Middle East/North Africa Study for Grades 1-6

Missions Alive! Middle East/North Africa Study for Grades 1-6

Egypt, Iraq, Jordan and Creative Access Ministries

Free Methodist World Missions Fall 2012 - Spring 2013

page 1 Missions Alive! 2012-2013 How to use Missions Alive!

Put this curriculum in a three-ring binder for easy use. In order to find the sections quickly, you might want to make index tabs to separate them. A sticky note on the first page of each section might even do the trick. Feel free to make as many copies of the curriculum as you need for each teacher and student. You may also download the curriculum from our ebsite, www.fmwm.org. We hope you find this curriculum user-friendly. Drop us a line and let us know what you think about Missions Alive! - Paula Gillespie, editor

Free Methodist World Missions - 770 N. High School Rd., Indianapolis, IN 46214

Missions Alive! staff editor: Paula J. Gillespie consultants: team to Middle East/North Africa, Judy Litsey proofreaders: Linda Sanders, Jennifer Veldman artist: Lynn Hartzell

Missions Alive! is a product of Free Methodist World Missions

Permission is granted to copy this leader’s guide for use by local children’s leaders and educa- tors only. Please note, however, that Missions Alive! materials are copyrighted by Free Method- ist World Missions, which owns all material and illustrations. It is against the law to copy any of these materials for any commercial promotion, advertising or sale of a product or service. Note some materials in this curriculum are reprinted with permission from other publishers and are owned by those individual publishers. We appreciate their allowing us to reprint these ideas to expand your students’ cultural experience.

Missions Alive! 2012-2013 page 2 Greetings teachers and children! Welcome to the Middle East and North Africa, which we’ll often refer to as the “Middle East” in this curriculum! Welcome to some new resources! We have all been reading of Bible lands for many years. We know about Israel and Jerusalem and Bethlehem. We have even read about Jonah and his ride in a whale to Nineveh. Do you know where Nineveh is? Or, where is the creekbank where Jacob wrestled with an angel? These places are not in Israel but are certainly in the Bible. Today Iraq is the name of the country where the city of Nineveh was located. Nineveh is now called Mosul. And the prophet Nahum is buried about 30 miles away in a place called Al Qush, the same name it had when he lived about 4,000 years ago. (He also preached in Nineveh but didn’t have to go by fish ride.) The Babylonians and the Assyrians, Chaldeans and many others live in this area. Jacob wrestled with an angel in the land now called Jordan. Mt. Nebo, where Moses looked into the Promised Land, is in Jordan and still called by the same name. Many more events recoreded in the Bible happened in what is now the country of Jordan. What exciting things happened in these lands! The Free Methodist Church is working in these places, as well as Egypt, where the Israelites once lived in captivity. I hope as you read and study what we are doing there, you will be more motivated to pray for “Bible lands” where God’s Word is still being preached, even by Free Methodists. When you read the newspapers about things happening there, or learn about them on TV, remember that even in these troubled countries, God is at work today. He loves the people of the world. He loves the people of the Bible lands, just as He loves us. Pray for your missionaries. Learn about them and their work. Pray for Christian leaders. Give what you can to help them. And, don’t forget to tell your neighbors that Jesus loves them too! Dr. Henry - Area Director for Middle East/North Africa

page 3 Missions Alive! 2012-2013 Contents

Introductory Material Creative Access Ministries? What’s That?...... page 5 suggested lesson plan ...... pages 6-8 postcard invitations ...... page 9 missions fair ideas ...... pages 10-11 teacher’s notes/editor’s note ...... page 12 goals, teaching tips ...... pages 13-14 details that make a difference ...... pages 14-17 offering project pages ...... pages 18-19 world religions ...... pages 20-21 Parents’ Partner ...... pages 22-23 passport ...... pages 24-25 memory verse materials ...... pages 26-28 prayer resources ...... pages 29-36 Christian Life Club requirements ...... pages 37-38 leading children to Christ ...... page 39 name tags ...... page 40

Features stories from the Middle East/North Africa, Explore class activities ...... pages 41-64

Facts introduction to country fact information ...... page 65 continent maps ...... pages 66-67 country profile pages ...... pages 68-69 country and people group facts (includes flags and country map) ...... pages 70-84 worker information ...... pages 85-87 children’s letters ...... pages 88-89 missions information ...... pages 90-95 country profile answers ...... page 96

Fun culture introduction ...... page 97 games ...... pages 98-99 crafts ...... pages 100-108 care ticket ...... page 109 word puzzles and activity pages ...... pages 110-120 songs and instrument crafts ...... pages 121-126 recipes ...... pages 127-133 recommended resources and suggested reading ...... pages 134-136 bibliography ...... pages 137-138 evaluation ...... page 139

Missions Alive! 2012-2013 page 4 Creative Access Ministries? What’s That? an introduction for teachers and students The Free Methodist Church has work emails and packages may all be opened in some countries we cannot talk about or and looked over; someone working for the put in print or on a website. Those countries government may listen to their phone calls. do not allow missionaries to come to their Churches, families and friends back country, nor do they want to allow what in the worker’s home country need to be they think is a foreign intrusion like cautious in communicating with and about Christianity to spread to their country. the worker. It is best to refer to them by Some of these nations have adopted official whatever professional role they have, such religions and make it very difficult for as: “Jeff, our worker in northern Africa, is a anyone who does not follow that religion. teacher.” Referring to Jeff as a “missionary” God wants the people of these nations could jeopardize his work in the country. to know about His love for them. So God Workers need to recognize that alternate has asked some Free Methodists to find religions are a part of that country’s daily “creative” ways to go to these closed life and culture. They also need to be aware countries. He has also helped congregations that if someone converts to Christianity, that in these areas to find “creative” ways to person’s family might disown them or they worship together, such as underground may face challenges in their job or with the churches or house churches. government. Christian workers are able to go to these In spite of these obstacles, the workers countries as medical workers, businessmen know their efforts are important and out- and businesswomen, or teachers (many weigh any inconveniences. They are internationals want to learn English or privileged to build bridges with individuals. computer skills). Often their professional Answering questions about their faith and jobs focus on improving the lives of the sharing the gospel message on an individual people in that country. basis will bring light to a dark community. Although workers in closed countries are not allowed to evangelize, they can honestly answer questions about their Share this information with your students faith. Often people living around them will to help them know about creative access ask them such questions. For example: ministry and the importance of the work. one lady works in a country as a teacher. For more information and testimonies from She wears a baltoh (the robe) and covers people living in closed countries, go to: her head. She has a very light complexion *www.send.org while people around her have darker *www.frontiers.org complexions. Therefore, people are curious *www.persecution.com about her. They often ask if she is Muslim. *www.kidsofcourage.com — a kids’ site She then has an opportunity to answer and (The Voice of the Martyrs) tell them about her belief in Jesus. Workers do have to be careful to not Other names for creative access ministry: get in trouble with government officials. *frontier work The workers may be watched by secret *restricted access work police who monitor where they go, whom they spend time with, etc. Secret police could very well send spies to Christian meetings. The workers have to give up their privacy — their personal letters,

page 5 Missions Alive! 2012-2013 Suggested Lesson Plan

This lesson plan can be easily tailored to fit your church’s needs. This material can be adapted to be used monthly instead of weekly. Make allowances for your class schedule, methods, age of students represented, etc. This is a nine-week lesson plan covering the countries where we have Free Methodist work. Additional lesson formats include: study two countries a week; study the workers’ families and the countries where they minister; or for a four-week focus consider a continent overview and then study three countries from the Middle East/North Africa (see page 8). Choose the stories and activities you feel will be most beneficial for your students. Not all the stories in the Features section are outlined for use in the suggested lesson plan. Consider substituting an unused story any time or using it later in the year to refresh students’ memories about the Middle East/North Africa. You may also consider providing any unused stories as extra reading for your students.

Weekly: Week Three: l Complete attendance chart (stamp in l Tell “Fadel’s Feet” story/Explore pgs. passport or fill in map), pgs. 24-25, 67. 50-51. l Learn/review verse(s), pgs. 26-28. l Study about International Child Care l Take offering for missions project, pgs. Ministries, pgs. 92-93. 18-19. l Distribute children’s letters, pgs. 88-89. l Sing missions songs, pgs. 121-126. l Do a word puzzle or activity page, l Share a snack together, pgs. 127-133. pgs. 110-120. l Have a prayer time. l Make a Middle Eastern treat, pgs. 127-133.

Week One: Week Four: l Tell “Daniel in the Lions’ Den” story/ l Tell “The Scattered Flock Multiplies” Explore, pgs. 42-43. story/Explore, pgs. 54-55. l Make the care ticket, pg. 109. l Study about Iraq, pgs. 73-75. l Learn about the North American workers, l Study about different world religions, pgs. 85-87. pgs. 20-21. l Study the Middle East/North Africa area l Do a prayer activity, pgs. 29-36. map, pg. 66. Complete map activity, pg. 67. l Play a Middle Eastern game, pgs. 98-99. Week Five: l Send “Parents’ Partner” home with l Tell “The Power of Hope” story/Explore, students, pgs. 22-23. pgs. 46-47. l Study about Unreached People/Kurds, pgs. Week Two: 82-84. l Tell “Strangers in the City” story/Explore, l Play a Middle Eastern game, pgs. 98-99. pgs. 52-53. l Use Prayer Calendar, pgs. 34-35. l Study about Egypt, pgs. 70-72. l Complete a craft, pgs. 100-108. l Make and use the Prayer Wheel, pgs. 32-33.

Missions Alive! 2012-2013 page 6 Week Six: Week Eight: l Tell “His Hands and Feet” story/Explore, l Tell “Doorstep of Faith” story/Explore, pgs. 48-49. pgs. 62-63. l Study about Jordan, pgs. 76-78. l Study about Creative Access Ministries, l Make posters depicting the Middle East/ pgs. 79-81. North Africa using the culture information, l Do a prayer activity, pgs. 29-36. flags and maps, pgs. 65-84. l Do a word puzzle or activity page, l Complete a craft, pgs. 100-108. pgs. 110-120. l Review map locations of all countries l Make an audio or video recording for the studied up to this week. missionaries you learned about, or for a shut-in from the congregation. Tell some- Week Seven: thing about the class, sing one of the songs l Tell “Entrusted with His Presence” story/ learned, etc. Explore, pg. 58. l Finish any activies not completed. l Study about VISA Ministries and SEED Livelihood, pgs. 90-91 and pgs. 94-95. Week Nine: l Make a poster describing the career of a l Hold a public service. missionary. l Display crafts and posters. l Use the Prayer Wheel, pgs. 32-33. l Make Middle East/North African snacks to share. l Distribute a prayer reminder. See pages 16-17 for more ideas.

Turn the page for a four-week suggested lesson plan.

page 7 Missions Alive! 2012-2013 4-week focus

Weekly: Week Three: l Complete attendance chart (stamp in l Tell “The Scattered Flock Multiplies” passport or fill in map), pgs. 24-25, 67. story/Explore, pgs. 54-55. l Learn/review verse(s), pgs. 26-28. l Study about Iraq, pgs. 73-75. l Take offering for missions project, pgs. l Learn about VISA Ministries, pgs. 90-91. 18-19. l Do a prayer activity, pgs. 29-36. l Sing missions songs, pgs. 121-126. l Do a word puzzle or activity page, l Share a snack together, pgs. 127-133. pgs. 110-120. l Have a prayer time. Week Four: l Tell “His Hands and Feet” story/Explore, Week One: pgs. 48-49. l Tell “Daniel in the Lions’ Den” story/ l Study about Jordan, pgs. 76-78. Explore, pgs. 42-43. l Learn about SEED Livelihood, pgs. l Make the care ticket, pg. 109. 94-95. l Learn about the North American workers, l Make a Middle Eastern treat, pgs. 127-133. pgs. 85-87. l Make and use the Prayer Wheel, pgs. l Study the Middle East/North Africa area 32-33. map, pg. 66. Complete map activity, pg. 67. l Make a poster describing the career of a l Play a Middle Eastern game, pgs. 98-99. missionary or about the countries you’ve l Send “Parents’ Partner” home with studied. students, pgs. 22-23. Week Two: If you choose to hold a public service for week four or the following week: l Tell “Strangers in the City” story/Explore, l Display crafts and posters. pgs. 52-53. l Make snacks to share. l Study about Egypt, pgs. 70-72. l Distribute a prayer reminder. l Study about International Child Care See pages 16-17 for more ideas. Ministries, pgs. 92-93. l Distribute children’s letters, pgs. 88-89. l Complete a craft, pgs. 100-108. l Use Prayer Calendar, pgs. 34-35.

Special Notes for Teachers: l See page 9 for a special postcard invitation. l A missions fair or activity centers suggestion is located on pages 10-11. l For a review of the Christian Life Club requirements, see pages 37-38. l Tell us what you think of this curriculum. Please mail in the evaluation on page 139.

Missions Alive! 2012-2013 page 8 Postcard Invitations on card stock to meet postal requirements. Consider using this postcard invitation to The papyrus plant pictured on the invitation encourage students to attend your missions was used in ancient Egypt to make paper. focus, or have students color and send to Ahlan wa Sahlan (Ah-lan wah Sah-lan) is their friends. Make copies of this invitation Arabic and is used to welcome someone.

Ahlan wa Sahlan Arabic to welcome someone (Ah-lan wah Sah-lan) You will receive a rich welcome into the eternal kingdom of our Lord and Savior Jesus Christ. 2 Peter 1:11

page 9 Missions Alive! 2012-2013 MissionsFair Missions Missions Fair Fair

Activity Centers

You can be very creative with your missions fair. Use whatever centers are best for the age level of your students.

Tips: l Recruit volunteers for each activity center and appoint another adult to lead a group to each center. Ask volunteers to arrive 10-15 minutes early to set up their center and receive any last-minute instructions. l Allow about 20 minutes for each center. l Check the Resources List (pages 134-136) for organizations that sell prizes, gifts and decorations.

Hints: l Provide a “passport” that can be stamped at each center (see pages 24-25). l In order to keep students’ hands free for activities, punch a hole in one corner of the passports. Pull yarn through the hole and tie so the passports hang freely around the students’ necks. l Consider giving each student a travel bag to collect items at each center or station to remind them of the story or activity. Opening Time Open the time in a combined session. Talk about the Middle East/North Africa in general terms for about 10 minutes. Briefly introduce the study countries. See the Facts section beginning on page 65. After discussion time divide into groups. Food Center Children will taste various foods typically grown and eaten in these countries. If your students are old enough, allow them to make one of the recipes on pages 127-133. Check the Recipes section for your specific ingredient needs. Also provide napkins, plates and toothpicks to spear food.

Missions Alive! 2012-2013 page 10 Story Center Children will learn about God’s love for the people of the Middle East/North Africa. This section begins on page 41. The volunteer overseeing this center will want to practice the story until they are very comfortable telling it and can relate it with expression and enthusiasm. If you design a skit, make sure you distribute the script to the participants ahead of time so they can be prepared. Also have appropriate props to make the actors’ roles come alive. Culture Center Children will learn facts about the countries in this study of the Middle East/North Africa. Use the Facts section of the leader’s guide (begins on page 65) to help you plan this activity. Younger students may color flags and draw maps as you talk about some of the interesting Middle Eastern culture. For older students, provide file folders for each of the countries containing the flag, map, facts, etc. Have the students research one of the countries and complete a Country Profile Sheet (pages 68-69). Prayer Center Children will be reminded how prayer makes a difference. Make sure the students know about the Free Methodist workers and ministries in the Middle East/North Africa. Talk about the importance of prayer and give opportunity for students to pray for several requests, including the growth of the church in the Middle East and for children their own age in these countries who need to accept Jesus as Savior. Consult the prayer resources (pages 29-36) in this leader’s manual and consider using some of the activities and games mentioned. Pass out a prayer reminder or a missionary prayer card for students to take home. Craft Center Children will make a craft. Choose a project that is suitable for the ages and the time frame you have. Check the craft section beginning on page 100 for the specific supplies needed. NOTE: It is best to cover your work area to protect the tabletop. Music Center Children will learn one or two mission choruses or songs. Use the song words printed on pages 121-126 in the Fun section of this material. You could use media projection or a song booklet. Use instruments to accompany the singing.

Marble Night Light craft, pg. 106

page 11 Missions Alive! 2012-2013 Teacher’s Notes

(things to do - resources to review - items to collect - people to contact)

Editor’s Notes: In this curriculum we’ll often refer to Middle East/North Africa region as simply “the Middle East.” In the Middle East, religion is more than a faith system; it’s an ethnicity. Just like you might meet someone in the United States who says they are a Jew yet has never been to synagogue, so the Middle East has ethnic Christians and Muslims. At birth, a child becomes whatever ethnic religion the child’s father is. The religion is listed on birth certificates, passports and government identification cards. Although Christians are often pressured to “convert” to Islam, it is nearly legally impossible for Muslims to “convert” to Christianity. When Muslims begin following Christ, they typically must legally remain a Muslim. These Christ followers are referred to as Muslim Background Believers (MBBs). Government and family pressures typically prevent them from fully participating in a local church; therefore they turn to house churches for worship and discipleship. Many of the more than 250 house churches begun by the FMC in the Middle East are the home church to MBBs.

Missions Alive! 2012-2013 page 12 Introductory Material

Goals Teaching The goals of this curriculum are to help children: Tips l learn about God’s work around the world; This curriculum can be adapted to be used in l discover how God is using the Free a variety of ways. An outline is provided for Methodist Church to help build His step-by-step lesson plans (pages 6-8), as well kingdom; as a guide for a missions fair (pages 10-11). l gain a new appreciation and under- Three world areas are included in this study; standing of people wherever they live; you may want to make adjustments to the l understand God’s desire to reach the suggested lesson plan to fit your own time people of the Middle East/North Africa frame. Choose the stories and activities you with His love. feel will be most beneficial for your students.

Students will participate in activities to help them: 1. Skim through each of the sessions to allow for advance preparation. l realize some people don’t know about God’s love for them; l see how they can help the less 2. Before each session, pray for the children fortunate; who will be present and the countries you l realize their prayers make a difference will study. Prepare yourself to participate in God’s work. in the blessing God gives to those involved with fulfilling the Great Commission. Perhaps you will want to add your own goals for this missions focus. 3. Decorate your room attractively with pictures and artifacts from the study countries. My goals: Encourage the children to bring items they ______find that relate to the study area. National Geographic, Free Methodist World Mission ______People magazines, the Internet and local ______travel agencies are excellent picture and ______information resources. Also see the room

page 13 Missions Alive! 2012-2013 decoration ideas (page 17) and crafts section beginning on page 100. Details 4. Involve others. Find individuals who will take charge of the activities, offering project, that make a songs and scripture, and/or the story time.

5. Take adequate time to prepare well. Difference

6. Keep the sessions moving. Watch the Greeting clock and avoid letting things drag. Observe A greeting in a Middle Eastern country your students to make sure you have their could be based on the time of day: attention. Sabaah il khayr - good morning Sabah il Nuur - good evening 7. Use additional resources. Libraries are Messah il kheyr - valuable resources for detailed books on these good afternoon/evening countries and may have good color photos Messah il noor - or maps. Your church library may also have good afternoon/evening response additional missions story books. Masalema - goodbye at anytime

Involve international students, former extended- The traditional Muslim greeting is term or Volunteers In Service Abroad (VISA) “Issallam wa alaykom” which means “Peace missionaries, and persons who have traveled be upon you all.” It is the greeting that in other countries. Mohammed was thought to have used. Many Christians greet each other by Other resources include the Kids Fun saying “Issallam” which means “peace.” Fact pages on the Free Methodist World Men in Arab countries often kiss each Missions web site, www.fmcusa.org/fmwm. other on the cheek and women often kiss Go to “Resources,” then “Missions Alive! when they meet, but rarely do Arabs kiss Children’s Curriculum.” Also look over the members of the opposite sex. Networking Agencies list on page 135.

Dress the part 8. Get excited! God’s blessing is overflowing Some of the people in the Middle East as people come to Christ around the world. dress like we do in North America. This is exciting! Learn more about missions Women in the Middle and pass on your enthusiasm. When you are East may dress in long excited, your students will get excited. robes and cover their hair. Girls sometimes wear a scarf with their western clothing to cover their head. A head covering is called a hejab. An abaya (ah-BYE-ah) is a long black cloak covering a woman’s clothes. The more elaborate the cloak, with gold thread and fringes, the wealthier the family.

Missions Alive! 2012-2013 page 14 In some Middle Eastern countries the men sometimes wear a turban or a head scarf held in place with two circles of black rope (see Arabic page 103 for a headband craft project). To hello is pronounced make a turban, wrap your head with a long mar-ha-ba scarf or a wide strip of fabric. Center the strip over your head and cross the ends behind Goodbye is ma as-sa-lahm-a your head. Bring them back up to the front before crossing them again. Then tuck the bread is eysh ends that hang out at the back. papyrus is war-a el BAHR-jdee Offering Project - Egypt Vacation Bible School pyramid is HAHR-am Each summer up to 10,000 children have an opportunity to participate in the VBS Merry Christmas is program of the Egyptian FMC. In many areas kullu sana wa inta taab of this Muslim country where the gospel is rarely heard, children will have the opportunity to hear the life-transforming news of Jesus’ love for them. Use a coffee tin or basket to collect the Egypt’s national FMC, which ministers offering. Another idea is to put a container primarily among the poor of this developing on a scale and weigh the amount as country, creates an exciting, interactive well as count it. Set an offering curriculum each year with songs, crafts and goal and make a chart to show the Bible teachings. The church uses volunteers children’s progress toward that to run this nationwide program and raises half goal on a weekly basis. of the expense from their own congregations. You might use a cut-out shape Just $2 provides the materials for one child to of a camel, pyramid, a child, or attend. A children’s take-home page has been a country shape to represent the provided to learn more about this opportunity. dollars raised. Use this shape as a See pages 18-19. visual reminder to gauge progress toward your goal. When the offering goal is reached or at the conclusion of your study, make your Do you speak Arabic? check payable to Free Methodist World Missions. Be sure to include the project name on the memo line: “Egypt VBS Maybe not, but these words have #EPEGGCVBS.” Send to Free Methodist Arabic origins. World Missions, 770 N. High School Rd., admiral lake Indianapolis, IN 46214. adobe lemon camel lilac Passport candy magazine The passport on pages check orange 24-25 can be used as a gazelle syrup weekly attendance chart giraffe tambourine or as an achievement chart. guitar zero It can also be used in a jar missions fair setting where it is stamped at each station.

page 15 Missions Alive! 2012-2013 Parents’ Partner Point System Send the “Parents’ Partner” (pages 22-23) Consider implementing a point home with your students. This will help system to encourage your students’ reinforce what they are learning in class and, learning and good behavior. Use hopefully, encourage parents to consider the passport provided or consider ways the entire family can be involved in missions. Make note of the facts parents may another type of achievement chart. share with their child to help the students Students might earn points for earn extra points or passport stamps. learning extra verses, being helpers If you choose an offering project different in class, or bringing missions from what is suggested in this curriculum, information from other sources. Egypt Vacation Bible School, place your offering project details over the information Students might earn additional stickers or provided before you make copies of the stamps by completing activities listed in Parents’ Partner. the point system box. Several ideas are also given throughout the curriculum, including Public Service the “Parents’ Partner.” In a public service, share with your entire church what the students have learned

Classroom Activities l Have a missions sword drill. This activity encourages students to bring their Bibles. Some suggested verses are John 3:16; 2 Corinthians 4:3; Romans 3:23; John 4:42; Matthew 28:19; Mark 16:15; Psalms 22:27; Isaiah 49:6; Luke 24:47; Isaiah 6:8; Colossians 1:23; John 15:16; Isaiah 52:10; Romans 10:13; Colossians 1:6; Matthew 1:21; Romans 1:16; John 6:33.

l This study covers countries that are home to camels and other desert animals. Have students research about these amazing creations of God.

l Make a scrapbook of a country or a missionary covered in your missions study. Start with a purchased scrapbook or photo album, or make one using heavy paper. Other useful scrapbooking tools could include crayons or markers, tape or glue, scissors, stickers and pencils.

l Fables are short stories that teach a lesson. Every culture has its own fables and folk tales. “A Thousand and One Nights”, sometimes called “Arabian Nights” is a famous continuing story. These story segments were told by a young bride to her husband. She would start a story but not tell the ending until the next night. Have students write a fable, folk tale or a continuing story.

l Make a time capsule. Include a collection of drawings, flags, photographs of your class and anything that would remind you of these countries and missionaries. Use a sturdy plastic container to make your time capsule. Open it at the beginning of your next missions study to remind you what exciting things you’ll learn.

l Draw a self-portrait in a historical style. Egyptians drew people from their profile, with head, arms and legs from the side but the body and eyes faced forward. Get a long piece of paper that students can use to make a classroom mural much like the writing on the wall of a cave or a pyramid.

