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 Unit Activities & Answer Key
 
Is that a fact?: The color black provides some interesting symbolism for those in religious communities. Because of the color of their cloaks, Dominicans have been called the "Black Friars," and Benedictines have been known as the "Black Monks." The leader of the Jesuits is a very influential leader of the Church. He has been known as the "black pope" because he wears black instead of white like the pope.
Extend the activities for each concept presented in Blest Are We with the following Ideas.
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• Ask participants to identify the beatitudes that involve people being sad.
• How might each of us help change the situation described in each?
• Have participants identify the beatitudes that describe a virtue or good habit.
• How might they recognize people who are poor in spirit, meek, merciful, clean of heart, or peacemakers?
• How might they be like those people?
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• Note how the first three commandments concern our involvement with God.
• Clarify any terms, as needed, e.g., in vain, or in a disrespectful way; Sabbath, Sunday for Christians.
• Ask for examples of how to live out the first three commandments.
• Discuss how the rest of the commandments concern our relationships with other people.
• Discuss how the fifth commandment relates to children. Note that whenever we harm other people or animals we disobey the fifth commandment.
• Talk about bullying as a way of disobeying the fifth commandment. Have participants give examples of bullying. Perhaps they could role play situations to demonstrate how to discourage the actions of bullies.
• Suggest any participants who have been bullied speak to you or another adult in private about the situation. Be open to any responses that may follow. Report them as needed to the proper authorities. Help protect any child who experiences bullying.
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• Have participants ask 3 adults they know [can include parents] what their job is. Then have them ask the same people what their vocation is. Have them compare the answers they get to both questions.
• Point out that not all adults see the distinction between a job and a vocation. Encourage participants to share what they have learned with these adults.
• Have participants ask each other what job they would like to have when they are adults. Then have them identify the vocation to which they think they might be called.
• Encourage participants to check our websites for religious communities [e.g., www.claretians.org; www.jesuit.org; www.osb.org, www.op.org. Have them share information gained from such sites.
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School Edition: |
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Grade 4 |
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Grade 5 |
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Grade 6 |
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Beatitudes |
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Pages 27, 83-84, 88-90, 92, 255, 368-369 |
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Pages 27-28, 30-36, 43, 159, 369 |
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Pages 257, 368, 370 |
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Commandments |
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Pages 27-28, 30-31, 87, 139, 142-143, 154-155, 199, 255, 370-371 |
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Pages 195-196, 198-199, 204, 370-371 |
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Pages x, 85-87, 131, 236, 242, 371 |
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Vocations |
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Pages 171, 227, 231, 234, 372 |
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Pages 225, 231, 239-240, 243, 246, 267, 372-374 |
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Pages 119, 328-329, 374 |
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Parish Edition: |
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Level 4 |
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Level 5 |
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Level 6 |
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Beatitudes |
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Pages 71-75, 193, 244-245 |
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Pages 31-35, 41, 123, 245 |
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Pages 193, 244, 246 |
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Commandments |
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Pages 32-33, 35, 112-115, 246-247 |
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Pages 151-155, 246-247 |
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Pages 6, 71-75, 105, 120, 184, 244-245, 247-248 |
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Vocations |
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Pages 136, 176-179, 248-249 |
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Pages 171, 176-179, 183-185, 186, 201, 248-250 |
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Pages 97, 227, 250-252 |
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