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SERVICE Teaching and Learning Activities Bands A – D

WORDS TO USE 1 GOD’S LOVE INSPIRES AND Work with students to develop a list of words EQUIPS CHRISTIANS TO that can be used to define the meaning of LOVE AND SERVE OTHERS ‘helping’, eg caring, showing love. (1b, 1c) BOOKS Read stories that have a helping theme. INTRODUCTORY ACTIVITIES Fables such as The Lion and the Mouse could be used. (1b,1c)

SERVING Explore the concept of serving in any of the STORY PROPS following ways: Use simple props, e.g. bandages, medicine,  Talk about students’ experiences of being crutches, an empty lunch box etc, to introduce served, e.g. in a restaurant or shop. stories of people whom Jesus helped. Lead Provide opportunity for students to play or students to talk about times when they may mime these situations. have been sick, hungry or lonely and to identify  Use fiction or non-fiction books to help how they felt and who helped them. (1a,1b) older students explore the role of household servants in the past. POSTERS OR PICTURES  Substitute the word serve for ‘help’ as you Use posters, photographs or magazine talk with your students, eg May I serve you pictures of people who help. Students by tying up your shoe laces?  identify the different places where help can be given, eg help given in the home,  Identify places where people in need are school and community; ‘served’, eg hospitals, homes for the  identify people who give this help (parents, elderly or homeless. (1b,1c) family, teachers, medical helpers, bus drivers, etc); GROUP GAMES  talk about the feelings of people who give Play games in which everyone’s help is and receive help; needed for the game to be a success, eg relay  distinguish between people who help as races, Chinese whispers. (1c) part of their work and people who help just because they love and care (older LOVE IN LITERATURE students). (1b,1c) Read stories to students in which characters demonstrate love, such as Mr Nick’s Knitting, COLLECTIONS The Happy Prince, The Very Best of Friends, Choose from either of these collection ideas: Boss of the Pool. Discuss the different ways  Fill a box with ‘helping objects’, eg hammer, love is demonstrated in the stories and the tea-towel, garden fork. Show objects from feelings and emotions that can be involved the box and ask students to identify who with showing love. Use this as an introduction might use each object and how it could be to the way Jesus demonstrated love to people. used to help somebody else. (1a,1b,1c)  Make a collection of small but important things that people use to help them, eg a POETRY ABOUT LOVE button, a pin, a nail. Talk about the Show students poetry which describes love, in importance of small things in order to a variety of ways. Students write their own introduce the concept that people can do poem which describes their understanding of small but important things to help others. love entitled Love is . . . This can lead to a (1b,1c) study of what the Bible says about love. (1b,1c)

CAN I HELP YOU?

ACTIVITIES 1 BANDS A-D As an introduction to the concept of Christian  Do you think anyone is able to do love and service, students identify ways and something about this issue? Why or why situations where people serve others, eg not? (1a,1b,1c) waiter, shop assistant, serving a meal to the family. Students role-play or illustrate the CHRIST IN THE WORLD words and actions of the people who are Christ has no body on earth but yours, no serving. Identify the motivation for serving in hands but yours, no feet but yours’ (prayer of each example. (1a,1b,1c) St Teresa). Write this statement on the board and discuss I AM LOVED with students what they think it means. Students list people who love them and  What are the implications for Christians if illustrate the ways these people demonstrate this statement is true? their love to them. (1c)  What are Christians called to do?  What organisations or people have you LIGHT OF THE WORLD seen acting as Jesus’ hands and feet? Provide each student or pair of students with a Go on to investigate these people or candle. Light the candle and play some organisations and their motivation for what meditation music. Ask students to focus on they do. (1a,1b,1c) the candle and to watch the flame as it flickers and spreads light. Students think about the SERVING light and what they notice about it. Read the following scenarios to the students: Encourage students to imagine the different  Angie cleans out her wardrobes and finds a uses for light, eg to show the way, to give stack of clothes and old toys. Rather than comfort in darkness, to be used to decorate throw them away she gives them to a local and celebrate special events, to warn of charity shop. danger.  Tyson reads an article in the newspaper Students visualise light being used in dark about young homeless people in his city places and the way it illuminates the shadows and an organisation which provides food and helps people see things more clearly. and clothing for the young people. Tyson Tell students that Jesus says in the Bible that contacts the organisation to find out about he is the ‘light of the world’. Discuss: being a volunteer in the organisation. What do you think a person would have to do  Each year, the school asks for donations of to be able to call him/herself ‘the light of the toys and food for the Christmas appeal. world’? Provide time for students to sit quietly Sam uses his pocket money to buy the and write down their reflections about light or game that he has been wanting for months. about Jesus as the light of the world. He places it under the tree for the appeal. (1a,1b,1c) Students individually respond to:  Which of these examples do you think LOVE depicts the meaning of service? Give St Augustine of Hippo said: ‘Love and then do reasons to support your answer. want you want’. Students discuss this  What do you think it means to serve? quotation in groups and give reasons for Discuss students’ responses and go on to agreeing or disagreeing with it. Share groups’ investigate the Christian understanding of responses and make a list of questions service. This activity could be reviewed at the students have about the Christian view of love. end of the unit. (1b,1c,1d) (1a,1b) LOVE IS . . . NEWSPAPER REFLECTION Listen to contemporary songs about love and Provide students with newspapers or arrange record the messages presented. Skim through for students to bring them from home. Ask magazines to record the messages presented students to skim through the newspaper and about love. Students use words, pictures and consider the articles and pictures on each symbols to create a collage that depicts the page. Students asterisk those which cause world’s view of love. Discuss: them anxiety and/or sadness. Students  What does the world think love is? choose one article or photo to cut out and  Do you think people understand what love respond to using the following questions: is? Why or why not? (1a,1b,1c,1d)  Why did you select this article or photo?  How does it make you feel? LOVING ACTIONS  What issues do you feel particularly Conduct experiments in the class or concerned about? schoolyard to observe people’s responses to  What do you wish you could do about it? loving actions, eg befriending lonely students, sharing possessions, caring, and positive comments. Compile the results on a class

ACTIVITIES 2 BANDS A-D chart. Use the chart to summarise people’s about the struggles they have to demonstrate views and experiences of love. Discuss: love in their families and friendships. What  Do people expect others to show love qualities does loving others demand of towards them? Why do you think this is? people? (1a)  What effect do loving actions have on people who receive the acts? DO ALL GODS LOVE?  What effect do loving actions have on Students investigate the gods of other people who do the acts? (1a,1b,1c,1d) religions, eg  Allah, the Muslim god TOGETHER OR AGAINST EACH  Zeus, an ancient Greek god OTHER  Apollo, an ancient Roman god Play a cooperative game (see The  Shiva, a Hindu god. Collaborative Classroom by Susan and Tim How do the gods relate to human beings? Hill). Play a competitive game such as tug of How do the gods demonstrate love? Students war. write a definition of love based on their findings Students compare and contrast the about different gods. cooperative and competitive games, eg the The Hebrew God Yahweh is described in feelings of fun when all are involved and Psalm 103. What are the similarities and helping each other, the frustration and anger differences between the Hebrew god and other that creeps in when competing against one gods? (Any discussion of non-Christian another. As a class consider situations in the religions needs to be handled with sensitivity.) world which are similar to either game. (1b) If people base their approach to life on the example of the gods they worship, what LOVE IS . . . different approaches to community life can you Students conduct various activities to define expect? (1a,1b) the meaning of love as it is used in their culture. BEING LOVED  Listen to contemporary songs by various The focus of this activity is on the students’ artists about love. personal understanding and experience of  Brainstorm the different ways people use love. ‘love’ in everyday speech, eg  Each student lists ten expressions of I love pizza concern that were given to them over the I’d love to be a millionaire. previous twenty-four hours (word and/or  Find advertisements which use the word deed). love in connection with a product.  Each student identifies the sacrifices  Explore how movies present love. parents have made for them out of love.  Survey their peer group and adults for  Each student identifies the areas of their life definitions of love. where they need care. They list things Students collate the information under the others could do for them that would meet headings: their needs.  different types of love Students write a definition of love on the basis  to whom love is directed of their personal reflection. (1a,1b)  conditions under which love exists  expectations of love. WHAT DIFFERENCE WILL IT MAKE? What different definitions of love can there be? Students find examples in newspapers and Students compare these definitions with the magazines of people/situations which need Greek definitions ‘storge’, ‘philia’, ‘eros’. long-term and short-term care. Display these Students investigate the biblical definition of around the room. love (see Divine Drama, Our Narrative, Students discuss and analyse the kind of care Chapter 24, Section b). needed and who the providers of care will be in This leads to a study of Jesus’ death as an act each situation. They determine how they of love. (1a) themselves could be involved in providing care in any one situation. Students discuss what difference it will make to them if they THE STRUGGLE TO LOVE  support the care of others by giving a Students list the types of people that are donation of money; difficult to love. Students consider the attitudes, preconceptions and expectations  become personally involved in the care of a that people have which prevent them from person. loving others. Students view a film such as Students can further investigate the motivation What’s Eating Gilbert Grape? which explores and work of Christian organisations such as an individual’s struggle with self-sacrifice and World Vision. (1a,1b,1d) commitment in loving difficult people in difficult situations. Students write in their journals

