St. Catherine Miraculous Medal Unit Study Grades Middle-Junior High Overview This unit was originally designed to be used during the month of May to increase devotion to the Blessed Mother while at the same time introducing students to life and the history of the early 1800s.Thestudy is geared toward students ages 8 and up. Topics for older children can be located in the World Book Encyclopedia Research Guide Index (Vol 22) under related topics in the Reading and Study Guide section (for example several research ideas are given under the heading of Bacteria, which will be studied on a simple level in this unit. All subjects were not included in this unit. In addition this unit also explores the following ideas listed under the appropriate heading: GEOGRAPHY France (main cities and bodies of water), continent review, locating places using longitude and latitude, map distance, climate, animal life, culture. HISTORY Introduction to French Revolution and Franco-Prussian War. SCIENCE Metals and mining, contagious disease, cell formation and division, Louis Pasteur. ENGLISH: Narration, spelling, vocabulary, composition, poetry. ART APPRECIATION: Images of the BVM in art, introduction to an artist of that time period (Degas). RELIGION Prophetic dreams in bible, supernatural grace, angels, Immaculate Conception, vocations and religious vows, seal of confessional, humility, sacrifice, Sacraments. MUSIC Listen to Chopin (lived and composed in France 1829 on) or Brahms (born 3 years after first appreciation). ART Paper Mache', molds and casting, sketching and painting. BOOKS NEEDED "The Miraculous Medal" by Mary Fabian Windeatt (available through TAN publishers) RELIGION: "Leading the Little Ones to Mary" (for under age 8), Catechism, Bible, other sources. GEOGRAPHY: Books on France eg., "France" by Blackwood (call no. qJ944.Blac) Videos and cassette tapes on France or French songs Books on French Revolution eg., "The French Revolution" by Mulvihill (qJ944.04) LIFESTYLE: Books on daily life during the 1800's SCIENCE: Books on Cells (bacteria) eg "Through the Microscope:Atoms and Cells" by Bender; Books on Metal eg., "Visual Science Metals" by Kerrod (qJ660.Kerr) Information on Louis Pasteur eg., "Great men of Science" by Wilson ART APPRECIATION: Religious Art books (oversize) with pictures of BVM around q750 in adult section; Children's bio. of Degas eg., "A Weekend with Degas" by Skira-Venturi (qJ759.4) MATERIALS NEEDED: +World Atlas +tracing paper, tissue or other thin paper +old holy cards or Christmas cards with pictures of the BVM +sketch paper and pencils, doilies, glitter, glue, paper plates, paints, playdough (for making simple molds, candles (for dripping wax to make casts in the molds) +Miraculous Medals for each child GENERAL INSTRUCTIONS If used in the homeschool, an adult or older child should read one or two chapters out loud each day. After each reading a child should be called on to narrate back a part or all of the chapter. The use of NARRATION (asking the child to tell you the story) improves listening skills, memory for detail and organizational abilities. At first children will have a difficult time narrating back a story, but with practice they will be able to narrate long passages often showing that they have picked up the authors style by using expressions and vocabulary from the book. Young children can be asked to narrate back after hearing a single paragraph, older children can be asked to narrate back longer sections. It is also helpful with older children to provide a list of 4 or 5 key terms (such as names of people, cities, dates) which the child is expected to incorporate into the narration. It is best to do the critical thinking sections after each chapter (following narration), however, the other subject activities can be done at any time. They are presented as the correlate with the chapters for ease of use, but subjects can be omitted, added to or done out of order at the teachers discretion. This unit could be started on Sunday night with a reading of the first two chapters and the activities to follow the next day. If this approach is taken much of the material could be covered within a week using the unit only in the afternoons. As with most unit studies this one can be done quickly and superficially or over a long period of time with great depth. The subject activities are suggestions which should be added to if the child is interested in a particular area. Language Arts Children should keep a running list of VOCABULARY words encountered in the story that they are unable to define. These words can be used for alphabetizing practice and practice in using the dictionary to look up definitions. A running SPELLING list should be maintained also with words the child misspells. Each child should have a hard cover composition notebook to use with this series of units. The hard cover notebooks are not as easily torn and make a better