Workbook, Growing Safe—Rooted in God's Love by ASAP Ministries

Growing Safe: Rooted in God’s Love TEACHER’S WORKBOOK

Here is a quick reference of important safety numbers and websites for additional information:

CALL:

1280 (Child Helpline)

012-311-112 (Child Safe Hotline)

012-532-554 (Chab Dai Helpline)

023-997-919 (A nationwide police hotline to report sexual abuse or trafficking)

GO ONLINE: Child Safe Network: thinkchildsafe.org/hotline

Provides protections to children from abuse, refferal services for childer with the goal of reintegration children into society.

Chab Dai Coalition: www.chabdai.org

Provides support and resources.

First Step: www.first-step-cambodia.org

Provides support for male survivors of sexual abuse and their families.

GROWING SAFE: ROOTED IN GODâ&#x20AC;&#x2122;S LOVE

Julie Griswold

Scott Griswold

Shirley Freed, Ph.D.

Revised, January 2017

TABLE OF CONTENTS To God be the Glory

Tips for Teachers

Heartfelt Thanks Note to Teachers Danger Signs

Safety Resources

Curriculum Rationale Overview of Lessons Theme Song

Unit 1: God Created Me Unique Lesson 01: I Am Created Special Lesson 02: I Can Choose

Lesson 03: Jesus Understands Me

4 5 7 7 8

12 13

15 22 31

Lesson 04: I Am Cherished and Loved

Lesson 06: I Can Ask for Help

Unit 2: God Created Me with Feelings

Lesson 05: I Can Express My Feelings

Lesson 07: I Can Choose Happy Thoughts

Lesson 09: Kindness Helps my Family

Unit 3: God Created Families

Lesson 08: God Gave Me a Family Lesson 10: I Can Speak Up!

Unit 4: God Created Our Bodies Lesson 11: I Can Be Healthy

Lesson 12: My Body Belongs to Me

75 89

104

Lesson 13: I Can Choose a Good Future

123

Lesson 15: I Can Stay Pure

131

Unit 5: God Created Us to Be in Community Lesson 14: I Can Make My Community Better

113

124

Lesson 16: No One Likes a Bully

148

Lesson 18: Goodbye to Bitterness

157

Unit 6: God Created Us to be in Relationship with Him Now and Forever Lesson 17: I Have a New Heart Lesson 19: No More Suffering Lesson 20: Review

Bibliography

140

149 163 169 177

To God be the Glory God has given us His heart to cooperate with Him and help shield the young from abuse. This work is a partnership with God, a work of answered prayers and miracles. After living and working in Southeast Asia for over 16 years, my heart often hurts for the abused and trafficked children.

I was asked to write a curriculum to help kids grow up safe in Southeast Asia. I knew God would have to help bring a team together in order to make this happen. Throughout the writing of this curriculum, I watched the Lord give me professionals of all sorts; writers, artists, translators, advisers, consultants, students willing to share their stories, organizations willing to share materials, and so much more. Together with God and the many passionate people who gave of themselves to this project, we give God the glory. When we field-tested the first version of these lessons in Cambodia, it was a great joy to see the teachers eagerly teaching the lessons that directly address issues unique to Asian culture.

Isaiah 42:16. â&#x20AC;&#x153;I will lead the blind by ways they have not known; along unfamiliar paths I will guide them. I will turn the darkness into light and make the rough places smooth. These are the things I will do. I will not forsake them.â&#x20AC;? Truly God has done just that! He will continue to fulfill His promise to the children of Southeast Asia. To God be the Glory,

Heartfelt Thanks We would like to express our deep gratitude to the many gifted individuals who have contributed to the development of this curriculum, and to those who shared their materials freely with us. It is your cultural experience, insights and burden for wholeness that has given this curriculum the special unique Asian blend that it has. We love the stories and activities you have added and each special touch that helps the lessons show God’s love. Without our committed contributors, this curriculum could not exist. Thank you! We would like to extend our gratitude to: Jesus Christ, our King and Sustainer.

Our advisory board members: Christa Crawford, Stephen Erich, Shirley Freed, Tim and Wendy Maddocks, Chork Rany, and Regine Rimarzik. Our consultants: Stephanie Bailey, Scott Griswold, Glenn Miles, Julia O’Carey, Tim Scott, David and Linda Sibley, and Ann Stickle.

Our story and content contributors: Rany Chork, Shirley Freed, Josiah Griswold, Scott and Julie Griswold, A.B.J., Wendy Maddocks, Julia O’Carey, and Regine Rimarzik. Our supporters: The Winnifred Stevens Foundation and other donors.

Our translators: Hang-Anh Do, Vinh Nguyen and his team, and Sophorn Phuong. Our artists: Bonnie Greene, Puthida Bou, and Toe Lah.

Our editors: Linda Bauer, Hang-Anh Do. Julie and Scott Griswold, Susan Turley, and Wayne Labins, and Sarah Lee.

Note to Teachers We are so thankful for the loving and careful service you are providing for children. We trust that as you use all the elements of this curriculum, your students will blossom into confident, growing children who know God loves them. Our hope is that all across Asia, children will grow up safe, rooted in God’s love. As you teach, ask God to give you wisdom, understanding, and patience. Claim these Bible promises:

Isaiah 42:16. “I will lead the blind by ways they have not known; along unfamiliar paths I will guide them. I will turn the darkness into light and make the rough places smooth. These are the things I will do. I will not forsake them.” Here are some more promises to claim while teaching these lessons:

Psalm 147:3. “He heals the brokenhearted and binds up their wounds.”

Zephaniah 3:17-18. “The Lord your God in your midst, the Mighty One, will save; He will rejoice over you with gladness, He will quiet you with His love, He will rejoice over you with singing. I will gather those who sorrow over the appointed assembly, who are among you, to whom its reproach is a burden.” Proverbs 20:5. “Counsel in the heart of man is like deep water, but a man of understanding will draw it out.” Psalm 32:8. “I will instruct you and teach you in the way you should go; I will guide you with My eye.”

Lamentations 3:22-26, 54-59. “Through the Lord’s mercies we are not consumed, because His compassions fail not. They are new every morning; great is Your faithfulness. ‘The Lord is my portion,’ says my soul, ‘Therefore I hope in Him!’ The Lord is good to those who wait for Him, to the soul who seeks Him. It is good that one should hope and wait quietly for the salvation of the Lord. The waters flowed over my head; I said, ‘I am cut off!’ I called on Your name, O Lord, from the lowest pit. You have heard my voice: ‘Do not hide Your ear from my sighing, from my cry for help.’ You drew near on the day I called on You, and said, ‘Do not fear!’ O Lord, You have pleaded the case for my soul; You have redeemed my life. O Lord, You have seen how I am wronged; judge my case.” We are excited to get your feedback about using these Growing Safe lessons. Please share your stories and suggestions. This will help us to continually improve this curriculum. You can contact us at the e-mail address given below. With thoughtful prayers, Your ASAP Family

office@asapministries.org

TIPS FOR TEACHERS Your classroom can be the safest and most attractive place in the world for your students. You can be the favorite person they can trust!

Play with the children during recess. Be joyful and encouraging. This will bond them to you. Your joy will help them experience joy and give them strength to talk about sadness without it crushing them.

Children are easily pleased and easily made unhappy. Gentle discipline, with loving words and acts, will be the best way to show Jesus to children and build a relationship of trust that will help a child feel safe. Never lie or put down a child. Never shame or threaten a child. Do not do these things in public or in private. These negative behaviors will undermine all the good you are trying to accomplish. Instead, smile! Catch your children doing good things, whenever possible, and compliment them!

Create opportunities to talk. Have the children express themselves so that they will feel listened to and valued. Validate their feelings and ideas whenever you can. Include them in trying to find solutions to problems.

Children can be traumatized through neglect or physical or sexual abuse. These traumas can happen while being exposed to domestic violence, losing parents, or moving from house to house with relatives. These events can cause children to carry negative thoughts around like a heavy suitcase. Some of those thoughts are, “No one loves me,” “It’s all my fault,” “Grownups can’t be trusted,” “I’m bad,” “I am stupid,” “I am worthless,” “I am powerless,” “I am always in danger of being hurt,” or “I’m overwhelmed.” Teachers can help “repack” the children’s suitcases with good thoughts. Teachers can help children feel safe, capable, and lovable. This happens as teachers protect them from harm and become their advocates. As teachers support, nurture, and respond to children and their feelings, the children will learn they are capable. As teachers give them appropriate affection and love, the children will learn they are lovable. As teachers show that they themselves are reliable, responsive, and not abusive, the children will open up. Healing begins as the teachers show that they will not reject the children and that they will listen to and try their best to understand the children’s feelings.

This does not mean teachers should never correct their students. Teachers still must hold the children accountable for their own behaviors, must give consequences, and must set expectations in love. Knowing the negative way that many students may be feeling about themselves will help teachers do the following: 1. Praise even the simplest positive or neutral behaviors. Provide at least six instances of warm, sincere praise for each instance of correction. 2. Stay calm and dispassionate when correcting the child. Use as few words as possible and use a soft, matter-of-fact tone of voice. Be aware of your emotional response to the child’s behavior.

3. Don’t be afraid to repeat corrections and praise, as needed. It takes time for some students to respond. Every teacher should read and be familiar with their schools’ Child Protection Policy. Use it to help understand proper protocol and procedures to follow if you suspect abuse.

Danger Signs Many times children will not speak about abuse, so the teacher must be aware of the signs and symptoms of this problem. Some signs and symptoms of abuse include: 1. Bruises, marks, slashes 2. Headaches

3. Stomach aches 4. Withdrawal

5. Eyes glazed over, unable to concentrate 6. Poor grades

7. Significant mood changes.

Safety Resources Healing comes directly from God, but children in crisis need attentive teachers and caregivers to help. If you think abuse might be happening or if a child begins to disclose an abusive experience, do the following.

1. Document the incident. Include the date, what you saw, heard, or experienced about the child. 2. Let him/her know that he/she is doing the right thing by coming and talking to you. Provide close contact and a positive, calming environment for the child. 3. If the child begs you not to tell anyone, let him/her know that you cannot keep this a secret because he/she is in danger. Let the child know that the police are there to help protect and keep him/her safe.

4. Keep the discussion confidential and away from other children who may be listening. You may need to interrupt if the child is speaking openly and take him to a quiet place to share. 5. When getting the story, let the child do the talking. You can encourage him by saying, “Tell me more.” Repeat back the story to him/her to make sure you are hearing it correctly. When you ask questions, don’t prompt or encourage a particular answer. 6. Report to the principal and then together decide who should report to the police. Use your school’s Child Protection Policy to understand proper protocol and procedures to follow. 7. Use the safety numbers found on the inside front cover of this curriculum. 8. Decide who should go and visit the family to inform them.

9. Take the child to the hospital or to RAC (Reproductive Health Association of Cambodia) to be checked and tested for disease or pregnancy. Provide support, protection, and reassurance.

CURRICULUM RATIONALE Focusing on prevention rather than simply on risk reduction, this curriculum lays a foundation that makes children less vulnerable to people who would violate their boundaries. This is accomplished by using the creation story—each Unit emphasizes a different aspect of God’s creation: the uniqueness of each person, feelings/emotions, families, our physical bodies, social relationships and community, and spiritual connection to God. The overall methods used are Jesus’ methods: stories and questions. These are framed within an understanding that God values each individual and has given each one the power of choice. Choice is foundational to God’s government. God will never ‘force’ anyone to do anything. The lessons are meant to do the same—provide choices for the teachers and the children.

The child who has been abused will be plagued by negative thoughts, depression, shame and hopelessness. This kind of spirit fosters lying, secrecy and fear. This can lead to a continuation of the abuse. These lessons were written to empower children to think for themselves and learn how to conduct themselves in such ways that can help prevent more abuse. The purpose of the curriculum is to develop a positive mental and emotional strength for decision-making and action, so that the self and others are protected. Activities are organized so that trust and openness are nurtured—thus creating an environment in which children will look to others for help and protection rather than living in fear and secrecy. “Growing Safe: Rooted in God’s Love” means that all aspects of the whole person are growing more and more into the likeness of Jesus as children learn to trust God in every situation. A Note about Active Learning: Research shows that people learn best by “active learning” rather than “passive learning.” Throughout these lessons you will find these active learning activities. 1. Group Discussions. Think, Pair, Share. This important component helps increase learning by having the children think about the answer to the question, share their answers in pairs, and have some students share with the whole group. 2. Small Group Activities / Role Play. 3. Group Drawing is a way of expressing together feelings and responses.

Each individual lesson is organized with the following components (teachers should feel free to order them in ways they think will work for their students).

OPENING ACTIVITIES: There are two opening activities in each lesson: the Theme Song and an activity. Both are geared to assessing the student’s prior knowledge and understanding of what has been taught in the previous lesson. These activities will help the child focus on the lesson of the day. BIBLE STORY: Bible stories have been chosen to support the main ideas of the lesson. The more the Bible can be integrated into the lessons and the lives of the children, the stronger their characters will be. The Bible shows how God can be trusted and reveals His love and power to intervene in human lives. Bible stories have the power to fill the students’ minds with goodness rather than evil and to establish confidence in how God protects them in all sorts of difficulties.

DISCUSSION STARTERS: This activity uses the Think, Pair, Share format. Children think about answers to the questions, share their answers in pairs, and then some students are selected to share their answers with the whole group. BIBLE VERSE: Bible promises give students a way to reach out to God in difficult situations. The verses can be memorized, sung, or acted out until the children understand and experience the meaning for themselves.

APPLICATION STORY: The purpose of the application stories—whether long or short—is to set the lesson in the context of Southeast Asia and help the students recognize “their” story, thus making the critical elements of the story more applicable to them. JOURNAL: The purpose of this activity is for the student to summarize the main learning points of the lesson from his/her own perspective. Every student will have his/her own journal with each of the I Believe statements that coincide with each lesson. The I Believe statement (one per page) will be at the top or the bottom of the page and the rest of the page will be for journaling or drawing at the end of each lesson. What we believe has power over us. The I Believe statements are to help the children to begin believing in a positive way which will enable them to make good choices.

CIRCLE ACTIVITY: The purpose of the circle time is to draw the students back into the group for love and support. It will give them opportunity to say something nice about someone else and to learn to express themselves in a group. Done on a regular basis, the circle time goes a long way toward building healthy self-images and improved interpersonal relationships. It is meant to be more “joyful” than serious. CLOSING PRAYER: This concludes the lesson by acknowledging that God is the center of each lesson.

OVERVIEW OF LESSONS UNIT 1: GOD CREATED ME UNIQUE Unit Overview: God created and chose each person. Self-worth, uniqueness, and dignity do not come from what we have, whom we know, or what we do. The matter of worth comes from the fact that God is our Father, He loves us, created us in His image, and recreates us through His Son Jesus Christ. God delights in us! He created us like Himself with the power to choose. Empowering each one to make choices is a critical element in the “Growing Safe” curriculum. Children who are taught to make and act on good choices in their lives and who have well-developed self-esteem and feel good about themselves generally are very capable of dealing with a crisis.

We are the only created being that God made in His image after His likeness—whole people with minds, bodies, emotions, and a need for positive social relationships. Most importantly God wants us to be in relationship with Him so He can meet our spiritual needs. He enjoys us!

LESSON 1: I Am Created Special. God created each person to be unique and special—to be in relationship with one another and Him. (Creation story). I Believe statement: “The most powerful God loves me and made me special.” LESSON 2: I Can Choose. God created people with the power to choose. One very bad choice brought evil to God’s perfect creation. (Adam & Eve’s fall). I Believe statement: “I believe I can say yes to wise choices and no to unwise choices.”

LESSON 3: Jesus Understands Me. Jesus understands because He lived here. (Jesus’ life on earth and what He suffered). Jesus has gone through much suffering in order that He can come close and comfort us in our sufferings. He knows and understands our pain. When we come to Him through prayer, He can reveal to us a plan and keep us safe. (Jesus Understands). I Believe statement: “Because Jesus went through suffering, He understands my problems and I can tell Him all about them.” LESSON 4: I Am Cherished and Loved. God created males and females to be different from each other, yet equally valued and loved. (Abraham and Sarah’s story). I Believe statement: “People are created special to be loved and cherished, never just objects to be used by others.” UNIT 2: GOD CREATED ME WITH FEELINGS

Unit Overview: God created humans with emotions. God has placed within all of us the ability to experience a whole range of feelings. These enrich our lives, help us connect with others and with God, and warn us when we are in danger or need help. We need to know how to handle all emotions—both positive and negative—without shutting down our ability to feel anything at all! Learning to live with, appreciate, and enjoy this aspect of how God created us helps protect us from abuse. LESSON 5: I Can Express My Feelings. What should we do with feelings? People express feelings in different ways. (David, Saul, and Jonathan). I Believe statement: “No matter what I am feeling, I choose not to hurt myself, others, or property.” LESSON 6: I Can Ask for Help. What should we do with feelings? We should share our feelings with safe people and with God through prayer. (Blind Bartimaeus). I Believe statement: “I can ask for help when I’m in trouble and keep asking until I get help.”

LESSON 7: I Can Choose Happy Thoughts. Thoughts are very powerful. They can make the mind and the body feel good or they can make them feel bad. (Paul and Silas). I Believe statement: “I believe I can learn to replace negative thoughts with positive, happy thoughts.”

UNIT 3: GOD CREATED FAMILIES Unit Overview: God created humans to be social beings within families. God gave us families where children can learn to love and trust others. In the family, people learn loving touch and how to respect and care for others. God’s deepest desire is that families will be safe, stable, and caring places where the basic human needs of each member of the family are met. There are few traditional families anymore, but, no matter the make-up of the family, the members all contribute to making the family safe. Even now, children can begin to think about the kind of family they want someday. The purpose of this unit is to explore how the family provides love and belonging to its members. LESSON 8: God Gave Me a Family. God gave each of us a family. He wants the family to be a safe place. (Noah, flood, ark). I Believe statement: “I believe God gave me my family, and He wants it to be a safe place.”

LESSON 9: Kindness Helps My Family. Family members take care of each other. Actions or words can help or hurt the family. (Baby Moses; Joseph and his brothers). I Believe statement: “I believe God loves me and will help me know how to respond to bad words and actions.” LESSON 10: I Can Speak Up! I can learn to speak out my true feelings respectfully and not cover them up and pretend they don’t exist. (Brave Esther). I Believe statement: “I don’t have to hide my feelings and pretend everything is fine when it is not.” UNIT 4: GOD CREATED OUR BODIES

Unit Overview: God created our bodies in amazingly intricate detail. Our bodies are like a holy temple, like the ornate beautiful temples all around Southeast Asia. No one would dare throw garbage into the temple or take a hammer to the beautiful paintings on the walls. In like manner, no one should touch another person in a rough or disrespectful way. All the systems of the body are related. Our minds, bodies, and emotions influence our social and spiritual relationships. We need to keep our bodies healthy and safe. LESSON 11: I Can Be Healthy. God created our bodies. Making good choices will help to keep our bodies healthy. (Daniel and his friends). I Believe statement: “I believe I can do many things to make my body healthy and strong.”

LESSON 12: My Body Belongs to Me. Friends can help keep one another safe. We need to protect ourselves from bad touch and bad people. (Joseph’s brothers and Potiphar’s wife). I Believe statement: “I believe that when someone touches me in a bad way, I can say “No!” and run to tell someone I trust. NO! GO! TELL!” LESSON 13: I Can Choose a Good Future. Making the right choices will help keep a person safe. (Flip chart, Elisha and the widow’s oil). I Believe statement: “I believe God will take care of me and help me make good choices.” UNIT 5: GOD CREATED US TO BE IN COMMUNITY

Unit Overview: God created humans to be in safe communities—school, church, community. God gave us people in the school, church and community where we can learn to love and trust others. When families don’t provide a safe, stable, and caring environment, then the larger community can step in to provide an environment for the healthy growth and development of whole people—mind, body, spirit, emotions, and social relationships. However, sometimes these environments are not safe or stable. This Unit extends our understanding of how to make safe places that provide care and support for members of the school, church, and community and how to avoid letting these places deteriorate into places of abuse and lack of respect.

LESSON 14: I Can Make My Community Better. God created humans to be in safe communities. (King Josiah). I Believe statement: “I believe that God makes me strong and brave to speak and to do good things for others.” LESSON 15: I Can Stay Pure. We can choose to guard the 5 senses from harmful and damaging activities and live a pure life style. We can learn the danger of a false community with Internet “friends.” (Flip chart on internet porn) (David & Bathsheba). I Believe statement: “I choose to keep myself pure in all that I do and say.”

LESSON 16: No One Likes a Bully. Bullying: What is it and how should we deal with it? (Fiery Furnace). I Believe statement: “I will choose friends who will help me make good decisions. I can learn to walk away instead of fighting back.” UNIT 6: GOD CREATED US TO BE IN RELATIONSHIP WITH HIM NOW AND FOREVER

Unit Overview: God created us to be in relationship with Him. God has a plan to take us to heaven, to rid the world of evil, and to rescue us to live forever in a perfect, happy, and safe world. Part of this plan was to send His Son, Jesus, to identify with us and our suffering. Jesus understands our pain and will one day remove it completely.

LESSON 17: I Have a New Heart. The rescue. Jesus’ betrayal and death. (Peter’s conversion). I Believe statement: “I believe Jesus takes away my shame and gives me a new heart when I repent and ask Him to forgive me.” LESSON 18: Goodbye to Bitterness. Forgiving others who have hurt you. (Jesus’ death on the cross). I Believe statement: “I believe Jesus can help me forgive my enemies. I don’t have to be bitter, angry, or hateful.”

LESSON 19: No More Suffering. Judgment and Jesus are coming again. This will put an end to the bad things that have happened. The way God created humans as whole people—mind, body, spirit, social, and emotions—will be completely restored. (Jesus’ second coming and the New Earth). I Believe statement: “I believe Jesus is coming again to destroy evil and death and to take those who trust in Him to the safe place called heaven.” LESSON 20: Review. I Believe statement: “I don’t have to continue to suffer for the painful things people have said or done. I can find hope and healing.”

THEME SONG

UNIT 1: God Created Me Unique THEME: God created each person with individuality and dignity.

LESSON 1: I Am Created Special. God created each person to be unique

and special—to be in relationship with one another and Him. (Creation story). I Believe statement: “The most powerful God loves me and made me special.”

LESSON 2: I Can Choose. God created people with the power to choose. One very bad choice brought evil to God’s perfect creation. (Adam & Eve’s fall). I Believe statement: “I believe I can say yes to wise choices and no to unwise choices.”

LESSON 3: Jesus Understands Me. Jesus understands because He lived here.

(Jesus’ life on earth and what He suffered). Jesus has gone through much suffering in order that He can come close and comfort us in our sufferings. He knows and understands our pain. When we come to Him through prayer, He can reveal to us a plan and keep us safe. I Believe statement: “Because Jesus went through suffering, He understands my problems and I can tell Him all about them.”

LESSON 4: I Am Cherished and Loved. God created males and females to

be different from each other, yet equally valued and loved. (Abraham and Sarah’s story). I Believe statement: “People are created special, to be loved and cherished, never just objects to be used by others.”

UNIT 1: Lesson 1

Lesson 1: I am Created Special

LESSON 1 THEME: GOALS:

BIG IDEA:

MATERIALS NEEDED:

PREPARATION:

God created each person to be unique and special—to be in relationship with one another and with Him. Verbally, in writing, or in a drawing, show that • God created each person unique and special. • God loves His creation. • God created each person with the ability to do many things.

God created all things and declared His creation “very good.” God loves diversity and created each person so that he or she is unique. Gather the following: • Paper • Clay/play dough (see recipe at the end of the lesson) • Inkpads • A stuffed animal • Colored pencils and each child’s I Believe journal • Group Drawing materials • Theme Song • Flipchart 1 for the Bible Story and the Application Story Use an inkpad to create a fingerprint picture OR make a card from the Fingerprint Picture by gluing it onto thick paper.

Write the words to the Theme Song on a poster board OR make a copy and glue it to thick paper to make a card that you can use for all the lessons. Write the I Believe statement on the board.

I believe the most powerful God loves me and made me special.

UNIT 1: Lesson 1

OPENING ACTIVITIES 1. Theme Song

2. Introductory Activity Before we begin our Growing Safe curriculum, turn to Page 2 in your I Believe journal and color in the square on the chart that shows how you are feeling. Draw or write in one or two sentences why you are feeling that way. 3. Creation Activity (Teacher shows the student something he/she created and tells how he/she felt about it).

Think about something you have created—a beautiful drawing, a toy, a stick house, or a paper doll. Tell me some of the things you have created. How did you feel about your creation? Did you like what you created?” (Teacher gives each child a chunk of clay (or play dough) or some paper or other materials).

Create something. Think back to when God created the world. With your clay, make something that God made.

(Teacher walks around and encourages students who might be struggling to know what to make. Don’t be critical of their creations!) OR

(Teacher brings out an inkpad and shows the children how to make a picture using his/her fingerprint. Then the teacher has the children do it in their I Believe journals). No fingerprint is the same; each one is specially created, your own. God made you an original, one of a kind, really special. Here is a sample fingerprint picture (See Figure 1-1), but you can make your fingerprint picture however you want to.

Figure 1-1. Fingerprint picture. How did you feel about what you created? Today, we’re going to talk about when God created you and the whole world.

UNIT 1: Lesson 1

LESSON 1: BIBLE STORY

CREATION STORY FLIPCHART 1A

(Teacher reads or tells the story of the creation of humans (Genesis 1:27–31, 2:18–24). Here is an example of telling the story with the important points in it. Use these 5 illustrations from Flipchart 1A). When Creator God had everything in the new world perfectly ready, it was time for His last great creation: humans. Everything else He had made by speaking a powerful word, but this time He came personally to the earth and took some dirt, perhaps clay, and formed the image of a great man with strong arms and chest, powerful legs, and a handsome face with an eyes, nose, and a mouth. The form of man lay on the ground lifeless. Then God breathed into the clay nose and instantly the man was alive. His name was Adam. He could walk and run and work in the beautiful garden God had created using the special body God had given him. He could eat the wonderfully delicious and healthy fruit from the trees in the Garden called Eden. God had made Adam very intelligent. God brought an animal out of the earth with a very long neck and sent it to Adam to be named. What do you think Adam named that animal? Yes, Adam called it a giraffe!

God made another animal with four skinny arms, a long tail, and a cute funny face. He sent it swinging through the trees to Adam. What do you think Adam called it? Yes, a monkey! God gave Adam a brain so he could learn, think, and make good decisions. God gave a special job to Adam. We all feel good when we have a job to do and accomplish it well. Adam felt good when he named all of the animals.

While Adam was naming all the animals, he noticed that each had a mate. The rabbits were both male and female. The elephants were both male and female. Adam looked around and did not see anyone who looked at all like him. God had made him different and more intelligent than the animals. He was similar to God in that he could talk and have special relationships. Creator God saw Adam looking around. God said, “It is not good for him to be alone. I will make him a helper who is especially matched for him.” Then God put Adam into a deep sleep and took a rib right out of his side and closed it up his side. Then he made a woman around that rib and brought her to Adam. She was perfectly beautiful. Adam was amazed. That is how the first human family began—one man and one woman.

UNIT 1: Lesson 1 Creator God was very happy with the perfect world He had made. After six days, everything was finished. On the seventh day, He rested, not because He was tired, but because everything was done and He wanted to spend the day with the special first family. God gave Adam and Eve strong, healthy bodies, clear-thinking minds, a close friendship with each other, and—the best thing of all—a relationship with the Creator God. Adam and Eve thanked Him and honored Him and learned many things from Him. Here is a special phrase that I want you to remember. (Point to the I Believe statement on the board and read it together in unison).

I believe the most powerful God loves me and made me special.

DISCUSSION STARTERS (Generally, it will be best to have the students think about an answer to the question, share their answers in pairs, and then have some students share with the whole group. Throughout the lessons, this will be referred to as Think, Pair, Share). 1. 2. 3. 4. 5. 6.

What do you enjoy every day that God created? How did God create humans different from animals? How do you know that God loved Adam and Eve? What job did God give Adam? When we accomplish a job and do it well, how do we feel? How do you know that God loves you?

Now we are going to imagine what it would be like to have been there when God created Adam and Eve. Everyone close your eyes and hold your breath! After God created man and woman, He breathed life into them (have the children start breathing and open their eyes). Imagine how pleased God must have been with His creation. He may have said to them, “I love you. You’re special, I am so glad I made you!” Then He must have been so excited to start showing them all the things that He had made for their enjoyment (have the children clap their hands and show excitement).

God loved being close to Adam and Eve. He loves being close to you, too. God was so happy He created them. He is so happy He made you! Bible Verse:

Proverbs 22:2. “The rich and the poor have this in common, the Lord is the maker of them all!” (NKJV) (You can teach this verse using the following activity: WIPE IT CLEAN. Write the verse on the board. Repeat it several times and then begin erasing one word at a time and have the children say it again. Do this until the entire verse is gone and the children can still repeat it by memory with all the words erased).

UNIT 1: Lesson 1

LESSON 1: APPLICATION STORY

MAO’S STORY FLIPCHART 1B

(Teacher reads the story of Mao and shows these 7 illustrations from Flipchart 1B). As I read the story of Mao, think about what happened to her that made her begin to feel good about herself.

My name is Mao. My parents gave me away to a relative who wanted a girl to work for them. I was the middle child. My family was poor and had too many mouths to feed. At least that is what they told me. So they sent me to live with my aunt and uncle and their three kids. From a very young age, I washed clothes, cooked, and helped take care of their baby. I was never able to go to school with my older cousins. They always expected me to stay home and work. My aunt rarely said anything nice to me. She did not thank me for my work and often yelled at me when I didn’t work fast enough. So I grew up always feeling worthless and not loved. I never saw my parents again.

Then a new pastor and his wife came to our town. They encouraged my aunt to let me go to the literacy classes. I was thrilled when my aunt agreed. I began learning how to read. My teacher was kind and often told me I was learning very fast. That made me feel really good.

Then my aunt decided I should go to regular school. She didn’t need me so much anymore because her children were growing up. I loved my new school. I learned to read even harder words and to do math problems. We got to do art and play. We had Bible class, too. Often I helped the other students because I had learned how to take care of my cousins. My teachers and the other students thanked me for being so helpful. I began to believe the most powerful God loved me and made me special. He made me so I could do many things.

UNIT 1: Lesson 1 Many of my lessons were based on the Bible. After I completed a special course, I received my very own Bible. I began reading the Bible they gave me and, little by little, I began seeing myself as God sees me— cherished, favoured, loved, and valued. I found verses like Jeremiah 31:3, 4 which says, “I have loved you with an everlasting love…I will build you, and you shall be rebuilt.” I like 2 Corinthians 6:18, “I will be your father, and you will be my daughter, says the Lord all powerful.” I began seeing Him as the Father I never really had. Suddenly, I FELT SPECIAL. God created a miracle in my life.

I talk to Him every day and thank Him for my school and for my teachers and even for my aunt because she helped me learn how to cook and clean and take care of other children. I’m getting to be a strong girl who can do so many things, but most of all I’m strong because I know God loves me and is my very best Friend. Group Drawing: (Teacher invites the children to draw their feelings and thoughts about the story together on the floor. You can use chalk on a sidewalk, or a long piece of paper and crayons, or a long mat made from a blackboard or white board. Make sure it is on the floor so that all the children are connecting, belonging, and gathering courage from each other as they draw their responses to the story, creating a Group Drawing together).

CLOSING ACTIVITIES 1.

Journal Turn to Page 1 in your I Believe journal. Draw your own face in the cut-out face area and color in your hair. Turn to Page 3 in your I Believe journal. Let’s read together the I Believe statement. I believe the most powerful God loves me and made me special.

(The students may draw or write anything of their choice in their journal OR the teacher may make some suggestions). Draw a picture and/or write what is unique about you. Finish these sentences. I am good at _____________________________________________. I can do _________________________________________________.

I like ____________________________________________about me.

(Teacher encourages the children to write things like, “I don’t have to please others to know I’m special. God gave me worth, and failure or disapproval can’t take that away! It would be nice if parents/friends approved of me, but, if they don’t, God still loves me and accepts me.”)

Turn to Page 4 in your I Believe journal. Color in the square on the chart that shows how you are feeling now that we have completed Lesson 1 of the Growing Safe curriculum. Draw or, in one or two sentences, tell why you are feeling that way.

UNIT 1: Lesson 1 2. Circle Activity

(Have students make a circle and then affirm one another by holding a stuffed animal (any object will work) and saying, “I like how God created __________” (name of student to their right). They can add a positive characteristic if they can think of something nice to say. Then they pass the soft toy to the student to their right whom they just named and that student repeats the same phrase and thinks of something nice to say about the student to their right. This goes on until everyone in the circle has been named and affirmed. The teacher should be ready to offer suggestions if a student does not know what to say). 3. Closing Prayer (Pray something like the following).

Dear God, thank You so much for making each one of us unique and special. Thank You for creating us with strong minds and bodies. We love You and want You to be our Friend. In Jesus’s name, Amen.

RECIPE FOR PLAYDOUGH • 4 cups of flour

• 1½ cups of salt

• 1 cup of warm water

• 2 spoons of vegetable oil • Food coloring (optional) Directions:

Mix warm water and oil together in a bowl. Add food coloring (optional).

In a separate bowl, mix flour and salt together, then pour the liquid over the flour and stir. Sprinkle flour onto a dry surface and knead the play dough until it is not sticky. Add more flour if necessary.

