Find this resource and more lesson plans and activities to encounter Lent with your students at: crsricebowl.org/schools crsricebowl.org/parishes Inside you will find: ■ Preparing for Lent: A 10-Minute Prayerful Introduction ■ Prayer Service to End Lent ■ Lesson plans on the following countries for grades 1—3, 4—6 and 7—8: ■ India ■ Zambia ■ El Salvador ■ Mexico Watch CRS Rice Bowl videos to enhance lesson plans about Catholic social teaching! LENT 2017 EDUCATOR’S GUIDE For Catholic school teachers and parish religious educators Photo by Karen Kasmauski for CRS
Transcript
Find this resource and more lesson plans and activities to encounter Lent with your students at: crsricebowl.org/schoolscrsricebowl.org/parishes
Inside you will find:
■ Preparing for Lent: A 10-Minute Prayerful Introduction
■ Prayer Service to End Lent ■ Lesson plans on the following countries for grades 1—3, 4—6 and 7—8:
■ India
■ Zambia
■ El Salvador
■ Mexico
Watch CRS Rice Bowl videos to enhance lesson plans about Catholic social teaching!
LENT 2017EDUCATOR’S GUIDEFor Catholic school teachers and parish religious educators
SetupPass out CRS Rice Bowls and give students time to assemble them. They should keep the enclosed Lenten calendars handy for this activity.
LEADER Before beginning his ministry, Jesus went into the desert and prayed. He didn’t eat or drink; he fasted, and used this time to focus on his relationship with God. Today, we too are called to focus on our relationship with God during the 40 days before Easter, a time known as Lent. Catholics do three things to grow closer to God during Lent: pray, fast and give alms to those in need. Prayer, fasting and almsgiving are the three pillars of Lenten spirituality. Your CRS Rice Bowl and Lenten calendar will be your guides during your Lenten journey of encounter.
READER 1 The first pillar of Lent is PRAYER. We pray to grow in our relationship with God, and ask God for guidance on how to live our lives. In our prayer, we also thank God for the gifts we have been given, and we pray for those who have less than we do. During Lent, we can make an extra effort to pray each day to become the person God calls us to be.
Invite students to find the Lenten prayer on the side of their CRS Rice Bowls and read it aloud together. Invite students to look at the daily reflections on their Lenten calendars and encourage them to read these at home with their families.
READER 2The second pillar of Lent is FASTING. Fasting means we give something up in order to create more space for what’s truly important—our relationship with God and neighbor. We do this to help us recognize the difference between wants and needs. Choosing to live without something we like reminds us that everything we have is a gift from God. Another aspect of Lenten fasting is not eating meat on Fridays.
Invite students to look at the meatless recipes on their Lenten calendars and encourage them to try some of these with their families at home. Don’t forget to encourage students to put the money they save by eating simply into their CRS Rice Bowls to help their brothers and sisters who suffer with hunger.
READER 3The third pillar of Lent is ALMSGIVING. When we give to those who have less than we do, we honor Jesus’ call to serve our neighbors, and we share the gifts we have been given. This Lent, we will encounter people from other countries who we can help through our Lenten sacrifices to CRS Rice Bowl.
Invite students to look at the stories and pictures on their Lenten calendars. Encourage them to read these stories at home with their families.
LEADER We pray that the stories, recipes and prayers from CRS Rice Bowl will help us encounter our brothers and sisters around the world, and in doing so, grow closer to God during this season of Lent. As we begin our 40-day journey, we ask God to bless these CRS Rice Bowls and to walk with us throughout this holy time of encounter.
Amen
Introduce students to CRS Rice Bowl at the beginning of Lent with this short activity.
Preparing for Lent: A 10-minute prayerful introduction
This prayer service can be used as a closing ceremony for CRS Rice Bowl.
READER 1For the Singh family in India, and all those who struggle to grow crops amidst flooding and other natural disasters.
We pray to the Lord.
READER 2For Maria and her community in Mexico, that they may continue to find strength and joy in the time they spend planting and harvesting together.
We pray to the Lord.
READER 3For Dita, the country of Ethiopia and all those affected by drought or lack of clean water, that life-giving rain may revitalize their fields and their spirits.
We pray to the Lord.
Invite students to place their CRS Rice Bowls in the collection basket.
LEADERAs we end our Lenten journey of encounter, we pray that these, our Lenten sacrifices, may be an offering of solidarity and a promise of continued accompaniment of the poor and vulnerable. As good stewards of your many gifts, may we always remember to love our neighbors as ourselves, and that when we encounter those who thirst and hunger, we are encountering the risen Christ.
We ask this through Christ our Lord.
Amen
LEADERDuring this Holy Week, we walk with Jesus and remember that Jesus endured the suffering and pain of Good Friday in order to give us eternal life with God. During Lent, we have mirrored Christ’s love for us by encountering our brothers and sisters most in need around the world, by giving up what we enjoy and making sacrifices for the good of others.
