COR SCHEDULE FOR THE 2005-06 SCHOOL YEAR ......“Salmo 150” by Emani Aguiar to the joyful gospel...

COR (Catholic Schools Opposing Racism) is a network of Catholic secondary schools in the Archdiocese of Chicago collaborating to eradicate racism. We are committed to empowering adolescents with experiences that transcend the boundaries of personal, spatial and institutional racism and with the skills to embrace an inclusive world. Our Gospel mission calls us to encourage understanding and respect for all people and to provide learning opportunities that will inspire young people to put their faith into action.

The purpose of COR is to bring together the students and teachers of the Archdiocese of Chicago throughout the school year and, in the spirit of the Gospel, to transcend the boundaries of race and neighborhood. As well as providing diversity skills training, COR uses the arts to bring students together: over the years, students have addressed race and racism through the visual arts, music, storytelling and theater. Our web site records the programs of COR and provides a place for students to respond to racism.

COR was established in the Fall of 1997 in response to the need to build racial and cultural bridges among the over 22,000 students from the then 47 Catholic high schools in the Archdiocese of Chicago.

COR SCHEDULE FOR THE 2005-06 SCHOOL YEAR

THURSDAY, SEPTEMBER 29, 2005 4 - 7pm COR SUPPER at

Queen of Peace High School, Burbank, IL.

WEDNESDAY, JANUARY 18, 2006 7pm COR in

CONCERT at Old St. Patrick's Church, Chicago.

FRIDAY FEBRUARY 10, 2006 Archdiocesan-wide

observance of COR Commitment Day.

TUESDAY, FEBRUARY 28, 2006 4-7pm COR

Supper - location To be arranged.

MONDAY, MARCH 20, 2006 COR SUPPER: 4pm - 7pm

Queen of Peace High School Burbank, IL

COR SUPPER FOR STUDENTS Nation of Immigrants: Sharing Our Stories September 29, 2005

The first COR event of the year was held at Queen of Peace High School in Burbank, IL on Tuesday, September 29, 2005. The evening began with an opening prayer, led by Christie Billups and Cristina Ortega from Notre Dame High Schools for Girls, during which we sang “We Come to Tell Our Stories,” reminding us of the goal to share our stories of both being and welcoming the newcomer during the evening. We then heard from the presenters for the evening—Megan Carney and Zahra Baker—who explained the process and goal of storytelling and warmed up the crowd with song and storytelling exercises.

Then five student storytellers shared their stories of being the newcomer, of being the stranger. We heard from a student who lived for a year in Peru and struggled to find a way to fit in. Another student told of being adopted from Russia at the age of six and of being separated from her brother in the process. A student who moved here from Poland only two years ago shared her realization that home is in the people around you rather than a place. One student described the difficulty of making and keeping friends as she has transferred from high school to high school. Finally, a fifth student shared the struggle of integrating the Guatemalan and Mexican sides of her heritage into her own unique self.

These students’ sharing of their personal struggles and triumphs as immigrants of all types inspired the other students attending the evening to join their small groups with open hearts to tell their own stories and to listen to the stories of others. Students met in small groups of 5-8 students with an adult story collector. Every student shared a story of either being the newcomer or stranger or of being in the position to welcome the newcomer. All stories were taped and will be used to develop a play about immigration that will be performed at the COR Supper in February.

After their storytelling groups, students went to dinner together, during which they got to know one another better and created a statement in response to the prompt “What does God say to us about welcoming the stranger?” to share during the closing prayer service. Students returned to the chapel after dinner to participate in a closing prayer service, during which each group shared how they think God calls them to welcome the stranger.

The evening included students and faculty from 13 schools in the Archdiocese; there were over 125 participants.

The student organization COR (Catholic Schools Opposing Racism) is proud to announce Ailia Ali, a senior at Mount Assisi Academy, the winner of the 2006 COR Courage & Solidarity Award. COR recognizes Ailia Ali for her outstanding actions and witness to unity and hope among the student body of her school in the wake of the terror attacks of 9-11 and for her continued

sharing of her Muslim faith in a search for common understanding and unity. In her award application, Ailia wrote of her nervousness

when, as the lone Muslim at her school, she first spoke to her fellow students about her faith that seemed so “different” from the rest of the

student body:

“I walked up to the podium and began to talk, first about the Five Pillars of Islam, and then about Islamic culture. Slowly, my voice gained strength. The stares did not seem harsh, rather they seemed curious. They actually wanted to know who I was. Suddenly, the room exploded with questions as the girls wanted to know how it felt to be a Muslim after September 11, what truly was jihad, and were Muslims really terrorists? I was expecting these questions and answered them in a way that gave justice to my religion. A couple of days later, a senior walked up to me in the hallway and told me something that changed my life forever, “Thank you so much for telling me who you truly are. If it weren’t for you, I would never have understood your religion. You have changed the way I think about Muslims.”

The Courage & Solidarity Award is presented by COR to a high school student who has demonstrated courage and passion in bringing people together for the common good in their school community or neighborhood. The award will be presented to Ailia Ali during the Archdiocesan-wide COR in Concert at Old St. Patrick’s Church on January 18 at 7pm.

COR is in its 9th year and hosts programs and events that celebrate diversity and teach inclusive behaviors. COR serves the 40 high schools of the Archdiocese of Chicago and also reaches out to elementary schools with some of its programs.

For more information about COR and the

COR Courage & Solidarity Award contact Suzanne Wille, COR Coordinator,

at 708-458-7600, x205.

COR in Concert

Songs & Prayers of the Journey

COR Courage and Solidarity Award

Old St. Patrick’s | 700 W. Adams January 18, 2006 | 7:00 p.m.

Catholic Schools Opposing Racism hosted the sixth annual COR in Concert and the first presentation of the COR Courage & Solidarity Award at Old St. Patrick’s Church downtown on Wednesday, January 18, 2006.

Over 450 students from 14 high schools and two grammar schools in the Archdiocese and from Gimnasio Fontana School in Colombia celebrated by singing out against racism and for harmony at COR in Concert. The concert began with all of the students joining together to sing “Why We Sing” by Greg Gilpin and ended with all students singing “Go Make a Difference” by Steven Angrisano and Tom Tomaszek.

In between, schools sang everything from the sacred a capella sounds of “Salmo 150” by Emani Aguiar to the joyful gospel praise of “Brighter Day” by Kirk Franklin to the uplifting song written just for COR—“We Are Cor”—by Robin Edwards. In keeping with the 2005-2006 COR Theme of Journeys of Hope: Immigrant Stories, students sang in a variety of languages, such as English, Spanish, Latin and Hebrew. Each song was introduced by a Catholic grade school student who read a prayer he or she wrote for inclusion in the concert. To view all submitted prayers please visit our website (see www.racebridges.net/cor).

The evening began with a welcome by Patricia Nolan-Fitzgerald, principal of Queen of Peace High School and director of COR, and Suzanne Wille, COR Coordinator. Christie Billups offered the opening prayer. Midway through the concert the COR Courage & Solidarity Award was presented to Ailia Ali, a senior at Mt. Assisi Academy, for her efforts to work for unity after the attacks of 9-11 by sharing the truth of her Muslim faith with the students at her school.

High schools that performed in the concert: Carmel High School, De La Salle Institute, Fenwick High School, Gimnasio Fontana School, Guerin College Preparatory, Hales Franciscan High School, Maria High School, Marian Catholic High School, McAuley Liberal Arts High School, Mt. Assisi Academy, Nazareth Academy, St. Patrick High School, Queen of Peace High School, St. Scholastica Academy, and Seton Academy. Grammar schools that performed in the concert: St. Bernardine Grammar School and St. Gall Grammar School.

Students who prayed before the songs came from the following grade schools: St. Albert the Great, St. Alexander School, St. Benedict School, Bridgeport Catholic Academy, St. Daniel the Prophet, St. Francis Xavier, St. John Berchmans School, St. Philip Neri, Pope John XXIII School, and St. Symphorosa School.

