Introductory Activities

Invite students to bring photos of their family.

RELATIONSHIPS1 GOD CREATES PEOPLE TO Teaching and Learning LIVE IN LOVING Activities RELATIONSHIP WITH EACH OTHER Bands A – D Use these as the basis for a display, for writing or art work. These photographs may provide opportunities to discuss the family structures within your INTRODUCTORY ACTIVITIES class. (1a,2a)

TOYS OR PETS Read a fiction book in which a stuffed toy or a BOOKS pet plays an important role in the life of a child. As an introduction to an investigation of Discuss the difference between a ‘friend’ like relationships in Bible stories, read fiction books this and having a person as a friend. (1b) which depict relationships between friends or family members, eg the way they support one PAINTINGS another, disagreements that may arise. Invite students to paint a picture of themselves Discuss similar experiences in the students’ with their friends or family. Use these as a lives, both good and bad. Continue by telling starting point to identify the features of students of God’s plan for people to live in relationships, eg doing things together, talking relationships. together, being loyal to one another. (1b) Books can also be used to begin discussion on issues such as divorce, blended families, and A GOOD FRIEND adoption. Go on to investigate the Christian Working in groups, students identify the five belief that God created people to live in most important characteristics of being a good relationships. friend. Each student in the group chooses a Be aware that there will be students in your characteristic and illustrates what the class for whom these are sensitive issues. characteristic would look like. Students Provide opportunity for students to share their discuss: experiences or feelings (but do not force this).  What does a ‘good friend’ do to make you (1a,1b,2a) feel special?  How do you show that you value this FAMILY TREE person and their friendship? Help students to identify the people in their Use this as an introduction to exploring the extended family by giving them an outline of a Christian belief that human relationships are simple family tree. Ask parents to help their part of God’s plan. (1a,1b,1c) children complete this. Use it as a basis for discussion about people in their family and extended family. (1a,1b) NEIGHBOURS To assist students to explore the concept of neighbours, choose from the following VIDEOS activities: Watch videos which depict life within a family.  Students draw a map which illustrates their Use these as discussion starters to identify home and the homes in their street or problems in relationships, the way people feel, surrounding streets. They include the and how problems are resolved. Continue by names and pictures of neighbours they watching and discussing a video of a Bible know. Students write a short paragraph story which deals with relationships. (1a,1b ) attached to their picture which describes the relationship they have (or do not have!) with their neighbours.  Invite a speaker from a special PHOTOS neighbourhood program such as Show students a photo of your own family. Neighbourhood Watch, Safety Houses to Share details and relate incidents about the talk about the importance of their program people in your family.

ACTIVITIES 1 BANDS A-D and ways people can be helpful The day arrives when you are to take the baby neighbours. home from hospital. You are excited and  Invite a grandparent to talk to the students scared all at once. As a parent you will be about the importance of neighbours when responsible for this little person from this day they were children. Students compare the on. relationships people had with neighbours in  What will you do to be the best parent you the past to relationships with neighbours in can? the present. Discuss reasons for the  What expectations will you have of your son change. or daughter?  Explore and illustrate the diversity of Discuss students’ responses and the complex neighbourhoods, eg in high-rise buildings, role parents have. Go on to explore the Bible’s suburbs, rural communities, caravan parks. teachings about family relationships, in Go on to explore the meaning of ‘neighbour’ in particular parenting. (1a,1b,2a) the New Testament. (1a,1b,1c) MY THOUGHTS ON FRIENDS CONFLICT IN RELATIONSHIPS Students complete sentences related to Choose from the following activities to explore friendship, eg conflicts which can arise in relationships and A friend is . . . the effects of these conflicts: A bully is . . . As students come from a range of family I like people who . . . settings, be sensitive to and inclusive of all I dislike people who . . . students when discussing family issues. I am a good friend because . . . Develop with students guidelines for People like me because . . . discussion sessions to prevent disclosure of I choose friends who are . . . confidential information about their family. Discuss students’ views about friendships and Encourage students to talk to you or the go on to explore the impact love and school counsellor or pastor about issues or forgiveness can have on friendship. (1a,1c) problems that arise. HATE WHAT IS A FAMILY? Read Space Demons by Gillian Rubinstein. Students work in groups to write their own During the reading discuss: definition for the word ‘family’. In groups they  What impact does hate have on the list all the things people can learn from relationships of the key characters? families, eg how to communicate feelings,  How would forgiveness change the appropriate behaviours, understanding of relationships? gender. As a class make a combined list and Use the activity to lead into an investigation of go on to explore Bible stories that show the the complexity of human relationships and the complexity of family relationships (see Bible importance of love and forgiveness. (1a,1c) References Menu). (1a,2a) I VALUE THIS IN A FRIEND PLAY GAMES Students brainstorm a list of things they value To lead into an investigation of human in friends, eg sense of humour, trust, being relationships, play some fun and cooperative able to share secrets. As a class decide on the games. Talk about what it is like to share top ten things valued in friends. Individually, experiences with friends. Discuss: students copy these and rank them according  What is the best time you have ever had to the most important to least important. with friends? Students could develop a list of rules for  In what ways do relationships affect friendships. This provides a lead into an people’s lives? (1a) investigation of the Bible’s and catechism’s teaching about relationships. (1a,1b)

PARENTING POEMS Conduct a guided meditation to assist students Students work in groups and are given a range to identify with being a parent. of poetry books. Students skim through the Imagine that you have just become the parent books to find poems about relationships of a beautiful little boy or girl. He or she looks between people. Each group chooses a poem just like you and you are absolutely delighted. about relationships to present to the class.

ACTIVITIES 2 BANDS A-D After each poem discuss the message of the The topic of relationships is broad. Students poem. When all students have shared their list the different relationships that exist within poem, as a class make some general any number of groups of people, eg family, statements about relationships. Have students school, community, government. To stimulate also brainstorm a list of questions they have ideas, view segments from sitcoms and about relationships. These could be sorted and soapies, eg Friends, Home and Away, form the basis of an investigation of what the Heartbreak High. Bible teaches about relationships. (1a,1b,1c) Students think of a definition which describes a healthy relationship and one which describes a DIFFICULT CHOICES poor relationship. To introduce the topic of friendship, provide Working in small groups, students examine students with a scenario about friendship in three different relationships, eg parent/child, which they are faced with a difficult choice, eg teacher/student, employee/employer, bus lying to their parents to maintain a friendship. driver/passenger. Students determine what Students discuss with a partner what needs to factors in any one of the relationships would be considered when making such a choice and contribute to a healthy relationship and what what students might do if placed in a similar would spoil the relationship. situation. Discuss as a class: Each group shares their list of positives in  Which choice had the worst consequence? relationships. Write the common ideas on chart Explain your answer. paper to be kept for future reference and  How important is friendship to someone comparison with biblical material. (1a,1b,2a) your age?  What are some of the unwritten laws which FAMILIES govern friendships of your age? All people are born into some kind of a family. Students go on to study Bible stories and Students find pictures in magazines, history or readings about friendships and loving geography books which show a range of the relationships. (1a,1b) different family groupings that are possible, eg from single-parent to extended families. They ROLE-PLAY consider the starting point for a family, the Provide groups of students with different special role the family plays in the life of all its scenarios about difficulties in friendships, eg members, the authority structure within a friends betraying someone’s trust, friends family, and the features common to all families. asking someone to lie for them. Students role- They write a definition of family. (Be sensitive play the scenario and then show two to the fact that not all family experiences are alternative endings. Discuss the role-plays and positive for students.) (1,2) ways in which friendship can cause problems at times. (1a,1b,1c) Students come from a range of family settings. Be inclusive of different family MY FAMILY situations. Discussing family issues will be To introduce an investigation of relationships confronting for some students. Encourage within families, students bring along five students not to disclose confidential favourite photos of their family. Be sensitive to information about their family. Encourage students who may be living in a foster-family or students to be sensitive and to talk to you temporary family setting. Each student could privately about problems that arise. Direct Blu-Tack the photos on a poster with their them to the counsellor or chaplain if name and the heading: My Family. They can appropriate and necessary. surround the photos with their thoughts and comments about families. (1a,1b,1c,2a) MY FAMILY DIVORCE Students can participate in any number of Read a novel which deals with divorce and activities in relation to their family. separation, such as Dear Mr Henshaw, to  Draw a family tree, including details such as explore people’s reaction to their parents’ cultural background, birthplace, where the separation. Discuss ways in which human family has lived, family history, family rituals relationships can be both difficult and that have been passed down from one rewarding. (1a,1c) generation to the next, family sayings, family traits. RELATIONSHIPS  List the life skills they have gained by being part of a family.

ACTIVITIES 3 BANDS A-D  Identify the things which cause conflict in Students investigate the strategies used in win- their family. Students name two of the win conflict resolution, eg the use of ‘I’ strategies used in their family to resolve language, collaboration, agreement about what conflict. the problem is, listening to one another’s  In no more than fifty words write what their needs, learning from others, assessing the family means to them. advantages and disadvantages of different Students respond to and discuss the following solutions to the problem, being willing to statements: Family is the single most important compromise, deciding on a course of action influence in the life of young people. Families and doing it. Students role-play a win-win are a gift to all people. (1a,2a) approach to a conflict situation. Students contrast approaches such as the win- FRIENDSHIPS win with how conflicts are resolved in films and Boys and girls generally experience, view and TV programs. They identify what is presented speak about relationships in gender-specific as acceptable and unacceptable ways of ways. Divide the class into gender groups. dealing with conflict. Each group identifies the distinguishing This can lead to a study of the power of God’s features of different friendships they have, love and forgiveness in restoring relationships such as friendship with a best friend, mates, between people. (1a,1b,1c) gang/group, boyfriend/girlfriend, parents, other significant adult, eg coach. WHAT A TANGLED WEB WE WEAVE Students discuss how friendships differ in Students find and share examples of jealousy,  what people do together anger, mistrust, cheating, lying, fear, hate, prejudice, revenge etc, used as the subject  the topics of conversation matter of novels, films, real-life dramas.  how comfortable and safe people feel. Genesis 26:12–22 has a good example of how Students identify the main ‘hassles’ they have relationships can be torn apart by jealousy. in relationships (there is no need for students Students look up the above words in a Bible to give personal details), what they see to be concordance for biblical examples of pride, the main cause for their hassles and how they hatred etc. The Life Application Bible (NIV) has deal with them. They identify what breaks a a useful index. friendship and how it can be mended. Students Students assess the damage to relationships design a five-point plan for developing healthy caused by jealousy etc. View portions of films, friendships. The groups share their plans. read excerpts from Shakespeare’s plays, read Students assess what gender differences exist poems which demonstrate the impact of such in friendships. (1,3b) emotions. Students imagine that they can rewind and replay the events in their selected CONFLICTS examples. What will need to change to bring Students find examples in the news harmony and wellbeing into the situation and (international, national, local news) of conflict relationships? (1) between people. They identify and list the reasons for conflict, the effects of conflict on BUILDING RELATIONSHIPS people and relationships, the measures taken Simulation games are a fun, hands-on way of to resolve conflict, the conditions which help to focusing on specific issues in relationships, eg resolve conflicts effectively. They share how cooperation, trust, acceptance, competition, they feel about conflict. They discuss whether interdependence, conflict resolution, personal conflicts are any different from expressing feelings. Refer to Recommended conflicts at a local and national level. (1,2b) Resources Menu for simulation games books. Students explore relationship-building and DEALING WITH CONFLICT decision-making in families through the Most conflict resolution or behaviour following game: management programs have the premise that 1. Organise teams of four to six people. people cannot change other people, but they Assign an observer to each team. can change the way they themselves respond 2. Give each team a set of family roles, eg to a situation or to people. Students think of a ‘grandmother, age 62;. The family roles conflict situation they are currently span several generations (son to experiencing. They consider what they would grandmother) and represent different family change if they accepted the motto ‘Change groupings (blended, extended, nuclear). begins with me’. Students decide who will play each role. They each wear a role card.

ACTIVITIES 4 BANDS A-D 3. Give each ‘family team’ a floor plan of their people’s lives. Tragic Shakespearian heroes house. Each family team involves all such as Othello and Hamlet are a good study members in furnishing a home in which of how jealousy and revenge can poison a they will all live. They design and label the person’s relationships and life, leading to furnishings to be placed in the house. death. (Provide magazines, coloured paper, Students label the different parts of the tree, eg scissors and glue.) Students have twenty the roots that grow as a result of hurts (hatred, minutes to complete the task. anger, bitterness, revenge etc). They The observer makes notes on how the brainstorm how emotions such as anger ‘family members’ relate, who makes the manifest themselves in people’s attitudes, decisions and the process involved in actions and words (the fruit the tree produces). furnishing the house. Students suggest other images to represent 4. Form pairs of teams. Team 1 must vacate the hurt that people experience. their home and move in with Team 2, who How to reverse the hurtful effects is developed must make room for them without extending in The Tree of Love (see Development their house. The combined teams have ten Activities Menu). (1c) minutes to solve the problem. The observers make notes on how the ‘family members’ relate, who makes the decisions, and the process involved in organizing the DEVELOPMENT ACTIVITIES move. 5. In the debriefing process teams and observers compare notes about each phase of the game, discussing the process ALONE OR TOGETHER of developing a sense of family and coping Students identify things they enjoy doing alone with major changes. and things they enjoy doing together with 6. Students analyse and evaluate the factors others. Tell students of God’s plan for people which help and hinder the development of to be together, using the Bible’s account of relationships, decision-making and God creating Eve to be a friend and partner for resolving conflicts in families. (1,2) Adam (see Bible References Menu). God created people to be in relationships with HOSPITALITY AT HOME AND SCHOOL one another. Share Ecclesiastes 4:9 with the Hospitality plays a significant role in building students: Two people are better than one. relationships. Students discuss the importance They get more done by working together. and practice of hospitality in their own society, Students illustrate times when two people can eg what happens when their parents entertain work together and help one another. at home, the kind of people that are generally Make a list of activities that students can do invited, what people do when they are together together in their free time. Provide time for and the reasons for getting together. students to participate in these activities. Students think of who they spend their (1a,1b) lunchtime with at school, the topics of conversation, what happens when another person who is not part of their group wants to FAMILIES Christians believe that God created people to join them for lunch. Do they ever invite non- live in relationships with one another. The group members to lunch? family is one structure where this happens. Use this activity to introduce Jesus’ Dinner Many stories of families in the Bible depict the Companions in the Development Activities reality of family relationships: jealousy, Menu. (1b) distrust, anger etc. As you talk about families, keep in mind God’s plan for relationships and A TREE OF HURT his forgiveness when relationships are spoilt. In groups students draw a tree on a large Just as there are diverse family structures in society today, the Bible too gives a diverse sheet of paper. The tree should have picture of family structures. God’s plan is for branches, leaves, fruit and roots. people to take care of people; the way in which The soil around the base of the tree, on which this happens will vary from one situation to the tree feeds, represents the hurts that come another. from broken friendship, rejection, abuse, divorce etc. Use Hebrews 12:15 in the Good FAMILIES IN THE BIBLE News version of the Bible to discuss the Select stories about families from the Bible poisonous effect of unresolved hurts in References Menu. Depending on the age of the students, you could