Missions Alive! 2012-2013 page 16 about missions. Display crafts and posters, Flower Filled Cones: Fold a piece of sing songs and recite memory verses. Have paper into a cone shape. If curled just right, a parade of national flags and costumes. For the edges will meet. Then staple or tape the the main part of the service, put together a edges together. You may fill with silk, dried skit, conduct a talk show with a missionary or fresh flowers. If using fresh flowers, be speaker, or pretend one of the students is a sure to wrap them in some wet paper towels missionary. Combine all of the information and place in a plastic sandwich bag before you have learned. At the close of the service, using them to fill the cone. This will keep the pray for the ministry of the FM Church in flowers fresh for a longer time. Attach the the Middle East/North Africa. Use prayer cones to the wall with tape or a thumb tack, reminders in the curriculum or create a or poke a hole in the top of the cone and personalized reminder from the class to hang it onto a nail. distribute to the congregation. Backdrop: Make a backdrop with a Christian Life Club scene appropriate to the country/ies you are (CLC) Badges studying (scenes such as tropical, jungle, If you follow the CLC marketplace, mountains, schoolroom, etc.). study cycle, see pages You can make the scene 3-D by adding items 37-38 for specific such as silk greenery, marketplace products, instructions. If a child or a small table. This could also be the misses a Discovery Time, check the age-level designated story telling area each week. handbook for the Pace Yourself requirement. Trees: Make trees from the tubes carpet Room Decoration Ideas is rolled on. The leaves can be made from Check the Resources List (pages 134- green poster board or white paper that is 136) for suggested places where you can either painted or colored green. order decorations. Mailing Instructions To help get a cultural feel in your room, If you’d like to write to the missionary choose colorful wall hangings. Place woven families listed in this curriculum, or the mats on the floor. Have students use a long missionaries your church knows, contact Free piece of paper to make a classroom mural Methodist World Missions (800-342-5531) much like the writing on the wall of a cave for the most current addresses. or a pyramid. Use hieroglyphic writing.

Balloon Globes: Color the shapes of the continents from a world map. Cut out the shapes and glue on a blue balloon. The balloon becomes the water. Hang from a string.

Stuffed Animals: Use 8 1/2” x 11” brightly colored paper. Cut around enlarged animal shapes — crocodile, snake, jackal, fox, hyena, wolf, gazelle, antelope, cheetah, or whatever animals make their home in the study countries — making two of each shape. Glue bottom and two sides together. Have students stuff with newspaper strips and tape the top. Punch a hole in the top and hang A former famous lighthouse from the ceiling with yarn. in Alexandria, Egypt.

page 17 Missions Alive! 2012-2013 Egypt Vacation Bible School Offering Project teacher page reaching Egyptian children for Christ

Each summer as many as 10,000 children Send funds to: have an opportunity to participate in the Free Methodist VBS program of the Egyptian FMC. World Missions 770 N. High School Rd. In many areas of this Muslim country where Indianapolis, IN 46214 the gospel is rarely heard, children will have the opportunity to hear the life-transforming news Include the project name of Jesus’ love for them. on the memo line: “Egypt VBS Egypt’s national FMC, which ministers primarily among #EPEGGCVBS.” the poor of this developing country, creates an exciting, interactive curriculum each year with songs, crafts and Bible teachings. The church uses volunteers to run this nationwide program and raises half of the expense from their own congregations. Just $2 provides the materials for one child to attend for the summer. A children’s take-home page has been provided to learn more about this opportunity.

Missions Alive! 2012-2013 page 18 student take home page Egypt Vacation Bible School Offering Project reaching Egyptian children for Christ

Instructions for puzzle: write the first letter of each picture below to find out what children in Egypt are like:

______

______Each summer as many as 10,000 children have an opportunity to attend the VBS program of the Egyptian FMC. ______. In many areas of this Muslim country where the gospel is rarely heard, children will have the opportunity to hear about Jesus’ $2 = 1 child love for them. can attend Just $2 provides the materials for Egyptian VBS one child to attend

summer VBS in Egypt. Answer: just like me. like just Answer:

page 19 Missions Alive! 2012-2013 World Religions

You may want to present some basic ideas Buddhism was born out of the Hindu reli- about world religions and how they differ from gion, so there are similarities, including a belief Christianity. This can help students have a in reincarnation. Buddhists believe they can better understanding about what they accept as come back to life again and again after they die, truth and may prevent them from being confused each time attaining more “enlightenment,” thus about Christianity. becoming a better person. Buddhists believe that when a person dies (final death after achieving enlightenment) they enter a state of nirvana, as Buddhists in blowing out the flame of a candle. That person no longer exists. There are many different forms of Buddhism and many different teachers (lamas). Buddhists follow the Noble Eightfold Path. They must be Hindus kind, not harm any living thing, live in a right way, tell the truth, not think of self, think about Hindus believe in others, understand suffering, and meditate. many gods, as many as Buddhists believe there are many paths to God. 350 million, who are all Meditation, thinking deeply while sitting still, is different forms of one an important religious practice. People are trying supreme god. There are to get “enlightened” through meditation by finding many rituals in the Hindu the Buddha-nature, or god, within themselves. religion. Hindus burn One of the Buddhists’ holy books is 70 times incense at home or in the temple as a part of their larger than the Bible! Many times, young men worship. Even in the temples people worship will become monks, either for life or for short individually; it is not like going to a Christian periods of time. Monks wear robes, shave their church service. Festivals, along with parades, heads and live in poverty, relying on others to honoring the different gods are held many times supply their needs. Buddhists believe they gain a year. points with God by giving to the monks. Twice a day Hindus pray and offer gifts to Buddhists might pray to an ancestor who has their gods, believing that by doing so, bad things died, believing this will not happen to them. They believe their gifts dead relative can of food must be perfect to be accepted by their help them in this gods. They might ring a bell to get the attention life. Buddhists of their god or gods when they pray. They practice their religion believe their gods hear only one person at a time. individually and by Most Hindus do not eat any kind of going to the temple meat because they believe in reincarnation. or shrine. Many Reincarnation is the belief that when a person times there will be a dies they come back in the next life as another statue of Buddha in person, an animal or bug. The better a person their homes or in the lived, the better being they become in the next temple. life. Hindus never kill any bug or animal for fear they may be killing some relative or friend who has died.

NOTE: The ideas presented here have been adapted with permission from the The Teacher’s Manual for “Top Line - Bottom Line,” by Jill Harris and Bob Sjogren, Unveilinglory, 4663 Crown Hill Rd., Mechanicsville, VA 23111 www.UnveilinGLORY.com www.HisGlobalGlory.com

Missions Alive! 2012-2013 page 20 Muslims Muslims worship in buildings called mosques. Muslims believe Jesus was a prophet like Moses People who follow the Islamic religion are and Daniel. They do not believe Jesus was cruci- called Muslims. Muslims make up one-fifth fied and rose from the dead. The Koran is the of the world’s population. The Arabic word holy book the Muslims follow, but they also use for “God” is “Allah,” and Muslims believe the first five books of the Bible and consider Mohammed was the last and final prophet from Matthew, Mark, Luke and John of the New God. They believe that first there were Jews, Testament to be holy books. then the Christians, and now Muslims. The word Muslims consider the United States (North Muslim means “one who America) to be a Christian country, so everything submits.” in the U.S. is what Christianity is all about. A Muslims must follow Muslim cannot separate who they are from their the “Five Pillars of the religion. To be a Pakistani is to be a Muslim; Faith.” These pillars, there is no difference. Therefore, any North or duties, include: American they meet is assumed to be a Christian. 1. Reciting the mantra, “There is no God Tribals or Animists but Allah, and Mohammed is his Tribal people have varied beliefs depending prophet.” upon where they are located. They live in small 2. Praying five times a day facing in the groups so there are many different beliefs and direction of Mecca, Saudi Arabia. Before practices adopted from other religions, along they pray they wash parts of the body to with their tribal beliefs. Fear often controls make them “clean” before God. tribal people’s lives. They want to have a right 3. Giving alms, 2.5 percent of their income, relationship with the many spirits they believe to the poor. in. They feel that disasters such as drought, 4. Keeping the 28-day fast of Ramadan. famine, sickness, earthquakes and floods are Muslims do not eat from sunrise to sunset the work of evil spirits. They worship things in during this time of purification and seeking nature like rocks, trees or the sun, and sometimes holiness. make special offerings and sacrifices to them. 5. Making the trip (Hajj) to Mecca once in their Worshiping the many different spirits is done lifetime. Mecca is the holiest of holy places individually or by families. to a Muslim. Tribal people usually have faith in witch doctors or a medicine man, sometimes called Muslims believe at the end of a person’s life, a shaman, for healing. They also believe in Allah will decide if their deeds were good and potions, magic stones and evil and good spirits. they should be allowed into paradise or if they Tribal people might wear amulets or charms they did more bad deeds and should go to hell. To a think can protect them from evil spirits. Often faithful Muslim, keeping all the pillars is impor- tribal groups believe when a person dies, he tant so they can go to paradise. comes back as a spirit. Because the people think this ancestor can protect them from bad things, they make offerings to him, too.

page 21 Missions Alive! 2012-2013 Help your kids be world Christians. Parents’ Partner Help your kids be world Christians. Parents’ Partner

* 10 Ways to Help Your Child Parents’ Become a World Christian *

Partner 1. Print the prayer calendar from the online quarterly World Mission People magazine. Use the calendar in family Welcome to the Middle East and devotions. North Africa! We have read of Bible lands for many years. We know 2. Go to the Free Methodist about Israel, and Jerusalem and World Missions website: Bethlehem. We have read about www.fmcusa.org/fmwm to find Jonah and his ride in a whale the Missions Hotline & Fun to Nineveh. Do you know where Fact pages for kids. Nineveh is? Or, where is the creek- 3. Pray through the Hotline weekly bank where Jacob wrestled with an angel? prayer requests in your family Today Iraq is the name of the devotions. country where the city of Nineveh 4. Use a globe or large world map was located. Nineveh is now called for reference. Turn social Mosul. Jacob wrestled with an angel studies homework into a in Jordan. Mt. Nebo, where Moses discussion on missions. Mark looked into the Promised Land, is the locations of missionaries in Jordan and is still called by the on the map. same name. What exciting things happened in 5. Discuss newscasts or news these lands! Our church is working articles about other countries. in Egypt, Jordan and Iraq, the same 6. Read missionary newsletters as places where Bible events happened. I hope as you read and study what personal letters to your family. we are doing there, you will be 7. Put missionary pictures on a more motivated to pray for “Bible bulletin board, refrigerator or lands” where God’s Word is still being in picture frames alongside preached, even by Free Methodists. family, relatives & friends. When you read the newspapers about things happening there, or 8. Check books out of the library see it on TV, remember that even about countries or regions of in the troubled countries today, God the world where you have is at work. He loves the people of friends or special interests. the world. He loves the Bible lands, Read aloud missionary just as He loves us. Pray for your biographies & stories set in missionaries. Learn about them foreign places. and their work. Pray for Christian leaders. Give what you can to help 9. Try ethnic restaurants or them. And, don’t forget to tell your recipes. neighbors that Jesus loves them too! 10.Take opportunities to hear & learn different languages. Help your kids be world Christians. Parents’ Partner Help your kids be world Christians. Parents’ Partner Help your kids be world Christians. Parents’ Partner kids world Christians. Parents’ kids world Christians. Parents’ your be Partner Help your be world Christians. Parents’ Partner Partner Help Dr. Henry - Area Director for Middle East/ North Africa

Missions Alive! 2012-2013 page 22 Help your kids be world Christians. Parents’ Partner Help your kids be world Christians. Parents’ Partner Help your kids be world Christians. Parents’ Partner Help Help your be world Christians. Parents’ Partner kids world Christians. Parents’ your bePartner kids world Christians. Parents’

To Do At Home: Offering l Role play a day in the life Project: of a missionary. l Read John 13:1-17. Talk $2 = 1 about what it means to be a servant and how your child can family can have a servant attend attitude toward one another, friends and neighbors. Egyptian l Keep a family prayer journal. VBS Decorate a notebook with pictures of your family. Each summer as many as 10,000 Keep a few pages at the children have opportunity to back of the book for attend VBS in Egypt. “answered prayers.” l Talk about choices you make as a family or in your job and how to please God through Know the Questions to Ask: making wise decisions. What country are you studying? Tell me something interesting about that country or Make a list of its culture. family activities and attitudes Describe the flag you like the best of the that please God countries you’ve studied. How is the Bible story of Daniel a missions story? ______What have you learned about obedience? ______Facts to share with your child: (These can help your child earn extra points in ______class.) ______Egypt: “Cairo” the name of a city, means “victorious” ______in Arabic. Egypt: The world’s first ______lighthouse was built near ______Alexandria, Egypt, about 2,270 years ago. It was ______350 feet high and could be seen about 30 miles Challenge your child to learn all six memory verses with you: Isaiah away. 6:8, Mark 16:15, Psalms 22:27, Acts Iraq: The area between the Tigris and Euphrates 1:8, Joshua 4:23-24 and Matthew Rivers is sometimes called “the cradle of 28:18-20. Your child may be able civilization.” to earn more points in class by Jordan: The stork, golden eagle and vulture are learning these verses. In addition, some of the migratory birds that fly between make it a family project to search Africa and Europe, stopping off in Jordan. through your Bible for more “missions” verses.

page 23 Missions Alive! 2012-2013 (church name) Official Passport Where Issued: ______Date: ______Country: ______

Instructions to teachers: Cover these instructions before you make photocopies.

Use these pages to make a two-sided passport for each child. Have the student fold the passport on the dotted line, complete the information and sign the passport. If student photo is not available, have the child draw his or her picture.

Date stamp the passport or add official seals and stickers for each station visited or task completed. 800-342-5531 Missions Alive! Indianapolis, IN 46214 770 N. High 770 N. School Rd. Free Methodist World Missions

Missions Alive! 2012-2013 page 24 Student Photo Name: ______Address: Age: ______Birth Date: ______Hair Color: ______Eye Color: ______Height: Shoe Size: ______Bearer’s Signature: Official Stamps:

page 25 Missions Alive! 2012-2013 Isaiah 6:8 - I heard the voice of the Lord saying, “Whom shall I send? And who will go for us?” And I said, “Here am I. Send me!” Memory Mark 16:15 - He said to them, “Go into all the world and preach the good news to all creation.” Verses Psalms 22:27 - All the ends of the earth will remember and turn to the LORD, and all Scripture memorization is an important part of the families of the nations will bow down before your students’ understanding of God’s heart. him. Be sure to explain the memory verse so your Acts 1:8 - “But you will receive power when students understand the meaning of the verse. the Holy Spirit comes on you; and you will be It is also important for them to know that the my witnesses in Jerusalem, and in all Judea and verse is part of God’s message to us. Read the Samaria, and to the ends of the earth.” verse from the Bible. Joshua 4:23-24 - “For the LORD your God dried up the Jordan before you until you These are the suggested memory verses for had crossed over. The LORD your God did to Missions Alive! There are additional references the Jordan just what he had done to the Red for the Christian Life Club requirements. Choose Sea when he dried it up before us until we had the verse(s) for your class to learn. Make copies crossed over. He did this so that all the peoples of the memory verse shapes (pages 26-28). of the earth might know that the hand of the Give them to each child to take home as a LORD is powerful and so that you might always memorization aid. You can also enlarge the fear the LORD your God.” shapes on poster board, write the verses inside Matthew 28:18-20 - Then Jesus came to and display them in your room. them and said, “All authority in heaven and on earth has been given to me. Therefore go and Use several of the ideas on the following pages make disciples of all nations, baptizing them in to assist your students in memorization. the name of the Father and of the Son and of the Holy Spirit, and teaching them to obey everything I have commanded you. And surely I am with you always, to the very end of the age.” said, “Here am I. Send me!” And who will go for us?” Lord, saying, “Whom shall I send? I heard the voice of Isaiah 6:8 All the ends of the earth will remember and turn to the LORD, and all the families of the nations will bow down before him. Psalms 22:27 And I

Missions Alive! 2012-2013 page 26 Memory Verse Activites

Disappearing Verse Write the memory verse on the chalkboard. Read through it with the children. Erase one or two words and say the verse, allowing the children to provide the erased words. Repeat until the board is completely erased. Popcorn Verses Prepare index cards ahead of time with one or two words of the memory verse on each. Mix up the cards and pass them out to the children. Write the verse on the board and have the children come up to the front of the room with their cards in order. Go through the verse by having the children say the word or words they are holding. Mix the cards and repeat. Verse Match Up Write 2-3 words of the verse on a verse shape. Hide the shapes around the room. Students must find the shape and work together to put the words in the correct order. For younger students, have the verse shapes traced in order on a posterboard using two or three shapes, duplicating as needed. The students can match up the shapes and then see if the verse makes sense. If it doesn’t they may have to rearrange the words until it reads correctly. Draw in the Blank Write the verse on the chalkboard, leaving out some words and leaving enough space so a simple picture can be drawn to represent each missing word. Have children suggest pictures to fill in the spaces as you review the verse together.

Ball Toss After reviewing the verse several times, use an inflatable beach ball, inflatable globe, or soft foam ball for a memory verse drill. Say the reference of the verse and toss the ball to a child. (For younger students, sit in a circle on the floor and roll the ball.) The child who catches it must respond with the first word of the verse and toss the ball back to you. Say the second word. Then toss the ball to another student, who responds with the third word. Continue tossing the ball back and forth between teacher and students until each word of the verse has been said. Include the reference at the beginning and the end.

Speedy Clothesline Verse Write each word from the verse on a separate piece of paper. Mix the papers up. String a clothesline and have a clothespin for each piece of paper. Time the children as they attempt to hang the words of the verse on the clothesline in the correct order.

when the “ButHoly you Spirit will comes receive on power you; and you will be my witnesses in Jerusalem, and in all Judea and Samaria, and to the ends of the earth.”

Acts 1:8

page 27 Missions Alive! 2012-2013 Then Jesus came to them and said, “All authority in heaven and on earth has been given to me. Therefore go and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, and teaching them to obey everything I have commanded you. And surely I am with you always, to the very end of the age.” Matthew 28:18-20 Joshua 4:23-24

“ For the LORD your God dried up Jordan before you until had crossed over. The LORD your God did to the Jordan just what he had done Red Sea when he dried it up before us until we had crossed over. He did this so that all the peoples of earth might know that the hand of LORD is powerful and so that you might always fear the LORD your God.” He said to them, “Go into all the world and preach the good news to all creation.” Mark 16:15

Missions Alive! 2012-2013 page 28 Prayer Make your prayer time an important part of class. Remind students that prayer is talking to God, and they need to show Him respect. Know specific missions needs and praises when you pray with your students. Make and distribute prayer reminders. Contact your missionary for their current prayer requests. Consult the prayer calendar in the current issue of Free Methodist World Mission People magazine. Log on to the FM World Missions website, www.fmcusa.org/fmwm, to find the weekly Missions Hotline requests. Focus your prayers on the study countries and the Christians living there. Challenge everyone to pray for missionaries, but also for national church leaders and church people. Remind students that in many countries pastors and Christian leaders face political unrest, violence, sickness, dangerous traveling conditions and spiritual warfare. Pray for them.

Prayer Activities l Back a Middle Eastern map with countries. Have them place their hands flannel and place it in the middle of a on these areas as they pray out loud. flannel board. Make star shapes, back l with flannel and cut out. Attach a long Instruct students to pray for increased piece of yarn to each star. Place the Christian witness in a certain city, stars on the board with the yarn running students in a school, sick people and to each country where there is Free medical staff in a hospital, the children Methodist missions work. You can mount of missionaries and pastors in that area the map on a bulletin board and staple or all the unsaved children in a particular the yarn to the countries if you don’t city or nation. have a flannel board. Have students l Order missionary prayer cards place their hands on a country and pray representing the study countries from for its needs out loud. World Missions at 800-342-5531. During your prayer time, ask each child to pray l Some students may feel uncomfortable praying out loud. To help them get some for a different family. experience, try a “call and response” l Ask students to volunteer to pray for prayer. Lead in prayer, keeping the the children of the study countries who phrases short so students can repeat attend Sunday school, kids clubs and after you. (an example: You say — other activities. “God, guide the Free Methodist team in the Middle East.” Students repeat — l Tell the students to listen for names “God, guide the missionary team in the of these nations’ government leaders and Middle East.”) other famous people mentioned in news reports and pray for them specifically. l On a large world map or globe have students one at a time locate the study

page 29 Missions Alive! 2012-2013 Prayer Games A to Z Toss

Checklist: l inflatable globe l books on countries around the world. Several suggestions are From Arapesh to Zuni, From Akebu to Zapotec, Window on the World, and You Can Change the World, Vol. 1 or Vol. 2 (See Resource List)

Have the children stand in a circle. The teacher stands at the edge of the circle with the book and the globe. To begin, the teacher calls out a criterion (such as the children with red name tags or blonde hair). Only those children will go after the ball as the teacher throws it in the air. Whoever catches the ball will call out a letter of the alphabet as the rest of the children go back to their positions. Then ...

If playing with From Arapesh to Zuni, the teacher looks up that letter in the book and reads the page as she walks around the circle to show the picture. The child who caught the ball must find the location of the “Bibleless people group” on the globe. Have a brief time of prayer for that people group.

If playing with You Can Change the World, the teacher goes to the selected page. Either one of the shorter stories in a box may be read or a paragraph or two of the main text. Follow this with one of the prayer requests, having the child who caught the ball pray, if willing. If using Vol. 2, the child has to tell the teacher not only what letter of the alphabet they want but whether to choose a people group or a country.

Point and Pray Children around the world need: health safety Checklist: food good schooling Bibles clean drinking water l world map healthy relationships with others l blindfold

This prayer game is much like “Pin the Tail on the Donkey.” You will need a world map (preferably without the United States in the center) and a blindfold for this game. Have the children sit in a semi-circle in front of the map. (Be sure it’s adjusted for their height.)

Following a discussion of how to pray for children around the world, blindfold and spin the first child around, and then have him point to a location on the map. After he removes the blindfold, have that child lead out in prayer for the children of that country or region.

Missions Alive! 2012-2013 page 30 Prayer Toss Game

Checklist: l inflatable globe

Have the children stand or sit in a circle. Discuss the kinds of needs you can pray about for children around the world. Toss the globe to the first child. After he has caught it, have him pray for the children of the country where his hand or finger is touching. (This is also a great time to teach some geography.) After that child has led in prayer, let him gently toss the globe to another person.

If you want to have the game move faster, have the kids throw it to each other quickly. When you yell “Stop!” whoever has the ball prays for the country one of their hands or fingers is touching.

The children’s prayers need not be long, but this gives an opportunity for children to grow more comfortable praying aloud to God in the presence of others. If you have missionaries in a country that the child is going to pray for, be sure to mention that as well.

Prayer Wheel

Checklist: l wheels (pages 32-33), duplicate each side separately l paper fastener l markers/crayons l scissors

Be sure to write the student’s name on the back of the wheel before beginning. Have the children color both sections of the wheel, cut wheels out and fasten together.

Use of Prayer Wheels You may want to mention a few key points to help students as they use the prayer wheel. Have them think of one person they know who is not a Christian whom they can pray for in the “friends” category. Divide the children into groups of six to eight students, with a helper for each group. Have them take turns using their wheels to pray.

Prayer Bag

Take a large brown grocery bag and fill it with items from around the world (air mail envelope, foreign stamps, artifact from another country, chopsticks or something that might represent another culture, etc.), as well as practical things (a bottle of medicine, a bottle of water, a piece of fruit or a vegetable, a used plane ticket, a letter or postcard, money, etc.). Have the children come forward one at a time and pull something out of the bag. Explain where the item is from or what it represents (medicine represents doctors and nurses who help the sick, bottle of water represents children around the world who do not have safe drinking water, etc.) and then have the child pray accordingly.

page 31 Missions Alive! 2012-2013 Cut on dotted lines. This is the window that will indicate what the students are to pray for.

This is the front of the prayer wheel. Students will color and fasten to back.

Missions Alive! 2012-2013 page 32

Africa

in the Middle East/North East/North Middle the in

Pray for church leaders leaders church for Pray

East/North Africa who need need who Africa East/North

Pray for people in the Middle Middle the in people for Pray

to hear about Jesus about hear to

in the Middle East Middle the in Pray for workers for Pray

Megan Dustin

Henry Bonnie

in thePray Middle for Eastworkers LindaKen

Pray forare people sick or who poor

Pray for children who are just like me

This is the back of the prayer wheel. Students will color and fasten to the front.

page 33 Missions Alive! 2012-2013 Missionary Prayer Calendar

SUPPLIES: calendar grid, pens or pencils, 9” x 12” construction paper, glue.

PREPARATION: Photocopy one calendar (page 35) for each student. Gather as much information as you can about your church’s missionary families or individuals (newsletters, blog updates, prayer cards, etc.).

Explain that missionaries need our prayers. Remind the children the missionaries’ ministry is exciting, but sometimes it is hard work, too. It is important for us to ask God to help them. He will answer our prayers.

The calendar is a tool to pray daily for a different need that a missionary (family) has. Have students look at the missionary information to find specific needs.