finished product. In this notebook children will keep a running list of vocabulary and spelling words, compositions, artwork and factual information. Lower elementary (LE) children may write a sentence or two describing how they felt after hearing the chapter read. It is good to provide these children with a list of adjectives (such as happy, excited) and to explain what an adjective is to those children who are unfamiliar. Upper elementary(UE) children should write a short paragraph each day describing their reaction to the chapter reading. Critical Thinking Through discussions with the teacher, students will learn to recognize techniques used to create interesting character motivation, conflict, relationships and situations. This section also encourage reflective thinking about literature. A series of discussion questions are presented to be used as a guide to encourage children to consider the text on a deeper level. Information that is surrounded by * are comments and suggestions to the teacher. Before beginning Unit 1) Several days before beginning the unit ask leading questions to interest the children, such as-are there germs in the air? has anyone ever seen an angel? did anyone see angels before Jesus was born? do dreams ever come true? why do wars happen? how are medals made? etc. 1) For science-have children fill 2 mugs 3/4 of the way with milk. Before they go to bed one mug should be marked and cooked in the microwave on high for 1 minute (or boiled). This should be repeated overnight. The children will observe that the milk which is cooked does not sour (this will be discussed in terms of cell division and Pasteur's research). The milk will smell so you may want to find an out of the way place to keep it. Children should also place 2 T flour in a jar full of 1/2 C water. Have them note what the mixture looks like after it is stirred, then leave jar, uncovered, in an out of the way place. 2) For art-The project of making a paper mache' map on a plate (plate is temporary holder) should be started 2 or 3 days early as it takes awhile to dry. Cover a plate with Vaseline then lay strips of newspaper cut about 1" by 2" across plate, overlapping and with all strips going in same direction. Spread either flour paste or wallpaper paste over strips and repeat with a second layer going in opposite direction. Allow to dry. Continue until there are eight layers, allowing paper to dry every two layers to avoid mold. Tear newspaper into small pieces (about 1/2") until they fill a 2 cup measure. Pour very hot water onto the newspaper and leave for several hours until cooled. Knead newspaper until it becomes pulp like, then squeeze out extra water. Add a large spoonful of glue and a large spoonful of wallpaper paste or flour paste (3 cups water to 1 cup flour, whisk, bring to a boil and cool) to the pulp and knead. Store in fridge. Suggested outline by chapter CHAPTER 1 CRITICAL THINKING (Conflict: Person against self) Through discussion the student will become aware of St. Catherine's internal conflict. Discussion 1. How do you think that Sr. Laboure felt when she saw the angel? Was she afraid to got to the chapel with the angel? Why? Did she go with the angel? Why was this all right if her rule prohibited it? When would it be all right for you to go against a rule? Discuss society verse God's rules. Discussion 2. What doubts does Sr. Laboure have when she sees the Blessed Mother? Why does she have these doubts? Do you think many people have visions? Do you know how people can tell if a vision is from God or the devil? Discuss holy water and the power of the Holy name of Jesus, why the devil would desire to create visions (to induce pride.) GEOGRAPHY Children should make an outline drawing of France This is most easily done using tracing paper or thin computer paper and pencil. Turn the paper so that the tracing is facing a stiff piece of paper. Rub along the back of the pencil tracing thereby transferring the tracing onto the stiff paper. Cut out the map and use this to trace maps for each child. A puzzle can be made from the original shape for young children. Alternatively outline maps can be purchased to use. A similar tracing should be made of Europe. 1) Locate France in the atlas. 2) Trace the boundaries of Europe and France and cut out the maps to add to your notebook. 3) Record in your notebook the countries that border France. 