ACTIVITIES 3 BANDS A-D A SERVANT  the relationship of love and compassion to Students explore the meaning of the word work. ‘servant’, its usage, its place in our society. In Challenge students’ superficial stereotyping of what ways does the concept of servanthood certain jobs. Discussion can address the either offend or support the values of our reasons some jobs are either valued or society? devalued. (1d) Students go on to explore the Christian concept of servanthood. (1b,1c) WORKER INTERVIEWS Students interview workers in a variety of A HISTORICAL PERSPECTIVE professions (eg hairdressers, beauty Students investigate broad sections of history consultants, chemists, shop assistants, to gain an understanding of the conditions cleaners, school teachers) about the under which people lived. interaction they have with people each day. Students identify the social structures within a What opportunities exist in those jobs to help period of history and consider the impact these others? (1d) structures had on the life of people. They identify the groups in society who were at risk and the welfare structures, if any, which existed. This information can serve as a backdrop to DEVELOPMENT ACTIVITIES exploring the contribution of the Christian church to the welfare of people at each period of history. Some suggested periods of history: the dark ages, early, middle and late medieval JESUS’ LOVE times, the industrial revolution, period of Use the Bible References Menu to select colonisation. (1c) stories which tell of Jesus’ love and care for people. These stories could be used to WHAT DO YOU MEAN BY WORK? illustrate the following aspects of Jesus’ love Students give synonyms for ‘work’. They list and care: activities which they consider to be work.  Jesus showed his love in small ways, eg What work are they involved in at present? he stopped for people, he touched them, Students share their feelings about work. Who he listened. or what has shaped their ideas of work?  Jesus helped men, women and children of Students compile a class list of what work they all ages. imagine they will be doing in their life.  Jesus helped people who were rejected by What contribution do they hope work will make others in the community (a concept for to their life, the life of others in their community older students in this Band). (1a) and the world? What do students understand by the word vocation? Is there a difference THE GREATEST LOVE between work and vocation? Show a series of pictures which illustrate acts Go on to a study of work as an opportunity for of love, eg a parent hugging a child, giving a service. (1d) gift, helping someone in need. Then show a picture of Jesus on the cross. Ask students if ANALYSIS OF WORK they think this picture could also be a way of Brainstorm different kinds of work people do. showing love. Students categorise the different work under Depending on the maturity of your students, the following headings: give a simple explanation of Jesus’ death as  type of work, eg professional, voluntary, the greatest way he showed his love for all domestic, etc people, eg The Bible tells that when Jesus  purpose of work died it was his way of saying ‘I love you’, or  personal advantages and disadvantages of Jesus died on the cross instead of all the work people who have sinned. This was his way of  aptitudes and abilities required for work showing love and making people friends with  value attached to work God again. (1a)  contribution of work to society  motivation for work. MURAL Make a mural of people whom Jesus helped. Students discuss Paint a backdrop which includes a town, a road  the relationship between work and leisure and a lake and add collage pictures of people  whether the product or the worker is of Jesus helped. Display captions about the greater importance people alongside the pictures. (1a)  the right of all people to work  the problems associated with work

ACTIVITIES 4 BANDS A-D FRIENDS WHO HELPED toys, clothes, a tea-set, empty food packets, a Use stories from the Bible References Menu, medical set etc. (1c) focusing students’ attention on the helping character/s in the story, eg people who helped LIFE-SIZE POSTER by bringing their friends to Jesus. Trace around one (or more) students to make Students illustrate one of these stories, a life-size poster. Paint or collage the picture showing the people who helped. (1b) and label the posters with ways in which people can show love and care for others, eg PEOPLE WHO HELPED JESUS hands can help somebody who has fallen over; Using Luke 8:1–3 as the biblical basis, arms can hug someone who is feeling sad; investigate how Jesus went about his work, eg mouths can say ‘I’ll help you’. (1c) walking from one town to another, staying at people’s homes, talking with people. Students WHO AM I? suggest ways in which people might have Students choose Bible stories which tell about helped Jesus, eg keeping him company, Jesus showing love to people. See Bible preparing meals. (1b) References Menu. Choose a character from the story and write and present a ‘Who Am I? WAYS TO LOVE AND SERVE to the class. Students give clues to the class Work with students to make a list of ways in about the place their character came from, which they can show care. Students’ ideas what problem they were facing, and how Jesus could be used as starting points for any of the showed loved to them. The class can try to following activities: guess the character and the story. (1a,1b)  Make the suggestions into a class book.  Students use ideas from the list to make JESUS THE SERVANT their own book about caring. Students read Matthew 20:25–28 and John  Use the ideas as a starting points for a 13:1–17 to discover what Jesus says about display of paintings or collage pictures on serving and about his own role as a servant. the theme of caring. (1c) Make a visual presentation which illustrates the various ways Jesus served people and include CARRYING BURDENS the Bible verse Matthew 20:28. (1a,1b) Show students the illustration for Galatians 6:2 in a Good News Bible with Annie Vallotton’s WHAT IS LOVE? illustrations. Talk about what is happening in Read 1 Corinthians 13:4–8a. Divide the the picture and lead students to consider how passage into sections. Students work in people could help each other in the classroom. groups to illustrate examples of what each part Make a mural depicting ways in which of the passage means. This can be related to members of the class could help one another. school, home, or the world. Students present (1c) this as a mural, a book, a multimedia presentation, using the computer or a video. THE GOOD SAMARITAN (1c) The story of the good Samaritan (Luke 10:30– 37) illustrates love in action. Choose from the GUEST SPEAKER following suggestions for telling or developing Invite people involved in service programs to this story: talk to the students about the work they are  Tell the story from the perspective of the involved with. Consider organising a visit to an man who was robbed and beaten. organisation involved in serving. Investigate Students identify and illustrate how they ways the students can be involved in the work feel when somebody helps them. of the organisation. (1c)  Tell the story up to the point where the Samaritan comes along the road. FOOTPRINTS / HANDPRINTS Students draw the way they think the story Students cut out footprint and handprint will end. shapes out of cardboard. They write on the  When students are familiar with the biblical shapes ways people can love and serve account, help them to translate it into an others. Make a trail of the prints around the everyday situation, eg Sally was riding her classroom or around the school. Include Bible bike, when she fell off and lay on the verses (see Bible References Menu) which footpath. Along came . . . Students make describe Jesus’ teaching about love and up plays or write and illustrate their own service, or the way Jesus has shown love and stories, following this pattern. (1b,1c) service to all people. (1a,1b,1c)

A CARING CORNER Turn the ‘home corner’ of your classroom into a caring corner. Include old ragged dolls and PAUL’S RECIPE FOR LOVE

ACTIVITIES 5 BANDS A-D Read what Paul wrote about love in Romans Visit an inner city Christian mission. Students 12:9–18. Students summarise this in their own talk to people who work at the mission and words as Paul’s recipe for love. Or give small people who use the services of the mission to groups of students one verse of the passage gather information about: each. They illustrate or role-play what this  What motivates the people who work at the would look like in their class, home or mission? community. (1c)  What benefits have people experienced through the mission? WASHING PEOPLE’S FEET  What does love and service mean? Students read and investigate the story of The teacher will need to prepare the students, Jesus’ washing the disciples’ feet (John 13:1– so that they are sensitive to the people using 20) using a study Bible, Bible encyclopedia the mission. (1c,1d) and handbook. Students consider the cultural context of the story and record the significance GOD’S LOVE INSPIRES of the story for people in Jesus’ time. Students Students read descriptions of God’s love, using also consider the context of the story, eg it was verses from the Bible References Menu. They the night before Jesus’ death. Discuss: list responses to the verses in the form of:  What was Jesus teaching the disciples? ‘God’s love means . . .’ or ‘God’s love is . . .’  Why did Jesus use words and actions to Read stories about the early Christians in the convey his message? book of Acts (see Bible References Menu).  Do you think it is significant that this Students record what God love has inspired happened the night before Jesus died? the early Christians to do.  In what ways would Jesus demonstrate Interview Christians in the local community and service in an even greater way the next record what they have been inspired to do. day? (1a)  Read John 15:3; John 10:11. What meaning does the story have for THE GOOD SAMARITAN Christians? Discuss with students the reasons people give Students consider the story in today’s context for not loving and serving particular people, eg and retell or role play the story using an activity he is weird, she is a snob, he is unfriendly. that would convey the same meaning to In Jesus’ time the Jews despised the people today. (1a) Samaritans and the Samaritans returned the feelings. Jesus asks people to look beyond WHAT IF PEOPLE LOVED? the differences. Jesus told a story to get this Pre-record 1 Corinthians 13:1–8 on a tape- message across. Students read the parable of recorder. the good Samaritan (Luke 10:25–37). Discuss Students list the descriptions of love given in the story: verse 4–8. Discuss each attribute and ask the  What legitimate reasons might the priest students to create role-plays to give an and Levite have had for not getting example of each attribute. involved? Students discuss and record responses in their  Where did the bandages come from? journal to:  What did the Samaritan sacrifice to help an  What difference would it make if you ‘enemy’? personally lived that way?  Which character in the story do you most  What difference would it make in the world relate to? Explain your answer. if people lived that way? ( 1a)  Why do you think Jesus told this story? List in two columns reasons people might give LOVE today for helping or passing by someone in Students study Paul’s writings about love in his need. Discuss the validity of each reason. (1b) letters to the Corinthians. They draw or write what they believe is Paul’s view of love. REAL LOVE AND SERVICE Each student finds an advertisement with the Students work in groups to read and word love in it. They respond in writing to: investigate the following verses from the Bible  What is meant by the word love in the to explore the Bible’s message about love and advertisement? service. Each group prepares a report for the  Consider the way Paul describes love in other groups about their verses. Corinthians. Compare the two meanings of Elijah and the widow 1 Kings 17:7–16 the word love. The rich man and Lazarus Luke 16:19–31  Which do you think is the better definition of The widow’s mite Luke 21:1–4 love? Explain your answer. (1b) Jesus Matthew 20:28 2 Corinthians 8:9 Philippians 2:5–8 LOVE IN ACTION

ACTIVITIES 6 BANDS A-D Students summarise what they have learnt on with the other definitions of love (storge, philia, a class chart entitled: Christian love and eros), which have the meaning of affection, service. (1a,1c) friendship or sexual love. Jesus pointed out the shortcomings of his CARE FOR THE NEEDY culture’s view of love in Luke 6:27–42. Jesus told a story to teach people about the Students imagine that Jesus has addressed importance of helping others. Read Matthew these words to their local community and 25:31–46 and discuss: school. Give pairs of students a verse each  What is Jesus’ message in his story? from the Luke passage. Students prepare  How does this message make you feel? debating points, arguing from their own cultural  How do you think people’s attitudes are perspective, in reply to Jesus’ comments. changed when they imagine the people The writers Paul and John wrote extensively they are serving are Jesus? about the nature of agape and its expression in Identify ways in which students could help people’s life. Students read people who are lonely, imprisoned, naked or 1 Corinthians 13Ephesians 3:18,19 hungry. (1a,1c) John 15:131 John 4:9,10 Brainstorm attitudes and approaches to life THE MOTIVATION evident in our culture. eg commitment, Explore the following verses to consider the pleasure, self-satisfaction, achievement, Christian motivation for serving others: power, self-giving, performance, egocentricity, John 3:16,17 Romans 3:23,24 possessiveness, freedom, being selective, all Romans 5:6–11 Romans 6:23 embracing etc. How well does each of these Galatians 2:20 1 John 1:5–9 attitudes to life fit in the concept of agape? 1 John 3:11,16–18. Students place them on a continuum of most to Discuss: least fitting. The short story Guests in the Night (A Third  What does the Bible say Jesus has done Serving of Chicken Soup for the Soul) is an for all people? excellent illustration of agape. (1a)  What does the Bible give as a reason for serving others? 1 CORINTHIANS 13:4–8  What does the Bible say it takes to have a There are numerous ways of exploring the good relationship with God? (1c) message of this passage, eg:  Students substitute their name for the word CHRISTIAN VOCATION ‘love’. They reflect on how accurate a Invite a Christian guest speaker or view a description this is of the way they relate to video about people who work in a caring people. Is it possible for people to love in profession, eg a doctor, charity volunteer, the way 1 Corinthians 13 directs? What social worker. The guest speaker shares possibilities exist for people who place their experiences of working with people who are trust in God? See Romans 5:5. suffering and how their beliefs help them  Students substitute Jesus’ name for the respond to such situations. word ‘love’. Brainstorm examples of times Or Students list as many jobs or professions Jesus was patient, etc (Luke 19:1–10; Mark as they can. Ask students to rate the 5:1–20; Matthew 12:9–14). How does jobs/professions in order from the most caring Jesus’ approach contrast with the religious to the least caring profession. Use the activity leaders of his day and with our own to discuss: approach to people?  What do you consider the most caring  Students list the ingredients of love they professions? Why? find in the text. They list the antonyms of  What have you rated as the ‘least caring’ each ingredient. In small groups students professions? role-play how patience/impatience, etc are  In what way can the ‘least caring’ demonstrated in relationships. professions be caring and serve others too? Alternatively, students create posters  Are there any jobs which do not provide showing the contrast between patience and opportunities for caring and service? impatience; humility and boasting, etc. (1a) Interview Christian people who work in a range of jobs/ professions to explore the way they THE CROSS: SUPREME SERVICE use their work as an opportunity for service. Christians believe that Jesus’ death on the (1d) cross for the sins of the world is the supreme act of service (Matthew 20:28; John 15:13). WHAT IS AGAPE? However, the writer Paul states that ‘the The New Testament writers chose the word message of the cross is foolishness’ to many agape to convey the radical, generous and people (1 Corinthians 1:18–25). Students even foolish nature of God’s love. They did explore why Jesus’ death could be seen as a not want their readers to confuse God’s love