COR is sponsored by Queen of Peace High School, a Sinsinawa Dominican-sponsored school for young women; the Sinsinawa Dominican Fund; Angels Studio, a communications ministry of the Chicago Province of the Society of the Divine Word; and the Augustine Stewardship Fund Trust of St. Norbert Abbey. COR is also endorsed by the Chicago Archdiocesan Office of Catholic Schools

http://www.racebridges.net/cor

20 WAYS TO HELP YOUR SCHOOL CELEBRATE COR COMMITMENT DAY

FRIDAY FEBRUARY 10, 2006

Catholic Schools Opposing Racism/COR invites all the elementary and high schools of the Archdiocese of Chicago to join together in prayer, activities, study and reflection on our shared mission to create a world of racial harmony.

This year, COR celebrates COR Commitment Day on Friday, February 10, 2006. COR invites you to consider using one or more of the following 20 activities at your school on or around February 10.

We hope that you will be inspired to observe Commitment Day 2006 with renewed energy this year. Please let us know what you did or are planning to do by emailing [email protected]

Please visit our COR site www.racebridges.net/cor and find out about the activities of this ninth year of COR as well as reviewing the archive of our eight year history.

20 WAYS CELEBRATE COMMITMENT DAY

1. PRAY IN SOLIDARITY WITH COR PRAYERS Consider downloading the prayers on this site for students, teachers, school boards, and all-school gatherings. Be creative and adapt the prayers to your own context and situation. You will especially enjoy the prayers written this year by our elementary school children.

2. COMMIT TO ATTENDING AN EVENT FOR RACIAL JUSTICE See our calendar for upcoming events.

3. WRITE A COMMITMENT PLEDGE TO RACIAL UNITY AT YOUR SCHOOL OR IN YOUR CLASS Read COR's Pledge on this site. Download the COR Pledge and use it as a model in creating your own school pledge against racial separation and injustice. In discussion, explore the interracial issues and challenges in your school community and in your adjoining neighborhoods. Create a process where all can contribute in a reflective, honest and prayerful way to write a Pledge Against Racism for your school. Have the completed pledge printed up in a large format. Share your pledge with us: email: [email protected]

4. START A HARMONY or ANTI-RACISM GROUP FOR STUDENTS and/or FACULTY IN YOUR SCHOOL COR seeks to present ideas and possibilities to teachers and students in the diverse Catholic high schools of the Chicago Archdiocese. Some high schools, like Nazareth, Notre Dame for Girls and Queen of Peace, have institutionalized in-house diversity groups like COR that seek to explore issues of race-relations within the school community and to promote inclusive behavior. Contact these schools for suggestions about how to get started with your group.

5. BEGIN A "BRIDGE-SCHOOL" ACTIVITY Much of our ignorance about race comes from having very little contact or experience with persons who are different from ourselves. Consider developing an ongoing "bridge-activity" with another school in Chicago or the suburbs that is quite different from your own particular school. Beyond athletic events, we seldom enjoy connections with communities different from ours. Participation in COR events provides this contact, but are there other activities that could bring us together? Consider inviting another school's choir or band to lead music at your next liturgy, or consider collaborating with another school in a joint service project. Share your bridge-building idea with COR!

mailto:[email protected]

http://www.racebridges.net/schools/2005_events/index.htm

http://www.racebridges.net/schools/2005_events/commitday_pdfmenu.htm

http://www.racebridges.net/schools/2005_events/COR_2005_Flyer.pdf

http://www.racebridges.net/cor/commit_day_pdfs/pledge.pdf




6. PRESENT an ART EXHIBIT Consider the underrepresented students and groups in your school. Seek to celebrate a particular group with paintings, videos, artifacts, or decorations from that particular culture. Have a special opening event for this exhibit and communicate the positive values and richness of the culture on display.

7. PLAN & CREATE A HERITAGE PHOTOGRAPHY EVENT Consider exploring the rich variety of ethnic identities and histories of your student body through the assembly of students' family photographs of great grandparents, grandparents and parents. Design the assignment around the theme of immigration to America and the journeys of previous generations. The family tree could also be a fruitful model for gathering photographs and the students' accounts of these images. Photographs could be copied and scanned and developed into an attractive display or presentation.

8. READ/PERFORM THE SHORT COR PLAY "MORE THAN YOU CAN SEE" IN YOUR OWN SCHOOL "More Than You Can See" is the name of the successful short play performed this year at our September 2004 COR Supper. It was written by writer/director Megan Carney who developed it from the real stories of students about race-relations and dealing with difference. It is only about 25 minutes long, but its impact endures. Contact COR for a copy.

9. DEVELOP AND CREATE A STORY GATHERING, STORY WRITING AND THEATER PERFORMANCE PROJECT ABOUT THE RACE ISSUES AT YOUR SCHOOL Theater is a powerful way of working together. It is even more powerful when the subject matter is drawn from the real-life stories about race and identity of students at your school. Consider a project that includes: (1) the gathering of stories about race and difference at your school (2) the writing of these stories into a theatrical piece (3) the discussion of the content of the script by the student actors as they rehearse and (4) the performance of the play at your school followed by facilitated discussion. Invite COR members to be your audience!

10. USE A PROFESSIONAL STORYTELLER FOR A SCHOOL ASSEMBLY FOCUSED ON THE MISSION OF RACIAL UNITY Stories can unlock hearts. COR has often used professional storytellers to promote thought, reflection, prayer and action about race and diversity. The stories told--personal, humorous, tragic and hopeful--evoke stories in the listener and can move participants towards commitment and action. Email: [email protected] for information about storytellers committed to racial justice who work well with student audiences.

11. USE THE PASTORAL LETTER ON RACISM "DWELL IN MY LOVE" BY CARDINAL FRANCIS GEORGE

AS A RICH SOURCE OF SHARED REFLECTION FOR YOUR FACULTY, BOARD AND STUDENTS

"We are called not only to a radical conversion of heart but a transformation of socially sinful structures as well."

This Pastoral calls schools in the Archdiocese to:

The Pastoral Letter is available through the Archdiocesan Office for Racial Justice at 312-751-8336.

Diversify faculties and search for administrators and teachers who will be role models, especially for students of color.

Use multicultural learning materials.

Offer educational events that deal with racial justice, not only with the principles of our faith, but with the history of our country. The

enslavement of African Americans, the wars against the Native peoples, and the struggle for equality before the law should be taught and analyzed in the light of faith.

http://www.racebridges.net/schools/2005_events/events_main.htm



12. CREATE A PLACE OF PRAYER FOR UNITY Establish a simple altar/shrine/table for unity in your school where prayers are placed by students for increased interracial understanding and peace. It could be very simple, like an easel with some symbols/images of peace and unity, or it could be a small table that contains images, a cross, saints and the COR Pledge. The Place of Prayer could be positioned in a hallway or entrance to remind students and staff of the daily call to harmony. A prayer service could dedicate this place on February 9, 2005, Ash Wednesday, the day before COR Commitment Day, with related Lenten themes for justice, peace and reconciliation.

13. INVITE A SPEAKER FROM THE WIDER WORLD Invite a speaker to your school who is from a completely different racial and ethnic background to encourage/challenge students and faculty to see the world from a different perspective. A panel of speakers could enrich the idea. Events in the world prompt us to consider a Muslim speaker and a theme that uncovers stereotypes of Muslims and Islam.

14. INTRODUCE SAINTS OF A DIFFERENT SHADE Create a special focus in your school on saints from non-European traditions revered in the universal Catholic Church. Look at the lives of these saints and what they have to say to our lives today. Include contemporary saints from around the world in your discussion.

15. LEARN ABOUT JUSTICE SEEKERS AND DOERS Create a special focus on the men and women who have fought and struggled for racial justice in the history of the United States and/or throughout global history. Use the rich resources of the social teachings of our Catholic Church for topic information.

