Human Sexuality UNIT 4. Scripture Studied in This Unit. Lessons in This Unit

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1 UNIT 4 Human Sexuality Lessons in This Unit Lesson 1: Exploring Human Sexuality with Sacred Art Lesson 2: Male and Female: The Imago Dei Lesson 3: Theology of the Body Lesson 4: The Proper Use of Human Sexuality Lesson 5: Holy Matrimony Lesson 6: Offenses against Chastity and Marital Love, Part 1 Lesson 7: Offenses against Chastity and Marital Love, Part 2 Lesson 8: Growing in Sexual Maturity: Friendship and Protecting against Lust Lesson 9: Growing in Sexual Maturity: Resisting Temptation and Relying on God and His Grace Scripture Studied in This Unit Genesis 1:26-27 Genesis 2:18-24 Psalm 8:4-9 Matthew 5:8 Matthew 5:27-28 Matthew 19:3-8 Matthew 19:9-12 Luke 1:26-38 Luke 1:39-45 Luke 22:19 John 2:1-11 John 15:11-13 Colossians 1:24-27; 2:2 1 Thessalonians 4:3-7 1 Corinthians 6: Peter 2:24 1 John 3:16 Revelation 19:

2 Connection to the Catechism of the Catholic Church Lesson 1 42, 341, 359 Lesson , , 234, 237, , 298, , , 1004, 1605, , 2393 Lesson 3 234, 237, , 1605, 1610, 1614, 1644, , 2364, 2382 Lesson , 364, , , , , 2345 Lesson , 1640, Lesson , 2332, 2337, , Lesson , , Lesson 8 609, , 2347, 2351 Lesson 9 369, 384, 1784, , 2013, , 2207, , , ,

3 Introduction The truth about human sexuality is inseparable from the truth of man being made in God s image and likeness. Both are fundamental reflections of God Himself and His intimate love for His creation. The mystery and wonder of God s creation leads man to the contemplation of the beauty and goodness of his own body and of the beauty and goodness of God Himself. God draws us into the mystery of His love and calls us to love as He loves. This requires us to care for our own bodies responsibly and manage our sexuality in accordance with the moral law of God. The Imago Dei God made man in His image and likeness: the imago Dei. This means that we are made in the image of the Blessed Trinity: the Father, the Son, and the Holy Spirit, a communion of Persons bound in an eternal exchange of love. God, at the very core of His being, in His very identity, is love itself. And God sent His only Son into the world to give His life for us by dying on the Cross, to show us the greatest meaning of love to give oneself to another. Because God is love and we are made in His image, we are made with the capacity to love, to give and to receive love. This fundamental truth of humanity is written into our bodies in the complementarity of male and female. In fact, this essential truth is revealed to us on the first pages of Scripture: God created mankind in his image; in the image of God he created them; male and female he created them (Genesis 1:27). It is precisely in human sexuality, as men and women, that we are the imago Dei and become signs of God s very life and love. Theology of the Body Pope St. John Paul II reflected on these truths of God and man in his seminal work, Therefore, each of us is called to chastity, that is, the true integration of a person s sexuality within a person s bodily and spiritual being. The Woman Taken in Adultery, by Guercino (c. 1621), Dulwich Picture Gallery Unit 4 Overview 759

4 Theology of the Body. In this series of talks given over many months of Wednesday audiences, the pope proposed that the body, in fact, and only the body, is capable of making visible what is invisible: the spiritual and divine. It has been created to transfer into the visible reality of the world the mystery hidden from eternity in God, and thus to be a sign of it (Theology of the Body 19:4). He further developed this thesis by reflecting on the original state of mankind, who was first made in solitude to recognize his personhood and relationship to God, and then made in unity to discover the gift of sexuality and to respond to God s call to love as He loves. The original nakedness of the first man and woman revealed that they saw each other for who they were, man and woman, human persons made in God s image with equal dignity and the capacity to love. They were free of defenses, barriers, and masks. They were completely vulnerable. They were able to be themselves freely and choose to love without any fear of harm or shame. To Love as God Loves Human sexuality, then, was the original blueprint for love. The marital union of one man and one woman giving themselves completely to one another in marital love is an icon of the Trinity and a sign of Christ s love for His Church. Sexual desire, the normal feelings or passions that are part of the human experience, are meant to point us toward and move us in the direction of marriage between a man and a woman. Separated from that purpose, sexual desire can easily become lust and lead to other sexual sin that disrespects the dignity of both persons who are made in God s image. Therefore, each of us is called to chastity, that is, the true integration of a person s sexuality within a person s bodily and spiritual being. In other words, chastity means to control our sexual feelings and reserve sexual acts for the context of marriage, in order to make our sexuality a true and full gift to our spouses. Marriage, the primordial sacrament of union between one man and one woman, is capable of fully reflecting the love of God, which is free, faithful, total self-giving, and fruitful. These goods of marital love are found in the two purposes of marriage: the unitive purpose or the good of the couple and the procreative purpose or the generation (procreation) and education of children. The two purposes of marriage are essential for a marriage to be a marriage. In fact, anything that prevents or diminishes these purposes is contrary to God s plan for marriage. By this standard, then, we can evaluate a moral act related to human sexuality to the degree that it upholds or disrespects the goods of marital love and the virtue of chastity. Some of the offenses against chastity and marital love include adultery, fornication, masturbation, homosexual activity, transgenderism, rape, prostitution, pornography, contraception, and abortion. Each uniquely offends and disrespects God s plan for marital love, our call to chastity, and our dignity as human persons. 760

5 Learning to resist temptation is a necessary part of Christian living. The Temptation of Christ by the Devil, by Félix Joseph Barrias (c. 1860), Philbrook Musem of Art Overcoming Temptation While marital love is the original blueprint, we are capable of loving as God loves in our friendships and in our families; we can love the poor, the sick, and the outcast. Some of us are not called by God to marriage, but are called to ordained and religious life as priests, sisters, brothers, and consecrated virgins. Regardless of our vocation, we are called to love as God loves, to make a gift of self to others. In fact, the virtue of chastity blossoms in friendship and shows us how to follow and imitate Christ. When some friendships bring about romantic feelings, we have the responsibility to avoid the sin of lust so that we do not see the other person as an object to be used, but rather to uphold the goodness and dignity of that person. Sexual temptations can be a particularly seductive form of temptation. Learning to resist temptation is a necessary part of Christian living. By cultivating a life of prayer, frequently receiving the Sacraments, especially Holy Communion and Reconciliation, strengthening our will through self-denial, and seeking holiness not only for ourselves, but for our friends, those we are dating, and spouses, we can become the best person God made us to be and authentically respond to His call to love as He loves. Unit 4 Overview 761

6 Connections to New York Religion Guidelines Theme Content Sexuality is a gift from God. It embraces psychological, spiritual and physical characteristics of men and women. We human beings need to integrate our sexuality into our total personality in order to develop into the persons God has called us to be. Objectives To help the young adolescent appreciate the gift of sexuality. To assist the young adolescent in developing correct and positive attitudes concerning sexuality. To clarify for the young adolescent how the gift of sexuality can be misused. Sexuality in the plan of God Gift from God Adolescence and the lifelong process of becoming mature sexual persons Sexuality and the dignity of the human person Proper uses of the gift of human sexuality Sexual feelings Relationships Sexual union in marriage Abuses of the gift of sexuality Lack of respect for ourselves and others Misuses of sexual activity Ways to foster sexual maturity Sexual activity and love Resisting temptations Developing friendships Seeking advice Responding to God s gift 762

7 Vocabulary Wonder Self-Mastery Mystery The Sacrament of Holy Matrimony Imago Dei (Marriage) Trinity Covenant Masculinity The Purposes of Marriage Femininity The Goods of Marriage Communio Personarum Chastity Anthropology Purposes of Marriage Sex Adultery Theology of the Body Fornication Origin, Nature, and Destiny Masturbation Original Solitude Homosexuality Original Unity Transgenderism Original Nakedness Pornography Person Prostitution Shame Rape Spousal Meaning of the Body Contraception Trinity Abortion Icon of the Trinity Friendship Passions (Emotion) Aristotle s Three Types of Friendship Reason Lust Sexuality Prayer Chastity Virtue Self-denial (ascesis) Pacing Guide Note Aim to begin presenting Unit 4 in April. Unit 4 Overview 763

8 Teacher Notes 764

9 Exploring Human Sexuality with Sacred Art UNIT 4, LESSON 1 Learning Goals God calls each of us to love as He loves, and this call is written in our bodies. We are made in God s image and likeness and are meant to be self-gift to one another. Connection to the Catechism of the Catholic Church CCC 42 CCC 341 CCC 359 God s plan is in some way knowable to us through contemplation of the beauty, wonder, and mystery of creation. Vocabulary Wonder Mystery Chastity Strand BIBLICAL TOUCHSTONES When I see your heavens, the work of your fingers, 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. Now I rejoice in my sufferings for your sake, and in my flesh I am filling up what is lacking in the afflictions of Christ on behalf of his body, which is the church. COLOSSIANS 1:24 PSALM 8:4-6 Unit 4, lesson 1 765

10 Lesson Plan Materials Wonder and the Image of God Handout A: The Starry Night Handout B: Cape Cod Morning Handout C: Studies for the Libyan Sibyl My Notes DAY ONE Warm-Up A. Project an image of all three paintings (The Starry Night by Vincent Van Gogh, Cape Cod Morning by Edward Hopper and Studies for the Libyan Sibyl by Michelangelo Buonarroti) from Wonder and the Image of God. Give students several minutes to quietly view the images before you say or ask anything. Allow them to come up and stand closer to the image to examine details. B. Once several minutes have passed, ask students: What do you first notice about these works of art? Which painting stands out to you the most? Why? What do you like about these works of art? How do these works of art make you feel? Why do you think these paintings are being shown together? C. Read Psalm 8:4-9 aloud to your students: When I see your heavens, the work of your fingers, 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 field, the birds of the air, the fish of the sea, and whatever swims the paths of the seas. D. Ask your students which of the paintings the Psalm makes them think of, and why. 766

11 Activity A. Arrange your students in small groups and give each group a copy of either Handout A: The Starry Night, Handout B: Cape Cod Morning, or Handout C: Studies for the Libyan Sibyl. Have them discuss with each other the questions about the painting they were assigned on the back of the handout. During this time, focus on keeping students intent on the artwork and the discussion questions, letting their conversations go in unexpected ways. Note: The images and reflections for Handouts A, B, and C were taken from Called to Love: A Companion by Paige Sanchez, a supplemental guide to Called to Love: Approaching John Paul II s Theology of the Body by Carl Anderson and Jose Granados. Formative Assessment A. Circulate among the groups, listening to their discussions, keeping them on task, and offering insights or clarification where needed. B. Before moving on to the next activity, have each group write one question they would ask the artist about his painting and turn it in. DAY TWO Warm-Up A. One at a time, project each image from Handout A, Handout B, and Handout C, and read aloud a few of the most interesting questions offered by the student groups the previous day. Allow students to share their reactions and other personal responses to the art. B. Explain to your students that in this unit of study, we are going to be considering God s plan for human sexuality and how His call to each of us to love as He loves is written in our bodies. We are going to learn about how we are made in God s image and likeness and how we are meant to be self-gift to one another. Each of these paintings portrays some aspect of the beauty, wonder, and mystery of God s plan. Unit 4, lesson 1 767

12 Lesson Plan (continued) Activity and Assessment A. Arrange students in the groups they were in the previous day. Give each group a copy of the art they were previously assigned, and have them skim over the questions they discussed the previous day. Then project again each image and call on each group in turn to share their answers to each of the questions as they correspond to the images. B. Conclude by giving each group a few minutes to discuss the following for their painting: Imagine that each of these pieces of art was exactly what God saw when He looked at His creation. In other words, through these paintings, you are looking through God s eyes. How do you think these works of art help us understand God s perspective on creation specifically, on humanity? C. After students have had sufficient time to discuss the question, call on each group to share their answer. DAY THREE Warm-Up A. Project Colossians 1:24-27; 2:2, and have a student stand and read it aloud: Now I rejoice in my sufferings for your sake, and in my flesh I am filling up what is lacking in the afflictions of Christ on behalf of his body, which is the church, of which I am a minister in accordance with God s stewardship given to me to bring to completion for you the word of God, the mystery hidden from ages and from generations past. But now it has been manifested to his holy ones, to whom God chose to make known the riches of the glory of this mystery among the Gentiles; it is Christ in you, the hope for glory that their hearts may be encouraged as they are brought together in love. B. Ask your students the following questions: This is a difficult passage to understand fully. Although it seems to imply that something is incomplete in Christ s sacrifice on the Cross, this is not what St. Paul means. Rather, he is suggesting that as a minister of the Church, in his own sufferings, he makes Christ s sufferings known to those for whom He died. What is it that St. Paul suggests the sufferings of his flesh make known that has been hidden from ages and from generations past? The mystery of God. What is this mystery of God? Christ in (us), the hope for glory. 768

13 C. Explain to your students that in this unit, as we study human sexuality and God s gift of marital love, we are going to discover that from the very beginning, God made Himself known to us and made us a living sign of His love. Christ completed God s plan for salvation by His sacrifice on the Cross and gave us a model. Therefore, we are all called to love as God loves, as Christ loved His Bride, the Church, and gave His life for the Church. Activity and Assessment Pope St. John Paul II strongly encouraged that the faithful memorize important passages of Scripture. In the Apostolic Exhortation Catechesi Tradendae, he wrote: The blossoms...of faith and piety do not grow in the desert places of memoryless catechesis. When students have memorized important Scripture passages, the Word of God resides in their minds and hearts and is at the ready when a student needs it. To respond to Pope St. John Paull II s wish, have your students write out and commit to memory some or all of the following Bible verses, which complement all the lessons in this unit. Give students a few minutes each day to study them and practice recitation and writing. Before completing this unit, select one or two of these verses to have students write out from memory as a quiz at the end of the unit. Use the Blank Copywork Page at the beginning of the book for these memorization quizzes. You may also choose to have your students recite some or all of the memorized Scripture. This copywork activity is but one means of helping students commit Scripture to memory. Encourage your students to explore other means of memorization, such as hanging important Scripture verses on their refrigerator at home, or on their bathroom mirror, reciting and discussing Scripture with their parents, using passages in conversation, and other creative means of use and memorization. Students should also be able to identify the work of art in this lesson. Then God said: Let us make human beings in our image, after our likeness. Let them have dominion over the fish of the sea, the birds of the air, the tame animals, all the wild animals, and all the creatures that crawl on the earth. God created mankind in his image; in the image of God he created them; male and female he created them. GENESIS 1:26-27 ӹ ӹ This one, at last, is bone of my bones, and flesh of my flesh; 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. GENESIS 2:23-25 Unit 4, lesson 1 769

14 Lesson Plan (continued) ӹ ӹ Blessed are the clean [pure] of heart, for they will see God. MATTHEW 5:8 Do you not know that your body is a temple of the Holy Spirit within you, whom you have from God, and that you are not your own? For you have been purchased at a price. Therefore, glorify God in your body. 1 CORINTHIANS 6:19-20 Mary said, Behold, I am the handmaid of the Lord. May it be done to me according to your word. Then the angel departed from her. LUKE 1:38 When Elizabeth heard Mary s greeting, the infant leaped in her womb, and Elizabeth, filled with the Holy Spirit, cried out in a loud voice and said, Most blessed are you among women, and blessed is the fruit of your womb. LUKE 1:41-42 ӹ ӹ I have told you this so that my joy may be in you and your joy may be complete. This is my commandment: love one another as I love you. No one has greater love than this, to lay down one s life for one s friends. JOHN 15:

15 Wonder and the Image of God The Starry Night, by Vincent Van Gogh Cape Cod Morning, by Edward Hopper Studies for the Libyan Sibyl, by Michelangelo Buonarroti DIGITAL IMAGES AVAILABLE AT S O P HI A IN ST IT U T E F OR T E AC H E R S 771

16 The Starry Night B Y V IN C E N T VA N G O G H ( C ) Museum of Modern Art, New York City DIGITAL IMAGES AVAILABLE AT S OP H IA IN S TITU TE FOR TE A C H ERS

17 HANDOUT A The Starry Night The Starry Night, by Vincent van Gogh (c. 1889) Directions: Take some time to quietly view and reflect on the art. Let yourself be inspired in any way that happens naturally. Then think about the questions below, and discuss them with your classmates. Discussion Questions 1. What do you first notice about this painting? 2. What is the artist depicting in this painting? How do you think he feels about what he s painting? What makes you think that? 3. Is this painting more realistic or stylized? Why do you think the artist chose to depict the subject of his painting in this way? 4. The Starry Night painting portrays the contrast between life and death: the bright stars in the sky are contrasted with the darkness and peace of the village below. Further, the tree found in the foreground of the painting is a cypress, which traditionally represents mourning. Despite this, many describe the painting as depicting hope. Why do you think they come to this conclusion? Do you agree? Why or why not? 5. The church spire in the town can be understood to represent man and the tree in the foreground to represent nature. Both are reaching toward the heavens. Read the following reflection about wonder and then discuss the corresponding questions: Wonder gives birth to questions about who man is and is a reference to something greater than him. The questions provoked by wonder are not just posed to thin air but to Someone who listens and answers through man s daily experiences, which invite an ever deeper inquiry. a. How does this painting cause you to wonder at God s creation? What does this painting reveal about the relationship between God and His creation? b. How does an experience of beauty in nature or in art cause us to wonder about God and our own existence? 773

18 Cape Cod Morning BY EDWARD HOPPER (C. 1950) Smithsonian American Art Musem, gift of the Sara Roby Foundation. Photo by DIGITAL IMAGES AVAILABLE AT 774

19 HANDOUT B Cape Cod Morning Cape Cod Morning, by Edward Hopper (c. 1950) Directions: Take some time to quietly view and reflect on the art. Let yourself be inspired in any way that happens naturally. Then think about the questions below, and discuss them with your classmates. Discussion Questions 1. What do you first notice about this painting? 2. What is the artist depicting in this painting? How do you think he feels about what he s painting? What makes you think that? 3. Is this painting more realistic or stylized? Why do you think the artist chose to depict the subject of his painting in this way? 4. In the Cape Cod Morning painting, the time of day is morning. What do you think that tells us about what the woman in the window is thinking and feeling as she looks out the window? 5. How does this painting depict a sense of expectation or anticipation for the unknown future? 6. There is great contrast between the hopefulness of the bright morning light shining in the window and the foreboding darkness of the forest. This contrast helps to create a sense of mystery in the painting. Read the following reflection about mystery and then discuss the corresponding questions: The world calls forth wonder, not because it lacks meaning but because it is saturated with it. Mystery is that which has infinite intelligibility (the ability to be understood). Mystery is not an enemy, but a help, because it makes man ask. And every asking leads to prayer. The experience and revelation of love signals the truth of man s being as the birthplace of wonder. a. What do you think the woman in the painting is looking at? b. How does the contrast between light and dark and the mystery of the woman s gaze lead one to contemplate God? 775

20 Studies for the Libyan Sibyl BY MICHELANGELO BUONARROTI (C. 1511) Metropolitan Musem of Art, New York. DIGITAL IMAGES AVAILABLE AT 776

21 HANDOUT C Studies for the Libyan Sibyl Studies for the Libyan Sibyl, by Michelangelo Buonarroti (c. 1511) Directions: Take some time to quietly view and reflect on the art. Let yourself be inspired in any way that happens naturally. Then think about the questions below, and discuss them with your classmates. Discussion Questions 1. What do you first notice about this drawing? 2. What is the artist depicting in this drawing? How do you think he feels about what he s drawing? What makes you think that? 3. Is this drawing more realistic or stylized? Why do you think the artist chose to depict the subject of his drawing in this way? 4. This drawing was made by Michelangelo to study the way the human body moves in order to prepare for a larger painting of a woman on the ceiling of the Sistine Chapel. The model who posed for this drawing was a male because women were not allowed to pose. What in this drawing tells us that Michelangelo worked to perfect his artwork and did not settle for something less than that perfection? 5. This drawing creates a peculiar sense of watching a human person being made bit by bit, from toes to fingers to the head. How might that reflection on this drawing help us to understand God s work of creating not only human beings but all of His creation? 6. Read the following reflection about mystery and then discuss the corresponding questions: Man is able to experience wonder because he is in the body. The body is that through which man receives and participates in reality. Man has the capacity to experience his body, and his very existence, as gift, inaugurating a relationship with the original Giver. Man s body reveals that he is made for and is open to communion. a. How does this depiction of the human body suggest an openness to God and to relationship with others? b. What does the fact that the figure in this drawing is not complete suggest about man s experience and participation in reality? What does it suggest about his relationship with God? 777