ACTIVITIES 5 BANDS A-D  tell stories of different families and record FAMILY STRUCTURES the information in a class book or As you tell stories from the Bible, draw individual books entitled Families in the students’ attention to the different family Bible; structures and relationships that are depicted,  if students are familiar with the structure of eg a family tree, use this as a model to  Abraham and his nephew Lot introduce or revise the characters in Bible  Abraham and Sarah as elderly parents stories;  Moses living in the palace but being visited  lead students to imagine they are entering by his mother the home of — or looking through the  Samuel living at the temple with Eli window at — the characters in the story.  Timothy’s grandma playing an important This is what they would see; role in his life.  focus on one story and tell sections of the Use this information to focus on the Christian story over a period of time. This will enable belief that although the structure of you to investigate the characters and the relationships vary, God’s plan is that people interaction between members of the family. care for each other. The way in which this The events of this story could be recorded as a happens may differ. storyboard, family photograph album or Continue to investigate the structures of chapter book, or displayed as a wall story. families within your class. If you have students (1a) who are adopted, or from single-parent or extended families, consider inviting people A BIBLE FAMILY / MY FAMILY from their family to speak to the class. Have After telling a Bible story, lead students to the students prepare questions beforehand. identify similarities between the relationships of (Before doing this you would need to speak people in the Bible story and relationships in with both the parents and the students to their own lives, eg ensure they feel comfortable sharing  Jacob and Esau quarrelled; arguments information about their family). (1b,2a) happen in my family.  Joseph’s brothers were jealous; sometimes MARY AND MARTHA I feel jealous. God created all people with their own unique  Joseph forgave his brothers; how does characteristics. The challenge of living in a forgiveness happen in my family? family (or being in a friendship) is to recognise  Timothy spent time with his grandma; I like and live with people of different characteristics. to spend time with my grandma. (1a) Explore the story of Mary and Martha (or Jacob and Esau) and consider the unique FAMILY LIFE IN THE BIBLE characteristics of each one. Help students Use non-fiction material to investigate family identify what is unique about themselves, their life in the Bible, eg the roles of family friends or family members. Older students members, common occupations, the life of could discuss and role-play strategies for children. developing positive family relationships. As you do this, make comparisons between (1a,1b) family life in Bible times and family structures and family life today. (1a,1b,2a) JESUS’ FAMILY Jesus experienced a truly human childhood WEDDING PHOTOS that students can identify with in many Show pictures of a wedding (or invite students respects. to bring pictures from home). Discuss the Investigate the early life of Jesus from the photos, eg why the people may be wearing perspective of family events recorded in the special clothes, why they are looking happy. Bible. Students consider Show students a service order from a Christian  how Mary and Joseph would have felt to wedding that includes prayers and songs of have their first baby; praise to God. Introduce the concept that a  the custom of presenting children at the wedding is part of God’s plan for people to be temple; together and a special time for people to  the family’s escape to Egypt; celebrate.  the visit to the temple at Jerusalem when (Be sensitive to students of single parents, Jesus was twelve. those whose parents are not married or who Tell students that the Bible indicates that Jesus have been divorced). (1b) had other brothers and sisters. Students could speculate on Jesus’ life within his family. Lead

ACTIVITIES 6 BANDS A-D students to consider that in all his relationships JESUS’ FRIENDS Jesus never did anything wrong. Investigate the role of friends in Jesus’ life. Students could Select examples from the Bible References  illustrate Jesus’ family; Menu to illustrate the following:  write a story about the family of Jesus,  Jesus calling his friends to follow him. either from their imagination or based on Students could suggest things they think biblical accounts. Jesus and his friends did together. (The concept that Jesus lived a perfect life for  Jesus’ friendship with people on the fringe us is an abstract one and will be developed in of society, eg tax collectors, sinners. a higher band. Leave students with a picture of  Jesus’ relationship with people in need. Jesus as a real child, but one who lived a You will find more suggestions in the concept perfect human life in his family. Avoid using God calls people to be Jesus’ disciples. (1a) stories of Jesus as a child to moralise.) (1a,1b) BEING A FRIEND FORGIVENESS Christians believe that friendships are part of Select stories from the Bible References Menu God’s plan for people. A friendship requires which illustrate broken relationships and how understanding of another person’s needs and these are restored through forgiveness. a willingness to serve the other person. Provide opportunity for students to role-play Students in this band can learn strategies for situations from the perspective of both developing and maintaining friendships. characters, eg how Joseph felt when he was As a class identify and list strategies that teased by his brothers, how the brothers felt students can use to make friends with others when they saw that Joseph was treated better and to develop friendships. Include things like: than they were. (1c) saying hello, asking questions about the other person, listening to what they are saying, THE FORGIVING FATHER asking them what they would like to do. Explore relationships in a family through the Provide opportunity for students to role-play story of the forgiving father (see Bible scenarios and to practise using the appropriate References Menu). Before telling the story, ask language. (1b,3b) students to imagine or illustrate a time when they have done something wrong and needed A FRIEND to go their family and say ‘sorry’. Discuss the Identify aspects of friendship that are important feelings that arise from this situation and the to the students, eg someone to eat lunch with, feeling when relationships are restored. (1c) to play with at recess, to sit next to, to go to their house after school. Students complete FRIENDS their own sentences about friendship, eg A Friendships are important to everyone, friend is someone who . . . Illustrate the including students of this age. Many of the sentences and display these under a heading following activities relate directly to other like The Bible tells that God gives friends. curriculum areas, eg Society and Alternatively, students could write a prayer of Environment, Health. As you teach these, thanks for a friend. (1b) keep in mind the Christian perspective that friendships are part of God’s plan for WHAT WILL HAPPEN NEXT? people. Because of sin, there will be times Use pictures or stories which depict a situation when friendships are broken and God where friends are in conflict. Students discuss, offers forgiveness when this happens. write or illustrate what they think could be done to solve the problem. Provide opportunity for students to role-play solutions to conflict DAVID AND JONATHAN situations and encourage students to use Tell the story of the friendship of David and these strategies in their own friendships. Jonathan (see the Bible References Menu). Discuss the importance of forgiveness in This will provide an opportunity to investigate relationships. Lead students to recognise what the Christian belief that God created people to forgiveness looks like, eg when I forgive my be in relationships, as well as concepts such friend, it means that we play together again. as the way friendships begin, things friends do (1b) together, ways friends help one another, staying loyal to a friend. (1a,1b) PUPPETS Use puppets to explore aspects of friendships that students experience in their own lives, eg

ACTIVITIES 7 BANDS A-D making friends, being rejected by a friend, restoring a friendship through forgiveness. (By JESUS IS A GOOD FRIEND using puppets you are less likely to embarrass Students read Bible stories which illustrate students in your class who may be Jesus’ friendship with people (see Bible experiencing difficulty in relationships.) References Menu). Identify characteristics of Provide opportunity for students to make their friendship which Jesus displayed. own puppets, and use them to make up plays Students role-play interviews with people from about friendship. (1b) the Bible stories describing how Jesus showed friendship to them, eg choosing disciples, MOVING AWAY healing sick people, blessing children. Discuss how students may feel when a friend Discuss other things Jesus might have done in (or parent) moves away. Explore ways in which his friendships with others. relationships can be maintained from a Tell students the Bible says that in all distance, eg letters, phone calls, sending situations Jesus was the perfect friend that photos, remembering the person in prayer, etc. God intended every human being to be. (1b) Christians believe that God sent Jesus to be the perfect friend for all people and to make up A FRIENDSHIP CHALLENGE for all sins that are committed in human Establish a time frame (a day) and within this relationships. (1a) time challenge students to participate in activities like the following: A CAUSE OF DISPUTES  Say hello to someone from another class. Explore the story of Jesus being asked to  Spend a playtime with someone whom you settle a dispute between two brothers (Luke don’t usually play with. 12:13–21). Discuss what Jesus suggested can  Sit next to someone other than your usual be a cause of conflict. List and illustrate friends. scenarios where wanting more of something  Play with someone of the opposite sex. causes problems in relationships. Read Jesus’ At the end of the day students discuss their advice to his followers in Luke 12:33. Identify experiences and reactions to this activity. (1b) ways the problem of greed can be overcome. (1a,1c) POSITIVE EXAMPLES Be alert for incidents in the classroom and SERVANTS OF LOT AND ABRAHAM playground which provide positive examples of Christians believe that God wants people to friendship. Discuss these with your students. live in loving and peaceful relationships. (1b) Explore the story of the conflicts between the servants of Abraham and of Lot (Genesis GOD CREATES PEOPLE TO LIVE IN 13:1–12). Identify the people involved, the RELATIONSHIPS cause of the dispute and what actions brought Students read Genesis 2:18–24 to identify about a solution. Imagine you were Abraham’s what the Bible says about the way God wants or Lot’s servants. How would you react to the people to live and the reasons he created man solution? Why do you think that Abraham and woman. Students make a poster which chose this solution? Read Genesis 13:14–18 illustrates the many benefits of being with to find out God’s response to Abraham’s friends and family. (1a,2a) actions. Role-play the story as it is told in the Bible or in a modern day setting. (1a,1c) RELATIONSHIPS ARE SPOILED Tell the story of the first sin (Genesis 3) in your JOSEPH AND HIS FAMILY own words or use an illustrated Bible story Students use a Bible story book to explore the book. Ask students to discuss what this event story of Joseph and his family and how God meant for the perfect human relationships God was involved in this family and its relationships. had created. Consider reading the story in five parts: Explore the story of Cain and Abel (Genesis 1. Joseph and his brothers 4:1–16) which describes the effects of sin on 2. Joseph is sold and taken to Egypt relationships. Identify the feelings of Cain in 3. Joseph’s life in Egypt this story, eg jealousy, hate, anger, and his 4. Joseph’s brothers go to Egypt to buy grain actions, eg trickery, lies, murder. Identify God’s 5. Joseph tells his brothers who he is. response to Cain and the way God continued Students describe the relationships in each to show love to him in spite of what he did. (1c) part of the story, those things which

ACTIVITIES 8 BANDS A-D contributed to broken relationships and/or relationships with family and friends. A series those things which contributed to building of role-plays could be developed for a devotion relationships, and God’s involvement in the in class or school. (1c,1b) relationships. Students choose one of the following ways of presenting the information: FAMILY RELATIONSHIPS  Draw a concept map for each part of the Working in groups, students use Bible story, which describes the people in encyclopaedias and handbooks to research Joseph’s life and their relationships with and gather information about family life in Bible Joseph, eg life in Egypt: Joseph and times. They could create a wall display of the Potiphar (Potiphar trusted Joseph and gave information they gather. him great responsibilities), Joseph and Students investigate and prepare a verbal or Potiphar’s wife (Potiphar’s wife told lies written report on the family relationships about Joseph). described in one of the following stories:  Dramatise each part of the story.  Cain and Abel  Tell the story orally or in written form from  Jacob and Esau the perspective of one of the characters,  Joseph and his brothers such as Jacob, Reuben or Joseph.  David and Absalom  Paint a picture for each part of the story  Ruth and Naomi which illustrates the relationships in After the reports discuss as a class: Joseph’s life.  Why do you think the Bible includes the  Write a poem which summarises each part positive and negative aspects of living in of the story. (1c,2a,2b) families?  What things do the Bible stories say are DEMONSTRATING FORGIVENESS important in family living? Students read in a Bible story book the stories Provide time for students to reflect individually of Peter denying Jesus (Luke 22:54–62) and in writing or drawing what they have learnt Jesus and Peter after the resurrection (John about families. (1a,1c,2a) 21:1–17). Discuss how Jesus showed Peter that he had forgiven him. Identify ways people SONGS ABOUT RELATIONSHIPS can demonstrate forgiveness — not just say Listen to and read the lyrics of a range of the words. Students illustrate or role-play Christian songs about human relationships, eg scenarios where they can demonstrate Pentecost Prayer, Brother, let me be your forgiveness in a school or family setting. servant (from the All Together series). (1b,1c) Students work in groups to choose a song and prepare a presentation about the song for the HOW DO I LOVE MY NEIGHBOUR? class. The presentation must include an Students use Luther’s Small Catechism to read explanation of the message of the song and what Luther’s explanations of the last seven ways the students believe the song relates to commandments say about how them. If songbooks cite Bible verses related to  people can destroy relationships; the songs, these can be added. The songs  people can show love to ‘your neighbour’ could be collated in a class songbook. (1a,1b) and build relationships. Working in groups, students make a MARRIAGE AND FAMILY computerised slide show or multimedia CELEBRATIONS presentation which illustrates the meaning of Students identify and investigate special each of the last seven commandments. For celebrations of families, eg birthdays, each of these commandments include Christmas, marriage, birth of children, examples of ways to demonstrate love. confirmation. Discuss and identify those (1b,1c) celebrations that may have special significance for Christians. Students use texts about the LOVE AND FORGIVENESS Christian faith to gather information about the Students explore the Bible’s teaching about Christian understanding of these events as love and forgiveness, using a selection of celebrations of God’s design that people live in readings from the Bible References Menu. relationship with one another. They compile a list of ‘God’s Directions for The local pastor could explain what is said in Human Relationships’. With each direction preparing people for these celebrations. students provide an example of a way in which Students work in groups and choose a the Bible’s teaching could be applied to their

