Ages 12-18 Youth Lessons

– 1 – Youth Ages 12-18 needed. The specific materials needed for each lesson are also listed at the beginning of each lesson.

• Borrow or buy Group’s Throw & TellTM Ice-Breaker Introduction Ball and Group’s Throw and TellTM Storytellers Ball (available at www.store.grouppublishing.com) or make something similar that has a mix of fun and serious ques-tions to encourage students to share. (Ice- The following six lessons introduce youth ages 12–18 Breaker Ball for lessons 1 and 2; Storytellers Ball for to Sharing in Community of Christ: Exploring Identity, lessons 3 and 4.) Mission, Message, and Beliefs. In the We Share series are lessons for ages 3-5, 6-8, 9-11 and adult. We • Have a way to provide music. (1–5) encourage all teachers and those assisting teachers • Have Bibles available for each student or each with these lessons to study Sharing in Community of pair of students. If possible, research and secure Christ: Exploring Identity, Mission, Message, and Beliefs. The book is available from Herald House. versions that work well with the grade level you teach. (1–5)

It may be suitable to divide this age range into two • Have copies of the Book of Mormon (3) and classes and then select and adapt from the materials Doctrine and Covenants (3, 5) available for each that best fit your students. This includes finding student or pair of students. illustrations from modern life and media including the Internet. It is important to obey applicable copyright • Borrow or buy Brother Eagle, Sister Sky, ISBN-10: laws. 0142301329, ISBN-13: 978-0142301326 (Optional, 1)

Each lesson begins with key Teaching Points and • Download the following video clips and the journal Teacher Preparation. This preparation includes pages from Learning to Recognize God at http:// resources, supplies, and equipment needed; what www.cofchrist.org/discernment/learning.asp. Make needs to be copied from this and other resources; set copy of the journal pages for each student: up for the class area; and scriptures to study. • Day 11 (1) Community of Christ policies and procedures require • Day 26 (2) This video includes the need for that anyone who works with youth in the church flashlights, glow sticks, or small lamps to shine on go through screening and selection. The teacher their journal pages (2) and others helping with lessons (other than guests • Day 13 (3) visiting the class or students) must become registered • Day 16 (4) youth workers (if 21 years old or older) or registered • Day 15 (5) youth worker assistants (if 15 to 20 years old). • Day 18 (6) Your mission center president has the appropriate application forms, and can assist you in the registration • Make copies of “Selected Creation Myths from procedures. around the World” for each student or pair of students. This is a two-page handout, found at the Quotes from the Bible are from the New Revised end of the first lesson (1) Standard Version, unless otherwise noted. • Have one or more copies of Doctrine and Covenants 163 available. This is available at http:// Materials Preparation List www.cofchrist.org/D&C163/section163.asp. (1) The following materials are needed for teaching all five lessons in this resource. The numbers in parentheses • Borrow or buy a copy of Beginning: Creation Stories indicate the specific lesson for which the items are from around the World by Virginia Hamilton, ISBN- 10: 0152387420, ISBN-13: 978-0152387426. (1) • Get banner paper or poster board or similar, and • Provide a copy of “Scripture as Sacred Story” for pens, pencils, markers, paints, or similar supplies. each student. You can find it at the end of lesson 3. (3) (1–5); lots of scrap paper (5). • Have pieces of bread available for the students. (4) • Make copies of “Pathways to Peace,” found at the • Prepare for one or both Enduring Principles end of the first lesson, for each student. Be sure to games in lesson four. Enduring Principles Charades have extra copies if students wish to start over. (1) involves creating slips of paper with each Enduring • Secure copies of the following hymns: Principle on one slip of paper (see lesson 4). Enduring Principles Bingo involves making a copy • “Christ Has Called Us to New Visions,” #38 of the Bingo sheet for each student found at the from Sing for Peace. (1) end of the lesson, and creating slips of paper with one of the 43 Enduring Principle descriptors on • “This We Can Do,” #32 from Sing for Peace (2) each slip of paper (see lesson 4). Consider whether • “Lord Jesus, of You I Will Sing,” #31 from Sing small prizes are fitting for each game. (4) for Peace (5) • For each student make a copy of the “Strategize for Sharing” worksheet, found at the end of lesson • “Now in This Moment,” #58 from Hymns of the 4. (4) Saints (3) • You will either need Internet access during lesson • “All Are Called,” R-9 from By Request: Songs for 4 or visit the Daily Prayer for Peace page on the the Community of Christ (4) church’s home page (http://www.cofchrist.org/ • If your congregation subscribes to the Seasons of the prayerpeace/) before class. Print out the order of Spirit curriculum, download a copy of a dramatic service for the day you teach this lesson and use version of Luke 4:16–21 from the Seasons of the appropriate parts in closing the class. (4) Spirit Story Bible C, page 54. (Optional, 2) • A colorful ball of string or yarn. (5) • Make a copy of “Peace from Parables” worksheet, • Ask a student to provide the opening prayer for found at the end of the second lesson, for each lesson 5. You may wish to copy the one provided student. (2) or encourage them to write their own on the lesson’s topic. (5) • Secure video or digital still cameras. Ideally, there would be one for every two students—but fewer • Make a copy of the “Jesus’ Mission—Our Mission” will work. Students will also need access to a handout for each student, found at the end of computer with presentation software. (2) lesson 5. (5) • Arrange for a service project at your camp or in • Computer, printer, and business card forms. (5) the community that fits in your class time. You may need more adult volunteers to help with this. Be • Copies of the “Tithing of Talent and Treasure in sure the activity is safe and appropriate for the ages Community” handout, one for each student, found with which you are working. If you have questions, at the end of lesson 5. (5) contact the Community of Christ risk management • Copies of “The Champagne Window” by the Rev. team, 1-800-825-2806. (2) Dr. James P. Wind, found at the end of lesson 5. One for each student or small group. (5) • Provide a copy of “What Am I Thinking?” for each student. This worksheet will encourage students to • Recent newspapers and magazines (with current connect and remember the information. You can event pictures and articles) that show God working find it at the end of lesson 3. (3) in our world. Provide each student with scissors, poster board or heavy paper, and glue sticks. (5) • On-line access to World Community: Discipleship Development for Youth, page 29, http://www.cofchrist. • Bread and grape juice, Communion Prayers org/onlineresources/WorldCommunity/resource_book. (Contemporary – Combined) found http://www. pdf. The other choice is to print and copy this cofchrist.org/sacraments/communion/Communion- before class. (3) prayers.asp. (5) Teacher Preparation

• Ask an evangelist who knows your students to Pray for guidance as you seek to offer this lesson to share inSharing a blessing at the end lesson 5. (5) students.

Read through the entire lesson and decide how best to God’s Vision tailor it to your students and the environment in which they are sharing. If you do everything in this lesson, for Creation you will need: • Borrow or buy Group’s Throw & Tell™ Ice-Breaker Ball or make something similar that has a mix of fun and serious questions to encourage students to share. • Have a way to provide music. • Have Bibles available for each student or each pair of students. If possible, research and secure ver- sions that work well with the grade level you teach. • Borrow or buy Brother Eagle, Sister Sky, ISBN-10: 0142301329 , ISBN-13: 978-0142301326 • Download the video clip and the journal page from “Learning from Nature,” Learning to Recognize God (Day 11) available from the Community of Christ website at: http://www.cofchrist.org/discernment/ learning.asp. Make copies of the journal page for Teaching Points each student. • Make copies of “Selected Creation Myths from • “Shalom” means justice, well-being, wholeness, around the World” for each student or pair of and peace. students. This is a two-page handout, found at the end of this lesson. • God wants shalom for all creation. • Have one or more copies of Doctrine and Cov- • Jesus Christ made known the coming of God’s enants 163 available. peaceful reign. • Borrow or buy a copy of Beginning: Creation Stories • Zion (the peaceful kingdom) is God’s reign on from around the World, by Virginia Hamilton, ISBN- earth through just and peaceable communities. 10: 0152387420, ISBN-13: 978-0152387426. • Get banner paper or poster board or similar, and pens, pencils, markers, paints, or similar supplies. • Make copies of “Pathways to Peace,” found at the end of this lesson, for each student. Be sure to have extra copies if students wish to start over. • Secure copies of “Christ Has Called Us to New Visions,” #38 from Sing for Peace. Study the scriptures for this lesson: Genesis 1:—2:3, 2:4–25; Isaiah 11:6, 9; Doctrine and Covenants 163. Invites exploration Activates background knowledge, and prepares and motivates for lesson. interaction

