Stories of Our
World Family
A Two-Year
Curriculum
A World Religions Curriculum for Grades 1 - 6
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A curriculum written by Lori Allen
© 2004
Sessions also contributed by Cheryll Wallace
© 2004
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TABLE OF CONTENTS
Stories of Our World Family
Introduction
Booklist for Stories of Our World Family
Games and Icebreakers
I Am Unitarian Universalist
Christian/Judeo Heritage
Our Whole Lives (OWL)
Hinduism
Buddhism
Islam
African Tales
Women’s History
Earth Based Spirituality
Celebrating Ourselves
Social Action Sundays
Heifer Project
Birthday Bags
Everyone’s Birthday
Peace Garden
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Introduction
This curriculum is designed to be presented in a continuous two year loop. Each year you will present
the “I Am UU” sessions at the beginning of the year amd “Celebrating Ourselves” at the end of the
year. After that, you are free to pick and choose. Also, the Social Action Sundays are to be used each
year. A two year rotation might look like this:
Year One
 I Am UU
 Hinduism
 Buddhism
 Social Action Sundays – Heifer Project
 African Tales and Traditions
 Women’s History
 Social Action Sundays – Peace Garden
 Celebrating Ourselves
Year Two
 I Am UU
 Christian Judeo Heritage
 Social Action Sundays – Heifer Project
 Our Whole Lives
 Social Action Sundays – Peace Garden
 Earth Based Traditions
 Celebrating Ourselves
Religious Education can seem like a daunting task – how can we teach our children all that we would
like them to know about Unitarian Universalism AND the many other faith traditions that are practiced
by the people who share our planet? Well, we can’t. There is no way that in the years we have
children in our programs that we can accomplish this task. What we can do is expose them to some of
the stories, activities and traditions of the major world religions and hope that they catch a curiosity
that will keep them searching and learning as they grow in their Unitarian Universalist faith.
It is my hope that more than teaching our children about different religions, traditions and cultures; that
we will be able to teach them how to learn more about themselves and the people in their immediate
faith community. When we create opportunities for children and youth to experience their selves as an
important part of a greater whole, that is where the real meaning making begins. As an adult, think of
why you are in this particular community? Most often, adults are in fellowship communities for the
connections they have with other fellowship members. While it is true that children often come
because this is the community their family has chosen, whether they will return as adults is determined
by the types of connections and the feelings of being a contributing member as a child.
With that said, I now reveal to you what it true of this curriculum and any other you may use. The
curriculum is only a tool for creating ways to make connections between teachers and students,
students as peers, and teacher to teacher. That is – you are the curriculum. It is your enthusiasm for
being in this community, working with this population that is important. These stories, activities and
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ideas will help you to bring the group’s attention into focus each week. If you can think of an activity
that is more appealing or better suited for your spaces, by all means, do that. If there is something you
know about one of the religions or traditions that is not covered in this curriculum, skip one of these
lessons and use your ideas instead. Show your class how teaching them in an expression of your
Unitarian Universalist faith.
As you teach, be certain to have fun. This can easily be accomplished if you are always prepared.
Take time to look over the materials each week. If your fellowship has a paid RE staff person check
with them on a regular basis to see what they can do to help with supplies, etc. As well as being
physically prepared, come to each class emotionally prepared. Be in a state of mind where you are
glad to be spending time with your students. Don’t worry if you do not complete all the activities in
the lesson plan each week, sometimes ideas come up or topics surface that should be expanded on.
There is no final test for you or your students, it’s okay not to do everything in this curriculum. And
be prepared for the days when your class will breeze through an hour’s worth of activities in 20
minutes. Let the group help decide how they will spend the rest of the hour. Playing games, cleaning
the classroom, talking about current events, decorating the room or going outdoors and just hanging
out with classmates is never wasted time. Try not to feel like you are being graded or judged as a
teacher. You are a volunteer with diverse gifts to offer. Your fellowship community is grateful you
are willing to give of yourself to help the children in the fellowship community feel important and
included.
Finally, remember – you are the adult in the classroom. It is your job to be a well-differentiated adult
who cares about the students. You are interested in what they have to share, and you share on a level
that all your students will understand and be comfortable with. And as I tell first time teachers, don’t
take things personally. You will be happier and so will your students if you understand that you are
not trying to be their friend, but rather a mentor and role model.
Blessings to our friends in religious education –
Lori & Cheryll
A word about Children’s Fellowship – the leaders for Children’s Fellowship should not be classroom
teachers. Create a space and routine that the children can become familiar with. Invite the minister
and other fellowship leaders to lead Children’s Fellowship occasionally, or even just visit. Make
certain there is quality leadership for the musical aspect as well.
Book List for Stories of Our World Family Curriculum
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No.
1
1
1
1
1
1
4
1
Title
Anansi and the Talking Melon
Anansi Goes Fishing
Anansi, the Spider, a tale from the Ashanti
Brother Eagle, Sister Sky,
Buddha Stories
Celebrate! The Best Feasts and Festivals from Many Lands
From Long Ago and Many Lands
Global Art
1
1
1
1
2
1
1
2
1
1
Grandad's Prayers of the Earth
I am Buddhist (Religions of the World)
I am Hindu (Religions of the World)
I am Muslim (Religions of the World)
I Once Was a Monkey, Stories Buddha Told
If the World Were a Village
Little Krishna
Muslim Child
No Mirrors in My Nana's House
Prince Siddhartha, The Story of Buddha
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1
Sacred Myths, Stories of World Religions
Shambala Sun
1
1
Sisters of the Earth
Spinning Tales, Weaving Hope
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1
1
2
1
2
1
1
Still More Stories to Solve
Tales Alive!
The Kids' Multicultural Art Book
The Mountains of Tibet
The Night Has Ears, African Proverbs
The Qur'an
The Roses in My Carpet
The Sounds of India
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2
1
The Story of Religion
The Walking Stick
Zomo the Rabbit
Author
Kimmel, Eric A.
Kimmel, Eric A.
McDermott, Gerald
Jeffers, Susan
Demi
Jones, Lynda
Fahs, Sophia Lyon
Kohl, Mary Ann F.
Potter, Jean
Wood, Douglas
Quinn, Daniel P.
Aiyengar, Devi S.
Chalfonte, Jessica
Lee, Jeanne M.
Smith, David J.
Johari, Harish
Khan, Rukhsana
Barnwell, Ysaye M.
Landaw, Jonathan
Brooke, Janet
McFarland, Marilyn
July 2003 (Photo Copies
Included in Curriculum)
Anderson, Lorraine
Brody, Ed
Goldspinner, Jay
Green; Katie
Shannon, George
Milford, Susan
Terizan, Alexandra M.
Gerstein, Mordicai
Bryan, Ashley
Any
Khan, Rukhsana
Shankar, Ravi
(Music
CD)
Maestro, Betsy and Giulio
Trottier, Maxine
McDermott, Gerald
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Stories of Our
World Family
Games and Icebreakers
7
Stories of Our World Family
Games and Icebreakers
1) Friends and Neighbors
Create a circle with one less space to sit than there are players. One person starts in the middle
(a teacher should be the first person “it”) and is “it”. This person says something like, “everyone who
attended Sunday School at First Unitarian Fellowship last year.” Everyone who attended last year
would then get up and look for a new place to sit. The last person standing is now “it”. You can
prompt students with some of these ideas: *everyone who has a brother * everyone who likes math *
everyone who went on a long car trip this past summer * everyone who is wearing blue *Etc. The
teacher should intentionally become “it” after about 8-10 rounds. The last statement can be, “everyone
who knows all about the Hindu religion.” You probably won’t get any movers, so this is a good time
to say that today we’re going to begin learning about the Hindu religion.
2) Group Juggle
Have the children and adults stand in a circle. The teacher will explain the game. First
everyone goes around the circle and says their name. Tell the participants to listen closely – they’ll
need to know each other’s names to play this game. Next the teacher tosses a stuffed animal or beach
ball to a person as they call out their name. That person in turn calls out someone else’s name and
tosses the object to them. This continues until the object has been tossed to everyone. Repeat this
action in the same order one or two more times. Next time, add one or two more objects to toss. As
soon as the teacher says the person’s name they are tossing the object to, they immediately pick up
another object, say the same name and toss the object to them. See how many objects you can keep
tossing without people loosing track of where they are to toss the object. It’s okay to start over and
prompt! Make sure you have lots of space and no breakable objects in the room!
3) Group Mime
Have the children and teachers stand in a circle. The teacher starts by saying their name and
then doing an action, the sillier the better. Actions may be a hop, a silly noise, patting your tummy and
head, etc. The next person then says their name and does a silly action and then repeats the names and
actions of the persons who went before them. Prompting is okay in this game – there is a lot to
remember! The person who started, the teacher, ends the game by saying the names and repeating the
actions of everyone in the group.
When you’ve had enough fun with the ice breakers, invite the children to move to a circle on the floor
or the table and take a moment to be quiet and prepare for the next very important activity.
The Rules
During the first session, it is important to establish guidelines for how the people in your class will
interact with one another. Let the children offer suggestions for “rules”. Write these rules on either a
poster or large sheet of paper and post them in the room. Refer to them when needed throughout the
coming year. If the children don’t bring them up, you may want to suggest things like; 1) No put
downs; 2) One person speaks at a time; 3) Treat each other with respect; 4) Participate in the activities.
The children usually come up with plenty of rules. It’s okay to add to them anytime in the year that the
children agree their needs to be a new rule or an issue addressed.
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Stories of Our
World Family
I am Unitarian
Universalist
Session 1-4
9
Stories of Our World Family
Unitarian Universalism Session I
Children’s Gathering
Opening Song
Enter, Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)
To celebrate Unitarian Universalism. (hands in “U” shape)
This is the congregation of the open mind. (Cover face, open hands)
This is the congregation of the helping hands (hands out flat, open up)
This is the congregation of the loving heart. (Cross arms on chest)
Together we care for our Earth (arms in front of body in a circle)
And work for friendship and peace in our world. (reach out to hold hands with neighbor)
Story
Church Without Walls from the magazine UU and ME, December 2003. This story introduces us to
the concept that there are many ways to be connected to the Unitarian Universalist faith. The children
will be learning more about Unitarian Universalism in class today.
Closing Song
The Seven Principles Song
Oh, I believe in every person’s worth and dignity;
In justice and compassion, I believe in equity;
Acceptance of each other and encouragement to grow;
A free and open search for truth to find the way to go.
Affirm the right of conscience and affirm democracy;
The goal of world community with peace and liberty;
Respect the web of nature of which we are a part;
These are UU principles I hold close to my heart.
Dismiss to Classes
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Stories of Our World Family
Unitarian Universalism
Session I Grades 1-2
GETTING STARTED
Nametags – The first few sessions of the year, have materials available for the students to make
nametags. Have them leave their nametags in the classroom so they can find them and wear them each
week. As new students join your class, make certain that they have an opportunity to make a nametag
as well. Teachers should make nametags as well. Wearing nametags helps new students feel welcome
and helps them learn the names of their classmates. I like to make nametags out of tag board and yarn
and have the students wear them around their necks. You can have materials such as magazines,
markers, stickers, beads – whatever you have available to embellish the nametags with.
Bonding – It is important for all classes to bond as a group. This is most easily accomplished by
having fun together. Refer to the Games and Icebreakers section of this curriculum to choose ideas for
activities for the beginning of the first few sessions. It is important that the students engage in safe
activities the first few sessions they meet. These activities will help them learn more about their peers
and give them a chance to share themselves.
Instruction Begins
All Ages
Give each child a copy of the Unitarian Universalist Principles and Purposes/Six Sources. Read over
these with the class. Ask for the children’s opinions about these. What do they like about them? Is
there anything they would add? Do these seem like rules? Can you believe in Jesus and be a Unitarian
Universalist? (Yes) Can you not believe in Jesus and be a Unitarian Universalist? (Yes) Can you
believe anything you want if you’re a Unitarian Universalist? (No, you can’t believe that it’s okay to
treat people unkindly, or you can’t believe that it’s okay to pollute our earth, etc.)
Activity
Pass out an I am Unitarian Universalist booklet to each child. Have each child put their name on their
booklet. If the weather is nice, take a walk around the outside of the building. If weather prohibits
going outside, walk around the inside of the fellowship, quietly. Go back to your classroom and have
the children draw a picture of the fellowship, or their favorite place in the fellowship.
Activity 2
Allow the children who want to take time with their drawings to continue working on them. The
children who have finished can play the game “Friends and Neighbors”. This game helps us
understand the many ways we are all alike and yet different from each other.
 Place enough chairs in a circle for every participant but the “caller.” An adult will be the first
caller.
 The caller will ask a question or makes a statement. If you agree with that statement, you have
to switch places with someone else who agrees with the statement. For the first few statements,
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all the group is doing is switching places in the circle. There are always enough chairs for
everyone. The caller does not participate in switching places yet. Here are the first statements
that the adult caller should use:
o Find another seat if you:
 Believe that each person in the world is special.
 Believe that should treat all people like we want to be treated.
 Believe that it’s a good thing to learn new things.
 Believe that all people deserve to be happy.
 Believe that all persons should have a vote about things that concern them.
 Believe that we should all work together for a peaceful, fair and free world.
 Believe that we should care for our planet and all living things.
Now you can start expanding the game past the principles. This game becomes somewhat like musical
chairs. When the caller makes a statement, everyone who it applies to has to find another seat,
including the caller. There will be someone left with no chair. That person then becomes the caller.
Here are some suggestions for statements:

Find another seat if you:
o Like coming to RE classes on Sunday
o Are wearing blue
o Have a brother or sister
o Like spinach
o Like winter better than summer
When it is time to end the game, remind the children that this game shows us that we are all very much
alike. Now we know a bit more about our UU Friends and Neighbors.
Snack and Conversation
Gather the children in a circle or at the table. Pass their Unitarian Universalists booklets back to them.
As you are eating snack, have each child go around and tell a bit about their drawing. Collect the
booklets. They will be using these the next few sessions.
Materials Needed for Unitarian Universalism, Session I Grades 1-2
Unitarian Universalist Principles and Purposes/Six Sources
I Am Unitarian Universalist Booklets (One for each child)
Markers, Crayons, Pencils
White Paper
Scissors
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Stories of Our World Family
Unitarian Universalism
Session I Grades 3-4
GETTING STARTED
Nametags – The first few sessions of the year, have materials available for the students to make
nametags. Have them leave their nametags in the classroom so they can find them and wear them each
week. As new students join your class, make certain that they have an opportunity to make a nametag
as well. Teachers should make nametags as well. Wearing nametags helps new students feel welcome
and helps them learn the names of their classmates. I like to make nametags out of tag board and yarn
and have the students wear them around their necks. You can have materials such as magazines,
markers, stickers, beads – whatever you have available to embellish the nametags with.
Bonding – It is important for all classes to bond as a group. This is most easily accomplished by
having fun together. Refer to the Games and Icebreakers section of this curriculum to choose ideas for
activities for the beginning of the first few sessions. It is important that the students engage in safe
activities the first few sessions they meet. These activities will help them learn more about their peers
and give them a chance to share themselves.
Instruction Begins
Give each child a copy of the Unitarian Universalist Principles and Purposes/Six Sources. Read over
these with the class. Ask for the children’s opinions about these. What do they like about them? Is
there anything they would add? Do these seem like rules? Can you believe in Jesus and be a Unitarian
Universalist? (Yes) Can you not believe in Jesus and be a Unitarian Universalist? (Yes) Can you
believe anything you want if you’re a UU? (No, you can’t believe that it’s okay to treat people
unkindly, or you can’t believe that it’s okay to pollute our earth, etc.)
Activity
Pass out an I am Unitarian Universalist booklet to each child. Have them put their names on them.
Tell them that they will have an opportunity to do some of the activities in this book in the next few
weeks. Also explain that at the end of the Unitarian Universalist session they can take their booklets
home and have their parents help them complete the booklets. For right now, go to the part of the
booklet that explains how the Unitarian Universalist Association got its name and shows the Prairie
Star District map. Read this part together. Talk about the fact that there are Unitarian Universalists all
over the country and the world. Have them complete the activity under the Prairie Star District Map.
Activity 2
UU’s Around the World (From UU and Me, December 2003)
Pass out the UU’s Around the World handout to the children. Read the stories about Lea & Max,
Sarah, Marley and Arie. Have them do the “That’s UU All Over” activity and color the poster.
Snack and Conversation
Pass out the snacks. Have the children go around the circle and show their posters that they colored.
Ask the following questions: Did you know there were UU’s in other parts of the world? What do you
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think it would be like to be a UU and not have a fellowship to attend? What else would you like to
know about UU’s in other parts of the US and around the world? What can you do to feel connected to
UU’s all over? (Learn about Unitarian Universalism, participate in some of the same activities they
do, attend regional meetings with parents, etc.)
Materials Needed for Unitarian Universalism Session I Grades 3-4
Unitarian Universalist Principles and Purposes/Six Sources
I Am Unitarian Universalist Booklets (One for each child)
Markers, Crayons, Pencils
UU and Me December 2003
UUs Around the World from UU and Me December 2003
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Stories of Our World Family
Unitarian Universalism
Session I Grades 5-6
GETTING STARTED
Nametags – The first few sessions of the year, have materials available for the students to make
nametags. Have them leave their nametags in the classroom so they can find them and wear them each
week. As new students join your class, make certain that they have an opportunity to make a nametag
as well. Teachers should make nametags as well. Wearing nametags helps new students feel welcome
and helps them learn the names of their classmates. I like to make nametags out of tag board and yarn
and have the students wear them around their necks. You can have materials such as magazines,
markers, stickers, beads – whatever you have available to embellish the nametags with.
Bonding – It is important for all classes to bond as a group. This is most easily accomplished by
having fun together. Refer to the Games and Icebreakers section of this curriculum to choose ideas for
activities for the beginning of the first few sessions. It is important that the students engage in safe
activities the first few sessions they meet. These activities will help them learn more about their peers
and give them a chance to share themselves.
Instruction Begins
Give each child a copy of the Unitarian Universalist Principles and Purposes/Six Sources. Read over
these with the class. Ask for the children’s opinions about these. What do they like about them? Is
there anything they would add? Do these seem like rules? Can you believe in Jesus and be a Unitarian
Universalist? (Yes) Can you not believe in Jesus and be a Unitarian Universalist? (Yes) Can you
believe anything you want if you’re a Unitarian Universalist? (No, you can’t believe that it’s okay to
treat people unkindly, or you can’t believe that it’s okay to pollute our earth, etc.)
(Note – for this activity, make a hanging weaving loom in your room. Weave a small amount of fiber
in at the top for stability. Have a variety of “fibers” to weave into the loom. These fibers can be yarn,
rope, ribbon, fabric strips, wire, etc. Use your fingers to weave in additional fiber.
Activity
The Knot Game – Have everyone stand in a group or “knot”, close enough to touch one another. Have
them close their eyes, reach out, and grasp the hands of two other people. As the leader, make sure
that no one has both hands of the same person. Ask them to open their eyes but keep holding hands.
Now, slowly, without releasing hands, untwist the “knot.” It will turn out to be a circle with some
people facing the inside and some the outside.
Point out that the knot game is a sort of human knitting or weaving. Each person was like a thread,
and when we connected our hands and carefully intertwined, we made a circle. What would have
happened if someone would have let go of hands? Or refused to hold hands?
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Today we are going to create a weaving that shows the diversity of our class. We will weave our
stories and ideals and ethics into this weaving. We will use yarn, fabric and other object to symbolize
diversity in our weaving.
Divide into small groups of 3-4 students. Have them make a list of the important life events and values
they want to weave into the fabric. Give them hints about using symbolism. Green and brown
materials could represent the trees that make our fellowship property so beautiful. Blue could
represent the sky that covers the whole earth. They can also do individual things – pink could
symbolize the color of their first bicycle, yellow could symbolize their favorite shirt, etc. Give the
groups 5-7 minutes to make a list of the possible things they will weave into the fabric.
Re-gather the group. As the leader, choose one piece of fiber from the assembled pile of fibers and
weave it onto the loom. As you are weaving it, tell the children what it symbolizes for you. Ask for
students to volunteer to come up and weave their fibers into the fabric, sharing what it symbolizes.
Make sure each student gets at least one chance to put a fiber in the weaving.
Snack and Conversation
Pass out an I am Unitarian Universalist booklet to each child. Have them put their names on them.
Tell them that they will have an opportunity to do some of the activities in this book in the next few
weeks. Also explain that at the end of this unit, they can take their booklets home and have their
parents help them complete the booklets. For right now, go to the part of the booklet that explains the
Principles and Purposes. Have them complete the activity of re-writing them if you have time.
Materials Needed for Unitarian Universalism Session I Grades 5-6
Unitarian Universalist Principles and Purposes/Six Sources
I Am Unitarian Universalist Booklets (One for each child)
Pencils
Weaving Loom
Fiber and materials for weaving
To make a simple loom, follow these instructions:
Materials
2 medium size wood dowels 36” long
(You may also use two similar size strong tree branches approximately 36” long)
Strong yarn or twine
Hang one piece of wood from the wall, the ceiling, or a strong easel. Cut 35-40 pieces of yarn or twine
40-50 inches long. Fasten these pieces to the wood using a “u knot”. When all yarn or twine is
attached to the first piece of wood, attach the second piece of wood by tying it to the loose ends of
yarn. Complete these phases of the project before class starts.
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Stories of Our World Family
Unitarian Universalism
Session II
Children’s Fellowship
Opening Song
Enter, Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)
To celebrate Unitarian Universalism. (hands in “U” shape)
This is the fellowship of the open mind. (Cover face, open hands)
This is the fellowship of the helping hands (hands out flat, open up)
This is the fellowship of the loving heart. (Cross arms on chest)
Together we care for our Earth (arms in front of body in a circle)
And work for friendship and peace in our world. (reach out to hold hands with neighbor)
Focus
Today we will be learning about ways that UUs care about each other and people in our larger
community. These are some of the ways that people in our fellowship help people in our community.
Tell about social action projects in your fellowship. Some examples may be Habitat for Humanity, a
food pantry, etc.
What are some other ways we help people in our fellowship family and in our community? (If kids
have trouble thinking of things, remind them of your Caring Committee that ministers to the sick and
shut-ins at fellowship, plus any other projects that haven’t been mentioned. After the discussion move
to Joys and Concerns.
Joys and Concerns
Share with us a joy or concern in your life, or something you’ve done or would like to do to help other
people.
Closing Song
The Seven Principles Song
Oh, I believe in every person’s worth and dignity;
In justice and compassion, I believe in equity;
Acceptance of each other and encouragement to grow;
A free and open search for truth to find the way to go.
Affirm the right of conscience and affirm democracy;
The goal of world community with peace and liberty;
Respect the web of nature of which we are a part;
These are UU principles I hold close to my heart.
Dismiss to Classes
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Stories of Our World Family
Unitarian Universalism
Session II Grades 1-2
Classroom Instruction
Grades 1-2, and Grades 3-4
Pass out the I am Unitarian Universalist booklet to the children. They should have left their booklet in
the classroom last week. Pass out a booklet to any children who were not in class last week. Have
them write their names on their booklet.
Activity 1
Have the children go to the last page of their booklet. Read over, or tell the children about the UUSC
(Unitarian Universalist Service Committee). Explain that they do things to help people all over the
world. Our fellowship used to have a UUSC committee, but we don’t right now. We still do helpful
things for people in our fellowship and community.
Today we are going to remind the people of our fellowship how they can help people in our
community. We are going to make pictures with notes on them. These notes will remind people to
bring items for us to give to babies and toddlers whose families use our local food pantry. Next week,
we want people to bring items that babies need. This can be diapers, formula, baby food, graham
crackers, juice. It can also be things like baby shampoo, lotion, or soap. People can even bring
clothing for babies.
Draw pictures of these items and either write or ask your teachers to write on the pictures – Food
Pantry Items Bring these next week! – Baby Food and Items – Don’t Forget! Each student can make
2-3 pictures. Post these pictures around the fellowship on the walls, doors, and bulletin boards. Don’t
forget to put a few where parents will see them. Encourage the children to ask their family to bring
items next week.
Activity 2
When you get back to your room have the children sit around the tables or in a circle. Ask them to
listen to a story about a Unitarian Universalist who helps other people, but who also knows that it’s
important to take care of ourselves. Read the information about Robert Fulghum in the I am Unitarian
Universalist booklet. Read the list of things that Mr. Fulghum thinks it’s important for us all to do.
Ask the children if they remember learning these rules in kindergarten? Ask them if they follow these
rules. Ask what other rules they might include for taking good care of one self. Ask each child to
make their own poster to take home that has their rules about living. These rules don’t necessarily
have to be things they learned in kindergarten. They can be things their parents or grandparents or
siblings have taught them. These things may include:
Eat healthy food most of the time.
Spend a little time outdoors each day
Don’t watch too much TV
Read every day.
Help someone when they’re not expecting.
Sleep when you are tired.
That sort of thing . . . . . .
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Snack and Conversation
When most of the children are done with their posters, pass out the snack. As they are eating, ask them
what they learned about Unitarian Universalism today? (Unitarian Universalists think it is important to
be helpful to our fellowship family, people in our community and ourselves.) Which principles tell us
to help each other and ourselves? (1,2,6,7 – however, there are no wrong answers here. Refer to the
principles and purposes handouts or the poster on your wall.)
Materials Needed for Unitarian Universalism Session II Grades 1-2
Unitarian Universalist Principles and Purposes/Six Sources
I Am Unitarian Universalist Booklets (One for each child)
Markers, Crayons, Pencils
Paper for Food Pantry Reminders and Rules for Living
Masking Tape
(Teachers will need to coordinate with the RE Committee or their Social Action Committee to get
donations from the fellowship members to the local food pantry. If your fellowship does not have a
regular contribution collection location, your class will have to make a location for people to bring
their donations in the following week.)
1
9
Stories of Our World Family
Unitarian Universalism
Session II Grades 3-4
Classroom Instruction
Grades 1-2, and Grades 3-4
Pass out the I am Unitarian Universalist booklet to the children. They should have left their booklet in
the classroom last week. Pass out a booklet to any children who were not in class last week. Have
them write their names on their booklet
Activity
Go to the section in the I am Unitarian Universalist booklet that tells about James Reeb. Read to the
children, or have them help read the story of James Reeb’s life. Initiate a conversation about the fact
that not all people have had the privilege to vote. Black people were not allowed to vote until after the
Civil War, and then they were not encouraged to vote. Sometimes people would threaten them and tell
them they couldn’t vote.
Black people are not the only group of people who have not been able to vote in the past. Women
could not vote until about 100 years ago. And before that, there was a time when only people who
owned land could vote. Over time, we have come to realize that all people should be allowed to vote
in matters that will affect them. That is what our 5th Unitarian Universalist Principle states. Not
everyone who can vote does, however.
Why do you think some people choose not to vote? (No wrong answers here. Most often it’s because
they think voting will not make a difference in their life, or they don’t know enough about what is
being voted on or what the issues are or who is running for office. If everyone votes, then it does make
a difference in each person’s life. Voting is a good way to make our wishes and values known.)
Read Voting is Power in the I am Unitarian Universalist Booklet. Today we are going to hold a “mini
election” at our fellowship. We are going to make ballots that reflect the choices in our election.
Choose a topic for the class to vote on- Coffee or tea for adult social hour, thermostat set at 65 or 70 in
the winter, any issue will do. (DO NOT have the students take a vote on an issue that is real emotional
or controversial in your congregation right now) If this is a year with a national presidential election,
use that as your topic.
Have the children create a ballot. See the example of the one on the following page. You can make
photocopies on the copier up in the fellowship office. Get as many ballots on each sheet to conserve
paper. Make posters that encourage people to vote. Indicate this is a project for your class. You can
make posters to put up on the doors so people will see them as they are leaving, or just make posters
for your voting table.
2
0
Democrat
Republican
Other
___ Barack Obama
___ John McCain
___ __________________
(Write in name above)
Democrat
Republican
Other
___ Barack Obama
___ John McCain
___ __________________
(Write in name above)
Democrat
Republican
Other
___ Barack Obama
___ John McCain
___ __________________
(Write in name above)
Democrat
Republican
Other
___ Barack Obama
___ John McCain
___ __________________
(Write in name above)
Democrat
Republican
Other
___ Barack Obama
___ John McCain
___ __________________
(Write in name above)
Snack
While the copies are being made, pass out the snacks. Ask the children to share their thoughts on any
current political happenings. Tell them when the next United States President will be elected. Ask if
they think the current president is doing what presidents are supposed to do. Who else would be a
good president?
Don’t try to correct any misconceptions about any particular person – that’s the nature of politics. If
you have time, share who you plan to vote for in the next presidential election and why. Tell your
point of view, but don’t defend or take personally any comments the students may make about your
choice – this is, after all a democracy! And we can set a good example of talking about politics in a
calm, matter-of-fact way.
Voting Activity
About 20 minutes before class ends, have the children move quietly to the area where the vote will
take place. Put out the ballots and pens or pencils. Have 2 children sit at the table and hand out and
collect ballots. Use a box or envelope for the completed ballots. Have the rest of the children and
teachers mingle amongst the people at fellowship and encourage them to vote. For this election, you
can choose to have anyone of any age vote or you can only allow those 18 and older to vote – let the
children vote to determine who gets to vote! At the end of class, take the ballots back to your room.
Let the children know that you will count ballots first thing next Sunday.
Materials Needed for Unitarian Universalism, Session II Grades 3-4
I Am Unitarian Universalist Booklets (One for each child)
Ballots
Materials to make posters (Tag board, markers, crayons)
Pens and pencils for voting
A box or envelope for collecting ballots.
Stories of Our World Family
Unitarian Universalism
Session II Grades 5-6
Activity
Ask members of the Social Action Group to visit your class today. Have them share info about a
project(s) they are working on. Ask them to come up with an activity for the class to do. Turn the
class over to your visitors, but stay to support them.
Snack and Conversation
Invite the visitors to stay for snack. Ask the children what principle the Social Action Group’s project
might represent. (1,2,3,5,6,7) Ask how each of these principles relates to the project. Invite the
visitors to share their views. Go around the circle and ask them how getting to know what’s really
important to others might improve their own lives. Ask them if they would like to be involved in the
project they learned about today- Why or why not.
If things should happen to not take the entire hour, move on to talk about the 5th Principle, voting. Pass
out the I am Unitarian Universalist booklets and do the following:
Go to the section in the I am Unitarian Universalist booklet that tells about James Reeb. Read to the
children, or have them help read the story of James Reeb’s life. Initiate a conversation about the fact
that not all people have had the privilege to vote. Black people were not allowed to vote until after the
Civil War, and then they were not encouraged to vote. Sometimes people would threaten them and tell
them they couldn’t vote.
Black people are not the only group of people who have not been able to vote in the past. Women
could not vote until about 100 years ago. And before that, there was a time when only people who
owned land could vote. Over time, we have come to realize that all people should be allowed to vote
in matters that will affect them. That is what our 5th Unitarian Universalist Principle states. Not
everyone who can vote does, however. Why do you think some people choose not to vote? (No
wrong answers here. Most often it’s because they think voting will not make a difference in their life,
or they don’t know enough about what is being voted on or what the issues are or who is running for
office. If everyone votes, then it does make a difference in each person’s life. Voting is a good way to
make our wishes and values known.)
Read Voting is Power in the I am Unitarian Universalist booklet. Today the 3-4 grades are going to be
holding an election after fellowship. Encourage the students to go up and see if they can vote – the 3rd4th graders are going to vote on who can vote! Or, hold an election in just your class. Who would the
students vote for president if the election were held tomorrow?
Materials Needed for Unitarian Universalism, Session II Grades 5-6
I Am Unitarian Universalist Booklets (One for each child)
Visitors from the fellowship’s Social Action Group
Stories of Our World Family
Unitarian Universalism
Session III
Children’s Fellowship
(Have some pennies and a couple magnifying glasses available for children when they are waiting for
Children’s Fellowship to start. Tell them they’ll learn more about the designs on the penny in
Children’s Fellowship today.)
Opening Song
Enter, Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)
To celebrate Unitarian Universalism. (hands in “U” shape)
This is the fellowship of the open mind. (Cover face, open hands)
This is the fellowship of the helping hands (hands out flat, open up)
This is the fellowship of the loving heart. (Cross arms on chest)
Together we care for our Earth (arms in front of body in a circle)
And work for friendship and peace in our world. (reach out to hold hands with neighbor)
Story/Focus
Unitarian Universalist History
Today we are going to hear a story about a Unitarian Universalist who lived a long time ago. Just like
many other Unitarian Universalist of the past and today, he lived his dream. How many of you know
what you want to do when you get older? How do you know what you want to do? What have you
done to explore what you want to do? Do you think you’ll change you’re mind? Well, today we’re
going to hear a story about a person who liked to look at things. Lets listen and see what became of
him – here is the story about Daniel Chester French.
(READ DANIEL CHESTER FRENCH from the Stream of Living Souls.)
Joys and Concerns
Ask anyone who wants to share a joy or concern, or have them share what they want to do when they
get older.
Closing Song
The Seven Principles Song
Oh, I believe in every person’s worth and dignity;
In justice and compassion, I believe in equity;
Acceptance of each other and encouragement to grow;
A free and open search for truth to find the way to go.
Affirm the right of conscience and affirm democracy;
The goal of world community with peace and liberty;
Respect the web of nature of which we are a part;
These are Unitarian Universalist principles I hold close to my heart.
Dismiss to Classes
Stories of Our World Family
Unitarian Universalism
Session III Grades 1-2
Today we are all going to learn about Unitarian Universalists who lived their dreams. You don’t have
to be famous to make a difference in the world. The best thing we can do as Unitarian Universalists is
to live the dreams we have, working with other people to make the world a more peaceful, free, and
beautiful place.
Story and Focus
Today you will learn about Beatrix Potter, an author and illustrator of children’s books. Read the short
bio of Beatrix from A Stream of Living Souls. Ask the children if they’ve ever had a time when they
were bored or lonely and created imaginary stories. Did they tell these stories to anyone else? Did
they write them down or draw pictures of them? Who were the characters in the stories you imagined
– people, animals or other characters?
Choose one or two of the Beatrix Potter books to read to the children. (Be sure to read Peter Rabbit
as one of the stories as they’ll be re-telling that story later.) Ask them if they think the animals in
Beatrix’s stories act like the animals they see outside? Do they think animals belong to families like in
Beatrix’s stories? Why or why not? It’s fun to use our imagination. That’s what Beatrix Potter did,
she used her imagination when she was bored and lonely. The stories of her imagination have cheered
up many children and adults over the past 100 years.
Activity
Today we are going to use our imaginations to re-tell the story of Peter Rabbit. We’ll make puppets
for our characters and then we’ll act out the story.
Divide the children into groups of 4-5 students. Hand out one set of characters from Peter Rabbit to
each group to color. When the pictures are colored, tape or paste them onto a wooden craft stick. This
is just a quick coloring job. Let the children know that they will have their own set of Peter Rabbit
characters to take home and color.
They can then re-tell the story to their families. Have each group act out the story following the story
line from Beatrix Potter. After you have done this once or twice, have them brainstorm different
scenarios for the story. Allow them to take turns, in their groups, acting out the stories.
Snack and Conversation
Beatrix Potter used her imagination when writing and illustrating her books about animals. What UU
Principle do you think that using your imagination is a part of? (No wrong answers, but 3 seems
logical. Beatrix kept on learning and became better at what she did.) What can you do to keep on
learning BESIDES going to school? (Read books at home, play games, draw, paint, or sculpt with
clay, learn to cook or bake, write stories, act out your stories, etc.)
Ask each child how they’re going to use their imagination during the week. Thank each child for
coming to class.
Materials Needed for Unitarian Universalism, Session III Grades 1-2
Peter Rabbit Picture Puppet Handouts (One for each small group and one for each child.)
Wooden craft sticks
Tape or glue sticks
Crayons and Markers
Beatrix Potter Books
Stream of Living Souls Book
Stories of Our World Family
Unitarian Universalism
Session III Grades 3-4
Today we are all going to learn about Unitarian Universalists who lived their dreams. You don’t have
to be famous to make a difference in the world. The best thing we can do as Unitarian Universalists is
to live the dreams we have, working with other people to make the world a more peaceful, free, and
beautiful place.
Review
Last week we learned about James Reeb, a UU minister who thought it was important for every
person to have a vote in matters that concerned them. He lost his life expressing how important
he thought is was for all people to be registered to vote. Hand out the “I am Unitarian
Universalist” booklets and briefly review the story about James Reeb.
Activity
Bring out the “ballot box” from last weeks election. Have the students tally the votes on the ballots.
Using either flip chart paper or poster board, have the children create posters that give the election
results. They might look something like this:
Our Church Election Results
Date_________
Fill in the results
of last week’s election
Place the posters around the fellowship where people will be able to see them after the Fellowship
Service. Remind them to work quietly when they post the results.
Vote For Me Project
Ask the students how they feel about the voting. Do they think most of the members of this fellowship
participated in the voting? Why or why not? What would they do if they were running for president to
get more people to vote? What would be their plan for education be if they were running for
president? What would be their plan for helping poor people if they were president? For helping the
elderly? For helping sick people? Have each student imagine they are running for president of the
United States. Have them make a poster that tells about what they are going to do and why people
should vote for them. When they are finished, tell them they will be taking their posters home.
Snack and Conversation
While eating snack, allow each student to explain a bit about their campaign posters to the rest of the
class. Thank each child for sharing. Encourage them to take the posters home and share their ideas
with their families.
Materials Needed for Unitarian Universalism Session III Grades 3-4
I am Unitarian Universalist booklet
Easel and easel wipe off markers
Ballots from last session’s voting
Flip chart paper
Tape
Markers
Paper for “Vote for Me” posters
Stories of Our World Family
Unitarian Universalism
Session III Grades 5-6
Today we are all going to learn about Unitarian Universalist who lived their dreams. You don’t have
to be famous to make a difference in the world. The best thing we can do as Unitarian Univesalists is
to live the dreams we have, working with other people to make the world a more peaceful, free, and
beautiful place.
Story/Focus
Today we are going to learn about a young girl who acted on her concerns about the safety and
freedom of all people in the world. Her name was Samantha Reed Smith. When Samantha was 10
years old, she was concerned about all the talk of war and world domination that she heard on the news
and from her friends. Here’s some information about Samantha. (Give each child a handout on
Samantha Reed Smith.
Have the children listen to you read, or have them take turns reading the handout. Did you know that
Samantha was a Unitarian Universalist? She attended the Unitarian Universalist Fellowship in
Manchester, Maine. What UU Principles was Samantha acting on when she wrote her letter to Soviet
President Yuri Andropov? (No wrong answers here, these actions could be tied to all of the
principles.) Are you surprised that the President of the Soviet Union responded to a letter written to
him by a 10 year old schoolgirl? Why or why not? Do you think most leaders listen to children? Do
you think most adults listen to children? Why or why not?
Ask the students if they have ever written a letter to an elected official about their concerns regarding
peace and freedom or any other issue? If so, who did they write to and what did they write about? If
not, what might they write about and who would they send their letters to? What else, or who else
could they write to, other than elected officials to suggest changes for a more peaceful and free world?
(Newspapers, other world leaders, people in the news, etc.)
Activity
Hand out the list of local, state, and federal elected officials to the students. Create this list by going to
mygovernment.com before class. Make a copy of the officials for each student to take home. Ask
them to choose one or more person to write a letter to. They don’t necessarily have to write a letter of
concern, they could also write a letter of appreciation for a job well done. They could also write a
letter to the local newspaper about an issue they’d like area residents to know about. They could also
choose to write a letter as a class for this project. Let the students choose if they’d like to use
fellowship stationery or plain paper to write their letters on. Be sure they include their return addresses
if they use plain paper so that they can get a response to their letter. Have the students brainstorm
topics to write about and who to send the letters to. Do this using the easel or blackboard. You could
use a grid like this:
Topic
President
of USA
War
Building a
new or
cleaning a
local park
More
funding
for public
schools
Other
topic
XX
Other
world
Leaders
XX
Local/City
Government
US Congress
or US House
of Rep.
XX
XX
XX
XX
State Congress
or State House
of Rep.
XX
XX
XX
Students should address their envelopes to who they want them to go to. Make arrangements for the
letters to be mailed during the week. Students who finish letter writing early, or who choose not to,
can work on activities in their I am Unitarian Universalist booklet.
Snack and Conversation
Have the children read their letters aloud to the rest of the class. Ask them if there is a Unitarian
Universalist Principle that they can match to the main idea in their letter. Thank each student for
attending.
Materials Needed for Unitarian Universalism Session III Grades 5-6
I am Unitarian Universalist booklet
Easel and easel wipe off markers
Stationery and envelopes for letter writing
Pens
Samantha Reed Smith Handouts
Samantha Reed Smith (June 29, 1972 - August 25, 1985) was an American schoolgirl from
Manchester, Maine. In 1983, at age 10, she wrote a letter to Soviet President Yuri Andropov, asking
why the Soviet Union wanted to conquer the world:
Dear Mr. Andropov,
My name is Samantha Smith. I am ten years old. Congratulations on your new job. I have been
worrying about Russia and the United States getting into a nuclear war. Are you going to vote
to have a war or not? If you aren't please tell me how you are going to help to not have a war.
This question you do not have to answer, but I would like to know why you want to conquer the
world or at least our country. God made the world for us to live together in peace and not to
fight.
Sincerely,
Samantha Smith
Her letter was published in the Soviet newspaper Pravda and within a few weeks, she received a
response from Andropov on April 25:
Samantha Smith Manchester, Maine USA
Dear Samantha, I received your letter, which is like many others that have reached me
recently from your country and from other countries around the world.
It seems to me - I can tell by your letter - that you are a courageous and honest girl,
resembling Becky, the friend of Tom Sawyer in the famous book of your compatriot Mark
Twain. This book is well known and loved in our country by all boys and girls.
You write that you are anxious about whether there will be a nuclear war between our two
countries. And you ask are we doing anything so that war will not break out.
Your question is the most important of those that every thinking man can pose. I will reply to
you seriously and honestly.
Yes, Samantha, we in the Soviet Union are trying to do everything so that there will not be war
on earth. This is what every Soviet man wants. This is what the great founder of our state,
Vladimir Lenin, taught us.
Soviet people well know what a terrible thing war is. Forty-two years ago, Nazi Germany,
which strived for supremacy over the whole world, attacked our country, burned and destroyed
many thousands of our towns and villages, killed millions of Soviet men, women and children.
In that war, which ended with our victory, we were in alliance with the United States: together
we fought for the liberation of many people from the Nazi invaders. I hope that you known
about this from your history lessons in school. And today we want very much to live in peace,
to trade and cooperate with all our neighbors on this earth - with those far away and those
near by. And certainly with such a great country as the United States of America.
In America and in our country there are nuclear weapons - terrible weapons that can kill
millions of people in an instant. But we do not want them to be ever used. That's precisely why
the Soviet Union solemnly declared throughout the entire world that never - never - will it use
nuclear weapons first against any country. In general we propose to discontinue further
production of them and to proceed to the abolition of all the stockpiles on earth.
It seems to me that this is a sufficient answer to your second question: “Why do you want to
wage war against the whole world or at least the United States?” We want nothing of the kind.
No one in our country - neither workers, peasants, writers nor doctors, neither grown-ups nor
children, nor members of the government - want either a big or “little” war.
We want peace - there is something that we are occupied with: growing wheat, building and
inventing, writing books and flying into space. We want peace for ourselves and for all peoples
of the planet. For our children and for you, Samantha.
I invite you, if your parents will let you, to come to our country, the best time being this
summer. You will find out about our country, meet with your contemporaries, visit an
international children's camp - “Artek” - on the sea. And see for yourself: in the Soviet Union
- everyone is for peace and friendship among peoples.
Thank you for your letter. I wish you all the best in your young life.
Y. Andropov
A media circus ensued, with Smith being interviewed by Ted Koppel and Johnny Carson, among
others. On July 7, 1983, Smith flew to Moscow, accepting Andropov's invitation, spending two weeks
as a guest.
Smith became a social activist, hosting a children's special in 1984 for Disney about politics and
meeting with the prime minister of Japan. She wrote a book called Journey to the Soviet Union and
became an actress, co-starring in a TV series called Lime Street. On a return flight from filming a
segment for Lime Street in the summer of 1985, Smith's plane crashed, killing her, her father Arthur,
and five other passengers and the crew.
Vladimir Kulagir of the Soviet embassy in Washington spoke at Smith's funeral, and the Soviet Union
issued a commemorative stamp with her picture in her memory.
Her mother, Jane Smith, founded the Samantha Smith Foundation, which fostered student exchanges
between the United States and the former Soviet Union.
Stories of Our World Family
Unitarian Universalism
Session IV
Children’s Fellowship (Children’s Fellowship Leaders – Today the children will be coming
back to the Children’s Fellowship area for snacks and to share their chalice creations. Please have
snacks and juice ready for them when they come in)
Opening Song
Enter, Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)To celebrate Unitarian Universalism. (hands in “U” shape)This is the
fellowship of the open mind. (Cover face, open hands)This is the fellowship of the helping hands
(hands out flat, open up)This is the fellowship of the loving heart. (Cross arms on chest)Together we
care for our Earth (arms in front of body in a circle)And work for friendship and peace in our world.
(reach out to hold hands with neighbor)
Story/Focus
The UU Chalice
Every Sunday we light a chalice as we start Children’s Fellowship. In the Adult Sunday Service, a
chalice is also lit each Sunday. Today you’re going to learn more about the history of the Unitarian
Universalist chalice in your classes. You’re all going to make a chalice of one sort or another to take
home with you today.
What are chalices made out of? (No wrong answers here.) That’s right, they can be made from
anything – a bowl, a flower pot, a candle holder. Sometimes the children in Preschool have a chalice
that’s made out of felt. When they “light the chalice”, they put a red felt flame on top of a blue felt
chalice shape. Did you know you can even make a chalice out of people?
That’s what we’re going to do today, make a people chalice. The flame is 1-3 children standing in the
center of the other students with their arms up and waving gently like a flickering flame. The chalice
is the rest of the children circled around the flame. They can be standing up, squatting down, lying
down or bending over. They all need to be close together so the bottom of the flame is all covered.
Have the children take turns being the flame. Or, you can assign groups of 4-5 children to create their
own chalice design.
Joys and Concerns
Ask anyone who wants to share a joy or concern to come forward, or have them stand up and make
their own chalice shape. Light a candle for each joy or concern or chalice shape.
Closing Song
The Seven Principles Song
Oh, I believe in every person’s worth and dignity;
In justice and compassion, I believe in equity;
Acceptance of each other and encouragement to grow;
A free and open search for truth to find the way to go.
Affirm the right of conscience and affirm democracy;
The goal of world community with peace and liberty;
Respect the web of nature of which we are a part;These are UU principles I hold close to my heart.
Dismiss to Classes
Stories of Our World Family
Unitarian Universalism
Session IV Grades 1-2
Classroom Instruction
All Ages
Today we are all going to learn about and create our own chalice. First learn more about the chalice,
then we’ll make our own. Hand out the Flaming Chalice Information Sheet from the “UU Kids Book”.
You can also read about the Flaming Chalice in the “I am Unitarian Universalist” booklet.
