Interfaith Children's Curriculum

Interfaith Children’s Curriculum (For Grades 1 – 3)

TABLE OF CONTENTS

Introduction: Welcome and How to Use This Curriculum …… 1 – 11

Session 1: “Welcome/Welcome Back!” – Friendship …… 12 – 19

Session 2: “Family Is Important” …… 20 – 24

Session 3: “We’re In This Together” – Community …… 25 – 31

Session 4: “It’s a Great Big World!” …… 32 – 37

Session 5: “Thankfulness” …… 38 – 42

Session 6: “Celebrate!” …… 43 – 47

Session 7: “Exploring Judaism” …… 48 – 54

Session 8: “Exploring Christianity” …… 55 – 59

Session 9: “Exploring Wicca” …… 60 – 65

Session 10: “Exploring Baha’i” …… 66 – 70

Session 11: “Exploring Hinduism” …… 71 – 75

Session 12: “Exploring Islam” …… 76 – 80

Session 13: “Exploring Humanism” …… 81 – 84

Session 14: “Exploring Buddhism” …… 85 – 90

Session 15: “The Golden Rule” …… 91 – 97

Session 16: “You Can Make a Difference!” …… 98 – 104

Session 17: “Be the Light” …… 105 – 111

Session 18: “Interfaith Kids” …… 112 – 115

Holidays of the World Religions …... 116 – 118

Introduction:

The Living Interfaith Church is very pleased to make this interfaith curriculum available. Thank you for reaching out to us. The material is copyrighted to protect the content, but all of good will are welcome to receive and use it without cost after signing a simple agreement.

Living Interfaith Church began in 2009 with the strong belief that our diverse faiths reflect our common humanity and should be a cause for joy, not division – that praying together and learning about each other is a positive way to change the world.

At Living Interfaith, we acknowledge that each of us approaches the sacred in our own way. The question we ask is not “What do you believe?” but rather “What do you do with your beliefs?” In our quest to live our Interfaith, we seek to come together to listen to each other, respect each other, and work together to help make the world more loving and compassionate. This is why we celebrate each other’s spiritual traditions and holidays. This is also why we believe a respectful curriculum for learning about our diverse spiritual paths and traditions is both needed and important.

Quite simply, a curriculum for teaching children about the commonalities as well as differences between our diverse spiritual paths, a curriculum that teaches our children how to discuss our spiritual differences as well as our common humanity with respect, does not yet exist. What we believe to be crucial is not simply learning about one another, but learning how to discuss our differences with joy and respect, not fear or dismissiveness.

What do the diverse members of our church believe? We embrace Interfaith as a faith. We embrace the teaching of all spiritual paths that will lead us to a life that seeks justice for all; of giving and caring about our common humanity and our planet, even as each of us walks our own spiritual path (Christianity, Buddhism, Islam, Judaism, Secular Humanism and so many others).

The curriculum, which when completed will include grades 1-12, is intended both to help a student better understand his or her own spiritual tradition as well as learn about the profound beauty of other traditions: 1

“Part One”, now available, is for grades 1-3 and explores the core beliefs that form the foundations of each of our spiritual paths (love, compassion and community). Differences are not blurred, but neither do they become walls of division.

“Part Two”, will cover grades 4-7. Here children will learn about their family’s spiritual path from both parents and clergy from their own traditions. But all the children will come together at least every other month both to reconnect with one another and to participate in a community project that reflects their shared values (helping feed the hungry, helping the homeless, visiting a hospital?).

“Part Three”, will cover grades 8-10, and once again all the children will be together. The differing spiritual traditions will be co-taught by teachers and students from that tradition. There will also be opportunities to learn about traditions not represented by the attending students. And again, at least every other month there will be participation in a community project.

“Part Four”, will cover grades 11 and 12 and be “Faith in Action”. Every week the students will participate in community projects that they themselves help to determine. And once a month there will be a group discussion about justice issues, such as Civil Rights, Women’s Rights, Gay Rights, Causes of Hunger and Homelessness. For these discussions there will be suggested books.

Rev. Steven Greenebaum Living Interfaith Church 2016

Important “Before You Begin” Information (For Teachers and Organizers)

Welcome! We are pleased that you are considering using this curriculum and hope that it will prove to be a rewarding experience for teachers and children alike.

If this is your first time leading a children’s group, congratulations! Building relationships with children and committing to their moral development are 2

important endeavors that any adult can undertake! As a children’s group leader for over twenty years, I have found time and time again that I have learned more from the children entrusted to me than I have taught them. I believe in the “It takes a whole village to raise a child” proverb. No matter how big or small your role is in instructing the children with whom you are working, you have a tremendous opportunity to make an impact in their social, moral, and emotional development. It is our hope that this curriculum will help guide you, inspire you, and assist you in your work. Blessings to you on your journey!

How Do I Get Ready?

As a teacher you may be asking what you need to begin a children’s program. I am hopeful that the following information may help put your mind at ease that running a children’s program doesn’t have to be overwhelming. 

The Tools of Preparation: These are the items I have found important to have on hand. As you read through the curriculum, the items needed for any activity will be noted. Following is a list of items that should be kept on hand. Take advantage of back-to-school sales whenever you can!

 Glue – both glue sticks and liquid glue should be available; each has its place for different projects. It would also be beneficial to have access to a hot-glue gun for projects that require quick drying and sturdy glue, but make sure the children know that the use of the hot glue gun is for adult leaders only.  Scissors – I recommend the purchase of good children’s scissors. Cheap ones end up frustrating children because they don’t cut very well. I have found Fiskars-brand scissors to be reasonably priced, last a long time and are a great choice especially for new scissor users!  Paper and Writing Objects – white paper as well as construction paper. Kids love lots of colors from which to choose! Crayons and markers are a must, but make sure you have a supply for now and a supply for later. As crayons get broken and markers dry up, you will want to have spare sets on hand. Also pencils and pens for projects that require writing or tracing.  This-and-That – Start collecting magazines, scraps of ribbon and cloth, toilet paper and paper towel tubes, plastic jars and lids, yarn, etc….anything that you can gather that can be recycled into craft projects or used in games. A supply of stickers can be used in a variety of projects. 3

 Craft Supplies – chenille sticks, craft foam, googly-eyes, large beads, etc. Ask for volunteers to pick something up the next time they go to their local craft store.  Time-Fillers – For those moments when you are in between activities, or for children who get done a wee-bit early: stickers, Play-Doh-type molding clay, coloring pages, etc. Also, an object for an impromptu game of “Hot Potato” such as a small stuffed animal. Can also use the animal for a game of “Hide and Seek” if you can hide it for the children to find.  CD or MP3 Player – Fill the air with music!

Setting up the Learning Environment: Children don’t need large rooms with lots of toys and child-friendly décor. They need to know that they are safe and that the adult leaders are welcoming and truly happy to see them! It is not unusual for teachers to find themselves sharing space with other groups. Scanning the room for safety issues is important – ensuring that no objects can fall down on the children, walkways are clear, etc. There should be a space for the children to sit on the floor as well as an area (preferably a table) where they can do craft projects. Most of the activities presented in this curriculum can be completed in small areas.

I recommend two adult leaders per class. This team-approach allows teachers to utilize their areas of strength. For example, I call my co-teacher the “Craft- Goddess” while my strength is leading discussion. Teaching as a team also ensures accountability, provides additional safety for the children, offers someone to bounce ideas off of and to prepare with, and gives you a break when you need one!

Paperwork, Paperwork, Paperwork! It is important to have a binder with important student information. This binder should be placed in a location where all teachers know where it is and have access to it. Create a simple form to use as a Registration Form when students enter your program. The usual information….name, address, phone number and birthdate…should be at the top. It is important to have emergency contact information from the caregiver – how to reach this person during the time the child is in your care. Also ask the caregiver for the contact information for a second person, in case the caregiver can’t be reached. Include an area for any allergies and/or behavioral concerns. Let the caregiver know that it is your goal to make the child as comfortable in this setting as possible. Include a 4

disclaimer (Your insurance company may provide you with assistance with this.) at the bottom of the form, and permission to take photographs (You may not plan to take any, but it is a good idea just in case.). Have a place for the caregiver to sign and date the form, and periodically check to ensure that all information is current.

It is important to have some form of background clearance for anyone who is working with the children. Check with your local State Patrol office – many states offer background check services for free if you have non-profit status, or charge a nominal fee. Print and keep a copy of the results, and the consent from the volunteer to obtain the background check. Every individual who works with children should also complete a First Aid and CPR class, and emergency protocols should be written by the lead teacher and/or children’s ministry coordinator. Keep a record of any injury a child receives in your care, and any treatment given (even if it is only a band-aid over a small owie).

The Children’s Ministry Coordinator should also write policies and procedures regarding expectations for how children will be disciplined, safety in the classroom, and other classroom management issues. Brainstorm as a team to come up with ideas.

If I Had Known Then What I Know Now…

Hindsight is definitely 20/20! There are many things I have learned over the years of working with different children’s groups. Here are just a few learning I wish to share with you:  It’s more important to build relationships than teach curriculum. As prepared as you are, as important as the theme you are teaching is…allow yourself the flexibility to go in a different direction if the children call for it. For example, if you learn that Tommy’s grandmother is very sick, you may need to spend some time talking to the children about worry, fear and sorrow. Be open to the musings of the children; you can always cover your lesson next week. These are the moments that children remember well into their adulthood!  Don’t be afraid to answer difficult questions – and don’t be afraid to say, “I don’t know.” Children know a pat answer when they hear one and recognize when adults avoid their questions. Enjoy helping children understand the world around them, but don’t feel like you need to know everything!

 Sometimes activities you think are going to be fun turn out to be big busts, and some activities take less time than you think they will. Prepare more than you think you will need for the timeframe you will be with your children. The busier the kids are, the less likely they will get bored, and the less likely you will experience challenging behavior.  HAVE FUN! Make the time you spend with the children a highlight of your week – something to look forward to! See the world through their young eyes, remember what it was like to be a child…this is your time to be a kid again!

How to Use this Curriculum

This curriculum is designed to offer teachers and group leaders enough options to fit the needs of their classes. There is more curriculum than can be covered in an hour/hour-and-a-half class session; group leaders are encouraged to pick and choose the activities that best meet their group’s needs, interests, and abilities. You will find activities that speak to all learning styles: kinesthetic (hands-on learners), auditory (listening learners) and visual. There are also activities that support social-emotional growth. You will find the following activities in many of the lesson plans: books to read with discussion starters I call “Talking Points”, games to play, food to prepare, crafts to do, songs to sing or rhymes to chant and videos to watch.

This curriculum is designed to use over three years for 1st through 3rd graders (approximate ages 6 – 9). Grades/ages can be combined if the number of children is small or if individual classrooms are not an option. The opening activity is the same for all three years but can be tailored to the specific needs/understanding of the children. Generally, this is not a problem because the children will have different responses from year to year. Example: 1st graders are more concrete in their thinking whereas 3rd graders are more conceptual; 1st graders are emerging readers while 2nd graders are reading; 2nd graders have better fine motor skills (for cutting, coloring, manipulating and writing) than 1st graders. Some activities will require more assistance from instructors for the younger children than for the older ones. I also encourage teachers to do their own research on each of these topics and bring your own knowledge, resources and experiences to each session.

Each session is one class. Classes meet twice monthly from September through May, so 18 sessions total over the nine months. All classes can start together and 6

have a combined opening, or if each class is big enough, the teacher can do the opening activity with his/her own class. Each lesson contains three options for books, based on the children’s ages. The reading of the book and the follow-up discussion will take approx. 10-20 minutes. You will also find 2-3 options for crafts and games in each lesson based on the children’s ages (with some marked “suitable for all ages.”). Allow 15-20 minutes for each of these activities. Snack time can take another 10-20 minutes depending on the food items given and if the children help with preparing the snack. Classes can be combined for snack time and the closing activity. Having coloring pages available (You will find many great topical options during an Internet search.) will help fill any waiting time or time between activities.

It is important for children to feel like they are part of a group, and to have a consistent piece that follows from session to session. I recommend gathering the children into a circle either at the beginning and/or end of the session and, while holding hands, recite a simple statement that is the same each session. Here are examples that would work well with this curriculum:

(At beginning of session) Bring us together. We walk this one world In different worlds. Bring us together.

(At end of session) May we walk the sacred path of love, By whatever branch that best guides us, All the days of our lives.

I also facilitated the “Friendship Squeeze” with my children’s groups. While holding hands in the circle, one person gently squeezes the hand of the child to his/her right. Once the squeeze is felt, then that child squeezes the hand of the child to his/her right. This continues until the “squeeze” returns to the person who started it. It is fun to watch the smiles as the “squeeze” moves around the circle!

Thank you for the privilege of sharing this curriculum with you! It has been my pleasure to prepare it, and I wish you many blessings as you present it to your children!

Marie Preftes Arenz 2016

Book List

This is a comprehensive list of the books featured in the 18 lesson plans. There are many other children’s books for each topic, so please feel free to use any books you may already be familiar with that speak to the theme of the day.

If you are purchasing these books, besides bookstores and other online sources like Amazon, check out www.betterworldbooks.com as they carry a lot of used books and also donate books to help world literacy.

Session 1: My Friends, Taro Gomi, Author and Illustrator Frog and Toad Are Friends, Arnold Lobel, Author and Illustrator

Session 2: The Family Book, Todd Parr, Author and Illustrator Who’s In a Family?, Robert Skutch, Author and Laura Nienhaus, Illustrator Who’s In My Family? All About Our Families, Robie H Harris, Author and Nadine Bernard Westcott, Illustrator

Session 3: My Neighborhood: Places and Faces, Lisa Bullard, Author and Brandon Reibeling, Illustrator Helpers in My Community, Bobbie Kalman, Author On the Town: A Community Adventure, Judith Caseley, Author What is a Community? From A to Z, Bobbie Kalman, Author

Session 4: It’s OK to be Different, Todd Parr, Author and Illustrator The Peace Book, Todd Parr, Author and Illustrator Whoever You Are, Mem Fox, Author and Leslie Staub, Illustrator What is a Community? (Our Global Community), Rebecca Rissman, Author

Session 5: The Thankful Book, Todd Parr, Author and Illustrator Feeling Thankful, Shelley Rotner and Sheila Kelly, EdD, Authors and Shelley Rotner, Photographer

Giving Thanks: A Native American Good Morning Message, Chief Jake Swamp, Author and Erwin Printup, Jr, Illustrator Thanks a Million, Nikki Grimes, author and Cozbi A Cabrera, Illustrator

Session 6: Miss Spider’s Tea Party, David Kirk, Author and Illustrator Kids Around the World Celebrate!: The Best Feasts and Festivals from Many Lands, Lynda Jones, Author Children Just Like Me: Celebrations! Anabel Kindersley and Barnabas Kindersley, Authors

Session 7: Tanakh Sammy Spider’s First Book of Jewish Holidays, Sylvia A Rouss, Author and Katherine Janus Kahn, Illustrator Celebrate: A Book of Jewish Holidays (Reading Railroad), Judy Gross, Author and Bari Weissman, Illustrator DK Eyewitness: Judaism, Linda Elovitz Marshall, Author and Francesca Assirelli, Illustrator

Session 8: Bible Someone Very Special, Vickie Howie and Roma Bishop, Authors and Illustrators The Christmas Story for Children, Max Lucado, Randy Frazee and Karen Davis Hill, Authors and Fausto Bianchi, Illustrator Can You Find Jesus? Introducing Your Child to the Gospel, Philip D Gallery, Author and Janet L Harlow, Illustrator

Session 9: How to Live Sideways: A Guide for Baha’i Kids, Michael Fitzgerald, Author and John Burns, Illustrator Stories from “The Dawn-Breakers”, Zoe Meyer, Author and Carl Scheffler, Illustrator

Session 10: Rupert’s Tales: The Wheel of the Year (two volumes), Kyrja, Author and Tonia Bennington Osborn, Illustrator

Session 11: Vedas Elephant Prince: The Story of Ganesh, Amy Novesky, Author and Belgin K Wedman, Illustrator The Little Book of Hindu Deities: From the Goddess of Wealth to the Sacred Cow, Sanjay Patel, Author and Illustrator Hinduism for Kids: Beliefs and Practices, Shalu Sharma, Author

Session 12: Qur’an Under the Ramadan Moon, Sylvia Whitman, Author and Sue Williams, Illustrator Golden Domes and Silver Lanterns, Hena Khan, Author and Amini Mehrdokht, Illustrator Lailah’s Lunchbox, Reem Faruqi, Author and Lea Lyon, Illustrator

Session 13: Humanism, What’s That? A Book for Curious Kids, Helen Bennett, Author

Session 14: In the Buddha’s Words: An Anthology of Discourses from the Pali Canon, Bhikkhu Bodhi, Author Each Breath a Smile, Thich Nhat Hanh, Author (Story by Sister Susan) and Nguyen Thi Hop and Nguyen Dong, Illustrators A Handful of Quiet, Thich Nhat Hanh, Author and Wietske Vriezen, Illustrator

Session 15: The Berenstain Bears and the Golden Rule, Mike Berenstain and Stan Berenstain, Authors and Illustrators The Golden Rule, Ilene Cooper, Author and Gabi Swiatkowska, Illustrator

Session 16: The Earth Book, Todd Parr, Author and Illustrator Starfish On The Beach, Tom Schneider, Author and Lindy Schneider, Author/Illustrator One Smile, Cindy McKinley, Author and Mary Gregg Byrne, Illustrator

Session 17: Let Your Light Shine, Ron Berry, Author and Chris Sharp, Illustrator 10

The Dark, Lemony Snicket, Author and Jon Klassen, Illustrator Frog and Toad Together, Arnold Lobel, Author and Illustrator

Session 18: The Peace Book, Todd Parr, Author and Illustrator Old Turtle, Douglas Wood, Author and Cheng-Khee Chee, Illustrator Old Turtle and the Broken Truth, Douglas Wood, Author and Jon J Muth, Illustrator What Do You Believe? Religion and Faith in the World Today, Fleur Star, Senior Editor The Kids Book of World Religions, Jennifer Glossop, Author and John Mantha, Illustrator A Faith Like Mine: A Celebration of the World’s Religions Through the Eyes of Children, Laura Buller, Author

Session 1 (September): Welcome/Welcome Back! (Theme: Friendship)

Opening: Greet the children with a warm hello and introduce yourself. If children are having a hard time leaving their caregiver, allow them the time to separate and ensure them that you have wonderful fun planned for today and you are sure they will have lots to share with their caregiver. On the first day of the program, it is a good idea to have coloring sheets or a simple activity that the caregiver can get started with the child as a way of beginning the separation process. It also allows you as the teacher to give a little more attention to the children that need reassurance that they are in a safe place. Once the children have had a chance to “warm-up” to their new surroundings, talk about how this is a place to make friends and to learn together, and you are looking forward to beginning this journey with them.

Opening Activity: (Pick one, or if time allows, do both! If you feel the group needs extra time getting to know each other, then take extra time on this activity. You won’t regret taking the time to build relationships among the children! )

Getting To Know You! Supplies Needed:  A beanbag or small stuffed animal Sit the children in a circle on the floor, tight enough where the children are sitting comfortably close to each other. The teacher holds the beanbag/stuffed animal and explains that he/she will toss or pass it to a child. When the child catches it, the teacher will then ask the child a question. After answering it, the child will give the object back to the teacher and the teacher will toss or hand it to a different child. This will be repeated until all children have been able to answer a question. Time permitting, the teacher can choose to do this for several rounds. Allow the child to say, “Pass” if he/she doesn’t want to answer the question and keep the game going, returning to the child after a few others have gone. Examples of questions:  What is your name?  What is your favorite color? 12

 Do you have a pet? If so, what kind?  What is your favorite animal?  What is your favorite activity?  When is your birthday?