As students gather have upbeat music playing if pos- Begin this session with the video clip, “Learning from sible. Greet each one, welcome them, and introduce Nature,” from Learning to Recognize God (Day 11) yourself. available from the Community of Christ website at: http://www.cofchrist.org/discernment/learning.asp. When all students are present, have them each share their names, where they are from, and something they Provide each student with a copy of the journal page like about nature or creation. Explain that this series associated with this video clip available at the same of lessons will focus on Sharing in Community of Christ: website. Allow them several minutes to write in their Exploring Identity, Mission, Message, and Beliefs. journal (the time depends on their age and attention span). Play soft music during this time. Explain that the first session focuses on “Share God’s Vision for Creation.” Share with students that we are all called to share God’s vision for creation. How many different visions Offer a prayer to gain new insights and appreciation are there for creation? Explain that there are many for God’s creation: stories about the world’s creation referred to as “Cre- ation Myths.” Creator God, our class stops to thank you for creation. We believe you call all creation to live Even in the Hebrew Scriptures (Old Testament) there together in peace. We know we fall short of are two accounts of the creation. In Genesis 1:1—2:3 your purposes. We ask during this class that we God progressively, divinely commands creation into gain new insights and increase our appreciation being over seven days. God makes humankind, made for your creation. We pray in Jesus’ name. Amen. “in God’s image,” only after God made the entire world for them first. The second story, one explain- To go deeper, use Group’s Throw & TellTM Ice-Breaker ing the beginning of moral behavior, Genesis 2:4–25, Ball (left) or something similar begins with God creating man and woman (separately, students can toss from one person unlike the first), and marriage. The man and woman to the next that has questions on live in harmony with God in perfect creation until they it. As they catch the ball, ask them gain the “knowledge of good and evil,” and then God to respond to the question under kicks them out to live in the imperfect world. their right thumb. If it is something they would rather not answer, ask • Have students read these two stories. them to respond to what’s under their left thumb. Make sure that everyone gets the ball once. • Ask: How do these stories differ in their vision for creation? Why do you think early writers might To set the theme for this lesson, you may want to read have included these two different stories? excerpts from Brother Eagle, Sister Sky, which includes • Have students (in groups or individually) read vari- a message by Chief Seattle and illustrations by Susan ous creation myths from “Selected Creation Myths Jeffers. This book includes information on the web of from around the World,” found at the end of this life, and how whatever we do to the web we do to all. lesson. Encourage students to write a journal throughout their • Ask students to explain how people might treat class experiences during all five lessons. If possible, creation (including people) differently based on provide students with either small journals or a folder these myths? to keep separate pages. Have pens or pencils available. Have students read Isaiah 11:6, 9: – 5 – Youth Ages 12-18 The wolf shall live with the lamb, the leopard shall what are ways the facility can conserve energy and lie down with the kid, the calf and the lion and the lessen material and resource consumption to reduce fatling together, and a little child shall lead them. its impact on the environment? How does this help They will not hurt or destroy on all my holy moun- create communities of peace and justice? tain; for the earth will be full of the knowledge of the LORD as the waters cover the sea. Mural of God’s Creation In groups or as an entire class, have participants work Explain that we traditionally call these verses of together to create a mural showing God’s vision for scripture “The Peaceable Kingdom.” creation.

• What makes this related to “peace”? • What will you include? What will you leave out? • What do you think it means to be “full of the knowledge of the LORD”? Create Pathways of Peace Zion (the peaceful kingdom) is God’s reign on earth through just and peaceable communities. The church’s symbol of the lion and lamb sitting with a child represents a vision the prophet Isaiah had for the world. As children of God, we are called to bring Takes the learners from people together who are different and help them be hearing to doing. at peace with one another.

Who in your life is not getting along? Perhaps they Often people interpret the Hebrew word “shalom” as are family members, or friends at school or in your “peace.” However shalom has a much deeper meaning neighborhood. What would it take for you to help that captures God’s vision for creation including health, these people come together? Would they respond happiness, wholeness, and justice. Doctrine and Cov- to a simple invitation? What skills would you need to enants 163 refers to Jesus Christ as “the embodiment help such a gathering? Do you even want to do this? of God’s shalom.” Do you think everyone should help with this, or just “experts” like counselors, teachers, and ministers? Based on this understanding, either have students choose from the following as a class or in small groups Sometimes people will come together quicker if they to more deeply understand “shalom.” don’t feel threatened. Can you imagine a lamb coming anywhere near a hungry lion? Peace is not easy. Your Own Creation Story Have students write their own creation story that Make copies of “Pathways to Peace,” found at the captures their understanding of God’s vision for end of this lesson. Have students work individually, creation (shalom). If possible, have resources available in small groups, or in one group. Write the steps that to inspire students for this activity. One such book is would need to happen for a “lion” and a “lamb” to Beginning: Creation Stories from around the World by come together. This is a metaphor for people who Virginia Hamilton. This book is an illustrated collection are not likely to come together. Perhaps the steps are of twenty-five myths from around the world explaining “education” or perhaps “prayer.” Imagine how you creation. see people moving closer, coming together in peace. Give students some examples of what you would put • What would they include in their own creation story? in the spaces to make peace between two people. What images would they include? You may wish to invite a guest to the class who can give a real-life example of how to do this. Green Audit of the Building or Campground After everyone has had an opportunity to experiment, Create a “green” audit for your building or camp- explain that peace and justice are worthy goals and ground. Based on the group’s collective knowledge, need real work. As they are comfortable, have people – 6 – Youth Ages 12-18 share what they see as steps toward peace. Be sure to honor the students’ privacy. Selected Creation Myths from around the World From http://en.wikipedia.org/wiki/Creation_myth

Babylonian Time of prayer, praise, blessing, and hope. In the Babylonian creation myth, the god Marduk (or Assur in the Assyrian versions of the poem) is cre- Explain that each class time will close with a hymn. ated to defend the other gods from an attack plot- Ask the class if they know what a hymn is? Ask them ted by the ocean goddess Tiamat. The god Marduk what the difference is between a hymn and a song? offers to save the gods if he is appointed as their Hymns are typically songs of praise. The Community leader and is allowed to remain so even after the threat passes. The gods agree to Marduk’s condi- of Christ is a singing church around the world. While tions. Marduk challenges Tiamat to combat and some modern cultures don’t sing in groups often, destroys her. He then rips her corpse into two halves singing hymns is an important part of worshipping with which he fashions the earth and the skies. Mar- God. It’s also important to not just sing the words, duk then creates the calendar, organizes the planets, but to think about them and how the message of the stars and regulates the moon, sun, and weather. The hymn can bless us and bless others. gods pledge their devotion to Marduk and he creates Babylon as the terrestrial counterpart to the gods. Following the Haiti earthquake in January 2010, Marduk then destroys Tiamat’s husband, Kingu using church members who had lost everything gathered his blood to create humankind so they can do the and sang hymns praising God. Their singing not only work of the gods. helped them regain their hope, but helped others (Sources, Foster, B.R., From Distant Days: Myths, who heard them. Tales, and Poetry of Ancient Mesopotamia. 1995, Bethesda, Md.: CDL Press. vi, 438 p., Bottéro, J., Recite the words to “Christ Has Called Us to New Religion in Ancient Mesopotamia. 2004, Chicago: Visions,” #38 from Sing for Peace. Do this in unison, University of Chicago Press. x, 246 p., Jacobsen, T., or to help students concentrate on words, consider The Treasures of Darkness: A History of Mesopotamian dividing into four groups (even if there’s only one Religion. 1976, New Haven: Yale University Press. person in each group). Have each group read part of 273.) each stanza (breaks become obvious), or any other creative way that works for you and your class. Bakuba (Central Africa) Offer a prayer for the students so they might In the Bakuba account of demiurge, the Earth was become more like Christ, helping the world heal: originally nothing but water and darkness, ruled by the giant Mbombo. This giant, after feeling an O God, bless these young people as they try to intense pain in his stomach one day, vomited up the create communities of peace. As we follow Jesus sun, moon, and stars. The heat and light from the Christ, the embodiment of God’s shalom, we pray sun evaporated the water covering Earth, creating for peace in all communities around the world. clouds, and after time, the dry hills emerged from Amen. the water. Mbombo vomited once more. Many things were contained in this second vomiting—peo- ple (the first man and the first woman), animals (the leopard, the eagle, and the monkey Fumu), trees, the falling star, the anvil, the sky, the razor, medicine, and – 7 – Youth Ages 12-18 lighting. The woman of the waters, Nchienge, lived then commanded all the angels to bow down before in the East, and her son, Woto, became the first king Adam. All of them bowed but Iblis (Lucifer) refused of the Bakuba. to obey. God placed the couple in a beautiful garden in Paradise, telling them that they could eat what- Greek (Classical) ever they wanted except the fruit of a forbidden tree. But Iblis (Satan) tempted them to disobey God, Hesiod, in his work, “Theogony,” says that Chaos and eat the fruit. When God knew that Adam and existed in the beginning, and then gave birth to Eve had disobeyed him, he cast them out of Paradise Gaea (the Earth), Tartarus (the Underworld), and sent them to the earth. Eros (desire), Nyx (the darkness of the night) and Erebus (the darkness of the Underworld). Gaea Jainism gave birth to Ouranos, the starry sky, her equal, to cover her, the hills and the fruitless deep of the According to Jain beliefs, the universe was never Sea, Pontus. Afterwards, Ouranos and Heaven had created, nor will it ever cease to exist. It is eternal a child, World-Ocean Oceanus, Coeus and Crius but not unchangeable, because it passes through and the Titans Hyperion and Iapetus, Theia and an endless series of cycles. Each of these upward Rhea, Themis and Mnemosyne and Phoebe of the or downward cycles is divided into six world ages golden crown and lovely Tethys. After them was (yugas). The present world age is the fifth age of one born Cronos the wily, youngest and most terrible of of these “cycles”, which is in a downward move- her children. Cronos married Rhea who bore him ment. These ages are known as “Aaro” as in “Pehela Hestia, Demeter, Hera, Hades, Poseidon, and Zeus. Aara” or First Age, “Doosra Aara” or Second Age Zeus and his brothers overthrew Cronos and the and so on. The last one is the “Chhatha Aara” or other Titans, then drew lots to decide what each of Sixth Age. them would rule. Zeus drew the sky, Poseidon drew the sea and Hades drew the underworld. All these ages have fixed time durations of thousands of years. When this reaches its lowest level, even Jainism itself will be lost in its entirety. Then, in the Islam course of the next upswing, the Jain religion will be rediscovered. It will be reintroduced by new leaders The creation story of Islam is split among many called Tirthankaras (literally “Crossing Makers” or verses in the Qur’an. This account is similar to the “Ford Finders”), only to be lost again at the end of Judeo-Christian accounts of creation. According the next downswing, and so on. to the Qur’an, the skies and the earth were joined together as one “unit of creation,” after which they were “cloved asunder.” After parting both, they simultaneously came into their present shape after going through a phase when they were smoke-like. The Qur’an states that God created the world and the cosmos, made all the creatures that walk, swim, crawl, and fly on the face of the earth from water. He made the angels, and the sun, moon and the stars to live in the universe. He poured down the rain in torrents, and broke up the soil to bring forth the corn, the grapes and other vegetation; the olive and the palm, the fruit trees and the grass. God molded clay, earth, sand and water into a model of a man. He breathed life and power into it, and it immediately sprang to life. And this first man was called Adam. God took Adam to live in Paradise. God taught Adam the names of all the creatures, and

– 8 – Youth Ages 12-18 Pathways to Peace

What would peace look like What can you do to for these two persons or help them on these groups of persons? steps? ______

What can you do to help them on these steps?

