the brainstormed list when compared to Original Justice? What should be removed from the list? ______Justice to the list on the board. What was ______similar? What did they miss? 72

Original Sin

Read the following excerpts from the Catechism of the Catholic Church and then 3. Although OriginalDirections: Sin is not caused by our own fault, it is still transmitted to each of us. Activity 4 answer the questions that follow. What are the effects of Original Sin on human nature?

______399 Scripture portrays the tragic consequences of [the] fi rst disobedience. Adam and Eve ______immediately lose the grace of original holiness. They become afraid of the God of whom they have conceived a distorted image — that of a God jealous of his prerogatives. 4. How does Baptism affect Original Sin? ______A. Ask students turn to Original Sin (page 73). 400 The harmony in which they had found themselves, thanks to original justice, is now ______destroyed: the control of the soul’s spiritual faculties over the body is shattered; the ______union of man and woman becomes subject to tensions, their relations henceforth marked by lust and domination. Harmony with creation is broken: visible creation Have your students work individually to read has become alien and hostile to man. Because of man, creation is now subject “to its bondage to decay.” Finally, the consequence explicitly foretold for this disobedience will come true: man will “return to the ground,” for out of it he was taken. Death makes its entrance into human history. the excerpts from the Catechism of the Catholic 405 Although it is proper to each individual, original sin does not have the character of a personal fault in any of Adam’s descendants. It is a deprivation of original holiness and justice, but human nature has not been totally corrupted: it is wounded in the natural powers proper to it, subject to ignorance, suffering and the dominion of death, Church regarding Original Sin and answer the and inclined to sin — an inclination to evil that is called “concupiscence.” Baptism, by imparting the life of Christ’s grace, erases original sin and turns a man back towards God, but the consequences for nature, weakened and inclined to evil, persist in man and summon him to spiritual battle. accompanying questions. 1. What are the consequences of Adam and Eve’s fi rst disobedience?

______A. When students have finished, review and ______

2. In what ways did the Original Sin reverse Original Justice?

______The Expulsion of Adam and Eve from Paradise, by Benjamin West. discuss the answers as a class. ______

______B. Write on the board Genesis 3:15 and have a 73 student stand and read it aloud: 74 I will put enmity between you and the woman, and between your offspring and hers; They will strike at your head, while you strike at their SAMPLEheel.

164 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

C. Explain to your students that the Church calls this passage the Protoevangelium, which means “the first Gospel.” In this passage, which is part of God’s speaking to the serpent after his temptation of Adam and Eve, we understand God to be promising us salvation from sin. D. Ask your students the following questions: ӹӹ The word enmity means “hatred.” How do we see hatred between the descendants of the woman and the descendants of the serpent? Hatred is seen in the struggle all humans endure between choosing the good and the temptation of evil. As St. Paul said, in speaking of sin, “For I do not do what I want, but I do what I hate” (Romans 7:15b). ӹӹ How can we understand the prophecy by God that a descendant of the woman (specifically, Jesus) will crush the head of the serpent, as a promise of salvation? The serpent is the representation of the devil and of evil. It is by the provoking of the devil that sin and death entered the world. “Crushing the head” of the serpent represents a complete defeat of sin and death, which was accomplished by Christ through His death on the Cross and His Resurrection.

SAMPLE

Get Ready for the Next Session Review the upcoming session.

Session 11: Adam and Eve 165 Adam Comes to Eden BY LUIS JUAReZ (C. 1585-1639)

SAMPLE

Mosaic in the Cathedral of Monreale, Italy.

166 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. God gives Adam the job of The Roles of Adam Reading Guide cultivating and caring for the Directions: For each role, read the Scripture and the commentary, then answer the Garden of Eden, questions that follow. or in Hebrew, shamar. Levitical Priest

priests in charge Genesis 2:15: T he LORD God then took the man and settled him in the Garden of Eden, to of caring for the cultivate and care for it. Numbers 3:5-8: No w the LORD said to Moses: S ummon the tribe of Levi and station tabernacle in the them before Aaron the priest to serve him. T hey shall discharge his obligations and those Israelite camp of the whole community before the tent of meeting by maintaining the tabernacle. T hey shall have responsibility for all the furnishings of the tent of meeting and discharge the later had the same obligations of the Israelites by maintaining the tabernacle. job as Adam. God gave the man (Adam) a job: “to cultivate before the tent of meeting by maintaining the 2. Adam was a and care for” the Garden of Eden. The tabernacle,” and the priestly “responsibility for Hebrew word shamar describes Adam’s job all the furnishings of the tent of meeting … priest, and “to cultivate and care for” or “to guard and by maintaining the tabernacle.” The Hebrew protect” the Garden and everything in it, word used in these passages, shamar, is the the Garden of including his wife, Eve. same word used to describe the work of Adam. Eden was his To shamar is a priestly role. Numbers 3 describes the work of the Levitical priests Therefore, we can conclude that Adam was tabernacle. pertaining to the tabernacle in the Israelite the fi rst priest, fulfi lling the work of a priest camp. At this time, the tabernacle was where in the garden. The Garden of Eden, then, can God dwelled among His people as they be understood to be the original tabernacle, wandered the desert for 40 years. Numbers God’s dwelling place among His people. 3:7-8 describes the priestly “obligations …

1. What job did God give to Adam? Who will later have the same job? ______

2. What can we conclude about Adam after understanding the meaning of shamar and its use elsewhere in the Bible?

______SAMPLE64

Session 11: Adam and Eve 167 Answer Key 3. The creator or discoverer Prophet of something typically has the Genesis 2:18-20: The LORD God said: It is not good for the man to be alone. I will make a helper suited to him. So the LORD God formed out of the ground all the wild animals and right to name it. 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. The man gave names to all 4. God gave Adam the tame animals, all the birds of the air, and all the wild animals; but none proved to be a helper suited to the man. the right to speak for Him. From ancient times through today, the right man called each living creature was then its to name something has belonged to its name.” In this instance, this means that God 5. Navi, which creator or discoverer. For example, parents gave Adam the right to speak for Him. name their children and scientists name the The Hebrew word for “prophet,” navi, means means “mouth.” things they discover. “mouth.” In other words, a prophet speaks This means that In Genesis 2, God brings all the animals to for God. He or she is God’s spokesperson. Adam to name. “He brought them to the man Therefore, when Adam speaks for God in Adam was the to see what he would call them; whatever the naming the animals, he is acting as a prophet. spokesperson of 3. Who usually has the right to name something? ______God, or the first 4. What did God give to Adam when He brought all the animals to him?

prophet. ______

______

5. What is the Hebrew word for “prophet,” and what does it mean? What does this defi nition tell us about Adam?

______

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168 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 6. To have dominion is to have King authority and rule over others. Genesis 1:28: God blessed them and God said to them: Be fertile and multiply; fi ll the earth and subdue it. Have dominion over the fi sh of the sea, the birds of the air, and all the Kings usually have living things that crawl on the earth. dominion over the

subjects of their God gave Adam and Eve dominion over kings rule their subjects by serving them all creation. To have dominion is to have and caring for them. This is seen in the kingdom. authority or to rule over, as in how a king kinds of laws they pass, the way those laws rules over his kingdom and its subjects. are enforced, and how justly the people are 7. Good kings rule Dominion is a kingly role. When God gave judged according to the law. Bad kings are Adam and Eve dominion, He made them tyrants. They do not serve their subjects and their subjects by royalty: a king and a queen. only take for themselves while abusing the rights of their subjects. God gave Adam and serving them and Kings can choose to exercise their dominion Eve dominion to be good rulers, royalty in as either good kings or bad kings. Good caring for them. the image and likeness of God.

This is seen in 6. What does it mean to have dominion? Who typically has dominion over others? the kinds of laws ______

they pass, the 7. What is the difference between a good king and a bad king? way those laws ______are enforced, ______

and how justly 8. What kind of royalty did God call Adam and Eve to be? Why? the people are ______judged according ______to the law. Bad Sons and Daughters kings are tyrants. They do not serve Genesis 1:27: God created mankind in his image; in the image of God he created them; male and female he created them.

their subjects Genesis 5:3: Adam was one hundred and thirty years old when he begot a son in his and only take for likeness, after his image; and he named him Seth. themselves while abusing the rights 66 of their subjects.

8. God gave Adam and Eve dominion SAMPLE to be good rulers, because they are royalty in the image and likeness of God.

Session 11: Adam and Eve 169 Answer Key 9. To be in one’s

“image and To discover the immediate meaning of being image.” Thus, it becomes clearer that to be in likeness” is to be made in God’s image and likeness, we must one’s “image and likeness” is to be his or her turn to the next time this language is used in child, a son or daughter. Therefore, Adam and his or her child, a Scripture, Genesis 5:3. There we learn that Eve, made in God’s image and likeness, were Adam “begot a son in his likeness, after his His children, a son and daughter of God. son or daughter. Therefore, Adam 9. According to Genesis 5:3, what does it mean to be in another’s image and likeness? What does this fact mean about Adam and Eve?

and Eve, made in ______

God’s image and ______

likeness, were His ______children, a son and daughter of Spouses

God. Genesis 1:28: God blessed them and God said to them: Be fertile and multiply.

Genesis 2:18-25: The LORD God said: “It is not good for the man to be alone. I will make a helper suited to him.” 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. The man gave names to all the tame animals, all the birds of the air, and all the wild animals; but none proved to be a helper suited to the man. So the LORD God cast a deep sleep on the man, and while he was asleep, he took out one of his ribs and closed up its place with fl esh. The LORD God then built the rib that he had taken from the man into a woman. When he brought her to the man, the man said: “This one, at last, is bone of my bone and fl esh of my fl esh; This one shall be called ‘woman,’ for out of man this one has been taken.” That is why a man leaves his father and mother and clings to his wife, and the two of them become one body. The man and his wife were both naked, yet they felt no shame.

In Genesis 1, God gives Adam and Eve one God tells Adam that it is not good for him to initial command: “Be fertile and multiply.” be alone. Then God brings all the animals to That is, to come together as man and woman Adam in order to fi nd a suitable mate. This in marital union as husband and wife, and to is not to say that God thought Adam would cooperate with God’s creative power and have fi nd a companion in the animals. Rather, in children, or procreate. bringing the animals to Adam, God helps Adam realize that he is unique among all of Later, this union between man and woman creation. is explored more deeply in Genesis 2, where SAMPLE 67

170 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 10. “Be fertile and

multiply.” God creates woman as Adam’s equal. This is him, made in God’s image and likeness. He evidenced by the fact that she was created proclaims, “This one, at last, is bone of my 11. To come together from his side, from his middle, and more bones and fl esh of my fl esh.” In other words, specifi cally, from a bone that is close to his “At last! One who is like me!” The two become as man and heart, a rib. one fl esh, united as spouses in marriage, in order to give and receive love, and to fulfi ll When Adam fi rst sees the woman, he woman in marital God’s fi rst command: “Be fertile and multiply.” instantly recognizes her as a being like union as husband and wife, and to 10. What was God’s initial command to Adam and Eve? ______cooperate with God’s creative 11. What does it mean to procreate? ______power and have ______children. 12. Why does God bring the animals to Adam? 12. To help Adam ______

realize that he is 13. How do we know that woman was created as man’s equal? unique among all ______of creation. ______

13. She was created 14. What does Adam recognize about Eve when he fi rst sees her? ______from his side, ______from his middle, and more 15. Why are man and woman meant to become spouses in marriage? ______specifically, from a ______bone that is close ______to his heart, a rib.

14. He recognizes her as a being like him, made in God’s image and 68 likeness. 15. In order to give SAMPLE and receive love, which God created them with the capacity for, and to fulfill God’s first command: “Be fertile and multiply.”

Session 11: Adam and Eve 171 Answer Key 1. Adam failed to guard and protect The Fall of Man the garden and everything in it — Directions: Read the story of the Fall of Man in Genesis 3, and analyze the story to respond most importantly, to the questions for each character. his wife, Eve. He failed to defend Adam 1. What did Adam fail to do? (Recall the job that God gave to Adam.)

his wife when the ______

serpent threatened ______

her and lied to her. ______

He also gave in to 2. What did he do? ______

the temptation of ______

the serpent because 3. Whom did Adam blame? ______he ate of the fruit. ______2. Adam didn’t do 4. What consequences did Adam receive for his choices and actions? ______much. The text tells ______us that “he was with 5. If you were Adam, what would you have done differently? her” the entire time ______

that the serpent ______lied to Eve and threatened her. Eve 6. What did Eve fail to do? ______

3. Adam blamed Eve ______

for making him 7. What did she do? ______eat the fruit and ______disobeying God. 8. Whom did Eve blame? ______4. Adam was cursed to suffer in his work 69 tilling the ground. 5. Answers will vary. SAMPLE 6. Eve failed to resist the temptation of the serpent. She also failed to call upon God for help. 7. Eve attempted to put up a fight. She tried to explain to the serpent what God’s actual command was, but she got the command confused. God said they could not eat from the Tree of Knowledge of Good and Evil, unlike the serpent’s lie, which asked if God told her not to eat from any tree in the garden. 8. Eve blamed the serpent for making her eat the fruit and disobeying God.

172 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 9. Eve was cursed to suffer in childbirth. 9. What consequences did Eve receive for her choices and actions? ______

10. Answers will vary. ______11. God may not have stepped 10. If you were Eve, what would you have done differently? ______in to help because He was ______not asked to do so. God God respects our free will. Also, 11. Why do you think God didn’t step in and help Adam and Eve when they were confronted by the serpent? each of us is perfectly ______

capable of resisting ______

temptation, especially if we 12. What did God ask Adam and Eve after they ate the fruit? Why do you think He asked these ask for God’s help. questions? ______12. God asked them why they ______were hiding, who told 13. What consequences did God give Adam and Eve for their sin? ______them that they were naked, ______and whether they had 14. What did God make for Adam and Eve?

disobeyed and eaten the ______fruit. God may have asked ______all these questions in an 15. Why do you think God allowed the serpent to tempt Adam and Eve in the fi rst place? ______attempt to give Adam and ______Eve the chance to confess and take responsibility for their actions, which they did not do. 70 13. God allowed both Adam and Eve to experience the consequences of their actions, which is suffering in their individual male and female identities. 14. God made Adam and Eve clothes to cover themselves, a sign that God still loves them. 15. Accept reasoned answers.SAMPLE God may have allowed the serpent to tempt them as a test of their faith and to allow them to exercise their free will.

Session 11: Adam and Eve 173 Answer Key 16. The serpent asked

Eve if God told Serpent her not to eat 16. How did the serpent lie? ______from any tree ______in the Garden, 17. Whom does the serpent threaten, and how? ______which is a lie and ______twisting of the 18. What consequences did the serpent receive for his choices and actions? truth, although it ______is close to what God said. God, in 19. What is prophesied to happen to the serpent’s descendants in the end? ______fact, told Adam ______and Eve they 20. Why do you think the serpent tempted Adam and Eve in the fi rst place? could eat from ______any tree in the ______Garden except for the Tree of Knowledge of Good and Evil. 17. The serpent threatens Eve when he tells her that she certainly will not die. There is a veiled threat in that statement, as if he were telling her that she would die if 71 she didn’t do as he said. SAMPLE 18. The serpent was cursed among all the animals to crawl on his belly and eat dirt and to be at odds with the descendants of Eve for all time. 19. The descendants of the serpent will have their heads crushed by a descendant of the woman, whom we understand to be Jesus. 20. Answers will vary.

174 © SOPHIA INSTITUTE FOR TEACHERS Original Justice

Directions: Compare the characteristics of Original Justice to the list compiled by the class.

Original Justice ruled Adam and Eve’s existence before Original Sin. The state of Original Justice was characterized by:

No suffering or death Harmony between man and woman ӹ Mankind was meant to live forever, free of ӹ Men and women coexisted peacefully with suffering and death, with God in paradise. each other, with no tensions between them. Man was at peace with himself ӹ Man and woman saw each other for what Mankind had control over the spiritual powers they are, equal persons made in God’s of the soul: the intellect and the will. image and likeness. ӹ There was no temptation to mistreat the ӹ Intellect — The power to know and other. understand. ӹ Will — The power to choose freely based Peace between Adam and Eve and all of on what the intellect understands; creation specifi cally, the power to love. ӹ Mankind cared for and protected creation, exercising dominion as good stewards of the earth.

1. What similarities did you fi nd between the brainstormed list and Original Justice?

______

2. What was not includedSAMPLE in the brainstormed list when compared to Original Justice? What should be removed from the list?

______

Accept reasoned answers

Session 11: Adam and Eve 175 Answer Key 1. Adam and Eve immediately Original Sin lose the grace of original holiness. Directions: Read the following excerpts from the Catechism of the Catholic Church and then They become answer the questions that follow. afraid of the God 399 Scripture portrays the tragic consequences of [the] fi rst disobedience. Adam and Eve of whom they immediately lose the grace of original holiness. They become afraid of the God of whom have conceived a they have conceived a distorted image — that of a God jealous of his prerogatives. 400 The harmony in which they had found themselves, thanks to original justice, is now distorted image. destroyed: the control of the soul’s spiritual faculties over the body is shattered; the union of man and woman becomes subject to tensions, their relations henceforth 2. The spiritual marked by lust and domination. Harmony with creation is broken: visible creation has become alien and hostile to man. Because of man, creation is now subject “to its powers of man no bondage to decay.” Finally, the consequence explicitly foretold for this disobedience will come true: man will “return to the ground,” for out of it he was taken. Death makes its longer controlled entrance into human history. his body; men and 405 Although it is proper to each individual, original sin does not have the character of women were no a personal fault in any of Adam’s descendants. It is a deprivation of original holiness and justice, but human nature has not been totally corrupted: it is wounded in the longer in harmony natural powers proper to it, subject to ignorance, suffering and the dominion of death, and inclined to sin — an inclination to evil that is called “concupiscence.” Baptism, by with each other; imparting the life of Christ’s grace, erases original sin and turns a man back towards God, but the consequences for nature, weakened and inclined to evil, persist in man and man was no summon him to spiritual battle. longer at peace 1. What are the consequences of Adam and Eve’s fi rst disobedience?

with creation ______

and no longer ______

exercised good ______stewardship of 2. In what ways did the Original Sin reverse Original Justice?

it; and death and ______

suffering entered ______

the world. ______

______SAMPLE 73

176 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 3. A deprivation of

original holiness 3. Although Original Sin is not caused by our own fault, it is still transmitted to each of us. and justice, What are the effects of Original Sin on human nature? ignorance, ______suffering, death, and concupiscence 4. How does Baptism affect Original Sin? ______(inclination to sin). ______4. Baptism erases Original Sin and turns man back toward God. However, the consequences to human nature remain— specifically, concupiscence.

The Expulsion of Adam and Eve from Paradise, by Benjamin West.

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Session 11: Adam and Eve 177 Notes ______

______

______SAMPLE ______

______

178 © SOPHIA INSTITUTE FOR TEACHERS SESSION 12 Cain and Abel

What students will learn: What students will do: ӹӹ Cain and Abel both fulfilled their ӹӹ Read Scripture. priestly role givenSAMPLE to them through ӹӹ Look at sacred art. Adam by offering sacrifice to God. ӹӹ Do an in depth study of the story of ӹӹ Cain’s sacrifice was unacceptable as Cain and Abel. it did not represent a true spiritual ӹӹ Explore the Catechism’s definition of sacrifice. sin. ӹӹ God gave Cain the opportunity ӹӹ Brainstorm ways the elements of to repent, but he did not. God’s human civilization can honor God. punishment of Cain is a natural consequence of Cain’s actions.

179 Session at a Glance

Workbook pages your students will complete: ӹӹ Cain and Abel Reading Guide (page 75) ӹӹ The Definition of Sin (page 79) ӹӹ The Body of Abel Found by Adam and ӹӹ All Things New (page 80) Eve (page 78)

Vocabulary your students will learn: ӹӹ Sin: A deliberate offense against God. It is something we say, think, do, or fail to do that is against the eternal law of God. It is a failure to love God and neighbor.

Prayer for this session: Dear Father, teach me to love. Teach me Teach me to love my brother and my sister know, love, and serve thee above all else. out of love for thee. In Jesus’ name. Amen. SAMPLE

180 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. B. Read aloud to your students 1 John 4:7, 20-21: Beloved, let us love one another, because love is of God; everyone who loves is begotten by God and knows God. ... If anyone says, “I love God,” but hates his brother, he is a liar; for whoever does not love a brother whom he has seen cannot love God whom he has not seen. This is the commandment we have from him: whoever loves God must also love his brother. C. Ask your students the following questions: ӹӹ Why does John tell us to love one another? Because love is of God. ӹӹ What is one way that we love God? By loving our brother (and sister), i.e., those around us. In fact, if we do not love our neighbor, John tells us, we do not love God. He says that such a person is a liar. D. Explain to your students that today we are going to learn about Cain and Abel, a literal example of these passages in 1 John, and the consequences of failing to love one’s brother.

Activity 1 Cain and Abel Reading Guide

A. Have your students turn to Cain and Abel Directions: Complete the reading guide with a partner according to the given directions. Determine together and record your answers:

1. What was Cain’s “job”? (What does the text say, and what does that mean in plain language?) With a partner, take turns reading Genesis 4:1-16 aloud to get an initial perspective of the Reading Guide (page 75) and complete the story of Cain ______and Abel. Alternate sections as indicated. Reread verse 7 individually. Record your own answer: READER 1: 1The man had intercourse with his wife Eve, and she conceived and gave birth 2. What was Abel’s “job”? (What does the text say, and what does that mean in plain language?) to Cain, saying,8. What “I have do you produced think God a male meant child by withsaying the what help He of saidthe LORD.” to Cain 2 Nextin verse 7? reading guide with a partner, according to the ______she gave birth to his brother Abel. Abel became a herder of fl ocks, and Cain ______a tiller of the ground. 3In the course of time Cain brought an offering to the Reread LORDverse 3-5from individually. the ______fruit of theDetermine ground, together4while Abel, and for record his part, your brought answers: the fatty SAMPLEportion of the fi rstlings of his fl ock. ______directions. 3. Whose offering does God accept? READER 2: ______The LORD looked with favor on Abel and his offering, 5 but on Cain and his offering heReread did not verse look 8 with individually. favor. So ThenCain was read very CCC angry 407: and dejected. 6Then 7 4. Whatthe reason LORD is said givenThe to doctrine Cain:for God’s “Why of accepting originalare you angry?sin, one closely offering Why connected are and you not dejected? accepting with that If theof you redemption other? act by Christ, provides rightly, you willlucid discernment of man’s situation and activity in the world. By our fi rst parents’ sin, the be accepted; but if not, sin lies in wait at the door: its urge is for B. Review and discuss the answers to the ______you, yet you candevil rule has over acquired it.” 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 READER 1: 8Cain said to his brother Abel, “Let us go out in the fi eld.” When they were in is, the devil.” Ignorance of the fact that man has a wounded nature inclined to evil gives rise reading guide. Highlight the following in your ______the fi eld, Cain attacked his brother Abel and killed him. to serious errors in the areas of education, 9politics,Then the social LORD action asked and morals. Cain, “Where is your brother Abel?” He answered, “I do not know. Am I my 5. Do youbrother’s think keeper?”it’s fair that 10God God then accepted said: “What one offering have you and done? not the Your other? brother’s Why bloodor why not? Together, consider and record an answer: ______cries out to me from the ground! 11Now you are banned from the ground that discussion: opened its9. mouthRecall to the receive effects your of Original brother’s Sin blood on human from your nature. hand. How 12If do you Cain’s till actions toward his brother ______the ground, itshow shall these no longer effects give of youOriginal its produce. Sin? You shall become a constant wanderer on the earth.” ______

13 14 READER6. 2: What Cain key wordsaid to shows ______the LORD: there “Mywas punishmenta difference isbetween too great the to two bear. offerings? Look, you ӹӹ Both Cain and Abel were fulfilling their have now banished me from the ground. I must avoid you and be a constant ______wanderer on the earth. Anyone may kill me at sight.” 15“Not so!” the LORD said ______to him. “If anyone kills Cain, Cain shall be avenged seven times.” So the priestly roles (one of the five roles given LORD putOn a markyour onown: Cain, Finish so that rereading no one the would passage. kill him Consider at sight. and 16Cain record then an left answer on your own: ______the LORD’s presence and settled in the land of Nod, east of Eden. 10. God punished Cain for his actions, but He also took steps to ensure that no one harmed 7. Why is the differenceCain. betweenWhat does the God’s two offeringsreaction to important? Cain tell us How about did God?it affect God’s to Adam by God) by offering sacrifice to acceptance of the ______offerings? ______God. Cain made an offering to God out of ______11. What do you think God’s reaction to Cain means for us and our own sin?75 his surplus, his “leftovers.” Abel offered ______76 ______God the firstfruits of his flock, the best and ______77 first of his labors. This is the key difference

Session 12: Cain and Abel 181 SESSION PLAN

between the two offerings. This is similar to the Gospel story in Luke 21:1-4 of the widow who puts two coins into the Temple offering, whereas the rich give large gifts. Jesus praises the offering of the widow and decries the offering of the rich because the widow gave all that she had, while the rich gave out of their abundance, which did not constitute a sacrifice. ӹӹ God gave Cain the chance to repent, to make good on his offering, but he instead chose revenge and murder. When we, like Cain, give in to our sinfulness, we can go to the Lord and repent of our sins through the Sacrament of Reconciliation. ӹӹ God’s punishment of Cain is a natural consequence of Cain’s actions. But God steps in and tries to end the cycle of violence and sin by marking Cain as a warning to others not to continue the sinfulness. In essence, Cain is still a child of God, and God loves him unconditionally, despite his flagrant disrespect of God. Further, the fact that God says Cain would be avenged “seven times” if anyone kills him shows God’s commitment to the covenant He had made with humanity. Remember, the Hebrew word for seven also means covenant. Here, God reaffirms the covenant.

Activity 2

A. Have students turn to The Body of Abel Found The Body of Abel Found by Adam and Eve BY WILLIAM BLAKe (C. 1826) by Adam and Eve (page 78) by William Blake. Give students several minutes to quietly view the art before you say or ask anything. B. Then ask students the following questions: ӹӹ What do you first notice about this work of art? ӹӹ What do you like about this work of art? ӹӹ Where is your eye drawn?

Tate Gallery, London. Bequeathed by W. Graham Robertson 1949. SAMPLEӹӹ What is happening in this picture? This image depicts the moments after Cain killed Abel.

78 ӹӹ Who are the figures in the painting, and what are they doing? Adam and Eve are in the background. Eve is cradling Abel’s lifeless body and mourning him, while Adam is astounded and watching Cain. Cain is in the foreground.

182 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

C. Have your students, with a partner or in groups, identify the following elements of the story of Cain and Abel in the painting and discuss why they think the artist painted them in this way: ӹӹ Cain. ӹӹ Abel. ӹӹ The murder of Abel. ӹӹ “The ground that opened its mouth to receive” the blood of Abel. ӹӹ God’s punishment of Cain to wander the earth. ӹӹ God marking Cain. ӹӹ Cain’s anguish over his punishment.

Activity 3

A. Explain to your students that by the time we get to the story of Noah and the Great Flood, sin had infected the entire human race in only a few generations. B. Read aloud to your students Genesis 6:5-6: When the LORD saw how great the The Defi nition of Sin

Directions: Read the excerpts from the Catechism of the Catholic Church and answer the wickedness of human beings was on earth, questions.

1849 Sin is an offense against reason, truth, and right conscience; it is failure in genuine love and how every desire that their heart for God and neighbor caused by a perverse attachment to certain goods. It wounds the nature of man and injures human solidarity. It has been defi ned as “an utterance, a deed, conceived was always nothing but evil, the or a desire contrary to the eternal law.” 1850 Sin is an offense against God: “Against you, you alone, have I sinned, and done that which is evil in your sight.” Sin sets itself against God’s love for us and turns our hearts LORD regretted making human beings on away from it. Like the fi rst sin, it is disobedience, a revolt against God through the will to become “like gods,” knowing and determining good and evil. Sin is thus “love of oneself even to contempt of God.” In this proud self-exaltation, sin is diametrically opposed to the earth, and his heart was grieved. the obedience of Jesus, which achieves our salvation. 1. What is sin an offense against and a failure in?

______

C. Ask your students why God’s heart was grieved? ______Because of the great wickedness of human beings 2. What does sin wound? ______

on earth and the evil desires of their hearts. 3. Against whom is sin an offense? What does it turn our hearts away from? ______SAMPLE ______D. Have students turn to The Definition of Sin 4. How is all sin like the fi rst sin? (page 79). Have them read the definition of ______

5. What is sin a love of, even to contempt (despising or hatred) of God? How is this opposed to sin from the Catechism of the Catholic Church Jesus? ______nos. 1849-1850 on the worksheet and answer ______

the questions. 79 E. When students have finished, review and discuss the answers.

Session 12: Cain and Abel 183 SESSION PLAN

Activity 4

A. Point out to your students that Scripture makes it clear that two lines of descendants emerge out of the story of Cain and Abel: one from Cain, which is given over to sin and wickedness, and one from Adam and Eve’s other son, Seth, who remained faithful to God and, as Scripture describes, “began to invoke the Lord by name” (Genesis 4:26). B. The descendants of Cain are described are described in Scripture. Read aloud to your students Genesis 4:17-22. C. Explain that this passage describes many of the basic elements of human civilization. With a neighbor, have your students create a list of all the elements of human civilization they find mentioned in this passage. Cities, farming or keeping livestock, trade (dwell in tents and keep livestock), music (entertainment), technology (forge instruments of bronze and iron). D. Ask your students the following questions: ӹӹ If the descendants of Cain were sinful and wicked, but many of the basic elements of human civilization were created by them, what does this tell us about human civilization? Students may conclude that human civilization is sinful and wicked. This is not exactly the case, however. Rather, help them to understand that elements of civilization (cities, entertainment, technology, and so forth) are neither good nor evil in their own right, but can very easily be used in sinful, evil ways that do not honor God and do not value the human person. ӹӹ What are some ways today that these elements of civilization (cities, entertainment, and technology) are used in sinful, evil ways? Some examples include: in cities — poverty, racism, and drug abuse; in technology — pornography, explicit language and themes in music, and inappropriate sexuality in movies and on TV; in technology — smartphones/computers distracting from healthy relationships, hacking and identity theft, and online bullying. Accept other reasoned answers. E. H ave students turn to All Things New (page 80) in

All Things New their workbooks. Have them first read the Scripture

Directions: Christ makes all things new when we have been reconciled to Him. He forgives passage at the top. Then have your students, with a our sin and renews the work of our hands. With a partner, identify two ways that each of the elements of human civilization can be used to honor God and value the dignity of the human person. SAMPLEpartner, identify two ways that each of the elements So whoever is in Christ is a new creation: the old things have passed away; behold, new things have come. And all this is from of human civilization we have discussed (cities, God, who has reconciled us to himself through Christ and given us the ministry of reconciliation, namely, God was reconciling the world to himself in Christ, not counting their trespasses against entertainment, and technology) can be used to honor them and entrusting to us the message of reconciliation. —2 CORINTHIANS 5:17-19 God and value the dignity of the human person.

Cities 1. ______

2. ______F. Then have each group share one way that one of the

Entertainment elements of civilization can be used to honor God and 1. ______2. ______value the dignity of the human person.

Technology 1. ______

2. ______

184 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Get Ready for the Next Session Review the upcoming session.

SAMPLE

Session 12: Cain and Abel 185 Cain and Abel Reading Guide

Directions: Complete the reading guide with a partner according to the given directions.

With a partner, take turns reading Genesis 4:1-16 aloud to get an initial perspective of the story of Cain and Abel. Alternate sections as indicated.

READER 1: 1The man had intercourse with his wife Eve, and she conceived and gave birth to Cain, saying, “I have produced a male child with the help of the LORD.” 2Next she gave birth to his brother Abel. Abel became a herder of fl ocks, and Cain a tiller of the ground. 3In the course of time Cain brought an offering to the LORD from the fruit of the ground, 4while Abel, for his part, brought the fatty portion of the fi rstlings of his fl ock.

READER 2: The LORD looked with favor on Abel and his offering, 5 but on Cain and his offering he did not look with favor. So Cain was very angry and dejected. 6Then the LORD said to Cain: “Why are you angry? Why are you dejected? 7If you act rightly, you will be accepted; but if not, sin lies in wait at the door: its urge is for you, yet you can rule over it.”

READER 1: 8Cain said to his brother Abel, “Let us go out in the fi eld.” When they were in the fi eld, Cain attacked his brother Abel and killed him. 9Then the LORD asked Cain, “Where is your brother Abel?” He answered, “I do not know. Am I my brother’s keeper?” 10God then said: “What have you done? Your brother’s blood cries out to me from the ground! 11Now you are banned from the ground that opened its mouth to receive your brother’s blood from your hand. 12If you till the ground, it shall no longer give you its produce. You shall become a constant wanderer on the earth.”

READER 2: 13Cain said to the LORD: “My punishment is too great to bear. 14Look, you have now banished me from the ground. I must avoid you and be a constant wanderer on the earth. Anyone may kill me at sight.” 15“Not so!” the LORD said to him. “If anyone kills Cain, Cain shall be avenged seven times.” So the SAMPLE16 LORD put a mark on Cain, so that no one would kill him at sight. Cain then left the LORD’s presence and settled in the land of Nod, east of Eden.

186 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Cain was a “tiller

of the ground,” or Determine together and record your answers: a farmer. 1. What was Cain’s “job”? (What does the text say, and what does that mean in plain language?) 2. Abel was a “herder ______of flocks,” or a 2. What was Abel’s “job”? (What does the text say, and what does that mean in plain language?) shepherd. ______

Reread verse 3-5 individually. Determine together and record your answers: 3. Abel’s. 3. Whose offering does God accept? 4. At first glance, no ______

reason was given. 4. What reason is given for God’s accepting one offering and not accepting the other? However, it’s ______clear that there ______was a difference ______

between Cain’s 5. Do you think it’s fair that God accepted one offering and not the other? Why or why not? and Abel’s ______offerings. ______5. Answers will vary. 6. What key word shows there was a difference between the two offerings? 6. Abel “brought the ______fatty portion of ______the firstlings of ______

his flock,” whereas 7. Why is the difference between the two offerings important? How did it affect God’s acceptance of the offerings? Cain simply made ______an offering. ______7. The implication ______is that Abel made a true sacrifice in 76 his offering while Cain did not. Abel offered the first SAMPLE and best portion of his flock to God, but Cain seemingly offered out of his surplus or leftovers. God desires meaningful sacrifices from us, even today. It is no real sacrifice to give out of one’s excess, which one does not need anyway. Thus, a sacrifice like Cain’s is virtually meaningless.

Session 12: Cain and Abel 187 Answer Key 8. Sin is not

necessarily Reread verse 7 individually. Record your own answer:

inevitable. We can 8. What do you think God meant by saying what He said to Cain in verse 7?

resist temptation, ______

even if we have ______

already given in ______to sin and fallen. Reread verse 8 individually. Then read CCC 407:

We always have The doctrine of original sin, closely connected with that of redemption by Christ, provides the ability to rule lucid discernment of man’s situation and activity in the world. By our fi rst parents’ sin, the devil has acquired a certain domination over man, even though man remains free. Original our desires and 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 actions and to to serious errors in the areas of education, politics, social action and morals. resist temptation Together, consider and record an answer: and not sin. 9. Recall the effects of Original Sin on human nature. How do Cain’s actions toward his brother 9. Sin and death show these effects of Original Sin? ______entered the world ______— Cain killed Abel. ______Man was no On your own: Finish rereading the passage. Consider and record an answer on your own: longer at peace 10. God punished Cain for his actions, but He also took steps to ensure that no one harmed with himself Cain. What does God’s reaction to Cain tell us about God? — Cain was ______tormented by ______jealousy and fear. ______There was no 11. What do you think God’s reaction to Cain means for us and our own sin? ______longer peace ______between man and ______creation — Cain misused the fruits 77 of the land in his offering to God. Cain disobeyed SAMPLE God and preferred his own desires to God’s.

10. God’s love is unconditional and will never fail us, even when we sin and reject Him completely.

11. We are all sinners, but God still loves us and forgives us our sins. All we have to do is accept His forgiveness and seek His love.

188 © SOPHIA INSTITUTE FOR TEACHERS The Body of Abel Found by Adam and Eve BY WILLIAM BLAKe (C. 1826)

TateSAMPLE Gallery, London. Bequeathed by W. Graham Robertson 1949.

Session 12: Cain and Abel 189 Answer Key 1. Sin is an offense against reason, The Defi nition of Sin truth, and right conscience. It is a Directions: Read the excerpts from the Catechism of the Catholic Church and answer the failure in genuine questions. love for God and 1849 Sin is an offense against reason, truth, and right conscience; it is failure in genuine love neighbor caused for God and neighbor caused by a perverse attachment to certain goods. It wounds the by a perverse nature of man and injures human solidarity. It has been defi ned as “an utterance, a deed, or a desire contrary to the eternal law.”

attachment to 1850 Sin is an offense against God: “Against you, you alone, have I sinned, and done that certain goods. which is evil in your sight.” Sin sets itself against God’s love for us and turns our hearts away from it. Like the fi rst sin, it is disobedience, a revolt against God through the will to become “like gods,” knowing and determining good and evil. Sin is thus “love of oneself 2. The nature of even to contempt of God.” In this proud self-exaltation, sin is diametrically opposed to man and human the obedience of Jesus, which achieves our salvation. solidarity. 1. What is sin an offense against and a failure in? ______

3. Sin is an offense ______

against God and 2. What does sin wound? ______turns our hearts ______

away from God’s 3. Against whom is sin an offense? What does it turn our hearts away from? love for us. ______

______4. All sin is disobedience or 4. How is all sin like the fi rst sin? ______revolt against God ______through the will 5. What is sin a love of, even to contempt (despising or hatred) of God? How is this opposed to to become “like Jesus? gods” ourselves. ______5. Love of oneself, which is opposed 79 to the obedience of Jesus. SAMPLE

190 © SOPHIA INSTITUTE FOR TEACHERS All Things New

Directions: Christ makes all things new when we have been reconciled to Him. He forgives our sin and renews the work of our hands. With a partner, identify two ways that each of the elements of human civilization can be used to honor God and value the dignity of the human person.

So whoever is in Christ is a new creation: the old things have passed away; behold, new things have come. And all this is from God, who has reconciled us to himself through Christ and given us the ministry of reconciliation, namely, God was reconciling the world to himself in Christ, not counting their trespasses against them and entrusting to us the message of reconciliation.

—2 CORINTHIANS 5:17-19

Cities 1. ______

2. ______

Entertainment 1. ______2. ______SAMPLE Technology 1. ______

2. ______

Accept reasoned answers

Session 12: Cain and Abel 191 Notes ______

______

______SAMPLE ______

______

192 © SOPHIA INSTITUTE FOR TEACHERS SESSION 13 Noah and the Great Flood

What students will learn: What students will do: ӹӹ God sent the GreatSAMPLE Flood to cleanse ӹӹ Test their knowledge of the story of the earth of wickedness and sin. Noah and the Flood. ӹӹ God entered into a new covenant ӹӹ Do an in-depth study of the story of with all of creation through Noah the Flood. and his family. ӹӹ Look at sacred art. ӹӹ God restored the roles of ӹӹ Explore the connections between Adam — priest, prophet, king, son/ Baptism and the Flood. daughter, spouse — in Noah and his family.

193 Session at a Glance

Workbook pages your students will complete: ӹӹ The Great Flood Pre-Assessment (page ӹӹ Dejection of Noah from Mountain Ararat 81) (page 88) ӹӹ The Great Flood Reading Guide (page ӹӹ Anointing at Baptism (page 89) 82) ӹӹ The Great Flood Post-Assessment (page ӹӹ Noah and Adam Comparison Graphic 90) Organizer (page 85)

Vocabulary your students will learn: ӹӹ The Great Flood: God caused it to rain for forty days and forty nights, which flooded the earth and washed away the sin and wickedness of humanity. Only Noah and his family and two of every animal were spared in order to renew creation and for God to enter into a new covenant with the human race.

Prayer for this session: O my God, I am heartily sorry for having who art all good and deserving of all my offended Thee, and I detestSAMPLE all my sins love. I firmly resolve with the help of Thy because of thy just punishments, but most grace to sin no more and to avoid the near of all because they offend Thee, my God, occasion of sin. Amen.

194 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

The Great Flood Pre-Assessment A. Begin with the prayer for this session. Directions: Write “T” if the statement is true and “F” if the statement is false.

B. Have students turn to The Great Flood Pre- True or False?

______1. God sent the Flood because human beings were wicked and Assessment (page 81) and answer true or sinful.

______2. Noah argued with God over His plans for the Flood.

false for each statement. Let them know that ______3. Noah was the only one in his generation who remained faithful to God.

it is all right for them not to know the answers ______4. God commanded Noah to bring seven pairs of each animal onto the ark.

to these questions yet as you will be going ______5. God entered into a new covenant with Noah after the Flood. over this information in class. Students will later take a post-assessment to see if their knowledge has improved.

The Great Flood Reading Guide

Directions: Read8. Recalleach section the dual of meaning the story of of the the number Great Flood seven from in Hebrew, Genesis and 6:5-9:17 God’s in words your to Noah in 81 Activity 1 BiblesGenesis and complete 6:18. How the does questions this understanding that follow. help to clarify what the author of Genesis intended to tell us by the answers to 8 and 9?

______Read Genesis 6:5-13.13. What animals did Noah release from the ark to determine if there was dry land? How long ______did Noah wait between releasing these animals? 1. Why does Noah (and his family) fi nd favor with God? ______A. Have students turn to The Great Flood Reading ______2. What is God’sRead plan for Genesis dealing with 7:6-24. the wickedness of the human race? 14. What is the fi rst thing Noah did upon leaving the ark? What did God promise Noah after he ______9. What happened after seven days were over? did this? Guide (page 82). Have your students work ______

10. Read Genesis ______1:1-2. How are the words of Genesis 7:11 similar to Genesis 1:1-2? Why do you Read Genesis 6:14-22.think the author of Genesis is making this comparison? 3. What does God command Noah to build? Why? individually to read the story of the Great ______Read Genesis 9:1-7. ______15. What command did God give Noah and his sons after He blessed them? ______Flood from Genesis 6:5-9:17 in their Bibles and 4. What does God say He will establish with Noah and his family? ______11. For how many days and nights did it rain? This is a signifi cant number in our Christian faith. ______5. How does Noah respondRead Matthew to all of 4:1-2. God’s How commands? are these passages similar? What do you think the number in both passages16. Read Genesis 1:27. What essential truth about human beings does God reaffi rm in Genesis represents? ______9:6? complete the reading guide activity. Some ______Read Genesis 7:1-5. ______

students may work more quickly than others, 6. How many of each animalRead does Genesis God tell Noah9:8-17. to bring with him? How is this different from God’s commandRead in Genesis Genesis 6:19-20? 8:1-5. 12. What17. happened What does when God God establish “remembered” with Noah Noah and and his the sons? animals In doing with so, him? what does God promise? ______and it is all right if they do not all finish. Have ______7. In how manyRead days does Genesis God tell 8:6-22. Noah He will send rain? ______

18. What is the sign that God establishes? students who did not finish fill in the correct 82 ______

answers during the review. 83 B. Review and discuss the answersSAMPLE to The Great 84 Flood Reading Guide. Note: Some students might be disturbed by how Scripture describes God’s anger, and see the Flood as an act of vengeance. Explain to them that God is immutable, which means unchangeable, and that He does not experience emotions the way that we do. Instead, the sacred author of Genesis is using human language to express God’s action in a way that we can understand. It is because of God’s justice, and the punishment due to sin, that He sent the flood. God started creation anew with Noah, the only righteous man of his generation. The world needed to be re-created so that mankind could learn to follow the law of God and be saved from the sin and death it had fallen into.

Session 13: Noah and the Great Flood 195 SESSION PLAN

Activity 2

A. Begin by explaining to your students that the best way to understand the story of Noah and the Great Flood is as a re-creation event.

EXPLAIN to your students that there are many parallels between the story of Creation in Genesis 1 and 2 and the story of the Great Flood. These parallels provide the evidence that the sacred author of Genesis was trying to tell us that because of the wickedness and sin that had so totally infected the human race in the generations after Cain and Abel, it became necessary to start over, to make a new creation out of the earth. God chose Noah and his family to be the new starting point for the human race because Noah, out of all of humanity, remained faithful. B. Ask your students to describe some of these parallels between the story of Creation and the story of Noah. Allow them to refer to their reading guide from the previous activity for assistance. ӹӹ The imagery used to describe the beginning of creation—when the earth was formless wasteland and a darkness covered the abyss and a mighty wind swept over the waters—is repeated to describe the destruction by the flood, when the waters of the abyss opened up, and God made a wind sweep over the waters. ӹӹ The number seven is used to refer to the number of days of creation, the number of pairs of clean animals Noah was instructed to bring on the ark, and the number of days Noah waited for the rain to begin to fall. ӹӹ God gave Adam and Eve and Noah and his family the same command: “Be fertile and multiply and fill the earth.” C. Explain that another important way we know that the Great Flood is a re-creation event is by the presence of the roles of Adam in Noah and his family. God restores Noah and his family to His image after the floodwater recedes and they leave the ark. ӹӹ Ask your students to recall the five roles God gave Adam when He created him. Ask for volunteers and write theSAMPLE correct answers on the board: priest, prophet, king, son/daughter, and spouse. D. Tell students that they will have the chance to compare the stories of Adam and Noah in order to discover the ways in which the roles of Adam are restored to Noah and his family.

196 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

E. Have students turn to Noah and Adam Comparison Graphic Organizer (page 85) Noah and Adam Comparison Graphic Organizer

in their workbooks. Have students read each of King Commentary Directions: Read each of the given Scripture passages and summarize as instructed. Then ADAM:read Genesis the related 1:28 commentary cards andNOAH: determine Genesis which 9:7 commentary describes Summarizehow Noah fulfi lls that particular role of Adam, marking the letter in the space Adam’s role: Summarize the passage: Commentary the given Scripture passages. Under the column provided on the chart.

God gave Noah and his sons the command to “subdue” the earth. In other A Priestwords, they were given dominion, or rule,Commentary over God’s creation. This is the labeled “Adam,” have them summarize how each fulfi llment of Adam’s role of dominion over all of creation. ADAM: Genesis 2:15 NOAH: Genesis 8:20 passage describes that particular role of Adam. Summarize Adam’s role: Summarize the passage: The only remaining institution after the Flood was that shared between Noah B and his wife and Noah’s sons and their wives, and they were given the very Commentary same command as Adam and Eve, to be fertile and multiply and fi ll the earth. Son/Daugher This recalls the making of human beings as male and female, united as one Under the column labeled “Noah,” have them ADAM: Genesis 1:27 NOAH: Genesis 9:6 fl esh. and Genesis 5:3 Summarize the passage: summarize each passage in their own words. Summarize Adam’s role: Noah was given the task of communicating to his descendants and all of C creation the covenant God made with him and all of creation. This fulfi lls Then have them determine which commentary ProphetAdam’s role of speaking for God in namingCommentary all the animals. ADAM: Genesis 2:19-20 NOAH: Genesis 9:8-10 Summarize Adam’s role: Summarize the passage: God reaffi rmed with Noah that he is made in God’s image (as are all human describes how Noah fulfills that particular role D beings). Adam, and his son after him, made in his image, were likewise made in God’sSpouse image and likeness. Commentary

ADAM: Genesis 1:27-28 NOAH: Genesis 8:15-16 of Adam and write the corresponding letter in Summarize Adam’s role: and Genesis 9:1 Immediately upon leaving the ark, Noah built an altar and offered sacrifi ce to Summarize the passage: E God. Offering sacrifi ce is the role of those who guard and protect the Temple the space provided. and is an expectation of this role God gave to Adam.

F. Review the completed worksheets and discuss 85 the correct answers. 86

87 Activity 3

A. Have students turn to Dejection of Noah from Dejection of Noah from Mountain Ararat BY IvAN AvIAZOvSKY (C. 1870) Mountain Ararat (page 88). Give students several minutes to quietly view the art before you say or ask anything. B. Then ask them the following questions: ӹӹ What do you first notice about this work of art? Oil on canvas. National Gallery of Armenia, Yerevan, Armenia.

ӹӹ What do you like about this work of art? 88 ӹӹ Is the overall mood of the painting happy or sad? How do the colors of the painting enhance the feeling SAMPLEconveyed by the painting? Accept reasoned answers. ӹӹ Tell your students that this painting is called the Dejection of Noah from Mountain Ararat. Explain that in this instance, the word dejection means leaving or coming down from. What do you think is happening in this picture? This image depicts Noah and his family leading the animals that were on the ark down from Mount Ararat, where the ark came to rest after the Great Flood. ӹӹ Notice that both the sun and the moon appear in the painting. What time of day does it appear to be? What does the time of day suggest about what is happening in this moment captured by the painting? Answers may vary, although it is likely sunrise. This time of day suggests that a new day is dawning on all of creation, and the darkness (of sin) that had come before is now gone. Thus, the painting suggests that this moment is a new beginning.

Session 13: Noah and the Great Flood 197 SESSION PLAN

ӹӹ Imagine that you were Noah. What do you think would be the most important things to do in the new world created out of the Flood? Answers will vary. After students when answers have been shared Read Genesis 8:20: “Noah built an altar to the LORD, and choosing from every clean animal and every clean bird, he offered burnt offerings on the altar.” Explain that Noah built an altar and offered sacrifice to God. In this new creation made out of the Flood, Noah puts God first above all other things. C. Read aloud to your students Catechism of the Catholic Church no. 845: To reunite all his children, scattered and led astray by sin, the Father willed to call the whole of humanity together into his Son’s Church. The Church is the place where humanity must rediscover its unity and salvation. The Church is “the world reconciled.” She is that bark which “in the full sail of the Lord’s cross, by the breath of the Holy Spirit, navigates safely in this world.” According to another image dear to the Church Fathers, she is prefigured by Noah’s ark, which alone saves from the flood.

EXPLAIN to your students that God has always desired that all of humanity be united in love with each other and with Him. This was God’s plan from the beginning of creation and has remained His plan for all of human history. Sin, in all its forms, cuts us off from God and makes it necessary for Him to save us. Thus, the Church, established by Jesus Christ, is the means by which salvation is communicated to us in this age.

Activity 4 Anointing at Baptism A. Have students turn to Anointing at Baptism Directions: Read the text taken from the Rite of Baptism and respond to the prompt. (page 89) in their workbooks. Read aloud The Baptismal Rite: Anointing with Chrism At your Baptism, you were anointed with a anointed Priest, Prophet, and King, so may you holy oil called chrism and the priest said the live always as a member of his body, sharing together the text taken from the Rite of following: everlasting life.

God the Father of our Lord Jesus Christ has At our Baptism, we are made priest, prophet, freed you from sin, given you a new birth king, sons/daughters, and spouses. When we Baptism on Anointing at Baptism. by water and the Holy Spirit, and welcomed pass through the waters of Baptism, we are you into his holy people. He now anoints you restored to the roles of Adam given by God at with the chrism of salvation. As Christ was creation and given to Noah after the Flood. B. Explain to your students that like Adam and

Since we are restored to the roles of Adam at our Baptism, how is the Great Flood similar to our own Baptism? Eve, we are made in God’s image and likeness. At our baptisms, each of these roles of Adam ______SAMPLEand Eve are restored in our lives, much as they ______were restored to Noah after the Flood. ______C. Have students respond to the writing prompt ______on Anointing at Baptism. Then have student ______volunteers share their answer with the rest of the class. 89

198 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 5

Have students turn to The Great Flood Post- The Great Flood Post-Assessment Assessment (page 90) and answer true or false Directions: Write “T” if the statement is true and “F” if the statement is false. for each statement. Ask students to raise their True or False? ______1. God sent the Flood because human beings were wicked and hands if they got more questions right this time sinful. ______2. Noah argued with God over His plans for the Flood. than they did in the pre-assessment. ______3. Noah was the only one in his generation who remained faithful to God.

______4. God commanded Noah to bring seven pairs of each animal onto the ark.

______5. God entered into a new covenant with Noah after the Flood.

SAMPLE

Get Ready for the Next Session Review the upcoming session.

Session 13: Noah and the Great Flood 199 Answer Key 1. True 2. False The Great Flood Pre-Assessment 3. True Directions: Write “T” if the statement is true and “F” if the statement is false. 4. True and false. (In

Genesis 6:19-20, True or False? God tells Noah to ______1. God sent the Flood because human beings were wicked and bring two of every sinful. animal, while in ______2. Noah argued with God over His plans for the Flood. Genesis 7:2-3, ______3. Noah was the only one in his generation who remained faithful God tells Noah to to God. bring seven pairs ______4. God commanded Noah to bring seven pairs of each animal onto of each clean the ark. animal.) ______5. God entered into a new covenant with Noah after the Flood. 5. True

SAMPLE 81

200 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Noah found favor with God because The Great Flood Reading Guide he “walked with God.” Directions: Read each section of the story of the Great Flood from Genesis 6:5-9:17 in your Bibles and complete the questions that follow. 2. God plans to

destroy the earth. Read Genesis 6:5-13.

3. An ark in order to 1. Why does Noah (and his family) fi nd favor with God? save himself, his ______family, and two of 2. What is God’s plan for dealing with the wickedness of the human race? every animal. ______4. A covenant. Read Genesis 6:14-22. 7. Noah complied 3. What does God command Noah to build? Why? and did just ______as God had ______

commanded him. 4. What does God say He will establish with Noah and his family? ______

5. How does Noah respond to all of God’s commands?

______

Read Genesis 7:1-5.

6. How many of each animal does God tell Noah to bring with him? How is this different from God’s command in Genesis 6:19-20?

______

7. In how many days does God tell Noah He will send rain? ______SAMPLE82

Session 13: Noah and the Great Flood 201 Answer Key 1. God tells Noah

to bring seven 8. Recall the dual meaning of the number seven in Hebrew, and God’s words to Noah in pairs of every Genesis 6:18. How does this understanding help to clarify what the author of Genesis intended to tell us by the answers to 8 and 9?

clean animal, ______

male and female. ______

This differs from ______earlier, when God told Noah to bring Read Genesis 7:6-24. 9. What happened after seven days were over? one pair of each ______animal, male and 10. Read Genesis 1:1-2. How are the words of Genesis 7:11 similar to Genesis 1:1-2? Why do you female. think the author of Genesis is making this comparison?

______2. Seven. ______

3. The Hebrew word ______

for seven is also 11. For how many days and nights did it rain? This is a signifi cant number in our Christian faith. the Hebrew word Read Matthew 4:1-2. How are these passages similar? What do you think the number in both passages represents?

for covenant. ______

Generally ______

speaking, when ______the number seven appears Read Genesis 8:1-5. 12. What happened when God “remembered” Noah and the animals with him? in Scripture, it ______is being used in connection to Read Genesis 8:6-22. some form of covenant between God and man. The author of Genesis, 83 in telling the story of the Flood, is communicating SAMPLE that God is establishing a new covenant with all of creation.

13. It began to rain.

14. The author of Genesis is making a direct comparison between the destruction by the Flood and the nothingness that existed before the creation of the world. In other words, the Flood has restored the world to its pre-creation state, when it was a formless wasteland and a darkness covered the abyss and a mighty wind swept over the waters. The author of Genesis is alerting his reader that the Flood represents a re-creation, a sort of “do-over” of creation.

202 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 15. It rained for

40 days and 40 13. What animals did Noah release from the ark to determine if there was dry land? How long nights. Jesus did Noah wait between releasing these animals? spent 40 days and ______nights fasting and ______being tempted 14. What is the fi rst thing Noah did upon leaving the ark? What did God promise Noah after he did this? in the desert. ______

Forty generally ______represents a time of repentance and Read Genesis 9:1-7. renewal. 15. What command did God give Noah and his sons after He blessed them? ______

16. God made a wind ______sweep over the 16. Read Genesis 1:27. What essential truth about human beings does God reaffi rm in Genesis earth to make the 9:6? waters subside. ______17. A raven and a dove. Noah Read Genesis 9:8-17.

waited seven days 17. What does God establish with Noah and his sons? In doing so, what does God promise? between releasing ______the birds. ______18. Noah built an 18. What is the sign that God establishes? altar and offered ______sacrifice to God. God then promised never again to curse the 84 ground because of human beings or strike down every SAMPLE living being.

Session 13: Noah and the Great Flood 203 Answer Key Priest ӹ Adam: Genesis ӹ Noah and Adam Comparison 2:15 — God gave Graphic Organizer Adam the job of caring for and Directions: Read each of the given Scripture passages and summarize as instructed. Then cultivating the read the related commentary cards and determine which commentary describes how Noah fulfi lls that particular role of Adam, marking the letter in the space Garden of Eden. provided on the chart. This is the same

job of the Levitical Priest Commentary priests later in the ADAM: Genesis 2:15 NOAH: Genesis 8:20 Temple, making Summarize Adam’s role: Summarize the passage: Adam the first priest. ӹӹ Noah: Genesis 8:20 — Noah built an altar and sacrificed

burnt offerings Prophet Commentary

from every clean ADAM: Genesis 2:19-20 NOAH: Genesis 9:8-10 animal. Summarize Adam’s role: Summarize the passage: ӹӹ Matching commentary: E Prophet ӹӹ Adam: Genesis 2:19-20 — God gave Adam the responsibility of naming all 85 the animals, or speaking on God’s behalf. This makes SAMPLE Adam the first prophet. ӹӹ Noah: Genesis 8:10 — Noah waited seven days and released a dove. ӹӹ Matching commentary: C

204 © SOPHIA INSTITUTE FOR TEACHERS Answer Key King ӹӹ Adam: Genesis King Commentary 1:28 — God gave ADAM: Genesis 1:28 NOAH: Genesis 9:7 Adam and Eve Summarize Adam’s role: Summarize the passage: dominion over all the creatures of the earth. Dominion is the role of king, making Adam and Eve the first kings Son/Daugher Commentary or royalty of the ADAM: Genesis 1:27 NOAH: Genesis 9:6 and Genesis 5:3 Summarize the passage: earth. Summarize Adam’s role: ӹӹ Noah: Genesis 9:7 — God commanded Noah and his family to be fertile and mul-

tiply and subdue Spouse Commentary

the earth. ADAM: Genesis 1:27-28 NOAH: Genesis 8:15-16 Summarize Adam’s role: and Genesis 9:1 ӹӹ Matching Summarize the passage: commentary: A Son/Daughter ӹӹ Adam: Genesis 1:27 and Genesis 5:3 — God made Adam and Eve in His image and 86 likeness. Later, Adam and Eve have a son in their SAMPLE image. This means that being in one’s image and likeness is, in part, to be that person’s son or daughter. ӹӹ Noah: Genesis 9:6 — God reaffirms that man is made in God’s image. ӹӹ Matching commentary: D Spouse ӹӹ Adam: Genesis 1:27-28 — God made human beings male and female, in His image and likeness. He made the two to be complementary to each other in order to become one flesh, united in marriage as spouses. ӹӹ Noah: Genesis 8:15-16 and Genesis 9:1 — Noah and his sons were saved from the flood together with their wives and God commanded them to increase their families. ӹӹ Matching commentary: B

Session 13: Noah and the Great Flood 205 Commentary

God gave Noah and his sons the command to “subdue” the earth. In other A words, they were given dominion, or rule, over God’s creation. This is the fulfi llment of Adam’s role of dominion over all of creation.

The only remaining institution after the Flood was that shared between Noah B and his wife and Noah’s sons and their wives, and they were given the very same command as Adam and Eve, to be fertile and multiply and fi ll the earth. This recalls the making of human beings as male and female, united as one fl esh.

Noah was given the task of communicating to his descendants and all of C creation the covenant God made with him and all of creation. This fulfi lls Adam’s role of speaking for God in naming all the animals.

God reaffi rmed with Noah that he is made in God’s image (as are all human D beings). Adam, and his son after him, made in his image, were likewise made in God’s image and likeness.

Immediately upon leaving the ark, Noah built an altar and offered sacrifi ce to E God. Offering sacrifi ce is the role of those who guard and protect the Temple and is an expectation of this role God gave to Adam. SAMPLE

206 © SOPHIA INSTITUTE FOR TEACHERS Se ssion 13:N

oah Dejection of Noah from Mountain Ararat

BY IvAN AvIAZOvSKY (C. 1870) and

e G SAMPLE r e at F lood

Oil on canvas. National Gallery of Armenia, Yerevan, Armenia. 88 207 Answer Key Accept reasoned answers. The Great Anointing at Baptism Flood is an Old Testament type Directions: Read the text taken from the Rite of Baptism and respond to the prompt. of the Sacrament

of Baptism. Sin The Baptismal Rite: Anointing with Chrism is washed away At your Baptism, you were anointed with a anointed Priest, Prophet, and King, so may you holy oil called chrism and the priest said the live always as a member of his body, sharing with the waters of following: everlasting life. Baptism, making the God the Father of our Lord Jesus Christ has At our Baptism, we are made priest, prophet, freed you from sin, given you a new birth king, sons/daughters, and spouses. When we baptized person a by water and the Holy Spirit, and welcomed pass through the waters of Baptism, we are new creation. The you into his holy people. He now anoints you restored to the roles of Adam given by God at with the chrism of salvation. As Christ was creation and given to Noah after the Flood. Great Flood similarly washed away the Since we are restored to the roles of Adam at our Baptism, wickedness and sin of how is the Great Flood similar to our own Baptism?

the earth, making out

of the earth a new ______

creation. In a certain ______sense, the Great ______Flood represents ______a “baptism” of the ______earth. ______

______

______SAMPLE 89

208 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. True 2. False The Great Flood Post-Assessment 3. True Directions: Write “T” if the statement is true and “F” if the statement is false. 4. True and false. (In

Genesis 6:19-20, True or False?

God tells Noah to ______1. God sent the Flood because human beings were wicked and bring two of every sinful.

animal, while in ______2. Noah argued with God over His plans for the Flood. Genesis 7:2-3, God tells Noah to ______3. Noah was the only one in his generation who remained faithful to God. bring seven pairs of each clean ______4. God commanded Noah to bring seven pairs of each animal onto the ark. animal.) ______5. God entered into a new covenant with Noah after the Flood. 5. True

SAMPLE90

Session 13: Noah and the Great Flood 209 Notes ______

______

______SAMPLE ______

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210 © SOPHIA INSTITUTE FOR TEACHERS UNIT 4 The Chosen People

Sessions in thisSAMPLE unit: ӹӹ Session 14: God’s Chosen People ӹӹ Session 15: God Calls Abraham ӹӹ Session 16: Isaac ӹӹ Session 17: Jacob ӹӹ Session 18: Joseph

211 Unit at a Glance

Connections to the Catechism of the Catholic Church:

Session 14 Session 15 Session 17 ӹӹ 57, 60, 201, 218, 287- ӹӹ 59-61, 145-147, 2570- ӹӹ 2374, 2561, 2573, 2725 288, 696, 762, 781, 2573 1287, 2085, 2623 Session 18 Session 16 ӹӹ 312, 2115 ӹӹ 117, 332, 706, 1819, 2572

Scriptures studied in this unit: ӹӹ Genesis 6:1-5 ӹӹ Genesis 25:24-34 ӹӹ Genesis 32:25-39 ӹӹ Genesis 12:1-3 ӹӹ Genesis 27:5-10, 15-17, ӹӹ Genesis 37:5-11 ӹӹ Genesis 15:18 27-29 ӹӹ Genesis 37:28-36 ӹӹ Genesis 17 ӹӹ Genesis 29:25-27 ӹӹ Genesis 40 ӹӹ Genesis 18 ӹӹ Genesis 30:22 ӹӹ Genesis 41:17-32 ӹӹ Genesis 22:1-18 ӹӹ Genesis 30:29-32 ӹӹ Genesis 45:3-5 ӹ Genesis 30:43 ӹӹ Genesis 24:1-32, 49-67SAMPLEӹ ӹӹ Acts 2:1-13

212 © SOPHIA INSTITUTE FOR TEACHERS Catechist Introduction

od revealed Himself gradually and in like God by building a tower to Heaven. In Gstages and in words and deeds throughout punishment, God scattered the language of Salvation History by entering into covenants men and scattered them about the world so with the human race. After His covenant with they could not unite again to try to supplant Adam and Eve, and the renewal of all creation Him. At Pentecost, however, with the coming of through His covenant with Noah, God entered the Holy Spirit at the advent of the Church, the into a covenant with Abraham and made great human race was once again united in Christ, promises to Him for His descendants. The reversing the curse of Babel. people descended from Abraham become God’s Chosen People to whom God continued to reveal Himself to and through whom He would Abraham prepare the whole world to receive salvation. God called a man named Abraham to leave his home and follow Him. This Abraham did and became the “father of faith.” God led Abraham The End of the Early World to the land of Canaan and there made him three The descendants of Noah disobeyed God’s great promises: He would make of Abraham command to “be fertile and multiply and fill the a great nation and bless him, He would make earth” and instead settled in one place. There, Abraham’s name great and bless those who they fell prey to the same sin of Adam and blessed him and curse those who cursed him, Eve and the line of Cain and sought to make a and He would bless all the families of the earth name for themselves rather than honor God. In through him. Each of the promises were made other words, they sought to make themselves with Abraham, but were for his descendants.

Through the patriarchs,SAMPLE God continually renewed his covenant promises and showed the depth of His love and mercy for His Chosen People.

Jacob’s Dream, by Giorgio Vasari.

Unit 4 Overview 213 To prove to Abraham that He would fulfill His obedient to his father’s will, even though he promises to him, God raised each promise to knows it means his own death. In the end, God the status of a covenant. And so, God chose a sends an angel to stop Abraham from killing people descended from Abraham to be His and his son, and instead a ram caught in a nearby to whom He would deepen His relationship and thicket is sacrificed. Isaac’s son Jacob becomes prepare the entire world for salvation in His the father of an entire nation of people through Son, Jesus Christ. Each of the promises God his twelve sons, who found the Twelve Tribes made to Abraham find their fulfillment in each of Israel. Along the way, Jacob wrestles an angel of the next covenants in Salvation History. In to a draw, demonstrating powerfully the battle God’s covenant with Moses, Moses leads the of prayer. For his willingness to struggle with Chosen People out of slavery in Egypt into the God, Jacob’s name is changed to Israel, which Promised Land where they would become a means, “He who wrestles with God.” His name great nation. In God’s covenant with David, would become the name of the entire Chosen David reigns as king as the first in an everlasting People. Jacob’s favorite son, Joseph, endures line of kings. And in the New Covenant, Jesus the rejection of his own brothers in order to Christ blesses the world with salvation from sin. bring about the salvation of the people of Egypt and his own family, who sold him into slavery. Joseph, through his unerring faith in God, rises The Patriarchs to be the second in command of all of Egypt, Abraham, Isaac, Jacob, and Joseph are the where he saves the people from a great famine. Patriarchs, the fathers of our Faith. The story Through the Patriarchs, God continually of the sacrifice of Isaac foreshadows Christ’s renewed His covenant promises and showed own sacrifice on the Cross. God calls Abraham the depth of His love and mercy for His to sacrifice his only beloved son, Isaac. On the Chosen People. And through the stories of the journey to the mountain of sacrifice, Abraham Patriarchs, we receive a small foretaste of the reveals to his son his faith that God will entirety of God’s plan of salvation. provide a sheep for the sacrifice. Isaac remains SAMPLE

214 © SOPHIA INSTITUTE FOR TEACHERS SESSION 14 God’s Chosen People

What students will learn: What students will do: ӹӹ The line of Cain, which was sinful, ӹӹ Complete a family tree. and the line of Seth, which was ӹӹ Read Scripture. faithful to God, intermarried and ӹӹ Do an in-depth study on the Tower produced children who rejected of Babel. God. SAMPLE ӹӹ The descendants of Noah’s son Ham tried to build a tower to Heaven in order to make themselves gods and replace God. ӹӹ In punishment, God confused the language of the human race and scattered them throughout the world.

215 Session at a Glance

Workbook pages your students will complete: ӹӹ My Family Tree (page 91) ӹӹ The Tower of Babel (page 94) ӹӹ The Nephilim (page 92)

Vocabulary your students will learn: ӹӹ Nephilim: Mysterious individuals from Genesis 6 who are described as the “heroes of old” and the “men of renown.” Careful study of Scripture and the writings of Church Fathers reveals that they may actually be the children from the marriages between the sinful descendants of Cain and the faithful descendants of Seth. They were morally corrupt men who sought to honor themselves rather than God. ӹӹ Pentecost: The day when Jesus sent the Holy Spirit upon Mary and the Apostles and the Church was born. ӹӹ Shem/Shemite: Shem was one of Noah’s three sons. The name Shem means “name.” Shem’s descendants were known as Shemites, “the people of the name.” ӹӹ Tower of Babel: The human race attempted to build a tower to Heaven to make themselves like God. As punishment, God confused their language and scattered them all over the earth. SAMPLE

216 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session.

B. Have students turn to My Family Tree (page My Family Tree

91). Give your students a few minutes to fill Directions: Fill in this simple family tree with information about yourself, your siblings, your parents, and your grandparents. Include details such as birth dates and places in this simple family tree with information about each person was born, if you know them. themselves, their siblings, their parents, and their grandparents. Encourage your students to include details such as birth dates and places

Grandmother each person was born, if they know them. Grandfather

Grandfather C. After they have completed their family tree, Grandmother ask your students what they can learn about a

Mother Father person from examining his or her family tree. Accept reasoned answers, which may include where a person is from, whom they are related Me Siblings Siblings to, what their ethnicity is, and so forth. D. Point out that the Bible includes many family 91 trees, often before introducing important people or events. Ask your students why they think the authors of the Bible included these family trees (or genealogies) in the Bible. Accept reasoned answers. SAMPLE

Session 14: God’s Chosen People 217 SESSION PLAN

Activity 1

A. Give your students this mini-lecture: There is an interesting way to look at the events of Genesis from the beginning of Creation in Genesis 1 up to the story of Abraham, which begins in Genesis 12, that we haven’t yet considered. As we have already learned, after the events of the story of Cain and Abel, the human race essentially split into two “families”: the descendants of Cain and the descendants of Adam and Eve’s third son, Seth. To the descendants of Cain is attributed much of the wickedness and sin of humanity, while the descendants of Seth “began to invoke the name of the Lord” (Genesis 4:26). This means that the descendants of Seth remained faithful to God and honored His name. We can think of it this way: Cain and his descendants selfishly sought only to make a “name” for themselves and to honor themselves. Whereas the descendants of Seth cared little for their own honor, and instead faithfully honored God and His name. The sinfulness of the line of Cain is very similar to the nature of the Original Sin of Adam and Eve, who, instead of honoring God and obeying Him, sought to honor themselves by taking the fruit from the tree of Knowledge of Good and Evil. It’s a good thing to be honored by other people for who we are and for our accomplishments. It’s not so good a thing when we honor ourselves. It’s one thing to enjoy our successes and to be happy, and another thing entirely to give in to the sin of pride, like Cain and His descendants. In this period of Scripture, we can now follow the line of Cain, referred to as the sons and daughters of men, and the line of Seth, referred to as the sons and daughters of God.

