from the ground - ericup, teaching catholic social principles in elementary schools. written...
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SO 030 942
Butler, John T.; Carlisle, Kathleen Burgoyne; Davis,William; Hart, Joan; Haney, Regina M.; McGreevy, Anne;Meegan, Elizabeth; Rosenhauer, JoanFrom the Ground up: Teaching Catholic Social Principles inElementary Schools.National Catholic Educational Association, Washington, DC.ISBN-1-55833-221-91999-00-00171p.National Catholic Educational Association, 1077 30th Street,NW, Suite 100, Washington, DC 20007-3852; Tel: 202-337-6232;Fax: 202-333-6706; Web site: http://www.ncea.org ($16member/$21 nonmember).Guides Non-Classroom (055) Reports - Descriptive (141)MF01/PC07 Plus Postage.Catholic Educators; *Catholic Schools; Civil Liberties;Curriculum Development; Elementary Education; Humanism;*Religious Education; *Social Values; *Thematic Approach*Social Philosophy
The role of the Catholic school educator is to "help eachstudent become the 'new creature' that each one is potentially, and at thesame time prepare them for the responsibilities of an adult member ofsociety." The potential referred to includes mental, physical, psychological,and spiritual growth. This resource and planning guide for integratingCatholic social teaching into the curriculum is a tool for elementary schoolteachers to use to achieve this goal by systematically and intentionallyforming students who will assist with building "God's kingdom." In thisguide, for grades K-8, Catholic faculty share their experiences, ideas, andmaterials with colleagues around the country. The guide will assist facultyto integrate effectively Catholic social teachings into the curriculum. Itsuggests tools to evaluate the living-out of these teachings. The guideemphasizes the following seven Catholic social teaching themes: (1) life anddignity of the human person; (2) a call to family, community, andparticipation; (3) rights and responsibilities of the human person; (4) an
option for the poor and vulnerable; (5) dignity of work and the rights ofworkers; (6) solidarity of the human family; and (7) care for God's creation.Appendixes include selected resources in Catholic social teaching forelementary and secondary education, and a list of members of the Task Forceon Catholic Social Teaching and Catholic Education. (BT)
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Reproductions supplied by EDRS are the best that can be madefrom the original document.
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2
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chin
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lic S
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l Pri
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ry S
choo
lsW
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e E
lem
enta
ry a
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econ
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ools
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the
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k F
oke
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atho
lic S
ocia
l Tea
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atho
lic E
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tion:
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utle
rK
athl
een
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goyn
e C
arlis
leW
illia
m D
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egin
a M
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reev
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h M
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an R
osen
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atio
nal C
atho
lic E
duca
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l Ass
ocia
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lishe
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col
labo
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n w
ith th
e U
nite
d S
tate
s C
atho
lic C
onfe
renc
e
6@
199
9 by
the
Nat
iona
l Cat
holic
Edu
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nal A
ssoc
iatio
n10
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ashi
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-9D
esig
n: C
ente
r fo
r E
duca
tiona
l Des
ign
and
Com
mun
icat
ion,
Was
hing
ton,
DC
111 a
Tab
le o
fC
onte
nts
aiii
Pre
face
Intr
oduc
tion
avi
iF
acul
ty P
repa
ratio
n P
roce
ss
1P
lann
ing
Gui
de fo
r Im
plem
entin
g C
atho
lic S
ocia
l Tea
chin
g
65A
ppen
dice
s
A. S
elec
ted
Res
ourc
es in
Cat
holic
Soc
ial T
each
ing
for
Ele
men
tary
and
Sec
onda
ry E
duca
tion
65
B. M
embe
rs o
f the
Tas
k F
orce
on
Cat
holic
Soc
ial
111
Tea
chin
g an
d C
atho
lic E
duca
tion
71
C. O
rder
form
for
Sha
ring
Cat
holic
Soc
ial T
each
ing:
Cha
lleng
es a
nd D
irect
ions
74
D. O
rder
form
for
Mom
entu
m, A
ugus
t/Sep
tem
ber
1997
issu
e on
"H
uman
Dig
nity
, Tru
e C
omm
unity
:C
atho
lic S
ocia
l Tea
chin
g"75
\\
a a aPr
efac
eT
he d
istin
ct r
ole
of th
e C
atho
lic s
choo
l edu
cato
r is
to "
help
eac
h of
the
stud
ents
to a
ctua
lly b
ecom
e th
e 'n
ew c
reat
ure'
that
eac
h on
e is
pot
entia
lly, a
nd a
t the
sam
e tim
e pr
epar
e th
em fo
r th
e re
spon
sibi
litie
s of
an
adul
t mem
ber
of s
ocie
ty."
The
pot
entia
l ref
erre
d to
incl
udes
men
tal,
phys
ical
, psy
chol
ogic
al, a
nd s
pirit
ual g
row
th. T
his
reso
urce
and
pla
nnin
g gu
ide
for
inte
grat
ing
Cat
holic
soc
ial t
each
ing
into
the
curr
icul
um is
a to
ol w
ith w
hich
ele
men
tary
sch
ool t
each
ers
can
achi
eve
this
goa
l by
syst
emat
ical
ly a
nd in
tent
iona
lly fo
rmin
g st
uden
ts w
ho w
ill a
ssis
t with
bui
ldin
g G
od's
kin
gdom
. Bui
ldin
ga
a ju
st a
nd p
eace
ful s
ocie
ty is
at t
he h
eart
of s
pirit
ualit
y. C
atho
lic s
choo
l edu
cato
rs s
triv
e to
dev
elop
this
spi
ritua
lity
inth
eir
stud
ents
.
The
res
ourc
e an
d pl
anni
ng g
uide
was
dev
elop
ed b
y m
embe
rs o
f the
Ele
men
tary
and
Sec
onda
ry S
choo
ls S
ubgr
oup
of th
eT
ask
For
ce o
n C
atho
lic S
ocia
l Tea
chin
g an
d C
atho
lic E
duca
tion
of th
e U
nite
d S
tate
s C
atho
lic C
onfe
renc
e: J
ohn
T. B
utle
r;K
athl
een
Bur
goyn
e C
arlis
le; W
illia
m D
avis
, OS
FS
; Joa
n H
art,
SS
ND
; Reg
ina
Han
ey; A
nne
McG
reev
y, 0
513;
Eliz
abet
hII
Mee
gan,
OP
; and
Joa
n R
osen
haue
r. T
hese
Cat
holic
sch
ool e
duca
tors
then
invi
ted
prac
titio
ners
from
Our
Lad
y of
Goo
dC
ouns
el S
choo
l in
Vie
nna,
Virg
inia
, to
conc
ertiz
e th
eir
idea
s. T
he c
ore
com
mitt
ee m
embe
rs o
f the
facu
lty w
ere
Nan
cyli
Kra
mbu
hl; D
ebor
ah G
ailla
rd; S
iste
r M
ary
The
rese
Ega
n, O
SB
; and
Sis
ter
Ann
e M
cGee
vy, O
SB
. The
y m
otiv
ated
and
led
the
entir
e fa
culty
to c
ompi
le o
utco
mes
and
act
iviti
es to
illu
stra
te th
e se
ven
Cat
holic
soc
ial t
each
ing
them
es:
Life
and
Dig
nity
of t
he H
uman
Per
son
Cal
l to
Fam
ily, C
omm
unity
, and
Par
ticip
atio
nR
ight
s an
d R
espo
nsib
ilitie
s of
the
Hum
an P
erso
n
111
Opt
ion
for
the
Poo
r an
d V
ulne
rabl
eD
igni
ty o
f Wor
k an
d th
e R
ight
s of
Wor
kers
Sol
idar
ity o
f the
Hum
an F
amily
Car
e fo
r G
od's
Cre
atio
n
Her
ein,
facu
lty p
roud
ly s
hare
thei
r ex
perie
nces
, ide
as, a
nd m
ater
ials
with
col
leag
ues
arou
nd th
e co
untr
y. A
lthou
gh m
any
111
of th
e re
sour
ces
they
use
d ha
ve b
een
cite
d, o
ther
s, a
s w
ith s
o m
any
teac
hers
' bag
s of
res
ourc
es, c
anno
t be
trac
ed b
ack
toth
e or
igin
ator
s.
The
follo
win
g co
mm
ent f
rom
one
mem
ber
of th
e fa
culty
cor
e co
mm
ittee
exp
ress
es o
ur h
ope
for
all t
hose
who
use
this
guid
e: "
I'm n
ow m
ore
com
mitt
ed to
cha
nge
mys
elf a
nd m
y st
uden
ts to
be
mor
e re
spon
sibl
e fo
r br
ingi
ng a
bout
just
ice
and
peac
e."
' The
Con
greg
atio
n fo
r C
atho
lic E
duca
tion,
The
Rel
igio
us D
imen
sion
of E
duca
tion
in a
Cat
holic
Sch
ool,
Was
hing
ton,
DC
, Uni
ted
Sta
tes
Cat
holic
Con
fere
nce,
198
8, S
ectio
n 10
0, p
. 52.
10
111
Intr
oduc
tion
a aO
ver
the
past
sev
eral
dec
ades
, Cat
holic
edu
cato
rs in
the
Uni
ted
Sta
tes
have
res
pond
ed in
a va
riety
of w
ays
to th
e in
crea
s-a
ingl
y ur
gent
cal
ls o
f the
chu
rch
to m
ake
its s
ocia
l tea
chin
g in
tegr
al to
Cat
holic
edu
catio
nat
eve
ry le
vel.
Whi
le th
ispr
esen
t effo
rt a
ckno
wle
dges
wha
t has
alre
ady
been
don
e, th
e ch
angi
ng n
eeds
in s
ocie
ty a
nd in
our
stud
ents
con
vinc
e us
that
this
task
is n
ever
com
plet
ed. M
ore
and
mor
e, it
is a
ppar
ent t
hat t
he s
ocia
l tea
chin
gof
the
chur
ch h
as n
ot b
een
hear
d by
mos
t of t
he 6
0 m
illio
n C
atho
lics
in th
e U
nite
d S
tate
s. W
hen
hear
d,it
has
been
ass
ente
d to
and
em
brac
ed b
yon
ly a
rel
ativ
ely
smal
l num
ber.
Thi
s as
sess
men
t is
mad
e bo
th to
affi
rm w
hat h
as b
een
done
and
to e
nlis
t the
par
ticip
atio
nof
all
thos
e in
the
min
istr
y of
Cat
holic
edu
catio
n in
a re
new
ed e
ffort
to b
ring
Cat
holic
soc
ial t
each
ing
into
the
hear
t of
Cat
holic
edu
catio
n.
In o
rder
to a
chie
ve th
is, t
he U
.S. C
atho
lic C
onfe
renc
e of
bis
hops
con
vene
da
Tas
k F
orce
on
Cat
holic
Soc
ial T
each
ing
and
Cat
holic
Edu
catio
n in
199
5, w
ith A
rchb
isho
p Jo
hn R
oach
as th
e ch
air.
The
task
forc
e w
as c
ompr
ised
of r
epre
sent
ativ
es11
1fr
om a
ll ar
eas
of C
atho
lic e
duca
tion
and
form
atio
n. T
heir
task
was
twof
old.
The
y fir
st a
sses
sed
how
wel
l Cat
holic
soc
ial
teac
hing
had
bee
n in
tegr
ated
into
Cat
holic
edu
catio
n. T
hen
they
pro
pose
d st
rate
gies
for a
ren
ewed
effo
rt to
do
this
mor
e in
tent
iona
lly a
nd e
ffect
ivel
y. T
he ta
sk fo
rce'
s fin
ding
s an
d re
com
men
datio
ns w
ere
pres
ente
d to
the
bish
ops
inN
ovem
ber
1997
and
wer
e en
dors
ed in
thei
r Ju
ne 1
998
stat
emen
t.
The
cur
ricul
um p
lann
ing
proc
ess
pres
ente
d in
this
gui
de fo
r C
atho
lic e
lem
enta
ry s
choo
lsis
par
t of t
he w
ork
of th
e ta
skfo
rce.
Hop
eful
ly, i
t will
stim
ulat
e cr
eativ
ity a
nd e
nthu
sias
m in
the
impl
emen
tatio
n of
the
soci
al m
issi
on o
f the
chu
rch.
1111
Inte
gral
to th
is p
roce
ss is
the
bish
ops'
sta
tem
ent,
Sha
ring
Cat
holic
Soc
ial T
each
ing:
Cha
lleng
es a
nd D
irect
ions
(A
ppen
dix
C).
Thi
s do
cum
ent,
alon
g w
ith o
ther
mat
eria
ls, i
s re
quire
d re
adin
g fo
r th
ose
invo
lved
in th
e de
velo
pmen
t of t
each
er11
1gu
ides
and
stu
dent
out
com
es.
The
pur
pose
of t
his
proc
ess
is to
ena
ble
the
facu
lty a
nd s
tude
nts
to b
ette
r kn
ow,
unde
rsta
nd, a
nd li
ve th
e co
ncep
ts a
ndpr
inci
ples
that
enl
iven
the
seve
n th
emes
of C
atho
lic s
ocia
l tea
chin
g. T
hese
prin
cipl
es a
ndco
ncep
ts a
re n
ot ju
st a
bstr
act
theo
ries
and
idea
s to
be
mem
oriz
ed b
y th
ose
who
are
impa
cted
by
the
mod
elpr
oces
s. R
athe
r, th
ese
theo
ries
are
afr
amew
ork
for
actio
n th
at w
ill ta
ke C
atho
lic s
ocia
l tea
chin
g in
to th
e m
arke
tpla
ce, t
hepu
blic
squ
are,
fam
ily li
fe, a
ndal
l com
mun
ity li
fe.
111
In s
umm
ary,
this
res
ourc
e w
ill a
ssis
t fac
ulty
effe
ctiv
ely
to in
tegr
ate
Cat
holic
soc
ial t
each
ing
into
the
curr
icul
um a
nd w
illsu
gges
t too
ls w
ith w
hich
to e
valu
ate
the
livin
g-ou
t of t
hese
teac
hing
s.
12
Facu
lty P
repa
ratio
n Pr
oces
sIf
Cat
holic
soc
ial t
each
ing
is to
be
mor
e fu
lly in
tegr
ated
into
the
elem
enta
ry s
choo
l cur
ricul
um, a
dmin
istr
ator
s an
d fa
cul-
ty m
ust s
hare
this
vis
ion
and
spec
ify h
ow it
will
occ
ur. T
his
requ
ires
pray
er, d
isce
rnm
ent,
and
a go
od a
mou
nt o
f pla
nnin
g.W
e kn
ow to
o th
at e
ffect
ive
impl
emen
tatio
n of
any
initi
ativ
e re
quire
s ow
ners
hip
from
all
who
mus
t pla
y a
part
in th
een
deav
or. S
uch
is th
e ca
se w
ith th
is e
ffort
to p
repa
re, d
esig
n, a
nd fa
cilit
ate
a pr
oces
s fo
r in
tegr
atin
g C
atho
lic s
ocia
lte
achi
ng in
to th
e cu
rric
ulum
. In
fact
, we
belie
ve th
e in
volv
emen
t of t
he e
ntire
sch
ool c
omm
unity
in th
e de
velo
pmen
t of
aou
tcom
es a
nd a
cur
ricul
um g
uide
is a
s im
port
ant a
s th
e pr
oduc
t. T
o en
sure
this
invo
lvem
ent,
the
follo
win
g ei
ght s
teps
are
reco
mm
ende
d.
1. D
evel
op a
cor
e co
mm
ittee
.11
/O
nce
the
deci
sion
has
bee
n m
ade
to b
egin
this
pro
cess
, a c
ore
com
mitt
ee s
houl
d be
sel
ecte
d fr
om th
e fa
culty
. The
role
of t
his
com
mitt
ee is
to d
esig
n an
d fa
cilit
ate
the
proc
ess
for
inte
grat
ing
Cat
holic
soc
ial t
each
ing
into
the
cur-
1,ric
ulum
. The
cor
e co
mm
ittee
sho
uld
be r
epre
sent
ativ
e of
eac
h el
emen
tary
sch
ool g
rade
leve
l and
may
als
o in
clud
epa
rent
s an
d st
uden
ts.
2. S
tudy
the
bish
ops'
sta
tem
ent a
nd k
ey d
ocum
ents
on
the
Cat
holic
Chu
rch'
s so
cial
teac
hing
.11
1T
he c
ore
com
mitt
ee b
egin
s by
rev
iew
ing
the
Cat
holic
Chu
rch'
s ric
h tr
aditi
on o
f soc
ial t
each
ing.
The
bis
hops
' sta
te-
men
t, S
harin
g C
atho
lic S
ocia
l Tea
chin
g: C
halle
nges
and
Dire
ctio
ns (
App
endi
x C
), w
ill s
erve
as
a pi
vota
l doc
umen
t,al
ong
with
oth
er m
ater
ials
and
res
ourc
es th
at r
elat
e to
the
chur
ch's
soc
ial t
each
ing,
suc
h as
thos
e lis
ted
inA
ppen
dix
A. A
long
with
rea
ding
doc
umen
ts a
nd m
ater
ials
that
cla
rify
Cat
holic
soc
ial t
each
ing,
the
core
com
mit-
.'te
e w
ill b
enef
it fr
om o
ngoi
ng p
raye
r, d
ialo
gue,
and
dis
cern
men
t on
how
they
are
cal
led
to li
ve o
ut th
e ce
ntra
lth
emes
not
ed in
the
bish
ops'
sta
tem
ent.
3. D
esig
n a
proc
ess
for
the
full
invo
lvem
ent o
f the
sch
ool c
omm
unity
.F
ollo
win
g th
e re
view
and
initi
al d
ialo
gue
on th
e ce
ntra
l the
mes
, the
cor
e co
mm
ittee
des
igns
a p
roce
ss to
hel
p fa
c-ul
ty, s
taff,
and
par
ents
bec
ome
mor
e kn
owle
dgea
ble
of C
atho
lic s
ocia
l tea
chin
g. In
add
ition
to a
list
of s
elec
ted
read
ings
, the
cor
e co
mm
ittee
may
dev
elop
pre
sent
atio
ns, d
iscu
ssio
ns, a
nd s
harin
g gr
oups
to h
elp
facu
lty, s
taff,
and
pare
nts
beco
me
bette
r ac
quai
nted
with
the
bish
ops'
sta
tem
ent a
nd, s
peci
fical
ly, t
he c
entr
al th
emes
hig
hlig
ht-
sed
in th
e do
cum
ent.
4. A
sses
s th
e le
vel o
f atte
ntio
n th
e sc
hool
cur
rent
ly g
ives
to C
atho
lic s
ocia
l tea
chin
g.O
nce
the
revi
ew h
as b
een
initi
ated
with
the
broa
der
com
mun
ity, t
he c
ore
com
mitt
ee b
egin
s th
e fo
urth
ste
p in
the
prep
arat
ion
phas
eass
essi
ng h
ow th
e sc
hool
cur
rent
ly in
tegr
ates
Cat
holic
soc
ial t
each
ing
into
the
curr
icul
um a
ndho
w s
tude
nts
live
out t
heir
unde
rsta
ndin
g of
key
them
es. A
t the
tim
e of
this
pub
licat
ion,
the
elem
enta
ry s
choo
l
15
vi i
VIII
:
16
subg
roup
had
not
iden
tifie
d a
tool
that
cou
ld b
e re
com
men
ded
for
this
ass
essm
ent.
The
sub
grou
p di
d re
view
the
Ass
essm
ent o
f Cat
holic
Rel
igio
us E
duca
tion
(AC
RE
), p
ublis
hed
by th
e N
atio
nal C
atho
lic E
duca
tiona
l Ass
ocia
tion,
whi
ch is
cur
rent
ly u
sed
by s
ome
scho
ols
to d
eter
min
e ge
nera
l kno
wle
dge
and
unde
rsta
ndin
g of
the
Cat
holic
faith
.T
he s
ubgr
oup
note
d th
at s
ome
mod
ifica
tion
is r
equi
red
befo
re th
is s
urve
y in
stru
men
t can
be
used
effe
ctiv
ely
toas
sess
stu
dent
s' k
now
ledg
e of
and
atti
tude
s to
war
d C
atho
lic s
ocia
l tea
chin
g.
Whi
le a
n as
sess
men
t ins
trum
ent c
ould
be
deve
lope
d by
the
core
com
mitt
ee to
stu
dy h
ow w
ell t
he s
choo
l has
inte
-gr
ated
Cat
holic
soc
ial t
each
ing
into
the
curr
icul
um, w
e su
gges
t tha
t the
com
mitt
ee fo
cus
its e
ffort
s on
dev
elop
ing
outc
omes
and
the
curr
icul
um g
uide
. We
belie
ve th
at th
ese
guid
es w
ill h
elp
the
entir
e sc
hool
com
mun
ity b
ecom
em
ore
inte
ntio
nal a
bout
pre
sent
ing
the
chur
ch's
soc
ial t
each
ing
and
will
pro
vide
the
tool
to m
easu
re r
esul
ts in
the
futu
re.
A s
ubje
ctiv
e as
sess
men
t als
o m
ay b
e co
nduc
ted
by th
e co
mm
ittee
as
a w
ay o
f pre
parin
g pa
rtic
ipan
ts fo
r th
e ne
xtst
ep, t
hat o
f vis
ioni
ng. T
he c
omm
ittee
invi
tes
the
facu
lty to
ass
ess
the
scho
ol's
cur
rent
abi
lity
to a
ddre
ss th
ech
urch
's s
ocia
l tea
chin
g, p
ossi
bly
durin
g th
e di
scus
sion
and
sha
ring
sess
ions
of s
tep
thre
e.
5. D
evel
op a
sha
red
visi
on o
r po
rtra
it of
the
idea
l stu
dent
at g
radu
atio
n.T
he n
oted
aut
hor
of S
even
Hab
its o
f Hig
hly
Effe
ctiv
e P
eopl
e, S
teph
en R
. Cov
ey, b
roug
ht r
enew
ed a
ttent
ion
to th
eol
d ad
age
"beg
in w
ith th
e en
d in
min
d."
Whe
n w
e fir
st e
nvis
ion
the
idea
l, he
rem
inds
us,
we
tap
into
our
fund
a-m
enta
l val
ues
and
inte
rnal
gui
danc
e sy
stem
, thu
s en
surin
g th
at w
e cl
early
und
erst
and
and
are
focu
sed
on o
urde
stin
atio
n.
The
dev
elop
men
t of a
sha
red
visi
on b
egin
s th
e pl
anni
ng s
egm
ent o
f the
pro
cess
. The
cor
e co
mm
ittee
can
faci
li-ta
te th
is b
y in
vitin
g ei
ther
the
facu
lty o
r th
e en
tire
staf
f to
brai
nsto
rm a
nd a
rtic
ulat
e ch
arac
teris
tics
of th
e id
eal
stud
ent w
ho h
as fu
lly e
mbr
aced
the
chur
ch's
soc
ial t
each
ing.
Par
ticip
ants
will
find
it e
xtre
mel
y en
ergi
zing
to s
eeth
eir
port
rait
of th
e id
eal s
tude
nt e
mer
ge fr
om th
eir
colle
ctiv
e br
ains
torm
ing.
Dev
elop
ing
a sh
ared
vis
ion
of w
hat t
he fa
culty
and
sta
ff w
ant t
he s
tude
nts
to lo
ok li
ke a
nd h
ow th
ey w
ant t
hem
to a
ct b
y th
e tim
e th
ey g
radu
ate
from
the
scho
ol is
ess
entia
l. T
his
exer
cise
will
cen
ter
the
atte
ntio
n of
the
entir
esc
hool
com
mun
ity o
n th
is g
oal.
6. Id
entif
y th
e le
arni
ng o
utco
mes
for
achi
evin
g th
is v
isio
n.W
ith a
sha
red
visi
on o
f the
idea
l stu
dent
as
a po
int o
f ref
eren
ce, t
he n
ext s
tep
in th
e pl
anni
ng p
roce
ss is
to d
evel
-op
the
outc
omes
and
cur
ricul
um g
uide
. The
cor
e co
mm
ittee
may
wan
t to
deve
lop
a m
odel
as
a co
ntin
uing
edu
ca-
tiona
l gui
de fo
r th
e fa
culty
. Thr
ough
this
exe
rcis
e co
mm
ittee
mem
bers
will
bec
ome
acqu
aint
ed w
ith th
e ac
tual
task
of a
) de
velo
ping
out
com
e st
atem
ents
for
each
of t
he k
ey th
emes
not
ed in
the
bish
ops'
sta
tem
ent,
b) id
entif
y-in
g th
e go
spel
val
ues
that
the
outc
omes
cla
rify,
c)
iden
tifyi
ng h
ow th
e ou
tcom
es w
ill b
e m
easu
red,
and
d)
deve
l-op
ing
asse
ssm
ent a
ctiv
ities
that
can
be
incl
uded
in th
e cu
rric
ulum
.
