NEW EARTH: Christian Resources for the Outdoors
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Secrets of the Kingdom The Parables of Jesus
NEW EARTH: Christian Resources for the Outdoors Copyright and Online Permission Statement Copyright © 2011—Produced for the New Earth Publishers by Christian Board of Publication. The Committee on Outdoor Ministries of the National Council of Churches of Christ in the USA developed the curriculum outlines. Site License Purchase of this resource gives license for its use, adaptation, and copying for programmatic use at one outdoor ministry site (hereinafter, “Camp”) for up to one year from purchase. For questions or permission for other uses, contact Christian Board of Publication at 314-231-8500 or [email protected]. This site license allows your camp to post the New Earth resources for up to one year from purchase on a password- protected Web site for the exclusive use of volunteer directors and authorized staff. The password must expire within one year of purchase, and the administrator must change the password immediately upon discovery of unauthorized use. Please e-mail the Web site link for verification to [email protected]. The camp must include the following copyright permission statement on each Web page, posted file, or item of the New Earth curriculum: Copyright ©2011 New Earth Publishers. Used by permission. The copyright agreement with the New Earth Publishers allows us to use, adapt, copy, and distribute these curriculum materials for use at [insert camp name and location]. Please help us honor this agreement. You should: • copy it to your computer for use in our camp programs only • distribute it to other volunteers in your program for the same purpose • delete it from your computer when you have completed your program at camp Thank you for your help in this matter and for your willingness to serve in our programs.
PROJECT MANAGER Jenny Youngman
COPY EDITOR John Patrick Carey
ART DIRECTOR/DESIGN Elizabeth Wright
COVER IMAGES istockphoto
INTERIOR PHOTOGRAPHS Camp Hopewell Camp Mack Lake Okoboji UM Camp Writers June Boutwell is an ordained minister in the United Church of Christ and serves as Executive Director of Pilgrim Pines Camp and Conference Center in Yucaipa, California. She wrote “Biblical and Theological Reflections.” Jackie Cordon is a freelance editor who has written for the New Earth curriculum on three previous occasions. She is a United Methodist from Nodaway, IA, and spent fifteen years as a United Methodist camp director. Jackie now volunteers in camping as she recently finished an eight-year term of representing her jurisdiction on the United Methodist National Camp and Retreat Leaders Committee. She wrote “Daily Discoveries for Younger Children” and “More Activities: Creative Arts.” Brian Frick served for ten years as a program director at three sites across the country. He earned his Certificate in Youth and Theology from Princeton Seminary and has experience writing curriculum for children and young adults. Brian serves as the national staff person for Camp and Conference ministries for the Presbyterian Church (U.S.A.) based in Louisville. He wrote “Daily Discoveries for Older Children” and “More Activities: Nature Experiences.” Randy McGuire is the Director of Camps and Retreat Ministries for the Oklahoma Conference of the United Methodist Church, Oklahoma City, Oklahoma. He wrote the “Daily Discoveries for Younger Youth,” and “More Activities: Community Building and Recreation.” Jonathan Sherrod is Dad to Zane and husband to Camille. Currently pastor of a Presbyterian (U.S.A.) congregation in Henderson, NC, Jonathan has formerly served in camping ministry in North and South Carolina. He also presently serves on the Board of Directors for Camp Albemarle, a Presbyterian site in Newport, NC. He wrote “Daily Discoveries for Older Youth” and “More Activities: Media Ideas.” Nancy Fitzgerald is an ordained minister in the Church of the Brethren. She currently serves as pastor of the Arlington Church of the Brethren in Virginia. Prior to the set-apart ministry of a pastor, she worked in outdoor ministry for twelve years and served as an education minister. She wrote “Intergenerational and Family Camps.”
Members of the Committee on Curriculum Design Team for 2012: Allyson Ashmore (PCUSA), Jeff Puhlman- Becker (UCC), David Berkey (UMC), Garland Pierce (NCC), and Brian Frick (PCUSA). Denominational Publishing Houses participating in the publishing partnership: Brethren, Christian (Disciples), United Methodist, and United Church of Christ. Contents
Week at a Glance
Introduction
Using These Resources to Design a Curriculum for Your Camp
Training Staff to Use the Curriculum
Bible Study Methods for Camps
Resource List
Biblical and Theological Reflections
Daily Discoveries for Younger Children
Daily Discoveries for Older Children
Daily Discoveries for Younger Youth
Daily Discoveries for Older Youth
Daily Discoveries for Intergenerational or Family Camps
More Activities: Community Building and Recreation
More Activities: Creative Arts
More Activities: Nature Experiences
More Activities: Media Ideas
DVD-ROM Information Week-at-a-Glance
Daily Title Scripture Focus Campers Will Discovery
Campers will hear the Parable • discover that Jesus told stories called Discovery We Are Mark 4:1–9, 13– of the Sower and consider how parables to teach about God’s Kingdom. 1 God's Soil 20 open we are to receive and • learn that parables have many levels of respond to God’s Word at meaning. camp and throughout our lives. • identify barriers to hearing and receiving the Word of God.
Campers will hear the Parable • consider that they can ask God for what they Discovery We Can Ask Luke 11:5-10 of the Friend in Need and need from God and one another 2 Boldly discover that when we • explore ways to respond to the needs of earnestly seek love and grace others. from God we will receive. • discover that God hears their requests. Likewise, we are called to provide love and grace to others.
Campers will hear the Parable • explore the nature of God’s grace. Discovery God Is Matthew of the Workers in the Vineyard • consider how God’s Kingdom turns values 3 Generous 20:1-16 and consider that God’s grace upside down. is not determined by anything • ask how they can treat others justly. we do, but through God’s love alone.
Campers will hear the • remember times they strayed from God and Discovery God Luke 15:1-10 Parables of the Lost Sheep be reminded that God continues to seek us. 4 Treasures Us and the Lost Coin and will • recall times they have been accepted and consider that God cares for us what it means. no matter what we do and • consider ways they can follow the example of always looks for us because Jesus by accepting others. every one of us is precious to God.
Campers will hear the Parable • consider the gifts they have and how they Discovery Jesus Is in the Matthew of the Sheep and the Goats can share them with others. 5 “Least of 25:31-46 and will consider ways we can • be challenged to be God’s hands, feet, and These” open our eyes to the needs of voice in the world by responding to needs of the world and respond to them others. with compassion and • reflect on the demands of the kingdom. generosity.
Campers will hear the • think about the power of small things. Discovery God Plants Us Matthew Parables of the Mustard Seed • consider God’s call to discipleship in their 6 in the World 13:31-35 and the Yeast and learn that own lives. God can use our smallest acts • look more carefully for things at camp and in to grow the Kingdom. their lives that reflect the growing kingdom of God. Introduction
Dear Camp Leaders, You, your staff, and your campers are invited to journey through the parables of Jesus to discover the Secrets of the Kingdom. All of us involved in creating these resources pray that they will enrich and enable your ministry as you reach out to campers with the good news of Jesus Christ. If you are a returning user, welcome back! We appreciate your continuing choice of these materials. If you are a new user, please take a few minutes to read the “Using These Resources to Design a Curriculum for Your Camp” section in order to become familiar with the format of the curriculum. It is our intention that you choose from this collection of resources to create your own curriculum matched to the particular needs of your camp and campers. By purchasing these materials, you bought a license to use them at a single campsite for the whole summer. Open and edit files from the Word files on the DVD-ROM, make copies of the files, or print the pages from the PDF file. Governing bodies owning more than one camp are expected to purchase a copy of the curriculum for each site. Secrets of the Kingdom is the twelfth title of New Earth: Christian Resources for the Outdoors. This curriculum is developed by the New Earth Publishers, a cooperative group of denominational publishing houses in cooperation with the Committee on Outdoor Ministry (COM) of the National Council of the Churches of Christ. Christian Board of Publication publishes these resources on behalf of the other denominational partners and COM. The ecumenical team that developed the outlines for this curriculum and the writers are committed to outdoor ministry and to providing the best possible resources for this ministry. Your comments are valuable and important to the future development of these materials. Please visit http://www.surveymonkey.com/s/newearthresource2012 to send an evaluation of the curriculum. Jenny Youngman, Project Manager Using These Resources to Design a Curriculum for Your Camp Summer camp programs come in many shapes and sizes, using a variety of program and leadership models. This outdoor ministry resource recognizes that and is intended to enable you to design a camp curriculum that fits the needs of your camp, your program, and your staff. The DVD-ROM contains program resources for all age levels to help you design your own camp curriculum. As you choose, adapt, and expand the information provided within this resource, the curriculum will become your own, activity by activity, age level by age level. In this introductory section, you will find guidelines that walk you step by step through the process of creating your own curriculum, as well as provide ideas for training your staff to use the resources. The word curriculum is often understood as a specific print resource. In its original use, however, the word means “the course to be run.” Within camp ministry, it has long been recognized that everything that happens at camp is program; everything that happens is part of the “course to be run” during the days at camp. Curriculum, then, becomes the guide for everything that happens during your camp: Bible study, community building, games, hikes, worship, et cetera. You are the expert in what your camp needs so that your staff will have the resources they need as they work with campers. This print resource provides the ingredients, but it is your job to mix them up and make the right “course to be run” for your camp, staff, and campers. The format of these resources makes the process of designing your own curriculum as easy as possible. All of the resources are available to you on the DVD-ROM, which contains non-editable PDF files, and editable Word files. Using the PDF files, you can review all the material. Using the Word files, you can copy and paste the materials you select into your own word processing program, arrange their order, and edit their content to create a curriculum that is right for your camp and staff. Your purchase of this resource allows you to print and/or photocopy whatever you need for use at your camp site. Setting Goals The first step in designing your curriculum is to set goals for your summer camp program. As you consider the time you have at camp and the young people who will attend the camp, you need to decide what you want to happen with these campers. What kind of experience do you want campers to have? What do you want them to take home? What do you understand about how God is at work in their midst? Is camp a place for faith formation, religious education, or evangelism? What are your camp’s most important values? Whatever your camp goals, it is important to keep them in mind as you choose your curriculum resources, train your staff, and relate with your campers. Stating these goals clearly at the beginning of your planning process will influence the decisions that you make and the curriculum resources that you create. Begin the goal-setting process by writing down five or six broad goals for your camp program. For example, you may want campers to learn some Bible stories, or to accept Jesus Christ as Lord, or to experience Christian community—or all three. You may want campers to practice stewardship of God’s creation, to take a wilderness trip, or to provide service for the camp or community. Write down these goals, leaving space below each one. Then, for each goal, write down specific objectives, stating what campers can do to reach that goal. Your list might look like this:
GOAL: Campers will learn four Bible stories. OBJECTIVES: During the time they are at camp, campers will • open their Bibles on a daily basis • read at least four stories from scripture • have a chance to reflect on each story • be invited to explore each story’s meaning for their own lives
GOAL: Campers will practice stewardship of God’s creation. OBJECTIVES: During the time they are at camp, campers will • explore God’s creation • learn about the ecological crisis • worship the God of creation • identify three things they can do to care for God’s creation after they go home Once you have identified and written down these goals and objectives, you are ready to determine the ways in which this particular resource can assist you in reaching them. As a next step, use the following guidelines to review the theological, biblical, and educational values on which this resource is developed. These guidelines may not be consistent and congruent with the values of your camp’s goals and objectives. Then you may need to choose carefully among the activities or be ready to adapt them for your camp program.
Guidelines for Outdoor Ministry Resources These resources are produced by a partnership between the Committee on Outdoor Ministries of the National Council of Churches and New Earth Publishers, a team of denominational publishing houses. At its January 1999 meeting (and revised and affirmed in February 2010), the Committee on Outdoor Ministries adopted a set of guidelines for outdoor ministry resources. These guidelines set the theological and educational tone for these resources. INTRODUCTION: Outdoor ministry is a viable and effective means for fulfilling the ministry and mission of the church. Persons are provided with living experiences in “places apart” to explore God’s story, to experience the vitality of Christian community, and to grow in Christian faith. Outdoor ministry helps to bring persons into a deeper relationship with God through Jesus Christ, their neighbor, and creation. Individuals are encouraged to discover who they are and to be responsible members of their communities and the world in which God has placed them. BIBLICALLY GROUNDED: The story of God’s relationship with humanity and the rest of creation is revealed to us in scripture. Telling the story is part of all that we do and who we are as God’s people. Program participants come from a variety of backgrounds: churched and unchurched, familiar and unfamiliar with this story. In the camp, conference, and retreat settings, we have unique opportunities to tell and experience the story. In such a setting, we are able to effectively engage people through the ways in which the biblical story interacts with their own story and calls them to make a response. The New Revised Standard Version Bible will be the primary translation used in these materials. Other translations may be used when appropriate. THEOLOGICALLY INFORMED: God created everything out of nothing, made humans in God’s own image, and called it all good. God created humanity for relationship with God, one another, and all creation. God’s intention for these relationships is fully revealed in the life, death, and resurrection of Jesus Christ. Through the inspiration of the Holy Spirit at work in the church, God calls us to declare the good news of Jesus Christ and to care for creation and for all people. ENVIRONMENTALLY RESPONSIBLE: God called all creation good and calls humanity to care for all its resources. Such a holistic understanding of creation reminds us that we are called to be caretakers of creation and to live sustainably on God’s earth. We are responsible for discovering ways to preserve the earth’s gifts. Such an understanding of creation invites us to explore the wonder of creation and to give thanks to God for all that we experience. CULTURALLY AWARE: The culture in which we live is in major transition. The context for our lives is no longer local but global. Content and design will be responsive to this world in which our learners live and to the issues, both personal and cultural, that challenge them. EXPERIENTIALLY BASED: The learning/teaching process is interactive and involves all participants. Designs are sensitive to multiple learning styles. Models build on the experiences learners are having in their life together in the camp and retreat center. As much as possible, the outdoors is used as the setting for learning. DEVELOPMENTALLY APPROPRIATE AND INCLUSIVE: Age groups are characterized by different abilities and perspectives. Materials reflect a familiarity with developmental theory. These materials are inclusive of all persons and responsive to the diversity of age, race, culture, socioeconomic class, gender, and disability among participants. Gender-inclusive human and God language is used when possible. Illustrations reflect the cultural narratives of more than just white, middle-class Americans. Adapting These Resources for Your Camp Once you have set your goals and objectives for your camp, you are ready to begin the process of choosing, adapting, and arranging the activities within this resource. To do that, you first need to become familiar with how these resources are organized. Once you understand all the components, you will be ready to design a curriculum that is just right for your specific camp setting. Arrangement of the Resources Within the overall theme of “Secrets of the Kingdom: The Parables of Jesus” this resource is organized into six Discoveries, each with its own theme and scripture passage. They are appropriate for use with: • Younger Children (ages 7 to 8) • Older Children (ages 9 to 11) • Younger Youth (ages 12 to 14) • Older Youth (ages 14 to 17) • Intergenerational/Family Camps (adults and children of all ages) Each Discovery section includes several ways of exploring the Bible story through a variety of activities, such as games, spiritual practices, and creative arts related to the daily theme. There are also suggestions for three types of worship within the camp setting. The first page of each Discovery identifies the theme, focus, scripture, learning outcomes, camper connections, and suggested songs. Camper Pages for each age group are included. The “Biblical and Theological Reflections” section provides background information on the passage, theological concepts, and reflection questions for leaders. A “More Activities” section following the Discovery units includes additional activities for: Community Building and Recreation, Creative Arts, Experiencing Nature, and Media. Organization and Leadership of Your Camp Camps may be organized in a variety of ways and may use different leadership models. As you design your curriculum, you need to understand the way these two elements work at your camp. For example, as you arrange these resources for use at your camp, you need to know who will use the curriculum, what the schedule is, and who will plan worship. Camp Organization Models To organize campers, your camp probably uses a variation of one of the three basic models. Small Group Decentralized Camping In small group camping, each small group—usually co-ed—lives together 24/7 with two counselors, a male and a female. The group plans all their activities together. The emphasis is on the community that develops within this group as they work and play, worship and pray, disagree and forgive together. Although the group plans its own schedule, it adapts parts of its schedule to the larger camp schedule. For instance, the times for meals and special activities are probably set for the entire camp. Groups decide if and when they want to sign up for things such as swimming and arts and crafts. As a leader, you need to know what activities are available and the times at which they are held. Within this model, some camps set a time aside for all groups to gather for Bible study and/or worship. During these times, a designated camp chaplain or pastor may serve as the leader. This person is then responsible for developing the Bible study, and for planning and leading worship. Centralized Camping In centralized camping, campers may also live in small groups. The schedule for group activities, however, is set with only limited opportunities to adapt the schedule to the needs of individual groups. In small group decentralized camping, each group stays together for all activities; in a centralized form, campers may participate in several different groups during the day. They may sleep with one group, do daily activities in a variety of groups, and eat with yet another group. In this model, designated resource persons lead large group activities, such as Bible study, games, or worship. Conference Camping Conference camping is actually a type of centralized camping. The focus is on the large group, however, rather than on small groups. In a conference format, the schedule and activities are planned ahead of time by a camp program director or team of leaders. Campers come together for a plenary session and then move from activity to activity in small groups. Leadership Models Another factor to consider is the leadership model of your camp. Some camps have full-time camp or program directors who are responsible for overseeing the program. Other camps have site managers who host volunteer camp directors or deans. A committee of the camp’s governing body is charged with overseeing the camp program and recruits these leaders. These volunteer camp directors come to camp for short periods—usually a week—and are responsible for the program and staff during the time they are there. Several models are used for staffing camps. At some camps, the staff—usually college-aged students—is hired for the entire camp period. Other camp staffs are made up of volunteers who come for a week at a time. Some camps involve a mixture of weekly volunteers and paid staff. The role of staff also varies according to the model being used. In the small group model, each group of campers has two counselors who live with the group twenty-four hours a day. These leaders are generalists who lead Bible studies, comfort the homesick, help settle conflicts, play and pray with campers, lead games, and act as role models. In camps where campers change groups during the day, leaders may be specialists. For example, one person may only teach swimming, while another person is responsible for creating all the arts and crafts opportunities. These leaders may or may not live in tents or cabins with campers. Designing Your Camp’s Curriculum When you have established the goals and objectives for your camp, reviewed the structure and arrangement of these resources, and identified the organizational and leadership model of your camp, you are ready to put all the pieces together. Included here are several examples of how a camp may be organized and led. They suggest some of the ways you might put together the components of your curriculum for your camp. Full-time Camp Director If you are a full-time camp director or a program director using a small group decentralized camp model with a paid staff and campers who come from all age groups, you may want to include the following sections in the curriculum for your counselors: • Biblical and Theological Reflections: Insert these into your curriculum before each Discovery. • Discovery units for each age level for each day of your camp • Activities from “More Activities” as desired • Age group characteristics Within this model, if you have a camp pastor who leads worship and Bible study, that person should receive: • Biblical and Theological Reflections • Bible study activities for each Discovery • Worship and Suggested Songs Weekly Director or Dean If you are a weekly director or dean who uses a centralized model with a volunteer staff, you can use the file for the age group of your camp. This file includes the whole curriculum but just the daily discoveries for your age group. Within this model, if you have specialized leadership for some of these activities, give activities related to their area to these specialists. For example, the arts and crafts director will need arts and crafts projects for each Discovery and selected activities from “More Activities: Creative Arts.” If you or someone else leads worship and Bible study, include the following in your resources: • Biblical and Theological Reflections • Bible study activities for each Discovery • Worship and Suggested Songs for your age group Judicatory Staff If you are a judicatory staff member who recruits and trains weekly directors/deans, make available to them the file of the curriculum that is appropriate for the age group they will have in their camp. Camper Pages For all models and age groups, you will need to decide whether you want to use the Camper Pages at your camp. You can print these pages from the Camper Pages file found on the DVD-ROM. You may give the pages to campers together as a booklet, or one at a time. If you make a booklet, you may want to add other resources from your camp’s heritage, such as a map and/or favorite songs. Planning a Schedule for Your Camp Each of the models mentioned above allows you to plan schedules in many ways. The schedule for your camp depends on a number of factors, including the model of camp used, the times set for specific activities, and the ages of your campers. For instance, seven-to-nine-year-old campers will have an earlier bedtime than senior high campers. Included on page 18 are some suggestions for schedules you can adapt for your camp. Evaluation The evaluation process done after the camp program is finished complements the goal-setting process with which you began. Through evaluation you will discover how well you reached your goals. Using the results of your evaluation, you can begin to plan for the next year of camp. Be sure to develop evaluative tools for campers, parents, and staff to use. Their responses will help you find out how these three important participant groups perceived your camp program. Ask campers and staff what they thought about camp while their memories are fresh, before they go home. After camp is over, mail evaluation forms to parents. On all your evaluation forms, ask specific questions rather than just general ones. If you want to know how campers liked the food and what food they liked best, ask them to name their favorite camp food. Ask parents such things as why they chose to send their children to your camp. If you have some new element at your facility or in your program, include questions about that. Be sure to ask if there are things that members of these groups would like to see added or changed next year. Training Staff to Use Your Curriculum The purpose of staff training is to enable staff to know how to reach the goals and objectives you have set for your camp program. It is not enough to put together curriculum resources and hand them to the leaders. The leaders need to be trained to use the materials with the campers in the camp setting in ways that will reach your camp’s goals. Within the various staff models, different amounts of time are available for staff training. In camps using a different volunteer staff each week, counselors may arrive one or two hours before campers, providing only a brief time to train them. On the other hand, camps who hire staff for the whole summer may have five to ten days to train them. In still other camps, where staff is composed of both paid and volunteer counselors, staff members may be trained in different ways and for different amounts of time. Regardless of how much time you have for training staff in the use of the curriculum, include these three essential elements: 1. Introduction to your camp’s goals and objectives for the summer program. Counselors need to be familiar with your camp’s goals and objectives. They need to see the ways in which the specific things they do with campers contribute to those goals. One way to make staff familiar with these goals and objectives is to circulate these statements well ahead of the training time. You may ask staff members to arrive at camp with a list of specific activities they can do with campers to reach each objective. During staff training, use a time of brainstorming to remind counselors about the goals and objectives. Let them share their ideas about specific activities. 2. Introduction to the biblical and theological foundation for each of the Discovery themes. Counselors need to be familiar with the biblical stories and have background information about each story. Even if the camp has a pastor or chaplain who leads the major Bible study time, the counselors need to be familiar with the stories in order to develop the daily theme with campers through a variety of activities. Send out the “Biblical and Theological Reflections” section to staff before they arrive at camp. During staff training, introduce each of the biblical stories. This provides an opportunity for staff to read through and discuss the biblical and theological foundations for each theme. For volunteer staff who arrive just ahead of campers, plan a weekend training session before the beginning of camp for the purpose of exploring the themes. For longer staff training periods, one day can be spent on each story/theme. Some camps invite local pastors and educators to participate in counselor training by introducing each theme. In addition, giving counselors the chance to engage in their own Bible studies using the biblical stories invites them to reflect on their own faith. 3. Introduction to activities within the curriculum and the way in which these activities are related to the goals and objectives of your camp. Counselors need to be familiar with the activities in the curriculum you have created. Allowing staff members time to review the activities related to each Discovery helps them become familiar with the resources available to them. Include time during staff training for staff members to lead the other staff in some of the activities. This increases their confidence in leading activities with campers. Counselors need to understand how specific activities in which they engage campers contribute to reaching the goals and objectives. Since you have been intentional about the activities you included in your camp’s curriculum, your staff needs to understand the rationale behind your choices. For example, if one goal relates to care of creation, counselors need to understand how Discovery activities such as a hike, a camp cleanup, or an exploration of the swamp contribute to this goal. Learning about Campers In addition to being familiar and comfortable with the content of the curriculum, counselors need to understand the campers with whom they will be working. Campers of different ages have different behavior and learning characteristics. As staff members prepare to lead children and youth, they need to know what is appropriate for each age group. On page 16 is a chart of age group characteristics. You may copy it for your staff manuals and use it to introduce counselors to each age group. The camp setting provides an environment that promotes experiential and relational learning. Your staff needs to be familiar with the value of experiential learning and ways to develop plans for active learning. Faith can come alive through active learning that invites each camper to participate as a whole person. Movement, involvement of all the senses, the arts, and a multiplicity of methods make camps a powerful force in the faith formation of young people. These resources are committed to experiential learning. Activities are based on the Multiple Intelligences theory of Howard Gardner. Gardner defines intelligence as the ability to create problems to solve and then to solve them. Each person has a preferred manner in which to do that best. Gardner has named and described eight different ways in which people express their ability to create and solve problems. A chart on page 17 lists these ways. You may copy the chart for your staff manuals. Point out to staff that the primary Multiple Intelligences for each activity are identified at the end of the activity, along with the list of materials needed. Encourage your staff to include activities that engage several intelligences during a camp day. In this way, each camper will find an opportunity to use his or her preferred intelligence, leading to engagement and involvement. In establishing a relational learning environment, staff members need to consider the roles of both learners and leaders. In such a learning environment, leaders are not “teachers” who have all the answers. Leaders or counselors are facilitators and guides, helping the whole group make discoveries. They are partners and travelers with the learners on the journey of discovery. The learners are full participants in the discovery process, bringing insights and sharing experiences. Active learning is always more effective than passive learning that involves just listening. The following are indicators of such an active, experiential learning environment: • Learning and discovery are taking place. • Leaders are aware of the many ways in which people learn. • There is an understanding that faith formation takes place through the whole camp experience. • Campers and leaders engage in dialogue and practice collaboration. • A spirit of cooperation values the discoveries and experiences of each person. Conclusion In the course of this section, many topics are introduced, and you may want to study some of them in more depth. You will find several helpful articles and training designs for your staff on such themes as developmental issues, experiential Bible study, and outdoor worship in the Outdoor Ministry Program Leadership Manual, published by the Committee on Outdoor Ministry of the National Council of Churches. If you are interested in ordering this resource, call 574-658-4831 (ask for Lana) or e-mail [email protected]. Those wishing to learn more about Gardner’s Multiple Intelligences theory are encouraged to consult Frames of Mind: The Theory of Multiple Intelligences by Howard Gardner (New York: Basic Books, 1983). This introductory chapter is intended to help you pull together the provided activities into a curriculum for the whole program of your camp. By moving from the creation of goals and objectives to the review of theological foundations and activities to a familiarity of the models for camper organization and leadership, you can be successful in designing a “course to be run” that is appropriate for your camp. You will be able to equip your counselors with a curriculum they can use to help campers form and deepen their faith in Jesus Christ. Understanding Age-Group Characteristics Human beings develop physically, emotionally, spiritually, and cognitively throughout their life span. One way you can express love and care for young people and build their sense of worth as children of God is to expect behavior of them that is appropriate for their ages. The opposite side of this is to show your love by not expecting behavior that is appropriately expected only of older children. Younger Children (ages 7–9) can be characterized in the following ways: • They learn best by doing, and they have very short attention spans. • They think in concrete terms about things they can see, hear, taste, smell, or touch. Most cannot think about abstract ideas such as truth, love, sin, and so on. They have a great need for adult role models of the same gender. • They seek out heroes. • Their faith is very literal. Because they are unable to think abstractly and seek out heroes, they enjoy the stories of the Bible and hearing about the people in the stories. • They want to master many skills, but they still need to be cherished for themselves, not their performance. • They are very active, but are often unable to manage their own need for rest. They need rest time and a clear bedtime. • They are beginning to define themselves outside their families and look to their peer groups for acceptance. • They have a very silly sense of humor.
