2014
International Mission
Education Journal
Volume XXVIII
Nazarene Missions International
www.nazarenemissions.org
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International Mission
Education Journal
Volume XXVIII • 2014
Daniel Ketchum
Global NMI Director
Lorie Beckum
Editor
Gail Sawrie
Assistant Editor
If you translate the International Mission Education Journal into a language not already listed on the
NMI site (www.nazarenemissions.org), please e-mail a copy to the NMI Office (nmi@nazarene.org) with
“IMEJ” in the subject line. Others around the world may benefit from your efforts.
Mission Education Credit
Use of the International Mission Education Journal counts annually as the missions publications and
communications category of the mission education requirement for Mission Priority One (MPO). If you utilize
the children’s portion and adapt the adult lessons for youth or if you include children and/or youth in the
adult lessons, you could count that toward the children and youth requirement for MPO.
Scriptures quoted in the lessons from The Holy Bible, New International Version, copyright 1973, 1978, 1984, by the
International Bible Society are used with permission by Zondervan Bible Publishers. Scriptures from the New Revised
Standard Version of the Bible, copyright 1989, by the Division of Christian Education of the National Council of
Churches of Christ in the USA are used by permission. All rights reserved.
Nazarene Missions International
Church of the Nazarene
Global Ministry Center
17001 Prairie Star Parkway • Lenexa, KS 66220 • United States of America
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CONTENTS
ADULTS AND YOUTH CURRICULUM
LIVING MISSION—WALK HUMBLY
INTRODUCTION
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
CAUSE 1
CAUSE 2
Lesson/CAUSE Overviews; Walk Humbly .....................................................................4
Absorbing Christ-like Humility ......................................................................................9
Serving in Humility......................................................................................................13
Pursuing God’s Call....................................................................................................17
Embracing God’s Call.................................................................................................21
Desiring Simplicity ......................................................................................................26
Developing Simplicity .................................................................................................30
Lighting the Global Village..........................................................................................34
Celebrating the Global Village ....................................................................................38
When Helping Hurts: Partner .....................................................................................42
When Helping Hurts: Pray ..........................................................................................47
Grasping a Legacy of Leaving ....................................................................................51
Planning a Legacy of Leaving ....................................................................................56
Barriers .......................................................................................................................60
Trafficking ...................................................................................................................70
CHILDREN’S CURRICULUM
CARIBBEAN/USA/CANADA
Introduction
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Editor’s Note .............................................................................................................108
Caribbean/USA/Canada—An Overview ...................................................................109
Belize .......................................................................................................................112
Haiti ..........................................................................................................................114
Dominican Republic .................................................................................................119
Trinidad and Tobago ................................................................................................122
Guyana .....................................................................................................................125
Puerto Rico...............................................................................................................128
Jamaica ....................................................................................................................131
Dominica ..................................................................................................................135
Suriname ..................................................................................................................138
Canada .....................................................................................................................141
United States ............................................................................................................145
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ADULT/YOUTH CURRICULUM
Living Mission—Walk Humbly
Lesson/CAUSE Overviews
Jesus called us to follow His example. Through His teaching He modeled a lifestyle of care for all
people and calls us to do the same. Living Mission informs, inspires, and involves you and others in your
church for God’s global mission.
Lesson 1: Absorbing Christ-like Humility
Adopting a Christ-like model of mission doesn’t always start with being a leader or even a servant. It
starts with brokenness. In a world driven by rank and status, we are called to “walk humbly.” It means full
submission to God’s mission in the role He has for us at His table—host, servant, or guest.
Lesson 2: Serving in Humility
As denominational church leaders challenge us to be a “missional church,” many people on the local
level ask, “What does it look like to be a missional church?”
Lesson 3: Pursuing God’s Call
Getting caught up in the questions of “who, what, and when” of experiencing “the call” causes us
sometimes to miss Jesus’ universal calling for all who want to walk in His footsteps. Our calling, no matter
the vocation, is to be broken and mended by God alone so we can truly display kindness or favor to others.
Lesson 4: Embracing God’s Call
If you are a follower of Christ, the Scripture is clear—the universal calling for every believer is to heal
the broken. Experiencing a specific call on your life is a wonderfully divine privilege; it is not to be
undervalued. But, as great as it is, it is a part of the universal call. You are called right where you are for the
sake of God’s mission in this world.
Lesson 5: Desiring Simplicity
If Christ is the perfect human, then being human really ought to be much simpler. But we tend to
complicate life with lots of things that separate us from God. We were created for God, not for our “things.”
To “walk humbly” is a call to be simply human and let God make us more like Christ, a humble servant.
Lesson 6: Developing Simplicity
Refugees live simply. Missionary Amy Crofford offers suggestions to help you understand their
experiences. Desire God’s grace found in simple living and develop a greater desire for practices of
simplicity in God’s global mission and in your life.
Lesson 7: Lighting the Global Village
God calls us to be set apart from the world because God loves the world. Confusing! When are we to
be invested in the world, and when are we called to stand out from it? Internet, social networking, mobile
devices, and air travel have brought a global community together; we are a global melting pot. But
sometimes it feels as though that pot is about to boil over.
Lesson 8: Celebrating the Global Village
Cultural influences bombard us at every turn. In 2 Kings 4:38-41, we see God calling a chosen people
to concern themselves with what they contribute to the melting pot, instead of spending time keeping
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elements out. Without compromising the Gospel, we can add the light of Christ to a global community and
watch the Holy Spirit transform our lives, communities, and world.
Lesson 9: When Helping Hurts: Partner
Sometimes we get God’s mission confused with what we think are the best ways to help others. And it
can be hard to tell where God’s will stops and our wills begin.
Lesson 10: When Helping Hurts: Pray
Often we let our cross-cultural ignorance, worldview, or personal preferences get tangled up with what
God calls us to do. God’s universal call to mission is a call to examine the desires of our hearts, learn about
context and culture, and give ourselves away for His salvation of the world.
Lesson 11: Grasping a Legacy of Leaving
We often view ministry/mission as something that is established then finalized, instead of embracing the
change from one legacy to the next. Our goal in participating in God’s mission should be to embrace
discipleship to the extent that ministries can be passed on.
Lesson 12: Planning a Legacy of Leaving
It seems obvious to say that none of us will be around forever. And yet we often view ministry and
mission as something that is built and finished, instead of embracing the change from one legacy to the
next. It should be our goal in God’s mission to embrace discipleship so that our ministries can be passed on
in love instead of brokenness.
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CAUSES
CAUSE 1: Barriers
Jesus never left His home country, but consistently broke down barriers: socializing with outsiders,
touching the unclean, and sharing meals with His enemies. He even overcame the barriers of sin and death!
Because of Jesus, every obstacle can be overcome. And the Holy Spirit helps us continue Christ’s work of
building bridges and tearing down walls with the Father’s love (Matt. 27:51-53; John 3:16-17; Acts 1:8).
What is “cross-cultural ministry?” How do we minister cross-culturally if we do not leave our countries or
know anyone from beyond our borders? This CAUSE should expand “cross-cultural ministry” by helping your
people love others across a variety of boundaries.
CAUSE Week 1—Immigration
CAUSE Week 2—Racism
CAUSE Week 3—Intergenerational
CAUSE Week 4—Interdenominational
CAUSE Week 5—Interfaith
CAUSE Week 6—Lesbian, Gay, Bisexual, and Transgender
CAUSE Week 7—Socioeconomic
CAUSE Week 8—Bullying
CAUSE Week 9—Cross-cultural
CAUSE 2: Human Trafficking
Four out of the seven billion people in the world are oral communicators: people who can’t, don’t, or
won’t take in new information in ways that are meaningful to them. Many times the Gospel is communicated
to them in printed form, but many of these people do not really hear or understand it. The more we
understand opportunities for making disciples among these oral cultures, the more our hearts are drawn to
them. The Church of the Nazarene has offered many opportunities, including World Mission Broadcast and
JESUS Film Harvest Partners. Others are new and some are yet to be developed, such as Bible
Storytelling.
CAUSE Week 1—Introduction to Human Trafficking
CAUSE Week 2—Vulnerability Part 1: Poverty and Gender
CAUSE Week 3—Vulnerability Part 2: Abuse
CAUSE Week 4—Exploitation
CAUSE Week 5—What Makes People Vulnerable in My Community? Exploration and Integration
of Learning
CAUSE Week 6—Biblical Foundations for Engagement Part 1: Dignity and Identity—The Victim
CAUSE Week 7—Biblical Foundations for Engagement Part 2: Dignity and Identity—The Church
CAUSE Week 8—Responses Part 1: Prevention, Intervention, and Restoration
CAUSE Week 9—Responses Part 2: Partnership, Policy, and Business as Mission
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WALK HUMBLY
“He has shown you, O mortal, what is good. and what does the Lord require of you?
To act justly and to love mercy and to walk humbly with your God.”
Micah 6:8, NIV
Have you ever wondered exactly what God means in Micah 6:8? How do we act justly, love mercy, and
walk humbly? Last year, Living Mission addressed the issues of loving mercy and how, in mission, each of
us comes to understand what it means to love mercy. This year we will look at the command to walk
humbly.
Through the twelve lessons included, you will be challenged to understand what walking humbly means
and how to live it within your community, church, and around the world.
More information can be found on the Living Mission Web site (www.livingmission.com). New resources
and updates are added throughout the year.
In addition, the Facebook Living Mission group at
https://www.facebook.com/groups/104428492923551/ is a place where many mission leaders gather to
discuss how they use Living Mission, ask questions, and post exciting results. This is a great place to pick
up—or post—additional lesson presentation ideas.
These lessons are designed to inform, inspire, and involve people in living out God’s call for each of us
to “act justly, love mercy, and walk humbly.”
South African writer, teacher, and Christian pastor, Andrew Murray says, “To know the humble man, to
know how the humble man behaves, you must follow him in the common course of daily life.”
Recently, Global Mission Director Verne Ward told of a chance meeting in the jungles of Papua New
Guinea with a witch doctor named Yibop:
After I’d served as a missionary in the mountains of Papua New Guinea for two and a half
years, my friend Samuel, a new believer, became sick. I walked over several mountain ridges,
through a forest trail, to visit him in his village. On my way there, I crossed paths with a man
coming from the other direction, and we greeted one another. When I reached Samuel’s home, we
talked and prayed.
He said, “I really needed your encouragement. The chief witch doctor from this area was just
here.”
When Samuel described the man, I knew it was the same one I passed on the trail. I walked
home past some houses where several men were sitting and talking. We exchanged greetings. I
recognized the witch doctor, so I said to him, “Samuel doesn’t need you. He’s trusting in God for
his healing. You stay away from him.”
Then I turned and continued home. I didn’t get very far before the Holy Spirit said to me, “What
was THAT?”
I said, “I’m trying to look out for Samuel.”
He said, “That is no way to treat a person.”
I said, “Yeah, but he’s a witch doctor.”
And the Lord said, “I love that man.”
I turned around, went back, and sat with the men to talk for a little while. I understood why they
did not want to talk freely. Finally, I said to the witch doctor, who was named Yibop, “I came back
because God told me He was disappointed with how I spoke to you. I want to apologize for
greeting you with disrespect. I hope you will accept my apology.”
Yibop did accept my apology. It is an important lesson in my life, to humbly respect every
person regardless of their beliefs, values, or behavior. I tried to stand up for Christ and stand up for
my friend Samuel; but that was me trying to use power with my own strength. In fact, I learned as I
got to know Yibop that the desire for power is what draws many people in Papua New Guinea to
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practice magic. God has a different kind of power that is rooted in His own humility. And ours.
Yibop also learned this about this holy power after he later came to Christ in an astonishingly
miraculous way. God used Yibop to eventually lead many other witch doctors to Christ.
Whatever the circumstance, every believer is called to walk as Jesus walked, with humility.
In the pages of this year’s Living Mission you will find compelling examples of how Nazarene
missionaries live out the third command in Micah 6:8—to walk humbly. You will gain an understanding of
how mission life is one of simplicity and how missionaries are trained to help without hurting the cultures.
You will learn what it means to be called to missions and will be inspired by Nazarene missionaries as they
tell of handing the work God gave them to national leaders.
Thank you for encouraging your people to make it their “living mission” to act justly, love mercy, and
walk humbly with our God.
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LESSON 1: Absorbing Christlike Humility
PURPOSE



Become aware of how Christ chose to serve with God’s mission in mind
Appreciate humility as an attitude where true community starts and is cultivated
Adopt a guest/servant/host mentality
Preparation
Contact the group two weeks in advance to announce that they will have a meal together at the
meeting. Ask people to sign up for what they will bring—entrees, sides, desserts, drinks, bread, plates, etc.
Have the dining area set so everyone can sit together and observe each other. For small groups, this will be
simple; large groups may want to sit at tables set up in a large rectangle.
Have a Bible available to read the scriptures.
Write the following sentences and word list on a poster or display them so that all can read. Start the
meeting with this group activity of filling in the blanks:
It might be a surprise to some that adopting a Christ-like model of mission doesn’t always start with
being a _(leader)____ or even a __(servant)___. It starts with _(brokenness)___. In a world driven by rank
and status, __(humility)__ is foreign, yet we are called to “walk humbly.” This won’t be easy. It means full
submission to God’s _(mission)___ in the role He has for us at His table—host, servant, or guest.
Jesus often uses the table as a space to teach about what the kingdom of God will look like. At His table,
the __(broken)_ are guests of honor, the servants serve the ___(wounded)__, and the host invites the
__(poor)__. Jesus occupies all three of these roles in His ministry; we must do the same as we attempt to
serve and love others. Sitting at a table with the Lord requires a degree of humility unmatched by any other
place. Taking our place in the community is sometimes difficult and many people decline, but this is what
Christ-like mission looks like. And the feast at His __(table)__ is one we don’t want to miss.
Word List
Table Poor
Brokenness
Mission
Leader Humility
Wounded
Servant
Broken
Scripture Reading: Luke 14:7-24; John 13:1-17; John 4:1-26
Presentation
Activity
As people enter the meeting, ask everyone to observe how the group acts and interacts before and
during the meal. That is all that needs to be said by way of instruction. The point is for them to observe how
people interact.
Discussion
 What did you notice about the group during the meal? For instance, did anyone notice any special
seating situations, who served and was served, who appeared to take a leader’s role, and who acted
more like a guest?
 Have you ever witnessed a situation where having the most prominent position was what seemed to
matter most? What was that experience like?
 After observing everyone’s behavior and different roles during the meal, what do you think this has to
do with humility and your “living mission”?
Opening Prayer
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Lord Jesus, create humble hearts in us so that we that we might embrace Your humility. That may mean we
must be broken, we must serve, and/or we must invite others to join us. Help us to be willing to accept any
of these roles from You. Let Your people and Your church be what You envisioned from the start. Amen.
Scripture Discussion
 What observations do you have about what it means to sit at a table with the Lord after listening to the
scriptures?
 If we equate “sitting at a table with the Lord” with humility, what aspects of humility did you notice in the
scripture?
 How much time during the day do you spend thinking about humility?
 After listening to the scripture, how important is humility from God’s perspective?
Mission Story: Educators Wanted: Humble Hearts Required
Mary Spaulding has a Ph.D. in biblical studies, is an ordained deacon in the Church of the Nazarene,
and serves as an adjunct faculty member at Nazarene Bible College and Fuller Theological Seminary, both
in Colorado Springs, Colorado. She also periodically teaches in colleges around the world.
In 2010, Mary taught in Liberia, where civil war decimated the lives of its people for years. Mary
witnessed the results: a decade of no education, a generation of young people who cannot read or write,
and knowledge of what to teach and how to learn completely forgotten by the people.
Mary taught a Bible course in Monrovia for Nazarene Theological Institute. Several students traveled
great distances to attend the class, walking along muddy dirt paths, hitching rides when possible, and some
traveling four days to attend the five-day class. Students slept on the bare floor of the church nightly and ate
one meal each day. When rain hit the tin roof and drowned students’ and instructors’ voices, the students
earnestly leaned forward to catch every word, eagerly seeking knowledge and wisdom from God’s Word.
Mary says that the needs are great in Africa, and the blessings of servanthood far outweigh difficulties
educators might encounter along the way. She taught in dirt-floor classrooms with no white boards, much
less any computers. There were no pens or papers for the students unless she brought them, and the
students’ laps served as their desks. Some classes were under trees, shifting plastic chairs to catch the
shade in the hot sun. Other times the group learned in classrooms without electricity or other public facilities
nearby.
However, Mary says it would be hard to find students who are more eager than the ones she
encountered. To afford any education, many Africans must continue their daily work. They can only take
short breaks from their farms, their herds, or their city jobs. Because of this, many programs are based on
one-week courses held quarterly in central locations to which the students travel.
Mary warns, “Whatever your skills and training, do not approach the developing world with an attitude of
superiority—intellectual or otherwise. ‘God opposes the proud but gives grace to the humble’ (James 4:6).
Haughty hearts may stay home!”
Mary has served in Africa 8 times in 11 locations, from 2-week stints to a full semester in length. She
says she always has learned and gained from the Africans much more than any information she might have
brought to them.
“Lila Watson, an Australian aboriginal, says it so well,” declares Mary. “‘If you have come to help us,
you are wasting your time. If you have come because your liberation is bound up with ours, then let us work
together.’”
Mary has seen the heart of Christ in Africans who own almost nothing but are willing to share whatever
they have. She has learned the true meaning of the kind of community Christ desires for His church: a total
dependence on God while maintaining an interdependence with each other to face the strains of life and
death together.
“We find our true freedom as human beings,” says Mary, “not at the cessation of war, not in our
wasteland of materialism, not even under ‘free’ governments run by weak and sinful politicians, but only as
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we serve Jesus Christ through His body here at home and around the world. Come, let us experience His
liberation…together!”
Source: www.engagemagazine.com
Discussion
 What are your thoughts about Mary Spaulding’s story?
 What examples of humility did you notice?
 How do you think you would face a similar situation (applying it to your own occupation)?
 What aspects of your life would need to change to approach such a situation?
Get Involved!
Personal Humility
Living in humility may mean that we recognize the older son from the story of the Prodigal Son in our
own lives. This means comparing our lives and how we live out humility in comparison with what Scripture
says. To put it simply, embracing the guest/servant/host mentality may require change. Encourage the
group to keep journals this year as you explore aspects of humility in God’s mission, asking them to record
daily how they occupy these three roles.
Living in Tension
Living in humility may mean living in tension with a broken world where some people seem to have no
place. Volunteer at a homeless shelter or food pantry in your community. (If there is none, perhaps your
group will initiate one.) As you help, talk to the people you serve, learning their names and stories. Then
continue to serve by praying for them when you are away from that ministry.
For the more daring, ask the leader of such a ministry if it would be acceptable for the group to host a
foot-washing service at the ministry. Respect the dignity and privacy of the people you serve by asking
permission to wash their feet. While it is dirty work, the fruit from this simple act could be eternal.
Pray
 Think about Jesus’ interaction with the woman at the well. Do you intentionally go places where you
meet people who may feel they have “no place to sit at a table with the Lord”? If so, pray for the people
you meet in such places. If you have not taken this step, ask the Lord’s guidance in knowing where you
can help people see how Jesus can change their lives, then ask Him to help you go there “in His
strength.”
 Sometimes we don’t quite know how to be broken daily. Start each day praying the tax collector’s
prayer in Luke 18:13, “God, have mercy on me, a sinner.” Ask the Lord to help you be aware of any sin
in your life.
 Pray that God will lead you to the poor to serve them, and act when God directs.
Resources
Spaulding, Mary. “Educators wanted: Humble hearts required.” Engage Magazine
(www.engagemagazine.com) 29 March 2012: n. pag. Web. 18 Aug. 2012.
Godoy, Ánderson. “Reflections on God’s call” Engage Magazine (www.engagemagazine.com) 2 May
2012: n. pag. Web. 3 Aug. 2012.
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Information Sheet
LESSON 1—Absorbing Christlike Humility
Scripture Reading: Luke 14:7-24; John 13:1-17; John 4:1-26
Big Idea
Adopting a Christ-like model of mission doesn’t always start with being a leader or even a servant. It starts
with brokenness. In a world driven by rank and status, we are called to “walk humbly.” It means full
submission to God’s mission in the role He has for us at His table—host, servant, or guest.
How Christians Help
In 2010, Mary Spaulding taught a Bible course in Liberia, where civil war had interrupted education for a
decade. Students traveled great distances to attend the class, walking along muddy paths and sometimes
traveling four days to attend the five-day class. They slept on the floor of the church, ate one meal daily, and
eagerly learned from God’s Word.
Mary warns, “Whatever your skills and training, do not approach the developing world with an attitude of
superiority—intellectual or otherwise. ‘God opposes the proud but gives grace to the humble’” (James 4:6)
Source: www.engagemagazine.com
Get Involved!
Living in humility may mean that we recognize the older son from the story of the Prodigal Son in our own
lives. This means comparing our lives with Scripture. Embracing the guest/servant/host mentality may
require change. Keep a journal as you explore aspects of humility in God’s mission, recording how you
occupy these three roles.
Pray
 Do you intentionally go where you meet people who may feel they have “no place to sit at a table with
the Lord”? If so, pray for those people. If not, ask the Lord where you can help others understand his
great love and invitation to come as they are and see how Jesus can change their lives.
 Start each day praying the tax collector’s prayer in Luke 18:13, “God, have mercy on me, a sinner,” and
asking for awareness of sin in your life.
 Pray that God will lead you to the poor to serve them, and act when God directs.
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LESSON 2: Serving in Humility
PURPOSE



