Setting a Place at the Table: Living Our Missionary Call

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2 Setting a Place at the Table: Living Our Missionary Call Mission Education Curriculum Academic Year World Mission Ministries Archdiocese of Milwaukee Development Team Kathleen Cullen, Divine Savior Holy Angels HS Anne Haines, Messmer HS Elizabeth Howayeck, World Mission Ministries Sandy Milligan, St. Anne Denise Murre, Immaculate Conception/St. Peter/St. Mary LeAnn Rogan, St. Anne

3 Loving God, Through the power of the Holy Spirit, you have entrusted to us your great mission of spreading love, justice and compassion throughout the whole world. You have called us to follow Jesus, to walk as he did, to live as he did, to welcome the stranger, the sinner, those who are left out, to open our minds and hearts so that the voiceless can be heard, the hungry fed and the abandoned found. Your table is one of plenty. May we recognize the need to share the abundant gifts you provide by welcoming all to the table. Amen.

4 Dignity of Work and the Rights of Workers September 2012

5 Setting a Place at the Table: Living our Missionary Call The Dignity of Work and the Rights of Workers HELP WANTED: Looking for teachers and catechists willing to devote some of their first day, week, or months lesson time to implement Dignity of Work and the Rights of Workers curriculum. QUALIFICATIONS: A commitment to educating our youth on how to live their faith on a daily basis. COMPENSATION: Ready made lesson plans and the comforting knowledge that you are working to build the Kingdom of God. Greetings Catholic educators! Blessed are you!! Thank you so much for teaching in a Catholic School or Parish Religious Education Program. You have one of the most important jobs in the world. You play a huge role in building the Kingdom of God by helping each and every student entrusted to your care see themselves as brothers and sisters to all. You are in the trenches and you are valued in the here and now. Labor Day presents educators the perfect opportunity to expose their students to Catholic Social Teaching: The Dignity of Work and the Rights of Workers. Students can certainly attest to the number of hours their parents or guardians spend working. Sadly, many of them also suffer from the effects that a lack of gainful employment can have on family life. The Gospel message, along with prophetic, visionary and centuries old Catholic Social Teaching, demands that all people have both the right to work, and the right to work in just and dignified conditions. These rights extend to all people around the globe people that we are united to in solidarity as members of the Mystical Body of Christ.

6 THE DIGNITY OF WORK AND THE RIGHTS OF WORKERS VERY QUICK SUMMARY: Our Catholic Social teaching explicitly states that the economy must serve people, not the other way around: Work is more than a way to make a living; it is a form of continuing participation in God s creation. Employers contribute to the common good through the services or products they provide and by creating jobs that uphold the dignity and rights of workers to productive work, to decent and just wages, to adequate benefits and security in their old age, to the choice of whether to organize and join unions, to the opportunity for legal status for immigrant workers, to private property, and to economic initiative. Workers also have responsibilities to provide a fair day s work for a fair day s pay, to treat employers and co-workers with respect, and to carry out their work in ways that contribute to the common good. Workers, employers, and unions should not only advance their own interests, but also work together to advance economic justice and the well being of all. Globally, as a result of exploitative economic practices and our insatiable appetite for cheap goods and services, persons from developing countries are especially victimized and abused. Exploited in grueling sweatshops, in the hugely profitable human trafficking industry, and in the growth and production of agricultural products like chocolate and coffee, woman and children especially suffer abuse around the world.

7 Key Terms: Sweatshop-a shop or factory in which employees work long hours at low wages under unhealthy conditions. (Miriam-Webster Children s Edition) Additional information: Fair Trade-Fair Trade is a trading partnership, based on dialogue, transparency and respect that seeks greater equity in international trade. It contributes to sustainable development by offering better trading conditions to, and securing the rights of, marginalized producers and workers especially in the South. Fair Trade Organizations, backed by consumers, are engaged actively in supporting producers, awareness raising and in campaigning for changes in the rules and practice of conventional international trade. (WFTO). m_content&task=view&id=1&itemid=13 Human Trafficking and Slave Labor: As defined by the United Nations, human trafficking means "the recruitment, transportation, transfer, harboring or receipt of persons, by means of the threat or use of force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power or of a position of vulnerability or of the giving or receiving of payments or benefits to achieve the consent of a person having control over another person, for the purpose of exploitation. Exploitation shall include, at a minimum, the exploitation of the prostitution of others or other forms of

8 sexual exploitation, forced labor or services, slavery or practices similar to slavery, servitude or the removal of organs. A Fact for You: The International Labor Organization (ILO) has estimated that 250 million children between the ages of five and fourteen work in developing countries (61% in Asia, 32% in Africa and 7% in Latin America). Many of these children are forced to work. They are denied an education and a normal childhood. Some are confined and beaten. Some are denied the right to leave the workplace and go home to their families. Some are even abducted and forced to work. Fast Facts To Share *Number of children between 5 and 14 years old that work around the world: 150 million *The average cost of a human slave around the world today: $90 *The number of human slaves around the world: 27 million [Source: Free the Slaves, 2010] Quick and Easy Lesson Plan Idea #1: (All Ages: Can be extremely simplified or expanded to meet the needs of any grade level.) SCHOOLSHIRT ALERT 1,) Discuss with students the recent or upcoming celebration of Labor Day. In age appropriate terms, discuss the importance of work to everyone s family in order to live a dignified life. Discuss how work is a big part of who we are as we spend a lot of our time and effort in life working, 2.) Have students voluntarily read (or teachers read) the labels on each child s shirt. One student can record the different countries on a chalk/white/smart board.

9 3.) Explain to students that it is almost assured that any shirt without a Union or Fair Trade Certified Label was made in a sweatshop. At this time explain what the term sweatshop means. Reiterate that the odds are huge that any shirt made in a developing country is most likely the product of a sweatshop. 4.) Brainstorm ideas as to why American companies may manufacture their clothing so far away in developing countries. To expand the lesson, students could spend time locating developing countries and researching the economic plight of the people of these countries. Young students could simply learn that few shirts are made by union workers in the USA and it is because we, the consumer, want inexpensive shirts and companies want to considerably increase their profits. 5.) Students can watch one of the numerous very excellent short videos available on You Tube related to sweatshops. The following link is especially good in that it breaks down the reality of sweatshop wages in very child friendly terms: 6.) Explain to students that this is not how God would want us to treat people. Depending on the grade level of the students, one could merely explain in terms of the Golden Rule, or one could explore the Scriptural Foundations or Church Documents that address human labor and dignity. (These are listed at the end of the lessons). One could also delve into the Catholic Church s long history of protecting the dignity of human labor. It is important that these direct connections are made and discussed, as students will not necessarily make the connections themselves. Fostering an awareness that the Church has spoken for the poor and marginalized in everyday matters is pivotal to their understanding of the Catholic Church as prophetically proclaiming the Gospel message throughout its history. PLEASE REMEMBER THE IMPORTANCE OF #6. 7.) Have students memorize and learn the first of Seven Principles of Catholic Social Teaching: The Dignity of Work and the Rights of Workers. Young children can merely learn that work and workers are holy. 8.) Complete the lesson by brainstorming ways that the problem of sweatshops can be addressed and by praying as a class for the workers who made the student s and teacher s shirts.