Older Children (ages 10–12) can be characterized in the following ways: • They are very active but need help slowing down for rest. • They have a deep need for fairness and characterize everything as right or wrong. • They thrive within same-gender friendships. • They are reluctant to relate to, and especially to touch, the other gender. • Girls mature much earlier than boys and may be menstruating and wearing bras by this time. • They still have a need for same-gender role models. • They are beginning to question everything, but do so more out of wonder than out of doubt. • Their faith is very literal and reflects the faith of their parents. • They are beginning to learn the fundamentals of abstract thinking. Younger Youth (ages 12–14) can be characterized in the following ways: • They are in the midst of a great deal of change: physically, emotionally, and socially. • Boys experience growth spurts, voice changes, hormonal swings, and sexual changes. • Girls tend to be more mature emotionally, socially, and physically than boys their same age, and therefore begin to date boys one or two years older. They swing back and forth between adult and childlike behavior. • They need to be accepted and belong and will do almost anything to do so. • They may have experimented with drugs, cigarettes, sex, and alcohol or be thinking about it, and may need a nonjudgmental person with whom to discuss their choices. • They focus on the “now” and have very little ability to think about the future implications of their actions. • They need very clear boundaries that allow them a sense of freedom and help them develop skills for responsibility. • They are developing abstract thinking skills but may still prefer to think concretely. • They are very idealistic. Older Youth (ages 15–18) can be characterized in the following ways: • They are seeking to form an identity separate from their families. • They can use abstract thinking skills that enable them to think about concepts and perspectives other than their own and about the consequences of their actions. • They are beginning to form a statement of faith that is separate from their parents’. • They are questioning the authority of scripture, church leaders, and their parents. • They are almost fully developed physically but are still very self-conscious about appearance. • They are very concerned about weight. This concern, particularly in girls, may develop into eating disorders. • They still need lots of rest and sleep, but do not usually plan it into their day without reminders. • Many have probably experimented with drugs, smoking, sex, and alcohol. They need to be able to discuss their choices in a nonjudgmental atmosphere. • They are under tremendous pressure to succeed so that they can get into college or get a job. • They want to belong. An Introduction to Multiple Intelligences Multiple Intelligences refers to the ability to create problems to solve and to solve those problems. Each of us has a way to do that best. Here is a brief description of the eight different ways in which people express their ability to create and solve problems.
Logical/Mathematical: This intelligence likes to deal with numbers and abstract patterns. Often, this intelligence is referred to as scientific reasoning. These learners like to read, write and tell stories, play word games, use computers, debate, and write in journals.
Intrapersonal: This intelligence is comfortable with self-reflection, thinking about thinking, and spirituality. It involves the knowledge of inner feelings and emotional responses. These learners prefer independent, self-paced study, journal keeping, and individualized projects.
Musical: This intelligence is based on an enjoyment of rhythmic and tonal patterns. People with this intelligence enjoy singing, listening to music, and playing musical instruments. They respond to music and group singing.
Spatial: The key elements of this intelligence are the sense of sight and the ability to form mental images and pictures in the mind. These learners enjoy drawing, building, designing and creating things, looking at pictures, and playing with machines.
Linguistic: This intelligence uses words and language effectively. People with this intelligence enjoy all the possibilities of exploring ideas and concepts. They express realities through words—writing, reading, talking, and listening.
Interpersonal: This intelligence responds well to working with others. The people who have this intelligence are able to work cooperatively and have a sense of empathy for the feelings and experiences of others. They enjoy cooperative games, board games, group brainstorming and problem solving, peer coaching, and interpersonal interaction.
Bodily/Kinesthetic: This intelligence uses the body to express emotion, and to articulate ideas and concepts. These people learn well through movement, touching, using body language, sports and physical games, drama, dance, using clay, and building projects.
Naturalist: This intelligence is attuned to the natural world and uses all senses to enjoy creation. These learners enjoy the study of nature, identifying cultural artifacts, collecting, sorting, and observing variation of objects in nature. Daily Schedule—Small Group Camping
7:00— Wake up 7:30— Morning watch 8:00— Breakfast 9:00— Morning devotions/keynote/Bible study (optional) 10:00—Groups plan and do their activities 12:30—Lunch 1:00— Rest time 2:00— Groups plan and do their activities 5:30— Dinner 6:30— Community free time or recreation 8:30— Community worship 9:15— Groups plan their own activities for following day, or bedtime for younger campers 10:30—In cabins/tents 11:00—Lights out
Daily Schedule—Conference Camping
7:00— Wake up 7:30— Morning watch 8:00— Breakfast 8:30— Cabin cleanup (campers)/staff meeting 9:00— Keynote/Bible study 9:30— Interest/activity groups 12:00— Lunch/announcements, singing 1:00— Rest hour 2:00— Recreation 1 3:00— Recreation 2 5:30— Dinner 6:30— All-camp activity 8:30— Evening worship 9:15— Free time/snack or bedtime for younger campers 10:30—In cabins/tents 11:00—Lights out Training Staff to Use the Curriculum In order to use the New Earth curriculum effectively with campers, counselors need to be familiar with the stories themselves, the theological concepts, and the background information about each story. Even if the camp has a pastor or chaplain who leads the major Bible study time, it is important that the staff have enough knowledge of the stories and concepts to develop the daily theme with campers during a variety of activities throughout the day. There are a number of challenges that face camp leaders as they prepare to equip staff with the biblical and theological information they need to be effective communicators of the curriculum theme. First, staff members may or may not have any training or competencies for thinking about God or helping campers think about God. Second, they will probably not be familiar with the background of the books of the Bible or the cultural setting of the biblical writers. Finally, staff members come to camp with a variety of skills for leading Bible studies or theological conversations. During staff training, your task as camp leader is to equip staff with skills for thinking about God, making them familiar with the themes, the stories, and the background for those stories—in addition to training them to lead Bible studies. Including all of this within a staff-training period that already requires attention to a great many other concerns can be daunting. This section will suggest some ways to develop themes and to create a staff’s sense of familiarity with the stories and concepts. The next section will provide suggestions for Bible studies methods. Your first goal will be to make sure that your counselors have a solid understanding of the major theological themes and concepts within the curriculum. Assume that the counselors you are training have little or no formal theological education. This means you will need to use language, stories, and examples that they can easily understand. The second goal will be to introduce each of the Discovery stories as well as their cultural and biblical settings. The “Biblical and Theological Reflections” section provides this information for you. Long before staff arrive, you will want to become familiar with this content for yourself. Many camps send out this section to staff before they arrive for staff training. You may want to consider editing the section using the Word files and formulate the material into a series of bullets that staff can quickly read and understand. 1. Introduce Theological Themes and Concepts Introduce the curriculum theme to the staff. You will find an introduction to the overall theme in the opening section of the “Biblical and Theological Reflections” section. Invite staff to talk about the theme and what it means to them. How does the theme related to their lives? How does the theme relate to their faith? Once staff has an understanding of the overall theme, give them the “Week-at-a-Glance” chart (found on page 4) that lists the six Discovery themes, the biblical stories, and the focus. Explain that they will be studying the concepts and exploring the focus for themselves. Invite staff to ask questions or make observations about the individual stories and themes and how they fit into the overall theme. You can use the following process for study of each of the six Discoveries. Since this whole process can take two to two and a half hours, you can divide it into shorter sessions spread through the day. A. Use one of the following methods to introduce the biblical story and focus. Ask staff to review the focus statement on the “Week-at-a-Glance” chart. Read or have someone else read the passage from the Bible. • Review the focus statement. Ask someone who is a good storyteller to tell the story. (Ask that person in advance so he/she can prepare.) • Read through the focus statement. Lead the staff through the Discovery story using one of the three Bible study methods described in “Bible Study Methods for Camps” (page 23). • Review the focus statement. Ask a small group of staff to present a skit of the story. (Ask them in advance so they can prepare.) B. Use one of the following methods to introduce the background material and theological issues. • Use a PowerPoint presentation of the major points. • Ask a small group of staff to prepare a presentation or lead a discussion of the background information using information from the “Biblical and Theological Reflections” section. • Invite a local pastor or educator to present the information. • Use maps, photos, and other illustrative material. C. Use the “Leader Reflection” questions within the “Biblical and Theological Reflections” to lead the staff in a discussion of the ways in which the biblical material and concepts intersect with their own lives and faith. 1. Create an Activity Invite staff members to explore the concepts and stories by developing and leading an activity. Divide the staff into four to five small groups (depending on the size of your staff). Explain that you will assign a type of activity (Bible study, creative activity, environmental activity, service activity, or game) to each group and that they are to develop an activity to achieve one of the goals in the focus statement for the Discovery. Tell them that they can use the curriculum itself or one of the study suggestions on “Handout Two— Bible Storytelling Methods” found within “Bible Study Methods for Camps.” Once they have prepared the activity they will lead the rest of the staff in the activity. Give the groups about twenty minutes to prepare and then allow up to an hour for all the groups to lead their activities. After each activity, facilitate a fifteen-minute evaluation session involving everyone. Ask those who led the activity for ideas about how they might improve their session. Other staff members can be asked to offer constructive and positive comments about the activity and ways that it could be strengthened. As the camp leader, participate in the evaluation offering suggestions and taking advantage of any teachable moments. MATERIALS: Copies of “Week-at-a-Glance,” Bibles, recreational equipment, arts and crafts materials, and environmental education materials. 2. Play “Who Are You?” Explain to the staff that they will work in small groups to choose a biblical character from one of the Discovery stories and identify what they admire and how they want to be like that character. You can use this activity for any one Discovery story, or after staff has completed their exploration of all the Discovery stories. Have staff self-select into small groups. Assign one or more of the Discovery stories to them. Give the small groups about ten to fifteen minutes to choose a biblical character from the story (or stories) and to decide what they like or admire about the character. Each small group will create a short skit about the character, letting them guess which character they have chosen. Gather the whole group back together and let the small groups present their skits so the larger group can guess what character they have chosen. You can have all the small groups present their skits at one time, or scatter them throughout the day. After the presentation of each skit, invite staff members to talk about what these characters have to teach them about being camp counselors. Ask: “What kind of camp counselor would each of these biblical characters have made? How do you want to be like them this summer?” Keep a list on newsprint of all the qualities the group identifies in the biblical characters. Afterward post the list where staff can see it during the remainder of staff training. After the activity is finished, gather everyone back together. Use questions such as the following to encourage discussion about the study and how they could use the method with campers. • What did you like about this activity? • What did you find difficult about this activity? • Would you use this activity with campers? Why or why not? • With what age campers would this work best? • What do you think campers would like about this activity? MATERIALS: Bibles, newsprint, and markers 3. Learn the Stories Explain to staff that they will work in small groups using one the Discovery stories to reflect on what it tells them about God. Then they will use a form of artistic expression such as a cartoon, poem, song, mural, etc., to describe the nature of God to the rest of the group. Let them choose a small group to work with. Assign the small groups one of the Discovery stories. Give them about fifteen to twenty minutes to talk about what it tells them about God and then to prepare an artistic expression about what they found out about God. Gather the whole group back together and let the small groups share their artistic expression for the Discovery they were assigned. You can have all the small groups make their presentations at one time or scatter them throughout staff training. After the activity is finished, gather everyone back together. Use questions such as the following to encourage discussion about the study and how they could use the method with campers. • What did you like about this activity? • What did you find difficult about this activity? • Would you use this activity with campers? Why or why not? • With what age campers would this work best? • What do you think campers would like about this activity? MATERIALS: Bibles, a variety of types of paper (such as newsprint, construction, notebook), and a variety of drawing materials (such as markers, pencils, pens, crayons) Bible Study Methods for Camps The New Earth curriculum is story-based. That means that each Discovery is based on a story from scripture rather than teachings, prophetic writings, or wisdom literature. The curriculum celebrates the rich narrative tradition within scripture and recognizes that stories are basic to our faith identity. It is through stories that we as Christians come to know who we are and where we have come from. The goal of telling God’s stories at camp reflects a belief in the power of stories to pass on meaning and values. Campers learn about God and what God has done in the lives of humans. They are invited to consider what they in turn know about God and what God has done in their lives. Even if a young camper goes home knowing only the stories, we have provided a foundation on which that child can build a faith. Unfortunately, counselors don’t always come to camp equipped to understand the importance of stories, and they often lack the skills for inviting campers to hear and respond to the stories in an age-appropriate way. Educators have long known that we humans are more apt to repeat an activity if we have experienced it ourselves. We can best equip staff to tell Bible stories if they have experienced a variety of ways of telling stories during staff training. This section of the curriculum provides for you as staff trainer a series of methods for telling Bible stories that you can use during staff training. Involving staff in a variety of methods during staff training has two advantages. First, experiencing the methods will give staff the opportunity to reflect on the stories from the perspective of their own faith. Counselors will become more familiar with the stories and also ponder the meaning the stories have in their own lives. Second, staff will become familiar with a variety of methods they can then use with campers. Each of the following activities includes the process you can use with staff as well. In addition, they provide guidance to allow staff a chance to reflect on ways that they could use each method with campers and the age group for which they are most appropriate. Each of the methods included here invites staff/campers to encounter the Discovery stories in imaginative ways that can lead to growth in their faith. All of these methods encourage the participants to step into the story and ask, “How is this like my experience? What does it tell me about God? What do I want to do now?” The methods add value to both the experience itself and the insights of the learners. They provide the means for exploring scripture in such a way that staff/campers can respond to God’s call to discipleship. Two handouts you can use with your staff are included in the section: “Handout One—Bible Study Methods” and “Handout Two—Bible Storytelling Methods.” You have permission to reproduce these two handouts for use within your camp for staff training. The handouts can either be distributed at the beginning of each session or placed within the Staff Manual as a permanent resource. Since several of the activities encourage staff to record their insights, you may also want to include some blank pages for staff to use for their personal reflection. 1. Small Group Bible Study Explain to staff that during this activity they will have a chance to reflect on one of the Discovery stories and to ponder what is meaningful to them about the story. Have the staff form themselves into small groups of six to eight and designate a facilitator for each group. Pass out “Handout One—Bible Study Methods” and review the ten steps for Small Group Bible Study with the groups. Tell them which Discovery passage they will be using and give the groups about twenty minutes to complete the study. After the study is complete, gather everyone back together. Use questions such as the following to encourage discussion about the study and how they could use the method with campers. • What did you like about studying a portion of scripture this way? • What did you find difficult about studying a portion of scripture this way? • Would you use this small group method with campers? Why or why not? • With what age campers would this work best? • What do you think campers would like about this way to study scripture? MATERIALS: Copies of “Handout One—Bible Study Methods,” Bibles, pens, and notebook paper or journals 2. Shared Praxis Introduce Shared Praxis as a way they can explore any of the Discovery themes and/or passages. Explain there are five steps to the method, which invites a group to examine both their own experiences and the biblical passage, creating a conversation between their own experience and the portion of scripture. Have them look at the five steps for Shared Praxis on “Handout One—Bible Study Methods” and talk about each step. Lead the group through this Shared Praxis activity or one that you have created. How Did Jesus Treat Outsiders?
STEP ONE: Who are the unpopular people or outsiders you know? Choose one of the activities to begin. a. Ask staff when they have had an experience of being the popular one or the outsider. What was it like to be popular or an outsider? b. Have staff create a skit about an outsider and how that person is treated by the “in” crowd. Invite staff to talk about what happened in the skit and their own experience of being “in” or “out.” c. Tell about an experience you have had of being left out or feeling left out. Invite staff to tell about their own experiences and/or feelings. STEP TWO: What makes some people outsiders? Invite staff to think about why some people are popular and why some others are outsiders. What makes us insiders and outsiders? Why do some people belong and others don’t? How does it feel to be the outsider? Where do you see the issue of insiders and outsiders affecting national and global situations? What are some of the consequences of having insiders and outsiders?
STEP THREE: Stories of Jesus One of the things Jesus did a lot was to hang out with unpopular people. In Jesus’ time, people were unpopular for a number of reasons. We don’t have the same reasons in our day, so it is important for staff to understand that these people were the outsiders and Jesus chose to be with them. Furthermore, he ate with them, which was one step beyond just hanging out with them. Luke 19:1–10—Zacchaeus was a tax collector. He worked for the Roman government, which had invaded Israel and now ruled the country. Tax collectors often collected more money than the Romans wanted and put the extra in their own pockets, so they were seen as both traitors and cheats. John 4:5–27—Women were understood as possessions and not as people. It was completely unacceptable for a man to walk up to a woman he didn’t know out in public and just start talking to her. And on top of the regular reasons why Jesus shouldn’t talk to her, she was a Samaritan and someone who was living with a man who was not her husband. This is a very complex story with lots of double and deep meanings. Focus on the fact that Jesus talked to this woman and that he told her God’s good news about who he was. This story is not a good choice for younger campers. Matthew 9:10–13—This is another story about Jesus choosing to eat with tax collectors.
STEP FOUR: How is Jesus’ story like our story? Do you think Jesus felt uncomfortable about hanging out with outsiders? Why do you think he chose to do this? How did he feel about these people? How did he treat these people? How do you feel when you are with unpopular people? How do you treat them?
STEP FIVE: What would you like to do differently next time you meet an outsider? Think about an unpopular person in your school, church, or neighborhood. Imagine that you see Jesus hanging out with this person and laughing and having fun. How would you feel? What would you want to do? Do you feel any different about these people when you imagine Jesus hanging out with them? After the staff members have completed the Shared Praxis, use some of the following questions to encourage conversation about their response to the Shared Praxis and how they can use this method with campers. • I wonder what you liked about studying a portion of scripture this way. • I wonder what you found difficult about studying a portion of scripture this way. • I wonder whether or not you would use this method with campers. Why or why not? MATERIALS: Copies of “Handout One—Bible Study Methods,” Bibles, pens, notebook paper or journals 3. Theologizing Model Introduce the Theologizing Model as a way to explore any of the Discovery themes and/or passages. Explain that there are six steps to the method that invites a group to examine both their own experiences and the biblical passage, creating a conversation between their own experience and the portion of scripture. Have them look at the six steps for the Theologizing Model on “Handout One—Bible Study Methods” and talk about each step. Lead the group through the method.
STEP ONE: Invite the group to identify a story of one of the Discovery passages or an experience they have shared during staff training, such as a cookout, hike, or distinct training session.
STEP TWO: Once everyone has agreed to the story, have one or more people retell the story of the passage or experience in his/her own words.
STEP THREE: Encourage the group to identify feelings of the people in the biblical story or experience they have shared. If you are using an experience from staff training, remember that there may be unresolved feelings that will need to be discussed. Invite people to name those feelings, but not to get involved in a blame game.
STEP FOUR: Ask staff to identify some of the main themes or issues (such as love, conflict, or peace) found in the story or experience. Encourage them to tell where they see these themes at work in the story.
STEP FIVE: If you began with an experience shared by the staff, invite them to think of biblical stories in which these themes can also be found. Make a list of those stories. If you began with one of the Discovery stories, encourage staff to relate these main themes to experiences they have shared during staff training. Either way, invite them to identify the places in either the shared experience or the biblical story where they see God, and what these help them know about God.