Become aware of how Christ chose to serve with God’s mission in mind
Appreciate humility as an attitude where true community starts and is cultivated
Adopt a guest/servant/host mentality
Preparation
Ask people to read and prepare to tell the stories of Tim, LeAndre, the basketball players, and the
“baby room”.
Display on a board or poster the steps below that the Flint Eastside Mission took to become more
“missional.”
Presentation
Ask the group to determine what the church together and individuals can do to serve others where you
live. Write down their responses following the statements.
1. Start by serving lunch, then expand.
2. Don’t stop with food! What other needs do we see?
3. Compassion is contagious. Involve others.
4. Put on your “thinking caps” and pray.
Mission Story: Becoming a Missional Church
As Nazarene leaders challenge us to be a “missional church,” many people on the local level ask,
“What does it look like to be a missional church?”
Roger Lutze is the executive director of the 18-year-old Flint Eastside Mission in Michigan. He sees
opportunities for a missional church daily.
Flint Eastside Mission started by serving lunch, then expanded by distributing groceries. Later they
opened a clothing house and began distributing Easter baskets and Christmas gifts during the holidays.
Roger says that feeding and clothing people are not enough. There are hurts, fears, emotional wounds,
and spiritual needs that must be addressed. Weekly, people needing prayer and a listening ear make
contact with the ministry, and occasionally the mission personnel see results from their prayers, as in the
following cases.
Tim was at the mission the first day Roger arrived, and many had encouraged—even prodded
him—to quit drinking and get his life on track. He tried, more than once. At the point when Roger
met Tim, a doctor had told Tim he would not live long if something did not change.
The mission personnel prayed with and for Tim often, and God is answering their prayers. Tim
is sober and trying to help others with drinking problems. His relationship with Jesus Christ is
beginning to blossom. Tim is moving forward, and Jesus Christ is the difference.
***
LeAndre often went to the mission for lunch before going to school. He was in an adult
alternative school to complete his high school work for a diploma. LeAndre was 17 and had a 5year-old daughter. The people at the Flint Eastside Mission continually encouraged LeAndre to
complete his high school and get the diploma. Today, LeAndre is in college and doing well. The
people at the mission still pray that God will continue what He started in LeAndre’s life.
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Don’t stop with food! The first thing that often comes to mind when striving to serve a community is food
distribution. However, where people are hungry, they often are also short on funds for medical care.
Flint Eastside has an eye doctor who volunteers two days a month, giving eye exams and
distributing glasses at minimal cost to the recipients. One evening Roger received a phone call
from a high school basketball coach, who had two players in desperate need of glasses. They were
fitted with glasses free of charge, allowing them to continue playing basketball.
The mission also has a “baby room,” where mothers can pick up diapers, formula, and other
items for their little ones. Four women volunteer on a regular basis to distribute supplies to parents
in need.
Contagious compassion. When the Church serves its neighborhood, it creates momentum that draws
others into participation.
When a group came to help with some clean-up and painting, a man from the neighborhood walked
past, asked what was happening, and, in a few minutes, came back with a paint brush, saying, “If you are
helping clean up our neighborhood, I want to help.”
Roger said that for many years, he thought the community was “doing just fine.” Yet, when the Flint
Eastside Mission personnel really opened their eyes, they discovered neighbors who were facing difficult
situations and just barely hanging on.
Roger suggests people put on their “thinking caps” and pray. He is confident that God will lead to a
missional project unique to your church.
Discussion
 If your church has a ministry similar to the Flint Eastside Mission, ask group members who volunteer
there to tell of their experiences.
 Talk about your community, its needs, and evaluate the abilities within your group in light of those
needs. In what ways can each of you help edify people in need around you?
Get Involved!
Finding a Place to Serve
“Walking humbly” requires getting involved in some way: participating in the annual 30 Hour Famine for
youth (see www.30hourfamine.org/naz/about), going on a mission trip, interceding, or doing your own
mission initiative. Have the group pray for God to guide your thoughts to a global issue about which you can
all be passionate, then plan what needs to be done. The point is to “walk humbly,” doing what God directs.
Then share the group’s initiative on the Living Mission Facebook page (see information in introduction of this
planner).
Pray
 Gather with friends to have communion together, and pray that God would make you more aware of
what it means to come to His table in humility.
 Pray for your church to be a place that honestly shows humility, taking responsibility for being the
guest/servant/host at a table with the Lord seriously.
Closing Prayer
Jesus, humble us so that we might take steps toward Your table. We are broken; heal us and lead us to
others who are broken. Give us Your vision so that we might not miss those who are in need of Your
embrace. Thank you for love, for Your humble sacrifice, and for Your perfect example. Amen.
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Additional Activity
Engage magazine is in need of stories from individuals and groups who are attempting to live missional
lives. Encourage your group members to share their thoughts and experiences in essay form and send them
in. For more information, read this information: www.engagemagazine.com/content/what-does-it-mean-bemissional.
Resource
Lutze, Roger. “Becoming a missional church.” Engage Magazine (www.engagemagazine.com) 21 May
2012: n. pag. Web. 19 Aug. 2012.
16
Information Sheet
LESSON 2—Serving in Humility
Scripture Reading: Luke 14:7-24; John 13:1-17; John 4:1-26
Big Idea
As Nazarene leaders challenge us to be a “missional church,” many people on the local level ask, “What
does it look like to be a missional church?”
What Is the Church of the Nazarene Doing?
Flint Eastside Mission started by serving lunch, then expanded by distributing groceries. Later they
opened a clothing house and began distributing Easter baskets and Christmas gifts during the holidays.
Executive Director Roger Lutze says that feeding and clothing people are not enough. There are hurts,
fears, emotional wounds, and spiritual needs that must be addressed. Weekly, people needing prayer and a
listening ear make contact with the ministry, and occasionally the mission personnel see results from their
prayers, as in the following cases.
Roger said that for many years, he thought the community was “doing just fine.” Yet, when the Flint
Eastside Mission personnel really opened their eyes, they discovered neighbors who were facing difficult
situations and just barely hanging on.
Roger suggests people put on their “thinking caps” and pray. He is confident that God will lead to a
missional project unique to your church.
Get Involved!
“Walking humbly” requires getting involved in some way: participating in the annual 30 Hour Famine for
youth, going on a mission trip, interceding, or doing your own mission initiative. Pray for God to guide you to
a global issue about which you can be passionate, then plan what needs to be done. The point is to “walk
humbly,” doing what God directs.
Pray
 Gather with friends to have communion together, and pray that God would make you more aware of
what it means to come to His table in humility.
 Pray for your church to be a place that honestly shows humility, taking responsibility for being the
guest/servant/host at a table with the Lord seriously.
17
LESSON 3: Pursuing God’s Call
PURPOSE



To be aware of misconceptions behind the idea of being called
To understand the challenges of those who have accepted a humble calling, such as missions, on their
lives
To embrace the universal calling for those who long to humbly follow Christ
Preparation
Gather a full-length mirror, markers notecards and pencils for the Activity.
Write the following words on a poster or board, large enough for the group to read:
CHANGED
COMPASSION
DESIRES
DISCIPLES
HURTING
MINISTRY
NEED(S)
RESOURCE(S) TALENTS
UNIVERSAL CALL
These words will be used in the mission story.
Presentation
Scripture Reading: Matthew 9:9-13; Hosea 6:1-6
Activity
 Draw the group’s attention to the full-length mirror and dry-erase markers. Draw a vague outline of a
person standing in front of the mirror. Choose several volunteers (an even number) from your group,
and distribute notecards and pencils to all but the last person.
 Volunteer 1—Think of a simple action, write it on your notecard, and pass it to the next person.
 Volunteer 2— Read the action on the card you received. Keep that card. On your blank card, sketch a
simple picture of the action. Pass your card with the picture to the next person.
 Volunteer 3—Look at the picture, write what you think is depicted on your notecard, and pass your card
to the next person.
 Remaining Volunteers—alternate instructions for Volunteers 2 and 3. For instance, the next volunteer
would follow Volunteer 2’s instructions.
 Final Volunteer—Act out the written action on the card.
Have the group show the cards that made up the chain. This can open a discussion about
misunderstanding the idea of being called.
Discussion
1. What does it mean to be “called by God” to something?
2. How does this activity show what might happen when God calls someone?
3. Have you experienced God’s call on your life? If so, to what has God called you and how has accepting
it affected you?
Mission Story: What It Means to Have a Call
Read this story aloud to the group, or ask a member (or a few members) of the group to read it aloud.
Tell the group that every time one of the words (listed above in the Preparation section and highlighted
below) is said, they are to raise both hands and wiggle their fingers.
18
Scott Dooley, a medical missionary at Kudjip Nazarene Hospital in Papua New Guinea, explains
what he believes “having a call” means.
Scott says the real call to all Christians is to be changed by Christ and involved in making
disciples, helping others become Christ-like. Scripture is full of the “universal call”: making disciples;
being a nation of priests; bearing fruit; taking up our cross; etc.
When people talk about “being called,” they often refer to a certain place or ministry. Such a
specific call comes from the primary call of the believer. Scott says, “I believe God guides us through
the desires and talents He gives us. Here is the problem: I feel many Christians never seriously ask.”
In college before Scott recognized a specific call, he took a missions class. Upon discussing the
parable of the Good Samaritan (Luke 10:25-37), the idea of “call” was presented as “seeing a need,
having the resources to meet the need, and being moved with compassion to do so.” That struck
Scott as a model of the Christ’s ministry. Scott prayed, “God, I am yours. Make me into a resource You
will use to meet real needs in a hurting world.”
That prayer led Scott into ministry in the inner city and ultimately led to a call to medical missions.
Scott wanted to help people, loved science, and was fascinated by medicine; becoming a doctor made
sense.
Scott says that when any Christian sincerely prays to be used to help a hurting world, God will lead
that person through talents and desires to discover and meet the needs of those nearby. That person will
seek more opportunities to build God’s kingdom. Such is the call of all Christians.
Source: www.engagemagazine.com
Discussion
 In what ways did Scott Dooley’s explanation of “the call” change your perspective?
 What are your thoughts on the idea of “call” as “seeing a need, having the resources to meet the need,
and being moved with compassion to do so”?
 How has God used your talents and desires to shape your present life and/or your future?
Mission Call Coordinator
Receiving a specific call on your life is a joyous, fulfilling experience. It can also be difficult, especially if
the “called one” is unsure of the steps needed to attain the ultimate goal of ministry.
The mission call coordinator helps disciple young people who feel a specific call to missions, answering
questions, and involving them at the local and district levels of the church. Locally, it might mean helping
people find places of service within the local church body.
A district mission call coordinator (MCC) assists young people in contacting Global Mission
Mobilization, the ministry that helps guide people toward mission service. The district MCC also encourages
fellowship between those on the district who are called.
The mission call coordinator has become a source of encouragement for people who might otherwise
have their specific calls crushed by a fear of the unknown.
Get Involved!
Discipleship
Having a call and experiencing discipleship should never be separated. A specific call on our lives and
our universal call as a church will come with great challenges.
Mentoring someone or being mentored cultivates accountability. Mentoring helps keep the “called one”
on track. Develop a mentoring plan within your church, pairing strong believers with young people who may
be struggling with God’s call on their lives.
19
Pray
 Using Hosea 6:1-6 as inspiration, write a prayer. Share the prayer with a friend or mentor, and commit
to pray it together regularly.
 Pastoral ministry of any type is a difficult calling. Pray for your pastor(s) daily. Set a weekly time when
church members surround the pastoral staff with prayer.
Resources
Dooley, Scott. “What it means to have a ‘call’” Engage Magazine (www.engagemagazine.com) 14 Apr.
2011: n. pag. Web. 2 Aug. 2012.
20
Information Sheet
LESSON 3—Pursuing God’s Call
Scripture Reading: Matthew 9:9-13; Hosea 6:1-6
Big Idea
Getting caught up in the questions of “who, what, and when” of experiencing “the call” causes us sometimes
to miss Jesus’ universal calling for all who want to walk in His footsteps. Our calling, no matter the vocation,
is to be broken and mended by God alone so we can truly display kindness or favor to others.
What Is the Church of the Nazarene Doing?
Scott Dooley, a medical missionary in Papua New Guinea, says the call to all Christians is to be
changed by Christ and involved in making disciples, helping others become Christ-like.
In college before Scott recognized a specific call, he took a missions class. Upon discussing the
parable of the Good Samaritan (Luke 10:25-37), the idea of “call” was presented as “seeing a need, having
the resources to meet the need, and being moved with compassion to do so.” Scott prayed, “God, I am
yours. Make me into a resource You will use to meet real needs in a hurting world.”
That prayer ultimately led to a call to medical missions. Scott wanted to help people, loved science, and
was fascinated by medicine; becoming a doctor made sense.
Scott says that when any Christian sincerely prays to be used to help a hurting world, God will lead that
person through talents and desires to discover and meet the needs of others. Such is the call of all
Christians.
Source: www.engagemagazine.com
Get Involved!
Having a call and experiencing discipleship should never be separated. Mentoring someone or being
mentored cultivates accountability. Mentoring helps keep the “called one” on track. Are you being discipled,
or are you discipling someone?
Pray
 Using Hosea 6:1-6 as inspiration, write a prayer. Share it with a friend or mentor, and commit to pray it
together regularly.
 Pastoral ministry of any type is a difficult calling. Pray for your pastor(s) daily. Set a weekly time when
church members surround the pastoral staff with prayer.
21
LESSON 4: Embracing God’s Call
PURPOSE



To be aware of misconceptions behind the idea of being called
To understand the challenges of those who have accepted a humble calling, such as missions, on
their lives
To embrace the universal calling for those who long to humbly follow Christ
Preparation
Ask someone to read the story of Dietrich Bonhoeffer.
To encourage participation, copy the segments of “the story of Dietrich Bonhoeffer, cut them apart, and
distribute them to attendees to read during the presentation.
Presentation
What Is the Call of God?
[Read the following to the group.]
If you are a follower of Christ, the Scripture is clear—the universal calling for every believer is to heal
the broken. However, this means doing something the Pharisees never understood: it means allowing
yourself to be broken and torn apart by that call to better display God’s unfailing love and kindness.
Experiencing a specific call on your life is a wonderfully divine privilege; it is not to be undervalued. But,
as great as it is, it is a part of the universal call. Know this: you are called right where you are. If you are
listening, that truth should send you to your knees, then flat to the ground for the sake of God’s mission in
this world.
Mission Story: Dietrich Bonhoeffer
[Have someone read this story to the group.]
Dietrich Bonhoeffer Source: DBonhoeffer.org
Born in 1906 and raised in a well-to-do, intellectual family, Bonhoeffer was becoming a driving force for
reform not only the Christian Church in Germany, but the Church Universal. This was before the Nazis came
to power in Germany, which changed everything.
Bonhoeffer became a contributing member of Abwehr, a group committed to the anti-Hitler resistance.
He spent the remainder of his life ministering to his fellow prisoners until his execution in 1945.
Bonhoeffer’s life and writings remain a source of inspiration and study for theologians and laity. His
thoughts and ideals on justice, community, and discipleship continue to challenge the structure and purpose
of the modern-day Church.
Bonhoeffer’s call was one that none of us want for ourselves, our families, or our friends. Before his
execution, Bonhoeffer was stripped of his clothes, beaten, then hung. This took place just two weeks before
Bonhoeffer’s prison camp was liberated. His father said of his son’s untimely death, “We are sad, but also
proud.”
Discussion
 What is your first reaction to the call on the life of Dietrich Bonhoeffer? Do you think he was called to
martyrdom?
 How does this relate to what you have heard and seen about a call?
22