10 Fast Facts to Share: *There are 5 to 6 million cocoa farmers worldwide. *40 to 50 million people depend on cocoa for their livelihood. * The current global market value of annual crop is 5.1 billion dollars. *The cocoa growing regions: Africa, Asia, Central America, South America (all within 20 degrees of the equator-70% come from West Africa.). *The US spends US$ 16.7 billion dollars on chocolate every year. *There are an estimated 1.8 million children at risk in the cocoa industry. *Children are taken from their homes and often work 12 hour days with little or no monetary compensation. They sometimes handle pesticides without protection and are beaten if they do not work quickly enough. Quick and Easy Lesson Plan Idea #2: (Grade 2 and above: Can be extremely simplified or expanded to meet the needs of a particular grade level) DO CHILDREN LOVE CHOCOLATE? 1.) Take an informal poll as to who likes chocolate. Find out from the students the many ways in which they enjoy chocolate in various foods and on various occasions. 2.) Share one or all of the Fast Facts to Share with your students. 3.) Use a map to locate some of the regions that produce the world s chocolate. 4.) If age appropriate, show some of the You Tube videos on child slave labor in the cocoa bean industry. Additionally, a very interesting documentary, The Dark Side of Chocolate, is available for free online at or can be borrowed from Four Corners of the World Fair Trade Store movie lending library ( 5.) Divide students into small groups. Have students brainstorm a list of all the things that would change about their lives if they were born in a country like West Ghana and forced into being a child slave laborer harvesting cocoa. Instruct them to discuss how they would feel about these radical changes in their lifestyles.

11 6.) Then, ask them to discuss the question: Do children love chocolate? 7.) Next, write on the board the cost of a Hershey Chocolate Bar and a Divine Chocolate Fair Trade Bar. The ratio is about $1 to $2. Ask student groups to discuss whether they would be willing to pay this cost difference for a chocolate bar. Then, have them look over their previous lists from step #5 and then ask them what they would want others to decide if they were the ones who were the cocoa bean harvesters for Hershey. Finally, have students brainstorm ways they could afford to buy Fair Trade Chocolate in place of their normal chocolate purchases. Remind them that it may involve sacrifice. 8.) Relate step #6 to the Golden Rule. Tell them that every day decisions that seem so simple and unrelated to their faith life really are important. Remind them that God gives us opportunities to live the Gospel every single day and often they are small and simple acts like deciding to give up their need for chocolate or to buy Fair Trade Chocolate. 9.) Explain to students that this is not how God would want us to treat people. Depending on the grade level of the students, one could merely explain in terms of the Golden Rule, or one could explore the Scriptural Foundations or Church Documents that address human labor and dignity. (These are listed at the end of the lessons). One could also delve into the Catholic Church s long history of protecting the dignity of human labor. It is important that these direct connections are made and discussed, as students will not necessarily make the connections themselves. Fostering an awareness that the Church has spoken for the poor and marginalized in everyday matters is pivotal to their understanding of the Catholic Church as prophetically proclaiming the Gospel message throughout its history. PLEASE REMEMBER THE IMPORTANCE OF #8. 10.) To take this a step further you could have students plan a Fair Trade Chocolate Sale at their school. Perhaps they could hold a Candy Dump where they dump their Halloween Candy into a bag to be donated to the poor and replace it with Fair Trade Divine Chocolate. To order chocolate visit: School Wide Initiatives: Fair Trade T-shirt Sales-Students can design or order school, athletic or club T-shirts that are fairly traded.

12 Fair Trade Chocolate Sales Students can plan to sell Fair Trade Chocolate to raise funds for their school, sport or club. Field Trip Ideas Students could tour the various Fair Trade stores located throughout the southeastern Wisconsin. Speakers Presenters can be booked through a Fair Trade speaker s bureau that will discuss how Fair Trade purchasing relates to the Catholic social teaching of the Dignity of Work and the Rights of Workers. Scriptural Foundations Human dignity finds special expression in the dignity of work and in the rights of workers. Through work we participate in creation. Workers have rights to just wages, rest and fair working conditions. Genesis 2:2-3, (God labors and rests) Genesis 2:15 (humans cultivate earth) Sabbath gave laborers rest Exodus 20: Exodus23: 12 Exodus 34: htm Leviticus23: 3 Deuteronomy 5: Wage justice Leviticus19: 13 Deuteronomy 24: Sirach 34:22 Jeremiah 22:13 James 5:4 Isaiah 58:3 (do not drive laborers)

13 Matthew 20:1-16 (Jesus uses wage law in parable) Mark 6:3 (Jesus worked as a carpenter ) Mark 2:27 (Sabbath is for the benefit of the people) Laborer deserves pay Matthew10 : Luke 10:7 1 Timothy 5: From USCCB complete statement & document available at SOURCES: & Leader s Guide to Sharing Catholic Social Teaching, USCCB Papal Encyclicals and Church Documents Rerum Novarum (On the Condition of Labor) -- Pope Leo XIII, 1891 Quadragesimo Anno (After Forty Years) -- Pope Pius XI, 1931 Mater et Magistra (Christianity and Social Progress) -- Pope John XXIII, 1961 Gaudium et Spes (Pastoral Constitution on the Church in the Modern World) Vatican Council II, 1965 Populorum Progressio (On the Development of Peoples) -- Pope Paul VI, 1967 Octogesima Adveniens (A Call to Action) -- Pope Paul VI, 1971 Justicia in Mundo (Justice in the World) -- Synod of Bishops, 1971 Laborem Exercens (On Human Work) -- Pope John Paul II, 1981 Solicitudo Rei Socialis (On Social Concern) -- Pope John Paul II, 1987 Centesimus Annus (The Hundredth Year) -- Pope John Paul II, 1991 Deus Caritas Est (God Is Love) -- Pope Benedict XVI, 2005 Caritas in Veritate (Love in Truth) --Pope Benedict XVI, 2009

14 Solidarity October 2012

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

16 Key Terms: Solidarity: (Elementary School Level) We are one human family. We are brothers and sisters even if we are different. We need to get along with each other. Solidarity means not fighting and helping others. We should love our neighbors all over the world. Solidarity: (Middle School Level) We are one human family regardless of what we look like, think, or where we come from. We are all brothers and sisters and must love our neighbor on a global level. Solidarity means promoting peace in a world full of fighting. Interdependence: Each of us needs others and depends on others, to both survive and thrive. We are always in relationship with each other and are part of a global family regardless of the unique qualities we often use to distinguish ourselves. Food Insecurity: Exists whenever the availability of nutritionally adequate and safe foods or the ability to acquire acceptable foods is limited or uncertain. Time and energy is expended figuring out what to do about the situation. Solidarity Lesson Plan Idea #1: (Elementary & Middle School Level) We Are All Connected Supplies: pencils/pens, paper, ball for the first activity, ball of yarn. Setting the Stage: Gather students in an open area and ask for a volunteer. Have the volunteer stand in a position so that there is plenty of room in front of him to do the rest of the activity and place a pencil across the front of his feet. Tell him that his feet cannot move past the pencil. Place a ball a distance in front of the pencil enough so that he can reach the ball. Ask the student to pick up the ball, reminding him to keep his feet behind the pencil. Take the ball from him and move it a further distance away but