ACTIVITIES 9 BANDS A-D Christian celebration to report on to the class.  The plan carried out 1 Samuel 20:24–42 (1a,2a,1c)  David spares Saul’s life 1 Samuel 24  The death of Jonathan and Saul MARRIAGE AND DIVORCE 1 Samuel 31:1–6 This concept provides the ideal opportunity to  David’s lament 2 Samuel 1:23–27 present the Christian view of marriage. The class could create a story map or a series Christians believe that God’s will and intention of pictures to show the relationships between is that marriage should be permanent with the key people and the way in which these unconditional commitment. changed. Students individually keep a journal, However, human beings are incapable of reflecting on the relationships of the people in perfect relationships. The breakdown of each story. The following are suggestions for relationships can lead to divorce. journal entry topics: Be sensitive to students who may have  Describe the feelings of the people in the experienced divorce or who may be living with story. parents who are in a de facto relationship.  Describe a time when you felt like one of Investigate Christian beliefs about marriage, the people in the story. choosing from the following options:  What can people learn about relationships  Study a Christian marriage ceremony. between people from the story?  Explore the Bible’s teaching about  Christians believe that God wants all people marriage. to live in loving and forgiving relationships.  Interview a Christian couple. What do you think God would find pleasing  Examine Christian reference texts. and displeasing in the stories? (1a,1c)  Read Luther’s Small Catechism.  Invite a Christian counsellor to share A BROKEN RELATIONSHIP information about issues which involve Students read about God creating human families, eg divorce, conflict resolution. The beings to live in relationship and human beings counsellor could suggest ways students ruining what God intended (Genesis 2:4 – can cope with divorce or support a friend 3:24). They compare the relationships between whose family is experiencing a divorce. God and his creation and between Adam and Students keep a journal, recording their Eve before the fall with those relationships learning, thoughts and comments as the unit after the fall. They identify what brought about progresses. (1a,1c) the changes in the relationships. Students design and draw/paint a triptych CATECHISM’S SECRETS FOR (three panels that are linked by a theme) to RELATIONSHIPS represent the original relationships, the In Luther’s Small Catechism students explore change, and the changed relationships. (1a)  commandments 4–10  the fourth prayer in the Lord’s Prayer, and In this menu relationships and conflicts are  Christian Responsibilities (Table of Duties) treated in a general manner, however there as an introduction to what Christians believe are many opportunities to apply the activities about living in social structures such as to specific relationships and issues in the families, peer groups and communities. family, school, local community and wider Students use the information to develop a community. pamphlet with guidelines for young people’s relationships in the various social structures. (1b) FAMILY SAGAS Feuds, betrayals, politics, murder, etc feature DAVID, SAUL AND JONATHAN strongly in the mini novels of Old Testament fathers such as Abraham, Isaac, Jacob, King To explore the complexity of human David, and of siblings such as Jacob and relationships, read the story of David, Saul and Esau, Joseph and his brothers. Jonathan from the Bible or a story book: Working in groups, students examine closely  David in Saul’s service 1 Samuel 16:14–23 Bible stories which feature the relationship  Friendship sealed 1 Samuel 18:1–4 between parents and children or between  Saul’s jealousy of David 1 Samuel 18:5–16 brothers, noting the short-term and long-term  Jonathan defends David 1 Samuel 19:1–7 effects of the relationships.  David and Jonathan make a plan In the family saga students contrast the words 1 Samuel 20:1–23 and actions which lead to happiness and

ACTIVITIES 10 BANDS A-D harmony in the relationships and those words James 4:12. and actions which spoil the relationships. They Students match the Bible verses with the look for evidence of God’s grace in the following ground rules for conflict management relationships and discuss the difference this and discuss difficulties involved in putting the makes to people’s lives in those relationships. rules and Bible principles into practice. Students retell the story of the family  Change begins with me. relationships, using a medium of their choice,  Respond; don’t react. eg story book, storyteller, comic book, drama,  Deal with the conflict now. video soapie. The focus of the presentation is  Eliminate blaming. to be on what motivates the actions and Students apply these to a conflict situation they reactions in the relationships. They retell the are experiencing or to examples of conflict in story from either a parent’s, or a child’s or a the newspapers. brother’s point of view. Students analyse the following Bible passages Students discuss and evaluate these stories in which teach that a change of heart precedes a the light of the Christian belief that God creates change of behaviour and attitude: people to live in a loving relationships with one Matthew 7:15–20 Matthew 15:17–20 another. (1a) John 3:5,6 2 Corinthians 5:17 Galatians 5:16,17,24,25 Ephesians 4:22–27. THE SERMON ON THE MOUNT Students discuss how a person’s hate can be Display on the board or on a chart the changed to love. (1a,1b,1c) commandments of the second table of the law (honour your father and mother, etc). Students JESUS DINNER COMPANIONS assess for themselves to what degree they By examining stories about Jesus sharing a have either broken or kept these meal with others, students can learn what commandments. They write their Jesus valued in people and about relationships understanding of each commandment, and how he handled difficult relationships. explaining what they think the commandments Introduce this activity using Hospitality at Home demand and what they are intended to protect. and School in the Introductory Activities Menu. In the Sermon on the Mount (Matthew 5,6,7) The Bible References Menu has a list of Jesus gives his interpretation of the stories of Jesus’ dinner companions. In groups commandments and of how people are to students read one of the stories. Give them relate to one another. Students examine background notes on the culture of the day to closely Matthew 5:21 – 6:4; Matthew 7:1–6. help them analyse the story using the following They identify what is to motivate people’s questions: relationships with one another and how the  Who was the host? commandments affirm the worth of each  Who were the guests? person. Students compare Jesus’  What was the occasion? interpretation with the interpretation of religious  What were the topics of conversation? leaders of his day, with their own view, and with the way people generally understand the  What was most memorable about the meal? commandments.  To whom did Jesus pay the most attention? In Matthew 22:37–40 Jesus states that  Which relationships were strengthened? relationships with people flow out of a Weakened? relationship with God. Students discuss how  Would Jesus have received a second loving God can help a person in their invitation? Explain. relationship with people. See Matthew 15:3–6; Students present a drama of several scenes 1 John 5:1–3. (1b,3a) showing the conversations that might have taken place at the host’s and guests’ homes CONFLICT MANAGEMENT after everyone returned home after the meal. Students reflect on whether they would invite God cares about the human relationships he Jesus to their next BBQ at home or invite him has created and wants to repair them when to join them for lunch at school. (1b,3a) they break down. In the following activity students will compare biblical and modern psychological/ sociological principles for repairing broken relationships. The New Testament gives some pointers to managing JESUS WITH HIS FRIENDS conflict: Jesus came to restore the relationships God Matthew 5:9,23,44 Luke 6:29,31,37,38 created. This activity focuses on Jesus’ Romans 12:17–21 Philippians 2:1–5

ACTIVITIES 11 BANDS A-D relationship with his disciples, whom he called  Jesus anointed by a sinful woman his friends. Luke 7:36–50 Students conduct a study of Jesus’  The lost son Luke 15:11–32 conversations and experiences with his  The Pharisee and the tax collector disciples over the period of his ministry. In Luke 18:9–14 groups students examine one or two accounts  Zacchaeus Luke 19:1–10. in the gospels (refer to the Bible References Give groups of students a story each, along Menu). They determine to what extent Jesus with any background material they will need to treated the disciples as people he loved and help them understand the cultural content and respected. 60  As a class students develop a profile of The impact the stories would have had in Jesus as a friend, highlighting what they Jesus’ time. Students consider the part see as the distinguishing features of his personal confession of wrongs and friendship. To conclude the activity, experiencing unconditional forgiveness plays in students spend some changing people’s lives. Students refer to a Students choose a real-life situation, eg a fall- real-life scenario (see Real-Life Scenarios, out between friends, civil war, the issue of Conflicts in the Introductory Activities Menu) reconciliation between Indigenous and non- and prepare a dramatic presentation of the Indigenous Australians. They role-play acts of change personal confession of wrongs and love and forgiveness in each situation and forgiveness would bring to the situation. (1c) possible new outcomes. (1c) BEING VULNERABLE THE TREE OF LOVE A strong message in our society is that people Forgiveness is the key to a new start in life for need to be strong and in control. This can work healing and restoring relationships to what God against healing the rifts in relationships. The intended for them: film Radiance demonstrates the healing power Psalm 32:1, 3–5 Matthew 6:12 of disclosure between sisters in a family, giving Matthew 9:2 John 8:11. room for truth and forgiveness. Students view In turning to God for forgiveness and love segments of films with explore the personal Christians believe they in turn are able to benefit of people facing the truth, forgiving and forgive and love those who have wronged seeking forgiveness of others. They examine them what Jesus says about the benefits of Matthew 18:21–33 forgiveness: Ephesians 4:32 Colossians 3:13 Luke 7:36–50 Luke 15:11–32. (1c) 1 Peter 4:8 1 John 4:19 Students draw a tree similar to the one drawn in A Tree of Hurt (Introductory Activities Menu). Referring to biblical passages listed above, RESPONSIVE ACTIVITIES they show the possible changes in a person’s life when the hurt is replaced with love and forgiveness. See also: 1 Corinthians 13:4–7 MY FAMILY Galatians 5:22,23 Colossians 3:12–14 Students identify what is unique and special Students suggest other images to represent about their family. Present this information in what happens in relationships when hurt is any of the following ways: replaced with love and forgiveness. (1c)  as a picture of their family (made with quality art materials). Students write (or the FORGIVENESS HEALS teacher scribes) an appropriate caption. Jesus came to bring health to human beings’ Mount or frame these and display in the relationship with God and with one another. classroom or school God’s forgiveness is the power that heals. The  as a poster or banner gospel writers included several of Jesus’  as a mural about families parables and encounters with people to  as an illustrated book about families. demonstrate Jesus’ teaching on forgiveness. (1a,2a) See:  The unmerciful servant Matthew 18:21–25  Preaching about love and judging CLASS PRAYER Luke 6:27–36

ACTIVITIES 12 BANDS A-D As a class, write a prayer which reinforces Divide the passage into sections, such as: love concepts covered in this unit. Photocopy for is patient, love is kind, love is not rude. The students to illustrate and take home. (1b,2b) students work in groups. Each group chooses a section of the Bible passage. They discuss WHAT CAN I DO? and list ways they could demonstrate a Students contribute ideas to a class list of particular quality of love to people in their things they can do to help within their family. school or community. Students make banners This list could be sent home to families. which illustrate their suggestions for each Encourage parents and children to talk about section of the Bible passage. Display banners this together. (1b,2a) around the school. (1a,1b,1c)

NEWS FRIENDSHIP IS Collate work samples that students have done Students develop a series of lessons to teach about the family. Either include some of these younger students about friendship and in each class newsletter that you send home, developing and maintaining positive or collate into a special newsletter, or format as relationships. They base the lessons on their a newspaper or magazine about the family. investigations in this unit. The lessons could Photocopy and send one to each family. include Bible stories, information and activities (1a,1b,1c,2b) for the younger students. (1a,1b,1c)

FAMILY CELEBRATION ADOLESCENTS’ GUIDE FOR LIVING IN Invite members of the students’ families to a A FAMILY time of celebration. Students could make Students create a guide for living in families for badges for the guests which say I am part of . . people their own age. In the guide they include . family. Show work that the students have information about the different types of family, been doing, play games and share a meal the importance of the family, family traditions, together. (1a,1b,1c,2a,2b) Christian beliefs about the family, and Bible directions for adolescents about developing STRATEGIES FOR DEALING WITH and maintaining positive relationships within the family. (1a,1b,1c) CONFLICT Students identify what the following Bible passages say about dealing with conflict: LETTER Proverbs 15:1 Matthew 5:43–48 Students write letters to their parent/s or Matthew 18:21,22 Galatians 5:22,23 sibling/s expressing their thoughts and feelings Philippians 2:3,4; 4:8,9 Colossians 3:13. about being in a family. The letter may include Discuss the important role of forgiveness in their hopes and fears about family life and dealing with conflict. what they see as the benefits and challenges Students make BEFORE and AFTER posters. of family life. (1a,1c) In the BEFORE section they illustrate situations where there are problems in FORGIVENESS REFLECTION relationships at home or at school. Discuss This is an optional activity for students. Do not and role-play ways of solving the problems, force students to participate. Ask each student using the instruction from the Bible verse. to think about people who have hurt them at Students then illustrate in the AFTER section school or at home and whom they need to of the poster the results of solving the conflict forgive. Play some quiet music in this time. in relationships. Have students close their eyes and imagine Consider writing the Bible verses on coloured they are in a favourite place. Tell them that frieze paper and surrounding the posters with Jesus is sitting with them in this place and they them, or pasting a verse between the can talk to him and ask him for help to forgive BEFORE and AFTER sections. (1a,1b,1c) the people on the list. Let students work through their lists, silently reflecting on their DEMONSTRATING LOVE forgiving of each person. At the end of the Students read 1 Corinthians 13:4–8a. The session possibly burn the lists. (1c) teacher could also share a book which helps to explain this passage, such as Bible Words About Love for Children by Lois Rock or the Arch Book The Greatest Gift is Love.