PRAYER CALENDAR DIRECTIONS: 1: Have each student choose a missionary they want to pray for. 2: Glue the calendar grid to a piece of construction paper. 3: Use the information about your missionary (and family) to write in a prayer request for each day of the week. Here are some general requests that can be used, if needed: * Help in growing close to God, including regular Bible reading and prayer * Physical strength and health * Adjustment to a different culture * Good relationships with the country’s church leaders * Help with communicating — speaking or writing the language of their ministry country * Help through lonely times and separation from family members in home country * Effective teaching, preaching and witnessing

Missions Alive! 2012-2013 page 34 Luke 11:1 t h u rsday Lord, teach us to pray. to teach us Lord, s u nday wednesday tu esday sa tu rday friday mONDAY M ISSIONARY P RAYER C ALENDAR

page 35 Missions Alive! 2012-2013 Prayer Reminders: Copy these shapes. Cut out and give to students to remind them to pray through the week for God’s work around the world. Allow students to color the shapes. Make sure their name is on the back.

Lord, help me remind people Father, you want to take care of them use as a shepherd takes care of his my sheep. feet bless to others.

Help me remind people You are the same yesterday, today and forever.

God, grow in the lives of believers in the Middle East.

Creative Access Ministries - Pray for: - workers who may be lonely for fellowship with other believers. - safety from government authorities and from people who are against Christianity. - workers to have wisdom to help local believers witness to others. - believers to be faithful to God even if they are arrested or treated badly for accepting Jesus in their lives. - Bibles to be available in languages of creative access countries. - safety when Christians are able to meet for worship, even if it is in secret.

Missions Alive! 2012-2013 page 36 If you follow the Christian Life Club (CLC) requirements for missions month, the information on pages 37-38 may be of help to you. Missions Alive! is designed to teach about Free Methodist World Missions and its missionaries. Many non-Free Methodist churches support FM ministries in the Middle East/North Africa. If you are not Free Methodist, you may choose to contact your denominational office to inform students about the missionaries in your own church.

PathFinder Year 1 Learn About Missions Badge Memory Verse - Mark 16:15

Requirements l Listen to and act out the story of Philip and the Ethiopian (Acts 8:26-40). Tell what this story teaches about telling others about Jesus. Make a prayer list of people you know who need to hear about Jesus. l Make a card for one of the friends for whom you have been praying, inviting him or her to a church event or service.

PathFinder Year 2 Learn About Missions Badge Memory Verse - Psalms 96:3

Requirements l Learn about some of the missionaries who work in mission fields around the world. Post their pictures on a map to show the country where each missionary works. l Make an audio or video greeting for the missionaries you learned about. Tell something about yourself, sing a song, and pray for the missionaries.

page 37 Missions Alive! 2012-2013 TrailBlazer Year 1 Reach Out Badge Memory Verse - Acts 1:8

Requirements l Make a small gift to give to a child with whom you want to share Christ. Deliver the gift and tell the child the plan of salvation. Pray for the child who will receive your gift. l Learn about and pray for a missionary family who works on the mission field you are studying. Write a letter to a missionary child.

TrailBlazer Year 2 Reach Out Badge Memory Verses - Romans 10:13-14

Requirements l Help prepare at least two foods using recipes from other countries. Share them with Christian Life Club friends. l On a map, locate some countries in which your church has missionaries. Discuss information about the climate, languages, natural resources and people in those countries. Tell some things you learned about how the people live.

PaceSetter Year 1 The Great Commission Badge Memory Verses - Matthew 28:19-20

Requirements l Identify some of the special challenges and joys missionaries experience. Tell how our prayers can help in these situations. Contact three missionaries and ask them to tell their favorite part of being a missionary. l Discover why missionaries need our financial support. Contribute some money to support our missionaries.

PaceSetter Year 2 The Great Commission Badge Memory Verse - 1 Peter 3:15

Requirements l Make a bulletin board, table or cabinet display showing the various jobs that missionaries do in the countries where they are serving God. l Learn about what influences people to choose their careers. Make a list of your interests and abilities. Tell how each might be used in a missions setting. Pray, asking God to lead you in the decision you will make about your career.

Missions Alive! 2012-2013 page 38 Leading Children to Christ

God has given us the exciting privilege of forgive you. (1 John 1:9) (The child needs working with the Holy Spirit to bring children to know/admit he has sinned in order to be to Himself. From the earliest moment of influ- ready to ask Jesus to forgive.) Ask, Have ence on children’s lives, we are responsible for you ever sinned? encouraging them to have faith in Christ. We 6. When you believe God loves you and build a foundation for intelligent faith when we Jesus died for you, ask for forgiveness show kids Christlike love and provide sound and decide to live for Jesus (learn to obey Christian teaching. We help them to understand God). Know you are in God’s family and that God loves them and wants them to respond have everlasting life! (John 1:12) personally to Him. Even without frequent evangelistic appeals, When your the Holy Spirit uses many influences to sensitize students make a children to their need for Christ and bring definite decision them to a point of decision. (For example: the for Christ, celebrate consistent teaching of God’s Word; prayer with them. Write the anointed by the Holy Spirit; the Christlike love date of the commit- shown in a person’s behavior toward the child; ment on a certificate and the singing of songs expressing Christian or on a card with the child’s name. Give it to faith.) him or her to keep. Let the child thank Jesus in As you interact with the students, be ready prayer. Then give him or her a discipleship to talk openly about Jesus and what it means to booklet or devotional book to take home. walk with Him each day. Be alert to questions Give the child’s name to your CLC director, about spiritual things. Your task is to point children’s ministry director or pastor so that children to a loving Christ, encouraging every follow-up can be done. response they make to Him. Learn to recognize the moment when an activity is causing a child to think about his relationship to Christ. You may have the joyful privilege of praying with a *Leaders, be sure you understand sin is both an child to receive Christ. attitude of rebellion toward God and any act of When you feel the Holy Spirit leading disobedience to His will. Every person is born with you to provide an opportunity for a student to this heart attitude, which leads to acts of sin. All receive Christ, use these guidelines to help you sin must be confessed. Although younger children do not grasp this concept, your foundation of right- explain the plan of salvation. thinking must be in place as you guide your 1. God loves you. (John 3:16) students toward Christ. 2. God wants you to really live. (John 10:10) 3. But you have sin in your life. (Romans 3:23) You cannot get rid of that sin by yourself. (Make sure the child Note: All Light and Life Communication knows what sin is.*) Ask, What is an products are available through Wesleyan action you might do or a thought you Publishing House customer service — 800-493- might have that would not please God? 7539 or order online at www.wphonline.com. 4. God loves you so much that He sent Jesus (His Son) Who died to take away Adapted with permission from Christian Life your sins. (Romans 5:8) Club curriculum, copyright 2000, Light and 5. You need to admit you have sinned, feel Life Communications, 770 N. High School Rd., sorry for your sins, and ask God to Indianapolis, IN 46214.

page 39 Missions Alive! 2012-2013 Student Name Tags: These can be especially useful if you have a missions fair/activity center format. Copy and allow students to write their name. These rectangles, which picture inventions from the Middle East (a pen representing writing, calendar, plow, wheel, math and chess) can also be used as prayer reminders.

4 + 6 = 10 I Y math!

Missions Alive! 2012-2013 page 40 Features

Stories

There’s no better way to convey God’s Missions Story Books love for the people of the Middle East than Missions story books are available on through stories about the people who live several countries where there is Free there. Methodist missions work. These books can be used in many ways: Tell these stories with excitement and as 1 - Have several copies of each and let the much imagination as possible. Use props if children sign them out to read. you’d like. Rehearse ahead of time to be able 2 - Give as gifts for student achievement. to hold the children’s attention, but don’t try 3 - Give them as prizes. to memorize the story word-for-word. If it helps, make an outline. As you tell the story, Exploring the World with Jesus, a be enthusiastic and maintain good eye Missions Alive! story book, invites children contact with the students. to read one missions story each week of the year. This book and the missions story books Adapt these stories for your needs. are available from Wesleyan Publishing Some could be used in children’s moments House (800-493-7539; www.wphonline. on Sunday morning. Some could be adapted com). (Also see Resources and Suggested as dramas with simple props, or a narrator Reading sections, pages 134-136.) could be used with students acting out the characters in the stories. EXPLORE . . . Activities, ideas and questions conclude several of the stories in this section. Use these with your students if time and situation allow.

page 41 Missions Alive! 2012-2013 Daniel in the Lions’ Den Daniel 6:16-27

“... People must fear and reverence the God of Daniel.” Daniel 6:26a

To get you thinking: The Story The Bible isn’t many stories; it is one. Read Daniel 6:16-27 from the Bible. In God is the main character of the book. We order to get to the “Bottom Line Lesson,” it were created to honor and please Him by may be important to read the story from the being in a relationship with the Father. New International Version, instead of a Bible Because of His love and goodness to us, we story book. If your students enjoy reading want to worship Him and tell others all about aloud, have them take turns reading a verse who He is. at a time. When God made His covenant with Abraham in Genesis 12:2-3, He said, “I Bottom Line Lesson will make you into a great nation and I will Most of us learn the lesson from Daniel in bless you; I will make your name great, and the lions’ den that God will take care of us in you will be a blessing. I will bless those times of trouble. This is true, but it is only who bless you, and whoever curses you, I half the story. King Darius, after seeing that will curse; and all peoples on earth will be Daniel was saved by his God, wrote a mes- blessed through you.” This covenant can be sage to all the nations on the face of the earth broken down into two parts. The first part saying, “Check out the God of Daniel.” The — the “Top Line” — deals with the fact that Bottom Line Lesson is that God can use your God wants to bless us. The second part — faithfulness to influence those around you, the “Bottom Line” — deals with the fact that who will in turn influence others. God wants us to be a blessing. Because God uses the word “all” in His As a class, review the Explore activity to covenant, what we really have here is the see the Bottom Line Lesson and how Great Commission. The word “peoples” Daniel’s experience is a missions story. refers to nations, families, tongues, tribes and ethnic groups. They are all synonyms for the same idea — people bound together by a common language. Keep these thoughts in mind as you consider the story of Daniel. Perhaps you and your students can think of other Bible stories where the result is our role as a blessing.

Missions Alive! 2012-2013 page 42 EXPLORE . . .

Top Line Lesson Daniel followed God even when he could have followed the crowd. God saved His servant from the lions because of Daniel’s belief in Him.

Bottom Line Lesson Who was blessed in this story? (Daniel, King Darius, peoples, nations and men of every language) How were they blessed? (saw God at work and heard why they needed to know Him) Why was God able to bless these people? (they were obedient, sought His will) How was God glorified? (People believed in God.) How did He reveal Himself to the peoples of the world? (Daniel was saved and people all over heard about that.) What does God get out of this? (The story is recorded for future generations to see His victory and love for all.)

The Bottom Line Lesson includes God’s desire for all people to know Him.

Additional Activity Consider having students draw a picture, maybe even a comic-strip type story, of Daniel’s experience. Consider using the “care ticket” on page 109 to encourage students to make a difference in someone’s life this week. This is a ticket students can color in, fill out and give to someone as a commitment to make a difference for Jesus.

page 43 Missions Alive! 2012-2013 An Egyptian Christmas by Doreen Hawley, a story about Egypt “... out of Egypt I called my son.” Hosea 11:1b

“Aren’t you glad today we’re Christians?” “Why would I want to get awakened at Francise asked his cousin Mark as they ran five in the morning?” Mark asked. out into the street. “Because, Mama brought out the feast “You mean because we get out of school cakes she had baked. She passed them around today and the others don’t? For sure!” Mark to the carolers. Then I got to eat some, too.” replied. “Hey, Francise, let’s go get some,” Mark It was January 7*, the day Egyptian suggested. “You’re making me hungry.” Christians celebrate Christmas. Although it’s The two boys ran back into the house and not an official holiday, Christians are given asked for some feast cakes. The cakes were the day off. like a shortbread cookie, covered with lots of “How many in your class got out of powdered sugar. Most Christian homes would school today?” Mark questioned. “There were have feast cakes today. three Christians in mine.” Throughout the day the boys ate feast “Only two in my class,” Francise responded. cakes and other goodies as family members “Usually I don’t like being different from and friends came to visit. Lots of pictures the others. They give me a hard time for not were taken. being a Muslim. But today they’d all like to be In the afternoon, the boys and their parents Christians,” he said with a laugh. Then he threw visited in friends’ homes. At each home, they one of the firecrackers in his hand down the were given a treat to eat and something to drink. street. He yelled triumphantly as it made a loud The drinks were usually Turkish coffee, tea or a pop. Mark tossed one of his right next to it. cinnamon drink garnished with crushed nuts. Even though it was morning, the streets In the evening, Francise’s father called the were full of the sound of popping firecrackers, family together for prayer. He read the story or bombas, as they were called. All the of Jesus’ birth and finished with Jesus and Christian boys were outside hurling their His parents having to escape to Egypt. bombas. Early in the morning the sound of the “Don’t forget,” he said, “Jesus came to bombas began and it went on into the night. Egypt with His parents shortly after He was Although Francise and Mark were out born in Bethlehem. They came here to flee playing, each was wearing new clothes. Every from King Herod. Egypt was used of God to member of the family had received new clothes save the baby Jesus so that the world would on Christmas Day. The children and young know about Him and people everywhere people liked to wear their new outfits out on could have a Christmas Day to celebrate.” the streets so that everyone could see them. Francise was fascinated by what his father “You should have been at our house ear- had told him. I’ll have to remember to tell lier this morning,” Francise said. “About five Mark what I learned, Francise thought. That’s o’clock some singers from our church came by definitely another reason to be glad to be a to carol to us and wish us a happy Christmas.” Christian, especially an Egyptian Christian!

* January 7 is now an official national holiday. EXPLORE . . . Research another country’s NOTE: This story is one of the 52 stories from Exploring the World With Christmas customs. Use the Jesus Storybook, published by Light and activity on page 111 of the Life Communications and available from Fun Section. Wesleyan Publishing House.

Missions Alive! 2012-2013 page 44 Fawzy and Nermeen by Doreen Hawley, a story about Egypt

“... to all who received him, to those who believed in his name, he gave the right to become children of God.” John 1:12

Fawzy (Faw-zee) and Nermeen (Nurmeen), a brother and sister, were among the 8,000 or so children who attended vacation Bible school in the Free Methodist churches in Egypt one summer. The story of what they did is one I’ll never forget. They were in the fifth-grade class. Like the other kids, they came every day, learned all the songs and Bible verses, and listened that Jesus will forgive people’s sins if they eagerly to the Bible stories. As I recall, both just ask. Fawzy and Nermeen won prizes for memoriz- “Well, I don’t know how to ask Him,” ing and reciting all their verses. Grandfather admitted. One day during Bible school, their teachers “We’ll teach you to pray,” his grandchil- told their classes how Jesus had died for each dren said. one of them. They explained that He was They did just that, and Grandfather gave ready to forgive their sins and help them live his life to Jesus. After he prayed, Grandfather’s as Christians. Both Fawzy and Nermeen face seemed different. He looked content. prayed for Jesus to do this for them. Some of The next day Fawzy and Nermeen returned the other kids did this, too. to the church all excited. “Our grandfather In Fawzy and Nermeen’s home lived their has accepted Jesus as Savior, just as we did grandfather, who was seriously ill. The family yesterday,” they exclaimed. thought Grandfather would die soon. Fawzy The VBS director decided to check out and Nermeen talked about Grandfather on their their story. She visited their home and found way home from VBS. They loved him and out that, indeed, Grandfather was now a wanted him to become a Christian before he Christian and ready to meet the Lord, just as died, so they decided to talk to him about it. his grandchildren had told her. That afternoon they told their grandfather Fawzy and Nermeen were only fifth how they both had given their lives to Jesus. graders, but they helped their grandfather “Why don’t you ask Jesus to be your friend, come to know Jesus. Do you know anyone Grandfather?” they urged. who needs Jesus? What can you do to show “I’m too old,” he replied. Jesus to them? Fawzy and Nermeen didn’t give up. They continued to talk to him about Jesus and the peace Jesus gives His people. They explained EXPLORE . . . As a class, make a list of people they know, friends or family, who need Jesus. NOTE: This story is one of the 52 Commit to pray for them, and if stories from Exploring the World With students have an opportunity, pray Jesus Storybook, published by Light and they have the courage to share what Life Communications and available from Jesus means to them. Wesleyan Publishing House.

page 45 Missions Alive! 2012-2013 The Power of Hope by Erin Hill, a story about Egypt

“... the Lord delights in those who fear him, who put their hope in his unfailing love.” Psalms 147:11

What I noticed first were the aviator Though the majority is ethnically Christian, sunglasses and big smile. Basim* walked very few know the saving and transforming into Flora Jean’s coffee shop in Heliopolis, power of Jesus. a middle-class section of Cairo. He greeted Basim’s group provides literacy pro- us enthusiastically, excited to see old grams, financial assistance for education friends and meet a new one. I’d been in and health services. They raise awareness Cairo almost 24 hours, but Basim was the about unsafe health practices. Every other first Egyptian I’d met. As he sat down, week, they hold community-wide vital I saw joy that couldn’t be contained; health education seminars. he bounced his leg and drummed with The team also visits homes throughout his hands for most of the conversation. the week to reinforce lessons and answer Basim’s intelligent, inquisitive nature questions. Basim explained that these showed through his eyes. Though a smaller settings also provide opportunities pharmacist by training, he now spends to share the love of Jesus. “It’s awesome much of his time ministering in a poor, how God can use you when you meet with illiterate community and hopes to eventually attend seminary. Basim’s eyes brightened as he described his work in Wasassa. He and his partners minister to both the physical and spiritual needs of this community, in which about 70 percent are unable to read or write and are very poor. Many of the people sort through the city’s garbage as their means of livelihood.

* Name has been changed

This story is adapted from an article that appeared in the January-March 2012 edtion of Free Methodist World Mission People.

Missions Alive! 2012-2013 page 46 these people. It is just sweet how when they are candid and truthful, they are so open to the Lord’s presence.” As a result of Basim’s work among the forgotten in Egypt, Wasassa is changing. He believes this change is a result of the literacy programs. In a recent, dramatic situation a man was prevented from steal- ing money from a woman who was newly widowed. Because the widow had learned to read, she discovered the man was a swindler. “Many women can now read and write,” Basim told me. “This helps them a lot in giving the right medications to their kids when they are sick. Also, they In Egypt, I observed the remarkable can help their children with their homework. power of hope – hope that believes better They can read the Bible daily now, plus days are coming despite political turmoil worship books in church.” and that chooses to love despite danger. In what is perhaps the clearest mark of In Basim, I saw hope that restores lives. progress, some of the people of Wasassa In addressing physical and social needs, are now helping with the community pro- Basim and his ministry partners are giving grams. One man, who works as a garbage people opportunities they never would have collector and was once infected with had. And, most importantly, they are invit- hepatitis B, is now instructing co-workers ing them to know the only true hope, Jesus on safety, especially when dealing with Christ. syringes or other dangerous objects.

EXPLORE . . . Research passages in the Bible where people showed compassion to others. Talk about ways, both as a class and as individuals, you can show compassion to others. Discuss how your actions might impact others and honor God.

page 47 Missions Alive! 2012-2013 His Hands and Feet interview by Paula J. Gillespie, a story about Iraq

“... I am the LORD, who heals you.” Exodus 15:26b

The young woman helped lead the wor- Furthermore, the kind of surgery Suhad ship, her smiling face revealing nothing of needed wasn’t available anywhere in the the pain she was experiencing. She suffered Middle East. from congenital hip dysplasia, a painful, When members of the Ohio team abnormal development of the hip joint. returned home, they investigated how they Over the years, the woman had asked for might bring Suhad to the United States for prayer. But in 2007 when a short-term VISA life-changing surgery. Several local doctors team from Ohio was reviewed her X-rays, but in her country to lead had seen so few cases a spiritual life retreat, like hers that they were Suhad, a 34-year-old not comfortable taking fourth-grade teacher Suhad’s case. Dr. Weal from Baghdad, Iraq, Barsoum, a Cleveland needed more than prayer Clinic physician and – she needed a miracle. native of Egypt, heard of Suhad’s left hip was the situation and offered deteriorating and arthritic. to do the procedure Her right hip didn’t have without charge. The clin- a socket. Doctors had ic also agreed to waive told Suhad if she didn’t its fees. have an operation she The Free Methodist would be in a wheel- Church in Jordan hosted chair within three to five Suhad for a month years. and helped make visa While technology, arrangements. Ohio laws, public policies congressmen were key and attitudes toward in maneuvering through people in wheelchairs visa and homeland secu- or with other special rity red tape for her visit. needs are not issues in Suhad’s travel expenses some countries, equal were donated, and a accessibility and regula- couple from the church tions to benefit persons opened their home to her with disabilities do not as long as she needed it. exist in Baghdad. To be In mid-May 2008, Suhad in a wheelchair in Iraq arrived in the United meant Suhad would lose States. She had surgery her job and livelihood. on her right hip, and

This story is adapted from an article that appeared in the January-March 2009 edtion of Free Methodist World Mission People.

Missions Alive! 2012-2013 page 48 a week later, the left hip was repaired. The The church received a miracle, too. The doctor called her case “textbook,” and her missions director said, “Suhad has put a face recovery went exceptionally well. and personality … a ‘realness’ on missions. Knowing just a little English, Suhad was (Often) missions is something intangible very frightened at first to come to America. we give to but it’s something someone else She had not traveled outside of the Middle does. We don’t as a church get to touch and East or without her family. But the church feel what missions truly is.” Suhad changed has become family to her. Suhad calls her that. “It’s real, real people; Suhad is like their host family Dad and Mom. “I now have two wife, their daughter, their sister, the person families!” Suhad exclaims. “All the people next door. And they realize people are the are very nice. I love the people. They helped same no matter where you go.” with therapy and visited me. How come God did all this for me? Through God’s people Story follow-up here, I don’t have to spend the rest of my life Suhad returned to Baghdad in late August in a wheelchair.” Suhad needed a miracle, 2008. Since her English has improved so and God answered her prayers through the much, Suhad was asked to teach English. church.

EXPLORE . . . Read and talk about Acts 1:8 and 1 Timothy 4:12-16. Ask the students to think of how they can be a witness this week. Give every student five stickers — maybe a butterfly sticker to represent new life in Christ — one for each day they will be going to school. Ask them to wear a sticker, and when people ask them why they are wearing it, they will have an opportunity to tell someone else Look in the Fun section for a about God’s love for them. complementary activity page (113).

page 49 Missions Alive! 2012-2013 Fadel’s Feet by Pastor B.W., a story about North Africa

... And how can they hear without somone preaching to them? ... As it is written, “How beautiful are the feet of those who bring good news!” Romans 10:14-15

It is getting dark; the farmers will soon be found the Lord to be faithful to help every coming in from their fields. It is time. Brother time he has asked, so he prays and drives. Fadel*, a Free Methodist layman and house When he arrives in this farming village of church planter, says good-bye to his wife and 500 or so people, a child spots him and begins children. It has been more difficult to say making the rounds of the rustic mud-brick good-bye each time he goes out to a house houses, inviting people to the meeting. Fadel church meeting since his arrest and week-long greets the man who has opened his home detention a few months ago. Mounting his and his family network to him and enters Chinese-made 150 cc motorbike, he heads out the humble dwelling. Already some have to a village, one of more than 10,000 villages gathered in their galibayyas,** eager to hear in his North African country, which until tonight’s Bible story lesson. After a few min- recently was without a church of any kind. utes of traditional greetings, enough people He prays as he drives to Abdel Azeem have arrived. Fadel begins to lead them in a village. He prays for the people who regularly song he taught last week. The song is about come to this house meeting. He prays for the greatness of God which is expressed in those he and others His love, grace and have invited but healing touch. The have not yet come. people, now nearly He prays for the 50 of them, sing Holy Spirit to anoint with great passion. him in a special way Fadel begins to as he teaches tonight. sense the presence He recognizes that of the Holy Spirit what the Lord is in a way he rarely asking him to do is experiences in the beyond his educa- more comfortable tion, beyond his and traditional experience, beyond churches of his him … but he has country. He loves

* Note: The details in this story are based on the ministry of a FM layman serving in a creative access country in North Africa. Some of the details, such as his name and the village’s name, have been changed for security purposes. The author personally ministered alongside “Fadel” in villages such as “Abdel Azeem” on numerous occasions.

** galibayya- traditional robe worn by farmers in much of North Africa

This story is adapted from an article that appeared in the January-March 2010 edtion of Free Methodist World Mission People.