How does this change your perspective on what it means to be called?
Ask someone to read the observations of Anderson Godoy.
To encourage participation, copy the segments of “Reflections on God’s Call “cut them apart, and
distribute them to attendees to read during the presentation.
Mission Story 2: Reflections on God’s Call
Read this information aloud to the group, or ask a member (or a few members) of the group to read it aloud.
Ánderson Godoy, a graduate of the Seminario Teológico Nazareno Sudamericano in Quito, Ecuador,
has a call to mission in Asia and is studying at Asia-Pacific Nazarene Theological Seminary in the
Philippines. He makes the following observations about a call.
Elements in Discovering the Call
The first element: middle ground between “being with God” and “doing for God”
Prayer and self-development are not enough if we ignore the ministry opportunities around us.
Focusing on activities, but forgetting to seek God’s direction, is just as limiting. Being busy is not
synonymous with being godly. We all need a little of both.
The second element: identification of dreams, passions, talents, and spiritual gifts
If you live a godly life, your dreams and passions will, at least in part, reflect the nature of God’s call for
you. Since I was a child, two of my greatest passions were the Asian world and academics. My dream was
to be a scientist. Although not exactly what God had planned, it was a prelude to what He wanted.
Dreams and passions should be analyzed in light of talents and spiritual gifts. Be aware of feedback
from godly people who know you; they are able to observe your strengths and weaknesses more objectively
than you can.
The third element: spiritual determination
Spiritual conviction implies intentionality, discipline, and intensity in seeking the Lord’s will and the
testimony of His Spirit (Romans 8:16). God’s response to our determination may come through prayer, His
Word, another person’s observations, etc. Spiritual determination brings conviction from the Spirit; and this
conviction—as opposed to human emotion—will stay firm during changing circumstances.
Benefits of Having a Clear Call
The call gives a sense of direction.
In my country we have a saying: “If you don’t know where you’re going, you may as well ride any bus.”
If you do not have a goal, you may get lost in the race or not even start it!
The call maximizes the fruit of ministry.
“Fruit” is not statistics or popularity, but focus. When you concentrate your energies, talents, and time in
the specific area where God has called you, you will accomplish things more effectively and your ministry
will bear more abundant fruit.
The call of the Lord gives security and peace.
When you are where God wants you and doing what He called you to do, everything becomes easier.
This does not make your life obstacle-free; however, He will help you overcome those obstacles and will
take care of you. The Lord’s security and peace will strengthen you for “endurance and patience”
(Colossians 1:11), making the difference during a crisis.
23
The Fine Print
The call of the Lord always demands a response.
When we ask in faith for the Lord to show us His call, we never know what He will ask of us. In my
case, I had to leave college, family, and friends and go on a pilgrimage that has shaped me for eight years
and brought me as far as I can go from my hometown.
The call of the Lord is a call to learn.
God will not call you to do something that you have already mastered. He is a God of challenges, and
your call will involve learning new things, going out of your comfort zone, and being in situations where you
will recognize how little you know.
This is especially true in missions, where simple tasks, such as eating or greeting, can become
anthropological riddles. Do not panic. You will move on; and you will become not only a better minister, but
a better person!
Discussion
The following observations are made by Ánderson Godoy regarding a response to God’s call. In the space
following the observations, first write down, then discuss in your small group what you need to explore to
maximize that point in your life, whether it is a specific call or the universal call for all Christians.
Elements in Discovering the Call
The first element: middle ground between “being with God” and “doing for God”
The second element: identification of dreams, passions, talents, and spiritual gifts
The third element: spiritual determination
Benefits of Having a Clear Call
The call gives a sense of direction.
The call maximizes the fruit of ministry.
The call of the Lord gives security and peace.
The Fine Print
The call of the Lord always demands a response.
The call of the Lord is a call to learn.
Get Involved!
Your Passions at Work
Usually when we talk about being called to God’s mission, our imaginations center around situations
like going far away from home or preaching. By doing this, people miss immediate opportunities for
Kingdom service. The need for people with servants’ hearts is great and diverse.
Check out the Nazarene Global Mission Web pages for Mobilization (http://mobilization.nazarene.org/),
where you can read about volunteer possibilities, and for Mission Candidate Opportunities
(http://missioncandidateopportunities.nazarene.org/index5d50.html?page=whatcanido.html), which shows
how you may serve in missions for the Church of the Nazarene.
If you sense God’s call to missions, meet with your local mission call coordinator or pastor and discuss
how you can serve the church with your God-given talents. If your church does not have a mission call
24
coordinator and you are an experienced believer, why not consider volunteering for this awesome
responsibility?
Pray
 The Church must pray for Christians in parts of the world where spreading God’s light is offensive and
dangerous. Praying for the persecuted is a part of the universal call on all believers.
 Praying for strength and healing is common; prayers for God’s Word to break us are less frequent.
Incorporate a meditation on being broken by God’s Word into your prayers, and watch what amazing
things He begins to show you.
 Pray for your church. No matter how messed up she gets, the Church is the bride of Christ. So we must
serve the Church especially in our prayer life. Ask God how your unique talents and passions can be
used in and through your faith community.
25
Information Sheet
LESSON 4—Embracing God’s Call
Scripture Reading: Matthew 6:25-30
What Is the Call of God?
If you are a follower of Christ, the Scripture is clear—the universal calling for every believer is to heal the
broken. Experiencing a specific call on your life is a wonderfully divine privilege; it is not to be undervalued.
But, as great as it is, it is a part of the universal call. You are called right where you are for the sake of God’s
mission in this world.
How Christians Help
Born in 1906 and raised in a well-to-do, intellectual family, Dietrich Bonhoeffer became a driving force
for reform not only the Christian Church in Germany, but the Church Universal. This was before the Nazis
came to power in Germany, which changed everything.
Bonhoeffer became a contributing member of Abwehr, a group committed to the anti-Hitler resistance.
He spent the remainder of his life ministering to his fellow prisoners until his execution in 1945.
Bonhoeffer’s life and writings remain a source of inspiration and study for theologians and laity. His
thoughts and ideals on justice, community, and discipleship continue to challenge the structure and purpose
of the modern-day Church.
Source: DBonhoeffer.org
Get Involved!
Dietrich Bonhoeffer believed that accepting grace from God always comes with a price; for Bonhoeffer that
cost was his life. For thousands of believers, facing persecution is an everyday reality. Organize a group
that meets weekly to pray for those who serve in places where spreading the Gospel and living out God’s
mission is dangerous. A great resource site for this is www.persecution.com.
Pray
 Pray daily for believers who are persecuted for their faith.
 Pray for God’s Word to break you, and watch what amazing things He begins to show you.
 Pray for your church. We must serve the Church especially in our prayer life. Ask God how your unique
talents and passions can be used in and through your faith community.
26
LESSON 5: Desiring Simplicity
PURPOSE



Learn how Christian simplicity is practiced around the world
Desire God’s grace found in simple living
Develop a greater desire for and practices of simplicity in God’s global mission and in your life
Preparation
For the activity, gather a candle, candle lighter, and an object you own, something you desired a long time
before obtaining it. Set a small table at the front of the room, placing the candle and candle lighter on it and
setting the object out of sight.
Presentation
Scripture Reading: Matthew 6:25-30
Activity
Bring the object you own to the table and show it to the group, explaining that is something you desired a
long time before you received it. (It could be anything from a wedding ring to a special gift.) Tell the group
why you wanted it and how you finally came to own it. Set the object next to the candle. As you light the
candle, tell the group that the candle represents Christ’s presence when we gather in Christ’s name.
Discussion
 What is something you desired or have desired for a long time?
 What is more “real” to us—the object on the table that we can see and touch or Christ’s presence? Give
a reason for your answer.
 Describe a time in your life when you truly desired Christ’s presence more than you desired anything
else.
 Describe a time in your life when you had no real desire for Christ’s presence.
 Why do you think it is easier to desire tangible things?
Opening Prayer
Father, we come before You humbled by our need for Your grace. Without grace, we have nothing. Teach
us to simply “be” and to be simply Yours.
Mission Story 1: Hannah’s Yard Sale
Ask someone to read “Hannah’s Yard Sale,” so the group can discuss the questions.]
Hannah is an eight-year-old girl from Liverpool, Ohio. She attends the East Liverpool Church of the
Nazarene, located in what used to be a thriving downtown.
Today the neighborhood represents a part of the U.S.A. known as the “Rust Belt”—boarded-up
factories, abandoned plants, and families without enough money. A number of churches left the
neighborhood, but not Hannah’s church.
When someone came to Hannah’s church and spoke about Haiti—how many Haitians needed basic
items like water and food, Hannah didn’t see herself as someone who had too little to make a difference.
No, Hannah went to work! She gathered up a bunch of her toys and began a yard sale. When people in her
church found out, they added items too.
27
When the yard sale was finished, Hannah raised US$229.05 for the people of Haiti. Now, you might be
thinking, ‘Huh…I thought she was going to say that the little girl raised thousands of dollars.’ The dollar
figure isn’t the incredible part of the story; the amazing aspect is that an eight-year-old girl may have had a
better perspective on simplicity than most of us.
Think about it—to a child, toys are currency! That’s why kids cry when you take away their toys.
Imagine how you would feel if someone grabbed your money or credit card and told you to stop making
such a fuss!
Hannah didn’t have a lot of money, but she had some toys. When she heard about the Haitians’ need
for food and water and looked at her toys, she didn’t see a limit or a lack—she saw the abundance of God.
We weren’t created for things; we were created for God. Simply for God. Hannah got that; some of us
are a little slower.
”Hannah’s Yard Sale” Discussion
 How does holding onto things complicate life?
 What is the difference between “simple” and “easy”? How is caring for a child simple, but not easy?
How is being like Christ simple, but not easy?
 Hannah looked at her stuff and saw the abundance of God. How might living simply change our view of
what we own?
 What kinds of events or activities affect our desires, moving them away from things and toward God?
Mission Story 2: Churches Reach Out to Arenda
(Read this aloud to the group, or ask a member (or a few members) of the group to read it aloud.)
Since 2001, Taytay Church of the Nazarene has ministered to a community of people living on a
garbage dump called Arenda in Metropolitan Manila, the Philippines. Church members conduct Bible
studies, Sunday school, teach children, and visit homes for personal evangelism.
In 2003, the Nazarene Church acquired property from the local government at the dumpsite. Volunteers
from local churches put up a tent and gathered people for mission and feeding programs for the children.
“The ladies will cook food and, once a week every Saturday, gather children and give them a simple
meal and then start teaching them about Jesus,” said Lucinda Tamayo, pastor of Taytay Church of the
Nazarene. “We did not only reach the children. We started reaching the families and the adults.”
In 2004 a Work & Witness team came to build a church for the people of Arenda. The mission church
there is growing. Some in Arenda have heard God’s call to ministry, and Taytay Church is sponsoring some
of these people to attend an extension Bible school. Nearly 30 enrollees attended from among the Taytay
and Arenda congregations in 2009.
“We are continuing our feeding program there. It has increased, because we only used to feed 50
children, but now we feed 250. One hundred to 150 families are represented,” Tamayo said. “Life here in the
Philippines is very hard, especially now. Aside from being a third world country, the global economic
situation has worsened the situation here. To minister to the poor, the church needs to do something other
than teach and preach the Word. We need to meet their physical needs. When people feel that they are
loved, they respond.”
About 15,000 families live in Arenda, Tamayo said. In the Philippines the average family size is
approximately five. When Typhoon Ketsana slammed into Manila in 2009, Arenda was hit especially hard as
wind, rain, and floodwaters destroyed the makeshift homes. Nazarenes from the area came to assist those
in need.
[A brief video of the response to typhoon victims in Arenda is available at http://vimeo.com/7427971#at=0
if you would like to show it to your people and if needed, translate or interpret the English captions into your
language.]
Source: www.engagemagazine.com
28
Discussion
 What would be your greatest challenge in serving the people of Arenda, and why?
 How does the lifestyle of the people of Arenda challenge your lifestyle?
 Christ identified with the humble and lowly. How can you simplify your life to become more Christ-like?
We tend to complicate life with lots of things that separate us from God. We were created for God, not for
“things.” To “walk humbly” is a call to be simply human and let God make us more like Christ, a humble
servant.
Instructions: Take a few moments and think about your “things.” Write what you think you cannot live
without and why you think that is. Is this item separating you from God? Pray and ask God how you can
keep such things from having a “hold” on your life, and write about what you learn. Then share this with a
mentor, family member, or someone else you trust.
Get Involved!
A Week Without ‘Things’!
Try to go one week without buying anything. With the exception of paying bills, try to make it a week
without adding more things to your life. Instead of grocery shopping or eating out, use up the cereal in the
back of the cupboard, the canned beans and corn in the pantry, and the random collection of cheese slices
in the fridge. Put off purchasing that pair of sunglasses or extra cell phone charger until another time.
If your group decides to take on this challenge, what might you do with the extra money? Consider
giving a special offering to the World Evangelism Fund or donate to one of the Living Mission CAUSES. Put
simplicity into practice and see how different a week can be. Tell the group that you will discuss your
experiences at the next gathering.
Pray
 Repent. Repent for those desires of your heart that complicate your life with God. Repent for anything
in your life that keeps you from simply living.
 Pray for rain. Water is essential for every human to simply live and to live simply. However, recent
droughts have threatened the lives of millions. Pray that God would send rain to these areas.
 Pray for desire. Ask God to give you a true desire for Christ’s presence in your life. May that desire be
all-consuming, leaving no room to desire anything but God.
Resource
Asia-Pacific Region Editor. “Churches reach out to Arenda.” Engage Magazine
(www.engagemagazine.com). 9 Nov. 2009: n. pag. Web. 16 Aug. 2012.
29
Information Sheet
LESSON 5—Desiring Simplicity
Scripture Reading: Matt 6:25-30
Big Idea
If Christ is the perfect human, then being human really ought to be much simpler. But we tend to complicate
life with lots of things that separate us from God. We were created for God, not for our “things.” To “walk
humbly” is a call to be simply human and let God make us more like Christ, a humble servant.
How Christians Help
Since 2001, Taytay Church of the Nazarene has ministered to the people living on a garbage dump
called Arenda in Metropolitan Manila, the Philippines, where about 15,000 families live. Church members
conduct Bible studies, Sunday school, teach children, and visit homes for personal evangelism.
In 2003, the Nazarene Church acquired property from the local government at the dumpsite, and
volunteers put up a tent and began mission and feeding programs for the children. In 2004 a Work &
Witness team built a church for the people of Arenda, and it is growing. Some in Arenda have heard God’s
call to ministry, and Taytay Church sponsored some of them to attend an extension Bible school.
When Typhoon Ketsana slammed into Manila in 2009, Arenda was hit especially hard as wind, rain,
and floodwaters destroyed the makeshift homes. Nazarenes from the area rallied to assist those in need.
Source: www.engagemagazine.com
Get Involved!
Try to go one week without buying anything. With the exception of paying bills, try to make it a week without
adding more things to your life. Instead of grocery shopping or eating out, eat what you have in the
refrigerator or pantry. Donate the money you typically would have spent to the World Evangelism Fund or to
one of the Living Mission CAUSES.
Pray
 Repent. Repent for anything that complicates your life with God or that keeps you from living simply.
 Pray for rain. Recent droughts have threatened the lives of millions. Pray that God would send rain to
affected areas.
 Pray for desire. Ask God to give you a true desire for Christ’s presence in your life.
30
LESSON 6: Developing Simplicity
PURPOSE



Learn how Christian simplicity is practiced around the world
Desire God’s grace found in simple living
Develop a greater desire for and practices of simplicity in God’s global mission and in your life
Preparation
Ask several people to present the information: “Nine Ways to Empathize with a Refugee”
Copy the following “Fill-in-the-Blank” activity for people to use in the presentation of “Nine Ways to
Empathize with a Refugee:
Across
3.
4.
8.
10.
12.
14.
16.
18.
Choose non-food items that fit in a _________ and use only those items for a week.
In a drought, every drop of water is _____.
Refugees are away from ______.
Use no __________.
Many refugees are so busy staying alive that they have no spare time for “_____.”
Choose smaller _______ _______ for your family.
Recognize each time you use _____.
Celebrate __________.
Down
1.
2.
5.
6.
7.
9.
11.
13.
15.
17.
They have no ____ __________, because the wind stirs the dust.
Experience the __________ of entering another culture.
Refugees cannot go back for __________ items.
Eat the same _______ food for a week.
Small living quarters relates to living in a _____.
Choose one __________ for the week.
__________ relationship.
______ a long distance.
Keep to a strict 2,000-__________ diet.
Some mothers have faced the decision to leave one ______ on the roadside so others could live.
Presentation
Nine Ways to Empathize with a Refugee
By necessity, refugees must live simply. Missionary Amy Crofford offers an interesting perspective on
simplicity. Are you up to the challenge?
You’ve seen pictures and read articles about thousands of people in East Africa suffering because of
drought. Try a few of these ideas to move the knowledge of famine and drought from your head to your
heart.
31
1. Recognize each time you use water and thank God for it.
Take note every time you drink, wash, or cook something. Pets also use water; be thankful they
have water as well. In a drought, every drop of water is precious. Use it and reuse it if possible.
Read more about how much water is considered necessary: www.africanwater.org.
Calculate how much water your household uses per day: news.bbc.co.uk.
2. Walk a long distance.
Some refugees arriving in northern Kenya have walked 300 kilometers (more than 186 miles). Most
of the refugees are women and children, and some mothers have faced the heartrending decision to
leave one child on the roadside so others could make it to the camp and live.
As long as you’re walking, why not make it a fundraiser for famine relief?
3. Choose smaller living quarters for your family—maybe two rooms and the bathroom being used
only as a latrine.
Small living quarters relates to living in a tent. UNHCR (the UN refugee agency) disaster relief tents
are about 9 by 18 feet (2.7 by 5.4 meters) at the base and 6.5 feet high (almost 2 meters) at the center.
These are intended to house 10 people. There is no running water or electricity. Pit latrines throughout
the refugee camps are shared by many people.
Imagine, or experience, the lack of privacy concerning personal hygiene. This lack, along with
other conditions, can lead to gender-based violence in refugee camps. Many of the refugees are
adolescent girls.
4. Choose non-food items that fit in a backpack and use only those items for a week—including
cooking utensils.
When refugees leave their homes, they must carry what they think they will need; they cannot go
back for forgotten items. They cannot carry everything they want, but make tough choices, knowing that
those items left behind will probably never be seen again. They may walk for weeks carrying all they
have.
5. Use no electricity.
Rise and go to bed with the sun. Use candles. Read a book. Play simple games. During the winter
in Kenya, the temperature in Dadaab can be 32 degrees Celsius (90 degrees Fahrenheit). They have
no air conditioning, because the wind stirs the dust. Keeping the tent open causes everything inside to
get dirty.
Check the weather in Dadaab: www.accuweather.com. Imagine what the summer will be like.
6. Eat the same staple food for a week—rice, beans, potatoes, bread, or pasta. You can vary other
parts of the meal, but not the staple. Also, keep to a strict 2,000-calorie diet.
The food that refugees eat is to keep them alive, not to provide variety. Often they eat the same
food each meal of the day. They have to walk to a water distribution site and bring back water, often in
a yellow plastic jerry can. They may have to hunt for firewood as well.
7. Choose one entertainment for the week.
It could be a puzzle, a book, television, radio, or soccer. Even better, try to make your own
fun…put one sock inside another and play ball. See how high you can jump. Exercise.
Variety is the spice of life, but it is also a luxury. Refugee children must amuse themselves. Many
refugees are so busy staying alive that they have no spare time for “fun.” They spend time talking with
others and sharing stories and information.
32
8. Experience the bewilderment of entering another culture.
Tune in to a radio station that you can’t understand. Go to a foreign movie. Try a new food. If you
live in an area where there are new arrivals from other countries, help someone else adjust to your
community.
Refugees are away from home. Everything is new and different. They are relieved to be in a safe
place, yet there is much to learn. When new arrivals enter a refugee camp, they are assigned to a block
of tents. Each block has a block leader to help the others settle in and adjust to their new life.
9. Celebrate relationship. Host a dinner featuring East African food and take donations for famine
relief in East Africa.
Here are some recipes to get you started: allrecipes.com. Click here for more:
allthingskenyan.com/food.html.
Source: www.engagemagazine.com
Get Involved!
Hunger in Africa!
In 2011 the United Nations declared a famine in the Horn of Africa, the first official famine declaration
since 1984. The worst drought in 60 years endangered the lives of 12 million Africans. Fifty percent of the
children suffered from acute hunger. The effects of the famine are still felt. Why not consider living simply
and donating to Nazarene Compassionate Ministries for famine relief? When praying about how much you
should give, remember that we don’t serve a small God. Encourage your group to match the cost of filling up
their gas tanks each week or that of their monthly cell phone bills. Mobilize your congregation, your
neighborhood, and your family to live simply and simply give to the NCM fund Hunger in Africa.
For more information on the famine in Africa and how to give, please go to
http://ncm.org/africahunger/.
Pray
 Pray for people. Pray for one person by name that needs the simple necessities of life. If no one comes
to mind, ask God to put someone in your life to teach you what it means to live simply.
 Pray for churches. Churches are often tempted to complicate the Gospel, chasing after the newest and
flashiest stuff. Pray that God would call our churches back to simply being the Church in the likeness of
Christ, the humble servant.
Additional Resources
Foster, Richard. Freedom of Simplicity, Finding Harmony in a Complex World. New York, NY:
HarperCollinsPublishers, 1981.
Wirzba, Norman. Living the Sabbath, Discovering the Rhythms of Rest and Delight. Grand Rapids, MI:
Brazos Press, 2006.
Resource
Crofford, Amy. “Nine ways to empathize with a refugee.” Engage Magazine (www.engagemagazine.com).
15 Aug. 2011: n. pag. Web. 16 Aug. 2012.
33
Information Sheet
LESSON 6—Developing Simplicity
What Is the Church of the Nazarene Doing?
Refugees live simply. Missionary Amy Crofford offers suggestions to help you understand their experiences.
Try these for a week.
1. Thank God each time you use water.
Note every time you drink, wash, or cook something. Water is precious; reuse it if possible.
2. Walk a long distance.
Some refugees walk long distances. Mothers sometimes must leave a child behind so others can live.
3. Reside in small living quarters—maybe two rooms and a bathroom.
Living quarters are often a 9 x 18 feet (2.7 x 5.4 meters) tent; no running water or electricity. Pit latrines
are shared by many.
4. Choose non-food items—including cooking utensils—that fit in a backpack and use only those
items for a week.
Refugees must carry only what they will need.
5. Use no electricity.
No lights, air conditioning, or electrical fans.
6. Eat only one staple for a week—rice, beans, potatoes, bread, or pasta. Keep to a strict 2,000calorie diet.
Refugees eat to live; variety is a luxury. They often walk to get their water, as well as hunt for firewood.
7. Choose one entertainment for the week.
Make your own fun. Many refugees have no time for “fun.” They spend time sharing stories and
information with others.
8. Experience the bewilderment of entering another culture.
Spend time with people who are from a culture other than yours. Refugees live where everything is new
and different. There is much to learn.
9. Celebrate relationship.
Source: www.engagemagazine.com
Get Involved!
In 2011 the United Nations declared a famine in the Horn of Africa, the first official famine declaration since
1984. The worst drought in 60 years endangered the lives of 12 million Africans. Consider living simply and
donating to Nazarene Compassionate Ministries for famine relief.
Pray
 Pray for people. Pray for a person by name who needs the simple necessities of life.
 Pray for churches. Pray that God would call our churches back to simply living in the likeness of Christ.
34
LESSON 7: Lighting the Global Village
PURPOSE