Activity
Follow the instructions for the Felt Flaming Chalice Banner in the Flaming Chalice Handout. Give
each child a 8” x 10” piece of felt for the banner background. Let each child select a color of felt for
their chalice and a color for the flame. Help them trace around the chalice and flame patterns on the
felt. Have them cut the chalice and flames out. Using fabric glue, have them glue the chalice and
flame to their banner. They can glue sequins or beads onto their chalice or flames for embellishment if
desired. Remind them to put their names on the front or back of the banner. Use a drinking straw
instead of a wood dowel for a hanger. Attach yarn to the straw so the banner can be hung. (See
directions.)
If you finish with your banners quickly, pass out the I am Unitarian Universalist booklet to each
student. Work together to complete a part of this booklet. If you don’t have time for the booklets,
remember to send them home with student this week. They can ask their families to help them
complete the unfinished portions of the books.
Snack and Sharing
Fifteen minutes before class ends, have your students take their chalice banners to the Children’s
Fellowship area to show the other students. There will be snacks waiting for them there. Tell them to
look at the chalice art that the other students will be bringing with them. As parents come to pick up
their children, remind them to get their belongings, including their I am Unitarian Universalist
booklets from their classrooms.
Materials Needed for Unitarian Universalism Session IV Grades 1-2
I am Unitarian Universalist booklet
Felt pieces for banners
Smaller felt pieces for chalice and flames
Pattern pieces
Sequins, beads, etc
Glue
Drinking Straws and Yarn for Banner Hangers
The UU Kids Book page 145
Stories of Our World Family
Unitarian Universalism
Session IV Grades 3-4
Classroom Instruction
All Ages
Today we are all going to learn about and create our own chalice. First learn more about the chalice,
then we’ll make our own. Hand out the Flaming Chalice Information Sheet from the UU Kids Book.
You can also read about the Flaming Chalice in the “I am Unitarian Universalist” booklet.
Activity
Make an example of a “stained glass” chalice using construction paper and tissue paper. Tell them
they can either use one of the chalice patterns, or they can make their own design. Follow the
instructions for the Sun Catcher Chalices in UU and Me, June 2002, page 2.
If you finish with your suncatchers quickly, pass out the I am Unitarian Universalist booklet to each
student. Work together to complete a part of this booklet. If you don’t have time for the booklets,
remember to send them home with student this week. They can ask their families to help them
complete the unfinished portions of the books.
Snack and Sharing
15 minutes before class ends, have your students take their chalice suncatchers to the Children’s
Fellowship area to show the other students. There will be snacks waiting for them there. Tell them to
look at the chalice art that the other students will be bringing to the Children’s Fellowship area. As
parents come to pick up their children, remind them to get their belongings, including their I am
Unitarian Universalist booklets from their classrooms.
Materials Needed for Unitarian Universalism Session IV Grades 3-4
UU and Me, June 2002 (Check the fellowship of the Larger Fellowship website at uaa.org/cif)
I am Unitarian Universalist booklet
Chalice patterns
Black construction paper
Colored tissue paper
Glue sticks
Yarn or thread for hanging
Stories of Our World Family
Unitarian Universalism
Session IV Grades 5-6
Classroom Instruction
All Ages
Today we are all going to learn about and create our own chalice. First learn more about the chalice,
then we’ll make our own. Hand out the Flaming Chalice Information Sheet from the UU Kids Book.
You can also read about the Flaming Chalice in the I am Unitarian Universalist booklet.
Activity
Follow the directions for the Flaming Chalice Banner using Yarn Stitches in The UU Kids Book, page
146. Students can glue on or sew on beads or sequins to embellish their banners. Use drinking straws
rather than wood dowels for banner hangers.
If you finish with your banners quickly, pass out the I am Unitarian Universalist booklet to each
student. Work together to complete a part of this booklet. If you don’t have time for the booklets,
remember to send them home with student this week. They can ask their families to help them
complete the unfinished portions of the books.
Snack and Sharing
15 minutes before class ends, have your students take their chalice banners to the Children’s
Fellowship area to show the other students. There will be snacks waiting for them there. Tell them to
look at the chalice art that the other students will be bringing to the Children’s Fellowship area. As
parents come to pick up their children, remind them to get their belongings, including their I am
Unitarian Universalist booklets from their classrooms.
Materials Needed for Unitarian Universalism Session IV Grades 5-6
I am Unitarian Universalist booklet
Burlap material for banners
Large sewing needles
Several bright yarn selections
Beads, sequins
Fabric glue
Drinking straws
The UU Kids Book, page 146
Stories of Our
World Family
Christian Judeo
Heritage
4-6 Sessions
ALL GRADES
There are so many great curriculums on our Christian Judeo Heritage available from the
UUA and other sources. Choose 4-6 lessons from any of those curriculums to use for
this session. Some favorites from the UUA are:
GRADES 1-2: Special Times
GRADES 3-4: Timeless Themes
Other good curriculums from independent sources include:
Living the Promise: Exploring Our Jewish Heritage by Cheryl Gibbs Binkley andJane McKeel
(Grades 4-6)
Order from: Jane McKeel (703) 578-7417
3440 S. Jefferson St. #1115
Falls Fellowship, VA 22041
mailto:janemckeel@aol.com
Faith Footsteps by Cynthia Berg & Judith Hoehler (Grades 1-3)
Bible Stories by Cynthia Berg & Judith Hoehler (Grades 3-5)
Moses, His Life and Times by Cynthia Berg & Judith Hoehler (Grades 3-6)
The Life & Teachings of Jesus by Donna Wheelock & Judith Hoehler (Grades 4-6)
How Others Worship by B. Jane Hutchinson (Grades 6-8)
Order from: The Unitarian Universalist Christian Fellowship (978) 365-2427
c/o First Fellowship of Christ Unitarian
P.O. Box 629
Lancaster, MA 01523-0066
Jesus and His Kingdom of Equals (formerly A Kingdom of Equals) by Cheryl Gibbs Binkley and
Jane M. McKeel (Ages 9 -12)
Order from: Nancy Gaspard, Polebridge Press / Westar Institute (877) 523-3545
mailto:nancy.gaspard@westarinstitute.org
Stories of Our
World Family
Our Whole Lives
(OWL)
4-6 Sessions
OUR WHOLE LIVES
As soon as your fellowship community has trained teachers for the elementary portion
of Our Whole Lives be certain to add this important curriculum. Repeat this curriculum
every other year regardless of what else you do. Refer to the Our Whole Lives
curriculum for age groupings or any other questions you have about this curriculum.
Also, ask the professional RE staff at your fellowship for guidance. If you do not have
professional RE staff, contact your district office for more information and guidance.
Stories of Our
World Family
Hinduism
Session 1-4
Stories of our World Family
Hinduism Session I
Children’s Fellowship
Song
Enter Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)
To celebrate Unitarian Universalism. (hands in “U” shape)
This is the fellowship of the open mind. (Cover face, open hands)
This is the fellowship of the helping hands (hands out flat, open up)
This is the fellowship of the loving heart. (Cross arms on chest)
Together we care for our Earth (arms in front of body in a circle)
And work for friendship and peace in our world. (reach out to hold hands with neighbor)
Story/Theme
I Am Hindu
Locate India on the World Map
Closing Song
Dismissal to Classes
Hinduism Handout
World’s Oldest Religion
Complex Religion – Composed of Many Parts
No One Person Founded Hinduism
Great Spirit Brahman is the unchanging power that exists
beyond-underneath the everyday world of appearances.
There are many Hindu Gods and Goddesses
The 3 Main Gods
Brahma – the Creator
Vishnu – the Protector
Shiva – the Destroyer
A Minor God
Ganesh – God of safe journeys, new beginnings and
removing obstacles.
Important Teachings
 Non-Violence / not harming
living things
 Truthfulness
 Respect for parents and the
elderly
 Simple living
 Helping the needy
Important Beliefs
Reincarnation (Samsara) – the
endless cycle of birth, life and death
that each living thing goes through.
Moksha – release from Samsara.
Occurs only when a person replaces
their ignorance with wisdom. This
is not as easy as it sounds!
Karma – Cause and effect. Good
actions in life = a better rebirth. Bad
actions in life = a poorer rebirth.
You must journey on each of the four paths of Hinduism to reach Moksha
The Path of Devotion. You must pray, worship and be devoted to a personal god.
The Path of Knowledge. You must study and learn with a guru’s (holy teacher’s) guidance.
The Path of Right Action. You must act selflessly, without any thought of reward to yourself.
The Path of Yoga and Meditation. You must practice Yoga and Meditate every day.
There are many Writings that are Sacred to the Hindu Religion
Vedas These are oral traditions that are now written down.
Upanishads These are teachings about Brahman and the struggle to reach Moksha.
Ramayana
The story about earthly Prince Rama, an incarnation of Vishnu, and his wife Sita.
Mahabharata This is the longest poem in the world, it has over 100,000 verses. The Bhagavad
Gita, or Song of the Lord, is the best known part of this poem.
Unitarian Universalists believe every person must celebrate what is true and sacred
in their own lives. We acknowledge there are many paths filled with goodness that brings
meaning into the world.
Stories of Our World Family
Hinduism
Session I Grades 1-2
Story
Hinduism is a very complex religion. To illustrate this, prepare a mystery box. Choose a large box.
Cut a hole in one or more sides just large enough for a child’s hand an arm to fit through. You may
want to make a fabric flap on the inside of the holes so the children can’t see in the box. Place an
object of complex shape in the box and then close and seal the box. Invite each child to take a turn
reaching into the box with one hand to feel the object. Wait until everyone has had a chance to have
children say what their guesses are. Don’t confirm or deny any of the answers. Before you reveal
what the object is in the box, tell this short story of The Blind Men and the Elephant.
Once in the Land of Blind Men, a mysterious beast appeared. The king sent his noblemen to
investigate. As the beast stood sleeping, one of the blind men felt the elephant’s side and said that it
was like a wall. Another felt the elephant’s ear and said that it was like a huge flag. Another felt his
tusk and declared it to be like a spear. The man feeling the trunk thought it was a huge snake and the
man feeling the tail thought it was like a rope. Which man was right?
The blind men were all describing parts of the same thing. The many parts of Hinduism can seem to
be different things but they are all a part of one religion. Now, reveal what was in the box.
Activity
One of the important beliefs of Hinduism is respect – especially for parents and elderly people. Show
the class the poster on the Unitarian Universalist Principles and read it to them.
Q. What do the Unitarian Universalist Principles say about respect?
#1 Respect the worth of all people
#3 Respect for each person’s spiritual journey
#4 Respect for each person’s search for truth
#7 Respect for all creation – earth, animals, plants, oceans – everything!
Q. How do you act when you show respect? For Parents? For self? For nature? For others?
Divide the group into groups of no less than 3. Have each group go into a different corner of the room
and create a very short skit (1 minute or less) showing first an example of disrespectful behavior and
then an example of respect in the same scenario. In other words, how we should act and how we
should not act. Teachers are encouraged to participate but not direct. Give each group one of the
scenarios listed below:
 Someone who is “different” wants to play with you and your friend at the park –
differently abled, dirty, uses bad language, etc.
 An older person at a store where you and your friend want to buy soda is trying to get
out the door with many bags in their hand as you are coming in.
 You are next in line at the refreshment counter at the movie theater. The person in front
of you is taking a long time ordering because they have difficulty speaking.
 You and your friends are playing a running game in the park. A child on crutches
wants to play with you
 When you and your family are visiting your grandmother she says something
embarrassing about you in front of everyone.

An older person at fellowship tells you to be quiet when you are in the social hall. This
person says that children should be seen and not heard.
Give the children 10 minutes to prepare their skits. After all the skits have been presented, move to
Snack and Conversation
Snack and Conversation
Gather at the table. Pass out the handout on Hinduism. Have markers and crayons available.
Tell children they can color their handout and eat their snack while they discuss the following:
1. What did you learn about Hinduism today?
2. How is Hinduism like Unitarian Universalism? (There are many parts to our religion) –
7 principles and purposes
3. What did you learn today that can make you a better person?
Closing
Go around the room and thank each child for being in class today. Mention one thing they did that you
liked. Invite them to come back next week when you’ll be preparing for and celebrating a Hindu
festival.
Materials List Hinduism Session I Grade 1-2
Nametags
Sacred Myths
Mystery Box & Objects
Hinduism Handout
Unitarian Universalist Principles Poster
World Map
Stories of Our World Family
Hinduism
Session I Grades 3-4
Story
Hinduism is a very complex religion. To illustrate this, prepare a mystery box. Choose a large box.
Cut a hole in one or more sides just large enough for a child’s hand an arm to fit through. You may
want to make a fabric flap on the inside of the holes so the children can’t see in the box. Place an
object of complex shape in the box and then close and seal the box. Invite each child to take a turn
reaching into the box with one hand to feel the object. Wait until everyone has had a chance to have
children say what their guesses are. Don’t confirm or deny any of the answers. Before you reveal
what the object is in the box, tell this short story of The Blind Men and the Elephant.
Once in the Land of Blind Men, a mysterious beast appeared. The king sent his noblemen to
investigate. As the beast stood sleeping, one of the blind men felt the elephant’s side and said that it
was like a wall. Another felt the elephant’s ear and said that it was like a huge flag. Another felt his
tusk and declared it to be like a spear. The man feeling the trunk thought it was a huge snake and the
man feeling the tail thought it was like a rope. Which man was right?
The blind men were all describing parts of the same thing. The many parts of Hinduism can seem to
be different things but they are all a part of one religion. Now, reveal what was in the box.
Activity
Read the story Shiva, Parvati and the Elephant to the class (Page 33 in Sacred Myths). After the story,
have this conversation. Hindus pray to Ganesh when they are beginning something new or for success
and safety when they are going on a journey. Today we are going to make our own “Ganesh” pictures
using photos or drawings of our bodies. (Take a full body length photo of each child with an
instamatic or digital camera. Cut the head off the photos, they can put their “head” on their nametag
rather than throw it away. Use the part of the photo that shows their whole body for this activity.)
Give each child a piece of construction paper or tagboard. Have them either draw a picture of their
body on the paper or glue the photo of their body on the paper. Have them look through old magazines
to find an animal head they want to attach to their body. Or, they may draw an animal head on the
body. Viola! They have made a new god! When they are finished creating the picture, have them
write a short sentence that describes this god they have created. Does this god bring joy to people?
Help with learning? Remind people to treat others fairly?
If they need some help thinking things up, ask them questions to get their imagination going. When
they are finished, have each child tell the class about their god – allow them to pass if they don’t want
to share.
Snack and Conversation
Gather at the table. Pass out the handout on Hinduism. Have markers and crayons available.
Tell children they can color their handout and eat their snack while they discuss the following:
What did you learn about Hinduism today?
How is Hinduism like Unitarian Universalism? (There are many parts to our religion)
How might you incorporate what you learned about Ganesh today into your life? (Be
aware of important beginnings, develop your own ritual to signify the beginnings of new
journeys or new projects, talk to your family about developing a ritual for new beginnings)
Closing
Go around the room and thank each child for being in class today. Mention one thing they did that you
liked. Invite them to come back next week when you’ll be preparing for and celebrating a Hindu
festival.
Materials List for Hinduism Session I Grade 3-4
Nametags
Sacred Myths
Mystery Box & Objects
Magazines
Markers
Scissors
Glue
Hinduism Handout
Unitarian Universalist Principles Poster
World Map
Stories of Our World Family
Hinduism
Session I Grades 5-6
(This session is based on “World Religions”, a curriculum by Cheryll Wallace)
Discussion
Pass out the Hindu handout. Allow students a few moments to look over what’s on the handout. Ask
if there are any comments or questions. After looking at the Hindu handout In what ways do you think Hinduism is like Unitarian Universalism? (There are many parts to our
religion) – 7 principles and purposes and 6 sources that we draw wisdom from 1) Christianity 2)
Judaism 3) Eastern Religions, including Hinduism 4) Earth Based Religions 5) Science 6) Words and
deeds from the lives of exemplary persons.
Activity
Tell the students that the belief in non-violence (ahimsa) is an important belief in the Hindu faith.
Hindus also believe in Karma – you reap what you sow, good actions = good rebirth, bad actions = bad
rebirth. Hindus are prohibited from taking a life. Most Hindus are vegetarians because even to kill an
animal to eat is considered wrong.
Q. How would you define violence? (Write the answers on a flipchart or blackboard)
Make sure that you get to the place where the students understand that violence is emotional,
verbal or physical behavior that diminishes, dehumanizes or destroys ourselves and/or others.
Then what is non-violence? (Write answers on the flipchart or blackboard again) Refusing to
engage in activities and behaviors that destroy or diminish other living beings.
Designate a spectrum of violence in the room. Put a line of masking tape on the floor that runs the
length of the room. (Do this ahead of time) On one far side of the tape is a piece of paper labeled
“most violent” and at the other far side is a piece of paper labeled “most non-violent”. Read the
scenarios below and ask the students to line up on the spectrum (line) according to their belief that the
scenario you read is violent, non-violent or somewhere in between.
Before beginning the game, read the UU Principles together, aloud, but do not say anything else about
the Principles.
Read each scenario. Allow a short period of time for the children to find their places on the spectrum.
Don’t allow too much time to think about it. After each scenario, allow several of the students to tell
why the chose where they are standing. After all the students who wanted to have shared why they
stood where they did, allow students to move if they have changed their minds because of something
someone said. Remind the students that each person’s opinion should be respected. Continue on
with the scenarios. If you have time, ask the students if they have any scenarios they would like to
share.



Scenarios:
A quarterback is sacked and his leg is broken
A teacher makes fun of a student in front of the class for doing poorly on an assignment
A father spanks his four year old child in the grocery store for misbehaving











A father spanks his four year old child at home for misbehaving
Alice insulted John by telling him that he was wrong about something.
John has decided never to talk to Alice again. When he sees her at school he acts like she isn’t
even there.
Two police officers beat a man who is sitting in the back of their police car waiting to be taken
to jail. The man who gets beaten has been arrested for killing a police officer.
A dealer makes a drug sale on a playground after school.
A drug dealer makes a drug sale in a dark alley in a rundown neighborhood.
A man awaits execution on death row for killing someone two years ago.
Susan enjoys playing video games that involve one character killing other characters.
Members of one gang beat a member of a rival gang.
Gloria spray paints “this insults women” on a poster at a bus stop showing a picture of a
nightclub dancer.
The world spends trillions of dollars on weapons while much of the world lives on poverty and
starvation.
Gather the class together and ask the following:
Q. Did the way you see things as violent or non-violent change during this exercise? How?
How do you decide whether or not something is violent?
How do the UU Principles deal with violence? (Respect worth of all people, goal of world
community, etc.) You may want to get a Principles and Purposes card for all class
members. These are available from the UUA Bookstore.
Snack and Closing
Gather the students in a circle – standing or seated on the floor. Go around the circle once and ask
each person to share one thing they liked about today’s class. Go around again and share one thing
they learned about Hinduism that they didn’t already know. As the teacher, go around the circle and
thank each person for being here today. Share one thing about them – a good deed, what you like
about their hairstyle, etc. Share your hope that they’ll return next week.
Pass out the snacks and let the students mingle and have conversation until it’s time to go. Remind
them to take their handouts with them.
Materials List for Hinduism Session I Grade 5-6
Nametags
Sacred Myths
Hinduism Handouts
UU Principles Poster
World Map
Stories of our World Family
Hinduism
Session II
Children’s Fellowship
Create an altar or shrine for the Goddess Lakshmi. Include incense, rice, gold, and a picture of the
Goddess. Include a red cloth in the display. While the children are in their classes, Children’s
Fellowship facilitators and volunteers make this space, or an outdoor space, ready for the joint Diwali
Celebration. Provide foods from India for a snack.
Song-Enter Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)
To celebrate Unitarian Universalism. (hands in “U” shape)
This is the fellowship of the open mind. (Cover face, open hands)
This is the fellowship of the helping hands (hands out flat, open up)
This is the fellowship of the loving heart. (Cross arms on chest)
Together we care for our Earth (arms in front of body in a circle)
And work for friendship and peace in our world. (reach out to hold hands with neighbor)
Story/Theme Diwali (Play Hindu Music while telling the story)
Remind children of last week’s story, I Am Hindu. Re-read page 9, the celebration of Diwali. Show
them the shrine that’s been built to honor Lakshmi. Share this bit of information about Lakshmi with
the children:
Lakshmi is said to visit Hindu homes at the time of the festival of Diwali. Diwali is a festival
of the New Year. Let’s look at the picture of Lakshmi. How many arms does she have? The fact that
she has so many arms is another way of showing how powerful she is and to help us understand what
she does. One hand is held in a position of giving a blessing. Another hand is giving away coins. She
is also giving away good fortune, or good luck. In front of Lakshmi there may be bowls of coins,
paper money and jewels. When people pray to Lakshmi for wealth, they are not praying for money
just to get money. They are praying for money to help them with the things they need, and to reach
their goals.
Lakshmi is holding a pink lotus blossom. This is one way to tell Lakshmi from other
goddesses. The lotus is her trademark. Do you see an elephant close to Lakshmi? Each Hindu god
and goddess has a special animal or bird – the elephant is Lakshmi’s special animal.
If you lived in India and celebrated Diwali, you would wake up early to start the celebration. It
is one time in the whole year that children volunteer to leave their beds long before the day begins. In
fact, the traditional oil bath at 3 a.m, is the only chore that stands between them and the pre-dawn
adventures. The children emerge, scrubbed clean to get into their festive attire, and light up little oil
lamps, candles and scented sticks (agarbathis). The first ones bathed and dressed will be the ones to set
off the first firecrackers. Feasts are arranged and gifts are exchanged on this day gaily dressed men,
women and children go to temples and fairs, visit friends and relatives. Everything is gay, gold and
glitter! On this day of good fortune debts are canceled and games of chance are played. The Raas
Stick Dance is danced long into the night to the beat of traditional Hindu songs.
Explain that all the children will gather back in this area 15 minutes before the classes end to celebrate
Diwali together. Each class will bring a different element of the celebration with them. See note
above about food.
Closing Song
Dismissal to Classes
Goddess Lakshmiis the consort
or wife of Lord Vishnu and is the goddess of
prosperity, purity, chastity and generosity. Her
four hands represent these four spiritual virtues.
She sits on a fully blossomed lotus, a seat of
divine truth. An aura of divine happiness,
mental and spiritual satisfaction, and prosperity
always exist around her. Her palm is always
extended to bless people. She is adored by
Lord Ganesha a deity who has the
Diwali. The
sweets.
head of an elephant and body of a man.
Lakshmi is the goddess of wealth. Money, grain,
cattle, land, gold, and silver are forms of wealth.
Who does not need them? Everybody worships
Lakshmi because one gets wealth if Lakshmi
grants it. Hindu families create a Shrine in their
homes to honor Lakshmi during the festival of
shrine usually includes incense, fruit and
Diwali
is also known as the Festival of Lights. The celebration of Diwali is not uniform. In Bengal they
honor the Goddess Kali, destroyer of evil. In Northern India the many lights of Diwali are said
to be in memory of the victorious homecoming of Rama. Regardless of the explanation or
regional lore, Diwali is celebrated everywhere with lots of lights and fireworks. Today we will
focus on the Goddess Lakshmi and her role in the celebration.
Do you ever do anything to try and bring yourself good luck? If you lived in certain parts of India, and you
were a Hindu celebrating Diwali, you would be hoping that the Goddess Lakshmi would visit your house and
bring good luck and wealth to your family.
During the five days of Diwali, people decorate their homes with hundreds of little lights so that Lakshmi can
find her way to their homes at night. They often use clay lamps called Depas.
Legend has it that Lakshmi only visits and blesses homes that are clean and in order. So, if you celebrated
Diwali you would be busy helping to clean your house and even paint the walls. You would also make designs
on the ground outside your home. These designs are called Rangoli or Alpanas. The designs are made with
colored rice, flour, seeds and beans.
During the Diwali celebration, Hindus put a Garland of Flowers on all pictures and statues of Lakshmi and
they wear the garlands when they do a dance called the Raas Stick Dance. Faces, arms and hands are painted
with images of flowers and symbols of good luck and light.
Unitarian Universalists believe every person must celebrate what is true and sacred
in their own lives. We acknowledge there are many paths filled with goodness that brings
meaning into the world.
Stories of Our World Family
Hinduism
Session II Grades 1-2
Pass out the Diwali Handout. Younger children can color the pictures while you read the handout.
Older children may want to participate in reading the handout aloud.
Explain that your class will be responsible for one or more of the elements of celebrating Diwali.
(Pass out Hindu Handout from last week to anyone who was not present for that class.)
Activity
Your part of the Diwali celebration is to learn the Raas Stick Dance and make Flower Garlands.
Raas Stick Dance
Have the students use rhythm sticks. If you do not own rhythm sticks, simple rhythm sticks can be
made by cutting 1” diameter wood dowels into 12” lengths. Play Indian music in the background –
don’t worry about keeping in sync with the beat of the music. It goes without saying – use caution
when tapping your partner’s sticks.
Everyone needs a partner. Stand facing your partner. (Make two circles – an inner and outer circle.
Partner one is in the outer circle, partner two is in the inner circle.) Learn these commands –
X-
this symbols means tap your two sticks together as you make and “X” with the sticks. Say
“together” when you want participants to do this command.
\ - this symbol means tap the stick in your right hand with the stick in your partner’s right hand.
Say “Tap Right” when you want participants to do this command.
/ - this symbol means tap the stick in your left hand with the stick in your partner’s left hand. Say
“Tap Left” when you want participants to do this command.
Now try this pattern - teacher should call out commands.
XXX \ XXX / XXX \ / X
- repeat 3 times.
After doing this pattern 3 times, the inner circle moves one place to the left, the outer circle stays
stationery. Now everyone has a new partner. Repeat the pattern until original partners are back
together.
Flower Garlands
Hindus make garlands to place on the Shrine of Lakshmi and also wear them around their necks and
place them around the necks of their pets and cows. These garlands are a way of saying thank you to
Lakshmi for her sending good fortune your way, and a way to thank the animals for the hard work they
do.
Materials Needed -
Yarn
Large Plastic Needles
Bells
Tissue Paper (Real flowers can be used as well)
Leaves (Or green tissue paper leaves)
Cut out flower and leaf shapes. Make them about 2.5 – 3 inches across. Or gather real leaves and real
flowers. I suggest that you cut out the flowers and collect real leaves from outdoors. Measure a piece
of yarn that is 2-3 times the size of your neck. Thread the needle with this yarn. String your flowers,
leaves and one bell onto the garland. If you have time, make extra for Lakshmi’s Shrine and to pass
out to others at the Diwali Celebration.
Closing
Explain that you are going to celebrate Diwali with the other children. Remind children to stay
together. 15 minutes before class ends, wear your garlands and take any extras with you. Take your
sticks to teach Raas Stick Dancing. Go and celebrate with your friends! Snack will be provided.
Materials List Hinduism Session II Grade 1-2
Materials for garlands
Raas Sticks
Indian music
Diwali Handout
Stories of Our World Family
Hinduism Session II Grades 3-4
Activity
Your part of the Diwali celebration is to make the Depas (Clay Lamps) and make Flower Garlands.
Depas
These lamps are placed around to light the way for Lakshmi to come to your home. Make as many of
these as you can and share them with the other children when you re-gather to celebrate Diwali.
Materials Needed -
Foamy clay
Small votive candles
Paints, beads or sequins
Roll the clay into two-inch balls. Flatten down and make a bowl shape. Form a lip on one edge. Put
a drop of glue in the depression of the bowl. Place a small votive candle on the glue and let dry. Paint
flower designs or glue beads or sequins to the lamp. Make plenty to share with the rest of the group!
If there is enough water in the creek, the lamps can be floated on the water. Try to make sure they
don’t go too far – but don’t take a risk getting them all back either. In India they are left to “float to
the ocean” where the Goddess Ganges will help Lakshmi grant good fortune to the owners of the
lamps.
Flower Garlands
Hindus make garlands to place on the Shrine of Lakshmi and also wear them around their necks and
place them around the necks of their pets and cows. These garlands are a way of saying thank you to
Lakshmi for her sending good fortune your way, and a way to thank the animals for the hard work they
do.
Materials Needed - Yarn
Large Plastic Needles
Bells
Tissue Paper (Real flowers can be used as well)
Leaves (Or green tissue paper leaves)
Cut out flower and leaf shapes. Make them about 2.5 – 3 inches across. Or gather real leaves and real
flowers. I suggest that you cut out the flowers and collect real leaves from outdoors. Measure a piece
of yarn that is 2-3 times the size of your neck. Thread the needle with this yarn. String your flowers,
leaves and one bell onto the garland. If you have time, make extra for Lakshmi’s Shrine and to pass
out to others at the Diwali Celebration.
Closing
Explain that you are going to celebrate Diwali with the other children. Remind children to stay
together. Wear your garlands and take the extras to the Diwali Celebration. Take your Depas to float
on the creek and share with your friends. Go and celebrate with your friends! Snack will be provided.
Materials List Hinduism Session II Grade 3-4
Diwali Handout
Depas material
Garland materials
Stories of Our World Family
Hinduism Session II Grades 5-6
Activity
Your part of the Diwali celebration is to make the Diwali Alpanas and do the face painting. Refer to
pages 55 & 56 of Global Art for directions.
Alpanas
Make these directly outside on the ground. In case of rain, make them on large pieces of paper. Each
child may make their own or work cooperatively to create just a few. The directions call for using
colored sand to make the designs – think of using birdseed, legumes and flour as well.
Materials needed -
Large squares of paper (Use one of our rolls of paper)
Scissors
Sand
Powder tempra paints
Seed
Legumes
Flour
Do not use rice – animals can eat too much, it expands and they become ill.
Face Painting
Allow the students to paint their own and other’s faces. Encourage them not to paint too close to the
eyes. Geometric shapes and flowers are typical symbols of Dawali. The tempra paints mixed with
lotion is a superb medium for body art! Students will be asked to paint simple designs on the faces of
the other children as they celebrate Diwali outside.
Materials needed -
Liquid tempra paint.
Lotion
Small container for each color
Cotton swabs
Small paint brushes
Tissues
Wet wipes
Closing
Explain that you are going outside to celebrate Diwali with the other children. Remind children to stay
together. You’ll bring them back to their classrooms at the end of the celebration.
Use the face paints you’ve made to paint designs on the younger children. Go and celebrate with your
friends! Snack will be provided.
Materials List for Hinduism Session II Grades 5-6
Diwali Handout
Global Art
Alpanas materials
Face paint materials
Stories of Our World Family
Hinduism Session III
Children’s Fellowship
Song-Enter Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)
To celebrate Unitarian Universalism. (hands in “U” shape)
This is the fellowship of the open mind. (Cover face, open hands)
This is the fellowship of the helping hands (hands out flat, open up)
This is the fellowship of the loving heart. (Cross arms on chest)
Together we care for our Earth (arms in front of body in a circle)
And work for friendship and peace in our world. (reach out to hold hands with neighbor)
Story/Theme
Introduce the idea that there are people who have dedicated their lives to work for peace and justice in
our world. One of the most well known peace workers was a person named Mahatma Gandhi.
Mahatma Gandhi practiced the Hindu religion that we’ve been talking about for the past two weeks.
Read or re-tell the story of Mahatma Gandhi from the book Ten Amazing People, pages 18-21. After
the story, ask the children if they can think of anyone else, from any religion who worked for peace.
Children could come up and light a candle for people they can name and tell in a sentence or two what
their person did to work for peace. Children’s Fellowship leader could model.
Closing Song
Dismissal to Classes
Stories of Our World Family
Hinduism
Session III Grades 1-2
Story
Pass out Hinduism Handout to anyone who did not get one in prior weeks.
Review the poster on Hinduism. Ask the students to share what they learned and remember from the
past two weeks. Bring the discussion to a part about Reincarnation.
Read the storybook, The Mountains of Tibet, to the class. Ask the class what they think reincarnation
means. Tell the class that because Hindus believe in reincarnation they feel it is important to live a
good life because if you do not live a good life you might come back as something you would rather
not be – like a bug or a dog.
Q. Ask the children what they definitely would not want to come back as if they were
reincarnated. Why?
Q. Ask the children what or who they think they might like to come back as if they were
reincarnated. Why?
Give the children a piece of white paper. Have them fold it in have. On one half of the paper, have
them draw or color a picture of what they would like to come back as. On the other half, have them
draw a picture of what they would not like to come back as. Help them write descriptions on each
picture if they want you to help them. Have them take these pictures home to share with their parents.
Kite Making
In the story, the main character liked kites. Have the children make a kite they think this character
would have liked. Explain to the children these kites will only be for decorating the room – they will
not really “fly”. You’ll be putting them up on the walls around the room.
Materials needed -
Pieces of butcher paper cut into 18 – 24 inch lengths. (Use any of the white or
colored rolls of paper. Do not make them too big – you don’t have enough
time!)
Pencils, crayons and markers.
Finger paints
Paint shirts
Large paintbrushes
Scissors
Yarn
Fabric scraps
1. Have the children draw the shape of their kite on their piece of paper. You can help, but
let them do as much of the work as they are able. DO NOT CUT THE SHAPE OUT
YET!
2. Have the children use finger paints to decorate their kites. They can use the large
brushes for a different texture as well. Be sure everyone wears a paint shirt.
3. Use fans or a hairdryer to dry the painting.
4. Cut out the kite. Tape it to the wall.
5. Add a yarn string and fabric tails if desired.
Closing & Snack
Gather the children into a circle. Ask them what they learned about Hinduism today. (Reincarnation)
Ask them how this belief is similar to Unitarian Universalist beliefs. (Principle #2 – each person
should be treated fairly and kindly. We believe in respect and fair treatment because we think it’s the
right thing to do, a good way to live, because it makes us feel good. Some UUs believe in
reincarnation.)
Go around the circle and ask them to each name one thing they liked in the past three sessions of
learning about Hinduism. Go around the circle and thank each child for attending and participating
today. Tell the group that next week we’ll be learning about another religion, Buddhism.
Pass out snack and have a conversation about Hinduism until the class session is over.
Materials List for Hinduism Session III Grades 1-2
Mountains of Tibet
Paper and Markers or Crayons for drawing
Kite making materials
Stories of Our World Family
Hinduism
Session III Grades 3- 4
Story
Pass out Hinduism Handout to anyone who did not get one in prior weeks.
Review the poster on Hinduism. Ask the students to share what they learned and remember from the
past two weeks. Bring the discussion to a part about Reincarnation.
Reading Project
Read the story book, The Mountains of Tibet, to the class. Ask the class what they think reincarnation
means. Tell the class that because Hindus believe in reincarnation they feel it is important to live a
good life because if you do not live a good life you might come back as something you would rather
not be – like a bug or a dog.
Q. Ask the children what they definitely would not want to come back as if they were
reincarnated. Why?
Q.
Ask the children what or who they think they might like to come back as if they were
reincarnated. Why?
Puppet Making & Activity
Materials needed Socks (one for every child)
Yarn for hair
Felt for eyes and mouth
Markers to draw in details
Fabric glue
Scissors
Make a puppet ahead of time as an example for the children to model. Have the felt cut into small
squares. Have the children select enough yarn and felt to make their puppet. Spend 10 minutes or so
helping them with the project. While you’re introducing the second part of this activity, they can
finish up work on their puppets. When they are finished, they can allow their puppets to dry while
participating in the discussion.
Tell the children that Hindus believe that the way to live a good life is to have respect for all living
things. This is why most Hindus are vegetarians – they feel that killing animals for food can be
considered a violent act. Remind the students that the belief in respect is shared with Unitarian
Universalism.
The first Unitarian Universalist Principle is to respect the inherent worth and dignity of all people.
This means that all people, no matter what color their skin is, no matter if they are rich or poor, no
matter where they live, no matter what the size or shape of their body, no matter if learning in school is
easy or hard for them, or no matter what kind of clothing they wear, no matter if they smell good from
having clean clothes and taking showers or if they smell bad from not taking baths . . . everyone
deserves to be treated like they are a person with worth and dignity . . in a kind, respectful way.
Q. What does it mean to show respect for others? How do you do that?
Q. How do you show respect for your parents and grandparents?
Q. How do you show respect for your friends?
Q. How do you show respect for yourself?
Tell the children that soon they will be using their puppets to act out some short, simple stories about
respect. After you read the stories below, talk with the class about what the children in the stories
could do to get along and respect each other and themselves. After you’ve discussed all the stories,
divide the class into pairs and have them act out one of the short stories using their puppets as
characters. It’s okay to have several groups acting out the same story. Assign them a story if they
can’t decide on one. Here are the stories/scenarios:
 Ben and Tina are watching a movie together. Ben thinks the movie is funny but Tina
thinks it is boring. Tina keeps talking during the movie and Ben is having trouble
hearing what is going on and he’s missing some of the funny jokes. Ben asks Tina to
please be quiet so that he can watch the movie.
 Su Li loaned Amos one of her favorite books a long time ago and now she wants it
back. Amos says that he already gave it back. Su Li can find the book and can’t
remember Amos returning it. Amos says he does not have it. The book seems to be
lost.
 Erik is bragging about his new bike to Tony. Erik thinks his bike is better than Tony’s
but Tony thinks his bike is better than Erik’s. Erik keeps insisting that his is better.
 Juanita and Stephan are best friends who both love baseball. But Juanita likes the
Yankees and Stephan likes the Braves. They spend a lot of time talking about which
team is best and why, but they can’t come to a decision.
 Tonisha and Carter go to the same fellowship. Sometimes they get bored after Sunday
School class when their parents stand around and talk to other adults and drink coffee.
Tonisha suggested that she and Carter go and play in the sanctuary of the fellowship
while their parents talked. The sanctuary is the large room where the Sunday Service is
held. Tonisha and Carter started a jumping contest in the room. Carter jumped too
close to the large Chalice and knocked it over an it broke.
Applaud each group that acts out their scenario. Do not feel that you have to explain what the correct
behavior in each situation would be. Let the children in the class do most of the discussing. You can
ask questions to get discussions going.
Closing & Snack
Gather the children into a circle. Ask them:
What did you learn about the way that Hinduism and Unitarian Universalism are alike?
What did you learn today that will make you a better friend in the future?
Go around the circle and ask them to each name one thing they liked in the past three sessions of
learning about Hinduism. Go around the circle and thank each child for attending and participating
today. Tell the group that next week we’ll be learning about another religion, Buddhism.
Pass out snack and have a conversation about Hinduism until the class session is over.
Materials List for Hinduism Session III Grades 3-4
Mountains of Tibet
Materials for sock puppets
Stories of Our World Family
Hinduism
Session III Grades 5-6
Story
Review the handout on Hinduism. Give the handout to anyone who did not get one in the past weeks.
Read the story Shiva and the Demon, pages 121-124 in the book The Monkeys and the Mango Tree.
This is a great story about greed and self-indulgence. Spend a few minutes discussing those themes.
Then point out that at the beginning of the story Shiva is deep in samadhi and again at the end of the
story he goes back into samadhi. This is a deep meditation on the nature of existence.
One important way that Hindus go into this type of meditation is through Yoga. Yoga means to join or
unite. It is a way that our minds can be made still and quiet, preparing us for samadhi. Yoga provides
mental peace and an awareness of our body. It brings balance and strength to both our minds and
bodies. Many Hindus yoga and mediation to train their minds and bodies towards moksha.
Yoga
Invite a Yoga instructor or practitioner to lead the class in some yoga postures today. Ask the class to
bring yoga mats or rugs and wear comfortable clothing. Be sure to let the instructor know that you
need 10 minutes for closing. Help them watch the time.
Closing & Snack
Gather the children into a circle. Ask them what they learned about Hinduism today. Also, what did
they learn today that will help them be a better person? Was Yoga easy or hard for them to do? How
is it different from forms of exercise they participate in at home or school?
Go around the circle and ask them to each name one thing they liked in the past three sessions of
learning about Hinduism. Go around the circle and thank each child for attending and participating
today. Tell the group that next week we’ll be learning about another religion, Buddhism.
Pass out snack and have a conversation about Hinduism until the class session is over.
Materials List for Hinduism Session III Grades 5-6
The Monkeys and the Mango Tree
Yoga Instructor (or video of yoga instruction)
**Send note to the class reminding them to wear clothes suitable for yoga and to bring a mat or
rug the week before.
Stories of Our
World Family
Buddhism
Session 1-4
Stories of Our World Family
Buddhism
Session I
Children’s Fellowship
Song-Enter Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)
To celebrate Unitarian Universalism. (hands in “U” shape)
This is the fellowship of the open mind. (Cover face, open hands)
This is the fellowship of the helping hands (hands out flat, open up)
This is the fellowship of the loving heart. (Cross arms on chest)
Together we care for our Earth (arms in front of body in a circle)
And work for friendship and peace in our world. (reach out to hold hands with neighbor)
Read the Book
I am Buddhist
There is a lot of material for each class to cover today – tell them this, and tell them you will share
more with them next week about Buddhism. Today in their classes, everyone will be learning the story
of the Birth of Prince Siddhartha, who grew up to become the Buddha.
Closing Song
Dismiss to Classes
Stories of Our World Family
Buddhism
Session I Grades 1-2
Read the introduction to Buddhism in Sacred Myths, page 5. Explain that today you will learn more
about the birth and life of Prince Siddhartha Gautama. Prince Siddhartha’s life of searching and
meditating led him to become the Buddha, or the Enlightened One.
Pass out the pictures of the Buddha for the children to color while you read the story, The Birth of
Buddha on pages 6-7 in Sacred Myths. While they are still coloring, explain that they will be making a
folding screen that tells the story of Buddha’s life. They will be using the pictures they are coloring to
make this screen. They can take this screen home to share with their family. Read the brief
explanations of the pictures they are coloring.
1. A Beautiful Baby – Prince Siddhartha is born in Northern India to King Shuddhodan and
Queen Maya.
2. A Thoughtful Child - Prince Siddhartha grew up to be a remarkable boy. He learned his
lessons very quickly and had a very kind and gentle nature. One day he found a swan that had
been injured by his mean-hearted cousin. He took care of it until it was healthy again.
3. Leaving the Palace – One night while everyone was sleeping Prince Siddhartha left his palace –
he wanted to understand why there was so much unhappiness and suffering in the world. As he
left, he promised himself that until he learned to conquer all the suffering in the world, he
would not return to the palace. This made his family very sad.
4. Enlightenment – After many years of wandering and searching, Siddhartha sat under a Bodhi
Tree, or Tree of Enlightenment. While sitting there he thought of ways for people to find an
end to their suffering. These ways are called the Four Noble Truths and The Eightfold Path.
Now that he knew how to end suffering he was no longer called Siddhartha. He was called the
Buddha, or The Enlightened One.
Making the Folding Screen
Use the instructions for the Japanese Folding Screen on Pages 138-139 of “The Kids’ Multicultural
Art Book.” Use the pictures they’ve colored of Buddha in place of the photos.
Handout
(Some children may be still working on their screen – go ahead and start this activity while they finish
their project. Or, if time is running short, discuss this handout while the children eat their snack.)
As the students finish their screens, pass out the handout on Buddhism. Read the Eightfold path to
them – remind them that this is the Eightfold Path you talked about in the activity above. Ask them
questions about the Eightfold Path. Use questions such as:
Q: One of the Buddha’s teachings was to have Right Speech which means that things like gossip are
not okay. What is gossip?
Q: Have you ever talked about someone in a way that was not very nice? Have you ever said untrue
things about anyone else?
Q: Has anyone ever said untrue things about you? How did you feel? What did you do?
Q: Why do you think the Buddha told people they should not do those kinds of things?
Q: What do our Unitarian Universalist Principles say about the right way to treat people? (Refer to
the Principles and Purposes posters in your rooms.)
Snack and Conversation
To close the class, gather at the table or in a circle. Go around the circle and ask each child to name
one thing they can do this week to live their life to be a better person. Go around the circle and thank
each child for coming to class and participating. Eat snack and chat about Prince Siddhartha, his
enlightenment and the Eightfold Path.
Materials Needed for Buddhism Session I Grades 1-2
4 Pictures of the Buddha’s life for each child to Color (Enclosed with curriculum)
Markers, Glue, Scissors, Tape
White poster board or construction paper, 9”x12”
Buddhism Handout
Sacred Myths
The Kids’ Multicultural Art Book
A Beautiful Baby- Prince Siddhartha is born in Northern India to King Shuddhodan and
Queen Maya.
A Thoughtful Child- Prince Siddhartha grew up to be a remarkable boy. He learned his
lessons very quickly and had a very kind and gentle nature. One day he found a swan that
had been injured by his meanhearted cousin. He took care of it until it was healthy again.
Leaving the Palace- One night while everyone was sleeping, Prince Siddhartha left his
palace- he wanted to understand why there was so much unhappiness and suffering in the
world. As he left, he promised himself that until he learned to conquer all the suffering in
the world, he would not return to the palace. This made his family very sad.
Enlightenment- After many years of wandering and searching, Siddhartha sat under a
Bodhi Tree, or Tree of Enlightenment. While sitting there, he thought of ways for people
to find an end to their suffering. These ways are called the Four Noble Truths and The
Eightfold Path. Now that he knew how to end suffering, he was no longer called
Siddhartha. He was called Buddha, or, The Enlightened One.
A Beautiful Baby- Prince Siddhartha is born in Northern India to King Shuddhodan and
Queen Maya.
A Thoughtful Child- Prince Siddhartha grew up to be a remarkable boy. He learned his
lessons very quickly and had a very kind and gentle nature. One day he found a swan that
had been injured by his meanhearted cousin. He took care of it until it was healthy again.
Leaving the Palace- One night while everyone was sleeping, Prince Siddhartha left his
palace- he wanted to understand why there was so much unhappiness and suffering in the
world. As he left, he promised himself that until he learned to conquer all the suffering in
the world, he would not return to the palace. This made his family very sad.
Enlightenment- After many years of wandering and searching, Siddhartha sat under a
Bodhi Tree, or Tree of Enlightenment. While sitting there, he thought of ways for people
to find an end to their suffering. These ways are called the Four Noble Truths and The
Eightfold Path. Now that he knew how to end suffering, he was no longer called
Siddhartha. He was called Buddha, or, The Enlightened One.
Stories of Our World Family
Buddhism
Session I Grades 3-4
Note
(This session is a long, rather didactic session today. You may want to do some ice-breaker games for
few minutes in the middle of the story of Buddha. You can ask for kids to volunteer to do some of the
reading if you think it would keep their attention.)
Pass out the books on Prince Siddhartha’s Life. Explain that today you will be covering the major
events in his life. This is a long story with many details. They’ll be able to take their books home with
them. Encourage them to read through the book with their families. They can color the illustrations to
make them their own unique books. Encourage them to start coloring as you tell them the story of The
Life of Buddha.
(The story of the life of Siddhartha Gautama is adapted from the Instilling Goodness School, City of
Ten Thousand Buddhas, Talmage, CA 95481)
Life in the Palace
Prince Siddhartha Gautama was born around 566 BC in the small kingdom of Kapilavastu in northern
India. His father was King Suddhodana and his mother was Queen Maya. Siddhartha and his family
were Hindus. Soon after Prince Siddhartha was born, the wise men predicted that he would become a
Buddha. When the king heard this, he was deeply disturbed for he wanted his son to become a mighty
ruler. He told Queen Maya, “ I will make life in the palace so pleasant that our son will never want to
leave.” At the age of sixteen, Prince Siddhartha married a beautiful princess, Yasodhara. The king
built them three palaces, one for each season, and lavished them with luxuries. The passed their days
in enjoyment and never thought about life outside the palaces.