Missions Alive! 2012-2013 page 50 The people of Abdel Azeem are sad to see Fadel go, but they are grateful he came. They are grateful that God loves them so much that he sent Fadel to them for the first time three months ago. They are already beginning to pray that he will safely return next week to teach them more of God’s truth. God’s truth has brought them peace, both personally and relationally. Many of the 80 plus families in this village are related. For years family conflict among them created unrest. After some of them found peace with God through a relationship with Jesus Christ, they began to make peace with one another. Life in Abdel Azeem is changing.

his mother church and how his life has been changed through the gospel he received there, but he feels like he is now living like a New Testament apostle and experiencing the Holy Spirit in a fresh new way. Fadel now stands before the men, seated on benches along the walls, and the women and children, seated on mats together on the dirt floor, and tells them the parable of the soil. They – all of them being farmers – nod in agreement, asking many questions and discussing among themselves how God might work in their own lives. Then Fadel challenges them to allow the Word of God to penetrate their lives and make them fruitful. He answers some questions and leads in prayer, and they close the meeting with a song. Now Fadel welcomes the invitation to sit with them and EXPLORE . . . Talk about the parable of the drink tea. He continues his ministry, informally, sower from Matthew 13. Use over the tea and then says his good-byes. a container filled with dirt, rocks, thorns, and hard ground to illustrate the four kinds of soil for your students. Make sure to discuss what kinds of things in their lives today represent the thorns, rocks and hard ground. Take time to pray together that each student will want to have healthy soil where the seed can grow and make a difference in the lives of others.

page 51 Missions Alive! 2012-2013 Strangers in the City by Pastor D.W., a story about the Middle East/North Africa

“For I was hungry and you gave me someting to eat, I was thirsty and you gave me something to drink, I was a stranger and you invited me in ...” Matthew 25:35

Out of her apartment windows and into Religion is more than a faith system in the narrow street leak the sounds of happy the Middle East. It’s an ethnicity.* Just as worship and enthusiastic prayers. A former someone in the U.S. can be born in a Jewish Muslim, Um Maliki daily risks her safety as family and never enter a synagogue, so she follows Christ; yet each week she opens those in the Middle East can be born into her home to the house church that meets Christianity or Islam. The government pro- there. In spite of the risk, she could not hibits Muslims from becoming Christians, imagine doing otherwise. It is the body of but openly encourages Christians to become Christ that gathers. Muslim. Um Maliki’s walk with Christ began Cairo, where Um Maliki lives, means like that of many other Muslims, through a “the victorious,” but has been nicknamed dream. Through her dream, Christ appeared “the city of a thousand minarets” because to her. Since then, she has shared the gospel of its many mosques. Considered a Christian that has changed her life along with those of nation before the Arab invasion, Egypt is both Christian and Muslim backgrounds. now about 90 percent Muslim and 10 percent The stories of those who gather each Christian. Home to perhaps as many as 22 week in Um Maliki’s home are different. million people, Cairo’s need for the gospel Some, like Um Maliki, are legally Muslim seems to dwarf the effectiveness of the but follow Christ. Others were born into traditional churches present. Christian families and legally follow Christ. On any given week night, as the sun sets

This story is adapted from an article that appeared in the July-September 2010 edtion of Free Methodist World Mission People.

Missions Alive! 2012-2013 page 52 and darkness begins to cover the city, handfuls We praise God for the way the body of Christ of people quietly slip into homes all over is gathering in the form of “strangers” to the city where they meet regularly as secret worship Him. house churches. Um Maliki gathers to her home “strangers” Note: Um Maliki’s house church is part of to the church, those overlooked by nearby several house-church networks FMC work- traditional churches. Muslims are rarely wel- ers have begun throughout the Middle East comed into traditional churches in Cairo, and and North Africa. Few stories from these net- many struggle to understand the complicated works can be shared in detail, and the identity language used in most churches. Despite the of the network leaders is kept in confidence. existence of many churches in the urban area, house churches play an important role in *ethnicity - ethnic affiliation or distinctive- bringing the gospel to many who cannot be a ness that includes the society’s culture, part of a traditional church. background or origin. Um Maliki knows that many in her area are becoming aware of her gatherings See Editor’s Note on Page 12. and there will be a day when she may need to stand before a government official and answer for her faith in Christ and the “church in her home.” But Um Maliki also knows there will be a day when she will stand before Christ and He will say, “I was a stranger, and you welcomed me in” (Matt. 25:35, ESV). EXPLORE . . . Take this opportunity to talk about how to witness or how to share a testimony. Invite any student who is a Christian to tell the class what a difference Jesus has made in his or her life.

Also, talk about what a house church might be like. Review the Creative Access Resources that are included in this curriculum.

To view a timeline of how Free Methodist mission work started, log on to http://bit.ly/NN9bP0. Or, log on to http://bit.ly/NGXMPF for a one-page history overview.

page 53 Missions Alive! 2012-2013 The Scattered Flock Multiplies by Erin Hill and Pastor D.W., a story about Iraq

“On that day a great persection broke out against the church at Jerusalem. ... Those who had been scattered preached the word wherever they went.” Acts 8:1a and 4

Though many in the world shy away have trained others who are leading min- from Iraq, Free Methodist World Missions istries and preparing for ordination. These is on the front lines, ministering to Iraqis at men have passionate hearts for God and their home and abroad through Impact Middle people — their own stories are a testament to East (IME). As the U.S. marked the 10-year the mercy and power of Jesus. As a result of anniversary of the War on Terror in 2011, IME’s work, Iraqi lives are being changed as the Free Methodist Church celebrated 10 men and women come to know salvation and years of bringing the message of the Prince are discipled in faith. of Peace to a land continually devastated by Though the church is recognized by the terror and to a people who long for salvation government, it has faced significant opposi- and peace. tion from the traditional church in the area. Many of the ethnic Christians are far from Ministry in a War-Torn Country a personal knowledge of Jesus. Continued IME is working both in Baghdad and prayers are needed for transformation and in the Northern Kurdish region of Iraq. The cooperation within the whole Iraqi Church. political situation in the Kurdish region The Baghdad church, which was estab- provides a safe haven for Christians, even lished in the summer of 2003, has been those who have converted from Islam. This forced at times to be underground due to continued danger in the city. Christians still face persecution, and FM pastors have received many credible death threats, forcing them to retreat to the north. Many Iraqis flee to neighboring countries to find safety, only later to be forced to immigrate to Western countries. FM leaders in Iraq refuse to be stopped by opposing forces. Knowing that the enemy is attacking and persecution is at times scattering the flock, they reflect on how much the FMC of Iraq looks and feels like the church of Acts. As the flock is scattered, the church spreads and multiplies. Leaders con- safety presents a perfect opportunity for tinue amid persecution with their strategy of fruitful ministry. In 2008, after several years rapidly reproducing house churches. of work “under the radar,” the FMC estab- These refugees are also a focus of IME’s lished the first legal evangelical church in ministry. In Jordan, the work actually began one northern Iraqi governate. Two national 10 years ago with Iraqis who had come to pastors lead the work in this area. These two the country for safe haven or to study at an

This story is adapted from an article that appeared in the October-December 2011 edtion of Free Methodist World Mission People.

Missions Alive! 2012-2013 page 54 evangelical seminary. With the help of a key Iraqi “man of peace” (Luke 10), IME workers discipled several men and established the FMC in Amman. Though the church has now transitioned into a mainly Jordanian ministry, they continue to serve Iraqis in Jordan.

One Family’s Story A dramatic example of the impact of this ministry is the story of Steve and his family, who are ethnically Christian Iraqis. While living in Iraq, Steve’s father was kidnapped. The family paid the ransom and fled the country. In Jordan, they thought they would involved in ministry, most in other countries. find hope, but life as a refugee is difficult. This scattering of believers has given the Eventually, they connected with an FM church in Jordan and Iraq a global vision and church plant in their neighborhood. There, in a heart to impact the world with the love of Jesus and in the Amman community around Jesus. When displaced Iraqis leave FM minis- them, they found the hope and peace they tries in Iraq and Jordan, they take with them a were looking for. message that transforms lives. Because refugees are not permitted to Though the situation in Iraq remains work in Jordan, many have much free time. dangerous and uncertain, the Iraqi people This provides great opportunity for intense have hope in Jesus Christ. Impact Middle discipleship. Steve began spending more time East is bringing this hope to Iraqis, who in around the church and became part of the turn cannot help but share the good news ministry. When the worship leader emigrated wherever they are. from Jordan, Steve taught himself piano and emerged as the new worship leader in a matter of two weeks. His willing and positive attitude made it seem unlikely that there had EXPLORE . . . been tragedy in his past. As a class talk about what Like many Iraqis, Steve’s time in Jordan life might be like if the was transitory. Refugees are not allowed to students were refugees permanently settle in the country, so first his forced to live in another country that father, then the rest of his family, moved to was not their home. Where would Norway. When they arrived, they found there they live? Would it be with relatives, or kind-hearted people from a was no Arab church. They did what they’d church? Would they fear the police seen modeled in Jordan: they began a Bible- or government authorities that might believing church. Today, they are ministering kick them out of the country? What to their Arab community in Norway and would school be like? Shopping? How actively evangelizing Muslims. would they feel about having to leave This pattern of coming, being discipled their homeland with only one suitcase and moving on is common. Many move to per family member? Take time to other countries for work or to start new pray for the hundreds of thousands ministries. Some, like the current leaders of of refuges around the globe. Pray for the Iraqi FMC, move back to Iraq; others peace in their hearts, even when the move on to the West. As a result, IME’s situation around them may seem so ministry is having a global impact. Many difficult. Iraqis who were discipled in Jordan are now

page 55 Missions Alive! 2012-2013 God’s Business by Randall Craig*, a story about the Middle East/North Africa

“So whether you eat or drink or whatever you do, do it all for the glory of God.” 1 Corinthians 10:31

I noticed Nader’s* sister-in-law, Muna, Suddenly I knew why the Lord had led me sewing galibayya (the traditional long gown there that day. He was already at work here worn by men in the villages) seams while and wanted us to join Him. My heart was seated on the dirt floor of their three-room filled with joy as I mapped out a simple business home. I later learned this was the family’s plan that could empower this determined only source of income. family for a productive and profitable new Nader had been season of life. recently paralyzed Every face in from the waist the room reflected down. He was hope and joy as we unable to provide talked and made for his wife and arrangements for four children. I a micro-loan to had the immediate get them started. sense this was an Further visits opportunity from confirmed God’s God. Catching my faithfulness as the line of thinking, the new family busi- family informed ness, potential me that they did capitalized by a have another potentially profitable project. $500 loan, has flourished, supporting a needy From one old form, which they quickly family, blessing the local church, and shining retrieved from beneath a nearby staircase, the good news into a dark community. Please they had been making decorative ceiling pray with us for many more such success medallions and selling them for a very healthy stories in North Africa. markup.

Note: Through small loans (ranging from $200 to $500), as many as 12 new micro- business projects have been initiated – including shoe and clothing sales, woodworking and wood-carving, a mobile phone shop, and a meat cutting business. There is a waiting list of at least 30 more potential businesses.

* Names have been changed

This story is adapted from an article that appeared in the April-June 2011 edtion of Free Methodist World Mission People.

Missions Alive! 2012-2013 page 56 EXPLORE . . . Ask students to think of their blessings. Make a list on the chalkboard or marker board. Now write how they can bless others. Here are a few ideas to do as a class or as individuals: * Sing at a nursing home or to shut-ins. (Go “caroling” even if it isn’t Christmas!) * Collect food for a local shelter and take a “field trip” to make your delivery. * Make cards of appreciation for your pastor and other church staff and leaders, including the secretary and janitor. * Send homemade get-well cards to people in your church family who are ill or have had surgery. * Mail a “care package” to college students from your church who are away from home. * Hold a bake sale or other fundraiser and give the money to missions. Ask your students to make a commitment to put at least one of these ideas into action. In your next meeting time, ask them if they were successful in their mission to be a blessing to others.

page 57 Missions Alive! 2012-2013 Entrusted With His Presence by Megan, a story about the Middle East/North Africa

“I was sick and you looked after me.” Matthew 25:36

I want to introduce you to Noor*. She is First Corinthians 7:6 says, “But God, who one woman among many God has met, comforts the downcast, comforted us by the chosen, given a story to tell and provided a coming voice and platform for the telling. Noor is a of Titus.” pastor’s wife and also a leader in ministry. Many men, She was diagnosed with thyroid cancer several women and years ago. During this time of uncertainty, pain children and disappointment with God, she longed for can say encouragement from the body of Christ. She that God longed for Jesus’ words of life to be spoken comforted through the brothers and sisters around her, them by the but no one visited her. Once, she had known coming of that in life Jesus had the final say, but she Noor and her team. While many tend to avoid wanted to be reminded of this in the midst of death and people who are dying, Jesus’ heart a life-threatening disease. After countless doc- is always to come close. Noor and her team tor appointments and surgery, Noor came to are doing this. They are training and empower- know the God who heals and found herself not ing others to join them. They meet weekly and only healed, but awakened to a need. Little did visit the sick two by two. They gather monthly Noor know that she would be entrusted with a to celebrate God’s faithfulness, pray for the high calling to meet that need: the ministry of sick and share in fellowship. presence — being available to others. Jesus first appeared to Mary Magdalene God spoke very clearly to Noor and after His resurrection, and she was entrusted burdened her heart to be the answer to many with the message of His resurrection (John others praying for encouragement. She knew 20:11-18). Today Jesus is still entrusting she couldn’t do this alone, and so did God. women with His message of resurrection, He began raising up women who had the same restoration, freedom and release. As women desire to encourage the sick. These women are empowered to speak out more and more, come alongside the suffering, becoming God’s God’s original intent is further revealed. They presence and speaking His words of life when are experiencing the truth of who God says He seems far away and silent. They care for they are: valued, significant, having something the spiritual, emotional and even physical needs, worthwhile to share, and able to be used by helping people get to doctor’s appointments. God. Through empowering these women for God has favored this ministry by bringing forth leadership and ministry, God’s compassionate doctors with generous hearts who offer medi- presence is having an impact on this city. cine for free or a low cost. The goal of this team of women is to let people know that Jesus is alive and not even cancer can steal this truth. EXPLORE . . . They are meeting the needs of some who have Help students see beyond not gone to church in a while but welcome themselves and be Jesus’ salvation on their deathbeds and of others who presence to others. Consider have not even heard of Christ. collecting canned goods for a local food pantry, working in a community garden or helping clean up a local park. * Name has been changed

This story is adapted from an article that appeared in the January-March 2011 edtion of Free Methodist World Mission People.

Missions Alive! 2012-2013 page 58 A Home Set Apart by Megan, a story about the Middle East/North Africa

“May your eyes be open ... night and day toward this ... place of which you said, ‘My Name shall be there ...’” 1 Kings 8:29

April 5, 2011: We write this update with week, and we were afraid we would use too great joy and deep gratitude knowing the joy much. Our couch has arrived, so we put the of obedience. As Dustin and I left Wednesday cushions on the floor, bundled up, borrowed evening (March 30), we sensed an immersion a space heater and slept there. We are awaiting in God’s presence as so many of you faithfully the arrival of our oven (called a ‘cooker’) and prayed. We experienced specific answers to our bed. These were delayed because it rained specific prayer requests, as well as blessings this morning (a little rain brings the city to a we never even asked for! halt). Though we traveled 30 hours straight Another way Jesus blessed our hearts with a delay in Germany, we played lots of unexpectedly was in letting us meet our Monopoly Deal, read, prayed, and even slept neighbor. We had been advised not to be too a little on the plane and in the airport. The friendly with our neighbors and to give it time; transition was smooth and God blessed us with “they probably will keep to themselves; don’t a “God hug” when we arrived in Jordan. The be offended.” I was a little nervous about all of immigration official asked Dustin if he’d been this. As our friend was leaving our apartment, to Jordan before. Dustin said, “Yes.” The man the neighbor lady, Lara, asked him who was looked through Dustin’s passport, noticing living next door. We met her and had a great his many Jordan stamps, smiled and said, interaction. “Welcome home.” It felt so right to hear that. When I was on a personal retreat a couple God has been preparing our hearts to be at weeks ago, I read Solomon’s prayer that God’s home in Him, in this new land. eyes would be “open night and day toward this We arrived in Jordan around 3 a.m. and place of which you said, ‘My Name shall be were greeted by Haythem, Rami and Rima, our there,’” (1 Kings 8:29). This is the prayer God dear friends. We have been humbled by their has given Dustin and me to pray for us and our selflessness and their helpfulness to make our home, which we have set apart for Him. Not transition smooth. Within just a couple of days, that His presence is limited to our home, but our apartment has received needed maintenance, we do want our home to stand out because of painting and many other miscellaneous things. His presence; we want to stand out as the We moved into our apartment last night. What disciples as “having been with Jesus.” We a huge answer to prayer because we thought it want our home to be open to many, and would take much longer, and we didn’t want hopefully a sanctuary for all who come – a city to become a burden to our friends (Haythem on a hill, bringing light to all who enter it. and Maha) with whom we were staying. Each It does give us peace to know we are in the home is only allowed so much water each watchful eye of a God who never slumbers, who we can trust with all the details of our life, even living in a neighborhood with people who are different from us.

EXPLORE . . . Discuss the “World Religions” section in this book (pages 20-21).

page 59 Missions Alive! 2012-2013 Let Egypt’s Children Come By Naomi Lindsay, a story about Egypt

Jesus said, “Let the little children come to me, and do not hinder them, for the kingdom of heaven belongs to such as these.” Matthew 19:14

The first vacation Bible schools (VBS) in were organized. Now, these are held each our churches in Egypt were started by Jean year on Fridays during the months of May Burns (served 1950-59). Seeing the many, and June when those who are teaching in the many children in the old section of Asyût, VBS are free from their usual work. [Friday she held a VBS in our church there. Several is the Muslim holy day.] We find this more of the children did not have the privilege of satisfactory, for teachers themselves attend as attending school, so the teaching of reading well as pastors. was included. When missionaries were not permitted to In 1960, Erma Ergezinger, with the help travel to the villages (1969 to 1974), it turned of other missionaries, prepared a course out to be a benefit. We trained nationals who called “Following Jesus.” The teachers’ could travel out to the different districts to books were typed and printed by stencil. hold workshops to train the teachers. That year 26 schools This year [1980] we pre- enrolled 2,180 pupils. pared materials for 10,000 Each year a new course children in our churches, as was added until there were well as for at least 10 other five courses. After the first denominations. year it was found impracti- How encouraging it is to cal to stencil the teachers’ see those who in childhood books, so they were printed. attended VBS now serving as In the beginning, in teachers and leaders! order to introduce VBS and to instruct pastors on how Note: The national FM church in to use the course, we drove Egypt, which ministers primarily to as many of the churches among poor areas of this devel- as possible during the oping country, continues to months of May and June. annually create an exciting, We showed each pastor the interactive curriculum with songs, materials we had prepared crafts, and Bible teachings. (Only a limited and went over the lessons, giving a mini- amount of children’s curriculum is available workshop on how to have a VBS and how to in Arabic.) The Egypt FMC utilizes a strong use the materials we were leaving with him. volunteer base to run this nationwide program, … Going to these villages required much and they raise most of the expense of this travel in hot weather. program from their own congregations. This As the idea of vacation Bible schools for program continues to reach 10,000 children the children caught on, … area workshops each year for about $2 per child.

This story is adapted from an article that appeared in the October 1980 edtion of The Missionary Tidings (today known as Free Methodist World Mission People).

Missions Alive! 2012-2013 page 60 EXPLORE . . . As a class, make a list of people who don’t know Jesus. Encourage each student to spend time in prayer this week for their salvation. Also pray that people in Egypt will have opportunities to hear about Jesus and His resurrection. Go on a prayer walk. Walk in the community surrounding your church, stopping to pray several times. Pray for each neighborhood family, whether you know them by name or not. Pray God will become real to each person living in the home, no matter their age. Make invitations to attend church. Have students deliver them in person to the people listed by the class or to people in the neighborhood.

page 61 Missions Alive! 2012-2013 Doorstep of Faith by Dean Wade*, a story about a Creative Access Ministry

“I planted the seed, Apollos watered it, but God made it grow.” 1 Corinthians 3:6

I was practically bent over with exhaustion Little did I know the significance of following an afternoon run in the heat when God’s divine appointment for me to cross I heard a trio of voices calling out to me, paths with William (the observer). As we “Tee-chur … Tee-chur.” Sure enough, three began our hike up the mountain, I wondered of my students from the English class I taught if we would ever reach the summit. The in an Asian country had spotted me among people are slow walkers — there’s no other the 200 or so other running enthusiasts and way to put it. After much urging to pick up made their way over to me. the pace, we finally found a happy medium. We had barely finished saying our hellos Not more than 30 minutes into our when I noticed our group had trek, one of my students asked suddenly grown by me if I was a Christian. one. This mysteri- Oh, man, I thought. Are ous fifth person was you kidding me? How quite content to stay can the Lord open doors on the periphery of any wider than this? My our small group as heart began to race as I a casual observer. considered the opportuni- Occasionally I would ty to share Life with these catch him quietly guys. What followed was muttering things a barrage of questions under his breath and about faith and God that glancing toward the didn’t stop until we reached sky as if computing a resting place halfway a math problem in his up the mountain. William, head. Come to find out, however, once again chose he was practicing his to refrain from getting overly English by repeating involved. sounds and words to Two months later, himself. This contin- during a national holiday, ued until the observer it became very clear to me abruptly cut in and just how much information invited himself to join William retained as a casual the hike we had planned for the following observer. William, one of his friends and I day. Always looking for different avenues for were making our way through a crowded students to practice their English outside of street when I noticed one of the police barriers class, I declared this hike an “English only” ahead had been carelessly knocked down by event. All agreed. kids trying to hop over the rope. Still a fair

* Name has been changed

This story is adapted from an article that appeared in the April-June 2004 edtion of Free Methodist World Mission People.

Missions Alive! 2012-2013 page 62 distance away, I assumed someone would I share this story because it is a powerful pick up the pole and put it back in its place, reminder of how God uses anything and but no one stopped. A policeman was mak- everything according to His purpose and plan. ing his way down the street to reconstruct the Over my next eight months with William, barrier, but he was still a block away. As we God truly did a work in his life. In most cases approached the fallen pole, I thought surely he would come to see me wanting to practice William or his friend would pick it up. Both English, but eventually the topic would shift of them saw what had happened, but they too to matters of the heart. Today, William is on walked right past. In almost a state of bewil- the doorstep of faith and remains in the erment, I bent down and put the pole back in sovereign care of his Creator. its place. The policeman noticed what I had done and gave me a slight nod as he turned Editor’s Note: Dean Wade served as an ESL and marched back to his post. (English as a Second Language) teacher in Later that night we were finally on the Asia for one year. He is from Illinois and bus headed back home. In typical fashion the enjoys playing the guitar and writing. Even bus was overcrowded and buzzing with though he has returned to the United States, cellphone chatter. Totally exhausted, I closed Dean continues to have contact with several my eyes to rest. Suddenly, amidst all the of his students. He believes ESL is a great chaos and noise, William leaned over and way to influence people for God. said, “Now I know what it means to be a Christian.” His comment caught me so off guard that I instantly woke up from whatever state of sleep I was in and turned to find out where he was going with this. He continued, “Everyone else continued walking because they know that is the policeman’s job, but you helped him. I can see that being a Christian is about helping others.” His incredible insight was no doubt the work of the Holy Spirit, but A Creative Access Country is a country that does not issue missionary visas. never in my life would I have imagined God Christians must use other legitimate using some rowdy kids and a fallen pole to means to enter these countries. convey His message of servanthood. But then Some work as teachers, doctors again, who would have entrusted 12 ragtag or nurses and share about Jesus men with a message to save the world? when others ask them questions.

EXPLORE . . . Have students draw some pictures to accompany this story. While drawing, talk about how we need to act so people know what it means to be a Christian. Look in the Fun section for a complementary activity page (118).

page 63 Missions Alive! 2012-2013 Meet the Story Authors:

Mrs. Doreen Hawley and her husband, Earle, served in Egypt for 25 years and one year in Haiti. Education and evangelism were their primary ministries. Rev. and Mrs. Hawley live in Ontario, Canada.

Erin Hill has traveled to the Middle East and written a number of articles and stories about this part of the world. Miss Hill is from Union, Kentucky.

Miss Naomi Lindsey served as a missionary in Egypt from 1950 to 1986, with the exception of one year in Haiti. She worked in evangelism ministries her entire missionary career. She died in 2003.

Dean Wade served as an English as a Second Language teacher in Asia for one year. He is from Illinois. He still keeps in touch with several of his former students.

Pastor B.W., Pastor D.W. and Randall Craig have been or are current workers in the Middle East.

More information about story authors who are current workers can be found on the worker information pages.