ACTIVITIES 13 BANDS A-D FORGIVE OR ASK FOR  Have open-air drama at lunchtime showing FORGIVENESSS the highs and lows of families in the Bible. Students work in groups and conduct an  Have a photographic display of families informal debate on the topic: ‘It is easier to present and past. forgive than to ask for forgiveness’. (1c)  Invite family service groups in the community to speak of the work they do to GRAFFITI SHEETS support families. Develop a graffiti sheet for each student. Use  Ask families in the school to share their lined writing paper. At the top of the sheet stories. Publish these as a booklet that can students write the sentence beginning: ‘(Own be included in the school library. (1a,2a,3c) name) is a good friend because . . .’ Each student passes their sheet to the person on TIME OF HEALING their right. On the bottom line of the sheet, this Conflicts leave people feeling confused, angry second person writes their conclusion to the and lost. Writers of the Bible encouraged sentence and folds their line under so the people to bring their turmoil and problems to comment is hidden from view. Pass the sheets God in prayer (Philippians 4:6,7). Encourage around until all the students have written on students to keep a journal during a unit on every sheet. Allow time for students to read conflict. Students reflect on the importance of what is written about them. (1c) forgiveness in resolving their conflicts and what this will require of them. DOCUMENTARY COLLAGE Students prepare to hold a class session of a Students work either individually or in groups. quiet reflective time in which they can name They create a collage of artwork, music, their hurts and anxieties, confess the wrongs movement, poetry, news reports, Bible they have done others, seek personal strength material, drama, video clips etc to depict the and love for others and meditate on God’s complexity and vitality of relationships. Each message of peace and forgiveness. Students collage should focus on one arena of life, eg  select readings (Bible and other Christian family, school, local community, global writers through the ages, community. Collages represent students’ views  music and hopes for relationships, as well as their  write litanies response to the biblical material on  devise symbolic actions to help people relationships. (1a,1b,1c) have a focus for their thoughts  choose a place which encourages reflection SELF-HELP CHARTS and respects people’s need for privacy Students produce charts which give pointers  select a leader for the session on what to do and what not to do to maintain  bring their journals. (1b,1c) healthy relationships. They create charts that address issues that relate to student/teacher AN ACT OF KINDNESS relationships (one for the teacher and one for Students think of ways they can encourage a students and peer relationships). These can be person who is feeling low about themselves or displayed in the classroom as reminders to show a person appreciation without the act teachers and students. being known and without expecting any Students can complete the same exercise for reward, eg send a card to someone who is their relationships at home. Encourage students sad, do the chores at home without being to consult their family members as they create asked. (1c) their own personal charts. (1a,1b,1c)

CELEBRATING FAMILIES Students plan and prepare a day which celebrates the importance and contribution of family in their lives. Suggestions for activities:  Invite family groups to attend school worship and lead sections of the service.  Create postcards that promote families.  Make bookmarks that feature Bible verses about the family. Sell them and give the proceeds to local community groups that help families in need.

ACTIVITIES 14 BANDS A-D 2 GOD PROVIDES SOCIAL  Use non-fiction material from other STRUCTURES FOR THE curriculum areas, eg books, posters, WELFARE OF ALL PEOPLE videos.  Identify occupations of parents/caregivers within the class. (Be sensitive to students whose parents/caregivers may be INTRODUCTORY ACTIVITIES unemployed).  Show objects which represent people who work in the community, eg a model ambulance or police car, a rubbish bin, a bottle of medicine. Students identify who ANIMAL FAMILIES uses the object and what their role is in the Use non-fiction material to investigate animal community. families or communities. Observe the way the  Show pictures of people in uniform or work young are cared for and the roles of parents clothing. Identify their occupation and its and others in the community. (2a,1b) importance in the community. (2a)

WHO DOES THIS? WHO HAS HELPED ME? Make a list of tasks that happen within a family, Students recall as many people as they can eg feed the pets, clean the car, cook meals, who have helped them today/this week. List or read a story. Students identify who does these illustrate these and use them as a basis for things in their family and compare their sorting and classifying structures in the answers with other students. community, eg family, health workers, school, Students mime or role-play the tasks of church. Non-fiction material can then be used different family members. This could be done to investigate these further. (2a) through free play in the home corner, or in structured activities where students mime and the others guess what they are doing. MY FAMILY Use magazine pictures or television Students discuss advertisements to identify and discuss  the things they like most about their family; stereotypes in roles. Through discussion lead  the things they would like to change in their students to consider the varying roles that both family; males and females have within a family.  ways their family shows love to each other. (2a,1b) Use this as an introduction to looking at the benefits Christians believe God intends for PARENTS AND GRANDPARENTS people by placing them in families. (2a) Invite parents to talk to the students about their role within the family and what they see as the FAMILY TREE rewards of being a parent. Show students an example of a family tree. Grandparents could also be asked to talk Students construct their own simple family about their role within the family. (2a,1b) tree. Consider using family histories as a resource. It is important to be sensitive to those students who may be living in a foster GAMES care situation or who may not be able to find Play games in which students must work information about their family history. Go on to together as a team. Discuss how everyone has explore the importance the Bible places on a part to play in the team. family trees and investigate stories of families Lead students to consider how the in the Bible. (2a,1a) family/class/school can operate as a team and what their role within the team might be. (2a) TELEVISION FAMILIES Examine families portrayed in television PEOPLE WHO HELP sitcoms/cartoons, such as The Simpsons, The Use any of the following activities to identify Brady Bunch, Home Improvements (the people in the community who help others in Taylors), Roseanne (the Connors). Identify the some way. (Note that all occupations are part nature of one or each of these families, what of God’s plan for people to work for the good of they do well, what they do poorly. Students others in the community). compare these families with their own families. (2a)

ACTIVITIES 15 BANDS A-D ROLES AND RESPONSIBILITIES IN Students invite people who contribute to school FAMILIES life on a paid or unpaid basis to talk to the List responsibilities of family members. Discuss students about their roles and responsibilities who is responsible for the various tasks or at the school. Go on to explore the Christian roles. Invite people from a variety of family belief that God provides social structures for structures (eg sole-parent families, large the welfare of people. (2b) families where there are many siblings, extended families) to describe their family to OCCUPATIONS the students, including who is responsible for (Part 1) Make a class list of occupations (paid various tasks. and unpaid) of students’ parents/caregivers. Students discuss what happens when family Students write invitations to parents inviting responsibilities are not met. List scenarios. them to talk to the students about their work or Who is affected when the responsibility is provide this information in some other way. Go neglected? Why? What can be done to rectify on to explore the Christian belief that God the situation? Go on to examine Bible teaching provides roles for people in the community about roles and responsibilities in families. which are a part of the way God cares for (2a,2b) people. (2b)

FAMILY STORIES AUTHORITY Read stories about families and difficulties Students individually record the names of which can arise within family relationships, people who have authority over them and the such as The Pain and the Great One by J names of people who students believe they Blume. Use this to stimulate discussion about have authority over. Use the lists to discuss difficulties which can occur in family with students their understanding of authority. relationships. Use dictionaries to develop a common Working in pairs, students record or role-play understanding of the word ‘authority’. Go on to problems which can occur within family explore what Christians believe about authority relationships, eg Big brother is allowed to go to and people’s response to it. (2a,2b) the movies with friends but younger sister is not. To protect students from disclosing FRIENDS AND FAMILY ARE FOR… sensitive information to the class, encourage Students work in groups to write in one list them to identify situations which could occur in what families are for and in another what a family rather than in their family. friends are for. Each group shares their lists Go on to explore Bible stories of difficulties and what they believe are the major which occur in families and Bible teachings differences between the roles of families and about ways to resolve conflict. (2a,2b,1c) friends in people’s lives. Discuss with students:  In what ways has your relationship with WEDDINGS your friends changed over the years? Share with students a wedding video or ask  In what ways has your relationship with students to bring photographs of a friend’s or your family changed over the years? family member’s wedding. Students share with Use the activity to lead into an exploration of the class stories of weddings they have the changes young people experience in their attended. Record what takes place, where it relationships with family and friends. takes place, people who take part in the (2a,2b,1a,1b) wedding, people who attend, the mood and feelings of the people. Ask students to give FREE TO DO WHATEVER YOU WANT reasons why weddings are times of celebration Write the following statement on the board and and happiness. Go on to explore the Christian ask students to respond to it individually: belief about marriage. (2a,2b) ‘Human beings are free to do whatever they want to whomever they want’. Discuss OUR SCHOOL students’ responses and students’ ideas about (Part 1) Students work in pairs to list the most what it means to live as a good member of important roles of people at school, eg class society. Introduce the Christian belief that God teacher, other teachers, students in the class, has created people to live in relationship with principal, parents, canteen/tuckshop each other and has instructions in the Bible for supervisor, pastor, teacher assistant. Make a living with others. (1b,1c) list of responsibilities to the school community people have in these roles.

ACTIVITIES 16 BANDS A-D FAMILY SURVEYS FAMILIES ON TV Students work in groups to develop a survey View a television program which presents that will assist them to gain information about family life, eg a half- hour sitcom. Students the nature and activities of families of students identify the key family members. Each student in the class. It would be a good idea to discuss chooses a family member to observe closely with the class what questions are appropriate. during the program and record their activities. They collect and collate the information. Each As a class discuss the way in which family group presents the results of their survey to the members are presented. Discuss family class. (2a,2b) members’ roles within the family.  Which family members have authority? PEER PRESSURE  What responsibilities do family members Introduce the concept that peer groups are one have? of the social structures to which students  Does the program present a realistic picture belong. Students work in groups to develop of family life? Why or why not? role-plays which will show their understanding Lead onto an exploration of pictures of family of the positive and negative affects of peer life given by Bible stories and teaching. pressure. After viewing the role-plays discuss: (2a,2b)  In what ways can peer groups be a positive social structure? HONOUR YOUR FATHER AND MOTHER  In what ways can peer groups be a The family is seen as the foundational negative social structure? structure of society. Students search through a  What issues or questions would you like to week’s newspapers for articles that relate to explore about relationships in peer groups? the family. They assess the function of family Use the list of students’ issues and questions in society, pressures on family life and major to form the basis of an investigation of peer concerns about the family. groups and the Bible’s teaching about Parents are the primary carers in a family. relationships. (2a,2b) Students discuss issues relating to the authority of parents, eg SOCIAL STRUCTURES  What would students do now and in the Students work in groups to list all the different future if they were made responsible for the social structures they belong to, eg family, care of a child? school class, school community, local  Do governments have the right to allow community. Ask students to identify who has children to divorce their parents? authority in each structure and what students  Should child services let parents know of believe is their role or responsibility in each the whereabouts of children who have run structure. (Include in the list governments, law away from home? and order maintenance, health care,  Should parents punish their children? protectors, service providers.)  In what ways are schools and governments Go on to explore what Christians believe about an extension of the family? social structures and their benefits. (2a,2b)  Who have the greatest authority in a school: parents or teachers? LEADERS Select portions of Luther’s explanation of the (1) Play a game of Follow the Leader. Discuss fourth commandment in the Large Catechism the game and ask students to draw or write for student discussion and response. about what they think it means to be a leader. View a film such as Mrs Doubtfire, which Share these as a class and develop a list of explores the frustrations and conflict of interest common ideas about what it means to be a resulting from tensions in a family. (2a) leader. During this time use questions such as:  Can leaders do whatever they want? Why DANGER, SCARY SITUATIONS, or why not? WORRIES  What are important qualities in leaders? Students make a list of situations which are Go on to investigate the social structures in the dangerous, scary or worrisome for babies, community and leaders of these structures. toddlers, primary school students and Explore what Christians believe about social themselves now. They identify structures and being a leader. (2a,2b)  what makes a situation dangerous or scary  the feelings experiences when a person is in danger or worrying circumstances  how worries and danger affect a person

ACTIVITIES 17 BANDS A-D  the measures people take to protect friends.) Students write real-life scenarios of themselves conflicts they commonly experience with their  the kind of people and friends needed at parents, teachers and friends. They use those times fictitious names and places.  the support that people can give to those The scenarios can form the basis for who are frightened and worried. discussion about the tensions that exist This can lead to a study of social structures as between loyalty to parents and friends, God’s gifts for the protection and wellbeing of between authority figures and individual people. (1a,1b,2a,3a) pursuits and conscience and how to resolve such conflicts. (2a,2b) TAKE A STAND (1) Divide the class into two areas, A and B. RIGHTS AND RESPONSIBILITIES, Read to students a range of situations about FREEDOM AND FAIRNESS which they make a choice. They vote their In two columns students list what they believe choice by going to either location A or location are basic human rights and human B. For example, responsibilities. In another two columns they A student is having a hard time at school. Do list examples of freedom (eg freedom of you (A) offer your private support to the speech, freedom to learn) and examples of student or (B) defend the student publicly? fairness. They compare the two sets of Students in each location discuss the reasons columns identifying and defining the for their choice. relationship between rights, responsibility and Students can suggest a range of situations that freedom and fairness. create personal conflict for them and about Students conduct a survey in their families or which choices can be made. (2b) their class. They list the needs and wants of each member of the family or class. They decide on a plan of action that will ensure that AT THE MOVIES each person’s rights are honoured and that What do you do when your personal sense of each person’s needs are met with fairness to right and wrong and justice is not upheld by all. They determine the responsibility that your family, community and government? needs to be exercised by each person. They Students view sections of films such as The predict the obstacles to their course of action Crucible, A Man for All Seasons, Gandhi, Les and propose strategies to overcome those Miserables, The Mission, The Breakfast Club, obstacles. which explore the thoughts, actions and As an extension students investigate how motivations of individual persons as they government tries to meet various people’s struggle with their duty to others while needs with justice. remaining faithful to the truth they believe in. This can lead to a study of how individual and (2b) communal rights are protected in the Ten Commandments. (2a,2b) PEER PRESSURE Write the words ‘peer pressure’ in large letters on the board. Share your own experience of peer pressure as an adult. Working either DEVELOPMENT ACTIVITIES individually or in groups, students illustrate with pictures and words the ways they have experienced peer pressure, eg they draw a pressure cooker, a vice, bread dough, a punching bag. They think of times when they This faith statement provides opportunity have pressured others to do what they want. to link work in Christian Studies with Students create a list of words that describe other curriculum areas, eg Society and negative and positive effects of peer pressure. Environment, Health. As you teach They share strategies they use to deal with these, keep in mind the Christian belief negative peer pressure or to create positive that God places people in a community peer pressure. (2b) so that they can help and take care of each other. Faith Statement 1 activities can be used REAL-LIFE SCENARIOS to investigate the family as a structure Students experience conflicts with their provided by God to take care of people. parents, with teachers and with friends. (Conflicts with parents can often be about