16. CONDUCT AN ALL-SCHOOL INCLUSIVE PRAYER SERVICE Download COR's Inclusive Table Prayer Service from this site. Change and adapt this prayer to your own school needs.

17. PLAN A DAY-TRIP TO TWO MUSEUMS THAT REPRESENT TWO DISTINCT CULTURES IN YOUR AREA Develop and plan a day-trip for students to two cultural institutions that represent two cultures present in your school community. Focus these visits on the contributions of these groups and their part in the richness of American culture.

18. DEVELOP IMAGES Create a poster for COR Commitment Day with the themes of interracial understanding, peace and unity. You might include the COR Pledge in your display.

19. HOLD A MOSAIC BOOK/VIDEO FAIR In cooperation with your Library, seek to develop ideas for a special Book/Video Fair which highlights authors and subjects that focus on people of color and the American story from different perspectives.

20. USE YOUR SCHOOL COPY OF THE KALEIDOSCOPE CURRICULUM Find your shelf copy of the curriculum COR sent to all the Catholic schools of the Archdiocese of Chicago three years ago, written by Susan O'Halloran. This rich resource is being used by a number of schools as part of their regular curriculum. It contains many user-friendly activities to fuel discussions around insiders and outsiders, stereotypes, discrimination, etc. Contact COR if you can't locate your copy and need another.

Let us know how you used these ideas!


http://www.racebridges.net/cor/commit_day_pdfs/prayerservice.pdf


http://www.susanohalloran.com/PDF_documents/kaled_specsheet.pdf



Prayer for School Boards

Good and Gracious GodIngenious designer of the universe, painter of the seasonsCreative author of every sameness and differenceHoly accountant of the stars in the heavens and the sands in the seasInventor of stewardship

ALL Be with us as we dare to collaborate in your ministry call to good stewardship.As we struggle to exceed expectations and maintain quality, ignite in us a tire-less passion for our work together, which seeks to bring about your kingdom.

1 In your name we seek to create a community of inclusion, where all childrenare welcome and every difference is honored.

2 Inspire us to celebrate the giftedness of our children, our staff and oneanother, precisely because of our differences.

1 Help us to avoid making decisions that perpetuate racial, cultural or socio-eco-nomic advantage.

2 Enable us to make decisions that welcome diversity on our staff, among ourstudents and parents, and on our board.

ALL Bring us back, again and again, to the heart of our work: to provide just andgenerous wages to enable teachers to teach as Jesus, and to insure that allchildren have equitable access to God’s Word through excellent curricular andco-curricular programs.

1 May ours be a work of partnership, not politics.

2 May ours be a work aimed at the big-picture and the common good, not self-interest.

1 Help us to be mindful of the special needs of blended families, single-parentfamilies, estranged families, extended families struggling to make ends meet.

2 Give us ears to hear to the needs of hurting children, broken-hearted, bro-ken-spirited, hostile and self-loathing, defiant and despairing, alone andafraid. 1

Catholic Schools Opposing Racism, Suzanne Wille, COR Coordinator, [email protected], 708.458.7600, x205, www.racebridges.net/cor)

ALL Remind us that sameness is not always fairness.

1 Help us to balance the needs of the very young with the needs of the very oldremembering that school communities can be places of belonging for everyage.

2 Caution us against presumptions about experience or inexperience, tradition ornovelty. Guide us to be vigilant in managing our prejudices and preferences.

ALL Remind us that we all carry the baggage of our experience and fear.

1 Grant us, All-Knowing God, the wisdom to know when to affirm and when toconfront, when to wait and when to act, when to listen and when to speak.

2 And when we speak, give us voices for truth and integrity, voices that reflectyour goodness and forgiveness.

1 May ours be voices for the voiceless, for the alienated, for the underrepre-sented, for the unpopular.

2 May ours be voices that harmonize with the music of tongues and the color offaces not present at our table.

ALL May ours be a perspective inviting all to belong.

1 Make us steadfast to our commitment and unbiased in our responsibility tocare for the physical environment, for the human resources, and for the faithdevelopment of our community.

2 May our work be a consistent source of support for the administrative andinstructional women and men entrusted with the day to day formation of ouryouth.

ALL God bless the work of our hands and hearts and minds, of all those who camebefore and all who will come after. In Jesus’ name and the name of (schoolpatron) we end our prayer and we begin our meeting. AMEN.

PNFQueen of Peace High School

2


Prayers for Teachers

Good and Gracious God Teacher of all peoples, Planner of all divine lessons,

Walk with us as we navigate the difficult terrain of teaching and talking about racerelations and differences with our students.

Help us find the right words and actions to heal our students’ pain when faced withbeing outsiders and their indignation when wronged by others.

Aid us as we lead our students from easy analysis of the history of racism to acomplex and compassionate understanding of that which has divided your peoplefor too long.

Give us the courage to teach the truth, even when it is unpopular and uncomfort-able and bound to get us into some trouble.

Always lead us back to the best teacher of loving justice and clear-eyed compas-sion, your son, Jesus Christ, in whose name we pray . . . Amen.

ESWQueen of Peace High School

1

Prayers for Teachers

May the peace of Christ travel throughout our earthOur earth-the planet of lifeOur earth-full of one race-the human raceOur earth-with China, Tanzania, Sweden, Canada, Peru...Our earth-which houses nations of every shape, language, and way of life

May the peace of Christ stand in our nationOne nation-a people who have come from all four corners of the globe“One nation-under God”One nation-the United States of AmericaOne nation-which fosters communities of every shape, language and way of life

May the peace of Christ uphold our communitiesOur communities-in which we live and work, play and prayOur communities-thriving with people of vast differenceOur communities-like Rogers Park, Park Ridge, Hyde Park, Park Forest...Our communities-which house families of every shape, language and way of life

May the peace of Christ carry our familiesOur families-striving for loving relationshipsOur families-who might not be the “traditional” onesOur families-with mothers and fathers, sisters and brothers, aunts and uncles, grandmas andgrandpas, cousins and godparentsOur families-whose members have hearts of every shape, language and way of life

May the peace of Christ nourish our heartsOur hearts-yearning for harmonyOur hearts-that seek out and find others not like themOur hearts-loving, giving, acceptingOur hearts-that beat in people of every shape, language and way of life

With this peace of Christ, may we strive towards a world, a nation, a community, a family and aheart filled with harmony and unity.With this peace of Christ, may we strive towards a world, a nation,a community, a family and a heart filled with difference andacceptance.And with this peace of Christ, may we strive towards a world, anation, a community, a family and a heart filled with love. May westrive towards a love of neighbor, a love of ALL neighbors.

Sarah TardiffSt. Scholastica Academy

2


Prayers for Elementary School Students

Hands

Dear God, I picture you with large, but kind handsHands big enough to make a universe,But gentle enough to bring a lost lamb back into the foldHands capable enough to hold all the prayers of your suffering children,But not too big for me to hold on to

I picture you with brown hands, the smooth, cool color of earth — but Sometimes I see you with shivering white hands fresh from building a snow fortI like to paint you with yellow and red-striped hands, my two favorite colors!And when I imagine you with black hands, I long for my grandmother’s licorice jar,But I like your hands best when they match mine.

I like to think that you gave me hands exactly like yoursHands for shaping sand castles and tree housesInto shelters and schools and community centers where everyone lends a handAnd all hands are welcome

I like to think that you gave me hands like yours to juggle, To clap, to comfort, to high-five, and caressI expect that you gave me hands like yoursTo raise, to pledge, to prayTo cross my heart

I wonder if you think I’ve done OK with my hands, GodHave I used them to reach out or to keep an arm’s length?Have I used them to give or just take?Have I formed them into a fist when I could have offered a handshake?Have I used them to signal behind another’s back when I might have learned tosign ‘I love you’?Have I used them for finger pointing when they could be finger painting?Do I ready my hands to do your work, God, or do I refuse to get them dirty?

