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(3) Explain in words the students will understand paragraphs 2477 and 2478 of the Catechism of the Catholic Church.Respect for the reputation of persons forbids every attitude and word likely to cause them unjust injury. He becomes guilty:• of rash judgment who, even tacitly, assumes as true, without su cient foundation, the moral fault of a neighbor;• of detraction who, without objectively valid reason, discloses another’s faults and failings to persons who did not know them;• of calumny who, by remarks contrary to the truth, harms the reputation of others and gives occasion for false judg- ments concerning them.To avoid rash judgment, everyone should be careful to interpret insofar as possible his neighbor’s thoughts, words, and deeds in a favorable way:Every good Christian ought to be more ready to give a favorable interpretation to another’s statement than to condemn it. But if he cannot do so, let him ask how the other understands it. And if the latter understands it badly, let the former correct him with love. If that does not su ce, let the Christian try all suitable ways to bring the other to a correct interpretation so that he may be saved.Acts 9:10-17 AnaniasActs 20:16-18, Paul 32-34faith, hope, love temperance(4) Discuss with students the right thing to do the next time they: (a) hear a rumor about another student; (b) want to tell a peer they saw a classmate steal something in a store; (c) want to tell the store manager they saw a classmate steal something in his store; (d) want to get even with someone they dislike by spread- ing false stories about the person. (5) Sum up for the students how they have improved their consciences with this exercise.  ey have studied Scripture, prayed about it, consulted their reli- gion teacher and each other, and consulted Church teaching. (6) Conclude with this question: How does attending Mass regularly and attentively also help you develop a well-formed conscience?3. What Is Virtue? page 30Explain to the students that the Acts of the Apostles is one book in the Bible that’s full of stories about virtuous people. Read aloud the following passages and ask the students to identify two things about each passage: (1) the person or persons who are showing a virtue in action and (2) what virtues they are showing.  e students doubtless will notice that sometimes two or three di erent virtues might be named.  at’s because all the virtues are closely related to one another. All concern some form of love for self, God, or neighbor.4. What Is Sin? page 31Your students should memorize the three conditions necessary for mortal sin. Write them on the board or on newsprint, discuss them, and have students memorize them. A sin is mortal when it (1) involves a serious matter; (2) is committed by someone fully aware of the evil of the sin; and (3) is committed with someone’s full consent.5. Why Is Working for the Common Good Impor- tant? page 32(1) Have students form pairs. (2) Give each pair a Bible and one or two old magazines. (3) Each pair should  nd one pictureof human su ering that grabs their attention. (4) Each should  nd one or two Scripture passages that show what God sayswe should do about the type of su ering pictured. Skimming through the Gospels, the Epistles, and the books of the prophets should give students the material they need. (5) As the students work, circulate among them to help out where needed. Have a Bible concordance handy. (6) End by having the pairs take turns sharing their pictures and Bible passages with the rest of the class.For more teaching ideas on this subject, order from Chicago’s Eighth Day Center for Justice a useful publication showing the similarities between Catholic social teaching and the UN Declara- tion on Human Rights. Call 312-641-5151 or visit How Are God’s Law and God’s Grace Connected?page 32(1) On separate slips of paper, copy from the Sermon on the Mount in Matthew’s Gospel teachings of Jesus that have two parts. Copy each part of the message on a separate slip of paper. Copy enough so that there is one passage for each student in the group. ese passages would be su cient for eighteen students to use: 5:21 and 5:22; 5:27 and 5:28; 5:31 and 5:32; 5:33 and 5:34; 5:38 and 5:39; 5:43 and 5:44; 6:2 and 6:3; 6:5 and 6:6; 6:19 and 6:20. (2) Have each student draw a slip of paper from a bowl. (3) Tell students that each person has only one-half of a complete teach- ing of Jesus.  ey are to talk to others in their group to  nd the missing half. As soon as each person  nds his or her match, the pair should sit down together and wait for the other students to  nish. (4) One pair at a time, have students stand up and share with the class their complete Bible passage. Brie y discuss with the class the meaning of each passage after it is read. (5) Con- clude by stressing that following Jesus is di cult.  at’s why he says following him requires picking up a cross. However, the grace and strength that we get from reading the Bible and receiv- ing the sacraments make us strong enough to carry this cross of discipleship.PassageActs 7:54-60 Acts 11:27-30Virtuous Person(s) eir Virtue(s)Acts 4:18-20disciples in Antioch prudencePeter and Johnjustice, charity, prudence, fortitudeStephen hope11

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