BE
ST
CO
PY
AV
AIL
AB
LE
17
A w
orks
heet
ent
itled
"P
lann
ing
Gui
de fo
r Im
plem
entin
g C
atho
lic S
ocia
l Tea
chin
g" c
an b
e fo
und
on p
age
1, fo
l-lo
wed
by
mod
els
for
each
of t
he th
emes
for
grad
es K
-8. T
hese
hav
e be
en in
clud
ed to
pro
vide
a fr
amew
ork
as w
ell
as id
eas
and
exam
ples
for
cons
truc
ting
the
guid
e. O
nce
the
core
com
mitt
ee m
embe
rs h
ave
com
plet
ed th
e pr
epa-
ratio
n pr
oces
s, th
ey c
an b
egin
iden
tifyi
ng o
utco
mes
and
act
iviti
es fo
r th
e sc
hool
. Sin
ce th
e co
mpo
sitio
n of
the
core
com
mitt
ee is
rep
rese
ntat
ive
of th
e en
tire
facu
lty, w
e su
gges
t tha
t app
ropr
iate
com
mitt
ee m
embe
rs ta
kere
spon
sibi
lity
for
faci
litat
ing
the
outc
omes
pro
ject
at e
ach
grad
e le
vel.
The
ir ro
le w
ould
be
to c
onve
ne a
wor
kgr
oup
to d
evel
op a
n ou
tcom
es a
nd a
ctiv
ity s
heet
for
each
of t
he s
even
them
es o
f Cat
holic
soc
ial t
each
ing.
7. C
onso
lidat
e w
orks
heet
s an
d pu
blis
h ou
tcom
e an
d ac
tivity
gui
de.
As
subg
roup
s co
mpl
ete
thei
r w
orks
heet
s, th
e co
re c
omm
ittee
rev
iew
s an
d co
nsol
idat
es s
heet
s an
d co
mpi
les
the
guid
e. T
he r
evie
w s
houl
d el
imin
ate
redu
ndan
cy a
nd e
nsur
e th
at th
e ou
tcom
e, r
atio
nale
, beh
avio
ral o
bjec
tives
,an
d as
sess
men
t act
iviti
es a
re c
lear
, age
app
ropr
iate
, and
con
sist
ent w
ith th
e C
atho
lic s
ocia
l tea
chin
g th
emes
spe
ci-
fied.
The
dra
ft ca
n th
en b
e di
ssem
inat
ed b
ack
to th
e va
rious
gra
de-le
vel w
ork
grou
ps fo
r co
mm
ents
bef
ore
com
-pl
etin
g a
final
edi
t and
pub
licat
ion.
8. Im
plem
ent,
men
tor,
ass
ess
outc
omes
, and
cel
ebra
te.
With
the
com
plet
ion
of th
e ou
tcom
e an
d ac
tivity
gui
de, i
mpl
emen
tatio
n ca
n be
gin
in e
arne
st. T
he p
roce
ss o
fin
volv
ing
all o
f the
facu
lty in
the
deve
lopm
ent o
f the
gui
de m
ay e
ncou
rage
ear
ly in
itiat
ives
on
the
part
of m
any.
The
gui
de, o
nce
deve
lope
d, w
ill s
erve
as
a ta
ngib
le r
esou
rce
for
curr
icul
um p
lann
ing.
Mor
e im
port
ant,
the
guid
epr
ovid
es th
e m
eans
to h
elp
the
facu
lty a
sses
s th
eir
prog
ress
tow
ard
deve
lopi
ng th
e id
eal s
tude
nts
they
env
isio
n.
The
cor
e co
mm
ittee
, hav
ing
com
plet
ed th
e im
port
ant t
ask
of d
esig
ning
and
faci
litat
ing
the
deve
lopm
ent o
f the
guid
e, m
ay w
ish
to r
econ
vene
sem
i-ann
ually
to e
valu
ate
the
scho
ol's
pro
gres
s, to
faci
litat
e pe
riodi
c di
alog
ue, a
ndto
cel
ebra
te th
e sc
hool
's a
ccom
plis
hmen
ts in
inte
grat
ing
Cat
holic
soc
ial t
each
ing
into
the
curr
icul
um.
Con
clus
ion
Wha
t fol
low
s ar
e sa
mpl
es to
ass
ist t
each
ers
to d
esig
n/cr
aft o
utco
mes
, obj
ectiv
es, a
nd a
ctiv
ities
tous
e in
thei
r pa
rtic
ular
clas
sroo
ms.
The
y ar
e no
t com
preh
ensi
ve, b
ut o
ffer
the
idea
s of
one
gro
up o
f edu
cato
rs. W
hile
the
proc
ess
to c
reat
e th
emis
inva
luab
le, w
e re
aliz
e th
at s
ome
may
not
hav
e th
e op
port
unity
to c
reat
e cl
assr
oom
less
on g
uide
s fr
om s
crat
ch.
The
refo
re, w
e en
cour
age
thes
e ed
ucat
ors
to u
se th
e sa
mpl
es a
s th
ey a
re. H
owev
er, t
here
is n
o ci
rcum
vent
ing
the
facu
lty's
expe
rienc
e of
rea
ding
, ref
lect
ing,
and
dis
cuss
ing
the
bish
ops'
doc
umen
t, si
nce
com
mitm
ent t
o an
d liv
ing
out o
f Cat
holic
soci
al te
achi
ng is
cau
ght,
not t
augh
t.
IS19
Plan
ning
Gui
defo
r Im
plem
entin
g C
atho
lic S
ocia
l Tea
chin
gT
his
sam
ple
desc
ribes
eac
h se
ctio
n of
the
teac
hing
mod
els
that
follo
w.
aT
hem
e:T
he g
uide
incl
udes
the
seve
n th
emes
from
the
bish
ops'
sta
tem
ent S
harin
gC
atho
lic S
ocia
l Tea
chin
g: C
halle
nges
and
Dire
ctio
ns.
111
Gra
de:
Eac
h pa
ge a
ddre
sses
a d
iffer
ent t
hem
e fo
r a
spec
ific
grad
e le
vel f
rom
K-8
.
Out
com
es S
tate
men
t:T
his
sect
ion
stat
es th
e sp
ecifi
c ob
ject
ive
to b
e at
tain
ed a
s a
resu
lt of
the
proc
ess.
Rat
iona
le:
The
gos
pel v
alue
that
the
stud
ent w
ill u
nder
stan
d an
d ac
t upo
n is
sta
ted.
Stu
dent
Beh
avio
ral O
bjec
tives
:T
he b
ehav
iora
l obj
ectiv
es p
rovi
de th
e m
eans
for
asse
ssin
g th
e ou
tcom
es o
f the
proc
ess.
Sam
ple
Act
iviti
es:
The
sam
ple
activ
ities
sug
gest
spe
cific
lear
ning
act
iviti
es th
at m
ay b
e us
ed to
acco
mpl
ish
the
beha
vior
al o
bjec
tives
.
111
111
111
111
1
2
The
me:
Life
and
Dig
nity
of t
he H
uman
Per
son
Gra
de:
K
Out
com
es S
tate
men
t:T
he c
hild
kno
ws
that
that
eve
ry p
erso
n is
love
d by
God
and
des
erve
s to
be
trea
ted
with
kin
dnes
s.
Rat
iona
le:
Jesu
s ta
ught
us
to lo
ve o
ther
s as
he
love
s us
.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Chi
ld c
hoos
es to
sha
re p
osse
ssio
ns w
ith o
ther
s.C
hild
will
ingl
y ch
oose
s to
hel
p ot
hers
.C
hild
pra
ys fo
r so
meo
ne w
ho is
sic
k or
hav
ing
a ha
rd ti
me.
Rea
d an
d di
scus
s th
e bo
ok T
he R
ainb
ow F
ish
by M
arcu
s P
fiste
r, a
sto
ry a
bout
a fis
h w
ho le
arns
the
lone
lines
s of
bei
ng s
elfis
h an
d th
e go
od fe
elin
g of
sha
r-in
g po
sses
sion
s w
ith o
ther
s. (
plan
t the
idea
)C
hild
ren
brin
g to
cla
ssro
om p
osse
ssio
ns fr
om h
ome
to d
ispl
ay fo
r "t
he le
tter
of th
e w
eek,
" fo
r ex
ampl
e, o
ne w
eek
child
ren
brin
g in
obj
ects
beg
inni
ngw
ith th
e le
tter
"B."
The
y ar
e en
cour
aged
to p
lay
with
thes
e ob
ject
s an
dsh
are
with
oth
ers
... a
re th
ey w
illin
g to
do
this
? (o
bser
vatio
ns)
Chi
ld a
ctiv
ely
help
s cl
assm
ate
a) fi
nd a
pag
e, b
) bu
ild a
puz
zle,
c)
zip
a co
at,
d) ti
e a
shoe
. (ac
tions
)C
hild
pla
ys w
ith s
omeo
ne w
ho d
oesn
't ha
ve a
frie
nd.
41)
The
me:
Cal
l to
Fam
ily, C
omm
unity
, and
Par
ticip
atio
n
aG
rade
:K
Out
com
es S
tate
men
t:T
he c
hild
is a
war
e th
at h
e/sh
e ha
s a
resp
onsi
bilit
y to
par
ticip
ate
in h
is/h
er fa
mily
.
aR
atio
nale
:F
or a
chi
ld to
mov
e gr
adua
lly in
to a
life
of C
hris
tian
serv
ice,
he/
she
shou
ldha
ve a
n in
crea
sing
aw
aren
ess
of fa
mily
and
its
rela
tion
to th
e co
mm
unity
.
Stu
dent
Beh
avio
ral O
bjec
tives
:C
hild
rec
ogni
zes
that
he/
she
is a
mem
ber
of a
fam
ily.
Chi
ld d
iscu
sses
his
/her
jobs
as
a re
spon
sibl
e m
embe
r of
a fa
mily
.
Sam
ple
Act
iviti
es:
Chi
ld d
raw
s a
pict
ure
of h
is/h
er fa
mily
.D
urin
g Le
nt, c
hild
will
do
one
good
dee
d fo
r hi
s/he
r fa
mily
.C
hild
ren
can
mak
e a
list o
n ch
art p
aper
of:
I CA
N H
ELP
MY
FA
MIL
Y b
y br
ain-
stor
min
g id
eas,
then
illu
stra
ting
pict
ures
of t
he d
iffer
ent t
asks
.R
ead
a bo
ok s
uch
as N
o N
ap b
y E
ve B
untin
g ab
out h
ow a
chi
ld's
ref
usal
tota
ke a
nap
affe
cts
the
entir
e fa
mily
. Chi
ldre
n ca
n ac
t out
a m
ore
peac
eful
way
to b
ehav
e.
e
:.*
2 6
The
me:
Rig
hts
and
Res
pons
ibili
ties
of th
e H
uman
Per
son
Gra
de:
K
Out
com
es S
tate
men
t:T
he c
hild
is w
illin
g to
wor
k w
ith o
ther
s, to
coo
pera
te a
nd s
hare
.
Rat
iona
le:
Chr
istia
ns a
re c
alle
d to
trea
t eac
h ot
her
and
reso
lve
thei
r co
nflic
ts in
way
s co
n-11
1
sist
ent w
ith J
esus
' tea
chin
g an
d ex
ampl
e.
Stu
dent
Beh
avio
ral O
bjec
tives
:C
hild
coo
pera
tes
in la
rge
grou
p si
tuat
ion.
Chi
ld p
artic
ipat
es in
son
gs a
nd a
ctiv
ities
.C
hild
's a
ctiv
ity in
spe
cial
eve
nts
spill
s ov
er to
the
clas
sroo
m.
Sam
ple
Act
iviti
es:
At T
hank
sgiv
ing
time,
dis
cuss
the
way
the
pilg
rims
and
Nat
ive
Am
eric
ans
wor
ked
toge
ther
, sha
red
know
ledg
e, a
nd m
ade
thei
r co
mm
unity
a b
ette
rpl
ace
to li
ve.
Put
on
a dr
amat
ic p
lay
with
cos
tum
es a
nd s
ongs
abo
ut th
is e
vent
.S
hare
food
(po
pcor
n an
d ca
rrot
s) to
ree
nact
the
conc
ept o
f giv
ing
than
ks.
Sha
re th
is p
rodu
ctio
n w
ith fr
iend
s an
d fa
mily
.
The
me:
Opt
ion
for
the
Poo
r an
d V
ulne
rabl
e
Gra
de:
K
Out
com
es S
tate
men
t:T
he c
hild
bec
omes
aw
are
that
som
e ch
ildre
n ar
e po
or a
nd th
atw
e sh
ould
try
to h
elp
them
.
Rat
iona
le:
Chr
istia
ns a
re c
alle
d to
res
pond
to th
e ne
eds
of th
e le
ast o
f Chr
ist's
peo
ple,
espe
cial
ly th
e po
or a
nd n
eedy
.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Chi
ld c
omm
unic
ates
thro
ugh
pict
ures
and
wor
ds w
itha
grou
p of
chi
ldre
nse
rvic
ed b
y an
Obl
ate
of S
t. F
ranc
is D
e S
ales
' mis
sion
.C
hild
ren
are
enco
urag
ed to
con
trib
ute
pers
onal
ly to
the
poor
and
nee
dy.
Chi
ldre
n m
ake
Chr
istm
as c
ards
to s
end
to a
gro
up o
f chi
ldre
n se
rved
by
am
issi
on in
ano
ther
cou
ntry
.C
hild
ren
send
cor
resp
onde
nce
to th
ese
child
ren
thro
ugho
ut th
e sc
hool
year
,es
peci
ally
at h
olid
ay ti
mes
.C
hild
ren
try
to e
xcha
nge
phot
os to
com
pare
dre
ss, e
nviro
nmen
t, et
c. in
ord
erto
und
erst
and
diffe
renc
es a
nd s
imila
ritie
s.
5
6
30
The
me:
Dig
nity
of W
ork
and
the
Rig
hts
of W
orke
rs
Gra
de:
K
Out
com
es S
tate
men
t:T
he c
hild
dem
onst
rate
s an
app
reci
atio
n fo
r th
e ro
le o
f wor
k in
his
/her
life
by
usin
g an
d sh
arin
g G
od-g
iven
tale
nts
with
oth
ers.
Rat
iona
le:
In o
ur u
niqu
enes
s, w
e us
e ou
r G
od-g
iven
tale
nts
in o
ur s
ervi
ce to
war
d ot
hers
.W
e th
en le
arn
to a
ppre
ciat
e th
e w
ork
of o
ther
s.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
The
chi
ld r
ecog
nize
s ho
w g
ood
it fe
els
to d
o hi
s/he
r be
st w
ork.
Chi
ldre
n di
scus
s ho
w o
ther
s' w
ork
help
s th
em. (
teac
hers
, par
ents
, doc
tors
,po
lice
offic
ers)
Tea
cher
s de
mon
stra
te a
moc
k ta
ble
setti
ng in
sch
ool a
nd th
en a
ssig
n th
e se
t-tin
g of
the
fam
ily ta
ble
as a
hom
ewor
k ac
tivity
. The
y fo
llow
up
at s
choo
l the
next
day
with
a d
iscu
ssio
n. (
Did
you
nee
d he
lp?
Was
it fu
n? H
ow d
id y
oufe
el?
Will
you
do
it ag
ain?
)T
each
ers
do a
uni
t on
com
mun
ity w
orke
rs, a
nd in
vite
mom
s an
d da
ds in
tocl
ass
to ta
lk a
bout
thei
r jo
bs. E
ncou
rage
par
ents
to in
clud
e an
swer
s to
thes
equ
estio
ns:
Why
do
they
like
thei
r jo
b?W
hat w
ould
mak
e th
eir
job
bette
r?H
ow d
oes
thei
r jo
b re
spec
t the
rig
hts
of th
e w
orke
r an
d th
edi
gnity
of w
ork?
Tea
cher
s se
t up
a dr
amat
ic p
lay
area
with
cos
tum
es a
nd p
rops
for
appr
oxi-
mat
ely
thre
e w
orke
rs. T
each
ers
ask
for
child
ren'
s id
eas
and
dona
tions
for
othe
rki
nds
of w
orke
rs, a
nd g
et b
ooks
on
thes
e su
bjec
ts to
inte
grat
e w
ith s
ocia
lst
udie
s.
a
The
me:
Sol
idar
ity o
f the
Hum
an F
amily
aG
rade
:K
111
Out
com
es S
tate
men
t:C
hild
is a
war
e of
trad
ition
s in
oth
er c
ultu
res
that
are
the
sam
e an
d di
ffere
nt,
i.e.,
lang
uage
.a
Rat
iona
le:
We
are
one
hum
an fa
mily
.11
1
Stu
dent
Beh
avio
ral O
bjec
tives
:C
hild
em
ulat
es a
cus
tom
from
ano
ther
cou
ntry
dur
ing
a ho
liday
.11
1C
hild
und
erst
ands
that
chi
ldre
n in
oth
er c
ount
ries
have
sim
ilar
and
diffe
rent
trad
ition
s (i.
e., C
hris
tmas
)al
l Chr
istia
ns, n
o m
atte
r w
here
they
live
, kno
wth
e st
ory
of b
aby
Jesu
s' b
irth.
IIIS
ampl
e A
ctiv
ities
:D
iscu
ss th
e st
ory
of h
ow S
t. N
icho
las
thou
ght p
eopl
e ar
e m
ore
impo
rtan
tth
an th
ings
. Be
like
St.
Nic
hola
s du
ring
Adv
ent.
IIIIn
vite
par
ents
from
oth
er c
ultu
ral b
ackg
roun
ds to
sha
re h
olid
ay tr
aditi
ons,
com
pare
and
con
tras
t the
m to
our
s.
IR
ead
book
s ab
out c
hild
ren
of o
ther
rel
igio
ns (
exam
ple:
Han
ukka
h). W
ear
edi
ffere
nt in
our
cel
ebra
tions
but
we
are
all G
od's
chi
ldre
n.
IIU
se th
e in
tern
et fo
r a
clas
sroo
m p
en p
al in
ano
ther
cou
ntry
.
8
34
The
me:
Car
e fo
r G
od's
Cre
atio
n
Gra
de:
K
Out
com
es S
tate
men
t:C
hild
lear
ns th
at p
art o
f God
's p
lan
is fo
r us
to li
ve in
har
mon
y w
ith o
urcl
assm
ates
and
nat
ure.
Rat
iona
le:
We
are
all c
alle
d to
be
keep
ers
of th
e ea
rth.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Chi
ld k
now
s w
e ar
e re
spon
sibl
e fo
r ta
king
car
e of
cre
atio
n.C
hild
app
reci
ates
the
wor
ld G
od h
as g
iven
.C
hild
sho
ws
a ca
ring
and
help
ful a
ttitu
de to
war
d cl
assm
ates
.
Chi
ldre
n m
ake
a lit
ter
bag,
take
a w
alk,
pic
k up
tras
h.C
hild
ren
mak
e a
post
er to
rem
ind
pare
nts
to r
ecyc
le e
ach
wee
k.C
hild
ren
take
tim
e to
be
sile
nt o
utdo
ors
to h
ear
wha
t the
bird
s an
d an
imal
sar
e sa
ying
.C
hild
ren
talk
abo
ut w
ater
, its
use
s, h
ow w
e ca
n ke
ep it
cle
an.
Chi
ldre
n ta
lk a
bout
way
s w
e ca
n he
lp e
ach
othe
r in
sch
ool.
The
me:
Life
and
Dig
nity
of t
he H
uman
Per
son
Gra
de:
1
Out
com
es S
tate
men
t:C
hild
love
s an
d re
spec
ts s
elf a
nd o
ther
s as
gift
s fr
om G
od.
Rat
iona
le:
Jesu
s co
mm
ande
d us
to "
love
one
ano
ther
eve
n as
I ha
ve lo
ved
you,
and
love
your
nei
ghbo
r as
you
rsel
f."
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Boo
ks U
sed:
0 C ti)
Chi
ld c
an in
tera
ct p
eace
fully
with
cla
ssm
ates
.C
hild
sho
ws
inte
rest
and
car
e fo
r ne
wbo
rns.
Chi
ld u
nder
stan
ds a
nd r
espe
cts
elde
rly.
Chi
ld r
espe
cts
hand
icap
ped
and
disa
bled
.C
hild
lear
ns to
imita
te th
e liv
es o
f the
sai
nts.
Chi
ld tr
eats
cla
ssm
ates
with
res
pect
by
usin
g go
odm
anne
rs s
uch
as "
excu
sem
e,"
"may
I he
lp y
ou,"
"I'm
sor
ry."
New
born
bro
ther
s an
d si
ster
s ar
e ce
lebr
ated
with
car
ds o
fco
ngra
tula
tions
.C
hild
lear
ns to
res
pect
eld
erly
by
invi
ting
gran
dpar
ents
to v
isit
the
clas
sroo
man
d sh
are
thei
r ex
perie
nces
.C
hild
ren
give
up
cafe
teria
spac
e fo
r th
e m
onth
ly "
seni
or c
itize
n" lu
nche
on.
Chi
ld le
arns
the
stor
ies
of th
e sa
ints
(du
ring
Nov
embe
r).
Chi
ld le
arns
and
und
erst
ands
"si
gn o
f pea
ce."
Chi
ld m
akes
an
"All
Abo
ut M
e B
ookl
et."
Chi
ld le
arns
to le
ad a
nd te
ach
with
sim
ple
gam
es, e
.g.,
"Sim
on S
ays.
"
Boo
k of
Sai
nts
Pie
rre,
A C
autio
nary
Tal
e by
Mar
aca
Sen
dat
Bet
You
Can
't by
Pen
ny D
ale
Do
Like
Kyl
a by
Ang
ela
John
son
How
to L
ose
All
You
r F
riend
s by
Nan
cy C
arls
onJa
mai
ca's
Blu
e M
arke
r by
Mar
y H
offm
an
3 7
9
10
The
me:
Cal
l to
Fam
ily, C
omm
unity
, and
Par
ticip
atio
n
Gra
de:
1
Out
com
es S
tate
men
t:C
hild
und
erst
ands
that
he/
she
is a
n im
port
ant w
orki
ng m
embe
r of
his
/her
fam
-ily
, sch
ool,
paris
h, a
nd c
omm
unity
.
Rat
iona
le:
We
are
calle
d to
par
ticip
ate
and
cont
ribut
e to
the
wel
l-bei
ng o
f our
fam
ilies
,pa
rishe
s, a
nd c
omm
uniti
es.
Stu
dent
Beh
avio
ral O
bjec
tives
:C
hild
lear
ns a
bout
the
fam
ily u
nit,
neig
hbor
hood
, par
ish,
sch
ool,
com
mun
ity,
etc.
Chi
ld is
abl
e to
mod
el p
ositi
ve b
ehav
iors
whe
n pa
rtic
ipat
ing
with
oth
ers
indi
ffere
nt g
roup
s.C
hild
lear
ns th
at p
artic
ipat
ion
in s
ocie
ty is
impo
rtan
t
Sam
ple
Act
iviti
es:
Boo
ks U
sed:
Chi
ldre
n dr
aw p
ictu
res
of fa
mily
, i.e
., fa
mily
tree
, fam
ily b
anne
r.C
hild
ren
brin
g ph
otos
of f
amily
to c
lass
room
to s
hare
with
the
clas
s.C
hild
ren
cele
brat
e G
rand
pare
nt's
Day
, Fam
ily O
pen
Hou
se, o
r cl
ass
part
y at
scho
ol (
with
chi
ld d
emon
stra
ting
appr
opria
te b
ehav
iors
).C
omm
unity
wor
kers
can
com
e to
the
clas
sroo
m to
dis
cuss
con
cern
s, e
.g.,
polic
e of
ficer
.C
hild
ren
part
icip
ate
in a
par
ish
even
t (sc
hool
auc
tion)
.C
hild
ren
part
icip
ate
in a
can
ned
food
driv
e or
Chr
istm
as "
Giv
ing
Tre
e."
Chi
ldre
n pr
ay fo
r fa
mili
es in
cris
is.
Chi
ldre
n di
scus
s w
hat t
hey
wou
ld te
ll th
e pr
esid
ent a
bout
hun
gry
peop
le in
our
coun
try.
The
Giv
ing
Tre
e by
She
l Silv
este
inT
he W
edne
sday
Sur
pris
e by
Eve
Bun
ting
Kno
ts o
n th
e C
ount
ing
Rop
e by
Bill
Mar
tin, J
r. a
nd J
ohn
Arc
ham
baul
tW
hat's
in A
unt M
ary'
s R
oom
? B
y E
lizab
eth
How
ard
Am
azin
g G
race
by
Mar
y H
offm
an
39
The
me:
Rig
hts
and
Res
pons
ibili
ties
of th
e H
uman
Per
son
Gra
de:
1
Out
com
es S
tate
men
t:T
he c
hild
is w
illin
g to
wor
k ha
rd in
divi
dual
ly a
ndas
a m
embe
r of
a g
roup
with
tole
ranc
e an
d re
spec
t tow
ard
othe
rs.