Line Up! Supplies Needed:  None This icebreaker requires a bit of room, depending on the number of children. Have the children line up according to their birthday (ie January on one end to December on the other end). If there are more than one child for a month, line them up according to the date. Have the children say, “Hi!” the child in front of and in back of them; kids at either end can wave to each other. After that’s done, say, “Let’s try another line up! Now stand in a line according to the first letter of your name – A starts the line, all the way to Z at the end. Go!” If there are more than two for a letter, use the second letter to figure out the order. Again, have the children say, “Hi!” to each other. Time permitting, try others. Here are some ideas:  Line children up according to their hair color – lightest hair on one end, darkest on the other  Line children up alphabetically according to the name of their favorite animal  Line children up according to the number of “living creatures” in their home. This includes: parents, siblings, and pets, and any other people the child is residing with.  Who lives closest/farthest from church? This one will require you have an idea of where the children live, since at this age, children may think living a 5 minute car ride is “far.” 

Reading: For 1st Graders: My Friends, Taro Gomi, Author and Illustrator Talking Points:  What did the girl learn from her friends? (Refer to the book if necessary.)  What can you teach/have taught your friends? (how to play different games, how to make something, how to roller skate/ice skate/etc.)  What can you learn/have you learned from your friends? (same as previous question)

For 2nd and 3rd Graders: Frog and Toad Are Friends, Arnold Lobel, Author and Illustrator (Note: There are several stories in this book. Choose one or two of them to read to the children.) Talking Points:  How do Frog and Toad show friendship to each other? (The answers will vary depending on the story(ies) you read to the children.)  How do you show your friends that you care for them? How do they show you?

Craft: Friendship Wreath (suitable for all ages) Supplies Needed: For Plan A:  Non-toxic Washable Paints of Different Colors  Large Sheet of White Paper  Scissors  Markers  (Note: Access to soap and water for hand washing is needed) For Plan B:  Construction Paper of Different Colors  Markers  Scissors  Glue  Large Sheet of White Paper Plan A: On the large sheet of paper, draw a large circle and a smaller on in the middle. Cut the two circles out to make a wreath. Paint the children’s hand(s) with the color of their choice. Help the children to gently place their hand(s) on the paper, leaving a handprint. Label the handprint(s) with the child’s name. Plan B: On the large sheet of paper, draw a large circle and a smaller on in the middle. Cut the two circles out to make a wreath. Trace each child’s hand(s) on construction paper of the color the child chooses. Cut the children’s handprint(s) out or allow the children to do so if they are able. Allow the children to glue their handprint(s) onto the wreath.

Decorate your classroom with this testament to the children’s budding friendships that will be developed during this year!

Paper Friends (suitable for 1st and 2nd graders) Supplies Needed:  Template of a “Gingerbread Person” and a 2 or 3 inch heart (several)  Scissors  Construction Paper or Card Stock Paper  Yarn  Tissue Paper  Fabric Swatches  Markers/Crayons  Glue Using the template, have the children trace two people on paper (different colored paper would be best, but if child wants them both the same color, that is fine too). Also have them trace one heart. Carefully cut the people and heart out (Adult assistance may be required.). Glue the people and the heart onto another piece of paper. Make sure that the heart is between the two people and placed on the “left hand” of one person and the “right hand” of the other, so it looks like the two people are holding the heart. Allow the children to decorate the people using the supplies that you have provided them. Talking Points:  What do friends do together?  What do you like to do with your friends?  Why is it important to have friends?  How do you make a friend?  Who are some of your friends?  How do we know we are being a good friend?

Friendship Bracelets (suitable for 3rd graders) Supplies Needed:  String and/or Yarn of Various Colors  Beads of Various Sizes  Tape  Ruler 15

Give the children a choice of colors for their string/yarn and give them three lengths of 8-10 inches each. Have the children string several beads on each strand and knot the three together at one end using a simple knot, leaving approximately one inch of string below the knot. Tape the knotted end to the end of a table so the unknotted ends will be hanging off the table. Have the children braid the three strands starting at the knot. (If you are unfamiliar with braiding, Internet search for directions and videos.) About an inch from the other end, place a simple knot. Have the children make a second bracelet in a similar manner. Have the children keep one and trade the other with one of their friends in the class.

Game: (Choose the best one for your age group.)  Place the children into pairs and give each a roll of wrapping paper. One child in each pair has to wrap their partner in wrapping paper from their feet to their shoulders, complete with a bow on top. The team with the best-wrapped kid after a minute wins.

 This is a friendship building game that is a silly version of Musical Chairs. Instead of removing a player and a chair from the game each time the music stops, only remove a chair. This eventually means that the group will end up having to squeeze onto one chair. Make sure the chairs you are using are sturdy, and also try to ensure that the group is not too big.

 Make a simple obstacle course in the space and supplies you have available. Children love obstacle courses! You can have the children go through the course alone or with a classmate. You can also make it a competition if you’d like. Use hula-hoops to jump or hop in, jump ropes to jump over, yarn or streamer set up so that children have to crawl under it, etc. Get as creative as you want!

Songs: The More We Get Together (This is an oldie-but-goodie, but if you need the tune, search the Internet and you will find links to this song.) The more we get together, together, together The more we get together, the happier we’ll be! ‘Cause your friends are my friends, and my friends are your friends. 16

The more we get together, the happier we’ll be!

Make New Friends (Internet search for the tune of this song if needed. This one will stick with the children for a lifetime!) Make new friends. But keep the old. One is silver, and the other’s gold. A circle is round, it has no end. That’s how long I want to be your friend!

Friend of Mine (Sing to the tune of Mary Had a Little Lamb) Will you be a friend of mine, friend of mine, friend of mine? Will you be a friend of mine and play along with me?

(name) is a friend of mine, friend of mine, friend of mine, (name) is a friend of mine, who plays along with me.

Repeat with these words replacing the word in bold: Dance Sing Learn

Rhymes: My Friend My friend is nice. We like to play We play together every day. We laugh and cry And laugh again Because, you see, we're Friends Friends Friends! ~Jane S. Zion Add clapping or marching in place to add movement.

A Circle of Friends We've joined together as classmates (Fold hands) as the new year begins... (Open arms wide) 17

A year full of learning (Open your hands together to act like opening a book) while we become friends. (Grasp your hands together like you are shaking someone’s hand) We'll share and be kind (Put hand on heart) as we work and play. (Run in place) And our friendship will grow (Arms over head) with each passing day. (Swing arms over your head like an arc)

Friends Friends care (Clap twice) Friends share (Clap twice) We need friends (Clap three times) Everywhere! (Clap three times loud!)

Food: Friendship Salad – Supplies Needed:  Several types of fruit, cut up (apples, oranges, bananas, grapes, peaches – canned if fresh not available, pineapple, berries, cherries, etc)  Yogurt (Vanilla works well.)  Large Bowl  Large Spoon for Mixing  Plastic Butter Knives Adults should use precaution with preparing this fruit salad. With adequate adult supervision, children this age can cut softer fruit with plastic butter knives. Adults should prepare the apples. Ensure that the children have washed their hands well before starting this activity and keep the children in a restricted area. Review safety rules around cutting and keeping the area as clean as possible. If time does not permit or if you have concerns regarding the children cutting the fruit, feel free to pre-cut the fruit.

Allow the children to put the fruit into the bowl, pointing out how each fruit is different. Add the yogurt and allow the children to take turns mixing it. Share with the children that all the different fruits mix together to make a lovely colorful treat, and the yogurt holds it all together. Compare this to friendship: We are all a part of the friendships we make and each person is a different part of the combination, and together, our friendships make a lovely mixture, just like our fruit salad! Serve up and enjoy!

Closing: Briefly re-cap today’s lesson about friendship. Ask a simple question like, “What did you learn about love and friendship today?” Encourage the children to look at their craft project often this week, and to make a new friend or to show love 18

to a friend. Tell the children you look forward to seeing them again next week, and tell them they can bring a friend if they’d like.

Session 2 (September): Family Is Important (Theme: Family)

Opening: Families come in all different sizes. Some families have two parents; some have one. Some have grandparents that live close by; some far away. Some have lots of aunts and uncles and cousins; some just a few. Some families have relatives in other countries and in other states; some have most of their relatives here in this state. No matter what, your family is the right size for you! Today we are going to talk about our families and how they are special to us.

Opening Activity: Who’s Your Family? Supplies Needed:  Slips of White Paper  Black Marker  Index Cards  Pens or Markers (For Kindergartners, ask the parents in advance for the names of anyone living in the child’s home, or any siblings that have moved out. For 1st and 2nd graders, the children can provide this information.) Try to limit to five individuals for the game, but make slips for all siblings if it is a large family. For small families, you can add the names of special pets. On slips of paper, write the names of these individuals for each child, or have the children write the names on their own if they can. (Don’t worry if there is more than one slip with the same name on it; it makes the game more fun!) Also write the students’ names on index cards and place those in a circle.

Give each child one random slip of paper with a name on it (preferably not with the child’s own family member’s name) and hold onto the rest. Ask the children to go to each other and ask whose name is on their slip. If the child recognizes the name as a sibling or parent, tell them to take the slip, and to place it on the index card with his/her name on it. Give the child who gave the slip to the child another one so the game keeps moving. When each child has their five slips on their index card, have them sit down. Then have them each in turn share with the group who their family members are. Note that you may need extra help for this activity, especially if children have a hard time reading the names on the 20

slips. (Variation: In advance, make many slips that say “Brother”, “Mother”, “Father”, “Sister”, “Grandmother”, “Grandfather” and “Me” and ask the children to only take slips from each other for the family members who live in their home. So a child with two brothers and a mother in the home will take “Me”, “Brother”, “Brother”, “Mother”. There will be instances when children report that an uncle or aunt or other family member resides with them. Make sure you have extra blank slips, and when the child is sharing their family with the group, quickly write the relationship on a slip and hand to the child.)

Reading: For 1st Graders: The Family Book, Todd Parr, Author and Illustrator Talking Points:  How are families different? (Refer to the differences illustrated in the book if necessary.)  How are they the same? (Refer to the pages that describe how all families are the same if necessary.)  Did you see any pages that you said, “That’s my family!”? (Entertain the children’s answers. You can re-read the book and ask the children to shout out if that page describes their family.)

For 2nd Graders: Who’s In a Family?, Robert Skutch, Author and Laura Nienhaus, Illustrator Talking Points:  How are Carlos’s, Katie’s, Laura and Kyle’s, Ricky’s and Robin’s families the same and different? (Same: the children are loved, happy, cared for, having fun, etc. Different: the children have different caregivers, they do different things as a family, etc. Refer to the pages that describe how all families are the same if necessary.)  How are some animal families the same as human ones? (Mother and father animals care for their young; they live among other family members, etc.)

For 3rd Graders: Who’s In My Family? All About Our Families, Robie H Harris, Author and Nadine Bernard Westcott, Illustrator Talking Points:  How are families different, here and around the world? (Refer to the differences illustrated in the book if necessary.)

 How are they the same, here and around the world? (Refer to the pages that describe how all families are the same if necessary.)

Craft: My Family Tree (suitable for all ages) Supplied Needed:  Paper  Markers, Crayons or Pens  Colored paper  Glue  Leaf Template Pre-draw or have the children draw the trunk of a tree. Pre-trace or have the children trace 8-10 leaves onto colored paper and cut leaves out. (For Kindergartners, it may be best to pre-cut the leaves from a variety of colors of paper.) Have the children write special family members’ (can include pets and friends) names on each of the leaves. Glue them above the tree trunk to create the top of the tree. (Variation: Rather than using a leaf template, use a heart template and form a “love tree” using hearts to form the tree top.)

Love Mobile (suitable for 1st and 2nd graders) Supplies Needed:  Paper Plates  Hole Punch  Yarn (variety of colors)  Construction Paper (variety of colors)  Heart Templates (about 3 inches wide)  Markers, Crayons or Paints  Tape Give each child one plate and allow children to decorate. Cut strands of yarn 12 inches long and ask each child to pick 5 strands. Do the same with the construction paper, cutting out hearts using a template (Allow the children to cut their own hearts if they are able.) Ask the children to write or draw (assist as necessary) the names of a person or pet the child loves on each heart. Using the hole puncher, punch 5 holes around the plate’s perimeter. Also, using the hole puncher, punch holes in the top of the 5 hearts. Tie each heart to a strand of yarn and tie each strand to a hole in the plate. Tape a new strand of yarn 22

securely to the middle of the top of the plate and tie a loop in that strand so the children can hang the mobile from a hook.

Flower Family (suitable for 3rd graders) Supplies Needed:  Craft Sticks (these are wider than popsicle sticks) – 4 for each child  Large Buttons – 1 for each child  Paint and Brushes  Glue (hot glue is preferable)  Markers (Sharpies work the best) Have the children paint each of their sticks. Glue two sticks together to form a “t”. Repeat with other two sticks. Turn one set a quarter turn to form an “x”. Glue the “t” set over the “x” set to for an 8 petaled flower. Glue the button in the middle of the flower. On each “petal,” write the name of a family member, pet or special friend. Since the children will be limited to 8 names, some children may only have enough room for immediate family members.

Game: Paper Bag Skits Supplies Needed:  Several Grocery Bags  Props such as safe kitchen utensils, hats, safe tools, aprons, work shirts, sunglasses, small pots, washcloth, towels, etc This game is suitable for all ages, and can be played year after year! Fill several bags with 5-7 items (“props”) and divide the children in groups of 2 or 3. Have them work together to put together a skit using the items in the bag. The object is to act out a scene from family life, so the children can take the parts of a mom, dad, sister, brother, grandparent, etc. Sit back and enjoy the children’s creativity!

Food: Prepare one of your favorite family treats for the children (or ask one or two families in advance to do so) and explain to the children why these treats are special to that family. Ask the children if they have any special family treats (examples might be a special dessert made by a grandparent, a special holiday dish, a birthday cake that they remember, etc).

Closing: Ask the children about a special time they spent with their family recently. Let the children know that by spending time with their families in fun times and in sad times they are sharing their love with each other and this will make their families stronger. Encourage the children to go home and do something special with their families today.

Note to Teachers: This session may be difficult for children who have had a death in the family or whose parents are divorced. Please be aware of how children react to the material covered and if you feel a child is becoming upset or looks sad, take a moment to step aside with the child or have another teacher or volunteer do so. The child may need to share about their loved one’s death or a memory of that person, or to discuss family issues that they are struggling with. Take the time to listen and to show compassion to the child. You may also want to have a list of community resources ready to give to the child’s caregiver that can help support the child through family transitions.

Session 3 (October): We’re In this Together! (Theme: Community)

Opening: Explain to the children that we all live in a community (if you feel the children can understand a broader concept of community, let them know that they are not only part of the community where they live, but also part of other communities such as their school community, their sports team/activity community, their grandparents’ community when they visit, and don’t forget that all the kids here today are a community!). In the community, we all have a role and others have roles too (Pick examples of people that are most visible/understandable to the children such as: teachers, doctors, sanitation workers, cashiers, etc). Ask the children what they see people in their neighborhood do (Some examples you might hear are walking the dog, planting flowers in their yards, working on their cars, mowing their lawns, etc). Ask the children to describe their communities – where they shop, eat, seek medical care, etc. Kids love to tell you about their favorite places! Remember that the children’s understanding of their own communities is a good basis for learning about global communities as well.

Opening Activity: Community Helpers Supplies Needed:  Pre-cut pictures of “Community Helpers” (either from magazines or from an Internet search) Lay out several photos of individuals representing a different role in the community. For example, pictures of medical/dental personnel, store clerks, construction workers, school staff, coaches, restaurant workers, individuals of all ages doing any kind of work, etc. Explain to the children to look at the photos and pick one that shows what a person they know does in their community. Have the children take the photo they selected and sit down in a circle. When all of the children are assembled, ask them one at a time to tell the others who the person is that they are thinking of, and describe what they do in the community. (For example, if a child picks a picture of a nurse, the child might say, “This is the nurse that works at my doctor’s office. My nurse’s name is Amy. She is very nice and brings me and my mom to the room. She takes my temperature. She is funny. When I leave she gives me a sticker.” If a child has a 25

hard time picking a picture, ask probing questions like, “Where do you like to go in your community?” “What are your favorite things to do?” “Do you know a special person who helps you?”

Reading: For 1st Graders: My Neighborhood: Places and Faces, Lisa Bullard, Author and Brandon Reibeling, Illustrator Talking Points:  What are some neighborhood places Libby takes Michael to? (Mrs Carlson’s house, the park, Tony’s corner store, the toy store and the pet store)  Who do they run into? (the mail carrier, the police officer, Libby’s babysitter, the Alvarezes)  How is Libby’s neighborhood similar to yours? How is it different? (Entertain the children’s answers.)

For 2nd Graders: Helpers in My Community, Bobbie Kalman, Author Talking Points:  What is a community? (A place where people work and live)  What are some examples of people who work in your community? (Teachers, firefighters, construction workers, crossing guards, doctors, nurses, police officers, etc)  Why are they called “community helpers?” (They help communities to be safe, peoples needs are met, families are happy, etc)

For 3rd Graders: On the Town: A Community Adventure, Judith Caseley, Author Talking Points:  Where did Mama and Charlie walk to in their community? (The park, police station, barber shop, post office, pharmacy, bank, restaurant, fire station, train station, flower shop)  What did Charlie think was the best place in the community? (his home) Why do you think he felt that way?  How did some of the people in the community help Charlie and his mother? (Refer to the book if necessary.)

For All Ages: What is a Community? From A to Z, Bobbie Kalman, Author Note: This book is not to be read verbatim to the children as it is a descriptive narrative about communities. Familiarize yourself with the text and summarize 26

the pages and discuss the pictures that accompany the text. You can pick which pages to concentrate on to keep within the time you have allotted for this activity. Talking Points:  What defines a community? (A group of people living in the same area sharing goods, services, and buildings.)  What pictures did you notice or what did you learn that you found interesting? (Entertain the children’s answers.)

Craft: Building Our Community 1 (suitable for all ages) Supplies Needed:  Magazines  Scissors  11x17 Sheets of White Paper  Glue (Depending on the age of the children, pictures can be pre-cut, but allowing them to pick their own photos from a magazine may stimulate more creativity.) Have the children cut photos out of magazines that best illustrate their community. Have the children draw a road across the sheet of paper, and glue the photos along the road. (A variation of this activity is to have the children collage the photos on a smaller sheet of paper.)

Building Our Community 2 (suitable for 2nd graders) Supplied Needed:  Large Sheet of White Paper or Roll of White Paper  Markers  Colored Paper (Pre-Trace Squares, Circles, and Triangles of Various Sizes) - optional  Markers  Scissors  Glue Have the children draw landmarks on the white paper: roads, parks, buildings and label each part of the community. Add some color by using the shapes from the colored paper.

Building Our Community 3 (suitable for 3rd graders) Supplied Needed:  Popsicle Sticks  Blocks  Small Boxes  Small Milk Cartons  Toilet Paper and Paper Towel Tubes  Empty Cereal Boxes  Paper  Glue  Scissors  Markers, Crayons, Pens  Other Items You Can Think Of Give each child an assigned building to “build.” Ideas: school, library, medical office/hospital, store, fire station, police station, houses, etc. Using the materials that you brought, have the children construct their building and assemble into a community.

Game: Let’s Work Together! (suitable for 2nd and 3rd graders) Supplies Needed:  Popsicle Sticks (enough for two for each child)  Small Alphabet Blocks  Small Boxes Give the children each one popsicle stick and a block to begin. Ask the children to lift the block with the stick without placing the block on top of the stick. (This is pretty much impossible to do!) Then tell the children to pick a partner and together, attempt to lift the block. (Most of the children will have no problem doing this now.) Give each pair a box and see how many can lift the box with just the two popsicle sticks. Some pairs will have no problem, but the box will usually fall quickly. Now assign two pairs to a box (one child on each side of the box) and have them lift the box. It should be much easier. Give the children another popsicle stick so that they have a stick in each hand and again lift the box (There are now eight sticks lifting the box.). This should even be easier for the team to do! Talking Points: 28

 Which was easiest, which was hardest? Why did they think so?  Was it easier when others joined in to help?  Why is it important to have people in our communities to help us?