READER 1WE PRAYED to thank God for the gifts he has given us, and asked for guidance to use our gifts to help our brothers and sisters throughout the world.
READER 2WE FASTED, or gave up something, to help us remember what is really important: our relationship with God. We fasted in solidarity with our brothers and sisters who do not have enough to eat each day.
READER 3WE GAVE ALMS to our CRS Rice Bowls so that our sacrifices will help the poor around the world and in our local community.
LEADERDuring Lent, we encountered God in our neighbors through their Stories of Hope and learned how we are helping through CRS Rice Bowl. We now send our prayers to the people we met and to all people in need. The response will be, “Lord, hear our prayer.”
ENCOUNTER THE SINGH FAMILYWhen the Malaguni River in East India floods, Megha and Raj Singh, their two children and their extended family cannot get to the nearest market—nearly 5 miles away—to buy and sell food. If the waters do not recede quickly, their rice fields fail, and their animals become sick from diseases spread through dirty water. The family faces financial danger.
That’s why CRS is helping the Singh family prepare for flooding with new farming tools and techniques. Now Raj plants his fields worry-free using a special type of rice that can survive flooding. He can collect and save his seeds for future use. And he now has the resources he needs to vaccinate his cows, ensuring they, too, survive the floods.
Megha grows vegetables in a kitchen garden, so her family has healthy meals even when she can’t visit the market. During past floods, the family had to survive solely on rice. But now, planting veggies in special sacks, she is able to raise the plants above flood lines, ensuring her family has reliable access to nutritious food.
Just as important, Megha has learned new ways of growing food, so that the entire family gets the most nutrition out of every meal. Now, the whole Singh family is healthier, and with these new ways of farming, they can continue to thrive, even during floods.
FACTS TO CONSIDERPopulation: 1,236,344,631
Size: 1,269,219 square miles; 1/3 size of the United States
■ Nearly 42 percent of India’s population, almost 500 million people, live on less than $1.25 per day while about 48 percent of children under age 5 suffer from stunting—the failure to grow and develop properly as a result of malnutrition.
■ Human trafficking remains a major concern throughout the country, while natural and man-made disasters continue to affect India every year.
■ CRS programming in India focuses on emergency resilience, relief and recovery; strengthening agriculture livelihoods; improving health systems and services; and preventing human trafficking and supporting trafficking survivors.
OPTION FOR THE POORJesus tells us to care for those who are most in need in the world. He reminds us of our Christian duty to give a voice to those who go unheard and to help those who are most vulnerable.
INDIA: SPOTLIGHT
For downloadable photos, visit crsricebowl.org/photos.
OBJECTIVEStudents will reflect on the importance of caring for others and explore the Catholic social teaching principle of Option for the Poor by encountering the story of the Singh family in India.
INDIA
MATERIALS Map, the Singh family’s story, copies of India Activity Sheet: Grades 1—3.
DISCUSSION (15 MINUTES)
1. Locate India on the map. How close is India to your home or school?
2. Read or watch the Singh family’s story.
3. Reflect:
■ Who did we meet or encounter in the story and what do they do?
■ What challenges did they face?
■ How does the Singh family care for one another and how were they cared for?
ACTIVITY (25 MINUTES) 1. Explain the Catholic social teaching
principle Option for the Poor. Share that Jesus tells us to care for those who are most in need in the world. He reminds us of our Christian call to help those who are most vulnerable, like people living without enough food or a home.
2. Pass out the India Activity Sheet: Grades 1—3 and give students time to complete them.
3. Ask students to share with the class their hopes for the Singh family and their promise to live as Jesus did.
CLOSING PRAYER (5 MINUTES)
God of love,
Thank you for the gift of caring families and communities.
Be with us as we seek to become one human family in you.
Amen
AT HOME1. Share the completed India Activity
Sheet: Grades 1—3 with your family.
2. Discuss, as a family, the CRS Rice Bowl Lenten calendar’s reflection for the day.
2. What does it mean to be part of the Body of Christ and to support the most vulnerable members of our world?
3. Pass out and ask students to complete the India Activity Sheet: Grades 4—6.
4. If time permits, ask students to volunteer to share their activity sheets with a partner.
CLOSING PRAYER (5 MINUTES)
Good and gracious God,
We are all part of the Body of Christ and members of one Church. Help us to remember that we are called by you to participate fully in our community, and to support and love all those who make up our one human family.
Amen
AT HOME1. Read and discuss the CRS Rice Bowl
Lenten calendar’s daily reflection as a family at dinner.
IF YOU ONLY HAVE 10 MINUTES1. Read the Singh family’s story.
2. Lead Discussion Steps 3 and 4.
INDIA
OBJECTIVEStudents will reflect on how we are all members of the Body of Christ and how we need to care for all people in our communities, particularly those who are most vulnerable.