The Four Sights
Soon Siddhartha became disillusioned with the palace life and wanted to see the outside world. He
made four trips outside the palace and saw four things that changed his life. On the first three trips he
saw sickness, old age and death. He asked himself, “How can I enjoy a life of pleasure when there is
so much suffering in the world?” On his fourth trip he saw a wandering monk who had given up
everything he owned to seek an end to suffering. “I shall be like him,” Siddhartha thought.
Renunciation
Leaving his kingdom and loved ones behind, Siddhartha became a wandering monk. He cut off his
hair to show that he had renounced his worldly lifestyle and called himself Gautama. He wore ragged
robes and wandered from place to place. In his search for truth, he studied with the wisest teachers of
his day. For six years he practiced a severe lifestyle thinking this would lead him to enlightenment.
He sat in meditation and ate only roots, leaves and fruit. At times he ate nothing. He could endure
more hardships than anyone else, but this did not help him learn anything. He thought, “Neither my
life of luxury in the palace nor my life as an ascetic in the forest is the way to freedom from suffering.
Overdoing things can not lead to happiness.” He began to eat nourishing food again and regained his
strength.
Enlightenment
On a full moon day in May, he sat under the Bodhi tree in deep meditation and said, “I will not leave
this spot until I find the end to suffering.” During the night, he was visited by Mara, the evil one, who
tried to tempt him away from his virtuous path. First Mara sent his beautiful daughters to lure
Gautama into pleasure. Next he sent bolts of lightening, wind and heavy rain. Last he sent his
demonic armies with weapons and flaming rocks. One by one Gautama met the enemies and defeated
them with his virtue, or goodness. As the struggle ended, Gautama realized the cause of all suffering
and how to remove it. He realized that the cause of suffering was contained in what is now called THE
FOUR NOBLE TRUTHS:
1. All of life involves suffering
2. The cause of suffering is want things (desire) and not being able to let go of things that have
control over us (attachment)
3. Desire and attachment can be overcome
4. The way to overcome them is the Eightfold Path
THE EIGHTFOLD PATH
1. Right viewpoint – having the right attitude
2. Right values – consideration and compassion rather than selfishness and competitiveness
3. Right Speech – avoid anger, exaggeration and gossip
4. Right Actions – live honestly and do not harm other living things
5. Right Livelihood – live an work in a way that does not cause harm
6. Right Effort – thinking good thoughts
7. Right Mindfulness – practice calming the mind, free from distractions
8. Right Meditation – meditation leading to enlightenment and nirvana
Siddhartha had gained the most supreme wisdom and understood things as they truly are. He became
the Buddha, which means ‘The Awakened One’. From then on he was called Shakyamuni Buddha.
The Buddha Teaches
After his enlightenment, he went to Deer Park near the holy city of Benares and shared his new
understanding with five holy men. They understood immediately and became his disciples, or
followers. This marked the beginning of the Buddhist Community. For the next forty-five years, the
Buddha and his disciples went from place to place in India spreading the Dharma, his teachings.
Their compassion knew no bounds, they helped everyone along the way, beggars, kings and slave
girls. At night they would sleep where they were; when hungry they would ask for a little food.
Where ever the Buddha went he won the hearts of people because he dealt with their true feelings. He
advised people not to accept his words on blind faith, but to decide for themselves whether his
teachings are right or wrong, and then follow them.
He encouraged everyone to have compassion for each other and develop their own virtue. He told
them, “You should do your own work, for I can teach only the way.” He never became angry or
impatient or spoke harshly to anyone, not even to those who opposed him. He always taught in such a
way that everyone could understand. Each person thought the Buddha was speaking especially for
them. The Buddha told his followers to help each other on the Way. He told everyone to help those
who are sick and need extra help. He said, “Whoever serves the sick and suffering serves me.”
The Last Years
Shakyamui Buddha passed away around 486 BC at the age of eighty. Although he has left the world,
his spirit of kindness and compassion remains. The Buddha realized that he was not the first person to
become a Buddha. “There have been many Buddhas before me and will be many Buddhas in the
future.” The Buddha recalled to his disciples, “All living things have the Buddha nature and can
become Buddhas.” He taught the way to Buddhahood. The two main goals of Buddhism are getting to
know ourselves and learning the Buddha’s teachings. To know who we are, we need to understand
that we have two natures. One is called Ordinary Nature, which is made up of unpleasant feelings such
as fear, anger, and jealousy. The other is our True Nature, the part of us that is pure, wise, and perfect.
In Buddhism, it is called the Buddha Nature. The only difference between us and the Buddha is that
we have not awakened our True Nature.
Ask the students to quit coloring their pictures. Before class, cut apart each part of the Eightfold Path.
Ask the students to help you match up the Eightfold Path with the UU Principles and Purposes. You
can tape the parts of the Eightfold Path on your UU Principles and Purposes poster in your room. This
is one way to correlate them, but accept any reasonable way the students put them together.
Inherent worth and dignity = right viewpoint AND right speech
Justice, equity and compassion = right values
Acceptance of one another = right mindfulness
Free and responsible search for truth = right meditation
The right of conscience = right actions
The goal of world community = right effort
Respect for the interdependent web of life = right livelihood
Ask students to tell why they agree or disagree with these matching or any other matchings the class
has decided on. Remember, there is no right or wrong answer in this exercise.
Finishing
Have the students create a construction paper cover for their book about the Buddha. If there is time
they can embellish the cover and continue to color the pictures while you discuss the story of the
Buddha. You may want to ask if they see any similarities in the story of the Buddha and any stories
they’ve heard about other holy people. How about Jesus? Krishna from the Hindu religion? Have
them compare some of the pictures in the books you have in your classroom.
Snack and Closing
Gather the students in a circle. Ask them what they learned about Buddhism today that they did not
know before? What did you learn about the Eightfold Path and the UU Principles? What did you
learn today that can help you be a better person? Thank each student for coming and participating.
Pass out the snacks and continue to your discussion.
Materials Needed for Buddhism Session I Grades 3-4
Books of the Buddha’s life for each student to color (Included in curriculum)
Construction Paper for the Students to make covers for their books
The 8 truths of the eight-fold path, one truth on one strip of paper (Cut apart the handout)
Markers, Scissors, Tape
Buddhism Handout
Sacred Myths
Stories of Our World Family
Buddhism
Session I Grades 5-6
Note
(This session is a long, rather didactic session today. You may want to do some ice-breaker games for
few minutes in the middle of the story of Buddha. You can ask for kids to volunteer to do some of the
reading if you think it would keep their attention.)
Pass out the books on Prince Siddhartha’s Life. Explain that today you will be covering the major
events in his life. This is a long story with many details. They’ll be able to take their books home with
them. Encourage them to read through the book with their families. They can color the illustrations to
make them their own unique books. Encourage them to start coloring as you tell them the story of The
Life of Buddha.
(The story of the life of Siddhartha Gautama is adapted from the Instilling Goodness School, City of
Ten Thousand Buddhas, Talmage, CA 95481)
Life in the Palace
Prince Siddhartha Gautama was born around 566 BC in the small kingdom of Kapilavastu in northern
India. His father was King Suddhodana and his mother was Queen Maya. Siddhartha and his family
were Hindus. Soon after Prince Siddhartha was born, the wise men predicted that he would become a
Buddha. When the king heard this, he was deeply disturbed for he wanted his son to become a mighty
ruler.
He told Queen Maya, “ I will make life in the palace so pleasant that our son will never want to
leave.” At the age of sixteen, Prince Siddhartha married a beautiful princess, Yasodhara. The king
built them three palaces, one for each season, and lavished them with luxuries. The passed their days
in enjoyment and never thought about life outside the palaces.
The Four Sights
Soon Siddhartha became disillusioned with the palace life and wanted to see the outside world. He
made four trips outside the palace and saw four things that changed his life. On the first three trips he
saw sickness, old age and death. He asked himself, “How can I enjoy a life of pleasure when there is
so much suffering in the world?” On his fourth trip he saw a wandering monk who had given up
everything he owned to seek an end to suffering. “I shall be like him,” Siddhartha thought.
Renunciation
Leaving his kingdom and loved ones behind, Siddhartha became a wandering monk. He cut off his
hair to show that he had renounced his worldly lifestyle and called himself Gautama. He wore ragged
robes and wandered from place to place. In his search for truth, he studied with the wisest teachers of
his day. For six years he practiced a severe lifestyle thinking this would lead him to enlightenment.
He sat in meditation and ate only roots, leaves and fruit. At times he ate nothing. He could endure
more hardships than anyone else, but this did not help him learn anything. He thought, “Neither my
life of luxury in the palace nor my life as an ascetic in the forest is the way to freedom from suffering.
Overdoing things can not lead to happiness.” He began to eat nourishing food again and regained his
strength.
Enlightenment
On a full moon day in May, he sat under the Bodhi tree in deep meditation and said, “I will not leave
this spot until I find the end to suffering.” During the night, he was visited by Mara, the evil one, who
tried to tempt him away from his virtuous path. First Mara sent his beautiful daughters to lure
Gautama into pleasure. Next he sent bolts of lightening, wind and heavy rain. Last he sent his
demonic armies with weapons and flaming rocks. One by one Gautama met the enemies and defeated
them with his virtue, or goodness. As the struggle ended, Gautama realized the cause of all suffering
and how to remove it. He realized that the cause of suffering was contained in what is now called THE
FOUR NOBLE TRUTHS:
1. All of life involves suffering
2. The cause of suffering is want things (desire) and not being able to let go of things that have
control over us (attachment)
3. Desire and attachment can be overcome
4. The way to overcome them is the Eightfold Path
THE EIGHTFOLD PATH
1. Right viewpoint – having the right attitude
2. Right values – consideration and compassion rather than selfishness and competitiveness
3. Right Speech – avoid anger, exaggeration and gossip
4. Right Actions – live honestly and do not harm other living things
5. Right Livelihood – live an work in a way that does not cause harm
6. Right Effort – thinking good thoughts
7. Right Mindfulness – practice calming the mind, free from distractions
8. Right Meditation – meditation leading to enlightenment and nirvana
Siddhartha had gained the most supreme wisdom and understood things as they truly are. He became
the Buddha, which means ‘The Awakened One’. From then on he was called Shakyamuni Buddha.
The Buddha Teaches
After his enlightenment, he went to Deer Park near the holy city of Benares and shared his new
understanding with five holy men. They understood immediately and became his disciples, or
followers. This marked the beginning of the Buddhist Community. For the next forty-five years, the
Buddha and his disciples went from place to place in India spreading the Dharma, his teachings. Their
compassion knew no bounds, they helped everyone along the way, beggars, kings and slave girls.
At night they would sleep where they were; when hungry they would ask for a little food. Where ever
the Buddha went he won the hearts of people because he dealt with their true feelings. He advised
people not to accept his words on blind faith, but to decide for themselves whether his teachings are
right or wrong, and then follow them. He encouraged everyone to have compassion for each other and
develop their own virtue. He told them, “You should do your own work, for I can teach only the way.”
He never became angry or impatient or spoke harshly to anyone, not even to those who opposed him.
He always taught in such a way that everyone could understand. Each person thought the Buddha was
speaking especially for them. The Buddha told his followers to help each other on the Way. He told
everyone to help those who are sick and need extra help. He said, “Whoever serves the sick and
suffering serves me.”
The Last Years
Shakyamui Buddha passed away around 486 BC at the age of eighty. Although he has left the world,
his spirit of kindness and compassion remains. The Buddha realized that he was not the first person to
become a Buddha. “There have been many Buddhas before me and will be many Buddhas in the
future.” The Buddha recalled to his disciples, “All living things have the Buddha nature and can
become Buddhas.” He taught the way to Buddhahood. The two main goals of Buddhism are getting to
know ourselves and learning the Buddha’s teachings. To know who we are, we need to understand
that we have two natures. One is called Ordinary Nature, which is made up of unpleasant feelings such
as fear, anger, and jealousy. The other is our True Nature, the part of us that is pure, wise, and perfect.
In Buddhism, it is called the Buddha Nature. The only difference between us and the Buddha is that
we have not awakened our True Nature.
Ask the students to quit coloring their pictures. Before class, cut apart each part of the Eightfold Path.
Give each student one of the parts of the Eightfold Path. If there are more than eight students, let them
pair up with a friend for this project. If you have less than eight students, teachers will have to take
one or more of the parts. Have the students tape the parts of the Eightfold Path on your UU Principles
and Purposes poster in your room. Have them match their part of the Eightfold Path with the UU
Principle it most closely matches. This is one way to correlate them, but accept any reasonable way
the students put them together.
Inherent worth and dignity = right viewpoint AND right speech
Justice, equity and compassion = right values
Acceptance of one another = right mindfulness
Free and responsible search for truth = right meditation
The right of conscience = right actions
The goal of world community = right effort
Respect for the interdependent web of life = right livelihood
Ask students to tell why they agree or disagree with these matchings or any other matchings the class
has made. Remember, there is no right or wrong answer in this exercise.
Finishing
Have the students create a construction paper cover for their book about the Buddha. If there is time
they can embellish the cover and continue to color the pictures while you discuss the story of the
Buddha. You may want to ask if they see any similarities in the story of the Buddha and any stories
they’ve heard about other holy people. How about Jesus? Krishna from the Hindu religion? Have
them compare some of the pictures in the books you have in your classroom.
Snack and Closing
Gather the students in a circle. Ask them what they learned about Buddhism today that they did not
know before? How is the Eightfold Path similar to the UU Principles? What did you learn today that
can help you be a better person? Thank each student for coming and participating.
Pass out the snacks and continue to your discussion.
Materials Needed for Buddhism Session I Grades 5-6
Books of the Buddha’s life for each student to color (Included in curriculum)
Construction Paper for the Students to make covers for their books
The 8 truths of the eight-fold path, one truth on one strip of paper (Cut apart the handout)
Markers, Scissors, Tape
Buddhism Handout
Sacred Myths
Stories of Our World Family
Buddhism Session II
Children’s Fellowship
Song-Enter Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)
To celebrate Unitarian Universalism. (hands in “U” shape)
This is the fellowship of the open mind. (Cover face, open hands)
This is the fellowship of the helping hands (hands out flat, open up)
This is the fellowship of the loving heart. (Cross arms on chest)
Together we care for our Earth (arms in front of body in a circle)
And work for friendship and peace in our world. (reach out to hold hands with neighbor)
Story
Remind the students that last week they all learned the story of Buddha in their classrooms. Buddha,
the founder of Buddhism, was a great teacher. One of the things that the Buddha taught people was
that all life was important – even the lives of trees and plants, water and animals. Read “Kindness to
Animals”, page 119 in the book “Prince Siddhartha, the Story of Buddha.” Tell the children that many
Buddhists are vegetarians. What is a vegetarian? Explain this is a person who does not eat meat.
Many people, not just Buddhists, are vegetarians.
Joys and Concerns
You can ask the children to come up and light a candle (with your help) and tell about a time they
helped someone, or they can share a milestone, joy or concern.
Closing Song
Dismiss to Classes
Stories of Our World Family
Buddhism
Session II Grades 1-2
Today in Children’s Fellowship we learned that the Buddha encouraged people to be kind to all
animals. Which Unitarian Universalist Principle tells us the same thing? (Respect the interdependent
web of nature, of which we are all a part – 7th Principle)
The Interdependent Web Game
Get a ball of yarn – this has to be a ball, not skein. The ball should be free from tangles to begin with.
Get the children in a circle. Sit on the floor Have a teacher hold the ball of yarn. Hold the end of the
yarn then roll the ball to someone on the other side of the circle. There will be a strand of yarn on the
floor going across the circle. Have the person you rolled the yarn ball to hold onto the yarn and roll the
ball to someone on the opposite side of the circle.
There will now be two strands of yarn going across the circle. Have the third person hold the yarn and
roll the ball. Continue this until everyone is holding on to the yarn – you have a web on the floor. Tell
the children not to let go of the yarn. Have one person lift their hand up off the floor. What happens to
the yarn? It all moves. Now have everyone stand up. Have them raise and lower their hands. Talk
about how everyone’s movements cause the web to change in some way. Try to roll the ball of yarn
back up in reverse.
Don’t spend too much time on this – if it doesn’t work, just gather the yarn. Ask the children how it
felt to have their movements make such a difference in the web. Explain that when UUs talk about the
interdependent web of life, it is like the yarn web. Whenever one person does something, like pours
garbage into a lake, it causes lots of problems. The plants in the lake might die because of the garbage
in the lake. The fish in the lake that eat the plants wouldn’t have anything to eat. The fish would die.
The animals that eat fish would not have any food – and so the cycle goes. The interdependent web
doesn’t refer to only bad things – it also means that when we do something good it causes other good
things to happen. When we plant more trees, we get cleaner air and the birds and animals have more
places to live. What other things can you think of that have to do with the interdependent web? (The
way we treat our friends and families determines how they treat us, when we go to school we learn
how to do more things, if we eat unhealthy food, like too much candy, we may get sick, etc.)
Activity
Buddha lived in the country of India. Find India again on the map. He taught us to be kind to all
living things, including birds. The national bird of India is the magnificent peacock. Today we are
going to make a peacock in honor of the Buddha’s teachings. Follow directions on Pages 128-130 of
The Kids Multicultural Art Book. Ask the children to leave their peacocks at fellowship to help
decorate your room.
Closing and Snack
Gather the children for snack. While they are eating ask “What did you learn about Buddhism today?”
That we should respect all living things. How is that like Unitarian Universalism? The 7 th Principle.
Go around the circle and ask them what they are going to do this week to respect the interdependent
web or life, or all living things? Thank each child for coming to class and participating.
Materials Needed for Buddhism Session II Grades 1-2
Ball of Yarn (Have the parachute for back-up if the yarn game is too difficult)
White paper plates
Orange & Blue Construction Paper
Makers – dark colors
Orange & Blue Finger Paints
Cotton Swabs
Pencil, tape stapler, scissors
The Kids Multicultural Art Book
Stories of Our World Family
Buddhism
Session II Grades 3-4
Story/Focus
Read The Mustard Seed in Sacred Myths, pages 10-11.
Everyone eventually has some experience with sadness. In this story the Buddha was trying to show
the old woman that she could not expect to be different from everyone else. The only way to have
peace of mind is to fully realize this truth and not allow sadness or despair to take over your life. One
of the best ways to understand the connection between everything and everyone is to develop a sense
of compassion or caring by helping others and being kind. This is why the Buddha told the woman she
was on the road to becoming a Buddha herself. She was gaining compassion and awareness, which are
steps toward enlightenment, or spiritual awakening.
-
Do you think it is possible to have a life with no sadness, suffering or grief? Why or
why not? What would it be like to live such a life?
In the story, the old woman learned to let go of her pain by helping other people. Why
does helping others make a difference?
Look at the illustrations in the book. Notice how the old woman seems to move from shadows on the
left of the page into the light in the center. She is gaining enlightenment. In this picture of a ninth
century “seated Buddha” which comes from Java, the Buddha’s eyes are partially open but unfocused,
as if he is looking deeply inward. His right hand is held in a gesture of blessing, thumb and forefinger
touching in indicate the connection between body and spirit. The topknot of his head is a sign of his
omniscience and wisdom, and the dot on his forehead is a symbol of his renunciation of worldly
things.
Buddhist Koans
Buddha used stories to teach his lessons. Koans are like holy riddles that are meant to teach some truth
about the world using Buddhist principles. Often the answers to these koans are not clear – it takes
some thinking to solve the riddle. There are many answers to koans – not just one right answer.
Remind the class that to use all the information from the Four Noble Truths and the Eightfold Path
when trying to solve the koans.
Divide the class into groups of three and give each one of the groups one koan to solve. Give each
group 5 minutes to “solve” their koan. Come back together and have each group share their koan and
then tell their answer. All the other groups to add their ideas to the possible solutions. After all the
groups have shared, repeat the exercise. Keep the students in the same groups, give them new koans.
Write each koan on a note card to pass out to each group.
- What is the color of the wind?
- What is the scent of the sun?
- One day a man fell down in the snow and called out, “help me up, help me up!” A
monk came and lay down beside him. The man got up and went away.
- The roof was leaking, a Zen master told two monks to bring something to catch the
water. One brought a bucket and the other a basket. The one who brought the bucket
was severely scolded, the one who brought the basket was highly praised.
-
-
-
When MANY is reduced to ONE, what is ONE reduced to?
A man asked a butcher, “Give me the best piece of meat you have.” “Everything in my
shop is the best,” the butcher replied. “You cannot find any piece of meat that is not the
best.” At these words, the man was enlightened.
Two monks were looking at a flag waving in the wind. One said, “The flag moves.”
The other said, “The wind moves.” They could not agree. A Zen master came by and
said, “Gentlemen, it is not the flag that moves. It is not the wind that moves. It is your
mind that moves.” The two monks were struck with awe.
A monk went to a Zen master and asked, “Guru how long will it take me to become
enlightened?” The master replied, “Ten years.” “What if I study twice as hard as any
other person?” asked the man. “Then twenty years,” replied the master. “What if I
study every waking moment of every day?” the man asked. “Then fifty years,” replied
the master.
Activity
In the Buddhist tradition, a picture or painting of a sun is often used to symbolize enlightenment. Now
that your students have mastered the koans, have them make a sun on a circle of filter paper. Dampen
the paper first, then use makers or water colors to create the symbol. Make an example ‘sun” to show
the class. Have the students hang their suns around the room to dry.
Snack and Closing
What did you learn about Buddhism from the koans? (Not all answers are clear, there can be more
than one answer to any question or problem) Is there a UU Principle that reminds you of a Buddhist
koan? (Free and responsible search for truth) Ask students if the koans will help them when doing
their schoolwork? How? Thank each student for participating in class today.
Materials Needed for Buddhism Session II Grades 3-4
Sacred Myths
Note cards for koans
Filter paper
Water
Watercolor paints
Brushes
Stories of Our World Family
Buddhism
Session II Grades 5-6
Story/Focus
Read “The Mustard Seed” in Sacred Myths, pages 10-11.
Everyone eventually has some experience with sadness. In this story the Buddha was trying to show
the old woman that she could not expect to be different from everyone else. The only way to have
peace of mind is to fully realize this truth and not allow sadness or despair to take over your life. One
of the best ways to understand the connection between everything and everyone is to develop a sense
of compassion or caring by helping others and being kind. This is why the Buddha told the woman she
was on the road to becoming a Buddha herself. She was gaining compassion and awareness, which are
steps toward enlightenment, or spiritual awakening.
-
Do you think it is possible to have a life with no sadness, suffering or grief? Why or
why not? What would it be like to live such a life?
In the story, the old woman learned to let go of her pain by helping other people. Why
does helping others make a difference?
Look at the illustrations in the book. Notice how the old woman seems to move from shadows on the
left of the page into the light in the center. She is gaining enlightenment. In this picture of a ninth
century “seated Buddha” which comes from Java, the Buddha’s eyes are partially open but unfocused,
as if he is looking deeply inward. His right hand is held in a gesture of blessing, thumb and forefinger
touching in indicate the connection between body and spirit. The topknot of his head is a sign of his
omniscience and wisdom, and the dot on his forehead is a symbol of his renunciation of worldly
things.
Project
In the story of the mustard seed, the old woman found comfort in helping others. Today we are going
to make posters inviting people to bring a vegetarian food item for us to deliver to the local food
pantry. Divide the students into groups of two or three. Have each group design a poster to invite
people to bring vegetarian food for the Food Pantry. Be sure the students put their name and grade on
the poster. At the end of class, place these posters around the fellowship. Make arrangements to get
the food you collect to a local pantry.
Buddhist Koans
Buddha used stories to teach his lessons. Koans are like holy riddles that are meant to teach some truth
about the world using Buddhist principles. Often the answers to these koans are not clear – it takes
some thinking to solve the riddle. There are many answers to koans – not just one right answer.
Remind the class that to use all the information from the Four Noble Truths and the Eightfold Path
when trying to solve the koans.
Divide the class into groups of three and give each one of the groups one koan to solve. Give each
group 5 minutes to “solve” their koan. Come back together and have each group share their koan and
then tell their answer. All the other groups to add their ideas to the possible solutions. After all the
groups have shared, repeat the exercise. Keep the students in the same groups, give them new koans.
Write each koan on a note card to pass out to each group.
- What is the color of the wind?
- What is the scent of the sun?
- One day a man fell down in the snow and called out, “help me up, help me up!” A
monk came and lay down beside him. The man got up and went away.
- The roof was leaking, a Zen master told two monks to bring something to catch the
water. One brought a bucket and the other a basket. The one who brought the bucket
was severely scolded, the one who brought the basket was highly praised.
- When MANY is reduced to ONE, what is ONE reduced to?
- A man asked a butcher, “Give me the best piece of meat you have.” “Everything in my
shop is the best,” the butcher replied. “You cannot find any piece of meat that is not the
best.” At these words, the man was enlightened.
- Two monks were looking at a flag waving in the wind. One said, “The flag moves.”
The other said, “The wind moves.” They could not agree. A Zen master came by and
said, “Gentlemen, it is not the flag that moves. It is not the wind that moves. It is your
mind that moves.” The two monks were struck with awe.
- A monk went to a Zen master and asked, “Guru how long will it take me to become
enlightened?” The master replied, “Ten years.” “What if I study twice as hard as any
other person?” asked the man. “Then twenty years,” replied the master. “What if I
study every waking moment of every day?” the man asked. “Then fifty years,” replied
the master.
Activity
(Depending on how much time you took for the Food Pantry Posters, you may not have time for this
activity.)
In the Buddhist tradition, a picture or painting of a sun is often used to symbolize enlightenment. Now
that your students have mastered the koans, have them make a sun on a circle of filter paper. Dampen
the paper first, then use makers or water colors to create the symbol. See the example.
Snack and Closing
Have the students place their posters around the fellowship. Encourage the students to have a snack in
the Fellowship Hall after hanging their posters. Encourage them to make conversation with the adults
about this project. Teachers should make sure each student makes a connection with their families
after class.
Materials Needed for Buddhism Session II Grades 5-6
Sacred Myths Book
Paper for Food Basket Reminder
Poster board or paper
Bold markers
Filter paper
Water
Watercolor paints, Brushes
Stories of Our World Family
Buddhism
Session III
Children’s Fellowship
Song-Enter Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)
To celebrate Unitarian Universalism. (hands in “U” shape)
This is the fellowship of the open mind. (Cover face, open hands)
This is the fellowship of the helping hands (hands out flat, open up)
This is the fellowship of the loving heart. (Cross arms on chest)
Together we care for our Earth (arms in front of body in a circle)
And work for friendship and peace in our world. (reach out to hold hands with neighbor)
Read the Book
The Walking Stick
This is a rather long story, so it will be best to learn the story and retell it to the children. The
illustrations are so beautiful, be sure to show them. When you’ve finished the story, ask the children
the following questions:
Q: Last week you learned the story of the life of the Buddha. You heard about monks in that story.
Van’s uncle in this story is a monk. How do you think Van’s uncle and other monks live? (In
communities of monks, helping people who suffer, living as simply as possible, living according to the
Eightfold path, etc.)
Q: Why did Van and his family leave Vietnam? (The country was filled with war and violence, Van
wanted a safe life for his family.)
Q: Where did Van and his family move to? (The US)
Q: Why did Van give his walking stick to his granddaughter, Lynn? (She was like him, she wanted to
see what was beyond the next hill; she was going on a long journey back to Viet Nam)
Q: Would you have left the stick at the foot of the Buddha if you were Lynn? Why or why not?
Closing Song
Dismiss to Classes
Stories of Our World Family
Buddhism
Session III Grades 1-2
Ask the children what they remember about the Buddha from the last week’s lesson. Hand out
materials about Buddha to anyone who has not received it. Explain that the Buddha lived his life
teaching. These teachings are called the Dharma. Today we will learn about a Buddhist monk, a
person who lives their entire life learning the Dharma.
Read the book, The Walking Stick, to the class. Gather the children in a circle to look at the beautiful
illustrations in the story. Notice the faces, or spirits in the trees, skies and mountains. Explain that
some religions believe that every part of the earth has a spirit, or a part that is living.
Van’s uncle, a Buddhist monk, said that the Buddha would watch over him wherever he carried his
stick since he found it under the Buddha’s statue. His uncle probably thought that the Buddha, or the
spirit or the Buddha was in the tree by the Buddha’s statue. Tell the children that today you are going
to look for sticks on the property of the fellowship that you can use for walking sticks. These will be
our Unitarian Universalist walking sticks.
Perhaps our walking sticks will remind us of the energy and spirits of the people who come to our
fellowship. We’ll feel the joy and safety that we feel here at fellowship when we have our walking
sticks with us. Show the students an example of a UU walking stick. Make one before class to show
the students if you don’t already have one to show them. Tell the students that they can embellish their
sticks with the materials you’ll provide. (In case of rain, have dowels or get sticks ahead of time)
Before you go outside to hunt for sticks, remind the children of safety rules with sticks. Also, let them
know that they will need to find sticks that are about the same size as the sample walking stick. Be
proactive in taking sticks away from students who are not acting responsibly with theirs. Bring a
garden clipper with you to go pick up or harvest walking sticks in the woods.
When you’ve gathered your sticks, bring them back to the classroom. Allow the children to decorate
their sticks with yarn, beads, feathers, markers, foil, or anything else you can think of.
When all the sticks are decorated, lay them in a pile in the middle of the floor. No one is holding their
stick at this point. Have the children sit in a circle around the sticks. Go around the circle and have the
children tell where they are going to take their stick, where they hope to hike with it, what kind of
journey they might go on with their stick one day.
Also, ask what, if any special or magical powers or energies their sticks might have. I would
encourage at least one teacher to make a stick if they can, or use the example walking stick, and model
this sharing. In terms of magical powers or energy, you could say that the stick makes you feel happy
because it reminds you of the fellowship grounds and your friends at fellowship. Try to help the
children see that special or magical can mean “real” things. If someone says that their stick has magic
powers that can make them fly or some other unrealistic thing, don’t dispute them, just say something
like, “that would be really amazing”. Share their enthusiasm.
Snack and Closing
Move to the table for snacks – leave the sticks in the pile in the middle of the room. Have one teacher
gather the sticks and put them by the door. While sharing snacks ask the children, have the following
discussion:
In the story, “The Walking Stick”, Van finds his stick near a Buddhist temple. Do we, Unitarian
Universalists, have temples? (Our fellowship is where we gather to worship and share religious
experiences. We call our building a fellowship, not a temple. They are somewhat the same.)
Van’s uncle was a Buddhist monk. He lived at the temple with other Buddhist monks.
What are monks? (Men, always men, that devote their lives to their religion. They spend their days
doing good works for people who are members of their religious community and for people who are
suffering. They lead simple lives.) Are there Unitarian Universalist monks? (No, Unitarian
Universalists have ministers and people who work with the minister. The people who work in this
fellowship go home to their own homes and families. They don’t live at the fellowship.)
Finally, go around the circle and thank each child for coming. As you close, remind the children to use
their walking sticks only for walking sticks. Tell them that you will give their sticks to their parents.
Do not let any child leave on their own with a stick. Ask parents to keep the sticks until they get them
home.
Materials Needed for Buddhism Session III Grades 1-2
The Walking Stick
One stick for every child
Yarn, bells, beads, feathers, markers, glue – whatever you want to decorate the sticks.
A garden clipper to trim sticks
Stories of Our World Family
Buddhism
Session III Grades 3-4
Story/Focus
Read the story The Golden Elephant in the Sacred Myths book, pages 14-15.
Discussion
Elephants are very valuable in India, where they are sometimes used as work animals. A living
elephant may be worth its weight in gold, but it’s obviously not made of actual gold. In this story,
we’re meant to see the elephant as a symbol. He is more valuable than gold to the boy because he
brings not material wealth, but friendship and love. Yet even friendship, like anything else, can
become too strong an attachment. When an attachment is more important than being true to yourself,
it is an obstacle on your spiritual path.
The monk has one last tie to his past life and worldly connections. He sees this attachment as his
friend who has been good to him but knows he must let that go. Without judgment, without anger or
sorrow, he bids the elephant to go in peace. As soon as he does so, the elephant is at peace too.
-
-
The question of friendship can raise thorny issues. What does it mean to be loyal to a
friend? What if a friend wants you to do something against your principles? What if
they won’t be your friend if you don’t do things their way?
Why did the monk have to let his friendship with the elephant go, though the elephant
did nothing intentionally against the monk’s values? (The elephant was a distraction on
the monk’s spiritual path. Because the elephant was gold, people were lured to him out
of greed and were distracted from their own spiritual needs. The elephant himself was a
being with a spirit that needed to be freed from the chains of the material world.)
Do you think this was a true story? (No, this is a story that was told to teach a lesson – like a fable or
some fairy tales.)
Activity
Kanakavatsa was a monk, or a person who dedicated his life to his religion, Buddhism. One of the
daily practices for Buddhist monks is meditation. Meditation is essential for reaching nirvana, or
enlightenment. It is through searching within the self during meditation that a person can come to
understand the Dharmma, or truth of the teaching of the Buddha. All Buddhists are supposed to
practice meditation. People of other religions practice meditation as well. Almost anything can be the
focus of meditation because the meditation is doing things in a “mindful way.”
The means that a person should concentrate on the present moment and what they are doing right then
and not be distracted by thinking of other things – like things that have happened in the past or things
they want to do in the future. Meditation is a very healthy thing to do. Doctors sometimes advise that
their patients try meditation to relieve some kinds of illnesses. They may also recommend that people
meditate on a regular basis to try to prevent illnesses.
Malas or Meditation Beads
Some people use Malas, or beads to help them meditate. Today you are going to make a 27 bead
Mala. (All Malas are divisible by 9 – they may have 27, 54 or 108 beads.) This Mala will actually
have 28 beads – there is one larger, or guru bead. We’ll explain how this works during the meditation
exercise. Have each student choose 27 beads that are exactly the same and one larger guru bead.
Make an example Mala for the class to see and pattern theirs on.
Mantras
When the students are finished making their Malas, explain what a mantra is. A mantra is a saying that
is said to yourself to help focus your attention on meditation. Today we are going to try a simple
mantra, the Light, Love, Peace mantra.
Meditation
Hold your Mala by the guru bead. Now touch the first bead and say “light”. Now touch the second
bead and say “love”. Touch the third bead and say “peace”. Repeat this pattern until you get all the
way around to the guru bead. When you get to the guru bead say “light before me, light behind me,
light above me, light below me, light to the right of me, light to the left of me, light inside me”.
While still holding the guru bead, repeat the final part of the mantra saying “love” and then “peace”
instead of light. Now that you’ve done one round of meditation together, ask the children to find a
comfortable place in the room –at the table or sitting in the lotus position on the floor, and do this
meditation with their eyes closed, saying “light, love and peace” silently to themselves. Tell them that
when they get to the guru bead they should say the “light before me” part of the mantra slowly to
themselves.
Tell them it’s okay if they can’t remember the exact words – whatever they do will be fine. Let
everyone get comfortable, put the “Chants of India” music on low in the background and let everyone
meditate. Ask them to say this mantra tens times. The beads will help them keep track. They should
go slowly.
Here are two more meditations:
Har – just say or think Har over and over, breath by breath, bead by bead. Har is the name of
God. Repeating Har, you will open your heart and invoke peacefulness in your being. When you get
to the guru bead say “Har is in me” four times. Do this meditation four times.
Sat Nam – Sat is truth, Nam is identity. Say or think Sat Nam with every bead. Slowly,
slowly. When you get to the guru bead say “I know my Sat Nam” three times. Do this meditation ten
times.
If you have time – have the students make up their own meditations.
Snack and Closing
Gather students for snacks and closing. Ask them these questions. What UU Principle do you think
meditation might fit into? (Free and responsible search for truth, acceptance of one another, goal of
world community.)
Ask the students to share what meditation they made up. Go around the circle and thank each student
for participating today.
Materials Needed for Buddhism Session III Grades 3-4
Sacred Myths
Beads
String for beads
Making Your Own Malas or Dharma Beads
Guru Bead
Materials
27 main beads of the same color and type
2 separator beads
1 guru bead – this bead should be the largest on the mala
1 end bead (optional)
Step One
Start with the guru bead. Put the string through the bead and secure the bead by tying a knot loosely
around it.
Step Two
Place 6 main beads on the string next to the guru bead.
Step Three
Place 1 separator bead on the string.
Step Four
Place 15 main beads on the string
Step Five
Place 1 separator bead on the sting.
Step Six
Place the remaining 6 main beads on the string.
Step Seven
If the guru bead has a large enough opening, run the string through the guru bead. You will have a
string coming out each end of the guru bead. Run these two strings through the end bead. Tie with 2-3
knots. If the guru bead does not have a large enough opening to run the string back through it, or if
you don’t want an end bead, simply tie the string together after stringing the beads.
Note
Don’t worry if your mala does not fit around your wrist. It is not meant to be worn like a bracelet. It is
meant to help you keep track of your prayers and mantras when saying them.
Stories of Our World Family
Buddhism
Session III Grades 5-6
Story/Focus
Read the biography of Thich Nhat Hanh from the book Ten Incredible People. You may want to read
the article on page 29 of the Shambhala Sun magazine, July 2003 (this is for teacher’s reading, don’t
read the whole article to the class) for more background for yourself. After reading the biography,
read the two paragraphs circled in blue on page 31 of Shambhala Sun. Ask these questions:
Q: Do you believe this is true? Do people just become more angry when they express their anger?
Read the very short story “A Rude Man” from “Prince Siddhartha, the Story of Buddha”, page 115.
Let the students comment on the way the Buddha dealt with the rude man’s anger.
Today we’re going to learn more about something that is quite the opposite of anger - meditation. One
of the daily practices for Buddhist monks, like Thich Nhat Hanh, is meditation. Meditation is essential
for reaching nirvana, or enlightenment. It is through searching within the self during meditation that a
person can come to understand the Dharmma, or truth of the teaching of the Buddha. All Buddhists are
supposed to practice meditation. People of other religions practice meditation as well. Almost
anything can be the focus of meditation because the meditation is doing things in a “mindful way.”
The means that a person should concentrate on the present moment and what they are doing right then
and not be distracted by thinking of other things – like things that have happened in the past or things
they want to do in the future. Meditation is a very healthy thing to do. Doctors sometimes advise that
their patients try meditation to relieve some kinds of illnesses. They may also recommend that people
meditate on a regular basis to try to prevent illnesses.
Malas or Meditation Beads
Some people use Malas, or beads to help them meditate. Today you are going to make a 27 bead
Mala. (All Malas are divisible by 9 – they may have 27, 54 or 108 beads.) This Mala will actually
have 28 beads – there is one larger, or guru bead. We’ll explain how this works during the meditation
exercise. Have each student choose 27 beads that are exactly the same and one larger guru bead.
Make an example Mala for the class to see.
Mantras
When the students are finished making their Malas, explain what a mantra is. A mantra is a saying that
is said to yourself to help focus your attention on meditation. Today we are going to try a simple
mantra, the Light, Love, Peace mantra.
Meditation
Hold your Mala by the guru bead. Now touch the first bead and say “light”. Now touch the second
bead and say “love”. Touch the third bead and say “peace”. Repeat this pattern until you get all the
way around to the guru bead. When you get to the guru bead say “light before me, light behind me,
light above me, light below me, light to the right of me, light to the left of me, light inside me”. While
still holding the guru bead, repeat the final part of the mantra saying “love” and then “peace” instead of
light.
Now that you’ve done one round of meditation together, ask the children to find a comfortable place in
the room –at the table or sitting in the lotus position on the floor, and do this meditation with their eyes
closed, saying “light, love and peace” silently to themselves. Tell them that when they get to the guru
bead they should say the “light before me” part of the mantra slowly to themselves. Tell them it’s
okay if they can’t remember the exact words – whatever they do will be fine. Let everyone get
comfortable, put the “Chants of India” music on low in the background and let everyone meditate.
Ask them to say this mantra tens times. The beads will help them keep track. They should go slowly.
Here are two more meditations:
Har – just say or think Har over and over, breath by breath, bead by bead. Har is the name of
God. Repeating Har, you will open your heart and invoke peacefulness in your being. When you get
to the guru bead say “Har is in me” four times. Do this meditation four times.
Sat Nam – Sat is truth, Nam is identity. Say or think Sat Nam with every bead. Slowly,
slowly. When you get to the guru bead say “I know my Sat Nam” three times. Do this meditation ten
times.
If you have time – have the students make up their own meditations.
Snack and Closing
Gather students for snacks and closing. Ask them these questions. What UU Principle do you think
meditation might fit into? (Free and responsible search for truth, acceptance of one another, goal of
world community.)
Ask the students to share how they think meditation could help them in their lives. Go around the
circle and thank each student for participating today.
Materials Needed for Buddhism Session III Grades 5-6
Ten Incredible People
Beads
String for beads
Making Your Own Malas or Dharma Beads
Guru Bead
Materials
27 main beads of the same color and type
2 separator beads
1 guru bead – this bead should be the largest on the mala
1 end bead (optional)
Step One
Start with the guru bead. Put the string through the bead and secure the bead by tying a knot loosely
around it.
Step Two
Place 6 main beads on the string next to the guru bead.
Step Three
Place 1 separator bead on the string.
Step Four
Place 15 main beads on the string
Step Five
Place 1 separator bead on the sting.
Step Six
Place the remaining 6 main beads on the string.
Step Seven
If the guru bead has a large enough opening, run the string through the guru bead. You will have a
string coming out each end of the guru bead. Run these two strings through the end bead. Tie with 2-3
knots. If the guru bead does not have a large enough opening to run the string back through it, or if
you don’t want an end bead, simply tie the string together after stringing the beads.
Note
Don’t worry if your mala does not fit around your wrist. It is not meant to be worn like a bracelet. It is
meant to help you keep track of your prayers and mantras when saying them.
Stories of Our World Family
Buddhism Session IV
Children’s Fellowship
Opening Song
Children’s Fellowship
Song-Enter Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)
To celebrate Unitarian Universalism. (hands in “U” shape)
This is the fellowship of the open mind. (Cover face, open hands)
This is the fellowship of the helping hands (hands out flat, open up)
This is the fellowship of the loving heart. (Cross arms on chest)
Together we care for our Earth (arms in front of body in a circle)
And work for friendship and peace in our world. (reach out to hold hands with neighbor)
Buddhist Chants
Listen to the Gyuto Monks: Tibetan Tantric Choir. The following list contains some Buddhist chants
from the CD recording:
1. Guhyasamaja Tantra Chapter II
2. Melody for Mahakala
Have the children make up chants – remind them of the mantras they learned in last weeks lessons –
chants are life mantras. Today we’ll be doing one note chants. Light, Love, Peace & Loving Kindness
Meditation
Have the children each choose any musical note. On that note, have them repeat one of the words
above. At first the sound is terrible, but stick with it and enjoy the dissonence.
Joys and Concerns
Encourage students to “chant” their joys or concerns
Closing Song
Dismissal to Classes
Stories of Our World Family
Buddhism
Session IV Grades 1-2
Read The Flight of the Beasts in the book I Once was a Monkey. There are no page numbers in this
book. It’s near the middle of the book. This book is unique in that the stories are told by the Buddha
as if he was one of the animal characters.
In this story Buddha tells us that we shouldn’t always believe everything we hear. The animals in this
story were so frightened because everyone else was frightened. Has this ever happened to you? Do
you get scared because your friends are scared? Do you think vegetables don’t taste good because
your friend doesn’t think they taste good? What would have happened if the lion had not been brave
enough to go and see what caused the noise? (Everyone would still be scared and running away.)
Would you ever be brave enough to not be scared when all your friends are scared?
Activity – Animal Collage
Before class starts, cut out a huge circle from blue paper. Make it 3’ – 4’ in diameter. Tape the circle
to the wall. Use brown and green crayons to color in “land” to make this look like the earth. Draw a
tree with a mango under it someplace on the “earth”. Have the children cut out pictures of animals
from magazines. Let them paste the pictures on the “earth”, running away from the mango tree. Use
glue sticks. Make sure there is a brave lion in this collage.
Discussion
What does it mean to be brave? When have you been brave in your life?
Cuts or scrapes
Trying a new food
Going to school the first day
Saying hello to a new student
Learning something hard in school
Running fast
Learning a new sport
Learning to do anything we don’t know how to do
Meditation
Gather children in a circle on the floor. Have them spread out so that no one is touching or too close to
anyone else.
Today we are going to learn something new. It’s something that is part of the Buddhist religion that
we’ve been learning about. It’s called meditation. There are many ways to meditate. In Children’s
Fellowship today we learned how to meditate by chanting. We are going to meditate by being very
quiet now. Here is how we are going to do this:
Everyone take a very deep breath (inhale) and hold it for a moment.
Now breathe out (exhale)
Now close your eyes and take another very deep breath (inhale) Hold it
Now slowly breathe out (exhale)
Keep your eyes closed and your body still. Keep breathing slowly and calmly. Stay very quiet.
(Pause a few seconds)
Now imagine that you are the brave lion in the story.
See yourself as this beautiful, wise lion. See your golden hair and your big mane.
(Pause a few seconds)
Imagine that you are a brave, kind lion. Pretend that you are so kind and so brave, there is nothing that
scares you. See yourself as this lion walking through the jungle not afraid of anything.
(Pause a few seconds)
Now imagine that you are no longer a lion, now imagine that you are yourself. Even though you don’t
look like a lion anymore, you are still very brave. How does it feel to be you and be very brave?
(Pause a few seconds)
Now keep feeling brave and take a deep breath. (inhale)
Keep feeling brave and let your breath out (exhale)
Take one more deep breath (inhale)
And open your eyes as you breathe out (exhale)
Take another breath and you’re back in the circle with your friends.
How do you feel? Let a few students answer. Suggest that you gather back around the table for snack
and more conversation.
Snack and Closing
Let the students continue to share what their meditation experience was like. What do our UU
Principles say about being brave? About doing the right thing? (The inherent worth and dignity of all
people – we know that all people are good and strong and have inside of them the strength to make
good decisions.) How are you going to be brave and do the right thing during the week? Thank each
student for participating in class.
Materials Needed for Buddhism Session IV Grades 1-2
I Once was a Monkey
Blue Earth Circle
Green and Brown Crayons
Magazines with animal pictures
Scissors, Glue Sticks
Stories of Our World Family
Buddhism
Session IV Grades 3-4
Read The Deceitful Heron in the book I Once was a Monkey
This is a pretty grim story. The moral of this story is “there is no reward for untruthfulness – if you
trick others and are cruel to them, the will behave the same way toward you in the end.” Can you think
of a situation where this is true? Have you ever been in trouble for being untrue? How did that feel?
(Let them know that all people learn this lesson – we have all been untrue about something in our life.
It’s good to focus on what we learned from the consequences of that behavior.)
Activity
Make an example of a prayer flag (See below).
The Buddhist tradition has a beautiful tradition called prayer flags. They make these flags to remind
them to live good lives. Usually a prayer flag has many little flags on a string. These flags are hung
outdoors in the woods, outside of people’s homes or outside of temples. They are meant to be outside.
