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Home , Bethlehem Chapel, Longyearbyen, Moravians (tribe), Moravian Church, Nicobar Islands

Living Branches Growing in , Love & Hope

Upper Elementary Grades 3-5

The Moravian in America Northern & Southern Provinces 1 Preliminary Copyright © 2017 by the Interprovincial Board of Communication, in America 1021 Center St. • , • 18018 www.moravian.org selection from the 1995 Moravian Book of Hymn #679 © Hope Publishing; Hymn #684 by Ted Wilde Used with permission. Original maps by FreeVectorMaps.com. Used with permission. We thank those who provided additional art.

Preview edition. Licensing and credits pending.

2 Preliminary Getting Ready

About this Curriculum The question is often asked, “Who are the Moravians?” And someone answers, “They are the people that hang those lighted stars on their porches,” or “Those are the people that have lovefeasts and candlelight services during holidays,” or still “They sing such beautiful .” As a matter of fact, these traditions are often an easy way for young Moravians to describe their church, too. In his August 12, 1917 address to Home Moravian Church in observance of the “spiritual birthday” of the Renewed Moravian Church, J. Kenneth Pfohl spoke these words:

“But however beautiful they may be or however much they may be of service, such customs cannot make a church a means of grace and blessing. They are more like the outer garments, the dress, or the framework of the church. If you want to know a Church you must get close to her heart, you must understand her spirit, you must gain her point of view, you must feel her passion, and you must see her purpose. There is where individuality lies. And there is where you will find that which makes the Moravian Church a church, one with and yet distinct from her sister churches.”

It is the hope that this curriculum material will lead the young people of our congregations to understand and express that the outward things – the beloved music and traditions of the Moravian Church- are not simply decorative, but also significant, being grounded in a history rich in a passion and single-minded purpose for .

6 Preliminary Getting Ready

Curriculum Notes

❧❧ Lessons are intended to be 60 minutes in length, from introduction to closing. In each lesson plan, the introduction is separate from the activities to provide churches the option of offering a 15-minute introduction prior to students moving to their Sunday School classrooms and teachers. ❧❧ Certain aspects of the lessons (the map and story) are designed to give students the “big picture” while others (the timeline, hymn, scripture, and activities) are designed to explore the most important details related to the “big picture.” ❧❧ The scriptures (CEV-Common English Vresion ), hymns, and stories have been printed in such a way that two-sided copies can be made and given to students. ❧❧ Materials that are not typically found in a Sunday school classroom will be listed in bold font throughout the lessons. ❧❧ If an activity requires special advance preparation, this is indicated in the activity description. ❧❧ Some directions in the lessons may seem repetitive, but this is intentional in the event that different people teach lessons to the students during the unit. ❧❧ Each lesson contains a story. Suggestions for sharing the story can be found in the “Resources for Teachers” section. ❧❧ All lessons refer to a large world map and timeline that has been posted in the classroom in advance of the first lesson. The “Resources for Teachers” section offers a way to create and share these visual aids with students. Please feel free to add your own creative spin to the suggested materials and methods. ❧❧ Images, dates, events, etc. for the timeline and world map are included in the “Resources for Teachers” section. ❧❧ Handouts for students are included in the “Resources for Students” section.

7 Preliminary Lesson Two: John Hus

Today’s Scripture I Corinthians 15:58

As a result of this, my loved brothers and sisters, you must stand firm, unshakable, excelling in the work of the Lord as always, because you know that your labor isn’t going to be for nothing in the Lord.

Today’s Hymn (#675) What Brought Us Together, Verse 1

What brought us together, what joined our hearts? The pardon which , our High Priest, imparts; tis this which cements the disciples of Christ, who are into one by the Spirit baptized.