Missions Alive! 2012-2013 page 64 The Middle East / Facts North Africa

The Middle Eastern countries of Iraq least three different countries, give them an and Jordan are considered to be part of extra sticker in their passport. the continent of Asia. Egypt is mostly part The country facts are designed for you of Africa, although the Sinai Peninsula to share with your class. Some facts and in northeastern Egypt is part of Asia. The country information pages included in this Middle East is considered the birthplace of section may be helpful in completing the Judaism, Christianity and Islam. The people word puzzles (pages 110-120). are friendly, used to hard work and many of Make posters for each country. Collect them love the Lord just like you. photos from news magazines, National This section will give you a glimpse of Geographic and World Mission People what the culture is like in these countries, magazine. Display the posters for your what the people are like and how the Free church to see what your students are learning. Methodist Church is at work there. You can Flags for each of the countries are use this section to share interesting facts that provided in this section. Have students color help students have a better understanding of them with the appropriate colors. Also the Middle East and North Africa. consider attaching the flags to dowel rods and using as centerpieces for your classroom Using the Facts section: Using the maps table, or use during a public service or at an in this section, have students color in the international dinner. countries as you study them. Hang the maps Specific information on Free Methodist in the room. Find other maps of the Middle workers serving in these countries is included East and North Africa to hang in your room. in this section. Consider having students A Country Profile Page can be completed make “Fact Files” or flash cards based on for all the study countries (see page 69). For the information. If you are not in a Free younger students, the profile on page 68 Methodist church, you may want to supple- covers three countries. The answers are on ment this information with facts about page 96. If students complete a profile for at missionaries from your own denomination.

page 65 Missions Alive! 2012-2013 Free Methodist World Missions Focus The Middle East/North Africa

Black Sea Caspian Sea Uzbekistan

Tukmenistan Turkey

Syria MediterraneanLebanon Iran Sea Palestine Afghanistan Israel Iraq Kuwait

Jordan Pakistan Egypt Red Sea Saudia Arabia Bahrain Qatar United Arab Emirates Oman Arabian Sea

Yemen

Missions Alive! 2012-2013 page 66 Suggestions for classroom use: - Use this map as a weekly attendance chart, coloring in or completing the details of the country you study that week. - After covering all the country information, test your students’ knowledge of the major cities and country locations by having them fill in this blank map. - Make a matching game from the map. On slips of paper provide the country names and any other map features your students know. (It can be as detailed as you wish.) Have students work as teams to glue the slips of paper (country names, cities, etc.) in the proper locations on the map.

page 67 Missions Alive! 2012-2013 For the country of q Egypt Circle the objects or names of the people or items that can be found in this country. q Iraq Amman q Jordan Nile River lamb is important Choose the correct flag meat - it’s for the country and color it in: good on a King Tut kebab

invented calendar

date palm ancient ruins of Babylon read right Arabic to left language

Suez Canal Connect the country name with the right English language country. Then color in the correct country studies begin in Coptic shape on the map below. 5 5th grade Christian

invented papyrus paper

seven-pointed Islamic star on flag

pyramids of Giza chess Jordan

Iraq Egypt

Answers on page 96 Missions Alive! 2012-2013 page 68 page 69 Missions Alive! 2012-2013 Capital: Cairo

Population: 83,688,164 Egypt

Area: 387,000 square miles, about the size of Texas and California combined

Climate/Terrain: hot and dry with mod- erate winters / vast desert plateau inter- rupted by Nile Valley and delta

Language: Arabic, English, French

Industries: cotton, petroleum, yarn, textiles, agriculture, aluminum, steel

Natural Resources: oil, petroleum, natural gas, iron ore, phosphates, manganese, The Work of the FM Church in talc EGYPT:

Religion: Muslim, Coptic Christian Status: General Conference Bishop: Talat Nagib Beshai Interesting Facts: Organized Free Methodist Churches: 90 l The Nile River is the most important river FMC Membership: 30,500 in Egypt and the world’s longest river. It Ordained Ministers: 75 flows north instead of south. l Some of Egypt’s pyramids were as high Origins as a 10-story building. There are about 90 In 1899 Herbert E. Randall of the Canadian known pyramids today. Holiness Movement Church began work in l The three pyramids of Giza are some of the city of Asyut. Revivals broke out in the world’s most popular tourist attractions. villages and towns nearby. Other missionar- l Students in school learn science, math, ies joined him, and the work developed into social studies and music. School is closed an independent conference. In 1959 the on Fridays to observe a special day of rest. Canadian denomination and the conference in l Papyrus paper was invented around Egypt united with the Free Methodist Church. 2400 B.C. in Egypt. l Egypt has the longest recorded history in Present Ministries the world. The General Conference of Egypt operates l The tomb of Tutankhamun, or King Tut, the Wesleyan Theological College in Asyut, was discovered by English archaeologist which prepares FM ministers. These students Howard Carter in 1922. The treasures bur- also serve as pastors in village churches that ied with this king, who inherited the throne do not have pastors. About 10,000 children when he was about 9 years old, are on attend vacation Bible school each year in FM display in the Egyptian Museum in Cairo. churches, where hundreds typically give their l The Suez Canal is one of the world’s busiest waterways and the shortest route lives to Jesus. Young leader retreats are held between Europe and the Indian Ocean. annually. Most FM churches hold spiritual l Egypt is an important migration stop for renewal weeks (revivals) throughout Egypt up to 2 million large birds a year. each January and February.

Missions Alive! 2012-2013 page 70 Country Information Egypt Country Information Egypt Country Information Egypt

A Closer Look

One of the earliest-known civilizations, Egypt is a land of pyramids built as tombs for the rulers, called pharaohs. The three pyramids at Giza (GEE-zuh) are named after the three pharaohs buried in them. The Great Pyramid is the largest of these three and is made up of more than 2 million limestone blocks that each weigh as much as a small car. Some pyramids were more than 450 feet tall. A large statue at Giza, called the Sphinx, is the head of a pharaoh and the body of a lion. It is about 4,500 years old. The first female pharaoh was named Hatshepsut, who ruled from 1478 B.C. to 1458 B.C. She wore men’s clothing, including the royal ceremonial beard, but it is likely that most people knew they were being led by a woman. King Tutankhamen became pharaoh at age 9 and died when he was 18 years old. He was called the boy king. His tomb was found in 1922 by archeologist Howard Carter. Egypt is also famous for its development of hieroglyphic writing (messages through pictures), as well as its achievements in agriculture, art and architecture. Around 300 B.C. Alexander the Great, a Greek ruler, invaded the land. Six hundred years later, the Romans defeated Egypt, and it became part of the Roman Empire. In 639 A.D. Arabs invaded and brought the religion of Islam with them. In the late 1700s Egypt became an important land bridge from Europe and a link to Asia. Britain wanted full control of the Suez Canal, a link between the Mediterranean Sea and the Red Sea. (France had built the canal.) Britain gained control from the late 18th century to the 20th century. The nation gained partial independence in 1922 and full independence in 1952. Egypt is the most populous Arab country today. A lot of stories from the Bible took place in Egypt. This land was a mostly Christian nation during the first centuries after Christ. Today the country’s constitution gives preference to Muslims. Christians are sometimes treated as second-class citizens, denied political representation and discriminated against in their jobs. Christians in Egypt are referred to a Coptic Christians. Copt is Arabic for qibt which comes from the Greek word for Egyptian. Christianity was introduced by the New Testament writer Mark, about 40 A.D. Most of the nation is desert. Egypt’s Western Desert makes up more than one half of the country. An oasis is an area in the desert that is green due to water coming from deep underground. You might think of it like a roadside rest stop. Lots of plants and trees grow here that like hot weather including the sycamore, tamarisk and acacia trees. Near the Nile River you will find cypress, eucalyptus and fruit trees, as well as lotus flowers and jasmine.

page 71 Missions Alive! 2012-2013 Country Information Egypt Country Information Egypt Country Information Egypt black red white is gold the eagle

The bird on the flag of EGYPT is the golden eagle of Saladdin, the crest of a famous Muslim leader from the 12th century. Red on the flag represents struggle, white represents peace without bloodshed and black represents the end of oppression.

Missions Alive! 2012-2013 page 72 Country Information Iraq Country Information Iraq Country Information Iraq the stars and symbols on center band are green black red white

The Arabic letters on the IRAQ flag spell out “God is almighty” or “God is great.” This flag was adopted in 1991. Red stands for courage, white stands for generosity, and black represents Islamic triumphs.

page 73 Missions Alive! 2012-2013 Capital: Baghdad Iraq

Population: 31,129,225

Area: 168,000 square miles, a little larger than California

Climate/Terrain: mostly desert; mild to The Work of the FMC in cool winters with dry, hot, cloudless sum- IRAQ: mers / mostly broad plains; mountains bor- der with Iran and Turkey Status: Mission District Organized Free Methodist Churches: 3 Language: Arabic, Kurdish, Assyrian, FMC Membership: 194 Armenian Ordained Ministers: 2 Origins Industries: petroleum, chemicals, textiles, The Free Methodist Church in Jordan planted construction materials, food processing a daughter church in Baghdad, Iraq, in the summer of 2003. Natural Resources: petroleum, natural gas, phosphates, sulfur Present Ministries Due to the intense conflict in Baghdad Religion: Islam and the particular vulnerability of Christians, many FM people fled Baghdad in 2004 Interesting Facts: and 2005 to the relative safety of Kurdish- l Iraq means “cliff” in Arabic. controlled northern Iraq. Some of these l Open-air markets are called souks. individuals gathered others in their homes l The date palm is sold to other countries. and started “House Gatherings.” In one case, It’s referred to as the eternal plant. In the Baghdad church intentionally sent out a addition to the date being used in food, leader to a key city in northern Iraq, Dohuk, other parts of the plant are useful. The to plant a FM church. The church in Dohuk palm fronds are used in weaving. The date has grown and, in fall 2007, became the first pit is ground into a drink. “government recognized” FM church in Iraq. l Important inventions from Iraq include Work has expanded to three new areas – Za- writing, the wheel, mathematics and the hok, Suleimaneyeh and Al Qush. There are, calendar. however, tens of thousands of towns and l The ancient ruins of Babylon are 56 miles south of Baghdad. villages throughout this region without any l The people of Iraq enjoy storytelling, gospel witness. The Free Methodist Church dancing, music, poetry and writing. is developing a new strategy that will help l The written Arabic language is read national believers in the region catch a vision right to left, opposite of English. There is for planting “house churches” in the most no difference between capital and lower- underserved areas. case letters. In 2008 opposition intensified against l Soccer, horse racing, boxing, volleyball, the Baghdad FMC. Due to security concerns, chess and backgammon are all enjoyed in ministry was forced “underground” and Iraq. public worship services were stopped.

Missions Alive! 2012-2013 page 74 Country Information Iraq Country Information Iraq Country Information Iraq

Up Close

Babylon and Mesopotamia, or “land between two rivers,” are both mentioned in the Bible and located in what we today call Iraq. Babylon is the city where the Jewish people were exiled and Daniel was an official for two of Babylon’s kings. The remains of several prophets rest in tombs located in Iraq including Ezekiel, Ezra, Jonah, Daniel and Nahum. The two rivers, the Tigris and Euphrates are first mentioned in Genesis 2. Today these rivers provide a water supply for drinking and farming. In 1792 B.C. the king reigning at that time named the nation Babylonia and the capital Babylon. The ruins of ancient Babylon are about an hour’s drive south of modern-day Baghdad. When the king died, the nation was split into two parts — Babylon and Assyria. In the eighth century A.D. a group of Arabs invaded Iraq and made Baghdad the capital. The country was ruled by the Ottoman Empire from 1534 to 1917. Great Britain ruled from 1920 to 1932 until Iraq became a monarchy. In 1958 the king and prime minister were killed and Iraq was made a republic. From 1979 to 2003, it was a dictatorship ruled by Saddam Hussein. Some important inventions have come from Iraq including the wheel, the calendar, the plow and a system for writing. Most of the country is hot and dry; it only gets a few inches of rain a year. Irrigation, a way to get water to dry land, is important in farming. Some underground oil fields are located in Iraq. The national flower of Iraq is the red rose. The national bird is the chukar. Animals you may find in Iraq include antelope, gazelle, hyena, wolf, fox, badger, muskrat, otter and porcupine. Lions, tigers and cheetahs once lived in Iraq but are now extinct.

page 75 Missions Alive! 2012-2013 Capital: Amman

Population: 6,508,887 Jordan

Area: 57,318 square miles, about the size of Portugal or Kansas

Climate/Terrain: mostly arid desert; rainy season in west Nov. to April / desert plateau in east, highland area in west; Great Rift Valley separates east and west banks of the Jordan River The Work of the FMC in JORDAN: Language: Arabic, English is widely known Status: Mission District Industries: Organized Free Methodist Churches: 1 phosphate mining, pharma- FMC Membership: 102 ceuticals, petroleum refining, cement, light Ordained Ministers: 1 manufacturing, tourism Origins Natural Resources: phosphates, potash, The work in the Middle East, beyond Egypt, shale oil began in 2002 when a Free Methodist North American missionary family moved to Religion: Islam Amman, Jordan, and began networking with and ministering to Iraqi refugees residing in Interesting Facts: Amman. A key Iraqi leader affiliated with the l Jordan comes from the Arabic word Al Free Methodist Church in the fall of 2003 Urdun, an ancient expression for the became the first ordained FM Iraqi pastor. Jordan River and surrounding territory. Through his contacts, a FMC was established l August is the hottest month, and January in Amman, Jordan, which focused on Iraqi is the coolest. refugees. This church then planted a daughter l Jordan’s principal river is the Jordan, church in Baghdad, Iraq, in the summer of which empties into the Dead Sea. The 2003. Dead Sea is the deepest depression on Earth. It’s salty and there is no animal life. Present Ministries l Petra is a city in the southern part of The FMC in Jordan has one “base church” Jordan. If you want to visit you have to ride on a horse or donkey through a and four church planting areas. Church narrow gorge. plants typcially begin in homes as people l Camels are called ships of the desert in unchurched communities begin because they are suited for desert following Christ and express interest in transportation. having a church. Ministsries to refugees l Lunch is the most important meal to from surrounding countries are a significant Jordanians, and lamb is the most outreach of Jordanian FMs. important meat. l Education is free and required for all children up to age 14. Students begin English study in fifth grade.

Missions Alive! 2012-2013 page 76 Country Information Jordan Country Information Jordan Country Information Jordan A Closer Look

The nation of Jordan occupies the land east of the Jordan River. Many of its locations are mentioned in the Bible, including the Jordan River, the Dead Sea, Mount Nebo (where Moses saw the Promised Land) and Bethany (the home of John the Baptist). Jordan’s present-day capital, Amman, was known in the Old Testament as Rabbath-Ammon, the capital of the Ammonites. Moab and Edom represented two other kingdoms in this land in 13 B.C. Following the exodus from Egypt, the Israelites moved across the land, gaining control of the region. With the death of King David around 960 B.C., several of these conquered kingdoms regained control. In 106 A.D. Jordan became part of the Roman province. Trade and architecture flourished. Christianity became the recognized religion. In 636 A.D. Arab Muslims invaded the country, and for the next 300 years, the people were ruled by several dynasties. In 1517 the Ottoman Turks gained control. The Turks viewed the country basically as a route to Mecca in Saudi Arabia. With the help of Great Britain, following World War I, the people of Jordan revolted, which led to the Ottoman Turks’ downfall. Britain divided the land into two parts: west of the nation’s principal river, the Jordan River, was Palestine, and east was Transjordan. Transjordan gained full independence on March 22, 1946. In 1949, the country was re-named Jordan. About 85 percent of Jordan’s land is desert, or badia. Only about five percent of the land is suitable for farming. The main crops include tomatoes, cucumbers, watermelons, cantaloupes, cauliflowers, cabbages, lettuce, eggplant and peppers. Wadis are stream beds or short river valleys. Most of the time wadis are dry, but after rain falls, water can gush through them. Wadi Mujib is known as the Grand Canyon of Jordan. As a nation, Jordan is working very hard to protect the environment. Jordan has more than 2,000 kinds of plants. Their national flower is the black iris. Other flowers found in Jordan include gladiolus, crown anemones, butter cups and asphodels. Animals now extinct include the leopard, mountain gazelle, ostrich, lion, cheetah and Syrian bear. However you can find these animals in Jordan today: Asiatic jackal, desert fox, striped hyena, wolf, sand rat, hare, shrew, gerbil, porcupine, marbled polecat, wild boar, gazelle, gray wolf, red fox and hyena. (Note: another name for the marbled polecat is the skunk.)

page 77 Missions Alive! 2012-2013 Country Information Jordan Country Information Jordan Country Information Jordan red green black white white red triangle is the star on

The flag of JORDAN was first used in 1928. The black, white and green bands represent three different dynasties, and the crimson triangle represents another one, the Hashemite dynasty. The seven-pointed Islamic star set in the center of the triangle represents the unity of the Arab people in Jordan.

Missions Alive! 2012-2013 page 78 Country Information Creative Access Country Information Creative Access Country Information

Design a flag for a CREATIVE ACCESS country or ministry.

page 79 Missions Alive! 2012-2013 Creative Access Ministries: There are countries where it is not possible for an expatriate (or foreign) missionary to get a visa. There are countries Creative where church activities are greatly restricted. There are some countries in the world where open evangelism by Chris- Access tians is unlawful. Some people have been tempted to think these countries — many of which have Islamic or communist gov- ernments — are unreachable. Ministries While fulfilling the Great Commission in these countries can be challenging, it is not impossible. Closed to missionaries does not mean closed to the gospel. That’s where the use of the phrase “creative access” comes in. Because the good news spreads most easily through relationships, there are opportunities for evangelism in even the most difficult of circumstances. Relationships in which the gospel can be shared may be developed The Work of the FMC in by: CREATIVE ACCESS COUNTRIES: l Students from those countries who go to study in another country Free Methodists are serving in “creative access” countries, places which limit or l Christian business people or workers forbid the entry of Christian missionaries and whose job has taken them to those for which alternative legal means of entry are countries required. l Teachers whose particular specialty Creative Access Countries: is in demand in those countries • Country #1—Entered in 1904 FMC Membership: 230,000 l Christian students who go to those countries to study • Country #2—Entered in 1996 FMC Membership: 923 l Tourists who are able to develop contacts during brief trips to those countries • Country #3—Entered in 2004 l Internet contacts • Country #4—Entered in 2005 FMC Membership: 19 l Literature • Country #5—Entered in 2008 l Christian radio and television broad- casting from nearby countries

Howard Culbertson at: http://home.snu. edu/~HCULBERT/access.htm

Missions Alive! 2012-2013 page 80 Country Information Creative Access Country Information Creative Access Country Information

Our Friends

Creative access workers are normal people, like individuals and families in your church. They love God and want to serve Him in special ways. As creative access workers they are missionaries, but they have regular jobs like teaching or medical work. In some countries, they must be careful that they are not identified as people who are trying to bring others to Jesus, even though that is the ultimate goal. Communicating with Workers in Creative Access Areas * Telephone conversations, faxes, non-hand-carried mail and e-mail may be intercepted and reviewed by local authorities. Please use caution in all communications. * Avoid references to other Christian workers, nationals and organizations. * Avoid any questions or references to the spiritual aspect of their work. However, feel free to talk about your personal faith. * Avoid Christian vocabulary. Use substitute terms for words like “God,” “church,” “Christians,” “missionary,” “praying for you,” etc. * Do not use Christian e-mail addresses (example: [email protected]). * Do not use e-mail signatures with a ministry name. * Avoid references to politics, human rights abuses, etc. * Avoid references to spiritual warfare, the kingdom, the enemy, etc., as these words can be easily misconstrued. * Do not include their name and e-mail address on any of your e-mail group lists. Please limit your e-mail to personal correspondence only. * If you are unclear about communication of any kind, contact the Communications Office of Free Methodist World Missions.

PLEASE NOTE: Missionaries really do want to hear from you. Following these guidelines will protect their personal safety and the work they do with others.

page 81 Missions Alive! 2012-2013 Unreached People Group Study

Definitions: An unreached people Kurds group is a group that has no known and established church planting movement. While the Kurds live in several countries, they have their own distinct culture and A refugee is someone who looks for or language. There are as many as 30 million takes refuge in a foreign country; this Kurds; they are the largest ethnic group in may be to avoid war or persecution the world without a country of their own. They occupy mountainous regions of the Interesting Facts: Middle East. The region used to be known as l The Joshua Project lists 16,350 total Kurdistan but it has never been established people groups in the world. as a country in spite of promises from other world leaders. The Kurds are residents of l The total population of unreached indi- Turkey, Syria, Iraq and Iran. There are also viduals is 2.87 billion, or 41.1% of the pockets of Kurds in the countries of Georgia, entire world. Armenia and Germany. While many also speak Arabic, Kurds in l The large majority of the unreached are the north speak Kurmanji. Those in the south located in an area often referred to as speak Surani. However, Kurdish children are the 10/40 Window (a geographic region taught in the native language of the country extending from the 10th to the 40th and teachers discourage the students using parallel and encompassing most of North the Kurdish language. As a result, the lan- Africa, parts of the Middle East, Korea guage is disappearing. and Japan). Traditionally Kurds were sheep and goat herders and farmers. Crops have included l Although the 10/40 Window makes up tobacco, wood, wool and dairy products. only one-third of the earth’s total land Today many work in construction, govern- area, about two-thirds of the world ment jobs or trade. They also make musical population lives in the 10/40 Window. instruments.

Missions Alive! 2012-2013 page 82 People Group Information Kurds People Group Information Kurds People Group Information Kurds

Prayer Requests for Kurds and The Yezidi People Unreached People Groups: The Yezidi is one people group belonging to l Pray for Kurdish refugees to be treated the larger people cluster Kurds. Let’s take a fairly by the country where they are living. closer look at the Yezidi. Some have followed Islam, but some l Pray that God will help Kurds everywhere combine several religions including to listen to His Word and allow Him to set Christianity. Some have tried to force the them free from the false things they believe. conversion of the Kurdish people to Islam. At one point, their drinking water was poisoned, l Pray for Christians to get Christian books forcing many to flee and become refugees. and the Bible to Kurds in their language. This persecution was another reason the Yezidi are suspicious of outsiders. l Pray for Kurds who are believers to become The Yezidi believe God created the missionaries to their communities and Kurds world, we are descendants of Adam, and living in other places. that Jesus was a prophet sent by God. They believe a Yezidi woodcutter lived in l Pray for God’s protection over foreign Jerusalem when Jesus was a boy and taught workers who are ministering to the Kurds, Jesus some of his healing practices. They and that their presence would help the observe a “Jesus feast” around Easter time Kurdish people as they grow in their faith. and have five daily prayers. They also believe the world is under the care of seven holy l Pray for a number of other people groups in beings or angels, the greatest is Melek Taus, the same region of the world including Arab the Peacock Angel. Muslims and Arab Christians. The Yezidi, and the Kurds, make decisions as a group. It is common to hear them say, l Pray for Christians from differing ethnic “We are, and therefore I am.” Based on this, backgrounds to be accepting of each other and it is believed that if someone can lead a head examples of Jesus’ peace. of a tribe or village to make a decision for Christ, many will come to know Him. How can the Yezidi be reached for Jesus? — by humanitarian aid workers, or others who have a role with a non-profit agency desiring to make a difference in the Yezidi community. Working to provide better water for the community, or showing the Jesus film in the Kurdish dialect may be helpful.

page 83 Missions Alive! 2012-2013 People Group Information Kurds People Group Information Kurds People Group Information Kurds

A Joshua Project map.

Make a flag that represents the KURDS.

Missions Alive! 2012-2013 page 84 Worker Information Serving as: Area Director Dr. Henry and Bonnie

Henry serves as Area Director for the Middle East/North Africa. This means he travels a lot and meets with workers and national leaders to coordinate the work of FM World Missions all over the region. He is responsible for the missionary personnel, as well as overseeing the finances used by the mission and the national churches. He works with national bishops and other church leaders. Bonnie assists local personnel with International Child Care Ministries in the Middle East, which helps needy children. She travels with Henry whenever possible. Dr. Henry and his wife, Bonnie, previously completed 30 years of missionary service in Africa before recently pastoring an Indiana church. While continuing to make their home in Indiana, Henry and Bonnie travel to the Middle East for extended periods each year. Dr. Henry helped develop a modular Bible school in Malawi that serves as a model for other schools throughout Africa. Students attend the school one month at a time and then return to their homes for a few months to put into practice what they learned. It is an effective way to prepare leaders. Henry and Bonnie began missionary work in 1974. They have lived in Malawi and Zimbabwe. The jobs they and other workers had been doing in Southern Africa are now nearly all being done by local African Christians. As a young teen, Henry made a commitment to live for Jesus. He wanted to be a high school music teacher, but he knew God was calling him to preach. He first majored in music at college, hoping the Lord would let him be a teacher after all. While pastoring in Corralitos, California, Henry was invited to travel with a North American church leader to Southern Africa. In Zimbabwe, one of the missionaries asked Henry to preach the evening messages. The Lord used Henry, and strong relationships were built. After that month Henry wanted to return to Africa to work with pastors. When Bonnie was a teenager, she heard the Lord speaking to her as she walked home from school. Before this she was not interested in church or anything to do with God, but from then on her values changed. Before Bonnie became a Christian she thought the worst thing to be would be a pastor’s wife. When she married Henry, the Lord changed her outlook. The Churches have two grown sons, Eric and Evan, and two grandchildren.

page 85 Missions Alive! 2012-2013 Worker Information

Ken and Linda

Ken and Linda currently serve through leadership development ministries in the Middle East/North Africa area. The Free Methodist Church is growing in the Middle East region, regularly ordaining new pastors, beginning new churches and entering new countries. Leadership development is needed to help new leaders grow in discipling skills. Linda has a particular desire to reach women in this Middle Eastern country where they are sometimes separated from the rest of society and the true love of God is unknown. The tools Ken and Linda use include Bible storying, visitation and prayer. Ken and Linda served as missionaries in South Africa from 1976 to 1991. They served in evangelism and leadership development ministries. As a doctor, Ken also had medical responsibilities at Greenville Hospital, at the time a 250-bed hospital. He also taught classes to new pastors. Linda worked on the Natal-Transkei Conference Women’s Ministries executive committee. From 1985 to 2004, they assisted Bishop Nxumalo’s tent evangelism team which planted 17 churches in KwaZulu. Ken headed a 600-bed hospital and later was District Medical Officer for 21 clinics, 150 mobile stops and 400 village health workers serving 500,000 people. Ken and Linda were considered tentmaking missionaries. Ken and Linda both graduated from Greenville College, Greenville, Illinois. Dr. Ken also graduated from the University of Illinois College of Medicine, Chicago Illinois; took his internship in Riverside, California; and earned a master of public health degree in South Africa. Both Ken and Linda have taken courses in Muslim studies at Columbia International University, Columbia, South Carolina. Ken enjoys watching cricket and rugby, as well as reading. Linda enjoys reading and vegetable gardening. They have four grown children.