ACTIVITIES 18 BANDS A-D LEADERS Each group then shows their community and Select stories from the Bible References Menu acts out one of the problems for the class to to investigate people that God chose to be see. leaders, eg Moses, Joseph, King David. Use Option 2: Students investigate the services in these stories to investigate leaders God their town, eg those that provide places for provides today, eg who are the leaders in a students to learn, care for people who are sick, family, the classroom, the school, the country? or give protection for people in danger. Discuss What is their job? why these services are important. Discuss the characteristics of a good leader Lead students to consider the services and and provide opportunity for students to practise structures of the community as God’s way of leadership in the classroom. (2a) keeping people safe. (2a)

FOLLOWERS GIFTS FROM GOD Select stories from the Bible to investigate the Prepare a gift-wrapped box which contains people who followed the leaders that God pictures representing people who help others, chose, eg the Israelites, the disciples. eg parents, teachers, friends, community Consider: Did these people always want to do workers. Discuss the role of each person. what the leaders asked? Christians believe Explain that Christians believe that the people that God asks people to obey those who are who help others are like a gift from God. God leaders. Lead students to consider how they gives people to take care of other people. could do this in their relationships with parents, Students could make their own box and teachers, and other people in authority. (2a) pictures of people who care for them in some way. (2a) OUR SCHOOL Investigate the school as a community. Identify PEOPLE IN THE COMMUNITY who belongs to the school community and the Use resources from other curriculum areas, eg roles of people within it. Who are the leaders Society and Environment and Health to in the school community? In what ways do support the work you do in Christian Studies. people in the school community help one Christians believe that God places people in another? communities in order that they can help and Discuss the logo or motto of your school, support each other. leading students to recognise that Jesus is Invite a range of people from the community central to the life of the school and the leader (or parents from the school) to speak to your for Christians to follow. students about their work, eg ambulance, Students could collate this information as a police, health workers, farmers, shop owners, class book, a report or a display. a secretary, a home-maker, volunteers from Students could also write letters to people in Christian charity organisations, the pastor. If the school community, thanking them for their guests are Christians, invite them to talk about help, eg canteen workers, principal, grounds- their work as a way God uses them to help person. (2a,2b) others. Use the visits to raise students’ awareness of OUR TOWN the interaction of all people in a community and Option 1: Students work in groups. Give each the way in which people in a community help group a number of pegs which they decorate to one another. represent people. Their task is then to look Students write a letter of thanks to the after these people so that they stay healthy speakers or the organisations they represent. and safe. As a group discuss what things (2a,2b) students would need to do in order for this happen, eg build homes, provide services such TELEVISION ADVERTISEMENTS as hospitals and police. Tape and watch advertisements which show Provide each group with construction sets, people in the community helping others, eg boxes, junk materials, etc with which to build home-maker, mechanic, shop assistant. the things they need. Once the building is Discuss the importance of the role of these completed, get students to solve open-ended people and lead students to discuss ways of problems, eg a shop has been broken into and showing thanks to the people who help or the goods have been stolen. What will need to serve them in some way. (2a,2b) happen? There is a fire in one of the houses. What will they need to do?

ACTIVITIES 19 BANDS A-D PEOPLE WHO SAID THANK YOU RESPECT PARENTS Select stories from the Bible References Menu Students use Luther’s Small Catechism to in which people responded with thanks. After explore the fourth commandment and Luther’s telling the stories, discuss and identify who explanation of it. Ask students to discuss why said thank you, what they said thank you for, they think God gave this commandment. and how they expressed their thanks. (2b) Brainstorm people who are in ‘authority’ besides their parents. Make life-sized cut-outs SAYING THANK YOU of these people, recording their responsibilities. Discuss times when and reasons why people Also include on the cut-outs suggestions of say thank you and how it feels when someone ways people can show respect, obedience and does or doesn’t thank you. love to these people. Students illustrate Students identify people who have helped situations which could happen if there were no them in some way and to whom they would like people in authority, such as teachers, police to say thank you. Discuss appropriate ways of officers. (2b) doing this, eg card, letter, phone call, gift. (2b) OUR SCHOOL JACOB’S FAMILY (Part 2) Having completed the introductory Students read the story of Jacob and his family activity Our School, students discuss their in a Bible story book or view a video of the ideas about the following statement: Christians story. Explore the changes which took place in believe that teachers and other people with the relationship between Jacob and his roles and responsibilities at school are God’s brother, eg the conflict between Esau and gifts and a way that God shows love for Jacob, Jacob’s journey and the time with people. Laban, Jacob’s preparation for meeting Esau, Students list the various ways that they can the meeting of the two brothers. show love and respect to people with particular Students write a diary from Jacob’s roles and responsibilities at their school. As a perspective, describing what contributed to the class, discuss times when it is difficult to show conflict in the relationship, his feelings about love and respect to people ‘in charge’ at the situation, his fears about meeting Esau school. Students discuss and identify again, what happened when the brothers met, strategies to help in difficult times. See Bible how the relationship was restored, his feelings References Menu. Students role-play about the meeting and the role of God in the suggestions. (2b) relationship. The students could also examine the WEDDING CELEBRATIONS relationships between Students read the Bible story of the wedding at  Jacob and his parents Cana (John 2:1–11). They use Bible  Jacob and his wives encyclopaedias, handbooks or other non-  Jacob and his uncle fiction resources to research wedding customs  Jacob and his children. at the time of Jesus. Discuss the similarities In each case students identify the role God and differences between weddings in Jesus’ played in Jacob’s various family relationships. time and weddings now. Research also what Present as a diary entry from the perspective Jesus teaches about marriage in Matthew of any character in the story. (2a,1a,1c) 19:4–6. Using information from the Bible and other resources, students paint or make a collage or THE FORGIVING FATHER drawing of what they imagine the wedding at Explore the story Jesus told about the forgiving Cana was like and how Jesus showed care for father (Luke 15:11–32). Identify how the the people at the wedding. relationships between the son and his father Alternatively, they record the story as an article and the son and his brother were damaged. in the Cana Times which describes the Illustrate what the son did to damage these wedding and the events which took place. relationships and the response from the family Include a wedding photograph. (2a,1a,1b) members to his actions, eg sadness from the father, anger from the brother. Include speech bubbles. Identify and illustrate how the RESPECT MARRIAGE PARTNERS relationships in this story were restored. Students examine the explanation of the sixth (2a,1c) commandment in Luther’s Small Catechism. They discuss the Christian belief that by joining people together in a lifelong partnership, God

ACTIVITIES 20 BANDS A-D shows his love for people. Students discuss  What instruction does Jesus give for living ways married couples they know show love as a member of a family, peer group, local and respect for each other. or global community? Invite parents who are Christians to talk to the  Why do you think Christians believe that students about ways they show love and social structures are part of God’s plan to respect for each other in their marriage and care for people? about the place of God in their marriage. Students prepare a comic strip to show a day Encourage the speakers to share with the in the life of a Christian in their local or global students the benefits of marriage, the community. (2a) difficulties they face at times in their marriage, and how they solve these difficulties. (2a,2b) SOCIAL STRUCTURES PROTECT AND CARE HELPFUL DIRECTIONS Students work in groups to list social structures Students explore the following Bible passages and positions that are designed to care for which provide directions to families: people and to protect human relationships, eg Ephesians 5:33 Ephesians 6:1–4 government agencies, law and order agencies, 1 Peter 3:8,9; Colossians 3:12–14. welfare organisations, counsellors, doctors. Students make a picture book entitled Help for Each student chooses one structure or position families. Include in the book problems which and lists ways in which they protect and care can arise in family situations, directions from for human relationships. the Bible and ways of demonstrating the Read and discuss Paul’s teaching in Romans directions given. Illustrate scenarios of family 13:1–7 and other passages listed in Luther’s life involving Christian Responsibilities (Table of Duties) to  husbands and wives present a Christian view of social structures  children and parents/caregivers and positions. Interview Christians who work in  brothers, sisters structures or positions of care and protection,  other extended family members. (2a,2b,1c) such as a member of parliament, a police officer, a welfare officer, to explore ways in OCCUPATIONS which they protect and care for human relationships and how they see their role as (Part 2) Parents/caregivers of students share part of the structure God designed. (2a) with the class information either orally or in written form about their occupations: their roles, their responsibilities and the purpose of FAMILIES their work. (Highlight the importance of unpaid Students explore how New Testament and voluntary work as well as paid passages such as Ephesians 5:22 – 6:4 and employment.) Colossians 3:18–21 express the belief that Tell students that Christians believe that the God designed families for the welfare of roles and responsibilities of people in their people. Use handbooks and encyclopaedias to work, whether paid or unpaid, is part of the research the context in which the Bible way God cares for people. teachings were written. Based on their Students could design a concept map, poster, investigation, students design job descriptions computerised slideshow, or prepare a for parents and for children in families. dramatisation which illustrates the (2a,2b,1b) contributions to the welfare of people that are made by the various occupations they have LEADERS explored. (2b) (2) Christians believe that leaders are part of God’s provision for the welfare of human LIVING IN SOCIETY beings. Students investigate stories about Assign students sections of Jesus’ Sermon on leaders in the Bible, eg Moses, David, Gideon, the Mount (Matthew 5,6,7) to study and record Solomon (see Bible References Menu). They what direction it gives for Christians’ work in groups and prepare a profile of each relationships and life in today’s society. leader and a report on how each leader As a class discuss the implications of the worked for the welfare and protection of God’s teaching for relationships within various social people. As a class discuss the stories: structures such as the family, peer groups,  What authority (or power) did the leaders local community and global community. have? Discuss:  Where did their authority (power) come from?

ACTIVITIES 21 BANDS A-D  What responsibilities did the leaders have? Both have important God-given roles in  How did the leaders care for God’s people? contributing to the welfare of people. Students  Why do you think there are leaders in compare the two communities, identifying: schools, families, society?  the differences between the two Students investigate and prepare reports on communities contemporary Christian leaders who work or  the assumptions Paul makes about the two have worked for the care and protection of communities people, eg Desmond Tutu, Dietrich Bonhoeffer,  the motivation for behaviour in each Martin Luther King. (2a,2b) community  the common attitudes Christians bring to WISDOM AND LEADERSHIP each community. Students investigate and record what King Give students a summary of Luther’s teaching Solomon teaches about leadership. on the God-given roles of government and the Solomon prays for wisdom 1 Kings 3:1–15 church (teaching of the two kingdoms). Solomon judges a difficult case 1 Kings 3:16–28 Students contrast the function and purpose of Solomon’s wisdom 1 Kings 4:29–33 each structure and explore the interrelationship Solomon’s prayer and dedication of the temple between the two structures. They consider to 1 Kings 8:54–66 which structure they belong. They consider the Discuss: implications this teaching has for Christians’  Why do you think Solomon was called a involvement and responsibilities in the world. wise leader? Students discuss whether people (Christians in  How did Solomon care for God’s people? particular) have the same obligation to a Introduce Solomon’s book of Proverbs. government that is unjust as to one that is just. Students work in pairs and conduct a study of Students explore the insights the following the book of Proverbs. Their task is to gather Bible passages give to the discussion about advice and information that could be used to the role of Christians in society: teach others about leadership. They prepare a Isaiah 58 Matthew 5:13–16 workbook to train others about the Luke 20:25 John 17:15–18 responsibilities of being a leader. (2a,2b) Romans 12:1,2 Ephesians 5:8–11 Philippians 2:14–16 1 Timothy 2:1,2 1 Peter 2:11,12. (2a,2b) PANEL OF PARENTS Invite Christian parents in the school community to form a panel. Choose parents CHRISTIANS ACT carefully to ensure that they will be able to Christians believe that they are called to provide appropriate responses to students’ responsible citizenship, in which they influence questions. It might also be a good idea to and participate in the power structures rather choose people who are not parents of students than abandoning them. Students investigate in the class, as students may find this Christians who have become actively involved embarrassing. in the structures of government to bring justice, Before the day of the panel, prepare questions truth and healing, eg Tim Costello in for parents to answer. Keep the questions Melbourne, Martin Luther King in the United general, eg States, Archbishop Desmond Tutu in South  What do you like about being a parent? Africa, Christian members of parliament, Christians involved in Jubilee 2000. Students  What is the most difficult thing about being research a parent?  Christians’ motivation for involvement in the  What responsibilities do you have as a political and social arena parent?  the personal challenges Christians have  Do you think the family structure is faced in their involvement important? Why or why not?  how Christians deal with the tensions  How does being a Christian affect your between government policies and Christian approach to parenting? (2a) principles. Christian magazines, such as On Being Alive CHURCH AND STATE and Christianity Today, and The Lutheran, In Romans 12; 13:8–14 Paul deals with the feature Christians who have committed community of Christians (the church) and in themselves to making a difference in the world Romans 13:1–7 with the community of the today. (2b,3c) world (the state).