There is a belief that if you leave your prayer flags outside, the wind will blow your prayers to the
world and they will be answered.
Today, to honor the fish that were killed in the story, and to remember to tell the truth, we are going to
put images of fish on our prayer flags. We will also make flags that have words we want to send out to
the world, words that remind us why we want to live as truthful a life as possible. What are some
words that remind us of what we feel like when we are truthful? (Joy, peace, love, honest, trustworthy,
etc.) Write these words on the board. They will be painting or writing these words on their prayer
flags.
How to make Buddhist Prayer Flags
Cut or rip strips of plain fabric into strips of cloth 5”-6” by 10”-12”. Ripping the strips makes them
look a bit more worn – like they’ve been flapping in the wind for a while. Each student needs 5-7
strips of fabric.
On each strip of fabric put a painted fish image (see instructions for fish prints) or write one of the
words large enough to fill the strip.
When the flags are made, use a big needle threaded with yarn to connect the flags into a long strip.
(The flag looks like the strips are hanging on a clothes line) Leave enough yarn at each end of the flag
to use for hanging the flag.
The students can either leave the flags at fellowship to decorate the room or take them home.
Encourage them to hang them outdoors if they take them home.
Snack and Closing
Have the students clean up, then gather for snack and closing. Ask what UU Principle the Story of the
Deceitful Heron reminds them of. (Justice, equity, compassion) What are they going to do this week
to show more compassion during the week? Thank each student for participating today.
Materials Needed for Buddhism Session IV Grades 3-4
I Once was a Monkey
Paint shirts
Paints
Fabric
Yarn or twine
Real or rubber fish (You can purchase rubber fish for the fish prints)
Fabric or permanent markers to write words on the flags
Scissors
Large Eye Needles
Directions for making Fish Prints
Gyotaku, or fish prints, have their origins in scientific inquiry but primarily serve an artistic function
today. The process, which emerged about two hundred years ago in Japan, is simple: Pigment is
applied to a fish, and that fish is pressed against rice paper. The prints were first used to document the
size, features, and varieties of fish before the invention of the camera, but modern practitioners employ
them for aesthetic ends.
Supplies for the Fish Print
Fish (rubber fish can be found at hobby or craft stores)
Straight pins
Acrylic paint
Flat brush (haki)
Paper that will not tear when wet
Mister
Sponge
Wheat paste
Soft, dry brush
1. Clean the fish, washing away as many impurities as possible. Place the fish on a table, and use
paper towels to blot the fish dry. Make sure to be thorough, as any excess water will dilute the
ink or cause blotches. Prop up the fish’s fins, and fan the tail with the pins.
2. Cut a piece of paper two inches larger than the fish on all sides. Use the flat brush to apply a
coat of acrylic paint onto the entire surface of the fish.
3. Using a firm but gentle grip, wrap and form the paper around the topside of the fish. Carefully
remove the paper. Because the paper will shrink and pucker as it dries, you’ll need to mount it
on another sheet of paper. Cut another piece of paper slightly larger than the print. Moisten the
paper completely using the mister and some water.
4. Lay the print face up on top of the wet paper, and using a damp, wrung-out sponge, completely
moisten the print. Carefully lift one end of the print, bringing it back halfway. Apply a thin
coating of wheat paste to the paper underneath, and lower the print back down. Use a soft, dry
brush to smooth out any wrinkles or air bubbles.
5. Repeat this step for the opposite side of the print. Hang the print on a bulletin board with
pushpins, and allow it to dry for 24 hours.
Stories of Our World Family
Buddhism
Session IV Grades 5-6
Read “The Clever Crab” in the book Buddha Stories
This is a pretty grim story. The moral of this story is “there is no reward for untruthfulness – if you
trick others and are cruel to them, the will behave the same way toward you in the end.” Can you think
of a situation where this is true? Have you ever been in trouble for being untrue? How did that feel?
(Let them know that all people learn this lesson – we have all been untrue about something in our life.
It’s good to focus on what we learned from the consequences of that behavior.)
Activity
Make an example of a prayer flag (See below).
The Buddhist tradition has a beautiful tradition called prayer flags. The make these flags to remind
them to live good lives. Usually a prayer flag has many little flags on a string. These flags are hung
outdoors in the woods, outside of people’s homes or outside of temples. They are meant to be outside.
There is a belief that if you leave your prayer flags outside, the wind will blow your prayers to the
world and they will be answered.
Today, to honor the fish that were killed in the story, and to remember to tell the truth, we are going to
put images of fish on our prayer flags. We will also make flags that have words we want to send out to
the world, words that remind us why we want to live as truthful a life as possible. What are some
words that remind us of what we feel like when we are truthful? (Joy, peace, love, honest, trustworthy,
etc.) Write these words on the board. They will be painting or writing these words on their prayer
flags.
How to make Buddhist Prayer Flags
Cut or rip strips of plain fabric into strips of cloth 5”-6” by 10”-12”. Ripping the strips makes them
look a bit more worn – like they’ve been flapping in the wind for a while. Each student needs 5-7
strips of fabric.
On each strip of fabric put a painted fish image (see instructions for fish prints) or write one of the
words large enough to fill the strip.
When the flags are made, use a big needle threaded with yarn to connect the flags into a long strip.
(The flag looks like the strips are hanging on a clothesline) Leave enough yarn at each end of the flag
to use for hanging the flag.
The students can either leave the flags at fellowship to decorate the room or take them home.
Encourage them to hang them outdoors if they take them home.
Snack and Closing
Have the students clean up, then gather for snack and closing. Ask what UU Principle the Story of the
Deceitful Heron reminds them of. (Justice, equity, compassion) What are they going to do this week
to show more compassion during the week? Thank each student for participating today.
Materials Needed for Buddhism Session IV Grades 5-6
Buddha Stories
Paint shirts
Paints
Fabric
Yarn or twine
Real or rubber fish (You can purchase rubber fish for the fish prints)
Fabric or permanent markers to write words on the flags
Scissors
Large Eye Needles
Directions for making Fish Prints
Gyotaku, or fish prints, have their origins in scientific inquiry but primarily serve an artistic function
today. The process, which emerged about two hundred years ago in Japan, is simple: Pigment is
applied to a fish, and that fish is pressed against rice paper. The prints were first used to document the
size, features, and varieties of fish before the invention of the camera, but modern practitioners employ
them for aesthetic ends.
Supplies for the Fish Print
Fish (rubber fish can be found at hobby or craft stores)
Straight pins
Acrylic paint
Flat brush (haki)
Paper that will not tear when wet
Mister
Sponge
Wheat paste
Soft, dry brush
1. Clean the fish, washing away as many impurities as possible. Place the fish on a table, and use
paper towels to blot the fish dry. Make sure to be thorough, as any excess water will dilute the
ink or cause blotches. Prop up the fish’s fins, and fan the tail with the pins.
2. Cut a piece of paper two inches larger than the fish on all sides. Use the flat brush to apply a
coat of acrylic paint onto the entire surface of the fish.
3. Using a firm but gentle grip, wrap and form the paper around the topside of the fish. Carefully
remove the paper. Because the paper will shrink and pucker as it dries, you’ll need to mount it
on another sheet of paper. Cut another piece of paper slightly larger than the print. Moisten the
paper completely using the mister and some water.
4. Lay the print face up on top of the wet paper, and using a damp, wrung-out sponge, completely
moisten the print. Carefully lift one end of the print, bringing it back halfway. Apply a thin
coating of wheat paste to the paper underneath, and lower the print back down. Use a soft, dry
brush to smooth out any wrinkles or air bubbles.
5. Repeat this step for the opposite side of the print. Hang the print on a bulletin board with
pushpins, and allow it to dry for 24 hours.
Stories of Our
World Family
Islam
Session 1-3
Stories of Our World Family
Islam Session I
Children’s Fellowship
Song-Enter Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)
To celebrate Unitarian Universalism. (hands in “U” shape)
This is the fellowship of the open mind. (Cover face, open hands)
This is the fellowship of the helping hands (hands out flat, open up)
This is the fellowship of the loving heart. (Cross arms on chest)
Together we care for our Earth (arms in front of body in a circle)
And work for friendship and peace in our world. (reach out to hold hands with neighbor)
Read the Book
I am Muslim
Find Saudi Arabia on the map. Explain that this is where the Muslim religion began. This is where the
city of Mecca, the city where people make their Hajj, or journey to.
Closing Song
Dismiss to Classes
Islam
Islam is Arabic for “submission to the will of God.” Muslims are followers
of the religion of Islam. Muslim means “one who submits.” Muslims
believe in one God, Allah, and in the prophet Muhammad. Islam begin with
Muhammad who was born in Mecca (which is now in Saudi Arabia) in
A.D. 570. When Muhammad turned 40 years old, received a vision from the
angel Gabriel. He was told to teach his people that there was only one God
and that they should worship only God. Muhammad’s followers wrote down
his words because he could not read or write. These written words became
their sacred text, the Koran. Mecca is now considered a very holy place.
Five times a day Muslims all over the world face toward Mecca and the
Kaaba, a holy building, to pray. Today, over a billion Muslims worldwide
belong to the Islamic religion. It is the second largest religion in the world.
Muhammad told his people there were five important parts to Islam. These
are called the Five Pillars of Islam. Muhammad also forbade his followers to
create idols or images of God or Allah. That is why in the Islamic faith you
do not see picture of gods or goddesses or sacred images. Muslims use
calligraphy to write the name Allah in Arabic in their art. They also use
images of nature and geometric patterns in their art.
Allah, written in Arabic calligraphy. When reading
or writing in Arabic, always move from right to left.
The Koran, or sacred text, of Islam.
The Kaaba in Mecca
The Five Pillars of Islam
Shadah
Testify to
the Creed
There is no
God
but
Allah, and
Muhammad
is
his
messenger.
Salah
Zakah
Sawm
Five daily Give to the Fast
(not
prayers; at poor.
eating
or
dawn, just
drinking
after noon,
anything
mid
during
afternoon,
daylight
just
after
hours)
sunset and
during the
after dark.
month
of
Ramadan.
Hajj
Make
a
pilgrimage
to the holy
city
of
Mecca
at
least once.
Stories of Our World Family
Islam Session I
Grades 1-2 and Grades 3-4
Read the introduction to Islam in Sacred Myths, page 42. Muslims believe in the same God that
Christians and Jews believe in. All three religions are called “The People of the Book” because they
all claim the Abraham of the Bible as their “father.”
Read Muhammad, Messenger of God in Sacred Myths, page 46. Muhammad was the founder, or the
person .who began the Muslim religion. Another word for the Muslim religion is Islam. There are
Five Pillars, or important parts of the Islam religion. They are: (See handout)
 The Shadah or Testify to the Creed: “There is no God but Allah, and Muhammad is his
messenger.” The Shadaha is a declaration of faith and is the most famous prayer in Islam.
 Salah: Five daily prayers; at dawn, just after noon, mid afternoon, just after sunset and after
dark.
 Zakah: Muslims must give at least 2½ % of their money to the poor every year.
 Sawm: Fasting (not eating or drinking anything during daylight hours) during the month of
Ramadan. Ramadan is the holy celebration that takes place during the ninth month of the
Islamic calendar. This year Ramadan starts on ____________. Muslims fast to remind
themselves that the good things in life should not be taken for granted or receive too much
attention. They also fast to be in solidarity with the poor. Ramadan is a time for studying the
Koran and practicing self-discipline and charity.
 Hajj: Making a pilgrimage, or trip, at least once in their lifetime to the holy city of Mecca.
1. Point out to the class that although most of us do not pray five times a day, it is important to
spend some time each day thinking about what we are thankful for. Many Muslims use special
rugs to sit on during prayer and study of the Koran, the Muslims scared book of scripture.
Today we are going to make our own prayer rugs. You can take these rugs home to sit on
when you are thinking about what you have to be thankful for or when you are enjoying the
company of your family or friends.
2. Muhammad, the founder of the Islamic Religion forbade his followers to make any kind of
idols or pictures or paintings of God. He also discouraged them from making paintings of
prophets and other holy people, shrines or places. Because of these rules, Muslims use
calligraphy or beautiful handwriting that spells out “Allah” and other names of God to create
holy pictures. They combine this beautiful handwriting with images of flowers, trees and other
things in nature to create sacred artwork.
Making the Prayer Rugs
Each child gets a pre-cut piece of fabric. Use fabric markers and the trims to decorate the rugs. Look
on the internet for examples of writing in Arabic. Encourage children to write a their name or a word
in Arabic on their prayer rug. Younger children can write their names on their rugs. Encourage them
to draw designs of flowers, leaves, tress, suns, moons, etc. There should be no depictions of people or
sacred images.
Snack and Conversation
Gather the children on their prayer rugs on the floor. Pass out snacks and ask the following questions:
1. Can you think of any ways that the Muslim Religion is like Unitarian Universalism? (Five
pillars are important to Muslims, Seven Principles and Purposes are important to UUs.)
2. Can anyone remember what the five pillars of Islam are? (Make sure each child has a handout
on Islam.)
3. What is the most famous prayer in Islam? (There is no God but Allah, and Muhammad is his
messenger.)
4. What is the name of the holy ninth month of Islam? What are people supposed to do to show
their faith during this month? Have you ever known anyone who fasted? Why is it not a good
idea for children or people who are ill to fast? (Children are always growing and need regular
food to give their bodies energy. People who are ill need regular nutrition so their bodies can
get well.)
5. What did you learn about the Islam religion today that can help you be a better person this
week? (You could find a time to be thankful each day, you could give to the poor, etc.) You
may want to ask this question in closing.
Go around the circle and ask each child to name one thing they can do this week to live their life to be
a better person. Go around the circle and thank each child for coming to class and participating.
Materials Needed for Islam Session I Grades 1-2 & Grade 3-4
Sacred Myths Book
Islam Handout
Fabric for Prayer Rugs
Fabric markers (Don’t use paint – it takes too long to dry)
Fancy fabric trims
Fabric glue
Stories of Our World Family
Islam Session I
Grades 5-6
Read “Muhammad, Messenger of God” in Sacred Myths, page 46. Muhammad was the founder, or the
person who began the Muslim religion. Another word for the Muslim religion is Islam.
Why Study Islam?
 Who do you know who is Muslim? Do you know anyone in our fellowship community who is
Muslim? Many eastern European countries have many Muslims living there. Find Bosnia,
Kosovo, etc., on your maps.
 Islam is one of the fasted growing religious communities in our country. As a major world
religion, it shapes the politics and lifestyles of millions of people around the world. How will
understanding Islam help us understand more about the world we live in? Why is this
important? (No right or wrong answers here.)
 What happened in our country on September 11, 2001? How is Islam related to the events of
the day and beyond? (Discuss the difference between extremists such as Osama Bin Laden and
the Taliban and the majority of peaceful Muslims.) Can you think of other religions extremists
hurt their followers or their enemies? (You could talk a bit about the crusades where Christians
killed Muslims and Pagans to gain land in the mid-east and Africa. This happened hundreds of
years ago. You could talk about the extremist Christian cult of Jim Jones – he had all his
followers drink poison Kool-Aid when he became frightened that some of his followers were
going to leave and expose him as a fraud. Any other examples to point out that Islam is not the
only religion in history that has a connection with violence will help the children see that every
religion could do better when it comes to promoting peace.)
Five Pillars Charades and Discussion
Explain to the students that while there may be differences among Muslim cultures in terms of cultural
traditions, rules of conduct, and interpretations of the Koran, all Muslims believe in the Five Pillars of
Islam. Muslims believe that these are the five duties given by Allah (God) through the Prophet
Muhammad.
Divide the class into five groups. (It’s okay to have only one student in a group.) Give each group a
card with one of the pillars briefly described on it. (See Charade Cards: Five Pillars) Give the students
no more than two-three minutes to develop a quick charade that explains the pillar to the rest of the
class. This will simply be a short pantomime explaining, without words, the key concepts or ideas of
the pillar. It is not a word-by-word portrayal of what is on the card.
Reconvene the class in a circle to see the charades. Have the first group present their pantomime while
the others guess what they concepts are. Don’t take too much time for each pillar to be fully identified.
Let all five groups present. Use the charades as a launch for more explanation and discussion.
Food Basket
Make posters to put around the fellowship asking for donations to the local food pantry. Since we are
studying Islam, ask people to bring rice, millet, legumes (lentils, beans, nuts), and grains. Ask the
people to bring their donations to your classroom. Assign a class member to get the donations to the
pantry. These are foods that are found commonly in mid-eastern cooking. Muslims never eat pork, so
remind people not to bring any pork products. You can pass these out today or come early next week
to pass them out.
Snack and Conversation
You can eat your snack as you make your Food Basket Reminders. Here are some questions for
discussion.
1. Can you think of any ways that the Muslim Religion is like Unitarian Universalism? (Five
pillars are important to Muslims, Seven Principles and Purposes are important to UUs.)
2. Can anyone remember what the five pillars of Islam are? (Make sure each child has a handout
on Islam.)
3. What is the most famous prayer in Islam? (There is no God but Allah, and Muhammed, peace
be unto him, is his messenger.)
4. What is the name of the holy ninth month of Islam? What are people supposed to do to show
their faith during this month? Have you ever known anyone who fasted? Why is it not a good
idea for children or people who are ill to fast? (Children are always growing and need regular
food to give their bodies energy. People who are ill need regular nutrition so their bodies can
get well.)
5. What did you learn about the Islam religion today that can help you be a better person this
week?
Go around the circle and ask each child to name one thing they can do this week to live their life to be
a better person. Go around the circle and thank each child for coming to class and participating.
Materials Needed for Islam Session I Grades 5-6
Sacred Myths Book
Islam Handout
Charade Cards
Paper, Crayon & Markers for the Food Basket Reminders.
Charade Cards: The Five Pillars
Copy this page before cutting!
Pillar 1: Shahadah, the Word. Believe, say, and live
out this statement: “There is no God but Allah, and
Muhammad, peace be unto him, is his messenger.”
Pillar 2 Salaat, prayers. Say the prayers five times per
day while facing the Kaaba in Mecca. Prayers follow
10 prescribed postures/positions.
Pillar 3: Zakaat, charity. Give money to feed the
poor, take care of orphans and widows, and others in
need. Give at least 2½ % of your savings each year.
Pillar 4: Saum, fasting. Do not eat or drink from dawn
to dusk for the month of Ramadan. (If you are ill or
pregnant you do not need to fast.)
Pillar 5: Haj, pilgrimage to Mecca. Travel to Mecca
and perform a series of sacred actions that take three
days.
Discussion Aid: The Five Pillars
Shahadah, the Word. Believe, say, and live out this statement: “There is no God but Allah, and
Muhammad, peace be unto him, is his messenger.”
 Allah = God; There is only one God
 “Peace be unto him” is a phrase used every time the name of Prophet Muhammad is said or
written. It is sometimes abbreviated as pbuh. Note the difference between prophet and profit.
 Note that Muhammad is messenger, not the Son of God. This is a very important distinction.
Questions: Why is the stating of belief so important? How do people of other faiths do this?
Salaat, prayers. Say the prayers five times per day while facing the Kaaba in Mecca. Prayers follow
10 prescribed postures/positions.
 Mecca, Saudi Arabia is the most holy of cities for the Muslims. It is where the Prophet
Muhammed was born. The Kaaba is a large shrine built by Abraham (patriarch and prophet of
Jews, Christians, and Muslims) that stands in the center of Mecca. It is very important for
Muslims to know the direction of Mecca.
 The cycle of prayers is very ritualized, with everyoner saying the prayers in Arabic in the same
way and with the same movements
Question: What would it be like knowing everyone around the world who shared your faith was doing
the same thing, facing the same direction, five times per day.
Zakaat, charity. Give money to feed the poor, take care of orphans and widows, and others in need.
Give at least 2 ½ % of your savings each year.


The Zakat is like a tax that is used by a national committee to help people in need.
The fellowship and the state (government) are often one and the same in Muslim countries.
Questions: Giving to others in need can be seen as a form of worship. How is this principle expressed
in other religions? In Unitarian Universalism?
Saum, fasting. Do not eat or drink from dawn to dusk for the month of Ramadan. (If you are ill or
pregnant you do not need to fast.)
 Fasting is done to show that you are following God’s will, and is intended to bring you closer
to God. It teaches you to sympathize with those who are poor and hungry.
 The month of Ramadan is based on a lunar calendar, and so does not fall on the same dates of a
12-month calendar each year. Note that location and time of year effects the length of time in a
day for fasting.
Hajj, pilgrimage to Mecca. Travel to Mecca and perform a series of sacred actions that take three
days.
 The Haj is considered to be life changing. It is not just a sight-seeing trip but a powerful and
sacred set of rituals signifying a submission to the will of Allah.
 It provides a connection to history of Islam. It is unifying, in that it is performed by people pf
all ages, ethnic heritages, and economic and social status.
 Millions of people from all over the globe gather in Mecca, Saudi Arabia for the Haj each year.
Stories of Our World Family
Islam Session II
Children’s Fellowship
Song-Enter Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)
To celebrate Unitarian Universalism. (hands in “U” shape)
This is the fellowship of the open mind. (Cover face, open hands)
This is the fellowship of the helping hands (hands out flat, open up)
This is the fellowship of the loving heart. (Cross arms on chest)
Together we care for our Earth (arms in front of body in a circle)
And work for friendship and peace in our world. (reach out to hold hands with neighbor)
Prayer
The object of today’s Children’s Fellowship is to expand or introduce the children’s concept of prayer.
Today we will be talking about one of the Five Pillars of Islam that deals with prayer. Read the story
“Fajr” in the book Muslim Child, page 9, to familiarize yourself with the routine of the morning
prayers. If you wish, you may tell this story (it’s too long to read the whole thing, so paraphrase) or
you may just stress the fact that Muslims are expected to get up each morning before it’s light out to
pray the first prayer of the day. You may just want to go through the different positions of the most
important prayer, “fard.” Illustrations are on page 13 in Muslim Child.
Ask the children if they know of other ways of praying. They will probably come up things like
closing your eyes, folding your hands, etc. Ask them why they might pray. (Thank God for blessings
in their lives, ask for help when they have a problem, to say they’re sorry for something they did that
they may regret, etc.) Help bring the conversation to the place where you talk about prayer as an
expression. It can be an expression of any of the things above as well as joy, sorrow, or any other
emotion. Some people consider singing, dancing, art, meditation, going to fellowship, any of these
things, a prayer.
Closing Song
Dismiss to Classes
Stories of Our World Family
Islam Session I Grades 1-2
Story
Read the story The Dog at the Well in the book Sacred Myths, page 52. After reading the story ask the
children these questions:
How is the Islam religion like Unitarian Universalism? (Allah, or God, wants people to be kind to all
living creatures. Unitarian Universalists believe that we should respect and be kind to all living
creatures.)
What would you have done if you were the man in the story?
Activity
Today we are going to do something that will show kindness to some animals and the people they live
with. We are going to make pet “care packages”. People who live in our community who don’t have
enough money to buy food at the grocery store can go to the community food pantry to get food for
their families. When we bring food for the community food pantry we are honoring people, and
people are a part of nature. This is one way to honor the 7th Unitarian Universalist Principle. (Review
the 7th principle on the Principles and Purposes poster in your room.)
Some of the people who get food from the community food pantry own pets. They may not have
enough money buy food for their pets, and their pets may not get enough to eat. Today we are going to
make pet treat and pet food bags for pet owners who need them. One of our teachers or fellowship
volunteers will take our care packages to the community food pantry. We will be making bags for
dogs and cats.
Have the children decorate brown paper lunch sacks with drawings or pictures cut from magazines.
Have them designate by drawing, writing or cutting out a picture if the bag is for a dog or cat. After
they have decorated the bags, have them place food and treats into zip lock plastic bags. Put the zip
lock bags into the brown paper bags. Fold the top over and staple them shut. An adult needs to write
“Dog or Cat Food: NOT FOR HUMAN CONSUMPTION” on each bag. Have the class place their
bags together to be taken to the food pantry. If your fellowship has a drop-off site in the building, take
the care packages there.
Snack and Closing
After returning to the classroom, gather the children around the table or in a circle on the floor. While
you enjoy your snack ask the following questions –
How are Islam and Unitarian Universalism alike? (We both respect all living creatures)
What is one thing you learned today that can help you to be a better person during the week? (Perhaps
they can tell their families about the community food pantry cart and next week they can bring rice or
legumes to put in the cart for the PEOPLE who come to the community food pantry. Perhaps they can
be more responsible when taking care of the family pet. If their family feeds birds, they can help fill
the bird feeder, etc.)
Go around the circle and thank each child for coming to class today. Tell them that next week we will
be celebrating Ramadan, a Muslim holy day.
Materials Needed for Islam Session II Grades 1-2
Sacred Myths Book
Islam Handout
Brown paper lunch bags
Ziplock sandwich bags
Dog and cat food and treats
Markers, crayons, ribbons, etc., to decorate the bags
Stapler
Stories of Our World Family
Islam
Session II Grades 3-4
Story
Read the story, The Roses in My Carpet. Ask these questions:
Q. Is this a true story? (It could be. This story was inspired by a meeting the author had with a
young boy and his family.)
Q. How does this story make you feel? (Allow the children to share the emotions this story stirs
up.)
Q. What can we do to make things better for people like those in the story? There are many things
people do to help people in situations like those in the story. Some people write letters to
lawmakers and world leaders urging them to work for peaceful solutions to the problems in the
world. Some people donate money to organizations that send workers and supplies to help out.
Activity
(Be sure to take Polaroid pictures of this activity. We’ll send the pictures with the scarfs and gloves.)
Today we are going to help a few of the children in Afghanistan. Find Afghanistan on the map.
Explain that their country has been in turmoil for more the last few years. They had a government that
was unfair to people. They had separate rules for men and women – the women were not treated well.
There were many problems in this country. One of the biggest problems was that the government let
people who acted violently towards innocent people live there freely. The leaders of this government
even encouraged the violent people to hurt other people who did not believe the same things as they
did.
In 2001 many countries, including the United States, decided the evil government, called the Taliban,
had to go. The United States and some of the countries that are their allies, or friends, took the Taliban
out of power. In order to do this, they dropped bombs and destroyed buildings. Some people think
this was the right way to deal with the Taliban. Some people think war is never a good solution and
that people should always work to find peaceful solutions. Regardless of what people think, we can
still help people who were the most affected by the bombing.
Today we are going to send gifts of scarves and gloves to some of the children in Afghanistan. Today
we are going to make polar fleece scarves. We will tie a scarf and pair of gloves together with yarn.
These bundles will be sent to a peace organizer to distribute to the children in an Afghan village. One
of the jobs of the peace organizer is to help rebuild the schools in Afghanistan. The package goes to
Afganistan via Pakistan. You can send the packages to:
Ms. Zainab Raza,
CWS-P/A Islamabad,
House No. 195, St 69,
F-10/3,
Islamabad,
Pakistan.
Tel:92-51-2103171
Making the scarf
Cut the polar fleece into strips that are 8-10 inches wide. Cut the ends of the scarf into tassels. Tie a
knot in each tassel.
Make a fabric gift tag
Cut a piece of white or light colored cloth into a 2”x4” rectangle. Use a stamp to make a rose on the
fabric. Use a fabric pen to write your first name, age, and the city you live in.
Fold the scarf with the gloves inside the scarf. Tie them together with yarn. Save these bundles to
bring to Ramadan celebration.
Snack and Closing
Gather the children for snack. Ask them how they feel about the story now that they’ve made their
scarves to donate. Ask them what they can do this week to help someone in their community who may
be struggling. (They could donate their old winter coats and boots to a homeless shelter. They could
take a donation for the food panty.)
Go around the circle and thank each child for attending today. Tell them that next week we will be
celebrating Ramadan, an Islam holy day.
Materials Needed for Islam Session II Grades 3-4
The Roses in My Carpet
Islam Handout
Polar fleece
Gloves
Muslin or white fabric
Yarn
Fabric markers
Rose stamper
Scissors
Stories of Our World Family
Islam Session II
Grades 5-6
Story
Read the biography of Malcolm X in the book Ten Amazing People.
Q. How many of you have heard of Malcolm X?
Q. How do you feel about Malcolm X advocating the use of violence to overthrow white
oppression? Do you feel that it’s ever okay to use violence to achieve a goal?
Q. Malcolm X followed the Five Pillars of Islam. It was his Hajj, or pilgrimage, to Mecca that
gave him hope that all people could live in harmony. Have you ever had an experience; a trip,
a school project, talking with someone you admire, watching a movie or play, reading about
people who helped other - that made you see things differently? Did you do anything
differently in your life after that experience? (Teachers – you may want to share a life altering
experience of your own – reading about Nelson Mandela, working on a Habitat for Humanity
project, etc. This will help the students understand what an enlightening experience is.)
Q. Malcolm X changed his name from Malcolm Little to Malcolm X. Why did he do this?
Malcolm X encouraged his followers to explore and embrace their African roots. One of his followers,
Edward Simms, Jr., introduced an African-American holiday in 1971 called Umoja Karamu. This
mean “unity feast.” The spirit of this day, celebrated on the 4th Sunday in November, is the spirit of
family and striving together in unity. This celebration is getting to be almost as popular as Kwanza in
some parts of our country.
Five periods of African-American life are represented in the ceremony of Umoja Karamu in the forms
of literature, food, music and colors. The five periods and their colors are:
Before slavery – Black
During slavery – White
Emancipation – Yellow
Struggle for Liberation – Green
Looking to the Future – Orange or Gold
During the ceremony narratives of each historical period are read as music of the period is played.
Decorations in the five colors as well as foods in each of the colors are part of the celebration.
Why do you think each color was chosen for each period? (No right or wrong answer here – white
makes sense because of the white person’s domination over the black person during this period. What
else can the students come up with?)
Activity
Have the students write non-fiction stories or draw picture representing true stories about examples of
times when they witnessed people working together to help each other. Play music from the group
Sweet Honey in the Rock as they create their stories or pictures. If some students finish before their
classmates, have them mount their pictures or stories on colored paper.
Snack and Closing
15 minutes before class ends, gather the students in a circle, even those who are not finished. You can
pass out snack at this time. While they are eating snack, have them take turns either reading their story
or sharing the story of their picture. If time permits, allow them to ask each other questions about their
stories and pictures. (Teachers can model questions like “how did that make you feel to hear or see
that?” “what did you do to help out?” “what do you wish you might have done differently?”, etc.)
Encourage students to take their work home to share with their families. If they aren’t done, encourage
them to finish their story or project as soon as they get home. Ask them to bring them back to show
you next week.
Materials Needed for Islam Session II Grades 5-6
Ten Amazing People
Paper, pens, pencils, markers
Construction Paper
Sweet Honey in the Rock CD
Ramadan
Muslims have their own calendar year which uses the moon to determine the length of months and the
year. This calendar is called a lunar calendar. When the thin crescent of a new moon can be seen for
the first time, a new lunar month has started. The ninth month of the Muslim lunar year is called
Ramadan. It was during Ramadan that Allah (God) started revealing the Koran to the Prophet
Muhammad. The Koran is the holy book, or sacred text of the Muslims.
Ramadan is more than just a month of fasting. It is month during which Muslims clean and purify
their bodies and their minds. It is a time to help people in need; family, friends and strangers. There
is to be no fighting, arguing or bad language during the month of Ramadan. It is a time to end past
arguments. It is a time to say sorry to anyone you may have hurt and to forgive people who have hurt
you. Finally, Ramadan helps Muslims understand what it’s like to be poor and hungry. They don’t eat
or drink anything during the daylight hours.
Eid ul-Fitr
Eid ul-Fitr is a joyous celebration for the people of the Muslim world. It occurs the day after the last
month of Ramadan. During Eid ul-Fitr, which means the “festival of the breaking of the fast” in
Arabic, Muslims thank Allah (God) for giving them the strength to complete the fast successfully. It is
a time for forgiveness and beginning again. It is also a time for having fun. For three days, schools
and businesses shut down, and Muslims celebrate by eating, dancing, singing and visiting friends and
relatives.
Muslims follow a traditional ritual on the morning of Eid. They put on their new or best clothes ,
jewelry and perfume. The household donates food or money to charity or a poor family. After they
make their offerings, the pray. In some Muslim communities, men and women cannot pray together,
they must be in separate areas of the mosque. A mosque is like a fellowship. More liberal Muslim
communities allow men and women to attend mosque and pray together.
After prayers, Muslims hug one another and say “eid mubarak,” which is Arabic for “holiday
blessings.” Delicious feasts are prepared for family and friends. During the next two days, families
visit each other, starting with the oldest relatives and friends and ending with the youngest.
For children, Eid is especially sweet. They receive gifts of money and new clothes. They look
forward to the candy, pastries and cookies that their family will serve over the three-day holiday.
Every family makes its favorite foods for the holiday. Lamb and chicken are common meats used in
the feasts. Eating pork and drinking alcohol are prohibited by the Koran. A typical Eid meal might
include a whole roasted lamb stuffed with rice, dates, apricots and nuts. Olives, chickpeas and yogurt
would be served as well. Pita, a pocket bread, is also served. To drink, strong coffee, tea or cola is
served. Laban is a special yogurt drink may also be served.
Holiday Greetings for Eid ul-Fitr
Eid mubarak - which is Arabic for “holiday blessings.”
Assalamu alaykum – which is Arabic for “Peace be with you!”
Alaykum assalam – which is Arabic for “Unto you be peace.” This is the
response to Assalamu alaykum.
Stories of Our World Family
Islam Session III
Children’s Fellowship
Song-Enter Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)
To celebrate Unitarian Universalism. (hands in “U” shape)
This is the fellowship of the open mind. (Cover face, open hands)
This is the fellowship of the helping hands (hands out flat, open up)
This is the fellowship of the loving heart. (Cross arms on chest)
Together we care for our Earth (arms in front of body in a circle)
And work for friendship and peace in our world. (reach out to hold hands with neighbor)
Ramadan
Today is the last day we will be learning about Islam. We will all re-gather in the Children’s
Fellowship Area to celebrate the end of Ramada. This celebration is called Eid ul-Fitr. The children
have a lot of work to do today to prepare for the Eid ul-Fitr celebration! (Children’s Fellowship
leaders- be available to help Grades 5-6 set up the foods for the celebration)
Closing Song
Dismiss to Classes
Stories of Our World Family
Islam Session III Grades 1-2
Story
Read the story, I Love Eid, page 41 in the book Muslim Child. Ask these questions:
Q. What holiday that we celebrate reminds you of Eid? (Possibilities – Thanksgiving, Christmas,
Easter because of the feasts.) What are the similarities? (Meals with favorite and traditional
foods, gift giving, visiting relatives and friends.)
Q. The girl telling the story tells about the Imam. He leads the service when they go to pray. Who
in our fellowship might be like an Imam? (Rev. _________________)
Activity
Today the class will be returning to the Children’s Fellowship area to join in the celebration of Eid ulFitr. We will be taking Eid Greeting cards to share with the other children.
1. Make a card by folding a piece of card stock in half.
2. Cut a piece of construction paper a bit smaller than the card stock. Fold it in half and
glue it to the inside of the card stock.
3. Trace around a mosque shape pattern on a piece of construction paper. Cut the shape
out. Glue the mosque to the front of the card. Look at the example for placement.
4. Punch a hole through the top of the mosque and the card.
5. Thread a piece of ribbon or yarn through the card and make a bow.
6. Using a marker, write the greeting “Eid Mubarak on the front of the card.
7. To decorate your card, cut out images from wrapping paper or magazines. Remember,
do not use pictures of people, idols or gods. Use only flowers, trees or other images
from nature.
8. Sign your card.
(If you finish before the celebration, play “Friends and Neighbors” until it’s time to go)
Closing
Gather the children and go to the Eid ul-fitr celebration.
Celebrate!
Take your cards and head to the celebration. Make sure they leave with their parents when they are
finished tasting all the Eid ul-Fitr goodies.
Materials Needed for Islam Session III Grades 1-2
Muslim Child
Ramadan Handout
Glue
Scissors
Card stock paper
Construction paper
Mosque pattern
Markers
Ribbon and/or yarn
Magazine or wrapping paper to cut images out of
Stories of Our World Family
Islam
Session III Grades 3-4
Story
Read the book, Ramadan.
What holiday that we celebrate reminds you of Eid? (Possibilities – Thanksgiving, Christmas,
Easter because of the feasts.) What are the similarities? (Meals with favorite and traditional foods,
gift giving, visiting relatives and friends.)
Near the back of the book there are many countries that are listed. Find these countries on the map.
Point out other countries that may have Muslims living in them. (That would be almost ALL of the
countries.) At least one out of every 5 people on the earth are Muslim.
Activity
Today the class will be returning to the Children’s Fellowship area to join in the celebration of Eid ulFitr. We will be taking Eid Greeting cards to share with the other children.
1. Make a card by folding a piece of card stock in half.
2. Cut a piece of construction paper a bit smaller than the card stock. Fold it in half and
glue it to the inside of the card stock.
3. Trace around the mosque shape pattern on a piece of construction paper. Cut the shape
out. Glue the mosque to the front of the card. Look at the example for placement.
4. Punch a hole through the top of the mosque and the card.
5. Thread a piece of ribbon or yarn through the card and make a bow.
6. Using a marker, write the greeting “Eid Mubarak on the front of the card.
7. On the inside of the card print “In this Eid ul-Fitr may there be safety and happiness for
all mankind and a peaceful earth.” Sign your card
8. To decorate your card, cut out images from wrapping paper or magazines. Remember,
do not use pictures of people, idols or gods. Use only flowers, trees or other images
from nature.
(Play “Friends and Neighbors” if you finish early)
Celebrate!
Take your cards and head to the celebration. Make sure the children leave with their parents when
they are finished tasting all the Eid ul-Fitr goodies. Also, bring your scarves and gloves to the Large
Activity Room. We’ll have a special place for the others to look at these before they are sent out to
Afghanistan.
Materials Needed for Islam Session III Grades 3-4
Ramadan
Ramadan Handout
Glue and scissors
Card stock paper
Construction paper
Mosque pattern
Markers
Ribbon and/or yarn
Magazine or wrapping paper to cut images out of
Stories of Our World Family
Islam
Session III Grades 5-6
Story/Focus
Go over the Ramadan Handout with the students.
A. What holiday that we celebrate reminds you of Eid? (Possibilities – Thanksgiving, Christmas,
Easter because of the feasts.) What are the similarities? (Meals with favorite and traditional
foods, gift giving, visiting relatives and friends.)
Activity
Your class has the responsibility of setting up the Eid ul-Fitr feast for the whole Sunday School today.
You’ll just need to prepare the foods and set them out. You’ll also be making little “table tent”
messages to decorate the table. You’ll also set up a place to do the ritual hand washing for the rest of
the group. Make the food first and the table tents as time allows.
Eid ul-Fitr Menu
Pita Bread
Hummus
Cucumber Yogurt Dip
String Cheese
Fruits & Nuts
Yogurt Drink
Cola
(See info in materials list for specific directions)
Ritual Hand Washing
Get 2-3 pitchers and fill them with warm water. Add a few drops of rose oil to each pitcher. Get a
large pan or bowl from the kitchen. Set the large pan or bowl, paper towels and the scented water on a
table outside the entrance of the Large Activity Room. As the children arrive, have 2-3 of your
students pour a small amount of scented water over the children’s hands as they hold them over the pan
or bowl. Have them dry their hands with paper towels. Have a trash receptacle nearby for disposal of
the towels.
Table Tents
Fold a piece of cardstock paper in half. On one side write the English version of an Eid ul-Fitr
greeting. On the opposite side write the Arabic version of the same greeting. Put these around on the
ritual hand washing table and food tables.
Celebrate!
Take your food to the celebration. Ask parents and students to stay and help with clean-up.
Materials Needed for Islam Session III Grades 5-6
Ramadan Handout
Card stock paper
Markers
Food – see lesson plan
Paper plates, napkins, small drinking cups
Scented water
Pitchers
Large Bowls (Use punch bowls if available)
Paper towels
(Make certain you have enough food for all students Grades 1-6
Yogurt Drink – Buy these already made. I’d advise pouring a very small amount into a cup to let the
participant taste it. If they like it – they can have more.
Cola – again, use the small cups.
Nuts – put them on paper plates. This way people will just take a few to sample rather than scoop up a
whole handful from a bowl.
Dried Fruits & Grapes – same as with the nuts.
Yogurt Cucumber Dip – add ½ finely chopped cucumber and 1 teaspoon dill seed to each container
of yogurt. You can either put the dip in paper bowls and remind people not to double dip, or you can
put small amounts in individual cups so you don’t have to worry about double dipping.
Hummus – follow package directions. You can serve it the same way you decide to serve the yogurt
dip.
Pita Bread – Use a pizza cutter or knife to cut the pita bread into small wedges to dip into the yogurt
cucumber dip and the hummus.
String Cheese – peel the cheese into spaghetti-like strings. Pile them on a plate. You may want to
have someone help serve these.
Stories of Our
World Family
African Stories and
Traditions
Session 1-4
Stories of Our World Family
African Stories and Traditions
Session I
Children’s Fellowship
Arrange for drummers to be here today and throughout the entire African unit. Invite them to share
their history with drums. Also, you can have rhythm instruments for the children to participate with.
Opening Song
Enter, Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)To celebrate Unitarian Universalism. (hands in “U” shape)This is
the fellowship of the open mind. (Cover face, open hands)This is the fellowship of the helping
hands (hands out flat, open up)This is the fellowship of the loving heart. (Cross arms on
chest)Together we care for our Earth (arms in front of body in a circle)And work for friendship
and peace in our world. (reach out to hold hands with neighbor)
Drumming
It’s a new month, and that means it’s time to start learning about a new religion or tradition. Who
remembers what religious tradition we studied last month? Who remembers what other religious
traditions we learned about this year? This month we’re going to learn some stories and traditions
from the continent of Africa. (Find Africa on the world map.) There are many groups, or tribes, or
people in Africa. Many of these tribes have their own beliefs and rituals that bring meaning into their
lives.
Just like we use music and words to bring meaning into our community, people in different parts of the
world use these same things. In Africa, many people play drums. (People all over the world play
drums.) Today we are going to invite ________________________ to do some drumming rituals.
Joys and Concerns
Ask anyone who wants to share a joy or concern to come forward. Today, instead of lighting a candle,
the students are going to come up and share their joy or concern and then hit the drum a time or two, or
the drummers can hit the drum for them. We’ll use this format each Sunday we have drummers.
(Ask the drummer to beat the drum as we say or sing these words)
The Seven Principles Song
Oh, I believe in every person’s worth and dignity;
In justice and compassion, I believe in equity;
Acceptance of each other and encouragement to grow;
A free and open search for truth to find the way to go.
Affirm the right of conscience and affirm democracy;
The goal of world community with peace and liberty;
Respect the web of nature of which we are a part;
These are UU principles I hold close to my heart.
Dismiss to Classes
Stories of Our World Family
African Stories and Traditions
Session I Grades 1-2
Story/Focus
There is a rich history and tradition of folklore from Africa. On this vast continent, folk tales and
storytelling are two of the most common way of passing information from one generation to another.
Mothers and fathers tell their children stories that their mothers and fathers told them, and their
mothers and fathers before them. The storytelling tradition has thrived for generations because there is
not a lot of printed materials, like books, for families to pass on to one another.
People in larger cities and towns go to libraries and have access to books, but some people who life far
away from large towns do not have many ways to get books. Folk tales prepare young people for life,
as there are many lessons to be learned from the tales. As people moved from the continent of Africa,
these tales were brought to places like America.
Sometimes the people were forced to leave their homes in Africa to work as slaves in other countries.
These stories and folktales helped the African people keep a connection with their home lands. The
tales are told with little variation, for the tales were spread by word of mouth and were kept among the
African population. Many of the stories and tales taught people how to live good lives. Adults would
use stories to teach values and lessons about kindness and fairness to their children and grandchildren.
While there was no religion that these stories and folktales stood for, they were a common connector
for the values and morals of the people of Africa.
Story
Today we are going to hear a story about a character that shows up often in African folk tales. This is
Anansi, the spider. Anansi can be wise or foolish, or he can be a trickster or lazy. In most Anansi
stories, he always learns a lesson. Today we are going to read Anansi and the Magic Stick. (Read the
story to children. Ask the following questions: Have you ever wished you could use magic to do your
school work or chores? Would you like a magic stick like the one Anansi found?
It seemed at first that the magic stick was going to make Anansi’s life easier and better. In the end, it
may have been better if Anansi had never gotten the magic stick. Can you think of something that
seems good at first and then you find out it isn’t so good? What are some examples? It might seem
good to be able to eat a lot of candy, the bad thing might be that you’d get a really bad stomach ache
from eating too much candy. It might seem good to stay up as late as you wanted to, but the bad thing
might be that you’d fall asleep at school the next day. Think of more “good news/bad news” scenarios.
Activity – Magic Wands
Have the children use pipe cleaners to make magic wands. Make an example wand before class. Have
each person attach a “magic wand disclaimer” to their wand to remind them to use it only for good.
Example: “I Susan, will only use this magic wand to do things that are good for me and all the rest of
the world”. Practice using your magic wands for good deeds. Have the children touch another child
with their magic wand and say “I hope you have a fun afternoon.” “I wish for you the magic of being
a very fast runner.”, etc. They can also give themselves these good wishes.
Anansi Snacks
Have the children make an “Anansi snack” to eat. They can use a marshmallow for the body, stick in
pretzels for the legs and brown frosting dots for the eyes. As they make their snacks, ask what about
the Anansi story reminds them about any of the UU Principles? No right answer here, but you might
suggest number 3, that we accept one another and keep on learning together. Ask them what they
learned today that will help them be a better person this week. Thank them for coming and let them
know they’ll be hearing more African folktales when they return next time.
Materials Needed for African Stories and Traditions Session I Grade 1-2
Anansi and the Magic Stick
Pipe cleaners
Tape
Beads
Paper
Marshmallows
Stick pretzels
Brown Frosting Tubes
Stories of Our World Family
African Stories and Traditions
Session I Grades 3-4
Focus
There is a rich history and tradition of folklore from Africa. On this vast continent, folk tales and
storytelling are two of the most common way of passing information from one generation to another.
Mothers and fathers tell their children stories that their mothers and fathers told them, and their
mothers and fathers before them. The storytelling tradition has thrived for generations because there is
not a lot of printed materials, like books, for families to pass on to one another.
People larger cities and towns go to libraries and have access to books, but some people who life far
away from large towns do not have many ways to get books. Folk tales prepare young people for life,
as there are many lessons to be learned from the tales. As people moved from the continent of Africa,
these tales were brought to places like America.
Sometimes the people were forced to leave their homes in Africa to work as slaves in other countries.
These stories and folktales helped the African people keep a connection with their home lands. The
tales are told with little variation, for the tales were spread by word of mouth and were kept among the
African population.
Many of the stories and tales taught people how to live good lives. Adults would use stories to teach
values and lessons about kindness and fairness to their children and grandchildren. While there was no
religion that these stories and folktales stood for, they were a common connector for the values and
morals of the people of Africa.