Missions Alive! 2012-2013 page 86 Worker Information

Dustin and Megan

Dustin and Megan currently serve in the Middle East/North Africa area and help facilitate church planting movements begun by the Free Methodist Church in Egypt, Jordan and Iraq. They are heavily involved in Arabic language studies and coaching young emerging leaders. Dustin serves as the assistant to the area director and in leadership and church development. After a year of full-time Arabic studies, Megan is setting up a counseling practicum to complete her master’s degree. She plans to serve as a pastoral caregiver to those with whom she and Dustin work. She also has a desire to work with women. Dustin’s father is a pastor and his family regularly enjoyed hosting missionaries in their home and church. Dustin’s parents also provided a strong example for ministry and Christian living. Their care for single mothers and unsaved neighbors was a guide for Dustin. During college in Michigan, Dustin co-planted a Spanish-speaking church, which gave him a great opportunity to see God work in the local church, as well as a cross-cultural setting. From 2007 to 2008, Dustin spent a year on a short-term assignment to discover if missions should be in his future. Megan started following Jesus when she was 16 years old growing up in Connecticut. While a student at Asbury University, Megan received a call to be Jesus’ touch, time and tears in the world. She traveled to Kenya for two months to work as a hospital chaplain. She felt called by the words from Isaiah 50:4, “to know the Word that sustains the weary.” Megan admits her prayer for direction as a seminary student was for God to send her back to Kenya, but Megan told Him she had a willing heart and would be obedient to His will. Megan began to be burdened for the Middle East because of a lack of workers there. During a seven-month short-term assignment, Megan could see the Middle East is not saturated with churches like Kenya. She became burdened for those who have little or no opportunity to hear of Jesus’ love for them. Dustin earned his bachelor’s degree in philosophy and religion from Spring Arbor University, Michigan, and is completing his master’s degree in Biblical Studies from Asbury Theological Seminary, Wilmore, Kentucky. Megan earned her bachelor’s degree in Bible and theology at Asbury University, Wilmore, Kentucky, and is completing her master’s degree in pastoral counseling at Asbury Theological Seminary. Dustin and Megan met at seminary and were married in October 2010. Their service together in the Middle East began in early 2011. Dustin enjoys running, hiking, being outdoors and reading. Megan enjoys gymnastics, many sports and hopes to learn guitar.

page 87 Missions Alive! 2012-2013 Children’s Letters from Egypt

Hello! I am Azizi. I am 12 years old and in the 6th grade. I have one older brother and two younger sisters. I love playing soccer and on the computer. I also like music. Our school day in Egypt begins with a salute to the flag and singing the national anthem, “Oh My Country, I Love You.” We also do exercises in our school yard before the day begins. In school I am learning science, math, social studies and music. Our school is closed on Fridays. I thank the Lord Jesus Christ because He loves me, cares for me and fills my needs. I thank the Lord Jesus for your love and the very big help my sponsors provide for me. I am praying for you. May I ask you to pray for me? God be with you, Azizi * letter from child sponsored through International Child Care Ministries

Dear Friends, my name is Lillian. I am 10 years old. I love to make new friends like you. I love to color, read and draw. I also play the violin. I dream of becoming an interior designer. There was a missionary to Egypt many years ago named Lillian Trasher. She started Egypt’s first orphanage. Throughout her ministry Miss Trasher cared for nearly ten thousand orphans and widows. Maybe you could find a book about her life and learn how she made a difference in Egypt. I pray God will bless your home and provide for all of your needs. Love, Lillian * letter based on “Lillian Trasher, The Greatest Wonder in Egypt”

Christian Heroes: Then and Now series produced by YWAM Publishing includes “Lillian Trasher, The Greatest Wonder in Egypt,” by Janet and Geoff Benge.

Missions Alive! 2012-2013 page 88 Ahlan! (That means hello.) I am Moses. I’m 6 years old. I love Jesus and I love my sponsors because they are helping me in so many ways. My father is a pastor. He is teaching me to play dominoes. Mother and my sister Sarah are making kahek today; it’s a powdered sugar cookie. Let me tell you a little about Egypt. First, we speak Arabic. There are 28 letters in our alphabet. Egypt is nearly all desert. My country had a revolution in January 2011. A long time ago the scarab (beetles) were thought to bring good luck. All I know is Sarah doesn’t like them. God be with you - Moses * letter from child sponsored through International Child Care Ministries

Hello Dear Friends! I may not know you, but I know you love Jesus, so we have much in common. I would like to thank all the International Child Care Ministries program workers who do all the work necessary to see that I have been matched with a sponsor. Because I am sponsored, my family is able to pay my school fees. My name is Zahra. Mother says it means “flower.” Our national flower is the Egyptian lotus flower. It is a water flower. You probably have police officers, but do they ever ride camels? Some police officers in Egypt do. Camels in Egypt have one hump; this is not where they store water, but carry fatty tissue. A camel’s thick coat and long eyelashes are just two things that make them good animals for living in the desert. I pray God reminds you of His love for you. - Zahra * letter from child sponsored through International Child Care Ministries

page 89 Missions Alive! 2012-2013 Missions Information VISA Ministries Missions Information VISA Ministries Missions Information VISA Ministries Volunteers In Service Abroad

Fast Facts

I VISA Ministries, the short-term service arm of Free Methodist World Missions, was organized on August 25, 1964.

I At any given time, there are more than 50 individuals serving for one to two years in 15 or more countries.

I Nearly 25 individuals serve in creative access areas. Another 650-plus serve from two weeks to two months in 30 or more countries.

I VISA provides the following ways to serve: - Teams (sponsored by a church, conference or school) - IMPACT Teams (high school and college age students sponsored by VISA Ministries) - Fast Track assignments (2 weeks to 6 months) - Voyager assignments (6 months to 2 years)

I VISA provides training for team leaders once or twice a year and offers unique Global Studies Intensives outside the U.S. for North Americans and the international FM family.

See a VISA Ministries activity, page 116.

Missions Alive! 2012-2013 page 90 Missions Information VISA Ministries Missions Information VISA Ministries Missions Information

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page 91 Missions Alive! 2012-2013 Missions Information International Child Care Ministries Missions Information International Child Care

Her family survives on less than a dollar a day. She’s exposed to preventable diseases — carried by that fly in her eye. Malnutrition discolors her hair. High fluoride levels in untreated water destroy her teeth. She doesn’t have to live like that. And she shouldn’t. But if people like you and me simply dismiss her or think her future is up to somebody else, her story becomes ever-more tragic. Investing now in this girl’s basic needs and education is a personal step toward realizing the future you — and she — have dreamed of. Today, you can make a difference for girls and boys just like her. Just $25 a month brings her food, clothing, medical care and education. Your investment gives hope and a future. The kind of world you — and she — dream of is possible through your acts of love. Proactive decisions change lives otherwise disregarded. As you respond to hurting, hoping children like this girl, you experience Christ. And so do they. Acting together, we can welcome the future God makes possible for all.

ICCM Our Mission - ICCM advocates for the spiritual, educational, physical and social development of children by partnering with the global Free Methodist Church through sponsorships, scholarships and creative initiatives.

What makes ICCM unique? - Each ICCM-sponsored child is directly connected to a trusted Free Methodist community of faith or outreach ministry.

Get involved - Beyond sponsoring, ICCM helps individuals and groups get directly involved as volunteers, cross-cultural mission team members, networkers, and advocates for children in local faith communities and groups. Projects have included relief and recovery in Haiti and raising funds for water filters and tents. See opportunities on the ICCM website.

Linda J. Adams, D.Min - Director of ICCM, based in Indianapolis. www.childcareministries.org Call 800.342.5531 for assistance.

Missions Alive! 2012-2013 page 92 Missions Information International Child Care Ministries Missions Information Countries where ICCM is making IMPACT a difference: Argentina Kenya Sponsor a child childcareministries.org Brazil Malawi • Sponsorship is the best and most basic way to impact a Burundi Mexico child’s future. Cambodia Myanmar • Choose a child to sponsor from one of 30 nations. Chile Nepal Colombia Nicaragua • Sponsorship helps with a child’s education and basic needs. Ecuador Nigeria • Each child is directly connected to a Free Methodist Egypt Panama church or ministry. El Salvador Paraguay • Sponsorship costs less per month than three fast-food meals. Ethiopia Philippines • Families and groups make sponsoring a child affordable Ghana Rwanda and impactful. Haiti Thailand India Uruguay Feed children childcareministries.org/give/index.php Iraq (ME) Venezuela • Haiti Food Fund supports meals for children in 54 Jordan Vietnam ICCM schools. • Burundi Food Fund supplies life-giving BUSOMA to thousands of children. • Rice for India’s Children supplements food for children in ICCM hostels. • Philippine Street Children program provides nutrition for school children in Davao. • Special Projects Fund makes possible school start-ups and creative projects.

Send a Water Filter childcareministries.org/donate/online.php • ICCM sends Sawyer PointONE water filters to our world partners. • A $50 filter lasts a lifetime, prevents diseases and saves lives.

Get Involved Difference makers Urgent need As a sponsor, you become a difference- Right now, hundreds of children are maker in the world and in a child’s life. You waiting for a sponsor to give them a hopeful partner with a child for a good education, future. ICCM’s opportunities to change the nutrition, clothing and basic medical care. lives of children are limited only by the You join them to beat the odds that poverty number of people ready to become sponsors. and despair stack against them. How to start sponsoring Developing leaders Contact ICCM by e-mail or phone. ICCM Many children sponsored through ICCM staff will help identify a child for you and since it began in 1966 are now leaders in their send you their photo with full information families, churches, communities and nations. about your sponsored child, his or her family, Because a sponsor invested in them as a child, community and country. You’ll receive they are making a difference in their world. guidance on how to correspond, support and pray. You will find a variety of ways to connect with ICCM’s growing community of sponsors. To sponsor immediately, go to the www.childcareministries.org ICCM website: www.childcareministries.org 800.342.5531

page 93 Missions Alive! 2012-2013 Missions Information SEED Livelihood Missions Information SEED Livelihood Missions Information SEED Livelihood Network Sustainable Empowerment through Economic Development A SEED Livelihood activity page is found on page 117.

SEED Mission: SEED is a ministry that helps Free Methodist people in many different countries make money to buy food and to pay for their children to go to school. Along with Free Methodist World Missions and International Child Care Ministries, SEED comes alongside micro-enterprise ministries of all kinds in Free Methodist churches around the world.

SEED is the micro-enterprise ministry of Other times, something is missing, and Free Methodist World Missions. What does they contact SEED. So we might: that mean? Let’s explore a little. l Help them make a plan for their In many places in the world, people business, so they know it will succeed without jobs have few options. Their govern- and last for a long time. ment may not have a program for them to get l Help them raise the money they need to cheaper prices on food or help with a place to start the business. It can cost a lot of live; they may not be able to find job training money to buy the animals, farm or other or education opportunities. So what do they equipment to get a business going. do? l Help them find places to sell products At SEED, we believe that everyone was they make. Sometimes we bring the made in God’s image and that each person products to the United States and has gifts, talents, and a desire to do some- distribute them to our churches and thing great with those gifts and talents. But retreats for sale, or sell them online. sometimes a person’s society doesn’t provide Other times we’ll connect them with them the opportunity. That’s where we like to other markets in their own country or come in. surrounding countries. All around the world, local Free Meth- l Help them select and improve the odist churches are working to find ways for products they create so they will sell their members, and the people in the com- better and for a higher price. munities around the church, to make enough It might sound funny, but our goal at money to provide for their families. Some- SEED is to work with a livelihood group for times, they have everything they need and a very short time and then part ways. Why? they just start a business. Yay! Because our desire is that the groups don’t

Missions Alive! 2012-2013 page 94 Missions Information SEED Livelihood Missions Information SEED Livelihood Missions Information

need us! We want them to build their business in such a way that after a few months or a few years, they are completely self-sustaining. So we are happy to report that in 2011 we stopped working with one group that makes products and another that does local agribusi- ness, and we raised funds to start two more businesses that will not need us beyond those funds. We continue to work with the following groups:

AFRICA Kenya – Faraja Widows Kenya – Firm Foundations Ministry to Widows and Orphans Uganda – Beads Empowering Uganda Contact Info: David Brewer - ASIA [email protected] Cambodia – Reaksmei Products 800-342-5531, ext. 250 Creative Access Country – handicrafts Rose Brewer - India – Dayanand Handloom Project [email protected] Philippines – Hands & Hearts for Mission Jane Perry - SEED Administrative Assistant LATIN AMERICA [email protected] Peru – Mujeres Jireh 800-342-5531, ext. 249

And, very exciting to us, we are in conversation with groups in several other countries about starting to partner. Please pray for us!

This nativity basket was made by the Reaksmei Development Group in Cambodia.

page 95 Missions Alive! 2012-2013 Answers to Country Profile page 68 Teachers: The profile page (page 68) is designed for younger elementary students to use in three class times. The information can be gleaned from the country information: see Egypt pages 70-72, Iraq pages 73-75, and Jordan pages 76-78.

Egypt Iraq Jordan invented calendar Amman Nile River lamb is King Tut important meat Arabic language

Arabic date palm ancient ruins of Babylon English language language studies begin in Arabic 5 5th grade Suez Canal language read right to left seven-pointed Islamic star Coptic on flag Christian

The flag of Jordan: invented papyrus paper chess

The flag of Iraq: pyramids of Giza

The flag of Egypt:

Jordan

Iraq Egypt Missions Alive! 2012-2013 page 96 Culture in the FUN games, crafts, Middle word puzzles, songs, recipes East and North Africa

This section is likely the most hands-on They use tiny funnels to get the sand in the for your students. Have fun with it! right spot. Try some of the crafts printed in this section. In addition to the craft projects GAMES provided, you might find some stitching kits Enjoy some games from the Middle East in a craft store for your students to enjoy. and North Africa. Children enjoy playing hide and seek, piggy back, hopscotch, seega WORD PUZZLES and ACTIVITY PAGES (a game similar to marbles), chess, checkers, A variety of word puzzles and activity backgammon and dominoes. They enjoy pages for various age levels are included in soccer and if they don’t have a ball, they tie this curriculum. The answers are provided on old socks together. pages 110-120. You could make up your own version of Middle East Jeopardy to reinforce the MUSIC information your students have learned. Make music time fun by using instruments Some category options might be countries, including flute, drum, tambourine, rattle and food, facts, animals and missionaries. bells. Try songs in Arabic. You may recognize Use 3 x 5 inch cards to list the answers and the English songs, but make note of the tape them on the wall or chalkboard. Students global emphasis. must give the correct question to the answer on the card. RECIPES Help your students become familiar with CRAFTS some of the tastes of the Middle East and Calligraphy, cross-stitch and embroidery North Africa. The ethnic section of your local crafts are popular in the Middle East. Several grocery store may be a good source for Middle households share a pottery wheel to make Eastern food. If your students are old enough, bowls, jewelry and decorative objects. allow them to make one of the recipes in this Jordanians put colored sand in bottles to section. Encourage your students to sample create picture scenes and interesting designs. foods that are new to them.

page 97 Missions Alive! 2012-2013 Games

The Fox (Egypt) Snake and Lion Peanut Game What you need: at least 10 students, What you need: lots of peanuts handkerchief two paper bags whistle How you play: This game is similar to Drop the Preparation: Handkerchief. One child is the Fox and Ahead of time hide has a handkerchief. The other children peanuts all over a form a circle while the Fox walks around specified area. Be the circle saying, “Have you seen the sure the children wolf today?” The other children answer, aren’t around to see “A while ago he passed this way.” The where you place them. Fox drops the handkerchief behind one of the children in the circle. The child How you play: picks up the handkerchief and runs Form two teams, the snakes and the around the circle in the opposite direc- lions. Ask each team to elect a captain tion, trying to beat the Fox back to the and give each captain a paper bag. Have empty place. If the Fox fails, he must try the snakes practice hissing and the lions again. If he gets the place in the circle, practice growling. When the leader blows the child whose place he took becomes the whistle (or calls “start!”), everyone the Fox. EXCEPT the team captains must look for peanuts. When snakes find a peanut they What’s the Time, Mr. Wolf? stand by it and hiss. When lions find What you need: masking tape (optional) peanuts, they growl. Lions and snakes must stay where they are while the How you play: captains begin collecting the peanuts. Designate a place for the Wolf’s den The snake captain can pick up peanuts (or mark off a square on the floor with only near hissing snakes. The lion captain masking tape) and another place for runs to growling lions to collect peanuts. everyone else’s den. All players except Only the captains may pick up the peanuts the wolf walk in a line next to each other and place them in their sack. A snake about 10 feet behind Mr. Wolf. They and lion may hiss and growl at the same tease him and call out, “What’s the time, peanut. The peanut then goes to the first Mr. Wolf?” He answers, “One o’clock” team captain to pick it up. or whatever time he chooses — until he The team captain cannot suddenly says, “Dinner time!” Then the pick up a peanut where there players all try to run back to their den is no snake or lion. After all while the wolf tries to tag as many as he peanuts are found (or after can to take back to his den. The game a specified time limit), the continues with the uncaught players. captains and their teams After a while, choose another wolf. count the peanuts collected. The team with the most peanuts wins.

Missions Alive! 2012-2013 page 98 River — Bank How you play: What you need: masking tape (optional) Place the piece of wood so it is supported between two bricks The top Preparation: of the piece of wood is hit by the players Draw two parallel lines on the ground with the stick. As the piece of wood is hit, about four feet apart (or mark lines on the it springs up. The winner is the one who floor with masking tape). Make each line can manage to make the wood go the long enough to accommodate half of the highest. players. Seega How you play: Seega is an ancient game that has been Divide the players evenly into two played for thousands of years. Originally teams. The four-foot area between the called Senet, game boards were found in lines is the river, and the area on the the tombs of King Tut. other side of the lines is the bank. Assign each team a bank and have them line up What you need: flat surface on it. The leader (a neutral person) calls three coins, stones or other markers “River!” Everyone on both teams must (three for each player) jump over the line into the river. The leader then calls “Bank!” and everyone How you play: must jump back to their respective bank. Draw the game board, making a The leader tries to trick the players by rectangle divided into nine squares. rapidly calling “Bank,” “River” and then (More advanced players may use 25 or “River” again. Players who are not 81 squares and the appropriate number concentrating will jump to the bank on of markers to fill a complete row.) the second “River” call. These players are Each child places his or her markers in then out of the game. The team that has one of the rows on the end of the board, the largest number left in the game at the leaving the middle row empty. Each end of the time is the winner. player takes a turn moving his or her markers one or two squares in any The Game of Two Kingdoms direction, but may not cross over another marker. The winner is the first player to (Egypt) get his markers in a straight line on the seven bricks What you need: game board – straight down, across or ball diagonally, but not in the original line. How you play: Seven bricks are stacked in a pile. Hopscotch The white team represents Upper Egypt. Hopscotch is played in many countries The red team represents Lower Egypt. around the world. In Jordan it’s called Each team takes turns knocking down the hajli (HAJ-lee). pile of bricks with a ball. The first team to demolish the pile wins. What you need: chalk or masking tape several small, flat stones

Another Middle Eastern Game Preparation: Make hopscotch pattern. What you need: a piece of wood (size depends on the strength of your students) How you play: two bricks Ask your students to share a special a stick about a foot long version they play.

page 99 Missions Alive! 2012-2013 Crafts

All Ages

* CYLINDER SEAL supplies: cardboard markers, pencils, or crayons scissors old wooden rolling pin tacky glue playdough objects to press into playdough: such as buttons, piece of toys, kitchen tools, fingertips directions: Draw a symbol, letter or simple shape on the cardboard and cut it out. Draw as many symbols as desired and cut Did you know? When the those out too. (Letters will have to be backward for the King of the ancient country impression to come out correctly.) of Ur (today known as Iraq) Glue the symbols on the old rolling pin with tacky sent a message to far away glue. Let the glue dry several hours or overnight. places or when he made a Pat and flatten out some playdough on the work surface new law, he stamped his Roll the rolling pin with all its shapes over the play- royal seal on the clay tablet dough and see impressions made from the cardboard document to make it official. shapes and symbols appear on the playdough. The royal seal was made of Experiment with pressing other things into the dough stone and contained carved to see what impressions they will make. scenes of the king’s life or Create a message on a slab of playdough and deliver symbols for his name. When it to someone important, complete with an “official” people saw the clay tablets seal of royalty pressed into the dough! with the royal seal, they knew the message was officially This will not be a craft to take home, unless you use from the King of Ur. hardening playdough/clay.

* Cylinder Seal craft from GLOBAL ART Activities, Projects and Inventions from Around the World, by MaryAnn F. Kohl and Jean Potter (pages 18, 20, 21 and 59); ISBN 978-087659-190-1; is reprinted with permission from Gryphon House, Inc., PO Box 10, Lewisville, NC 27023.

Missions Alive! 2012-2013 page 100 All Ages

* ROYAL JEWELRY “PAPER” BEAD NECKLACE supplies: supplies: clay (non-bake, air-hardening variety) wrapping paper (can be used or new)

round toothpick scissors 1 1/2 inches string long enough for a necklace ruler clean newsprint round toothpicks glue directions: clear nail polish or shellac Take a small amount of clay and roll it heavy thread or yarn into a ball, cylinder or oblong shape. Lentil shapes can be made by rolling round beads directions: and then flattening them. Make as many Cut triangles out of gift wrap. They should beads as desired. be about 1 1/2-inches at the base and 18 to 20 Stick a toothpick through the longest inches long. part of each bead to make a hole through the Starting at the base, wind a triangle center of the bead. around a round wooden toothpick. Wind With the point of the toothpick, etch de- until about 1 1/2 inches remains. Add a small signs in the beads to resemble hieroglyphics amount of glue to the inside of the triangle writing or other ideas. and finish winding. Make sure the point ends Lace the beads on the string as each one up in the center of the bead. is completed. Repeat until you have enough beads to Spread the string of beads out on a sheet string a necklace. of clean newsprint to dry. Let the clay dry After the glue has dried completely, brush completely, usually for several days. Turn the clear nail polish or shellac that is safe to be in beads occasionally so they won’t stick to the contact with skin onto each paper bead. Once string as they dry. dry, remove toothpicks. Tie the necklace around the neck and wear Cut a piece of heavy thread or yarn four the royal beads, or give them as a gift. inches longer than you want your necklace to be. Make sure it is long enough to easily fit over your head. String beads onto thread. Fasten ends together to form a necklace. Variation: Vary the size of the triangles or add different types of glass or seed beads between each paper bead.

* Royal Jewelry craft from GLOBAL ART Activities, Projects and Inventions from Around the World, by MaryAnn F. Kohl and Jean Potter (pages 18, 20, 21 and 59); ISBN 978-087659-190-1; is reprinted with permission from Gryphon House, Inc., PO Box 10, Lewisville, NC 27023.

page 101 Missions Alive! 2012-2013 COAT HANGER MOBILE All supplies: Ages wire coat hanger string brown packing paper (or old paper grocery bags) new kitchen sponges poster paint markers Cut out the different shapes. scissors Dip sponges in paint and press them to hole punch brown packing paper. Let dry. Cut out paper around the shapes or just geometric shapes, directions: leaving a little space to punch a hole in the Pull a wire coat hanger into any shape. top. Trace hieroglyphic patterns or other Tie strings to the paper shapes and shapes, such as animal shapes from the study hang them from the coat hanger. Tie several countries, onto clean, unused sponges. (See together for an interesting effect. ideas throughout this resource or at a variety Hang the mobile from the ceiling by a of websites.) string, or hang in a window or doorway.

the hieroglyphic alphabet

Missions Alive! 2012-2013 page 102 HEADBAND FROM THE All MIDDLE EAST/NORTH AFRICA Ages supplies: pop-top tabs from soft-drink cans (at least 15-20 for each child), or lightweight aluminum washers (see simplification idea) pipe cleaners (need 1 3/4 to 2-inch lengths) scissors or pliers ruler hammer optional preparation for younger students: Use a hammer on a hard, flat surface to flatten bent tabs and bend under any sharp edges. Precut pipe cleaners into 1 3/4 to 2-inch lengths. around the student’s head. To allow for wearing a cloth beneath the headband, it should fit directions: around the head with an additional two fingers’ Cut pipe cleaners into 1 3/4 to 2-inch space. lengths, unless already prepared. Add tabs to bottoms of the links as Link 15-20 tabs together by twisting pipe desired. Let them dangle as a decoration. cleaners between the links. Press twisted part Headband can be worn on the head alone of wire to backs of the links. (Twisted wires or over a piece of cloth draped over the head. can be pressed flat on a table as links are made.) Make sure the tabs are linked loosely simplification idea:Lightweight aluminum enough that they can move. washers (available at hardware stores) can be As the headband is formed, check the fit used instead of pop-top tabs.

