Ages 12-18

Youth Lessons















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Youth Ages 12-18

needed. The specific materials needed for each lesson are also listed at the beginning of each lesson.

Introduction The following six lessons introduce youth ages 12–18 to Sharing in Community of Christ: Exploring Identity, Mission, Message, and Beliefs. In the We Share series are lessons for ages 3-5, 6-8, 9-11 and adult. We encourage all teachers and those assisting teachers with these lessons to study Sharing in Community of Christ: Exploring Identity, Mission, Message, and Beliefs. The book is available from Herald House.

• Borrow or buy Group’s Throw & TellTM Ice-Breaker Ball and Group’s Throw and TellTM Storytellers Ball (available at www.store.grouppublishing.com) or make something similar that has a mix of fun and serious ques-tions to encourage students to share. (IceBreaker Ball for lessons 1 and 2; Storytellers Ball for lessons 3 and 4.) • Have a way to provide music. (1–5) • Have Bibles available for each student or each pair of students. If possible, research and secure versions that work well with the grade level you teach. (1–5)

It may be suitable to divide this age range into two classes and then select and adapt from the materials that best fit your students. This includes finding illustrations from modern life and media including the Internet. It is important to obey applicable copyright laws.

• Have copies of the Book of Mormon (3) and Doctrine and Covenants (3, 5) available for each student or pair of students.

Each lesson begins with key Teaching Points and Teacher Preparation. This preparation includes resources, supplies, and equipment needed; what needs to be copied from this and other resources; set up for the class area; and scriptures to study.

• Download the following video clips and the journal pages from Learning to Recognize God at http:// www.cofchrist.org/discernment/learning.asp. Make copy of the journal pages for each student:

Community of Christ policies and procedures require that anyone who works with youth in the church go through screening and selection. The teacher and others helping with lessons (other than guests visiting the class or students) must become registered youth workers (if 21 years old or older) or registered youth worker assistants (if 15 to 20 years old). Your mission center president has the appropriate application forms, and can assist you in the registration procedures. Quotes from the Bible are from the New Revised Standard Version, unless otherwise noted.

Materials Preparation List

The following materials are needed for teaching all five lessons in this resource. The numbers in parentheses indicate the specific lesson for which the items are

• Borrow or buy Brother Eagle, Sister Sky, ISBN-10: 0142301329, ISBN-13: 978-0142301326 (Optional, 1)

• Day 11 (1) • Day 26 (2) This video includes the need for flashlights, glow sticks, or small lamps to shine on their journal pages (2) • Day 13 (3) • Day 16 (4) • Day 15 (5) • Day 18 (6) • Make copies of “Selected Creation Myths from around the World” for each student or pair of students. This is a two-page handout, found at the end of the first lesson (1) • Have one or more copies of Doctrine and Covenants 163 available. This is available at http:// www.cofchrist.org/D&C163/section163.asp. (1) • Borrow or buy a copy of Beginning: Creation Stories from around the World by Virginia Hamilton, ISBN10: 0152387420, ISBN-13: 978-0152387426. (1)

• Get banner paper or poster board or similar, and pens, pencils, markers, paints, or similar supplies. (1–5); lots of scrap paper (5). • Make copies of “Pathways to Peace,” found at the end of the first lesson, for each student. Be sure to have extra copies if students wish to start over. (1) • Secure copies of the following hymns: • “Christ Has Called Us to New Visions,” #38 from Sing for Peace. (1) • “This We Can Do,” #32 from Sing for Peace (2) • “Lord Jesus, of You I Will Sing,” #31 from Sing for Peace (5) • “Now in This Moment,” #58 from Hymns of the Saints (3) • “All Are Called,” R-9 from By Request: Songs for the Community of Christ (4) • If your congregation subscribes to the Seasons of the Spirit curriculum, download a copy of a dramatic version of Luke 4:16–21 from the Seasons of the Spirit Story Bible C, page 54. (Optional, 2) • Make a copy of “Peace from Parables” worksheet, found at the end of the second lesson, for each student. (2) • Secure video or digital still cameras. Ideally, there would be one for every two students—but fewer will work. Students will also need access to a computer with presentation software. (2) • Arrange for a service project at your camp or in the community that fits in your class time. You may need more adult volunteers to help with this. Be sure the activity is safe and appropriate for the ages with which you are working. If you have questions, contact the Community of Christ risk management team, 1-800-825-2806. (2) • Provide a copy of “What Am I Thinking?” for each student. This worksheet will encourage students to connect and remember the information. You can find it at the end of lesson 3. (3) • On-line access to World Community: Discipleship Development for Youth, page 29, http://www.cofchrist. org/onlineresources/WorldCommunity/resource_book. pdf. The other choice is to print and copy this before class. (3)

• Provide a copy of “Scripture as Sacred Story” for each student. You can find it at the end of lesson 3. (3) • Have pieces of bread available for the students. (4) • Prepare for one or both Enduring Principles games in lesson four. Enduring Principles Charades involves creating slips of paper with each Enduring Principle on one slip of paper (see lesson 4). Enduring Principles Bingo involves making a copy of the Bingo sheet for each student found at the end of the lesson, and creating slips of paper with one of the 43 Enduring Principle descriptors on each slip of paper (see lesson 4). Consider whether small prizes are fitting for each game. (4) • For each student make a copy of the “Strategize for Sharing” worksheet, found at the end of lesson 4. (4) • You will either need Internet access during lesson 4 or visit the Daily Prayer for Peace page on the church’s home page (http://www.cofchrist.org/ prayerpeace/) before class. Print out the order of service for the day you teach this lesson and use appropriate parts in closing the class. (4) • A colorful ball of string or yarn. (5) • Ask a student to provide the opening prayer for lesson 5. You may wish to copy the one provided or encourage them to write their own on the lesson’s topic. (5) • Make a copy of the “Jesus’ Mission—Our Mission” handout for each student, found at the end of lesson 5. (5) • Computer, printer, and business card forms. (5) • Copies of the “Tithing of Talent and Treasure in Community” handout, one for each student, found at the end of lesson 5. (5) • Copies of “The Champagne Window” by the Rev. Dr. James P. Wind, found at the end of lesson 5. One for each student or small group. (5) • Recent newspapers and magazines (with current event pictures and articles) that show God working in our world. Provide each student with scissors, poster board or heavy paper, and glue sticks. (5) • Bread and grape juice, Communion Prayers (Contemporary – Combined) found http://www. cofchrist.org/sacraments/communion/Communionprayers.asp. (5)

Teacher Preparation

Sharing God’s Vision for Creation

• Ask an evangelist who knows your students to share in a blessing at the end lesson 5. (5)

Pray for guidance as you seek to offer this lesson to students. Read through the entire lesson and decide how best to tailor it to your students and the environment in which they are sharing. If you do everything in this lesson, you will need: • Borrow or buy Group’s Throw & Tell™ Ice-Breaker Ball or make something similar that has a mix of fun and serious questions to encourage students to share. • Have a way to provide music. • Have Bibles available for each student or each pair of students. If possible, research and secure versions that work well with the grade level you teach. • Borrow or buy Brother Eagle, Sister Sky, ISBN-10: 0142301329 , ISBN-13: 978-0142301326

Teaching Points • “Shalom” means justice, well-being, wholeness, and peace. • God wants shalom for all creation. • Jesus Christ made known the coming of God’s peaceful reign. • Zion (the peaceful kingdom) is God’s reign on earth through just and peaceable communities.

• Download the video clip and the journal page from “Learning from Nature,” Learning to Recognize God (Day 11) available from the Community of Christ website at: http://www.cofchrist.org/discernment/ learning.asp. Make copies of the journal page for each student. • Make copies of “Selected Creation Myths from around the World” for each student or pair of students. This is a two-page handout, found at the end of this lesson. • Have one or more copies of Doctrine and Covenants 163 available. • Borrow or buy a copy of Beginning: Creation Stories from around the World, by Virginia Hamilton, ISBN10: 0152387420, ISBN-13: 978-0152387426. • Get banner paper or poster board or similar, and pens, pencils, markers, paints, or similar supplies. • Make copies of “Pathways to Peace,” found at the end of this lesson, for each student. Be sure to have extra copies if students wish to start over. • Secure copies of “Christ Has Called Us to New Visions,” #38 from Sing for Peace. Study the scriptures for this lesson: Genesis 1:—2:3, 2:4–25; Isaiah 11:6, 9; Doctrine and Covenants 163.

Invites exploration and interaction

Activates background knowledge, prepares and motivates for lesson.

As students gather have upbeat music playing if possible. Greet each one, welcome them, and introduce yourself. When all students are present, have them each share their names, where they are from, and something they like about nature or creation. Explain that this series of lessons will focus on Sharing in Community of Christ: Exploring Identity, Mission, Message, and Beliefs. Explain that the first session focuses on “Share God’s Vision for Creation.” Offer a prayer to gain new insights and appreciation for God’s creation: Creator God, our class stops to thank you for creation. We believe you call all creation to live together in peace. We know we fall short of your purposes. We ask during this class that we gain new insights and increase our appreciation for your creation. We pray in Jesus’ name. Amen. To go deeper, use Group’s Throw & TellTM Ice-Breaker Ball (left) or something similar students can toss from one person to the next that has questions on it. As they catch the ball, ask them to respond to the question under their right thumb. If it is something they would rather not answer, ask them to respond to what’s under their left thumb. Make sure that everyone gets the ball once. To set the theme for this lesson, you may want to read excerpts from Brother Eagle, Sister Sky, which includes a message by Chief Seattle and illustrations by Susan Jeffers. This book includes information on the web of life, and how whatever we do to the web we do to all. Encourage students to write a journal throughout their class experiences during all five lessons. If possible, provide students with either small journals or a folder to keep separate pages. Have pens or pencils available.