ACTIVITIES 7 BANDS A-D foolish act and why it seems foolish to believe 1 John deals extensively with the relationship that Jesus’ death serves or helps us. between loving God and loving people. List these Bible texts on a sheet of paper: Provide a guided discussion of Matthew 26:36–42 Matthew 27:26,46 1 John 3:16–18; 3:23,24; 4:15–21; 5:1–3. John 3:16 John 10:11–14,17,18 The visible expression of love for neighbour Romans 5:6–10 Philippians 2:6–8 makes divine love tangible. There are several 1 John 4:9,10. stories in Chicken Soup for the Christian Soul Students view ‘the cross’ from different (see Recommended Resources Menu) which perspectives: demonstrate the impact of the love of God  ‘Look after Number 1 (me)’ is a strong through the actions of people. message in our culture. How does our There are many examples of people who love culture respond to Jesus’ death? and serve others without professing love of  One could say that God is foolish to have God. Students explore the differences between given up his only Son. Why? the two situations, eg Fred Hollows’ work with  In what way is Jesus’ being prepared to die people who were visually impaired is an foolish? example of service to others.  In what way is it foolish to believe that There are also many examples of what Jesus’ death on the cross saved the world? happens when the concept of love and service Students discuss what makes the cross the has been removed from aspects of life, eg in strongest contrast between God’s love and human sexuality, and in economics. Students human love. (1a) can find examples in newspapers of the devastating effects this has on the life of AGAPE SERVES people. (1b) Students work in small groups. Assign each group a different Bible passage to role-play: SERVICE: A RADICAL LIFESTYLE Luke 10:25–37 Luke 22:24–27 Students explore the idea that service is not an John 13:1–5. optional extra for the person who is a Christian; What do the passages have to say about who rather it is a mind-set and a choice that a is to be served, about the one who serves, Christian makes daily. They write a series of about the motivation for service, and about scenarios which highlight the absence of love how serving is to be done? and care in relationships between students, Point out to students how this type of service is based on what happens in the school yard, the agape (God’s kind of love) in action. locker room, on the buses, in the classroom. Students either view or read the story of With reference to Romans 12:9–21; Mother Teresa of Calcutta as a modern day Colossians 3:12–14; Galatians 5:6,13,14 example of the good Samaritan. students rewrite (or role-play) the new-look Brainstorm the various needs of people in a scenarios. school (including the students’ own needs), Discuss what makes this lifestyle both and brainstorm how agape can be put into attractive and off-putting. Which is preferable action in the situations identified. (1a,1b) for the one needing care? for the carer/helper/ servant? What risks are there for the person PASS IT ON who does the caring? What makes this In John 13:1–17 Jesus makes it clear that lifestyle possible? See I John 4:9–11. (1b,3c) anyone who follows him will serve others as he has served others. To help students MEN, WOMEN, MOVEMENTS experience the text, give them opportunities Students investigate how men and women both to be served and to render service, eg through the centuries have put into practice the one group can clean the other students’ shoes, commandments to love God and to love one’s another group can repair students’ torn books, neighbour as oneself. Students collect brief another group can provide morning tea, etc. biographical data and information on Students reflect on the various feelings they  the needs that were met experienced during the session.  the approach chosen by individuals or Discuss whether service is a privilege or a movements burden, with particular reference to  the motivating factors for the action taken John 13:12–17 John 13:34,35  the short-term/long-term effects of the Ephesians 5:1. (1b) action taken. Students can present their findings in a variety LOVING GOD AND/OR NEIGHBOUR of ways ranging from a poster to a multimedia In Matthew 22:37–40 Jesus points out that presentation. They reflect on the inspiration loving God and loving people belong together. and challenge that their research offers them Jesus gives a practical example of this in personally. Matthew 5:23,24 where he explores the There are a variety of approaches to the meaning of the commandments. investigation:

ACTIVITIES 8 BANDS A-D  Select a period of history, eg the dark ages, Ruth Ruth 1–4 or slavery in early American history, or the Samuel 1 Samuel 3 colonisation of Australia. What was the David 1 Samuel 16:1–13 Christian church’s response to the Jeremiah Jeremiah 1 and 20:7–13 situation? Esther Esther 1–8  Investigate the life and contribution of Jesus’ disciples Matthew 4:18–22 individuals and groups, eg Matthew 4:18–22; John 21:15-19 Thomas Barnardo Frances Cabrini Paul Acts 9:1–31 Cesar Chavez Dorothy Day Stephen and deacons Acts 6 Francis of Assissi Jackie Pullinger Dorcas Acts 9:36–43 Florence Nightingale Mother Teresa Jesus Luke 4:16–30 William Wilberforce The Leprosy Mission St Vincent de Paul Society. GENERAL DISCUSSION QUESTION  Investigate the contribution of movements For a Christian, can vocation be separate and denominations to the needs of society, from one’s relationship with God? (1d) eg The Salvation Army, the Liberationist Movement. WORK AS SERVICE: THE RADICAL  Investigate the origins of institutions of care ALTERNATIVE and welfare organisations in the The themes of money, power, success and community. Students investigate the greed in the film Wall Street offer a vivid contribution the Christian church has made contrast to the Christian notion of service and to the existence of hospitals, education, agape. Students can view sections of the film, aged care etc. (1c) such as Gekko’s ‘greed is good’ speech and the dialogue between Bud Fox and his father GOD’S CALL TO SERVE on the nature and motivation for work. To give students a broad and rich sense of the Using as a starting point the Bible verses biblical notion of vocation, a range of biblical below and a Bible concordance, students characters can be studied. Students work in investigate the Bible’s teachings about work. small groups. They use the research Students summarise their research by writing questions below to identify how a sense of short statements on work. The statements can vocation works out in a character’s life. They be displayed on a classroom wall. From this a present the information in the form of a poster Christian’s manifesto of work can be drawn up or an interview with the character. on a chart. Alternatively, an in-depth study of any one of Genesis 1:26–31 Proverbs 16:11,26 the characters suggested will reveal the Proverbs 18:9 Proverbs 20:21 importance of a sense of vocation in one’s life. Romans 12:6–8 1 Corinthians 7:20–24 As extension, students can further explore the 1 Corinthians 10:31 2 Corinthians 9:6–11 concept of vocation for non-Christian people. Ephesians 4:28 Ephesians 6:5–9 What are the differences between their work 1 Thessalonians 2:9 and a Christian’s work? 2 Thessalonians 3:6–13(1d)

RESEARCH QUESTIONS IS VOCATION FOR REAL?  What was the person called to do? Invite a panel of Christians from various fields  When did the person become aware of of work, paid, voluntary, etc (an unemployed the call? person would broaden the discussion) to share  How did the person recognise their call as their sense of God’s call in their life and work. their vocation? Students prepare appropriate questions for the  What were the person’s responses to the panel. They write a response to the discussion call? in their journals. They reflect on how the  What commitment did the call involve for events of their life and their attitudes to work the person? and service are shaping their sense of  What changes, if any, were there to the direction and purpose in life. (1d) person’s life or job?  Was the person able to fulfil the call?  How were God and other people served RESPONSE ACTIVITIES through the person’s response to the call?

BIBLICAL CHARACTERS WORSHIP PRESENTATION Adam and Eve Genesis 1:26–29 Students revise the stories from this unit as Moses Exodus 3:1–15; 4:1–17 they help plan a presentation to share with an Jethro Exodus 18 audience. Students could dress up as the Gideon Judges 6:3, 11–16, 36–40

ACTIVITIES 9 BANDS A-D characters, present short plays, sing Students identify ways they can demonstrate appropriate songs and challenge the audience love and service to people at home, at school to consider ways that people can love and or in the community. Make banners which serve today. (1a,1b) illustrate these ways and include appropriate Bible verses (see Bible References Menu). A SERVICE PROJECT (1b,1c) Identify a practical project in which students themselves can be actively involved. PERSONAL ACTION PLAN Invite a guest speaker or use information kits As a class make a mission statement which from service organisations to help students describes ways of serving each other. understand who they are helping and why. Students each make and carry out a personal Inform parents of the project through the class action plan for serving one person. They keep or school newsletter. Older students could a personal journal as they carry out their action write an article for this newsletter. (1c) plan. Encourage students to select a person who is not a friend or even someone with whom they A CLASS BOOK have a conflict. (1b,1c) Develop a class book which revises concepts learnt in this unit. Suitable titles might be LOVE VOUCHERS  One hundred ways to help others Students make a booklet of vouchers they can  Love is . . . give to a member of their family or a friend,  May I help you? (1c) which lists different ways they can provide a service for that person, eg I will wash the GREETING CARDS dishes, I will give you a back massage. (1c) Use suggestions in craft books for making greeting cards. Keep a box of cards made by SUPPORTING SERVICE students to send to students or their families Choose a service program run by an on appropriate occasions, eg when someone organisation such as Lutheran World Service is sick, moving away, a new baby is born, a or World Vision. Students discuss and choose grandparent dies. (1c) the most appropriate ways the class can support this program, eg organise some sort of HELPING HANDS DISPLAY ‘marathon’ where students can be sponsored Students trace around their hands and on each (walkathon, readathon); run a stall where they finger write a way they can show care for sell art and craft items, food or books they others. Include practical ideas that can be have made; sell tickets to a play or drama done in the classroom, eg tidy the book corner, organised by the students. Students also care for the class pet, help someone with their consider ways they can support the work etc. Allow time for students to carry out organisation which do not involve raising some of their ideas. (1c) funds. (1b,1c)