Rat
iona
le:
The
chu
rch
asks
that
we
all w
ork
indi
vidu
ally
and
toge
ther
to c
reat
e a
harm
o-ni
ous
grou
p se
tting
with
tole
ranc
e an
d re
spec
t for
all.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Chi
ld ta
kes
resp
onsi
bilit
y fo
r hi
s/he
r ow
nar
ea a
nd p
osse
ssio
ns.
Chi
ld u
nder
stan
ds h
is/h
er r
ole
in h
elpi
ng to
mak
ea
harm
onio
us c
lass
.C
hild
rea
cts
to o
ther
s w
ith to
lera
nce
and
resp
ect.
Chi
ld r
eadi
ly ti
dies
his
/her
ow
n ar
ea in
the
clas
sroo
m.
Chi
ld a
djus
ts to
the
larg
e gr
oup
setti
ng b
y ob
eyin
g cl
ass
rule
s (r
aisi
ngha
nd,
wai
ting
in tu
rn, n
ot in
terr
uptin
g).
Chi
ld li
sten
s po
litel
y du
ring
Ora
l Sha
ring
and
asks
per
tinen
tqu
estio
ns.
Chi
ld is
ass
igne
d or
cho
oses
wor
k pa
rtne
rs a
nd is
abl
e to
coop
erat
e to
geth
eron
a ta
sk.
Chi
ldre
n ca
n dr
amat
ize
situ
atio
ns th
at r
equi
re r
espe
ctin
g ot
hers
'rig
hts.
Gos
pel s
torie
s ca
n be
a b
asis
for
this
.C
hild
can
pra
y fo
r ot
hers
.
Boo
ks U
sed:
Bet
You
Can
't by
Pen
ny D
ale
Do
Like
Kyl
a by
Ang
ela
John
son
How
to L
ose
All
You
r F
riend
s by
Nan
cy C
arls
on
'
41
The
me:
Opt
ion
for
the
Poo
r an
d V
ulne
rabl
e
Gra
de:
1
Out
com
es S
tate
men
t:C
hild
ren
reac
h ou
t to
child
ren
who
hav
e le
ss th
an th
ey h
ave.
Rat
iona
le:
God
ble
sses
thos
e w
ho c
ome
to th
e ai
d of
the
poor
.Lo
ve fo
r th
e po
or is
an
inte
gral
par
t of l
ivin
g a
true
Chr
istia
n lif
e.
Stu
dent
Beh
avio
ral O
bjec
tives
:C
hild
ren
expe
rienc
e th
e "jo
y of
giv
ing.
"
Sam
ple
Act
iviti
es:
Chi
ldre
n br
ing
cann
ed g
oods
whi
ch th
ey h
ave
boug
ht fo
r th
e po
orw
ith th
eir
own
allo
wan
ce.
Chi
ldre
n pu
rcha
se (
at le
ast c
ontr
ibut
e to
) a
gift
for
the
"Giv
ing
Tre
e"pr
ojec
tat
Chr
istm
as.
Chi
ldre
n sa
ve a
nd w
rap
penn
ies
to s
end
to th
e m
issi
ons.
Chi
ldre
n co
rres
pond
with
an
inne
r-ci
ty C
atho
lic s
choo
l.C
hild
ren
mak
e "g
oodi
e" b
ags
for
the
hom
eles
s or
mak
e va
lent
ines
and
take
them
dow
ntow
n to
the
hom
eles
s.
4 3
The
me:
Dig
nity
of W
ork
and
the
Rig
hts
of W
orke
rs
Gra
de:
1
Out
com
es S
tate
men
t:A
ll as
pect
s of
a g
ood
life
invo
lve
wor
k.
Rat
iona
le:
Wor
k is
pos
itive
and
som
ethi
ng to
be
prou
d of
.E
very
one
shou
ld b
e ab
le to
pro
vide
for
his/
her
life
and
that
of h
is/h
er fa
mily
as
wel
l as
serv
e th
e co
mm
unity
.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Chi
ld u
nder
stan
ds th
at w
ork
is a
pos
itive
act
ivity
.C
hild
pro
udly
acc
ompl
ishe
s hi
s/he
r cl
assr
oom
and
at-
hom
e w
ork.
Chi
ld r
espe
cts
wor
k pa
rent
s do
to p
rovi
de th
em w
ith fo
od, s
helte
r, c
loth
ing.
Spe
cial
per
son
prog
ram
allo
ws
child
to le
ad li
nes,
was
h bo
ard,
han
d ou
tpa
pers
, etc
.ex
perie
nce
the
prid
e of
wor
k.C
hild
ren
clea
n ou
t des
ks w
eekl
y, c
lean
floo
r da
ily.
Chi
ldre
n di
scus
s th
eir
resp
onsi
bilit
ies
(jobs
) at
hom
e.C
hild
ren
lear
n an
d sh
are
wha
t kin
d of
wor
k th
eir
pare
nts
and
gran
dpar
ents
do.
Chi
ldre
n in
vite
par
ents
of d
iffer
ent p
rofe
ssio
ns, a
s w
ell a
s pr
iest
s an
dre
ligio
us, t
o co
me
and
talk
abo
ut th
eir
wor
k.C
hild
ren
reco
gniz
e sc
hool
wor
kers
with
sig
ns o
f app
reci
atio
nca
rds,
ban
ners
, etc
.
Boo
ks U
sed:
The
Litt
le R
ed H
en (
such
as
the
vers
ion
for
ages
4-8
by
Pau
l Gal
done
)A
boo
k on
St.
Jose
ph
4
13
14
46
The
me:
Sol
idar
ity o
f the
Hum
an F
amily
Gra
de:
1
Out
com
es S
tate
men
t:C
hild
is a
war
e of
res
pons
ibili
ties
to o
ther
s th
roug
hout
the
wor
ld.
Rat
iona
le:
In a
link
ed a
nd li
mite
d w
orld
, our
res
pons
ibili
ties
to o
ne a
noth
er c
ross
nat
iona
lan
d ot
her
boun
darie
s.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Dis
cuss
con
ditio
ns a
nd n
eeds
of t
he c
omm
uniti
es in
the
wor
ld.
Incl
ude
the
need
s of
the
wor
ld in
dai
ly p
raye
r.R
ecog
nize
the
good
dee
ds th
at o
ther
s do
As
child
ren
lear
n ab
out n
eeds
of o
ther
s in
the
wor
ld, s
tart
a p
raye
r co
mm
it-te
e re
spon
sibl
e fo
r w
ritin
g si
mpl
e pr
ayer
s fo
r th
ese
peop
le to
inco
rpor
ate
into
cla
ss p
raye
r.F
amili
es w
ork
toge
ther
to lo
ok fo
r ne
ws
even
ts in
whi
ch s
omeo
ne in
the
wor
ld to
ok r
espo
nsib
ility
for
othe
rs. D
iscu
ss th
e go
od a
cts
and
thei
r im
por-
tanc
e.C
onst
ruct
a c
hain
of g
ood
deed
s to
sho
w w
hat w
e do
for
othe
rs.
The
me:
Car
e fo
r G
od's
Cre
atio
n
Gra
de:
1
Out
com
es S
tate
men
t:C
hild
ren
lear
n th
at G
od w
ants
us
to ta
ke c
are
of a
ll of
God
's c
reat
ion.
Rat
iona
le:
God
ent
rust
ed u
s to
be
care
take
rs o
f the
cre
ated
wor
ld a
nd to
pre
serv
e its
beau
ty.
Stu
dent
Beh
avio
ral O
bjec
tives
:C
hild
lear
ns to
live
in p
eace
with
all
peop
les
and
the
eart
h.
Sam
ple
Act
iviti
es:
4or
Chi
ldre
n ta
ke a
sea
sona
l wal
k an
d ap
prec
iate
all
the
beau
ties
of th
e w
orld
.C
hild
ren
cele
brat
e E
arth
Day
.C
hild
ren
mak
e bi
rd fe
eder
s.C
hild
ren
recy
cle
ever
y da
y.C
hild
ren
lear
n no
t to
was
te fo
od in
lunc
h bo
x.C
hild
ren
lear
n to
take
car
e of
cra
yons
, pen
cils
, and
pap
er.
49_
15
16
The
me:
Life
and
Dig
nity
of t
he H
uman
Per
son
Gra
de:
2
Out
com
es S
tate
men
t:C
hild
ack
now
ledg
es a
nd r
espe
cts
the
good
qua
litie
s an
d ta
lent
s of
oth
ers.
Rat
iona
le:
Bec
ause
all
pers
ons
are
crea
ted
by G
od, w
e ar
e ca
lled
to r
espe
ct a
nd v
alue
the
uniq
uene
ss o
f our
selv
es a
nd o
ther
s.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Chi
ldre
n re
cogn
ize
and
appr
ecia
te th
e ta
lent
s an
d go
od q
ualit
ies
of th
em-
selv
es a
nd o
ther
s.C
hild
ren
trea
t one
ano
ther
with
res
pect
and
kin
dnes
s in
the
clas
sroo
m a
ndon
the
play
grou
nd.
Chi
ldre
n re
ad W
orst
Sch
ool Y
ear
Eve
r in
the
begi
nnin
g of
the
year
.C
hild
ren
deve
lop
posi
tive
com
men
t she
ets
desc
ribin
g th
e go
od q
ualit
ies
ofst
uden
ts.
Chi
ldre
n m
ake
Com
mun
ion
dolls
to r
epre
sent
tale
nts,
inte
rest
s, a
nd u
niqu
e-ne
ss o
f stu
dent
s.C
hild
ren
mak
e th
ank
you
note
s fo
r so
meo
ne w
ho s
erve
s at
sch
ool;
list t
heir
tale
nts.
Chi
ldre
n ro
le p
lay,
trea
ting
each
oth
er w
ith r
espe
ct in
var
ious
situ
atio
ns.
The
me:
Cal
l to
Fam
ily, C
omm
unity
, and
Par
ticip
atio
n
Gra
de:
2
Out
com
es S
tate
men
t:C
hild
ren
lear
n th
at w
e ar
e ca
lled
to c
ontr
ibut
e to
soc
iety
.
Rat
iona
le:
For
a c
hild
to m
ove
grad
ually
into
a li
fe o
f Chr
istia
n se
rvic
e, h
e/sh
e sh
ould
have
an
incr
easi
ng a
war
enes
s of
the
impo
rtan
ce o
f par
ticip
atin
g in
fam
ily a
ndco
mm
unity
life
.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
52
Chi
ldre
n pa
rtic
ipat
e in
fam
ily r
espo
nsib
ilitie
s.C
hild
ren
can
shar
e w
ith c
lass
how
muc
h th
eir
fam
ily m
eans
to th
em a
nd th
eir
role
in th
e fa
mily
.C
hild
ren
atte
nd a
nd p
artic
ipat
e in
fam
ily a
ctiv
ities
in th
e co
mm
unity
and
paris
h.
In th
e F
amily
Life
Cur
ricul
um, c
hild
ren
will
mak
e po
ster
s us
ing
pops
icle
stic
ksto
rep
rese
nt in
divi
dual
mem
bers
of t
he fa
mily
.C
hild
ren
will
feat
ure
thei
r fa
mili
es o
n a
VIP
bul
letin
boa
rd.
Chi
ldre
n pr
oduc
e a
sim
ple
new
slet
ter
in w
hich
eac
h ch
ild te
lls s
torie
s ab
out
his/
her
fam
ily.
Stu
dent
s w
rite
than
k yo
u no
tes
to s
omeo
ne in
the
fam
ily w
ho h
as d
one
som
ethi
ng s
peci
al fo
r th
em.
Chi
ldre
n se
nd a
n E
aste
r ca
rd to
thos
e w
ho a
re b
eing
rec
eive
d in
to th
e ch
urch
durin
g th
e E
aste
r V
igil.
Chi
ldre
n di
scus
s w
hy it
is im
port
ant t
o vo
te.
5 3
171
118
The
me:
Rig
hts
and
Res
pons
ibili
ties
of th
e H
uman
Per
son
Gra
de:
2
Out
com
es S
tate
men
t:C
hild
ren
can
unde
rsta
nd th
e te
rm "
hum
an r
ight
s" a
nd th
e re
spon
sibi
litie
s th
atgo
alo
ng w
ith th
ese
right
s.
Rat
iona
le:
Chr
istia
ns a
re c
alle
d to
trea
t eac
h ot
her
(and
res
olve
con
flict
s) in
way
s co
nsis
-te
nt w
ith J
esus
' tea
chin
g an
d ex
ampl
e.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Stu
dent
s ac
cept
all
child
ren
on a
n eq
ual b
asis
and
forg
ive
othe
rs w
hen
the
need
aris
es.
Chi
ldre
n us
e bi
ble
read
ings
to d
emon
stra
te h
ow J
esus
acc
epte
d an
d fo
rgav
eot
hers
.
Chi
ldre
n m
ake
a m
ural
"Je
sus
For
give
s,"
show
ing
stor
ies
abou
t Jes
us' l
ifew
hen
he fo
rgav
e pe
ople
.C
hild
ren
nam
e or
mak
e a
list o
f peo
ple
and
sain
ts w
ho s
how
wha
t it m
eans
to b
e lo
ving
and
pea
cefu
l.C
hild
ren
mak
e a
list o
f way
s th
ey c
ontr
ibut
eth
eir
resp
onsi
bilit
ies
at h
ome
and
at s
choo
l.C
hild
ren
dem
onst
rate
forg
iven
ess
by m
akin
g a
clas
s bo
ok, "
For
givi
ng O
neA
noth
er."
Chi
ldre
n re
ad a
nd d
ram
atiz
e th
e st
ory
of th
e P
rodi
gal S
on.
Chi
ldre
n m
ake
frie
nds
with
chi
ldre
n w
ho h
ave
been
left
out.
Dur
ing
Tha
nksg
ivin
g ac
tiviti
es, c
hild
ren
disc
uss
why
peo
ple
have
a r
ight
tofo
od.
The
me:
Opt
ion
for
the
Poo
r an
d V
ulne
rabl
e
Gra
de:
2
Out
com
es S
tate
men
t:S
tude
nts
are
awar
e of
the
need
to s
hare
per
sona
l res
ourc
es w
ith th
e po
or a
ndne
edy.
Rat
iona
le:
Chr
istia
ns a
re c
alle
d to
res
pond
to th
e ne
eds
of th
e le
ast o
f Chr
ist's
peo
ple,
espe
cial
ly th
e po
or a
nd n
eedy
.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Chi
ldre
n ca
n de
mon
stra
te s
harin
g by
giv
ing
from
wha
t the
y ha
ve to
pro
-gr
ams
for
help
ing
the
poor
.C
hild
ren
use
bibl
e st
orie
s to
rec
ogni
ze th
e ne
eds
of th
e po
or, s
ick,
and
lone
ly.
Chi
ldre
n re
mem
ber
the
poor
and
vul
nera
ble
in p
raye
rs.
Chi
ldre
n m
ake
a co
llage
sho
win
g ho
w C
hris
tians
say
"Y
es"
to G
od (
mag
azin
epi
ctur
es o
f peo
ple
help
ing
othe
rs, c
arin
g, s
how
ing
kind
ness
).C
hild
ren
part
icip
ate
in fo
od d
rives
for
soup
kitc
hens
or
hom
eles
s sh
elte
rs.
Chi
ldre
n ca
n bu
y gi
fts fo
r th
e "G
ivin
g T
ree"
with
thei
r ow
n m
oney
.C
hild
ren
read
and
dra
mat
ize
stor
y of
the
Wed
ding
Fea
st a
t Can
a, th
e Lo
aves
and
Fis
hes,
Mar
y's
Vis
it to
Eliz
abet
h, e
tc. t
o de
mon
stra
te J
esus
' exa
mpl
e of
shar
ing
with
the
need
y.C
hild
ren
rem
embe
r th
e po
or a
nd n
eedy
in M
ass
petit
ions
and
dai
ly p
raye
rs.
191
20
The
me:
Dig
nity
of W
ork
and
the
Rig
hts
of W
orke
rs
Gra
de:
2
Out
com
es S
tate
men
t:C
hild
can
und
erst
and
how
wor
k af
fect
s us
in a
pos
itive
way
and
is a
n ex
pres
-si
on o
f our
hum
an s
elf-
wor
th.
Rat
iona
le:
All
peop
le s
houl
d pu
t the
ir be
st e
ffort
into
thei
r w
ork
and
acce
pt a
nd a
ppre
ci-
ate
the
wor
k of
oth
ers.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Chi
ldre
n sh
ould
lear
n to
do
thei
r be
st w
ork
in s
choo
l, ev
en if
gra
des
are
not
invo
lved
or
awar
ds a
re n
ot g
iven
.C
hild
ren
will
bec
ome
awar
e of
the
dive
rsity
of c
aree
r ch
oice
s an
d ha
ve a
nop
en m
ind
abou
t all
of th
em.
Chi
ldre
n w
ill s
how
res
pons
ibili
ty in
per
form
ing
clas
sroo
m ta
sks.
Tea
cher
s us
e un
grad
ed a
ssig
nmen
ts o
ccas
iona
lly to
teac
h th
e va
lue
of p
er-
form
ing
for
self-
wor
th in
stea
d of
gra
des,
(e.
g., s
cien
ce p
roje
cts,
boo
kre
port
s).
Tea
cher
s ha
ve p
aren
ts o
r gu
est s
peak
ers
com
e an
d ta
lk a
bout
a v
arie
ty o
fjo
bs o
r ca
reer
s.T
each
ers
use
a jo
b ch
art t
o as
sign
cla
ssro
om ta
sks
on a
rot
atin
g ba
sis.
The
me:
Sol
idar
ity o
f the
Hum
an F
amily
Gra
de:
2
Out
com
es S
tate
men
t:S
tude
nts
will
be
led
to a
n un
ders
tand
ing
and
acce
ptan
ce o
f all
peop
le th
roug
haw
aren
ess
of o
ther
cus
tom
s an
d cu
lture
s.
Rat
iona
le:
God
's p
lan
is fo
r us
to li
ve in
har
mon
y w
ith a
ll pe
ople
, cul
ture
s, a
nd c
usto
ms.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Chi
ldre
n le
arn
that
Chr
istm
as is
a h
olid
ay c
omm
on to
man
y bu
t exp
ress
eddi
ffere
ntly
thro
ugh
vario
us c
usto
ms.
Chi
ldre
n w
ill d
emon
stra
te g
ood
attit
udes
tow
ard
othe
rs a
nd p
rom
ote
peac
eby
lear
ning
cus
tom
s an
d tr
aditi
ons
of o
ur n
eigh
borin
g co
untr
ies.
Chi
ldre
n ca
n ac
know
ledg
e C
hris
tmas
act
iviti
es fr
om c
ultu
res
arou
nd th
ew
orld
thro
ugh
thei
r w
ritin
g, p
oetr
y, a
rt, e
tc.
Chi
ldre
n w
ill s
tudy
Mex
ico,
Cen
tral
Am
eric
a, a
nd C
anad
a to
lear
n th
e cu
s-to
ms
and
trad
ition
s of
our
nei
ghbo
ring
coun
trie
s.C
hild
ren
crea
te a
bul
letin
boa
rd: T
race
and
cut
out
han
ds fr
om c
onst
ruct
ion
pape
r, g
lue
phot
os o
f peo
ple
of o
ther
rac
es a
nd e
thni
c gr
oups
on
the
hand
s,jo
in th
e ha
nds
as a
way
of l
inki
ng to
geth
er a
ll pe
ople
of t
he w
orld
.
22
The
me:
Car
e fo
r G
od's
Cre
atio
n
Gra
de:
2
Out
com
es S
tate
men
t:C
hild
ren
lear
n th
at G
od w
ants
us
to ta
ke c
are
of h
is c
reat
ion.
Rat
iona
le:
God
gav
e us
our
bea
utifu
l wor
ld a
nd w
ants
us
to c
are
for
it.
Stu
dent
Beh
avio
ral O
bjec
tives
:C
hild
ren
unde
rsta
nd o
ur r
ole
as h
uman
bei
ngs
who
wer
e pu
t her
e to
car
e fo
rG
od's
cre
atio
n.C
hild
ren
use
thei
r le
vel o
f pow
er w
ith k
indn
ess
and
resp
ect f
or a
ll of
God
'scr
eatio
n.
Sam
ple
Act
iviti
es:
Act
ivity
:"T
he L
adde
r of
Life
"C
ut a
nd g
lue
piec
es o
f rop
e/ya
rn to
pap
er in
the
fash
ion
of a
ladd
er.
botto
m r
ung:
dra
w p
lant
life
next
run
g: a
nim
al s
ticke
rne
xt r
ung:
dra
w p
eopl
ene
xt r
ung:
glu
e co
nfet
ti an
gels
top
rung
: writ
e G
od
Mat
eria
ls:
Bib
le s
tory
of c
reat
ion
Pap
er, u
sed
vert
ical
ly; y
arn;
pen
cils
; cra
yons
; glu
e; s
ticke
rs o
f diff
eren
tw
ildlif
e; c
onfe
tti; a
ngel
s
Met
hod:
Rea
d an
d di
scus
s th
e st
ory
of c
reat
ion
emph
asiz
ing
the
leve
l of r
espo
nsib
ility
that
hum
ans
have
as
care
take
rs o
f all
God
's c
reat
ion.
Dis
cuss
leve
ls o
f life
-fo
rms
and
thei
r pu
rpos
e.
*
The
me:
Life
and
Dig
nity
of t
he H
uman
Per
son
Gra
de:
3
utco
mes
Sta
tem
ent:
Stu
dent
s ca
n re
late
to o
ther
s w
ith r
espe
ct.
ffi3
atio
naB
e:E
very
hum
an p
erso
n is
cre
ated
by
God
and
is th
eref
ore
valu
able
and
wor
thy
ofou
r re
spec
t.
Stu
dent
Ele
havi
orai
Obj
ectiv
es:
Chi
ldre
n lis
ten
care
fully
to a
noth
er p
erso
n.C
hild
ren
activ
ely
seek
to u
nder
stan
d th
e at
titud
es a
nd o
pini
ons
of o
ther
s.C
hild
ren
disa
gree
with
oth
ers
and
still
res
pect
them
.
Sam
pie
ctM
ties:
Chi
ldre
n w
ork
to d
evel
op g
ood
liste
ning
hab
its s
uch
as r
aisi
ng h
ands
, not
spea
king
whe
n ot
hers
are
spe
akin
g, w
aitin
g fo
r th
eir
turn
.T
hrou
gh p
aren
t and
teac
her
mod
elin
g, c
hild
ren
lear
n to
ask
que
stio
ns to
find
out m
ore
rath
er th
an s
hut o
ut o
pini
ons
that
diff
er fr
om th
eir
own.
Chi
ldre
n us
e gr
aphi
ng a
ctiv
ities
to il
lust
rate
div
erse
opi
nion
s.
64
23'
24
66
The
me:
Cal
l to
Fam
ily, C
omm
unity
, and
Par
ticip
atio
n
Gra
de:
3
Out
com
es S
tate
men
t:S
tude
nt r
ecog
nize
s th
e im
port
ance
of a
nd is
com
mitt
ed to
exe
rcis
ing
resp
onsi
-bl
e m
embe
rshi
p in
fam
ily a
nd c
omm
unity
.
Rat
iona
le:
For
a c
hild
to m
ove
grad
ually
into
a li
fe o
f Chr
istia
n se
rvic
e, h
e/sh
e sh
ould
have
an
incr
easi
ng a
war
enes
s of
fam
ily a
nd it
s re
latio
nshi
p to
the
com
mun
ity.
Stu
dent
Beh
avio
ral O
bjec
tives
:S
tude
nts
iden
tify
char
acte
ristic
s of
fam
ilies
and
com
mun
ities
.S
tude
nts
part
icip
ate
in fa
mily
res
pons
ibili
ties.
Stu
dent
s id
entif
y re
spon
sibi
litie
s of
var
ious
com
mun
ity h
elpe
rs.
Stu
dent
s ca
n ex
plai
n th
e im
port
ance
of p
artic
ipat
ion
in c
omm
unity
.
Sam
ple
Act
iviti
es:
Tea
cher
s in
volv
e th
e pa
rent
s in
a p
rogr
am o
f rec
ogni
zing
thei
r ch
ildre
n's
inpu
t in
the
fam
ily. T
his
coul
d be
don
e by
writ
ing
lette
rs o
r ca
rds,
than
king
child
ren
for
doin
g th
eir
chor
es, h
avin
g br
ight
sm
iles,
por
tray
ing
frie
ndsh
ip.
Tea
cher
s se
t up
job
char
ts w
ith s
choo
l tas
ks o
n on
e si
de a
nd h
ome
task
s on
the
othe
r si
de. S
tude
nts
will
use
the
char
ts to
do
a se
lf ch
eck.
Stu
dent
s ar
rang
e w
ith th
e po
lice/
fire
depa
rtm
ent o
r po
stal
ser
vice
to m
ake
post
ers
in s
uppo
rt o
f com
mun
ity a
war
enes
s. T
hese
can
be
used
to a
id in
com
mun
ity e
duca
tion.