Make several batches with different colors for the children to create and play with throughout this curriculum. Keep the play dough in a sealed plastic bag or container. If you want the children to make something and have it harden, leave the art project out for 2 or 3 days. Let them display their art in class or take it home.

UNIT 1: Lesson 2

Lesson 2: I Can Choose

LESSON 2 THEME: GOALS:

BIG IDEA:

MATERIALS NEEDED:

PREPARATION:

God created people with the power to choose. One very bad choice brought evil to God’s perfect creation. Verbally, in writing, or in a drawing, show that • Everyone was created with the power of choice. • Because people have choice, evil entered the world. • We need to recognize that we always have choices. • We can practice saying “yes” and “no.”

God loves us too much to force us to do anything. He gave us the power to choose. Good choices bring good results, but bad choices bring bad results. Gather the following: • Cards for Choices Relay • Colored pencils and each child’s I Believe journal • Group Drawing materials • Theme Song • Flipchart 1 for the Bible Story and the Application Story

Copy 2 sets of both the “good choices” Choices Relay cards and the “bad choice” Choices Relay cards (Figures 2-3 and 2-4) (and found at the end of this lesson). Cut out each illustration and make a card by gluing it onto thick paper. Write the I Believe statement on the board.

I can say “yes” to wise choices and “no” to unwise choices.

UNIT 1: Lesson 2

OPENING ACTIVITIES 1. Review

Who can tell me something you learned in the previous lesson on Creation? Let’s repeat together the I Believe statement from the previous lesson: I believe the most powerful God loves me and made me special.

2. Theme Song

3. Introductory Activity

(Play the Choices Relay game. Teacher takes one set of “good choices” cards and mixes it together with one set of the “bad choices” cards. Places the combined set of cards on a chair at the end of the room. Does the same with the second set of cards and places them on another chair at the end of the room. Has the children form two groups of equal size and has each group form a line at a distance from the chairs). Let’s play a game that will help us practice making good choices. One person from each team runs to that team’s chair, looks through the cards, and chooses a card with that has a “good choice” picture, runs back, tags the next person in line, and the game continues until all the “good choice” cards have been selected.

(After play, discuss the choices as a group). How did you decide which card to choose? (Don’t be critical of their responses. Instead, use this as a time to listen and discover how your children think through an opportunity to make a choice). In life, we always have choices. For example, think of all the things you could do after school today. Raise your hands and share with the whole group what you usually choose to do after school. (Take note of which students do not raise their hands or seem hesitant to do so. These may either not understand or have not lived in an environment where they have choices). For me (the teacher), every day I have to decide what I’m going to do after school. Should I stay at school for a while and prepare for tomorrow or should I go to the market or go home and wash clothes? Do you sometimes have a choice in what you do after school? (Again, wait for a few children to volunteer their answers).

4. Think, Pair, Share

(Divide the children into pairs, and then have them discuss this question). How do you know if a choice is a good choice or a bad choice?

(Get feedback from the pair discussion, and then share in the whole group. Bring the group to a consensus about the following things).

• “Good choices help me and others!” • “Bad choices hurt me or others.” • I can say “yes” to a good choice and “no” to a bad choice.” (Teacher can make these statements into a poster and hang them on the wall).

Here is our special I Believe statement. (Have the children repeat it after the teacher phrase by phrase. Then repeat it in unison).

I can say yes to good choices and no to bad choices.

UNIT 1: Lesson 2

LESSON 2: APPLICATION STORY

ROSAâ&#x20AC;&#x2122;S STORY FLIPCHART 2A

(Teacher reads the story of Rosa and shows these 5 illustrations from Flipchart 2A). As I read the story of Rosa, try to count how many good choices Rosa made compared to her sister.

Rosa was a very sick little three-year-old girl. She was terribly skinny, except that her stomach bulged out. She had sores all over her body. Her hair was shaved because of the sores on her head. Why was she so sick? Because she was HIV positive. Her parents had died and, for a long time, she lived only with her tenyear-old sister who was mean and beat her often. One day, someone saw the two girls living alone and brought them to a Christian orphanage. The house parents, Tim and Wendy, were very loving and kind, but it was hard to adjust. Many nights, Rosa would wake up in the middle of the night crying because she was in so much pain. Wendy, the housemother, would comfort her. Her older sister was still mean and would burst out in anger for no reason. She would try to hit little Rosa, but Wendy and others would run to protect her.

Everyone was nice to both of the girls. The house parents treated them as if they were their own daughters. When it was time for worship, the other orphan children in the house would run to try to be the first to crawl up on Uncle Timâ&#x20AC;&#x2122;s lap or to hold his hand. Rosa saw how the other children loved the attention and enjoyed being close. Little by little she began to do the same. Rosa started to smile and talk. She listened carefully to worship. It made her happy to think that God created her and loved her.

Her older sister refused to cooperate. She did not want to come to hear Bible stories or sing. She would blurt out angry words and try to disrupt the worship.

Her older sister did not want to go to school. She would sit by herself. She even said she did not want to live anymore. One day, she ran away, refusing any help and rejecting all love and care. Because she made those bad choices, she lost out on a good future.

But Rosa went to school every day. Her sores healed, and her heart began to heal. She did not think of the beatings and the loneliness as much anymore. Now she is a teenager who is happy and strong because she chose to enjoy the loving care of others and make good choices for herself.

UNIT 1: Lesson 2 Group Drawing:

Bible Verse:

(Teacher invites the children to draw their feelings and thoughts about the story together on the floor. You can use chalk on a sidewalk, or a long piece of paper and crayons, or a long mat made from a blackboard or white board. Make sure it is on the floor so that all the children are connecting, belonging, and gathering courage from each other as they draw their responses to the story, creating a Group Drawing together).

Joshua 24:15 “Choose you this day whom you will serve. But as for me and my house, we will serve the Lord.” (NKJV) (Teacher can teach this verse using the following activity. ACT OUT. Repeat the memory verse several times until it is learned. Then break up into groups and act it out).

LESSON 2: BIBLE STORY

ADAM & EVE’S STORY FLIPCHART 2B

(Teacher reads or tells the story of Adam and Eve’s sin in the Garden of Eden (Genesis 3:1-19) and shows these 9 illustrations from Flipchart 2B). Here is a story with the important point in it. Listen carefully to the story and raise your hand when you think someone made an unwise choice.

Creator God loved Adam and Eve so much. He did not want anything bad to happen to them. Adam and Eve knew He had made everything for them because He loved them. They lived in harmony and happiness without any sadness, pain, or death.

But God had an enemy. There was someone who wanted to take the Garden of Eden away from Him. That enemy was an evil spirit whose name was Satan. When Satan wanted to come into the world and take it over, God would not let him. Satan claimed this was not fair and that Adam and Eve should be free to make up their own minds whether to follow God or him.

UNIT 1: Lesson 2 God is always loving, fair, and just. God allowed Satan to only be in one place, at a tree called the Tree of the Knowledge of Good and Evil. God warned Adam and Eve to stay away from that tree and told them about Satan and his hurtful ways. God said, “Do not eat from that tree. If you do, you will die.” Eve wandered away from Adam and went close to the Tree of the Knowledge of Good and Evil. She should have stayed close to Adam so they could help each other stay safe. When she came close to the Tree, she saw a beautiful snake in the Tree and it sounded like it was talking. It was really Satan speaking through the snake. Then Satan had the snake say, “Did God say you couldn’t eat from any of the trees?” Satan wanted to make Eve think God was keeping something special away from her. Eve said, “We can eat from all the trees, but not this one. God said we should not eat it or touch it or we would die.” She knew that disobeying God would lead to suffering.

Satan said through the snake, “You will not die. God does not want you to have special knowledge like He has.” But we know that Satan is a liar. He tries to trick people into thinking God’s ways are not good. Satan wants them to follow his ideas and worship him, but he does not love them; he wants to hurt them. But Eve listened to Satan and the snake. She took and ate the fruit. Immediately she took some fruit to Adam to get him to eat some, too. Adam knew right away that she had disobeyed God. He knew it would bring trouble. But he did not want to lose Eve. He could not imagine life without her. Instead of honoring the God who made him and asking God to help him with his problem, he did the dangerous thing that Eve wanted him to do. He took and ate the fruit. Right away Adam and Eve felt embarrassed and guilty. The clothing of light they had worn was gone, and they saw they were naked. They took big leaves to try to cover themselves, but they still felt shameful.

That evening, when God came to spend time with them, Adam and Eve were afraid and ashamed and tried to hide in the Garden. God was sad that they had not trusted Him. Adam blamed God. Adam said, “The woman you gave me took the fruit and gave it to me.” Eve blamed the snake. This was the first family argument in the whole world’s history. Each one blamed someone instead of taking responsibility for his or her own actions. Creator God still loved Adam and Eve. He told them that their disobedience and selfishness would lead to suffering for them and their children and grandchildren. Adam and Eve had chosen to reject God as their leader and to follow Satan’s words. Now Satan and the evil spirits could live throughout the whole world. Adam and Eve had to leave the beautiful Garden of Eden. Eventually they would die. Still, Creator God wanted to be with them and to help them. He chose to forgive them and to make clothing for them. He promised them that one day someone would rescue all people from sin, shame, and danger. That gave Adam and Eve hope.

UNIT 1: Lesson 2 DISCUSSION STARTERS Think, Pair, Share (Teacher will have students think about answers to these questions, share their answers in pairs, and then some students will share with the whole group). 1. 2. 3. 4. 5.

What did Adam and Eve do that put them in danger? What bad things happened because Adam and Eve disobeyed God? How do bad choices hurt people around you? How do you feel when you hear families fighting and blaming each other? What good things did God do for Adam and Eve even after they disobeyed Him?

CLOSING ACTIVITIES 1. Journal

Turn to Page 5 in your I Believe journal. Let’s read together the I Believe statement. I can say “yes” to wise choices and “no” to unwise choices.

(Students may draw or write anything they choose in their journal OR the teacher can make some suggestions). Draw a picture or write a story showing someone (or you) making a good choice or a bad choice. OR

(Older students) Draw a picture or write a story showing how you are hurting because of someone else’s choice. Turn to Page 6 in your I Believe journal. Color in the square on the chart that shows how you are feeling. Draw or, in one or two sentences, tell why you are feeling that way.

2. Circle Activity

Many times we need to follow our choices in life by saying “Yes” or “No” out loud so others will know what our choice is. Sometimes we are afraid to say “Yes” or “No”. Today we are going to practice saying these words out loud.

There are many different ways to say “No!” You can say it with various tones, or with gestures, or using different words. No way! I cannot! Never mind! I have to do something else! Never! Everyone in the circle is going to practice saying, “No!” Say it out loud, not in unison, but in whatever way you want to say it— for one minute.” (This will be noisy and chaotic!)

UNIT 1: Lesson 2 (Then have everyone in the circle practice saying, Yes! for one minute). Think of a situation where you can say “Yes”—share with the group. Think of a situation where you can say “No”—share with the group.

(Have everyone pair up (teacher, pair with someone if you have an odd number of students).

One person in the pair will say “Yes” and the partner will say “No.” Do this for about one minute. Now change, and the person who said “Yes” will now say “No” for one minute.

Now have one person ask a question and the other person can answer “Yes” or “No,” whichever he/she chooses. Then switch, have the other person ask the question, etc. (Reform the circle):

Was it easier to say: “Yes” or “No”?

3. Closing Prayer (Pray something like the following).

Creator God, thank You for giving us the power of choice. Help us always to know when to say “Yes” and when to say “No.” Thank You for loving us. Amen.”

UNIT 1: Lesson 2

Figure 2-3. Choices Relay game “good choices” cards.

UNIT 1: Lesson 2

Figure 2-4. Choices Relay game “bad choices” cards.

UNIT 1: Lesson 3

Lesson 3: Jesus Understands Me

LESSON 3 THEME: GOALS:

BIG IDEA:

MATERIALS NEEDED:

PREPARATION:

Jesus came to earth to embrace suffering so that He could understand what we go through. He died in our place so that we can be saved. Verbally, in writing, or in a drawing, show that • God has a sympathetic heart. • Jesus would have come and died for just one person—me. He chose me. • There are results of one good choice—Jesus’ choice. The concept of prayer is talking to Jesus about anything that concerns me.

Jesus made a good choice to leave His home in heaven and come down to help us. Jesus understands what I am going through because His life was difficult, too. God helps us make wise choices through prayer. I can always talk to God, and He is always there.

Gather the following: • Jesus Understands book (if available) • Colored pencils and each child’s I Believe journal • One stuffed animal or an object to pass around for the Circle Activity • Group Drawing materials • Theme Song • Flipchart 1 for Bible Story and Application Story Write the I Believe statement on the board.

Because Jesus went through suffering, He understands my problems and I can tell Him all about them.

UNIT 1: Lesson 3

OPENING ACTIVITIES 1. Review

Who can tell me something you learned in the previous lesson about making choices. Let’s repeat together the I Believe statement from the previous lesson: I can say “yes” to wise choices and “no” unwise choices.

2. Theme Song

3. Introductory Activity Think, Pair, Share:

(Teacher shares a time when something happened to her).

Get together in pairs and think of at least five bad things that have happened to you or to someone you know. (Walk around and listen carefully to what the children are saying. If needed, give suggestions such as an accident, sickness, fighting, hunger, etc. After several minutes in pairs, have the children share their ideas with the whole group).

How do you feel when these bad things happen to you? (If this activity is too painful for some children, let them draw the bad things instead).

The good news is that even though lots of bad things are in the world, Jesus made an amazingly good choice that helps us. That is what we will talk about today—the time when Jesus came and experienced suffering with us so He could rescue us.

UNIT 1: Lesson 3

LESSON 3: APPLICATION STORY SENG’S STORY FLIPCHART 3A

(Teacher reads the story of Seng and shows these 7 illustrations from Flipchart 3A). As I read a story about Seng, listen for the way she handled her fears.

Seng’s mother and father both died of sickness when she was six years old. She and her brothers and sisters lived in the slums with one of their relatives. One day, when Seng was busy cooking the rice for the family, she took her eyes off her baby cousin she was supposed to be watching. Cries filled the little bamboo home for the baby had cut herself on a sharp piece of broken glass she found on the dirt floor.

Her aunt was boiling with anger. “Get out of the house, Seng. Never come back!” she yelled. Those words gripped Seng’s heart with fear as she thought, “Where will I go? What will I do?” Seng quickly packed up her school uniform and her few belongings.

That night Seng wandered around the street. Tears of anger mixed with regret flowed down her cheeks. Fear and loneliness fought each other in her heart. Suddenly the words, “I will never leave you or forsake you!” came into her mind. Her teacher taught her those words from the Bible. “Heavenly Father,” she hesitantly prayed, “please be with me. Please show me where to go.” A warm comforting feeling swept over her body. The face of the kind Christian church member who lived about ten houses down popped into her head. She bravely wiped her tears and told herself, “I’ll go and see if she will let me stay with her.” Seng stayed with this lady for two weeks until her aunt found her and brought her back home. From that day forward, she knew she had a safe place to run to whenever she needed it.

DISCUSSION STARTERS

(Teacher will have students think about answers to these questions, share their answers in pairs, and then some students will share with the whole group). 1. What troubles did Seng face? 2. How did Seng handle her fears?

Here is our special I Believe statement. (Have the children repeat it after the teacher phrase by phrase. Then repeat it in unison).

Because Jesus went through suffering, He understands my problems and I can tell Him all about them.

UNIT 1: Lesson 3 Bible Verse:

Isaiah 53:5. “But He was hurt for our wrong doing. He was crushed for our sins. He was punished so we would have peace. He was beaten so we would be healed.” (NLV)

(You can teach this verse using the following activity: MEMORY MOTION. Many children learn best by moving. Teach appropriate movements and hand motions to represent one phrase at a time of the Bible verse. OR Involve the children in creating the motions to match the Bible verse. When they learn movements, they are less likely to lose it from their memory. OR Break up into pairs, have the children make up their own motions and learn the verse together. Practice it until they can share it with others. Choose a few volunteers to share with the whole group).

LESSON 3: BIBLE STORY

JESUS UNDERSTANDS FLIPCHART 3B

(Teacher reads the Jesus Understands story. You can encourage the children to say the repetitive part “Jesus understands” after each part of the story. Encourage this because it will increase interactivity and learning). There is a beautiful story of a man who lived many years ago. They called Him Jesus, which means “The One Who Rescues.” Jesus was born in an animal stall and placed on a bed of straw because His family was very poor.

Have you had to sleep in a bad place or eat food that was not very good because your family is poor?

JESUS UNDERSTANDS. Let’s say that together. (Teacher looks up, and together everyone says, “Jesus understands.”) An evil man named King Herod sent soldiers with swords to kill Jesus when He was just a baby. Have you ever been afraid in the night, knowing there were bad men with guns hiding outside? (Teacher looks at students and waits for them to answer). JESUS UNDERSTANDS.

Joseph and Mary, the father and mother of Jesus, fled with Him from Israel through the desert to Egypt where they lived as despised refugees.

UNIT 1: Lesson 3 Have you ever had to leave your home village or have people frown at you because you did not dress and talk and act like them? (Teacher looks at students and waits for them to answer). JESUS UNDERSTANDS.

Jesus’ father was a carpenter. Jesus helped his father build and did not go to school like the wealthy children.

Have you ever wished you could follow the children to school in their clean uniforms but you had to work hard instead? (Teacher looks at students and waits for them to answer). JESUS UNDERSTANDS.

One day Joseph died. Jesus and His mother cried. They had to work even harder to have enough food for their family. Has someone you loved a lot ever died or left your home forever, leaving you very lonely? (Teacher looks at students and waits for them to answer). JESUS UNDERSTANDS.

Jesus grew up and became a very kind person, helping the sick, the lonely, and the poor. Because He was so helpful, many people followed him around asking for help. He always helped them, even when He was tired. Have you ever been extremely tired but felt you could not stop working because your help was needed very much? (Teacher looks at students and waits for them to answer). JESUS UNDERSTANDS.

People liked Jesus so much that it made the religious leaders jealous of Him. They accused Him of doing bad things even though He did nothing wrong.

Has someone ever lied about you and got you into trouble so that you were punished unfairly even when you did nothing wrong? (Teacher looks at students and waits for them to answer). JESUS UNDERSTANDS.

Then someone told one of Jesus’ best friends named Judas that they would give him a lot of money if he would tell them Jesus’ secret hiding place. Judas took the money and led them in the night to catch Jesus. Judas gave Him a friendly hug and kiss, but he really betrayed Jesus. Have you ever had a good friend completely turn on you, cheat you, or hurt you so they could take something away from you? (Teacher looks at students and waits for them to answer). JESUS UNDERSTANDS.

Another close friend of Jesus named Peter said, “Even if everyone leaves you, I will always stay with you.” That very night, Peter became scared when the bad men captured Jesus. He ran away from Jesus. When people asked him if he was Jesus’ friend, three times he said, “I don’t know Him.” He even used very bad words to show that he wasn’t Jesus’ friend.

UNIT 1: Lesson 3 Have you ever had someone you loved and who said they loved you say mean things to you or suddenly leave you and stop being your friend? (Teacher looks at students and waits for them to answer). JESUS UNDERSTANDS.

That night the bad men took Jesus and they hurt Him a lot. They beat his back many times until it bled. They made a crown of thorns and put it on His head. Then they hit the crown and thorns on it cut Him badly. Have you ever been beaten until you were bruised or bleeding?

(Teacher looks at students and waits for them to answer). JESUS UNDERSTANDS. The next day the bad men went to crucify Him. They stripped off His clothes and nailed his feet and hands to a cross. They spat at Him and said many mean things about Him. Have you ever had someone shame you by saying bad things about you or even take your clothes off and do wrong things to you? (Teacher looks at students and waits for them to answer). JESUS UNDERSTANDS.

While Jesus was on the cross, it became very dark. Satan and evil spirits whispered horrible things to Jesus. They told Him that nobody loved Him and He should give up. They told Him He would never live again. Have you ever felt the awful feeling of evil spirits close to you? Have you ever felt like you did not want to live anymore and should give up? (Teacher looks at students and waits for them to answer). JESUS UNDERSTANDS.

The worst part about the cross was that even though Jesus had never done anything wrong, He chose to receive on Him all the sins of everybody who had ever lived. It made Him feel dirty and guilty so much that He cried out, â&#x20AC;&#x153;My God, My God, why have You forsaken Me?â&#x20AC;? Have you ever felt really bad about something you did or something someone did to you and felt like nobody could ever love you anymore? (Teacher looks at students and waits for them to answer). JESUS UNDERSTANDS.

After Jesus died, they took His body off of the cross and put it in a tomb. Many people were very sad. They forgot about His promise that, after three days, He would rise from the dead. On Sunday, angels came from Heaven and rolled away the stone from the entrance to the tomb. Jesus came alive and walked out of the tomb. He was so happy! Have you ever been given a really nice gift or a second chance? Have you ever been really happy because you knew someone loved you no matter what you did? (Teacher looks at students and waits for them to answer). JESUS UNDERSTANDS. Jesus loves you!

UNIT 1: Lesson 3 DISCUSSION STARTERS (Teacher has the students think about an answer to the question, share their answers in pairs, and then have some students share with the whole group).

1. Who can you talk to about your problems? 2. Since Jesus understands your pain, would you like to tell Him about it in a silent prayer? Ask Him to heal your hurting heart. He loves you and wants to begin healing your pain. You can talk to Him anytime you are sad.

Group Drawing:

CLOSING ACTIVITIES 1. Journal

Turn to Page 7 in your I Believe journal. Let’s read together the I Believe statement.

Because Jesus went through suffering, He understands my problems and I can tell Him all about them. (The students may draw or write anything of their choice in the journal or the teacher may make some suggestions): Draw a picture showing how Jesus suffered for you. OR

Draw a picture of something you suffered and one picture of Jesus suffering something similar.

Turn to Page 8 in your I Believe journal. Color in the square on the chart that shows how you are feeling. Draw or, in one or two sentences, tell why you are feeling that way.

2. Circle time

(Have the students make a circle, either sitting or standing. Wait for volunteers to respond. Pass the stuffed animal or object to the person who begins to share).

Think of a time today where you saw someone in school making a good choice. Throw the stuffed animal to the person. Say the name of that person and tell everyone what you saw him or her do. Then

UNIT 1: Lesson 3 that person throws the animal to another person, names that student and tells what good choice he/ she saw that person making today.” Be ready with a response (name and action) in case a student who is named cannot think of something to say. NEVER “force” a student to respond. Continue until everyone who wishes has had a chance to say something.

(Go around the circle and have each child think of someone whom he or she feels understands him or her the most).

3. Closing Prayer (pray something like the following).

(Teach the students how to do Popcorn Prayer—United Prayer).

Now we are going to give you a chance to pray to Jesus and tell Him your feelings. Just like popcorn pops out when it’s cooked, your voice can pop out a prayer when you want to. We can all put our hearts together with everyone praying short prayers. Our prayers will be about four things: Praise, Confession, Requests, and Thanksgiving. When others are praying, you can also pray a prayer silently in your heart.

We will take turns praying short sentences. A few of you can praise God. For example, you might say, “I praise You for Your love.” Then a few of you can ask for forgiveness, saying something like “I’m sorry I got angry on the playground today.” Then a few of you can say your requests. For example, “Please help my father stop smoking.” Finally, a few of you can thank God by saying, “Thank You for helping me pass my test.”

UNIT 1: Lesson 4

Lesson 4: God Created Me Unique

LESSON 4 THEME:

I am cherished and loved by God.

GOALS:

Verbally, in writing, or in a drawing, show that • God’s loving hand created males and females different from each other. • Both males and females are equally deserving, valued, and loved. • There are healthy practices to ensure godly sexuality as young adolescents relate to self and to others.

BIG IDEA: MATERIALS NEEDED:

PREPARATION:

People are never objects to be used, but are special human beings that are to be loved and cherished. Gather the following: • A nicely wrapped gift box • Small Group Activity statements, each written on an individual slip of paper; large bowl • Colored pencils and each child’s I Believe journal • Theme Song • Flipchart 1 for the Bible Story and Application Story Write the I Believe statement on the board.

People are created special to be loved and cherished, never just as objects to be used by others.

UNIT 1: Lesson 4

OPENING ACTIVITIES 1. Review

Who can tell me something you learned in the previous lesson about prayer and how Jesus understands my suffering? Let’s repeat together the I Believe statement from the previous lesson:

Because Jesus went through suffering, He understands my problems and I can tell Him all about them. 2. Theme Song

3. Introductory Activity Think, Pair, Share

What is the nicest gift you have ever received? (Bring out a beautifully wrapped gift).

If you were to receive a special gift, how would you take care of it to make sure nothing happened to it? Would you let your little brother play with it in the sand or the dirt? Would you let a stranger play with it and handle it roughly? No, of course not!

Did you know that God has given each one of you a beautiful gift? It is your body. He has made you unique and special. God made boys and girls in His image. They are both special, with high value, more than any other gift in the world. Part of God’s gift to you is something we call sexuality. God created us to enjoy all the fullness and enjoyment of being you! This includes all the special parts of the body that girls have and all the special parts that boys have. If you are a female, it means that you can become a mother someday. If you are a male, it means that you can become a father someday.

God created your sexuality to be guarded and protected so that, as you grow, you can become the confident and healthy person God has created you to be. Throughout life, at each stage, there are important things that you can do in order to keep your special gift nurtured and protected. You will want to protect your body from wrong touches and practices. When it is time for marriage and to begin your own family, you will begin sharing your body with a husband or wife. Before then, you are to keep it protected and safe from other people. Our bodies should not be touched by a stranger or shared with others before marriage. We must protect our bodies as we would a special gift. Satan does not want us to take good care of this gift that God has given us. Satan wants us to be discontent with how we are made. He puts lies in our minds about how we look. He can influence us to use our bodies in bad ways or to try and seek love in the wrong places and in the wrong ways. Sometimes people selfishly view other people’s bodies as objects to be used and discarded, thinking only of themselves instead of respecting the other person. When this happens, the other person feels embarrassment, shame, and guilt.

Remember, God made you special and He gave you sexuality as a special gift just for you and the person you will marry someday.

UNIT 1: Lesson 4 Bible Verse:

Psalm 139:13-14. “You created the deepest parts of my being. You put me together inside my mother’s body. How You made me is amazing and wonderful. I praise You for that.” (NLBT) (Teacher can teach this verse by using the following activity. Make these motions: Two hands on your stomach to show the womb, hands raised upwards and clapping for “amazing and wonderful”).

LESSON 4: BIBLE STORY

ABRAHAM AND SARAH’S STORY FLIPCHART 4A

(Teacher reads or tells the story of Abraham and Sarah. Here is an example of telling the story with the important points in it. Use these 5 illustrations from Flipchart 4A). Many years ago, a man named Abraham and his wife Sarah prayed to be able to have a child. For a long time they could not have a baby. Finally, when they were very old, God gave them a son. They called him Isaac, and they loved him very much.

When Isaac became a young man, his parents wanted to find a good wife for him. Wherever they looked, all the girls were from families who worshipped idols and did not follow God’s commandments. They told Isaac to be patient and wait for the woman that God would choose. In the meantime, they taught Isaac to follow God’s commandments so that he could be hardworking, honest, loyal, helpful, and a follower of God. This would make a good husband and a good father when he would have his own family. Abraham asked God to lead him to the right wife who would be kind to Isaac and faithful to the Creator God. Abraham decided to send his servant Eliezer to a town named Haran, far away, where there were distant relatives who knew and worshipped God.

Abraham, Sarah, Isaac, and Eliezer prayed for God to guide. They did not know what woman they would find. Then Eliezer took ten camels with him to bring back the woman who would become Isaac’s bride, her belongings, and anyone who would come with her. As Eliezer got close to Haran, he prayed that God would show him a sign of which girl to choose by seeing her do something very kind. At the edge of the town, there was a well. Eliezer stopped his camels. He was very thirsty. So were the camels. He looked around at the many people. One young lady appeared to be kind. He asked her for a drink of water. She quickly gave him some from her pitcher. Then she offered to take water up out of the well for all of his camels. It was a very big job.

UNIT 1: Lesson 4 Eliezer believed this lady, whose name was Rebecca, was the one to be Isaac’s wife. He gave her some gifts and asked to stay at her family’s house. She went home and her father and brother came to meet Eliezer. He was happy to find out that this was the very family who were relatives of Abraham.

That night, Eliezer told them that he had come to find a wife for Abraham’s son Isaac and that he believed God had led him to Rebecca. He asked if the family would be willing to let her marry Isaac. They talked and discussed. They knew Abraham was a good man who honored God and followed His commandments. Was his son like that, too? Yes, Isaac was like his father. Then the family asked Rebecca if she was willing to go. Besides being kind and helpful, she trusted God and believed He was guiding. So she traveled back with Eliezer on the camels. She met Isaac and soon they were married and made a family of their own with two sons.

DISCUSSION STARTERS Think, Pair, Share (Teacher has the students think about an answer to these questions, share their answers in pairs, and then has some students share with the whole group). 1. How did Abraham and Sarah help their son Isaac have a good future? 2. How did Eliezer choose Rebecca? 3. What good choices did Isaac and Rebecca make that helped them have a good future? 4. What good choices can you make that will help you have a happy family some day? 5. What are some good qualities to look for in a husband? 6. What are some good qualities to look for in a wife?

Let’s summarize this lesson with the I Believe statement. (Have the children repeat it after the teacher phrase by phrase. Then repeat it in unison).

People are created special to be loved and cherished, never just objects to be used by others. Small Group Discussion:

(Teacher is holding a beautiful flower. Bring any flower that is in its budding form). I have here a beautiful flower just the way God made it. Human beings are like this beautiful, delicate flower. They must be cared for gently so that the petals don’t get bruised. This flower has not fully opened yet. If someone tried to force it open, what would happen to the flower?

Yes, it would be ruined. We must water the flower and let it open in its proper time. Sexuality is like that, too. God wants us to wait for marriage so that it can be a beautiful thing. When people do something sexual outside of marriage, it forces open something that is not ready and that causes hurt and sadness. The good news is that, if someone has touched you in the wrong ways or you are suffering from your own poor choices, God still loves you. You are not ruined. God has a plan to restore you to a healthy sexuality. Just like a flower plant can grow flowers again; it just takes time and tender care. There is a belief that girls are to keep their purity and not have sex before marriage but boys can play around and not be condemned or affected by having sex with many different people. How do you think God feels about this belief?

UNIT 1: Lesson 4

Small Group Activity:

God gave the same commandments for boys and girls. He wants both of them to keep pure for marriage and enjoy His gift of sexuality in a marriage relationship. God wants us to love and care for all people, male and female. This means that people are never to be used as objects to be played with selfishly. We are always to treat each other as special beings in much the same way we would treat our brother or sister. (Teacher makes a line down the middle of the blackboard. On one side, write: A Human Being—An Object to be Used. On the other side, write: A Human Being— Someone to Cherish and Love. )

(Pass out one of the following statements per student or per pair of students. Have them tell on what side of the board their statement should go. OR Put the statements in a bowl and have the students draw out one statement per person/ or per pair). (Write the following statements on individual slips of paper. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.

Let others go first. Force someone to work with no pay. Give food to someone who is hungry. A married couple has sex and it is done with kindness. Let your sister have a special toy when you really want it. Do fun activities in groups instead of alone with a person of the opposite gender. Watch sex on television or in a movie, magazine, or on the internet. Learn and study at school and develop skills. Touch and tease someone else in inappropriate ways. Save your money to provide for a family someday. Pay to use people for sex. Go to bars, discoes, nightclubs, and late parties, where sexually immoral things happen. Listen, read, or watch movies, TV programs, songs, magazines or websites that have something sexually immoral. A man has sex with another man. A mean man rapes someone. Fight with parents when they tell us what to do. Encourage and compliment people. Smile and be kind but do not flirt. Communicate with parents and siblings about problems. Strangers touching children in private places. Sex between two people of the same gender. A girl telling her boyfriend that she doesn’t want to have sex before marriage. A girl dressing immodestly to attract boys to look at her. A parent or adult fondling a small child’s private parts).

Whenever we look at human beings in a selfish sexual way, it is always damaging. It may be pleasurable for a moment, but in the end it will cause suffering. Sometimes it leads to not being able to concentrate and do well in school. Sometimes it leads to addictions that cause the person to not be able to succeed in life. Sometimes having sex outside of marriage ends up causing disease, poor health or an unwanted pregnancy.

UNIT 1: Lesson 4

LESSON 4: APPLICATION STORY CHEA AND ARUN’S STORY FLIPCHART 4B

(Teacher reads the story of Chea and Arun and shows these 5 illustrations from Flipchart 4B). I’m going to read you a story about Chea and his brother Arun. As I’m reading, think about the healthy ways Chea has decided to behave, even after being exposed to harmful practices.

Hi! My name is Chea. I’m thirteen years old, and I have an older brother named Arun. Arun is really special to me. He is twenty-one years old, and I look up to him for everything. And I mean everything! From how to play soccer, to getting help with my schoolwork, to the way he interacts and talks to people. My father must work far away in a big city, and I only see him twice a month. So I mostly spend time with my mother and my big brother Arun.