B. Have students turn to The Nephilim (page

The Nephilim 92) and work individually to read the essay

Directions: Read about the Nephilim and answer the questions. and answer the questions. 1. What did people in times past understand the Nephilim to be?

______n Genesis 6, we read a peculiar story about beings, or men. Church Fathers, including ______Ia group of people called the Nephilim. In St. John Chrysostom, St. Cyril of Alexandria, times past, people came up with some unique and St. Augustine suggested that the sons C. When they have completed the worksheet, 2. How cantheories we describe as to who the or line what of Cainthe Nephilim and the line of Seth?of God refer to the descendants of Seth. The were. Some suggested that they were actual daughters of human beings (men) refer to ______giants, mythical creatures who roamed the the descendants of Cain. In other words, this review and discuss the correct answers as a ______earth. Others suggested they were angels story is telling us that the wicked and sinful who came down from Heaven. Given our descendants of Cain married the descendants 3. What understandingdo we learn about of the the lines human of Cain race and at the Seth, beginning of ofSeth, this who story? were faithful to God. The an alternate, perhaps better, understanding two lines of Cain and Seth had mixed! The class. ______of the Nephilim can be had. Read about the children that resulted from these marriages ______Nephilim in Genesis 6:1-4: were the Nephilim, the “men of renown.” Rather than being literal giants or mythical When human beings began to grow beings, these offspring of Cain and Seth were 4. Who werenumerous the “men onof renown,”the earth and and where daughters did they come from? morally corrupt men who sought to “make a D. Read aloud to your students Exodus 20:2-5: were born to them, the sons of God saw ______name” for themselves. They selfi shly honored how beautiful the daughters of human themselves and wanted others to honor them ______beings were, and so they took for their as well. wives whomever they pleased. Then the ______LORD said: “My spirit shall not remain in The very next line, Genesis 6:5, confi rms this I am the LORD your God, who brought you out human beings forever, because they are interpretation: “When the LORD saw how 5. What did the Nephilim do? only fl esh. Their days shall comprise one great the wickedness of human beings was ______hundred and twenty years.” on earth, and how every desire that their of the land of Egypt, out of the house of slavery. heart conceived was always nothing but evil, ______The Nephilim appeared on earth in those SAMPLE the LORD regretted making human beings days, as well as later, after the sons of on the earth, and his heart was grieved.” This ______God had intercourse with the daughters sets the stage very well for the next chapter You shall not have other gods beside me. You of human beings, who bore them sons. of Genesis, in which we read about the Great 6. How does Genesis 6:5 confi rm this interpretation? They were the heroes of old, the men of Flood, Noah, and his family. It also prepares us ______renown. for the Tower of Babel later, where the human shall not make for yourself an idol or a likeness ______Notice that at the beginning of the story, the race will fall into the same sinfulness of pride human race had grown in number. There are once again. two distinct groups of people mentioned: the sons of God and the daughters of human of anything in the heavens above or on the earth below or in the waters beneath the earth; you 92 shall not bow down before them or serve them. 93 E. Ask your students what this passage is. The First Commandment.

218 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

F. Ask your students the following questions: ӹӹ During the time of the Nephilim, how do we know that the human race was failing to keep this commandment? The Nephilim honored themselves, and in their pride placed themselves before God. God saw their great wickedness. Students may mention that this commandment had not been written yet, so that it wasn’t being broken. Respond by saying that God’s commandments express the truth that existed even before they were written. The Ten Commandments were written and given to Moses because of the hardness of men’s hearts who acted wickedly.

ӹӹ What are two ways that you can honor God today? Accept reasoned answers.

Activity 2

A. Another family tree given in the Bible is from Genesis 10: the family tree that descends from Noah after the Great Flood.

EXPLAIN to students that Noah had three sons, Shem, Ham, and Japheth. The name Shem literally means “name.” The descendants of Shem, like the descendants of Seth before, “called upon the name of God,” honored Him, and were faithful to Him. Collectively, they became known as the Shemites, or the Semites, who are the Hebrew, or Jewish, people. The word Shemite means “people of the name.” The word Semitic is still used today to refer to people of Jewish descent. Ham sinned against his father, Noah, and against God. His descendants became the enemies of the descendants of Shem. They were the Canaanites, the Babylonians, the Assyrians, and others that we will read about throughout the rest of the Old Testament. The descendants of Japheth mostly settled in what is today Europe. This family tree, while likely not ethnically accurate by today’s standards, attempted to explain the different races and nationalities of the human race at the time of its authorship. It is interesting and important to note that, once again, the human race was divided into different lineages, who were not all faithful to God. In fact, we see that two of these lines descended from Noah were in conflict with each other. This brings us to the story of the Tower of Babel. SAMPLE

Session 14: God’s Chosen People 219 SESSION PLAN

Activity 3

The Tower of Babel A. Have students turn to The Tower of Babel (page a nameDirections: for ourselves; Read otherwise about thewe Towershall of BabelWhen the time for Pentecost was fulfi lled, and answer the questions. be scattered all over the earth.” they were all in one place together. And suddenly there came from the sky a noise The LORDhe came book down of Genesis to see tellsthe cityus that and the at the same time profound cosmic, social, and like a strong driving wind, and it fi lled the 94) and work individually or with a partner the towerhuman that the race people sought had to built. make Then a name for religious meaning. We read about the story in 1. Whose sin were the actionsT of the descendants of Ham similar to? entireHow? house in which they were. Then the LORDthemselves said: “If rather now, whilethan honorthey are God. one Recall Genesis 11:1-9: there appeared to them tongues as of ______peoplethe and lie all the have serpent the same told Adamlanguage, and Eve. He fi re, which parted and came to rest on The whole world had the same language they havedeceived started them to dointo this, thinking nothing that if they ate to read about the Tower of Babel and Pentecost ______each one of them. And they were all fi lled and the same words. When they were they presumethe fruit ofto thedo willTree be of out Knowledge of their of Good with the Holymigrating Spirit from and beganthe east, to speakthey came to a reach.and Come, Evil, let they us wouldgo down become and there gods themselves. 2. According to Genesis 11, what reason did the people give for wantingin differentto buildvalley a tongues, tower in the to as land the of Spirit Shinar enabled and settled confuseThis their pleased language, them, so so that they no ate one the fruit, Heaven? them to proclaim.there. They said to one another, “Come, will understandseeking to thehonor speech themselves of another.” rather So than and then answer the questions. let us mold bricks and harden them ______the LORDGod. scatteredHere, the themhuman from race there attempted over to do Now there were devout Jews from with fi re.” They used bricks for stone, all thethe earth, same and thing, they to stopped make themselves building gods - every nation under Heaven staying in and bitumen for mortar. Then they said, 3. According to Genesisthe city. except,11, whatThat insteadreasonis why itdidof was fruit, God called theygive Babel, builtfor punishing a tower to the Jerusalem. people for At building this sound, the they gathered “Come, let us build ourselves a city and a tower and what wasbecause theHeaven punishement? there to the try LORD to replace confused God. the This event has in a large crowd, but they were confused tower with its top in the sky, and so make B. When your students have completed the ______speech of all the world. From there the because each one heard them speaking in LORD scattered them over all the earth. his own language. They were astounded, ______and in amazement they asked, “Are not all The tragedy of the story is that the human these people who are speaking Galileans? ______race had, until this point, been united as one worksheet, review and discuss the correct Then how does each of us hear them people, united by one language. After God in his own native language. …[W]e hear ______confused their language, the human race was them speaking in our own tongues of the no longer one people. In fact, they scattered 4. What happens when human beings seek to make a name for themselves?mighty What acts of happens God.” answers as a class. all over the earth. In a way, at this moment when they honorin human God? history, this was necessary. Sin At Pentecost, when the Holy Spirit descended ______continually crept into human action. A drastic upon the Apostles, all of the people gathered step like this was needed to begin to save from all over the world heard the Apostles ______mankind from itself. proclaim the gospel in their own language. It was as if the human race were once again ______God, of course, had a plan. This was not the speaking the same language and gathered end of the story. When human beings sought ______together in one place. This was no mistake or to make a name for themselves, to honor coincidence. In the Church, the curse of the themselves instead of God, nothing good ever 5. At what event in salvation history did God bring the human raceTower back oftogether Babel is as reversed! one In the Church, came of it. But when human beings honor people? the human race is united again by the Holy God, God blesses them abundantly. Although Spirit. In the Church, the human race honors ______God punished the human race after the God and is faithful to Him, instead of selfi shly Tower of Babel by confusing their language trying to make a name for itself. We become 6. How did this andevent scattering reverse thethem curse across of the the Tower world, of He Babel? part of the people of God through faith and would laterThe bring Tower us of back Babel, together, by Pieter as Bruegelone the elder. ______Baptism. people, united in His name by the power of ______the Holy Spirit. This happened at Pentecost, which94 we read about in Acts 2:1-13: ______

______95

SAMPLE

Get Ready for the Next Session Review the upcoming session.

220 © SOPHIA INSTITUTE FOR TEACHERS My Family Tree

Directions: Fill in this simple family tree with information about yourself, your siblings, your parents, and your grandparents. Include details such as birth dates and places each person was born, if you know them.

Grandmother Grandfather

Grandfather Grandmother

Mother Father

SAMPLEMe Siblings Siblings

Session 14: God’s Chosen People 221 The Nephilim

Directions: Read about the Nephilim and answer the questions.

n Genesis 6, we read a peculiar story about beings, or men. Church Fathers, including Ia group of people called the Nephilim. In St. John Chrysostom, St. Cyril of Alexandria, times past, people came up with some unique and St. Augustine suggested that the sons theories as to who or what the Nephilim of God refer to the descendants of Seth. The were. Some suggested that they were actual daughters of human beings (men) refer to giants, mythical creatures who roamed the the descendants of Cain. In other words, this earth. Others suggested they were angels story is telling us that the wicked and sinful who came down from Heaven. Given our descendants of Cain married the descendants understanding of the lines of Cain and Seth, of Seth, who were faithful to God. The an alternate, perhaps better, understanding two lines of Cain and Seth had mixed! The of the Nephilim can be had. Read about the children that resulted from these marriages Nephilim in Genesis 6:1-4: were the Nephilim, the “men of renown.” Rather than being literal giants or mythical When human beings began to grow beings, these offspring of Cain and Seth were numerous on the earth and daughters morally corrupt men who sought to “make a were born to them, the sons of God saw name” for themselves. They selfi shly honored how beautiful the daughters of human themselves and wanted others to honor them beings were, and so they took for their as well. wives whomever they pleased. Then the LORD said: “My spirit shall not remain in The very next line, Genesis 6:5, confi rms this human beings forever, because they are interpretation: “When the LORD saw how only fl esh. Their days shall comprise one great the wickedness of human beings was hundred and twenty years.” on earth, and how every desire that their heart conceived was always nothing but evil, The Nephilim appeared on earth in those the LORD regretted making human beings days, as well as later, after the sons of on the earth, and his heart was grieved.” This God had intercourse with the daughters sets the stage very well for the next chapter of human beings, who bore them sons. of Genesis, in which we read about the Great They were the heroes of old, the men of Flood, Noah, and his family. It also prepares us renown. for the Tower of Babel later, where the human Notice that at the beginningSAMPLE of the story, the race will fall into the same sinfulness of pride human race had grown in number. There are once again. two distinct groups of people mentioned: the sons of God and the daughters of human

222 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Literal giants,

mythical 1. What did people in times past understand the Nephilim to be? creatures, or ______

angels come down ______

from Heaven. 2. How can we describe the line of Cain and the line of Seth? 2. Cain’s line was ______wicked and sinful and sought to 3. What do we learn about the human race at the beginning of this story? ______make a name for ______themselves. The line of Seth was 4. Who were the “men of renown,” and where did they come from? ______faithful to God ______and honored His ______name. 5. What did the Nephilim do? 3. They had grown ______

in number. ______

______4. They were the Nephilim, the 6. How does Genesis 6:5 confi rm this interpretation? ______children of ______the marriages between the lines of Cain and Seth.

5. They selfishly sought to make a name for themselves, and 93 they honored themselves and wanted others to SAMPLE honor them as well.

6. God saw how wicked and sinful the human race had become.

Session 14: God’s Chosen People 223 The Tower of Babel

Directions: Read about the Tower of Babel and answer the questions.

he book of Genesis tells us that the at the same time profound cosmic, social, and Thuman race sought to make a name for religious meaning. We read about the story in themselves rather than honor God. Recall Genesis 11:1-9: the lie the serpent told Adam and Eve. He The whole world had the same language deceived them into thinking that if they ate and the same words. When they were the fruit of the Tree of Knowledge of Good migrating from the east, they came to a and Evil, they would become gods themselves. valley in the land of Shinar and settled This pleased them, so they ate the fruit, there. They said to one another, “Come, seeking to honor themselves rather than let us mold bricks and harden them God. Here, the human race attempted to do with fi re.” They used bricks for stone, the same thing, to make themselves gods - and bitumen for mortar. Then they said, except, instead of fruit, they built a tower to “Come, let us build ourselves a city and a Heaven to try to replace God. This event has tower with its top in the sky, and so make

SAMPLE

The Tower of Babel, by Pieter Bruegel the elder.

224 © SOPHIA INSTITUTE FOR TEACHERS a name for ourselves; otherwise we shall When the time for Pentecost was fulfi lled, be scattered all over the earth.” they were all in one place together. And suddenly there came from the sky a noise The LORD came down to see the city and like a strong driving wind, and it fi lled the the tower that the people had built. Then entire house in which they were. Then the LORD said: “If now, while they are one there appeared to them tongues as of people and all have the same language, fi re, which parted and came to rest on they have started to do this, nothing each one of them. And they were all fi lled they presume to do will be out of their with the Holy Spirit and began to speak reach. Come, let us go down and there in different tongues, as the Spirit enabled confuse their language, so that no one them to proclaim. will understand the speech of another.” So the LORD scattered them from there over Now there were devout Jews from all the earth, and they stopped building every nation under Heaven staying in the city. That is why it was called Babel, Jerusalem. At this sound, they gathered because there the LORD confused the in a large crowd, but they were confused speech of all the world. From there the because each one heard them speaking in LORD scattered them over all the earth. his own language. They were astounded, and in amazement they asked, “Are not all The tragedy of the story is that the human these people who are speaking Galileans? race had, until this point, been united as one Then how does each of us hear them people, united by one language. After God in his own native language. …[W]e hear confused their language, the human race was them speaking in our own tongues of the no longer one people. In fact, they scattered mighty acts of God.” all over the earth. In a way, at this moment in human history, this was necessary. Sin At Pentecost, when the Holy Spirit descended continually crept into human action. A drastic upon the Apostles, all of the people gathered step like this was needed to begin to save from all over the world heard the Apostles mankind from itself. proclaim the gospel in their own language. It was as if the human race were once again God, of course, had a plan. This was not the speaking the same language and gathered end of the story. When human beings sought together in one place. This was no mistake or to make a name for themselves, to honor coincidence. In the Church, the curse of the themselves instead of God, nothing good ever Tower of Babel is reversed! In the Church, came of it. But when human beings honor the human race is united again by the Holy God, God blesses them abundantly. Although Spirit. In the Church, the human race honors God punished the human race after the SAMPLEGod and is faithful to Him, instead of selfi shly Tower of Babel by confusing their language trying to make a name for itself. We become and scattering them across the world, He part of the people of God through faith and would later bring us back together, as one Baptism. people, united in His name by the power of the Holy Spirit. This happened at Pentecost, which we read about in Acts 2:1-13:

Session 14: God’s Chosen People 225 Answer Key 1. Adam and Eve,

who gave in to 1. Whose sin were the actions of the descendants of Ham similar to? How? the serpent’s lie ______

and ate the fruit ______

of the Tree of 2. According to Genesis 11, what reason did the people give for wanting to build a tower to Knowledge of Heaven? ______Good and Evil to become gods 3. According to Genesis 11, what reason did God give for punishing the people for building the tower and what was the punishement?

themselves. ______

2. To make a name ______for themselves. ______3. If they succeed 4. What happens when human beings seek to make a name for themselves? What happens in building this when they honor God? tower, nothing ______will be out of ______their reach. He ______confused their ______language so that 5. At what event in salvation history did God bring the human race back together as one people?

no one would ______understand 6. How did this event reverse the curse of the Tower of Babel?

the speech of ______

another and then ______

scattered them ______

over the earth. ______4. Nothing good comes when human beings 96 seek to make a name for themselves. When SAMPLE they honor God, God blesses them abundantly.

5. Pentecost.

6. In the Church, the human race is united again by the Holy Spirit, no longer separated and scattered. In the Church, the human race honors God and is faithful to Him, instead of selfishly trying to make a name for themselves.

226 © SOPHIA INSTITUTE FOR TEACHERS SESSION 15 God Calls Abraham

What students will learn: What students will do: ӹӹ God called Abraham to enter into ӹӹ Do an in-depth study of God’s a covenant with Him and to be the threefold promise to Abraham. father of His Chosen People. ӹӹ Read Scripture. ӹӹ God made three great promises to ӹӹ Look at sacred art. Abraham, which SAMPLEwould be fulfilled ӹӹ Consider the importance of names. by the final three covenants of Salvation History. ӹӹ God raised the promises He made with Abraham to covenant status. ӹӹ God blessed Abraham and His wife in their old age with a son, from whom nations and kings would come.

227 Session at a Glance

Workbook pages your students will complete: ӹӹ God Chooses Abraham Reading Guide ӹӹ The Hospitality of Abraham Icon (page (page 97) 101) ӹӹ God’s Threefold Promise to Abram (page ӹӹ The Lord Appears to Abraham (page 99) 102) ӹӹ Abraham’s Son (page 104)

Other materials you will need: ӹӹ Catechist Resource: God’s Threefold Promise to Abram Guided Discussion (page 244 in this guide)

Vocabulary your students will learn: ӹӹ Blessing: God promised Abraham that his descendants would be more numerous than the stars and through them all the families of the earth would be blessed. ӹӹ Kingship: God promised Abraham that his descendants would have a great name, which means that they would be a dynasty of great kings. ӹӹ Nation: God promised Abraham that his descendants would be a great nation. This includes possessing land. SAMPLE

Prayer for this session: O my God, I firmly believe that you are one which the Holy Catholic Church teaches God in three divine Persons, Father, Son, because you have revealed them who are and Holy Spirit. I believe that your divine eternal truth and wisdom, who can neither Son became man and died for our sins and deceive nor be deceived. In this faith I that he will come to judge the living and intend to live and die. Amen. – Act of Faith the dead. I believe these and all the truths

228 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. B. Ask your students to think about a time they were chosen for something special. It could be to be captain of a sports team or part of a sports team or a club, or maybe they were chosen to win a special prize or deliver a message to someone. Call on students to share their stories and to describe how they felt when they were chosen. Accept reasoned answers.

EXPLAIN to your students God chose Abraham to be the father of His Chosen People. This means that the Chosen People, whom God would reveal Himself to throughout Salvation History and eventually come to and dwell among, as Jesus Christ, in order to bring salvation to the whole world, would be descended from Abraham. Abraham was chosen for something very special. Today we are going to learn about how God chose Abraham and the promises He made to him.

Activity 1 God Chooses Abraham Reading Guide

Directions: Read the reading guide below and answer the questions as you go. A. Have students turn to God Chooses Abraham “Father of a multitude of nations” The Catechism of the Catholic Church no. 59 tells us that “in order to gather together scattered “Father humanityof all who God believe” calls Abram from his country, his kindred and his father’s house, and makes him Reading Guide (page 97) and work Abraham Abraham,is one of the that most is, ‘the important father of people a multitude in the ofBible. nations.’ The Catechism ‘In you all ofthe the nations Catholic of theChurch earth shall calls him be“the blessed.’” father of all who believe” (146) because of his obedience to God. The three great monotheistic religions of the world are Judaism, Christianity, and Islam, which are all individually or with a partner to read and descended6. from Based Abraham. on the aboveMonotheism Catechism means passage, belief whatin one was God. God’s purpose in calling Abram? ______1. Why is Abraham one of the most important people in the Bible? ______respond to the questions on the reading guide. ______7. Through Abram, what would happen to all the nations? ______2. What does monotheism mean? ______B. When students have finished, review and ______“Father of many” When we fi rst meet Abraham in the Bible, he is called Abram, which means “father of many.” discuss the correct answers to the reading God will later change his name to Abraham, which means “father of a great many” as a sign of the covenant God makes with him. Unfortunately, at this point in his life, which was likely in his middle age, Abram had no children — his wife, Sarai, was barren. That means she could not have guide. any children. Abram and his family were from a city called Ur, which is in modern-day Iraq. Ur was a wealthy trading city. At the beginning of Abram’s story, he and his family leave their homeland to travel SAMPLEto the land of Canaan, which is in modern-day Israel. This land will be very important in the rest of Salvation History. It is the land God promises to give to His people — the Promised Land. Abram and his family, however, settle in a place called Haran, in modern-day Turkey, about halfway to Canaan. There, Abram’s father dies, as well as one of his brothers. Abram becomes the head of his family and also very wealthy.

3. Where was Abram’s family originally from? ______

4. Where did Abram and his family intend to go after they left their homeland?

______

5. Where did Abram and his family end up settling? ______

97 Die Bibel in Bildern, by Julius Schnorr von Carolsfeld.

Session 15: God Calls Abraham 229 SESSION PLAN

Activity 2

A. Spend a few moments reviewing the key events that have taken place in Salvation History up to this point: ӹӹ Creation ӹӹ Cain and Abel ӹӹ The Tower of Babel ӹӹ The Fall ӹӹ Noah and the Flood EXPLAIN to your students that the promises God makes to Abraham really begin to unfold God’s plan of salvation. The covenant with Adam promised salvation after the Fall. Through the covenant with Noah, God gave humanity a fresh start. With Abraham God begins unfolding His plan. All the future covenants really are promises being fulfilled to Abraham. B. Write the word covenant on the board and ask your students to recall what a covenant is. Call on a student or two for answers. Then review the definition of a covenant: In a covenant, two or more parties form a formal, permanent, and sacred bond of family relationship. C. Ask your students what they think the difference would be between a promise made to them by a complete stranger and a promise made to them by their parents or another close family member. Accept reasoned answers. Help your students reach the conclusion that a promise made by a complete stranger may not be very trustworthy. The stranger may not in fact come through with his promise. A promise made by a parent or a close family member is much more trustworthy. When parents or close family members make promises to us, we trust that they will come through with their promises, because we have a relationship with them and trust them and because they have likely come through with past promises they have made to us. D. Have students turn to God’s Threefold Promise

God’s Threefold Promise to Abram to Abram (page 99). Working together with

Directions: Using the Genesis readings as a reference, answer the questions that follow, then your students, and using Catechist Resource: use the answers to fi ll in the diagram below. God’s Threefold Promise to Abram Guided 1. What are the three promises God makes to Abram in Genesis 12:1-3?

______

______Discussion (page 244 in this guide), read ______the given Scripture passages about how God 2. What promise is God affi rming and raising to the level of a covenant in Genesis 15:18?

______

3. What covenant later in Salvation History fulfi lls this promise? raised each promise He made to Abraham in

______

4. What promise is God affi rming and raising to the level of a covenant in Genesis 17:6? Genesis 12 to the level of covenant, and answer

( Genesis 12:1-3) SAMPLE ______

5. What covenant later in Salvation History fulfi lls the promise from Genesis 17? the questions on the worksheet. Then, fill in ______God’s Threefold Blessing to Abram Threefold Blessing to God’s

6. What promise is God reinforcing and elevating to the level of a covenant in Genesis 22:17-18? the graphic organizer together to create a ______

7. What covenant later in Salvation History fulfi lls the promise from Genesis 22? visual aid to help students remember what God ______

8. Why does it make sense to say that the promises made to Abraham begin God’s plan of accomplished in His covenant with Abraham. salvation?

______

99 Promises Covenants (What chapter?) lled Fulfi

100

230 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 3

A. Have students turn to The Hospitality of 101 The Hospitality of Abraham Icon Abraham Icon (page 101). Give them several BY UNKNOWN ARTIST (C. 1375–1400). minutes to quietly view the art before you say or ask anything. B. Then ask students the following questions: ӹӹ What do you first notice about this work of art?

ӹӹ What do you like about it? Benaki Museum, Athens, Greece. ӹӹ This painting is done in a style called iconography. Have you ever seen an icon like this? Where?

EXPLAIN that icons are a style of Christian painting. The person making the icon prays while painting. One reason icons are more stylized than realistic is that they try to open our minds to think beyond what we see here on earth and to think about Heaven. Many icons, including this one, are “written” (painted) on pieces of wood covered in red paint. You can see The Lord Appears to Abraham the red paint and wood showing through Read the story of how the Lord appeared to Abraham and promised him a son in Directions: 5. What did the Lord promise Sarah? his old age from Genesis 18, then answer the questions that follow. on the edges where the icon is chipped. ______he LORD appeared ______to Abraham by the oak to a servant, who quickly prepared it. Then he Tof Mamre, as he sat in the entrance of his got some curds and milk, as well as the calf Many icons, including this one, have real tent, while the day6. was How growing did Sarah hot. respond Looking to thethat promise had been of a child?prepared, and set these before up, he saw three men ______standing near him. them, waiting on them under the tree while When he saw them, he ran from the entrance they ate. “Where is your wife Sarah?” they gold backgrounds, gold halos, and gold of the tent to greet them; ______and bowing to the asked him. “There in the tent,” he replied. ground, he said: “Sir, if it please you, do not One of them said, “I will return to you about go on past your servant.7. How Let did some God respondwater be to Sarah?this time next year, and Sarah will then have brought, that you may ______bathe your feet, and a son.” Sarah was listening at the entrance decoration. This icon was done in the 1300s then rest under the tree. Now that you have of the tent, just behind him. Now Abraham come to your servant, ______let me bring you a little and Sarah were old, advanced in years. ... But food, that you may refresh yourselves; and the LORD said to Abraham: “Why did Sarah in Constantinople. afterward you may go on your way.” “Very laugh and say, ‘Will I really bear a child, old well,” they replied, “do as you have said.” as I am?’ Is anything too marvelous for the LORD to do? At the appointed time, about this Abraham hurried into the tent to Sarah and time next year, I will return to you, and Sarah said, “Quick, three measures of bran fl our! will have a son.” Sarah lied, saying, “I did not Knead it and make bread.” He ran to the herd, C. Next ask students to turn to The Lord laugh,” because she was afraid. But he said, SAMPLEpicked out a tender, choice calf, and gave it “Yes, you did.”

Appears to Abraham (page 102). Have them 1. How did God appear to Abraham? ______2. What do you think these three men represent? ______work individually to read the story of the 3. What did Abraham do for the Lord when the Lord appeared to him? ______Lord appearing to Abraham and Abraham’s ______4. How can welcoming someone into your life open up the possibility of having a friendship with him or her? hospitality and answer the questions. ______

______D. When your students have completed the Abraham Receiving the Three Angels, by Bartolomé esteban Murillo. 102 worksheet, review and discuss the correct 103 answers.

Session 15: God Calls Abraham 231 SESSION PLAN

E. Then ask students to turn back to the turn to The Hospitality of Abraham Icon and ask them the following questions: ӹӹ How does this icon illustrate the story from Genesis that you just read? This icon depicts when the Lord, appearing as three men, visited Abraham. Abraham served them a meal, and they promised that Abraham and Sarah would have a child. ӹӹ Who are the people in this icon? Why do you think the iconographer might have chosen to depict the Lord, appearing as three men, with wings? The three young men, representing the Lord, are seated and wearing red. Abraham and Sarah are standing and wearing black. About the wings, accept reasoned answers. Answers may include perhaps to show that they are from Heaven, perhaps to show they are divine. EXPLAIN to your students that one year later, just as the Lord had promised, Sarah and Abraham had a baby boy, and they named him Isaac. Their son was just one fulfilled promise in the whole covenant God made with Abraham. Covenants are part of divine revelation. All through the Old Testament, God speaks to His people and makes covenants with them. Every covenant reveals something new about God. And in each covenant, God makes amazing promises to His people. God is a Father who keeps every promise that He makes because He loves us.

Activity 4

A. Ask your students why they think we have names. Accept reasoned answers, which may include in order to identify ourselves, to be able to tell ourselves apart from one another, to represent something special, and so forth. B. Ask your students if they know what their names mean. Call on students to share the meaning of their names (for example, if a student’s name is “Michael,” it means “who is like God?”). Share the meaning of your name with your students as well. C. Then ask your students if they know why they were given the names they were given. Call on students to share why they SAMPLEwere named what they are named (for example, perhaps they were named after a grandparent or after a flower that a parent particularly likes). Share with your students why you are named what you are named (if you know). EXPLAIN to your students that although sometimes our names today have a lot of personal meaning, especially if we are named after a deceased family member, sometimes the names we have were given to us simply because our parents liked the sound of them. Sometimes they have no personal meaning to us at all. In ancient times, names had a far deeper meaning than they often do today. A person’s name represented his or her essence — who the person was at the very core of his or her being. A person’s name said something very important about who that person was and what he or she would do.

232 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

ӹӹ Give the example of Jesus’ name. Ask your students if anyone knows what the name Jesus means? Jesus means “God saves.” ӹӹ Ask your students why Jesus’ name is very important and is far more than a label or a form of identification. Jesus is God, and He saved us by dying on the Cross and rising from the dead. Therefore, His name speaks to who He is and what He did. D. Continue to explain that sometimes, in the Bible, God changes a person’s name so that the name will better reflect who that person is and what he or she has done or will do. Ask your students if anyone can think of an example from the Bible of when God changed someone’s name. Some common examples include Peter (formerly Simon) which means “rock” and reflected how Peter would be the “rock” on which Jesus would build His Church, in other words, Peter would become the first Pope. Another example is Jacob, whose name God changed to Israel, which means “He who wrestles with God.” One night, Jacob wrestled with an angel in the wilderness and nearly won. Because he was bold enough to contend with God, and because he would become the founder of God’s Chosen People who would “wrestle” with Him throughout history, God changed his name. (Note: One common example students may give is Paul/Saul. God did not, in fact, change his name. Paul legally possessed both names as a dual Roman (Paul) and Jewish (Saul) citizen.) E. Ask your students to recall what Abraham’s name was when we first encounter him in Scripture and if they remember what his name means. Abram, which means “father of many.” EXPLAIN to your students that there was great irony in Abraham’s original name, Abram. Abram and his wife were old and had never been able to have children. Therefore, Abram and his wife did not have an heir — someone to inherit their land and possession and titles after they died. Abram and his wife knew they needed an heir, so Sarai came up with a plan. She gave to Abram her maidservant so that he could have a child with her instead and then adopt him as his heir. Abram agreed to this plan and had a son with Sarai’s maidservant, whom he named Ishmael. God was not pleased that Abram and Sarai had taken matters into their own hands instead of having faith in Him. Even so, God promised Abram, even in his old age, that he would be the father of a great nation of people, that kings would descend from him, and that his many descendants would bless the entire world. SAMPLE Abraham’s Son Directions: Read the story of God’s promise to Abraham that he would3. Abraham’s have a son wife’s to be name his heir is Sarai. from WhatGenesis does 17:1-22; God change her name to? ______21:1-3, then complete the questions that follow. F. Have students turn to Abraham’s Son (page 104). 4. What does God promise He will do for Sarai? ______hen Abram was ninety-nine years old, be Sarah. I will bless her, and I will give you a Wthe LORD appeared ______to Abram and said: son by her. Her also will I bless; she will give Have your students work individually or with a partner “I am God the Almighty. Walk in my presence rise to nations, and rulers of peoples will issue and be blameless.5. Between What does you Godand metell IAbraham will hisfrom son’s her.” name Abraham will be? fell Whatfacedown does and He laughedpromise Abraham’s son? establish my covenant, and I will multiply you as he said to himself, “Can a child be born to ______exceedingly.” Abram fell face down and God a man who is a hundred years old? Can Sarah to read the story of God’s promise to Abraham that he said to him: “For my ______part, here is my covenant give birth at ninety?” So Abraham said to God, with you: you are to become the father of a “If only Ishmael could live in your favor!” God multitude of nations.6. How No longerdid God will come you throughbe withreplied: His promises“Even so, toyour Abraham? wife Sarah is to bear called Abram; your name will be Abraham, for you a son, and you shall call him Isaac. It is ______would have a son to be his heir and to complete the I am making you the father of a multitude of with him that I will maintain my covenant as an nations. I will make you ______exceedingly fertile; I everlasting covenant and with his descendants will make nations of you; kings will stem from after him. Now as for Ishmael, I will heed you: you. I will maintain my ______covenant between I hereby bless him. I will make him fertile and questions. me and you and your descendants after will multiply him exceedingly. He will become you throughout the ages as an everlasting the father of twelve chieftains, and I will make covenant, to be your God and the God of of him a great nation. But my covenant I will Reﬂ ection Question your descendants after you. I will give to maintain with Isaac, whom Sarah shall bear you and to your descendantsDescribe aftera time you that the you had faithto you in by God this and time He next came year.” through When with he had His promises to land in which you areyou. Was it easy or diffi cult to put your complete faith in God? Why or why not? now residing as aliens, fi nished speaking with Abraham, God departed G. When your students have completed the worksheet, the whole land of Canaan, as a permanent from him. ______possession; and I will be their God.” God The LORD took note of Sarah as he had said said to Abraham: “For your ______part, you and he would; the LORD did for her as he had your descendants after you must keep my promised. Sarah became pregnant and bore review and discuss the correct answers. covenant throughout the ______ages.” Abraham a son in his old age, at the set time God further said to Abraham: ______“As for Sarai that God had stated. Abraham gave the name your wife, do not call her Sarai; her name will Isaac to this son of his whom Sarah bore him. ______1. How old was Abram when God appeared to him in this story? ______2. What does the name Abram mean? What does God change his name to? What does his new name mean? ______

______

______104

105

Session 15: God Calls Abraham 233 SESSION PLAN

H. Conclude by pointing out that even though Abraham was 100 and Sarah was in her 90s, against all seeming odds, God kept His promise to provide Abraham with an heir in order to fulfill His oath, and sure enough Isaac was born to Abraham and Sarah. God is a Father who keeps His promises to us. And to make sure we know this, He enters into a covenant with us, not because He needs to, but because He loves us and wants us to be His sons and daughters so that we may receive His love and may love and trust Him in return.

SAMPLE

Get Ready for the Next Session Photocopy and cut out the strips on Isaac and Christ Strips (page 261 in this guide), enough for each pair or trio of students to receive a set. Review the upcoming session.

234 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. He is the father of all who believe God Chooses Abraham Reading Guide because of his

obedience to God. Directions: Read the reading guide below and answer the questions as you go. 2. Belief in one God. “Father of all who believe” 3. Ur of the Abraham is one of the most important people in the Bible. The Catechism of the Catholic Church calls him “the father of all who believe” (146) because of his obedience to God. The three Chaldeans (which great monotheistic religions of the world are Judaism, Christianity, and Islam, which are all descended from Abraham. Monotheism means belief in one God. is in modern-day Iraq). 1. Why is Abraham one of the most important people in the Bible? ______

4. The Land of ______Canaan (which 2. What does monotheism mean? ______is modern-day Israel). “Father of many” When we fi rst meet Abraham in the Bible, he is called Abram, which means “father of many.” God will later change his name to Abraham, which means “father of a great many” as a sign of 5. Haran (which the covenant God makes with him. Unfortunately, at this point in his life, which was likely in his is in modern- middle age, Abram had no children — his wife, Sarai, was barren. That means she could not have any children.

day Turkey, Abram and his family were from a city called Ur, which is in modern-day Iraq. Ur was a wealthy about halfway to trading city. At the beginning of Abram’s story, he and his family leave their homeland to travel to the land of Canaan, which is in modern-day Israel. This land will be very important in the Canaan). rest of Salvation History. It is the land God promises to give to His people — the Promised Land. Abram and his family, however, settle in a place called Haran, in modern-day Turkey, about halfway to Canaan. There, Abram’s father dies, as well as one of his brothers. Abram becomes the head of his family and also very wealthy.

3. Where was Abram’s family originally from? ______

4. Where did Abram and his family intend to go after they left their homeland?

______

5. Where did Abram and his family end up settling? ______SAMPLE 97

Session 15: God Calls Abraham 235 Answer Key 6. To gather

together “Father of a multitude of nations” scattered The Catechism of the Catholic Church no. 59 tells us that “in order to gather together scattered humanity God calls Abram from his country, his kindred and his father’s house, and makes him humanity. Abraham, that is, ‘the father of a multitude of nations.’ ‘In you all the nations of the earth shall be blessed.’” 7. They would be 6. Based on the above Catechism passage, what was God’s purpose in calling Abram? blessed. ______

______

7. Through Abram, what would happen to all the nations?

______

Die Bibel in Bildern, by Julius Schnorr von Carolsfeld. 98SAMPLE

236 © SOPHIA INSTITUTE FOR TEACHERS God’s Threefold Promise to Abram

Directions: Using the Genesis readings as a reference, answer the questions that follow, then use the answers to fi ll in the diagram below.

1. What are the three promises God makes to Abram in Genesis 12:1-3?

______

2. What promise is God affi rming and raising to the level of a covenant in Genesis 15:18?

______

3. What covenant later in Salvation History fulfi lls this promise?

______

4. What promise is God affi rming and raising to the level of a covenant in Genesis 17:6?

______

5. What covenant later in Salvation History fulfi lls the promise from Genesis 17?

______

6. What promise is God reinforcing and elevating to the level of a covenant in Genesis 22:17-18?

______

7. What covenant later in Salvation History fulfi lls the promise from Genesis 22?

______

8. Why does it makeSAMPLE sense to say that the promises made to Abraham begin God’s plan of salvation?

______

Session 15: God Calls Abraham 237 100

God’s Threefold Blessing to Abram (Genesis 12:1-3)

Promises TEACHERS INSTITUTE FOR © SOPHIA

Covenants

(What chapter?)

SAMPLE Guided Discussion (page 244 in this guide) Catechist Resource: God’s Threefold Promise to Abram Threefold to Abram Promise God’s See Catechist Resource: Fulfi lled 238 Se ssion 101 15:G The Hospitality of Abraham Icon od BY UNKNOWN ARTIST (C. 1375–1400). C alls A braham SAMPLE

Benaki Museum, Athens, Greece. 239 Answer Key 1. As three men who were traveling. The Lord Appears to Abraham 2. The Blessed Trinity — God the Directions: Read the story of how the Lord appeared to Abraham and promised him a son in his old age from Genesis 18, then answer the questions that follow. Father, God the

Son, and God the he LORD appeared to Abraham by the oak to a servant, who quickly prepared it. Then he Tof Mamre, as he sat in the entrance of his got some curds and milk, as well as the calf Holy Spirit. tent, while the day was growing hot. Looking that had been prepared, and set these before up, he saw three men standing near him. them, waiting on them under the tree while 3. He bowed to the When he saw them, he ran from the entrance they ate. “Where is your wife Sarah?” they of the tent to greet them; and bowing to the asked him. “There in the tent,” he replied. Lord and then ground, he said: “Sir, if it please you, do not One of them said, “I will return to you about got some water go on past your servant. Let some water be this time next year, and Sarah will then have brought, that you may bathe your feet, and a son.” Sarah was listening at the entrance for them to bathe then rest under the tree. Now that you have of the tent, just behind him. Now Abraham come to your servant, let me bring you a little and Sarah were old, advanced in years. ... But their feet, gave food, that you may refresh yourselves; and the LORD said to Abraham: “Why did Sarah afterward you may go on your way.” “Very laugh and say, ‘Will I really bear a child, old them a spot under well,” they replied, “do as you have said.” as I am?’ Is anything too marvelous for the LORD to do? At the appointed time, about this a tree to rest, and Abraham hurried into the tent to Sarah and time next year, I will return to you, and Sarah said, “Quick, three measures of bran fl our! brought them will have a son.” Sarah lied, saying, “I did not Knead it and make bread.” He ran to the herd, laugh,” because she was afraid. But he said, picked out a tender, choice calf, and gave it food to refresh “Yes, you did.” them. 1. How did God appear to Abraham? ______

4. Answers may 2. What do you think these three men represent? ______include that once 3. What did Abraham do for the Lord when the Lord appeared to him? you spend time ______with and talk ______with a person, 4. How can welcoming someone into your life open up the possibility of having a friendship with him or her? you might both ______

find that you ______enjoy each other’s company 102 and want to be friends, and you might grow to SAMPLE trust that person.

240 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 5. She would give

birth to a son by 5. What did the Lord promise Sarah? the same time ______

next year. ______

6. She laughed and 6. How did Sarah respond to the promise of a child? ______questioned what ______the Lord said. 7. How did God respond to Sarah? 7. He asked her, ______

“Is anything too ______marvelous for the Lord to do” and promised her that it would happen as He said.

Abraham Receiving the Three Angels, by Bartolomé esteban Murillo. SAMPLE 103

Session 15: God Calls Abraham 241 Answer Key 1. 99. 2. Abram means Abraham’s Son “father of many.” Directions: Read the story of God’s promise to Abraham that he God changes would have a son to be his heir from Genesis 17:1-22; his name to 21:1-3, then complete the questions that follow. Abraham, which hen Abram was ninety-nine years old, be Sarah. I will bless her, and I will give you a means “father Wthe LORD appeared to Abram and said: son by her. Her also will I bless; she will give “I am God the Almighty. Walk in my presence rise to nations, and rulers of peoples will issue of a multitude.” and be blameless. Between you and me I will from her.” Abraham fell facedown and laughed establish my covenant, and I will multiply you as he said to himself, “Can a child be born to A multitude is a exceedingly.” Abram fell face down and God a man who is a hundred years old? Can Sarah great many. said to him: “For my part, here is my covenant give birth at ninety?” So Abraham said to God, with you: you are to become the father of a “If only Ishmael could live in your favor!” God multitude of nations. No longer will you be replied: “Even so, your wife Sarah is to bear called Abram; your name will be Abraham, for you a son, and you shall call him Isaac. It is I am making you the father of a multitude of with him that I will maintain my covenant as an nations. I will make you exceedingly fertile; I everlasting covenant and with his descendants will make nations of you; kings will stem from after him. Now as for Ishmael, I will heed you: you. I will maintain my covenant between I hereby bless him. I will make him fertile and me and you and your descendants after will multiply him exceedingly. He will become you throughout the ages as an everlasting the father of twelve chieftains, and I will make covenant, to be your God and the God of of him a great nation. But my covenant I will your descendants after you. I will give to maintain with Isaac, whom Sarah shall bear you and to your descendants after you the to you by this time next year.” When he had land in which you are now residing as aliens, fi nished speaking with Abraham, God departed the whole land of Canaan, as a permanent from him. possession; and I will be their God.” God The LORD took note of Sarah as he had said said to Abraham: “For your part, you and he would; the LORD did for her as he had your descendants after you must keep my promised. Sarah became pregnant and bore covenant throughout the ages.” Abraham a son in his old age, at the set time God further said to Abraham: “As for Sarai that God had stated. Abraham gave the name your wife, do not call her Sarai; her name will Isaac to this son of his whom Sarah bore him.

1. How old was Abram when God appeared to him in this story? ______

2. What does the name Abram mean? What does God change his name to? What does his new name mean?

______

______104SAMPLE

242 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 3. Sarah.

4. He will bless her 3. Abraham’s wife’s name is Sarai. What does God change her name to? ______and give her a 4. What does God promise He will do for Sarai? ______son by Abram, ______she will give rise to nations, and 5. What does God tell Abraham his son’s name will be? What does He promise Abraham’s son? ______rulers will be ______descended from her. 6. How did God come through with His promises to Abraham? ______

5. Isaac. God will ______

maintain His ______everlasting

covenant with Reﬂ ection Question him. Describe a time that you had faith in God and He came through with His promises to you. Was it easy or diffi cult to put your complete faith in God? Why or why not?

6. Sarah became ______

pregnant and ______

gave birth to a ______

son, whom they ______

named Isaac, ______

when God said it ______would happen. ______

______

Reflection Question: ______

Accept reasoned answers. SAMPLE 105

Session 15: God Calls Abraham 243 CATECHIST RESOURCE God’s Threefold Promise to Abram Guided Discussion

Directions: Using the Genesis readings as a reference, work through the following questions together with your students and complete the graphic organizer.

1. What are the three promises God makes to Abram in Genesis 12:1-3?

The LORD said to Abram: “Go forth from your land, your relatives, and from your father’s house to a land that I will show you. I will make of you a great nation, and I will bless you; I will make your name great, so that you will be a blessing. I will bless those who bless you and curse those who curse you. All the families of the earth will find blessing in you.”

ӹӹ He will make of Abram a great nation and bless him. In order to be a nation, you need land. So let’s call this first promise“Land/Nation.” ӹӹ He will make Abram’s name great. To have a “great name” means to be a dynasty. A dynasty is a line of kings. So let’s call this second promise “Name/Dynasty.” ӹӹ He will bless all the families of the earth through him. Let’s call this third promise “Worldwide Blessing.” ӹӹ Add the three promises to the graphic organizer together with your students.

2. What promise is God affirming and raising to the level of a covenant in Genesis 15:18?

On that day the LORD made a covenant with Abram, saying: “To your descendants I give this land, from the WadiSAMPLE of Egypt to the Great River, the Euphrates.” ӹӹ God is affirming and aisingr to the level of a covenant His first promise to Abraham, “Land/Nation.” ӹӹ Add Genesis 15:18 to the graphic organizer together with your students.

3. What covenant later in salvation history fulfills this promise?

ӹӹ God’s covenant with Moses in which God promises Moses that He will lead the Israelites out of slavery in Egypt to the Promised Land, where they will become a great nation. ӹӹ Add Mosaic Covenant to the graphic organizer together with your students.

244 © SOPHIA INSTITUTE FOR TEACHERS 4. What promise is God affirming and raising to the level of a covenant in Genesis 17:6?

I will make you exceedingly fertile; I will make nations of you; kings will stem from you.

ӹӹ God is affirming and aisingr to the level of a covenant His second promise to Abraham, “Name/Dynasty.”

5. What covenant later in salvation history fulfills the promise from Genesis 17?

ӹӹ God’s covenant with David, in which God promises David that he will be son to Him and that he will the first in a line of great kings, a dynasty. ӹӹ Add Davidic Covenant to the graphic organizer together with your students.

6. What promise is God reinforcing and elevating to the level of a covenant in Genesis 22:17-18?

I will bless you and make your descendants as countless as the stars of the sky and the sands of the seashore; your descendants will take possession of the gates of their enemies, and in your descendants all the nations of the earth will find blessing, because you obeyed my command.

ӹӹ God is affirming and aisingr to the level of a covenant His third promise to Abraham, “Worldwide blessing.”

7. What covenant later in salvation history fulfills the promise from Genesis 22?

ӹӹ The New Covenant in Jesus Christ, by which Jesus, the Son of God, fulfills all the previous covenants in Salvation History and blesses the world with salvation from sin, won by His sacrifice on the Cross, His Resurrection from the dead, and His Ascension into Heaven. ӹӹ Add New Covenant to the graphic organizer together with your students.

8. Why does it make sense to say that the promises made to Abraham begin God’s plan of salvation? SAMPLE ӹӹ The covenants before God’s covenant with Abraham began to prepare God’s people for salvation. Every covenant that follows the covenant with Abraham is a result of a promise God made to Abraham. Therefore, this covenant points the way forward to salvation, which is ultimately accomplished in Christ.

Session 15: God Calls Abraham 245 Notes ______

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______SAMPLE ______

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246 © SOPHIA INSTITUTE FOR TEACHERS SESSION 16 Isaac

What students will learn: What students will do: ӹӹ God called Abraham to sacrifice his ӹӹ Look at sacred art. only son, Isaac, asSAMPLE a test of his faith. ӹӹ Do an in-depth study of the Sacrifice ӹӹ The sacrifice of Isaac foreshadows of Isaac. Christ’s sacrifice. ӹӹ Match Isaac and Christ strips. ӹӹ Isaac is a type of Christ. ӹӹ Write a plot summary of the story of ӹӹ Prayer was a central part of the Isaac and Rebekah. story of Isaac marrying Rebekah.

247 Session at a Glance

Workbook pages your students will complete: ӹӹ Sacrifice of Isaac(page 106) ӹӹ God Keeps His Promises: Isaac and ӹӹ The Sacrifice of Isaac Reading Guide Christ (page 109) (page 107) ӹӹ The Story of Isaac and Rebekah (page 110)

Other materials you will need: ӹӹ Catechist Resource: Isaac and Christ Strips (page 261 in this guide)

Vocabulary your students will learn: ӹ ӹ Typology/Type: Someone or something in Salvation History that foreshadows or points forward to a later person or thing in Salvation History.

Prayer for this session:SAMPLE Our Father in Heaven, please hear our always here with us. Help us to call on you prayers. We invite you into our lives and into using the words your Son taught us: Our our hearts. Thank you for loving us. You are Father who art in Heaven. Amen.

248 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Note: Before class, photocopy and cut out the strips on Catechist Resource: Isaac and Christ Strips (page 261 in this guide), enough for each pair or trio of students to receive a set.

Warm-Up

A. Begin with the prayer for this session. 106 B. Have students turn to the Sacrifice of Isaac Sacrifi ce of Isaac (page 106). Give students several minutes to BY CARAvAGGIO (17TH CeNTURY) quietly view both works of art before you say or ask anything. C. Then ask students the following questions:

ӹӹ Who is the man in both paintings? Abraham. (earlier painting) (Later painting) Uffi zi Gallery, Florence, Italy. Piasecka-Johnson Collection, Princeton, New Jersey. ӹӹ Who is the boy whose head the man is holding? Isaac. ӹӹ Who is the figure on the left? An angel. ӹӹ What type of animal is in the painting? A ram or sheep. ӹӹ Both paintings are of the same event by the same artist. What similarities and differences do you see between the paintings? ӹӹ Why do you think the artist (Caravaggio) painted the same scene twice in different ways? ӹӹ The Catechism of the Catholic Church calls Abraham the Father of Faith. How is this title fitting in light of these two paintings? EXPLAIN to your studentsSAMPLE that these paintings depict the story of when God called Abraham to sacrifice his son Isaac. Remind your students that Abraham and his wife, Sarah, were in their old age and had no children. And then God blessed them with a son, Isaac, to be their heir, inheritor of all of the promises God had made to Abraham. This was truly a miracle, and in the ancient world, a blessing similar to winning the lottery! To have a son, an heir, to carry on one’s name after one was dead and gone, someone to continue one’s legacy, was one of the most important things to the ancient person, and Abraham and his wife were finally blessed in abundance. But then God asked Abraham to sacrifice his son. Beyond simply the horror of sacrificing his own child, this also meant giving up all the promises God had made to Abraham — land/nation, kingship/name, and a worldwide blessing. God was, in essence, asking Abraham to sacrifice everything. God had promised Abraham that his descendants would be as numerous as the stars in the sky. So when God asked Abraham to give up his only son, God was testing Abraham to see if he would have faith in His promise even though it seemed impossible.

Session 16: Isaac 249 SESSION PLAN

Activity 1 The Sacrifi ce of Isaac Reading Guide

Directions: Read the story of the sacrifi ce of Isaac from Genesis 22:1-18 in your Bibles and 9. What did Abraham offer as a sacrifi ce instead of his son? answer the questions. ______A. H ave your students turn to The Sacrifice of 10. What did God promise to Abraham because of his faith? 1. What did God ask Abraham to do? Why? ______Isaac Reading Guide (page 107) and, working ______2. What did Abraham do in response to God’s calling? ______individually or with a partner, read the story of ______the sacrifice of Isaac from Genesis 22 in their 3. What did Abraham place on his son Isaac’s back? ______4. What did Isaac ask his father? ______Bibles. 5. How did Abraham answer his son’s question?

______

6. An alternate translation of Abraham’s answer to Isaac’s questions is “God will provide Himself, the sheep for the offering.” What do you think Abraham might have meant by “God B. When your students have completed The will provide Himself”? As Christians, what event can we interpret Abraham’s answer as foreshadowing? ______Sacrifice of Isaac Reading Guide, review and ______7. Although he doesn’t speak, what can we learn from the way Isaac responds to his father? discuss the correct answers. ______

______

8. At the last moment before Abraham was about to slaughter his son, what happened? C. H ave students turn back to Sacrifice of Isaac ______and discuss with them how the paintings

107 illustrate the story of the sacrifice of Isaac.

108

D. Here you may want to acknowledge that this story is hard to read/listen to. It is a scary story. Students may feel that God was being mean or manipulative by demanding such a terrible sacrifice from Abraham. If students comment along these lines, acknowledge such a reaction is understandable, but that it doesn’t take into account the whole story. Whenever we read Scripture, we should look for what God wants us to know about our salvation. In this story, we should focus on how Isaac’s obedience to his father is a preview of Jesus’ obedience to His Father, God. Just as Abraham was willing to sacrifice his only beloved son, God, our Father in Heaven, sacrificed His only beloved Son, Jesus, for us on the Cross. Through this story of Abraham and Isaac, we learn about God’s plan to save us from sin later in history.

Activity 2 A. Read aloud to your studentsSAMPLE John 3:16: For God so loved the world that he gave his only Son, that everyone who believes in him might not perish but might have eternal life. B. Ask your students the following questions: ӹӹ What does this passage from John’s Gospel tell us is the reason God sent His only son into the world? Because He loved us. ӹӹ What does this passage tell us would be accomplished by God’s sending His son? That whoever believes in Him will not perish but will have eternal life. ӹӹ This is one of the most well-known passages from the Bible. Why do you think it is so well known? Accept reasoned answers.

250 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

EXPLAIN to your students that God loves us so much that He sent His only Son, Jesus Christ, into the world, and He became man, just like us. He sacrificed Himself on our behalf and was crucified as the innocent lamb so that we might be saved. The story of the sacrifice of Isaac is in many ways similar to how God sacrificed His only Son. In fact, the Church has always understood the story of the sacrifice of Isaac as a foreshadowing of Christ’s own sacrifice. C. Remind students of the definition of typology that they learned earlier in the year: the study of how persons, places, things, or ideas earlier in Salvation History foreshadow or point forward to persons, places, things, or ideas later in salvation history. D. Remind them also of the definition of the word type: in typology, the earlier person, place, thing, or idea is called a type. E. Continue to explain to your students that, given these definitions of typology and type, we can clearly see that the story of the sacrifice of Isaac, and even Isaac himself, are types of Jesus’ sacrifice on the Cross and Jesus Himself. The story of the sacrifice of Isaac foreshadows Jesus’ own sacrifice for our salvation. F. Put students into pairs or trios and distribute

Catechist Resource: Isaac and Christ Strips to God Keeps His Promises: Isaac and Christ

each group. Have each group use their strips to Directions: In Scripture, a “type” is a person or thing in the Old Testament that foreshadows a person or thing in the New Testament. Isaac is a type of Jesus Christ. Complete the complete God Keeps His Promises: Isaac and chart below by matching the strips showing how Christ fulfi lls the sacrifi ce of Isaac. Christ (page 109). Note: Consider having your Sacrifi ce of Isaac Sacrifi ce of Christ students refer back to Genesis 22:1-18 to complete this activity. G. After your students have completed God Keeps His Promises: Isaac and Christ, review and discuss the correct answers. Then ask the following questions: ӹӹ How does seeing the connections between the sacrifice of IsaacSAMPLE and the sacrifice of Christ help us to understand better God’s mercy and His promises to us? 109 ӹӹ How does knowing this story and how it is fulfilled increase your faith in God and your trust in His mercy?

Session 16: Isaac 251 SESSION PLAN

Activity 3

A. Ask your students the following questions: ӹӹ How do people today meet the person who will become their spouse? Accept reasoned answers. ӹӹ How would you feel if your parents were to choose your spouse for you? Accept reasoned answers. ӹӹ Do you think it is important to pray that God will lead you to your future spouse? Why or why not? Accept reasoned answers.

EXPLAIN to your students that when it was time for Isaac to get married, Abraham sent his servant to choose a wife for him. Abraham trusted God to guide his servant to the right woman; Abraham’s servant prayed to God before he met the woman who would be Isaac’s wife, and, after he met her, he gave thanks to God for leading him to her. Although the way in which Isaac met his wife might seem strange to us today, by our current standards, the most important thing to recognize is that prayer was a part of things every step of the way. The same should be true for our dating and married relationships today. We should invite God to be a part of relationships, to keep us holy and pure, to bless our relationships, and to make them holy and fruitful and devoted to serving Him. And, as we’ve seen so many times in the story of Abraham and his family, God rewards our faith in Him. B. Have students turn to The Story of Isaac and The Story of Isaac and Rebekah Rebekah (page 110). Have your students,

and two goldDirections: bracelets weighingRead the tenstory shekels of how Isaacbefore found the his LORD. wife, Rebekah,53Then he from brought Genesis out 24:1-32, for her wrists. 23Then he49-67, asked andher: complete “Whose the plot-summaryobjects of silver chart and that gold follows and clothing by summarizing and the daughter are you? Tell me,important please. Andevents is that happenedpresented in each them set to of Rebekah; passages. he also gave working with a partner, read the story of there a place in your father’s house for us costly presents to her brother and mother. to spend the night?” 24She answered: “I am 54After he and the men with him had eaten Plot Summary Chart braham was old, having seen many days, said: “LORD, God of my master Abraham, let the daughter of Bethuel the son of Milcah, and drunk, they spent the night there. and the LORD had blessed him in every it turn out favorably for me today and thus whom sheA bore to Nahor. 25We have plenty When they got up the next morning, he said, Verses Eventsway. 2Abraham said to the senior servant deal graciously with my master Abraham. 55 Isaac and Rebekah from Genesis 24 (on the of straw and fodder,” she added, “and also “Allow me to return to my master.” Her of his household, who had charge of all his 13While I stand here at the spring and the 1-5 a place to spend the night.” 26The man then brother and mother replied, “Let the young possessions: “Put your hand under my thigh, daughters of the townspeople are coming out Verses Eventsknelt and bowed down to the LORD, 27saying: woman stay with us a short while, say ten 3and I will make you swear by the LORD, the to draw water, 14if I say to a young woman, “Blessed be the LORD, the God of my master days; after that she may go.” 56But he said to 49-51 God of heaven and the God of earth, that ‘Please lower your jug, that I may drink,’ and Abraham, who has not let his kindness and them, “Do not detain me, now that the LORD worksheet) and complete the Isaac-and- you will not take a wife for my son from the she answers, ‘Drink, and I will water your fi delity toward my master fail. As for me, the has made my journey successful; let me go 6-9 daughters of the Canaanites among whom camels, too,’ then she is the one whom you LORD has led me straight to the house of my back to my master.” 57They answered, “Let I live, 4but that you will go to my own land have decided upon for your servant Isaac. master’s brother.” 28Then the young woman us call the young woman and see what she and to my relatives to get a wife for my son In this way I will know that you have dealt ran off and told her mother’s household herself has to say about it.” 58So they called 52-54 Isaac.” 5The servant asked him: “What if the graciously with my master.” 15He had scarcely 29 Rebekah plot-summary chart. what had happened. Now Rebekah had a Rebekah and asked her, “Will you go with this woman is unwilling to follow me to this land? fi nished speaking when Rebekah — who was brother named Laban. Laban rushed outside man?” She answered, “I will.” 59At this they 10 Should I then take your son back to the born to Bethuel, son of Milcah, the wife of to the man at the spring. 30When he saw the sent off their sister Rebekah and her nurse land from which you came?” 6Abraham told Abraham’s brother Nahor — came out with a nose-ring and the bracelets on his sister’s with Abraham’s servant and his men. 60They him, “Never take my son back there for any jug on her shoulder. 16The young woman was 55-58 arms and when he heard Rebekah repeating blessed Rebekah and said: “Sister, may you reason! 7The LORD, the God of heaven, who very beautiful, a virgin, untouched by man. what the man had said to her, he went to grow into thousands of myriads; And may took me from my father’s house and the land She went down to the spring and fi lled her C. W hen your students have completed the plot 11-14 him while he was standing by the camels at your descendants gain possession of the of my relatives, and who confi rmed by oath jug. As she came up, 17the servant ran toward the spring. 31He said: “Come, blessed of the gates of their enemies!” 61Then Rebekah and the promise he made to me, ‘I will give this her and said, “Please give me a sip of water LORD! Why are you standing outside when I her attendants started out; they mounted 59-61 land to your descendants’ — he will send his from your jug.” 18“Drink, sir,” she replied, and have made the house ready, as well as a place the camels and followed the man. So the angel before you, and you will get a wife for quickly lowering the jug into her hand, she 32 for the camels?” The man8 then went inside; servant took Rebekah and 19went on his way. summary, briefly review and discuss the story 15-19 my son there. If the woman is unwilling to gave him a drink. When she had fi nished and while the camels were being unloaded 62Meanwhile Isaac had gone from Beer-lahai- follow you, you will be released from this oath giving him a drink, she said, “I will draw water and provided with straw and fodder, water roi and was living in the region of the Negeb. to me. But never take my son back there!” for your camels, too, until they have fi nished 62-66 was brought to bathe his feet and the feet 63One day toward evening he went out to 9So the servant put his hand under the thigh drinking.” 20With that, she quickly emptied of the men who were with him. [Abraham’s walk in the fi eld, and caught sight of camels of his master Abraham and swore to him her jug into the drinking trough and ran back of Isaac and Rebekah and answer any questions servant said…] 49“Now, if you will act with approaching. 64Rebekah, too, caught sight of 20-21 concerning this matter. 10The servant then to the well to draw more water, until she kindness and fi delity toward my master, let Isaac, and got down from her camel. 65She took ten of his master’s camels, and bearing had drawn enough for all the camels. 21The me know; but if not, let me know that too. I asked the servant, “Who is the man over all kinds of gifts from his master, he made his man watched her the whole time, silently 67 can then proceed accordingly.” 50Laban and there, walking through the fi elds toward us?” way to the city of Nahor in Aram Naharaim. waiting to learn whether or not the LORD Bethuel said in reply: “This thing comes from “That is my master,” replied the servant. Then your students might have. 11Near evening, at the time when women had made his journey successful. 22When the 22-27 the LORD; we can say nothing to you either she took her veil and covered herself. 66The SAMPLE go out to draw water, he made the camels camels had fi nished drinking, the man took for or against it. 51Here is Rebekah, right in servant recounted to Isaac all the things kneel by the well outside the city. 12Then he out a gold nose-ring weighing half a shekel, front of you; take her and go, that she may he had done. 67Then Isaac brought Rebekah become the wife of your master’s son, as the into the tent of his mother Sarah. He took LORD110 has said.” 52When Abraham’s servant Rebekah as his wife. Isaac loved her and 28-32 heard their answer, he bowed to the ground found solace after the death of his mother.

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Get Ready for the Next Session Review the upcoming session.

252 © SOPHIA INSTITUTE FOR TEACHERS Se ssion 106 16:I saac

Sacrifi ce of Isaac SAMPLEBY CARAvAGGIO (17TH CeNTURY)

(earlier painting) (Later painting) Uffi zi Gallery, Florence, Italy. Piasecka-Johnson Collection, Princeton, New Jersey. 253 Answer Key 1. He asked Abraham to The Sacrifi ce of Isaac Reading Guide take his son,

Isaac, to the Directions: Read the story of the sacrifi ce of Isaac from Genesis 22:1-18 in your Bibles and land of Moriah answer the questions.

and offer him 1. What did God ask Abraham to do? Why? up as a burnt ______offering. He ______

asked this of 2. What did Abraham do in response to God’s calling? Abraham to ______“put him to ______

the test.” 3. What did Abraham place on his son Isaac’s back? ______

4. What did Isaac ask his father? ______2. The next 5. How did Abraham answer his son’s question? morning, he ______saddled his 6. An alternate translation of Abraham’s answer to Isaac’s questions is “God will provide donkey, took Himself, the sheep for the offering.” What do you think Abraham might have meant by “God will provide Himself”? As Christians, what event can we interpret Abraham’s answer as along two foreshadowing? servants and ______

his son, Isaac, ______

and wood 7. Although he doesn’t speak, what can we learn from the way Isaac responds to his father? for the burnt ______offering and ______

set out for 8. At the last moment before Abraham was about to slaughter his son, what happened? the place God ______told him to ______go.

3. Abraham told 107 his servants to stay with the donkeys while SAMPLE he and his son continued on to worship God.

4. The wood for the burnt offering.

5. “Here are the fire and the wood, but where is the sheep for the burnt offering?”

6. “God will provide the sheep for the burnt offering.”

7. It’s clear that he is obedient to his father and continues to follow him, even to death.

8. An angel of the Lord called out to him and told him not to harm his son.

254 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 9. A ram caught

by its horns in a 9. What did Abraham offer as a sacrifi ce instead of his son? ______

thicket. 10. What did God promise to Abraham because of his faith? 10. God would ______bless Abraham ______and make his ______descendants as countless as the stars of the sky and the sands of the seashore; his descendants would take possession of the gates of their enemies and all of the nations of the earth would be blessed because of them.

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Session 16: Isaac 255 God Keeps His Promises: Isaac and Christ

Directions: In Scripture, a “type” is a person or thing in the Old Testament that foreshadows a person or thing in the New Testament. Isaac is a type of Jesus Christ. Complete the chart below by matching the strips showing how Christ fulfi lls the sacrifi ce of Isaac.

Sacrifi ce of Isaac Sacrifi ce of Christ

SAMPLE

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Note: Use the original Catechist Resource page as a key to match up the strips.

256 © SOPHIA INSTITUTE FOR TEACHERS The Story of Isaac and Rebekah

Directions: Read the story of how Isaac found his wife, Rebekah, from Genesis 24:1-32, 49-67, and complete the plot-summary chart that follows by summarizing the important events that happened in each set of passages.

braham was old, having seen many days, said: “LORD, God of my master Abraham, let A and the LORD had blessed him in every it turn out favorably for me today and thus way. 2Abraham said to the senior servant deal graciously with my master Abraham. of his household, who had charge of all his 13While I stand here at the spring and the possessions: “Put your hand under my thigh, daughters of the townspeople are coming out 3and I will make you swear by the LORD, the to draw water, 14if I say to a young woman, God of heaven and the God of earth, that ‘Please lower your jug, that I may drink,’ and you will not take a wife for my son from the she answers, ‘Drink, and I will water your daughters of the Canaanites among whom camels, too,’ then she is the one whom you I live, 4but that you will go to my own land have decided upon for your servant Isaac. and to my relatives to get a wife for my son In this way I will know that you have dealt Isaac.” 5The servant asked him: “What if the graciously with my master.” 15He had scarcely woman is unwilling to follow me to this land? fi nished speaking when Rebekah — who was Should I then take your son back to the born to Bethuel, son of Milcah, the wife of land from which you came?” 6Abraham told Abraham’s brother Nahor — came out with a him, “Never take my son back there for any jug on her shoulder. 16The young woman was reason! 7The LORD, the God of heaven, who very beautiful, a virgin, untouched by man. took me from my father’s house and the land She went down to the spring and fi lled her of my relatives, and who confi rmed by oath jug. As she came up, 17the servant ran toward the promise he made to me, ‘I will give this her and said, “Please give me a sip of water land to your descendants’ — he will send his from your jug.” 18“Drink, sir,” she replied, and angel before you, and you will get a wife for quickly lowering the jug into her hand, she my son there. 8If the woman is unwilling to gave him a drink. 19When she had fi nished follow you, you will be released from this oath giving him a drink, she said, “I will draw water to me. But never take my son back there!” for your camels, too, until they have fi nished 9So the servant put his hand under the thigh drinking.” 20With that, she quickly emptied of his master AbrahamSAMPLE and swore to him her jug into the drinking trough and ran back concerning this matter. 10The servant then to the well to draw more water, until she took ten of his master’s camels, and bearing had drawn enough for all the camels. 21The all kinds of gifts from his master, he made his man watched her the whole time, silently way to the city of Nahor in Aram Naharaim. waiting to learn whether or not the LORD 11Near evening, at the time when women had made his journey successful. 22When the go out to draw water, he made the camels camels had fi nished drinking, the man took kneel by the well outside the city. 12Then he out a gold nose-ring weighing half a shekel,

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Session 16: Isaac 257 and two gold bracelets weighing ten shekels before the LORD. 53Then he brought out for her wrists. 23Then he asked her: “Whose objects of silver and gold and clothing and daughter are you? Tell me, please. And is presented them to Rebekah; he also gave there a place in your father’s house for us costly presents to her brother and mother. to spend the night?” 24She answered: “I am 54After he and the men with him had eaten the daughter of Bethuel the son of Milcah, and drunk, they spent the night there. whom she bore to Nahor. 25We have plenty When they got up the next morning, he said, of straw and fodder,” she added, “and also “Allow me to return to my master.” 55Her a place to spend the night.” 26The man then brother and mother replied, “Let the young knelt and bowed down to the LORD, 27saying: woman stay with us a short while, say ten “Blessed be the LORD, the God of my master days; after that she may go.” 56But he said to Abraham, who has not let his kindness and them, “Do not detain me, now that the LORD fi delity toward my master fail. As for me, the has made my journey successful; let me go LORD has led me straight to the house of my back to my master.” 57They answered, “Let master’s brother.” 28Then the young woman us call the young woman and see what she ran off and told her mother’s household herself has to say about it.” 58So they called what had happened. 29Now Rebekah had a Rebekah and asked her, “Will you go with this brother named Laban. Laban rushed outside man?” She answered, “I will.” 59At this they to the man at the spring. 30When he saw the sent off their sister Rebekah and her nurse nose-ring and the bracelets on his sister’s with Abraham’s servant and his men. 60They arms and when he heard Rebekah repeating blessed Rebekah and said: “Sister, may you what the man had said to her, he went to grow into thousands of myriads; And may him while he was standing by the camels at your descendants gain possession of the the spring. 31He said: “Come, blessed of the gates of their enemies!” 61Then Rebekah and LORD! Why are you standing outside when I her attendants started out; they mounted have made the house ready, as well as a place the camels and followed the man. So the for the camels?” 32The man then went inside; servant took Rebekah and went on his way. and while the camels were being unloaded 62Meanwhile Isaac had gone from Beer-lahai- and provided with straw and fodder, water roi and was living in the region of the Negeb. was brought to bathe his feet and the feet 63One day toward evening he went out to of the men who were with him. [Abraham’s walk in the fi eld, and caught sight of camels servant said…] 49“Now, if you will act with approaching. 64Rebekah, too, caught sight of kindness and fi delity toward my master, let Isaac, and got down from her camel. 65She me know; but if not, let me know that too. I asked the servant, “Who is the man over can then proceed accordingly.” 50Laban and there, walking through the fi elds toward us?” Bethuel said in reply: “ThisSAMPLE thing comes from “That is my master,” replied the servant. Then the LORD; we can say nothing to you either she took her veil and covered herself. 66The for or against it. 51Here is Rebekah, right in servant recounted to Isaac all the things front of you; take her and go, that she may he had done. 67Then Isaac brought Rebekah become the wife of your master’s son, as the into the tent of his mother Sarah. He took LORD has said.” 52When Abraham’s servant Rebekah as his wife. Isaac loved her and heard their answer, he bowed to the ground found solace after the death of his mother.