Stu
dent
s an
d pa
rent
s ar
e m
ade
awar
e of
com
mun
ity, c
hurc
h, a
nd s
choo
l ser
-vi
ce a
nd a
dvoc
acy
even
ts. T
hey
are
enco
urag
ed to
par
ticip
ate.
Tea
cher
par
tic-
ipat
ion
will
dem
onst
rate
the
impo
rtan
ce to
chi
ldre
n.S
tude
nts
disc
uss
why
it is
impo
rtan
t to
vote
and
writ
e sa
mpl
e le
tters
to th
epr
esid
ent a
bout
hun
gry
peop
le in
our
cou
ntry
.
67
The
me:
Rig
hts
and
Res
pons
ibili
ties
of th
e H
uman
Per
son
Gra
de:
3
Out
com
es S
tate
men
t:S
tude
nts
unde
rsta
nd w
hat i
s in
clud
ed in
the
term
"hu
man
rig
hts"
and
kno
ww
hat r
espo
nsib
ilitie
s go
alo
ng w
ith th
em.
Rat
iona
le:
The
bas
ic r
ight
s of
hum
ans
incl
ude
the
right
s to
free
dom
of c
onsc
ienc
e an
dre
ligio
us li
bert
y, to
rai
se a
fam
ily, t
o im
mig
rate
, to
live
free
from
unf
air
dis-
crim
inat
ion,
and
to h
ave
eart
hly
good
s su
ffici
ent f
or o
nese
lf an
d on
e's
fam
ily.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Chi
ldre
n ha
ve th
e ab
ility
to e
xpre
ss a
n un
ders
tand
ing
of th
e te
rm "
hum
anrig
hts.
"C
hild
ren
have
the
abili
ty to
follo
w r
ules
and
dem
onst
rate
und
erst
andi
ng o
fth
e im
port
ance
of r
espe
ctin
g hu
man
rig
hts.
Chi
ldre
n ca
n re
late
the
ten
com
man
dmen
ts a
nd th
e "g
olde
n ru
le"
to th
erig
hts
of o
ther
s.
Thr
ee-s
tep
activ
ity:
1. S
tude
nts
begi
n by
list
ing
hum
an r
ight
s an
d di
scus
sing
com
man
dmen
tsan
d ac
tions
of C
hris
t.2.
The
y dr
aw p
oste
rs s
how
ing
peop
le fo
llow
ing
God
's la
w in
act
ion
toda
y.3.
The
y ac
t out
eac
h rig
ht w
ith p
rese
nt-d
ay s
ituat
ions
.C
hild
ren
keep
a "
Boo
k of
Rig
hts"
whi
ch li
sts
clas
sroo
m, c
omm
unity
, and
wor
ld r
ight
s.C
hild
ren
reco
rd in
stan
ces
whe
n th
ey s
ee s
omeo
ne ta
king
res
pons
ibili
ty fo
rth
e rig
hts
of o
ther
s.T
each
ers
tie in
with
soc
ial s
tudi
es a
nd o
ur B
ill o
f Rig
hts.
69
25'
26
70
The
me:
Opt
ion
for
the
Poo
r an
d V
ulne
rabl
e
Gra
de:
3
Out
com
es S
tate
men
t:T
he s
tude
nt is
com
mitt
ed to
sha
ring
pers
onal
res
ourc
es to
hel
p th
e po
or.
Rat
iona
le:
The
chu
rch
appe
als
to e
very
one
to r
ecog
nize
a s
peci
al o
blig
atio
n to
the
poor
and
vuln
erab
le: t
o de
fend
and
pro
mot
e th
eir
dign
ity, a
nd to
ens
ure
that
they
can
fully
par
ticip
ate
in s
ocie
ty.
Stu
dent
Beh
avio
ral O
bjec
tives
:C
hild
rec
ogni
zes
need
s of
the
poor
in h
is/h
er p
raye
rs.
Chi
ld s
peak
s re
spec
tfully
of t
he p
oor
and
does
not
look
dow
n on
them
.
Sam
ple
Act
iviti
es:
A s
choo
lwid
e pr
ogra
m is
initi
ated
for
givi
ng lu
nche
s to
the
poor
(a
loca
l she
l-te
r). G
rade
leve
l ass
ignm
ents
are
:7-
8 re
sear
ch a
nd s
et u
p.4-
6 pr
epar
e fo
od.
K-3
dec
orat
e ba
gs a
nd fi
ll w
ith n
apki
n.7-
8 fo
llow
up
with
rep
orts
of t
he g
roup
s re
ceiv
ing
the
food
.C
hild
ren
wor
k w
ith p
aris
h-re
late
d m
issi
on g
roup
suc
h as
the
Obl
ates
of S
t.F
ranc
is D
e S
ales
Mis
sion
in A
fric
a.C
hild
ren
brin
g in
the
mon
ey th
at th
ey w
ould
hav
e sp
ent f
or c
andy
and
giv
eit
to th
e pr
iest
to ta
ke to
his
mis
sion
. Pos
sibl
y ha
ve a
follo
w-u
p to
see
the
resu
lts o
f the
ir go
od d
eeds
.
The
me:
Dig
nity
of W
ork
and
the
Rig
hts
of W
orke
rs
GF
ade:
3
Out
com
es S
tate
men
t:S
tude
nts
put t
heir
best
effo
rts
into
thei
r w
ork.
Rat
h:m
ale:
Wor
k is
mor
e th
an a
way
to m
ake
a liv
ing.
It is
an
expr
essi
on o
f our
dig
nity
and
a fo
rm o
f con
tinui
ng p
artic
ipat
ion
in G
od's
cre
atio
n.
Stu
cleM
Beh
avlo
ral O
l:qec
thie
s:
Sam
ple
Act
lyltl
es:
7,7
O S
tude
nts
com
plet
e w
ork
in a
tim
ely
man
ner.
O S
tude
nts
take
car
e of
sup
plie
s, e
tc.
O S
tude
nts
part
icip
ate
in a
ll fa
cets
of t
he s
choo
l day
.O
Stu
dent
s re
late
thei
r sc
hool
day
to th
e w
ork
day
of th
eir
pare
nts.
O S
tude
nts
are
taug
ht to
see
sch
ool a
s th
eir
job
for
the
pres
ent a
nd th
at th
eyar
e re
spon
sibl
e to
com
plet
e th
eir
assi
gnm
ents
.O
Stu
dent
s ar
e en
cour
aged
to ta
ke c
are
of s
uppl
ies,
kee
p de
sks
neat
, and
com
epr
epar
ed fo
r cl
ass.
O In
ord
er to
dem
onst
rate
the
valu
e th
at is
pla
ced
on th
eir
role
in th
e cl
ass-
room
, stu
dent
par
ticip
atio
n sh
ould
be
rew
arde
d.O
Stu
dent
s co
nduc
t cla
ssro
om d
iscu
ssio
ns to
rel
ate
the
impo
rtan
ce o
f par
ents
'w
ork
to th
e im
port
ance
of s
tude
nts'
wor
k.
27
The
me:
Sol
idar
ity o
f the
Hum
an F
amily
Gra
de:
3
Out
com
es S
tate
men
t:T
he s
tude
nt u
nder
stan
ds th
e co
mm
itmen
t to
the
com
mon
goo
d an
d is
com
mit-
ted
to w
ork
for
wor
ld p
eace
.
Rat
iona
le:
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Vio
lent
con
flict
and
the
viol
atio
n of
the
dign
ity a
nd r
ight
s of
peo
ple
anyw
here
on th
e gl
obe
dim
inis
h ea
ch o
f us.
Sol
idar
ity e
xpre
sses
the
chur
ch's
con
cern
for
wor
ld p
eace
, glo
bal d
evel
opm
ent,
envi
ronm
ent,
and
inte
rnat
iona
l hum
anrig
hts.
Stu
dent
s in
clud
e pe
ace
in th
eir
writ
ings
(po
ems,
ess
ays)
.S
tude
nts
part
icip
ate
in a
ctiv
ities
that
sup
port
wor
ld p
eace
.S
tude
nts
use
peac
e-m
akin
g te
chni
ques
in th
e tr
eatm
ent o
f cla
ssm
ates
and
frie
nds.
Chi
ldre
n w
rite
peac
e po
ems
to b
e pu
blis
hed
in th
e sc
hool
pap
er to
sha
rew
ith o
ther
s.C
hild
ren
role
pla
y an
d ac
know
ledg
e pe
ace-
build
ing
activ
ities
in th
e cl
ass-
room
.C
hild
ren
star
t pen
pal
act
iviti
es w
ith p
eopl
e th
roug
hout
the
wor
ld to
lear
ncu
stom
s an
d tr
aditi
ons
that
pro
mot
e go
od a
ttitu
des
tow
ards
oth
ers
and
ther
efor
e pr
omot
e pe
ace.
Chi
ldre
n m
ake
peac
e po
ster
s sh
owin
g ho
w w
e ca
n he
lp o
ther
s.C
hild
ren
com
pare
the
need
s of
cul
ture
s ot
her
than
thei
r ow
n.C
hild
ren
writ
e pr
ayer
s fo
r pe
ace.
75
The
me:
Car
e fo
r G
od's
Cre
atio
n
Gra
de:
3
Out
com
es S
tate
men
t:C
hild
ren
lear
n th
at G
od w
ants
us
to ta
ke c
are
of a
ll of
his
cre
atio
n.
Rat
iona
le:
God
ent
rust
ed u
s to
take
car
e of
the
eart
h.
Stu
dent
Beh
avio
ral O
bjec
tives
:S
tude
nts
follo
w th
e ex
ampl
e of
St.
Fra
ncis
of A
ssis
i by
appr
ecia
ting
and
resp
ectin
g th
e an
imal
kin
gdom
.S
tude
nts
show
thei
r th
ankf
ulne
ss fo
r th
e m
any
gifts
of G
od's
cre
atio
n.
Sam
ple
Act
iviti
es:
76
Stu
dy a
nd g
ive
repo
rts
on th
e fiv
e cl
asse
s of
ani
mal
s.O
n th
e F
east
of S
t. F
ranc
is, O
ctob
er 4
, hav
e a
Ble
ssin
g of
the
Ani
mal
s.A
t Tha
nksg
ivin
g, s
tude
nts
nam
e gi
fts, t
ell w
hy th
ese
gifts
are
impo
rtan
t, an
ddr
aw p
ictu
res
for
disp
lay
to r
emin
d ot
hers
.
,
7 7
29'
30
78
The
me:
Life
and
Dig
nity
of t
he H
uman
Per
son
Gra
de:
4
Out
com
es S
tate
men
t:S
tude
nts
act r
espo
nsib
ly to
hel
p ot
hers
and
def
end
the
basi
c rig
hts
of o
ther
s.
Rat
iona
le:
Chi
ldre
n re
aliz
e th
at r
espe
ct is
nec
essa
ry fo
r ev
ery
pers
on b
ecau
se w
e fin
dJe
sus
in h
im/h
er.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Stu
dent
s ce
lebr
ate
that
we
are
mad
e in
the
imag
e an
d lik
enes
s of
God
by
trea
ting
othe
rs fa
irly
in d
aily
situ
atio
ns a
nd b
y us
ing
curr
ent e
vent
s to
pro
-m
ote
hum
an d
igni
ty.
Stu
dent
s pr
omot
e po
sitiv
e re
latio
nshi
ps w
ithin
the
clas
sroo
m.
Chi
ldre
n lis
ten
atte
ntiv
ely
whi
le s
tude
nts
are
givi
ng o
ral p
rese
ntat
ions
.C
hild
ren
stud
y hi
stor
ical
as
wel
l as
curr
ent e
vent
s in
ligh
t of w
heth
er h
uman
dign
ity w
as h
elpe
d or
ham
pere
d.C
hild
ren
act o
ut h
isto
rical
situ
atio
ns, t
akin
g va
rious
sid
es.
Chi
ldre
n ha
ve a
"m
yste
ry p
erso
n" a
nd w
rite
posi
tive
note
s to
him
/her
.C
hild
ren
have
a d
aily
goa
l to
say
or d
o on
e po
sitiv
e th
ing
for
a cl
assm
ate.
The
chi
ldre
n di
scus
s/w
rite
abou
t the
dig
nity
and
val
ue o
f hom
eles
s pe
rson
s.
79
The
me:
Cal
l to
Fam
ily, C
omm
unity
, and
Par
ticip
atio
n
Gra
de:
4
Out
com
es S
tate
men
t:S
tude
nts
reco
gniz
e im
port
ance
of a
nd a
re c
omm
itted
to m
embe
rshi
pin
fam
ilyan
d co
mm
unity
.
Ra.
Uon
ee:
For
a c
hild
to m
ove
grad
ually
into
a li
fe o
f Chr
istia
n se
rvic
e, h
e/sh
esh
ould
have
an
incr
easi
ng a
war
enes
s of
the
impo
rtan
ce o
f par
ticip
atin
gin
fam
ily a
ndco
mm
unity
life
.
Stu
dent
Beh
av:o
ra O
kqec
tives
:
Sam
pOe
AcV
ves:
BO
O C
hild
ren
iden
tify
fam
ily r
espo
nsib
ilitie
s.O
Chi
ldre
n id
entif
y th
e va
ried
cultu
res
and
the
cont
ribut
ions
that
they
mak
e.O
Chi
ldre
n ce
lebr
ate
thei
r cu
ltura
l and
eth
nic
herit
age.
O c
hild
ren
iden
tify
com
mun
ity s
ervi
ce o
rgan
izat
ions
.
O S
tude
nts
draw
a p
ictu
re o
f the
ir fa
mily
and
list
joys
and
res
pons
ibili
ties
ofea
ch m
embe
r.O
Stu
dent
s di
scus
s th
e ro
le o
f eac
h ch
ild in
the
fam
ilyfir
st, m
iddl
e, a
ndyo
unge
st.
O S
tude
nts
draw
a "
fam
ily s
hiel
d" th
at s
how
s fa
mily
bac
kgro
und
and
inte
gra-
tion
of th
eir
cultu
re w
ith o
ther
s.O
Stu
dent
s ar
e m
ade
awar
e of
org
aniz
atio
ns a
ctiv
e in
the
com
mun
ity.
0 T
each
ers
brin
g in
spe
aker
s w
ho c
an d
iscu
ss w
ith c
hild
ren
how
they
are
activ
ein
com
mun
ity s
ervi
ces
and
how
chi
ldre
nca
n be
com
e m
ore
invo
lved
.O
Stu
dent
s re
spon
d to
com
mun
ity n
eeds
: Giv
ing
Tre
e, R
ice
Bow
l, fo
od d
rives
,cl
othi
ng d
rives
.O
Stu
dent
s pa
rtic
ipat
e in
a m
ock
elec
tion
and
disc
uss
the
impo
rtan
ce o
f vot
ing.
O S
tude
nts
writ
e to
a le
gisl
ator
abo
ut a
n is
sue
affe
ctin
g th
e po
or a
nd v
ulne
rabl
e.
81
31
32
8,2
The
me:
Rig
hts
and
Res
pons
ibili
ties
of th
e H
uman
Per
son
Gra
de:
4
Out
com
es S
tate
men
t:S
tude
nts
unde
rsta
nd th
e ba
sic
conc
ept o
f hum
an r
ight
s.
Rat
iona
le:
We
unde
rsta
nd th
at w
e ar
e to
car
e fo
r al
l liv
ing
thin
gs a
nd r
espe
ctrig
hts
ofot
hers
.
Stu
dent
Beh
avio
ral O
bjec
tives
:S
tude
nts
beco
me
awar
e of
oth
ers'
nee
ds.
Stu
dent
s ac
t for
the
bene
fit o
f oth
ers.
Sam
ple
Act
iviti
es:
Stu
dent
s re
ad li
tera
ture
in w
hich
hum
an r
ight
s ar
e ad
dres
sed
and
disc
uss
thei
r re
actio
ns to
thes
e si
tuat
ions
.S
tude
nts
writ
e th
eir
own
stor
ies,
pla
ys, e
tc. w
here
issu
es n
eed
to b
ere
solv
ed.
Stu
dent
s us
e en
cycl
oped
ias
and
the
inte
rnet
to s
earc
h fo
r pe
ople
who
have
defe
nded
hum
an r
ight
s.S
tude
nts
set u
p de
bate
gro
ups
whi
ch a
ddre
ss s
ocia
l iss
ues.
In s
ocia
l stu
dies
, stu
dent
s di
scus
s B
ill o
f Rig
hts.
Stu
dent
s di
scus
s cu
rren
t eve
nts
whi
ch d
emon
stra
te h
uman
rig
hts
and
resp
onsi
bilit
ies.
%ad
;)
83
The
me:
Opt
ion
for
the
Poo
r an
d V
ulne
rabl
e
Gra
de:
4
Out
com
es S
tate
men
t:S
tude
nts
part
icip
ate
in s
ervi
ce a
nd a
dvoc
acy
proj
ects
tohe
lp p
erso
ns w
ho a
rele
ss fo
rtun
ate.
Rat
iona
le:
We
follo
w J
esus
' Gre
at C
omm
andm
ent b
y lo
ving
oth
ers
asw
e lo
ve o
urse
lves
and
by s
harin
g ou
r re
sour
ces
with
oth
ers.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
8 4
Stu
dent
s id
entif
y se
rvic
e gr
oups
that
hel
p th
epo
or.
Stu
dent
s lo
ok fo
r pu
blis
hed
artic
les
that
prom
ote
iden
tifyi
ng a
nd h
elpi
ng th
epo
or.
Chi
ldre
n lo
ok fo
r ne
wsp
aper
/mag
azin
e ar
ticle
ssu
ppor
ting
legi
slat
ion
that
bene
fits
the
poor
.C
hild
ren
cont
ribut
e no
n-pe
risha
bles
to c
omm
unity
"pan
try.
"C
hild
ren
colle
ct u
sed
toys
, clo
thin
g fo
r G
oodw
ill a
nd o
ther
com
mun
ity o
rga-
niza
tions
.
BE
ST
CO
PY
AV
AIL
AB
LE
4
33'
34
86
The
me:
Dig
nity
of W
ork
and
the
Rig
hts
of W
orke
rs
Gra
de:
4
Out
com
es S
tate
men
t:S
tude
nts
exer
cise
res
pons
ibili
ty fo
r th
e gi
fts a
nd ta
lent
s G
od h
as g
iven
them
.
Rat
iona
le:
Wor
k is
mor
e th
an a
way
to m
ake
a liv
ing.
It is
an
expr
essi
on o
f our
dig
nity
and
a fo
rm o
f con
tinui
ng p
artic
ipat
ion
in G
od's
cre
atio
n.
Stu
dent
Beh
avio
ral O
bjec
tives
:C
hild
ren
beco
me
awar
e th
at a
ll jo
bs a
re w
orth
y of
res
pect
.C
hild
ren
iden
tify
vario
us c
aree
r ch
oice
s an
d op
port
uniti
es.
Sam
ple
Act
iviti
es:
Stu
dent
s st
udy
diffe
rent
kin
ds o
f vol
unte
er o
ppor
tuni
ties,
i.e.
, hos
pita
l,sc
hool
, chu
rch,
sic
k an
d el
derly
.S
tude
nts
stud
y oc
cupa
tions
that
ser
ve th
e co
mm
on g
ood,
i.e.
, nur
ses,
pol
ice-
men
, fire
men
, wai
ter,
jani
tor.
Stu
dent
s st
udy
how
peo
ple
who
gro
up to
geth
er b
ecau
se o
f a c
omm
onjo
bca
n he
lp o
ne a
noth
er.
87
The
me:
Sol
idar
ity o
f the
Hum
an F
amily
Gra
de:
4
Out
com
es S
tate
men
t:S
tude
nts
are
awar
e of
res
pons
ibili
ties
to o
ther
s ar
ound
the
eart
h.
Rat
iona
0e:
God
's p
lan
is fo
r us
to li
ve in
har
mon
y w
ith a
ll pe
ople
, cul
ture
s, a
nd c
usto
ms.
Stud
ent B
ehav
ior&
Ob,
iect
tives
:o
Stu
dent
s re
cogn
ize
how
we
can
be in
volv
ed in
hel
ping
to a
llevi
ate
wor
ldpr
oble
ms
such
as
hung
er, p
over
ty, d
isea
se.
Sam
pie
Act
iviti
es:
83
e S
tude
nts
read
boo
ks w
ritte
n ab
out c
hild
ren
from
the
third
wor
ld.
O S
tude
nts
sear
ch fo
r ar
ticle
s on
peo
ple
who
are
pea
cem
aker
s.O
Stu
dent
s re
sear
ch B
read
for
the
Wor
ld a
ctiv
ities
on
the
inte
rnet
and
dis
cuss
way
s to
sup
port
hun
ger
relie
f (ht
tp://
ww
w.b
read
.org
).
89
35
36
90-
The
me:
Car
e fo
r G
od's
Cre
atio
n
Gra
de:
4
Out
com
es S
tate
men
t:C
hild
ren
lear
n th
at G
od w
ants
us
to ta
ke c
are
of a
ll of
his
cre
atio
n.
Rat
iona
le:
God
ent
rust
ed u
s to
be
care
take
rs o
f the
cre
ated
wor
ld a
nd to
pre
serv
e it.
Stu
dent
Beh
avio
ral O
bjec
tives
:T
o be
com
e aw
are
and
unde
rsta
nd th
e im
port
ance
of c
onse
rvin
g th
e re
sour
ces
God
cre
ated
.
Sam
ple
Act
iviti
es:
Rea
d T
he D
ream
er b
y C
ynth
ia R
ylan
t.B
rain
stor
m a
s a
clas
s th
ings
God
has
cre
ated
that
hav
e im
port
ance
.D
iscu
ss h
ow w
e fe
el w
hen
our
poss
essi
ons
or fe
elin
gs a
re h
urt o
r de
stro
yed.
Dis
cuss
why
it is
impo
rtan
t not
to h
urt o
r de
stro
y G
od's
cre
atio
ns.
Eac
h ch
ild c
hoos
es o
ne o
f God
's c
reat
ions
from
the
brai
nsto
rmin
g lis
t, th
enw
rites
a p
arag
raph
exp
lain
ing
why
it is
impo
rtan
t and
wha
t we
can
do to
ensu
re it
s sa
fety
, and
dra
ws
a pi
ctur
e to
acc
ompa
ny it
.S
hare
pho
togr
aphs
so
we
can
see
how
peo
ple
see
impo
rtan
ce in
man
y of
God
's c
reat
ions
.P
ut p
hoto
s to
geth
er in
boo
k or
mak
e a
bulle
tin b
oard
.S
cien
ce: R
ecyc
le1.
Wat
er2.
Pap
er3.
Can
sS
ocia
l stu
dies
: Ren
ewab
le/n
onre
new
able
res
ourc
es1.
Diff
eren
ces
betw
een
Ren
ewab
le a
nd N
onre
new
able
2. H
ow c
an w
e co
nser
ve n
onre
new
able
res
ourc
es?
3. R
educ
eReu
seR
ecyc
le
91
The
me:
Gra
de:
Life
and
Dig
nity
of t
he H
uman
Per
son
5
111
Out
com
es S
tate
men
t:S
tude
nts
help
oth
ers
and
defe
nd th
e rig
hts
of o
ther
s.
111
Rat
iona
le:
Peo
ple
have
bas
ic d
igni
ty a
nd a
re m
ore
impo
rtan
t tha
n th
ings
.
Stu
dent
Beh
avio
ral O
bjec
tives
:S
tude
nts
list w
ays
they
can
hel
p ot
hers
.S
tude
nts
exhi
bit s
uppo
rt fo
r ea
ch o
ther
: def
end
dign
ity a
nd r
espe
ct fo
r al
l as
111
child
ren
of G
od.
Sam
ple
Act
iviti
es:
Stu
dent
s re
cogn
ize
lack
of r
espe
ct fo
r ot
hers
and
dis
cuss
how
to c
hang
eth
ese
situ
atio
ns.
111
Stu
dent
s re
sear
ch d
iffer
ent h
isto
ric e
vent
s (e
.g.,
WW
II) a
nd e
xam
ine
the
situ
-at
ions
to s
ee h
ow h
uman
dig
nity
was
affe
cted
by
civi
l rig
hts
viol
atio
ns.
Stu
dent
s br
ains
torm
, rol
e pl
ay, p
repa
re s
peec
hes
in d
efen
se o
f res
pect
for
hum
an d
igni
ty o
f all.
Stu
dent
s vi
sit a
loca
l Hol
ocau
st m
useu
m a
nd d
iscu
ss h
ow th
e H
oloc
aust
vio
-la
ted
the
dign
ity o
f the
per
son.
aS
tude
nts
brai
nsto
rm o
n ho
w to
pea
cefu
lly r
esol
ve p
eer
conf
licts
. Rol
e pl
ayco
nflic
ts th
at m
ight
occ
ur a
t rec
ess
and
brai
nsto
rm fo
r so
lutio
ns th
at s
olve
the
conf
lict w
ithou
t los
s of
dig
nity
.S
tude
nts
have
deb
ates
that
focu
s on
opi
nion
s (d
efen
ded
with
fact
s). S
tude
nts
disc
uss
reac
tions
to o
pini
ons
and
how
opi
nion
s m
ay b
e ob
ject
ivel
y rig
ht o
rw
rong
.
