Character Education, Journalism, Reading, World Religions
In addition to the adults who gained access to get close to Pope Francis, many children were able to greet him at his residence and at school visits. Give students “Pope Francis visits U.S. to share his message” to learn more about the man who has become known as the people’s pope.
Teachers might ask students to compare the information they get from the photographs and captions, from the introductory text and from the interview with Cardinal Donald Wuerl.
Do the Crossword Puzzle
English, Reading, World Religions
“Faithful Gathering” is composed of terms related to diverse religions. Teachers might give students the tip of checking across and down clues to determine the first letters of words in the crossword puzzle. Also look for abbreviations.
English, Reading, World Religions
This guide’s In the Know vocabulary development provides terms from media coverage of the visit of Pope Francis. See if students can define the words from context. The source of each paragraph is given; teachers may wish to explore the concepts presented.
Using vocabulary helps to remember meaning. The crossword puzzle provides terms related to faith and religion. Students are asked to use the terms in a coherent short statement when the puzzle is completed.
Discuss the Impact of the Pope
Government, Journalism, Social Studies, U.S. History
Media coverage was 24/7, counting the international audience and its appetite for news about the visit of Pope Francis to Cuba and three U.S. cities. Before the pontiff returned to Vatican City, questions were being asked about his impact on legislators.
Discussion could begin after reading The Post editorial “The political pontiff” with these questions:
• How does the first paragraph give context for the editorial?
• The second paragraph relates the pontiff’s “political pitch” at the White House. What contrasts are presented?
• What topics did Pope Francis present to members of Congress? Do you know The Post’s editorial board’s point of view yet?
• Ask students to annotate the fourth paragraph. Does the editorial continue to move in chronological order? What contrast is made?
• Summarize the idea presented in the fifth paragraph.
• The sixth paragraph begins with a contrast. What is it? What opinion is expressed at the end of the paragraph?
• What is “it” in the first sentence of the last paragraph?
• What is the point of view of The Post’s editorial to the question asked in the subhead?
• Do students agree or disagree with the editorial? Has Congress acted in any manner that indicates their response?
For a different perspective on the impact of Pope Francis, read Eugene Robinson’s “The rare moment of unity.” Wide margins are provided so students can annotate the commentary.
Students could be asked to locate these terms and explain meaning in context: admonition, clarion call, culpable, obliquely and unambiguous. Discussion might include the structure of Robinson’s column and his use of contrasts:
• Encouragement not admonition
• Subtle and shrewd
• Sour and conflictive … optimistic and embracing
• The use of the four icons
Teachers can also use Robinson’s commentary and one of Tom Toles’ editorial cartoons to introduce students to opinion writing.
Read the Editorial Cartoon
Art, Government, Journalism, U.S. History
Before giving students “Tom Toles | The People’s Pope” to read and answer the discussion questions, teachers might discuss the meaning of “pledge” and “third-party.”
If this editorial cartoon is used much after the visit of Pope Francis and the campaigning to be the Republican Party presidential candidate, teachers will need to give students the context for this visual commentary. This will illustrate the timeliness of political cartoons (Is there an expiration date for the punch of the message?), and also their potential to be used to understand history.