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Teaching Resources Magis Center of Reason and Faith By Claude LeBlanc, M.A.

Teaching Resources - Magis Center HAPPINESS, SUFFERING, AND THE LOVE OF GOD: TEACHING RESOURCES CONTENTS LESSON ONE—THE FOUR LEVELS OF HAPPINESS Part 1: Introduction and Happiness

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Page 1: Teaching Resources - Magis Center HAPPINESS, SUFFERING, AND THE LOVE OF GOD: TEACHING RESOURCES CONTENTS LESSON ONE—THE FOUR LEVELS OF HAPPINESS Part 1: Introduction and Happiness

Teaching Resources

Magis Center of Reason and Faith By Claude LeBlanc, M.A.

Page 2: Teaching Resources - Magis Center HAPPINESS, SUFFERING, AND THE LOVE OF GOD: TEACHING RESOURCES CONTENTS LESSON ONE—THE FOUR LEVELS OF HAPPINESS Part 1: Introduction and Happiness

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© 2017 by Magis Center

All rights reserved

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Happiness, Suffering, and the Love of God

TEACHING RESOURCES

Teachers,

I have prepared these resources to provide you with all of the materials you need to enhance your students’ experience of, and learning from, the HAPPINESS, SUFFERING, AND THE LOVE OF GOD (HSLG) DVDs. These lessons

are easily adaptable to various classroom and group settings and can be adjusted to fit a range of times, from 60 to

120 minutes per lesson. They can be used in high schools and colleges, Confirmation and RCIA programs, and for

youth, young adult, and adult parish ministries. You will also find HSLG—The Workbook very helpful in preparing and

using in your lessons. Consider providing one to each of your students. Not only are the Reflection and Discussion

Questions for each lesson found in it, but there are many additional resources as well.

HSLG Lesson PowerPoints are available at our website, <www.magiscenter.com>, providing you a ready-made

format for using all of these materials in your lessons. They also include links to the supplemental video clips

referenced in the lessons to enhance your students’ exploration and reflection on the content.

With each HSLG lesson plan you will find the following materials:

IN-CLASS MATERIALS

•Opening and closing Prayers written specifically for the lesson.

•Pre-Viewing Discussion Questions that will ensure your students are ready to learn from the video,

•Video Comprehension Questions—that your students can answer during the video and you can

review after viewing—to assist their understanding of the content.

There are also:

•Reflection and Discussion Questions, that will help your students personalize the material and second, a

OUT-OF-CLASS MATERIALS

Additionally, there is a:

•Homework Assignment that allows your students to: further reflect what they have learned from each

lesson; see how it fits into their lives; and prepares them for the next lesson.

I can be reached at any time at [email protected] to answer your questions and guide you through these

resources. Please let me know your experiences with using them so that I can share them with other teachers.

I have been a Catholic high school Theology instructor and administrator for the past 36 years. Since 1995, I have

been teaching senior electives relating to reason and faith. I am also very familiar with the benefits and challenges

the USCCB High School Curriculum Framework (CF) brings. These lessons can be used in various ways to supplement

and enhance the CF. I am willing to discuss these options with you and possibly offer some suggestions based on your

particular situation.

On behalf of Fr. Spitzer, and all of us at the Magis Center, thank you for using HSLG!

Claude LeBlanc, M.A. Manager, Educational Resources and Training

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HAPPINESS, SUFFERING, AND THE LOVE OF GOD:

TEACHING RESOURCES

CONTENTS

LESSON ONE—THE FOUR LEVELS OF HAPPINESS

Part 1: Introduction and Happiness Overview (PowerPoint 1)

Lesson Plan……………………………………………………………………………………………………………………… 7

Video Comprehension Questions…………………………………………………………………………………….. 11

Assignment: TAKE IT HOME--How Does Our Culture Answer, “What Is Happiness?”……….. 13

Part 2: Escaping the Comparison Game (PowerPoint 2)

Lesson Plan…………………………………………………………………………………………………………………….. 15

Video Comprehension Questions……………………………………………………………………………………. 19

Assignment: TAKE IT HOME—Write Out Your Own Definition and Seeing the Good News

In Others…………………………………………………………………………………………………………….. 21

LESSON TWO—HUMAN TRANSCENDENCE AND THE SOUL

Part 1: Evidence for Transcendence (PowerPoint 3)

Lesson Plan…………………………………………………………………………………………………………………….. 23

Video Comprehension Questions……………………………………………………………………………………. 27

Assignment: TAKE IT HOME—The Transcendent, Spiritual, Sacred, and Religious in Our

Culture……………………………………………………………………………………………………………….. 29

Part 2: You Are Made for Transcendence (PowerPoint 4)

Lesson Plan……………………………………………………………………………………………………………………… 31

Video Comprehension Questions……………………………………………………………………………………. 33

Assignment: TAKE IT HOME—What Can We Learn from Near-Death Experiences?............ 35

Part 3: Near-Death Experiences (PowerPoint 5)

Lesson Plan……………………………………………………………………………………………………………………… 37

Video Comprehension Questions……………………………………………………………………………………. 41

Assignment: TAKE IT HOME—My Identity, Dignity, and Destiny………………………………………. 43

LESSON THREE—THE RESURRECTION OF JESUS AND JESUS’ REVELATION OF THE UNCONDITIONAL LOVE OF GOD

Part 1: The Resurrection (PowerPoint 6)

Lesson Plan……………………………………………………………………………………………………………………… 45

Video Comprehension Questions……………………………………………………………………………………. 49

Assignment: TAKE IT HOME—What is God Like?................................................................. 51

Part 2: The Love of God (PowerPoint 7)

Lesson Plan……………………………………………………………………………………………………………………… 53

Video Comprehension Questions……………………………………………………………………………………. 57

Assignment: TAKE IT HOME—What Good is Suffering?....................................................... 59

LESSON FOUR—WHY WOULD AN ALL-POWERFUL, ALL-LOVING GOD ALLOW SUFFERING?

Part 1: Jesus’ View of Suffering (PowerPoint 8) Lesson Plan……………………………………………………………………………………………………………………… 61

Video Comprehension Questions……………………………………………………………………………………. 65

Assignment: TAKE IT HOME—The Problem of Evil............................................................... 67

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HSLG: Teaching Resources CONTENTS pg. 2

Part 2: Why Does God Allow Suffering? (PowerPoint 9)

Lesson Plan……………………………………………………………………………………………………………………… 69

Video Comprehension Questions……………………………………………………………………………………. 73

Assignment: TAKE IT HOME—What is Prayer?.................................................................... 75

LESSON FIVE—HOW TO SUFFER WELL

Part 1: How to Suffer Well—Prayer (PowerPoint 10)

Lesson Plan……………………………………………………………………………………………………………………… 77

Video Comprehension Questions……………………………………………………………………………………. 81

Assignment: TAKE IT HOME—What is Virtue?..................................................................... 83

Part 2: How to Suffer Well—Virtue (PowerPoint 11)

Lesson Plan……………………………………………………………………………………………………………………… 85

Video Comprehension Questions……………………………………………………………………………………. 87

SUPPLEMENTARY MATERIALS

Handouts from HAPPINESS, SUFFERING, AND THE LOVE OF GOD—The Workbook (as referenced

in the lessons) ………………………………………………………………………………………………………………… 89

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HSLG LESSON ONE—FOUR LEVELS OF HAPPINESS

Part 1: Introduction and Happiness Overview (PowerPoint 1)

LESSON PLAN

Expected Outcome: In this lesson, students will: be introduced to the content of the series; explore what happiness

is, and what the Four Levels of Happiness are; and reflect on and apply their learning to their lives.

LESSON OUTLINE

Opening Prayer: Begin class with a prayer, such as: Lord Jesus, you came so that we might have life and have it more

abundantly. May we come to know the abundant happiness only you can give and urge others to seek it as well.

Amen.

If time permits, show Supplemental Video One: What Makes You Happy? to introduce the topic to your class (a link

to this video, https://www.youtube.com/watch?v=sJ8xZtxXLc8, is also found in the PowerPoint).

Have your class (as a whole) discuss these Pre-Viewing Questions (questions are also found in the PowerPoint):

1. What are your thoughts about the video you just watched?

2. What makes you happy?

3. How has your understanding of happiness changed throughout your life, and what has prompted these

changes?

4. What are you hoping to discover by watching this series?

View the Video—Episode One: Part 1 (distribute the Video Comprehension Questions handout prior to viewing).

Review the Video Comprehension Questions with your class (questions and answers are found in the PowerPoint):

1. What did Aristotle mean by saying, “Happiness is the one thing you can choose in and for itself; everything

else is chosen for the sake of happiness”? Everything we desire or do, including: friendships, relationships,

jobs, job performance, how we view progress, success, worth and meaning, and the importance of

pursuing a relationship with God, is based on whether or not we think they will bring us happiness.

2. Why is our definition of happiness so important, and in light of this, what makes education so critical? What

we think about happiness can lead us to either elation or depression. Education, if it is worth anything,

must help us understand the truth about happiness.

3. What did Aristotle notice that our dominant understanding of happiness would become? Our purpose in life,

a guide for decisions and actions, and eventually, our destiny.

4. What does it mean that the four levels of happiness are increasingly: a) pervasive, b) enduring, and c)

deep? a) Pervasive means how much their effects go beyond themselves, b) Enduring means how long-

lasting they are, and c) Deep means how much of ourselves is involved in them.

5. Even though each level of happiness is more pervasive, enduring, and deep than the previous ones, why

don’t people go straight to level four? Because the lower the level, the more immediate the gratification is,

the greater the intensity of the experience, and the easier it is to understand.

6. In order to move to a happiness that is more pervasive, enduring, and deep, we must be willing to… Be

patient (delay gratification), disciplined (give up intensity), and willing to learn (comprehend deeper

truths).

7. Plato’s and Aristotle's academies were about studying…Happiness.

8. So that their students (and us) could know: What makes life worth living, what its meaning is, and how not

to waste it.

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TEACHING Resources for HSLG LESSON ONE, Part 1: (Introduction and Happiness Overview), pg. 2

9. Why do we need to know what our highest and lowest natures are, and the challenges we are going to have

because of them? So that we can progress from level one to level four.

If time permits, show Supplemental Video Two: Are You Happy? to introduce the topic to your class (a link to this

video, https://www.youtube.com/watch?v=_SYzU2kT0lA, is also found in the PowerPoint).

Review the Video Comprehension Questions with your class (questions and answers are found in the PowerPoint):

10. Describe the first level of happiness (physical-material). Happiness that is experienced through our senses; is

immediately gratifying, very intense, and very obvious.

11. Describe the second level of happiness (ego comparative). Happiness that is sensed by having a comparative

advantage over another or others; for example: achievements, status, popularity, respect, esteem,

intelligence, and winning.

12. In what way is level two happiness good, and in what way can it be harmful? It is good because we can have

more, doors can open, and we can do good things; it can be harmful if we believe and behave as if it is the

only way to make our lives worth living.

13. About what % of people in our society are at level two happiness, and what can this knowledge help us do?

70%; knowing this can help us begin healing our culture.

14. Describe the third level of happiness (contributive-empathetic). We are happy when our lives are significant,

make a great difference, and leave as much of a legacy to others, society, the world, or the Church and the

Kingdom of God, as possible.

15. What is necessary for people to get out of level two and into level three? They must: a) reflect on what their

lives would be like without making a difference, b) consider the gifts they have been given and what they

could do with them, and, c) they have to desire to do this.

16. According to Victor Frankl, how did the struggle between levels two and three happiness play out among the

Nazi concentration camp prisoners? Many who were at level two (focused on wanting their status and

control back) eventually died or despaired, while several of those at level three (focused on the difference

they could make) not only survived the camp, but went on to live remarkable lives as authors, founders of

institutes, etc.

17. What two things can we can do to achieve level three happiness? We can make a difference by doing

something for, or being connected with, other people.

18. What is the only way we can explain the presence of the five transcendental desires (for perfect truth, love,

fairness, beauty, and home)? That we are spiritual beings (with transcendent souls), and it is natural to be

connected to Transcendence itself.

19. What do scientifically verified near-death experiences show us? They provide evidence of souls surviving

bodily death that are destined for unconditional eternal happiness.

20. What does the realization that we have a soul, the five transcendent desires, a natural religiosity, and a

spiritual capacity lead to? Level four happiness; the knowledge that we cannot limit our definition of

happiness to this world alone.

Reflection and Discussion Questions: If your students have the accompanying workbook, please have them turn to

pp. 22 and 23. If not, please make copies from the supplemental materials section of this manual. Give small groups

time to discuss the questions you choose, based on time and the particular students you have, and then have them

share their thoughts with the entire class.