Story- Use of Nature
In African folk tales, the stories reflect the culture where animals abound. The animals and birds take
on human characteristics of greed, jealousy, honesty, loneliness, etc. Through their behavior, many
valuable lessons are learned. Also, the surroundings in which the tales take place reveal the vastness of
the land, educate the reader about the climate and give the listener a sense of the variety of life in this
parched or lush land in this part of the world.
Anansi, the Spider, is one of the major trickster figures in African folk tales. This spider can be wise,
foolish, amusing, or even lazy--but always there is a lesson to be learned from Anansi. The spider tales
have traveled from Africa to the Caribbean Islands. Sometimes the spelling is changed from Anansi to
Ananse. In Haiti the spider is called Ti Malice. Anansi stories came into the United Stated through
South Carolina. The Anansi spider tales are told as "Aunt Nancy" stories by the Gullah of the
southeastern part of the U.S.
There are more stories about Anansi than any other character in African folktales. We are going to
hear several of the Anansi stories and also a few stories that may have been based on an Anansi story
in the coming weeks. Here is our first introduction to Anansi: (Read the following story aloud to the
class.)
The Story of Anansi
Anansi (ah-NAHN-see), the spider, is a popular figure in the folklore of parts of West Africa (the
stories later came with slaves to the Caribbean islands.) Like Brer Rabbit in America, Anansi is a
'trickster' figure - clever, cunning, sometimes mischievous - who uses his wits to make up for what he
lacks in size and strength.
The following story tells how Anansi became the 'owner' of all stories.
All Stories are Anansi's
Adapted by Lori Allen
In the beginning, all tales and stories belonged to Nyame, the Sky God. But Kwaku Anansi, the spider,
yearned to be the owner of all the stories known in the world, and he went to Nyame and offered to
buy them.
The Sky God said: "I am willing to sell the stories, but the price is high. Many people have come to me
offering to buy, but the price was too high for them. Rich and powerful families have not been able to
pay. Do you think you can do it?"
Anansi replied to the Sky God: "I can do it. What is the price?"
"My price is three things," the Sky God said. "I must first have Mmoboro, the hornets. I must then
have Onini, the great python. I must then have Osebo, the leopard. For these thing I will sell you the
right to tell all the stories."
Anansi said: "I will bring them."
He went home and made his plans. He first cut a gourd from a vine and made a small hole in it. He
took a large bowl and filled it with water. He went to the tree where the hornets lived. He poured some
of the water over himself, so that he was dripping. He threw some water over the hornets, so that they
too were dripping. Then he put the bowl on his head, as thought to protect himself from a storm, and
called out to the hornets: "Are you foolish people? Why do you stay in the rain that is falling?"
The hornets answered: "Where shall we go?"
"Go here, in this dry gourd," Anansi told them.
The hornets thanked him and flew into the gourd through the small hole. When the last of them had
entered, Anansi plugged the hole with a ball of grass, saying: "Oh, yes, but you are really foolish
people!"
He took his gourd full of hornets to Nyame, the Sky God. The Sky God accepted them. He said: "There
are two more things."
Anansi returned to the forest and cut a long bamboo pole and some strong vines. Then he walked
toward the house of Onini, the python, talking to himself. He seemed to be talking about an argument
with his wife. He said: "My wife is wrong. I say he is longer and stronger. My wife says he is shorter
and weaker. I give him more respect. She gives him less respect. Is she right or am I right? I am right,
he is longer. I am right, he is stronger."
When Onini, the python, heard Anansi talking to himself, he said: "Why are you arguing this way with
yourself?"
The spider replied: "Ah, I have had a dispute with my wife. She says you are shorter and weaker than
this bamboo pole. I say you are longer and stronger."
Onini said: "It's useless and silly to argue when you can find out the truth. Bring the pole and we will
measure."
So Anansi laid the pole on the ground, and the python came and stretched himself out beside it.
"You seem a little short," Anansi said.
The python stretched further.
"A little more," Anansi said.
"I can stretch no more," Onini said.
"When you stretch at one end, you get shorter at the other end," Anansi said. "Let me tie you at the
front so you don't slip."
He tied Onini's head to the pole. Then he went to the other end and tied the tail to the pole. He wrapped
the vine all around Onini, until the python couldn't move.
"Onini," Anansi said, "it turns out that my wife was right and I was wrong. You are shorter than the
pole and weaker. My opinion wasn't as good as my wife's. But you were even more foolish than I, and
you are now my prisoner."
Anansi carried the python to Nyame, the Sky God, who said: "There is one thing more."
Osebo, the leopard, was next. Anansi went into the forest and dug a deep pit where the leopard liked to
walk. He covered it with small branches and leaves and put dust on it, so that it was impossible to tell
where the pit was. Anansi went away and hid. When Osebo came prowling in the black of night, he
stepped into the trap Anansi had prepared and fell to the bottom. Anansi heard the sound of the leopard
falling and he said: "Ah, Osebo, you are half-foolish!"
When morning came, Anansi went to the pit and saw the leopard there.
"Osebo," he asked, "what are you doing in this hole?"
"I have fallen into a trap," Osebo said. "Help me out."
"I would gladly help you," Anansi said. "But I'm sure that if I bring you out, I will have no thanks for
it. You will get hungry, and later on you will be wanting to eat me and my children."
"I promise it won't happen!" Osebo said.
"Very well. Since you promise it, I will take you out," Anansi said.
He bent a tall green tree toward the ground, so that it's top was over the pit, and he tied it that way.
Then he tied a rope to the top of the tree and dropped the other end of it into the pit.
"Tie this to your tail," he said.
Osebo tied the rope to his tail.
"Is it well tied?" Anansi asked.
"Yes, it is well tied," the leopard said.
"In that case," Anansi said, "you are not merely half-foolish, you are all-foolish."
And he took his knife and cut the other rope, the one that held the tree bowed to the ground. The tree
straightened up with a snap, pulling Osebo out of the hole. He hung in the air, head downward,
twisting and turning. As he twisted and turned, he got so dizzy that Anansi had no trouble tying the
leopard's feet with vines.
Anansi took the dizzy leopard, all tied up, to Nyame, the Sky God, saying: "Here is the third thing.
Now I have paid the price."
Nyame said to him: "Kwaku Anansi, great warriors and chiefs have tried, but they have been unable to
do it. You have done it. Therefore, I will give you the stories. From this day onward, all stories belong
to you. Whenever a man tells a story, he must acknowledge that it is Anansi's tale."
And that is why, in parts of Africa, the people love to tell, and love to hear, the stories they call "spider
stories." And now, you have heard one too.
What do you think of Anansi’s tactics for bringing the three animals to Sky King? Would you trust
Anansi as a friend? Why or why not? What do you think the point of this story is?
After the class has discussed the above questions – share this information with them. Often, in African
folktales, the characters have to prove that they are strong or wise or cunning, etc. When they have
proved these desirable characteristics, they are often granted a prize. The stories are meant to teach
that there is a reward for being strong, or courageous, or smart, or witty, etc. Here’s another example
of characters proving their virtuous qualities. Read the book Anansi the Spider, a Tale from the
Ashanti.
Activity
Today we are going to make Anansi and his web. We will put the web up in the room and attach the
spiders we make to the web.
Give each student an egg cup from a cardboard egg carton. Turn the egg carton upside down. Using
markers, color Anansi’s face and body any way you want! You may want to look at the illustrations
from the book you read – there are great examples of African art in the book.
Use pipe cleaners for Anansi’s legs. Cut them a bit longer than the length you would like them to be.
Poke 8 pipe cleaners into the side, near the bottom of the cup — 4 on each side. Reach into the cup and
bend the end of each pipe cleaner towards the top of the cup. This will help hold my legs into place.
Once you have attached all of the legs, you have your own Anansi!
Now, as a class, create a spider web. Tie together lengths of yarn to look like a web. Tape or tack the
top of the web to the wall or bulletin board. When the web is large enough, attach all the spiders that
the class made today.
Snack and Closing
Gather around the table, ask the children what qualities about Anansi remind them of themselves?
These can be qualities that are perceived as good or not so good. For example, Anansi wandered far
away and got into trouble in the last story – has that ever happened to anyone in the class? How did
they get out of the trouble they wandered into? Ask the students what UU principles are demonstrated
in the stories they heard today? No wrong answers here, but you can direct them to principle 3; we
should accept one another and keep on learning, principle 4; each person must be free to search for
what is true and right in their life. Thank the students for participating and remind them that they will
be hearing more Anansi stories in the next two sessions.
Materials Needed for African Stories and Traditions Session I Grade 3-4
Anansi the Spider, a Tale from the Ashanti
Cardboard egg cartons (one egg cup for each student)
Pipe cleaners
Markers
Yarn (lots and lots of yarn!)
Stories of Our World Family
African Stories and Traditions
Session I Grades 5-6
Focus
There is a rich, fertile legacy of folklore from Africa. On this vast continent, folk tales and myths serve
as a means of handing down traditions and customs from one generation to the next. The storytelling
tradition has thrived for generations because of the absence of printed material. Folk tales prepare
young people for life, as there are many lessons to be learned from the tales.
Because of the history of this large continent, which includes the forceful transplanting of the people
into slavery on other continents, many of the same folk tales exist in North America, South America,
and the West Indies. These are told with little variation, for the tales were spread by word of mouth
and were kept among the African population.
In addition to the folk tales, there are myths, legends, many proverbs, tongue twisters, and riddles.
Today we are going to hear a story from the country of Uganda that teaches us a lesson. Find Uganda
on the world map. First find the continent of Africa, then Uganda.
Story
Read the story The Two Cheats from the book From Long Ago and Many Lands, page 134. This story
took place a long time ago. Uganda has changed today. Most fabric is not made from bark, but there
are still market places in many villages and cities and fried ants are still a delicacy. There is a bit of
humor in this lesson – each cheat gets the same treatment they were going to hand to others. Ask the
students these questions about the story:
 Do you feel sorry for either of the cheats? Why or why not?
 What do you think of cheating if you don’t get caught? Does this ever happen? Is anybody
hurt if you don’t get caught? Who?
 What are some of the ways people in our country cheat? Do children ever cheat? How?
 What does one gain by cheating? What does one lose by cheating?
 Do UUs ever cheat? How did you come to that conclusion?
 Is there any group of people that never cheats? Is there any group of people that always cheat?
These questions can help the students see that cheating is never helpful. There is always a victim. Try
to enlighten them if they have ideas about groups of people that always cheat. Talk about stereotypes.
Ask them if they would like to be stereotyped? How would it feel to say that 5th and 6th graders cheat?
Or don’t know anything? Or never act mature?
Activity
Adinkra (ah-DEEN-krah) cloth is a hand-printed fabric made in many countries in Africa. Developed
by the Ashanti people of Ghana, Adinkra cloths were traditionally made for royalty to wear at religious
ceremonies. Through the years, people have also decorated the cloths to tell a story or to express their
thoughts or feelings.
Adinkra cloth is stamped and patterned with traditional Ashanti symbols. Each symbol has its own
meaning. People in Ghana decorate the cloth by using a black dye made of bark. This dye is called
Adinkera aduru, and it is what gives the cloth its name. Using the dye, they draw lines on the cloth to
divide it into squares. Next, they carve symbols into calabash gourds, press the gourds into the dye,
and stamp the symbols onto the fabric.
Today we are going to make our own Adinkra cloth using Styrofoam and paint instead of ink and
gourds. See the example of the Adinkra cloth. You can use either the traditional symbols or make up
your own. If you make up your own, be sure to create a symbol key so you’ll remember what your
symbols stand for.
Materials Needed for African Stories and Traditions Session I Grades 5-6
From Long Ago and Many Lands
Plain fabric
Styrofoam
Plastic knives for carving
Paints (Acrylic or tempra)
Drop cloths or layers of paper to put under the fabrics.
Copies of the Ashanti Adrinka Designs, one for each student.
Adinkra (ah-DEEN-krah) Designs
The
(Odenkyem)
He lives in water, yet lives by breathing air.
Crocodile
The
(Sankofa)
This symbols reminds us that we can learn from our past mistakes.
ESE
NE
A reminder of the need for friendships and sharing.
Moon
(Osrane
A symbol of faithfulness.
and
Ne
Heart
TEKREMA
Star
Nsoroma)
NSAA
A symbol of excellence, a reminder to not settle for anything but your best.
Ram's
(Dwennimmen)
A symbol of humility, strength, wisdom, excellence and learning.
Head
Stories of Our World Family
African Stories and Traditions
Session II
Children’s Fellowship
Opening Song- Enter, Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)To celebrate Unitarian Universalism. (hands in “U” shape)This is
the fellowship of the open mind. (Cover face, open hands)This is the fellowship of the helping
hands (hands out flat, open up)This is the fellowship of the loving heart. (Cross arms on
chest)Together we care for our Earth (arms in front of body in a circle)And work for friendship
and peace in our world. (reach out to hold hands with neighbor)
Story
The last time you gathered in your Sunday school classes, you learned there were many different kinds
of stories in the African storytelling tradition. One of the kinds of stories is a dilemma, or problems
story. The story is told with no ending, the listener has to figure out how they think the story ends.
Lets try a short Unitarian Universalist dilemma story this morning.
There once was a UU child who attended a Unitarian Universalist Fellowship in the Midwest. Because
this child lived in the Midwest, she liked to play in the snow in the winter. She would ask her friends
to help her build snow forts, and snow people. She would go sledding whenever there was enough
snow. It is said that because of her love of the cold and snow, when she grew up she . . . . . . . . .
Ask the individuals to finish the story. When they give their ending, ask them what made them
finish it that way. If the children aren’t quick to offer answers, one of the leaders can finish it.
The ending could be “she went to the university of Alaska and got a degree in polar bearology 
. It is said all her time spent in the winter weather prepared her for her life’s work.
Now ask your guest drummer to finish the story while beating a rhythm on their drum. You can spend
a little time drumming as well.
Joys and Concerns
Ask anyone who wants to share a joy or concern to come forward. Today, instead of lighting a candle,
the students are going to come up and share their joy or concern and then hit the drum a time or two, or
the drummers can hit the drum for them. (Ask the drummer to beat the drum as we say or sing these
words)
The Seven Principles Song
Oh, I believe in every person’s worth and dignity;
In justice and compassion, I believe in equity;
Acceptance of each other and encouragement to grow;
A free and open search for truth to find the way to go.
Affirm the right of conscience and affirm democracy;
The goal of world community with peace and liberty;
Respect the web of nature of which we are a part;
These are UU principles I hold close to my heart.
Dismiss to Classes
Stories of Our World Familiy
African Stories and Traditions
Session II Grades 1-2
Story/Focus
Last week, we heard a story from Liberia, Africa about Anansi, a lazy, trickster spider. Today we are
going to hear about another trickster, Zomo. Zomo is a rabbit in a story that is told in many countries.
Unlike Anansi, Zomo is not lazy, but he does trick others to get what he wants. (Read the story of
Zomo the Rabbit.
Ask the children these questions – Why do you think Zomo wanted wisdom? Who do you know that
is wise? What makes them wise? How do you think people get wisdom? Direct the children to
understand that wisdom comes from experience and learning. Ask them if they are wiser than they
were when they were babies? Two year olds, etc.? What Unitarian Universalist principle has to do
with becoming wise? Direct the children to principles three and four, the principles about continual
learning and the search for what is true in their lives.)
Activity
Drum making. Use the general directions at the back of the Zomo the Rabbit book. I suggest that you
cut your brown paper to size and decorate it before gluing it to the oatmeal boxes. Have the children
leave their drums at fellowship – they can use them at our celebration of Africa at the end of this unit
and then take them home. Be sure to put the children’s names on their drum.
Snack and Closing
While you are sharing your snack have a conversation about Zomo and Sky God. Sky God told Zomo
that there are three things in the world worth having: courage, good sense and caution. Ask the
children what it means to be courageous or to have courage? What does it mean to have good sense?
Why is it important to be cautious? Ask them if what they learned in the story of Zomo can make
them be a better person this week? Why or why not. Thank each child for their participation. Remind
them that they can take their drums home at the end of the month.
Materials Needed for African Stories and Traditions Session II Grade 1-2
Zomo the Rabbit
Oatmeal boxes – one for each child
Paper
Crayons or markers
Scissors
Glue
Yarn, beads, feathers, etc. to embellish the drums
Stories of Our World Family
African Stories and Traditions
Session II Grades 3-4
Focus
Remind the students that last session you heard two stories about Anansi, the trickster spider. Today
we are going to hear another Anansi story, and a story that was probably derived from an Anansi story.
Stories
Read the following story to the children:
The Skull
A Tale from West Africa
A hunter came upon a huge tree with a whitened skull at its base. The skull spoke and said, "Beyond a
certain hill is a field of calabashes (a calabash is a squash). Take them to your hungry village, but do
not tell anyone how you obtained them."
"How did you come to be here?" asked the hunter.
"My mouth killed me," said the skull.
The hunter returned to the village with the calabashes and immediately told everyone, "A talking skull
showed me a field of food!" The Chief called him a liar.
"Then come with me! I'll prove what I say is true. When they arrived at the tree, the hunter spoke to the
skull but it remained silent. The hunter was put to death on the spot for lying.
In time, two whitened skulls sat beneath the tree. The first turned to the second and said, "See, in death
we meet again, my kin. It's true a mouth can do you in!"
Ask the children to take a minute to think about this story. Don’t discuss it orally. Ask them to close
their eyes and imagine what they would have done if they had been the person to find the talking skull.
After you have given them 1 –2 minutes to think about this, ask these questions:
If you were the hunter in the story, would you have told anyone about the talking skull? Why
or why not?
Do you think the hunter had any idea what would happen to him for disobeying the skull? Why
or why not?
Now let’s hear an Anansi story that has an ending that is not so gruesome. Read the book Anansi and
the Talking Melon. After reading the story, ask the children if they think the Story of the Skull is at like
the story of Anansi and the melon? Why or why not. Ask which ending they liked better. Why?
In Anansi and the Talking Melon, Anansi is very bold when talking from inside the melon. Do you
ever say things you would not otherwise say when you know people won’t know who said them? We
say we are being anonymous when we say or write something that cannot be traced back to us. Have
you ever sent anyone an anonymous note or letter? Why did you send it anonymously? How did it
turn out? When is it good to be anonymous in our words or actions? (Try to help the students see that
the only time this is really okay is when we are acting in goodness – you can talk about Valentines or
doing a good deed when someone is not watching you.)
Why is it not a good thing to say or do negative things, like Anansi did in the story, anonymously?
(Help the students see that feelings can be hurt, and that it’s always important to act in kindness, even
when we have to do difficult things, like tell someone that we don’t want to hang out with them all the
time, etc. Also, point out that it’s easier to say things that are hurtful and mean when we think that
people will not know that we are the ones saying or writing these things.)
Activity
Anansi showed us that it’s easy to say inappropriate things when we think no one will discover who
said them. In the story, no one ever figures out that it is Anansi, not the melon, who is speaking. That
is rarely the case in real life. Usually whatever we say, comes back to us.
Today we are going to practice saying difficult things. There may come a time in your life when you
want to end a friendship, or you don’t want to go along with a plan that includes you. You may want
to be helpful to someone by pointing out to them that they are losing friends because they are bossy, or
too nosey, or they tease too much. We’ll start by each writing a note to one of the animals in the story.
Have the children choose one of these scenarios to write about and later read to the class:
 Write to the elephant telling him he is not a good listener.
 Write to the hippo telling him they are concerned about all the junk food he’s been eating
lately.
 Write to the warthog telling him his grooming is a problem. He has body odor and people are
avoiding him because of this.
 Write to the gorilla telling him you’re concerned that he’s calling himself stupid. Tell him you
know he could be doing better if he’d spend more time on his studies and less time watching
TV and playing video games.
(There is no gender assigned in the story, unless you assume that king is synonymous with male. Let
the children assign any gender to the animals in their letters.)
Give the children 5 minutes to compose their letters. Have them share the letters with the group.
Some of the children may have written letters that are not kind, like “you stink, take a bath.” Ask the
group how they would feel if someone wrote them a note or told them that? Let them discuss this
briefly and then move on to the next letter. Put the letters on the wall close to the spider web.
If there are several letters that are unkind, explain to the class that being kind and tactful takes some
practice. Even though they may feel uncomfortable with it now, and hence, write unkind letters, this is
something that they will feel more and more comfortable with as they grow up and practice kindness
and tactfulness. You can also mention the Golden Rule – treat others as you would like to be treated.
Ask how they would like to hear any of the scenarios above about themselves. This conversation may
not need to happen if most of the class wrote kind, tactful lessons and took the assignment seriously.
Activity (If you have time)
Have the children draw one of the characters from the stories today. Have them cut the character out
and place it in Anansi’s spider web on the wall. The students can add to the web each week if need be.
If they would rather, they can look through magazines and cut out pictures that represent the characters
from today’s stories.
Snack and Conversation
Ask the children what UU principles are similar to what they learned today? (1,2 and 6 are most
similar.) Ask them what they learned today that they can use this week to be a better person? (To
always make sure they are treating people with kindness, the way they want to be treated.) Thank the
students for participating and invite them to return next week for one last week of Anansi stories.
Materials needed for African Stories and Traditions Session II Grades 3-4
Anansi and the Talking Melon
Paper for writing letters
Pens and/or pencils
Drawing paper
Markers, crayons
Scissors
Magazines with pictures of elephants, warthogs, gorillas, etc.
Yarn
Stories of Our World Family
African Stories and Traditions S
Session II Grades 5-6
Focus
Remind the students of the background and purpose of African folktales. (See Focus section in
Session I of this Unit.) Last week you learned a story that taught a valuable lesson about cheating.
Today you are going to learn about riddle and dilemma stories. Both of these kinds of stories leave the
listener wondering about the ending. In riddle stories, there may or may not be more than one way to
end the story so it makes sense, in dilemma stories, there are usually several ways to end a story.
Listen and learn Story
Read Never Set Foot from Still More Stories to Solve, page 17. Let the students brainstorm an ending.
After a few minutes, read the How it Was Done section on page 20.
Next read Lion’s Advisors on page 35 of the same book. Repeat the process that you did in the first
riddle story.
Ask the students what they like about riddles? What they dislike? Some times you’ll hear a storyteller
accuse someone of being too lazy to solve a riddle – what does that mean? Is riddle solving hard work
or fun? Why?
Next tell the students this dilemma story. These are stories that have no ending. They are designed
purposefully to not have an ending so the listeners can think of their own endings. This helps people
develop problem solving skills and also teaches them that there can be more than one right answer, or
more than one way to solve a problem:
A Family with a Problem - a story from Egypt
One time, in the land of Egypt, there lived a family. This family included a father who was a
fisherman on the Nile River, a mother who crafted fine cloth with gold embellishments, two daughters
and a son. The children’s grandfather also lived with them. The grandfather was old and frail and
needed much care. Sometimes the mother or father would have to miss work to care for him.
The family began to struggle to have enough food to eat, and enough gold to trade for the things they
needed because the father and mother had to miss much work to care for the grandfather. To make
matters worse, a drought came over the land. The Nile almost dried up and the fishing went away.
The father no longer was able to fish. The people who once were able to afford to buy the mother’s
fine fabrics quite buying the fabrics. Everyone in the family was beginning to go to bed hungry.
In a few months time, everyone was getting weak from famine, everyone except the grandfather. The
family continued to feed him even though he was not able to work. One night the parents called a
family meeting. They told their children that they could no longer continue to feed 6 people. They
decided that one person would have to leave. How could they know who should have to leave?
Ask the students this question about the story:
 Is there something that could have been done earlier in the story so that the parent’s would not
have had to made the difficult decision of kicking someone out? What?
 Is making someone leave a good solution? Why or why not?
 Who is most likely to have to leave? Why?
 What can you learn from this story?
 If you were the parents in this story, what other solutions could you have come up with?
There are no right or wrong answers here. Ask the students to get into small group of 3-4. Give them
5 minutes to brainstorm endings. Have them act out their favorite ending. If they thought of more
than one ending, list the ones they do not act out on the white board. Do this for each group. Don’t
allow for too much discussion, just thank them for sharing their endings.
Activity
Again, have the students get into groups of 3-4. They can remain in their same groups or you can
choose to re-group them. Have the children create dilemma stories to share with the class. Have the
students use the “story web” and “snakey sequencing” worksheets to plan their stories. They can:
 Write a story that they read to the class
 Write a story that they act out for the class
 Draw pictures that illustrate a story and then tell the story to the class using the
illustrations.
 REMEMBER – don’t tell the end of your story.
Have each group present their story without telling the end. Allow the listeners to suggest endings to
the presenting group. Have the presenting group choose their favorite ending. After choosing the
favorite ending, have the group tell their end to their story.
Snack and Conversation
Ask the students what UU principles are similar to the stories they heard today. Why? Ask them what
they learned from the stories that they can take with them this week. Thank them for their
participation and invite them to come back next week when you’ll learn about African Proverbs.
Materials Needed for African Stories and Traditions Session II Grades 5-6
Still More Stories to Solve
Paper for writing stories and plays
Pens and/or pencils
Drawing paper for illustrating stories
Markers, crayons
A copy of the “Story Web” and “Snakey Sequencing” Worksheets for each child.
Author:
Characters in Story:
Title of
Story:
___________
___________
___________
___________
____
Where did the story take
place?
___________________
___________________
___________________
The lesson in this story is:
_____________________
_____________________
_____________________
_____________________
________________
1. A drought came over the jungle. (Use this as a story starter or create your own.)
2.
3.
4.
5.
6.
7.
8.
Stories of Our World Family
African Stories and Traditions
Session III
Children’s Fellowship
Opening Song
Enter, Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands) To celebrate Unitarian Universalism. (hands in “U” shape)This is
the fellowship of the open mind. (Cover face, open hands)This is the fellowship of the helping
hands (hands out flat, open up) This is the fellowship of the loving heart. (Cross arms on chest)
Together we care for our Earth (arms in front of body in a circle)And work for friendship and
peace in our world. (reach out to hold hands with neighbor)
Drumming
Spend the whole time drumming and getting a groove on. Use rhythm instruments as well.
Joys and Concerns
Ask anyone who wants to share a joy or concern to come forward. Today, instead of lighting a candle,
the students are going to come up and share their joy or concern and then hit the drum a time or two, or
the drummers can hit the drum for them.
(Ask the drummer to beat the drum as we say or sing these words)
The Seven Principles Song
Oh, I believe in every person’s worth and dignity;
In justice and compassion, I believe in equity;
Acceptance of each other and encouragement to grow;
A free and open search for truth to find the way to go.
Affirm the right of conscience and affirm democracy;
The goal of world community with peace and liberty;
Respect the web of nature of which we are a part;
These are UU principles I hold close to my heart.
Dismiss to Classes
Stories of Our World Family
African Stories and Traditions
Session III Grades 1-2
Story/Focus
We’ve learned in our past two Sunday School classes stories that come from the continent of Africa.
Today we are going to hear a story that was written by a woman whose ancestors came from Africa.
Who knows what an ancestor is? (Explain that an ancestor is someone, a relative, who lived before
you. An ancestor can be your mother’s mother’s mother, or your father’s mother’s father, etc.)
Today we’ll hear about a little girl who loves her grandmother very much. Listen to the author of this
story as she reads the story and then sings a song with the same words. Play the CD “No Mirrors in
My Nana’s House” (Ask the children if they have a special name for their grandparents. The little girl
in the story calls her grandmother “nana.”
Some of the children may not have grandmother, or may not get to spend a lot of time with their
grandmothers. Ask them if there is another person in their life that reminds them of the grandmother
in the story. Allow them to share about their grandmothers or special adult friends.) In the story, we
learned about many difficult things in this little girl’s life – clothes that didn’t fit, apartments that were
noisy with cracking walls and garbage in the hallways. The girls in the story said that these things
didn’t bother her because the beauty of everything was in her grandmother’s eyes.
Do you ever feel better just because you’re with your grandmother or another loving adult? Why did
the little girl like the fact that there were no mirrors in her nana’s house? (She didn’t have to see things
in the mirror that she didn’t want to see.) The little girl talks about the color of her skin and the shape
of her nose. Why do you think that she said “I never knew that my skin was too black” or “I never
knew that my nose was too flat?” (Explain that some people don’t like other people simply because of
the color of their skin.
Most of the time, it’s people with dark skin who are in this situation of not being liked because of their
skin color. Ask the children why they think this is. Direct the children to the fact that sometimes
people are afraid of people who are different than they are. In reality we are all more alike than
different. We all like to have a safe home to live in, we all want to have enough food to eat, we all like
having fun, we all want to have good educations so we can grow up and do the kind of work we love.
Help the children think of more similarities between all people.
At this age, they may share things that they think are true, stereotypes that they may have heard.
Kindly and gently, help them to understand that the things they think are true may not be.
Remind them of the Unitarian Universalist Principles. Point out that UUs think that ALL people
are included in the principles. At this age and stage, these children are probably not aware of all the
injustices of slavery, discrimination, etc. Don’t share information that may be shocking or frightening
to them, but do correct mis-statements and false information.)
Activity
Most of us have mirrors in our houses. When we look into the mirror we can see our reflection. We
can only see the physical part of ourselves – the color of our hair, the color of our eyes, the shape of
our nose, our chins, and perhaps the clothes we are wearing. Today we are going to make a magic
mirror.
This mirror will help us see the wonderful things about ourselves. These will be the kinds of
wonderful things that the little girl in the story saw in her grandmother’s eyes. What kinds of special
things would show up if you looked in a magic mirror? Could you see your kindness? Your courage?
Your ability to run fast? Your great joke-telling skills? Your love for your family? (Have the children
brain-storm about their qualities that can not been physically seen.)
Have each child take a piece of tag board or cardboard. (The cardboard or tag board should be no
larger than 9”x12”) Cover the board with aluminum foil. Cut out mat or frame from construction
paper. Glue the frame on to the aluminum foil covered cardboard. Now have the children write words
or phrases on pieces of 2”x3” paper. These words and phrases should state the invisible qualities
they’ve been naming about themselves.
Glue the papers onto the aluminum foil part of the “mirror.” Now, when they look in their magic
mirror, they can see all the great things about themselves that their physical reflection doesn’t reveal.
Tell them they can take this home today, and remember to look in both this mirror and their regular
mirror each day before they leave for school. They can use stickers, markers, and other misc. items to
decorate the frames of their mirrors if they have time.
Friends and Neighbors
If time permits, or if some children are done with their art project before the rest of the group, start a
game of “Friends and Neighbors.” This game reinforces the idea that we all have many similar and
different qualities.
Here is how the game is played:
Choose someone to be “it.” It is good to have an adult be “it” the first time or two to give the children
an example of how the game is played. Everyone sits in a chair in a circle. There are enough chairs
for all the participants – except the person who is “it.” The person who is “it” stands in the center of
the circle of chairs and says one thing that is true about themselves.
It could be “I have two sisters.” Everyone who is sitting in the circle who has two sisters has to get up
and trade places. The person who is “it” tries to get a place in an chair when everyone gets up to
move. There will be one more person than chair, so the person who does not have a chair to sit in is
now “it.” At this age, sometimes adults may need to prompt the children of things to say – they can
choose “everyone who is wearing the color blue,” “everyone who was not born in Des Moines,”
“everyone who likes school,” etc.
The children may have played this game earlier in the year. It’s a great reinforcer for pointing out that
we are all alike and all different.
Snack and Conversation
If you did not have time to play Friends and Neighbors, teachers can do an adaptation of this during
snack. Make a statement like “everyone who liked today’s story raise your hand,” “everyone who
attends a UU fellowship,” “everyone who likes snow,” etc. Just have the children raise their hands.
Also, invite the children to think of their own alike and different statements. Ask the children what
they might do this week to get to know someone who seems different than they are? You could
suggest that they ask someone they don’t usually hang out with to sit by them at lunch, or play with
them at recess, etc. Thank the children for participating and be sure they take their magic mirrors
home with them.
Materials Needed for African Stories and Traditions Session III, Grade 1-2
No Mirrors in My Nana’s House
CD for No Mirrors in My Nana’s House
CD Player
Tag board or cardboard, one piece for each child
Aluminum foil
Construction paper
Glue
Scissors
Stickers, markers, decorations for frames
Stories of Our World Family
African Stories and Traditions
Session III Grades 3-4
Focus
Remind the students that the last two sessions you have heard stories about Anansi, the trickster spider.
Today we are going to hear another a final Anansi story, and we are going to create our own Anansi
stories.
Story
Read the following short Anansi story:
Anansi Goes Fishing
A Tale from West Africa
Foolish Anansi thought he could trick a fisherman into doing his work for him. "Let's go fishing," he
suggested.
"Very well," said the fisherman, who was clever and quite wise to Anansi's tricks. "I'll make the nets
and you can get tired for me."
"Wait," said Anansi, "I'll make the nets and you can get tired for me!" Anansi made nets as his friend
pretended to be tired. They caught four fish.
The fisherman said, "Anansi, you take these. I'll take tomorrow's catch. It might be bigger."
Greedily imagining the next day's catch, Anansi said, "No, you take these and I'll take tomorrow's
fish."
But the next day, the nets were rotting away and no fish were caught. The fisherman said, "Anansi,
take these rotten nets to market. You can sell them for much money."
When Anansi shouted, "Rotten nets for sale!" in the marketplace, people beat him with sticks.
"Some partner you are," Anansi said to the fisherman as he rubbed his bruises. "I took the beatings. At
least you could have taken the pain."
Anansi never tried to trick the fisherman again!
Now read the book Anansi Goes Fishing. Ask the following questions:
 What was similar about these stories?
 What was different?
 Which ending did you like the best? Why?
We’ve heard several Anansi stories this month. Anansi always seems to be acting in ways that we
would find inappropriate. Is this a good way to teach lessons? Why or why not? Today we’re going
to create our own Anansi stories. You can decide how Anansi will act in your story and each story that
is created will teach a lesson.
Activity
Allow the children to self-select into groups of 2-4 students. Tell the children they will have 15
minutes for their group to either:
 Create a story that they will act out for the class
 Write a story that they will read to the class (this will be a rough draft only)
 Draw illustrations for a story that they will tell to the class
Give each group the materials they need and let them work in groups to create their stories. Be sure
each group gets a Story Web and Snakey Sequencing worksheet. Adults can monitor, but don’t give
too much support. Remind the students that they will have to share what the lesson of their story is
after they have presented it to the class. When 15 minutes is up, have each group present their story to
the class.
When all the stories have been presented, if there is time, let the students ask each other questions
about their stories.
Snack and Conversation
Gather the students for snack. If they haven’t finished their discussions about the plays they wrote,
allow them to do that during snack. Otherwise, ask them these questions:
 What was the most difficult thing about creating the stories?
 Was it easy or hard to think of a lesson for your story to teach? Why?
 What UU principles were the stories similar to?
 What did you learn today that can help you be a better person this week?
Thank the students for their participation. Remind them that next week we’ll be hearing a story about
a snake and celebrating and tasting ethnic African Food at the “Snake Festival.”
Author:
Characters in Story:
Title of
Story:
___________
___________
___________
___________
____
Where did the story take
place?
___________________
___________________
___________________
The lesson in this story is:
_____________________
_____________________
_____________________
_____________________
________________
1. A drought came over the jungle. (Use this as a story starter or create your
own.)
2.
3.
4.
5.
6.
7.
8.
Materials Needed for African Stories and Traditions Session III Grades 3-4
Anansi Goes Fishing
Paper for writing stories and plays
Pens and/or pencils
Drawing paper for illustrating stories
Markers, crayons
A copy of the “Story Web” and “Snakey Sequencing” Worksheets for each child.
Stories of Our World Family
African Stories and Traditions
Session III Grade 5-6
Focus
In the last two weeks, we’ve learned about African folktales that teach lessons (The Two Cheats) and
folktales that help us think creatively to solve our problems. (Dilemma stories) Today we are going to
learn about proverbs. Proverbs are one sentence sayings that say something very profound. Let’s look
at the book The Night Has Ears to help us understand better what proverbs are.
Story
Read the book The Night Has Ears to the class. It will be helpful to read the introduction by the author
at the front of the book before reading the proverbs. Make sure they get to see all the beautiful
illustrations in the book. As you read each proverb, ask the students what they mean, ask them to
explain them in their own words. As with most of the discussions in this class, there are no right or
wrong answers as to the interpretations.
After you have read the book, ask the children to list proverbs that they are familiar with. You can
help them by asking if they’ve heard the one . . . . . . . . “a penny saved is a penny earned” or “you can
lead a horse to water but you can’t make her drink” or “there is no use crying over spilled milk” and
“what goes around comes around”, etc. List all the proverbs they think of on the white board or flip
chart.
Activity
The students are going to illustrate proverbs. They will be illustrating them using a simple, but
dramatic, black wax crayon relief process. See the example in your room. Give each student a piece
of 60 pound paper. Have them color the entire paper in color blocks with markers or colored pencils.
(Do not use crayons for this part.) When they have colored the entire piece of paper, have them color
over the entire piece of paper with black crayon. They should color very heavily, no color should
show through from beneath the black crayon.
While they are doing this coloring process, they can be thinking of their own proverbs, or they can be
thinking of which proverb from the book or the list you’ve created that they would like to illustrate.
Using a toothpick or wooden craft stick, have them scratch the proverb into the black crayon. The
colors from beneath will show through. After they have scratched in the words, they can then scratch
in designs to illustrate the proverb. Allow them to look again at the book for ideas if they’d like. The
book is not illustrated in black wax relief, but the strong lines will be easy for the students to replicate
using this process.
Snack and Conversation
Allow the students to show their illustrations to each other as they enjoy their snack. Ask them if they
think African Proverbs are like the UU Principles? Why or why not? Are there any proverbs they
heard today that are similar to any of the UU Principles? Which ones? Thinking about the proverbs in
the book, the list they made or student’s illustrations that they like better than others? Why? How will
that proverb help them to be a better person this coming week? Thank them for their participation and
remind them that next week they’ll be enjoying ethnic African foods at the “Snake Festival”.
Materials Needed for African Stories and Traditions Session III Grades 5-6
The Night Has Ears by Ashley Bryan
60 pound paper – one sheet for each student
Colored pencils or markers
Black crayons, one for each student
Toothpick and wood craft sticks
Stories of Our World Family
African Stories and Traditions
Session IV
Children’s Fellowship
(Today the children will be gathering in the Children’s Fellowship area for snack and a “Festival of
Snakes”. Children’s Fellowship leaders can provide/prepare the snacks)
Opening Song
Enter, Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)To celebrate Unitarian Universalism. (hands in “U” shape)This is
the fellowship of the open mind. (Cover face, open hands)This is the fellowship of the helping
hands (hands out flat, open up)This is the fellowship of the loving heart. (Cross arms on
chest)Together we care for our Earth (arms in front of body in a circle)And work for friendship
and peace in our world. (reach out to hold hands with neighbor)
Drumming
Get the energy reeling with some drumming. Spend five to ten minutes just drumming.
Joys and Concerns
Ask anyone who wants to share a joy or concern to come forward. Today, instead of lighting a candle,
the students are going to come up and share their joy or concern and then hit the drum a time or two, or
the drummers can hit the drum for them.
(Ask the drummer to beat the drum as we say or sing these words)
The Seven Principles Song
Oh, I believe in every person’s worth and dignity;
In justice and compassion, I believe in equity;
Acceptance of each other and encouragement to grow;
A free and open search for truth to find the way to go.
Affirm the right of conscience and affirm democracy;
The goal of world community with peace and liberty;
Respect the web of nature of which we are a part;
These are UU principles I hold close to my heart.
Dismiss to Classes
Today all the elementary classes are going to share a variation of the same story. After the story and
activities in their classrooms, they’ll re-gather as a large group for ethnic African food as a snack.
Stories of Our World Family
African Stories and Traditions
Session IV Grades 1-2
Story/Focus
Read the story Nyangara from the book Spinning Tales, Weaving Hope, page 128. After reading the
story, ask the children what their favorite part of the story was. Ask them why the men in the story
were afraid and the children weren’t. There is no wrong answer here. If the children ask you a
question about the story, put it back to the children. Let them solve their questions as a group.
Tell them that they are going to be acting out the story, so they need to retell it to you now. Start out
by saying “once upon a time there was a …..(chief) who was ……(sick). He asked the ….. of the
village to get him his doctor who was a …….(snake)” Finish re-telling the story in this way.
Activity 1
Divide the class into 2 groups. Have an adult work with each group to act out the story. Have each
group perform their version of the story for the other group. After the groups have performed ask the
children these questions:
What were the men thinking when they saw the snake?
How did they feel?
What were their choices when they saw the snake?
Next ask the children the same questions about the children:
What were the children thinking when they saw the snake?
How did they feel?
What were their choices when they saw the snake?
When the children answer your questions, thank them for their input. Don’t give your opinion as to if
the answer is right, wrong, good, etc., just say “thank you.”
Activity 2
Make a 10’ to 12’ long paper snake. Have the children color decorate the snake with markers. Each
child can decorate a section. Tape plastic straws on to the snake at 12”-14” intervals. These are
“handles” for the children to carry the snake. Have the children work on decorating the snake until it is
time to go re-gather with the large group. If it looks like time is running short, perhaps one of the
adults can be adding a few designs to the snake while the children are acting out and discussing the
story.
Snack and Celebration
Have the children hold the snack by the “handles.” Hoist the snake up onto the children’s shoulders
like the children in the story did. Carry the snake down to the Large Activity Room for snack. The
children can also bring the drums they made in Session II to show the other children. Put your snake
on the floor out of the way of the group and enjoy the “Snake Festival!”
Materials Needed for African Stories and Traditions Session IV Grade 1-2
Spinning Tales, Weaving Hope
Paper Snake
Markers
Note:
(The snake should be about 1 foot long for each child. So, if you have a class of 5, you’ll have a 5 foot
snake, if you have a class of 20, you’ll have a 20 foot snake. The snake will be made of white paper
glued or taped together, or it may be made from one long continuous piece of butcher block paper.
The snake will also have 1 plastic straw handle for each child to hold. These “handles’ will be taped
on the back of the snake.)
Today all the elementary classes are going to share a variation of the same story. After the story and
activities in their classrooms, they’ll re-gather in the Large Activity Room for ethnic African food as a
snack.
Stories of Our World Family
African Stories and Traditions
Session IV Grades 3-4
Focus
Remind the students today is the last session on African Stories and Traditions. Today they will hear
the last Anansi story. This story teaches another lesson, and involves a snake and a judge.
Story
Make a copy of Anansi and Snake for each student. Have them read along as you read them the story.
Tell them they can draw pictures of Anansi and the snake while you read to them. When you are
finished reading, ask them these questions:
 How do you feel about the snake biting Anansi?
 If you were the snake, what would you have done when Anansi helped you?
 Why do you think Anansi took his problem to a judge?
 Did you like the judge’s solution? Why or why not?
 If you were the judge in this story, how would you have solved the problem?
 What lesson do you think is being taught in this story?
 What UU Principle(s) are similar to this story? (Number 7? No wrong answers.)
Again, there are no right or wrong answers to any of the above questions.
Activity
Adinkra Snakes
Adinkra (ah-DEEN-krah) cloth is a hand-printed fabric made in Ghana. Developed by the Ashanti
people, Adinkra cloths were traditionally made for royalty to wear at religious ceremonies. Through
the years, people have also decorated the cloths to tell a story or to express their thoughts or feelings.
Today we are going to make a paper snake that is covered with the Adinkra-type designs to re-tell the
story of Anansi and Snake. Give each student a copy of the Ashanti designs, but encourage them to
make up their own as well. Use markers to draw your symbols on your snake. If you make up your
own symbols, be sure to make a key that tells what each symbol represents. These symbols can
express and idea as well as an actual character or event. See the example of the snake.
Snack and Celebration
Take your snakes to the “Snake Celebration” to show them to the other students. Tell the story that
your snake tells. Enjoy the ethnic African snacks!
Adinkra (ah-DEEN-krah) Designs
The
(Odenkyem)
He lives in water, yet lives by breathing air.
Crocodile
The
(Sankofa)
This symbols reminds us that we can learn from our past mistakes.
ESE
NE
A reminder of the need for friendships and sharing.
Moon
(Osrane
A symbol of faithfulness.
and
Ne
Heart
TEKREMA
Star
Nsoroma)
NSAA
A symbol of excellence, a reminder to not settle for anything but your best.
Ram's
(Dwennimmen)
A symbol of humility, strength, wisdom, excellence and learning.
Head
Anansi and Snake
A tale from Suriname and the Amakosa people of South Africa.
One day when Anansi was out hunting for his food, he came upon a snake. The snake cried out to
Anansi when he saw him. “Anansi, brother, please help your brother Snake in his time of need.”
Now usually Anansi did his best to avoid all snakes, because snakes would just as soon as bite you and
poison you than talk to you. Anansi turned to run in the other direction when he heard the snake call
out. “Anansi, I need your help, I promise not to bite you.”
Anansi stopped and asked, “Why do you not wish to bit me now when every other time I have
encountered you, you have tried to bite me?”
“A rock has fallen on my back and I can not move. Please brother, help.”
Anansi stepped cautiously toward the snake. Sure enough, there was a huge stone on the coiled
snake’s back. Despite all the wiggling and twisting the snake was doing, the stone would not budge.
After much discussion, and many reassurances from the snake that he would not bite Anansi if he got
free, Anansi agreed to help the snake.
Anansi got his body under the edge of the stone. He mustered all the strength he could in his legs and
back. He took in a deep breath, lift the stone and the snake wiggled free. Just as quick as he had
gotten free, the snake turned and bit Anansi.
“Fool,” said the snake, “you know it is in my nature to bite spiders.” Anansi stumbled back to his web.
It took three days for the sun to burn out the poison the snake had put in his system. Anansi was angry
at snake. He took his case to the Gorilla, the king of the land. Anansi asked the king to decide
whether it was right for snake to bite him when he had worked so hard to help him get free from the
fallen stone.
King Gorilla called Anansi and Snake before him. He listened to both sides of their stories. Finally he
said, “ Let us re-create what happened so I can better decide what to do.” King Gorilla put a heavy
stone back on the snake’s back. Anansi approached the snake. When the snake called out for Anansi’s
help, Anansi turned to King Gorilla and asked, “What shall I do?”
“Leave Snake as you found him,” was King Gorilla’s advice.
Materials Needed for African Stories and Traditions Session IV Grades 3-4
Anansi and Snake – one copy for each student.
Paper for making snakes
Markers
Copies of the Ashanti Adrinka Designs, one for each student.
Plastic straws to use as handles on the snakes, if desired.
Tape
Today all the elementary classes are going to share a variation of the same story. After the story and
activities in their classrooms, they’ll re-gather in the Large Activity Room for ethnic African food as a
snack.
Stories of Our World Family
African Stories and Traditions
Session IV Grades 5-6
Focus
Remind the students today is the last session on African Stories and Traditions. Today they are going
to hear a story about a snake and make necklaces like the ones they’ll learn about in the story.
Story
Read Mella and the Python Healer on page 86 of Sacred Myths. This is a story of courage, integrity
and perseverance. It comes from the Buhera Ba Rowzi people of Zimbabwe. Most of us don’t think
of pythons are personalities with great healing powers. Most of us think of them as dangerous and
poisonous, as Mella did. But her love was stronger than her fear, and so the wise python was willing
to help her.