Begin this session with the video clip, “Learning from Nature,” from Learning to Recognize God (Day 11) available from the Community of Christ website at: http://www.cofchrist.org/discernment/learning.asp. Provide each student with a copy of the journal page associated with this video clip available at the same website. Allow them several minutes to write in their journal (the time depends on their age and attention span). Play soft music during this time. Share with students that we are all called to share God’s vision for creation. How many different visions are there for creation? Explain that there are many stories about the world’s creation referred to as “Creation Myths.” Even in the Hebrew Scriptures (Old Testament) there are two accounts of the creation. In Genesis 1:1—2:3 God progressively, divinely commands creation into being over seven days. God makes humankind, made “in God’s image,” only after God made the entire world for them first. The second story, one explaining the beginning of moral behavior, Genesis 2:4–25, begins with God creating man and woman (separately, unlike the first), and marriage. The man and woman live in harmony with God in perfect creation until they gain the “knowledge of good and evil,” and then God kicks them out to live in the imperfect world. • Have students read these two stories. • Ask: How do these stories differ in their vision for creation? Why do you think early writers might have included these two different stories? • Have students (in groups or individually) read various creation myths from “Selected Creation Myths from around the World,” found at the end of this lesson. • Ask students to explain how people might treat creation (including people) differently based on these myths? Have students read Isaiah 11:6, 9:

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Youth Ages 12-18

The wolf shall live with the lamb, the leopard shall lie down with the kid, the calf and the lion and the fatling together, and a little child shall lead them. They will not hurt or destroy on all my holy mountain; for the earth will be full of the knowledge of the LORD as the waters cover the sea. Explain that we traditionally call these verses of scripture “The Peaceable Kingdom.” • What makes this related to “peace”? • What do you think it means to be “full of the knowledge of the LORD”?

Takes the learners from hearing to doing.

Often people interpret the Hebrew word “shalom” as “peace.” However shalom has a much deeper meaning that captures God’s vision for creation including health, happiness, wholeness, and justice. Doctrine and Covenants 163 refers to Jesus Christ as “the embodiment of God’s shalom.” Based on this understanding, either have students choose from the following as a class or in small groups to more deeply understand “shalom.”

Your Own Creation Story

what are ways the facility can conserve energy and lessen material and resource consumption to reduce its impact on the environment? How does this help create communities of peace and justice?

Mural of God’s Creation

In groups or as an entire class, have participants work together to create a mural showing God’s vision for creation. • What will you include? What will you leave out?

Create Pathways of Peace

Zion (the peaceful kingdom) is God’s reign on earth through just and peaceable communities. The church’s symbol of the lion and lamb sitting with a child represents a vision the prophet Isaiah had for the world. As children of God, we are called to bring people together who are different and help them be at peace with one another. Who in your life is not getting along? Perhaps they are family members, or friends at school or in your neighborhood. What would it take for you to help these people come together? Would they respond to a simple invitation? What skills would you need to help such a gathering? Do you even want to do this? Do you think everyone should help with this, or just “experts” like counselors, teachers, and ministers? Sometimes people will come together quicker if they don’t feel threatened. Can you imagine a lamb coming anywhere near a hungry lion? Peace is not easy.

Have students write their own creation story that captures their understanding of God’s vision for creation (shalom). If possible, have resources available to inspire students for this activity. One such book is Beginning: Creation Stories from around the World by Virginia Hamilton. This book is an illustrated collection of twenty-five myths from around the world explaining creation.

Make copies of “Pathways to Peace,” found at the end of this lesson. Have students work individually, in small groups, or in one group. Write the steps that would need to happen for a “lion” and a “lamb” to come together. This is a metaphor for people who are not likely to come together. Perhaps the steps are “education” or perhaps “prayer.” Imagine how you see people moving closer, coming together in peace. Give students some examples of what you would put • What would they include in their own creation story? in the spaces to make peace between two people. What images would they include? You may wish to invite a guest to the class who can give a real-life example of how to do this.

Green Audit of the Building or Campground

After everyone has had an opportunity to experiment, Create a “green” audit for your building or campexplain that peace and justice are worthy goals and ground. Based on the group’s collective knowledge, need real work. As they are comfortable, have people – 6 – Youth Ages 12-18

Selected Creation Myths from around the World

share what they see as steps toward peace. Be sure to honor the students’ privacy.

From http://en.wikipedia.org/wiki/Creation_myth

Babylonian

Time of prayer, praise, blessing, and hope.

Explain that each class time will close with a hymn. Ask the class if they know what a hymn is? Ask them what the difference is between a hymn and a song? Hymns are typically songs of praise. The Community of Christ is a singing church around the world. While some modern cultures don’t sing in groups often, singing hymns is an important part of worshipping God. It’s also important to not just sing the words, but to think about them and how the message of the hymn can bless us and bless others. Following the Haiti earthquake in January 2010, church members who had lost everything gathered and sang hymns praising God. Their singing not only helped them regain their hope, but helped others who heard them. Recite the words to “Christ Has Called Us to New Visions,” #38 from Sing for Peace. Do this in unison, or to help students concentrate on words, consider dividing into four groups (even if there’s only one person in each group). Have each group read part of each stanza (breaks become obvious), or any other creative way that works for you and your class. Offer a prayer for the students so they might become more like Christ, helping the world heal: O God, bless these young people as they try to create communities of peace. As we follow Jesus Christ, the embodiment of God’s shalom, we pray for peace in all communities around the world. Amen.















In the Babylonian creation myth, the god Marduk (or Assur in the Assyrian versions of the poem) is created to defend the other gods from an attack plotted by the ocean goddess Tiamat. The god Marduk offers to save the gods if he is appointed as their leader and is allowed to remain so even after the threat passes. The gods agree to Marduk’s conditions. Marduk challenges Tiamat to combat and destroys her. He then rips her corpse into two halves with which he fashions the earth and the skies. Marduk then creates the calendar, organizes the planets, stars and regulates the moon, sun, and weather. The gods pledge their devotion to Marduk and he creates Babylon as the terrestrial counterpart to the gods. Marduk then destroys Tiamat’s husband, Kingu using his blood to create humankind so they can do the work of the gods. (Sources, Foster, B.R., From Distant Days: Myths, Tales, and Poetry of Ancient Mesopotamia. 1995, Bethesda, Md.: CDL Press. vi, 438 p., Bottéro, J., Religion in Ancient Mesopotamia. 2004, Chicago: University of Chicago Press. x, 246 p., Jacobsen, T., The Treasures of Darkness: A History of Mesopotamian Religion. 1976, New Haven: Yale University Press. 273.)

Bakuba (Central Africa) In the Bakuba account of demiurge, the Earth was originally nothing but water and darkness, ruled by the giant Mbombo. This giant, after feeling an intense pain in his stomach one day, vomited up the sun, moon, and stars. The heat and light from the sun evaporated the water covering Earth, creating clouds, and after time, the dry hills emerged from the water. Mbombo vomited once more. Many things were contained in this second vomiting—people (the first man and the first woman), animals (the leopard, the eagle, and the monkey Fumu), trees, the falling star, the anvil, the sky, the razor, medicine, and

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Youth Ages 12-18

lighting. The woman of the waters, Nchienge, lived in the East, and her son, Woto, became the first king of the Bakuba.

Greek (Classical) Hesiod, in his work, “Theogony,” says that Chaos existed in the beginning, and then gave birth to Gaea (the Earth), Tartarus (the Underworld), Eros (desire), Nyx (the darkness of the night) and Erebus (the darkness of the Underworld). Gaea gave birth to Ouranos, the starry sky, her equal, to cover her, the hills and the fruitless deep of the Sea, Pontus. Afterwards, Ouranos and Heaven had a child, World-Ocean Oceanus, Coeus and Crius and the Titans Hyperion and Iapetus, Theia and Rhea, Themis and Mnemosyne and Phoebe of the golden crown and lovely Tethys. After them was born Cronos the wily, youngest and most terrible of her children. Cronos married Rhea who bore him Hestia, Demeter, Hera, Hades, Poseidon, and Zeus. Zeus and his brothers overthrew Cronos and the other Titans, then drew lots to decide what each of them would rule. Zeus drew the sky, Poseidon drew the sea and Hades drew the underworld.