If time permits, show Supplemental Video Three: George Lucas explains “What is Happiness” to introduce the

assignment to your class (a link to this video, https://www.youtube.com/watch?v=CnHyStDZ3_U, is also found in the

PowerPoint).

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TEACHING Resources for HSLG LESSON ONE, Part 1: (Introduction and Happiness Overview), pg. 3

Distribute and review the HAPPINESS Lesson One Assignment handout, TAKE IT HOME--How Does Our Culture

Answer, “What Is Happiness?”, in preparation for lesson one, part 2 (this is referenced to but not included in the

PowerPoint).

Closing Prayer: End class with a prayer, such as: Lord, we thank you for making us able to know and experience

happiness. May we always seek for the happiness you created us for, and help others to know and experience it as

well. Amen.

Suggested use of the IN-CLASS MATERIALS based on class length:

ACTIVITIES (roughly in lesson order) Estimated Time 60 minutes 90 minutes 120 minutes (or two 60 mins.)

Opening and Closing Prayers (in PP) 2 minutes Yes Yes Yes

Supplemental Video One (in PP) 5 minutes No Yes Yes

Pre-Viewing Discussion Questions (in PP) 10 minutes No Yes Yes

Lesson Video (DVD or Vimeo on Demand) 35 minutes Yes Yes Yes

Video Comprehension Questions (in PP, HO) 20 minutes Yes Yes Yes

Supplemental Video Two (in PP) 5 minutes No No Yes

*Reflection/Discussion Questions 15 minutes No No Yes

Supplemental Video Three 5 minutes No Yes Yes

Large Group Sharing 20 minutes No Yes (10 mins.) Yes

Assign Homework (in PP, HO) 3 minutes Yes Yes Yes

PP = PowerPoint, HO = Handout, *This can be found in the Supplemental Materials section of this manual and in

HAPPINESS, SUFFERING, AND THE LOVE OF GOD—The Workbook, pp. 22-23.

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson One--Part 1: Introduction and Happiness Overview

VIDEO COMPREHENSION QUESTIONS

1. What did Aristotle mean by saying, “Happiness is the one thing you can choose in and for itself; everything else is chosen for the sake of happiness”?

2. Why is our definition of happiness so important, and in light of this, what makes education so critical?

3. What did Aristotle notice that our dominant understanding of happiness would become?

4. What does it mean that the four levels of happiness are increasingly: a) pervasive, b) enduring, and c) deep?

a)

b)

c)

5. Even though each level of happiness is more pervasive, enduring, and deep than the previous ones, why

don’t people go straight to level four?

6. In order to move to a happiness that is more pervasive, enduring, and deep, we must be willing to…

7. Plato’s and Aristotle's academies were about studying…

8. So that their students (and us) could know:

9. Why do we need to know what our highest and lowest natures are, and the challenges we are going to have

because of them?

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HSLG LESSON ONE, Part 1: (Introduction and Happiness Overview) Video Comprehension Questions, pg. 2

10. Describe the first level of happiness (physical-material).

11. Describe the second level of happiness (ego comparative).

12. In what way is level two happiness good, and in what way can it be harmful?

13. About what % of people in our society are at level two happiness, and what can this knowledge help us do?

14. Describe the third level of happiness (contributive-empathetic).

15. What is necessary for people to get out of level two and into level three?

16. According to Victor Frankl, how did the struggle between levels two and three happiness play out among the

Nazi concentration camp prisoners?

17. What two things can we can do to achieve level three happiness?

18. What is the only way we can explain the presence of the five transcendental desires (for perfect truth, love,

fairness, beauty, and home)?

19. What do scientifically verified near-death experiences show us?

20. What does the realization that we have a soul, the five transcendent desires, a natural religiosity, and a

spiritual capacity lead to?

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson One--Part 1: Introduction and Happiness Overview

TAKE IT HOME:

How Does Our Culture Answer the Question, “What is Happiness?”

Instructions: Bring this completed handout with you to the next class.

Search for at least three non-religious videos online that are entitled something like “What is Happiness?” Give a specific example of how they each define happiness.

VIDEO 1 VIDEO 2 VIDEO 3

PART TWO:

1) How did they compare to Fr. Spitzer’s answer?

2) What do you think of their answers?

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HSLG LESSON ONE—FOUR LEVELS OF HAPPINESS

Part 2: Escaping the Comparison Game (PowerPoint 2)

LESSON PLAN

Expected Outcome: In this lesson, students will: be introduced to the Comparison Game and what can happen when

we play it; learn what a life of contribution is like; and reflect on and apply their learning to their lives.

LESSON OUTLINE

Opening Prayer: Begin class with a prayer, such as: Lord Jesus, you love all your sons and daughters with the same

love, but sadly, we do not always do the same. Help us to realize that, in your eyes, we are all beloved, none more or

less, than any other. Amen.

If time permits, show Supplemental Video One: The Formula for Happiness to introduce the topic to your class (a

link to this video, https://www.youtube.com/watch?v=q7NtSdy61qY, is also found in the PowerPoint).

Pre-Viewing Questions Have your class (as a whole) share their answers to the TAKE IT HOME assignment (these

questions are also found in the PowerPoint):

1. How did the videos you watched, as part of your Take It Home assignment, answer the question, “What is Happiness?”

2. How did they compare to Fr. Spitzer’s answer?

3. What do you think of their answers?

View the Video—Episode One: Part 2 (distribute the Video Comprehension Questions handout prior to viewing).

Review the Video Comprehension Questions with your class (questions and answers are found in the PowerPoint):

1. What are the only three possible scenarios we can imagine if our life is dominated by comparison to others?

Thinking we are better than them, worse than them, or about equal to them.

2. People who think about themselves as losers can feel… Inferior, constantly thinking they are being judged,

are worth less than others, and have been dealt a bad hand (by God if they have faith).

3. How might these people think about others? They may be jealous of the achievements and success of

others and look for flaws and weaknesses in them.

4. People who think about themselves as being equal to others can feel that they need to… Protect any edge

they may have or perceive, or at least make sure they are staying even.

5. What might these people obsess about? The potential loss of self-esteem, begin exposed as inferior, or

making a mistake.

6. Why will they not find happiness? They will drive those around them away, or crazy.

7. People who think about themselves as winners can feel… That they have to work hard to stay a winner.

8. Winners who plateau may soon feel that… Others are drawing even with them, and that they may

eventually lose to them.

9. Why are ‘winners’ often unhappy? They can become addicted to adulation, and if they lose it, can feel

resentful.

If time permits, show Supplemental Video Two: The Comparison Game to reinforce the topic with your class (a link

to this video, https://www.youtube.com/watch?v=d4KetTMfQKw, is also found in the PowerPoint).

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TEACHING Resources for HSLG LESSON ONE, Part 2: (Escaping the Comparison Game), pg. 2

Large Group Sharing: have your class (as a whole) share their answers to these questions (also found in the

PowerPoint):

1. Do you think that most people in our culture consider themselves ‘winners’, ‘losers’, or ‘about equal’ to others? Why?

2. Is there anything that can be done, on a societal level, to address this, or does it need to happen one person at

a time?

Review the Video Comprehension Questions with your class (questions and answers are found in the PowerPoint):

10. Why don’t we want to get rid of level two happiness? It’s meant to be a means to the higher levels. We need to use our own intelligence, status, and other level two qualities to make the greatest positive

difference, and leave a legacy, for others, organizations, the Church and the Kingdom of God.

11. Fr. Spitzer described two techniques for getting out of level two and into levels three and four.

What are they? a) Writing our own self-definition, and b) changing how we look at others.

12. What two things are involved in ‘writing our own self-definition’? a) Identifying the areas in our lives where

we can make a difference, and dividing them into levels three and four. Level three areas include family,

school, work, organizations, community, culture, and society. Level four areas include the Church and the

Kingdom of God, and b) writing, “For this I came.”

13. What, according to philosopher Gabriel Marcel, happens if we only look for the bad news in another? We

may have no empathy or love for them.

14. What change in how we look at others has to take place to move from level two to levels three and four? We

need to look for the good news in others, such as: finding the things, big and little, that they do well;

noticing their delightful idiosyncrasies; seeing their strength; and what’s kind and transcendent about them.

15. Why do people want to befriend us at levels three and four, but not a level two? Because, at level two they

know we will look for their faults, but at levels three and four they will trust us more because we see the

good in them.

16. What will doing good for others eventually do for ourselves? We will become level three or four dominant,

grow to live the most positive lives we can, leave the greatest legacy possible, and have eternal happiness

as our destiny.

Reflection and Discussion Questions: If your students have the accompanying workbook, please have them turn to

pp. 22 and 23. If not, please make copies from the supplemental materials section of this manual. Give small groups

time to discuss the questions you choose, based on time and the particular students you have, and then have them

share their thoughts with the entire class.

If time permits, show Supplemental Video Three: How to Stop Comparing Yourself to Others to introduce the

assignment to your class (a link to this video, https://www.youtube.com/watch?v=sz4rHLo340E, is also found in the

PowerPoint).

Distribute and review the HAPPINESS Lesson One Assignment handout, TAKE IT HOME—Write Out Your Own

Definition & Seeing the Good News in Others, in preparation for lesson two, part 1 (this is referenced to but not

included in the PowerPoint).

Closing Prayer: End class with a prayer, such as: Lord, we thank you for making us able to know and experience

happiness. May we always seek for the happiness you created us for, and help others to know and experience it as

well. Amen.

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TEACHING Resources for HSLG LESSON ONE, Part 2: (Escaping the Comparison Game), pg. 2

Suggested use of the IN-CLASS MATERIALS based on class length:

ACTIVITIES (roughly in lesson order) Estimated Time 60 minutes 90 minutes 120 minutes (or two 60 mins.)

Opening and Closing Prayers (in PP) 2 minutes Yes Yes Yes

Supplemental Video One (in PP) 5 minutes No Yes Yes

Pre-Viewing Discussion Questions (in PP) 15 minutes No Yes (10 mins.) Yes

Lesson Video (DVD or Vimeo on Demand) 30 minutes Yes Yes Yes

Video Comprehension Questions (in PP, HO) 20 minutes Yes Yes (15 mins.) Yes

Supplemental Video Two (in PP) 5 minutes Yes No Yes

Large Group Sharing (in PP) 10 minutes No No Yes

*Reflection/Discussion Questions (in PP) 20 minutes No Yes (15 mins.) Yes

Supplemental Video Three (in PP) 5 minutes No Yes Yes

Assign Homework (in PP, HO) 3 minutes Yes Yes Yes

PP = PowerPoint, HO = Handout, *This can be found in the Supplemental Materials section of this manual and in

HAPPINESS, SUFFERING, AND THE LOVE OF GOD—The Workbook, pp. 22-23.

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson One--Part 2: Escaping the Comparison Game

VIDEO COMPREHENSION QUESTIONS

1. What are the only three possible scenarios we can imagine if our life is dominated by comparison to others?

2. People who think about themselves as losers can feel…

3. How might these people think about others?

4. People who think about themselves as being equal to others can feel that they need to…

5. What might these people obsess about?

6. Why will they not find happiness?

7. People who think about themselves as winners can feel…

8. Winners who plateau may soon feel that…

9. Why are ‘winners’ often unhappy?

10. Why don’t we want to get rid of level two happiness?

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HSLG LESSON ONE, Part 2: (Escaping the Comparison Game) Video Comprehension Questions, pg. 2

11. Fr. Spitzer described two techniques for getting out of level two and into levels three and four.

What are they?

a.

b.

12. What two things are involved in ‘writing our own self-definition’?

a.

b.

13. What, according to philosopher Gabriel Marcel, happens if we only look for the bad news in another?

14. What change in how we look at others has to take place to move from level two to levels three and four?

15. Why do people want to befriend us at levels three and four, but not a level two?

16. What will doing good for others eventually do for ourselves?

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson One--Part 2: Escaping the Comparison Game

TAKE IT HOME:

Write Out Your Own Definition & Seeing the Good News in Others

Instructions: Bring this completed handout with you to the next class.

PART ONE: Describe areas in your life where you can make a difference in: your family; school;

work or workplace; organizations you belong to or could; community; culture; and society.

PART TWO: Describe areas in your life where you can make a difference in the Church and the

kingdom of God.

PART THREE: Write, “For this I came.”____________________________________________

(continued)

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HSLG LESSON ONE, Part 2: (Escaping the Comparison Game) Video Comprehension Questions, pg. 2

PART FOUR: Think of three people in your life that you find difficult to get along with. Look

for the “good news” in each of them, such as: finding the things, big and little, that they do

well; noticing their delightful idiosyncrasies; seeing their strength; and what’s kind and transcendent about them; and write it down here. (Do not identify them by name.)

PERSON 1 PERSON 2 PERSON3

PART FIVE: Describe something you can do on an ongoing basis to treat each of them in a way

that recognizes their “good news”:

PERSON 1:

PERSON 2:

PERSON 3:

PART SIX: Be prepared to share this assignment with another person during your next class.