22 Answer Key Handout A: The Starry Night by Vincent Van Gogh 1. Accept reasoned answers. 2. The Starry Night depicts a vast night sky filled with swirling clouds, bright shining stars, and a crescent moon, all over a small town below. A large cypress tree is in the foreground of the painting. 3. Accept reasoned answers. 4. Accept reasoned answers but may include reference to the brightness of the stars and the moon shining through the darkness. 5. a. Accept reasoned answers but may include reference to God being a light in the darkness or that man wonders about God through the beauty of creation. b. An experience of beauty can cause to be in awe or wonder at the creator or source of that beauty. Since there is great beauty in the human experience, it causes us to be in awe and wonder at our own creator, God. Handout B: Cape Cod Morning by Edward Hopper 1. Accept reasoned answers. 2. Cape Cod Morning depicts a woman looking out a window into the morning light. There is a dark forest or grove of trees in the background, but what seems to be an open space or field before her is bathed in light. 3. Accept reasoned answers. 4. Accept reasoned answers. 5. The woman is inside the house, confined by the walls of the house and the glass of the window, her present situation. She looks out in the unknown, which is bathed in bright morning light, perhaps indicating hopeful anticipation. 6. a. Accept reasoned answers. b. God is, to a certain extent, a mystery. Although He reveals Himself to us and His existence can be known by us, we will never fully understand Him and His ways. Therefore, we look forward in anticipation to the next life, when we will be with Him in heaven and know Him in ways not possible in this earthly life. 778

23 Handout C: Studies for the Libyan Sibyl by Michelangelo Buonarroti 1. Accept reasoned answers. 2. Studies for the Libyan Sibyl is a drawing of a nude male model made in preparation for painting a larger female form on the ceiling of the Sistine Chapel. The figure is twisting at the waist and has outstretched arms. 3. Accept reasoned answers. 4. Michelangelo clearly started his drawing over. On the left of the image is his first attempt, which he was not satisfied with. He then began the drawing again. 5. Accept reasoned answers. 6. a. Because the figure is nude, there is nothing to hide. The openness of the arms is inviting and not guarding or defensive. The movement of the body is toward the viewer, perhaps moving to be better positioned to another and to God. b. God made each one of us in His image with a soul and a body. It is in and through our bodies in this earthly life that we experience and participate in everything. Those experiences are not complete. We are always in a state of becoming, of moving, of growing in relationship to reality and to God. Unit 4, lesson 1 779

24 Teacher Notes 780

25 Male and Female: The Imago Dei UNIT 4, LESSON 2 Learning Goals To understand what it means to be made in the imago Dei, the image of God, we must know who God is and what He is like. We believe in one God who is a communion of Persons, a Trinity of Father, Son, and Holy Spirit. God is love. The greatest expression of love is the giving of oneself to another, which was modeled for us by Jesus sacrifice on the Cross. In God s very being as Trinity, a communion of Persons, God is love, giving and receiving love eternally among the distinct Persons of the Trinity. Human beings image God not only as individual persons, but most perfectly as male and female in a common union (communion) of love. Connection to the Catechism of the Catholic Church CCC CCC CCC 234 CCC 237 CCC CCC 298 Vocabulary Imago Dei Trinity Masculinity Femininity CCC CCC CCC 1004 CCC 1605 CCC CCC 2393 Communio personarum Anthropology Sex The union of both our body and soul is essential to who we are as human beings. The image of God is made visible in and through the body. Chastity Strand BIBLICAL TOUCHSTONES Then God said: Let us make human beings in our image, after our likeness. Let them have dominion over the fish of the sea, the birds of the air, the tame animals, all the wild animals, and all the creatures that crawl on the earth. God created mankind in his image; in the image of God he created them; male and female he created them. Unit GENESIS 4, lesson 1: For you have been purchased at a price. Therefore glorify God in your body. 1 CORINTHIANS 6:20 781

26 Lesson Plan Materials Handout A: God Is Handout B: Masculinity and Femininity Handout C: Image of Inscrutable Divine Communion Handout D: Body Language Handout E: The Body Reveals Man My Notes DAY ONE Warm-Up A. Project Genesis 1:26-27 on the board, and have a student stand and read it aloud: Then God said: Let us make human beings in our image, after our likeness. Let them have dominion over the fish of the sea, the birds of the air, the tame animals, all the wild animals, and all the creatures that crawl on the earth. God created mankind in his image; in the image of God he created them; male and female he created them. B. Have your students, with a neighbor, brainstorm as many reasonable questions as they can come up with that we can ask about this passage from Genesis. Encourage students to limit their questions to only this passage, even if they are aware of answers from other passages. When students have had sufficient time to brainstorm, call on pairs to share some of their questions. Record key questions from the brainstorming on the board. Potential questions students may think of include: What does God mean when He says Let US make human beings? To whom was God speaking? How did God speak? What does it mean to be made in God s image and likeness? Do we look like God? Why did God make human beings, but not any other living creature, in His image? Why did God give dominion over all the animals to human beings? What does dominion over the animals mean? How did God create mankind? Why did God make us as male and female? C. Then ask your students what the most important of all of these questions is. Explain that this question is in fact the entire point of this passage. Students may suggest various questions, but help them to recognize 782

27 that the most important question in this passage is What does it mean to be made in God s image and likeness? D. Explain to your students that this question is one of the most important concepts in our Christian faith. The Church Fathers referred to this concept as the imago Dei, the image of God. The Bible is very clear here (and in other places) that humanity is made in the imago Dei. The answer to the question What does it mean to be made in the imago Dei? is essential to an authentic understanding of who we are as human beings. It is essential to understanding why we are the way we are (human nature), the meaning of life, the meaning of human sexuality, and anything else about our human existence. E. Ask your students what it means to be an image of something. To be an image of something means to be a likeness or representation of some original thing. F. Ask your students what is something in their own experience that has given them evidence that God is love. Answers will vary. Activity A. Explain to your students that while God transcends or goes beyond anything that we can fully know and understand, that does not mean that we cannot know and understand something about Him. In fact, the Bible is not silent on who God is and what He is like. It tells us a lot about who He is. Therefore, if we look at what the Bible tells us about who God is and what He is like, we can then discover who we are, made in the imago Dei. B. Distribute Handout A: God Is to each student. Arrange students in pairs or trios, and have them complete the activity on Handout A together. Students will look up the given Scripture passages, determine what each tells us about God, and record their answers. Remind your students that they should not divide up the work on the handout; rather, they should work on it together and discuss each answer. Also, have your students save the I have experienced... questions to complete later. C. When they have finished, review and discuss the correct answers with your students. In doing so, help your students come to understand that God is a communion of Persons, He is Trinity, Father, Son, and Holy Spirit, and yet He is one God. Each Person of the Trinity is fully, 100 percent God but unique and distinct from the other Persons. This is the mystery of the Trinity. Why does this make sense? John tells us in his first letter that God is love not that He loves but that He is love. That means at the very core of His being, in His very identity, He is love itself. Love, then, in its greatest, most perfect expression, is the giving of oneself to another. This was demonstrated by Jesus sacrifice Unit 4, lesson 2 783

28 Lesson Plan (continued) on the Cross, in which He gave His life for all. Therefore, if God is love, and love is the giving of oneself to another, God, who is Trinity, contains within Himself the ability to be love that is, the Persons of the Trinity eternally give and receive love among themselves. It is precisely this that we as human beings image. To be made in the imago Dei is to be made in the image of love. Formative Assessment After reviewing and discussing the correct answers to Handout A, have your students return to Handout A and respond to the I have experienced questions. Circulate the room and help your students think of ways that they have experienced God and love in their lives. DAY TWO Warm-Up A. Review the main ideas from the previous lesson: Human beings are made in God s image and likeness. To know what it means to be made in the imago Dei, the image of God, we must know who God is and what He is like. We believe in one God, who is a communion of Persons, a Trinity of Father, Son, and Holy Spirit. God is love. The greatest expression of love is the giving of oneself to another. This was modeled for us by Jesus sacrifice on the Cross. In God s very being as Trinity, a communion of Persons, God is love, giving and receiving love eternally among the distinct Persons of the Trinity. B. Write the words masculinity and femininity on the board. Ask your students what the words masculinity and femininity mean. Masculinity refers to the qualities of being a male, or manliness. Femininity refers to the qualities of being a female, or womanliness. C. Distribute Handout B: Masculinity and Femininity to each student. Make markers, crayons, and/or colored pencils available to your students. Have your students draw in each box a visual representation of masculinity and femininity respectively. Tell your students that they cannot use any sort of recognizable signs or symbols (such as smiley faces, letters, numbers, or other recognizable forms beyond basic shapes) but must use purely gesture drawings, color, basic shapes, and lines, and so forth. Also, tell your student to be sure to keep their eyes on their own drawings and not look at what other students are drawing. (This is important for the activity to work properly.) Give your students two minutes to draw each picture. (This is to ensure that they are drawing their first impression and not overthinking the activity.) 784

29 D. When students have completed their drawings, have them place their drawings on their desks face up. Then, allow a few minutes for students to circulate around the room to look at each other s drawings. When students have had sufficient time to view each other s drawings, have them return to their seats. Then ask the following questions: What did you notice about the drawings you saw? More than likely, most of the drawings were similar to each other, even though they did not look at each other s drawings while making them. This activity tends to produce the following results (with a few outliers, but even those tend to follow similar logic even if they look different): Masculinity drawings tend to include hard, thick, or jagged lines, squared shapes, and bold or dark colors. Femininity drawings tend to include soft, thin, delicate lines, rounded shapes, and soft, light, or pastel colors. Why do you think there were so many similarities in your drawings? Accept reasoned answers. Help your students recognize that masculinity (manliness) and femininity (womanliness) are essential parts of our identities. We are, at our core, male or female, and this essential truth is reflected not only in our bodies, but in the way we think, the way we respond to the world around us, and so many different aspects of being human. We automatically recognize and understand the truth of maleness and femaleness because it is so essential to our human nature. In fact, as this activity shows, maleness and femaleness are not socialized concepts but are truths we inherently know. Was it easy or hard to make your drawings? Why or why not? Accept reasoned answers. Activity and Assessment A. Project Genesis 1:26-28 and 2:22-24 on the board, and have a student stand and read the passages aloud: Then God said: Let us make human beings in our image, after our likeness. Let them have dominion over the fish of the sea, the birds of the air, the tame animals, all the wild animals, and all the creatures that crawl on the earth. God created mankind in his image; in the image of God he created them; male and female he created them. God blessed them and God said to them: Be fertile and multiply; fill the earth and subdue it. 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 bones and flesh of my flesh; 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. Unit 4, lesson 2 785

30 Lesson Plan (continued) B. Ask your students the following questions: The first of these passages we ve already looked at: God made human beings in His image. What have we said is God s image? In other words, what is God? God is love. According to the first passage, from Genesis 1, what did God create human beings to be, in His image? Male and female. This means that there is something essential about our being male and female and how we are in the imago Dei. What is the first command that God gives to human beings, created as male and female? Be fertile and multiply; fill the earth and subdue it. According to the second passage, from Genesis 2, what did God create the woman from? A rib taken from the man. Often this passage is misinterpreted: that since the woman was made from the man s rib, she is somehow less than the man. This is incorrect, especially considering what Genesis 1 tells us, that both man and woman are made in God s image. What else could it mean that the woman was made from a part of the man? Men and woman are equal to one another and are of one flesh. That woman is made from man s rib is a sign of the complementary relationship between men and women. They are always a part of one another. What does the man recognize about the woman when he first sees her? She is bone of his bones and flesh of his flesh. In other words, at last there is another like him, a person in the imago Dei. What do you think the statement a man leaves his father and mother and clings to his wife, and the two of them become one body refers to? Marriage. In marriage, specifically the marital act, one man and one woman become one spiritual body united in marital love. (This reality will be explored in greater detail in later lessons.) C. Explain to your students that it is clear from Scripture that the fact that we are male and female is essential to the way in which we image God. The fact that we are male and female is an absolute essential truth about our very existence. Think about it: each and every one of us is the product of the union of a man and a woman. We would not be here today if this were not true. And each of our parents is likewise the product of the union between a man and woman, and each of their parents, and each of their parents, and so on for as long as human beings have existed (with the notable exception of our original parents, the first man and the first woman whom we call Adam and Eve). 786

31 In fact, we image God not only as individual Persons, but most perfectly as male and female in a common union (communion) of love. D. Distribute Handout C: Image of Inscrutable Divine Communion to each student. Have each student read the excerpt from Pope Saint John Paul II s Theology of the Body (which will be more formally introduced in a later lesson) and respond to the focus and reflection questions on their own paper. Explain in advance that in this excerpt, the pope discusses the stories of the creation of human beings from Genesis 1 (referred to as the first chapter ) and Genesis 2 (referred to as the second chapter or the second narrative or the Yahwist narrative/text ). Note: There are some challenging words in this reading. You may want to define the following with your students in advance: Inscrutable Not fully understood Communio personarum Latin for Communion of persons Yahwist Refers to the theorized author of the second chapter of the book of Genesis, the Yahwist source Prototype An original model on which something is patterned Solitude Aloneness E. Review and discuss the correct answers to the focus and reflection questions from Handout C. DAY THREE Warm-Up A. Write the following on the board: Human communication is 20 percent verbal and 80 percent nonverbal. B. Ask your students the following: If only 20 percent of human communication consists of what we speak, then what is the other 80 percent? Body language. In other words, our bodies communicate far more than what we speak. Unit 4, lesson 2 787

32 Lesson Plan (continued) C. Distribute Handout D: Body Language to each student. Have your students, with a neighbor, read each phrase and decide whether it is something that is knowable from observing a person s body. If the answer is yes, have them briefly record how they think it is knowable from observing a person s body. Note: Every statement on the worksheet is knowable from observation of a person s body. When students have completed the activity, review and discuss the answers. D. Explain to your students that even though it may seem obvious, human beings are bodily creatures. We have bodies, and our bodies are an essential part of who we are. Our bodies say a lot about us. And we say a lot in and through our bodies. As human beings, we also possess a soul. In fact, it is untrue to say that our soul is more us than our bodies, or that our bodies are more us than our souls. The truth is that the union of our body and our soul is essential to who we are, and what happens in our souls is made visible in and through our bodies. Our bodies are so important to who we are, in fact, that we believe as Christians that we will be united with our resurrected glorified bodies at the end of time, and it is in this bodily form that we will live for eternity with God. We profess belief in this fact every time we say the Nicene Creed at Mass ( I look forward to the resurrection of the dead and the life of the world to come ) and when we say the Apostles Creed when we pray the Rosary ( I believe in the resurrection of the body, and life everlasting ). Activity and Assessment A. Project Genesis 2:18-24, and have a student stand and read it aloud: 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 flesh. 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 bones and flesh of my flesh; 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. 788

33 B. Ask your students the following questions: Why did God want to make a helper suited to the man? Because He saw that it was not good for the man to be alone. What did God create and bring to the man in order to find his partner? All the animals. After viewing and naming all the animals, what did the man recognize? None of them was a suitable helper. After God created the woman from the man s rib, what were the man s first words when he saw her? This one at last is bone of my bones and flesh of my flesh. Often this passage is misinterpreted: that since the woman was made from the man s rib, she is somehow less than the man. This is incorrect, especially considering what Genesis 1 tells us, that both man and woman are made in God s image. What else could it mean that the woman was made from a part of the man? Men and woman are equal to one another and are of one flesh. That woman is made from man s rib is a sign of the complementarity relationship between men and women. They are always a part of one another. C. Explain to your students the man s first words upon seeing the woman indicate that he instantly recognizes something about her because of her body. He understands that she is like him, a person made in God s image. He did not recognize this fact in any of the other creatures that God made. It is only in the woman, whose body is like his, yet also unique as woman, that he finds another person made in the imago Dei. It is clear that the image of God, then, is made visible in and through the body. D. Distribute Handout E: The Body Reveals Man to each student. Have each student read the excerpt from Pope Saint John Paul II s Theology of the Body and respond to the focus and reflection questions on their own paper. Note: There are some challenging words in this reading. You may want to define the following with your students in advance: Anthropological (Anthropology) The study of human beings that concerns their origin, nature, and destiny (anthropos = human, logos = study) Corporality The quality of having a body or a physical, material existence Theological (Theology) The study of God (Theos = God, logos = study) Sex It is important to note here with your students that the word sex first and foremost refers to masculinity and femininity (being male and being female), and, Unit 4, lesson 2 789

34 Lesson Plan (continued) while it can and often is used to refer to sexual intercourse and procreation, even in that usage, it is derived from its root meaning, referring to the difference of male and female. Further, human sexuality not only includes our physical, psychological, and emotional characteristics as male and female, but also our attitudes, and our need for love and friendship. E. Review and discuss the correct answers to the focus and reflection questions from Handout E. 790

35 HANDOUT A God Is... Directions: Directions: Read the following passages. After reading each passage, complete each sentence. In other words, determine what each passage tells about God. (Hint: You are not necessarily to take your answers word for word from the Scripture text, although you might. Consider the meaning of what you read, rather than just looking for a word-for-word answer, because it s not necessarily there.) Save the I have experienced questions to complete after you review the correct answers. 1. Genesis 1:26-27 God is (Hint: Think of the nature of God.) 2. Matthew 28:19 God is (Hint: Think of the nature of God.) I have experienced God in this way by

36 3. Genesis 1:1 God the Father is (Hint: What did/does the Father do?) I have experienced God in this way by John 1:1-5, 14 God the Son is (Hint: What did/does the Son do?) I have experienced God in this way by John 4:14 God the Son is (Hint: What did/doe the Son do?) 792

37 I have experienced God in this way by John 14:26 God the Holy Spirit is (Hint: What did/does the Holy Spirit do?) I have experienced God in this way by Ephesians 4:4-6 God is (Hint: The Persons of the Trinity) I have experienced God in this way by

38 8. Exodus 3:13-14 God is I have experienced God in this way by John 4:8 God is I have experienced God in this way by

39 10. John 15:13 Love is I have experienced love in this way by John 3:16 We know love by I have experienced Christ s love by

40 HANDOUT B Masculinity and Femininity Directions: Draw in each box a visual representation of masculinity and femininity, respectively. Do not use any sort of recognizable signs or symbols (such as smiley faces, letters, numbers, or other recognizable forms beyond basic shapes), but use purely gesture drawings, color, basic shapes and lines, and so forth. Be sure to keep your eyes on your own drawings; do not look at what other students are drawing. (This is important for the activity to work properly.) You will have two minutes to draw each picture. Masculinity Femininity 796

41 HANDOUT C Image of Inscrutable Divine Communion Directions: Read the Theology of the Body excerpt below and answer the focus and reflection questions. Theology of the Body 9:3 Image of Inscrutable Divine Communion In the first chapter, the narrative of the creation of man affirms directly, right from the beginning, that man was created in the image of God as male and female. The narrative of the second chapter, on the other hand, does not speak of the image of God. But in its own way it reveals that the complete and definitive creation of man (subjected first to the experience of original solitude) is expressed in giving life to that communio personarum that man and woman form. In this way, the Yahwist narrative agrees with the content of the first narrative. If, vice versa, we wish to draw also from the narrative of the Yahwist text the concept of image of God, we can then deduce that man became the image and likeness of God not only through his own humanity, but also through the communion of persons which man and woman form right from the beginning. The function of the image is to reflect the one who is the model, to reproduce its own prototype. Man becomes the image of God not so much in the moment of solitude as in the moment of communion. Right from the beginning, he is not only an image in which the solitude of a person who rules the world is reflected, but also, and essentially, an image of an inscrutable divine communion of persons. In this way, the second narrative could also be a preparation for understanding the Trinitarian concept of the image of God, even if the latter appears only in the first narrative. Obviously, that is not without significance for the theology of the body. Perhaps it even constitutes the deepest theological aspect of all that can be said about man. In the mystery of creation on the basis of the original and constituent solitude of his being man was endowed with a deep unity between what is, humanly and through the body, male in him and what is, equally humanly and through the body, female in him. On all this, right from the beginning, the blessing of fertility descended, linked with human procreation (cf. Gn 1:28). 797