MATERIALS Map, Facts to Consider: India, the Singh family’s story, Bible, copies of the India Activity Sheet: Grades 7—8.
DISCUSSION (15 MINUTES)
1. Locate India on the map.
2. Have a couple of students read the Facts to Consider: India aloud.
3. Read the Singh family’s story.
4. Explain the Catholic social teaching principle Option for the Poor.
5. Reflect:
■ What stood out to you in this story?
■ How does CRS’ work live out the Catholic social teaching principle Option for the Poor?
ACTIVITY (25 MINUTES)
1. Read 1 Corinthians 12:12—26.
2. Pass out and ask students to complete the India Activity Sheet: Grades 7—8.
CLOSING PRAYER (5 MINUTES)
God of all people,
You are present in our brothers and sisters, our neighbors most in need.
May we come to know our place as a member of the body of Christ and allow others to do the same.
Amen
AT HOME1. Read the daily reflection on the
CRS Rice Bowl app or at crsricebowl.org/daily-reflections and write a short paragraph about your thoughts and reaction to it.
IF YOU ONLY HAVE 10 MINUTES1. Read the Singh family’s story.
2. Lead Discussion Step 5.
OBJECTIVEStudents will reflect on their personal and communal call to care for all people in their local and global communities, particularly those who are most vulnerable.
ENCOUNTER EVELINA Evelina, like generations of Zambians before her, used to survive on meals made from corn flour, usually a porridge called “nshima.” “Growing up, I’d eat porridge in the morning, at lunchtime and again in the evening,” she says. After all, it was cheap and easy to make.
Unfortunately, nshima has very little nutritional value—and relying too heavily on it has led to high rates of malnutrition. Many in Zambia have full bellies, but little nourishment. And this is particularly dangerous for children under age 2, who need high levels of vitamins and minerals to grow up healthy and strong. That means mothers who are nursing—as well as their children—need nutritious meals.
So, CRS is teaching women like Evelina how to prepare healthier meals and grow new, vitamin-rich crops like peanuts, pumpkins and sugar cane. In many cases, these crops were already being grown in the village. Now, Evelina and others are adding more nutritious food to their children’s nshima, like ground peanuts or eggs. And, what the women learn, they share with their community—especially expectant mothers.
“We sing and dance during the cooking lessons because we are happy to learn how to cook different types of food,” says Evelina. Evelina is healthier, and so is her son, Steven. “I know I am taking good care of him, because he’s full of energy, he’s strong and never sick,” she says, with a smile.
FACTS TO CONSIDERPopulation: 14,638,505
Size: 290,587 square miles; slightly larger than Texas
■ Zambia is a peaceful country with vast agricultural lands. However, Zambia continues to suffer from the devastating impacts of an AIDS epidemic, chronic food insecurity and widespread poverty.
■ More than 74 percent of the population lives below the poverty line. Many rural families rely on subsistence farming, with limited access to credit or savings. During the “hungry season,” when food is scarce, many families eat only one meal a day.
SACREDNESS AND DIGNITY OF THE HUMAN PERSONWe were made in God’s image and likeness. Because of this, every human being has a special value and purpose. We need to care for each other so that we can be the people God calls us to be.
ZAMBIA: SPOTLIGHT
For downloadable photos, visit crsricebowl.org/photos.
1. Locate Zambia on the map. How close is Zambia to your home or school?
2. Read or watch Evelina’s story.
3. Reflect:
■ Who did we meet or encounter in the story and what do they do?
■ How does Evelina care for her son Steven and other members of her family?
■ How do you like others to treat you?
ACTIVITY (25 MINUTES) 1. Explain the principle Sacredness and
Dignity of the Human Person. Share that each person is made in God’s image and likeness. That means that every human being has a special value and purpose. We need to care for each other so that we can be the people God calls us to be.
2. Pass out the Zambia Activity Sheet: Grades 1—3 and ask students to complete the worksheet, which asks them think to about and illustrate a time when they were a good friend or cared for someone else.
3. After everyone has had time to complete the activity sheet, have members share their stories and drawings as a group.
CLOSING PRAYER (5 MINUTES)
God of all life,
We pray to always remember that each person is made in your image. May we treat our brothers and sisters and all of God’s creation with honor and respect.
Amen
AT HOME1. Share the Zambia Activity Sheet
Grades: 1—3 with your family.
2. Discuss, as a family, the CRS Rice Bowl Lenten calendar’s reflection for the day.
IF YOU ONLY HAVE 10 MINUTES1. Read or watch
Evelina’s story.
2. Lead Discussion Step 3.
OBJECTIVEStudents will explore the meaning of the Catholic social teaching principle Sacredness and Dignity of the Human Person and how they can uphold the dignity of others by encountering the story of Evelina in Zambia.