About a year ago, Arun began working for an older woman who needed to have her house repaired. He met the woman’s daughter Mealea. They have been spending a lot of time together, and recently Arun told me that he heard both the parents talking about the possibility of engagement. If it is agreed, they will be married next year. Sometimes his special friend, Mealea, comes to our home to eat rice with us. Arun always speaks kindly to her. He never hits her. He tells me that, at her house, he helps her with the jobs she has to do. He is always looking out for her and thinking of her happiness. Last week Mealea’s mother had a terrible stomach ache. Arun was able to make some charcoal tea for her to drink and help her feel better. One day, Arun and I made a small fire in front of our home. We squatted down by the warm flames and tossed sticks in to keep the fire going. Arun told me about some things that had happened to him when he was a young boy. He was about my age when our family lived in another village and I was not even born. He explained that a distant aunt and uncle used to watch him when our parents worked in the fields. He said this uncle used to touch him in private places that were not okay. This aunt and uncle would even ask him to do things to other children. But Arun refused because he didn’t feel good about it. Eventually the aunt and uncle moved away when our mother could spend more time with us in our home.

Arun later explained that, when he was 16, his friends from the village school used to look at pornography and play songs on their radio that spoke about girls in bad ways—saying that girls could be hurt or used however someone wanted to use them. Arun said he listened to the songs for a little while but did not feel comfortable and soon found friends who were not interested in those things.

When I was born, Arun said that he took special care of me because our mother and father were so busy. Arun explained that, when he first looked into my big brown eyes, he knew that he would never do those things to me that his aunt and uncle had done nor would he let anyone else do those things to me. He

UNIT 1: Lesson 4 always touched me in appropriate ways, such as giving my arms, legs, and back a massage, or giving me gentle hugs. These things would be helpful and not hurt me.

He also said that he knew that treating Mealea with kindness and respect was important, too. He wanted to be a good husband to her and always show her love. He decided they would talk about things if they disagreed and ask for help if they couldn’t find an answer themselves instead of fighting about disagreements. He said that he thought Mealea was a special woman, and he would never leave her for another girl. He would make that choice every day, even if sometimes life became difficult. They would stick together and grow even closer once they were married. I am so proud of my brother! I hope that someday I can grow up to be just like him.

CLOSING ACTIVITIES 1. Journal

Turn to Page 9 in your I Believe journal. Let’s read together the I Believe statement.

People are created special to be loved and cherished, never just as objects to be used by others. (The students may draw or write anything of their choice in the journal or the teacher may make some suggestions). Draw special pictures showing how boys and girls should treat each other kindly and courteously. OR

Draw a picture illustrating how you want to behave when you grow up.

Turn to Page 10 in your I Believe journal. Color in the square on the chart that shows how you are feeling. Draw or, in one or two sentences, tell why you are feeling that way.

2. Circle Activity

(Comfort Hug). Take your right hand and cross over to place it gently on your heart. Take your left hand and reach way across your belly to your hip. Hold your arms in that position gently, as if you were hugging a treasured friend. Take two slow breaths. Say to yourself, “Jesus loves me and He will take care of me.” Children, when you give your life to Jesus you become a child of the King of the Universe. Let’s remind each other of that today. (Pair up, girls with girls, and boys with boys. Stand and face each other. Have one girl in each pair say to the other, “You are a daughter of the King!” Then the other girl says, “Yes, I am the daughter of the King!” Have one of the boys say to the other, “You are a soldier of the mighty King!” Then the other boys say, “Yes, I am the solider of the mighty King!”

Then have them switch what each one is saying and responding to).

3. Closing Prayer (pray something like the following).

Dear God, thank You for creating each of us so special. Help me to always be thankful for the way You made me. Help me as I grow to always treat myself and others with love and respect. Help me as I grow to love Jesus more than just living to please myself. In Jesus’ name, Amen.

UNIT 1: Lesson 4 Additional Material:

Teacher: Separate boys and girls into two separate groups.

To the boys, read TO BECOME A YOUNG MAN (scanned by Cam Scanner. Grow and Know Printing, 2015). Read and discuss this.

To the girls, read GROWTH AND CHANGES (by Marni Sommer and Susan Connolly. Grow and Know Inc., 2012). Read and discuss this.

If the children are too shy to discuss and ask questions, have a secret box where they can write down any question they have and the teacher can draw out questions and answer them.

UNIT 2: God Created Me With Feelings THEME: God created humans with emotions and feelings.

LESSON 5: I Can Express My Feelings. What should we do with feelings?

People express feelings in different ways. (David, Saul, and Jonathan). I Believe statement: “No matter what I am feeling, I choose not to hurt myself, others, or property.”

LESSON 6: I Can Ask for Help. What should we do with feelings? We should

share our feelings with safe people and with God through prayer. (Blind Bartimaeus). I Believe statement: “I can ask for help when I’m in trouble and keep asking until I get help.”

LESSON 7: I Can Choose Happy Thoughts. Thoughts are very powerful.

They can make the mind and the body feel good or they can make them feel bad. (Paul and Silas). I Believe statement: “I believe I can learn to replace negative thoughts with positive, happy thoughts.”

UNIT 2: Lesson 5

Lesson 5: I Can Express My Feelings

LESSON 5 THEME: GOALS:

BIG IDEA:

MATERIALS NEEDED:

PREPARATION:

What should we do with feelings? People express feelings in different ways. Verbally, in writing, or in a drawing, show that • We need to express our feelings. • We can practice healthy ways to express feelings.

Everyone experiences feelings, but we don’t express our feelings in the same way. There are appropriate and inappropriate ways to express our feelings. Gather the following: • Different items of choice to help children choose healthy ways to express feelings, such as a notebook, scarf, toilet paper, flip-flops, pillow or soft toy, cell phone, jump rope, pen and paper, drawing paper and crayons, large red heart, Bible • Colored pencils and each child’s I Believe journal • Group Drawing materials • Theme Song • Flipchart 1 for the Bible Story and Application Story • Stuffed animal or object • Additional Activity: Stress Busters for Kids sheet Write the I Believe statement on the board.

No matter what I am feeling, I choose not to hurt myself, others, or property. Make copies of the Additional Activity sheet (at the end of this lesson).

UNIT 2: Lesson 5

OPENING ACTIVITIES 1. Review

Who can tell me something you learned from the previous lesson about godly sexuality?

Let’s repeat together the I Believe statement from the previous lesson:

People are created special to be loved and cherished, never just as objects to be used by others. 2. Theme Song

3. Introductory Activity

God created us with powerful feelings. Today, we are going to talk about our feelings. But first we need to make some classroom rules: • This is a safe place to share feelings. We will not laugh at anyone, nor talk to others about what is shared. • Nobody has to share feelings they are uncomfortable sharing. • You can always talk to the teacher about your feelings later if you would rather do that. (It would be good to have these rules posted in the classroom).

(Have the children sit in a circle on the floor and, in the middle of the circle, place objects such as the following: a pillow or soft toy, a cell phone, a notebook, paper and pen, a pair of flip-flops, Chinese jump rope, drawing paper and crayons or markers, some toilet paper, a scarf, a large red heart, and a Bible). Let’s use these things I’ve brought today to find some healthy ways to express our feelings! How would each of these objects help to express feelings in a positive way? (Hold up each item and ask how they could use it. Here are examples). • • • • • • • •

Notebook: Keep a diary or write a poem about your feelings. Scarf: Cover your face and pray. Toilet paper: Just cry into it! Crying is okay. Flip-flops: Do something physical. Pillow or soft toy: Cry into it when you are sad. Cell phone: Call someone you trust and talk about your feelings. Jump rope: Do something physical. Pen and paper: Write a letter about your feelings and give it to someone you trust. OR Write out numbers 1–50. • Drawing paper and crayons: Draw how you feel. • Large red heart: Talk to someone you love, or ask for a hug. • Bible: Find and memorize a promise.

It is unhealthy to express our feelings by hurting another person or property. Throwing or breaking things, and hitting or saying hurtful things to someone else is never okay! It is also unhealthy to express our feeling by hurting ourselves. Using alcohol or drugs, getting physically sick, and thinking about harming ourselves are never good ways to handle feelings! Let’s use these positive ways instead.

UNIT 2: Lesson 5 Small Group Activity:

(Do “Think, Pair, Share”). Divide into pairs. Have each pair listen carefully as the teacher reads each difficult situation one at a time. Give the students about 2 minutes to discuss how they would feel in that situation and what they could do about their feelings. How would they use any of the objects in the previous activity?) These are difficult situations. How would you feel and what could you do about your feelings? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

A student doesn’t place first in his class and his parents yell at him. Someone makes fun of another student at school. A girl gets to see her grandmother whom she hasn’t seen for a long time. Your dog disappears, is stolen, or is caught by the dogcatcher. There’s no money to buy a new dress, shirt, or medicine. A boy visits his auntie who prepares the best food—and she lets him eat lots of it. Your dad picks you up to visit family in the countryside. Someone breaks in front of you in line and takes the last candy, book, or pen. It’s your birthday and you get to have a party. Someone touches you in a way that makes you feel uncomfortable. The house is dark and you hear a strange noise. A student comes home to find there is no food for supper. A girl’s mother left her, but she wanted to go with her mother. (Other situations. Teacher can mention a “situation” that is typical for their students.

There are many ways to express our feelings, and all of us need to find the ways that work best for us. But first, we have to know the rule about expressing our feelings. Let’s say the rule together: I must never express my feelings by hurting another person, hurting myself, or breaking things. I can choose a better way to handle my feelings.

Let’s read our I Believe statement. (Have the children repeat it after the teacher phrase by phrase. Then repeat it in unison).

No matter what I am feeling, I choose not to hurt myself, others, or property.

UNIT 2: Lesson 5

LESSON 5: APPLICATION STORY

BORA’S STORY FLIPCHART 5A

(Teacher reads the story of Bora and shows these 12 illustrations from Flipchart 5A). As I read the story, notice how Bora chose to talk to his mother about his worst day ever.

“I had the worst day ever, Mom!’’ cried Bora. ‘‘Why?’’ asked his mom. ‘‘I fell on my bike and had to get it fixed. By the time I got to the school, they had left for Elephant River without me, so I had to join the little kids’ class.”

“Oh, that’s too bad.” Mom said. “It got worse,” Bora said. “In class Ellie started talking with his friend. When the teacher turned around to tell Ellie to stop talking, Ellie said, ‘Bora, you shouldn’t talk in class!’ The teacher thought I talked and I got blamed!’’ ‘‘Hmmm.’’ Mom was listening closely.

“Then, at recess, they decided to play marbles and there was one too many players.” “You were the one?” asked Mom. “Yeah,” replied Bora. A tear snuck its way down his cheek. “Then on the math test, I got a C minus. Rodney saw it and told me I was dumb.

UNIT 2: Lesson 5 Oh Mom, my worst day ever wasn’t over. On my way back home, two bullies stole my favorite stuffed animal—right out of the basket on my bike as they sped by. Then just now I tore my uniform on a loose nail!” Bora tried to hold the tears back, but they burst out and ran down his cheek. Mom held him for a long time. Then she asked a question.

“If I could say to someone, ‘You’re the smartest ever!’ Who would I choose?”

“You’d say it to Sry Rot! Bora said. “She always gets an A in school. She’s the best at running and jump roping too.”

“Noooo,” said Mom, “Guess again. If I were to say, ‘You’re the coolest ever!’ who would I choose to say it to?” “You’d say it to Meleck! He has his own motorbike and latest cellphone. And he always keeps up with the latest styles!”

“Noooo,” said Mom. “Guess again.” “If I were to say, ‘You’re the bravest ever!’ who would I choose to say it to?”

“Oh, you would say it to Blake,” said Bora. He’s not afraid of anything. He will jump off the highest rock into the river and swim in the deepest part of the water.” “Noooo.” Mom was smiling big now. Mom said, “If I could help one person to know how special and amazing his future is, and how cool and brave he is and how smart he is, do you know whom I would choose? I’d choose you every time!” “And I would, too!” Dad’s voice came from the door.

“Daddy, you’re home!” exclaimed Bora.

“I found this in the bushes by the road. “ Daddy threw a stuffed animal at Bora. “Oh, it’s Water Lilly!”

“Do you want to know something?” asked Dad. “Yeah,” said Bora eagerly.

“God would choose you on your worst day and on your best day too. Hey son, how about let’s go to Elephant River for a picnic?” “Really?” Bora said happily. “Wow, this is gonna be the best day ever!” Group Drawing:

Bible Verse:

(Invite the children to draw their feelings and thoughts about the story together on the floor. You can use chalk on a sidewalk, or a long piece of paper and crayons, or a long mat made from a blackboard or white board. Make sure it is on the floor so that all the children are connecting, belonging, and gathering courage from each other as they draw their responses to the story, creating a Group Drawing together). Proverbs 16:32. “It is better to be patient than to be a strong soldier. It is better to control your anger than to capture a city.”

(Teacher can teach this verse using the following activity: GROUP-TO-GROUP. Write the verse on the board. Have the group stand up and repeat it several times. Have half the class sit down and the other half face them and share the verse with them, without looking. Then have the other group stand and do the same).

UNIT 2: Lesson 5

LESSON 5: BIBLE STORY DAVID, SAUL, AND JONATHAN FLIPCHART 5B

(Teacher reads or tells the story of David, Saul, and Jonathan (1 Samuel 18–20). Or the children can act out portions of the story while the teacher tells it. Here is an example of telling the story with the important points in it. Use these 6 illustrations from Flipchart 5B). As we read our Bible story, let’s see how the people in our story handled their feelings.

The first king of Israel was named Saul. He was a tall, handsome man who started his life by serving the true God well. Later, he stopped obeying God and began to have many problems. An evil spirit harassed him. His servants suggested that a musician be called to play calming music. A young shepherd boy named David came and played his harp, which helped the king. David had learned to tell God about his problems through prayer and to sing songs that would help him. King Saul did not know that God had chosen David to replace him as king.

Later, David helped King Saul win a great battle against a giant named Goliath. The people were very proud of David and sang songs about how great he was. King Saul became jealous. However, King Saul’s son Jonathan liked David very much, and they became close friends. One day, when the evil spirit was bothering King Saul, he called David in to play the harp. In his heart, the king was hiding jealousy and anger. He threw a spear at David to kill him, but it missed! What a horrible way for the king to express his anger! Another time, it happened again. David realized it was not safe to be around such an angry man who could not control his temper. He was afraid and worried so he prayed to God about what to do. It’s always a good idea to pray to God when we are afraid or worried.

The prince Jonathan and David talked about the problem. Jonathan offered to speak to King Saul and try to reason with him. King Saul agreed to stop trying to kill David, but it didn’t last long. A third time, the king let his anger push him, and he threw a spear at David. God protected David again. Jonathan and David talked about the problem again. This time Jonathan warned David to run away. They promised each other they would always be friends and that even their children would be friends and they protect each other forever. David went into hiding to be safe from the king. Men who liked David and wanted to be on his side came and joined him. For a while, they stayed in a cave, then in the forest. They had to move from place to place because the king was always hunting for David. David could have become very angry and tried to kill the king, but he chose to trust God instead and wait for God to make him king in God’s timing.

UNIT 2: Lesson 5 One day, King Saul took 3,000 soldiers and went after David in the Wilderness of En Gedi. David and his men were hiding in a cave. King Saul went into the cave to go to the bathroom. David’s men said, “God has delivered your enemy into your hand!” They wanted him to kill the king. Instead David snuck over and cut off a corner of King Saul’s robe without him knowing. After the king went out, David followed him out and bowed down. David said to King Saul, “Why do you listen to the words of men who say, ‘Indeed David seeks your harm?’” David showed him the corner of his robe and told how others had urged David to kill the king but he had not done it. David promised King Saul that he would never attack and hurt him. Saul was so amazed and humbled at David’s kindness towards him that he said, “You are more righteous than I; for you have rewarded me with good, whereas I have rewarded you with evil” (1 Samuel 24:17). He then stopped hunting David for a while. God later made David king when King Saul was killed in battle.

DISCUSSION STARTERS

Think, Pair, Share (Teacher will have students think about answers to these questions, share their answers in pairs, and then some students will share with the whole group). 1. 2. 3. 4.

How did Saul handle his feelings of anger and jealousy? How did David handle his feelings of fear, worry, and anger? What things do you sometimes feel angry about? What can you learn from this story about how to deal with your feelings?

CLOSING ACTIVITIES 1. Journal

Turn to Page 11 in your I Believe journal. Let’s read together the I Believe statement: No matter what I am feeling, I choose not to hurt myself, others, or property.

(Students may draw or write anything of their choice in their journal or the teacher may make some suggestions).

Write in your journal how you will respond when you see someone who is sad, hurting, and afraid, etc. What will you say or do? Write a note to yourself to remind yourself what you will do to respond to the feelings of others.

(Additional Activity: Pass out the Stress Busters for Kids Activity Worksheet found at the end of this lesson. Encourage students to keep this as a reference to use during those stressful times in their days). Turn to Page 12 in your I Believe journal. Color in the square on the chart that shows how you are feeling.

On the “Where Do I Feel?” blank person outline, use different colors to identify those places where you feel emotions, for example anger. Do you feel it in your stomach or in your hands? What color would you choose for anger? Where do you feel happiness? Choose different colors for each emotion.

UNIT 2: Lesson 5 2. Circle Activity

(Have the students sit in a circle. Give the stuffed animal or an object to a child who is ready to finish this sentence: “A feeling I had today was….” Then that student should toss the object to the next student who volunteers to answer. Make sure everyone has an opportunity, but let them “pass” if they don’t want to talk).

3. Closing Prayer (pray something like the following).

“Dear God, You created us with powerful feelings. We like it when we’re happy and joyful, but sometimes we don’t feel good. Please help us to know how to show our feelings in good ways. We don’t want to hurt anyone. We love you. In Jesus’ name, Amen.”

UNIT 2: Lesson 5

ADDITIONAL ACTIVITY

Stress Busters for Kids Worksheet When… I get up in the morning

I have to do something I don’t like at school I am having a hard time concentrating I am worried or scared about something I am sad I am reminded of something bad that happened There are too many people or too much noise It is too quiet or I am lonely or bored I am so excited I can’t wait for something! I feel like moving around but I can’t (in school or church maybe) It is in the evening, before bedtime I am in bed and can’t sleep It is some other time (name it)

What helps me feel calm and relaxed?

UNIT 2: Lesson 6

Lesson 6: I Can Ask for Help LESSON 6 THEME: GOALS:

BIG IDEA: MATERIALS NEEDED:

PREPARATION:

We can learn to share our feelings with safe people and with God through prayer. Verbally, in writing, or in a drawing, show that • I can show my feelings. • I can identify feelings that should be shared with a trusted, safe adult. • I can identify safe people that I can turn to for help. • I can learn to pray to God anytime and anywhere. God has given us other people, as well as Himself, to help us with our difficult emotions. Gather the following: • Jump rope, Bible, scarf, cellphone • Colored pencils and each child’s I Believe journal • Group Drawing materials • Theme Song • Flipchart for the Bible Story and Application Story Write the I Believe statement on the board.

I can ask for help when I’m in trouble and keep asking until I get help.

UNIT 2: Lesson 6

OPENING ACTIVITIES 1. Review

Who can tell me something you learned from the previous lesson on feelings? Let’s repeat together the I Believe statement from the previous lesson:

No matter what I am feeling, I choose not to hurt myself, others, or property. 2. Theme Song

3. Introductory Activity

Facial Expressions Guessing Game. (Choose 2–3 children to come and stand close to you. Whisper a different “feeling word” to each child. Have the child show what that feeling “looks like” on their faces or in their body expressions. Examples: sad, happy, angry, lonely, frightened, shy, ashamed, embarrassed, upset, surprised, etc. Ask the other children to guess what the feeling is). (Bring out the scarf, jump rope, Bible, and cell phone, one at a time).

I have brought a few items from last week’s class. Who can tell me how you would use these items to express feelings in a healthy way?

(Remind them that it is okay to talk to trusted people about your feelings. Repeat the above a number of times).

It would be nice if the things that happened in our lives were always good things that gave us pleasant feelings, but life is not like that. Things happen in everyone’s life that are not pleasant. What are some unpleasant or difficult feelings you have had?

(Teacher can suggest these difficult feelings: helplessness, powerlessness, worthlessness, guilt, anger, etc).

Let’s read the I Believe statement. (Have the children repeat it after the teacher, phrase by phrase. Then repeat it in unison).

I can ask for help when I’m in trouble and keep asking until I get help.

UNIT 2: Lesson 6 Small Group Activity:

(Divide the children into two groups. Read the following scenarios and ask the questions. OR Divide into 5 groups and give each group one scenario to act out for the class. The actors ask the class the 2 questions). 1.

You are a new student at school and you notice a boy that nobody plays with or talks to. Group #1: How do you think he is feeling? Show it on your face. Group #2: Who should the boy talk with to get some help?

Some students see a person who has a lame leg and who is walking strangely. They make fun of the lame person, pointing and laughing. Group #2: How do you think the lame person is feeling? Show it on your face. Group #1: Who should the lame person talk with to get some help?

You see some of the older children on your street hurting a little girl. The little girl is crying. Group #1: How do you think she is feeling? Show it on your face. Group #2: Who should the girl talk with to get some help?

Your friend has bruises on his arms and legs. He tells you it is because his brother (or mother or father) hits him every day. Group #2: How do you think he is feeling? Show it on your face. Group #1: Who should the boy talk with to get some help? Is there someone your friend or you can choose to talk to? A big boy is tickling a younger boy all over. At first it was fun, but then the younger boy started to feel uncomfortable and tells him to stop but the big boy won’t stop. Group #1: How do you think the boy was feeling? Show it on your face. Group #2: Who should the boy talk with to get some help?

Think, Pair, Share (Teacher will have students think about answers to these questions, share their answers in pairs, and then some students will share with the whole group). 1.

What kinds of situations are scary for you?

What do you do when you are afraid?

How do you know who is safe to talk to about your feelings?”

(Help the children bring out answers like: someone who won’t hurt you; someone who will listen to you, protect you, and do something to help you).

UNIT 2: Lesson 6

LESSON 6: APPLICATION STORY PIN & PLOW’S STORY FLIPCHART 6A

(Teacher reads the story of Pin and Plow and shows these 6 illustrations from Flipchart 6A). As I read this story, identify who the girls talked to about their difficult situation.

One day when Pin and Plow came home after school, they found their parents rushing about the house. “What are you doing?” the girls asked.

They replied, “We have decided to go to Thailand to work in a restaurant. You girls are coming with us so we have someone to wash dishes and clean up.”

“Oh, no!” cried the girls as they ran from the house to go and tell their teacher. They found their teacher by the school and ran up to him saying, “Teacher, we will not be in school tomorrow. Our parents are going to Thailand to work in a restaurant. They are forcing us to quit school and go along to be the dishwashers for the restaurant.” At that very moment, their teacher, Sok Som Arth, knew it was time to cry out to God for help. The teacher and the two girls knelt on the ground and earnestly prayed for God to intervene. But, the next day, there were two empty chairs where the girls would normally sit. The rest of the year and throughout the summer, this faithful teacher prayed for the girls, asking God to bring them back. The day before school was to begin, Sok Som Arth was in the market buying food. Suddenly, he saw the two sisters running up to him! He could not believe they were back! Their story came tumbling out. “We were sick the entire time we were in Thailand! So sick that we couldn’t work! Finally our parents were so frustrated they sent us back. God has answered our prayers. We will be in school tomorrow!” The teacher was overjoyed. His prayer and the girls’ prayers were answered! Group Drawing:

Invite the children to draw their feelings and thoughts about the story together on the floor. You can use chalk on a sidewalk, or a long piece of paper and crayons, or a long mat made from a blackboard or white board. Make sure it is on the floor so that all the children are connecting, belonging, and gathering courage from each other as they draw their responses to the story, creating a Group Drawing together.

UNIT 2: Lesson 6 Bible Verse:

Philippians 4:6. “Don’t worry about anything. Instead, pray about everything, tell God your needs, and don’t forget to thank Him for His answers.” (TLB) (You can teach this verse using the following activity: PUT THE VERSE TO MUSIC. See if they can make up a tune for the memory verse, or provide music).

We can always talk to Jesus because He understands everything we are going through. He created you and He cares for you. You may not be able to see Jesus, but He hears you and will help you. Today, our Bible story is about a man who called out to Jesus to help him. Let’s find out what Jesus did!

LESSON 6: BIBLE STORY

BARTIMAEUS’ STORY FLIPCHART 6B

(Teacher reads or tells the story of blind Bartimaeus (Mark 10: 46-52, Luke 18: 35-43) and shows the 5 illustrations from Flipchart 6B. This is a wonderful story to role-play. Before reading, have all the children practice saying 2 times what blind Bartimaeus said, “‘Jesus, Son of David. Have mercy on me!” During the story, teacher coaches one child to be Bartimaeus. This child should be ready to say, “Teacher. I want to receive my sight.” Here is an example of telling the story with the important points in it. (Use Flipchart 6B): There was a blind man named Bartimaeus who lived in the city of Jericho. One day he was outside of the city begging for money or something to eat. He could tell that there was a big crowd nearby. “What’s going on?” he asked. They told him that Jesus was passing by.

Bartimaeus knew about Jesus. He had heard that this Man had power to heal the sick. Many people, even the deaf, the dumb (those who could not speak), the blind, the paralyzed, and even lepers had been healed. Immediately he began to yell out, (Children can repeat after you) “Jesus, Son of David, have mercy on me!” People told him to be quiet. Maybe they were ashamed of him. Perhaps they thought he was too dirty or too poor to bother Jesus. Maybe they just did not like him. But he did not listen to them. He was suffering. He needed help. He cried out even more, (Children can repeat after you) “Jesus, Son of David, have mercy on me!” Jesus heard Bartimaeus, just like God always hears people when they cry out for help. Jesus stopped and told the people to bring the blind man to Him. Someone said to Bartimaeus, “Be happy and get up, He is calling you.”

UNIT 2: Lesson 6 Bartimaeus threw aside his garment. He was not worried about finding it because he believed that Jesus was going to heal his eyes so that he could see. Jesus said to him, “What do you want Me to do for you?” It was pretty obvious, but Jesus wanted Bartimaeus to speak up for himself. Jesus was teaching him how to pray, how to tell God about his problems. Bartimaeus said, “Teacher, I want to receive my sight.”

Jesus loved Bartimaeus just like He loves all people no matter what problems or suffering they have. Jesus said to him, “Go your way; your faith has made you well.” Immediately blind Bartimaeus could see! He was so excited that he did not go on his way. He followed Jesus. He wanted to be close to the One who had loved him and helped him.

DISCUSSION STARTERS Think, Pair, Share (Teacher will have students think about answers to these questions, share their answers in pairs, and then some students will share with the whole group). 1. 2. 3. 4.

Who did the blind man go to for help? Why do you think the others tried to get him to be quiet? Why do you think Jesus asked the question, “What do you want Me to do for you?” Jesus is our special Friend. When can we call out to Him?

What would you like to tell Him today? (Have a silent prayer time).

CLOSING ACTIVITIES 1. Journal

Turn to Page 13 in your I Believe journal. Let’s read together the I Believe statement:

I can ask for help when I’m in trouble and keep asking until I get help. (The students may draw or write anything of their choice in their journal OR the teacher may make some suggestions). Draw a picture or write a letter to Jesus. OR

Draw a picture of Jesus or someone else helping you.

Turn to Page 14 in your I Believe journal. Color in the square on the chart that shows how you are feeling. Draw or, in one or two sentences, tell why you are feeling that way.

(Make sure the children understand that some feelings are hard to handle, but it is always okay to ask for help. It is okay to talk to God when we are happy or sad—or anytime!)

UNIT 2: Lesson 6 2. Circle Activity

I am going to read the prayers of David from the book of Psalms in the Bible. Show on your faces how David was feeling as he prayed each prayer. (You show it on your face, too!) Psalm 8:1. “O Lord, our Lord, how excellent is Your name in all the earth.” (happy)

Psalm 22:1. “My God, my God, why have You forsaken Me? Why are You so far from helping Me?” (lonely)

Psalm 42:3. “My tears have been my food day and night, while they continually say to me, ‘Where is your God?’” (sad)

Psalm 44:7. “O God, you have saved us from our adversaries. You have put to shame those who hate us. …We will forever give thanks to You.” (thankful, joyful) Psalm 51:10. “Create in me a clean heart, O God, and renew a steadfast spirit within me.” (needing forgiveness)

Psalm 64:1–2. “Hear my voice, O God, in my meditation; preserve my life from fear of the enemy. Hide me from the secret plots of the wicked.” (frightened) Psalm 68:4. “Sing to God, sing praises to His name. Extol Him who rides on the clouds....and rejoice before Him.” (happy, joyful)

Who would like to “cry out to God” for something? Tell us what that is. (Some may choose NOT to speak and that is okay! Silent prayer is fine).

3. Closing Prayer (pray something like the following).

“Oh God, we know that You can hear us when we call Your name. Thank you for seeing and hearing each one of us. We want You to be close to us. We need You to help us. There are many times when we don’t know what to do or what to say, but You are always close by. Thank You for loving us in so many ways. In Jesus’ name, Amen.” OR (Teach the students how to do a Popcorn Prayer).

Now we are going to give you a chance to pray to Jesus and tell Him your feelings. Just like popcorn pops out when it’s cooked, your voice can pop out a prayer, if you want to. We can all put our hearts together with everyone praying short prayers. Our prayer will have four sections: praise, confession, requests, and thanksgiving. When others are praying, you can also pray in your heart similar things.

We will take turns praying short sentences. A few of us can praise God. For example, “I praise You for Your love.” Then a few can ask for forgiveness, like “I’m sorry I got angry on the playground today.” Then a few can say their requests. For example, “Please help my father stop smoking.” Lastly, a few can thank God like, “Thank You for helping me pass my test.”

UNIT 2: Lesson 7

Lesson 7: I Can Choose Happy Thoughts

LESSON 7 THEME: GOALS:

BIG IDEA:

Thoughts are very powerful. They can make your mind and your body feel good or they can make you feel bad. Verbally, in writing, or in a drawing, show that • I can identify and name negative thoughts. • Thoughts and feelings are very connected. Negative thoughts can hurt us. • Thoughts are not always based on the truth. • I can replace negative thoughts with God’s promises and with positive, happy thoughts based on the truth.

I can learn to replace negative thoughts with God’s promises and with positive, happy thoughts.

MATERIALS NEEDED:

Gather the following: • Rope • Negative Thoughts (insects) cards • Promises (remedies) cards • Colored pencils and each child’s I Believe journal • Group Drawing materials • Theme Song • Flipchart 1 for the Bible Story and Application Story

PREPARATION:

Write the I Believe statement on the board.

I believe I can learn to replace negative thoughts with positive, happy thoughts. Make a copy of the illustrations at the end of this lesson. Write negative statements on the back of the insect pictures. Write Bible promises on the back of the remedy illustrations. Cut the pictures out. Make enough so that each student can have either an insect illustration or a remedy illustration.

UNIT 2: Lesson 7

OPENING ACTIVITIES 1. Review

Who can tell me something you learned in the previous lesson on telling people and God about your feelings? Let’s repeat together the I Believe statement from the previous lesson: I can ask for help when I’m in trouble and keep asking until I get help.

2. Theme Song

3. Introductory Activity

(Have the students stand in a large circle. Choose someone to be a runner. Have the runner stand in the middle of the circle. Choose another student and ask him/her to try to catch the runner, who runs away to avoid being caught. Every few seconds, send another person out to also try to catch the runner until the runner is finally caught. Stop and ask the runner, “Was it harder to keep from being caught with more people chasing you?”) (Now play the game again, but give the person who is running, a broom. If he/she is able to touch with the broom those trying to catch him/her, then those who are touched are out of the game. Ask, “Was it easier to keep from being caught the second time?”)

Today we are going to learn about how to stop grumpy thoughts from “catching” us and making us sad.

(Show pictures of ants). Ants are like gloomy, sad, complaining thoughts that just seem to keep coming all by themselves. Negative thoughts like, “I am stupid” or “I am no good.” Think of bad and negative thoughts as these pesky ants. Pretend you are on a picnic. One ant left alone will call more and more ants to come. They begin crawling all over your watermelon until you have to throw it away or wash it off. Bad thoughts are like these ants. If you let a bad thought stay in your mind, soon more bad thoughts will come. (Show a picture of termites and their houses).

Does one termite do much damage? What can a whole colony of termites do? What will happen if we don’t get rid of termites? If we leave these invaders alone, they will soon take over and eat up or destroy everything in their path. If you don’t want ants or termites to destroy, what should you do? EXTERMINATE!

(Bring out a broom and a can of bug spray to show).

Negative thoughts also need to be exterminated. If you focus on a bad thought, like, “Nobody likes me,” it can fill your mind and ruin your day. If you think negative, sad, and bad thoughts every day, they will ruin your life.

Figure 7-1. House with termite damage.

UNIT 2: Lesson 7 Small Group Activity:

What are some common negative thoughts that children sometimes have? (As they share, the teacher writes them on the board).

What is a positive statement or a Bible verse to replace the negative thought? (Have the children go to Page 16 in their I Believe journal where each negative statement has a corresponding Bible promise with it, as given below). “I have no friends, nobody likes me.” God says, “I love you with an everlasting love.” (Jeremiah 31:3)

“My life is never going to get better.” God says, “I know the plans that I have for you, to give you a future and a hope.” (Jeremiah 29:11).

“I am no good.” God says that “I am made in the image of God. He made all things GOOD!” (Genesis 1:27, 31)

“I am afraid because bad things always happen to me.” God says, “Fear not, for I am with you; I am your God.” (Isaiah 41:10).

“I am small and helpless.” God says, “I will contend with him who contends with you, and I will save you.” (Isaiah 49:25). “I always make the wrong choices.” God says that “I can do all things through Christ who strengthens me.” (Philippians 4:13).