42 Focus and Reflection Questions 1. What does the first chapter of Genesis affirm about the nature of human beings? 2. According to the second chapter of Genesis, what is expressed in the communion of persons that man and woman form? 3. According the second chapter of Genesis, in what two ways do human beings become the image and likeness of God? 4. When was the communion of persons formed by man and woman created? 5. What is the function of an image? 6. What two images of God does man reflect right from the beginning? 7. What concept does the second chapter of Genesis prepare us for? 8. What unity was man endowed with in the mystery of creation? 9. What blessing descended upon man from the beginning? Reflection Question: Think of and describe at least three ways in which the differences between men and woman are a blessing to human life. 798

43 HANDOUT D Body Language Directions: Read each phrase and decide whether it is something that is knowable from observing a person s body. If the answer is yes, briefly record how it is knowable from observing a person s body. 1. If someone is happy Yes/No If yes, how? 2. If someone is sad Yes/No If yes, how? 3. If someone is angry Yes/No If yes, how? 4. If someone likes you Yes/No If yes, how? 5. If someone is tired Yes/No If yes, how? 799

44 6. If someone is lying Yes/No If yes, how? 7. If someone is an athlete Yes/No If yes, how? 8. If someone is nervous Yes/No If yes, how? 9. If someone is embarrassed Yes/No If yes, how? 10. If someone is hungry Yes/No If yes, how? 800

45 HANDOUT E The Body Reveals Man Directions: Read the Theology of the Body excerpt below and answer the focus and reflection questions. Theology of the Body 9:4 The Body Reveals Man In this way, we find ourselves almost at the heart of the anthropological reality that has the name body. The words of Genesis 2:23 speak of it directly and for the first time in the following terms: flesh of my flesh and bone of my bones. The male-man uttered these words, as if it were only at the sight of the woman that he was able to identify and call by name what makes them visibly similar to each other, and at the same time what manifests humanity. In the light of the preceding analysis of all the bodies which man has come into contact with and which he has defined, conceptually giving them their name (animalia), the expression flesh of my flesh takes on precisely this meaning: the body reveals man. This concise formula already contains everything that human science could ever say about the structure of the body as organism, about its vitality, and its particular sexual physiology, etc. This first expression of the man, flesh of my flesh, also contains a reference to what makes that body truly human. Therefore it referred to what determines man as a person, that is, as a being who, even in all his corporality, is similar to God. We find ourselves, therefore, almost at the very core of the anthropological reality, the name of which is body, the human body. However, as can easily be seen, this core is not only anthropological, but also essentially theological. Right from the beginning, the theology of the body is bound up with the creation of man in the image of God. It becomes, in a way, also the theology of sex, or rather the theology of masculinity and femininity, which has its starting point here in Genesis. 801

46 Focus and Reflection Questions 1. What does the author (Pope Saint John Paul II) suggest is the anthropological reality that the man is speaking of when he says flesh of my flesh and bone of my bones? 2. What does the body make visible, and what does it manifest? 3. After he has defined and named all the animals, what meaning do the man s words take on? 4. What does the pope suggest is the connection between the answer to question number 3 and science? 5. What does the man s phrase flesh of my flesh say about man s relationship to God? 6. What is at the very core of the study of man? 7. Why is the study of the human body not only the study of man but also the study of God? 8. Why does a study of the human body become a theology of sex? Reflection Question For you have been purchased at a price. Therefore, glorify God in your body. 1 CORINTHIANS 20 We have learned that the human body reveals something about God Himself to us. What are three ways in which we can honor and respect our bodies better, because they are a literal reflection of God? 802

47 Answer Key Handout A: God Is 1. Genesis 1:26-27 God is plural, somehow multiple as indicated by the phrase Let US make man This is the first revelation of the Trinity, God in three Persons, Father, Son, and Holy Spirit. 2. Matthew 28:19 God is Trinity, Father, Son and Holy Spirit, fully revealed by the Son, Jesus Christ. 3. Genesis 1:1 God the Father is Creator, the maker of all things ( In the beginning God created the heavens and the earth ). 4. John 1:1-5, 14 God the Son is the Word of God who was in the beginning with God and is God, who gave life to the human race John 4:14 God the Son is the Savior of the world. 6. John 14:26 God the Holy Spirit is our teacher, and He reminds us of holiness He is our sanctifier. 7. Ephesians 4:4-6 God is one/there is only one God. This is the mystery of the Trinity. We believe in one God who is three Persons. In Him He is a communion of Persons, a relationship, a family. 8. Exodus 3:13-14 God is knowable. He has a name that He gives to us so that we can know Him and call upon Him John 4:8 God is love. 10. John 15:13 Love is giving yourself completely to another John 3:16 We know love by Christ having given Himself completely on the Cross. Unit 4, lesson 2 803

48 Handout C: Image of Inscrutable Divine Communion 1. Human beings were created in the image of God as male and female. 2. The complete and definitive creation of man. 3. In a person s own humanity and through the communion of persons created by the union of male and female. 4. In the beginning. 5. To reflect the model or reproduce its own prototype. 6. A person who rules the world and a divine communion of Persons. 7. The Trinity. 8. That which is male and that which is female in humanity. 9. The blessing of fertility and human procreation. Handout E: The Body Reveals Man 1. The human body. 2. The body makes visible the similarity between man and woman, and it manifests humanity. 3. The body reveals man. 4. The phrase the body reveals man contains everything that human science could ever say about the body as an organism. 5. Man, even in bodily form, is a being who is similar to God. 6. The human body. 7. Because man is made in the image of God. Therefore, a better understanding of man will lead to a better understand of God. 8. Man is made male and female in the image and likeness of God. A study of God through this lens would be incomplete without considering what it means to be made male and female in God s image. 804

49 Sexuality and the Dignity of the Human Person UNIT 4, LESSON 3 Learning Goals Pope Saint John Paul II taught that, The body, in fact, and only the body, is capable of making visible what is invisible: the spiritual and divine. It has been created to transfer into the visible reality of the world the mystery hidden from eternity in God, and thus to be a sign of it. Jesus invited us to reflect on God s original plan for sexuality and the dignity of the human person through His teaching about divorce and remarriage from Matthew 19, that from the beginning it was not so. We can examine the original condition of human beings in three ways: Original Solitude, Original Unity, and Original Nakedness. Connection to the Catechism of the Catholic Church CCC 234 CCC 237 CCC CCC 1605 CCC 1610 Vocabulary Origin, Nature, and Destiny Original Solitude CCC 1614 CCC 1644 CCC CCC 2364 CCC 2382 Original Unity Original Nakedness Person Shame Chastity Strand BIBLICAL TOUCHSTONES He said to them, Because of the hardness of your hearts Moses allowed you to divorce your wives, but from the beginning it was not so. MATTHEW 19:8 Unit 4, lesson 3 This one, at last, is bone of my bones, and flesh of my flesh; 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. GENESIS 2:

50 Lesson Plan Materials Handout A: Origin, Nature, and Destiny Handout B: Original Solitude Teacher Resource A: Original Solitude Teacher Copy Handout C: Original Unity and Original Nakedness Teacher Resource B: Original Unity and Original Nakedness Teacher Copy My Notes DAY ONE Warm-Up A. Project the following quote from Pope St. John Paul II s Theology of the Body, and have a student stand and read it aloud. Explain that this is John Paul II s thesis, or main idea, for his teaching about the human nature and marital love: The body, in fact, and only the body, is capable of making visible what is invisible: the spiritual and divine. It has been created to transfer into the visible reality of the world the mystery hidden from eternity in God, and thus to be a sign of it (Theology of the Body 19:4). B. Ask your students the following questions: What does Pope St. John Paul II suggest is capable of making the invisible visible? The human body. What does he mean by invisible? The spiritual and divine. What does he mean by visible reality? The physical, material world around us that we can see and touch and use our senses to know. What does the pope suggest the human body will make visible? The mystery hidden from eternity in God, and thus to be a sign of it. In other words, God Himself. Activity and Assessment A. Explain to your students that in order to unlock the mystery that is God, we must deepen our understanding of what we have already begun to study (in the last lesson): that God is love, which is 806

51 manifested in His Trinitarian nature, and that He made us, male and female, united in marriage. Jesus pointed us in the direction to begin our exploration of the mystery of God when He was challenged by the Pharisees about divorce. Jesus teaching here is hard, but nonetheless true. B. Project Matthew 19:3-8, and have a student stand and read it aloud: Some Pharisees approached him, and tested him, saying, Is it lawful for a man to divorce his wife for any cause whatever? He said in reply, Have you not read that from the beginning the Creator made them male and female and said, For this reason a man shall leave his father and mother and be joined to his wife, and the two shall become one flesh? So they are no longer two, but one flesh. Therefore, what God has joined together, no human being must separate. They said to him, Then why did Moses command that the man give the woman a bill of divorce and dismiss [her]? He said to them, Because of the hardness of your hearts Moses allowed you to divorce your wives, but from the beginning it was not so. C. Ask your students the following questions: How does Jesus respond to the Pharisees first question about the lawfulness of divorce? He quotes the Scripture passages in Genesis that explain the creation of mankind as male and female and how God joined them to become one flesh in marriage. Therefore, what God has joined, no human being must separate. Man cannot and should not undo what God has made. What is the reason Jesus gives for why Moses allowed divorce? It was because of the hardness of people s hearts. Their own stubbornness and refusal to follow God s divine law was what led to Moses allowance of divorce. D. Explain to your students that the most important part of Jesus answer is the last line, from the beginning it was not so. Jesus wants to restore God s plan for humanity and save us from our fallen state. In order to do so, He invites us to return to the beginning and consider God s original plan for our lives and for marital love. Jesus proposes that, for us to understand who we are now (our nature), we must consider where we came from (our origin). This understanding will lead us to know about where we are going and how to get there (our destiny). Note: this is a sensitive topic to discuss. Many students today come from different family situations that may include divorce and remarriage or single parents. It is important to be compassionate toward these situations and affirm the goodness and love that God still brings forth from them. However, this does not minimize God s original plan for humanity and marital love, which Jesus seeks to restore in our hearts. Unit 4, lesson 3 807

52 Lesson Plan (continued) E. Distribute to each student Handout A: Origin, Nature, and Destiny. Have students, working individually, respond to the given prompts in the space provided to consider their own origin, nature, and destiny. DAY TWO Warm-Up A. Distribute Handout B: Original Solitude to each student. Project on the board the image of The Creation of Adam by Michelangelo on Handout B. (Please note: This image contains nudity. You may want to preface the display of this image by discussing with your students the nature of artistic nudity and the appropriate way to respond to such images.) Ask your students, based on this image and the title Original Solitude, what they think the reading will be about. Student answers may include the creation of Adam or humanity, Adam s aloneness before Eve was created, Adam s being like God, and so forth. Accept reasoned answers. B. Ask your students the following questions: Who are the figures in this painting? Adam is on the left, and God and His angels are on the right. What is happening in this painting? God is reaching out to Adam to touch him. What do the postures of Adam and God reveal about them? Adam is reclining, barely extending his arm and hand toward God, while God is practically leaping out of heaven toward Adam, enthusiastically stretching out his arm toward him. What do you think we learn about the nature of human beings from Adam in this painting? Accept reasoned answers. What do you think we learn about the nature of God from this painting? Accept reasoned answers. Activity A. Explain to your students that in the beginning, God created mankind in a state of original innocence. We can study what this means in three ways: Original Solitude, Original Unity, and Original Nakedness. Today, we will read together about Original Solitude. Explain that solitude means aloneness. 808

53 B. Ask your students first to skim the reading and look for any words whose meanings they don t know. Ask for volunteers to share those words, and keep a list on the board. Direct your students to listen for definitions or explanations of those words as you read together. C. Ask for a volunteer to begin reading aloud, or read aloud to your students yourself. You should follow along using Teacher Resource A: Original Solitude Teacher Copy. Pause the reading at the indicated points, and ask and discuss the given questions. Formative Assessment Have your students choose one sentence from the reading that they think is the most important to the text. Have them write the sentence on their own paper and explain in a brief paragraph why they believe that it is the most important sentence. DAY THREE Warm-Up A. Distribute Handout C: Original Unity and Original Nakedness to each student. Then, project on the board the image of The Kiss by Gustav Klimt on Handout C. Ask your students, based on this image and specifically the title Original Unity, what they think the reading will be about. Student answers may include marriage, the relationship between men and women, love, and so forth. Accept reasoned answers. B. Ask your students the following questions: What do you notice about the clothing the man and woman in the painting are wearing? Their clothing is gold and seems to blend together, indicating the unity of these two individuals. Recall the previous lesson in which we discussed the nature of masculinity and femininity by conceptually drawing each one. How did most of us depict masculinity? With hard, thick, or jagged lines, squared shapes, and bold or dark colors. How did most of us depict femininity? With soft, thin, delicate lines, rounded shapes, and soft, light, or pastel colors. How do you see these universal depictions of masculinity and femininity depicted in this painting? The man s clothing is decorated with square shapes and with bold, Unit 4, lesson 3 809

54 Lesson Plan (continued) dark colors. The woman s clothing is decorated with circles and rounded lines and with lighter, pastel-like colors. Notice that there are sections of the man s clothing that have rounded shapes and sections of the woman s clothing with square shapes. What do you think this might suggest about the nature of the relationship between man and woman, especially given the title of today s reading? What other elements of the painting also contribute to this understanding? Man and woman are meant to come together and form a single union as they give love to one another and receive love from one another. Some other elements of the painting that contribute to this understanding are the embrace of the man and the woman, and the kiss they are sharing as an expression of love. Activity A. Ask your students first to skim the reading and look for any words whose meanings they don t know. Ask for volunteers to share those words, and keep a list on the board. Direct your students to listen for definitions or explanations of those words as you read together. B. Ask for a volunteer to begin reading aloud, or read aloud to your students yourself. You should follow along using Teacher Resource B: Original Unity and Original Nakedness Teacher Copy. Pause the reading at the indicated points, and ask and discuss the given questions. Assessment A. On their own paper, have student respond to the following prompts for Original Unity and for Original Nakedness: What made sense to me about (Original Unity/Original Nakedness) was The confusing thing about (Original Unity/Original Nakedness) was B. When students have finished, collect their responses for your own review. Consider beginning the next class by choosing a few of the writings about what confused students and addressing those topics with your students 810

55 HANDOUT A Origin, Nature, and Destiny Directions: Respond to the given writing prompts in complete sentences. Origin 1. Where did I come from? (Origin) Describe two key events or people in your life that have impacted who you are today. Describe how you saw God in these events or people. 811

56 2. What am I? (Nature) Describe who you are today and how you see yourself. What are your best qualities and your worst qualities? What are your strengths and weaknesses? Describe how God is or is not in your life today. 812

57 3. Where am I going? (Destiny). Describe who you want to be in 5 years; in 10 years. Where are you? What are you doing? How would you want to describe yourself then? What are your goals, and how do you intend to meet those goals? Describe how God fits into your future. 813

58 HANDOUT B Original Solitude Solitude means aloneness, but Pope St. John Paul II meant something more than just that Adam was alone. We read in Genesis that God made the first man, Adam, before He made the first woman, Eve. Adam represents all of humanity. In the original Hebrew, the word Adam, which means man, can also refer to mankind, both men and women together. The book of Genesis tells us that God formed Adam from the dirt of the ground. God then breathed His breath of life into Adam s nostrils. Very soon after God created Adam, He said, It is not good for the man to be alone; I will make a helper suited to him (Genesis 2:18). God then brought to Adam all of the animals for him to name. After this had been done, God declared that none of the animals were a suitable partner for Adam. This, of course, God knew from the beginning. What Adam discovers in this process is what is important. Adam learns that he is not like any other creature that God created. He alone is made in God s image and likeness, a son of God. Only in Adam did God breathe His breath of life, His very spirit. In his solitude, Adam discovers that he is a person and not just an animal. A person has an inner life of thoughts and understandings. A person also knows that he or she is a person. Most importantly, a person has freedom. We are free to choose what is good. But sometimes we choose what is bad or what we think is good, but really is not. Ultimately, to have freedom means that we can choose to love. Love requires the freedom to choose. Animals do not have any of these qualities. God invited Adam into a relationship of love with Him, to enter into covenant with Him as a son of the Father. In mankind s original solitude, Adam discovers that he is a person made in God s image and that he possesses an inner life and the freedom to love. 814

59 HANDOUT D Original Unity and Original Nakedness Original Unity Unity means oneness. Adam, the first man, discovers that none of the animals are a suitable partner for him. So God cast a deep sleep upon Adam and took a rib from his side and to create the first woman, Eve. This tells us that God created man and woman to be equal to one another and close in heart. When Adam first sees Eve he bursts out into poetry, saying: This one, at last, is bone of my bones, and flesh of my flesh (Genesis 2:23). Not only does Adam s exclamation reveal that man is inspired by great beauty, but it reveals what Adam instantly sees in Eve. Finally, another person like him. Finally, another creature who has an inner life of thoughts and understanding. Finally, another creation of God who has the freedom to choose between right and wrong. And, most importantly, another person who is able to choose love. Adam recognized by Eve s body that she was a person like him. Our personhood and freedom is expressed in and through our bodies. When a person is sad or happy, we know it because of how his body shows it. When a person chooses to do something, we know it because of how his body acts. Our bodies show our inner selves. In other words, the body is the sacrament of the person. The body signifies the interior reality of the person, just as the sacraments are signs of an interior grace. Genesis 2:24 tells us That is why a man leaves his father and mother and clings to his wife, and the two of them become one body. Adam and Eve come together in the first marriage. Together they form one body and are united as one family. This unity, however, does not destroy their unique individual personhood. Thus, united in marital love, man and woman become a sign of God Himself. God is a Trinity, three distinct and unrepeatable Persons in one God. Each Person of the Trinity is bound together in an eternal exchange of love. In the Trinity and in marriage, difference makes the unity more profound. 815

60 Original Nakedness Nakedness typically refers to a lack of clothing. But the Sacred Author of Genesis meant something else when he said, The man and his wife were both naked, yet they felt no shame (Genesis 2:25). While Adam and Eve may very well not have worn any clothes, the point of this passage is that in their nakedness they felt no shame. Shame is a painful feeling of guilt or regret. In the beginning, Adam and Eve had no reason to feel this way even though they were naked. In most situations, if a person was naked around other people, he or she would naturally want to cover his or her body and hide from those looking at him or her. Adam and Eve did not experience this feeling at first. In fact, Adam looked at his wife and saw only another person, another creation like him. And Eve looked at her husband and saw only another person, another creation like her. The nakedness of Genesis 2:25 means that Adam and Eve saw each other for who they were. They were free of defenses, barriers, and masks. They were completely vulnerable. They were able to be themselves freely and choose to love without any fear of harm or shame. They fully understood the goodness of God s plan for them and were able to love one another as God loved them. 816

61 TEACHER RESOURCE Original Solitude Teacher Copy Solitude means aloneness, but Pope St. John Paul II meant something more than just that Adam was alone. We read in Genesis that God made the first man, Adam, before He made the first woman, Eve. Adam represents all of humanity. In the original Hebrew, the word Adam, which means man, can also refer to mankind, both men and women together. The book of Genesis tells us that God formed Adam from the dirt of the ground. God then breathed His breath of life into Adam s nostrils. Focus Questions 1. What does solitude normally mean? Aloneness. 2. Aside from man, what can the Hebrew word Adam refer to? Mankind, both men and women together. 3. How did God create Adam? He created Adam from the dirt of the ground and breathed His breath of life into Adam s nostrils. 4. Turn to a neighbor and talk about, at this point in the reading, what you think Original Solitude might refer to in regard to Adam. That Adam was alone in the beginning before Eve was created by God. 5. Turn to a different neighbor and share how you feel when you are alone. Answers may include scared, lonely, or nervous. Some students may enjoy being alone and find it fun and exciting because they can do what they want. 6. How do you think Adam might have felt being alone? Answers may include lonely or scared, excited to discover new things, or even peaceful. Unit 4, lesson 3 817