STEP SIX: Talk about what they learned from the discussion about the biblical story or shared experience. Then ask them what the implications of this learning is for what they believe or how they want to behave in the future at both camp and at home. After they have completed the Theologizing Method, use some of the following questions to encourage conversation about their response to the Theologizing Method and how they can use this method with campers. • What did you like about studying a portion of scripture or a shared experience this way? • What did you find difficult about studying a portion of scripture or shared experience this way? • I wonder whether or not you would use this method with campers. Why or why not? MATERIALS: Copies of “Handout One—Bible Study Methods,” Bibles, newsprint, and markers 4. Create a Skit Explain to staff that they will have a chance to work in small groups to create a skit using one of the Discovery stories. Distribute copies of “Handout Two—Bible Storytelling Methods” to them. Divide the staff into three groups. Assign each group a Discovery story and one of the methods for creating a skit. Give the groups about fifteen minutes to read the scripture and plan their skit. Bring the groups back together and have them present their skits. After the groups have presented the skits, talk about how they can use them with campers. Use some of the following questions to encourage conversation. • What did you like about each kind of skit method? • What age group would you use the skit method with? • What do you think campers will like about doing the skits? 5. Make Puppets Prior to the activity, set up three tables in different parts of the room. Put the copies of “Handout Two—Bible Storytelling Methods” on each of the tables and separate the supplies for each kind of the puppets—one kind per table. Explain to staff that they are going to learn how to make three different kinds of puppets to tell Discovery Bible stories. Divide staff members into three groups and assign each group one of the Discovery stories. Explain that they are to rotate among the tables and make that kind of puppet to tell their assigned story. Give the staff about thirty minutes to visit each table and to make the three different kinds of puppets. When the time is up, give the small groups a few minutes to choose which type of puppets they will use to tell their assigned story. Give the groups time to tell their stories using the puppets. After each group has presented its story, talk together about how staff can use the puppets with campers. Use some of the following discussion questions to encourage conversation. • What did you like about using puppets to tell the Bible story? • What age group you would use the puppets with? • What do you think campers will like about the puppets? 6. Write an Easy Poem Form Explain to the staff members that they will have a chance to learn two easy forms of poetry and have the chance to try them out. There will also be time to consider ways they can use these poetry forms with campers. Assign one of the Discovery stories to the whole group. Explain they will each have about twenty minutes to read the scripture and to write their own poem using one or both forms of the poetry. Call the staff members back together and invite those who wish to read their poems. Be sure that they identify which poetry form they have used. After the poems have been shared, talk about how the staff can use them with campers. Use some of the following “wonder” questions to encourage conversation. • I wonder what you liked about each kind of poetry form. • I wonder how you can use the poetry forms with different age groups of campers. • I wonder what you think campers will like about using the poetry forms. 7. Use an Artistic Response Prior to the activity set up three tables in three different parts of the room. Put copies of “Handout Two—Bible Storytelling Methods” on each table and separate the supplies for each kind of artistic response—one kind per table. Divide the staff into three groups and assign each group a Discovery passage and one of the artistic expressions. Give the groups about twenty minutes to read the scripture and create their artistic expression. Bring the groups back together and have them look at the mural and the cartoon. Invite the third group to sing their song. After the groups have shared their artistic methods of telling Bible stories, talk about how they can use them with campers. Use some of the following questions to encourage conversation. • What did you like about each kind of artistic method? • What age group would you use the artistic methods with? • What do you think campers will like about drawing the mural or cartoon, or writing the song? HANDOUT ONE—Bible Study Methods Steps for Small Group Bible Study Step 1: Have one person read the biblical passage aloud. Step 2: Ask each person to identify one word or phrase that seems important to that person. Step 3: Invite each person to share that word or phrase with the group. Step 4: Have someone else read the biblical passage aloud again. Step 5: Tell each person to write down what the biblical passage has to do with his/her life now. Step 6: Invite each person to share what he/she wrote in #5 with the rest of the group. Step 7: Have someone read the biblical passage aloud a third time. Step 8: Ask each person to write down what God seems to be saying to him/her in the passage. Step 9: Invite each person to share what he/she believes God is saying to him/her in the passage. Step 10: Join hands and invite each person to pray aloud for the person on his/her right. Shared Praxis* 1. Identify the issue or challenge to be discussed. Invite people to name their own experiences concerning the issue or challenge. 2. Invite people to discuss the issue or challenge and how it affects their lives. Encourage them to reflect on why they do what they do and what the likely or intended consequences of their actions are. 3. Introduce the biblical story and background information about the setting of the story. Read the story and talk about what happened in the story. Encourage people to discuss the faith response the passage invites. 4. Encourage people to talk about how the story speaks to their own experiences with the issue or challenge. Invite them to discuss what can they learn about the issue or challenge from the biblical story. Encourage them to have a conversation between their own stories and the biblical story. 5. Provide the opportunity for the learners to think about how their future behavior might change because of hearing the story and thinking about it. Give them an opportunity to choose a faith response for the future. *Shared Praxis was developed by Christian educator Thomas Groome. Theologizing Methods 1. Remember an experience. It can be any experience that the group has shared, or a story from scripture. 2. Recall and retell the experience. Group members use their own words to retell the story. 3. Identify feelings of the people in the story. If there are unresolved feelings in the group about this experience, talk about them. 4. Isolate the main issue (such as love, conflict, or peace) found in the story or experience. 5. If you began with a group experience, relate these main issues to biblical stories or theological concept(s). If you began with a biblical story, relate these main issues to the experiences of the group. 6. Clarify what the implications are for beliefs and/or behavior, both at camp and at home. HANDOUT TWO—Bible Storytelling Methods Skits Tableau—Read the scripture and talk about the different scenes in the story. Imagine you are going to draw the different events in the story. Instead of drawing them, stand still/freeze as if you are the figures in the drawing. Do this for each of the scenes in the story. Have someone read or tell the story as each scene is made. MATERIALS: Bibles, newsprint, and markers (optional: costumes) Narrated—Have one person read or tell the story. This can be fun if the person tells the story without the actors knowing what the story is. They act it out as the narrator describes what they are doing. MATERIALS: Bibles, newsprint, and markers (optional: costumes) Camper Developed—Read the scripture. Talk together about a way to act out the story. Discuss who will say what. MATERIALS: Bibles, newsprint, and markers (optional: costumes) Puppets Finger Puppets—Put one bandage over the top of a finger and wrap a second bandage around the finger over the two ends of the other bandage. Draw a face on the bandage. Sometimes you can loosen the bandages enough so the finger puppet slips on and off your finger, but normally you just use the puppet once. MATERIALS: One-inch-wide bandages (two for each person), fine markers, Bibles Paper Plate Puppets—Draw a face on the surface of the paper plate you would normally eat on. You can draw the hair, or use glue and yarn to add hair. When the face is complete, attach a craft stick to the back with masking tape. MATERIALS: One paper plate (the cheap kind) for each person, markers, craft sticks, masking tape, Bibles (optional: glue, yarn, and scissors) Clothespin Puppets—Hold the clothespin up as if you were going to push it onto a clothesline. Use a fine marker to draw a face on the round top. Then fashion clothing for the puppet using the fabric. Cut out a 3-inch by 1-inch rectangle. Cut a slit in the middle and put the fabric over the “head” of the puppet. Tie it with yarn. MATERIALS: Push clothespins (not the clip type), scraps of fabric, yarn, glue, scissors, fine markers, Bibles Easy Poetry Cinquain poetry is based on a certain number of words in each of its five lines. The words can be any length and do not have to rhyme. Line 1: One word: a person place or thing Line 2: Two words that tell about the word in Line 1. Line 3: Three words that also tells about the word in Line 1. Line 4: Four words that tell a feeling about Line 1. Line 5: one word that is like the word in Line 1. Haiku is a form of poetry that comes from Japan. It depends on the number of syllables in each line. Here’s how you do it: The first line has five syllables. The second line has seven syllables. The third line has five syllables. MATERIALS: White copy paper or notebook paper, pencils, handout with poetry forms, Bibles Respond Artistically Mural—Read the Bible story and decide what the major scenes in the story are. Divide the butcher paper into panels or use a separate piece of newsprint for each scene. Draw the different scenes to the story. Hang the scenes in order on the wall using masking tape or pushpins. MATERIALS: Butcher paper or separate sheets of newsprint that can be taped together, markers, masking tape or pushpins, Bibles Cartoon—Read the Bible story and decide how you will tell the story as a cartoon. Draw the pictures of the cartoon. Hang on the wall using masking tape or pushpins. MATERIALS: White copy paper, pencils, black ink pens, masking tape or pushpins, Bibles Song—Read the Bible story and write it as a song. Choose a familiar tune to sing the words to. MATERIALS: Newsprint and markers, Bibles 2012 Resource Booklist for “Secrets of the Kingdom” Parables The Parables of Jesus by Tomie DePoala Tomie DePoala has published an illustrated retelling of the parables with his distinctive, award-winning illustrations. As in a children’s Bible, often the plain retelling of a story can make it easier to understand. • ISBN-13: 978-0823411962 Sharable Parables: Creative Storytelling Ideas for Ages 3 – 12 by Steven James Teach fifteen parables in fun and fresh ways to ages 3-12. One parable per chapter with multiple ideas such as drama, skits, and interactive activities for each age group. • ISBN-13: 978-0784716328 Discovery Day 1: We Are the Soil Ish by Peter Reynolds Ramon loves to draw, but stops his drawing when his brother laughs at a picture. His sister instills in him a sense of hope and the ability to understand that something doesn’t have to be exactly perfect to be worthwhile. Ramon learns to live “ish-ly” – he overcomes the bad feelings from his brother to see the blessings in his artwork. • ISBN-13: 978-0763623449 Wanda’s Roses by Pat Brisson Wanda finds a thorny bush in a vacant, trash-strewn lot and believes it must be a rose bush. After some cleanup and advice sought from friends and neighbors, the vacant lot does bloom with the most beautiful roses. Wanda’s hope and attention brings new friends together along with the beauty of the flowers. • ISBN-13: 978-1563979255 Smokey Night by Eve Bunting Although they’re neighbors, Daniel’s cat and Mrs. Kim’s cat don’t get along. Nor do Daniel and his mother shop at Mrs. Kim’s market. But when Daniel’s apartment building goes up in flames, all of the neighbors (including the cats) learn the value of bridging differences. Diaz’s dazzling mixed-media collages hold your attention through the visual array of symbolic materials. Diaz was the 1995 Caldecott winner for this book. • ISBN-13: 978-0152018849 Discovery Day 2: We Can Ask Boldly The Gardener by Sarah Stewart Through her letters to her farm family, Lydia Grace tells how she brightens her uncle’s dreary bakery and his disposition with a little dirt and a suitcase full of seeds. Lydia, with compassion, helps her uncle to smile even in the difficult time of the depression. Beautiful illustrations in this Caldecott honor book. • ISBN-13: 978-0312367497 One Hen: How One Small Loan Made a Big Difference by Katie Smith Milway After his father dies, Kojo quits school to help his mother collect firewood to sell, but there is little money or food. His small Ashanti village has elected to try microlending. Kojo uses a few of the coins his mother borrows to buy a hen. The story then follows him as he grows and slowly but steadily builds the proceeds from that one hen into the largest poultry farm in West Africa. Throughout, the author shows how his success impacts the lives of everyone it touches, from the people whom Kojo is able to employ to the taxes he pays that will build roads and medical facilities. The story is based on the experiences of an actual Ashanti poultry farmer. • ISBN-13: 978-1554530281 Have You Filled A Bucket Today? by Carol McCloud Through simple prose and vivid illustrations, this heartwarming book encourages positive actions as children see how rewarding it is to express daily kindness, appreciation, and love for others. Bucket filling and dipping are effective metaphors for understanding the effects of our actions and words on the well being of others and ourselves. • ISBN-13: 978-1933916163 True Bucketfilling Stories: Legacies of Love by Stacey Lundgren Here are ten powerful, true stories. Each tells of ordinary people who leave an indelible, positive imprint on humanity by making a simple choice. Story characters choose to react with selflessness rather than selfishness, with gentleness rather than violence, with love and kindness rather than hate or anger. Any of us can choose to be a bucket filler, a person who treats others with kindness, or a bucket dipper, a person who treats others carelessly. • ISBN-13: 978-0984336609 Discovery Day 3: God Is Generous One Green Apple by Eve Bunting As a Muslim girl rides in a hay wagon heading to an apple orchard on a class trip and her first day of school in America, she observes that while some of the children seem friendly, others are not. Her father has explained, “We are not always liked here. Our home country [never named in the story] and our new one have had difficulties.” Later, when she puts a green apple into the cider press instead of a ripe red one as her classmates have done, they protest. But the cider from all their apples mixed together is delicious—a metaphor for the benefits of intermingling people who are different and treating all with justice • ISBN-13: 978-0618434770 The Banyan Deer: A Parable of Courage and Compassion by Rafe Martin A tale both ancient and timely—and a moving story of compassion in the face of personal loss and trials—The Banyan Deer is a parable that highlights courage, triumph, and the meaning of true wisdom. Beautifully illustrated and elegantly told, this emotional tale resonates with all readers, no matter the age. • ISBN-13: 978-0861716258 Hundred Dresses by Elenore Estes Wanda Petronski lives way up in shabby Boggins Heights, and she doesn’t have any friends. Every day she wears the same dress, but tells her schoolmates that she has a hundred dresses at home—all silk, all colors, and velvet too. This lie—albeit understandable, brings peals of laughter from her peers, and she never hears the end of it. One day, after Wanda has been absent from school for a few days, the teacher receives a note from Wanda’s father. A Polish immigrant, he says they have moved to the big city where there are lots of funny names and no one makes fun of Wanda and her family. Maddie, a girl who had stood by while Wanda was taunted, feels sick inside. This gentle Newbery Honor Book convincingly captures the deeply felt moral dilemmas of childhood, equally poignant for the teased or the tormentor. • ISBN-13: 978-0152052607 Plaid: A Tale of Compassion by Leslie Young A sweet little Scottie dog named Plaid is feeling sad because he has a broken leg and he does not think his friends, Duff and Dooney, care or even notice. He becomes very happy, though, when he discovers that not only do they notice him, but they help him to feel better. With Duff and Dooney’s help, Plaid returns to his old playful self again, showing us how important and very valuable compassion is. This timeless children’s book is reminiscent of old fashioned children’s tales. It is full of goodness, kindness, and understanding and, in its gentle simplicity, illustrates the joys of compassion for younger children. • ISBN-13: 978-1412027939 Discovery Day 4: God Treasures Us The Gold Coin by Alma Flor Ada An elderly woman sits in her hut, holding a gold coin. “I must be the richest woman in the world,” she says to herself. But unbeknownst to her, a thief, Juan, crouches at her window, watching and listening. When Dona Josefa leaves, Juan ransacks the hut but fails to find her treasure. Tracking the woman across the countryside, he misses her again and again, coming instead upon many people who have been helped by her. And when the thief finally does catch up with her, he is surprised to find that he, too, has been touched by her simple goodness. • ISBN-13: 978-0689717932 You Are Special by Max Lucado You Are Special tells the story of Punchinello, the wooden Wemmick who believes that he isn’t good enough because of what others say about him. When will Punchinello realize how truly special he is? You Are Special is a beautiful story that reminds us that we are precious to God just the way we are. It is through spending daily time with God that we begin to see ourselves through God’s eyes. This is an important truth: God loves us even though we make mistakes and have flaws. • ISBN-13: 978-1581348941 Discovery 5: Jesus Is in the “Least of These” The Sleeping Rose by Angela Elwell Hunt Have you ever loved something so much that it became more important than anything else in your life? Every spring, Baldrik spent his time caring for a rosebush that was known for growing the most perfect blossoms in the whole kingdom. Then the unthinkable happens, the rosebud refuses to bloom. As Baldrik pours all his time and energy into waking the sleeping rose, will he turn away the only person who knows the answer? With its unique surprise ending and breathtaking art, The Sleeping Rose is a timeless tale that shows the importance of being kind to others and assisting those in need. • ISBN-13: 978-0849958472 Those Shoes by Maribeth Boelts All Jeremy wants is a pair of those shoes, the ones everyone at school seems to be wearing. Though Jeremy’s grandma says they don’t have room for “want,” just “need,” when his old shoes fall apart at school, he is more determined than ever to have those shoes, even a thrift-shop pair that is much too small. But sore feet aren’t much fun, and Jeremy soon sees that the things he has—warm boots, a loving grandma, and the chance to help a friend—are worth more than the things he wants. • ISBN-13: 978-0763642846 Lily and the Paper Man by Rebecca Upjohn Walking with her mother on the way home from school one day, Lily runs straight into a gruff and untidy-looking man selling papers on the street. Frightened, Lily insists on taking the bus home every day for fear she will run into him again. When the weather turns cold, Lily starts to see the Paper Man differently; she sees his bare toes through the holes in his boots and his thin shirt through the holes in his coat. As she lies in her warm bed at night, she wonders about the Paper Man and how he stays warm. Lily comes up with an idea and overcomes her fear. • ISBN-13: 978-1897187197 14 Cows for America by Carmen Agra Deedy In June of 2002, a very unusual ceremony begins in a far-flung village in western Kenya. An American diplomat is surrounded by hundreds of Maasai people. A gift is about to be bestowed on the American men, women, and children, and he is there to accept it. The gift is as unsought and unexpected as it is extraordinary. A mere nine months have passed since the September 11 attacks, and hearts are raw. Tears flow freely from American and Maasai as these legendary warriors offer their gift to a grieving people half a world away. Word of the gift will travel news wires around the globe. Many will be profoundly touched, but for Americans, this selfless gesture will have deeper meaning still. For a heartsick nation, the gift of fourteen cows emerges from the choking dust and darkness as a soft light of hope and friendship. • ISBN-13: 978-1561454907 Discovery Day 6: God Plants Us in the World Listen to the Wind by Greg Mortensen and Susan Roth Greg Mortenson stumbled, lost and delirious, into a remote Himalayan village after a failed climb up K2. The villagers saved his life, and he vowed to return and build them a school. The remarkable story of his promise kept is now perfect for reading aloud. Told in the voice of Korphe’s children, this story illuminates the humanity and culture of a relevant and distant part of the world in gorgeous collage, while sharing a riveting example of how one person can change thousands of lives. • ISBN-13: 978-0803730588 The Giving Book by Ellen Sabin The Giving Book: Open the Door to a Lifetime of Giving is truly a gift for young readers ages 6 to 11—inspiring, teaching, and engaging them to give back to the world. It is a unique, interactive process that allows parents, teachers or friends to help children understand giving and participate in a stimulating experience. The sixty-four–page, spiral-bound, hardcover book combines colorful illustrations and entertaining narrative with fun learning activities. The book helps them record their ideas, dreams, and wishes for the world—making them the authors of their stories and creating a “scrapbook” of their journey into compassion, and the power of their actions. • ISBN-13: 978-0975986806 The Long March by Marie-Louise Fitzpatrick Responding to a nationwide appeal during the Irish potato famine, the impoverished Choctaw nation collected $170 (about $5,000 in modern terms) only fifteen years after their forced relocation by whites to what is now Oklahoma. With fine insight, this commemoration explains how and why the Choctaw were able to set their anger aside. Choona, too young to know the details of his people’s long march, hears the tale from his great-grandmother and rebels at the thought of sending money to Europeans. He comes to understand that the gift will help its givers as much, if not more, than its receivers. The story will leave readers astonished and deeply affected. • ISBN-13: 978-1582460659 Because of You by B. G. Hennessy Each time a child is born, the world changes. Each child brings to the world one more person to love and care for—and one more person who can love and care for others. As children grow and learn, they can teach others and share feelings, ideas, and things. Just as each of us sometimes needs help, we can also find ways to help others. The author and illustrator of My Book of Thanks reunite to show, through everyday examples, how acts of kindness, understanding, and generosity—no matter how small—can make all the difference in the world. • ISBN-13: 978-0763619268 Biblical and Theological Reflections Stories Illuminate The act of storytelling is as ancient as human communication. From writing on the walls of caves to oral tradition to written words to campfires and dinner tables—stories are how we pass on the meaning and beauty of our history. Stories make us laugh or cry. They make us more aware. They help us understand. They illuminate any shadowy spots in our lives. Jesus used stories to teach his disciples—and us—about what it means to live in his kingdom. The stories are called parables. In “Secrets of the Kingdom,” we’ll look to the Master Storyteller, Jesus himself, to discover six different parables and invite the Holy Spirit to teach us through these sacred stories. A Word about Parables A parable is a short story that illustrates an aspect of the kingdom and lets the hearers derive the meaning, though some parables are explained. Parables are metaphors that point to spiritual ideas as opposed to conveying a systematic doctrine. Metaphor often uses formulaic language—“The kingdom is like…” or, “Consider the…” These stories derive from oral tradition and are short narrative fiction that can easily be held in memory. In oral culture, the greatest sin is forgetting. Parables also often use vivid and outlandish language to emphasize memory of the unusual. They are everyday stories about everyday people, and we are given no background information to allow us to determine the characters’ psychological motives. Causation is rare—these stories occur in the moment, with no back story or ideas that would picture a future. It’s up to the hearer to work out the connections and missing links. Parables can be difficult for us to understand. We want to find themes that we can apply to our day-to-day living. We are taught to find the examples of grace, forgiveness, justice, or compassion within a parable in order to figure out the point of the story. Many of Jesus’ parables present pictures of what is possible when God is totally in charge of our human affairs. They illustrate how different God’s ways are from humanity’s standards of fairness, status, prudence, and piety. God’s in-breaking into our human reality is often without warning and the individual must determine God’s word in and for that moment. There is no one right answer to the meaning, since each person will experience the situation informed by his/her own perceptions and understandings. Each of the gospel writers emphasizes different aspects of Jesus’ parables. We learn what God’s kingdom is like, even as we pray, “Your kingdom come. Your will be done, on earth as it is in heaven” (Matthew 6:10). Mark teaches, “To you has been given the secret of the kingdom of God, but for those outside, everything comes in parables (Mark 4:11). Mark emphasizes “secret” knowledge and feels that only true disciples will understand the secrets revealed in Jesus’ teaching. Matthew is more concerned with the understanding that Jesus is Lord of the kingdom and the kingdom can appear at any time as God wills. Therefore many of his parables are concerned with growth, decision-making, and judgment. Recall that Matthew is part of the Jewish community that cannot write the name of God, so the writer speaks of the “kingdom of heaven.” Luke sees Jesus as teacher and preacher, so his narratives lift up ethical values and always address three groups—the crowds, the opponents, and the disciples. Much of the context in Luke is the tension between Jesus and his opponents—such as religious leaders and demonic presence. The opponents are always rejected and shown how they are opposed to God’s work in the earthly realm. The crowd is given warnings of God’s judgment and called to faithful discipleship. The disciples are given specific instruction in how to live a faithful life. Sharing the Secrets In “Secrets of the Kingdom,” we begin our study of parables in Discovery 1 with the concepts of soil and planting of seeds. Discovery 2 highlights community and friendship through the parable of the friend in need. In Discovery 3, the theme of abundance is examined in the story of the workers in the vineyard, all paid the same wage regardless of how many hours they worked. Discovery 4 explores the role of small things in the expansive kingdom of God. We share two stories of loss and recovery, and again understand how small things have great significance as we deepen our understanding of the abundance and generosity of God. Discovery 5 takes a look at the role of God’s judgment and an understanding of how our discipleship prepares us to be received into the kingdom. Lastly, in Discovery 6 we return to the stories of small things and how important they can be in changing the world. We are encouraged to see our role in changing the world as followers of Christ Jesus, regardless of our age, size, stature, or status. As you explore the parables of Jesus with your campers, emphasize the excitement and mystery of unlocking and applying what these parables mean for our daily lives and how the Secrets of the Kingdom give us everything we need to live in this world as a follower of Jesus Christ. Themes for “Secrets of the Kingdom” Discovery 1—The Secret Is: We Are God’s Soil Scripture: Mark 4:1–9, 13–20—The Parable of the Four Soils Discovery 2—The Secret Is: We Can Ask Boldly Scripture: Luke 11:5–10—The Parable of a Friend in Need Discovery 3— The Secret Is: God Is Generous Scripture: Matthew 20:1–16—The Parable of the Workers in the Vineyard Discovery 4—The Secret Is: God Treasures Us Scripture: Luke 15:1–10—The Parables of the Lost Sheep and the Lost Coin Discovery 5—The Secret Is: Jesus Is in the “Least of These” Scripture: Matthew 25:31–40 (41–46)—The Parable of the Sheep and the Goats Discovery 6—The Secret Is: God Plants Us in the World Scripture: Matthew 13:31–35—The Parables of the Mustard Seed and the Yeast Sections within Biblical and Theological Reflections Each “Biblical and Theological Reflection” is composed of six sections that offer an introduction to the biblical passage for each of the six discoveries. 1. “The Story” retells the scripture passage in a form that speaks to the campers. 2. “Story’s Context” describes the setting of the story within the biblical book. 3. “Background Information” provides information about the cultural, social, and religious practices of the biblical time that will be helpful in understanding the story. 4. “Theological Issues” focuses on what the scripture has to say about who God is, who humans are, and the relationship between the two. 5. “Connections with Campers” helps the campers apply the Secret of the Kingdom to their daily lives as they follow after Christ. 6. “Leader Reflections” gives the leader an opportunity to ponder his/her own connections to the scripture. DISCOVERY 1 The Secret Is: We Are God’s Soil Mark 4:1–9, 13–20 (Parable of the Four Soils) The Story Jesus is teaching beside the sea. The crowd grows so large that he gets in a boat and goes out a little way so that he can address the gathered people. Jesus tells the story of a person who goes out to sow some seeds. The seeds fall on various types of ground. Those on the hard path are eaten by the birds. Those in the rocky soil could not grow good roots, so the sun scorched them and they withered away quickly. Those among the thorns were choked out by the weeds. Those in the fertile soil grew well and produced abundantly. At the end of the parable, Jesus issues a warning: the people should listen. Story’s Context This story occurs early in Jesus’ ministry in the gospel of Mark. Mark is the only one of the first three gospels that does not have a birth narrative. Instead, Mark starts with the beginning of the adult ministry of Jesus. He is baptized by John, calls his disciples, and begins to heal people. Chapters 2 and 3 are stories about conflict and questions among his disciples and the leaders of the religious community. In all these stories, he is surrounded by large crowds. Just before this parable his mother and brothers come to see him. When the crowd tells him his family is there, he asks who his family is and identifies the crowd around him as his family. Immediately after telling the story of the sower to the crowd, he teaches his disciples in private about the meaning of the parable (Mark 4:10–12), telling them that they have been given “the secret of the kingdom of God,” but that others will not hear or understand the message in the parables. Background Information In Middle Eastern agricultural practice, most planting of grains took place by “broadcasting” (throwing) the seed on suitable ground, and the farmer then let nature take its course. It was believed that all goods were limited and that one could not increase nature’s bounty. In fact, anyone who had an unexpected increase was suspected of stealing from another. Any increase in crops or livestock was seen as God’s favor and was to be shared with the community rather than stored away. To keep the excess for one’s personal benefit was to be greedy. Jesus explains why he uses parables to make a point in all three synoptic gospels (Mark 4:10–12; Luke 8:9–10; and Matthew 13:35). In all three explanations, he alludes to hidden knowledge and stresses the need for those hearing to really listen and observe the lessons of the story. This parable, the first he tells in Mark, is one of the few with an explanation, and the explanation is only given to his followers. His warning is that if we do not listen and observe, we will not turn to God and experience God’s grace and forgiveness. This is an important concept for campers on this first day. We need to listen and observe as the parables are shared, but we also need to listen and observe while engaged in all activities of camp this week. We need to find the places where God is hidden in the midst of the work and play and people around us. Theological Issues The secret is that we are the soil in which God plants seeds. The seed is God’s word and the work of the Holy Spirit. God is the sower—the one who plants the seed. However, note that the sower immediately disappears from the story and the narrative focuses solely on the experience of the seeds. There are varying levels of failure in this story. The seeds that the birds eat have no chance to take root. The seeds in the stony ground put down shallow roots but cannot sustain their growth. The seeds among the thorns do grow to maturity but produce no seed. The seed in the good soil grows and produces more seeds to be planted. Some of those plants produce more than others, but they all create seeds so that the planting can continue in another season. Despite the failures, the final success of the kingdom will come to pass. All campers will have experiences of failure in their lives. Try not to focus too much on “good” versus “bad” soil. Instead, emphasize that the hope of growth is always possible no matter the circumstances we find ourselves in and that God is always present in the situation. Our task is to seek God’s presence and produce all we can given our circumstances. Those who hear and understand will bear a fantastic harvest, which will counter the lack of harvest in other places. Communicate the explanation of the parable in Mark 4:14–20 so that campers can identify barriers in their own lives that may prevent them from growing in relationship to the Triune God. Faith experiences like camp are the seeds that take root and grow in our lives. If we trust God to give the yield instead of relying on ourselves, we can be blessed beyond our imagination and, in turn, plant seeds of faith in our communities and be a blessing to others. The choice is up to the one who hears the parable. Connections with Campers Through the parable of the soils in Discovery 1, campers consider how open they are to receive and respond to God’s word at camp and throughout their lives. Through this session they will learn that there are barriers in our lives and in the lives of others to hearing and receiving the word of God that we need to overcome. Help campers think through why they think Jesus may have told this story. Since this is the first session, it may be difficult for campers to trust the group enough to share barriers in their lives. However, we can encourage them to think about what those barriers might be and encourage them to talk to counselors or the pastor at camp if they need to. This is also an opportunity for campers to identify similar life circumstances in others and begin to build the community. It is an opportunity to examine priorities and patterns in one’s life and see if these are soil for the Word to grow and multiply. Reinforce the idea that our lives are always changing. As we arrive at camp we find ourselves as one kind of soil, and we may be another kind of soil at other times in our lives. Even so, there is always potential to nurture the soil to improve its ability to fully accept and grow the seed. The Secret of the Kingdom in Discovery 1 implies an openness to let God work in and through us. As you emphasize the mystery of unlocking the first Secret of the Kingdom, challenge your campers to assess their own willingness to let God work in and through us to bring God’s kingdom here on earth—to be good soil in which the seeds can take root. Leader Reflections • Reflect on the times in your life that you have been different kinds of soil. How did you overcome the barriers that prevented the Word from growing in your life? • How do you nurture the Word in your life? What practices do you engage in that strengthen the good news in your life? • How can you appropriately share your own experiences to allow campers to share and reflect on the lessons of this session? • Where have you seen growth in your own life, and what seeds were produced that you were able to share with others? Can you help campers this week identify the seeds that are growing and being shared in the group? DISCOVERY 2 The Secret Is: We Can Ask Boldly Luke 11:5–10 (The Parable of a Friend in Need) The Story Jesus has just finished teaching his disciples how to pray. The version of the “Lord’s Prayer” in Luke is abbreviated and asks for daily bread, forgiveness for our sins, ability to forgive others “indebted” to us, and that we not be brought to the time of trial. Jesus then asks, What if an unexpected guest arrives late at night? As the host, since you do not have any bread to offer in hospitality, you go to a friend’s house and ask for bread. Your friend is already in bed and does not want to get up and unlock the door. However, your friend does get up and provide for your need—not out of friendship, but because it is his obligation to allow you to provide hospitality. Story’s Context This parable is bookended by the Lord’s Prayer and the familiar passage, “Ask, and it will be given you; search, and you will find; knock, and the door will be opened for you” (Luke 11:9). We are told to ask our Father for the things we need; we hear this short story, and then we are assured that we will be heard and have our needs satisfied. The teaching on prayer allows us to see ourselves as part of the family of God. Prayer is an intimate activity, the conversation and listening that is a model for healthy relationships. The supportive relationship Jesus has with his Father is a model that we can all understand and strive for. The prayer reminds us that we are part of a holy family that acknowledges the dignity of others and provides for the needs of others in compassionate ways. Day-to-day need is part of our relationship with God, whether it is a need for bread or for forgiveness. Holy conversation is the language of the God’s kingdom. Then we are assured that, when we ask, our needs will be provided. Just as we are to listen and observe, that we might see “God with Us,” we are also to actively ask, seek, and call upon others to respond to the needs of others. Background Information This