17 still enough for him to reach and instruct him to pick up the ball again. Continue to do this until the ball gets far enough out that he cannot reach it. The goal is to get the person to ask someone else in the room to get the ball for him even though the directions never stated that they could not ask someone for help. Discussion of Activity: Ask the students what happened during the activity? What was the purpose? (To remind us that we need to help one another. As Catholics we are called by our faith to care for and help each other. The Catholic Social Teaching principle of Solidarity tells us that we have a responsibility to commit ourselves to the common good of all people. It is our responsibility to help one another.) Ask the students what they think this activity has to do with the topic of Solidarity? How far do you think our responsibility to help others extends? Just inside our families and communities? (We are called to help everyone locally and globally.) What was the world s response when the Tsunami hit Japan last year? (Everyone was trying to send aid. Fundraisers and benefits were held to raise funds.) The Tsunami relief is one example of solidarity in action globally. Solidarity Web: Read Matthew 25: Have the students sit in a circle. Holding on to the end of the ball of yarn, unroll several feet of it and toss the ball to a student in the circle. That student then states one action that can help us live out our commitment to ensure the common good of all people. It can be an act of solidarity in our family, in our community or in the world. (Stress that this is a brainstorming process so no idea is incorrect and ideas should not be repeated.) The yarn is then tossed to another student and the process continues until everyone has a piece of the yarn and has stated an action. Once the yarn web is formed invite the students to hold their strand up high so that all can look up at the web and then bring it back down. Ask them what they notice about the web. (We are all connected. Every person is needed in order for the web to exist.) Ask every other student to drop their strand of yarn in front of them and note what happens to the web. (It is not complete without everyone holding his or her part. The web still exists even though it is not as strong as it was before. When someone is weak, the rest of the web can help hold him or her up.)

18 Now have the students wind the web back up in reverse order (The students who dropped their yarn will first need to pick it up again.) Each student winds his or her yarn back onto the ball of yarn and offers a prayer of support and solidarity for a person or group in need. Blessed are Students respond, Lord hear our pray. Solidarity Lesson Plan Idea #2 (Elementary & Middle School Level) We Live in Solidarity with Others A Simulation Do you ever wonder what life is like in countries of the global south countries where hunger and poverty are experienced daily? What is their mealtime like? Materials: For each student - a plate, bowl, knife, spoon, fork and glass and a piece of plain bread; water Procedure: Students gather at a table(s). Each section below includes a simple instruction followed by a short commentary. Do this activity slowly, allowing for individual time for reflection after each part. Let s start with what we know about our lives and set our dinner table - plate, bowl, knife, fork, spoon and glass. (Each student also receives 1 piece of bread and ½ glass of water.) Offer together the following prayer: Loving God, we gather together today in solidarity with our brothers and sisters around the world. We have so much but know that many experience hunger every day. Bless our meal today. Help us to always remember that we are one human family, and it is our responsibility to share with others. Amen. Lift up your soup bowl Our soup bowls are empty. We join in solidarity with the many people around the world who do not have any hot food today. Lift up your knife

19 Today our knives will not be needed. We share this meal in solidarity with those who will have no meat. Today we will not have the protein from meat that is needed for a healthy diet. Take a bite of your piece of bread Our only nourishment at this meal is from a plain piece of bread. As we eat, we are reminded that bread is the staple food for many people in the world. It does not provide all the nutrients needed to be healthy. Take a drink of your water We often take for granted water because it is always there. At this meal, we remember many who do not have clean, available water. Lift up your fork Today we will not need our forks as we seek solidarity with the people of the world who do not have fresh fruits and vegetables to help nourish them. Lastly, lift up your spoon At this meal, our spoon is not needed. We join in solidarity with the many people in the world who do not have an added treat of dessert and can barely survive on the food that they have. Invite the students to finish their meal and share what they learned from the experience. Did this experience help them better understand the meaning of solidarity? Can this understanding become an action? One suggestion: Donate the money saved at this meal to a local food bank or organization feeding the homeless. Closing Prayer Reader: We pray for the people of all nations, tribes, and continents across the world, that we will see what we have in common with each other rather than look for divisions. We pray to the Lord. All: God of all cultures, make us one family. Reader: We pray for appreciation of the gifts which each culture in our world contributes to the human family. We pray to the Lord. All: God of all cultures, make us one family. Reader: We pray for our parish family, that we will stand in solidarity with our brothers and sisters around the world who do not have what they need to live in dignity and hope. We pray to the Lord. All: God of all cultures, make us one family. Reader: Loving God, we thank you for making us one human family while making each of us unique and gifted in his or her way. Help us to see your

20 image in every person we meet as we strive to become a world of unity and peace. We ask this in the name of your Son, Jesus, who gathered all people to himself. All: Amen (From: Generations of Faith Online) To close in song: Sing We are Many Parts by Marty Haugen Fast Facts to Share More than half of the world s population lives on less than two dollars a day. More than 1.2 billion people live on less than one dollar a day. Almost 800 million people across the globe, most of them children, live with hunger or malnutrition as a regular fact of life. They live in desperate poverty, which means they die younger than they should, struggle with hunger and disease, and live with little hope and less opportunity for a life of dignity. In the United States, thirty-four million people live below the official poverty line. The younger you are in our country, the more likely you are to be poor. More than 15 percent of our preschoolers are growing up poor. Discrimination, lack of opportunity, and economic injustice make poverty worse, especially for those in racial and ethnic communities and for persons with disabilities. (USCCB, Bread for the World) School Wide Initiatives & Other Resources Crossroads of the World: CRS presents a simulation activity where participants walk in the shoes of young people in different parts of the world. Participants gain a better understanding of the limiting realities that many people live with each day. Two Feet of Love in Action: The US Conference of Catholic Bishops provides an educational resource on the two distinct, but complementary, ways we can put the Gospel in action in response to God's love: social

21 justice (addressing systemic, root causes of problems that affect many people) and charitable works (short-term, emergency assistance for individuals.) /13 Multi-Media Youth Arts Contest is a tool to engage young people in grades 7-12 in learning about poverty in the U.S., its root causes, and faith-inspired efforts to address it. This year s contest theme is: Be a Disciple! Put Two Feet of Love in Action. Poverty Student Action Project: This guide contains ideas and suggestions for educating about poverty and our Catholic response for grades K-8. Scriptural Foundations We are called to global solidarity. We are one human family regardless of national, racial, ethnic, gender, economic or ideological boundaries. As Christians, we are, as St. Paul reminds us, one body, and love of neighbor has global dimensions. Genesis 12:1-3 God blessed Israel so that all nations would be blessed through it. Psalm 72 Living in right relationship with others brings peace. Psalm 122 Peace be with you! For the sake of the Lord, I will seek your good. Zechariah 8:16 These are the things you should do: Speak truth, judge well, make peace. Matthew 5:9 Blessed are the peacemakers, they will be called children of God. Matthew 5:21-24 Be reconciled to one another before coming to the altar. Romans 13:8-10 Living rightly means to love one another. 1 Corinthians 12:12-26 If one member suffers, all suffer. If one member is honored, all rejoice. Colossians 3:9-17 Above all, clothe yourself with love and let the peace of Christ reign in your hearts.