93
The
me:
Cal
l to
Fam
ily, C
omm
unity
, and
Par
ticip
atio
n
Gra
de:
5
Out
com
es S
tate
men
t:T
he s
tude
nt r
ecog
nize
s th
e im
port
ance
of a
nd is
com
mitt
ed to
exe
rcis
ing
resp
onsi
ble
mem
bers
hip
in th
e fa
mily
and
com
mun
itybe
com
es m
ore
awar
eof
com
mun
ity in
volv
emen
t.
Rat
iona
le:
Fam
ily is
the
basi
c un
it of
soc
iety
.W
e ha
ve th
e re
spon
sibi
lity
to b
e in
volv
ed in
com
mun
ity, o
ur la
rger
fam
ily.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
9
Stu
dent
s le
arn
to a
ppre
ciat
e an
d re
spec
t all
mem
bers
of t
he fa
mily
.S
tude
nts
can
reco
gniz
e va
rious
soc
ial g
roup
s as
"co
mm
unity
."S
tude
nts
iden
tify
way
s th
at y
oung
peo
ple
can
beco
me
invo
lved
in th
ese
com
-m
uniti
es, i
.e.,
choi
r, s
cout
s, a
thle
tics,
cle
anup
s.
Stu
dent
s ou
tline
the
role
of f
amily
in th
eir
lives
, con
side
ring
wha
t fam
ilydo
es fo
r th
em a
nd d
eter
min
ing
thei
r re
spon
sibi
litie
s as
a m
embe
r of
that
fam
ily.
Stu
dent
s id
entif
y a
com
mun
ity to
whi
ch th
ey b
elon
gsc
hool
, par
ish,
nei
gh-
borh
ood,
tow
n. T
his
will
req
uire
that
stu
dent
s re
sear
ch r
oles
that
spe
cific
peop
le h
ave
and
thei
r si
gnifi
canc
e to
the
com
mun
ity.
Stu
dent
s di
scus
s w
ays
in w
hich
they
can
hel
p:(T
hese
cou
ld b
ecom
e co
mm
unity
ser
vice
pro
ject
s.)
Sha
red
read
ing
(boo
k bu
ddie
s). T
alk
to a
nd r
ead
with
you
nger
stud
ents
in th
e sc
hool
.W
rite
a le
tter
to a
n el
derly
fam
ily m
embe
r.O
rgan
ize
a co
llect
ion
of u
sed
pape
r in
cla
ssro
om/s
choo
l for
rec
yclin
gto
hel
p th
e w
orld
com
mun
ity.
Stu
dent
s le
arn
abou
t a p
ublic
pol
icy
issu
e (e
.g.,
land
min
es, c
hild
ren'
s he
alth
care
), e
xpre
ss th
eir
opin
ions
, and
dis
cuss
wha
t the
y w
ould
do
if th
ey w
ere
ale
gisl
ator
, in
light
of C
ST
.S
tude
nts
disc
uss
the
issu
es b
eing
add
ress
ed d
urin
g an
ele
ctio
n.S
tude
nts
writ
e an
ess
ay o
n th
e im
port
ance
of v
otin
g in
the
Cat
holic
trad
ition
.
95
111
111
111
The
me:
Rig
hts
and
Res
pons
ibili
ties
of th
e H
uman
Per
son
Gra
de:
5
Out
com
es S
tate
men
t:S
tude
nts
unde
rsta
nd th
e ba
sic
conc
ept o
f hum
an r
ight
s.
Rat
iona
le:
We
have
res
pons
ibili
ty to
one
ano
ther
to r
espe
ct e
ach
othe
r's r
ight
s.
Stu
dent
Beh
avio
ral O
bjec
tives
:S
tude
nts
iden
tify
basi
c hu
man
rig
hts
and
resp
onsi
bilit
ies.
Stu
dent
s re
cogn
ize
situ
atio
ns w
hen
resp
onsi
bilit
ies
coul
d le
ad to
rig
hts
bein
gde
nied
.
Sam
ple
Act
iviti
es:
Stu
dent
s fo
cus
on a
tim
e in
thei
r lif
e w
hen
they
felt
a la
ck o
f res
pect
.(E
mph
asiz
e th
at c
hild
ren
have
a b
asic
nee
d fo
r re
spec
t.)S
tude
nts
asse
mbl
e lis
ts a
nd fo
cus
on ti
mes
whe
n th
ey tr
eate
d ot
hers
dis
re-
spec
tfully
. (G
oal i
s to
ope
n ey
es to
tim
es w
hen
we'
ve h
urt o
ther
s.)
I.Stu
dent
s vi
ew s
hort
clip
s of
wel
l-kno
wn
mov
ies
(e.g
., R
osa
Par
ks)
that
illus
-tr
ate
whe
n pe
rson
s w
ere
not t
reat
ed r
espe
ctfu
lly a
nd d
iscu
ss a
ltern
ativ
ebe
havi
or.
An
"I'm
sor
ry"
box
in th
e ro
om a
llow
s ch
ildre
n to
ano
nym
ousl
y le
ave
a no
teex
pres
sing
thei
r re
gret
for
trea
ting
or s
eein
g an
othe
r st
uden
t tre
ated
unf
air-
ly: "
Sue
, I w
as s
ad to
see
you
left
out o
n th
e pl
aygr
ound
."S
tude
nts
use
new
spap
ers/
mag
azin
es to
res
earc
h si
tuat
ions
that
den
y rig
hts
to11
11ot
hers
thro
ugho
ut th
e co
untr
y/w
orld
and
situ
atio
ns th
at p
rese
rve
basi
crig
hts.
9 7
a9
6
39
40
The
me:
Opt
ion
for
the
Poo
r an
d V
ulne
rabl
e
Gra
de:
5
Out
com
es S
tate
men
t:S
tude
nts
cons
ider
the
prim
ary
need
s of
oth
ers
befo
re th
eir
own
seco
ndar
yne
eds.
Rat
iona
le:
We
need
to c
ontr
ibut
e fr
om o
ur o
wn
reso
urce
s to
ens
ure
that
all
have
the
basi
c re
quire
men
ts fo
r lif
e w
ith d
igni
ty.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Stu
dent
s le
arn
to d
istin
guis
h be
twee
n "I
wan
t" a
nd "
I nee
d."
Stu
dent
s pr
ay fo
r ot
hers
.S
tude
nts
beco
me
awar
e of
the
need
s of
oth
ers.
Stu
dent
s gi
ve th
eir
time
to c
ontr
ibut
e to
oth
ers
who
are
less
fort
unat
e.
Stu
dent
s br
ains
torm
wan
ts v
s. n
eeds
for
spec
ific
situ
atio
ns.
Stu
dent
s fo
cus
stric
tly o
n th
e po
or, o
ffer
pray
er a
nd p
etiti
ons
durin
g w
eekl
ylit
urgy
and
dai
ly p
raye
r.S
tude
nts
sele
ct c
urre
nt n
ews
stor
ies
that
dis
cuss
nee
ds o
f peo
ple
and
disc
uss
need
s/w
ants
.S
tude
nts
com
mun
icat
e w
ith s
choo
ls th
at a
re n
eedy
and
sha
re e
xper
ienc
es b
yes
tabl
ishi
ng p
en p
als
in c
orre
spon
ding
gra
des.
Stu
dent
s gi
ve to
col
lect
ions
for
the
poor
(fo
od a
nd c
loth
ing
driv
es).
Stu
dent
s in
vite
mis
sion
arie
s to
spe
ak to
the
scho
ol c
omm
unity
abo
ut s
uppo
rt-
ing
the
poor
and
vul
nera
ble.
Stu
dent
s id
entif
y po
licie
s in
new
spap
ers
and
mag
azin
es s
torie
s th
at h
urt o
rhe
lp th
e po
or.
The
me:
Dig
nity
of W
ork
and
the
Rig
hts
of W
orke
rs
Gra
de:
5
Out
com
es S
tate
men
t:S
tude
nts
dem
onst
rate
app
reci
atio
n of
wor
k an
d re
cogn
ize
wor
ker's
con
trib
u-tio
n to
soc
iety
.R
atio
nale
:
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Wor
k is
a w
ay fo
r us
to p
artic
ipat
e in
God
's c
reat
ion.
Stu
dent
s de
velo
p a
resp
ect t
owar
d w
ork,
esp
ecia
lly th
e jo
bs o
f the
ir pa
rent
s.S
tude
nts
unde
rsta
nd th
at th
eir
wor
k is
bei
ng a
stu
dent
.S
tude
nts
reco
gniz
e an
d ap
prec
iate
the
man
y jo
bs th
at a
re e
ssen
tial t
o th
eir
com
mun
ity.
Stu
dent
s in
terv
iew
an
adul
t abo
ut h
is/h
er jo
b w
ith a
n em
phas
is o
n w
ork
ethi
c an
d so
cial
con
trib
utio
n.S
tude
nts
part
icip
ate
in "
Tak
e Y
our
Chi
ld to
Wor
k D
ay"
and
shar
e th
e m
ean-
ing
of p
aren
t's jo
b an
d ho
w it
hel
ps o
ther
s in
the
com
mun
ity w
ith th
eir
clas
s-m
ates
.S
tude
nts
hold
a c
aree
r da
y at
sch
ool f
or s
harin
g in
form
atio
n ab
out p
aren
ts'
jobs
.S
tude
nts
char
t the
ir ow
n w
ork
day,
i.e.
, cho
res
and
hom
ewor
k, a
nd e
valu
ate
how
this
hel
ps b
uild
res
pect
for
wor
k.S
tude
nts
writ
e a
para
grap
h ab
out t
he d
utie
s an
d re
spon
sibi
litie
s of
var
ious
scho
ol-r
elat
ed jo
bs, i
.e.,
secr
etar
y, p
rinci
pal,
teac
her,
jani
tor.
Tea
cher
s em
phas
ize
that
eve
ryth
ing
we
do is
san
ctifi
ed, r
ecal
ling
the
mot
toof
Fra
ncis
De
Sal
es: D
o th
e or
dina
ry in
an
extr
aord
inar
y w
ay.
41
42
162,
The
me:
Sol
idar
ity o
f the
Hum
an F
amily
Gra
de:
5
Out
com
es S
tate
men
t:T
he s
tude
nt is
aw
are
of r
espo
nsib
ilitie
s to
oth
ers
thro
ugho
ut th
e w
orld
.
Rat
iona
le:
We
are
one
peop
le c
reat
ed b
y G
od a
nd c
alle
d to
car
ry o
ne a
noth
er's
bur
dens
.
Stu
dent
Beh
avio
ral O
bjec
tives
:S
tude
nts
lear
n ab
out w
orld
pro
blem
s su
ch a
s hu
nger
, pov
erty
, dis
ease
.S
tude
nts
reco
gniz
e ho
w th
ey c
an b
e in
volv
ed in
hel
ping
to a
llevi
ate
thes
epr
oble
ms.
Stu
dent
s di
scus
s ho
w a
nd w
hy w
e ge
t inv
olve
d in
hel
ping
oth
er n
atio
ns.
Sam
ple
Act
iviti
es:
Stu
dent
s "a
dopt
" a
child
in a
noth
er c
ount
ry.
Stu
dent
s co
rres
pond
with
and
lear
n ab
out a
noth
er s
tude
nt a
nd h
is/h
er c
ount
ry.
Stu
dent
s re
sear
ch th
e U
nite
d S
tate
s' in
volv
emen
t in
aidi
ng o
ther
cou
ntrie
s in
such
pro
ject
s as
the
Pea
ce C
orps
, Pro
ject
Hop
e, C
AR
E (
doct
ors
aidi
ng p
oor)
,C
atho
lic R
elie
f Ser
vice
s.A
t Chr
istm
as, s
tude
nts
writ
e to
U.S
. tro
ops
serv
ing
in a
fore
ign
coun
try.
Stu
dent
s ad
opt a
mis
sion
/mis
sion
ary
and
supp
ort w
ith le
tters
and
/or
proc
eeds
from
a fu
ndra
iser
, i.e
., ba
ke s
ale
or c
ar w
ash.
Stu
dent
s pr
ay fo
r m
issi
ons
arou
nd th
e w
orld
.S
tude
nts
writ
e a
lette
r to
the
pres
iden
t abo
ut a
land
min
e ba
n, a
fter
rese
arch
ing
the
issu
e.
1C3
The
me:
Car
e fo
r G
od's
Cre
atio
n
Gra
de:
5
Out
com
es S
tate
men
t:C
hild
ren
will
lear
n th
at G
od w
ants
us
to c
are
for
all o
f his
cre
atio
n.
Rat
iona
le:
God
has
giv
en u
s th
is w
orld
and
we
mus
t pre
serv
e its
bea
uty
and
reso
urce
s.
Stu
dent
Beh
avio
ral O
bjec
tives
:S
tude
nts
will
lear
n th
e ef
fect
s of
pol
lutio
n on
our
wat
er r
esou
rces
and
the
resu
lts if
ste
ps a
re n
ot ta
ken
to p
rese
rve
wat
er.
Sam
ple
Act
iviti
es:
Stu
dent
s id
entif
y na
tura
l sou
rces
of w
ater
pol
lutio
n.S
tude
nts
disc
uss
way
s th
at h
uman
s ad
d to
wat
er p
ollu
tion.
Stu
dent
s re
sear
ch a
reas
of t
he w
orld
that
do
not h
ave
suffi
cien
t wat
er fo
rba
sic
need
s.S
tude
nts
unde
rtak
e a
proj
ect t
o sa
ve w
ater
.S
tude
nts
disc
uss
wha
t will
hap
pen
if po
llutio
n co
ntin
ues
and
how
pol
lutio
naf
fect
s G
od's
cre
atio
n?S
tude
nts
prep
are
post
ers,
pic
ture
s an
d sl
ogan
s sh
owin
g ef
fect
s of
wat
er p
ol-
lutio
n an
d w
hat e
ach
of u
s ca
n do
to h
elp.
Pla
ce in
hal
ls.
43
44
The
me:
Life
and
Dig
nity
of t
he H
uman
Per
son
Gra
de:
6
Out
com
es S
tate
men
t:T
he s
tude
nt m
anife
sts
a re
spec
t for
hum
an li
fe a
nd d
igni
ty a
t eve
ry s
tage
of
deve
lopm
ent.
Rat
iona
le:
Eac
h pe
rson
pos
sess
es a
bas
ic d
igni
ty th
at c
omes
from
God
, not
from
any
hum
an q
ualit
y or
acc
ompl
ishm
ent.
Stu
dent
Beh
avio
ral O
bjec
tives
:S
tude
nts
iden
tify
God
's te
achi
ngs
on h
uman
dig
nity
in th
e B
ible
.S
tude
nts
valu
e th
e ex
perie
nce
and
wis
dom
of e
lder
s in
the
com
mun
ity.
Stu
dent
s re
cogn
ize
whe
n a
clas
smat
e's
dign
ity h
as n
ot b
een
valu
ed.
Sam
ple
Act
iviti
es:
Stu
dent
s sp
end
time
with
eld
erly
in th
e fa
mily
or
com
mun
ity th
roug
h vi
sits
,in
terv
iew
s, c
orre
spon
denc
e.S
tude
nts
read
Psa
lm 1
04 to
see
how
God
take
s gr
eat e
njoy
men
t in
wat
chin
gcr
eatu
res
God
bro
ught
into
bei
ng.
Stu
dent
s an
alyz
e cl
assr
oom
or
play
grou
nd c
onfli
cts
and
see
way
s th
at th
eco
nflic
t was
res
olve
d, a
nd h
ow it
cou
ld h
ave
been
res
olve
d.S
tude
nts
mat
hem
atic
ally
gra
ph h
uman
dig
nity
vs.
hum
an a
ccom
plis
hmen
tfr
om b
irth
to li
fe.
(Thi
s de
mon
stra
tes
that
hum
an d
igni
ty is
con
stan
t and
acc
ompl
ishm
ents
cou
ldris
e an
d/or
fall.
)
L1.
0
The
me:
Cal
l to
Fam
ily, C
omm
unity
, and
Par
ticip
atio
n
Gra
de:
6
Out
com
es S
tate
men
t:T
he s
tude
nt is
com
mitt
ed to
taki
ng p
ositi
ve s
teps
to b
uild
up
fam
ily li
fe a
tho
me
and
to b
e a
part
icip
atin
g m
embe
r of
the
com
mun
ity.
Rat
iona
le:
The
fam
ily is
the
basi
c un
it w
here
we
lear
n an
d ac
t on
our
valu
es.
We
have
the
right
and
res
pons
ibili
ty to
par
ticip
ate
in a
nd c
ontr
ibut
e to
the
dive
rse
com
mun
ities
in s
ocie
ty.
Stu
dent
Beh
avio
ral O
bjec
tives
:S
tude
nts
prom
ote
posi
tive
valu
es le
arne
d w
ithin
fam
ilies
.S
tude
nts
real
ize
that
fam
ily c
ontr
ibut
es to
soc
iety
thro
ugh
part
icip
atio
n in
com
mun
ity (
chur
ch, s
tate
).
Sam
ple
Act
iviti
es:
Stu
dent
s lis
t virt
ues
prac
ticed
by
indi
vidu
als,
fam
ilies
, soc
iety
.S
tude
nts
plan
a fa
mily
nig
ht w
here
all
mem
bers
"st
ay in
" to
enj
oy e
ach
othe
r's c
ompa
ny.
Stu
dent
s pr
ay to
geth
er a
s a
fam
ily a
s of
ten
as p
ossi
ble
(Gra
ce b
efor
e M
eals
,A
dven
t/Len
t pra
yers
, litu
rgic
al c
eleb
ratio
ns, e
tc.)
.S
tude
nts
and
thei
r fa
mili
es v
olun
teer
at s
oup
kitc
hen,
food
or
clot
hing
dri-
ves.
Stu
dent
s in
vite
a g
uest
spe
aker
to s
hare
his
/her
org
aniz
atio
n's
role
in b
uild
-in
g up
the
com
mun
ity.
Stu
dent
s co
nduc
t a m
ock
elec
tion
cam
paig
n fo
cusi
ng o
n su
ch is
sues
as
wel
-fa
re r
efor
m, f
orei
gn a
id, e
mis
sion
s co
ntro
ls. S
tude
nts
then
dis
cuss
why
, in
the
Cat
holic
trad
ition
, it i
s im
port
ant t
o vo
te.
109
108
45)
46
The
me:
Rig
hts
and
Res
pons
ibili
ties
of th
e H
uman
Per
son
Gra
de:
6
Out
com
es S
tate
men
t:S
tude
nts
unde
rsta
nd th
e ba
sic
conc
ept o
f hum
an r
ight
s.
Rat
iona
le:
Peo
ple
have
an
oblig
atio
n to
res
pect
the
right
s of
oth
ers
and
to w
ork
for
the
com
mon
goo
d.
Stu
dent
Beh
avio
ral O
bjec
tives
:S
tude
nts
lear
n to
dis
tingu
ish
thos
e th
ings
that
mak
e lif
e tr
uly
hum
an.
Stu
dent
s re
view
our
bas
ic r
ight
s an
d re
spon
sibi
litie
s.
Sam
ple
Act
iviti
es:
Stu
dent
s di
scus
s ne
cess
ities
of h
uman
life
: foo
d, c
loth
ing,
hou
sing
, hea
lthca
re, e
duca
tion,
sec
urity
, and
em
ploy
men
t.S
tude
nts
mak
e a
list o
f thi
ngs
they
hav
e th
at a
re n
eeds
and
thin
gs th
at a
rew
ants
.S
tude
nts
read
and
dis
cuss
his
toric
al d
ocum
ents
rel
ated
to h
uman
rig
hts
(Mag
na C
arta
, Bill
of R
ight
s).
Stu
dent
s re
ad a
nd d
iscu
ss h
ow th
e ch
urch
is a
ddre
ssin
g th
e ne
eds
of p
eopl
e.
lii
The
me:
Opt
ion
for
the
Poo
r an
d V
ulne
rabl
e
Gra
de:
6
Out
com
es S
tate
men
t:S
tude
nts
cons
ider
nee
ds o
f oth
ers
befo
re th
eir
own
seco
ndar
y ne
eds.
Rat
iona
le:
As
Chr
istia
ns, w
e ar
e ca
lled
to r
espo
nd to
the
need
s of
all
our
brot
hers
and
sist
ers.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
112
Stu
dent
s w
ill g
ive
to th
e ne
edy,
usi
ng th
eir
own
time
and
reso
urce
s.S
tude
nts
will
rec
ogni
ze w
ays
that
Chr
istia
ns a
id th
e vu
lner
able
.S
tude
nts
will
rea
lize
that
we
are
all p
oor
in s
ome
way
s an
d re
quire
ass
ista
nce.
Stu
dent
s co
ntrib
ute
to s
choo
l act
iviti
es: "
Giv
ing
Tre
e" a
t Chr
istm
as, "
Ado
pt a
Sch
ool"
prog
ram
, foo
d dr
ives
.S
tude
nts
rese
arch
cur
rent
fam
ines
in th
e w
orld
and
join
in in
tern
atio
nal
fam
ine
relie
f effo
rts.
Stu
dent
s sh
are
way
s in
divi
dual
fam
ilies
/gro
ups
have
wor
ked
toge
ther
to h
elp
othe
rs.
Stu
dent
s vi
ew p
arts
of t
he v
ideo
"R
omer
o" to
see
how
vul
nera
ble
peop
le c
anbe
and
the
way
s in
whi
ch R
omer
o be
cam
e th
eir
spok
espe
rson
.S
tude
nts
shar
e a
mea
l tha
t sim
ulat
es u
nequ
al d
istr
ibut
ion
of fo
od in
the
wor
ld a
nd th
en o
bser
ve r
eact
ions
and
feel
ings
.S
tude
nts
use
liter
atur
e an
d m
ovie
s to
dis
cove
r th
at h
uman
bei
ngs
can
bepo
or in
non
mon
etar
y w
ays.
413
47
48
The
me:
Dig
nity
of W
ork
and
the
Rig
hts
of W
orke
rs
Gra
de:
6
Out
com
es S
tate
men
t:S
tude
nts
give
thei
r be
st a
t the
ir w
ork
and
mak
e a
com
mitm
ent t
o co
ntrib
ute
to s
ocie
ty b
y m
eans
of t
hat w
ork.
Rat
iona
le:
Wor
k is
an
expr
essi
on o
f our
dig
nity
, and
peo
ple
have
the
right
to d
ecen
t and
prod
uctiv
e w
ork.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Chi
ldre
n w
ill d
evel
op a
pos
itive
atti
tude
tow
ard
wor
k.C
hild
ren
will
bec
ome
mor
e aw
are
of d
iffer
ing
wor
king
con
ditio
ns c
onne
cted
to jo
bs, a
nd v
iew
wor
k at
hom
e an
d sc
hool
as
a m
eans
of p
artic
ipat
ing
inG
od's
cre
atio
n.
Stu
dent
s br
ains
torm
and
eva
luat
e em
otio
ns e
voke
d by
var
ious
type
s of
wor
k.S
tude
nts
affir
m o
ther
s in
thei
r w
ork
acco
mpl
ishm
ents
.S
tude
nts
disc
uss
Mot
her
Ter
esa'
s qu
ote:
"A
t the
mom
ent o
f dea
th w
e w
illno
t be
judg
ed a
ccor
ding
to th
e nu
mbe
r of
goo
d de
eds
we
have
don
e or
by
the
dipl
omas
we
have
rec
eive
d in
our
life
time.
We
will
be
judg
ed a
ccor
ding
to th
e lo
ve w
e ha
ve p
ut in
to o
ur w
ork.
"S
tude
nts
rese
arch
law
s, o
rgan
izat
ions
, or
grou
ps th
at o
vers
ee s
afe
wor
king
cond
ition
s.S
tude
nts
rese
arch
and
dis
cuss
com
pani
es th
at a
re b
eing
boy
cotte
d be
caus
e of
labo
r co
nditi
ons.
Stu
dent
s sh
are
tale
nts
at s
choo
l via
tuto
ring
and
acro
ss g
rade
act
iviti
es.
The
me:
Sol
idar
ity o
f the
Hum
an F
amily
Gra
de:
6
Out
com
es S
tate
men
t:S
tude
nts
are
com
mitt
ed to
wor
k fo
r w
orld
pea
ce a
nd g
loba
l dev
elop
men
t.
Rat
iona
le:
Sin
ce w
e ar
e on
e hu
man
fam
ily, o
ur r
espo
nsib
ilitie
s to
one
ano
ther
cro
ssna
tiona
l, so
cial
, eth
nic,
and
eco
nom
ic b
ound
arie
s. T
he d
enia
l of d
igni
ty a
ndrig
hts
to p
eopl
e an
ywhe
re o
n th
e gl
obe
dim
inis
hes
each
of u
s.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
416
Stu
dent
s re
sear
ch c
ount
ries
with
diff
eren
t rac
ial,
ethn
ic, a
nd e
cono
mic
cul
-tu
res
and
repo
rt fi
ndin
gs to
cla
ss.