She came to him from love rather than selfishness or greed, but she had to be tested first. This was not
easy. She had to walk for miles with an immense and dangerous snake wrapped around her body. Yet,
she not only walked, she sang along the way. Anyone who has faced a test of courage and
perseverance can understand what Mella went through. Ask the students these questions:
 Would you do what Mella did for someone you loved? Why or why not? Who would that
person(s) be?
 What were Mella’s options when she saw the snake? How do her actions compare to her
brothers?
 What was the significance of the necklace that the Python Healer gave Mella?
 What tests of courage are required of us today? What or who is the equivalent of the Python
Healer?
 If you were the Python Healer, who would you give a necklace to? What would that person
have to do to earn the necklace?
Activity
Today we’ll make necklaces like Mella’s. Each student can make two necklaces. They can be the
exact same necklaces or they can be like the “best friends” necklaces where the two necklaces form a
complete when put together. Examples would be each necklace would have a half heart, when put
together they make the complete heart, etc. They may want to put images of snakes on their necklaces.
See the directions for making Grigri Charms on page 30 of the Global Arts book. Follow those
instructions. You may substitute gold colored chains for the cord or string and you may cover your
cork with gold or silver foil if you wish. Add beads, sequins, etc. Make sure that each student either
makes two necklaces that are exactly the same, or two necklaces that form a puzzle. Make an example
necklace for the class.
Snack and Conversation
Take the students to the “Snake Celebration” for ethnic African food and celebration. Have them take
their necklaces with them.
Materials Needed for African Stories and Traditions Session IV Grades 5-6
Sacred Myths
Thin cork
Markers
Scissors
Paper punch
Cord or string
Gold chain and wire cutter
Gold and silver foil
Glue
Beads, sequins, etc.
Stories of Our
World Family
Women’s History
Session 1-2
Stories of Our World Family
Women’s History Session I
Children’s Fellowship
Opening Song
Enter, Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)To celebrate Unitarian Universalism. (hands in “U” shape)This is
the fellowship of the open mind. (Cover face, open hands)This is the fellowship of the helping
hands (hands out flat, open up)This is the fellowship of the loving heart. (Cross arms on
chest)Together we care for our Earth (arms in front of body in a circle)And work for friendship
and peace in our world. (reach out to hold hands with neighbor)
Story/Focus
We’re starting a new RE Unit and that means it’s time to focus on another new topic! In the past
we’ve talked about religions and traditions of people who live all over the world. This month we are
going to talk one specific group of people – women! Who knows why we might talk about women
during the month of March? (Women’s History Month) That’s right. Do any of you remember
talking about UU women during the UU unit? (Beatrix Potter, Samantha Smith) Today you’re all
going to learn about a UU woman who was very concerned with our 7th Principle. Who remembers the
7th Principle? (Respect the interdependent web of nature of which we are all a part.) The person you
are going to learn more about is Rachel Carson. Rachel wrote a book, Silent Spring, that changed the
way people looked at ecology. Rachel got people to understand that it is important to keep chemicals
and other toxic materials out of our environment. But now, lets talk about women who have made a
difference in your lives.
Joys and Concerns Today we are going to ask you to share with us the name of a woman who has
made an impact in your life – someone whom you respect a lot. This could be your mom or
grandmother, an aunt or teacher, perhaps a neighbor or someone you’ve learned about in school. It
could even be someone who is a character in a book you’ve read. As you come up and share with us,
we’ll light a candle to honor the woman you speak about.
Closing Song
The Seven Principles Song
Oh, I believe in every person’s worth and dignity;
In justice and compassion, I believe in equity;
Acceptance of each other and encouragement to grow;
A free and open search for truth to find the way to go.
Affirm the right of conscience and affirm democracy;
The goal of world community with peace and liberty;
Respect the web of nature of which we are a part;
These are UU principles I hold close to my heart.
Dismiss to Classes
Stories of Our World Family
Women’s History
Session I Grades 1-2
Story/Focus
Give the children the Rachel Carson handouts. Have them color the picture at the bottom of the page
as you read them the information about Rachel. After reading the story, ask these questions: (No right
or wrong answers here.) Why is the work that Rachel Carson did important to us today?
We understand that the chemicals we use on plants
can get into the food we eat. With this information
we know not to use toxic chemicals and
to wash our fresh foods before eating them.
What can you do to help keep the environment healthy for plants, animals and people?
Don’t use dangerous chemicals, don’t pollute, etc.
Activity
Rachel Carson spent a lot of time out of doors when she was a child. She loved to look at plants and
streams and see how they changed from day to day. She also loved to create experiments. She knew
that there was a lot to learn about nature. Today we are going to be experimenters like Rachel was
when she was your age.
Plant a sock. You will need  An old sock – old and fuzzy is best – one that seeds and other flora will stick to
 Container for planting – shoeboxes, tin pans or something similar
 Garbage bag or plastic wrap
 Potting soil
 Scissors
Did you ever notice that there are plants growing outside that were not planted by people? How do
you think these plants start growing? All plants start from seeds and seeds get spread around in all
sorts of interesting ways. Sometimes a plant that is mature drops it’s seeds on the ground and a new
plant starts growing right next to it. This happens with trees a lot. Sometimes mature plants produce
seeds that do not drop, but that get very loose.
If a strong wind comes along, the seeds can be blown a few feet or several miles away. When the wind
quits blowing the seeds, they may sprout where they drop. Sometimes birds or animals eat seeds from
mature plants. When they are flying or hopping around after they eat the seeds, they will go to the
bathroom. If there are seeds in their droppings, a new plant might grow wherever they went to the
bathroom. Another way seeds get scattered around is by humans. That’s right – you and me!
When we go walking around plants, we might pick up seeds on the soles of our shoes and move them
to another place. Today we’re going to see what happens when we go walking outside our fellowship.
We are each going to put a sock over our shoes. After we go walking – we’ll come back in and plant
our socks!
Depending on the number of students, have them cover one or both of their shoes with old socks,
fuzziest side out. Slip the sock right over their shoes – we want them to get dirty! Take them on a
walk. Go into the woods, on the grassy areas and even the parking lot and sidewalks. Save the
wooded area for last – that’s where you’re most likely to pick up seeds. It’s fine if they get a little mud
on their socks.
Have them come back to the building – but STOP before entering. Help them take their socks off
before coming back inside. (If it’s a rainy day, scatter some seeds on the patio and have them walk
around through those. Don’ t use them unless it’s too wet and rainy to be outdoors.)
Bring the socks inside. Sit at the table and examine the socks. Can you see any seeds? Don’t be
alarmed if you don’t – there are probably tiny seeds in the dirt or mud on the socks.
Now, to plant your sock.
1. Line a shoebox or tin pan with a clear garbage bag.
2. Fill the shoebox or tin pan with potting soil.
3. Cut a slit down the side of your sock.
4. Then flatten your sock and plant it with the seeds pointing up. (You can cut away the upper
part of the sock if it does not have any seeds stuck to it. Cover it with a thin layer of soil and
then water it just enough to make the soil damp.
5. Cover the box or pan with a layer of plastic or tie the garbage bag around the box or pan to
create a biodome. Place the biodomes near the window so they get plenty of light.
6. When you come back next week, the seeds should have begin to sprout. You can see how
many different kinds of seeds the class picked up.
If you have time, before closing up your biodome, have the children create small drawings of the kinds
of animals (including people) that might like to eat the plants that will grow from their seeds. You can
tape these drawings to toothpicks and stick them in the biodome. After all the creatures are in – close
up your biodome and place it by the window.
Snack and Conversation
Gather the group for snacks. Pass out the snacks. While they are eating ask them these questions:
What kinds of plants do you think will grow from your socks? How many plants do you think will
grow in your sock garden? In other student’s gardens? Do you think some people’s gardens will have
more plants than others? Why?
Do you think there are more or fewer seeds where we walked today than by where you live? Why?
Do you think there are more of fewer seeds where we walked today than in a wheat field? A forest?
The playground at your school? Think if other places to compare to. What do you think will happen
to the sock gardens during the week? What did you learn this week that will help you be a better
person this week? Respect for the interdependent web of life. Thank each child for coming to
fellowship school and participating today. Dismiss them to their parents when they arrive.
Materials Needed for Women’s History Session I Grades 1-2
Rachel Carson handout – one for each child.
Old fuzzy socks – one or two for each child
Shoeboxes or disposable tin pans
Potting Soil
Clear plastic garbage bags or plastic wrap
Water
Seeds (Several varieties to sprinkle on the patio in case of rain)
Paper, markers, scissors, toothpicks and tape for biodome figures.
RACHEL CARSON:
THE COMING OF A SILENT SPRING
“Only within the moment of time represented
by the present century has one species—man—acquired
significant power to alter the nature of his world.”
—Rachel Carson, Silent Spring
Rachel Carson was born a long time ago, almost 100 years ago, in 1907. She
grew up living in the country near Springdale, Pennsylvania. Her mother, a former
school teacher, encouraged Rachel to be interested in all living things, including plants
and trees and rivers. When Rachel grew up, she studied science and nature. She
learned about the effect that humans have on the natural world. Rachel wrote a book
about nature and humans. That book helped people see how important it was to treat
our natural world with respect. The book, Silent Spring, helped adults understand that if
they put chemicals to kills weeds and bugs on their crops and garden produce, those
chemicals would become part of the food that they were growing. It’s not healthy for
humans to eat these chemicals, so people stopped using them or at least stopped using
the most dangerous ones. She also helped us see that when we use a lot of chemicals,
the extra chemicals run into rivers and lakes and affect the fish and other living
creatures and plants in the water in bad ways. Rachel spent her whole life educating
people about the importance of living naturally. Even our United State Congress took
an interest in the work that Rachel did. Congress passed laws that prohibited companies
from selling toxic chemicals. Rachel helped educate people about the environment.
Rachel Carson was a Unitarian who lived a life that honored the interdependent
web of life.
Stories of Our World Family
Women’s History
Session I Grades 3-4
Story/Focus
Give the children the Rachel Carson handouts. Read the bio to them as they follow along, or have
them take turns reading with your. After reading the bio, ask these questions: (No right or wrong
answers here.) Why is the work that Rachel Carson did important to us today?
We understand that the chemicals we use on plants
can get into the food we eat, the environment we live in.
Ms. Carson’s work helped us understand that we
need to look for harmful as well as positive effects of chemicals.
Can you think of chemicals that have positive and negative properties to them?
Cleaning solutions, paint, bug spray, hair spray, etc.
Remind the students that some of these chemicals are
not dangerous to our environment if we use them only in
the way they are intended to be used and if we dispose of them properly.
What can you do to help keep the environment healthy for plants, animals and people?
Don’t use dangerous chemicals, do pollute, etc.
Activity
Rachel Carson spent a lot of time out of doors when she was a child. She loved to look at plants and
streams and see how they changed from day to day. She also loved to create experiments and she
learned a lot from her experiments. Today we are going to do an experiment that Rachel did when she
was about your age. The discoveries she made from this experiment helped her in her work as an adult
researcher.
Biome - it's a tiny environment!
 2 liter soda bottle, cut in half or a clear plastic bowl or glass
 Gallon-size resealable storage bag
 Pebbles
 Potting soil
 Seeds - grass, beans, or whatever you have available
 Water
 Chemicals – not TOO toxic. You can use household cleaners, laundry detergent, nail polish
remover, bug repellent, paint, cooking oil – any thing that will possibly prohibit or alter plant
growth. A biome is an ecological community, like a rainforest, desert, or prairie. Here's a way
that you can experiment with how plants grow in different environments. It's a biome in a
baggie. Here's how to make one:
1. First, pour pebbles into the bottom half of the soda bottle, bowl or glass. The pebbles
should be about a half an inch deep.
2. Then, pour some potting soil over the pebbles. Your biome should have about twice as
much soil as pebbles.
3.
Now, to plant the seeds. Make a trench down the center of the soil that's as deep as
your fingernails.
4. Sprinkle a pinch of seeds in the trench.
5. Cover it up with the soil.
6. Water the soil just until you see the water collect at the bottom of the pebbles.
7. Put the biome in a plastic bag and seal it.
8. Now, you've created an environment for your plants. You won't need to water your
seeds again because the water will recycle itself. The roots of the plant absorb the water
and the water travels up the stem to all the parts of the plant. When the water gets to the
leaves, some of it evaporates. Some water also evaporates from the soil. The evaporated
water forms drops on the bag. This is called condensation. The condensation then falls
back down to the ground, like rain. This is called precipitation. This is the water cycleevaporation, condensation, and precipitation.
9. Put your biome in a sunny place and in about three to four days your plants should start
growing. The cool thing about a biome in a baggie is that everything your plants need is
there. It's got water, nutrients from the soil, air from the bag, and it makes food from the
sun.
10. Now, here's how you can experiment with your biome in a baggie. Make another biome
following the directions above. This time, pour a chemical on your soil after planting
the seeds. Go ahead and water as directed, then seal the bag. Label the biomes as to
what kind of chemical and how much of the chemical was used in each biome. Make
biomes using all the chemicals – make up your own combinations – be creative. Place
these biomes in a sunny place as well.
11. Next week we’ll compare the biomes and make some observations about them.
If you have time, before closing up your biome, have the children create small drawings of the kinds of
animals (including people) that might like to eat the plants that will grow from their seeds. You can
tape these drawings to toothpicks and stick them in the biome. After all the creatures are in – close up
your biome and place it by the window.
Snack and Closing
After cleaning up from the activity, gather the students for snack and conversation. Today we learned
that Rachel Carson lived a life that honored the 7th Unitarian Universalist Principle – respect the
interdependent web of nature of which we are all a part. Are there any other Unitarian Universalist
Principles that are reflected in her life work? All of them could apply, but it seems the 3rd, 4th and
6th could be closely associated with what she did.
What do you think our earth would be like if we did not limit or ban the use of dangerous chemicals?
Don’t get into really scary stuff, but just remind them that we might have fewer species of
animals and fish and that people might have more health problems associated with exposure to
dangerous chemicals. Go around the circle and ask each student what they can do in the coming
week to honor our 7th Unitarian Universalist Principle to make our earth a cleaner, healthier place to
live.
Recycle, don’t pollute, don’t waste water, etc. Thank each student for their attendance and
participation and remind them that they will get to see the results of their biome experiment when they
come to Sunday School next week.
Materials Needed for Women’s History Session I Grades 3-4
Rachel Carson handout – one for each child.
2 liter soda bottle, cut in half or a clear plastic bowl or glass
Gallon-size resealable storage bag
Pebbles
Potting soil
Seeds - grass, beans, or whatever you have available
Water
Chemicals
Note
Chemicals should NOT BE TOO toxic. You can use household cleaners, laundry detergent, nail polish
remover, bug repellent, paint, cooking oil – any thing that will possibly prohibit or alter plant growth.
Paper, markers, scissors, toothpicks and tape for biome figures.
RACHEL CARSON:
THE COMING OF A SILENT SPRING
“Only within the moment of time represented
by the present century has one species—man—acquired
significant power to alter the nature of his world.”
—Rachel Carson, Silent Spring
Rachel Carson was born a long time ago, almost 100 years ago, in 1907. She
grew up living in the country near Springdale, Pennsylvania. Her mother, a former
school teacher, encouraged Rachel to be interested in all living things, including plants
and trees and rivers. When Rachel grew up, she studied science and nature. She
learned about the effect that humans have on the natural world. Rachel wrote a book
about nature and humans. That book helped people see how important it was to treat
our natural world with respect. The book, Silent Spring, helped adults understand that if
they put chemicals to kills weeds and bugs on their crops and garden produce, those
chemicals would become part of the food that they were growing. It’s not healthy for
humans to eat these chemicals, so people stopped using them or at least stopped using
the most dangerous ones. She also helped us see that when we use a lot of chemicals,
the extra chemicals run into rivers and lakes and affect the fish and other living
creatures and plants in the water in bad ways. Rachel spent her whole life educating
people about the importance of living naturally. Even our United State Congress took
an interest in the work that Rachel did. Congress passed laws that prohibited companies
from selling toxic chemicals. Rachel helped educate people about the environment.
Rachel Carson made environmentalism respectable. Before Silent Spring nearly
all Americans believed that science was a force for good. Carson's work exposed the
dark side of science. It showed that DDT and other chemicals we were using to enhance
agricultural productivity were poisoning our lakes, rivers, oceans, and ourselves. Thanks
to her, progress can no longer be measured solely in tons of wheat produced and
millions of insects killed. Thanks to her, the destruction of nature can no longer be
called progress.
Rachel Carson was a Unitarian who lived a life that honored the interdependent
web of life. In Silent Spring Rachel Carson wrote, "Water, soil and the earth's green
mantle of plants make up the world that supports the animal life of the earth."
Stories of Our World Family
Women’s History
Session I Grades 5-6
Story/Focus
Give each student a copy of the Grade 5-6 Rachel Carson Handout. Have them follow along as you
read the handout to them, or have them take turns reading with you. When you have finished reading,
ask the following questions: Why is the work of Rachel Carson so important? Does her work still
have impact on the environment today?
Why do you think other scientist might have called Rachel an alarmist? What does it mean to be an
alarmist? (There are no right or wrong answers here – the goal is to help the students arrive at the
conclusion that Rachel continued with the work that she thought was very important even when others
doubted her or when they did not want others to hear what she had to say. The information Rachel
discovered about the negative effects of chemicals and pollutants in our environment was bad news for
the companies and scientists that manufactured and sold those chemicals.)
Activities
When Rachel Carson was a young person, she liked to try all different types of experiments. Here is
one of the ways she learned about the beneficial filtering properties of soil and other natural materials.
A filter to clean dirty water:
 2-liter soda bottles cut in half (by an adult)
 Napkins or paper towels
 Gravel, sand, soil (can use potting soil) for your filter
 Dirty water, you can make it by adding soil, food coloring, pieces of paper, and tiny pieces of
Styrofoam to the water
1. Put the top half of the soda bottle upside-down (like a funnel) inside the bottom half.
The top half will be where you build your filter; the bottom half will hold the filtered
water.
2. Layer the filter materials inside the top half of the bottle. Think about what each
material might remove from the dirty water and in what order you should layer the
materials. For an added challenge, use only two of materials to build your filter. Make
at 4 separate filters in this way. Use only 2 for step 3.
3. Create at least 4 kinds of “dirty water”. Pour ½ of each batch of the dirty water through
the filter. What does the filtered water look like? What does it smell like? Don’t taste
it! Label the filtered water as to what the pollutant was and save it for a later activity.
4. Take the filter apart and look at the different layers. Can you tell what each material
removed from the water?
5. Take the 2 unused filters and “pollute” them. Pour acrylic paint on one of them and
fingernail polish remover on the other one. Pour the second ½ of your dirty water
through the polluted filters. Examine the water. How does it look and smell? Compare
it to the water that came through the unpolluted filters. Is there a difference? Label
these samples as well. Put them aside with the other samples to use in the next
experiment.
The Germinator - not a movie by Arnold Schwarzenpumpernickel. It's a place for growing seeds.

A few seeds

Paper towel




Stapler
Plastic bag (the kind with the zipper works best)
Ruler
Water from the previous experiment
1. First, fold a paper towel so that it just fits inside the bag.
2. Put it into the plastic bag.
3. Take your ruler and measure 3 inches from the top of the bag and staple a bunch of
staples in a row. Now you have a mini-pocket, 3 inches deep, with paper sticking out.
This is where your seeds are going to sit.
4. Then, pour ¼ to 1/3 cup of the filtered water into the bag so that your seeds have
something to drink. Then it gets heavy.
5. Then, take your seeds and put them in that mini-pocket.
6. Zip up your seed bag so no air can escape or get into it, sealing the mini-pocket. Tape
them to a window and watch your seeds. When you can see the roots and stems, your
seeds have germinated. Plant them in a pot or in the ground and see if they grow!
Snack and Conversation
After cleaning up after the above activities, gather the group for snack. Ask them what they think will
happen with the “germinators”. Do they think all the seeds will grow? Will some grow better than
others? Why might some not grow? Besides the 7th Unitarian Universalist Principle, what other
Principles did Rachel Carson’s life honor? What can you do this week to honor the 7 th Principle and
Rachel Carson’s work?
Materials Needed for Women’s History Session I Grades 5-6
Grade 5-6 Rachel Carson handout – one for each student
Four 2 liter soda bottle, cut in half
Gravel
Sand
Soil
Tap water
Plastic or paper cups for water samples
Craft sticks
Pollutants (cooking oil, food coloring, fingernail polish, acrylic paint, Styrofoam, plastics, bug
spray – nothing TOO toxic)
Ziploc bags, sandwich size
Paper towels
Seeds
Ruler
Stapler
Tape
RACHEL CARSON:
THE COMING OF A SILENT SPRING
“Only within the moment of time represented
by the present century has one species—man—acquired
significant power to alter the nature of his world.”
—Rachel Carson, Silent Spring
Born on May 27, 1907, Rachel Carson grew up on 65 acres of pristine countryside in
Springdale, Pennsylvania. Her mother, a former school teacher, encouraged Rachel’s interest in all that
lived in the grass, trees, and streams. One day Rachel would popularize the term ecology, and forever
change the way the world viewed the environment.
Rachel’s life-long aspiration was to become a writer. She majored in English at the
Pennsylvania College for Women where her teachers instantly recognized her talents. As a course
requirement, Rachel took a class in biology. Suddenly, her life changed, and science became her
passion. Her professors and fellow students warned her that the world would not embrace a woman
scientist. Not persuaded, Rachel changed her major to zoology. She graduated from college with a
B.A. in Science, magna cum laude. Later she attended Johns Hopkins University earning an M.A. in
Zoology. The real test was yet to come. Could a woman find employment as a scientist?
In the 1950s, Rachel began to see ominous signs of poisons in the environment. Pesticide
manufacturers produced deadly products, such as DDT. Pesticides poisoned livestock, which made its
way to America’s dinner tables. Silently, Rachel began her quest to warn the world of a coming
disaster. During this time her beloved mother died, and Rachel suffered from arthritis, flu, and a
stomach ulcer. Not even a diagnosis of terminal cancer kept her from her work.
Before Silent Spring nearly all Americans believed that science was a force for good. Carson's
work exposed the dark side of science. It showed that DDT and other chemicals we were using to
enhance agricultural productivity were poisoning our lakes, rivers, oceans, and ourselves. Thanks to
her, progress can no longer be measured solely in tons of wheat produced and millions of insects
killed. Thanks to her, the destruction of nature can no longer be called progress.
Rachel Carson’s crowning achievement came in 1962 with the publication of Silent Spring. She
alerted the world to a future where spring would come in silence, and pesticides would devastate the
earth’s ecology. Silent Spring became an immediate bestseller. Scientists argued that Rachel was an
alarmist, but no one could disprove her facts. Silent Spring prompted a congressional investigation, and
Rachel spent her last days defending her work. Rachel died on April 14, 1964, at the age of 56.
Rachel Carson was a Unitarian who lived a life that honored the interdependent web of life. In
Silent Spring Rachel Carson wrote, "Water, soil and the earth's green mantle of plants make up the
world that supports the animal life of the earth."
Stories of Our World Family
Women’s History Session II
Children’s Fellowship
Opening Song
Enter, Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands) To celebrate Unitarian Universalism. (hands in “U” shape)This is
the fellowship of the open mind. (Cover face, open hands) This is the fellowship of the helping
hands (hands out flat, open up) This is the fellowship of the loving heart. (Cross arms on chest)
Together we care for our Earth (arms in front of body in a circle) And work for friendship and
peace in our world. (reach out to hold hands with neighbor)
Story/Focus
Last week everyone learned about Rachel Carson, a Unitarian Universalist scientist. I understand that
you all have experiments from that last week – experiments like Rachel Carson used to do – to check
on this week. Who can tell me what experiment your class did last week? (Invite one or two students
to share with the group what their class did. There were “sock gardens” in Grades 1-2, biomes in
Grades 3-4 and water filters and “germinators” in Grades 5-6.)
What do you think has happened to your experiments during the past week? Well, we won’t keep you
long this morning so you can go and see what’s become of your experiments AND so you can learn
about more strong woman, our theme for March, Women’s History Month.
Joys and Concerns
We are going to have the same Joys and Concerns theme today as we did last week. We ask you to
share with us the name of a woman who has made an impact in your life – someone whom you respect
a lot. This could be your mom or grandmother, an aunt or teacher, perhaps a neighbor or someone
you’ve learned about in school. It could even be someone who is a character in a book you’ve read.
As you come up and share with us, we’ll light a candle to honor the woman you speak about.
Closing Song
The Seven Principles Song
Oh, I believe in every person’s worth and dignity;
In justice and compassion, I believe in equity;
Acceptance of each other and encouragement to grow;
A free and open search for truth to find the way to go.
Affirm the right of conscience and affirm democracy;
The goal of world community with peace and liberty;
Respect the web of nature of which we are a part;
These are UU principles I hold close to my heart.
Dismiss to Classes
Stories of Our World Family
Women’s History
Session II Grades 1-2
Focus
Have the children find their “sock garden”. Give them a few minutes to look them over. If there are
children who were not present last week, pair them with a student who was and have them tell them all
about the process of creating the sock garden. When they’ve all had a few minutes to share and look
over their gardens, gather them in a circle. Ask each child with a garden to share with the group what
happened with their garden.
When they are done sharing ask each child who shared these questions:
Does your sock garden look like you thought is would? If not, how is it different? What do you think
will happen if you continue to water the garden and let it grow? Can you tell what kind of plants are
growing yet? Would you like to take your sock garden home and see if it will continue to grow? After
they have shared, place their garden by the door or in another place convenient for them and their
parents to take home at the end of class.
After all the sharing is over, ask the group the following questions: Do you remember how we talked
about how seeds get moved around from place to place? What are those ways? (Dropped by plants,
wind, animals, humans – see session I) Where do you think the seeds in our sock gardens came from?
What do you think would happen if you planted your sock garden outside when it gets warmer? Do
you think it would be a good idea to plant it outside by where you live? Why? Why not? Regardless
of what you do with your sock garden, we learned that we are seed transporters just like the wind, the
animals and any other way the seeds get moved around.
Story
Last week we heard a story about Rachel Carson, a real person who lived not too long ago. In
listening to the story about Ms. Carson, we learned some valuable lessons about not polluting the earth
we live on. We can sometimes learn lessons from make-believe characters as well. How many of you
have heard the story of the Frog Prince or Beauty and the Beast? These are stories about boys or
young men who had a lesson to learn. They were changed into something other than a person until
they learned their lessons. Today we are going to learn a story about a Blue-Eyed Hare. Let’s see if
there are lessons we can learn from young women in fairy tales as well.
The Blue-Eyed Hare
A Scottish Tale adapted by Lori Allen
At the edge of a river there once lived a young lass who as a beekeeper. Everyday she would
stroll among her hives, talking to her bees and fussing over them. People in these parts claimed bees
could understand what the lass said, and that she in turn understood them. Maybe there was some truth
in that.
One day as the lass was returning to her cottage for her evening meal, she was surprised to find
a wee hare sitting on the stoop. The creature wasn’t a bit timid and stood still when the beekeeper bent
down to stroke her fur. She opened the door to her home and the hare hopped right in and made
herself at home. The beekeeper noticed that there was something unusual about this hare. Her eyes
weren’t brown or pink like most hares. Instead they were blue as a cloudless sky on a spring day.
“You’re quite unusual,” said the beekeeper. “I don’t know what brings you here, but you are
most welcome to stay.” And so began a most unusual friendship between the beekeeper and the hare.
The next day the lass introduced the hare to his bees. For as any beekeeper will tell you, beed
insist on knowing everything that’s going on where they live. Either that or they will up and move
somewhere else. The beekeeper carried the hare from hive to hive, stopping at each. The bees buzzed
around the creature’s head, but she was not more frightened of them that she was of the beekeeper.
That afternoon an old woman came to the beekeeper’s cottage. At first, the beekeeper thought
she had come to buy some honey, but the old woman only had eyes for the hare.
“That’s a fine looking hare you have there,” she said. “How much are you asking for her?”
“The hare is not for sale,” the beekeeper replied.
“I’ll make it worth your while,” the woman went on, taking out bags of coins and handing the
beekeeper a fistful of coins.
“I’ll tell you again,” the lass said firmly, “I don’t intend on selling this hare.”
A few bees had been hovering near the beekeeper, and off they flew back to their hives. A
moment later a large swarm of bees returned and began buzzing angrily around the old woman. She
started to back away, and then turned and ran. “Keep a close eye on that hare, lass,” she warned as she
disappeared from view.
From then on, the beekeeper kept the hare with her at all times. The hare even went into town
with her on market day. On one such day the beekeeper was startled to see the old woman walking
about the village square. He asked one of the other merchants who she was.
“They say she’s a witch,” whispered the merchant, “and not a good witch, but an evil witch.
I’ve heard tell that she’ll change you into a beast of you don’t do what she tells you to.” Well, the
beekeeper had no way of knowing if this was true or not, but she decided to keep a closer eye on the
hare, and herself as well. She did not want to be turned into a beast, nor did she want her fine
companion, the hare turned into a beast as well.
Well, this all happened in summer time. Summer turned into fall, and fall into winter. The
bees kept to their hives in the winter. Soon it would again be spring. The beekeeper knew this because
the birds were beginning to make their way north again, and she knew that before long the gypsies too,
would be making their trek north for the warmer months.
One crisp day in early March, a brightly colored gypsy caravan pulled by a pony horse
lumbered past the cottage. The beekeeper looked up and waved in greeting. Only when the wagon
was out of sight did he notice that something had fallen from the wagon onto the road. It was a sack of
grain, no doubt feed for the horse. With the hare under one arm and the sack of grain upon her
shoulder, the beekeeper set off after the gypsies.
An hour later she finally caught the wagon, pulled over beside the lane. The beekeeper could
tell from the delicious smells coming from the wagon that the gypsies were having their midday meal.
“Hello,” called the beekeeper. “Is there anyone home?”
A gypsy lad poked his head out of the window of the wagon. “What is it you want?” he asked
suspiciously?
“Only to return this sack of grain that fell from your wagon,” replied the beekeeper.
“Oh, thank you,” the gypsy said recognizing the beekeeper now. As the lad looked at the
beekeeper, he noticed the hare tucked under the crook of the beekeeper’s arm. “What have you there?”
he asked.
“A hare,” laughed the beekeeper. “Surely you’ve seen a hare before.”
“Never one with blue eyes,” the gypsy replied. “Grandmother,” he called, “come and see what
this lass has with her.”
A wizened woman with a shawl draped over her shoulders appeared at the window. Her eyes
narrowed as she gazed first at the hare and then at the beekeeper. “That’s no hare,” she said with
certainty. “You’ve got yourself a lassie who has been bewitched.”
And then the beekeeper understood. He told the gypsies how the hare had arrived on her
doorstep, and about the old woman who appeared the next day wanting to buy her.
“You’ve not seen the last of that evil witch,” the gypsy woman warned. “She must have turned
this young lass into a hare when she would not do what she commanded of her. Surely the evil witch
wants to get this hare back to keep as her own. And about now you must be doubly careful. The
spring solstice is approaching and the evil witch can be very powerful then.” The old woman paused a
moment, then continued. “One good turn deserves another, we always say. You returned our pony’s
feed, now we will help you and your friend, the hare. I’ll tell you what you can do, but we’ll need your
bees’ help.” The old gypsy woman outlined a plan. The beekeeper thanked her, then headed home.
On the day of the spring solstice, the beekeeper did just as the old gypsy woman had instructed.
She went from hive to hive and asking the bees to help her that night. She knew it would be difficult
for the bees to help for it was still chilly outside and they had not yet begin to leave their hives from
their winter sleep. Then she picked up the hare and climbed into her wagon. Giving the reins a shake,
they set off.
On and on they went, never pausing, as day melted into evening and evening into night. The
full moon that night was so bright the beekeeper’s pony had no problem keeping to the lane. All the
while the beekeeper kept a firm hold on the hare.
Then suddenly the hare began to jerk and began to wiggle and twitch. The beekeeper knew it
must be midnight and that the evil witch was using all her powers to reclaim the hare. She tightened
her grip on the hare.
For a moment the beekeeper feared she had lost when a dark cloud swept in front of the full
moon. But when the clouds parted, the beekeeper was still holding tight, but instead of a hare, she held
a lovely, blue-eyed lass who was about her own age and size. The young lass told the beekeeper how
she had come to be under the wicked witch’s spell. The beekeeper listened intently as she heard this
sad story. She reassured her new friend that she would be her new friend and help protect her from the
evil witch. The beekeeper also invited the blue-eyed lass to be her partner in her beekeeping business.
The next day was market day, so the two lasses rode into town with their honey. The merchant
who had pointed out the witch before took the beekeepers aside. “What do you think of this?” he
asked the beekeeper. “That evil witch you were asking about last summer was found dead last night at
the edge of the woods.”
“How did she meet her end?” inquired the beekeeper.
“The doctors couldn’t be sure, but it appears as she’d been stung by bees.” The merchant
paused. “Strange,” he said, “seeing how there are no bees about this time of year.”
The beekeeper kept what she knew to herself. “Strange things are known to happen,” was all
that she said in reply.
Ask these questions after the story: Do you think this could be a true story? Why or why not? This
story is called a fable, it teaches a lesson or sometimes more than one lesson. What lessons do you
think were learned in this story? 1) Being kind to others will bring rewards. 2) Don’t be mean to
others or you will end up being sorry. 3) Good friends are worth helping. 4) There are no right
answers – explore what the children come up with. There were some terms in this story that we don’t
here very often today. What is a lass? A girl. A lad? A boy. What are gypsies? People who travel
from place to place rather than living in one place. In times long ago, gypsies would live in wooden
wagons and travel from place to place. They earned their living by selling arts and crafts, handmade
clothing, and entertainment.
In this story the wicked old witch casts a spell on the lassie who is believed to be a witch.
Witches and other beings with powerful magic are found in lots of tales from around the world.
Russian tales tell of Baba Yaga, a wicked old witch who lives in a home perched on chicken
legs. In Swedish folktales, the powerful, feared creature is usually a troll – sometimes described as a
giant, other times as a dwarf. Japanese lore is full of mention of dragon like characters. These makebelieve creatures like to play tricks on humans and sometimes even change shape themselves.
In this story, a young woman, or lass, is turned into a hare, and later back into human form.
This kind of change is found in lots of tales around the world. Can you think of other stories where
this happens? “Beauty and the Beast”, “The Frog Prince.”
You aren’t likely to experience the kind of transformation or change that the lass in the story
underwent, but you have seen some amazing changes in your life. Just think of how you’ve changed
and grown since you started school last year, or even think of how much you’ve changed since you
were born! You’ve done a lot more than grow in size, of course. Since you were born you’ve learned
to walk and talk. Some of you may be able to ride a bike or get your own breakfast in the morning.
There are more exciting changes to come as you continue to grow older. You’ll be running
faster and getting stronger. You’ll mature into a teenager, then a young adult and beyond. This
transformation may not be as fantastic as the transformation in the story, but the experiences in your
life will be just as remarkable.
Activity & Snack
No one knows where our ancestors first started eating honey, but imagine how pleased they must have
been when they first licked honey off their fingers after reaching into a hollow tree to see what the bees
were up to! No doubt they quickly learned that the bees should be out of their hives before collecting
the honey. Honey was gathered from the wild wherever it could be found for centuries before people
like the beekeeper in the story got the idea to “keep” bees in artificial hives.
Did you know that honey comes in all sorts of flavors and colors, depending on the flowers from
which the bees gathered the nectar? The label on jars of honey will tell you if it was collected from
clover, the most popular kind. There is also lavender honey, buckwheat honey, sunflower honey –
what other types of honey have you heard of or tried?
Today we are going to turn two kinds of honey into a treat known as honey butter. This is delicious to
eat on toast or pancakes or waffles. Today we are going to taste it on a cracker.
Honey Butter
 ¼ cup honey
 2 tablespoons butter at room temperature
 3 tablespoons whipping cream
Mix the three ingredients together in a small bowl. Do not over mix or the cream will begin to turn
into butter and you’ll have a milky residue. Spread on cracker and serve! Refrigerate any leftovers.
Makes about ½ cup of Honey Butter.
Closing
As the children are finishing their snacks, thank them for coming and for their participation.
NOTE: Make sure the children take their sock gardens with them. If you need another filler activity
for this session –have the children draw a picture of an evil figure that they would invent for a story.
Ask them what makes their creature special or especially fearsome?
Materials Needed for Women’s History Session II Grades 1-2
Sock gardens from last week
Story included in text of this lesson
Two kinds of honey – ¼ to ½ cup of each
Butter – 4 to 8 tablespoons
Cream – 6 to 12 tablespoons
Two small bowls
Two spoons for mixing
Table knives for spreading the honey butter
Crackers
Paper, markers, and crayons for drawing if there is time.
Stories of Our World Family
Women’s History
Session II Grades 3-4
Focus
Gather the biomes that were made last week and bring them to class. Let the students look them over
and make observations about the ones that were watered with tap water and the ones that were watered
with the contaminated water. Have the look at them, then open them up and determine if they can
smell the chemicals in the ones that were contaminated. Is there a difference? Ask them what they’ve
concluded, or learned from these experiments.
Since we can’t exactly predict the outcome of how these will grow, we can’t determine ahead of time
the direction of this activity. Hopefully there will be some noticeable difference between the chemical
watered biomes and the tap water biomes. If there is not much difference suggest that when they take
their biomes home they can try watering them with different fluids and altering the amount of sun, etc.
Stories
Today we are going to hear stories about two Unitarian Universalist women who were scientists of a
different sort than Rachel Carson. Fanny Farmer and Irma Rombauer were scientists in the area of
culinary and food science. You may remember from your I am Unitarian Universalist workbook the
story of Fanny Farmer. Ms. Farmer was the first person to make standard measurements for cooking.
Ms. Rombauer also contributed to the world of food preparation. She wrote a cookbook called The Joy
of Cooking. This cookbook helps people think of food preparation as a fun activity rather than a chore.
She also believed that children should be included in dinner parties and festive meals sometimes.
We’re going to read more about these two women right now.
FROM THE BOOK A STREAM OF LIVING SOULS (red cover), READ FANNY FARMER:
EXACTLY RIGHT! page 29 and IRMA ROMBAUER: THE JOY OF COOKING page 66.
Activity
Ask for their feedback on the stories. Why is it important to have standard measures for cooking?
Does your cooking turn out the same as your mom’s or dad’s? Why or why not? Why is it important
to create dinner parties and festive meals? Ask each child to share a favorite memory with the class
about a festive meal they’ve attended. This can be for a birthday or holiday or any other celebration,
or just perhaps a family meal they remember as especially fun. If the group is large, break them into
groups of 3-4 to do their sharing. Allow about 15 minutes for this sharing.
If the sharing is not getting into too much depth ask these questions – who were the people that shared
this meal with you? What was your favorite dish? Your least favorite dish? Did you try a bite of all
the different foods? Why or why not? What where the sounds you remember from this meal? What
was the atmosphere during the meal? Funny? Serious? What did the table look like? Were there too
many people to fit around one table? If there were more than one table, how did that work? Get them
to really create a picture of the event for the class or their peers.
After the sharing, tell the students that they are going to create their own Joy of Cooking cookbook.
They will not be using it as a fundraiser as Irma Rombauer did, but they will each get to contribute
their own tried and true recipe to the Grade 3-4 Joy of Cooking cookbook!
Have everyone go to the bathrooms and wash their hands thoroughly with soap and water. When they
come back into the room, lay out all the “ingredients” that they will have to work with. Let them take
reasonable amounts of the foods there and create their own snack recipe. You can give them an
example by showing them how to make the included recipe Birds in a Tree. Either while they are
creating or after they have made their snack, have them write their recipe down.
Leave all the recipes in the room and make copies of them for the students to have their own
cookbooks when they come to class the next time. Encourage them to make a small plate of their
snacks to share with the rest of the class at snack time.
Have them put their snacks aside to eat after clean-up.
Snack and Closing
After all is reasonably cleaned up, have the students share their snacks. Go around the room and ask
each student to share his snack and what, if any, was the inspiration for the recipe. Ask these
questions: Who would like to develop recipes and write cookbooks as a career? Why or why not?
What Unitarian Universalist Principles could you honor by creating recipes and cookbooks?
Encourage the students to make a snack or dish for their families sometime in the coming week.
Materials Needed for Women’s History Session II Grades 3-4
Biomes from last week’s lesson
Stream of Living Souls by Denise D. Tracy (red cover)
Paper, markers, pencils, pens
Joy of Cooking by Irma Rombauer
Plenty of veggies, spreads, nuts, raisins, etc.
Recipe for “Birds In a Tree” – one for each child.
Paper plates, napkins, table knives and spoons.
BIRDS IN A TREE
Ingredients:
 Broccoli cut into pieces that look like trees with trunks
 A green dip or spread
 Raisins or Sunflower seeds
Directions:
Ask an adult to help cut the broccoli into bite size pieces that look like small trees. Make as many as
you and your friends will eat. Either make or buy a dip that is green. (Spinach hummus or dill dip is
good.) With a table knife, spread a small amount of dip on the bushy part of the broccoli. Add 2-3
raisins or sunflower seeds to the tree. The dip will act as glue to make them stick. Place these on a
plate and enjoy with your friends and family.
Stories of Our World Family
Women’s History
Session II Grades 5-6
Focus
Have the students exam their “germinators” from last week. Ask these questions: Is there any
difference in the germinators where you used water filtered through clean soil and water filtered
through “polluted soil”? What are the differences? Are the differences what you expected? Since
there is no way to know if there will be significant differences, help them process if there are not
obvious differences.
Ask these questions: Which plant would you rather eat? Even though they may look the same, do you
think they would both be safe for animals or humans to eat? What might be some of the dangers of
eating the plants that were watered with polluted water? Give them time to look these over and share
observations with each other.
Stories
Last week we learned about a Unitarian Universalist woman who was willing to stand up to the
scientific community to share something that she thought was important to us. Today we are going to
learn about two women who lived long before us, and even long before Rachel Carson. Elizabeth
Cady Stanton and Lucretia Coffin Mott were Unitarian women who lived long ago who stood up for
what they believed was right. Their work changed the lives of women forever. Lets learn more about
them.
Hand out the bios on Elizabeth Cady Stanton and Lucretia Coffin Mott. Read them to the class as they
follow along, or have the students take turns reading with you. Ask these questions after reading both
bios: What Unitarian Universalist Principles did the lives of these two women honor? Why do you
think women did not have the same rights as men until about 100 years ago? Do you think that women
today have the same rights as men today? Why or why not?
Give some examples of situations where they do not have the same rights and examples of where they
do have the same rights? Why do you think men and women have not always had the same rights? Do
you think Elizabeth and Lucretia were brave for doing the work they did back then? Why or why not?
Lets read more about Elizabeth and Lucretia. We’ll see how they handled some interesting situations.
From the book A Stream of Living Souls (blue cover) by Denise D. Tracy, read the stories “Lucretia
Mott: Woman of Calm Courage” page 73 and “Elizabeth Cady Stanton and Lucretia Mott: In Praise of
Women Knitters” page 108. After reading the two stories, divide the class into two groups. Have each
group choose one of the above stories to act out. If the group is small, they can act out both. If both
groups choose the same story – that’s fine. Give them 5-10 minutes of prep time and then have them
act the stories out.
Activity
For most of history, women have been homemakers. They developed skills in weaving, sewing,
knitting, cooking, and other areas that were necessary to keep a household running. Years ago when
we could not just go to the store and buy socks and shirts and frozen food, women spent time
socializing as they did their work. They would have a quilting bee to help someone make a quilt.
They would help cook collective meals when there was a major project like building a house or barn.
A lot of plans and ideas got shared while they did their work – just like with Elizabeth and Lucretia
knitting during the International Antislavery Congress in London. Today we are going to finish
working on our chalice banners that we started in January as we talk about the important issues facing
women today.
Hand out the chalice banners, yarn, needles, etc., for the students to work on. If there is someone there
who did not start a banner, have materials for them to start on a banner. While they are working bring
up these subjects about women today:
 Childcare – are men as affected today by lack of sufficient childcare as women are? Why?
Why not?
 Healthcare – do women receive the same quality healthcare as men today? Why? Why not?
 Education – do women today have the same educational opportunities as men? Why? Why
not?
 Pay and Compensation – are women today paid the same amount as men for the same jobs?
Why? Why not?
 What other concerns about equality might women today have?
Snack and Closing
While you are eating your snack, ask the students what Unitarian Universalist Principles the lives and
works of Elizabeth Cady Stanton and Lucretia Coffin Mott honored? Ask them how they can use the
works of these two women as a model for them to be a better person in the next week? Thank each
student for attending and participating.
REMIND THE STUDENTS TO TAKE THEIR GERMINATORS HOME IF THEY WANT TO!
Materials Needed for Women’s History Session II Grades 5-6
A Stream of Living Souls (blue cover) by Denise Tracy Lucretia
Coffin Mott/Elizabeth Cady Stanton Handout
Unfinished chalice banners from January
A few pieces of burlap for students without incomplete banners
Yarn, ribbon, beads, etc., for completing the banners.
Mott, Lucretia Coffin (1793-1880), American abolitionist and feminist. Born on January 3,
1793, on Nantucket Island, Massachusetts, Lucretia Coffin was educated at Nine Partners, a Quaker boarding school near
Poughkeepsie, New York. In 1811 she married James Mott, who had been a teacher at the school. After 1817 she became
prominent in the Society of Friends, and in 1827, when the society split into two factions, she and her husband joined the
Hicksites, the liberal faction led by Elias Hicks. In 1833 the Motts helped organize the American Antislavery Society and in
1840 they were delegates to an international antislavery convention in London. Because of her sex, Mott was excluded from
the proceedings and she subsequently devoted most of her time and energy to securing equal rights for women. In 1848 she
and Elizabeth Cady Stanton organized the Women's Rights Convention in Seneca Falls, New York.
After the passage of the second Fugitive Slave Law in 1850, the Motts made their home a station of the Underground
Railroad, an organization that helped blacks escape to freedom. James Mott was also instrumental in founding Swarthmore
College in 1864. For the rest of her life Lucretia Mott traveled widely, attending meetings and conventions on women's
rights, temperance, and the establishment of universal peace. She died at Roadside, her country house, north of Philadelphia,
on November 11, 1880.
Stanton, Elizabeth Cady
(1815-1902), American social reformer, who, along with
Susan B. Anthony, led the struggle for woman suffrage. Elizabeth Cady was born on November 12, 1815, in
Johnstown, New York, the fourth of six children. Although she never went to college, she studied subjects such as Greek,
Latin, and mathematics. Her father served in the Congress of the United States and later as a New York judge; through him
she was exposed to the study of law. She became interested early in the temperance and antislavery movements and spent
time at the house of an uncle who was an abolitionist. There she met Henry Brewster Stanton, a journalist and abolitionist
orator. They were married in 1840 and eventually had seven children.
Following their wedding, the Stantons traveled to London, England, to attend the World Anti-slavery Convention.