This page may be copied for each student to use and take home. 15 Preliminary TODAY’S STORY John Hus

an “John” Hus was born in a place called . He was a poor boy who took care of farm animals, but he had a beautiful singing voice and Jhe sang songs to while he worked the farm. At that time, only rich boys could go to college, but John wanted to go, too. The college said that if he sang in their choir, they would pay for him to attend classes. John studied hard and became a teacher and a priest in the city of . He became very popular, preaching to thousands of people. His fans included a queen, rich noblemen, and teachers, along with regular men, women, and children. But the more he preached, the more John angered other priests and , and even popes and kings. During this time in history, people had no choice but to join the ancient Roman , which was a part of the government. It was very dangerous to speak out against this church, but Hus felt strongly that should live like Jesus and follow the laws of Jesus. Because he preached to thousands of people and broke the laws of the church, John got into a lot of trouble. The church leaders put him in prison, and on July 6, 1415, after a very unfair trial, it was ordered that John be killed by being burned to death. The last thing John Hus did before he died was sing about Jesus. Some call John Hus the founder of the Moravian Church, but that’s not quite true. John was a Roman Catholic when he was born and when he died. But his life and death did not go unnoticed. John Hus believed all people— people like you and me— should be able to live out their faith without fear of being arrested or killed. His ideas survived through the years among lots of people, including future Moravians. And every year, on July 6, the people of the Moravian Church remember John Hus’ life and work.

16 in America. Church Moravian © 2017, Preliminary Lesson 2: John Hus

By The End Of Lesson 2, Students Should Know… ❧❧ There was a time long ago when there was only one kind of church, and the government insisted that everyone had to be a member of this one particular church. ❧❧ There were men and women who disagreed and spoke against some of the beliefs and practices of this one church, John Hus being one of them. ❧❧ Even though John Hus wasn’t the one who started the first Moravian Church, our history can be traced all the way back to his idea that faith should be centered on Christ.

Students May Need Help In Understanding… ❧❧ The Catholic Church that Jesus Christ is the Son of God, just like the Moravian Church; however, different Christian churches have different practices, traditions, and scriptures that they focus on as their core system. ❧❧ The Catholic Church is different today than it was during ancient times and continues to make changes just like the Moravian Church makes changes. As an example, in 1999 Pope John Paul II apologized for the execution of in 1415.

Lesson 2: Introduction ❧❧ Welcome students and explain today’s topic by sharing new pictures, dates, events, and locations added to the map and timeline (see “Resources for Teachers”). ❧❧ Print today’s hymn verse in large, bold marker on chart paper and hang this on the wall. Say: Today we will be learning about John Hus. John Hus wrote hymns on the walls of in order to teach the songs to the worshipers. ❧❧ Students will repeat each stanza after you (first time through, read it; second time through, sing it). This pattern of learning hymns can be repeated for the hymns in future lessons. ❧❧ Ask students to open their and read the scripture verse(s) together. ❧❧ Explain that today’s hymn verse(s) and scripture passage(s) were chosen especially for today’s lesson. Ask students to listen for how they relate to today’s story and activities.

17 Preliminary Lesson 2: John Hus

Lesson 2: Activities Activity 2.1: Students are introduced to today’s topic in Moravian history. Idea to Reinforce: See “By the End of Lesson 2, Students Should Know…”

Gather students in the storytelling area and share “John Hus.”

Storytelling Suggestions It will be helpful for students to refer to the map from last week while you are reading. Be sure to pause and give time for discussion and clarification as needed, especially with unfamiliar places and words.

Activity 2.2: Students will learn how Moravians view forgiveness. Idea to Reinforce: The early Roman Catholic Church required people to pay money so that their sins could be forgiven. Hus preached that only Jesus can redeem (save) us.

Before Sunday ❧❧ Make play money in denominations from $5 to $100, one per student.

On Sunday ❧❧ Give each student one piece of play money. Line students up from the smallest amount to the greatest dollar amount on his/her card. Make a big deal about the ones with $100. Say “We were just pretending, but how did you feel about the amount of money you were given? (Students respond.) This is not what God had in mind when he redeemed all of us. “Redeems” means “forgives” or “saves.” According to God, we are all worth $100. In fact, in God’s eyes, we are priceless. God saved us by sending his Son, Jesus. Jesus is the one who paid the price for our sins to be forgiven. John Hus believed this, and because he spoke out loudly about his beliefs 600 years ago, today when we do something wrong, we can talk with God and ask him to forgive us.

18 Preliminary Lesson 2: John Hus

Activity 2.3: Students will experience the frustration of being unable to read God’s Word and that being able to read God’s Word whenever we choose is a gift to us from our early history. Idea to Reinforce: Hus believed that the Bible should be written in the language of the people, but the church that he belonged to didn’t agree with this.

Before Sunday ❧❧ Purchase or secure donations of brown paper lunch bags and newsprint.