4) What is the climate in France? (use climate zone chart at end of unit) RELIGION Review angels in the bible (a few good sources: Gen 15:13, 16:7,Jud 13:9; Ps34:7, Ps8:5, Zech 2:1 (appears as human),Mark 12:25, Heb 2:6-7, 2Pet 2:11, Rev 18:1 many others) and the Catholic view of angels. Learn "Guardian Angel" or "St. Michael" prayer if unknown. CHAPTER 2 CRITICAL THINKING (Conflict: Person against person) Through discussion the student will develop and understanding of the elements of misunderstanding which are central to this story. Discussion. How does Fr. Aladel react when Sr. Laboure ells him of her vision? Does the priest have a responsibility to be doubtful of Sr.'s claims? (yes as the devil can produce visions also which can lead to spiritual pride). How does Sr. Laboure respond to the conflict? Why does she react this way . Discuss humility and obedience in the spiritual life. Is Sr.'s response to the conflict pleasing to God? How would you react if someone didn't believe you when you told the truth? Has this ever happened to you? COMPOSITION Discuss or write about one problem in the story comparing the Catholic and the worldly solution to the problem. HISTORY The lifestyle of those living in the 1830s should be examined through the reading of one of the suggested books or internet source. Children should follow this activity up by doing one of the following activities: 1) Attempt to use a cleaning or cooking method that was used in the early 1800's. 2) Listen to a tape of people speaking French. 3) Discuss how day to day problems were dealt with in the 1800's. Consider the following: how doctors were trained, how doctors were contacted during illness, what jobs were the most desirable, what clothing was worn by the people, etc. ART 1)Trace an outline map of Europe onto the mache' plate. Take small pieces of mache' pulp, roll into firm balls then flatten slightly and press inside the borders of Europe making a relief map. Mountains and rivers can be emphasized using a toothpick to move the pulp. Continue until the continent if formed. Allow to dry for several days. Directions continue at Chapter 15. CHAPTER 3 CRITICAL THINKING (Vivid imagery) Through discussion the student will develop and awareness of how words are used to create mental images. Discussion 1. Do you think Sr. Laboure wanted to see the Blessed Virgin Mary again? What words does the author use to let you know how St. Catherine felt when she saw the BVM? ("her heart gave a leap", "gazed in ecstasy at the sight" and "heedless of the other Sisters around her." ) Listen to the description of the BVM given in the book again and make a picture of her in your mind. Was her dress soft or stiff? What color was it ? Discuss adjectives such as "flowing" and words such as "radiant" and "shimmering" as not commonly used and therefore good for describing the supernatural. How did the BVM show she loved the world? ("golden ball pressed lovingly to her heart") Ask child to describe something in the room using vivid imagery. ART LE-Young children can cut pictures of the BVM out of an old Christmas card, attach it to a doily and sprinkle glitter on the doily or glue a piece of bright wrapping paper behind the doily go give the picture a shimmering effect. ME-Using fabric scraps and glitter make a picture of the BVM as St. Catherine described her. UE-Sketch a picture of the BVM based on the description of St. Catherine. RELIGION Read and discuss the Immaculate Conception. Look at two different pictures (from different time periods if possible ) of the Annunciation. Make sure child understands that the Annunciation and the Immaculate Conception are different. What do they like best about each picture. Discuss the facial expressions of those in the picture and their body size. At this point the child is making their own observation and will learn about symbolism later. CHAPTER 4 CRITICAL THINKING (Conflict: person/person) Discussion 1. What do you think about the change in Fr. Aladel's view of St. Catherine's visions? What made him change his mind? Do you think the Archbishop will be antagonistic. GEOGRAPHY Locate Enghien in Atlas. Measure distance from Paris to Enghien. What is an equal distance away from your house? Calculate how long it would take to walk, ride a horse and drive this far. CHAPTER 5 CRITICAL THINKING (character strength) Discussion 1. Could a conflict have developed when Fr. Aladel refused to reveal Sr. Laboure's name to the Archbishop? Why doesn't Fr. Aladel reveal her name? Does Father come up with a solution as to how the medal can be made without having the artist meet Sr. Laboure's name? How do you feel about Fr. Aladel now? Why is Fr. Aladel more "likable" to us now then before when he doubted her visions . RELIGION Discuss vocations in general and religious vocations in particular, discernment, and religious vows. CHAPTER 6 HISTORY Begin reading about the French revolution. LE children should learn what war is, ME children should learn the basics of revolutions and a few details about the French revolution, UE students should learn details about the French revolution and the effect it had on Catholicism. This information is available in "Christ the King, Lord of History" published by TAN, and in other world history books. RELIGION Discuss the church's and biblical views on war and Jesus' view on conflict (1 Chr 22:8, Matt26:51) and obedience to secular law ( Matt 17:24-26; 22:17-21; Rom 13:1-7, 1 Pet 2:13-17).