1. Locate Zambia on the map. How close is Zambia to your home or school?
2. Read or watch Evelina’s story.
3. Reflect:
■ What stood out to you in this story?
■ How do you see the sacredness and dignity of the human person upheld?
ACTIVITY (25 MINUTES)
1. Explain the principle Sacredness and Dignity of the Human Person. Share that each person is made in the image and likeness of God. This means that every human being has a special value and purpose. We need to care for each other so that we can all be the people God calls us to be.
2. Have students get into groups of four or five and describe that they should list and illustrate two ways that they can uphold the dignity of others at school, home and around the world.
4. If time permits, have groups present their work to the class.
CLOSING PRAYER (5 MINUTES)
Creator of all people,
We pray that we will always remember that each person and all of creation are made in your image. May we always treat others with respect and honor their dignity as our brothers and sisters.
Amen
AT HOME1. Complete the Zambia Activity Sheet:
Grades 4—6 (available at crsricebowl.org/schools) and share with family at dinner before bringing back to class.
IF YOU ONLY HAVE 10 MINUTES1. Read or watch Evelina’s story.
2. Lead Discussion Step 3.
ZAMBIA
OBJECTIVEStudents will learn about the inherent dignity of all people and how they can uphold the dignity of all life.
2. Ask a couple of students to read the Facts to Consider: Zambia.
3. Read or watch Evelina’s story.
4. Reflect:
■ Where in the story is human dignity upheld?
■ How is access to food and proper nutrition related to the Sacredness and Dignity of the Human Person?
■ How are we affected when the dignity of others is not respected?
ACTIVITY (25 MINUTES)
1. Explain the principle Sacredness and Dignity of the Human Person. Share that all humans are created in the image of God and are therefore sacred.
2. Pass out the Zambia Activity Sheet: Grades 7—8 to each student and tell students that they will reflect on recognizing the inherent dignity of human beings.
3. If time permits, share responses as a class.
CLOSING PRAYER (5 MINUTES)
All loving God,
We are open to seeing you in all people. We pause to ask your guidance and support in the times we have fallen short of sharing your love with others. (Pause)
We offer a time of silence in gratitude for the moments we’ve upheld the dignity of those we’ve encountered. (Pause)
Amen
AT HOME1. Read the daily reflection on
the CRS Rice Bowl app or at crsricebowl.org/daily-reflections and write a short paragraph about your thoughts and reaction to it.
IF YOU ONLY HAVE 10 MINUTES1. Read or watch Evelina’s story.
2. Lead Discussion Step 4.
OBJECTIVEStudents will reflect on the Catholic social teaching principle Sacredness and Dignity of the Human Person and learn that all human life is sacred and that all people possess an inherent dignity.
Catholic Social Teaching FocusDIGNITY OF WORK AND THE RIGHTS OF WORKERSJesus spent years working as a carpenter. Work is important as it helps people express their talents and potential. People must be paid a fair wage for the work they do, so they can provide for themselves and their families.
ENCOUNTER FERNANDOFernando dreams of becoming a businessman. He also dreams of a better future for his family, and this motivates him to sell cookbooks on San Salvador’s buses. It’s dangerous work for $10 a day—gangs frequently stop and harass drivers and passengers—but he keeps going, determined to achieve his dreams.
It was his dreams that led him to YouthBuild, a 6-month, CRS-sponsored program that trains young people in business. There, he found a positive community to help him pursue his passion, despite the challenges of life in El Salvador. “When I tell my classmates that I want to do something, they tell me to try it and to not hold back.”
Training with YouthBuild wasn’t easy on Fernando or his family. Without his wife to support him and care for their two young daughters, the early mornings and long days might have been impossible. “YouthBuild is a family because families help you realize your dreams,” Fernando says. It’s a fact he knows well.
Fernando is putting his newfound skills to work. After graduating from YouthBuild in 2016, he took part in a series of entrepreneur workshops organized by CRS and is currently working on a new business plan. He is also a part of the YouthBuild network of graduates, youth leaders who mentor other young people and look for new opportunities for employment and growth.
“We have a saying,” says Fernando. “Once a YouthBuilder, always a YouthBuilder.”
* YouthBuild is a member of the YouthBuild International network.
FACTS TO CONSIDERPopulation: 6,125,512
Size: 8,124 square miles; slightly smaller than Massachusetts
■ El Salvador is the smallest and most densely populated country in Central America. With a population of just more than 6 million, it is also considered the most industrialized country in Central America. However, its people continue to face serious challenges.
■ An estimated one in five El Salvadorans have emigrated. The income inequality between rural and urban areas is severe and low economic growth and high levels of violence and insecurity continue to affect Salvadoran society in profound ways.
■ Environmental degradation and global climate change make the country highly susceptible to natural disasters. The country is the second most deforested in the Western Hemisphere.