1. Think of two people or two groups of people who are not at peace, but who you would like to help become that way. 2. In the box provided, describe briefly what peace would look like for these two people or groups. 3. Next, write in up to four steps that it would take each person or group to move toward peace. 4. What can you do to help each person or group move closer to peace?

11 – 9 – Youth Ages 12-18 Teacher Preparation

Pray for guidance as you seek to offer this lesson to students.

Sharing the Read through the entire lesson and discover how best to tailor it to your students and the environment in Peace of which they are sharing. If you do everything in this les- son, you will need:

Jesus Christ • Borrow or buy Group’s Throw & TellTM Ice-Breaker Ball or make something similar which has a mix of fun and serious questions to encourage students to share. • Have a way to provide music. • Have Bibles available for each student or each pair of students. If possible, research and secure versions that work well with the grade level you teach. • Have pictures of Jesus or names of Jesus printed and placed around the room. These are available from the Internet. • If you congregation subscribes to the Seasons of the Spirit curriculum, download a copy of a dramatic version of Luke 4:16–21 from the Seasons of the Spirit Story Bible C, page 54. • Download the video clip and the journal page from Learning to Recognize God (Day 26) available from the Community of Christ website at: http://www. cofchrist.org/discernment/learning.asp. Make cop- ies of the journal page for each student. This video Teaching Points includes the need for flashlights, glow sticks, or small lamps to shine on their journal pages. • Jesus came into our world to teach and show • Make a copy of “Peace from Parables” worksheet, peace. found at the end of this lesson, for each student. • Jesus’ life shows us how to live generously • Secure video or digital still cameras. Ideally, there God’s peace—how to treat all people including would be one for every two students—but fewer the poor, sick, and those who are oppressed. will work. Student will also need access to a com- • As prophetic people, we are called to live a puter with presentation software. life that teaches, “Peace for me, peace for us, • Banner paper or poster board with pens, pencils, peace for everyone, peace for the planet.” and markers. Be sure to have tape if your class area —Children’s Peace Pavilion has walls. • Arrange for a service project at your camp or in the community that fits in your class time. You may need more adult volunteers to help with this. Be sure the activity is safe and appropriate for the ages

– 10 – Youth Ages 12-18 with which you are working. If you have questions, discernment/learning.asp. Provide each student with contact the Community of Christ risk management a copy of the journal page associated with this video team, 1-800-825-2806. clip available at the same website. Allow them sev- eral minutes to journal (the time depends on their • Secure copies of “This We Can Do,” #32 from Sing age and attention span). Play soft music during this for Peace. time. Study the scriptures for this lesson: Luke 4:16–21; Mat- thew 25:31–40; Ephesians 2:13–14. Share with students that the focus of this lesson is on how Jesus’ life shows us to live generously God’s peace—how to treat all people including the poor, sick, and those who are oppressed.

Have a storyteller or guest read dramatically or act Activates background knowledge, out Luke 4:16–21: prepares and motivates for lesson. 16When he came to Nazareth, where he had been As students gather, use Group’s Throw & TellTM Ice- brought up, he went to the synagogue on the sab- Breaker Ball or something similar (see Lesson 1) to bath day, as was his custom. He stood up to read, share with one another. Be sure each student has one 17and the scroll of the prophet Isaiah was given to chance to share, then turn on some soft music. him. He unrolled the scroll and found the place where it was written: 18“The Spirit of the Lord is Have different pictures of Jesus or the various names upon me, because he has anointed me to bring of Jesus either posted on the wall or placed on the good news to the poor. He has sent me to proclaim floor of your class area. You can find as many of these release to the captives and recovery of sight to the as you need by doing a web search on images of Jesus blind, to let the oppressed go free, 19to proclaim or “names of Jesus.” Be sure to honor any copyrighted the year of the Lord’s favor.” 20And he rolled up the materials. Ask students to select their favorite picture scroll, gave it back to the attendant, and sat down. or name for Jesus and to explain their selection. The eyes of all in the synagogue were fixed on him. 21Then he began to say to them, “Today this scrip- Explain that you will open the class with a “popcorn” ture has been fulfilled in your hearing.” or “bidding” prayer. As you make the following state- ments (review them with students before you begin), • What does Jesus do in this scripture? students should feel free to respond spontaneously • How does this reading parallel what Jesus does in with a word or phrase. his earthly ministry? God, we praise and give you thanks for… • How might this impact what we do? Today, we are focusing on the peace of Jesus Christ, and hope to learn… Have students read Matthew 25:31–40: Guide us throughout the day so we… In Jesus’ name we pray, Amen. 31“When the Son of Man comes in his glory, and all the angels with him, then he will sit on the throne of his glory. 32All the nations will be gath- ered before him, and he will separate people one Invites from another as a shepherd separates the sheep exploration from the goats, 33and he will put the sheep at his and 34 interaction right hand and the goats at the left. Then the king will say to those at his right hand, ‘Come, you that are blessed by my Father, inherit the kingdom Begin this session with the video clip from Learning prepared for you from the foundation of the world; 35 to Recognize God (Day 26) available from the Com- for I was hungry and you gave me food, I was munity of Christ website at: http://www.cofchrist.org/ thirsty and you gave me something to drink, I was – 11 – Youth Ages 12-18 a stranger and you welcomed me, 36I was naked and you gave me clothing, I was sick and you took care of me, I was in prison and you visited me.’ 37Then the righteous will answer him, ‘Lord, Takes the learners from when was it that we saw you hungry and gave hearing to doing. you food, or thirsty and gave you something to drink? 38And when was it that we saw you a stranger and welcomed you, or naked and gave Peace from Parables you clothing? 39And when was it that we saw you Jesus used parables to teach the disciples how to act. sick or in prison and visited you?’ 40And the king Parables are stories using common, everyday things will answer them, ‘Truly I tell you, just as you did to capture the imagination of the listener ending in it to one of the least of these who are members a way that challenges the listener’s beliefs or future of my family, you did it to me.’ actions. Have students use the “Peace from Parables” worksheet, found at the end of this lesson. Coach In Community of Christ, Jesus Christ is central to them to read the parables, decide what each parable our identity, mission, message, and beliefs. Our teaches related to the peace of Jesus Christ, and statement on Christology (our understanding of record it on the work sheet. Have them work in small who Jesus Christ is), reads: groups, and share their responses with the entire class. We believe in Jesus Christ, the Son of the living God, the Word made flesh, the Savior of the Meaning from Miracles world, fully human and fully divine. Through During Jesus’ earthly ministry, he is reported to have Jesus’ life and ministry, death and resurrection, done at least 34 miracles. Using the list below, have God reconciles the world and breaks down the students act out all or some of these and record them walls that divide. Christ is our peace. (Sharing in using a video or digital camera. If a computer with Community of Christ: Exploring Identity, Mis- software is available, have them create a presentation sion, Message, and Beliefs, 22–23). that helps connect each of the miracles with what it teaches us about the peace of Jesus Christ. Have students read Ephesians 2:13–14, 17: John 2:1–11 Changing Water into Wine But now in Christ Jesus you who once were Luke 5:3–10 Catching Many Fish far off have been brought near by the blood of Matthew 8:1–3 Healing a Leper Christ. For he is our peace; in his flesh he has Mark 4:35–41 Calming the Storm made both groups into one and has broken Luke 8:43–48 Healing a Woman with down the dividing wall, that is, the hostility Internal Bleeding between us. So he came and proclaimed peace Mark 5:22–24, 35–43 Raising Jarius’ Daughter to you who were far off and peace to those who John 5:5–17 Healing the Man by the Pool were near. Matthew 14:16–21 Feeding the 5000 John 9:1–41 Healing the Man Born Blind • How does following Jesus Christ call us to treat others? Peace for All The Children’s Peace Pavilion in Independence, • In today’s world, who are “far off” and who are Missouri, uses the phrase “Peace for me, peace for “near”? us, peace for everyone, peace for the planet” to teach • What “dividing walls” might be broken down in children about creating peace. Using each of the four our world? Nation? Schools? phrases, have students create posters with either pictures or word phrases that explain each. Have the • How is Jesus Christ our peace? students do this individually, in small groups, or as an entire class. Ask students how each of these ties

– 12 – Youth Ages 12-18 to the peace of Jesus Christ considered in the earlier scripture study. Planning Notes Service Project In today’s world, we serve as the hands and feet of Jesus. For students who may want to do something more physical, arrange for a service project in the immediate area. Picking up trash, helping the elderly, or helping children are examples. Make sure it is a short project that provides time for talking afterward. Ask the students:

• How did this service project tie in with the earlier scripture study? (Luke 4:16–21; Ephesians 2:13–14, 17; Matthew 25:31–40). Where did you find “the peace of Jesus Christ”?