Flag Activities Provide students with a copy of the flags from the study countries. Using crayons or colored pencils, have the students color in the correct colors from the instructions provided in the Facts section. Attach the flags to straws or wooden dowels so they can be placed in a stand. Display the flags in your classroom. Make flags out of felt, any size, for your classroom and display during a public service. Use the flags in the Facts section as patterns. Make copies of flags that have emblems, cut around shape and glue or stitch on your felt flag. Use craft sticks and paint for another flag activity. supplies: cardboard — cut to 4 1/4 x 6 inches paper punch jumbo craft sticks — 5 for each flag pencil acrylic or tempera paint markers glue yarn or ribbon directions: After cutting the cardboard pieces, punch two holes about 1/4 inch from the top and 1/2 inch from the side. Glue five craft sticks on cardboard side by side. Use a pencil to lightly sketch the flag design. A marker might be helpful to fill in the fine details of an emblem or lines. Otherwise use paints to color the country flags. When flags are dry, tie small pieces of yarn or ribbon to hang.

page 103 Missions Alive! 2012-2013 * SCARAB STONES Younger supplies: Elementary smooth round stones, small to medium soap and water Did you know? towel Centuries ago, the Egyptian tempera paints people considered the paintbrushes scarabaeid beetle to be hair spray sacred. Representations of the beetle were made directions: of ceramics or stone Wash the rounded stone with soap and were said to symbolize and water. the soul of Man. Dry the stone with a towel. Paint the clean stone one solid color. Let dry. After the first coating of paint is dry, paint lines and eyes on the stone so it resembles a beetle or other bug. After the paint has dried, spray the painted stone with hair spray to give it a glossy coating.

* Scarab Stones craft from GLOBAL ART Activities, Projects and Inventions from Around the World, by MaryAnn F. Kohl and Jean Potter (pages 18, 20, 21 and 59); ISBN 978-087659-190-1; is reprinted with permission from Gryphon House, Inc., PO Box 10, Lewisville, NC 27023.

SCARAB NECKLACE supplies: smooth round stones, small to medium soap and water towel tempera paints, or acrylic paints paintbrushes bail (pendant base) glue yarn, ribbon or waxed cotton cord After the first coat of paint is dry, paint hair spray (optional) lines and eyes on the stone so it resembles a beetle or other bug. directions: After the paint has dried completely, Wash the stone with soap and water. consider spraying the painted stone with hair Dry the stone with a towel. spray. This will give the necklace a glossy Before painting, take note of the best coating. place to glue the bail (pendant base). Paint the Glue on the bail. Let glue dry completely clean stone one solid color. Let dry. before lacing the yarn, ribbon or cord through.

Missions Alive! 2012-2013 page 104 Did you know? The ancient tombs of pharaohs All and queens were decorated Ages with drawings depicting scenes of daily living. The drawings are known as hieroglyphics, a type of written langauge made up of little symbols and pictures.

* ANCIENT ETCHINGS supplies: 1 cup baking soda 1/2 cup cornstarch 2/3 cup warm water saucepan and stove breadboard wax paper, or other paper for drying clay large nail for scratching designs shoe polish and rag shellac or clear nail polish, optional directions: Prepare the play clay: Mix the baking Rub a little shoe polish over the etched soda and cornstarch in a saucepan. Add the clay rectangle with a rag to make it look old water and stir until smooth. With adult help, and fill in some of the etchings. put the pan on the stove on medium heat, boil If desired, the play clay may be covered and stir the mixture until it is the consistency with shellac or clear nail polish when dry to of mashed potatoes. Pour onto a board to give it a shiny, protective coating. cool. Knead. Spread the clay out on wax paper. Press into a large rectangular or oval shape, or into several individual rectangles or ovals. Let dry. This clay hardens quickly and can be used the same day. When dry, use a nail to scratch and etch designs or hieroglyphics into the surface of the hard play clay. Think of symbols that might represent the artists, such as soccer ball horse * Ancient Etchings craft from GLOBAL ART bicycle pet Activities, Projects and Inventions from Around the World, by MaryAnn F. Kohl and Jean Potter musical note book (pages 18, 20, 21 and 59); ISBN 978-087659- Authentic hieroglyphic symbols may also be 190-1; is reprinted with permission from Gryphon etched. House, Inc., PO Box 10, Lewisville, NC 27023.

page 105 Missions Alive! 2012-2013 All Ages

MOSAIC

A mosaic is made of colored fragments such as glass, broken tiles, marble, wood or paper. The white space between the tiles is called mortar. The tiles are called tesserae. Mosaics decorate floors, ceilings, walls. Mosaic Using Tiles Tile mosaics can be used for hot plates, tray There are a number of ways to make a mo- decorations or pictures for a wall. If you have saic, even using paper. Use whatever project enough tile pieces, you can decorate a whole listed here that works best for your students. table top with them.

supplies: Mosaic Using Glue old pieces of ceramic floor tile in various This mosaic container can be used to store colors craft supplies, pencils or a variety of other piece of heavy paper items. It could also be used as a bank for plaster of Paris missions offerings. plastic bag (that can tie or close) hammer supplies: pencil or crayons small can with lid (coffee can or lemonade glue mix) blunt scissors glue powdered tempera paint, in 3 colors directions: stick or plastic spoon Put several tiles in a plastic bag and close waxed paper the bag. Hammer the tiles through the bag to 3 squeeze bottles (like used for mustard break them into pieces. and ketchup) Draw a picture on heavy paper. Arrange the broken tile pieces on top of the drawing directions: so they make the same picture. Use tiles of Pour glue into squeeze bottles. different colors for different parts of the picture. Add a different color of paint to the glue When the pieces are arranged the way you in each bottle. want them, glue each one to the paper. The Squeeze small circles of colored glue on easiest way is to glue one piece at a time. the waxed paper. Let the circles completely After the glue is dry, mix some plaster of dry. Paris and pour it into the cracks between the Remove the circles from waxed paper. tile pieces. You can push and mold the plaster Use white glue to stick the circles to the of Paris into the holes and cracks. Let it dry sides and top of the can. for a day. Then cut off the extra paper.

Missions Alive! 2012-2013 page 106

Mosaic Using Paper This mosaic can be used for class decorations. supplies: 1-inch squares of colored construction paper (it make take as many as 100 squares per student) * trays (1 per color of paper) 9- by 12-inch white paper directions: pencils Draw a simple picture on white paper, scissors perhaps an animal or flower. Large shapes glue that fill the page work well. 11- by 14-inch black construction paper Have students plan the colors of the “tiles” they will use. They can be placed on * preparation: If desired, provide students the drawing before gluing them in place. with 1- by 12-inch strips of paper and Fill the inside of the drawing with paper scissors. Have them cut the strips into squares, gluing on a small section at a time. 1-inch squares as part of the project. Leave small spaces between the squares to If not, then place the paper squares in represent the mortar. trays by color. To fill in small spaces, cut the squares to fit. Use several colors to create the design. Select a contrasting color to fill the area around the picture. As the final step, glue the completed mosaic in the center of the black construction paper.

additional enrichment: Mosaics can be made from old magazines, or magazine pages could be used in addition to construction paper squares.

page 107 Missions Alive! 2012-2013 All Ages

Egyptian Coptics give lamps and candles as gifts because they believe Joseph MARBLE NIGHT LIGHT lit lamps to light the stable where Jesus was born. supplies: small (pint) mason jar with lid tin snips scissors glue 15-20-inch strand of white-mini lights marbles, 70-80 per student (sample used 76 small and 4 large marbles) cloth cut in shape of lid directions: Using the jar lid as a pattern, cut a piece of cloth in a circle to cover the lid. Glue cloth on jar lid. Let dry. Arrange the strand of white mini-lights in jar. Make sure at least six-inches of the cord hangs out of the jar to be able to plug into the wall. Fill the rest of the jar with marbles. Use tin snips to cut 1/4 inch square at one edge of the lid to allow the light cord through. Secure cord with some glue. Put lid on jar. Screw ring on top.

Missions Alive! 2012-2013 page 108 This “care ticket” can be used with the story on pages 42-43 or anytime during your missions study. Care Ticket

I will ______(what you will do)

to help ______(name person) this week.

Signed ______(your name) Sphinx and pyramids can be found in Egypt. Care Ticket

I will ______(what you will do)

to help ______(name person) this week.

Signed ______(your name) Sphinx and pyramids can be found in Egypt. Care Ticket

I will ______(what you will do)

to help ______(name person) this week.

Signed ______(your name) Sphinx and pyramids can be found in Egypt.

page 109 Missions Alive! 2012-2013 Word Puzzles & Activity Pages All Ages

True/False Land Facts Look over the statements about the study countries below. Circle if the statements are true or false.

1. T F The Nile River is in Iraq.

2. T F The Nile River flows north instead of south.

3. T F Egypt is an important migration stop for tigers.

4. T F The date palm is a product from Iraq.

5. T F Iraq means “land between two rivers.”

6. T F Underground oil fields are located in Iraq.

7. T F The Jordan River is in Iraq.

8. T F The Dead Sea, located in Jordan, is salty so there are no animals there.

9. T F Before 1949, Jordan was called Nadroj.

Answers on page 119

Missions Alive! 2012-2013 page 110 All Egyptian Ages Christmas Match-Up

Circle the items mentioned in the story “An Egyptian Christmas” (on page 44) that are a part of Egyptian Christmas celebrations.

calendar calendar Dec. Jan. 25 7

Answers on page 119

page 111 Missions Alive! 2012-2013 Hieroglyphics Code All Ages

Use the “hieroglyphics” key at the right to find out A C N O Colossians 1:6a says. Write each letter on the line B J O R above the symbol. C I P V D V Q X E O R A F Q S T G M T P H Y U O I R V Q J X W A K A X J ______L N Y Z C N N R Q O A M S Z D

______P Y O A R A N V

______P Y R T M R T V O N

______R T J O C A R O M

______Q A O R P C O V a sample of real hieroglyphics ______. M A R A R O M

Answers on page 119

Missions Alive! 2012-2013 page 112 word bank All arthritic real Ages disability Suhad family surgery life change teacher Feet Fill In miracle therapy Ohio wheelchair Use the words in the word bank to prayer complete the puzzle. These words are used in the “His Hands and Feet” Answers on page 119 story (pgs. 48-49).

______b ______e ______a ______u ______t ______i ____ f ______u ______l ____

______f ______e ______e ______t ______

page 113 Missions Alive! 2012-2013 All Ages Camel Maze Complete the camel maze without running into the palm trees or crossing over your path. There may be more Z than one correct path. end

Answers on page 119

start Z

Missions Alive! 2012-2013 page 114 Upper Decipher the Elementary Secret Message Solve the math equations. Then use the code to decipher what God’s Word says in Luke 9:23 (write the answer beside the equation box).

5 + 7 6 - 3 10 + 7 1 + 3

1 + 0 6 + 7 7 + 2 15 - 1

5 + 2 6 + 4 8 - 6 12 + 3

8 + 8 6 + 5 4 +1 10 - 4

6 - 4 1 + 7 14 - 1 .

math code: 1 = after 2 = and 3 = anyone 4 = come 5 = cross 6 = daily 7 = deny 8 = follow 9 = he 10 = himself 11 = his 12 = if 13 = me 14 = must 15 = take 16 = up 17 = would

Answers on page 120

page 115 Missions Alive! 2012-2013 Upper Who can travel with Elementary VISA Ministries?

Have you ever wondered what it was like to go on a mission trip? Do you wonder if God could ever use you? Try out the word search on this page to learn about some types of people and skills that are needed to go on a short term VISA assignment. The words are hidden up, down, backwards, forwards and diagonally. An example has been done for you. To learn about VISA Ministries, see pages 90-91. word list: Accountant Architect Artist Athlete Biker Carpenter A T H L E T E B C N V P K R N Cleaner W A L K E R I U O O F I O A P Constructor Dentist F W Y E G K W S N V I O I P R Driver Y R A T E R C E S E F C A P O Electrician V T I R X K D J T E I U T A F Engineer Friend R E R E G N I S R S N U R S E Hygienist S E T T N A T N U O C C A L S Linguist Musician H S B E R D D M C M Z U E T S Nurse C Y E M R E M O T R E C T C O Painter Pastor D L G R U I E L O Q T S S E R Plumber E P E I T L N N R R I R I T E Professor N A W A E S P A I T E E U I H Roofer Seamstress T S R E N N M C R G J K G H C Secretary I T I V G E I A Y I N H N C A Singer Teacher S O T T H A R S E O A E I R E Veterinarian T R E T N I A P T S U N L A T Walker Writer C A R P E N T E R D R I V E R You Answers on page 120

Missions Alive! 2012-2013 page 116 SEED All Activity Ages SEED is a ministry that helps Free Methodist people in Page many different countries make money to buy food and to pay for their children to go to school (see pages 94-95.) Unscramble these letters to find words about the SEED ministry. deSe ______aslminA ______tmmiynoCu ______rpuoG ______taabesSliun ______(able to keep going on its own) pveoeDlntme ______(growth, positive change) yPar ______ooccmniE ______(related to money matters) leohLvidoi ______(person’s way of earning income) odoF ______aacdfHinrt ______(object made by hand) rgnaiFm ______

CLUE: these words are included in the scramble — animals, community, development, economic, farming, food, group, handicraft, livelihood, pray, SEED, sustainable Answers on page 120

page 117 Missions Alive! 2012-2013 Upper Jeff, a worker in a creative access country, Elementary has sent out these two prayer letters. One of the letters is OK for Jeff to send. Compare them and find the one that has “red flags” — words that could be seen as a problem to continue his ministry in a creative access country. Circle the “red flag” words or Red Flag phrases. A story about a creative access Letter worker is found on pages 62-63. Hint: a creative access worker should not give out locations or individual’s names. Nor should he include anything personal that could identify a believer.

Letter 1: Dear Pastor Bob & friends at First Church, I am going on an evangelism assignment today and will also have opportunity to meet with house church pastors. We will be taking Bibles and Christian discipleship material into this community. There was a crusade recently held in the city of Hollingsworth and 200 people asked Jesus into their hearts, including a man named Mr. Lee. He is a government official. It is exciting to see the gospel message reach so many nonChristians. Pray we will be effective in evangelizing about Jesus. Going with God - Jeff

Letter 2: Dear Friends, I am going on a business trip today and will also have opportunity to meet with our key factory managers. We will be taking Instruction Manuals to this community and training material to help others talk about Big Brother. There was a meeting recently held in this community and we welcomed many new people into the family. It is exciting to see the business of the Big Boss reach so many. Would you talk on your knees about us so we are effective in our message? Preparing the way - Jeff

Answers on page 120 Missions Alive! 2012-2013 page 118 Answers to Word Puzzles True/False Egyptian Christmas Match-Up Land Facts (page 111) (page 110) calendar 1. F Egypt (pg. 70) 2. T (pg. 70) Jan. 3. F large birds (pg. 70) 7 4. T (pg. 74) 5. F “cliff” (pg. 74) 6. T (pg. 75) 7. F Jordan (pg. 76) 8. T (pg. 76) 9. F Transjordan (pg. 77) Hieroglyphics Code (page 112) Colossians 1:6a All over the world this Feet Fill In gospel is (page 113) disability bearing fruit teacher and growing. prayer surgery arthritic Camel Ohio family Maze Suhad (page 114) miracle life change wheelchair real therapy

page 119 Missions Alive! 2012-2013 Answers to Word Puzzles VISA Volunteer Word Search Red Flag (page 116) Letter (page 118)

Letter 1: Dear OPastorO Bob & friends at OFirst ChurchO, I am going on an OevangelismO assignment today and will also have opportunity to meet with house Ochurch pastorsO. We will be taking OBiblesOand OChristian discipleshipO material into this community. There was a OcrusadeO recently held in the city of OHollingsworthO and 200 people asked OJesusO into their hearts, including a Oman named Mr. LeeO. He is a Ogovernment SEED Activity Page officialO. It is exciting to see the OgospelO message reach (page 117) so many OnonChristiansO. O O Seed Pray we will be effective O O Animals in evangelizing about O O Community Jesus . O O Group Going with God - Jeff Sustainable Development Pray Decipher the Secret Message Economic (page 115) Livelihood If anyone would come after me, Food Handicraft he must deny himself and take up Farming his cross daily and follow me. Luke 9:23

Missions Alive! 2012-2013 page 120 Songs

Begin with these missions songs in English. You probably know some additional songs that talk about God’s love for the whole world. Songs in other languages can be found on the following pages.

If You’re Blessed To Be A Blessing (tune: If You’re Saved and You Know It)

If you’re blessed to be a blessing, clap your hands. If you’re blessed to be a blessing, clap your hands. If you’re blessed to be a blessing, then your life will surely Rd., show it.

Hill If you’re blessed to be a blessing, clap your hands. verse 2) ... stomp your feet.

Crown verse 3) ... say AMEN!

The Teacher’s Manual verse 4) ... do all three. 4663 Awesome God (tune: by Rich Mullins) Our God is an awesome God.

Unveilinglory, He reigns from Heaven above. With wisdom, power and love, Our God is an awesome God. Sjogren,

Bob Our God is a faithful God.

and He keeps His promises To reach all nations.

Harris Our God is a faithful God. www.UnveilinGLORY.com www.HisGlobalGlory.com Jill

by Jesus Loves Me ,” (tune: unknown) Jesus loves the nations — 23111 Every tongue and every tribe.

VA He wants to use you To reach them to be His Bride. The ideas presented here have been adapted with permission from the Yes, Jesus loves them, (3 times) for the Bible tells me so. NOTE: for “Top Line - Bottom Mechanicsville,

page 121 Missions Alive! 2012-2013 Oh, How I Love Jesus Arabic words by Frederick Whitfield

Pronunciation: Translation: Be hou-bee-hee il-sha fee, Oh, how I love Jesus, Be hou-bee-hee il-ka fee, Oh, how I love Jesus, Be hou-bee-hee il-wa fee, Oh, how I love Jesus, A hou-ba-na-ya-soo. Because He first loved me.

Heavenly Sunlight Arabic words by Charles E. Fuller Pronunciation: Translation: Noo-run sa-maw-ee, Heavenly sunlight, noo-run sa-maw-ee heavenly sunlight, ja-a lee-kal-bee min-al-al-lee Flooding my soul with glory divine. Ha-le-lujah dow-man oo-gun-ee Hallelujah, I am rejoicing, ya-lee-sur-rur-ee ya-soo-oo-lee. Singing his praises, Jesus is mine.

So you know —

Traditional musical instruments in Iraq include the oud, an Arabian lute (similar to the picture on this page), and the rebab, a violin. The djooza is a four-stringed fiddle. The naggara is an instrument made of metal shells beaten with metal sticks. What you would call a tambourine, Iraqis call a rigg.

Missions Alive! 2012-2013 page 122 Glory, Hallelujah Arabic Ancient Hebrew Folk song, King of Kings

Translation: Yasuua malik ilmuluuk, majdan hallelujah. Jesus king of kings, glory, hallelujah. Yasuua rabbu l’arbaaab majdan hallelujah. Jesus Lord of Lords, glory, hallelujah. chorus chorus Ra’issu ssalaam, majdan hallelujah. Prince of peace, glory, hallelujah.

Yasuua rabbu najaa majdan halliluuya. Jesus Lord of deliverance, glory, hallelujah. Yasuua nabbu lhayaa, majdan hallelujah. Jesus fountain of life, glory, hallelujah. chorus chorus Ra’issu ssalaam, majdan hallelujah. Prince of peace, glory, hallelujah.

Yasuua rraaii l’amiin majdan hallelujah. Jesus the faithful shepherd, glory, hallelujah. Yasuua dawman muiin, majdan, hallelujah. Jesus always a helper, glory, hallelujah.

Yasuua nuuru rajaa’ majden, hallelujah Jesus the light of hope, glory, hallelujah. Yasuua darbu samaa’ majden hallelujah Jesus the way to heaven, glory, hallelujah.

Instruments to make —

Shaker (two versions) - dry a gourd in the sun for several days. The “fruit” inside will shrivel and the seeds will become hard. As you shake the gourd, the seeds make a rattling sound. If you don’t have any gourds available, recycle an empty ribbon spool. Cover one hole of the side holes with masking tape. Pour a handful of dried peas or beans through the open hole before sealing it with tape. Cover the shaker with acrylic paint, let dry and decorate with colored stickers.

Tambourine - staple two foil pie plates together. Using a hole punch, make several evenly-spaced holes around the rim. Use bright string to tie tiny bells or bottle caps on the holes.

page 123 Missions Alive! 2012-2013 This is the Day Arabic words by Lee Garrett

Translation: ‘inna haatha alyowm (echo) This is the day. (echo) rabbuna sana (echo) The Lord has made. (echo) fanabtahiju ‘aydan nafrawho (echo) So we are glad and we rejoice. (echo) nafrawho biihi (echo) We rejoice in Him. (echo)

I Have Decided to Follow Jesus Arabic words unknown, folk melody from India

Translation: sammamtu ‘annii ‘atbah yasuuii. (3 times) I have decided to follow Jesus. ‘atba yesuu bila rujuu. I have decided to follow Jesus. I have decided to follow Jesus. ilaalam xalfi yasuu ‘amaamii. (3 times) I’ll follow Jesus without turning back. ‘atba yesuu bila rujuu. The world behind me, Jesus before me. walaw taraknii kullu xillaanii. (3 times) The world behind me, Jesus before me. ‘atba Yasuu bila rujuu. The world behind me, Jesus before me. I’ll follow Jesus without turning back.

Even if all my friends leave me. Even if all my friends leave me. Even if all my friends leave me. I’ll follow Jesus without turning back.

Missions Alive! 2012-2013 page 124 He Is Lord Arabic traditional words

Translation: huwa rrabb huwa rbb. He’s the Lord, He’s the Lord. qad qaama min al’amwaat wahuwa rabb. He rose from the dead and He’s the Lord. kullu rukba tanhanii walisaanin ya tarif. Every knee shall bow and tongue confess ‘anna yasuu almasiih huwa rab. that Jesus Christ is the Lord.

Jesus Loves Me Arabic words by Anna B. Warner

Pronounciation: Translation: Kahd faa-kah hub-nah Yes, Jesus loves me! Kahd faa-kah hub-nah Yes, Jesus loves me! Kahd faa-kah hub-nah Yes, Jesus loves me! Yu-hib-bu-nah Yah-so. The Bible tells me so.

page 125 Missions Alive! 2012-2013 I’m A Missions Minded Kid (tune: Toys R Us jingle) words by Linda Davis, Jane Grimes & Carol Osborne Ypsilanti FMC, MI

I’m a missions minded kid And I think it’s lots of fun To go all around the world And tell what God has done.

He offers life to everyone. He’s the greatest God of all!

Be an M&M kid Cause then if you do You can pray for missionaries too!