EL SALVADOR: SPOTLIGHT
For downloadable photos, visit crsricebowl.org/photos.
MATERIALS Map, Fernando’s story, El Salvador Activity Sheet: Grades 1—3.
DISCUSSION (15 MINUTES)
1. Locate El Salvador on the map. How close is El Salvador to your home or school?
2. Read or watch Fernando’s story.
3. Reflect:
■ Who did we meet or encounter in the story and what do they do?
■ What does every person need in order to live a full life?
■ Why is work important for people?
ACTIVITY (25 MINUTES)
1. Explain the Catholic social teaching principle Dignity of Work and the Rights of Workers. Share that Jesus spent years working as a carpenter. Work is important as it helps people express their talents and potential. People must be paid a fair wage for the work they do, so they can provide for themselves and their families.
2. Pass out the El Salvador Activity Sheet: Grades 1—3 and give students time to complete them.
3. If time permits, have students share their activity sheets with a partner.
CLOSING PRAYER (5 MINUTES)
Jesus the carpenter,
We pray that each person discovers their passion and true calling.
May all people have the opportunity to pursue their dreams through safe, well-paying work.
Amen
AT HOME1. Share the El Salvador Activity Sheet:
Grades 1—3 at home with your family.
2. Talk about the importance of work in the lives of your parents and discuss the CRS Rice Bowl Lenten calendar’s reflection for the day at dinner.
IF YOU ONLY HAVE 10 MINUTES1. Read or watch Fernando’s story.
2. Lead Discussion Step 3.
OBJECTIVEStudents will explore the Catholic social teaching principle Dignity of Work and the Rights of Workers by encountering the story of Fernando in El Salvador.
MATERIALS Map, Fernando’s story, El Salvador Activity Sheet: Grades 4—6.
DISCUSSION (15 MINUTES)
1. Locate El Salvador on the map. How close is El Salvador to your home or school?
2. Read or watch Fernando’s story.
3. Reflect:
■ What stood out to you in the story?
■ What did Fernando need in order to work?
■ What role did Fernando’s family and friends play in helping him work?
ACTIVITY (25 MINUTES)
1. Explain the Catholic social teaching principle Dignity of Work and the Rights of Workers. Share that Jesus spent years working as a carpenter. Work is important as it helps people express their talents and potential. People must be paid a fair wage for the work they do, so they can provide for themselves and their families.
2. Pass out the El Salvador Activity Sheet: Grades 4—6 and give students time to complete them.
3. If time permits, ask students to share in small groups.
CLOSING PRAYER (5 MINUTES)
Compassionate God,
Bless all those who work to provide for their families. May they be able to share the passions and talents you have given them.
Amen
AT HOME1. Share the El Salvador Activity Sheet:
Grades 4—6 at home with family.
2. Discuss, as a family, the CRS Rice Bowl Lenten calendar’s daily reflection at dinner.
IF YOU ONLY HAVE 10 MINUTES1. Read or watch Fernando’s story.
2. Lead Discussion Step 3.
EL SALVADOR
OBJECTIVEStudents will explore the Catholic social teaching principle Dignity of Work and the Rights of Workers and reflect on how they are called to honor and respect all work and workers.
MATERIALS Map, Facts to Consider: El Salvador, Fernando’s story, El Salvador Activity Sheet: Grades 7—8.
DISCUSSION (20 MINUTES)
1. Locate El Salvador on the map.
2. Ask a couple of students to read the Facts to Consider: El Salvador.
3. Explain the Catholic social teaching principle Dignity of Work and the Rights of Workers.
4. Read or watch Fernando’s story.
5. Reflect:
■ What stood out to you in the story?
■ How do you see the Catholic social teaching principle illustrated in Fernando’s story?
■ When do you have the opportunity to respect the rights of workers and promote the dignity of work?
ACTIVITY (25 MINUTES)
1. Explain that Fernando is not only seeking work in order to create a better life for his family, but that he is also seeking to earn enough so that he can achieve his passion to own his own business. When our passion and talents align with work, it is often called a “vocation.” Our vocation is a gift from God and can be used to serve others.
2. Pass out the El Salvador Activity Sheet: Grades 7—8 sheet to each student, which has them write a letter to themselves about their potential vocations and how they can uphold the dignity of work for themselves and others.
CLOSING PRAYER (5 MINUTES)
Gracious God,
You have called us to build your vision of love, justice and mercy. We pray for the strength to respect the rights of all people. When we are tempted to tear down others, give us the courage to use the hands you have given us to build a more just world for all.
Amen
AT HOME1. Read the daily reflection on the
CRS Rice Bowl app or at crsricebowl.org/daily-reflections and write a short paragraph about your thoughts and reaction to it.
IF YOU ONLY HAVE 10 MINUTES1. Read or watch Fernando’s story.