Time of prayer, praise, blessing, and hope.

Ask students to respond, either by writing in their journal or by sharing with the class, answers to the following questions:

• When have you received the peace of Jesus Christ? • When have you invited another to share the peace of Jesus Christ? Recite the words to “This We Can Do,” #32 from Sing for Peace. Read in unison, or to help students concentrate on words, divide into four groups (even if there’s only one person in each group). Have each of the four groups read part of each stanza (breaks become obvious), or any other creative way that works for you and your class. If the group is familiar with the hymn, consider singing it after you’ve recited the words.

Offer a prayer for the students that they might become more like Christ, helping the world be more peaceful:

O God, bless us as we seek to become peacemakers like you! Help us to not only understand peace, but to work for justice. We pray for your reign to come on earth. In the peace of Jesus Christ we pray, Amen.

– 13 – Youth Ages 12-18 Peace from Parables Read the following parables: What does this parable teach about the peace of Jesus?

Matthew 7:21–29 The Two Builders

Matthew 13:31-35 The Mustard Seed

Matthew 20:1-16 The Generous Employer

Luke 8:4–15 The Sower and the Seeds

Luke 10:25-37 The Good Samaritan

Luke 15:4–7 The Lost Sheep

– 14 – Youth Ages 12-18 Teacher Preparation

Pray for guidance as you seek to offer this lesson to students.

Sharing Read through the entire lesson and decide how best to tailor it to your students and the environment in which the Sacred they are sharing. If you do everything in this lesson, you will need:

Story • Borrow or buy Group’s Throw and TellTM Storytell- ers Ball or make something similar that encourages students to share their own stories. • Have a way to provide music. • Have a Bible, Book of Mormon, and Doctrine and Covenants available for each student or each pair of students. • Download the video clip from Learning to Recognize God (Day 13) available from the Community of Christ website at: http://www.cofchrist.org/discern- ment/learning.asp. Make copies of the journal page for each student. This video includes the need for flashlights, glow sticks, or small lamps to shine on their journal pages. • Provide a copy of “What Am I Thinking?” for each student. This worksheet will encourage students to connect and remember the information. You can find it at the end of the lesson. • Banner paper or poster board with pens, pencils, and markers. Be sure to have tape if your class area Teaching Points has walls.

• The Community of Christ story is part of a • On-line access to World Community: Discipleship much larger sacred story (Christian history Development for Youth, page 29, http://www.cofchrist. and the Hebrew tradition). org/onlineresources/WorldCommunity/resource_book. pdf. The other choice is to print and copy this • God’s Spirit is active in Community of before class. Christ’s faith story. • Provide a copy of “Scripture as Sacred Story” for • Community of Christ scripture statement each student. You can find it at the end of this and history principles guide our explora- lesson. tion of scripture and church history. • Secure copies of “Now in This Moment,” # 58 • The Holy Spirit helps us understand God’s from Hymns of the Saints. truth. • Study the scriptures for this lesson: Psalm 78:1–4; Matthew 6:25–31, 10:26–31

– 15 – Youth Ages 12-18 Share with students the following information. You may wish to read it to the class, or have different students read a paragraph to the entire class. It is Activates background knowledge, best not to embarrass students, so if someone does prepares and motivates for lesson. not want to read, honor their wish. Provide a copy of “What Am I Thinking?” found at the end of this lesson, for each student to encourage them to connect with As students gather, use Group’s Throw and TellTM and remember the information. Storytellers Ball or something similar to share with one another. After each student has had the opportunity The sacred story is a multifaceted, interwoven (meta) to share once, explain that this class is on “Sharing the narrative involving God and humankind. It began Sacred Story.” Have the students use the Storytellers as an oral tradition, where stories passed from one Ball again, but this time, their responses must include generation to the next, to provide joy, hope, love, and something about God. After each person has had the peace. After developing writing skills, humans wrote opportunity to share, ask them if the story they just down these stories. Groups of humans began to share shared was a “sacred story.” Was it sacred because these written stories and selected certain ones they it included God? What if it were not true? If students believed were more important. Eventually this would struggle or disagree, explain that there are many dif- lead to groups of people selecting specific writings ferent understandings of “sacred story.” Part of this that would become sacred text. Ancient Israelites, lesson is to consider those different understandings. the Hebrew people, selected stories that became the Hebrew Scriptures. Among those who followed Jesus The opening prayer comes from Jerome (c. 342–420). groups formed to decide which writings would become Jerome moved to a cave near where Jesus was born part of the Christian testament. They included writings in Bethlehem so he might know more about Jesus’ that made sense and set a standard for the way they life. He did this while he translated the scriptures into believed. Those writings the groups determined didn’t Latin, creating the Vulgate version. He wrote many fit with what they believed at the time were left out. letters to those who sought his advice on how to live. This was not simple and sometimes divided people Ask for a volunteer to read aloud or write the words against one another. on poster board and have the class recite it together. In Community of Christ, we believe that we are part Lord, you have given us your word for a light to shine of the sacred story. Our own history includes the Book on our path. Inspire us to meditate on that word, of Mormon. The Book of Mormon contains two major and follow its teaching, that we may find in it the stories about ancient inhabitants of North and South light that shines more and more until it is perfect America who encountered and believed in Jesus Christ. day; through Jesus Christ, our Lord. Amen. Just like some of the stories in the Bible, the Book of Mormon stories are included in our faith tradition to provide joy, hope, love, and peace. They are accepted Invites on faith and help to teach us about Jesus Christ. exploration Whether they actually happened the way they are and written remains a mystery. interaction The Doctrine and Covenants is also part of the Begin this session with the video clip from Learning Community of Christ sacred story. This book is to Recognize God (Day 13) available from the Com- a collection of writings by prophet-presidents of munity of Christ website at: http://www.cofchrist.org/ Community of Christ. This begins with Joseph Smith discernment/learning.asp. Provide each student with a Jr. and includes the seven others who have served as copy of the journal page associated with this video clip prophet-president since him, including the current available at the same website. Allow them several min- one, Stephen M. Veazey. In each of these documents utes to write their journal entries (the time depends God gives direction to the church for that day and on their age and attention span). Play soft music during time. The president presents what he believes to this time. be the mind and will of God for the church, World – 16 – Youth Ages 12-18 Conference considers it, and if approved, a document is added to the Doctrine and Covenants.

However, the story does not end there. Community Takes the learners from of Christ believes that all are called and that hearing to doing. being a prophetic people means each of us has the responsibility to have a relationship with the Divine. While all of us do not have responsibility for Sacred Story Time Line interpreting the mind and will of God for the entire As a class or in small groups, have students create a church, we do have that responsibility for our own time line from creation to today. Provide them with lives. This makes those of us living today part of the banner paper or poster board and markers. If you sacred story. We believe this has been true throughout have walls, provide them with tape to hang up their history. The sacred story also includes people of other timelines. How would they represent the “sacred faith traditions. Their stories are sometimes captured story” on this time line? What elements would come in other documents and books they consider sacred. from scriptures? What would come from science? If access to the Internet is available, have students In the past, Community of Christ saw itself as the only do research, including using World Community: organization through which God could work in the Discipleship Development for Youth, page 29, which world. Today, we understand that God’s work in the lists many events in Christian and Community of world includes many different organizations, peoples, Christ history. (http://www.cofchrist.org/onlineresources/ and communities of faith. God works through the WorldCommunity/resource_book.pdf) This resource is Holy Spirit in ways that are beyond our imagination. free and can be downloaded and printed out before The sacred story includes all those who encounter the class. Divine and wish to have a relationship with God. Scripture as Sacred Story • What questions do you have about this overview? Have students read the following scriptures either individually or in groups, and have them record what • How do you see yourself as part of the “sacred each scripture says to them about the sacred story. story”? Provide each student a copy of “Scripture as Sacred • What has been your experience with the Holy Story” found at the end of this lesson. Spirit? The Hebrew Scriptures Have students read Psalm 78:1–4: Creation (Genesis 1:26–27) A Covenant with God (Exodus 24:1–8) 1Give ear, O my people, to my teaching; The Redeemer of Israel (Isaiah 43:14–21) incline your ears to the words of my mouth. 2I will open my mouth in a parable; The Christian Scriptures I will utter dark sayings from of old, Jesus Is the Son of God (Mark 15:33–39) 3things that we have heard and known, The Holy Spirit in the Church (Acts 2:32–36) The Blessings of the Reign of God (Revelation 21:1–7) that our ancestors have told us. 4We will not hide them from their children; The Book of Mormon we will tell to the coming generation Jesus Christ Is the True and Living God (Alma the glorious deeds of the LORD, and his might, 8:64–94) and the wonders that he has done. Foretelling of the Messiah (Jarom 23–28) Jesus Appears (3 Nephi 5:1–11) • How does this scripture relate to the overview? The Doctrine and Covenants • Who are the “children” referenced here? A Great and Marvelous Work (4:1a–2b) • Why is it important to “not hide” what God has Protection and Divine Grace (135:3a–b) done from children? For One Another and the World (157:16–17)

– 17 – Youth Ages 12-18 Your Place in the Sacred Story Have students consider where they fit into the sacred Planning Notes story. Many people don’t think of themselves as a part of it, but somehow outside. Others think too highly of themselves manipulating others in the name of God without accountability to others. Somewhere in between we are an important part of God’s unfolding plan for the world.