Community Relay Game (suitable for all ages) Supplies Needed:  Hula Hoops  Pieces of Mail (sealed envelopes, catalogs, magazines) – Post Office  Band-Aids and Several Stuffed Animals – Doctor Office  Several Books – Library  Dress Up Clothes for Different Professions (examples: firefighter hat, police officer hat, construction hard hat, etc)  Fake Money  Food Boxes and/or Cans (can be empty) - Store Set up a community relay game by placing various objects in hula hoops or in different parts of the classroom. Have the children start at one of the stations and work their way around to each one. For example, give the children fake money and tell them to go to the store and buy one item, leaving the money at the “store” station. Then go to the “library” and pick out a book. Go to the “post office” and pick up their mail. Go to their “doctor office” and place a band-aid on the stuffed animal. Go the dress up station and put on a hat. Have a final station that is “home” where the relay will end. It will be fun to watch as the children collect all the items along the way! Be creative and think of other stations you can come up with!

Community Puzzle (suitable for all ages) Supplies Needed:  Puzzle Suitable for the Age of the Children in Your Class OR  Puzzle Template with “We Are Community” Written on It (Pieces Pre-Cut Out) – see example to right Have the children work together to complete a puzzle. Talking Points:  Was it faster to put together the puzzle than if you worked on it alone?  Why is it important to have help to complete a task like a puzzle?  How are members of the community like puzzle pieces? 29

Songs: (To the tune of Do You Know the Muffin Man?) Who is in your community, Community community. Who is in your community? Who helps you every day?

Teachers are in your community, Community, community. Teachers are in your community. They help us every day.

Sing more verses substituting: doctors, librarians, store clerks, pastors, and whoever else you or the children would like to add.

Food: Line the children up at a table and give each child one of the following items: bag of small pretzels or pretzel sticks, bag of M and Ms, bag of popped popcorn, large container of raisins, box of cereal (such as any chex-type). If you have more children, divide items into enough that all children will have one item each. At the head of the line, have a large bowl. Each child puts his/her item into the bowl. After each child has done this, hold the bowl. Tell the children how each member of the community has his/her own role in their community. Put the bowl at the beginning of the line again. Put a large spoon in it and invite each child in turn to stir the items in the bowl to mix them up. Tell the children how important it is that everyone takes a turn to get the “job” (mixing) done. Give it a final stir yourself and serve each child a portion of the snack.

Closing: Our community is where we live and care about our neighbors and the areas we share such as parks, stores, doctor offices, fire stations, libraries, schools, etc. It is important that we work together to keep our communities safe and clean for everyone. We can be proud of our community! Let’s take a moment to think of some ideas that we can do to keep our communities the best we can! (Ideas can be: picking up trash in the neighborhood or at a local park, writing a thank you card to the local fire station or to a favorite community spot like a

restaurant, introducing yourself to a local shopkeeper, etc.) Encourage the children to follow through with their idea during the week.

Session 4 (October): It’s a Great Big World! (Theme: The World)

Opening: Re-cap the last three sessions with the children. What do they remember or know about friendship? About family? About their community? The world starts out small – the family that lives in their houses – and then grows outward to include the whole world. We have brothers and sisters around the world who eat, play, learn and sleep just like we do. This is exciting news!

Opening Activity: This World is a Big Place! Supplies Needed:  Photos of Different Countries’ Landscapes, Children from Around the World, or Any Photos Depicting Global Culture  If possible, have a globe in your classroom Ask the children if they have ever been to another country. (For younger children, ask if they have ever been on a long plane ride.) Have they ever heard people speaking another language at the park, in a restaurant, or in the store? Have they seen people wearing clothing different from the clothes they wear? What was this like for them? Let them know it’s ok to be curious – and even a little afraid. This is a big world and it is important to learn about others. Talk briefly about the pictures that you brought to class today. Let the children know that they are going to learn more about children from around the world who are the same as them but may do things a little differently than them.

Reading: For 1st Graders: It’s OK to be Different, Todd Parr, Author and Illustrator Talking Points:  What are some ways we are different from each other? (Entertain the children’s responses. Use different pages from the book as reference as necessary. Also include differences that aren’t in the book or weren’t mentioned such as: speaking different languages, eating different foods, wearing different clothing, etc)

For 1st Graders: The Peace Book, Todd Parr, Author and Illustrator Talking Points: 32

 What do you think of when you hear the word peace? (Entertain the children’s responses – you will hear some wise answers!)  Point out that much of the peace that is found on each page can be found when we spend time with our brothers and sisters around the world and learn more about them.

For 2nd Graders: Whoever You Are, Mem Fox, Author and Leslie Staub, Illustrator Talking Points:  How are our global brothers and sisters different from us? (language, food, schools, skin color, etc)  How are they the same as us? (They smile, laugh, cry, hurt, learn, love, etc.)

For 3rd Graders: What is a Community? (Our Global Community), Rebecca Rissman, Author Talking Points:  How are we the same as other children and adults throughout the world? (We go to school, make music, shop, wear clothes, work, play games, live in houses, etc.)  Point out the different ethnicities in the photographs in the book. Ask the children what countries might be represented in the photos. How might weather affect housing, working, and other activities in some of the photos? Are there any activities that the children are doing that you are interested in doing yourself?

Craft: World Wreath (suitable for 1st and 2nd graders) Supplies Needed:  Construction Paper in a Variety of Colors  Pre-Printed Photo of Earth from Space (either color or black and white; 4” in diameter)  Markers, Crayons, and/or Colored Pencils  Scissors  Glue Cut an Earth picture out for each child or have the children cut their own. If the picture is black and white, allow time for the children to color. Trace each child’s hand in a color of construction paper of their choice. Make enough 33

handprints of each child so that each child in the class can have one handprint from every classmate (This craft looks best with six handprints.). Assemble the handprints around the picture of Earth and glue to form a wreath with the Earth photo in the center. Explain to the children that we are all part of a large world and this wreath symbolizes our place in the world along with our global brothers and sisters.

Diversity Necklace (or Bracelet) (suitable for 2nd and 3rd graders) Supplies Needed:  Assortment of Beads (as many different ones as possible. Also, ensure that the string can fit through the holes of the beads.)  String Allow each child to select as many beads as there are students in the class (including him/herself). Have each child then distribute their beads to each child. Now the children should have the same number of beads as when they started, but in a different mixture. Let the children know that these first beads symbolize their classmates. Distribute additional beads to the children (as many as you wish the children to have, ensuring that all the children have the same total number of beads). Explain that this next group of beads symbolizes their global brothers and sisters who may be thinking about them today. Have them string all the beads, in whatever order they like. Tie the ends of the string together to form a necklace or bracelet. Encourage the children to think of their global friends every time they wear this piece of jewelry.

Fingerprints of Peace and Love (suitable for all ages) Supplies Needed:  Cardstock Paper 8.5x11  Template of a Sign of Peace or Love (examples: dove, peace symbol, heart, yin yang) – large enough to fill cardstock  Paints or Ink Pads of Various Colors  Baby Wipes (if no access to sink)  Pens, Colored Pencils, Markers Have the children trace the symbol you have chosen onto the cardstock, or pre-print the symbol onto the cardstock prior to the children’s arrival. Have the children gently place their fingertips into the paint. Let the children know that even though everyone has fingerprints, each person’s fingerprints are unique. 34

Put their fingerprints on each student’s paper, inside the symbol. Have each child get as many different fingerprints into their symbol as to fill it up. You may want to combine this activity with other classes (involve adults in this too!) to get as many different fingerprints as possible. Tell the children that this symbol, with all the different colors and unique fingerprints, represents their global community.

Game: Search the Internet or ask friends for ideas for children’s games from different countries. Here are a couple of examples:

Ang-Aa-Biao (Taiwan) (suitable for 2nd and 3rd graders) Supplies Needed:  A deck of regular cards can be used or cards made by the children (If children make their own cards, make sure that every two cards match.)

Choose a player to go first. Divide the cards equally. Each player takes their turn by flipping a card over from their pile. If the card matches another card on the ground, slap your matching card down on top of the ground card. If you are the first player to get your card on top of the card that was flipped and they match, you win that card. The player that has the most cards at the end of the game wins. A winner is decided when all cards are gone. In Taiwan, players who win the game earn respect from other children as the best player of Ang- Aa-Biao. A similar card game is played in the United States and called "War".

Stop! (Mexico) (suitable for 3rd graders) Supplied Needed:  Paper for each player  Pencils  Timer

Have each child divide a sheet of paper into categories such as animals, flowers, movies, TV shows, colors, fruits, etc. Draw a vertical line between each word like this:

color flower fruit TV movie Total show

One of the players starts the game, saying aloud the letters of the alphabet in order—A, B, C, D, E, F, etc. The player next to him/her says, "Stop!" at any letter.

When that player says, “Stop,” all the players write a word with the consonant or vowel that the player stops on. Players write a word for each category. Time is up at 30 seconds or 45 seconds, whichever you feel is adequate time for the children to complete the task.

Review the answers. Each player says the words that he or she wrote, and if two players have the same word, they received only 50 points, otherwise, the word receives 100 points. Here is an example for a player when the letter was "P": color flower fruit TV show movie TOTAL purple pear Poltergeist Paulli

100 0 100 50 100 350

The last column on the sheet is the total points received in that round. Scoring can be omitted.

Songs: It’s a Small World (This is the song that is played in the famous “Small World” ride at Disneyland and Disney World.)

It's a world of laughter, a world of tears It's a world of hopes and a world of fears There's so much that we share that it's time we're aware It's a small world after all

It's a small world after all It's a small world after all It's a small world after all It's a small, small world

There is just one moon and one golden sun And a smile means friendship to everyone Though the mountains divide

And the oceans are wide It's a small world after all

It's a small world after all It's a small world after all It's a small world after all It's a small, small world

Songwriters: Richard Sherman, Robert Sherman Published by: Lyrics © Walt Disney Music Publishing Company

Food: Purchase or prepare foods from different countries, or ask several families in advance to bring or purchase foods that are known in different countries. Explain to the children that each country has foods that are traditional there. Share what makes these foods special in the countries they come from (examples: special type of cookie from Russia, special cheese from Italy, pretzels from Germany, etc).

Another idea is to make global scrambled eggs. Bring brown eggs and white eggs to class. Show the children that no two eggs are exactly alike – even white eggs are different and brown eggs are different. There are different marks and bumps and some eggs are bigger than others. Now crack the eggs into a bowl and show the children. Can you tell one egg from the other once they are cracked? The insides of the egg all look alike! Scramble the eggs, add milk and cook ensuring that the eggs are well done. Serve each child a portion (ensuring that you have first checked for any food allergies).

Closing: We are all children in a great big world. Most likely, we won’t be lucky enough to visit every country in the world, but we know that in every country there are people just like us – who love together, laugh and cry together, play together, work together. It is always important to remember that we are more same than we are different.

Session 5 (November): Thankfulness (Theme: What are we thankful for? How do we show we are thankful?)

Opening: Thank each child for coming today individually as they enter the room. When everyone is gathered, let the whole group know how thankful you are for them, for their safe arrival, and for the special time you have together. Let the children know that during today’s session, you are going to talk about thankfulness. If appropriate, ask the children if their family is preparing for the holiday of Thanksgiving and share with them that being thankful is important all year round.

Opening Activity: Before the children arrive, create a tree or a wreath. You can use a white board or a large sheet of paper to draw the outline of a tree. For a wreath, create a ring of fresh greens or wrap a wire or Styrofoam ring with green paper. Cut pieces of paper in the shape of leaves and ask the children to name 2-3 people they are thankful for in their lives. List these people on the leaves and allow the children to tape them onto the tree or wreath. When all leaves are attached, comment on how as a group, there are many people to be thankful for! (Variation: You can trace the children’s handprints or have the older children trace their own handprints in lieu of leaves.

Reading: For 1st Graders: The Thankful Book, Todd Parr, Author and Illustrator Talking Points:  What are some of the things the boy is thankful for in the book? (his hair, his ears, his hands and feet, his garden, his shadow, bubble baths, underwear, his friends, his pets, vacations, walks, music, colors, school, library, healthy food, hugs and kisses, holidays)  Which of these are you thankful for? (Entertain answers.)

For 2nd Graders: Feeling Thankful, Shelley Rotner and Sheila Kelly, EdD, Authors and Shelley Rotner, Photographer Talking Points:  What are some of the things the author is thankful for in the book? (herself, family, friends, teachers, home, food, places to play, nature, evening and morning, the world) 38

 Which of these are you thankful for? (Entertain answers.)

For 2nd and 3rd Graders: Giving Thanks: A Native American Good Morning Message, Chief Jake Swamp, Author and Erwin Printup, Jr, Illustrator Talking Points:  What are some of the things the author is thankful for in this book? (Mother Earth, water, earth, food, medicine, animals, birds, trees, wind, rain, sun, moon, stars, peace, harmony)  Which of these are you thankful for? (Entertain answers.)

Craft: Thankful Harvest 1 (suitable for 1st graders) Supplies Needed:  Copies of a Pumpkin (big enough to fill an 8.5x11 sheet of paper, either black and white or on orange paper)  Markers, Crayons and/or Pens  Magazines  Scissors  Glue If black and white copies are used, allow time for the children to color their pumpkins. As they color, ask the children what they are most thankful for. Give them examples if the children need help. Give them magazines and tell the children to find pictures about what they are thankful for. Have them cut out the pictures and glue onto the pumpkin. Allow the children to share their choices of pictures.

Thankful Harvest 2 (suitable for 1st and 2nd graders) Supplied Needed:  Copies of an Empty Cornucopia (black and white) – see example on right  Copies of Pictures of Small Fruits and Vegetables (black and white)  Scissors  Glue  Markers, Crayons, and/or Pens

Explain to the children that the cornucopia (“horn of plenty”) is a symbol of abundance and nourishment. Hand each child a copy of the empty cornucopia and explain that it is a large horn-shaped container. Usually it is shown overflowing with fruits, vegetables, flowers or nuts, but theirs is empty. Give the children copies of the pictures of fruits and vegetables and have them color them, along with the picture of the cornucopia. Have the children cut out the fruits and vegetables and glue them into the cornucopia. Talking Points:  Why is being thankful for food is important?  Do you think there are people that do not have enough to eat?  What else are you thankful for? (The children can add what they tell you onto their paper.)

Thank-Full Jar (suitable for 2nd and 3rd graders) Supplies Needed:  Plastic Jars, such as peanut butter jars. (Use glass jars with caution.)  Items to decorate jar such as stickers, paper strips, magazine pages, etc  Glue  Scissors  Paper to put into jar. If possible, cut strips with “I am thankful for ______” printed on each one. Give children 5-10 of these. Allow the children to decorate their jars. Explain that these are special containers where they can put their “thankful thoughts.” On the slips of paper, assist the children in writing what they are thankful for. Examples: reasons why they love or special memories of their caregivers, siblings, friends, pets, etc.

Encourage the children to share their Thank-Full Jar with their families. Supply extra slips of paper to add to the jar.

Games: What Would Life Be Like Without It? (suitable for all ages) This game can be played with all three grade levels each year with interesting responses from all! Supplies Needed:  Cut pictures out of magazines or print from the internet of household and personal items such as: microwave, cell phone, fresh or canned

vegetables or fruit, clothes, toothepaste, musical instruments, towels, chairs, stethoscope, etc. Hold up a picture and ask each child in turn what would life look like if that item or profession no longer existed. Allow for whimsical and silly responses; this can be a fun and thoughtful game. You can even talk about the “old days” when some of these items didn’t exist – how life might have been harder or easier without the item (example: Their parents may remember when cell phones didn’t exist.) Discuss how people have been impacted by new technology and improvements in the way the world operates.

Thankful Scavenger Hunt (suitable for all ages) Supplies Needed:  Assemble the following items – real ones and/or pictures: ~Fruits, vegetables, and/or dairy items ~Thermometer (such as one to check for fever) ~Books ~Animals (large ones such as bison and small ones such as pets – Use stuffed animals as your meeting location will probably not like real ones ) ~Clothing Items ~House (doll house would work) ~Children of Different Countries ~Anything else you can think of!  List of Items  Pens Scatter the items around your meeting space. Provide the children with a list of items to search for throughout the room. Have the children leave the items where they found them, so that other children can find them. Once they have checked off each item on their list, have them return to their seats or sit in a circle. Then ask the children why they would be thankful for these items. (For example, the thermometer can represent thankfulness for good health, for doctors, or for knowing when someone is sick.)

Songs: Johnny Appleseed: (Lord Version) Oh, the Lord is good to me. And so I thank the Lord For giving me the things I need: The sun and the rain and the apple seed; The Lord is good to me.

(Earth Version) Oh, the earth is good to me. And so I thank the earth, For giving me the things I need: The sun and the rain and the apple seed; The earth is good to me.

Rhymes: The book, Thanks a Million, Nikki Grimes, author and Cozbi A Cabrera, Illustrator, contains different poems and rhymes that can be taught to children.

Food: According to historians, the first Thanksgiving meal included dried fruit for dessert. Since the early settlers didn’t have ovens, pumpkin pie came much later. Instead, pumpkin porridge was created by mixing eggs, sliced apples, sugar or honey, spices and milk with the contents of a pumpkin. The mixture was cooked inside the pumpkin shell under the hot ashes of the cooking fire and baked until tender. For the more kitchen-adept, replicate the pumpkin porridge and allow the children to partake in a piece of history.

Closing: Being thankful for what we have and for the people in our lives is an important part of life. Encourage the children to add to their Thank-Full Jar or their picture and to take time each day to share what they are thankful for each day.

Session 6 (November): Celebrate! (Theme: Celebrations are a time to spend with others and honor milestones or remember important people and/or events.)

Opening: Families celebrate many life events. Many cultures celebrate the same things as we do, such as weddings, birthdays, graduations, and the start of a new year (although globally, we don’t all celebrate this on the same day).

We also celebrate days for our national identity. For instance, Americans celebrate July 4th as Independence Day but our neighbors in Canada celebrate Canada Day on July 1st (coincidentally close to ours!). Every country has some type of “national holiday.”

There are also holidays that celebrate a spiritual identity, such as: Rosh Hashanah, Yom Kippur and Pesach/Passover (Jewish faith), Easter and Christmas (Christianity), Eid Al-Fitr and Eid Al-Adha (Islam), Birth of Baha’u’llah and Naw Ruz (Baha’i), Navaratri and Holi (Hindu), Magha Puja Day (Buddhism). This list is not inclusive of all of the wonderful spiritual celebrations that occur throughout the world.

We also celebrate solemn events. For example, in the US, on Martin Luther King Jr Day, Presidents’ Day, Memorial Day, Labor Day and Veterans’ Day, we show appreciation for the hard work and sacrifice of individuals who have fought to bring justice, peace and safety to our country.

Opening Activity: Ask each child in turn to share a story about a family celebration in which they recently participated. Did they help plan the event? Did they bring anything to it? What was fun about it? Allow each child to share for a minute or two, keeping track of time so everyone gets to speak.

Reading: For 1st Graders: Miss Spider’s Tea Party, David Kirk, Author and Illustrator Talking Points:  Why didn’t any of the bugs want to attend Miss Spider’s tea party? (They were scared that they would be eaten by her.)  How did Miss Spider feel when no one came to her tea party? (Sad. She cried.)

 Which bug finally had tea with Miss Spider? (A tiny moth.) What did he do then? (Told a bug that Miss Spider meant them no harm. That bug told the other bugs and they went to the tea party.)  Did the bugs enjoy the tea party? (Yes.) Was Miss Spider happy again? (Yes.)  Share a time when you went to a party that was especially fun or that started out sad but then became a happy celebration. (Entertain the children’s responses.)

For 2nd Graders: Kids Around the World Celebrate!: The Best Feasts and Festivals from Many Lands, Lynda Jones, Author

For 3rd Graders: Children Just Like Me: Celebrations! Anabel Kindersley and Barnabas Kindersley, Authors Talking Points for Both Books:  Select a topic or two from this book to read to the children and show them the illustrations. Have a discussion about what you read and ask the children what they found interesting, if they have ever celebrated in a similar way or know anyone who has, and do they think they would have fun at the celebration – why or why not? (This book can also be used later in this curriculum when we discuss faith-centered celebrations.)