Islam The creation story of Islam is split among many verses in the Qur’an. This account is similar to the Judeo-Christian accounts of creation. According to the Qur’an, the skies and the earth were joined together as one “unit of creation,” after which they were “cloved asunder.” After parting both, they simultaneously came into their present shape after going through a phase when they were smoke-like. The Qur’an states that God created the world and the cosmos, made all the creatures that walk, swim, crawl, and fly on the face of the earth from water. He made the angels, and the sun, moon and the stars to live in the universe. He poured down the rain in torrents, and broke up the soil to bring forth the corn, the grapes and other vegetation; the olive and the palm, the fruit trees and the grass. God molded clay, earth, sand and water into a model of a man. He breathed life and power into it, and it immediately sprang to life. And this first man was called Adam. God took Adam to live in Paradise. God taught Adam the names of all the creatures, and















then commanded all the angels to bow down before Adam. All of them bowed but Iblis (Lucifer) refused to obey. God placed the couple in a beautiful garden in Paradise, telling them that they could eat whatever they wanted except the fruit of a forbidden tree. But Iblis (Satan) tempted them to disobey God, and eat the fruit. When God knew that Adam and Eve had disobeyed him, he cast them out of Paradise and sent them to the earth.

Jainism According to Jain beliefs, the universe was never created, nor will it ever cease to exist. It is eternal but not unchangeable, because it passes through an endless series of cycles. Each of these upward or downward cycles is divided into six world ages (yugas). The present world age is the fifth age of one of these “cycles”, which is in a downward movement. These ages are known as “Aaro” as in “Pehela Aara” or First Age, “Doosra Aara” or Second Age and so on. The last one is the “Chhatha Aara” or Sixth Age. All these ages have fixed time durations of thousands of years. When this reaches its lowest level, even Jainism itself will be lost in its entirety. Then, in the course of the next upswing, the Jain religion will be rediscovered. It will be reintroduced by new leaders called Tirthankaras (literally “Crossing Makers” or “Ford Finders”), only to be lost again at the end of the next downswing, and so on.

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Youth Ages 12-18

Pathways to Peace          What can you do to  help them on these    steps?   

What would peace look like  for these two persons or  groups of persons?    ________________________________ ________________________________ ________________________________ ________________________________

       

What can you do to  help them on these  steps? 

         

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

11 













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Youth Ages 12-18

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

Sharing the Peace of Jesus Christ

Read through the entire lesson and discover how best to tailor it to your students and the environment in which they are sharing. If you do everything in this lesson, you will need: • Borrow or buy Group’s Throw & TellTM Ice-Breaker Ball or make something similar which has a mix of fun and serious questions to encourage students to share. • Have a way to provide music. • Have Bibles available for each student or each pair of students. If possible, research and secure versions that work well with the grade level you teach. • Have pictures of Jesus or names of Jesus printed and placed around the room. These are available from the Internet. • If you congregation subscribes to the Seasons of the Spirit curriculum, download a copy of a dramatic version of Luke 4:16–21 from the Seasons of the Spirit Story Bible C, page 54. • Download the video clip and the journal page from Learning to Recognize God (Day 26) available from the Community of Christ website at: http://www. cofchrist.org/discernment/learning.asp. Make copies of the journal page for each student. This video includes the need for flashlights, glow sticks, or small lamps to shine on their journal pages.

Teaching Points • Jesus came into our world to teach and show peace.

• Make a copy of “Peace from Parables” worksheet, found at the end of this lesson, for each student.

• Jesus’ life shows us how to live generously God’s peace—how to treat all people including the poor, sick, and those who are oppressed. • As prophetic people, we are called to live a life that teaches, “Peace for me, peace for us, peace for everyone, peace for the planet.” —Children’s Peace Pavilion

• Secure video or digital still cameras. Ideally, there would be one for every two students—but fewer will work. Student will also need access to a computer with presentation software. • Banner paper or poster board with pens, pencils, and markers. Be sure to have tape if your class area has walls. • Arrange for a service project at your camp or in the community that fits in your class time. You may need more adult volunteers to help with this. Be sure the activity is safe and appropriate for the ages















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Youth Ages 12-18

with which you are working. If you have questions, contact the Community of Christ risk management team, 1-800-825-2806. • Secure copies of “This We Can Do,” #32 from Sing for Peace. Study the scriptures for this lesson: Luke 4:16–21; Matthew 25:31–40; Ephesians 2:13–14.

Activates background knowledge, prepares and motivates for lesson.

discernment/learning.asp. Provide each student with a copy of the journal page associated with this video clip available at the same website. Allow them several minutes to journal (the time depends on their age and attention span). Play soft music during this time. Share with students that the focus of this lesson is on how Jesus’ life shows us to live generously God’s peace—how to treat all people including the poor, sick, and those who are oppressed. Have a storyteller or guest read dramatically or act out Luke 4:16–21: When he came to Nazareth, where he had been brought up, he went to the synagogue on the sabbath day, as was his custom. He stood up to read, 17 and the scroll of the prophet Isaiah was given to him. He unrolled the scroll and found the place where it was written: 18“The Spirit of the Lord is upon me, because he has anointed me to bring good news to the poor. He has sent me to proclaim release to the captives and recovery of sight to the blind, to let the oppressed go free, 19to proclaim the year of the Lord’s favor.” 20And he rolled up the scroll, gave it back to the attendant, and sat down. The eyes of all in the synagogue were fixed on him. 21 Then he began to say to them, “Today this scripture has been fulfilled in your hearing.” 16

As students gather, use Group’s Throw & Tell IceBreaker Ball or something similar (see Lesson 1) to share with one another. Be sure each student has one chance to share, then turn on some soft music. TM

Have different pictures of Jesus or the various names of Jesus either posted on the wall or placed on the floor of your class area. You can find as many of these as you need by doing a web search on images of Jesus or “names of Jesus.” Be sure to honor any copyrighted materials. Ask students to select their favorite picture or name for Jesus and to explain their selection. Explain that you will open the class with a “popcorn” or “bidding” prayer. As you make the following statements (review them with students before you begin), students should feel free to respond spontaneously with a word or phrase. God, we praise and give you thanks for… Today, we are focusing on the peace of Jesus Christ, and hope to learn… Guide us throughout the day so we… In Jesus’ name we pray, Amen.

• What does Jesus do in this scripture? • How does this reading parallel what Jesus does in his earthly ministry? • How might this impact what we do? Have students read Matthew 25:31–40:

Invites exploration and interaction

Begin this session with the video clip from Learning to Recognize God (Day 26) available from the Community of Christ website at: http://www.cofchrist.org/ – 11 –

“When the Son of Man comes in his glory, and all the angels with him, then he will sit on the throne of his glory. 32All the nations will be gathered before him, and he will separate people one from another as a shepherd separates the sheep from the goats, 33and he will put the sheep at his right hand and the goats at the left. 34Then the king will say to those at his right hand, ‘Come, you that are blessed by my Father, inherit the kingdom prepared for you from the foundation of the world; 35 for I was hungry and you gave me food, I was thirsty and you gave me something to drink, I was 31









Youth Ages 12-18

a stranger and you welcomed me, 36I was naked and you gave me clothing, I was sick and you took care of me, I was in prison and you visited me.’ 37Then the righteous will answer him, ‘Lord, when was it that we saw you hungry and gave you food, or thirsty and gave you something to drink? 38And when was it that we saw you a stranger and welcomed you, or naked and gave you clothing? 39And when was it that we saw you sick or in prison and visited you?’ 40And the king will answer them, ‘Truly I tell you, just as you did it to one of the least of these who are members of my family, you did it to me.’

Takes the learners from hearing to doing.

Peace from Parables

Jesus used parables to teach the disciples how to act. Parables are stories using common, everyday things to capture the imagination of the listener ending in a way that challenges the listener’s beliefs or future actions. Have students use the “Peace from Parables” worksheet, found at the end of this lesson. Coach them to read the parables, decide what each parable teaches related to the peace of Jesus Christ, and record it on the work sheet. Have them work in small groups, and share their responses with the entire class.

In Community of Christ, Jesus Christ is central to our identity, mission, message, and beliefs. Our statement on Christology (our understanding of who Jesus Christ is), reads: We believe in Jesus Christ, the Son of the living God, the Word made flesh, the Savior of the world, fully human and fully divine. Through Jesus’ life and ministry, death and resurrection, God reconciles the world and breaks down the walls that divide. Christ is our peace. (Sharing in Community of Christ: Exploring Identity, Mission, Message, and Beliefs, 22–23).

Meaning from Miracles

During Jesus’ earthly ministry, he is reported to have done at least 34 miracles. Using the list below, have students act out all or some of these and record them using a video or digital camera. If a computer with software is available, have them create a presentation that helps connect each of the miracles with what it teaches us about the peace of Jesus Christ.

Have students read Ephesians 2:13–14, 17:

John 2:1–11 Luke 5:3–10 Matthew 8:1–3 Mark 4:35–41 Luke 8:43–48 Mark 5:22–24, 35–43 John 5:5–17 Matthew 14:16–21 John 9:1–41

But now in Christ Jesus you who once were far off have been brought near by the blood of Christ. For he is our peace; in his flesh he has made both groups into one and has broken down the dividing wall, that is, the hostility between us. So he came and proclaimed peace to you who were far off and peace to those who were near. • How does following Jesus Christ call us to treat others?

Peace for All

• In today’s world, who are “far off” and who are “near”? • What “dividing walls” might be broken down in our world? Nation? Schools? • How is Jesus Christ our peace?