On Sunday ❧❧ Give each student the first half of thehandout “Decode It, Then Stow It” (see Resources for Students), and ask them to tell you what it says (which they obviously won’t be able to do). Then give each student the second half of the handout so that they can “translate” the message to reveal a scripture passage in their native language. (This scripture passage, I John 3:18, relates to Hus’ viewpoint that believing in God is not enough, but that one’s faith must be completed in love, by which he meant love for one’s neighbor.) Next, students will create a loaf of bread using brown paper lunch bags stuffed with newsprint in order to hide their deciphered Bible verse inside and finally sealing the “loaf.” (Tell students that during and after Hus’ life, translated Bibles were hidden in loaves of bread because the authorities were burning every copy they could find.) Then take students to the sanctuary to count the Bibles to underscore the significance of Hus’ radical idea on the lives of modern day Christians.

Lesson 2: Closing ❧❧ Read today’s scripture (1 Cor. 15:58) and hymn verse (#675 vs. 1) again, asking students to comment on how the words connect with today’s story and activities. Sing the hymn if time permits. ❧❧ Students help clean up and return lesson materials to their proper places. Students should keep all maps and story sheets in a personal folder throughout the 13-week unit. ❧❧ Close in .

19 Preliminary 1505 hymnal. publish the The Unity of the Brethren first Protestant birthday. Patriarch and other to form the in Kunwald Gregory the Unity of the meet Brethren. This March 1, 1457 1, March is our church’s is our church’s martyred. John Hus is July 6, 1415 July 1402 John Hus Bohemia. Chapel in becomes the of Bethlehem Catholic priest Preparing for Teaching • Timeline Layout for Teaching Preparing Copy images from Forthe “Resources section to Teachers” post above timeline dates. Dates can be written on strips of construction paper, color-coded for each lesson (e.g., Lesson2 dates are on green Lesson 3 dates paper, are on blue paper). Events can be listed on white or buff 12x18 construction paper. ❏ ❏ ❏ ❏ ❏ ❏ Directions 78 The purpose of the timeline is to list key events in Moravian history. Preliminary 0 Apia (U.S.) (N.Z.) SAMOA Samoa Tokelau American (U.S.) Pago Pago Pago TONGA Nuku'alofa (U.S.) 30 30 Howland Island Howland 803744AI (G00010) 1-15 Mata-Utu Futuna (FRANCE) Wallis and Wallis (U.S.) K I R B A T Baker Island Baker Midway Islands (N.Z.) ISLANDS Funafuti KERMADEC TUVALU FIJI January 2015 Suva Tarawa Majuro Boundary representation is not necessarily authoritative. Boundary representation ISLANDS MARSHALL S O U T H NAURU P A C I F VANUATU Port-Vila O C E A N (N.Z.) (U.S.) Yaren District

CHATHAM ISLANDS CHATHAM

Wake Island Wake

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Auckland

N A Noumea ISLANDS (N.Z.)