Have students read Matthew 6:25–31, 10:26–31. What do these scriptures say about our place in relationship to God?

How would you describe where you fit into the sacred story? Write down your thoughts in your journals on how God has moved in your life and how you have or will respond.

Consider having students share these with one other person or the entire class. Give them some space not to share as well.

Time of prayer, praise, blessing, and hope.

Using “Now in This Moment,” # 58 from Hymns of the Saints, written by Richard and Barbara Howard, read the words together. You may want to only read the refrain once at the end. If your group enjoys sing- ing, do that.

Circle Prayer Have students form a circle and hold hands. Explain that each person will share a prayer phrase as it goes around the circle. When they finish, have them gently squeeze the person’s hand next to them whose turn it is to pray. Tell them that when it gets back to you, you will close with the last phrase and then say “amen.”

– 18 – Youth Ages 12-18 What Am I Thinking?

The sacred story is a multifaceted, interwoven (meta) narrative involving God and humankind. It began as an oral tradition, where stories passed Keep track of what you are thinking… from one generation to the next, to provide joy, hope, love, and peace. After developing writing skills, humans wrote down these stories. Groups of humans began to share these written stories and selected certain ones they believed were more important. Eventually this would lead to groups of people selectingWhat questions do you ha specific writings that wouldve about this Overview? become sacred text. Ancient Israelites, the Hebrew people, selected stories that became the Hebrew Scriptures. Among those who followed Jesus groups formed to decide which writings would become part of the Christian testament. They included writings that made sense and set a standard for the way they believed. Those writings the groups determined didn’t fit with what they believed at the time were left out. This was not simple and sometimes divided people against one another. In Community of Christ, we believe that we are part of the sacred story. Our own history includes the Book of Mormon. The Book of Mormon contains two major stories about ancient inhabitants of North and South America who encountered and believed in Jesus Christ. Just like some of the stories in the Bible, the Book of Mormon stories are included in our faith tradition to provide joy, hope, love, and peace. They are accepted on faith and help to teach us about Jesus Christ. Whether they actually happened the way they are written remains a mystery. The Doctrine and Covenants is also part of the Community of Christ sacred story. This book is a collection of writings by prophet­presidents of Community of Christ. This begins with Joseph Smith Jr. and includes the seven others who have served as prophet­president since him, including the current one, Stephen M. Veazey. In each of these documents God gives direction to the church for that day and time. The president presents what he believes to be the mind and will of God for the church, World Conference considers it, and if approved, a document is added to the Doctrine and Covenants. However, the story does not end there. Community of Christ believes that all are called and that being a prophetic people means each of us has the responsibility to have a relationship with the Divine. While all of us do not have responsibility for interpreting the mind and will of God for the entire church, we do have that responsibility for our own lives. This makes those of us living today part of the sacred story. We believe this has been true throughout history. The sacred story also includes people of other faith traditions. Their stories are sometimes captured in other documents and books they consider sacred.

In the past, Community of Christ saw itself as the only organization through which God could work in the world. Today, we understand that God’s work in the world includes many different organizations, peoples, and communities of faith. God works through the Holy Spirit in ways that are beyond our imagination. The sacred story includes all those who encounter the Divine and wish to have a relationship with God.

   What questions do you have about this overview? How do you see yourself as part of the “sacred story”? What has been your experience with the Holy Spirit?

23 – 19 – Youth Ages 12-18 Scripture as Sacred Story

TheRead the scripture Hebrew Scriptures What does this say to you about the sacred story?

Creation (Genesis 1:26–27)

A Covenant with God (Exodus 24:1–8)

The Redeemer of Israel (Isaiah 43:14–21)

The Christian Scriptures

Jesus Is the Son of God (Mark 15:33–39)

The Holy Spirit in the Church (Acts 2:32–36)

The Blessings of the Reign of God (Revelation 21:1–7)

The Book of Mormon

Jesus Christ Is the True, Living God (Alma 8:64–94)

Foretelling of the Messiah (Jarom 23–28)

Jesus Appears (3 Nephi 5:1–11)

The Doctrine and Covenants

A Great and Marvelous Work (4:1a–2b)

Protection and Divine Grace (135:3a–b)

For One Another and the World (157:16–17)

– 20 – Youth Ages 12-18 24 Teacher Preparation

Pray for guidance as you seek to offer this lesson to students.

Sharing Read through the entire lesson and determine how best to tailor it to your students and the environment Our in which they are sharing. If you do everything in this lesson, you will need:

Enduring • Borrow or buy Group’s Throw and TellTM Storytellers Ball or make something similar that Principles encourages students to share their own stories. • Have a way to provide music. • Have Bibles available for each student or each pair of students. • Download the video clip from Learning to Recognize God (Day 16) available from the Community of Christ website at: http://www.cofchrist.org/ discernment/learning.asp. Provide each student with a copy of the journal page associated with this video clip available at the same website. • Have pieces of bread available for the students. • Prepare for one or both Enduring Principles games in this lesson. Enduring Principles Charades involves creating slips of paper with each Enduring Principle on one slip of paper. Enduring Principles Bingo involves making a copy of the Bingo sheet for each student found at the end of the lesson, and creating slips of paper with one of the 43 Enduring Principle descriptors on each slip of paper. Consider whether Teaching Points small prizes are fitting for each game. • Enduring Principles are the heart of how • For each student make a copy of the “Strategize for we express ourselves in Community of Sharing” worksheet, found at the end of the lesson. Christ. • Secure copies of “All Are Called,” R-9 from By • Enduring Principles are uniquely expressed Request: Songs for the Community of Christ. throughout the church. • You will either need Internet access or visit the Daily Prayer for Peace page on the church’s home page (http://www.cofchrist.org/prayerpeace/). Print out the order of service for the day you teach this lesson and use appropriate parts in closing the class.

Study the scripture focus for this lesson: Acts 4:32–32. Also review the Enduring Principles section of Sharing in Community of Christ: Exploring Identity, Mission, Message, and Beliefs. – 21 – Youth Ages 12-18 with a copy of the journal page associated with this video clip available at the same website. Have pieces of bread available for the students. Allow them Activates background knowledge, several minutes to write their journal entries (the time prepares and motivates for lesson. depends on their age and attention span). Play soft music during this time. As students gather, use Group’s Throw and TellTM Storytellers Ball or something similar to share Draw attention to the words “share” and “our” in this with one another. After each student has had the lesson’s theme. Ask students what it means to share opportunity to share, explain that this lesson is on something. Have four students each read aloud one “Sharing Our Enduring Principles.” Have each of the verse from Acts 4:32–32 (or have fewer students take Enduring Principles listed on poster board to hold up turns). or attached to a wall. Explain that each of these is a significant part of the Community of Christ identity. 32“Now the whole group of those who believed were of one heart and soul, and no one claimed private Share with them the meaning of enduring principles: ownership of any possessions, but everything they owned was held in common. 33With great power the Enduring principles define the essence, heart, or apostles gave their testimony to the resurrection of soul of church identity, mission, and message. They the Lord Jesus, and great grace was upon them all describe the personality of the church as expressed 34There was not a needy person among them, for through its participants, congregations, and affiliate as many as owned lands or houses sold them and organizations throughout the world. Some call brought the proceeds of what was sold. 35They laid it enduring principles “core values.” Others call them at the apostles’ feet, and it was distributed to each “foundational concepts.” as any had need.”

Either offer a prayer or ask one of the students to • What did these disciples share? offer a prayer to gain insight during this lesson: • How was sharing part of their identity?

God, we ask for guidance in understanding today’s Draw attention to the word “enduring” in the theme. lesson—what it means to follow you, and to be more Ask students how something becomes enduring. As like you. We know you have created us and we are a faith community, the Enduring Principles are those your children. Help us to more fully understand the foundational ideas that have been obvious in the past, principles you would have us live by. In Jesus’ name are part of our identity now, and will be into the we pray. Amen. future. Ask students what forms their identity. Write down their responses on a poster board or flip chart. Ask Enduring Principles them to explain whether each response was an “enduring principle” or /something else (a physical Games characteristic; a relationship; etc.). Engage your students in the two games below to help them understand the Enduring Principles. Use one or both if time allows, or divide the class. One may meet Invites exploration the needs of your students better. and interaction Enduring Principles Charades