HELPING ROUTINES BEING A SERVANT Provide opportunities for students to help in Students prepare a presentation or devotion the classroom on a regular basis. Make this a about serving. Use songs about serving, such pleasant time rather than a chore, eg introduce as The servant king (All Together Everyone the helping time by singing helping songs, play 261), Because we bear your name (All music in the background, sincerely thank Together Everybody 292) or Brother let me be students for their help. (1c) your servant (All Together Again 191) as resources. (1a,1b,1c) PRAYERS WANTED Use a children’s prayer book, eg The Lion Students design a ‘wanted’ poster about Jesus Book of Children’s Prayers, Prayers for Aussie and his radical message. (1a) Kids and select prayers with the theme of serving others. Record these or students’ own SMALL PEBBLES prayers on hand- or heart-shapes for use in Students can sometimes feel overwhelmed class worship. (1c) when they consider the size of the problems in the world. The following activity is designed to A THANKYOU LETTER help students consider the way in which each Students write a letter of thanks to people at of them, as an individual, can make a the school who have done something to help difference. them. This could be people like the canteen Students sit in a comfortable position with their staff, grounds person, parent helpers, etc. (1c) eyes closed (you may give each students a small pebble to hold and focus on). Encourage students to visualise what happens when a SERVING EVERYDAY pebble is thrown into a pond and the way it

ACTIVITIES 10 BANDS A-D forms ripples which flow out from the pebble.  When have they ever experienced an Ask students to think about ways in which they undeserved kindness or an act of kindness can be like that pebble — ways they can from an unexpected source? create ripples which will flow on to others.  When have they witnessed or participated  What could you do in the next hour to show in discrimination of the kind described in kindness to someone who needs it? The good Samaritan?  In what ways are you willing to show love  Where have students witnessed and serve others? discrimination and acts of kindness? at  Visualise a helping situation in the next school? in a sports team? at home? at a hour and what you will do, say and be in party? ( 1a,1b) that situation.  In your imagination watch the effects of AN INFORMATIVE BROCHURE your behaviour on the people around you. Students investigate the work of local What will one of those people do next? Christians in meeting the needs of the The teacher may provide time for each student community. They work in small groups to to share their reflections with a friend. produce an informative brochure on how local (1a,1b,1c,1d) Christians are responding to the call of the gospel in their community. Refer to Section 5 SCULPTURE DEPICTING GOD’S LOVE and TRS D2/5 of the Level 2 Model Unit for Students use plasticine, clay or scrap materials more detailed explanation. (1c) to create a sculpture that symbolises God’s love at work in Christians. Display the ADVERTISING POSTER sculptures in the school library or entrance Careers counsellors in schools have posters foyer. (1a,1b,1c,1d) which show work and professional options available to students. These describe the COLLAGE knowledge and skills of the different key Students design and use a range of materials learning areas required for the career. to create a three-dimensional collage with the Students design a similar poster to inform theme: They’ll know we are Christians by our others how and where in the workplace God’s love. (You may want to play a recording of the call to love and serve can be made a reality. song of the same name while they are (1d) working.) (1a,1b,1c,1d)

MISSSION STATEMENT Students develop a class mission statement, using Mark 12: 29–31 and the information gathered during the unit as a basis. Display the mission statement in the classroom and refer to it regularly throughout the year. The mission statement may be accompanied by a term plan which lists ways the students will work towards implementing the mission statement. (1a,1b,1c,1d)

POEM OR SONG Students write a poem or song that conveys their understanding and reflections about God’s love and how it inspires people. (1a,1b,1c,1d)

A PARADE OF LOVE SONGS Working in groups, students select songs about love to demonstrate the difference between self-seeking love and love that gives freely and unconditionally. Students arrange the songs and provide a commentary suitable for a 10–15 minute radio segment. (1a)

GOOD NEWS DRAMA Students create a modern-day drama based on The good Samaritan (Luke 10:25–37). 2 GOD CALLS ALL PEOPLE Encourage students to draw on their own life TO WORK FOR PEACE AND experience.

ACTIVITIES 11 BANDS A-D situations where Jesus brought peace to JUSTICE people. (2b)

JUSTICE AND INJUSTICE Discuss the meaning of the words justice and INTRODUCTORY ACTIVITIES injustice. Find examples in the media of injustice. Make a Y chart (looks like, sounds like, feels like) describing justice and injustice. (2a,2b,2c) LEFT OUT Play a game in which someone gets ‘out’. At STANDING IN THEIR SHOES the end of the game discuss how students’ feel Show a section of a video, or read a chapter when they are left out of situations. (2a) from a book, which describes a situation where people have experienced injustice. Students IT’S NOT FAIR imagine what it would be like to be ‘in the Students share experiences of situations in shoes’ of the person suffering injustice. Write a their own life that they felt were ‘not fair’. diary entry or prepare an oral presentation Students could write about or make paintings from the character’s perspective. (2a,2c) of these situations. (2a) PEACE IN LITERATURE BOARD GAMES Read to the students a story which deals with Students play board games to provide a the issue of peace or the way people can work context for talking about being fair. for peace, such as Sadako and the Thousand Older students in this band could compare the Paper Cranes by E Coerr. Listen to or teach games: do some provide more opportunity for the song Sadako from Hiroshima by Robin fairness than others? (2a) Mann. Students make and display paper cranes (see TRS B1/6). (2a) STORIES Read fiction stories to help students identify IT ISN’T FAIR situations that are unfair, eg The Ugly Students individually list possible endings to Duckling; John Brown, Rose and the Midnight the sentence: ‘I don’t think it’s fair that . . .’ Cat. Students work in groups to arrange the Some books provide opportunity for the suggestions on a continuum from ‘Most unfair’ teacher to read to a certain point in the story to ‘Least unfair’. and then stop and let students discuss the Discuss the students’ criteria for arranging on situation and suggest an ending that they think the continuum. Use the activity as the basis for is fair. (2a,2b,2c) a discussion about the meaning of fairness and justice. PEACEFUL TIMES Students brainstorm a list of situations in which Assist students to develop the skills of quiet people are treated unfairly because of their relaxation and ‘stillness’ for short periods of age, race, sex or beliefs. Students consider the time and to experience ‘peace’. Tell students ways people might respond to the situation. to sit or lie comfortably, slow their breathing, Discuss: and clear their thoughts. Play peaceful,  What determines people’s response to the relaxing music. Ask students to imagine they situation? are in a peaceful place, where there are no  How do you think Christians might respond conflicts and no problems. Allow time for to the situations? (2a,2b) students to enjoy the peace and quietness surrounding them. Make these sessions a IMAGES OF PEACE regular activity throughout the unit. (2b) Students work with a partner to read Isaiah 2:1–5; Isaiah 11:6–9; Isaiah 35:1–10. Students EXPRESSING PEACE draw the image of peace created in their minds Show students paintings which illustrate peace from reading these passages. As a class share or the absence of it. Note the colours that have their drawings and discuss: been used to convey a mood of peace.  What image of peace does the Bible Students express their understanding through present? their own artwork, eg painting to peaceful  Do you think it is possible to have peace music, painting a time when they felt at peace. like this in our world? (2a,2b) Or students use musical instruments to express the concept of peace, eg a peaceful PEACE start, peace disturbed and then peaceful again. Write the following words on the board: still, This can lead to exploring Bible stories about quiet, serenity, harmony. Ask students what one word is often used to describe these words

ACTIVITIES 12 BANDS A-D (peace). Discuss students’ understanding of Students are given the task of visiting the the word ‘peace’ using questions such as: library to find a resource, book, poster or  Have you experienced a sense of peace? newspaper article, which presents an image or  What does the word ‘peace’ mean to you? message about injustice. (2a,2b) Students share their resources in groups and develop a group list of responses to HUMAN RIGHTS ‘Injustice is . . .’ Students work in groups to list what they Create a class display on ‘Injustice is . . .’ believe are basic human rights for all people. Discuss the examples of injustice: As a class read and discuss the United  Who or what is being unjustly treated? Nations Declaration of Human Rights (see  What is the cause of the injustice? (2c) Band B, Level 3 TRS B3/1). Students work in groups over the period of a SIMULATION GAME week to skim through newspapers and to Use a simulation game to make real the make a poster about human rights. Students feelings experienced by victims of prejudice, include in the poster articles and images of eg: human rights being upheld and articles and  Invite students to a lunch where some images of human rights being denied. students eat a feast and others eat bread or Students share their posters and discuss the rice and water. importance of human rights. (2a,2b,2c)  Ask students to work in groups to complete a craft activity. Distribute unfairly the CONFLICT resources needed to complete the activity. Provide materials for students to draw paint or  Divide the class into groups according to create a sculpture which defines their physical criteria, eg blonde hair, brown understanding of the word ‘conflict’. Students eyes. consider what colours, textures and words they  Play a game in which some groups will use to express their thoughts about regularly win and receive praise while the conflict. Discuss students’ responses and others are largely ignored. make a list of what students are saying about When the simulations are finished, conduct a conflict. Ask students what they know about debriefing session with students. resolving conflict and what they consider to be  How did they feel about and react to being the opposite of conflict. (2a,2b,2c) disadvantaged?  How did they feel about and react to being INJUSTICE advantaged when they saw others Students work with a partner to skim through disadvantaged? (2c) magazines and newspapers to choose two pictures which show acts of injustice. Students INJUSTICE share these in groups and explain their Students identify examples of injustice in their reasons for selecting the pictures and what the own life at home, at school, in the workplace, pictures reveal about injustice. in sport, or among their peer group. Students sort the injustices under the Students focus on one incident and clarify what headings: personal, national, international. As issue of justice is at stake: is it to do with a class students develop a definition, using the individual worth and respect, freedom of examples of injustice. (2a,2b,2c) choice, right to speak etc? With the help of a flow chart students plot the ODD ONE OUT causes of the injustice, what has been done to Students recall and reflect on occasions when rectify the situation, reasons the injustice they have experienced or observed treatment continues to exist, a possible course of action. of students as a ‘minority’ or the ‘odd ones Students reflect on the impact of the injustice out’. This could occur through journal writing or on their life an how this injustice compares with group discussion. injustice endured elsewhere in the world.. (2a) Encourage students to share their experiences and discuss their feelings when this has A JUST SOCIETY occurred. Students plan what they think a just society As a class, discuss who are people in society looks like for a group of people of mixed race, today who are minority groups or made to feel gender, ability, age, roles, and aspirations the odd ones out, eg physically challenged (Social Justice in Today’s World has a similar people, indigenous Australians. Ask students exercise in chapter 1. see Recommended why they think people are made to feel this Resources Menu.). way. (2c) Students suggest by what principles the rights of each and every individual in their planned INJUSTICE IN THE WORLD society will be protected. They project what