parable is one of four that finds its setting in the structure of the village. One’s identity is tied to one’s village (e.g., Jesus of Nazareth). The dynamic of village life provides another model for envisioning the realm of God. These isolated, often small communities have a traditional structure and clearly defined class system. There are accepted forms of relationship and interaction that are clearly understood and nonnegotiable. These systems manage the stress of social contracts and spread the risk for individuals so that no family is ever isolated or destroyed by the harshness of the realities of living in a subsistence culture. Hospitality was and is of major importance in Middle Eastern culture. Hospitality is always expected and always given. In this culture families sleep in a common space, generally on the roof of the house. To be awakened and have to disturb the entire family to get up and come down to ground level and unlock the door and gate would be a burden. Yet the expectations of hospitality would demand that this inconvenience be endured, for to refuse the request would be to suffer shame and dishonor in the eyes of the community. The word translated as “persistence” in the NRSV in verse 8 is actually more accurately translated as “shamelessness.” It is not that the requester is persistent, but that the sleeping man does not want to be shamed for not honoring the social covenants that hold village life in balance. Many campers will recognize the rules of their own communities and who can be extended hospitality. Campers can reflect on whether their schools and communities care for the needs of others in the group. What are the needs in campers’ communities and how are those needs met? Campers can discuss how they can respond to the needs they see in the community through prayer and action. Theological Issues The secret is that we can ask boldly for what we need to let the community be a kingdom community. The kingdom of God is a place of hospitality where we pay attention to the needs of others and find some way to respond. We are given permission to be shameless in our petitions to God at any time, day or night. God listens and promises to provide what we need to be compassionate and holy persons. This parable is an incentive to practice prayer at all times and in all circumstances. We do not need to be hesitant to ask others for help. Jesus taught that we make requests for the entire community, not just for ourselves—“Give us this day… Forgive us…” Differentiating between prayer requests that only benefit the individual praying and those that benefit others—either through being equipped as an individual to offer gifts to the community or finding ways to provide needed resources—is an important consideration as we think about holy conversation in prayer and with others. Our communities of faith hopefully model the village that supports it members, provides guidance on how to live in community, and encourages each person to extend extravagant welcome and hospitality to others—friend and stranger. This is how we live out the good news and bring the realm of God closer to the earthly, human plane of existence. The members of the family of God care for one another and extend holy hospitality to the world. We also need to learn how to accept the hospitality of others and to receive their care and concern for us. Too often we think we can handle our problems by ourselves. This parable reminds us that we pray for ourselves and for others and give and receive as holy living. Connections with Campers North American society encourages self-sufficiency. Sometimes we have difficulty asking for or accepting assistance from others. We may even be reluctant to ask others to pray for us. Younger campers who still live in a concrete reality will understand that “requesting prayer” is a natural action. Older campers may be more resistant to identify prayer needs for fear of appearing incapable of handling life’s challenges. The stress here is on the loving community that supports each individual and our common life. This parable encourages us to listen to one another and observe others with sensitivity and compassion. When we look at the community with holy vision, we are more likely to sense when we can be a holy presence to another. We are also encouraged to identify our own needs in the safety of loving community so that our needs may be satisfied. Hospitality is to make another welcome without expectation of reward, to act with kindness and generosity. We are reminded of the Hebrew word hesed (loving kindness), which is the definition of the relationship God has with God’s people and the definition of true community. Unlock the Secret of the Kingdom with your campers and help them discover that they can pray boldly and expect that God will answer. Leader Reflections • When have you been reluctant to ask for help—either from others or in prayer? • Do you have a friend that you could call on for anything at anytime? How is that relationship different from other friendships you have? • Are there expectations in your family or community that you are reluctant about but meet anyway? • In what ways do you practice hospitality toward friends? Toward strangers? Discovery 3 The Secret Is: God Is Generous Matthew 20:1–16 (The Parable of the Workers in the Vineyard) The Story This parable likens the kingdom of heaven to a landowner who goes out to hire some people to work for the day. He hires one group in the early morning to work all day. Later in the morning he hires more people, and again at noon, and again in the middle of the afternoon, and again shortly before the end of the workday. At the end of the day, he pays all the workers the same amount of money, regardless of how many hours they had worked. The workers who had worked the full day protest that they should receive more than those who only worked part of the day. The landowner responds that he honored his agreement with those hired first in paying them a full day’s wage as promised. He argues that he can do what he likes with his money. He inquires if the protestors are envious because he is generous. Then he closes with the familiar phrase, “So the last will be first, and the first will be last.” Story’s Context This parable is told as Jesus is heading to Jerusalem. It is in the discourse that surrounds his third prediction of his passion and death, and just precedes his triumphal entry into Jerusalem. It comes right after the story about how difficult it is for a rich person to enter heaven, which leads the disciples to inquire, Who will be able to enter heaven? They are concerned that they have sacrificed everything to follow Jesus. He reassures them that if they have been faithful they will have a place in heaven, but he also issues a warning that the first shall be last and the last will be first, a concept he then reinforces in the vineyard parable. This parable expands our understanding of who will enter the kingdom. At the center of the parable, the landowner instructs his manager to pay the last first. Then, at the end of the parable, Jesus reverses the understanding of the kingdom by stating the last shall be first and the first shall be last. There is no certainty to our identity as inheritors of the kingdom. Background Information This is not a story about fair labor practices. It is a story about justice and righteous living. It is a story about turning normal values upside down. Jesus is known for including outcasts and the “least ones.” But he is also warning his followers that they will not receive any special treatment or honor just because they have been part of the leadership circle for a long time. Everyone who comes to faith will be treated equally by the generous God who waits for us to labor in the field. There is no hierarchy in heaven. All who come will receive equal measure of God’s promise of salvation and eternal life. We tend to forget in our day-to-day lives that every good thing that comes to us is a gift from God. We were created to serve God, the earth, and all the creatures thereon—including our fellow human beings. And that labor is seen as worthy in the eyes of God, and we will be rewarded for our faith and humble service. One thing to keep in mind is that no one lost anything in this story. Each person hired was unemployed at the time they agreed to work for the landowner. Each was given the gift of labor—a change of identity from unemployed to industrious worker. The transformation is not the result of the wages earned but about a new identity, a sense of purpose, meaningful activity, and the blessings of life at the end of the day. However, this is not a welcome transformation for some who measure worth by the standards of the world. Such generosity as the landowner exhibits generates anger at his upsetting of the established norms. This same anger will result very soon in the death of the Son of God. Theological Issues All true disciples are equal in God’s eyes, however and whenever they come to faith. That is a hard concept for some to accept when they feel their labor is not fully appreciated. We will explore that concept more fully in the next discovery. Righteousness is defined by generosity. This same generosity is likely to attract the attention of the evil one. The powers and principalities always try to subvert God’s good for the world, which is why Jesus taught us to pray for deliverance from evil. One of the pitfalls we can experience is that—while we believe every person has intrinsic worth and human dignity, the right to basic human needs and self-determination—we can fall into the trap of superiority by virtue of our position and access to resources. This is not a case where we can be generous in helping someone out of poverty or legal troubles; this is a case where our generosity comes to us only from God’s abundant blessing in our lives. Our responsibility as people of faith is to bring the kingdom of heaven closer to earth by treating everyone justly, without regard to human values and norms. Paul reminds us in 1 Corinthians 4:7: “What do you have that you did not receive? And if you received it, why do you boast as if it were not a gift?” God’s economy is based on justice and equality. Being a believer is the qualification that allows us to labor for the Lord and be compensated with holy recompense that claims the whole world as redeemed. Those of us who come from positions of privilege sometimes lose sight of the heart of the gospel. We are too busy being laborers for the church and not for the Lord. We learn to talk about radical love, but the demands on our leadership mean that we often do not demonstrate that radical love in concrete action as the landowner did. We need to model for our campers this generosity of self and spirit, and the worth of each person in the community, as well as talk about how God’s radical love turns the world upside down. Connections with Campers In Jesus’ day this story was referring to Gentiles and Jews. Today this speaks more to the issue of who is included in our churches, friendship circles, or communities. Many of our campers will be knowledgeable about immigration issues and racial/ethnic tensions, as these continue to be part of the public discourse. Yet their generation places much less emphasis on divisions that older generations saw as important. We need to allow our campers to articulate their vision of neighbor and community, and provide space for the questions about why the world is not fair. This parable allows us to see the worth of each person based on his/her relative contribution to the well-being of the community rather than by human standards of measurement of worth and value. If individuals are observing others and addressing the needs they see by utilizing the gifts they can offer, we need to affirm that offering no matter how small it may seem to us as leaders. No act of compassion or understanding is too small to affect the life of another. One of the ways we can help even the youngest among us find their call to ministry is to affirm those life-giving gifts of compassion, listening, presence, friendship, accepting silence, and shared laughter and tears. These are the coin of faithful service and need to be recognized as having value. The larger concepts of justice and righteous living will come to be understood from these simple foundations that allow us to practice care and compassion for one another no matter how small the gift—as long as it comes from a generous heart. As campers continue to discover the Secrets of the Kingdom each day, help them see that these Secrets cause us to live and participate in the world in a whole new way. When we are open to God’s work in and through us, when we find boldness to pray, and when we see God’s generosity as a good thing for us and for the world, we unlock a treasure trove of blessing, power, and strength for our faith journeys. Leader Reflections • When have you experienced injustice in your life? Did you say something? To whom? • How did that experience of injustice change the way you look at human interaction and the ways of the world? • How do you value yourself? What would you be willing to give up for others? • Do you tend to feel more compassion or more pride when you do good? • How can you help campers relate the experiences of their communities to the lessons of this parable? Some areas to explore might be immigration, day laborers, the homeless, the hungry, children in the foster care system, children who have been abused, or children of divorce. DISCOVERY 4 The Secret Is: God Treasures Us Luke 15:1–10 (The Parables of the Lost Sheep and the Lost Coin) The Story The leaders of the religious community as well as sinners were coming to listen to Jesus. The religious leaders were grumbling about how Jesus welcomed the sinners and even ate with them. So Jesus tells them a parable. If a shepherd had a hundred sheep and one was lost, wouldn’t that shepherd leave the ninety-nine and go to find the one lost sheep? And when the sheep was found, wouldn’t that shepherd call all his friends and neighbors together to celebrate? Jesus then points out that heaven will rejoice more at the one who is saved than the ninety-nine who do not need to repent. He then tells a second parable about a woman who loses a coin. She will light a lamp and sweep the whole house clean to find that one lost coin. And when she finds it, she too will call others to celebrate the recovery of the coin. And again Jesus points out that the angels will rejoice when even one sinner repents. Story’s Context This chapter is a continuation in chronicling the opposition that Jesus is facing from the dominant religious culture. The parables in Luke emphasize ethical values, so this entire discourse in Luke is challenging the integrity and faithful interpretation of the Law by religious leaders. These stories are found in a trio of stories of things that are lost and recovered—a sheep, a coin, a son. The parables of the lost sheep and lost coin form a pair of stories with very similar structure and joined by the word “or,” indicating their essential interchangeability. There is a pattern in all three stories in this trio: the item is lost, is found, and the celebration takes place around table fellowship. These are straightforward stories. The key figures in both stories are persons who would be considered outcast or unclean by the religious leaders of the day. A farmer loses a sheep and goes looking for it because it has value. This could be a story of profit and loss. But there is a history of the image of shepherd as one who cares, especially as the image relates to a ruler’s responsibility for those under his dominion. In the Old Testament, the view of shepherd was positive and indicative of a leader who protects his flock. However, the Hebrew people had a history of those who have not lived up to the expectation of a good shepherd. By this time in the history of the people of Israel, the people are mainly urban and herders/farmers. The law had also changed, so that instead of being an honored role, shepherds were among the forbidden occupations and were often associated with robbers who preyed on persons traveling on the road. They were considered less trustworthy than even tax collectors, who were also considered ritually unclean. The second story is about money and may be more real to campers. None of us wants to lose money. But this story asks us to consider that God is like the woman who seeks for that which she has lost. Women in this culture had no status and were often considered unclean. To ask the Pharisees to put themselves in the position of a woman was a gross insult that demeaned their role and authority. We are not told the source of the coins, but they may well have been the woman’s dowry, the only possession that was under her control. To lose part of that wealth means also to lose part of one’s standing in the community of women, and if the coin were to be found by someone else, it would be lost to her forever. This chapter in Luke can be broken into three parts. The first sets the cast of characters in the audience—Jesus, sinners, tax collector, Pharisees, and scribes. These participants are set up in opposition to each other, with Jesus, tax collectors, and sinners being the target of the grumbling by the Pharisees and scribes. The second part speaks to table fellowship and ties the third part, the three parables, to the cast of characters. It is interesting to note that Jesus addresses his opponents personally in the two parables we consider in this session, but the well-known story of the prodigal son is told in third person. Background Information The point of the double parable is that “there will be more joy in heaven over one sinner who repents than over ninety-nine righteous persons” (Luke 15:7). These two parables explain why Jesus spent time with the tax collectors and sinners. It justifies to the Pharisees and scribes why he would offer hospitality to these unclean people. He welcomes all because God does. This is a direct challenge to the religious leaders who valued being seen as righteous in the eyes of the community rather than being obedient to God’s will. The Torah (the Hebrew Bible) praises feeding sinners, but forbids eating with them. In first-century Jewish culture, a meal was a sign of status. In a society where resources were scarce, only the wealthy or those willing to sacrifice much of their wealth could afford to host a meal for the community. (We still see this pattern in many Middle Eastern and Eastern cultures where families mortgage their homes and businesses to provide a proper wedding or funeral feast.) Meals were also a forum for education. Jesus was probably allowing the tax collectors to pay for the meals and inviting people who were known sinners. Before they repented or were ritually cleansed, he was treating them as persons who had worth and value. Theological Issues Jesus’ acceptance of sinners and unclean persons and his use of these people as examples is an expression of the unconditional love that God expresses for all persons. Jesus was focusing, not on law and deeds, but on the possibility of transformation and restoration to wholeness. The parables about seemingly insignificant things such as one sheep out of a flock of a hundred or one coin out of ten show that the value of such items is not in their intrinsic worth but in the value ascribed by the seeker. If we see God as the seeker, then no one is beneath God’s regard no matter the sins associated with the person or the person’s status within the community. God seeks after those who are in need of redemption, and the community rejoices when that one recognizes the separation from the loving relationship that is his/hers through Jesus Christ. Some will not realize that they are lost and so will not seek themselves to restore relationship. It does not matter where the person is located in his/her life circumstances. The sheep is in the wilderness and the coin is in the house. No matter our physical or social location, we are all in need of redemption. Our true repentance occurs when we recognize that need for redemption and relationship and respond to God’s call to return home. There is great rejoicing because the family is made more complete and individuals experience greater wholeness and connection with the community. One of the unanswered questions in the parable of the lost sheep is the ninety-nine left behind. We are not told what happened to them. So we are left to ponder whether the kingdom of heaven is dependent on the entire flock being saved or upon the restoration of even one lost sheep. Connections with Campers Even our youngest campers will have experienced the loss of some object. Helping them make connections to the emotions experienced in this situation will allow them to grasp the more subtle learnings from the parables. Being able to discuss fear, anxiety, shame, and joy will allow them to understand more fully how much God loves us despite our shortcomings. In the camp community we take care to reinforce lessons of acceptance and inclusion. These parables help us to realize the worth of each person who is part of the community. By encouraging campers to follow Jesus, we can help them practice welcome, inclusion, and being a holy presence to one another. Unfortunately, there will always be some in the community who will not join the celebration because they are unable to accept those restored to right relationship as valued members of the community. Campers can reflect on times when they have been those people or how to deal with others in their community who are unable to accept others as persons of value. Knowing that doing “bad” things does not bar us from the love of God or those around us and that there is a way to restore relationships is a powerful lesson for campers who often see a world that is at odds with the messages they hear in church. We all have time in our lives when we feel separated from God and even from our communities. It is important to understand that this is a dynamic common to each of us and is not a permanent state of being. It can be a great comfort to know that we can turn to God and that God will seek us out even when we feel that we are not worthy of that divine regard. The Secret of the Kingdom for today is truly a truth to treasure—God treasures us. No matter where your campers have been or what they have done they belong to a God who sees them, seeks them out, and loves them unconditionally. Leader Reflections • Have you ever lost something important to you? How did you feel? What did you do to find it? How did you feel when it was found? If it was not found, do you still yearn to find it? • Do you sometimes have doubts about yourself and the worth of what you do? How does your faith help you in those uncertain times? Do you feel the presence of God in your life? • Have you ever experienced a broken relationship? How did you feel when that person was lost to you? Were you able to mend the relationship? If so, reflect on how it feels to be in relationship again and the lessons you learned about yourself and interaction with others. • Have you experienced a time when you were unable to welcome another person as a valued member of the community? How did you reconcile that within your social, emotional, and prayer life? • Do you believe that you are saved? Will you be welcomed into the kingdom of heaven? Do you have a need for repentance? Discovery 5 The Secret Is: Jesus Is in the “Least of These” Matthew 25:31–40 (41–46) (The Parable of the Sheep and the Goats) The Story Jesus establishes his identity as the Son of Man and his role as the judge at end of time. He tells the parable of separating the sheep and the goats. The hallmark of the sheep will be how they have responded to Jesus when he was hungry, thirsty, a stranger, naked, sick, and in prison. However, the people ask when they did these things. Jesus explains that whenever they served “one of the least of these who are members of my family,” they did it to him. Older campers may read on to verses 41–46, where he addresses the goats and points out that none of them did any of these things for him. They ask when they failed to provide for his needs. He points out that just as they did not serve others, they did not serve him. He then pronounces eternal punishment for those who did not act and eternal life for those who served others. This is an important concept, but only for those campers mature enough to consider the complex themes of righteous action, judgment, and being separated from the love of God. Story’s Context This is the last discourse in Matthew before the events occur that lead to Christ’s passion and crucifixion. Matthew’s focus is always on the aspect of judgment and the actions of the believers in the community. The arc of parables in Matthew looking at planting, hidden treasure, lost things, economics, and planning ahead all lead toward this discussion of final judgment. The placement of this text has an important position within the narrative according to the conventions of ancient writing forms. This is the central statement that summarizes Matthew’s eschatological theme for the community. Immediately after this parable, Jesus gives the timeline for his arrest and death. The action then switches to the chief priests and elders as they strategize about how to eliminate Jesus as a threat to the established order. This section (Matthew 25:34–40) also reiterates the concepts of discipleship found in the Sermon on the Mount (Matthew 5 —7). Here Jesus is giving the simple version of what it means to truly follow him and find one’s place in the kingdom of heaven. Background Information Sheep and goats were often fed together in Palestine, but were always separated at the end of the day. Goats needed to be corralled for the night and needed more care and attention to prevent them from wandering. Matthew takes seriously the scriptural heritage that informs this community of first-century Jews. The emphasis is on the continuing story of God’s promises to the chosen people. Jesus is seen as the fulfillment of God’s plan, the true Messiah, the one to whom all the scriptures referred. The audience throughout Matthew is the lowly peasants and those on the fringes of society. These people were mostly illiterate, lived at a subsistence level, and were subject to severe interpretation of religious law and the rule of the Romans. There was an elaborate social hierarchy in which certain groups dominated others. Worth was based on economic, social, and religious position. These were people looking for a way to find hope in a harsh, corrupt, rigid social order. This is Jesus’ final discourse to the crowds, in which he summarizes all that the kingdom of heaven is about. It is a place without status, wealth, or hierarchy, and stands opposed to the social structures of the day. The hallmark of the believers is the demonstration of unconditional love toward all people, as well as serving the least and lowliest of these. Theological Issues Matthew takes a wide view of the kingdom. This is a judgment of the nations, not just individuals. Neither one’s earthly status nor one’s good works has any bearing on salvation. The only true characteristic of a true believer is love for others regardless of who they are. The criterion of judgment is the quality of mercy demonstrated by believers toward others. This is living out the example of the Lord of heaven. This is the last parabolic reversal—the judgment is not from on high but one spoken through the needs of those around us. The sheep loved people simply because they were children of God, the least of these. Their living discipleship was to serve those in need regardless of any other social or religious identifiers. This is the only thing that matters ultimately. The time of waiting for the Messiah is not a time of inactivity, but rather a call to serve the community, to care for the needy. “When” becomes “now.” There is no ambiguity in the concluding parable. As Yoda (from the Star Wars saga) would say, “Do or do not. There is no try.” The instructions for attaining the kingdom of heaven are very clear and simple. If we live as righteous people, then we need not fear being separated from the love of God. Connections with Campers We need to help campers identify the ways that they are already living righteously. Where are the places that they are serving the “least of these”? Campers can find many examples in their families, schools, churches, and communities. Hopefully some of these will be actions they have taken personally, but they will also be able to identify how others are cared for and see those actions as examples of how they should respond to others. Having a mission component during this week is a way to provide a living faith experience. The righteous person remains alert to the needs of the world and acts as the feet, hands, and voice of God in the world. We each illuminate the light of Christ until Christ comes again. If we allow our faith to shine, we will not have to worry about the judgment of others or of the Holy One. This is what we will take with us and practice as we leave this particular community and return to our homes. The judgment theme at the end of this text can be troublesome for listeners. We have been taught that God’s love is unconditional and that nothing can separate us from that love. And then we encounter this text, in which some are cast away from God into eternal punishment. The focus must remain on what constitutes righteous living. Campers will be very aware of people around them who cheat and break the rules and take advantage of others. We are not to judge, but rather to serve, so that the judgment for each individual is based on the way that person has lived out his/her life in true discipleship. As campers discover the Secret of the Kingdom that “Jesus Is in the Least of These,” challenge them to look for Christ in everyone they meet. Valuing all human beings and looking for the face of Christ in each one no matter their status is contrary to the ways of this world. Help them to take the challenge of living out their faith by caring for the “least” of the world. Leader Reflections • What do you personally do to live a righteous life? How have you responded to the needs of the world? How have you encouraged those around you to respond? • Reflect on how your life illuminates the light of Christ in the world. Could you turn up the wattage, or are you a bright shining star? • How do you react to the theme of judgment? Some campers will have questions, so you will need to be able to articulate your understanding of eternal judgment. DISCOVERY 6 The Secret Is: God Plants Us in the World Matthew 13:31–35 (The Parables of the Mustard Seed and the Yeast) The Story These are two brief parables in an entire chapter that presents seven parables and explanations of two of them. This is a small passage that may appear to lack depth, yet sets the stage for a discussion of the expansiveness of the kingdom of God. We hear the story of the mustard seed, which is one of the smallest seeds, yet produces a bush so large that many varieties of birds can nest in it at the same time. This is followed by the story of the woman making bread and how the yeast is able to leaven three measures of flour. Then Jesus repeats his reason for teaching in parables so that hidden knowledge may be revealed. Story’s Context Matthew 13 includes the story of the sower. The language at the beginning of the chapter parallels Mark 4 from Discovery 1. The story of the sower is followed by the parable of the weeds among the wheat. A farmer sows good seed and is surprised to find the field contains weeds. The wheat and weeds must be allowed to grow together so that there can be a good harvest. Then Jesus tells the stories of the mustard seed and the yeast and repeats his reason for teaching in parables. Then he again privately teaches his disciples, revealing the meaning of the parable of the wheat and weeds. Background Information Matthew leans heavily on judgment themes in anticipation of the imminent return of Jesus as Lord. The writings in Matthew understand that the parables are meant for insiders and are understood by them. However, this knowledge does not guarantee salvation. The kingdom breaks into human activity with no warning and is a direct manifestation of God’s will. In the overall Matthean arc of parables, the key ideas for the community to understand are growth, decision, and judgment. These two brief parables look at the growth inherent in the in-breaking of the kingdom. Matthew sees that the community is living in a divided world where the struggle for dominance is between Satan and God. The parable of the weeds and wheat that brackets the parables of the mustard seed and yeast looks at the righteous and evil living side by side until the “end of the age” (13:40). This is the same theme found in the previous discovery’s optional verses. The goats and sheep will live together until the day of judgment. Jesus is understood as the sower and the one who will collect the harvest. Yet the inclusion of these two stories of growth show how the kingdom will prevail in spite of the forces arrayed against the righteous. The black mustard seed has an average diameter of just over one millimeter, yet the grown shrub may reach a height of six to thirteen feet, making it one of the largest vegetable plants. It has a sprawling branch structure that can shelter many animals and birds at its base and in its branches. Similarly, the kingdom of God will collect all peoples, including Gentiles. The measure of yeast leavens three measures of flour. This amount of flour would only be used to bake bread for an entire household. Some scholars have calculated that would be equivalent to 110 pounds of bread. As is the case in parables, the action of the yeast is not described. We only see the result, that a large amount of flour was able to be leavened to produce sustenance for the people. Theological Issues There are a number of theological issues in the story of the mustard seed. First of all, Levitical law prohibits mixing seeds in the field. To do so is an unclean act. Also, mustard is essentially a weed that will encroach upon the plants adjacent to it. So Jesus likens the kingdom of God to a weed. This is a subversion of the expected outcome. This is made even more evident by the fact that the weeds in the parable of the weeds and wheat denote the evil influences of the world. One might be reminded of the character of Aslan in the Chronicles of Narnia. Aslan is “not a tame lion,” since, despite his gentle and loving nature, he is powerful and can be dangerous. In a similar manner, this small seed can be powerful and disruptive of that which is around it. Appearances can be deceiving. Another theological perspective argues that this is not a very “Lordly” picture. The image of the birds nesting is exemplified in Hebrew thought in Ezekiel 31, Daniel 4, and Psalm 104 referring to cedars of Lebanon (Hear Then the Parable, by Bernard Brandon Scott, 381ff). Yet in the prophetic text, the grand cedars are brought low. There is a distinct contrast between the small mustard seed and the mighty Lord who will usher in the kingdom of God. This is yet another demonstration of the radical action in the world by God, who often turns everything upside down. Yeast was also generally considered unclean in the Bible. However, here it is a symbol of growth. While the large mustard shrub can metaphorically represent the world and the shelter that the kingdom will provide for all who are true believers, the yeast works intrinsically from the inside. It is an agent that is introduced to the mass of flour and permeates the dough and causes growth. It performs a process of transformation. One could note the similarity to the Holy Spirit causing transformation. It is not by the efforts of the individual but by the influence introduced into one’s life that growth in faith and belief occurs. It could be likened to the leaven (seed) planted in the heart that allows the power of God to transform individuals and eventually the world. Connections with Campers Many of us as youth leaders and Christian educators have seen how the power of the Holy Spirit has transformed the lives of the children we teach, mentor, and serve. Even the smallest child can share insights into the presence of God in their lives. Most of us have experienced the wonder and awe of a young child when introduced to nature—the delight in a ladybug crawling on one’s hand, the early morning symphony of bird song, the intricacies at the heart of a flower. Even the smallest and youngest among us are children of God and capable of growth and influence. We need to move beyond the simplistic notions often associated with these stories. The complex notions of weeds representing the goodness of the kingdom, the idea that the Holy Spirit is the leaven in our hearts, the notion that the Word is a living source of transforming power are all concepts to be explored. Campers need to be able to identify when in their lives the unexpected has produced a positive result, and to see when circumstances in their lives that were beyond their control created a dynamic of growth. This is the last Secret of the Kingdom for the week—that God plants us in the world. As you review all of the Secrets that your campers have discovered at camp, emphasize the treasure that these secrets are for us as we follow Jesus Christ today. We are available to God; we are bold in prayer; we serve a generous God; we are treasured by God; we are called to serve the least among us; and we are planted in the world to do God’s good work. Encourage your youth to carry these truth treasures in their hearts as they return to their homes to serve God in their communities. Leader Reflections • Two phrases that we often use in contemporary vernacular are “good things come in small packages” and “small but mighty.” How do these phrases relate to these two parables? • Have you experienced a time in your life when a seemingly insignificant event had a large impact on your life? How did you react to the disproportionate cause and effect? • Consider how the concept of “pay it forward” can exemplify the action of yeast leavening the heart. How can you help campers identify the small things that make a difference to the community and share the blessing as they go forward? • Reflect on the concepts of the mustard shrub as the evidence of the kingdom and the yeast as the internal working of the Holy Spirit. How can you relate these concepts to the experiences of the campers as you move through the week? OLDER CHILDREN Discovery 1 The Secret Is: We Are God’s Soil Scripture Mark 4:1–9, 13–20 Focus Campers will hear the parable of the sower and consider how open we are to receive and respond to God’s word at camp and throughout our lives. Campers will: • discover that Jesus told stories called parables to teach about God’s kingdom. • learn that parables have many levels of meaning. • identify barriers to hearing and receiving the word of God. Connection to Campers Campers come from a variety of backgrounds. Jesus told parables in order that different people could bring their backgrounds and cultures to the story, but the essential teachings would remain. Jesus uses the soil as a metaphor for our life circumstances (the places we are, people we are with, choices we make). Soil can be fertile or infertile. Campers will find themselves as different “soil” throughout their lives. Along the way, they will have to assess whether or not their “soil” is suitable for God’s word to sink in, grow roots, and bear fruit. Early in the week, campers may not be ready to share personal stories, but that will change as they develop trust throughout the week. Starting with questions and activities that explore different “soils” can help set the stage for deeper personal and group exploration. Suggested Songs “Garden Song” (“Row by Row”), “Here I Am, Lord,” “Beautiful Day” by U2 (you will need to review your camp’s copyright agreements to use this song), “Create in Me a Clean Heart,” “Step by Step,” “Hey, Hey, Anybody Listening?”