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HSLG LESSON TWO—HUMAN TRANSCENDENCE AND THE SOUL

Part 1: Evidence for Transcendence (PowerPoint 3)

LESSON PLAN

Expected Outcome: In this lesson, students will: learn that humans are naturally aware of, and a part of, the

transcendent, spiritual, sacred, and religious; and reflect on and apply their learning to their lives.

LESSON OUTLINE

Opening Prayer: Begin class with a prayer, such as: Lord Jesus, we thank you that we were created with a soul and

because of that have a spiritual purpose. Keep us aware of the many ways you have given us to know you and your

love for us. Amen.

Homework Assignment Review: Have your class (in pairs) share their answers to the TAKE IT HOME assignment

(these questions are also found in the PowerPoint):

1. Share with one other person something you learned about yourself in completing, Write Out Your Own

Definition.

2. Share with one other person a strategy you chose in completing, Seeing the Good News in Others. What do

you think of their answers?

If time permits, show Supplemental Video One: We Are Spiritual Being Having a Human Experience to introduce the

topic to your class (a link to this video, https://www.youtube.com/watch?v=NDW8zjtoqqk&spfreload=10, is also

found in the PowerPoint).

Pre-viewing Questions: Have your students (individually) journal on these questions:

1. Has belief in God been natural for you all your life? If so, why? If not, why did it change?

2. Do you consider yourself a ‘spiritual’ person? Why? What does being ‘spiritual’ mean?

3. Substitute ‘religious’ for ‘spiritual’ and answer the previous question again.

4. It has become common in our culture for people to say they are “spiritual but not religious”. What do you

think they mean? Do you agree with them or not?

View the Video—Episode Two: Part 1 (distribute the Video Comprehension Questions handout prior to viewing).

Review the Video Comprehension Questions with your class (questions and answers are found in the PowerPoint):

1. Do we have to go beyond level three to level four for the optimal fulfillment of our dignity, meaning, and

identity? Yes, because we are naturally transcendent (spiritual) beings with immortal souls that survive

bodily death and are destined for the unconditional love of God.

2. What is one thing humans have noticed about themselves for centuries? That we are not only naturally

aware of God and the sacred, we also desire to be an intimate part of them.

3. What has philosopher and historian of religion, Mircea Eliade, shown us about every single culture,

historically, on earth? They’ve all had TRANSCENDENT elements to them: an awareness of the sacred; a

spiritual dimension; and a form of religion.

4. What does he say this awareness gave rise to? Every kind of expression of law and order in society.

5. What does he say applies to every one of us? We are naturally oriented to the transcendent, the spiritual,

the sacred, and the religious from our earliest awareness.

6. What does it mean that we are naturally ‘transcendent’? We are naturally aware: a) that there is more to

reality than just this material world; b) that there is something outside of, and far beyond, our

experiences; and c) that we exist within it here and now and for eternity after our physical reality ends.

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TEACHING Resources for HSLG LESSON TWO, Part 1: (Evidence for Transcendence), pg. 2

7. How can we say this awareness is natural even though some people are unaware of being transcendent? It is

natural to children; they have a great sense of wonder and awe. But, it can be drummed out of us by our

materialistic culture.

8. How was awareness of transcendence usually expressed before Judeo-Christian revelation? As polytheism

(belief in the existence of many gods).

9. What did Plato and Aristotle prove, even though living in a polytheistic culture? That only one God could

exist.

10. How did they prove it? They demonstrated that there had to be one ultimate cause for everything else that

existed.

If time permits, show Supplemental Video Two: The Uncaused First Cause to reinforce the topic with your class (a

link to this video, https://www.youtube.com/watch?v=JK5bEAF74vc, is also found in the PowerPoint).

Review the Video Comprehension Questions with your class (questions and answers are found in the PowerPoint):

11. What else, according to Mircea Eliade, do we instinctively know? That good and evil spirits exist, the

difference between them, that a SPIRITUAL conflict, or cosmic struggle is taking place between

them, and we are immersed in it.

12. What, then, is the most important part of our purpose in life? To do what we can to tip the balance away

from cosmic evil and toward cosmic good.

13. What makes Harry Potter, The Lord of the Rings, and Star Wars some of the most popular stories of our

times? They represent this cosmic struggle to us. We know we are called to be like Harry Potter, Frodo

Baggins, or Luke Skywalker; a hero who makes a difference for good.

14. What do we instinctively know about the SACRED? That there is something mysteriously right and good

about the holy, and that it is majestically and gloriously beautiful.

15. What is our innate reaction to the Sacred? We are in awe, and want to give it praise and worship.

16. Even if we drift away from this knowledge as adults, why can we easily get back to it? Because we feel ‘at home’ with the holy.

17. What does it mean that we are naturally RELIGIOUS? We want our experience of the transcendent, the

spiritual, and the sacred to be shared with others.

18. How is every culture essentially religious? They let their people fit into the domain of the sacred by: telling

them what they ought to do, what God’s expectations are, and giving them the opportunity to worship together.

19. According to St. Augustine, why is level three not enough for us? Because, as he prayed to God, “You have made us for yourself, and our hearts are restless until they rest in you.”

If time permits, show Supplemental Video Three: Restless Heart: The Confessions of St. Augustine Trailer to

reinforce the topic with your class (a link to this video, https://www.youtube.com/watch?v=yAWJFbUYT_w, is also

found in the PowerPoint).

Reflection and Discussion Questions: If your students have the accompanying workbook, please have them turn to

pg. 33. If not, please make copies from the supplemental materials section of this manual. Give small groups time to

discuss the questions you choose, based on time and the particular students you have, and then have them share

their thoughts with the entire class.

Large Group Sharing: have your class (as a whole) share their answers to these questions (also found in the

PowerPoint): Even though our culture is becoming more and more secular, what signs are there that it is

transcendent, spiritual, sacred, and religious?

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TEACHING Resources for HSLG LESSON TWO, Part 1: (Evidence for Transcendence), pg. 3

Distribute and review the HAPPINESS Lesson Two Assignment handout, TAKE IT HOME—The Transcendent, Spiritual,

Sacred, and Religious in Our Culture, in preparation for lesson two, part 2 (this is referenced to but not included in the

PowerPoint).

Closing Prayer: End class with a prayer, such as: Lord, you have made us aware of your presence and given us the

desire to want to be with you. Lead us to those who have lost this natural awareness and desire, and help us bring

them back to you. Amen.

Suggested use of the IN-CLASS MATERIALS based on class length:

ACTIVITIES (roughly in lesson order) Estimated Time 60 minutes 90 minutes 120 minutes (or two 60 mins.)

Opening and Closing Prayers (in PP) 2 minutes Yes Yes Yes

Homework Assignment Review (in PP) 10 minutes No No Yes

Supplemental Video One (in PP) 5 minutes No Yes Yes

Pre-Viewing Journaling Questions (in PP) 10 minutes No Yes Yes

Lesson Video (DVD or Vimeo on Demand) 25 minutes Yes (20 mins.) Yes (20 mins.) Yes

Video Comprehension Questions (in PP, HO) 20 minutes Yes (15 mins.) Yes (15 mins.) Yes

Supplemental Video Two (in PP) 5 minutes Yes No Yes

Supplemental Video Three (in PP) 5 minutes Yes Yes Yes

*Reflection/Discussion Questions (HO) 20 minutes No No Yes

Large Group Sharing (in PP) 10 minutes Yes No Yes

Assign Homework (in PP, HO) 3 minutes Yes Yes Yes

PP = PowerPoint, HO = Handout, *This can be found in the Supplemental Materials section of this manual and in

HAPPINESS, SUFFERING, AND THE LOVE OF GOD—The Workbook, pg. 33.

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson Two--Part 1: Evidence for Transcendence

VIDEO COMPREHENSION QUESTIONS

1. Do we have to go beyond level three to level four for the optimal fulfillment of our dignity, meaning, and

identity?

2. What is one thing humans have noticed about themselves for centuries?

3. What has philosopher and historian of religion, Mircea Eliade, shown us about every single culture,

historically, on earth?

4. What does he say this awareness gave rise to?

5. What does he say applies to every one of us?

6. What does it mean that we are naturally ‘transcendent’?

a)

b)

c)

7. How can we say this awareness is natural even though some people are unaware of being transcendent?

8. How was awareness of transcendence usually expressed before Judeo-Christian revelation?

9. What did Plato and Aristotle prove, even though living in a polytheistic culture?

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HSLG LESSON TWO, Part 1: (Evidence for Transcendence) Video Comprehension Questions, pg. 2

10. How did they prove it?

11. What else, according to Mircea Eliade, do we instinctively know?

12. What, then, is the most important part of our purpose in life?

13. What makes Harry Potter, The Lord of the Rings, and Star Wars some of the most popular stories of our

times?

14. What do we instinctively know about the SACRED?

15. What is our innate reaction to the Sacred?

16. Even if we drift away from this knowledge as adults, why can we easily get back to it?

17. What does it mean that we are naturally RELIGIOUS?

18. How is every culture essentially religious?

19. According to St. Augustine, why is level three not enough for us?

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson Two--Part 2: Evidence for Transcendence

TAKE IT HOME: The Transcendent, the Spiritual,

the Sacred, and the Religious in our Culture

Instructions: Bring this completed handout with you to the next class.

PART ONE: Pay attention to secular movies, television shows, commercials, radio shows, videos,

and social media posts that you come across. Look for any evidence of the transcendent, the

spiritual, the sacred, and the religious (as described in the video) in them. Give four examples.

EXAMPLE 1 EXAMPLE 2

EXAMPLE 3 EXAMPLE 4 PART TWO: Be prepared to share this assignment during your next class.

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HSLG LESSON TWO—HUMAN TRANSCENDENCE AND THE SOUL

Part 2: You are Made for Transcendence (PowerPoint 4)

LESSON PLAN

Expected Outcome: In this lesson, students will: learn about the five transcendental desires; whether they are

present in every person; and reflect on and apply their learning to their lives.

LESSON OUTLINE

Opening Prayer: Begin class with a prayer, such as: Lord Jesus, we have many desires that can take us away from you.

Help us to realize that you are what we really desire, and how our earthly desires are really a desire for you. Amen.

Homework Assignment Review: Have your class (in small groups) share their answers to the TAKE IT HOME

assignment: The Transcendent, the Spiritual, the Sacred, and the Religious in Our Culture.

If time permits, show Supplemental Video One: Former Model Leah Darrow on Finding God in the Performing Arts

to introduce the topic to your class (a link to this video, https://www.youtube.com/watch?v=pHuprxb1GwI, is also

found in the PowerPoint).

Pre-viewing Question: Have your students (as a whole class) discuss their answer to this question: What do you think

of Leah Darrow’s testimony in the Finding God in the Performing Arts video?

View the Video—Episode Two: Part 2, ending at 19:13 (distribute the Video Comprehension Questions handout

prior to viewing).

Review the Video Comprehension Questions with your class (questions and answers are found in the PowerPoint):

1. What are the five transcendental desires we each have within us? We desire perfect and unconditional

1) truth, 2) love, 3) fairness (goodness or justice), 4) beauty, and 5) home.

2. What did Plato believe our transcendental desires reveal, and why? The existence of an immortal soul.

Because we desire them, there must be a fulfillment for them.

3. What did Bernard Lonergan notice about our desires? We have a pure, unrestricted desire to

know everything about everything.

4. What did he say happens when we think we’ve found the answer to everything? We realize it’s not the answer to everything.

5. Why, according to Lonergan, do we keep searching for the answer to everything? We believe an answer to

everything exists.

6. According to Lonergan, what is perfect truth? God.

7. What is our awareness of the existence of perfect truth really an awareness of? God within us.

8. What conclusion does Lonergan reach because of this awareness? We are transcendent creatures.

9. What does the fact that we can see imperfection in human love tell us? We have a sense of what perfect

and unconditional love is.

10. What is perfect love? God.

11. What is our awareness of the existence of perfect love really an awareness of? An awareness of God’s presence within us.

12. What does the fact that we know every imperfection in in justice, in ourselves, in others, and in every

institution of society tell us? Perfect fairness exists; it is God.

13. What do we still wonder when we see something beautiful? If there could be something more beautiful, like

God.

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TEACHING Resources for HSLG LESSON TWO, Part 2: (You Are Made for Transcendence), pg. 2

14. What do the previous four transcendental desires (for perfect and unconditional truth, love, fairness, and

beauty) point to? The fact that what we really desire is union with the Perfect Being who embodies them.

Reflection and Discussion Questions: If your students have the accompanying workbook, please have them turn to

pg. 33. If not, please make copies from the supplemental materials section of this manual. Give small groups time to

discuss the questions you choose, based on time and the particular students you have, and then have them share

their thoughts with the entire class.