Craft: Paper Chain (suitable for all ages) Supplies Needed:  Pages of paper in bright colors, patterns, etc  Can also use magazines  Scissors  Tape or Glue  Rulers Tell the children that decorating for celebrations is similar throughout the world – streamer, special tablewear, table coverings, balloons, etc. Today, you are going to make a paper chain to decorate the classroom. Have the children cut strips of paper about two inches wide (Hand out rulers to the children who may have trouble “eyeballing” the size.). Tape or glue the first strip into a ring. Take the next strip and weave through the first strip. Form a ring with this strip of paper and tape or glue. Weave the third strip 44

through the second ring and form a ring. Fasten with tape or glue. Continue in this way until all of the strips are weaved through the ring before it. You should end with a beautiful garland of rings to hang in your classroom. Talking Points:  Talk to the children about color. In some cultures, bright colors are used in celebrations. Ask the children to imagine what they might see at a celebration in Africa or India.  Ask the children what kind of decorations they have seen at their own family celebrations. What colors were used?

Weavers (suitable for 2nd and 3rd graders) Supplies Needed:  White Paper Plates (The cheap ones will work fine.)  Scissors  Rulers  Colorful Yarn, Ribbon (wide and narrow) and/or String (thick)  Markers, Crayons, and/or Colored Pencils Starting about 1 inch from the top of the plate, cut four rows of vertical slits (3 or 4 slits in each row) toward the bottom of the plate. Have the children select four pieces of yarn, ribbon and/or string, the length of each piece about two inches longer than the width of the plate. Have the children weave one piece each through the slits in each row. Leave the ends loose at the sides of the plate. Have the children finish off their project by coloring in the rest of the plate with markers, crayons, and/or colored pencils (optional). This will make a lovely decoration to hang in the classroom!

Wind Spiral (suitable for all ages) Supplies Needed:  Colored Paper  Scissors  Tissue Paper or Streamer  Hole Punch  Template of a Spiral (that covers a full page of paper) Print the spiral template onto colored paper. Have the children cut the spiral along the outside edge and continue until the center 45

point of the spiral. Hole punch the center point of the spiral and show the children how the spiral will hang. Allow the children to attach light items such as tissue paper or pieces of streamer from the spiral, but caution the children that if the spiral becomes to heavy, it will become weighed-down and won’t hang well. Hang the finished projects from the ceiling of the classroom as decorations.

Games: A favorite game in the United Kingdom is called “Pass the Parcel.” Wrap a gift in several layers of different colors and patterns of wrapping paper. Have the children sit in a circle or line and have them pass the present to the child sitting next to him/her while music plays. The leader turns off the music, and whoever is holding the present gets to unwrap one layer of paper. The game continues until all layers of paper are removed. The box can contain a small trinket for each child, a picture of children from different countries, or another token of today’s lesson.

Go-Go-Im: During midsummer in Israel, when fresh apricots are in season, Israeli children play tossing games with the small, smooth pits known as go-gos. It may be challenging to find apricot pits, so small objects such as stones or coins will do the trick. You will need to obtain a shoe box or several shoe boxes (one for each child would be ideal but dividing the children in pairs would also work if boxes are limited). Cut several holes or slits through the top of the shoe box with each size getting bigger. For example the first hole should be just a bit bigger than the object being tossed, the next one a little bigger than the first hole, the next a bit bigger than the second hole, until you run out of space. If you wish, you can assign a point value to each hole.

Give each child a few items to toss and have him/her stand a short distance from the box. Each child takes a turn tossing the objects toward the box and trying to get them into the holes.

Pilolo is a game played by children in Ghana. Have a penny or other small object for each child and determine a finish line for the game. While the children aren’t looking, hide the objects in different locations but close to each other, and on the other side of the finish line. Yell, “Pilolo!” (which means, “time to search for”), and tell the children to search for one object each. When the child finds one, he/she runs to the finish line. The first child to cross the finish line wins the game.

Food: To make this session a festive celebration of the children’s accomplishments so far, plan a party! Ask the parents the week before to bring a small dish or refreshment that their child(ren) can share for your classroom party. Encourage the families that if able, to prepare a cultural dish. Also encourage the caregivers to include their child(ren) in the preparation as a special family activity. There are also several recipes in the Kids Around the World Celebrate! book that can be prepared in advance or as a class.

Closing: Share with the children that it is important to celebrate both in little ways and big ways. Sometimes the celebration is a big party with lots of family and guests. Other times, it might just be the caregivers and the children celebrating a good week at school or the completion of a special project. High-5’s and praising is also a form of celebration. Give each child a “high-5!” or other gesture of appreciation as they leave the session.

Session 7 (December): Exploring Judaism (Theme: Learning the Basics of the Jewish Faith)

Opening: In the Jewish tradition, families read together the ancient stories of their faith, and each time, the stories come alive. Through the stories and their teachings, Jewish children learn the importance of caring for the land, animals, air, and water. They learn to recognize that every human being is created in the image of the Divine (“HaShem” or “Adonai”), as stated in the book of Genesis, and they learn the importance of treating themselves and others with the utmost respect. These Jewish values are very important teachings to Jewish children. The history of the Jewish faith, especially the covenant – or promise – that HaShem made with the Jewish people so long ago, plays an important role in children’s understanding of their own life story and the choices they make. Children study the Torah and practice the rituals and customs of the Jewish faith with family and close friends. Sacred Jewish scripture is found in the Tanakh. (If possible, have a copy of the Tanakh in the classroom to show the children the sacred text that Jewish children study.)

Opening Activity: In the synagogue or temple, the Jewish place of worship, one hears many words spoken in Hebrew. Hebrew letters look very different from those found in the English language. Using a Hebrew-English translator (I found one on the Internet.), translate each of the children’s names and have them practice writing their name in Hebrew. Let them know that naming a child for many but not all Jewish families is a very important spiritual moment, as the name often means something that reflects their Jewish heritage (If possible, locate the meaning of each child’s name.). Names are also a reflection on the child’s character or specialness. For example, the name David means “beloved.” Or – pick several words (such as faith, history, love, law, etc) that you will be discussing in today’s session and have the children practice writing one or two in Hebrew.

There are several Holy Days celebrated in the Jewish faith. We tend to think of the day starting with sunrise, but in Judaism (and Islam) the day begins with sunset. These are the primary Jewish holidays:

 Shavuot is a Jewish holiday that occurs in either late May or early June. The festival of Shavuot marks the completion of the seven-week period between Passover (when the people of Israel were freed from slavery) and Shavuot (the day God gave the Torah to the people of Israel at Mount Sinai). Decorating the home and synagogue with flowers and greenery is an important preparation for Shavuot.  Rosh Hashanah is also the Jewish New Year celebration and is celebrated in either September or October. Jews celebrate the special relationship that HaShem made with humanity – the covenant of HaShem to take care of HaShem’s people and the people to honor and worship HaShem as their creator and life-sustainer. Rosh Hashanah begins with the sounding of a horn known as a shofar. This serves as a reminder of God’s sovereignty and mercy, and calls on Jews to acknowledge and repent for their misdeeds of the past year.  Yom Kippur occurs ten days after Rosh Hashanah and ends the High Holy Days of Judaism. During the period of Rosh Hashanah to Yom Kippur, Jewish men, women and children ask HaShem for forgiveness for any wrongs done and seek to live more loving and compassionate lives. Most Jews attend prayer services at their synagogues on Yom Kippur. Jews will pray, repent and give to charity.  Hanukkah is observed for eight nights and days, starting on the 25th day of Kislev according to the Hebrew calendar, which may occur at any time from late November to late December in the Gregorian calendar. It is also known as the Festival of Lights and the Feast of Dedication. Hanukkah remembers a time when Jews had been forbidden to worship as Jews, and celebrates the victory that allowed them to re-establish their Temple. The holiday is celebrated with a series of rituals, most notably the lighting of a candle in the evening of each of the eight days. Some of these activities are family-based and others are communal. Many families exchange gifts each night, such as books or games and "Hanukkah Gelt" is often given to children. Food such as latkes and jelly doughnuts are eaten to commemorate the importance of oil during the celebration of Hanukkah.  Pesach (Passover) is a Jewish festival that commemorates the exodus of the Jews from Egypt and is celebrated by the Seder ritual and the eating of unleavened bread, matzoth. It begins on the 14th day of Nisan and is celebrated for eight days. During the festival, stories from Exodus, found in the Tanakh, are read.

Reading: For 1st Graders: Sammy Spider’s First Book of Jewish Holidays, Sylvia A Rouss, Author and Katherine Janus Kahn, Illustrator 49

Talking Points:  What are some activities children do on Jewish holidays? (Eat yummy food, play music, dance, have a parade, plant, play games)  Why do you think those activities are important on holidays? (Spend time with family and friends; they are fun to do; helps you remember why we celebrate the holiday)  Can you think of other activities we do on other holidays? (Entertain the children’s responses.)

For 2nd Graders: Celebrate: A Book of Jewish Holidays (Reading Railroad), Judy Gross, Author and Bari Weissman, Illustrator (Note: Select 2-4 stories of Jewish holidays from this book. The book is too long to read to a class.) Talking Points:  Of the Jewish holidays we read about, what stood out to you? (Entertain the children’s responses.)  What activities do you already do or would you like to do after hearing these stories? (Entertain the children’s responses.)  Why do you think that celebrating with family and friends is important to Jewish people during the holidays? (Entertain the children’s responses.)

For 3rd Graders: DK Eyewitness: Judaism, Linda Elovitz Marshall, Author and Francesca Assirelli, Illustrator Talking Points:  This book is a wealth of information on the Jewish faith. Pre-select a topic or two that you want to discuss with the children. Ensure that the children have a chance to look at the pictures. Ask them to describe what they found important about each topic and entertain their responses.

Video: There are several children’s videos that explain the history of the Jewish people as well as games and other activities at www.chabad.org.

Craft: Star of David (suitable for all ages, but younger children may require more assistance than older children) Supplies Needed:  6 Popsicle Sticks (for each child)  Liquid Glue or Hot Glue  Glitter, Buttons, Other Decorations

 Paint, Markers Glue three popsicles to form a triangle. Repeat with the remaining three. Turn one triangle upside down to form the shape as in the illustration to the right. Glue triangles together. Allow the children to decorate with the materials you provided.

Paper Menorah (suitable for all grades) Supplies Needed:  Cheap White Paper Plates, cut in half  Markers, Paints, and/or Crayons  Other Decorative Items (optional)  Construction Paper, Colored or White Cardstock Paper  Glue  Scissors  Hole Puncher  Yarn or Ribbon  Ruler Cut a paper plate in half and give each child a half. Cut a 2 inch by 4 inch rectangle for each child. Glue the rectangle to the bottom of the rounded side of the paper plate half. This creates the “base” for the paper menorah. Have the children color and/or decorate. Cut out 8- ½ inch by 4 inch rectangles and 1- ½ inch by 6 inch rectangle. These will be the “candles.” Have the children color these unless using construction paper. Give each child 9 “flames” cut from yellow construction paper and have them glue the “flames” to one end of each of the “candles.” Then glue the 9 candles to the inside of the decorated paper plate half (4 shorter candles on each side of the one larger candle). Hole punch both sides of the paper plate at the outer ends and tie yarn or ribbon to form a hanger for the children to display their menorah.

Shavuot Glass Vase (suitable for 2nd and 3rd graders) Supplied Needed:  Medium-Sized Glass Jars (one for each student). If applicable, remove any labels  Tissue Paper  Scissors  Glue: Liquid and Stick 51

Cut the tissue paper in ½” x ½” squares (Teachers can do this in advance to save time.). Cover the outside of the jar with the squares of tissue paper, overlapping the ends and covering all areas (This will give a stained-glass effect.). Glue into place and let dry. Working with tissue paper and glue can be tricky and the children may get frustrated until they get the hang of it. Some children may be more successful with glue sticks than with liquid glue and others vice versa.

Games: Memory Game (suitable for all ages) Supplied Needed:  Items from the Jewish Faith (See directions for ideas.)  Tray  Cloth to Cover Tray Assemble a variety of Jewish items on a tray such as a dreidel, gelt (chocolate coins), challah, the Tanakh, and any other items you can gather. You can also print pictures of different Jewish items (include landmarks in Israel). Start the game with two items and ask the children to look at them carefully on the tray. Cover the tray. Ask the children who can name the items on the tray. Uncover the tray and add one or two more items. Show the tray with the additional items to the children and then cover it. Again, ask the children who can name the items on the tray. Repeat until all the items are on the tray.

Dreidel Game (suitable for all ages) Supplied Needed:  Dreidel (Buy one or make one.)  10 Small Items for Each Child (Pennies, Raisins, Small Candies, Etc) Have each child put one of their small items into a pile (or “the pot”). Each child will take a turn spinning the Dreidel. When the Dreidel falls, one of the Hebrew symbols will be visible on top. The symbol will determine what the spinner will do next:  Nun means “nothing.” The player is done and the next child spins.  Gimmel means “everything.” The player takes all the items in the pot.  Hey means “half.” The player gets half of the items in the pot. (If uneven number, the child gets half plus 1.)  Shin means “put in.” The player adds and item to the pot. 52

If the pot becomes empty, all the players add another piece and the game continues. The game is over when one player has all the items.

Hide the Gelt (suitable for all ages) Supplied Needed:  Gelt (Chocolate Covered Coins) or Plastic Gold Coins Hide gelt (or plastic gold coins) around your classroom when the children aren’t watching. Give the children time to look for the coins. You can either allow the children to pick up them up and hold onto them or leave them in their place for other children to find. If using gelt, at the end of the game, distribute the candy so each child has the same number. You can make this game more challenging for older children by hiding one coin at a time to find.

Food: In the Jewish tradition, Kosher foods are those that follow ancient law. This means no mixing of dairy and meat, no pork or pork products and no shellfish. Jewish people can eat meat from any animal that chews its cud and has a split hoof such as cows, goats, and sheep. Fish that have both fins and scales that are detachable from the skin are acceptable to eat. In the present day, most Jews do not keep Kosher, but many do. So let’s explore this ancient ritual.

For snack time, purchase items that are marked “kosher.” Show the certification on the packaging to the children if possible. Fresh and unprocessed fruits and vegetables are fine to use but take precautions to remove any insects that you see as there are strict rules about this in Jewish law. Also, take extra precautions that fruits and vegetables are served alone and not mixed with any dairy or meat.

Have the children wash their hands thoroughly before snack time. Explain to the children that in the Jewish faith, food preparation is very important and is a way to show reverence to God and to our bodies that are God’s vessels. Explain that the Jewish people follow rituals that are a very important part of their faith.

Closing: Tradition, family and friends, remembering their relationship with God and with each other are all very important parts of the Jewish faith. Jewish children learn the stories of their ancient brothers and sisters and how those stories are still 53

important to them today. They honor and respect their heritage as they celebrate with their friends and family and share these stories with each other. Let’s go home and share a story that we learned today with our families as well!

Session 8 (December): Exploring Christianity (Theme: Learning the Basics of the Christian Faith)

Opening: Bring a hard-boiled egg to today’s session. Share with the children that Christians believe in a triune God: Father (or Creator), son who is Jesus Christ (or Redeemer) and Holy Spirit (or Sustainer). Explain that a triune God is like the hard-boiled egg. The egg has three parts: shell, egg white and yolk but all three together make it an egg. Same for Father, Son and Holy Spirit. All three are separate parts of the whole. (You can also use an apple to make the same analogy, with the apple being made up of the peel, meat, and seeds.) Share with the children that Christians attend worship services in many different settings, but mostly in churches. Most Christian worship sites are identifiable by a cross hanging where people gather. Christians’ sacred texts are found in the Bible. For older children, explain that within Christianity are different denominations, or Christian faiths (such as Baptists, Methodists, Lutherans and Catholics), but all believe in the triune God. (If possible, have a copy of the Bible in the classroom to show the children the sacred text that Christian children study.)

Opening Activity: To be a Christian means to be a follower of Jesus. Christian writings in the Bible are stories about Jesus. Christian children learn these stories and Christians try to follow the example of Jesus that is found in the Bible. Jesus is referred to as the Son of God. They believe that God created the world and that God sent Jesus to save people from their sins. Christians believe that Jesus is fully human and fully God and lived among the people of what is now the countries of Israel and Jordan. Christians also believe in the Holy Spirit, who is sometimes called the Holy Ghost or the Advocate. The Holy Spirit is the “third part” of God.

Christians celebrate two significant Holy Days: Christmas is the celebration of Jesus’s birth and occurs every 25th of December. Easter is the celebration of Jesus’s resurrection after his death from crucifixion. Resurrection is Jesus’s “rising from the dead.” In each account of his resurrection in the Bible, Jesus’s followers came to the tomb where he was buried and found that he was not there. Christians believe he rose from the dead on the third day following his

death. Easter varies from year to year depending on the lunar cycle. Thus, it is celebrated in either March or April.

Reading: For 1st Graders: Someone Very Special, Vickie Howie and Roma Bishop, Authors and Illustrators Talking Points:  Who were some of Jesus’s friends? (Mary, the children, Peter and John, the man who couldn’t walk, the man who buried Jesus in his cave)  Why was Mary crying when she sat by the cave? (She was very sad her friend had died; she would never see Jesus again.)  What did the angels tell Mary? (“There’s no need to cry!”)  Who did Mary then see? (Jesus)

For 2nd Graders: The Christmas Story for Children, Max Lucado, Randy Frazee and Karen Davis Hill, Authors and Fausto Bianchi, Illustrator Talking Points:  Where was Jesus born? (In a stable; barn) Do you think this is a good place to have a baby? (Entertain the children’s responses.)  Why do you think that the angels told the shepherds about the birth of Jesus? (Entertain the children’s responses.)  What did Jesus do when he grew up? (He was baptized by John and began to do the work of God.)  What did Jesus do for God? (Healed, taught and befriended people)

For 3rd Graders: Can You Find Jesus? Introducing Your Child to the Gospel, Philip D Gallery, Author and Janet L Harlow, Illustrator Talking Points:  This is an “I-Spy”-type book. Pre-select several pages, read the text to the children and ask them to find the pictures. Use the talking points at the back of the book or create your own questions based on the stories you selected.  There are ten items hidden in every picture. Ask the children why these items are important in the Christian faith. (Entertain the children’s responses.)

Video:

A Charlie Brown Christmas can be obtained on DVD or on the Internet. Since 1965, this has become a classic Christmas tradition for many families. It is the story of a boy (Charlie Brown) who is searching for the meaning of Christmas.

Craft: Trinity Shamrock (suitable for all ages) Supplies Needed:  Heart Template (about 3 inches across the widest part of the heart)  Green Paper, enough for the children to trace three hearts and a strip for the stem  White Paper (to glue the cut out pieces onto), one per child  Scissors  Glue  Markers, Colored Pencils or Crayons Have the children trace three hearts on the green paper and cut them out. Also have them cut out a strip for the stem. Assemble the three hearts’ bottoms pointing toward each other to form a shamrock. (The bottoms can all overlap each other if the child wants but this isn’t necessary.) Glue the four pieces that form the shamrock onto a piece of white paper. Write: “Father,” “Son,” “Holy Spirit” on one heart for each, and “God” across the top or bottom.

Christmas Ornament (suitable for all ages) Supplies Needed:  Yarn or String  Felt: brown, Yellow or Gold, White, and Tan  Scissors  Fine Tip Markers  Glue Cut 4” squares of brown felt and give one to every child (This is the manger). Cut the yellow or gold felt in the shape of an oval, a little smaller than the brown felt (This is the hay). Give one of these to every child. Glue the yellow/gold piece to the brown piece. Cut a peanut shape for each child out of the white felt, smaller than the yellow or gold oval. This will be the baby Jesus. Make sure the bottom of the peanut shape is a little wider than the top (You may want to make a template of this shape for the children to trace.). Cut out a small circle of tan felt to fit in the top of the peanut shape. Have the children draw facial 57

features on the face. Glue the face to the white felt an the white felt to the yellow/gold felt. Attach a piece of string to the back for hanging. To make this project more challenging for older children, allow them to stitch the pieces of felt together rather than glue them.