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258 © SOPHIA INSTITUTE FOR TEACHERS Answer Key v. 1-5: Abraham was old

and called his senior Plot Summary Chart servant in charge of Verses Events his household to swear 1-5 an oath to find Isaac a wife not from the pagan

Canaanites, but from his 6-9 own people. v. 6-9: Abraham told his servant not to allow 10 Isaac to leave the land of Canaan, the land 11-14 promised by God. Abraham told his servant

that an angel would go 15-19 before him to identify the woman to be Isaac’s wife, but if she refused to 20-21 come with the servant, then he would be released from his oath. 22-27 v. 10: The servant took

animals and gifts and 28-32 journeyed to the city of Nahor. v. 11-14: The servant

prayed to God to show 112 him the woman who would be Isaac’s wife. It was evening, the time of day whenSAMPLE the women came to the well to draw water. v. 15-19: A woman named Rebekah offered the servant and his animals water, in accordance with the sign the servant had asked of God in his prayer. v. 20-21: The servant watched Rebekah draw water and wondered if she was the woman he was sent to find. v. 22-27: The servant asked Rebekah her name and who her father was. He also asked if he could spend the night there. Then he knelt down and thanked God for bringing him to Rebekah, who was the daughter of Abraham’s brother.

v. 28-32: Rebekah went ahead of the servant to tell her family of what had happened and to prepare a place for him. The servant arrived and bathed his feet.

Session 16: Isaac 259 Answer Key v. 49-51: After recounting the story, the servant Verses Events asked Rebekah’s 49-51 family if he could bring her back to 52-54 be Isaac’s wife. Her family said

these events 55-58 were from God and they could not prevent 59-61 them even if they wanted to. 62-66 v. 52-54: The servant gave

thanks to God and 67 then presented gifts to Rebekah and her family. Then he spent the night. The next morning, he asked permission to leave with Rebekah. v. 55-58: 113 Rebekah’s family asked for her consent to leave SAMPLE with the servant, and she agreed to go with him. v. 59-61: Rebekah left with the servant. As she left, her family gave her a blessing so that she would have many descendants. v. 62-66: As the servant and Rebekah neared home, Rebekah saw Isaac from afar and asked who he was. She covered her face with her veil. v. 67: Isaac took Rebekah to his mother and then married her. He loved her and was comforted by her after his mother’s death.

260 © SOPHIA INSTITUTE FOR TEACHERS CATECHIST RESOURCE Isaac and Christ Strips

Directions: Copy and cut this chart into strips, shuffle the strips, and hand them out in sets to students for them to complete God Keeps His Promises: Isaac and Christ.

Sacrifice of Isaac Sacrifice of Christ

Abraham offers his beloved son. God the Father offers up His beloved Son.

Isaac carries the wood for his sacrifice. Christ carries His wooden Cross.

Isaac’s sacrifice takes place Christ’s sacrifice takes place on Golgotha, on Mount Moriah. which is a hill of Mount Moriah.

Christ submits to the Father and Isaac submits to Abraham. willingly goes to His death.

God provides the sacrifice (a ram). God provides the sacrifice (Jesus).

On the third day of their journey, Jesus conquers death and Isaac survives theSAMPLE sacrifice. rises on the third day. Isaac is bound to the wood of the altar. Jesus is nailed to a wooden Cross.

By the Holy Spirit, Jesus was Isaac is conceived with divine help. Incarnate of the Virgin Mary.

Isaac’s mother was assured of God’s Jesus’ mother was assured of God’s goodness and omnipotence. goodness and omnipotence.

Session 16: Isaac 261 Notes ______

______

______SAMPLE ______

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262 © SOPHIA INSTITUTE FOR TEACHERS SESSION 17 Jacob

What students will learn: What students will do: ӹӹ Jacob and Esau were twins who ӹӹ Read Scripture. were in conflict with each other ӹӹ Do an in-depth study of Jacob and even in the womb. Esau. ӹ Jacob tricked EsauSAMPLE into selling him ӹ ӹӹ Do an in-depth study of Jacob and his birthright as the oldest son of Laban. Isaac. ӹӹ Explore the role of prayer in the ӹӹ Laban tricked Jacob just as Jacob Jacob story. had tricked his father, Isaac. ӹӹ The stories of Jacob wrestling with an angel and God’s remembering Rachel illustrate the battle of prayer we all experience.

263 Session at a Glance

Workbook pages your students will complete: ӹӹ Jacob and Esau (page 114) ӹӹ God Remembers Rachel (page 120) ӹӹ Jacob and Laban (page 117) ӹӹ Jacob Wrestles with an Angel (page 123)

Vocabulary your students will learn: ӹӹ Jacob: Jacob was the son of Isaac who tricked his older brother, Esau, into giving away his birthright as Isaac’s heir. The name means “Supplanter.” ӹӹ Israel: God gives Jacob the name Israel after he wrestled an angel of the Lord to a draw. The name means “He who wrestles with God.” God’s Chosen People became known as the people of Israel.

Prayer for this session: Dear Lord Jesus, help me to follow you in example and take up my cross daily so that everything that I do. Help me to see your I can be with you in Heaven. Amen. SAMPLE

264 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. B. Have students share about a time when they prayed to God because they wanted something very much. Have them discuss the following questions: ӹӹ What did it feel like to want the thing you wanted so much? ӹӹ Did God answer you prayer (which could mean either yes and you got what you wanted, or no and you didn’t get what you wanted)? ӹӹ If you got what you wanted, how did you feel? ӹӹ If you didn’t get what you wanted, how did you feel? EXPLAIN to your students that Isaac and Rebekah were unable to have children. Remember, in the ancient world, one of the most important things people could do was to have children so that they could have an heir and their memory would continue on after their death. So Isaac prayed for his wife because she was sterile. God heard Isaac’s prayer and blessed Rebekah, and she became pregnant with twins! Even in her womb, the twins fought and jostled with each other. So she prayed to God, who answered her prayer with a prophecy. C. Read aloud to your students Genesis 25:23: Two nations are in your womb, two peoples are separating while still within you; But one will be stronger than the other, and the older will serve the younger. D. Ask your student the following questions: ӹӹ What did God tell Rebekah was in her womb? How does this make sense? Two nations, two peoples separating. EachSAMPLE of the twins will be a founder of a nation of people. ӹӹ What does God say about the relationship between the twins? One will be stronger than the other, and the older will serve the younger. E. Explain that usually in the ancient world, the oldest child was the heir (this is true even today in many places and cultures). It was unusual for a younger child to be the heir of the family. F. Ask your students to think back to what they shared about the time they prayed to God for something. Ask if God answered anyone’s prayers by giving them something different from what they had originally wanted. Call on any students who agree, and ask how they felt about receiving something different in answer to their prayers.

Session 17: Jacob 265 SESSION PLAN

G. Explain to your students that God always answers our prayers. Sometimes He says yes, Jacob and Esau sometimes no; sometimes He says “wait,” and Directions: Read the story of Jacob and Esau, then answer the questions that follow.

efore they were born, the twins Jacob and Once, when Jacob was cooking a stew, BEsau fought in their mother’s womb. They Esau came in from the open country, other times He gives us something completely 1. What was Jacob and Esau’scontinued relationship to struggle like witheven eachbefore other they after were born? famished. He said to Jacob, “Let me they were born. Genesis 25:24-28 gives details gulp down some of that red stuff; I am ______about the birth of Jacob and Esau. famished.” That is why he was called Edom [Edom means “red” and is a variation of different from what we prayed for. God 2. How does the book of GenesisWhen describe the time the of herdifferences delivery betweencame, Jacob and Esau? there were twins in her womb. The fi rst to the name Esau]. But Jacob replied, “First ______emerge was reddish, and his whole body sell me your right as fi rstborn.” “Look,” said Esau, “I am on the point of dying. ______was like a hairy mantle; so they named him certainly answered Isaac’s prayer for Rebekah Esau. Next his brother came out, gripping What good is the right as fi rstborn to me?” But Jacob said, “Swear to me fi rst!” 3. What do the names JacobEsau’s and Esau heel; mean? so he Howwas namedwere they Jacob. appropriate Isaac names for the So he sold Jacob his right as fi rstborn brothers? was sixty years old when they were born. When the boys grew up, Esau became a under oath. Jacob then gave him some by giving them children; Isaac and Rebekah did ______skillful hunter, a man of the open country; bread and the lentil stew; and Esau ate, drank, got up, and went his way. So Esau ______whereas Jacob was a simple man, who stayed among the tents. Isaac preferred treated his right as fi rstborn with disdain. not expect the results. ______Esau, because he was fond of game; but Even though Esau sold his birthright to Jacob, it was unlikely that Isaac would go The MessRebekah of Pottage preferred, by James Jacob. Tissot. 4. Which brother did Isaac favor? ______The name Esau means “hairy,” and the name along with it. So Rebekah and Jacob plotted to trick Isaac into giving his blessing to Jacob Then Jacobbring meansit to your “supplanter” father to eat, or “holder that he of the Ah, the fragrance of my son is like the 5. Which brother did Rebekah favor? ______instead of to Esau. We read this story in may blessheel.” you To supplantbefore he means dies.” to replace, and that’sfragrance of a fi eld that the LORD has just what Jacob would do to Esau. Notice that Genesis 27:5-10, 15-17: 6. How do we knowRebekah that Esau then was took more the concerned best clothes with of theher here andblessed! now rather May thanGod thegive big to you of the dew Isaac favored his fi rstborn son, Esau, while Rebekah had been listening while Isaac picture or the future?older son Esau that she had in the house, of the heavens, and of the fertility of the Rebekah favored Jacob, the younger son. Godearth, abundancewas speaking of grain to his and son wine. Esau. May So when ______and gave them to her younger son Jacob to told Rebekah about her two sons: “the older Esau went out into the open country to wear; and with the goatskins she covered peoples serve you, and nations bow down will serve the younger.” This prophecy about hunt some game for his father, Rebekah ______up his hands and the hairless part of his to you; be master of your brothers, and the brothers’ relationship will ultimately comemay yoursaid mother’s to her sons son bowJacob, down “Listen! to I heard your Activity 1 neck. Then she gave her son Jacob the dish true: Jacob will take Esau’s place — supplant father tell your brother Esau, ‘Bring me 7. How did Jacob andand his the mother bread planshe had to trick prepared. Isaac into giving Jacob you.his blessing? Cursed be those who curse you, and him — as his father’s heir! The fi rst story we blessed besome those game who and bless prepare you! a dish for me to ______Jacob brought his old, blind father the food learn about Esau and Jacob illustrates their eat, that I may bless you with the LORD’s and pretended to be his brother Esau. Then, After Esau discovered his brother’s trickery, ______different characters. We can see that Esau approval before I die.’ Now, my son, obey he tricked Isaac into giving him his blessing he became very upset. From this moment is more concerned with the here and now, me in what I am about to order you. Go forward, Esau desired to kill his brother, A. Have your students turn to Jacob and Esau and making him his heir. The plan worked, and 8. After Jacob tricked hiswhile father Jacob into thinksgiving ofhim the his future. blessing, Esau what sells did his Isaac prayto the fl ock and get me two choice young God would Isaac gave his blessing to Jacob. The blessing Jacob. And so, Jacob fl ed his home and Esau’s give to his heir (Jacob,birthright disguised toas Jacob Esau)? for a bowl of stew! We read goats so that with these I might prepare Isaac gave to Jacob (disguised as Esau) took wrath and went to live with his uncle Laban. about this in Genesis 25:29-34: a dish for your father in the way he likes. ______the following form from Genesis 27:27-29: (page 114) and, working individually or with ______114 9. How did Esau feel after he discovered he was tricked? What did Jacob do in response? a partner, read the story of Jacob and Esau and ______115 then answer the questions. 116 B. When your students have completed Jacob and Esau, review and discuss the correct answers.

Activity 2

A. Have students turn to Genesis 28:12-14 in their Bibles and ask for a volunteer to read the passage aloud. B. Explain to your students that as Jacob traveled to stay with his uncle Laban, he had this dream. In this dream, God reaffirmed His promises to Abraham and renewed His covenant, this time with Jacob as the inheritor of the promises. C. Have your students read this passage again. Then ask what three things God promises to Jacob that He had previously promised to Abraham, writing the answers on the board as your students respond. He will give Jacob and his descendant this land (land/nation), his descendants will spread across the earth (kingship/name),SAMPLE and his descendants will bless the earth (worldwide blessing). D. Point out that with Jacob, God’s promises to Abraham seem to be coming to fulfillment. By the end of Jacob’s story, he has twelve sons, by several different mothers, each of whom would go on to be the founder of a great tribe of people named after him. Together, they became known as the Twelve Tribes of Israel. We are going to learn about how Jacob met his wife, Rachel, and her sister, Leah.

266 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

EXPLAIN to your students that, just as Abraham did not want Isaac to marry a Canaanite woman, Isaac did not want Jacob to marry a Canaanite woman, for much the same reason. A Canaanite would worship false gods and likely persuade Jacob to do the same, and thus forfeit the promises of God in the covenant. So Isaac sent Jacob to the same land and the same family that Rebekah came from, that of Rebekah’s brother, Laban. There Jacob would find his wife. As we will learn, this did not happen easily. In fact, just as Jacob had tricked his brother and his father into gaining his family’s inheritance, Jacob would himself end up being tricked. E. Have your students turn to Jacob and Laban

(page 117) and, working individually or with a Jacob and Laban

partner, read the story of Jacob and Laban and Directions:leaving Read behind the onlystory the of solidJacob colored and Laban animals. and answer theSo questions.the man [Jacob] grew exceedingly Laban believed he had made a great deal! prosperous, and he owned large fl ocks, Solid-colored animals would not give birth male and female servants, camels, and n Genesis 29:9-14 we learn about what Esau’s birthright, Jacob was tricked into to spotted ones. Therefore, Jacob would earn donkeys. happened when Jacob went to the land marrying both of Laban’s daughters! then answer the questions. Note: The reflection I only a small number of animals from the fl ock. 7. Where did Jacob fl ee to after tricking Laban? ______of his mother’s brother to seek a wife. At the end of Jacob’s years of service, Laban Jacob, however, knew Laban would try to trickOver the years, Jacob grew in righteousness The moment he fi rst saw Laban’s younger ______was not too happy about being tricked. And him again. So he had planned for this moment.with God. And God blessed him with great daughter, Rachel, he fell instantly in love with so Jacob gathered his wives, children, and With some creative breeding practices andsuccess and wealth. Jacob, knew, however, her. Jacob knew he wanted to ______marry Rachel. servants, and he assembled his now large fl ock question should be answered individually, even if God’s blessing, Jacob had engineered the fl ock that Laban could not be trusted. He created He struck a bargain with his uncle Laban to and possessions and fl ed from Laban’s land. of sheep and goats so that the solid-coloreda plan to trick his uncle and make him pay work for him for seven years if he would give They set out to return to the land of his father, animals would in fact give birth to spottedjustly and for his now 14 years of service. We read him Rachel to be his wife. For Jacob, the years Isaac, to take possession of his inheritance. dark-colored ones and not solid-colored ones.about Jacob’s plan in Genesis 30:29-32: your students work with a partner. seemed like days because of theReﬂ love ection he had Question Genesis 30:43 describes the result: Jacob replied: “You know what work I did for Rachel. At the end of sevenDescribe years, Jacob a time when you had to work hard to achieve something you wanted. What asked for Rachel’s hand in marriage.was it like Laban to work for whatfor you andwanted? how wellDid theyour time livestock go by faredquickly or slowly? Why? threw a big wedding feast, butHow that did night you he feel after youunder had my achieved care; the your little goal? you had before I substituted1. LeahWhere did Jacob go to fi nd a wife? for Rachel. Jacob married ______came has grown into an abundance, since ______F. W hen your students have completed Jacob and Leah unknowingly — at least until the next the LORD has blessed you in my company. 2. What was the deal Jacob made with Laban so that he could marry his daughter Rachel? morning. We read about Jacob’s______discovery of Now, when can I do something for my own being tricked ______in Genesis 29:25-27: household as well?” Laban asked, “What ______should I give you?” Jacob answered: “You In the morning, ______there was Leah! So Jacob Laban, review and discuss the correct answers. do not have to give me anything. If you said to Laban: “How could______you do this to do this thing for me, I will again pasture me! Was3. itHow was Jacob fi rst tricked by Laban? What reason does Laban give for his trickery? not for Rachel that I served ______and tend your sheep. Let me go through you? Why did you deceive me?” Laban ______your whole fl ock today and remove from replied, “It is not the custom______in our it every dark animal among the lambs and G. Then have students discuss the following country to ______give the younger daughter ______every spotted or speckled one among the before the fi rstborn. Finish the bridal week goats. These will be my wages.” for this4. one, What and did then Jacob the agree other to will do also so thatbe he could still marry Rachel? given to you in return for another seven In essence, Jacob asked Laban for any future ______questions: years of service with me.” offspring of the fl ock of sheep that were spotted or dark colored. Laban believed that So Jacob agreed ______to serve Laban for another only spotted or dark-colored animals gave seven years so that he could marry Rachel birth to spotted or dark-colored offspring also. After5. a week What of did marriage Jacob ask to LabanLeah, Jacobfor as payment for his 14 years of service? and only solid-colored animals gave birth to also married ______Rachel and had to stay on and ӹӹ Think about all of the trickery and solid-colored ones. So, that very day, Laban serve Laban for another seven years. Just as had separated the dark and spotted sheep Jacob had tricked ______his family into receiving and goats from the solid-colored ones, deception in Jacob’s story (Jacob tricked his 6. How did Jacob end up tricking Laban? ______brother and his father, Laban tricked Jacob ______117

twice, and Jacob tricked Laban). Do you 118

think Jacob got what he deserved? Why or 119 why not? ӹӹ Although people today don’t necessarily dress up as other people to trick their family members, and brides are not switched on their weddingSAMPLE day, do you think people today still lie, cheat, and manipulate to get what they want? Why or why not? What would be a better alternative?

Session 17: Jacob 267 SESSION PLAN

Activity 3

A. Read aloud to your students following excerpt from Catechism of the Catholic Church no. 2561: Prayer is the response of faith to the free promise of salvation and also a response of love to the thirst of the only Son of God. B. Explain to your students that they will now God Remembers Rachel learn about two different experiences of prayer.

Directions: Read about Rachel and the battle of prayer and answer the questions. Prayer is both a gift of grace and a The opportunity to pray to God is fi rst and determinedacob’s response beloved on wife our Rachel part. Itwas barren;foremost she a gift, but it also requires us to do alwaysJ presupposescould not have effort. any Thechildren. great Her sister,something: to respond to Him. The battle of The Catechism also describes prayer as a battle, fi gures of prayer of the Old Covenant Leah, who was also married to Jacob, hadprayer, then, is against our own weaknesses, 6. What had to happen fi rst before God “remembered” Rachel? beforemany Christ, children. as well She as the gave Mother birth toof six sons.temptations, failures, distractions, and God, the saints, and he himself, all teach laziness. It is also a battle against the work ______Rachel was very upset because she was us this:unable prayer to ishave a battle. children Against of her whom? own. She of the devil himself, who wants nothing and we see this description played out in the Against ourselves and against the wiles of more than to pull us away from God. To be 7. The Catechism describes prayer as a battle. Whom are we fi ghting in this battle of prayer? became jealous of her sister. Eventually, the tempterScripture who tells does us allthat he “God can toremembered turn successful in the battle of prayer, we must ______man awayRachel. from God prayer, listened away to fromher and union made herhumbly recognize that we cannot do it alone. with God. We pray as we live, because We must trust in God to hear our prayer, and ______fruitful” (Genesis 30:22). Rachel, despite we liveher as frustration we pray. If andwe dojealousy not want of her to sister, persevere against all obstacles that stand in story of Rachel and in the story of Jacob the act habitually according to the Spirit of our way. In this way, we will “remember” God 8. What three things mustcried we outdo in to order God and to win He theheard battle her. of Rachel prayer? Christ,eventually neither can gave we birth pray to habitually two sons, one of throughout our lives. ______in hiswhom, name. TheJoseph, “spiritual would battle” grow up of tothe be the savior Christian’s new life is inseparable from the ______of his people and all of Egypt. night before he is to meet his brother, Esau, battle of prayer. Sometimes, when things aren’t going our way ______and we seem to be down on our luck, it can 1. Why wasfeel Rachelas if God jealous has forgotten of her sister, us. But Leah? this is not true. God cannot forget us. He is God, our ______after twenty years. Creator and our Father. Isaiah 49:15 tells us, “Can a mother forget her infant, be without 2. How does Scripture describe what happened between God and Rachel? tenderness for the child of her womb? Even ______should she forget, I will never forget you.” In a poetic way, the prophet tells us that even Jacob Meets Rachel at the Well, by William Dyce. ______in the unlikely event that our own mothers He has a plan of hope for our lives. That’s not C. Arrange your students in pairs or trios. Have half would forget us, God will not. He cannot! 3. Why will God not forget us? to say that everything will always be easy. But, ______So how do we make sense of God’s Jacobin the end, God will fulfi ll all of His promises Wrestles with an Angel “remembering” Rachel if He does not forget to us. When the sacred author of Genesis ______us? In those moments in life when things explains that God “remembered” Rachel and of the groups turn to God Remembers Rachel aren’t going our way and we become angryDirections: “listened” to her, that fi rst required Rachel to Read the story of Jacob wrestling with an angel and answer the questions. 4. Whatat does God Psalm and feel 49 sayas if about He has God’sPrayer forgotten “forgetting” is both us, a the gift us? of gracecome and back a to God andThe opportunity to pray to God is fi rst and cry out to Him. truth is, we have forgottendetermined Him. Often response in on our part. It foremost a gift, but it also requires us to do ______fter JacobOur earns prayer his lives pay can in spotted sometimes sheep be similarwrestles with God.” Israel, of course, would those moments, we turn awayalways from presupposes God, fall effort. The great something, to respond to Him. The battle of and goats from Laban’s fl ock, God speaks to Rachel’s experience. The Catechism ofbecome the the name of the people that would ______into sin, rely only on our ownfi gures of prayer of the Old Covenant abilities, andA fail prayer, then, is against our own weaknesses, (page 120) and the other half turn to Jacob to Jacob andCatholic tells him Church to return no. 2725to the describes land prayergrow as from Jacob’s 12 sons. to trust others6. or The seek Catechism help.before We describes prayer as a battle. Whom are we fi ghting in this battle of prayer? abandon Christ, as our well as the Mother of temptations, failures, distractions, and God, the saints,of his and ancestors, he himself,a battle: where all teach he was born,laziness. in order It is also a battle against the work 5. If Godfaith does in not God’s forget promises ______us, how to do us. we We make forget sense that of God’s “remembering” Rachel? What happened that night? Did Jacob really us this: prayerto is reclaim a battle. his Against inheritance whom? from hisof brother, the devil himself, who wants nothing ______wrestle with an angel? Perhaps. The greater Against ourselvesEsau. and Jacob against gathered the wileshis wives, of children,more than to pull us away from God. And 7. What three things must we do in order to win the battle of prayer? truth of this story, however, is what it tells 120 the tempter whofl ock, and possessions and set out for the does all he can to turn God wants us to bring this battle directly to Wrestles with an Angel (page 123). Have each ______us about our experience of prayer. One way ______land of Canaan. Along the journey, Jacob man away from prayer, away from union Him. To be successfulof understanding in the battle this of prayer, story is that Jacob, with God. Wegrew pray frightened as we live, ofbecause what would happenwe must when humbly recognize that we cannot ______in his fear, “wrestled” with God in prayer. he met his brother again. The last time they we live as we pray. If we do not want to do it alone. We mustOur prayertrust in lives God can to hear sometimes be similar act habituallyhad according seen each to theother, Spirit Esau of had wantedour prayer to kill and must121 persevere against all 8. What does God want us to do in our battle of prayer? to Jacob’s experience. The Catechism of the group read their respective stories about the Jacob! So, the night before they were to meet, Christ, neither can we pray habitually obstacles. Catholic Church no. 2725 describes prayer as ______Jacob found himself alone and struggling with in his name. The “spiritual battle” of the a battle: Christian’s newhis lifefeelings. is inseparable Then, a strange from the event occurs. ______122 battle of prayer.An angel appeared before Jacob, and the two wrestled until dawn. We read this peculiar battle of prayer and answer the questions. story in Genesis 32:25-29: 1. What did God call Jacob to do after he had earned his pay? Jacob was left there alone. Then a man ______wrestled with him until the break of dawn. When the man saw that he could 2. Why was Jacob afraid of meeting his brother again? not prevail over him, he struck Jacob’s D. Explain to your students that when they have ______hip at its socket, so that Jacob’s socket was dislocated as he wrestled with him. ______The man then said, “Let me go, for it is daybreak.” But Jacob said, “I will not let 3. What happened theyou nightgo until before you blessJacob me.” was “Whatto meet is hisyour brother? finished, each group will be asked to stand and ______name?” the man asked. He answered, “Jacob.” Then the man said, “You shall ______no longer be named Jacob, but Israel, because you have contended with divine 4. What did the angel change Jacob’s name to? What does his new name mean? give a brief summary of their story and explain and human beings and have prevailed.” ______In his distress, Jacob wrestles an angel of ______God to a draw, although he is wounded in the process. Because of this, the angel changes Jacob’s name to Israel, which means “he who Jacob Wrestling with the Angel, by Gustave Doré. what they learned about the battle of prayer 5. While Jacob may or may not have actually wrestled with an angel, what is one way of understanding this story that reveals a greater truth about our own experience of prayer? ______123 ______from their assigned story. Allow your students 124 a few extra minutes to prepare their summaries 125 and explanations. E. When your students are ready, call on each group to summarize their assigned story and explain what they learned about the battle of SAMPLEprayer.

Get Ready for the Next Session Prepare the Online video “Jacob and Sons” from Joseph and the Amazing Technicolor Dreamcoat found at SophiaOnline.org/JacobandSons. Review the upcoming session.

268 © SOPHIA INSTITUTE FOR TEACHERS Jacob and Esau

Directions: Read the story of Jacob and Esau, then answer the questions that follow.

efore they were born, the twins Jacob and Once, when Jacob was cooking a stew, BEsau fought in their mother’s womb. They Esau came in from the open country, continued to struggle with each other after famished. He said to Jacob, “Let me they were born. Genesis 25:24-28 gives details gulp down some of that red stuff; I am about the birth of Jacob and Esau. famished.” That is why he was called Edom When the time of her delivery came, [Edom means “red” and is a variation of there were twins in her womb. The fi rst to the name Esau]. But Jacob replied, “First emerge was reddish, and his whole body sell me your right as fi rstborn.” “Look,” was like a hairy mantle; so they named him said Esau, “I am on the point of dying. Esau. Next his brother came out, gripping What good is the right as fi rstborn to Esau’s heel; so he was named Jacob. Isaac me?” But Jacob said, “Swear to me fi rst!” was sixty years old when they were born. So he sold Jacob his right as fi rstborn When the boys grew up, Esau became a under oath. Jacob then gave him some skillful hunter, a man of the open country; bread and the lentil stew; and Esau ate, whereas Jacob was a simple man, who drank, got up, and went his way. So Esau stayed among the tents. Isaac preferred treated his right as fi rstborn with disdain. Esau, because he was fond of game; but Even though Esau sold his birthright to Rebekah preferred Jacob. Jacob, it was unlikely that Isaac would go The name Esau means “hairy,” and the name along with it. So Rebekah and Jacob plotted Jacob means “supplanter” or “holder of the to trick Isaac into giving his blessing to Jacob heel.” To supplant means to replace, and that’s instead of to Esau. We read this story in just what Jacob would do to Esau. Notice that Genesis 27:5-10, 15-17: Isaac favored his fi rstborn son, Esau, while Rebekah had been listening while Isaac Rebekah favored Jacob, the younger son. God was speaking to his son Esau. So when told Rebekah about her two sons: “the older Esau went out into the open country to will serve the younger.” This prophecy about hunt some game for his father, Rebekah the brothers’ relationship will ultimately come said to her son Jacob, “Listen! I heard your true: Jacob will take Esau’s place — supplant father tell your brother Esau, ‘Bring me him — as his father’s heir! The fi rst story we SAMPLEsome game and prepare a dish for me to learn about Esau and Jacob illustrates their eat, that I may bless you with the LORD’s different characters. We can see that Esau approval before I die.’ Now, my son, obey is more concerned with the here and now, me in what I am about to order you. Go while Jacob thinks of the future. Esau sells his to the fl ock and get me two choice young birthright to Jacob for a bowl of stew! We read goats so that with these I might prepare about this in Genesis 25:29-34: a dish for your father in the way he likes.

114

Session 17: Jacob 269 The Mess of Pottage, by James Tissot.

Then bring it to your father to eat, that he Ah, the fragrance of my son is like the may bless you before he dies.” fragrance of a fi eld that the LORD has Rebekah then took the best clothes of her blessed! May God give to you of the dew older son Esau that she had in the house, of the heavens, and of the fertility of the and gave them to her younger son Jacob to earth, abundance of grain and wine. May wear; and with the goatskins she covered peoples serve you, and nations bow down up his hands and the hairless part of his to you; be master of your brothers, and neck. Then she gave her son Jacob the dish may your mother’s sons bow down to and the bread she had prepared. you. Cursed be those who curse you, and blessed be those who bless you! Jacob brought his old, blind father the food and pretended to be his brother Esau. Then, After Esau discovered his brother’s trickery, he tricked Isaac into giving him his blessing he became very upset. From this moment and making him his heir. The plan worked, and forward, Esau desired to kill his brother, Isaac gave his blessing SAMPLEto Jacob. The blessing Jacob. And so, Jacob fl ed his home and Esau’s Isaac gave to Jacob (disguised as Esau) took wrath and went to live with his uncle Laban. the following form from Genesis 27:27-29:

115

270 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Jacob and Esau

fought with 1. What was Jacob and Esau’s relationship like even before they were born? each other, even ______

while still in their 2. How does the book of Genesis describe the differences between Jacob and Esau? mother’s womb. ______

2. Esau was a skillful ______hunter, and Jacob 3. What do the names Jacob and Esau mean? How were they appropriate names for the brothers?

was a simple ______

man who stayed ______

among the tents. ______

3. Jacob means 4. Which brother did Isaac favor? ______“supplanter” 5. Which brother did Rebekah favor? ______and Esau means 6. How do we know that Esau was more concerned with the here and now rather than the big picture or the future? “hairy.” Jacob ______

would eventually ______replace or 7. How did Jacob and his mother plan to trick Isaac into giving Jacob his blessing?

supplant Esau as ______

his family’s heir. ______Esau was hairy. 8. After Jacob tricked his father into giving him his blessing, what did Isaac pray God would give to his heir (Jacob, disguised as Esau)? 4. Isaac favored ______Esau. ______

5. Rebekah favored 9. How did Esau feel after he discovered he was tricked? What did Jacob do in response? Jacob. ______

______6. Esau sold his birthright as heir of the family for 116 a bowl of stew and some bread because he was SAMPLE hungry, saying “What good is the right of the firstborn to me?”

7. Isaac would dress as Esau and bring his father some food and ask for his blessing.

8. He prayed God would give him the dew of Heaven and the fatness of earth, plenty of grain and wine, that peoples would serve him and the nations bow to him, that he would be lord of his brothers and they would bow to him, and that anyone who cursed him would be cursed and anyone who blessed him would be blessed.

9. He became very angry and sought to kill Jacob. Jacob fled to live with his uncle Laban.

Session 17: Jacob 271 Jacob and Laban

Directions: Read the story of Jacob and Laban and answer the questions.

n Genesis 29:9-14 we learn about what Esau’s birthright, Jacob was tricked into Ihappened when Jacob went to the land marrying both of Laban’s daughters! of his mother’s brother to seek a wife. Over the years, Jacob grew in righteousness The moment he fi rst saw Laban’s younger with God. And God blessed him with great daughter, Rachel, he fell instantly in love with success and wealth. Jacob, knew, however, her. Jacob knew he wanted to marry Rachel. that Laban could not be trusted. He created He struck a bargain with his uncle Laban to a plan to trick his uncle and make him pay work for him for seven years if he would give justly for his now 14 years of service. We read him Rachel to be his wife. For Jacob, the years about Jacob’s plan in Genesis 30:29-32: seemed like days because of the love he had for Rachel. At the end of seven years, Jacob Jacob replied: “You know what work I did asked for Rachel’s hand in marriage. Laban for you and how well your livestock fared threw a big wedding feast, but that night he under my care; the little you had before I substituted Leah for Rachel. Jacob married came has grown into an abundance, since Leah unknowingly — at least until the next the LORD has blessed you in my company. morning. We read about Jacob’s discovery of Now, when can I do something for my own being tricked in Genesis 29:25-27: household as well?” Laban asked, “What should I give you?” Jacob answered: “You In the morning, there was Leah! So Jacob do not have to give me anything. If you said to Laban: “How could you do this to do this thing for me, I will again pasture me! Was it not for Rachel that I served and tend your sheep. Let me go through you? Why did you deceive me?” Laban your whole fl ock today and remove from replied, “It is not the custom in our it every dark animal among the lambs and country to give the younger daughter every spotted or speckled one among the before the fi rstborn. Finish the bridal week goats. These will be my wages.” for this one, and then the other will also be given to you in return for another seven In essence, Jacob asked Laban for any future years of service with me.” offspring of the fl ock of sheep that were spotted or dark colored. Laban believed that So Jacob agreed to serve Laban for another SAMPLEonly spotted or dark-colored animals gave seven years so that he could marry Rachel birth to spotted or dark-colored offspring also. After a week of marriage to Leah, Jacob and only solid-colored animals gave birth to also married Rachel and had to stay on and solid-colored ones. So, that very day, Laban serve Laban for another seven years. Just as had separated the dark and spotted sheep Jacob had tricked his family into receiving and goats from the solid-colored ones,

117

272 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. The land of his

mother’s brother, leaving behind only the solid colored animals. So the man [Jacob] grew exceedingly Laban. Laban believed he had made a great deal! prosperous, and he owned large fl ocks, Solid-colored animals would not give birth male and female servants, camels, and to spotted ones. Therefore, Jacob would earn donkeys. 2. He would work for only a small number of animals from the fl ock. At the end of Jacob’s years of service, Laban Jacob, however, knew Laban would try to trick Laban for seven was not too happy about being tricked. And him again. So he had planned for this moment. so Jacob gathered his wives, children, and With some creative breeding practices and years if at the servants, and he assembled his now large fl ock God’s blessing, Jacob had engineered the fl ock and possessions and fl ed from Laban’s land. end he would be of sheep and goats so that the solid-colored They set out to return to the land of his father, animals would in fact give birth to spotted and allowed to marry Isaac, to take possession of his inheritance. dark-colored ones and not solid-colored ones. Rachel. Genesis 30:43 describes the result:

3. Jacob thinks 1. Where did Jacob go to fi nd a wife? ______he’s marrying 2. What was the deal Jacob made with Laban so that he could marry his daughter Rachel?

Rachel, but on ______

the wedding ______night, Laban had 3. How was Jacob fi rst tricked by Laban? What reason does Laban give for his trickery?

switched Rachel ______

with Leah, his ______oldest daughter. 4. What did Jacob agree to do so that he could still marry Rachel?

He tells Jacob ______

that it is not the ______

custom to allow 5. What did Jacob ask Laban for as payment for his 14 years of service? the younger ______

daughter to marry ______

before the oldest. 6. How did Jacob end up tricking Laban? 4. Work for Laban ______for another seven years. 118 5. All of the dark- colored and spotted offspring SAMPLE from the flock of sheep and goats.

6. He had used creative breeding practices so that the solid-colored sheep and goats would give birth to dark-colored and spotted offspring. Thus, he grew very rich with a large flock of sheep.

Session 17: Jacob 273 Answer Key 7. Back to the land

of his father in 7. Where did Jacob fl ee to after tricking Laban? ______

order to claim his ______

inheritance. ______

Reflection Question Reﬂ ection Question Accept reasoned Describe a time when you had to work hard to achieve something you wanted. What answers. was it like to work for what you wanted? Did the time go by quickly or slowly? Why? How did you feel after you had achieved your goal?

______

SAMPLE 119

274 © SOPHIA INSTITUTE FOR TEACHERS God Remembers Rachel

Directions: Read about Rachel and the battle of prayer and answer the questions.

acob’s beloved wife Rachel was barren; she Jcould not have any children. Her sister, Leah, who was also married to Jacob, had many children. She gave birth to six sons. Rachel was very upset because she was unable to have children of her own. She became jealous of her sister. Eventually, Scripture tells us that “God remembered Rachel. God listened to her and made her fruitful” (Genesis 30:22). Rachel, despite her frustration and jealousy of her sister, cried out to God and He heard her. Rachel eventually gave birth to two sons, one of whom, Joseph, would grow up to be the savior of his people and all of Egypt.

Sometimes, when things aren’t going our way and we seem to be down on our luck, it can feel as if God has forgotten us. But this is not true. God cannot forget us. He is God, our Creator and our Father. Isaiah 49:15 tells us, “Can a mother forget her infant, be without tenderness for the child of her womb? Even should she forget, I will never forget you.” In a poetic way, the prophet tells us that even Jacob Meets Rachel at the Well, by William Dyce. in the unlikely event that our own mothers He has a plan of hope for our lives. That’s not would forget us, God will not. He cannot! to say that everything will always be easy. But, So how do we make sense of God’s in the end, God will fulfi ll all of His promises “remembering” Rachel if He does not forget to us. When the sacred author of Genesis us? In those moments in life when things explains that God “remembered” Rachel and aren’t going our way andSAMPLE we become angry “listened” to her, that fi rst required Rachel to at God and feel as if He has forgotten us, the come back to God and cry out to Him. truth is, we have forgotten Him. Often in Our prayer lives can sometimes be similar those moments, we turn away from God, fall to Rachel’s experience. The Catechism of the into sin, rely only on our own abilities, and fail Catholic Church no. 2725 describes prayer as to trust others or seek help. We abandon our a battle: faith in God’s promises to us. We forget that

120

Session 17: Jacob 275 Answer Key 1. She was barren;

she could not Prayer is both a gift of grace and a The opportunity to pray to God is fi rst and have any children. determined response on our part. It foremost a gift, but it also requires us to do always presupposes effort. The great something: to respond to Him. The battle of Her sister, Leah, fi gures of prayer of the Old Covenant prayer, then, is against our own weaknesses, before Christ, as well as the Mother of temptations, failures, distractions, and gave birth to six God, the saints, and he himself, all teach laziness. It is also a battle against the work sons. us this: prayer is a battle. Against whom? of the devil himself, who wants nothing Against ourselves and against the wiles of more than to pull us away from God. To be the tempter who does all he can to turn successful in the battle of prayer, we must 2. Scripture says man away from prayer, away from union humbly recognize that we cannot do it alone. with God. We pray as we live, because We must trust in God to hear our prayer, and that “God we live as we pray. If we do not want to persevere against all obstacles that stand in remembered act habitually according to the Spirit of our way. In this way, we will “remember” God Christ, neither can we pray habitually throughout our lives. Rachel.” He in his name. The “spiritual battle” of the Christian’s new life is inseparable from the “listened to her battle of prayer. and made her fruitful.” 1. Why was Rachel jealous of her sister, Leah? ______3. He is our Creator 2. How does Scripture describe what happened between God and Rachel?

and Father. ______4. Even if our own ______mothers were to 3. Why will God not forget us? forget us, God will ______not. ______

4. What does Psalm 49 say about God’s “forgetting” us? 5. He does not ______forget us; we ______“forget” Him. 5. If God does not forget us, how do we make sense of God’s “remembering” Rachel?

______

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276 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 6. She needed to

come to Him and 6. What had to happen fi rst before God “remembered” Rachel? cry out to Him in ______

order for Him to 7. The Catechism describes prayer as a battle. Whom are we fi ghting in this battle of prayer? hear her. ______

______7. Ourselves and our own weaknesses, 8. What three things must we do in order to win the battle of prayer? ______temptations, ______failures, ______distractions, and laziness, and against the devil himself, who wants to pull us away from God.

8. Humbly recognize we cannot do it alone, trust God to hear our prayers, and persevere against all obstacles.

SAMPLE122

Session 17: Jacob 277 Jacob Wrestles with an Angel

Directions: Read the story of Jacob wrestling with an angel and answer the questions.

fter Jacob earns his pay in spotted sheep wrestles with God.” Israel, of course, would A and goats from Laban’s fl ock, God speaks become the name of the people that would to Jacob and tells him to return to the land grow from Jacob’s 12 sons. of his ancestors, where he was born, in order What happened that night? Did Jacob really to reclaim his inheritance from his brother, wrestle with an angel? Perhaps. The greater Esau. Jacob gathered his wives, children, truth of this story, however, is what it tells fl ock, and possessions and set out for the us about our experience of prayer. One way land of Canaan. Along the journey, Jacob of understanding this story is that Jacob, grew frightened of what would happen when in his fear, “wrestled” with God in prayer. he met his brother again. The last time they Our prayer lives can sometimes be similar had seen each other, Esau had wanted to kill to Jacob’s experience. The Catechism of the Jacob! So, the night before they were to meet, Catholic Church no. 2725 describes prayer as Jacob found himself alone and struggling with a battle: his feelings. Then, a strange event occurs. An angel appeared before Jacob, and the two wrestled until dawn. We read this peculiar story in Genesis 32:25-29:

Jacob was left there alone. Then a man wrestled with him until the break of dawn. When the man saw that he could not prevail over him, he struck Jacob’s hip at its socket, so that Jacob’s socket was dislocated as he wrestled with him. The man then said, “Let me go, for it is daybreak.” But Jacob said, “I will not let you go until you bless me.” “What is your name?” the man asked. He answered, “Jacob.” Then the man said, “You shall no longer be named Jacob, but Israel, because you have contendedSAMPLE with divine and human beings and have prevailed.”

In his distress, Jacob wrestles an angel of God to a draw, although he is wounded in the process. Because of this, the angel changes Jacob’s name to Israel, which means “he who Jacob Wrestling with the Angel, by Gustave Doré.

123

278 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Return to the land

of his ancestors Prayer is both a gift of grace and a The opportunity to pray to God is fi rst and and reclaim his determined response on our part. It foremost a gift, but it also requires us to do always presupposes effort. The great something, to respond to Him. The battle of inheritance from fi gures of prayer of the Old Covenant prayer, then, is against our own weaknesses, before Christ, as well as the Mother of temptations, failures, distractions, and his brother, Esau. God, the saints, and he himself, all teach laziness. It is also a battle against the work us this: prayer is a battle. Against whom? of the devil himself, who wants nothing 2. The last time they Against ourselves and against the wiles of more than to pull us away from God. And the tempter who does all he can to turn God wants us to bring this battle directly to met, Esau wanted man away from prayer, away from union Him. To be successful in the battle of prayer, to kill Jacob. with God. We pray as we live, because we must humbly recognize that we cannot we live as we pray. If we do not want to do it alone. We must trust in God to hear act habitually according to the Spirit of our prayer and must persevere against all 3. He was left alone Christ, neither can we pray habitually obstacles. in his name. The “spiritual battle” of the struggling with Christian’s new life is inseparable from the his feelings, and battle of prayer. he wrestled an 1. What did God call Jacob to do after he had earned his pay?

angel to a draw. ______

4. Israel, which 2. Why was Jacob afraid of meeting his brother again? means, “he who ______wrestles with ______God.” 3. What happened the night before Jacob was to meet his brother? ______5. Jacob, in his fear, ______“wrestled” with 4. What did the angel change Jacob’s name to? What does his new name mean? God in prayer. ______

______

5. While Jacob may or may not have actually wrestled with an angel, what is one way of understanding this story that reveals a greater truth about our own experience of prayer?

______

______SAMPLE124

Session 17: Jacob 279 Answer Key 6. Ourselves and our

own weaknesses, 6. The Catechism describes prayer as a battle. Whom are we fi ghting in this battle of prayer? temptations, ______

failures, 7. What three things must we do in order to win the battle of prayer? distractions, and ______laziness, and ______

against the devil 8. What does God want us to do in our battle of prayer? himself, who ______wants to pull us ______away from God.

7. Humbly recognize we cannot do it alone, trust God to hear our prayers, and persevere against all obstacles.

8. Bring the battle directly to Him.

SAMPLE 125

280 © SOPHIA INSTITUTE FOR TEACHERS SESSION 18 Joseph

What students will learn: What students will do: ӹӹ Joseph’s brothers hated him and sold ӹӹ Brainstorm a goal they have for the him into slavery. future and how to accomplish it. ӹӹ God blessed JosephSAMPLE with success ӹӹ Read Scripture. in his work despite his rejection, ӹӹ Complete a chart of Joseph’s dream persecution, and suffering. interpretations. ӹӹ Joseph’s God-given gift of dream ӹӹ Think of ways that Joseph is a type interpretation allowed him to rise to for Jesus. the top in Egypt. ӹӹ Through Joseph’s story we learn that God can bring good out of evil. ӹӹ Joseph is a type of Jesus Christ.

281 Session at a Glance

Workbook pages your students will complete: ӹӹ Joseph Dreams of Greatness (page 126) ӹӹ Joseph and His Brothers (page 132) ӹӹ God Blesses Joseph (page 129)

Other materials you will need: ӹӹ “Jacob and Sons” at SophiaOnline.org/JacobandSons

Vocabulary your students will learn: ӹӹ Moral Evil: An objectively evil act that a person commits. The rejection and murder of God’s only Son is the greatest moral evil ever committed.

Prayer for this session: O Lord God, promised it who are infinitely powerful, I hope by your grace for theSAMPLE pardon faithful, kind, and merciful. In this hope I of all my sins and after life here to gain intend to live and die. Amen. – Act of Hope eternal happiness because you have

282 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. B. Have your students think about a goal they have for their future; for example, something they’d like to do or accomplish, a place they’d like to visit or live, a job they’d like to have, and so forth. C. Call upon a few students to share their goals with the class. Then ask your students the following questions: ӹӹ Do you know for sure that you will accomplish your goal? The answer should be no, regardless of how achievable the goal might seem. We do not know the future for sure. ӹӹ What will you have to do to accomplish your goal? Accept reasoned answers. D. Ask your students to imagine that God came to them in a dream and showed them their future — that their goals would be accomplished. Then ask the following questions: ӹӹ How would you feel having the knowledge that your goal would be accomplished in the future? Accept reasoned answers. ӹӹ Would having this knowledge change the way you acted or change the things you would do to accomplish your goal? Why or why not? Accept reasoned answers.

EXPLAIN to your students that they are now going to learn about Joseph, the tenth son of Jacob. God granted Joseph the ability to interpret dreams that told of future events. You might think this was always a great thing for Joseph, but as we’ll learn, it often lead to suffering and difficult situations in his life. We all have dreams from time to time. Sometimes we remember them clearly, and sometimes we don’t. Sometimes they make a lot of sense and we can learn fromSAMPLE them; other times they make little sense at all. St. Augustine taught about dreams and believed in the possibility of God’s speaking to a person through dreams. St. Thomas Aquinas suggested four causes of dreams: the physical disposition of the body, our surroundings, mental conditions, and supernatural causes, such as God, angels, and demons. Modern science tends to suggest that dreams are a way that our brains order, make sense of, and store in memory all of the sensory input taken in while we are awake (which does not disagree with Aquinas or Augustine). Regardless, there is no doubt that, in the Old Testament, Joseph was gifted with the interpretation of dreams. We should be careful with our own dreams, however. It is not likely that we are graced with the same gift as Joseph, so we probably should not refer to the interpretation of our own dreams when we are seeking answers.

Session 18: Joseph 283 SESSION PLAN

Activity 1 Joseph Dreams of Greatness

Directions: Read about Joseph and his dreams of greatness, and then answer the questions. Show your students the video of the song “Jacob the Ishmaelites, who took him to Egypt. sons and daughters tried to console him, When Reuben went back to the cistern he refused all consolation, saying, “No, n Genesis 37 we learn more about Jacob’s brothers, his father reproved him and and saw that Joseph was not in it, he I will go down mourning to my son in family. Jacob and his wives ended up asked, “What is the meaning of this dream tore hisI garments, and returning to his Sheol.” Thus did his father weep for him. and Sons” from Joseph and the Amazing Technicolor settling in the land of his father, the land of of yours? Can it be that I and your mother brothers, he exclaimed: “The boy is gone! The Midianites, meanwhile, sold Joseph in Canaan. Jacob had 12 sons, but his eleventh and your brothers are to come and bow to And I — where can I turn?” They took Egypt to Potiphar, an offi cial of Pharaoh Reﬂ ection Questionson, Joseph, was his favorite. Joseph’s the ground before you?” So his brothers Joseph’s tunic, and after slaughtering a and his chief steward. Think about a time thatmother you fought was Rachel, or disagreed and Joseph with was a family born member or awere close furious at him but his father kept the Dreamcoat as a fun introduction to the story of goat, dipped the tunic in its blood. Then friend. How did you feel when you were fi ghting or disagreeing with that person? How miraculously to Jacob and Rachel in theirJoseph’s old brothersmatter sold in himmind. into slavery! they sent someone to bring the long was the situation resolved?age. Jacob’s How otherdid you sons feel knew afterward? that he Looking favoredAnd, back to make at the matters situation, even worse, they tore ornamented tunic to their father, with the Joseph fi rst dreamed that he and his brothers how could you have avoided the fi ght or disagreement in the fi rst place? What would Joseph, and they hated Joseph for it and his coat, dipped it in goat’s blood, and told message: “We found this. See whether it were binding sheaves of wheat, when you have done differentlytreated to makehim poorly. a bad Theirsituation hatred better? of Joseph their father that Joseph had been killed by a Joseph. You can find the video at the following link: suddenly his sheaf rose up and brothers’ is your son’s tunic or not.” He recognized wild animal. Jacob was very sad because he grew even more when he received a beautiful sheaves bowed down to his. Then, he ______it and exclaimed: “My son’s tunic! A wild believed, as his sons had told him, that his coat from his father. (This coat is often dreamed that the sun, the moon, and eleven beast has devoured him! Joseph has favorite son, Joseph, was dead. But Joseph ______described as a coat of many colors. The Bible, stars bowed down to him. His brothers and been torn to pieces!” Then Jacob tore his was not dead. The traveling traders had sold SophiaOnline.org/JacobandSons. however, describes it only as an “ornamented garments, put sackcloth on his loins, and even his father and mother believed Joseph ______tunic.”) Joseph would bring his father badJoseph to an Egyptian offi cial named Potiphar, mourned his son many days. Though his was saying that they would someday bow reports of his brothers while they workedfor in whom Joseph now worked as a servant. ______down to him and he would be lord over them. the fi elds. Then one day, Joseph had a dream Jacob punished Joseph for his dreams of ______1. Who wasthat Joseph?he shared ______with his family. We read about greatness, and his brothers hated him even this dream in Genesis 37:5-11: more. ______2. What special item did Jacob give Joseph? ______Once Joseph had a dream, and when he When they heard about these dreams, Joseph’s ______3. How did Joseph’stold his brothers,brothers feelthey about hated him? him evenWhy? brothers had had enough. One day soon after, more. He said to them, “Listen to this ______they plotted to kill Joseph to be rid of him. ______dream I had. There we were, binding Joseph’s oldest brother, Reuben, however, Activity 2 ______sheaves in the fi eld, when suddenly my ______stopped them from killing Joseph, saying, “We sheaf rose to an upright position, and must not take his life,” and then suggested a ______4. What didyour Joseph sheaves dream formed about himselfa ring around and his my family? different plan. The brothers stripped Joseph sheaf and bowed down to it.” His brothers of the coat his father had given him and threw ______said to him, “Are you really going to him into an empty well, where they planned to ______make yourself king over us? Will you rule leave him. Later that day, a caravan of traders A. Have students turn to Joseph Dreams of ______over us?” So they hated him all the more came riding by on camels. Joseph’s brothers ______5. What did Joseph’s brothers fi rst plot against him? What did they end up doing instead? because of his dreams and his reports. hatched another plan, which we read about in Then he had another dream, and told it to Genesis 37:28-36: ______Greatness (page 126) and work individually his brothers. “Look, I had another dream,” Midianite traders passed by, and they ______he said; “this time, the sun and the moon pulled Joseph up out of the cistern. They and eleven stars were bowing down to sold Joseph for twenty pieces of silver to 6. Where didme.” Joseph When end he uptold at itthe to endhis father of this and part his of his story? ______or with a partner to read about Joseph and 126 his dreams of greatness and then answer the 127 questions. 128 B. When students have completed Joseph Dreams of Greatness, review and discuss the answers. Ask for student volunteers to share the responses to the reflection question.

Activity 3

A. Write on the board the eighth beatitude from Matthew 5:10 and have a student stand and read it aloud: Blessed are they who are persecuted for the sake of righteousness, for theirs is the kingdom of heaven. SAMPLEB. Ask your students what they think this beatitude means. Accept reasoned answers. Help your students begin to recognize that Christ calls us to pick up our crosses and follow Him, and that following Him is not always easy and will likely involved some sort of persecution and suffering. Explain that Joseph’s suffering at the hands of his brothers seems unfair, but because God was with him, and Joseph remained faithful to Him, God continued to bless him, even in his suffering and persecution.

284 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

C. Have students turn to God Blesses Joseph (page 129) and work individually or with a God Blesses Joseph

Directions: willRead impale about you how on aJoseph stake, wasand blessedthe birds by God and havethen spokencomplete to the magicians,chart but there is partner to read about how Joseph was blessed will be eating your fl esh.”detailing Joseph’s dream interpretations. no one to explain it to me.” Joseph said to Pharaoh: “Pharaoh’s dreams have the same Everything came to pass as Joseph had meaning. God has made known to Pharaoh ven thoughpredicted Joseph from endured their dreams. rejection The and chief to interpret their dreams. We read of these what he is about to do. The seven healthy sufferingcupbearer and had was been restoredJoseph’s sold into to hisslavery interpretations former dreams chart in Genesis 40:9-19: by God and then answer the questions. E cows are seven years, and the seven by his brothers,position, God and blessed theDirections: baker him wasbecause killed.Fill in the chart, fi rst with an outline of the butler’s, the baker’s, and Pharaoh’s of Then the healthychief cupbearer ears are seventold Joseph years—the his same his faithfulness.Unfortunately He was boughtfor Joseph, by an the Egyptian cupbearerdreams, Joseph’s interpretation of each, and the fi nal resolution of each. did dream. “Inin my each dream,” dream. he The said, seven “I saw thin, a bad cows offi cial named Potiphar, who made Joseph his not think of Joseph once he was restored, vine in frontthat of came me, andup after on the them vine are were seven years, personal andattendant Joseph and remained put him in in prison charge for of two more three branches.as are the It had seven barely thin budded ears scorched when by the his entireyears. household. And God blessed JosephDescription of dream Joseph’s interpretation Final resolution D. When your students have completed God its blossomseast came wind; out, they and are its seven clusters years of famine. and his work, which in turn blessed Potiphar Then Pharaoh had a series of dreams that ripened intoThings grapes. are justPharaoh’s as I told cup Pharaoh: was God has and his household with greatPharaoh’s success. Neither troubled him. He called for his magicians in my hand;revealed so I took to Pharaoh the grapes, what pressed he is about to Joseph nor his master had causecupbearer to worry. Blesses Joseph, review and discuss the correct to interpret the dreams, but none could do them outdo. into Seven his cup, years and of put great it in abundance are Joseph wasit. Pharaoh’sa handsome cupbearer man, and then he caughtremembered Pharaoh’snow hand.” coming Joseph throughout said to him: the “This land of Egypt; the eye ofJoseph, Potiphar’s and wife.he told She Pharaoh continually about how Josephis its interpretation.but seven years The threeof famine branches will rise up after tried to seducehad correctly Joseph, interpreted but he refused his and the baker’s are three them,days; withinwhen all three the daysabundance Pharaoh will be answers. Pay particular attention to the her, proclaimingdreams. what So Pharaoh a great hadwickedness Joseph brought to will singleforgotten you out andin the restore land ofyou Egypt. to your When the it would behim, against and he Potiphar told Joseph and againstof his dreams. We readpost. Youfamine will be hashanding exhausted Pharaoh the his land, cup no trace God. Oneabout day, Potiphar’s this in Genesis wife forced 41:17-32: herself as you formerlyof the abundancedid when you will were be found his in the land upon Joseph. She grabbed his cloak, but he cupbearer.because Only think of the of famine me when that all follows is it, for it Then Pharaoh said to Joseph: “In my graphic organizer of Joseph’s interpretation of ran outside, leaving his cloak behind in her well with willyou, be and very please severe. do meThat the Pharaoh great had the dream, I was standing on the bank of hands. Potiphar’s wife called out to the men favor of mentioningsame dream me twice to Pharaoh, means that to get the matter the Nile, when Pharaoh’sup from the Nile came of the house and accused Joseph of attacking me out ofhas been confi rmed by God and that God this place. The truth is that I was seven cows, fatbaker and well-formed; they her. When Potiphar learned of his wife’s kidnappedwill from soon the bring land it of about.” the Hebrews, grazed in the reed grass. Behind them the various dreams and their final outcomes. accusations against Joseph, he became angry and I have not done anything here that came seven other cows, scrawny, most Joseph interpreted Pharaoh’s dream to be a and had Joseph thrown into prison. Even they should have put me into a dungeon.” ill-formed and gaunt. Never have I seen prediction of seven years of abundant crops though Joseph had been falsely accused of When the chief baker saw that Joseph such bad specimens as these in all the followed by seven years of famine. And, wrongdoing and was imprisoned, God was had given a favorable interpretation, he Emphasize to your students how God blessed land of Egypt! The gaunt, bad cows rather than take credit for himself, Joseph with him. The chief jailer put Joseph in charge said to him: “I too had a dream. In it I had devoured the fi rst seven fat cows. But gave credit for the interpretation to God. of all of the other prisoners! three bread baskets on my head; in the top when they had consumed them, no one Because of his faithfulness even in the face of one were all kinds of bakery products for While Josephcould was in tell prison, that they two hadother done so, because rejection, persecution, false imprisonment, Pharaoh, but the birds were eating them Joseph because of his continued faithfulness to prisoners, thethey former looked cupbearer as bad as and before. the Then I woke and suffering, Joseph was blessed by God. out of the basket on my head.” Joseph said former bakerup. to theIn another Pharaoh dreamPharaoh of Egypt, I saw told seven ears of Pharaoh made Joseph his second in command to him in reply: “This is its interpretation. Joseph of dreamsgrain, they full hadand had.healthy, Once growing again, on a single of all of Egypt. He was put in charge of storing The three baskets are three days; within Joseph was ablestalk. to Behinduse his themGod-given sprouted gift seven ears grain to prepare for the seven years of famine. God through his persecution and suffering. three days Pharaoh will single you out and of grain, shriveled and thin and scorched And when all that Joseph had predicted came by the east wind; and the seven thin ears true, Egypt was saved because of Joseph and swallowed up the seven healthy ears. I his faith in God. 129

Activity 4 130 131 A. Ask your students to think about a time when something bad happened to them that ultimately ended with something good. Offer an example from your own life if you feel comfortable, or give an example of someone discovering he is very sick and his sickness bringing his family closer together than they were before. B. Have your students take turns sharing with Joseph and His Brothers a partner about the bad situation that led to Directions: Read about Joseph and his brothers, and then answer the questions. Joseph revealed himself to his brothers the rejection, persecution, and suffering through his tears. But, despite the suffering he faced so that he could save the lives of something good. ll that Josephhe predicted had endured came because true. There of them, otherJoseph brothers felt threwmany themselves— all of Egypt at and Joseph’s even his own family. were seven yearsno hard of abundantfeelings toward crops them. He feethad andforgiven begged for mercy. Judah spoke A Joseph had his entire family brought to Egypt, followed by seventhem years for of what harsh they famine had done. Andup he and saw asked the if he could take his younger and Pharaoh gifted them with the best land in throughout the land.events Because of his life,of Joseph good and and bad, frombrother’s God’s place and bear his punishment Egypt to settle in. There, Joseph’s family, the his position of authorityperspective. in Egypt, Joseph enough understood thatinstead. God hadAt this, Joseph knew his brothers C. Explain to your students that a similar thing people of Israel, would live throughout the grain was stored sentduring him the to sevenEgypt yearsand allowed of himhad to endurechanged and were no longer the same rest of the famine and for centuries to come. abundance so that all of Egypt could survive men who had sold him into slavery many and live well. Even those in the surrounding years before. 1. What came true that Joseph had predicted? occurs in Joseph’s story. Despite all of the bad lands came to Egypt to buy grain during this The time had come for Joseph to reveal diffi cult time. That included people from the ______himself to his brothers. Weeping, Joseph sent land of Canaan — Joseph’s brothers, whom he away all of his servants so that only he and had not seen in many2. What years. did Joseph’s Joseph brothers,do because of his position of authority in Egypt? things that have happened to Joseph, God his brothers remained in the room. We read along with their father, Israel, and the rest ______about Joseph’s revelation in Genesis 45:3-8: of the family, had been suffering in Canaan and fi nally ran out of food. So they came to “I am Joseph,” he said to his brothers. 3. How did Joseph meet his brothers again after many years? continually works good things through him Egypt with what little they had to buy food “Is my father still alive?” But his SAMPLEfrom Joseph, although ______they did not know it brothers could give him no answer, so was he because they thought he had died dumbfounded were they at him. “Come ______and for him. In this lesson, we will conclude long ago. Joseph, however, recognized them. closer to me,” Joseph told his brothers. He decided to test them, to see if they had When they had done so, he said: “I am 4. How did Joseph test his brothers? learned anything over the years. your brother Joseph, whom you sold into ______Egypt. But now do not be distressed, And so, on the brothers’ second journey to Joseph’s story and see how he brings a blessing and do not be angry with yourselves for Egypt for food, Joseph ______hid a silver cup in having sold me here. It was really for the one of their bags. Then he accused them sake of saving lives that God sent me here of stealing his cup.5. The After brothers Joseph revealedhad no himself to his brothers, how do we know that he had forgiven them ahead of you. The famine has been in the of salvation upon all of Egypt and his family. knowledge of the cupfor and what proclaimed, they had done “If any to him many years earlier? land for two years now, and for fi ve more of your servants is found to have the goblet, ______years cultivation will yield no harvest. he shall die, and as for the rest of us, we shall God, therefore, sent me on ahead of you become my lord’s slaves.” ______Joseph ordered his to ensure for you a remnant on earth guards to search their bags, and, of course, D. Have students turn to Joseph and His Brothers and to save your lives in an extraordinary they found the silver6. How cup. did Joseph Joseph had understand placed the events of his life from God’s perspective? deliverance. So it was not really you but the cup in the bag of the youngest brother, ______God who had me come here; and he has Benjamin. Benjamin’s mother was also made me a father to Pharaoh, lord of all (page 132) and work individually or with a Joseph’s mother, Rachel, ______and he was favored his household, and ruler over the whole by Israel. Joseph had Benjamin seized. The land of Egypt.” 7. What happened to Joseph’s family at the end of the story? partner to read about how God brought good ______132 ______out of the evil that had been done to Joseph 133 and then answer the questions.

Session 18: Joseph 285 SESSION PLAN

E. Read aloud to your students Catechism of the Catholic Church no. 312: In time we can discover that God in his almighty providence can bring a good from the consequences of an evil, even a moral evil, caused by his creatures: “It was not you,” said Joseph to his brothers, “who sent me here, but God. … You meant evil against me; but God meant it for good, to bring it about that many people should be kept alive.” From the greatest moral evil ever committed — the rejection and murder of God’s only Son, caused by the sins of all men — God, by his grace that “abounded all the more,” brought the greatest of goods: the glorification of Christ and our redemption. But for all that, evil never becomes a good.

EXPLAIN to your students that God is able to bring good from evil, even evil actions that we commit. This, however, never justifies intentionally doing evil for an intended good purpose. In other words, the end does not justify the means. Nevertheless, God being God, all powerful and all knowing, can indeed bring about good from evil. In fact, as the Catechism points out, God brought about the salvation of many people through the evil that was done to Joseph. This fact makes Joseph a type of Jesus Christ. Recall that typology is the study of how persons, places, things, or ideas earlier in Salvation History foreshadow or point forward to persons, places, things, or ideas later in Salvation History, and a type refers to the earlier person, place, thing, or idea. F. Ask your students how Joseph is a type of Jesus. Accept reasoned answers, which may include: Joseph is a type of Christ because, like Christ, he was rejected by those whom he loved. He was also sold by those close to him (Jesus was sold by Judas to the Pharisees). Like Jesus, Joseph suffered because of the moral evil done to him, but out of that suffering he was able to bring about the salvation of many people. The suffering and murder of Jesus is the greatest moral evil ever committed, but through it Jesus saved the entire world from sin and death. SAMPLE

Get Ready for the Next Session Review the upcoming session.

286 © SOPHIA INSTITUTE FOR TEACHERS Joseph Dreams of Greatness

Directions: Read about Joseph and his dreams of greatness, and then answer the questions.

n Genesis 37 we learn more about Jacob’s brothers, his father reproved him and Ifamily. Jacob and his wives ended up asked, “What is the meaning of this dream settling in the land of his father, the land of of yours? Can it be that I and your mother Canaan. Jacob had 12 sons, but his eleventh and your brothers are to come and bow to son, Joseph, was his favorite. Joseph’s the ground before you?” So his brothers mother was Rachel, and Joseph was born were furious at him but his father kept the miraculously to Jacob and Rachel in their old matter in mind. age. Jacob’s other sons knew that he favored Joseph fi rst dreamed that he and his brothers Joseph, and they hated Joseph for it and were binding sheaves of wheat, when treated him poorly. Their hatred of Joseph suddenly his sheaf rose up and brothers’ grew even more when he received a beautiful sheaves bowed down to his. Then, he coat from his father. (This coat is often dreamed that the sun, the moon, and eleven described as a coat of many colors. The Bible, stars bowed down to him. His brothers and however, describes it only as an “ornamented even his father and mother believed Joseph tunic.”) Joseph would bring his father bad was saying that they would someday bow reports of his brothers while they worked in down to him and he would be lord over them. the fi elds. Then one day, Joseph had a dream Jacob punished Joseph for his dreams of that he shared with his family. We read about greatness, and his brothers hated him even this dream in Genesis 37:5-11: more. Once Joseph had a dream, and when he When they heard about these dreams, Joseph’s told his brothers, they hated him even brothers had had enough. One day soon after, more. He said to them, “Listen to this they plotted to kill Joseph to be rid of him. dream I had. There we were, binding Joseph’s oldest brother, Reuben, however, sheaves in the fi eld, when suddenly my stopped them from killing Joseph, saying, “We sheaf rose to an upright position, and must not take his life,” and then suggested a your sheaves formed a ring around my different plan. The brothers stripped Joseph sheaf and bowed down to it.” His brothers of the coat his father had given him and threw said to him, “Are you really going to him into an empty well, where they planned to make yourself king over us? Will you rule leave him. Later that day, a caravan of traders over us?” So they hatedSAMPLE him all the more came riding by on camels. Joseph’s brothers because of his dreams and his reports. hatched another plan, which we read about in Then he had another dream, and told it to Genesis 37:28-36: his brothers. “Look, I had another dream,” Midianite traders passed by, and they he said; “this time, the sun and the moon pulled Joseph up out of the cistern. They and eleven stars were bowing down to sold Joseph for twenty pieces of silver to me.” When he told it to his father and his

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Session 18: Joseph 287 Answer Key 1. Joseph was the

tenth son born to the Ishmaelites, who took him to Egypt. sons and daughters tried to console him, Jacob. When Reuben went back to the cistern he refused all consolation, saying, “No, and saw that Joseph was not in it, he I will go down mourning to my son in tore his garments, and returning to his Sheol.” Thus did his father weep for him. 2. Jacob gave Joseph brothers, he exclaimed: “The boy is gone! The Midianites, meanwhile, sold Joseph in an ornamented And I — where can I turn?” They took Egypt to Potiphar, an offi cial of Pharaoh Joseph’s tunic, and after slaughtering a and his chief steward. tunic, or a goat, dipped the tunic in its blood. Then Joseph’s brothers sold him into slavery! they sent someone to bring the long beautiful coat. And, to make matters even worse, they tore ornamented tunic to their father, with the his coat, dipped it in goat’s blood, and told message: “We found this. See whether it their father that Joseph had been killed by a 3. They hated is your son’s tunic or not.” He recognized wild animal. Jacob was very sad because he it and exclaimed: “My son’s tunic! A wild believed, as his sons had told him, that his Joseph because beast has devoured him! Joseph has favorite son, Joseph, was dead. But Joseph they knew Jacob been torn to pieces!” Then Jacob tore his was not dead. The traveling traders had sold garments, put sackcloth on his loins, and Joseph to an Egyptian offi cial named Potiphar, favored him and mourned his son many days. Though his for whom Joseph now worked as a servant. because he gave 1. Who was Joseph? ______their father bad 2. What special item did Jacob give Joseph? ______reports about 3. How did Joseph’s brothers feel about him? Why?

their work in the ______

fields. ______

4. That they would 4. What did Joseph dream about himself and his family? all one day bow to ______him and he would ______be lord over them. 5. What did Joseph’s brothers fi rst plot against him? What did they end up doing instead? He dreamed this ______in symbols of ______sheaves of wheat 6. Where did Joseph end up at the end of this part of his story? ______and the sun, moon, and stars all bowing to him. 127 5. They plotted to kill him but instead stripped SAMPLE him of his coat and threw him into a dry well (cistern). They sold him to traveling traders.

6. He was sold to be a servant of an Egyptian official named Potiphar.

288 © SOPHIA INSTITUTE FOR TEACHERS Answer Key Answers will vary.

Reﬂ ection Question Think about a time that you fought or disagreed with a family member or a close friend. How did you feel when you were fi ghting or disagreeing with that person? How was the situation resolved? How did you feel afterward? Looking back at the situation, how could you have avoided the fi ght or disagreement in the fi rst place? What would you have done differently to make a bad situation better?