If time permits, show Supplemental Video Two: Finding God Through Art to reinforce the topic with your class (a

link to this video, https://www.youtube.com/watch?v=lKu1f3TWIQQ, is also found in the PowerPoint).

Pairing Sharing: have your class (in pairs) share their answers to this question (also found in the PowerPoint): Share

with one other person where you have found God in your search for perfect and unconditional truth, love, fairness,

beauty, and home.

Distribute and review the HAPPINESS Lesson Two Assignment handout, TAKE IT HOME—What Can We Learn from

Near-Dearth Experiences? in preparation for lesson two, part 3 (this is referenced to but not included in the

PowerPoint).

Closing Prayer: End class with a prayer, such as: Lord, you have given us the desire for perfect and unconditional

truth, love, fairness, beauty, and home. May we always remember that they are desires for you and you alone. Amen.

Suggested use of the IN-CLASS MATERIALS based on class length:

ACTIVITIES (roughly in lesson order) Estimated Time 60 minutes 90 minutes 120 minutes (or two 60 mins.)

Opening and Closing Prayers (in PP) 2 minutes Yes Yes Yes

Homework Assignment Review (in PP) 15 minutes Yes (5 mins.) Yes (10 mins.) Yes

Supplemental Video One (in PP) 5 minutes No Yes Yes

Large group Sharing Question (in PP) 10 minutes No Yes Yes

Lesson Video (DVD or Vimeo on Demand) 20 minutes Yes Yes Yes

Video Comprehension Questions (in PP, HO) 15 minutes Yes Yes Yes

*Reflection/Discussion Questions (HO) 20 minutes Yes (10 mins.) Yes Yes

Supplemental Video Two (in PP) 5 minutes No No Yes

Pairing Sharing (in PP) 10 minutes No No Yes

Assign Homework (in PP, HO) 3 minutes Yes Yes Yes

PP = PowerPoint, HO = Handout, *This can be found in the Supplemental Materials section of this manual and in

HAPPINESS, SUFFERING, AND THE LOVE OF GOD—The Workbook, pg. 33.

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson Two--Part 2: You Are Made for Transcendence

VIDEO COMPREHENSION QUESTIONS

1. What are the five transcendental desires we each have within us? We desire perfect and unconditional:

a) b) c)

d) e)

2. What did Plato believe our transcendental desires reveal, and why?

3. What did Bernard Lonergan notice about our desires?

4. What did he say happens when we think we’ve found the answer to everything?

5. Why, according to Lonergan, do we keep searching for the answer to everything?

6. According to Lonergan, what is perfect truth?

7. What is our awareness of the existence of perfect truth really an awareness of?

8. What conclusion does Lonergan reach because of this awareness?

9. What does the fact that we can see imperfection in human love tell us?

10. What is perfect love?

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HSLG LESSON TWO, Part 2: (You Are Made for Transcendence) Video Comprehension Questions, pg. 2

11. What is our awareness of the existence of perfect love really an awareness of?

12. What does the fact that we know every imperfection in in justice, in ourselves, in others, and in every

institution of society tell us?

13. What do we still wonder when we see something beautiful?

14. What do the previous four transcendental desires (for perfect and unconditional truth, love, fairness, and

beauty) point to?

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson Two--Part 2: Evidence for Transcendence

TAKE IT HOME: What Can We Learn from Near-Death Experiences?

Instructions: Bring this completed handout with you to the next class.

PART ONE: Answer the following questions (use the extra spaces if you need more room):

1. Do you believe that Near-Death Experiences

NDEs) are real spiritual events or have natural

explanations?

2. Why?

------------------------------------------------------------------------------

PART TWO: Answer either question 3 or 4:

1. If you answered “No” to #1: What, if anything, would convince you that they were real;

or why would no kind of evidence ever convince

you they were real?

4. If you answered “Yes” to #1: What do you think is the best evidence for NDEs that you have

ever heard, and. what would be the best way to

share it with others?

PART THREE: Be prepared to share this assignment during your next class.

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HSLG LESSON TWO—HUMAN TRANSCENDENCE AND THE SOUL

Part 3: Near-Death Experiences (NDEs) (PowerPoint 5)

LESSON PLAN

Expected Outcome: In this lesson, students will: learn about near-death experiences; the evidence for them; the

implications of them; and reflect on and apply their learning to their lives.

LESSON OUTLINE

Opening Prayer: Begin class with a prayer, such as: Lord Jesus, when we are honest with ourselves, we know that we

have a deep longing to know you, and that it is you who gave us this desire. May we never stop seeking you as long as

we live. Amen.

Homework Assignment Review: Have your class (in small groups) share their answers to the TAKE IT HOME

assignment: What Can We Learn from Near-Death Experiences?

If time permits, show Supplemental Video One: Dr. Eben Alexander—My Journey to the Afterlife to introduce the

topic to your class (a link to this video, https://www.youtube.com/watch?v=xmo92N-4xBg, is also found in the

PowerPoint).

Pre-viewing Question: Have your students (as a whole class) discuss their answer to this question: Dr. Eben

Alexander’s near-death experience took place during a verified clinical-death. With this in mind, what do you think of

his testimony in the “My Journey to the Afterlife” video?

View the Video—Episode Two: Part 3, beginning at 19:14 (distribute the Video Comprehension Questions handout

prior to viewing).

Review the Video Comprehension Questions with your class (questions and answers are found in the PowerPoint):

1. What better kind of evidence, than that from anecdotal sources, exists to verify near-death experiences

(NDEs)? Evidence in major medical journals from peer-reviewed, large, longitudinal studies involving

control groups.

2. Which particular NDE studies were mentioned? a) Dr. Pim van Lommel’s longitudinal studies; b) Dr.

Kenneth Ring’s studies with persons born blind; c) Dr. Melvin Morse’s studies of the death-anxiety

response of children; d) Dr. Janice Holden’s review of 37 studies. 3. What is a NDE? Due to a lack of oxygen, a person’s heart stops and the brain shuts down. During the

process, a person’s soul and consciousness leaves the body. Often, they can look down and see their body, completely aware of what is going on. Eventually, they go to another domain, usually to a white light that

feels very loving, or with Jesus, or deceased relatives. There is evidence of that domain that they can bring

back with them. Then, they are called back into their bodies and continue living. During this experience,

the soul: a) Has an awareness of itself; it knows who it is, and has its memories intact; b) Can see and hear

(Mind-seeing and mind-hearing); c) Has a sense of all the other intuitions it had before (like the five

transcendentals); and d) Knows when it experiences the Perfect Being.

4. What is clinical-death? Clinical death occurs when there is: a) no electrical activity in the brain (as measured

by an EEG), b) the pupils are fixed and dilated, and c) there is no gag reflex.

5. What is veridical evidence? Unique things that are reported accurately and are independently verified.

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TEACHING Resources for HSLG LESSON TWO, Part 3 (Near-Death Experiences), pg. 2

6. What veridical evidence of things ‘seen’ or ‘heard’ during NDEs were mentioned in the video? One person

knew where his missing dentures were because he had seen them fall. Other persons reported

conversations they heard outside of the operating room, what people were wearing in other parts of the

hospital, etc. These were all later verified.

7. What is important about Dr. Janice Holden’s research? It was very extensive; combining the data from 37

different NDE studies.

8. What did she discover about the data from these studies? 55% of the cases were not veridical enough, and

8% were reported inaccurately so were rejected. She only used the 37% that were veridical and accurately

reported.

9. What conclusions did Dr. Holden reach from the data from the veridical and accurately reported NDE cases?

There is overwhelming evidence that after clinical-death, people are conscious, seeing, hearing, have

active memories, and are able to report what happened during their NDEs.

10. According to the studies of Dr. Kenneth Ring, what percentage of blind persons, most blind from birth, can

‘see’ during clinical-death? 80%

11. What does Dr. Pim van Lommel say about this evidence? “They have souls, and their souls are not blind?”

12. What did Dr. Melvin Morse conclude from his studies of children declared clinically-dead, resuscitated, but

did not report having a NDE? They had a higher death-anxiety.

13. What did he discover about the children who were declared clinically-dead and resuscitated, but DID report

having a NDE? They had a much lower death-anxiety.

14. How did Morse determine if this effect was long-lasting? He followed up with them in their 30s.

15. What common things do people with NDEs claim they saw or experienced? White lights, Jesus, and

deceased relatives.

16. What is sometimes shared, especially with children, during a NDE? Information they couldn’t have known, such as the name of a deceased relative or a secret.

17. What does the evidence from NDEs clearly point to? Our having an eternal soul, there being a loving deity,

and a fulfillment that goes way beyond this world alone.

18. The evidence for transcendence, the five transcendental desires, the eternity of the soul, and a living God

should determine what aspects of our lives? Our identity, dignity, and destiny.

19. What happens if we fail to take account of the 4th level of happiness? We seriously underlive our lives and

jeopardize our eternity.

Reflection and Discussion Questions: If your students have the accompanying workbook, please have them turn to

pg. 33. If not, please make copies from the supplemental materials section of this manual. Give small groups time to

discuss the questions you choose, based on time and the particular students you have, and then have them share

their thoughts with the entire class.

If time permits, show Supplemental Video Two: Are Near-Death Experiences Evidence of the Afterlife? to reinforce

the topic with your class (a link to this video, https://www.youtube.com/watch?v=l2gsig5OfuU, is also found in the

PowerPoint).

Pairing Sharing: have your class (in pairs) share their answers to this question (also found in the PowerPoint): Share

with one other person how you think the evidence of transcendence, an eternal soul, and a loving God will affect

your identity, dignity, or destiny.

Distribute and review the HAPPINESS Lesson Two Assignment handout, TAKE IT HOME—My Identity, Dignity, and

Destiny, in preparation for lesson three, part 1 (this is referenced to but not included in the PowerPoint).

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TEACHING Resources for HSLG LESSON TWO, Part 3 (Near-Death Experiences), pg. 3

Closing Prayer: End class with a prayer, such as: Lord, we thank you for allowing us to live in a time when you are

revealing so much about ourselves, the afterlife, and yourself. May our identity, dignity, and destiny be centered on

you alone. Amen.

Suggested use of the IN-CLASS MATERIALS based on class length:

ACTIVITIES (roughly in lesson order) Estimated Time 60 minutes 90 minutes 120 minutes (or two 60 mins.)

Opening and Closing Prayers (in PP) 2 minutes Yes Yes Yes

Homework Assignment Review (in PP) 15 minutes Yes (5 mins.) Yes (10 mins.) Yes

Supplemental Video One (in PP) 5 minutes No Yes Yes

Large group Sharing Question (in PP) 10 minutes No Yes (5 mins.) Yes

Lesson Video (DVD or Vimeo on Demand) 25 minutes Yes Yes Yes

Video Comprehension Questions (in PP, HO) 20 minutes Yes (10 mins.) Yes (15 mins.) Yes

*Reflection/Discussion Questions (HO) 15 minutes Yes (10 mins.) Yes (10 mins.) Yes

Supplemental Video Two (in PP) 5 minutes No Yes Yes

Pairing Sharing (in PP) 15 minutes No Yes (10 mins.) Yes

Assign Homework (in PP, HO) 3 minutes Yes Yes Yes

PP = PowerPoint, HO = Handout, *This can be found in the Supplemental Materials section of this manual and in

HAPPINESS, SUFFERING, AND THE LOVE OF GOD—The Workbook, pg. 33.

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson Two--Part 3: Near-Death Experiences (NDEs)

VIDEO COMPREHENSION QUESTIONS

1. What better kind of evidence, than that from anecdotal sources, exists to verify near-death experiences

(NDEs)?

2. Which particular NDE studies were mentioned?

a)

b)

c)

d)

3. What is a NDE?

a)

b)

c)

4. What is clinical-death? Clinical death occurs when there is:

a)

b)

c)

5. What is veridical evidence?

6. What veridical evidence of things ‘seen’ or ‘heard’ during NDEs were mentioned in the video?

7. What is important about Dr. Janice Holden’s research?

8. What did she discover about the data from these studies?

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HSLG LESSON TWO, Part 3: (Near-Death Experiences) Video Comprehension Questions, pg. 2

9. What conclusions did Dr. Holden reach from the data from the veridical and accurately reported NDE cases?

10. According to the studies of Dr. Kenneth Ring, what percentage of blind persons, most blind from birth, can

‘see’ during clinical-death?

11. What does Dr. Pim van Lommel say about this evidence?

12. What did Dr. Melvin Morse conclude from his studies of children declared clinically-dead, resuscitated, but

did not report having a NDE?

13. What did he discover about the children who were declared clinically-dead and resuscitated, but DID report

having a NDE?