“I am ugly.” Jesus gives me “the incorruptible beauty of a gentle and quiet spirit, and this is very precious in the sight of God.” (1 Peter 3:4). “I have been abused, therefore I am dirty.” Jesus says, “I have loved you and washed you clean with my own blood.” (Revelation 1:5).

“I am so naughty, God won’t take me to heaven.” God says, “If you confess your sins HE is faithful to FORGIVE you and to cleanse you from all unrighteousness.” (1 John 1:9) Additional Activity:

(Have the children pair up. One reads the negative thoughts and the other one faces him or her and reads the positive, powerful Bible verse).

(See p. 71 —Mix together the Negative Thoughts cards (that have the ants, centipedes, and termites on the back) and the Promise Cards (that have the broom, spray can, and large backpack sprayer). Pass out one card per student. Have the students all spread out around the room. When you say, “Go!” everyone runs around and reads their negative thoughts and promises to each other. Then they each find their matching card and sit down. They pray together, claiming that promise for themselves or for someone they know). Let’s read the I Believe statement on the board. (Have the children repeat it after the teacher, phrase by phrase. Then repeat it in unison).

I believe I can learn to replace negative thoughts with positive, happy thoughts.

UNIT 2: Lesson 7

LESSON 7: APPLICATION STORY TEP’S STORY FLIPCHART 7A

(Teacher reads the story of Tep and shows these 7 illustrations from Flipchart 7A). There was once a little boy named Tep who thought he was dumb. He had heard it said about him so many times, that he began to believe it was true. At school, the other kids would make fun of Tep. This would make him so sad that he did even worse in his schoolwork. “What’s wrong with you? This is an easy assignment!” they would say as they walked past his desk and hit the back of his head. He would think to himself, “I am such a failure.” When he went home, his mother would say, “Can’t you do anything right? You don’t sweep or clean up like your sister does.” Tep would think to himself, “I can’t do anything right. I will never have a happy and successful life.” One day his teacher noticed how sad he was. His teacher realized that Tep felt stupid and thought he was not able to change. “Come Tep,” he called him as the children left the classroom after school. “I want to show you the most powerful promise for any student in the whole Bible.” Tep ran to see. He liked hearing from the Bible. It always made him feel better.

“You read it yourself,” said his teacher. Tep read, “If any of you lacks wisdom, let him ask of God, who gives to all liberally and without reproach, and it will be given to him.” (James 1:5). “Do you think God is wise?” asked his teacher. “Oh, yes!” exclaimed Tep.

“Then do you think God can give you wisdom?” he asked. “I guess so,” Tep said, a little unsure.

“Let’s ask God together,” said the teacher. “I know God is going to help you do well at school and at home, but you must trust God and say over and over to yourself, ‘God has given me wisdom.’”

The next day at school, the teacher smiled at Tep and said, “I know you are going to do better today. Do you remember why?” Tep was sure that God was going to help him. He tried harder in school and got more answers right.

Before he left for home, his teacher said to him, “Let’s read another great promise from the Bible that will help you be wise at home. Tep read, “Listen to counsel and receive instruction, that you may be wise in your latter days.” (Proverbs 19:20).

UNIT 2: Lesson 7 His teacher said, “When you go home and your mother gives you a job to do, ask her to show you just how she wants it done and then do it to your very best ability. Even if she does not praise you, keep learning how to do better. God’s word promises that this will make you wiser and wiser.”

Tep went home with a confident heart. He knew God was going to help him. Every day he tried to learn better how to please his mother. Sometimes she was pleased with his work. Sometimes she still called him stupid. But he had a new way of thinking. He knew how God felt about him. God loved him so much. By focusing on that truth, Tep became a smart boy and slowly the other children stopped making fun of him. Soon they were even asking for him to help them in their studies. One day he ran to show his teacher another wonderful promise from the Bible. “Look what it says,” he exclaimed. “Commit your way to the Lord, trust also in Him, and He shall bring it to pass” (Psalm 37:5). I am not worried that I will never be successful. I know God has a special future for me!”

One day, Tep’s teacher noticed that whenever Tep had a pencil and paper in his hand, the page soon became a beach scene or a mountain stream with birds and animals vividly drawn. Tep could draw anything and make it come alive. His teacher approached him and said, “Tep, you drew that beach scene incredibly well. You have a real gift for painting and drawing!” Tep was stunned as he sat there thinking how that gift came from God and how much he loved to use it! He sat there thinking about what the teacher had just said. My teacher thinks I have a gift for drawing. Soon other children stood around him at recess as he drew. They too would comment and say, “Wow, you’re an artist!” Soon, in his mind, Tep began picturing himself as an artist. The kids would stand in line at recess, and Tep would draw their portraits. It wasn’t long until he began doing well at other things. His grades improved, his mother seemed happier with him, and his friends thought he had a great talent.

Group Drawing:

“God has a plan to help us not to be controlled by negative thoughts that often are not even true. Thoughts like, “I am no good.” Satan also has a plan to control our thoughts and keep us miserable.

As we say “NO!” to Satan and his negative thoughts and “YES!” to God and positive thoughts, something begins to happen. We choose to let the happy thoughts change us.

Bible Verse:

(One of the most powerful things teachers can do is to use words of love and kindness instead of put-downs and negative comments. Intentionally empower each one to develop his/her God-given talent and skill, and to foster creative individuality).

James 1:5. “If any of you lacks wisdom, let him ask of God, who gives to all liberally and without reproach, and it will be given to him.” (NKJV) (You can teach this verse using the following activity: WIPE IT CLEAN. Write the verse on the board. Repeat it several times and then begin erasing one word at a time and have the children say the verse again. Do this until the entire verse is gone and the children can still repeat it by memory with all the words erased).

UNIT 2: Lesson 7

LESSON 7: BIBLE STORY PAUL AND SILAS FLIPCHART 7B

(Teacher reads or tells the story of Paul and Silas choosing to sing in jail (Acts 16:19–34). Here is an example of telling the story with the important parts in it. Use these 6 illustrations from Flipchart 7B). Two men named Paul and Silas were so excited about Jesus dying for their sins and being raised to life. They wanted everybody to know that God had made a way to forgive our sins, give us a new heart, and take us to heaven. They traveled to new countries to tell people about Jesus.

One day, they were preaching in a city called Philippi. There was a slave girl there who had an evil spirit inside her. Her owners would use her to tell people’s fortunes. They made a lot of money from her powers. When she heard Paul and Silas preaching, she began to follow them all around, making much noise. After she had done this for a long time, Paul cast the evil spirit out of her. Her owners realized they could not make money off of her anymore and they became angry. They grabbed Paul and Silas and took them to the leaders of the city. The city leaders whipped the two men many times until their backs were ripped and bleeding. Then they threw Paul and Silas in jail and put their feet in stocks. (The children can start role-playing from here).

It was very uncomfortable to sit still on the ground with their feet stuck in the wooden stocks. Their backs hurt very much. Paul and Silas had done something very good to help the people know about Jesus. The people had hurt them instead of thanking them.

So, did Paul and Silas complain? Did they become angry at God for letting this happen to them? No! Instead, they began to sing praises to God right there in the jail. Their backs burned and they were so sore they could hardly move, but they refused to become negative and grumpy. The other prisoners sat up. “What is that I hear?” said one prisoner. “It’s singing! There is singing happening somewhere in the prison,” said another. They had never heard anything but angry men and swearing. They were very surprised to hear singing. While Paul and Silas were singing and praising God, there was suddenly a huge earthquake. It was so bad that it shook all the doors open, and the chains came off the prisoner’s hands and feet. The prison guard thought that all the prisoners had escaped. He knew the leaders of the city would kill him if that happened. That made him so afraid that he was about to kill himself with a sword.

Paul called out, “Don’t hurt yourself! Everybody is still here!” The prison guard came in and fell down in front of Paul and Silas. “What do I need to do to be saved?” he asked. He wanted to be a man like Paul and

UNIT 2: Lesson 7 Silas; positive and trusting in God even in the midst of terrible things.

Paul and Silas answered, “Believe on the Lord Jesus Christ, and you will be saved, you and your household.” After that, the prison guard washed their backs and took care of them. God had used their positive spirit in a great way to help them and others.

CLOSING ACTIVITIES

1. Journal

Turn to Page 15 in your I Believe journal. Let’s read together the I Believe statement:

I believe I can learn to replace negative thoughts with positive, happy thoughts. (The students may draw or write anything of their choice in that journal page or the teacher may make some suggestions). Turn to Page 17 in your I Believe journal. Write down several negative thoughts that you often have. Now talk back to one of the negative thoughts and tell the negative thought, “NO!” Say this out loud or write a Bible promise or write a new positive thought in place of the negative thought. Turn to Page 18 in your I Believe journal. Color in the square on the chart that shows how you are feeling. Draw or, in one or two sentences, tell why you are feeling that way.

2. Circle Activity

Can we help him get free of those thoughts? I will unwind one round of rope from him for each positive statement you say to him. You can use Bible promises, too. (Keep unbinding him till he is free! Celebrate together with whoops and hoorays that he is set free!) Life is so happy when we let Jesus help us get rid of negative thoughts. 3. Closing Prayer (pray something like the following).

“Thank you, Jesus, for giving us the ability to replace negative thoughts with happy thoughts. We love how Your promises are for us to claim over our sad thoughts. In Jesus’ name, Amen.”

“I am made in the image of God. He made all things GOOD!” (Genesis 1:27, 31)

GOD SAYS

“I know the plans that I have for you, to give you a future and a hope.” (Jeremiah 29:11).

GOD SAYS

“I love you with an everlasting love.” (Jeremiah 31:3)

GOD SAYS

“I am no good.”

“My life is never going to get better.”

“I have no friends, nobody likes me.”

UNIT 2: Lesson 7

Photocopy and cut into three strips per square, fold in half and glue together so the words are on the back.

JESUS GIVES ME “the incorruptible beauty of a gentle and quiet spirit, and this is very precious in the sight of God.” (1 Peter 3:4).

“I will contend with him who contends with you, and I will save you.” (Isaiah 49:25).

GOD SAYS

“Fear not, for I am with you; I am your God.” (Isaiah 41:10)

GOD SAYS

“I am ugly.”

“I am small and helpless.”

“I am afraid because bad things always happen to me.”

UNIT 2: Lesson 7

“I can do all things through Christ who strengthens me.” (Philippians 4:13).

GOD SAYS

GOD SAYS “If you confess your sins HE is faithful to FORGIVE you and to cleanse you from all unrighteousness.” (1 John 1:9)

“I have loved you and washed you clean with my own blood.” (Revelation 1:5).

JESUS SAYS

“I always make the wrong choices.”

“I am so naughty, God won’t take me to heaven.”

“I have been abused, therefore I am dirty.”

UNIT 2: Lesson 7

UNIT 3: God Created Families THEME: God created humans to be social beings within families.

Lesson 8: God Gave Me a Family. God gave each of us a family. He wants the family to be a safe place. (Noah, flood, ark). I Believe statement: “I believe God gave me my family, and He wants it to be a safe place.”

Lesson 9: Kindness Helps My Family. Family members take care of each

other. Actions or words can help or hurt the family. (Baby Moses; Joseph and his brothers). I Believe statement: “I believe God loves me and will help me know how to respond to bad words and actions.”

Lesson 10: I Can Speak Up! I can learn to speak out my true feelings respectfully and not cover them up and pretend they don’t exist. (Brave Esther). I Believe statement: “I don’t have to hide my feelings and pretend everything is fine when it is not.”

UNIT 3: Lesson 8

Lesson 8: God Gave Me a Family LESSON 8 THEME:

God gave each of us a family and wants it to be a safe place.

GOALS:

Verbally, in writing, or in a drawing, show that • There are different kinds of families. • I can acknowledge and appreciate my own family. • Actions or words can help or hurt my family.

BIG IDEA:

MATERIALS NEEDED:

PREPARATION:

God created families to be places of belonging and caring. Families are hurt by selfishness and accusations but are helped by kindness and forgiveness. Gather the following: • Paper, glue, and scissors • Colored pencils and each child’s I Believe journal • Theme Song • Flipchart 1 for Bible Story and Application Story • Stuffed animal and object Write the I Believe statement on the board.

I believe God gave me my family, and He wants it to be a safe place.

UNIT 3: Lesson 8

OPENING ACTIVITIES 1. Review

Who can tell me something you learned from the previous lesson on replacing negative thoughts with positive ones? Let’s repeat together the I Believe statement from the previous lesson.

I believe I can learn to replace negative thoughts with positive, happy thoughts.

2. Theme Song

3. Introductory Activity

In your I Believe journal, turn to Page 19, which says, “I believe God gave me my family, and He wants it to be a safe place.” Draw a horizontal line dividing the page into two equal parts. On the top part, draw a picture of everyone who lives in your house. Include parents, brothers, sisters, grandparents, aunts, uncles, and cousins. Don’t forget the pets, if you have any!

(Use these quiet moments of drawing to apply the “Draw and Tell” technique. Before opening the discussion to the whole group, go around and let students tell you about their drawings. You can say, “Tell me about your picture.” It may happen that students draw something sad or don’t know what they should draw. Be prepared to respond to all personal expressions). (Do Think, Pair, Share) Get together in pairs and share about all the people in your family or in your house.

(Bring the children back together and ask the following questions. Have the students respond by raising their hands). Do you have a grandmother living in your house? A grandfather? An auntie? An uncle? A mother? A father? A sister? How many sisters do you have? A brother? How many brothers do you have? A pet?

(Emphasize that there are many different kinds of families and no families are perfect).

UNIT 3: Lesson 8 Small Group Activity:

Family Chains

(Have the children make a “family” chain with all the members of their family written on paper links, one link for each family member. Make the chain by using strips of paper—each about 15 cm x 5 cm (6” x 2”)—and gluing the ends together. Each family chain will be hung on the classroom wall, and everyone will be able to see the different kinds of families represented in the class. Keep these family chains and use them again during Unit 5: God Created Us to Be in Community. Then each family chain will be connected with the others to form a community of people). Let’s read another important I Believe statement on the board. (Have the children repeat it after the teacher, phrase by phrase. Then repeat it in unison).

I believe God gave me my family and He wants it to be a safe place.

LESSON 8: APPLICATION STORY MOMO’S STORY FLIPCHART 8A

(Teacher reads the story of Momo and shows these 5 illustrations from Flipchart 8A). As I read this story, be thinking of all the ways God provided a safe family for Momo.

Hi! My name is Momo. When I was little, my mother was chased away from her village in Burma. We lived in several different refugee camps in Thailand. We missed our family and often felt very lonely. Before we had to leave our village in Burma, my mother made money by catching fish, and collecting herbs and selling them. When we were in the camps, she could no longer do this work. She became very depressed and began drinking alcohol every day.

Since we were Muslim, my mother sent me to a Muslim school inside the camp. At first, I liked being with other children like me, to sing songs, learn from the Koran, and learn to pray. Because we were Muslim and my mother was an alcoholic, the Muslims sent us away from the camps and I had to quit school. We found a place in the rice fields of Thailand, among other Burmese people. Then my little sister was born. We built a simple hut and my mother was able to begin fishing and collecting herbs again. This made her happier. With the little money she would make, I would have to go buy her alcohol. My mother became

UNIT 3: Lesson 8 weaker and weaker. She was drunk most of the time. One day she asked me to leave school and to begin doing the work that she had always done.

So I got up very early in the mornings to collect vegetables and herbs and to work the fields. Then I would go to the corner of a street to sell them all day. When I got home, I cooked food, swept the floor and washed the clothes. When we had nothing to cook, we didn’t eat. I didn’t mind working so hard, because it made me feel good about myself. I was happy to help my mother. I would hear her tell the neighbors how tasty my food was. However, there was always a great loneliness and ache deep inside of me. No matter what I did, the feeling wouldn’t go away. About this time, my uncle and aunt moved from Burma to our little village. Often they took care of my sister and me when my mother was so drunk. I loved them very much. They were kind, smiled, and always spoke encouraging words to us. One day, my mother got so sick, she went to the hospital and never came home. She died. My uncle and aunt asked if we wanted to come live with them and their daughters. Of course we agreed!

What I love most about our new home is that no one drinks alcohol. My uncle works at a nearby factory. Each day before he leaves for work, he smiles and speaks kindly to us. I get to go to school again with my sister and our cousin. When we come home, we do a few chores and then we have a lot of time to play out in the yard.

Last week, my uncle and aunt told me about another uncle of mine who lives in a nearby refugee camp. That uncle wants me to live with him because now that I am 13 years old, I could be useful to him. He does not want my younger sister; he only wants children that can work for him. As they told me all of this, I began to feel very afraid. But then I saw my uncle and aunt do something I had never known before. They called the schoolteacher and other friends together to help them make a good decision. My new family did not force me or tell me what I had to do.

After I listened to all the advice, I looked into my uncle and aunt’s eyes and knew exactly where I belonged. Why should I go to a foreign uncle who never came to see me before? Why should I live with an uncle who doesn’t care about my little sister and just wants me because I know how to work? Why should I live with an uncle who is not interested in who I am or what I would like to do with my life? I chose to stay with the uncle and aunt I love so much—the uncle and aunt who cared for me the most.

DISCUSSION STARTERS

Think, Pair, Share How were her aunt and uncle different from her mother? 1. 2. 3.

What choices was Momo allowed to make? How did this help her feel safe with her aunt and uncle? What are all the good choices Momo made?

(Teacher should point out to the children this generational pattern and how Momo avoided it).

Momo could have chosen to try to escape her sadness and hurt by drinking alcohol like her mother. Instead, she chose to learn to love and to be open about her needs with her new family. She learned to speak up. I hope you all will make good choices like that. Momo chose to break the cycle of alcohol use by refusing to use it herself). (Pass out pieces of paper).

Think about your family. What things do your parents or grandparents do and say that you are not going to do or say when you have a spouse and children some day? Write these things on a paper or

UNIT 3: Lesson 8 think about them in your mind. Some of Jesus’ ancestors did things that were very wrong. Jesus chose to not follow their examples. Instead, He always did what was right. He will help you choose a better path for your future so that your own family will be more peaceful and happy. Bible Verse:

Psalm 68:6. “God places the lonely in families, he sets the prisoners free and gives them joy.” (NLT)

(You can teach this verse by using the following activity: BALL REVIEW. Teacher teaches the verse phrase by phrase over and over until they have it learned. Then all the students stand in a circle facing each other. Throw the ball to one child; he/she says the verse out loud before throwing the ball to another child. Repeat until several children have had a chance to catch and say the verse).

LESSON 8: BIBLE STORY

NOAH AND THE ARK FLIPCHART 8B

(Teacher reads or tells the story of Noah and the ark (Genesis 6:9–8:16). Here is an example of telling the story with the important points in it. Or you can role-play this story outside. (Use these 5 illustrations from Flipchart 8B). A long time ago, there was a man named Noah. He and his wife had three sons. They knew and worshipped the living God who created the world and loved all people. Everybody around them no longer worshipped God. The people around them worshipped idols or did not believe in anything. Crime was everywhere with people stealing and killing. Husbands and wives were unkind. Children disobeyed their parents. It was a very dangerous world. God warned Noah that, because of all this sin, He was sending a flood throughout the world to wash away all the wickedness. He asked Noah to build a huge boat, called an “ark,” to save everyone who would turn from their sins and trust God. When Noah told other people about what was coming, they laughed at him and didn’t believe his story. Noah had a choice. He could ignore God’s warning and have his friends and neighbors stop laughing at him. Or he could trust God and begin building a safe place for his family and any others who would listen. (You can start the role-play here).

UNIT 3: Lesson 8 Noah began to build. His wife and his sons helped him. They worked together for many years to make the huge boat. The sons married and their wives helped, too. Sometimes other people joined to help them. Mostly people just made fun of them. Most of the people just continued to make money, get married, fight, steal, and disobey God’s laws. Finally, the boat, or ark, was finished. In those days, there was no rain and there was no lake close to the boat. God gave the people a sign to warn them that the rain and flood were really coming. He sent the animals two by two, a male and a female, into the ark. People were very surprised to see elephants, tigers, and many other animals marching towards the ark. They had never seen anything like this. Birds of all kinds also flew into the ark. It seemed like there were pairs of every living creature.

Now the people had to make their choice. Noah invited them to come inside and be safe. He warned them that mean and evil choices would lead to their suffering and death. He called them to turn and follow God. Some people wanted to, but they were afraid their friends would laugh at them. Some started to go toward the ark, but their family members told them not to.

Noah and his wife, his three sons, and their wives went inside the ark with the animals. God sent an angel who shut the huge door of the ark. Then, they sat inside and waited. Nothing happened. One day went by, then two, and then three. The people outside laughed and mocked them, yelling “There has never been rain or a flood and there never will be!” Still, Noah and his family made the choice to trust God and stay in the ark. After seven days, the rain began. It came down harder and harder and did not stop for many, many days. The waters rose high and covered the earth until all the people, animals, and birds outside the ark died. Noah and his family were safe because they made good choices to trust and obey God and to help each other. God put the rainbow in the sky to remind them of His promise to never destroy the earth again with a flood and to help people know that it is always a good choice to trust and obey Him.

DISCUSSION STARTERS Think, Pair, Share (Teacher has students think about answers to these questions, share their answers in pairs, and then some students will share with the whole group). 1.

How did Noah keep his family safe from the flood?

Why do you think so few people went into the ark to be saved?

2. 4. 5.

What did the family members do that helped keep them safe? What happens in your family to make you feel safe?

What happens in your family to make you feel unsafe?

Sometimes children think that if they just do their chores perfectly or cook/clean perfectly, then their parents will be happy and not fight? It is a good thing to want a happy home where parents don’t fight. Helping willingly and cheerfully at home is always a good thing to do, but you must know that any fighting between parents is their fault, not yours. The adults in your family are responsible for making your home safe. If they are not keeping you safe, you can pray to God and seek outside help. Who might you seek help from?

(Let the children answer. They may say, “Teachers, village chief, police, or a church member or leader.”)

UNIT 3: Lesson 8 (Note to teachers: Prayerfully notice which children might be experiencing unsafe touch at home. Intentionally build relationships with them and, at the right time, talk with them in private to get more details and see if it’s something that needs to be reported or addressed with the family. Then commit to supporting them in anyway necessary. Refer to the sections of Danger Signs and Safety Resources).

CLOSING ACTIVITIES 1. Journal

Turn to Page 19 in your I Believe journal. Let’s read together the I Believe statement:

I believe God gave me my family, and He wants it to be a safe place. (An initial response was made on the top half of Page 19 earlier in this lesson. Now have students draw on the bottom half of this page). Draw a picture of the family you want to have someday. Maybe you have no father now and you want one in the future. Or, you have no pets and you want one someday. OR

Make a list of all the things you can do to help make your family safe and happy. Do at least thing one every day this week. When everyone helps, life is easier for everyone. Turn to Page 20 in your I Believe journal. Color in the square on the chart that shows how you are feeling. Draw or, in one or two sentences, tell why you are feeling that way. 2. Circle Activity

(Take turns telling a story about a happy time you had with your family—a trip, holiday, or a celebration). 3. Closing Prayer (pray something like the following).

“Dear God, Thank You for giving me my family. I know You love me and my family and want it to be a safe place for me to grow and learn. Please help my family to be loving and caring to each other. In Jesus’ name, Amen.

UNIT 3: Lesson 9

Lesson 9: Kindness Helps My Family LESSON 9 THEME: GOALS:

BIG IDEA:

Family members take care of each other; actions or words can help or hurt the family. Verbally, in writing, or in a drawing, show that • Actions or words can help or hurt my family. • God gave choice to all people, and, because of their bad choices, there is evil in the world. • Good touch helps in families.

In our families, we learn to love and care for each other. We learn about what a “good touch” is and what a “bad touch” is.

MATERIALS NEEDED:

Gather the following: • Colored pencils and each child’s I Believe journal • Theme Song • Flipchart 1 for the Bible Story and Application Story

PREPARATION:

Write the I Believe statement on the board.

I believe God loves me and will help me know how to respond to bad words and actions. DEFINITIONS:

Good Touch—gentle touches that make you feel safe and loved, such as hugs, playing nicely; helping others or getting help from them; being spoken to in a comforting, soft voice; a gentle, loving pat on the back or shoulders.

Bad Touch—rough, painful, or inappropriate touch that makes you feel angry, sad, confused, or afraid, such as kicking, grabbing, biting, hitting, touching the private parts of the body (parts of the body covered by undergarments); someone forcing a person to touch the private parts of another person’s body.

UNIT 3: Lesson 9

OPENING ACTIVITIES 1. Review

Who can tell me something you learned in the previous lesson about families? Let’s repeat together the I Believe statement:

I believe God gave me my family, and He wants it to be a safe place. 2. Theme Song

3. Introductory Activity

(Play the Car and Driver game. Have students divide into pairs. Explain that one child in each pair will be the “car” and the other child will be the “driver.” Because in real life, a car doesn’t know where it is going, so the child who is the ”car” puts one hand over their eyes and extends the other hand out in front to serve as a bumper (or you can blindfold the child who is the “car.”) The child who is the “driver” stands behind places their hands on the shoulders of the child who is the “car.” The “driver” has a job to guide the “car” around the room and avoid any collisions with other “cars.” The two children will signal each other only with their hands. To turn right, the child who is the “driver” will pat the right shoulder of the child who is the “car.” To turn left, pat on the left shoulder. To slow down, pull back gently on both shoulders. To stop, the child who is the “driver” will gently squeeze the shoulders of the child who is the “car.” (After a few minutes, ask the “car” and “driver” of each pair to exchange places and play again).

DISCUSSION STARTERS

Think, Pair, Share (Teacher has the students think about an answer to the questions, share their answers in pairs, and then have some students share with the whole group). 1. 2. 3.

How did it feel to be the “car”? How did it feel to be the “driver”? How did it feel to use your hands to send a helpful message?

God made our hands so we can use them to make our families safe places. What are some good and safe things people in the family can do with their hands? What are some bad or unsafe things people in the family do with their hands? (Bring the children back together. Ask these questions). 1. 2. 3.

Is it a bad touch when a husband beats his wife? Is it a bad touch when parents strike their child in anger? Is it a bad touch when a child is pressured to touch or be touched in their private parts?

These bad touch situations are never the child’s fault. These bad touches often happen because big people have problems or they have wrong thinking. Sometimes parents don’t always know what a good touches are, what bad touches are, or how to use kind words and soft voices. They need to be taught in much the same way as children need to be taught good manners. Here is a very important I Believe statement on the board. (Have the children repeat it after the teacher, phrase by phrase. Then repeat it in unison).

UNIT 3: Lesson 9

I believe God loves me and will help me to know how to respond to bad words and actions. I’m going to read you two short stories. The first one is about Moses’ family. Listen to find out all the ways his family worked together to save him. These are another kind of good touches.

LESSON 9: BIBLE STORY #1 BABY MOSES’ STORY FLIPCHART 9A

(Teacher reads or tells the story of Baby Moses (Exodus 1:15 through 2:10. Here is an example of telling the story with the important points in it. Use these 4 illustrations from Flipchart 9A). Many years ago in the country of Egypt, there lived a family with a father, a mother, a big brother named Aaron, and a younger sister named Miriam. They were Israelites who lived as slaves under the rule of the king called Pharaoh. Father worked very hard and life was difficult. Mother became pregnant. That meant they would have to work harder to take care of another hungry mouth.

The Israelites were a strong people, and the Pharaoh was afraid that if there were too many Israelite men that they might have a rebellion and overthrow his kingdom. He ordered that all Israelite baby boys should be killed.vvvv Father and mother, big brother, and little sister were worried. When their new baby was born, they tenderly hid him for three months—rocking him and holding him and trying to keep him from crying. But eventually, He got too big to hide in their home. What could they do? How could they hide their new baby so he would not be killed? Aaron found some long reeds from the Nile River that was nearby. Mother made a little basket boat from the reeds and covered the basket with pitch (or tar) so it would float. Sister Miriam took her baby brother in the basket to the river, placed the basket in the reeds, and then hid close by to watch. Everyone in the family prayed for God’s protection over the baby.

Soon Pharaoh’s daughter, who was a princess, came to bathe in the river. Sister Miriam was scared. What would happen to her baby brother in the basket? The princess saw the basket boat and sent her servant to pick it up. The princess was surprised to see a handsome baby inside! She wanted the baby boy to be her own. Quickly Sister Miriam ran to the princess and offered to find someone to nurse the baby. The princess agreed and offered to pay a woman to nurse the baby. Then, later when the baby was older, the princess would take him to the palace and raise him herself.

UNIT 3: Lesson 9 Mother and father were very happy. God helped them find a way to save their baby. In the short time they had the baby with them, they took good care of him and taught him about the loving God of heaven who sees and protects those who trust Him. When the baby was older, he to live with the princess. The princess called his name Moses, which means “the one taken out of the water.”

Later, when Moses grew up, he was able—God’s help—to help his mother, father, sister, and brother escape from poverty and have a much happier life.

DISCUSSION STARTERS Think, Pair, Share (Teacher has the students think about answers to these questions, share their answers in pairs, and then some students will share with the whole group). 1. 2. 3. 4. 5.

What did the family members do to save Moses? How does this story show us what “good touches” are like? How do you think the family members were feeling in this story? What things can you do to help and give “good touches” in your family? What does this story teach you about God’s care for you?

Now, listen as I read the second Bible story. Listen to find the way Joseph’s family used “bad touches”.

LESSON 9: BIBLE STORY #2 JOSEPH AND HIS BROTHERS’ STORY FLIPCHART 9B

(Teacher reads or tells the story of Joseph and bad touches of his brothers (Genesis 37:3–28 and 39:1–6). Here is an example of telling the story with the important points in it. Use these 4 illustrations from Flipchart 9B). A long time ago, there was a very big family with twelve brothers and one sister. The father’s name was Jacob. He had big flocks of sheep and lived in the area we now call the Middle East. He had more than one wife, and so some of the children came from one mother and some came from a different mother. This caused some serious problems in the family.

UNIT 3: Lesson 9 The two youngest boys were named Joseph and Benjamin. Their father liked them a lot because they had been born to his favorite wife, Rachel. Sometimes their father gave them special gifts. He gave Joseph a beautiful coat of many colors. This made the older brothers jealous.

Joseph had some strange dreams that made him think that one day he would rule over his brothers and they would bow down to him. When he told these dreams, his brothers became angry and hated him even more.

Sometimes, the older brothers traveled with the flocks and went far away to find good grass for the sheep. One day, the father sent Joseph on a long trip to see how his brothers and the flocks were doing. When the brothers saw him coming in his beautiful coat, they said, “Here comes the dreamer! Let’s kill him and throw him in a pit and tell our father that a wild beast ate him.”

One brother said, “Don’t kill him. Just throw him in a pit.” That brother was hoping to rescue Joseph from his other angry brothers. The brothers grabbed Joseph and ripped his beautiful coat off of him. They threw him in a pit and sat down to eat the food he had brought them. Joseph felt very afraid and so sad. How could his own brothers treat him like that? What would they do to him now.

A group of traders were passing by. One of the brothers suggested they sell Joseph to them as a slave. Then Joseph couldn’t bother them anymore. Joseph pleaded with his brothers not to do this, but they wouldn’t listen. It was so very frightening to him. As the traders took Joseph away, he could see his home far off in the distance. Joseph cried and cried. Then he decided that, no matter what happened to him, he would trust in God and live to obey and serve God.

The traders went all the way to the country of Egypt. There they sold Joseph to a man named Potiphar who was captain of the King’s guard. Joseph worked hard and his master liked him. God blessed everything that Joseph did since he trusted in God. When Joseph grew up, he married and had two sons. He led his family to know God and to follow His commands so that they could have true peace and happiness in their home.

DISCUSSION STARTERS Think, Pair, Share (Teacher has students think about answers to these questions, share their answers in pairs, and then some students share with the whole group). 1. 2. 3. 4.

How did Joseph’s brothers treat him badly? Can words also touch our hearts in a bad way? How do you think Joseph felt to have his brothers treat him so badly? How would you feel?

(Finish telling the Bible story in Genesis 39:1-6).

Bible Verse:

Proverbs 15:1. “A soft answer turns away wrath, but a harsh word stirs up anger.” (NKJV)

(You can teach this verse using the following activity: FIRST LETTER REVIEW. Write the verse on the board. After repeating it several times, have the children close their eyes. Teacher erases everything except the first letter of each word. Have the children open their eyes and see if they can remember the verse with only seeing the first letter of each word as the clues).

UNIT 3: Lesson 9 Small Group Activity:

Many times, when bad things happen in our families, our first reaction is to be angry, fearful, or very sad. Sometimes we shout mean words, cry, or even hit. This does not help our home to be happy. What are some things we can do to calm ourselves and help the problems? (Here are some points you will want to bring out).

We can walk away, say a prayer in our hearts, count to ten, draw a picture, or write in our journals. After we have calmed down, there is often something we can do to make our homes a little happier. I’m going to read you the beginning of a story and, in your pairs, you will think of an ending for the story. 1. 2.

3. 4. 5. 6. 7. 8.

Sam’s mother told his little brother not to get dirty. Little brother went and played outside and got his clothes all dirty. His mother yelled at him and spanked him hard. Sam watched it all, and he was upset. What can Sam do to calm himself? What can he do to help encourage his little brother? Narith, the big brother in the family, got a new book bag. His little brother, Rithy, was really jealous of his big brother because Rithy always had to use his brother’s old things. Rithy started to kick and scream when he had to use the old book bag. Rithy’s sister saw this. What can the sister do to calm herself? What can she do to help both of her brothers?