2. Lead Discussion Step 3 and 5.
OBJECTIVEStudents will understand the Catholic social teaching principle Dignity of Work and the Rights of Workers by exploring the topic of vocation and encountering Fernando’s story from El Salvador.
ENCOUNTER MARIAMaria de la Luz remembers what it was like growing up in Ejido Hidalgo, Mexico. “We said we were rich because we had a lot of corn, beans and animals.” But now, with few jobs and even less rain, young people—including Maria’s children—are leaving the community in search of a better life.
To help families like Maria’s, CRS launched a greenhouse project empowering women with meaningful work and community. Women visit their community greenhouses to grow cactuses to sell—but they also go for so much more. “At the greenhouses, we laugh, we talk, we spend time together. Sometimes we leave our homes angry or sad. But then we start working with the plants, and we forget. Talking, laughing—we forget our problems for a while,” says Maria.
As the cactuses grow, so too do the economic opportunities. “We didn’t believe we were going to get that far. It’s a lot of joy, a lot of excitement to see so many plants flowering.”
The flourishing cactuses aren’t the only things that give Maria pride. Even though they live far away, she still remains close to her family. “I give thanks to God that he gave me all my children and grandchildren,” she says. “They give me strength and courage to work hard. My children call and say, ‘Don’t give up, Mom. Have faith in God.’”
FACTS TO CONSIDERPopulation: 120,286,655
Size: 761,600 square miles; about 3 times the size of Texas
■ Although Mexico has one of the largest economies in Latin America, half of its population lives in poverty. Ongoing economic and social concerns—in addition to drug trafficking, violence and organized crime—are causing an increasing number of people to be forcefully displaced from their homes and businesses.
■ The CRS Mexico program addresses several issues of importance: migration, peacebuilding and human rights, and inequitable access to rural development opportunities.
Catholic Social Teaching FocusCALL TO FAMILY, COMMUNITY AND PARTICIPATIONHumans are social by nature. We need each other. Like the early disciples, we are called to come together and grow as a community—whether that community is in our classroom, workplace or family.
MEXICO: SPOTLIGHT
For downloadable photos, visit crsricebowl.org/photos.
1. Locate Mexico on the map. How close is Mexico to your home or school?
2. Read or watch Maria’s story.
3. Reflect:
■ Who did we meet or encounter in the story and what do they do?
■ Why is Maria’s community important?
ACTIVITY (25 MINUTES) 1. Explain the principle Call to Family,
Community and Participation. Share that humans are social by nature. We need each other. Like the early disciples, we are called to come together and grow as a community—whether that community is in our classroom, workplace or family.
2. Pass out the Mexico Activity Sheet: Grades 1—3 and ask students to complete the worksheet, which has students think about how they can care for people in their various communities.
2. After everyone has had time to complete the activity sheet, have students share their stories and prayers in partners.
CLOSING PRAYER (5 MINUTES)
God of love and community,
We thank you for the many people we have in our lives that make up our community.
May we always care for all members of our one human family.
Amen
AT HOME1. Share the Mexico Activity Sheet: Grades
1—3 at home with your parents and family.
2. Discuss the CRS Rice Bowl Lenten calendar’s reflection for the day at dinner.
IF YOU ONLY HAVE 10 MINUTES1. Read or watch Maria’s story.
2. Lead Discussion Step 3.
OBJECTIVEStudents will think about how they can support all members of their community by reflecting on the Catholic social teaching principle Call to Family, Community and Participation and encountering the story of Maria in Mexico.
1. Locate Mexico on the map. How close is Mexico to your home or school?
2. Read or watch Maria’s story.
3. Reflect:
■ What stood out to you in the story?
■ Who is a part of Maria’s community and how do they support one another?
■ Why is community important?
ACTIVITY (25 MINUTES) 1. Explain the principle Call to Family,
Community and Participation. Share that humans are social by nature. We need each other. Like the early disciples, we are called to come together and grow as a community—whether that community is in our classroom, workplace or family.
2. Pass out the El Salvador Activity Sheet: Grades 4—6 to each student and allow time for them to complete it.
3. If time permits, have students share aloud as a large group.
CLOSING PRAYER (5 MINUTES)
Loving God,
Be with us as we form and support community in our lives.
May we always be open to your presence in every member of our community—both those nearby and those around the world.
Amen
AT HOME1. Complete the last section of the Mexico
Activity Sheet: Grades 4—6 and share the entire worksheet with your family.
2. Discuss ways you, as a family, care for each community to which you belong.
IF YOU ONLY HAVE 10 MINUTES1. Read or watch Maria’s story.
2. Lead Discussion Step 3.
OBJECTIVEStudents will explore the value of community by reflecting on the Catholic social teaching principle Call to Family, Community and Participation.