Give me steady hands, God,Like you used to grip the CrossAnd then unfolded For the nails that fastened you thereFor me

Help me make the work of my hands a blessingFor all your children.

PNFQueen of Peace High School

1


Children’s Prayer for PeaceDear Jesus, help us all to love one another. We want to be friends, to play with eachother, to hug each other, to go to each other’s houses. Help us not to be scared.Help the mean people to stop hurting others. Keep all people safe everywhere. Weknow you love all of us and want us to be nice to everyone everywhere. Help us all toget along.Amen.

Early Childhood studentsSt. Mary Star of the Sea School

Dear God,I would like everyone in the world to get along with each other.I would like all the wars to end.I would like people in the world to stop fighting.I hope that at recess everyone gets along.I hope that Jesus can help give the whole world peace.I hope for peace all around the world.I hope the poor people around the world find food.I hope for no more wars.I hope the whole world prays for peace.

Room 105-Grade 1St. Athanasius School

Dear Lord, Please let everyone who lives in your wonderful world find peace, livetogether in harmony and treat one another equally. Amen.

Marissa Jimenez-Grade 2Bridgeport Catholic Academy

Catholic Schools Opposing Racism, Suzanne Wille, COR Coordinator, [email protected], 708.458.7600, x205, www.racebridges.net/cor) 2



Thank you, Jesus, for peace and harmony, for giving us your life, andsetting us free. You knew we would need an example to show us peaceand love. We ask of you, Jesus, just one thing-peace and harmonyaround the world forever. Amen.

Michelle Kasper-Grade 3St. Florian School

Dear God . . . ...I don’t care what people look like-as long as they are nice....your people are pretty like the rainbow . . ....thank you for black, blue, green and brown eyes . . ....you are beautiful and everybody is beautiful . . .... thank you for people with different hair . . ....thank you for making people who are not the same . . ....thank you for all different color families . . ....thank you for all kinds of beautiful children . . .Amen

Kindergarten ClassSt. James School (Mango)

Oh, Lord of unity, help us to accept other people and their beliefs.Caring Lord, help us to care about Your people as much as You do.Oh, Lord of love, please forgive us when we are mean and nasty to people who are different from us.And Lord of unity, please help us to put an end to racism and other actions that lead us away from You.Amen

Jamie Brassea-Grade 5St. Joseph School, Homewood

3


Dear God, Please help us do the following:Evaporate the hate.Accumulate peace, love and friendship.Construct a world where violence is not used andEverybody holds hands and sings.

Phillip-Grade 5Frances Xavier Warde School

Dear God,Help us to see that we are all created in your image and likeness. Helpus to realize that the differences between us make us the special indi-viduals that we are. Help us to see past one’s different clothing, cus-toms and languages. Help us to seek universal peace here and in heav-en. Amen

Natalie Svajlenka-Grade 6St. Alexander School

Holy Father, We, the people of St. Richard School, ask that you helpus prevent racism among all races. Our parish will begin preventingracism by accepting others for who they are at heart. We will also tryto be good, and welcome all neighbors to our community. Amen.

Grade 6St. Richard School

Dear God,Give us the power to vanquish racism throughout the world forever andever.Give us the power to teach our children not to be racist or to hateother people because of their differences.Give us the power to come together and stop racism before racism candestroy everything we know and love.And, finally, thank you, God, for giving us the power to stop racism andbring out peace through the world, not just for us, but also for everyhuman being alive.Thanks to you, God, we can live our lives the way we are supposed toand that is without hate and racism in our world. I know that no mat-ter what happens, peace will overcome all evil in the world. Amen.

Cyril Mira-Grade 8St. Denis




Dear God,I ask for peace in the world this day. Please grant this now as Igrow and play. Amen.

Your Son,

Antonio Johnson-Grade 4St. Columbanus School

Dear God, People all around the world are probably trying to begood. With your guidance we all could be friends. Amen

Julianna Wians-Grade 4St. Cyprian School

Lord, Make me a person of peace and reverence so that I and allpeople can learn how to respect each other. It does not matter-our race or our skin color-but how we feel inside. Let us seethrough color and race and come to learn how wonderful peoplecan be if we give them a chance. Amen.

Luis Valdovinos-Grade 6St. Mary of Czestochowa

5


We are one people,under God’s blue sky.We are one race,the race of human beings.We are one mosaic,with many different pieces,all fitting together,perfectly.Yet some do not understand,that though we appear different,we belong together,in harmony.Some people think that if people look different than they do,it is a bad thing.But what would a mosaic be without different colored pieces?Without different shapes and sizes?It would be nothing, it would not be interesting.But with many colors, shapes, and sizes,it becomes beautiful,like us.Everyone is beautiful,no matter what their color of skin,no matter what their shape,or size,or belief.Becausewe are one people,under God’s blue sky.We are one race,the race of human beings.We are one mosaic,with many different pieces,all fitting together,perfectly.

Vanessa Micell-Grade 8St. Athanasius School




God help us to be good and help us to all be friends. Amen.

Andrew Knox-Grade 1St. John De La Salle Academy of Fine Arts

Dear Lord,The world says hate.You say love.The world says revenge.You say forgive.The world says destroy.You say create.

Help us listen to your Word.Amen.

Grades 7 & 8Resurrection Catholic Academy

...I pray everyday that our world will become a stranger to hate and anger and afriend to love and happiness. . . .

Ashley UrbanikSt. Louis de Montfort School

7


Dear God,You created us all in your image. Please, with the help of your Son, through theHoly Spirit, let us entrust the job of judging others to you, so we may take part inthe loving and caring of others without fear of discrimination which prevents usfrom embracing our brothers and sisters.

We ask this in the name of your son, Jesus.

Rory Quinn-Grade 8St. Edward School

Lord, help me to see what others do not,And help me not to look at what others dwell on.Thank you for making me different,But no less special, And help me to look past others’ differences.

Lyndi Senkpiel-Grade 8St. Daniel the Prophet School

My Lord,Teach us to live in peace. Teach us to love, how you love. Teach us how to be fairwith others. Teach us to walk in your footsteps. When you teach . . . we will teachothers.

Madeleine HaveySt. John of the Cross Parish School




I Find Justice

I find justicewithin the friendship of two peopleof different races.I find justicedespite the prejudice because ofbeliefs, and the amount of our paycheck.I find justiceinside the heart of a young child.I find justicebeside a newborn baby who’sinnocent and mild.I find justiceinstead of a society that saysmaterial things are success.I find justicethrough the good times and the bad.I find justicefrom the laughter and goodtimes I share with myfather and mother.I find justice beneath the silent sparkling stars.I find justicein this country despite allthe innocent people putbehind bars.

I find justice.

Arielle Contreras-Grade 6St. Pius V School

Dear Jesus,Let me offer this prayer to you, my father.Let me offer my heart to all the suffering people in this world.Let me offer my hand to anyone who falls or gets hurt.Let me offer my love to any people who have not treated me kind.Let me offer my words to people who have called me names.Let me offer my actions to show the way.Let me offer this prayer to show my love and bring peace to thisworld. Amen.

Connor Yanz - Grade 4Christ the King

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Lord,We pray here today, as a whole,that you will bless every man, woman and child with yourunconditional love.We pray that we may learn to love each other.We come here today with open hearts,hoping that you will fill our hearts with the many gifts of love,faith, harmony and peace.We long for peace on earth so that all brothers and sisters ofyour creationmay hold hands . . .We humbly pray that you will show us what we cannot see.We ask that you show us the way to solve our problems with-out violence.Our prayer is that you show us that you created us equallyand that no one, man or woman, is perfect.It is not our job to look down on others because of their visi-ble differences.Instead we should smile upon others for their inner beautythat you have blessed us with.Lord, let there be peace on earth, and let it begin with us,right here, right now.Lord, help us to change for the better and stand united inpeace and love.