22 Quotes on Solidarity Solidarity helps us to see the 'other'-whether a person, people or nationnot just as some kind of instrument, with a work capacity and physical strength to be exploited at low cost and then discarded when no longer useful, but as our 'neighbor,' a 'helper' to be made a sharer on a par with ourselves in the banquet of life to which all are equally invited by God. On Social Concern, #39 We have to move from our devotion to independence, through an understanding of interdependence, to a commitment to human solidarity. That challenge must find its realization in the kind of community we build among us. Love implies concern for all especially the poor and a continued search for those social and economic structures that permit everyone to share in a community that is a part of a redeemed creation. USCCB, Economic Justice for All, #365 There can be no progress towards the complete development of the human person without the simultaneous development of all humanity in the spirit of solidarity. On the Development of Peoples, #43 The solidarity which binds all men together as members of a common family makes it impossible for wealthy nations to look with indifference upon the hunger, misery and poverty of other nations whose citizens are unable to enjoy even elementary human rights. The nations of the world are becoming more and more dependent on one another and it will not be possible to preserve a lasting peace so long as glaring economic and social imbalances persist. Mother and Teacher, #157

23 Call to Family, Community, and Participation November 2012

24 Setting a Place at the Table: Living Our Missionary Call CALL TO FAMILY, COMMUNITY AND PARTICIPATION VERY QUICK SUMMARY: Throughout the world, marriage and the family are our most central social institutions so they must be supported and strengthened. Additionally, since the human person is both sacred and social, how we organize our society politically, economically and legally directly affects human dignity and the capacity of individuals to grow in community. Thus, people have a right and a duty to participate in both family life and in society, seeking together the common good and well-being of all, especially the poor and vulnerable.

25 Key Terms: Family: A group of persons who are related by marriage or blood. A family is a natural society whose right to existence and support is provided by the divine law. According to the Second Vatican Council, "the family is the foundation of society" (The Church in the Modern World, II, 52). In addition to the natural family, the Church recognizes also the supernatural family of the diocese and of a religious community, whose members are to co-operate for the upbuilding of the Body of Christ (Decree on the Bishop's Pastoral Office, 34; and Dogmatic Constitution on the Church, 43). Community: A group of persons who share the same beliefs, live together under authority, and co-operate in pursuing common interests for the benefit of others besides their own members. The degree of common belief, living, and activity determines the intensity of the community and its distinctive identity as a human society. Participation: As the Catechism of the Catholic Church reminds us, It is necessary that all participate, each according to his position and role, in promoting the common good. This obligation is inherent in the dignity of the human person.... As far as possible citizens should take an active part in public life (nos ). Forming Consciences for Faithful Citizenship, #13 Global Participation: In order that the right to development may be fulfilled by action: (a) people should not be hindered from attaining development in accordance with their own culture; (b) through mutual cooperation, all peoples should be able to become the principal architects of their own economic and social development. Justice in the World... (Justica in Mundo), #71)

26 Additional Terms of Interest: Common Good: Seeking to ensure the benefit of the community. It is the welfare of the whole community, as the proper object of a just law, and is distinguished from individual good, which looks only to the good of a single person. Subsidiarity: The principle by which those in authority recognize the rights of the members in a society; and those in higher authority respect the rights of those in lower authority. FAST FACTS About Family and Community Participation: Our family is where we learn to relate with each other, sacrifice for others and, most importantly, love one another. It is also where we develop our sense of participation, justice and other skills important in a well-functioning society. The family is often called the domestic or the first church. A study conducted in 2009 by Columbia University s National Center on Addiction and Substance Abuse (CASA) showed that when families ate dinner together at least three times a week, and without the distraction of handheld devices, their children were less likely to become involved with drugs and alcohol. USA Freedom Corps places the number of volunteers currently serving across the U.S. at 65 million. Nationwide, over 213,000 volunteers (according to a 2004 survey) support various Catholic Charities organizations in their efforts to provide help and create hope.

27 QUICK AND EASY LESSON PLAN: 1.) By brainstorming with students, compile a three-column list of the many activities that children do together with their families. Include faith centered activities/recreational activities/chores. Have students also research the habits of family life in other parts of the world and create a similar list for comparison. 2.) Instruct the students to individually make lists of the activities she/he personally partakes in. Ask them to circle those activities that are helpful or faith centered. 3.) Invite students to share with the class their own lists if they so desire. 4.) Encourage discussion on whether the students feel that they contribute enough to the faith life of their family or to the necessary tasks that need to be done in order for family life to be happy and healthy. If they feel they could do more have them add additional activities or tasks to their personal lists. 5.) By examining their own personal lists, ask students why Christ may feel these tasks are important and good. Encourage contemplation of family life without these faith activities or the performance of these chores. 6.) Explain to students, in age appropriate terms, that family life is the center of all societies in the world and that the world does not work properly if family life is not working properly. 7.) Using simple plain typing paper cut into strips, have students make coupon booklets to share with their family that include additional chores or activities that they are willing to perform or participate in to contribute to the common good of their family life. Students can decorate their booklets and bind them with masking or duct tape if so desired and time permits.

28 School Community Initiatives: A similar activity could be done that focuses on the school community. Coupons could be made for tasks that aid teachers, custodians, cafeteria workers, administrative assistants, etc. Students could engage in multi-grade level game days, reading breaks, or projects that enhance learning and teach the importance of participating in the school life beyond ones own classroom. Home Initiatives: Read the Bible together. If you have young children, read a Children s Bible or watch a DVD that will help relay the Bible stories in a way that is engaging to young children. Afterwards, discuss what you have read or watched, bringing the story into the modern-day context. What would Jesus do or say today? Could Jesus be walking among us in His disguise?

29 Initiate a family discussion that explores ways that your family can assist others by taking action through volunteerism or almsgiving. Pray together, remembering family members who are far away or who have become alienated from the Catholic faith. Go for a walk together or spend an afternoon at the park with a picnic and games. Meaningful discussions can happen naturally when family members are relaxed and having fun! Plan a family night where you stay in and play games or just watch a movie together with the phone and computer turned off. SCRIPTURAL FOUNDATIONS: Genesis 2:18 Genesis 4:8-15 It is not good for man to be alone. I am my brother s and sister s keeper.. Leviticus 25:23-43 What you own belongs to the Lord and is given for the good of all. *Jeremiah 7:5-7 If you act justly with one another, God will dwell in the land. * Micah 6:6-8 Act justly, love kindness, walk humbly with God. John 15:12-17 This is my commandment: love one another as I have loved you. Acts 2:43-47 Romans 12:4-8 Hebrews 10:24-25 James 2: Peter 4: John 3: John 4:19-21 Life among the believers. We are one body, individually members one of another. Rouse one another to love and good works. Our faith is dead if we ignore others in need. Serve one another with the gifts you have received. We ought to lay down our lives for one another. Those who love God must love their brothers and sisters