62 Very soon after God created Adam, He said, It is not good for the man to be alone; I will make a helper suited to him (Genesis 2:18). God then brought to Adam all of the animals for him to name. After this had been done, God declared that none of the animals were a suitable partner for Adam. This, of course, God knew from the beginning. Focus Questions 7. Why do you think God felt that it was not good for the man to be alone? Answers may include because Adam was lonely, because Adam needed a partner, or because it s better to have someone else there to help with chores and responsibilities. 8. Why do you think God brought all the animals to Adam to find a partner if He knew that none of them was suitable? Answers may include because God wanted Adam to choose a partner, or because God wanted Adam to learn more about himself. 9. Have you ever felt as if you didn t fit in with a group of people? What is that like? Students may answer that it is lonely or it makes them feel sad. They might feel that they are different from everyone else and that no one is like them. 818

63 What Adam discovers in this process is what is important. Adam learns that he is not like any other creature that God created. He alone is made in God s image and likeness, a son of God. Only in Adam did God breathe His breath of life, His very spirit. In his solitude, Adam discovers that he is a person and not just an animal. A person has an inner life of thoughts and understandings. A person also knows that he or she is a person. Most importantly, a person has freedom. We are free to choose what is good. But sometimes we choose what is bad or what we think is good, but really is not. Ultimately, to have freedom means that we can choose to love. Love requires the freedom to choose. Animals do not have any of these qualities. God invited Adam into a relationship of love with Him, to enter into covenant with Him as a son of the Father. In mankind s original solitude, Adam discovers that he is a person made in God s image and that he possesses an inner life and the freedom to love. Focus Questions 10. What does Adam learn about himself after naming all the animals? That he is not like any creature that God created. He alone is made in God s image and likeness and is a son of God. 11. What does it mean to be a person? A person has an inner life of thoughts and understanding, knows that he or she is a person, and has freedom. 12. Ask your students to think about their own inner life of thoughts and understanding. Explain: there are thoughts, ideas, feelings, and understandings that you have inside you that no one else will ever see or know but you. That makes you completely unique and unrepeatable. That makes you a person. 13. What are we free to choose? We are free to choose between what is good and what is bad, or sometimes we choose what we think is good but is actually bad. We also can choose to love. 14. What does love require? Freedom. 15. To what does God invite Adam? A relationship of love with Him, to enter into a covenant with Him as a son of the Father. 16. Ultimately, what does Adam discover in his original solitude? That he is a person made in God s image and possesses an inner life and freedom to love. Unit 4, lesson 3 819

64 HANDOUT E Original Unity and Original Nakedness Teacher Copy Original Unity Unity means oneness. Adam, the first man, discovers that none of the animals are a suitable partner for him. So God cast a deep sleep upon Adam and took a rib from his side and to create the first woman, Eve. This tells us that God created man and woman to be equal to one another and close in heart. Focus Questions 1. What does unity mean? Oneness. 2. Why does God create the first woman? Because none of the animals was a suitable partner for the man. 3. How does God create the first woman, Eve? He casts a deep sleep on Adam and takes a rib from his side to create Eve from it. 4. What does the way in which God created woman tell us about the relationship between man and woman? Man and woman are equal to each other and close in heart. 820

65 When Adam first sees Eve he bursts out into poetry, saying: This one, at last, is bone of my bones, and flesh of my flesh (Genesis 2:23). Not only does Adam s exclamation reveal that man is inspired by great beauty, but it reveals what Adam instantly sees in Eve. Finally, another person like him. Finally, another creature who has an inner life of thoughts and understanding. Finally, another creation of God who has the freedom to choose between right and wrong. And, most importantly, another person who is able to choose love. Focus Questions 5. What poetic line does Adam exclaim when he first sees Eve? This one, at last, is bone of my bones, and flesh of my flesh. 6. What does Adam see in Eve that is revealed by his exclamation? At last, Adam has found another person like him with an inner life and the freedom to choose between right and wrong and to choose love. 7. Turn to a neighbor and share what it was like when you first met your best friend. Answers may include that they connected instantly and had a lot of fun talking, or that it was as if they could read each other s minds and knew what the other was thinking before they even said it. Unit 4, lesson 3 821

66 Adam recognized by Eve s body that she was a person like him. Our personhood and freedom is expressed in and through our bodies. When a person is sad or happy, we know it because of how his body shows it. When a person chooses to do something, we know it because of how his body acts. Our bodies show our inner selves. In other words, the body is the sacrament of the person. The body signifies the interior reality of the person, just as the sacraments are signs of an interior grace. Focus Questions 8. How did Adam recognize that Eve was a person like him? By her body. 9. What is expressed through our bodies? Our personhood, freedom, and inner selves. 10. What does it mean to say that the body is the sacrament of the person? The body signifies the interior reality of the person, just as the sacraments are signs of an interior grace. 11. Turn to a neighbor and share about a time when you knew what another person was thinking or feeling because you saw it in the person s face or could read his or her body language. Answers will vary. 822

67 Genesis 2:24 tells us That is why a man leaves his father and mother and clings to his wife, and the two of them become one body. Adam and Eve come together in the first marriage. Together they form one body and are united as one family. This unity, however, does not destroy their unique individual personhood. Thus, united in marital love, man and woman become a sign of God Himself. God is a Trinity, three distinct and unrepeatable Persons in one God. Each Person of the Trinity is bound together in an eternal exchange of love. In the Trinity and in marriage, difference makes the unity more profound. Focus Questions 12. What did Adam and Eve enter into? The first marriage. 13. What are Adam and Eve united together as? A family. 14. What is not destroyed by unity? The unique individual personhood of man and woman. 15. What does it mean that man and woman in marriage are a sign of God Himself? God is a Trinity of Persons, freely loving one another, just as man and woman in a family freely love each other. Original Nakedness Nakedness typically refers to a lack of clothing. But the Sacred Author of Genesis meant something else when he said, The man and his wife were both naked, yet they felt no shame (Genesis 2:25). While Adam and Eve may very well not have worn any clothes, the point of this passage is that in their nakedness they felt no shame. Shame is a painful feeling of guilt or regret. Focus Questions 1. What did Adam and Eve not feel in their nakedness? Shame. 2. What is shame? A painful feeling of guilt or regret. 3. Ask your students to think about a time they felt shameful or guilty or regretful. Without describing what happened, ask for a few volunteers to share how that felt. Unit 4, lesson 3 823

68 In the beginning, Adam and Eve had no reason to feel this way even though they were naked. In most situations, if a person was naked around other people, he or she would naturally want to cover his or her body and hide from those looking at him or her. Adam and Eve did not experience this feeling at first. In fact, Adam looked at his wife and saw only another person, another creation like him. And Eve looked at her husband and saw only another person, another creation like her. The nakedness of Genesis 2:25 means that Adam and Eve saw each other for who they were. They were free of defenses, barriers, and masks. They were completely vulnerable. They were able to be themselves freely and choose to love without any fear of harm or shame. They fully understood the goodness of God s plan for them and were able to love one another as God loved them. Focus Questions 4. How do we normally respond in a situation where we might be naked around other people? We naturally want to cover our bodies and hide ourselves from those looking at us. 5. Adam and Eve did not experience this feeling in the beginning. Why not? Adam and Eve looked at each other and saw only another person like themselves. 6. What did the sacred author mean by nakedness in the book of Genesis? Adam and Eve saw each other for who they were, free of defenses, barriers, or masks. They were completely vulnerable with each other and able to love freely without fear or shame. 7. Ask your students to think of the person they feel the safest and most like their true self around. Have them turn to a neighbor and share about who that person is and how being around them makes them feel. 8. Ultimately, what is meant by the phrase original nakedness? Adam and Eve fully understood the goodness of God s plan for them and were able to love one another as God loved them. 824

69 The Proper Use of Human Sexuality UNIT 4, LESSON 4 Learning Goals Jesus shows us the greatest expression of love: giving oneself completely to another, body and soul, and He calls us to love as He loves. The marital union of man and woman, the purpose of which is inscribed in our bodies, becomes an icon of the Trinity. Connection to the Catechism of the Catholic Church CCC CCC 364 CCC CCC CCC CCC CCC 2345 Passions or emotions are normal functions of life and are neither morally good nor morally bad. It is only when a passion or emotion is directed by reason that it takes on a moral character. Vocabulary Spousal Meaning of the Body Trinity Passions (Emotion) Reason Sexuality Sexual feelings, like any other emotion, are normal and are neither morally good nor morally bad, until they are Icon of the Trinity Chastity Self-Mastery direct by reason. We are called to practice chastity in order to govern our sexuality according to God s plan. Chastity Strand BIBLICAL TOUCHSTONES He himself bore our sins in his body upon the cross, so that, free from sin, we might live for righteousness. By his wounds you have been healed. Blessed are the clean [pure] of heart, for they will see God. MATTHEW 5:8 1 PETER 2:24 Unit 4, lesson 4 825

70 Lesson Plan Materials Handout A: Spousal Meaning of the Body and Icon of the Trinity Handout B: Name That Emotion Handout C: The Passions Handout D: The Passions Fill in the Blanks Handout E: Sexual Feelings Handout F: Chastity My Notes Please note: Given the nature and complexity of this lesson s topic, this lesson is divided into four days rather than the usual three. DAY ONE Warm-Up A. Project John 15:12-13, and have a student stand and read it aloud: This is my commandment: love one another as I love you. No one has greater love than this, to lay down one s life for one s friends. B. Ask your students the following questions: What did Jesus command us to do in this passage? Love one another as He loves us. What do we need to know in order to love as Jesus loves? How Jesus loved. What example does Jesus give of the greatest love? Laying down (giving) one s life for one s friends. C. Project Luke 22:19, and have a student stand and read it aloud: Then he took the bread, said the blessing, broke it, and gave it to them, saying, This is my body, which will be given for you; do this in memory of me. D. Ask your students the following questions: What is happening in this passage? Jesus is instituting the Eucharist at the Last Supper. What is Jesus giving to His disciples? His Body, under the appearance of bread. What does Jesus say He will do with His Body? He will give or sacrifice it for His disciples. 826

71 E. Then project 1 Peter 2:24 and 1 John 3:16, and have a student stand and read the passages aloud: He himself bore our sins in his body upon the cross, so that, free from sin, we might live for righteousness. By his wounds you have been healed. (1 Peter 2:24) The way we came to know love was that he laid down his life for us; so we ought to lay down our lives for our brothers. (1 John 3:16) F. Ask your students the following questions: In what did Jesus bear our sins? In His body while on the Cross. Why did he do so? To free us from sin so that we might live righteously and be healed. He literally gave His life for us so that we might live. How do we know love? Because Jesus loved us and gave His life for us. What should we do in response? Give of our own lives to others. Activity A. Explain to your students in a mini-lecture that love, the kind of love that is a total gift of self, is expressed in and through our bodies. Notice how Jesus loved us by giving His body for us, and we receive Him, Body and Blood, Soul and Divinity in the Eucharist. Love is more than an emotion or a spiritual experience; it is made known through the body. In fact, Jesus shows us the greatest expression of love: giving oneself completely to another, body and soul. And He calls us to love as He loves. From the very beginning, this call to love as God loves was written in our very bodies as male and female. It is a foundational truth of human sexuality. Pope St. John Paul II called this the spousal meaning of the body. The first man and the first woman came together in marital union as the first husband and the first wife. Scripture tells us that the man and woman became one body, in this marital union. In other words, as an expression of love, husband and wife gave themselves to each other in bodily and spiritual union, sexual intercourse. In marital union, then, the spousal meaning of the body becomes clear: through our bodies as male and female, in how they complement each other and logically and biologically fit with one another, we have the capacity to respond to the calling to love as God loves, to be a self-gift to another. This union of man and woman is far more than a uniting of bodies. Rather, it is a gift of self, a uniting of souls, expressed through the body. Further, in the normal course of things, the union of a husband and a wife is productive and results in new life: a child. Children are literally the product of the love shared and expressed in and through the bodies of a husband and wife. The marital union of man and women is an icon of the Trinity, a sign of God s own life. Unit 4, lesson 4 827

72 Lesson Plan (continued) B. Continue to explain to your students that marital love is not the only way to love as God loves. Marital love is, however, the original blueprint. In fact, the love shared between a husband and wife and procreation are direct responses to God s first and only command to Adam and Eve: Be fertile and multiply; fill the earth and subdue it (Genesis 1:28). More than simply to procreate for the survival of the human species (like animals), God s command is a call to human beings to love as God loves. While marital love is the original blueprint, we are capable of living as God loves in our friendships and in our families; we can love the poor, the sick, and the outcast. Some of us are not called by God to marriage, but are called to ordained and religious life as priests, sisters, brothers, and consecrated virgins. Regardless of the vocation to which we are called, we are called to love as God loves, to make a gift of self to others. C. Distribute Handout A: Spousal Meaning of the Body and Icon of the Trinity. Have your students read the handout and complete the accompanying focus and reflection questions. D. Then review and discuss the correct answers. Formative Assessment A. On their own paper, have students write a response to the following prompt: A key term about this topic is because B. When students have finished, collect their responses for your own review. DAY TWO Warm-Up A. Distribute Handout B: Name That Emotion to each student. Have your students, working individually, read each given statement and decide with what emotion they would respond to each situation. When students have completed Handout B, ask for volunteers to share their responses. B. Write the word passion on the board. Ask your students if they know what the word means. You will likely get responses such as to feel very strongly about something or the experience of strong love or romantic desire. Explain to your students that although the word has taken on these meanings in our modern world, it did not always mean that. 828

73 C. Write the word emotion on the board. Explain to your students that a passion is an emotion. We experience all kinds of emotions, and sometimes those emotions are great experiences, sometimes they are painful experiences, and sometimes they are confusing experiences. Our emotions, however, are a natural experience of being human. In this lesson, we are going to learn about our passions (emotions) and how even though they are natural experiences of life, we are meant to control them using our intellect and free will. Activity A. Distribute Handout C: The Passions to each student. Have your students read the handout quietly to themselves. B. Then distribute Handout D: The Passions Fill in the Blanks to each student. Have them work individually to fill in the blanks with the correct terms from the reading. Formative Assessment When your students have finished reading Handout C and completing the fill in the blank activity on Handout D, review and discuss the correct answers together as a class. Note: This may be a challenging abstract topic for your students to understand fully. Help your students come to the understanding that feelings (passions or emotions) are natural and are not sinful. What matters is how we respond to our feelings and how we use them. Then, and only then, can feelings become morally good or morally sinful. DAY THREE Warm-Up Note: Today s activity covers a sensitive topic. Students may have many questions and misconceptions about sexuality and sexual identity. For this reason, this activity is meant to be discussion based and conversational. Allow students to ask questions where appropriate. Help students come to understand that sexual feelings are a normal part of human experience and are neither morally good nor morally bad. Properly understood, sexual feelings help us to direct ourselves to the goods of marriage and family. A. Write the following list on the board: anger, sadness, embarrassment, happiness, hope, and pleasure. One by one, go through the list and ask your students if these emotions (passions, feelings) are good or bad. This should be a review of the previous lesson; Unit 4, lesson 4 829

74 Lesson Plan (continued) help your students understand that each of these emotions is neither good nor bad. As learned in the previous lesson, emotions have no moral character; they are amoral. B. Write the following on the board: Sexual feelings. Ask your students what they think sexual feelings are. Answers may include romantic feelings toward another, a desire to have sexual intercourse with another, a feeling of being aroused or turned on, a desire for companionship, a desire to be close to another, a curiosity about the opposite sex, and so forth. Help students understand that the term sexual feeling can refer to any number of emotions (passions) related to our sexual identity. Remind your students that our sexuality is about more than just sexual intercourse and is fundamentally rooted in our masculinity and femininity as human beings made in God s image. C. Ask your students if sexual feelings are good or bad. The answer is the same as with all other feelings: neither good nor bad. Sexual feelings, like any other emotion, are amoral. They are neither morally good nor morally bad. Also like any other emotion, it is what we do with the feelings, directed by our intellect and moved by our free will, that can cause them to take on a morally good or morally bad quality. Activity A. Distribute Handout E: Sexual Feelings to each student. Have your students follow along with the readings from the Catechism of the Catholic Church as you discuss them. After discussing each reference, have students write a summary sentence in their own words. B. Project Catechism of the Catholic Church no. 2332, and read it aloud to your students: Sexuality affects all aspects of the human person in the unity of his body and soul. It especially concerns affectivity (emotion), the capacity to love and to procreate, and in a more general way the aptitude (ability) for forming bonds of communion with others. C. Ask your students what aspects of the human person sexuality especially affects? Our emotions (affectivity), the capacity to love and to procreate, and the ability (aptitude) for forming bonds of communion with others. D. Explain that we experience all sorts of emotions (feelings, passions) surrounding our sexuality. Particularly during adolescence, these can be confusing and sometimes difficult to process, sometimes even causing us to feel ashamed for having these feelings. 830

75 E. Project Catechism of the Catholic Church no. 2333, and read it aloud to your students: Everyone, man and woman, should acknowledge and accept his sexual identity. Physical, moral, and spiritual difference and complementarity are oriented toward the goods of marriage and the flourishing of family life. The harmony of the couple and of society depends in part on the way in which the complementarity, needs, and mutual support between the sexes are lived out. F. Have your students reread the Catechism reference quietly to themselves. Then ask your students the following questions: What do you think the relationship between sexual feelings and sexual identity as men and women is? Sexual feelings are a normal part of our sexual identity as male and female. What does this Catechism reference tell us our sexual identities (and thus, sexual feelings) are directed (oriented) toward? The goods of marriage and the flourishing of family life. In other words, sexual feelings remind us of the God-given potential of our sexuality: to serve as an icon of the Trinity, God s very life, as a gift of self in marriage. The Catechism even goes so far as to suggest that the proper functioning of society depends on the proper understanding and use of our sexual identities and feelings. G. Project Catechism of the Catholic Church nos and 2361, and read it aloud to your students: Sexuality is ordered to the conjugal (marital) love of man and woman. In marriage the physical intimacy of the spouses becomes a sign and pledge of spiritual communion. Marriage bonds between baptized persons are sanctified by the sacrament. Sexuality, by means of which man and woman give themselves to one another through the acts which are proper and exclusive to spouses, is not something simply biological, but concerns the innermost being of the human person as such. It is realized in a truly human way only if it is an integral part of the love by which a man and woman commit themselves totally to one another until death. H. Ask your students the following questions: What do these Catechism paragraphs confirm sexuality is directed toward? Marital (conjugal) love between a man and a woman. In other words, human sexuality, including sexual feelings, points us toward and moves us in the direction of marriage between a man and a woman. Unit 4, lesson 4 831

76 Lesson Plan (continued) What does the physical intimacy of spouses become a sign and pledge of? Spiritual communion. The spiritual communion of spouses signified by the physical acts of marital love is more than simply biological. What does this communion concern, and how is it fully realized? The spiritual communion signified by the physical acts of marital love concerns the innermost being of the human person. It is fully realized only in the love shared in a committed marriage between a man and a woman. I. Explain to your students that while sexual feelings may lead a person to desire physical intimacy with another person, anything short of engaging in physical intimacy in the context of marriage falls short of the purpose of sexuality. Ultimately, sexual activity outside of marriage between a man and woman disrespects the dignity of both persons who are made in God s image. It is lacking the permanent commitment necessary to be a true expression of love and a full sign of God, who is love. Therefore, we are called to control our sexual feelings and reserve sexual acts for the context of marriage, in order to make our sexuality a true and full gift to our spouses. Assessment Have your students work individually to respond to the reflection questions at the bottom of Handout E. DAY FOUR Warm-Up A. Have your students, with a neighbor, create a list of five difficult things that are worth doing despite the difficulty. Examples may include running a marathon, losing weight, studying for a test, practicing a musical instrument, and so forth. B. When students have finished their lists, ask for volunteers to share some of their brainstorms with the class. Keep a list on the board. Then, for each item on the list, have each pair think about and record what about that item is difficult and why it is still worth doing. C. When students have finished this task, return to the list on the board, choose some good examples, and ask for students to share with the class their ideas about what is difficult about each example and why it is still worth doing. 832