Amen.

Crystal Idom-Grade 8St. John De La Salle Academy of Fine Arts


Oh, My God,I praise and thank you for all of the different people and ethnicbackgrounds they come from. Without these diversities, the worldwould not be what it is today. I am sorry from the bottom of myheart if I was ever ignorant or made fun of any ethnic backgroundsor if I ever used any racial slurs. I ask you for all of your forgive-ness and for your guidance. Please fulfill me with the power of theHoly Spirit to not show hatred toward anyone for their religion,race or creed. I ask this in the name of Jesus Christ. Amen.

Patrick Hughes - Grade 8St. Albert the Great

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The following prayer service is a model that has been adapted for the printedpage. We ask you to adapt and to be creative for your own needs and wor-shiping group.

ou might want to change further some of the wordings, symbols or ethnicgroups mentioned in the service to fit your students’ ages and the racial make-up of your community. Choose symbols that have meaning and are understoodby your praying participants. As you prepare your prayer service, please makesure that “the outsider” group is represented. The following prayer service ismeant as a model for you to use as is or to adapt.

The focal point in this prayer service is a simple, bare table at the center orfront of the worship area. The table may be covered with a tablecloth, thoughyou might want to consider using a tablecloth as one of the symbols that rep-resents an ethnic group and is carried into the worship space by a participat-ing student.

Song Leader rehearses the whole group through songs (suggested: “Go Make ADifference,” by Steve Angrisano and Tom Tomaszek, published by OregonCatholic Press and “All Are Welcome” by Marty Haugen,published by GIA Publications, Inc.)


A Prayer Service of the Inclusive Table

Is thereat

theROOM

Table?

1


A CALL TO PRAYER Leader #1:We come in prayer to give thanks and praise and to make a commitment to God andto each other that we will seek to move forward in the ministry and challenge oferadicating racism and creating a more inclusive school, church and world.

Leader #2:Before us is set a table. It is a symbolic table of our lives together and the com-mon work and ministry to which we are called. It is a reflection of our Eucharistictable, and it is a table where everyone is called to a place prepared for all. Let usseek in prayer the strength to make room for all God’s children.

Leader #1:Joining us today at our table will be (identify participants) who will bring to ourtable messages that show us there is room for all. We invite you to stand as wewelcome them and sing together from your song sheet our song of hope for aninclusive world – “All Are Welcome.”

The students enter singing the verses of “All Are Welcome.” They form a circlearound the congregation or they may form two clusters at the front on either sideof the table. Those who will set the inclusive table are at the back if there isroom for them to process, or they may position themselves near the microphones.

The singing ends.

Leader #2:Let us Pray:Almighty, ever-loving God, your care extends beyond the boundaries of race andnation to the hearts of all who live.May the walls, which prejudice raises between us, crumble beneath the shadow ofyour outstretched arms.We ask this through Christ our Lord. All: Amen

Selected students are symbol-bearers. Pre-chosen, each pair has astatement/offering. Each pair represents an ethnic/racial group. They move for-ward reverently to the microphone. One makes the statement while the other ele-vates the symbol with silent dignity. Both bearers move slowly towards the tableand place the symbol(s) on the table. They bow and move to form a semi-circlearound the back of the table.

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Soft instrumental music under.Leader #1:Please sing the refrain of our song “All Are Welcome” after each pair of studentscomes forward and has finished speaking. We ask God’s blessing and strength aswe seek to prepare a table that has room for all of us. I invite the first gift bear-ers to come forward now. (music accompanies)

Students enter carrying cloth representing Native Americans:We represent all Native American and indigenous people from this continent andaround Mother Earth. We bring the gift of woven cloth as a symbol of our ancientand creative artistry and culture. It is also a symbol of our historical willingnessto set the table of welcome for strangers in our land. In the past, even when weextended our hands in friendship and were turned away with the force of system-atic genocide, we continued to offer our gifts of spiritual wisdom, stewardship forthe earth, storytelling and peacemaking. But we also bring the pain of forced relo-cation, poverty and hopelessness. Is there room for us at your table?

ALL: YES!

Students carry the cloth to the table and spread it out reverently on the table.They bow and begin to form a semi-circle around the worship area.

ALL: Cantor leads sung response of the refrain from “All AreWelcome” as an affirmation from the whole group.

Students enter carrying a blessing cup to represent Arab Americans:We represent all Arab and Middle Eastern women, men and children who carry theburdens of hateful stereotypes and fear of terrorism. We bring the gift of ablessing cup as a symbol of our thirst for peace and justice through years of warand broken lives. We offer the gifts of our ancient stories and sacred traditionsfrom the Holy Lands of Abraham and Sarah. While Americans rally behind cries toretaliate and hunt down terrorists, we all hear stories of our children beingridiculed, our adults under suspicion. It may seem risky to sit down at the tablewith us. Is there room for us today?

ALL: YES!

Students carry the cup to the table and place it reverently on the table and bow.They join the semi-circle around the worship area.

ALL: Cantor leads sung response of the refrain from “All Are



Welcome” as an affirmation from the whole group.Students enter carrying a platter to represent White/European Americans:We represent the diversity of white/European Americans who bring the gifts ofChristianity and the courageous stories of immigrants. We bring the gift of richcultural traditions symbolized in this platter that we bring to share family-style atour inclusive table. We also bring the paradoxical reality of white privilege and thewillingness to risk everything for freedom. Will you continue to make room for usat this table?

ALL: YES!

Students carry the platter to the table and place it reverently on the table andbow. They join the semi-circle around the worship area.


Students carry a large, decorated candle to represent African Americans:We represent the richness of African-American peoples who bring the gifts ofmagnificent artistic expression and wisdom traditions passed down through vibrantfamily systems. We offer the stories of strong Churches, resilience, and thedream for civil rights symbolized in the light of this candle. Oppression and dis-crimination have failed to extinguish the warmth and radiance of our candle, butmore subtle forms of institutional racism continue to exclude us from this table.Is there yet room for us?

ALL: YES!

Students carry the candle to the table and place it reverently on the table andbow. They join the semi-circle around the worship area.


Students carry a basket to represent Asian Americans:We represent all Asian Americans who bring ancient gifts of science and healing,philosophy and art, preserved through a rich multi-generational family system. Webring a basket in which we place the gift of our traditions which ensure honor forour teachers and elders. We also bring our struggle for human rights and the painof dehumanizing stereotypes. Is there room for us at this table?

ALL: YES!

4

Students carry the basket to the table and place it reverently on the table andbow. They join the semi-circle around the worship area.


Students carry a candle representing Latino Americans:We represent Latinos and all Spanish-speaking peoples. We offer the gift of ourreverence for faith and family. The symbol of this candle represents the light ofour strong traditions that have endured the darkness of oppression and the disre-spect of being overlooked. We bring the struggles of migrant families and parentswilling to risk everything for their undocumented children who quickly learn to say,“I love you” in two languages. Is there room for us at this table?

ALL: YES!

Students carry the candle to the table and place it reverently on the table andbow. They join the semi-circle around the worship area.


Please add stories and symbols from your own school and neighborhoods.

Students carry a bowl of lapel ribbons:*We represent all people who are forgotten and who yearn for acceptance. Our giftis that of enduring hope symbolized in the spring green color of these ribbons thatwill be shared as a memento of our gathering today. Our challenge is to recognizethe dignity of all people regardless of race or culture, class or gender, ability ordisability. Is there room for all of God’s children at this table?*(These were made beforehand into lapel loops crossed with a straight pin, enoughfor all participants.)

ALL: YES!

Students carry the bowl to the table and place it reverently on the table and bow.They go and join the semi-circle around the worship area.