Play charades using the Enduring Principles. Divide the Begin this session with the video clip from Learning class into two teams. Make up slips of paper with one to Recognize God (Day 16) available from the Enduring Principle on each. Be sure to include two Community of Christ website at: http://www.cofchrist. or more of each one so the game doesn’t become a org/discernment/learning.asp. Provide each student – 22 – Youth Ages 12-18 simple elimination of what’s left. Have a student from Explain to students as you read each of the following the first team draw from the slips of paper. Give them statements that they are to match the statement with one minute to think of a way to act out the Enduring the Enduring Principle that most closely describes it Principle. The student then must act it out without and write the number of the statement in the box talking, or pointing to a person or object (traditional with that Enduring Principle (see illustration of sample charade rules). Give the student’s own team two square to left). Be sure to randomly select the order minutes to guess as the student acts it out. If the team of the statements below or copy and cut them apart, says the right Enduring Principle, award one point to then draw them randomly to read. Do not read the that team. If the student’s team did not guess correctly principle listed in paren- after time, allow the opposing team 30 seconds to thesis. This is provided as a come up with one answer. If it is correct, award the way for you to verify when team the point. someone has Bingo. You can continue to play until one • Grace and Generosity or all students have Bingo. As a student gets Bingo ask • Sacredness of Creation the student to share how • Continuing Revelation they have seen one specific Enduring Principle lived out in Community of Christ. Hand out small prizes as • Worth of All Persons appropriate for your class. • All Are Called 1. God’s grace, especially as revealed in Jesus • Responsible Choices Christ, is generous and unconditional. (Grace and Generosity) • Pursuit of Peace (Shalom) • Unity in Diversity 2. Having received God’s generous grace, we respond generously and graciously receive the • Blessings of Community generosity of others. (Grace and Generosity) After each round of charades, ask students how they 3. We offer all we are and have to God’s purposes as have seen that specific Enduring Principle lived out revealed in Jesus Christ. (Grace and Generosity) in Community of Christ. To keep moving, limit the responses to one per student. 4. We generously share our witness, resources, ministries, and sacraments according to our true capacity. (Grace and Generosity)

Enduring Principles Bingo 5. In the beginning, God created and called it all Copy and give out the Enduring Principles Bingo cards good. (Sacredness of Creation) for each student. You can find this card at the end of 6. Spirit and material, seen and unseen, are related. this lesson. Provide students with pens or pencils. (Sacredness of Creation) Have students write one Enduring Principle in each square, repeating as necessary to fill each square on 7. Creation’s power to create or destroy reminds their cards. Encourage students to do this randomly us of our vulnerability in this life. (Sacredness of and not to copy the pattern from their neighbors. Creation)

Enduring Principles: 8. God is still creating to fulfill divine purpose. (Sacredness of Creation) Grace and Generosity Sacredness of Creation 9. We join with God as stewards of care and hope for Continuing Revelation Worth of All Persons all creation. (Sacredness of Creation) All Are Called All Are Called Pursuit of Peace (Shalom) Responsible Choices 10. Scripture is an inspired and indispensable witness Blessings of Community Unity in Diversity of human response to God’s revelation of divine nature. (Continuing Revelation) – 23 – Youth Ages 12-18 11. God graciously reveals divine will today as in the 25. We are called to make responsible choices within past. (Continuing Revelation) the circumstances of our lives that contribute to the purposes of God. (Responsible Choices) 12. The Holy Spirit inspires and provides witness to divine truth. (Continuing Revelation) 26. God wants shalom (justice, reconciliation, well- being, wholeness, and peace) for all of creation. 13. In humility, individually and in community, we (Pursuit of Peace—Shalom) prayerfully listen to understand God’s will for our lives, the church, and creation more completely. 27. Jesus Christ, the embodiment of God’s shalom (Continuing Revelation) (peace), reveals the meaning of God’s peace in all aspects of life. (Pursuit of Peace—Shalom) 14. God views all people as having inestimable and equal worth. (Worth of All Persons) 28. The vision of Zion is to promote God’s reign on earth, as proclaimed by Jesus Christ, through 15. God wants all people to experience wholeness of the leavening influence of just and peaceful body, mind, spirit, and relationships. (Worth of All communities. (Pursuit of Peace—Shalom) Persons) 29. We courageously and generously share the 16. We seek to uphold and restore the worth of all peace of Jesus Christ with others. (Pursuit of people individually and in community, challenging Peace—Shalom) unjust systems that diminish human worth. (Worth of All Persons) 30. Led by the Holy Spirit, we work with God and 17. We join with Jesus Christ in bringing good news to others to restore peace (shalom) to creation. the poor, sick, captive, and oppressed. (Worth of (Pursuit of Peace—Shalom) All Persons) 31. We celebrate God’s peace wherever it appears or 18. God graciously gives people gifts and opportunities is being pursued by people of good will. (Pursuit of to do good and to share in God’s purposes. Peace—Shalom) (Responsible Choices) 32. The Community of Christ is a diverse, 19. Jesus Christ invites people to follow him by international family of disciples, seekers, and becoming disciples who share his life and ministry. congregations. (Unity in Diversity) (Responsible Choices) 33. Local and worldwide ministries are interdependent 20. Some disciples are called and ordained to and important to the church’s mission. (Unity in particular priesthood responsibilities and ministries Diversity) for the sake of the community, the congregation, 34. The church embraces diversity and unity through and the world. (Responsible Choices) the power of the Holy Spirit. (Unity in Diversity) 21. We respond faithfully, with the help of the Holy 35. We seek agreement or common consent Spirit, to our best understanding of God’s call. (All in important matters. If we cannot achieve Are Called) agreement, we commit to ongoing dialogue and 22. God gives humans the ability to make choices lovingly uphold our common faith in Jesus Christ about whom or what they will serve. Some people and the mission of the church. (Unity in Diversity) experience conditions that diminish their ability to 36. We confess that our lack of agreement on certain make choices. (Responsible Choices) matters is hurtful to some of God’s beloved 23. Human choices contribute to good or evil in our children and creation. (Unity in Diversity) lives and in the world. (Responsible Choices) 37. The gospel of Jesus Christ is expressed best in 24. Many aspects of creation need redemption community life where people become vulnerable because of irresponsible and sinful human choices. to God’s grace and each other. (Blessings of (Responsible Choices) Community) – 24 – Youth Ages 12-18 38. True community includes compassion for and end of this lesson. The questions on the worksheet solidarity with the poor, marginalized, and are: oppressed. (Blessings of Community) • Why is it important to share about this particular 39. True community upholds the worth of persons Enduring Principle? while providing a healthy alternative to self-cen- teredness, isolation, and conformity. (Blessings of • Who needs to receive this information? Who needs Community) to share it? 40. Sacred community provides nurture and growth • What exactly is the message to be shared? opportunities for all people, especially those who cannot fully care for themselves. (Blessings of • Where should the message be shared? Community) • When should the message be shared? 41. We value our connections and share a strong • How should it be shared? sense of trust in and belonging with one another—even if we never have met. (Blessings of Community) After they have had an opportunity to work on these questions, have students create a communication 42. Some disciples are called and ordained to piece. Encourage creativity. This can be done in many particular priesthood responsibilities and ministries for the sake of the community, the ways depending on the resources available: posters; congregation, and the world. (Blessings of PowerPoint presentations; videos; a skit; I-Phone App; Community) a computer game; or a TV commercial. 43. We are called to create communities of Christ’s Have groups share their creation after they have had peace in our families and congregations and 20–30 minutes to work on them.

Time of prayer, praise, Takes the learners from blessing, and hope. hearing to doing. To close this session, have as many as five students read the words to the hymn, “All Are Called,” R-9 Strategize for Sharing from By Request: Songs for the Community of Christ. Explain to students that an important part of sharing This hymn, written by former presiding evangelist the Enduring Principles is to consider how to best to Danny Belrose, works well as a poem. Your group may communicate them to others. In small groups, have also choose to sing. the students select which of the Enduring Principles most resonates with them at this time in their life. You Announce that the lesson’s closing prayer will be a could have students go stand by the ones posted on “Prayer for Peace.” Share with the students all or part the wall if this is what you did in the first session of of the following: this lesson. Encourage students to work together—so if they are the only one selecting their first choice, The Daily Prayer for Peace is a powerful witness of perhaps they could make a second choice. Community of Christ’s commitment to peace. Such regular, public expression symbolizes the church’s Once there are two or more in a group, explain unrelenting pursuit of peace as God’s intent for a that each group will make a communications plan bruised and divided world. responding to each of the following questions using the “Strategize for Sharing” worksheet. Provide each The Daily Prayer for Peace has impact far beyond student with a copy of this worksheet, found at the the church, its members, and the people who – 25 – Youth Ages 12-18 gather each day to experience the prayer. The congregation at the Temple is joined by numerous Planning Notes others from wherever they live and the entire world listens as this Temple becomes known as a place where each day the concern for peace is upheld in prayer.

The service is held in the Temple Sanctuary where the spoken voice of prayer rises almost 200 feet into the magnificent Temple spire, reaching out to the heavens and the earth. The 1,600- seat Sanctuary always has room to symbolically accommodate those around the world who join us in the prayers.

The prayer begins at 1:00 p.m. Central Time each day. Around the world, interested people know that we are praying for peace at the Temple, and can pause for a moment of silent prayer. The service lasts approximately 15 minutes.

Each day a prayer is offered for a specific country based on the World Council of Churches’ ecumenical prayer cycle, which joins our prayers with that of even more Christians throughout the world.

If you have Internet available you can visit http://www. cofchrist.org/prayerpeace/ and use parts of the Daily Prayer for Peace for the day the class meets. An option is to visit the site ahead of time, print out the order of service, and use appropriate parts in closing the class session.

– 26 – Youth Ages 12-18 Enduring Principles Bingo

Grace and Generosity Responsible Choices Sacredness of Creation Pursuit of Peace (Shalom) Continuing Revelation Unity in Diversity Worth of All Persons Blessings of Community All Are Called

– 27 – Youth Ages 12-18 33 Strategize for sharing

Circle the Enduring Principle your group will work on to communicate:

Grace and Generosity Worth of All Persons Pursuit of Peace (Shalom) Sacredness of Creation All Are Called Unity in Diversity

Continuing Revelation Responsible Choices Blessings of Community

 Why is it important to share about this particular Enduring Principle?

 Who needs to receive this information? Who needs to share it?

 What exactly is the message to be shared?

 Where should the message be shared?