ACTIVITIES 22 BANDS A-D MARRIAGE AND DE FACTO Christian pastor to commit himself to a plot to RELATIONSHIPS kill the leader of his nation and so disobey the Many social structure are changing. Australian fourth and fifth commandments. society now recognises and accepts de facto Students compare Bonhoeffer’s decision with marriage relationships that have not been that of other people who have taken action legally solemnised. Christians are concerned against evil in their society, eg Gandhi, Martin to do God’s will in the area of marriage. Luther King. Students respond to the question: Students explore how a Christian can answer ‘Was Bonhoeffer’s action right or wrong?’ (2b) the question: ‘Is it right to live with someone without being legally married?’ They SOCIAL ISSUES investigate: There are many conflicts and crises between  the Christian understanding of the role people that have an impact on the whole marriage plays in the ordering of society: community, eg abortion, divorce, capital Genesis 1:27,28 Genesis 2:18–25 punishment and other consequences of crime,  Matthew 19:4–6 war, mental illness, drug-taking. Students work and the Christian understanding of in groups and investigate a social issue. marriage as total lifelong commitment: 1. Students find a current example of the Ephesians 5:22–33. social issue. They identify the problems the  The Lutheran Church of Australia’s issue poses for individuals, families, Statement on Marriage and De Facto communities and governments. They Relationships outline possible causes of the problem and  Christian’s understanding of the role of the different approaches that have been society, customs and government taken to deal with the problem/issue. legislation in their personal lives 2. Students explore the current debate on the  the legal requirement for marriage in issue, identifying the range of viewpoints in Australia, as well as the practice of de facto the community, among Christians and other relationships/marriages and legislation religious traditions. They examine the relating to them. (2a,2b) premises on which the various arguments are based. 3. Students determine whether the Bible has TAKE A STAND (2) any conclusive answers in relation to the Government is a gift of God. However, there issue being researched. (They need to are times when governments legislate laws understand the cultural and religious which contradict people’s personal convictions context of the Bible passages before they about truth and justice, eg a declaration of war apply them to modern issues, so they will on another country, the White Australia Policy, need to make use of Bible concordances, legalising brothels. In other instances societal dictionaries and handbooks.) practices offer a personal challenge, eg sex Christian ethics in not a legalistic set of rules; it before marriage. is grounded in love which has its source in Students dramatise appropriate scenes from God: Mark 12:28–34 one of the following situations described in the John 4:7–21 1 Corinthians 13. Bible, highlighting the personal dilemma and Students apply the love principle to the issue choices made: they have researched, using a Y-chart (What  Esther defies convention and approaches does love look like, feel like and sound like in a the king on behalf of the Jews Esther 4,5 particular situation?). (2b,3a,3c)  Jeremiah speaks God’s message Jeremiah 18; 20:7–18  Daniel and his friends refuse to worship JESUS AND POLITICS idols Daniel 3; 6 Students consider what Jesus’ words and actions would be towards today’s  Peter and John refuse to obey the elders governments. Using Bible handbooks and and teachers of the law Acts 3, 4. (2a,2b) encyclopaedias, they research the authority structures under which Jesus lived. BONHOEFFER In groups students investigate Jesus’ position Christians believe that citizens must respect in relation to the religious and civil authorities and obey the government because God has of his day. They examine: given it authority. Dietrich Bonhoeffer was  Jesus’ mission in life; arrested and later executed for his part in a Matthew 9:12,13 Mark 10:45 plot to kill Hitler. Students research the life and  Luke 4:18,19 writings of Bonhoeffer to find out what led this  Jesus’ attitude to an oppressive government:

ACTIVITIES 23 BANDS A-D  Matthew 5:43–48 Matthew 26:47–56 VERTICAL-CARE GROUPS  Luke 7:1–10 Luke 20:20–26 If vertical-care groups do not exist within your  Jesus’ assessment of the religious leaders school, consider beginning buddy classes of his day: Matthew 12:9–14 where older students and younger students  Matthew 16:6,12 Matthew 17:24–27 have an opportunity to get to know each other  Matthew 23 Luke 11:37–54 better. If this program does exist, discuss ways  Luke 19:45–48. in which the students of your class can show  Jesus’ dealings with tax collectors who thanks to their buddies. (1b,2a,2b) were government representatives: Matthew 9:9–13 Luke 10:1–10 SHOWING LOVE AND RESPECT IN THE  Jesus’ concern for the disadvantaged: FAMILY Matthew 6:1–4 Luke 6:20–26 Students discuss ways they can show love and  Luke 14:12–14, 21, 23. respect for family members in an ongoing way. Students look at significant issues facing their They choose from one of the following generation and government, eg reconciliation activities to get started: between non-Indigenous and Indigenous  Make vouchers for family members which peoples; social services to the aged, disabled, are gifts of love and kindness, eg I will give people with mental illnesses; gambling. you my turn on the computer, I will unstack Students deliver the speech Jesus might give the dishwasher, I will give you a back to politicians, to the world of advertising, to massage. community groups, to your class or to people  Make a card or a love letter to give to family in general with regard to any of the above member(s) which thanks them for the love issues. (2b) and kindness that they show.  Plan a week where each day you identify something loving you can do for someone in the family. (2a,1b,1c) RESPONSIVE ACTIVITIES INVITATION TO FAMILIES Students invite family members to school to share with them information they have PRAYERS investigated about families, particularly ways of Use a book, eg Prayers for Aussie Kids as a showing love and respect, eg Help for families model. Invite students to write prayers of book (see Development idea Helpful thanks for people in the community who help Directions), roles and responsibilities within the them. Use these prayers in worship sessions family and ways of building relationships. of the class or school. (2a,2b) Students can prepare and serve morning or afternoon tea for family members. (2a,2b,1c) COOKING Students prepare a simple dish that can be OUR SCHOOL used as part of the family meal. They take this (Part 3) Students identify and implement ways home as a way of saying thank you to the of thanking people in the school community for people who normally do this task. (2b) their work. they could  write cards or letters thanking people for the SAYING THANK YOU work they do and the care they show; Model and discuss ways of formally saying  organise a morning or afternoon tea; thank you to a visitor in the class. Whenever a  share with them the life-sized cut-out guest speaker comes into the classroom, figures the students have made and provide opportunity for students to thank the students’ suggestions for showing respect person concerned. and love towards them; Model the use of words like ‘please’ and ‘thank  invite them to attend a class devotion you’ in your daily interaction with the students. planned by the students which they thank Encourage students to do the same. God for the help these people provide; After learning about differing roles of people in  write poems about each person and the the community, students devise a letter of importance of their work and share these thanks that can be sent to people. (2b) with the person. (2b,1b)

ACTIVITIES 24 BANDS A-D OCCUPATIONS examples. Students who have researched the (Part 3) Students write thankyou letters or same topic form a panel to lead class cards to parents who shared information with discussion. Students judge which arguments the class about their occupations. Include in are the most convincing. (2a,2b,3a,3c) the card a prayer which thanks God for the important work they are involved in. (2b) PEOPLE PROFILES Students produce profiles (posters, power- POSITIVE STRUCTURES FOR point presentation, brochures) of people who RELATIONSHIPS have taken a stand for truth and against Students work in groups to prepare a pamphlet wrongs and injustice. As a class students to inform the school community about the select from a wide cross-section of people and purpose and benefits of various social issues, eg Daniel, Paul, William Wilberforce, St structures. The pamphlets could include Thomas More, William Booth, Dietrich information about ways people can foster Bonhoeffer, Desmond Tutu, Gandhi, positive relationships in the various structures. conscientious objectors during the war in (2a) Vietnam. (2a,2b)

GUIDELINES FOR PARENTING YOUNG WHAT WOULD JESUS DO? PEOPLE Drawing on what they have learnt about Jesus’ Students develop a pamphlet for parents modelling of the loving, caring relationship God entitled: ‘Guidelines for parenting young intends people to have with one another, people’. They use information they have students write a 100-word response to: ‘If gathered from their research about the Jesus were here today and had money, how changing relationships between young people would he spend it?’ (2b,3b) and their parents. (2b)

LETTERS TO LEADERS Students read prayers written for government leaders and people in authority, such as the ‘Prayer of the Church’ in the Lutheran Hymnal and examples in Jesus Our Future by Bruce Prewer. Students write their own prayers for leaders and write a letter to a leader in the school, local or national community. In the letters they may thank and encourage them in their role as a leader. (2b)

STRUCTURES FOR OUR PROTECTION Students create a mural of images to depict their understanding of the importance and function of social structures. Each student can add a brief description of the important elements and message of their artwork. (2a,2b)

FORUM FOR DEBATE Many issues facing governments and individuals are complex, and solutions are far from simple and clear. For example:  Is sex before marriage wrong?  Who should receive assistance from governments?  Should churches stay out of politics? Students select from a range of topics raised by the class. They investigate the topic and arrive at a personal viewpoint which they must be able to substantiate with data and

ACTIVITIES 25 BANDS A-D 3 GOD WANTS PEOPLE TO Christian belief that God wants people to love LOVE AND RESPECT ALL and respect all peoples of the world. (3a,3b) PEOPLES OF THE WORLD LIVING IN A NEW COUNTRY Read stories which deal with the difficulties people experience moving to a new country INTRODUCTORY ACTIVITIES (see Recommended Resources Menu). List difficulties, possible reasons for these difficulties and ways people can help new neighbours feel accepted and respected. Go MANNERS on to explore ways Jesus’ teachings and actions illustrate love and respect for all Discuss manners that students are familiar people. (3a,3b,1b) with and the reasons why these are considered to be important. Older students in this band could explore the FEELING ALONE place of manners in the ‘olden days’ and ways Students recall a time when they experienced in which children were taught to ‘respect’ their a new situation and did not feel part of the elders. (3a) group or understand what was happening, eg moving house, moving to a new school, joining I FEEL GOOD WHEN… a new sporting or interest group. Go on to explore ways of showing love to people who do Help students identify the things that make not feel accepted. (3b) them feel good about themselves, eg I feel good when my dad takes me with him. I feel good when then the teacher says ‘well done’. I GUEST SPEAKER feel good when people ask me to play with Invite a person who has moved from their them. Continue with discussion or activities to home to live in a new country to share with the raise students' awareness of actions that make students some of the difficulties they have other people feel good about themselves. (3a, experienced. Go on to identify attitudes and 3b) actions which show love and respect for all peoples of the world. (3a,3b) ANOTHER CULTURE In order to identify what students already know DEBATE about cultures other than their own, show an Divide the class in half. Give students the object from the culture you plan to study. Ask following statement to debate: The world students what they already know about this would be a better place if everyone was like culture. This will allow you to identify attitudes me. Develop some basic guidelines for the (both positive and negative) that your students debate, eg people must raise their hand to already hold, and to consider how to develop speak and each person can only speak twice. the Christian attitude of love for all people of At the completion of the debate make a list of the world. (3a,3b) the best reasons for and against the statement. (3a,3c) LIFE IN OTHER COUNTRIES Individually or in pairs, students research a INJUSTICE country of their choice. Use resources which Use a range of dictionaries to define the word give easy-to-read information about cultural injustice and write a common definition on a aspects, such as food, clothes, housing, chart. Students individually reflect on their interests, school, family. (Cambodia — A experiences of injustice. Volunteers can be Studies of Asia Resource Kit for Primary asked to share their experiences. Add Schools provides excellent materials if information to the class chart about reasons researching life in Asia.) Students present the people might experience injustice. Go on to information orally from the perspective of a explore the causes of injustice and ways person who lives in that country. Christians can respond. (3a,3b,3c) If the class has a high multicultural component, research the cultural background of the ME AND MY CULTURE students. Indicate on a world map the country Students draw a picture of themselves and where each student’s family originates. Use surround it with things that they believe this as an introduction to exploring the represent their culture, eg food, activities, clothes, words or phrases. Students share

ACTIVITIES 26 BANDS A-D these in groups and discuss similarities and STEREOTYPES differences. Brainstorm different ways people can be Display the pictures and as a class discuss grouped or labelled in society, eg skin colour, what they reveal about the cultural background rich/ poor, nationality, gender, religion, literacy, of people in the class. able-bodied/ physically challenged. Discuss:  Are the pictures typical of all people in  Why do you think people are grouped in Australia? this way?  What cultural images could we include to  Is there a positive or negative effect of such represent more fully the cultures of people grouping of people? in Australia? Tell students that when people are grouped  What are the benefits of a multicultural like this, it can lead to stereotyping. Explore Australia? stereotyping in the media and discuss how it  What do you see as some of the influences people’s attitudes. Go on to explore difficulties? the Bible’s teaching that God accepts and Go on to explore the Bible’s message of love loves all people and that each individual for all people and stories of Jesus speaking out person is precious to him. (3b) against prejudice. (3a,3b,3c) EQUAL RIGHTS PREJUDICE Students view a video or documentary about a Students skim through magazines and gather person who worked towards equal rights a range of pictures of people whom they would between people, eg Mabo or Cry Freedom. be happy to have as their friends. Discuss with Students record the injustice that was being students what criteria students used to select experienced and how the person worked their friends. Show students pictures of people towards justice. Use this activity to lead into an who are poor, of another culture or physically investigation of Christians who have worked challenged. Ask students to consider whether towards love and respect between people. they would like each of these people to be their (3c) friends and why or why not. Discuss students’ attitudes towards various A COMMON HUMANITY groups of people and introduce the word Love and respect for other people flow from ‘prejudice’ and what it means to ‘pre-judge’ knowing, understanding and empathising with people. Use dictionaries to define the word them. They flow from the recognition that, ‘prejudice’. Tell students that all people have while we are all different, each of us as a prejudices which cause them to group people human being is a member of the human family. together and label them or stereotype them. Students select two articles from the Universal Ask students to list groups in Australia who Declaration of Human Rights (see Today’s face prejudice or stereotyping. Discuss: What Issues and Christian Beliefs) which are are the advantages and disadvantages of pre- honoured in their community and two articles judging people? which are not honoured in their community. Use the activity to lead into an investigation of Alternatively, students work in groups to Bible readings on prejudice and the Christian investigate the family and social life of different belief that God calls Christians to love all ethnic groups that make up the Australian people. (3a,3b,3c) population. They select ethnic groups that are prominent in their locality. As part of their DIFFERENCES research students survey each ethnic group to Students work with a partner to list all the ways find out which articles of the Universal in which they are different from each other. Declaration of Human Rights they most value. Each pair shares with another pair. As a class As students collate their information, they discuss: determine what experiences are common to all  In what ways are differences important? groups and what factors distinguish one group  In what ways can differences affect from another. relationships between people? Another approach is for students to investigate  What do you think the French phrase ‘vive the value different religions or ideologies la difference’ might mean? (humanism, communism etc) place on human Go on to explore the Christian belief that the life. (3a,3b,3c) Bible directs Christians to love all people. (3a,3b,3c)