Leader #2:We celebrate the Inclusive Table.A table that is open to all.The table that has a place for all of our ethnic groups and races.The table for all our peoples, no matter how rich or poor.The table for those who are different from me. From you. From us.The table that has a place for all our neighborhoods.The table that has a place for all our parishes.The table that has a place for all our schools.The table for you and me.The table that has room for all of us.

Let us listen to the Word of God.

Leader #2: In today’s reading we are reminded of the call we all receive to be God’s disciples.If we are true disciples, as Cardinal George’s pastoral letter on racism “Dwell in MyLove” reminds us, we must dwell together in God’s love.

Reader:The Lord be with you.

This is a reading from the Gospel of John:If you dwell in me, and my words dwell in you, ask whatever you want and you shallhave it. This is how my Father is glorified; you are to bear fruit in plenty and sobe my disciples. As the Father has loved me, so I have loved you. Dwell in my love.If you heed my commands, you will dwell in my love, as I have heeded my Father’scommands and dwell in his love. (John 15:7-10)

The Word of the Lord.

All: Praise to you Lord Jesus Christ!

This part of the prayer service is meant for a creative faith expression or testi-mony that relates to the theme of the Inclusive Table. A dramatic reading or ashort essay/poem may be used. Prayers from your students or from the CORPrayer Booklet could also be appropriate. At the Conference on Racism, profes-sional storyteller Sue O’Halloran told excerpts from her story “Dividing Lines: TheEducation of a Chicago White Girl in 10 Rounds.” One follows here:

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I want to tell you a story. You know we gather around the table for many rea-sons and, sometimes, we need stories, we need each other, as much as we needfood. I want to tell you about how I first learned about race and how thatcan happen without a word being spoken.

This happened in 1955 - the first time I ever met someone of another “race.”The boy was black. I, of course, am identified as white. But we both woreDavy Crocket caps. It was a big deal back then - maybe how you felt when yougot your first Rainbow Brite doll or your first Transformer. The boy and Imet at a downtown State Street bus stop. Our mothers had gotten us toMarshall Field’s just in time for the first release of Davy Crocket raccoon skincaps.

I had just turned five. I assumed the boy was the same. We compared caps,showed each other our Jim Bowie rubber knives, chased each other, runningaround all the people standing or sitting at the bus stop bench. We even sangDavy’s song - “Killed him a ba’ar when he was only three. Davy, Davy Crocket,King of the Wild Frontier” - much to the amusement of the grownups. His buscame first and before either mother could see what was happening, I followedhim on. He reached back for me and I reached up the stairs to him. Just aswe touched, we flew away from each other. I felt my mother’s fingers digdeep into my arm as she yanked me into her body. She whispered, “We don’tgo his way.”

I strained to see my friend through the reflection in the glass. I said,“Maybe we’ll be in the same kindergarten class.”

“No! You won’t!” My mother chopped the words into my ear. Then added, “Helives . . .” she looked over both shoulders to the people behind us, “He lives ina ‘different’ neighborhood.” Still, her voice whispering in a tone I didn’tunderstand.

But the lesson transmitted all the same. He was different. For the firsttime, I saw the difference my mother’s way. And even more subtle, moredamaging, never spoken but transmitted through muscle to bone - We lived indifferent places and where we lived was better.

After creative expression, a period of silence.

Leader #1:In this silence, in our silence, let us pause and turn our hearts to the call to endracism in our household. As we conclude I ask you to stand. Inspired by the call togather at the inclusive table and the call to break the silence, uncover the truthand to live a new story, let us say together the student-written COR Pledge.


“

”

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Leader #2:And so we ask for the strength to build a kingdom of justice and equality, as wesay the prayer that Jesus gave us…

All: Our Father … Amen.

Leader #1:In a moment we will receive a blessing that will send us forth. I then ask you tojoin in the singing of our final hymn/song as our students distribute the green rib-bons as a symbol of hope and fresh beginnings as we recommit ourselves to thisimportant work in our community.

ALL: Amen


COR PledgeStarting today, I commit to educating myself and others about the many differences andcultures in our country and our world.

I vow to speak out openly against those who stereotype or discriminate against race or otherdifferences. I will not ignore racist or discriminatory comments, and I will not tell or laugh atinsensitive jokes.

I promise to assume the responsibility to identify and speak out about racist TV programs,advertisements and news broadcasts that stereotype or discriminate against differentraces or groups.

Not only will I oppose acts of racism and intolerance in all their forms,but I will also examine my own attitudes and behaviors so that I can bean example of harmony to others. In my struggle to be a person ofharmony, I know I will need to be a person of courage, a person of peace.

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Leader #2: Please join hands for the final blessing.

Loving God,We give thanks for your table of fellowshipThat binds us to each other and to you.It is here we find your promise ofWelcome for the strangerComfort for the widow and orphanFood for the hungryJustice for the poorFreedom to captives.

Live on in our hearts.Give us light and grace for the journeyUntil we all gather in your houseAt the one banquet table of never-ending feastWhere no one will be left outAnd all will have come home.We pray this through Christ our Lord.

All: Amen

Leader #1:Please join us in singing “Go, Make a Difference.”

As the congregation sings the last hymn/song, students distribute the green ribbons to all.

FFoorr iinnffoorrmmaattiioonn aabboouutt tthhee ccoommpplleettee ssttoorryy ““DDiivviiddiinngg LLiinneess”” bbyy SSuuee OO’’HHaalllloorraann,, ggoo ttoo wwwwww..rraacceebbrriiddggeess..nneett//ssuuee..


The following prayer service is a model that has been written for this web site. It is an adaptation of a prayer service used by a Chicago high school student organization called COR (Catholic Schools Opposing Racism) some years ago. We suggest that you further adapt this prayer service and be creative, making your changes for your own needs, setting and worshiping group. You might want to change further some of the wordings, symbols or ethnic groups mentioned in the prayer service to fit your students’ ages and the racial makeup of your community. Choose symbols that have meaning and are understood by your praying participants. As you prepare your prayer service, please make sure that “the outsider” group is represented. Involvement in the planning and creation of your prayer service can be an engaging activity and project for some of your students/organizations. The following prayer service is meant as a model for you to use as is or to adapt. The focal point in this prayer service is a simple, bare table at the center or front of the worship area. The table may be covered with a tablecloth, though you might want to consider using a tablecloth as one of the symbols that represents an ethnic group and is carried into the worship space by a participating student. Song Leader rehearses the whole group through songs (suggested: “Go Make A Difference,” by Steve Angrisano and Tom Tomaszek, published by Oregon Catholic Press and “All Are Welcome” by Marty Haugen, published by GIA Publications, Inc.) or songs/hymns of your choice. A CALL TO PRAYER Leader #1: We come in prayer to give thanks and praise and to make a commitment to God and to each other that we will seek to move forward in the ministry and challenge of eradicating racism and creating a more inclusive school, church and world. Leader #2: Before us is set a table. It is a symbolic table of our lives together and the common work and ministry to which we are called. It is a reflection of our Eucharistic table, and it is a table where everyone is called to a place prepared for all. Let us seek in prayer the strength to make room for all God’s children. Leader #1: Joining us today at our table will be (identify participants) who will bring to our table messages that show us there is room for all. We invite you to stand as we welcome them and sing together from your song sheet our song of hope for an inclusive world – “All Are Welcome.”

A Prayer Service ……….