ACTIVITIES 13 BANDS A-D factors may prevent the society from remaining Alternatively, students make up plays which a just society. demonstrate unfair situations and present them Students can then examine what the Bible to the class. The audience suggests a fair teaches about justice and injustice. (2a,2c) ending to the story. (2a,2c)

WHO IS A SAINT? TELEVISION PROGRAMS Students discuss a question of Archbishop Use selected programs from educational or Camara: ‘Why is it that when people give entertainment television as a starting point for money, they are called saints; but when they discussing situations that are discriminatory or ask why people are poor, they are called unfair. Help students identify the problem and communists?’ talk about how the characters were feeling, and if Continue with an investigation of the work of and how the problem was resolved. (2a, 2c) Mother Teresa and Fred Hollows, discussing what distinguishes Christian acts of peace and EXPLORE ATTITUDES justice from non-Christian acts of peace and Use fiction or non-fiction books that deal justice. (2a) sensitively with issues such as gender, race, disabilities. Provide opportunity for your PEACE WEB students to talk about their own experiences. Working in groups, students create a web of Older students in this band can be challenged ideas on peace: symbols of peace, other to consider how people might feel when they words for peace, where and when they have are subject to discrimination. (2a,2c) experienced peace, songs about peace, how to bring about peace, how peace is destroyed, BIBLE STORIES examples of peacemakers. (2a,2b.2c) Select stories from the Bible References Menu which fit the theme ‘It’s not fair’. Lead students MEDITATING ON PEACE to consider who is being treated unfairly and Lead students in a meditation on peace. the problems that arise. Challenge them to Create a quiet, calm atmosphere with soft consider solutions to the problem. music in the background (baroque, Celtic, Retell the basic outline of the stories as an Enya). Students get into a comfortable echo pantomime, with students adding a position, eyes closed. chorus like It’s not fair. (2b) Begin with some relaxation breathing exercises. JESUS’ DEATH Read a few passages on peace from the Bible, Explore what was unfair about the story of eg Jesus’ death. Isaiah 9:6,7 Isaiah 26:3,4 Introduce this by telling a story of a person who Matthew 5:9 Luke 1:78,79 was unfairly punished for something they didn’t John 14:27 Romans 5:1 do. 2 Corinthians 5:17–19 Philippians 4:4–9 Tell students that the Bible tells the story of a Hebrews 13:20,21 Revelation 21:1–4. person who never ever did anything wrong but If you have poems about peace, use them. was treated unfairly. Draw student’s attention Provide an opportunity for students to reflect in to the criminal on the cross who said about their journals on what they have heard and felt. Jesus: ‘We are getting what we deserve, but Students explore in greater depth what Jesus he didn’t do anything wrong’. Even when Jesus meant when he said: ‘I do not give you [peace] was being treated unfairly, he prayed that God as the world gives’ (John 14:27). (2b) would forgive the people who had hurt him. Younger students could add a picture of Jesus’ death to other pictures which illustrate unfair situations. DEVELOPMENT ACTIVITIES Older students could use the headline ‘Unfair! Man put to death on a cross! to write a ‘newspaper’ report on Jesus’ death. (2a,2b) PUPPETS Use puppets to explore situations in which Y-CHART people are being left out or treated unfairly. Students help fill in a Y-chart showing what You could make up true-to-life stories to share being fair looks like, feels and sounds like. with the students. Be sure not to make any (2c) student feel uncomfortable as you do so. Students use the puppets to make up their own stories and solutions. (2a,2c) MIME OR DRAMA WHAT’S IT LIKE? Students use mime to express feelings they Use the Bible References Menu to select experience in unfair situations. stories of people who were physically unable to

ACTIVITIES 14 BANDS A-D help themselves or who experienced some what should be done for people experiencing form of discrimination. injustice. Students imagine the prophets Isaiah Arrange activities in which students can or Amos were living in the world now. They experience what it is like to be physically write what they think the prophets would say handicapped, eg wearing earmuffs, being about the injustices taking place in the world, blindfolded, using a wheelchair or crutches. community and school and about ways people Provide time for students to talk about the should help those who are suffering. The experience or to express their feelings through students could present the information orally to drawing or writing. (2b,2c) the class. (2a)

JESUS BRINGS PEACE INJUSTICE ALL AROUND Students investigate Bible stories in which Students make a chart with four columns with Jesus brings peace to people in troubled the headings, Injustice in my life, Possible situations. See Bible References Menu. Make solutions, Injustice in the world, Possible a chart which lists or illustrates the situation solutions. Students work in groups to the person is in and then the way Jesus brings  list and describe injustices they have peace to that person. (2b,2c) experienced and to explore possible solutions, WHAT DOES PEACE LOOK LIKE?  list and describe injustices other groups in Read the words to the song There’ll be peace the world experience and possible solutions (All Together Everybody 220). As a class for these. (2a) identify and illustrate how the songwriter describes the peace that Jesus brings, and/or SONGS ABOUT JUSTICE plan a liturgical dance to use with the song. Examine music with a justice theme, eg Treaty (2b) by Yothu Yindi, Short memory or Beds are burning by Midnight Oil, Christ, be our light by WHERE DOES PEACE COME FROM? Bernadette Farrell (All Together OK 313). Students choose one of the following Bible Students identify areas of injustice each song passages: is focusing on. (2a) Romans 5:1 Romans 12:18 Galatians 5:22 Philippians 4:7 JUSTICE IN THE CLASSROOM Colossians 3:15. Students work in groups to identify any They make a plaque recording the words of injustices occurring in the class and the result the Bible verse using calligraphy pens or felt of these, eg if a student harasses another tipped pens. Students consider including student, this can result in conflict. Identify ways illustrations which describe the meaning of the students can work towards justice in the class. Bible passage. (2a,2c) Students use problem-solving strategies to find peaceful solutions. Illustrate or dramatise INJUSTICE IN NEW TESTAMENT TIMES solutions to the conflict. Form a committee Students list occupations of some of Jesus’ within the class to promote justice at school. disciples and the kinds of injustices they may (2a) have experienced. Read Matthew 4:18–21, 9:9–12, 10:2–4 and ORGANISATIONS WORKING FOR use Bibles and Bible handbooks as resources. JUSTICE Identify other people in Jesus’ time who would Students write to organisations, eg Amnesty have experienced injustice. (2c) International, World Council of Churches, which work for justice, to ask them about the JESUS AND JUSTICE work they are involved in. (2a) Identify stories in the gospels in which Jesus demonstrated his love and service to all people, but particularly to those experiencing PRAYER OF ST FRANCIS injustice (see Bible References Menu). In each Students read the words of Prayer of St story identify the injustices the character may Francis (All Together Now 95). Students write have experienced and the results of the in their own words what St Francis is saying in injustice. Identify Jesus’ actions and the impact his prayer or write their own prayer for peace. this had on the character’s life. Prepare an oral (2a,2b) or dramatic presentation. (2c) CHRISTIAN SERVICE THE PROPHETS AND JUSTICE Students write to the ministers of local Students read what the prophets Isaiah (Isaiah Christian congregations to compile a list of 58:6–10) and Amos (Amos 5:7, 10–15) say Christians in the local community who work for about justice. They identify injustices which peace and justice. were taking place and God’s message about Students work in pairs and choose one of the people on the list to interview. Students

ACTIVITIES 15 BANDS A-D develop a list of questions to help them explore  In what ways do you think society should do how and why the person works for peace and more for the poor and outcasts of society? justice. (2a,2b,2c) Students present information from their interviews in the form of a poster which OLD TESTAMENT SOCIAL JUSTICE includes a photo of the person and information Students read Old Testament passages and about what they do. record what the Bible reveals about God’s The posters can be displayed in a gallery of concern for justice. See local people who work towards peace and Exodus 22:21–23 Exodus 23:9–13 justice. The people interviewed, ministers of Deuteronomy 24:17 local congregations and parents could be Provide time for students to discuss: invited for an afternoon tea where students  Who are the strangers or foreigners or share what they have found out about widows in Australian society today? Christian service. Or consider offering the  What makes them strangers or foreigners? gallery as a travelling display which can be  What special needs do they have? exhibited for a week at each congregation  What do you think God might want people involved. (2a,2b,2c) to do today to ensure that these people are cared for? (2c) SHALOM Investigate stories of Jesus bringing INJUSTICE wholeness, (‘shalom’), into people’s lives, eg Students research contemporary and historical stories of Jesus healing people physically, people who have spoken out about injustice. accepting people totally and disregarding laws Students record responses to: of separation between people such as the Samaritans and the Jews (see Bible  What was the injustice? References Menu).  What beliefs and convictions led them to Students use a concordance to explore Bible take a stand? messages about peace. (Your pastor may  What did the person do about it? have an analytical concordance in which  Do you think it is important for people to students can find reference to the Hebrew speak out about injustice? Explain your word shalom.) Students record responses to: answer. (2c)  What is the Bible’s message about the way in which Jesus can bring inner peace to AGENCIES WORKING FOR PEACE people? AND JUSTICE  What is the Bible’s message about the way Students write letters to different agencies in in which people can bring peace to the the Lutheran church that work towards peace world? and justice (eg Lutheran Community Care, Students develop a poster to teach others Lutheran World Service), asking for information about shalom. (2b) about their service. Students analyse the information they receive POOR AND OUTCASTS in order to discover each agency’s aims, its Throughout Jesus’ life and in his death, he was motivation and how it works towards achieving associated with the poor and powerless, eg he the aims. was born in lowly circumstances; he mixed Students discuss ways in which they can with the outcasts of society and was buried in support the work of the agencies, eg raising a borrowed tomb. Students read stories in money to support the agencies, or displaying which Jesus demonstrates a concern for and posters about the agencies in the school foyer. acceptance of the poor and the outcasts of his (2a,2b,2c) society, eg The beatitudes Matthew 5:1–12 JESUS THE PRINCE OF PEACE Bartimaeus Mark 10:46–52 Divide the class into small groups. Give each The rich man and Lazarus Luke 16:19–31 group a copy of Bible texts presenting Jesus Men who had leprosy Luke 17:11–19 as the peacemaker who reconciles people to Zacchaeus Luke 19:1–10. God. Students record the Bible’s message about the Isaiah 9:2,3,6,7 Isaiah 11:1–9 poor and outcasts of society. Students list who Isaiah 42:1–4 Luke 2:14 they believe are the poor and outcasts in John 20:19–21 Romans 5:1,10,11 society today. Ephesians 2:11–18 Colossians 3:15 Students investigate Christian organisations To add variety and depth to class discussion, which work to help the poor and outcasts. provide groups with different translations of the Students respond to questions such as: text, eg CEV, NIV, Jerusalem Bible.  In what ways do Christians work to help the What understanding of Jesus as God’s poor and outcasts in society? peacemaker does each of the translations give? (2b)