However, women were denied entry to the convention. In London Cady Stanton met Lucretia Coffin Mott, a Quaker
who had helped organize the American Anti-Slavery Society in the 1830s. In 1847 Cady Stanton and her family moved to
Seneca Falls, New York, where in July 1848 she and Mott organized the first women's rights convention in the United
States, known as the Seneca Falls Convention. Between 100 and 300 people attended, including Frederick Douglass,
the noted abolitionist and former slave. For this convention, Cady Stanton drafted a Declaration of Sentiments modeled
after the U.S. Declaration of Independence, in which she declared, “men and women are created equal.” Among the
resolutions in her declaration, Cady Stanton included voting rights for women, despite the disapproval of Mott. From this
point forward Cady Stanton worked actively for women's rights.
In 1851 Cady Stanton met Susan B. Anthony, with whom she would work for women's causes for the next 50 years.
However, their efforts were temporarily redirected toward the fight against slavery, and they formed the National Women's
Loyal League in 1863. After the Civil War ended in 1865 , Stanton and other women working toward the vote found
themselves at odds with abolitionists working for the franchise of male former slaves. From 1868 to 1870, Cady Stanton
and Anthony published the weekly Revolution in New York City, and in 1869 they founded the National Woman Suffrage
Association, which after 1890 was called the National American Woman Suffrage Association. Cady Stanton served as its
president until 1892. Cady Stanton's efforts were largely responsible for the introduction in 1878 of a constitutional
amendment for woman suffrage. The amendment was reintroduced until it became law as the 19th Amendment in 1920.
Cady Stanton was an activist for women's causes in general, including liberalizing divorce laws and laws affecting women's
rights
to
own
property.
(Pictures and articles from http://encarta.msn.com/encyclopedia)
Stories of Our
World Family
Earth Based Spirituality
Session 1-3
Stories of Our World Family
Earth Based Spirituality
Session I
Children’s Fellowship
Opening Song
Enter, Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)To celebrate Unitarian Universalism. (hands in “U” shape)This is
the fellowship of the open mind. (Cover face, open hands)This is the fellowship of the helping
hands (hands out flat, open up)This is the fellowship of the loving heart. (Cross arms on
chest)Together we care for our Earth (arms in front of body in a circle)And work for friendship
and peace in our world. (reach out to hold hands with neighbor)
Focus
Today we begin a new unit in our Stories of Our World Family program. In the past we’ve learned a
little about Unitarian Universalists, Buddhists, Hindus, Muslims and some of the women of the world.
Today we’re going to begin learning about faith traditions that are earth based. This means that they
honor and sometimes worship things in the nature. Some of the groups of people who practice earthbased religions are Native Americans.
We will hear stories about Native Americans and other people from all over the world that believe the
earth is sacred. Native Americans believe that they are related to all life on earth. They sometimes call
animals their four-legged brothers and sisters. They felt that all parts of nature; animals, trees, water,
fire, wind, fish – any part of nature could teach them lessons. What lessons have you ever learned
from an animal or from nature? (Dogs can teach you how to have fun, fire teaches you to honor the
power and danger of the flames, etc.)
Joys and Concerns
Closing Song
Leader’s choice
Dismiss to Classes
Stories of Our World Family
Earth Based Spirituality Session I Grades 1-2
Story/Focus
Read the story Gaia Creates Herself from the Sacred Myths book, page 82. This is an earth creation
story. Ask the students if they have ever heard this story of Gaia. Ask if they have heard any other
creation stories about the earth. Allow them to share their stories. Tell the class that the 7 th Unitarian
Universalist Principle states: that we, Unitarian Universalists like ourselves, believe that all life is
sacred or special and that all life is connected. Some people call this the sacred web of life. We can
imagine that there is a web, like a spider web that keeps us all connected. Show them the Web of Life
Poster you have prepared (Directions later in the lesson). Explain that we will be making our own
sacred web today, using this poster.
Activity
Tell the class that today you will be going outside to look for sacred objects to add to the Web of Life
Poster. (Go over carefully rules about staying with the group. Avoid areas that are near traffic.) Each
student can select 3 objects to add to the poster. This can be a piece of bark or wood, a small stone, a
leaf, a flower – they can bring anything back into the class as long as bringing it in will not harm
nature. No pulling branches off trees or uprooting plants, etc. Picking flowers from the grounds are
fine.
Before the children begin choosing their nature objects to bring inside, help them find some flowers on
the grounds. Have them stand quietly in a group as they imagine they are a flower, waiting for spring
to come. Have them squat down as they wrap their arms around themselves. Say the following –
Pretend you are a flower, waiting for the sun to come and warm you up. Winter is over, the days are
getting warmer and warmer. As you feel the springtime sun on you, you begin to grow up towards the
sky (they can start to stand up). It is so warm and wonderful, you want to keep reaching up and up to
the sun. One day, when it’s very sunny, you bloom. Your petals pop out (arms can reach upward) and
you just feel great! The wind blows gently and you sway in the breeze.
As the sun moves across the sky, you dance and twist and smile as wide as you can. It’s good to be a
flower. Maybe you’ll stay outside, maybe you’ll get to be picked to come inside and brighten
someone’s home or classroom. Let’s all be happy flowers, showing how happy we are by moving our
petals and smiling as wide as we can. Lets all sound like flowers too. What sounds do flowers make?
After the “flowers” have all had an opportunity to smile and sway in the breeze, bring them back to
being people again. Explain that they are to find no more than 3 small objects to bring back in to
complete the Web of Life poster in the room. Allow the children to explore the fellowship grounds,
staying in the boundaries you set. Point out the emerging signs of spring, reminding the students not to
harm anything in nature.
After they have had time to explore and gather their objects, bring them back into the classroom. Have
them tape, glue or otherwise secure their objects to the Web of Life. If there is time, have each student
share what their objects are, where they found them, and WHY they chose them.
Snack and Conversation
Have the students go and wash their hands after completing the Web of Life. Gather them for snacks
and conversation. Ask these questions: What Unitarian Universalist Principle did we honor today in
our Class? Why do you think it’s important to respect the web of nature? What do you think it means
to respect the web of nature? (Don’t liter, recycle, walk or ride the bus instead of riding in a car, etc.)
What can you do with your family to respect the web of nature? If there is time, end the session
playing on the playground equipment, enjoying nature.
Materials Needed for Earth Based Spirituality Session I Grades 1-2
Poster board
Yarn
Markers, crayons
Glue
Objects from outside (stones, twigs, leaves, etc.)
Stories of Our World Family
Earth Based Spirituality
Session I Grades 3-4
Story/Focus
Read the story Gaia Creates Herself from the Sacred Myths book, page 82. This is an earth creation
story. Ask the students if they have ever heard this story of Gaia. Ask if they have heard any other
creation stories about the earth. Allow them to share their stories. Ask them what similarities there are
in the story about Gaia and the stories they have heard before. What differences? Ask them if there is
a way we can know for certain how the earth began or how life on earth started. There are no right or
wrong answers here. Be open to all the answers they come up with.
Activity
Tree Meditation and Decorating
Gather the materials for the tree decorating and take the students outside to the wooded area of the
property. Have the class choose a tree. This will be the class tree. Remind them that they will all
need to sit on the ground around their tree, make sure there is room for them to do that. Let them
determine a way to decide which tree they choose as the class tree – voting always works well. When
they have chosen the tree, have them sit or lie down next to the tree, creating a circle around the tree.
In silence, have them look up at the sky through the branches of their tree.
After a minute or two, ask each person to move so that they can be touching the tree with their hand or
foot or any other part of their body. As they touch the tree, have them take in 10 deep breaths – on
each inhalation feel the life of the tree travel into your body. As you exhale, release that energy of the
tree into the air for the rest of the universe to share. Silently, continue breathing this way for a minute
or two.
Now, everyone stands. Form a circle around the tree without joining hands. Close your eyes. Stretch
up and imagine your arms are the tree’s branches; your fingers are the budding leaves, your skin is the
bark, your blood is the sap, your legs are the trunk, your feet are the roots that extend down into the
ground. Feel centered, grounded and earthy. Keeping your eyes closed, begin to move your arms,
hands and upper body like a tree swaying in the wind. While the “trees” sway, read this verse from
The Wanderground by Gearhart:
The wind she lifts my laughter
The wind she lifts my cares
And bearing both my pain and joy
The earth my body bears.
Invite everyone to slowly open their eyes and return to the moment.
Now is the time to celebrate the tree and show the appreciation to Gaia, the Earth, for supporting our
class tree. Use the decoration materials to decorate the tree – ribbons, paint, natural objects tied to
branches or the trunk. Make certain that any of your decorations will not harm the tree – don’t put
nails in the tree or cut the bark. Painting designs on the tree with tempra paints is lots of fun – it can
almost look like a totem pole.
You can have each student paint an image or design on the tree. Be certain to tie ribbons and other
decorations on the tree as well. You may want to label it with your class name and date of decorating.
Have the students sign their names to their “art”. Finally, leave some birdseed or bread crumbs at the
base of the tree so the animals that live in the woods can stop buy and celebrate after the class leaves
the area.
Snack and Conversation
Have the class help bring in the unused art supplies. Have them wash their hands before eating snack.
As you gather to eat your snack, as the following questions: What Unitarian Universalist Principles
did we honor today when decorating our class tree? Do you think that the earth and trees and other
living things have feelings? If you said yes, how do you think the decorated tree is feeling right now?
How does celebrating nature, like we did today, make us a better person?
Would it be a good idea to decorate every tree in our woods? Why or why not? Encourage the
students to visit the tree in the coming weeks, before or after Sunday School – remind them to take an
adult with them when they go into the wooded area – encourage them to show the tree to their families.
Materials Needed for Earth Based Spirituality Session I Grades 3-4
Ribbon
Tempra paints
Paint brushes
Beads
Seashells
Other natural objects
Bird seed or bread crumbs
Stories of Our World Family
Earth Based Spirituality
Session I Grades 5-6
Story/Focus
Read the story Gaia Creates Herself from the Sacred Myths book, page 82. This is an earth creation
story. Ask the students if they have ever heard this story of Gaia. Ask if they have heard any other
creation stories about the earth. Allow them to share their stories. Ask them what similarities there are
in the story about Gaia and the stories they have heard before. What differences? Ask them if there is
a way we can know for certain how the earth began or how life on earth started. There are no right or
wrong answers here. Be open to all the answers they come up with.
Activity
Earth Meditation and Caring for our Earth
Earth Meditation
Have the students gather outdoors where you can see many elements of nature – the creek, the trees,
etc. Have the students spread out so there is about 5 feet in between each of them. Ask the students to
remove their shoes and socks – even if it’s chilly. Ask them to stand in silence with their feet touching
Gaia, the earth. Have them listen for sounds of nature. As they are listening, they can call out what
they see, feel, hear or smell.
Teachers can model this – you could call out – mold, sunshine, wind, etc. Next, invite the students to
lie on the ground. Ask them to listen to Gaia, the earth – what do they hear? Again, they can call out
what they hear – rushing, humming, etc. Now, ask the students to sit up and put on their socks and
shoes. While they are doing that, ask these questions – do you hear things differently when you are
lying on the earth than when you are standing on the earth? Did you physically feel anything different
when lying on the ground – anything like the heartbeat of Gaia?
Ask them if they believe that the earth is truly a living, feeling entity. Ask them what it must feel like
to be Gaia to be able to have things like trees and corn and wheat grow in your ground. Ask them what
Gaia must feel, if she can, when people pollute and use chemicals on the earth? After they have shared
some of what they think the earth may be feeling, tell them that they are going to help Gaia and
themselves feel better today by helping rid the earth of pollution.
Caring for our Earth
Give each student a pair of plastic gloves to put on. Hand out garbage bags to the students – 1 bag for
every 2-3 students. Have the students spend time gathering garbage from the fellowship property.
Remind them to ask an adult to help them with any broken glass or anything that looks dangerous.
When the bags are filled, or when time is done, tie the bags closed and place them by the dumpster in
the south parking lot. Before you go inside, recite these two lines from a Native American chant to
them:
The Earth is our Mother, we will take care of Her.
The Earth is our Mother, She will take care of us.
How do we take care of the earth – how does the earth take care of us? Ask them to think about this as
they go back inside.
Snack and Conversation
As the students come back into the building, have them stop and wash their hands with soap and water
in the restrooms. When they are back in the class, gather them for snack and closing. Ask them these
questions: What Unitarian Universalist Principle did you honor today when you picked up liter from
the fellowship grounds? Which Unitarian Universalist Principle did you honor today when we did the
Earth Meditation?
What was the most surprising piece of liter you found on the fellowship grounds? How do you think it
got on fellowship grounds? If Gaia has feelings like we do, how do you think the part of her that
surrounds our fellowship is feeling right now? Why? What happened today – did the Earth take care
of us, or did we take care of the Earth?
Materials Needed for Earth-based Spirituality Session I Grade 5-6
Sacred Myths
Plastic Gloves – one pair for each participant
Garbage bags – one for every 2-3 participants
Stories of Our World Family
Earth Based Spirituality
Session II
Children’s Fellowship
Opening Song
Enter, Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands) To celebrate Unitarian Universalism. (hands in “U” shape) This is
the fellowship of the open mind. (Cover face, open hands) This is the fellowship of the helping
hands (hands out flat, open up) This is the fellowship of the loving heart. (Cross arms on chest)
Together we care for our Earth (arms in front of body in a circle) And work for friendship and
peace in our world. (reach out to hold hands with neighbor)
Focus
Today is Easter! What do you think of when you think of Easter? (Allow the children to share any
ideas they have about Easter.) Many people who live in our community celebrate the resurrection, or
rebirth, of Jesus on this day. Christians believe that Jesus died for three days and then was filled with
life again. Does this story remind you of any thing else that happens this time of year? It could remind
us of the coming of Spring. In our part of the world, all the plants die in Fall and Winter and then
come back to life again in Spring. Long before the story of Jesus, people all over the world celebrated
the coming of Spring. Today you will all learn a story about spring and new life.
Joys and Concerns
Closing Song
UU Hokey Pokey
You put your helping hands in, you put your helping hands out.
You put your helping hands in and you shake them all about.
You do the UU Hokey Pokey and you turn yourself around, that’s what we’re all about.
You put your open mind in . . . .
You put your loving heart in . . . .
You put your UU self in . . . .
You walk your UU path in . . . .
(Feel free to make up new verses or have the children make up new verses.)
Dismiss to Classes
Stories of Our World Family
Earth Based Spirituality
Session II Grades 1-2 or Easter
Story/Focus
A long time ago, before people understood that seasons changed because of the way the earth revolves
around the sun, some people worshipped Gods and Goddesses that they imagined controlled the
seasons. They believed that Eostre was the Goddess that brought Spring back each and every year.
This mythical, or imaginary Goddess was said to be associated with the following symbols: the bunny
and the egg. The egg was a sign of fertility, or new life, and we all know that Spring is just bursting
with new life – all we have to do is go outside and see the leaves budding on trees and the tulips and
crocus flowers blooming.
The bunny symbol is a bit strange. Ancient people used to think they could see the image of a bunny
or hare, in the full moon. Since their Spring celebration was always held on the night of a full moon,
they thought the bunny in the moon was celebrating with them. We’ll hear another bunny story as well
today. In reality, we know there are no bunnies on the moon, nor men in the moon, not is the moon
made out of green cheese! It’s fun to think of these myths and stories though – and it’s always fun to
celebrate Spring!
THE STORY OF EOSTRE
The Goddess Eostre slept and slept, but would not awaken. No one could figure out why she would not
wake from her sleep. So, everyone decided to bring gifts to the Goddess, in hopes that she would
waken from her slumber. They brought cattle and sheep, and plants and food. But nothing worked.
"Well," they said to one another, "we must have a very special gift to wake up the Goddess." So, they
thought and thought, but they could think of nothing.
The rabbit heard what the people had said, and he had an idea. He really wanted to please the Goddess.
So he tried hard, really hard and he did it! He laid eggs! They were beautiful eggs, eggs of every shade
of red in the world. "They are so special," he thought, "this will surely awaken the Goddess from her
slumber."
So the rabbit went to the Goddess and brought his special eggs with him. Suddenly, she awoke! The
flowers bloomed and the birds sang. It was Spring! Now the other animals were so jealous of the
rabbit that they also wanted to please the Goddess Eostre. The chicken laid a brown egg, the robin laid
a blue egg, the duck laid a spotted egg, all the creatures that could laid eggs – including snakes and
fish.
Now every Spring to celebrate the newly blooming flowers and leaves, the Goddess asks rabbit to
gather a colored egg from each animal that lays eggs and bring them to her. So, this why you hear
stories of the Easter Rabbit and why there are so many beautiful colored eggs around.
Activity
Pictures and Parachutes
Hand out the “Eggs painted red . . .” picture to color. Ask the children to re-tell the story before they
begin coloring. Have them draw a rabbit and a Goddess in the picture. Give them an envelope to put
their pictures in – they can write their names on the envelope. Also encourage them to draw pictures
related to Spring on the envelope. Gather the envelopes for the next activity.
As the children are finishing their coloring project, have them gather in a circle for fun with the
parachute. If the weather is nice, go outside for the parachute activity. Have each child hold onto a
handle on the parachute, thumbs down. Teachers should do this too. Have them practice making small
waves and big waves, waves down low and waves up high. Point out how much better it works when
they all do the motion together. You may need to stay STOP briskly between commands so they can
see this effect. When they have parachute handling mostly under control, play a game of “Rabbit
Says.”
Rabbit says:
hands over your head
Hands at your waist
Hands at your knees
Sit down with arms up high
Sit down with hands at your feet
Stand up with hands at your eyes
Add the envelopes. Explain that now you are going to try to all work together to keep an envelope on
the parachute and not let it fall through the hole in the middle. Give the same “Rabbit Says”
commands. Keep adding envelopes, trying not to let any fall through. If this is very hard for the group
to do, either tie or rubber band the hole closed. The goal is then to keep the envelopes from falling off
the sides of the parachute.
When it’s time to quit, take all the envelopes off the parachute. Do something like this:
Rabbit says: hands at your waist, keep the parachute still
Sit down, hands at your waist, keep the parachute still
Lie back, eyes closed, keep the parachute still.
Let your hands release the parachute.
Lie perfectly still
While they are lying still, gather the parachute and put it back in it’s bag. You can then have Rabbit
tell them to return to the table.
Snack and Conversation
Ask which Unitarian Universalist Principle the Story of Eostre makes you think of. (Three and four?
We each, including ancient people, are searching for truth and meaning in our lives.) Which Unitarian
Universalist Principle did the parachute play make you think of? (Six, we needed to cooperate to make
the parachute work the way we wanted it to.)
Materials Needed for Earth Based Spirituality Session II Grades 1-2
Fabric Parachute
Eggs painted red . . . coloring sheet
Envelopes
Markers and crayons
Stories of Our World Family
Earth Based Spirituality
Session II Grades 3-4 or Easter
Story/Focus
A long time ago, before people understood that seasons changed because of the way the earth revolves
around the sun, some people worshipped Gods and Goddesses that they imagined controlled the
seasons. They believed that Eostre was the Goddess that brought Spring back each and every year.
Naturally, this is the season to celebrate the victory of life over death, as any nature-lover will affirm.
Besides the Goddess stories of new life in spring, there are stories from other traditions as well that
celebrate life over death, light over dark. Jesus is a figure in the Christian tradition whose resurrection,
or rebirth overcame death. King Arthur triumphs when he sets sail in his magical ship, Prydwen, to
bring back precious gifts (i.e. the gifts of life) from the Land of the Dead, as we are told in English
tales.
There are stories in every culture, in every place in the world that experiences the seasons, of death and
rebirth. In fact, this theme is so universal that mythologists refer to as the Story of All Stories. What
are some other examples you can think of that represent light over dark? (Good over evil, right over
wrong, love over hate, etc.)
Today we will celebrate this return of Spring in the tradition of the Pagans. The word “pagan” simply
means “one who lives in the country side.”
Activity
Hand out the “turn the garden . . .” booklet – one for each student. Read the booklet together. On page
six, there is reference to the cleaning being done. How many of you do “spring cleaning” at your
house? Why do you think cleaning is a part of the pagan Spring ritual? (Get rid of the old, or the
dead, make room for the new or the new life.) Some people believe that energy can get old and stuck
in buildings or other places.
Spring cleaning was done long ago to move the old winter energy out of the house to make room for
the spring energy. How many of you feel good when you clean your desk at school or your room at
home? Why do you think that is?
The other thing that pagans did was make wreaths out of flowers and greenery to hang in their homes
during the first few days of spring. This was thought to encourage the new spring life into their lives,
their jobs, their bank accounts and their relationships. What do you do to welcome spring into your
life?
Today we are going to welcome spring as the Pagans did and some still do today. First, we are going
to clean our classroom then we will make wreaths to beckon the spring into our freshly cleaned space.
Have the children go through the craft supplies and shelves and throw away dried up makers and other
items of garbage. They can recycle any paper that is lying around. Have them actually empty the trash
into the larger custodian’s trash collection barrel in the custodian’s closet. They could also get the
vacuum from the closet upstairs in Channing Hall and vacuum the carpet.
Use paper towels or cloths from the custodians closet to dust and wash off furniture. Use soap and
water rather than harsh chemicals to do this cleaning. Do not through away art projects – we’ll use
them for a display in May. If they want to take down their old art projects, have them store them on a
shelf in the room. When they are done “cleaning”, encourage them to make wreaths or just bring in
flowers from outdoors to brighten the room. You can also use the pattern for the flower wreath in the
booklet that was passed out.
When they are done cleaning and bringing nature indoors, gather around the table. Have them make
covers for the Spring booklets and color the pictures. They can share their favorite thing about this
Spring, and what they are looking forward to in the Summer.
Snack and Conversation
Continue to work on the projects as they eat their snacks. Thank them for coming and for their
participation in class.
Materials Needed for Earth Based Spirituality Session II Grades 3-4
Turn the garden . . . booklet
Cleaning supplies
Supplies to make the wreath – construction paper in greens, pastels and bright colors
Stories of Our World Family
Earth Based Spirituality
Session II Grades 5-6 or Easter
Story/Focus
The Christian story of Easter is very much like the Spring Goddess stories of Eostre. The Christian
holiday celebrates the victory of a god of light (Jesus) over darkness (death), so it makes sense to place
it at this Spring season. The name 'Easter' was taken from the name of a Teutonic lunar Goddess,
Eostre (from whence we also get the name of the female hormone, estrogen).
Her chief symbols were the bunny (both for fertility and because her worshipers saw a hare in the full
moon) and the egg (symbolic of the cosmic egg of creation). Christians embrace the symbols of Eostre
in their Easter celebrations – there are bunnies and eggs all over the place, but they really have no
meaning or association to the story of Jesus and his death and resurrection.
Eostara, the holiday that celebrates Eostre, was held on the Vernal Equinox Full Moon. Of course, the
Christian Fellowship doesn't celebrate full moons, even if they do calculate by them, so they planted
their Easter on the following Sunday. Thus, Easter is always the first Sunday, after the first Full Moon,
after the Vernal Equinox. If you've ever wondered why Easter moved all around the calendar, now you
know. The Catholic Fellowship did not want to incorporate lunar Goddess symbolism into their
celebration so they added a further calculation: if Easter Sunday were to fall on the Full Moon itself,
then Easter was postponed to the following Sunday instead.
Just as people who live on this earth are different and complicated, so are their celebrations! Today
we are going to honor the Goddess, and celebrate Spring by making bookmarks with Goddess Symbols
on them. Instead of giving Easter candy or eggs to your friends, give them one of the bookmarks you
have made.
Activity
Use the Bookmarkers packet by eliza@sacredspiral. Show the students the example bookmarker that
features collage, glitter and markers. You can embellish with beads and whatever else you can find.
Students can create their own Goddess images if they don’t want to use the images provided. Listen to
some Goddess music from Libana while you work. When the students are finished coloring, collaging
and glittering, have them laminate their bookmarkers with laminating sheets.
Snack and Conversation
Gather the students around the table. Have them share their bookmarkers. Have them explain what
they think the symbols on the bookmarkers that they have made mean or represent. What UU
Principle do you think of when talking about “the Goddess” and the symbols that represent her.
(Seven, but also three and four.) Is this a new way for you to think about Easter? How does this way
of looking at Easter work for you? Will you incorporate Goddess celebrations into your future Easter
celebrations?
Materials Needed for Earth Based Spirituality Session II Grades 5-6
Bookmarkers packet – one for each student.
Laminating paper
Glitter, beads, yarn, paper punch
Magazines and colored construction paper
Stories of Our World Family
Earth Based Spirituality
Session III
Children’s Fellowship
Opening Song
Enter, Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands) To celebrate Unitarian Universalism. (hands in “U” shape)This is the
fellowship of the open mind. (Cover face, open hands) This is the fellowship of the helping hands
(hands out flat, open up) This is the fellowship of the loving heart. (Cross arms on chest) Together we
care for our Earth (arms in front of body in a circle) And work for friendship and peace in our world.
(reach out to hold hands with neighbor)
Focus
Today we will continue to hear stories that have to do with living on our earth. In this past week, some
of you may have celebrated Earth Day. One thing that is the same about people now as it was
hundreds of years ago, is that people have always needed resources from the earth. Long ago people
planted and harvested food in the earth, and we do that today. Today we need clean drinking water
just like people long ago did. What are some of the earth’s resources that we use today that people
long ago may have used as well? (Wood or stone to build houses, cutting down trees for firewood,
etc.)
It’s important for us today to remember that there will be many more people on the earth hundreds of
years from now. It’s our responsibility to use the resources of our planet earth responsibly so that
future generations can have the resources they’ll need to go on living. What can you do to save
resources of the earth? (Recycle, ride a bike instead of drive, use a fan and not the air conditioner, turn
lights off when you’re not in a room, etc.)
Joys and Concerns
Closing Song
UU Hokey Pokey
You put your helping hands in, you put your helping hands out.
You put your helping hands in and you shake them all about.
You do the UU Hokey Pokey and you turn yourself around, that’s what we’re all about.
You put your open mind in . . . .
You put your loving heart in . . . .
You put your UU self in . . . .
You walk your UU path in . . . .
(Feel free to make up new verses or have the children make up new verses.)
Dismiss to classes
Stories of Our World Family
Earth Based Spirituality
Session III Grades 1-2
Story/Focus
The story we will hear today comes from Australia. Find Australia on the world map. There are a
group of native Australians, or Aborigines, who have lived on the continent of Australia since prehistoric times. That is a time before history was written down, a very long time ago. The Aboriginal
people kept their history through oral, or spoken, stories. Mothers and fathers would tell their children
stories about how things came to be, and those children would tell their children, and on and on this
cycle went. Today, some of these very old stories have been written down, and people all over the
world can hear these stories.
This story may seem strange to some people. Listen closely and see if you think there is anything
strange about the story. (Read Rainbow Bird from Tales for Telling from Around the World, page 80.)
What seemed strange about this story? Have you ever heard a crocodile or bird talk? If so, do they use
the same language you do? Do you think birds and crocodiles can understand each other? Can you
understand crocodile or bird language? In this story, fire belongs to crocodile.
Where do you think crocodile got the fire? Do you think it was right for bird to take the fire while
crocodile was sleeping? Do you think this is a true story? Why or why not? Have you ever seen a
bird with “firesticks” in her tail? Where, and what kind was it?
Activity
Today we are going to make Rainbow Lorikeets, or birds with firesticks in their tails. On a 9x2 piece
of colored construction paper have the students either draw their own bird or copy one of the bird
patterns at the end of this lesson. They can color in eyes, beaks, wings, etc. After coloring, cut out the
bird. Glue colorful feathers to the bird’s tail. Have them write their names on their birds. If they have
time, have them make an extra bird or two for our Caring Committee to send to some of our elderly
fellowship members.
If time and weather permit, go for a walk to see if you can see any birds. You may see a bird with red
or blue feathers, do you think you’ll see any with colorful feathers like the birds you made? Return to
your room for snack and closing.
Snack and Conversation
Thinking about the story we heard today, which Unitarian Universalist principles might be like the
story? (Two and six? No wrong answers here.) If you walked around outside, were you thinking
about the 7th Unitarian Universalist principle? Why? Thank the students for coming to class today.
Remind them that they will be able to take their birds home later in the year.
Materials Needed for Earth Based Spirituality Session III Grades 1-2
Tales for Telling from Around the World
Patterns for birds
9” x 12” colored construction paper
Colored feathers
Scissors
Glue
Stories of Our World Family
Earth Based Spirituality
Session III Grades 3-4
Story/Focus
Read Tuk the Hunter from Tales Alive!, page 57. After reading the story, use the discussion questions
from Believe it or Not on page 62.
Activity
Read Chip Off the Old Block on page 66 of Tales Alive! There are instructions for carving using a bar
of soap on page 67. Use plastic or table knives and wooden sticks for your carving tools. Do not use
sharp knives! Have the children work over a piece of paper or paper towel to catch the pieces of soap
they carve away. Have them collect these pieces in a baggie and take them home to make into a soap
ball, as detailed in the directions. Have them leave their sculptures at fellowship for now.
If you have time, and weather permitting, visit the tree that the class adopted today. Perhaps a few,
emphasis on few, soap scraps can be left for an offering. Most soaps are not harmful to soil, and may
even act as a surfactant and help the ground absorb water more efficiently, allowing more moisture to
get to the roots of the tree. Only a small amount of soap is needed for this process.
Snack and Conversation
What Unitarian Universalist principles are reflected in the story of Tuk? What things did you learn
from Tuk that can help you in your own life? (Families must work together to care for one another,
etc.) What did you learn about bravery from Tuk? Do you think this is a true story? Why or why not?
Do you think you would be as brave as Tuk if you were in the same situation that he was? What’s one
of the bravest things you’ve ever done? What will you do in the coming week that will require you to
be brave? (This can be something as simple as taking a test in a hard subject, tackling a chore that
you’ve been putting off, making up with a friend, etc.) Thank the students for coming and for their
participation.
Materials Needed for Earth-based Spirituality Session III Grades 3-4
Tales Alive!
A bar or block of soap for each student
Plastic knives or table knives for carving
Wooden sticks, toothpicks, etc., for carving and detail work
Plastic bags for soap scraps
Stories of Our World Family
Earth Based Spirituality
Session III Grades 5-6
Story/Focus
Read the book Grandad’s Prayers of the Earth to the class. Show them the illustrations as you read
the book. After you read the story, ask these questions:
What are some of the ways that Grandad thinks of prayer? (Reaching toward heaven, being
still and silent, movement, laughter, dancing, leaping, sighs, moans, whispers, songs.)
How do you think about prayer? How would you describe prayer?
Some people think that a prayer has to be a request or a question. Grandad says that if we
listen closely, a prayer is often its own answer. Explain that. Do you agree with this idea?
Why or why not?
Can you tell if Grandad is Christian, Jewish, Muslim, UU, Buddhist, or a member of any other
religion by this book? What do you base your answer on?
Could Grandad be a UU? Why or why not?
Do UUs pray? Explain your answer.
Answer these questions to yourself - Do you ever pray when you are happy? Scared?
Nervous? Unhappy? Grateful? How do you pray?
End this discussion by saying that all people of all faiths and traditions, even people who do not
believe in God, usually have some practice in common that is like prayer. Some people consider yoga,
meditation, art, dance, music, or any other experience that soothes or calms them to be prayer-like.
Some people use prayer to ask God or the energy of the universe, or whatever they believe in to help
them with their problems. There is no right or wrong way to think about prayer. Remind them of the
4th Unitarian Universalist principle. It is important for each of us to search for what is true and right in
our lives. Prayer can be a wonderful addition to our spiritual life. We can use it to feel closer to
nature, to our fellow humans, and to the energy or love that connects us all.
Activity
In the book, Grandad points out that many elements of nature can be looked at as a prayer. Some of us
might feel more of a spiritual connection to one element of nature than another. Some people love the
mountains, some the prairies, some the ocean and some the wide open skies above the flat plains.
Some people are tree people, some are rock people, some are animal people, and so on. Take the class
on a walk outside to listen to nature and to connect with the element they feel closest to.
To remind of us that connecting with nature can be a prayer, we are going to make prayer sticks today.
After about 3-5 minutes of listening, have the students each find a small twig or stick that they can
bring inside to embellish as their prayer sticks. Sticks should be no bigger than one inch in diameter
and no longer than 12-14 inches. Do not break twigs off live trees. Come back inside after about 10
minutes or listening and stick gathering. (Gather some sticks earlier in the week to have in case
weather does not permit going outside.)
Use the materials provided to embellish the prayer sticks. Native Americans use prayer sticks to
remind them that they are a part of the earth, just like their wooden brothers and sisters, the trees. As
they hold their prayer sticks, they ask the spirits of nature in their prayer sticks to hear their prayers and
take the prayers back to the rest of nature and the Great Mother, Mother Earth. Holding their prayer
stick helps them focus on their prayers and keeps them in tune with the earth.
When everyone has embellished their prayer sticks, have the students sit in a circle holding the sticks.
Have the students meditate on the place where their stick came from. Have them think of the sky in
that area, the sounds of nature they heard, the smells of the soil and budding tress, and the feeling of
the wind. Have everyone touch their sticks together in the center of the circle, knowing that all our
prayers, all our basic needs are the same. Encourage them to use their sticks to offer up prayers of
gratitude for what they have and to ask for peace for all living things.
Snack and Conversation
Ask each student to share what they think all people in the world should be praying for? What do
you think would happen if everyone prayed for peace? Is enough to pray for peace or do we all
have to live our lives in peace for peace to come into the world? What other common things
might people be praying for or about? Thank the students for coming and participating in class
today.
Materials Needed for Earth Based Spirituality Session III Grades 5-6
Grandad’s Prayers of the Earth
Sticks, gathered from outside
Yarn
Glue
Beads
Bells
Feathers
Stories of Our World Family
Earth Based Spirituality Session IV
Children’s Fellowship
O
pening Song
Enter, Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)To celebrate Unitarian Universalism. (hands in “U” shape)This is
the fellowship of the open mind. (Cover face, open hands)This is the fellowship of the helping
hands (hands out flat, open up)This is the fellowship of the loving heart. (Cross arms on
chest)Together we care for our Earth (arms in front of body in a circle)And work for friendship
and peace in our world. (reach out to hold hands with neighbor)
Focus
Today some of you will be talking about dreams in your classes. Many Native American groups
believed that dreams were very powerful and brought messages to the dreamer. Some people believe
that dreams can help you solve problems. And some people believe that dreams are nothing more than
the clutter that is left over in your mind at the end of the day. We can also have dreams while we are
awake. A dream can be a wish or a desire.
We can dream that we are the fastest runner in the world. We can dream that we are going to grow up
and become a scientist or teacher or father. We can also dream things for the rest of the world, we can
dream that there will one day be peace in the whole world, we can dream that everyone will have
enough food to eat and clean water to drink. What else can we dream for the good of the planet and
the people on it?
Joys and Concerns
Closing Song UU Hokey Pokey
You put your helping hands in, you put your helping hands out.
You put your helping hands in and you shake them all about.
You do the UU Hokey Pokey and you turn yourself around, that’s what we’re all about.
You put your open mind in . . . .
You put your loving heart in . . . .
You put your UU self in . . . .
You walk your UU path in . . . .
(Feel free to make up new verses or have the children make up new verses.)
Dismiss to Classes
Stories of Our World Family
Earth Based Spirituality
Session IV Grades 1-2
Story/Focus
Today, in our session about Earth Based Spirituality we are going to hear a story about a peasant, or
very poor person, who lived in Mexico a long time ago. Find Mexico and Mexico City on the world
map. Ask if anyone has been to Mexico or if they know anyone who has lived in or visited Mexico.
The person we are going to learn about was named Jaun Diego and he lived near Mexico City. Juan
Deigo was born with a different name, Cuauhtlatoatzin. This Name means “one who talks like an
eagle” or “eagle that talks.” He changed his name to Juan Diego after he had a very powerful vision,
or dream. Let’s hear a little more about his life.
Juan Diego - A Model of Humility
Cuauhtlatoatzin was born a long time ago, more than 500 years ago, near Mexico City, Mexico.
He was an Aztec Indian. He was not a member of any of the social categories of Aztecs, not a priest or
warrior or merchant, but a member of the lowest class who worked in the fields and wove mats for a
living. He owned a small piece of land that his small house sat on. He was married but had no
children.
Cuauhtlatoatzin grew up practicing the Aztec religion that honored nature. The Aztec Indians
believed that there were many gods and goddesses, or men and women gods, that controlled all of
nature. They believed there was a god or goddess that controlled the sun and fire, they believed that
there was a god or goddess that controlled the rain, they believed that there was a god or goddess that
made their crops grow. There were many, many gods and goddesses – to many for any one person to
know!
Well, when Cuauhtlatoatzin was an old man of age 50 (that was very old 500 years ago) he
learned about a new religion in the area called Catholicism. In this new religion there was only one
god. Cuauhtatoztzin liked the idea of one god rather than many gods. He became Catholic and began
to learn more about this faith. He would walk 9 miles to church and 9 miles back home again every
Saturday and Sunday. He would make these journeys every week to learn more about his new
fellowship and attend the church service. At the Catholic church, he learned about Jesus and Mary.
Jesus and Mary were very important figures, in the Catholic church. Cuauhtatoztzin learned that
Catholics believe that Jesus is the son of God, and that Mary is Jesus’ mother.
During one of this walks to church, which used to take about three and a half hours between
villages and mountains, he had a dream, or a vision. He dreamed that he saw a beautiful woman, a
woman from heaven. In dream, this beautiful woman called him “Juan Diego” which meant “the most
humble of my sons”, “my son the least”, “my little dear”. Because of this dream, he changed his name
to Juan Diego. Everyone he told about the vision believed that he had seen Mary, the mother of Jesus.
In the dream, or vision, Mary told Juan Diego that he should tell all people to treat each other
kindly and that we should all try to live together in peace. Juan Diego spent the rest of his life
spreading this message to everyone he met. He lived very simply and helped every traveler or person
who needed his assistance.
The people of Mexico have been so excited about Juan Diego that they still honor him to this
day. Some people say that Juan Diego really did see Mary, that this experience was not a dream or
vision, but a real experience. Some people also believe that Mary gave Juan Diego a bouquet of roses
when she appeared to him. So, to celebrate Juan Diego and his life, people today make roses from
tissue paper to honor Juan Diego and Mary. There is a statue of Mary at Guadeloupe, Mexico. Each
year, thousands of people from all over Mexico and other parts of the world bring their roses to the
statue to honor Mary and her message of peace and compassion, and to honor Juan Diego, the poor
peasant who devoted a large part of his life to spreading Mary’s message of peace and goodwill.
Follow-up Questions:
Do you think this is a true story? Why or why not?
Have you ever had a dream, either at night while you were sleeping or during the day when you
were daydreaming, where you thought about doing something helpful or good? Did you do what you
dreamt about? Why or why not?
What UU Principle does this story remind you of? (Number 4 and number 2)
Do people need to have vivid dreams or visions like Juan Diego in order to work for peace and
fair treatment for all people? Why or why not?
What can you do in your life to work for peace and fair treatment? (Treat others as you would
like to be treated, act in peaceful ways, etc.)
Show the students the picture of the statue of Mary at Guadeloupe.
Activity
Following the directions on pages 66 and 67 of The Kids’ Multicultural Art Book, have each student
make 3-4 paper flowers. Tell the children that they will leave one flower in the classroom so we can
remember to follow our dreams and live in peace with all the people on earth. Tell them they can take
the rest of the flowers with them and give them to other people. They can choose to give them to
people who are living peaceful lives, or to people who are living their dreams, or to people who show
kindness and compassion to other people. This could be a family member, a neighbor, a friend, a
teacher, etc.
Additional Activity if time allows
Another way that the people, especially children, in Mexico honor Mary is to make a small wooden
and yarn doll that represents Mary. Just as the children in Central America make worry dolls to tell
their troubles to, the children in Guadeloupe tell their troubles to their “Mary” dolls and place them
under their pillow while they are asleep. While they are sleeping, the worry dolls solve all the
problems! These worry dolls will be a little larger than the ones made in Mexico and Central America.
Follow the directions on pages 70 and 71 of The Kids’ Multicultural Art Book.
Snack and Conversation
As you sit around the table sharing snacks, ask each child who they plan to give their flowers to and
why they are choosing those people. Ask them how the story they heard today will help them be a
better person this week? (They can act with kindness and peace towards other people, they can pay
attention to their dreams and work to make them real, etc.) Thank each student for attending and
participating in class today.
Materials Needed for Earth Based Spirituality Session IV Grades 1-2
The Kids’ Multicultural Art Book
Flowers –
Tissue paper
Scissors
Pipe cleaners
Worry Dolls - Wooden clothes pins
Craft sticks
Glue gun
Yarn
Scissors
Stories of Our World Family
Earth Based Spirituality
Session IV Grades 3-4
Story/Focus
Read Story – * Rainbow Bird from Tales for Telling from Around the World
Project – Making a Rainbow Lorikeet bird.
Handouts/Letters - *. Ask these questions for follow-up:
Swift Eagle could have yelled at the boys when he found them shooting birds, or he could have taken
them to their parents. If you were one of the boys in this story, would you have rather been scolded
and punished for shooting the birds, or been made to cook and eat the birds after giving thanks for the
gift of their lives? Explain.
Swift Eagle says we should “talk slowly and kindly to children.” Do you think this is always a good
idea? Explain.
In your life, have you preferred being shown how to do something or being told about something? Tell
more about a time someone took the time to show you how to do something. How did that make you
feel?
Today we are going to try an activity where we explain something, and then again we will do the same
activity where we can actually see an example of what we are making and work together to make the
same type of thing.
Activity
Read the story of The Dream Catcher to the class.
The Dream Catcher
A spider was quietly spinning his web in his own space. It was beside the sleeping space of Kookum,
the grandmother. Each day, Kookum watched the spider at work, quietly spinning away. One day as
she was watching him, her grandson came in. "Kookum-iiya", he shouted, glancing at the spider. He
stomped over to the spider, picked up a shoe and went to hit it.
"No-keeqwa", the old lady whispered., "don't hurt him".
"Kookum, why do you protect the spider?." asked the little boy. The old lady smiled, but didn't answer.
When the boy left, the spider went to the old worman and thanked her for saving his life. He said to
her, "For many days you have watched me spin and weave my web. You have admired my work. In
return, for saving my life, I will give you a gift." He smiled his special spider smile and moved away,
spinning as he went.
Soon the moon glistened on the a magical silvery web moving gently in the window. "See how I spin?"
he said. “See and learn, for each web will become a dream catcher. Good dreams will come into the
web and slide down the feather into the dreamer’s dreams. The bad dreams will become tangled in the
web and stay there until the sun comes up each morning to burn them away and out of your life.” So
after learning from the spider, grandmother began making dream catchers for all the young children
and for every home so that all good dreams would be dreamed and all bad dreams would burn away.
First, with no more instruction than the story, have the children write down directions for how to make
a dream catcher. Do not show them the example of the dream catcher. Give them about 5 minutes to
do this. Have them stop writing even if they are not finished with their directions. Was this an easy or
difficult thing to do? Explain. Have them share their directions with the class. See how similar and
different their written directions are.
After the sharing, tell the class that now we are going to be like Swift Eagle in the first story, and help
each other learn how to make a dream catcher. Show them the example of a dream catcher. Help them
go step by step through the directions to make their own dream catchers. If time allows, have them
make an extra dream catcher to give to someone younger than they.
Snack and Conversation
Go around the table and ask each student to show the class their dream catcher(s). Ask them which
they preferred – to tell how to make a dream catcher or to actually make a dream catcher?
How does the theme from the first story fit in with our UU Principles? Which Principles could you
apply to the story? (1,2,3,6,7) What will you take from class today that will help you be a better
person this week?
Thank each student for attending class and participating.
Materials Needed for Earth Based Spirituality Session IV Grades 3-4
Through Indian Eyes
Materials for Dream Catchers:
Dream Catcher Instructions
Wooden hoops or supple branches that can be shaped and tied into wooden hoops
Beads
Yarn or string
Feathers
DREAM CATCHER INSTRUCTIONS
To make a wooden circle with a branch:
Cut a 12” to 18” piece of supple wood from tree or bush. Bend the wood into a circle, tie
together with yarn or string.
Or, you can use a pre-made wooden hoop or circle.
Begin to make the dream catcher in this way:
Cut a piece of yarn or string 36” to 48” long. Tape one end to the wooden circle or hoop.
Wind the yarn or string around the hoop or circle in a web pattern. You can put beads on in random
places as you are weaving the web. Leave a small hole or opening in the center of the hoop or circle.
This is where the dreams will come in.
When you have about 8” to 10” of yarn left, tie the yarn to the circle or hoop. Use this “tail” to
place more bead on. At the end of the tail, tie a feather. This is where the good dreams slide down
into the dreamer’s dreams.
Hang this dream catcher above your bed or any other place in your home.
Stories of Our World Family
Earth Based Spirituality
Session IV Grades 5-6
Story/Focus
Today we are going to compare two groups of Indigenous people - the Aboriginal people of Australia
and the Native Americans of North America. Native Americans and Aborigines share the same history
of being the only humans on their continent for hundreds of years, to being a minority population. The
spirituality, or religion of the Aboriginal people is much like the Native Americans as well. Both
groups have a strong connection to the earth and feel they are akin to the other life forms of the earth.
Today we are going to learn more about the Native American connections to the earth and the
Aborigine Dreamtime, a very important part of Aboriginal spirituality.
Read the book Brother Eagle, Sister Sky to the class. After reading the book, ask the children to next
listen to this brief explanation of Aboriginal Dreamtime. Wait until after this next reading for
discussion.
The Dreamtime Story
The Dreamtime is the Aboriginal understanding of the world, of it's creation, and it's great stories. The
Dreamtime is the beginning of knowledge, from which came the laws of existence. For survival these
laws must be observed.
The Dreaming world was the old time of the Ancestor Beings. They emerged from the earth at the time
of the creation. Time began in the world the moment these supernatural beings were "born out of their
own Eternity".
The Earth was a flat surface, in darkness. A dead, silent world. Unknown forms of life were asleep,
below the surface of the land. Then the supernatural Ancestor Beings broke through the crust of the
earth form below , with tumultuous force.
The sun rose out of the ground. The land received light for the first time.
The supernatural Beings, or Totemic Ancestors, resembled creatures or plants, and were half human.
They moved across the barren surface of the world. They traveled hunted and fought, and changed the
form of the land. In their journeys, they created the landscape, the mountains, the rivers, the trees,
waterholes, plains and sandhills. They made the people themselves, who are descendants of the
Dreamtime ancestors.
They made the Ant, Grasshopper, Emu, Eagle, Crow, Parrot, Wallaby, Kangaroo, Lizard, Snake, and
all food plants. They made the natural elements: Water, Air, Fire. They made all the celestial bodies :
the Sun, the Moon and the Stars. Then, wearied from all their activity, the mythical creatures sank back
into the earth and returned to their state of sleep. Sometimes their spirits turned into rocks or trees or a
part of the landscape.
These became sacred places, to be seen only by initiated people. These sites had special qualities. To
Indigenous people of Australia, the Aborigine, land is not just something that they can own or trade.
Land has a spiritual value.
Discussion
What are some similarities between the Aboriginal spirituality of The Dreamtime and that of Chief
Seattle’s definition of what is scared to him? What are some of the differences in these stories? Why
do you think that each of these groups feels the earth is so sacred? Do feel the same sense of
sacredness about the earth as the Aborigine or Native American people? Explain.
