Is that a fact?: The anchor is one of the oldest Christian symbols. Because of it importance in navigation in ancient times it was regarded as a symbol of safety. Christians adopted the anchor as a symbol of hope in future existence with God. See Hebrews 6:17-19. This symbol of hope is often shown with a cross forming the upper part of the anchor. Early Christians displayed the 'anchor cross' in the catacombs.

Extend the activities for each concept presented in Blest Are We with the following Ideas.

		• The gifts of faith, hope, and love help Christians lead moral lives. What example of each gift can children name? • Talk about how we feel after doing something good. • Talk about feelings we have after doing something we know is wrong. • Explain how both sets of feelings is our conscience at work in us. • Point out that our conscience helps us to know the difference between right and wrong. We can then practice doing what we know is right and avoid what we know to be wrong.

		• Identify the beatitudes as shown in the child’s book and discuss each of them. • Share an example of being "poor in spirit," e.g., knowing that everything we have is from God, knowing that it is God who made us and helps keep us safe. • Ask for an example of someone "being sorrowful." Children may offer times when they were sad, or note someone else’s sadness. Talk about ways to help someone who is feeling sad. • Ask when someone has been "gentle" or patient. What kind of feelings did that bring about? Is it sometimes hard to be patient? • Can someone share a time when he or she "showed mercy" to another child, an adult? Talk about how we give an example of God’s mercy toward us when we show others mercy and forgiveness. • Being "pure of heart" is keeping God first in our lives. Talk about how keeping the Sabbath holy is an example of that. Discuss ways to keep the Sunday Sabbath holy. • Everyone needs to be a peacemaker in their own family as well as with others in the community. Solicit examples of when children have been peacemakers at home. Provide some opportunities they may overlook. • "Unfairness" hurts everyone. Talk about ways to be fair to people at home, in school, and in the community.

		• Begin with a discussion of vocations to married and single life. Have children offer examples in their own family of adults who are married and those who are single. Point out that they are living out their vocations by being either married or single. Some single people could also be called to a married vocation later in life. • Priests and deacons are clergy and have a religious vocation to the priesthood. How well do children know the priest(s) and deacon(s) in their parish? Perhaps a member of the clergy could visit with your class and discuss his call to vocation. If not, have children share ways a priest or deacon is involved in their parish. • Religious sisters and brothers have a vocation to live in community. There are many different religious communities. Identify the religious communities that serve your parish or that are present in your diocese. If it is possible, invite a religious sister or brother to talk about her or his vocation and the community to which your visitor belongs. • Provide magazines or newspapers that are available from different religious communities to familiarize children with their mode of dress. Tell them about the type of service in which these religious are involved.

School Edition:

Grade 1

Grade 2

Grade 3

Conscience

Pages 370-371

Pages 63, 90

Pages 75, 368

Beatitudes

Pages 86-87, 219-220, 234-235, 254-256

Page 374

Pages 90, 123, 369

Vocations

Pages 376-377

Pages 376-378

Pages xii, 187, 191-195, 202, 372-373

Parish Edition:

Level 1

Level 2

Level 3

Conscience

Pages 111-115, 248-249, 250-251

Pages 55-59, 71-74, 248-249, 251

Pages 70, 73-74, 244

Beatitudes

Pages 72-74, 178-179, 192-194

Pages 31-34, 154, 191, 227, 250

Pages 151, 175-177, 245

Vocations

Pages 252-254

Pages 252-254

Pages 144-146, 154, 248-250