______

SAMPLE128

Session 18: Joseph 289 God Blesses Joseph

Directions: Read about how Joseph was blessed by God and then complete the chart detailing Joseph’s dream interpretations.

ven though Joseph endured rejection and to interpret their dreams. We read of these Esuffering and had been sold into slavery dreams in Genesis 40:9-19: by his brothers, God blessed him because of Then the chief cupbearer told Joseph his his faithfulness. He was bought by an Egyptian dream. “In my dream,” he said, “I saw a offi cial named Potiphar, who made Joseph his vine in front of me, and on the vine were personal attendant and put him in charge of three branches. It had barely budded when his entire household. And God blessed Joseph its blossoms came out, and its clusters and his work, which in turn blessed Potiphar ripened into grapes. Pharaoh’s cup was and his household with great success. Neither in my hand; so I took the grapes, pressed Joseph nor his master had cause to worry. them out into his cup, and put it in Joseph was a handsome man, and he caught Pharaoh’s hand.” Joseph said to him: “This the eye of Potiphar’s wife. She continually is its interpretation. The three branches tried to seduce Joseph, but he refused are three days; within three days Pharaoh her, proclaiming what a great wickedness will single you out and restore you to your it would be against Potiphar and against post. You will be handing Pharaoh his cup God. One day, Potiphar’s wife forced herself as you formerly did when you were his upon Joseph. She grabbed his cloak, but he cupbearer. Only think of me when all is ran outside, leaving his cloak behind in her well with you, and please do me the great hands. Potiphar’s wife called out to the men favor of mentioning me to Pharaoh, to get of the house and accused Joseph of attacking me out of this place. The truth is that I was her. When Potiphar learned of his wife’s kidnapped from the land of the Hebrews, accusations against Joseph, he became angry and I have not done anything here that and had Joseph thrown into prison. Even they should have put me into a dungeon.” though Joseph had been falsely accused of When the chief baker saw that Joseph wrongdoing and was imprisoned, God was had given a favorable interpretation, he with him. The chief jailer put Joseph in charge said to him: “I too had a dream. In it I had of all of the other prisoners! three bread baskets on my head; in the top one were all kinds of bakery products for While Joseph was in prison,SAMPLE two other Pharaoh, but the birds were eating them prisoners, the former cupbearer and the out of the basket on my head.” Joseph said former baker to the Pharaoh of Egypt, told to him in reply: “This is its interpretation. Joseph of dreams they had had. Once again, The three baskets are three days; within Joseph was able to use his God-given gift three days Pharaoh will single you out and

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290 © SOPHIA INSTITUTE FOR TEACHERS will impale you on a stake, and the birds have spoken to the magicians, but there is will be eating your fl esh.” no one to explain it to me.” Joseph said to Pharaoh: “Pharaoh’s dreams have the same Everything came to pass as Joseph had meaning. God has made known to Pharaoh predicted from their dreams. The chief what he is about to do. The seven healthy cupbearer was restored to his former cows are seven years, and the seven position, and the baker was killed. healthy ears are seven years—the same Unfortunately for Joseph, the cupbearer did in each dream. The seven thin, bad cows not think of Joseph once he was restored, that came up after them are seven years, and Joseph remained in prison for two more as are the seven thin ears scorched by the years. east wind; they are seven years of famine. Then Pharaoh had a series of dreams that Things are just as I told Pharaoh: God has troubled him. He called for his magicians revealed to Pharaoh what he is about to to interpret the dreams, but none could do do. Seven years of great abundance are it. Pharaoh’s cupbearer then remembered now coming throughout the land of Egypt; Joseph, and he told Pharaoh about how Joseph but seven years of famine will rise up after had correctly interpreted his and the baker’s them, when all the abundance will be dreams. So Pharaoh had Joseph brought to forgotten in the land of Egypt. When the him, and he told Joseph of his dreams. We read famine has exhausted the land, no trace about this in Genesis 41:17-32: of the abundance will be found in the land because of the famine that follows it, for it Then Pharaoh said to Joseph: “In my will be very severe. That Pharaoh had the dream, I was standing on the bank of same dream twice means that the matter the Nile, when up from the Nile came has been confi rmed by God and that God seven cows, fat and well-formed; they will soon bring it about.” grazed in the reed grass. Behind them came seven other cows, scrawny, most Joseph interpreted Pharaoh’s dream to be a ill-formed and gaunt. Never have I seen prediction of seven years of abundant crops such bad specimens as these in all the followed by seven years of famine. And, land of Egypt! The gaunt, bad cows rather than take credit for himself, Joseph devoured the fi rst seven fat cows. But gave credit for the interpretation to God. when they had consumed them, no one Because of his faithfulness even in the face of could tell that they had done so, because rejection, persecution, false imprisonment, they looked as bad as before. Then I woke and suffering, Joseph was blessed by God. up. In another dream I saw seven ears of Pharaoh made Joseph his second in command grain, full and healthy, growing on a single of all of Egypt. He was put in charge of storing stalk. Behind themSAMPLE sprouted seven ears grain to prepare for the seven years of famine. of grain, shriveled and thin and scorched And when all that Joseph had predicted came by the east wind; and the seven thin ears true, Egypt was saved because of Joseph and swallowed up the seven healthy ears. I his faith in God.

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Session 18: Joseph 291 Answer Key Pharaoh’s Cupbearer:

ӹӹ Dream: In his Joseph’s interpretations chart Directions: Fill in the chart, fi rst with an outline of the butler’s, the baker’s, and Pharaoh’s dream there was dreams, Joseph’s interpretation of each, and the fi nal resolution of each. a vine and on

the vine three Description of dream Joseph’s interpretation Final resolution

branches. Soon Pharaoh’s it budded and cupbearer clusters ripened into grapes. Pharaoh’s cup was in his hand, and he took Pharaoh’s the grapes and baker pressed them. ӹӹ Joseph’s Interpretation: The three branches represent three Pharaoh days and in those three days, Pharaoh will single the cupbearer out and restore him to his office. The cupbearer will put 131 Pharaoh’s cup in his hand as he had formerly. SAMPLE ӹӹ Final Resolution: On the third day, Pharaoh’s birthday, he had a feast for all his servants and he lifted up the head of his cupbearer and he restored him to his position. But unfortunately, the cupbearer forgot about Joseph. (continued on next page)

292 © SOPHIA INSTITUTE FOR TEACHERS Pharaoh’s Baker:

ӹӹ Dream: There were three cake baskets on the baker’s head. In the highest basket, there were all sorts of baked goods for Pharaoh, but the birds were eating it out of the basket on the baker’s head. ӹӹ Joseph’s Interpretation: The three baskets are three days. Within these three days, the Pharaoh will impale him on a stake and birds will eat his flesh. ӹӹ Final Resolution: On the third day, Pharaoh’s birthday, he had a feast for all his servants and he executed the chief baker for his offense.

Pharaoh:

ӹӹ Dreams: In the first dream, there were seven fat cows grazing along the Nile. Seven skinny, sickly cows came up out of the Nile and ate the fat cows, but looked as skinny and sickly as before. In the second dream, there were seven ears of grain growing full and healthy on a single stalk. Behind them grew a stalk of seven shriveled ears of grain, which swallowed up the healthy ones. ӹӹ Joseph’s Interpretation: The seven healthy cows and seven healthy ears of grain represent seven years of abundant crops. The seven sickly cows and ears of grain represent seven years of famine. ӹӹ Final Resolution: Pharaoh made Joseph his second in command of all of Egypt and put him in charge of storing grain for the seven years of famine. All that Joseph predicted came true.

SAMPLE

Session 18: Joseph 293 Joseph and His Brothers

Directions: Read about Joseph and his brothers, and then answer the questions.

ll that Joseph predicted came true. There other brothers threw themselves at Joseph’s Awere seven years of abundant crops feet and begged for mercy. Judah spoke followed by seven years of harsh famine up and asked if he could take his younger throughout the land. Because of Joseph and brother’s place and bear his punishment his position of authority in Egypt, enough instead. At this, Joseph knew his brothers grain was stored during the seven years of had changed and were no longer the same abundance so that all of Egypt could survive men who had sold him into slavery many and live well. Even those in the surrounding years before. lands came to Egypt to buy grain during this The time had come for Joseph to reveal diffi cult time. That included people from the himself to his brothers. Weeping, Joseph sent land of Canaan — Joseph’s brothers, whom he away all of his servants so that only he and had not seen in many years. Joseph’s brothers, his brothers remained in the room. We read along with their father, Israel, and the rest about Joseph’s revelation in Genesis 45:3-8: of the family, had been suffering in Canaan and fi nally ran out of food. So they came to “I am Joseph,” he said to his brothers. Egypt with what little they had to buy food “Is my father still alive?” But his from Joseph, although they did not know it brothers could give him no answer, so was he because they thought he had died dumbfounded were they at him. “Come long ago. Joseph, however, recognized them. closer to me,” Joseph told his brothers. He decided to test them, to see if they had When they had done so, he said: “I am learned anything over the years. your brother Joseph, whom you sold into Egypt. But now do not be distressed, And so, on the brothers’ second journey to and do not be angry with yourselves for Egypt for food, Joseph hid a silver cup in having sold me here. It was really for the one of their bags. Then he accused them sake of saving lives that God sent me here of stealing his cup. The brothers had no ahead of you. The famine has been in the knowledge of the cup and proclaimed, “If any land for two years now, and for fi ve more of your servants is found to have the goblet, years cultivation will yield no harvest. he shall die, and as for the rest of us, we shall God, therefore, sent me on ahead of you become my lord’s slaves.” Joseph ordered his SAMPLEto ensure for you a remnant on earth guards to search their bags, and, of course, and to save your lives in an extraordinary they found the silver cup. Joseph had placed deliverance. So it was not really you but the cup in the bag of the youngest brother, God who had me come here; and he has Benjamin. Benjamin’s mother was also made me a father to Pharaoh, lord of all Joseph’s mother, Rachel, and he was favored his household, and ruler over the whole by Israel. Joseph had Benjamin seized. The land of Egypt.”

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294 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. There were seven

years of abundant Joseph revealed himself to his brothers the rejection, persecution, and suffering crops followed through his tears. But, despite the suffering he faced so that he could save the lives of he had endured because of them, Joseph felt many — all of Egypt and even his own family. no hard feelings toward them. He had forgiven by seven years of Joseph had his entire family brought to Egypt, them for what they had done. And he saw the and Pharaoh gifted them with the best land in harsh famine. events of his life, good and bad, from God’s Egypt to settle in. There, Joseph’s family, the perspective. Joseph understood that God had people of Israel, would live throughout the sent him to Egypt and allowed him to endure 2. He oversaw rest of the famine and for centuries to come. the storage of 1. What came true that Joseph had predicted? enough grain so ______that Egypt could 2. What did Joseph do because of his position of authority in Egypt? survive and live ______well during the 3. How did Joseph meet his brothers again after many years? famine. Even the ______

surrounding lands ______came to Egypt to 4. How did Joseph test his brothers?

buy food. ______3. They came to ______

Egypt to buy food 5. After Joseph revealed himself to his brothers, how do we know that he had forgiven them for what they had done to him many years earlier? because they were ______starving. They ______did not recognize 6. How did Joseph understand the events of his life from God’s perspective? Joseph, however. ______4. He planted a silver ______

cup in the bag 7. What happened to Joseph’s family at the end of the story? of the youngest ______brother, Benjamin, ______and accused him of stealing it. The 133 other brothers begged for mercy, and Judah offered SAMPLE to bear the punishment in Benjamin’s place.

5. He told them not to be distressed or angry with themselves.

6. God had sent him to Egypt so that he could save the lives of many — his family and all of Egypt — and to bless him.

7. They came to Egypt and settled in the best land for centuries to come.

Session 18: Joseph 295 Notes ______

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______SAMPLE ______

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296 © SOPHIA INSTITUTE FOR TEACHERS UNIT 5 Exodus

Sessions in thisSAMPLE unit: ӹӹ Session 19: The Exodus Is the Central Event of the Old Testament ӹӹ Session 20: Moses and God’s Call ӹӹ Session 21: The Passover ӹӹ Session 22: The Parting of the Red Sea and the Ten Commandments

297 Unit at a Glance

Connections to the Catechism of the Catholic Church:

Session 19 Lesson 22 ӹӹ 72, 208, 431, 1081, ӹӹ 1718, 2054, 2056-2063, 1150-1151, 1867, 2575 2134, 2180, 2248, 2319,

Lesson 20 2393, 2401, 2505, 2533, ӹӹ 203-208, 212-213, 530, 2548, 2552 2575

Lesson 21 ӹӹ 571, 608, 671, 1334- 1341, 1363, 1367, 1384

Scriptures studied in this unit: ӹӹ Genesis 4:3-5 ӹӹ Exodus 7:1-6, 19 ӹӹ Matthew 2:13-23 ӹӹ Genesis 8:20 ӹӹ Exodus 8: 2, 12-17 ӹӹ Matthew 5:3-12 ӹӹ Genesis 22:1-2, 9-13 ӹӹ Exodus 10:4-5, 21-23 ӹӹ Mark 8:31-33 ӹӹ Exodus 1:5-2:10 ӹӹ Exodus 12:1-14 ӹӹ Mark 16:17-18 ӹӹ Exodus 3:1-15 ӹӹ Exodus 13:21 ӹӹ Luke 5:23-25 ӹӹ Exodus 4 SAMPLEӹӹ Exodus 14:1-31 ӹӹ Luke 22:14-20 ӹӹ Exodus 5:1-2 ӹӹ Exodus 20:1-17

298 © SOPHIA INSTITUTE FOR TEACHERS Catechist Introduction

he Exodus is the central saving event of basket to float down the Nile, where he was Tthe Old Testament. In the Exodus, God found by Pharaoh’s daughter, who raised him called Moses to be His prophet and to lead as her own. She named Him Moses, which His people out of slavery in Egypt into the means “to draw out.” After witnessing the Promised Land to become a great nation. The harsh treatment of his people by the Egyptians, centerpiece of this great drama of salvation is the adult Moses killed an Egyptian soldier and the Passover, which God established for His fled into the wilderness where he became a people to participate in and to remember for shepherd for many years, until God called him all time their salvation. God also gave His name and gave him a mission. God sent Moses back to His people, revealing that He is knowable to Egypt to confront the Pharaoh and tell him and that He invited us to know Him and be in to release the Israelites from slavery. Pharaoh relationship with Him. refused, and through Moses, God sent ten plagues as signs to the Egyptians and to the Israelites that God is the God of the universe The Exodus and has power over all things. After the final The descendants of Jacob, who were brought plague of death, Pharaoh released the Israelites, to Egypt by Joseph to live in the best land in but soon changed his mind and pursued them Egypt, became enslaved by the Egyptians after to the shores of the Red Sea. There, through a new pharaoh arose who refused to recognize Moses, God parted the waters of the Red the former relationship Egypt had with the Sea so that the Israelites could pass through Israelites. After some time as slaves, the on dry land. Once safely on the other side, Israelites grew in number, so much so that the and with the Egyptian armies still pursuing pharaoh ordered that the male children born them through the sea, God sent the waters to Hebrew women be killed by being thrown crashing down again, destroying the Egyptian into the Nile River. A Hebrew woman refused army. Safely on the other side, Moses led the to comply and placed her newbornSAMPLE child in a Israelites through the wilderness according to God’s name reveals that He is a Person who is knowable and invites us to know Him and be in relationship with Him.

Events in the Life of Moses, by Botticelli. Fresco in the Sistine Chapel.

Unit 5 Overview 299 God’s commands. God fed His people bread would send upon Egypt was a plague of death. from Heaven, and miraculously provided The firstborn of every family of Egypt would water from rocks in the desert. He gave His be killed. God gave Moses instructions for the people the Ten Commandments and the Law. Israelites to follow, however, in order to be Even though the Israelites were unfaithful to passed over by the plague of death. Each family God and grumbled against Him and Moses, was to procure a year-old unblemished male God formed them and after forty years in the lamb, slaughter it at a specific time of day, wilderness as punishment for their sins, the roast it, and eat its flesh in a sacred meal of People of God entered the Promised Land. unleavened bread, wine, and bitter herbs. Then, they were to spread the lamb’s blood over their doorposts that night as a sign to be passed over The Name of God by the plague of death. God also commanded When God first called Moses from the burning that the Israelites commemorate this original bush, He revealed His name to Moses: YAHWEH, Passover event each year with a representation or I AM WHO AM. This revelation, or theophany, of the sacred meal. was a profound turning point in the history of The Passover is not only the central event of God’s relationship with man. No longer was God the Exodus, but foreshadows the central event an anonymous force in the universe. Now He of the New Covenant, Christ’s sacrifice on the had a name. And like anyone with a name, He Cross. The night before He died, Jesus ate a could be called upon and known. God’s name Passover meal with His disciples. There, He reveals His true essence, that He is existence, took the elements of the Passover meal and that He is. And it reveals that He is a Person who associated them with Himself. He transformed is knowable and invites us to know Him and be the bread and the wine into His own Body in relationship with Him. and Blood. And He commanded His disciples to repeat this sacred meal always to make The Passover His sacrifice present to all who participate. If the Exodus is the central saving event of When we receive the Eucharist at Mass, we the Old Testament, the Passover is the central are making present the one sacrifice on the event of the Exodus. The final plague God Cross of Jesus Christ, the Lamb of God, for our SAMPLEsalvation from the slavery of sin.

300 © SOPHIA INSTITUTE FOR TEACHERS SESSION 19 The Exodus Is the Central Event of the Old Testament

What students willSAMPLE learn: What students will do: ӹӹ The descendants of Jacob, the ӹӹ Read Scripture. Israelites, became enslaved by the ӹӹ Create a Scripture match timeline of Egyptians. Moses’ life. ӹӹ God called Moses to free His people ӹӹ Complete a ten plagues of Egypt from slavery. chart. ӹӹ God worked many signs and ӹӹ Compare Moses’ signs and wonders wonders through Moses to prove to with Jesus’ signs and wonders. the Egyptians and the Israelites that He is the one true God.

301 Session at a Glance

Workbook pages your students will complete: ӹӹ Slaves in Egypt (page 134) ӹӹ The Ten Plagues (page 137) ӹӹ The Life of Moses (page 136) ӹӹ Moses’ Signs (page 140)

Vocabulary your students will learn: ӹӹ Israelites: The descendants of Abraham, Isaac, and Jacob before they became the nation of Israel. ӹӹ Plagues: Ten miraculous signs God sent upon Egypt during the Exodus as a sign of His power as the God of the universe. Examples of the plagues include turning the water of the Nile River to blood, sending large amounts of frogs to fill the land, darkness, and the final plague of the death of the first born in Egypt. ӹӹ Redeemer: A person who saves or frees others from slavery or oppression. Moses was the redeemer of the Israelites from slavery in Egypt. He foreshadowed Jesus, our true Redeemer from sin. ӹӹ Signs and Wonders: The miracles that God worked in Egypt as signs of His power as the God of the universe. These miracles foreshadowed the miracles Jesus would later perform as signs of God’s love and mercy and that He is truly the Son of God. SAMPLE Prayer for this session: Praise be to God the Father. Praise be to God yesterday. Praise be to God the Son. Praise be to God today. Praise be to God the Holy Spirit. Praise be to God tomorrow. Amen.

302 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. B. Ask your students to share what they think slavery is — that is, what happens when someone is a slave? The main point to get across is that a person is controlled by someone (or something) else, sometimes referred to as a master, and therefore is not free to do what he or she wants to do. Slavery violates the moral law. C. Then ask the students to share what they know about American slavery. Accept reasoned answers. The key points are that African people were captured, chained, and brought to America on ships. They were sold to masters, primarily in the South, and many worked on plantations picking cotton (which was very hard work) as well as other difficult tasks. The slaves could not leave. A slave’s husband, wife, parents, or children could be sold to another master and never be seen by his or her family again. Slaves were often mistreated, brutally beaten, starved, and abused. Slaves were considered property, not people. D. Ask your students when the slaves were freed in the United States. In 1865, the 13th Amendment to the U.S. Constitution outlawed slavery. E. Ask by a show of hands if anyone was surprised that slavery existed in the United States until this time, only a little over 150 years ago. In fact, it has existed in many societies throughout history, including Sumer in Mesopotamia, ancient Greece, ancient Rome, ancient China, ancient India, Arabia, Europe, and others. Though it is illegal, slavery and human trafficking continue in many Slaves in Egypt places today.

Directions: Read aboutborn, butthe enslavingyou may let of allthe the Israelites girls live.” and answerwould the questions. be fewer men for the Israelite women (Exodus 1:22) to marry and therefore fewer children. By the end of the fi rst chapter of the book of t the beginningAn entireof the generationstory of the of male Israelitesthe old would Pharaoh with the Israelites. The new F. Explain to your students that today they are going Exodus, things did not look good for God’s Exodus, we learnbe killed. that ThisGod’s would people ensure have therePharaoh would bebecame concerned that there were A Chosen People. multiplied greatly.fewer Jacob Israelites and his in12 thesons future and becausetoo many there Israelites. He thought they might SAMPLEall of his family moved to Egypt at Joseph’s grow so numerous that they would be able to begin to learn about the Exodus, when the request. There they settled in the best land to overthrow his rule. So the Pharaoh forced of Egypt, the Land1. of What Goshen, do we which learn was about the descendantsthe Israelites of into Jacob “cruel at the slavery.” beginning We ofread the book of Exodus? given to them by the Pharaoh. Over the about this in Exodus 1:11-14: ______years, Jacob’s descendants, the Israelites, Accordingly, they set supervisors over Israelites escaped slavery in Egypt. grew in number. Exodus 1:5-7 explains: 2. How many people entered Egypt?the How Israelites many people to oppress left Egyptthem withat the Exodus? The total number of Jacob’s direct forced labor. Thus they had to build for ______descendants was seventy. Joseph was Pharaoh the garrison cities of Pithom already in Egypt. and Raamses. Yet the more they were 3. What does the Bible tell us about the new Pharaoh’s relationship with “Joseph” and his oppressed, the more they multiplied and Now Joseph and descendants?all his brothers What and doesthat this likely mean? spread, so that the Egyptians began to whole generation died. But the Israelites ______loathe the Israelites. So the Egyptians were fruitful and prolifi c. They multiplied reduced the Israelites to cruel slavery, and became so very ______numerous that the making life bitter for them with hard land was fi lled with them. labor, at mortar and brick and all kinds of 4. Why did the new Pharaoh fear the Israelites? Activity 1 The number of people who entered Egypt fi eld work—cruelly oppressed in all their was between 70 and ______75. When the Exodus labor. began, there were about 600,000 men. When The more the Egyptians oppressed the you add women and5. Whatchildren did theto that Pharaoh number, force the Israelites to do? How were they treated? people the more they grew in number and there were about 2,000,000 people! They ______strength. The Egyptians responded by being grew to this amount in approximately 400 A. Have students turn to Slaves in Egypt (page even crueler to God’s people. They made years. It’s no wonder ______the Bible tells us “the them work harder as slaves and made their land was fi lled with them.” lives very diffi cult. 6. The Israelites continued to grow in number. What drastic action did the Pharaoh take to Eventually, there came a new king of Egypt, reduce their numbers? The situation for the Israelites was 134) and work individually to read about the a Pharaoh from a different line of kings. The miserable. But, it was about to get even book of Exodus tells ______us this new Pharaoh worse. Pharaoh feared their numbers so “knew nothing of Joseph” (Exodus 1:8). This much that he ordered all male children born doesn’t mean that the Pharaoh didn’t know enslavement of the Israelites in Egypt and then to Israelite women to be killed: who the Israelites or Joseph were. Rather, it means the new Pharaoh chose not to Pharaoh then commanded all his people, answer the questions. uphold any agreements that were made by “Throw into the Nile every boy that is 134 B. When your students have completed Slaves in 135 Egypt, review and discuss the correct answers.

Session 19: The Exodus Is the Central Event of the Old Testament 303 SESSION PLAN

Activity 2

A. Read aloud to your students Exodus 3:7-8: But the Lord said: “I have witnessed the affliction of my people in Egypt and have heard their cry against their taskmasters, so I know well what they are suffering. Therefore I have come down to rescue them from the power of the Egyptians.” B. Explain to your students that God spoke these words to a man named Moses. God called Moses to free His people from slavery in Egypt and to lead them back to the Promised Land. Then ask your students the following questions: ӹӹ What did God say that He has witnessed? What has He heard? The affliction of His The Life of Moses people in Egypt and their cry against their

Directions: Read the listed Scripture passages from the book of Exodus about Moses’ life. Next write the chapter and verse on the line beside the correct event. Finally, number the events in the correct chronological order. taskmasters.

Scripture Verses from the Book of Exodus ӹӹ What does God say He knows well? The Exodus 2:5-10 Exodus 2:1-4 Exodus 2:11-15 Exodus 7:1-6 Exodus 14:21-31 Exodus 5:1-2 Exodus 3:1-6 suffering of His people.

Order of ӹ What does God say He has come down to Events Events in the life of Moses ӹ

1. The parting of the Red Sea; Exodus ______: ______do? Rescue His people from the Egyptians.

2. The burning bush; Exodus ______: ______C. Ask students turn to The Life of Moses (page 3. Found by Pharaoh’s daughter; Exodus ______: ______136). Have your students, with a partner, look 4. Brought the ten plagues down on Egypt; Exodus ______: ______up and read the given Scripture passages from 5. Put into a basket on the Nile River; Exodus ______: ______the book of Exodus. Then have your students 6. Asked Pharaoh to let the Israelites go; Exodus ______: ______write the chapter and verse on the line beside 7. Killed an Egyptian and fl ed; Exodus ______: ______the correct event. Finally, have them number the events in the correct chronological order. 136 D. When your students have completed the worksheet, review and discuss the correct SAMPLEanswers. Activity 3

A. Write on the board the words sign and wonder. Ask your students what they think each word means. Accept reasoned answers. Write good ideas on the board under each word. B. After accepting and discussing a number of possible meanings for each word, give your students the following definitions of each word: ӹӹ Sign: an object, action, event, pattern, etc. that conveys some meaning or represents something. For example, a high temperature is a sign of a fever; a red light at an intersection means “stop.” ӹӹ Wonder: a cause of astonishment or admiration, or something with remarkable properties or abilities. For example, Paris is a city of wonder and beauty.

304 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

C. Read aloud to your students Exodus 7:1-6. Then ask them the following questions: ӹӹ What will Moses and Aaron do? They will speak all that God commanded them and tell Pharaoh to let His people go out of his land. ӹӹ Why won’t Pharaoh listen to Moses and Aaron? God said He will make him so headstrong that he won’t listen. ӹӹ What will God work in the land of Egypt to show the people that He is the Lord? Many signs and wonders.

EXPLAIN to your students that the events in the Exodus represent a conflict between God and the Pharaoh of Egypt, which God always wins. Even though God had called Moses (and his brother Aaron) and sent them to the Pharaoh to tell him to let the Israelites go free, the Pharaoh refused. He even mocked the God of the Israelites, saying, “I do not know the Lord.” The Egyptians were polytheistic. That means they worshipped many gods. To the Egyptians, and probably many of the Israelites since they had lived in Egypt for four hundred years, God was just one of many gods. The Egyptians even worshipped Pharaoh himself as a god. God needed to convince Pharaoh and the Egyptian people, and, more importantly, the Israelites themselves, the He was the one, true, and only God. To do this, through Moses, God sent ten plagues upon Egypt. Each plague symbolized God’s victory over or “defeat” of an Egyptian God. For example, in the first plague, God turned the water of the Nile River to blood. The Egyptians depended upon the Nile for life — it provided water to drink and water for their crops. The Egyptians worshipped a god they called Hapi, who was the embodiment of the Nile River. By changing the Nile to blood, God showed that He was the true God and was more powerful than the false god Hapi. Another example is the ninth plague, in which God sent a great darkness upon Egypt that blocked out the sun. The greatest of the Egyptian gods was Ra, the god of the sun. By blocking the sun and engulfing all of Egypt in darkness, God showed the people that He was more powerful than even the greatest The Ten Plagues of the Egyptian gods. Through the plagues, Directions:Exodus After reading each passage, fi ll in the chart. The fi rst one has been done for 9:18 of Egypt there may be such darkness that one you. Once you have completed the chart, list three reasons the plagues are At this time tomorrow, therefore, I am going can feel it.” So Moses stretched out his hand extraordinary, or brought on by God. to rain down such fi erce hail as there has toward the sky, and there was dense darkness God worked many extraordinary signs and throughout the land of Egypt for three days. never been in Egypt from the day it was People could not see one another, nor could founded up to the present. and your people and your houses. The houses Exodus 7:19 Verse Describe the theyplague get up from where they were, for threeWho was affected? of the Egyptians and the very ground on The LORD then spoke to Moses: “Speak to days. But all the Israelites had light where(Egyptians, wonders so that the people of Egypt and the Exodus 10:4-5 which they stand will be fi lled with swarms of Israelites, or both?) Aaron: Take your staff and stretch out your they lived. fl ies. But on that day I will make an exception SAMPLEhand overFor the if watersyou refuse of Egypt to let — my its streams,people go, of the land of Goshen, where my people are, its canals,tomorrow its ponds, I andwill allbring its supplieslocustsExodus into of your and no swarms of fl ies will be there, so that water — thatterritory. they may They become will5 cover blood.9:1-4 the There surface of the Exodus 11:4-5 chosen people of Israel would know that He you may know that I the LORD am in the will be bloodearth, throughout so that the the earth land itself of Egypt, will not be Moses then said, “Thus says the LORD: ‘About midst of the land. even in thevisible. wooden They pails will and eat stoneup the jars.” remnant you midnight I will go forth through Egypt. Every saved undamaged from theExodus hail, as well as all fi rstborn in the land of Egypt will die, from 6 the trees that are growing in your fi elds.9:8-9 Exodusthe fi rstborn of Pharaoh who sits on his 9:1-4 was God. Exodus 8:2 throne to the fi rstborn of the slave-girl who is Then the LORD said to Moses: “Go to Pharaoh So Aaron stretched out his hand over the at the handmill, as well as all the fi rstborn of Exodus and tell him: Thus says the LORD, the God of waters ofExodus Egypt, and 10:21-23 the frogs came up and the animals.’” 7 the Hebrews: Let my people go to serve me. covered theThen land the of LORD Egypt. said to Moses:9:18 “Stretch out For if you refuse to let them go and persist your hand toward the sky, that over the land D. Ask students turn to The Ten Plagues (page in holding them, the hand of the LORD will Exodus 8:12-13 Exodus strike your livestock in the fi eld — your horses, 8 10:4-5 donkeys, camels, herds and fl ocks — with a Thereupon the LORDVerse spoke to Describe Moses: “Speakthe plague Who was affected? very severe pestilence. But the LORD will to Aaron: Stretch out your staff and strike the (Egyptians, distinguish between the livestock of Israel 137). Have your students, working individually dust of the earth, and it will turn into gnats Israelites, or both?) Exodus and that of Egypt, so that nothing belonging throughout the land of Egypt.9 They did so. 10:21-23 to the Israelites will die.” Aaron stretched out his hand with his staff Exodus and struck 1the dust of the earth,The and water gnats of the Nile River turned to blood. Both or with a partner, read about each plague and 7:19 Exodus 9:8-9 came upon human being and beastExodus alike. So the LORD said to Moses and Aaron: “Each All the dust of the earth turned10 into11:4-5 gnats of you take handfuls of soot from a kiln, and throughout the landExodus of Egypt.” in the presence of Pharaoh let Moses scatter 2 8:2 complete the chart. Then have your students list it toward the sky. It will turn into fi ne dust Exodus 8:17-18 over the whole land of Egypt and cause In your opinion, what are three reasons the plagues are extraordinary events? Use the For if you do notExodus let my people go, I will send festering boils on human being and beast 3 information you gathered in the chart to help you form your answer. three reasons the plagues are extraordinary. swarms of fl ies upon you and your servants 8:12-13 alike throughout the land of Egypt.” 1. ______Exodus 2. ______4 8:16-17 E. When your students have completed the 3. ______137

worksheet, review and discuss the correct 138

answers. 139

Session 19: The Exodus Is the Central Event of the Old Testament 305 SESSION PLAN

Activity 4

Moses’ Signs A. H ave students turn to Moses’ Signs (page Read the following passages from Exodus 4 to identify the three signs God gave The signsDirections: God gave to Moses symbolize the ancient person, these three things would Moses. Describe each sign in a complete sentence. something only God has, something only He have clearly identifi ed God as the power can do, and something only He can give. To behind Moses. 140). Have your students read the story of Exodus 4:1-9 The signs and wonders worked by Moses prefi gure the signs and wonders worked by Jesus. 1“But,” objected Moses, “suppose they do not he put his hand into the fold of his garment, the three signs God gave to Moses to use when Read the threebelieve Gospel me or passages listen to me?describing For they Jesus may and write downand when which he Scripture drew it out, passage there was his hand matches Jesussay, ‘The doing LORD one didof the not three appear things to you.’” that 2 onlyThe God cancovered with scales, like snowfl akes. do. 7Then HeLORD began said to teachto him: them What that is inthe your Son hand? of Man “A must sufferGod said:greatly “Put and your be rejectedhand back by into the the fold of 3 elders,staff,” the he answered.chief priests, God and said: the “Throwscribes, it and on be killed,your and garment.” rise after So three he put days. his Hehand back into he confronted Pharaoh, and then answer the spokethe ground.” this openly. So he Then threw Peter it on took the him ground aside and and beganthe foldto rebuke of his garment,him. At this and he when turned he drew aroundit became and, alooking snake, atand his Moses disciples, backed rebuked away Peter andit out, there it was again like his own fl esh. said, “Get behind me, Satan. You 4 8 arefrom thinking it. Then not theas God LORD does, said but to Moses:as human “Now beings do.”“If they do not believe you or pay attention questions. MARKstretch 8:31-33 out your hand and take hold of its tail. to the message of the fi rst sign, they should So he stretched out his hand and took hold of believe the message of the second sign. 9And Theseit, and signs it became will accompany a staff in histhose hand. who 5That believe: is in myif namethey do they not will believe drive even out demons,these two signs theyso theywill speak will believe new languages. that the LORD, They willthe Godpick ofup serpentsand do [with not listentheir hands],to you, takeand ifsome they water drinktheir any ancestors, deadly thing, the God it will of Abraham,not harm them.the God They willfrom lay the hands Nile onand the pour sick, it andon the they dry land. B. When students have completed the worksheet, willof recover.”Isaac, and the God of Jacob, did appear The water you take from the Nile will become MARKto you. 16:17-18 6Again the LORD said to him: “Put blood on the dry land.” “Whichyour hand is easier, into tothe say, fold ‘Your of your sins garment.” are forgiven,’ So or to say, ‘Rise and walk’? But that you review the correct answers. may know that the Son of Man has authority on earth to forgive sins” — he said to the man1. who Sign was in Exodus paralyzed, 4:2-5: “I say______to you, rise, pick up your stretcher, and go home.” He stood up immediately before them, picked up what he had been lying on, and went 2. Sign in Exodus 4:6-8: ______home, glorifying God. LUKE3. Sign5:23-25 in Exodus 4:9: ______

4. Only GodThe serpenthas power is aover model Satan: of Satan. ______By turning Throughout the Bible, leprosy is seen as the rod into a serpent big enough to frighten a consequence for sin. The fi rst miracle 5. Only GodMoses can and forgive then sins:having ______him pick it up by Matthew records in his Gospel is Jesus’ the tail (something no snake handler in his healing a man of leprosy. Curing leprosy was 6. Only Godright can mind give would life: do, ______since it left the head symbolic of forgiving sins, something only free to come around and bite him), God God can do. was demonstrating his power over Satan, Blood is the symbol of life, something only something only He has. God can give.

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SAMPLE

Get Ready for the Next Session Prepare Online video of the burning-bush segment of the movie Prince of Egypt, which can be found at SophiaOnline.org/BurningBush. Review the upcoming session.

306 © SOPHIA INSTITUTE FOR TEACHERS Slaves in Egypt

Directions: Read about the enslaving of the Israelites and answer the questions.

t the beginning of the story of the the old Pharaoh with the Israelites. The new AExodus, we learn that God’s people have Pharaoh became concerned that there were multiplied greatly. Jacob and his 12 sons and too many Israelites. He thought they might all of his family moved to Egypt at Joseph’s grow so numerous that they would be able request. There they settled in the best land to overthrow his rule. So the Pharaoh forced of Egypt, the Land of Goshen, which was the Israelites into “cruel slavery.” We read given to them by the Pharaoh. Over the about this in Exodus 1:11-14: years, Jacob’s descendants, the Israelites, Accordingly, they set supervisors over grew in number. Exodus 1:5-7 explains: the Israelites to oppress them with The total number of Jacob’s direct forced labor. Thus they had to build for descendants was seventy. Joseph was Pharaoh the garrison cities of Pithom already in Egypt. and Raamses. Yet the more they were oppressed, the more they multiplied and Now Joseph and all his brothers and that spread, so that the Egyptians began to whole generation died. But the Israelites loathe the Israelites. So the Egyptians were fruitful and prolifi c. They multiplied reduced the Israelites to cruel slavery, and became so very numerous that the making life bitter for them with hard land was fi lled with them. labor, at mortar and brick and all kinds of The number of people who entered Egypt fi eld work—cruelly oppressed in all their was between 70 and 75. When the Exodus labor. began, there were about 600,000 men. When The more the Egyptians oppressed the you add women and children to that number, people the more they grew in number and there were about 2,000,000 people! They strength. The Egyptians responded by being grew to this amount in approximately 400 even crueler to God’s people. They made years. It’s no wonder the Bible tells us “the them work harder as slaves and made their land was fi lled with them.” lives very diffi cult. Eventually, there came a new king of Egypt, The situation for the Israelites was a Pharaoh from a different line of kings. The SAMPLEmiserable. But, it was about to get even book of Exodus tells us this new Pharaoh worse. Pharaoh feared their numbers so “knew nothing of Joseph” (Exodus 1:8). This much that he ordered all male children born doesn’t mean that the Pharaoh didn’t know to Israelite women to be killed: who the Israelites or Joseph were. Rather, it means the new Pharaoh chose not to Pharaoh then commanded all his people, uphold any agreements that were made by “Throw into the Nile every boy that is

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Session 19: The Exodus Is the Central Event of the Old Testament 307 Answer Key 1. They had

multiplied greatly born, but you may let all the girls live.” would be fewer men for the Israelite women after settling in (Exodus 1:22) to marry and therefore fewer children. By the end of the fi rst chapter of the book of An entire generation of male Israelites would Exodus, things did not look good for God’s the best land of be killed. This would ensure there would be Chosen People. Egypt, the land fewer Israelites in the future because there Goshen. 1. What do we learn about the descendants of Jacob at the beginning of the book of Exodus?

2. 70-75 entered ______Egypt, while 2. How many people entered Egypt? How many people left Egypt at the Exodus?

nearly 2 million ______left at the Exodus 3. What does the Bible tell us about the new Pharaoh’s relationship with “Joseph” and his 400 years later. descendants? What does this likely mean? ______

3. He did not know ______them. This likely 4. Why did the new Pharaoh fear the Israelites?

meant that the ______new Pharaoh 5. What did the Pharaoh force the Israelites to do? How were they treated?

chose not to ______

uphold any ______agreements that 6. The Israelites continued to grow in number. What drastic action did the Pharaoh take to previous Pharaohs reduce their numbers? had made with ______the Israelites.

4. There were so many of them that he feared they could overthrow his rule. 135 5. He forced them into slavery, in which they SAMPLE did hard labor and worked in the fields. They were treated cruelly and were hated.

6. He ordered any male born to an Israelite woman be killed.

308 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. 7; Exodus 14:21-31 2. 4; Exodus 3:1-6 The Life of Moses 3. 2; Exodus 2:5-10 Directions: Read the listed Scripture passages from the book of Exodus about Moses’ life. Next write the chapter and verse on the line beside the correct event. Finally, 4. 6; Exodus 7:1-6 number the events in the correct chronological order.

5. 1; Exodus 2:1-4 Scripture Verses from the Book of Exodus 6. 5; Exodus 5:1-2 Exodus 2:5-10 Exodus 2:1-4 Exodus 2:11-15 Exodus 7:1-6 7. 3; Exodus 2:11-15 Exodus 14:21-31 Exodus 5:1-2 Exodus 3:1-6

Order of Events Events in the life of Moses

1. The parting of the Red Sea; Exodus ______: ______

2. The burning bush; Exodus ______: ______

3. Found by Pharaoh’s daughter; Exodus ______: ______

4. Brought the ten plagues down on Egypt; Exodus ______: ______

5. Put into a basket on the Nile River; Exodus ______: ______

6. Asked Pharaoh to let the Israelites go; Exodus ______: ______

7. Killed an Egyptian and fl ed; Exodus ______: ______SAMPLE136

Session 19: The Exodus Is the Central Event of the Old Testament 309 The Ten Plagues

Directions: After reading each passage, fi ll in the chart. The fi rst one has been done for you. Once you have completed the chart, list three reasons the plagues are extraordinary, or brought on by God.

Exodus 7:19 and your people and your houses. The houses of the Egyptians and the very ground on The LORD then spoke to Moses: “Speak to which they stand will be fi lled with swarms of Aaron: Take your staff and stretch out your fl ies. But on that day I will make an exception hand over the waters of Egypt — its streams, of the land of Goshen, where my people are, its canals, its ponds, and all its supplies of and no swarms of fl ies will be there, so that water — that they may become blood. There you may know that I the LORD am in the will be blood throughout the land of Egypt, midst of the land. even in the wooden pails and stone jars.”

Exodus 9:1-4 Exodus 8:2 Then the LORD said to Moses: “Go to Pharaoh So Aaron stretched out his hand over the and tell him: Thus says the LORD, the God of waters of Egypt, and the frogs came up and the Hebrews: Let my people go to serve me. covered the land of Egypt. For if you refuse to let them go and persist in holding them, the hand of the LORD will Exodus 8:12-13 strike your livestock in the fi eld — your horses, donkeys, camels, herds and fl ocks — with a Thereupon the LORD spoke to Moses: “Speak very severe pestilence. But the LORD will to Aaron: Stretch out your staff and strike the distinguish between the livestock of Israel dust of the earth, and it will turn into gnats and that of Egypt, so that nothing belonging throughout the land of Egypt. They did so. to the Israelites will die.” Aaron stretched out his hand with his staff and struck the dust of the earth, and gnats Exodus 9:8-9 came upon human being and beast alike. All the dust of the earth turned into gnats So the LORD said to Moses and Aaron: “Each throughout the land of Egypt.” of you take handfuls of soot from a kiln, and SAMPLEin the presence of Pharaoh let Moses scatter it toward the sky. It will turn into fi ne dust Exodus 8:17-18 over the whole land of Egypt and cause For if you do not let my people go, I will send festering boils on human being and beast swarms of fl ies upon you and your servants alike throughout the land of Egypt.”

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310 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. The water of the

Nile River turned Exodus 9:18 of Egypt there may be such darkness that one to blood. / Both. At this time tomorrow, therefore, I am going can feel it.” So Moses stretched out his hand to rain down such fi erce hail as there has toward the sky, and there was dense darkness never been in Egypt from the day it was throughout the land of Egypt for three days. 2. Frogs came up founded up to the present. People could not see one another, nor could out of the Nile they get up from where they were, for three days. But all the Israelites had light where Exodus 10:4-5 and covered all of they lived. For if you refuse to let my people go, Egypt. / Both. tomorrow I will bring locusts into your territory. They will cover the surface of the Exodus 11:4-5 earth, so that the earth itself will not be Moses then said, “Thus says the LORD: ‘About 3. All the dust of the visible. They will eat up the remnant you midnight I will go forth through Egypt. Every earth turned into saved undamaged from the hail, as well as all fi rstborn in the land of Egypt will die, from the trees that are growing in your fi elds. the fi rstborn of Pharaoh who sits on his gnats throughout throne to the fi rstborn of the slave-girl who is at the handmill, as well as all the fi rstborn of the land of Exodus 10:21-23 the animals.’” Then the LORD said to Moses: “Stretch out Egypt. / Both. your hand toward the sky, that over the land 4. Swarms of Verse Describe the plague Who was affected? flies filled the (Egyptians, land. / Just the Israelites, or both?)

Egyptians — the Exodus 1 The water of the Nile River turned to blood. Both Israelites were 7:19 spared. Exodus 2 8:2

Exodus 3 8:12-13

Exodus 4 8:16-17 SAMPLE138

Session 19: The Exodus Is the Central Event of the Old Testament 311 Answer Key 5. A pestilence struck and killed Verse Describe the plague Who was affected? the livestock of (Egyptians, the Egyptians. Israelites, or both?)

/ Just the Exodus 5 Egyptians — the 9:1-4 Israelites were Exodus 6 spared. 9:8-9

6. Moses and Aaron Exodus 7 threw soot into 9:18 the sky, which Exodus 8 caused a fine 10:4-5 dust to cover the Exodus land and cause 9 10:21-23 festering boils on people and Exodus 10 11:4-5 animals. / Both.

7. Hail rained down. In your opinion, what are three reasons the plagues are extraordinary events? Use the / Both. information you gathered in the chart to help you form your answer.

8. Locusts covered 1. ______the land and ate 2. ______the remnants 3. ______of the plants and trees not destroyed by the hail. / Both. 139 9. Dense darkness covered the land for three days. / SAMPLE Just the Egyptians — the Israelites were spared.

10. Death of the firstborn. / Just the Egyptians — those who participated in the Passover were spared (addressed in a later lesson).

Reasons the plagues were extraordinary:

1. The number, the degree, and the severity of the plagues made them unusual.

2. Many plagues affected only the Egyptians.

3. Moses called on God to begin these plagues and all plagues came through his staff.

312 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. God turned Moses’ staff into a Moses’ Signs serpent and back again. Directions: Read the following passages from Exodus 4 to identify the three signs God gave Moses. Describe each sign in a complete sentence. 2. When Moses placed his hand Exodus 4:1-9 in his cloak and 1“But,” objected Moses, “suppose they do not he put his hand into the fold of his garment, believe me or listen to me? For they may and when he drew it out, there was his hand removed it, it say, ‘The LORD did not appear to you.’” 2The covered with scales, like snowfl akes. 7Then became leprous, LORD said to him: What is in your hand? “A God said: “Put your hand back into the fold of staff,” he answered. 3God said: “Throw it on your garment.” So he put his hand back into but when he put it the ground.” So he threw it on the ground and the fold of his garment, and when he drew it became a snake, and Moses backed away it out, there it was again like his own fl esh. back in his cloak from it. 4Then the LORD said to Moses: “Now 8“If they do not believe you or pay attention and removed stretch out your hand and take hold of its tail. to the message of the fi rst sign, they should So he stretched out his hand and took hold of believe the message of the second sign. 9And it again, it was it, and it became a staff in his hand. 5That is if they do not believe even these two signs so they will believe that the LORD, the God of and do not listen to you, take some water clean. their ancestors, the God of Abraham, the God from the Nile and pour it on the dry land. of Isaac, and the God of Jacob, did appear The water you take from the Nile will become 3. When Moses to you. 6Again the LORD said to him: “Put blood on the dry land.” your hand into the fold of your garment.” So would pour water 1. Sign in Exodus 4:2-5: ______from the Nile 2. Sign in Exodus 4:6-8: ______onto the ground, 3. Sign in Exodus 4:9: ______it would turn to

blood. The serpent is a model of Satan. By turning Throughout the Bible, leprosy is seen as the rod into a serpent big enough to frighten a consequence for sin. The fi rst miracle Moses and then having him pick it up by Matthew records in his Gospel is Jesus’ the tail (something no snake handler in his healing a man of leprosy. Curing leprosy was right mind would do, since it left the head symbolic of forgiving sins, something only free to come around and bite him), God God can do. was demonstrating his power over Satan, Blood is the symbol of life, something only something only He has. God can give. SAMPLE140

Session 19: The Exodus Is the Central Event of the Old Testament 313 Answer Key 4. Mark 8:31-33.

5. Mark 16:17-18. The signs God gave to Moses symbolize the ancient person, these three things would something only God has, something only He have clearly identifi ed God as the power can do, and something only He can give. To behind Moses. 6. Luke 5:23-25.

The signs and wonders worked by Moses prefi gure the signs and wonders worked by Jesus. Read the three Gospel passages describing Jesus and write down which Scripture passage matches Jesus doing one of the three things that only God can do.

He began to teach them that the Son of Man must suffer greatly and be rejected by the elders, the chief priests, and the scribes, and be killed, and rise after three days. He spoke this openly. Then Peter took him aside and began to rebuke him. At this he turned around and, looking at his disciples, rebuked Peter and said, “Get behind me, Satan. You are thinking not as God does, but as human beings do.” MARK 8:31-33

These signs will accompany those who believe: in my name they will drive out demons, they will speak new languages. They will pick up serpents [with their hands], and if they drink any deadly thing, it will not harm them. They will lay hands on the sick, and they will recover.” MARK 16:17-18

“Which is easier, to say, ‘Your sins are forgiven,’ or to say, ‘Rise and walk’? But that you may know that the Son of Man has authority on earth to forgive sins” — he said to the man who was paralyzed, “I say to you, rise, pick up your stretcher, and go home.” He stood up immediately before them, picked up what he had been lying on, and went home, glorifying God. LUKE 5:23-25

4. Only God has power over Satan: ______

5. Only God can forgive sins: ______

6. Only God can give life: ______

SAMPLE 141

314 © SOPHIA INSTITUTE FOR TEACHERS SESSION 20 Moses and God’s Call

What students will learn: What students will do: ӹӹ The birth story of Moses ӹӹ Look at sacred art. foreshadows the birth story of Jesus. ӹӹ Compare the events at Moses’ birth ӹӹ God called MosesSAMPLE and gave him the and Jesus’ birth. mission of freeing the Israelites from ӹӹ Read Scripture. slavery, even though Moses was ӹӹ Complete graphic organizers on imperfect. God’s call to Moses and God’s ӹӹ Moses initially resisted God’s call, revelation of His name. but eventually accepted it. ӹӹ God’s revelation of His name is an invitation to know Him and be in relationship with Him.

315 Session at a Glance

Workbook pages your students will complete: ӹӹ Moses Smashing the Tablets of the Law ӹӹ Venn Diagram (page 147) (page 142) ӹӹ God’s Call to Moses Graphic Organizer ӹӹ Moses’ Birth Story (page 143) (page 148) ӹӹ Jesus’ Escape to Egypt (page 145) ӹӹ God’s Name (page 150)

Other materials you will need: ӹӹ Burning bush segment at SophiaOnline.org/BurningBush

Vocabulary your students will learn: ӹӹ Moses: The man God called to be His prophet and to whom He revealed His name. God gave Moses the mission of leading His people out of slavery in Egypt. The name Moses means “drawn out” since pharoah’s daughter drew him from the Nile. God delivered the Ten Commandments and the whole of the Law to Moses to teach the Israelites how to love Him and how to love their neighbor. ӹӹ Redeemer: A person who saves or frees others from slavery or oppression. Moses was the redeemer of the Israelites from slavery in Egypt. He foreshadowed Jesus, our true Redeemer from sin. SAMPLE

Prayer for this session: Lord our God, you gave us your commandments so we could love you with our whole hearts, souls, and strength, and so that we can love our neighbors as ourselves out of love for you. Please give us the grace to follow your commandments this day and during all our lives. Amen.

316 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up Moses Smashing the Tablets of the Law A. Begin with the prayer for this session. BY ReMBRANDT (C. 1659) B. Have students turn to Moses Smashing the Tablets of the Law (page 142). Allow your students a minute or two to observe the painting. EXPLAIN to students that this is a painting of Moses. Moses was the central figure of the Exodus and one of the most important people in the Old Testament and the entire Bible. Tradition has long held that Moses was the author of the first five books of the Bible (Genesis, Exodus, Leviticus,

Numbers, and Deuteronomy), known as the Gemäldegalerie, Berlin. Pentateuch or the Books of Moses. 142 C. Ask your students the following questions: ӹӹ What is Moses doing in this painting? He is holding the stone tablets of the Ten Commandments and about to smash them, since after coming down from the mountain he found the Israelites worshipping the golden calf. ӹӹ What are some things that you know about Moses? Answers will vary. Write correct answers on the board. Answers may include Moses was placed in a basket as a baby and hidden in the Nile River, he was raised by Pharaoh’s daughter, he killed an Egyptian soldier, God appeared to him in a burning bush,SAMPLE he told Pharaoh to let his people go, he parted the Red Sea, he sent ten plagues upon Egypt, he received the Ten Commandments, he led the Israelites through the desert to the Promised Land, he died before entering the Promised Land, and so forth. D. After adequately discussing with your students all that they know about Moses, explain to your students that Moses influenced much of the Bible. The Ten Commandments was the Law the Hebrew people followed even in Jesus’ time. And Jesus taught that not one small piece of the Law would pass away until the end of time. That means we are still bound to follow the Ten Commandments, which form the foundation of the Christian moral life. The Exodus itself, Moses leading the Israelites out of slavery in Egypt into new life in the Promised Land, foreshadows the New Exodus that Christ would lead — leading the human race out of slavery from sin into new life in the Kingdom of God. We can learn a lot about God’s plan for us by better understanding Moses’ life and what he accomplished.

Session 20: Moses and God’s Call 317 SESSION PLAN

Activity 1 Moses’ Birth Story

Directions: Read the story of the birth of Moses and answer the questions. 7. The name Moses means “drawn out.” Why was he named Moses? A. Arrange your class in groups of three or ______Exodus 1:22-2:10 ______haraoh then commanded all his people, her handmaid to fetch it. On opening it, she P“Throw into the Nile every boy that is looked, and there was a baby boy crying! She four. Have the students in half of the groups 8. Who orderedborn, the newborn but you maybaby let boys all theto be girls killed? live.” ______Now was moved with pity for him and said, “It is a man of the house of Levi married a Levite one of the Hebrews’ children.” Then his sister 9. Why did he give this order? woman, and the woman conceived and bore a asked Pharaoh’s daughter, “Shall I go and ______son. Seeing what a fi ne child he was, she hid summon a Hebrew woman to nurse the child turn to Moses’ Birth Story (page 143) and him for three months. But when she could no for you?” Pharaoh’s daughter answered her, ______longer hide him, she took a papyrus basket, “Go.” So the young woman went and called the daubed it with bitumen and pitch, and putting child’s own mother. Pharaoh’s daughter said to 10. How did Moses survive? the child in it, placed it among the reeds her, “Take this child and nurse him for me, and ______complete the worksheet. Ask the students in on the bank of the Nile. His sister stationed I will pay your wages.” So the woman took the herself at a distance to fi nd out what would child and nursed him. When the child grew, ______happen to him. Then Pharaoh’s daughter Jesus’ Escapeshe brought himto to Egypt Pharaoh’s daughter, and came down to bathe at the Nile, while her he became her son. She named him Moses; for attendants walked along the bank of the Nile. she said, “I drew him out of the water.” the other half of the groups to turn to Jesus’ Noticing the basket among the reeds, she sent Directions: Read the story of Jesus’ escape to Egypt and answer the questions. 4. What did Herod do when he discovered that the Magi had deceived him (by not returning to 1. What did Pharaohhim commandand telling his him people where to the do infantto the JesusIsraelites? was so that he could kill Him)? ______Matthew 2:13-23 Escape to Egypt (page 145) and complete the ______When they had departed, behold, the angel of and she would not be consoled, since they the Lord appeared to Joseph in a dream and were no more.” When Herod had died, behold, ______2. What did Moses’ mother do said, “Rise, take the child and his mother, fl ee after she could no longer hide him? the angel of the Lord appeared in a dream to to Egypt, and stay there until I tell you. Herod Joseph in Egypt and said, “Rise, take the child worksheet. ______5. After Herod hadis going died, to what search message for the was child given to destroy to Joseph him.” in a dream?and his mother and go to the land of Israel, ______Joseph rose and took the child and his mother for those who sought the child’s life are dead.” by night and departed for Egypt. He stayed He rose, took the child and his mother, and ______3. Who watched the basket to theresee what until would the death happen of Herod, to Moses? that ______what the went to the land of Israel. But when he heard Lord had said through the prophet might be that Archelaus was ruling over Judea in place B. When all groups have completed the 4. Who found6. the Where basket? did ______Josephfulfi lled, “Out of Egypt I called my son.” When take his family? ______of his father Herod, he was afraid to go back Herod realized that he had been deceived there. And because he had been warned in a 7. What prophecy was fulfi lled by this? 5. Who was brought to nurse theby the child? magi, ______he became furious. He ordered dream, he departed for the region of Galilee. ______the massacre of all the boys in Bethlehem He went and dwelt in a town called Nazareth, 6. What happened when Moses grew? ______worksheets, rearrange your students in new and its vicinity two years old and under, in so that what had been spoken through the ______accordance with the time he had ascertained prophets might be fulfi lled, “He shall be called from the magi. Then was fulfi lled what had a Nazorean.” 8. Who ordered the newborn baby boys to be killed? ______been said through Jeremiah the prophet: “A voice was heard in Ramah, sobbing and loud 143 groups of three or four so that each group 9. Why did he give this order? lamentation; Rachel weeping for her children, ______

______1. Who appeared to Joseph in a dream? What message did this person give to him? 144 contains students who read Moses’ birth story ______10. How did Jesus survive? ______2. How long did Joseph and his family stay in Egypt? ______and students who read about Jesus’ escape to 3. What prophecy was fulfi lled by Joseph taking his family to Egypt?

______

______Egypt. Then have each group discuss the last three questions in their worksheets: 145

146 ӹӹ Who ordered the newborn baby boys to be killed? ӹӹ Why did they give this order? ӹӹ How did Jesus and Moses survive? Venn Diagram C. Have students turn to Venn Diagram (page

Directions: Complete the diagram below by noting the unique characteristics of Moses’ birth story and Jesus’ escape to Egypt in the circles as well as the similarities between 147), then have each group work together to the two stories. complete the diagram. D. W hen your students have completed the Venn diagram, draw a Venn diagram on the board Moses’ birth Jesus’ escape story to Egypt and review and discuss your students’ answers SAMPLEwhile filling in the diagram on the board. Activity 2

A. Inform your students that Moses, who grew up in luxury as a member of Pharaoh’s family, had to flee Egypt for the desert land of

147 Midian. Moses witnessed an Egyptian soldier mistreating an Israelite slave, and he lashed out in anger and killed the soldier. Moses was wanted for murder, and so he ran. In Midian, he became a shepherd of the flocks of Reuel, the priest of Midian, and eventually he married

318 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Reuel’s daughter, Zipporah. Forty years passed since Moses left Egypt. He was now eighty years of age and still a shepherd. One day while Moses was out with his sheep, God called him and gave him a new mission. B. Have students turn to Exodus 3:1-10 in their Bibles, and ask a student volunteer read the passage aloud. C. Then ask your students the following questions: ӹӹ How did God appear to Moses? As an angel of the Lord, as fire flaming out of a bush, but not being consumed. In other words, as a burning bush. ӹӹ What did God say to Moses to call him? How did Moses respond? God called Moses by name. Moses responded by saying, “Here I am.” ӹӹ Why did God tell Moses to remove his sandals? He was standing on holy ground. ӹӹ How did God identify Himself to Moses? He said “I am the God of your father, the God of Abraham, the God of Isaac, and the God of Jacob.” ӹӹ Why did God say He was speaking to Moses? He has witnessed the affliction of his people in Egypt and heard their cry. He knows their suffering and has come to rescue them. ӹӹ What does God want Moses to do? Go to Pharaoh and bring the Israelites out of Egypt. Explain to your students that God identified Himself to Moses as the “God of your father, the God of Abraham, the God of Isaac, and the God of Jacob” for a very specific reason. Remember, the Egyptians (and likely many of the Israelites) were polytheistic. That means they worshipped more than one God. By telling Moses who He was in this way, God was making the point that He is not like these other gods. He is not just another god among many gods. Rather, He is the God of Moses’ people, his ancestors, and the Israelites. And He has come to free them from slavery. God gives Moses the task of leading His people to freedom. Moses, however, does not say yes to God’s plan immediately. D. Ask your students turn to God’s Call to Moses Graphic Organizer (page 148). With a partner, God’s Call to Moses Graphic Organizer

Directions: The story of Moses gives us the opportunity to think about how God calls each of have them look up and read the Scripture passages us in our own lives. GodMoses’ chose excuse Moses to lead the people of IsraelGod’s out response of slavery in Egypt. Moses was a sinner (a murderer!) and was at fi rst unwilling to accept his SAMPLEcall.4 God,Exodus however, always answered Moses’ excuses. 4:10-12 and work together to complete the graphic Read the verses given below and complete the chart. List all of the ways Moses tries to convince God that he would not be able to free Israel, and then, for each excuse, list God’s response. Finally, answer the refl ection questions. organizer. Moses’ excuse God’s response

1 Exodus 5 Exodus E. When your students have completed the 3:11-12 4:13-17 worksheet, review and discuss the correct answers.

2 Exodus Have student volunteers share their responses to 3:13-15

Reﬂ ection Questions the reflection questions. 1. Why do you think Moses at fi rst did not want to accept God’s call? ______

3 Exodus ______4:1-9 ______

______

2. What do God’s responses to Moses’ excuses tell us about God’s call to each of us?

______

______148

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Session 20: Moses and God’s Call 319 SESSION PLAN

Activity 3

A. Show your students the burning-bush segment of the movie Prince of Egypt, which can be found at SophiaOnline.org/BurningBush. B. After showing the video, ask your students how the scene from the video is similar to and different from the story of the burning bush that they have read in Scripture. Accept and discuss reasoned answers.

Activity 4 God’s Name

Read about God’s revelation of His name to Moses in the burning bush, and then He is not Directions:an anonymous force. By revealing theophanies, but none, perhaps, were as complete the graphic organizer. A. Have your students turn to God’s Name (page His name, God invited us to know Him meaningful and important as God’s revelation personally and intimately. This moment is to Moses. Everything changed for man’s called a theophany — a profound manifestation relationship with God after the burning bush. hen God spoke to Moses from the you know something about that person. He of God. Salvation History is marked with Nothing would ever be the same again. 150) and work individually or with a partner W burning bush, the human race’s is no longer an unknown person in a crowd relationship with God changed forever. Before of unknowns. And now that you know his God spoke to Moses in the burning bush, the name, you can call upon him. He has become human race did not know God’s name. Human accessible to you. to read about God’s revelation of His name The meaning of a name God’s name beings, like Abraham and his descendants, There is power in knowing someone’s name. knew there was a God, but He was not yet 1 What does a person’s name express? What doesThis God’s is true name, of God “I AM,” as well. mean? The Catechism of a personal God. He was not yet knowable. the Catholic Church nos. 203 and 204 describe to Moses and then complete the graphic But everything changed when God spoke to this reality well: Moses in the burning bush. God revealed His name to Moses — “I am who I am” (Exodus God revealed himself to his people Israel 3:14) or “Yahweh” in Hebrew. “I am” means “I by making his name known to them. organizer. exist.” God’s name reveals His existence and A name expresses a person’s essence His constant presence to His people. He was and identity and the meaning of this in the beginning, is with them now in their person’s life. God has a name; he is not an 2 Whatsuffering, and will be when all is fi nished. does it mean to have a name? What does theanonymous fact that Godforce. has To a disclose name one’s name B. When your students have completed the reveal aboutis Him? to make oneself known to others; in a In the ancient world, names represented a way it is to hand oneself over by becoming person’s essence, his or her identity deep accessible, capable of being known more inside. In fact, to have a name means that you intimately and addressed personally. worksheet, review and discuss the correct are not something, but someone. You are not an object, but a person, not anonymous, but God revealed himself progressively and knowable. Then, to tell someone else your under different names to his people, name is to invite that person to know you. but the revelation that proved to be the answers. fundamental one for both the Old and the 3 WhatImagine is the that meaning you were of telling standing someone in a crowd How did God reveal Himself to His people New Covenants was the revelation of the yourof name?people and you did not know anyone’s Israel? What did this revelation mean for divine name to Moses in the theophany of name. They would all be unknown to you andman’s relationship with God? the burning bush, on the threshold of the anonymous. Then imagine that you needed to Exodus and of the covenant on Sinai. get the attention of one of those people in the crowd. How would you do it? How could you When God revealed His name to Moses (and call the person without knowing his name? then to Pharaoh and all of the Israelites), He Now, imagine that the person you’re trying to went from being an unknown, anonymous reach comes to you and introduces himself to force to being known and able to be called you. Imagine that he gives you his name. Now upon. He became someone, not something.

150

151 SAMPLE

Get Ready for the Next Session Prepare the online Sophia Sketchpad video on the Eucharist found at SophiaSketchpad.org. Review the upcoming session.

320 © SOPHIA INSTITUTE FOR TEACHERS Moses Smashing the Tablets of the Law BY ReMBRANDT (C. 1659)

SAMPLE

Gemäldegalerie, Berlin.

142

Session 20: Moses and God’s Call 321 Answer Key 1. Throw every boy who is born into Moses’ Birth Story the Nile to kill

him. Directions: Read the story of the birth of Moses and answer the questions. 2. She put him in a Exodus 1:22-2:10 basket and placed haraoh then commanded all his people, her handmaid to fetch it. On opening it, she it among the P“Throw into the Nile every boy that is looked, and there was a baby boy crying! She born, but you may let all the girls live.” Now was moved with pity for him and said, “It is reeds on the bank a man of the house of Levi married a Levite one of the Hebrews’ children.” Then his sister woman, and the woman conceived and bore a asked Pharaoh’s daughter, “Shall I go and of the Nile River. son. Seeing what a fi ne child he was, she hid summon a Hebrew woman to nurse the child him for three months. But when she could no for you?” Pharaoh’s daughter answered her, 3. His sister. longer hide him, she took a papyrus basket, “Go.” So the young woman went and called the daubed it with bitumen and pitch, and putting child’s own mother. Pharaoh’s daughter said to the child in it, placed it among the reeds her, “Take this child and nurse him for me, and 4. Pharaoh’s on the bank of the Nile. His sister stationed I will pay your wages.” So the woman took the daughter. herself at a distance to fi nd out what would child and nursed him. When the child grew, happen to him. Then Pharaoh’s daughter she brought him to Pharaoh’s daughter, and came down to bathe at the Nile, while her he became her son. She named him Moses; for 5. Moses’ own attendants walked along the bank of the Nile. she said, “I drew him out of the water.” mother. Noticing the basket among the reeds, she sent

1. What did Pharaoh command his people to do to the Israelites? 6. He was brought ______to Pharaoh’s ______daughter and 2. What did Moses’ mother do after she could no longer hide him?

became her son. ______

______

3. Who watched the basket to see what would happen to Moses? ______

4. Who found the basket? ______

5. Who was brought to nurse the child? ______

6. What happened when Moses grew? ______

______SAMPLE 143

322 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 7. Because Pharaoh’s

daughter “drew 7. The name Moses means “drawn out.” Why was he named Moses? him out of the ______

water.” ______

8. Pharaoh. 8. Who ordered the newborn baby boys to be killed? ______9. Why did he give this order?

9. Because he feared ______

the numbers of ______Israelites. 10. How did Moses survive? 10. He was placed in ______a basket and set ______in the Nile River, where Pharaoh’s daughter found him.

SAMPLE144

Session 20: Moses and God’s Call 323 Answer Key 1. An angel of the Lord. The angel Jesus’ Escape to Egypt told him to rise, take the Child and Directions: Read the story of Jesus’ escape to Egypt and answer the questions. His mother, and

flee to Egypt and Matthew 2:13-23 stay there until When they had departed, behold, the angel of and she would not be consoled, since they the Lord appeared to Joseph in a dream and were no more.” When Herod had died, behold, the angel tells him said, “Rise, take the child and his mother, fl ee the angel of the Lord appeared in a dream to to Egypt, and stay there until I tell you. Herod Joseph in Egypt and said, “Rise, take the child to leave. is going to search for the child to destroy him.” and his mother and go to the land of Israel, Joseph rose and took the child and his mother for those who sought the child’s life are dead.” 2. Until the death of by night and departed for Egypt. He stayed He rose, took the child and his mother, and there until the death of Herod, that what the went to the land of Israel. But when he heard Herod (the king of Lord had said through the prophet might be that Archelaus was ruling over Judea in place Judea). fulfi lled, “Out of Egypt I called my son.” When of his father Herod, he was afraid to go back Herod realized that he had been deceived there. And because he had been warned in a by the magi, he became furious. He ordered dream, he departed for the region of Galilee. 3. “Out of Egypt I the massacre of all the boys in Bethlehem He went and dwelt in a town called Nazareth, called my son.” and its vicinity two years old and under, in so that what had been spoken through the accordance with the time he had ascertained prophets might be fulfi lled, “He shall be called from the magi. Then was fulfi lled what had a Nazorean.” been said through Jeremiah the prophet: “A voice was heard in Ramah, sobbing and loud lamentation; Rachel weeping for her children,

1. Who appeared to Joseph in a dream? What message did this person give to him?

______

2. How long did Joseph and his family stay in Egypt? ______

3. What prophecy was fulfi lled by Joseph taking his family to Egypt?

______

______SAMPLE 145

324 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 4. He ordered the

massacre of all 4. What did Herod do when he discovered that the Magi had deceived him (by not returning to of the boys in him and telling him where the infant Jesus was so that he could kill Him)? Bethlehem and its ______vicinity two years ______old and under. 5. After Herod had died, what message was given to Joseph in a dream?

5. Rise, take the ______

Child and His ______mother, and go to 6. Where did Joseph take his family? ______the land of Israel. 7. What prophecy was fulfi lled by this? 6. A town called ______Nazareth in ______Galilee. 8. Who ordered the newborn baby boys to be killed? ______

9. Why did he give this order? 7. “He shall be called ______a Nazorean.” ______

8. Herod. 10. How did Jesus survive?

______9. Because he was ______angry that the Magi had not told him where the infant Jesus was so that he could kill Him.

10. The angel of the Lord told Joseph to take Jesus and 146 His mother to Egypt to hide. SAMPLE

Session 20: Moses and God’s Call 325 Answer Key ӹӹ Unique to the story of Moses’ Venn Diagram birth: He was born in Egypt, Directions: Complete the diagram below by noting the unique characteristics of Moses’ birth his mother set story and Jesus’ escape to Egypt in the circles as well as the similarities between the two stories. him in a basket in the Nile River, he was raised by Pharaoh’s daughter. Accept other reasoned Moses’ birth Jesus’ escape answers. story to Egypt ӹӹ Unique to the story of Jesus’ birth: He and His family fled to Egypt, an angel appeared to Joseph to warn him, they returned to Israel and settled in Nazareth. Accept other reasoned answers. ӹӹ Similarities between the 147 two stories: The kings killed the newborn males in SAMPLE both stories, both escaped death. Accept other reasoned answers.

326 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Exodus 3:11-12 ӹӹ Moses’ excuse: God’s Call to Moses Graphic Organizer “Who am I that I should go to Directions: The story of Moses gives us the opportunity to think about how God calls each of Pharaoh…?” us in our own lives. God chose Moses to lead the people of Israel out of slavery in Egypt. Moses was a sinner (a murderer!) and was at fi rst unwilling to accept his ӹӹ God’s response: “I call. God, however, always answered Moses’ excuses. Read the verses given below and complete the chart. List all of the ways Moses will be with you.” tries to convince God that he would not be able to free Israel, and then, for each excuse, list God’s response. Finally, answer the refl ection questions. 2. Exodus 3:13-15

ӹӹ Moses’ excuse: Moses’ excuse God’s response

“But…what if they 1 Exodus ask me ‘What is his 3:11-12 name?’ what do I tell them?” ӹӹ God’s response: 2 Exodus “I am who I am.” 3:13-15 “This is what you will tell the Israelites: I AM has sent me to 3 Exodus you. … The Lord, 4:1-9 the God of your ancestors, the God of Abraham, the God of Isaac, and the God of Jacob,

has sent me to 148 you.”

3. Exodus 4: 1-9 ӹӹ Moses’ excuse: “But, suppose they do not believe me or listen to me?” ӹ God’s response: God SAMPLEgave Moses three signs: A staff that turns into a snake when thrown ӹ on the ground and back to a staff when picked up; when he puts his hand into his cloak and removes it, it becomes leprous (covered in scales) and then cured when he repeats the motion; and when he pours water from the Nile onto dry land, it becomes blood.