ACTIVITIES 16 BANDS A-D perpetuated poverty and injustice in El BIBLE SEARCH Salvador? Students note Romero’s statements Students use Bible concordances to find about the healing and freeing nature of the instances in which Jesus used the word gospel. What are the implications for Christians ‘peace’, as well as references to ‘peace’ in El Salvador of living out the gospel? related to Jesus. They create a mural of key Alternatively, do a study of the leadership of words and phrases. Students write a short Martin Luther King Jr in issues of justice and of essay on ‘Jesus brings peace’. (2b) his confidence in the power of the gospel to bring healing and freedom. Students reflect on NOT AS THE WORLD GIVES the challenge of the gospel for their own life. Students discuss the sort of peace that people (2a,2c) are hoping for. What measures are taken to bring about peace? On what terms do people WHY INJUSTICE? want peace? Students investigate situations Students identify situations of injustice in their such as those in the Middle East and Northern own society and collect examples reported in Ireland. What makes peace so elusive in these the media. They suggest reasons for the situations? TV programs such as Foreign injustice in each case. Correspondent (ABC) deal with peace issues Students examine the following texts to throughout the world. discover what the Bible teaches about causes Contrast this with the peace which Christ offers of injustice, eg imperfect world, selfishness, and the terms by which a person can receive godlessness, malice, envy, ignorance, etc: his peace. Share the reading of the following Genesis 3:17–19 Job 1:8–12 Bible passages among small groups of Isaiah 59:8 Acts 9:1–22 students: Acts 17:22–28 Romans 5:12 Luke 2:25–32 Luke 4:18,19 1 Corinthians 10:24 Titus 3:3 Luke 6:20–23,27,28,37,38 The book of Amos provides a vivid picture of Luke 7:11–15 Luke 8:22–25, 40–50 injustice and its causes: Amos 1; 2; 4:1; Luke 12:4–7 Luke 12:22–34 5:10–12. Both Amos (5:4 – 6:14) and Micah Luke 12:49–53 John 5:1–15 (6:8) urge people to return to God as the John 8:1–11. answer to injustice. Students reflect in their Reflecting on what they have researched, journals when and how they have contributed students write an explanation of Jesus’ words to injustice. What is their response to Micah’s in John 14:27. (2b) urging? (2a,2c)

JESUS AND JUSTICE THE GOSPEL BREAKS DOWN THE Jesus was opposed to all forms of injustice, BARRIER exploitation and oppression. Students research one of the New Testament Assign the following Bible references to groups Christian communities: their context, the issues of students. Each group identifies the situation of justice and peace they faced, how they that Jesus is concerned about and gives a either resolved or didn’t resolve the problems. brief summary of what Jesus has to say about Bible handbooks and commentaries will give the situation. background information on early church Matthew 5:38–42 Matthew 23:11,12 groups. See Matthew 23:23 Mark 5:38–42 Corinth: 1 Corinthians 1 – 4; 6:1–11; 11:17–34 Mark 12:38–40 Luke 4:18,19 Ephesus: Ephesians 2:11–22; 4:1–16 Luke 16:10–15 Luke 16:19–31 Philippi: Philippians 1:17 – 2:18 Each group imagines how Jesus’ disciples Jerusalem: Acts 2:42–47; 4:32–35; 6:1–7. might be feeling, knowing that as followers Students identify similar issues of peace and they need to be in agreement with Jesus. Each justice in their own community and their own group writes and performs a brief drama script life. They explore the implications for the daily or skit which presents the message of their life of Christian people of being reconciled to Bible reference. (2a,2b) God (2 Corinthians 5:19). Students do further research to find out how local Christian ONE IN CHRIST individuals and groups are dealing with Galatians 3:28 presents a way of life that was problems of peace and justice in their in direct opposition to the first-century Roman community. (2c) political system and way of life. Students investigate the challenge and difficulties faced BODY PARTS by Christians living in the first and second 1 Corinthians 12:12–27 is a metaphor to centuries. Martyrs such as Polycarp were demonstrate how the gospel changes the way peacemakers to their death. individuals behave and view themselves and View the film Romero. You will need to provide others. Students explore through movement background information on El Salvador: what the application of the imagery in different

ACTIVITIES 17 BANDS A-D contexts. They explore the different Students write a personal reflection about relationships which exist in poverty, war, Jesus and justice. Reflect on: unemployment, race relations, religious  the people Jesus spent time with bigotry, unequal opportunity, disability etc and  Jesus’ attitude to justice how it impacts on the whole community. They  Jesus’ actions related to justice act out how the ‘body’ works to overcome the  what Jesus’ attitude and action mean for lack of peace in those situations. See Quick people today who have had their rights Skits and Discussion Starters by Chuck Bolte denied in the Recommended Resources Menu. (2c)  what motivates Christians to work for justice in the community  your personal view about justice. (2a,2c) RESPONSE ACTIVITIES AID ORGANISATION Students invent their own aid organisation (with a local or global basis). Students develop DESIGN A GAME a pamphlet which includes Students make up a game which has rules that  the mission statement of the organisation are fair. This could be an outside game for the  the motivation and work that the whole class or a board game that is played in organisation involves itself in small groups. (2a)  a logo and a slogan for the organisation  a list of specific things the organisation CLASS MEETINGS does to work towards peace and justice Hold regular class meetings in which students  encouragement for readers to become are given the opportunity to raise issues of involved in the work of the organisation. concern to them. Discuss these as a class and (2a,2b,2c) decide on appropriate solutions. (2a,2c) ROLE-PLAY LITANY Students develop a series of role-plays to Develop a class litany based on Bible stories show how someone brings peace and justice which demonstrate the need of showing to a situation, eg people fighting over a fairness to others, eg Help us to be fair to basketball game, friends leaving someone out. people that others don’t like; Help us to be fair Students use these role-plays to work with to people who are treated unkindly. (2b) other classes and present a message about peace and justice. (2a,2b,2c) CLASS GUIDELINES As a class decide on guidelines for students to INJUSTICE follow if they see or experience unfair Students use the following strategy to consider situations. (2c) an issue of injustice:  Recognition: what is the problem? PASS THE PEACE  Reflection: what is the cause and what can Investigate references to peace in worship be done about it? liturgies.  Action: what steps would you need to take Talk about (and demonstrate) the practice and to change the situation? (2b) significance of passing the peace in worship services. Teach students to pass the peace. BANNER Make a class list of the opening and closing Students design a banner entitled: Peace on greetings in the epistles which use the words earth. They include an appropriate Bible text ‘peace’, eg 2 Thessalonians 1:2. on the banner. (2a,2c) Share these greetings in your class worship, at the beginning or end of the day, or in ACTION PLAN newsletters. (2b) Students develop an action plan to work for peace and justice in their personal WORKING FOR JUSTICE relationships with family, friends and in the Students prepare a set of overhead local community and wider world. Students transparencies, slides, a dance, mime or write their own mission statements including drama which illustrates the ways people can specific information about what they are work towards justice for all people. Include intending to do. (2a,2c) examples from home, school and community. Base the presentation on a song with a justice PRAYER LIST or service theme. (2a,2b,2c) Discuss the weekly news and identify instances of injustice or the need for peace. PERSONAL REFLECTION

ACTIVITIES 18 BANDS A-D Students create a prayer list based on their force in the person’s life and the decisions examination of the news. made, and the impact of the person’s life and Make a regular time each week to pray for actions on the community. (2a, 2c) peace and justice in the world. Atmosphere can be created by lighting candles and holding hands during the prayers. (2a,2c)

THE IDEAL SOCIETY Students write about and draw their ideal society. They incorporate what they have learnt about God’s will for peace and justice in the world. Students attach a statement to their image of the ideal society, recording what they can do towards making it a reality. (2a,2c)

PEACE COLLAGE Working in groups, students present a collage of biblical text, visual material and music which reflects the group’s understanding of Jesus as the one who brings peace. This can be included in a school worship time. (2b)

BE INVOLVED Encourage students to respond to this unit by becoming involved in groups that support peoples of the world who are victims of injustice, war, famine and the like, eg Amnesty International, Compassion, the Christmas bowl. Invite guest speakers from the organisation to tell the class about their work, to introduce projects — short-term and long-term — that students can participate in, eg students can begin an Amnesty group at school or be involved just once by writing letters in a class session. (2a,3b,3c)

PRAYER ANTHOLOGY In groups students prepare a collection of prayers to be used by persons who serve God in the areas of peace and justice. Sources include:  psalms and Bible texts about peace which can be rewritten into modern prayers  songs in the All Together song book series rewritten as prayers  prayers in various denominational hymnals and prayer books  poems with a peace theme by poets such as Keats, Herbert, Donne, Tennyson and Blake. Students can illustrate their anthology with drawings, photos they have taken etc. They attach a foreword to the anthology, explaining their selection of prayers. (2a,2b,2c)

GOD CALLS CHRISTIANS TO REVIEW 3 Students write a review for a youth magazine SHARE THE GOOD NEWS BY on the life and times of a Christian person who WORDS AND ACTIONS has worked for peace and justice. Evaluate the effectiveness of the person’s course of action, the role of the gospel message as a motivating

ACTIVITIES 19 BANDS A-D Identify how that person witnessed for Jesus in what they said and did. (3c) INTRODUCTORY ACTIVITIES MISSIONARIES Students identify the location and work of missionaries involved in specific world mission HELPERS programs. Record information on a class map The teacher asks students to help with specific of the world. Calendars distributed by the jobs in the classroom. Talk about how students Board For Church Cooperation In World feel when they are asked to help. Mission (Lutheran Church of Australia) are an Introduce the concept that Jesus needed excellent resource. (3a, 3c) helpers to continue his work of sharing God’s love. (3a) GOOD NEWS Students share with a partner the best news GOOD NEWS they have ever heard. The teacher begins a ‘Good News’ message As a class discuss what type of news is ‘good board and records daily ‘good news’ from the news’. Students skim through newspapers to students. After using this routine for some cut out ‘good news’ stories. Discuss why the time, the teacher begins to record Christian news is considered good news for the people ‘good news’ messages, eg Good news from involved. the Bible: God loves you, Jesus is your friend. Show students a copy of the ‘Good News Use the same routine to introduce Bible Bible’ and discuss why students think the Bible stories, eg ‘Good news for a sick man’. (3b) is called ‘good news’. (3a,3b,3c)