Changing Water into Wine Catching Many Fish Healing a Leper Calming the Storm Healing a Woman with Internal Bleeding Raising Jarius’ Daughter Healing the Man by the Pool Feeding the 5000 Healing the Man Born Blind

The Children’s Peace Pavilion in Independence, Missouri, uses the phrase “Peace for me, peace for us, peace for everyone, peace for the planet” to teach children about creating peace. Using each of the four phrases, have students create posters with either pictures or word phrases that explain each. Have the students do this individually, in small groups, or as an entire class. Ask students how each of these ties

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Youth Ages 12-18

to the peace of Jesus Christ considered in the earlier scripture study.

Planning Notes

Service Project

In today’s world, we serve as the hands and feet of Jesus. For students who may want to do something more physical, arrange for a service project in the immediate area. Picking up trash, helping the elderly, or helping children are examples. Make sure it is a short project that provides time for talking afterward. Ask the students: • How did this service project tie in with the earlier scripture study? (Luke 4:16–21; Ephesians 2:13–14, 17; Matthew 25:31–40). Where did you find “the peace of Jesus Christ”?

Time of prayer, praise, blessing, and hope.

Ask students to respond, either by writing in their journal or by sharing with the class, answers to the following questions: • When have you received the peace of Jesus Christ? • When have you invited another to share the peace of Jesus Christ? Recite the words to “This We Can Do,” #32 from Sing for Peace. Read in unison, or to help students concentrate on words, divide into four groups (even if there’s only one person in each group). Have each of the four groups read part of each stanza (breaks become obvious), or any other creative way that works for you and your class. If the group is familiar with the hymn, consider singing it after you’ve recited the words. Offer a prayer for the students that they might become more like Christ, helping the world be more peaceful: O God, bless us as we seek to become peacemakers like you! Help us to not only understand peace, but to work for justice. We pray for your reign to come on earth. In the peace of Jesus Christ we pray, Amen.















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Youth Ages 12-18

Peace from Parables Read the following parables:

What does this parable teach about the peace of Jesus?

Matthew 7:21–29 The Two Builders

Matthew 13:31-35 The Mustard Seed

Matthew 20:1-16 The Generous Employer

Luke 8:4–15 The Sower and the Seeds

Luke 10:25-37 The Good Samaritan

Luke 15:4–7 The Lost Sheep















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Youth Ages 12-18

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

Sharing the Sacred Story

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

Teaching Points • The Community of Christ story is part of a much larger sacred story (Christian history and the Hebrew tradition). • God’s Spirit is active in Community of Christ’s faith story. • Community of Christ scripture statement and history principles guide our exploration of scripture and church history. • The Holy Spirit helps us understand God’s truth.















• On-line access to World Community: Discipleship Development for Youth, page 29, http://www.cofchrist. org/onlineresources/WorldCommunity/resource_book. pdf. The other choice is to print and copy this before class. • Provide a copy of “Scripture as Sacred Story” for each student. You can find it at the end of this lesson. • Secure copies of “Now in This Moment,” # 58 from Hymns of the Saints. • Study the scriptures for this lesson: Psalm 78:1–4; Matthew 6:25–31, 10:26–31

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Youth Ages 12-18

Activates background knowledge, prepares and motivates for lesson.

As students gather, use Group’s Throw and TellTM Storytellers Ball or something similar to share with one another. After each student has had the opportunity to share once, explain that this class is on “Sharing the Sacred Story.” Have the students use the Storytellers Ball again, but this time, their responses must include something about God. After each person has had the opportunity to share, ask them if the story they just shared was a “sacred story.” Was it sacred because it included God? What if it were not true? If students struggle or disagree, explain that there are many different understandings of “sacred story.” Part of this lesson is to consider those different understandings.

Share with students the following information. You may wish to read it to the class, or have different students read a paragraph to the entire class. It is best not to embarrass students, so if someone does not want to read, honor their wish. Provide a copy of “What Am I Thinking?” found at the end of this lesson, for each student to encourage them to connect with and remember the information.

The opening prayer comes from Jerome (c. 342–420). Jerome moved to a cave near where Jesus was born in Bethlehem so he might know more about Jesus’ life. He did this while he translated the scriptures into Latin, creating the Vulgate version. He wrote many letters to those who sought his advice on how to live. Ask for a volunteer to read aloud or write the words on poster board and have the class recite it together. Lord, you have given us your word for a light to shine on our path. Inspire us to meditate on that word, and follow its teaching, that we may find in it the light that shines more and more until it is perfect day; through Jesus Christ, our Lord. Amen.

Invites exploration and interaction

Begin this session with the video clip from Learning to Recognize God (Day 13) available from the Community of Christ website at: http://www.cofchrist.org/ discernment/learning.asp. Provide each student with a copy of the journal page associated with this video clip available at the same website. Allow them several minutes to write their journal entries (the time depends on their age and attention span). Play soft music during this time. – 16 –

The sacred story is a multifaceted, interwoven (meta) narrative involving God and humankind. It began as an oral tradition, where stories passed from one generation to the next, to provide joy, hope, love, and peace. After developing writing skills, humans wrote down these stories. Groups of humans began to share these written stories and selected certain ones they believed were more important. Eventually this would lead to groups of people selecting specific writings that would become sacred text. Ancient Israelites, the Hebrew people, selected stories that became the Hebrew Scriptures. Among those who followed Jesus groups formed to decide which writings would become part of the Christian testament. They included writings that made sense and set a standard for the way they believed. Those writings the groups determined didn’t fit with what they believed at the time were left out. This was not simple and sometimes divided people against one another. In Community of Christ, we believe that we are part of the sacred story. Our own history includes the Book of Mormon. The Book of Mormon contains two major stories about ancient inhabitants of North and South America who encountered and believed in Jesus Christ. Just like some of the stories in the Bible, the Book of Mormon stories are included in our faith tradition to provide joy, hope, love, and peace. They are accepted on faith and help to teach us about Jesus Christ. Whether they actually happened the way they are written remains a mystery. The Doctrine and Covenants is also part of the Community of Christ sacred story. This book is a collection of writings by prophet-presidents of Community of Christ. This begins with Joseph Smith Jr. and includes the seven others who have served as prophet-president since him, including the current one, Stephen M. Veazey. In each of these documents God gives direction to the church for that day and time. The president presents what he believes to be the mind and will of God for the church, World









Youth Ages 12-18

Conference considers it, and if approved, a document is added to the Doctrine and Covenants. However, the story does not end there. Community of Christ believes that all are called and that being a prophetic people means each of us has the responsibility to have a relationship with the Divine. While all of us do not have responsibility for interpreting the mind and will of God for the entire church, we do have that responsibility for our own lives. This makes those of us living today part of the sacred story. We believe this has been true throughout history. The sacred story also includes people of other faith traditions. Their stories are sometimes captured in other documents and books they consider sacred. In the past, Community of Christ saw itself as the only organization through which God could work in the world. Today, we understand that God’s work in the world includes many different organizations, peoples, and communities of faith. God works through the Holy Spirit in ways that are beyond our imagination. The sacred story includes all those who encounter the Divine and wish to have a relationship with God. • What questions do you have about this overview? • How do you see yourself as part of the “sacred story”? • What has been your experience with the Holy Spirit? Have students read Psalm 78:1–4: Give ear, O my people, to my teaching; incline your ears to the words of my mouth. 2 I will open my mouth in a parable; I will utter dark sayings from of old, 3 things that we have heard and known, that our ancestors have told us. 4 We will not hide them from their children; we will tell to the coming generation the glorious deeds of the LORD, and his might, and the wonders that he has done. 1

• How does this scripture relate to the overview? • Who are the “children” referenced here? • Why is it important to “not hide” what God has done from children?















Takes the learners from hearing to doing.

Sacred Story Time Line

As a class or in small groups, have students create a time line from creation to today. Provide them with banner paper or poster board and markers. If you have walls, provide them with tape to hang up their timelines. How would they represent the “sacred story” on this time line? What elements would come from scriptures? What would come from science? If access to the Internet is available, have students do research, including using World Community: Discipleship Development for Youth, page 29, which lists many events in Christian and Community of Christ history. (http://www.cofchrist.org/onlineresources/ WorldCommunity/resource_book.pdf) This resource is free and can be downloaded and printed out before class.

Scripture as Sacred Story

Have students read the following scriptures either individually or in groups, and have them record what each scripture says to them about the sacred story. Provide each student a copy of “Scripture as Sacred Story” found at the end of this lesson. The Hebrew Scriptures Creation (Genesis 1:26–27) A Covenant with God (Exodus 24:1–8) The Redeemer of Israel (Isaiah 43:14–21) The Christian Scriptures Jesus Is the Son of God (Mark 15:33–39) The Holy Spirit in the Church (Acts 2:32–36) The Blessings of the Reign of God (Revelation 21:1–7) The Book of Mormon Jesus Christ Is the True and Living God (Alma 8:64–94) Foretelling of the Messiah (Jarom 23–28) Jesus Appears (3 Nephi 5:1–11) The Doctrine and Covenants A Great and Marvelous Work (4:1a–2b) Protection and Divine Grace (135:3a–b) For One Another and the World (157:16–17)

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Youth Ages 12-18

Your Place in the Sacred Story

Planning Notes

Have students consider where they fit into the sacred story. Many people don’t think of themselves as a part of it, but somehow outside. Others think too highly of themselves manipulating others in the name of God without accountability to others. Somewhere in between we are an important part of God’s unfolding plan for the world. Have students read Matthew 6:25–31, 10:26–31. What do these scriptures say about our place in relationship to God? How would you describe where you fit into the sacred story? Write down your thoughts in your journals on how God has moved in your life and how you have or will respond. Consider having students share these with one other person or the entire class. Give them some space not to share as well.