 When should the message be shared?

 How should it be shared?

Use the box below to plan your communication piece.

34

– 28 – Youth Ages 12-18 Teacher Preparation

Pray for guidance as you seek to offer this lesson to students.

Read through the entire lesson and decide how best Sharing to tailor it to your students and the environment in which they are sharing. If you do everything in this God’s lesson, you will need: Mission in • A colorful ball of string or yarn. • Have a way to provide music. the World • Ask a student to provide the opening prayer. You may wish to copy the one provided or encourage them to write their own on the lesson’s topic. • Have Bibles and the Doctrine and Covenants available for each student or each pair of students. • Download and begin this session with the video clip from Learning to Recognize God (Day 15) available from the Community of Christ website at: http://www.cofchrist.org/discernment/learning. asp. Provide each student with a copy of the journal page associated with this video clip, available at the same website. Have a map of the world available for each student, found at the end of the lesson. • Make a copy of the “Jesus’ Mission—Our Mission” handout for each student, found at the end of the lesson. Teaching Points • Lots of scrap paper, pens, and pencils. • We tell others about Jesus Christ by • Computer, printer, and business card forms. generously sharing our witness, resources, and our help. • Recent newspapers and magazines (with current event pictures and articles) that show God • True community includes love and working in our world. Provide each student with acceptance of those who cannot care for scissors, poster board or heavy paper and glue themselves. sticks. • Taking part in communities (local and • Bread and grape juice, Communion Prayers worldwide) is the way we live as disciples (Contemporary – Combined) found http://www. of Jesus Christ.. cofchrist.org/sacraments/communion/Communion- prayers.asp • Secure copies of “Lord Jesus, of You I Will Sing,” #31 from Sing for Peace.

– 29 – Youth Ages 12-18 • Ask an evangelist who knows your students to share in a blessing at the end of your class. Invites exploration Study the scriptures for this lesson: John 21:15–17; and Doctrine and Covenants 162:7a, d; Luke 4:16–21; interaction and17 January 2010 Counsel to the Church 2a, b. Begin this session with the video clip from Learning to Recognize God (Day 15) available from the Community of Christ website at: http://www. cofchrist.org/discernment/learning.asp. Provide each student with a copy of the journal page associated with this video clip available at the same website. Have a copy of the world map available for each Activates background knowledge, student. Find these at the end of the lesson. Allow prepares and motivates for lesson. students several minutes to write their journal entries (the time depends on their age and attention span). After all students have arrived, share with them Play soft music during this time. this session’s theme “Sharing God’s Mission in the World.” Have students sit in a close circle. Using a Distribute copies of the “Jesus’ Mission—Our colorful ball of string or yarn, explain as you toss it Mission” handout, found at the end of the lesson. to a student, that each person is to remember who Encourage students to record their responses during threw it to them, and who they threw it to. As the ball the following discussion. is tossed, students are to keep hold of the string or yarn, so the ball unravels. After the first round (making In groups or as an entire class, read John 21:15–17: sure everyone has had a chance to both receive and throw), explain that you will repeat the same pattern 15“When they had finished breakfast, Jesus said again. This time, you will share something you hope to Simon Peter, ‘Simon son of John, do you love me for the person you are throwing it to. It’s fine if the more than these?’ He said to him, ‘Yes, Lord; you students talk and get input from others so that what know that I love you.’ Jesus said to him, ‘Feed my they hope for the other person is important. lambs.’ 16 A second time he said to him, ‘Simon son of John, do you love me?’ he said to him, ‘Yes, Lord; Pause, and ask one of the students to offer prayer to you know that I love you.’ Jesus said to him, ‘Tend gain courage for mission: my sheep.’ 17He said to him the third time, ‘Simon son of John, do you love me?’ Peter felt hurt because God, today’s lesson is about your mission in our world. he said to him the third time, ‘Do you love me?’ We pray that we might have a clearer understanding And he said to him, ‘Lord, you know everything; you of your mission and the courage to serve you in that know that I love you,’ Jesus said to him, ‘Feed my mission. In Jesus’ name. Amen. sheep.’”

Afterward, ask students to let go of the yarn or string • What does it mean to love Jesus? and drop it on the floor or ground. As this happens • What does it mean to “tend my (Jesus’) sheep”? explain that Community of Christ is a tapestry To “feed my (Jesus’) sheep”? of people around the world who speak different languages, honor different customs, but share together • Who are Jesus’ lambs or sheep? Why call them their witness and resources. lambs or sheep? • Why do you think Jesus repeats this three times?

Clarify as needed that Jesus was talking about accepting and loving those most vulnerable. – 30 – Youth Ages 12-18 Continue by having the students read Doctrine and Or “let the oppressed go free”? Who are captive, Covenants 162:7a, d: blind, and oppressed today? (Teacher: Is this just spiritual, or is it physical today as well?) a) “There are many lives waiting to hear the redeeming words of the gospel, or to be lifted from • What would it mean for that scripture to be hopelessness by the hands of loving servants. But they “fulfilled” today? will be lost to you without the generous response of To understand Jesus’ mission, it is important to disciples who share from their own bounty that others d) understand missio Dei (this is a Latin term meaning may know the joys of the kingdom. Each disciple “God’s mission”). needs a spiritual home. You are called to build that home and care for it, but also to share equally in the Write the phrase missio Dei where students can see it. outreaching ministries of the church. In that way the gospel may be sent to other souls also yearning for a Mission is not an activity of the church, but an attribute spiritual resting place.” of God. God is a missionary God. The church engages in the mission of God. The church’s mission is a subset • How does helping “tell” others about Jesus? of a larger whole. That is, Community of Christ is part of God’s mission to the world and not the entirety • How does sharing resources “tell” others about of God’s work in the world. The 17 January 2010 Jesus? Counsel to the Church confirmed this, reading from • What does it mean to be generous with our help? 2a, b: Our resources? …the redemptive action of God in Christ—while The identity, mission, message, and beliefs of uniquely and authoritatively expressed through Community of Christ include living out our discipleship the church—in not confined solely to the church. in community. We are responsible for one another: God’s grace, revealed in Jesus Christ, freely moves our salvation is worked out with brothers and sisters throughout creation, often beyond human perception, in Christ. Jesus taught this mission in his words (Luke to achieve divine purposes in people’s lives. 4:16–21) and his actions (teachings, parables, actions, and miracles). • How have you seen God working in the church?

Have students read Luke 4:16–21: • How have you seen God working in the world beyond the church? 16 When he came to Nazareth, where he had been Write these responses on a flip chart or use another brought up, he went to the synagogue on the way for everyone to see the responses. Sabbath day, as was his custom. He stood up to read, 17and the scroll of the prophet Isaiah was given to him. He unrolled the scroll and found the place where it was written: 18“The Spirit of the Lord is upon me, because he has anointed me to bring good news to the poor. He has sent me to proclaim Takes the learners from release to the captives and recovery of sight to the hearing to doing. blind, to let the oppressed go free, 19to proclaim the year of the Lord’s favor.” 20And he rolled up the scroll, gave it back to the attendant, and sat down. The eyes of all in the synagogue were fixed Write a Personal Mission Statement on him. 21Then he began to say to them, “Today this A mission statement is a formal, short, written scripture has been fulfilled in your hearing.” statement of the purpose of an organization, a company, or a person. The mission statement should This scripture has been referred to by some as a guide actions, spell out an overall goal, provide a sense statement of Jesus’ mission. The scripture passage calls of direction, and guide decision-making. Many people Jesus’ followers into the same types of behaviors and write personal mission statements to center their ministries. work, ministry, and personal life. Mission statements • What does it mean today to “bring good news to also change over time—so help students to realize that the poor”? while their purpose needs to be an overall direction for their life, they have the opportunity to evaluate • What would it mean today to “proclaim release to their mission statement and change it in the future. the captives” and “recovery of sight to the blind”? – 31 – Youth Ages 12-18 • What is your mission in life? Think beyond today, or even this year.

Have students write personal mission statements. Time of prayer, praise, Provide pens or pencils and scrap paper for students blessing, and hope. to practice. If possible, provide a way students might type or write these onto a business card. Blank To celebrate the end of the class and to send students business cards are available at many office supply into the world for mission, have a worship service and stores. include the Lord’s Supper. Communion will be rich blessing for the students. Ask each student to offer a • How might congregations integrate their religious prayer for their congregation and community. Include life with economic activity? “Lord Jesus, of You I Will Sing,” #31 from Sing for • What “things of value” might congregations Peace, as a closing hymn. If an evangelist is available, produce to create revenue that supports God’s ask for a prayer of blessing to end the service. It mission in the world? would be helpful if the evangelist was familiar with the students. Encourage an evangelist to visit the class Discerning God’s Mission either regularly or periodically before the last session. in the World Using recent newspapers and magazines have students look for pictures and articles that they believe show God working in our world. Provide each student with scissors, poster board or heavy paper, and glue sticks. Have them cut out and attach the pictures and articles in a collage. Another choice is to have students work in groups to create the collages. This will save on the number of newspapers and magazines needed.

Helping People to Help Themselves about Outreach - look at website, read some stories, take on a project like Hunger Challenge or activity to purchase something from the OutreachShop.

– 32 – Youth Ages 12-18 Jesus’ Mission—Our Mission

In response to John 21:15–17, what does it mean to love Jesus?

In response to Doctrine and Covenants 162:7a, d, how does helping others and generously sharing our resources tell others about Jesus?