Understand both the complications and opportunities present in a connected, global society
Discuss the impact of a "global melting pot" on Christian faith
Discern positive ways to engage and contribute to Christ's kingdom in the midst of a global society
God has called us to be set apart from the world for the sake of the world because God so loves the
world—which can be confusing! When are we to be invested in the world, and when are we called to stand
out from it? To make it all a bit messier, our world seems to be getting smaller every day. Internet, social
networking, mobile devices, and frequent-flyer miles have brought a global community together in ways
we've never seen before; we are a global melting pot. But sometimes it feels as though that pot is about to
boil over.
With so many cultural influences in our lives, it can be difficult to discern. In 2 Kings 4:38-41, we see
God calling a chosen people to concern themselves with what they add to the melting pot, instead of
spending their time keeping elements out. Without compromising the Gospel, we can add the light of Christ
to a global community and watch the Holy Spirit transform the very substance of our lives, communities, and
world.
Preparation

Make copies of the following activity, “In and Out of the Kitchen,” as a handout and use this as an
introduction to the lesson:
Handout Activity—In and Out of the Kitchen
Instructions: Answer the “In the Kitchen” questions without consulting anyone else. A time of discussion
will follow. Then you will answer the “Outside the Kitchen” questions (again without consultation), followed
by a time of discussion.
In the Kitchen
1. Your soup is too salty. What do you do?
A. Take out some of the salt.
B. Add a starch, such as potatoes.
2. Your pie filling is too sweet. What do you do?
A. Strain out the sugar.
B. Add some cream.
3. Your sauce is too runny. What do you do?
A. Drain out the water.
B. Add corn starch.
Out of the Kitchen
1. You realize your conversation with friends has become very negative. What do you do?
A. Take back your negative comments.
B. Contribute positive words and reflections to the conversation.
2. Your relationship with your spouse has become distant and you are not speaking. What do you do?
A. Regret the late nights spent at work.
B. Create opportunities to spend quality time with your spouse.
3. Your neighborhood has seen an increase in crime and gang-related activity. What do you do?
A. Move to another neighborhood.
B. Join or create a neighborhood watch team to promote safety.
35
Presentation
Scripture Reading: 2 Kings 4:38-41
Activity and Discussion
[Distribute writing utensils and the “In and Out of the Kitchen” handout to the group. Ask the group to answer
the “In the Kitchen” questions without consulting anyone else, telling them that the group will discuss them
before going on to the later questions on the page.]


What responses did you have to the questions?
Why don't the A. answers work?
[Ask the group to answer the “Out of the Kitchen” questions without consulting anyone else.]





In these scenarios, why is it hard to reverse what has already happened?
How can positive actions and contributions change a potentially negative situation?
God creates new life; however, people often accept negative situations in which they find themselves.
How can God create something new out of already troubled circumstances?
Sometimes the world seems too far away from God for redemption. What can be done to combat such
negativity?
How has the advent of the Internet, social networking, and mobile devices contributed to the unraveling
of God's good creation? How can these inventions also be used for God's new creation?
Scripture Discussion and Response
 How would you define a “global society”? In that context, how would you further define a “global melting
pot”?
 How has your life changed since the advent of the Internet? If you have never known a world without
the Internet, how would not having it change your life?
 In the story in 2 Kings, Elisha didn't strain out the poisonous gourd. Why do you think that was?
 What needs to be added to the “global melting pot” in which we live so it is more like God intended?
 How does your life contribute to the global melting pot?
Mission Story: “Working for Peace in Palestine”
[Ask someone to prepare to tell the mission story)]
In our global society, several hot spots stand out and remind us that the world has not yet submitted to
the peaceful reign of Christ. The relationship between Palestine and Israel has been tense and tested for
centuries. The advent of rocket launchers and nuclear weaponry has brought these two feuding neighbors
into the cautious eye of a global community.
Many world leaders, with the best of intentions, have worked tirelessly to create peace between Israel
and Palestine. But none of these efforts have made it past the barriers of culture, history, and worldviews.
The intensity of the situation causes onlookers to side with one government or the other, and the opinions
about which side one takes are often very heated.
When Sam Nichols graduated from Point Loma Nazarene University (PLNU) in San Diego, California,
in 2007, he signed up with a Christian peacemaker organization to spend three years serving in the most
combative region in the Palestine/Israel conflict: Gaza. Sam studied theology at PLNU and was eager to put
flesh on the teachings of Jesus. Instead of being paralyzed by fear of the boiling point in this global melting
pot, Sam decided he would add the peace of Christ to the mix.
Sam's job was to walk Palestinian children to school. Before the volunteers’ help, the children’s walk to
school took up to two hours each way because of the care they took to avoid potentially dangerous roads.
36
With Sam’s help, the walk was reduced to only 30 minutes. Sam and other volunteers would radio one
another, communicating hazards and dangerous situations.
Even though their job was to avoid danger, the volunteers sometimes found themselves in hazardous
situations. "Sometimes we've had M16s cocked in our faces and told to get out of the area" said Sam.
Sam lived alongside Palestinian villagers, and he described them as warm, generous, and hospitable
people. Villagers invited the volunteers for dinner in their cinder-block homes with no running water.
During his time in Gaza, Sam wrote a blog about his experiences, allowing people all over the world to read
the very human interactions he had with both Palestinians and Israeli. In the midst of a heated global
conversation, Sam Nichols added an image of human beings created in the image of God.
Discussion
 When you hear stories about people from far-away places, think about those people’s hopes and
dreams and fears. How are they like your hopes, dreams, and fears? How might they be different?
 Share a time when you were confronted with the humanity of someone who was very different from
you.
 Governments and mercenaries alike have thrown their support behind the military interests of both
Palestine and Israel. Sam Nichols didn't have any military might to contribute. What was Sam’s
contribution? Do you think his contribution was powerful or weak, and why?
Source: www.auburnjournal.com
Get Involved!
How Connected Are You?
Looking at your clothes and shoes in your closet, make a list of the countries where they were made. If
you have a map or an electronic map, mark each country represented. Just from your closet, you should be
able to see just how connected you are to the “Global Community.”
Take a moment to pray for the hands that made those garments. Some may be treated well and
compensated well; many are not. Just as you pray for your meal and ask God to bless the persons that
prepared it, pray the same prayer over your clothes.
Pray
 Thank God for the vast diversity of His beautiful creation of the “global melting pot.”
 Ask Him to point out when you fight against or ignore what He planned for His “global village.”
 Lift up global hot spots in which neighbors are at war. Pray especially for Palestine/Israel, pleading for
an outpouring of the Holy Spirit to do what human leaders cannot.
 Intercede for ministries, like the one with which Sam Nichols served, that they will be God’s hands and
feet to people who may not be able to see Him.
Resource
Gee, Jenifer. “Sam Nichols to spend three years working for peace in Palestine.” Auburn Journal: n. pag.
Web. 22 Aug. 2012.
37
Information Sheet
LESSON 7—Lighting the Global Village
Big Idea
God calls us to be set apart from the world because God loves the world. Confusing! When are we to be
invested in the world, and when are we called to stand out from it? Internet, social networking, mobile
devices, and air travel have brought a global community together; we are a global melting pot. But
sometimes it feels as though that pot is about to boil over.
How Christians Help
When Sam Nichols graduated from Point Loma Nazarene University (PLNU) in San Diego, California,
in 2007, he joined a Christian peacemaker organization and spent three years in Gaza, an area known for
potential danger. Instead of being paralyzed by fear, Sam chose to add the peace of Christ to the mix.
Sam's job was to walk Palestinian children to school. Before the volunteers’ help, the children’s walk to
school took up to two hours each way because of potentially dangerous roads. With the volunteers’ help, the
walk was reduced to only 30 minutes as the volunteers communicated hazards and dangerous situations via
radio.
Sam lived alongside Palestinian villagers—warm, generous, and hospitable people; and during his time
in Gaza, Sam wrote a blog about his experiences, describing his interactions with Palestinians and Israelis.
In the midst of a heated global conversation, Sam Nichols added an image of human beings created in the
image of God.
Get Involved!
Looking at your clothes and shoes in your closet, make a list of the countries where they were made. On a
map, mark each country represented. Your closet should show you how connected you are to the “Global
Community.” Pray for the hands that made those garments. Some may be treated well and compensated
fairly; many are not.
Pray
 Thank God for His creation of the “global melting pot.”
 Pray for countries in which neighbors are at war, pleading for the Holy Spirit’s outpouring to do what
human leaders cannot.
 Intercede for ministries like the one with which Sam Nichols served.
38
LESSON 8: Celebrating the Global Village
PURPOSE



Understand both the complications and opportunities present in a connected, global society
Discuss the impact of a "global melting pot" on Christian faith
Discern positive ways to engage and contribute to Christ's kingdom in the midst of a global society
God has called us to be set apart from the world for the sake of the world because God so loves the
world—which can be confusing! When are we to be invested in the world, and when are we called to stand
out from it? To make it all a bit messier, our world seems to be getting smaller every day. Internet, social
networking, mobile devices, and frequent-flyer miles have brought a global community together in ways
we've never seen before; we are a global melting pot. But sometimes it feels as though that pot is about to
boil over.
With so many cultural influences, it can be difficult to discern. In 2 Kings 4:38-41, we see God calling a
chosen people to concern themselves with what they add to the melting pot, instead of spending their time
keeping elements out. Without compromising the Gospel, we can add the light of Christ to a global
community and watch the Holy Spirit transform the very substance of our lives, communities, and world.
Preparation

Depending on where you are meeting and computer/projector capabilities, consider bringing a laptop to
present Engage magazine (www.engagemagazine.com) to demonstrate how the Church of the
Nazarene is using global media, as well as giving participants an opportunity to subscribe.
What Is the Church of the Nazarene Doing?
Engage in the Global Melting Pot
The Church of the Nazarene is a Wesleyan holiness denomination of more than 2 million members in
159 world areas. Our mission is to make Christ-like disciples in the nations.
Toward this end, Nazarene Global Mission leaders created Engage magazine as a global gathering
place for Nazarenes to celebrate and share with each other how the Holy Spirit is using them in God's
mission for the world. The Web-based magazine can be found at www.engagemagazine.com, and an
Engage e-mail newsletter is sent out no more than twice a month on Wednesdays, featuring new stories on
the site. A link to the newsletter subscription page is on the home page of Engage.
Content on Engage is contributed in multiple languages from around the world. Readers find
opportunities to comment and participate in discussions around life, views, and news from missionaries and
mission leaders. This mission portal brings the excitement of the mission field into churches and homes
every day. Engage magazine is one way in which the Church of the Nazarene embraces the tools of a
global society and contributes more of the Gospel into a global melting pot.
Discussion
 Does anyone in the group remember The Other Sheep or World Mission magazines? How did they
expand your worldview?
 How can the Church of the Nazarene benefit from a Web-based magazine like Engage? What are the
advantages and disadvantages of a free, Web-based periodical as opposed to a print piece?
Global Gatherings
In June 2013, the Church of the Nazarene hosts thousands of leaders from around the world for the
General Assembly and Conventions. During these meetings, delegates conduct business essential to the
39
life and development of the denomination. However, these meetings also serve as a time to come together
as the global body of Christ, to learn how to effectively serve the world, and to celebrate what God has done
through the church during the last four years.
The majority of the participants meet in Indianapolis, Indiana, U.S.A. But thousands more gather in 10
other locations such as Nairobi, Kenya; Johannesburg, South Africa; Manila, Philippines’ Razgrad, Bulgaria;
Hyderabad, India; Guatemala City, Guatemala; Port au Prince, Haiti; Port of Spain, Trinidad and Tobago;
Pilar, Argentina; and Quito, Ecuador. Representatives from Nazarene Missions International, Nazarene
Youth International, and Sunday School and Discipleship Ministries International are connected through
video conferencing.
While this new global society may complicate life in some ways, it also gives Christians an opportunity
to embrace the diversity God created in the divine image. It is rare that any of us are allowed to experience
worship like they do in other world areas. This “family reunion” allows us to become acquainted with our
brothers and sisters from across the globe.
Connect with the prayer initiatives in preparation for the General Assembly and Conventions on the
Praying section of www.nazarenemissions.org. You may have been elected to attend the sessions as a
delegate to one or more of the meetings, or you may attend as a visitor.
A new Nazarene attended a few of the sessions of the General Assembly and Conventions a number of
years ago. As he gazed upon the throng at the Sunday Morning Worship Service, he asked if all the people
were Nazarenes. When he was assured that they were and that the people he was seeing were
representatives of many, many more around the world, he was stunned. He said, “I had no idea there were
this many Nazarenes in the world; let alone thousands upon thousands more!” His global melting pot
became considerably larger that day.
Activity and Discussion
Instructions: If a computer is available, go to the Engage Magazine Web site (engagemagazine.com). Go
to each of the sections of the site listed below, write a sentence from the article that is not included in the
descriptive statement from the site, and write the name of the article. A group of people can do this at the
same time with multiple computers, and the first person/team to fill in the answers wins.
LIFE:
NAZARENE GLOBAL REGIONS:
VIEWS:
MISSION ESSENTIALS:
IN YOUR WORDS:
NEWS:
NEWSLETTER SIGNUP: Submit your e-mail address to receive an e-mail every other week that announces
new articles in Engage Magazine.
Note: If you don’t have access to a computer and the Internet, ask a friend if you can participate in this
activity together; this can be an opportunity to “stir the Global Melting Pot” together.
Get Involved!
Engage Magazine
Sign up to receive regular updates and articles from Engage magazine at www.engagemagazine.com.
Post your own stories and photos about your mission experiences and get involved in a global conversation.
One Heart—Many Hands
Every four years, in the days leading up to the General Assembly of the Church of the Nazarene,
people come together to work, witness, and leave a positive, lasting impact on the host community. As such,
40
in June 2013, Nazarenes from across the globe will gather in Indianapolis, Indiana, under the banner of One
Heart—Many Hands (OHMH), joining together in the church’s largest Work & Witness project.
You may be wondering what the project looks like. The homeowners that OHMH volunteers assist
include the elderly, disabled, single-parent families, and financially challenged who are not able to make the
much-needed home repairs on their own. Other projects are more community-based, working and
witnessing in public housing complexes, parks and recreational departments, public health systems, and
nonprofit organizations. Through this project, the Church of the Nazarene is able to demonstrate—on a
large scale—the heart and compassion of Jesus Christ.
Your district or church team can be part of this amazing Work & Witness opportunity. For more
information, contact George Sisler by e-mail: office@oneheartmanyhands.com.
Pray
 Pray for missionaries and other Nazarenes serving in communication roles. Some missionaries
specialize in the tools of a global society. Each region has a communication coordinator with teams of
other creative people who serve the church to get the word out about what is happening where they
minister. Pray for safety for these people, as they travel extensively, and for God to give them special
insight to discern what their culture needs to hear to be drawn toward the Gospel.
 Information on the prayer initiatives for the General Assembly and Conventions may be found on the
Praying section of www.nazarenemissions.org. There are multiple requests for those who attend and
the ministries at the Global Ministry Center as they prepare for the event.
Additional Activities and Resources
1. “Australian church strives for multicultural congregation”
(http://engagemagazine.com/http%3A//engagemagazine.com/content/australian-churchstrives-multicultural-congregation)—Print and read this Engage article about a multicultural church in
Australia.
[Because it is written in question-and-answer format, it would be ideal to have one person read the
introduction (in italics), another person read the questions (in bold), and a third person to read the
responses (regular type). The different voices will also provide diversity and add interest.]
Discuss how this church has embraced a multicultural identity. How might your church embody some of
the values of the Australian congregation?
2. Praying the News—This book is a practical guide to discovering the power, joy, and peace of partnering
with God by praying that His kingdom would come and His will be done as world events unfold.
Griffith, Wendy, and Craig von Buseck. Praying the News. Ventura, CA: Regal from Gospel Light, 2011.
3. Engage Magazine. (www.engagemagazine.com) “About Us” and “FAQ”: n. pag. Web. 4 Aug. 2012.
Tirrill Kelly. “Australian church strives for multicultural congregation” Engage Magazine
(www.engagemagazine.com) 26 June 2012: n. pag. Web. 4 Aug. 2012.
41
Information Sheet
LESSON 8—Celebrating the Global Village
Scripture Reading: 2 Kings 4:38-41
Big Idea
Cultural influences affect us in every way. In 2 Kings 4:38-41, we see God calling a chosen people to
concern themselves with what they contribute to the melting pot, instead of spending time keeping elements
out. Without compromising the Gospel, we can add the light of Christ to a global community and watch the
Holy Spirit transform our lives, communities, and world.
What Is the Church of the Nazarene Doing?
Because the Church of the Nazarene has more than 2 million members in 159 world areas, Nazarene
Global Mission leaders created Engage magazine as a global gathering place for Nazarenes to share how
the Holy Spirit is using them in God's mission for the world. Engage magazine is a tool of a global society
and contributes more of the Gospel into a global melting pot.
The Web-based magazine can be found at www.engagemagazine.com, and an e-mail newsletter
featuring articles on the site is sent out regularly. A link to the newsletter subscription page is on the home
page of Engage.
Content on Engage is contributed in multiple languages from around the world. Readers can participate
in discussions regarding a variety of topics. This mission portal extends the excitement of missions into
churches and homes daily.
Get Involved!
Sign up to receive regular updates and articles from Engage magazine at www.engagemagazine.com. Post
your own stories and photos about your mission experiences and get involved in a global conversation.
Pray
 Pray for missionaries and other Nazarenes serving in communication roles. Each region has a
communication coordinator and creative teams who tell about what is happening where they minister.
Pray for these people’s safety, as they travel extensively, and for God to give them discernment about
how to draw their culture to the Gospel.
 Many decisions are made at the General Assembly and Conventions that affect the Nazarene global
melting pot. Prayer initiatives for these meetings may be found in the Praying section of
www.nazarenemissions.org. Join Nazarenes worldwide in prayer for the meetings.
42
LESSON 9: When Helping Hurts—Partner
PURPOSE