30 PAPAL ENCYCLICALS AND CHURCH DOCUMENTS: John Paul II Audience Series: Original Unity of Man and Woman ( ) Encyclical: Evangelium Vitae (1995) Apostolic Constitution: Magnum Matrimonii Sacramentum Apostolic Exhortation: Familiaris Consortio (1981) Apostolic Letter: Mulierus Dignitatem Letter: Letter to Women (29 June1995) Message for Peace: The Family Creates The Peace of The Human Family (January 1, 1994) Message for World Communications Day 1994: Television and the Family Letter: Letter to Families (1994) Letter: Letter to Children in the Year of the Family (1994) Speeches to the Plenary Session of the Pontifical Council for the Family Paul VI Encyclical: Humanae Vitae (1968) Apostolic Exhortation: Evangelii Nuntiandi (1975) Apostolic Letter: Causas Matrimoniales Pio XII Encyclical: Ingruentium Malorum, The Family and the Rosary Pio XI Encyclical: Chastity in Marriage (Casti Connubii) (31 Dec 1930)

31 Preferential Option for the Poor December 2012

32 Setting A Place at the Table: Living Our Missionary Call Preferential Option for the Poor Quick Summary: Our Catholic Social teaching explicitly states that we must respond to the needs of the least among us. Preferential Option for the Poor is acknowledging the common good of all people. God sees the needs of the world and people that are weak, vulnerable and poor have higher needs. The poor are not outside of society- they are among us. Preferential does not mean that God loves the poor more but it means that our primary focus is addressing their needs and then acknowledging additional needs. Option for the poor includes all people in our nation and beyond. Key Terms Poverty: The state or condition of having little or no money, good, or means of support; condition of being poor. Distribution of wealth: is a comparison of the wealth of various members or groups of a society. Vulnerable: capable of being physically or emotionally wounded. Fast Facts At least 80% of humanity lives on less than $10/day. Some 1.1 billion people in developing countries have inadequate access to water and 2.6 billion lack basic sanitation. 1 out of 2 children in the world live in poverty.

33 In 2005, the wealthiest 20% of the world accounted for 76.6% of total private consumption and the poorest 20% of people accounted for just 1.5% of consumption. 1.6 billion people- a quarter of humanity- live without electricity. (above facts from In 2010, the poverty rate in the U.S. was 15.1% and the number of families living in poverty was 9.2 million. (USCCB, Facts About Poverty in America) Quick and Easy Lesson Plan #1 There are two activities below that will help your students understand the meaning behind Preferential Option for the Poor. You can do both of them or select one. Discussion Questions follow. This is appropriate for elementary level students. Activity #1 Imagine you are going on a class trip to the zoo and one student is in a wheel chair and another student is severely allergic to peanuts- What accommodations need to be made? Create different limitations for students write them on note cards (2 examples are the above) Some students will have no limitations- How does the class come together to support the students that are limited by things beyond their control (food allergies, disabilities, etc) Activity #2 Create a Track meet outside or in your school gym. There are 10 different starting points but the same finish for everyone. All of the students will begin at the same time (the students that finish first should be the ones closest to the line for this to work effectively) The students will notice that not everyone started at the same point and that this created an advantage for some students more than others. Therefore, discussion can be generated from this. In life, not everyone starts at the same point- how can we make up for this/ help with this as a society?

34 The needs of the poor are different and we need to fill them first. We need to pay attention to the largest and most vulnerable needs. Questions for reflection: 1.) Who are the poor in our community? 2.) Who are the poor in our world? 3.) What is solidarity? 4.) How can we create solidarity with the poor? 5.) How do we treat the poor? 6.) How do we treat people that are terminally ill? 7.) How can we create more global awareness on people that are poor? 8.) How do we treat people with disabilities? 9.) How do we treat the unborn? 10.) How do we treat the elderly? 11.) How do we treat victims of injustice? Quick and Easy Lesson Plan #2 Have students brainstorm 5 people in their life that they know or have heard of that work for the dignity of all people. The church has also recognized many people that are saints in our church because of the work they have done on behalf of the poor and vulnerable. What saints of social justice are in world today? How do they work for the poor? our Activity Have them do a book report on this person or research them online and write a short essay on their life. As students to present in front of the class or draw a poster with symbols representing this person s life and what they have advocated for. As students to include how they will try to be more like this person in their own lives.

35 Preferential Option for the poor means that advocating for people that are voiceless and powerless must be a priority. Any person that is deprived of basic needs deserves additional attention in our society. We must have systems in place that not only address charity but also address justice in our society. When people are able to flourish where they are, they are able to more fully participate in the common good. Helping individuals that are powerless and weak is a respect for human dignity in the context of community needs. Additional Classroom Activities Additional Resources Option for the Poor: India (Catholic Relief Services) Lesson Plans for each grade level Hear what St. Augustine says about the Option for the Poor. Descriptions of What our Church has said on the Option for the Poor over the years (USCCB) School Wide Initiatives Participate in Operation Rice Bowl through Catholic Relief Services during Lent! For High Schools, encourage your students to participate in Reach Out Reach In, a summer service week program of the Archdiocese of Milwaukee that offers teens the opportunity for service in our

36 community along with simple living, prayer, and justice education. For an international experience, they can participate in the two week summer archdiocesan Global Youth Mission Program to experience life in another country and a culture different from their own. Create a campaign in your school that focuses on poverty awareness for a week or a month. Have different grades design posters to be hung in the hall with different statistics about the poor and vulnerable around the world. At the same time, have them create posters with quotes from Scripture or from Church documents that highlight our responsibility for a preferential option for the poor. (Suggestions for these resources can be found below). Create a flyer for students to take home to talk about these statistics and to discuss as a family, how being Catholic calls us to respond. Ask students to brainstorm ideas of what they can do about this both at school and at home. Scriptural Foundations Matthew 25: Exodus 22: Leviticus 19: Job 34: Proverbs 31: Sirach 4: Isaiah 25: Isaiah 58: Luke 4: Luke 6: John 3:

37 Papal Encyclicals and Church Documents Caritas in Veritate, #6, #7, #25, #63 (Charity in Truth) Pope Benedict XVI, 2009 The Compendium for the Social Doctrine of the Church, #182 -Pontifical Council for Justice and Peace, 2005 Economic Justice For All, #86, #88, #94 USCCB, 1981 Centesimus Annus, #58 (On the One Hundredth Year)- Pope John Paul II, 1991 Octogesima Adveniens, #23 (A Call to Action) Pope Paul VI, 1971 Populorum Progressio, #23 (On the Development of Peoples)- Pope Paul VI, 1967 Setting a Place at the Table, USCCB, 2002

38 Rights and Responsibilities January/February 2013

39 Setting a Place at the Table: Living Our Missionary Call Rights and Responsibilities Very Quick Summary Our Catholic Social Teaching states that every human being has fundamental rights that must be protected in order to promote human dignity and the common good. First and foremost is the right to life and then all of the things required for human decency: the right to food, clothing, shelter, health care, education, and employment with a living wage. Also included are social rights: freedom of conscience, worship, association, migration, and participation in society. Related to these rights are the responsibilities we all have to one another, to our families, and to the larger society as members of one human family. Globally: Human rights, especially those of women and children, continue to be violated around the world. Whether it is through forced recruitment of young boys and girls to become child soldiers in Africa or limiting the chance for young people to attend school instead of working to support their family or even by denying many here in the U.S. access to affordable health care, members of our human family are suffering and we have a responsibility to work for justice to ensure that these rights are upheld. To continue in this direction [of peace and solidarity], the Church does not cease to proclaim and defend fundamental human rights, unfortunately still violated in different parts of the world, and works so that the rights of every human person will be recognized to life, food, a roof, work, health care, protection of the family, the promotion of social development, and respect of the dignity of man and woman, created in the image of God. Pope Benedict XVI, May 2005.