Time of prayer, praise, blessing, and hope.

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

Circle Prayer

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















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Youth Ages 12-18

What Am I Thinking? 

  Keep track of what you are thinking… 

  The sacred story is a multifaceted, interwoven (meta) narrative involving  God and humankind. It began as an oral tradition, where stories passed    from one generation to the next, to provide joy, hope, love, and peace. After  developing writing skills, humans wrote down these stories. Groups of   What questions do you have about this Overview?  humans began to share these written stories and selected certain ones they    believed were more important. Eventually this would lead to groups of    people selecting specific writings that would become sacred text. Ancient    Israelites, the Hebrew people, selected stories that became the Hebrew    Scriptures. Among those who followed Jesus groups formed to decide which  writings would become part of the Christian testament. They included    writings that made sense and set a standard for the way they believed.    Those writings the groups determined didn’t fit with what they believed at    the time were left out. This was not simple and sometimes divided people  against one another.     In Community of Christ, we believe that we are part of the sacred story. Our    own history includes the Book of Mormon. The Book of Mormon contains    two major stories about ancient inhabitants of North and South America    who encountered and believed in Jesus Christ. Just like some of the stories in  the Bible, the Book of Mormon stories are included in our faith tradition to    provide joy, hope, love, and peace. They are accepted on faith and help to    teach us about Jesus Christ. Whether they actually happened the way they    are written remains a mystery.    The Doctrine and Covenants is also part of the Community of Christ sacred    story. This book is a collection of writings by prophet­presidents of  Community of Christ. This begins with Joseph Smith Jr. and includes the    seven others who have served as prophet­president since him, including the    current one, Stephen M. Veazey. In each of these documents God gives    direction to the church for that day and time. The president presents what  he believes to be the mind and will of God for the church, World Conference    considers it, and if approved, a document is added to the Doctrine and    Covenants.     However, the story does not end there. Community of Christ believes that all    are called and that being a prophetic people means each of us has the    responsibility to have a relationship with the Divine. While all of us do not  have responsibility for interpreting the mind and will of God for the entire    church, we do have that responsibility for our own lives. This makes those of    us living today part of the sacred story. We believe this has been true    throughout history. The sacred story also includes people of other faith  traditions. Their stories are sometimes captured in other documents and    books they consider sacred.    In the past, Community of Christ saw itself as the only organization through    which God could work in the world. Today, we understand that God’s work    in the world includes many different organizations, peoples, and  communities of faith. God works through the Holy Spirit in ways that are    beyond our imagination. The sacred story includes all those who encounter    the Divine and wish to have a relationship with God.        What questions do you have about this overview?   How do you see yourself as part of the “sacred story”?   What has been your experience with the Holy Spirit?  23 













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Youth Ages 12-18

Scripture as Sacred Story 

  Read the scripture     What does this say to you about the sacred story?    The Hebrew Scriptures    Creation   (Genesis 1:26–27)    A Covenant with God   (Exodus 24:1–8)    The Redeemer of Israel  (Isaiah 43:14–21)        The Christian Scriptures      Jesus Is the Son of God  (Mark 15:33–39)    The Holy Spirit in the Church   (Acts 2:32–36)    The Blessings of the Reign of God   (Revelation 21:1–7)        The Book of Mormon    Jesus Christ Is the True, Living God   (Alma 8:64–94)    Foretelling of the Messiah   (Jarom 23–28)    Jesus Appears   (3 Nephi 5:1–11)        The Doctrine and Covenants    A Great and Marvelous Work   (4:1a–2b)    Protection and Divine Grace   (135:3a–b)    For One Another and the World   (157:16–17) 

   















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Youth Ages 12-18

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

Sharing Our Enduring Principles

Read through the entire lesson and determine how best to tailor it to your students and the environment in which they are sharing. If you do everything in this lesson, you will need: • Borrow or buy Group’s Throw and TellTM Storytellers Ball or make something similar that encourages students to share their own stories. • Have a way to provide music. • Have Bibles available for each student or each pair of students. • Download the video clip from Learning to Recognize God (Day 16) available from the Community of Christ website at: http://www.cofchrist.org/ discernment/learning.asp. Provide each student with a copy of the journal page associated with this video clip available at the same website. • Have pieces of bread available for the students. • Prepare for one or both Enduring Principles games in this lesson. Enduring Principles Charades involves creating slips of paper with each Enduring Principle on one slip of paper. Enduring Principles Bingo involves making a copy of the Bingo sheet for each student found at the end of the lesson, and creating slips of paper with one of the 43 Enduring Principle descriptors on each slip of paper. Consider whether small prizes are fitting for each game.

Teaching Points • Enduring Principles are the heart of how we express ourselves in Community of Christ. • Enduring Principles are uniquely expressed throughout the church.















• For each student make a copy of the “Strategize for Sharing” worksheet, found at the end of the lesson. • Secure copies of “All Are Called,” R-9 from By Request: Songs for the Community of Christ. • You will either need Internet access or visit the Daily Prayer for Peace page on the church’s home page (http://www.cofchrist.org/prayerpeace/). Print out the order of service for the day you teach this lesson and use appropriate parts in closing the class. Study the scripture focus for this lesson: Acts 4:32–32. Also review the Enduring Principles section of Sharing in Community of Christ: Exploring Identity, Mission, Message, and Beliefs. – 21 – Youth Ages 12-18

Activates background knowledge, prepares and motivates for lesson.

As students gather, use Group’s Throw and TellTM Storytellers Ball or something similar to share with one another. After each student has had the opportunity to share, explain that this lesson is on “Sharing Our Enduring Principles.” Have each of the Enduring Principles listed on poster board to hold up or attached to a wall. Explain that each of these is a significant part of the Community of Christ identity. Share with them the meaning of enduring principles: Enduring principles define the essence, heart, or soul of church identity, mission, and message. They describe the personality of the church as expressed through its participants, congregations, and affiliate organizations throughout the world. Some call enduring principles “core values.” Others call them “foundational concepts.” Either offer a prayer or ask one of the students to offer a prayer to gain insight during this lesson: God, we ask for guidance in understanding today’s lesson—what it means to follow you, and to be more like you. We know you have created us and we are your children. Help us to more fully understand the principles you would have us live by. In Jesus’ name we pray. Amen. Ask students what forms their identity. Write down their responses on a poster board or flip chart. Ask them to explain whether each response was an “enduring principle” or /something else (a physical characteristic; a relationship; etc.).

Invites exploration and interaction

with a copy of the journal page associated with this video clip available at the same website. Have pieces of bread available for the students. Allow them several minutes to write their journal entries (the time depends on their age and attention span). Play soft music during this time. Draw attention to the words “share” and “our” in this lesson’s theme. Ask students what it means to share something. Have four students each read aloud one verse from Acts 4:32–32 (or have fewer students take turns). “Now the whole group of those who believed were of one heart and soul, and no one claimed private ownership of any possessions, but everything they owned was held in common. 33With great power the apostles gave their testimony to the resurrection of the Lord Jesus, and great grace was upon them all 34 There was not a needy person among them, for as many as owned lands or houses sold them and brought the proceeds of what was sold. 35They laid it at the apostles’ feet, and it was distributed to each as any had need.” 32

• What did these disciples share? • How was sharing part of their identity? Draw attention to the word “enduring” in the theme. Ask students how something becomes enduring. As a faith community, the Enduring Principles are those foundational ideas that have been obvious in the past, are part of our identity now, and will be into the future.

Enduring Principles Games Engage your students in the two games below to help them understand the Enduring Principles. Use one or both if time allows, or divide the class. One may meet the needs of your students better.

Enduring Principles Charades

Play charades using the Enduring Principles. Divide the Begin this session with the video clip from Learning class into two teams. Make up slips of paper with one to Recognize God (Day 16) available from the Enduring Principle on each. Be sure to include two Community of Christ website at: http://www.cofchrist. or more of each one so the game doesn’t become a org/discernment/learning.asp. Provide each student – 22 – Youth Ages 12-18

simple elimination of what’s left. Have a student from the first team draw from the slips of paper. Give them one minute to think of a way to act out the Enduring Principle. The student then must act it out without talking, or pointing to a person or object (traditional charade rules). Give the student’s own team two minutes to guess as the student acts it out. If the team says the right Enduring Principle, award one point to that team. If the student’s team did not guess correctly after time, allow the opposing team 30 seconds to come up with one answer. If it is correct, award the team the point. • Grace and Generosity • Sacredness of Creation • Continuing Revelation • Worth of All Persons • All Are Called

1. God’s grace, especially as revealed in Jesus Christ, is generous and unconditional. (Grace and Generosity)

• Responsible Choices • Pursuit of Peace (Shalom)

2. Having received God’s generous grace, we respond generously and graciously receive the generosity of others. (Grace and Generosity)

• Unity in Diversity • Blessings of Community After each round of charades, ask students how they have seen that specific Enduring Principle lived out in Community of Christ. To keep moving, limit the responses to one per student.