MATERIALS Map, Facts to Consider: Mexico, Maria’s story, Mexico Activity Sheet: Grades 7—8 (available at crsricebowl.org/schools), poster board, markers
DISCUSSION (15 MINUTES)
1. Locate Mexico on the map.
2. Have a couple of students read the Facts to Consider: Mexico aloud.
3. Read or watch Maria’s story.
4. Explain the Catholic social teaching principle Call to Family, Community and Participation.
5. Reflect:
■ What stood out to you in the story?
■ How do you see the Catholic social teaching principle illustrated in Maria’s story?
■ Why is community so important, and what are the challenges to building community in our world today, both locally and globally?
ACTIVITY (30 MINUTES) 1. Ask students to get into groups
of four or five.
2. Pass out a Mexico Activity Sheet: Grades 7—8 to each group, which asks students to brainstorm ways they can serve their various communities.
3. Have each group illustrate their group’s brainstorm on their poster and present their poster to the class.
CLOSING PRAYER (5 MINUTES)
Loving God of our human family,
May building community always be a part of our work and life, that we may seek you in those we care for and those who accompany us.
Amen
AT HOME1. Read the daily reflection on the
CRS Rice Bowl app or at crsricebowl.org/daily-reflections and write a short paragraph about your thoughts and reaction to it.
IF YOU ONLY HAVE 10 MINUTES1. Read or watch Maria’s story.
2. Lead Discussion Step 5.
OBJECTIVEStudents will think about the communities they belong to and explore the Catholic social teaching principle Call to Family, Community and Participation.
ENCOUNTER DITA Dita, her husband and their seven children depend on the money they earn selling crops from their small farm in Ethiopia. But frequent droughts often mean that families like Dita’s, who depend on home-grown crops, go hungry. And amidst the current, historic drought in Ethiopia, more than 10 million people are struggling with hunger.
But thanks to a CRS program that helps families prepare for crises like droughts, Dita was able to build a new house and open a small store. Instead of relying solely on what she can grow on her farm, she is able to sell items like pasta, shampoo and bananas. She earns a steady $400 a month.
“Before, I had to get eggs from my neighbors. Now I have 15 hens,” she says. Saving and borrowing money not only allowed her to buy hens, but also a metal roof for her new house, a rarity for families in this part of Ethiopia.
“Now we have no problems with food,” she says. Unlike families across Ethiopia who struggle to find enough to eat, Dita says her children eat three times a day, thanks to her newfound business knowledge.
And what’s more, all her children are attending school. “When I was a child, there were no educational opportunities,” she says. Then, with a shy but proud smile, she adds, “That’s a big difference.”
FACTS TO CONSIDERPopulation: 96,633,458
Size: 426,373 square miles; slightly less than twice the size of Texas
■ For more than 50 years, CRS has taken the lead in responding to natural and man-made disasters affecting Ethiopia’s most vulnerable communities.
■ El Nino has contributed to the crisis of Ethiopia’s drought. Millions of lives are threatened by hunger, as many areas have not seen rain for 2 years.
■ CRS’ disaster mitigation and recovery projects in drought- and flood-prone areas have rebuilt individual and community assets in the form of agriculture, livestock, health, and water and sanitation assistance.
Catholic Social Teaching FocusCARE FOR GOD’S CREATIONGod created every plant, every mountaintop, every animal—everything. And God said that these things are good. We find God in these good things, and so we must take care of creation, for ourselves and for our entire human family.
ETHIOPIA: SPOTLIGHT
For downloadable photos, visit crsricebowl.org/photos.
1. Locate Ethiopia on the map. How close is Ethiopia to your home or school?
2. Read Dita’s story.
3. Reflect:
■ Who did we meet or encounter in the story and what do they do?
■ What challenges are Dita and others in Ethiopia facing?
ACTIVITY (25 MINUTES) 1. Explain the Catholic social teaching
principle Care for God’s Creation. Share that God created every plant, every mountaintop, every animal—everything. And God said that these things are good. We find God in these good things, and so we must take care of creation, for ourselves and for our entire human family.
2. Discuss:
■ How do we feel when we make a gift for others?
■ How would we want others to treat the things we have made?
■ The Earth and all of creation are gifts that God made for us. How can we respect and appreciate these gifts?
3. Pass out the Ethiopia Activity Sheet: Grades 1—3 and allow students time to fill in the drawing, noting that their homework will be to color it in.
CLOSING PRAYER (5 MINUTES)
Loving Creator of all things,
Thank you for the gift of our beautiful home.
May we always live in a way that respects all living things.
Amen
AT HOME1. Color the Ethiopia Activity Sheet:
Grades 1—3 and share it with your parents and family.
2. Discuss the CRS Rice Bowl Lenten calendar’s reflection for the day as a family at dinner.
IF YOU ONLY HAVE 10 MINUTES1. Read Dita’s story.
2. Lead Discussion Step 3.
OBJECTIVEStudents will learn about the Catholic social teaching principle Care for God’s Creation and how we must all be good stewards of the gifts God has given us.