77 D. Ask your students out of all of the examples they brainstormed, for any of them, is there a point they would reach where they would accomplish all that could be possibly be accomplished, or grow to a point where no more growth was possible, or acquire all the knowledge that is able to be known? No! One can always improve a marathon time, or become more fit and healthy, or learn more information, or become better at a musical instrument. As human beings, we are always in a state of becoming. That is, we are always growing, improving, moving toward an end point. We will never, in this earthly life, reach a moment where we will stop and say, That s it; I m done! I am the me that I am supposed to be. E. Project Catechism of the Catholic Church no. 2342, and have a student stand and read it aloud: Self-mastery is a long and exacting work. One can never consider it acquired once and for all. It presupposes renewed effort at all stages of life. The effort required can be more intense in certain periods, such as when the personality is being formed during childhood and adolescence. F. Ask your students the following questions: What do you think the term self-mastery means? Self-mastery refers to the process of perfecting ourselves according to God s plan. What does this Catechism reference say about when the process of self-mastery will be complete? It is ongoing and challenging work that will never be fully accomplished in this life but will require effort at all stages of our lives, especially during childhood and adolescence. Why do you think childhood and adolescence are specifically named as challenging times in the work of self-mastery? Childhood and especially adolescence are periods of great change in our lives (puberty, school, relationships, family, and so forth). During adolescence, we grow into who we will become as adults, beginning to shape major parts of our personalities. Our bodies change and grow, and we experience new and different emotions, some that are difficult and confusing. Our teenage years can be a difficult time in our lives as we navigate all the various challenges that come our way and learn how to be the persons God wants us to be. Activity A. Distribute Handout F: Chastity to each student. Have your students follow along with the readings from the Catechism of the Catholic Church as you discuss them. After discussing each reference, have students write a summary sentence in their own words. Unit 4, lesson 4 833

78 Lesson Plan (continued) B. Rhetorically ask your students: Since sexual feelings help direct us toward the God-given potential and goods of marriage and family, how then are we to deal with these feelings as adolescents? C. Ask your students to recall the warm-up activity from this lesson in which they identified things that were difficult to do but in the end worth it. Explain that mastering sexual feelings is similar: it is difficult to do, but in the end, the goods of marriage and family life (or any vocation God is calling us to) are very much worth it. D. Write the word chastity on the board. Then project Catechism of the Catholic Church no. 2337, and read it aloud to your students: Chastity means the successful integration of sexuality within the person and thus the inner unity of man in his bodily and spiritual being. Sexuality, in which man s belonging to the bodily and biological world is expressed, becomes personal and truly human when it is integrated into the relationship of one person to another, in the complete and lifelong mutual gift of a man and a woman. The virtue of chastity therefore involves the integrity (wholeness) of the person and the integrality (essential-ness) of the gift. E. Ask your students the following questions: How does the Catechism define chastity? The successful integration (putting or coming together) of sexuality within the person and thus the unity of man in his bodily and spiritual being; in other words, managing our feelings and our bodies together in the way that God intended. Ask your students to recall that our emotions (feelings, passions) are always capable of obeying reason (our intellect and will) even if it is difficult. Just as we don t want to be controlled by emotions of anger or sadness, likewise, we should not be controlled by our sexual feelings. When practicing chastity that is, managing or controlling our sexual feelings when does a person s sexuality become truly human? When it becomes a mutual gift as part of a lifelong relationship of man and woman in marriage. F. Project Catechism of the Catholic Church nos and 2339, and read them aloud to your students: The chaste person maintains the integrity (wholeness) of the powers of life and love placed in him. This integrity ensures the unity of the person; it is opposed to any behavior that would impair it. It tolerates neither a double life nor duplicity in speech. 834

79 Chastity includes an apprenticeship in self-mastery which is a training in human freedom. The alternative is clear: either man governs his passions and finds peace, or he lets himself be dominated by them and becomes unhappy. Man s dignity therefore requires him to act out of conscious and free choice, as moved and drawn in a personal way from within, and not by blind impulses in himself or by mere external constraint. Man gains such dignity when, ridding himself of all slavery to the passions, he presses forward to his goal by freely choosing what is good and, by his diligence and skill, effectively secures for himself the means suited to this end. G. Ask your students the following questions: Why must the chaste person avoid situations and behavior that would impair his or her chastity (i.e., temptations)? Some situations and behaviors will tempt a person to abandon his or her chastity and thus the person will no longer be maintaining the integrity (wholeness) of his or her person. Why must a person practicing chastity and learn self-mastery, or training in human freedom? Man will either be dominated by his passions and will thus become unhappy or will govern them and find peace. Explain that a person who practices chastity, working to control his or her sexual feelings and not to be controlled by them, must inform himself or herself of God s commandments and the moral law in order to avoid temptation. Just as it is easy for a person training for a marathon to give up and stop running, it is likewise easy to give in to sexual temptation. Chastity requires continued practice and effort, as does anything that is difficult but worth doing. H. Project Catechism of the Catholic Church nos and 2339, and read them aloud to your students: Whoever wants to remain faithful to his baptismal promises and resist temptations will want to adopt the means for doing so: self-knowledge, practice of an ascesis (discipline) adapted to the situations that confront him, obedience to God s commandments, exercise of the moral virtues, and fidelity to prayer. Indeed it is through chastity that we are gathered together and led back to the unity from which we were fragmented into multiplicity. Chastity is a moral virtue. It is also a gift from God, a grace, a fruit of spiritual effort. The Holy Spirit enables one whom the water of Baptism has regenerated to imitate the purity of Christ. Unit 4, lesson 4 835

80 Lesson Plan (continued) I. Ask your students the following questions: What is required in order to practice chastity and resist temptation faithfully? Gaining self-knowledge, practicing appropriate self-discipline (controlling our behaviors and emotions in the various situations we are confronted with), obeying God s commandments, and exercising moral virtue and faithfulness in prayer. While chastity is a moral virtue that we exercise and grow in perfection of, we do not do so without God s help. What does it mean that chastity is also a gift of grace? It is a free gift from God by which the Holy Spirit leads us to imitate the purity of Christ. Explain that ultimately, in all we do, not only in matters of chastity and sexual identity, we seek to imitate Christ. In this, then, we are able to fulfill Christ s beatitude in Matthew 5:8: Blessed are the clean (pure) of heart, for they will see God. Assessment Have your students work individually to respond to the reflection questions at the bottom of Handout F. 836

81 HANDOUT A Spousal Meaning of the Body and Icon of the Trinity As we have learned, God created mankind in His image and likeness, as male and female. It is precisely as male and female, however, that we most image God s true nature. God is a Trinity of Persons. That means that God is three Persons in One God. The three Persons of the Trinity are God the Father, God the Son, and God the Holy Spirit. Each Person of the Trinity is fully, 100% God and each is a unique, unrepeatable distinct Person. The image above helps us to understand this great mystery of our Christian Faith. The three Persons of the Trinity exist as an eternal exchange of love. The Father, the first Person of the Blessed Trinity, eternally pours out His love to generate the Son, the second Person of the Blessed Trinity. The Son eternally returns His love to the Father. The love shared between them is so pure and perfect that it is productive and becomes personified in the third Person of the Blessed Trinity, the Holy Spirit. The Holy Spirit eternally proceeds from the Father and the Son. This eternal exchange of love forms an unbreakable bond, a communion of Persons, each unique and unrepeatable, but each fully and completely God. We have previously learned that God is love. This fact is true because God is a communion of Persons, giving and receiving love within Himself. This essential mystery of our Christian faith is revealed to us in the spousal meaning of the body. Man and woman are united body and spirit in marriage in order to be a sign of God Himself. The two persons, male and female, become one body, and the love they share is expressed in a bodily way. A husband loves his wife and gives his entire self to her in marriage. She receives his love and returns it as a gift of her entire self to him. Their love, in the normal course of things, is productive. With the cooperation of God s creative power, marital love produces life, children. Thus, the union of spouses was ordained by God from the beginning to be an icon of the Trinity, a sign of His very life itself. As such, the love between a husband and wife in marriage resembles the love that is God Himself, the love that He calls us to participate in and make a reality here on earth as men and woman made in His image. 837

82 Focus Questions 1. What does it meant that God is a Trinity of Persons? 2. Who are the three Persons of the Trinity? 3. What is each Person of the Trinity fully, 100% and still a unique, unrepeatable, distinct Person? 4. What is shared between the Father and the Son? Who proceeds from them and how? 5. What does it mean that God is a communion of Persons? 6. What is the spousal meaning of the body? 7. What is shared between a husband and a wife? In God s design, what is produced from their love? 8. What is an icon of the Trinity? How is the love of a husband and wife an icon of the Trinity? Reflection Question What are some ways our current culture seeks to deny the spousal meaning of the body? How would our understanding of God be different if we no longer understood marital love to be an icon of the Trinity? 838

83 HANDOUT B Name That Emotion Directions: Read each statement and decide with which emotion you would respond to the following situations. 1. Your mom makes your favorite food for dinner tonight. 2. You stub your toe getting out of bed in the morning. 3. You find a popular movie or video game for sale at the store. 4. You finish a challenging homework assignment. 5. Your parents tell you that your family is going on a luxurious vacation to a tropical island. 6. You find a giant spider in your bed. 7. You are the last one to be chosen for the team at recess or in gym class. 839

84 8. You receive from a good friend a gift that you have wanted for a long time. 9. Your teacher assigns you a difficult ten-page research paper due in two weeks. 10. Your parents tell you that you cannot go out with your friends tonight. 840

85 HANDOUT C The Passions passion is an emotion. Famous A theologians such as St. Thomas Aquinas have long understood the word passion to mean emotion. The word passion is derived from the Latin word passio, which means to undergo or to suffer. You have likely heard of the suffering Christ endured before and during His Crucifixion referred to as the Passion and maybe wondered why that word was used. Simply put, it refers to the suffering Christ underwent or endured on Good Friday. A passion, or an emotion, then, is a change that a body and soul undergo as a response to something. For example, a person might experience a feeling of sadness when his dog dies. The death of his dog triggered the emotion of sadness, which the person underwent. That emotion was a response to an experience he encountered. Maybe you have heard the saying the eyes are a window to the soul. The same is true of our bodies. Emotions, which we feel deep in our souls, are typically made known through our bodies. When we re sad, for example, it can be seen in our eyes, in our expression, or in our posture. Maybe we even cry. There is a physiological (bodily) change as a result of the emotion. Sometimes, however, we try very hard (and sometimes succeed) to hide the emotion so that it is not visible to others. Usually, it takes a conscious effort to do so. Even then, we often don t fool those who know us best. The passions are neither morally good nor morally evil. That means that emotions are amoral, or do not have moral characteristics. They are merely responses a person has to some experience. In fact, emotions are responses to an experience of our senses. That means when we see something or touch something, or experience anything through any of our senses, we have some sort of emotional response to it. In most cases, we either desire to have or to avoid that which our senses experience. For example, if a person smells peanut butter cookies baking in the oven, he either desires to eat those cookies or, if he doesn t like peanut butter cookies, he desires to avoid eating the cookies. If a person who likes peanut butter cookies then gets to eat a cookie, he experiences the joy of having what he desired. If a person is not allowed to eat one of the cookies, he might feel sorrow because he was unable to have what he desired. Or, if a person does not like peanut butter cookies, and, despite trying to avoid eating one, is forced to do so, he may feel sadness. He was unable to avoid what he disliked. Emotions also function in this way in relation to more difficult desires. For example, a person may hear on the news about a war or some political unrest somewhere in the world. As a result, he may then desire peace in that place. The person may be hopeful that a solution to the war and unrest is possible. This may be difficult 841

86 to achieve, however. If the situation gets worse, the person may experience fear or anger. It is important to note that animals also experience basic emotions. Animals, who possess senses, also respond to an experience of their senses with emotion. In fact, that is the only way they are able to respond. They are creatures of instinct, moved by their senses and emotions. What sets human beings apart from animals is our ability to harness our emotions. We can choose how to act on our feelings, or not act at all. When an emotion is commanded by the intellect and freely accepted or rejected by our free will, it can take on a moral character. When an emotion is directed toward an objectively good or evil act, then it becomes morally good or morally evil. The goal of the Christian life, then, is not to distance ourselves from our emotions, but to harness them for the sake of objective moral good. For example, a person might become angry (that s right: anger is an emotion, which means it is neither morally good nor morally evil) over the destruction of the rainforests. That person might choose to be moved by his anger to begin a fundraiser at school to raise money for an organization that acts to protect the rainforests. In this situation, the person has understood (using his intellect) that his anger is righteous, and he has chosen (using his freewill) to do something positive that does not conflict with what is objectively moral. His action, freely chosen, has become morally good. The human power of reason always has the capability of ruling over our emotions. Emotions can resist, however. For example, if someone says something mean or insulting to us, we might become angry. If we are not careful, we may respond in anger and do or say something hurtful back, which we would later regret. If we do not properly form our intellect (by informing ourselves about what is objectively good, true, and beautiful) and strengthen our will (through prayer, acts of virtue and self-denial), our actions are more likely to be controlled by our emotions. When we act purely out of emotion, there is little difference between us and the animals. Reason can always have the final say, however. Our passions will always obey reason, even if it is difficult to do so. In fact, when our passions are directed by reason, they find their fulfillment; then our intellect, will, and emotions are working together as God intended. 842

87 HANDOUT D The Passions Fill in the Blanks Directions: Read Handout C: The Passions. Then fill in the blanks with the correct terms from the reading. 1. A passioni s. 2. The word passion is derived from the Latin word, which means. 3. The Passion refers to Christ s. 4. A passion is a change that the and undergo as a response to something. 5. We feel emotions deep in our, but they are typically made known through our. 6. There is a change as a result of an. 7. The passions are, which means they are neither morally nor morally. 8. Emotions are responses to experiences of our. 9. In most situations, we either desire to or to that which our senses experience. 10. When a person gets something that his senses desire, he may experience. 843

88 11. When a person does not get something that his senses desire, he may experience. 12. If a person is forced to have something he does not want to, he may experience. 13. also experience basic emotions. They are creatures of, moved by their and. 14. The human ability to our emotions sets us apart from animals. 15. When an emotion is commanded by the and freely accepted or rejected by, it can take on a character. 16. The goal of the Christian life is to harness our emotions for the sake of objective. 17. always has the capability of ruling our emotions. 18. We must properly form our intellects by informing ourselves about what is objectively,, and. 19. We must strengthen our will through,, and. 20. When our passions are directed by, they find their, working as God intended. 844

89 HANDOUT E Sexual Feelings Directions: Follow along with the readings from the Catechism of the Catholic Church. After discussing each reference, write a summary sentence in your own words. CCC 2332 Sexuality affects all aspects of the human person in the unity of his body and soul. It especially concerns affectivity, the capacity to love and to procreate, and in a more general way the aptitude for forming bonds of communion with others. Summary: CCC 2333 Everyone, man and woman, should acknowledge and accept his sexual identity. Physical, moral, and spiritual difference and complementarity are oriented toward the goods of marriage and the flourishing of family life. The harmony of the couple and of society depends in part on the way in which the complementarity, needs, and mutual support between the sexes are lived out. Summary: 845

90 CCC 2360 and 2361 Sexuality is ordered to the conjugal (marital) love of man and woman. In marriage the physical intimacy of the spouses becomes a sign and pledge of spiritual communion. Marriage bonds between baptized persons are sanctified by the sacrament. Sexuality, by means of which man and woman give themselves to one another through the acts which are proper and exclusive to spouses, is not something simply biological, but concerns the innermost being of the human person as such. It is realized in a truly human way only if it is an integral part of the love by which a man and woman commit themselves totally to one another until death. Summary: Reflection Questions 1. In what ways does our culture promote an attitude toward sexuality that falls short of God s intentions for human sexuality? Give at least two specific examples and discuss. 846

91 2. Considering what you have learned in this lesson, what is one thing that you want people who are struggling with sexual immorality to know? 847

92 HANDOUT F Chastity Directions: Follow along with the readings from the Catechism of the Catholic Church. After discussing each reference, write a summary sentence in your own words. CCC 2337 Chastity means the successful integration of sexuality within the person and thus the inner unity of man in his bodily and spiritual being. Sexuality, in which man s belonging to the bodily and biological world is expressed, becomes personal and truly human when it is integrated into the relationship of one person to another, in the complete and lifelong mutual gift of a man and a woman. The virtue of chastity therefore involves the integrity of the person and the integrality of the gift. Summary: 848

93 CCC 2338 The chaste person maintains the integrity (wholeness) of the powers of life and love placed in him. This integrity ensures the unity of the person; it is opposed to any behavior that would impair it. It tolerates neither a double life nor duplicity in speech. Summary: CCC 2339 Chastity includes an apprenticeship in self-mastery which is a training in human freedom. The alternative is clear: either man governs his passions and finds peace, or he lets himself be dominated by them and becomes unhappy. Man s dignity therefore requires him to act out of conscious and free choice, as moved and drawn in a personal way from within, and not by blind impulses in himself or by mere external constraint. Man gains such dignity when, ridding himself of all slavery to the passions, he presses forward to his goal by freely choosing what is good and, by his diligence and skill, effectively secures for himself the means suited to this end. Summary: 849

94 CCC 2340 Whoever wants to remain faithful to his baptismal promises and resist temptations will want to adopt the means for doing so: self-knowledge, practice of an ascesis adapted to the situations that confront him, obedience to God s commandments, exercise of the moral virtues, and fidelity to prayer. Indeed it is through chastity that we are gathered together and led back to the unity from which we were fragmented into multiplicity. Summary: CCC 2345 Chastity is a moral virtue. It is also a gift from God, a grace, a fruit of spiritual effort. The Holy Spirit enables one whom the water of Baptism has regenerated to imitate the purity of Christ. Summary: 850

95 Reflection Question 1. Chastity education in America is often misunderstood as being simply a don t do it (in regard to sex before marriage) message. Given what you have learned in this lesson (and in other lessons), how would you explain what a true education in chastity means? 851

96 Answer Key Handout A: Spousal Meaning of the Body and Icon of the Trinity 1. God is three Persons in one God. 2. God the Father, God the Son, and God the Holy Spirit. 3. Each Person is fully, 100% God. 4. The Father and the Son share an eternal love. The Holy Spirit eternally proceeds from the Father and Son as the product of their eternal exchange of love. 5. The Persons of the Trinity, Father, Son, and Holy Spirit, form a communion of love together as They eternally give and receive love. 6. The uniting of man and woman, body and spirit, in marriage is to be a sign of God Himself. 7. A husband and wife share love between themselves. Their love produces children in the normal course of things. 8. An icon of the Trinity is a sign of God s very life itself. The love between a husband and wife in marriage resembles the love that is God Himself, the love that He calls us to participate in and make a reality here on earth as men and woman made in His image. Reflection question: Answers will vary. Handout D: The Passions Fill in the Blanks 1. An emotion. 2. Passio/ to undergo 3. Suffering on Good Friday 4. Body/soul 5. Soul/bodies 6. Physiological (bodily)/emotion 7. Amoral/good/evil 8. Senses 9. Have/avoid 10. Joy 852

97 11. Sorrow 12. Sadness 13. Animals/instinct/senses/emotions 14. Harness 15. Intellect/free will/moral 16. Moral good 17. Reason 18. Good/true/beautiful 19. Prayer/acts of virtue/acts of self-denial 20. Reason/fulfillment Unit 4, lesson 4 853

98 Teacher Notes 854

99 Holy Matrimony UNIT 4, LESSON 5 Learning Goals Marriage is the primordial sacrament in which the union of one man and one woman in a free, faithful, fruitful, and indissoluble union reveals an integral part of human nature that has been inscribed in the complementarity of the male and female bodies and the human soul from our origins. The unitive and procreative purposes of marriage are essential for a marriage to be a marriage. Anything that prevents or diminishes these purposes is contrary to God s plan for marriage. Connection to the Catechism of the Catholic Church CCC CCC 1640 CCC Vocabulary The Sacrament of Holy Matrimony (Marriage) Covenant The Purposes of Marriage The Goods of Marriage God s love for us has four components: it is free, total and self-giving, faithful, and fruitful. The love shared between spouses in marriage, or marital love, is a reflection of how God loves. Chastity Strand BIBLICAL TOUCHSTONES Let us rejoice and be glad and give him glory. For the wedding day of the Lamb has come, his bride has made herself ready. She was allowed to wear a bright, clean linen garment. (The linen represents the righteous deeds of the holy ones.) Then the angel said to me, Write this: Blessed are those who have been called to the wedding feast of the Lamb. Everyone serves good wine first, and then when people have drunk freely, an inferior one; but you have kept the good wine until now. Jesus did this as the beginning of his signs in Cana in Galilee and so revealed his glory, and his disciples began to believe in him. JOHN 2:10-11 REVELATION 19:7-9 Unit 4, lesson 5 855