Activity
Today the students are going to make Dreamtime Paintings. Instead of using paints, they’ll be using
permanent markers and heavy watercolor paper like the examples in the room. Read the information
about Dreamtime Painting on page 141 of Global Art to the students. Show them the small example
on that page as well as the examples of Dreamtime painting done by Cheryll Wallace. Notice that one
of Cheryll’s looks like a chalice.
Have the students find a comfortable place to sit down, not touching each other. Tell them to close
their eyes and think of an image they would like to draw. Play some soft music in the background as
they “dream”. Allow 5 minutes for this dreaming.
Hand out a fine tip permanent marker and a small piece of 60 pound watercolor paper to each student.
Encourage them to find a comfortable place to create their own Dreamtime drawing. They may not
finish the drawing during class time. Allow them to take a marker and their paper home to finish later.
If they finish quicker than expected, allow them to make more than one Dreamtime drawing.
Snack and Conversation
Gather the students from their drawing spaces to the table. Go around the table and ask them to share
their Dreamtime paintings with the class. They can share what they have if they did not complete their
drawing. Ask them what Universal Unitarian Principles Dreamtime drawing reminds them of? (4, 7)
Thank each student for attending class and sharing their drawing.
Materials Needed for Earth Based Spirituality Session IV Grades 5-6
Global Art
Brother Eagle, Sister Sky
Fine tip permanent markers – one for each student
60# watercolor paper
Stories of Our
World Family
Celebrating Ourselves
Sessions 1-2
Stories of Our World Family
Celebrating Ourselves
Session I
Children’s Fellowship
(Children’s Fellowship leaders will need to get a large piece of paper or tagboard for students to
make a “What we Like About Our Fellowship” mural or poster. Have markers and crayons
available for them to write with.)
Opening Song - Enter, Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)To celebrate Unitarian Universalism. (hands in “U” shape)This is
the fellowship of the open mind. (Cover face, open hands)This is the fellowship of the helping
hands (hands out flat, open up)This is the fellowship of the loving heart. (Cross arms on
chest)Together we care for our Earth (arms in front of body in a circle)And work for friendship
and peace in our world. (reach out to hold hands with neighbor)
Focus
We are nearing the end of our time together this year. Just as we get time off from school in the
summer, we take time off from Sunday School in the summer. In these next two sessions of Sunday
school, you’re going to plan a celebration for your class and have that celebration! Today and next
week, we are going to name the things we like about our fellowship and Sunday school class and write
them on this banner/mural/poster. This banner will be hung where everyone can see it over the
summer, and we’ll review it again next fall. (Invite the children to come up one at a time and tell what
they liked about this year at fellowship. If they are old enough, have them write a sentence or two on
the banner, if they are too young to write about it, have them draw a picture about it. If you make this
large enough, several children can be working on this at one time.)
Joys and Concerns
You many want to incorporate this into the project listed above.
Closing Song
UU Hokey Pokey
You put your helping hands in, you put your helping hands out.
You put your helping hands in and you shake them all about.
You do the UU Hokey Pokey and you turn yourself around, that’s what we’re all about.
You put your open mind in . . . .
You put your loving heart in . . . .
You put your UU self in . . . .
You walk your UU path in . . . .
(Feel free to make up new verses or have the children make up new verses.)
Dismiss to Classes
Stories of Our World Family
Celebrating Ourselves
Session I Grades 1-6
Plan Your Own Celebration!!!
Today we are going to plan our final class. Consider these questions when planning your celebration:
Is there a person or group of people you would like to honor with your celebration?
Is there one lesson that you like especially well that you would like to do again?
Is there any activity or craft project that you would like to do again?
Do you want to invite your parents or other people from the fellowship?
Here are some activities you could plan to do at your celebration:
Have an “Everybody’s Birthday Party” for the whole class. You can decorate sandwiches or
cupcakes for the party, play party games, and allow each child to tell their favorite birthday
story.
Have a treasure hunt around the property. Have the class divide into teams and have them find
things like the cornerstone, memorial plaques, all the classrooms for different grades, etc.
Make a mural of all the things that you did in Sunday School this year. (The whole large group
is doing this in Children’s Fellowship, but you can do it as a class, too.)
Have a picnic outside. Everyone bring their favorite picnic food to share.
Make decks of Unitarian Universalist Principle cards for each student and extras to give to
family or friends.
Make a skit about your Sunday School class.
Make a graffiti sheet. Title it “I LIKE MY FELLOWSHIP BECAUSE. Hang the sheet where
everyone can see it.
Make a graffiti sheet for each student. Have each student write one or more nice thing about
each classmate on their sheet.
Go for a walk. (You’ll need all the teachers or parent helpers for this.)
Have each student design their own chalice.
Read a favorite story from the year and act it out.
Choose a favorite craft activity to do. (Take children down to see what materials are in the
craft room for them to use. Anything in there is fair game. Bring back anything you think you
may need and keep it in your room. Only take what you will use.)
Paint a tree to look like a totem pole.
Make chalices out of construction paper to hang in the fellowship.
Make a book of poems or short stories about being UU.
ANYTHING YOU’D LIKE TO DO THAT IS SAFE AND FUN FOR EVERYONE!
Read the list of ideas above to the students. Write down the ideas that the students are interested in on
the blackboard or a flipchart. Have them add their own ideas as well. Remind them that the celebration
has to take place on the last day of Sunday School classes and that they have to use materials that they
can bring from home or that we already have in the craft room at fellowship.
After you have all the ideas down, have the class to an initial vote. Take the top three choices and
have them vote only on those three. Remind them of the 5th Unitarian Universalist Principle about
everyone having a vote. If the group can come to consensus, great, otherwise, keep voting.
When you are finished voting, fill out a Celebration Planner for the Class and one for each child.
Alternate Activity –
If you plan your celebration quickly and need to fill some time, do a communal game activity. Here’s
a great game called “The Web”, or do any other game the class enjoys.
THE WEB
(Adapted from We Believe)
Have each participant choose an animal or part of nature that they want to be. They can choose, rain,
wind, tree, lake, horse, cow, air, rock, etc. Teachers should participate as well and choose an element
or part of nature for themselves. Have them write, or help them write on a sticker label what they are
and stick the label to their shirt. When everyone is “labeled”, have the group sit on the floor in a circle.
Take a ball of yard (this has to be a ball, not a skein). As the leader, roll the ball of yarn to one of the
students. Ask, “What/who are you?” to the student that has the yarn. Wait for the response. When
they tell you ask, “How does a __________ like me help a ___________ like you?” Again wait for
their response. After they have answered, have them hold onto the yarn and roll it back to you. You
then roll it to another person. If the children are older, or if they catch on well, they can roll the yarn to
another student and ask the same questions. By the end of your game you’ll have an Interdependent
Web! To wind the yarn back up, have them go in reverse, asking the same questions.
Materials List Grades 1-6, Celebrating Ourselves
Class Celebration Planner - 2 (Be sure to give one completed form to the DRE)
Individual Celebration Planner – one for each student
Flip Chart/Chalkboard, Markers, Chalk
Ball of yarn
Sticker labels
Stories of Our World Family
Class Celebration Planner
GRADES
CELEBRATION DATE
CELEBRATION THEME
ADULT PLANNERS
STUDENT PLANNERS
ACTIVITY(IES) PLANNED
MATERIALS NEEDED
PERSON BRINGING THIS ITEM
MATERIALS NEEDED FROM DRE (It’s the end of the year, budgets are low )
POSTCARD OR OTHER REMINDER TO BE SENT OUT BY DRE (Please create text below or on
back of this form. I’ll copy it exactly as written and send to all class members and teachers.)
Stories of Our World Family
Student Celebration Planner
GRADES
CELEBRATION DATE
CELEBRATION THEME
ADULT PLANNERS
STUDENT
MATERIALS I NEED TO BRING FOR OUR CELEBRATION ON MAY 23, 2004
ADULT/TEACHER I OR MY PARENTS CAN CALL WITH ANY QUESTIONS
Stories of Our World Family
Celebrating Ourselves Session II
Children’s Fellowship
(Children’s Fellowship leaders will bring the poster/mural from last session. Have markers and
crayons available for them to write with.)
Opening Song - Enter, Rejoice and Come In
Chalice Lighting:
We light this chalice (cup hands)To celebrate Unitarian Universalism. (hands in “U” shape)This is
the fellowship of the open mind. (Cover face, open hands)This is the fellowship of the helping
hands (hands out flat, open up)This is the fellowship of the loving heart. (Cross arms on
chest)Together we care for our Earth (arms in front of body in a circle)And work for friendship
and peace in our world. (reach out to hold hands with neighbor)
Focus
Today is our last day of Children’s Fellowship before our summer break. It’s also the day your class is
going to have the celebration you’ve planned together. Today we are going to continue to name the
things we like about our fellowship and Sunday school class and write them on this
banner/mural/poster. This banner will be hung where everyone can see it over the summer, and we’ll
review it again next fall. (Invite the children to come up one at a time and tell what they liked about
this year at fellowship. If they are old enough, have them write a sentence or two on the banner, if they
are too young to write about it, have them draw a picture about it. If you make this large enough,
several children can be working on this at one time.)
Joys and Concerns
You many want to incorporate this into the project listed above.
Closing Song
UU Hokey Pokey
You put your helping hands in, you put your helping hands out.
You put your helping hands in and you shake them all about.
You do the UU Hokey Pokey and you turn yourself around, that’s what we’re all about.
You put your open mind in . . . .
You put your loving heart in . . . .
You put your UU self in . . . .
You walk your UU path in . . . .
(Feel free to make up new verses or have the children make up new verses.)
Dismiss to Classes
Stories of Our World Family
Celebrating Ourselves Session II Grades 1-6
ALL AGES
CELEBRATE!
Teachers, please fill out the evaluation, comment forms and either leave them in your attendance
folders or mail them back to the fellowship, attention RE Council.
Thank you SO MUCH!
Materials List for Celebrating Ourselves Session II Grades 1-6
Refer to the Class Celebration Planner from last session. Teachers and students are responsible for all
materials for this session unless specifically requested from DRE on the Celebration Planner.
Teacher/Volunteer Input Sheet – One for each teacher/volunteer.
Stories of Our World Family
Teacher/Volunteer Input Form
Name (Optional)
Please rate these things below, 1-5. 1 is the lowest rating, 5 is the highest.
Classroom Space
1
2
3
4
5
Lesson Plan Layout
1
2
3
4
5
Stories in Lesson Plans
1
2
3
4
5
Activities in Lesson Plans
1
2
3
4
5
Amount of Time for Classes
1
2
3
4
5
DRE/Program Assistant Support
1
2
3
4
5
Working with other Teachers/Volunteers
1
2
3
4
5
Furniture and supplies in classroom
1
2
3
4
5
Please let us know what we could have done differently to make your volunteering better for you.
What did you enjoy most about volunteering in RE this year?
Anything else you’d like us to know
Stories of Our
World Family
Social Action Sundays
Heifer Project
Birthday Bags/Boxes
Peace Garden
SOCIAL ACTION SUNDAYS
Heifer Project
Session I - Outline
Opening
Gathering Song
Chalice Lighting
Heifer Video
Discuss Video
World Map
Chose animals you want to purchase
Explain how we will be raising money
Show craft projects
Divide into groups to work on crafts
Pre-school – Grade 1
Grade 2 and Older
Grade 2 and Older
Ancillary Activity
Clean-up
Joys & Concerns and Closing Song
Dismiss
Sheep Magnets
Animal Pinata
Picture Frames
Animal Bingo
Session I Lesson Plan
Assistance
Need 5 leaders and additional helpers.
Materials List
Gathering Song
Words to Come Sing A Song With Me and All God’s Critters on the flipchart
Video – Legacy for Efrain’ (Preset video to start after newborn scene.)
World Map
World Map Markers
Heifer Animal Cards – as many sets are there are groups of children
Supplies for craft activities – see instructions for each
Supplies for ancillary activities – see instructions for each
Come Sing A Song With Me
Chalice Lighting
Ask and older child to light the chalice
We light this chalice (cup hands)
To celebrate Unitarian Universalism. (hands in “U” shape)
This is the fellowship of the open mind. (Cover face, open hands)
This is the fellowship of the helping hands (hands out flat, open up)
This is the fellowship of the loving heart. (Cross arms on chest)
Together we care for our Earth (arms in front of body in a circle)
And work for friendship and peace in our world. (reach out to hold hands with
neighbor)
Heifer Video
Watch Legacy for Efrain’ (Have video set to start after the scene with Efrian’
the newborn)
Discussion & Map
Ask the children what was different about how the people in the video live and
how people in our fellowship live. Point out positives if there are too many
negatives. Ask them if any of them raise animals to make a living. Ask them if
they think buying an animal for a family is a good way to help them out. Let the
discussion go wherever you feel comfortable.
Introduce the map of the world. Ask the children if they can find their home
state on this map, then the city where they live. When there’s consensus about
where their city is, place a fellowship marker there. Next, ask the children if
they remember where the people in the videos live. (Cambodia, Uganda,
Kentucky and Peru) Ask them to help you find those places on the map. Place
the markers on the map. Ask if they think it is possible to help people who live
so far away. Again, let the discussion flow. Why should we help people who
live so far away? Explain that we are going to help, we are going to have a
Living Gift Bazaar on ___________. We are going to make craft items to sell at
the bazaar and ask people to make donations.
Animal Choices
Divide the children into groups of 3-5. Make sure there are all ages in the
group. Ask a child who is in 5th grade or older to be a leader in each group –
they may also have co-leaders. Any more than two co-leaders and they’ll take
too much time deciding how to lead. Give each leader a pack of Heifer Animal
Cracker Cards. Ask them to share the cards with the group. They can read the
description of each animal on the back of the cards. After hearing about each
animal, the group should vote or come to consensus on the first and second
choice of animal their group thinks we should collect money for. Gather the
group back together. Ask the leaders to come up and tell what animal their
group voted for and why. Tally the votes on the flip chart. (A first choice is
worth two points, second choice worth one.) The three animals with the most
points will be what we’ll work for.
Craft Projects
Explain that the money we make from our craft sales will go toward the
purchase of our Heifer Project Animals. Explain what crafts we will be working
on today and who the craft leaders are.
Craft Projects
Preschool – Grade 1
Sheep Magnets
Children will trace their hand, fingers open and extended on a piece of black
construction paper and cut the hand shape out. They will glue or staple the hand
to a white cloud shape that they have cut from a paper plate. The fingers will
make the sheep’s legs, the thumb the head. They will glue cotton balls on the
cloud shape. They will glue a magnet strip to the back. (See complete illustrated
instructions enclosed.) They may make as many as they have time to or they
may move to ancillary activities.
Grade 2 and Older Students May Choose one of the following–
Animal Pinata
Take a brown paper lunch sack, roll the top down two
times. Punch with paper punch, two holes on each side, 12 inch strings in holes.
Using a large sheet of construction paper or white paper, make two exact animal
images. Color or decorate each animal image. Make sure they are mirror
images. Staple one image to each side of the bag. Put candy in the bag. Staple
the animal image together at the head and the rear and top of the bag. Tie the
four strings together. (See complete illustrated instructions enclosed.) They
may make as many as they have time for or move to picture frames or ancillary
activities.
Picture Frames
Take eight Popsicle sticks. Lay them in a square. (See
complete illustrated instructions.) Using a hot glue gun, glue the top sticks to
the ones underneath. When the glue is cooled, you may paint and decorate the
frames. Color a picture of a Heifer Animal to go in the frame – or ask a younger
child to color a picture for your frame. Cut a piece of tag board slightly larger
than the opening in the frame. Tape or glue the Heifer animal picture to the
center of this cardboard. When the frame is dry, tape or glue the animal picture
to the back of the frame. Attach a yarn hanger if you want your picture to be
used as an ornament, or attach a magnet strip if you want it to be used as fridge
art.
All Ages
Ancillary Activities
Animal Bingo
Have children place animal stickers in the eight open
squares on the Bingo Paper. Have a child choose animal chips from the bag –
call out the animal on the chip that they choose each time. If you have that
animal on your card, cover it with an animal cracker. When someone gets a
Bingo, everyone gets to eat two animal crackers. Start over.
Heifer Animal Pictures
Have children color the smaller animal pictures to
put in the frames that are being made. They may color the larger pictures to take
home.
Clean-up
Everyone must stop what they are doing and help with clean-up. Tighten glue
and paint bottles. Turn off glue guns. Pick up scraps of paper from the floor.
Put paint brushes in the sink to soak. Clean-up any other tools and areas of the
room. Remind children that they can leave their projects out and work on them
next week. No projects are to go home except the large pictures they may have
colored.
Joys & Concerns
Invite children to come up grade by grade to share a joy or concern – help them
light a candle or ask an older child to light the candles.
Closing Song - All God’s Critters
Dismiss
Instructions for Sheep Magnets Session I Lesson Plan
Materials List:
 White paper plates
 Cotton Balls
 Black Construction Paper
 Glue
 Cotton Balls
 Wiggle Eyes
 Ribbon or Yarn
 Pencils
 Magnetic Strips
 Stapler and Staples
 Scissors
Instructions:
 Trace outline of child’s hand on black construction paper. Cut out the hand.
 Draw or trace a cloud shape on a white paper plate. Cut out for sheep body.
 Glue body onto hand shape. Be sure fingers are pointing down for feet, thumb is pointing to
side for head. (See picture)
 Pull cotton balls to make them fluffy. Each cotton ball should make 3-4 “puffs”. Do not glue
whole cotton balls onto body, they are too heavy. Glue “puffs” onto sheep body.
 Glue one Wiggle Eye onto sheep head.
 Tie a ribbon or yarn bow around the Sheep’s neck.
 Glue magnet strip on back of sheep body.
Instructions for Animal Pinata Session I Lesson Plan
Materials List:
 Brown lunch sacks
 Large sheets of white or construction paper
 Yarn or String
 Pencils
 Colors, markers
 Colored construction paper
 Animal patterns (encourage children to draw their own)
 Candy
 Stapler and Staples
 Hole Punch
 Scissors
Instructions:
 Fold the top of a paper lunch bag over two times. See illustrations below.
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Punch two holes on each side of the bag. Tie 12” pieces of string or yarn in each hole.
Draw or trace your animal shape on paper.
Cut out the original plus one more. Use your first shape as a pattern. Color with crayons or
markers or use construction paper to make your animal look real. When drawing their features
and decorating, make them mirror images. See illustrations below.
When your animal is complete, staple the animals to the bag. One image on each side.
Put candy in the lunch bag.
Staple the animal together at the head and tail.
Staple the lunch bag closed.
Tie all four strings together at the top.
Instructions for Picture Frame Session I Lesson Plan
Materials List:
 8 popsicle sticks for each frame
 Magic markers and crayons
 Glue Guns and Glue Sticks
 Scissors
 Yarn
 Masking Tape
 Magnetic Strips
 Tagboard for picture backing
 Animal picture for framing (See handouts)
 Items to decorate the frame: Buttons, sequins, shapes, ribbon, stickers, etc.
Instructions:
 Arrange the Popsicle sticks as follows: put two side by side vertically (up and down). Put
two more arranged the same way next to them. See illustration.
 Take the animal picture and slide the edges under the four sticks so that neither of the four
edges show.
 Place two Popsicle sticks, side by side, so that the top edge of the picture is covered. Do the
same with the bottom edge. Make a mark with a pencil where the sticks will attach to each
other.
 Use the glue gun to glue the frame together. Ask an adult to help. Let the frame set several
minutes.
 While you are waiting for the frame to set, color the animal picture.
 Cut out a piece of white tagboard slightly larger than your animal picture, but not as large as
your frame.
 Glue or tape the animal picture to a piece of white tagboard. Put aside.
 Decorate your frame. You may use markers to color the sticks or draw designs on the sticks.
 Glue any items you choose on the frame to decorate it. Ask an adult to help you with the glue
gun.
 Carefully tape your picture to the back of the frame.
 Use yarn to make a hanger if you want to hang this frame or glue a magnet strip on the back if
you want to use it as a magnet.
Instructions for Animal Bingo Session I Lesson Plan
Materials List:
 Bingo Cards
 Animal Stickers
 Poker Chips
 A bag or box to put chips in when calling
 Animal crackers to use as markers
 Cups for animal crackers
Instructions:
 Put one of each animal sticker on poker chips.
 Put these chips in a bag or box that can be shaken and then a chip drawn out.
 Make a copy of the Bingo Card grid for each child playing.
 Let the child put eight animal stickers on the grid. They do not have to use all different
animals. Let them choose to use the stickers however they wish.
 Each player gets 10 or more animal crackers. (Don’t eat them yet!)
 Assign a caller. Have the caller reach into the chips and pull one out. Then announce what
animal is on the chip.
 If a player has that animal on their card, they can cover the animal with an animal cracker. If
they have more than one of the animal called, they can only cover one animal.
 The chip goes back into the bag or box to be used again.
 Play repeats as above until a player has a Bingo
 When the Bingo is called, everyone gets to eat two animal crackers and start over.
Instructions for Heifer Animal Coloring Pictures Session I Lesson Plan
See attached coloring sheets. Children can color the small ones to be used in frames or the large ones
to take home.
HEIFER ANIMAL BINGO
FREE
SPACE
Heifer Project
Session II - Outline
Opening
Gathering Song
Chalice Lighting
Joys and Concerns
Animals We Have Chosen
Read Info from Heifer Catalog
World Map – Where might our animals go?
Explain New Crafts
Divide into groups to work on crafts
Pre-school – Grade 1
Grade 2 and Older
Grade 2 and Older
Grade 2 and Older
Grade 2 and Older
Ancillary Activities
Khamsa – Good luck Hand
Animal Pinata - Continue
Khamsa – Good luck Hand
Hanging Fish
Finish Picture Frames
Animal Bingo
Color Heifer Pictures for Picture Frames
Clean Up
Closing
Dismiss
Session II Lesson Plan
Materials List
Words to Come Sing A Song With Me and All God’s Critters on the flipchart
Heifer Catalog – mark stories about animals that have been chosen for purchase
World Map
World Map Markers
Supplies for craft activities – see instructions for each
Supplies for ancillary activities – see instructions for each
Gathering Song
Come Sing A Song With Me
Chalice Lighting
Ask and older child to light the chalice
We light this chalice (cup hands)
To celebrate Unitarian Universalism. (hands in “U” shape)
This is the fellowship of the open mind. (Cover face, open hands)
This is the fellowship of the helping hands (hands out flat, open up)
This is the fellowship of the loving heart. (Cross arms on chest)
Together we care for our Earth (arms in front of body in a circle)
And work for friendship and peace in our world. (reach out to hold hands with
neighbor)
Joys & Concerns
Invite children to come up grade by grade to share a joy or concern – help them
light a candle or ask an older child to light the candles.
The Animals We
Want to Purchase
Read the short story/summary about each of the three animals that the children
chose last week. Be sure to mention the location these stories are from. They
are in the Heifer Catalog.
Invite conversation about where these animals might go. Put markers on the
world map indicating where they may go.
World Map
Explain New Crafts
Explain that children need to finish their projects from last week. They may
begin a new project when last week’s is complete. Remind them that they will
have some time next week to work on these projects also. (See last week’s
instructions for last week’s crafts.) Explain the new craft projects.
Craft Projects
Preschool – Grade 1
Khamsa – Good Luck Hand
The Khamsa is a symbol of good luck in Uganda and other African nations. It
has been used as an amulet for centuries. Often, it is made out of silver or other
precious metals and decorated with jewels.
Have the child trace their hand on a paper plate. Cut out. If they want a silver
hand, they can trace the cut out shape onto foil and glue the foil to the paper
hand. Decorate by gluing on beads, jewels, yarn feathers and drawing designs.
Punch a hole in the top. Place a yarn loop through the hand so it can by hung.
(See enclosed complete illustrated instructions.) Children may make as many as
they have time for or they may move to an ancillary activity.
Grade 2 and Older Students May Choose –
Khamsa – Good Luck Hand
The Khamsa is a symbol of good luck in
Uganda and other African nations. It has been used as an amulet for centuries.
Often, it is made out of silver or other precious metals and decorated with
jewels. Have the child trace their hand on a paper plate. Cut out. If they want a
silver hand, they can trace the cut out shape onto foil and glue the foil to the
paper hand. Decorate by gluing on beads, jewels, yarn feathers and drawing
designs. Punch a hole in the top. Place a yarn loop through the hand so it can
by hung. (See enclosed complete illustrated instructions.)
Hanging Fish
Draw a fish on a piece of white or construction paper.
Make it as large or as small as you wish. Cut out an identical fish using the first
one as a pattern. Cut out a lot of circles using old magazines, foil and colorful
paper. Glue the circles on both sides of the fish bodies. These are the fish
scales. Decorate the fish’s head, fins and tail using markers. Staple or glue the
two sides of the fish together. Put pieces of crepe paper in the fish tail before
fastening together. Punch one or two holes in the fish head, depending on the
size. String yarn through the hole(s) to make a hanger for your fish.
Animal Pinata
Take a brown paper lunch sack, roll the top down two
times. Punch with paper punch, two holes on each side, 12 inch strings in holes.
Using a large sheet of construction paper or white paper, make two exact animal
images. Color or decorate each animal image. Make sure they are mirror
images. Staple one image to each side of the bag. Put candy in the bag. Staple
the animal image together at the head and the rear and top of the bag. Tie the
four strings together. (See complete illustrated instructions enclosed.) They
may make as many as they have time for or move to picture frames or ancillary
activities.
Picture Frames
Take eight Popsicle sticks. Lay them in a square. (See
complete illustrated instructions.) Using a hot glue gun, glue the top sticks to
the ones underneath. When the glue is cooled, you may paint and decorate the
frames. Color a picture of a Heifer Animal to go in the frame – or ask a younger
child to color a picture for your frame. Cut a piece of tag board slightly larger
than the opening in the frame. Tape or glue the Heifer animal picture to the
center of this cardboard. When the frame is dry, tape or glue the animal picture
to the back of the frame. Attach a yarn hanger if you want your picture to be
used as an ornament, or attach a magnet strip if you want it to be used as fridge
art.
All Ages
Ancillary Activities
Animal Bingo
Have children place animal stickers in the eight open
squares on the Bingo Paper. Have a child choose animal chips from the bag –
call out the animal on the chip that they choose each time. If you have that
animal on your card, cover it with an animal cracker. When someone gets a
Bingo, everyone gets to eat two animal crackers. Start over.
Heifer Animal Pictures
Have children color the smaller animal pictures to
put in the frames that are being made. They may color the larger pictures to take
home.
Clean-up
Everyone must stop what they are doing and help with clean-up. Tighten glue
and paint bottles. Turn off glue guns. Pick up scrapes of paper from the floor.
Put paint brushes in the sink to soak. Any clean-up. Remind children that they
can leave their projects out and work on them next week. No projects are to go
home except the large pictures they may have colored.
Closing Song
All God’s Critters
Dismiss
Instructions for Khamsa – Good Luck Hand Session II Lesson Plan
Materials List:
 Paper Plates
 Foil – any color
 Scissors
 Pencils
 Markers
 Paper Punch
 Yarn
 Decorations such as: plastic gems, yarn, charms, beads, feathers, sequins, buttons, pictures
from magazines, foil scraps, etc.
Instructions:
 Trace around your hand on a paper plate. Cut the hand out.
 Use markers to make special designs and color hand. See illustrations.
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Glue on items mentioned above as desired.
If you want a foil hand, place two pieces of foil as big as your hand together, shiny sides facing.
(This is called mirror image.)
Trace around your paper hand on the foil with a pencil.
Cut out the foil hand prints.
Glue the foil, shiny sides out, onto the paper hand.
Decorate as mentioned above.
Punch a hole in the top of the hand.
Tie a yarn loop in the hole for hanging.
Instructions for Hanging Fish Session II Lesson Plan
Materials List:
 Construction paper or white paper
 Old magazines, foil, colorful paper to cut into circles
 Glue
 Scissors
 Pencils
 Stapler
 Markers or Crayons
 Hole Punch
 Crepe paper streamers
 String or yarn
Instructions:
 Draw (or trace) a fish shape on paper.
 Put a second piece of paper under this first one. Cut out two fish. You choose the size.
 Cut out several circles from the magazines, foil and colorful paper.
 Glue the circles onto both sides of the body of the fish. These are the fish’s scales. See
illustrations.
 Decorate the fish’s head, fins and tail with crayons or markers
 Staple the two sides of the fish together. Staple 2-3 streamers inside the tail.
 Punch one or two holes on the fish’s face. String yarn through to use as a hanger.
Heifer Project
Session III - Outline
Opening
Gathering Song
Chalice Lighting
Joys and Concerns
Beatrice’s Goat Story and Final Heifer Discussion
People Scavenger Hunt
Final Craft Projects & Clean Up
Pre-school – Grade 1
Paper Plate Ducks
Grade 2 and Older
Finish Anything not Complete
Or Make Hanging Fish or Khamsa
Ancillary Activities
Animal Bingo
Color Heifer Pictures to Take Home
Closing
Older Children Move Craft Project to Channing Hall for Sale
Younger Children Stay for Story or Circle Game
Dismiss to area in your fellowship for Bazaar
Session III Lesson Plan
Materials List
Words to Come Sing A Song With Me and All God’s Critters on the flipchart
Book Beatrice’s Goat
World Map
World Map Markers
Scavenger Hunt Lists – one for each group of children
Pens or pencils – one for each group of children
Supplies for craft activities – see instructions for each
Supplies for ancillary activities – see instructions for each
Gathering Song
Enter, Rejoice and Come In
Chalice Lighting
Ask and older child to light the chalice
We light this chalice (cup hands)
To celebrate Unitarian Universalism. (hands in “U” shape)
This is the fellowship of the open mind. (Cover face, open hands)
This is the fellowship of the helping hands (hands out flat, open up)
This is the fellowship of the loving heart. (Cross arms on chest)
Together we care for our Earth (arms in front of body in a circle)
And work for friendship and peace in our world. (reach out to hold hands with
neighbor)
Joys & Concerns
Invite children to come up grade by grade to share a joy or concern – help them
light a candle or ask an older child to light the candles.
Story Beatrice’s Goat Read the story. Remind the children that the “real” Beatrice was in
the video we saw two weeks ago. Encourage talk about our raising money to buy animals for people
who will raise them to earn money for homes, schools, food, etc. Remind the children this is the day
for the Heifer Bazaar. The money we make from selling our crafts and from donations will all go
toward our animal purchase.
People Scavenger
(Questions are based on Beatrice’s Goat story) Group children into 2s or
3s.
Hunt sure younger ones are paired with older ones. This is a reading activity. Pass out one
scavenger paper and one pencil to each group. Give them 5 minutes to find the “people” on their
sheet. Make suggestions of who to go to if they are having trouble with this task. Encourage them to
talk to the adults in the room, too. Gather the large group again. Record the answers they give on the
flip chart. Was there more than one correct answer for each category? Ask what they learned about
their fellow Unitarian Universalists they didn’t know before.
Final Craft Projects
This is the time for older students to finish any incomplete craft projects from
the previous weeks. If some one wants to start a new project, it will have to be a
Khamasa. Younger children will make a simple duck project.
Craft Projects
Preschool – Grade 1
Paper Plate Duck
Have children trace around both hands on yellow construction paper. Cut the
hands out. Fold a paper plate in half. Staple the hands need the fold on one end
– these will be the tail feathers. Cut a three inch diameter circle out of yellow
construction paper for the head. Cut the duck bill out of orange construction
paper. Glue the bill onto the head. Glue two eyes on the head. Staple the head
on the paper plate near the fold line on the other end. Cut duck feet out of
orange construction paper. Staple feet to the paper plate. (See enclosed
complete illustrated instructions for this activity.)
Grade 2 and Older Students
To finish activities from previous weeks Khamsa – Good Luck Hand
The Khamsa is a symbol of good
luck in Uganda and other African nations. It has been used as an amulet for
centuries. Often, it is made out of silver or other precious metals and decorated
with jewels. Have the child trace their hand on a paper plate. Cut out. If they
want a silver hand, they can trace the cut out shape onto foil and glue the foil to
the paper hand. Decorate by gluing on beads, jewels, yarn feathers and drawing
designs. Punch a hole in the top. Place a yarn loop through the hand so it can
by hung. (See enclosed complete illustrated instructions.)
Hanging Fish
Draw a fish on a piece of white or construction paper.
Make it as large or as small as you wish. Cut out an identical fish using the first
one as a pattern. Cut out a lot of circles using old magazines, foil and colorful
paper. Glue the circles on both sides of the fish bodies. These are the fish
scales. Decorate the fish’s head, fins and tail using markers. Staple or glue the
two sides of the fish together. Put pieces of crepe paper in the fish tail before
fastening together. Punch one or two holes in the fish head, depending on the
size. String yarn through the hole(s) to make a hanger for your fish.
Animal Pinata
Take a brown paper lunch sack, roll the top down two
times. Punch with paper punch, two holes on each side, 12 inch strings in holes.
Using a large sheet of construction paper or white paper, make two exact animal
images. Color or decorate each animal image. Make sure they are mirror
images. Staple one image to each side of the bag. Put candy in the bag. Staple
the animal image together at the head and the rear and top of the bag. Tie the
four strings together. (See complete illustrated instructions enclosed.) They
may make as many as they have time for or move to picture frames or ancillary
activities.
Picture Frames
Take eight Popsicle sticks. Lay them in a square. (See
complete illustrated instructions.) Using a hot glue gun, glue the top sticks to
the ones underneath. When the glue is cooled, you may paint and decorate the
frames. Color a picture of a Heifer Animal to go in the frame – or ask a younger
child to color a picture for your frame. Cut a piece of tag board slightly larger
than the opening in the frame. Tape or glue the Heifer animal picture to the
center of this cardboard. When the frame is dry, tape or glue the animal picture
to the back of the frame. Attach a yarn hanger if you want your picture to be
used as an ornament, or attach a magnet strip if you want it to be used as fridge
art.
All Ages
Ancillary Activities
Animal Bingo
Have children place animal stickers in the eight open
squares on the Bingo Paper. Have a child choose animal chips from the bag –
call out the animal on the chip that they choose each time. If you have that
animal on your card, cover it with an animal cracker. When someone gets a
Bingo, everyone gets to eat two animal crackers. Start over.
Heifer Animal Pictures
They may color the larger pictures to take home.
Clean-up
Everyone must stop what they are doing and help with clean-up. Tighten glue
and paint bottles. Turn off glue guns. Pick up scrapes of paper from the floor.
Put paint brushes in the sink to soak. Any clean-up. Remind children that they
can leave their projects out and work on them next week. No projects are to go
home except the large pictures they may have colored. Older children get
projects ready to move to the area where the bazaar will be held.
Closing Song
All God’s Critters (Older Children move crafts to tables in area for bazaar)
Dismiss
Encourage parents to attend the Heifer Bazaar in Channing Hall with their
children.
Instructions for
Paper Plate Ducks Session III Lesson Plan
Materials List:
 Paper plates – white or yellow
 Orange and yellow construction paper
 Scissors
 Glue
 Stapler
 Pencil
 Crayons or Markers (For eyes)
 Googly eyes (Optional)
Instructions:
 Trace both hands on yellow construction paper and cut out.
 Fold a paper plate in half – yellow side out if using yellow.
 Staple the hands near the fold on one end – the tail feathers. See illustrations.
 Cut out a yellow circle. See pattern. This is the head
 Cut out an orange bill. See pattern. This looks like a small oval with one end cut off.
 Glue the bill on as directed. See illustrations.
 Draw eyes on head or glue on googly eyes.
 Staple head to the paper plate opposite the tail feathers.
 Trace feet pattern on orange construction paper. See pattern. Cut out.
 Staple each foot to the paper plate right inside the fold line of the foot.
Duck Bill
Duck Head
Cut
Fold
Duck Feet – Cut as one
piece.
SOCIAL ACTION SUNDAYS
Well in advance of this project, advertise in your fellowship newsletter the need for items for the
Birthday Bags. Have a central collection point that people can bring them to. It is best to be specific
about items you wish to have contributed. Will you take gently used items? Do you want only books,
puzzles or games? Do you need to ask for contributions of money to buy cake gift certificates from
local stores? Or, will the recipients of the bags be able to use a cake mix and frosting to make their
own cake? This will only work if you know that the recipients have a kitchen and baking pans, etc.
Once you’ve got your supplies gathered, divide the children into working groups. Have them select
supplies for a complete bag. They can wrap the gifts. Put all the supplies in a large gift bag or they
can decorate a box with balloons, or other birthday art work. Attach the checklist to the bag or box.
Make certain you list what the wrapped gifts are so the agencies distributing the bags or boxes can
make informed decisions about distribution. Consider these agencies to distribute your boxes:
A public school counselor
A women’s shelter
A homeless shelter
A food pantry
A youth shelter
BIRTHDAY BAG CHECKLIST
CAKE CERTIFICATE_____
CANDLES _____
PLATES _____
NAPKINS _____
GIFTS
PARTY DECORATIONS_____
BIRTHDAY CARD
_____
SOCIAL ACTION SUNDAY
Peace Garden
As each fellowship has a different setting, adapt this project to work in your location. Get permission
from your Board of Trustees and/or the Grounds Committee before planning this project. Find an area
of the property that could be used as a Peace Garden. This can be a large area or simply a small plot
that is dedicated to the symbols of peace that you will be placing in the garden. If an outside area is
impossible, create a “peace corner” in your fellowship building. Part of this project is inviting
neighboring fellowshipes, other UU fellowshipes, friends and fellowship neighbors to bring symbols of
peace to your Peace Garden. The lesson plans direct you how to invite this participation and how to
define what a symbol of peace is.
Lesson Plans Session I and II
Children’s Fellowship
Focus
Indoor Activity
Outdoor Activity
Snack & Closing
Both Sundays will follow the same format.
OUTSIDE ACTIVITY – Large Area with Woods
There will be 2 areas to concentrate on each Sunday:
1) Garbage Cleanup on the fellowship property
2) Creating the Peace Garden Area. This can be done by planting annual or perennial plants,
putting seating into the area, etc.
Detail:
Everyone needs to monitor children and youth. Get garbage bags from the custodian closet and start
picking up trash. Make sure adults are working with children to supervise what they are picking up.
Leave dead brush, this is not garbage. Be cautious of what you pick up, and make sure everyone is
wearing gloves! Garbage bags can go in the general dumpster when finished.
NOTE: Tell the children’s families that we will be working outside unless there is pouring rain or
temperatures below 10 degrees Fahrenheit. So be prepared to work in snow, drizzle, sun or haze. You
will get dirty! Boots and gloves are necessary. Also, bring clippers and ropes if you have them.
OUTSIDE ACTIVITY – Small Area
Have the children work to make the small area into a garden. This can be accomplished by planting a
few annual or perennial plants, adding a sculpture – permanent or temporary, landscaping with stones,
wood chips, etc. Have a plan ready for many hands to help with.
INSIDE ACTIVITY
There will be three areas to concentrate on each Sunday:
1) Recipient Selection – who will we invite to send symbols of peace to our Peace Garden and
attend our Celebration on ______? This group will go through lists, the phone book, take info
from people who bring in names and addresses, and address the envelopes.
2) Letter Writing - Come up with a form letter to write to all the people and groups selected
above. We’ll write the letter on the flipchart and have children copy the letter as many times as
needed. No computer generated or photocopied letters will be sent.
3) Making of peace symbols. We will work on making paper cranes, prayer flags, and peace
drawings. Send an examples of these to the people you send letters to. We will also be making
these symbols to put in our own Peace Garden.
Letter Writing
Have the children come up with people they would like to have participate in this project. (See
recipient selection below.) These people can be from neighboring fellowshipes in your community,
residents that neighbor the fellowship building, family and friends, etc. Have the children write
personal letters on fellowship letterhead. The letters should be brief – you can make up one letter for
everyone to copy, or the older children can compose their own.
Here is what should be enclosed with each letter:
Letter
Peace Garden Brochure
Paper Crane
Prayer flag or child’s drawing
Either have the children take the letters home to put postage on and mail, or collect them and mail
them from the fellowship.
Here is a sample of what a letter might say”
Dear _______________,
My name is ________________. I am ______ years old. My family and I are members of
______________ UU Fellowship. In our fellowship, we are working to create a Peace Garden. Please
make and send us a symbol of peace to put in our Peace Garden. We would like to have these symbols
by DATE, so we can put them in the Peace Garden on DATE. You are invited to attend our Peace
Garden Fellowship Service on DATE. Thank you for helping us create this place of peace in our
world.
Sincerely,
Recipient Selection
Use the Prairie Star District or UUA Fellowship Directory to find addresses of other UU fellowship to
send letters to. Use the local phone directory to get addresses for businesses or people that neighbor
the fellowship property. And, encourage children to take letters home to mail to friends and relatives.
Here is what should be enclosed with each letter:
Letter
Peace Garden Brochure
Paper Crane
Prayer flag or child’s drawing
Put postage on the letters at fellowship, or children may take the letters home to send to friends and
relatives.
Symbols of Peace
Have the children make paper cranes, prayer flags or drawings to place in the Peace Garden, and to
send with the letters above.
Find directions for making paper cranes in an Oragami book, or you can find directions online.
It is best to have someone who actually can fold a paper crane on hand. This can be complicated and
confusing if you are only going by the illustrations.
Use the readings below, or have the children write their own poems, for the prayer flags.
Photocopy each page and then cut them into sections with one poem per section. Decorate the sections
with yarn, ribbon, markers, crayons, etc. Fashion a way to hang these sections in the Peace Garden.
Materials should be biodegradable so they can be left outside to decompose and become a part of the
garden over time.
Children can also draw small pictures that depict scenes of peace. Integrate them into the garen
in the same way as the prayer flags.
Buddhist
Loving Kindness Meditation
Buddhist
Loving Kindness Meditation
If anyone has hurt or harmed me knowingly or
unknowingly in thought, word or deed, I freely
forgive them.
And I too ask for forgiveness if I have hurt anyone
or harmed anyone knowingly or unknowingly in
thought, word or deed.
May I be happy
May I be peaceful
May I be free
May my friends be happy
May my friends be peaceful
May my friends be free
May my enemies be happy
May my enemies be peaceful
May my enemies be free
May all beings be happy
May all beings be peaceful
May all beings be free
If anyone has hurt or harmed me knowingly or
unknowingly in thought, word or deed, I freely
forgive them.
And I too ask for forgiveness if I have hurt anyone
or harmed anyone knowingly or unknowingly in
thought, word or deed.
May I be happy
May I be peaceful
May I be free
May my friends be happy
May my friends be peaceful
May my friends be free
May my enemies be happy
May my enemies be peaceful
May my enemies be free
May all beings be happy
May all beings be peaceful
May all beings be free
Buddhist
Loving Kindness Meditation
Buddhist
Loving Kindness Meditation
If anyone has hurt or harmed me knowingly or
unknowingly in thought, word or deed, I freely
forgive them.
And I too ask for forgiveness if I have hurt anyone
or harmed anyone knowingly or unknowingly in
thought, word or deed.
May I be happy
May I be peaceful
May I be free
May my friends be happy
May my friends be peaceful
May my friends be free
May my enemies be happy
May my enemies be peaceful
May my enemies be free
May all beings be happy
May all beings be peaceful
May all beings be free
If anyone has hurt or harmed me knowingly or
unknowingly in thought, word or deed, I freely
forgive them.
And I too ask for forgiveness if I have hurt anyone
or harmed anyone knowingly or unknowingly in
thought, word or deed.
May I be happy
May I be peaceful
May I be free
May my friends be happy
May my friends be peaceful
May my friends be free
May my enemies be happy
May my enemies be peaceful
May my enemies be free
May all beings be happy
May all beings be peaceful
May all beings be free
I believe in every person’s worth and dignity.
In justice and compassion, I believe in equity.
Acceptance of each other and encouragement to
grow.
A free and open search for truth to find the way to
go.
I believe in every person’s worth and dignity.
In justice and compassion, I believe in equity.
Acceptance of each other and encouragement to
grow.
A free and open search for truth to find the way to
go.
Affirm the right of conscience and affirm
democracy.
The goal of world community with peace and
liberty.
Respect the web of nature of which we are a part.
These are UU principles I hold close to my heart.
- T. Larsen
Affirm the right of conscience and affirm
democracy.
The goal of world community with peace and
liberty.
Respect the web of nature of which we are a part.
These are UU principles I hold close to my heart.
- T. Larsen
I believe in every person’s worth and dignity.
In justice and compassion, I believe in equity.
Acceptance of each other and encouragement to
grow.
A free and open search for truth to find the way to
go.
I believe in every person’s worth and dignity.
In justice and compassion, I believe in equity.
Acceptance of each other and encouragement to
grow.
A free and open search for truth to find the way to
go.
Affirm the right of conscience and affirm
democracy.
The goal of world community with peace and
liberty.
Respect the web of nature of which we are a part.
These are UU principles I hold close to my heart.
- T. Larsen
Affirm the right of conscience and affirm
democracy.
The goal of world community with peace and
liberty.
Respect the web of nature of which we are a part.
These are UU principles I hold close to my heart.
- T. Larsen
I believe in every person’s worth and dignity.
In justice and compassion, I believe in equity.
Acceptance of each other and encouragement to
grow.
A free and open search for truth to find the way to
go.
I believe in every person’s worth and dignity.
In justice and compassion, I believe in equity.
Acceptance of each other and encouragement to
grow.
A free and open search for truth to find the way to
go.
Affirm the right of conscience and affirm
democracy.
The goal of world community with peace and
liberty.
Respect the web of nature of which we are a part.
These are UU principles I hold close to my heart.
- T. Larsen
Affirm the right of conscience and affirm
democracy.
The goal of world community with peace and
liberty.
Respect the web of nature of which we are a part.
These are UU principles I hold close to my heart.
- T. Larsen
Lord,
make me an instrument of your peace.
Where there is hatred,
let me sow love;
where there is injury, pardon;
where there is doubt, faith;
where there is despair, hope;
where there is darkness, light;
and where there is sadness, joy.
Lord,
make me an instrument of your peace.
Where there is hatred,
let me sow love;
where there is injury, pardon;
where there is doubt, faith;
where there is despair, hope;
where there is darkness, light;
and where there is sadness, joy.
- St. Francis of Assisi
- St. Francis of Assisi
Lord,
make me an instrument of your peace.
Where there is hatred,
let me sow love;
where there is injury, pardon;
where there is doubt, faith;
where there is despair, hope;
where there is darkness, light;
and where there is sadness, joy.
Lord,
make me an instrument of your peace.
Where there is hatred,
let me sow love;
where there is injury, pardon;
where there is doubt, faith;
where there is despair, hope;
where there is darkness, light;
and where there is sadness, joy.
- St. Francis of Assisi
- St. Francis of Assisi
Lord,
make me an instrument of your peace.
Where there is hatred,
let me sow love;
where there is injury, pardon;
where there is doubt, faith;
where there is despair, hope;
where there is darkness, light;
and where there is sadness, joy.
Lord,
make me an instrument of your peace.
Where there is hatred,
let me sow love;
where there is injury, pardon;
where there is doubt, faith;
where there is despair, hope;
where there is darkness, light;
and where there is sadness, joy.
- St. Francis of Assisi
- St. Francis of Assisi