1. Locate Ethiopia on the map. How close is Ethiopia to your home or school?
2. Read Dita’s story.
3. Reflect:
■ What stood out to you in the story?
■ How is the drought affecting families in Ethiopia?
■ Why is it important for all of creation to be protected?
ACTIVITY (25 MINUTES) 1. Write “Care for God’s Creation” on
the board and explain this Catholic social teaching principle to students. Share that God created every plant, every mountaintop, every animal—everything. And God said that these things are good. We find God in these good things, and so we must take care of creation, for ourselves and for our entire human family.
2. Under the title Care for God’s Creation, write one column with the heading Ethiopia and one titled United States.
3. Under the column titled Ethiopia, ask students to list ways that the principle Care for God’s Creation appeared in the story.
4. Under the column titled United
States, ask students to list ways that the principle Care for God’s Creation appears in their own lives, at school and at home.
5. Invite students to point out differences, similarities and anything else that stands out to them. Invite students to commit to one or more of the activities listed under United States.
CLOSING PRAYER (5 MINUTES)
Loving Creator of all things,
You have given us a beautiful home and have asked us to care for it. Help us to remember that we are the Earth’s caretakers. May we always be respectful and loving to all of your creation.
We ask this in your name.
Amen
AT HOME1. Complete the Ethiopia Activity
Sheet: Grades 4—6.
IF YOU ONLY HAVE 10 MINUTES1. Read Dita’s story.
2. Lead Discussion Step 3.
OBJECTIVEStudents will learn about caring for all of God’s creation and reflect upon their part in caring for those affected most by the mistreatment of our common home.
Brainstorm a list of things that all people need to be able to live a happy and healthy life. Consider listing some examples from the Singh family’s Story of Hope in your response.
INDIA I OPTION FOR THE POORJesus tells us to care for those who are most in need in our world. He reminds us of our Christian duty to give a voice to the unheard and help those who are most vulnerable.
ZAMBIA I SACREDNESS AND DIGNITY OF THE HUMAN PERSON
We are all made in God’s image and likeness. Think about a time that you were a good friend or cared for someone else. This is you seeing God in another person and upholding their dignity.
WHO did you care for? ___________________________________________
My dream job is _________________________________ .
EL SALVADOR I DIGNITY OF WORK AND THE RIGHTS OF WORKERS
Work is a very important aspect of life because it helps us to meet our daily needs. Each person should have the right to work in a safe place and earn what they need for themselves and their families.
Draw Fernando’s dream of having his own business.
Fill in the blank and draw a picture of yourself doing your dream job.
On the lines below, describe what your passion is and the area of work you are thinking of pursuing in the future. This is often called a “vocation” and is part of how God is working in our lives.
EL SALVADOR I DIGNITY OF WORK AND THE RIGHTS OF WORKERS
Work is an important part of our lives and community. People must be paid a fair wage to provide for themselves and their families. Work is also a way for people to explore their passions and share their talents with the world.
Use the space below to write a letter and promise to yourself about your dreams and goals for the future. Describe how you will uphold the dignity of work for yourself, as well as for your brothers and sisters around the world.
On each arrow below, write how one community can support the other. For example, the arrow pointing from Neighbors to Family could say, “My neighbors can care for a member of my family who is sick.”
HOMEWORK: How can we love and support our neighbors who live in other countries?
Illustrate your group’s response to these questions on your poster. Be prepared to present to the whole class.
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ACTIVITY: GRADES 7—8
MEXICO I CALL TO FAMILY, COMMUNITY AND PARTICIPATION
Humans are social by nature. We need each other. Like the early disciples, we are called to come together and grow as a community—whether that community is in our classroom, workplace or family. We are also called to ensure that each member of our community has the ability to fully flourish and participate in a way that respects our inherent dignity.
Write a prayer for creation below, keeping in mind our most vulnerable brothers and sisters around the world.
ACTIVITY: GRADES 4—6
ETHIOPIA I CARE FOR GOD’S CREATIONCaring for all of God’s creation is part of our responsibility as Christians. When we do not care for God’s creation, the most vulnerable in our local and global communities suffer most.
What are ways that our brothers and sisters around the world suffer due to our failure to care for creation? Think about Dita's story and hardships faced by many in Ethiopia.
ETHIOPIA I CARE FOR GOD’S CREATIONWe are called to be stewards of God’s creation, to care for and uphold all of creation with respect. However, we often fall short of using resources wisely and caring for the Earth.
CRS Rice Bowl is Catholic Relief Services’ Lenten faith-in-action program for families and faith communities. Through CRS Rice Bowl, we deepen our personal experience of Lent, and hear stories from our brothers and sisters in need worldwide. We devote our Lenten prayers, fasting and gifts to transform the lives of the poor.