In response to Luke 4:16–21,

• What does it mean today to “bring good news to the poor”? • What would it mean today to “proclaim release to the captives” and “recovery of sight to the blind”? Or “let the oppressed go free”? Who are captive, blind, and oppressed today? • What would it mean for that scripture to be “fulfilled” today?

In respond 17 January 2010 Counsel to the Church 2a, b

• How have you seen God working in the church? • How have you seen God working in the world beyond the church?

– 33 – Youth Ages 12-18 – 34 – Youth Ages 12-18 43 Teacher Preparation Sharing Pray for guidance as you seek to offer this lesson to students. as a Read through the entire lesson and decide how best to tailor it to your students and the environment in which they are sharing. If you do everything in this 6 Generous lesson, you will need: • Several reproductions of the small copper coin (on Disciple this page). • Audio equipment and soft music to play. • Copies of the Bible and the Doctrine and Covenants for each student or each pair of students. • Download the video clip on generosity from Learning to Recognize God (Day 18) available from the Community of Christ website at: www. CofChrist.org/discernment/learning.asp. Print for each student a copy of the journal page associated with this video clip, available at the same website. • Paper, pens, and pencils for each student. • Copies of the “Tithing of Talent and Treasure in Community” handout, one for each student, found Teaching Points at the end of the lesson. • God’s grace, especially as revealed • Copies of “The Champagne Window” by the Rev. in Jesus Christ, is generous and Dr. James P. Wind, found at the end of the lesson. unconditional. One for each student or small group. • Having received God’s generous grace, • Ask a Congregational or Mission Center Financial we respond generously, and graciously Officer who knows your students to share in a receive the generosity of others. blessing at the end of your class. • We offer all we are and have to God’s purposes as revealed in Jesus Christ. Study the scriptures for this lesson: Mark 12:41–43, Doctrine and Covenants 163:9. • We generously share our stories, resources, ministries, and sacraments according to our true capacity.

Mites, smaller than a dime. Two are worth one penny. Ancient mites can be purchased from coin dealers today.

– 35 – Youth Ages 12-18 Invites exploration Activates background knowledge, and prepares and motivates for lesson. interaction

Scatter, on a table or places around the room, copies In groups or as an entire class, read Mark 12:41–44 of the widow’s two small copper coins (copy from the NRSV: previous page and cut out). In the time of Jesus, the copper coin was one of the smallest coins, of the least 41 He sat down opposite the treasury, and watched value. The coins were so common, that many are still the crowd putting money into the treasury. Many available today from coin dealers. Have youth look at rich people put in large sums. 42 A poor widow the “coins” and then gather them. Explain that two came and put in two small copper coins, which of these coins are worth less than one of the smallest are worth a penny. 43 Then he called his disciples coins we have. (Note to teacher: show an example and said to them, “Truly I tell you, this poor of whatever the smallest coin is in the currency of widow has put in more than all those who are your country). Yet in today’s story, this was the total contributing to the treasury. 44 For all of them have fortune of one poor widow. contributed out of their abundance; but she out of her poverty has put in everything she had, all she Explain this session’s theme “Sharing as a Generous had to live on.” Disciple” and invite the students to sit in a close circle. Give each a half-sheet of paper and a pencil or pen, Spread the reproductions of the copper coin in the and tell them to write down how much money they center of the circle. Say that it would take two of have in their pockets, in savings and other accounts. these to equal less than one of the smallest coins we Tell them this is for their eyes only; it will not be have. (Note to teacher: use the smallest coin in the shared. currency of your country). Even during the time of Jesus in Jerusalem, a copper coin was worth little. After time for them to calculate their “personal Discuss: wealth,” ask if they would be willing to give their entire “fortune” to God, to the work of the church. In Who did Jesus tell this story to? Why? today’s story, there was a poor woman who did. • The widow gave all the money she had to live on. Think about how much money you have. What Pause, and ask one of the students to offer a prayer for would it mean to you this week to give all of that courage to share generously. up today? • Ask students to respond aloud to this question: What would you have to do without if you gave up all the money you had today? • What would compel you to give all that you had today?

Community of Christ upholds nine Enduring Principles. One of those Enduring Principles is “Grace and Generosity.” God has given us so much, we realize that our response can never reach as high or go as far.

– 36 – Youth Ages 12-18 Continue by having the students read Doctrine and with the students the purpose of this object lesson Covenants 163:9: is to see how the generous sharing of our individual talents and treasures combined with those of others 9 Faithful disciples respond to an increasing can help our communities. Have groups present their awareness of the abundant generosity of God by ideas to the entire class. sharing according to the desires of their hearts; not by commandment or constraint. Break free Read and Respond to “The of the shackles of conventional culture that mainly Champagne Window” promote self-serving interests. Give generously In small groups, have students read “The Champagne according to your true capacity. Eternal joy and Window,” a reflection written by the Reverend Dr. peace await those who grow in the grace of James P. Wind, found at the end of this lesson. Have generosity that flows from compassionate hearts students answer the question at the end of the without thought of return. Could it be otherwise reflection: “Might there be merit in reconsidering the in the domain of God, who eternally gives all for Dom Perignon Option?” the sake of creation? • How might congregations integrate their religious • Does the scripture command us to give a certain life with economic activity? amount? What does it say instead? • What “things of value” might congregations • What does it mean to give “according to your produce to create revenue that supports God’s true capacity”? How do you discover your true mission in the world? capacity?

For added understanding, go online at www. CofChrist.org/enduringprinciples/gracegenerosity.asp and www.CofChrist.org/D&C163/163-9_davis.asp. to read interpretations of “Grace and Generosity” by Time of prayer, praise, Presiding Evangelist David Brock and by R. Paul Davis, blessing, and hope. Counselor to the Presiding Bishopric. Choose a hymn to sing of generosity and giving. Invite the congregation’s or mission center’s financial officer to share a sending forth blessing. Ask students, if they choose to do so, to offer Takes the learners from a statement of God’s grace to them and a hearing to doing. commitment to respond generously to God.

Share Your Response Show the video clip from Learning to Recognize God (Day 18) available from the Community of Christ website at: www.CofChrist.org/discernment/learning. asp. Give each student a copy of the journal page Day 18, about giving, available at the same website. Allow students several minutes to write their journal entries.

Tithing of Talent and Treasure in Community All that we are and have is from God. In small groups, have students work together to complete the worksheet “Tithing of Talent and Treasure in Community,” found at the end of this lesson. Share – 37 – Youth Ages 12-18

Tithing of Talent and Treasure in Community  Talents

are those skills, gifts, and abilities that you can do or be (singing, sports, public  Treasures speaking) are those things that you have in your possession (musical instruments, sports  Tithing equipment, books, art supplies) (one‐tenth) is the scriptural principle of giving back to the community part of that which God has given you.

Talent Treasure

List the talents you have in the box above. List the treasures you have in the box above. Combine those with the others in your group to Combine those with the others in your group to come up with a creative way to help your come up with a creative way to help your community. List the ideas below. community. List the ideas below.

Talent Treasure

41

– 38 – Youth Ages 12-18 Champagne Window by the Rev. Dr. James P. Wind, President of the Alban Institute

Last summer, I stood in the nave of the If one looks closely enough, a Benedictine Cathedral of Notre Dame de Reims, trying to monk with a famous name, Dom Perignon, take in the glory of one of France’s greatest comes into view. This window, constructed to buildings. Begun in 400 CE and rebuilt celebrate the champagne economy that now many times, the cathedral is one of France’s surrounds the cathedral and the city of Reims, holiest sites and the place where most of the also bears witness to a deeper and longer story. monarchs of France received their crowns. Beneath Reims and running right up to the A Gothic masterpiece, the building is also cathedral and the neighboring abbey is a vast a great symbol of the complex relationship network of chalky tunnels. Along their many that exists between communities of faith and miles, millions of bottles of Dom Perignon, their surrounding economies. Throughout Veuve Clicquot, and Taittinger champagnes the Middle Ages, this cathedral was both a age. For centuries, countless monks like sign and a product of the great wealth of the Dom Perignon scurried through the warren French kings. The building tells the Christian of tunnels, shuttling between their times of story in its great windows and carved stones. prayer and their daily work of fermenting the However, its sculpture, stained glass, and ripened grapes. Once upon a time, the window sacred treasures also make it clear who paid reminds us, and for a long time, communities the bills. Only a feudal economy could have of faith, like the great Order of St. Benedict, produced it. In World War I, another wealthy integrated work and prayer, money and faith, in power, Germany, and a different economy a way of life that benefited many. brought the cathedral to its knees. Years later, an infusion of new wealth, this time from Having walked the champagne cellars of the Rockefellers, resurrected the building, Reims, I wonder if maybe congregations limit replacing destroyed stained glass with their options with a too simple “stewardship” windows designed by Marc Chagall and other mindset. The champagne window reminds contemporary artists. Now a new global us that once upon a time faith communities tourist economy keeps the cathedral alive as integrated their piety with surrounding sightseers buy tickets and souvenirs. economic activity. They did work that created things of value to human beings and produced As I strolled through the nave, one of revenue that supported still larger missions. the newer windows caught my eye. Might there be merit in reconsidering the Dom The Champagne window by Jacques Perignon option? Simon, completed in 1954, celebrates the local economy; its scenes of grapes and The Reverend Dr. James P. Wind is president of the Alban Institute and a prominent voice in the wider winepresses seem out of place next to all conversation about the role of religion in America the kings and biblical figures. Its three lancets and the value of congregations. Reprinted with depict the hard work of making champagne. permission.

– 39 – Youth Ages 12-18