A schoolboy named Jake was late getting up in the morning. That made him late to school, so he didn’t have time to do his chores. When he got home from school, his mother yelled at him for not doing his chores. Jake’s older brother saw this and was very sad. What can Jake’s brother do to calm himself? What can he do to help Jake? Ganya drew a beautiful picture at school. She wanted to show her mother, so she took the picture home. Her little brother grabbed the picture and tore it into pieces. What can Ganya do to calm herself? What could she do next? After working all afternoon to try to make some money for his family, Seyha got home and found that his mother had played cards all afternoon and didn’t make any supper. Seyha was unhappy. What could he do to calm himself? What could he do to help the problem at home?

Mao had dark-colored skin. Everyone at school teased her because of her skin and, even at home, most of her family teased her. Watching this teasing made her brother angry. How could he calm himself? How could he help his sister Mao? Plau arrived home one day to find her brother and father were drunk. She saw her father hit her brother and her mother. Plau was afraid. What could she do to calm herself? What else could she do?

An uncle promised to give Srey Nit a beautiful gift if she would let him kiss and hug her. He said, “It will be our secret.” Her sister overheard this and she was very angry with the uncle. What could the sister do to calm herself? What could she do to help Srey Nit?

(Note for the Teacher: It is important that these situations are about other children, since talking about your students’ own families might be too difficult. The students will be able to make a connection from the story with what is happening in their own homes without talking directly about it).

UNIT 3: Lesson 9

CLOSING ACTIVITIES 1. Journal

Turn to Page 21 in your I Believe journal. Let’s read together the I believe statement:

I believe God loves me and will help me know how to respond to bad words and actions. (The students may draw or write anything of their choice in their journals. Or, the teacher may make some suggestions).

Draw a picture of your hands by placing one hand down on the journal page and then drawing around it with your pen or pencil. Then draw your other hand. Color your hands or list things you can do with your hands, listing one thing on each finger. OR

Write a story about when someone in your family used good touch or bad touch.

Turn to Page 22 in your I Believe journal. Color in the square on the chart that shows how you are feeling. Draw or, in one or two sentences, tell why you are feeling that way. 2. Circle Activity

3. Closing Prayer (pray something like the following).

Let’s pray using the Popcorn Prayer (United Prayer) method.

(You can use the template below to get started. Begin the sentence and the have children call out and complete the rest of the sentence). Dear Lord Jesus,

I praise You for….

I confess to You about… I ask Your help for…

I thank You because…

In Jesus’ name, Amen!”

UNIT 3: Lesson 10

Lesson 10: I Can Speak Up! LESSON 10 THEME: GOALS:

BIG IDEA:

MATERIALS NEEDED:

PREPARATION:

I can learn to speak out my true feelings respectfully and not cover them up and pretend they don’t exist. Verbally, in writing, or in a drawing, show that • When we feel bad, we sometimes hide our feelings and keep silent. • God will help us when we have problems. • Hiding our feelings is usually not helpful for relationships. • We can take responsibility for our actions and feelings and not try to cover them up. I do not need to hide my fears or pretend everything is okay. God can give me the courage to be myself and not hide or be silent when I should speak up. God has all power to provide for my family and my needs.. Gather the following: • Colored pencils and each child’s I Believe journal • Theme Song • Flipchart 1 for the Bible Story and Application Story

Draw a smiling face on a large piece of paper or on a big leaf. Write the I Believe statement on the board.

I don’t have to hide my feelings and pretend everything is fine when it is not.

UNIT 3: Lesson 10

OPENING ACTIVITIES 1. Review

Who can tell me something you learned from the previous lesson about kindness and meanness in the family? Letâ&#x20AC;&#x2122;s repeat together the I Believe statement from the previous lesson:

I believe God loves me and will help me know how to respond to bad words and actions. 2. Theme Song

3. Introductory Activity

(While the children are gathering, hold the big Smiling Face card in front of you, making sure to hide your face. Ask the children to tell you what they think you are feeling inside. After several responses, take the paper away and show that you have an angry or sad look on your face).

Could you tell how I was really feeling? Did you know that I was really angry (or sad) on the inside, even though I was smiling on the outside? Everyone finds a way to protect himself or herself from time to time. For example, a person may be feeling one way, but be acting in a totally different way. A person can hide his/her true feelings. We most often do this behavior when we are feeling something that is uncomfortable or when we are afraid of what will happen if we express our true feelings. We want to pretend we do not have a problem and that everything is fine. So we keep silent and cover up a big problem. It takes courage to be honest with our feelings and problems and trust that God can and will give us the courage to speak up when we need to. God can and will provide for us and our family. He can help us have the courage to speak up and seek help.

DISCUSSION STARTERS Think, Pair, Share (Teacher will have students think about answers to this question, share their answers in pairs, and the some students will share with the whole group). Think of a time when you or someone else was feeling one way, but you or the other person acted in a different way. (Bring the children back together). Would anyone be willing to share with the group?

As I read a story about Borah and his family, try to identify times or ways when Borah was feeling one way, but acted in a way to cover up his real feelings.

UNIT 3: Lesson 10

LESSON 10: APPLICATION STORY BORAH’S STORY FLIPCHART 10A

(Teacher reads the story of Borah and shows these 7 illustrations from Flipchart 10A). It was only yesterday that Borah’s mom came home from the hospital with his new little brother. Everything was different. The baby cried just about the whole night. Borah tried to cover his ears, but he tossed and turned and couldn’t sleep. As the sun began to shine through the cracks of his house, he finally went to sleep. Then he heard his father yelling at him, “Get up, Borah, or you’re going to be late to school.” Borah jumped out of his bed and ran over to the table where his mom had placed a bowl of porridge for him. His little sister was already there eating her porridge. He sat down and quickly started to eat. But wait, he heard his mom and dad talking quietly. “Don’t worry,” he heard his dad saying. “I will come home as soon as I can, but I need to go and find work. With one more mouth to feed, we don’t have enough money.” “What?” Borah screamed as he jumped up from the table. Oh no! He spilled his porridge onto the floor. His mom and dad came rushing to see what had happened. They both started yelling at him for being so clumsy—and for being late to school. “I didn’t do it,” he yelled back. “Little sister pushed it onto the floor.”

“Hurry up!” they said. “You have to go right now. You can clean up the mess when you get home.”

So Borah grabbed his backpack and ran out the door. But soon he slowed down and began to walk very slowly, kicking the stones and dust on the road. His head hurt. He didn’t want to go to school. He didn’t want to go home. He didn’t know what to do.

But then he saw the teacher waving to him from the school gate. “Hurry,” she said. “You’re already late!” Borah quickened his pace. He turned into the schoolyard and went to his classroom. He sat in the back and was very quiet. The other students asked him, “What’s wrong, Borah? You don’t look happy.” “Aw, nothing’s wrong,” Borah said. He didn’t want to talk to anyone—all day he was like that.

Then when school was dismissed, his teacher said, “Borah, please stay for a few minutes. I want to talk to you.” After the other children left, Borah’s teacher started talking to him. “Borah,” she said, “what’s the matter? You’ve been looking sad all day. Did something bad happen at home?” “Aw, it’s nothing.” Borah said.

“I don’t believe that. You are not your usual happy self. What’s wrong?” the teacher said.

UNIT 3: Lesson 10 DISCUSSION STARTERS Think, Pair, Share (Teacher will have students think about answers to these questions, share their answers in pairs, and then some students will share with the whole group). What do you think happened next?

What went wrong in Borah’s day? What had happened to make Borah feel the way he was feeling?

(Here are some points you will want to bring out:

• Big changes in our families are painful—they can hurt us and make us feel bad. The changes Borah was dealing with were a new baby and his dad leaving to go to find work. • Talk about how Borah was really feeling about the new baby and his dad leaving to find work and the uncertainty that there would not be enough food for the whole family. • Talk about how Borah tried to cover up his feelings. He lied about the spilled porridge and was silent in school).

(Do Role-play) (With older students)

Who would like to pretend you are Borah and will come and talk to me about what happened?

(When a child volunteers, sit down with him/her and have a conversation, showing empathy, but the child to acknowledge what he/she was feeling and what he/she could do differently next time. For instance, say, “I understand how you feel, Borah. It’s not easy getting used to a new person in the house, is it? You told me you felt afraid about your family not having enough food. What is a healthy way you could respond to that feeling next time it rises in your heart?”)

Here is our I Believe statement. (Have the children repeat it after the teacher, phrase by phrase. Then repeat it in unison).

I don’t have to hide my feelings and pretend everything is fine when it is not.

Bible Verse:

Hebrews 13:5–6. “God Himself has said, ‘I will never leave you nor forsake you.’ So we can confidently say, ‘The Lord is my helper, I will not be afraid.’” (NKJV).

(You can teach this verse using the following activity: PUT THE VERSE TO MUSIC. See if the children can make up a tune for the memory verse, or use a song that the teacher has provided or the verse can be acted it out).

UNIT 3: Lesson 10

LESSON 10: BIBLE STORY ESTHER’S STORY FLIPCHART 10B

(Teacher reads or tells the story of brave Esther (Esther 2:7-10; 3:1-12; 4:6-17; 5:1-7; 8:1-10). Here is an example of telling the story with the important points in it. Use these illustrations from Flipchart 10B). Many years ago in the Persian kingdom, a king named Ahasuerus wanted a wife. He called together many, many beautiful girls. One of the girls was a Jewish orphan girl named Esther who lived with her uncle. She missed her father and mother very much, but she could not show it. She felt she must smile and seek to please the king. Esther was beautiful and the king liked her very much. He decided to make her queen. There were things that King Ahasuerus did not know about Esther. Her uncle told Esther, “Do not tell the king that you are a Jew.” Her uncle knew there were many people who did not like Jews and she might not be safe.

One day, King Ahasuerus promoted a man named Haman to be in charge of all the princes. The king made everyone bow down to him. Haman became very proud. Only one man would not bow down. His name was Mordecai and he was Esther’s uncle, but no one knew. Haman was very angry that Mordecai would not bow down. He convinced the king that all of Mordecai’s people were rebellious and should be destroyed. The king allowed Haman to set a day on which everyone could kill all the Jews and take away all they owned. The Jews began to cry and pray. They were very worried. Still nobody knew that Queen Esther was a Jew. The king did not know that he had made a decree that even his wife, the queen, should die! Uncle Mordecai sent a letter to Esther. He wrote, “It is time for you to speak up! Tell the king about this problem. Seek his help for us! Do not keep silent!”

Queen Esther wrote a letter back saying, “It is against the law to walk into the king’s inner court without his invitation and he has not sent for me in thirty days. I would be killed if I go in.” Uncle Mordecai wrote back, “Do not think that you can escape death in the palace. God can find a way to help, but if you do not speak up, you will die! Who knows if this is the very reason you have come to the kingdom!”

Esther told him to have everybody fast and pray for three days and nights. She said, “Then I will go to the

UNIT 3: Lesson 10 king and if I die, I die!” She knew this was a time to speak up.

On the third day, Esther put on her royal robes and went into the inner court of the king’s palace. He was very surprised to see her be this brave, but he was not angry; he welcomed her. “What do you want,” he asked, curious as to why she would risk coming. Esther simply invited the king to a special meal and to bring Haman with him.

At the special meal, the king asked her again, “What do you want me to do for you? You can even have up to half of my kingdom!” She said, “Please come back for one more special meal again tomorrow and I will tell you.”

Haman was so happy because he was being included in these special meals with the king and queen. He was happy because soon he would kill his enemy Mordecai and all the other Jewish people. He made huge gallows with which to hang the Jews.

At the special meal, King Ahasuerus was very eager to know what Queen Esther’s request would be. Finally she said, “If I have found favor, then please let me have my life and the life of my people!” The king was so surprised! Who would dare try to attack her? She said to the king, “The enemy is this wicked Haman!” Haman was suddenly very, very afraid. He grabbed onto the queen’s arm and pled with her. The king became extremely angry and sent Haman away to die on the very gallows he had prepared for the Jews. Then the king made a new law to allow the Jews to protect themselves against those who would seek to kill them. Queen Esther learned to be brave enough to speak her true feelings. She put her trust in her prayer and God was able to help Queen Esther to save the Jewish nation from death.

DISCUSSION STARTERS

Think, Pair, Share (Teacher has students think about answers to these questions, share their answers in pairs, and then some students share with the whole group). 1. 2. 3. 4. 5.

What made Haman so angry? Why was Esther in danger? What brave thing did Esther do? What happened to Haman? Have you ever done something very brave?

Small Group Activity:

Small Group Discussion:

Let’s practice sharing negative, uncomfortable feelings out loud today. In pairs, one of you will pick up a facial expression card. Act out the expression and make up a reason why you are feeling that way. Your partner will ask you, “What’s wrong?” You will answer. Your partner then will say, “I understand how you feel,” “That’s too bad,” or “That must be hard (or sad).” Your partner will ask you, “What do you think you could do to solve that problem?” You will talk about solutions together. Then switch with your partner and pick another facial expression and switch roles. (Bring the students back together and discuss). (Ask for volunteers to share their conversations with the whole class). 1.

What did your partner say or do that made you feel that he/she had empathy for you and truly understood how you felt?

UNIT 3: Lesson 10 2. 3.

Did you work together towards something that would help the situation?

After practicing with these made-up situations, do you think that it will be easier for you to share your feelings with someone you trust?

CLOSING ACTIVITIES

1. Journal

Turn to Page 23 in your I Believe journal. Let’s read together the I Believe statement:

I don’t have to hide my feelings and pretend everything is fine when it is not. (The students may draw or write anything of their choice in the journal or the teacher may make some suggestions). Draw or write about a time when you or someone you know covered up their real feelings. OR

If you see someone covering up their real feelings, how would you help them discover the real problem and express their true feeling? Turn to Page 24 in your I Believe journal. Color in the square on the chart that shows how you are feeling. Draw or, in one or two sentences, tell why you are feeling that way. 2. Circle Activity

(Comfort Hug). Take your right hand and cross over to place it gently on your heart. Take your left hand and reach way across your belly to your hip. Hold your arms in that position gently, as if you were hugging a treasured friend. Take two slow breaths. Say to yourself, “Jesus loves me and He will take care of me.” (Pass the Clap game. Have the children stand in a circle. Choose one child to turn to the left and give a clap to the next child. That child turns and gives a clap to the next child and so on until the clap has made it all around the circle. For the next round, the child turns to the left and gives two claps to the next child, and so on around the circle. Tell the children that anytime they want to change the direction, when it is their turn to clap, they do not turn and clap but instead return the clap to the one they received it from. Then it will go in the opposite direction until another child decides to change the direction. This game allows children to feel that they have power to decide and change directions. You can also have the children yell out something funny when someone makes a mistake like the word, “Deetdooey!”).

3. Closing Prayer (pray something like the following).

Dear Jesus, You know everything about each one of us. You know when we are happy. You know when we are sad. You know when things go badly. You have promised us that You would never leave us or forsake us. Thank You so much for loving and caring for us. Give us the courage to not hide or be silent when we need to speak up. In Jesus’ name, Amen.”

UNIT 4: God Created Our Bodies THEME: God created our bodies in amazingly intricate detail.

Lesson 11: I Can Be Healthy. God created our bodies. Making good choices will help to keep our bodies healthy. (Daniel and his friends). I Believe statement: “I believe I can do many things to make my body healthy and strong.”

Lesson 12: My Body Belongs to Me. Friends can help keep one another safe. We need to protect ourselves from bad touch and bad people. (Joseph and Potiphar’s wife). I Believe statement: “I believe that when someone touches me in a bad way, I can say “No!” and run to tell someone I trust. NO! GO! TELL!” Lesson 13: I Can Choose a Good Future. Making the right choices will help keep a person safe. (Elisha and the widow’s oil). I Believe statement: “I believe God will take care of me and help me make good choices.”

UNIT 4: Lesson 11

Lesson 11: I Can Be Healthy LESSON 11 THEME: GOALS:

God created our bodies, and making good choices will help to keep our bodies healthy. Verbally, in writing, or in a drawing, show that • There are eight elements necessary for healthy bodies. • You appreciate the way God created the human body.

BIG IDEA:

God created us as whole people with minds, bodies, emotions, and a need for friendship.

MATERIALS NEEDED:

Gather the following: • Some fruit, a ball, a bottle of water, sunglasses, a no-smoking sign, air-pollution facemask or scart, a pillow, and a Bible • Colored pencils and each child’s I Believe journal • Group Drawing materials • Theme Song • Flipchart 2 for the Bible Story and Application Story

PREPARATION:

On a large piece of paper, write, “No smoking.” Write the I Believe statement on the board.

I believe I can do many things to make my body healthy and strong.

UNIT 4: Lesson 11

OPENING ACTIVITIES 1. Review

Who can tell me something you learned in the previous lesson about how God takes care of our families? Let’s repeat together the I Believe statement: I don’t have to hide my feelings and pretend everything is fine when it is not.

2. Theme Song

3. Introductory Activity

(Place on a table some fruit, a ball, a bottle of water, sunglasses, a no-smoking sign, an air-pollution facemask or scarf, a pillow, and a Bible).

We don’t like to be sick. Today we are going to talk about how to be healthy. These objects give hints about different things we can do to be healthy. If you think you know how to use this object in a healthy way, come up and tell us. (Ask the children questions to see what they know about how to have good health. Then add more things to what the children say in a way that matches the eight areas of NEW START, as described below). Nutrition (fruit)—The very best foods we can eat are fruits, vegetables, grains (rice), and nuts.

Exercise (ball)—Children should not just study or sit and watch TV, they should play and help do work at home to get exercise.

Water (bottle)—Every day try to drink five to six 8-ounce glasses of water. Try not to drink sodas or soft drinks, which have lots of sugar that can make you catch a cold or cause cavities. Sunshine (sunglasses)—We need sunshine (but not too much) to grow strong.

Temperance (no-smoking sign)—We must say “no” to smoking, alcohol, and drugs; these destroy our health and our future. Air (air-pollution facemask or scarf)—We need clean air to breathe so cover your mouth around exhaust from vehicles and also plant trees and flowers at your home. Rest (pillow)—Every night get eight to ten hours of sleep and take time to rest on the Sabbath.

Trust in God (Bible)—When you read the Bible and pray, it helps you give your worries and fears to God who can take care of you. This gives you peace and good health.

UNIT 4: Lesson 11 Small Group Activity:

We are going to play a game called, “What might happen?” I will say, “What might happen if”. As soon as you have an answer, stand up, and I will call on you. For example, I might say, “What might happen if you eat too much candy?” If you know the answer, stand up as soon as something comes to your mind. What might happen if you: • • • • • • • • • • • • • • • • • •

eat lots of brown rice, vegetables, and fruit? eat only chips and cake every day? drink eight glasses of water every day? drink lots of sodas? smoke cigarettes? drink alcohol? say “no” to alcohol? say “no” to a cigarette? take drugs? say “no” to drugs? exercise at the park? sit in a smoky room and play video games? don’t brush your teeth every day? brush your teeth every day? stay up all night? get a good sleep every night? punch a boy you are angry with? read about Jesus forgiving his enemies?

All choices have either a good effect or a bad effect on the body. We must learn to not just do what we feel like doing at the moment, but to think and ask, “Will this be good and help my body now and in my future?” Here is today’s important I Believe statement. (Have the children repeat it after the teacher phrase by phrase. Then repeat it in unison).

I believe I can do many things to make my body healthy and strong.

UNIT 4: Lesson 11

LESSON 11: APPLICATION STORY JEEP AND JANG’S STORY FLIPCHART 11A

(Teacher reads the story of Jeep and Jang and shows these 6 illustrations from Flipchart 11A). Two boys walked home from school together. They were best friends. Their names were Jeep and Jang. “Let’s go down by the river today,” said Jeep. “We don’t have any homework.”

At the river, they threw rocks and stuck their feet in the cool water. Soon a group of older boys approached them. The older boys talked and dressed nice. They were also smoking cigarettes. “Hey boys,” they called to Jeep and Jang, “do you want to try something really cool?” Jeep and Jang looked at each other. “What is it?” asked Jeep.

“We have two extra cigarettes, and we’ll show you how to smoke them like the big guys.” “I don’t want to,” whispered Jang. “It stinks and my mom would be mad.”

“I think it looks cool, just like the cowboys in the movies,” Jeep answered back.

“What are you talking about?” asked one of the older boys. “Don’t you want to try?”

“Hold on, Jeep,” Jang grabbed Jeep’s arm. “Remember what our teacher taught us about keeping our bodies strong?”

The older boys were standing around them now. “Hey, is your little friend afraid to try something manly?” They stared at Jeep and they could tell he wanted to try the cigarette. So they said to Jeep, “Go ahead. Show your friend how brave you are.” Jeep reached out and took the cigarette. He put to his lips. “That’s right,” said the older boys. “You look so cool. Now breathe in just like you are sucking on a straw.” Jeep choked on the smoke. It burned in his throat. He coughed. The boys laughed. “Want to try again? Watch me.” One of the older boys took a long drag on the cigarette and blew out the smoke. Jeep looked at Jang. Jang mouthed, “Let’s go!”

Jeep shook his head, “No, I don’t want to smoke your nasty cigarette.” “Guess you’re not a man yet,” the big boys laughed again.

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UNIT 4: Lesson 11 Jeep hung his head and turned to follow Jang. He felt stupid and sick to his stomach. He wished he’d been more courageous like Jang. After a while Jang said, “Why do they like it if it tastes so bad.”

Jeep said, “My uncle said it helps him relax and feel good. I guess they get used to it.”

Jang told Jeep, “My dad calls cigarettes cancer sticks. He says smoking kills someone every three seconds.” “Wow,” answered Jeep. “I won’t ever smoke again. I want to live long and have lots of great adventures.”

“Me too,” echoed Jang. “Let’s promise each other to never smoke, drink, or take drugs! Hey, I’ll race you to your home!” Group Drawing:

Bible Verse:

1 Corinthians 10:31. “Therefore whether you eat or drink, or whatever you do, do all to the glory of God.” (NKJV)

(You can teach this verse using the following activity: WIPE IT CLEAN. Write the verse on the board. Repeat it several times and then begin erasing one word at a time and have the children say the verse again. Do this until the entire verse is erased and the children can still repeat it by memory with all the words gone).

LESSON 11: BIBLE STORY DANIEL’S STORY FLIPCHART 11B

(Teacher reads or tells the story of Daniel and his friends in captivity and their choice of food (Daniel Chapter 1). Here is an example of telling the story with the important points in it. Use these 5 illustrations from Flipchart 11B).

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UNIT 4: Lesson 11

A long time ago, there were four friends who grew up together. They lived in the country of Israel. Many of their neighbors had stopped worshipping the Creator God, but these four boys chose each other as good friends who were faithful to God. Their names were Daniel, Shadrach, Meshach, and Abednego. One day the king of Babylon came and attacked their city called Jerusalem. His army killed many people and carried away the four friends as slaves. They traveled by foot for many days across the desert to the king’s city, called Babylon. They determined that they would help each other always worship the true God.

When the friends got to Babylon, the king told them that they had been specially chosen along with some others to be trained for three years in his best school. He gave them what he thought was the best food and drink. That food was the meat of pigs, cows, and other things, along with wine. The boys had been raised to not eat any unclean meat or anything that had been offered to an idol or to drink alcohol. Daniel politely asked the man in charge of them if they could please have just grains, vegetables, and water instead. They knew that this would be the best diet to help them have strong bodies and clear minds. Daniel asked, “Please just give us this simple food for 10 days and see what happens.” Ashpenaz, the man in charge, did not think it was a good idea. He wanted them to do what everybody else did. He was afraid they would be sickly if they ate those simple foods. But the four young men knew that God’s ways are the very best. They wanted to make the best choice. It helped them to have each other as good friends to encourage one another to do what is right. Finally, Ashpenaz agreed and gave them only grains, vegetables, and water to drink. The four friends prayed that God would bless them for making a good choice and obeying Him.

After ten days, Ashpenaz brought the four friends before the king to be interviewed. The king found that they were ten times wiser than all the magicians and astrologers that were in his kingdom! God had blessed them for making good choices.

DISCUSSION STARTERS

Think, Pair, Share (Teacher has students think about answers to these questions, share their answers in pairs, and then some students share with the whole group). 1. 2. 3. 4. 5. 6.

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What difficult choice did the four friends have to make? Why do you think Daniel and his three friends made the choice they did about their food? What happened when they made a good choice? Have you ever been served food, cigarette, or alcohol that you knew was not good for you? What did you do? How have friends helped you make good choices? How has God blessed you when you have made good choices?

UNIT 4: Lesson 11

CLOSING ACTIVITIES 1. Journal

Turn to Page 25 in your I Believe journal. Let’s read together the I Believe’ statement:

I believe I can do many things to make my body healthy and strong. On Page 25, write or draw one thing that you can do to be healthier. (Teacher may make some suggestions).

Turn to Page 26 in your I Believe journal and let’s read the Temperance Pledge together. Then let’s sign the Temperance Pledge. “I promise God that, by His help, I will keep my body strong and healthy. I will not drink alcohol, take drugs, smoke, or chew beetle nut. I will eat healthy food. I will make my body a clean temple for the Holy Spirit.” Name _______________________________ Date___________________

Tell your friend next to you when you are going to start doing these things and ask if they can remind you once a week about what you wrote or drew. OR

On Page 27 write or draw one more thing that you can do to be healthier from today on.

Turn to Page 28 in your I Believe journal. Color in the square on the chart that shows how you are feeling. Draw or, in one or two sentences, tell why you are feeling that way. 2. Circle Activity

(Comfort Hug) Take your right hand and cross over to place it gently on your heart. Take your left hand and reach way across your belly to your hip. Hold your arms in that position gently, as if you were hugging a treasured friend. Take two slow breaths. Say to yourself, “Jesus loves me and He will take care of me.” (Have the student make a circle. Go around the circle, as the children share something they can do to be healthy. Give a stuff animal or an object to pass to the child who is sharing.

3. Closing Prayer (pray something like the following).

“Dear God, thank You for making our amazing bodies. Help us make good choices so we will stay healthy and strong. In Jesus’ name, Amen.”

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UNIT 4: Lesson 12

Lesson 12: My Body Belongs to Me LESSON 12 THEME: GOALS:

BIG IDEA:

MATERIALS NEEDED:

PREPARATION:

Friends can help keep each other safe. We need to protect ourselves from bad touch and bad people. Verbally, in writing, or in a drawing, show that • There are ways of staying safe and protecting our private parts. • There is danger in talking to unsafe people. • We know how to respond and get away from bad touch. Four safety rules that help us stay safe: 1. I am valuable and so are you. 2. Safety is my right! 3. My body belongs to me! 4. I can get help!

Gather the following: • Paper and red, yellow, and green pens or crayons for each group • Colored pencils and each child’s I Believe journal • Group Drawing materials • Theme Song • Flipchart 2 for Bible Story and Application Story Write the number for the Child Helpline (found on the inside front cover of this curriculum) on the board, and on the filpchart (see image on left for reference). Write the four safety messages on the board (see Big Idea above). Write the I Believe statement on the board.

I believe that when someone touches me in a bad way, I can say “No!” and run to tell someone I trust. NO! GO! TELL!

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UNIT 4: Lesson 12

OPENING ACTIVITIES 1. Review

Who can tell me something you learned in the previous lesson about how to keep our bodies healthy? Let’s repeat together the I Believe statement from the previous lesson:

I believe I can do many things to make my body healthy and strong.

2. Theme Song

3. Introductory Activity

(This activity can be done outside in the dirt, sand path, or on paper). Today, we’re going to talk about how to keep our bodies safe.

In groups of 3–4, I want you to create or draw a community of your houses and neighborhoods. Draw squares and rectangles to show houses and other buildings. Draw roads and paths and rivers, using sticks and rocks, leaves, or flowers. Make the people who live in your community. Draw green stick people to represent those who are safe (who will not hurt you) and red stick people for those who are not safe (who will hurt you) and yellow stick people for the ones you are not sure about (who might hurt you). (When the “communities” are all done, have each group explain to the other children what they created).

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UNIT 4: Lesson 12

LESSON 12: APPLICATION STORY GOOD TOUCH, BAD TOUCH FLIPCHART 12A

Today, we are going to learn about not hiding or keeping silent when something bad happens. (Read the story, Good Touch Bad Touch Puppet Flipchart 12A).

This is the story of three friends, Chan, Nary and Nak. They all live in the same village and study in the same class. One day, just like every day, Nary and Nak cycled to Chan’s house on the way to school to pick her up as she doesn’t have a bicycle of her own.

When Nak, Nary and Chan arrived at school their teacher greeted them just like every day. She was a good teacher and they all liked her. That morning she told the class that they would be learning four important messages so they needed to listen and pay attention. Then the teacher explained that the four messages would help them understand why they need to look after themselves and how to keep safe. First she held up the first message which said: “I am valuable and so are you!” And then Nary helped her hold up the second message which said: “Safety is my right” Chan was next and helped the teacher hold up the third message which said: “My body belongs to me!” Finally Nak helped with the fourth message which said: “I can get help!” God created each one of us with a special body and He expects us to take care of it and keep it safe.

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UNIT 4: Lesson 12

We are going to look at which areas where it is OK to be touched and where it is not. The places where your underwear are should not be touched by other people other than a doctor.

Later that day on their way home from school, Nak, Nary and Chan met Mr. Cool (“Calib”) who was driving by on his motorbike. They knew him from the village but he had never spoken to them before so they were surprised when he stopped to talk to them. As they chatted, Calib let Nak look at his motorbike because he could see he really liked it. Then he noticed Nary’s mobile phone and showed her the new one he’d just bought in the market. But he didn’t seem to notice Chan so she just stood on her own looking at the three of them. The next day Calib took Nak for a ride on his motorbike. Once they were out of the village he let Nak drive. Nak was very happy. He had always wanted to drive a motorbike but his parents would not let him. Calib seemed like a very kind man. But then he did something bad. Calib reached out and held him close. Then he touched Nak’s private parts. Later that day Calib went to see Chan near her home. She was surprised to see him after he had ignored her the day before. This time though he was very friendly and offered her a mobile phone before hugging her closely. Chan felt pleased about the phone but did not feel comfortable when he hugged her. The next day Chan told Nary about Calib’s visit and how he had hugged her after giving her the mobile phone. She was not happy about it and felt scared in case he tried to touch her again.

Whilst Chan was talking, Nak was hiding behind the tree. He had been feeling unhappy too so when he heard Chan’s story, he came out from behind the tree and told Chan and Nary what had happened to him after the motorbike ride with Calib.

Nary was upset for her friends when she heard their stories. What Calib did was wrong. It made her think that if he had touched Nak on his private parts and touched Chan in a wrong way too, he might do the same to her. After talking, Nak, Nary and Chan remembered the messages they had learnt at school and wished they hadn’t forgotten them when they met Calib. But even though Nak had already been touched on his private parts, he knew he could still seek help. And even though Chan had already been touched in a bad way, she knew she could still get help. And even though Nary was only worried about being touched, she knew it was still right for her to seek help. Chan called the free Child Helpline number to get help.

After Chan had called Child Helpline, Nak, Nary and Chan also spoke to their teacher and their teacher told the police what had happened. Then the police arrested Calib.

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UNIT 4: Lesson 12 DISCUSSION STARTERS Four Key Messages (Have the children stand up and divide them into 4 groups. Assign each group a different safety message from the ones you wrote on the blackboard at the beginning of class). Tell the children that when you point at them they are to yell their safety message as loud as they can. Point to the different groups several times in different order. Tell them who was the loudest. Then ask each group to explain to the rest of the class what their message means. This helps them learn to speak up and be assertive and learn the messages well. Then add the following).

Message number 1 says, “You are valuable.” It does not matter if you are poor or rich, dark or light, able or disabled, you are valuable. Let’s all say together, “I am valuable and so are you!” Message number 2 says, “Safety is my right.” You have the right to say no when someone ask you to do something that feels unsafe. For example, if someone asks you to climb up a tree, dive into water or go somewhere remote or do something dangerous you can say no, safety is my right and go tell a trusted adult what happened. Let’s practice saying it, “Safety is my right!” Message number 3 says, “My body belongs to me.” This means that no one should touch you without you agreeing to it. You must protect yourself from bad touches. Let’s practice saying it, “My body belongs to me!” Message number 4 says, “I can get help.” If you are forced or threatened to do something, you need to remember NOT to keep it a secret. We can get help by telling our parents, other relatives, village leaders, teachers, or call the free Child Helpline 1280. Let’s practice saying it, “I can get help!” Game

Play freeze tag outside. One child is “it” and runs around trying to catch the other children. When someone gets caught he or she freezes and cannot run. The teacher runs to unfreeze them, but the children have to say one of the safety messages to the teacher before they are free to run again. Think, Pair, Share

(You can show the flipchart again about Nak, Nary, Chan, and Calib as you ask these questions. Add your comments to the children to make sure the lesson is clear).

(Teacher will have the students think about answers to these questions, share their answers in pairs, and then some students will share with the whole group). 1.

Can we tell if someone is a good person or a bad person just by his or her appearance?

Where is it ok to be touched and not ok to be touched?

How do you think Nak and Chan felt when Calib touched them in a bad way?

4. 6.

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Why was it unsafe for Nak to go on the motorbike with Calib?

Did Calib use good touch or bad touch with Nak and Chan?

Calib gave Chan a cell phone to trick her so he could touch her body. What other things do unsafe people use to trick children?

UNIT 4: Lesson 12

After the bad touches, what did the children decide to do?

What number did they call for help?

Who did they tell?