Session 20: Moses and God’s Call 327 Answer Key 4. Exodus 4: 10-12 ӹӹ Moses’ excuse: “If you please, my Moses’ excuse God’s response 4 Exodus Lord, I have never 4:10-12 been eloquent, neither in the past nor now that you have spoken to your servant; but I 5 Exodus 4:13-17 am slow of speech and tongue.” (Moses believed he was not a good public speaker. Some scholars Reﬂ ection Questions believe he may 1. Why do you think Moses at fi rst did not want to accept God’s call?

have had a speech ______

impediment.) ______ӹӹ God’s response: ______“Who gives one ______person speech? 2. What do God’s responses to Moses’ excuses tell us about God’s call to each of us? Who makes ______another mute or ______deaf, seeing or ______blind? Is it not I, the LORD? Now

go, I will assist 149 you in speaking and teach you what you are to say.” SAMPLE 5. Exodus 4: 13-17 ӹӹ Moses’ excuse: “If you please, my Lord, send someone else!” (That is, “I just don’t want to do it!”) ӹӹ God’s response: God became angry with Moses. Then, Moses’ brother, Aaron, approached. God said: “I know there is your brother, Aaron the Levite, who is a good speaker; even now he is on his way to meet you. When he sees you, he will truly be glad. You will speak to him and put the words in his mouth. I will assist both you and him in speaking and teach you both what you are to do. He will speak to the people for you: he will be your spokesman, and you will be as God to him.”

Reflection Questions: Accept reasoned answers.

328 © SOPHIA INSTITUTE FOR TEACHERS God’s Name

Directions: Read about God’s revelation of His name to Moses in the burning bush, and then complete the graphic organizer.

hen God spoke to Moses from the you know something about that person. He W burning bush, the human race’s is no longer an unknown person in a crowd relationship with God changed forever. Before of unknowns. And now that you know his God spoke to Moses in the burning bush, the name, you can call upon him. He has become human race did not know God’s name. Human accessible to you. beings, like Abraham and his descendants, There is power in knowing someone’s name. knew there was a God, but He was not yet This is true of God as well. The Catechism of a personal God. He was not yet knowable. the Catholic Church nos. 203 and 204 describe But everything changed when God spoke to this reality well: Moses in the burning bush. God revealed His name to Moses — “I am who I am” (Exodus God revealed himself to his people Israel 3:14) or “Yahweh” in Hebrew. “I am” means “I by making his name known to them. exist.” God’s name reveals His existence and A name expresses a person’s essence His constant presence to His people. He was and identity and the meaning of this in the beginning, is with them now in their person’s life. God has a name; he is not an suffering, and will be when all is fi nished. anonymous force. To disclose one’s name is to make oneself known to others; in a In the ancient world, names represented a way it is to hand oneself over by becoming person’s essence, his or her identity deep accessible, capable of being known more inside. In fact, to have a name means that you intimately and addressed personally. are not something, but someone. You are not an object, but a person, not anonymous, but God revealed himself progressively and knowable. Then, to tell someone else your under different names to his people, name is to invite that person to know you. but the revelation that proved to be the fundamental one for both the Old and the Imagine that you were standing in a crowd New Covenants was the revelation of the of people and you did not know anyone’s divine name to Moses in the theophany of name. They would all be unknown to you and the burning bush, on the threshold of the anonymous. Then imagine that you needed to SAMPLEExodus and of the covenant on Sinai. get the attention of one of those people in the crowd. How would you do it? How could you When God revealed His name to Moses (and call the person without knowing his name? then to Pharaoh and all of the Israelites), He Now, imagine that the person you’re trying to went from being an unknown, anonymous reach comes to you and introduces himself to force to being known and able to be called you. Imagine that he gives you his name. Now upon. He became someone, not something.

150

Session 20: Moses and God’s Call 329 Answer Key 1. A person’s

essence, his or He is not an anonymous force. By revealing theophanies, but none, perhaps, were as her identity deep His name, God invited us to know Him meaningful and important as God’s revelation personally and intimately. This moment is to Moses. Everything changed for man’s inside. / His called a theophany — a profound manifestation relationship with God after the burning bush. of God. Salvation History is marked with Nothing would ever be the same again. existence and constant presence to His people. The meaning of a name God’s name He was in the 1 What does a person’s name express? What does God’s name, “I AM,” mean? beginning, is with them now in their suffering, and will be when all is

finished. 2 What does it mean to have a name? What does the fact that God has a name reveal about Him? 2. You are someone, not something. You are a person, not an object. You 3 What is the meaning of telling someone How did God reveal Himself to His people are knowable, not your name? Israel? What did this revelation mean for anonymous. / man’s relationship with God? He is knowable, not just an anonymous force. He is able to be addressed personally and known more intimately. 151 3. It makes you known to others. It is an invitation SAMPLE to be known. / God revealed His name to Moses in the burning bush, and thus to everyone. This revelation was an invitation to know Him intimately.

330 © SOPHIA INSTITUTE FOR TEACHERS SESSION 21 The Passover

What students will learn: What students will do: ӹӹ The sacrificial lambSAMPLE was a sign of the ӹӹ Look at sacred art. Passover that saved the Israelites ӹӹ Do an in-depth study of the from the angel of death. Passover. ӹӹ Ancient people offered animal ӹӹ Read Scripture describing Old sacrifice for four main reasons: to Testament sacrifices. praise God, to thank God, to seal an ӹӹ Brainstorm ways they mark special oath, and in sorrow for sin. moments in their lives. ӹӹ Jesus is the Lamb of God who frees ӹӹ Compare the Last Supper with the us from sin and spiritual death. Passover.

331 Session at a Glance

Workbook pages your students will complete: ӹӹ The Sacrificial Lamb (page 152) ӹӹ Reasons to Sacrifice (page 157) ӹӹ The Passover (page 153) ӹӹ The New Passover (page 160) ӹӹ Old Testament Sacrifices (page 155)

Other materials you will need: ӹӹ Sophia Sketchpad Eucharist video available at SophiaSketchpad.org

Vocabulary your students will learn: ӹӹ Eucharist: The Sacrament in which we receive the Body and Blood, Soul and Divinity of our Lord Jesus Christ under the appearances of bread and wine. The Eucharist is the source and summit of our Christian life. It is spiritual food for the soul. It is not just a symbol but is Jesus’ true flesh and blood. ӹӹ Lamb of God: Jesus is the Lamb of God whose sacrifice on the Cross freed us from sin and spiritual death. Just as the Israelites had to eat the flesh of the Paschal Lamb for the sacrifice to be complete, Jesus gave us His Body and Blood in the Eucharist at the Last Supper for us to receive the blessingsSAMPLE of the Passover of the New Covenant. ӹӹ Last Supper: The last meal shared between Jesus and His disciples. It took place on the night before He died on the Cross. Jesus instituted the Holy Eucharist at the Last Supper. ӹӹ Passover: The central event of the Exodus. The final plague God sent upon Egypt was the plague of the death of the first born of every family in Egypt. By sacrificing a lamb, spreading its blood on their doorposts, and eating its roasted flesh in a sacred meal of bread and wine, the Israelite homes would be passed over by the plague of death. God also commanded that the Israelites remember this original Passover event every year with a memorial meal. The original Passover foreshadows Christ’s own sacrifice on the Cross.

332 © SOPHIA INSTITUTE FOR TEACHERS Vocabulary your students will learn (continued): ӹӹ Memorial Feast: A sacred meal shared to remember, or make present again, an important event of the past. God commanded the Israelites to share a memorial feast each year to represent the events of the Passover. Every Mass is a memorial feast that makes Christ’s one sacrifice on the Cross present to us today. ӹӹ Paschal Lamb: The lamb sacrificed by each Israelite family during the Passover. The blood of the lamb on the Israelite door posts was a sign for their homes to be passed over by the plague of death. ӹӹ Sacrifice: In ancient times, people offered the life of an animal to God as a way to praise God by, to give thanks to God, to honor a new beginning or to swear an oath, or as an expression of sorrow for sin. The original Passover required the sacrifice of a lamb. Jesus offered Himself as the supreme sacrifice to redeem all people from sin. ӹӹ Traditions: The Church passes on the Word of God that was entrusted to the Apostles by Jesus and the Holy Spirit.

Prayer for this session: Lamb of God, you take away the sins of the world: R. have mercy on us.

Lamb of God, you take away the sins of the world: R. have mercy on us. Lamb of God, you takeSAMPLE away the sins of the world: R. grant us peace.

333 Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. The Sacrifi cial Lamb B. Have students turn to The Sacrificial Lamb BY JOSeFA De AYALA (page 242). Give students several minutes to quietly view the art before you say or ask anything. Then as the following questions: ӹӹ What do you first notice about this work of art? ӹӹ What do you like about this work of art? ӹӹ What kind of animal is in this picture? A Walters Art Museum, Baltimore, Maryland. lamb. ӹӹ This painting is called The Sacrificial Lamb and was painted by a woman named Josefa 152 de Ayala in the seventeenth century. What do you think is going to happen to the lamb? The lamb is tied up and is going to be sacrificed. ӹӹ What are some adjectives you can think of to describe the lamb? Accept reasoned answers including adjectives such as innocent, docile, vulnerable, pure, and so forth. ӹӹ Do you think the lamb is still alive? Why do you think the artist chose to paint the lamb in that condition? Accept reasonedSAMPLE answers. EXPLAIN to your students that, as they’ve learned, God sent Moses to ask Pharaoh to let His people go, but Pharaoh refused. So God sent ten plagues upon Egypt. God turned the Nile River into blood, sent large swarms of insects, killed the Egyptian cattle, and ruined the Egyptian crops. He blocked out the sun and made it completely dark during the daytime. After each plague, Moses asked Pharaoh to let the Israelites go free. Pharaoh refused every time. Finally, God decided to send the tenth and final plague, the plague of death. On the fourteenth night of the month, God would send an angel of death upon Egypt to take the lives of all of the firstborn children in Egypt. God gave Moses specific instructions to follow, however, so that the firstborn of the Israelites would not die. Each Israelite family had to take a male lamb without any broken bones or defects and kill it. Then they had to spread the blood of the lamb on their doorposts. This was to be a sign for the angel of death to pass

334 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

over the Israelite houses. Then the Israelites were to roast and eat the flesh of the lamb that had been sacrificed. God commanded the Israelites to remember this event every year with a sacred meal of unleavened bread, a cup of wine, and a lamb. That night, the angel of death came and killed the firstborn children in Egypt, including Pharaoh’s son. The Israelites who had marked their doorposts with the lamb’s blood were spared. Afterward, Pharaoh let the Israelites go free. This event became known as the Passover. It is one of the most important events in Salvation History. C. Ask your students how the painting of the lamb is connected to the Passover. The Israelites needed to sacrifice a lamb for the Passover. This is a painting of a Passover, or Paschal, lamb.

Activity 1

A. Have students turn to The Passover (page 243). Have your students, working individually or with a partner, The Passover

Directions: Read the story of the Passover from Exodus 12:1-14 and answer the questions. read the story of the first Passover from Exodus 12:1-14 5. What type of herbs were the Israelites to eat? ______he LORD6. Whomsaid to wouldMoses theand Lord Aaron strike in the down? unleavened______bread and bitter herbs. Do not Tland of Egypt: “This month will stand at eat any of it raw or even boiled in water, but the head of7. yourWhat calendar; was the you sign will to bereckon placed on theroasted, Israelite with houses? its head Why? and shanks and inner it the fi rst month of the year. Tell the whole ______organs. You must not keep any of it beyond and then answer the questions. community of Israel: On the tenth of this the morning; whatever is left over in the month every ______family must procure for itself morning must be burned up. This is how you a lamb, one apiece for each household. If a are to eat it: with your loins girt, sandals on household8. is too What small type for of aday lamb, was it this along day alwaysyour to be? feet Why and do your you staff think in “Passover” hand, you willis a eatgood name for with its nearestthis neighbor event? will procure one, it in a hurry. It is the LORD’s Passover. For B. When your students have completed the worksheet, and apportion ______the lamb’s cost in proportion on this same night I will go through Egypt, to the number of persons, according to what striking down every fi rstborn in the land, each household ______consumes. Your lamb must human being and beast alike, and executing be a year-old male and without blemish. judgment on all the gods of Egypt—I, the ______You may take it from either the sheep or the LORD! But for you the blood will mark the review and discuss the correct answers. goats. You will keep it until the fourteenth houses where you are. Seeing the blood, I will ______day of this month, and then, with the whole pass over you; thereby, when I strike the land community of Israel assembled, it will be of Egypt, no destructive blow will come upon slaughtered during the evening twilight. They you. This day will be a day of remembrance will take some of its blood and apply it to the for you, which your future generations will two doorposts and the lintel of the houses celebrate with pilgrimage to the LORD; you in which they eat it. They will consume its will celebrate it as a statute forever.” meat that same night, eating it roasted with

1. What type of animal was to be sacrifi ced? ______Activity 2 2. What were the Israelites to do with the animal’s blood? ______

______

3. What were the Israelites to do with the meat of the animal? A. Explain to your students that when we read the Bible, ______the Old Testament in particular, we read about a lot 4. What type of bread were the Israelites to eat? ______153 of animal sacrifices. From the very beginning 154

with Cain and Abel, all the way through Old Testament Sacrifi ces

Read the following Scripture passages about sacrifi ce in the Old Testament. Jesus’ time, people offered animal sacrifice Directions: Abraham looked up and saw a single ram caught by its horns in the thicket. So Abraham went Then, on the lines provided, describe the sacrifi ce that occurred and why you and took the ram and offered it up as a burnt offering in place of his son. think each sacrifi ce was made. ______

for many reasons. This includes the Passover 1. Genesis ______4:3-5 In the course ______of time Cain brought an offering to the LORD from the fruit of the ground, while Abel, for his part, brought the fatty portion of the fi rstlings of his fl ock. The LORD looked with favor on Abel and his offering, but on Cain and his offering he did not look with sacrifice. We are now going explore some of favor. 4. Exodus 12:3, 6-7 Tell the whole community of Israel: On the tenth of this month every family must procure ______for itself a lamb, one apiece for each household. …You will keep it until the fourteenth day of this month, and then, with the whole community of Israel assembled, it will be slaughtered ______these sacrifices and why animal sacrifice was during the evening twilight. They will take some of its blood and apply it to the two SAMPLE ______doorposts and the lintel of the houses in which they eat it. ______2. Genesis 8:20 important to ancient people. ______Then Noah built an altar to the LORD, and choosing from every clean animal and every clean bird, he offered ______burnt offerings on the altar.

______B. Have students turn to Old Testament ______

Sacrifices (page 245). Have your students 3. Genesis 22:1-2, 9-13 Sometime afterward, God put Abraham to the test and said to him: “Abraham!” “Here I am!” he replied. Then God said: “Take your son Isaac, your only one, whom you love, and go to the land of Moriah. There offer him up as a burnt offering on one of the heights that I will point out to you.” …When they came to the place of which God had told him, Abraham built an altar read and discuss with a partner each example there and arranged the wood on it. Next he bound his son Isaac, and put him on top of the wood on the altar. Then Abraham reached out and took the knife to slaughter his son. But the angel of the LORD called to him from heaven, “Abraham, Abraham!” “Here I am,” he answered. “Do not lay your hand on the boy,” said the angel. “Do not do the least thing to him. For now of sacrifice from the Old Testament. Then have I know that you fear God, since you did not withhold from me your son, your only one.”

each pair describe the sacrifice that occurred 155

in each example and give a reason for that 156 sacrifice. C. When your students have completed the worksheet, review and discuss the answers.

Session 21: The Passover 335 SESSION PLAN

Activity 3

Reasons to Sacrifi ce A. Have students turn to Reasons to Sacrifice Directions: Read about the reasons people offered sacrifi ce, then answer the questions. if we worked every moment of our entire abundantly. Christ’s sacrifi ce on the Cross was lives, we’d never be able to pay that back. the fi nal sacrifi ce, made once and for all, and Now, imagine that someoneeople from came many to you ancient and culturesfully paid the debt forentering sin, and the then new some. relationship No agreed that offered to pay yourP debtfrequently offered animal sacrifi ces to for you, and give animal sacrifi ce would be needed ever again. their blood would be spilled if they failed (page 247) and work individually to read you 100 billion dollarsGod. An animal sacrifi ce involved killing the on top of it. To pay the their part of the bargain. Even though we do not offer animal sacrifi ces price for our sin, sacrifi cial animal and offering its life to God. God sent His only Son into Reﬂ ection Question anymore, our human4. To experiences express sorrow are similar for sins: this was the world to die forThis us. sometimes On the third involved day, He cooking and eating Our experiences are similar to those of our ancient ancestors.to those What of our are ancient somethe most common form of sacrifi ce. waysancestors. And we about the different reasons people offered rose from the deadpart and of defeatedthe animal. death Other and times sin it involved today that we use symbols and traditions to mark the importantcontinue momentsto use symbols ofThe our consequenceand lives? traditions for to sin is death, but forever. He cameburning not to condemn the remains us for of ourthe animal as a burnt mark the important itmoments is a price of too our high lives. for anyone to pay. offering. As the fi re consumed the animal, the ______sins, but to give us life so that we can live more Therefore, the sacrifi ce of an animal was smoke would rise to the heavens, where God made to pay a small piece of the price that sacrifice. Then have your students answer the ______would receive the sacrifi ce. 1. What was involved in offering an animal as a sacrifi ce? could never be fully paid. All sorts of animals would be sacrifi ced, from ______The practice of sacrifi ce was a tradition that large animals, such as bulls and cows, to people participated in to symbolize important ______small animals, such as birds. One of the most questions. moments in their lives and to bring about common sacrifi cial animals was the lamb. ______God’s blessing. Offering sacrifi ce was not a 2. Why was the lamb a common sacrifi cial animal? Lambs provided many things that ancient small matter and was not done thoughtlessly. people needed: wool, meat, and later, milk. ______The sacrifi ce of the animal carried a lot of Lambs also willingly follow and are obedient meaning and importance. B. When your students have completed the ______to their shepherd. Therefore, lambs came to symbolize obedience and innocence to God did not require animal sacrifi ce, however. 3. Why would ancient people offer sacrifi ce to praise God joyfully? ancient people and were a true sacrifi ce. He allowed human beings to make animal sacrifi ces as a step in the right direction. ______There are four main reasons for offering worksheet, review and discuss the answers. Instead of sacrifi ce, God desired that we animal sacrifi ce: love and obey Him. Love and obedience, of 4. Why would ancient people offer sacrifi ce to thank God? 1. To praise God joyfully for His glory and course, require a different kind of sacrifi ce. ______rule over creation: the sacrifi ce was an act In order to love someone and be obedient to Have student volunteers share their responses of giving back to God what was His. that person, we have to sacrifi ce our will and 5. Why would ancient people offer sacrifi ce to mark new beginnings and swear oaths? desires and place the other person before 2. To give thanks to God: people understood ourselves. True love, of God and neighbor, ______that God gave them all that they had. requires sacrifi cing ourselves. to the reflection question. Therefore, in thanksgiving, they could 6. Why would ancient people offer sacrifi ce in sorrow for sin? give to God only what they had already Even though God did not require animal been given. sacrifi ce, the matter of the penalty for sin ______remained. How could a price we could not 3. To honor a new beginning by swearing an ______afford be paid? Imagine that you owed a debt oath: although maybe strange by today’s of 100 billion dollars to someone. How could standards, the sacrifi ced animal sealed the 7. How did God pay the debt for our sin? you possibly afford that? For most of us, even oath in blood. In other words, the persons ______157 Activity 4

158 A. Read aloud to your students 1 Peter 1:18-19: 159 [Y]ou were ransomed from your futile conduct, handed on by your ancestors, not with perishable things like silver or gold but with the precious blood of Christ as of a spotless unblemished lamb. B. Ask your students the following questions: ӹӹ What do you think St. Peter means by “futile conduct”? Our sin. ӹӹ What does it mean to be ransomed? If someone has been kidnapped or enslaved, that person’s freedom can be bought with a ransom, which is some form of payment. ӹӹ With what have we been ransomed from our sin? The precious blood of Christ. ӹӹ To what is St. Peter comparing Christ? A spotless, unblemished lamb. C. Next read aloud to your students John 1:29: The next day he saw JesusSAMPLE coming toward him and said, “Behold, the Lamb of God, who takes away the sin of the world.” D. Explain to your students that this passage appears in John’s Gospel where John the Baptist was baptizing people in the Jordan River. When Jesus came to meet John and his followers, John introduced Jesus to them in this way. Ask your students the following questions: ӹӹ What animal does John call Jesus? A lamb, the Lamb of God. ӹӹ What did John say that Jesus, the Lamb of God, will do? Take away the sin of the world. ӹӹ What are lambs usually like? Small, innocent, shy, cute, cuddly, soft, gentle, kind, and so forth.

336 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

ӹӹ Do you think a lamb is a good animal to compare Jesus to? Why or why not? Answers will vary, but most students will likely answer no, because Jesus is God and King of the universe, not cute and cuddly. ӹӹ How do these two passages together connect with the Passover? At the Passover, the Israelites had to sacrifice an unblemished lamb. This sacrifice ultimately freed them from slavery in Egypt. Jesus is the Lamb of God, whose sacrifice on the Cross frees us from slavery to sin.

Activity 4 The New Passover A. Have your students turn to The New Passover Directions: Read Luke 22:14-20 and answer the questions.

(page 250) and work individually to read the hen the hour came, he took his place at on I shall not drink of the fruit of the vine until W table with the apostles. He said to them, the kingdom of God comes.” Then He took the “I have eagerly desired to eat this Passover bread, said the blessing, broke it, and gave it to story of the Last Supper from Luke 22:14-20 with you before I suffer, for, I tell you, I shall them, saying, “This is my body, which will be not eat it [again] until there is fulfi llment in given for you; do this in memory of me.” And the kingdom of God.” Then he took a cup, gave likewise the cup after they had eaten, saying, and answer the questions. thanks, and said, “Take this and share it among “This cup is the new covenant in my blood, yourselves; for I tell you [that] from this time which will be shed for you.”

B. When your students have finished, review and 1. What is this Scripture passage the story of? ______discuss the correct answers. 2. What does Jesus say to His Apostles when He breaks the bread and gives it to them? ______

3. What does Jesus say to His Apostles when He gives them the cup of wine after they have EXPLAIN to your students that we believe eaten? ______

that the bread and wine at the Last Supper 4. Notice that while there is bread and wine, there is no lamb mentioned at this Passover meal. Why do you think that is?

and at every Catholic Mass become the ______

5. Just as in the original Passover, Jesus asked His Apostles to remember this event, to “do this actual Body and Blood of Jesus Christ. Just in memory” of Him. How are the Last Supper and Jesus’ sacrifi ce made present to us today? ______as the Israelites had to eat the flesh of ______6. What similarities do you see between this account of the Last Supper and the Passover that the sacrificed lamb to participate in the we studied in the last lesson? ______original Passover, we must eat the Body and ______Blood of Jesus Christ, the Lamb of God, to 160 participate in the New Passover from sin.

Activity 5

A. Show the Sophia Sketchpad video on the Eucharist, found at SophiaSketchpad.orgSAMPLE. B. Ask your students what stood out to them about the video you watched and what questions the video may have brought up.

Get Ready for the Next Session Review the upcoming session.

Session 21: The Passover 337 The Sacrifi cial Lamb BY JOSeFA De AYALA

SAMPLEWalters Art Museum, Baltimore, Maryland.

152

338 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. A lamb. 2. Put on two The Passover doorposts and

lintel of the house. Directions: Read the story of the Passover from Exodus 12:1-14 and answer the questions.

3. Roast over the fire he LORD said to Moses and Aaron in the unleavened bread and bitter herbs. Do not Tland of Egypt: “This month will stand at eat any of it raw or even boiled in water, but and eat it. the head of your calendar; you will reckon roasted, with its head and shanks and inner it the fi rst month of the year. Tell the whole organs. You must not keep any of it beyond 4. Unleavened bread. community of Israel: On the tenth of this the morning; whatever is left over in the month every family must procure for itself morning must be burned up. This is how you a lamb, one apiece for each household. If a are to eat it: with your loins girt, sandals on household is too small for a lamb, it along your feet and your staff in hand, you will eat with its nearest neighbor will procure one, it in a hurry. It is the LORD’s Passover. For and apportion the lamb’s cost in proportion on this same night I will go through Egypt, to the number of persons, according to what striking down every fi rstborn in the land, each household consumes. Your lamb must human being and beast alike, and executing be a year-old male and without blemish. judgment on all the gods of Egypt—I, the You may take it from either the sheep or the LORD! But for you the blood will mark the goats. You will keep it until the fourteenth houses where you are. Seeing the blood, I will day of this month, and then, with the whole pass over you; thereby, when I strike the land community of Israel assembled, it will be of Egypt, no destructive blow will come upon slaughtered during the evening twilight. They you. This day will be a day of remembrance will take some of its blood and apply it to the for you, which your future generations will two doorposts and the lintel of the houses celebrate with pilgrimage to the LORD; you in which they eat it. They will consume its will celebrate it as a statute forever.” meat that same night, eating it roasted with

1. What type of animal was to be sacrifi ced? ______

2. What were the Israelites to do with the animal’s blood?

______

3. What were the Israelites to do with the meat of the animal?

______

4. What type of bread were the Israelites to eat? ______SAMPLE 153

Session 21: The Passover 339 Answer Key 5. Bitter.

6. Firstborn in 5. What type of herbs were the Israelites to eat? ______Egypt. 6. Whom would the Lord strike down? ______7. Blood of the 7. What was the sign to be placed on the Israelite houses? Why? ______sacrificed lamb/ ______So that the angel 8. What type of day was this day always to be? Why do you think “Passover” is a good name for of death would this event? pass over their ______houses that night. ______8. Remembrance or ______memorial feast. ______Accept reasoned answers.

154SAMPLE

340 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Genesis 4:3-5: Cain sacrificed Old Testament Sacrifi ces a portion of his crops, and Abel Directions: Read the following Scripture passages about sacrifi ce in the Old Testament. sacrificed a sheep Then, on the lines provided, describe the sacrifi ce that occurred and why you think each sacrifi ce was made. from his flock. They likely offered 1. Genesis 4:3-5 the sacrifice in In the course of time Cain brought an offering to the LORD from the fruit of the ground, while Abel, for his part, brought the fatty portion of the fi rstlings of his fl ock. The LORD thanksgiving for looked with favor on Abel and his offering, but on Cain and his offering he did not look with God’s blessing on favor. their work. ______2. Genesis 8:20: ______Noah sacrificed one of every 2. Genesis 8:20 “clean” animal Then Noah built an altar to the LORD, and choosing from every clean animal and every clean bird, he offered burnt offerings on the altar.

and bird. He ______

likely did so in ______

thanksgiving for ______God’s saving them from the Flood 3. Genesis 22:1-2, 9-13 Sometime afterward, God put Abraham to the test and said to him: “Abraham!” “Here I am!” and/or to mark he replied. Then God said: “Take your son Isaac, your only one, whom you love, and go to the land of Moriah. There offer him up as a burnt offering on one of the heights that I will point the beginning of a out to you.” …When they came to the place of which God had told him, Abraham built an altar new covenant. there and arranged the wood on it. Next he bound his son Isaac, and put him on top of the wood on the altar. Then Abraham reached out and took the knife to slaughter his son. But the angel of the LORD called to him from heaven, “Abraham, Abraham!” “Here I am,” he answered. 3. Genesis 22:1-2, “Do not lay your hand on the boy,” said the angel. “Do not do the least thing to him. For now 9-13: God called I know that you fear God, since you did not withhold from me your son, your only one.” Abraham to sacrifice his only 155 son, Isaac, but at the last moment, God stopped him SAMPLE from doing so. Instead, Abraham sacrificed a ram caught in a thicket. God asked Abraham to sacrifice his son as a test of his faith.

Session 21: The Passover 341 Answer Key 4. Exodus 12:3, 6-7:

The Israelites had Abraham looked up and saw a single ram caught by its horns in the thicket. So Abraham went to sacrifice a lamb and took the ram and offered it up as a burnt offering in place of his son. in order to be ______saved from death ______and freed from ______

slavery. 4. Exodus 12:3, 6-7 Tell the whole community of Israel: On the tenth of this month every family must procure for itself a lamb, one apiece for each household. …You will keep it until the fourteenth day of this month, and then, with the whole community of Israel assembled, it will be slaughtered during the evening twilight. They will take some of its blood and apply it to the two doorposts and the lintel of the houses in which they eat it.

______

156SAMPLE

342 © SOPHIA INSTITUTE FOR TEACHERS Reasons to Sacrifi ce

Directions: Read about the reasons people offered sacrifi ce, then answer the questions.

eople from many ancient cultures entering the new relationship agreed that Pfrequently offered animal sacrifi ces to their blood would be spilled if they failed God. An animal sacrifi ce involved killing the their part of the bargain. sacrifi cial animal and offering its life to God. 4. To express sorrow for sins: this was This sometimes involved cooking and eating the most common form of sacrifi ce. part of the animal. Other times it involved The consequence for sin is death, but burning the remains of the animal as a burnt it is a price too high for anyone to pay. offering. As the fi re consumed the animal, the Therefore, the sacrifi ce of an animal was smoke would rise to the heavens, where God made to pay a small piece of the price that would receive the sacrifi ce. could never be fully paid. All sorts of animals would be sacrifi ced, from The practice of sacrifi ce was a tradition that large animals, such as bulls and cows, to people participated in to symbolize important small animals, such as birds. One of the most moments in their lives and to bring about common sacrifi cial animals was the lamb. God’s blessing. Offering sacrifi ce was not a Lambs provided many things that ancient small matter and was not done thoughtlessly. people needed: wool, meat, and later, milk. The sacrifi ce of the animal carried a lot of Lambs also willingly follow and are obedient meaning and importance. to their shepherd. Therefore, lambs came to symbolize obedience and innocence to God did not require animal sacrifi ce, however. ancient people and were a true sacrifi ce. He allowed human beings to make animal sacrifi ces as a step in the right direction. There are four main reasons for offering Instead of sacrifi ce, God desired that we animal sacrifi ce: love and obey Him. Love and obedience, of 1. To praise God joyfully for His glory and course, require a different kind of sacrifi ce. rule over creation: the sacrifi ce was an act In order to love someone and be obedient to of giving back to God what was His. that person, we have to sacrifi ce our will and desires and place the other person before 2. To give thanks to God: people understood ourselves. True love, of God and neighbor, that God gave them all that they had. requires sacrifi cing ourselves. Therefore, in thanksgiving,SAMPLE they could give to God only what they had already Even though God did not require animal been given. sacrifi ce, the matter of the penalty for sin remained. How could a price we could not 3. To honor a new beginning by swearing an afford be paid? Imagine that you owed a debt oath: although maybe strange by today’s of 100 billion dollars to someone. How could standards, the sacrifi ced animal sealed the you possibly afford that? For most of us, even oath in blood. In other words, the persons

157

Session 21: The Passover 343 Answer Key 1. Killing the animal

and offering if we worked every moment of our entire abundantly. Christ’s sacrifi ce on the Cross was its life to God. lives, we’d never be able to pay that back. the fi nal sacrifi ce, made once and for all, and Now, imagine that someone came to you and fully paid the debt for sin, and then some. No Sometimes it offered to pay your debt for you, and give animal sacrifi ce would be needed ever again. you 100 billion dollars on top of it. To pay the Even though we do not offer animal sacrifi ces would be eaten, price for our sin, God sent His only Son into anymore, our human experiences are similar the world to die for us. On the third day, He and other times it to those of our ancient ancestors. And we rose from the dead and defeated death and sin continue to use symbols and traditions to forever. He came not to condemn us for our would be burned. mark the important moments of our lives. sins, but to give us life so that we can live more 2. A lamb willingly 1. What was involved in offering an animal as a sacrifi ce?

follows a ______

shepherd and ______is viewed as 2. Why was the lamb a common sacrifi cial animal?

obedient and ______

innocent. ______

3. The sacrifice was 3. Why would ancient people offer sacrifi ce to praise God joyfully? ______an act of giving back to God what 4. Why would ancient people offer sacrifi ce to thank God? ______is His. 5. Why would ancient people offer sacrifi ce to mark new beginnings and swear oaths?

4. In gratitude, they ______

could give to God 6. Why would ancient people offer sacrifi ce in sorrow for sin? only what they ______

have been given. ______

5. The sacrificed 7. How did God pay the debt for our sin? ______animal sealed the ______oath in blood. In other words, the persons 158 entering the new relationship agreed that their SAMPLE blood would be spilled if they failed to uphold their agreement.

6. The sacrifice was made to pay part of the price for sin that could never be fully paid.

7. To pay the price for our sin, God sent His only Son into the world to die for us. On the third day, He rose from the dead and defeated death and sin forever. He came not to condemn us for our sins, but to give us life so that we can live more abundantly. Christ’s sacrifice on the Cross was the final sacrifice, made once and for all, and fully paid the debt for sin, and then some. No animal sacrifice would be needed ever again.

344 © SOPHIA INSTITUTE FOR TEACHERS Reﬂ ection Question Our experiences are similar to those of our ancient ancestors. What are some ways today that we use symbols and traditions to mark the important moments of our lives?

______

SAMPLE

159

Accept reasoned answers

Session 21: The Passover 345 Answer Key Part 1 1. The Last Supper. The New Passover 2. “This is my body Directions: Read Luke 22:14-20 and answer the questions. which will be given for you; do hen the hour came, he took his place at on I shall not drink of the fruit of the vine until W table with the apostles. He said to them, the kingdom of God comes.” Then He took the this in memory of “I have eagerly desired to eat this Passover bread, said the blessing, broke it, and gave it to with you before I suffer, for, I tell you, I shall them, saying, “This is my body, which will be me.” not eat it [again] until there is fulfi llment in given for you; do this in memory of me.” And the kingdom of God.” Then he took a cup, gave likewise the cup after they had eaten, saying, 3. “This cup is the thanks, and said, “Take this and share it among “This cup is the new covenant in my blood, yourselves; for I tell you [that] from this time which will be shed for you.” new covenant in my blood, which 1. What is this Scripture passage the story of? will be shed for ______you.” 2. What does Jesus say to His Apostles when He breaks the bread and gives it to them? ______4. Jesus is the 3. What does Jesus say to His Apostles when He gives them the cup of wine after they have Lamb of God, as eaten? John the Baptist ______announced. He 4. Notice that while there is bread and wine, there is no lamb mentioned at this Passover meal. Why do you think that is? gives us His Body ______and Blood to eat 5. Just as in the original Passover, Jesus asked His Apostles to remember this event, to “do this and drink, just as in memory” of Him. How are the Last Supper and Jesus’ sacrifi ce made present to us today?

the Israelites had ______

to eat the flesh ______

of the original 6. What similarities do you see between this account of the Last Supper and the Passover that Passover lamb. we studied in the last lesson? ______

5. At every Mass ______when we receive the Eucharist. 160

6. Jesus says He has desired to SAMPLE eat this Passover with His Apostles. There was a cup of wine and bread. Jesus said the cup of wine is the new covenant in His blood, which will be shed for us.

346 © SOPHIA INSTITUTE FOR TEACHERS SESSION 22 The Parting of the Red Sea and the Ten Commandments

What students will learn: What students will do: ӹӹ Through Moses, God leads the ӹӹ Look at sacred art. Israelites to freedom from slavery in ӹӹ Do an in-depth study of the crossing Egypt by parting the waters of the of the Red Sea. Red Sea and destroying Pharaoh’s ӹӹ List out the Ten Commandments army. SAMPLE from Scripture. ӹӹ The Ten Commandments are laws of ӹӹ Brainstorm five reasons why the love that teach us how to love God Beatitudes still matter today. and one another. ӹӹ Jesus perfects the Ten Commandments with the Beatitudes, which teach us how to be truly happy and to strive for holiness in life.

347 Session at a Glance

Workbook pages your students will complete: ӹӹ The Crossing of the Red Sea (page 161) ӹӹ The Ten Commandments (page 165) ӹӹ Moses Parts the Red Sea (page 163) ӹӹ Why the Beatitudes Still Matter (page 167)

Vocabulary your students will learn: ӹӹ Beatitude: Happiness or fulfillment, which we ultimately find in Heaven. In the Sermon on the Mount Jesus gave the Beatitudes as the perfection of the Ten Commandments. They teach us how to be truly happy to strive for holiness in life. ӹӹ Exodus: Greek for “way or path for leaving.” In the Old Testament, God called Moses to be His prophet and lead the Israelites, His Chosen People, out of slavery in Egypt to new life in the Promised Land. ӹӹ Ten Commandments: Ten rules or laws God gave to His people through Moses to teach them how to love God and each other. ӹӹ Sin: An offense, or wrongdoing, against God. It is something we say, think, do, or fail to do that is against the eternal law of God. It is a choice we make on purpose to not love God, ourselves, or others. SAMPLE Prayer for this session: For those who are poor in spirit, we ask For those who are persecuted for the Faith, God’s blessing. we ask God’s blessing. For those who mourn and whose hearts are For those who protect us, we ask God’s saddened, we ask God’s blessing. blessing. For those who hunger and thirst for For any and all those who need our prayers, righteousness, we ask God’s blessing. we ask God’s blessing. Amen. For the poor and the lonely, we ask God’s blessing.

348 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session.

The Crossing of the Red Sea B. Have students turn to The Crossing of the Red BY UNKNOWN ARTIST (C. 1400-1410) Sea (page 161). Give students several minutes The Crossing of the Red Sea The Crossing of the Red Sea, by unknown artist (c. 1400-1410) to quietly view the art before you say or ask Directions: Take some time to quietly view and refl ect on the art. Let yourself be inspired in any way that happens naturally. Then think about the questions below, and discuss anything. Then ask them the following questions: them with your classmates.

ӹ What do you first notice about this work of Conversation Questions ӹ 1. Who are the people in this picture? 2. What is happening in this picture? art? 3. What else do you know about this event? 4. God is not directly shown in this picture, although God directly caused the events that are shown. What does this picture show us about God? 5. Read the Scripture passage below. How does this image illustrate the Scripture passage? ӹӹ What do you like about it? The Lord preceded them, in the daytime by means of a column of cloud to show them the way, and at night by means of a column of fi re to give them light. Thus they could travel both day and night. —EXODUS 13:21 ӹӹ This picture is in a book. Have you ever seen 6. How does a pillar of fi re reveal God and at the same time conceal God? 7. God could have revealed Himself in any way that He wanted. Why do you think God chose to reveal Himself by fi rst allowing the Israelites to be slaves and then miraculously freeing paintings like this in books before? Where? them? ӹӹ Does it look old or new?

ӹӹ What do you think is happening in this The J. Paul Getty Museum, Los Angeles.

painting? Moses and the Israelites are 161

crossing the Red Sea. Pharaoh’s army has been 162 wiped out by the waters of the Red Sea. C. Explain to your students that books with paintings like this in them are called illuminated manuscripts. Illuminated manuscripts are typically the Bible or prayer books. These books were primarily made in the Middle Ages, which makes them between 600 and 1,600 years old. Many of them were written, illustrated, and bound by monks. This picture is about 620 years old. It was made in Germany. D. Explain to your studentsSAMPLE that the story of Moses and the crossing of the Red Sea during the Exodus takes place in the book of Exodus in the Bible. Ask your students if they know what the word exodus means. Accept reasoned answers. Then explain that the word exodus comes from two Greek words, ex, which means “out,” and hodos, which means “way” or “path.” An exodus is a way out or a path for leaving. The second book of the Bible tells us about the Exodus of the Jewish people from slavery in Egypt. God, through a man named Moses, showed His people a way out of, or a path for leaving, slavery in Egypt to new life in the Promised Land. E. Arrange your students in small groups and have them turn to The Crossing of the Red Sea (page 162). Have them discuss the conversation questions with each other. Try to keep students focused on the artwork and the discussion questions, letting their conversations go in unexpected ways. F. Then have students share their responses to the questions as a class.

Session 22: The Parting of the Red Sea and the Ten Commandments 349 SESSION PLAN

Activity 1

Moses Parts the Red Sea A. Have students turn to Moses Parts the Red Directions: Read each Scripture passage in your Bibles and answer the questions. Read Exodus 14:23-31, then answer:

6. What happenedRead when Exodus Pharaoh’s 14:1-9, chariots then followed answer: the Israelites into the parted waters of Sea (page 163) and work individually or with the sea?

______1. What change of heart did Pharaoh and the Egyptians have? What did Pharaoh then do? What did he take with him? What did Pharaoh do? a partner to read about how Moses parted the 7. What did God tell ______Moses to do? What happened to Pharaoh’s armies when Moses did as the Lord instructed? ______Red Sea and the Israelites escaped slavery in ______Read Exodus 14:10-22, then answer: Egypt, then answer the questions. 8. How did the Israelites2. How didrespond the Israelites to all that feel they when had they just realizedwitnessed Pharaoh the Lord had do? caught up to them? What did the Israelites then do? ______B. When your students have completed the ______worksheet, review and discuss the answers. 3. Whom did the Israelites blame for their dire situation? ______

4. What did God instruct Moses to do?

______

______Activity 2 5. What moved behind the Israelites? What did it look like in the day? What did it look like in the night?

______

______A. Read aloud to your students Deuteronomy 6:4- ______9. 163 B. Then ask your students the following questions: 164 ӹӹ What is at the heart of the message Moses is repeating from God to the Israelites? We should love God above all other things. ӹӹ What does Moses tell the Israelites to do to keep this message alive in the community? Repeat it to their children; recite it when they are at home and away and when they lie down and get up; keep it with them; and write it on the doorposts of their houses and on their gates. ӹӹ Why do you think obedience to the rest of the Commandments would be easy if believers loved God above all else? Accept reasoned answers. Help your students come to the conclusion that we can follow the Commandments simply as rules that are imposed upon us from above, or we can follow them because we love God, who gave us the Commandments as a way to learn about loving Him and loving one another. It’s much easier to obey when we are loved by the person who gives us rules, and when we love them in return. EXPLAIN to your studentsSAMPLE that after Moses leads the Israelites through the Red Sea to freedom from slavery, they still had a long way to go. Even though the Israelites had witnessed God do many wondrous things, they still did not know God well and did not have a relationship with Him. They had been enslaved in Egypt for hundreds of years and probably worshipped Egyptian gods for much of that time. They needed to learn again what it meant to love God and to love one another as God originally intended, and to avoid sin. So, after some time, Moses led the people to Mount Sinai. There, Moses went up the mountain and spoke with God. God gave Moses the Ten Commandments to be the law of His people. God’s commands to Moses dealt with the relationship between God and His people and among His people. The Ten Commandments continue to guide our lives today. When God gave us the Ten Commandments, He was not simply giving a set of rules to be obedient to. He gave

350 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

His people a law to teach and guide them in

every part of their lives so that they might The Ten Commandments

learn how to love and how to avoid sin. Later, Directions: Write what each Commandment teaches us about how to love God or our Commandmentsneighbor. In the third column, Whatmake adoes list ofthis ways the modernWhat world challenges poses to living challenges to living each of theCommandment Commandments. teach us this Commandment are about how to love God or posed by the world today? in the Gospels, we learn that Jesus greatly our neighbor? Commandments What does this What challenges to living 5. Exodus 20:13 Commandment teach us this Commandment are respected the Law of Moses and quoted You shall not kill. about how to love God or posed by the world today? our neighbor? it during His lifetime and public ministry. 1. Exodus 20:2-3 I am the LORD6. Exodus your God, 20:14 who brought you out of the land You shall not commit of Egypt, out of the house of adultery. Jesus wanted everyone to understand that slavery. You shall not have other gods beside me.

God’s authority is based on love. 2. Exodus7. 20:7Exodus 20:15 You shall Younot invokeshall not the steal. name of the LORD, your God, in vain. For the LORD will not C. Arrange your students in pairs or trios and ask leave unpunished anyone who invokes his name in vain. 8. Exodus 20:16

3. ExodusYou 20:8 shall not bear false witness against your each group to turn to The Ten Commandments Remember the sabbath day— neighbor. keep it holy.

(page 165). Have each group look up and 9. Exodus 20:17a 4. ExodusYou 20:12 shall not covet your neighbor’s house. You shall Honor your father and your not covet your neighbor’s write, in the first column, each of the Ten mother, that you may have a wife. long life in the land the LORD your God is giving you. Commandments from Exodus 20. Then 10. Exodus 20:17b [You shall not covet your neighbor’s], male or female slave, his ox or donkey, or have them discuss each Commandment anything that belongs to your 165 neighbor. and, in the second column, write what each 166 Commandment teaches us about how to love God or our neighbor. Finally, in the third column, have each group make a list of ways the modern world poses challenges to living each of the Commandments. D. When your students have completed the worksheet, call on different groups to share their answers with the class. Consider keeping a master chart of the Ten Commandments on the board and filling in the answers as you discuss them, or having students come to the board to write their answers in the master chart themselves.

EXPLAIN to your students that the Ten Commandments give us clear direction from God as to what is right and what is wrong, what is good and what is sinful. The Israelites were tempted, however, to go against the Commandments over and over again. They were tempted to sin. Even Jesus was tempted by the devil in the desert. This shows us that temptation itself isn’t sinful. We sin only when we give in to temptation. We too are tempted, and we must battle againstSAMPLE temptations all the time. E. Prompt a class discussion with the two following questions. Allow students to share their thoughts and let the conversation go in unexpected ways. ӹӹ What are some of the worst kinds of temptations young people face today? ӹӹ What can you do to avoid temptation? Jesus gives us a model on how to resist temptation when he resists the devil during His 40 days in the desert.

Session 22: The Parting of the Red Sea and the Ten Commandments 351 SESSION PLAN

Activity 3

A. Ask students: Since Jesus came down from Heaven, do we need to follow the Ten Commandments anymore? When Jesus came down from Heaven, He did not get rid of or change the Ten Command- ments; rather, He fulfilled them.

EXPLAIN to your students that when Jesus was asked which of the Commandments was the greatest, He responded by summarizing all ten. In Matthew 22:37-40, Jesus said, “You shall love the Lord, your God, with all your heart, with all your soul, and with all your mind. This is the greatest and the first commandment. The second is like it: You shall love your neighbor as yourself. The whole law and the prophets depend on these two commandments.” Jesus also taught in Matthew 5:17 that He came not to do away with the Ten Commandments but to fulfill them: “Do not think that I have come to abolish the law or the prophets. I have come not to abolish but to fulfill.” Jesus teaches that the foundation of all law is love, but the observance of the law is necessary for our salvation. Deliberately breaking the laws of God — that is, sinning — is a serious matter. Jesus consistently told us to follow the Ten Commandments and, in Matthew 5:2-12, He perfected them by giving us the Beatitudes. The Beatitudes teach us how we are to be truly happy. By happiness or blessedness, Jesus did not simply mean the feeling or emotion of happiness, but rather fulfillment or perfection. By living the Beatitudes and following the Commandments, we discover our own human perfection, which leads to true happiness in Heaven. B. Have students turn to Matthew 5:3-12 in their Bibles, and call on students to stand and read aloud each of the Beatitudes and another student to write the Beatitude on the board: Blessed are the poor in spirit, for theirs is the kingdom of heaven. Blessed are they who mourn, for they will be comforted. Blessed are the meek, for they will inherit the land. Blessed are they who hunger and thirst for righteousness, for they will be satisfied. Blessed are the merciful, for they will be shown mercy. Blessed are the clean of heart, for they will see God. Blessed are the peacemakers, for they will be called children of God. Blessed are they who areSAMPLE persecuted for the sake of righteousness, for theirs is the kingdom of heaven. Blessed are you when they insult you and persecute you and utter every kind of evil against you [falsely] because of me. Rejoice and be glad, for your reward will be great in heaven. Thus they persecuted the prophets who were before you.

352 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

C. Then read aloud the following quote from Pope Francis: The Lord will recognize us if, in our turn, we recognized him in the poor, in the hungry, in the indigent and the outcast, in those who suffer and are alone. … This is one of the fundamental criteria for evaluating our Christian life, which Jesus calls us to measure up to every day. I read the Beatitudes and I think of how my Christian life should be, and then I examine my conscience with Chapter 25 of Matthew. Every day: I did this, I did this, I did this. ... It will do us good! They are simple but concrete things. D. Ask your students to imagine that Jesus is standing in front of them today conveying His message of hope and happiness. What would He tell us that would make an impact on our daily lives? E. Arrange your students in pairs or trios. Groups should complete Why the Beatitudes Still Matter (page 167). Be sure to have each Why the Beatitudes Still Matter

Directions: Give fi ve reasons why the Beatitudes, spoken by Christ over 2,000 years ago, still group review the Ten Commandments and matter today. Think about what the Beatitudes teach us about love, goodness, sin, temptation, and happiness. the Beatitudes and what they teach us about 1. ______love, goodness, sin, temptation, and happiness. ______Remind students that we are not looking for 2. ______what we must do to experience the feeling or 3. ______emotion of happiness but, rather, how can we ______

be fulfilled or strive for perfection. 4. ______F. W hen your students have completed the 5. ______worksheet, call on groups to share and discuss ______their lists.

167 SAMPLE

Get Ready for the Next Session Bring drawing or construction paper and markers and/or colored pencils. Review the upcoming session.

Session 22: The Parting of the Red Sea and the Ten Commandments 353 The Crossing of the Red Sea BY UNKNOWN ARTIST (C. 1400-1410)

SAMPLE

The J. Paul Getty Museum, Los Angeles.

161

354 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. The Israelites are in the upper half. The Crossing of the Red Sea The man with the staff who The Crossing of the Red Sea, by unknown artist (c. 1400-1410) is nearest the

column is Moses. Directions: Take some time to quietly view and refl ect on the art. Let yourself be inspired in The Egyptian any way that happens naturally. Then think about the questions below, and discuss them with your classmates. army is in the lower half. Conversation Questions 2. The Israelites 1. Who are the people in this picture? have just crossed 2. What is happening in this picture? 3. What else do you know about this event? the Red Sea, and 4. God is not directly shown in this picture, although God directly caused the events that are God is using shown. What does this picture show us about God? Moses to close 5. Read the Scripture passage below. How does this image illustrate the Scripture passage? The Lord preceded them, in the daytime by means of a column of cloud to show them the waters so that the way, and at night by means of a column of fi re to give them light. Thus they could travel both day and night. the Egyptian army —EXODUS 13:21 will be drowned. 6. How does a pillar of fi re reveal God and at the same time conceal God? 7. God could have revealed Himself in any way that He wanted. Why do you think God chose The Israelites are to reveal Himself by fi rst allowing the Israelites to be slaves and then miraculously freeing continuing on them? their journey by following the fiery pillar. 3. Accept reasoned answers. 4. Accept reasoned answers. 5. Accept reasoned 162 answers. 6. Answers may SAMPLE include that the pillar shows where God is but doesn’t show His face; it shows He is powerful but not that He is a Trinity. 7. Answers may include to show His might and His love, to require the Israelites to experience their need for God, to show that He is involved in our lives from the lowest points to the happiest moments.

Session 22: The Parting of the Red Sea and the Ten Commandments 355 Answer Key 1. Pharaoh and the Egyptians Moses Parts the Red Sea had a change of

heart when they Directions: Read each Scripture passage in your Bibles and answer the questions. heard about the Israelites leaving. Read Exodus 14:1-9, then answer: They said, “What 1. What change of heart did Pharaoh and the Egyptians have? What did Pharaoh then do? What did he take with him? What did Pharaoh do?

in the world have ______

we done! We ______

have released ______Israel from our service!” Pharaoh Read Exodus 14:10-22, then answer: pursued them 2. How did the Israelites feel when they realized Pharaoh had caught up to them? What did the Israelites then do?

with his chariots ______

and army. He ______

took 600 select ______

chariots and all 3. Whom did the Israelites blame for their dire situation? ______

the chariots with 4. What did God instruct Moses to do?

officers on them, ______

all his horses and ______

horsemen, and ______his army. ______

5. What moved behind the Israelites? What did it look like in the day? What did it look like in 2. They were greatly the night? afraid, and they ______

cried out to the ______

Lord. ______

3. Moses. 163

4. Lift up his staff and stretch his SAMPLE hand over the sea and split it in two so that the Israelites may pass through the sea on dry land.

5. The angel of God moved behind the Israelites between them and the armies of Egypt. It looked like a column of cloud during the day, and at night it illumined the sky.

356 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 6. Their wheels

clogged in the Read Exodus 14:23-31, then answer: mud so that they 6. What happened when Pharaoh’s chariots followed the Israelites into the parted waters of could drive only the sea? with difficulty, ______and they 7. What did God tell Moses to do? What happened to Pharaoh’s armies when Moses did as the Lord instructed?

panicked. ______7. God told Moses ______to stretch his ______hand over the 8. How did the Israelites respond to all that they had just witnessed the Lord do? sea so that the ______water would flow ______back upon the ______Egyptians. At daybreak when Moses did this, the sea covered Pharaoh’s armies and destroyed them all.

8. They feared the Lord, and believed in Him and in His servant, Moses. SAMPLE164

Session 22: The Parting of the Red Sea and the Ten Commandments 357 Answer Key 1. Exodus 20:2- 3: “The First The Ten Commandments Commandment summons man to Directions: Write what each Commandment teaches us about how to love God or our believe in God, neighbor. In the third column, make a list of ways the modern world poses to hope in Him, challenges to living each of the Commandments. and to love Him above all else” Commandments What does this What challenges to living Commandment teach us this Commandment are (CCC 2134)/ about how to love God or posed by the world today? our neighbor? Superstition, magic, astrology, 1. Exodus 20:2-3 I am the LORD your God, who tempting God, brought you out of the land atheism, and so of Egypt, out of the house of slavery. You shall not have forth. other gods beside me.

2. Exodus 20:7: If we 2. Exodus 20:7 love God, we will You shall not invoke the name of the LORD, your God, in respect His name vain. For the LORD will not and speak it with leave unpunished anyone who invokes his name in vain. reverence, don’t 3. Exodus 20:8 curse, don’t call Remember the sabbath day— on God to be a keep it holy. witness to a lie/ Blasphemy and 4. Exodus 20:12 swearing, and so Honor your father and your mother, that you may have a forth. long life in the land the LORD your God is giving you. 3. Exodus 20:8: Rest and avoid unnecessary work on Sunday; 165 on Sundays and other Holy Days of Obligation SAMPLE the faithful are bound to participate in the Mass. If we love God, we will spend time with Him in worship and prayer/Skipping Mass on Sunday, working on Sunday, preventing a friend from going to Mass on Sunday, and so forth. 4. Exodus 20:12: According to the fourth commandment, God has willed that, after Him, we should honor our parents and those whom He has vested with authority for our own good. We should love our parents by being obedient to them/Not respecting parents or legitimate authorities, and so forth.

358 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 5. Exodus 20:13: Every human life, from the moment Commandments What does this What challenges to living Commandment teach us this Commandment are of conception until about how to love God or posed by the world today? our neighbor? death, is sacred because the 5. Exodus 20:13 You shall not kill. human person has been willed for his

own sake in the 6. Exodus 20:14

image and likeness You shall not commit of the living and adultery. holy God. We should love others 7. Exodus 20:15 You shall not steal. by respecting their lives and not

taking the lives 8. Exodus 20:16

of others” (CCC You shall not bear false witness against your 2319)/Murder, neighbor. hatred, anger and desire for revenge, 9. Exodus 20:17a You shall not covet your drug abuse, neighbor’s house. You shall abortion, suicide, not covet your neighbor’s wife. and so forth. 10. Exodus 20:17b

6. Exodus 20:14: [You shall not covet your By creating the neighbor’s], male or female slave, his ox or donkey, or human being man anything that belongs to your and woman, God neighbor. gives personal dignity equally 166 to the one and the other. Each of them, man and SAMPLE woman, should acknowledge and accept his sexual identity. We love our spouses, friends, and family by being faithful to them/Pornography, acceptance of premarital sex and cohabitation before marriage, divorce, homosexuality and gay marriage, and so forth. 7. Exodus 20:15: The Seventh Commandment forbids unjustly taking or keeping the goods of one’s neighbor or wronging him in any way with respect to his goods. It commands justice and charity in the care of earthly goods and the fruits of men’s labor. For the sake of the common good, it requires respect for the universal destination of goods and respect for the right to private property. Christian life strives to order this world’s goods to God and to fraternal charity. We show love and respect for others by respecting their property (CCC 2401). Downloading movies and music illegally, plagiarism, abuse of natural resources, and so forth. (continued on the next page)

Session 22: The Parting of the Red Sea and the Ten Commandments 359 The Ten Commandments Answer Key (continued) 8. Exodus 20:16: Truthfulness consists in showing oneself true in deeds and truthful in words, and guarding against “duplicity, dissimulation, and hypocrisy” (CCC2468). We love others by being honest with them. Cheating on tests and homework, lying to get ahead in life, withholding the whole truth from others for our own benefit, and so forth. 9. Exodus 20:17a: Purity of heart requires the modesty which is patience, decency, and discretion. Modesty protects the intimate center of the person (CCC 2533). We love others (and ourselves) by striving to remain pure and chaste. See “You shall not commit adultery.” 10. Exodus 20:17b: The Tenth Commandment forbids avarice arising from a passion for riches and their attendant power (CCC 2536). We love others (and ourselves) by taking joy in the good things God has given us. Consumerist culture (always wanting more than we have), constantly comparing ourselves to others, and so forth.

SAMPLE

360 © SOPHIA INSTITUTE FOR TEACHERS Why the Beatitudes Still Matter

Directions: Give fi ve reasons why the Beatitudes, spoken by Christ over 2,000 years ago, still matter today. Think about what the Beatitudes teach us about love, goodness, sin, temptation, and happiness.

1. ______

______

2. ______

______

3. ______

______

4. ______

______

5. ______

______SAMPLE

167

Accept reasoned answers

Session 22: The Parting of the Red Sea and the Ten Commandments 361 Notes ______

______

______SAMPLE ______

______

362 © SOPHIA INSTITUTE FOR TEACHERS UNIT 6 The Royal Kingdom, Exile, and the Prophets SAMPLE Sessions in this unit: ӹӹ Session 23: Joshua, Judges, Samuel, and Saul ӹӹ Session 24: The Davidic Covenant ӹӹ Session 25: The Prophets and the Old Testament

Unit 6 Overview 363 Unit at a Glance

Connections to the Catechism of the Catholic Church:

Session 23 Session 24 Session 25 ӹӹ 117, 143-144, 1150, ӹӹ 162, 436-440, 559, 1817- ӹӹ 64, 201, 522, 762, 1964, 1272-1274, 1850, 1900, 1821, 2090 2595 2099-2100

Scriptures studied in this unit: ӹӹ Exodus 3 ӹӹ 2 Samuel 7:11-16 ӹӹ Jonah 1 ӹӹ Joshua 6:1-27 ӹӹ Isaiah 7:14 ӹӹ Jonah 3:1-3 ӹӹ Joshua 11:23 ӹӹ Isaiah 35:4-6 ӹӹ Micah 5:2 ӹӹ 1 Samuel 13:2-14 ӹӹ Isaiah 53:5-7 ӹӹ Zechariah 9:9 ӹӹ 1 Samuel 15:2-31 ӹӹ Isaiah 60:6 ӹӹ Zechariah 11:12-13 ӹӹ 1 Samuel 17:38-51 ӹӹ Jeremiah 1 ӹӹ Malachi 3:1 SAMPLE

364 © SOPHIA INSTITUTE FOR TEACHERS Catechist Introduction

t took some time for the Chosen People to called judges, won military victories against Ibecome the kingdom God promised them. foreign invaders, settled debts between the Through that time, God raised up leaders for tribes, and called the people continually to right the Israelites when they were needed! These worship and relationship with God. For the leaders called the people to right worship and Israelites, a circle of sin set in. Without faithful relationship with God. Eventually, the people leadership and faith in God, the people of God demanded that God give them a king so they continually fell into temptation, sin, and idol could be like the other peoples around them. worship, and chaos reigned. Even though God And so, God raised up Saul to be the first king provided for the Israelites’ needs, the people of Israel. Saul was selfish and disobedient still rejected God as their king and demanded to God, and his dynasty and kingdom were that Samuel, the last judge, give them an removed from him. Then God chose David, a earthly king. “man after God’s own heart,” to be king; with Saul was chosen to be Israel’s first king because David He would enter into the final covenant of his physical prowess, but he proved to be a of the Old Testament. God promised David an poor king. Saul failed to unify the people and everlasting dynasty of kings descended from selfishly disobeyed God on multiple occasions. him. Over the next millennia, the Hebrew This disobedience led God to withdraw Saul’s people endured many highs and lows in their dynasty and kingship from him. God led Samuel relationship with God, who sent many prophets to anoint a new king, one who was a “man after to speak for Him and call His people to God’s own heart.” repentance and to proclaim the coming of the Messiah. David Joshua, Judges, and Saul David was chosen to be the second king of Israel. Although he had his flaws, David sought Moses was unable to enter the Promised Land to be faithful to God and His commands because of his own sin and failure. After Moses’ and keep His people faithful to God. God death, Joshua, the new leader of the Israelites, SAMPLEentered into a new covenant with David, the fulfilled all that Moses could not or did not final covenant of the Old Testament. God fulfill in the covenant. Joshua circumcised promised David that he would be the first in an the nation, marking them as God’s possession everlasting line of kings. David’s son would be a once again, and then he led them across the son to God and would build a dwelling place for Jordan River into the Promised Land. These God among His people. This promise, of course, actions make Joshua a type of Christ, who was fulfilled by God’s true Son, Jesus Christ. fulfills all that was lacking in the Old Testament covenants.

Over the next period of centuries, God raised The Prophets up temporary leaders for the people as they The prophets were men and women who were settled into the Promised Land. These leaders, called by God to experience deeply God’s saving

Unit 6 Overview 365 God promised David that he would be the first in an everlasting line of kings — a promise fulfilled by Jesus Christ.

The Anointing of David, by Paolo Caliari.

presence in the historical situation of their and warned of doom and consequences if they times and who were given a mission to make did not change their ways. They delivered known the message of God’s saving power. a message of hope and prophesied of the Over the next millennia until the coming of coming of the Messiah. Over the centuries, Christ, the Chosen People suffered many ups God prepared for and announced the coming and downs in their relationship with God. of Christ through the prophets, who awoke in Eventually, the kingdom was conquered by the hearts of the people an expectation of His foreign powers and the people were scattered coming. The messages of repentance, hope, in exile. For centuries the people lamented their and salvation were central to the ministry of loss and wandered far from God. The prophets the prophets and prepared the way for Christ’s called the people back to right worship of God mission among us in the New Covenant. SAMPLE

366 © SOPHIA INSTITUTE FOR TEACHERS SESSION 23 Joshua, Judges, Samuel, and Saul

What students will learn: What students will do: ӹӹ Joshua led the Israelites to conquer ӹӹ Read Scripture. the city of Jericho through their ӹӹ Do an in-depth study of the fall of faithfulness in God. Jericho. ӹӹ God appointed temporarySAMPLE leaders ӹ Write a campaign poster for their ӹ called judges to govern the people assigned judge. and return them to right worship of ӹӹ Record Saul’s two mistakes. God. ӹӹ Israel rejects God’s kingship and demands a king from Samuel, who anoints Saul the first king of Israel. ӹӹ Saul is disobedient to God, so his kingship is taken away.

367 Session at a Glance

Workbook pages your students will complete: ӹӹ The Fall of Jericho (page 168) ӹӹ Saul’s Mistakes As King (page 171) ӹӹ The Judges (page 170)

Other materials you will need: ӹӹ Drawing or construction paper ӹӹ Markers and/or colored pencils

Vocabulary your students will learn: ӹӹ Judge (shofet): A temporary military leader appointed by God to govern the Israelites and return them to right worship. They also won military victories against foreign invaders and settled disputes between tribes.

Prayer for this session:SAMPLE Dear Lord Jesus, help me to follow you in everything I do. Help me to see your example and take up my cross daily so that I can be with you in Heaven. Amen.

368 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. B. Read aloud to your students Joshua 5:2-9 and 11:23: On this occasion the LORD said to Joshua: “Make flint knives and circumcise Israel for the second time.” So Joshua made flint knives and circumcised the Israelites at Gibeath-haaraloth. This was the reason for the circumcision: Of all the people who had come out of Egypt, every male of military age had died in the wilderness during the journey after they came out of Egypt. Though all the men who came out were circumcised, none of those born in the wilderness during the journey after the departure from Egypt were circumcised. Now the Israelites wandered forty years in the wilderness, until all the warriors among the people that came forth from Egypt died off because they had not listened to the voice of the LORD. For the LORD swore that he would not let them see the land he had sworn to their ancestors to give us, a land flowing with milk and honey. It was the children God raised up in their stead whom Joshua circumcised, for these were yet with foreskins, not having been circumcised on the journey. When the circumcision of the entire nation was complete, they remained in camp where they were, until they recovered. Then the LORD said to Joshua: “Today I have removed the reproach of Egypt from you. Therefore the place is called Gilgal to the present day.” . . . Thus Joshua took the whole land, just as the LORD had said to Moses. Joshua gave it to Israel as their heritage, apportioning it among the tribes. And the land had rest from war. C. Ask your students to recall that circumcision was the sign of God’s covenant with Abraham.

EXPLAIN to students that circumcision is the cutting away of a piece of skin, called a foreskin, from the maleSAMPLE genitals. As the sign of the covenant with Abraham, circumcision represented a permanent physical mark literally written in a man’s flesh that set him and his family apart as belonging to God. It was a fundamental requirement of membership in the Abrahamic covenant. Another way to think of it is as a precursor to the Sacrament of Baptism, which permanently marks a person’s soul as belonging to God and is the first Sacrament of Initiation that grants one membership into the Church. Note: Circumcision is a sensitive and potentially uncomfortable subject to discuss with younger audiences. It is, however, an important and indispensable part of the covenant with Abraham and important to understanding many future events of the Old Testament, some key teachings of Christ in the Gospels, and a key debate of the early Church in the book of Acts. The subject of circumcision can be addressed without using explicit detail, particularly if presented as above.

Session 23: Joshua, Judges, Samuel, and Saul 369 SESSION PLAN

D. Ask your students the following questions: ӹӹ What did God ask Joshua to do? Circumcise the nation of Israel again. ӹӹ Why did God ask Joshua to do this? All those who had been born in Egypt had been circumcised while living in Egypt but died during the forty years of wandering the wilderness. The current generation of Israelites who had been born in the wilderness after leaving Egypt had not been circumcised. ӹӹ Whose responsibility was it to have made sure that the Israelites born in the wilderness had been circumcised? As the spiritual and political leader of the Israelites, it was Moses’ responsibility to ensure that the Israelites born in the wilderness were circumcised. Clearly, as evidenced by the fact that Joshua had to circumcise the people, Moses had failed to do as he was supposed to. Moses, while a great leader and lawgiver of the Hebrew people, struggled with his own internal faith and made mistakes, just like you and me. This personal struggle does not, however, take away from Moses’ greatness; rather, it helps us understand the fallibility of human nature. ӹӹ What else did Joshua do that Moses did not? Joshua led the people into the Promised Land and brought them peace, thus fulfilling God’s commission to Moses.

EXPLAIN to your students that Joshua has long been understood by the Church to be a type of Christ. Ask your students to recall that a type is a person, place, thing, or event in Salvation History that points forward to, foreshadows, or is an analogy of a later person, place, thing, or event in Salvation History. In this situation, Joshua foreshadows Jesus Himself. In fact, the name Joshua is the Hebrew form of the Latin Jesus. Joshua and Jesus share the same name! Joshua is considered to be a type of Jesus because he fulfills all that Moses did not or could not do, such as circumcising the people, incorporating them into the covenant with God, and leading them into the Promised Land, just as Jesus accomplishes all that was left unfulfilled in the Old Covenant — specifically incorporating all of God’s people into the New Covenant in and through the Church and leading us to the “Promised Land” of salvation through His sacrificeSAMPLE on the Cross and His Resurrection.

370 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Activity 1

The Fall of Jericho A. Have your students read Joshua 6:1-27 and Directions: Look up each of the Scripture passages in your Bible, and answer the questions thatRead follow. Joshua 6:20-21, then answer: complete The Fall of Jericho (page 273). 6. What did the people do when horns were blown? What happened as a result of this? Read Joshua 6:1-2, then answer: ______1. How did Jericho come under the power of the Israelites? ______B. When students have completed the worksheet, 7. What did the Israelites observe, and how did they do so? ______review and discuss the answers. Read Joshua 6:3-5, ______then answer: 2. Summarize in your ______own words the instructions God gave to Joshua.

______C. Explain to your students that God asked ______Read Joshua 6:22-25, then answer: Joshua and the Israelites to do something that Read Joshua 8.6:6-19, What didthen the answer: two men who had spied out the land do? Why did they do so? 3. Did the Israelites ______do what God instructed them? ______

4. What warning did ______Joshua give the Israelites on the seventh day?

______was seemingly absurd (i.e., to march around 9. Read the footnote in the New American Bible that corresponds to Joshua 6:25. Who was ______Rahab, and why is she an important biblical fi gure? ______the walls of Jericho for seven days, blowing 5. Recall the use and signifi cance of the number seven in previous stories in Scripture. How is the number ______seven used in the story of the fall of Jericho? Why do you think this is important? trumpets, and, on the seventh day, to shout, ______Read Joshua 6:26-27, then answer: ______10. What was the result of the siege of Jericho for Joshua? ______and the city’s walls would fall). As we’ve seen ______with Noah, God sometimes asks us to do seemingly absurd things. The only thing that 168 makes them “absurd,” however, is our own lack 169 of faith and our inability to see the outcome at the present. D. Have your students look back through the story of Noah in Genesis 6-9 and compare the way Noah responded to God’s commands with the way Joshua and the Israelites responded to God’s commands during the siege of Jericho. Then ask your students the following questions: ӹӹ In what ways are Noah’s and Joshua’s responses to God’s “absurd” requests similar? Both did just as God commanded without question. ӹӹ The sacred authors make it clear in both stories that it is by whose power that the events turn out well for Noah and Joshua? It is by God’s power that the events turn out well. ӹӹ How are the fates of Noah and Joshua similar at the end of their respective stories? At the end of the story of the siege of Jericho, it says that “the Lord was with Joshua so that his fame spread throughout the land.” This is also true of Noah, who, as the new father of the human race (all men would be descended from him in the new creation after the Great Flood), was to be renowned for generationsSAMPLE to come. ӹӹ Have your students turn to a neighbor and take turns sharing about a time when they faced a difficult situation that turned out well in the end. What happened? How did they endure during the difficulties of the situation? Did they rely on God and/or prayer during this time?