Stu
dent
s co
mpa
re a
nd c
ontr
ast t
he p
robl
ems
and
burd
ens
that
peo
ple
from
othe
r cu
lture
s fa
ce w
ith th
ose
we
face
.S
tude
nts
reco
gniz
e th
at w
e ar
e al
l hur
t whe
n in
just
ice
exis
ts a
mon
g ou
rhu
man
fam
ilies
.
Stu
dent
s di
scus
s ho
w th
ey w
ould
rea
ct to
, or
cope
with
, situ
atio
ns fa
ced
bype
ople
s w
ho s
uffe
r in
just
ice.
Stu
dent
s "a
dopt
" a
scho
ol in
Jam
aica
or
anot
her
coun
try.
Stu
dent
s be
com
e pe
n pa
ls w
ith c
hild
ren
from
cul
ture
s le
ss fo
rtun
ate
than
Our
s.S
tude
nts
writ
e a
lette
r to
the
pres
iden
t abo
ut a
land
min
e ba
n af
ter
rese
arch
ing
the
issu
e.
117
49
50
113
The
me:
Car
e fo
r G
od's
Cre
atio
n
Gra
de:
6
Out
com
es S
tate
men
t:C
hild
ren
lear
n th
at G
od w
ants
us
to ta
ke c
are
of a
ll of
his
cre
atio
n.
Rat
iona
le:
God
ent
rust
ed u
s to
be
care
take
rs o
f the
cre
ated
wor
ld a
nd to
pre
serv
e it
for
futu
re g
ener
atio
ns.
Stu
dent
Beh
avio
ral O
bjec
tives
:D
evel
op u
nder
stan
ding
of a
ctio
ns th
at s
tude
nts
can/
will
take
to b
ecom
e a
bette
r st
ewar
d of
God
's e
arth
.
Sam
ple
Act
iviti
es:
Div
ide
larg
e pi
ece
of p
aper
into
thre
e co
lum
ns. U
se m
agaz
ine
pict
ures
, dra
w-
ings
, pho
tos,
etc
. to
show
a c
ondi
tion
whi
ch n
eeds
to b
e im
prov
ed in
the
left
colu
mn.
In c
ente
r co
lum
n, li
st w
ays
to im
prov
e it,
and
in r
ight
col
umn
show
the
resu
lt.
Litte
r
Pap
er w
aste
Pla
ce c
onta
iner
s fo
rD
raw
pos
ter
show
ing
litte
r co
llect
ion.
litte
r-fr
ee a
reas
.
Use
less
pap
er.
Rec
ycle
pap
er.
Use
alte
rnat
ive
to p
aper
,su
ch a
s bl
ackb
oard
,ov
erhe
ad p
roje
ctor
,co
mpu
ter.
Pos
t pho
tos
of tr
ees
that
are
sav
ed
L-
119
A.s
The
me:
Life
and
Dig
nity
of t
he H
uman
Per
son
Gra
de:
7
Out
com
es S
tate
men
t:T
he s
tude
nt tr
ies
to fi
nd p
ositi
ve q
ualit
ies
in p
eopl
e w
ho a
re d
iffer
ent f
rom
him
/her
.
Rat
iona
le:
Life
is a
gift
from
God
, and
incl
udes
all
crea
tion.
As
follo
wer
s of
Jes
us, w
e ar
e ca
lled
to a
ct c
ompa
ssio
nate
ly.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
1 a0
Stu
dent
s sh
ow a
n un
ders
tand
ing
of th
e di
fficu
lties
faci
ng th
e ph
ysic
ally
cha
l-le
nged
.S
tude
nts
resp
ond
to th
e ne
eds
of th
e ph
ysic
ally
cha
lleng
ed.
Stu
dent
s sh
are
obse
rvat
ions
and
feel
ings
abo
ut p
erso
ns w
ho a
re p
hysi
cally
chal
leng
ed, h
omel
ess,
etc
.S
tude
nts
rese
arch
and
dis
cuss
scr
iptu
re p
assa
ges
that
sho
w J
esus
' com
pass
ion
and
trea
tmen
t of t
he p
hysi
cally
cha
lleng
ed.
Stu
dent
s re
ad a
nd d
iscu
ss th
e st
ory
of a
fam
ily th
at a
dopt
ed c
hild
ren
who
wer
e ab
ando
ned.
Stu
dent
s m
ake
arra
ngem
ents
to w
ork
with
the
hand
icap
ped
in th
e Ju
nior
Oly
mpi
cs o
r si
mila
r pr
ogra
ms
such
as
note
d be
low
:C
halle
nger
Bas
ebal
lan
out
reac
h of
Litt
le L
eagu
e pr
ovid
ing
men
tally
and
phys
ical
ly c
halle
nged
chi
ldre
n th
e op
port
unity
to b
e a
mem
ber
of a
Litt
le L
eagu
e te
am.
Edd
ie's
Pla
cest
uden
ts a
re p
aire
d w
ith m
enta
lly a
nd p
hysi
cally
chal
leng
ed p
erso
ns fo
r S
unda
y af
tern
oon
activ
ities
, i.e
., ar
ts, c
rafts
,da
ncin
g, a
nd g
ames
.
'4:
I
51
52
The
me:
Cal
l to
Fam
ily, C
omm
unity
, and
Par
ticip
atio
n
Gra
de:
7
Out
com
es S
tate
men
t:T
he s
tude
nt is
com
mitt
ed to
taki
ng p
ositi
ve s
teps
to b
uild
up
fam
ily li
fe a
tho
me
and
to p
artic
ipat
e in
the
com
mun
ity.
Rat
iona
le:
The
fam
ily is
the
basi
c un
it w
here
we
lear
n an
d ac
t on
our
valu
es.
We
have
the
right
and
res
pons
ibili
ty to
par
ticip
ate
in a
nd c
ontr
ibut
e to
the
dive
rse
com
mun
ities
in s
ocie
ty.
Stu
dent
Beh
avio
ral O
bjec
tives
:S
tude
nts
disc
uss
St.
Pau
l's d
escr
iptio
n of
love
.S
tude
nts
unde
rsta
nd th
e "d
o's"
and
"do
n'ts
" ne
cess
ary
to a
void
fam
ilyco
nflic
ts.
Sam
ple
Act
iviti
es:
Stu
dent
s re
ad 1
Cor
inth
ians
13:
4-7,
set
up
a ch
art u
sing
Pau
l's d
escr
iptio
ns o
flo
ve, d
iscu
ss th
e m
eani
ng o
f the
se q
ualit
ies,
and
giv
e a
real
-life
exa
mpl
e of
each
qua
lity.
Stu
dent
s m
ake
a lis
t of "
do's
" an
d "d
on'ts
" to
han
dle
fam
ily c
onfli
cts.
Pai
rsof
stu
dent
sa
scen
ario
in w
hich
a "
don'
t" a
dds
to a
fam
ily c
onfli
ct.
Stu
dent
s pu
t the
"do
" ru
les
for
hand
ling
conf
licts
on
a po
ster
for
fam
ily u
se.
Illus
trat
e w
ith s
ymbo
ls o
f pea
ce o
r w
ith m
agaz
ine
or n
ewsp
aper
pho
tos
ofha
rmon
y.S
tude
nts
prac
tice
rand
om a
cts
of k
indn
ess
with
in th
e co
mm
unity
.S
tude
nts
mak
e a
list o
f way
s th
ey c
an a
dd to
a m
ore
just
and
pea
cefu
lco
mm
unity
.S
tude
nts
writ
e le
tters
to a
legi
slat
or a
bout
a p
ublic
pol
icy
now
affe
ctin
g th
epo
or a
nd v
ulne
rabl
e (la
nd m
ines
, for
eign
aid
, fun
ding
for
food
sta
mps
, etc
.).
Stu
dent
s di
scus
s w
hy th
e C
atho
lic tr
aditi
on h
olds
that
it is
impo
rtan
t to
vote
.
The
me:
Rig
hts
and
Res
pons
ibili
ties
of th
e H
uman
Per
son
Gra
de:
7
Out
com
es S
tate
men
t:T
he s
tude
nt is
will
ing
to d
efen
d th
e hu
man
rig
hts
of o
ther
s w
hen
they
are
thre
aten
ed.
Rat
iona
le:
As
follo
wer
s of
Jes
us, w
e ar
e ch
urch
, the
bod
y of
Chr
ist,
and
thus
cal
led
tore
ach
out w
ith C
hris
t to
thos
e w
ho s
uffe
r.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
6 S
tude
nts
refle
ct o
n Je
sus'
ope
nnes
s to
all
peop
le.
Stu
dent
s tr
ace
the
impa
ct o
f peo
ple
who
hav
e w
orke
d to
sen
sitiz
e pe
ople
topr
ejud
ice.
O S
tude
nts
esta
blis
h re
latio
nshi
ps w
ith c
hild
ren
of c
ultu
res
othe
r th
an th
eir
own.
G S
tude
nts
read
and
dis
cuss
gos
pel s
torie
s th
at s
how
Jes
us' o
penn
ess
to a
ll pe
o-pl
e an
d hi
s st
rong
opp
ositi
on to
pre
judi
ce (
Goo
d S
amar
itan,
Sam
arita
nw
oman
, cal
ling
of M
atth
ew to
be
an a
post
le).
Stu
dent
s re
ad a
bout
Ros
a P
arks
and
dis
cuss
her
rol
e in
the
Civ
il R
ight
sM
ovem
ent.
O S
tude
nts
rese
arch
and
rep
ort o
n de
fend
ers
of h
uman
rig
hts
who
hav
e m
ade
a di
ffere
nce
for
thei
r pe
ople
(C
hief
Sea
ttle,
Ces
ar C
have
z). D
iscu
ss h
ow th
eym
ade
a di
ffere
nce
in p
eopl
e's
lives
and
bra
inst
orm
how
the
stud
ents
can
cre
-at
e ch
ange
in th
eir
own
com
mun
ities
.S
tude
nts
esta
blis
h pe
n pa
l rel
atio
nshi
ps w
ith c
hild
ren
from
cou
ntrie
s w
here
hum
an r
ight
s is
an
issu
e.
531
The
me:
Opt
ion
for
the
Poo
r an
d V
ulne
rabl
e
Gra
de:
7
Out
com
es S
tate
men
t:T
he s
tude
nt w
orks
to le
ssen
pov
erty
by
empo
wer
ing
peop
le to
end
thei
r de
pen-
denc
y on
oth
ers.
Rat
iona
le:
As
follo
wer
s of
Jes
us, w
e ar
e ca
lled
to d
evel
op a
nd e
nhan
ce th
e sk
ills
of th
e le
ssfo
rtun
ate.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Stu
dent
s re
flect
on
Jesu
s' te
achi
ngs
of th
e ba
sic
prin
cipl
es o
f life
.S
tude
nts
real
ize
that
all
pers
ons
can
mak
e a
diffe
renc
e, e
ven
thou
gh th
ey a
reyo
ung.
Stu
dent
s ac
tivel
y pa
rtic
ipat
e in
hel
ping
the
less
fort
unat
e.
Stu
dent
s se
arch
Scr
iptu
re fo
r pe
ople
with
who
m J
esus
ass
ocia
ted
(tax
col
lec-
tors
, chi
ldre
n, s
ick,
sin
ners
).S
tude
nts
disc
uss
the
basi
c pr
inci
ples
of l
ife in
God
's k
ingd
om (
beat
itude
s,co
rpor
al a
nd s
pirit
ual w
orks
of m
ercy
) to
see
how
the
stud
ents
are
cal
led
tohe
lp th
e po
or a
nd w
eak.
Stu
dent
s re
sear
ch o
rgan
izat
ions
suc
h as
Cat
holic
Rel
ief S
ervi
ces,
Bre
ad fo
r th
eW
orld
, and
loca
l age
ncie
s to
lear
n w
hat t
hey
can
do fo
r th
e su
fferin
g.S
tude
nts
volu
ntee
r at
day
car
e.S
tude
nts
part
icip
ate
in p
eer
tuto
ring.
Stu
dent
s pa
rtic
ipat
e in
Bre
ad fo
r th
e W
orld
's o
fferin
g of
lette
rs, w
ritin
g ab
out
a pu
blic
pol
icy
issu
e af
fect
ing
the
poor
.
-12
7
The
me:
Dig
nity
of W
ork
and
the
Rig
hts
of W
orke
rs
Gra
de:
7
Out
com
es S
tate
men
t:S
tude
nt r
ecog
nize
s ta
lent
s an
d pu
ts th
em to
wor
k.
Rat
iona
le:
By
virt
ue o
f bap
tism
, eve
ry C
hris
tian
is c
alle
d to
ser
vice
and
this
cal
l is
fulfi
lled
thro
ugh
a va
riety
of l
ifest
yles
and
min
istr
ies.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
4,8
Stu
dent
s di
scus
s th
e m
ajor
gro
ups
of m
inis
trie
s:co
mm
unity
bui
ldin
g, w
ork,
wor
ship
, ser
vice
, and
hea
ling.
Stu
dent
s re
spon
d to
the
use
of th
eir
tale
nts
to s
erve
a p
erso
n or
grou
p.
Stu
dent
s di
scus
s th
e m
ajor
gro
ups
of m
inis
trie
s.S
tude
nts
deci
de w
hich
of t
he fi
ve m
ajor
min
istr
y gr
oups
to p
artic
ipat
e in
at
this
tim
e in
thei
r lif
e.S
tude
nts
have
a p
aris
h pr
iest
add
ress
them
on
min
istr
y in
the
chur
ch a
ndho
w th
ey c
an p
artic
ipat
e in
the
wor
k of
the
chur
ch.
Stu
dent
s de
cide
on
a sp
ecifi
c tim
e an
d pl
ace
to m
inis
ter
or s
erve
a pe
rson
or
grou
p w
ho n
eeds
thei
r ta
lent
s or
gift
s.S
tude
nts
brai
nsto
rm a
nd e
valu
ate
emot
ions
evo
ked
by v
ario
us ty
pes
of w
ork.
Stu
dent
s af
firm
oth
ers
in th
eir
wor
k ac
com
plis
hmen
ts.
Stu
dent
s di
scus
s M
othe
r T
eres
a's
quot
e: "
At t
he m
omen
t of d
eath
we
will
not b
e ju
dged
acc
ordi
ng to
the
num
ber
of g
ood
deed
s w
e ha
ve d
one
or b
yth
e di
plom
as w
e ha
ve r
ecei
ved
in o
ur li
fetim
e. W
e w
ill b
e ju
dged
acc
ordi
ngto
the
love
we
have
put
into
our
wor
k."
Stu
dent
s re
sear
ch la
ws,
org
aniz
atio
ns, o
r gr
oups
that
ove
rsee
saf
e w
orki
ngco
nditi
ons.
Stu
dent
s re
sear
ch a
nd d
iscu
ss c
ompa
nies
that
are
bei
ng b
oyco
tted
beca
use
ofla
bor
cond
ition
s.S
tude
nts
shar
e ta
lent
s at
sch
ool v
ia tu
torin
g an
d ac
ross
gra
de a
ctiv
ities
.
129
55'
The
me:
Sol
idar
ity o
f the
Hum
an F
amily
Gra
de:
7
Out
com
es S
tate
men
t:T
he s
tude
nt is
will
ing
to c
ontr
ibut
e to
glo
bal d
evel
opm
ent a
ccor
ding
to p
er-
sona
l tal
ents
.
Rat
iona
le:
"For
just
as
the
body
is o
ne a
nd h
as m
any
mem
bers
, and
all
the
mem
bers
of
the
body
, tho
ugh
man
y, a
re o
ne b
ody,
so
it is
with
Chr
ist."
(1
Cor
12:
12-2
6)
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Stu
dent
s re
cogn
ize
how
they
are
all
mem
bers
of o
ne b
ody
of p
eopl
e in
this
wor
ld.
Stu
dent
s le
arn
wha
t it i
s lik
e to
wal
k in
ano
ther
's s
hoes
.
The
re a
re 8
00 m
illio
n pe
ople
in th
e w
orld
suf
ferin
g fr
om h
unge
r. L
ook
at th
ear
eas
mos
t affe
cted
. Is
ther
e en
ough
food
and
res
ourc
es to
go
arou
nd?
Cre
ate
a w
orld
map
to il
lust
rate
the
disp
arity
of r
esou
rces
in th
e w
orld
.H
old
a fa
st d
ay o
r al
tern
ativ
e lu
nch
(bag
s fo
r so
me
with
ric
e, o
ther
s w
ith a
sand
wic
h an
d ap
ple)
to e
xper
ienc
e a
feel
ing
of h
unge
r. L
ead
stud
ents
in a
disc
ussi
on a
bout
how
they
feel
and
the
effe
cts
of th
e ex
erci
se.
Mee
t and
dia
logu
e w
ith h
omel
ess
peop
le in
the
com
mun
ity b
y vo
lunt
eerin
gat
a lo
cal f
ood
pant
ry o
r so
up k
itche
n.C
ondu
ct r
esea
rch
to e
xam
ine
the
kind
s of
legi
slat
ion
avai
labl
e in
the
com
mu-
nity
to h
elp
the
poor
. Pre
pare
a p
rese
ntat
ion
abou
t the
se is
sues
in c
lass
on
topi
cs s
uch
as w
elfa
re, s
choo
l fee
ding
pro
gram
s, a
nd fo
od s
tam
p pr
ogra
ms.
Stu
dent
s ad
opt a
chi
ld in
ano
ther
cou
ntry
.S
tude
nts
rese
arch
the
Uni
ted
Sta
tes
invo
lvem
ent i
n ai
ding
oth
er c
ount
ries
insu
ch p
roje
cts
as th
e P
eace
Cor
ps, P
roje
ct H
ope,
CA
RE
(do
ctor
s ai
ding
poo
r),
Cat
holic
Rel
ief S
ervi
ces,
etc
.
131
The
me:
Car
e fo
r G
od's
Cre
atio
n
Gra
de:
7
Out
com
es S
tate
men
t:T
he s
tude
nt r
ecog
nize
s th
e im
port
ance
of c
arin
g fo
r cr
eatio
n an
d pa
rtic
ipat
esin
act
iviti
es to
pro
mot
e st
ewar
dshi
p of
the
eart
h.
Rat
iona
le:
God
has
ent
rust
ed th
e w
orld
to u
s as
car
etak
ers
of G
od's
cre
atio
n.
Stu
dent
Beh
avio
ral O
bjec
tives
:S
tude
nts
refle
ct o
n ou
r us
e of
res
ourc
es a
nd th
e im
port
ance
of s
tew
ards
hip.
Stu
dent
s ex
erci
se th
eir
resp
onsi
bilit
y as
car
etak
ers
of G
od's
cre
atio
n.
Sam
ple
Act
iviti
es:
Stu
dent
s re
sear
ch a
rtic
les
on h
ow o
ur u
se o
f res
ourc
es im
pact
s th
e w
orld
and
its fu
ture
.S
tude
nts
mak
e a
map
of d
isap
pear
ing
rain
fore
sts
thro
ugho
ut th
e w
orld
and
disp
lay
it in
the
scho
ol h
all.
Stu
dent
s di
scus
s th
e im
port
ance
of p
rese
rvin
g th
e gi
ft of
cre
atio
n fo
r th
efu
ture
.S
tude
nts
orga
nize
a s
choo
lwid
e co
llect
ion
of r
efun
dabl
e ca
ns fo
r re
cycl
ing
and
send
the
mon
ey to
a lo
cal s
oup
kitc
hen.
57
[58
The
me:
Life
and
Dig
nity
of t
he H
uman
Per
son
Gra
de:
8
Out
com
es S
tate
men
t:T
he s
tude
nt tr
ies
to fi
nd p
ositi
ve q
ualit
ies
in p
eopl
e w
ho a
re d
iffer
ent f
rom
him
/her
.
Rat
iona
le:
As
Chr
istia
ns, w
e ar
e ca
lled
by J
esus
to a
ct w
ith to
lera
nce
and
resp
ect.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Stu
dent
s re
spon
d to
Jes
us' c
halle
nges
to p
reju
dice
s of
his
tim
e.S
tude
nts
disc
over
thei
r le
vels
of t
oler
ance
for
thos
e w
ho a
re d
iffer
ent.
Stu
dent
s re
ach
out t
o th
e ph
ysic
ally
cha
lleng
ed.
Stu
dent
s re
sear
ch a
nd d
iscu
ss e
xam
ples
of J
esus
trea
ting
Sam
arita
ns, G
reek
s,an
d R
oman
s w
ith c
ompa
ssio
n.S
tude
nts
use
a to
lera
nce
inve
ntor
y to
hel
p th
em r
ealiz
e th
e le
vel o
f the
irto
lera
nce.
Stu
dent
s st
udy
scrip
ture
exa
mpl
es o
f Jes
us' t
reat
men
t of o
ppre
ssed
, ill,
phy
si-
cally
and
men
tally
cha
lleng
ed, a
nd e
lder
ly.
Stu
dent
s di
scus
s ho
w J
esus
wou
ld h
andl
e va
rious
situ
atio
ns in
volv
ing
phys
i-ca
lly a
nd m
enta
lly c
halle
nged
peo
ple,
eth
nic
grou
ps, a
nd r
acis
m in
soc
iety
.S
tude
nts
volu
ntee
r to
wor
k w
ith S
peci
al O
lym
pics
.S
tude
nts
take
an
adje
ctiv
e in
vent
ory
in w
hich
eac
h ch
ild li
sts
one
posi
tive
attr
ibut
e fo
r ea
ch s
tude
nt in
cla
ss.
Eac
h ch
ild r
esea
rche
s a
diffe
rent
rel
igio
n (in
clud
e sy
mbo
ls, h
oly
days
, bel
iefs
,an
d an
y hi
stor
y of
opp
ress
ion)
and
pre
pare
s a
pres
enta
tion
for
the
clas
s.S
tude
nts
read
the
Dia
ry o
f Ann
e F
rank
and
dis
cuss
the
caus
es a
nd e
ffect
s of
anti-
Sem
itism
and
rac
ism
.S
tude
nts
soci
aliz
e w
ith th
e se
nior
citi
zens
who
hav
e a
mon
thly
get
-tog
ethe
rat
sch
ool.
The
me:
Cal
l to
Fam
ily, C
omm
unity
, and
Par
ticip
atio
n
Gra
de:
8
Out
com
es S
tate
men
t:T
he s
tude
nt r
ecog
nize
s th
e im
port
ance
of a
nd is
com
mitt
ed to
exe
rcis
ing
mem
-be
rshi
p in
the
fam
ily a
nd c
omm
unity
.
Rat
iona
le:
Fam
ily is
the
basi
c un
it of
soc
iety
.W
e ha
ve th
e re
spon
sibi
lity
to b
e in
volv
ed in
com
mun
ity, o
ur la
rger
fam
ily.
Stu
dent
Beh
avio
ral O
bjec
tives
:S
tude
nts
port
ray
an u
nder
stan
ding
of q
ualit
ies
need
ed fo
r fa
mily
hap
pine
ss.
Stu
dent
s un
ders
tand
the
impo
rtan
ce o
f par
ticip
atin
g in
soc
iety
and
con
-tr
ibut
ing
to th
e co
mm
on g
ood.
Sam
ple
Act
iviti
es:
1 3
6
Stu
dent
s co
nduc
t a m
ock
elec
tion
cam
paig
n fo
cusi
ng o
n su
ch is
sues
as
wel
-fa
re r
efor
m, f
orei
gn a
id, e
mis
sion
s co
ntro
ls. S
tude
nts
then
dis
cuss
why
, in
the
Cat
holic
trad
ition
, it i
s im
port
ant t
o vo
te.
Dur
ing
an e
lect
ion
year
, stu
dent
s us
e th
e bi
shop
s' s
tate
men
t "C
all t
o P
oliti
cal
Res
pons
ibili
ty"
to e
xam
ine
our
role
as
Chr
istia
ns in
the
polit
ical
pro
cess
.S
tude
nts
use
vide
otap
ed s
egm
ents
from
fam
ily te
levi
sion
sho
ws
and
disc
uss
how
they
por
tray
fam
ily h
appi
ness
. Als
o, d
iscu
ss th
e co
mm
unity
issu
es in
clud
-ed
in th
e sh
ow. W
hat d
o th
ese
show
s sa
y ab
out s
ocie
ty?
Is o
ur r
ole
asC
hris
tians
diff
eren
t tha
n th
at p
ortr
ayed
in te
levi
sion
? If
so, h
ow?
591
138
The
me:
Rig
hts
and
Res
pons
ibili
ties
of th
e H
uman
Per
son
Gra
de:
8
Out
com
es S
tate
men
t:T
he s
tude
nt is
com
mitt
ed to
adv
anci
ng th
e co
mm
on g
ood
in s
ocie
ty.
Rat
iona
le:
Our
chu
rch,
the
com
mun
ity o
f Jes
us, i
s ca
lled
to b
e a
com
mun
ity o
f com
pass
ion.