10. What happened to Calib?

Sometimes, children receive bad touches from people they know, like an uncle or aunt or a stepfather or a neighbor. This can be even harder to say no, and tell someone about what happened. Other people may not even believe you are telling the truth. However hard it might be, you must keep telling someone until someone believes you and the bad touches stop. This is the smartest and safest thing to do. If no one listens to you and you can’t get the bad touches to stop, call the police or the children hotline.

Group Drawing:

I believe that when someone touches me in a bad way, I can say “No!” and run to tell someone I trust. NO! GO! TELL! Bible Verse:

Proverbs 4:14, 15. “Do not enter the path of the wicked, and do not walk in the way of the evil. Avoid it, do not travel on it; turn away from it and pass on.” (NKJV)

(You can teach this verse using the following activity: ART DISPLAY. Have the children make a poster with words and pictures. They can write the words in fancy letters to make it easier to memorize or draw pictures that come to mind that depict each different phrase).

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UNIT 4: Lesson 12

LESSON 12: BIBLE STORY JOSEPH AND POTIPHAR’S WIFE FLIPCHART 12B

(Teacher reads or tells the story of Joseph and Potiphar’s wife (Genesis 39:2–20). Here is an example of telling the story with the important points in it. Use these 5 illustrations from Flipchart 12B). In an earlier lesson, we learned how Joseph’s brothers treated Joseph very badly and sold him to some traders. Joseph was very sad as he watched his brothers and his country disappear from his view. The traders went all the way to the country of Egypt. There they sold Joseph to a man named Potiphar who was captain of the king’s guard. Joseph worked hard and his master liked him. God blessed everything that Joseph did since he trusted in God.

Joseph was not only a good man, he was handsome, too. After a while, his master’s wife began to really like him. She would say, “Come to bed with me.” Joseph knew this was wrong and he told her, “My master has put me in charge of all his house except you because you are his wife. How could I do this very bad thing and sin against God?” Potiphar’s wife did not give up. She kept trying to get Joseph to listen to her wicked sweet words and go to bed with her. One day, when no one was around, she grabbed him by his coat and said it again. He quickly let go of his coat and ran outside. This made her very angry. She called the men of her house and made up a bad story to dishonor Joseph. Because she lied about Joseph, her husband put Joseph in prison.

Joseph must have been very sad. He had been wrongly touched by his brothers and now wrongly touched in a different way by Potiphar’s wife.

Still, Joseph did not give up trusting God. He knew God could help him even in prison. And God did. One day the king of the whole land had a very important dream. He did not understand it, but he learned that Joseph could explain the meaning of dreams. The king brought Joseph out of prison and God helped Joseph explain the king’s dreams and save the country from a terrible famine. Joseph became the most important ruler under the king.

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UNIT 4: Lesson 12 DISCUSSION STARTERS Think, Pair, Share (Teacher will have the students think about answers to these questions, share their answers in pairs, and then some students will share with the whole group). 1. 2. 3.

Who was an unsafe person in this story? What did Joseph do when Potiphar’s wife tried to make him go to bed with her? Do you think it was difficult for Joseph to resist her?

When should children not obey those who are in authority over them? Think about them in your mind. Some of Jesus’ ancestors did things that were very wrong. Jesus chose to not follow their examples. Instead, He always did what was right. He will help you choose a better path for your future so that your own family will be more peaceful and happy.

CLOSING ACTIVITIES 1. Journal

Turn to Page 29 in your I Believe journal. Let’s read together the I Believe statement.

I believe that when someone touches me in a bad way, I can say “No!” and run to tell someone I trust. NO! GO! TELL! (The students may draw or write anything of their choice in their journal or the teacher may make some suggestions). (Have the children write the safety number on the board in their journal). OR

(Have the children trace their hand. Write the name of a person they trust on each finger of the drawing as they play the game “Who Would You Tell?” and answer these questions). Who would you tell if someone touches you and make you feel scared? (Write the name of that person on one of the fingers you traced). Who would you tell if the first person didn’t believe you? (Write the name of that person on another finger).

Who would you tell if another person didn’t believe you? (Write the name of that person on another finger).

Continue asking until you have several people on a list that children could talk to or at least one name on each finger. Next time you’re in trouble and need help, talk to one of these people. Keep talking until someone helps you.

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UNIT 4: Lesson 12 Turn to Page 30 in your I Believe journal. Color in the square on the chart that shows how you are feeling. Draw or, in one or two sentences, tell why you are feeling that way. 2. Circle Activity

(Make 4 circles with equal amount of children in each circle. Whisper a different safety rule to each group to pass on. The children whisper it one after another until it comes back to the first person who started it. Then all 4 of them in unison repeat the rule). 1. 2. 3. 4.

I am valuable and so are you. Safety is my right. My body belongs to me. I can get help.

Let’s make a promise to one another to help keep everyone in our classroom safe. Let’s hold hands and say together, “I love my friends and will do everything I can to keep them safe.” (You can raise and lower hands on each word or some other action).

3. Closing Prayer (pray something like the following).

Dear Jesus, You can keep me safe and give me courage to speak out against any bad experience I might have. Thank You so much for watching over me and loving me. In Your powerful name, Amen.

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UNIT 4: Lesson 13

Lesson 13: I Can Choose a Good Future LESSON 13 THEME:

Making the right choices will help keep a person safe.

GOALS:

Verbally, in writing, or in a drawing, show that • There are results to various choices. • I can make good choices regarding job offers and various potentially dangerous situations.

BIG IDEA:

MATERIALS NEEDED:

PREPARATION:

I always have choices, and how I choose makes a big difference in my life—now and later. I should use my body for helpful activities and jobs that protect myself from hurtful activities. Gather the following: • Two sets of Bad and Dangerous Jobs Cards and Good Jobs Cards (at the end of this lesson) • Colored pencils and each child’s I Believe journal • Theme Song • Flipchart 2 for Bible Story and Application Story Write the number for the Child Helpline (found on the inside front cover of this curriculum) on the board. Write the Four Safety Messages on the board: 1. I am valuable and so are you. 2. Safety is my right! 3. My body belongs to me! 4. I can get help!

Write the I Believe statement on the board.

I believe God will take care of me and help me make good choices.

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UNIT 4: Lesson 13

OPENING ACTIVITIES 1. Review

Who can tell me the four key messages about how to stay safe from our last Lesson? Let’s repeat together the I Believe statement:

I believe that when someone touches me in a bad way, I can say “No!” and run to tell someone I trust. NO! GO! TELL! Review the safety messages and helpline on the board. Have children break up into small groups of 4 or 5 students. Assign a leader for each group that will keep the group focused and learning. Have them discuss what safety message applies to each scenario and what they should do in each case. Read one scenario at a time and give about 2 minutes to discuss before reading the next. #1. A bigger girl tells a little girl to do her chores or she will take away her toy. What safety message should the little girl remember? Who can she tell?

#2. A boy tries to kiss a girl. What safety message should she tell him? Who else can she tell?

#3. Sokah’s uncle tries to pull down his pants and grabs his penis to make fun of him. Sokah is embarrassed and angry. He knows it is bad touch. What safety message should he remember? Who should he tell?

#4. Someone shoves a can of beer at Sopheap’s mouth and tries to make him drink it. He is scared. What safety message should he remember? Who can he tell?

#5. A neighbor pulls Yin into the bedroom and onto the bed. Yin is scared and confused. What can Yin do? What safety message can he remember? Who can he tell? What safety number can he call?

#6. Srey Nit gets yanked by a relative and forced to smell a stinky armpit while the group laughs. She is humiliated and angry. What should she tell this relative? Is there someone else she can talk with about the situation? It is perfectly acceptable and wise to say “No!” to anyone who tries to touch, kiss, or play a secret game in a way that makes you feel uncomfortable.

2. Theme Song

3. Introductory Activity

What do you want to do or be when you grow up? (The children could write in their journals what they want to do or be when they grow up and tell the group about it). OR

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(Get the Bad and Dangerous Jobs Cards and the Good Jobs Cards, showing different occupations, and set the cards around the room. You can have more than one picture of the same occupation. Then have the children answer these questions.)

UNIT 4: Lesson 13 When I say “Go”, run around the room and grab a picture that shows an occupation that you would like to do when you grow up.

1. If you had to make a quick decision. How did that feel? 2. If you had more time to think, would you have chosen something else?”

LESSON 13: APPLICATION STORY POOR CHOICES STORY FLIPCHART 13A

Sometimes people make quick decisions without really knowing what they are doing. Then they have a bad experience. Part of growing up safe is taking time to learn and think carefully and prayerfully before making a decision. It is also very helpful to get advice from respectable people before choosing. (Teacher reads the story and shows these 6 illustrations from Flipchart 13A).

My parents made a poor choice. They did not have enough money to feed me and all my siblings. So they sold my older sister to become a prostitute, to sell her body. I was so angry with them for doing this. They saw other people they knew selling their children to help pay for debts, so they thought it would be fine to do the same. All I knew is I missed my sister very much. After a few years, I heard some more sad news. My sister got AIDS and died. I cried and cried. I hated my parents for selling her. I said, “I will never forgive them!”

One day I decided to start going to the literacy school in my neighborhood. The teacher welcomed me with a warm smile and kind words. My teacher was a Christian. She taught us about God’s love and how to make good choices. She told the story of Jesus forgiving his enemies and how He told his followers to do the same. I learned to pray to God when things were so hard and so sad. Could I forgive my parents? Only with God’s help. I began to pray for God to change my heart and for me to be willing to forgive. I thought maybe my parents would come to know Jesus if they saw me forgiving them.

Then one day, my parents lost money while gambling. They told me they would have to sell me too in order to pay the debt. Immediately the anger and hatred came to my face. I ran out of the house and began crying and praying to God. Then the thought came to me to go tell my teacher. After pouring out the whole story, my teacher immediately went to talk to my parents. He helped them to see that if they were just patient, my education would be a lot more beneficial to the family later on. My parents listened to my teacher and chose not to sell me. I knew this was the miracle I was praying for. Jesus had not only changed my heart but my parents’ hearts as well. Someday Jesus will come back. I am eager to go to that safe place called heaven where there will be no more wicked people and suffering ever again.

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UNIT 4: Lesson 13 Small Group Activity (for younger children):

Small Group Activity (for older children):

We are learning to make good choices and stay away from the bad ones. I am going to read you some scenarios. If it is a good choice, stand to your feet and say, “Yes!” If it’s not a good choice, stay sitting down and say, “No!” (After each question, ask the children why they said “yes” or “no.”)

1. Your friend dares you to race bikes across a busy street. 2. Your teacher invites you and your class to clean the church and plant flowers in the yard. 3. Your friend’s older brother promises to give you a dollar if you steal some candy for him at the market. 4. Your cousin asks you to go to the video arcade and play video games—you know you will have to pay to play. 5. Your mother asks you to help the elderly lady next door each day by going to the market and buying vegetables for her. 6. Your uncle touches you and you feel uncomfortable. He tells you to not tell anyone and you stay quiet. 7. Your little sister is crying. Your mother is cooking and you run to pick up your sister and play with her.

(Divide the children into pairs. Do Think, Pair, Share).

(Teacher will have students think about these job opportunities, share their thoughts in pairs, and then come back as a large group to discuss it together).

We will look at 4 bad job opportunities. There are dangers about every one of these bad job offers. You will discuss together the dangers or the warning signs to be aware of in each scenario. Then be prepared to share with the class. OR

(Divide the scenarios into four different groups and have each group act out the scenarios. Then bring the children back together to discuss as a whole class about the danger signs).

Scenario 1: Someone promises Socheat that, if he can come up with $300, he can invest it in a new business that will give him triple the amount of money in three weeks. What might he want to know about the job first? What are the dangers or warning signs to be aware of?

Scenario 2: Tee’s friend from school comes up to her and offers her a great-paying job. She tells Tee that she can make up to $200 a night working at a restaurant. Her friend says, “Meet me in front of the restaurant at 9:00 tonight if you are interested!” What might she want to know about the job first? What are the dangers or warning signs to be aware of?

Scenario 3: Sophia’s uncle from a distant province comes to visit her family. He tells her parents that he has a business in Malaysia and he needs workers. He offers to help Sophia get a passport and promises to send money regularly to her parents, who really don’t know him very well. What dangers might be involved in taking this job? What might Sophia want to know before taking this job? Scenario 4: Kmow’s dad is dead. Her mother has five children. Her mother has many debts. Kmow is the oldest who can work the hardest. Her mother tells Kmow the only

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UNIT 4: Lesson 13 way they can survive is if Kmow quits school and her mother sells Kmow to a man who has a big factory across the border. What danger might she encounter if she goes with this man? (As the children discuss the dangers, write their comments on the board. Make sure the following questions are discussed). 1. 2. 3. 4. 5. 6. 7. 8.

How can you know if a job is likely to cause you problems or be dangerous? How physically safe would you be at the job or in the night after you leave the job? Would you be stuck with a loan and have to pay back a lot of money? Would you be stuck in a contract and not be able to quit? Would the job take you far away from home? Are they asking for your passport or ID card to keep it? Are the promises of money much bigger than normal? Will they force you to go against your conscience and have to do something you are uncomfortable with? 9. Will you be able to keep the Sabbath and your faith in Jesus by working that job? Activity:

(Make this point: If the job offer does any of the above, then it is a bad job and you should not take it).

I am so glad that each of you children are learning and making good choices. This will really help you have a good future. I hope your parents will make choices to help you, too. God has given us parents to provide for us, teach us, and keep us safe. Sometimes parents have lots of problems and stresses. Sometimes they don’t have work or they have big debts. When they feel desperate, they sometimes make bad choices and push their children into a dangerous or immoral job. This is wrong. No child should have to risk his life or her future because of the parents’ problems.

But children worry when they see their parents having problems. They want to help. They feel they have to do whatever they are told. If your parents ever try to sell you or have you do an immoral or dangerous job you must say “No.” You should find someone you trust—like a teacher or pastor—and tell that person what is happening. You should be loyal and obedient to your parents all of the time, except when they ask you to do something wrong. God is your Creator and Savior so you must listen to Him first to be safe. (Do Think, Pair, Share)

(Teacher will have students think about the answer to these questions, share their answers in pairs, and then some students will share with the whole group). How should a good job make you feel at the end of a day? • • • •

Should it make you feel like you have accomplished something good? Are you helping other people? Is it honorable and something that you can be proud of? Are you happy to tell other people about it or are you ashamed?

Here is our helpful I Believe statement. (Have the children repeat it after the teacher, phrase by phrase. Then repeat it in unison).

I believe God will take care of me and help me make good choices. 117

UNIT 4: Lesson 13 Bible Verse:

Philippian 4:19. “And my God shall supply all your needs according to His riches in glory by Christ Jesus.” (NKJ)

(You can teach this verse using the following activity: FIRST LETTER REVIEW. Write the verse on the board. After repeating it several times, have the children close their eyes. Teacher erases everything except the first letter of each word. Have the children open their eyes to see if they can remember it with only the first letter as a clue).

LESSON 13: BIBLE STORY ELISHA’S STORY FLIPCHART 13B

(Teacher reads or tells the story of the Elisha and the widow’s oil (2 Kings 4:1–7). Here is an example of telling the story with the important points in it. Use these 5 illustrations from Flipchart 13B). A long time ago, there lived a prophet named Elisha. He was a wonderful man of God who taught people about the living God and how to live good lives. Many came to learn from him. They decided to form a community called the School of the Prophets where people could learn about the true God and how to be moral, loving people. One of these students had a wife and two sons. They lived close to Prophet Elisha.

One day a very sad thing happened. The father died leaving the wife all alone to take care of the boys. The two sons missed their father very much and worried that they would not have enough to eat.

Little by little, the mother went into debt. She was borrowing just enough to feed her family. After a while the debt became so big that her creditors demanded she pay it back. There was no way she could pay. She had no salary or way to make money. Would anyone help her? Would the creditors show mercy?

The creditors demanded that she pay the debt or sell her sons so she could have the money to pay. She was very worried. The two boys were very frightened. Could anyone help? The widow went to talk to the only person who she thought might be able to help—Prophet Elisha. He prayed and God gave him a very strange idea. “Go home,” he said, “and gather all the pots you can. Then begin pouring your olive oil that you have left into the pots.”

It sounded like such a strange idea. The widow trusted Prophet Elisha and God to take care of them even though it seemed impossible. The boys quickly responded to what their mother asked them to do. They were so afraid and didn’t want to become slaves.

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They went to all the neighbors and borrowed every jar and pot they possibly could find. Then their mother

UNIT 4: Lesson 13 began pouring oil in to each one, trusting God to do something to help them. Amazingly, the little pot of oil kept pouring as she filled a larger pot! Then she poured into another one and it filled up, too! It was a miracle! The God who made everything was making olive oil for them. The widow kept pouring and pouring.

Finally, when the widow asked for another pot, her boys said, “That’s the very last one. There are no more!” Then the oil stopped pouring. Prophet Elisha told them to go and sell the oil. They made enough money to pay off the creditors. The boys were so happy and relieved to know they could stay with their mother. They were all so very thankful for God’s loving care. They then knew for sure that even if their creditors were unsafe, there were some good people willing to help. Most of all they learned that in every problem, they should talk to God in prayer, trust Him, and obey Him. He knows best how to keep us safe.

DISCUSSION STARTERS Think, Pair, Share (Teacher will have the students think about answers to these questions, share their answers in pairs, (Teacher has the students think about answers to these questions, share their answers in pairs, and then some students will share with the whole group). 1. 2. 3. 4.

What was the big problem for this family? What good choices did this mother make? How did God help the boys keep safe? What can you do when you are in trouble?

CLOSING ACTIVITIES 1.

Journal Turn to Page 31 in your I Believe journal. Let’s read together the I Believe statement:

I believe God will take care of me and help me make good choices. (The students may draw or write anything of their choice in their journal. Or, the teacher may make some suggestions): Draw a picture of what you would like to be when you grow up. OR

Write a story about what your life may be like when you are grown up.

Turn to Page 32 in your I Believe journal. Color in the square on the chart that shows how you are feeling. Draw or, in one or two sentences, tell why you are feeling that way.

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UNIT 4: Lesson 13

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Circle Activity

Closing Prayer (Pray something like the following).

(Pass the Clap. Have the children stand in a circle. Choose one child to turn to the left and give a clap to the next child. That child turns and gives a clap to the next child and so on until the clap has made it all around the circle. For the next round, the child turns to the left and gives two claps to the child and so on around the circle. Tell the children that, anytime they want to change the direction, when it is their turn to clap they can just turn and return the clap to the one they received it from. Then it will go in the opposite direction until another child decides to change the direction. This game allows children to feel that they have power to decide and change directions. You can also have the children yell out something funny when someone makes a mistake like the word, â&#x20AC;&#x153;Deetdooey!â&#x20AC;?). Dear God, You have promised to never leave me nor forsake me. I know that, when I call on Your name, You will hear me and keep me from danger. Please keep all of us safe and bring each one back to school tomorrow. In Jesusâ&#x20AC;&#x2122; name, Amen.

UNIT 4: Lesson 13

Figure 13-3. Bad and Dangerous Job Cards.

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UNIT 4: Lesson 13

Figure 13-4. Good Job Cards.

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UNIT 5: God Created Us to Be in a Community THEME: God created humans to be in safe communities.

Lesson 14: I Can Make My Community Better. God created humans to be in safe communities. (King Josiah). I Believe statement: “I believe that God makes me strong and brave to speak and to do good things for others.” Lesson 15: I Can Stay Pure. We can choose to guard the 5 senses from harmful and damaging activities and live a pure life style. We can learn the danger of a false community with Internet “friends.” (David & Bathsheba). I Believe statement: “I choose to keep myself pure in all that I do and say.” Lesson 16: No One Likes a Bully. Bullying: What is it and how should we

deal with it? (Fiery Furnace). I Believe statement: “I will choose friends who will help me make good decisions. I can learn to walk away instead of fighting back.”

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UNIT 5: Lesson 14

Lesson 14: I Can Make My Community Better LESSON 14 THEME: GOALS:

BIG IDEA: MATERIALS NEEDED:

PREPARATION:

Positive behaviors and actions of families impact their surrounding communities. Verbally, in writing, or in a drawing, show that • Trust and respect between a loving, responsible caretaker(s) and children can help children to be confident and make a difference in their communities • Children should feel that they have a sense of power to make a difference. “I may be young, but I am mighty!” Good family practices can model behaviors and actions that can change communities for the better. Gather the following: • Big pieces of paper, crayons, and markers • Colored pencils and each child’s I Believe journal • Theme Song • Flipchart 2 for the Bible Story and Application Story • Each child’s Family Chain (from Lesson 7) Write the I Believe statement on the board.

I believe that God makes me strong and brave to speak and to do good things for others.

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UNIT 5: Lesson 14

OPENING ACTIVITIES 1. Review

Who can tell me something you learned in the previous lesson about choosing good jobs and safe activities? Let’s repeat together the I Believe statement from the previous lesson: I believe God will take care of me and help me make good choices.

2. Theme Song

3. Introductory Activity

(The Missing Person game. Tell the children to close their eyes, and then choose several children to leave the room. The children open their eyes and look around and try to guess who is missing. Do this several times). Each of you is important to me. If you are not at school, I miss you and want to know why you didn’t come. You are important to your family and your community. You are also important to your church family. You make a difference. Your involvement—whether at home, school, church, or in your community—is invaluable.

DISCUSSION STARTERS Think, Pair, Share (Teacher has students think about answers to these questions, share their answers in pairs, and then some students will share with the whole group). Have you ever done something brave where you stood up for what was right?

I am going to tell you the beginning of a story that may happen right now in your own village (community, street). You just listen carefully and when I’m finished, I will ask you some questions.

Imagine yourself being at home in your village. Every day, in the late afternoon, the people leave their houses and meet under the tree. That is always a nice time of getting together. But today you don’t feel like going. You stay in the house. All of a sudden you see two thieves jump over the fence of your neighbor and steal two chickens. After about two weeks, you hear that chickens have been stolen from many neighbors. You are the only one who saw the thieves in person. No one else saw them. 1. 2.

What would you do? Who would you tell the secret to?

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UNIT 5: Lesson 14

LESSON 14: APPLICATION STORY APULIA’S STORY FLIPCHART 14A

(Teacher reads the story of Apulia and shows these 9 illustrations from Flipchart 14A). My name is Apulia. I am an Indonesian girl. I live on a farm with my parents and my three sisters in a small community. I am the youngest in our family.

Most of the people in our community are farmers. My neighbors grow only one crop. My dad is different from the other farmers. He grows rice, coffee, corn, and other vegetables. When we were little, he taught us how to farm. He made it fun by listening to all of us kids tell stories when we worked in the fields. My dad doesn’t only have us work on the farm, but he also sends us to school. He wants us to have a better future than him. At school, my friends tell me different stories about their dads. They hardly see their dads. And, even when they do see them, they also don’t talk much. Most of them are always worried about their next harvest, because the money they earn is not enough for feeding their family. One day some strange men came into the village to lend money to the very poor. A few weeks later, these men came back and told those parents that their daughters could get well-paying jobs outside of our village. They said they could easily pay off the parents’ debts. Then something very scary happened. Many of my friends just disappeared. I was so sad. When I went to their houses, nobody wanted to talk about it. They just kept silent.

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Confused, I ran to my father to tell him how I felt. He just listened. Then he said to me, “Honey, you cannot leave it like that. You need to do something about it.” Me? What could I do? Finally, I had an idea. I talked to the youth leaders in our church. Our youth leaders from the church met with the village. Together they met under the tree. We children were also welcome. We made village maps from sticks, stones, and leaves, counting the number of people who used to live here. We discovered that many girls had already gone missing. The parents of my best friend suddenly told us how these strange men took their girls away from them. Since that day, no one had seen those girls anymore. But other neighbors knew that some girls worked in bars or casinos to entertain male visitors.

UNIT 5: Lesson 14 Then the youth leaders asked my dad, “How did you manage to keep all of your girls safely at home?” Dad told them how he trained all of us in farming, basket making, and how to establish a small business for extra income. After my elder sisters finished school, they were only allowed to work outside the village after investigating the employer and the kind of work they would be doing. They never left the house without their ID cards. And when they left the village, they had to keep in touch by writing letters or giving phone calls. When we had some family time at home, our dad told us everything that happens in the entertainment industry and that the girls working there get treated like slaves.

After our community understood everything that made my dad and our family so different from others, they decided to follow our example. My dad and a group of villagers spoke of our problem to a government official. The officials helped us to make posters for educating everyone about how to work outside the community with legal papers. The officials told us how to set up small businesses in our homes. These new ideas and awareness made it possible for the girls in our village to return home and find new work right here. We finally realized that it wasn’t smart to send our girls away. The safest place to work was here in the village. We stuck together and began looking out for each other. When these strange men found out how much our village had changed, they became frustrated and left us alone.

DISCUSSION STARTERS Think, Pair, Share (Teacher has students think about answers to these questions, share their answers in pairs, and then some students share with the whole group). 1. What did you like in this story about the girl Apulia and her father? 2. What are some problems in your community that you would like to see changed? 3. What will you do to help your community change?

We all want to be brave like Apulia, so let’s look at our I Believe statement that is written on the board. (Have the children repeat it after the teacher, phrase by phrase. Then repeat it in unison).

I believe that God makes me strong and brave to speak and to do good things for others.

Small Group Activity:

Let me give you an example. An older child in a village had a great idea. For an entire month, he had all the children collect beer or alcohol cans around the village. They gathered them from the trash heap, the bushes, the garbage cans, and around the houses, until they had an enormous pile. Then they counted the bottles and figured out how much money was wasted on alcohol that could have been used for food to feed their families. The village leaders were shocked when the children informed them of how much alcohol consumption the community consumed. They determined to make a change. (Break into groups of 4-5 students each. Give the children paper and pens. Have the students discuss possible solutions to problems they see in their communities. Write or draw their ideas on paper. Share their ideas with the class. Give about 10 minutes for this project).

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UNIT 5: Lesson 14 Bible Verse:

Joshua 1:9. “Be strong and courageous! Don’t be afraid, because God is with you wherever you go!” (NKJV)

(You can teach this verse using the following activity: PUT THE VERSE TO MUSIC. See if the children can make up a tune for the memory verse or use a song that the teacher has provided).

LESSON 14: BIBLE STORY

KING JOSIAH’S STORY FLIPCHART 14B

(Read or tell the story of good King Josiah (II Kings 22, 23). Here is an example of telling the story with the important points in it. Use these 5 illustrations from Flipchart 14B). Many years ago in the country of Israel, there was a long line of bad kings. Even though the country of Israel knew about the true Creator God, most of the people did not follow Him or keep His commands. Instead, they worshipped idols and did many mean and wrong things. One of those bad kings was named Manasseh. He went very far away from God and did many horrible things.

His son Amon became king after him, and Amon did the same evil things. He was so bad that everybody rose up and killed him. Then the people made his son Josiah king, even though Josiah was only eight years old. At that very young age, Josiah made a decision that he would do what was right in the sight of the Lord. The Bible says, “He did not turn aside to the right hand or to the left” (2 Kings 22:2). God’s temple had become run down since few people cared about it anymore. One of the first things King Josiah did was to give money to the overseers to hire carpenters, builders, and masons to repair God’s temple. Soon after that, the high priest of the temple found the Book of Law that God had given them many years before. When the high priest read it, he became very sad, because he realized that the people were doing many bad things and neglecting to do many good things that God wanted for them. He prayed earnestly that God would help him to change things.

He called all the elders and they called all the people. King Josiah read to them all of the book of God’s law and promises. Together, they made a commitment to obey God. They went into God’s temple and carried out the idols and burned them. They got rid of the bad priests who served false gods. King Josiah did everything he could to turn the people back to the living God.

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UNIT 5: Lesson 14 Finally the people held a big celebration in which they celebrated how God had rescued them in the past from Egypt. The celebration was called Passover because the angel who had destroyed the slave owners and bad people in Egypt had “passed over” the Israelites who put their trust in God.

King Josiah made a big difference in his community because the Bible says, “Now before him there was no king like him, who turned to the Lord with all his heart, with all his soul, and with all his might, according to all the Law of Moses; nor after him did any arise like him” (2 Kings 23:25).

DISCUSSION STARTERS

Think, Pair, Share (Teacher has students think about the answers to these questions, share their answers in pairs, and then some students share with the whole group). 1. 2. 3. 4.

What good things did King Josiah do? How did young King Josiah become strong enough to stand up to big people? Do you know any young people who have made difficult decisions and surprised the adults? Why is it difficult to go against what most of the people in your community are doing?

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UNIT 5: Lesson 14

CLOSING ACTIVITIES 1. Journal

Turn to Page 33 in your I Believe journal. Let’s read together the I Believe statement.

I believe that God makes me strong and brave to speak and to do good things for others. (The students may draw or write anything they choose in their journal OR the teacher can make some suggestions).

Today, you heard about two children who were brave to do something different. Now you can do some artwork about the stories you heard. What did you like most in the stories? You can draw that. OR Write a story about some hero who did something good for his or her community.

Turn to Page 34 in your I Believe journal. Color in the square on the chart that shows how you are feeling. Draw or, in one or two sentences, tell why you are feeling that way. 2. Circle Activity

All the families together make up the community. Let’s connect all of our Family Chains (from Lesson 7) to remind us that our families influence each other. We can help make our community a better place. OR

(Have the students suggest all the things you could do as a class to make your community better. Make a decision to do one thing in the next week to make your community better). 3. Closing Prayer (pray something like the following).

“Jesus, Thank You for today. Sometimes I feel very weak and too shy to speak up. Help me to remember that I may be young, but I can make a positive difference around me. I believe that you made me to be strong. Please make me brave to speak. And to do the right things. Thank you Jesus, Amen.”

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UNIT 5: Lesson 15

Lesson 15: I Can Stay Pure LESSON 15 THEME: GOALS:

BIG IDEA:

MATERIALS NEEDED:

PREPARATION:

Choosing to guard the 5 senses from harmful and damaging activities and live a pure life style of a good choice. Verbally, in writing, or in a drawing, show that • I can say “No” to difficult temptations. • I can guard my 5 senses. • I feel encouraged to live a pure lifestyle.

I can make choices to keep myself pure. I can choose a pure society including what I do in secret. I can choose good friends, healthy entertainment, and find help when addicted to a bad habit. I can reject false community and build real friendships. Gather the following: • A ball • A bowl and a couple different kinds of fruit such as banana, papaya, or grapes; a cup of dirt, a spoon, and a knife. • Four monkey picture (at the end of this Lesson) • Colored pencils and each child’s I Believe journal • Group Drawing materials • Theme Song • Flipchart 2 for Bible Story and Application Story Write the I Believe statement on the board.

I choose to keep myself pure in all that I do and say. This will help me have a good future.

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UNIT 5: Lesson 15

OPENING ACTIVITIES 1. Review

Who can tell me something you learned in the previous lesson about making our community safe? Let’s repeat together the I Believe statement from the previous lesson:

I believe that God makes me strong and brave to speak and to do good things for others.

2. Theme Song

3. Introductory Activity

Show the illustration of the four monkeys who are covering their eyes, ears, and mouth. (Ask the children what the monkeys are telling us—“See no evil, hear no evil, speak no evil, and do no evil.”)

Figure 15-1. Four monkeys card.

DISCUSSION STARTERS Think, Pair, Share (Teacher has students think about the answers to these questions, share their answers in pairs, and then some students will share with the whole group). 1. 2. 3. 4.

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What are these monkeys doing? What do you think these monkeys are trying to tell us? What are some things that we should not look at, not hear, or not say? Where are some places that we are more likely to hear, see, or do evil?

UNIT 5: Lesson 15

LESSON 15: APPLICATION STORY YOUTH AGAINST PORNOGRAPHY FLIPCHART 15A

Let’s read a flipchart story called Youth Against Pornography. As we read, see if Chanrta and his friends guarded their eyes and heart against evil like we learned from the monkeys. Chantra lives with his family. Here they are having lunch together. Even though his family have asked him to join them, he prefers to stay inside looking at his phone. Rather than playing with his old friends, Chantra has started looking at porn magazines with some new friends. After school, Chantra and his friends spend time in an internet gaming shop and watch porn. It’s beginning to affect his ability to concentrate and do well at school… …as it keeps him up late at night.

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UNIT 5: Lesson 15 His sister, Nary catches Chantra looking at porn pictures on his phone. She is very uneasy and asks why he is looking at them. He sees she is unhappy and he feels a little ashamed – he loves his sister and doesn’t like to upset her. Rith, Chantra’s older brother, is also concerned about Chantra. He explains to Chantra about the dangers porn can have on him. Chantra started to think about all of this.

Even though Chantra has heard about the dangers of porn, he still goes to his friend’s house to watch porn on a DVD. As the beer takes effect, the boys talk foolishly and laugh at the women in the films they’ve just watched, and start talking about girls they know. Suddenly one of them says to Chantra, ‘Your sister is sexy. Let’s take a picture of her!’

Chantra is shocked and shouts angrily: ‘Don’t talk about my sister like that!’ He grabs the remote control and throws it on the floor. There is a big argument and Chantra realises that watching porn with these boys could lead to something really bad. So he runs off home feeling frustrated with his friends. The next day Chantra realizes how foolish he and his friends have been and does not want to be thinking of girls in a bad way. He promises Nary that he will try to quit looking at porn again which makes her happy. Chantra tells Rith what has happened and how shocked he was. Rith then explains to him how porn can be addictive and there are bad people who trick, bully or force girls and boys into making porn. Chantra believes Rith and says, ‘No one else has explained to me about porn or sex – maybe we could ask Dad or someone else?’