Session 23: Joshua, Judges, Samuel, and Saul 371 SESSION PLAN

Activity 2

A. Arrange students in groups of three or four. Have each group create a list of eight to ten characteristics of a good leader. For example, honest, strong communicator, confident, positive attitude, leads by example, inspirational, creative, passionate, humble, brave, and so forth. Accept all reasoned answers. B. When students have had sufficient time to create their lists, ask for volunteers to share some of their characteristics of a good leader with the class, and keep a master list on the board. C. Then ask your students what happens when a group of people (such as a city or country, or a team or club) does not have a leader or has a bad leader. The group is not united by a common purpose. There will likely by infighting and arguing in the group. They may fail to accomplish their goals. D. Explain to your students that after Joshua died, for the next couple of hundred years, Israel did not have one clear leader or succession of leaders. Joshua had successfully led the people into the Promised Land, the land of Canaan, and there each of the Twelve Tribes of Israel claimed a piece of land. From there each tribe basically governed itself without any form of central government or leadership uniting the people of Israel. Without good leadership, the Israelites would frequently fall into fighting among themselves (in and between tribes in civil war), fighting with the native Canaanites who still lived in the land of Canaan, and were frequently persuaded to worship the false gods of the Canaanite people around them. In these darkest of times, God would raise up a leader to serve for a particular purpose for a particular time. These leaders were called shofets in Hebrew, which we translate as “judges” in English. These leaders were not judges in a courtroom, as we think of them today, but more like temporary warrior- prophets who called the people to return to the right worship of God and who united the people in battle against enemies or brought the tribes to peace among themselves. When their time was done, a new leader would not replace the judges, and the tribes would go back to self- governance, and, as it happened, very soon would fall back into sinfulness, idolatry, and war. E. Assign each group of three or four students one of the following judges (note: each judge may be assigned more than once):SAMPLE Othniel and Ehud (assigned together), Deborah, Gideon, Jephthah, and Samson.

372 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

F. Have the students in each group turn to The

Judges (page 275). Have each group first The Judges

read the story from Scripture then answer the Directions: Look up the story of your assigned judge in your Bible. Then answer the questions below about your assigned judge in the space provided. Lastly, on a separate piece of paper, create a “campaign” poster for your judge (or judges) questions about their assigned judge. that creatively presents information about the accomplishments of the judge during his or her time of leadership.

G. After students have completed the worksheet, Othniel and Ehud: Judges 3:7-11 (Othniel) and Judges 3:12-30 (Ehud)

Deborah: Judges 4:1-24

distribute to each group a piece of drawing Gideon: Judges 6:1-16, 24-35; Judges 7:1-9, 16-22; Judges 8:22-23, 28

Jephthah: Judges 10:6-10, 15-18; Judges 11:1-11, 20-22; Judges 12:7

paper or construction paper and make markers Samson: Judges 13:1-5, 24; Judges 15:9-20; Judges 16:15-31

and/or colored pencils available. Have each Who is (are) your assigned judge(s)? ______

1. What were the reasons your assigned judge was called by God to be a judge? group create a “campaign” poster for their ______judge (or judges) that presents information ______2. Who were the oppressors of Israel during the time of your assigned judge? How many years was Israel oppressed before your judge was appointed? How many years of peace came about the accomplishments of the judge during during his or her leadership? ______his or her time of leadership. ______3. What did your assigned judge accomplish during his or her time of leadership of Israel?

______

H. Have each group present their poster to the ______class and describe the accomplishments of 4. What other unique information did you learn about your assigned judge? ______their assigned judge as a leader of Israel. ______170 I. Write Judges 21:25 on the board, and have a student stand and read it aloud: In those days there was no king in Israel; everyone did what was right in their own sight. J. Explain to your students that Judges 21:25 is the very last line in the book of Judges. After more than three centuries of sinfulness, idolatry, and temporary leaders who called Israel back to right worship, only for the people to fall back into sin and idolatry, this was the end result. K. Ask your students the following questions: ӹӹ What was the consequence of having no leadership or poor leadership in Israel? Everyone did what was right in their own sight. ӹӹ Is it good or bad for everyone to do what is right in their own sight? Why? Help your students understand that if everyone did what they believed was right without any leadership or objective source ofSAMPLE truth, then ultimately nothing would be truly right. If one person believed his point of view was right and another person believed his point of view was right, but both points of view contradicted each other, without objective leadership and recognition of the truth, chaos would reign. L. One way of understanding the time of the Judges is that God was showing His people that they should place their trust in Him and look to Him to care for their needs, rather than rely on fallible human rulers. Ask students: How is God’s leadership and rule different from that of human leadership and rule? God is all powerful and all knowing. He is the source of truth itself. Therefore, His rule is perfect and just. He will provide for all our needs if we let Him. Human leadership might be fair and just at times, but human beings, even our leaders, are susceptible to temptation and sin, the same human weakness that everyone has. Therefore, human rule is never free from error and can lead others into sinfulness and false worship.

Session 23: Joshua, Judges, Samuel, and Saul 373 SESSION PLAN

Activity 3

A. Explain to your students that in 1 Samuel, we meet a man named Samuel who is the last of the judges. He led Israel for many years, into his old age, and was well respected by the people. Samuel appointed his sons to be his successors, but they were sinful men and poor leaders and were rejected by the people. B. Read aloud to your students 1 Samuel 8:4-9. C. Then ask your students the following questions: ӹӹ What do the people demand from Samuel, and why? They want a king to rule over them, like the other nations. This is because Samuel is old and his sons are not good leaders. ӹӹ How did Samuel react to the people’s demand for a king? He was displeased. Samuel interpreted their demand as the people rejecting him after a lifetime of leadership. ӹӹ How did God reassure Samuel and correct his understanding of the people’s demand for a king? God told Samuel that they weren’t rejecting him, but were in fact rejecting God as their true king. ӹӹ What did God direct Samuel to do? He directed Samuel to follow the people’s demands but to warn them about how a king will treat them.

EXPLAIN to your students that Samuel proceeded to warn the people of Israel that a king will tax them, take their land, and force them to serve him as slaves and soldiers. Despite these warnings, the people still demanded a king, saying “No! There must be a king over us. We too must be like all the nations, with a king to rule us, lead us in warfare, and fight our battles” (1 Samuel 8:19-20). God then led Samuel to a man named Saul, whom Samuel anointed as the first king of Israel. Saul seemed to have few qualifications to be king aside from the fact that he was tall and handsome and came from a powerful Israelite family. D. Have your students turn to Saul’s Mistakes

Saul’s Mistakes As King As King (page 171) in their workbooks. Have

Directions: Look up each of the Scripture passages in your Bible, and answer the questions The Fall of Jerichothat follow. them read the accounts from Scripture of

Directions: LookSaul’s up each First of theMistake: Scripture 1 passagesSamuel in 13:2-14 your Bible, and answer the questions Saul’s two mistakes that end up costing him his that follow. 1. How many people of Israel did Saul choose to be part of his army? ______SAMPLE Read Joshua 2.6:1-2, Which fi erce and persistent enemy of Israel did Saul attack? then answer: ______kingship and dynasty. Then have them respond 1. How did Jericho come under the power of the Israelites? 3. Why did Saul’s army hide or run away? ______to the questions for each selection. ______Read Joshua 6:3-5, then answer: 4. Why did Saul wait for seven days? What did he do (that he was not supposed to do) at the 2. Summarize in yourend own of those words seven the instructions days? God gave to Joshua. ______E. When they have finished, review and discuss ______

______the answers to the questions on Saul’s Read Joshua 6:6-19, then answer: ______3. Did the Israelites do what God instructed them? ______5. What is the consequence or punishment for Saul’s actions? 4. What warning did Joshua give the Israelites on the seventh day? Mistakes As King. ______

5. Recall the use and signifi cance of the number seven in previous stories in Scripture. Saul’s Second Mistake: 1 Samuel 15:2-31 How is the number seven used in the story of the fall of Jericho? Why do you think this is important? 6. What did God command Saul to do when he attacked the Amalekites?

______

171

168

374 © SOPHIA INSTITUTE FOR TEACHERS SESSION PLAN

Get Ready for the Next Session Bring markers and/or colored pencils. Review the upcoming session.

SAMPLE

Session 23: Joshua, Judges, Samuel, and Saul 375 Answer Key 1. God had delivered it to them. The Fall of Jericho 2. God told Joshua to have the Directions: Look up each of the Scripture passages in your Bible, and answer the questions that follow. soldiers circle the city once a Read Joshua 6:1-2, then answer: day for six days, 1. How did Jericho come under the power of the Israelites? ______with seven priests ______carrying ram’s horns ahead of Read Joshua 6:3-5, then answer: the Ark. On the 2. Summarize in your own words the instructions God gave to Joshua. seventh day, they ______were to march around the city Read Joshua 6:6-19, then answer:

seven times, give 3. Did the Israelites do what God instructed them? ______a long blast on the 4. What warning did Joshua give the Israelites on the seventh day? horns, and have ______all the people ______5. Recall the use and signifi cance of the number seven in previous stories in Scripture. shout at once. How is the number seven used in the story of the fall of Jericho? Why do you think this is important?

3. Yes. ______

4. Not to shout or ______make any noise until he told them to.

5. The number seven in Hebrew is 168 also the word for covenant. When it is used, it represents eitherSAMPLE a new covenant being made between God and His people, or the renewal of a previous covenant, or God making good on His promises in a current covenant. In the siege of Jericho, the people had to march for seven days around the city and, on the seventh day, circle the city seven times.

376 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 6. The people gave

a great shout, Read Joshua 6:20-21, then answer: and the walls of 6. What did the people do when horns were blown? What happened as a result of this?

the city crumbled ______

before them. ______

7. The Israelites 7. What did the Israelites observe, and how did they do so? ______observed the ban ______commanded by ______God. In other ______words, they did not keep any of Read Joshua 6:22-25, then answer: the spoils of war 8. What did the two men who had spied out the land do? Why did they do so? ______for themselves, ______destroyed 9. Read the footnote in the New American Bible that corresponds to Joshua 6:25. Who was everything Rahab, and why is she an important biblical fi gure? that was their ______enemy’s, and ______

killed everyone. Read Joshua 6:26-27, then answer:

While this may 10. What was the result of the siege of Jericho for Joshua? seem harsh and ______extreme by our ______standards today, the ban was meant to preserve the Israelites from falling into sin and idolatry. 169 If anything remained of the pagan enemy, the SAMPLE Israelites would be tempted to worship their false gods.

8. The two men who spied out the land rescued Rahab the prostitute from the destruction of the city because she had expressed her faith in YAHWEH and had hidden the spies from the soldiers of Jericho.

9. Rahab is a blood ancestor of Jesus Christ.

10. Joshua’s fame spread throughout the land because God was with him.

Session 23: Joshua, Judges, Samuel, and Saul 377 The Judges

Directions: Look up the story of your assigned judge in your Bible. Then answer the questions below about your assigned judge in the space provided. Lastly, on a separate piece of paper, create a “campaign” poster for your judge (or judges) that creatively presents information about the accomplishments of the judge during his or her time of leadership.

Othniel and Ehud: Judges 3:7-11 (Othniel) and Judges 3:12-30 (Ehud)

Deborah: Judges 4:1-24

Gideon: Judges 6:1-16, 24-35; Judges 7:1-9, 16-22; Judges 8:22-23, 28

Jephthah: Judges 10:6-10, 15-18; Judges 11:1-11, 20-22; Judges 12:7

Samson: Judges 13:1-5, 24; Judges 15:9-20; Judges 16:15-31

Who is (are) your assigned judge(s)? ______

1. What were the reasons your assigned judge was called by God to be a judge?

______

2. Who were the oppressors of Israel during the time of your assigned judge? How many years was Israel oppressed before your judge was appointed? How many years of peace came during his or her leadership?

______

3. What did your assigned judge accomplish during his or her time of leadership of Israel? ______SAMPLE ______

4. What other unique information did you learn about your assigned judge?

______

170

See next page for answer key.

378 © SOPHIA INSTITUTE FOR TEACHERS Answer Key Othniel and Ehud

1. Othniel: The Israelites did what was evil in the sight of the Lord and forgot God, worshipping the Baals and Ahserahs (pagan gods).

Ehud: The Israelites did what was evil in the sight of the Lord.

2. Othniel: Cushan-rishathaim, king of Aram Naharaim. They were oppressed by the foreign king for eight years and, after Othniel defeated him, Israel was at peace for 40 years.

Ehud: Eglon, king of Moab. They were oppressed by the foreign king for 18 years and, after Eglon’s defeat, were at peace for 80 years.

3. Othniel: He defeated the forces of Cushan-rishathaim in battle and ruled over his people and Israel for 40 years.

Ehud: He assassinated Eglon with a dagger he had made and had hidden under his clothes. Then he led the Israelite forces in defeating the forces of Eglon and took the land surrounding the Jordan River. He then ruled over Israel and the land of Moab for 80 years.

4. Othniel: n/a

Ehud: Ehud was left-handed, which, in the ancient world, was very unusual. Left-handed people were considered to be special.

Deborah

1. The Israelites did what was evil in the sight of the Lord.

2. Jabin, the Canaanite king who reigned in Hazor. Israel was oppressed by Jabin for twenty years and, after his defeat, was at peace for 40 years.

3. Deborah, with the assistance of the warrior Barak, successfully led an army of 10,000 Israelites in battle against the forces of Jabin’s general, Sisera.

4. Deborah was the only female judge and military leader and led a successful military campaign against the enemy forces.SAMPLE

Gideon

1. The Israelites did what was evil in the sight of the Lord.

2. Midian, who ruled Israel and laid waste to their land for seven years. After their defeat, Israel was at peace for 40 years.

3. Gideon encountered God while beating out wheat in a wine press. God called him to go and destroy the town’s altar to Baal. This action caused the Midianites to attack Israel. Gideon gathered an army of 32,000 soldiers, but God told Gideon the army was too big. So God gave Gideon various instructions to narrow the army down to three hundred. The last instructions

Session 23: Joshua, Judges, Samuel, and Saul 379 were to separate out the soldiers who drank from a stream by lapping water like a dog from those who used their cupped hands. Gideon led the soldiers into the enemy camp, and they lit torches and blew horns, confusing the enemy soldiers and causing them to fight among themselves and flee. The Israelite army chased them down and defeated them.

4. In the end, Gideon refused to rule over Israel as a king, as the people requested, but instead served as a judge, consulting God for wisdom in leadership.

Jephthah

1. The Israelites did what was evil in the sight of the Lord and worshipped the Baals and Ahserahs, the gods of Aram, the gods of Sidon, the gods of Moab, the gods of the Ammonites, and the gods of the Philistines (pagan gods) and would not serve God.

2. The Philistines and the Ammonites ruled Israel for 18 years. After their defeat, Israel was at peace for six years under Jephthah’s leadership.

3. Jephthah left his home as a young man and became a robber with a group of other men. When Israel became oppressed, the elders came to him and made him the leader of the army. Jephthah tried to negotiate with the foreign rulers, but they refused, and then Jephthah defeated them in battle.

4. Jephthah was the son of a prostitute, but raised by his father and his father’s wife. He was denied any inheritance by his family and treated poorly, so he left his family and took up with “worthless men” or robbers.

Samson

1. The Israelites did what was evil in the sight of God.

2. The Philistines ruled Israel for 40 years. Samson judged Israel for 20 years when he first defeated them in battle. The Philistines later took him prisoner, and he died defeating them again. 3. There are many famous exploitsSAMPLE of Samson, who had superhuman strength because of his unshaved head. He single-handedly defeated the Philistine army by killing 1,000 soldiers with the jawbone of an ass. Later, after having been taken prisoner by the Philistines, blinded, and having his hair cut, he escaped and called upon God to restore his strength, and then toppled the support columns of a temple where the Philistines had gathered, killing himself and the entire Philistine army.

4. Samson’s strength was attributed to his uncut hair. He was tricked by a lover who learned the secret of his strength and handed him over to the Philistines.

380 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. 3,000.

2. The Philistines. Saul’s Mistakes As King

3. They were Directions: Look up each of the Scripture passages in your Bible, and answer the questions drastically that follow. outnumbered by the Philistine Saul’s First Mistake: 1 Samuel 13:2-14 army. 1. How many people of Israel did Saul choose to be part of his army? ______2. Which fi erce and persistent enemy of Israel did Saul attack? ______4. He was waiting for 3. Why did Saul’s army hide or run away? Samuel to come ______to offer sacrifice. ______Impatiently, Saul 4. Why did Saul wait for seven days? What did he do (that he was not supposed to do) at the offered sacrifice end of those seven days? on his own, ______without Samuel, ______in an attempt to ______“buy” God’s favor ______

and get his army 5. What is the consequence or punishment for Saul’s actions? ______to stay with him. ______5. Samuel’s dynasty is taken from him. Saul’s Second Mistake: 1 Samuel 15:2-31 6. What did God command Saul to do when he attacked the Amalekites? 6. God commanded ______

Saul to attack the ______Amalekites and put them under the ban, which meant to kill every 171 last Amalekite and destroy all their SAMPLE property, wealth, and livestock.

Session 23: Joshua, Judges, Samuel, and Saul 381 Answer Key 7. 1 Samuel 15:12-14.

8. He explained (lied) 7. Which verses indicate that Saul knowingly lied to Samuel about following God’s commands? Write the verse numbers of the applicable passage(s).

that he intended ______to offer the spoils 8. What did Saul explain he intended to do with the spoils of the battle with the Amalekites?

of the battle to ______

God in sacrifice. ______

9. Obedience to 9. What does Samuel say is better than sacrifi ce? God. ______

10. How does Saul’s tearing of Samuel’s garment represent Saul’s punishment?

10. It represents ______

Saul’s kingship ______

being torn from ______him. Saul no longer had God’s favor or blessing as king of Israel, and a new person would be anointed king.

172SAMPLE

382 © SOPHIA INSTITUTE FOR TEACHERS SESSION 24 The Davidic Covenant

What students will learn: What students will do: ӹӹ David was “a man after God’s own ӹӹ Read Scripture. heart,” chosen toSAMPLE be the king of ӹӹ Do an in-depth study of the story of Israel after Saul. David and Goliath. ӹӹ God entered into a covenant with ӹӹ Make a plan to defeat the “Goliaths” David that would be fulfilled by Jesus in their own lives. in the New Covenant. ӹӹ Identify the characteristics of the ӹӹ The word Messiah, or Christ, means Davidic covenant. “anointed one” and was used to refer ӹӹ Decorate a Davidic kingdom flag. to the kings of Israel descended from David.

383 Session at a Glance

Workbook pages your students will complete: ӹӹ David and Goliath Reading Guide (page ӹӹ The Davidic Covenant (page 177) 173) ӹӹ Davidic Kingdom Flag (page 178) ӹӹ Goliath Worksheet (page 175)

Other materials you will need: ӹӹ Markers and/or colored pencils

Vocabulary your students will learn: ӹӹ Davidic Covenant: The covenant God entered into with David. ӹӹ Messiah/Christ: The Hebrew word for “anointed one.” All of the kings descended from David were anointed as a sign of their kingship. This made all of the kings in the line of David “messiahs.” God promised the Chosen People that He would send the Messiah to free them from sin. Jesus is the Son of David and God’s promised Messiah and Savior. (453) SAMPLE

Prayer for this session: Hail, Mary, full of grace, the Lord is with Holy Mary, Mother of God, pray for us thee. sinners, now and at the hour of our death. Blessed art thou among women Amen. and blessed is the fruit of thy womb, Jesus.

384 © SOPHIA INSTITUTE FOR TEACHERS Session Plan Choose from a warm-up and activities.

Warm-Up

A. Begin with the prayer for this session. B. Ask your students for a show of hands if they have ever been told that they are “just like their mom or dad” or are a “chip off the old block”? Then ask a few students who raised their hands why they think they were described like that. Ask them how it made them feel to be described like their mother or father.

EXPLAIN to your students that after Saul’s kingship was taken from him because of his sins, God sought to anoint a new king. Saul, however, refused to give up his kingship, even though God had withdrawn His favor from him. Therefore, for many years to come, there was to be a dispute between Saul and God’s newly anointed king over who was the rightful king of Israel. God had sent Samuel to the house of a man named Jesse, who had many sons. The youngest of these was a boy named David. When Samuel met him, God made it known to him that David was to be His anointed king, and right then and there, Samuel anointed the boy David with oil. In 1 Samuel 13:14, David is described as “a man after his [God’s] own heart.” C. Ask your students what they think it means that David is a man after God’s own heart. How is this similar to when you are described as being just like your mom or dad?

Activity 1 David and Goliath Reading Guide

A. Tell students that they are going to take a deeper Directions:6. WithLook what up each weapons Scripture was Goliath passage armed? in your Bible and answer the questions. ______Read 1 Samuel 17:38-40, then answer: 7. What did David proclaim to Goliath would help him “deliver” Goliath “into his hand”? look at one of the more famous stories of the 1. How did Saul ______dress David for his battle with Goliath? Why did David end up taking off this battle dress? ______SAMPLE ______Bible: David and Goliath. David defeats Goliath ______8. How would the whole land learn that Israel has a God?

2. What weapon ______did David choose to use to battle Goliath? What did he select from the wadi (a in battle when he is still a young boy and not yet dry riverbed)? ______ruling as king of Israel. In fact, at this time, David ______Read 1 Samuel 17:48-51, then answer: Read 1 Samuel 17:41-44, then answer: 9. With what weapon did David defeat Goliath? ______was serving as Saul’s armor-bearer and would 3. Why did Goliath “deride” (ridicule and laugh at) David? ______10. What did David do to Goliath after he defeated him? ______sometimes even play his harp for Saul to calm him. ______4. With what insult did Goliath taunt David?

______B. Ask students to turn to David and Goliath ______

Read 1 Samuel 17:45-47, then answer:

Reading Guide (page 173). Have them read the 5. What was David’s response to Goliath’s taunts?

______story of the battle between David and Goliath and ______complete the worksheet. 173 C. When students have completed the worksheet, 174 review and discuss the answers.

Session 24: The Davidic Covenant 385 SESSION PLAN

Activity 2

A. Explain the following to your students in a mini-lecture: ӹӹ The story of David is a story of hope. For the Israelite army, in the face of the biggest, fiercest warrior of their enemy, Goliath, all hope seemed lost. They were afraid to confront him because they feared they would lose not only the battle, but their lives. And so, they did nothing. David, however, remained hopeful. He knew that with God on his side, he could accomplish anything. Armed with that confidence, David bravely volunteered to face the enemy, without a doubt in his mind that in the name of God he would be victorious. Notice, however, that David does not just walk out onto the battlefield and say “Okay, God! You take over and do your thing. I’ll just stand here and watch and do nothing.” No! Hope requires us to act. ӹӹ While we can be assured of victory in God and in all of His promises to us, we must still move, armed with the confidence of hope, and not sit idle. Jesus said in Matthew 17:20, “If you have faith the size of a mustard seed, you will say to this mountain, ‘move from here to there,’ and it will move. Nothing will be impossible for you.” Notice that Jesus did not say if you have faith, God will move the mountain for you. Rather, by our faith, we can move mountains. ӹӹ David very simply selects five stones to use as ammunition for his sling. He has a plan. He also has a backup plan — four more stones. And he enacts that plan, meeting Goliath on the battlefield and launching the first stone from his sling. David moves. He acts. And he entrusts his action to God in faith. The moment the stone leaves the sling, it is out of David’s control. He did all that he could do, and then he placed it in God’s hands. In this is hope. There is no obstacle so great, no “Goliath” we face, that we cannot overcome it with God. We must place our trust in Him. But we must also act to use all that God has given us with the assurance that we will be victorious with God. ӹӹ What are the “Goliaths” in your life standing in your way of victory? What are the obstacles preventing you from being the best you can be, accomplishing what you want to accomplish, and most importantly, strengthening your relationship with God? How are you meeting those “Goliaths” on the “battlefield”?SAMPLE What are your “smooth stones” — your plan of action?

B. Arrange students in pairs or trios. Have

students turn to Goliath Worksheet (page Goliath Worksheet 175). For each given category, have each Directions:Friendships For each given category, identify an obstacle or “Goliath” that prevents What is an obstacle or “Goliath” that prevents our friendships from becoming the best they can or stands in the way of the success be? What are some “stones” or actions that you can take to overcome this “Goliath”? What do group identify an obstacle or “Goliath” that of that topic. Then identify three you hope God will do with this “stone” once you “throw” it? How do you hope God will turn your “stones” or actions you can take effort into something greater? to overcome this “Goliath.” Try to think practically and consider prevents or stands in the way of the success of Goliath:actions ______or steps that are within your power to take. that topic. Then have each group identify three Stone 1: ______Relationship with God “stones” or actions they can take to overcome What is anStone obstacle 2: or ______“Goliath” that prevents our relationship with God from becoming the best it can be? What are some “stones” or actions that you can take to overcome this “Goliath”? ______What do you hope God will do with this “stone” once you “throw” it? How do you hope God will turn your effort into something greater? this “Goliath.” Encourage your students to think Stone 3: ______

Goliath: ______

practically and to consider actions or steps that Stone 1: ______

Society ______What is an obstacle or “Goliath” that prevents our society/culture from becoming the best it are within their power to take. can be? What are some “stones” or actions that you can take to overcome this “Goliath”? What Stone 2: ______do you hope God will do with this “stone” once you “throw” it? How do you hope God will turn your ______effort into something greater?

C. When they have finished, have groups share Stone 3: Goliath: ______

______their “Goliaths” and “stones” with the class. You Stone 1: ______

may choose to either hear from each group for Stone 2: ______

every category or, in the interest of time, assign Stone 3: ______175 ______each group one category to share with the 176 entire class.

Activity 3

A. Read aloud to your students Luke 1:26-33 from the Revised Standard Version: In the sixth month the angel Gabriel was sent from God to a city of Galilee named Nazareth, to a virgin betrothed to a man whose name was Joseph, of the house of David; and the virgin’s name was Mary. And he came to her and said, “Hail, full of grace, the Lord is with you!” But she was greatly troubled at the saying, and considered in her mind what sort of greeting this might be. And the angel said to her, “Do not be afraid, Mary, for you have found favor with God. And behold, you will conceive in your womb and bear a son, and you shall call his name Jesus. He will be great, and will be called the Son of the Most High; and the Lord God will give to him the throne of his father David, and he will reign over the house of Jacob for ever; and ofSAMPLE his kingdom there will be no end.” B. Then ask your students the following questions: ӹӹ What well-known moment in Scripture is this passage an account of? The Annunciation — when the angel Gabriel appears to Mary and tells her that she will be the Mother of God. ӹӹ How did the angel Gabriel greet Mary? “Hail, favored one! The Lord is with you,” or more commonly, “Hail, full of grace! The Lord is with you.” ӹӹ What does the angel Gabriel tell Mary the Lord will give to her Son? What will her Son do? The throne of David, his father. He will rule over the house of Jacob forever, and his kingdom will have no end.

Session 24: The Davidic Covenant 387 SESSION PLAN

EXPLAIN to your students that the final

The Davidic Covenant covenant of the Old Testament is God’s covenant with David. God makes David the Directions: Read 2 Samuel 7:11b-16 in your Bibles that describes God’s covenant with David. Then answer the questions below. king of Israel, “a man after His own heart.”

1. Write the text that indicates that God will make David the founder of a dynasty. (Hint: Sometimes the word house can refer to one’s family or a dynasty of kings.) David and his descendants are to rule over ______this kingdom forever. Jesus, as a direct

2. Write the text that indicates that God will make David’s descendants kings. ______descendant of David, is his rightful heir and ______fulfills all of God’s promises to His Chosen 3. Write the text that indicates that David’s descendants will have a father-son relationship with God. ______People in the Old Covenant. In this lesson, ______

4. Write the text that indicates that a descendant of David’s will build a Temple, or dwelling we will take a closer look at God’s covenant place, for God. ______with David, or the Davidic covenant, and ______

5. Write the text that indicates that David’s kingdom and dynasty will never end. God’s promises to His people through it. ______C. Have students turn to The Davidic Covenant (page 177) and complete the worksheet. D. When they have finished, review and discuss 177 the correct answers.

Activity 4

A. Project Matthew 16:15-16, and have a student stand and read it aloud: He said to them, “But who do you say that I am?” Simon Peter said in reply, “You are the Messiah, the Son of the living God.” B. Ask your students if anyone knows what the word Messiah means. Anointed one.

EXPLAIN to your students that the Greek word for Messiah is Christ, which also means “anointed one.” The Messiah, or Christ, whom Peter proclaims Jesus to be, and whom the Jews had awaited for centuries to bring them salvation, was in fact Jesus Christ, the Son of God. But Jesus was not the first Messiah or Christ. All the kings of Israel who were descended from David wereSAMPLE “Christs,” or “anointed ones.” To be a king in the line of David was to be anointed by God as Israel’s ruler. Therefore, to call Jesus “Christ” or “Messiah” was to refer to Him as not only the Son of God but also the Son of David, the rightful heir to the everlasting throne of David promised in the Davidic covenant. All the characteristics of the Davidic covenant find their fulfillment in Jesus Christ in the everlasting New Covenant. C. List out the characteristics of the Davidic covenant, which your students read about in 2 Samuel 7:11b-16 in the previous activity: ӹӹ Kingdom ӹӹ God will not withdraw His favor ӹӹ Dynasty ӹӹ Temple ӹӹ Father-son relationship ӹӹ Everlasting

D. Have students turn to Davidic Kingdom

Flag (page 178). Make markers and/or Davidic Kingdom Flag

colored pencils available. Have students work Directions: Create a fl ag that represents the Kingdom of David (the Davidic Kingdom) by choosing one of the characteristics of God’s covenant with David and creatively representing it on the fl ag. Then write a two- or three-sentence explanation of individually to create a flag that represents the covenant characteristic represented on your fl ag. the Kingdom of David (the Davidic Kingdom). In order to do so, students should choose one of the characteristics of God’s covenant with David and creatively represent it on the flag. Then, in the space provided underneath the flag, have students write a brief, two- or three-sentence explanation of their chosen characteristic of the Davidic covenant. ______E. Have students share their finished flags with ______the rest of the class and explain their chosen ______characteristic. ______

178

SAMPLE

Get Ready for the Next Session Bring writing paper. Review the upcoming session.

Session 24: The Davidic Covenant 389 Answer Key 1. Saul dressed David in his own David and Goliath Reading Guide tunic and armor and gave him Look up each Scripture passage in your Bible and answer the questions. his own sword Directions: to use in battle. Read 1 Samuel 17:38-40, then answer: David could not 1. How did Saul dress David for his battle with Goliath? Why did David end up taking off this comfortably wear battle dress? Saul’s armor or ______use his sword. ______

2. What weapon did David choose to use to battle Goliath? What did he select from the wadi (a 2. David carried dry riverbed)? his shepherd’s ______staff and a sling. ______He selected five Read 1 Samuel 17:41-44, then answer: smooth stones 3. Why did Goliath “deride” (ridicule and laugh at) David?

from the wadi to ______

use with his sling. ______

3. Goliath derided 4. With what insult did Goliath taunt David? David because ______he was a child. ______

He mocked him Read 1 Samuel 17:45-47, then answer:

because of his age 5. What was David’s response to Goliath’s taunts? and looks. ______

______4. “Am I a dog that you come against me with a staff?” 173 and then he cursed the God of Israel. SAMPLE 5. David proclaimed that although Goliath comes at him with all of his weapons, he (David) comes to battle “in the name of the Lord of hosts, the God of the armies of Israel.”

scimitar. 6. With what weapons was Goliath armed?

______7. The Lord would deliver Goliath 7. What did David proclaim to Goliath would help him “deliver” Goliath “into his hand”? ______into his hand this ______day.

8. David will strike 8. How would the whole land learn that Israel has a God? Goliath dead, cut ______off his head, and ______feed his body to

wild animals. Read 1 Samuel 17:48-51, then answer:

9. His sling and one 9. With what weapon did David defeat Goliath? ______stone. 10. What did David do to Goliath after he defeated him? ______

10. David cut off ______Goliath’s head with Goliath’s own sword.

SAMPLE174

Session 24: The Davidic Covenant 391 Goliath Worksheet

Directions: For each given category, identify an obstacle or “Goliath” that prevents or stands in the way of the success of that topic. Then identify three “stones” or actions you can take to overcome this “Goliath.” Try to think practically and consider actions or steps that are within your power to take.

Relationship with God What is an obstacle or “Goliath” that prevents our relationship with God from becoming the best it can be? What are some “stones” or actions that you can take to overcome this “Goliath”? What do you hope God will do with this “stone” once you “throw” it? How do you hope God will turn your effort into something greater?

Goliath: ______

Stone 1: ______

______

Stone 2: ______

______

Stone 3: ______SAMPLE

175

Accept reasoned answers

392 © SOPHIA INSTITUTE FOR TEACHERS Friendships What is an obstacle or “Goliath” that prevents our friendships from becoming the best they can be? What are some “stones” or actions that you can take to overcome this “Goliath”? What do you hope God will do with this “stone” once you “throw” it? How do you hope God will turn your effort into something greater?

Goliath: ______

Stone 1: ______

______

Stone 2: ______

______

Stone 3: ______

______

Society What is an obstacle or “Goliath” that prevents our society/culture from becoming the best it can be? What are some “stones” or actions that you can take to overcome this “Goliath”? What do you hope God will do with this “stone” once you “throw” it? How do you hope God will turn your effort into something greater?

Goliath: ______

Stone 1: ______

______

Stone 2: ______SAMPLE ______

Stone 3: ______

______

176

Accept reasoned answers

Session 24: The Davidic Covenant 393 Answer Key 1. “The LORD will make a house for The Davidic Covenant you” — verse 11.

2. “I will raise up Directions: Read 2 Samuel 7:11b-16 in your Bibles that describes God’s covenant with David. Then answer the questions below. your offspring after you, sprung 1. Write the text that indicates that God will make David the founder of a dynasty. from your (Hint: Sometimes the word house can refer to one’s family or a dynasty of kings.) loins, and I will ______establish his ______

kingdom” — verse 2. Write the text that indicates that God will make David’s descendants kings. 12. ______3. “I will be a father 3. Write the text that indicates that David’s descendants will have a father-son relationship to him, and he with God. shall be a son to ______me” — verse 14. ______

4. Write the text that indicates that a descendant of David’s will build a Temple, or dwelling 4. “He it is who place, for God. shall build a ______house for my ______

name” — verse 13. 5. Write the text that indicates that David’s kingdom and dynasty will never end. (The sacred author ______intentionally used ______clever word play with the Hebrew word for house to alternately mean throughout this story a physical 177 building to live in, a dynasty, and a SAMPLE temple for God.)

5. “Your house and your kingdom are firm forever before me; your throne shall be firmly established forever” — verse 16.

Directions: Create a fl ag that represents the Kingdom of David (the Davidic Kingdom) by choosing one of the characteristics of God’s covenant with David and creatively representing it on the fl ag. Then write a two- or three-sentence explanation of the covenant characteristic represented on your fl ag.

______SAMPLE ______

______

178

Accept reasoned answers

Session 24: The Davidic Covenant 395 Notes ______

______

______SAMPLE ______

______

What students will learn: What students will do: ӹӹ The prophets were men and women ӹӹ Look at sacred art. who were called SAMPLEby God to make ӹ Read Scripture. ӹ known the message of God’s saving ӹӹ Identify the steps God takes to call power. His prophets. ӹӹ Most of the prophets were called by ӹӹ Look up prophesies of the Messiah God in a similar manner following in their Bibles. God’s call of Moses. ӹӹ Over centuries, God prepared for and announced the coming of Christ through the prophets.

397 Session at a Glance

Workbook pages your students will complete: ӹӹ Great Deesis with Prophets (page 179) ӹӹ The Call Narrative of the Prophets (page ӹӹ The Prophets (page 180) 183) ӹӹ Old Testament Prophecy of the Messiah (page 184)

Other materials you will need: ӹӹ Writing paper

Vocabulary your students will learn: ӹӹ Prophet: One who is called by God to be His spokesperson and proclaim hope and salvation if the people will repent and worship God.

Prayer for this session:SAMPLE Jesus, I want to answer your call and to be afraid to say yes to what you ask of become one of your disciples. I want to me. Amen follow wherever you lead me. Help me not

Warm-Up

A. Begin with the prayer for this session. B. Have students turn to Great Deesis with Prophets (page 179) by an anonymous 16th- century Russian artist. Give your students a few minutes to view the icon and observe the figures on it. Then explain that the figures in the upper row of the icon are Old Testament prophets holding scrolls with passages foretelling the birth of Jesus. At their center is the Virgin Mary and the child Jesus. In the bottom row are various saints coming to Jesus, who is seated on the throne of judgment, to ask His forgiveness for the sins of the world. C. Ask your students the following questions: ӹӹ How are the two images of Jesus in this icon different? In the top image, Jesus is a child, and in the bottom image He has been glorified, is flanked by angels, and sits on the throne of judgment. ӹӹ In the lower part of the icon, who do you think the figures directly to the left and right of Jesus are? To Jesus’ left is John the Baptist, and to His right is Mary, His Mother. ӹӹ In the Bible, a prophet is one who is called by God to be His spokesperson and proclaim hope and salvation ifSAMPLE the people will repent and worship God. Why do you think the Old Testament prophets are depicted in the way they are in this icon? Answers will vary. One way of interpreting the image is to see it from top to bottom, the prophets came first and prepared the way in history for the Incarnation, God become man in the Person of Jesus Christ, who, through his Death, Resurrection, and Ascension, won forgiveness for our sins and now, seated upon his throne of glory, through the Holy Spirit, administers His forgiveness in and through the Church.

Session 25: The Prophets and the Old Testament 399 SESSION PLAN

Activity 1

A. Ask students to turn to The Prophets (page 180). Have students read the information and complete the fill-in-the-blank activity. B. When students have finished, review and discuss the correct answers.

Activity 2

A. Lead your students in a thought experiment in which they look at our modern world and culture from God’s perspective. What would He see? Would He see faithfulness to His truth? Would He see His people worshipping Him in all they do? Or would He see His people journeying on the path of doom and destruction? B. Make writing paper available. Then have your students, with a neighbor, imagine that they had been called to be a prophet of God. With their partners, have them create a list of three to five things that would be part of their prophetic message. What would God be calling them to say to the world around them? Would He be calling our culture to change something? Would He be condemning some part of our culture? Would He affirm something in our culture? C. After a few minutes, ask for pairs to volunteer to share their prophetic messages. D. Review with your students the call narrative of a prophet. Explain that Moses was the first of the prophets and his call by God set the pattern for all the other prophets. We can point to five parts of the call narrative of a prophet, all of which are typically present in the calling of all the prophets (though there are few exceptions). These parts are: the setting is one of mystery and awe, God calls the prophet to action, the prophet feels unworthy and objects, God reassures the prophet, and then God sendsSAMPLE the prophet forth and offers a sign.

E. Arr ange your students into groups of three and assign them either Moses, Jeremiah, or Jonah. Ask them to turn to The Call Narrative of the Prophets (page 183). Each student in each group should read the given Scripture passages for their assigned prophet and determine which part of the call narrative is described by that passage. F. When every group has finished, have them report their findings to the class.

Activity 3

A. Read aloud to your students the story of the Road to Emmaus from Luke 24:13-27. B. Then ask your students the following questions: ӹӹ What were the two travelers discussing as they walked to Emmaus? All that had occurred over the previous days (i.e., the Crucifixion of Jesus). ӹӹ Whom did the travelers meet along the way? Why didn’t they recognize Him? Jesus. They didn’t recognize Him because “their eyes were prevented from recognizing Him.” ӹӹ What do you think was preventing them from recognizing Jesus? It is likely that their own ignorance and lack of faith prevented them from recognizing Him. ӹӹ What did the travelers hope about Jesus during His public ministry? What does this suggest they believe about Jesus at the moment? That He would be the one to redeem Israel. That they spoke about Jesus in the past tense suggests that they believed that He had failed to redeem Israel. ӹӹ What had they heardSAMPLE from some of the women in their group? Jesus had risen from the dead, but they seem skeptical of the report. ӹӹ How does Jesus reprimand the travelers? He says “Oh, how foolish you are! How slow of heart to believe all that the prophets spoke!” ӹӹ What does Jesus’ reprimand and response to the travelers suggest that Jesus believes about the prophets of the Old Testament? The prophets of the Old Testament prepared the way for Jesus. Their message was of the coming Messiah and of salvation in Him. Jesus is the one who fulfills the prophecies of the Old Testament prophets, who prepare the way for Him.

Session 25: The Prophets and the Old Testament 401 SESSION PLAN

C. Explain to your students that over centuries, God prepared for and announced the coming of Christ through the prophets, who awoke in the hearts of the people an expectation of His coming. The messages of repentance, hope, and salvation were central to the ministry of the prophets and were central to Christ’s mission among us. D. Put students into pairs and have them turn to Old Testament Prophecy of the Messiah (page 184). Have students work together to look up each of the given Old Testament prophecies of the coming Messiah and then, in the space provided, describe in their own words what is being prophesied about the Messiah. E. When students have finished the worksheet, review and discuss the answers. Ask for student volunteers to share their answers. Encourage students to think of how Jesus does fulfill each Old Testament prophecy of His coming, ministry, and Passion, Death, and Resurrection.

SAMPLE

Get Ready for the Next Session Photocopy and cut out one copy of Characters from the Story of Zacchaeus Cards (page 429 in this guide). Review the upcoming session.

Session 25: The Prophets and the Old Testament 403 SAMPLE

2. Spokespersons / message

3. Prophetes

4. Present

5. Conscience / right worship

6. Send a Savior

7. God’s commission / spokesperson / money / personal gain

8. Moses

9. Moses / Exile / a thousand

10. Prophetic call

11. Mystery / awe / presence / power

12. Called the prophet to action 13. Unworthiness SAMPLE

Session 25: The Prophets and the Old Testament 405 Answer Key 14. Reassured / He would be with them

15. Commissioned / sent them forth / sign

SAMPLE

1. B

2. C

3. D

4. A

5. E

Jeremiah

1. B

2. A

3. E

4. D

5. C

Jonah

1. E

2. C

3. B

4. D

5. A SAMPLE

Session 25: The Prophets and the Old Testament 407 Answer Key 1. A virgin will conceive and bear a son and name him Emmanuel (God with us). 2. The Messiah will come to save and will perform healing miracles as a sign of salvation. 3. Foretells the Passion of Christ and how Jesus bore our sins. 4. Foretells the visit of the Magi to the newborn Jesus. 5. Bethlehem will be the birthplace of the Messiah. 6. Jesus rode triumphantly into Jerusalem on Palm Sunday on a donkey. SAMPLE

408 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 7. Jesus was sold for 30 pieces of silver, which Judas later threw back at the Temple priests. 8. A messenger will come to proclaim the coming of the Messiah.

SAMPLE

Session 25: The Prophets and the Old Testament 409 Notes ______

______

______SAMPLE ______

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Sessions in this unit: ӹӹ Session 26: The New Testament Provides an Account of God’s Saving Actions ӹӹ Session 27: JesusSAMPLE the Messiah ӹӹ Session 28: Jesus Fulfills the OldTestament Role of Priest ӹӹ Session 29: Jesus Fulfills the OldTestament Role of Prophet ӹӹ Session 30: Jesus Fulfills the OldTestament Role of King ӹӹ Session 31: The Paschal Mystery ӹӹ Session 32: Jesus Makes a New Covenant with Us ӹӹ Session 33: God Calls His People

411 Unit at a Glance

Connections to the Catechism of the Catholic Church:

Session 26 Session 29 Session 32 ӹӹ 160, 430-435, 440, 754, ӹӹ 64, 201, 218, 522, 555, ӹӹ 56-72, 153, 259, 357, 1966-1970, 2447, 2839- 577-578, 702, 762, 783, 407-409, 456-461, 601- 2845 904, 1964, 2581, 2595 618, 1219, 1223, 1262- 1274, 2564-2565, 2810 Session 27 Session 30 ӹӹ 62, 436-451, 456-464, ӹӹ 559-560, 783, 786, 908, Session 33 522, 702, 1830-1832 1963, 2105, 2447-2448, ӹӹ 751-752, 967 2546 Session 28 ӹӹ 436, 1333, 1536, 1539- Session 31 1542, 1544-1545, 1548- ӹӹ 604-605, 608-611, 613- 1551 618, 620, 639-655, 774

Scriptures studied in this unit: ӹӹ Genesis 14:18-20 ӹӹ Matthew 28 ӹӹ Luke 24 ӹӹ Jeremiah 31:31-34 ӹӹ Mark 2:5 ӹӹ John 6:32-35 ӹӹ Isaiah 53:1-12 ӹӹ Mark 6:7, 12-13 ӹӹ John 8:28 ӹӹ Matthew 6:9-13 ӹӹ Mark 16 ӹӹ John 20-21 ӹӹ Matthew 11:27 SAMPLEӹӹ Luke 1: 32-33 ӹӹ 1 Corinthians 15:3-4 ӹӹ Matthew 15:30 ӹӹ Luke 17:26-27, 30, 33 ӹӹ 1 Corinthians 15:47-49 ӹӹ Matthew 18:21-35 ӹӹ Luke 22:19-20 ӹӹ Galatians 3:7-9, 14 ӹӹ Matthew 25:31-46 ӹӹ Luke 23:33, 39-43 ӹӹ Hebrews 9:11-15

hroughout the Old Testament, we read of the Promised Land and be a great nation, that Tthe human race’s struggle with sin and how they would have a dynasty of great kings, and God sought to save His people. God came to us that the world would be blessed through them. and revealed Himself to us and prepared us to In other words, the Jewish people were waiting receive salvation. Then, when the proper time for and expecting the coming of the Messiah. came, God the Son entered into human history The Messiah would be not just a king or priest, and assumed a human nature in the Person of but the king and priest who would save God’s Jesus Christ. In the New Testament, we read of people and restore them. He would also be God’s saving actions as He worked our salvation the prophet who would speak definitively through His Son, who fulfills the Old Testament God’s Word. Jesus is the Messiah, the Christ, roles of priest, prophet, and king. We are like the Anointed One, who came to redeem God’s the sheep in the parable of the lost sheep. Sin people, although perhaps in a way different has caused us to go astray and become lost. from what people expected. Jesus is not just But Jesus, the Good Shepherd, and promised an earthly king, priest, or prophet. He is God Messiah comes to us sinners. He seeks us Himself, King of the Universe, become man. out and invites us to receive salvation and be He is the High Priest, who offers Himself restored to God’s family. as sacrifice for the sins of all. And He is the Prophet who doesn’t just speak for God, but speaks as God because He is God. Jesus the Messiah and Priest, Prophet, and King The Paschal Mystery and The Hebrew word messiah and its Greek form, Christ, means “anointed one.” In the the New Covenant Old Testament, Levitical priests, the kings The Paschal Mystery, which refers to Christ’s descended from David, and some prophets Passion, Death, and Resurrection, is the were anointed with holy oil as a sign of their Sacrament of our salvation, the visible sign of status as a priest, prophet, or king, and of the God’s grace and truth that actually brings about task given to them accordingSAMPLE to their position. God’s divine life within us. The Paschal Mystery All those who were anointed were messiahs. is how Christ’s Passion, Death, and Resurrection That means that the kings descended from saved us from sin and death for new life as David in the Jewish royal kingdom were sons and daughters of God. The word Paschal messiahs because they were all anointed. refers to the original Passover of the Israelites This anointing gave the person an outpouring in Egypt. To spare the firstborn of the Israelites of God’s Spirit to empower them for the from the final plague of death, God gave the tasks given to them by God. Throughout the Israelites instructions through Moses to Old Testament, the Jewish people waited in sacrifice a year-old, unblemished male lamb, to anticipation for the time when God would spread its blood over their doorposts that night, restore His people and fulfill His promises made and to roast and eat its flesh in a sacred meal to Abraham long ago that they would possess that consisted of unleavened bread and wine. If

Unit 7 Overview 413 Jesus is not just an earthly king, priest, or prophet. He is God Himself, King of the Universe, become man. He is the High Priest, who offers Himself as a sacrifice for the sins of all.

Christ Pantocrator, mosaic in the Baptistery of San Giovanni in Florence.

they followed the instructions of this sacrifice, Mass, the bread and wine transformed into the their homes would be passed over that night Body and Blood, Soul and Divinity of Christ. We and the lives of their firstborn spared. This was experience the Paschal Mystery in our everyday the central saving action of the Exodus. lives. Christ’s Resurrection teaches us that our life is not only sin, suffering, and death. There is In the New Covenant, Jesus, the Lamb of God, a new, greater life beyond these. We are called offered Himself as sacrifice on the Cross. to receive God’s mercy and salvation in the New Through His death, He paid the price for our Covenant in Christ, and to be His hands and sins that we could not, freeing us from sin and feet throughout the world to share the Good death and inviting us to be sons and daughters News of salvation and make God’s mercy and of God. We participate in Christ’s saving love known to all. sacrifice when we receive the EucharistSAMPLE at

What students will learn: What students will do: ӹӹ Jesus came to seek out the lost and ӹӹ Imagine themselves a character offer them forgiveness and salvation. from the Zacchaeus story. ӹӹ In the New Testament, we read of ӹӹ Explore the importance of God’s saving actions.SAMPLEforgiveness in the Parable of the ӹӹ We must forgive those who have Unforgiving Servant. wronged and hurt us, just as God ӹӹ Look at sacred art. our Father forgives us. Our being ӹӹ Consider how Jesus serves as a forgiven is in part dependent on our model for service through the forgiveness of others. Corporal and Spiritual Works of ӹӹ Jesus served others during His Mercy. life and is our model of mercy and forgiveness.

415 Session at a Glance

Workbook pages your students will complete: ӹӹ The Parable of the Unforgiving Servant ӹӹ Foot Washing (page 189) (page 186) ӹӹ The Corporal and Spiritual Works of ӹӹ Jesus Washing Peter’s Feet (page 188) Mercy (page 190)

Other materials you will need: ӹӹ Catechist Resource: Characters from the Story of Zacchaeus Cards (page 429 in this guide)

Vocabulary your students will learn: ӹӹ Corporal Works of Mercy: Jesus taught us that we must love our neighbor by performing Corporal (and Spiritual) Works of Mercy. Corporal means “body.” The corporal works of mercy help us meet a person’s physical needs. They are: feed the hungry, give drink to the thirsty, clothe the naked, shelter the homeless, visit the sick, ransom the captive, and bury the dead. ӹӹ To Forgive: To stop feeling anger toward someone who has harmed you. Forgiveness involves wishing well for your enemy. Jesus taught us to forgive our enemies. Jesus forgives our sins in the Sacrament of Confession. ӹӹ Spiritual Works of Mercy: Jesus taught us that we must love our neighbor by performing Spiritual (and Corporal)SAMPLE Works of Mercy. The spiritual works of mercy help us meet a person’s spiritual needs. They are: instruct the ignorant, counsel the doubtful, admonish sinners, bear wrongs patiently, forgive offenses willingly, comfort the afflicted, and pray for the living and the dead.

Prayer for this session: Dear Lord Jesus, thank you for teaching me how to love you and how to love everyone I see. Help me, Lord Jesus, to show my love every day by serving others and following your way. Amen.

Note: Before class, photocopy and cut out one copy of Characters from the Story of Zacchaeus Cards (page 429 in this guide).

Warm-Up

A. Begin with the prayer for this session. B. Have your students turn to a neighbor and take turns sharing about a time when they lost something and had to search to find it. Have them describe how it felt to lose the thing they lost and what they did to try to find it. Also, have your students share whether they found what they were looking for and how it felt to find it. C. Read aloud to your students Luke 19:10: For the Son of Man has come to seek and to save what was lost. D. Then ask your students the following questions: ӹӹ Who is the Son of Man? Jesus. ӹӹ What does this passage tell us Jesus has come to do? “To seek and to save what was lost.” ӹӹ What do you think has been lost? Us, mankind, God’s children. ӹӹ What do you think it means that we have been lost? Accept reasoned answers, but help students understand that we were separated from God by sin. E. Have a student volunteer look up Luke 15:1-7 and read aloud to the class. F. Ask your students the following questions: ӹӹ At the beginning of thisSAMPLE story, who is complaining about Jesus? What were they complaining about? The Pharisees and scribes were complaining that Jesus welcomed and ate with sinners. ӹӹ Jesus answers the complaints of the Pharisees and scribes by telling a parable. What story did Jesus tell? Jesus told a parable about a shepherd with 100 sheep who loses one and leaves the 99 behind to find the one lost sheep. When he finds the lost sheep, he carries it back to the flock and rejoices with friends and neighbors over its return. ӹӹ How does Jesus compare the story of the lost sheep to the repentance of one sinner? He says that just as there is rejoicing over the return of one lost sheep, there is likewise more rejoicing in Heaven over the repentance of one sinner than over 99 who have no need of repentance.

Session 26: The New Testament Provides an Account of God’s Saving Actions 417 SESSION PLAN

EXPLAIN to sudents that throughout the Old Testament, we read of the human race’s struggle with sin and how God sought to save His people. God came to us and revealed Himself to us and prepared us to receive salvation. Then, when the proper time came, God the Son entered into human history and assumed a human nature in the Person of Jesus Christ. In the New Testament, we read of God’s saving actions as He worked our salvation. We are like the sheep in the parable of the lost sheep. Sin has caused us to go astray and become lost. But Jesus, the Good Shepherd, comes to us sinners. He seeks us out and invites us to receive salvation and be restored to God’s family.

Activity 1

A. Read aloud to your students Luke 19:1-10, the story of Zacchaeus the tax collector. B. Arrange your students in four groups and assign each group one of the following characters: Zacchaeus, Simon, James, or Martha. Then distribute one card from Catechist Resource: Characters from the Story of Zacchaeus Cards (page 429 in this guide) to each group. Note: Depending on the size of your class, you may choose to arrange your students in eight groups and assign two groups to each character.

C. Have each group read the short description of each character from their cards and, using the discussion questions, discuss their character and the role he or she played in the story of Zacchaeus. Explain to your students that, with the exception of Zacchaeus, these characters do not actually appear in the story from Scripture, but we can imagine that they were present in the crowd that day. D. After your students have had time to discuss their assigned character, invite one spokesperson from each group to read the description of the person they were assigned (or if you have more than four groups, call on one of the groups assigned to each character to read the description) and give a summary of the group’s answers to the questions. E. When each group has had an opportunity to share, discuss the following questions as a class: ӹӹ Why do you think Jesus SAMPLEseeks Zacchaeus? ӹӹ Why does Zacchaeus change his way of life? ӹӹ How does Jesus show understanding and compassion toward Zacchaeus? ӹӹ How does Jesus seek us? And how does He want us to change?

Activity 2

A. Read aloud to your students John 3:16-17: For God so loved the world that he gave his only Son, so that everyone who believes in him might not perish but might have eternal life. For God did not send his Son into the world to condemn the world, but that the world might be saved through him. B. Ask your students the following questions: ӹӹ Why did God give His only Son? Because He loved the world so much. ӹӹ For what purpose did God give His Son? So that everyone who believes in Him might not perish but might have eternal life. ӹӹ What do you think this passage means by “perish”? To die because of sin. ӹӹ For what reason does this passage make clear God did NOT send His son into the world? To condemn it. ӹӹ How will the world be saved? Through Jesus. C. Explain to your students in a mini-lecture that this passage might be surprising to some. Sometimes our ideas of who God is aren’t quite accurate. For example, sometimes we think of God as being like Santa Claus: our only relationship with Him is when we want something. This isn’t altogether an incorrect image of God, but it’s not the complete picture. What do you think happens to people’s attitude toward God when they think of Him as being like Santa Claus and they don’t get what they asked Him for? (Help your students understand that in a situation like this, when people don’t get what they asked for, they might become angry with God or even stop believing in Him. Sometimes what we want isn’t necessarily what we need or what is good for us. So sometimes God answers our prayers by telling us no or not giving us what we ask for.)

John 3:16-17 speaks to another false idea we sometimes have of what God is like. Sometimes we think of God as being like a hall monitor or a traffic cop, waiting for us to make mistakes. Our only experience of God is when He catches us doing something wrong or sinful and then passes judgment and punishes us.SAMPLE This isn’t altogether an incorrect image of God, but it’s not the complete picture. Ask your students what they think happens to people’s attitudes toward God when they think of Him as being like a traffic cop or hall monitor and they interact with Him only when they do something wrong and experience the consequences of their sinfulness. Help your students understand that in situations like this, when people experience God only when they do something wrong or sinful, they might become afraid of God or try to hide from Him, just as we sometimes do when we know we’re doing something wrong and don’t want anyone to catch us doing it. Yes, God judges us and teaches us right from wrong, but that’s not all that God is. He is also merciful and loving and wants to be in a relationship with us.

Session 26: The New Testament Provides an Account of God’s Saving Actions 419 SESSION PLAN

What is surprising about John 3:16-17 to some is that God did not send His Son into the world to condemn it. Jesus did not come to catch us all doing something wrong or sinful. Rather, Jesus came to free us from sin! Sometimes this might involve identifying our sinfulness directly, especially when we haven’t owned up to our sin. Here, God shines a light on our sin in our consciences. But that’s not the end of the story. Jesus saves us from our sin and invites us to experience the freedom from sin that only He can provide. The central message of Jesus’ public ministry was to repent of sin and be baptized. Jesus offers all sinners forgiveness of their sins. All we need to do is accept His forgiveness and resolve to sin no more.

D. Have students turn to The Parable of the Unforgiving Servant (page 186) and work The Parable of the Unforgiving Servant individually, reading the parable of the Read Matthew 18:21-35, the Parable of the Unforgiving Servant, and answer the 5. What Directions:did the king do to the unforgiving servant? questions. ______unforgiving servant from Matthew 18:21-35, and ______hen Peter approaching asked him, “Lord, smaller amount. He seized him and started to Tif my brother sins against me, how often choke him, demanding, ‘Pay back what you 6. Was themust servant I forgive thankful him? Asto manyhis king? as seven Why times?”or why not? owe.’ Falling to his knees, his fellow servant ______Jesus answered, “I say to you, not seven begged him, ‘Be patient with me, and I will then answering the questions. times but seventy-seven times. That is why pay you back.’ But he refused. Instead, he had ______the kingdom of heaven may be likened to a him put in prison until he paid back the debt. king who decided to settle accounts with his Now when his fellow servants saw what had servants. When he began the accounting, a happened, they were deeply disturbed, and E. When students have completed the worksheet, debtor was brought before him who owed him went to their master and reported the whole Reﬂ ectiona huge amount. Question Since he had no way of paying affair. His master summoned him and said to it back, his master ordered him to be sold, him, ‘You wicked servant! I forgave you your 1. Peter asked Jesus, “Lord, if my brother sins against me, how often must I forgive along with his wife, his children, and all his entire debt because you begged me to. Should review and discuss the correct answers. Ask him? As many as seven times?” Jesus answered, “I say to you, not seven times but seventy-sevenproperty, in payment times.” What of the do debt. these At wordsthat, the mean toyou you? not In have Jewish had culture, pity on theyour fellow servant, numberservant seven fell down, represented did him perfection,homage, and completeness, said, as orI had wholeness. pity on you?’ It was Then also in a anger his master number‘Be patient that withrepresented me, and covenant,I will pay you the back unbreakable handed bond of him family over relationship. to the torturers until he student volunteers to share their responses to Givenin full.’ this Moved understanding, with compassion what do the Jesus’ master words of to Petershould mean pay toback you? the What whole attitude debt. So will my towardthat servant forgiveness let him of go others and forgave should himwe have? the heavenly Father do to you, unless each of you loan. When that servant had left, he found one forgives his brother from his heart.” ______of his fellow servants who owed him a much the reflection question. ______1. What problem did the fi rst servant encounter? ______F. R ead aloud to your students Matthew 6:9-13, 2. What did this servant ask of the king? ______the Lord’s Prayer: 3. What did the king do for the servant? ______4. What did the servant do to his fellow servant? This is how you are to pray: Our Father ______in heaven, hallowed be your name, your

______186 kingdom come, your will be done, on earth

187 as in heaven. Give us today our daily bread; and forgive us our debts, as we forgive our debtors; and do not subject us to the final test, but deliver us from the evil one.

EXPLAIN to your students that when Jesus’ SAMPLEApostles asked Him to teach them to pray, He taught them (and us) to pray with the words of the Lord’s Prayer (the Our Father). Notice toward the end of the prayer that Jesus tells us to forgive the debts of others, just as God forgives our debts. Jesus told us this in the Beatitudes. Therefore, it is important for us to show mercy and pray for those who need our forgiveness.

Activity 3

A. Have students turn to Jesus Washing Peter’s Feet (page 188). Give students time to view Jesus Washing Peter’s Feet BY FORD MADOx BROWN (C. 1856) the painting in silence. Then ask them the following questions: ӹӹ What do you first notice about this work of art? ӹӹ What do you like about this work of art? ӹӹ How do the colors in the work of art draw your eye? ӹӹ Who are the two people in the front of

the painting? Who are the others in the City of Manchester Art Galleries, Manchester, UK. background? Jesus (on the left) and Peter (seated on the right) are the two people in the 188 front of the painting. The figures in the back of the painting are the other Apostles. ӹӹ What is happening in this painting? Jesus is washing Peter’s feet at the Last Supper. ӹӹ In John 13:14-15, Jesus tells His disciples “If I, therefore, the master and teacher, have washed your feet, you ought to wash one another’s feet. I have given you a model to follow, so that as I have done for you, you should also do.” What do you think Jesus is commanding His disciples, and us, to do? Why is this command important for living a Christian life? Accept reasoned answers.

EXPLAIN to your students that in ancient times, having your guests’ feet washed was a way to show them honor. Foot washing was commonly practiced in desert climates, where sandals were the usual footwear. In these climates, people’s feet typically became very dirty and sweaty. Also, waterSAMPLE was rare and precious, yet gracious hosts offered it to their guests. The lowest servant in the household was expected to wash the feet of guests.

Session 26: The New Testament Provides an Account of God’s Saving Actions 421 SESSION PLAN

B. Then have students turn to Foot Washing (page

Foot Washing 189). Have your students compare this image

Directions: Look at the image and answer the question. with Jesus Washing Peter’s Feet and answer the question on the bottom of the worksheet. Have student volunteers share their responses. EXPLAIN to your students that Jesus worked to save us by serving us. Jesus, who is God of the universe, humbled Himself and became less than who He is, one of His creations, a man. This photo is of Pope Francis washing the feet of a prison inmate during Holy Thursday Mass in 2013. (Photo courtesy L’Osservatore Romano.) And as a man, He humbly served His disciples Why do you think the Pope is washing the feet of prison inmates during Holy Thursday Mass? ______not only by teaching them and washing their ______feet, but by dying on the Cross. And Jesus called ______us to imitate Him. He called us to serve one another just as He served us. 189

Activity 4

A. Have students turn to The Corporal and Spiritual The Corporal and Spiritual Works of Mercy Works of Mercy (page 190) and complete it Read the works of mercy and copy them out on the lines provided. Finally, 1. The wordDirections: “corporal” relates to the body. The corporal works of mercy help us meet a person’s physical needs.answer Why the do questions you think that it is follow.important to help meet the physical needs of others? individually. ______The Corporal Works of Mercy are Write the Corporal Works of Mercy ______Feed the hungry. ______B. Call on a few students to share their responses ______Give drink to the thirsty. ______Clothe the naked. ______2. The spiritual works of mercy help us meet a person’s spiritual needs. Why do you think it is Shelter the homeless. ______with the class. important to help meet the spiritual needs of others?

______Visit the sick. ______Visit the imprisoned. ______Bury the dead. ______C. Ask students if any of the Works of Mercy are ______

______The Spiritual Works of Mercy are Write the Spiritual Works of Mercy mysterious or hard to figure out. Aren’t these Instruct the ignorant. ______Counsel the doubtful. ______all what we would want others to do for us if we Admonish the sinner. ______

Bear wrongs patiently. ______Forgive offenses willingly. ______needed them to? Comfort the affl icted. ______Pray for the living and the dead. ______D. Write on the board the Golden Rule that Jesus “The works of mercy are not optional but are absolutely essential to living the Christian life of holiness and goodness.” —SCCC 2447 gives us in Matthew 7:12:

190 SAMPLEDo to others whatever you would have them do to

191 you. This is the law and the prophets. E. Connect Jesus’ teaching to the works of mercy, reminding students that the Church believes these works to be essential to the Christian life.

Get Ready for the Next Session Prepare the clip from Toy Story 2 found at SophiaOnline.org/ToyStory2. Review the upcoming session.

422 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. The servant owed the king a huge The Parable of the Unforgiving Servant amount and had no way of paying Directions: Read Matthew 18:21-35, the Parable of the Unforgiving Servant, and answer the it back. questions.

2. The servant fell hen Peter approaching asked him, “Lord, smaller amount. He seized him and started to Tif my brother sins against me, how often choke him, demanding, ‘Pay back what you to the ground and must I forgive him? As many as seven times?” owe.’ Falling to his knees, his fellow servant did homage to the Jesus answered, “I say to you, not seven begged him, ‘Be patient with me, and I will times but seventy-seven times. That is why pay you back.’ But he refused. Instead, he had king and asked the kingdom of heaven may be likened to a him put in prison until he paid back the debt. king who decided to settle accounts with his Now when his fellow servants saw what had him to be patient servants. When he began the accounting, a happened, they were deeply disturbed, and with him so that debtor was brought before him who owed him went to their master and reported the whole a huge amount. Since he had no way of paying affair. His master summoned him and said to he could pay back it back, his master ordered him to be sold, him, ‘You wicked servant! I forgave you your along with his wife, his children, and all his entire debt because you begged me to. Should his debt. property, in payment of the debt. At that, the you not have had pity on your fellow servant, servant fell down, did him homage, and said, as I had pity on you?’ Then in anger his master 3. The king was ‘Be patient with me, and I will pay you back handed him over to the torturers until he in full.’ Moved with compassion the master of should pay back the whole debt. So will my merciful, and, that servant let him go and forgave him the heavenly Father do to you, unless each of you loan. When that servant had left, he found one forgives his brother from his heart.” moved with of his fellow servants who owed him a much compassion, 1. What problem did the fi rst servant encounter? ______

he forgave the ______loan and set the 2. What did this servant ask of the king? ______

servant free. ______

4. The servant 3. What did the king do for the servant? ______seized and choked ______his fellow servant 4. What did the servant do to his fellow servant? and demanded ______that he pay back ______the debt he owed 186 him. SAMPLE

Session 26: The New Testament Provides an Account of God’s Saving Actions 423 Answer Key 5. The king called

the servant 5. What did the king do to the unforgiving servant? wicked and ______questioned why ______

he wasn’t merciful 6. Was the servant thankful to his king? Why or why not? with his fellow ______servant when ______he, the king, was merciful to him, Reﬂ ection Question the servant. Then, 1. Peter asked Jesus, “Lord, if my brother sins against me, how often must I forgive the king handed him? As many as seven times?” Jesus answered, “I say to you, not seven times but seventy-seven times.” What do these words mean to you? In Jewish culture, the the servant over number seven represented perfection, completeness, or wholeness. It was also a number that represented covenant, the unbreakable bond of family relationship. to the torturer Given this understanding, what do Jesus’ words to Peter mean to you? What attitude until he could pay toward forgiveness of others should we have? ______back his debt. ______

6. No, because the ______way the servant ______treated his fellow ______servant lacked ______mercy and ______compassion. ______

______Reflection Question ______Accept reasoned answers. SAMPLE 187

SAMPLE

City of Manchester Art Galleries, Manchester, UK.

188

Session 26: The New Testament Provides an Account of God’s Saving Actions 425 Foot Washing

Directions: Look at the image and answer the question.

This photo is of Pope Francis washing the feet of a prison inmate during Holy Thursday Mass in 2013. (Photo courtesy L’Osservatore Romano.)

Why do you think the Pope is washing the feet of prison inmates during Holy Thursday Mass?

______

______SAMPLE ______

189

Accept reasoned answers

Directions: Read the works of mercy and copy them out on the lines provided. Finally, answer the questions that follow.

The Corporal Works of Mercy are Write the Corporal Works of Mercy

Feed the hungry. ______

Give drink to the thirsty. ______

Clothe the naked. ______

Shelter the homeless. ______

Visit the sick. ______

Visit the imprisoned. ______

Bury the dead. ______

The Spiritual Works of Mercy are Write the Spiritual Works of Mercy

Instruct the ignorant. ______

Counsel the doubtful. ______

Admonish the sinner. ______

Bear wrongs patiently. ______

Forgive offenses willingly. ______

Comfort the affl icted. ______Pray for the living andSAMPLE the dead. ______“The works of mercy are not optional but are absolutely essential to living the Christian life of holiness and goodness.”

—SCCC 2447

190

Session 26: The New Testament Provides an Account of God’s Saving Actions 427 1. The word “corporal” relates to the body. The corporal works of mercy help us meet a person’s physical needs. Why do you think it is important to help meet the physical needs of others?

______

2. The spiritual works of mercy help us meet a person’s spiritual needs. Why do you think it is important to help meet the spiritual needs of others?

______

SAMPLE

191

Accept reasoned answers

Directions: Cut out the character cards and give out one card to each group of students. Have students read the short description of the character and discuss the role he or she played in the story of Zacchaeus.

Zacchaeus You are the chief tax collector in Jericho and a very wealthy man. Jericho is under Roman rule, and you collect taxes for the Romans. When you collect the taxes, you take more than is your due and pocket the difference. Everyone knows you are a thief and a sinner. You are small in stature and are hated by the people in Jericho.

Discuss the following questions: 1. Why are you up in the tree?

2. Why do you want to see Jesus?

3. How do you feel knowing that everyone despises you?

4. How do you feel when Jesus speaks to you?

5. Why do you voice your sins and tell how you will repay your neighbors in the presence of Jesus?

6. How do you feel when Jesus forgives you? And what do you think the effect will be on the restSAMPLE of your life?

Session 26: The New Testament Provides an Account of God’s Saving Actions 429 Simon You are a carpenter living in Jericho. You struggle to make a decent living to support your wife and children, and you resent paying taxes to the Romans. You believe that Jesus has come to overthrow the Roman Empire. You know Zacchaeus well, and you know that he takes more money from you than the Romans require. You are in the crowd when Jesus stops and asks to stay at Zacchaeus’s home.

Discuss the following questions: 1. Why did you come to see Jesus?

2. What do you know of Zacchaeus? Describe his character.

3. How do you feel living under Roman rule?

4. Tell how it makes you feel to pay Roman taxes.

5. What are you thinking when Jesus stops to talk to Zacchaeus?

6. Do you believe Zacchaeus when he says that he will give half his riches to the poor and repay everyone he has cheated four times the amount? Why or why not?

SAMPLE

430 © SOPHIA INSTITUTE FOR TEACHERS James You have given up everything to follow Jesus and have been amazed by the way He seeks out the unclean, the outcasts, and the sinners in every town you pass through. You hang onto every word He says and have never felt so loved. The crowd in Jericho is large, and you feel the presence of the Roman soldiers in the city. You are walking with Jesus when He notices a funny little man in a tree and moves toward him. When Jesus speaks to the man in the tree, you hear the crowd murmur their disapproval and know something miraculous is about to happen.

Discuss the following questions: 1. Why are you following Jesus?

2. How do you feel when you are in the presence of Jesus?

3. Does the presence of the Roman soldiers worry you?

4. Are you surprised when Jesus moves toward the funny little man in the tree? Why or why not?

5. How do you feel when you hear the crowd’s disapproval?

6. What are your thoughts when you learn that the man is a sinner and listen to him repent in the presence of Jesus?

SAMPLE

Session 26: The New Testament Provides an Account of God’s Saving Actions 431 Martha You were a leper. You were unclean and an outcast in your community, living in poverty on the outskirts of town. Everything changed the day Jesus walked through your town. The moment you saw His face and heard Him speak, you knew He was special. When you touched His robe, you felt His love. Jesus healed you of leprosy, and you have become one of His many followers. When Jesus enters Jericho, the crowds grow large and you struggle to stay close to Jesus. You notice the Roman soldiers watching the crowd. The crowd begins to murmur, and you wonder what is wrong. Next you notice Jesus speaking to a little man in a tree, and immediately you understand that He has found someone who needs His love.