3. We offer all we are and have to God’s purposes as revealed in Jesus Christ. (Grace and Generosity)

Enduring Principles Bingo

5. In the beginning, God created and called it all good. (Sacredness of Creation)

Copy and give out the Enduring Principles Bingo cards for each student. You can find this card at the end of this lesson. Provide students with pens or pencils. Have students write one Enduring Principle in each square, repeating as necessary to fill each square on their cards. Encourage students to do this randomly and not to copy the pattern from their neighbors.

Grace and Generosity Continuing Revelation All Are Called Pursuit of Peace (Shalom) Blessings of Community





4. We generously share our witness, resources, ministries, and sacraments according to our true capacity. (Grace and Generosity)

6. Spirit and material, seen and unseen, are related. (Sacredness of Creation) 7. Creation’s power to create or destroy reminds us of our vulnerability in this life. (Sacredness of Creation) 8. God is still creating to fulfill divine purpose. (Sacredness of Creation)

Enduring Principles:



Explain to students as you read each of the following statements that they are to match the statement with the Enduring Principle that most closely describes it and write the number of the statement in the box with that Enduring Principle (see illustration of sample square to left). Be sure to randomly select the order of the statements below or copy and cut them apart, then draw them randomly to read. Do not read the principle listed in parenthesis. This is provided as a way for you to verify when someone has Bingo. You can continue to play until one or all students have Bingo. As a student gets Bingo ask the student to share how they have seen one specific Enduring Principle lived out in Community of Christ. Hand out small prizes as appropriate for your class.



Sacredness of Creation Worth of All Persons All Are Called Responsible Choices Unity in Diversity







9. We join with God as stewards of care and hope for all creation. (Sacredness of Creation) 10. Scripture is an inspired and indispensable witness of human response to God’s revelation of divine nature. (Continuing Revelation)

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Youth Ages 12-18

11. God graciously reveals divine will today as in the past. (Continuing Revelation) 12. The Holy Spirit inspires and provides witness to divine truth. (Continuing Revelation) 13. In humility, individually and in community, we prayerfully listen to understand God’s will for our lives, the church, and creation more completely. (Continuing Revelation) 14. God views all people as having inestimable and equal worth. (Worth of All Persons) 15. God wants all people to experience wholeness of body, mind, spirit, and relationships. (Worth of All Persons) 16. We seek to uphold and restore the worth of all people individually and in community, challenging unjust systems that diminish human worth. (Worth of All Persons) 17. We join with Jesus Christ in bringing good news to the poor, sick, captive, and oppressed. (Worth of All Persons) 18. God graciously gives people gifts and opportunities to do good and to share in God’s purposes. (Responsible Choices) 19. Jesus Christ invites people to follow him by becoming disciples who share his life and ministry. (Responsible Choices) 20. Some disciples are called and ordained to particular priesthood responsibilities and ministries for the sake of the community, the congregation, and the world. (Responsible Choices) 21. We respond faithfully, with the help of the Holy Spirit, to our best understanding of God’s call. (All Are Called) 22. God gives humans the ability to make choices about whom or what they will serve. Some people experience conditions that diminish their ability to make choices. (Responsible Choices) 23. Human choices contribute to good or evil in our lives and in the world. (Responsible Choices)

25. We are called to make responsible choices within the circumstances of our lives that contribute to the purposes of God. (Responsible Choices) 26. God wants shalom (justice, reconciliation, wellbeing, wholeness, and peace) for all of creation. (Pursuit of Peace—Shalom) 27. Jesus Christ, the embodiment of God’s shalom (peace), reveals the meaning of God’s peace in all aspects of life. (Pursuit of Peace—Shalom) 28. The vision of Zion is to promote God’s reign on earth, as proclaimed by Jesus Christ, through the leavening influence of just and peaceful communities. (Pursuit of Peace—Shalom) 29. We courageously and generously share the peace of Jesus Christ with others. (Pursuit of Peace—Shalom) 30. Led by the Holy Spirit, we work with God and others to restore peace (shalom) to creation. (Pursuit of Peace—Shalom) 31. We celebrate God’s peace wherever it appears or is being pursued by people of good will. (Pursuit of Peace—Shalom) 32. The Community of Christ is a diverse, international family of disciples, seekers, and congregations. (Unity in Diversity) 33. Local and worldwide ministries are interdependent and important to the church’s mission. (Unity in Diversity) 34. The church embraces diversity and unity through the power of the Holy Spirit. (Unity in Diversity) 35. We seek agreement or common consent in important matters. If we cannot achieve agreement, we commit to ongoing dialogue and lovingly uphold our common faith in Jesus Christ and the mission of the church. (Unity in Diversity) 36. We confess that our lack of agreement on certain matters is hurtful to some of God’s beloved children and creation. (Unity in Diversity)

37. The gospel of Jesus Christ is expressed best in community life where people become vulnerable 24. Many aspects of creation need redemption to God’s grace and each other. (Blessings of because of irresponsible and sinful human choices. Community) (Responsible Choices) – 24 – Youth Ages 12-18

38. True community includes compassion for and solidarity with the poor, marginalized, and oppressed. (Blessings of Community) 39. True community upholds the worth of persons while providing a healthy alternative to self-centeredness, isolation, and conformity. (Blessings of Community) 40. Sacred community provides nurture and growth opportunities for all people, especially those who cannot fully care for themselves. (Blessings of Community) 41. We value our connections and share a strong sense of trust in and belonging with one another—even if we never have met. (Blessings of Community)

end of this lesson. The questions on the worksheet are: • Why is it important to share about this particular Enduring Principle? • Who needs to receive this information? Who needs to share it? • What exactly is the message to be shared? • Where should the message be shared? • When should the message be shared? • How should it be shared?

42. Some disciples are called and ordained to particular priesthood responsibilities and ministries for the sake of the community, the congregation, and the world. (Blessings of Community)

After they have had an opportunity to work on these questions, have students create a communication piece. Encourage creativity. This can be done in many ways depending on the resources available: posters; PowerPoint presentations; videos; a skit; I-Phone App; a computer game; or a TV commercial.

43. We are called to create communities of Christ’s peace in our families and congregations and

Have groups share their creation after they have had 20–30 minutes to work on them.

Takes the learners from hearing to doing.

Strategize for Sharing

Explain to students that an important part of sharing the Enduring Principles is to consider how to best to communicate them to others. In small groups, have the students select which of the Enduring Principles most resonates with them at this time in their life. You could have students go stand by the ones posted on the wall if this is what you did in the first session of this lesson. Encourage students to work together—so if they are the only one selecting their first choice, perhaps they could make a second choice.

Time of prayer, praise, blessing, and hope.

To close this session, have as many as five students read the words to the hymn, “All Are Called,” R-9 from By Request: Songs for the Community of Christ. This hymn, written by former presiding evangelist Danny Belrose, works well as a poem. Your group may also choose to sing. Announce that the lesson’s closing prayer will be a “Prayer for Peace.” Share with the students all or part of the following: The Daily Prayer for Peace is a powerful witness of Community of Christ’s commitment to peace. Such regular, public expression symbolizes the church’s unrelenting pursuit of peace as God’s intent for a bruised and divided world.

Once there are two or more in a group, explain that each group will make a communications plan responding to each of the following questions using The Daily Prayer for Peace has impact far beyond the “Strategize for Sharing” worksheet. Provide each the church, its members, and the people who student with a copy of this worksheet, found at the – 25 – Youth Ages 12-18

gather each day to experience the prayer. The congregation at the Temple is joined by numerous others from wherever they live and the entire world listens as this Temple becomes known as a place where each day the concern for peace is upheld in prayer.

Planning Notes

The service is held in the Temple Sanctuary where the spoken voice of prayer rises almost 200 feet into the magnificent Temple spire, reaching out to the heavens and the earth. The 1,600seat Sanctuary always has room to symbolically accommodate those around the world who join us in the prayers. The prayer begins at 1:00 p.m. Central Time each day. Around the world, interested people know that we are praying for peace at the Temple, and can pause for a moment of silent prayer. The service lasts approximately 15 minutes. Each day a prayer is offered for a specific country based on the World Council of Churches’ ecumenical prayer cycle, which joins our prayers with that of even more Christians throughout the world. If you have Internet available you can visit http://www. cofchrist.org/prayerpeace/ and use parts of the Daily Prayer for Peace for the day the class meets. An option is to visit the site ahead of time, print out the order of service, and use appropriate parts in closing the class session.