Chantra has just finished showering and is getting ready for bed. He sees his phone and realizes that now he is alone, he could watch porn and no one would know. But he also wants to stop watching porn and be free of it. He cries, “Help me Lord, I need you.”

In his struggle, he remembers his promise to his sister and the advice his brother has given him. Knowing it is not only for him but his own family, Chantra resists the urge, turns off his phone and tries to get to sleep. “Thank you God,” he whispers. The next morning, Chantra is thinking of a person he wants to meet to talk about his struggles. His uncle comes to his mind that he thinks is a safe person.

Though not always easy, with help Chantra is able to quit porn and thrives once again at school and enjoys life with his family and friends.

He is also able to help other boys be strong and not watch porn because of his experience and the freedom he now enjoys. He will be the first to tell you, “With God all things are possible” (Matt. 19:26).

DISCUSSION STARTERS Split the class in half. Draw a TIC TAC TOE rubric of the board. Then use the questions below, giving one question to one side and then to another. If they answer the question correctly, they can put up an X or an O in the box of their choice. The winner is the side who has three of the same in a row.

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UNIT 5: Lesson 15 1. Why is Chantra keeping separate from his family?

2. Are Chantra and his friends making good choices?

3. What do children normally do at an internet gaming shop (Children may say something like, stealing money, being exposed to watching porn, wasting time and money, gaming killing and aggressive scenes). 4. How can watching porn hurt Chantra? 5. What is the name of Chantra’s sister?

6. How does looking at porn make people feel about their body and other people’s bodies? 7. What are some ways children can see porn?

8. Why do you think porn is not a good teacher of sex and how to have a good family? 9. Why did Chantra choose to leave his old friends? 10. What is the name of Chantra’s older brother?

11. Why did Chantra decide to stop looking at porn? 12. Who else can help Chantra be strong?

13. What would you tell Chantra to do in order to overcome this temptation? 14. What is the Child Helpline number?

15. What should you say when someone wants you to do something wrong or unsafe? 16. Besides himself, who does Chantra’s decisions affect?

17. Who would you go to and talk with about this problem if you were Chantra?

18. Chantra’s struggle can now be used for a good purpose in helping others. What do you think he will say to other boys? 19. What are some good things to do instead of porn?

Group Drawing:

Group Activity:

(Invite the children to draw their feelings and thoughts about the story together on the floor. You can use chalk on a sidewalk, or a long piece of paper and crayons, or a long mat made from a blackboard or white board. Make sure it is on the floor so that all the children are connecting, belonging, and gathering courage from each other as they draw their responses to the story, creating a Group Drawing together). I need two volunteers to make a fruit salad. Please cut up the bananas and the papayas (or whatever fruit you have).

Thank you, you may sit down. Now I would like to add something else to the fruit salad. I have some dirt here. Would you children mind if I put in a cup full of dirt? (hold up a cup full). No? How about a spoonful? (hold up a spoonful). No? Okay. How about just a pinch of dirt? (take a pinch of dirt). No? You are right. The best fruit salad is one that is completely clean. That is also true of your mind and heart. Porn is one example of something impure that we have learned we should never put in our minds.

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UNIT 5: Lesson 15 Children, porn is just one example of something impure that you should not put in your minds. What other things are impure or evil that you should not watch, hear, or do?

(Add these things if they do not mention them: TV and movies that have sexual content, are violent, or do things that are against the Ten Commandments; violent games, witchcraft, children and adults doing impure things through video chats online, etc.). What should you do when those things come up on the TV, on a phone, at an internet café, or when a friend asks you to look or listen to something?

(Add these actions if they do not mention them: turn it off, change channels, close the book, say, “Please, I don’t want to look at these things,” or walk away.)

God can give you wisdom to make good decisions about what you do with your free time and the ability to choose good friends who will help keep you from wrong places and wrong activities. Bad friends are those who pull you away from God’s teachings. Many Internet friends are not good friends. Do not chat with people you have not met in real life. Some people think they have friends in the movies, in the video games, and in porn. These are not real people; they are imaginary. They are not good friends who will help you when you are in trouble. Replace bad or imaginary friends with real people who are good and who will help you. For example, when you go to church, you will be around people who are talking about good things, singing, and doing helpful activities.

DISCUSSION STARTERS Now we are going to learn to quickly look away when we are shown something we should not be looking at.

Children stand in a big circle. We are going to play a game. If the ball comes to you, bounce it or throw it to someone else as fast as you can. I am going to sing with my back turned. If I stop singing and you have the ball, then you are out. Think, Pair, Share (Teacher has students think about answers to these questions, share their answers in pairs, and then some students share with the group.) 1. 2.

That ball can be like bad things that you come across throughout the day. What are some things you see or hear that are bad? What does this game teach you about how to deal with bad images? (Students will have answers, but also add these thoughts: If you see something bad on TV or the Internet, you can bounce your eyes off of it, like a ball. Or you can quickly throw a bad picture away, like you threw the ball away from you.)

Let’s summarize this Lesson with the I Believe statement. (Have the children repeat it after the teacher phrase by phrase. Then repeat it in unison.)

I choose to keep myself pure in all that I do and say. This will help me have a good future. 136

UNIT 5: Lesson 15 Bible Verse:

Titus 2:14. “He gave Himself for us. By doing that, He sets us free from all evil. He wanted to make us purer. He wanted us to be His very own people. He wanted us to desire to do what is good.” (NIRV) (You can teach this verse using the following activity: MEMORY MOTION. Many children learn best by moving. Teacher teaches appropriate movements and hand motions to represent a phrase at a time of their memory verse.)

LESSON 15: BIBLE STORY

DAVID AND BATHSHEBA’S STORY FLIPCHART 15B

(Teacher reads or tells the story of David and Bathsheba (2 Samuel 11 and 12:1-23). Here is an example of telling the story with the important points in it. Use these 6 illustrations from Flipchart 15B). When David became king, he was a very good leader and the country of Israel became stronger. The people loved their king, and he loved God and served him well. After many years, King David became lazier and he did not go out in battle with his army. One evening, he was just lying around his palace doing nothing. He got up and went walking on the large flat roof of his house. Down below, he could see a woman bathing. She was very beautiful. He should have looked away quickly since she was not his wife. Instead he kept looking, watching her as she bathed.

Next he sent someone to ask about her. They told him that her name was Bathsheba, the wife of Uriah the Hittite. King David should have stopped right there. She was married. According to God’s law and the true way of happiness every married man should not take another wife or have a girlfriend. However, David was turning away from God’s law to follow his own desires for this pretty lady. Her husband Uriah was a soldier, and he was out traveling with the other soldiers. King David sent for Bathsheba and went to bed with her. Then he had her go back to her house. After a while, she sent the word to him that she was pregnant. What would he do now? He had done a great sin. He should have confessed his sin to God and made it right. Instead he asked himself “How can I cover this up?”

He sent messengers for Uriah to come home for a visit. He gave Uriah a gift and told him to enjoy some time off at his own home. He wanted to make it look like Bathsheba’s baby was from Uriah. He was trying to cover his sin with deception. Instead, Uriah slept at the King’s house with his servants. He said, “My fellow soldiers are out in the open fields. I cannot eat, drink, and sleep with my wife.”

King David didn’t stop sinning. Instead he sent Uriah back to where his soldiers were along with a message that told the general to put Uriah on the front of the battle so that he would be killed. That is exactly what happened. It was a wicked thing to do.

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UNIT 5: Lesson 15 After that King David took Bathsheba as his wife and a baby son was born. God was very displeased with David. The baby became sick. David pleaded with God to heal the baby, but he died. King David became truly sorry for the bad things he had done. He pled with God to forgive him and give him a new heart to never do anything like that again (read his prayer in Psalm 51).

God loved him even though he had done something very bad, just like God keeps loving all of us when we sin. When King David asked God to forgive him and change his heart, God happily did forgive him! However, because he had kept looking at a lady who was not fully dressed and had slept with someone who was not his wife it caused a lot of suffering. Later, two of his sons also did bad things that were very similar to their father. The whole country had problems because of one manâ&#x20AC;&#x2122;s unfaithfulness. It would have been so much better if King David had followed God with purity. No matter what bad habit or sin you have done, God wants to clean you up and forgive you, too. However, He also wants to help you choose not to do these kinds of things and to keep yourself pure.

DISCUSSION STARTERS Think, Pair, Share (Teacher has students think about answers to these questions, share their answers in pairs, and then some students share with the whole group). 1. 2. 3. 4.

What bad things did King David do? What should he have done to overcome this temptation? What temptations do many children face? What can we learn from the three monkeys that will help us with these temptations?

CLOSING ACTIVITIES 1.

Journal Turn to Page 35 in your I Believe journal. Letâ&#x20AC;&#x2122;s read together the I Believe statement.

I choose to keep myself pure in all that I do and say. This will help me have a good future. (Have the teacher read the following paragraph while the students follow along in their journals). Will you choose to be pure so you can build a good future? (Wait for the students to respond). Turn to Page 36 in your I Believe journal.

(Have the students stand as the teacher reads the Purity Commitment statement, phrase by phrase, and has them repeat after him/her. Then encourage each student to sign and date in the statement in their I Believe journal).

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UNIT 5: Lesson 15 Purity Commitment

I promise God by His help I will keep my mind pure by not watching, listening to, or reading sexual or violent things, or anything that has to do with ghosts and evil spirits. I will keep my body and heart pure by waiting until marriage for sex. Name ______________________________ Date _________________________

Turn to Page 37 in your I Believe journal. Write or draw one thing that you will do to help you keep the Purity Commitment.

Turn to Page 38 in your I Believe journal. Color in the square on the chart that shows how you are feeling. Draw or, in one or two sentences, tell why you are feeling that way. Circle Activity

A) B) C) D) E) F) G)

Someone gives you alcohol. Someone plays bad music. Someone shows you pornography on a phone. Someone shouts curse words. Someone invites you to watch a violent movie. Someone gives you a cigarette. Someone calls you “Stupid!”

Closing Prayer (Pray something like the following).

Dear Lord Jesus, I know that my entertainment is not always pure and good. I need you to help keep me pure. There are so many temptations. Please help me to be strong and to make good choices so I will be a witness to the whole community. In Jesus’ mighty name, Amen.”

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UNIT 5: Lesson 16

Lesson 16: No One Likes a Bully LESSON 16 THEME:

Bullying: What it is and how to deal with it.

GOALS:

Verbally, in writing, or in a drawing, show that • How to identify when to ask for help. • Assertiveness and social skills to eliminate bullying. • How to stay away from bullies and always have a friend with you. • How to repay kindness for evil and pray for the bullies you know.

BIG IDEA:

MATERIALS NEEDED:

PREPARATION:

I can learn to walk away instead of fighting back. Jesus can help me forgive my enemies. I don’t have to be bitter, angry, or hateful.

Gather the following: • Paper for hand drawing • Angry Face balloon (large balloon with an angry face drawn on it) • Make a card of the illustration of Elephant and Mouse illustration (at the end of the lesson) • Colored pencils and each child’s I Believe journal • Group Drawing materials • Theme Song • Flipchart 2 for the Bible Story and Application Story Write the I Believe statement on the board.

I will choose friends who will help me make good decisions. I can learn to walk away instead of fighting back.

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UNIT 5: Lesson 16

OPENING ACTIVITIES 1. Review

Who can tell me something you learned in the previous lesson about keeping pure (remember the four monkeys)? Let’s repeat together the I Believe statement:

I choose to keep myself pure in all that I do and say. This will help me have a good future.

2. Theme Song

3. Introductory Activity

(Have each child trace his/her hand on a piece of paper. Ask the children to think of different ways people can be kind to others. Write their ideas on each finger of their hand drawing. When completed, share a few of those ideas with the class. You can cut out, decorate, and mount the hand drawings on the wall as a great reminder. Younger kids can just trace and draw a heart or write love in the middle of the hand or draw small pictures of ways to be kind).

Everyone has been teased by siblings, friends, or relatives some time in their lives. This is normal when it is done in a playful, friendly manner; however, when teasing becomes hurtful and uncomfortable it is then called bullying. When a child is tormented, whether by someone hitting or teasing them unmercifully, it quickly becomes no fun anymore. Even parents should never hit their children in a way that causes bruises and wounds.

DISCUSSION STARTERS

Think, Pair, Share (Teacher has students think about answers to these questions, share their answers in pairs, and then some students share with the whole group). 1. 2. 3. 4. 5. 6.

Have you ever been teased and hurt by bigger kids or by other people? What kinds of things did they do or say? How did you feel? How did you solve this problem? What do you think teachers and parents can do to prevent such things from happening? What should you do if these things are happening?

(If the children do not mention these things, add the following).

Fighting back is never a good solution to end the problem. But standing up and speaking up is a good idea. Look the person straight in the eyes and say,

“Stop that!” or “I don’t like that!” or “Leave me alone!” Then walk away. Find other friends to hang around with and ignore the bully. If the bully does not listen to you and continues to physically or psychologically harm you, inform an adult. Another good idea is to show kindness whenever possible. Pray for your enemy. Miracles happen when we pray and show kindness. If parents are beating you, you should talk to your teachers or pastor at church or call the Child Helpline found at the beginning of this curriculum.

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UNIT 5: Lesson 16

LESSON 16: APPLICATION STORY DARA AND SOKHA’S STORY FLIPCHART 16A

(Teacher reads the story of Dara and Sokha and shows these 7 illustrations from Flipchart 16A). As I read this story, think of what it would be like if this happened in your classroom.

It had been an extremely hot day in the crowded classroom of 45 students. Everyone seemed tired, stressed, and unhappy. There were two boys, Dara and Sokha, huddled in the corner crying. “What’s the matter?” the teacher asked. They said nothing. She went to the other students and asked if they knew what was going on. No one would talk; however, everyone knew exactly what was happening. There was a big boy named Gun who would tease, beat, and steal the two boys’ homework and answers almost every day. They were from poor families, and he was the son of a wealthy government official. The next day the teacher was outside as the students came to school. She saw Gun grab Dara’s backpack, shove him to the ground, take out his lessons, and then throw the backpack at him, while he was still lying on the ground.

After seeing this, the teacher gave an assignment to every student: take a plastic bag and for the next 10 days collect one tomato per day and put in the bag. They were to take the bag everywhere they were going: to bed, to school, when they took a shower, at mealtimes, and even to the bathroom. They were to keep it with them at all times! The first day the kids brought their tomatoes with them to school. They were all happy and thinking it was an easy assignment. But by the 5th day they were complaining of the smell from the spoiled tomatoes. Please, teacher, can we throw out the old ones first before adding a new one each day? “No!” The teacher said emphatically. “If anyone throws out their old tomatoes and starts over, they will have a zero for this assignment. I better not catch any of you cheating,” she warned. By the end of the 10 days, not only were the students suffering but their whole families were miserable with the horrible smell coming from their rotten tomato bags.

“Do you know why I gave you this kind of homework?” the teacher asked. “Our friends, Dara and Sokha, were crying almost every day. Most of you knew the reason for the tears, but none of you said a word to stand up and help them. When our friend Gun stole their lessons and threatened them, all of you kept quiet and were afraid to speak.” “I told you to keep adding another tomato to your bag for 10 days. Was this an easy assignment?” The whole class began to groan and grumble about how awful the smell was and how their parents were upset, too.

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UNIT 5: Lesson 16 The teacher went on, “I know you don’t want to see your friends get hurt, sad, or be taken advantage of, do you?” The kids hung their heads. “May your smelly tomatoes remind you that we are a group who must help each other. When we see one of us do a bad thing, and we don’t say anything to help our friend to overcome bad with good, then the whole class will receive a bad name. Other kids won’t want to come here to learn. If you don’t stand up to the wrong and decide to stop it, then even you will learn bad things from each other. And what about your parents, will they be happy to see you doing bad things? What about God? Let’s make Him happy with how we care for one another.” Group Drawing:

Role-play:

(Use Angry Face balloon with an angry face drawn on it (or use a puppet). Go around the circle and use the angry balloon (or puppet) to pick on a child or bully him. Then have the child stand up, look the balloon (or puppet) in the face and say, “Please don’t do that. That’s not kind!!” And then walk away to join another child. If the angry balloon (or puppet) comes back a second or third time to the same child to pick on him, the child then informs a teacher (another teacher in the room) about what is happening to him. The teacher listens and affirms him for being brave enough to come to her/him. Then ask all the students these questions). Should we take a knife and try to pop the angry balloon (or puppet)?

Should we all gang up on the angry balloon (or puppet) and tackle him down? Meeting violence with violence is never a good way to respond.

(At the end, everyone gives each other “good job” handshakes. Affirm to the students that they are learning skills to stand up to their problems, and they are gaining courage to get help when they need it). Here is a very important I Believe statement. (Have the children repeat it after the teacher phrase by phrase. Then repeat it in unison).

I will choose friends who will help me make good decisions. I can learn to walk away instead of fighting back.

Small Group Activity:

(Show the picture of the elephant and mouse Figure 16-1 in the flipchart) Here is a picture of an elephant and a mouse. What is the obvious difference between these two animals? SIZE! A mouse represents small problems while an elephant reminds us of big problems. Mouse-size problems should be taken care of yourself by using strong words to tell them to STOP! Then walk away. But elephant-size problems need a big person to get involved.

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UNIT 5: Lesson 16 DISCUSSION STARTERS Think, Pair, Share (Teacher will have students think about answers to these questions, share their answers in pairs, and then some students will share with the whole group).

1. What kind of problems would you consider small, that you could handle yourself? (List them on the board). 2. When should you ask a teacher or other adult to step in and help you? (List the more serious ones on another column on the board). (In small groups, choose to role play one of the problems just mentioned that are on the board. Be prepared to help assist, if needed. Give opportunity for volunteers to come up and role-play). Bible Verse:

Proverbs 22:24. â&#x20AC;&#x153;Make no friendship with an angry man, and with a furious man do not go.â&#x20AC;? (NKJV) (You can teach this verse using the following activity: ACT OUT. Repeat the memory verse several times until it is learned. Then break up into groups and act it out).

LESSON 16: BIBLE STORY THREE FRIENDS & THE FIERY FURNACE STORY FLIPCHART 16B

(Teacher reads or tells the story of the three friends and the fiery furnace (Daniel 3:1-30). Here is an example of telling the story with the important points in it. This is a great story to act out. Ask for 3 volunteers to be the 3 brave boys, and 1 to be the bully king. Use these 5 illustrations from Flipchart 16B). There was once a king. His name was Nebuchadnezzar. He decided to make a very huge statue. It was about 30 meters high. It probably looked like the king himself because many people thought he was like a god. His kingdom was very large and he liked to show off his power.

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UNIT 5: Lesson 16 The king invited the important people from all over his kingdom to come to a big party around the statue. There were three friends who thought about the invitation a long time. They did not want to go to a place where there was a big celebration around an idol. They knew that the people would not be worshipping the Creator God.

Because they were slaves, it was difficult for them to say “No.” The king would not allow them to stay away. Finally, they decided they had to go, but they determined that they would not worship any god but the Creator God. At the celebration, one of the king’s servants shouted out to the people what the king expected them to do. The servant said, “When you hear the horn, flute, harp, and all kinds of music, you shall fall down and worship the gold image that the king has set up.” Then the servant added some terrible words, “If you do not fall down, you will be thrown into a fiery furnace.” It was clear that this was not just a party but a very dangerous situation in which people had to do what the king said or they would be killed.

The music played and everybody fell down to worship the statue. They all wanted to please the powerful king. Most of all, they all wanted to be safe. Everybody fell down except the three friends. They were standing tall.

Immediately some people ran to tell the king that three men had refused to show respect to him and his statue. The king was very angry and commanded that the three friends be brought to him. When the king saw them, he knew who they were. He asked them, “Is it true that you did not bow down? Now we will play the music again and if you bow down it will be good for you. But if you still will not fall down before the statue, then you will be thrown in the fiery furnace and what god can deliver you from me?”

The three friends knew that only God could save them from this big bully king. The three friends all said, “If that is the case, we still will not fall down. Our God whom we serve is able to deliver us from the burning fiery furnace, and He will deliver us from your hand, O king.” They were very brave to say that. They knew that God was bigger than the king and more powerful. They trusted Him to take care of them and keep them safe no matter what. Still they knew it was possible they could die. So they said, “But if not, let it be known to you, O king, that we do not serve your gods, nor will we worship all fall down to the gold statute which you have set up.” The three friends were willing to die in order to do what was right. They knew that, they died, God could raise them from the dead some day and take them to heaven. God was more important to them than life. The king was furious. He commanded the soldiers to make the fire seven times hotter than before. The soldiers tied the three men up and threw them into the fire. It was so hot that some of the soldiers died while throwing the three friends in.

Then suddenly the king stood up from his throne. He was so surprised. He said, “Didn’t we throw three men in the fire? Why do I see four walking around, and they are not hurt, and the fourth one looks like the Son of God?” Yes, Jesus had come to rescue the three friends from danger. They trusted Him and He came to help them. The king commanded the three friends to come out because he saw that God was real. The king told everybody that they should worship the Creator God. Then the king promoted the three friends to important positions in his kingdom.

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UNIT 5: Lesson 16 DISCUSSION STARTERS Think, Pair, Share (Teacher will have students think about the answers to these questions, share the answers in pairs, and then some students will share with the whole group). 1. 2. 3. 4. 5.

Who was the big bully in this story that tried to force others to do what he wanted them to do? Who was courageous enough to stand up to the bully? How did God help the three friends? When have you been around a big bully like King Nebuchadnezzar? When have you had to make a decision to do right when others pressured you to do what was wrong? 6. What did you do?

CLOSING ACTIVITIES 1. Journal

Turn to Page 39 in your I Believe journal. Let’s read together the I Believe statement.

I will choose friends who will help me make good decisions. I can learn to walk away instead of fighting back. (The students may draw or write anything they choose in their journal. Or the teacher can make some suggestions). Write a story about when someone bullied you or you saw someone being bullied. Describe what happened. OR

Think of things you can say or do if you see someone bullying a little child.

Turn to Page 40 in your I Believe journal. Color in the square on the chart that shows how you are feeling. Draw or, in one or two sentences, tell why you are feeling that way. 2. Circle Activity

Ko was a small boy for his age. He was a little awkward and slow in his walk and in his speech. He was picked on every day by a certain bigger boy named Tuen. Tuen would tease him mercilessly and even physically push him around and try to trip him up. Ko would shy away in fear, which made him an even

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UNIT 5: Lesson 16 easier target. Ko never felt like he could tell anyone because then Tuen would really be angry. So the bad things kept happening to Ko day after day. Ko was miserable. He hated school and would try to find excuses to not have to go. Then one day, five other fifth graders took a stand. They had seen how Ko was being treated, and they knew it was wrong. They decided as a group that they were going to include Ko within their circle of friends. They invited Ko to eat with them and play outside at recess together. Best of all, one of his new friends let him ride home on his bicycle’s handlebars. Now, instead of dreading the walk home each day, Ko looked forward to being with his new friends. Ko said, “I am happier. I feel more accepted and loved, but Tuen is still a pest and tries hard to tease and hurt me. Lately, I have had the courage to look Tuen in the eye and say, ‘Tuen, leave me alone!’ Then I walk away as if unaffected by him. It has helped a whole lot to have good friends to hang around with. Friends that I can count on for being kind.”

How many of you are willing to raise your hand and say something like this together: I promise that I will treat everyone in my classroom with respect. I will listen when they are talking. I won’t hurt anyone with my hands or my words. I believe Jesus created each one of us and He wants us to be happy. 3. Closing Prayer (pray something like the following).

“Dear God, it hurts when someone is mean to us or hurts us. Please help us to show kindness instead of fighting back. Give us courage to tell an adult if someone keeps on doing hurtful things to us. Thank You for understanding what we are going through since bad people did bad things to You, too. Help us to love our enemies like You loved Your enemies. In Jesus name, Amen.”

Figure 16-1. Elephant (“big problems”) and mouse (“small problems”). Card.

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UNIT 6: God Created Us to Be in Relationship with Him THEME: God created us to be in relationship with Him.

Lesson 17: I Have a New Heart. The rescue. Jesus’ betrayal and death.

(Peter’s conversion). I Believe statement: “I believe Jesus takes away my shame and gives me a new heart when I repent and ask Him to forgive me.”

Lesson 18: Goodbye to Bitterness. Forgiving others who have hurt you.

(Jesus’ death on the cross). I Believe statement: “I believe Jesus can help me forgive my enemies. I don’t have to be bitter, angry, or hateful.”

Lesson 19: No More Suffering. Judgment and Jesus are coming again. This

will put an end to the bad things that have happened. The way God created humans as whole people—mind, body. spirit, social, emotions—will be completely restored. (Jesus’ second coming and the New Earth). I Believe statement: “I believe Jesus is coming again to destroy evil and death and to take those who trust in Him to the safe placed called heaven.”

Lesson 20: Review. I Believe statement: “I don’t have to continue to suffer for

the painful things people have said or done. I can find hope and healing.”

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UNIT 6: Lesson 17

Lesson 17: I Have a New Heart

LESSON 17 THEME: GOALS:

BIG IDEA:

MATERIALS NEEDED:

PREPARATION:

The change of heart that each child needs is illustrated in various ways. Verbally, in writing, or in a drawing, show that • We all have sinned. • We can turn from sin and ask God to forgive us of the wrong things we have thought, said, and done. • We can receive a new heart. Jesus forgives me for the bad things I have done when I repent and ask Him. He makes me clean and takes away my guilt and shame.

Gather the following: • Large piece of paper and crayons that are black, red, white, yellow, and green for the Gospel Caterpillar craft • Colored pencils and each child’s I Believe journal • Theme Song • Flipchart 2 for the Bible Story and the Application Story • Stuffed animal or object Make a sample Gospel Caterpillar drawing on paper. Write the I Believe statement on the board.

I believe Jesus takes away my shame and gives me a new heart when I repent and ask Him to forgive me.

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UNIT 6: Lesson 17

OPENING ACTIVITIES 1. Review

Who can tell me something you learn in the previous lesson about bullies? Let’s repeat together the I Believe statement from the previous lesson:

I will choose friends who will help me make good decisions. I can learn to walk away instead of fighting back.

2. Theme Song

3. Introductory Activity

(Give a piece of paper to each child. Have the children make lots of marks on their papers with crayons. Now ask the children to erase the marks and make their papers clean again. When they cannot, ask them how they can have a clean paper. Tell them that the only way is for them to receive a new paper from the teacher. Tell them that today they are going to learn God’s way to make our hearts clean).

DISCUSSION STARTERS Think, Pair, Share (Teacher has students think about answers to this question, share their answers in pairs, and then some students share with the whole group).

When people do something that is bad, like stealing, lying, or speaking mean words, what are some wrong ways that they try to make it better? (Possible answers: Make excuses, try to cover it up, give someone a bribe, etc). What would be some of the right ways to make it better?

(Possible answers: Be kind, try to make it better, say they are sorry, etc).. Today, we are going to learn about God’s way to make our hearts clean.

We have a very special I Believe statement today. (Have the children repeat it after the teacher phrase by phrase. Then repeat it in unison).

I believe Jesus takes away my shame and gives me a new heart when I repent and ask Him to forgive me.

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UNIT 6: Lesson 17

LESSON 17: APPLICATION STORY #1

BOY & THE WELL STORY FLIPCHART 17A

(Teacher reads the story of the body and the well and shows these 5 illustrations from Flipchart 17A). As you listen to this parable, think about its meaning for all humans who need a Savior.

One day a boy jumped into a well. He was a good swimmer and thought the water would be cool and refreshing. He swam for a bit, but when he began to get tired, he decided he should get out. He tried to climb up the walls but he kept slipping back into the water. After a while, his hands were sore and his clothes were badly ripped. Suddenly he was afraid. No matter how hard he tried, the top of the well seemed very far away. He knew he would drown unless someone came to help him. “Help!” he screamed. “Somebody help me!”

Immediately a kind face peered over the edge of the well. “I saw you jump in,” said the man. “I’m here to help you.” The boy was very surprised that someone had answered so quickly. He was glad the man didn’t call him foolish for jumping in! “Here is a rope,” said the man as he tossed it down the well. “Is it strong enough?” asked the boy. “It is very strong,” assured the man.

“But will you hold it tight?” The boy was feeling a bit afraid to trust this man he hardly knew.

“I will hold it tight,” the man promised gently. “Hurry now! You are getting more and more tired. Let go of the side of the well. Stop swimming and grab on to the rope.”

Eagerly the boy grabbed on, and the man pulled him quickly out of the well. The boy fell exhausted to the ground. Then the man bandaged the boy’s scrapes. The man even gave him his shirt to replace the torn one. “Please be careful not to jump in again!” counseled the kind man. “But if sometime you fall into the well again, don’t wait. Call out quickly, and I will come with the rope again.” “Thank you for saving me!” cried the boy. “I will never forget what you have done.”

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UNIT 6: Lesson 17 DISCUSSION STARTERS Think, Pair, Share (Teacher has students think about the answers to these questions, share their answers in pairs, and then some students share with the whole group). Let’s compare this story to our lives and see how Jesus helps us when we do something wrong. 1. 2. 3. 4.

Who in the story is like a sinner who does something wrong? What are some things people try to do to escape from a dangerous situation? Who in the story is like God? What is the rope a symbol of that God sent to help us?

Which parts of the story compare to repenting and believing in Jesus? Bible Verse:

1 John 1:9. “If we confess our sins, He is faithful and just to forgive us our sins and to cleanse us from all unrighteousness.” (NKJV)

(You can teach this verse using the following activity: WIPE IT CLEAN. Write the verse on the board. Repeat it several times and then begin erasing one word at a time and have the children say it again. Do this until the entire verse is gone and the children can still repeat it by memory with all the words erased).

LESSON 17: BIBLE STORY

PETER’S STORY FLIPCHART 17B

(Teacher reads or tells the story of Peter’s denial of Jesus (Matthew 26:33-35, 69-75). Here is an example of telling the story with the important points in it). Peter was a follower of Jesus. He loved the way Jesus could do big miracles. He liked how Jesus was kind to him and everyone. Sometimes Peter made mistakes. Peter argued and was proud. He wanted to be first and put others down. He didn’t always listen and obey Jesus.

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When it was close to the time that Jesus was going to be arrested, Jesus warned Peter and the other

UNIT 6: Lesson 17 disciples that they needed to really pray and prepare because they were all going to desert Him and run away. Peter confidently boasted that he would never do that. Jesus said, “Before the rooster crows twice you will deny me three times!” Still Peter insisted, “I will never do that even if everyone else does.”

Even though Peter did not do terrible things like stealing or killing, his heart was not pure, humble, and kind. He was selfish just like every other person in the world who does not have God in their heart. Jesus told him, “I am praying for you. When you are converted and your heart is made new, strengthen the others.”

It happened just like Jesus said it would. The religious leaders and soldiers came and captured Jesus. Peter and all the other disciples got afraid and ran away. Later, Peter came back to where they were keeping Jesus captive. Somebody saw Peter and said to him, “Aren’t you one of Jesus’ disciples.” Peter denied it. A little later, someone else asked him the same thing. Again he denied it. One more time someone said, “I’m sure you are one of His disciples because you talk like it.” So Peter got scared, and he swore and denied it for the third time. Immediately, a rooster crowed, and Peter realized he had failed Jesus. At that moment, Peter saw Jesus looking at him. He realized he had hurt Jesus even more than those who had hit Jesus. Still Peter saw great love and forgiveness in Jesus’ eyes. Peter ran out into the night very ashamed of how he had acted. He prayed that God would forgive him and that he would never do something like that again.

The next day, Peter watched as the soldiers crucified Jesus. He heard Jesus ask the Father to forgive everybody for what they had done. Peter watched as Jesus even treated the thief on the cross next to Him with compassion. Peter heard Jesus say to the thief, “Today I say to you, you will be with me in Paradise.” That gave Peter hope that Jesus would forgive him, too. Peter decided he did not want to ever do anything selfish like that again. Peter was very sad when Jesus died. He hid in an upper room with the other disciples wondering what would happen next. Then on Sunday, Jesus rose from the dead. The ladies saw Jesus first and were so happy. Jesus told them to go tell the disciples and especially Peter. Jesus knew how sad Peter was feeling about what he had done wrong. Later, Jesus met Peter. Peter confessed his sins and told Jesus how sorry he was. Jesus forgave him and showed him that He believed Peter was going to do much better now. Through Jesus’ help, Peter would share the good news and help others, and even one day be courageous enough to die for Jesus.

By the power of Jesus’ love, His death, and the Holy Spirit, Peter was truly converted. He had a new heart. By daily depending on God, Peter was able to do great things. God will do the same for you.

DISCUSSION STARTERS Think, Pair, Share (Teacher has students think about answers to these questions, share their answers in pairs, and then some students share with the whole group). 1. 2. 3.

What did Peter do that made Jesus sad? How did Jesus act towards him after Peter denied Him? What did Peter do to return to a close friendship with Jesus?

How can we be forgiven and have a good relationship with God?

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UNIT 6: Lesson 17

LESSON 17: APPLICATION STORY #2

MALEIN’S STORY FLIPCHART 17C

(Teacher reads the story of Malein and shows these 4 illustrations from Flipchart 17C). There are some problems that we cannot fix ourselves. We have to ask for help for those things. Sin and death are big problems that no one on earth can fix. This story shows how one boy found someone who could help him even with such terrible problems.