Is There Room At The Table?: Prayers at the Inclusive Table

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Page 2 of 7

The students enter singing the verses of “All Are Welcome.” They form a circle around the congregation or they may form two clusters at the front on either side of the table. Those who will set the inclusive table are at the back if there is room for them to process, or they may position themselves near the microphones. The singing ends. Leader #2: Let us Pray : Almighty, ever-loving God, your care extends beyond the boundaries of race and nation to the hearts of all who live. May the walls, which prejudice raises between us, crumble beneath the shadow of your outstretched arms. We ask this through Christ our Lord. All: Amen Selected students are symbol-bearers. Pre-chosen, each pair has a statement/offering. Each pair represents an ethnic/racial group. They move forward reverently to the microphone. One makes the statement while the other elevates the symbol with silent dignity. Both bearers move slowly towards the table and place the symbol(s) on the table. They bow and move to form a semi-circle around the back of the table. Soft instrumental music under. Leader #1: Please sing the refrain of our song “All Are Welcome” after each pair of students comes forward and has finished speaking. We ask God’s blessing and strength as we seek to prepare a table that has room for all of us. I invite the first gift bearers to come forward now. (Music accompanies.) Student(s) enter carrying cloth representing Native Americans: We represent all Native American and indigenous people from this continent and around Mother Earth. We bring the gift of woven cloth as a symbol of our ancient and creative artistry and culture. It is also a symbol of our historical willingness to set the table of welcome for strangers in our land. In the past, even when we extended our hands in friendship and were turned away with the force of systematic genocide, we continue to offer our gifts of spiritual wisdom, stewardship for the earth, storytelling and peacemaking. But we also bring the pain of forced relocation, poverty and hopelessness. Is there room for us at your table? ALL: YES! Students carry the cloth to the table and spread it out reverently on the table. They bow and begin to form a semi-circle around the worship area. ALL: Cantor leads sung response of the refrain from “All Are Welcome” as an affirmation from the whole group. Students enter carrying a blessing cup to represent Arab Americans: We represent all Arab and Middle Eastern women, men and children who carry the burdens of hateful stereotypes and fear of terrorism. We bring the gift of a blessing cup as a symbol of our thirst for peace and justice through years of war and broken lives. We offer the gifts of our ancient stories and sacred traditions from the Holy Lands of Abraham and Sarah. While Americans rally behind cries to retaliate and hunt down terrorists, we all hear stories of our children being ridiculed, our adults under suspicion. It may seem risky to sit down at the table with us. Is there room for us today? ALL: YES!

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Students carry the cup to the table and place it reverently on the table and bow. They join the semi-circle around the worship area. ALL: Cantor leads sung response of the refrain from “All Are Welcome” as an affirmation from the whole group. Students enter carrying a platter to represent White/European Americans: We represent the diversity of white/European Americans who bring the gifts of Christianity and the courageous stories of immigrants. We bring the gift of rich cultural traditions symbolized in this platter that we bring to share family-style at our inclusive table. We also bring the paradoxical reality of white privilege and the willingness to risk everything for freedom. Will you continue to make room for us at this table? ALL: YES! Students carry the platter to the table and place it reverently on the table and bow. They join the semi-circle around the worship area. ALL: Cantor leads sung response of the refrain from “All Are Welcome” as an affirmation from the whole group. Students carry a large, decorated candle to represent African Americans: We represent the richness of African-American peoples who bring the gifts of magnificent artistic expression and wisdom traditions passed down through vibrant family systems. We offer the stories of strong Churches, resilience, and the dream for civil rights symbolized in the light of this candle. Oppression and discrimination have failed to extinguish the warmth and radiance of our candle, but more subtle forms of institutional racism continue to exclude us from this table. Is there yet room for us? ALL: YES! Students carry the candle to the table and place it reverently on the table and bow. They join the semi-circle around the worship area. ALL: Cantor leads sung response of the refrain from “All Are Welcome” as an affirmation from the whole group. Students carry a basket to represent Asian Americans: We represent all Asian Americans who bring ancient gifts of science and healing, philosophy and art, preserved through a rich multi-generational family system. We bring a basket in which we place the gift of our traditions which ensure honor for our teachers and elders. We also bring our struggle for human rights and the pain of dehumanizing stereotypes. Is there room for us at this table? ALL: YES! Students carry the basket to the table and place it reverently on the table and bow. They join the semi-circle around the worship area. ALL: Cantor leads sung response of the refrain from “All Are Welcome” as an affirmation from the whole group.

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Students carry a candle representing Latino Americans: We represent Latinos and all Spanish-speaking peoples. We offer the gift of our reverence for faith and family. The symbol of this candle represents the light of our strong traditions that have endured the darkness of oppression and the disrespect of being overlooked. We bring the struggles of migrant families and parents willing to risk everything for their undocumented children who quickly learn to say, “I love you” in two languages. Is there room for us at this table? ALL: YES! Students carry the candle to the table and place it reverently on the table and bow. They join the semi-circle around the worship area. ALL: Cantor leads sung response of the refrain from “All Are Welcome” as an affirmation from the whole group. Please add stories/affirmations and symbols from your own school and neighborhoods. Students carry a bowl of lapel ribbons:* We represent all people who are forgotten and who yearn for acceptance. Our gift is that of enduring hope symbolized in the spring green color of these ribbons that will be shared as a memento of our gathering today. Our challenge is to recognize the dignity of all people regardless of race or culture, class or gender, ability or disability. Is there room for all of God’s children at this table? *(These were made beforehand into lapel loops crossed with a straight pin, enough for all participants.) ALL: YES! Students carry the bowl to the table and place it reverently on the table and bow. They go and join the semi-circle around the worship area. ALL: Cantor leads sung response of the refrain from “All Are Welcome” as an affirmation from the whole group. Leader #1: We celebrate the Inclusive Table. A table that is open to all. The table that has a place for all of our ethnic groups and races. The table for all our peoples, no matter how rich or poor. The table for those who are different from me. From you. From us. The table that has a place for all our neighborhoods. The table that has a place for all our families and parishes. The table that has a place for all our schools. The table for you and me. The table that has room for all of us. Let us listen to the Word of God. Leader #2: In today’s reading we are reminded of the call we all receive to be God’s disciples. If we are true disciples, as Cardinal George’s pastoral letter on racism “Dwell in My Love” reminds us, we must dwell together in God’s love. Reader: The Lord be with you. All : And also with you.

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Reader: This is a reading from the Gospel of John: If you dwell in me, and my words dwell in you, ask whatever you want and you shall have it. This is how my Father is glorified; you are to bear fruit in plenty and so be my disciples. As the Father has loved me, so I have loved you. Dwell in my love. If you heed my commands, you will dwell in my love, as I have heeded my Father’s commands and dwell in his love. (John 15:7-10) The Word of the Lord. All: Praise to you Lord Jesus Christ! This part of the prayer service is meant for a creative faith expression or testimony that relates to the theme of the Inclusive Table. A dramatic reading or a short essay/poem may be used. E.g., Prayers from your students or from other sources that relate to our theme of inclusion and welcome. Below is an excerpt from Storyteller Susan O'Halloran's story "Dividing Lines : The Education of a Chicago White Girl in 10 Rounds.” (www.susanohalloran.com) (Powerful and personal stories or testimonies like this are the most effective in this setting.) “ I want to tell you a story. You know we gather around the table for many reasons and, sometimes, we need stories, we need each other, as much as we need food. I want to tell you about how I first learned about race and how that can happen without a word being spoken. This happened in 1955 - the first time I ever met someone of another “race.” The boy was black. I, of course, am identified as white. But we both wore Davy Crocket caps. It was a big deal back then - maybe how you felt when you got your first Rainbow Brite doll or your first Transformer. The boy and I met at a downtown State Street bus stop. Our mothers had gotten us to Marshall Field’s just in time for the first release of Davy Crocket raccoon skin caps. I had just turned five. I assumed the boy was the same. We compared caps, showed each other our Jim Bowie rubber knives, chased each other, running around all the people standing or sitting at the bus stop bench. We even sang Davy’s song - “Killed him a ba’ar when he was only three. Davy, Davy Crocket, King of the Wild Frontier” - much to the amusement of the grownups. His bus came first and before either mother could see what was happening, I followed him on. He reached back for me and I reached up the stairs to him. Just as we touched, we flew away from each other. I felt my mother’s fingers dig deep into my arm as she yanked me into her body. She whispered, “We don’t go his way.” I strained to see my friend through the reflection in the glass. I said, “Maybe we’ll be in the same kindergarten class.” “No! You won’t!” My mother chopped the words into my ear. Then added, “He lives . . .” she looked over both shoulders to the people behind us, “He lives in a ‘different’ neighborhood.” Still, her voice whispering in a tone I didn’t understand. But the lesson transmitted all the same. He was different. For the first time, I saw the difference my mother’s way. And even more subtle, more damaging, never spoken but transmitted through muscle to bone - We lived in different places and where we lived was better.” After the creative expression, a period of silence. Leader #1: In this silence, in our silence, let us pause and turn our hearts to the call to end racism in our household. As we conclude I ask you to stand. Inspired by the call to gather at the inclusive table and the call to break the silence, uncover the truth and to live a new story, let us say together commit to lives that are devoted to harmony.