Learn about culture and context involved in mission work
Appreciate the practices of reflection and examination that help us untangle our desires from God’s
mission
Pray that God’s servants—both near and far away—will be sensitive to the effects their actions can
have on others
God continuously calls us to mission. But sometimes we get God’s mission confused with what we think
are the best ways to help others. And it can be hard to tell where God’s will stops and our wills begin. Often
we let our cross-cultural ignorance, worldview, or personal preferences get tangled up with what God calls
us to do. God’s universal call to mission is a call to reflect and examine the desires of our hearts, learn
about context and culture, and truly give ourselves away for the salvation of the world.
Preparation
 Collect three 36-inch pieces of solid-color yarn from the same skein, and set them up according to
instructions in the Activity.
 Copy and print the Activity sheet at the end of this lesson for each person.
Scripture Reading: Judges 11:1-11, 29-40
Activity
1. Cut three 36-inch pieces of solid-color yarn from the same skein. Tape one end of each piece to the top
of a white board about one inch apart. Number each piece (1, 2, 3) with a dry-erase marker. Braid the
three pieces and tape the ends to the bottom of the board, and letter each piece (A, B, C).
2. Ask people to guess which numbered and lettered ends correspond.
3. Next, ask the group to list three reasons people go on mission trips. At least one should be a positive
reason, such as witnessing for Christ, and one should be a more self-serving reason, such as bringing
home souvenirs.
4. Write a reason next to each of the numbers at the top of the board.
5. Ask for three possible outcomes of a mission trip.
6. Write an outcome next to each of the letters at the bottom of the board.
Discussion
 How successful were you at connecting the numbered and lettered ends? What made it difficult or
easy?
 What are some of the motivations we bring to mission activities that might not be only about God’s will?
 How are our motives for attending a mission trip like the pieces of yarn?
Scripture Discussion
 Why do you think Jephthah made his promise to God? What were his motivations?
 Tell about a time when you did the right thing for the wrong reason or you did the wrong thing for the
right reason.
 Why do our motivations matter?
 What effect can lack of understanding have on actions that are intended to be helpful, both on the part
of the giver and the receiver?
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
How can good intentions hurt the people we are trying to help when it comes to participating in God’s
mission for the world?
Mission Story: “Going Global as Partners”
Pasadena First Church of the Nazarene in California, U.S.A., had been engaged in compassionate
ministry for many years. When they felt the call to go global with their compassion, Pastor Selena Holston
challenged the congregation to take compassion to the next step—transformation.
Their hearts were drawn toward a dry southern region of Guatemala, El Seco, one of the poorest areas
in the world. The question was how to engage the people of Guatemala. Work & Witness had a great legacy
of cross-cultural ministry; however, many of the trips are two weeks or less, not allowing volunteers much
time to learn about context and culture. Additionally, short-term mission trips rarely allowed people from two
cultures to build relationships that represent our understanding of the Body of Christ. Mission trips often
stopped short of true transformation; sometimes they even ended up hurting or hindering the work of
national pastors and missionaries. Holston was well aware of the “mission trip conundrum” and wanted to
avoid pitfalls that at times occur in cross-cultural ministry.
In 2009, Holston met with a group of Guatemalan leaders. She became familiar with the context and
culture of Guatemala and developed a partnership between the church in El Seco that has received praise
from locals and even the government of Guatemala. Working side by side with the Guatemalan church
leaders, schools, and communities, Pasadena First Church created a five-year plan to meet many needs
including food, water, education, health care, and safety.
Source: The Best of Engage Magazine (2012-2013 NMI Missions Book)
Context and Culture
“Context” is the background or setting that helps clarify the meaning of an event or interaction. “Culture”
refers to the beliefs, values, and practices that characterize a group of people. The two work hand in hand.
Behind every custom, practice, or belief in a given culture, there is important context. When we enter into an
unfamiliar culture without much knowledge of context, we run the risk of offending, misunderstanding, or
even hindering mission work going on there.
Anthropologist Edward Hall described the difference of familiar and unfamiliar cultures as “high-context
culture” and “low-context culture.” Knowing the distinction between them can be beneficial for Christians in a
cross-cultural environment.


High-context Culture—A culture with so much shared experience, history, practice, and beliefs that
most interactions need no explanation or formal procedures. Examples of a high-context culture include
families, small congregations, and nations with many people from the same culture and ethnicity.
Low-context Culture—A culture in which interactions and expectations must be made explicit and
communication is formalized. These cultures function best when the people involved clearly
communicate meanings and intentions. Examples include large corporations and nations with many
people from different cultures and ethnicities.
Source: Beyond Culture
Many of us easily switch between high- and low-context cultures daily. When we take our kids to
school, we might understand their glances and gestures with no explanation needed. However, when we
arrive at work, we might follow formal communication procedures such as memos, proposals, e-mail, etc.
Nations, especially English-speaking nations, tend to have low context cultures in which we rely on
formal communication to clarify expectations. Some cultures, especially rural ones, tend to have high
context cultures in which shared experience and beliefs communicate more deeply than formal language.
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It can be difficult for new people to enter a high-context culture when there is no formal procedure to
introduce them to the expectations of that culture. For example, a visitor to a church might be intimidated
when the members are established and have worship practices that are not explained. A person
accustomed to high-context culture might find a low-context culture difficult, like a person from rural Latin
America feeling overwhelmed by formalities and procedures when moving to a diverse city to begin a new
job.
As we engage in God’s mission, cross-cultural boundaries, and take the Gospel with us, we must be
aware of the context and culture from which we come, as well as that to which we go. Often the simple act
of awareness and humility will help to untangle the many elements involved in serving cross-culturally and to
orient our actions more toward Christ-like service.
Discussion
 Tell about a time when you rushed into an action without thinking through the implications. What
happened, and how could thoughtful reflection have changed the outcome?
 What are your thoughts on the partnership between Pasadena First Church and Guatemala?
 What are some other examples of high- and low-context cultures, and in which type of culture are you
most comfortable?
 How could understanding the difference between high- and low-context cultures help your church reach
out to your neighborhood more effectively?
 Where are the places in which you are more aware of culture and context?
Get Involved!
Attend a Cross-Cultural Orientation
Nazarene Global Mission Mobilization holds several Cross-Cultural Orientations (CCOs) each year. A CCO
is a weekend event that begins preparing people for any kind of cross-cultural ministry. Participants
recognize how their own worldviews are shaped by culture and context, while they embrace the differences
of other cultures and worldviews. While it takes more than one weekend to learn how to effectively interact
with other cultures, attending a CCO is an important step of reflection and examination. Anyone can attend
a CCO, but this event is particularly helpful for someone preparing for a short-term mission trip or
considering an investment of time in cross-cultural ministry. To learn more about CCOs and when and
where they are being held, visit www.missioncandidateopportunities.org.
Partnerships
To facilitate more partnerships like that between Pasadena First Church and Guatemala, Nazarene
Missions International and Global Mission have developed strategies to help churches and areas around the
world serve effectively together for Kingdom outcomes. If you are interested in information about Field
Partnerships, Congregational Partnerships, or Ministry Partnerships, please visit
www.nazarene.org/partnerships or call 913-577-2953.
Pray
 Repent for the times when your good-intentioned helpfulness distracted you from loving God and others
or distracted others from recognizing God’s love.
 Pray for missionaries in training. The Church of the Nazarene has a rigorous training program for
missionaries. In many cases before a mission candidate ever enters the field, they spend several years
as a volunteer missionary. Pray that God gives them wisdom, patience, and times of Sabbath renewal.
 Ask God to give you a clear desire for the salvation of the world and to show you opportunities right
now where you live to further the Kingdom.
Resources
Pottenger, Gina Grate. The Best of Engage Magazine. Kansas City, Mo.: Beacon Hill Press, 2012.
Hall, Edward T. Beyond Culture. New York: Anchor Books, 1977, 1989.
45
Activity Sheet: Context and Culture
Handout—Lesson 9—When Helping Hurts: Partner
“Context” is the background or setting that helps clarify the meaning of an event or interaction. “Culture”
refers to the beliefs, values, and practices that characterize a group of people.
When missionaries enter an unfamiliar culture without much knowledge of context, they run the risk of
offending, misunderstanding, or even hindering mission work going on there.
High-context Society Characteristics
 Members have close connections over a long period of time. Members, generally, know what to do and
what to think based on time spent with each other.
 Strong boundaries: group knows who “belongs” and who is an "outsider."
 Less written and "formal" information and rules. Not as much verbally explicit communication.
 People "know" what other people mean by reading hidden "cues."
 There are many ties and connections with others.
 Relationships are long-lasting.
 Knowledge is situational, relational.
 Activities and decisions and activities based on interpersonal, face-to-face relationships.
 Sometimes an authority figure dominates.
Low-context Society Characteristics
 People tend to have many short-duration connections.
 Connections are sometimes based on pragmatic reasons.
 Behaviors and beliefs tend to be spelled out explicitly so newcomers know how to behave.
 They are rule-oriented. People play by clearly defined rules.
 Time is "linear": time, space, activities, and relationships happen in sequence.
 Knowledge and information is accessible to all.
 Interpersonal relationships can be intense but short-term.
 Knowledge is meant to be shared: it is transferable.
 Responsibilities are shared; work is task-centered.
 Decisions and activities are action-oriented. What matters is getting something done.
Think About It
 Describe the challenges a person might experience going from a high-context to a low-context society
(or the other way around).
 You may experience both societies in your life. When are you in a high-context situation, and when are
you in a low-context situation?
46
Information Sheet
LESSON 9—When Helping Hurts: Partner
Scripture Reading: Judges 11:1-11, 29-40
Big Idea
Sometimes we get God’s mission confused with what we think are the best ways to help others. And it can
be hard to tell where God’s will stops and our wills begin.
How Christians Help
Pastor Selena Holston at Pasadena First Church of the Nazarene in California, U.S.A., challenged the
congregation to take compassion to the next step—transformation.
Their hearts were drawn toward a dry southern region of Guatemala, El Seco, one of the poorest areas
in the world. The question was how to engage the people of Guatemala. In 2009, Holston met with a group
of Guatemalan leaders, familiarizing herself with the context and culture of Guatemala and developing a
partnership with the church in El Seco. Working with the Guatemalan church leaders, schools, and
communities, Pasadena First Church created a five-year plan to meet a range of needs including food,
water, education, health care, and safety.
Source: The Best of Engage Magazine (2012-2013 NMI Missions Book)
Get Involved!
Nazarene Global Mission holds several Cross-Cultural Orientations (CCOs) each year. A CCO is a weekend
training event for any kind of cross-cultural ministry. Participants recognize how their worldviews are shaped
by culture and context, while embracing other cultures and worldviews. While it takes more than one
weekend to learn to effectively interact cross-culturally, attending a CCO is an important first step. To learn
more about CCOs and when and where they are being held, visit www.missioncandidateopportunities.org.
Pray
 Repent for the times when good-intentioned helpfulness distracted you from loving God and others.
 Pray for missionaries in training. The Church of the Nazarene has a rigorous training program. In many
cases before a missionary arrives on the field, they spend several years as a volunteer missionary.
Pray that God gives them wisdom, patience, and times of Sabbath renewal.
 Ask God to give you a clear desire for the salvation of the world and to show you current opportunities
where you live to further the Kingdom.
47
LESSON 10: When Helping Hurts: Pray
PURPOSE



Learn about culture and context involved in mission work
Appreciate the practices of reflection and examination that help us untangle our desires from God’s
mission
Pray that God’s servants—both near and far away—will be sensitive to the effects their actions can
have on others
God continuously calls us to mission. But sometimes we get God’s mission confused with what we think
are the best ways to help others. And it can be hard to tell where God’s will stops and our wills begin. Often
we let our cross-cultural ignorance, worldview, or personal preferences get tangled up with what God calls
us to do. God’s universal call to mission is a call to reflect and examine the desires of our hearts, learn
about context and culture, and truly give ourselves away for the salvation of the world.
Preparation
Ask someone to prepare to tell the mission story.
Plan a prayer walk for the end of the meeting.
Provide paper for each person and write/display the following four phrases on a poster/board:




Cargo Cult Culture
Members of Cargo Cults
All Christians Ministering to Cargo Cults
Church of the Nazarene Ministering to Cargo Cults
Presentation
Say, As the lesson is presented, write prayer requests you think of for the four aspects of cargo
cults listed on the board/poster. Be as specific as possible. Take the sheet home and, using your
requests, pray for people affected by cargo cults.
Mission Story: Ministering to Cargo Cults
A cargo cult is a religious practice that has appeared in many traditional pre-industrial tribal societies in
the wake of interaction with technologically advanced cultures. The cults focus on obtaining the material
wealth (the “cargo”) of the advanced culture through magic and religious rituals and practices. Cult members
believe that the wealth was intended for them by their deities and ancestors. Cargo cults developed
primarily in remote parts of the southwest Pacific Ocean, beginning with the first significant arrivals of
Westerners in the 19th century. Similar behaviors have, however, also appeared elsewhere in the world.
Cargo cult activity in the Pacific region increased significantly during and after World War II, when the
residents of these regions observed Japanese and American combatants bringing in large amounts of
material. When the war ended, the military bases closed and the flow of goods and materials ceased. In an
attempt to attract further deliveries of goods, followers of the cults engaged in ritualistic practices such as
building crude imitation landing strips, aircraft, and radio equipment, and imitating the behavior that they had
observed of the military personnel operating them.
David Potter, Nazarene missionary to Vanuatu, writes:
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There are several enduring cargo cults in the South Pacific. The one nearest to us, in Vanuatu,
is named John Frum, after a mythical American. This cargo cult possibly got its name from a
military service member during World War II, giving his name as “John from America.”
This cult is located primarily on the southern islands of Tanna and Aniwa in Vanuatu.
(Vanuatu, known as “New Hebrides” during World War II, underwent a name change in 1980 when
it received its independence.) Vanuatu is north of New Zealand and 1,500 miles east of
Queensland, Australia. It was tremendously impacted by World War II ships, planes, GIs, and the
incredible flood of cargo during the time. However, in a few short years, all of the cargo was gone!
John Frum followers believe that John Frum will come someday and bring them everything
they ever needed or wanted. They believe that material things will fulfill their lives! (Doesn’t this
kind of materialism sound familiar?)
Mock airstrips were created in the jungle and new wharfs were built—all to welcome John
Frum when he returns. The followers wear military uniforms and march with bamboo rifles, and
they have adopted the American flag and used the red cross on a white background as their
symbol.
These are fascinating people, although very lost and confused! In the past they refused to
have their children go to school (even Sunday School), so many are uneducated and do not know
the simplest Bible stories. Each Friday their drums reverberate all night as they sing and dance,
worshipping John Frum.
The John Frum cult practices, attitudes, and movement were also transported to Tanna’s
smaller neighboring island, Aniwa.
In 2007 the “Chief Rena Memorial Church of the Nazarene” was established in the heart of the
largest John Frum village on Aniwa. Thanks be to God for this center of genuine hope.
Please be in prayer for young Pastor Keithly Rena. Ask the Lord to use Pastor Keithly and this
new church to be His representatives in opening the eyes of people immersed in the John Frum
Cargo Cult.
Also, pray that the three newly planted Church of the Nazarene congregations on Tanna will
be witnesses to people from the John Frum cult.
Source: www.wikipedia.com; e-mail from missionary David Potter
Get Involved!
Prayer Walk
Prayer walking is the practice of praying on location, a type of intercessory prayer that involves walking
to or near a particular place while praying. Prayer walks are taken by individuals, groups, and even whole
churches. They can be any length of space or time. The idea is to use the five senses—sight, hearing,
smell, taste, and touch—to increase the intercessor’s understanding of prayer needs.
A prayer walk sometimes takes a prescribed path, with the intercessor reading scriptures listed
throughout the path and also praying for specific needs during the course of the walk. Other walks take
intercessors through neighborhoods, churches, workplaces, where people pray for the people who live,
worship, or serve in the locations.
Encourage the group to participate in a prayer walk, either corporately or individually, where they will
intercede for people serving cross-culturally, that they will not hurt when trying to help. To organize your
prayer walk, there are many online helps.
Pray
 Pray for regional, district, and local mission leaders. They often must make decisions about mission
strategy quickly to match the growing need of the people around them. Pray that God would give them
vision and insight even when they don’t have as much time as they would like for reflection and
examination.
49