Discuss the following questions: 1. Why are you following Jesus?

2. How do you feel when you are in the presence of Jesus?

3. Does the presence of the Roman soldiers worry you?

4. Are you surprised when Jesus moves toward the funny little man in the tree? Why or why not?

5. How do you feel when you hear the crowd’s disapproval?

6. What are your thoughts when you learn that the man is a sinner and listen to him repent in the presence of Jesus? SAMPLE

What students will learn: What students will do: ӹӹ In the Sacraments of Baptism and ӹӹ Complete a Scripture crossword Confirmation, GodSAMPLE marks each of us puzzle. with a permanent spiritual mark on ӹӹ Reflect on how the Gifts of the Holy our souls. Spirit can help them announce the ӹӹ Jesus is the Anointed One of God, Good News of Christ to others. the Messiah and Christ prophesied in ӹӹ Look at sacred art. the Old Testament. ӹӹ Do an in-depth study of the ӹӹ We believe that Jesus is one Person Incarnation. with two distinct natures (divine and human). He is 100 percent God and 100 percent man.

433 Session at a Glance

Workbook pages your students will complete: ӹӹ Gifts of the Holy Spirit (page 192) ӹӹ Bible Verse Sort (page 196) ӹӹ Jesus’ Two Natures: God and Man ӹӹ The Transfiguration (page 198) Crossword Puzzle (page 194) ӹӹ The Incarnation (page 199)

Other materials you will need: ӹӹ Catechist Resource: Crossword Puzzle Scripture Passages (page 450 in this guide) ӹӹ Clip from Toy Story 2 at SophiaOnline.org/ToyStory2

Vocabulary your students will learn: ӹӹ Christ: Greek word meaning anointed one. ӹӹ Divine Nature: That which makes God who and what He is, God. Jesus possesses both a divine nature and a human nature. He is 100% fully God and 100% fully human. ӹӹ Gifts of the Holy Spirit: Wisdom, knowledge, understanding, counsel, fortitude, piety, and fear of the Lord. The anointing in the Sacraments of Baptism and Confirmation are a sign of receiving these gifts. ӹӹ Human Nature: That which makes human beings human. Jesus possesses both a divine nature and a human nature. He is 100% fully God and 100% fully human. ӹӹ Incarnation: The ChristianSAMPLE belief that the second Person of the Holy Trinity, the Son of God, assumed a human nature and became man in the Person of Jesus Christ. ӹӹ Messiah: Hebrew word meaning Anointed One.

Prayer for this session: O Holy Spirit, make me a faithful follower of Jesus, an obedient child of the Church, and a help to my neighbor. Give me the grace to keep the commandments and to receive the sacraments worthily. Raise me to holiness and to everlasting life. Amen. –from Novena to the Holy Spirit

Note: Before class, photocopy enough copies of Catechist Resource: Crossword Puzzle Scripture Passages (page 450 in this guide) for each student if necessary.

Warm-Up

A. Begin with the prayer for this session. B. Show your students the short video from Toy Story 2 found at SophiaOnline.org/ToyStory2. In this clip, the real Buzz Lightyear confronts an imposter Buzz Lightyear. C. After showing the video, ask your students the following questions: ӹӹ Why did the real Buzz Lightyear show his friends his foot? To show that he was marked as belonging to Andy. ӹӹ How do you mark things at home that belong to you or to your family? Answers will vary. ӹӹ To whom do you belong? Students may not automatically know how to answer this question, or they may say no one. Some students might suggest their parents or their family. Accept reasoned answers, but help your students come to the conclusion that they belong to God. ӹӹ What did Andy do to “mark” Buzz? He wrote his name on Buzz’s foot. ӹӹ What does God do to mark you? Students may not be able to answer this question right away. The correct answer is with an indelible mark in the Sacraments of Baptism and Confirmation.

EXPLAIN to your students that we mark things as belonging to us all the time. Farmers mark their livestock by branding them, pet owners mark their pets with collars and tags, and adults mark their property with labels, licenses, codes, and symbols. An animal or a piece of property is markedSAMPLE as special to a person for a specific purpose and for a limited time here on earth. In the Sacraments of Baptism and Confirmation, God marks each of us with a permanent spiritual mark on our souls. This mark sets us apart as belonging to God, points us toward Heaven, and gives us a share in Christ’s mission, which is the salvation of all souls. We are sent out to be His witnesses to the world.

Session 27: Jesus the Messiah 435 SESSION PLAN

Activity 1

A. Write the word Messiah on the board. Ask your students where they have heard this word before. It is used to describe Jesus. Jesus is the Messiah. B. Next, write the word Christ on the board. Ask your students where they have heard this word before. It is also used as a title for Jesus. Jesus is “the Christ.” We often refer to Jesus as Jesus Christ. Rather than being His last name (which it is not), “Christ” is the Greek word for “Messiah.” This means that when Jesus is called “the Christ,” or we call Him Jesus Christ, we are simply calling Him the Messiah.

EXPLAIN to your students that the word “messiah” (and “Christ”) means “anointed one.” In the Old Testament, Levitical priests, the kings descended from David, and some prophets were anointed by holy oil as a sign of their status as a priest, prophet, or king, and of the task given to them according to their position. All those who were anointed were messiahs. That means that the kings descended from David in the Jewish royal kingdom were messiahs because they were all anointed. This anointing gave the person an outpouring of God’s Spirit to empower them for the tasks given to them by God. The Jewish people were eventually conquered by foreign powers and exiled from their homeland. They spent many centuries in exile, ruled by foreign kings. The Jewish people began to wait for the time when God would restore His people and fulfill His promises made to Abraham long ago that they would possess the Promised Land and be a great nation, that they would have a dynasty of great kings, and that the world would be blessed through them. In other words, the Jewish people were waiting and expecting the coming of the Messiah. The Messiah would not just be a king or priest, but the king and priest who would save God’s people and restore them. Jesus is the Messiah, the Christ, the Anointed One, who came to redeem God’s people, although perhaps in a way different from what people expected. Jesus is not just an earthly king or priest. He is God Himself, King of the Universe, become man, and He is the High Priest, who offers Himself as sacrifice for the sins of all. C. Have students turn to Luke 4:16-21 in their Bibles and ask a student volunteer to read it aloud. D. Then ask your students the SAMPLEfollowing questions: ӹӹ In this passage, which describes a moment at the beginning of Jesus’ public ministry, Jesus reads a prophecy about the coming of the Messiah from the book of Isaiah, written about 1,000 years before Jesus was born. What does this passage say has come upon this person and anointed him? The Spirit of the Lord. ӹӹ What will the Messiah do, according to Isaiah’s prophecy? Bring glad tidings to the poor, proclaim liberty to captives and recovery of sight to the blind, let the oppressed go free, and proclaim a year acceptable to the Lord. ӹӹ After Jesus reads the prophecy from Isaiah and rolls up the scroll, what does Jesus say about the prophecy of the Messiah? What does Jesus mean by this? Jesus says, “Today this scripture passage is fulfilled in your hearing.” Jesus means that He is the Messiah Isaiah prophesied.

EXPLAIN to your students that Jesus freely accepted the title Messiah. During His public ministry, as He accomplished all that Isaiah prophesied the Messiah would do, the people came to recognize Jesus as the Messiah. Just as Jesus was anointed by God, and was the true Messiah and savior of the world, we too are marked by God at our Baptism and when we are confirmed. These Sacraments give us a share in the same mission of Christ and strengthen us to carry out that mission by giving us an outpouring of the Holy Spirit. E. Have students turn to Gifts of the Holy Spirit (page 192). Arrange your students in pairs or trios. Assign Gifts of the Holy Spirit each group of students one of the gifts of the Holy Spirit Directions: ReadWhat about is your your assigned assigned gift gift of theof the Holy Holy Spirit? Spirit ______and answer the questions. Rewrite the defi nition of your assigned gift of the Holy Spirit in your own words. Wisdom allows us to know the purpose and plan of God and value it above all else. God’s wisdom is His truth. God gives us a share in His Wisdom ______Wisdom to allow us to recognize the truth and see things from His and have them read the definition of the gift they were point of view. ______

______Understanding empowers human intelligence to know and comprehend the truths of the Catholic Faith that go beyond simple Understanding assigned. Then have each group rewrite the definition ______human abilities. It allows us to discover God’s will in everything through prayer, reading Scripture, and receiving the Sacraments.

Give three specifi c examples of how your assigned gift of the Holy Spirit can help you announce Counsel helps us to know right from wrong and to avoid sin. It of their assigned gift in their own words and give three Counsel the Good allowsNews ofus Jesus to make Christ the to right others. decisions (For example, in the face how of cantemptation the gift ofand knowledge help you tell othersevil, about to liveJesus, a moral salvation, life, andand tothe attain Church?) salvation.

1. ______Fortitude emboldens us to stand up for and defend the Catholic Faith in the face of persecution, even to the point of physical harm Fortitude ______specific examples of how that gift of the Holy Spirit can or death. This gift strengthens us to do God’s will, and helps us 2. ______overcome fear.

______Knowledge allows us to be aware of God’s plan in our lives and to apply it and take action upon it. Knowledge sheds light on our help them announce the Good News of Jesus Christ to Knowledge3. ______weaknesses, sins, and failures, and helps us strive to overcome them ______with the grace of God.

Piety moves us to serve God in humility and love. It allows us to others. Piety worship God rightly, not because we feel a responsibility or duty, but because we love Him and desire to worship Him.

Fear of the Lord allows to recognize that God is God and we are not. By this gift, we rightly know our relationship to God and His glory Fear of the Lord F. W hen your students have completed Gifts of the Holy and greatness. We fear displeasing God by our sin and desire to be close to Him. Spirit, call on groups to share their definitions and ways

the gifts of the Holy Spirit can help us announce the 192

Good News. 193

Activity 2

A. Read aloud to your students Matthew 16:15-17: He said to them, “But who do you say that I am?” Simon Peter said in reply, “You are the Messiah, the Son of the living God.” Jesus said to him in reply, “Blessed are you, Simon son of Jonah. For flesh and blood has not revealed this to you, but my heavenly Father.” B. Ask your students the following questions: ӹӹ What question does Jesus ask His Apostles? “Who do you say that I am?” ӹӹ Who answers for theSAMPLE Apostles? Simon Peter. ӹӹ What is Peter’s answer? “You are the Messiah, the Son of the living God.” ӹӹ Why does Jesus tell Simon that he is blessed? Because the Father has revealed to him that Jesus is the Messiah. ӹӹ Peter’s profession of who Jesus is was amazing for two reasons. The first is that Peter professed Jesus to be the Messiah, the long-awaited savior of God’s people. The second, and even more amazing profession was that Jesus is the Son of God. What does it mean that Jesus is the Son of God? Accept reasoned answers. Help your students understand that when we say that Jesus is the Son of God, we mean that Jesus is God Himself. All that the Father is, so is Jesus. They are the same substance. Most ancient Jews expected the Messiah to be a man, a great king even, but few understood that the Messiah would be God Himself in human form.

Session 27: Jesus the Messiah 437 SESSION PLAN

EXPLAIN to your students that the Church teaches that Jesus is one person with two distinct natures (divine and human). Jesus was 100 percent God and 100 percent human. He was not half God and half man (that would be something called a demigod, like the Greek mythological hero Hercules). He was all that it means to be God and all that it means to be human, with the exception of sin. C. Ask students to turn to Jesus’ Two Natures:

Jesus’ Two Natures: God and God and Man Crossword Puzzle (page 194). Man Crossword Puzzle

Down Have them look up the given Scripture passages 1. MatthewDirections: 4:1: Then JesusComplete was led the by crossword the Spirit puzzleinto the using desert your to Bible.be ______Find and by readthe devil. each verse, then fi ll in the missing word. The words are found in the Word Bank. 2. John 9:35-36: When Jesus heard that they had thrown him out, he found him and said, “Do and fill in the blank in each passage with the you believe in the ______?” He answered and said, “Who is he, sir, that I may believe in him?” 1 3. John 21:17: He said to him the third time, “Simon, son of John, do you love me?” Peter was correct word. That word will then be used to distressed that he had said to him a third time, “Do 2you love me?” and he said to him, “Lord, you know ______; you know that I love you.” [Jesus] said to him, “Feed my sheep.” 3 4. Luke 24:39: “Look at my hands and my feet, that it is I myself. Touch me and see, because a complete the crossword puzzle. When your ghost does not have ______and bones as you can see I have.” 4

8. Romans 5:8: But God5 proves his love for us in that while we were still sinners Christ ______for us. students have completed the puzzle, review 7 10. Mark 1:1: The beginning of the gospel of Jesus Christ [the ______of God].

8 11. Matthew 2:2: “Where is the newborn king of the Jews? We saw his star at its rising and have and discuss the correct answers. come to do him ______.”

12. Luke 2:52: And Jesus advanced [in] ______and age and favor before God and man. Word Bank Across 9 Homage Note: If you do not have enough Bibles in your Man 5. Acts 7:59: As they were stoning Stephen, he ______, “Lord Jesus, receive my 10 11 12 Everything spirit.” God 13 6. Mark 15:39: When the centurion who stood facing him saw how he breathed his last he said,Deity classroom, the Scripture passages have been

“Truly this ______6 was the Son of God!” Glorify Flesh 7. John 10:28: “I give them ______life, and they shall never perish. No one can take them Son out of my hand.” included on Catechist Resource: Crossword Wisdom 8. Colossians 2:9-10: For in him dwells the whole fullness of the ______bodily, and you Sin share in this fullness in him, who is the head of every principality and power. Eternal Died Puzzle Scripture Passages (page 450 in this 9. John 20:28: Thomas answered and said to him, “My Lord and my ______!” Called out 10. 1 Peter 2:22: He committed no ______, and no deceit was found in his mouth. Tempted Son of Man guide). Also note that all Scripture for this 13. John 17:1: When Jesus had said this, he raised his eyes to heaven and said, “Father, the hour has come. Give glory to your son, so that your son may ______you.” activity was taken from the New American Bible, 194 Revised Edition. Other translations may not 195 provide the same exact wording to complete the puzzle correctly.

D. Have your students turn to Bible Verse Sort Bible Verse Sort (page 196) and, working individually or with Directions: Reread each Bible verse from the crossword puzzle and decide whether it tells us something about Jesus’ humanity or Jesus’ divinity. Then list the Scripture Reﬂ ection Questionsreference under the correct column on the chart and write a brief summary of a partner, reread the Bible verses from the 1. Describe in yourwhat the passage tells us about Jesus’ humanity or divinity. The fi rst two have own words what it means that Jesus is fully God and fully man. been completed for you. Lastly, answer the refl ection questions. ______crossword puzzle and decide whether each ______The Son of God/ Jesus is man God the Son/ Jesus is God ______John 17:1: Jesus worshipped the Father. Matthew 2:2: Jesus is worshipped. verse tells us something about Jesus’ humanity ______or Jesus’ divinity. Then have students list each ______SAMPLEScripture reference under the correct column 2. We have special encounters with Jesus in all the Sacraments, and especially the Eucharist. In the Eucharist, Jesus is really present: His Body, Blood, Soul, on the chart and write a brief summary of what and Divinity. One very special form of prayer is called Eucharistic adoration. In this type of prayer, we kneel before a consecrated host in a monstrance, and contemplate the mystery of God with us. When we visit Jesus in adoration, Christians create a community of love. Does your parish offer regular adoration the passage tells us about Jesus’ humanity or times, or even perpetual adoration? If you don’t know, how can you fi nd out? ______divinity. The first two have been done as an ______example. Lastly, have students answer the Reflection Questions. E. W hen your students have completed Bible 196 Verse Sort, review and discuss the correct 197 answers. Have student volunteers share their responses to the reflection questions.

Activity 3

The Transfi guration A. Have students turn to The Transfiguration (page BY BL. FRA ANGeLICO (C. 1440-1442) 198). Give students as much time as possible to view the painting in silence. Then ask your students the following questions: ӹӹ Whom do you see in this fresco? Which Luminous Mystery of the Rosary is depicted? Jesus; the Apostles Peter, James, and John; Moses; Elijah; the Virgin Mary; St. Dominic. The fresco depicts the Transfiguration. ӹӹ How do the colors, light, and other aspects of the painting make you feel? Accept reasoned

answers. Convento di San Marco, Florence, Italy. 198 ӹӹ What are some words you would use to describe how Jesus looks in this painting? What is He standing on? Some words to describe this painting may include glorified, triumphant, beautiful, illuminated, bright, and so forth. Jesus is standing on a rock or a mountaintop. ӹӹ What is happening in this picture? This painting is of the Transfiguration, when Jesus was revealed in His divinity to Peter, James, and John. Matthew’s Gospel tells us that when Jesus was transfigured, “His face shone like the sun and His clothes became white as light.” Moses and Elijah appeared with Jesus on the mountaintop and they spoke together. And the voice of God came from the heavens and said, “This is my beloved Son, with whom I am well pleased; listen to Him.” This scene frightened the disciples, who fell prostrate in worship. But Jesus touched them and told them to “not be afraid.” ӹӹ The Blessed Virgin Mary and St. Dominic were not present at the Transfiguration. Why might the artist have included them in this painting? Accept reasoned answers, telling your students, if necessary,SAMPLE that the artist was not aiming for a historical representation of the Transfiguration, but rather a depiction that would be spiritually meaningful. ӹӹ How does Jesus’ message, “Do not be afraid,” come through to everyone who sees this fresco? Why is it such an important message for all Christians? The fresco reminds us that Jesus has already won the Kingdom for us. We will have struggles in this world, but He has overcome death. As His body was transfigured and glorified, He will give us our bodies, resurrected and glorified, on the Last Day. B. Explain to your students that we have been learning about Jesus’ humanity and His divinity, that Jesus is both God and man. We call this central mystery of our Faith the Incarnation, God become man in the Person of Jesus Christ. The Son of God assumed a human nature in order to accomplish our salvation in our human nature.

Session 27: Jesus the Messiah 439 SESSION PLAN

Activity 4

The Incarnation A. Have students turn to The Incarnation (page

First, read the following passage from St. Augustine about the Incarnation and 1. According to St. Augustine, what was made fl esh, and what did He do? Directions: highlight or underline all of the names for Jesus mentioned in the passage. Then 199) in their workbooks. Have your students ______read about the four reasons for the Incarnation according to the Catechism of the Catholic Church. Finally, answer the questions. ______work individually to read about the Incarnation 2. After readingSt. through Augustine’s all of the various Sermon titles 191 St. Augustine used for Christ, what can we say St. Augustine believed about the purpose of the Incarnation? The word of the Father by whom all time that He, the light, might sleep; that He, the ______was created was made fl esh and born in time way, might be wearied in the journey; that according to St. Augustine and the Catechism for us. He without whose divine permission He, the truth, might be accused by false ______no day completes its course, wished to have witnesses; that He, the judge of the living ______one of those days for His human birth. In the and the dead, might be brought to trial by a of the Catholic Church and then answer the bosom of His Father He existed before all the mortal judge; that He, justice itself, might be 3. How did Jesuscycles save usof thefrom ages. sin? Born of an earthly mother, condemned by the unjust; that He, discipline He entered on the course of the years on that personifi ed, might be scourged with a whip; ______very day. The maker of man became man that that He, the foundation, might be suspended questions. ______He, ruler of the stars, might be nourished on a Cross; that He, courage incarnate, might at the breast; that He, the bread, might be be weak and He, security itself, might be 4. How does Jesushungry; show that us God’s He, the love fountain, for us? might thirst; wounded, and He, life itself, might die. ______B. When your students have completed the Four reasons for the Incarnation ______The Catechism of the Catholic Church gives us self-giving love by sacrifi cing Himself on the 5. How is Jesus fourour modelreasons of for holiness? the Incarnation in paragraphs Cross. activity, review and discuss the correct 456-460. The fi rst reason for the Incarnation The third reason for the Incarnation is to be ______is to save us from sin. Christ’s sacrifi ce on the our model of holiness. Christ’s public ministry Cross paid the penalty for sin that we could ______taught us what it means to be holy and how to not. Out of sheer gratuitous love for us, Jesus answers. be loved by God and to love Him in return. laid down His life so that we might live. 6. How does Jesus make us sharers in God’s divine nature? The fourth reason for the Incarnation is to The second reason for the Incarnation is so ______make us sharers in God’s divine nature. St. we might know God’s love. The very act of Thomas Aquinas wrote, “The only-begotten ______God becoming one of His own creatures while C. Point out to your students that. as we have just Son of God, wanting to make us sharers in his remaining truly God shows how much He loves divinity, assumed our human nature, so that us. And then, He demonstrated His perfect he, made man, might make men gods.” learned, one of the main reasons that God the Son assumed a human nature in the Person of 199 Jesus Christ (the Incarnation) was to be a model 200 of holiness for us. Jesus lived His life in such a way that we can follow His example in the way we treat others and serve. D. Have the class brainstorm a list of ways for them to show God’s love. Write their suggestions on the board. Have them be sure to include ways to show God’s love to their family (including siblings), to their friends, at school, at church, and in their community. SAMPLE

Get Ready for the Next Session Review the upcoming session.

Directions: Read about your assigned gift of the Holy Spirit and answer the questions.

Wisdom allows us to know the purpose and plan of God and value it above all else. God’s wisdom is His truth. God gives us a share in His Wisdom Wisdom to allow us to recognize the truth and see things from His point of view.

Understanding empowers human intelligence to know and comprehend the truths of the Catholic Faith that go beyond simple Understanding human abilities. It allows us to discover God’s will in everything through prayer, reading Scripture, and receiving the Sacraments.

Counsel helps us to know right from wrong and to avoid sin. It Counsel allows us to make the right decisions in the face of temptation and evil, to live a moral life, and to attain salvation.

Fortitude emboldens us to stand up for and defend the Catholic Faith in the face of persecution, even to the point of physical harm Fortitude or death. This gift strengthens us to do God’s will, and helps us overcome fear.

Knowledge allows us to be aware of God’s plan in our lives and to apply it and take action upon it. Knowledge sheds light on our Knowledge weaknesses, sins, and failures, and helps us strive to overcome them with the grace of God.

Piety moves us to serve God in humility and love. It allows us to Piety worship God rightly, not because we feel a responsibility or duty, but because we love Him and desire to worship Him.

Fear of the Lord allows to recognize that God is God and we are not. SAMPLEBy this gift, we rightly know our relationship to God and His glory Fear of the Lord and greatness. We fear displeasing God by our sin and desire to be close to Him.

192

Session 27: Jesus the Messiah 441 What is your assigned gift of the Holy Spirit? ______

Rewrite the defi nition of your assigned gift of the Holy Spirit in your own words.

______

Give three specifi c examples of how your assigned gift of the Holy Spirit can help you announce the Good News of Jesus Christ to others. (For example, how can the gift of knowledge help you tell others about Jesus, salvation, and the Church?)

1. ______

______

2. ______

______

3. ______

______

SAMPLE

193

Accept reasoned answers

Directions: Complete the crossword puzzle using your Bible. Find and read each verse, then fi ll in the missing word. The words are found in the Word Bank.

1 1 t 2 2 s e 3 3 e o m 4 4 v n p f

55 c a l l e d o u t l

77 r f e t e r n a l 88 d e i t y m d s i t a h e h n Word Bank 99 Homage g o d i Man 1010 1111 1212 Everything s i n h w God 13 o g l o r i f y Deity 66 Glorify m a n m s Flesh Son a d Wisdom Sin SAMPLEg o Eternal Died e m Called out Tempted Son of Man

194

Session 27: Jesus the Messiah 443 Answer Key Down

1. Tempted Down 1. Matthew 4:1: Then Jesus was led by the Spirit into the desert to be ______by the devil. 2. Son of Man 2. John 9:35-36: When Jesus heard that they had thrown him out, he found him and said, “Do you believe in the ______?” He answered and said, “Who is he, sir, 3. Everything that I may believe in him?” 3. John 21:17: He said to him the third time, “Simon, son of John, do you love me?” Peter was 4. Flesh distressed that he had said to him a third time, “Do you love me?” and he said to him, “Lord, you know ______; you know that I love you.” [Jesus] said to him, “Feed my sheep.” 8. Died 4. Luke 24:39: “Look at my hands and my feet, that it is I myself. Touch me and see, because a ghost does not have ______and bones as you can see I have.” 10. Son 8. Romans 5:8: But God proves his love for us in that while we were still sinners Christ ______for us. 11. Homage 10. Mark 1:1: The beginning of the gospel of Jesus Christ [the ______of God]. 11. Matthew 2:2: “Where is the newborn king of the Jews? We saw his star at its rising and have 12. Wisdom come to do him ______.” 12. Luke 2:52: And Jesus advanced [in] ______and age and favor before God and man. Across Across 5. Called out 5. Acts 7:59: As they were stoning Stephen, he ______, “Lord Jesus, receive my spirit.”

6. Man 6. Mark 15:39: When the centurion who stood facing him saw how he breathed his last he said, “Truly this ______was the Son of God!”

7. Eternal 7. John 10:28: “I give them ______life, and they shall never perish. No one can take them out of my hand.”

8. Deity 8. Colossians 2:9-10: For in him dwells the whole fullness of the ______bodily, and you share in this fullness in him, who is the head of every principality and power.

9. God 9. John 20:28: Thomas answered and said to him, “My Lord and my ______!”

10. 1 Peter 2:22: He committed no ______, and no deceit was found in his mouth. 10. Sin 13. John 17:1: When Jesus had said this, he raised his eyes to heaven and said, “Father, the hour has come. Give glory to your son, so that your son may ______you.” 13. Glorify SAMPLE 195

Directions: Reread each Bible verse from the crossword puzzle and decide whether it tells us something about Jesus’ humanity or Jesus’ divinity. Then list the Scripture reference under the correct column on the chart and write a brief summary of what the passage tells us about Jesus’ humanity or divinity. The fi rst two have been completed for you. Lastly, answer the refl ection questions.

The Son ofof GodGod/ / Jesus isis manman God the SonSon/ / Jesus is GodGod

John 17:1:17:1: JesusJesus worshipedworshipped the the Father. Father.Matthew 2:2:2:2: JesusJesus is is worshiped. worshipped.

Mark 15:39: Jesus was called man. John 20:28: Jesus was called God.

John 9:35-36: Jesus was called Son of Man. Mark 1:1: Jesus was called Son of God.

Matthew 4:1: Jesus was tempted. Acts 7:59: Jesus is prayed to.

Luke 2:52: Jesus grew in wisdom. 1 Peter 2:22: Jesus is sinless.

Romans 5:8: Jesus died. John 21:17: Jesus knows all things.

Luke 24:39: Jesus has a body of flesh and John 10:28: Jesus gives eternal life. bones. SAMPLE

Colossians 2:9: All the fullness of deity dwells in Him.

196

Session 27: Jesus the Messiah 445 Reﬂ ection Questions 1. Describe in your own words what it means that Jesus is fully God and fully man.

______

2. We have special encounters with Jesus in all the Sacraments, and especially the Eucharist. In the Eucharist, Jesus is really present: His Body, Blood, Soul, and Divinity. One very special form of prayer is called Eucharistic adoration. In this type of prayer, we kneel before a consecrated host in a monstrance, and contemplate the mystery of God with us. When we visit Jesus in adoration, Christians create a community of love. Does your parish offer regular adoration times, or even perpetual adoration? If you don’t know, how can you fi nd out?

______

______SAMPLE

197

Accept reasoned answers.

SAMPLE

Convento di San Marco, Florence, Italy.

198

Session 27: Jesus the Messiah 447 Answer Key Students should highlight the The Incarnation following words in the text: Directions: First, read the following passage from St. Augustine about the Incarnation and highlight or underline all of the names for Jesus mentioned in the passage. Then “The word of the read about the four reasons for the Incarnation according to the Catechism of the Father by whom all Catholic Church. Finally, answer the questions. time was created St. Augustine’s Sermon 191 was made flesh and The word of the Father by whom all time that He, the light, might sleep; that He, the born in time for us. was created was made fl esh and born in time way, might be wearied in the journey; that for us. He without whose divine permission He, the truth, might be accused by false He without whose no day completes its course, wished to have witnesses; that He, the judge of the living one of those days for His human birth. In the and the dead, might be brought to trial by a divine permission bosom of His Father He existed before all the mortal judge; that He, justice itself, might be no day completes cycles of the ages. Born of an earthly mother, condemned by the unjust; that He, discipline He entered on the course of the years on that personifi ed, might be scourged with a whip; its course, wished very day. The maker of man became man that that He, the foundation, might be suspended He, ruler of the stars, might be nourished on a Cross; that He, courage incarnate, might to have one of those at the breast; that He, the bread, might be be weak and He, security itself, might be days for His human hungry; that He, the fountain, might thirst; wounded, and He, life itself, might die.

birth. In the bosom of Four reasons for the Incarnation His Father He existed The Catechism of the Catholic Church gives us self-giving love by sacrifi cing Himself on the four reasons for the Incarnation in paragraphs Cross. before all the cycles 456-460. The fi rst reason for the Incarnation The third reason for the Incarnation is to be is to save us from sin. Christ’s sacrifi ce on the of the ages. Born of our model of holiness. Christ’s public ministry Cross paid the penalty for sin that we could taught us what it means to be holy and how to not. Out of sheer gratuitous love for us, Jesus an earthly mother, be loved by God and to love Him in return. laid down His life so that we might live. He entered on the The fourth reason for the Incarnation is to The second reason for the Incarnation is so make us sharers in God’s divine nature. St. we might know God’s love. The very act of course of the years Thomas Aquinas wrote, “The only-begotten God becoming one of His own creatures while Son of God, wanting to make us sharers in his on that very day. remaining truly God shows how much He loves divinity, assumed our human nature, so that us. And then, He demonstrated His perfect The maker of man he, made man, might make men gods.” became man that He, ruler of the stars, might be nourished 199 at the breast; that He, the bread, might be hungry; that He, SAMPLE the fountain, might thirst; that He, the light, might sleep; that He, the way, might be wearied in the journey; that He, the truth, might be accused by false witnesses; that He, the judge of the living and the dead, might be brought to trial by a mortal judge; that He, justice itself, might be condemned by the unjust; that He, discipline personified, might be scourged with a whip; that He, the foundation, might be suspended on a cross; that He, courage incarnate, might be weak, and He, security itself, might be wounded, and He, life itself, might die” (Augustine).

Father was made 1. According to St. Augustine, what was made fl esh, and what did He do?

flesh. He created ______

all time. ______

2. In sum, God 2. After reading through all of the various titles St. Augustine used for Christ, what can we say St. Augustine believed about the purpose of the Incarnation?

became man so ______

that He could ______

experience all ______that it means to 3. How did Jesus save us from sin?

be human (i.e., ______

what it is to be ______fed, to be tired, 4. How does Jesus show us God’s love for us?

to be hungry, to ______

be thirsty, and so ______

forth.) 5. How is Jesus our model of holiness? 3. He paid the price ______of our sins by willingly giving 6. How does Jesus make us sharers in God’s divine nature? ______His life on the ______Cross.

4. He demonstrated His love in the very act of becoming one of His own creations and showed the 200 extent of that love by dying on the Cross. SAMPLE 5. Everything Jesus did or said during His public ministry taught us how to be holy and how to love God and be loved in return.

6. First, by becoming part of creation, Jesus divinizes, or raises all of creation to the level of the divine. Second, Jesus’ sacrifice on the Cross defeated sin and death and made it possible for us to be restored to the relationship with God He intended from the beginning.

Session 27: Jesus the Messiah 449 CATECHIST RESOURCE Crossword Puzzle Scripture Passages

Matthew 2:2: “Where is the newborn king of the Jews? We saw his star at its rising and have come to do him homage.”

Matthew 4:1: Then Jesus was led by the Spirit into the desert to be tempted by the devil.

Mark 1:1: The beginning of the gospel of Jesus Christ [the Son of God].

Mark 15:39: When the centurion who stood facing him saw how he breathed his last he said, “Truly this man was the Son of God!”

Luke 2:52: And Jesus advanced [in] wisdom and age and favor before God and man.

Luke 24:39: “Look at my hands and my feet, that it is I myself. Touch me and see, because a ghost does not have flesh and bones as you can see I have.”

John 9:35-36: When Jesus heard that they had thrown him out, he found him and said, “Do you believe in the Son of Man?” He answered and said, “Who is he, sir, that I may believe in him?”

John 10:28: “I give them eternal life, and they shall never perish. No one can take them out of my hand.”

John 17:1: When Jesus had said this, he raised his eyes to heaven and said, “Father, the hour has come. Give glory to your son, so that your son may glorify you.”

John 20:28: Thomas answered and said to him, “My Lord and my God!”

John 21:17: He said to him the third time, “Simon, son of John, do you love me?” Peter was distressed that he had said to him a third time, “Do you love me?” and he said to him, “Lord, you know everything; you know that I love you.” [Jesus] said to him, “Feed my sheep.” Acts 7:59: As they wereSAMPLE stoning Stephen, he called out, “Lord Jesus, receive my spirit.” Romans 5:8: But God proves his love for us in that while we were still sinners Christ died for us.

Colossians 2:9-10: For in him dwells the whole fullness of the deity bodily, and you share in this fullness in him, who is the head of every principality and power.

1 Peter 2:22: He committed no sin, and no deceit was found in his mouth.

What students will learn: What students will do: ӹӹ At the beginning of time, God gave ӹӹ Do an in-depth study of the roles of Adam the roles of priest, prophet, priest, prophet, and king. and king, which becameSAMPLE distorted ӹӹ Compare Jesus and Melchizedek. because of sin. ӹӹ List the duties of a parish priest. ӹӹ Melchizedek offered Abram a ӹӹ Perform Scripture matching. blessing through a sacred meal of bread and wine. ӹӹ Jesus fulfills the priesthood of the Old Testament and of Melchizedek by offering Himself on the Cross for the sins of all.

451 Session at a Glance

Workbook pages your students will complete: ӹӹ Priest, Prophet, and King (page 201) ӹӹ My Parish Priest (page 204) ӹӹ Melchizedek (page 203) ӹӹ In the Person of Christ (page 205)

Vocabulary your students will learn: ӹӹ Holy Orders: The Sacrament through which the mission entrusted by Christ to His Apostles continues to be carried out in the Church until the end of time. This Sacrament ordains men to the priesthood of the Catholic Church and bestows upon them the power to administer the Sacraments. ӹӹ In Persona Christi Capitas: In the Person of Christ the Head. When an ordained priest performs his priestly function—for example, when consecrating the Eucharist—he is no longer working as himself, but rather, “in the person of Christ the Head.” When we say “the Head,” we mean the Head of the Church. It is not the priest who transforms the bread and wine into the Body and Blood of Christ, but rather, Jesus Himself, working in and through the priest. ӹӹ Priest: In the Old Testament, the primary task of a priest was to offer sacrifice to God on behalf of the people for their sins. Jesus fulfills this role by offering Himself as a sacrifice on the Cross for the sins SAMPLEof all.

Prayer for this session: Dear Jesus, shower us with your love and Let us confidently approach your throne of mercy and come to our aid. For you are not grace to receive mercy and to find grace for a high priest who is unable to sympathize timely help. with our weaknesses, but you have similarly – adapted from Hebrews 4:15-16. been tested in every way, yet without sin.

Warm-Up

A. Begin with the prayer for this session. B. Explain to your students that in the Old Testament, the prophet Isaiah foretold of the coming Messiah and what He would be like. We considered Jesus’ quotation of Isaiah’s foretelling of the coming Messiah in the previous session. But let’s take a look at it again in a different light. C. Read Isaiah 61:1 aloud to your students: The spirit of the Lord GOD is upon me, because the LORD has anointed me; He has sent me to bring good news to the afflicted, to bind up the brokenhearted, to proclaim liberty to the captives, release to the prisoners. D. Ask your students what three things that Isaiah proclaims the coming Messiah would do. Bring good new to the afflicted, bind up the brokenhearted, and proclaim liberty to the captives and release the prisoners. Explain that these three things reflect the threefold office or roles of Christ: priest, prophet, and king. E. Read aloud to your students Catechism of the Catholic Church no. 436: It was necessary that the Messiah be anointed by the Spirit of the Lord at once as king and priest, and also as prophet. Jesus fulfilled the messianic hope of Israel in His threefold office of priest, prophet, and king. F. Explain to your students that they are going to

learn more about the roles of priest, prophet, Priest, Prophet, and King

Read about the roles of priest, prophet, and king as they applied to Adam at the and king and then explore in greater depth Directions:1. What three roles did God give to Adam in the beginning? beginning of Creation to help you understand how Jesus is priest, prophet, and ______king. Then answer the questions that follow. today how Jesus is fulfills the role of priest. ______n the beginning, God gave Adam three roles: Adam was to offer all of Creation back to Ipriest, prophet,2. In ancient and king. times, In ancientwhat was times, the most importantGod in thanksgiving job of a priest? for all What He had was made. this meant to do? the most important ______job of a priest was to This made him the fi rst priest. Adam was also offer sacrifi ce to God on behalf of the people. given the task of naming all of the animals. This made the ______priest a mediator, or someone Normally, the one who creates something who communicates to God for others. The has the right to name it. But God gave this SAMPLE ______sacrifi ces a priest offered were meant to right to Adam. Therefore, Adam spoke for ensure the life of the people. God and was meant to communicate God’s 3. In the ancient world, what did a prophet do? ______love to the world. This made Adam the fi rst Prophets in the ancient world spoke on God’s Activity 1 4. What does it mean for a king to have prophet.dominion? Adam was also given dominion over behalf. They communicated to the people the all of God’s creation. This means he was given message of repentance ______and salvation and told power and authority over all that God made. the world of God’s love. Prophets also taught He was meant to rule as a good king and the people5. aboutHow was Adam the fi rst priest? God and His law. govern according to the law of God. A. H ave students turn to Priest, Prophet, and King Kings in ancient ______times and even today rule When Adam and Eve sinned, the roles of their kingdoms. They have dominion over ______priest, prophet, and king became distorted. their land and all of their subjects. Dominion Because of sin, Adam did not fulfi ll his roles means power or authority over something. (page 201). Working individually, have them 6. How was Adam the fi rst prophet? as he was meant to. It became necessary for A king governs by creating the laws of his God to save Adam’s descendants and restore kingdom, enforcing ______the laws, and judging his them to these roles. All of humanity are the subjects based on those laws. A good king ______descendants of Adam. And so, God prepared read about the roles of priest, prophet, and will create, enforce, and judge his kingdom so us to receive salvation and revealed Himself that it and everyone in it can be the best he 7. How was Adam the fi rst king? throughout human history. Then, in the or she can be. Throughout history there have fullness of time, God entered into human been bad kings ______who ruled with cruelty and king as they applied to Adam at the beginning history and assumed a human nature in the selfi shness and there have been good kings ______Person of Jesus Christ. God made His Son who ruled with kindness and generosity. priest, prophet, and king to save us from sin of Creation to set the stage for a deeper Adam was the fi rst priest, prophet, and 8. What happened to Adam’s roles becauseand ofrestore sin? us and all of Creation to God’s king. God gave Adam the job of being the plan from the beginning. ______mediator between all of Creation and God. understanding of how Jesus is priest, prophet, ______

and king. Then, have them answer the questions. 201

B. When your students have completed the work- 202 sheet, review and discuss the correct answers.

Session 28: Jesus Fulfills the Old Testament Role of Priest 453 SESSION PLAN

Activity 2

A. Have students turn to Hebrews 5:1-4 in their Bibles and ask a student volunteer to read the passage aloud. B. Ask students to list all of the tasks of an Old Testament priest from Hebrews 5:1-4 and how a priest comes to be a priest. Write their answers on the board. He is the representative of the people before God; he offers gifts and sacrifices to God for the sins of himself and the people; and he deals patiently with the ignorant and the erring. A priest is called to the priesthood by God Himself and does not choose it.

EXPLAIN to your students that we can conclude from this and many other places in Scripture that in the ancient world, the main task of a priest was to offer sacrifice on behalf of the people for their sins. The penalty for sin was ultimately death. But this was too great a price for anyone to pay. So animal sacrifices were permitted as payment for sin. The priest would offer the animal’s life to God in place of the life of the people. This payment, however, could never fully pay the price. The full debt for sin was still owed. This was a debt that could be paid only by Jesus’ own sacrifice on the Cross. Therefore, the Old Testament priesthood always foreshadowed and prepared the way for the priesthood of Christ, who offered the ultimate sacrifice of His own life for the lives of many. C. Point out to your students that the priesthood of the Old Testament up to Jesus was a different sort of priesthood than we think of the ordained priesthood today.

EXPLAIN to students that the priests in our parishes – who proclaim the Gospel at Mass, consecrate the Eucharist, and administer all of the other Sacraments to us so that we can receive God’s grace – are of a different kind of priesthood from the priests we meet in Scripture before Jesus. Some of the tasks of the Old Testament priests remain as important parts of the function of ordained priests today. But our priests today are also direct successors of Jesus’ Apostles and of a unique person we meet near the beginning of Salvation History, Melchizedek. Abram won a battle against a threatening king and, on his journey home after the battle, he meets Melchizedek, the priest-king of a land called Salem. Melchizedek offers AbramSAMPLE a unique sacrifice as a blessing. This sacrifice will later become the foundation of the thanksgiving offering in the Temple of Solomon and the sacrifice of Christ offered at the Last Supper and which we receive today at every Mass.

D. Have your students turn to Melchizedek (page 203) and work with a partner to read the brief Melchizedek story of Melchizedek from Genesis 14:18-20 and Directions: Read the below Scripture passages and answer the questions. As Abram returned from his victory in battle, he met the priest-king Melchizedek. We read about this meeting in Genesis 14:18-20: then answer the questions together. Melchizedek, king of Salem, brought out bread and wine. He was a priest of God Most High. He blessed Abram with these words: “Blessed be Abram by God Most High, the creator of heaven and earth; And blessed be God Most High, who delivered your foes E. W hen your students have completed the into your hand.” Then Abram gave him a tenth of everything.

1. W h o w a s M e l c h i z e d e k ? ______worksheet, review and discuss the answers. 2. What did Melchizedek do when he met Abram (Abraham)? ______

______

3. Genesis 22:13 describes the typical animal sacrifi ce of the Old Testament: “Abraham looked up and saw a single ram caught by its horns in the thicket. So Abraham went and took the ram and offered it up as a burnt offering in place of his son.” How was Melchizedek’s offering different from other offerings?

______Activity 3 ______My Parish Priest 4. How does Melchizekek, in his offering to Abram, foreshadow Jesus?

______Directions: List at least fi ve roles or duties of your parish priest. A. Have your students turn to My Parish Priest ______5. How was the offering made by Melchizedek similar to a modern-day Mass? (page 204) and work with a partner to list at ______least five roles or duties of a parish priest. ______

203 B. When your students have completed their list, call on pairs of students to share roles or duties from their list. Keep a master list on the board.

EXPLAIN to your students that earlier they 1. ______learned about the role of priests in the 2. ______3. ______Old Testament and the community they 4. ______

serve. The priests of the Old Covenant 5. ______were “appointed to act on behalf of men in 204 relation to God, to offer gifts and sacrifices for sins” (CCC 1539). Jesus fulfills the role and function of the Old Testament priests and of Melchizedek by offering Himself as a sacrifice on the Cross. Christ’s sacrifice paid the price for the sins of everyone. We receive and participate in this blessing when we receive Christ’s Body and Blood in the Eucharist, under the appearances of bread and wine, at Mass. The role of a priest today, however, cannot be simply explained by the duties he has or the things he does. When a man receives the Sacrament of Holy Orders, he is configured to Christ, which means that when he carries out his ministerial wSAMPLEork, he is acting in the person of Christ. For all intents and purposes, he is Christ at the moment. This is a special grace of the Holy Spirit. The Catechism of the Catholic Church describes the Sacrament of Holy Orders as “the sacrament through which the mission entrusted by Christ to his apostles continues to be exercised in the Church until the end of time” (CCC 1536).

Session 28: Jesus Fulfills the Old Testament Role of Priest 455 SESSION PLAN

Activity 4

In the Person of Christ A. Write the phrase in persona Christi Capitas on

Directions: Read the given Scripture passages and summarize each in your own words in the board. Explain to your students that this the boxes. Then draw lines to match the Scripture passage about Jesus our High Priest with the Scripture passage about the priesthood of the Apostles and the ordained priests of today. Latin phrase means “in the person of Christ the

Jesus, our High Priest Priests, in the Person of Christ Head.” When an ordained priest today performs Mark 2:5 Luke 22:19-20 his priestly function — for example, when consecrating the Eucharist — he is no longer working as himself, but rather, “in the person

Matthew 15:30 John 20:21-23 of Christ the Head.” When we say “the Head,” we mean the Head of the Church. It is not the priest who transforms the bread and wine into the Body and Blood of Christ, but rather, Jesus 1 Corinthians 15:3-4 Mark 6:7, 12-13 Himself, working in and through the priest. B. Put students into pairs and have them turn to In the Person of Christ (page 205). Working 205 with their partners, have your students read each of the given Scripture passages and summarize each in their own words in the boxes. Then have them draw lines to match the Scripture passage about Jesus our high priest with the Scripture passage about the priesthood of the Apostles and the ordained priests of today. C. W hen your students have completed the worksheet, review and discuss the answers. SAMPLE

Get Ready for the Next Session Photocopy and cut out each card from Catechist Resource: The Sermon on the Mount Cards (page 473 in this guide), enough to give one card to each student in groups of seven. Review the upcoming session.

Directions: Read about the roles of priest, prophet, and king as they applied to Adam at the beginning of Creation to help you understand how Jesus is priest, prophet, and king. Then answer the questions that follow.

n the beginning, God gave Adam three roles: Adam was to offer all of Creation back to Ipriest, prophet, and king. In ancient times, God in thanksgiving for all He had made. the most important job of a priest was to This made him the fi rst priest. Adam was also offer sacrifi ce to God on behalf of the people. given the task of naming all of the animals. This made the priest a mediator, or someone Normally, the one who creates something who communicates to God for others. The has the right to name it. But God gave this sacrifi ces a priest offered were meant to right to Adam. Therefore, Adam spoke for ensure the life of the people. God and was meant to communicate God’s love to the world. This made Adam the fi rst Prophets in the ancient world spoke on God’s prophet. Adam was also given dominion over behalf. They communicated to the people the all of God’s creation. This means he was given message of repentance and salvation and told power and authority over all that God made. the world of God’s love. Prophets also taught He was meant to rule as a good king and the people about God and His law. govern according to the law of God. Kings in ancient times and even today rule When Adam and Eve sinned, the roles of their kingdoms. They have dominion over priest, prophet, and king became distorted. their land and all of their subjects. Dominion Because of sin, Adam did not fulfi ll his roles means power or authority over something. as he was meant to. It became necessary for A king governs by creating the laws of his God to save Adam’s descendants and restore kingdom, enforcing the laws, and judging his them to these roles. All of humanity are the subjects based on those laws. A good king descendants of Adam. And so, God prepared will create, enforce, and judge his kingdom so us to receive salvation and revealed Himself that it and everyone in it can be the best he throughout human history. Then, in the or she can be. Throughout history there have fullness of time, God entered into human been bad kings who ruled with cruelty and history and assumed a human nature in the selfi shness and there have been good kings Person of Jesus Christ. God made His Son who ruled with kindness and generosity. SAMPLEpriest, prophet, and king to save us from sin Adam was the fi rst priest, prophet, and and restore us and all of Creation to God’s king. God gave Adam the job of being the plan from the beginning. mediator between all of Creation and God.

201

Session 28: Jesus Fulfills the Old Testament Role of Priest 457 Answer Key 1. Priest, prophet,

and king. 1. What three roles did God give to Adam in the beginning?

______2. To offer sacrifice ______to God on behalf of the people. 2. In ancient times, what was the most important job of a priest? What was this meant to do? ______This was meant to ______ensure the life of ______the people. 3. In the ancient world, what did a prophet do? ______

3. He spoke on God’s 4. What does it mean for a king to have dominion? behalf. ______

4. To have power 5. How was Adam the fi rst priest? ______and authority over ______his kingdom and subjects. 6. How was Adam the fi rst prophet? ______

5. He was the ______

mediator between 7. How was Adam the fi rst king? all of Creation ______and God. He was ______

meant to offer 8. What happened to Adam’s roles because of sin? all of Creation ______back to God in ______thanksgiving.

6. He spoke for God when he named all of the animals, and he was meant 202 to communicate God’s love to the SAMPLE world.

7. God gave him dominion over all of Creation, and he was meant to rule as a good king and govern according to the law of God.

8. They became distorted and Adam did not fulfill his roles as he was meant to.

458 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Melchizedek was a king and a high Melchizedek priest during the time of Abram. Directions: Read the below Scripture passages and answer the questions. 2. Melchizedek As Abram returned from his victory in battle, he met the priest-king Melchizedek. We read offered him bread about this meeting in Genesis 14:18-20: and wine and Melchizedek, king of Salem, brought out bread and wine. He was a priest of God Most High. He blessed Abram with these words: “Blessed be Abram by God Most High, the then gave him a creator of heaven and earth; And blessed be God Most High, who delivered your foes blessing. into your hand.” Then Abram gave him a tenth of everything.

3. Melchizedek 1. W h o w a s M e l c h i z e d e k ? ______offered bread and 2. What did Melchizedek do when he met Abram (Abraham)?

wine, not a blood ______

sacrifice, which ______was the custom of 3. Genesis 22:13 describes the typical animal sacrifi ce of the Old Testament: “Abraham looked the time. up and saw a single ram caught by its horns in the thicket. So Abraham went and took the ram and offered it up as a burnt offering in place of his son.” How was Melchizedek’s offering different from other offerings? 4. By making a ______sacrifice of bread ______and wine instead 4. How does Melchizekek, in his offering to Abram, foreshadow Jesus? of a bloody ______

animal sacrifice, ______Melchizedek 5. How was the offering made by Melchizedek similar to a modern-day Mass?

prefigures Jesus ______

Christ. ______5. Melchizedek did ______not offer a bloody sacrifice, but gave 203 bread and wine. His actions fit the pattern of the SAMPLE Eucharistic celebration: worshippers give their offerings, and Jesus works through the priest and gives His Body and Blood in the bread and wine.

Session 28: Jesus Fulfills the Old Testament Role of Priest 459 Answer Key Answers may include: My Parish Priest ӹӹ Celebrates daily Mass and Directions: List at least fi ve roles or duties of your parish priest. consecrates the bread and wine, which the laity cannot do. ӹӹ Teaches the parish about faith, through sermons and educational groups. ӹӹ Administers (oversees) the Sacraments, such as 1. ______Baptism, 2. ______Confession, and Marriage. 3. ______

ӹӹ Conducts 4. ______funerals, visits the family, 5. ______and offers other spiritual 204 counseling. ӹӹ Ensures that SAMPLE people are prepared for the Sacraments; this includes managing special classes. ӹӹ Pray for the congregation (people who attend the church). ӹӹ Pray with the members of the congregation privately and publicly, sometimes holding public events. ӹӹ Makes sure the church building is looked after. ӹӹ Looks after the people in the parish, providing advice and counseling. ӹӹ Builds links with other faiths and churches.

Directions: Read the given Scripture passages and summarize each in your own words in the boxes. Then draw lines to match the Scripture passage about Jesus our High Priest with the Scripture passage about the priesthood of the Apostles and the ordained priests of today.

Jesus,Jesus, our ourHigh High Priest Priest Priests,Priests, in the in thePerson Person of Christof Christ

Mark 2:5 Luke 22:19-20

Jesus tells His firsts priests to Jesus forgives our sins. do this in memory of Him. (Mark 2:5) (Luke 22:18-20)

Matthew 15:30 John 20:21-23

Jesus gives the power to Jesus heals the sick. priests to forgive sins. (Matthew 15:29-31) (John 20:21-23)

1 Corinthians 15:3-4 Mark 6:7, 12-13

Christ offers SAMPLEHimself to Jesus sends His apostles suffer and die for our sins. to heal the sick.

(1 Corinthians 15:3-4) (Mark 6:7, 12-13)

205

Session 28: Jesus Fulfills the Old Testament Role of Priest 461 Notes ______

______

______SAMPLE ______

______

What students will learn: What students will do: ӹӹ The prophets wereSAMPLE God’s ӹӹ Make a list of Isaiah’s prophesies of spokespersons who made known the Messiah. God’s message to His people. ӹӹ Match Scripture with how Jesus ӹӹ The prophets foretold the coming of fulfilled the role of prophet. the Messiah. ӹӹ Reflect on how Jesus’ teachings on ӹӹ Jesus fulfills the Old Testament the New Law fulfill the Old Law. role of prophet by doing God’s will, speaking God’s truth to the people, and revealing God to the people.

463 Session at a Glance

Workbook pages your students will complete: ӹӹ The Suffering Servant of Isaiah (page 206) ӹӹ Jesus the Prophet (page 208)

Other materials you will need: ӹӹ Catechist Resource: The Sermon on the Mount Cards (page 473 in this guide)

Vocabulary your students will learn: ӹӹ Prophet: In the Old Testament, the prophets were God’s spokespersons who made known God’s message to His people. They proclaimed hope and salvation to the people if they would repent and worship God. Jesus fulfills this role not by speaking for God, but because He is God. He did God’s will throughout His life and spoke God’s truth to the people. He revealed God to the people and taught about God’s law and love. ӹӹ Sermon on the Mount: The central teaching of Christ’s public ministry. During this teaching on a wide variety of topics, Jesus delivers the Beatitudes and the Lord’s Prayer. He also spends time talking about the teachings of the Old Law (the law of the Old Testament, or the Law of Moses). While He makes it clear that the Old Law is still in effect, He delivers new teachings or laws that deepen the requirements of His followers and challenge us to go beyond just what the law tells us not to do. ӹӹ Suffering Servant: In the Old Testament, Isaiah prophesied, or foretold, of a person who comes to voluntarily sufferSAMPLE in atonement for the sins of the people. His suffering would save the people from just punishment at the hands of God. Jesus perfectly fulfills this prophecy by His suffering and death on the Cross.

Prayer for this session: Dear Jesus, you are the Word of God made Flesh. Give us hearts of flesh, not hearts of stone, so that we can receive your word into our hearts and spread your word of salvation throughout the whole world. Amen.

Note: Before class, photocopy and cut out each card from Catechist Resource: The Sermon on the Mount Cards (page 473 in this guide), enough to give one card to each student in groups of seven.

Warm-Up

A. Begin with the prayer for this session. B. Ask your students to recall as much as they can about the prophets of the Old Testament. Write key ideas on the board. Ask your students the following questions: ӹӹ Who were the prophets? Name a few of them. Moses, Ezekiel, Isaiah, Jonah, Samuel, Micah, Ezra, and so forth. ӹӹ Who was the first prophet? Moses. ӹӹ What was the central message of the prophets? God’s saving power. ӹӹ What “reward” did the prophets receive? The prophets suffered both physically and spiritually because of their proclamation of the Word of God. They were motivated by fidelity to God and His truth. ӹӹ How were the prophets called by God? Through a fivefold pattern following God’s call to Moses. First, the prophet was overwhelmed by the mystery and awe of God’s presence and power. Second, God took the initiative and called the prophet to action. Third, the prophet felt within himself a deep sense of unworthiness in the presence of God and objected to the call. Fourth, God reassured the prophet and promised that He would be with him. Fifth and finally, God commissioned the prophet and sent him forth, often accompanied by a sign, to speak His Word to the people. SAMPLE EXPLAIN to your students that the prophets were God’s spokespersons — making known God’s message to His people. They proclaimed hope and salvation to the people if the people would repent and worship God. The prophets did not gain power or wealth for their service to God. They called the people back to right worship of God and warned of bad consequences if they did not. They delivered a message of hope and prophesied of the coming of the Messiah. The first prophet of the Old Testament was Moses, who inspired all the other prophets. During his final speech to the people of Israel before his death, Moses prophesied of a future prophet.

Session 29: Jesus Fulfills the Old Testament Role of Prophet 465 SESSION PLAN

C. Read aloud to your students Deuteronomy 18:15: A prophet like me will the LORD, your God, raise up for you from among your own kindred; that is the one to whom you shall listen. D. Ask your students to name things that Moses did and keep a list on the board. Moses was called by God, spoke with God face-to-face, revealed God’s name to the people, freed the people from slavery, instituted the Passover meal and offered the paschal lamb as sacrifice to God, parted the Red Sea, led the people in the wilderness, delivered the Law/Ten Commandments, fed the people with manna in the desert, and so forth. E. Then, ask your students the following questions: ӹӹ Who is the prophet like Moses? Jesus Christ. ӹӹ How is Jesus a prophet like Moses? Jesus is God and revealed God to the people; He freed the people from sin and death; He instituted the Passover of the New Covenant in the Last Supper; He offered Himself as the Lamb of God; He delivered the New Law in the Sermon on the Mount; and He feeds His people with His own Flesh and Blood.

Activity 1

A. Explain to your students that throughout the Old Testament, the prophets foretold of the coming of the Messiah, the prophet like Moses whom the Lord would raise up. One prophet, Isaiah, most clearly and powerfully prophesied of the coming Messiah, whom we know to be Jesus, many centuries before Jesus was born. B. Have students turn to The Suffering Servant of Isaiah (page 206) and, working individually or with a partner, read Isaiah’s prophecy of the SAMPLESuffering Servant from Isaiah 53:1-12 in their Bibles and then answer the questions. Students will be analyzing the passage and identifying references to Jesus from Isaiah’s prophecy. C. When your students have completed the worksheet, review and discuss the correct answers. D. Through the discussion of The Suffering Servant of Isaiah, help your students come to understand that the coming of Jesus, the Messiah and prophet like Moses, had been prophesied throughout the Old Testament.

Activity 2

A. Remind your students that a prophet is God’s spokesperson, or one who speaks for God. Just as Adam spoke for God in the beginning to name all of the animals, the prophets of the Old Testament spoke for God by communicating to God’s people a message of repentance and salvation. During His earthly life, Jesus fulfilled the meaning of all that it means to be a prophet and then some. He was the prophet promised from the time of Moses, and He spoke for God in an entirely new and different way. B. Read aloud to students John 1:1-5: In the beginning was the Word, and the Word was with God, and the Word was God. He was in the beginning with God. All things came to be through him, and without him nothing came to be. What came to be through him was life, and this life was the light of the human race; the light shines in the darkness, and the darkness has not overcome it. C. Ask your students the following questions: ӹӹ What was present in the beginning with God and, as John tells us, is God Himself? The Word. ӹӹ What came to be through the Word of God? All things came to be through Him. ӹӹ How did life come to be? Through the Word of God. ӹӹ What will not overcome what the Word of God made? Darkness. ӹӹ Whom do you think the Word of God is? Jesus Christ, the Second Person of the Blessed Trinity.

EXPLAIN to your students that if the prophets speak the Word of God to the people, then Jesus is the Word of God. He does not speak for God, but, as John tells us, He is God Himself. Jesus fulfills the Old Testament role of prophet because He is God Himself become man, who speaks directly to the people. Jesus’ message is the same as that of the prophets, but it takes on a whole new meaning given that it is spoken by God Himself. D. Write on the board and explain in a mini-lecture the following three things a prophet does: ӹӹ A prophet does the willSAMPLE of God. A prophet did not do his own will, but rather the will of God. Most often, a prophet of the Old Testament did not want to be a prophet and gained no reward for being a prophet. They were typically rejected by their own people, persecuted, left poor, and even killed for being a prophet. Therefore, it is clear, the actions of a prophet were not of his own will, but the will of God. ӹӹ A prophet reveals God to the people. Because a prophet spoke for God, he typically had a deeper knowledge and familiarity with God. Some of the prophets were even granted visions of Heaven and heavenly things that gave them a greater insight into the Person of God. Moses even spoke to God face-to-face as a friend speaks to a friend. Therefore, the prophets, in speaking for God, made God known and revealed Him to His people.

Session 29: Jesus Fulfills the Old Testament Role of Prophet 467 SESSION PLAN

ӹӹ A prophet speaks God’s truth to the people. In the Old Testament, the people of God often lost their way and forgot about God and right worship. They ended up worshipping false gods and doing sinful things. God would appoint a prophet to correct the errors of the people and speak His truth to them. The prophets would call the people to repentance and a return to right worship of God so that they would find God’s favor again. Jesus fulfills the role of prophet by doing each of these tasks of the prophet. Jesus, however, does not do these things merely as a man, but as God Himself. E. Have students turn to Jesus the Prophet (page 208). Have your students work individually to read the given Scripture passages and summarize each in their own words in the boxes. Then have them draw a line to match each Scripture passage about Jesus the prophet with a statement about what a prophet does.

SAMPLE

Activity 3

A. Write the word Rabbi on the board and explain to students that one of the most frequent titles given to Jesus in the Gospels is “Rabbi,” which is the Hebrew word for “teacher.”

EXPLAIN to your students that Jesus frequently taught His disciples about God, about how to live righteously and faithfully, and about how to love God and neighbor. When Jesus taught, the Scriptures tell us that on a number of occasions the people were “astonished at his teaching, for he taught them as one having authority and not as their scribes” (Matthew 7:28-29). Jesus taught with the authority not of a man, or even a man called by God to speak for Him, but rather with the authority of God Himself. When Jesus taught, He exercised His prophetic office or role as prophet, speaking God’s truth to the people, not a man-made truth. One of the greatest examples of Jesus’ teaching in Scripture is the Sermon on the Mount in Matthew 5-7. During this teaching on a wide variety of topics, Jesus delivers the Beatitudes and the Lord’s Prayer. He also spends time talking about the teachings of the Old Law (the law of the Old Testament, or the Law of Moses). While He makes it clear that the Old Law is still in effect, He delivers new teachings or laws that deepen the requirements of His followers and challenge us to go beyond just what the law tells us we can’t do. B. Arrange your students in seven groups. Distribute to each group one teaching on the law from the Sermon on the Mount from The Sermon on the Mount Cards; each group member should receive a copy of the same card. Have each group work together to read about Jesus’ teaching and then discuss and answer the questions on their own paper. C. When your students have completed their cards, call on each group to stand and share their work. Have each group summarize the teaching of the Old Law and then explain Jesus’ new teaching and how it calls us to go deeper. Note: This activity involves discussion of divorce, adultery, and other potentially sensitive topics. Handle these subjects carefully and, if needed, mention that relationships here on earth can become broken, but that is not how God intended them to be. SAMPLE

Get Ready for the Next Session Review the upcoming session.

Session 29: Jesus Fulfills the Old Testament Role of Prophet 469 Answer Key 1. Jesus is the sinless servant appreciated only by God.

2. Some of the references to Jesus are as follows:

ӹӹ He grew up like a sapling. ӹӹ He had no stately bearing. ӹӹ He was spurned. ӹӹ He endured our suffering. ӹӹ He was pierced for our offenses.

SAMPLE

470 © SOPHIA INSTITUTE FOR TEACHERS Answer Key ӹӹ He was harshly treated. ӹӹ He was like a lamb led to slaughter. ӹӹ A grave was assigned to him. ӹӹ He had done no wrong. ӹӹ The Lord was pleased. ӹӹ The will of the Lord shall be accomplished through him. ӹӹ He shall take away the sin of many.

SAMPLE

Session 29: Jesus Fulfills the Old Testament Role of Prophet 471 Answer Key 1. Does the will of God. — Luke 22:42

2. Reveals God to the people. — Matthew 11:27

3. Communicates God’s truth to the people. — John 8:28

SAMPLE

Catechist Note: Before class, photocopy and cut out each section of Jesus’ teaching on the Law from the Sermon on the Mount. Your students will be divided into seven groups, so you will need as many copies as there are students in each group.

Teaching about the Law MATTHEW 5:17-20

Do not think that I have come to abolish the law or the prophets. I have come not to abolish but to fulfill. Amen, I say to you, until heaven and earth pass away, not the smallest letter or the smallest part of a letter will pass from the law, until all things have taken place. Therefore, whoever breaks one of the least of these commandments and teaches others to do so will be called least in the kingdom of heaven. But whoever obeys and teaches these commandments will be called greatest in the kingdom of heaven. I tell you, unless your righteousness surpasses that of the scribes and Pharisees, you will not enter into the kingdom of heaven.

1. What does Jesus say about the old teaching in this passage?

______

2. What new teaching does Jesus give?

______SAMPLE 3. Why does the new teaching not cancel out the old teaching?

______

4. How does Jesus’ new teaching challenge us to go deeper than the old teaching?

______

Session 29: Jesus Fulfills the Old Testament Role of Prophet 473 Teaching about Anger MATTHEW 5:21-26

You have heard that it was said to your ancestors, “You shall not kill; and whoever kills will be liable to judgment.” But I say to you, whoever is angry with his brother will be liable to judgment, and whoever says to his brother, “Raqa,” will be answerable to the Sanhedrin, and whoever says, “You fool,” will be liable to fiery Gehenna. Therefore, if you bring your gift to the altar, and there recall that your brother has anything against you, leave your gift there at the altar, go first and be reconciled with your brother, and then come and offer your gift. Settle with your opponent quickly while on the way to court with him. Otherwise your opponent will hand you over to the judge, and the judge will hand you over to the guard, and you will be thrown into prison. Amen, I say to you, you will not be released until you have paid the last penny.

1. What does Jesus say about the old teaching in this passage?

______

2. What new teaching does Jesus give?

______

3. Why does the new teaching not cancel out the old teaching?

______

4. How does Jesus’ new teaching challenge us to go deeper than the old teaching? ______SAMPLE

______

You have heard that it was said, “You shall not commit adultery.” But I say to you, everyone who looks at a woman with lust has already committed adultery with her in his heart. If your right eye causes you to sin, tear it out and throw it away. It is better for you to lose one of your members than to have your whole body thrown into Gehenna. And if your right hand causes you to sin, cut it off and throw it away. It is better for you to lose one of your members than to have your whole body go into Gehenna.

1. What does Jesus say about the old teaching in this passage?

______

2. What new teaching does Jesus give?

______

3. Why does the new teaching not cancel out the old teaching?

______

4. How does Jesus’ new teaching challenge us to go deeper than the old teaching?

______SAMPLE

Session 29: Jesus Fulfills the Old Testament Role of Prophet 475 Teaching about Divorce MATTHEW 5:31-32

It was also said, “Whoever divorces his wife must give her a bill of divorce.” But I say to you, whoever divorces his wife (unless the marriage is unlawful) causes her to commit adultery, and whoever marries a divorced woman commits adultery.

1. What does Jesus say about the old teaching in this passage?

______

2. What new teaching does Jesus give?

______

3. Why does the new teaching not cancel out the old teaching?

______

4. How does Jesus’ new teaching challenge us to go deeper than the old teaching?

______SAMPLE

Again you have heard that it was said to your ancestors, “Do not take a false oath, but make good to the Lord all that you vow.” But I say to you, do not swear at all; not by heaven, for it is God’s throne; nor by the earth, for it is his footstool; nor by Jerusalem, for it is the city of the great King. Do not swear by your head, for you cannot make a single hair white or black. Let your “Yes” mean “Yes,” and your “No” mean “No.” Anything more is from the evil one.

1. What does Jesus say about the old teaching in this passage?

______

2. What new teaching does Jesus give?

______

3. Why does the new teaching not cancel out the old teaching?

______

4. How does Jesus’ new teaching challenge us to go deeper than the old teaching?

______SAMPLE

Session 29: Jesus Fulfills the Old Testament Role of Prophet 477 Teaching about Retaliation MATTHEW 5:38-42

You have heard that it was said, “An eye for an eye and a tooth for a tooth.” But I say to you, offer no resistance to one who is evil. When someone strikes you on [your] right cheek, turn the other one to him as well. If anyone wants to go to law with you over your tunic, hand him your cloak as well. Should anyone press you into service for one mile, go with him for two miles. Give to the one who asks of you, and do not turn your back on one who wants to borrow.

1. What does Jesus say about the old teaching in this passage?

______

2. What new teaching does Jesus give?

______

3. Why does the new teaching not cancel out the old teaching?

______

4. How does Jesus’ new teaching challenge us to go deeper than the old teaching?

______SAMPLE

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.

1. What does Jesus say about the old teaching in this passage?

______

2. What new teaching does Jesus give?

______

3. Why does the new teaching not cancel out the old teaching?

______

4. How does Jesus’ new teaching challenge us to go deeper than the old teaching?

______SAMPLE

Session 29: Jesus Fulfills the Old Testament Role of Prophet 479 The Sermon on the Mount Answer Key

Teaching about the Law — Matthew 5:17-20 1. The Old Law has not been abolished and will not pass away until the end of time.

2. Whoever breaks the least of the commandments and teaches others to do so will be called least in the Kingdom of Heaven. Whoever obeys and teaches these commandments will be called greatest in the Kingdom of Heaven.

3. Jesus specifically teaches the Old Law has not been abolished. But He reinforces the reward and consequences of keeping and breaking the law.

4. He challenges us to keep even the smallest of the laws and to be more righteous than even those considered to be the most righteous.

Teaching about Anger — Matthew 5:21-26 1. You shall not kill, and whoever kills will be liable to judgment.

2. Whoever is angry with his brother will be liable to judgment. Therefore, if your brother has harmed you, settle with him first before doing anything else.

3. We will still be judged if we kill someone.

4. We shouldn’t be concerned only about not killing others, but about how we treat others.

Teaching about Adultery — Matthew 5:27-30 1. You shall not commit adultery.

2. Everyone who looks at a woman (or man) with lust has already committed adultery. If your right eye causes you to sin, tear it out and throw it away because it is better to lose an eye or a hand then to go to Hell for your sin. 3. The physical act of adulterySAMPLE is still a sin. 4. Jesus challenges us to control our thoughts and desires, which can not only lead us to the physical act of adultery, but can be sinful in themselves.

Teaching about Divorce — Matthew 5:31-32 1. Whoever divorces his wife must give her a bill of divorce (in other words, have a good reason).

2. Whoever divorces his wife causes her to commit adultery, and whoever marries a divorced woman commits adultery. (Note: This is a sensitive topic as some students may have divorced and remarried parents. Handle this subject carefully.)

480 © SOPHIA INSTITUTE FOR TEACHERS 3. This teaching is challenging because it seems as if Jesus is canceling out the old teaching. In a certain sense, He is canceling the law of Moses, which permitted divorce, but He is returning to the original law of God from the very beginning, with Adam and Eve.

4. Jesus challenges us to maintain our commitments in marriage and love.

Teaching about Oaths — Matthew 5:33-37 1. Do not take a false oath, and keep the vows you make.

2. Do not swear at all. Let your yes mean yes and your no mean no.

3. Jesus is implying that many people make trivial oaths and vows and then fail to keep them because of their triviality. It is better not to take an oath at all if that is the case, so as to keep any oaths that are made holy and sacred.

4. Jesus challenges us to be true to our own word.

Teaching about Retaliation — Matthew 5:38-42 1. An eye for an eye and a tooth for a tooth.