14. How did Morse determine if this effect was long-lasting?

15. What common things do people with NDEs claim they saw or experienced?

16. What is sometimes shared, especially with children, during a NDE?

17. What does the evidence from NDEs clearly point to?

18. The evidence for transcendence, the five transcendental desires, the eternity of the soul, and a living God

should determine what aspects of our lives?

19. What happens if we fail to take account of the 4th level of happiness?

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson Two--Part 3: Near-Death Experiences

TAKE IT HOME: What Can We Learn from Near-Death Experiences?

Instructions: Bring this completed handout with you to the next class.

PART ONE: How does the evidence of transcendence, for an eternal soul, and for a loving God

affect your identity (Who I am), dignity (What I’m worth), or destiny (What I’ll become)?

MY IDENTITY MY DIGNITY MY DESTINY

PART TWO: Be prepared to share this assignment during your next class.

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HSLG LESSON THREE—THE RESURRECTION OF JESUS AND

JESUS’ REVELATION OF THE UNCONDITIONAL LOVE OF GOD

Part 1: The Resurrection (PowerPoint 6)

LESSON PLAN

Expected Outcome: In this lesson, students will: continue exploring human transcendence; look at the evidence from

the historical resurrection of Jesus; the evidence for them; and reflect on and apply their learning to their lives.

LESSON OUTLINE

Opening Prayer: Begin class with a prayer, such as: Lord Jesus, help us to understand what the Resurrection reveals

about you, and what its significance is for us. Then, with your help, may we help those who don’t believe or realize what you did for them. Amen.

Homework Assignment Review: Have your class (in pairs) share their answers to the TAKE IT HOME assignment: My

Identity, Dignity, and Destiny.

If time permits, show Supplemental Video One: Pope Francis--Do You Believe Jesus is Alive? to introduce the topic

to your class (a link to this video, https://www.youtube.com/watch?v=MLgxLbBYXA4, is also found in the

PowerPoint).

Pre-viewing Question: Have your students (as a whole class) discuss their answer to this question: Do you believe in

the Resurrection of Jesus? If so, what do you think is the best reason to believe? If not, what evidence, if any, would

convince you?

View the Video—Episode Three: Part 1 (distribute the Video Comprehension Questions handout prior to viewing).

Review the Video Comprehension Questions with your class (questions and answers are found in the PowerPoint):

1. What are the three kinds of evidence for human transcendence covered in episode two? a) The tendency

toward the spiritual, sacred, and religious; b) The five transcendental desires for perfect and unconditional

truth, love, fairness, beauty, and home; c) Veridical evidence for the survival of the soul after bodily death

from near-death experiences (NDEs).

2. What is the fourth kind of evidence for human transcendence? The Resurrection of Jesus.

3. What was the witnesses’ experience of the Resurrection very similar to? How those with NDEs see deceased

relatives.

4. How do those having NDE’s perceive their own bodies? They are embodied in their most perfect form, and

emanate light and love, even though no longer physical. Just like Jesus could go through a closed door, a

person’s body can go through walls, floors, etc. 5. Because of their experience of the risen Jesus, what did 1st century Christians, including Paul, insist? In the

resurrection of a spiritual body.

6. How did this belief differ from the belief of those Jews of the time who believed in resurrection? They

believed in a resurrection that was only physical.

7. Why would believing in the resurrection of a spiritual body have been very difficult for Jewish Christians?

Belief in a physical-only resurrection had been a part of 2nd Temple Judaism from the return from exile

near the end of the 6th c. B.C. to the destruction of the Temple in 70 A.D.

8. What is the order of the post-Resurrection appearances St. Paul mentions in his writings? Peter, the Apostles

(twice), 500 believers (all at once), James, the Apostles (several times), then Paul.

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TEACHING Resources for HSLG LESSON THREE, Part 1 (The Resurrection), pg. 2

9. Which appearances does St. Paul omit, and why? Jesus’ appearances to women, because they couldn’t be official witnesses in 2nd Temple Judaism.

10. What happened during Jesus’ appearance to St. Peter? It was an individual experience in which Jesus

verified what the women had already told him.

11. What happened during Jesus’ first two appearances to the Apostles (the first without Thomas present)? They noticed Jesus’ transformed body, and they thought they were seeing a ghost; so Jesus shows them

the wounds in his hands and feet and side.

12. What is the significance of St. Paul’s mentioning, “Most of the (500) are still alive, though some have fallen asleep”? He is telling readers that they can check out the claims of the Resurrection for themselves; they

don’t have to believe him. 13. Why were the witnesses to the Resurrection ‘good’ witnesses? They had nothing to gain and everything to

lose.

14. What dilemma did St. Paul set up to demonstrate how ‘good’ of a witness he was? On the one hand, he says

that if he believes that Jesus is the Son of God, and he is lying about the Resurrection, he is lying to God,

and is the worst of all men. On the other hand, he says that if he didn’t believe, then why would he be

willing to be rejected, persecuted and suffer.

15. How is the gift of the Holy Spirit connected to the Resurrection? Because of the Resurrection, Jesus is able to

send the Holy Spirit to the Apostles, who are able to perform miracles through the power of the Holy Spirit

in the name of Jesus.

16. N. T. Wright, in The Resurrection of the Son of God, asks: “Can we extrinsically verify early Christians were

performing miracles through the power of the Spirit in the name of Jesus?” He says “Yes”, because: a) All other messianic movements, from about 100 B.C. to 70 A.D., in which there were persecutions and

the messianic figures were executed, including John the Baptist, quickly fell apart after their deaths; b)

Christianity grew very quickly after Jesus’ death; and c) Jesus remained the leader of the movement.

17. What conclusion does N. T. Wright draw from this evidence? Because the Apostles were healing people in

Jesus’ name, he had to be risen in order for that to happen. 18. Why did Wright say the Apostles’ preached the individual, spiritual Resurrection of Jesus even though it

conflicted with 2nd Temple Judaism’s teachings? They knew Jesus had risen. He had appeared to them many

times, taught them that they were destined for the same resurrection, and had received the power of the

Holy Spirit.

If time permits, show Supplemental Video Two: Historical resurrection of Christ? NT Wright Responds to reinforce

the topic with your class (a link to this video, https://www.youtube.com/watch?v=W0Dc01HVlaM, is also found in

the PowerPoint).

19. What did St. Paul say about the importance of the Resurrection to Christianity? “If Christ is not risen from the dead, then our preaching is in vain, your faith is worthless, and all who have died in Christ have died in

their sins.” (1 Corinthians 15:14). 20. What gives us a hint of spiritual resurrection and the unconditional love of God? Near-death experiences.

21. Because of this evidence (a sense of the sacred, spiritual, and religious; the five transcendentals; near-death

experiences; and the Resurrection of Jesus) what can we be assured of? That we are spiritual beings

destined for the same resurrection as Jesus, and called to live with him in unconditional love for eternity.

If time permits, show Supplemental Video Three: Jesus’ Resurrection: Why is it Important and the Evidence Required to reinforce the topic with your class (a link to this video,

https://www.youtube.com/watch?v=xDlkrBU8dj8&t=120s, is also found in the PowerPoint).

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TEACHING Resources for HSLG LESSON THREE, Part 1 (The Resurrection), pg. 3

Reflection and Discussion Questions: If your students have the accompanying workbook, please have them turn to

pg. 45. If not, please make copies from the supplemental materials section of this manual. Give small groups time to

discuss the questions you choose, based on time and the particular students you have, and then have them share

their thoughts with the entire class.

Distribute and review the HAPPINESS Lesson Three Assignment handout, TAKE IT HOME—What is God Like?, in

preparation for lesson three, part 2 (this is referenced to but not included in the PowerPoint).

Closing Prayer: End class with a prayer, such as: Lord, we thank you for showing us the evidence for your

Resurrection. May it still our doubts and calm our fears about you, and help us to deepen our hope in our own

resurrection. Amen.

Suggested use of the IN-CLASS MATERIALS based on class length:

ACTIVITIES (roughly in lesson order) Estimated Time 60 minutes 90 minutes 120 minutes (or two 60 mins.)

Opening and Closing Prayers (in PP) 2 minutes Yes Yes Yes

Homework Assignment Review (in PP) 5 minutes No No Yes

Supplemental Video One (in PP) 5 minutes No Yes Yes

Large group Sharing Question (in PP) 10 minutes No No Yes

Lesson Video (DVD or Vimeo on Demand) 35 minutes Yes Yes Yes

Video Comprehension Questions (in PP, HO) 20 minutes Yes Yes Yes

Supplemental Video Two (in PP) 5 minutes No No Yes

Supplemental Video Three (in PP) 5 minutes No Yes Yes

*Reflection/Discussion Questions (HO) 20 minutes No Yes Yes

Assign Homework (in PP, HO) 3 minutes Yes Yes Yes

PP = PowerPoint, HO = Handout, *This can be found in the Supplemental Materials section of this manual and in

HAPPINESS, SUFFERING, AND THE LOVE OF GOD—The Workbook, pg. 45.

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson Three--Part 1: The Resurrection

VIDEO COMPREHENSION QUESTIONS

1. What are the three kinds of evidence for human transcendence covered in episode two?

a)

b)

c)

2. What is the fourth kind of evidence for human transcendence?

3. What was the witnesses’ experience of the Resurrection very similar to?

4. How do those having NDE’s perceive their own bodies?

5. Because of their experience of the risen Jesus, what did 1st century Christians, including Paul, insist?

6. How did this belief differ from the belief of those Jews of the time who believed in resurrection?

7. Why would believing in the resurrection of a spiritual body have been very difficult for Jewish Christians?

8. What is the order of the post-Resurrection appearances St. Paul mentions in his writings?

9. Which appearances does St. Paul omit, and why?

10. What happened during Jesus’ appearance to St. Peter?

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HSLG LESSON THREE, Part 31 (The Resurrection) Video Comprehension Questions, pg. 2

11. What happened during Jesus’ first two appearances to the Apostles (the first without Thomas present)?

12. What is the significance of St. Paul’s mentioning, “Most of the (500) are still alive, though some have fallen

asleep”?

13. Why were the witnesses to the Resurrection ‘good’ witnesses?

14. What dilemma did St. Paul set up to demonstrate how ‘good’ of a witness he was?

15. How is the gift of the Holy Spirit connected to the Resurrection?

16. N. T. Wright, in The Resurrection of the Son of God, asks: “Can we extrinsically verify early Christians were

performing miracles through the power of the Spirit in the name of Jesus?”

a)

b)

c)

17. What conclusion does N. T. Wright draw from this evidence?

18. Why did Wright say the Apostles’ preached the individual, spiritual Resurrection of Jesus even though it

conflicted with 2nd Temple Judaism’s teachings?

19. What did St. Paul say about the importance of the Resurrection to Christianity?

20. What gives us a hint of spiritual resurrection and the unconditional love of God?

21. Because of this evidence (a sense of the sacred, spiritual, and religious; the five transcendentals; near-death

experiences; and the Resurrection of Jesus) what can we be assured of?

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson Three--Part 1: The Resurrection

TAKE IT HOME: What is God Like?

Instructions: Bring this completed handout with you to the next class.

PART ONE: Describe how you visualize God:

PART TWO: Describe what you think God is like:

PART THREE: Why do you visualize God

the way you do?

PART FOUR: Why do you think God is like the

way you described Him?

PART FIVE: Be prepared to share this assignment

during your next class.

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HSLG LESSON THREE—THE RESURRECTION OF JESUS AND

JESUS’ REVELATION OF THE UNCONDITIONAL LOVE OF GOD

Part 2: The Love of God (PowerPoint 7)

LESSON PLAN

Expected Outcome: In this lesson, students will: examine who God is and what Heaven is; begin the discussion of

suffering; and reflect on and apply their learning to their lives.

LESSON OUTLINE

Opening Prayer: Begin class with a prayer, such as: Lord Jesus, the more we learn about you, the more we find that

we want to know you as you really are. Reveal yourself to us in a way that is unmistakable and will change our lives

forever. Amen.

If time permits, show Supplemental Video One: What Do You Think God is Like? to introduce the topic to your class

(a link to this video, https://www.youtube.com/watch?v=kWWb6rdDzvc, is also found in the PowerPoint).

Homework Assignment Review: Have your class (as a whole) share their answers to the TAKE IT HOME assignment:

What is God Like?.

View the Video—Episode Three: Part 1 (distribute the Video Comprehension Questions handout prior to viewing).

Review the Video Comprehension Questions with your class (questions and answers are found in the PowerPoint):

1. How does Jesus describe Heaven? He tells us that Heaven is like an eternal banquet of fellowship; a perfect

community of family and friends full of complete joy absorbed into the very life and unrestricted love,

goodness, and beauty of the Trinity.

2. How will we experience each other in Heaven? With greater clarity, with all the love, goodness, and beauty

we uniquely manifest, without any ego or narcissism.