100 Lesson Plan Materials Handout A: Marriage in Salvation History Handout B: Marriage Pre- Assessment Handout C: The Purposes of Marriage Handout D: Marriage Post-Assessment Handout E: God s Love and the Goods of Marriage Drawing or construction paper My Notes DAY ONE Warm-Up A. Ask your students, by a show of hands, who has been to a wedding. Then have your students, with a neighbor, brainstorm as many important parts of a wedding as they can think of and keep a list on a piece of paper. After a few minutes, ask for volunteers from each pair to share their answers. Keep a list on the board. Answers might include a white dress, a veil, flowers, a priest, the Wedding March or other wedding music such as Canon in D, tuxedos, the best man and maid of honor, and so forth. B. Then, ask your students why they think we place such importance on weddings and celebrate them in such a spectacular way. Answers will vary. Help students begin to understand that there is something essential about marriage to human nature and, whether we understand it or not, we somehow automatically recognize this fundamental truth in our celebrations of marriage. We celebrate the coming together of a man and woman to cooperate with God s grace and begin a new family as a sign for His love for us. Explain to your students that marriage is the primordial sacrament, or the first and fundamental sacrament. In other words, as we have been learning, the union of one man and one woman in a free, faithful, fruitful, and indissoluble union is an integral part of human nature that has been inscribed in the complementarity of the male and female bodies and the human soul from our origins. 856

101 Activity Distribute Handout A: Marriage in Salvation History to each student. Have student read the handout and work individually to complete the accompanying focus and reflection questions. Formative Assessment When students have finished Handout A, review and discuss the correct answers. DAY TWO Warm-Up A. Distribute Handout B: Marriage Pre-Assessment to each student. Have them mark each statement as true or false. Collect completed handouts for comparison at the end of the lesson. B. Project Catechism of the Catholic Church no. 1660, and have a student stand and read it aloud: The marriage covenant, by which a man and a woman form with each other an intimate communion of life and love, has been founded and endowed with its own special laws by the Creator. By its very nature it is ordered to the good of the couple, as well as to the generation and education of children. Christ the Lord raised marriage between the baptized to the dignity of a sacrament. C. Ask your students the following questions: Marriage is described as a covenant. What is a covenant? An unbreakable bond of family relationship. Who forms the marriage covenant? A man and a woman by an intimate communion of life and of love. Who founded the marriage covenant and gave to it its own special laws? God, the Creator. What are the two purposes of marriage? The good of the couple and the generation and education of children. What did Christ do with marriage between a baptized man and woman? He raised it to the dignity of a sacrament, an efficacious sign of God s grace. Unit 4, lesson 5 857

102 Lesson Plan (continued) D. Distribute Handout C: The Purposes of Marriage to each student. Then write on the board: Two Purposes of Marriage. Underneath that heading, write 1. Unitive and 2. Procreative. Ask your students to define each purpose using the Catechism no Write their answers on the board, and have students write the correct definitions on Handout C. Unitive Purpose The good of the couple; Procreative Purpose The generation (procreation) and education of children. E. Explain to your students that the two purposes of marriage are essential for a marriage to be a marriage. In fact, anything that prevents or diminishes these purposes is contrary to God s plan for marriage. Activity A. Show the Sophia Sketchpad video on the Sacrament of Marriage, found at SophiaSketchpad.org. While your students view the video, have them take note of at least three pieces of supporting evidence for each purpose of marriage, unitive and procreative, using the space provided on Handout C. B. After viewing the video and completing Handout C, have students, on their own paper, respond to the following prompts in writing, citing specific things they have learned from the discussion and the video: I would explain the unitive purpose of marriage as I would explain the procreative purpose of marriage as Formative Assessment Distribute Handout D: Marriage Post-Assessment to each student. Have them mark each statement as true or false. Collect completed handouts for comparison with Handout B: Marriage Pre-Assessment. DAY THREE Warm-Up A. Project and pray together with your students the following prayer in defense of marriage, taken from the United States Conference of Catholic Bishops website, USCCB.org: 858

103 God our Father, we give you thanks for the gift of marriage: the bond of life and love, and the font of the family. The love of husband and wife enriches your Church with children, fills the world with a multitude of spiritual fruitfulness and service, and is the sign of the love of your Son, Jesus Christ, for his Church. The grace of Jesus flowed forth at Cana at the request of the Blessed Mother. May your Son, through the intercession of Mary, pour out upon us a new measure of the Gifts of the Holy Spirit as we join with all people of good will to promote and protect the unique beauty of marriage. May your Holy Spirit enlighten our society to treasure the heroic love of husband and wife, and guide our leaders to sustain and protect the singular place of mothers and fathers in the lives of their children. Father, we ask that our prayers be joined to those of the Virgin Mary, that your Word may transform our service so as to safeguard the incomparable splendor of marriage. We ask all these things through Christ our Lord, Amen. Saints Joachim and Anne, pray for us. B. Explain to your students that God s love for us has four components, or parts: it is free, total and self-giving, faithful, and fruitful. Human love, particularly the love shared between spouses in marriage, or marital love, is a reflection of how God loves. There is no love apart from God. 1 John 4:8 tells us Whoever is without love does not know God, for God is love. The opposite of this statement is true as well: Whoever knows love knows God, for God is love. In today s lesson, we will compare the characteristics of God s love with those of marital love. The characteristics of marital love are also known as the Goods of Marriage. Unit 4, lesson 5 859

104 Lesson Plan (continued) Activity and Assessment A. Distribute to each student two pieces of drawing or construction paper. Have students fold each piece in half horizontally. At the top of one piece, have students label the front Free and the back Faithful. At the top of the other piece, have students label the front Fruitful and the back Total Self-Giving. Then, on each piece of paper, front and back, have students label the bottom of the left side God s Love and the bottom of the right side Marital Love. See the diagrams below for a visual aid. Side 1 Side 2 Free Faithful God s Marital God s Marital Love Love Love Love Side 1 Side 2 Total Self-Giving Fruitful God s Marital God s Marital Love Love Love Love 860

105 B. Arrange your students in eight groups of approximately equal numbers. Assign each group one of the Goods of Marriage (free, faithful, total self-giving, and fruitful). There should be two groups assigned to each Good. C. Distribute Handout E: God s Love and the Goods of Marriage to each student. Explain to your students that in their current groups they must read about their assigned Good of Marriage and become experts on it. They will later be required to teach a different group of students about the Good on which they are experts. For the first part of class, have students work together in their groups to determine the three most important characteristics that someone should know about their assigned Good as it pertains to both God s love and marital love. Students should then list the three most important characteristics of God s love on the side of the paper labeled God s Love, and the three most important characteristics of marital love on the side of the paper labeled Marital Love. Then each student should draw a symbol that represents that Good as it pertains to God s love and a symbol that represents that Good as it pertains to marital love. D. For the last part of class, arrange students in new groups of four students each. Each group should consist of a student expert on each of the Goods of Marriage. (Note: It may not be possible to distribute your students evenly. It is okay for there to be more than one student expert on a Good in a group.) Have students take turns using their folded paper to teach the other members of their group about the Good of Marriage on which they are an expert. The other students should then record the new information on their papers in the appropriate places. E. Circulate around the room and observe students as they teach each other. Assist as needed. Unit 4, lesson 5 861

106 HANDOUT A Marriage in Salvation History The Church understands (and has always understood) that there is a certain complementarity between man and woman that is, the differences between male and female complete or make perfect the other. Man and women were created in the image and likeness of God. As you have learned, to be made in God s image, in part, means that the union of man and woman in marriage makes visible to us God s very life as Trinity. Thus, to begin to communicate such a fundamental truth, the Bible, the story of salvation, begins with the marriage of the first man and first woman: Then God said: Let us make human beings in our image, after our likeness. Let them have dominion over the fish of the sea, the birds of the air, the tame animals, all the wild animals, and all the creatures that crawl on the earth. God created mankind in his image; in the image of God he created them; male and female he created them. God blessed them and God said to them: Be fertile and multiply; fill the earth and subdue it. Have dominion over the fish of the sea, the birds of the air, and all the living things that crawl on the earth. (Genesis 1:26-28) 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 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 flesh. 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 bones and flesh of my flesh; 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. (Genesis 2:18, 21-24) Since the story of salvation begins with a wedding, it is fitting that the story of our salvation ends with a wedding feast! After most wedding ceremonies, the newly married couple will celebrate with their family and friends with a wedding reception. Today, as in times past, these typically involve good food, drinks, music, dancing, and fellowship. In the book of Revelation, St. John the Evangelist describes such a feast in his vision of heaven: Then I heard something like the sound of a great multitude or the sound of rushing water or mighty peals of thunder, as they said: Alleluia! The Lord has established his reign, [our] God, the almighty. Let us rejoice and be glad and give him glory. For the wedding day of the Lamb has come, his bride has made herself ready. She was allowed to wear a bright, clean linen garment. (The linen represents the righteous deeds of the holy ones.) Then the angel said to me, Write this: Blessed are those who 862

107 have been called to the wedding feast of the Lamb. And he said to me, These words are true; they come from God. (Revelation 19:6-9) St. John the Evangelist s vision of heaven shows us that heaven is the wedding celebration of the Lamb, Jesus, who is united for all eternity with His Bride, the Church. We are truly blessed as Christians to be invited to partake of the wedding feast of the Lamb every time we receive the Eucharist, the Body and Blood of Jesus Christ. Not only does the Bible begin with a wedding and end with a wedding feast, Jesus begins His public ministry with a miracle at a wedding. This is no coincidence! Jesus is first revealed to the public as the Messiah, the Son of God and Savior, in the midst of a wedding. On the third day there was a wedding in Cana in Galilee, and the mother of Jesus was there. Jesus and his disciples were also invited to the wedding. When the wine ran short, the mother of Jesus said to him, They have no wine. [And] Jesus said to her, Woman, how does your concern affect me? My hour has not yet come. His mother said to the servers, Do whatever he tells you. Now there were six stone water jars there for Jewish ceremonial washings, each holding twenty to thirty gallons. Jesus told them, Fill the jars with water. So they filled them to the brim. Then he told them, Draw some out now and take it to the headwaiter. So they took it. And when the headwaiter tasted the water that had become wine, without knowing where it came from (although the servers who had drawn the water knew), the headwaiter called the bridegroom and said to him, Everyone serves good wine first, and then when people have drunk freely, an inferior one; but you have kept the good wine until now. Jesus did this as the beginning of his signs in Cana in Galilee and so revealed his glory, and his disciples began to believe in him. (John 2:1-11) Not only does Jesus presence at the Wedding at Cana affirm the goodness of God s plan for marriage, it also proclaims that marriage is an effective sign of Christ s presence in the world. In the Sacrament of Holy Matrimony, the love of husband and wife shine forth the love of Christ for His Church. It is for this reason that the Church places such a great importance on the Sacrament of Marriage and defends the union of one man and one woman so vigorously. Our existence and our salvation, seen in the light of God s plan for marriage, are revealed to have a nuptial orientation. That is, a proper understanding of marriage unlocks the mystery of God, human nature, and our redemption from sin. 863

108 Focus and Reflection Questions 1. What has the Church always understood about men and women? 2. How does the union of man and woman in marriage help us to understand what it means to be made in God s image? 3. What does the Bible begin with in order to communicate the fundamental truths of the creation of human beings in God s image? 4. With what does the story of our salvation end? 5. What does St. John s vision of heaven tell us about heaven? 6. When are we invited to partake of the wedding feast of the Lamb? 7. How does Jesus begin His public ministry? 8. What is affirmed by Jesus presence at the wedding at Cana? 9. What does Jesus presence at the wedding at Cana proclaim? 10. Why does the Church place such great importance on the sacrament of marriage? 11. What does it mean that the story of our very existence and our salvation have a nuptial orientation? 864

109 HANDOUT B Marriage Pre-Assessment Directions: Write T if the statement is true and F if the statement is false True or False? 1. A family with a father and a mother is the model chosen by God as the ideal environment to raise a child. 2. Man and woman are made by God different and unequal. 3. The union between man and woman is breakable only if both spouses are unhappy in the marriage. 4. Love is not simply an emotion. It is an act of free will, a choice. 5. The sacrament of marriage grants spouses special graces to resist sin and temptation. 6. Most people are called to a vocation to single life, priesthood, or religious life. 865

110 HANDOUT C The Purposes of Marriage The Purposes of Marriage Unitive Procreative Definition: Definition: List at least three pieces of supporting evidence from the video: List at least three pieces of supporting evidence from the video: 866

111 HANDOUT D Marriage Post-Assessment Directions: Write T if the statement is true and F if the statement is false True or False? 1. A family with a father and a mother is the model chosen by God as the ideal environment to raise a child. 2. Man and woman are made by God different and unequal. 3. The union between man and woman is breakable only if both spouses are unhappy in the marriage. 4. Love is not simply an emotion. It is an act of free will, a choice. 5. The sacrament of marriage grants spouses special graces to resist sin and temptation. 6. Most people are called to a vocation to single life, priesthood, or religious life. 867

112 HANDOUT E God s Love and the Goods of Marriage Love Freely Given God s love is a free gift to us. We do nothing to earn His love, and there is nothing we can do to lose His love. These Scripture passages attest to God s free gift of love: Romans 6:23 For the wages of sin is death, but the gift of God is eternal life in Christ Jesus our Lord. 1 John 4:19 We love because he first loved us. Marital love must be freely given. The consent of the spouses is the fundamental requirement for marriage. In fact, in sacramental marriage, the ministers of the sacrament are the spouses who give their consent to one another and exchange vows of lifelong commitment before God and His Church. The priest or deacon serves as the official witness of this exchange and offers the blessing of the Church on the marital union. Faithful Love God s love is faithful. God does not withdraw His love from us at any time for any reason. Even though we are less than faithful to Him when we sin, He remains near to us and showers us with His grace. These Scripture passages attest to God s faithful love: Romans 8:37-39 No, in all these things we conquer overwhelmingly through him who loved us. For I am convinced that neither death, nor life, nor angels, nor principalities, nor present things, nor future things, nor powers, nor height, nor depth, nor any other creature will be able to separate us from the love of God in Christ Jesus our Lord. Deuteronomy 7:9 Know, then, that the LORD, your God, is God: the faithful God who keeps covenant mercy to the thousandth generation toward those who love him and keep his commandments. Married love is faithful, constant, dependable, and trustworthy. Marriage is a total gift of self, body and soul, to another of the opposite, complementary sex. It cannot be a total gift of self if something is held back or reserved for another. Love s fidelity or faithfulness is expressed in the fact that marriage can be between only one man and one woman. Moreover, this relationship doesn t start and then stop. It is a relationship until death do us part. Total Self-Giving Love God s love is total and self-giving. God gives all of Himself to us. He holds nothing back. He loved us so much that He became man in the person of Jesus Christ and gave all that He had, His very life, for us on the Cross. These Scripture passages attest to God s total self-giving love: 868

113 Philippians 2:7-8 Rather, he emptied himself, taking the form of a slave, coming in human likeness; and found human in appearance, he humbled himself, becoming obedient to death, even death on a cross. John 3:16 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. Marital love is also total and self-giving. The bond of love given and received in marriage cannot be broken. The Blessed Trinity reveals that love means to give oneself to others. But we also know that sin has harmed our ability to love. So, to love truly in this fallen world will involve sacrifice. It will involve working against our tendency to be selfish and unfaithful. Because of our sinfulness, loving will also mean forgiving and asking for forgiveness when we do wrong. It involves both spouses sharing every aspect of their lives with each other. Because it is a total gift of self, the bond of marriage is therefore indissoluble and permanent. As Jesus explains, what God has joined together, no human being must separate. Everything that God creates is good, including the union of man and woman in marriage. Fruitful Love God s love is fruitful. God is the Creator of all things, and He holds all things in continued existence solely because He loves us. He is love itself, and the eternal love shared between the Father and the Son eternally produces a third Person, the Holy Spirit. These Scripture passages attest to God s fruitful love: John 1:3-5 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. Genesis 1:31 God looked at everything he had made, and found it very good. Evening came, and morning followed the sixth day. Marital love must also be fruitful. The sexual union of male and female, in cooperation with God s divine plan, results in the procreation of children. This is the natural result of the love shared between spouses. A husband and wife create a special world, in imitation of the Blessed Trinity. In the home, in their arms and under their loving, watchful eyes, husband and wife create the first world their children will ever know. The Catechism puts it this way: And this love which God blesses is intended to be fruitful and to be realized in the common work of watching over creation... (CCC 1604). Father and mother watch over, support, provide for, and shepherd their children to prepare them for adult life and an eternity in heaven. Therefore, anything that intentionally interrupts or prevents this natural fruit of marriage is contrary to God s design and is seriously sinful. Some spouses are unable to have children, but this does not mean that their marriage cannot be fruitful. They are called to bear fruit in their union in other ways, such as through adoption, or devoting their lives to serving others. 869

114 Answer Key Handout A: Marriage in Salvation History 1. There is a complementarity between men and women. In other words, the differences between men and women complete or make more perfect the other. 2. The union of man and woman in marriage makes visible to us God s very life as Trinity. 3. The first marriage. 4. A wedding feast the wedding feast of the Lamb. 5. Heaven is the wedding feast of the Lamb, Jesus, who is united to His bride, the Church for all eternity. 6. Every time we receive the Eucharist, the Body and Blood of Jesus. 7. With a miracle at the wedding at Cana. 8. The goodness of God s plan for marriage. 9. That marriage is an efficacious sign of Christ s presence to the world. 10. Because the love of husband and wife shine forth the love of Christ for His Church. 11. A proper understanding of marriage unlocks the mystery of God, human nature, and our redemption from sin. Handouts B and D: Marriage Pre- and Post-Assessments 1. True 2. False 3. False 4. True 5. True 6. False 870

115 Offenses against Chastity and Marital Love, Part 1 UNIT 4, LESSON 6 Learning Goals While each person is called to cultivate chastity according to his or her state of life, there are clear offenses against chastity and married love that are true for everyone. Connection to the Catechism of the Catholic Church CCC CCC 2332 CCC 2337 CCC CCC The Church s teachings on sexual sin logically and faithfully Vocabulary follow the truths of human sexuality. The sins of adultery, fornication, masturbation, and homosexual activity offend the unitive and procreative purposes of Chastity Purposes of Marriage Goods of Marriage Adultery Fornication Masturbation Homosexuality marriage and diminish the goods of marital love. Chastity Strand BIBLICAL TOUCHSTONES Do you not know that your body is a temple of the Holy Spirit within you, whom you have from God, and that you are not your own? For you have been purchased at a price. Therefore, glorify God in your body. 1 CORINTHIANS 6:19-20 Unit 4, lesson 6 I say to you, whoever divorces his wife (unless the marriage is unlawful) and marries another commits adultery. [His] disciples said to him, If that is the case of a man with his wife, it is better not to marry. He answered, Not all can accept [this] word, but only those to whom that is granted. Some are incapable of marriage because they were born so; some, because they were made so by others; some, because they have renounced marriage for the sake of the kingdom of heaven. Whoever can accept this ought to accept it. MATTHEW 19:

116 Lesson Plan Materials Handout A: Offenses against Chastity and Married Love Extramarital Sexual Activity Handout B: Offenses against Chastity and Married Love Homosexual Activity Teacher Resource A: Essential Truths of Human Sexuality Cards Teacher Resource B: Offenses against Chastity and Married Love Transgenderism My Notes DAY ONE Warm-Up A. Ask your students to define chastity. The successful integration of sexuality within us that requires us to manage our feelings and our bodies together in the way that God intended. In other words, self-control of our bodies and our sexual feelings. B. Project Catechism of the Catholic Church nos and 2349, and read them aloud to your students: 2348: All the baptized are called to chastity. The Christian has put on Christ, the model for all chastity. All Christ s faithful are called to lead a chaste life in keeping with their particular states of life. At the moment of his Baptism, the Christian is pledged to lead his affective life in chastity. 2349: People should cultivate [chastity] in the way that is suited to their state of life. Some profess virginity or consecrated celibacy which enables them to give themselves to God alone with an undivided heart in a remarkable manner. Others live in the way prescribed for all by the moral law, whether they are married or single. Married people are called to live conjugal chastity; others practice chastity in continence (withholding one s bodily functions). C. Ask your students the following questions: Who is called to chastity? Everyone! All of the baptized. 872