Stu
dent
Beh
avio
ral O
bjec
tives
:S
tude
nts
real
ize
how
the
chur
ch h
as a
ddre
ssed
soc
ial j
ustic
e is
sues
and
how
muc
h m
ore
need
s to
be
done
.S
tude
nts
wor
k to
geth
er fo
r th
e co
mm
on g
ood
of th
ose
in n
eed.
Sam
ple
Act
iviti
es:
Stu
dent
s br
ains
torm
way
s th
e ch
urch
is m
akin
g a
diffe
renc
e an
d ad
ditio
nal
way
s th
e ch
urch
cou
ld h
elp
mak
e th
e w
orld
a b
ette
r pl
ace.
Stu
dent
s di
scus
s ho
w th
e ch
urch
has
add
ress
ed th
e ne
eds
of p
eopl
e by
teac
hing
soc
ial j
ustic
e an
d is
suin
g pa
stor
al le
tters
.S
tude
nts
adop
t a s
choo
l in
Jam
aica
or
else
whe
re a
nd c
ontr
ibut
e su
pplie
s an
dbo
oks,
usi
ng th
eir
own
mon
ey.
Stu
dent
s re
ad a
nd d
iscu
ss g
ospe
l sto
ries
that
sho
w J
esus
' ope
nnes
s to
all
peop
le a
nd h
is s
tron
g op
posi
tion
to p
reju
dice
(G
ood
Sam
arita
n, S
amar
itan
wom
an, c
allin
g of
Mat
thew
to b
e an
apo
stle
).S
tude
nts
read
abo
ut R
osa
Par
ks a
nd d
iscu
ss h
er r
ole
in th
e C
ivil
Rig
hts
Mov
emen
t.S
tude
nts
rese
arch
and
rep
ort o
n de
fend
ers
of h
uman
rig
hts
who
hav
e m
ade
a di
ffere
nce
for
thei
r pe
ople
(C
hief
Sea
ttle,
Ces
ar C
have
z). D
iscu
ss h
ow th
eym
ade
a di
ffere
nce
in p
eopl
e's
lives
and
bra
inst
orm
how
the
stud
ents
can
cre
-at
e ch
ange
in th
eir
own
com
mun
ities
.S
tude
nts
esta
blis
h pe
n pa
l rel
atio
nshi
ps w
ith c
hild
ren
from
cou
ntrie
s w
here
hum
an r
ight
s is
an
issu
e.
The
me:
Opt
ion
for
the
Poo
r an
d V
ulne
rabl
e
Gra
de:
8
Out
com
es S
tate
men
t:T
he s
tude
nt w
orks
to le
ssen
pov
erty
by
empo
wer
ing
peop
le to
end
thei
r de
pend
ency
.
Rat
iona
le:
As
Chr
istia
ns, w
e pu
t the
nee
ds o
f the
poo
r fir
st.
Stu
dent
Beh
avio
ral O
bjec
tives
:S
tude
nts
see
the
beat
itude
s as
a b
luep
rint t
o lif
e as
Chr
istia
ns.
Stu
dent
s sh
ow a
n un
ders
tand
ing
of w
hat i
t mea
ns to
be
a co
ntra
dict
ion
toso
ciet
y's
valu
es.
Stu
dent
s fo
llow
the
teac
hing
of J
esus
by
shar
ing
som
e of
thei
r m
ater
ial w
ealth
.
Sam
ple
Act
iviti
es:
Afte
r re
adin
g an
d an
alyz
ing
the
beat
itude
s fr
om th
e S
erm
onon
the
Mou
nt,
stud
ents
use
pic
ture
s fr
om p
erio
dica
ls to
pre
sent
the
prac
tice
of th
e be
atitu
des
in to
day'
s w
orld
in a
col
lage
form
.S
tude
nts
disc
uss
how
the
beat
itude
s ar
e a
cont
radi
ctio
n to
soc
iety
's v
alue
s an
da
blue
prin
t of J
esus
' tea
chin
g.S
tude
nts
cont
ribut
e re
sour
ces
and
purc
hase
food
whi
ch th
ey ta
ke to
the
soup
kitc
hen,
pre
pare
, and
ser
ve to
the
poor
. Ask
stu
dent
s: W
hy d
o w
e ne
edso
upki
tche
ns?
Wha
t wou
ld h
appe
n to
peo
ple
if w
e di
d no
t hav
e th
em?
Stu
dent
s ad
opt a
sch
ool a
nd p
rovi
de s
uppl
ies
and
book
s fo
r st
uden
ts.
Stu
dent
s di
scus
s th
e su
mm
ary
of N
atio
nal C
onfe
renc
e of
Cat
holic
Bis
hops
' let
ter,
Eco
nom
ic J
ustic
e fo
r A
ll.T
each
ers
dist
ribut
e so
met
hing
edi
ble,
suc
h as
rai
sins
or
pean
uts,
to r
epre
sent
the
wor
ld's
goo
ds:1
8 to
Asi
a; 2
5 to
Eur
ope;
20
to N
orth
Am
eric
a; 1
to A
fric
a an
d th
eM
iddl
e E
ast;
2 to
Sou
th a
nd C
entr
al A
mer
ica.
Dis
cuss
the
disp
arity
of
reso
urce
s.S
tude
nts
cond
uct a
con
test
suc
h as
soc
cer
pena
lty s
hots
or
bask
etba
ll fr
eeth
row
s, a
nd a
sk p
eopl
e to
spo
nsor
it (
a sp
ecifi
ed a
mou
nt fo
r ea
ch p
enal
ty s
hot
or fr
ee th
row
mad
e). T
hey
use
the
mon
ey to
hel
p an
org
aniz
atio
n su
ch a
s S
OM
E(S
o O
ther
s M
ight
Eat
), B
read
for
the
Wor
ld, C
HO
(C
omm
ittee
s H
elpi
ng O
ther
s),
Cat
holic
Rel
ief S
ervi
ces,
or
othe
r lo
cal s
ervi
ce o
rgan
izat
ion.
Stu
dent
s ta
ke th
em
oney
to th
e or
gani
zatio
n an
d as
sist
in w
hate
ver
way
they
can
.S
tude
nts
use
the
appr
oxim
ate
stat
istic
s be
low
to d
iscu
ss w
hy:
Nat
ions
spe
nd $
22 fo
r m
ilita
ry p
urpo
ses
to e
very
$1
spen
t to
aid
the
poor
.W
omen
ear
n $.
59 fo
r ev
ery
$1 th
at m
en e
arn.
8.7%
of W
hite
, 21%
of H
ispa
nic,
30%
of B
lack
, 34%
of N
ativ
e A
mer
ican
fam
ilies
in th
e U
.S. a
re c
onsi
dere
d to
be
in p
over
ty.
Eld
erly
in o
ur c
ount
ry a
re a
mon
g th
e fa
stes
t gro
win
g gr
oup
of p
oor.
141
611
62
142
The
me:
Dig
nity
of W
ork
and
the
Rig
hts
of W
orke
rs
Gra
de:
8
Out
com
es S
tate
men
t:S
tude
nts
appr
ecia
te th
eir
tale
nts
and
the
tale
nts
of o
ther
s an
d w
ork
tow
ard
ensu
ring
the
free
use
of t
hese
tale
nts
in th
e w
orkp
lace
and
bey
ond.
Rat
iona
le:
By
virt
ue o
f bap
tism
, eve
ry C
hris
tian
is c
alle
d to
ser
vice
and
this
cal
l is
fulfi
lled
thro
ugh
a va
riety
of l
ifest
yles
and
min
istr
ies.
Stu
dent
Beh
avio
ral O
bjec
tives
:
Sam
ple
Act
iviti
es:
Stu
dent
s se
e co
nnec
tions
am
ong
lifes
tyle
s, m
inis
trie
s, a
nd v
ocat
ions
.S
tude
nts
expl
ore
serv
ice
dim
ensi
ons
of jo
bs.
Stu
dent
s id
entif
y ho
w b
eing
a C
hris
tian
influ
ence
s ou
r va
lues
and
prio
ritie
s.S
tude
nts
lear
n ab
out t
he u
nder
lyin
g is
sues
of l
abor
dis
pute
s an
d th
e le
gisl
a-tio
n in
pla
ce to
pro
tect
wor
kers
.
Stu
dent
s re
ad s
elec
tions
abo
ut s
aint
s su
ch a
s F
ranc
is o
f Ass
isi a
nd C
lare
, dis
-cu
ss h
ow th
ey li
ved
sim
ply
and
valu
ed p
eopl
e ov
er th
ings
, and
sha
re th
em
essa
ge th
ey d
raw
from
the
lives
of F
ranc
is a
nd C
lare
.S
tude
nts
disc
uss
how
bei
ng a
Chr
istia
n sh
ould
influ
ence
val
ues
and
prio
ritie
sin
the
wor
kpla
ce.
Stu
dent
s lis
t job
s th
at v
alue
peo
ple
over
thin
gs.
Stu
dent
s re
sear
ch s
aint
s an
d w
rite
a re
port
or
do a
ski
t sho
win
g ho
w s
ervi
cew
as im
port
ant i
n th
eir
lives
.S
tude
nts
refle
ct in
writ
ing
how
thei
r vo
lunt
eer
expe
rienc
e m
ade
them
feel
.U
se e
xcer
pts
from
the
ency
clic
al O
n H
uman
Wor
k to
hig
hlig
ht c
urre
nt la
bor
issu
es in
the
new
s.H
ave
stud
ents
cre
ate
a C
onsu
mer
Ple
dge
to m
onito
r th
eir
buyi
ng h
abits
.C
onta
ct C
atho
lic R
elie
f Ser
vice
s fo
r in
form
atio
n on
thei
r W
ork
of H
uman
Han
ds, a
co-
op p
rogr
am fo
r th
ird w
orld
cou
ntrie
s. L
esso
n pl
ans
are
avai
labl
eto
hel
p cl
asse
s su
ppor
t the
se c
o-op
s or
hos
t alte
rnat
ive
gift
fairs
.
143
The
me:
Sol
idar
ity o
f the
Hum
an F
amily
Gra
de:
8
Out
com
es S
tate
men
t:T
he s
tude
nt is
com
mitt
ed to
wor
ld p
eace
.
Rat
iona
le:
"For
just
as
the
body
is o
ne a
nd h
as m
any
mem
bers
, and
all
the
mem
bers
of
the
body
, tho
ugh
man
y, a
re o
ne b
ody,
so
it is
with
Chr
ist."
(1
Cor
12:
12-2
6)
Stu
dent
Beh
avio
ral O
bjec
tives
:S
tude
nts
show
that
they
und
erst
and
thei
r ob
ligat
ions
to w
ork
for
peac
e.
Sam
ple
Act
iviti
es:
Stu
dent
s re
ad "
The
Box
" (a
poe
m o
n w
ar)
by K
andr
ew L
asce
lles
and
Sad
aka
and
the
Tho
usan
d P
aper
Cra
nes.
Stu
dent
s di
scus
s se
lect
ions
and
writ
e a
reci
pe fo
r w
orld
pea
ce.
Stu
dent
s vi
sit a
ll cl
assr
oom
s, te
ll th
e st
ory
of S
adak
a, a
nd te
ach
stud
ents
how
to m
ake
peac
e cr
anes
to b
e di
spla
yed
thro
ugho
ut th
e sc
hool
.S
tude
nts
read
and
dis
cuss
sel
ectio
ns fr
om T
he C
halle
nge
of P
eace
, the
U.S
.bi
shop
s' p
asto
ral l
ette
r on
war
and
pea
ce.
Stu
dent
s se
nd le
tters
to c
ongr
essm
en/w
omen
and
rep
rese
ntat
ives
abo
ut a
nin
tern
atio
nal i
ssue
.S
tude
nts
part
icip
ate
in th
e cr
ane
activ
ity.
Stu
dent
s de
velo
p an
edu
catio
n ca
mpa
ign
in s
choo
l to
teac
h ot
hers
abo
ut o
urbr
othe
rs a
nd s
iste
rs a
roun
d th
e w
orld
.S
tude
nts
part
icip
ate
in M
igra
tion
and
Ref
ugee
Aw
aren
ess
Wee
k.S
tude
nts
wat
ch th
e ne
ws
and
desi
gn a
n aw
aren
ess
cam
paig
n ab
out a
nin
tern
atio
nal i
ssue
whi
ch c
alls
for
Cat
holic
s to
get
invo
lved
.
64
146,
The
me:
Car
e fo
r G
od's
Cre
atio
n
Gra
de:
8
Out
com
es S
tate
men
t:T
he s
tude
nt is
will
ing
to c
ontr
ibut
e to
glo
bal d
evel
opm
ent a
ccor
ding
to h
er/h
ispe
rson
al ta
lent
s.
Rat
iona
le:
God
has
ent
rust
ed th
e w
orld
to u
s as
car
etak
ers
of G
od's
cre
atio
n.
Stu
dent
Beh
avio
ral O
bjec
tives
:S
tude
nts
are
awar
e of
how
our
con
sum
er c
ultu
re im
pact
s on
oth
er p
eopl
e.
Sam
ple
Act
iviti
es:
Stu
dent
s di
scus
s th
e fa
ct th
at A
mer
ican
s liv
e in
a c
onsu
mer
cul
ture
and
how
this
des
troy
s th
e ea
rth
and
help
s to
kee
p pe
ople
in p
over
ty.
Stu
dent
s lis
t fac
ts s
uch
as: 5
0 ac
res
of r
ainf
ores
t are
des
troy
ed e
very
min
ute;
Am
eric
ans
prod
uce
154
mill
ion
tons
of g
arba
ge a
yea
r; a
n al
umin
um c
anw
on't
deco
mpo
se fo
r 50
0 ye
ars.
Stu
dent
s ha
ve a
sch
oolw
ide
Aw
aren
ess
Wee
k du
ring
whi
ch th
ey m
ake
post
ers
listin
g th
e fa
cts
rese
arch
ed a
bove
, sel
l T-s
hirt
s, a
nd s
end
prof
its to
save
an
acre
of r
ainf
ores
t.S
tude
nts
plan
a s
choo
l ste
war
dshi
p ac
tivity
suc
h as
: ado
ptin
g an
end
ange
red
spec
ies,
buy
ing
and
plan
ting
a tr
ee o
n sc
hool
pro
pert
y, w
ritin
g to
man
ufac
-tu
rers
and
ask
ing
them
to c
ut b
ack
on w
aste
ful p
acka
ging
, con
trib
utin
g to
effo
rts
to s
ave
the
rain
fore
sts
or c
oral
ree
fs.
Stu
dent
s di
scus
s oz
one
laye
r de
plet
ion
and
the
gree
nhou
se e
ffect
. Wha
tso
lutio
ns a
re th
ere?
Stu
dent
s co
nduc
t an
Ear
th D
ay P
raye
r S
ervi
ce w
ith r
eadi
ngs
from
the
Bib
lean
d B
roth
er E
agle
, Sis
ter
Sky
: A M
essa
ge fr
om C
hief
Sea
ttle
by S
usan
Jef
fers
.T
hey
orga
nize
a s
choo
l pla
ntin
g an
d cl
eanu
p da
y, d
urin
g w
hich
old
erst
uden
ts h
elp
youn
ger
stud
ents
pla
nt.
Stu
dent
s pl
an a
sch
oolw
ide
Aw
aren
ess
Wee
k on
env
ironm
enta
l iss
ues.
Stu
dent
s ev
alua
te th
e su
cces
s of
thei
r st
ewar
dshi
p ac
tivity
.
147
65
App
endi
x A
Sele
cted
Res
ourc
es in
Cat
holic
Soc
ial T
each
ing
for
Ele
men
tary
and
Sec
onda
ry E
duca
tion
Sta
ff D
evel
opm
ent
1T
hing
s to
Rea
dB
less
ed A
re Y
ou: T
he B
eatit
udes
and
Our
Sur
viva
l by
Eve
lyn
Mat
tern
(A
ve M
aria
Pre
ss, 8
00-2
82-1
865)
Bra
ve N
ew W
orld
Ord
er b
y Ja
ck N
elso
n-P
allm
eyer
(O
rbis
Boo
ks, 8
00-2
58-5
838)
Ups
ettin
g, c
halle
ngin
g.
Brin
ging
For
th J
ustic
e: B
asic
s fo
r Ju
st C
hris
tians
by
Arc
hbis
hop
Dan
iel E
. Pila
rczy
k (P
aulis
t Pre
ss, 8
00-8
36-3
163)
Bro
ther
s an
d S
iste
rs to
Us/
Nue
stro
s H
erm
anos
y H
erm
anas
. The
U.S
. bis
hops
pro
mot
e di
scus
sion
and
act
inon
agai
nst r
acis
m. (
U.S
. Cat
holic
Con
fere
nce,
800
-235
-872
2)
1C
all t
o G
loba
l Sol
idar
ity: I
nter
natio
nal C
halle
nges
for
U.S
. Par
ishe
s. A
bis
hops
' sta
tem
ent a
nd r
esou
rce
man
ual
on th
e ca
ll to
sol
idar
ity w
ith p
eopl
e th
roug
hout
the
wor
ld. V
ideo
als
o av
aila
ble.
(U
.S. C
atho
lic C
onfe
renc
e,80
0-23
5-87
22)
111
Cat
holic
Soc
ial T
each
ing:
How
I Li
ved
It by
Phi
l Lan
d, S
.J. (
Cen
ter
of C
once
rn, 2
02-6
35-2
757)
An
exce
llent
rev
iew
of
111
Cat
holic
soc
ial t
each
ing.
Cat
holic
Soc
ial T
each
ing:
Our
Bes
t Kep
t Sec
ret b
y P
eter
Hen
riot e
t al (
Orb
is B
ooks
, 800
-258
-583
8) C
ompa
ct a
ndco
mpr
ehen
sive
, ide
al fo
r cl
assr
oom
use
and
par
ish
stud
y gr
oups
.11
1
The
Cha
lleng
e of
Pea
ce. U
.S. b
isho
ps' l
andm
ark
past
oral
on
nucl
ear
wea
pons
and
the
arm
s ra
ce. (
U.S
. Cat
holic
Con
fere
nce,
800
-235
-872
2)
The
Chr
istia
n C
all t
o Ju
stic
e an
d P
eace
by
Jose
ph S
tout
zenb
erge
r (S
t. M
ary'
s P
ress
, 800
-533
-809
5)
Com
pass
ion:
A R
efle
ctio
n on
the
Chr
istia
n Li
fe b
y D
onal
d M
cNei
ll, D
ougl
as A
. Mor
rison
and
Hen
ri J.
M. N
ouw
en(D
oubl
eday
, 212
-354
-650
0)
143
1.49
66
Com
pass
ion
in A
ctio
n: S
ettin
g O
ut o
n th
e P
ath
of S
ervi
ce b
y R
am D
ass
(Cro
wn,
212
-572
-611
7)
Doi
ng F
aith
Jus
tice:
An
Intr
oduc
tion
to C
atho
lic S
ocia
l Tho
ught
by
Fre
d K
amm
er, S
.J. (
Pau
list P
ress
, 800
-836
-316
1)
Eve
ryda
y C
hris
tiani
ty: T
o H
unge
r an
d T
hirs
t for
Jus
tice.
The
mos
t im
port
ant w
ay la
y C
atho
lics
wor
k fo
r ju
stic
e an
dpe
ace
is th
roug
h th
eir
choi
ces
and
actio
ns e
very
day
. (U
.S. C
atho
lic C
onfe
renc
e, 8
00-2
35-8
722)
Fai
th T
hat D
oes
Just
ice:
Exa
min
ing
the
Chr
istia
n S
ourc
es fo
r S
ocia
l Cha
nge
edite
d by
Joh
n C
. Hau
ghey
(P
aulis
tP
ress
, 800
-836
-316
1) S
uper
b es
says
on
scrip
ture
, the
olog
y, a
nd ju
stic
e.
Fol
low
ing
Chr
ist i
n a
Con
sum
er S
ocie
ty b
y Jo
hn K
avan
augh
, S.J
. (O
rbis
Boo
ks, 8
00-2
58-5
838)
Ful
lnes
s of
Fai
th: T
he P
ublic
Sig
nific
ance
of T
heol
ogy
by M
icha
el J
. Him
es a
nd K
enne
th R
. Him
es, O
.F.M
. (P
aulis
tP
ress
, 800
-836
-316
1) In
tegr
atio
n of
soc
ial t
each
ings
, mor
al th
eolo
gy, a
nd s
acra
men
tal t
heol
ogy.
Gen
o: T
he L
ife a
nd M
issi
on o
f Gen
o B
aron
i by
Law
renc
e O
'Rou
rke
(Pau
list P
ress
, 800
-836
-316
1)
Livi
ng M
ore
with
Les
s by
Dor
is J
anze
n Lo
ngac
re (
Her
ald
Pre
ss, 8
00-2
45-7
894)
Livi
ng th
e G
ospe
l Life
: A C
halle
nge
to A
mer
ican
Cat
holic
s. C
alls
on
U.S
. Cat
holic
s to
rec
over
thei
r id
entit
y as
fol-
low
ers
of J
esus
Chr
ist a
nd to
be
lead
ers
in th
e re
new
al o
f U.S
. res
pect
for
the
sanc
tity
of li
fe. (
U.S
. Cat
holic
Con
fere
nce,
800
-235
-872
2)
Mor
al P
rinci
ples
and
Pol
icy
Prio
ritie
s fo
r W
elfa
re R
efor
m: P
olic
y S
tate
men
t on
Rec
omm
enda
tions
for
Wel
fare
Ref
orm
(U
.S. C
atho
lic C
onfe
renc
e, 8
00-2
35-8
722)
Opt
ion
for
the
Poo
r by
Don
ald
Dor
r (O
rbis
Boo
ks, 8
00-2
58-5
838)
One
Hun
dred
Yea
rs o
f Cat
holic
Soc
ial T
houg
ht e
dite
d by
Joh
n C
olem
an (
Orb
is B
ooks
, 800
-258
-583
8)
A P
eopl
e's
His
tory
of t
he U
nite
d S
tate
s by
How
ard
Zin
n (H
arpe
r C
ollin
s W
est,
800-
242-
7737
) H
isto
ry fr
om th
e vi
ew-
poin
t of o
ppre
ssed
wor
kers
, wom
en, p
erso
ns o
f col
or.
Prin
cipl
es, P
roph
ecy,
and
Pas
tora
l Res
pons
e: A
n O
verv
iew
of M
oder
n C
atho
lic S
ocia
l Tea
chin
g by
the
Cam
paig
n fo
rH
uman
Dev
elop
men
t and
the
U.S
. Cat
holic
Con
fere
nce
(U.S
. Cat
holic
Con
fere
nce,
800
-235
-872
2)
Pro
clai
min
g Ju
stic
e an
d P
eace
: Pap
al D
ocum
ents
from
"R
erum
Nov
arum
" T
hrou
gh "
Cen
tesi
mus
Ann
us"
edite
d by
Mic
hael
Wal
sh a
nd B
rian
Dav
is (
Tw
enty
-Thi
rd P
ublic
atio
ns, 2
03-5
36-2
611)
a
Put
ting
Chi
ldre
n an
d F
amili
es F
irst (
U.S
. Cat
holic
Con
fere
nce,
800
-235
-872
2)
Sha
ring
the
Ligh
t of F
aith
: An
Offi
cial
Com
men
tary
(U
.S. C
atho
lic C
onfe
renc
e, D
epar
tmen
t of E
duca
tion,
800
-235
-87
22)
Cha
pter
VII
expl
ores
Cat
holic
soc
ial t
each
ing
and
guid
elin
es o
n ca
tech
esis
for
soci
al m
inis
try.
Sha
ring
the
Tra
ditio
n, S
hapi
ng th
e F
utur
e (C
ampa
ign
for
Hum
an D
evel
opm
ent,
202-
541-
3212
) S
ix th
emes
of
Cat
holic
soc
ial t
each
ing
put i
nto
a sm
all-g
roup
wor
kboo
k.
Thi
s La
nd Is
Hom
e to
Me,
pas
tora
l let
ter
by th
e bi
shop
s of
App
alac
hia.
(U
.S. C
atho
lic C
onfe
renc
e, 8
00-2
35-8
722)
Thi
ngs
to D
oA
s W
e T
each
and
Lea
rn: R
ecog
nizi
ng O
ur C
atho
lic Id
entit
y (N
atio
nal C
atho
lic E
duca
tiona
l Ass
ocia
tion,
202
-337
-62
32)
Six
mod
ules
des
igne
d fo
r fa
culty
-mee
ting
form
at th
at w
ill h
elp
deve
lopm
ent i
n si
x di
ffere
ntar
eas.
Bui
ldin
g P
eace
and
Jus
tice
by R
ober
ta A
nn L
eske
y, C
.S.B
., an
d Lu
cian
ne S
iers
, O.P
. (C
ente
r fo
r Le
arni
ng N
etw
ork,
800-
767-
9090
) A
dult
wor
ksho
p fo
rmat
to d
evel
op s
ocia
l mis
sion
.
