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CHAPTER 1:God's Revelation
In Chapter 1 the students learn that about God’s self-Revelation through his creation, through the Bible, and in his Son, Jesus Christ.
Distribute the activity sheets. Ask a volunteer to read the directions aloud. Give the students time to take the self-inventory survey about God. Then discuss each question as a group, encouraging the students to talk about their responses.
Answers will vary.
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CHAPTER 2:Creation
In Chapter 2 the students learn that God created all things and that we are made in God’s image and likeness.
Divide the students into four groups. Give each group a term to discuss: human dignity, empathy, conscience, and free will. Ask the groups to explain the meaning of the term and how it relates to being made in the image and likeness of God. Distribute the activity sheets and ask a volunteer to read the directions aloud. Have the students complete the activity by providing written advice for each situation. Encourage the students to think about human dignity, empathy, conscience, and free will when writing their responses.
Answers will vary.
Multiple Intelligences: Intrapersonal, Interpersonal, Linguistic
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CHAPTER 3:People Turn from God
In Chapter 3 the students learn that through humanity sin entered the world.
Distribute the activity sheets. Read the directions aloud. Guide the students to review the biblical stories in Chapter 3 before designing the storyboards. Ask for volunteers to retell their stories aloud and share their work.
Answers will vary.
Multiple Intelligences: Visual/Spatial, Bodily/Kinesthetic, Lingusitic
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CHAPTER 4:God Promises to Help People
In Chapter 4 the students learn about the effects of original sin.
Distribute the activity sheets and read the directions aloud. Encourage the students to exchange their “word searches” with a partner and to discuss the significance of the circled words.
Answers will vary.
Multiple Intelligences: Visual/Spatial, Interpersonal
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CHAPTER 5:The Patriarchs: God Chooses a People
In Chapter 5 the students learn about the patriarchs, our ancestors in faith.
Distribute the activity sheets, and read the directions aloud. Before the students begin the activity, you may want to demonstrate how to write a cinquain using the formula on the activity sheet. Encourage the students to use their We Believe text to help them choose the patriarch that will be the focus of their cinquain.
Answers will vary.
Multiple Intelligences: Linguistic, Intrapersonal
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CHAPTER 6:The Liturgical Year
In Chapter 6 the students learn that we celebrate the entire mystery of Christ during the course of the liturgical year.
Distribute the activity sheets, and read the directions aloud. Introduce the activity to students. Say: This year you are learning about many of our ancestors in faith and the journeys they have made. While these ancestors were traveling, they carried journey staffs. They used these staffs to probe unknown ground or to support themselves as they walked. Celebrating the liturgical seasons each year can seem like making a journey of faith in and love for Jesus. For your faith journey this year, you will need to make a journey staff. You can use your journey staff to help you to reflect and pray as we probe "unknown ground" while we travel through the liturgical year.
Help the students make their journey staffs with sticks or an old mop or broom handle. Encourage them use their We Believe texts to help them write prayers for each liturgical season. Incorporate the journey staffs at future prayer services or for use in the prayer space.
Answers:
Advent--purple
Christmas--white
Lent--purple
Easter--white
Ordinary Time--green
Triduum--white
Multiple Intelligences: Intrapersonal, Linguistic, Bodily/Kinesthetic
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CHAPTER 7:Ordinary Time
In Chapter 7 the students learn that during the season of Ordinary Time, we celebrate the life and teachings of Jesus Christ.
Distribute the activity sheets. Ask a volunteer to read the directions aloud. Encourage the students to be creative. If possible, gather together calligraphy pens, small bottles of ink, and rice paper. Then have the students use the calligraphy pens and ink to rewrite their completed haiku on rice paper. Ask the students to share their haiku.
Answers will vary.
Multiple Intelligences: Linguistic
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CHAPTER 8:An Enslaved People
In Chapter 8 the students learn about the Israelites, their enslavement in Egypt, and the Exodus.
Distribute the activity sheets, and read the directions aloud. Before the students begin the activity, you may want to review the As Catholics article about the work of social justice. Provide scissors and glue or a stapler to fasten together the links. Encourage students to link together their prayer intentions with others in the group to make one large prayer chain. You may want to include the prayer chain during future prayer services.
Answers will vary.
Multiple Intelligences: Intrapersonal, Interpersonal, Bodily/Kinesthetic
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CHAPTER 9:A Free People
In Chapter 9 the students learn about the Israelites’ journey to the promised land.
Distribute the activity sheets, and read the directions aloud. Encourage the students to use their We Believe text to help them solve the clues to the crossword puzzle.