ACTIVITIES 27 BANDS A-D BEING DIFFERENT makes about the person he/she is Developing healthy relationships requires communicating with; the qualities needed in mutual respect for one another’s autonomy order to be a good listener, eg patience, and individuality. The focus of this activity is for courage, empathy, the ability to reflect. students to appreciate other people’s This can lead to a study of how Jesus related individuality and to recognise how what is to and listened to people. (1a,1b,3b) different about the individual is either respected or disrespected. PUSHED OUT AND IGNORED Students make a list of various groups/classes Students think of a time when they have been of people they encounter personally in any one ignored, made fun of, and/or excluded from a week, eg neighbours, relatives, people of group. They list or make a thought-web of the different ethnic background and language, various feelings they experienced, the words unemployed people, disabled people, police, that went through their minds, how they felt ex-prisoners. Students also list people they about their own worth. hear and read about in the news. Students make a list of reasons people are Create a large paper wall, drawing the excluded from friendships or groups at school. individual bricks that make up the wall. On They identify what makes a person popular at each brick, students name one of the groups school. they have listed and write statements made Students list reasons for not standing up for about that group, especially those that indicate other people who are left out and ridiculed. stereotyping. They think of a time when they have wanted to Students discuss how stereotypes are created stand up for others but were too scared to do and the assumptions and pre-judgments the so. (1a,1c,3a,3c) stereotypes carry. They add these assumptions to the bricks. EQUALITY Students consider the impact stereotyping has Australia prides itself on being an egalitarian on relationships and the kinds of barriers society. Students explore the meaning of stereotypes create between people. They ‘egalitarian’ and the implications this has in discuss how the barriers can be broken down. their own school situation. They role-play Students discuss what ‘mortar’ holds the bricks different scenarios which explore issues of their wall together. relating to equality, eg a scenario in which In groups students investigate the needs, every student in a year level is given the same problems and life experiences of one group of maths work, a scenario where there are no people on their list. Alternatively, invite power structures. Students discuss what representatives of a group, such as an makes people equal and what measures can unemployed or disabled person, to share be taken to promote that equality. his/her life story. Or find a film or documentary As extension explore the Australian context. which explores the life situation of a person Students find and read stories of Indigenous who is different. This can be an opportunity for Australians who were part of the stolen students to share their different family generation, of carers who look after sufferers experiences or experiences of living in a of Alzheimer’s disease, of people with a mental different culture, etc. Students consider how illness, of unemployed youth. stereotypes can be eliminated, eg by finding Students explore the relationship of personal facts about people which destroy the power and freedom, rights and responsibilities stereotypes. Students write in their journals to equality. how their perceptions and assumptions about This can lead to an investigation of the role fo people are being challenged. (3a,3b,3c) Christians in society as described in the Bible. (2a,3a,3c) ARE YOU LISTENING? Hugh Mackay in Why Don’t People Listen To THINKING GLOBALLY Us? suggests that ‘people don’t listen to us Technology has brought the needs and issues because we don’t listen to them’. Students give of the world into individual people’s lives. examples of experiences of what they consider Students contrast the messages that they are to be poor, ineffective communication between receiving about life from advertising, the career people and examples of what they consider to market, magazines etc with the reality of life for be effective communication. They suggest how people in other parts of the world. Students the people involved felt about the experiences. collect headlines and articles about people, Students assess the importance of listening in events and lifestyles in other parts of the world, a relationship; the assumptions a good listener particularly third world countries. Organisations

ACTIVITIES 28 BANDS A-D such as Caritas Australia, the National Council tell you that there isn’t enough money, and you of Churches in Australia and Lutheran World will have to wait for another year. Service have information about the economic (1b,2a,3a,3b) and social situation of different countries. Students write a definition for a successful, RULES fulfilling life for people living in their own Investigate the place of rules in the lives of all society and another for people living in a third- people, eg what rules are there? why are there world country. rules? who makes them? why should people Students suggest how people of first-world obey them? countries can demonstrate love and respect to Tell students that God gave rules to help people of third-world countries. (3a,3c) people live together. Briefly investigate the second table of the commandments. THE WORLD AS A VILLAGE (3a,3b,1b) An Earth Summit was held in Rio de Janeiro, Brazil, June 1992. To make people aware of ANOTHER CULTURE the interdependence of people in the world, the A first step in showing respect for others is to whole-world scenario was described as a understand others. Use resource material from village of one thousand people of various other curriculum areas to study a culture other situations in life. This highlights dramatically than that of most students in your class. the ratio between rich and poor, the ratio of Take care not to patronise another culture, but Asians to Europeans, the ratio of those who lead students to recognise that all people are earn an income and those who don’t, etc. The part of God’s creation. Songs such as If you’re material is published in MAP On the Road black of if you’re white (All Together OK 341) volume on Family. If students are involved in can be used to reinforce this message. (3a,3b) MAP in your local congregation, do not use this material. Organisations such as Caritas WHAT WOULD IT BE LIKE? Australia will have similar information available The story in the book of Ruth allows for (see Life Issues by C Wright p 74). exploration of how people feel when they face This kind of material will enable students to new or difficult situations. This story also discuss the implications of being a neighbour shows the trust of Naomi and Ruth that God to others in the world, to explore such issues would be with them as they faced difficult times as responsibility, cooperation, compassion, in their lives. sacrifice, resolution of conflicts in meeting the Students identify times when people they know needs of people in the world, eg students think could be in a similar situation, eg leaving to go about the lessons that can be learnt from the to a new home and school; coming from way their family household is managed to help another country and eating food or wearing the global household. (2,3) clothes that are different from everyone else. Students discuss or role-play how people might feel in such situations and how they DEVELOPMENT ACTIVITIES could help in the situation. (3a,3b) JESUS’ LOVE AND RESPECT FOR PEOPLE THE FOURTH COMMANDMENT Older students in this band could begin to (for older students in this band) Discuss the consider how they feel when they see fourth commandment: Respect your father and someone who is different from them in some your mother. way, eg physical, cultural. The Bible tells that God gave parents the job of Share stories of the way Jesus showed love looking after their children. Help students to and respect for all people, eg he healed those identify things their parents do well, but also to who were sick, helped those who were in recognise that sometimes children may be need, accepted those who were left out or upset with decisions their parents make. hated. Discuss and role-play scenarios like the Assure students that Jesus also cares about following, and things children can do in and loves them when if they are left out or hurt situations like this to show their love and by others. (3a,3b) respect for parents: Mum and Dad said you could have a party on your birthday. But when the time comes, they GENERAL ACTIVITIES

ACTIVITIES 29 BANDS A-D BIBLE VERSE Students learn an Students choose a song, write a brief summary appropriate Bible verse (see page 11). of the reasons they chose the song, copy a verse or verses which especially communicate SONGS Students learn songs related to the message, and illustrate. (3a,3b,1b) the faith statements (see Resources for Music and Devotions in the Appendix). BIBLE CHARACTER (a recommended GENERAL ACTIVITIES activity for Level 3). Students learn about a BIBLE VERSE Students learn an specific Bible character. TRS A3/extra appropriate Bible verse (see page 11). contains a story and activities relating to Students learn songs related to Ruth. SONGS each of the Faith Statements (see Resources for Music and Devotions in the JESUS’ LOVE FOR ALL PEOPLES appendix). Investigate stories in the Bible which describe the way Jesus showed love and respect for people from cultures other than his own, eg A IF JESUS WERE A TEENAGER TODAY Samaritan woman, A Roman soldier’s servant Students investigate stories about Jesus which (See Bible References Menu). demonstrate his outspoken views about Students create a cartoon or a dramatic prejudice and inequality. Include stories about presentation or write a story from a character’s the type of people Jesus mixed with and perspective which explains Jesus’ actions and people he cared for. Students prepare a poster the effects of his actions. (3a,3b) entitled ‘If Jesus were a teenager today’. They prepare a series of statements or drawings to explore ideas such as: THE GOOD SAMARITAN  He’d hang out with . . . Using resources such as a Bible handbook,  He’d wear . . . Bible footnotes or TRS B3/1, investigate the relationship between the Samaritans and the  He’d tell stories about . . . Jews.  He’d get really angry about and speak out Read or tell the story of The good Samaritan against . . . (Luke 10:25–37). Discuss what this story Students discuss or reflect on the question: teaches about showing love. Imagine the How would I treat a person who behaved like reactions of the people as Jesus told this story. Jesus would? (3a,3b,3c) Draw a picture of Jesus telling the story and include speech and thought bubbles of the PREJUDICE listeners. Students read stories from the gospels in Students work in groups to role-play the story which Jesus responded to the prejudice of of the good Samaritan. They discuss ways of others, eg Jesus calls Levi, Jesus accepts presenting a contemporary version of the story Zacchaeus, Jesus and the Samaritan woman; or placing it in a school setting. Students need Simon and the prostitute (see the Bible to consider: References Menu).  How will they set the context for the story? Students use Bible handbooks to investigate  Who will be the respectable people who the stories and prepare a report for the class pass by? about Jesus’ response to prejudice. Ensure  Who will be the outcast who stops to help? students explore the cultural context of their  How will they get across Jesus’ message story, eg the social status of tax collectors or that love for neighbour means love for all women. Students reflect on the prejudices people? (3a,3b,1b) Jesus might encounter today and retell one of the stories in today’s context. These stories could form the basis for a school devotion on SONGS prejudice. (3a,3b,3c) Explore Christian songs or hymns which tell the message that God loves people of all cultures, eg THE GREAT BANQUET  Yesu, Yesu, fill us with your love 310 (All Read and investigate the parable of the great Together Everybody), banquet (Luke 14:15–24). Possibly read  If you’re black or if you’re white 341 students a contemporary version such as One body 388 (All Together OK) Philip Yancey’s version in What’s so Amazing about Grace? Use handbooks to explore the  Everyone Matters to Jesus and Whether message of the story. Discuss: You’re One (Gospelling to the Beat 2).

ACTIVITIES 30 BANDS A-D  How does Jesus’ story illustrate that God’s As a class conduct a study of 1 John. This love is for everyone? could take the form of individual and class  What encouragement does Jesus give for reading while students keep journals of their accepting people who are often ignored? reading. Discuss with students what relevance Students work in groups to develop a dramatic 1 John has for living in Australia today. performance of the story. (3a,3c)  What might John say to Australians today?  What might John say to students in the JONAH class? Investigate the story of Jonah as a story of Students write a letter in response to John’s, intolerance. In what ways did Jonah want to expressing their thoughts and comments about limit God’s love for people? What was God’s what he has written. (3b) message for Jonah and the Ninevites about his love for people? Students prepare a role-play LOVE, RESPECT AND EQUALITY FOR to share the message of the story with other ALL students. (3a,3b) Students develop a database of Christians who work towards equality between people. They JEWS AND GENTILES work in pairs to investigate Christians from Using Bible handbooks and encyclopaedias, various times in history, eg the apostles Peter students investigate the relationship between and Paul, St Patrick, Savonarola, William Jews and Gentiles in the early Christian Booth, Thomas Bernardo, William Wilberforce, church. Toyohiko Kagawa, Dietrich Bonhoeffer, Pope Read Acts 10; Galatians 2:11–14; 3:26–28 and John Paul XXIII, Helder Camara, Mother Ephesians 2:11–22 to explore how Paul’s Theresa, Martin Luther King. They add to their teaching about the good news of Jesus database Christians in the local community challenged attitudes of the time. Discuss the who love and respect all people and work for disagreements Paul faced within the church as equal rights. Students record information about people tried to apply the teachings of Jesus to each person’s work and motivation. Share the new situations. Students prepare a response to database with other classes. (3c) the statement: ‘Jesus breaks down barriers between people’. (3c) GENERAL ACTIVITIES RACISM BIBLE VERSE Students learn an Students gather stories from the newspapers appropriate Bible verse (see page 11). or songs such as Beds are Burning by SONGS Students learn songs about Midnight Oil or Treaty by Yothu Yindi to identify human relationships, family, and concern for and discuss people who experience racism in all people (see Music and Worship Ideas in Australia. Invite an Indigenous Australian the appendix). person to share experiences of racism or TIME LINE (A recommended activity for discrimination. Discuss: Level 1) If the class is developing a time line  What is racism? for Christian Studies, add to the time line  How does racism affect people’s human information about any Bible stories rights? discussed in this unit. Students investigate racism in Jesus’ time, eg GOD FILE (A recommended activity for the relationship between the Samaritans and Level 2) If the class is developing a God Jews, the Jews and the Romans. File, add information about the way God acts Read stories in which Jesus challenges in human lives through human relationships. racism, eg the good Samaritan, the Roman officer’s servant. Students record what they VALUING THE INDIVIDUAL believe the message of the story would have Jesus taught and demonstrated that each been for the people in Jesus’ time. Discuss in person is of immense value. Students read groups what students’ believe is the message Jesus’ teaching about the worth of all human of the story for people today. beings: Students work in pairs to write the lyrics of a Matthew 5:45 Matthew 6:25–32 song about racism. Encourage students to use Matthew 18:10–14 Matthew 20:1–16 a melody or tune they know well. (3a,3b,3c) Luke 11:11–13 Luke 12:6,7 Luke 14:15–24 Luke 17:1,2 JOHN SPEAKS ABOUT LOVE John 6:35–40.