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ALL: PLEDGE Starting today, I commit to educating myself and others about the many differences and cultures in our country and our world. I vow to speak out openly against those who stereotype or discriminate against race or other differences. I will not ignore racist or discriminatory comments, and I will not tell or laugh at insensitive jokes. I promise to assume the responsibility to identify and speak out about racist TV programs, advertisements and news broadcasts that stereotype or discriminate against different races or groups. Not only will I oppose acts of racism and intolerance in all their forms, but I will also examine my own attitudes and behaviors so that I can be an example of harmony to others. In my struggle to be a person of harmony, I know I will need to be a person of courage, a person of peace. (You may want to write your own anti-racism school/class Pledge or use the above.) Leader #2: And so we ask for the strength to build a kingdom of justice and equality, as we say the prayer that Jesus gave us… All: Our Father … Amen. Leader #1: In a moment we will receive a blessing that will send us forth. I then ask you to join in the singing of our final hymn/song as our students distribute the green ribbons as a symbol of hope and fresh beginnings as we recommit ourselves to this important work in our community. ALL: Amen Leader #2: Please join hands for the final blessing. Loving God, We give thanks for your table of fellowship That binds us to each other and to you. It is here we find your promise of Welcome for the stranger Comfort for the widow and orphan Food for the hungry Justice for the poor Freedom to captives. Live on in our hearts. Give us light and grace for the journey Until we all gather in your house At the one banquet table of never-ending feast Where no one will be left out And all will have come home. We pray this through Christ our Lord.

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All: Amen Leader #1: Please join us in singing “Go, Make a Difference.” As the congregation sings the last hymn/song, students distribute the green ribbons to all.

Last Update: November 2008

© 2008 RaceBridgesForSchools.com This Prayer Service is part of an initiative for educators called RaceBridges For Schools. This project seeks to provide tools for teachers and students to motivate them to build stronger and more inclusive communities. This prayer service may be freely used, reproduced and distributed for educational purposes only and is not to be sold. Info: www.racebridgesForSchools.com

COR SUPPER Homecoming: The COR Play

February 28, 2006

The third COR event of the year was held at Queen of Peace High School in Burbank, IL on Tuesday, February 28, 2006. The focus of the evening was the play “Homecoming,” which was written from the real stories that students told at our first COR Supper of the year in September. The evening began with activities to introduce students to one another and then an opening prayer, led by Christie Billups, during which we sang “Amazing Grace” and prayed for open hearts to the immigrant, the newcomer, the stranger.

Students then went to the theater to watch the play “Homecoming,” performed by a cast of over 20 students. The play was set in a high school classroom in which a teacher leads a discussion about immigration; in that context, different characters tell their stories. A student learns from her mother about her parents’ flight to the United States when they were threatened by the repressive regime of their own country. A student finds her place at a new school when other students reach out to her. A boy who doesn’t quite fit in at home with his father and brothers because he doesn’t like sports finds acceptance when he joins a chorus and develops his love for singing. Students argue about the effect of immigration on the United States: one student thinks immigration should be restricted because there are too many Mexicans coming into the country, while another student pleas for compassion for immigrants by telling about immigrants who died trying to cross the border because “coyotes”—smugglers—took their money and then left them to die in the desert. Another student shares her tale of growing up homeless in Russia before being adopted by a family in the United States. Two students—one Polish, one Mexican—struggle to connect with their immigrant parents and families; after meeting their extended families and learning some of the customs of their culture, they find a way to claim their ethnic heritages and integrate their families’ stories into their own. The play was punctuated by ethnic dancing and several original songs, which were created from the words of the high school students’ stories.

After the play, the audience members discussed which stories touched them and made them think. Students identified with the experience of being new to a place and of feeling like an outsider because of their ethnic backgrounds. Students and teachers expressed the need for more people to see this play so that others can consider the issues of immigration, of welcoming the stranger, and of being the stranger or the newcomer.

After the play and discussion, students shared supper in mixed groups, allowing the students to practice getting to know “the stranger” in their supper groups.

The evening included students and faculty from 10 schools in the Archdiocese; there were nearly 100 participants.

The following schools were represented: De La Salle Institute (both campuses), Hales Franciscan, Marian Catholic, Marian Catholic High School, Notre Dame High School for Girls, Our Lady of Tepeyac High School, Queen of Peace High School, St. Ignatius College Prep, St. Laurence High School, St. Rita High School, and Trinity High School.

COR SUPPER First Nations: Stories from the

Choctaw, Kiowa Apache and Lakota Nations

March 20, 2006

The last COR event of the year was held at Queen of Peace High School

in Burbank, IL on Monday, March 20, 2006. Students heard stories from

Tim Tingle, a member of the Choctaw nation, and Dovie Thomason, a

member of the Kiowa Apache and Lakota nations. Both told stories

about their experiences growing up as American Indians, their

interactions with white culture, and how they’ve developed their sense

of selves as indigenous people. The evening began with activities to

introduce students to one another and to help students identify questions

they might have about the First Nations. Christie Billups then led the

group in an opening prayer inspired by the “four winds” prayer that is

common to some First Nations. During the prayer, participants joined in

a circle and sang and performed movements to signify their attachment

to the earth, the world, and the rest of humanity.

Students then listened to a story told by Tim Tingle, which wove

together stories about his grandmother, aunt and extended family as well

as expressing elements of his own Choctaw nation. Tingle shared the

love and community he felt as a child among his extended family, all of

whom had a hand in his upbringing. His story combined elements of

First Nation wisdom and contemporary family dynamics.

After Tingle performed, Dovie Thomason told a story about how she

received her name, growing up “in plain sight” in white Texas, and the

necessity of having family. Thomason learned the traditional stories of

her people from her grandmother, the original Dovie, even as she tried

to make her way in an all-white grammar school. Thomason intertwined

stories of growing up with stories of her experiences as an adult trying

to make sure that the stories of First Nations get heard and trying to

come to terms with the death of her parents, which left her feeling like

an orphan, an unheard of condition in indigenous communities.

Both Thomason and Tingle emphasized that indigenous peoples are still

here, that they are not a relic from the past who still live in teepees and

wigwams. Thomason and Tingle make clear that they don’t want to be

someone else’s history lesson but rather living conduits of the culture of

each of their nations.

Students stayed after the performance to talk to Tingle and Thomason.

After the stories and discussion, students shared supper in mixed groups.

The evening included students and faculty from 8 schools in the

Archdiocese, as well as some representatives from the Archdiocesan

Office for Racial Justice.

The following schools were represented: Brother Rice, De La Salle

Institute (both campuses), Hales Franciscan, Josephinum, Mount

Carmel, Our Lady of Tepeyac High School, Queen of Peace High

School, and St. Laurence High School.

http://www.choctawstoryteller.com/

http://www.ulali.com/frames/merchandise/dovie/dovie.htm

COR SCHEDULE FOR THE 2005-06 SCHOOL YEAR ......“Salmo 150” by Emani Aguiar to the joyful gospel...

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