Easter Craft (suitable for all ages) Supplied Needed:  Brown or Gray Construction Paper – one sheet per child  White Construction Paper – one half sheet per child  Construction Paper of Various Colors (This sheet will be the background for children’s project) – one sheet per child  Small Metal Fastener  Glue  Markers The tomb in which Jesus was places after his death was a cave with a large rock to cover the front of it. Have the children fold the brown or gray construction paper in half. Have them cut a large half circle out of one half of the paper, using the straight edge as the bottom of the half circle. Make a smaller half circle (about 3” to 4” across) in the same manner using the white paper. Line up the bottom edge of the white half circle to the middle of the bottom edge of the brown or gray paper and glue together. This is the open tomb. Then glue this to the background sheet of construction paper.

Draw a circle either 4” or 5” in diameter on the other half of the brown or gray paper. Cut the circle out. Line up the circle to the white half circle. This is the large rock that covers the tomb. Carefully make a hole at the top of the circle and place the metal fastener. Also place a hole above the white half circle and push the fastener through the paper to the back of the background paper. Fasten securely. Children should be able to pivot the “rock” so the tomb is either “open” or “closed.” Have the children write on the white half circle, “Jesus is risen!”

Food: Explain to the children that Christians celebrate the “Lord’s Supper” during worship services in many churches. The pastor or priest (the person who is in charge of the worship service) hands each person a small piece of bread and a small amount of juice or wine. 58

For snack today, give each child a piece of bread and cup of grape juice. (If any children have wheat allergies, substitute gluten-free bread or rice cakes or crackers).

Explain to the children that in the Christian stories, there are many times that Jesus blessed the food before he and those whom he was with ate it. Say this Catholic meal blessing to the children: Bless us, Oh Lord, and these your gifts which we are about to receive, from your bounty through Christ, Our Lord. Amen.

Closing: Christian children learn the stories of Jesus from his birth to his resurrection. They learn about how Jesus taught, healed and made friends with the poor, sick and with children wherever he went. They also learn about how the Christian faith formed after Jesus’s death. These stories are important to Christian children, and they learn how to act like Jesus did: helping others and loving each other!

Session 9 (January): Exploring Wicca (Theme: Learning the Basics of Wiccan Spirituality)

Opening: Wicca is a spirituality tradition deeply rooted in the balance and rhythm of nature. Wiccans (also known as Pagans) generally view divinity as a Goddess and a Horned God, with some Wiccans believing in many goddesses forming the Goddess and many gods forming the Horned God. Still, most Wiccans regard the Goddess and Horned God as their supreme deities. The Horned God, commonly called Cernunnos, (pronounced: sir-NOON-ohs) is known by some Wiccans as the god of the hunt, god of the woods, among other attributes. The Goddess is sometimes referred to as the Great Mother, who gives regeneration and rebirth to souls of the dead and love to the living, and also referred to as the maiden and the crone. This is a very important concept for most Wiccans, and particularly those who follow Greek and Celtic traditions. The Maiden, the Mother, and the Crone (referred to as the Triple Goddess) are the three aspects of the Great Goddess, and this triplicity represents the turning of the Wheel of the Year, the cycles of life and rebirth, and the phases of the moon.

The Goddess is connected to the moon, stars and sea while the Horned God is connected to the sun and forests. Wiccans believe in the power of the four elements: earth, fire, air and water, and show great respect and reverence to the gifts of nature from the Goddess and Horned God.

Wiccans celebrate Sabbats, eight festivals that are spaced at approximate even intervals throughout the annual cycle of the Earth's seasons. Wiccans refer to this as the “Wheel of the Year,” and coincide with the solstices and equinoxes. Connectedness in the Wheel of Life is the central tenet of most Wiccan traditions.

Wiccans celebrate their New Year on October 31st, starting at sundown. In order of their calendar, these are the Wiccan Sabbats:  Samhain (pronounced SAH-win)(celebrated 11/1)  Yule/Winter Solstice (celebrated on a day between 12/20 and 12/23)  Imbolc (pronounced IMM-ulk)(celebrated on 2/2)  Ostara/Spring Equinox (pronounced oh-STAH-rah)(celebrated on a day between 3/19 and 3/22)  Beltane (celebrated on 5/1)  Litha/Summer Solstice (pronounced LIH-thah)(celebrated on a day between 6/19 and 6/23)  Lughnasadh (pronounced LOO-nuh-sah) or Lammas (celebrated on 8/1) 60

 Mabon/Autumn Equinox (pronounced MAY-bahn or MAH- bun)(celebrated on a day between 9/21 and 9/24) (Note: Lammas, Mabon and Samhain are considered the three harvest festivals.)

Generally, Wiccans do not have a place of worship such as a temple or a church. They consider anywhere in nature or in the comfort of one’s home to be a sacred place for worship. Wiccans place the importance of creating a sacred space as their worship: forming a circle, calling the directions (known more commonly as “calling the quarters”), and inviting the Goddess and the Horned God. Many Wiccan gatherings include bonfires as fire is seen as transforming power.

Ice Breaker: Have the children gather into a circle. Let them know that to Wiccans, the circle is a sacred symbol as it represents the Wheel of the Year, or the changing seasons of nature. Now line up the children to stand in the four directions: north, south, east and west. Wiccans believe that the directions help us establish and balance the connection to the divine universe. (For the older children, explain that some Wiccans believe that the directions also hold elemental power: North – Earth, South – Fire, East – Air, West – Water.)

Reading: For All Ages: Rupert’s Tales: The Wheel of the Year (two volumes), Kyrja, Author and Tonia Bennington Osborn, Illustrator Talking Points: Each volume discusses four Sabbats. Following are the questions you can ask the children based on the Sabbat(s) you choose to read to them: Samhain –  Why was the little girl sad in the story? (She missed her grandmother; her grandmother had died.) What did the woman say to her about her grandmother and Samhain? (People remember their loved ones who have left this earthly life; sometimes they appear.)  What happened in the circle? (People gathered and the leader explained how people prepared for “the long, dark nights and the cold, short days.”) Winter Solstice/Yule –  What is celebrated during the Winter Solstice or Yule? (“Return of the light,” the longest night of the year)

 Why are there lights hanging on the trees? (To remind us that the sun will come back) Imbolc –  What did the fairy tell Rupert about the earth under the snow? (New growth was happening underground)  Why did the boy make loud noise? (To awaken Spring; to invoke the return of the warmer sun) Ostara/Spring Equinox –  What is important about Ostara? (Time is equal for both day and night; it is the time for rebirth, for planting; it is the first day of spring)  What did the Goddess and God show Rupert at the end of the story? (A new friend, Roxanne, to get to know and love) Beltane –  What were the people doing that Rupert was watching? (Building a bonfire, holding hands, talking to each other)  What did the owl tell Rupert about Beltane? (It is the midpoint between the spring equinox and summer solstice; it is sometimes called the festival of flowers and fertility; people honor spring; people can enjoy and celebrate nature as they invoke the Goddess and the God; people show love to each other) Midsummer/Summer Solstice –  What did the fairly tell Rupert was important about the Summer Solstice? (It is the longest day of the year; people honor nature, especially the sun)  What is important about the changing seasons? (Nature wouldn’t have balance if the seasons didn’t change; it’s the “nature of nature”) Lughnasadh/Lammas –  What did the older woman tell the children about Lammas? (She explained that there is a God named Lugh who is the Sun King, and his warmth will start to fade; it’s the time to harvest and to give thanks to the God and Goddess for all of the foods of the earth)  What did the older woman (or crone) tell the children to do on Lammas? (Bake, make dolls, build fires, tell stories, laugh and cry) Mabon/Autumn Equinox –  What is the significance of the Autumn Equinox according to Melvin, the mouse? (“The sun and moon both share the skies equally.”; “The year starts to die.”)

 What do people do to celebrate Mabon? (Thank the God and Goddess for providing food; braid bright cords; leave a corner of each field unharvested; reflect on the good things in their lives)

Video: The Big Comfy Couch (Season 4, episode 13) depicts the celebration of the Winter Solstice. You can find the entire episode on-line.

Craft: The Wheel of the Year (suitable for all ages) Supplied Needed:  Copy of the following drawing, to fit on an 8 ½ x 11 sheet of paper  Scissors  Magazines or Photos from the Four Seasons and Extra Pictures of Harvest  Glue  Markers/Colored Pencils Have the children cut out photos or draw their own picture to represent each of the eight Sabbats in the Wiccan calendar. Place the pictures or draw the pictures in the space between the spokes in the wheel. The children can write the name of the Sabbat inside the white space or outside of the circle if their picture fills the entire area.

Pentacle Art (suitable for 1st graders) Supplied Needed:  Copy of the Wiccan Pentacle, to fit on an 8 ½ x 11 sheet of cardstock  Glue (hot glue as well as liquid glue)  Twigs, Yarn, Chenille Sticks, Ribbon, Small Rocks, Sea Shells, Beads, Etc Give each child a photocopy of the Pentacle on cardstock. Have the children outline each of the lines in the Pentacle with various materials as suggested above. Offer the children a variety of materials. Some of these are best secured to the paper with hot glue; ensure that the hot glue is being used only by adults. 63

Explain to the children that the pentacle is a sacred symbol to Wiccans. The points represent the five elements most Pagans hold sacred: Earth, Air, Fire, Water, and Spirit at the top. Spirit means the life force that connects everything on the planet to everything else, including animals and people.

The circle around the points represents the whole, completion, the world, and the Goddess. You can see a pentacle inside an apple if you cut it lengthwise, and that reminds us that the Goddess (the earth) feeds us.

The pentacle is also used by Wiccans and Pagans for protection, and commonly worn in jewelry as a protective charm and to remind us of the Goddess and that we are all connected.

Sacred Stones (suitable for 2nd and 3rd graders) Supplied Needed:  Flat Rocks, suitable for painting on – many craft stores or aquarium stores sell these – five rocks per child  Paint  Paint Brushes Have the children paint the names of the four elements onto four rocks (air, water, earth and fire). Have them choose colors that they feel represent those elements. Encourage the children to paint a symbol for the elements as well. On the fifth rock, have the children either paint a pentacle or the word, spirit, with a symbol of their choosing. Arrange the rocks in the directions as stated above in the Ice Breaker, with the spirit or the pentacle rock in the middle.

Food: Prepare the children a healthy snack. Apples are a good choice. Cut the apples in half and show the children the pentacle on each cut side. Remind the children that Wiccan children are taught to be grateful for the foods of the earth. Share this blessing with them: Goddess, We Thank Thee For the flowers that bloom about our feet, For the tender grass so fresh and sweet, For the song of the bird and the hum of the bee, for all the beauty we hear or see, Goddess, we thank thee. For the blue of the stream and of the sky, 64

For the pleasant shade of branches up high, For the fragrant air and cooling breeze, For the beauty of the blooming trees, Goddess, we thank thee.

~from the website: http://paganparent-ivil.tripod.com/index.html

Closing: Have the children stand in a circle and hold hands. Ask each child one thing that they find special about nature or about being outside. Tell the children that Wiccan children share their thanks for these things to the Goddess and Horned God. Remind the children that the Wheel of the Year continues turning as the seasons change and they grow and change as well!

Session 10 (January): Exploring Baha’i (Theme: Learning the Basics of the Bahai Faith)

Opening: People who consider themselves Baha’i (pronounced bah-HIGH) read the teaching of Bahá’u’lláh, who they believe was a messenger from God. He learned from another great writer and teacher, known as the Bab. Bahá’u’lláh wrote many stories about how humans can get along with each other and how we need to teach others the importance of the world living in peace and harmony. Followers of Baha’i believe that there is one God for all people, and that all people and all religions are one.

Followers of Baha’i usually worship in each other’s homes, and worship is led by respected members of the Baha’i community. Larger gatherings occur in Baha’i temples with nine sides. Temples are surrounded by beautiful gardens which was important to Bahá’u’lláh.

There are several holidays in the Baha’i faith. World Religion Day is celebrated every third Sunday in January. Its purpose is to promote the idea that the spiritual principles underlying the world's religions are harmonious, and that religions play a role in unifying humanity. Ridvan is a 12-day celebration that commemorates the Bahá’u’lláh’s announcement that he was a prophet. It is celebrated from late April to early May. Baha’i followers also celebrate New Year on March 21st which is also the first day of spring.

Opening Activity: Internet search for the Baha’i nine-pointed star. Print the star for each child and invite them to color it in. Explain to the children that this is the symbol of the Baha’i faith. The number nine has much significance in Baha’i. It is the highest single-digit number, and the number nine symbolizes unity and completeness.

Reading: For All Ages: How to Live Sideways: A Guide for Baha’i Kids, Michael Fitzgerald, Author and John Burns, Illustrator Talking Points:  This book is a collection of quotes from Bahá’u’lláh, ‘Abdu’l-Baha and others. Select several of them based on the age of the children in your classroom. Discuss how the children interpret the importance of 66

Bahá’u’lláh’s words and also discuss the illustration on the page after the quote. For All Ages: Stories from “The Dawn-Breakers”, Zoe Meyer, Author and Carl Scheffler, Illustrator Talking Points:  This book is a collection of stories of the history of Baha’i leaders and wise teachers. Each story is two pages in length. Select one or two of the stories and read to the children. Discuss the children’s responses to the events in the stories you chose.

Video: A Brief Introduction to the Baha’i Faith is a 2 minute animated video you can locate on You Tube. It is a nice condensed synopsis of the religion’s core tenets.

Craft: Humanity Tree (suitable for all ages) Supplies Needed:  Brown Paper (Pre-draw a tree trunk on the paper for the younger children and have them cut out)  White Paper  Green Paper (Pre-draw the tree top for the younger children and have them cut out)  Magazines  Scissors  Glue Have the children cut their tree trunk and tree top out and glue onto a white piece of paper. Provide magazines and ask the children to cut out pictures of people and glue them on the tree top. Explain that a very important teaching in the Baha’i faith is that all of humanity is an important part of our world and we live in unity.

Bahá’u’lláh Bells (suitable for all ages) Supplies Needed:  Templates for a Simple Bell (one accompanies this session plan)  Craft Foam or Cardstock in Different Colors (enough for each child to create 9 bells) 67

 Glitter, Stickers and Other Items (used to decorate the bells)  String or Yarn  Glue  Scissors  Hole Punch Baha’i celebrate the birth of Bahá’u’lláh on November 12th. A children’s song about this holiday contains the line: Ring the bells and sound the horn, This was the day when He was born!

Have the children trace the bell shape onto the craft foam or cardstock. Cut the bells out, hole punch the top of each bell, and decorate. When the children are done, String them together.

Unity Hands (suitable for all ages) Supplies Needed:  Paper  Pens, Markers and/or Crayons  Scissors  Glue  Picture of Earth or a Circle (2” Diameter) – one for each child  Picture of a Candle or a Rectangle (.5” by 3”) – one for each child  Picture of a Candle Flame (if using the .5”x3” rectangle) – one for each child Fold a sheet of paper in half. With the fold down, trace each child’s hand (doesn’t matter if it’s left or right) with the wrist on the fold. Cut out, careful to keep the hands attached at the fold. Open the paper at the fold so your see both hands. Either pre-print a picture of Earth from space (2” diameter) or give the children a circle with a 2” diameter and have them draw their own Earth. Next, have the children cut out a candle or a rectangle and flame (glue flame to the .5” end of the rectangle to make a candle). Now glue the picture of Earth onto the palm of one of the child’s hands and the candle to the other palm. In between the hands at the fold, write the word “Unity” and “Baha’i”.

Food: Although there are no dietary rules in the Baha’i faith, there are several recommendations, such as eating in moderation, eating for fruits, vegetables and whole grains, and eating a light breakfast. Provide the children with fruit, 68

vegetables and whole grains (such as crackers, small slices of bread) and explain to them what it means to eat in moderation (eating until you are just full; eating reasonable portions; etc). Explain that having a healthy body is an important part of the Baha’i faith. Use these words just prior to the children eating: “So powerful is the light of unity that it can illuminate the whole earth” ~ Baha’u’llah

Closing: Bahá’u’lláh wrote about how people need to work together to make life and the world we live in beautiful and harmonious. He wrote about the importance of prayer, doing good for others and working together to make life good for all. He said that this is what God wants for God’s creation. Sometimes this means standing up for what is good and resist things that can keep us from thinking about others and what other people need. It is important to remember that when we do good things for others, this can affect how others decide to do good things as well. So telling the truth may help others to tell the truth. Helping others may help others to look after other people. This all helps the world to become a better place.

Session 11 (February): Exploring Hinduism (Theme: Learning the Basics of the Hindu Faith)

Opening: Explain to the children: Today we are going to learn about our Hindu brothers and sisters. In Hinduism, children are taught the importance of honesty, patience, compassion and protecting living beings. Hindus believe in Brahman, who is truth, formless, limitless, all-inclusive and eternal. Brahman is real and is in everything seen and unseen in the universe. (Some of these concepts may be difficult for the younger children to understand; use concrete examples to break it down.) Hindus recognize three principal gods: Brahma, the creator of the universe; Vishnu, the preserver of the universe; and Shiva, the destroyer of the universe (which paves the way for re-creation). The Vedas contains Hindu sacred scriptures. Hindu services are held in temples. (If possible, have a copy of the Vedas in the classroom to show the children the sacred text that Hindu children study.)

Opening Activity: Internet search for images for Hindu gods and goddesses and print several pictures. Choose from any of the following: Brahma, Vishnu, Shiva (Often you will find images of these three together.), Ganapati (the remover of obstacles), Rama (a hero king), Krishna (teacher of sacred scripture), Saraswati (the goddess of learning), Lakshmi (goddess of good fortune, wealth and well- being), or others that you learn of. Familiarize yourself with a little bit of the story of the gods or goddesses you have chosen and ask the children what their thoughts are about each of them.

Diwali, the Hindu New Year, is celebrated by Hindus in India and all around the world in October or November. This is a very colorful holiday and is also called the Festival of Lights. It is believed that the Hindu goddess of wealth, Lakshmi, enters homes that are brightly lit, so special Diwali clay lamps (diyas) are used to light the way. Many Hindu homes also feature Rangoli, colorful art decoration (using colored rice) on the floor that welcomes guests into the homes. (See crafts below.) Hindus celebrate other sacred days during which they worship other deities such as Ganesh Chathurthi, Krishna Janmashtami, and Navaratri.

Reading:

For 1st Graders: Elephant Prince: The Story of Ganesh, Amy Novesky, Author and Belgin K Wedman, Illustrator Talking Points:  Why did the god Vishnu choose the head of an elephant to give to Ganesh? (Elephants are wise.)  Who is Ganesh’s mother? (Parvati, a goddess and a princess)  Why was Shiva, Ganesh’s father, gone from home? (He was away creating the world.)  What does Ganesh do when he grows up? (He wrote stories.)

For 2nd Graders: The Little Book of Hindu Deities: From the Goddess of Wealth to the Sacred Cow, Sanjay Patel, Author and Illustrator (Note: Select 2-5 stories of deities from this book. The book is too long to read to a class.) Talking Points: Here are some examples of questions you can ask based on the deities you select:  What might happen if Shiva stops dancing? (The world will end.)  Why did the gods create the goddess Durga? (To defeat Mahish and restore peace and balance.)  What weapon does Kama use? What is it for? (Kama uses a bow and arrow. His arrows strike love and passion into the people they hit.)

For 3rd Graders: Hinduism for Kids: Beliefs and Practices, Shalu Sharma, Author (Note: Select 2-5 beliefs and practices from this book. The book is too long to read to a class.) Talking Points: Here are some examples of questions you can ask based on the beliefs and practices you select:  Why are cows sacred? How are cows treated? (Cows are sacred because they were herded by Lord Krishna. They are considered a mother of Hindus. Cows are treated very well because it is a sin to harm them. Most Hindus don’t eat cow meat.)  How many castes, or varnas, are there in the Hindu religion? (4. Kshatriya, Brahamana, Vaishya, and Shudra)  Why do Hindu women wear Bindis? (The dot on the center of the forehead restores concentration and protect against bad luck and demons.)