117 Clarify by asking: Does that mean married people are called to chastity, just like single people? Yes! No matter your state in life, you are called to be chaste. Who is the model for all chastity? Jesus. At our Baptism, we put on Christ, and we strive to lead a chaste life. Is chastity for someone who is married different from chastity for someone who is single? Yes. We are called to cultivate chastity in the way that is suited to our individual states of life. D. Explain to your students that while each is called to cultivate chastity according to his or her state of life, there are clear offenses against chastity and married love that are true for everyone. We have thus far explored the meaning of human sexuality and its ideal. In the next five lessons we are going to examine specific offenses against chastity and married love that diminish the meaning of human sexuality and disrespect the dignity of both men and women. First, let s review where we ve been and be sure that we have built a firm foundation from which to move forward. Activity A. In advance, copy and cut out the cards from Teacher Resource A: Essential Truths of Human Sexuality Cards, enough for one set per group of three or four students. B. Arrange your students in groups of three or four. Distribute a set of Essential Truths of Human Sexuality cards to each group. Have each group work together to read each card and then rewrite each essential truth in the space provided in their own words. Then have each group record two or three things that they learned about each essential truth. Circulate around the room to observe discussions and assist as needed. Formative Assessment When students have finished, call on groups to share with the class their rewrites and what they learned about the essential truths. Special note: Explain to your students that over the next few days, we will be discussing some sensitive topics related to human sexuality. In no way are these lessons meant to hurt or condemn anyone. Rather, they are meant to educate and inform, and bring into the light of God s grace certain sexual sins that are prevalent in our culture and that are especially tempting. Ultimately, the Church s teachings on human sexuality that we will be discussing are what logically and faithfully follow from these six essential truths that we accept. Unit 4, lesson 6 873

118 Lesson Plan (continued) DAY TWO Warm-Up A. Ask your students the following questions. Write the correct answers on the board as they respond: What are the two purposes of marriage? The unitive purpose and the procreative purpose. How do we define each of the purposes of marriage? The unitive purpose the good of the couple; the procreative purpose the generation (procreation) and education of children. What are the four goods of marriage by which the spouses reflect the love of God? Love freely given, faithful love, total self-giving love, and fruitful love. B. Have your students, with a neighbor, briefly respond to the following prompts. Then call on a few students to share each answer: What does free mean? Give an example from the Trinity, Christ s life, or another attribute of God. Answers will vary. What does faithful mean? Give an example from the Trinity, Christ s life, or another attribute of God. Answers will vary. What does fruitful mean? Give an example from the Trinity, Christ s life, or another attribute of God. Answers will vary. What does total self-giving mean? Give an example from the Trinity, Christ s life, or another attribute of God. Answers will vary. C. Ask your students which of the purposes of marriage each of the goods of marriage corresponds to. The unitive purpose: Free, faithful, total self-giving love. Explain that the love shared between spouses unites them as one body when the marriage union is freely entered into, is faithful, and is a total gift of self. The procreative purpose: Fruitful love. Explain that marital love is meant to be fruitful, to be life-giving and open to procreation. D. Explain to your students that as they begin to consider different offenses against chastity and married love, it is important to keep in mind the two purposes of marriage and the goods of marriage. These truths will provide the framework from which to understand why these offenses against chastity and married love are disordered. 874

119 Activity A. Distribute to each student Handout A: Offenses against Chastity and Married Love Extramarital Sexual Activity. Have your students read each description and then describe in the space provided how each is an offense against chastity and married love. Students should use the unitive and procreative purposes of marriage as the starting point of their argument. For example, students should describe how adultery offends the unitive and procreative purposes of marriage. Encourage students to consider the goods of marriage (free, faithful, total self-giving, and fruitful love) as they formulate their descriptions. B. When students have finished, call on students to share their answers. Discuss the correct answers with your class and allow students the opportunity to ask questions. Encourage an atmosphere of openness and trust so that students feel comfortable voicing their questions. C. Alternate activity option: Rather than have students work individually, due to the subject matter of the lesson, you may choose to read the descriptions from Handout A together as a class and discuss together how each is an offense against chastity and married love. This option would also allow for students to ask questions throughout the activity. Formative Assessment A. Have students, on their own paper, without putting their names on it, respond to the following prompts: Something that made sense to me from today s lesson was One thing that confused me about today s lesson was B. Collect the written responses for your review. Unit 4, lesson 6 875

120 Lesson Plan (continued) DAY THREE Warm-Up A. Create a prayerful atmosphere in your classroom. Project the following lyrics from the chorus of the song Lord, I Need You by Matt Maher: Lord, I need you Oh, I need you. Every hour I need you You re my one defense My righteousness Oh God, how I need you. B. Explain to your students that practicing chastity and resisting sexual temptation and sin can be difficult. In fact, without God, overcoming all temptation and sin is impossible. But, in God s infinite mercy, He will always forgive us when we fall and, by His grace, especially the grace received in the Sacrament of Reconciliation and the Eucharist, we can seek purity and resist temptation. C. Together with your class, recite aloud the lyrics to chorus of Lord, I Need You by Matt Maher. Invite your students to make this a prayer, recognizing that we need God in our lives to be holy. D. Play the song Lord, I Need You by Matt Maher, found at the following link: YouTube. com/watch?v=luvfmdhtyma. Encourage your students to reflect on the words of the song as they listen and sing along with the song at the chorus. Activity A. Choose a few of the One thing that confused me responses from the previous lesson s assessment to read aloud anonymously and address/clarify them with the entire class. B. Distribute to each student Handout B: Offenses against Chastity and Married Love Homosexual Activity. Have your students read each description and then describe in the space provided how each is an offense against chastity and married love. Students should use the unitive and procreative purposes of marriage as the starting point of their argument. For example, students should describe how homosexuality offends the unitive and procreative purposes of marriage. Encourage students to 876

121 consider the goods of marriage (free, faithful, total self-giving, and fruitful love) as they formulate their descriptions. C. When students have finished, call on students to share their answers. Discuss the correct answers with your class and allow students the opportunity to ask questions. Encourage an atmosphere of openness and trust so that students feel comfortable voicing their questions. D. Alternate activity option: Rather than have students work individually, due to the subject matter of the lesson, you may choose to read the descriptions from Handout C together as a class and discuss together how each is an offense against chastity and married love. This option would also allow for students to ask questions throughout the activity. Note: Included at the end of this lesson is Teacher Resource B: Offenses Against Chastity and Married Love Transgenderism. This topic is increasingly relevant in our current culture, however, it is not directly addressed in the Archdiocesan standards nor in the Catechism of the Catholic Church. This handout is included for you to use with your students at your own discretion. Assessment A. Have students, on their own paper, without putting their names on it, respond to the following prompts: Something that made sense to me from today s lesson was One thing that confused me about today s lesson was B. Collect the written responses for your review. Unit 4, lesson 6 877

122 HANDOUT A Offenses against Chastity and Married Love Extramarital Sexual Activity Directions: Read the following descriptions of offenses against chastity and married love. Then describe in your own words how each is an offense against chastity and married love. Use the unitive and procreative purposes of marriage (and their corresponding goods of married love) as the starting point of your argument. Extramarital Sexual Activity Extramarital sexual activity refers to any sexual activity that takes place outside of the context of marriage, such as adultery, premarital sex (fornication), and masturbation. All are gravely sinful. They are offenses against the dignity of the human person, both men and women, and disrespect the marital union of one man and one woman. Adultery is the unfaithfulness of at least one spouse in a marriage. Adultery occurs whenever two partners, of whom at least one is married to another person, have sexual relations. Jesus directly condemns adultery in Scripture. A person who commits adultery fails in his commitment to his spouse and withholds something of his love and gift of self from his spouse for another person. Adultery also typically is opposed to the generation of children and upsets the family setting, on which the welfare of children depends. Unitive (Free, Faithful, Total Self-Giving Love): 878

123 Procreative (Fruitful Love): Premarital sex, or fornication, is sexual relations between an unmarried man and an unmarried woman. Premarital sex speaks the language of married love without the commitment of marriage. Therefore, fornication falls short of the intended purpose of marital love and harms human dignity. Regardless of how much the partners might profess their love for one another, premarital sex is always selfish and self-serving because of the lack of the commitment to total self-giving, including one s fertility. Thus, those engaging in premarital sex typically do not desire children, and so premarital sex is closed to the fruitfulness of sexual love. Unitive (Free, Faithful, Total Self-Giving Love): 879

124 Procreative (Fruitful Love): Masturbation is the deliberate stimulation of one s own genital organs in order to derive sexual pleasure. Masturbation is gravely disordered because it removes the sexual act from the context of a relationship with another person. Therefore, it is fundamentally selfserving and solely pursues one s own selfish pleasure. Masturbation is entirely removed from the purposes and goods of marital love to be a gift of self to another and for the procreation of children. It is important to note that masturbation is highly addictive. This fact, combined with other psychological and maturity-related factors, may reduce one s moral responsibility for the action. Unitive (Free, Faithful, Total Self-Giving Love): 880

125 Procreative (Fruitful Love): 881

126 HANDOUT B Offenses against Chastity and Married Love Homosexual Activity Directions: Read the following description of the offense against chastity and married love. Then, after the offense, describe in your own words it is an offense against chastity and married love. Use the unitive and procreative purposes of marriage (and their corresponding goods of married love) as the starting point of your argument. Homosexual Activity God made each of us male or female in His image and likeness. Scripture tells us that everything God makes is good, including our bodies. Christians have believed this essential truth from the very beginning. Throughout the centuries, and even today, there are some who have believed that our mind and spirit, thoughts and feelings were more important than our bodies. They concluded that if we think or feel a certain way, we should be able to force our bodies to match our desire. This point of view is contrary to God s design of the human person. Homosexual activity refers to sexual relations between two persons of the same sex. For many of the same reasons extramarital sexual activity is an offense against chastity and married love, homosexual activity is also gravely disordered. Sexual relations between two persons of the same sex are always closed to the possibility of generation of children. Further, homosexual acts do not originate from the complementarity of the male and female bodies and sexuality. Therefore, homosexual acts can never be full expressions of the total self-giving love found in marriage. A proper understanding of homosexuality is particularly challenging to accept in our current cultural climate. Popular opinion fueled by emotion rather than reason, general misunderstanding, and recent legal decisions have all led to a certain acceptance of homosexuality as a new norm. Persons who experience homosexual attraction are called to chastity just as those who experience heterosexual attraction are. And just as heterosexual attractions can pose certain challenges at various stages in life, homosexual attraction can present a burden to those who experience it. This does not, however, change the truths about sexual love and the call to chastity of every person. Those who experience homosexual attraction must be lovingly accepted as persons created in God s image with the same dignity as any other person. Through prayer, friendship, and sacramental grace, those who experience homosexual attraction are called to uphold the same standard of love and chastity in their particular state in life as all Christians are. 882

127 Unitive (Free, Faithful, Total Self-Giving Love): Procreative (Fruitful Love): 883

128 TEACHER RESOURCE A Essential Truths of Human Sexuality Cards Directions: Copy and cut out the cards below, enough to give one set to each group of three or four students in your class. Rewrite in your own words: 1. Human beings are made in the image of God, the Blessed Trinity, who is love. Two or three things you learned: 884

129 Rewrite in your own words: 2. God calls us to love as He loves. Through our bodies as male and female, we have the capacity to respond to this calling, to be a selfgift to another, and to make the God of love visible to the world. Two or three things you learned: Unit 4, lesson 6 885

130 Rewrite in your own words: 3. Human sexuality, including sexual feelings, have the purpose of moving us in the direction of marriage between one man and one woman. Sexual activity outside of marriage between a man and a woman disrespects the dignity of both persons, who are made in God s image. Two or three things you learned: 886

131 Rewrite in your own words: 4. Chastity is the successful integration of sexuality within us that requires us to manage our feelings and our bodies together in the way that God intended. Two or three things you learned: Unit 4, lesson 6 887

132 Rewrite in your own words: 5. Marriage is the Sacrament in which one man and one woman are united in a free, faithful, fruitful, and total self-giving union. Two or three things you learned: 888

133 Rewrite in your own words: 6. The unitive and procreative purposes of marriage are essential for a marriage to be a marriage. Anything that prevents or diminishes these purposes is contrary to God s plan for marriage. Two or three things you learned: Unit 4, lesson 6 889

134 TEACHER RESOURCE B Offenses against Chastity and Married Love Transgenderism Directions: Read the following description of the offense against chastity and married love. Then, after the offense, describe in your own words it is an offense against chastity and married love. Use the unitive and procreative purposes of marriage (and their corresponding goods of married love) as the starting point of your argument. Transgenderism is a broad way of describing persons who struggle with a confused sense of sexual identity. Although a tiny minority of people are born with chromosomal abnormalities, we are all either male or female in our DNA. This includes those born male or female who, for some unknown physiological or psychological reason, believe they are experiencing their identity as a person of the opposite sex. This belief can result in severe psychological confusion and pain for the person, as well as for the person s family and friends. Recall that sexuality refers not only to our physical, psychological, and emotional characteristics as male and female, but also our attitudes and our need for love and friendship. And our bodies are not just empty shells that house our souls, as some believe, but are God-given temples of the Holy Spirit that are an essential part of human nature. Because of this, it is impossible to redefine sexual identity and gender as we see fit. To attempt do so is to disregard entirely the order of love that God calls us to image. There can be no complementarity of the sexes or self-giving love made visible through our bodies if there is no true masculinity or femininity. Those who experience confusion about their gender identity are no less made in God s image and no less deserving of being treated with the same dignity of person as anyone else. As Christians, we must pray for peace in their unique struggles and support them with Christian charity, all the while upholding the truth of God s plan for life and love. 890

135 Unitive (Free, Faithful, Total Self-Giving Love): Procreative (Fruitful Love): Unit 4, lesson 6 891

136

137 Offenses against Chastity and Marital Love, Part 2 UNIT 4, LESSON 7 Learning Goals While each person is called to cultivate chastity according to his or her state of life, there are clear offenses against chastity and married love that are true for everyone. The Church s teachings on sexual sin logically and faithfully follow the truths of human sexuality. The sins of pornography, prostitution, rape, the use of contraception, and abortion offend the unitive and procreative purposes of marriage and diminish the goods of marital love. Connection to the Catechism of the Catholic Church CCC CCC CCC Vocabulary Pornography Prostitution Rape Contraception Abortion Chastity Strand BIBLICAL TOUCHSTONES Mary said, Behold, I am the handmaid of the Lord. May it be done to me according to your word. Then the angel departed from her. LUKE 1:38 When Elizabeth heard Mary s greeting, the infant leaped in her womb, and Elizabeth, filled with the Holy Spirit, cried out in a loud voice and said, Most blessed are you among women, and blessed is the fruit of your womb. LUKE 1:41-42 Unit 4, lesson 7 893

138 Lesson Plan Materials Handout A: Offenses against Chastity and Married Love Pornography, Prostitution, and Rape Handout B: The Annunciation Handout C: Offenses against Chastity and Married Love Contraception Handout D: Offenses against Chastity and Married Love Abortion Handout E: A Rosary for Life: The Joyful Mysteries My Notes DAY ONE Warm-Up Have your students, with a partner, create a list of reasons why it is difficult to live out God s plan for human sexuality in our lives today. When they have had enough time to create a sufficient list, call on student to share and explain some of their reasons. Answers may include what they see on TV or on the Internet, the example of friends or family members, not knowing the true teachings of the Church, peer pressure, and so forth. Accept reasoned answers. Activity A. Distribute to each student Handout A: Offenses against Chastity and Married Love Pornography, Prostitution, and Rape. Have your students read each description and then describe in the space provided how each is an offense against chastity and married love. Students should use the unitive and procreative purposes of marriage as the starting point of their argument. For example, students should describe how pornography offends the unitive and procreative purposes of marriage. Encourage students to consider the goods of marriage (free, faithful, total self-giving, and fruitful love) as they formulate their descriptions. B. When they have finished, call on students to share their answers. Discuss the correct answers with your class, and allow students the opportunity to ask questions. Encourage an atmosphere of openness and trust so that students feel comfortable voicing their questions. C. Alternate activity option: Rather than have students work individually, due to the subject matter of the 894

139 lesson, you may choose to read the descriptions from Handout A together as a class and discuss together how each is an offense against chastity and married love. This option would also allow for students to ask questions throughout the activity. Formative Assessment A. Have students, on their own paper, without putting their names on it, respond to the following prompts: Something that made sense to me from today s lesson was One thing that confused me about today s lesson was B. Collect the written responses for your review. DAY TWO Warm-Up A. Project an image of the photograph on Handout B: The Annunciation by Botticelli. Give students several minutes to quietly view the art before you say or ask anything. Allow them to come up and stand closer to the image to examine details. B. Once several minutes have passed, ask students: What do you first notice about this work of art? What do you like about this work of art? How does this work of art make you feel? Where is your eye drawn? What is happening in this picture? The angel Gabriel is announcing to Mary that, by the power of the Holy Spirit, she will conceive the Son of God within her womb. C. Project Luke 1:26-38, and have a student stand and read it aloud: In the sixth month, the angel Gabriel was sent from God to a town of Galilee called Nazareth, to a virgin betrothed to a man named Joseph, of the house of David, and the virgin s name was Mary. And coming to her, he said, Hail, favored one! The Lord is with you. But she was greatly troubled at what was said and pondered what sort of greeting this might be. Then the angel said to her, Do not be afraid, Mary, for you have found favor with God. Behold, you will conceive in your womb and bear a son, Unit 4, lesson 7 895

140 Lesson Plan (continued) and you shall name him Jesus. He will be great and will be called Son of the Most High, and the Lord God will give him the throne of David his father, and he will rule over the house of Jacob forever, and of his kingdom there will be no end. But Mary said to the angel, How can this be, since I have no relations with a man? And the angel said to her in reply, The holy Spirit will come upon you, and the power of the Most High will overshadow you. Therefore the child to be born will be called holy, the Son of God. And behold, Elizabeth, your relative, has also conceived a son in her old age, and this is the sixth month for her who was called barren; for nothing will be impossible for God. Mary said, Behold, I am the handmaid of the Lord. May it be done to me according to your word. Then the angel departed from her. D. Ask your students the following questions: What do you think the ray of light in the middle of the painting represents? The Holy Spirit. It is moving toward Mary and is almost touching her. This would appear to be the moment before the conception of Jesus. What does Mary s posture indicate about her? She appears to be bowing in obedience or submission to the Father s will. Perhaps she is even speaking the words, May it be done to me according to your word. Activity A. Choose a few of the One thing that confused me responses from the previous lesson s assessment to read aloud anonymously and address/clarify them with the entire class. B. Distribute to each student Handout C: Offenses against Chastity and Married Love Contraception. Have your students read the description and then describe in the space provided how contraception is an offense against chastity and married love. Students should use the unitive and procreative purposes of marriage as the starting point of their argument. Encourage students to consider the goods of marriage (free, faithful, total self-giving, and fruitful love) as they formulate their description. C. When they have finished, call on students to share their answers. Discuss the correct answers with your class and allow students the opportunity to ask questions. Encourage an atmosphere of openness and trust so that students feel comfortable voicing their questions. D. Alternate activity option: Rather than have students work individually, due to the subject matter of the lesson, you may choose to read the description from Handout C together as a class and discuss together how contraception is an offense against 896

141 chastity and married love. This option would also allow for students to ask questions throughout the activity. Formative Assessment A. Project again the image of The Annunciation by Botticelli from Handout B. Ask your students what Mary s example can show us about accepting the gift of children as the fruit of married love. Mary submits herself to the will of the Father without doing anything that would prevent His will from occurring. B. Have students, on their own paper, without putting their names on it, respond to the following prompts: Something that made sense to me from today s lesson was One thing that confused me about today s lesson was C. Collect the written responses for your review. DAY THREE Warm-Up A. Project Luke 1:39-45, and have a student stand and read it aloud: During those days Mary set out and traveled to the hill country in haste to a town of Judah, where she entered the house of Zechariah and greeted Elizabeth. When Elizabeth heard Mary s greeting, the infant leaped in her womb, and Elizabeth, filled with the Holy Spirit, cried out in a loud voice and said, Most blessed are you among women, and blessed is the fruit of your womb. And how does this happen to me, that the mother of my Lord should come to me? For at the moment the sound of your greeting reached my ears, the infant in my womb leaped for joy. Blessed are you who believed that what was spoken to you by the Lord would be fulfilled. B. Ask your students the following questions: Where did Mary travel to, and whom did she visit? Mary traveled to a town of Judah to visit Elizabeth and Zechariah. What happened when Mary greeted Elizabeth? Elizabeth s unborn infant, John, leaped in her womb. Unit 4, lesson 7 897