Across:
4. a sweet bread-like food God provided for the Israelites in the wilderness--manna
5. Joshua was commissioned to lead God’s people into Canaan.
6. mountain peak in the southern part of the Sinai Peninsula--Mount Sinai
7. brother of Moses--Aaron
8. wooden box in which the tablets of the Ten Commandments were kept--ark of the covenant
9. Moses led God’s people through the wilderness.
10. The people built God a dwelling place.
Down 1. the laws of God’s covenant given to Moses on Mount Sinai--Ten Commandments
2. promised land of the Israelites--Canaan
3. extraordinary event beyond human power brought on by God--miracle
Multiple Intelligences: Linguistic
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CHAPTER 10:A Conquering People
In Chapter 10 the students learn about the Israelites’ conquest of Canaan.
Distribute the activity sheets, and read the directions aloud. Encourage the students to use their We Believe text to help them identify each person that is described. If possible, ask volunteers to role-play the “characters” and invite the other students to identify each “character” from Chapter 10.
Answers:
1. “ I was paid by the Philistine leaders to find out the secret of a man’s strength.” My name is Delilah.
2. “God blessed me with great strength, as long as I keep my Nazirite vows.” My name is Samson.
3. “My loyalty and acceptance of the God of Israel impressed my mother-in-law.” My name is Ruth.
4. “I was told by God not to attack the city of Jericho directly, but to march around it with my troops.” My name is Joshua.
5. “I ordered Barak to call his troops together at Mount Tabor, where a great victory would be given to the Israelites by God.” My name is Deborah.
Multiple Intelligences: Bodily/Kinesthetic, Linguistic
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CHAPTER 11: A Royal People
In Chapter 11 the students learn about the transformation of Israel under the leadership of Saul and David.
Distribute the activity sheets, and read the directions aloud. Before starting the activity, have the students review the Our Catholic Life article about Saint Ignatius Loyola and spiritual growth.
Answers will vary.
Multiple Intelligences: Linguistic, Intrapersonal
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CHAPTER 12: A Prosperous People
In Chapter 12 the students learn about the reign of King Solomon.
Distribute the activity sheets, and read the directions aloud. Before beginning the activity, have the students work in small groups to list ways that the Israelites prospered and achieved peace under the reign of King Solomon. Encourage volunteers to share their prayers of peace and prosperity for all nations.
Answers will vary.
Multiple Intelligences: Interpersonal, Intrapersonal, Linguistic
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CHAPTER 13: Advent
In Chapter 13 the students learn that during Advent the Church prepares for the celebration of Christmas.
Distribute the activity sheets, and read the directions aloud. Encourage the students to use their We Believe text to help them complete the Jesse Tree chart. Provide crayons, markers, and colored pencils for students to decorate the Jesse Tree.
Answers will vary.
Multiple Intelligences: Visual/Spatial, Linguistic
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CHAPTER 14: Christmas
In Chapter 14 the students learn that the season of Christmas is a time to celebrate the Incarnation.
Distribute the activity sheets, and read the directions aloud. Encourage the students to use their We Believe text to help them choose a Christmas feast to represent in the stained glass window frame. If possible, display some examples of stained glass images for reference. Provide the students with markers, crayons, colored pencils, and colorful tissue paper to aid in their designs.
Answers will vary.
Multiple Intelligences: Visual/Spatial
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CHAPTER 15: A Divided Kingdom: Israel, the Northern Kingdom
In Chapter 15 the students learn about the division of Solomon’s kingdom and the role of the prophets during this time.
Distribute the activity sheets. Ask a volunteer to read the directions aloud. Encourage the students to use their We Believe texts to choose a person and gather material for the “interview.” Help the students to use audiovisual equipment, if available, props and other material to reenact their completed interviews. If possible, share the interviews with another class, or invite family members to come to class for a presentation.
Answers will vary.
Multiple Intelligences: Linguistic, Bodily/Kinesthetic
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CHAPTER 16:A Divided Kingdom: Judah, the Southern Kingdom
In Chapter 16 the students learn how the prophets continued to call the people back to worshipping the one true God.
Before beginning the activity, have the students review the material presented in Chapter 16 about the prophets of Judah. Ask the students to underline or highlight each prophet’s name and message when they find it in the text. Then distribute the activity sheets, and read the directions aloud. Provide assistance where needed.
Answers:
1. Isaiah—God would bring new life out of death and destruction and that a remnant of the people would form God’s faithful community.