Video:

Sanjay’s Super Team is a wonderful short animated film by Sanjay Patel (author of The Little Book of Hindu Deities: From the Goddess of Wealth to the Sacred Cow. Sanjay is also an animator whose work has appeared in many Pixar movies.). The film depicts a scene based on Sanjay’s childhood being raised in a home that practiced Hinduism.

Craft: Diyas (suitable for 1st and 2nd graders) Supplied Needed:  Template of Diya Holder (looks like a tea cup shape)  Template of a Flame  Several Different Colors of Construction Paper and/or Paper with Patterns (such as scrapbooking paper or magazines)  Stickers  Markers, Colored Pencils or Crayons  Scissors  Yellow Construction Paper Have children trace the diya holder shape on three different colors or patterns of paper and cut out. Have children trace three flames onto yellow construction paper and cut out. On one sheet of paper, have children arrange the diya holders (overlapping is fine) and glue. Have them glue a flame to the top of each diya. Assist the children with writing “Diwali” on their finished project.

Rangoli (suitable for all ages) Supplied Needed:  Cardstock Paper  Rice (colored if possible) or Colored Sand  Glue  Design (Internet search for rangoli design or use a template of a simple flower or other geometric design) Have children select a design and glue onto cardstock paper. Have children spread glue over the design (use glue that the children can see through to the design.) Using rice or colored sand, have each child “color” the design. Have the children use one color at a time to carefully fill in the design. Let sit to dry.

Diyas (suitable for 3rd graders) Supplies Needed:  Ingredients for Clay  Rocks, Gems, other Items to Decorate  Tea Light Candles (one for each child) Either prepare the clay in advance or do this with the children:  Large Mixing Bowl  4 cups of flour  1 cup of iodized salt  1.75 cup of warm water Mix the 4 cups of flour and the 1 cup of salt together in a large mixing bowl. Add 1.75 cup of warm water to the flour/salt mixture and blend. (Do not add more water; this will be enough.) Once it is mostly blended, knead the clay for approximately 10 minutes, though it may take a bit longer. Cover the clay to keep from drying (especially important if you make the clay in advance).

Diyas are usually bowls in the shape of a teardrop or round. Give each child an amount of clay suitable to make a small diya inside which a tea light candle can be placed. Have the children fashion the diya out of their clay and add embellishments such as small rocks or gems on the outside of the diya (Have children gently push these items into the clay. Make sure they are in deep enough to be secure when the clay dries). Place a tea light in their finished products. Let the children and parents know that the diya may take up to a week to dry.

Food: Most Hindus are vegetarian because of this belief in the sanctity of life. According to Hinduism, food is a gift from Brahman and should be treated with great respect. Hindus offer food to Brahman before eating and are careful about what and how they eat.

Prepare a suitable snack of fruit, vegetables, grain and/or nuts. Use this Hindu food blessing before the children eat:

May the Lord accept this, our offering, and bless our food that it may bring us strength in our body, vigor in our mind, and selfless devotion in our hearts for

His service – Swami Paramananda

Closing: Today we learned about several gods and goddesses that Hindu children celebrate and pray to. Hindu children learn that all life is precious, and it is your duty to help others and to live a faithful life. Hindu children enjoy spending time with their loved ones and celebrating the Hindu traditions with them.

Session 12 (February): Exploring Islam (Theme: Learning the Basics of the Islamic Faith)

Opening: Have the children name their favorite super-hero. Have the children then imagine someone who is perfect in every way, knows everything about everyone in the whole world, creates awesome and beautiful things, and is all- powerful over all of land and creature. Explain to the children that this is the image of Allah to Muslim children across the world. (A Muslim is someone who practices Islam.) Ask the children what they believe angels look like. Explain that in the Islamic faith, angels carry an important role and can take on many different shapes and forms, including human. Introduce the children to the concept of prophet, a person sent by Allah to every people, bringing Allah's message in a language they can understand. One of the most studied prophet in the Islamic faith is Muhammad. The sacred Islamic texts are found in the Qur’an and Muslim people worship in mosques. (If possible, have a copy of the Qur’an in the classroom to show the children the sacred text that Muslim children study.)

Muslims celebrate Ramadan during the entire 9th month of the Islamic calendar. This is a very holy time for Muslims which includes: fasting during daytime hours, eating with family and friends during the evening, giving money to those in need, praying and studying the Qur’an, and giving gifts. Eid al Fitr is the celebration of the end of Ramadan. Another Muslim sacred time is celebrated on Eid al Adha and lasts four days. Muslims pray, celebrate with food with family and friends, purchase presents for loved ones, and give to the needy during Eid al Adha.

Opening Activity: Have the children gather so that they are all facing you in rows or in a straight line. Explain that in the Islamic faith, Muslims pray five times per day for a few minutes. They can share with Allah anything that is on their hearts or minds. Explain that this is the same way the children may talk to a trusted caregiver. Explain that while Muslims pray, they are facing the direction of the Kaaba, which is in Makkah in Saudi Arabia. Muslim children know from a young age which direction to face Makkah during prayer. Muslims pray at first light, before mid-afternoon, between mid-afternoon and sunset, right after sunset and when 76

the sky is dark. Have the children all face in the same direction, kneel, and close their eyes. Have them think about someone who is ill or something special that is happening to them or to someone they know, or any other important thought that they would share with someone they trust. This is similar to how a Muslim child would talk to Allah.

Reading: For 1st Graders: Under the Ramadan Moon, Sylvia Whitman, Author and Sue Williams, Illustrator Talking Points:  Why do you think that the moon is such an important part of this story? (Entertain the children’s ideas. Let them know that Ramadan always starts at sunset of the new moon in the 9th month of the Islamic calendar.)  What are some activities that Muslims do during Ramadan? (fast during the day, eat at night, speak kind words, stop bad habits, give to the poor, read Qur’an, hang bright lights, bake treats, visit friends, tell stories, laugh and play, pray, live their faith)  Ask the children what they see in the pictures that might be different from the activities they do, and what are the same.

For 2nd Graders: Golden Domes and Silver Lanterns, Hena Khan, Author and Amini Mehrdokht, Illustrator Talking Points:  What are some activities the little girl does in this book? (prays with her father, goes to the mosque with her parents, writes Arabic letters, receives a present, gives money to those in need, read Qur’an, lives her faith)  Ask the children what they see in the pictures that might be different from the activities they do, and what are the same.  Ask the children if they have any questions about the words you read. (Use the glossary in the back of the book to explain some of the words you read.)

For 3rd Graders: Lailah’s Lunchbox, Reem Faruqi, Author and Lea Lyon, Illustrator Talking Points:  Why was Lailah so excited to finally fast? (She wanted to be like her friends and her parents. She wanted to celebrate Ramadan the same way her parents and friends did.)

 Why do you think Lailah was worried about how her American friends and her teacher would react to her not having her lunchbox? (She worried that they wouldn’t understand Ramadan.)  The story doesn’t say how Lailah felt after she read her poem to her class, or how they reacted. What do you think happened? (Entertain the children’s responses. Time permitting, have the children act out their responses in a skit.)

Video: Helping the Needy Old Man (Islamic Cartoon for Children) can be viewed on YouTube. This is the story of five Muslim children who help an older neighbor who is ill. Children will learn many of the values of Islam that are taught to children.

Craft: The Five Pillars of Islam Instruct the children that they are making a model of the Five Pillars of Islam which are the five core values of Islam. They are: Shahada: Testimony of faith in Allah Salat: Pray five times per day Zakat: Helping those in need Sawm: Fasting the month of Ramadan for spiritual growth Hajj: Pilgrimage to Makkah, at least once in one’s lifetime (Print the meaning of each of the pillars onto paper, four to six per page. Cut out and have the children attach one of the squares to the back of their completed craft.)

(suitable for 1st graders) Supplies Needed:  Paper (cardstock is preferable)  Paint  Markers Paint one of each child’s hands a color of his/her choice. Carefully make a handprint onto a piece of paper. Let dry. Help the children write each of the pillars on or above each finger and write “5 Pillars of Islam” at the top of the page. Allow the children time to decorate the palm of their hand.

(suitable for 2nd and 3rd graders) 78

Supplies Needed:  5 Toilet Paper Tubes per Child  1 Paper Towel Tube per Child  Paint  Black Permanent Marker (enough for every 2-3 children to share or 1 if teacher wants to do the writing)  Glue, Stapler or Tape Have the children pain the tubes in any color they wish. Let dry. Write each of the five pillars vertically down each of the toilet paper tubes and write “5 Pillars of Islam” horizontally across the paper towel tube. Arrange them so that the five toilet paper tubes are standing vertically and glue, staple or tape together. Glue the paper towel tube across the tops of the toilet paper tubes. Talking Points:  Ask the children what they believe each of the five pillars means and how each might be important to the life of a Muslim.

Ramadan Moon (suitable for all ages) Supplies Needed:  White Paper Plates  Small Star Paper Stickers or Foam Stickers  Scissors  Markers Add these to create the symbol for Islam:  Yarn or String  Hole Puncher  Star Template (approx. 2 inches across)  White Cardstock Paper Assist children with cutting a crescent moon out of a white paper plate. Allow the children to decorate their moon with star stickers and write “Ramadan” on the moon. To create the symbol of Islam, punch a hole in the upper part of the crescent and attach a piece of yarn or string. Have the children trace a star onto white cardstock paper and cut out. Hole punch the top of the star and tie to top of the crescent moon. The star should hand to the middle of the crescent.

Food:

Prepare a suitable snack for the children. At the beginning of the snack, let the children know that they will say the words that are said by many Muslim children before they eat: “In the name of Allah and with the blessings of Allah.”

After they finish, let the children know that Muslim children end their meals with words such as these: “Praise be to Allah.”

Closing: Muslim children throughout the world are taught the importance of praying to and revering Allah, caring and showing compassion for those in need, loving and being joyful with family and friends, fasting during the days of Ramadan, and living a faithful life.

Session 14 (March): Exploring Humanism (Theme: Learning the Basics of Humanism)

Opening: Humanists believe that moral values are founded on human nature and experience and advocate that humanity derive their own meaning in life. Humanists hold a positive attitude to the world, centered on human experience, thought, and hopes, that find expression in the value of community. Humanists do not tend to believe in an afterlife. Rather, it is important to live and behave morally in this world, here and now. Humanists believe in social justice, equality, fairness, and making life better for all of humanity and the environment. They create ethics and morality from rational thinking, experience and compassion, without relying upon divine revelation, without looking to divine revelation for guidance.

Ice Breaker: Supplied Needed:  A Picture of the Symbol of Humanism (see illustration on right) Show the children the symbol of Humanism. It is called the Happy Human and is recognized as the symbol of Humanism throughout the world. Ask the children what they think makes a “happy human.” Ask them for their thoughts on why the symbol shows the person standing up with arms stretched overhead.

Reading: For All Ages: Humanism, What’s That? A Book for Curious Kids, Helen Bennett, Author Talking Points:  This book is written as a conversation between a teacher and her students followed by several poems. For younger children, read one or two poems and discuss with the children. For older children, read a chapter or two and discuss.

For All Ages: There are many excellent children’s books that discuss Humanist values. If you have an appropriate book in your personal library, you can read it to the class.

Video: The American Humanist Association recommends the Toy Story movies, Beauty and the Beast (Disney), Happy Feet (Warner Brothers) and the television series, Sesame Street, on PBS. Select a scene from any of these to show to the children that best illustrates Humanism.

Craft: A Good Life (suitable for 1st and 2nd Graders) Supplies Needed:  Three sheets of colored paper (one green for each child and two of any other colors of the child’s choice)  Scissors  Pencils  Glue  Markers/Crayons/Colored Pencils Begin by drawing a full tree top, such as in this drawing, on the green paper. Have the children cut out and glue to one sheet of paper, higher than the center of the page. Trace each child’s hand on the last sheet of paper. Cut out and glue the tips of the fingertips over the bottom of the tree top, to look like a tree trunk and branches. Ask the children what are some humanist skills they can practice. Help them write these on each of the fingers. If you have more than five, write the additional ones on the tree top or elsewhere on the background paper. Some examples:  Use Good Manners  Help Others  Share with Others  Show Kindness  Work Together  Smile at Others  Take Care of Animals  Take Care of Nature Flower Variation: Cut out a circle and glue to paper. Cut out smaller circles and glue around the larger circle to make “petals”. (See picture on right as an example.) Draw a stem and leaves to create a flower. Write the skills on the flower “petals”. 82

What is Respect? (suitable for 2nd and 3rd Graders) Supplies Needed:  Colored Paper  Scissors  Glue  Markers/Crayons/Colored Pencils  Template of Tulip Flower Top, 2 to 3 inches wide (see illustration for an example) Begin a discussion of the children’s understanding of respectful behavior as they cut out several tulips (one tulip flower for each respectful behavior attribute). Have the children glue the tulips to a sheet of paper and draw stems and leaves under each tulip top to create a cluster of flowers. Write each attribute on a tulip top.

Your Humanist Name (suitable for all ages although the youngest of the children may need some extra assistance) Supplied Needed:  Paper  Pens/Pencils/Markers  Glitter  Stickers  Other Decorations Have the children write their name vertically on a piece of paper so there is room next to each letter to complete a word that starts with each letter of their name. After each letter, have the children write a Humanist quality that starts with that letter. For example, a child named Cari might write: C-aring, A-ble to Help Others, R-esponsible, I-magine Peace. See how many different qualities you can come up with as a class! Allow the children time to decorate their paper. Encourage them to share those qualities with others.

Food: Prepare a healthy snack for the children. Let the children know that Humanists believe it is important to live a healthy life and to work to their full potential, to be the best they can be for themselves and for others. It is important for children to do the same! 83

Closing: Bring out the symbol of Humanism once again and ask the children to stand up and reach their arms up. Do the same. Tell the children, “With my left arm, I will ______this week and with the right arm, I will ______.” For example, you may say, “With my left arm, I will help my neighbor who just came home from the hospital and with my right arm, I will buy food and donate it to the Food Bank this week.” Have each child repeat the same phrase with the tasks they promise to do this week. Remind them that Humanists strive to make the world a better place, and that all starts with each of us doing our part!

Session 14 (March): Exploring Buddhism (Theme: Learning the Basics of the Buddhist Faith)

Opening: Siddhartha Gautama, born around 500 BCE, is the man that became Buddha, which means “Awakened or Enlightened One.” He was a man born into great wealth and lacked for no material possessions growing up. He was also very sheltered from the world around him – one which contained illness, death, poverty and suffering. Siddhartha left his wealthy life behind at the age of 29 to learn from the holy men of his time. He was searching for inner fulfillment (or spiritual enlightenment) and wisdom. Through meditation and his years of study and self-sacrifice, Siddhartha achieved enlightenment and became known as Buddha.

Buddha taught the importance of truthfulness; of asking yourself: “Is what I am doing helping or hurting someone or something?”; of learning from our mistakes. He taught not to take from others and not to lie to yourself or to others. He said that neither too much nor too little is good – but rather, strive to follow the Middle Path. Buddha also taught the importance of being intentional in and taking responsibility for our actions, and showing compassion. Buddhists instruct their children that all things change: sometimes from one form to another (such as a green leaf nourishes a tree, then withers and falls off, and then nourishes the earth through decay). Buddhists believe in rebirth. These may be difficult concepts to explain to the youngest children you teach but may be understood by the older students. As their instructor, use your discretion in teaching these less concrete concepts. Ask for personal examples from the children to check their understanding, and share your own examples as well.

Share that Buddhists worship in temples and their sacred text is called the Pali Canon or the Tipitaka. (The Tipitaka is a set of volumes of books and therefore, difficult to show the children. If you would like to give the children an idea of Buddhist sacred texts by showing them a book, purchase In the Buddha’s Words: An Anthology of Discourses from the Pali Canon, Bhikkhu Bodhi, Author.)

Opening Activity: Give each child a grape or a different piece of fruit. Ask the children to chew the piece of fruit very slowly and to taste every bit of it as they swallow. Provide 85

them a scent (scented candle, essential oil, etc) and ask them to each take a long whiff and hold it in. Have soft material for the children to explore with their hands and/or feet. Play soft music and have the children close their eyes as they listen to a brief passage of the music. Explain that as each of these activities was done slowly, the children were being “mindful” (living in the moment) and truly using their senses to “take in” the activity. Let the children know that mindfulness is a teaching of Buddhism.

Buddhists celebrate the holy days of New Year, Nirvana, Magha Puja Day, Visakha Puja, Oban, and Asalha Puja Day. Vesak (Buddha Purnima, or Buddha’s Birthday) is most often celebrated in May but the date varies since it is celebrated on the day of the full moon. Buddhists spend time in the temple hearing the teachings of Buddha, giving to the needy, and celebrating with friends and family.

The Lotus Flower is an important symbol in Buddhism. Share with the children pictures of the flower in a pond (You can do an “images” Internet search to find some lovely photos.). The idea is that the beautiful lotus flower emerges from the murky waters of the pond, thus, out of ugliness and darkness, a beautiful flower is grown. Because of this the lotus flower is associated with purity and beauty in Buddhism. The different colors of the lotus flower: blue, white, purple, pink, and red, all have special meaning in the Buddhist tradition. (Note: If you choose the lotus flower craft below and provide the children with the different shades of colored paper, learn the meaning of each of the colors and share with the group.)

Reading: For 1st and 2nd Graders: Each Breath a Smile, Author: Thich Nhat Hanh, Author (Story by Sister Susan) and Nguyen Thi Hop and Nguyen Dong, Illustrators Talking Points:  What do the kids do when they close their eyes and feel their tummy? (Breathe in and out.)  What do the kids feel like when they breathe in and out? (calm; fresh like flowers, solid like mountains; free like space)  How do the kids feel about their parents, grandparents, siblings, and teachers? (They love them and see how wonderful they are and how they bring happiness to their lives.)

For 2nd and 3rd Graders: A Handful of Quiet, Thich Nhat Hanh, Author and Wietske Vriezen, Illustrator Lead the children in a mindful breathing activity using this book as a guide. Talking Points:  Ask the children what they thought of as you did the activity. (Entertain the children’s responses.)  How should you feel when you think of a flower? (You should feel fresh and like it is easy to smile.)  What is the purpose of the mountain inside of us? (To keep us solid and calm)  What does water represent? (Tranquility, stillness, and calmness)  What happens to space when you breathe in? What happens to space when you breathe out? (When you breathe in you bring space into yourself, and when you breathe out you bring space to your loved ones.)

Video: Locate the animated video, The Story of Buddha by Chelsea Wilkins on YouTube. Another option is The Life of the Buddha by Animated World Faiths.

Craft: Lotus Flower Craft (suitable for all ages) Supplies Needed:  Craft Paper: blue, white, purple, pink or red – either all of the same color or offer a choice of colors to the children – 2-3 sheets of the same color per child  Craft Paper: green – one sheet per child  Scissors  Glue and Tape  Large Circle Template and Lotus Flower Petal Template (wide at the bottom, pointy at the top – see illustration)  Pencils Trace a large circle on the green paper and have the children cut the circle out and cut a slit in the middle of the circle (Adults may have to do this.). This will serve as the large leaf that appears at the top of the pond near the lotus flower. Trace lotus flower petals onto the colored paper – ten total. Have the children cut them out. Cut a short slit at the bottom of each petal – the slit should be cut pointing up to the pointy top of the petal. Gently overlap the two sides of the 87

petal at the slit to form a slight bend in the paper. Glue or tape the overlap together (This step may be best for the teachers to do with the younger children.) As each petal is finished, set to the side. When all ten are completed, have the children overlap each petal at the bottom and glue or tape the two petals together. Keep going until a circle is formed. With the remaining petals, follow this step again and make a second ring and secure inside the first circle of petals. Time permitting, you may be able to add some additional petals to fill out the lotus flower.