Col
labo
rativ
e M
inis
try:
Ski
lls a
nd G
uide
lines
by
Loug
h Ia
n S
ofie
ld, S
.T.,
and
Car
roll
Julia
no, S
.H.C
.J. (
Ave
Mar
iaP
ress
, 800
-282
-186
5) S
crip
tura
l and
theo
logi
cal b
ase
for
soci
al ju
stic
e.M
iddl
e In
com
e P
roce
ss (
Cam
paig
n fo
r H
uman
Dev
elop
men
t, 20
2-54
1-32
12)
A r
etre
atpr
oces
s fo
cusi
ng o
n th
e pr
ef-
eren
tial o
ptio
n fo
r th
e po
or a
nd th
e ca
ll to
sol
idar
ity.
Nat
iona
l Iss
ue F
orum
s in
the
Cat
holic
Com
mun
ity (
Nat
iona
l Iss
ue F
orum
s, 8
00-4
33-7
843)
Ena
bles
adu
ltgr
oups
toex
plor
e an
d de
bate
soc
ial i
ssue
s fr
om a
Cat
holic
per
spec
tive.
Mat
eria
ls fo
r th
e C
lass
room
111
Thi
ngs
to R
ead
Cat
holic
Soc
ial T
each
ing:
Our
Bes
t Kep
t Sec
ret b
y P
eter
Hen
riot e
t al (
Orb
is B
ooks
, 800
-258
-583
8)
The
Cru
cibl
e, A
rthu
r M
iller
's d
ram
atic
pla
y (V
ikin
g P
engu
in, 2
12-3
66-2
000)
Dea
d M
an W
alki
ng b
y S
iste
r H
elen
Pre
jean
, C.S
.J. (
Ran
dom
Hou
se, 8
00-7
26-0
600)
Dim
ensi
ons
of J
ustic
e an
d P
eace
in R
elig
ious
Edu
catio
n by
Lor
etta
Car
ey (
Nat
iona
l Cat
holic
Edu
catio
nal
Ass
ocia
tion,
202
-337
-623
2)
Dor
othy
Day
: A B
iblio
grap
hy b
y W
illia
m M
iller
(H
arpe
r &
Row
, 800
-242
-773
7) O
n th
e lif
e of
the
cofo
unde
r of
the
Cat
holic
Wor
ker
Mov
emen
t.
152
111
1 r J
671
Dim
ensi
ons
of J
ustic
e an
d P
eace
in R
elig
ious
Edu
catio
n (N
atio
nal C
atho
lic E
duca
tiona
l Ass
ocia
tion,
202
-337
-623
2)
Edu
catin
g fo
r P
eace
and
Jus
tice:
Rel
igio
us D
imen
sion
s, G
rade
s 7-
12 a
nd G
rade
s K
-6 b
y Ja
mes
McG
inni
s (I
nstit
ute
for
Pea
ce a
nd J
ustic
e, S
t. Lo
uis,
314
-533
-444
5)
The
Giv
ing
Tre
e by
She
l Silv
erst
ein
(Har
per
Col
lins
Chi
ldre
n's
Boo
ks, 2
12-2
17-7
000)
"Let
ter
from
Birm
ingh
am C
ity J
ail"
by M
artin
Lut
her
Kin
g, J
r., A
pril
16, 1
963
(loca
l lib
rary
)
Nat
iona
l Cat
holic
Edu
catio
nal A
ssoc
iatio
n P
ublic
atio
ns C
atal
og. A
wea
lth o
f res
ourc
es fo
r sc
hool
and
cla
ssro
om. (
202-
337-
6232
)
Nat
iona
l Iss
ue F
orum
s in
the
Cat
holic
Com
mun
ity (
Nat
iona
l Iss
ue F
orum
s) E
nabl
es a
dult
grou
ps to
exp
lore
com
-pl
ex s
ocia
l iss
ues
from
a C
atho
lic p
ersp
ectiv
e an
d to
par
ticip
ate
in p
ublic
pol
icy
deba
tes.
New
s N
otes
(M
aryk
noll
Just
ice
and
Pea
ce O
ffice
, Was
hing
ton,
D.C
., 20
2-83
2-17
80)
Fea
ture
s ba
ckgr
ound
info
rma-
tion
and
actio
n su
gges
tions
on
myr
iad
inte
rnat
iona
l iss
ues
in e
ach
bim
onth
ly is
sue.
Rac
hel a
nd H
er C
hild
ren:
Hom
eles
s F
amili
es in
Am
eric
a by
Jon
atha
n K
ozol
(C
row
n, 2
15-5
72-6
117)
Per
sona
l sto
ries
of h
omel
ess
fam
ilies
.T
o K
ill a
Moc
king
bird
by
Har
per
Lee
(War
ner,
212
-522
-720
0)
Thi
ngs
to D
oC
atho
lic C
ampa
ign
for
Hum
an D
evel
opm
ent C
atal
og (
202-
541-
3212
) w
ith s
mal
l-gro
up b
ookl
ets,
vid
eos,
bum
per
stic
kers
, Adv
ent a
nd P
ente
cost
fam
ily-o
rient
ed r
efle
ctio
ns, y
ear-
roun
d pl
anni
ng g
uide
for
just
ice
educ
atio
n.
154C
hris
tian
Just
ice:
Sha
ring
God
's G
oodn
ess
by K
evin
LaN
ave
(St.
Mar
y's
Pre
ss, 8
00-5
33-8
095)
Tea
chin
g m
anua
l.
Com
mun
ities
of S
alt &
Lig
ht: R
efle
ctio
ns o
n th
e S
ocia
l Mis
sion
of t
he P
aris
h an
d P
aris
h R
esou
rce
Man
ual (
U.S
.C
atho
lic C
onfe
renc
e, D
epar
tmen
t of S
ocia
l Dev
elop
men
t and
Wor
ld P
eace
, 800
-235
-872
2) A
fram
ewor
k fo
r as
sess
-m
ent w
ith a
com
pani
on v
ideo
.
Con
fron
ting
a C
ultu
re o
f Vio
lenc
e: A
Cat
holic
Fra
mew
ork
for
Act
ion
(U.S
. Cat
holic
Con
fere
nce,
800
-235
-872
2)R
ecog
nize
s pr
ogra
ms
in d
ioce
ses,
par
ishe
s an
d sc
hool
s ac
ross
the
coun
try.
Do
It Ju
stic
e! b
y T
. Brig
ht a
nd J
. Rob
erto
(C
ente
r fo
r Y
outh
Min
istr
y D
evel
opm
ent,
800-
342-
5850
) S
erie
s pu
blis
hed
for
adul
ts w
ho w
ant t
o sh
are
the
Gos
pel w
ith th
e yo
ung.
155
Eco
nom
ic J
ustic
e fo
r A
ll: P
asto
ral L
ette
r on
Cat
holic
Soc
ial T
each
ing
and
the
U.S
. Eco
nom
y by
the
U.S
. bis
hops
(U
.S.
Cat
holic
Con
fere
nce,
800
-235
-872
2) R
esou
rces
suc
h as
pos
ters
and
sug
gest
ions
for
usin
g th
e pa
stor
al le
tters
in th
ecl
assr
oom
.
Foo
d F
ast (
Cat
holic
Rel
ief S
ervi
ces,
800
-222
-002
5) E
xper
imen
tal e
duca
tiona
l too
l on
a ke
y is
sue
of ju
stic
e: h
unge
ran
d po
vert
y. F
ree
mat
eria
ls in
clud
e a
deta
iled
Coo
rdin
ator
's M
anua
l whi
ch p
rovi
des
an o
utlin
e fo
r a
24-h
our
fast
and
activ
ities
that
can
be
used
in a
cla
ssro
om s
ettin
g.
A G
uide
for
Act
ivis
ts: H
andb
ook
on A
fric
an H
unge
r by
Joh
n P
rend
erga
st (
Cen
ter
of C
once
rn, 2
02-6
35-2
757)
Hun
ger
1996
: Ann
ual R
epor
t on
the
Sta
te o
f Wor
ld H
unge
r (B
read
for
the
Wor
ld, 3
01-6
08-2
400)
An
inva
luab
leed
ucat
iona
l res
ourc
e th
at h
as g
reat
gra
phs
and
stat
istic
s on
the
stat
e of
wor
ld h
unge
r.
Mat
h fo
r a
Cha
nge/
Mat
h fo
r a
Wor
ld th
at R
ocks
. Tw
o bo
okle
ts th
at u
se s
ituat
ions
of i
njus
tice
to a
pply
or
illus
trat
em
athe
mat
ics
for
grad
es 8
-12.
(M
athe
mat
ics
Tea
cher
s' A
ssoc
iatio
n of
Chi
cago
and
Vic
inity
, 847
-827
-136
1)
Offe
ring
of L
ette
rs K
it an
d ot
her
reso
urce
s (B
read
for
the
Wor
ld, 3
01-6
08-2
400)
Ope
ratio
n R
ice
Bow
l (C
atho
lic R
elie
f Ser
vice
s, 8
00-2
22-0
025)
Len
ten
prog
ram
of f
astin
g, e
duca
tion,
alm
sgiv
ing,
and
pray
er. T
he fr
ee m
ater
ials
incl
ude
a vi
deo
and
Rel
igio
us E
duca
tor's
Gui
de.
Pov
erty
: Do
It Ju
stic
e! e
dite
d by
Tho
mas
Brig
ht (
Cen
ter
for
You
th M
inis
try
Dev
elop
men
t, 80
0-34
2-58
50, a
nd D
onB
osco
Mul
timed
ia, 9
14-6
36-4
425)
Put
ting
Chi
ldre
n an
d F
amili
es F
irst (
U.S
. Cat
holic
Con
fere
nce,
800
-235
-872
2) S
tate
men
t fro
m U
.S. b
isho
ps, 1
992,
exam
ines
the
need
s of
all
child
ren
in a
n in
crea
sing
ly d
iffic
ult w
orld
.
Ren
ewin
g th
e E
arth
(N
atio
nal C
atho
lic R
ural
Life
Con
fere
nce,
515
-270
-263
4) S
tudy
gui
des
for
child
ren,
teen
s, a
ndad
ults
on
the
bish
ops'
env
ironm
enta
l sta
tem
ent.
Who
Are
My
Sis
ters
and
Bro
ther
s? A
Cat
holic
Edu
catio
nal G
uide
for
Und
erst
andi
ng a
nd W
elco
min
g Im
mig
rant
san
d R
efug
ees
(U.S
. Cat
holic
Con
fere
nce,
Offi
ce fo
r th
e P
asto
ral C
are
of M
igra
nts
and
Ref
ugee
s, 8
00-2
35-8
722)
Vid
eos
The
Bar
rio S
erie
s (C
olum
ban
Fat
hers
, 202
-529
-511
5)
Brin
g D
own
the
Wal
ls (
U.S
. Cat
holic
Con
fere
nce,
800
-235
-872
2) A
sum
mar
y of
key
them
es o
f Cat
holic
soc
ial
teac
hing
.
1'4
691
157
70
158
Mar
ketp
lace
Pro
phet
s (U
.S. C
atho
lic C
onfe
renc
e, 8
00-2
35-8
722)
A v
ideo
on
econ
omic
just
ice.
Sis
ters
and
Bro
ther
s A
mon
g U
s (C
ampa
ign
for
Hum
an D
evel
opm
ent,
202-
541-
3212
) A
16-
min
ute
vide
o th
at te
llsth
e st
ory
of p
over
ty th
roug
h th
e fa
ces
and
voic
es o
f the
poo
r.
Mov
ies:
City
of J
oy, F
ried
Gre
en T
omat
oes,
Rom
ero,
Mis
siss
ippi
, Let
ters
Hom
e fr
om V
ietn
am, P
ower
of O
ne, T
wel
veA
ngry
Men
, Qui
z S
how
159
App
endi
x B
Mem
bers
of
the
Tas
k Fo
rce
on C
atho
lic S
ocia
lT
each
ing
and
Cat
holic
Edu
catio
n, M
ay19
78
Arc
hbis
hop
John
. R. R
oach
Arc
hbis
hop
of S
t. P
aul-M
inne
apol
is (
Ret
ired)
Dr.
Ger
ald
F. B
aum
bach
Exe
cutiv
e V
ice
Pre
side
nt a
nd P
ublis
her
Will
iam
H. S
adlie
r, In
c.
Mr.
Joh
n T
. But
ler
Pre
side
ntA
rchb
isho
p C
arro
ll H
igh
Sch
ool
Was
hing
ton,
DC
Dr.
Tho
mas
Brig
htC
ente
r fo
r M
inis
try
Dev
elop
men
tN
auga
tuck
, CT
Rev
. Will
iam
J. B
yron
, S.J
.P
rofe
ssor
of M
anag
emen
t, S
choo
l of B
usin
ess
Geo
rget
own
Uni
vers
ity
Dr.
Bar
bara
Cam
pbel
lD
irect
or o
f Cat
eche
tical
Ser
vice
sLo
yola
Pre
ss
Mr.
Joh
n L.
Car
rS
ecre
tary
, Dep
artm
ent o
f Soc
ial D
evel
opm
ent a
nd W
orld
Pea
ceU
nite
d S
tate
s C
atho
lic C
onfe
renc
e
160
Mr.
Tim
othy
Col
lins
Dep
uty
Dire
ctor
Cat
holic
Cam
paig
n fo
r H
uman
Dev
elop
men
tU
nite
d S
tate
s C
atho
lic C
onfe
renc
e
Dr.
Leo
nard
De
Fio
reP
resi
dent
Nat
iona
l Cat
holic
Edu
catio
nal A
ssoc
iatio
n
Rev
. Tho
mas
De
Vrie
sC
oord
inat
or fo
r A
sses
smen
t and
Res
earc
hO
ffice
for
the
Cat
echi
smU
nite
d S
tate
s C
atho
lic C
onfe
renc
e
Pro
fess
or B
erna
rd E
vans
Sch
ool o
f The
olog
yS
t. Jo
hn's
Uni
vers
ityC
olle
gevi
lle, M
N
Mr.
Pau
l Gal
lagh
erA
ssis
tant
Exe
cutiv
e D
irect
orA
ssoc
iatio
n of
Cat
holic
Col
lege
s an
d U
nive
rsiti
esN
atio
nal C
atho
lic E
duca
tiona
l Ass
ocia
tion
Ms.
Reg
ina
Han
eyE
xecu
tive
Dire
ctor
, Nat
iona
l Ass
ocia
tion
of B
oard
s of
Cat
holic
Edu
catio
nN
atio
nal C
atho
lic E
duca
tiona
l Ass
ocia
tion
161
711
72
Sr.
Joa
n H
art,
S.S
.N.D
.S
.S.N
.D. O
ffice
for
Just
ice,
Pea
ce a
nd th
e In
tegr
ity o
fC
reat
ion
Bal
timor
e, M
D
Dr.
Mon
ika
K. H
ellw
igE
xecu
tive
Dire
ctor
Ass
ocia
tion
of C
atho
lic c
olle
ges
and
Uni
vers
ities
Nat
iona
l Cat
holic
Edu
catio
nal A
ssoc
iatio
n
Rev
. Ray
mon
d B
. Kem
pS
enio
r F
ello
w, W
oods
tock
The
olog
ical
Cen
ter
Geo
rget
own
Uni
vers
ity
Mr.
Ron
ald
T. K
riete
mey
erA
dmin
istr
ator
, Offi
ce o
f Soc
ial J
ustic
eA
rchd
ioce
se o
f St.
Pau
l-Min
neap
olis
Rev
. Msg
r. T
hom
as M
cDad
eS
ecre
tary
, Dep
artm
ent o
f Edu
catio
nU
nite
d S
tate
s C
atho
lic C
onfe
renc
e
Sr.
Ann
e M
cGre
evy,
O.S
.B.
Prin
cipa
lO
ur L
ady
of G
ood
Cou
nsel
Sch
ool
Vie
nna,
VA
Ms.
Pat
ricia
A. M
cGui
reP
resi
dent
Trin
ity C
olle
geW
ashi
ngto
n, D
C
Sr.
Cat
herin
e M
cNam
ee, C
.S.J
.S
enio
r S
chol
ar in
Res
iden
ceC
ente
r fo
r C
atho
lic S
tudi
esU
nive
rsity
of S
t. T
hom
asS
t. P
aul,
MN
rCl
L
Sr.
Eliz
abet
h M
eega
n, O
.P.
Vic
ares
s of
the
Con
greg
atio
nS
insi
naw
a D
omin
ican
s
Mos
t Rev
. Will
iam
Mur
phy
Mod
erat
or o
f the
Cur
iaA
rchd
ioce
se o
f Bos
ton
Pro
fess
or D
avid
O'B
rien
Loyo
la P
rofe
ssor
of R
oman
Cat
holic
Stu
dies
Col
lege
of t
he H
oly
Cro
ssW
orce
ster
, MA
Mr.
Ste
ve P
alm
erA
ssoc
iate
Exe
cutiv
e D
irect
orD
epar
tmen
t of R
elig
ious
Edu
catio
nN
atio
nal C
atho
lic E
duca
tiona
l Ass
ocia
tion
Mr.
Nei
l Par
ent
Exe
cutiv
e D
irect
orN
atio
nal C
onfe
renc
e of
Cat
eche
tical
Lea
ders
hip
Rev
. Tim
othy
T. R
eker
Exe
cutiv
e D
irect
orS
ecre
taria
t for
Voc
atio
ns a
nd P
riest
ly F
orm
atio
nN
atio
nal C
onfe
renc
e of
Cat
holic
Bis
hops
Bro
. Dam
ian
Ste
ger,
F.S
.C.
Pre
side
ntS
t. M
ary'
s P
ress
Rev
. Rob
ert V
itillo
Dire
ctor
, Cat
holic
Cam
paig
n fo
r H
uman
Dev
elop
men
tU
nite
d S
tate
s C
atho
lic C
onfe
renc
e
Rev
. Jam
es W
alsh
Exe
cutiv
e D
irect
or, S
emin
ary
Dep
artm
ent
Nat
iona
l Cat
holic
Edu
catio
nal A
ssoc
iatio
n
163
111
7311
1
Sta
ff
Ms.
Kat
hlee
n B
urgo
yne
Car
lisle
Edu
catio
nal M
anag
erC
atho
lic R
elie
f Ser
vice
s11
1
Rev
. Will
iam
Dav
is, 0
.S.F
.S.
Rep
rese
ntat
ive
for
Cat
holic
Sch
ools
and
Fed
eral
Ass
ista
nce
Dep
artm
ent o
f Edu
catio
n11
1U
nite
d S
tate
s C
atho
lic C
onfe
renc
e
Mr.
Ric
h F
owle
rD
irect
or o
f Dio
cesa
n R
elat
ions
111
Dep
artm
ent o
f Soc
ial D
evel
opm
ent a
nd W
orld
Pea
ceU
nite
d S
tate
s C
atho
lic C
onfe
renc
e
Mr.
Wal
ter
Gra
zer
Man
ager
, Env
ironm
enta
l Jus
tice
Pro
gram
Dep
artm
ent o
f Soc
ial D
evel
opm
ent a
nd W
orld
Pea
ceU
nite
d S
tate
s C
atho
lic C
onfe
renc
e
111
Ela
ine
McC
arro
n, S
.C.N
.R
epre
sent
ativ
e fo
r C
atec
hesi
s an
d M
ultic
ultu
ral C
once
rns
Uni
ted
Sta
tes
Cat
holic
Con
fere
nce
Ms.
Joa
n R
osen
haue
r11
1S
peci
al P
roje
cts
Coo
rdin
ator
Dep
artm
ent o
f Soc
ial D
evel
opm
ent a
nd W
orld
Pea
ceU
nite
d S
tate
s C
atho
lic C
onfe
renc
e
Mau
reen
Sha
ughn
essy
, S.C
.R
epre
sent
ativ
e fo
r C
atec
hesi
s an
d Le
ader
ship
Dev
elop
men
t11
11D
epar
tmen
t of E
duca
tion
Uni
ted
Sta
tes
Cat
holic
Con
fere
nce
aM
s. M
ary
Wrig
ht11
1E
duca
tion
Coo
rdin
ator
Cat
holic
Cam
paig
n fo
r H
uman
Dev
elop
men
tU
nite
d S
tate
s C
atho
lic C
onfe
renc
e
164
165
74
App
endi
x C
Shar
ing
Cat
holic
Soc
ial T
each
ing:
Cha
lleng
es a
nd D
irec
tions
Ref
lect
ions
of t
he U
.S. C
atho
lic B
isho
ps.
Als
o In
clud
es th
e S
umm
ary
Rep
ort o
f the
Tas
k F
orce
on
Soc
ial T
each
ing
and
Cat
holic
Edu
catio
n
The
U.S
. bis
hops
str
ess
the
impo
rtan
ce o
f inc
orpo
ratin
g C
atho
lic s
ocia
l tea
chin
g in
to C
atho
lic e
duca
tiona
l pro
gram
s.E
xplo
ring
how
the
Cat
holic
com
mun
ity c
an b
ette
r sh
are
the
Chu
rch'
s so
cial
just
ice
trad
ition
, the
doc
umen
t hig
hlig
hts
the
maj
or th
emes
of C
atho
lic e
duca
tion
and
form
atio
n. D
evel
oped
join
tly b
y th
e C
omm
ittee
on
Dom
estic
Pol
icy,
the
Com
mitt
eeon
Edu
catio
n, a
nd th
e C
omm
ittee
on
Inte
rnat
iona
l Pol
icy.
No.
5-2
81, 3
6pp,
list
pric
e $2
.95.
Exc
erpt
s fr
om S
harin
g C
atho
lic S
ocia
l Tea
chin
gC
onta
ins
the
seve
n th
emes
of C
atho
lic s
ocia
l tea
chin
g hi
ghlig
hted
in S
harin
g C
atho
lic S
ocia
l Tea
chin
g.51
/2x
81/2
Car
dav
aila
ble
in E
nglis
h N
o. 5
-315
or
Spa
nish
No.
5-8
15, $
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17 x
22
Pos
ter
avai
labl
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Eng
lish
No.
5-3
18 o
r S
pani
sh N
o. 5
-818
, $1.
50
Dat
eQ
uant
ity*U
nit P
rice
xC
usto
mer
Num
ber
Sub
tota
l =O
rder
s se
nt w
ithou
t a C
usto
mer
Num
ber
mus
t inc
lude
full
paym
ent.
Pay
men
t mus
tac
com
pany
ord
ers
tota
ling
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than
$50
whe
ther
Cus
tom
er N
umbe
r is
incl
uded
or
not.
**T
ax +
Nam
eN
et T
otal
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hipp
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Han
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Org
aniz
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ER
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umbe
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Day
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ne
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eT
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ore
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gle:
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02-
10:
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-20:
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0 ea
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or
mor
e:$1
.75
ea.
**T
axO
Che
ck/m
oney
ord
er e
nclo
sed
in th
e am
ount
of
Was
hing
ton,
DC
res
iden
ts p
leas
e ad
d 5.
75%
sal
es ta
x.
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leas
e m
ake
Che
ck/m
oney
ord
er p
ayab
le(in
U.S
. dol
lars
) to
US
CC
Pub
lishi
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ervi
ces.
o C
harg
e m
y (c
ircle
one
)M
aste
rCar
dV
ISA
Acc
t. N
umbe
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xp. D
ate
Sig
natu
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Brd
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.ust
incl
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a C
usto
mer
Num
ber
and
tota
l mor
e th
an $
50.
***S
hipp
ing/
Han
dlin
gA
dd 1
0% o
f Net
Tot
al (
$3 m
in)
on o
rder
s se
nt to
add
ress
es in
the
Uni
ted
Sta
tes,
Can
ada
and
Mex
ico.
Add
15%
of N
et T
otal
($5
min
) on
ord
ers
sent
to a
ll ot
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esse
s.
Mai
l you
r or
der
to:
Fax
Ord
er to
:
Pho
ne O
rder
cal
l:
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lishi
ng S
ervi
ces,
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tes
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holic
Con
fere
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rth
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ashi
ngto
n, D
C 2
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4
202-
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800-
235-
8722
167
App
endi
xD
Ord
er F
orm
for
Mom
entu
m
Nam
e
Org
aniz
atio
n
Str
eet A
ddre
ss
City
Sta
teZ
ip
Day
time
Tel
epho
ne N
umbe
rD
ate
Ple
ase
send
me
sing
le c
opie
s of
the
Aug
ust/S
epte
mbe
r 19
97 is
sue
on "
Hum
an D
igni
ty, T
rue
Com
mun
ity: C
atho
licS
ocia
l Tea
chin
g" @
$5
each
.
Am
ount
Shi
ppin
g &
Han
dlin
g C
harg
e (a
dd $
3 fo
r ea
ch g
roup
of 1
-4 c
opie
s)
Add
$20
if y
ou w
ould
like
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ubsc
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omen
tum
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lishe
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ur ti
mes
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ear.
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al e
nclo
sed
Tot
al to
be
bille
d**O
rder
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exc
ess
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ay b
e bi
lled.
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iona
l Cat
holic
Edu
catio
nal A
ssoc
iatio
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ublic
atio
n S
ales
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te 1
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eet,
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852
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