Discovery Activities NOTE TO LEADERS: To prepare for leading campers, read through the “Biblical and Theological Reflections” for Discovery 1. If you have questions, ask your camp director or chaplain in advance of leading the daily discovery. Begin with “Tell the Story.” Then use an additional activity to engage the Bible story. (Many are listed here, and more are found in the “More Activities” section.)
1. Tell the Story Find somewhere outside where the campers can sit on the ground (the “soil”) and feel the sun, see the trees and plants, and smell the breeze. Try to find a site near a path to help illustrate the parable. If possible, find an open place next to a path, brambles, rocks, and healthy meadows or woods. Bring a pile of rocks, thorny bush clippings, and soft topsoil as illustrations. Tell the campers they are going to hear and learn about parables this week. Ask them if they know what a parable is. (A parable is a story told to illustrate a teaching.) Ask them, “Why do you think Jesus used parables to make a point?” Read Mark 4:10-12 and Matthew 13:35 to them for additional background. As they prepare to listen to the story this first time, ask them to listen carefully for the different elements (items, events, people) mentioned in the parable. Read Mark 4:1–9; 13–20. As you read, touch or point to the path (Mark 4:4), the rocks (Mark 4:5), the thorn bushes (Mark 4:7), and the soft topsoil (Mark 4:8). When you have finished reading all the verses, pause; then begin asking questions. Ask the following questions as time allows: “Who is the sower in the story? What makes it harder to grow in some soil and easier to grow in others? Are we always easy soil for the word of God to grow and take root in? What are examples of times in our lives when we might be hard soil, rocky soil, thorny soil, or good soil? How can we overcome those obstacles and be not only fruitful where we are, but also multiply God’s blessing in our lives to share with others? What keeps you from growing your faith and developing good soil for God’s word to grow fruit in you? When did birds (negative influences) come and carry away your good intentions? When have you been rocky soil and listened to God’s word, but did not act? When did others ‘grow up’ around you and tempt you to do things you know you are not supposed to? “Jesus starts with a strong command to ‘Listen!’ How can we be sure that we are listening for God’s word this week? MULTIPLE INTELLIGENCES: Linguistic, Naturalist MATERIALS: Bible, path, rocks, thorny branches, topsoil
2. Retell the Story Assign volunteers to be a narrator who will read the story, a seed that falls on the path, a seed that falls in the rocks, two rocks, a seed that falls in the thorns, two thorn bushes, and a seed that falls in the “good” soil. The actors should get in front of the group in order (left to right) of narrator, seed falling on the path, rock one, seed that falls into rocks, rock two, thorn bush one, seed that falls into the thorns, thorn bush two, seed that falls into the good soil. As the narrator reads, pause after each verse to let the actors for that section act out their parts. Thank your volunteers and lead a discussion. Ask: “Does anyone know examples of plants that can grow in hard, rocky, and thorny soil? Can you share examples of people in history who have been successful even though they had to overcome obstacles (difficult soil) in their lives to do so?” Tell the group that today’s Secret of the Kingdom is “We Are God’s Soil.” Explain that we can open ourselves and be available for God to work in and through us. Challenge them to consider how they might be good soil for God to work in this week at camp. End in prayer. MULTIPLE INTELLIGENCES: Linguistic, Spatial, Bodily/Kinesthetic MATERIALS: Volunteer actors and narrator, Bible
3. Do First-day Activities Learning names, getting a tour of the camp, and establishing rules for camp behavior are essential for establishing a safe community where campers are free to learn and grow. Part of this experience includes playing games in large and/or small groups. (See “More Activities: Community Building and Recreation.”) As campers get to know each other, learn where things are, and understand the expectations of appropriate behavior, they will be able to relax into a supportive community. MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Interpersonal MATERIALS: None unless dictated by activities
4. Tour the Camp Community Take time the first day to tour the camp. Be sure to visit important places such as the dining hall, health center, playing fields, and activity areas such as nature center, pool and/or lake, challenge course, and archery range. Asking campers to identify and share things they are excited about and thankful for at each area builds enthusiasm. Either at each area, or after the tour, pray for the activities that will happen this week and for all the leaders and participants. MULTIPLE INTELLIGENCES: Body/Kinesthetic, Naturalist, Interpersonal MATERIALS: None
5. Developing a Group Covenant Introduce the concept of being “good soil” where faith and friendships can thrive, if you have not already done so. Ask the group what they need to do and expect of each other to be “good soil” for each other throughout the week. Write these down on a sheet of paper that can be signed and hung in the camper area so all can see and be reminded of the group covenant. MULTIPLE INTELLIGENCES: Interpersonal MATERIALS: Marker, large sheet of paper 6. Plant Seeds Ahead of time, begin this activity with four cups so you have some cups of growing and not growing plants to show your group. Hand four paper cups to each camper. Have a pile of clay or hard packing soil, rocks, topsoil, and seeds. There should be four of one common, fast-growing seed for each camper, as well as a bunch of “other” seeds. Have each camper pack one cup with clay/hard soil, one with rocks and a very little amount of soil, one with topsoil and “other” seeds mixed in, and one with topsoil. Write names on cups. Have campers place one of the common seeds in each cup and water the cups evenly. Cups should be watered each day. Show the campers your cups. Ask them to describe the differences. Ask them to observe their cups during the week and see if anything surprising happens as the seeds grow. MULTIPLE INTELLIGENCES: Naturalist MATERIALS: Cups, hard packing soil, topsoil, rocks, multiple seeds, water, permanent marker
7. Create a Play Divide campers into groups of three to five. Assign a type of soil from the parable to each group for them to act out in a “modern” way. Encourage them to use characters and situations they may have experienced as obstacles and opportunities. Be sure each group includes in their skit how the characters overcame their obstacles or reached out to others to share their abundance. Have each small group perform their skit for the rest of the group. MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Interpersonal, Spatial MATERIALS: None Worship Resources
Morning Watch Explain to the campers that each morning they will gather for Morning Watch. Begin with a familiar song. Read the parable from Mark 4:1–9, 13–20. As a reminder that God is working in them each day, and as an encouragement to be open to what God has for them this week, teach them the “Be Still” prayer. As they sit in silence, speak these lines, with pauses between each phrase: Be still and know that I am God. Be still and know that I am. Be still and know. Be still. Be. Close by thanking God for a day to be together and experience camp. Hand out Camper Page 1 and tell the campers to find a time to do the personal devotion during the day. MULTIPLE INTELLIGENCES: Musical, Intrapersonal, Interpersonal MATERIALS: Bible
Evening Worship Sing: Sing several songs from your camp’s tradition, especially songs about being open to God. Read the scripture: Mark 4:1-9, 13-20 Engage the scripture: Before worship, have each group choose one skit they created during their discovery activities to act out as a group at worship. After their skits, share a story of someone who was able to overcome obstacles in his/her life to become “good soil.” For example, Abraham Lincoln was able to overcome growing up poor, losing his mother early, and having reading difficulties to become one of our most famous presidents and one who definitely acted on God’s call to care for all those in need. Sing: Sing a prayer song to prepare campers for closing.
Closing prayer: Have the group form a circle, hold hands, and invite them to share something that was planted in their soil that day—something they think God might grow in them this week. When one camper is finished speaking, instruct him/her to squeeze the hand of the next camper. Campers do not have to share their thoughts out loud; instead, they can just squeeze the next hand so the prayer continues. Close the group in a spoken prayer for the gift of good soil, and for the support of God and the community as we overcome the challenges we face. MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Spatial, Linguistic, Musical, Interpersonal MATERIALS: Bible
Cabin Devotions Gather your cabin group together for some quiet time at the end of the day. Have them do a breath prayer by inhaling through their noses, holding it, and exhaling through their mouths. Explain that the Hebrew word Ruah means breath or spirit, or can mean the Holy Spirit. So, as they pray, they can think of breathing in God’s Spirit, and breathing out into their lives all that they learned and experienced today. After a few breaths, ask them to think about what the high point of their day was, and what the low point of the day was. Then ask them what they are thankful for today, and what they are looking forward to tomorrow. End in a prayer for peace and friendship before sending the campers to bed. MULTIPLE INTELLIGENCES: Linguistic, Intrapersonal, Interpersonal, Bodily/Kinesthetic MATERIALS: None Discovery 2 The Secret Is: We Can Ask Boldly Scripture Luke 11:5–10 Focus Campers will hear the parable of the friend in need and discover that when we earnestly seek love and grace from God we will receive. Likewise, we are called to provide love and grace to others. Campers will: • learn to ask God for what they need. • explore ways to respond to the needs of others. • discover that God hears their requests. Important Plan-Ahead Note: Communicate with campers before their week at camp and tell them to bring bottles of unopened oil or bags of flour that will be collected for a food bank. Connection to Campers All campers can relate to having a friend in need or being in need and asking a friend for help. The twist in this passage is the understanding that a friend in the community was obligated to provide assistance when asked—no matter what time he/she was asked, or what he/she had to offer. This concept differs from our individualistic society in which our individual needs often trump the needs of the community. The other issue to reinforce is that God calls us to ask boldly for others’ needs—not to be meek or to give up. We are responding to God when we seek help for others, no matter who it disturbs. Suggested Songs “Seek Ye First,” “They’ll Know We Are Christians,” “Pass It On,” “Spirit of the Living God,” “This Little Light of Mine,” “Two Hands,” “Reach Out to Jesus.” Discovery Activities NOTE TO LEADERS: To prepare for leading campers, read through the “Biblical and Theological Reflections” for Discovery 2. If you have questions, ask your camp director or chaplain in advance of leading the daily discovery. Begin with “Tell the Story.” Then use an additional activity to engage the Bible story. (Many are listed here, and more are found in the “More Activities” section.)
1. Tell the Story Gather the group outside the cabin. Tell campers that today’s story is about helping our friends. Ask them to share ways they have helped friends. Have them think about and share any time when it was difficult to help a friend, or a time when they decided not to help a friend. Read Luke 11:5–10 and, as the campers hear the Bible story, encourage them to listen and think about who the characters are in the story and why they react the way they do. Explain that in Jesus’ time it was common for families to sleep together on the roof because of the heat. Ask them to imagine who else might hear the knocking and the response from the neighbor, and how other people in the area would react. Explain that the culture at the time required a person to give whatever was necessary, even if it meant doing without, to a neighbor who asked (something that is still largely true in Middle-Eastern culture today). Talk about why the homeowner would be reluctant to come downstairs and help. Ask, “Why does God call us to knock boldly and maybe even inconvenience others when we are helping those in need?” MULTIPLE INTELLIGENCES: Linguistic MATERIALS: Bible
2. Retell the Story Assign volunteers to different characters in the story: the friend who knocks, the friend who is asleep, the children of the sleeping friend, and the neighbors of the sleeping friend. Tell them to listen from the viewpoints of the specific characters they have been assigned. As you retell the story, have one counselor read the story, pausing at times to let the campers react as the characters they are representing. After acting out the story, ask the campers what their characters’ perspectives were and why they responded the way they did. Invite them to think about the needs others have that they can help with—start with local (school, family, friends) and, if the group is engaged, expand into national and global needs (poverty, housing, employment, food, disaster recovery, and so on). Talk about how the campers might be able to help meet the needs of these “friends in need.” One of the counselors should write down some of the ideas the group shared for use later in the day. Explain that the Secret of the Kingdom for today is that “We Can Ask Boldly.” Encourage the campers to ask God for anything they or someone else need—big or small. God promises to listen when we pray and to meet our needs. Close the group in prayer, asking for the courage to be bold in asking others to help when there are friends in need and to be bold in our prayers. MULTIPLE INTELLIGENCES: Linguistic, Spatial, Bodily/Kinesthetic MATERIALS: Volunteer actors and reader, Bible
3. Secret Friends Discreetly assign each camper to another camper to be secret friends for the week. Secret friends should care for the other during the week. If there is an odd number of campers, a counselor can serve as a secret friend for one camper. Make sure that campers do not get each other as “secret friends.” Explain that the assignment is to find ways to help out, encourage, and do nice things for their secret friends. Share some ideas and have the group brainstorm ideas together (notes of encouragement, having another camper serve a meal or dessert to the secret friend, cleaning up the sleeping area of the secret friend). Remind the campers that the purpose is for the acts to be secret and not to bring glory to the giver. On the last night, you may allow your campers to reveal themselves to each other. MULTIPLE INTELLIGENCES: Interpersonal, Intrapersonal MATERIALS: None
4. Shoebox Scenes Have campers use craft and nature supplies to create the scene in the parable of a friend in need. Hand out shoeboxes and set out craft supplies. Encourage the campers to imagine what the scene looked like and recreate it in the box. Invite campers to share and explain their creations. MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Spatial MATERIALS: Shoeboxes, craft supplies
5. Help a Friend Using the list of needs that the campers created during the “Retell the Story” activity, ask the campers to choose one friend who has one of those needs, or group of friends with that need, who they will commit to helping. Ask the campers to make a plan: how they will help, what actions are required, what resources they might need, what other friends or agencies they can call on for support, and what time commitment will be required. Talk about what, if anything, they can do now as a group to help that friend in need. Take some time today to do actions (writing letters, gathering resources, sending letters to their parents sharing their plan, and so on) to put their plan of helping into action. MULTIPLE INTELLIGENCES: Logical, Interpersonal, Spatial MATERIALS: Various, depending on the action chosen
6. Helping as a Group Ask the campers to bring out their flour or oil bottles. Share with them that there are millions of people in the United States who rely on food banks to feed their families—not just homeless or out-of-work people, but working people who don’t make enough money to care for their families. Assure the campers that there are probably even classmates in their school whose families rely on food banks each month. Collect the camper donations. As a group, bring the donations to the evening worship. MULTIPLE INTELLIGENCES: Interpersonal MATERIALS: Bags of flour, bottles of oil
7. Thanking Others Ask the campers what they enjoy about being at camp. Have campers explain why this experience should be available to everyone. Then, explain, “Each summer, the camp receives donations to send children to camp whose families cannot afford to send them to camp. Today we are going to write thank-you notes to those who donate money to camp to help meet those needs.” In the notes, ask the campers to share what they love about camp and to thank the donors for helping others have this experience. Collect the letters and bring them to the dining hall to give to the camp director. The camp director will include their letters when he/she sends thank-you letters to donors and when he/she encourages others to become camp scholarship donors. MULTIPLE INTELLIGENCES: Interpersonal, Linguistic MATERIALS: Paper, pens/pencils/crayons Worship Resources
Morning Watch Begin with a song the campers sang the previous day. Then, read the parable from the previous day. In silence, ask them to think about what was planted in their soil yesterday. Ask if anyone would like to share. As a reminder that God is working in them each day, and as an encouragement to be open to God, have them repeat the “Be Still” prayer. (See Discovery 1, page 81.) Hand out Camper Page 2 and tell the campers to find a time to do personal devotion during the day. MULTIPLE INTELLIGENCES: Musical, Intrapersonal, Interpersonal MATERIALS: Bible
Evening Worship Sing: Sing several songs from your camp’s tradition, preferably ones that relate to the discovery of the day. Read the scripture: Luke 11:5–10 Engage the scripture: Ask the campers, “What is it like to give something to someone else, even if it is something that you need for yourself?” Read The Giving Tree by Shel Silverstein. After reading the story, explore the following questions with the campers: “What did it feel like for the tree to give what it had to the boy? How did it feel when the boy went away each time?” Remind the campers that God calls us to give all we have to a neighbor in need. It is in that way that we share the love of God with others. We do not ask for or expect anything in return. The tree, though it was left with nothing, was filled with the love and lived out of that love, just as we are filled with God’s love and called to live it out—even if it hurts sometimes! Sing: Sing a calm song to prepare campers for closing. Closing prayer: To provide some routine, repeat same closing each night. Striving to be “good soil” is a theme that can anchor the week. Have group form a circle, hold hands, and invite them to share something that was planted in their soil that day. When one camper is finished speaking, instruct him/her to squeeze the hand of the next camper. Campers do not have to share their thoughts out loud; instead, they can just squeeze the next hand so the prayer continues. Close the group in a spoken prayer for the gift of good soil, and for the support of God and the community as we overcome the challenges we face. MULTIPLE INTELLIGENCES: Linguistic, Musical, Interpersonal MATERIALS: The Giving Tree by Shel Silverstein, Bible
Cabin Devotions Again, routine in the evening is a good way to help campers settle and reflect on the day. It is also a good modeling of a spiritual practice they may be encouraged to adopt at home to end the day focused on God. Gather your cabin group together for some quiet time at the end of the day. Have them do a breath prayer by inhaling through their noses, holding it, and exhaling through their mouths. Remind them that the Hebrew word Ruah means breath or spirit, or can mean the Holy Spirit. So, as they do the activity, have them think of breathing in God’s Spirit and exhaling what they have been taught into their lives. After a few breaths, ask them to think about what the high point of the day was, and what the low point of the day was. Ask them to share if they desire. Then ask them what they are thankful for today, and what they are looking forward to tomorrow. End in a prayer for peace and friendship before sending the campers to bed. MULTIPLE INTELLIGENCES: Linguistic, Intrapersonal, Interpersonal, Bodily/Kinesthetic MATERIALS: None Discovery 3 The Secret Is: God Is Generous Scripture Matthew 20:1–16 Focus Campers will hear the parable of the workers in the vineyard and discover that God’s grace is not determined by anything we do, but through God’s love alone. Campers will: • explore the nature of God’s grace. • consider how God’s kingdom turns values upside down. • learn to treat others justly. Connection to Campers “That’s not fair!” We hear it all the time. No matter how often we try to make things even, someone will think we are being unfair. But God isn’t in the business of fairness. In fact, God isn’t necessarily focused on fairness at all. God wants us to worry about ourselves and to do the things we are taught to do, because that is what is right. God’s grace is given to us, not based on our understanding of how things should be. God also doesn’t give preference or special privileges to those who think they have earned more. God’s grace is available to everyone who accepts it— to anyone who chooses to work in God’s vineyard. Suggested Songs “Amazing Grace,” “A Place in the Choir,” “I Have Decided to Follow Jesus,” “Surrender,” “Siyahumba (We Are Marching),” “Step by Step,” “Saved by Grace.” Discovery Activities NOTE TO LEADERS: To prepare for leading campers, read through the “Biblical and Theological Reflections” for Discovery 3. If you have questions, ask your camp director or chaplain in advance of leading the daily discovery. Begin with “Tell the Story.” Then use an additional activity to engage the Bible story. (Many are listed here, and more are found in the “More Activities” section.) 1. Tell the Story Gather the campers together. Ask them to think of a time when they have worked really hard. Did they get rewarded? Was there a time when they did not work as long as someone else, but still got rewarded? Did they feel it was fair? Read Matthew 20:1–16. Ask the campers if the vineyard owner was fair in how he rewarded the workers. Why or why not? Remind them that the workers were all paid according to what they agreed to. Ask, “What does that say about God? How are we rewarded by God?” Explain that we are rewarded according to the same promises found in the parable—if we do what we have agreed to. Also ask, “Is there only a limited amount of ‘work’ to do in God’s vineyard (the world)?” Make sure that they understand that the answer to that question is “no”—God is always looking for people to follow and obey, and care for others. MULTIPLE INTELLIGENCES: Linguistic MATERIALS: Bible
2. Retell the Story Ask some volunteers to be the narrator, the landowner, the first workers hired, and the others hired. As the narrator reads, have him/her pause at any speaking part of one of the workers. After the “performance,” ask the participants what it felt like to be their characters. If they were among the last to be hired, how did it feel to get the same reward? If they were among the first hired, how did it feel to get the same reward as the others? Where else in life do we see people rewarded the same, though their workload may be different? How can we learn from this and treat all of our fellow campers with the same generosity, whether we think they earned it or not? Explain that the Secret of the Kingdom for today is that “God Is Generous.” Talk about what the word generous means and how God is generous with us. Discuss how to share God’s generous love with others. MULTIPLE INTELLIGENCES: Linguistic, Bodily/Kinesthetic, Interpersonal MATERIALS: Bible
3. The “Race” Set out two ropes parallel to each other on the ground that represent the banks of a wide river. Divide the campers into two groups. Be sure to call them groups, not teams. Have campers line up in their groups along one “bank.” Tell them the goal is to get everyone across to the other side. Give each group four “turtles” (short boards) to use to step across the river to the other bank (on the other side of the second rope). Turtles need to be touched at all times or they swim away. The groups may struggle as they lose their turtles. Don’t tell them, but the groups could work together, since the goal is to get everyone to the other side. Once everyone is across, gather them to discuss the activity. Talk about how other challenges or games are usually a race against teams. Discuss why they thought there was a competition. Why did they feel competitive? What reward were they working to achieve? In what other ways do we naturally try to compete when we really should just be helping one another? MULTIPLE INTELLIGENCES: Interpersonal, Spatial, Bodily/Kinesthetic, Logical MATERIALS: Two ropes, eight short boards
4. Gotcha’s! Have each camper decorate a paper sack and put his/her name on it. Then hang these paper sacks in the cabin area and set out some paper and pens near the bags. Instruct the campers that each time they see another camper sharing, listening, reaching out to others, helping someone out, or doing anything else that helps the community when he/she is not asked to do it, they should write about the action on a sheet and put it in that camper’s paper sack. In this way, they can value everyone’s contribution to the community, no matter how small. MULTIPLE INTELLIGENCES: Interpersonal, Spatial, Intrapersonal MATERIALS: Paper sacks, markers, decorations, small sheets of paper, pens/pencils
5. Community Pictures Have the campers sit in a circle on the floor. Hand each camper one crayon and a sheet of paper. Ask the campers each to start to draw a picture of what about their time at camp makes them happy. Give them two minutes to draw, then tell them to pass their papers to the right. Continue this until each camper has drawn on each picture. Discuss how each person has something to contribute to the community and, when we work together, surprising things can happen! Hang the pictures around the cabin area. MULTIPLE INTELLIGENCES: Interpersonal, Bodily/Kinesthetic, Spatial MATERIALS: Paper and crayons
6. Hands and Feet of the Body of Christ On a large sheet of paper, have campers make hand and feet prints by applying paint to their hands and feet and pressing them against paper. Have buckets or large bowls of soapy water ready when they’re finished. When the paint dries, have campers write their name by their hand and footprints. Remind them that as they walk and as they do actions, they are called to do so as representatives of God’s kingdom. God rewards all who toil in God’s vineyard. This “mural” will remind us that we are all workers in God’s vineyard. MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Spatial MATERIALS: Butcher paper, paint, water, soap, wash basin, towels, markers Worship Resources
Morning Watch Begin with a song the campers sang the previous day. Talk about the parable from the previous day. In silence, ask them to think about what was planted in their soil yesterday. Ask if anyone would like to share. As a reminder that God is working in them each day, and as an encouragement to be open to God, have them repeat the “Be Still” prayer. (See Discovery 1, page 81.) Hand out Camper Page 3 and tell the campers to find a time to do the personal devotion during the day. MULTIPLE INTELLIGENCES: Musical, Intrapersonal, Interpersonal MATERIALS: Bible
Evening Worship Sing: Sing several songs from your camp’s tradition, preferably ones that relate to the discovery of the day. Read the scripture: Matthew 20:1–16 Engage the scripture: Ask the campers if there was ever a time when they felt like life isn’t fair. Explain to the campers that God is generous and loves us all the same—even when we think we (or others) don’t deserve it. Ask the campers if they have read Where the Wild Things Are by Maurice Sendak, or if they have seen the movie. Invite them to put aside any ideas they have about the story and listen to it all over again and hear it anew. Read the story using as much emotion as you can, showing the pages of the book to the campers as you read it. When you have finished, ask them what Max did to his mother that got him sent to his room. Ask campers if they think Max was dreaming or if he really did go to where the wild things are. Tell them that sometimes life seems unfair and all of us want to run away to a different place when we are angry or sad, but that we also want to come home. Ask the campers if they can remember what was waiting for Max when he did come home, and why they thought it was there. Close the reading by telling the campers that Max’s mother loved him so much, even when she was upset and he was doing less than what was expected of him. She was generous with her love and she showed it by having a warm meal waiting for him when he finally did come “home.” Just like Max’s mother, God wants us to come home. And when we do, God will love us just as much. Sing: Sing a calm song to prepare campers for closing. Sing “Amazing Grace” this evening to emphasize God’s immeasurable grace and generosity. Closing prayer: Have the group form a circle, holding hands, and invite them to share something that was planted in their soil today. When one camper is finished speaking, instruct him/her to squeeze the hand of the next camper. Campers do not have to share their thoughts out loud; instead, they can just squeeze the next hand so the prayer continues. Close the group in a spoken prayer for the gift of good soil, and for the support of God and the community as we overcome the challenges we face. MULTIPLE INTELLIGENCES: Musical, Interpersonal, Linguistic, Bodily/Kinesthetic MATERIALS: Where the Wild Things Are by Maurice Sendak, Bible
Cabin Devotions Gather your cabin group together for some quiet time at the end of the day. Have them do a breath prayer. Have them think of breathing in God’s Spirit, and exhaling what they have been taught into their lives. After a few breaths, ask them to think about what the high point of the day was, and what the low point of the day was. Ask them to share if they desire. Then ask them what they are thankful for today, and what they are looking forward to tomorrow. End in a calm prayer for peace and friendship before sending the campers to bed. MULTIPLE INTELLIGENCES: Linguistic, Intrapersonal, Interpersonal, Bodily/Kinesthetic MATERIALS: None Discovery 4 The Secret Is: God Treasures Us Scripture Luke 15:1–10 Focus Campers will hear the parables of the lost sheep and the lost coin and will consider that God cares for us no matter what we do, and always looks for us because every one of us is precious to God. Campers will: • remember times they strayed from God and be reminded that God continues to seek us. • recall times they have been accepted and what it means. • consider ways they can follow the example of Jesus by accepting others. Connection to Campers All of us have felt lost at some point. Imagine the child who loses his/her parent at the mall. All the child wants is for the parent to come and find him/her. Of course, parents would do anything to find their lost child—drop everything and seek out their child. In the same way, God loves us so much that God will drop everything else to find us! No one is unworthy of God’s love. Jesus shows time and time again that he will eat with and welcome anyone—even those our culture finds unworthy. Focus on the idea that no one is unworthy to God. We are treasures in God’s sight, and God will seek us out like the widow searching for her coin or the shepherd chasing after one lost sheep—no matter what. Suggested Songs “Seek Ye First,” “Lord of the Dance,” “Lord You Are,” “I Will Magnify the Lord,” “Love, Love, Love.” Discovery Activities NOTE TO LEADERS: To prepare for leading campers, read through the “Biblical and Theological Reflections” for Discovery 4. If you have questions, ask your camp director or chaplain in advance of leading the daily discovery. Begin with “Tell the Story.” Then use an additional activity to engage the Bible story. (Many are listed here, and more are found in the “More Activities” section.)