40 Fast Facts to Share 246 million children, one in every six children aged 5 to 17, are involved in child labor. (International Labour Organization, 2002) In sub-saharan Africa 30% of primary school age children are still out of school. Worldwide, 77 million children do not go to school; 781 million adults cannot read or write, of whom two-thirds are women (New Internationalist, 2008) Every day, almost 16,000 children die from hunger-related causes. That's one child every five seconds. (Bread for the World) In over 20 countries around the world, an estimated 200,000 to 300,000 children are soldiers in armed conflicts some as young as 8 years old. Many of these children are abducted or recruited by force, while others join an army out of desperation and poverty. Separated from their families and with no access to school, these children face a bleak future. (Human Rights Watch) Quick and Easy Lesson Plan #1 Education as a Human Right Everyone has the right to receive an education although in many places around the world, children are denied the opportunity to go to school because They are made to work. They are recruited into armed forces (child soldiers). Their families do not have the means to pay for schooling. Discrimination and racism undermine their chance to receive an education. They face violence as they pursue their education. School fees and related costs are a common barrier to education. These are a greater burden for children from poor families, and they disproportionately affect those who are racial and ethnic minorities, members of Indigenous communities and migrants. Girls are more likely to be excluded from school than boys when there isn t enough money to go around. (Amnesty International) Key Terms Human rights: Are rights inherent to all human beings, whatever our nationality, place of residence, sex, national or ethnic origin, color, religion, language, or any other status.

41 We are all equally entitled to our human rights without discrimination. Education: the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life. Child soldier: According to UNICEF, a 'child soldier' is defined as any child - boy or girl - under 18 years of age, who is part of any kind of regular or irregular armed force or armed group in any capacity, including, but not limited to: cooks, porters, messengers, and anyone accompanying such groups other than family members. It includes girls and boys recruited for sexual purposes and/or forced marriage. The definition, therefore, does not only refer to a child who is carrying, or has carried weapons Universal Declaration on Human Rights: An international document that states the basic rights and fundamental freedoms to which all human beings are entitled. The Universal Declaration was adopted by the General Assembly of the United Nations on December 10, Motivated by the experiences of the preceding world wars, the Universal Declaration was the first time that countries agreed on a comprehensive statement of inalienable human rights. For a list of all the human rights included in the declaration, please visit: 1. Have your students tell you why they think education is important. What are their favorite things to learn? What are their hopes for their future or continued education? 2. Choose one of the reasons above why many children are not able to attend school and discuss this with your students. For example, what would it be like if they had to work all day (sometimes 12 hours per day) instead of going to school? Discuss this reason in more detail. Reasons of work might be a more age appropriate topic for younger students while middle school and high school students may find learning about the concept of child soldiers impactful and eye-opening. 3. Research a specific example or instance when this right to education has been violated. An example appropriate for older students is described in more detail below with additional resources included. Modifications can be made for younger students or discussion of another violation of the right to education listed above may be better suited for a younger age.

42 Child Soldiers in Africa and Around the World (middle school and high school appropriate) UNICEF reports that today there are an estimated 300,000 children involved in more than 30 armed conflicts worldwide. (2012) Child soldiers are most common in African countries even though that is the only region that has a treaty against the use of children in conflicts. Countries where child soldiers have been most prevalent are in conflicts in Sierra Leone, Cote d Ivoire, Uganda, Democratic Republic of the Congo, Burundi, Liberia, Sudan, and most recently, Somalia. These countries have experienced civil war and internal conflict in recent decades that has decimated the country and where in some cases, recovery is not yet possible. Have your students locate these countries on a map. Not only do children suffer physically and emotionally when recruited in to armed conflict but society as a whole suffers: these children are pulled from their families, the essential unit of productive and peaceful communities and they are denied education, therefore depriving the community of its human and economic development potential. (United Nations) Activity: Ask your students how they would feel should they be forced to fight or participate in armed conflict in some way at such a young age? If they had to leave their families and often times were forced to hurt others who may be their friends. What long term consequences would this have for the child and for his/her community? Why might children be easy to recruit into these conflicts? You may want to watch a movie about child soldiers. There is a documentary available for purchase called Children of War that was launched at the United Nations. There are many good resources on this site as well. In what way can we make a difference? Other resources:

43 Quick and Easy Lesson Plan #2 Shelter and Adequate Housing as a Human Right Catholic Social Teaching has long recognized housing as a basic human right. The Catholic community--through its parishes, diocesan structures, and Catholic Charities agencies--is one of the largest providers of shelter in the nation. (USCCB, An Affordable Housing Fund, 2006) Around the world and in our own country, many suffer from lack of adequate and secure housing or shelter. Often times we think of these people as homeless but it can also be people who live in refugee camps and have nothing but a tarp to use as a tent, those who live in slums, or those who are forced out of their homes for urban development with no alternative place to live. International human rights law recognizes everyone s right to an adequate standard of living, including adequate housing. Despite the central place of this right within the global legal system, well over a billion people are not adequately housed. Millions around the world live in life- or health threatening conditions, in overcrowded slums and informal settlements, or in other conditions which do not uphold their human rights and their dignity. Further millions are forcibly evicted, or threatened with forced eviction, from their homes every year. (The Right to Adequate Housing, United Nations High Commissioner for Human Rights) Key Terms Adequate Housing: The right to live somewhere in security, peace and dignity. According to the United Nations, adequate housing must include security from threats and evictions, availability of materials, affordability, habitability, accessibility, location, and cultural adequacy. These terms are further defined in their report on Adequate Housing. Refugee Camp: Temporary settlement for persons displaced by war or political oppression or religious beliefs. Hundreds of thousands of people may live in a single camp that is designed to meet basic needs for only a short time.