ACTIVITIES 31 BANDS A-D Give students the necessary cultural A lawyer asks Jesus: ‘Who is my neighbour?’ background and context of the gospels so that Jesus responds by telling the story of The they can understand the truth contained in the good Samaritan and rephrasing the question: accounts. ‘To whom must I be a neighbour?’ (Luke Students write up a charter of human worth 10:25–37). Some students may have heard based on Jesus’ teaching. this story repeatedly. Students use Jesus’ teachings as a way of Present the story giving its first-century evaluating Jesus’ own dealings with people, in context. Helpful examples include: And Jesus particular his relationship with women and Said by William Barclay and The Parables of Gentiles. The gospel of Luke, written by a Jesus by Harry Wendt. Gentile, contains a wealth of material, eg Students retell the story from the perspective  Jesus raises a widow’s son Luke 7:11–15 of either the Pharisee, the Levite or the  Jesus is anointed by a sinful woman Samaritan, explaining the different barriers the Luke 7:36–50 situation demanded each one should  Jesus is touched by a sick woman overcome and the decisions they made about Luke 8:43–48 those barriers.  Jesus heals a crippled woman on the Students discuss the point Jesus is making Sabbath Luke 13:10–17 when he chooses a Samaritan as the hero of The Acts of the Apostles, also written by Luke, the story. shows the impact Jesus’ teaching had on his Take students through a guided meditation in followers: which they think about their relationships with  Pentecost Acts 2:1–11 people.  Philip and the Ethiopian Acts 8:26–39  With whom do they relate easily? Students determine how each person’s worth awkwardly? with difficulty? Not at all? can be celebrated and demonstrated in their  What helps them relate to people? school context. (3a,3b,3c)  What are the barriers in the difficult relationships? A FIRST-CENTURY COMMENTATOR  What is the challenge for them in this story? The writer of the epistle of James addresses End the meditation with a Bible reading that people who profess to be Christians (James affirms the worth of all human beings, eg 2:1) and examines the implications of living out Matthew 6:25–32 Luke 12:6,7 Jesus’ teaching about the love of God and the Luke 15:1–10 Luke 19:10. (3a,3b) worth of human beings in a twenty-first century context. James addresses the impact on INCLUDING THE UNWANTED people’s lives of: Jesus came to befriend the unwanted and  favouritism chapter 2 those who do not fit in to society. It doesn’t matter whether their rejection is because of  gossip chapter 3 exclusion by others or because of their own  quarrelling chapter 4 failures and lack of self-esteem. See  exploitation chapter 5. Matthew 9:12,13 Luke 4:18,19 Students work in groups, each examining one Luke 19:10. of the issues. They record in a table: The following stories are examples of Jesus  the nature of the problem experienced in forming relationships with those pushed out of the first-century Christian community society:  the Christians’ behaviour  a Samaritan woman John 4:4–42  James’ challenge to the Christians.  Zacchaeus Luke 19:1–10 Students conduct a parallel study of the same  Bartimaeus Mark 10:46–52 issues in the twenty-first century. They find The following steps can be used with any story examples in the newspaper and the school selected: context. They 1. Give students the reasons why the person  summarise the nature of the problem; would have been excluded from general  investigate how local congregations and society. Students brainstorm how the individual Christians address the problem; person might have felt about his/her  examine the challenge that James’ letter situation. has for students attending a Christian 2. Tell students the story in stages. At the end school. (3a,ec) of each stage one group of students suggests what the person’s inner thoughts AM I A NEIGHBOUR? may have been about her/himself, Jesus and the situation. Another group imagines

ACTIVITIES 32 BANDS A-D Jesus’ internal monologue: another group  what Jewish Christians need to give up indicates the feelings and thoughts of the in order to maintain the bond of peace disciples and the townspeople as they  what Gentile Christians need to give up appear in the story. in order to maintain the bond of peace 3. Working in groups, students retell the story  what each group will receive in return using a modern scenario, eg  what each group needs to be reminded at school: the student who is excluded of continually. from all the parties, the student with whom 7. Students examine what Paul prays for no-one will sit in the classroom (it is these people: Ephesians 1:15–23 important that students do not refer to 8. Ephesians 3:14–19 Colossians 1:9–14 specific students by name); 9. According to Galatians 3:26–28 all barriers in communities: the unemployed, between people have been broken down in disabled, immigrants, indigenous peoples. Christ. Students explore the basis on which Students imagine how Jesus would speak cultural and gender barriers can be to such people and what words of overcome. They consider what it will mean encouragement he would give them. in practical terms for people if the ‘bond of Give students time for personal reflection in peace’ is to be a reality, eg students which they consider their own attitudes and investigate the reconciliation process that is behaviour towards people who are shunned. taking place in South Africa between white What greater understanding of those people and black people. (3b) has the story given them? How can they modify their future actions? BABEL AND PENTECOST Students reflect on times when they have been Broken relationships are often the result of rejected and consider what words of hope and pride and selfishness, while healing and encouragement the Bible story gives them. restored relationships come through humility and thought for others. Students contrast the THE GOSPEL REMOVES BARRIERS story of The tower of Babel (Genesis11:1–9) The message of the gospel is that God offers with the story of Pentecost (Acts 2:1–12, 41– the same unconditional love to all people in all 47), analysing what divides and what unites circumstances and situations of life. The people. They discuss the importance of universal nature of the gospel is treated everyone being able to hear the message of extensively in the book of Ephesians. God in their own language (Acts 2:8). 1. Divide the class into groups, one group to As extension students read about the problems represent the Gentile Christians (Romans, of division which faced the Christian church Greeks, Samaritans, Egyptians, Parthians,  in Corinth: 1 Corinthians 1:10–17 Medes etc) and the other the Jewish 1 Corinthians 3 – 4:6 Christians.  in Philippi: Philippians 2:1–4, 14 2. Using Bible encyclopaedias and Philippians 4:2,3 dictionaries, each group investigates the Students note the reasons Paul gives for the social and religious life of their group before division they are experiencing and the advice they were converted to Christianity and the he gives for resolving their conflicts and relationship that existed between Jews and restoring relationships. They identify what is Gentiles after the Exile and into the first the motivating factor for unity in the church. century. See Invite members of a local church to share how Ezra 9:12 Ezra 10:2–44 conflicts are resolved in their community. (3b) 3. Nehemiah 10:30 Nehemiah 13:23–31 4. Students imagine and role-play the conversations and interactions between PETER VERSUS PAUL Gentiles and Jews at a marketplace. The great message of Christianity is that Jesus 5. Students read Ephesians 2:11–22, taking and his gospel are for all people. The New the perspective of the Gentile and Jewish Testament writers tell stories of how two Christians. Each group rewrites what the prominent Christian leaders, Peter and Paul, passage is telling them about themselves dealt with the barriers first-century Christian and the other group. Students identify the Gentiles and Christian Jews had to overcome. basis for unity between the two groups. See Students investigate the lives of Peter and also 1 Corinthians 12:12–23 Paul, examining in detail the pressure Christian Ephesians 4:3–6 Colossians 3:15–17 Jews were placing on the Gentiles and the 6. Students identify barriers (attitudes and way of life) Jews had to overcome to accept and associate with Gentiles. See

ACTIVITIES 33 BANDS A-D  profile of Peter Acts 10 relating to all people (Matthew 5:13–16) in their  profile of Paul Acts 8:1–3 community, on what basis Christians can be Acts 9:1–30 expected to be models (Ephesians 2:10), and Galatians 1:13–24 what happens when Christians fail in their Philippians 3:4–6 relationships (Luke 11:4, 1 John 1:9). (3a,3b)  conflict over circumcision Acts 15:1–5 Galatians 2:1–10 Galatians 4:6 RESPONSIVE ACTIVITIES  resolution of the conflict Acts 15:6–35 2 Peter 3:15 Students write and present a play on the issues of circumcision, or students write the CLASS GUIDELINES letter from the Council of Jerusalem to the As a class develop guidelines which will Jewish believers about the issue of enhance positive relationships and respect circumcision. Alternatively, students research among students. Display and revisit these significant issues facing the Christian church regularly. Use them to assist in behaviour today, eg management. (3a,3b) de facto relationships, euthanasia, morality, accommodating a changing culture. They CULTURAL DAY present their findings as a play or as a letter to After investigating another culture, conclude Christians. Students discuss: On what basis with a day of celebration, eg dress in can Christians seek to resolve their conflicts appropriate clothing, eat the food or play and restore their relationships? (2b,3a,3b) games from that culture. (3)

CALLED TO MAKE A DIFFERENCE CURRENT AFFAIRS In the early centuries of the church Christians Be alert for newspaper articles which highlight lived under oppressive governments and were the needs of people in the community or in the often subject to persecution. Yet neither Jesus wider world. Briefly share this information with nor his followers attempted to overthrow the your students and discuss how people could governments of their day. Christians were show love in this situation. Remember these challenged to live out the Christian way of love people in prayer in class or school worship. in their families and communities, where they (3b) could make a difference (1 John 3:11, 16–18). In groups students investigate exhortations CULTURAL CELEBRATION given to Christians on how to conduct their Prepare a class celebration of cultures. Include relationships with one another and with other games, songs, crafts, foods and greeting people. Students apply the principles found in words and customs from a variety of cultures. the New Testament epistles to contemporary Consider including a voluntary circle prayer scenarios from their own experiences or those thanking God for the unique features of each found in the news. They compare the culture and asking God to help them love and directions given in the epistles with the many respect people of all cultures. (3b) ‘instruction’ books available today.  Relationships between Christians: SUPPORTING WORLD AID Romans 12:9–21 Galatians 6:1–5, 10 ORGANISATIONS Ephesians 4:1–3, 25–32 Explore the ways world aid organisations, such  Relationships with all people: as Australian Lutheran World Service, Romans 13:8–14 1 Peter 2:17 Australian Baptist World Aid, Community Aid  Relationships between parents and children Abroad, show love and respect for peoples of Ephesians 6:1–4 Colossians 3:20,21 the world. Students become familiar with the  Relationships between husbands and programs these organisations are involved in. wives: They suggest — and become involved in — 1 Corinthians 7:1–5 Ephesians 5:22–33 ways of supporting the program, eg organise a Colossians 3:18,19 1 Peter 3:1–7 food stall, wash the cars of parents/teachers,  Relationships between masters and slaves: publicise the program. (3b, 1b) Ephesians 6:5–9 Colossians 3:22 – 4:1  Relationships between older men and SHOWING LOVE AND RESPECT IN younger men: 1 Peter 5:1–5 SCHOOL SETTING Students discuss how the instructions in the epistles would help Christians to be models of

ACTIVITIES 34 BANDS A-D As a class, list, illustrate and demonstrate TRYPTYCH ways of showing acceptance, love and respect Students create a triptych which illustrates the for all students in your school. Focus movement from brokenness to wholeness in particularly on ways of helping students from relationships through the action of the gospel various cultural backgrounds feel valued, eg in people’s lives. Subject matter can be stories eliminating racist put-downs or ‘jokes’, in the New Testament, the global community or affirming cultural diversity. (3b,1c) the students’ own life. While a triptych is traditionally a three-panelled ACCEPTANCE painting, students can present it as a set of Students reflect on what they have learnt about three human-figure tableaux that are viewed the Christian belief that all people are valuable simultaneously or as a movement or dance in in God’s sight and consider its implications for three parts. The three panels can represent their relationships at school. They create three distinct scenes, but the common theme posters or collages on the theme of needs to be evident. (1c,3b) ‘Acceptance’. Students could develop slogans about the value of accepting all people. 21st CENTURY COMMENTATORS (3a,3c) This response activity follows A First-century Commentator in the Development Activities THE INTERNATIONAL YEAR OF. . . 1995 Menu. The epistles in the New Testament was designated by the United Nations as the encouraged the early Christians to make a ‘International Year for Tolerance’. Students difference for God in their communities. imagine they are on the organising committee Students imagine and write the kind of letter for International Year designations. They the New Testament writers would write to consider what they have learnt in order to Christians today, referring specifically to issues designate the next International Year. Students facing people today, eg the ‘tall poppy’ give reasons for their choice and the aims of syndrome, genetic cloning, third-world debt, such a year. They design a program of class, sex before marriage, de facto relationships, school and community activities to assist the care of the disabled and aged. development of their aims. (3a,3b,3c) Alternatively, students explore how the Christian way of love can be lived out in a MULTICULTURAL EVENING Christian school community. They imagine and Students prepare a multicultural evening for present the encouragement and advice a New families of the class. Each family could bring a Testament leader would give to the students’ plate of food from their cultural background to school community about the relationships share. The evening could include role-plays within the school. Students need to and information about accepting people of all  consider what is happening in the school. In cultures. (3a,3b,3c) what areas of school life do people need to be encouraged? directed? praised? LETTERS TO THE EDITOR corrected? challenged? Students write to editors of the local  decide on the most effective means of newspapers, praising the efforts of people in communicating the message, eg video clip, the community who are working towards series of bumper stickers, cartoon justice. They may include information about editorials, talkback show, screen saver, ways people in the community can work 60 Minutes segment. towards equal rights and acceptance of To help students and provide stimulus for their people. The letter could also include a quote project, invite local pastors to share how they from a famous worker for equal rights. (3a,3b) address or comment on current issues in their sermons. Alternatively, students examine EQUAL RIGHTS AND ACCEPTANCE excerpts from the writing of present-day writers CAMPAIGN who address current issues, eg The Streets of Students use their investigation of Christians Hope by Tim Costello. (2,3) who have worked towards equality and acceptance to design an advertising campaign GET INVOLVED to promote equal rights and acceptance Many volunteer organisations and even between people. They may consider the governments are — consciously or strategies of people such as Martin Luther King unconsciously — guided by God’s intention to explore ways of gaining people’s attention. that people love and respect all peoples of the (3c) world. Students investigate ways government, voluntary organisations and individuals are

ACTIVITIES 35 BANDS A-D being pro-active in demonstrating love and respect for people with special needs. They invite both providers of the services and those who have received support to share their stories with the class. Students create a series of advertising flyers and brochures to promote the work of the services. They think of ways they can support one or more of the services, either as a class or as individual projects. (3a,3c)

START WITH YOURSELF Often the most challenging people to love and respect are those people closest to us. Students decide on a plan of action to resolve one of their conflicts or work on improving one of their relationships with people close to them, eg a member of the class, family or sports team. Students reflect on the motivation given to them by the gospel message. (1c,3b)

LIVING MORE SIMPLY Some people choose to ‘live simply so that others may simply live’. It is a lifestyle that is based on ‘being’ rather than ‘having’. It is a lifestyle that is conscious of the consequences of one’s actions. Students examine this lifestyle.  Contrast simple living with living in poverty and with living in affluence.  List reasons for living simple, eg solidarity with the poor, saving money, conserving resources, healthier life, reduce pollution, conserving resources.  List what would change in their lives if they were to live more simply. Students brainstorm: How might living more simply help me to love and respect all people of the world? If students see advantages of living more simply, they could  commit themselves to one way of living more simply (eg forgo spending on unnecessary food such as chocolate bars);  keep journal entries over a period of several weeks in which they write about their experience of living more simply. At an appointed time students share their experience with the class and choose whether or not to continue with the project. (3c)

ACTIVITIES 36 BANDS A-D