1. Tell the Story Read Luke 15:1–10. After reading the story, ask the following questions: “Why were the Pharisees upset by whom Jesus decided to eat with? Have you ever been lost? How did it feel? How did it feel to be found? Have you ever lost something important? How long did you look for it? If you found it, what did that feel like? Did you go share your news with anyone? Why did Jesus use a shepherd to make a point? Why did he tell about a widow looking for a coin and celebrating when she found it?” Remind the campers that God seeks for all of us when we are lost, and when God finds us —when we listen to God and follow Jesus’ teachings—God celebrates. Everyone is as important as the ninety-nine who never got lost! MULTIPLE INTELLIGENCES: Linguistic MATERIALS: Bible 2. Retell the Story If you plan to do this activity, before you gather the campers for the Bible story, have them sweep their cabin or campsite and clean up. Ask them to bring whatever they find, even if it belongs to one of the campers, to the Bible study. Have the campers bring the things they found when cleaning up. Ask them, ”Did you find anything you had lost? Anything you had been looking for before? Anything you would think of as insignificant?” Ask for volunteers to read the parts of the stories: the intro, the parable of the lost sheep, and the parable of the lost coin. Then have them read Luke 15:1–10 again. Encourage campers to reach out today to others in their camp group who they normally don’t spend time with. Tell the campers that the Secret of the Kingdom for today is that “God Treasures Us.” Just like we go looking for those things that are important to us, God seeks us and brings us back to God when we wander away. Talk with the campers about what it feels like to be treasured by God. Encourage them to remember that they are treasures in God’s eyes and that they can feel safe in God’s care. MULTIPLE INTELLIGENCES: Linguistic, Spatial, Logical/Mathematical, Naturalist MATERIALS: Volunteer readers, “found” items, Bible
3. Seeking the Sheep After the morning Bible story, tell the campers that a sheep has been lost at camp today and the entire camp is going to be looking for it. Each time a group finds it, that group gets to “re-hide” the lamb. The camp director will need to clearly articulate the rules of where the lamb can be hidden. Suggestions include “in plain sight,” “not in the woods,” in areas where camp groups pass often. Without clear boundaries, the sheep will not be found, and the goal is for the sheep to be found often by multiple camp groups. At dinner, the director can ask which groups found the sheep and where the sheep was found. MULTIPLE INTELLIGENCES: Interpersonal, Spatial, Bodily/Kinesthetic, Naturalist MATERIALS: Stuffed animal sheep
4. “Geo-caching” Using either GPS units or compasses, teach the group how to find their bearings in order to locate points around the camp. Have an experienced staff member set up the orienteering course and hide a “prize” at a specific spot in camp. The prize can be anything from a crafts project of making sheep, to a snack. Divide campers into groups (with an adult in each group) to search for the hidden “geo-cache.” MULTIPLE INTELLIGENCES: Logical, Interpersonal, Spatial, Naturalist, Bodily/Kinesthetic MATERIALS: GPS units or compasses, geo-cache, “prize”
5. Welcome to the Table Ask campers, “Who on the camp staff have you not interacted with?” Remind the group that in the Bible story, Jesus ate with people that others didn’t think he should. Have the campers eat with people whom they might not invite to a meal. Encourage them to invite such an individual, and others, to join them for a meal. Have them create an invitation and find a way to deliver the invitation. If the person(s) is unable to attend that day, it is okay if this invitee shares a meal with the group on a different day. This activity will remind the campers that everyone is valued and invited to the table. MULTIPLE INTELLIGENCES: Interpersonal, Bodily/Kinesthetic MATERIALS: Paper and pen, meal
6. King Cake Ahead of time, ask the cook to make a cake for each camp group for dessert this day. In each cake, a small “prize” should be hidden and baked in. Warn campers in your group they are looking for something hidden in the cake and they should be careful not to swallow it. When the prize is found, remind the group that, like the celebration when the coin that was lost was found, eating the cake together is also a celebration. MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Interpersonal MATERIALS: King cake (used in Mardi Gras celebrations)
5. Thicket (Hide and Seek) Gather the group in a wooded area with underbrush. Show campers any hazards in the area, including poison ivy. Assign one camper to be the seeker; the other campers will hide in the area. Hiding campers must always be able to see the seeker. When the seeker has his/her eyes closed, tell the hiding campers to take one large step toward the seeker, even if this leaves them exposed. The seeker can then open his/her eyes and try to find the rest of the campers. After the seeker has found the other campers, a different camper becomes the seeker and the activity is repeated. MULTIPLE INTELLIGENCES: Spatial, Naturalist MATERIALS: None Worship Resources
Morning Watch Begin with a song the campers sang the previous day. Read the parable from the previous day. In silence, ask them to think about what was planted in their soil yesterday. Ask if anyone would like to share. As a reminder that God is working in them each day, and as an encouragement to be open to God, have them repeat the “Be Still” prayer. Hand out Camper Page 4 and tell campers to find a time to do the personal devotion during the day. MULTIPLE INTELLIGENCES: Musical, Intrapersonal, Interpersonal MATERIALS: Bible
Evening Worship Sing: Sing several songs from your camp’s tradition, preferably ones that relate to the discovery of the day. Read the scripture: Luke 15:1–10 Engage the scripture: Bring the stuffed animal sheep, or one like it, that has been sought after all day around camp. Remind the campers of that search and what it felt like when the sheep was found. Now tell them that you have lost your ring (or something else they will deem as important to you) and you need their help to find it. (Before worship, hide it around the worship area somewhere it is not obvious, but not too hard to find.) When the ring is found, celebrate! Thank them, jump up and down, shout, sing, dance—do something active to celebrate the finding of your lost item. Tell them that God celebrates like that every time a sinner repents or an outcast is welcomed. Remind them that they are the hands and feet of God. They are the ones who can reach out to others, and welcome them back into God’s family. Sing: Sing “Sanctuary,” as we are called to be that “living sanctuary” for others who are lost and now found. Closing prayer: To provide some routine, repeat the same closing each night. Striving to be “good soil” is a theme that can anchor the week. Have the group form a circle, holding hands, and invite them to share something that was planted in their soil today. When one camper is finished speaking, instruct him/her to squeeze the hand of the next camper. Campers do not have to share their thoughts out loud; instead, they can just squeeze the next hand so the prayer continues. Close the group in a spoken prayer for the gift of good soil and the support of God and the community as we overcome challenges we face. MULTIPLE INTELLIGENCES: Linguistic, Bodily/Kinesthetic, Interpersonal, Musical MATERIALS: Stuffed animal sheep, ring or other item to “lose,” Bible
Cabin Devotions Again, routine in the evening is a good way to help campers settle and focus. It is also a good modeling of a spiritual practice they may be encouraged to adopt at home to end the day focused on God. Gather your cabin group together for some quiet time at the end of the day. Have them do a breath prayer by inhaling through their noses, holding it, and exhaling through their mouths. Explain that the Hebrew word Ruah means breath or spirit, or can mean the Holy Spirit. So, as they do the activity, have them think of breathing in God’s Spirit, and exhaling what they have been taught into their lives. After a few breaths, ask them to think about what the high point of the day was, and what the low point of the day was. Ask them to share if they so desire. Then ask them what they are thankful for today, and what they are looking forward to tomorrow. End in a calm prayer for peace and friendship before sending the campers to bed. MULTIPLE INTELLIGENCES: Linguistic, Intrapersonal, Interpersonal, Bodily/Kinesthetic MATERIALS: None Discovery 5 The Secret Is: Jesus Is in the “Least of These” Scripture Matthew 25:31–46 Focus Campers will hear the parable of the sheep and the goats and will consider ways we can open our eyes to the needs of the world and respond with compassion and generosity. Through this session, Campers will: • consider the gifts they have that they can share with others. • be challenged to be God’s hands, feet, and voice in the world by responding to needs of others. • reflect on the demands of the kingdom. Connection to Campers God calls us to care for anyone who is in need. We live out God’s kingdom here on earth by caring for the least among us. Today’s parable names one thing for which we are judged worthy by God—caring for others. Whenever we take care of another person, it is as if we are taking care of Christ himself. We are called to treat all as if they were Jesus. This parable portrays what happens to those who do care for the least of these—and those who do not. Because God is the judge of our hearts and we are not, focus on what happens to those who do follow God’s command to care for the least of among us. Suggested Songs “I Just Want to Be a Sheep,” “Micah 6:8,” “Every Move I Make,” “Open the Eyes of My Heart,” “Have You Seen Jesus My Lord?” “Love, Love, Love,” “Lord, Listen to Your Children Praying.” Discovery Activities NOTE TO LEADERS: To prepare for leading campers, read through the “Biblical and Theological Reflections” for Discovery 5. If you have questions, ask your camp director or chaplain in advance of leading the daily discovery. Begin with “Tell the Story.” Then use an additional activity to engage the Bible story. (Many are listed here, and more are found in the “More Activities” section.)
1. Tell the Story Gather the campers together. Explain that often in the Bible, Jesus talks about eternal life and joining him in heaven. Ask the group if they know what Jesus says a person needs to do to have eternal life. Then, read Matthew 25:31–46. Ask them again, “What does Jesus say a person needs to do to have eternal life?” Then ask: “Why did Jesus use goats and sheep as an example?” (Sheep and goats graze together, but at night, sheep can roam free, and goats need to be separated and locked up or they will wander away). Continue by asking, “When have you felt that you acted like a goat? When have you acted like a sheep? What are some other ways people can act like sheep? What are some ways we can act like sheep this week?” MULTIPLE INTELLIGENCES: Linguistic MATERIALS: Bible
2. Retell the Story Before you retell the story, hand out paper and pencils, crayons, or pens. Tell the campers that as you read the story again, they can draw pictures of what comes to their minds during the story. Read Matthew 25:31–46. Pause for a minute and then reread the passage. Give campers enough time to draw. Then invite them to share and explain their drawings. Explain that today’s Secret of the Kingdom is that “Jesus Is in the Least of These.” Discuss what that means for our world today—that when see the faces of homeless, diseased, brokenhearted persons we should imagine that Jesus is there in them and with them. When we serve others, we are serving Jesus. Talk with the group about how that might change the way they treat one another and follow Jesus every day. MULTIPLE INTELLIGENCES: Linguistic, Spatial, Intrapersonal MATERIALS: Paper, pens/crayons/pencils, Bible
3. Sheep and Goat Craft Tell the campers they are each going to make a sheep and goat out of craft supplies. Sheep: Hand out cardboard tubes (toilet paper rolls or paper towel rolls cut in half), one per camper. Instruct the campers to tape white pieces of paper over the holes on both sides of the tubes. Then have them attach toothpicks or pipe cleaners to the tubes as legs, draw faces on one end of the tubes, and cover the tubes with cotton balls. Goat: Pinch a craft stick between two clothespins, lengthwise. When you stand the clothespins up, the it should look like the four legs of the goat and the craft stick is its body. Leave a little bit of the craft stick sticking out from the front. For the head and horns, attach a clothespin in front of the front leg clothespin. The head and horns clothespin should face up so that the “V” of the pin sticks up like horns. Then, have the campers draw a face onto the goat and attach a short string to the back for a tail. MULTIPLE INTELLIGENCES: Spatial, Bodily/Kinesthetic MATERIALS: Glue, markers, and each camper should have the following: cardboard tube, toothpicks or pipe cleaners, cotton balls, and white paper; three clothes pins (solid, not with springs), two or three wooden spacers, and a short string
4. School for Democracy Tell the campers that South Africa used to be a country where racism was the law and people with dark skin did not have the same rights as those with light skin, and could not live in the same areas as people with white skin. Once, a young black teenager was caught and sent to Robben Island prison for blowing up a police station. When he arrived, he raced around to find Nelson Mandela (a black activist who used nonviolence and was jailed, but would eventually become president of a free South Africa.) He told Mr. Mandela what he had done, expecting to be praised or rewarded. Instead, Mr. Mandela told him that he understood that the boy thought he was justified in his actions, but that he had not come to a prison. Mandela told the boy that he had come to a school for democracy where they used their time to plan for a free and just South Africa. The boy was so impressed that he sat and learned all he could from Mr. Mandela and all the other elder prisoners. After serving twenty-seven years, Nelson Mandela was freed. He negotiated with the rulers to create a new government that would be free, fair, and just for all. Instead of imprisoning those who had used their power (based on the color of their skin) to oppress others in South Africa, he set up Reconciliation Councils that would bring people together to share and speak about the hatred and atrocities that had been done to them, and those that they had done to others, as a way for the nation to know its past. However, instead of getting revenge, the focus was to move forward in such a way that all would be forgiven and included in a better future. Nelson Mandela received the Nobel Peace Prize in 1993. The young teenager from prison now serves as a tour guide at Robben Island, showing visitors where Mr. Mandela was imprisoned and telling the story about “the School for Democracy.” Ask campers the following questions. “Why might the young teenager have thought it was right for him to act with violence against the government? What did Mr. Mandela risk by standing up to the government? Do you think the people were angry or happy that the mean/oppressive leaders were not sent to prison? How was Mr. Mandela following Jesus’ teachings in the way he created a new country? What are some things we can do to follow Mr. Mandela’s example of standing up for what is right, without violence?” MULTIPLE INTELLIGENCES: Linguistic MATERIALS: None
5. Two Cents for Hunger Create collection containers for your camp to gather funds to fight hunger. Campers can use glass/plastic jars, small cardboard boxes, or even toilet paper rolls with the ends taped over as their containers. Cut a small slit in the lid of the container. Decorate the container, being sure to clearly write on each container “Two Cents for Hunger.” Your camp will use these containers to encourage guests to give two cents at each meal to help the hungry. The funds collected should be divided, with half going to local food banks, and the other half going to your camp’s national church hunger mission projects. MULTIPLE INTELLIGENCES: Interpersonal, Bodily/Kinesthetic MATERIALS: Containers, markers, decorations
6. Goats to Sheep Game Explain to campers that they are going to be playing a tag game. In this version of freeze tag, one person serves as a “bad influence” and tags campers. Once tagged campers must stand still, put their index fingers up on either side of their heads like goat horns, and bray like goats. The other campers serve as good influences by tagging them and turning them back into sheep—bringing them back into the fold. MULTIPLE INTELLIGENCES: Bodily/Kinesthetic MATERIALS: None Worship Resources
Morning Watch Begin with a song the campers sang the previous day. Talk about the parable from the previous day. In silence, ask them to think about what was planted in their soil yesterday. Ask if anyone would like to share. As a reminder that God is working in them each day, and as an encouragement to be open to God, have them repeat the “Be Still” prayer. (See Discovery 1, page 81.) Hand out Camper Page 5 and tell campers to find a time to do the personal devotion during the day. MULTIPLE INTELLIGENCES: Musical, Intrapersonal, Interpersonal MATERIALS: Bible
Evening Worship Sing: Sing several songs from your camp’s tradition, preferably ones that relate to the discovery of the day. Read the scripture: Matthew 25:31–46 Engage the scripture: Ask the campers what God requires of us in this story in order to have eternal life. Ask them to share some examples of caring for others. Ask them to think about whether there is anything that they care about so much that they would dedicate their life to it. Read The Lorax. After reading The Lorax, ask the following questions: “What was the Lorax so dedicated to? Why didn’t the Once-ler stop as soon as the Lorax warned him of the damage he was doing? How can we be strong voices for justice—and not just environmental justice, but for all people in need? How can we continue even when others don’t seem to be listening?” Sing: Sing “Lord, Listen to Your Children Praying.” Closing prayer: To provide some routine, repeat same closing each night. Striving to be “good soil” is a theme that can anchor the week. Have the group form a circle, holding hands, and invite the campers to share something that was planted in their soil that day. When one camper is finished speaking, instruct him/her to squeeze the hand of the next camper. Campers do not have to share their thoughts out loud; instead, they can just squeeze the next hand so the prayer continues. Close the group in a spoken prayer for the gift of good soil, and for the support of God and the community as we overcome challenges we face. MULTIPLE INTELLIGENCES: Linguistic, Musical, Bodily/Kinesthetic MATERIALS: The Lorax by Dr. Suess, Bible
Cabin Devotions Gather your cabin group together for some quiet time at the end of the day. Have them do a breath prayer by inhaling through their noses, holding it, and exhaling through their mouths. Explain that the Hebrew word Ruah means breath or spirit, or can mean the Holy Spirit. So, as you do the activity, think of breathing in God’s Spirit, and exhaling what you have been taught into your life. After a few breaths, ask them to think about what the high point of the day was, and what the low point of the day was. Ask them to share if they so desire. Then ask them what they are thankful for today, and what they are looking forward to tomorrow. End in a calm prayer for peace and friendship before sending the campers to bed. MULTIPLE INTELLIGENCES: Linguistic, Intrapersonal, Interpersonal, Bodily/Kinesthetic MATERIALS: None Discovery 6 The Secret Is: God Plants Us in the World Scripture Matthew 13:31–35 Focus Campers will hear the parables of the mustard seed and the yeast and learn that God can use our smallest acts to grow the kingdom. Campers will: • think about the power of small things. • consider God’s call to discipleship in their own lives. • look more carefully for things at camp and in their lives that reflect the growing kingdom of God. Connection to Campers Throughout the week, we have been hearing how God calls us to care for others through our actions and that we will be rewarded according to God’s promise when we do so. Today we will explore how all the campers, though they are young now and in the care of others, have all that they need inside of them to do great things! God has planted a “mustard seed” in each us, and as we live life as “good soil,” God’s goodness will burst out of us and we will be used by God to do great things. This is the day to really imagine what those good things are that God has in store for us! What do we have passion for? What skills do we have? How can we use what we have been given to be instruments of change? of peace? of welcome? of understanding? How can we be transformed into instruments of God’s goodness in the world? Suggested Songs “I Just Want to Be a Sheep,” “Love the Lord Your God,” “Here I Am, Lord,” “Pass It On,” “This Little Light of Mine.” Discovery Activities NOTE TO LEADERS: To prepare for leading campers, read through the “Biblical and Theological Reflections” for Discovery 6. If you have questions, ask your camp director or chaplain in advance of leading the daily discovery. Begin with “Tell the Story.” Then use an additional activity to engage the Bible story. (Many are listed here, and more are found in the “More Activities” section.)