PASS THE PARCEL WORDS AND ACTIONS Play the game ‘Pass the parcel’ in preparation Ask students to think of someone they care for considering how people can pass on God’s about greatly. Provide time for students to love. Go on to ‘Pass the Love’ from the record in their journal responses to: In what Development Activities Menu. (3b) different ways can you communicate to someone that you love them? CHINESE WHISPERS Use the students’ responses to talk about the Use the game of Chinese whispers to pass importance of words and actions when good news messages around the class. (3c) conveying messages. Share with students that Christians believe that God loves all people. SHARE GOOD NEWS Discuss: The teacher shares some good news with the  How do Christians know God loves them? students. Do this in an excited manner and  What would you do, if you were God and encourage excitement among the children. wanted to convince people you loved them? Talk about the kinds of good news that people (3a,3c) like to share and the way in which people do this, eg a phone call, card, birth notice in the BELIEVE AND DO newspaper. (3c) Write the following on the board and ask students to respond to the questions: WHAT IS A WITNESS?  If you believed that you had just won the To assist students to investigate ways people lottery, what would you say and do? witness for Jesus, they discuss their  If you believed the world will finish understanding of the word ‘witness’. Use a tomorrow, what would you say and do? dictionary to come to a common understanding  If you believed there is a God who loves of the word. Students identify situations where and forgives you, what would you say and they have heard the word used, eg in court, do? police ask for witnesses to an accident, ‘eye Use the students’ responses to discuss how witness’ news. people’s beliefs influence what they say and Show a video excerpt of a court scene where do. Go on to investigate Christian beliefs about someone is called to be a witness or of a news love and service and ways Christians live out report where someone has witnessed an their beliefs. (3b) event. Students describe an exciting or dramatic event they have witnessed. CHRISTIANS ARE HYPOCRITES! (3a,3b,3c) Write the word ‘hypocrite’ on the board. Students suggest meanings of the word. A WITNESS FOR JESUS Students discuss in groups and make a list of View a video or read a book about a person reasons people call Christians hypocrites. As a who has been a witness for Jesus, such as class use the list to discuss people’s Eric Liddell in the movie Chariots of Fire. expectations of Christians.

ACTIVITIES 20 BANDS A-D Ask students if they know anyone who, to them, epitomises what a Christian should be. FRIENDSHIP FACTORS Students respond in their journal to the What are important factors in developing and questions: keeping a friendship? How important are words  What do you think Christians are called to and actions in a friendship? How important in do in the world? friendship are honesty and genuine caring?  What questions do you have about what This is further developed in the Hear, believe, Christians are called to do in the world? do development activity. (3c) (3b,3c)

AMBASSADORS DEVELOPMENT ACTIVITIES Students write a dictionary definition of ‘ambassador’. They research the history, chief role, responsibilities and privileges of an WHAT DID JESUS DO? ambassador (see ‘diplomatic service’ and nvestigate the ways that Jesus showed love ‘ambassador’ in encyclopedias). What services I does an embassy provide to its citizens and shared the news of God’s love. This could travelling abroad? in times of crisis? (There is be done through Bible stories or from the a scene in the film Killing Fields which students’ suggestions. demonstrates the role of an embassy when Tell the story of Jesus passing this job on to relations between countries are severed.) his disciples (John 13:15 or 20:21). (3a) (3a,3b) WHO, ME? BEING A REPRESENTATIVE Students consider how the disciples may have Students investigate how exchange students, felt when Jesus gave them the commission to travellers and sports people act as spread the good news. (see Bible References ambassadors for their country. The school Menu.) administration should have material from They use dramatisation to present possible various exchange organisations, eg AFS reactions of the disciples. (3a) International Exchange, Youth for Understanding. PASS THE LOVE Investigate controversial events such as Cathy The teacher shows a parcel with a label which Freeman flying the Aboriginal flag at the 1994 says ‘God’s love’. Commonwealth Games. Why did this action Talk about the ways people can pass on God’s upset officials? If you are representing your love. school or a club, what is normally expected of The song Pass my love around (All Together you? For example, what is the point of wearing Now 93) could be taught in conjunction with a uniform when you are a representative? this activity. (3b) (3a,3b,3c) PAUL EFFECTIVE COMMUNICATION Select stories from the Bible References Menu Students brainstorm different ways that people to investigate the life and work of Paul. This communicate with one another. List factors could be done by using a children’s Bible, which contribute to effective communication. Bible story books or a video. Older students in List what stops people from receiving a this band can use a map to help locate the message. area where Paul travelled. (3b) Go on to investigate different ways that Christians share their beliefs and experience of HELPERS IN THE EARLY CHURCH God. (3a,3b,3c) Select stories from the Bible References Menu to investigate ways people in the New EVANGELISM Testament served others by sharing God’s Students share their understanding and love in words and actions. experience of evangelism, eg have any Make a big book of these characters. Include a students ever heard a personal testimony, page of newspaper cuttings showing how attended a crusade or youth rally such as people continue to share God’s love today. Youth Alive? The film Leap of Faith gives one This section of the book could be added to image of evangelism and raises the question during the year. (3b,3c) of credibility. (Be aware of the links between this topic and This can lead to a study of the Apostle Paul as God gathers people into the Christian church) an evangelist or to an examination of different Christian churches’ evangelistic programs. LIFE IN THE TIME OF PAUL (3a,3b,3c) (for older students in this Band) Use Bible encyclopedias and other non-fiction material to

ACTIVITIES 21 BANDS A-D investigate life in the time of Paul, eg how he questions and possible responses the disciples travelled from one place to another, how his may have had to Jesus’ directions to them. letters were written and delivered, why he was Students illustrate the scene, using speech- in trouble for his preaching. and thought-bubbles to describe the task and Show students where the letters of Paul are the possible reaction of the disciples. (3a) found in the Bible. Select verses from these letters which summarise Paul’s teaching (see COMMUNICATING WITH PEOPLE Bible References Menu). Record these as INVOLVED IN MISSION WORK posters and display them in the classroom. Students write letters to people involved in (3b) mission work within their own country or overseas. Students ask for information about SHARING THE GOSPEL TODAY the mission program and ways they could Students identify ways that the gospel is support it. shared today, eg in schools and churches, on If the mission program includes a school, radio and television, when people talk with students could correspond with students in this each other. area to learn more about their culture and life. Record this information on posters or as a Depending on the facilities available at the class display. (3c) mission school, students could make a video or audio-tape of a devotion or chapel session, PRE-RECORDING or collect work samples from their Christian The teacher pre-records a Christian Studies sessions and send them to the advertisement or program from the radio or students of the school. (3a, 3c) television. Depending on the age of your students, you could discuss the following: THE DISCIPLES WITNESS  Who was it written for? Students prepare and present written, oral or  What was it saying about God? video ‘eyewitness’ accounts of the way Jesus’  Is this a good way of sharing the news followers such as Peter, Paul, John, Phillip about God? were witnesses for him. Include information Students work in groups to make up their own about the task given to them by Jesus, their program or advertisement that tells others motivation, what they did or said and the about God’s love. (3c) reaction of people to whom they witnessed. (3a,3b)

GENERAL ACTIVITIES ROLE-PLAY BIBLE VERSE Students role-play ways people could witness Students learn an appropriate Bible verse for Jesus by their words and actions at school, (see page 11). at home, and in the community. Dramatise SONGS difficulties which can be associated with being Students learn songs related to each Faith a witness for Jesus, such as people rejecting Statement (see Resources for Music and the message or making fun of the person Devotions in the appendix). witnessing, being unsure of what to say. BIBLE CHARACTER Discuss ways of dealing with these situations (a recommended activity for Level 3) and role-play suggestions. (3c) Students learn about a specific Bible Character. Teacher Resource Sheet (TRS) BIBLE VERSE A3/extra contains a story and activities about Students learn an appropriate Bible verse (see the life and work of Paul. Bible References Menu page 11). SONGS A WITNESS FOR JESUS’ WORK Students learn songs about serving (see Students read Matthew 4:17,23,24 to identify Resources for Music and Devotions in the aspects of Jesus’ work. Students imagine they appendix). had followed Jesus around when he was spreading the good news of God’s love for all people. They work in small groups and give an ‘eyewitness’ account of some of the exciting JESUS’ COMMISSION and important actions they saw Jesus do and Students read the commission Jesus gave his words they heard Jesus say. (3c) disciples (Matthew 28:18–20). Students imagine they were one of the disciples listening JESUS GIVES HIS FOLLOWERS A to Jesus and record their response to his TASK commission. Students read Luke 24:46–49, John 15:26,27  How did they feel? and Acts 1:7,8 to identify the special task  What do they think Jesus was actually Jesus gave his followers. Discuss the asking them to do?