Pray for young people called into missions. Pray that God would help them untangle their desires and
God’s desires. If you know young people sensing a call to the mission field, pray for them by name.
Additional Resources
Livermore, David A. Serving with Eyes Wide Open. Grand Rapids, MI: Baker Books, 2006.
Moore, Dennis. “Fifty-four youth participate in mission simulation” Engage Magazine
(www.engagemagazine.com) 18 May 2012: n. pag. Web. 7 Aug. 2012.
Raffaele, Paul. “In John They Trust.” Smithsonian Magazine (www.smithsonianmag.com) February 2006: n.
pag. Web. 7 Aug. 2012.
Resources
“Cargo cult.” Wikipedia (www.wikipedia.org): n. pag. Web. 7 Aug. 2012.
Potter, David, 10 Aug. 2011, e-mail to Ann Baldwin.
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Information Sheet
LESSON 10—When Helping Hurts: Pray
Big Idea
Often we let our cross-cultural ignorance, worldview, or personal preferences get tangled up with what God
calls us to do. God’s universal call to mission is a call to examine the desires of our hearts, learn about
context and culture, and give ourselves away for His salvation of the world.
What Is the Church of the Nazarene Doing?
A cargo cult is a religious practice that has appeared in many pre-industrial tribal societies upon
interacting with technologically advanced cultures. The cults focus on obtaining the material wealth (“cargo”)
of the advanced culture through magic and religious rituals and practices.
David Potter, Nazarene missionary to Vanuatu, writes:
There are several cargo cults in the South Pacific. The one nearest to us, in Vanuatu, is
named John Frum, after a mythical American [possibly “John from America”]. Followers believe
that John Frum will come someday and bring them everything they ever needed or wanted.
In 2007 the Chief Rena Memorial Church of the Nazarene was established in the heart of the
largest John Frum village on Aniwa. Thanks be to God for this center of genuine hope.
Source: www.wikipedia.com; e-mail from missionary David Potter
Get Involved!
Prayer walking is a type of intercessory prayer that involves walking while praying. The idea is to use the
five senses to increase the intercessor’s understanding of prayer needs. Take a prayer walk and intercede
for people serving cross-culturally, that they will not hurt when trying to help.
Pray
 Pray for regional, district, and local mission leaders, who must make decisions quickly to keep pace
with growing needs around them.
 Pray for young people called into missions, that God would help them untangle their desires and God’s
desires. Pray for young people in your church by name.
 Pray for Pastor Keithly Rena at the Chief Rena Memorial Church, as he and the congregation
minister to people in the John Frum Cargo Cult.
 Pray that three newly planted Nazarene congregations on Tanna will be witnesses to members of
the John Frum cult.
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LESSON 11: Grasping a Legacy of Leaving
PURPOSE



Create an awareness of the importance of legacy in our mission and ministry efforts
Appreciate the work of those who have left a legacy in Nazarene missions
Embrace discipleship as necessary for those who long to humbly follow Christ
It seems obvious to say that none of us will be around forever. And yet we often view ministry and
mission as something that is established then finalized, instead of embracing the change from one legacy to
the next. It should be our goal in participating in God’s mission to embrace discipleship so that our ministries
can be passed on in love instead of brokenness.
Preparation
Bring a soccer ball for the Activity (or any ball will do).
Presentation
Scripture Reading: Matthew 11:1-6; John 14:12
Activity
Ask for three volunteers. (This will be funnier if the volunteers don’t know how to play but are good sports.)
Explain to the group that you are going to begin the session by demonstrating a proper soccer pass.
Instructions
1. Choose a person that you can pass the ball to. It should be someone who is open to receiving the ball
so that it is not likely to be intercepted by the other team. Pass the ball to the closest person who is
open--trying to pass too far away can result in the ball being overtaken by an opponent.
2. Slow your running and put one foot near the soccer ball, parallel with it but about a foot from it. Keep
the foot facing in the direction of the person who will receive the ball.
3. Use the inside of the other foot to kick the ball. Keep the ankle straight so that the ball will kick straight.
This will also help you to avoid twisting an ankle. The toes should stay even with the ground and not
pointing up or down. Look in the direction the ball is traveling as it passes. This will allow you to aim
better and to quickly see where the ball has gone.
4. Watch the ball to make sure it reaches your intended target. If it goes elsewhere, catch up to the ball
and attempt to pass it again.
Source: eHow.com
Have the volunteers try to perform the pass on their own. Explain that this is a fun way to introduce the topic
of humbly passing to the next person.
Discussion
1. Have you ever had to give something that you cared about to someone else? It could have been a task
you had always performed yourself or something you started. What was that experience like?
2. Have you ever witnessed an ugly handoff, such as seeing someone who wasn’t willing to let go?
Describe the situation and its outcome.
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3. If you have discipled someone or been discipled by someone, would you tell the group about your
experience?
Opening Prayer
Jesus, create humble hearts in us, so we are not blinded by ambition and fear of change. Remove any
selfish inclination that would hinder us from discipling those you have placed in our lives. We pray for our
brothers and sisters around the world who are beginning ministries, so those who come after them might
believe in You. Let Your Kingdom continue to grow more colorful with the passing on of each generation
until Your Kingdom comes on earth as it is in heaven. Amen.
Mission Story 1: Legacy of Leaving
Jesus lived until His early thirties and then He left—His mission would be carried on by those who came
after Him. Those who had watched Him minister and were surrounded and indwelled with the Holy Spirit
were His legacy. Jesus’ legacy was a “legacy of leaving.”
Very early, Jesus explained that He wouldn’t be around for long. He prepared the disciples by forming a
closely knit group who would carry on His ministry of teaching and healing after He was gone.
This “legacy of leaving” bothers many of us because leaving has negative connotations. Maybe that’s
because we don’t do it right...leave, that is. Do we really know how to positively participate in the necessity
of moving on? We often associate this with failing or giving up.
This mentality sometimes finds its way into how the Church views missions. Some believe that keeping
missionaries in certain world areas should be the goal, rather than having the missionaries “work
themselves out of a job,” leaving the work in the hands of capable leaders who were raised in that culture.
God created coming and going. Nothing was meant to stay. Yet even with this truth, we sometime view
the mission field, and even our own ministries, as if nothing will ever change. We should embrace the
inevitable by building and supporting ministries that are established to be handed over.
How different would our ministry look if we adopted this Christ-like model, beginning by preparing for
the end? Whether we plant a church in a far-off country or begin a Sunday School class in our local church,
we should seek those we can mentor for the specific task of carrying on after us.
“Legacy of Leaving” Discussion
 Explain the term “legacy of leaving” in your own words.
 Think about an area of responsibility or a ministry in which you participate. What measures do you need
to take to participate in a “legacy of leaving”?
 What is difficult about turning over a ministry to someone else, and how can you prepare for such an
activity?
Mission Story 2: Raja Nwaisser
[For variety, ask someone to read the quote by Nwaisser’s friend and another person to read the poem by
his student.]
On September 21, 2008, the Church of the Nazarene lost a very dear brother. The Lebanon District had
joined for a baptismal service at the Ashrifiyah Church of the Nazarene in Beirut; Rev. Raja Nwaisser,
president of the Eastern Mediterranean Nazarene Bible College (EMNBC), was baptizing a new believer
when he suffered a major heart attack and died.
Rev. Nwaisser was born in Jordan and was working as a police officer when he experienced the call to
ministry. His heart was for developing leadership, and in 2003 he became the first national president of the
EMNBC. Two memorial services were held in his honor with more than one thousand people paying their
respects.
53
A friend had this to say of Rev. Nwaisser’s legacy,
“The wonderful thing about serving here in the Middle East is that I will see Raja often. I will see him in the
lives of those that have been so influenced by him. His sermons and lessons and even his jokes—and there
were many—will be remembered and retold often. As I saw Jesus in Raja, I will see Raja in those who came
to Jesus through him.”
A student wrote a poem about Raja Nwaisser’s legacy.
Mighty Warrior
By Nabil Habiby
If followers of Raja we were,
then like Raja
our earthly days of service are over.
Alas, Satan
your plan is undone,
your lies unearthed,
for followers of Jesus we are
and He lives on;
then the torch we will carry
the word we will spread.
Rest in peace pastor,
the disciples of Raja live on,
one down
hundreds to come.
Rest in peace pastor,
the disciples of Jesus live on,
one down
thousands to come.
Enjoy His eternal presence,
mighty warrior.
Source: NCN News; Didache: Faithful Teaching
Discussion
 What is your reaction to the legacy of Rev. Raja Nwaisser?
 How does this relate to what you have heard and seen about a “legacy of leaving”?
 How does this change your perspective on what it means to leave a legacy?
As you think about the focus of this lesson, write answers to the following questions.
What concerns do you think Jesus had as He prepared the disciples to take over His ministry?
What challenges do you think the disciples faced as they learned how to minister, knowing that
Jesus would leave them soon?
If you have trained someone in preparation for leaving a job or role, what did you have to consider
as you prepared?
If you have been the “trainee” in such a situation, what questions did you need to ask the trainer to
get a grasp of the job?
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Even if we do not plan on leaving a task or ministry, Jesus’ example is one to be followed. What are
the advantages of knowing there is someone who can take on your responsibilities?
Get Involved!
Two of the main questions that leaders in the Church of the Nazarene ask: Who are you discipling? Who is
discipling you? I would add one more question: Who are you being discipled with? Make it a personal goal
to develop these three relationships in your life—a mentor, a disciple of your own, and a friend to walk
beside. Listing the names of these people in a journal will remind you to cultivate these relationships daily.
Let the Spirit lead you to those He places in your path.
Pray
 With a friend or mentor, write a prayer about how John the Baptist’s story can speak into your own
personal journey, and ask God who you are making a path for.
 The “legacy of leaving” is one of the most important, but most difficult, tasks for a missionary. Pray for
missionaries and other church leaders like Raja Nwaisser who are humbly training others so God’s
mission can be carried farther.
Resources
“How to Pass a Soccer Ball” http://www.ehow.com/how_2257633_pass-soccer-ball.html n. pag. Web. 13
Aug. 2012.
“Eastern Mediterranean churches mourn sudden death of Nwaisser.” NCN News (www.ncnnews.com) 3
Oct. 2008: n. pag. Web. 13 Aug. 2012.
Haines, John. “A Tribute to Raja Nwaisser.” Didache: Faithful Teaching (www.didache.nazarene.org) Vol. 8,
No. 2: Jan. 2009: n. pag. Web. 13 Aug. 2012.
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Information Sheet
LESSON 11—Grasping a Legacy of Leaving
Scripture Reading: Matthew 11:1-6; John 14:12
Big Idea
We often view ministry/mission as something that is established then finalized, instead of embracing the
change from one legacy to the next. Our goal in participating in God’s mission should be to embrace
discipleship so that ministries can be passed on.
One Way that Christians Help
On September 21, 2008, Rev. Raja Nwaisser, president of the Eastern Mediterranean Nazarene Bible
College (EMNBC), was baptizing a new believer when he suffered a heart attack and died.
Rev. Nwaisser, born in Jordan, was working as a police officer when he experienced the call to ministry.
He loved to develop leaders, and in 2003 became the first national president of EMNBC. Two memorial
services were held in his honor with more than one thousand people in attendance.
A friend said of Rev. Nwaisser’s legacy, “The wonderful thing about serving here in the Middle East is
that I will see Raja often. I will see him in the lives of those that have been so influenced by him. His
sermons and lessons and even his jokes—and there were many—will be remembered and retold often. As I
saw Jesus in Raja, I will see Raja in those who came to Jesus through him.”
Source: NCN News
Get Involved!
Who are you discipling? Who is discipling you? Who are you being discipled with? Make it a personal goal
to develop these three relationships in your life—a mentor, a disciple of your own, and a friend to walk
beside. Listing the names of these people in a journal will remind you to cultivate these relationships.
Pray
 With a friend/mentor, write a prayer using John the Baptist’s story as a basis for your personal journey,
and ask God who you are making a path for.
 The “legacy of leaving” is one of the most important, but most difficult, tasks for a missionary. Pray for
missionaries and other leaders who train others, so God’s mission can be carried farther.
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LESSON 12: Planning a Legacy of Leaving
PURPOSE
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

Create an awareness of the importance of legacy in our mission and ministry endeavors
Appreciate the efforts of those who have left a legacy in Nazarene missions
Embrace discipleship as necessary for those who long to humbly follow Christ
It seems obvious to say that none of us will be around forever. And yet we often view ministry and
mission as something that is established then finalized, instead of embracing the change from one legacy to
the next. It should be our goal in participating in God’s mission to embrace discipleship so that our ministries
can be passed on in love instead of brokenness.
Preparation
Ask a man to tell the mission story as though he were Larry Garman or have someone read it as though it is
a letter from the Garmans.
Presentation
Mission Story: Larry and Addie Garman
[This can be presented by a man telling the story as though he were Larry Garman or by someone reading it
as though it is a letter from the Garmans.]
Say, Larry Garman and his wife, Addie, are retired Nazarene missionaries, who served 45 years in
the jungles of Peru. Larry went to Peru as a doctor—a layman who, over time, received many more
responsibilities. This provided ideal training for discipling the indigenous people with whom he and
Addie served.
We were in Peru last October for a pastors' retreat for the three indigenous districts. We were amazed
at what God has done in providing leadership that is completely indigenous.
When we started in 1965, there were no churches and only one small Sunday School started by earlier
missionaries. The pioneer missionaries had their share of difficulties due to a lack of roads and also
because of the isolation of the tribal people. The missionaries planted the seed, but never saw the harvest.
Shortly before her death, pioneer missionary Esther Carson Winans said: “It looks as though we have come
to sow, so that those who come later might reap.”
We started planting churches on the main tributaries of the Upper Amazon. Since the people had no
experience conducting church services, we started with the basics. Most of the churches were isolated and
supervising them was a challenge. We trained leaders as fast as possible and put them in charge of
congregations, emphasizing Bible training, stewardship, and personal responsibility.
I am a layman, but I have served in just about every capacity in this setting. I was the first district
superintendent of the Amazon District, director of the Bible institute, as well as full-time doctor at the clinic.
From the beginning, we had to trust the Peruvians to administer their churches, since we were overwhelmed
with other responsibilities.
Did we have disappointments and failures? Certainly! But the leaders quickly learned that the church
depended on them. It was easier for me to let them function, struggle, and develop an indigenous approach.
I never felt the need to direct and be up front, but was more comfortable letting them lead and direct.
Leaders usually emerge and surface if we allow them that freedom. The three districts among the
Aguaruna, Huambisa, and Metizos are now all led by indigenous leaders.
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Approximately two years ago, the large Amazon District became the second indigenous district to
become Phase 3, completely self-supporting. That is a great compliment to the leadership, vision, and
forward-thinking of the people. When you consider that they live in one of the most economically depressed
areas of the world, it is a tribute to their commitment.
Our philosophy has been: set the example, train them, then turn them loose. Continue to train,
encourage, praise them, and watch them go at it. To God be the glory for He has made it happen in His
time.
Source: Larry Garman
The Discipleship Summit
The Church of the Nazarene has a history of providing resources for those who are being discipled and
making disciples. In fact, Sunday School and Discipleship Ministries International (SDMI) is driven by that
very purpose. The Discipleship Summit is such a resource. The video curriculum was created by SDMI to
“help your church learn the global principles of discipleship and to assist you in your calling to make
Christlike disciples in the nations.” With four sessions and bonus features, The Discipleship Summit is a
resource for anyone interested in this practice, how it can change their life, and the lives of generations to
come. For more information, check out www.thediscipleshipplace.org.
Note: This resource is only in English and Spanish. Translators from other languages are needed to
volunteer in ministry to contextualize and translate this valuable resource for the Church.
Source: Sunday School and Discipleship Ministries International
Discussion
Consider tasks in your church that would benefit by having backup personnel. (If you need ideas, talk to
your church staff.) Talk to the person(s) in leadership of that task and determine the requirements of
personnel. In the space below, write the steps that should be taken to accomplish the training. When you
are finished, go over the plan with the leader, make necessary changes, then determine if training can take
place.
Get Involved!
In Your Community
Discuss with church leadership and parents about volunteering with younger people at your church. If
you are uncomfortable teaching a teen Sunday School class or changing diapers in the nursery, there are
other opportunities for service—cleaning, baking, driving, or just being present. As you serve, ask God to
direct you to young people you can disciple.
Share Your Passion
Do you consider your area of expertise a ministry? Just the act of sharing your passion for what you do
and inviting others to participate is a Christ-like attribute. Find a younger person who shows an interest in
your hobby or occupation, and allow them to join you. Explain what you do and why you do it, and allow the
young person to say how they might do things differently. The point isn’t to just pour life into someone, but
for both of you to pour life into each other.
Pray
 Pray for the young people in your church by name. Ask a youth leader for the names of 10 children or
teens to pray for daily. Get acquainted with them and pray specifically for them.
 As you pray for ministries and mission endeavors of your church, daily ask God to bring change in
those areas and ask Him to strengthen you and those around you for the death and rebirth that occurs.
Ask others to join you in this prayer.
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
Pray daily that your church will embrace the comings and goings that happen in a body looking to
participate in the mission of God. This prayer could lead to a “big-picture” mentality that can withstand
divisive situations.
Closing Prayer
Lord Jesus, humble us so that we might walk beside You simply with gratitude. Strengthen Your ministries
both local and global. Thank you for those who have preceded us, and we pray for those who are making
disciples globally right now. Lead us to those You want us disciple, and remove any hindrances that would
prevent discipling from taking place. Give us wisdom to know when to move on and the discernment to do it
well. Amen.
Resources
Asia-Pacific Region Editor. “Working toward unity in the Philippines” Engage Magazine
(www.engagemagazine.com) 05 Feb. 2010: n. pag. Web. 14 Aug. 2012.
Armstrong, Scott. “Shining brighter together” Engage Magazine (www.engagemagazine.com) 19 Jan. 2012:
n. pag. Web. 14 Aug. 2012.
Garman, Larry, 14 June 2012, e-mail to Ann Baldwin.
Sunday School and Discipleship Ministries International. The Discipleship Place
(www.thediscipleshipplace.org).
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Information Sheet
LESSON 12—Planning a Legacy of Leaving
What Is the Church of the Nazarene Doing?
Larry and Addie Garman, retired Nazarene missionaries, served 45 years in the jungles of Peru. Larry
went to Peru as a doctor—a layman who, over time, received many more responsibilities. This provided
ideal training for discipling the Peruvians.
Larry writes:
When we started in 1965, there were no churches and only one small Sunday School. Since the
people had no experience conducting church services, we started with the basics. We trained leaders
as fast as possible and put them in charge of congregations, emphasizing Bible training, stewardship,
and personal responsibility. From the beginning, we had to trust the Peruvians to administer their
churches.
Did we have disappointments? Certainly! But the leaders quickly learned that the church depended
on them. It was easier to let them function, struggle, and develop an indigenous approach.
Leaders usually emerge if we allow them that freedom. The three districts among the Aguaruna,
Huambisa, and Metizos are now all led by indigenous leaders.
Our philosophy has been: set the example, train them, then turn them loose. Continue to train,
encourage, praise them, and watch them go at it.
Source: Larry Garman
Get Involved!
Do you consider your area of expertise a ministry? The act of sharing your passion for what you do and
inviting others to participate is a Christ-like attribute. Find a younger person who shows an interest in your
hobby or occupation, and allow them to join you. The point isn’t to just pour your life into someone, but for
both of you to pour life into each other.
Pray
 Pray for the young people in your church by name.
 As you pray for ministries in your church, pray for God to bring about change in those areas and ask
Him to fortify your church for the death and rebirth that occurs.
 Pray that your church will embrace comings and goings as all of you participate in the mission of God.
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Living Mission CAUSE: Barriers
Introduction
Jesus never left His home country, but consistently broke down barriers: socializing with outsiders,
touching the unclean, and sharing meals with His enemies. He even overcame the barriers of sin and death!
Because of Jesus, every obstacle can be overcome. And the Holy Spirit helps us continue Christ’s work of
building bridges and tearing down walls with the Father’s love (Matt. 27:51-53; John 3:16-17; Acts 1:8).
What is “cross-cultural ministry?” How do we minister cross-culturally if we do not leave our countries or
know anyone from beyond our borders? This CAUSE should expand “cross-cultural ministry” by helping your
people love others across a variety of boundaries.
Involvement Opportunities
From remote nations to next door, there are many ways for Nazarenes to cross barriers in God’s name,
reaching out to any who are different whether they connect to the Church of the Nazarene or not.
Planning
Meet with your pastor and mission leaders. Review each week’s presentation, considering your
church’s culture and discussing advantages and disadvantages. Pray together, asking the Holy Spirit for
wisdom and guidance; and review the church calendar to plan an appropriate time to present the
BARRIERS CAUSE.
Decide who will lead the CAUSE. Ideally, one person should coordinate it with different presenters
weekly. Involve people passionate about these “cross-cultural” topics. Consider teens’ and young adults’
participation. The pastor and NMI president should be supportive, aware of progress, and available to
answer questions; however, the presenters are responsible for the weekly sessions.
Leaders and weekly presenters should read the article by Dr. Geneva Silvernail in Engage Magazine,
available online at engagemagazine.com/content/being-cross-cultural, as well as the devotionals about
being a neighbor (also from Engage in PDF format at engagemagazine.com/content/faced-suffering-whomy-neighbor). All leaders and presenters should consider the discussion questions from both.
What Are Our Options?
Following are resources related to the weekly emphases for additional information.