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Youth Ages 12-18

Enduring Principles Bingo 

 

 

 





  

  

 

  

 

  

  

 

  

 

  

  

 

  

 

 

 

 

 

 

 

 

 

 

 

Grace and Generosity   Sacredness of Creation   Continuing Revelation   Worth of All Persons   All Are Called  







Responsible Choices   Pursuit of Peace (Shalom)   Unity in Diversity   Blessings of Community  





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Youth Ages 12-18

Strategize for sharing 

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

 

  Grace and Generosity  

Worth of All Persons  

Pursuit of Peace (Shalom)  

Continuing Revelation  

Responsible Choices  

Blessings of Community 

Sacredness of Creation    



All Are Called    

Unity in Diversity  

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

  

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

  

What exactly is the message to be shared? 

  

Where should the message be shared? 

  

When should the message be shared? 

  

How should it be shared? 

  Use the box below to plan your communication piece.     

 

        34 













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Youth Ages 12-18

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

Sharing God’s Mission in the World

Read through the entire lesson and decide how best to tailor it to your students and the environment in which they are sharing. If you do everything in this lesson, you will need: • A colorful ball of string or yarn. • Have a way to provide music. • Ask a student to provide the opening prayer. You may wish to copy the one provided or encourage them to write their own on the lesson’s topic. • Have Bibles and the Doctrine and Covenants available for each student or each pair of students. • Download and begin this session with the video clip from Learning to Recognize God (Day 15) available from the Community of Christ website at: http://www.cofchrist.org/discernment/learning. asp. Provide each student with a copy of the journal page associated with this video clip, available at the same website. Have a map of the world available for each student, found at the end of the lesson. • Make a copy of the “Jesus’ Mission—Our Mission” handout for each student, found at the end of the lesson.

Teaching Points

• Lots of scrap paper, pens, and pencils.

• We tell others about Jesus Christ by generously sharing our witness, resources, and our help. • True community includes love and acceptance of those who cannot care for themselves. • Taking part in communities (local and worldwide) is the way we live as disciples of Jesus Christ..

• Computer, printer, and business card forms. • Recent newspapers and magazines (with current event pictures and articles) that show God working in our world. Provide each student with scissors, poster board or heavy paper and glue sticks. • Bread and grape juice, Communion Prayers (Contemporary – Combined) found http://www. cofchrist.org/sacraments/communion/Communionprayers.asp • Secure copies of “Lord Jesus, of You I Will Sing,” #31 from Sing for Peace.















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Youth Ages 12-18

• Ask an evangelist who knows your students to share in a blessing at the end of your class.

Invites exploration and interaction

Study the scriptures for this lesson: John 21:15–17; Doctrine and Covenants 162:7a, d; Luke 4:16–21; and17 January 2010 Counsel to the Church 2a, b.

Activates background knowledge, prepares and motivates for lesson.

After all students have arrived, share with them this session’s theme “Sharing God’s Mission in the World.” Have students sit in a close circle. Using a colorful ball of string or yarn, explain as you toss it to a student, that each person is to remember who threw it to them, and who they threw it to. As the ball is tossed, students are to keep hold of the string or yarn, so the ball unravels. After the first round (making sure everyone has had a chance to both receive and throw), explain that you will repeat the same pattern again. This time, you will share something you hope for the person you are throwing it to. It’s fine if the students talk and get input from others so that what they hope for the other person is important.

Begin this session with the video clip from Learning to Recognize God (Day 15) available from the Community of Christ website at: http://www. cofchrist.org/discernment/learning.asp. Provide each student with a copy of the journal page associated with this video clip available at the same website. Have a copy of the world map available for each student. Find these at the end of the lesson. Allow students several minutes to write their journal entries (the time depends on their age and attention span). Play soft music during this time. Distribute copies of the “Jesus’ Mission—Our Mission” handout, found at the end of the lesson. Encourage students to record their responses during the following discussion. In groups or as an entire class, read John 21:15–17: “When they had finished breakfast, Jesus said to Simon Peter, ‘Simon son of John, do you love me more than these?’ He said to him, ‘Yes, Lord; you know that I love you.’ Jesus said to him, ‘Feed my lambs.’ 16 A second time he said to him, ‘Simon son of John, do you love me?’ he said to him, ‘Yes, Lord; you know that I love you.’ Jesus said to him, ‘Tend my sheep.’ 17He said to him the third time, ‘Simon son of John, do you love me?’ Peter felt hurt because he said to him the third time, ‘Do you love me?’ And he said to him, ‘Lord, you know everything; you know that I love you,’ Jesus said to him, ‘Feed my sheep.’” 15

Pause, and ask one of the students to offer prayer to gain courage for mission: God, today’s lesson is about your mission in our world. We pray that we might have a clearer understanding of your mission and the courage to serve you in that mission. In Jesus’ name. Amen. Afterward, ask students to let go of the yarn or string and drop it on the floor or ground. As this happens explain that Community of Christ is a tapestry of people around the world who speak different languages, honor different customs, but share together their witness and resources.

• What does it mean to love Jesus? • What does it mean to “tend my (Jesus’) sheep”? To “feed my (Jesus’) sheep”? • Who are Jesus’ lambs or sheep? Why call them lambs or sheep? • Why do you think Jesus repeats this three times? Clarify as needed that Jesus was talking about accepting and loving those most vulnerable.















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Youth Ages 12-18

Continue by having the students read Doctrine and Covenants 162:7a, d: “There are many lives waiting to hear the redeeming words of the gospel, or to be lifted from hopelessness by the hands of loving servants. But they will be lost to you without the generous response of disciples who share from their own bounty that others may know the joys of the kingdom. d) Each disciple needs a spiritual home. You are called to build that home and care for it, but also to share equally in the outreaching ministries of the church. In that way the gospel may be sent to other souls also yearning for a spiritual resting place.” a)

• How does helping “tell” others about Jesus? • How does sharing resources “tell” others about Jesus? • What does it mean to be generous with our help? Our resources? The identity, mission, message, and beliefs of Community of Christ include living out our discipleship in community. We are responsible for one another: our salvation is worked out with brothers and sisters in Christ. Jesus taught this mission in his words (Luke 4:16–21) and his actions (teachings, parables, actions, and miracles). Have students read Luke 4:16–21: When he came to Nazareth, where he had been brought up, he went to the synagogue on the Sabbath day, as was his custom. He stood up to read, 17and the scroll of the prophet Isaiah was given to him. He unrolled the scroll and found the place where it was written: 18“The Spirit of the Lord is upon me, because he has anointed me to bring good news to the poor. He has sent me to proclaim release to the captives and recovery of sight to the blind, to let the oppressed go free, 19to proclaim the year of the Lord’s favor.” 20And he rolled up the scroll, gave it back to the attendant, and sat down. The eyes of all in the synagogue were fixed on him. 21Then he began to say to them, “Today this scripture has been fulfilled in your hearing.” 16

This scripture has been referred to by some as a statement of Jesus’ mission. The scripture passage calls Jesus’ followers into the same types of behaviors and ministries. • What does it mean today to “bring good news to the poor”?

Or “let the oppressed go free”? Who are captive, blind, and oppressed today? (Teacher: Is this just spiritual, or is it physical today as well?) • What would it mean for that scripture to be “fulfilled” today? To understand Jesus’ mission, it is important to understand missio Dei (this is a Latin term meaning “God’s mission”). Write the phrase missio Dei where students can see it. Mission is not an activity of the church, but an attribute of God. God is a missionary God. The church engages in the mission of God. The church’s mission is a subset of a larger whole. That is, Community of Christ is part of God’s mission to the world and not the entirety of God’s work in the world. The 17 January 2010 Counsel to the Church confirmed this, reading from 2a, b: …the redemptive action of God in Christ—while uniquely and authoritatively expressed through the church—in not confined solely to the church. God’s grace, revealed in Jesus Christ, freely moves throughout creation, often beyond human perception, to achieve divine purposes in people’s lives. • How have you seen God working in the church? • How have you seen God working in the world beyond the church? Write these responses on a flip chart or use another way for everyone to see the responses.

Takes the learners from hearing to doing.

Write a Personal Mission Statement

A mission statement is a formal, short, written statement of the purpose of an organization, a company, or a person. The mission statement should guide actions, spell out an overall goal, provide a sense of direction, and guide decision-making. Many people write personal mission statements to center their work, ministry, and personal life. Mission statements also change over time—so help students to realize that while their purpose needs to be an overall direction for their life, they have the opportunity to evaluate their mission statement and change it in the future.

• What would it mean today to “proclaim release to the captives” and “recovery of sight to the blind”? – 31 –









Youth Ages 12-18

• What is your mission in life? Think beyond today, or even this year. Have students write personal mission statements. Provide pens or pencils and scrap paper for students to practice. If possible, provide a way students might type or write these onto a business card. Blank business cards are available at many office supply stores. • How might congregations integrate their religious life with economic activity? • What “things of value” might congregations produce to create revenue that supports God’s mission in the world?

Discerning God’s Mission in the World

Time of prayer, praise, blessing, and hope.

To celebrate the end of the class and to send students into the world for mission, have a worship service and include the Lord’s Supper. Communion will be rich blessing for the students. Ask each student to offer a prayer for their congregation and community. Include “Lord Jesus, of You I Will Sing,” #31 from Sing for Peace, as a closing hymn. If an evangelist is available, ask for a prayer of blessing to end the service. It would be helpful if the evangelist was familiar with the students. Encourage an evangelist to visit the class either regularly or periodically before the last session.