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¯chi Noril'sk PAKISTAN Kabul Hydera Heard Island and Omsk Kara ¯r Sea (FRANCE) Shymkent ¯t Arabian Tashkent Kandaha Astana Hera AFGHANISTAN UZBEKISTAN ¯n Muscat MAURITIUS Port Louis Port Shelf ¯heda Gulf ofGulf Oman Za Amery Ice Amery Victoria Tyumen' Ashgabat OMAN ÎLES KERGUELEN K A Z H S T N OMAN (YEMEN) Socotra (Fr. S. and Ant. Lands) (Fr. Kara Sea 90 90 (FRANCE) Mashhad Chelyabinsk Sea Aral ¯z Denis Saint- birthday. Tromelin Island Abu Patriarch EMIRATES Dhabi ¯ Yekaterinburg ¯n TURKMENISTAN (FRANCE) Reunion UNITED ARAB and other Shira French Southern and Antarctic Lands ¸faha I R A N Es Persian (FRANCE) Gulf to form the Tehran SEYCHELLES Orenburg ¯z in Kunwald Doha Gregory the Unity of the Glorioso Islands Perm' Aqtaü QATAR (Aktau) City Atyraü Ahva Qom KUWAIT Sea Kuwait Gulf of Aden Gulf SOMALIA Manama YEMEN Hussites meet Mogadishu Caspian ¯ Kermanshah BAHRAIN Brethren. This March 1, 1457 1, March ¸rah is our church’s is our church’s Samara Antananarivo Hargeysa Sanaa Tabriz ÎLES CROZET AZERBAIJAN MADAGASCAR Djibouti COMOROS Aden Al Bas ARABIA Mayotte Riyadh ' DJIBOUTI (FR.) (Fr. S. and Ant. Lands) (Fr. Erbil Saratov claimed by COMOROS) claimed by (administered by FRANCE, by (administered Moroni Mosul Astrakhan' IRAQ Juan de Nova Island Mombasa Dar es Salaam Mecca ARMENIA SAUDI Medina Channel Baghdad Addis ¯ Asmara Ababa Jeddah Nizhniy Mozambique Ul'yanovsk Novgorod NOVAYA ZEMLYA Island Nairobi Europa Sea (FRANCE) 60 60 ERITREA Volgograd Red ETHIOPIA Mek’ele Rostov Bassas KENYA (FRANCE) da India Aleppo SYRIA Gaziantep LAND Damascus Voronezh Amman Lake Blantyre Nyasa JORDAN MALAWI Yaroslavl' Lake FRANZ JOSEF Lilongwe Victoria Kassala Arkhangel'sk MOZAMBIQUE Azov Port Sudan Port Sea of Sea Beira Dodoma Kharkiv Maputo ISLANDS Beirut Juba TANZANIA 13 UGANDA ¯n Adana Donets'k Lake Onega ISRAEL 16 Jerusalem LEBANON Mbabane PRINCE EDWARD Kampala Durban () T U R K E Y Kigali Black Sea SWAZILAND BURUNDI Aswa Bujumbura White Sea Tel Aviv-Yafo Tel CYPRUS Konya ¯ Odesa Barents Bulawayo Khartoum Cairo Omdurman Harare Pretoria Bursa SOUTH SUDAN Istanbul Al Jizah Lake Maseru Lake S U D A N Ladoga ZIMBABWE Ndola Tanganyika