Once there was a boy named Malein who like to go to English class and learn stories about Jesus. One day, his teacher noticed that Malein had not been at school for several days. Malein’s mother told the teacher that Malein was very sick because his kidneys were not working. The Christian teacher visited him and prayed for him. Malein continued to get worse and worse. It looked like he was going to die.

One day, the teacher visited him at the hospital. Malein was so sick that he could not talk any more. The teacher showed him a gold page in a wordless book. He told Malein about heaven where the streets are paved with gold, and nobody is poor. He said in heaven there will be no more sickness, or crying, or death.

The teacher explained to Malein that nobody is holy enough to go to that perfect place. He showed Malein a black page and talked about how the sinful thoughts, words, and actions that we all have are like that black page. Then the teacher showed Malein a red page. He told Malein that Jesus’ red blood had flowed when He had died on the cross because He loves Malein and wants Malein to be able to go to heaven. Finally, the teacher showed him a white page. He said to Malein, “God will make your heart clean and pure if you confess and turn from your sins and ask God to forgive you.” Malein was so sick that he could not answer. The teacher said, “If you would like to have your sins forgiven and your heart made pure, just squeeze my hand.” Malein squeezed with all the energy that he had. The teacher told him that God would let him go to heaven as a gift.

Soon after this Malein died. His family was very sad. The teacher was also sad, but he was thankful that one day he would see Malein again when Jesus returns to resurrect those who trusted in Him and then He will take them all to heaven.

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UNIT 6: Lesson 17 DISCUSSION STARTERS Think, Pair, Share (Teacher has students think about answers to these questions, share their answers in pairs, and then some students share with the whole group). • • • •

What do you like about the story of Malein? How does thinking about death make people feel? How does knowing that Jesus died for your sins make you feel? Would you like to tell Jesus you are sorry for the wrong things you have thought, said, and done? You can ask Him to forgive you and give you a clean heart now.

Small Group Activity:

(Make a Gospel Caterpillar craft. On a large piece of paper, have each child draw five circles. Draw eyes, a smiling mouth, and two black antennas on the right-hand circle, and write the word “Grow” on it. Then color that circle green. Write in the words and color the other circles. When finished, have a child say the word in each circle and say what the word means, beginning at the black, left-hand circle. Used by permission of ABC Jesus Loves Me.

Sin

Blood

White as Snow

Heaven

Grow

Figure 17-1. Gospel Caterpillar craft.

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UNIT 6: Lesson 17

CLOSING ACTIVITIES 1. Journal

Turn to Page 41 in your I Believe journal. Let’s read together the I Believe statement.

I believe Jesus takes away my shame and gives me a new heart when I repent and ask Him to forgive me. (The students may draw or write anything they choose in their journal, or the teacher can make some suggestions). Write or draw a picture to show what Jesus has done for you.

Turn to Page 43 in your I Believe journal. Write a prayer to Jesus, asking Him to forgive you for some specific words, thoughts, or actions. OR draw a picture of praying hands. Turn to Page 44 in your I Believe journal. Color in the square on the chart that shows how you are feeling. Draw or, in one or two sentences, tell why you are feeling that way.

2. Circle Activity

3. Closing Prayer

Children, turn to Page 42 in your I Believe journal. If you have never prayed a prayer to receive Jesus as your Savior, and you would like to, please pray after me. (Teacher says this Prayer to Receive God in my Heart in short phrases so that the children can repeat each phrase). Dear God, Thank You for sending Jesus to die on the cross for my sins. I choose to turn from my sins today. Please forgive me for the wrong things I have said, done, and thought. Please give me a new heart. Come and live inside me. Thank You for giving heaven to me as a free gift. Help me to grow every day and become more like Jesus. Thank You. In Jesus’ name, Amen.

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UNIT 6: Lesson 18

Lesson 18: Goodbye to Bitterness

LESSON 18 THEME:

Forgiving others who have hurt you.

GOALS:

Verbally, in writing, or in a drawing, show that • What forgiveness means. • How to deal with anger, frustration, and hatred. • How Jesus is our example for forgiving those who have hurt us.

BIG IDEA: MATERIALS NEEDED:

PREPARATION:

Jesus can help me forgive my enemies. I don’t have to be bitter, angry, or hateful. Gather the following: • Many pieces of paper and pencils • A pop bottle, one large bowl • Colored pencils and each child’s I Believe journal • Group Drawing materials • Theme Song • Flipchart 2 for the Bible Story and Application Story Write the I Believe statement on the board.

I believe Jesus can help me forgive my enemies. I don’t have to be bitter, angry, or hateful.

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UNIT 6: Lesson 18

OPENING ACTIVITIES 1. Review

Who would like to come up and share with the class how to be forgiven and have a new heart? Let’s repeat together the I Believe statement from the previous lesson:

I believe Jesus takes away my shame and gives me a new heart when I repent and ask Him to forgive me. 2. Theme Song

3. Introductory Activity

(Have the children write the words hatred, anger, shame, revenge, bitterness, etc. on pieces of paper. Spread all of the pieces of paper out on the floor, far from each other. Tell the children that these pieces of paper are like landmines, and they must not step on them or they will hurt themselves. Play a game of tag in which the children cannot step on the papers. If the ones being chased or the ones chasing step on any paper, they are out and must stand on the side).

DISCUSSION STARTERS

Think, Pair, Share (Teacher has students think about answers to these questions, share their answers in pairs, and then some students share with the whole group). Why do we have to get rid of landmines? How do people get rid of landmines?

(Talk about how people work carefully to remove landmines from the countryside. Then remove the papers from the floor and let them play tag again).

Was it easier to play tag after we took the landmines out? There is a way to get rid of the bad feelings inside people and we are going to talk about that today. Bible Verse:

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Romans 12:19, 21. “My dear friends, don’t try to get even…It is written; ‘I am the God who judges people. I will pay back.’ Don’t let evil overcome you. Overcome evil with good.” (NIRV)

(You can teach this verse using the following activity: VICTORY TEST. This is a good review of many verses already learned. Have all the students stand in a circle facing each other. The teacher says the reference of a recently learned verse, for example John 3:16. Teacher begins the first word, “For…” The game travels around the circle with each child saying the next word in the verse. If a child forgets the next word or says an incorrect word, then he/she sits down. Continue until final word of the verse is said, and then that child says, “VICTORY”. Continue playing with as many verses as you want until there is only one child standing).

UNIT 6: Lesson 18

LESSON 18: APPLICATION STORY

CHEANG’S STORY FLIPCHART 18A

(Teacher reads the story of Cheang and shows these 4 illustrations from Flipchart 18A). Here is another story that will help you know what to do with feelings of anger and revenge.

Once there was a girl named Cheang. She loved to play in the water. One day, some bad boys came to the river and teased her by holding her under the water. She began to drown and the boys ran away. A neighbor rescued her but when she came back to consciousness, she was deaf. In her heart, she became very angry. She wanted those boys to go to jail. She wished they would become deaf. She even hoped they would die.

Her mother hoped that Cheang could be happy again. Her mother noticed that the people at the Christian church were very kind. She decided to take Cheang to the church. The children there were kind to her and let her play with them. Cheang began to read the Bible and learned the story about how Jesus had died on the cross and forgiven His enemies.

Cheang told God about all of her awful thoughts of hatred and revenge. She thought about Jesus on the cross. Then she asked God to take away those bad thoughts and give her the gift of forgiveness like Jesus had. She chose to forgive those bad boys and Jesus helped her to do that. Cheang said, “I will not try to punish and hurt those boys myself. I will let God judge and punish those boys or change them to be good boys.” That gave Cheang peace in her heart. She grew to be a kind girl who knows how to help other people who were struggling with anger and hatred.

DISCUSSION STARTERS

Think, Pair, Share (Teacher has students think about answers to these questions, share their answers in pairs, and then some students will share with the whole group). 1. 2. 3.

What bad things have you seen people do when they were angry or bitter? Has anyone ever apologized and said, “I’m sorry” to you? How did it make you feel?

What does the word forgive mean to you?

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UNIT 6: Lesson 18 Group Activity:

(Get a bottle of pop and a big bowl. Choose a helper. The teacher instructs the helper to shake the bottle hard, then open it up and let its foam come out and spill over into the bowl).

DISCUSSION STARTERS Think, Pair, Share 1. What did you think would happen when the bottle got shaken? 2. How can this bottle be like you and me?

When we stuff our feelings of anger and hatred in our hearts and we do not talk about them to someone whom we trust, we can be like this pop bottle. Eventually, something will shake us and we will explode with bad words or violence.

LESSON 18: BIBLE STORY

JUDAS’ STORY FLIPCHART 18B

(Teacher reads or tells the story of Jesus’ death on the cross (Matthew 27). Here is an example of telling the story with the important points in it. Use these 5 illustrations from Flipchart 18B). One of Jesus’ followers was named Judas. Judas liked money a lot. Sometimes he would steal from the bag that had money in it for the poor. One day, the leaders who hated Jesus told Judas that they would give Juda a lot of money if he would lead them to a place where they could catch Jesus secretly. Judas agreed, took their money, and betrayed Jesus into their hands. That made Jesus very sad. Many people would have been angry and said hateful words towards Judas, but Jesus chose to forgive him instead. The religious leaders took Jesus and tried to condemn him to death. They falsely accused him. Pilate the governor said he could not find any fault in Jesus; however, he let the soldiers whip Jesus many times. They made a crown out of long, sharp thorns and put it on Jesus’ head. Then they mocked Him and hit him on the head. Not once did Jesus scream at them, curse them, or give them a hateful look. Instead He was kind to them.

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UNIT 6: Lesson 18 After this, they took a heavy wooden cross and put it on Jesus’ back, forcing him to carry it outside the city. He fell to the ground under its weight because He was hurt so bad from the whippings. Finally, they arrived at the edge of the city where they were going to crucify Him. Two criminals who had stolen and murdered were also there to be crucified. The two criminals cursed and fought against the soldiers. Jesus did not fight or say anything hateful. The soldiers drove the nails into Jesus’ hands and feet. It was terribly painful. Then the soldiers picked up the cross and dropped it in a hole so it would stand upright. People walked by and mocked Jesus. Some spit on Him. What did He do? What did He say? He simply said, “Father, forgive them, for they do not know what they are doing.” The soldier who was in charge of all the soldiers was amazed when he saw Jesus act like this. The soldier said, “Surely this is a very righteous man.” He knew that most people who get hurt become very angry, hateful, and want to get revenge. Instead Jesus chose to forgive those who hurt Him.

DISCUSSION STARTERS Think, Pair, Share (Teacher has students think about answers to these questions, share their answers in pairs, and then some students share with the whole group). 1. What do you like about this story? 2. How would you feel if someone did to you what they did to Jesus? 3. How do you think the bad people felt when they saw that Jesus was not angry with them but forgave them instead? 4. What do you think would happen if you forgave someone that hurt you just like Jesus forgave?

Let’s say our new I Believe statement that is written on the board. Let’s put I in our hearts. (Have the children repeat it after the teacher phrase by phrase. Then repeat it in unison).

I believe Jesus can help me forgive my enemies. I don’t have to be bitter, angry, or hateful. Group Activity:

Children, I want you to stand up and walk around. When I say “Pair up,” each child is to grab the hand of another child and sit down. Then, as you are sitting in pairs, practice kind words. One child will apologize and say, “I’m sorry, will you forgive me?” and the other child will say, “I forgive you.” (Repeat this several times with different pairs).

When we sincerely apologize and forgive each other we can live in harmony much more easily. Many people never say these words and that makes it hard to be friends again when something hurtful has happened.

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UNIT 6: Lesson 18

CLOSING ACTIVITIES 1. Journal

Turn to Page 45 in your I Believe journal. Let’s read together the I Believe statement.

I believe Jesus can help me forgive my enemies. I don’t have to be bitter, angry, or hateful. (The students may draw or write anything they choose in their journals, or the teacher can make some suggestions).

Jesus is like a landmine remover who risks His life to free people from dangerous, hateful feelings. Here is the way that you can partner with God to take away the bitterness and anger. Draw or write in your I Believe journal the following. 1. 2. 3. 4. 5. 6.

Draw a picture of someone who hurt you or think about a time someone hurt you. Tell God how sad and mad that made you feel. Draw a picture of Jesus on the cross or think about how He was very kind and forgiving. Ask God to take away your bad thoughts and give you His thoughts of forgiveness. Ask God to change that person’s heart or to judge and punish him if he refuses to repent. Whisper the words, “I forgive ____________ (the name of the person who hurt you) for what he (or she) did.”

Remember, saying “I forgive you,” does not mean “Never mind; it doesn’t matter.” Saying, “I forgive you,” does not mean you will instantly forget what happened. It mean you will not allow it to continue. But you will not take revenge or try to hurt back. Only God has the right to judge that person. Turn to Page 46 in your I Believe journal. Color in the square on the chart that shows how you are feeling. Draw or, in one or two sentences, tell why you are feeling that way. 2. Circle Activity

3. Closing Prayer

“Father in Heaven, I have been so badly hurt and it makes me very sad and angry. Please comfort my heart. But please also forgive me for my hateful thoughts. Give me a new heart full of love. Give me the gift of forgiveness. And please change the bad people or come soon and judge them and take away all the hurting things in this world. In Jesus’ name, Amen.”

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UNIT 6: Lesson 19

Lesson 19: No More Suffering

LESSON 19 THEME:

GOALS:

BIG IDEA: MATERIALS NEEDED:

PREPARATION:

There will be a judgment. Jesus is coming again. This will put an end to the bad things that have happened. The way God created humans as whole people—mind, body, spirit, social, and emotions—will be completely restored.

Verbally, in writing, or in a drawing, show that • How Jesus will wipe away sin and the wicked forever. • How God will help us understand why certain people are in heaven and others are not.

Suffering and hurting are over once and for all! I can go to a safe place and live with Jesus forever.

Gather the following: • Good Things/Bad Things activity: 15 objects that include good things (like fruit, books, pens, erasers, toys, etc). and bad things (like trash, a cigarette carton, banana peels, etc). • One sign that says “Good things” and one sign that says “Bad things” • Colored pencils and each child’s I Believe journal • Group Drawing materials • Theme Song • Flipchart 2 for the Bible Story and Application Story • Stuffed animal or object Write the I Believe statement on the board.

I believe Jesus is coming again to destroy evil and death and take those who trust in Him to the safe place called heaven.

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UNIT 6: Lesson 19

OPENING ACTIVITIES 1. Review

Who can tell me something about our last lesson on forgiving others? How is unforgiveness like landmines?

Let’s repeat together the I Believe statement from the previous lesson:

I believe Jesus can help me forgive my enemies. I don’t have to be bitter, angry, or hateful.

2. Theme Song

3. Introductory Activity

DISCUSSION STARTERS Think, Pair, Share (Teacher has students think about answers to these questions, share their answers in pairs, and then some students share with the whole group). What is something that you really like to do? (Children’s answers: play soccer, have recess, eat ice cream, etc). How long does that last? (Talk about how good things do not last forever in this world)

What is something that you do not like? (Children’s answers: working, parents yelling, math class, etc). How long does that last? (Talk about how bad things do not last forever).

Let’s look at our I Believe statement that is written on the board. (Have the children repeat it after the teacher phrase by phrase. Then repeat it in unison).

I believe Jesus is coming again to destroy evil and death and take those who trust in Him to the safe place called heaven.

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UNIT 6: Lesson 19

LESSON 19: APPLICATION STORY WEALTHY GIRL’S STORY FLIPCHART 19A

(Teacher reads the story of the wealthy girl and shows these 4 illustrations from Flipchart 19A). As I read this story, think about how the girl felt about the bad things that happened to her and what she did with those feelings.

One day there was a beautiful little girl who lived in a very wealthy family. Even though she lived with many toys and lots of things to please her and spoil her, she was the victim of other people’s poor choices. She was often left alone, and this made her an easy target for others to come and abuse her. Without anyone in her family knowing about it, bad people would slip in and hurt her and do anything they wanted to do to her and then leave. She began to feel powerless and worthless. Then she began feeling angry, and this feeling would not go away.

One day, as she was sitting on the stairs of her house, with tears flowing down her face, she looked up to heaven and yelled, “I hate you God. If I could, I would kill you!” Then almost as instantly as she said these words, she saw Jesus’ arms stretched in the form of a cross and heard the words, “I died a horrible death for you because I love you. I didn’t approve of those bad things that happened to you. I wept for you when I saw bad people do that to you. I kept you alive, and I will help your heart heal.” That girl decided to not be angry at God. Today, she is a vibrant Christian woman with a passion and a love for wounded children. It was good that she told God about her awful feelings. That was better than just keeping them in her own heart until they exploded and hurt other people.

Children please remember that saying, “I forgive you,” does not mean “Never mind, it does not matter.” Saying, “I forgive you,” doesn’t mean you will instantly forget what happened. Saying, “I forgive you” means that you choose to not take revenge or try to hurt back. You allow God’s forgiveness into your heart. You will let God judge that person. Group Drawing:

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UNIT 6: Lesson 19 Bible Verse:

Revelation 21:4, 5. “God will wipe away every tear from their eyes. There will be no more death. And there will be no more sadness. There will be no more crying and pain. Things are no longer the way they used to be. He who was sitting on the throne says, ‘I am making everything new!’ Then He says, ‘Write this down.’ You can trust these words. They are true.’” (NIRV) (You can teach this verse using the following activity: ACT OUT. Repeat the memory verse several times until it is learned. Then break up into groups and act it out).

LESSON 19: BIBLE STORY

JESUS’ SECOND COMING STORY FLIPCHART 19B

(Teacher reads or tells the story of Jesus’ second coming and the New Earth). (Matthew 24:30, 31; 1 Thessalonians 4:16, 17; Revelation 21:1-5). Here is an example of telling the story with the important points in it. Use these 5 illustrations from Flipchart 19B). Sometimes it feels like there is no place in the whole world that is safe. There are evil men and women who are greedy and selfish in so many places. They hurt and use children without any compassion. Jesus promised that very soon He will return to earth to stop all of the bad things. One day, we will see Jesus coming in the clouds. Every single person will see Him. He will shine very bright and be surrounded by angels. The bad people in the world will be frightened when He comes. They will try to run for cover. But the people who have put their trust in God will be very excited.

When Jesus comes the bad people will die. Jesus will give new bodies to those who are His followers. He will also raise the dead people who put their trust in Jesus as their Savior. They will all have bodies that can fly like the angels and God will pull them up from the earth into the sky. Then they will travel to heaven. The earth will be left lonely and quiet with only Satan and the evil spirits living here. Heaven will be such a wonderful place to go to because it is God’s home. He has built everything very nicely to make it a good place for angels and people to live. There is plenty of food for everyone, including all kinds of delicious fruit. In heaven, there are never any mean or angry words spoken. Everyone is kind and respectful to each other. There are no sicknesses or accidents. No one cries and no one ever dies anymore!

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Would you like to go there? In heaven, you will really enjoy discovering and learning many new things about nature and the stars. You will be able to explore the whole universe. You will meet all the righteous people that God has saved that you read about in the Bible along with many other special people. You can

UNIT 6: Lesson 19 enjoy hearing their stories and making best friends with the nicest of people. Most of all, you will enjoy spending time with God. He will talk to you personally and be your best Friend.

When Jesus takes the people to heaven, they will enjoy it very much. The only sad thing is that some of the people that they knew and loved are not there. They will ask God, “Why could some people not come?” He will show them the records of everyone who lived on earth. The records will show how those people chose to sin and rejected Jesus’ kindness and salvation. Then the people in heaven will understand that God was fair to not let those people come to heaven. Those people would not have been happy there because they did not really want to be close to God and His law of love. During the 1,000 years that people are in heaven, Satan and his evil spirits are alone on earth with nothing to do. They will think lots about their terrible sin of rebelling against God, but they will not change their hearts. Then God will move heaven down to earth. The big city called the New Jerusalem will be transported through the sky. God will then raise to life the wicked dead. He will show them something like a big movie screen across the skies on which He will show the whole history of the earth. They will see all the bad things they did to hurt others. They will see many evidences of God’s kindness including how He tried to help them know His salvation but how they rejected Him. They will recognize that God is very fair to not let them live in heaven. Then God will destroy with fire everyone that is evil and has hurt others. He will destroy all wicked people, evil spirits, and Satan.

After everything is burned up, God will create a new earth that is perfect. That is where those who trust in Him will live forever. No more sickness, sadness, or death. It will be perfectly safe, beautiful, peaceful, and happy forever. Everyone who turns from sin and puts their trust in Jesus’ death for them can live there. I want to live with Jesus forever! Don’t you?

DISCUSSION STARTERS Think, Pair, Share (Teacher has students think about answers to these questions, share their answers in pairs, and then some students share with the whole group). 1. 2. 3. 4.

When you think about heaven, what are you going to enjoy the most? How do you feel about God destroying the bad people and the evil spirits? Do you think it would be scary to have unsafe and bad people in heaven? What would God have to do in their lives in order to be able to take them to heaven?

Group Activity:

(Good Things/Bad Things activity. Place a pile of good and bad objects on one end of the room and a pile of good and bad objects on the other end (any mixture of good objects like fruit, books, pens, erasers, toys, etc). and bad objects (like trash, a cigarette carton, banana peels, bottles, etc.,—but nothing too dirty or sharp. Hang a sign “Good things” on one side of the room and a sign “Bad things” on the other side of the room).. Tell the children to make a long line between the two piles. Have them transfer all bad things to one end of the room and all good things to the other end. Tell them to do it as fast as they can, but each child must touch it as it goes down the line. Time them. (When they are done, mix up the items in two piles again. Have them do it again and see if they can beat their previous time). What pile needs to be burned up and thrown away?

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UNIT 6: Lesson 19 This is similar to what God will do. He will separate the good from the bad. He will quickly destroy the bad. This makes Him sad, but His brightness will burn them up because they chose not to have His protection. Then He will bring all those who love Jesus to the eternal home He has prepared for you and everyone else who trusts in Him.

CLOSING ACTIVITIES 1. Journal

Turn to Page 47 in your I Believe journal. Let’s read together the I Believe statement.

I believe Jesus is coming again to destroy evil and death and take those who trust in Him to the safe place called heaven. (The students may draw or write anything they choose in their journal, or the teacher can make some suggestions). Draw a picture of the second coming of Jesus and put yourself into the picture. OR

Draw a picture of what you think heaven will be like or write about it.

Turn to Page 48 in your I Believe journal. Color in the square on the chart that shows how you are feeling. Draw or, in one or two sentences, tell why you are feeling that way. 2. Circle Activity

3. Closing Prayer (pray something like the following).

“Dear God in Heaven, Thank You so much for preparing heaven for us. Please help me and all my family and friends to know Jesus so that He will take all of us there. Thank You for teaching me many things and for protecting me from many dangers. Please help me to help others know You and how to be safe both now in this terrible world and for eternity through Jesus’ death on the cross. Please send Jesus back to earth soon to end all the suffering. I love You. In Jesus’ name, Amen.”

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UNIT 6: Lesson 20

Lesson 20: Review

LESSON 20 THEME:

Jesus came to earth to embrace suffering so that He could understand what we go through. He died in our place so that we can be saved.

MATERIALS NEEDED:

Gather the following: • Jesus Understands books (if available). If possible, have a copy to give to each child at the end of the lesson • Flipchart 1 (See Lesson 3) • Normal and marked-up child illustration on a card • Large piece of paper for drawing of self • Pencils and erasers • Colored pencils and each child’s I Believe journal • One stuffed animal or an object to pass around for the Circle Activity • Theme Song • Princess and Prince of God illustration (at the end of the lesson)

PREPARATION:

Teacher draws on paper or the black board a life-sized sketch of a child. Write the I Believe statement on the board:

I believe I don’t have to continue to suffer for the painful things people have said or done. I can find hope and healing.

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UNIT 6: Lesson 20

OPENING ACTIVITIES 1. Review

Who can tell me something you learned in the previous lesson about the end of all suffering. Let’s repeat together the I Believe statement from the previous lesson:

I believe Jesus is coming again to destroy evil and death and take those who trust in Him to the safe place called heaven.

2. Theme Song

3. Introductory Activity

(Teacher refers to the paper or blackboard with the life-sized sketch of a child and tells the following story. See Figure 20-1).

Figure 20-1. Normal and marked-up child. Illustration. (Teacher reads the Marked-up Child story and shows these two illustrations).

Sometimes I am hurting and very sad because people have done bad things to me.

The Bible teaches me that God sees my pain and is sad with me. He sent Jesus to help encourage me and help me overcome my sadness and hurt so I can have a better future. (Teacher draws a simple life-size sketch of a child).

We are God’s beautiful, much-loved children. He created us perfect. He made us in His image to be in a loving relationship with Him forever. Because people make wrong choices, they cause pain to God’s children. That makes them feel sad and unloved. For example, when someone (like parents or brothers and sisters) tells a child that he/she is no good, dirty, ugly, or lazy, he/she feels sad.

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UNIT 6: Lesson 20 (Teacher takes a black pen or chalk and scribbles on the drawing of the child once or twice).

If a teacher says the hurtful words, “You are stupid,” to a child, it causes more pain and embarrassment. (Teacher takes a red pen and makes a mark that looks like a scrape).

If someone angrily beats or whips a child, it causes pain not just on the outside but on the inside also. (Teacher makes another red mark that looks like a bigger scrape).

It is also very wrong if someone touches a child inappropriately. This makes the child feel shameful and confused. He/she may feel embarrassed, dirty, and worthless. (Teacher scribbles in several places on the drawing).

The child may start making bad choices, but then this also causes more pain and guilt.

These things can happen day after day until the child feels all dirty, shameful, hurt, and completely unloved.

But this child is loved. Yes! God loves him/her very much. Jesus comes to the rescue and says, “You are my child and always will be precious in my sight. I love you!” (Teacher makes a space to draw a heart with a smile inside it).

Can Jesus fix this child’s sad feelings of hurt and guilt? Yes! Jesus’ love is so great that it brings this child peace and happiness. Jesus has promised to give anyone who trusts in Him a clean heart. As this child learns the Bible promises, he/ she can replace the bad things people said about him/her with the truth. Instead of thinking he/she is stupid and ugly, he/she can know God has given him/her His wisdom and goodness. (Teacher wipes away some of the black marks).

People spoke bad words to Jesus and hit Him and did shameful things to Him. Because of this, Jesus understands our suffering. When we tell Him about our hurts and ask Him to heal our hearts, He does. (Teacher wipes away some more marks).

Because Jesus died on the cross for this child’s sins, He can also forgive him/her for anything bad he/ she has done. He/she must simply tell Jesus he/she is sorry for those sins and ask Him to forgive him/ her and believe that He has. (Teacher wipes away all of the marks).

People may try to scribble on the child again. But whenever he/she feels sad, he/she can run to God and God will remind him/her through the promises in the Bible that he/she is covered with His love. This child belongs to Him. He will make him/her whole again and again.

This wholeness is felt in all its completion in heaven. God will wipe away the last of our tears in heaven where there will be no more suffering ever again. But we can begin feeling the repairs He does as we come to him just as we are. He forgives us and changes us and gives us back our dignity, value, and honor. This is what God will do for every boy and girl who trusts in Him.

Jesus has promised to cover every child with His own goodness like a beautiful covering. God makes him/her pure, no matter what has happened to him/her. That child is God’s precious prince or princess. He/she is whole and ready to start fresh.

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UNIT 6: Lesson 20 Group Activity:

(Teacher gives a large piece of paper to each child).

Draw a picture of yourself. Use a pencil and put marks on the areas where others have hurt you. Use an eraser. Clean all the marks away and draw a heart of love on yourself. Then draw a nice dress on yourself if you are a girl or a nice suit on yourself if you are a boy. Here is our special I Believe statement. (Have the children repeat it after the teacher, phrase by phrase. Then repeat it in unison).

I believe I don’t have to continue to suffer for the painful things people have said or done. I can find hope and healing. Bible Verse:

John 3:16. “For God so loved the world that He gave His only begotten Son, that whosoever believeth in Him should not perished but have everlasting life.” (KJV).

(You can teach this verse using the following activity: MEMORY MOTION. Many children learn best by moving. Teacher teaches appropriate movements and hand motions to represent a phrase at a time of their memory verse. OR Involve the children in creating the motions to match the memory verse. When they learn movements, they are less likely to lose it from their memory. OR Break up into pairs, have each pair make up their own motions and learn the verse together. Practice it until they can share it with others. Choose a few volunteers to share with the whole class).

LESSON 20: BIBLE STORY JESUS UNDERSTANDS USE FLIPCHART 3B

(This is a review of the story Jesus Understands. You can read it to the children or you can assign children to read different parts of it up front. This could also be presented to another classroom or the whole school could do it for church. Lower level readers could read the simple third line, “Jesus understands”). There is a beautiful story of a man who lived many years ago. They called Him Jesus, which means “The One Who Rescues.”

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UNIT 6: Lesson 20 Jesus was born in an animal stall and placed on a bed of straw because His family was very poor.

Have you had to sleep in a bad place or eat food that was not very good because your family is poor? JESUS UNDERSTANDS. Let’s say that together. (Teacher looks up, and together everyone says, “Jesus understands.”) An evil man named King Herod sent soldiers with swords to kill Jesus when He was just a baby. Have you ever been afraid in the night, knowing there were bad men with guns hiding outside? (Teacher looks at students and waits for them to answer). JESUS UNDERSTANDS.

Joseph and Mary, the father and mother of Jesus, fled with Him from Israel through the desert to Egypt where they lived as despised refugees.

Have you ever had to leave your home village or have people frown at you because you did not dress and talk and act like them? (Teacher looks at students and waits for them to answer). JESUS UNDERSTANDS.

Jesus’ father was a carpenter. Jesus helped his father build and did not go to school like the wealthy children.

Have you ever wished you could follow the children to school in their clean uniforms but you had to work hard instead? (Teacher looks at students and waits for them to answer). JESUS UNDERSTANDS.

People liked Jesus so much that it made the religious leaders jealous of Him. They accused Him of doing bad things even though He did nothing wrong.

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UNIT 6: Lesson 20 Another close friend of Jesus named Peter said, “Even if everyone leaves you, I will always stay with you.” That very night, Peter became scared when the bad men captured Jesus. He ran away from Jesus. When people asked him if he was Jesus’ friend, three times he said, “I don’t know Him.” He even used very bad words to show that he wasn’t Jesus’ friend. Have you ever had someone you loved and who said they loved you say mean things to you or suddenly leave you and stop being your friend? (Teacher looks at students and waits for them to answer). JESUS UNDERSTANDS.

The worst part about the cross was that even though Jesus had never done anything wrong, He chose to receive on Him all the sins of everybody who had ever lived. It made Him feel dirty and guilty so much that He cried out, “My God, My God, why have You forsaken Me?” Have you ever felt really bad about something you did or something someone did to you and felt like nobody could ever love you anymore? (Teacher looks at students and waits for them to answer). JESUS UNDERSTANDS.

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Dear Jesus, thank You for loving me so much! You left heaven to become a child like me. Lots of people were unkind to You and hurt You. I’m so glad You understand everything that I go through. Thank You for dying so You could heal my hurt and give me solid hope for a better future. Please give me a new heart. Thank You that I belong to You and that You will always love me. Amen.

UNIT 6: Lesson 20

CLOSING ACTIVITIES 1. Journal

Turn to Page 49 in your I Believe journal. Let’s read together the I Believe statement:

I believe I don’t have to continue to suffer for the painful things people have said or done. I can find hope and healing. (The students may draw or write anything of their choice in the journal or the teacher may make some suggestions). Turn to Page 50 in your I Believe journal. Color in the square on the chart that shows how you are feeling. Draw or, in one or two sentences, tell why you are feeling that way.

Also on Page 50, color the princess drawing if you are a girl or color the prince drawing if you are a boy. 2. Circle Activity

Children, when you give your life to Jesus, you become a child of the King of the Universe. Let’s remind each other of that today. (Have the children pair up, girls with girls, and boys with boys).

Stand and face each other. If you are girls, have one girl say to the other, “You are a princess of the King!” Then the other girl, curtsies and says, “Yes, I am the princess of the King!”

If you are boys, have one boy say to the other, “You are the prince of the mighty King!” Then the other boy bows and says, “Yes, I am the prince of the mighty King!” Then have them switch places and say the same things to each other).

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UNIT 6: Lesson 20 3. Closing Prayer (pray something like the following).

(Use the Popcorn Prayer (United Prayer) method. You can use the template below to get started. Begin one sentence and let a child complete the sentence). Dear Lord Jesus

I praise You for….

I confess to You about… I ask Your help for…

I thank You because…

In Jesus’ name. Amen!” (Present a Jesus Understands book to each child. Tell the children to share the story with their family and friends).

Figure 20-2. Princess and prince of God illustration.

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Growing Safe: Rooted in God’s Word, is a curriculum to help at-risk children and is produced by ASAP Ministries, Inc. We love to help children who have been through sad and difficult experiences. Abuse, slavery, and prostitution are real problems in many places throughout the world. God longs to help these children feel His love and their value and experience His protection. He wants to raise them to be confident enough to stand up to dangerous situations and make good choices. There are three parts to this curriculum. The Teacher’s Workbook has detailed instruction for teaching each lesson. A Student Journal helps the children internalize what they are learning and be able to process their own healing experiences. Two Flipcharts have illustrations of Bible stories and application stories that have been chosen to help children implement character qualities and to help identify and relate to similar experiences of how others have found hope and healing.

If you are interested in ordering additional copies of this workbook, or other elements of the Growing Safe: Rooted in God’s Love curriculum, please email ASAP Ministries at office@asapministries.org or order them directly from www.asapministries.org/give/tools.