Using recent newspapers and magazines have students look for pictures and articles that they believe show God working in our world. Provide each student with scissors, poster board or heavy paper, and glue sticks. Have them cut out and attach the pictures and articles in a collage. Another choice is to have students work in groups to create the collages. This will save on the number of newspapers and magazines needed.

Helping People to Help Themselves

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















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Youth Ages 12-18

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

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

In response to Luke 4:16–21, • What does it mean today to “bring good news to the poor”? • What would it mean today to “proclaim release to the captives” and “recovery of sight to the blind”? Or “let the oppressed go free”? Who are captive, blind, and oppressed today? • What would it mean for that scripture to be “fulfilled” today?

In respond 17 January 2010 Counsel to the Church 2a, b • How have you seen God working in the church? • How have you seen God working in the world beyond the church?















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Youth Ages 12-18















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43 









 

Youth Ages 12-18

6

Teacher Preparation

Sharing as a Generous Disciple

Pray for guidance as you seek to offer this lesson to students. Read through the entire lesson and decide how best to tailor it to your students and the environment in which they are sharing. If you do everything in this lesson, you will need: • Several reproductions of the small copper coin (on this page). • Audio equipment and soft music to play. • Copies of the Bible and the Doctrine and Covenants for each student or each pair of students. • Download the video clip on generosity from Learning to Recognize God (Day 18) available from the Community of Christ website at: www. CofChrist.org/discernment/learning.asp. Print for each student a copy of the journal page associated with this video clip, available at the same website. • Paper, pens, and pencils for each student. • Copies of the “Tithing of Talent and Treasure in Community” handout, one for each student, found at the end of the lesson.

Teaching Points • God’s grace, especially as revealed in Jesus Christ, is generous and unconditional.

• Copies of “The Champagne Window” by the Rev. Dr. James P. Wind, found at the end of the lesson. One for each student or small group.

• Having received God’s generous grace, we respond generously, and graciously receive the generosity of others. • We offer all we are and have to God’s purposes as revealed in Jesus Christ. • We generously share our stories, resources, ministries, and sacraments according to our true capacity.

• Ask a Congregational or Mission Center Financial Officer who knows your students to share in a blessing at the end of your class. Study the scriptures for this lesson: Mark 12:41–43, Doctrine and Covenants 163:9.

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















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Youth Ages 12-18

Invites exploration and interaction

Activates background knowledge, prepares and motivates for lesson.

Scatter, on a table or places around the room, copies of the widow’s two small copper coins (copy from the previous page and cut out). In the time of Jesus, the copper coin was one of the smallest coins, of the least value. The coins were so common, that many are still available today from coin dealers. Have youth look at the “coins” and then gather them. Explain that two of these coins are worth less than one of the smallest coins we have. (Note to teacher: show an example of whatever the smallest coin is in the currency of your country). Yet in today’s story, this was the total fortune of one poor widow. Explain this session’s theme “Sharing as a Generous Disciple” and invite the students to sit in a close circle. Give each a half-sheet of paper and a pencil or pen, and tell them to write down how much money they have in their pockets, in savings and other accounts. Tell them this is for their eyes only; it will not be shared. After time for them to calculate their “personal wealth,” ask if they would be willing to give their entire “fortune” to God, to the work of the church. In today’s story, there was a poor woman who did. Pause, and ask one of the students to offer a prayer for courage to share generously.

In groups or as an entire class, read Mark 12:41–44 NRSV: He sat down opposite the treasury, and watched the crowd putting money into the treasury. Many rich people put in large sums. 42 A poor widow came and put in two small copper coins, which are worth a penny. 43 Then he called his disciples and said to them, “Truly I tell you, this poor widow has put in more than all those who are contributing to the treasury. 44 For all of them have contributed out of their abundance; but she out of her poverty has put in everything she had, all she had to live on.” 41

Spread the reproductions of the copper coin in the center of the circle. Say that it would take two of these to equal less than one of the smallest coins we have. (Note to teacher: use the smallest coin in the currency of your country). Even during the time of Jesus in Jerusalem, a copper coin was worth little. Discuss: Who did Jesus tell this story to? Why? • The widow gave all the money she had to live on. Think about how much money you have. What would it mean to you this week to give all of that up today? • Ask students to respond aloud to this question: What would you have to do without if you gave up all the money you had today? • What would compel you to give all that you had today? Community of Christ upholds nine Enduring Principles. One of those Enduring Principles is “Grace and Generosity.” God has given us so much, we realize that our response can never reach as high or go as far.















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Youth Ages 12-18

Continue by having the students read Doctrine and Covenants 163:9: Faithful disciples respond to an increasing awareness of the abundant generosity of God by sharing according to the desires of their hearts; not by commandment or constraint. Break free of the shackles of conventional culture that mainly promote self-serving interests. Give generously according to your true capacity. Eternal joy and peace await those who grow in the grace of generosity that flows from compassionate hearts without thought of return. Could it be otherwise in the domain of God, who eternally gives all for the sake of creation?

9

• Does the scripture command us to give a certain amount? What does it say instead? • What does it mean to give “according to your true capacity”? How do you discover your true capacity? For added understanding, go online at www. CofChrist.org/enduringprinciples/gracegenerosity.asp and www.CofChrist.org/D&C163/163-9_davis.asp. to read interpretations of “Grace and Generosity” by Presiding Evangelist David Brock and by R. Paul Davis, Counselor to the Presiding Bishopric.

Takes the learners from hearing to doing.

with the students the purpose of this object lesson is to see how the generous sharing of our individual talents and treasures combined with those of others can help our communities. Have groups present their ideas to the entire class.

Read and Respond to “The Champagne Window”

In small groups, have students read “The Champagne Window,” a reflection written by the Reverend Dr. James P. Wind, found at the end of this lesson. Have students answer the question at the end of the reflection: “Might there be merit in reconsidering the Dom Perignon Option?” • How might congregations integrate their religious life with economic activity? • What “things of value” might congregations produce to create revenue that supports God’s mission in the world?

Time of prayer, praise, blessing, and hope.

Choose a hymn to sing of generosity and giving. Invite the congregation’s or mission center’s financial officer to share a sending forth blessing. Ask students, if they choose to do so, to offer a statement of God’s grace to them and a commitment to respond generously to God.

Share Your Response

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

Tithing of Talent and Treasure in Community

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















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Youth Ages 12-18

  Tithing of Talent and Treasure in Community  

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

 

Talent

                    Treasure

                         

 

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

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

                                       Talent

                              Treasure

               

41 













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Youth Ages 12-18

Champagne Window by the Rev. Dr. James P. Wind, President of the Alban Institute Last summer, I stood in the nave of the Cathedral of Notre Dame de Reims, trying to take in the glory of one of France’s greatest buildings. Begun in 400 CE and rebuilt many times, the cathedral is one of France’s holiest sites and the place where most of the monarchs of France received their crowns. A Gothic masterpiece, the building is also a great symbol of the complex relationship that exists between communities of faith and their surrounding economies. Throughout the Middle Ages, this cathedral was both a sign and a product of the great wealth of the French kings. The building tells the Christian story in its great windows and carved stones. However, its sculpture, stained glass, and sacred treasures also make it clear who paid the bills. Only a feudal economy could have produced it. In World War I, another wealthy power, Germany, and a different economy brought the cathedral to its knees. Years later, an infusion of new wealth, this time from the Rockefellers, resurrected the building, replacing destroyed stained glass with windows designed by Marc Chagall and other contemporary artists. Now a new global tourist economy keeps the cathedral alive as sightseers buy tickets and souvenirs. As I strolled through the nave, one of the newer windows caught my eye. The Champagne window by Jacques Simon, completed in 1954, celebrates the local economy; its scenes of grapes and winepresses seem out of place next to all the kings and biblical figures. Its three lancets depict the hard work of making champagne.















If one looks closely enough, a Benedictine monk with a famous name, Dom Perignon, comes into view. This window, constructed to celebrate the champagne economy that now surrounds the cathedral and the city of Reims, also bears witness to a deeper and longer story. Beneath Reims and running right up to the cathedral and the neighboring abbey is a vast network of chalky tunnels. Along their many miles, millions of bottles of Dom Perignon, Veuve Clicquot, and Taittinger champagnes age. For centuries, countless monks like Dom Perignon scurried through the warren of tunnels, shuttling between their times of prayer and their daily work of fermenting the ripened grapes. Once upon a time, the window reminds us, and for a long time, communities of faith, like the great Order of St. Benedict, integrated work and prayer, money and faith, in a way of life that benefited many. Having walked the champagne cellars of Reims, I wonder if maybe congregations limit their options with a too simple “stewardship” mindset. The champagne window reminds us that once upon a time faith communities integrated their piety with surrounding economic activity. They did work that created things of value to human beings and produced revenue that supported still larger missions. Might there be merit in reconsidering the Dom Perignon option? The Reverend Dr. James P. Wind is president of the Alban Institute and a prominent voice in the wider conversation about the role of religion in America and the value of congregations. Reprinted with permission.

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Youth Ages 12-18