2. Offer no resistance to one who is evil. When someone strikes you on [your] right cheek, turn the other one to him as well

3. Jesus’ teaching makes it clear that we should not be the ones to take the eye for an eye and so forth. Everyone will still receive the just reward from God for their actions in the end.

4. Jesus challenges us to love even those who hurt and wrong us. No good comes from evil done, even if it seems justified.

Love of Enemies — Matthew 5:43-48 1. Love your neighbor and hate your enemy. 2. Love your enemies and praySAMPLE for those who persecute you. 3. Why would the old teaching say hate your enemy? That action keeps us separate from those who harm us and helps to make us not like them. That is still possible even when we love our enemies.

4. Jesus challenges us to do the harder thing, which is love those who do not love us. In, fact, He goes further and challenges us to love as the Father loves, to be perfect as He is perfect.

Session 29: Jesus Fulfills the Old Testament Role of Prophet 481 Notes ______

______

______SAMPLE ______

______

What students willSAMPLE learn: What students will do: ӹӹ Jesus fulfills the Old Testament ӹӹ Look at sacred art. role of king, who should rule justly ӹӹ Create Corporal Works of Mercy flap according to God’s law and lead his books. people into right worship of God. ӹӹ Reflect on how the can make the ӹӹ Although Jesus’ Kingdom is not an Kingdom of God more visible. earthly kingdom, He began the reign ӹӹ View a video clip on Christ’s of His Kingdom during His earthly kingship. life by teaching the law of God.

483 Session at a Glance

Workbook pages your students will complete: ӹӹ Tu Rex Gloriae Christe (page 209) ӹӹ Living as the Image of God (page 212) ӹӹ The Corporal Works of Mercy (page 211) ӹӹ The Lord’s Prayer and the Kingdom of God (page 214)

Other materials you will need: ӹӹ “Living as the Image of God,” at ӹӹ Markers and/or colored pencils SophiaOnline.org/BarronImageofGod. ӹӹ Scissors ӹӹ Construction paper

Vocabulary your students will learn: ӹӹ Corporal Works of Mercy: Jesus taught us that we must love our neighbor by performing Corporal (and Spiritual) Works of Mercy. Corporal means “body.” The corporal works of mercy help us meet a person’s physical needs. They are: feed the hungry, give drink to the thirsty, clothe the naked, shelter the homeless, visit the sick, ransom the captive, and bury the dead. ӹӹ King: In the Old Testament, kings were to rule justly according to the law of God. They were to lead His people into relationship with God and right worship of Him. Jesus fulfills this role by establishing the Kingdom of God on earth and by teaching the law of God by which all will be judged. Jesus taughtSAMPLE us to love God and to love our neighbor, He gave us the Beatitudes to teach us how to be happy or fulfilled in the Kingdom, and He taught us the works of mercy as the way to live out the law of God in His Kingdom.

Prayer for this session: Jesus, You are a King of Mercy. We have deserved Your just judgment. Have mercy on us, Lord, and forgive us. We trust in Your great mercy. O most awe-inspiring King, we bow before You and pray; may Your reign, Your Kingdom, be recognized on earth. Amen.

Warm-Up

A. Begin with the prayer for this session.

B. Have students turn to Tu Rex Gloriae Christe Tu Rex Gloriae Christe BY WILLIAM eARLeY (C. 1933) (page 209). Give students several minutes Tu Rex Gloriae Christe

to quietly view the art before you say or Tu Rex Gloriae Christe, by William Earley (c. 1933)

ask anything. Then ask them the following Directions: Take some time to quietly view and refl ect on the art. Let yourself be inspired in any way that happens naturally. Then think about the questions below, and discuss questions: them with your classmates.

Conversation Questions ӹӹ What do you first notice about this work of 1. What do you fi rst notice about Jesus in this picture? 2. What do you notice about the colors the artist chose for this picture? How does the light look? Where is it coming from?

art? 3. The blue and gold ball in Jesus’ left hand is a decorated globe that represents the earth. Why do you think the artist shows Jesus holding a globe in His hand?

4. Red is the color of blood, so it represents suffering and victory through suffering. Why do ӹӹ What do you like about it? you think the artist shows Jesus wearing a red cape? 5. Jesus’ bare or sandaled feet represent humility. To be humble means not to be proud or make oneself greater than others. It also represents being obedient and refl ective. How does ӹ Is this a realistic or stylized work of art? Jesus possess these qualities? ӹ 6. Jesus is standing on a cloud with stars sparkling inside of it. What do you think this symbolizes? Where does this suggest that Jesus’ Kingdom comes from? Why do you think the artist chose to depict 7. Notice the angels above and to the side of Jesus. What does it appear that they are doing? Why do you think so?

8. Jesus is wearing a crown and holding a scepter, which symbolize the power and rule of a the subject matter in this way? king. Why do you think the artist showed Jesus with a crown and holding a scepter? What is Jesus the king of?

St. Joseph’s Church, Toomyvara, County Tipperary, Ireland. 9. The title of this stained-glass window is Tu Rex Gloriae Christe, which is Latin for “You are the King of Glory, O Christ.” Why do you think we call Christ the King of Glory? Why should ӹӹ Explain to your students that this is a we glorify Him? stained-glass window. To make it, the artist 209 210 stained pieces of glass to be the colors you see in this picture. Then the artist cut the glass into the shapes of the things in this picture and put the shapes of glass together like puzzle pieces. Then he used very hot metal to hold the pieces together. That is what the thick black lines are. Have you ever seen windows like this? Where? What kind of space do you imagine this window is in? How big do you think it is? SAMPLE C. This window was made in the 1930s and is located in a church in Ireland. There are many symbols in this picture, such as Jesus’ crown, the blue ball He is holding, His red cape, the clouds He is standing on, the sandals He is wearing, and the angels above and around Him. D. Arrange your students in small groups and have them discuss the conversation questions with each other. During this time, try to keep students focused on the artwork and the discussion questions, letting their conversations go in unexpected ways. E. Then go over the answers together as a class.

Session 30: Jesus Fulfills the Old Testament Role of King 485 SESSION PLAN

Activity 1

A. Ask your students the following questions: ӹӹ What makes a king a king? Authority, throne, servants, and so forth. ӹӹ What do kings do? They rule; they govern by making laws, enforcing the laws, and judging based on those laws; they lead their armies; they conquer their enemies; and so forth. B. Read aloud to your students Isaiah 9:5-6: Upon his shoulder dominion rests. They name him Wonder-Counselor, God-Hero, Father- Forever, Prince of Peace. His dominion is vast and forever peaceful, upon David’s throne, and over his kingdom, which he confirms and sustains by judgment and justice, both now and forever. C. Then ask your students the following questions: ӹӹ Whom do you think Isaiah was talking about? Accept reasoned answers. Although Isaiah didn’t know Him because He wouldn’t be born for many more centuries, Isaiah was ultimately talking about Jesus. ӹӹ Dominion is a word that refers to the power and rule of a king. What does Isaiah say about the dominion of Christ? That it rests upon His shoulders, is vast, and will be peaceful forever. ӹӹ Whose throne will Christ inherit? King David’s throne. ӹӹ How does Isaiah describe how Christ will confirm and sustain His Kingdom? By judgment and justice, now and forever. ӹӹ How does a kingdom or nation determine what is just? By creating laws. EXPLAIN to your students that Jesus fulfilled the Old Testament role of king. The kings of the Old Testament were to rule justly according to the law of God. They were to lead their people into relationship with God and right worship of Him. Although Jesus’ Kingdom is not an earthly kingdom, He began the reign of His Kingdom during His earthly life by teaching the law of God by which all will be judged. Jesus summarized the Ten Commandments by teaching that we must loveSAMPLE God above all else and love our neighbor as ourselves. He also deepened the meaning of the Ten Commandments by giving the Beatitudes, teaching us how to be happy or fulfilled in the Kingdom of God. And He gave us the works of mercy as ways to live out the Law of God in His Kingdom.

D. Have your students turn to The Corporal Works

of Mercy (page 211). Working individually, have The Corporal Works of Mercy

your students turn to Matthew 25:31-46 in their Directions: Read about the Corporal Works of Mercy from Matthew 25:31-46, then answer the questions.

Bibles and read about the Corporal Works of Mercy 1. List the six Corporal Works of Mercy Jesus teaches in this passage. ______as taught by Jesus and then answer the questions. ______

______

E. When your students have completed the ______

______

worksheet, review and discuss the correct 2. For whom does Jesus say one is doing each of these works of mercy when that person does them for the least among us? answers. Point out to your students that ______

traditionally the Church has added one more 3. What does Jesus say will be the consequence for those who do not do the works of mercy for the least among us?

______

Corporal Work of Mercy to the list that was not ______

4. What does Jesus say will be the reward for those who do the works of mercy for the least taught by Jesus in this passage: to bury the dead. among us? ______That brings the total number of Corporal Works of ______Mercy to seven, including the six from Matthew 25.

211 Activity 2

A. Distribute to each student a piece of construction paper and make markers and/or colored pencils and scissors available. Have your students fold their paper in half the long way and then make two cuts in the paper about a half inch away from the center fold. This will create three flaps. (See the diagram for a visual aid.) B. On the bottom of each of the six flaps, have your students write one of the Corporal Works of Mercy taught by Jesus in Matthew 25. Next, above the name of each work of mercy, have your students draw a picture or logo that represents that work of mercy. Then, on the inside, opposite each flap, have your students write three practical ways they can carry out each work of mercy in imitation of Christ our King. (See the diagram below for a visual aid.)

Three practical SAMPLEways to

carry out the Work of Mercy Work of Mercy Work of Mercy

C. When your students have completed the flip charts, have them set them on their desks or tables. Then have your students circulate around the room and look at each other’s flip charts, opening the flaps to share ideas about ways they can live out the Corporal Works of Mercy according to Jesus’ command and example.

Session 30: Jesus Fulfills the Old Testament Role of King 487 SESSION PLAN

Activity 3

A. Have students look up and John 18:33b-37 in their Bibles and have a student volunteer read the passage aloud to the class. B. Then ask your students the following questions: ӹӹ What question did Pilate ask of Jesus? How did Jesus answer? P: “Are you the king of the Jews?” J: “Do you say this on your own or have others told you about me?” P: “Then you are a king?” J: “You say I am a king.” ӹӹ Is Jesus a king? If so, what is His kingdom? Yes, Jesus is a king. He is THE King, ruler of the universe. His kingdom is not an earthly kingdom, but is the Kingdom of God, without boundaries or limits. ӹӹ What does Jesus explain that He came into the world to do? To testify to the truth. ӹӹ How do we know the truth? By encountering Jesus and hearing Jesus’ voice. C. Read aloud to your students Catechism of the Catholic Church no. 786: Finally, the People of God shares in the royal office of Christ. He exercises his kingship by drawing all men to himself through his death and Resurrection. Christ, King and Lord of the universe, made himself the servant of all, for he came “not to be served but to serve, and to give his life as a ransom for many.” For the Christian, “to reign is to serve him,” particularly when serving “the poor and the suffering, in whom the Church recognizes the image of her poor and suffering founder.” The People of God fulfills its royal dignity by a life in keeping with its vocation to serve with Christ. D. Ask your students the following questions: ӹӹ How does Jesus exercise His kingship? By drawing all men to Himself through His Death and Resurrection. ӹӹ What did Jesus, the King of the universe, make Himself? How do you think this helps accomplish His kingly mission? He made Himself the servant of all. Accept reasoned answers. ӹӹ How do the People of GodSAMPLE fulfill their Christ-given kingly mission? “To reign is to serve.” We fulfill our royal dignity by a life in keeping with our vocation to serve with Christ, particularly the poor and the suffering. ӹӹ How is the image of a king serving the poor and suffering different from the typical images of powerful people today? Which is better for a king/ruler/person with power to be like? Why? Accept reasoned answers.

E. Have your students turn to Living as the Image

of God (page 212). Living as the Image of God

Directions: Answer the following questions while viewing the video titled “Living as the Image8. What of God” does by Kaiser Bishop Kyrios Robert mean? Barron. What is St. Paul’s revision of this phrase? F. Show the video of Bishop Robert Barron’s ______1. What does it mean to be a king? ______talk from the World Meeting of Families ______9. What does the visionary of the book of Revelation see?

2. What is the common ______interpretation of Jesus’ words to Peter, “The gates of hell shall not prevail against you”? ______titled “Living As the Image of God,” found at ______

______10. What is the goal of our kingly mission? SophiaOnline.org/BarronImageofGod. Show ______3. What is Bishop Barron’s new interpretation of those same words to Peter? ______

the clip that begins at 40:06 and ends at 45:40. ______

4. Under what circumstances would our kingly mission not happen? The video is of Bishop Barron’s talk on living out ______

______

Christ’s threefold offices of priest, prophet, and 5. What is authentic Christianity? ______king. The clip you will be showing in class is ______

6. What causes us to undermine our kingly mission? specifically about living out Christ’s role as king. ______

7. Why does Bishop Barron describe Pontius Pilate as the fi rst evangelist? G. Have students work on their own to complete ______the questions on Living as the Image of God ______during and after viewing the video. 212 H. When your students have completed the 213 worksheet, review and discuss the answers together as a class.

The Lord’s Prayer and the Kingdom of God

Read about how Jesus teaches His disciples the Lord’s Prayer and about the Directions: hand” means “now.” Another way of saying Just as plants grow from their seeds, which Kingdom of God. Then answer the questions. Activity 4 “Kingdom of God” is “Kingdom of Heaven.” were planted at their beginning, the Church is Both mean the same thing. Jesus founded the seed and beginning of the Kingdom. The the Catholic Church during His earthly life. Church is the Kingdom of God here on earth. When the disciples asked Jesus to teach When we love as Jesus taught us, we become The Church, then, is the seed of the kingdom. them how to pray, He taught them the Lord’s His witnesses to the world. We do this by Prayer, otherwise known as the Our Father. following Jesus’ example by living out the Have students turn to The Lord’s Prayer and the Jesus says in Matthew1. What 6:9-13: prayer does Jesus use toWorks teach ofus Mercy how to and pray? the Beatitudes. We also need to pray that when other people see our This is how you are to ______pray: Our Father witness, they will be able to say yes to the in heaven, hallowed be your name, your Holy Spirit in their hearts. We are praying Kingdom of God (page 214). Have each student kingdom come, your will be done, on earth that they will decide to become members of as in heaven. Give2. us One of the very fi rst petitions we pray in the prayer is “Thy Kingdom come.” What do we today our daily bread; God’s Kingdom, too, so that they can share and forgive us our debts,mean as when we forgive we ask our God that His Kingdom come? in God’s life and grace. In this way, we pray debtors; and do not subject us to the fi nal read the worksheet individually and answer the ______that God’s Kingdom will become visible to test, but deliver us from the evil one. If you others and that it may spread so His love may forgive others their transgressions, ______your be felt by all people. heavenly Father will forgive you. But if you do questions. not forgive others, neither will your Father In fact, Jesus’ heavenly kingdom is already forgive your transgressions.3. When we love as Jesus taughthere us, we on become earth through His witnesses His Church. to the The world. Why is it important that we pray that othersCatechism may seeof the our Catholic witness? Church no. 541 Jesus gave the disciples this prayer during states: the Sermon of the Mount, ______at the same time A. When your students have completed the that He taught them the Beatitudes and told “Jesus came into Galilee, preaching the ______parables about the Kingdom of God. One of gospel of God, and saying: ‘The time is the fi rst petitions prayed in the Lord’s Prayer fulfi lled, and the kingdom of God is at is “Thy kingdom 4.come, What thy does will beJesus done, mean on when He saidhand: that repent, the Kingdom and believe of God in the is at gospel.’” hand? worksheet, review and discuss the answers earth as it is in Heaven.” What do we mean “To carry out the will of the Father, Christ when we ask God that ______His Kingdom come? inaugurated the kingdom of heaven on Jesus’ kingdom is not an earthly kingdom, earth.” Now the Father’s will is “to raise ______together as a class. but a heavenly one. Jesus’ heavenly kingdom up men to share in His own divine life.” reigns over the earth when we follow Jesus’ He does this by gathering men around example. In the Lord’s5. What Prayer, is the we Kingdom ask for of God hereHis on Sonearth? Jesus Christ. This gathering is the God’s help in choosing to live according to Church, “on earth the seed and beginning His Kingdom. We are ______also praying that other of that kingdom.” people come to know about God’s Kingdom. ______Jesus came to preach the Good News that Jesus wants us to do our part to be a visible now was the time for God’s Kingdom to begin sign of God’s Kingdom to others. SAMPLE here on earth. This is what Jesus meant when 6. What are three specifi c ways that you can make God’s Kingdom visible to others? He said, “The Kingdom of God is at hand.” “At ______

214 ______

215

Get Ready for the Next Session Bring construction paper and markers and/or colored pencils. Review the upcoming session.

Session 30: Jesus Fulfills the Old Testament Role of King 489 Tu Rex Gloriae Christe BY WILLIAM eARLeY (C. 1933)

SAMPLE

St. Joseph’s Church, Toomyvara, County Tipperary, Ireland.

209

answers. Tu Rex Gloriae Christe, by William Earley (c. 1933) 3. Answers may Directions: Take some time to quietly view and refl ect on the art. Let yourself be inspired in include because any way that happens naturally. Then think about the questions below, and discuss Jesus is king of them with your classmates. the world, and He rules the world Conversation Questions and gave His life 1. What do you fi rst notice about Jesus in this picture? for the salvation 2. What do you notice about the colors the artist chose for this picture? How does the light look? Where is it coming from? of the world. 3. The blue and gold ball in Jesus’ left hand is a decorated globe that represents the earth. Why 4. Answers may do you think the artist shows Jesus holding a globe in His hand? include because 4. Red is the color of blood, so it represents suffering and victory through suffering. Why do you think the artist shows Jesus wearing a red cape? Jesus suffered 5. Jesus’ bare or sandaled feet represent humility. To be humble means not to be proud or for us so that we make oneself greater than others. It also represents being obedient and refl ective. How does can go to Heaven. Jesus possess these qualities? 6. Jesus is standing on a cloud with stars sparkling inside of it. What do you think this Jesus’ victory was symbolizes? Where does this suggest that Jesus’ Kingdom comes from? won through His 7. Notice the angels above and to the side of Jesus. What does it appear that they are doing? suffering, Death, Why do you think so? and Resurrection. 8. Jesus is wearing a crown and holding a scepter, which symbolize the power and rule of a king. Why do you think the artist showed Jesus with a crown and holding a scepter? What is We also receive Jesus the king of?

the Blood of 9. The title of this stained-glass window is Tu Rex Gloriae Christe, which is Latin for “You are the King of Glory, O Christ.” Why do you think we call Christ the King of Glory? Why should Christ when we glorify Him? we receive the Eucharist at Mass. 5. Answers may 210 include because Jesus humbled Himself by accepting HisSAMPLE suffering and Death on the Cross, even though He is God and King of the universe. Jesus was also obedient to the Father’s will, as He demonstrated numerous times throughout His earthly life. 6. Answer may include that it symbolizes Jesus’ kingship over the entire universe. His Kingdom comes from His Father in Heaven. 7. It appears as if the angels are bowing before Jesus. Traditionally, it is appropriate for a king’s subjects to bow to him to show their obedience and to honor him. All the angels in Heaven bow before Jesus the King. 8. Jesus is King of Heaven. Because Jesus made everything, He also rules over everything and is king of everything. 9. Accept reasoned answers.

Session 30: Jesus Fulfills the Old Testament Role of King 491 Answer Key 1. The Corporal Works of Mercy in The Corporal Works of Mercy this passage are:

ӹӹ For I was Directions: Read about the Corporal Works of Mercy from Matthew 25:31-46, then answer the questions. hungry and

you gave me 1. List the six Corporal Works of Mercy Jesus teaches in this passage. food — Feed ______

the hungry. ______ӹӹ I was thirsty ______and you gave ______me drink — ______Give drink to ______

the thirsty. 2. For whom does Jesus say one is doing each of these works of mercy when that person does them for the least among us? ӹ I was a ӹ ______stranger and ______you welcomed 3. What does Jesus say will be the consequence for those who do not do the works of mercy me — Shelter for the least among us? the homeless. ______ӹӹ I was naked ______and you 4. What does Jesus say will be the reward for those who do the works of mercy for the least among us? clothed me ______— Clothe the ______naked. ӹӹ I was ill and you comforted me — Visit the sick. 211 ӹӹ I was in prison and you visited me — SAMPLE Visit the imprisoned.

2. We are doing them for Him. 3. They will go off to eternal punishment. 4. They will enter eternal life.

492 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. People who “tend the garden” and Living as the Image of God make sure it is

protected, but Directions: Answer the following questions while viewing the video titled “Living as the more than that, Image of God” by Bishop Robert Barron.

people willing to 1. What does it mean to be a king?

go on campaign ______

to bring the order 2. What is the common interpretation of Jesus’ words to Peter, “The gates of hell shall not and harmony of prevail against you”? the garden to the ______whole world. 3. What is Bishop Barron’s new interpretation of those same words to Peter?

2. Hell is coming ______

after us, but we’ll ______always be able to 4. Under what circumstances would our kingly mission not happen?

withstand it. ______3. In the ancient ______

world, if you were 5. What is authentic Christianity? attacking a city, ______you’d try to break ______

down the walls 6. What causes us to undermine our kingly mission? in order to get in ______and besiege the ______

city. “The gates 7. Why does Bishop Barron describe Pontius Pilate as the fi rst evangelist? of hell will not ______prevail against ______you.” We’re the ones on the 212 march. Hell has something to fear from us! SAMPLE 4. If like David, when it’s the time of year to go on campaign, we stay home, if we let our religion be privatized. Our religion isn’t meant to be our own little hobby. 5. It’s a religion on the march. It’s meant to be brought out to the world. 6. When we try to bring the message of our Faith with violence, or aggression, or hatred. God is a God of love. Jesus is a crucified Savior. We must go out in love and nonviolence, but we go out nonetheless. 7. Pilate nails over the Cross the inscription “Jesus of Nazareth, King of the Jews” in Greek and Aramaic. He became the first announcer of the Gospel. The Good News is “There’s a new king.”

Session 30: Jesus Fulfills the Old Testament Role of King 493 Answer Key 8. Kaiser Kyrios

means “Caesar 8. What does Kaiser Kyrios mean? What is St. Paul’s revision of this phrase? is Lord.” This ______

was a title given ______

to the Roman 9. What does the visionary of the book of Revelation see? emperor, who ______ruled absolutely ______

over the entire 10. What is the goal of our kingly mission? Roman Empire. ______St. Paul changed ______that to Jesu Kyrios, or “Jesus is Lord.” Jesus rules the entire universe as the King of Kings and Lord of Lords. 9. A city, the Heavenly Jerusalem, without a temple, where every aspect of the city is ordered to God. The city itself became a temple. 10. To sanctify, or make holy, the 213 world. SAMPLE

Directions: Read about how Jesus teaches His disciples the Lord’s Prayer and about the Kingdom of God. Then answer the questions.

When the disciples asked Jesus to teach When we love as Jesus taught us, we become them how to pray, He taught them the Lord’s His witnesses to the world. We do this by Prayer, otherwise known as the Our Father. following Jesus’ example by living out the Jesus says in Matthew 6:9-13: Works of Mercy and the Beatitudes. We also need to pray that when other people see our This is how you are to pray: Our Father witness, they will be able to say yes to the in heaven, hallowed be your name, your Holy Spirit in their hearts. We are praying kingdom come, your will be done, on earth that they will decide to become members of as in heaven. Give us today our daily bread; God’s Kingdom, too, so that they can share and forgive us our debts, as we forgive our in God’s life and grace. In this way, we pray debtors; and do not subject us to the fi nal that God’s Kingdom will become visible to test, but deliver us from the evil one. If you others and that it may spread so His love may forgive others their transgressions, your be felt by all people. heavenly Father will forgive you. But if you do not forgive others, neither will your Father In fact, Jesus’ heavenly kingdom is already forgive your transgressions. here on earth through His Church. The Catechism of the Catholic Church no. 541 Jesus gave the disciples this prayer during states: the Sermon of the Mount, at the same time that He taught them the Beatitudes and told “Jesus came into Galilee, preaching the parables about the Kingdom of God. One of gospel of God, and saying: ‘The time is the fi rst petitions prayed in the Lord’s Prayer fulfi lled, and the kingdom of God is at is “Thy kingdom come, thy will be done, on hand: repent, and believe in the gospel.’” earth as it is in Heaven.” What do we mean “To carry out the will of the Father, Christ when we ask God that His Kingdom come? inaugurated the kingdom of heaven on Jesus’ kingdom is not an earthly kingdom, earth.” Now the Father’s will is “to raise but a heavenly one. Jesus’ heavenly kingdom up men to share in His own divine life.” reigns over the earth when we follow Jesus’ He does this by gathering men around example. In the Lord’sSAMPLE Prayer, we ask for His Son Jesus Christ. This gathering is the God’s help in choosing to live according to Church, “on earth the seed and beginning His Kingdom. We are also praying that other of that kingdom.” people come to know about God’s Kingdom. Jesus came to preach the Good News that Jesus wants us to do our part to be a visible now was the time for God’s Kingdom to begin sign of God’s Kingdom to others. here on earth. This is what Jesus meant when He said, “The Kingdom of God is at hand.” “At

214

Session 30: Jesus Fulfills the Old Testament Role of King 495 Answer Key 1. The Lord’s Prayer

or Our Father. hand” means “now.” Another way of saying Just as plants grow from their seeds, which “Kingdom of God” is “Kingdom of Heaven.” were planted at their beginning, the Church is 2. When we ask God Both mean the same thing. Jesus founded the seed and beginning of the Kingdom. The the Catholic Church during His earthly life. Church is the Kingdom of God here on earth. that His Kingdom The Church, then, is the seed of the kingdom. come, we are 1. What prayer does Jesus use to teach us how to pray? praying that other ______people will come

to know about 2. One of the very fi rst petitions we pray in the prayer is “Thy Kingdom come.” What do we mean when we ask God that His Kingdom come? His Kingdom and ______that we will be a ______witness to others

of His love and His 3. When we love as Jesus taught us, we become His witnesses to the world. Why is it example. important that we pray that others may see our witness? ______

3. It is important ______that we pray that others may see 4. What does Jesus mean when He said that the Kingdom of God is at hand? ______our witness, so ______they will be able

to say yes to the 5. What is the Kingdom of God here on earth?

Holy Spirit in their ______

hearts and will ______decide to become 6. What are three specifi c ways that you can make God’s Kingdom visible to others? members of God’s ______Kingdom, too. ______They can then ______share in God’s life and grace. This 215 will spread God’s Kingdom. SAMPLE 4. He was saying that now was the time for the kingdom of God to begin here on earth.

5. The Church. Jesus founded the Church during His earthly life, and from the seed of the Church, God’s kingdom will grow on earth.

6. Accept reasoned answers.

What students will learn: What students will do: ӹӹ The Paschal Mystery is how Christ’s ӹӹ Explore the meaning of the word Passion, Death, and Resurrection mystery. saved us from sin and death for new ӹӹ Draw a poster that illustrates the life as sons and daughtersSAMPLE of God. Memorial Acclamation. ӹӹ At every Mass we proclaim the ӹӹ Look at sacred art. Paschal Mystery in a prayer called ӹӹ Examine the Gospel accounts of the the Memorial Acclamation. Resurrection. ӹӹ We experience the Paschal Mystery in our everyday lives. Christ’s Resurrection teaches us that our life is not only sin, suffering, and death. There is a greater new life beyond these!

497 Session at a Glance

Workbook pages your students will complete: ӹӹ The Mystery of Faith (page 216) ӹӹ Christ and the Good Thief (page 219) ӹӹ Christ and the Good Thief (page 218) ӹӹ The Resurrection (page 220)

Other materials you will need: ӹӹ Construction paper ӹӹ Markers and/or colored pencils

Vocabulary your students will learn: ӹӹ Paschal: Of or having to do with the Passover. Christ’s Passion, Death, and Resurrection are the Passover of the New Covenant. ӹӹ Paschal Mystery: Christ’s Passion, Death, and Resurrection which saved us from sin and death for new life as sons and daughters of God. ӹӹ Mysterion: Greek for “mystery.” In Greek, the word was interchangeable with sacramentum, from which we derive the word “sacrament.” Both mean the same thing: a visible sign of God’s grace. ӹӹ Mystery of Faith: The proclamation of the Paschal Mystery in prayer at every Mass. ӹӹ Sacrament: A sign of SAMPLEGod’s grace that gives the grace that it signifies. Jesus founded seven Sacraments: Baptism, Confirmation, Holy Eucharist, Penance and Reconciliation,Anointing of the Sick, Holy Orders, and Holy Matrimony.

Prayer for this session: We proclaim your Death, O Lord, and profess your Resurrection until you come again. – Memorial Acclamation

Warm-Up

A. Begin with the prayer for this session. B. Write the word “mystery” on the board and ask your students what the word means. Accept reasoned answers, which will likely be similar to a problem to be solved or something unknowable, in the sense of Sherlock Holmes has a mystery to solve. C. Write “Paschal Mystery” on the board and explain to your students that we often call Jesus’ Passion, Death, and Resurrection the Paschal Mystery. Then ask your students why we call these things a mystery. Accept reasoned answers, but after a few responses from students that suggest that we need to solve the mystery of Christ’s Death or something similar, explain to your students that in fact Christ’s Passion, Death, and Resurrection are not a problem to be solved or something that is unknowable. In fact, we know about these things, and the problem has already been solved! D. Write the word sacrament on the board and ask your students what the word means. A sacrament is a sign of grace that gives us God’s divine life. A sacrament is a sign that causes what it signifies.

EXPLAIN to your students that during the time when Jesus was alive on earth and the New Testament was being written, the word mystery, or mysterion, meant something different from what we think of today. In fact, its meaning was almost the same as how we define sacrament. Both words, mystery and sacrament, are Latin translations of the Greek word mysterion. The sacred authors originally wrote the New Testament in Greek. Later, when the Bible was translated into Latin, the language the majority of people spoke, the word mysterion was interchangeably translated as mysterium or sacramentum, both with the same meaning: a visibleSAMPLE sign of God’s divine life. E. Write the word Paschal on the board and then ask your students the following questions: ӹӹ What does the word Paschal mean? Paschal means “Passover,” and it refers to both the original Passover of the Israelites in Egypt and the Passover of the New Covenant in Christ. ӹӹ What happened in the original Passover of the Israelites in Egypt? The Israelites were slaves in Egypt. God sent Moses to free them. God sent ten plagues upon Egypt, the last of which was the death of the firstborn in Egypt. To spare the firstborn of the Israelites, through Moses, God gave the Israelites instructions to sacrifice a year-old, unblemished lamb, spread its blood over their doorposts that night, and roast and eat its flesh in a sacred meal that consisted of unleavened bread and wine. If they followed the instructions of this sacrifice, their homes would be passed over that night and the life of their firstborn spared.

Session 31: The Paschal Mystery 499 SESSION PLAN

ӹӹ What is the Passover of the New Covenant? We are all enslaved by sin and death. God sent His Son, Jesus Christ, to free us. Jesus, the Lamb of God, offered Himself as sacrifice on the Cross. Through His Death, He paid the price for our sins that we could not, freeing us from sin and death and inviting us to be sons and daughters of God. We participate in Christ’s saving sacrifice when we receive the Eucharist at Mass, the bread and wine transformed into the Body and Blood, Soul and Divinity of Christ.

EXPLAIN to your students that when we speak of the Paschal Mystery, we are talking about how Christ’s Passion, Death, and Resurrection are the sacrament of our salvation, the visible sign of God’s grace and truth that actually cause us to have God’s divine life within us! The Paschal Mystery is how Christ’s Passion, Death, and Resurrection saved us from sin and death for new life as sons and daughters of God.

Activity 1

A. Explain to your students that at every Mass we proclaim the Paschal Mystery in a prayer called the Memorial Acclamation. After the words of consecration, the priest invites the congregation to pray together the “Mystery of Faith.” And then, as one voice, we acclaim together one of the three forms of this prayer. B. Have students turn to The Mystery of Faith

The Mystery of Faith (page 216) and work individually to read about

Directions: Read about the Memorial Acclamation at Mass and its different forms, and then the Memorial Acclamation at Mass and how it 5. Where do we receive the Bread of Life and Cup of Christ’s Blood? answer the questions about each one. ______

6. What Atdo every we believe Mass wewill proclaim happen atthe the Paschal end of Mystery time? in a prayer called the Memorial Acclamation. expresses the Paschal Mystery. During the Liturgy of the Eucharist, after the priest has spoken the words of Consecration ______to transform the bread and wine into the Body and Blood of our Lord, the priest invites the congregation to pray together the “Mystery of Faith.” Then, together as a Church, we acclaim this Option mystery3 by saying together one of the following forms of the prayer: C. When your students have completed The Read the third option for the Memorial Acclamation, and then answer the questions. Option 1: We proclaim your Death, O Lord, and profess your Resurrection until you come again. 7. What do we ask of the Savior of the world? Mystery of Faith, review and discuss the Option 2: When we eat this Bread and drink this Cup, we proclaim your Death, O Lord, until ______you come again. 8. Who isOption the Savior 3: Saveof the us, World? Savior ______of the world, for by your Cross and Resurrection you have set us correct answers. free. 9. How are we set free? ______

10. What Optionare we set 1 free from? ______Read the fi rst option for the Memorial Acclamation, and then answer the questions. D. Arrange your students in pairs or trios and

1. What do we proclaim and profess? ______

2. What does this proclamation and profession say that we believe? distribute to each group a piece of construction ______

3. What do we believe will happen at the end of time? or drawing paper and make markers and/ ______SAMPLEor colored pencils available. Have each group Option 2 Read the second option for the Memorial Acclamation, and then answer the questions.

4. How do we proclaim Christ’s Death? choose one of the options for the Memorial

______Acclamation and create a poster that illustrates

216 the meaning of the prayer and the Paschal

217 Mystery. Have your students be sure to write on the poster the words of the form of the prayer that they choose. E. When your students have completed their posters, call on groups to share and discuss their creations.

Activity 2

A. Ask your students what makes Jesus’ Death different from anybody else’s death. Jesus’ Death saved us from sin. Jesus rose from the dead on the third day. B. Write Romans 6:23 on the board, and have a student volunteer stand and read it aloud: For the wages of sin is death, but the gift of God is eternal life in Christ Jesus our Lord. C. Ask your students the following questions: ӹӹ What are the “wages” of sin? Death. Explain that a wage is something that a person earns, usually by his or her work. Therefore, St. Paul here is suggesting that death is what is earned by the sinful works we commit. ӹӹ What is the gift that God gives? Eternal life in Christ Jesus our Lord. ӹӹ How did Jesus give us this gift? He died on the Cross for us, paying the price for our sins so that we would not have to. D. Read aloud to your students 1 John 4:8-10: Whoever is without love does not know God, for God is love. In this way the love of God was revealed to us: God sent his only Son into the world so that we might have life through him. In this is love: not that we have loved God, but that he loved us and sent his Son as expiation for our sins. E. Ask your students the following questions: ӹӹ What does the author of 1 John tell us that God is? God is love. ӹӹ How was God’s love revealed to us? God sent His only Son into the world so that we might have life through Him. ӹӹ The word expiation means “to make up for.” What did Jesus make up for, and how did He do this? He made up for our sins, by dying on the Cross for us.

EXPLAIN to your students that because Jesus is God, He has unlimited and perfect love for us. God loves us so much that He created everything that exists. He loves us so much that He can take uponSAMPLE Himself every sin and suffer for every single person’s sins. He loves us so much that He died for us. He loves us so much that His death atones for our sins and so frees us from them. It is Jesus’ divine love to the end that makes His sacrifice our redemption.

Session 31: The Paschal Mystery 501 SESSION PLAN

F. Arrange your students in groups of three or four and ask students to turn to Christ and the

Christ and the Good Thief BY TITIAN (C. 1566) Good Thief (page 218). Give students a few moments to reflect on the artwork, and then have them turn to Luke 23:33, 39-43 in their Bibles to read about Christ and the Good Thief and answer the questions.

Christ and the Good Thief G. When your students have completed Christ

Directions: Read the story of Jesus’ Crucifi xion and conversation with the Good Thief from and the Good Thief (page 219), review and Luke 23:33, 39-43 in your Bibles. Then answer the questions.

1. With whom was Jesus Crucifi ed? ______discuss the correct answers. 2. Did Jesus deserve to die? ______

3. Did the Good Thief deserve to die? ______Pinacoteca Nazionale di Bologna, Italy.

4. What did the Good Thief ask of Jesus? ______

______

5. What did the Good Thief have to believe in order to ask this of Jesus? ______Activity 3 218 6. What did Jesus save the Good Thief from? ______

7. What did Jesus promise the Good Thief? ______A. Read aloud to your students John 11:25 and John 8. What did the Good Thief do in response? ______2:19-22: The name Jesus means “God saves.” This is exactly what the Good Thief believed. He believed that Jesus was God and that He could save him. Because the thief believed and repented, Jesus did save him. Jesus forgave him and gave him eternal life. Read the Catechism of the Catholic Church no. 620:

Our salvation fl ows from God’s initiative of love for us, because “he loved us and sent his Jesus told her, “I am the resurrection and the Son to be the expiation for our sins” (1 Jn 4:10).

9. From where does our salvation fl ow? ______life; whoever believes in me, even if he dies, will

10. Why did God send His Son? ______

11. How did Jesus show His love to the Good Thief? ______live.”

219 Jesus answered and said to them, “Destroy this temple and in three days I will raise it up.” The Jews said, “This temple has been under construction for forty-six years, and you will raise it up in three days?” But he was speaking about the temple of his body. Therefore, when he was raised from the dead, his disciples remembered that he had said this, and they came to believe the scripture and the word Jesus had spoken. SAMPLEB. Then ask your students the following questions: ӹӹ What did Jesus say will happen to those who believe in Him? They will live even if they die. ӹӹ What did Jesus mean when He said “Destroy this temple and in three days I will raise it up”? He was talking about the temple of His Body, referring to His Resurrection from the dead on the third day.

EXPLAIN to your students that the Resurrection is the most important event in salvation history. Without it, as St. Paul says in 1 Corinthians 15, “our faith is in vain” and we would still be in our sins. In other words, if Jesus had not risen from the dead, then our faith would be empty and we would not be saved from our sins. Thankfully, Christ did not just die. He did rise from the dead, and we are saved from our sins. Christ’s victory over sin and death is won not just by His Passion and Death, but also in His Resurrection. C. Arr ange your students in groups of four. Have students turn to The Resurrection The Resurrection (page 220). Assign to each group one of Directions: Look up in your Bible the Gospel account of Christ’s Resurrection assigned to your group, then write a brief summary paragraph. Include all the details the Resurrection accounts from the Gospels: described in your Gospel. Then take turns sharing about your Gospel’s account of the Resurrection with other students, completing the rest of the chart together. Matthew 28, Mark 16, Luke 24, or John 20-21. Have your students look up and read in their Matthew 28 Mark 16 Bibles their assigned Resurrection account. Then have each group discuss their account and write a summary paragraph. Have them include all the details described in their assigned Gospel. Be sure each member of the Luke 24 John 20-21 group has a copy of the summary paragraph they wrote together. D. Next, have the members of each group form new groups in which each student has read a

different Gospel account of the Resurrection. 220 Have your students take turns sharing with each other their summaries and then fill in the rest of the chart together. E. Last, call on groups to share details of the Resurrection accounts from the Gospels to create a complete pictureSAMPLE of Jesus’ Resurrection.

Get Ready for the Next Session Photocopy and cut out the cards from Catechist Resource: God’s Covenants and Mercy Cards (page 525 in this guide) to create enough complete sets for each group of two or three students. Bring markers and/or colored pencils. Review the upcoming session.

Session 31: The Paschal Mystery 503 Answer Key Option 1 1. Christ’s Death and The Mystery of Faith Resurrection.

Directions: Read about the Memorial Acclamation at Mass and its different forms, and then 2. That Christ died answer the questions about each one. on the Cross and At every Mass we proclaim the Paschal Mystery in a prayer called the Memorial Acclamation. rose from the During the Liturgy of the Eucharist, after the priest has spoken the words of Consecration dead on the third to transform the bread and wine into the Body and Blood of our Lord, the priest invites the congregation to pray together the “Mystery of Faith.” Then, together as a Church, we acclaim this day. mystery by saying together one of the following forms of the prayer:

Option 1: We proclaim your Death, O Lord, and profess your Resurrection until you come 3. Jesus will come again.

again. Option 2: When we eat this Bread and drink this Cup, we proclaim your Death, O Lord, until you come again. Option 2 Option 3: Save us, Savior of the world, for by your Cross and Resurrection you have set us free. 4. When we eat the Bread and drink Option 1 Read the fi rst option for the Memorial Acclamation, and then answer the questions. Cup of Christ’s 1. What do we proclaim and profess? ______Body and Blood in 2. What does this proclamation and profession say that we believe? the Eucharist. ______

3. What do we believe will happen at the end of time?

______

Option 2 Read the second option for the Memorial Acclamation, and then answer the questions.

4. How do we proclaim Christ’s Death?

______216SAMPLE

6. Jesus will come 5. Where do we receive the Bread of Life and Cup of Christ’s Blood? ______again. 6. What do we believe will happen at the end of time?

Option 3 ______

7. To save us. Option 3 Read the third option for the Memorial Acclamation, and then answer the questions. 8. Jesus Christ. 7. What do we ask of the Savior of the world? 9. By Jesus’ Cross ______

and Resurrection. 8. Who is the Savior of the World? ______

10. Sin and death. 9. How are we set free? ______10. What are we set free from? ______

SAMPLE 217

Session 31: The Paschal Mystery 505 Christ and the Good Thief BY TITIAN (C. 1566)

SAMPLE Pinacoteca Nazionale di Bologna, Italy.

218

506 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Two thieves, one on His left and Christ and the Good Thief one on His right.

2. No. Directions: Read the story of Jesus’ Crucifi xion and conversation with the Good Thief from Luke 23:33, 39-43 in your Bibles. Then answer the questions. 3. He said that his punishment 1. With whom was Jesus Crucifi ed? ______matched what he 2. Did Jesus deserve to die? ______had done. 3. Did the Good Thief deserve to die? ______4. What did the Good Thief ask of Jesus? ______

4. To be ______remembered in 5. What did the Good Thief have to believe in order to ask this of Jesus? ______

Jesus’ Kingdom. ______

5. That Jesus is God. 6. What did Jesus save the Good Thief from? ______7. What did Jesus promise the Good Thief? ______

6. Going to Hell for ______his sins. 8. What did the Good Thief do in response? ______7. That the Good ______

Thief would be in The name Jesus means “God saves.” This is exactly what the Good Thief believed. He believed that Jesus was God and that He could save him. Because the thief believed and repented, Jesus Heaven that day did save him. Jesus forgave him and gave him eternal life. Read the Catechism of the Catholic with Him. Church no. 620: Our salvation fl ows from God’s initiative of love for us, because “he loved us and sent his 8. He believed and Son to be the expiation for our sins” (1 Jn 4:10).

repented. 9. From where does our salvation fl ow? ______

9. God’s love. 10. Why did God send His Son? ______11. How did Jesus show His love to the Good Thief? ______10. Because He loved us. 219 11. The thief had done nothing good to make SAMPLE up for his sins, but Jesus forgave him and promised him eternal life.

Session 31: The Paschal Mystery 507 The Resurrection

Directions: Look up in your Bible the Gospel account of Christ’s Resurrection assigned to your group, then write a brief summary paragraph. Include all the details described in your Gospel. Then take turns sharing about your Gospel’s account of the Resurrection with other students, completing the rest of the chart together.

Matthew 28 Mark 16

Luke 24 John 20-21 SAMPLE

220

Accept reasoned answers

What students will learn: What students will do: ӹӹ Jesus’ Death on the Cross and ӹӹ Match covenant cards. Resurrection paid the price for ӹӹ Read Scripture about the New our sins, as the once-and-for-allSAMPLE Covenant. sacrifice that takes away the sin of ӹӹ Do an in-depth study of how Jesus the world. fulfills the new covenant. ӹӹ The New Covenant in Christ fulfills ӹӹ Create a flier explaining the meaning centuries of prophecy and promises of Baptism. by God of a New Covenant for the forgiveness of sins. ӹӹ The Sacrament of Baptism gives us membership in the New Covenant.

509 Session at a Glance

Workbook pages your students will complete: ӹӹ God’s Covenants and Mercy (page 221) ӹӹ Jesus Fulfills the Old Covenant (page 225) ӹӹ The New Covenant in Scripture (page ӹӹ The Effects of Baptism (page 227) 223) ӹӹ Members of the New Covenant (page 229)

Other materials you will need: ӹӹ Catechist Resource: God’s Covenants and ӹӹ Markers and/or colored pencils Mercy Cards (page 525 in this guide)

Vocabulary your students will learn: ӹӹ Baptism: The first Sacrament we receive. Baptism makes us members of the Church, forgives our sins, and gives us new life in Christ. It is necessary for salvation. The celebration of Baptism involves being immersed in water or having water poured over one’s head in the name of the Holy Trinity. ӹӹ Covenant: A sacred, permanent bond of family relationship that is permanent. ӹӹ New Covenant: The new and everlasting covenant won for us by Christ’s Paschal Mystery. In this covenant is the fulfillment of centuries of prophecies and all of God’s promises for the forgiveness of sins. WeSAMPLE are made members of the New Covenant by our Baptism and we renew and participate in the covenant every time we receive the Eucharist. All people are invited to be members of the New Covenant.

Prayer for this session: O Lord God, I love you above all things and good, worthy of all my love. In this love I I love my neighbor for your sake because intend to live and die. Amen. – Act of Love you are the highest, infinite and perfect

Note: Before class, photocopy and cut out the cards from Catechist Resource: God’s Covenants and Mercy Cards (page 525 in this guide) to create enough complete sets for each group of two or three students.

Warm-Up

A. Begin with the prayer for this session. B. Arrange your students in pairs or trios. Distribute a complete set of cards to each group and have students turn to God’s Covenants and Mercy (page 221). C. Ask your students to remember all that they learned about what a covenant is, and the various covenants God entered into with mankind throughout Salvation History. Then ask your students the following questions. (Note: The answers to these questions are a review of Session 9 and other sessions.) ӹӹ What is a covenant? A sacred, permanent bond of family relationship. ӹӹ How is a covenant different from a contract? Covenants involve personal responsibilities, are permanent, are an exchange of persons, and are based on God’s Word, whereas contracts are based on contractualSAMPLE obligations, are breakable, are an exchange of goods or services, and are based on human promises. ӹӹ Why did God enter into covenants with the human race throughout Salvation History? To reveal Himself to us and make known His love and mercy. ӹӹ What are the various parts of every covenant? A promise, a sign, a mediator, and a progression or growth in God’s family. D. To review the covenants of Salvation History, have each group arrange the covenant cards in the proper order. In other words, have them group the correct mediator, promise, sign, and progression together and then put each covenant in the correct order. Then have students

Session 32: Jesus Makes a New Covenant with Us 511 SESSION PLAN

record the information on the covenant component cutouts in the proper order on the chart on God’s Covenants and Mercy. E. When each group has finished arranging the cutouts in the proper order and filling out the chart, call on students to share their work, and review the correct answers. F. Then ask your students the following questions: ӹӹ In which covenant was the mediator “a man after God’s own heart”? The covenant with David, or the Davidic covenant. ӹӹ In which covenant was a lamb sacrificed to save the people from slavery and death? The covenant with Moses, or the Mosaic covenant. ӹӹ In which covenant did God forbid the mediator from eating from the Tree of Knowledge of Good and Evil because it would kill him? The covenant with Adam, or the Adamic covenant. ӹӹ In which covenant did the mediator leave his homeland for a place that God would later show him? The covenant with Abraham, or the Abrahamic covenant. ӹӹ In which covenant was the entire world renewed by water? The covenant with Noah, or the Noahic covenant. ӹӹ In which covenant are all people everywhere invited to be part of God’s family? The New Covenant in Christ.

Activity 1

A. Have students turn to The New Covenant in Scripture (page 223) and read about the New Covenant in Scripture and then answer the questions. B. When your students have completed the worksheet, review and discuss the answers. SAMPLEEXPLAIN to your students that Jesus clearly understood His sacrifice on the Cross to be the fulfillment of centuries of Old Testament prophecies of a new covenant. Jesus’ death on the Cross and His Resurrection paid the price for our sins, as the once-and-for-all sacrifice that takes away the sin of the world. We are called to receive God’s mercy and salvation in the New Covenant in Christ.

Activity 2

A. Have students look up Luke 24:44-47 in their Bibles and have a student volunteer read the passage aloud. B. Then ask your students the following questions: ӹӹ What did Jesus tell His disciples must be fulfilled? Everything about Him in the Law of Moses and in the prophets and psalms. ӹӹ When Jesus refers to the Law of Moses, the prophets, and the psalms, He is speaking of the Old Testament. What does Jesus teach His disciples the Old Testament says of Him? That He, the Messiah, would suffer and rise from the dead on the third day and that repentance for the forgiveness of sins would be preached in His name to all the nations. ӹӹ Remember Jeremiah’s prophecy of the New Covenant from the previous activity. What did He say would happen in the New Covenant? All sins would be forgiven.

EXPLAIN to your students that the New Covenant in Christ is a fulfillment of all of God’s promises in the Old Testament and establishes a new and permanent relationship between God and humanity. This fulfillment makes Jesus a new Adam, a new Noah, a new Abraham, a new Moses, and a new David. In Christ, all things are made new. C. Have students turn to Jesus Fulfills the Old Covenant (page 225). Have your students, working individually or with a partner, read each Scripture passage about how Jesus fulfills each Old Testament covenant, and then complete the chart. Students will determine which Old Testament covenant mediator Jesus fulfills and how. D. When your students have completed Jesus Fulfills the Old Covenant call on students to share and discuss their answers.SAMPLE

Session 32: Jesus Makes a New Covenant with Us 513 SESSION PLAN

Activity 3

A. Ask your students how we become members of the New Covenant in Christ? Through the Sacrament of Baptism. B. Explain to your students that in John 3, Jesus meets a man named Nicodemus. Jesus tells Him that “no one can see the kingdom of God without being born from above.” Nicodemus is confused by Jesus’ teaching, so Jesus clarifies. Read aloud to your students John 3:5-6: Amen, amen, I say to you, no one can enter the kingdom of God without being born of water and Spirit. What is born of flesh is flesh and what is born of spirit is spirit. C. Ask your students the following questions: ӹӹ What does Jesus tell us about entering the Kingdom of God? We must first be born of water and Spirit. ӹӹ How are we born of water and Spirit? Through the Sacrament of Baptism. EXPLAIN to your students that our spirits are brought to life when we ask Jesus to come into our lives and forgive our sins. When the Holy Spirit is poured out upon us in Baptism, we are born again spiritually. The old life of sin is destroyed and replaced with the new life of Christ. We have received the Holy Spirit and have been given new life! In Baptism, we receive the Holy Spirit and are made members of the Church and incorporated into the New Covenant as adopted sons and daughters of God. D. Arrange your students in pairs or trios and have them turn to The Effects of Baptism (page 227). Have your students read together about the effects of the Sacrament of Baptism. E. Then have students turn to Members of the New Covenant (page 229). Make markers and/or colored pencils available. Have each group create a poster or flier that advertises SAMPLEfor membership in the New Covenant. Have them be sure to include in the advertisement essential information about the New Covenant and descriptions of at least two of the effects of Baptism, the membership requirement for the New Covenant. Their advertisement should also be creatively illustrated. Keep in mind that an advertisement is meant to convince people of the need for the product in the ad. F. When students have completed their posters or fliers, have them share their work with the class.

Get Ready for the Next Session Photocopy Catechist Resource: God Calling His People Skits (page 534 in this guide). Review the upcoming session.

SAMPLE

Session 32: Jesus Makes a New Covenant with Us 515 SAMPLE

Squares should be placed in the same way they are printed on the Catechist Resource page.

Session 32: Jesus Makes a New Covenant with Us 517 Answer Key 1. Make a new covenant.

2. Israel broke the covenants before the new covenant.

3. He says He will place His law within the people and write it upon their hearts. He will be their God, and they will be His people.

4. Because He will forgive their iniquity and no longer remember their sin.

5. That everyone’s sins will be forgiven. The Jewish people believed that only God could forgive sins. However, because God is all just, the debt for sin remained, which is death. SAMPLE And so, in the new covenant God would make with His people, not only would He forgive all sin, He would also pay the debt for sin that remained.

6. The Last Supper. For the first time, Jesus gave us the Eucharist, His Body and Blood, Soul and Divinity, under the appearance of bread and wine.

518 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 7. It is the cup of the New Covenant in His blood, which will be shed for us.

8. He shed His Blood when He died on the Cross. Jesus died on the Cross for the forgiveness of sins.

9. Jesus offers His own blood, obtaining eternal redemption.

10. According to St. Paul, animal sacrifices cleanse our flesh. By flesh, St. Paul means the body, the physical person. The sacrifice of Christ cleanses our consciences, a part of our spiritual person. SAMPLE

Session 32: Jesus Makes a New Covenant with Us 519 Answer Key 1. He is the new Adam, bringing about a new creation, restoring humankind to the paradise promised in the beginning.

2. He is a new Noah, bringing about a flood that saves, the waters of Baptism, which “puts to death” the old self of sin for new life in Christ.

3. With Jesus comes the fulfillment of God’s oath to David. The New Testament shows us the image of Jesus as the “new David” and of His Church as the restored kingdom promised to David. SAMPLE

520 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 4. He is the new Abraham, whose obedience to the Father and perfect faith brings a blessing upon the world.

5. He is the new Moses, giving His very Body as the Bread of Life, which will nourish not our bodies for a short time but our souls into eternity.

SAMPLE

Session 32: Jesus Makes a New Covenant with Us 521 SAMPLE

Session 32: Jesus Makes a New Covenant with Us 523 SAMPLE

Accept reasoned answers

Note: Copy and cut out enough cards to hand one set to each group in your classroom. Shuffle each set, then give one set of cards to each group in order to complete God’s Covenants and Mercy.

God called him to share in His blessings in the marriage covenant and One Holy Adam Sabbath promised to deliver Couple him and his wife from sin by crushing the head of the serpent.

God pledged to keep him and his family safe from the flood One Holy Noah and then swore Rainbow never to wipe out the Family human family in that way again. SAMPLE God promised that he would be the father of a host of nations, One Holy Abraham Circumcision with descendants Tribe as numerous as the stars.

Session 32: Jesus Makes a New Covenant with Us 525 The Lord used him to lead Israel out of the bondage of slavery in Egypt and pledged to Passover/The One Holy Moses the people through him that they would Law Nation occupy the promised land of Canaan as their inheritance.

God made a covenant with him to build a worldwide kingdom Throne/ One Holy David by establishing an Temple Kingdom everlasting throne with His son.

This covenant fulfills all other covenants One Holy Jesus and pledges eternal The Eucharist Catholic life to all who believe. Church SAMPLE

What students willSAMPLE learn: What students will do: ӹӹ The Church is the people of God, ӹӹ Look at sacred art. whom He calls, experienced as the ӹӹ Perform skits about God calling his local community, liturgical assembly, people. and universal community. ӹӹ Pray Lectio Divina. ӹӹ Mary is an example for all Christians.

527 Session at a Glance

Workbook pages your students will complete: ӹӹ Coronation of Mary (page 230)

Other materials you will need: ӹӹ Catechist Resource: God Calling His ӹӹ Catechist Resource: Guide to Lectio People Skits (page 534 in this guide) Divina (page 539 in this guide)

Vocabulary your students will learn: ӹӹ Church: The community of disciples founded by Jesus that will exist until the end of time. The Church is at the same time human and divine. It is the gathering of God’s people, whom He calls, on earth and it is the mystical Body of Christ. The Church is also the Temple of the Holy Spirit, who gives life to the Body of Christ and unites its members. ӹӹ Ecclesia: Latin word used for the Church. It is derived from the Greek word, ekkalein, which means “to call out of.” The Greek form of the word is used frequently in the Old Testament for the assembly of the Chosen People before God. ӹӹ Kyriake: Greek for “church.”SAMPLE See ecclesia.

Prayer for this session: Hail, holy Queen, mother of mercy, our mercy toward us; and after this, our exile, life, our sweetness, and our hope. To you show unto us the blessed fruit of your we cry, poor banished children of Eve; to womb, Jesus. O clement, O loving, O sweet you we send up our sighs, mourning and Virgin Mary. Pray for us, O holy Mother of weeping in this valley of tears. Turn, then, God. That we may be made worthy of the most gracious advocate, your eyes of promises of Christ. Amen.

Note: Before class, photocopy Catechist Resource: God Calling His People Skits (page 534 in this guide).

Warm-Up

A. Begin with prayer for this session. B. Have students turn to the Coronation of Mary (page 230). Give students several minutes to quietly view the art before you say or ask anything.

EXPLAIN to your students that this mosaic is on the dome over the altar in the Church of Santa Maria in Trastevere, Italy. The Church of Santa Maria was first built 1,800 years ago, but was rebuilt in the mid 1100s and has not been majorly changed since. All the mosaics in the church are scenes from the life of Mary and were made by the artist Pietro Cavallini in the late 1200s. This is the final scene, of her reigning as Queen of Heaven with Jesus our King. C. Then ask them the following questions: ӹӹ What do you first notice about this mosaic? ӹӹ What do you like about this work of art? ӹӹ How do the colors in this work of art draw your eye to the various important parts? ӹӹ Who is seated next to Jesus? Mary. ӹӹ Is a church a place toSAMPLE which God calls us to come? Why? Yes, for God is in the church, especially in the Eucharist. ӹӹ Besides Jesus, this picture shows Mary, some saints, and two Old Testament prophets. What are some ways that these people contributed to making the Church what it is? Mary accepted God’s will for her to be Jesus’ mother. Through Mary, Jesus entered the world and so founded the Church. The prophets prepared people for the coming of Jesus. The saints followed Jesus, and they carried on His work of saving all mankind. ӹӹ Why do you think it is fitting that Mary be shown in Heaven right above the altar? Accept reasoned answers. Answers may include because through Mary, Jesus came into the world for the first time and He now keeps coming in the Eucharist; so that we can look up to her and see her, our example; because at the altar at Mass we can experience a little bit of Heaven as Mary now experiences eternally.

Session 33: God Calls His People 529 SESSION PLAN

Activity 1

A. Arrange students in small groups and have them turn to Coronation of Mary (page 231). Have them discuss the conversation questions with each other. During this time, try to keep students focused on the artwork and the discussion questions, letting their conversations go in unexpected ways. B. When students are finished their discussions, have them share their answers to the class.

Activity 2

A. Write the words ekklesia and kyriake on the board. Then explain to your students that our understanding of the word church comes from these two Greek words: ekklesia comes from the Greek word that means “to call out of”; kyriake means “what belongs to the Lord.” B. Ask your students the following questions: ӹӹ When have you asked someone to leave one place to go to another? Why did you do so? Accept reasoned answers. ӹӹ What are some examples of God’s calling someone to leave one place to go to another, or calling them out of someplace? He called Abraham to leave His homeland to go to a place that He would show him; He called the Israelites out of Egypt; and He calls us all to Heaven. ӹӹ Why did God call these people? He called Abraham so that He could fulfill His promises to him; He called the Israelites so they could have freedom and become a holy nation, worshipping Him as He ordained; He calls usSAMPLE all because He wants us to be in Heaven. ӹӹ How do these people belong to the Lord? The Israelites were His Chosen People. We are all His creatures, and if we are baptized we are also His children. ӹӹ When Jesus was on earth, whom did He call to be His followers? He directly called the Apostles. Many others followed Him, and He taught them also. ӹӹ The word apostle means “one who is sent.” What did Jesus send the Apostles out to do? To preach the Gospel, to heal the sick and forgive sins, to cast out demons, to make disciples of all nations, and to baptize. C. Arrange your students into four groups. Give a different page of God Calling His People Skits (page 534 in this guide) to each group. Give groups time to read the Bible passage and create a

skit that depicts the story. Have each group be sure to emphasize the “calling out” action in each story. Circulate around the room, offering help and answering questions. D. Have each group perform their skit. Before each skit, read the Bible passage at the top of the worksheet for that skit. After each skit, ask your students the following : ӹӹ Who were the people who were called and gathered? The Israelites and Moses; the Apostles; the Jews. ӹӹ Through whom did God speak to the people? Through Moses; Jesus called the Apostles; through Peter and John. ӹӹ How did these people become God’s people? The Israelites agreed to obey God; the Apostles answered Jesus’ call, and the people they preached to would become Jesus’ disciples; the Jews joined the Christian community.

Activity 3

A. Lead students through a Lectio Divina using Matthew 28:16-20: The eleven disciples went to Galilee, to the mountain to which Jesus had ordered them. When they saw him, they worshiped, but they doubted. Then Jesus approached and said to them, “All power in heaven and on earth has been given to me. Go, therefore, and make disciples of all nations, baptizing them in the name of the Father, and of the Son, and of the holy Spirit, teaching them to observe all that I have commanded you. And behold, I am with you always, until the end of the age.”

B. If needed, use Catechist Resource: Guide to Lectio Divina (page 539 in this guide) as a guide. SAMPLE

Session 33: God Calls His People 531 SAMPLE

532 © SOPHIA INSTITUTE FOR TEACHERS Answer Key 1. Jesus and Mary are in the center. To the left of them is Pope Innocent holding the Church, and Sts. Lawrence and Calixtus. To the right of them are Sts. Peter, Cornelius, Julius, and Calepodius. Across the top are the symbols for the evangelists Mark, Matthew, John, and Luke. To the left on the wall is the prophet Isaiah, and opposite him is the prophet Jeremiah. 2. Make disciples of all nations; baptize in the name of the Father, and of the Son, and of the Holy Spirit; and teach all that He commanded. He reassuresSAMPLE them that He will be with them always. 3. The liturgical assembly, the local community, and the universal community. Accept reasoned answers. 4. Local community. 5. Liturgical assembly. 6. Universal community. 7. The Word of Christ is found in the Bible. We hear the word of Christ during the Liturgy of the Word at Mass. The Body of Christ is the Eucharist, which we receive during the Liturgy of the Eucharist at Mass. Jesus is holding a book, and we see His whole body seated on a throne. 8. The church is shaped as Christ was when He was on the Cross. Christ lived for only 33 years on earth, but through the Church, each member continues Christ’s work until Christ returns.

Session 33: God Calls His People 533 God Calling His People Skits

CATECHIST RESOURCE God Calling His People: Skit 1

Directions: Read the Bible passage. Prepare a two- to three-minute skit of the story to be performed for the rest of the class.

Genesis 12:1-9 The LORD said to Abram: “Go forth from your land of Canaan. When they came to the land land, your relatives, and from your father’s of Canaan, Abram passed through the land as house to a land that I will show you. I will make far as the sacred place at Shechem, by the oak of you a great nation, and I will bless you; I will of Moreh. The Canaanites were then in the make your name great, so that you will be a land. The LORD appeared to Abram and said: blessing. I will bless those who bless you and “To your descendants I will give this land.” So curse those who curse you. All the families Abram built an altar there to the LORD who of the earth will find blessing in you.” Abram had appeared to him. From there he moved on went as the LORD directed him, and Lot went to the hill country east of Bethel, pitching his with him. Abram was seventy-five years old tent with Bethel to the west and Ai to the east. when he left Haran. Abram took his wife Sarai, He built an altar there to the LORD and invoked his brother’s son Lot, all the possessions that the LORD by name. Then Abram journeyed on they had accumulated, and the persons they by stages to the Negeb. had acquired in Haran, and they set out for the

SAMPLE

Directions: Read the Bible passage. Prepare a two- to three-minute skit of the story to be performed for the rest of the class.

Exodus 3:1-10 Meanwhile Moses was tending the flock of of Isaac, and the God of Jacob.” Moses hid his his father-in-law Jethro, the priest of Midian. face, for he was afraid to look at God. But the Leading the flock beyond the wilderness, he LORD said: “I have witnessed the affliction came to the mountain of God, Horeb. There of my people in Egypt and have heard their the angel of the LORD appeared to him as cry against their taskmasters, so I know well fire flaming out of a bush. When he looked, what they are suffering. Therefore I have come although the bush was on fire, it was not down to rescue them from the power of the being consumed. So Moses decided, “I must Egyptians and lead them up from that land into turn aside to look at this remarkable sight. a good and spacious land, a land flowing with Why does the bush not burn up?” When the milk and honey, the country of the Canaanites, LORD saw that he had turned aside to look, the Hittites, the Amorites, the Perizzites, the God called out to him from the bush: “Moses! Girgashites, the Hivites and the Jebusites. Now Moses!” He answered, “Here I am.” God said: indeed the outcry of the Israelites has reached “Do not come near! Remove your sandals me, and I have seen how the Egyptians are from your feet, for the place where you stand oppressing them. Now, go! I am sending you to is holy ground. I am the God of your father,” Pharaoh to bring my people, the Israelites, out he continued, “the God of Abraham, the God of Egypt.” SAMPLE

Session 33: God Calls His People 535 CATECHIST RESOURCE God Calling His People: Skit 3

Directions: Read the Bible passage. Prepare a two- to three-minute skit of the story to be performed for the rest of the class.

Exodus 19:3, 5-8, 16-20 Moses went up to the mountain of God. Then heavy cloud over the mountain, and a very loud the Lord called to him from the mountain, blast of the shofar, so that all the people in the saying: “This is what you will say to the house camp trembled. But Moses led the people out of Jacob; tell the Israelites: ...Now, if you obey of the camp to meet God, and they stationed me completely and keep my covenant, you will themselves at the foot of the mountain. Now be my treasured possession among all peoples, Mount Sinai was completely enveloped in though all the earth is mine. You will be to me a smoke, because the Lord had come down upon kingdom of priests, a holy nation. That is what it in fire. The smoke rose from it as though you must tell the Israelites.” So Moses went and from a kiln, and the whole mountain trembled summoned the elders of the people. When he violently. The blast of the shofar grew louder set before them all that the Lord had ordered and louder, while Moses was speaking and God him to tell them, all the people answered was answering him with thunder. When the together, “Everything the Lord has said, we will Lord came down upon Mount Sinai, to the top do.” ...On the morning of the third day there of the mountain, the Lord summoned Moses to were peals of thunder and lightning, and a the top of the mountain, and Moses went up. SAMPLE

Directions: Read the Bible passage. Prepare a two- to three-minute skit of the story to be performed for the rest of the class.

Based on Luke 5:1-11 While the crowd was pressing in on Jesus and number of fish and their nets were tearing. listening to the word of God, He was standing They signaled to their partners in the other by the Lake of Gennesaret. He saw two boats boat to come to help them. They came and there alongside the lake; the fishermen had filled both boats so that they were in danger of disembarked and were washing their nets. sinking. When Simon Peter saw this, he fell at Getting into one of the boats, the one belonging the knees of Jesus and said, “Depart from me, to Simon, He asked him to put out a short Lord, for I am a sinful man.” For astonishment distance from the shore. Then He sat down at the catch of fish they had made seized him and taught the crowds from the boat. After He and all those with him, and likewise James and had finished speaking, He said to Simon, “Put John, the sons of Zebedee, who were partners out into deep water and lower your nets for a of Simon. Jesus said to Simon, “Do not be afraid; catch.” Simon said in reply, “Master, we have from now on you will be catching men.” When worked hard all night and have caught nothing, they brought their boats to the shore, they left but at your command I will lower the nets.” everything and followed Him.. When they had done this, they caught a great SAMPLE

Session 33: God Calls His People 537 CATECHIST RESOURCE God Calling His People: Skit 5

Directions: Read the Bible passage. Prepare a two- to three-minute skit of the story to be performed for the rest of the class.

Based on Acts 3:7-13, 19-20, 4:4 Then Peter took him by the right hand and at this, and why do you look so intently at us raised him up, and immediately his feet and as if we had made him walk by our own power ankles grew strong. He leaped up, stood, and or piety? The God of Abraham, [the God] of walked around, and went into the temple Isaac, and [the God] of Jacob, the God of our with them, walking and jumping and praising ancestors, has glorified His servant Jesus God. When all the people saw him walking whom you handed over and denied in Pilate’s and praising God, they recognized him as the presence, when he had decided to release him. one who used to sit begging at the Beautiful Repent, therefore, and be converted, that your Gate of the temple, and they were filled with sins may be wiped away, and that the Lord amazement and astonishment at what had may grant you times of refreshment and send happened to him. As he clung to Peter and you the Messiah already appointed for you, John, all the people hurried in amazement Jesus.” Many of those who heard the word came toward them in the portico called “Solomon’s to believe and (the) number of men grew to Portico.” When Peter saw this, he addressed [about] five thousand. the people, “You Israelites, why are you amazed SAMPLE

1. Choose a passage to focus on. Aim for five to ten verses. The Gospels are usually the best place to start when introducing someone to Lectio as they contain the most vivid images of Christ.

2. Create a prayerful atmosphere in the room or take students into a church/chapel.

3. Give students an opportunity to quiet down and focus themselves. Have them close their eyes and remove distractions from their mind as best they can.

4. Say a short prayer asking the Holy Spirit to guide this time of prayer and meditation. For example:

Come Holy Spirit, open our minds and our hearts to what Our Lord wants to say to us today. Give us ears to listen and help us to be open to receiving whatever Christ has for us. Help us to remove any distractions and allow us to come to know our Lord more deeply during this time of prayer.

5. Prepare to read the passage aloud once slowly. Have students simply listen to the words the first time through, and especially for any word or phrase that jumps out at them. Have them write down that word or phrase after you finish reading. Give them two to three minutes of silence after you have completed reading it.

6. Prepare to read the passage a second time. Before you begin reading, ask the students to really imagine the scene as best they can. Tell them to engage all their senses. For example:

ӹӹ What does the scene look like? ӹӹ What colors do they see? ӹӹ What are people wearing? ӹӹ What does the ground look and feel like? ӹӹ What do they smell? ӹ What sounds do theySAMPLE hear? ӹ ӹӹ What do the people and crowds look like? ӹӹ What does Jesus look like? How does His voice sound? ӹӹ What is the weather like? Sunny? Cloudy? Rainy? and so forth. 7. When you are done reading, have your students write down one sensory image that stood out to them. Give them two to three minutes of silence after you have completed reading it.

8. Prepare to read the passage a third and final time. Before you begin, have your students imagine themselves as a particular person in the passage.

ӹӹ Are they a member of the crowd?

Session 33: God Calls His People 539 ӹӹ Are they one of the Apostles? ӹӹ Are they someone being healed? Ask them to listen for what Jesus is personally trying to tell them through this passage and write that down once you are finished reading. Give them a more extended period of silence after this third reading, perhaps five to ten minutes.

9. Have students make a resolution to put into practice what they received in prayer. For example, will they:

ӹӹ go home that night and do something extra for their parents? ӹӹ go to Confession in the next week? ӹӹ commit to spending extra time in prayer this week? ӹӹ commit to doing some volunteer work? ӹӹ perform a particular Work of Mercy? ӹӹ pick a particular virtue to work on cultivating? ӹӹ work on your relationship with a friend or family member? Challenge them to pick something based on what they heard Christ say to them.

10. Close in a short prayer of thanksgiving.

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