Mandala (suitable for all ages) Supplies Needed:  Construction Paper in a Variety of Colors (enough to give children two sheets each)  Circle template (You will want to cut the biggest radius circle out of a sheet of construction paper)  Paper Stickers or Foam Stickers in Geometric Shapes  Scissors  Markers, Colored Pencils, and/or Crayons  Glue A mandala is a sacred geometric figure representing the universe. It is round and has a center point. For adults, it is a sacred process to create a mandala so ask the children to not rush and to really think about what they want to place on their mandala. Start the children off my having them select two sheets of construction paper – one will be the background and one will be the mandala. On the page that will be the mandala, have the children trace a circle and cut out. Have the children fold the circle in half, and again fold it in half. Have them fold it one more time so it now looks like a cone-shape. Assist younger children with this process. Have the children open up their circle to its full size. The paper will have eight triangles (or “pieces of pie”). Have the children glue the circle onto the background paper. Encourage the children to decorate the center point of their circle with a sticker or draw and color a shape. Let them know that mandalas are created from the center outward. Have the children decorate each of the eight segments to look similar to each other, or to show a pattern. Talking Points:  Mandalas are important for Buddhists because they feel closer to Buddha and his teachings through meditation upon the mandala. 88

 Mandalas contain symbolism that evokes various aspects of Buddhist teaching and tradition.  Search the Internet for pictures of mandalas and print one or two to show the children. Also, there are many free coloring pages of mandalas that can be found through an Internet search.

Meditation Cards (suitable for all ages) Supplies Needed:  Magazines  Index Cards (four each for each child)  Scissors  Markers, Colored Pencils, and/or Crayons  Glue Hand the children four index cards each. Tell the children that each card will represent a different meditation point: mountain (solid), space (freedom), calm water (reflecting; stillness) and flower (freshness). Allow them time to flip through magazines to find images they believe represent the meditation points for themselves. The children can also draw their own pictures on the index cards, or do a combination of both. Let the children know that they can use their cards to help them meditate as they learned how to do today.

Food: The Buddhist tradition teaches the importance of food in moderation and for the health of the body. In Buddhism, food is received with gratitude and reverence and it is considered important to not to be greedy about food. Offering food is one of the oldest Buddhist rituals.

Prepare an appropriate snack for the children and share with them that in Buddhism, they should not take more than their share. Practice with the children receiving the food in a reverent manner. You can use this Buddhist Blessing before they start eating:

This food is the gift of the whole universe, Each morsel is a sacrifice of life, May I be worthy to receive it. May the energy in this food, 89

Give me the strength, To transform my unwholesome qualities into wholesome ones. I am grateful for this food, May I realise the Path of Awakening, For the sake of all beings. ~Namo Amida Buddha

Closing: Encourage the children to be mindful as they leave the classroom and go on with their day. Remind them to use their meditation cards (if you did this activity) or to meditate on the four objects: flower, mountain, water, and space. Encourage them to practice finding a peaceful time just as their Buddhist brothers and sisters do.

Session 15 (April): The Golden Rule (Theme: Golden Rule)

Opening: Say to the children: “It is important for people to follow rules. What are some rules you follow (at home, at school, here, at the library, at the park, etc)?” Allow the children to respond (Remind the children of the turn-taking rule and no interrupting rule, if needed ). Ask the children: “Who enforces them (makes sure the rules are being followed)?” Some possible responses are principals, parents, police, librarian, teachers, the President, etc.

Explain to the children that there is one rule that every person in every place of this world should follow. It is called “The Golden Rule.” Ask the children if they have heard of this, and if so, what is their understanding of it.

Share with the children that the Golden Rule states that we should treat others as we would like others to treat ourselves. Ask: Why do you think this is important? Can you think of a time when you saw someone living by the Golden Rule? Allow the children to answer. You may be amazed at how insightful, witty, and compassionate these young minds can be!

Also share with the children that many faith traditions have their own version of the Golden Rule. Although these sound different, these statements all point us toward treating each other as we wish to be treated:  Judaism: What is hateful to you, do not do to your neighbor. This is the whole Torah; all the rest is commentary. Go and learn it.  Islam: Not one of you truly believes until you wish for others what you wish for yourself.  Hinduism: This is the sum of duty: do not do to others what would cause pain if done to you.  Christianity: In everything, do to others as you would have them do to you; for this is the law and the prophets.  Baha’i: Lay not on any soul a load that you would not wish to be laid upon you, and desire not for anyone the things you would not desire for yourself.  Buddhism: Treat not others in ways that you yourself would find hurtful.

Ask the children: how are these the same? How are they different? Do you know any other version of the Golden Rule?

(Note: Consider purchasing and displaying the “Golden Rule Poster” found on the website: www.scarboromissions.ca/ . Other resources regarding the Golden Rule can be found on this website as well.)

Opening Activity: Supplied Needed:  A Crown Made from Paper This is a variation of “Simon Says.” Make a crown large enough to fit on every child’s head. Give the crown to one child who then has to make “the rules” for moving. Some suggestions are: hopping, running in place, jumping jacks, raising arms in the air, clapping, nodding, etc. Give each child 30 seconds to a minute, depending on your class size to be “the ruler.” When all have has a turn, end the ice breaker. Talking Points:  What were some of the rules? (hop, run in place, jump, clap, etc – whatever the “ruler” had the children do)  Did you have fun following the rules? (Entertain the children’s responses.)  What would have happened if there were no rules in this game? (Entertain the children’s responses.)

Reading: Note: Both of these books are excellent at explaining the Golden Rule and are suitable for all grades. Teachers are encouraged to purchase both for their libraries.

The Berenstain Bears and the Golden Rule, Mike Berenstain and Stan Berenstain, Authors and Illustrators Talking Points:  Why do you think it was important that Mama and Papa Bear wanted Sister Bear to wear the Golden Rule around her neck? (So she could always remember it and follow it; because it is golden and the locket is golden; because the Golden Rule is held in our hearts and the locket is heart-shaped.)  Did Sister experience someone not following the Golden Rule? (Yes, when Queenie wasn’t nice to her.) 92

 Did Sister treat Suzy in a way that followed the Golden Rule when she first came to the school? (No, she didn’t include her in the game she was playing with her friends; she let her friends decide for her not to play with Suzy; she judged Suzy based on her appearance.)  How did Sister follow the Golden Rule the next day at school? (She became friends with Suzy. She asked Suzy to play with her and her friends.)

The Golden Rule, Ilene Cooper, Author and Gabi Swiatkowska, Illustrator Talking Points:  What is the Golden Rule? (Do to others as you would like them to do to you.)  What does the grandfather say is the reason it is “golden?” (“Because it is so valuable, and a way of living your life that’s so simple it shines.”)  How would life be like if everyone lived by the Golden Rule? (People would be nicer, kinder, and happier and treat others better).)

Craft: A Golden Heart (Option 1) (suitable for all ages) Supplies Needed:  Magazines  Gold-colored Glitter  Pre-copy a large heart to fill an 8 ½ x 11sheet of paper and write the Golden Rule either above or below the heart-shape. (Card stock would work best for durability.) Make enough copies for one per student.  Scissors  Glue Ask the children to look through magazines and find pictures of people helping others. Have them cut out 3-5 pictures and glue them in the heart-shape. Add some glitter to make the heart “golden.” Talking Points: Ask the children to share their picture. Ask them to explain each picture they chose and how it fits the Golden Rule. End the activity by encouraging the children to share their picture with their family and display it where all can see and be reminded of the Golden Rule.

A Golden Heart (Option 2) 93

(suitable for all ages) Supplied Needed:  Construction Paper  Scissors  Wax Paper  Glue  Hole Puncher  Yarn  Gold Confetti or Tissue Paper  Markers  Pre-printed “Do to Others As You Would Have Them Do to You” in 2x2 Squares  Heart Template (to fit the size of folded construction paper) Cut wax paper slightly smaller than the size of the construction paper and provide one to each child. Have each child select a sheet of construction paper and fold in half width-wide (“hamburger”-style). Have children trace heart template onto their folded construction paper. Carefully cut out the heart through both sides of the construction paper, carefully preserving the outer edges of the construction paper as you are going to glue the paper closed later. Have the children fold the wax paper in half and insert inside the construction paper and glue into place. The children now have a heart-shaped wax paper “window” in the middle of the construction paper.

With the construction paper open, have the children glue (on one side of the wax paper “window”) the pre-printed Golden Rule along with some gold confetti or tissue paper. Carefully glue the construction paper closed. With the hole puncher, place a hole at the top and tie a loop of yarn to hang the heart. Once it is glued shut, the gold confetti or tissue paper and Golden Rule should be visible through the “window.” Talking Points: Ask the children: Why is it important that the Golden Rule be held in our heart? (Entertain the answers the children give.)

A Golden Reminder (suitable for all ages) Supplied Needed:  11x17 Cardstock (1 sheet per child)  Markers 94

 Glue  Acrylic Gold Paint  Paint Brushes  Small Macaroni On the cardstock, have the children write “Golden Rule” in large letters and then the Golden Rule in smaller letters below (Teachers will do this for the younger children). Have the children glue small macaroni onto the letters of “Golden Rule” until the original print is covered. Once the glue has had time to dry, have the children paint over the macaroni with gold paint. Talking Points:  Ask the children where they can hang their picture to remind them (and others in the family) about the Golden Rule. Ask: Why is it important to see a reminder?

Games: Help the Bear! (suitable for all ages) Supplies Needed:  Stuffed Animals or Other Stuffed Toys Each child will need a partner for this game. Have the partners face each other and extend their arms in front of themselves, holding each other’s hands. Their arms should be close together. Place a stuffed animal on top of the clasped hands. Have the pairs gently rock their toys back and forth by swinging their arms gently. If the toy falls, give the pair another chance. Have the pairs walk around the room with the toy on their arms. Talking Points:  How did it feel to work with a partner to keep the toy on your arms? (Entertain the children’s responses.)  What did each partner have to do in order to complete the task? (Work together to hold the toy off the ground, walk together carefully so the toy didn’t drop, etc)  How did you use the Golden Rule? (Entertain the children’s responses.)

Acting on the Golden Rule (suitable for all ages) Supplied Needed:  Scenarios for the Children to Act

Write several scenarios for the children to act out the Golden Rule. Each scenario should involve two children. Examples are: a child falls in the playground and another child responds, a child spills his juice at lunch and has nothing to drink and the child next to him helps out, a child is sad about not being included in a game and another child walks by, a child is getting frustrated at not being able to do a task and another child helps, etc. Have each pair act their scenario out using the Golden Rule appropriately and not using the Golden Rule at all. Talking Points:  How did you each feel when the Golden Rule was being used? (Entertain the children’s responses.)  How did you each feel when you didn’t follow the Golden Rule? (Entertain the children’s responses.)

Pass It Along (suitable for 2nd and 3rd graders) Supplies Needed:  Hula Hoop Place a hula hoop over the shoulder of one child. Have all the children stand in a circle holding hands, including the child with the hula hoop. Instruct the children that their task is to work together to get the hula hoop from the child who has it around the circle and back to that child’s other shoulder – while holding hands the whole time. Sit back and watch the fun! Talking Points:  How did it feel to work with each other to move the hula hoop around the circle? (Entertain the children’s responses.)  What did each child have to do in order to complete the task? (Work together to keep the hula hoop moving, working together to not use hands, etc)  How did you use the Golden Rule? (Entertain the children’s responses.)

Songs: The Golden Rule (Do Unto Others), Lyrics by Jim Rule http://www.songsforteaching.com/jimrule/goldenrule.htm

The Golden Rule Song from Weird Animals VBS http://www.youtube.com/watch?v=t4tvCNkCrvA

Food: Make a “Golden Snack” (recipes courtesy of Cooks.com): 1 – 12 oz box of Golden Graham cereal 1 – 11 oz package of pretzel sticks 1 – 16 oz jar of roasted peanuts (can substitute golden raisins or use both) 1 – 24 oz package of white bark (melted)

Mix together first three ingredients. Toss with melted bark. Spread on cookie sheets to dry. Store in cool and dry place.

Or:

5 cups of Golden Graham cereal 1 cup of dry roasted peanuts ¼ cup of peanut butter 2 tablespoons of butter 1 teaspoon of cinnamon 1 cup of raisins

Melt peanut butter, butter and cinnamon together in microwave. Stir together all but raisins in a 9x13 non-greased pan. Bake at 350 degrees for 15 minutes. Cool and add raisins.

Closing: (Stress to the children that however they state the Golden Rule, it is most important to follow it.) Have them say the Golden Rule (as they know it) three times – louder each time. Let them know that you are proud of them for knowing the Golden Rule; now you want them to show it! Encourage the children to live the Golden Rule by following it every day. It won’t always be easy to do, but it is important to try. Ask the children: What would the world be like if everyone lived by the Golden Rule? Listen to their answers, and let them know that next week, you will ask them what they did during the week to follow the Golden Rule, and you will be excited to hear what they did!

Session 16 (April): You Can Make a Difference! (Theme: A Small Action Can Make a Difference)

Opening: Ask the children who the president of the United States is. Ask them to name an athlete, a musician, an actor or actress, or any other person they know from the news or from magazines. (For the older children, ask them what these individuals have done to become popular.) Ask the children if they have ever heard of Martin Luther King, Jr, Mahatma Gandhi, Abraham Lincoln and other peacekeepers that you can think of (Have pictures of individuals with strong character available to show the children). Explain that there are many reasons people become famous and popular, and for some it is their strong character, and that they live by the Golden Rule of doing to others as they would like others to do to them. Whisper to the children, “But I have a secret” and wait for everyone to be quiet so you can share it with them. Tell the children that they don’t need to be famous or popular to do what these individuals have done – every little or simple act of kindness matters and can make a difference! Ask them to share how they followed the Golden Rule during the past week. If possible, give each child a golden-foiled chocolate as a special treat for following the Golden Rule.

Opening Activity: Simple Acts of Kindness Supplied Needed:  Pictures of simple acts of kindness from magazines and from an Internet images search Show the children the pictures you brought to class today. Ask them how these acts of kindness help others. Ask the children what acts of kindness they have done or have been done to them. Entertain their responses.

Reading: For 1st Graders: The Earth Book, Todd Parr, Author and Illustrator Talking Points:  What are some of the little things the child in the book did for the earth? (Using both sides of the paper, bringing her own bags to the store, turning the faucet off and using less water, turning off the lights, throwing away trash, recycling)

 Are these little or big things to do? Why? (Entertain the children’s responses.)  What if all of us did the same acts of kindness? (It would add up to be a big act of kindness, we would make a bigger difference together, etc.)

For 2nd Graders: Starfish On The Beach, Tom Schneider, Author and Lindy Schneider, Author/Illustrator Talking Points:  Why do you think it was important to Sandy to get the starfish back into the water? (Entertain the children’s responses.)  Why did Sandy’s mom get sad when she saw so many starfish on the beach? Why do you think Sandy was happy to help even one starfish? (Entertain the children’s responses.)

For 3rd Graders: One Smile, Cindy McKinley, Author and Mary Gregg Byrne, Illustrator Talking Points:  Do you think it was hard for Katie to smile at the young man? (Entertain the children’s responses.)  Whose lives did Katie’s smile touch throughout this story? (the young man, the woman with the flat tire, the waitress, the waitress’s family and neighbors, the neighbor’s grandmother, the neighbor’s cousin, the girl in the doctor’s office and her father)  How did the smile get back to Katie? (The young man fixed her mother’s car and Katie could see her grandfather.)  Can you think of any simple thing you can do that could make a difference like Katie’s smile did? (Entertain the children’s responses.)  Note: There are additional discussion questions written by the author at the end of the book.

Craft: Helpful Hands (suitable for 1st graders) Supplies Needed:  White Paper  Pens or Markers  Paint (if applicable)  Strips of Paper with “These Hands Can Make a Difference!”  Glue Have the children place their hands on the paper. Either trace each hand or paint the palms of each child and carefully make a handprint of each hand.

Have the children glue the strip of paper under their handprints. Then ask each child what he/she can do to make a difference (assist children with their responses as necessary – asking what family members need help; if they have pets they can care for; etc) and write that on their paper.

Helpful Hands (suitable for 2nd and 3rd graders) Supplies Needed:  Cardboard the thickness of a cereal box  Markers  Colored Paper (optional)  Foil  Yarn  Tape  Stickers (optional) Trace each child’s hand on the cardboard and cut out. Make sure the child’s fingers are spread out. (To make the hand more colorful, glue a piece of colored paper on top of the cardboard and trace.). On each finger, write a task the child will do over the week that will help around their home or to help a family member. Examples: feed a pet, play with baby brother/sister, help parent prepare a meal, call Grandma, etc. Using foil, craft a ring that will fit over the fingers. Connect this ring to a piece of yarn and attach to the bottom of the hand on the back side (Ensure that you cut a long enough string so that the ring can reach each finger.). Tell the children that each day, they can choose a different task and put the ring around the corresponding finger. Allow the children to decorate the palm of their cut out hand with a heart, a sun or rainbow, or with stickers. Talking Points:  Children are a part of their family and as a member of the family, there is always something that can be done to help the other members.  Each member of the family can share in the responsibilities of the household. What are some tasks that you can do to help your family?  What are tasks that other members do? For example: Mom or Dad cooks dinner, makes sure you have clean clothes to wear, drives you to school or to other places, etc  No matter how big or small, there is always something that can be done to help someone.

100

 Helping others feels good and gives us a sense of purpose and of belonging.

Ordinary Hero (suitable for all ages) Supplies Needed:  Cardstock 8.5x11 Paper  Glue  Material to Make a Small Cape  Template of a Person to Fit on the Cardstock  Yarn  Markers, Crayons, and/or Colored Pencils  Scissors Have children trace the template of a person onto the cardstock and cut out. Have the children glue a cape to the back of their person, and add facial features, yarn for hair, and clothes. They are now super heroes – but do not have any super powers. What are all the amazing things you can do as an Ordinary Hero? See Talking Points below: Talking Points:  Ask what their hands can do if they are a super hero without any powers. (They can put their arm around someone who is sad; they can help put a band-aid on a hurt friend; they can learn sign language to communicate with someone who can’t hear; they can plant seeds to grow a plant; etc)  Do this with other parts of their bodies: What can their feet do? What can their eyes do? What can their mouths do? What can their ears do? (Entertain the children’s responses and add some of your own.)

Games: Super Hero Relay (suitable for all ages) Supplies Needed:  Two Child-Sized Capes  Signs that Read “Feed the Hungry,” “Play with a New Friend,” “Carry Your Neighbor’s Groceries,” “Walk the Neighbor’s Dog”  Two Grocery Bags with Empty Food Boxes and/or Cans; Empty Juice or Milk Bottles; etc  Two Stuffed Dogs  Two Ropes for “Leashes”

101

 Two Balls to Kick  Fake Plastic Food and Dishes Set up stations with each sign to mark the station. Put the plastic food in the “Feed the Hungry” station, the balls in the “Play with a New Friend” station, the grocery bags in the “Carry Your Neighbor’s Groceries” station and the stuffed dogs and leashes (tied around the dogs’ necks) in the “Walk the Neighbor’s Dog” station. Divide the children into two teams and put a cape around the neck of the first child in each team. In the 1st station, tell the children they are to make a meal then run to the 2nd station. In the 2nd station, they are to kick the ball to the 3rd station. In the 3rd station they are to carry the grocery bag to the 4th station. At the 4th station, they are to “walk” the dog back to the next child in line and place the cape around the neck of the next child’s neck. (Place all the props back into their stations so the next children can began their relay.) After all the children have had a turn, enthusiastically cheer that every child can be a hero and make a difference!

Making a Difference Skits (suitable for all ages) Supplies Needed:  Photos Used in the Opening Activity  Props Using the photos you brought for the opening activity, have the children act out the different acts of kindness they see. Provide them with props or have them pantomime their actions. Ask if the children have any other ideas for acts of kindness that they can act out. For more fun, have the children act out the photos without telling the others what they are acting. Have the audience guess what the act of kindness is.