3. When, in our human lives, do we get a glimpse of this complete joy? When we are enjoying

another’s company so much that we lose track of time.

4. How does Jesus describe this kind of love for one another in the Gospel of John? “Love one another as I have loved you. They will know that you are my disciples by your love for one another.” (13:34)

5. What does the evidence from near-death experiences—an overwhelming loving white light—tell us about

God? God is love.

6. What does Jesus tell us to call God the Father, and why? ‘Abba’ or ‘daddy’, because God is an affectionate, gentle parent, who is very compassionate and trustworthy.

7. What does St. Paul admit he finds difficult, but is able to do by the power of the Holy Spirit? To call God

‘Abba’. 8. How does Jesus use the Torah to illustrate God’s love? He equates the commandment to love God—the

greatest of all Jewish laws—with that of loving one another, considered a much lesser law. He says these

two commandments sum up the law and the prophets.

9. How then, does the Torah relate to God? Since Jews consider the Torah to be the perfect reflection of the

heart and mind of God, God is unconditional love.

10. What would be a better name for the Parable of the Prodigal Son? The Parable of the

Prodigal (or Loving) Father. (Prodigal also means, “having or giving something on a lavish scale.”)

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TEACHING Resources for HSLG LESSON THREE, Part 2 (The Love of God), pg. 2

11. Why the ‘Prodigal (or Loving) Father’? Even after the younger son (representing all of us) insults his family

by demanding his inheritance early, disgracing them in front of foreigners, disgracing himself with

dissolute living, humiliating himself by caring for and eating with pigs, and returning home only out of

desperation; the father (‘Abba’) who loves him unconditionally, runs to welcome him, not caring about

the things he did, returns him fully back into the family (with sandals, a robe, and a family ring), and

throws a party! Then, when the older son protests, the father begs him to come and join the party.

12. How is God like the Prodigal (or Loving) Father? God kneels down and begs and pleads with us to come into

his kingdom.

13. How has God already proven this unconditional love? He allowed his Son to die for us.

If time permits, show Supplemental Video Two: Will God Forgive Me? to reinforce the topic with your class (a link to

this video, https://www.youtube.com/watch?v=hbp_vP7pyeA, is also found in the PowerPoint).

14. What is everything we learned so far (that we are transcendent, have a soul with five transcendental desires,

and are destined for the resurrection and Heaven) been in preparation for? Talking about suffering.

15. If we were made for a joyful and eternal banquet of love in a perfect relationship with others in the life of the

unconditional loving Trinity, then what do we need to do? Get to level four.

16. How does suffering fit into this? Although tragic, it can be viewed as just a temporary part of the

transformation that is required to get us there.

If time permits, show Supplemental Video Three: A Small Whisper to reinforce the topic with your class (a link to this

video, https://www.youtube.com/watch?v=UCB69Sidsc4, is also found in the PowerPoint).

Reflection and Discussion Questions: If your students have the accompanying workbook, please have them turn to

pg. 45. If not, please make copies from the supplemental materials section of this manual. Give small groups time to

discuss the questions you choose, based on time and the particular students you have, and then have them share

their thoughts with the entire class.

Distribute and review the HAPPINESS Lesson Three Assignment handout, TAKE IT HOME—What Good is Suffering?,

in preparation for lesson four, part 1 (this is referenced to but not included in the PowerPoint).

Closing Prayer: End class with a prayer, such as: Lord, we have come to understand what your unconditional loves

means for us. May we learn to reflect just a little bit of that love to others so that they may get a glimpse of your love,

too. Amen.

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TEACHING Resources for HSLG LESSON THREE, Part 2 (The Love of God), pg. 3

Suggested use of the IN-CLASS MATERIALS based on class length:

ACTIVITIES (roughly in lesson order) Estimated Time 60 minutes 90 minutes 120 minutes (or two 60 mins.)

Opening and Closing Prayers (in PP) 2 minutes Yes Yes Yes

Supplemental Video One (in PP) 5 minutes No Yes Yes

Homework Assignment Review (in PP) 15 minutes No No Yes

Lesson Video (DVD or Vimeo on Demand) 30 minutes Yes Yes Yes

Video Comprehension Questions (in PP, HO) 20 minutes Yes Yes Yes

Supplemental Video Two (in PP) 5 minutes No No Yes

Supplemental Video Three (in PP) 5 minutes No Yes Yes

*Reflection/Discussion Questions (HO) 20 minutes No Yes Yes

Assign Homework (in PP, HO) 3 minutes Yes Yes Yes

PP = PowerPoint, HO = Handout, *This can be found in the Supplemental Materials section of this manual and in

HAPPINESS, SUFFERING, AND THE LOVE OF GOD—The Workbook, pg. 45.

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson Three--Part 2: The Love of God

VIDEO COMPREHENSION QUESTIONS

1. How does Jesus describe Heaven?

2. How will we experience each other in Heaven?

3. When, in our human lives, do we get a glimpse of this complete joy?

4. How does Jesus describe this kind of love for one another in the Gospel of John?

5. What does the evidence from near-death experiences—an overwhelming loving white light—tell us about

God?

6. What does Jesus tell us to call God the Father, and why?

7. What does St. Paul admit he finds difficult, but is able to do by the power of the Holy Spirit?

8. How does Jesus use the Torah to illustrate God’s love?

9. How then, does the Torah relate to God?

10. What would be a better name for the Parable of the Prodigal Son?

11. Why the ‘Prodigal (or Loving) Father’?

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HSLG LESSON THREE, Part 2: (The Love of God) Video Comprehension Questions, pg. 2

12. How is God like the Prodigal (or Loving) Father?

13. How has God already proven this unconditional love?

14. What is everything we learned so far (that we are transcendent, have a soul with five transcendental desires,

and are destined for the resurrection and Heaven) been in preparation for?

15. If we were made for a joyful and eternal banquet of love in a perfect relationship with others in the life of the

unconditional loving Trinity, then what do we need to do?

16. How does suffering fit into this?

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson Three--Part 2: The Love of God

TAKE IT HOME: What Good is Suffering?

Instructions: Bring this completed handout with you to the next class.

IN PIECE ONE: Describe a time when you IN PIECE TWO: Describe a time when you

Suffered and see it as a “good thing”. Suffered, but DON’T see it as a “good thing”.

IN PIECE THREE: Why do you think God IN PIECE FOUR: What is the significance

Allows suffering? of the jigsaw pieces?

FINALLY: Be prepared to share this assignment during your next class.

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HSLG LESSON FOUR—WHY WOULD AN ALL-POWERFUL,

ALL-LOVING GOD ALLOW SUFFERING?

Part 1: Jesus’ View of Suffering (PowerPoint 8)

LESSON PLAN

Expected Outcome: In this lesson, students will: examine Jesus’ view of suffering; and reflect on and apply their

learning to their lives.

LESSON OUTLINE

Opening Prayer: Begin class with a prayer, such as: Lord Jesus, there is so much suffering in our world. Help us

understand why you allow it, and what good comes from it, so that we may grow to have the same attitude toward it

that you do. Amen.

If time permits, show Supplemental Video One: Arthur Miller on Suffering to introduce the topic to your class (a link

to this video, https://www.youtube.com/watch?v=UBW5GaXdt2Q, is also found in the PowerPoint).

Homework Assignment Review: Have your class (as a whole) share their answers to the TAKE IT HOME assignment:

What Good is Suffering?

View the Video—Episode Three: Part 1 (distribute the Video Comprehension Questions handout prior to viewing).

Review the Video Comprehension Questions with your class (questions and answers are found in the PowerPoint):

1. What mistaken notion do many people have about God? That if God were all-powerful he could prevent

suffering, and if he were all-loving, he would prevent suffering, but he doesn’t. (This is known as the

Problem of Evil, and the response in justification of God is known as Theodicy. We will explain these later in

the lesson.)

2. What was the dominant Old Testament view of suffering? Retributive; God punished people for their, or

their ancestors’, sins. Sin had to be paid back, and God does it directly. It was believed that nature had no power on its own to cause suffering; God caused all things to happen. Sometimes suffering was viewed as

a test (e.g., Job), for purification, or for growing closer to wisdom and God (e.g., Psalms, Proverbs, Sirach,

& Wisdom).

3. How does Jesus’ view of suffering differ from the Old Testament view? Jesus said, “Blessed are the sorrowing for they shall be consoled.” (Matthew 5:4) This is an unconditional promise, a guarantee that God wants to bring good out of suffering. It has nothing to do with punishing, but redeeming a condition.

4. How does Jesus further describe this in the Sermon on the Mount? Jesus said, “God causes his rain to fall on the just and the unjust; he causes the sun to shine on the good and the evil alike.” (Matthew 5:45) There is no retributive suffering in God. Like a loving parent, God suffers with us.

5. How did Jesus respond to the assumption by his disciples that the cause of a man being born blind was his sin

or that he was paying the price for his parent’s sin? Jesus said, “It was neither one’s fault. Rather, it was so that the glory of God could be revealed.” (John 9:3)

6. For Jesus, what is suffering an opportunity for? The love of God to be experienced (grace), and the love

within us, for God and for others, to be purified. It gives us the choice whether or not to give ourselves

completely to God in service to one another.

7. What did German theologian and Nazi resistance leader Dietrich Bonhoeffer mean when he said, “There is no grace without cost.” Without suffering, there isn’t the possibility of virtue at all. For example, would there be courage without fear?

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8. What did St. Paul mean by saying, “I was given a thorn in the flesh…to keep me from getting proud”? (2 Corinthians 12:7) For him, suffering is a protection from God from pride and narcissism; protecting him

from himself, and from every form of evil. He learned that his weakness is his strength, and his

vulnerability is his reliance upon God.

9. Rather than revealing a sense of being abandoned by God on the cross, what were Jesus words, “My God, my God, why have you forsaken me” actually a statement of? The purpose of his suffering; to offer his whole

life to God.

10. What does the fact that Jesus quoted it in a northern Galilean dialect of Aramaic mean? He learned it that

way from his mother. Quoting the first line of a psalm was how the Jews of the time recounted the whole

psalm; they were not numbered then. He was using Psalm 22 to describe the meaning of his suffering.

11. What are the three parts of Psalm 22, and how does it describe Jesus? a) The first part recounts the

psalmist’s feeling of abandonment. He knows that God is trustworthy, will be with him, and eventually

bring some good out of it; b) The second uncannily recounts several things similar to what is happening to

Jesus on the cross; c) The third is the psalm’s real essence: offering suffering up to God as a gift. Jesus turns his suffering into a self-sacrifice of love for or the redemption of Israel and the Gentiles, and for all time:

past, present, and future.

12. How can we do the very same thing with our suffering as Jesus did? Without knowing the reasons why we

suffer, we can offer them to God as a self-sacrifice; a gift of love to God and for others. Like God did for

Jesus; he can use these gifts of ours to make a difference.

13. Even though it is not necessary, why does God allow us to offer up our suffering as gifts that make a

difference? God has left us a part to play so that our lives could count in a world being redeemed by him.

14. What can we learn about Jesus’ attitude toward suffering from his prayer in the Garden of Gethsemane; “Father, if it is possible, let this cup pass from me; yet, not as I will, but as you will”? (Matthew 26:39) Jesus

prayed for the alleviation of suffering. He was not seeking it unless it was required by the Father; then he

would willingly accept it.

15. How did Jesus teach us, in the Lord’s Prayer, to reflect his attitude toward suffering? He taught us to ask the

Father to keep us from trials and tests, and protect us from the evil one, but also to accept those things

if it is his will, offering them up as a complete act of self-sacrifice, trusting that God will use them for good

for us and for others.

If time permits, show Supplemental Video Two: Bishop Barron on the Isenheim Altarpiece by Grünewald to

reinforce the topic with your class (a link to this video, https://www.youtube.com/watch?v=4WIzyoWCEmU, is also

found in the PowerPoint).

Reflection and Discussion Questions: If your students have the accompanying workbook, please have them turn to

pg. 60. If not, please make copies from the supplemental materials section of this manual. Give small groups time to

discuss the questions you choose, based on time and the particular students you have, and then have them share

their thoughts with the entire class.

Distribute and review the HAPPINESS Lesson Four Assignment handout, TAKE IT HOME—The Problem of Evil?, in

preparation for lesson four, part 2 (this is referenced to but not included in the PowerPoint).

Closing Prayer: End class with a prayer, such as: Lord, you have given us the perfect example of unconditional love,

but it involved tremendous suffering. May we accept the suffering that comes into our lives as a way to perfect our

love for you and all others. Amen.

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TEACHING Resources for HSLG LESSON FOUR, Part 1 (Jesus’ View of Suffering), pg. 3

Suggested use of the IN-CLASS MATERIALS based on class length:

ACTIVITIES (roughly in lesson order) Estimated Time 60 minutes 90 minutes 120 minutes (or two 60 mins.)