2. Jeremiah—called the people to be faithful to God and the covenant. 3. Habakkuk—God told him that Babylon was an instrument for purifying Judah of its sins. Those who were faithful to him and just to their neighbors would continue to remain in his love.
4. Micah—told people to show their faithfulness by living just and holy lives, and that God would restore his people through a new David.
5. Zephaniah—condemned the worship of false gods and urged the people to return to the faith of Moses. He said that God, in his great love, would allow a faithful remnant to at last enjoy the peace, prosperity, and justice that the covenant promised.
Multiple Intelligences: Logical/Mathematical, Linguistic
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CHAPTER 17:The Exile and the Journey Home
In Chapter 17 the students learn how the people of God grew in wisdom during their exile in Babylon and their return to Judah.
Provide a Bible for the students to use, either individually or in small groups, to complete the activity. Begin by selecting a proverb from the Scripture, such as Proverbs 22:1. Write the Scripture verse and citation on the board. Ask a volunteer to read the verse and citation aloud. Encourage students to talk about its meaning. Then distribute the activity sheets, and read the directions aloud. Remind the students to use the Bible to choose four proverbs to analyze. You may want the students to use scissors to cut the outlines of each “book” with its proverb verse and analysis. Use these “books” to make a bulletin board, or compile the proverbs for a class “book.”
Answers will vary.
Multiple Intelligences: Intrapersonal, Logical/Mathematical
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CHAPTER 18:A Strong People
In Chapter 18 the students learn how God’s people struggled to maintain political and religious independence.
Distribute the activity sheets. Ask a volunteer to read the directions aloud. Encourage the students to use their We Believe texts to help them complete the activity.
Multiple Intelligences: Linguistic
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CHAPTER 19:God Fulfills His Promise
In Chapter 19 the students learn about the coming of Jesus, the Messiah.
Before beginning the activity, ask for volunteers to share and talk about examples of the We Believe trading cards that they made in previous chapters. Then distribute the activity sheets. Ask a volunteer to read the directions aloud. Remind students to use their We Believe texts to help gather the information needed to complete the trading cards. If possible, challenge the students to design a trivia/knowledge game that uses the trading cards from Chapter 19 and previous chapters. Play the game if time permits.
Answers:
Elizabeth was a relative of Mary. When Mary visited Elizabeth, the child that Elizabeth was carrying moved within her. Elizabeth gave birth to John the Baptist.
Zechariah was married to Elizabeth. He was rendered speechless because he doubted God. Zechariah’s prophesy is called the Canticle of Zechariah.
John was the son of Elizabeth and Zechariah and the cousin of Jesus. He got his name because people came to be baptized by him in the Jordan River. He prepared the way for Jesus by encouraging people to get ready for the coming of the Messiah, the Anointed One, the one foretold by the prophets. He baptized people and told them, “I am baptizing you with water, but one mightier than I is coming…He will baptize you with the holy Spirit and fire.”
Multiple Intelligences: Linguistic, Logical/Mathematical, Intrapersonal
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CHAPTER 20:Lent
In Chapter 20 the students learn that the season of Lent is a period of preparation for Easter.
Before beginning the activity, show students visuals of the stations of the cross or, accompany the students to your parish’s stations of the cross. Talk about the ways the stations of the cross are used in your parish. Then, distribute and read the directions aloud. Have the students complete the activity and review the order of the stations aloud. Display the students’ stations in the form of a bulletin board to use in future prayer services during the Lenten season.
Answer: Stations of the Cross
1. Jesus is condemned to die.
2. Jesus takes up his cross.
3. Jesus falls the first time.
4. Jesus meets his mother.
5. Simon helps Jesus carry his cross.
6. Veronica wipes the face of Jesus.
7. Jesus falls the second time.
8. Jesus meets the women of Jerusalem.
9. Jesus falls the third time.
10. Jesus is stripped of his garments.
11. Jesus is nailed to the cross.
12. Jesus dies on the cross.
13. Jesus is taken down from the cross.
14. Jesus is laid in the tomb.
Multiple Intelligences: Visual, Linguistic, Interpersonal
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CHAPTER 21:The Easter Triduum
In Chapter 21 the students learn that the Easter Triduum is also known as the Christian Passover.
Distribute the activity sheets and read the directions aloud. Encourage the students to use their We Believe texts to find information about the liturgical celebrations during the Easter Triduum. Remind the students to write a prayer for others to continue their journey of faith and spread the light of Christ. If possible, invite volunteers to share their prayers with your parish’s RCIA group for reflection as they prepare for the Easter vigil.