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Murmansk RWANDA . I ( E G Y P T Alexandria MOLDOVA Kisangani Lusaka Homyel Nyala Port LESOTHO (GR.) Crete ¸inau U K R A I N E ZAMBIA Lubumbashi Elizabeth Mbuji-Mayi Chis 8 BELARUS Johannesburg ¯ BULGARIA LAT. L'viv EST. ¯zi Gaborone BOTSWANA ROMANIA FINLAND SOUTH AFRICA 30 30 LITH. REPUBLIC ¯ GREECE Bengha DEMOCRATIC KOS. SERBIA Kraków ALB. OF THE CONGO CENTRAL 15 Sea . Baltic of 2 Gulf CHAD Bothnia POLAND Lódz HER. MONT. RUSSIA BOS. & CROATIA AFRICAN REPUBLIC Bangui (IT.) Kinshasa THE 1 N'Djamena () Sicily ANGOLA NAMIBIA REP. OF REP. CONGO Windhoek L I B Y A Prague Cape Luanda Tripoli CZECH REP. CZECH AUSTRIA SLOVENIA MALTA Yaoundé Naples Brazzaville SAN Walvis Bay Walvis (IT.) MARINO CITY 3 GABON Benguela VATICAN Sardinia Douala Libreville LIECH. Milan Namibe (Cabinda) ANGOLA CAMEROON Frankfurt Frankfurt Tunis TUNISIA Longyearbyen Kano A n t a r c i Genoa Turin GERMANY Abuja Sea Pointe-Noire Cologne NORWAY (FR.) Luxembourg LUX. Corsica N I G E R NIGERIA Malabo Norwegian S O U T H E R N C A SWITZ. (NORWAY) (SP.) Twenty-one of 28 Antarctic consultative countries have made no countries have consultative 28 Antarctic of Twenty-one and the United States (although Russia territory Antarctic claims to the do not recognize do so) and they the right to reserved have the other countries. claims of Ogbomoso 0 0 Ibadan ISLANDS NETH. BALEARIC Bouvet Island Bouvet Sea Lyon Lagos Algiers Amsterdam BELGIUM North Sâo Tomé Marseille Constantine Lille Annobon Novo Porto- (EQUA. GUI.) (EQUA. BENIN FRANCE Niamey TOGO Bordeaux Gulf of Guinea Oran Toulouse ARCTIC OCEAN ARCTIC Lomé ANDORRA (U.K.) UNITED Glasgow (U.K.) A L G E R I FASO KINGDOM (U.K.) martyred. GHANA (DEN.) Accra Faroe BURKINA (NORWAY) Timbuktu Islands Bay of Bay Jan Mayen Birmingham Man Biscay (U.K.) Greenland Sea Isle of M A L I EQUATORIAL GUINEA EQUATORIAL Jersey Málaga (SP.) Bilbao Ouagadougou Fès Melilla SAO TOME AND PRINCIPE SAO John Hus is Guernsey 7 Sevilla July 6, 1415 July Saint Helena (SP.) CÔTE Sea Abidjan Tórshavn D'IVOIRE Celtic Marrakech Ceuta Bamako IRELAND Yamoussoukro Gough Island Rabat Porto (U.K.) TRISTAN DA CUNHA DA TRISTAN Casablanca PORTUGAL MOROCCO (U.K.) LIBERIA Rockall 30 30 Laayoune GUINEA Ascension MAURITANIA and Tristan da Cunha Monrovia Equator LEONE SIERRA Nouakchott Saint Helena, Ascension, (SP.) Sahara SENEGAL Western Freetown Conakry CANARY ISLANDS CANARY S O U T H O C E A N (PORT.) Reykjavík MADEIRA ISLANDS Bissau Banjul A T L N I C Dakar GUINEA-BISSAU THE GAMBIA Strait Denmark Praia (BRAZIL) (PORT.) AZORES PENEDOS DE (BRAZIL) (DENMARK) CABO VERDE Martin Vaz 60 60 SÃO PEDRO E SÃO PAULO SÃO PEDRO Greenland South Georgia and ISLANDS (BRAZIL) Trindade (administered by U.K., by (administered South Sandwich Islands claimed by ARGENTINA) claimed by Weddell Sea Weddell SOUTH ORKNEY Recife Alert (BRAZIL) Natal Maceió 5 ARQUIPÉLAGO DE ARQUIPÉLAGO (Godthåb) Ronne Ice Shelf Ice Ronne Salvador FERNANDO DE NORONHA João Pessoa Vitória Qaanaaq (Thule) Fortaleza N O R T H Scotia Sea Scotia O C E A N Belo Bay Baffin Horizonte Strait Davis Sea A T L N I C Rio de Janeiro Island of Santos 90 90 Teresina Newfoundland (Islas Malvinas) Falkland Islands Brasília São Luís Uberlândia (administered by U.K., by (administered (FRANCE) Stanley claimed by ARGENTINA) claimed by St. Pierre Belém Drake 1402 Passage São Paulo and Miquelon Campinas Island Joinville (FRANCE) Ellesmere Curitiba Pôrto Island Alegre Pond Inlet Pond Florianópolis Goiânia French Guiana Baffin Montevideo Iqaluit Mar del Plata Goose Bay Campo Grande Gulf of Kuujjuaq Happy Valley- Happy Cayenne St. Lawrence St. URUGUAY John Hus Paramaribo Bohemia. Asunción Chapel in Halifax B R A Z I L La Plata La Georgetown 6 BARBADOS SURINAME becomes the TOBAGO Rosario Saint Barthelemy (FR.) ST. LUCIA ST. Martinique (FR.) Martinique Guadeloupe (FR.) PARAGUAY Sint Maarten (NETH.) DOMINICA TRINIDAD AND TRINIDAD Buenos Aires (U.K.) ST. KITTS AND NEVIS ST. Saint-Martin (FR.) British ANTIGUA of Bethlehem Anguilla (U.K.) GUYANA Port of Spain Port Resolute GRENADA Bahía Blanca Virgin Islands 120 Cruz Santa 120 Rivadavia Comodoro Catholic priest Bellingshausen Sea San Miguel de Tucumán Manaus Punta Arenas Punta (U.K.) 4 ISLANDS Córdoba ARGENTINA (U.S.) Virgin Bermuda Islands Québec Mendoza Montréal (U.K.) Cochabamba Ciudad San Guayana Juan Montserrat (NETH.) QUEEN ELIZABETH Sucre BOLIVIA Rico (U.S.) Caracas ST. VINCENT AND VINCENT ST. Puerto THE GRENADINES Bay New York New La Paz La Lake Ontario Lake Pôrto Velho Pôrto Hudson Providence Philadelphia Curacao VENEZUELA (U.K.) Santiago REPUBLIC Santo DOMINICAN Baltimore Ottawa Turks and Domingo Santiago Norfolk Puerto Montt Puerto Washington, D.C. Washington, Buffalo Valencia Caicos Islands THE Lake Lago Maracaibo Valparaiso Aruba (NETH.) Cusco Huron Titicaca Concepción CHILE BAHAMAS Toronto Lake Erie Lake Pittsburgh Antofagasta HAITI Prince Arequipa Bogotá Port-au- (U.S.) Cúcuta Island Nassau Navassa Medellín Charlotte (CHILE) Iquitos COLOMBIA Island Victoria PERU Isla San Ambrosio Cali Detroit Cleveland Sea Caribbean Cincinnati Churchill Miami 150 (CHILE) Orlando 150 CUBA City Barranquilla Indianapolis ARCTIC OCEAN ARCTIC Cartagena Kingston Trujillo Lima Panama Amundsen Sea Atlanta ARCHIPIÉLAGO JUAN FERNÁNDEZ Lake ECUADOR Isla de (CHILE) Lake JAMAICA Malpelo Nashville Winnipeg Quito Isla San Felíx Michigan 10 (U.K.) (COLOMBIA) Tampa Colón PANAMA Jacksonville Chicago Cayman Is. Cayman Milwaukee Lake Superior Havana Guayaquil San José Great 11 Banks Cancún Island Saint Louis Slave Lake Great NICARAGUA S O U T H E R N C A Isla del Coco Bear Lake Bear RICA Winnipeg (COSTA RICA) (COSTA COSTA Minneapolis HONDURAS BELIZE Belmopan Tegucigalpa New 14 Orleans Managua Gulf of Mexico Gulf Saskatoon Mérida Kansas City Kansas Oklahoma City Houston San Salvador 15 GUATEMALA C A N D EL SALVADOR Ross Dallas Matamoros Beaufort Sea Ice Shelf Fort McMurray Fort San Oaxaca Guatemala City Austin ISLANDS Antonio (ECUADOR) Denver GALAPAGOS Puebla 9 City Edmonton Mexico Potosí San Luis Calgary Toluca Monterrey Arctic Circle (66°33') El Paso León (CHILE) Acapulco Acapulco MEXICO Torreón Isla Sala y Gómez Juarez Ciudad Prince Antarctic Circle (66°33') George Whitehorse U N I T E D S A Guadalajara Chihuahua Phoenix Vancouver Salt Lake City Salt Lake Seattle (FRANCE) Ross Sea Preparing for Teaching • World Map Layout • World for Teaching Preparing Portland (CHILE) Juneau Island Fairbanks Barrow San Diego Mexicali Las Vegas Las Los Angeles Los ISLAS Sacramento (MEXICO) REVILLAGIGEDO Tijuana U. S. U. Gulf of Alaska of Gulf 12 1. Buy a large world map to hang on the classroom wall. 2. Use dot stickers to label places on the map. 3. Create a map key that lists the name of place each dot represents San Francisco ❏ ❏ ❏ Anchorage (U.K.) ❏ ❏ ❏ Nome O C E A N The purpose of the world map is to show the movement of the Moravian Church throughout the world.. The purpose of the world map is to show movement Moravian Church Pitcairn Islands P A C I F Tropic of Capricorn (23°27') Tropic N O R T H S O U T H P A C I F

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82 Photo: Mike Riess, IBOC Preliminary Lesson 1: Unity of the Brethren Map Lesson 1: Unity of the Brethren

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r

U u ______s

eec t

______

T t u ______

S s

sp

DECODE IT, THENSTOW IT DECODEIT,

R r

______

______and

Q q

let ______or

P p

, ______O o

n N n

______ion M m

______

rds L l

o ______dre

K k

______w

act J j

___

il

I i

h h H h h

______c

G g t

i F f ______wit

w E e

D d

ttle ve C c

______

i B b Lesson 2: Decode It, Then Stow It

______l ______lo ___ but

LESSON 2 A a

109 Preliminary