Opening and Closing Prayers (in PP) 2 minutes Yes Yes Yes

Supplemental Video One (in PP) 5 minutes No Yes Yes

Homework Assignment Review (in PP) 15 minutes No No Yes

Lesson Video (DVD or Vimeo on Demand) 35 minutes Yes Yes Yes

Video Comprehension Questions (in PP, HO) 25 minutes Yes Yes Yes

Supplemental Video Two (in PP) 5 minutes No No Yes

*Reflection/Discussion Questions (HO) 25 minutes No Yes Yes

Assign Homework (in PP, HO) 3 minutes Yes Yes Yes

PP = PowerPoint, HO = Handout, *This can be found in the Supplemental Materials section of this manual and in

HAPPINESS, SUFFERING, AND THE LOVE OF GOD—The Workbook, pg. 60.

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson Four--Part 1: Jesus’ View of Suffering

VIDEO COMPREHENSION QUESTIONS

1. What mistaken notion do many people have about God?

2. What was the dominant Old Testament view of suffering?

3. How does Jesus’ view of suffering differ from the Old Testament view?

4. How does Jesus further describe this in the Sermon on the Mount?

5. How did Jesus respond to the assumption by his disciples that the cause of a man being born blind was his sin

or that he was paying the price for his parent’s sin?

6. For Jesus, what is suffering an opportunity for?

7. What did German theologian and Nazi resistance leader Dietrich Bonhoeffer mean when he said, “There is no grace without cost.”

8. What did St. Paul mean by saying, “I was given a thorn in the flesh…to keep me from getting proud”? (2 Corinthians 12:7)

9. Rather than revealing a sense of being abandoned by God on the cross, what were Jesus words, “My God, my God, why have you forsaken me” actually a statement of?

10. What does the fact that Jesus quoted it in a northern Galilean dialect of Aramaic mean?

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HSLG LESSON FOUR, Part 1: (Jesus’ View of Suffering) Video Comprehension Questions, pg. 2

11. What are the three parts of Psalm 22, and how does it describe Jesus?

a)

b)

c)

12. How can we do the very same thing with our suffering as Jesus did?

13. Even though it is not necessary, why does God allow us to offer up our suffering as gifts that make a

difference?

14. What can we learn about Jesus’ attitude toward suffering from his prayer in the Garden of Gethsemane; “Father, if it is possible, let this cup pass from me; yet, not as I will, but as you will”? (Matthew 26:39)

15. How did Jesus teach us, in the Lord’s Prayer, to reflect his attitude toward suffering?

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson Four--Part 1: The Love of God

TAKE IT HOME: The Problem of Evil

Instructions: Bring this completed handout with you to the next class.

PART ONE—THE PROBLEM OF EVIL: (Disbelieving in God or His caring for us

because of not being able to answer the question: “Why would an all-powerful, all-

loving God all suffering?”) What do you think are the best arguments given in

support of the Problem of Evil?

PART TWO: THEODICY (The response to the Problem of Evil in justification of

God) What are your responses to these ‘best arguments’ for the Problem of Evil?

PART THREE: Be prepared to share this assignment during your next class.

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HSLG LESSON FOUR—WHY WOULD AN ALL-POWERFUL,

ALL-LOVING GOD ALLOW SUFFERING?

Part 2: Why Does God Allow Suffering? (PowerPoint 9)

LESSON PLAN

Expected Outcome: In this lesson, students will: explore answers to the questions. “Why would an all-powerful, all

loving God allow suffering caused by human beings, and by the blind forces of nature; and reflect on and apply their

learning to their lives.

LESSON OUTLINE

Opening Prayer: Begin class with a prayer, such as: Lord Jesus, it is difficult to understand why you allow so much

suffering in the lives of your children. Help us to accept your ways as necessary to fulfill the purpose for which we

were made. Amen.

Homework Assignment Review: Have your class (as a whole) share their answers to this question from their TAKE IT

HOME—The Problem of Evil assignment: What do you think are the best arguments given in support of the Problem

of Evil meaning that either God doesn’t exist or He doesn’t care about us?

If time permits, show Supplemental Video One: If God is Good, Why is There Suffering and Evil? to introduce the

topic to your class (a link to this video, https://www.youtube.com/watch?v=e-TkQgBvqls, is also found in the

PowerPoint).

Homework Assignment Review: Continue the large class discussion with this question: What are your responses to

these ‘best arguments’ for the Problem of Evil?

View the Video—Episode Three: Part 1 (distribute the Video Comprehension Questions handout prior to viewing).

Review the Video Comprehension Questions with your class (questions and answers are found in the PowerPoint):

1. Why would God allow suffering caused by human beings? To make sure that we each have the opportunity

and occasion to be free to love. If we were not free to love, we we’re not made in the image of God. 2. What does it mean that God respects our freedom? He respects our freedom by giving us the ability to

freely choose good or evil.

3. If we could only do good and loving things, what would that mean about us and our actions? We would be

like programmed robots, and the good we do would not come from us, but from God. It wouldn't be

chosen, and it would have no meaning behind it.

4. Why does God have to allow for the possibility of evil and suffering? So that this freedom could exist,

allowing our lives and relationships to have meaning.

5. Why were the four groups of people in the ancient rabbinic parable of the sumptuous banquet frustrated?

They were unable to eat because they didn’t have neck or elbow joints. 6. What did the first three groups of people in the parable think about God? a) The first thought God was all-

loving but not all-powerful, or he would have made them with elbows; b) The second thought God was all-

powerful but not all-loving, and that he was in fact cruel to have made them without elbows; c) The third

group thought God didn’t exist, because if he did, he would be all-powerful and all-loving, so he would be

all-knowing too, and wouldn’t put them in this circumstance.

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7. What did the fourth group of people in the parable think about God? They thought that God allowed them

to suffer because he wanted them to develop compassion. They discovered they were able to feed each

other.

If time permits, show Supplemental Video Two: One Human Family: Food for All to reinforce the topic with your

class (a link to this video, https://www.youtube.com/watch?v=qhU5JEd-XRo, is also found in the PowerPoint).

8. Why then, did God create an imperfect world? So there would be suffering.

9. Why would he do that? Suffering is directly related to choosing love in an imperfect world. It provides us: a)

the opportunity to choose virtue, b) come closer to that perfect, unconditional love that is God, and c)

build the Kingdom of God in the world.

10. What would a world without suffering be like? We would never feel the need to be courageous,

compassionate, or define ourselves as loving. Without suffering, we would never know if we really love or

not, or know the experience of having received compassion.

11. What would life be like if God made the world perfect? We would never have the possibility of participating

in making the world a better place and knowing the good that comes from that; experiencing and giving

love and leaving a legacy of making a difference in others’ lives; and participating in building the Kingdom of God.

12. What did St. Paul mean when he said, “I am making up for what’s lacking in the suffering of Christ.” (Col. 1:24) He didn’t mean that there was something wrong with Christ’s sufferings. Rather, he meant that

Christ, even after his death, left enough room in the world for suffering so we could have the opportunity

to do things that mattered and participate in his work of love.

13. What does God expect, and why is it enough, though we will never be perfect? He expects us to have faith in

the truth and necessity of his plan to make a difference, in the world and the Kingdom, with compassion

and empathy, in imitation of the Christ, in the power of the Holy Spirit, just like the Apostles did. He

expects us to hope for the eternal destiny he has for us, without pain and suffering, where we will see each

other as we really are in unconditional love.

14. What is the value of actions of love on our part, whether they are as small as ‘offering it up’, or the courageous heroism of Mother Teresa? They make our lives matter; bring people together to do even

greater things; and bring faith and hope into the world to people who underestimate their worth and

dignity.

If time permits, show Supplemental Video Three: Why Does a Good God Allow Pain and Suffering? to reinforce the

topic with your class (a link to this video, https://www.youtube.com/watch?v=Mn3uQzrGh80 is also found in the

PowerPoint).

Reflection and Discussion Questions: If your students have the accompanying workbook, please have them turn to

pg. 60. If not, please make copies from the supplemental materials section of this manual. Give small groups time to

discuss the questions you choose, based on time and the particular students you have, and then have them share

their thoughts with the entire class.

Distribute and review the HAPPINESS Lesson Four Assignment handout, TAKE IT HOME—What is Prayer?, in

preparation for lesson five, part 1 (this is referenced to but not included in the PowerPoint).

Closing Prayer: End class with a prayer, such as: Lord, we have come to understand that you allow pain and suffering

in our lives because there are even greater things that you want for us. Help us to accept the trials of our lives as part

of your love for us. Amen.

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TEACHING Resources for HSLG LESSON FOUR, Part 2 (Why Does God Allow Suffering), pg. 3

Suggested use of the IN-CLASS MATERIALS based on class length:

ACTIVITIES (roughly in lesson order) Estimated Time 60 minutes 90 minutes 120 minutes (or two 60 mins.)

Opening and Closing Prayers (in PP) 2 minutes Yes Yes Yes

Homework Assignment Review (in PP) 5 minutes No No Yes

Supplemental Video One (in PP) 5 minutes No Yes Yes

Homework Assignment Review (in PP) 10 minutes No No Yes

Lesson Video (DVD or Vimeo on Demand) 35 minutes Yes Yes Yes

Video Comprehension Questions (in PP, HO) 20 minutes Yes Yes Yes

Supplemental Video Two (in PP) 5 minutes No No Yes

Supplemental Video Three (in PP) 5 minutes No No Yes

*Reflection/Discussion Questions (HO) 25 minutes No Yes Yes

Assign Homework (in PP, HO) 3 minutes Yes Yes Yes

PP = PowerPoint, HO = Handout, *This can be found in the Supplemental Materials section of this manual and in

HAPPINESS, SUFFERING, AND THE LOVE OF GOD—The Workbook, pg. 60.

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson Four--Part 2: Why Does God Allow Suffering?

VIDEO COMPREHENSION QUESTIONS

1. Why would God allow suffering caused by human beings?

2. What does it mean that God respects our freedom?

3. If we could only do good and loving things, what would that mean about us and our actions?

4. Why does God have to allow for the possibility of evil and suffering?

5. Why were the four groups of people in the ancient rabbinic parable of the sumptuous banquet frustrated?

6. What did the first three groups of people in the parable think about God?

a)

b)

c)

7. What did the fourth group of people in the parable think about God?

8. Why then, did God create an imperfect world?

9. Why would he do that?

a)

b)

c)

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HSLG LESSON FOUR, Part 2: (Why Does God Allow Suffering?) Video Comprehension Questions, pg. 2

10. What would a world without suffering be like?

11. What would life be like if God made the world perfect?

12. What did St. Paul mean when he said, “I am making up for what’s lacking in the suffering of Christ.” (Col. 1:24)

13. What does God expect, and why is it enough, though we will never be perfect?

14. What is the value of actions of love on our part, whether they are as small as ‘offering it up’, or the courageous heroism of Mother Teresa?

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson Four--Part 2:

Why Does God Allow Suffering

TAKE IT HOME: What is Prayer?

Instructions: Bring this completed handout with you to the next class.

PART ONE: Write your own definition of ‘prayer’. What is our part, and what is God’s part?

PART TWO: If you pray, describe your favorite way(s) to pray.

If not, why not?

PART THREE: Be prepared to share this assignment during your

next class.

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HSLG LESSON FIVE—HOW TO SUFFER WELL

Part 1: How to Suffer Well-Prayer (PowerPoint 10)

LESSON PLAN

Expected Outcome: In this lesson, students will: review the essential things to remember before thinking about

suffering; learn spontaneous prayers that can bring help in difficult moments; and reflect on and apply their learning

to their lives.

LESSON OUTLINE

Opening Prayer: Begin class with a prayer, such as: Lord Jesus, we have learned many ways to pray, but still we want

to pray better. May we come to understand the true simplicity of prayer and the beauty that having a conversation

with you can be. Amen.

Homework Assignment Review: Share your answers to the What is Prayer? assignment.

If time permits, show Supplemental Video One: What is Prayer? to introduce the topic to your class (a link to this

video, https://www.youtube.com/watch?v=6LG_3pX88fM, is also found in the PowerPoint).

Homework Assignment Review (continued): Have your class (as a whole) share their answers to these questions:

1. What do you think about the video, ‘What is Prayer’?

2. Do your assignment reflections agree or disagree with it? If they disagree in any way; how, and why?

View the Video—Episode Three: Part 1 (distribute the Video Comprehension Questions handout prior to viewing).

Review the Video Comprehension Questions with your class (questions and answers are found in the PowerPoint):

1. What are the four steps to suffering well that Fr. Spitzer presented? a) Remembering essential points about

God and suffering; b) Using spontaneous prayer as a conduit of grace; c) Developing useful natural

principles and virtues, and d) Learning to follow the inspiration of the Holy Spirit.