44 Slums: A run-down area of a city characterized by substandard housing and squalor and lacking in security. One billion people worldwide live in slums with the figure projected to increase to 2 billion by Most slums lack clean water, electricity, sanitation and other basic services. Forced Evictions: The permanent or temporary removal against their will of individuals, families and/or communities from the homes and/or land which they occupy, without the provision of and access to appropriate forms of legal or other protection. 1. Have students draw a picture of what their housing/shelter looks like. Ask them to label important things in their house. 2. Ask them what are needed items in their house and what are wants. 3. Show them pictures of different types of housing around the world. Ask them to describe what is or might be in these houses. How is it different from theirs? Here are some suggested links but feel free to research other sources for this information: *with nice quotes about home! 4. Discuss with your students the idea that many people around the world do not even have access to adequate housing and therefore this basic human right that everyone deserves is violated. Now show them pictures where this is the case (you may google image these): Slums of Mumbai, India Slums of Nairobi, Kenya Refugee Camp in Dadaab, Kenya Refugee Camp in Afghanistan Forced Evictions in Cambodia 5. How does this make them feel? When you cannot have adequate housing, how does this affect how you live? What things might you not be able to do if you do not have adequate housing? Answers may include: cook dinner on a stove, do you homework at a table, sleep in a bed, lock doors to prevent someone from entering your home, welcome family to spend time together inside a secure shelter. Encourage them to right these on the board or discuss in small groups. 6. Now have them return to their drawing of their own home and revisit the needs vs. wants categories. Would they change anything listed in each category? How

45 might they change their own lifestyle to turn some of what they perceived as needs in to wants? How might the concept of solidarity (as taught in October s lesson on Solidarity!) play a part in your discussion? What is our RESPONSIBILITY to this situation? 7. For older students, have them research one of the locations listed above (slums of Mumbai, etc). Most often, when the right to adequate housing is violated, many other human rights are as well. Have individuals or groups present in more detail issues that people face living in these conditions. More info: Forced Evictions in Cambodia: Other ideas for lesson plans on Children s rights include: Oxfam: Free the Children: m Scriptural Foundations Leviticus 25:35 Ruth 2: Tobit 4: Proverbs 31: Isaiah 1: Jeremiah 22: Jeremiah 29: Matthew 25: Luke 16: Acts 4:

46 2 Corinthians 9: James 2: Papal Encyclical and Church Documents Christifideles Laici, #38(On the Vocation and Mission of the Lay Faithful) Pope John Paul II, 1988 Pacem in Terris, #11, #30 (Peace on Earth) Pope John XXIII, 1963 Caritas in Veritate, #43 (Charity in Truth) Pope Benedict XVI, 2009 Mater et Magistra, #20 (Christianity and Social Progress) Pope John XXIII, 1961 Economic Justice For All, #17, #77, #80 USCCB, 1981 Octogesima Adveniens, #23 (A Call to Action) Pope Paul VI, 1971 Gaudium et Spes, #26 (The Pastoral Constitution of the Church in the Modern World) Second Vatican Council, 1965 Redemptor Hominis, #17 (Redeemer of Humanity) Pope John Paul II, 1979

47 Care of Creation March/April 2013

48 Setting a Place at the Table Living our Missionary Call The Care of Creation Spring is a perfect time to continue to educate our children and youth on the Catholic Social teaching Care of Creation. Children can see what the lack of care for creation can do to the world and their back yards. Litter and pollution, the lack of clean water for so many in the world are constant reminders to all of us. Catholic Social Teaching demands that we care for all of his creation. The earth belongs to all of us and to future generations. God expects us to care for it, and pass it on to the next generation. VERY QUICK SUMMARY Our Catholic Social Teaching tells us we must care for the earth. The U.S. Catholic Bishops say, Care of the earth is not just an Earth Day slogan, it is a requirement of our Faith. Creation, all of it is a gift from God our Creator; it has been given to us in trust. Care of creation is more than recycling our soda cans. (Although that is a good thing to do) It includes using our resources in a manner that allows others to have the same resource. It is purchasing items that have minimal packaging and are not transported for more miles than necessary. We also must encourage manufacturers though the power of our purchases that we do care about how the items we buy are made. We need to pick up our trash

49 and recycle as much as we can, thinking about how items are made and if they could be made in a more environmentally friendly manner. Globally, those who live in poverty, in developing countries, young children, are victims of poor environmental practices. Often environmental restrictions are not strict in undeveloped areas. The land and air are exploited, and in turn the people are exploited, once again it is women and especially children, suffer the most. Key Terms Ecology, means the study of the household so it is the study of the household, their neighbors, and their neighborhood. Dominion, to exercise care and responsibility for God s domain, particularly in the interest of those who are poor and marginalized. (Thee Stewardship of Creation by Russell A. Butkus) Stewards, are caretakers for the things of God, are called to use wisely and distribute justly the goods of God s earth to meet the needs of God s children. (U.S. Bishops ) Fast Facts to Share If just 25% of U.S. families used 10 fewer plastic bags a month we would save over 2.5 billion dollars a year. 140 million cars in the U.S. travel 4 billion miles a day and use 200 million gallons of gas. Every ton of recycled bags saves 380 gallons of oil. Over 100 pesticide ingredients are known to cause diseases such as cancer and birth defects Every day species of plants and animals become extinct

50 Quick and Easy Lesson Plan Idea # 1 Any age Making a Worm Farm 1) Discuss with the students the coming of Spring and the importance of taking care of the soil. Talk about the fragility of the of the soil and what happens when the soil is not given proper care, such as growing the same crop year after year, overuse of pesticides and chemical fertilizers. The soil is depleted when used for the same crop over and over; Chemical fertilizers and pesticides poison the soil and kill beneficial insects if used too often or inappropriately. 2) Read or ask a student to read the story The Chicken and the Worm available from Heifer International either as a free download resource or a free print version heifer.org/school resources. Ask the children if anyone has compost pile or bin. 3) Ask the children how worms help the soil and how compost helps the soil. Ask the children if they have any type of garden or flower beds, perhaps there is a child that lives on a farm. Ask for input on what can be done to take care of the earth in their backyard 4) Students can watch some good videos on You Tube. There are several that explain the care of the earth in kid friendly terms. 5) Talk with the children about how God wants us to treat the earth. Or tell them a simple version of the creation story. (example at the end of the lessons) Depending on the age of the students you could simply say God wants us to take care of the soil so there will be enough food for people to eat and that there will be enough trees to help provide oxygen for us to breathe. You may prefer to discuss some of the Church Documents or Scripture references. (resources at the end of the lessons) 6) Tell younger children that the earth is holy and to take care of the earth makes God very happy. Older children may want to read and memorize the last of the 7 Principals of Catholic Social Teaching, Care of Creation. 7) Talk to the children about the care of the earth has on people living in poverty. Explain that the people in developing countries and those that live in poverty are much more vulnerable to the effects of pollution and the wasting of the worlds resources. They can not access fresh water, they can not purchase food or even seeds to grow

51 food, and they may not have a place to grow food. Tell them it may not seem as though we are helping someone in another country when we do not use bottled water or choose a Fair Trade product, however, we are because we are using less of our precious resources and we are allowing people to support themselves through our purchases. Finish the lesson by creating a worm farm. For this you will need a Rubbermaid container any size is okay, it depends on the size of worm farm you want to make newspaper torn into strips, dry leaves, grass clippings or compost, eggshells, coffee grounds, tea bags, banana peels, worms (purchase at bait store or dig them up in your garden). Poke or drill holes 1 inch above the bottom and top of the bin and in the cover about 2 inches apart. Layer shredded newspapers and other materials about half way up, gently place the worms on the top and gently lay a layer of paper, mulch over the worms, sprinkle water over the top and put on the cover. You can add compost materials, but be sure to add equal amounts of dry and wet dry such as egg shells, coffee grounds; leaves grass clippings and wet banana peels, potato, apple peelings. If it looks to dry you can add small amounts of water. Soon you will have beautifully composted soil. You can either use it to plant some vegetables or donate it to a community garden. Quick and Easy Lesson Plan # 2 (All ages) Key Term Carbon footprint: is the amount of greenhouse gas caused by a person or an event. Top 10 Reasons to Care for Creation 1. God is the Creator of the Universe and maintains its existence through an ongoing creative will. 2. God has blessed and called "very good" all that is created.