Starfish Toss (suitable for all ages) (If Starfish on the Beach was read, this activity will complement the book. If the book is not available, an Internet search will locate a similar story that can be quickly read to the children.) Supplies Needed:  Starfish (or simple stars) Cut out of Cardstock  Yarn (about 4 feet in length – enough for each starfish  Blue Cloth or Tarp  Paper Clips – enough for each starfish 102

Attach a 4’ length of yarn to each starfish with a paper clip. Set up the blue cloth or tarp to be “the ocean.” Have the children stand 2 to 3 feet from the ocean and toss their starfish toward the cloth using the string. Have the children step back and toss again. Repeat this until the children are stretching out to get the starfish into the ocean. Then have them take one giant step forward and toss the starfish in for the last time. Shout out that they each made a difference for that one starfish!

Songs: Repeat the songs from the previous lesson on Golden Rule.

Food: Select foods that are advertised to make children “strong” such as milk and cheese, fruits and vegetables, proteins (hard-boiled eggs, nuts) and whole grains. Consider any dietary restrictions or allergies the children may have when selecting the items. Cut into small pieces so the children can pick a variety of items.

Service Project: Introduce the children to the idea of “doing service” in your community. Ask them for their understanding of “service” and “volunteering.” Ask if any of them have volunteered somewhere before and what they did. If you are a volunteer teacher, let them know that you are doing service yourself! Brainstorm with the children a simple service project that can be accomplished during these final weeks of instruction. For example, can the children collect money for a non- profit organization? Maybe have a bake sale after a worship service, or setting up a lemonade stand? Or maybe the children can collect non-perishable food for the local food bank. If there is a family or person in need in your community, the children may be able to do a yard project or a spring cleaning project. Brainstorm and ask the children’s parents for suggestions as well. Try to plan a simple service project to show the children how they can make a difference!

Closing: Put a super hero cape around your neck. Ask the children if they were a super hero, what would their special power be. Share what you would like yours to be. Let the children know that as great it would be to have a special power like a super hero, they do – in fact – have the special power to make a difference to someone. Encourage them to take the ideas you discussed today and do 103

something special for someone else. Even a small act of kindness can really make a difference!

104

Session 17 (May): Be the Light (Theme: Be the Light in Others’ Lives Everyday)

Opening: Ask the children if they have noticed that it is staying lighter earlier in the day. Most will say they have. Ask what they think of this. Also ask them: How does the having more light impact the activities you do? What have you noticed about the change in the weather? Is there anything that excites you about the longer days? Does anyone miss the shorter days of winter?

Opening Activity: (Try to darken the windows in the room as much as possible before the children arrive.) Explain to the children that you are going to make the room as dark as possible but that you have special lights so everyone can see each other. Give each child a battery powered votive candle or a flashlight (if resources are limited, give a flashlight to every pair of children but hand the most scared children the flashlights before pairing them up.) On the count of three, have the children turn on their lights. Explain how you can see all of their faces now and how beautiful the room looks with the soft, gentle light. Allow the kids to explore with shadows and movement as much as they are willing to and are being safe. End the activity with a count of three to turn on the regular room lighting. Ask the children for their thoughts on what they just experienced. Share with them that darkness can sometimes mean fear and other times peace and quiet. The same holds true for light – bright light can hurt our eyes but also can show us all the things that are around us.

Our hearts are like these little lights. When we show we care for someone, we are a light that leads the way toward joy and love. Sometimes we may wonder if our lights are bright enough to really help anyone. We may think we need to be bigger or older. Remember, the stars in the sky may seem tiny and very far away, but travelers depend on them to find their way. We don’t always realize that our tiny light can make others happy. Can you think of ways that you have shown love, concern, or that you care for someone or for a pet? Allow the children ample time to answer.

Reading: For 1st Graders: Let Your Light Shine, Ron Berry, Author and Chris Sharp, Illustrator 105

Talking Points:  How do lighthouses help people on boats? (They shine light to help sailors stay safe and not hit land; in times of storms, lighthouses can guide sailors to shore.)  How can our “light” help others? (We can help friends who are hurt; take care of our pets; help others when they are in need such as carrying packages, picking up our toys, etc)

For 2nd Graders: The Dark, Lemony Snicket, Author and Jon Klassen, Illustrator Talking Points:  Why do you think Lazlo was afraid of the dark? (Because the dark hid in different places in the house)  Do you think Lazlo was brave when he listened to the dark? Why? (Entertain different answers.)  Do you think the dark was good or bad when he told Lazlo about how his world would look without the dark? (Good.)  Do you think Lazlo was afraid of the dark after the dark explained itself to him? (No.)

For 3rd Graders: Frog and Toad Together, Arnold Lobel, Author and Illustrator (the story, “The Garden” starting on page 18) Talking Points:  Why do you think Toad was shouting at the seeds? (He was anxious to see them start growing.)  What did Frog tell Toad was the way to help them grow? (Leave them alone for a few days. Let the sun shine on them and the rain fall on them.)  What did Toad do in the evening? (He lit candles for the seeds and read to them so they wouldn’t be scared of the dark.)  Did Toad work hard so the seeds wouldn’t be afraid? (Yes, he sang, read and played music for them.)  What would you do to help someone who is afraid? (Entertain the children’s responses.)

Craft: Star Light (suitable for 1st graders) Supplies Needed:  Card Stock in navy blue 106

 Star template measuring 5” across  Glitter  Tealights (enough for one for each child)  Scissors  Glue  Pencils/Pens Help the children trace the star template onto the card stock. Cut the star out and glue a tealight in the middle of the star (Securing the tealight with hot glue works best as long as an adult supervises). Decorate the star with glitter and glue.

This Little Light of Mine (suitable for 1st and 2nd graders) Supplies Needed:  White Paper Plates (the cheap kind) – one for each child  Construction Paper (various colors; at least one sheet of yellow)  Paint, Markers, Crayons or Colored Pencils  Scissors  Glue  Flame Template  Rectangle Template (4”x2”) Have each child cut the paper plate in half, or pre-cut the plates before the children’s arrival. Have the children color the plates, and cut a rectangle out of a color of construction paper of their choice. Have the children cut out a flame from yellow construction paper, or pre-cut these. Glue the flame to the top of the rectangle (one of the 2” sides) to make a lit candle. Glue the other 2” end to the inside of the straight part of the cut paper plate. Cut a half circle “handle” out of construction paper and glue to the inside of the rounded part of the same cut paper plate. Glue both sides of the paper plate together to form a pocket. This is the candle “holder.” For an added effect, cut a circle slightly bigger than the flame and glue to the back of the flame to create a “glow.” You can have the children write “Be the Light” on their project, or pre- print this on white paper that the children can cut and glue onto their candle “holder.” Cut the bottom of the candle “holder” flat by cutting off a small section of the round bottom of the paper plate.

Paper Lanterns (suitable for 2nd and 3rd graders) 107

Supplies Needed:  Two sheets of colored paper (preferably one sheet being yellow)  Scissors  Pencils  Rulers  Stapler or tape  Glitter  Stickers  Markers/Crayons Begin by cutting two strips down the long side of the yellow sheet of paper, and set them aside. Next, fold the second sheet of paper in half to form a long and skinny rectangle (also known as the “hot dog” fold). Leaving about an inch on the side opposite of the fold, draw lines about one inch apart. Have children cut on the lines from the fold toward the opposite side, forming slits in the paper. (Let the children know not to continue cutting to the end of the page – ie, that they cut the paper apart. You want this sheet of paper to remain intact.) Open in up and roll it in the opposite direction. The crease of the page will be in the middle. (You will know you have rolled it correctly if the slits bend at the crease). Connect end to end by either stapling or taping the ends together. Roll the yellow sheet of paper and tape or staple ends together. Place in the middle of the lantern. Using the strips you cut at the start of this activity, wrap them around the top and bottom of the lantern, or embellish with glitter, stickers, or original artwork. Use the remaining strips to attach a handle at the top of the lantern.

If you have time, string all of the lanterns and talk to the kids about how much more light there will be as each lantern is added. One lantern is a little light, but many lanterns is a lot of light.

Games: Find the Light (suitable for all ages) This game is more effective in a dark room, but be respectful of any child’s fear of the dark (Try pairing those children up with other children as you did during the icebreaker, but if darkness causes the children anxiety, you can leave the lights on as low as is comfortable for them.) Have the children close their eyes. Hide one of your battery-powered votives or a flashlight in the “on” position. 108

Give the children the opportunity to find the light. Start off easy and make it more difficult with each round. Encourage those who have found the light to allow other children the opportunity. You will hear lots of giggles and glee as the children search. Talking Points:  How did it feel to be in the darkness looking for the light?  How did it feel when someone found the light?  How do you think people feel when they are in the dark and find light?

Being the Eyes (suitable for all ages) Fill a couple of bowls with small rocks, rice, beans or anything that the children can dip their hands into. Place a “special” object (something similar in size as the item in the bowl and hard to detect among the rice, beans or whatever you have put in). It is best if you have two bowls if your group has more than five children. Divide the children in two teams. Blind fold the first child in each team and instruct them to find the special object in the bowl. Give each child around 30 seconds to find the item and then give the other children their turns. Chances are good that the children will not find the object while blindfolded. Now have each child try without the blindfold on. Most of the children will have little difficulty finding it if they can see it. Talking Points:  How did you feel looking for the object with the blindfold on?  How did it feel with the blindfold off?  When we are the light for others, we are helping them with something they are having difficulty with. We are showing that we care about them and their well-being. Sometimes, we are their “eyes” when it is difficult to see how a problem can be solved. Sometimes, just smiling at someone who is having a bad day is all we need to do.

Follow the Light (suitable for 2nd and 3rd graders) Supplied Needed:  Slips of Paper with Simple Directions (such as: Clap your hands 10 times. Jump up and down 10 times. Pass an object around the group. Wave your arms around for 10 seconds. Pretend to be an animal for 10 seconds. Shake the hand of each classmate. Etc.)

109

Pick a child to be “the light.” Have the child select a direction slip from a bag or hat. Tell the child that he/she is not allowed to read the direction out loud or to talk to the other children. The task is to get all of the other children to do the activity on the slip without speaking. Once the task is complete ask another child to be “the light” and to take a slip until all children have had a turn to lead an activity. Talking Points:  What was fun about being “the light?” What was challenging? (Entertain the children’s responses.)  These were simple tasks in our game. What would be harder ones to lead others to do in helping others? (Entertain the children’s responses. If they don’t have a response, you can give them examples such as: how can you lead others to help children who are hungry and/or homeless?)

Songs: This Little Light of Mine (The “light” refers to the goodness in the child. A popular hand movement is to for the child to hold up their index finger to symbolize a candle. Move the finger in a circular pattern as you sing. This is a popular song so if you need the tune, you will find it in an internet search.) This little light of mine, I’m gonna let it shine! This little light of mine, I’m gonna let it shine! This little light of mine, I’m gonna let it shine – Let it shine! Let it shine! Let it shine!

Hide it under a basket? No! I’m gonna let it shine! Hide it under a basket? No! I’m gonna let it shine! Hide it under a basket? No! I’m gonna let it shine – Let it shine! Let it shine! Let it shine!

(Repeat first verse.)

110

Food: Assemble an assortment of “dark” foods and “light” snack foods. Black teddy bear graham crackers, marshmellows, pumpernickel or dark rye bread, mozzarella cheese or other white cheese, raisins, bananas, black olives, cream cheese, chocolate chips, etc. If the children are interested, give each child a piece of bread and add some cream cheese in the middle. Encourage them to add raisins and other items to create a design. As you sit and eat, ask them to look at their plates. Did they pick both light and dark items? What do they think about the contrast between the colors? Where they hesitant to try something because of its color?

Closing: Ask the children to imagine they are at the beach, feeling the sun on their faces. Have them show you how they would look. Some of the children might have their eyes closed as they look up – point out that although we can’t look directly at the sun, we can feel the warmth of the sun on our faces and skin. As you close out this session, ask the children to think about the good things about light and darkness and allow them to share their ideas.

Make a list of “light” activities. (Include some of the examples the children gave during the icebreaker today.) Make another list of “non-light” activities (such as ignoring a friend’s plea for help; wanting to play a video game instead of helping a parent; etc). If possible, give each child a flashlight or electric tealight that they can switch on or off when you read the list out loud. (Light will turn on when it is a “light” activity and turn off when it is a “non-light” activity.) If you only have one flashlight, have an adult control it but ask the children after each activity is read if the light should be on or off. Encourage the children to be lights this week.

111

Session 18 (May): Interfaith Kids (Theme: Living Interfaith)

Opening: We are now at the end of our school year. We have talked about a lot of things. We have talked about our families, our communities, ourselves. We have talked about other children, and how in many ways we are the same. We have also talked about the different things we do – the way we may dress differently, talk in different languages, and the different things we are taught. We have learned about different faiths. Different isn’t right or wrong; different just is, and it is important for us to learn about our differences. And through everything we’ve learned there is something lesson had in common…love, compassion and community. We humans are like flowers – so many different sizes, shapes, colors and varieties! You can use this analogy with the children and can show some pictures of different beautiful flowers to the children.

Opening Activity: (Wrap a heart or any symbol of love in a box with bright paper. If you can, wrap the box in as many sheets of wrapping paper as there are children in your class so that each child can unwrap a layer of paper. (If this is not possible, you can unwrap the box yourself or have each child take a turn ripping a small section of paper off.) Tell the children: We have learned many different things this year, and I am so happy I have been able to learn those things with you. We have learned about the importance of our families, of our communities, and of the world. We have learned how to celebrate and how to be thankful. We have learned about several different religions, and about our Muslim, Hindu, Christian, Jewish, Buddhist, Wiccan and Baha’i brothers and sisters. And there are so many paths! In fact, it may be good to think of our differing traditions as differing paths. Yet might each path be trying to take us to the same place – might each path have something in common? We have learned so much this year! But everything we learned has one thing in common. What do you think that might be? (Entertain the answers the children give. Unwrap the present after all responses and open the box.) Love is what we talked about in every lesson this year. Loving our families, our communities, the world. Loving our brothers and sisters who live near us and far away. Love is our path.

For older children you can add the concepts: Understanding them better, being respectful of others’ beliefs, be compassionate to others’ needs. Also bring up

112

the point that your class has formed its own community, and humans are meant to live in community with others – it is important to work together to understand our differences.

Reading: For 1st Graders: The Peace Book, Todd Parr, Author and Illustrator Talking Points:  There are lots of things that are “peace.” Tell me one that you remember and tell me why you think it is “peace.” (You may need to refer to the different pages in the book to elicit responses.)  If “peace” is “being who you are,” what is something about you that you think shows your “peace?” (Entertain the children’s responses.)  How have you seen “peace” in someone else? (Entertain the children’s responses.)

For 2nd Graders: Old Turtle, Douglas Wood, Author and Cheng-Khee Chee, Illustrator Talking Points:  What did the animals, fish, birds, and nature argue about? (Who God is)  What was God like to each of the different voices? (God was just like themselves and not like anything different.)  What did Old Turtle say God was? (God IS; God was everything they all were arguing about.)  When the people came, what did they argue about? (About who did and didn’t know God; where God was and wasn’t; and whether God existed)  Who set the people straight? (The animals, fish, birds and nature)

For 3rd Graders: Old Turtle and the Broken Truth, Douglas Wood, Author and Jon J Muth, Illustrator Talking Points:  When the truth fell, it broke. Why do you think the animals that found one half didn’t want to keep it? (They were looking for the whole truth; they knew something was missing.)  The half truth (“You are loved”) made the humans happy for a while, but only certain people. Who? (The people who looked the same; those that shared the truth)

113

 What happened to the people? (They fought with each other to get the truth; they harmed nature; they felt empty; the people wouldn’t listen)  What made the little girl so special that she could be the truth-carrier? (She listened to nature and to the animals; she was hopeful people could change; she was full of wonder)  The little girl brought the other half of the truth (“And so are they”) back to the people. How did the people react? (Frowned, smiled, laughed, cried)  What happened to the people after they had the whole truth? (They understood it; they began to see themselves in other people.)

For All Ages: What Do You Believe? Religion and Faith in the World Today, Fleur Star, Senior Editor The Kids Book of World Religions, Jennifer Glossop, Author and John Mantha, Illustrator A Faith Like Mine: A Celebration of the World’s Religions Through the Eyes of Children, Laura Buller, Author Talking Points:  All three of these books do a good job of explaining the world religions. Based on the ages of the children you are teaching, select several pages to review with them. You can also select world religions not covered during this school year. Ask the children for their thoughts and what stands out to them. Entertain their responses and encourage their curiosity.

Craft: Interfaith Banner (suitable for all ages) Repeat this project for all three years. This project can be done in two ways:  Make a classroom banner that you will forward to their teacher at the beginning of the following school year.  Make individual banners each child can take home. Encourage the children to continue learning about different faith traditions over the summer. Supplies Needed:  Large Paper or Cloth  Symbols from the world religions studied this year:

114

Baha’i, Hinduism, Buddhism, Islam, Judaism, Humanism, Wicca and Christianity  Symbols of other faith traditions: Confucianism, Sikhism, Unitarianism, Native Spirituality, Jainism, Zoroastrianism, Taoism  Markers  Glue  Scissors Either cut the symbols out or have the children trace them onto their banner. Glue onto the material or paper. For older children, have them jot a thought or two about what they learned about the religions studied this year, and leave space near the ones that were not studied. Encourage the children to learn about these other faiths and jot down any thoughts about them. For younger children, trace or paint their handprints near the symbols.

Food: Celebrate a wonderful year of Interfaith education! Plan a potluck with the parents, or prepare a simple meal that you can bring to this last session. If time permits, have the children assist in making their snack or meal such as, sandwiches or pizza (if you have access to an oven). Make this time as festive as you are able!

Closing: It has been my pleasure teaching you this year! What I would like us all to do during the summer is love others, help others, share with others, learn from others and understand others. (Give some ideas to the children for how they can achieve this.) Bring peace to each other. Smile at others and make a difference!

115

Holidays of the World Religions:

(Primary holidays are in bold.)

Baha'i Holidays Jan: World Religion Day Feb: Intercalary Days Mar: Naw-Rúz (New Year) Apr: First Day of Ridvan May: Declaration of the Bab May: Ascension of Baha'u'llah July: Martyrdom of the Bab Oct: Birth of the Báb Nov: Birth of Baha'u'llah Nov: Ascension of 'Abdu'l-Baha

Jewish Holidays Jan: Tu BiShvat Mar: Purim Apr: Pesach May: Yom HaShoah May: Yom Ha'Atzmaut June: Shavuot Aug: Tish'a B'av Oct: Rosh Hashanah Oct: Yom Kippur Dec: Hanukkah

Christian Holidays Jan: Epiphany Mar/Apr: Easter May: Pentecost Dec: Christmas

Muslim Holidays May: Lailat al Miraj May: Lailat al Bara'ah May: Lailal al Bara'a 9th month: Ramadan

116

End of Ramadan: Eid al Fitr 10th day of Dhu al-Hijjah: Eid al Adha Oct: Muharram (New Year) Dec: Mawlid an Nabe Dec: Mawlid an Nabi

Wiccan Holidays Feb: Imbolc Mar: Equinox May: Beltane June: Solstice Aug: Lughnassad Sept: Equinox Nov: Samhain Dec: Solstice

Buddhist Holidays Jan: New Year Feb: Nirvana Day Mar: Magha Puja Day Apr: Theravadin New Year May: Visakha Puja/Vesak July: Obon July: Asalha Puja Day Dec: Bodhi Day (Rohatsu)

Hindu Holidays Feb: Vasant Panshami Mar: Maha Shivaratri Mar: Holi Apr: Hindu New Year Apr: Ramayana Apr: Ramanavami Apr: Hanuman Jayanti Aug: Ganesh Chathurthi

117

Aug: Raksha Bandhan Aug: Krishna Janmashtami Oct: Navaratri Oct: Dasara Oct: Diwali

Note that some of months of these holidays are approximate. Some holidays follow lunar calendars.

Jewish, Muslim and Wiccan holy days tend to begin at sundown (frequently the night before the holy day is listed in a calendar).

118

NOTES:

119

NOTES:

120