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Nazarene Compassionate Ministries partners with congregations to respond to the physical and
spiritual needs of the poor, oppressed, and suffering. Go to ncm.org to learn more.
Prime Time Ministries (primetime.nazarene.org) helps local congregations to celebrate the older adults
as valued members of Christ’s body. Nazarene Youth International (nyitoday.org) evangelizes,
disciples, and trains young people for Christian service.
The Church of the Nazarene is a member of the World Methodist Council (worldmethodistcouncil.org)
and the National Association of Evangelicals (nae.net). These interdenominational bodies are devoted
to Christian cooperation in mission and social engagement.
The Eupan Global Initiative (eupan.net) is a consortium—irrespective of national, cultural, or religious
differences—to educate people concerning violence, poverty, and injustice. Eupan’s founder and
director is Dr. Marty Alan Michelson, associate professor of Old Testament at Southern Nazarene
University in Bethany, Oklahoma, U.S.A.
The Board of General Superintendents of the Church of the Nazarene, in response to concern
regarding ministry to the lesbian, gay, bisexual, transgender (LGBT) community, produced two
“Pastoral Perspectives” documents. The first describes the biblical, historical, and theological bases for
the church’s stance concerning ministry to LGBT. Its companion offers further clarification since the
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
publication of the original document. Both are available online at:
nazarene.org/ministries/superintendents/pastoralperspectives/display.html.
The Center for Justice & Reconciliation at Point Loma Nazarene University (San Diego, California,
U.S.A.) studies poverty and oppression and teaches Christian social engagement. For more
information: pointloma.edu/experience/academics/centers-institutes/center-justice-reconciliation.
Engage Magazine is an online publication of the Church of the Nazarene. People read and share
stories of what God is doing throughout the world. Visit engagemagazine.com.
Week 1—Immigration
Say, Immigration takes place worldwide. It creates great need in the host countries, but also provides crosscultural ministry opportunities for Nazarenes. Nazarene Compassionate Ministries (NCM) provides churches
with resources about immigration and refugees (ncm.org/immigration).
Preparation
 For the Activity, ask three people to present the script. Arrange for people to read the scriptures in the
“How Do We Respond?” section.
Activity
PERSON 1: I’m a Christian, and I believe we should obey the law, not encourage others to break it. It’s called
“illegal” immigration for a reason.
PERSON 2: I’m a Christian. The Bible teaches us to welcome strangers. Whether legal immigrants or not,
they are people with families. If doing the right thing means civil disobedience, so be it.
PERSON 3: I am also a Christian. We should respect our country’s laws, as well as treat all immigrants as
human beings for whom Christ died, responding to their needs and protecting their families.
[Ask the group’s opinion about what each person said.]
How Do We Respond?
[Ask the scripture readers to present these passages: Exod. 22:20-22, 23:8-9; Ps. 146:6-9; Luke 10:25-37;
Eph. 2:11-22.]
Discuss
 What does it mean to be a “foreigner” according to these passages?
 How did the Good Samaritan care for his neighbor?
 How has Jesus destroyed the barrier between His people and foreigners?
 According to these scriptures, how should God’s people treat foreigners?
 What would it mean for our church to “not oppress,” “watch over,” or “have mercy” on foreigners?
Week 2—Racism
Preparation
 Provide paper and pens for the discussion questions
Discuss
 What is “racism”? How is it different from “bias” or “prejudice”?
 What experiences has the group had regarding racism, and how were they affected?
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Say, Racism has taken numerous forms throughout history and around the world. Sometimes it has been
displays of hatred or legal segregation; at other times, racism has been characterized by fear, suspicion,
and resentment, all seeds of hatred.
Ask, how is racism exhibited today through fear, suspicion, and resentment?
Read 1 John 4:7-20, and discuss the following:



How is God’s love described in this passage, and how should God’s people reflect His love?
What are your fears and resentments toward other ethnic groups, and how can they be overcome?
How can your church show God’s love to other ethnic groups?
Have people gather in groups of 2-3 to confess prejudice, fear, or resentment against other ethnic groups.
Ask the groups to pray for God’s healing for themselves, the church, and the community.
Closing Prayer
Heavenly Father, You are perfect Love. You command us to be holy as You are holy. That means we
should love with the same sacrificial, transforming love You gave to us. We confess our fears and
resentments. Forgive us when we forget that all people are created in Your image and equally loved by You.
Send the Holy Spirit to cleanse our church and community of racism, bringing restoration as we seek
reconciliation.
Week 3—Intergenerational
Preparation
 Plan an intergenerational gathering (lasting two hours) for your teens and senior adults. Ask two people
from each age group to speak, using the points listed in the Activity. Also, ask a senior adult and a
teenager to read the scriptures listed in the Activity.
 Announce the gathering several weeks ahead of time.
 Have teens and seniors prepare refreshments.
Say, Many social groups possess their own “cultures.” Today, “cross-cultural ministry” will include two
groups with considerable differences—senior adults and teens.
Activity
The goal for the intergenerational gathering is for both groups to acknowledge, but rise above, differences in
order to turn their eyes toward God.
[Read 1 Tim. 4:12.]
Say, Paul wrote these words to his younger assistant, Timothy, encouraging him to stand firm in his faith
and continue teaching about Jesus. Paul wrote that Timothy’s godly example would silence any critics.
These words can also apply to older people. While previous generations respected age, today’s culture
worships youth and beauty, energy and vitality.
Teens and older adults do not frequently interact. While there are differences, both groups are vital to
the Church and significant in building the Kingdom.
[Ask the four speakers to share:
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1. A brief introduction/testimony,
2. His/her generation’s spiritual/earthly needs,
3. How God can use the other age group to help meet the needs.]
How Should We Respond?
Have scripture readers present the following:
 Senior adult—1 Peter 5:1-4
 Teen—1 Peter 5:5-7
Discuss
 What are the “cultural differences” between senior adults and teens? (Note: People should simply state
differences, not criticize.)
 How might both groups relate to one another according to this scripture?
 How can senior adults and teenagers in your church respond to each others’ spiritual/earthly needs?
[Invite teens to pray for the senior adults and senior adults to pray for the teens.]
Closing Prayer
Heavenly Father, Your love calls to each of us, no matter our age. Thank you for opportunities to minister to
each other and to participate together in Your mission. Forgive us for looking down on other groups and
failing to notice Your work in each life. Help us to serve and learn from each other. We ask this in the name
of Jesus, Redeemer of our past and Hope for our future.
Week 4—Interdenominational
Preparation
 In advance, ask four people to read the passages listed.
 Several weeks prior to the service, the presenter and a pastor or the NMI president should visit a
church of another denomination (outside the Wesleyan tradition). Ask if the other church would partner
with yours serving the community. Clarify that you will not debate theology or try to get their people to
attend your church. Invite their congregation to your church for fellowship and collaboration.
 Announce the event in advance, explaining the event and encouraging your people to come with
partnership ideas.
[Have the readers present John 17:20-23; Gal. 3:23-29; and Rom. 12:3-8.]
Say, We are all one in Christ (Gal. 3:28; Rom. 12:5). This is more than hope; it is reality. People often
wonder how this can be when denominations’ beliefs and practices are different.
What did Jesus mean when He prayed that all believers would be one (John 17:22-23)? Should we
agree on all points of theology? Jesus prayed that His followers would be one “as we are one.” The Father,
Son, and Holy Spirit are distinct Persons; yet God is one. In the same way, there is room in God’s kingdom
for differences, while being united with each other and God in holy love (John 13:34-35).
Activity
At the event, have a “get-acquainted” time, then brainstorm partnership ideas. Following are examples, but
there may be ideas unique to your community.

Improve church properties and facilities.
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
Volunteer together at a soup kitchen or homeless shelter. (Contact the kitchen or shelter regarding
arrangements and guidelines.)
Organize a prayer gathering. Praise Christ together. Each congregation should pray for the other’s
needs. Pray for the community, nation, and world. End the gathering with a meal.
Listen, rather than dictate, and take initiative, rather than take charge. Work together. Allow God to speak.
And share your experiences on the Living Mission Facebook page!
Week 5—Interfaith
Preparation
 Provide paper and pens for the discussion questions
While covering the 2011 “Arab Spring” in Cairo, Maryam Ishani, politics editor for the Daily News Egypt
newspaper, photographed something astonishing. As Egyptian Muslims knelt in the street to pray for peace,
Coptic Christians surrounded them and joined hands, forming a human shield around the Muslims. Also
during the protests, some Muslims likewise protected Christians gathered for a Christmas Mass. Their
actions beautifully illustrate God’s love crossing “uncrossable” barriers. Despite their differences, human
beings risked their safety to protect other human beings.
John 3:16-17 says that God’s love is for the whole world and that God sent His Son not to condemn,
but to save the world. John 15:13 tells us that no one has any greater love than to lay his or her life down for
a friend. Jesus said this while preparing to die for His enemies!
Discuss
 What do you know—not assume—about other religious groups or people who have belief systems
other than Christianity (atheists, agnostics, etc.)? How do they view Christianity?
 How can your group address negative notions these groups have about God, Jesus, or the Church?
(Remember, the idea is to help others see and encounter Jesus Christ through us.)
 How can your group extend God’s sacrificial love to others? What challenges might you face, and how
can you overcome them?
Week 6—Lesbian, Gay, Bisexual, and Transgender
Preparation
 Choose a presenter who will be compassionate to both the panel and the congregation.
 Weeks in advance, plan with your pastor for crossing barriers to the LGBT (lesbian, gay, bisexual, and
transgender) community. Discuss whether the event should be held at church or in a “neutral”
(rented/borrowed) space.
 Because of the sensitive subject, pray for God’s wisdom and compassion.
 Invite several people from the LGBT community, or their family members, to form a panel discussing
LGBT perspectives with the church. Meet with the group and the pastor, explaining your church’s desire
to better understand them as people—not as threats. Explain that the church wishes to listen—not to
preach, that you want to understand and respond to their needs, hurts, and hopes. Provide copies of
the “Pastoral Perspectives” documents, so they understand the Church of the Nazarene’s stance.
 If you do not know of people who are LGBT, two groups who would participate are local organizations
of Parents, Families and Friends of Lesbians and Gays (PFLAG—pflag.org) and Exodus International
(exodusinternational.org/), a Christian organization that ministers grace and truth to a world impacted
by homosexuality.
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
Preparing your group in advance: Inform them that the emphasis involves reaching out to the LGBT
community, something that is already taking place. Present the purpose of the event to the group,
stressing that Jesus Christ did not come to condemn, but to save the world (John 3:16-17) and that He
sought those who the religious leaders excluded (Matt. 9:9-13). Ask the group to think about someone
they know who is LGBT, pray for that person in the weeks until the event, then invite the person to
attend.
Make copies of the weekly handout. Distribute the handout to your group after the event.
Activity
Introduce the panel. Present the purpose—to learn, and tell the group that questions may be asked of
panel members in the fellowship time following.
Be prepared with some questions to begin the discussion, if needed.
After the panel discussion, host a meal or coffee and dessert so everyone can interact.
Week 7—Socioeconomic
Preparation
 Ask people to read the scriptures featured this week.
Say, The Bible says much about wealth and stewardship. Scripture does not promote class warfare, pitting
rich against poor. The Bible warns against envy and greed, laziness and exploitation; its advice on
stewardship applies to everyone.
[Have a reader present James 5:1-11.]
Discuss
 What is the writer’s tone concerning the rich?
 What sins are condemned, and what are the consequences?
 How are those suffering under such people to respond?
 How do you personally feel about the rich? Why?
Say, A 2010 report by the Swiss bank Credit-Suisse stated that adults in the United States, Canada,
Western Europe, Israel, Kuwait, Japan, and Australia hold the majority of the world’s wealth. If you live in
one of these areas, you are among the richest people on earth!
People’s needs are not limited to the material. A 2009 University of Rochester study showed that
pursuing financial security does not lead to satisfaction. In fact, it showed that reaching materialistic goals
actually contributes toward dissatisfaction.
These two studies tell us:


The wealthy need love, fulfillment, and purpose just like any other human being (Ecc. 5:10).
Wealth is relative. You may not consider yourself rich, but compared to the majority of the world, you
may be incredibly wealthy.
How Should We Respond?
[Ask people to read: James 5:1-11; 1 Tim. 6:7-10; James 4:1-3; Matt. 19:16-26; Prov. 22:2; Gal. 3:28.]



What do these verses reveal about the spiritual needs of the rich?
According to the passages, how should the rich and the poor treat one another in church?
What are some ways your group can respond to the physical and spiritual needs of both rich and poor?
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Say, People are not commodities to be exploited. The rich should not be envied for their wealth, nor should
the poor be mistreated. Rich and poor are the same under God: each created and redeemed by God to
participate—together—in His mission to the world.
Week 8—Bullying
Preparation
 Ask a young person to read the excerpt from Eric Harris’s journal.
 Gather candles and something with which to light them.
 Ask young people to read the scriptures aloud.
[Journal reader gives presentation by candlelight.]
Everyone is always making fun of me for how I look and how weak I am. Well, I will get you all back:
ultimate revenge. You people could have shown more respect, treated me better,...Then again, I have
always hated how I looked, I make fun of people who look like me, sometimes without even
thinking,...That’s where a lot of my hate comes from, the fact that I have practically no self-esteem....As
of this date I have enough explosives to kill about 100 people,...And that just isn’t enough. Guns! I need
guns! Give me some firearms.
Source: Excerpts from Eric Harris’s journal
[The reader blows out the candle, but remains in place.]
[Scripture readers present these passages: Prov. 10:11-12; Mark 12:28-33; Phil. 2:1-11; Luke 6:27-37;
Rom. 12:3-5, 9-21; 1 John 4:7-12, 16-21. As each person finishes reading, he/she lights a candle, stands
near the journal reader, and puts an arm around that reader. After all passages are read, readers light the
journal reader’s candle with their candles at the same time. The leader reads the following.]
Dylan Klebold and Eric Harris were bullied outsiders whose anger boiled over into an act of terror on
April 20, 1999, in Littleton, Colorado, U.S.A. They murdered 13 people and wounded 20 more at Columbine
High School before committing suicide.
There is never an excuse for revenge and violence. But Eric Harris revealed the source of his rage: he
was bullied, made to feel worthless, and began seeing himself that way.
Proverbs 10 says “the mouth of the righteous is a fountain of life, but the mouth of the wicked conceals
violence.” Ephesians 4:29 says, “Do not let any unwholesome talk come out of your mouths, but only what is
helpful for building others up according to their needs, that it may benefit those who listen.” Our words have
power to encourage or tear down, to give life or destroy it. For better or worse, our words have the power to
change lives.
We are surrounded by people who are different. As Christ’s followers, we should treat everyone with
love and dignity, as unique creations of God, valued infinitely more than we can comprehend.
Victims of mistreatment should not attempt revenge. We should love our enemies, forgive those who
sin against us, and let God’s love reign in our hearts.
Discuss
 If you have experienced bullying, how did it make you feel and how did you respond?
 If you hurt someone in this way, why? How did they respond?
 How can we exhibit God’s love to loners and outcasts?
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Week 9—Cross-cultural
Preparation
 Provide paper and pens for the discussion questions.
Say, For eight weeks, we’ve seen how “cross-cultural” ministry affects all of us. It means embracing all who
are not like “us.” Let’s discuss what we have learned by crossing BARRIERS of every kind with God’s love
in Christ.
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

What were some successes? What were some failures, and what did you learn from them?
What groups in your community need God’s love? How can God use your church to minister to them?
How have you changed as a result of crossing BARRIERS, and what will you do about it?
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HANDOUTS FOR BARRIERS CAUSE
Weeks 1–9
BARRIERS CAUSE
Immigration Handout, Week 1
Did You Know?
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Worldwide, there are an estimated 191 million immigrants.
115 million immigrants live in developed countries.
20% (approximately 38 million) live in the U.S.A., making up 13% of its population.
33% of all immigrants live in Europe.
75% live in just 28 countries.
Women constitute approximately half of all migrants at around 95 million.
Sources: Shah, Anup. “Immigration.” Global Issues
(globalissues.org/article/537/immigration#IntroductionWorldwideImmigrantsStatistics). 26 May 2008: n. pag. Web.
15 Oct. 2012.
Prayer Focus
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Pray for immigrants in your area, that their transition to their new home will be smooth.
Pray for children who migrate with their parents, that their education will not suffer and that they will
make new friends quickly.
Pray for the communities into which immigrants move, that they will be welcoming.
Action Items
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
Begin language courses to help immigrants in the transition period. Curriculum is available for
churches.
Begin an after-school tutoring program for students. If you have teachers in your church, ask them to
give direction to volunteers.
Worship with people who speak a different language or have a different cultural or economic
background.
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BARRIERS CAUSE
Racism Handout, Week 2
Did You Know?
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The Holocaust during World War II was against Jews, Romani, and non-whites, among others.
(Wikipedia)
Apartheid was a policy of racial separation implemented in South Africa from 1948 to 1990. All-race
national elections in 1994 produced a coalition government with a black majority. (Wikipedia)
“Caste” is “a division of society based on differences of wealth, inherited rank or privilege, profession,
occupation, or race” (Merriam-Webster Online Dictionary). Caste systems occur in many places
globally.
In Rwanda, for more than 100 days, beginning April 6, 1994, the Tutsi and Hutu tribes were engaged in
genocide. Approximately 1 million people were killed, including three-quarters of the Tutsi population.
(CIA World Factbook)
United States
o Housing—in cities, black segregation is similar to 40 years ago; Hispanic segregation is on the rise.
(Princeton Study)
o Median Household Income—white families ($51,861), black families ($32,584), Hispanic ($38,039)
(The Census Bureau)
o Hate Crimes—In 2010, 6,628 hate crimes were reported: racially motivated (47.3%), religious-bias
motivated (20%), sexual-orientation motivated (19%), ethnicity/national origin-bias motivated
(13%), and disabilities motivated (less than 1%). (Federal Bureau of Investigation)
Prayer Focus
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
Focus on a different ethnic group in your community in your prayer time daily. Ask God for wisdom for
you to know how to help each group and that God will provide inroads for Christians to work alongside
them.
Pray for your church, that all members will welcome all races as Jesus would.
Do you have any fear, suspicion, or resentment toward other races? Ask God to help you with such
emotions.
Action Items

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
Many churches have attendees who are of minority ethnic descent. Pray for those families, get to know
them personally, and invite them to share a meal with your family.
If churches in your area have special services honoring people who have helped alleviate racism in
your country, ask if your church can participate. If there isn’t such an event, why not host one?
If there are a variety of ethnic groups in your community, invite them to meet and to think of ways to
overcome challenges faced.
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BARRIERS CAUSE
Intergenerational Handout, Week 3
Did You Know?