52 3. God's plan for Creation is one of harmony and order. Creation forms a whole, a cosmos. 4. God loves the community of life. 5. God's creatures share a common home. 6. God's presence is discernable in all Creation. 7. God intends the Earth's goods to be equitably shared. 8. Within Creation, the human person enjoys a consummate dignity. Inherent to this dignity is that of exercising a wise and just stewardship over the rest of Creation. 9. Sin brought division into the entire world, but not only within and between human persons. The consequences of sin also affect the Earth. 10. In a mysterious way, Christ's redemptive mission extends to all of Creation. (Blessed Kateri Tekakwitha Conservation Center 1) Ask the children if they have ever given a gift to someone, how did they pick it out, was it something the person really needed or wanted? Now ask them how they would feel if that person did not take good care of it or even just threw it down and forgot about it. Then ask them how do you think God feels when we do not take care of the earth, the awesome gift he has given to us.

53 2) Share The Top 10 Reasons to Care for the Earth with your class 3) For older children use the Message of a Silent Spring: The Rachel Carson Story from Introducing Catholic Social Teaching to Children by Anne Nueberger.(World Mission Ministries has copies for you to borrow or you can purchase the book online at 4) For younger children continue with the idea of the world being a gift from God. 5) Ask the children to think of ways we can show our appreciation to God for his gift. Turn off lights and appliances when you leave the room Unplug your cell phone as soon as it is charged Turn off the water when you brush your teeth Dry your clothes outside when possible Use biodegradable soap and shampoo. You can and you can use items such as vinegar, baking soda, salt, and other common household ingredients to make them. Remind your students they should never make these products on their own, but have mom or dad help them. Not only will it be better for the environment, it will save lots of money! Here are some recipes for cleaning your home. Recipes follow Liquid Cleaner 1/2c. baking soda ¼ cup vinegar 2 cups hot water ¼ t dish soap Mix until baking soda is dissolved and put it in a spray bottle. Use it anytime you would use a spray cleaner. Baking soda can be used instead of scouring powder Drain Cleaner ½ cup of baking powder ½ cup vinegar Pour baking powder then vinegar down the drain, allow to sit for 15 minutes and then run hot water down the drain.

54 Fabric Softener 2 cups vinegar 2 cups baking soda 4 cups warm water 20 drops of essential oil (lavender, rose, whatever you like) if desired Put his in a jar and shake until baking soda is dissolved. Use ¼ cup per load in the final rinse. Window Cleaner ¼ cup vinegar 1T cornstarch 2 cups warm water Mix until cornstarch is dissolved. Put in a spray bottle and use as you would with any spray cleaner. 6) Talk to the children about the impact our actions have. The use of chemicals and pesticides are one way we do not take care of God s gift. These actions effect the vulnerable among us because often people working in orchards and farms with these chemicals live in or near poverty. In many developing nations people work in conditions that are not safe, many times there are no regulations to stop companies from polluting the air and the land. One way to combat this is to buy Fair Trade and organic items in the store. Emphasize that God wants and expects us to try to take care of the earth, in age appropriate language. 7) Create a footprint large or small the child may print his/her name on it and some things s/he will do to make their carbon footprint smaller.

55 Scriptural Foundations Genesis 1:1-31 In the beginning when God created the heavens and the earth Genesis 2:15 Then the Lord God took the man into the Garden of Eden to cultivate and care for it. Leviticus 10:14 Think! The heavens even the highest heavens belong to the Lord, your God as well as, the earth and everything on it. Psalm 24:1-2The earth is the Lord s and all it holds, the world and those who live there. For God founded it upon the seas, established it on the rivers. Matthew 5:1-12 The Beatitudes Luke 6:20-26 Sermon on the Plain Papal Encyclicals and Church Documents Solicido Rei Socilais 27.1,28, 29, 30, 36, 37 Caritas in Veritate Redemtor Hominus 16.2, 16.4 Populous Progression It is not wrong to want to live better, what is wrong is a style of life which is presumed to be better when it is directed toward having rather than being Centesimo s Annuls (36) Other Resources (for the St. Francis Pledge) (free lesson plans and videos) Books and Videos Old Turtle by Douglas Wood The Lorax by Dr. Suess My Side of the Mountain by Jean Craig George If the World Were a Village by David J. Smith The Barefoot Book of Earth Tales by Dawn Casey and Anne Wilson Denise Murre, DRE in Port Washington and author of this lesson plan, has many of these books and would be happy to loan them to you. portchild@archmil.org

56 Dignity of Human Life May 2013

57 Setting a Place at the Table: Living Our Missionary Call Dignity of Human Life A Quick Summary The Catholic Church proclaims that human life is sacred and that the dignity of the human person is the foundation of a moral vision for society. This belief is the foundation of all the principles of our social teaching. The United States Conference of Catholic Bishops states that as a gift from God, every human life is sacred from conception to natural death. The life and dignity of every person must be respected and protected at every stage and in every condition. The right to life is the first and most fundamental principle of human rights that leads Catholics to actively work for a world of greater respect for human life and greater commitment to justice and peace As pastors and teachers, we proclaim that human life is a precious gift from God; that each person who receives this gift has responsibilities toward God, self, and others; and that society, through its laws and social institutions, must protect and nurture human life at every stage of its existence (USCCB, 2001). This is not just a task we are concerned about promoting in our own country. Our responsibility is to the whole world. As Catholics, we are called to ensure that each human being s fundamental right to life and dignity is upheld.

58 In the Pastoral Plan for Pro-Life Activities: A Campaign in Support of Life the Catholic Bishops have invited us to rededicate ourselves to restoring respect and legal protection for every human life from conceptual beginning to natural end. The document calls for an intensive educational effort in the Catholic community and is grateful to those who participate in the Church s teaching ministry. We encourage you to go to a computer and use the resources of the United States Conference of Catholic Bishops at where there is a wealth of information to help you prayerfully consider how you will champion the Gospel call to creating a Culture of Life. Key Terms Gospel of Life: As Catholics, we believe that the Gospel of Jesus Christ is a "Gospel of life." It invites all persons and societies to a new life lived abundantly in respect for human dignity. (USCCB, Living the Gospel of Life, #20). Genocide: deliberate and systematic destruction of a racial, political or cultural group. Migration: to move from one country, place or locality to another. Fast Facts There are over 460 Scripture references to the word Life in the Bible Executions from the Death Penalty in the U. S. between 1976 and June of 2005= 962, 10 were women. (U.S. Department of Justice, Bureau of Justice Statistics, and Death Penalty Information Center)