142 Lesson Plan (continued) How does Elizabeth greet Mary? What common Catholic prayer have these words become part of? Most blessed are you among women, and blessed is the fruit of your womb. These words are part of the Hail Mary. What do Elizabeth s words to Mary indicate that she believed about the child in Mary s womb? Elizabeth s words indicate that she believed that Mary s child was the Son of God, the Messiah. Was this a joyful meeting between Mary and Elizabeth? Why do you think so? This seemed like a joyful meeting. The fact that Elizabeth s unborn child leaped in her womb and the tone of her greeting to Mary support this. What do you think this Gospel story tells us about the gift of children? Answers will vary. Explain to your students that earlier in this chapter of Luke s Gospel, we are told that Elizabeth was barren, meaning she could not have children, and was now too old. Her faith, and the faith and prayers of her husband resulted in a miraculous pregnancy. Her child would be John the Baptist, the cousin of Jesus. This Gospel tells us that the gift of children should bring joy to our lives. New life should be celebrated and valued, as we see Mary journey to share Elizabeth s joy over her pregnancy and to share her own good news of becoming pregnant with the Son of God. We can understand that each new pregnancy is, in a way, a miracle of God. It is a cooperation with His grace and love on the part of spouses, through the love they share and in submission to God s will for us. Activity A. Choose a few of the One thing that confused me responses from the previous lesson s assessment to read aloud anonymously and address/clarify them with the entire class. B. Distribute to each student Handout D: Offenses against Chastity and Married Love Abortion. Have your students read the description and then describe in the space provided how abortion is an offense against chastity and married love. Students should use the unitive and procreative purposes of marriage as the starting point of their argument. Encourage students to consider the goods of marriage (free, faithful, total self-giving, and fruitful love) as they formulate their description. C. When they have finished, call on students to share their answers. Discuss the correct answers with your class and allow students the opportunity to ask questions. Encourage an atmosphere of openness and trust so that students feel comfortable voicing their questions. 898

143 D. Alternate activity option: Rather than have students work individually, due to the subject matter of the lesson, you may choose to read the description from Handout D together as a class and discuss together how abortion is an offense against chastity and married love. This option would also allow for students to ask questions throughout the activity. Assessment A. Distribute to your students copies of Handout E: A Rosary for Life: The Joyful Mysteries, taken from USCCB.org. B. Select five student readers (to read the Scripture passages before each mystery) and five leaders (to lead the Rosary prayers). Then pray the Rosary for Life: The Joyful Mysteries together with your students. Explain before entering into this time of prayer that Mary is not only Jesus Mother, but also our Mother. She cares for each of us, born and unborn, in the same way that any mother cares for her children. Therefore, it is fitting and appropriate that we bring the cause of the defense of the unborn to her in prayer so that she might intercede for us, for all of the unborn, and for all new parents. C. Alternative assessment: If time is a factor, pray only one mystery of the Rosary for Life: The Joyful Mysteries. Or, pray one mystery a day for a week to complete the Rosary. Unit 4, lesson 7 899

144 HANDOUT A Offenses against Chastity and Married Love Pornography, Prostitution, and Rape Directions: Read the following descriptions of offenses against chastity and married love. Then describe in your own words how each is an offense against chastity and married love. Use the unitive and procreative purposes of marriage (and their corresponding goods of married love) as the starting point of your argument. Pornography, Prostitution, and Rape Some offenses against chastity and the goods of marital love are particularly violent toward the dignity of the human person. In the cases of pornography and prostitution, the person is reduced to a mere object of sexual pleasure. In the case of rape, unjust sexual violence is committed that gravely injures the respect, freedom, and physical and moral integrity to which every person has a right. In all of these offenses, Christians must uphold the moral teaching of the Church and reject all that mocks and degrades women and men and exploits sex for pleasure, profit, or power. Pornography refers to any material (print, video, or written) that portrays sexual acts for third parties for the purpose of sexual arousal. Pornography removes the sexual act from the intimacy of a personal relationship and perverts it. Therefore, pornography is an offense against chastity and marital love because it removes any opportunity for self-giving love and replaces it with the selfish pursuit of pleasure. All involved in pornography the actors, distributors, and the public are reduced to objects of pleasure and profit. The actors in pornographic material are no longer seen as human persons and are made into objects of pleasure. Pope St. John Paul II explained, There is no dignity when the human dimension is eliminated from the person. In short, the problem with pornography is not that it shows too much of the person, but that it shows far too little. This objectification gravely harms the dignity of those persons. Often the actors are subjected to physical and sexual violence. Those who create, distribute, and sell pornography are guilty of profiting from the objectification of others and of encouraging others to sin. Those who purchase or view pornography create a false fantasy world that distorts the goods of sexuality and marital love and reduces sex to a mere instrument of sexual pleasure. Further, viewing pornography often leads to other sexual sins, such as masturbation, and can become addictive. All aspects of pornography are gravely sinful. 900

145 Unitive (Free, Faithful, Total Self-Giving Love): Procreative (Fruitful Love): 901

146 Prostitution occurs when a person buys or sells sex. This is a grave perversion of sexuality that harms the dignity of those who engage in it. Prostitution, like pornography, reduces the human person to an object of sexual pleasure. The person who pays violates his own chastity and degrades the dignity of the other person. Prostitution leads to a cycle of sin in which the person selling his or her body is often subjected to other physical and sexual violence. The buying or selling of sex removes the sexual act from a loving relationship, and can never be a self-giving act. Thus, prostitution reduces God s gift of sexuality to a thing that is bought and sold. It is always sinful. Unitive (Free, Faithful, Total Self-Giving Love): Procreative (Fruitful Love): 902

147 Rape is a form of sexual violence. It is always gravely sinful because it is the forced sexual violation of one person by another. It unjustly removes the sexual act from a free, giving, loving relationship and violently harms the dignity and respect of the human person. Victims of rape are in no way morally responsible for the violence committed against them and are often deeply affected for life. Rape is an offense against freedom and degrades all that is good and beautiful about sexuality. Unitive (Free, Faithful, Total Self-Giving Love): Procreative (Fruitful Love): 903

148 HANDOUT B The Annunciation BY BOTTICELLI (C. 1490) Kelvingrove Art Gallery and Museum, Glasgow, Scotland. DIGITAL IMAGES AVAILABLE AT 904

149 HANDOUT C Offenses against Chastity and Married Love Contraception Directions: Read the following description. Then describe in your own words how contraception is an offense against chastity and married love. Use the unitive and procreative purposes of marriage (and their corresponding goods of married love) as the starting point of your argument. Contraception Contraception refers to any action that whether in anticipation of the conjugal act, or in its accomplishment, or in the development of its natural consequences, proposes, whether as an end or as a means, to render procreation impossible (CCC 2370) in other words, any action taken by a man and woman engaging in sexual relations that actively and intentionally is contrary to conception, or prevents the conception of a child. This includes the use of condoms, artificial birth control (pills, implants, shots, and patches), interrupting the sexual act, or any other action or device that closes the sexual relationship to the gift of life. Contraceptive acts are intrinsically evil even if chosen for reasons that seem good. Openness to the gift of life is one of the two fundamental purposes of marital love. Thus, anything that intentionally separates the sexual act from this purpose falls short of the selfgiving love that God calls men and women to image in marriage. Recall that the love shared between a husband and wife is an icon of the Trinity. That is, it is a sign of the self-giving love given and received between the Father and Son that the Holy Spirit eternally proceeds from. The love that is God is productive. Thus, the love of husband and wife is meant to be re-productive, to be open to the generation of children. There are many forces in our culture that seek to promote the use of contraception as normal and healthy in sexual relationships. They incorrectly reason that if a sexual relationship can satisfy one s personal feelings and desire for pleasure outside of the commitment of marriage, then one should practice safe sex by using contraceptives to avoid pregnancies and sexually transmitted diseases. The problem with this reasoning is that the sexual relationship has been completely removed from its God-given purpose; it is no longer self-giving, but rather self-serving. It is a lie to think that two people who believe they are in love should be able to have sex as an expression of their love without getting married or having children. This expression of love is not really love at all. Rather than being a total, free gift of self, it communicates to the other person, I feel like I love you, but I am unwilling to commit to you, and I feel like I love you, but I am withholding my fertility 905

150 from you. The use of contraceptives encourages this damaging attitude toward sexuality. It has even led some to use abortion killing an unborn baby in his or her mother s womb as a form of birth control. There may be good and serious reasons for a married couple to want to space the births of their children. Spouses, however, have the responsibility of ensuring that these are not selfish reasons. There are natural and responsible forms of regulating fertility that are available to married couples that do not close off the potential for procreation and that respect the natural fertility rhythms of the human body. This is called natural family planning. Unitive (Free, Faithful, Total Self-Giving Love): Procreative (Fruitful Love): 906

151 HANDOUT D Offenses against Chastity and Married Love Abortion Directions: Read the following descriptions. Then describe in your own words how abortion is an offense against chastity and married love. Use the unitive and procreative purposes of marriage (and their corresponding goods of married love) as the starting point of your argument. Abortion Abortion is the direct and intentional termination of a pregnancy. This termination results in the death of an innocent unborn child. There are different reasons a woman might want to have an abortion. For example, she might be worried that the father doesn t want her to have the baby. Her baby might have a birth defect or another prenatal diagnosis. The pregnancy might be the result of rape or incest. Being pregnant might present a danger to her health. Or she just might not want to have the baby. Life is the most fundamental right of a human being. From the moment of conception, the right to life must be recognized and protected by all of society. Babies in the womb have the same dignity and right to life as all human persons. But unlike grown people, babies in the womb cannot defend themselves. They have no voice and are completely vulnerable. Therefore, we must give the unborn special protection in order to guarantee their right to life. Regardless of the circumstances surrounding it, the Catholic Church has always believed that abortion is always gravely contrary to the moral law. This teaching has not changed and remains unchangeable. The most serious offense of abortion is a violation of the Fifth Commandment, Thou shall not kill. Abortion is the murder of an innocent human life. Those who formally cooperate in an abortion automatically excommunicate themselves from the Church. This means that such persons are excluded from membership in the Church and are unable to take part in the sacraments. This consequence is not meant to reduce the power of God s mercy. Rather, it is meant to show us how serious a sin abortion is. God s mercy is infinite. Those who cooperate in abortion can be welcomed back into the Church their sin can be forgiven and the excommunication removed if they truly repent of their sins and receive the Sacrament of Reconciliation. In addition to a violation of the Fifth Commandment, abortion is a serious offense against the goods of marital love. Marital love is fruitful that is, open to the gift of new life. An abortion destroys the new life that results from the sexual act and is a complete rejection 907

152 of the life-giving goodness of marital love. Anyone who cooperates in an abortion rejects not only God s plan for marital love but also the fundamental dignity of the human person, who is made in God s image. For such a person, love has become a selfish choice, and human life has become a disposable means to an end. In 1973, the Supreme Court decision Roe v. Wade legalized abortion across the United States. Since then, nearly sixty million unborn children have been killed. Sadly, vulnerable populations, such as poor and minority women, are much more likely than other women to obtain an abortion. Abortion providers target these populations in order to profit from their vulnerability by locating 80 percent of their clinics in poor and minority neighborhoods. Women who are considering abortion need our support, compassion, and prayers to help them see why abortion is wrong and that they have other options. We have a responsibility as Christians to work and pray for a just society that respects the life of all people, from the moment of conception to the moment of natural death. Unitive (Free, Faithful, Total Self-Giving Love): 908

153 Procreative (Fruitful Love): 909

154 HANDOUT E A Rosary for Life: The Joyful Mysteries The following meditations on the Joyful Mysteries of the Rosary were taken from USCCB.org. The First Joyful Mystery THE ANNUNCIATION OF OUR LORD Reader 1: The angel Gabriel was sent from God to a town of Galilee called Nazareth, to a virgin betrothed to a man named Joseph, of the house of David, and the virgin s name was Mary. And coming to her, he said, Hail, favored one! The Lord is with you. But she was greatly troubled at what was said and pondered what sort of greeting this might be. Then the angel said to her, Do not be afraid, Mary, for you have found favor with God. Behold, you will conceive in your womb and bear a son, and you shall name him Jesus. He will be great and will be called Son of the Most High, and the Lord God will give him the throne of David his father, and he will rule over the house of Jacob forever, and of his kingdom there will be no end. Mary said, Behold, I am the handmaid of the Lord. May it be done to me according to your word. Then the angel departed from her. (Luke 1:26-33, 38) Leader: As an angel proclaimed the conception of Christ in Mary s virginal womb, so do mothers and fathers learn every day of the conception of their child. Let us pray to the Mother of all the Living that every child be treasured and protected from the first moment of conception as an inestimable and wondrous gift of God. All: Our Father... Leader: Holy Mary, Mother of Joy: inspire the hearts of all newly pregnant women with the joy of which you sang at the Annunciation... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: deliver all parents from fear, and implant in their hearts a joyful hope... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: pray that joy may embrace the lives of all expectant parents... All: Hail Mary, full of grace S OP H IA IN S TITU TE FOR TE A C H ERS

155 Leader: Holy Mary, Mother of Joy: pray for grandparents, that the witness of their joy might be a source of strength to their expectant children... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: be with all new parents, that the miracle of new life silently growing in the womb will awaken in them a commitment to cherish and protect their child... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: pray that all might be inspired by the wonder of new life and embrace God s overwhelming gift... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: watch over all new parents with your maternal care, from the first moments of new life... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: rejoice with the mother who first feels the stirring of the child in her womb... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: intercede for all parents who long to carry a child in their arms... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Bless adoptive parents and rejoice with them in the beauty of their child... All: Hail Mary, full of grace... All: Glory to the Father, and to the Son, and to the Holy Spirit: as it was in the beginning, is now, and will be for ever. Amen. 911

156 The Second Joyful Mystery THE VISITATION During those days Mary set out and traveled to the hill country in haste to a town of Judah, where she entered the house of Zechariah and greeted Elizabeth. When Elizabeth heard Mary s greeting, the infant leaped in her womb, and Elizabeth, filled with the holy Spirit, cried out in a loud voice and said, Most blessed are you among women, and blessed is the fruit of your womb. And how does this happen to me, that the mother of my Lord should come to me? For at the moment the sound of your greeting reached my ears, the infant in my womb leaped for joy. Blessed are you who believed that what was spoken to you by the Lord would be fulfilled. (Luke 1:39-45) Leader: As the child in Elizabeth s womb leaped for joy when the Blessed Virgin, pregnant with the Son of God, came to meet her, so may our hearts leap with joy at the wonders of new life promised in every expectant mother. All: Our Father... Leader: Holy Mary, Mother of Joy: Inspire us to rejoice with all expectant parents and to support them with our prayers... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Comfort expectant fathers when they are afraid... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Share your courage with all women who fear the coming birth of their child... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Be close to all expectant mothers, as they bear the child of their womb... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Give us the joy of Saint Elizabeth and her son whenever we meet the miracle of new life... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Pray that all our laws may protect and defend the innocent life which lives within each mother s womb... All: Hail Mary, full of grace

157 Leader: Holy Mary, Mother of Joy: Give courage by your example to those who greet the news of their pregnancy with fear... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Teach us to support all expectant parents and to increase their joy in the miracle of God s work within them... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Ask that God gives us the wisdom to support those tempted to abort their child s life... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Inspire even those who perform abortions with the truth of him whom you bore in your womb... All: Hail Mary, full of grace... All: Glory to the Father, and to the Son, and to the Holy Spirit: as it was in the beginning, is now, and will be for ever. Amen. The Third Joyful Mystery THE NATIVITY OF JESUS While they were there, the time came for her to have her child, and she gave birth to her firstborn son. She wrapped him in swaddling clothes and laid him in a manger, because there was no room for them in the inn. Now there were shepherds in that region living in the fields and keeping the night watch over their flock. The angel of the Lord appeared to them and the glory of the Lord shone around them, and they were struck with great fear. The angel said to them, Do not be afraid; for behold, I proclaim to you good news of great joy that will be for all the people. For today in the city of David a savior has been born for you who is Messiah and Lord. And this will be a sign for you: you will find an infant wrapped in swaddling clothes and lying in a manger. (Luke 2: 6-12) Leader: In the birth of every child we see the birth of Christ Jesus in the Bethlehem stable. Let us commend all new mothers and fathers and every newborn child to the protection and intercession of the Mother of God and Mother of all Christians. All: Our Father... Leader: Holy Mary, Mother of Joy: Come swiftly to the aid of all who labor in distress... S O P HI A IN ST IT U T E F OR T E AC H E R S 913

158 All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Give your own courage to mothers who are alone or abandoned... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Implant within the hearts of all grandparents the wonder known by the shepherds at the birth of your Son... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: pray for those who assist with the labor which brings new life: for skill and compassion... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Help us to welcome the gift of new life, as you welcomed the birth of your Son... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Strengthen the joy of all men and women who behold the wonder of new life... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Let the face of the newborn child proclaim the Gospel of Life... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Guide the hands and hearts of obstetricians in their holy work... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: help us to proclaim the Gospel of Life in our care for each newborn child... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: be present at the moment of birth to share in our joy... All: Hail Mary, full of grace... All: Glory to the Father, and to the Son, and to the Holy Spirit: as it was in the beginning, is now, and will be for ever. Amen. 914

159 The Fourth Joyful Mystery THE PRESENTATION IN THE TEMPLE Now there was a man in Jerusalem whose name was Simeon. This man was righteous and devout, awaiting the consolation of Israel, and the holy Spirit was upon him. It had been revealed to him by the holy Spirit that he should not see death before he had seen the Messiah of the Lord. He came in the Spirit into the temple; and when the parents brought in the child Jesus to perform the custom of the law in regard to him, he took him into his arms and blessed God, saying: Now, Master, you may let your servant go in peace, according to your word, for my eyes have seen your salvation, which you prepared in sight of all the peoples, a light for revelation to the Gentiles, and glory for your people Israel. (Luke 2:25-32) Leader: As Christ was consecrated to God at his presentation in the temple, so many we consecrate all children to that holiness, purity, and innocence by which they lead us to God. A little child shall lead them. All: Our Father... Leader: Holy Mary, Mother of Joy: watch over every child and keep them safe and close to your Son... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Inspire all mothers to care for their children, as you cared for the child Jesus... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Be with all fathers of newborn babies that they might glory in the wonder of new life... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Gently guide new parents as they lead their little ones to your Son... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Pray for the toddler who, like your Son, reaches out in hope to a brand new world... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Hold close to your immaculate heart the innocence and joy of each little child... All: Hail Mary, full of grace... S O P HI A IN ST IT U T E F OR T E AC H E R S 915

160 Leader: Holy Mary, Mother of Joy: Be a model of maternal love for those who need you the most... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Bless with your presence the room of each little child... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Welcome home to heaven the soul of the miscarried child... All: Hail Mary, full of grace... Leader: Holy Mary, Mother of Joy: Rejoice with us, as you did with Saint Joseph, at the first steps and first words of every child... All: Hail Mary, full of grace... All: Glory to the Father, and to the Son, and to the Holy Spirit: as it was in the beginning, is now, and will be for ever. Amen. The Fifth Joyful Mystery THE FINDING IN THE TEMPLE Each year his parents went to Jerusalem for the feast of Passover, and when he was twelve years old, they went up according to festival custom. After they had completed its days, as they were returning, the boy Jesus remained behind in Jerusalem, but his parents did not know it. Thinking that he was in the caravan, they journeyed for a day and looked for him among their relatives and acquaintances, but not finding him, they returned to Jerusalem to look for him. After three days they found him in the temple, sitting in the midst of the teachers, listening to them and asking them questions, and all who heard him were astounded at his understanding and his answers. When his parents saw him, they were astonished, and his mother said to him, Son, why have you done this to us? Your father and I have been looking for you with great anxiety. And he said to them, Why were you looking for me? Did you not know that I must be in my Father s house? But they did not understand what he said to them. (Luke 2:41-50) Leader: As the Christ Child was found in the temple by the Blessed Virgin Mary and Saint Joseph, so we pray for all children, especially those lost and forgotten. May the Gospel of Life impel us to find them when they are most in need and to lead them home to a place where they are treasured, protected, and loved. All: Our Father

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