ACTIVITIES 22 BANDS A-D Share and discuss the students’ responses. be the good news about Jesus and ways they Highlight the disciples’ fear and read John share the good news with others. 14:25,26 to explore Jesus’ promise of the Each student prepares a report entitled: helper. Sharing the Good News in which they include Students read stories from Acts (See Bible information they have gathered. (3a,3b,3c) References Menu) to consider how the disciples took up Jesus’ commission. Students SERVICE IN AUSTRALIA draw pictures as ‘photos’ that could have been Students investigate the work of missionaries taken of the disciples fulfilling Jesus’ sharing the good news about Jesus within and commission. (3a,3b) outside of Australia. Students could investigate the work of the Lutheran church with EARLY CHRISTIAN CHURCH indigenous Australian. The Lutheran Yearbook Students read stories about the early has a list of Aboriginal Missions who may be Christians, eg able to provide useful information. The video, fellowship Acts 2:43–47 Hand in Hand also has information about the Peter and a beggar Acts 3:1–10 work of the Lutheran church with indigenous sharing possessions Acts 4:32–37 Australians. (3c) Students role-play the stories to consider the story from different people’s perspective. BIBLE VERSE Discuss: Students learn an appropriate Bible verse (see  What was exciting to the early Christians? page 11)  How were they changed by what they heard? SONGS  In what ways did they share the good news Students learn songs related to the concept about Jesus in words and actions? (3b) (see Resources for Music and Devotions in the appendix). WOMEN SHARE THE GOOD NEWS Students use Bible handbooks and TIME LINE encyclopedias to investigate women who (A recommended activity for Level 1) If the shared the good news of Jesus, eg Mary class is developing a time line for Christian Magdalene, Lydia, Dorcas, Priscilla. Studies include information relating to the work Students also investigate Christian women of the early Christian church in love and past and present who have worked to share service. the good news about Jesus, eg Catherine of Siena, Mary Slessor, Catherine Booth, Gladys GOD FILE Aylward, Corrie ten Boom, Mother Teresa, (A recommended activity for Level 2) If the Merna Thamm. Each student chooses one of class is developing a God File, add information the women and prepares a profile recording to the file about God calling people to love and what she said and did to share the good news serve others. about Jesus. (3b,3c) A CHAIN OF COMMAND WHAT IS THE GOOD NEWS? Students create a flow chart to demonstrate Students read the following Bible stories and the spread of Christianity from a small country imagine they are a person living in Jesus’ time in the Middle East to a worldwide movement experiencing the events. Each student records with millions of adherents. Students investigate what they would consider to be the good news the strong sense of God’s call as the about Jesus in each story. motivating factor for the spread of Christianity: Jesus heals a paralysed man Luke 5:17–26  Jesus’ sense of mission: Luke 4:18–21 Jesus teaches Nicodemus John 3:1–17 John 8:42 John 9:4,5 Jesus raises Lazarus John 11:1–44 John 10:10b,11 John 12:27,28 Jesus’ resurrection John 20:1–18  Jesus’ commissioning of the disciples: Students share these stories in groups, and as Matthew 28:19,20 Luke 9:1–6 a class, make a list of what people consider to Luke 10:1,2,18,20 John 13:14,15 be ‘good news’ about Jesus. John 15:26,27 John 20:21,22 As a class, discuss the way Jesus helped Acts 1:8 people understand the good news he had for  the disciples’ commissioning of others people. Acts 13:1–3 Philippians 4:3 Students investigate what the early Christians 1 Timothy 4:11–14 1 Peter 3:15 considered to be good news about Jesus and  later missionary activities the way in which they shared the good news. Helpful resources include: Students interview members of a local Decay and Renewal by M Crawford congregation to explore what they believe to The History of Christianity (Lion).

ACTIVITIES 23 BANDS A-D Conclude the study with a discussion of Students consider to what extent Paul can be 2 Corinthians 5:19,20. (3a) seen as an ambassador who set up embassies at each city he visited. (3b) A REPRESENTATIVE IS APPOINTED Students examine Luke’s three accounts of PAUL REPRESENTS CHRIST Paul’s conversion in Acts 9:1–30, Acts 22:1–21, Working in groups, students either write a and Acts 26 along with Paul’s account in character reference or act as a referee for Galatians 1:11 – 2:10. Discuss what each of the Paul, recommending him as an ambassador accounts reveals about Paul’s past, the change for Christ on the basis of in his life, his new purpose and mission in life. Acts 19:8–12 1 Corinthians 9:20–23 Students role-play possible reactions from 2 Corinthians 5:19,20 2 Corinthians 6:3–10 different groups of people, eg the Pharisees, 2 Corinthians 11:23–28, 32,33 Jesus’ disciples, people living in Damascus. Ephesians 6:20 Philippians 1:12–14 Students share their reactions to the story of Philippians 3:7–9 Philippians 4:11–13 Paul’s conversion. Discuss: 1 Thessalonians 2:1–12 1 Timothy 1:15,16  Who or what gives Paul the authority to How does Paul’s commitment to his work represent Jesus? compare with what is expected of political  What qualifications are necessary to be a ambassadors? (3b,3c) representative of Jesus?  How can people today determine whether PAUL THE DIPLOMAT people who preach Jesus are in fact Students read Acts 20:13 – 28:31, taking representing him and not themselves? special note of Acts 21:27 – 26:32 and 28:11– (see I John 4:1–3) (3a) 31. Students take notes on Paul’s diplomacy style (use of language, how he addresses AUTHORISED TO . . . different officials, his knowledge of the customs The issue of authority and rightful and culture) and his defence of the gospel. In representation was crucial for the writers of the what ways is Paul treated as a diplomat? (3b) New Testament. In small groups students look up how each of the writers begins his book. PAUL’S LETTERS OF WORD AND They list the different words the writers use to ACTION describe their call or commission. What does Small groups of students each skim-read a their commission primarily involve? Who are different letter of the apostle Paul, looking at the objects of the writers’ mission (service)? the subheading divisions of each letter (TEV, Additional Bible references: CEV, NIV have appropriate subheadings). John 20:21,22 John 21:15–25 Most of Paul’s letters have a two-part structure: Romans 1:9 Romans 10:14,15 doctrinal teaching and instruction in Christian 1 Corinthians 1:17 1 Corinthians 2:4,5,10 living. Students examine the relationship 1 Corinthians 3:5 1 Corinthians 4:1 between the theory and the practice. To do 1 Corinthians 9:16,17 1 Corinthians 15:3 this, they examine one letter (eg 1 Corinthians) 2 Corinthians 2:17 2 Corinthians 5:18–20 in detail. Students research the context of the Galatians 2:7–9 2 Timothy 1:11,12 letter: people, time, place, problems, Paul’s link (3a) with the readers. A handbook to the Bible and the introductory notes before the letters are PAUL: A ROVING AMBASSADOR useful resources. As a class students produce an informative Paul encourages his readers: ‘Live a life booklet of Paul’s missionary journeys, worthy of the calling you have received’ organised around what happened in each city. (Ephesians 4:1). Students explore the Introduce the activity with a film segment implications of this for the life of the original showing Paul’s conversion and commission readers and for the life of Christians today. (Acts Visual International). What kind of letter might Paul write to the Students examine the extent of Paul’s travels Christian community in the school? (3b,3c) on a map of his journeys (found at the back of most Bibles). HEAR, BELIEVE, DO In pairs students research one of the cities As a class, study the letter of James. Working visited by Paul to find out details about the city, in groups, students use commentaries and its inhabitants and activities. They use Bibles handbooks to research the author and the (Acts 13; 14; 15:36 – 21:17) to find out what context, and the meaning of words such as Paul did and said in the city they are studying, faith, works, law. to whom he spoke, and the local response to Students list examples from their own his message. Each pair of students produces a experience of hypocrisy, jealousy, conflict, page for the booklet. double standards, insincerity, gossip, discrimination.

ACTIVITIES 24 BANDS A-D Using the subheadings in the letter of James,  Use instruments and set the message to students rehearse a reading of the sections. music. Provide a range of translations. The letter can Write messages in the sandpit, on the ground then be read expressively in one sitting. using stones to outline the words, or on the Students list the actions of a Christian from play surfaces with chalk. (3c) James’ perspective. How does this compare with Jesus’ Sermon on the Mount in TRACT Matthew 5 – 7? Students view a selection of tracts or If everyone were to follow James’ instructions, pamphlets which tell the ‘good news’ about what changes would there be in the school, the Jesus (available from Lutheran Laypeople’s home, the community? What are reasons for League). Students identify the features of the Christians failing to live out their faith? What tract, eg pictures or photographs, Bible verse, hope does James offer Christians? short story. Students design and make their As a culminating activity, students present a own tracts which share the ‘good news’ about contemporary version of James (written or Jesus for a particular audience, eg primary-age dramatic), using specific examples from their children, grandparents. (3c) own experience. (3c) SPECIAL AGENT KIT HYPOCRITES? Students design a kit for Christians who work Students list the objections that are raised as special agents for Jesus in the world. The against Christianity. They examine events and kit include details about their mission, secret movements in Christian history which have weapons and strategies used in the mission damaged its credibility, eg the Inquisition, the and information about the mission objective. crusades, some missionary activities during (3a) colonisation, witch-hunts. Students identify the motivation behind these events and contrast THE GOOD NEWS IN ACTION them with Jesus’ agape (self-giving love) and Students create a ‘photo album’ of Christians Paul’s exhortations to live a life worthy of one’s who have shared the good news about Jesus calling (Ephesians 4:1,17–24; 1 Thessalonians with others throughout history. With each photo 1 – 4:12). Balance this with Men, women, of the Christians in action the students include movements under Faith Statement 1. (3c) captions describing who they are and what they are doing. (3b)

GOOD NEWS RESPONSE ACTIVITIES Students prepare a front page headline, picture and newspaper article which shows Christians sharing the ‘Good News’. Encourage students to use images of Christians sharing the ‘good GUEST SPEAKER news’ both by words and by actions. (3c) Invite a speaker or use information packs to share stories of ways in which people continue ROLE-PLAY to share God’s love with others. The Bible Students work in groups to develop a series of Society is one organisation that has role plays to teach others about ways appropriate material for students of this age Christians can share the good news about group (see Recommended Resources Menu). Jesus in words and actions. The role-plays Students could be given the opportunity to could be the basis for a school or class participate in a fund-raising activity to help worship on the theme of ‘Sharing the Good others hear the good news about Jesus. Do News.’ (3b,3c) not pressure students or families who are not Christian to participate in this. (3c) BECAUSE WE BEAR YOUR NAME Students add their own verses to the song GOOD NEWS Because we bear your name (All Together Students each write a message about God’s Everybody 292). (1a,1b,3c) love. The teacher can scribe for younger PAUL: AMBASSADOR FOR CHRIST students. Share these messages in any of the Numerous response activities are already following ways: included in the development section of the  Decorate and display the messages under menu. TRS D2/3 of the Level 2 Model Unit also a heading: ‘Did you hear the good news?’ contains a range of response activities.  Use a computer and collate the messages Students could also as a ‘Good News’ newspaper.  prepare a set of ambassadorial documents  Tie each message to the string of a for Paul; balloon to hang in the classroom, give to a  produce a map of Paul’s missionary friend, or take home. journeys, including information boxes on

ACTIVITIES 25 BANDS A-D the cities visited by Paul and highlighting Paul’s work;  write letters of introduction for Paul from one government official to another;  present summaries written by the clerks of the court at different sittings of Paul’s trials;  produce a series of newspaper articles covering Paul’s trials, his life in prison and his encounters with Roman officials;  create a series of political cartoons featuring Paul and his encounters with the Jews and Roman officials. (3b)

A TABLEAU OF 2000 YEARS Students present a series of tableaux on the impact of Christianity over 2000 years. Groups of students each represent a different period, demonstrating the various actions taken by Christians as well as the varied responses to the work of Christians and the message of the gospel. (1c,2b,3c)

SPREADING THE GOOD NEWS Students work in groups to identify ways the Bible’s message of God’s love can be communicated to people, eg drama, musical item, rap, visual display, newsletter, puppet play, advertisement, computer multimedia presentation, interview, caring, service in daily life. Groups choose the method which they feel would be most effective and prepare a message which is a witness for Jesus. Students use their chosen medium to communicate their message to the class, school and/or parents. (3a,3b,3c)

POSTER Students make a poster which illustrates the way people they know witness for Jesus in what they say and do. (3c)

ACTIVITIES 26 BANDS A-D

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