Answers will vary.
Multiple Intelligences: Linguistic, Intrapersonal
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CHAPTER 22:Jesus, Teacher and Healer
In Chapter 22 the students learn about Jesus’ ministry and message.
Before beginning the activity, you may want the students to use their We Believe text to review Jesus’ message and the Beatitudes‑ Jesus’ teachings that describe the way to live as Jesus’ disciples.
Distribute the activity sheets, and read the directions aloud. Allow time for students to complete the activity. If possible, invite volunteers to dramatize the scenarios. The dramatizations can be the basis of a skit that the students can write and present to others.
Answers will vary.
Multiple Intelligences: Intrapersonal, Bodily-Kinesthetic
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CHAPTER 23:Jesus, Redeemer and Savior
In Chapter 23 the students learn about Jesus’ death and Resurrection.
Distribute the activity sheets, and read the directions aloud. Encourage the students to use their We Believe text to help them solve the clues to the crossword puzzle.
Across:
6. Jesus gave us a new covenant.
7. For Christians, the Eucharist is the new Passover of God’s people. 8. Christ appeared to his disciples.
9. By his death and Resurrection, Jesus gained our salvation and brought us the hope of new life.
10. Jesus is our Redeemer and Savior.
Down:
1. the mystery of Jesus’ being raised from the dead--Resurrection
2. Through the gift of faith we believe in Jesus Christ and his Resurrection.
3. Jesus breathed the gift of the Holy Spirit upon his disciples.
4. Jesus Christ rose from the dead.
5. the Passover meal that Jesus shared with his disciples on the night before he died--Last Supper
Multiple Intelligences: Linguistic
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CHAPTER 24:The Church Begins
In Chapter 24 the students learn about the coming of the Holy Spirit and the growth of the Church.
Distribute the activity sheets and read the directions aloud. Invite volunteers to read aloud the “news articles” on the activity sheet. As a group, talk about the articles and brainstorm ideas for the students to write about in their news articles. Allow time for students to complete the activity. You may want to compile the completed news articles in the form of a class newspaper.
Answers will vary.
Multiple Intelligences: Linguistic
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CHAPTER 25:The Bible and the Church Today
In Chapter 25 the students learn about the way the Church continues the ministry of Jesus.
In advance, gather together the ingredients needed to make a batch of the “Scripture” cookies: flour (Genesis), baking powder‑“leaven” in Scripture (Leviticus), butter (Psalm), sugar‑sweet cane in Scripture (Jeremiah), eggs (Luke), vanilla extract‑“flavor” in Scripture (Wisdom), salt (2 Kings), and Bibles.
Distribute the activity sheets. Invite a volunteer to read the directions aloud. Allow time for the students to find the “ingredients” in the Scripture passage before they get ready to bake. Have the students form small groups and work together to bake the cookies. After, invite volunteers to offer a prayer of thanks before the students enjoy the baked cookies.
Answers:
Genesis 18:6—flour
Leviticus 6:10—leaven or baking powder
Psalms 55:22—butter
Jeremiah 6:20—sweet cane or sugar
Luke 11:12—egg
Wisdom 16:21—flavor or vanilla extract
2 Kings 2:20—salt
Multiple Intelligences: Linguistic, Bodily-Kinesthetic
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CHAPTER 26:The Church in the World
In Chapter 26 the students learn about the four marks, or essential features, of the Church.
In advance, write the four faith statements from Chapter 26 on strips of paper and place them in a container. Then, have the students form four groups. Allow a member from each group to draw a strip of paper from the container and share it with their group. Each group will then prepare a brief presentation that reflects their interpretation of the faith statement. Allow time for the groups to meet and work on their presentations. After each group has shared its presentation, distribute the activity sheets. Invite a volunteer to read the directions aloud. Encourage the students to reflect on the presentations of each faith statement and offer suggestions on ways to live out our faith.
Answers will vary.
Multiple Intelligences: Interpersonal, Intrapersonal
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CHAPTER 27:Easter
In Chapter 27 the students learn that during the Easter season, we celebrate our new life in Christ and the coming of the Holy Spirit.
If possible, invite your parish’s pastoral administrator as a guest speaker. Ask the speaker to talk about the celebration of the Easter in your parish. In advance, ask the students to make a list of questions for the pastoral administrator. After the visit, distribute the activity sheets and read the directions aloud. Invite the students to complete the questionnaire. Allow time for the students to share their responses.
Answers will vary.
Multiple Intelligences: Linguistic, Interpersonal
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CHAPTER:
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27
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