1. Tell the Story Gather outside under tall trees and read Matthew 13:31–35. Show the campers some seeds you have brought as an example of the size of a mustard seed. (Explain that a mustard seed is actually much smaller than these!) Then stand up and explain that a full-grown mustard tree can be more than twice as tall as you! Talk about the things a tree provides for animals and the area around it. In the same way, take some yeast in your hand so they can see it and explain that there are millions of yeast particles in the small amount they see in your hand. Talk about how yeast, which is used to make bread, can be useful even though it is so small. Remind the campers that though they are small, God has already planted a seed in each of them so they have the ability to do great things and bring about the kingdom of God throughout their lives. MULTIPLE INTELLIGENCES: Linguistic, Spatial, Naturalist MATERIALS: Bible, seeds, yeast
2. Retell the Story Ask volunteers to be the farmer, the mustard seed/tree, several animals that will make homes in the mustard tree, yeast, and (using a couple of campers) the flour. Tell the campers they will act out their parts as the story is retold. The animals can pretend to make a home as the tree grows. Retell the story, pausing to give campers time to act out their parts. Read the Bible story a couple times if necessary. Review the previous Secrets of the Kingdom and tell the campers that today’s Secret is that “God Plants Us in the World.” God plants God’s word in us, and we bear fruit in the world of God’s love, grace, hope, forgiveness, and joy. The little seed that grows to become a thriving bush is like our faith. It may start small, but God uses us in big ways. Challenge the campers to consider how God might be planting them in the world to do God’s good kingdom work. MULTIPLE INTELLIGENCES: Linguistic, Spatial, Interpersonal MATERIALS: Bible
3. Make Bread Gather ingredients together and follow the recipe below. Be sure to assign jobs to campers so all can participate in some part of the bread preparation. Allow enough time to prepare the bread. Your group can eat the bread with your next meal. This activity is best done in the dining hall, in an area set aside so the dough can rise and be cooked in a clean, supervised facility. Ingredients: 3/4 cup warm water, 1 package active dry yeast, 1 tsp salt, 1½ tbsp sugar, 1 tbsp vegetable shortening, ½ cup milk, and 3 cups all-purpose flour (approximately) Preparation: In large bowl, add the warm water. Slowly stir in dry yeast. Continue to stir until yeast is dissolved. Add salt, sugar, shortening, and milk to bowl. Stir. Mix in the first 2 cups of flour. If needed, begin adding more flour, one tablespoon at a time, until the dough “chases” the spoon around the bowl. Turn dough out onto floured board and knead, adding small spoonfuls of flour as needed, until the dough is soft and smooth, not sticky to the touch. Put dough in buttered bowl, turning dough over so that the top of dough is greased. Cover and let rise in warm spot for 1 hour. Punch down dough. Turn out onto floured board and knead again. Preheat oven to 375 degrees F. Form dough into loaf and set in buttered bread pan. Cover and let rise for about 30 minutes. Score dough by cutting three slashes across the top with a sharp knife. Put in oven and bake for about 45 minutes, or until golden brown. Turn out bread and let cool on a rack or clean dishtowel. MULTIPLE INTELLIGENCES: Spatial, Bodily/Kinesthetic, Naturalist MATERIALS: Ingredients listed above, two mixing bowls, wooden spoon, measuring cups and spoons, floured board, butter, bread pan, knife, clean and flat surface, oven, dishtowel
4. Seed Collecting Seeds are what all plants produce to create new plants. Take a hike in the forest and ask the campers to collect a sample of any seeds or seed pods they find. Using camper and counselor knowledge, and any tree books from the nature center, identify as many seeds as you can. Help the campers notice the variety of shapes and sizes of the seeds, and that the seed size does not always match the grown-plant size. Ask, “Why are the seeds so different?” (Seeds not only grow new life, they serve as vehicles for plants to “travel” around—sometimes traveling in animals who eat the fruit, or stuck to a pant leg—and grow somewhere else.) MULTIPLE INTELLIGENCES: Naturalist MATERIALS: Seeds collected on hike, books from nature center
5. Your Tree Remind campers of the Bible story. Have campers brainstorm the gifts or personality traits they have that help them to serve others. Then have them brainstorm actions they would like to do or be a part of that involve helping others. Using paper and markers, have each camper draw a tree with many branches. Each branch should be labeled with one of the traits the camper identified, or with one of the actions the camper would like to do to help others. MULTIPLE INTELLIGENCES: Naturalist, Spatial MATERIALS: Paper, markers 6. Vine and Branches Just as a small seed can grow into a great tree; God reminds us that God is the vine and we are the branches (John 15:1–8). We must remember that God is the root of all that is good, and our good acts are achievable because we are God’s faithful children. Have campers cut out leaves from construction paper. Have campers write their names on the leaves and attach them to the “vine.” The vine can either be a rope or can be drawn on a large sheet of paper. Display your vine in your cabin area. MULTIPLE INTELLIGENCES: Spatial MATERIALS: Construction paper, markers, glue or tape, rope or butcher paper
Worship Resources
Morning Watch Begin with a song the campers sang the previous day. Talk about the parable from the previous day. In silence, ask them to think about what was planted in their soil yesterday. Ask if anyone would like to share. As a reminder that God is working in them each day, and as an encouragement to be open to God, have them repeat the “Be Still” prayer. (See Discovery 1 page 81.) Hand out Camper Page 6 and tell campers to find a time to do the personal devotion during the day. MULTIPLE INTELLIGENCES: Musical, Intrapersonal, Interpersonal MATERIALS: Bible
Evening Worship Sing: Sing several songs from your camp’s tradition, preferably ones that relate to the discovery of the day. Read the scripture: Matthew 13:31–35 Engage the scripture: This is the closing worship for your campers. Setting the tone of what to wrap up and carry home with them from their time together at camp is very important, and very personal. Take some time today to pray about what you gained as the worship leader this week and how you can help campers nurture what they experienced at camp when they return home. After reading the scripture, ask the campers to gather in their cabin groups and share what was planted in their soil this week that they want to water and help grow when they go home from camp. Give each counselor a small safety pin and a 2-inch thin yellow ribbon. Yellow is used as a color symbol for remembering. Also give the counselors enough already attached ribbons and safety pins to hand out one to each camper. Instruct counselors to pin a ribbon on each camper’s collar or sleeve (as appropriate) and, as they do, to invite each camper to share what was planted in him/her this week. Sing: Sing a song to prepare campers for closing.
Closing prayer: Have group form a circle, holding hands, and invite the campers to share something that was planted in their soil today day. When one camper is finished speaking, instruct him/her to squeeze the hand of the next camper. Campers do not have to share their thoughts out loud; instead, they can just squeeze the next hand so the prayer continues. Close the group in a spoken prayer for the gift of good soil, and for the support of God and the community as we overcome challenges we face. MULTIPLE INTELLIGENCES: Linguistic, Intrapersonal, Interpersonal, Bodily/Kinesthetic, Musical MATERIALS: Safety pins, yellow ribbons, Bible
Cabin Devotions Gather your cabin group together for some quiet time at the end of the day. Have them do a breath prayer by inhaling through their noses, holding it, and exhaling through their mouths. Explain that the Hebrew word Ruah means breath or spirit, or can mean the Holy Spirit. So, as they do the activity, have them think of breathing in God’s Spirit, and exhaling what they have been taught into their lives. After a few breaths, ask them to think about what the high point of the day was, and what the low point of the day was. Ask them to share if they so desire. Then ask them what they are thankful for today, and what they are looking forward to tomorrow. End in a calm prayer for peace and friendship before sending the campers to bed. MULTIPLE INTELLIGENCES: Linguistic, Intrapersonal, Interpersonal, Bodily/Kinesthetic MATERIALS: None More Activities: Community Building and Recreation
1. Name Games The first time you meet, gather the campers into a circle. Go around the circle, having each camper share his/her name and hometown. As the leader, always go first in a game like this. Other options include saying your name and an adjective that describes you that starts with the same letter as your first name. Older campers can make this harder by saying their names and adjectives and repeating the names and adjectives of everyone who has gone before. MULTIPLE INTELLIGENCES: Linguistic, Interpersonal SUPPLIES: None
2. Names in Action Ask players to introduce themselves to the group, one by one, by pairing each syllable of their names with fun motions as they say their names out loud. (For example, Crystal has two syllables in her name, so she might put her hands on her hips when she says Crys, and bob her head with tal.) The group responds to each person by repeating the name with the same action(s) to affirm the person and learn the name for themselves. As each new person introduces herself/himself, ask the group to also repeat each previous person’s name and action(s). MULTIPLE INTELLIGENCES: Linguistic, Interpersonal SUPPLIES: None
3. Snap, Clap, Snap! Gather the group in a circle. Teach the group a steady rhythm to repeat the entire game. For example, slap thighs twice, clap hands twice, and snap fingers twice—once with the right hand and once with the left. Let the group practice: slap, slap, clap, clap, snap, snap. Instruct participants to pause briefly between each movement to keep the beat steady and not too fast. Once the group masters the rhythm and movements, appoint a starting person to say his/her name on the first snap and someone else’s name on the second snap (or also point the index finger of his/her snapping hand at the person whose names he/she is calling). The person whose name is called must then say her/his name on the next snap and add someone else’s name to the following snap, keeping the rhythm going. MULTIPLE INTELLIGENCES: Linguistic, Interpersonal SUPPLIES: None
3. Shapes Form groups of ten or more and have the groups form circles, holding hands. Explain to the campers that you are going to call out a shape and each group is to form that shape as quickly as possible, while continuing to hold hands. As soon as a group forms the shape, call out another shape so the campers continue to move. Following are some shapes you can use, but you can also add your own: Square Pentagon Figure eight Rectangle Star Cross Fish Diamond Triangle Waving flag MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Spatial SUPPLIES: None
4. Report Card This is a fun, icebreaker activity for any time of the week. Divide the campers into two equal groups. Ask one group to sit or stand in a circle facing outward. Ask the other group to form a circle around the first, with each camper facing a member of the first group. The campers will answer the question for one subject, then the outside group will all move, one camper to the right. Use the following question: Including yourself, who in your family would get an A, and who would get a C, in the following subjects: Math Drivers Ed English Pet Care History Cooking Geography House Cleaning Physical Education Yard Work MULTIPLE INTELLIGENCES: Linguistic, Interpersonal SUPPLIES: None
5. Musical Blobs All campers will mill round the room while some music plays. When you stop the music, call out a number, and the campers are to form blobs that total the exact number. The members of the last blob to form, or the campers who are not able to join a correct-numbered blob, are out and will gather in the “out” area. Before the music starts again, ask one of the following questions, which must be answered by everyone in each blob and by those in the “out” area. With smaller groups, you can restart the game several times. Following are some questions you can use when the music stops: What is your favorite color? What is your favorite food? What is your favorite subject in school? How many people are in your immediate family? What is your favorite Bible verse? Do you prefer an ice cream sundae or ice cream cone? What is your favorite part of camp? Can you keep a secret? MULTIPLE INTELLIGENCES: Spatial, Linguistic, Interpersonal SUPPLIES: Music
6. Three Truths, One Lie Gather the campers into groups of three or four. Give each camper an index card and a pencil. Ask the campers to number “1” through “4” on the card. Explain that you are going to tell them four incomplete statements. Tell them to write the statements as you have read them, but to leave space to complete them after you have explained the rest of the instructions. Read the following: 1. My favorite television show is ______. 2. My favorite season of the year is ______. 3. My hero is ______. 4. I keep secrets from my parents. (yes or no?) Share the statements a second time and tell the campers you want them to answer three of the questions with the truth and answer one question with a lie. It is their choice as to which answer is the lie. When everyone has completed their statements, have them take turns sharing their answers within their groups of three or four. The other members of the group will try to guess which answer is the lie. After the others have all guessed, the camper will share which answer is the lie, and they will move on to the next camper, until all in the group have shared. MULTIPLE INTELLIGENCES: Linguistic, Interpersonal SUPPLIES: Index cards, pencils
7. Kindness Relay Do this outside. Divide campers into three groups of four. Adults can play to even the teams. Ask the teams to stand behind a designated starting line. About 40 feet away, place three chairs, each with a sack containing a set of slips of paper, with each slip having one of several possible relay instructions written on it. Give the campers the following instructions: “When I say ‘go,’ a member from your team will run to the chair facing your team, grab one slip of paper from the sack, read it, and then follow the directions precisely. After you read a slip, do not put it back into the sack. When you complete the task, tag the next person on your team. The team that gets through all the slips in their sack first wins. Remember, you must do exactly what it says on the paper. Also, when someone asks for your team’s cooperation, you must help him or her.” Relay Instructions (to be written on the slips of paper ahead of time): Go to someone on another team and whisper, “I’m glad you came to camp.” Go to someone on another team and give him/her a back rub for 15 seconds. You must count the seconds out loud. Go to another team, give them high fives, and tell them, “You’re Cool!” Go to someone on another team and trade shoes with her/him for the rest of the game. Go back to your team and gather everyone around you. Tell them all to hug you at the same time. Go to someone of the opposite sex on another team, kneel down in front of that person, and ask, “Do you like me?” Keep asking until he/she says “Yes!” Go to one of your adult leaders and say, “Thank you for giving your time to be with us at camp.” Go back to your team. Have two or three team members carry you to the chair and back. After the relay is over, congratulate everyone for being so kind to one another. Ask them to respond to these questions: “How does it feel to be kind and compassionate to one another in a game? How would it feel if we always treated everyone that way?” MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Linguistic SUPPLIES: Three sacks, chairs, and sets of relay instructions cut apart for each team
8. Oh, My Caring Back Before the group gathers, write the following words or phrases on small pieces of paper. You can add some of your own if you like, but all should relate to caring. Heart Hug Greeting card Carrying groceries for someone Missionary Bible Visiting the sick Visiting a nursing home Mission trip Pastor Serving at a soup kitchen Nurse Camp leader Tape one slip of paper to each camper’s back. When you say, “Go,” each camper should move around the other campers and ask others only yes or no questions to try to find out what is on his/her back. Share with the campers that the words or phrases on the slips all have to do with “caring.” They may include items, actions, events, or persons. The campers can only ask each different person one question, and then must move on to another. However, a camper can come back to a certain person after talking to several others. When a camper correctly guesses his/her word(s), he/she will take a eat, but others can still ask finished campers questions. When all have figured out their word(s), discuss how the words relate to ministry. MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Spatial SUPPLIES: Small slips of paper, pen, masking tape
9. Crossed or Uncrossed Before beginning this session, explain this game to one camper ahead of time, so he/she will always be right. Invite the campers to sit in a circle. Explain to the campers that they are going to pass a pair of scissors around the circle “crossed” or “uncrossed.” Explain that when they receive the scissors, they must either say, “I receive the scissors crossed,” or, “I receive the scissors uncrossed.” Then you will tell that camper whether or not he/she is correct. Tell them, “Remember, not everything is as it seems. And once you determine what makes the scissors crossed or uncrossed, keep the secret to yourself until everyone figures it out.” Begin by having the campers pass the scissors around the circle and invite them to open or close the scissors as they do so. As stated above, it will be your job as the leader to tell the camper receiving the scissors whether his/her guess of “crossed” or “uncrossed” is correct or not. (It has nothing to do with the scissors, but is determined by whether the person receiving the scissors has his/her legs crossed or not.) If the camper’s legs are crossed, then the correct response is, “I receive the scissors crossed.” If the camper’s legs are not crossed, the correct response is, “I receive the scissors uncrossed.” You can play also. Keep playing until almost everyone has figured out the game. To move it along, you can exaggerate crossing or uncrossing your legs as you receive the scissors. When you stop playing, identify the camper who was told the secret beforehand. Discuss the following questions with the campers: How did it feel being the one who knew the secret? Was it fair that one camper already knew the secret? Did it help others that one camper already knew the secret? Why or why not? What do think of the fact that the scissors had nothing to do with correct answer? Watching the scissors distracted you from the real answer! What distracts you from participating at camp? What distracts you from sharing your faith? MULTIPLE INTELLIGENCES: Spatial, Linguistic SUPPLIES: One pair of safety scissors
10. Have You Seen My Sheep? Ask the group to stand in a circle. One person runs around the outside and stands behind the person of his/her choice. The person who is “it” says to the one he/she is standing behind, “Have you seen my sheep?” The other person asks, “What does it look like?” The “it” person then describes another camper in the group. The person who is described, the “sheep,” gets up and runs and tries to tag “it” before he/she can run around the outside of the circle one complete time and take the original place of the “sheep” in the circle. If “it” is tagged, she/he remains “it”; if not, the “sheep” becomes “it.” MULTIPLE INTELLIGENCES: Bodily/Kinesthetic SUPPLIES: None
11. The Silent Lego Experiment This is a total camp experience, with teams consisting of each cabin group. When the whole camp gathers, spread the cabin groups out, with each group taking a place together on the floor. Each group will have an identical set of Legos (or other connecting blocks). A model will be made by a leader before this experience and set in another room. The model is made from the exact same set of Legos. (You do not have to use all the Legos you have available when making the model.) This exercise is to see how well the groups can work together in copying the model—without saying a word! At the beginning, one member of each group will be called forward and given twenty seconds to look at the model. That person will return to the group, and without saying a word, begin building the copy. Two minutes later, another member of each group will be called forward to look at the model for twenty seconds and return to help build the copy. This will continue at two-minute intervals until all have seen the model. Another round will begin with only ten seconds to look at the model. The last interval will allow only five seconds with the model. When this is complete, appointed leaders will judge the copies and award prizes. Ask follow up questions such as: What made this exercise hard? How did you communicate without speaking? How did you use your time with the model? What did you learn about working together? MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Spatial SUPPLIES: A set of identical Legos for each small group, a model made from the same set of Legos, prizes More Activities: Creative Arts
1. Sower’s Cross Have containers filled with a variety of seeds and beans of different shapes and colors. Give each camper a heavy cardboard cross cutout (8-10 inches high, with an even width of a couple inches throughout) with a hole punched in the top. Have each camper write his/her name on the back. Have them think about designs for their crosses, perhaps using larger beans or seeds around the outside to make a border and then filling in the rest with their own creative designs. They may wish to spell something out in the center of the crosses either horizontally or vertically. Have them apply glue to the crosses in small areas as they complete their designs. When they are finished, put the crosses aside to dry. To complete a cross, a loop of yarn or plastic lacing may be put through the hole at the top when completely dry. MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Naturalist MATERIALS: Variety of seeds and beans, cardboard cross cutouts, glue, yarn or plastic lacing
2. Machine Organize the campers into groups of six to eight. Give each group a slip of paper with the name of a machine written on it (tractor, photocopier, coffee maker, computer, carousel, toaster, and so forth) on it. Tell them not to share the item on the paper with any other group. Give the group 10 minutes to come up with a plan to demonstrate the machine without words or sounds. Then ask each group to “present their machine” and have the other groups guess what it is. MULTIPLE INTELLIGENCES: Spatial, Logical/Mathematical, Interpersonal, Bodily/Kinesthetic MATERIALS: Slips of paper with names of machines, space to do planning away from other groups, space to demonstrate the machine for all other groups
3. Sun Prints Have campers collect a variety of shapes—possibly leaves, grass, ferns, small flat evergreen boughs—found already dead on the ground, not picked. Give each camper a piece of solar-sensitive photo paper and have him/her write his/her name on the back. Have each camper put his/her paper on a separate large piece of corrugated cardboard. Have the campers arrange a variety of natural items on their papers. Carefully move the papers to a sunny spot. Leave the papers exposed for approximately two minutes. (See instructions on photo paper packet.) Remove the materials and rinse the papers in clear water to “fix” the image. Allow the papers to dry. MULTIPLE INTELLIGENCES: Spatial, Naturalist MATERIALS: Different shaped leaves, grass stems, pieces of fern, small flat evergreen boughs, solar-sensitive photo paper (available on-line or at a science supply store), corrugated cardboard sheets larger than photo paper, shallow pan, water, drying rack
4. Nature Collage Have campers collect a variety of shapes of (already dead) leaves, grass, ferns, small flat evergreen boughs, and small flowers. Give them each two sheets of wax paper 8 inches long. The first piece of wax paper should be placed on several layers of newspaper. Chosen materials should be arranged on the wax paper leaving at least 1 inch of room around the edges. The second piece of wax paper is to be placed over the materials so edges of the wax sheets line up. A sheet of plain paper or newspaper then needs to be placed over the wax paper, and a leader or counselor should carefully use an iron on low setting to seal the two pieces of wax paper. Afterward, write the camper’s name on the back with a permanent marker. MULTIPLE INTELLIGENCES: Spatial, Naturalist MATERIALS: Differently shaped (already dead) leaves, stems of grass, small flat evergreen boughs, small flowers, wax paper in 8 inch lengths from roll, newspaper, iron
5. Bread Dough Coins Using small condiment cups or containers of similar size, put out containers of food coloring. Supply a bowl and a sheet of tin foil for each camper. Give each camper two pieces of stale white bread, and relay these instructions: “Remove the crusts and discard or compost. Tear the bread into small pieces and place them in the bowl. Add enough white glue to make the bread wet but not runny. With your fingers, mash the bread and glue together to make a doughlike mixture. If too solid, add glue. If too runny, add bread. Roll the mixture into a ball. Put your ball on the tin foil and flatten with your hand. Use a round cookie cutter to cut your dough ball into small circles. Leave the circles on the foil and paint designs on the bread dough coins with food coloring. Let them dry until hard.” Be sure that campers wash their hands in a separate tub. Be very careful not to get the glue/bread mixture in a drain as it could cause a clog. MULTIPLE INTELLIGENCES: Bodily/Kinesthetic MATERIALS: Needed for each camper: small bowl, sheet of tin foil, two pieces of stale white bread, white school glue, small round cookie cutter, food coloring, small containers for food coloring, small paint brushes, wash tub
6. Musical Instruments Tambourine Give each camper two paper plates and instruct them as follows: “Decorate the bottom of each plate with markers or crayons. When both plates are decorated, place one plate right side up on the table and put a handful of dried beans, split peas, or lentils on the plate. Carefully put the other plate on top, upside down—first inserting ribbons or paper steamers where desired—and staple the plates together around the edges.” The tambourines can be used in a parade or celebration or to provide music for a party. Maracas Ahead of time, in a large bowl prepare papier-mâché paste, and cut or tear a bunch of 1-2 inch strips of newspaper (enough for each camper to cover his/her lightbulbs). Give each camper two burned-out incandescent light bulbs and two 6-inch dowels (or sticks), and relay these instructions: Securely tape one 6-inch long dowel (or stick) to each light bulb. Dip the newspaper strips into the paste and squeeze off the excess on the side of the paste bowl. Place each piece on the first light bulb, overlapping the edges until the bulb is completely covered including where the stick is taped to the light bulb. Use three layers of newspaper to ensure complete coverage. Do the same for the second bulb. Let the light bulbs dry over night (longer if necessary). When dry, have the campers tap the light bulbs against the floor or wall hard enough to break the glass, but not the papier-mâché shell. The broken glass will make the maracas sound. Then, have the campers stick their maracas in jars or cans to hold them up. They can then paint the maracas with acrylic paint (not tempera, or any other water-based paint), and let them dry completely. The campers can use their maracas in a parade or celebration or to provide music for a party. Drum Provide an empty oatmeal container with lid for each camper. Have each camper decorate a piece of construction paper with designs that have a special meaning for the camper or illustrate the parables. Then, to the drums, provide these instructions: Glue the construction paper around the label area of the oatmeal container. Tie a bead or button to one end of a length of string, then string beads, spools, buttons, feathers, or other decorative items on it. With the lid off, poke a hole in the side of the oatmeal container and stick the other end of the string through from the outside. Fasten the string to the side of the container by tying another bead or button to the end inside the container, so that the decorations hang off the drum. Put the lid on and attach with tape. The campers can use the drums in a parade or celebration, or to provide music for a party. MULTIPLE INTELLIGENCES: Musical, Bodily/Kinesthetic, Interpersonal MATERIALS: Tambourine: large ribbed paper plates; crayons or markers; dried beans, split peas, or lentils; steamers or ribbon Maracas: burned out light bulbs, 6-inch dowels or sticks, tape, papier-mâché paste, newspapers, large bowl, acrylic paint Drum: Empty and clean oatmeal containers with lids, construction paper, crayons or markers, glue, stylus or scissor point, string or plastic lacing, decorative materials (beads, spools, buttons, feathers, etc.), tape
7. Story Sheet Provide each camper with a white handkerchief, a piece of bandanna-sized white fabric, or a white cloth napkin; a piece of white paper the same size as whatever cloth you are using; several fabric crayons, and a pad of newspaper. Directions: Think of a design for one of the stories you have heard this week. Using the fabric crayons, draw the story (no words or numbers) on the piece of white paper. When the picture is complete, spread the white fabric on the pad of newspaper. Place the colored picture face down on the fabric. When a camper reaches this point, a counselor will cover the drawing with another piece of paper or piece of fabric. Use an iron on medium, no steam, setting and press the design slowly and firmly into the fabric. Be sure to double-check the directions on the fabric crayons box. Then, have the camper remove the paper drawing and see the artwork transferred to the fabric. Suggest that the camper use this story sheet, to tell the story to someone else. Campers can put the story sheets in their pockets and share them with others at camp or at home. MULTIPLE INTELLIGENCES: Spatial, Bodily/Kinesthetic, Linguistic, Interpersonal MATERIALS: Fabric crayons, pieces of white fabric (men’s handkerchief, bandanna-sized material, cloth napkin), pieces of white paper same size as fabric, newspaper, iron, extra cloth
8. Sheep and Goats Cards Give each camper 15 small, unlined note cards. Talk about the things in the story of the sheep and goats (sheep, goats, water, food, clothes, prison, visiting) and what might be symbols for each action. Have campers draw a picture of each action (or provide cutout sheets with pictures of each action) on two cards so there is a matching set. Draw a cross on the fifteenth card. If there is a stamp or logo sticker for the camp or church, you may put that on the back of each card. When all the cards are completed, have each camper find a friend to play a game. All the cards are placed face down and, and the players take turns drawing cards, as they try to find a matching set. The game ends when one person finds the card with the cross. For older campers, the game can be more challenging if they combine two sets of cards and the winner is the one who first finds both crosses. AGE LEVEL: Older Children, Younger Youth, Older Youth, Intergenerational MULTIPLE INTELLIGENCES: Logical/Mathematical, Spatial, Linguistic, Interpersonal, Bodily/Kinesthetic MATERIALS: 15 plain note cards, markers, colored pencils, crayons (or cutout sheets), logo or name stamp or sticker