Missions Alive! 2012-2013 page 126 Recipes

SNACK IDEAS AND QUICK KONAFA DESSERT INFORMATION (Egypt) Serve some Middle Eastern snacks: pita bread, yogurt, pumpkin seeds, toasted Ingredients: chickpeas, dried fruit (such as apricots 6 shredded wheat biscuits and prunes), pistachio nuts and figs. 1 cup toasted almonds, chopped Chickpeas are also called garbanzo 1 cup corn syrup beans. 1/4 cup brown sugar Pancakes originated in Egypt. 1/4 cup white sugar With the exception of those living 1/2 cup water in large cities, many people eat the way 2 tablespoons butter they have for many generations. The food is served on low tables. People Directions: sit around the tables on floor cushions. Heat shredded wheat on greased There may not be any eating utensils. cookie sheet at 350 degrees for 10 Soup is sipped from the bowl and the minutes. Crumble 3 shredded wheat food is eaten with pre-washed fingers biscuits in greased 9” pie pan. Sprinkle of the right hand. with almonds. Add remaining crumbled cereal. Bring remaining ingredients to a FARINA DESSERT boil. Pour over cereal and almonds. Let (Egypt) stand at room temperature 2-3 hours. Cut in wedges. Serve with whipped Ingredients: cream or ice cream. 1 cup sugar 1/2 cup water Variation: 1/2 cup butter 1 cup unsalted peanuts, chopped 3 cups cooked farina (or Cream of 1/2 cup raisins Wheat) 1/4 cup sugar 1/2 cup honey 1/4 cup coconut 1/2 cup walnuts (chopped) Combine and spread over shredded wheat. Directions: Boil the sugar and water for about FYI: 15 minutes until syrupy. Add butter and farina and stir well. The mixture should A picnic in Egypt be quite thick. Pour into individual always includes salt, serving dishes. Sprinkle with nuts and fish and onion. honey.

page 127 Missions Alive! 2012-2013 * BABA GHANOUJ Cook onion and garlic until tender. Add (Middle East) beef, soup, water, pepper, egg and bread crumbs. Bring to a boil. Reduce heat and Ingredients: simmer 5 minutes, stirring occasionally. 1 pound eggplant Arrange okra in bottom of 1-quart buttered 2 tablespoons tahini (sesame paste) casserole dish with tips toward center 1/4 cup sour cream or yogurt and ends along the outside. Spoon meat 1 teaspoon cayenne pepper mixture over okra. Bake at 375 degrees 1 tablespoon lemon juice for 40 minutes or until set. Let sit 10 2 crushed cloves of garlic minutes. Invert on serving platter. dash of salt Garnish with lemon slices. dash of oil Serves 4

Directions: * SHORBAH BE TARBAYA Cut eggplant in half, steam or bake at 350 degrees for 20 minutes or until (Chicken Soup) soft; cool, scoop out pulp and discard (Egypt) skins. Combine all ingredients and mash (better if put in food processor until Ingredients: smooth). Serve with toasted triangles 1/2 cup rice of pita bread. Add more cayenne for a 6 cups chicken broth spicier flavor. This dish improves with 3 egg yolks age — 1 to 2 days. 3 tablespoons lemon juice lemon slices

Directions: * BEEF and OKRA (Egypt) Wash rice and cover with hot water. Let soak 10 minutes and drain. Bring Ingredients: broth to a boil, add the rice and cover. 1 pound ground beef Cook over low heat for 15 minutes. oil Beat egg yolks with the lemon juice 1/2 minced onion in a bowl. Gradually add 1 cup of the 1 large minced clove of garlic soup, beating constantly to prevent 1 (10-3/4-ounces) can tomato soup curdling. Add this mixture to the rest of 1 soup can of water the soup and stir over low heat until soup 1/8 teaspoon pepper is heated through. Do not boil. 1 lightly beaten egg Serve with thin slices of lemon in 2 tablespoons fine dry bread crumbs each bowl. 1 (16 ounce) package whole frozen okra, cooked and drained (or use fresh) butter FYI: lemon slices Egyptians eat ful, a dish of beans and tomatoes. Directions: Brown beef in skillet in small amount Egyptian bread is flat and of oil. Drain fat and discard. Set aside. is called Eish which means “life.”

Missions Alive! 2012-2013 page 128 SESAME SEED COOKIES EGYPTIAN CHRISTMAS (Egypt) COOKIES (Egypt) Ingredients: 1 cup vegetable shortening Ingredients: 2/3 cup honey 2 ounces unsalted butter 2 cups all-purpose flour 2 teaspoons sugar 1 cup whole-wheat flour 1 egg yolk 1 teaspoon baking powder 2 cups flour 1 teaspoon salt * caster sugar 6 to 7 tablespoons water silver balls 2 tablespoons sesame seeds * Caster sugar is superfine sugar. It can 1/4 cup honey be made by putting regular sugar in a food processor. Directions: Preheat the oven to 350 degrees. Directions: Grease baking sheet. Mix together Preheat oven to 380 degrees. Grease shortening and 2/3 cup of honey. baking sheet, set aside. Sift the flours, salt and baking powder Beat together butter and sugar until together. Use a fork to stir the dry pale and fluffy. mixture into the shortening. Beat egg yolk, then add to butter and Sprinkle in half of the water. Mold the sugar mixture. Lightly beat until smooth. dough with your hands, adding enough Add the flour and stir in to make a water so the dough holds together. stiff dough. Sprinkle a few spoons of flour on your Cut dough into equal pieces. Use work surface and roll out dough until it is your hands to shape pieces into small 1/4 inch thick. balls. Decorate half the cookies with the Stir the sesame seeds and 1/4 cup of caster sugar and the other half with silver honey together. This will make a paste. balls. Spread it over the dough. Place on greased baking sheet. Bake Use a cookie cutter to cut the cookies for 10 to 15 minutes, or until cookies are into shapes. Place on the baking sheet. a golden color. Bake for ten minutes, until the edges Let cool. Makes 12 to 16 cookies. are lightly browned. Let cookies cool for about 15 minutes BOW TIE COOKIES before serving. (Egypt)

Ingredients: puff pastry sheets (found in freezer section of market) confectioner’s sugar

FYI: Directions: Cut dough in 1-inch by 3-inch sections, Breakfast in the Middle twist in the middle and bake according to East might include bread directions on the box. and cheese, honey, milk, Sprinkle each bow tie with confec- yogurt and beans. tioner’s sugar. Enjoy this standard Middle Eastern sweet. page 129 Missions Alive! 2012-2013 SWEET NUT CAKE CHICK PEAS and SPINACH (Egypt) (Egypt)

Ingredients: Ingredients: 1/2 cup butter 1 15 ounce can chick peas 2 cups sugar 2 pounds fresh spinach 6 eggs 1/2 teaspoon pepper 3 cups sifted flour 4 tablespoons olive oil 3 teaspoons baking powder 3 cloves garlic, peeled and chopped 1 teaspoon ground cinnamon 1 teaspoon ground coriander 1/2 teaspoon salt 2 cups chopped nuts Directions: 1 cup water Rinse chick peas, drain them and pinch of fenugreek put in a pan. Thoroughly rinse spinach, shake off any excess water. Roughly Directions: chop spinach. Add spinach to chick peas. 1 Mix butter and 1 /2 cups of sugar. Cook stirring over medium heat until Add eggs one at a time, beating the chick peas are hot and spinach is soft. mixture. Season with pepper. Remove pan from In another bowl, sift together the flour, heat and set aside. baking powder, cinnamon and salt. Pour In another pan heat the oil. Add garlic flour mixture into egg mixture and mix and coriander. Fry just long enough for well. Add nuts. garlic to become soft — do not allow to Pour into a baking pan that is at least burn. Pour oil, garlic and coriander over 1 inch deep. Bake at 350 degrees for 35 chick peas and spinach. Stir to mix well. minutes. Heat ingredients through and serve. Combine 1/2 cup sugar, water and fenugreek in a saucepan. Cook over low heat, stirring constantly until the sugar dissolves. Boil for three minutes. Pour syrup over cake.

FYI: The main meal for those living in Jordan is lunch. Khubiz is the bread that is served at every meal. chick peas

Coffee in Jordan is strong and thick. It’s served in very small cups.

Missions Alive! 2012-2013 page 130 PITA BREAD HUMMUS (Middle East) (Middle East) Flatbreads such as pita are traditional in This mild garbanzo-bean paste is enjoyed the Middle East. As a pocket bread, it can in many Middle Eastern countires. Spread be stuffed with meat, cheese or vegetables. it on pita bread or other flatbread. Or, use as a vegetable dip. Ingredients: 1 package active dry yeast Ingredients: 1 1/4 cups warm water 1 can (16 ounces) garbanzo beans 1/4 cup vegetable shortening 1 clove garlic, chopped 1 1/2 teaspoons salt Juice of 1/2 lemon 3 1/4 to 3 3/4 all-purpose flour, divided 2 teaspoons sesame oil 1 tablespoon toasted sesame seeds Directions: Dissolve yeast in Directions: water in large mixing Drain garbanzo bowl. Add vegetable beans, reserving liquid. shortening, salt and 2 Combine all ingredi- cups flour to yeast mix- ents plus 2 tablespoons ture. Beat with electric bean liquid in a blender. mixer at low speed, about Process until smooth. 30 seconds. Beat on high If necessary, add speed about 3 minutes. reserved bean liquid, Mix in enough remaining a little at a time, for flour to make stiff dough. moisture. Turn dough onto Makes 1 1/2 cups. lightly floured board. Knead until smooth and elastic, about 3 to 5 minutes. Cover dough with damp cloth. Set dough in warm place to rise for about 15 minutes. MINT TEA Preheat oven to 350 degrees. Divide (Jordan) dough into 12 equal portions. Flour hands, then roll each piece by hand into Ingredients: smooth ball. Place dough ball on baking 1 tablespoon fresh mint leaves (or 1/2 sheet, cover with damp cloth and let teaspoon dried) dough rise for an additional 10 minutes. 1 cup water Gently flatten balls. sweetener (optional) Bake for 15 to 20 minutes, or until golden brown. Directions: Makes 12 pita rounds. Bring mint and water to a boil. Boil for 30 seconds, or until water becomes FYI: Try a pita sandwich. bright yellow. Cover for two minutes. Fill with cooked, sliced chicken. Strain tea into cups. Add thinly sliced tomato and grated Serve hot. Can be sweetened. cucumber. Top with a mixture of yogurt (2 tablespoons), vinegar (1 tablespoon), and some dried crushed oregano.

page 131 Missions Alive! 2012-2013 KEBABS Yogurt Dip Ingredients: (Middle East) 1 cup plain yogurt 1 tablespoon freshly chopped mint Cut all ingredients the same size to squeeze of lemon cook evenly. Other vegetables, such as salt, pepper zucchini, may be sustituted. Serve with grilled pita bread. Directions: You will also need bamboo skewers Mix ingredients together. for this dish.

Ingredients: 14 ounces of lean lamb steaks or tofu, cut into 1-inch chunks 3 peppers, cut in 1-inch cubes 16 cherry tomatoes 16 small mushrooms 2 tablespoons olive oil

Marinade Ingredients: 1 lemon, finely grated zest and juice 2 garlic cloves, finely chopped 1 teaspoon dried mint vegetable kebabs 1 teaspoon dried rosemary 1 teaspoon ground cumin 1 tablespoon olive oil FYI: 1/2 teaspoon cayenne pepper Some favorite spices salt, pepper used in Middle East cooking include: Directions: fennel Soak bamboo skewers in cold water. cilantro Mix all marinade ingredients in bowl. mint Massage lamb (or tofu) with marinade, parsley cover and refrigerate 1 hour. cardamom In a bowl, season vegetables with salt ginger and pepper, then drizzle with olive oil. nutmeg Thread the peppers, lamb, mushrooms turmeric and tomatoes alternately on the skewers. Make sure ingredient is pierced through Some favorite the middle so it does not fall off during vegetables used in cooking. Middle East cooking Drizzle skewers with oil and cook include: on high heat for 3 to 4 minutes on each cucumber side. You could create a char-grilled eggplant effect by using a griddle pan. garlic Serve by dipping in yogurt dip (recipe lettuce next column). onions tomatoes zucchini

Missions Alive! 2012-2013 page 132 SWEET KOSHAF DATE and NUT FINGERS (Egypt) (Jordan)

Koshaf is best when left overnight or Ingredients: several hours before eating. 2 eggs, lightly beaten 1 cup sugar Ingredients: 2 cups walnuts or pecans, chopped 1 cup dried prunes 1 cup dates, chopped 1 cup dried apricots 1 cup candied cherries, chopped 1 cup dried figs, halved 1 teaspoon vanilla 1 1/2 cup raisins 1/2 cup all-purpose flour 1 cup sugar (more to make it sweeter) 1 teaspoon baking powder 2 1/2 cups boiling water Directions: Directions: Preheat oven to 350 degrees. Combine all fruit in bowl. Sprinkle Combine eggs and sugar in bowl and sugar over fruit. mix until smooth. Add nuts, dates, cherries Pour boiling water over fruit and and vanilla. Mix until blended well. sugar mixture. Cover container. Sift flour and baking powder into When fruit is cool, place container in mixture. Mix well. Pour into nonstick refrigerator. or greased 8-inch square baking pan. Spread evenly in pan. Bake about 45 minutes, or until lightly brown. While bars are still warm, cut them into finger-length strips. Serve as a cookie or candy snack. Makes about 16 pieces.

page 133 Missions Alive! 2012-2013 NOTE: All books can be ordered from Wesleyan Publishing House, which serves the distribution and customer service needs of Resources Light & Life Communications - 800-493-7539, or order online @ www.wphonline.com.

This is not an exhaustive list of missions education resources. Due to the dynamic and changing nature of the Internet, some Web sites stay current longer than others.

RECOMMENDED More Fun Around the World, by Jackie RESOURCES Faughn (New Hope Publishers) 1998 My First Music Book, by Helen Drew Books: (author and publisher) (Dorling Kindersley) 1993 A Kids’ Guide to Hunger and Homelessness — How to Take Action, by Cathryn Berger Operation World, by Jason Mandryk (Bibliba Kaye, M.A. (Free Spirit Publishing) 2007 Publishing) 2010 A World of Children’s Games, edited by The Great Games Book, by Susan Adams Mary Duckert (Friendship Press) 1993 (Dorling Kindersley) 1997 Exploring the World With Jesus, by Free The Great Kid Mission, by Mary Gross Methodist missionaries (Light & Life (Gospel Light Publishers) 1996 Communications) 1995 The Kids’ Multicultural Cookbook, Food and From Arapesh to Zuni, by Karen Lewis Fun Around the World, by Deanna F. Cook (Wycliffe) 1986 (Williamson Publishing) 1995 From Akebu to Zapotec, by June The Kids’ Volunteering Book, by Arlene Hathersmith (Wycliffe) 2002 Erlbach (Lerner Publications Company) 1998 Fun Around the World, by Mary Branson The Teacher’s Manual for “Top Line (New Hope Publishers) 1992 - Bottom Line,” by Jill Harris and Bob Sjogren, Unveilinglory, 4663 Crown Hill Global Art — Activities, Projects, and Rd., Mechanicsville, VA 23111, Inventions From Around the World, by www.UnveilinGLORY.com MaryAnn F. Kohn and Jean Potter (Gryphon www.HisGlobalGlory.com House) 1998 Window on the World, by Daphne Spraggett Growing Compassionate Kids (Helping Kids with Jill Johnstone (Paternoster Lifestyle) 2001 See Beyond Their Backyard), by Jan Johnson (Upper Room Books) 2001 You Can Change the World, by Jill Johnstone (Zondervan) 1992 Hands Around the World, by Susan Milord (Williamson Publishing) 1992 You Can Change the World Volume 2, by Daphne Spraggett and Jill Johnstone (Zondervan) 1996

Missions Alive! 2012-2013 page 134 NETWORKING AGENCIES — Oriental Trading Company catalog for decorations or prizes PUBLISHERS PO Box 2050, Omaha, NE 68103-2050 phone - 800-228-2269 ACSI - Association of Christian Schools phone - 800-526-7400 (nonprofit, schools & International churches) PO Box 35097, Colorado Springs, CO www.orientaltrading.com 80935-3509, phone - 719-528-6906 U.S. Center for World Mission Gospel Light phone - 800-MISSION (647-7466) for orders 2300 Knoll Dr., Ventura, CA 93003 www.uscwm.org www.gospellight.com William Carey Library (an arm of the U.S. Gryphon House, Inc. Center for World Mission) PO Box 10, Lewisville, NC 27023 1605 E. Elizabeth, Pasadena, CA 91104 phone - 800-638-0928 phone - 626-720-8210 www.ghbooks.com Ideals Publications / Williamson Publishing Joshua Project 535 Metroplex Dr., Suite 250 PO Box 64080, Colorado Springs, CO 80962 Nashville, TN 37211 www.joshuaproject.net Zondervan New Hope Publishing www.zondervan.com PO Box 12065, Birmingham, AL 35202-2065 phone - 205-991-4933 www.newhopepubl.com

Missions Alive! is produced on a six-year study cycle to assist children’s workers as they help students explore cultures and peoples of the world and to share how the Free Methodist Church is making a global impact. It is our hope that you will adapt this currriculum to fit your needs, whether in a large children’s department or in a small group, in children’s church, vacation Bible school, a monthly missions focus, or as part of your Christian Life Club (CLC). You may use the curriculum to help students earn the CLC missions badge for their age level.

The study cycle for grades 1-6 includes the following world areas: Europe Fall 2013 - Spring 2014 Africa Fall 2014 - Spring 2015 The Caribbean, Central America & Mexico Fall 2015 - Spring 2016 Asia and Australia Fall 2016 - Spring 2017 South America Fall 2017 - Spring 2018 The Middle East/North Africa & Creative Access Ministries Fall 2018 - Spring 2019

Tracking with Missions! is designed for children ages 4, 5 and 6. Use this two-year missions curriculum (four weeks each year) that includes funtastic activities with teacher helps and reproducibles. (This curriculum is excerpted from Christian Life Club Tracker materials.) The curriculum is $10.00. Call 800-342-5531, ext. 266 to order.

page 135 Missions Alive! 2012-2013 In addition to the books found under the Recommended Suggested Resources section, consider adding these story books Reading to your missions library.

Books: (title and author) Men and Women of Faith Series, Bethany House Publishers (Biographical titles include: A Circle of Love Around Africa, by Arleta Gladys Aylward, Amy Carmichael, Hudson Richardson (beginning readers) Taylor, John and Betty Stam, Luis Palau, Mary Slessor and others — ages 12 and up) A Country for Katie, by Barbara Massey and Sylvia DeLoach (Mongolia — A Child Like Mission Adventures in Many Lands, by Me series — ages 6-10) Lawrence Driskill (53 mission stories)

A Heart for God in India, by Arleta Mission Stories from Around the World, by Richardson Lawrence Driskill

A Is for Aleeya, by Barbara Massey and Mthunzi’s Reed Mats, by Janie House (Africa Sylvia DeLoach (Pakistan — A Child Like — preschool readers) Me series — ages 6-10) Patti and the Weegors: A Girl in China Broto, by Adele Ellis (Indonesia — young Discovers the Love of God, by Xiao Ciao readers) (early elementary)

Christian Heroes: Then and Now Series, by Partners in Peru, by Barbara Massey and Janet and Geoff Benge, YWAM Publishing Sylvia DeLoach (A Child Like Me series — (Biographical titles include: Adoniram ages 6-10) Judson, Amy Carmichael, Cameron Townsend, Eric Liddell, Gladys Aylward, Pinafores and Pelotas, by Alicia Zorzoli Hudson Taylor, Jim Elliot, Jonathan Goforth, (Argentina — preschool readers) Lottie Moon, Nate Saint, William Carey and others — ages 10 and up) Shoes On, Shoes Off, by Catherine H. Compher (Japan — preschool readers) Fly Beyond the Mountain, by Elizabeth Eastman (18-page coloring book) Treasures of the Orient (six Free Methodist Christians in Japan and Taiwan) Ian and the Gigantic Leafy Obstacle, by Sheila Miller (Thailand) What Language Does God Speak?, by Karen Lewis and Philip White (16-page coloring Jesus Is No Secret, by Carolyn Nystrom book telling the story of Bible translation) (ages 6-9) Worldwide Mission Stories for Young People, Joy’s Discovery, by Jane Chu (ages 6-10) by Lawrence Driskill

Missions Alive! 2012-2013 page 136 Bibliography

Books: (author and publisher) Iraq, Faces and Places, by Kathryn Stevens (The Child’s World) 1999 A True Book — Egypt, by Elaine Landau Iraq in Pictures, by Stacy Taus-Bolstad (Le- (Children’s Press) 2000 rner Publications) 2004 Art Projects from Around the World (Grades 4-6), by Linda Evans, Karen Backus, and Mary Multicultural Snacks, by Susan Hodges (Tot- Thompson (Scholastic Inc.) 2006 line Publications) 1995 My World My Story, Life Stories from Teens Celebrate Christmas with Carols, Presents Around the World, by Dorling Kindersley (Pear- and Peace, by Deborah Heiligman (National son Education) 2011 Geographic Society) 2007 Celebrations Around the World – A Multicul- Nations of the World (Egypt), by Neil Wilson tural Handbook, by Carole S. Angell (Fulcreem (Steck-Vaughn Co.) 2001 Publishing) 1996 Countries of the World (Jordan), by Patricia One World Kids Cookbook, by Sean Mendez Skinner (Gareth Stevens Publishing) 2003 (Interlink Books) 2011 Cultures of the World (Iraq), by Susan J. Hassig and Laith Myhmood Al Adely (Bench- Spend the Day in Ancient Egypt, by Linda mark Books) 1993, 2004 Honan (John Wiely and Sons) 1999

Egypt, Faces and Places, by Patrick Ryan (The Child’s World) 1999 Families of the World is a video series Enchantment of the World, Jordan, by Leila you might want to check out of your local Merrell Foster (Children’s Press) 1991 library. Geared for kids ages 5 to 12, these 30-minute “documentaries” tour the culture Fiesta! Egypt, A Portrait of the Country and daily life of children around the globe — through its festivals and traditions, (Grolier including a number of countries where Educational) 1999 FM ministry is taking place. Festivals of the World: Egypt, by Elizabeth As children walk you through their country, Berg (Marshall Cavendish Benchmark) 2011 you are able to put a face on the culture and Funk and Wagnalls Encycolpedia of Science people of Brazil, Costa Rica, Egypt, Ghana, (Raintree Publishing) 1986 Guatemala, India, Japan, Kenya, Mexico, Philippines, Puerto Rico, South Korea, Globetrotters Club, Egypt, by Tom Streiss- Thailand, Vietnam, and other places. guth (Carolrhoda Books) 1999 Take into account these videos are not produced from a Christian perspective. I Am Different! Can You Find Me?, by Man- There may be some cultural or spiritual aspects jula Padmanabhan (The Global Fund for Chil- you will want to discuss with your students. dren) 2011 The video series is produced I Wonder Why Pyramids Were Built, by Philip by husband and wife team Mark and Eleanor “Georgi” Marquisee. Steele (Kingfisher) 2011

page 137 Missions Alive! 2012-2013 Bibliography (continued)

The Multicultural Cookbook for Students, by Web sites: Carole Lisa Albyn and Lois Sinaiko Webb (The CIA, The World Factbook www.cia.gov/library/ Oryx Press) 1993 publications/the-world-factbook/index.html The Multicultural Game Book, by Louise Orlando, (Scholastic Inc.) 1993 Flags of the World This Child, Every Child, A book about the www.crwflags.com/fotw/flags world’s children, by David J. Smith (Kids Can Press) 2011 “Camel.” Wikipedia. Wikipedia. http://en.wikipedia.org/wiki/camel Welcome to Egypt, by Nicole Frank and Su- updated June 6, 2012 san L. Wilson (Gareth Stevens Publishing) 2000 Welcome to Iraq, by Somali Malhotra (Gareth “Egypt.” Wikipedia. Wikipedia. Stevens Publishing) 2004 http://en.wikipedia.org/wiki/Egypt What the World Eats, by Faith D’Aluisio, (Tricycle Press) 2008 What We Wear: Dressing Up Around the World, by Maya Ajmera, Elise Hofer Derstine, and Cynthia Pon (Charlesbridge) 2012

Missions Alive! 2012-2013 page 138 Middle East/North Africa & Creative Access Ministries Fall 2012-Spring 2013 MISSIONS ALIVE! Each Missions Alive! teacher, leader or helper is invited to offer suggestions and responses to the curriculum. This survey will be used to help improve Missions Alive! in the future.

Background of Evaluator 1. Role with Missions Alive! curriculum o teacher o helper o leader o other ______2. Grade level worked with o Tracker (ages 4-6) o PathFinder (grades 1-2) o TrailBlazer (grades 3-4) o PaceSetter (grades 5-6) o other ______3. Years you have worked in children’s ministries o less than 1 o 1-3 o 4-6 o more than 6 4. Meeting time used Missions Alive! curriculum o midweek o Sunday school o missions fair o other ______5. Groupings in your children’s ministries o each grade separate o two grades together o several grades together o one group o other ______

Evaluation of Content Evaluation of Book Structure Circle the number indicating your evaluation Circle the number indicating your evaluation of each category, 1 is poor and 4 is excellent. of each category, 1 is poor and 4 is excellent. 1. Material meets the goal of teaching 1. Artwork 1 2 3 4 children to care about other people of the world 1 2 3 4 2. Layout 1 2 3 4

2. Introduction to other cultures 1 2 3 4 3. Ease of use 1 2 3 4

3. Clarity of instructions for leader 1 2 3 4 4. Reproducibles 1 2 3 4

4. Adaptability of material 1 2 3 4

5. Appropriateness for age 1 2 3 4 Additional Comments ______List any additional resources you found helpful in your missions study: ______

Evaluation - Missions Alive! focus Middle East/North Africa & Creative Access Fall 2012-Spring 2013 FOLLOWING YOUR STUDY PLEASE RETURN EVALUATION TO: Free Methodist World Missions - 770 N. High School Rd., Indianapolis, IN 46214 e-mail: [email protected] fax: page 1-317-241-1248 139 Missions Alive! 2012-2013