2. Who is God according to Jesus? He is the father of the prodigal son, with unconditional compassion,

patience, affection, and mercy for us, his children.

3. What do we need to do if this is not our understanding of God? Let go of our misconceptions and come back

to Abba—Jesus’ revelation of who God is. 4. What view of suffering is incompatible with Jesus’ revelation of God? That God causes suffering directly as

retribution (punishment) for sin.

5. What view of suffering is compatible with Jesus’ revelation of God? God allows suffering to occur through

human beings (by creating us in his own image—with freedom), and through nature (by creating an

imperfect world) because he wants us to pursue virtue, work for a better world, and participate with him

in building the Kingdom of God.

6. What does God want us to use our freedom for? To self-define our identities out of love.

7. Why is it necessary for God to allow suffering? There are some things we can learn, and some ways we can

change, only through suffering.

8. Does God, then, want us to suffer? No! But, as a loving Father, he shared it with us and wants us to ask that

it be alleviated. Jesus asked the Father for this very thing in his prayer at Gethsemane.

9. What can suffering accomplish that nothing else can? The best chance of our being the loving and

compassionate people God wants us to be in this world, and having eternal salvation and union with him

in the next.

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10. What are spontaneous prayers and how do they help us? They are short prayers, easy to remember and

easily repeated, that when repeated with trust, are not only calming during times of suffering, but also

excellent conduits of grace. They help us get into a very productive mode of prayer quickly.

11. What are some of the best and most common spontaneous prayers, and how can we benefit from them? a)

“Help!” This is to the point, and not beneath using to approach our loving Father; b) The Hail Mary. We can

benefit immediately from Mary’s intercessory prayers to the Father; c) “Lord, snatch victory from the jaws of defeat.” When defeat seems immanent, beg God for victory over it; d) “I give up Lord; you take care of it.” Give all your worries, concerns and problems to God for him to deal with. This allows you to more fully

trust in God; e) “Lord, make optimal good and salvation come out of this suffering.” Trust that God only wants good. This prayer helps us accept God’s will and “offer it up” no matter the situation; f) “Lord, make optimal good come out of whatever harm I might have caused.” As we pray this, the Holy Spirit works in those we have harmed, and us as well; g) Lord, push back the foreboding.” When we feel there’s evil and

darkness coming upon us, we can say this prayer and push back at the same time; i) “Lord, forgive my

sins”, or the prayer of the tax-collector, “Have mercy on me, O Lord, for I am a sinful man” (of whom Jesus said he went home justified) followed by, “I accept your forgiveness, Lord.”; j) “Thy loving will be done.” We need to remind ourselves that God’s will is ultimately loving, so that we can accept his will no matter what. St. Ignatius’ prayer, “Take, Lord, Receive” is an extended example of this. This is especially useful

during times of anger and temptation.

If time permits, show Supplemental Video Two: Take, Lord, Receive to reinforce the topic with your class (a link to

this video, https://www.youtube.com/watch?v=Pfxzb72fV3E, is also found in the PowerPoint).

Reflection and Discussion Questions: If your students have the accompanying workbook, please have them turn to

pg. 72. If not, please make copies from the supplemental materials section of this manual. Give small groups time to

discuss the questions you choose, based on time and the particular students you have, and then have them share

their thoughts with the entire class.

Distribute and review the HAPPINESS Lesson Four Assignment handout, TAKE IT HOME—What is Virtue?, in

preparation for lesson five, part 2 (this is referenced to but not included in the PowerPoint).

Closing Prayer: End class with a prayer, such as: Lord, we have come to understand that you allow pain and suffering

in our lives because there are even greater things that you want for us. Help us to accept the trials of our lives as part

of your love for us. Amen.

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TEACHING Resources for HSLG LESSON FIVE, Part 1 (How to Suffer Well-Prayer), pg. 2

Suggested use of the IN-CLASS MATERIALS based on class length:

ACTIVITIES (roughly in lesson order) Estimated Time 60 minutes 90 minutes 120 minutes (or two 60 mins.)

Opening and Closing Prayers (in PP) 2 minutes Yes Yes Yes

Homework Assignment Review (in PP) 5 minutes No No Yes

Supplemental Video One (in PP) 5 minutes No Yes Yes

Homework Assignment Review (in PP) 5 minutes No No Yes

Lesson Video (DVD or Vimeo on Demand) 40 minutes Yes Yes Yes

Video Comprehension Questions (in PP, HO) 20 minutes Yes Yes Yes

Supplemental Video Two (in PP) 5 minutes No No Yes

*Reflection/Discussion Questions (HO) 25 minutes No Yes Yes

Assign Homework (in PP, HO) 3 minutes Yes Yes Yes

PP = PowerPoint, HO = Handout, *This can be found in the Supplemental Materials section of this manual and in

HAPPINESS, SUFFERING, AND THE LOVE OF GOD—The Workbook, pg. 72.

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson Five—Part 1: How to Suffer Well-Prayer

VIDEO COMPREHENSION QUESTIONS

1. What are the four steps to suffering well that Fr. Spitzer presented?

a)

b)

c)

d)

2. Who is God according to Jesus?

3. What do we need to do if this is not our understanding of God?

4. What view of suffering is incompatible with Jesus’ revelation of God?

5. What view of suffering is compatible with Jesus’ revelation of God?

6. What does God want us to use our freedom for?

7. Why is it necessary for God to allow suffering?

8. Does God, then, want us to suffer?

9. What can suffering accomplish that nothing else can?

10. What are spontaneous prayers and how do they help us?

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HSLG LESSON FIVE, Part 1: (How to Suffer Well-Prayer) Video Comprehension Questions, pg. 2

11. What are some of the best and most common spontaneous prayers, and how can we benefit from them?

a)

b)

c)

d)

e)

f)

g)

i)

j)

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson Five--Part 1: The Love of God

TAKE IT HOME: What is Virtue?

Instructions: Bring this completed handout with you to the next class.

PART ONE: How do you define ‘virtue’? What does ‘virtuous living’ mean to you?

PART TWO: Go to: http://www.vatican.va/archive/ccc_css/archive/catechism/p3s1c1a7.htm,

And answer the following question based on this site, but in your own words:

WHAT IS A “VIRTUE”?

PART THREE: Read about the Cardinal and Theological Virtues, and write a brief

description of each (in your own words):

THE CARDINAL (Natural) VIRTUES PRUDENCE:

JUSTICE:

FORTITUDE:

TEMPERANCE:

THE THEOLOGICAL (Supernatural) VIRTUES FAITH:

HOPE:

CHARITY:

PART FOUR: Be prepared to share this assignment during your next class.

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HSLG LESSON FIVE—HOW TO SUFFER WELL

Part 2: How to Suffer Well-Virtue (PowerPoint 11)

LESSON PLAN

Expected Outcome: In this lesson, students will: examine natural virtues and principles that come in handy in times

of suffering; learn how precisely to follow the Holy Spirit through suffering into the best path; and reflect on and

apply their learning to their lives.

LESSON OUTLINE

Opening Prayer: Begin class with a prayer, such as: Lord Jesus, we thank you that you have given us many natural

traits that, when infused with faith and the experience of your love, can make a profound difference in this world and

beyond. Amen.

If time permits, show Supplemental Video One: Gladiator—Virtues scene to introduce the topic to your class (a link

to this video, https://www.youtube.com/watch?v=EHqG8mPXnjA, is also found in the PowerPoint).

Homework Assignment Review: Have your class (as a whole) share their answers to these questions:

1. What do you think about the video, ‘Gladiator—Virtues scene’?

2. Do your reflections agree or disagree with it? If they disagree in any way, how, and why?

View the Video—Episode Three: Part 1 (distribute the Video Comprehension Questions handout prior to viewing).

Review the Video Comprehension Questions with your class (questions and answers are found in the PowerPoint):

1. What does God want us to do with our natural virtues (such as compassion, prudence, and fortitude)? He

wants us to develop and use them, along with our suffering, to define our identity, now and for

eternity.

2. Which natural virtues are developed through suffering? a) Compassion is an appropriate response to the

humility learned from suffering; b) Prudence means knowing the appropriate response to take,

especially in suffering, because it’s important to remain rational (rather than overly emotional) and reflect on contingencies for the situation; c) Fortitude involves having courage to persevere through

challenges prudently and with compassion. This is the very basis of commitment. Built on prayer and

reason, it helps us remain calm and focused when suffering.

3. What do we discover, over time, as we practice the virtues? We get better at them, to the point that we

define ourselves by them.

4. Why should we seek and take the advice of good friends when we are trying to develop virtue in our

lives? God works through others, and those who know us best will see things we can’t. Without their advice, we lessen the growth that could occur through suffering.

5. How did Fr. Spitzer describe ‘faith’? Faith is belief and trust that when one door slams, the Holy Spirit

will open another immediately. Trying to control events or situations is, in effect, telling God what to

do, and stifles our faith.

6. How can we live out our faith? We need to remain aware of these openings because the Holy Spirit is

guiding and leading us to them. They may surprise us, we may never have thought of them before, and

we may not want to enter them.

7. How can you tell when the Holy Spirit is prompting you to enter into an opened door? When a door

opens, sense whether or not you feel fascinated by it, or a desire for it, or if it energizes you. That is

usually an indication of the Spirit’s guiding you.

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TEACHING Resources for HSLG LESSON FIVE, Part 1 (How to Suffer Well-Virtue), pg. 2

8. What should you do if you sense that the Holy Spirit may be moving you in a new or different direction?

Start testing it out with discernment and see how it goes. Ask, “Is it leading me to an increase in trust in God, hope of salvation, and love? If it is from the Holy Spirit, we will answer “yes” to all of these questions.

9. Why is it important to listen to people of strong and similar faith as a part of your discernment? The

same Holy Spirit will be at work in them, confirming his work in you.

10. What is the best way to take advantage of suffering, according to Jesus Christ? Following these four

steps: a) Remembering essential points about God and suffering; b) Using spontaneous prayer as a

conduit of grace; c) Developing useful natural virtues; and d) Learning to follow the inspiration of the

Holy Spirit.

11.

If time permits, show Supplemental Video Two: Pope John Paul II and Suffering to reinforce the topic with your class

(a link to this video, https://www.youtube.com/watch?edit=vd&v=B_slxhMo4Co, is also found in the PowerPoint).

Reflection and Discussion Questions: If your students have the accompanying workbook, please have them turn to

pp. 72. If not, please make copies from the supplemental materials section of this manual. Give small groups time to

discuss the questions you choose, based on time and the particular students you have, and then have them share

their thoughts with the entire class.

Closing Prayer: End class with a prayer, such as: Lord, in our search for happiness, help us to always remember your

unconditional love so that we will accept the suffering that comes to us, strive to make a greater difference in this

world, and be with you for all eternity. Amen.

Suggested use of the IN-CLASS MATERIALS based on class length:

ACTIVITIES (roughly in lesson order) Estimated Time 50 minutes 75 minutes 100 minutes (or two 50 mins.)

Opening and Closing Prayers (in PP) 2 minutes Yes Yes Yes

Supplemental Video One (in PP) 5 minutes No Yes Yes

Homework Assignment Review (in PP) 10 minutes No No Yes

Lesson Video (DVD or Vimeo on Demand) 35 minutes Yes Yes Yes

Video Comprehension Questions (in PP, HO) 15 minutes Yes Yes Yes

Supplemental Video Two (in PP) 5 minutes No No Yes

*Reflection/Discussion Questions (HO) 25 minutes No Yes Yes

Concluding Remarks 3 minutes Yes Yes Yes

PP = PowerPoint, HO = Handout, *This can be found in the Supplemental Materials section of this manual and in

HAPPINESS, SUFFERING, AND THE LOVE OF GOD—The Workbook, pg. 72.

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Name______________________________________________ Period_____________ Date___________________

HSLG: Lesson Five—Part 1: How to Suffer Well-Prayer

VIDEO COMPREHENSION QUESTIONS

1. What does God want us to do with our natural virtues (such as compassion, prudence, and fortitude)?

2. Which natural virtues are developed through suffering?

a)

b)

c)

3. What do we discover, over time, as we practice the virtues?

4. Why should we seek and take the advice of good friends when we are trying to develop virtue in our

lives?

5. How did Fr. Spitzer describe ‘faith’?

6. How can we live out our faith?

7. How can you tell when the Holy Spirit is prompting you to enter into an opened door?

8. What should you do if you sense that the Holy Spirit may be moving you in a new or different direction?

9. Why is it important to listen to people of strong and similar faith as a part of your discernment?

10. What is the best way to take advantage of suffering, according to Jesus Christ?

a)

b)

c)

d)

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Supplementary

Materials

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