9. Leaf Prints Have ready enough of the items listed in the “Materials” below to supply each of the campers for this activity. Then, instruct the campers as follows: “Take a large lump of clay and work it until it is soft. Roll the clay into a ball. Flatten one side of the ball on the work table. Press the back side of a leaf, a fern frond, or evergreen sprig into the flattened side of the clay. Press the veins and outline into the clay until a deep impression is formed. Carefully peel the natural object from the clay. Use a pencil or stylus to clarify or add more detail, if desired. Pour tempera paint onto a paper plate. Gently press the clay into the paint, or use a paintbrush to dab paint onto the impression. Press the clay onto a piece of paper. Make several prints before more paint is added to the clay. Make as many prints as you wish of one color, or add other colors. Experiment with different colored paper and different colored paint.” MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Spatial, Naturalist MATERIALS: Lumps of clay; leaves, fern fronds, or flat evergreen sprigs; styluses or pencils; variety of colors of tempera paint; paper plates; different colors of paper or construction paper; paintbrushes
10. Party Necklace Give each camper a large paper plate with a ribbed edge, crayons or markers, and scissors. Then, instruct the campers as follows: “Color only the ribbed edge, using different colors and designs. When finished, snip through the outside ribbing and carefully cut out the circular inside portion of the plate so only the decorated ribbing is left. Slip the colored paper plate necklace around your neck to wear.” MULTIPLE INTELLIGENCES: Spatial MATERIALS: Paper plates, crayons or markers, scissors
11. Fabric Basket Ahead of time, cut various kinds of fabric into 2-inch squares. Also, prepare well-mixed solution of half white glue/half water to be provided to the campers in small bowls. Pass these items out to the campers, along with a soup bowl and plastic wrap for each camper. Then instruct the campers as follows: “Place the soup bowl upside down on the work table. Cover the outside of the bowl with plastic wrap. Dip the fabric squares in the glue mixture, squeezing off the excess glue with two fingers. Press the fabric squares on the plastic wrap-covered bowl, overlapping them in three or four layers to cover the entire underside of the bowl.” After they have finished, let the bowls dry overnight. (It may take longer.) When the fabric is completely dried, take the fabric bowls off the plastic-wrapped bowls. If the edges are ragged, campers can use scissors to trim them. Campers may then also glue pieces of braid to the edges if they wish. The bowls will hold objects as long as they are not liquid—or wet. MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Naturalist MATERIALS: Small bowls for glue mixture, white glue, water, fabric (precut into 2-inch squares), soup bowls, plastic wrap, decorative braids (optional), scissors, place to set bowls to dry More Activities: Care of Creation and Nature Exploration
1. Sand Water Filter Soil has so many uses. Expanding on the idea of “good soil,” this activity can help campers see that certain soils can actually clean water! Cut the bottom out of a clear plastic bottle. Invert the bottle with the cap on and place some gravel into the bottle—large pieces first to clog the hole. Pour sand over the gravel to fill in any cracks. In another container, mix dirt and water. Pour the dirty water into the bottle containing sand and gravel. Place the bottle over an empty cup or container and slowly remove the cap. The water that comes out should be clear! (Do not drink this water because this is not a professional filter.) Tell campers that water companies actually do a similar process using sand as a filter to clean the water before it comes to their houses. MULTIPLE INTELLIGENCES: Spatial, Naturalist, Logical/Mathematical MATERIALS: Clear plastic two-liter bottle, ½ cup dirt, 2 cups sand, 2 cups gravel, cup, spoon, scissors, water
2. Work in the Garden Spend an activity period working in the camp garden or, if there is no garden, work to clean up or restore an area of camp in need. Your camp director can help you identify areas to improve. MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Naturalist, Interpersonal MATERIALS: Various items—depending on area—such as rakes, clippers, gloves, and so forth
3. Bird Feeders Have campers collect pinecones (in areas with no pinecones, toilet paper tubes can be used as an alternative; insert sticks for perches.) Tie a string to the top of the pinecone. Spread vegetable shortening over the pinecone. Roll the pinecone in bird seed. Hang from a tree, or take home. MULTIPLE INTELLIGENCES: Naturalist, Spatial MATERIALS: Pinecones, vegetable shortening, bird seed, string
4. Natural Helpers God created the world in such a way that animals and plants would help each other out. Each animal has its own purpose in its environment. Take campers to the woods and have them point out what they see as living in the forest, and what other animals or plants they might not see that live in the forest. Ask them to share what each animal or plant needs to survive. Ask them to share what each plant or animal contributes to the forest community. (For example, deer eat berries and leaves. The deer’s eating encourages plant growth and distributes seeds, and the deer provide fertilizer for the forest by digesting, and then depositing, the berries and leaves they consume. An oak tree provides acorns for squirrels, shade for animals and plants, and nutrients for the forest soil when it falls and decomposes.) Remind the campers that, in the Bible story, God’s purpose for us is to act in ways that care for others (and you can expand this idea by asking whether we are also called by God to care for the other “friends” on the planet, such as the plants and animals.) In the same way, God created the diverse animals and plants in the forest in such a way that their lives would be a benefit for the other members of their forest community. MULTIPLE INTELLIGENCES: Naturalist, Logical/Mathematical MATERIALS: None
5. Invasive Species In many areas, plants from other ecosystems have intruded and taken over a niche previously filled by a native plant. In West Virginia, Japanese Knotweed was planted to quickly cover mining activity because it grew fast. However, it grows so fast that native trees such as Eastern Chestnuts can’t grow into new trees. Find out from your director or a local naturalist if there are invasive species at your camp. Schedule some times (and provide some gloves) to remove invasive species from an area so the natural forest plants can regrow. This activity can illustrate the parable of the sheep and goats in Discovery 5. MULTIPLE INTELLIGENCES: Naturalist MATERIALS: Gloves and possibly cardboard or shears/whackers depending on the project
6. Track an Animal Many animals share your camp with you. Most of them are awake at night or hide during the day so you don’t see them. You can often identify them through their prints and their scat (droppings). As an illustration that God seeks for us, challenge your group to seek out the animals at camp. Using a nature book, identify some prints in your cabin area. Challenge your campers to find and identify the scat of the animal. As a real challenge, try to catch a glimpse of the animal. MULTIPLE INTELLIGENCES: Logical/Mathematical, Spatial, Naturalist MATERIALS: Animal book from nature center
7. Sleep “On the Roof” Well not really…but in Jesus’ time, it was not uncommon for families to sleep on their roofs on hot nights, and maybe that is what the man was doing when he was awakened by his neighbor in the story in Discovery 2. Pick a clear night; get a tarp, your sleeping bags, and flashlights; and sleep in the meadow. Your campers may get to see bats, see more stars than they ever have before, and have a fantastic sleep out! MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Intrapersonal, Naturalist MATERIALS: Large tarp to sleep on, sleeping bags, flashlights
8. Nature’s Welcome Take a hike in the woods and collect a variety of branches, leaves, cones, seeds, stones and other natural items found on the ground. Be sure not to take anything that is living. Using glue and a large sheet of paper, create a welcome sign for your cabin group. All these natural elements were designed to help the whole forest community stay healthy and they will serve as a representation to your group that everyone contributes and has an important part to play in your camp group and in God’s kingdom. MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Naturalist, Spatial MATERIALS: Large sheet of paper, glue, natural (nonliving) items
9. Bat and Moth Game God has given each of us unique gifts and talents to do God’s work in the world. A game of “Bat and Moth” will help illustrate unique characteristics. Have the group form a tight circle with two volunteers in the middle. One volunteer will be blindfolded and be the bat. The other volunteer will be the moth. Bats “see” using echo location—sending out a sound wave, and calculating where it bounced back from to track its prey. In the game, the “bat” will say “BAT!” and when he/she does, the camper in the circle closest to the moth will shout back “MOTH!” The moth can move around and the bat can say “BAT!” as often as he/she wants. When the bat reaches out and touches the moth, the game ends. The bat can remove the blindfold, and other campers can now volunteer to be the bat or moth. MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Logical/Mathematical, Interpersonal MATERIALS: Blindfold
10. Night Hike While taking a hike at night, explain that many animals are adapted to life in the dark. It helps them hide from predators, among other benefits. Certain adaptations help. Large ears help gather sound—have campers cup their ears with their hands to experience amplified sound. Large eyes are adapted to see more contrast in shading, as light is needed to identify color. Take multiple colored strips of construction paper with you and have campers guess what color they are, briefly turn on a flashlight to see if they are right or wrong. Smell is also amplified in many night animals. Wet noses help heighten smell. Gather containers of natural smells (grass, flowers, soil) and an artificial smell, such as soap. Have the campers sniff them and try to guess what they are smelling. Before you tell them the answers, have them wet the top of their lip under their nose and sniff again and see if that helps. This activity will also highlight how such animals cannot just hear us tromping through the woods, but can also smell us “a mile away” because of our artificial odors. Have a contest to see who can walk the quietest. If the group is very quiet and still, they will increase their likelihood of seeing night animals while on their hike. This activity illustrates seeking after the sheep or the coin and how hard that can be sometimes, just like it is hard to see in the dark. It can also illustrate how God has planted different traits and skills in different animals to help them be contributing members of their community. MULTIPLE INTELLIGENCES: Naturalist, Bodily/Kinesthetic, Spatial, Interpersonal MATERIALS: Strips of colored paper, flashlight, collection of natural and artificial scents
11. How Hot Is It? Did you know crickets can be used to accurately check the temperature? Have the campers count the number of times a cricket chirps in 14 seconds. Then, have them add 40 to that number. They may be surprised to find out the total is within a few degrees of the actual air temperature! Strange but true, and this further illustrates that God plants different “seeds”—skills and talents—in everything to contribute to the community. MULTIPLE INTELLIGENCES: Logical/Mathematical, Naturalist MATERIALS: Chirping cricket
12. Make Some Noise! Have campers gather natural materials such as leaves, stones, logs, sticks, and twigs from the ground to create instruments. Get creative and use these instruments to accompany the group in singing a camp song. Maybe perform this camp song for other campers at evening worship or another time. MULTIPLE INTELLIGENCES: Musical, Naturalist MATERIALS: Nonliving items campers find in nature
13. Natural Treasure Hunting God has placed all that is needed to recreate life into each seed. No matter how small, the seed of a plant has all it needs to make a new plant—with the help of some water, soil, and sun. Hike around camp and find a variety of seedpods. You might find acorns, maple samara (winged seeds), dandelion samara, Touch-Me-Not (Jewel Leaf seeds), pinecones, Tag-a-Longs, and others. Gather them back at camp and break off the outer coating to see how the seed inside looks and feels. How can it stay moist when the outside is so dry? How can something so inert grow into something so alive? Mysteries abound! This is an activity that not many campers have had the opportunity, or taken the time, to do. MULTIPLE INTELLIGENCES: Naturalist MATERIALS: Multiple seedpods
14. Grass Orchestra A great time to introduce this activity is at the end of a game time in the meadow while waiting for your next activity. Have campers each grab a blade of grass at least as long as a thumb. Then have them each press the blades between the sides of their two thumbs with one end secured by the first knuckle and the other end squeezed between the “heels” of their thumbs. If they flex their thumbs together, you can make the grass taught or loose. Have them tighten the grass blade and blow slowly but steadily through the hole formed by their pressed-together thumbs. If they do it right, they will create a sound like a trumpet, or maybe like someone blowing their nose. They can change the pitch by changing how loose or taught the grass is. If you have time, see if the group can create a song, or accompany a song with their new grass instruments. MULTIPLE INTELLIGENCES: Musical, Naturalist MATERIALS: Blades of grass for each camper
15. The Making of Good Soil All good topsoil started out as rocks and other materials. Even the lush meadow has pieces of gravel, hard-packed soil found on paths, and even thorn bush! Take a scavenger hunt around camp to witness nature turning “bad soil” into good. Look for areas where water has carved away creek banks, moving the soil downstream to mix with other soil. Look for places were trees or grasses are growing in cracks in rocks, slowly breaking down the rock into smaller pieces to become elements of “good soil.” What other ways are rocks and other materials broken down to become “good soil”? Can you find examples around camp? MULTIPLE INTELLIGENCES: Naturalist, MATERIALS: None
16. Micro “Safari!” This is a great activity for a very hot day. Take campers to a clearing and tell they are going on a safari. They are going to hike through the jungle of grass! Have them imagine they have been shrunk to the size of an ant for this exercise, adding to the fun. Have them place their pointer fingers together and their thumbs together forming a rough circle. Have them place their hands on the ground, and the plot of grass that falls in that space will be their area of the “grassland jungle” to hike. Give them five minutes to explore the area and to remember all they find. They will find a multitude of diversity that may include different varieties of grass and clover, insects, invertebrates, plant sprouts, dirt, seeds, and other items. Have the campers share what they find with each other, but encourage them to elaborate and exaggerate the names and descriptions of things. A “Multi-legged monstrosity with pincers dripping with venom!” might describe a centipede, for example. Some may want to see the phenomenal discoveries other campers described for themselves! MULTIPLE INTELLIGENCES: Naturalist, Spatial, Intrapersonal, Linguistic MATERIALS: Small patch of meadow grassland
17. Nature’s Bounty With an experienced naturalist, explore your camp for foods that grow naturally. Remember, our ancestors cultivated native plants to create our current supermarket-available produce. You might find grape vine growing with very small, sour grapes. Or you might pull up a “Queen Anne’s Lace” plant (a lacelike round cluster of flowers on long, leafy stalk) and break the root to smell something that is related to modern carrots! Wild raspberries, wineberries, mulberries, and blackberries are common at many camps, and are ripe during the summer. You may even find plants that are edible that we don’t normally eat, such as the common dandelion (the leaves add a bitter crunch to salad) and mountain sorrel (“Lemon Clover”). Please be sure to warn campers never to eat anything in nature they have not been shown by a trained naturalist, as there are many things in nature that will make a person ill. Remind them that God truly has provided us with everything we need to survive and, often, we need to relearn the wonder of creation that is all around us. MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Naturalist MATERIALS: Edible plants identified by trained naturalist, trained naturalist
18. A Face Full of Sun and a Belly Full of Laughter….A.K.A. “Ha! Ha!” This activity is for the sheer enjoyment of being out in the sun with a group of friends. Have one person lie on his/her back on the grass. Have the next person lie on his/her back with his/her head on the stomach of the person before, and so on until all campers are lying together with their heads on each other’s stomachs. The first camper says “Ha!” The second says “Ha! Ha!” and so on. It won’t be long until those “Ha’s!” turn into uncontrollable laughter. MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Interpersonal, Naturalist MATERIALS: None
More Activities: Media Resources—Using Movies, TV, Songs, and the Internet at Camp
Some Suggested Guidelines for Leaders In using media resources at camp, keep in mind several important issues.
1. Licensing Issues Movies, television shows, and songs are governed by copyright laws. Even with nonprofit organizations such as your camp, a license to play is still required. Not charging a fee to play doesn’t matter. Check with your camp director to see if your camp provides a license to play movies, TV shows, or songs. Make sure that the camp’s license covers the media you want to use, as certain licensing packages cover only certain recording labels or movie/TV production companies. Look to CCLI and CVLI for information. 2. Suitable Setting Not all camp locations are suitable for using media such as recorded songs, movies, or accessing the Internet. After all, part of camping’s overall mission is reconnecting with God’s creation without the burden of electronic equipment. Make sure using media fits with your camp’s overall mission of camping. You may also not have the proper equipment to use certain forms of media. If you are a high adventure camp that basically does everything in a rustic setting, then using media may not work for you. 3. Age Appropriate Use media appropriate to your camper age group. When choosing a movie, TV show, Internet site, or song to use, check to see if it has a rating to it and use accordingly. If in doubt, go down in age. If you have a mixed age group, then choose the rating for the youngest person in the group. 4. Camp Policy Check your camp’s policy on using media and follow those guidelines. If your camp does not have a written policy, then check with your camp director for his/her direction. In the case of media resources, it is better to ask permission beforehand than to ask forgiveness afterward. 5. Other Considerations Many media resources come with a price tag. Check with your camp director to see if your camp can afford either the rental or purchase of a media resource. Check with your local library to determine if your media resource is there, or with churches that support your camp who may have media resources. If your camp is associated with a regional denominational office, check its resource center.
DISCOVERY 1 The Secret Is: We Are God’s Soil Scripture: Mark 4:1–9, 13–20 Theme: Growth Movies/TV: Watch the documentary The Sower, from Compass Cinemas. This film is based on the gospel of Matthew’s parallel to Mark’s parable of the sower. At the end of the documentary, it says, “Let [the one] with ears, hear.” Ask campers questions such as: “What can be learned from the farmer’s teachings on wheat growth in relation to living the Christian life?” This documentary is available from www.modernparables.com. Also check your local Christian bookstore or the resource center of your camp’s denominational headquarters. Music: Play the song “I Hope You Dance” by Leann Womack from the album of the same title. The character in the sing is challenging her child(ren) to try new things in life and not to be afraid. Ask campers questions such as: “What new things are you willing to try this week? What do you hope to learn this week?”
DISCOVERY 2 The Secret Is: We Can Ask boldly Scripture: Luke 11:5–10 Themes: Persistence/boldness in prayer; being a good neighbor Movies/TV: Watch the pre-clip to the movie Ice Age of the squirrel’s persistent pursuit of the acorn. Ask questions such as: “In what ways was the squirrel persistent in his pursuit of the acorn? What does this teach us about persistence in prayer?” Music: Play the James Taylor song, “You’ve Got a Friend.” The song suggests that to be a friend is to be responsive to the call from those who need you. Ask questions such as: “What do you think it takes to be a friend to others? In what ways does the song provide an interpretation of the parable?” Internet: Research stories of young people who have helped others in need.
DISCOVERY 3 The Secret Is: God Is Generous Scripture: Matthew 20:1–16 Theme: God’s grace, generosity Movies/TV: Watch the movie Amazing Grace, starring Ioan Gruffudd. Following the movie, ask questions such as: “How was the generosity of God present in the life of William Wilberforce? In what ways can the grace of God work through secular/nonreligious institutions?” Music: Listen to the song “One Love” by Bob Marley. Reflect on Marley’s line in the song, “Is there a place for the hopeless sinner?” Ask questions such as: “How extensive is God’s grace or generosity? Is it for a few or for all?” Internet: Visit the Web sites of several Christian denominations to explore their understandings of what God’s grace means in their particular tradition. Especially try looking up the denomination of each of your campers if your group represents several different ones. Ask campers to share how each is different and how they are alike. Ask questions such as: “In what ways do the different views on God’s grace express how they live out their faith?
DISCOVERY 4 The Secret Is: God Treasures Us Scripture: Luke 15:1–10 Theme: Seeking, Finding, and Celebrating Movies/TV: Watch the movie short Hidden Treasure from Compass Cinemas. Reflect with campers on the theme of seeking. Ask questions such as: “What sacrifices in the movie did the real estate agent make for his treasure? In what ways, if any, did God make sacrifices in seeking out the lost of this world?” This short movie can be found at www.modernparables.com. Music: Play or sing the song “God’s Great Love Is So Amazing” by Carolyn Winfrey Gillette. Discuss with campers about seeking out the lost and ask questions such as: “In what ways can we participate with God in seeking out the lost?” Internet: Search the term “the lost boys of Sudan.” In your search you should discover about the young men from the country of Sudan who were displaced from their home country due to war and genocide. Discuss with campers how the “lost boys of Sudan” can be the lost treasure that God is looking for. Ask questions such as: “In what ways did God seek out the ‘lost boys of Sudan’? In what ways could they be understood as being ‘found’? How was celebration an element of their stories?”
DISCOVERY 5 The Secret Is: Jesus Is in the “Least of These” Scripture: Matthew 25:31–40 (41–46) Themes: compassion; helping others in need Movie/TV: Watch the episode “Mayberry Goes Bankrupt” of the Andy Griffith Show. This episode is Episode #4 of Season 2 (original airdate: October 23, 1961). In one scene, Opie questions his father about why they couldn’t help Mr. Myers, who Andy had to evict. Discuss what it means to help others, and who we should help. Ask questions such as: “What are the different occasions that prompt us to help others? In what ways can we help others? This particular scene can also be found on youtube.com by searching, “Andy Griffith helping others.” Music: Listen to the song “Hands and Feet” by the group Audio Adrenaline. Reflect with your group about what it means to be the hands and feet of God. Ask questions such as: “In what ways do you see others in the world being the hands and feet of God? How can you be the hands and feet of God?” Internet: Search for charities that provide help to those in need. Compare how each of these charities defines “those in need” by asking questions such as: “What is the population that a particular organization serves? What are the services the organizations provide?
Discovery 6 The Secret Is: God Plants Us in the World Scripture: Matthew 13:31–35 Themes: Discipleship; Taking action Movie/TV: Watch the movie Saving Grace starring Tom Conti. The new Pope gets locked out of the Vatican and travels to a remote village to help them in their time of need. Discuss with your group what it means to help others. Ask questions such as: “What does a powerful man such as the Pope learn about helping others? What does his help look like? What can this character teach us about helping others?” Music: Listen to the song “World” by Five For Fighting. Invite your group to consider the question of the song: “What kind of world do you want?” Ask questions such as: “What kind of world do we think God wants? What are the things we can do to create that world?” Internet: With your group, visit the following sites to learn how you can make a difference in the world: www.oneworldbeat.org—Web site that promotes changing the world through song. www.pcusa.org/ministries/pda—Web page for Presbyterians for Disaster Assistance www.umc.org/umcor —Web page for the United Methodist Committee on Relief www.brethren.org—Web site for the Church of the Brethren www.ucc.org—Web site for the United Church of Christ www.msainfo.org—Web site for the Mustard Seed Associates, a network devoted to changing the world one small act at a time www.youthnoise.com —Web site that challenges youth to be active in the world www.worldvision.org—Web site for international aid organization www.heifer.org—Web site for organization that provides farm animals to those in poverty and living as subsistence farmers Ask your group to suggest other Web sites that can inform them about making a difference in the world. Challenge your group to engage in the good deeds as offered through each organization’s Web site. Invite them to challenge their families and/or churches to do the same. WELCOME to “Secrets of the Kingdom” DVD-ROM
This DVD-ROM contains all the material for the“Secrets of the Kingdom” curriculum, a training video, and digital art files for your camp promotion and giveaways. This gives you tremendous flexibility in opening, searching, and editing materials. The DVD-ROM includes complete PDF and Word files for individual age groups. Each age-level file has the Daily Discoveries for that age group plus the general information—Biblical and Theological Reflections, Resource List, Training Plans, and More Activities. The DVD-ROM contains three folders: 1. Training Video 2. Art Files of the logos and graphics, which can be used for T-shirts, newsletters, brochures, etc. The art files come in a variety of formats, some intended to be used only in graphic software applications. 3. Curriculum • PDF format, containing all the pages, both text and graphics. You cannot edit these, but you can download them through Acrobat and print them. NOTE: Adobe Acrobat Reader is free software that lets you view and print PDF files. You will receive the most recent version of Acrobat Reader that is available for your language and platform by visiting http://www.adobe.com/products/acrobat/readstep2.html • Word format, containing all the text in Microsoft Word. If your computer can read Word files, you can download the curriculum and edit it. • Camper Pages folder, containing four PDF files, one for each of the age groups. Each file has the six camper pages for that age group. Purchasers of the curriculum are licensed to reproduce all materials on the DVD-ROM to use for their own camping program. Giving or selling copies of the DVD-ROM to other campsites or camping programs is a violation of copyright laws. Please visit http://www.surveymonkey.com/s/newearthresource2012 to send an evaluation of the curriculum. If you have questions about the DVD-ROM, contact: Jenny Youngman, Project Manager [email protected] Tell Us What You Think…
Each year the Committee on Outdoor Ministries of the National Council of Churches convenes to dream and create a theme and outline for upcoming editions of New Earth Resources for the Outdoors. Their starting point is answering the question, how can this curriculum serve camps most effectively? To answer that question, we want to hear from you. Please complete the following survey and email or snail mail it to the address below.
1. What role does curriculum play in your camp experience?
2. How much or little is the theme expressed at camp?
3. Describe your experience with New Earth curriculum.
4. What changes or updates would you like to see in the New Earth curriculum?
5. How can New Earth resources serve your camp most effectively?
______Your name
______Your e-mail address
May we contact you for research or testing new materials? ____ yes _____ no
• Please return to Jenny Youngman, project manager for New Earth Resources for the Outdoors in addition to any other comments or questions; [email protected]. Or, mail it to Jenny Youngman 1221 Locust Street, Suite 670, St. Louis, MO 63103 Coming in 2013…the New, New Earth Resources for the Outdoors.
Beginning in 2013, New Earth Resources for the Outdoors will implement a four-year cycle of themes—
Year 1: God the Creator Year 2: Jesus the Christ Year 3: The Holy Spirit within Us Year 4: The Church in the World
Here’s a Sneak Peek at 2013 All Things New: Look What God Is Doing God is always moving, renewing, recreating, and doing a new thing. If we open our eyes to see the new things God is doing and are willing join in with God, we get the awesome privilege of creating good and new things with God. Help your campers have eyes to see God creating new things all around them and have the courage and creativity to join in God’s creative work.
Campers Will Explore: • A New Thing—what might God be doing in them during their week at camp? • A New Creation—how is God renewing creation around them? • A New Shape—how might God shape and mold them as they surrender to God’s work, as clay for a potter? • A New Creativity—what creative work did God plant in them and call them to share with the world? • A New Understanding—how does choosing to love God change their perspective and plans in life? • A New Life—what is the fruit of God’s continuing work in campers? How are they being changed? • A New Community—how can campers live creatively in their communities remembering that God isn’t finished with them?