Senior adults can be “ministers of hope” by
o Being good listeners
o Being encouragers
o Being physically present
o Reaching out and touching
o Providing links to the past
Source: “Be a Minister of Hope.” Prime Time Ministries Web site
(http://nazarene.org/ministries/ssm/adult/primetime/display.html). 22 March 2007: n. pag. Web. 17 Oct. 2012.
Click on the “Resources” link.

Five characteristics for working with youth
o The God-Centered Heart—You don’t have to be the most knowledgeable Christian in the world, but
you do need to understand your faith and have a heart centered on God.
o The Servant Heart—Being a servant is a huge part of being a Christian. Christ was a servant to
man, and He called people to be servants to one another.
o Listening Ears—Empathy is being able to put yourself in the student’s shoes. You also need to
have good listening skills. The opinions of teens will often be expressed through conversation.
o A Sense of Responsibility and Authority—Just because a teen is a Christian does not mean they
make the best decisions.
o A Positive Attitude—Keep your focus on the good in every situation.
Source: Mahoney, Kelli. “5 Characteristics of an Effective Youth Worker.” About.com
(christianteens.about.com/od/youthworkercenter/a/effectiveleader.htm): n. pag. Web. 21 Oct. 2012.
Prayer Focus


Pray for the teens in your church, that they will grow strong in the Lord, follow His leading, and find a
place of service within your faith community.
Pray for the senior adults in your church, that the church will recognize their strengths, make use of
those strengths, and minister to them.
Action Items
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
Coordinate a mentoring ministry within your church between senior adults and the youth.
Help the teens see opportunities to serve the senior adults and undertake those opportunities.
Help the senior adults know what to do for the youth of your church.
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BARRIERS CAUSE
Interdenominational Handout, Week 4
Did You Know?
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Christianity is ranked the largest religion in the world today. In 2010 there were 2.18 billion Christians
around the world, nearly a third of the global population.
As of 2010, 32 percent of the world's population was considered Christian.
As of 2011, there were approximately 41,000 Christian denominations and organizations in the world.
(Considers cultural distinctions of denominations in different countries, so there is overlapping of many
denominations.)
Of the approximate 2 billion Christians in the world in 2011, 279 million (12.8% of the world's Christian
population) were Pentecostals, 304 million (14%) were charismatics, and 285 million (13.1%) were
evangelicals, or Bible-believing Christians. (Not mutually exclusive categories)
Missionaries and Christian Workers
o Unevangelized world—20,500 full-time Christian workers and 10,200 foreign missionaries
o Evangelized non-Christian world—1.31 million full-time Christian workers
o Christian world—306,000 foreign missionaries to other Christian lands; 4.19 million full-time
Christian workers (95%)
Approximately 78.5 million Bibles were distributed globally per year as of 2010.
As of 2010, 159,960 Christians worldwide (on average) were martyred for their faith per year.
Source: Fairchild, Mary. “Christianity Today—General Statistics and Facts of Christianity.” About.com
(christianity.about.com/od/denominations/p/christiantoday.htm): n. pag. Web. 18 Oct. 2012.
Prayer Focus
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Pray for other Christian churches in your community, that people will be welcomed with the love of
Christ and will experience a sense of “belonging.”
Pray for relationships between pastors of your community’s Christian churches to be strong, allowing
for encouragement within the body of Christ.
Pray that your congregation will be open to friendships with people of other Christian denominations
and traditions.
Action Items


Collaborate with other Christian churches several times a year for community services. Ideal times for
these are during Advent, Christmas, Lent, Easter, etc.
Join together with other congregations for times of prayer, such as the International Day of Prayer for
the Persecuted Church, Global Day of Prayer, and community events.
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BARRIERS CAUSE
Interfaith Handout, Week 5
Did You Know?

Religion Adherents
o Christianity—2.1 billion
o Islam—1.5 billion
o Secular/Nonreligious/Agnostic/Atheist—1.1 billion—not a single religion
o Hinduism—900 million
o Chinese traditional religion—394 million—combination of Confucianism, Buddhism, Taoism, and
traditional non-scriptural/local practices and beliefs
o Buddhism—376 million
o Primal-indigenous—300 million—classification of native religions such as forms of shamanism or
paganism; primarily tribal and pre-technological peoples
o African Traditional and Diasporic—100 million
o Sikhism—23 million
o Juche—19 million
o Spiritism—15 million
o Judaism—14 million
o Baha'i—7 million
o Jainism—4.2 million
o Shinto—4 million
o Cao Dai—4 million
o Zoroastrianism—2.6 million
o Tenrikyo—2 million
o Neo-Paganism—1 million—modern revivals of ancient ethnic and magickal traditions; usually
polytheistic, sometimes pantheistic
o Unitarian-Universalism—800 thousand
o Rastafarianism—600 thousand
o Scientology—500 thousand
Source: “Major Religions of the World Ranked by Number of Adherents.” Adherents.com
(http://www.adherents.com/Religions_By_Adherents.html): n. pag. Web. 29 Oct. 2012.
Prayer Focus
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Pray for God to bring people into your life who adhere to religions or belief systems other than
Christianity, and ask that He help you know how to build friendships with them.
If people of other faiths or belief systems suffer persecution or ostracism, pray for their safety and that
they will find Christians to be welcoming.
Pray for your church to know how to build relationships with groups of other faiths, breaking down walls
that have been built in the past.
Action Items
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Learn about one of the belief systems listed above, and share what you learned with people in your
group.
Meet with people of another faith for fellowship. Let them know that you want to get to know them. If
they are from a different culture than yours, perhaps you could bring foods from your cultures and share
them.
Many areas have interfaith organizations. Why not participate in one of their events? Look on the
Internet or in your local newspaper for information.
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BARRIERS CAUSE
Lesbian, Gay, Bisexual, and Transgender Handout, Week 6
Did You Know?
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Most adults affirm the importance of faith in their lives, regardless of their sexual orientation.
Straight adults (72%) were more likely than gay adults (60%) to describe their faith as “very important”
in their life.
Most Americans consider themselves to be Christian; however, there is a gap between heterosexuals
who identify themselves as such (85%) compared to homosexuals (70%).
While 71 percent of straights have an orthodox, biblical perception of God, just 43 percent of
homosexuals do.
“A substantial majority of gays cite their faith as a central facet of their life, consider themselves to be
Christian, and claim to have some type of meaningful personal commitment to Jesus Christ active in
their life today.” (George Barna)
Source: Barna Group (barna.org/barna-update/article/13-culture/282-spiritual-profile-of-homosexual-adults-providessurprising-insights)—statistics for the United States of America

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4 in 10 LGBT youth say the community in which they live is not accepting of LGBT people.
Roughly three-quarters of LGBT youth say they are more honest about themselves online than in the
real world.
9 in 10 youth say they are out to their close friends, and 64 percent say they are out to their classmates.
75 percent of LGBT youth say that most of their peers do not have a problem with their identity as
LGBT.
Source: Human Rights Campaign (hrc.org/youth/view-statistics#.UH_p7re9Kc0)—statistics reflect the United States of
America

Little research has taken place regarding same-sex behaviour in non-Western countries.
Source: Avert.com (avert.org/gay-people.htm)
Prayer Focus
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Pray for the needs of your local LGBT community.
Pray for families of LGBT people.
Add requests that you heard from your time with the panel mentioned in the lesson.
Action Items
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Research your local LGBT community.
Get involved in your local HIV/AIDS walk.
Host a community clean-up day, and invite a local gay establishment to help.
Offer to volunteer at a local HIV/AIDS hospice or health clinic.
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BARRIERS CAUSE
Socioeconomic Handout, Week 7
Did You Know?


People living on less that US$1.00 a Day (2000)
o Latin America and Caribbean—49 million; 12 percent of population
o West Asia and North Africa—5 million; 3 percent of population
o Sub-Saharan Africa—169 million; 44 percent of population
o South Asia—515 million; 41 percent of population
o East and Southeast Asia—320 million; 19 percent of the population
More than 1 billion people in the world live on less than US$1.00 a day—considered absolute, rather
than relative, poverty.
Source: “Wealth and Poverty: What Is Poverty?” Infoplease.com
(http://www.infoplease.com/cig/economics/poverty.html)
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The median income worldwide—the amount that is between the least and the highest amounts—is
US$850.
People who have incomes of US$41,000 are in the top 3 percent in terms of the richest people in the
world.
If the trillion dollar worldwide economy were evenly split up between Earth's 6.7 billion people, the
average income would be US$7,000.
Countries that have average incomes of about US$7,000 include Chile and Mexico.
The country with the highest median income is Switzerland: US$60,288; the U.S. median income is
US$50,233.
Three billion people in the world live on less than US$2.00 per day.
Source: wiseGEEK (wisegeek.com/what-is-the-median-income-worldwide.htm)
Prayer Focus
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Pray that socioeconomic barriers will be broken within your congregation and your community.
Pray for the wealthy and the poor of your community, that God will meet them at that their point of need.
Pray for God to give wisdom to church leaders around the world, so they will help the people in the
areas where they serve.
Action Items
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
Volunteer in an after-school program for children in need in your community.
Help your church develop a literacy program or language training in your community.
Volunteer at a local compassionate ministry center. If there is not one in your area, should your church
establish one?
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BARRIERS CAUSE
Bullying Handout, Week 8
Did You Know?
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Every 30 minutes a teenager attempts suicide due to bullying.
About 47 teens are bullied every five minutes.
Victims of cyber bullying show more signs of depression than other bullying victims.
Cyber bullying is on the rise in dramatic numbers; it is relentless and more frightening if the bully is
anonymous.
There are about 282,000 students who are reportedly attacked in high schools in our nation each
month.
71 percent of students report bullying as an ongoing problem.
Teens in grades 6 through 10 are most likely to be involved in activities related to bullying.
Almost half of all students fear harassment or bullying in the bathroom.
Source: risk(within)reason.com (risk-within-reason.com/2012/03/06/bullying-facts-statistics/)—statistics reflect the
United States of America
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Adults can be bullies and be bullied.
Adults are more likely to use verbal, rather than physical, bullying.
An adult bully’s goal is to gain power someone else and be dominant. They try to humiliate victims.
Workplace bullying can disrupt productivity, create a hostile work environment, and reduce morale.
Adult bullies were either bullies or bullied as children. Understanding this may help you cope with their
behavior.
Source: “Adult Bullying” (http://www.bullyingstatistics.org/content/adult-bullying.html)
Prayer Focus
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Pray for the people in your church and community who are targeted by bullies, that they will seek help
early.
If you are bullied, pray for God to show you how to face the situation and who can help you.
Pray that your church will be a source of healing for people who are victims of bullies.
Action Items
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Help people know what to do when they are bullied. Invite school leaders who speak on this subject to
meet with your congregation.
Volunteer at a youth organization, listening to children or youth when needed.
Get to know the children and youth of your church, and pray for them by name daily.
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BARRIERS CAUSE
Cross-cultural Handout, Week 9
Did You Know?
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
The Unevangelized World
o (38 countries each less than half evangelized)
 1.6 billion unevangelized persons (-0.2% p.a.)
 29.6% of global population
 12.1% of global income
The Evangelized Non-Christian World
o (59 countries over half evangelized but with church members less than 60%)
 2.4 billion evangelized non-Christians (0.3% p.a.)
 500 million evangelized but unreached non-Christians
 40.1% of global population
 35.3% of global income
The Christian World
o (141 countries with church members 60% or over)
 2 billion Christians (1.4% p.a.)
 33% of global population
 52.6% of global income
 Christians spend:
 99.9% of Christian income on themselves
 0.09% on the Evangelized Non-Christian World
 0.01% on the Unevangelized World
Source: “Today’s global mission: the status of world evangelization in AD 2000.” Center for Global Christianity
(gordonconwell.edu/resources/documents/gd34.pdf): n. pag. Web. 22 Oct. 2012.
Prayer Focus

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
Pray for the people in the unevangelized world, that God will send missionaries and other church
leaders to minister cross-culturally to them.
Pray for those people who have not accepted Christ as Savior in the evangelized non-Christian world
and for Christians to be willing to cross barriers to witness to them.
Pray for pre-Christians in the Christian world, that believers will witness to them, and for Christians to
be willing to give so the remainder of the world will know Christ.
Action Items



Make plans to continue to learn about other cultures in your community and to break down barriers
between your culture and theirs.
Help your mission leaders in your church plan cross-cultural events in your community.
When mission speakers come to your church, ask how they crossed cultural barriers in the places
where they served.
77
Living Mission CAUSE: Human Trafficking
Every day, human beings are tricked, trapped, and trafficked. The problem is immense. GOD IS
BIGGER.
Today, millions of people are trapped in forced or bonded labor and sexual slavery globally. Virtually
every country is involved in trafficking activities, either as a country of origin, destination, or transit.
Trafficking devastates its victims, who often suffer physical and emotional abuse, rape, threats, and
even death. The U.S. Department of State notes that “the impact of trafficking goes beyond individual
victims to undermine the health, safety, and security of each nation it touches.”
There is hope! More than two billion Christians globally have the opportunity and the obligation to
respond redemptively to this crisis. The global church, operating locally, can be a powerful force in the battle
against trafficking and for its victims’ restoration.
Involvement/Giving Opportunities
The list of organizations that address human trafficking is extensive. See the “Recommended Agencies and
Organizations” on the Living Mission Web site (livingmission.com) and print it as a resource.
Planning
Meet with your pastor and local mission leaders. Review the options with your group in mind, and
discuss their advantages and disadvantages. Your congregation may be able to adopt more than one, but
don’t overwhelm them. Review the church calendar to plan an appropriate time to present the HUMAN
TRAFFICKING CAUSE.
Discuss the most likely person(s) to lead the CAUSE. It does not have to be the local president or pastor,
although their mentoring will be crucial. If a person is passionate about alleviating human trafficking, he or
she might generate more excitement for the CAUSE than someone who is already very involved in missions.
Also, involve teens or young adults; they can be enthusiastic. And their leadership now will prepare them for
the future.
Let the CAUSE leader develop a committee to organize the CAUSE. The pastor and local president
should be supportive, aware of progress, and available to answer questions. Helping leaders understand a
group’s or church’s culture is essential, but the CAUSE leaders should know they are responsible.
Global Events
International Weekend of Prayer and Fasting for the Victims of Sex Trafficking
Annual—last weekend of September
salvationarmyusa.org/usn/www_usn_2.nsf/0/2E617561A12EFFB6852574440043C4B5?Opendocument
The Salvation Army, the Initiative Against Sexual Trafficking (IAST), and Faith Alliance Against Slavery and
Trafficking (FAAST) cosponsor the event. The weekend is held the last weekend of September, and
resources, such as prayer guides, sermons, bulletin inserts, and Bible studies, are available online.
Freedom Sunday
Any Sunday of the year—annual global celebration of Freedom in February
freedomsunday.org
Freedom Sunday is a worship opportunity to help churches become more active in opposing modern
slavery. On Freedom Sunday the global church prays, proclaims, sings, and intercedes. The event
empowers worshippers to move beyond awareness to action. Freedom Sunday resources from a wide
variety of sources are available on the Web site.
78
Additional Resources
A bibliography, additional recommended reading, resources for initiating a ministry, and additional audio and
video content are provided. See “Additional Resources” on the Living Mission Web site (livingmission.com)
and print the resources.
Week 1—Introduction to Human Trafficking
Preparation
 Copy the Week 1 handouts, “Introduction to Human Trafficking” and “Eight Things You Need to Know
Quiz,” for each member of the group.
 Gather pencils for the quiz.
 Make one copy of the “Eight Things You Need to Know Answer Sheet.” Cut the answers apart and
distribute them to eight people in the group, to be read aloud at the appropriate times.
 If you are going to watch the video clip, set up the DVD player and TV/projector to play video, and
download the clip.
Activity
[Show the video clip Two Little Girls (available at http://www.youtube.com/watch?v=udHSutTF4Us) as an
introduction. Length: 3 minutes, 5 seconds.]
[After the video, distribute the quiz and pencils to the group. Allow a few minutes for the group to take the
quiz individually (or you may read it aloud, allowing the group to collaborate). After the group completes the
quiz, read each question aloud, ask for responses, then ask the person holding the answer with the
corresponding number to read it aloud.]
Say, You may have other questions! For instance, what makes people vulnerable to trafficking? How could
so many people be tricked, trapped, and trafficked? Over the next few weeks we will learn more about
human trafficking—and the hope in the person and the PEOPLE of Jesus Christ for rescue and restoration.
[Distribute “Introduction to Human Trafficking” handout as people leave.]
Week 2—Vulnerability
Part 1: Poverty and Gender
Preparation
 Copy the Week 2 handouts, “Vulnerability, Part 1” and “Role-Play” for each member of the group.
Activity
Say, How will I provide for my life...for my family? Many of us feel the impact of the economic downturn, but
the situation places the heaviest burden on those most fragile. Women are most affected when disaster
strikes, governments collapse, or regimes fail, because they are more likely to lose their employment and
because the collapse of systems of social protection means an increased burden of family and care work. It
also increases vulnerability to prostitution and human trafficking.
For those already trafficked, decreasing income—plus increasing competition—can result in worsened
conditions, longer hours, anxiety, depression...and increased suicides.
In many world areas, society stigmatizes women, parents of sold children, and trafficking victims in
general, based on the rationale that “people from decent families don’t get themselves into such situations.”
A similar stigma applies to the woman in our role-play today.
79
[Distribute copies of “Role-Play” to everyone. (Note: some people are uncomfortable with this type of
activity. Give roles to those who enjoy such tasks.) Have participants role-play the situation.]
[Have the group discuss the questions provided at the bottom of the sheet.]
[Distribute “Vulnerability, Part 1” handout as people leave.]
Week 3—Vulnerability
Part 2: Abuse
Preparation
 Copy the Week 2 handout “Vulnerability, Part 2” for each member of the group.
 Make one copy of “Julia’s story” (in the Activity section).
 If you are going to watch the video clip, set up the DVD player and TV/projector to play video, and
download the clip.
 Cut pieces of paper shaped like stones (5-10 per person) and print “Global Risk Factors for Human
Trafficking.”
 Place a large cross in the room where you meet.
Activity
[Present the video, Stones in a Backpack, Episode 1 (available at wsbt.com/news/ktuu-prostitution-inalaska-how-it-happens-20110228,0,4686434.story ; length: 1 minute, 25 seconds or 3 minutes, 57 seconds,
depending on time constraints).]
Note: Although the program refers to teen prostitution, all minors in prostitution are victims of trafficking.
Julia’s Story
[Have a volunteer read the following aloud.]
Julia’s parents divorced when she was 6 or 7; and she lived with her mother, who remarried. Julia’s
stepfather began sexually abusing Julia when she was 10 years old. In the fourth grade, she began using
drugs.
The abuse stopped when, at age 14, Julia left home; however, that same year, she dropped out of
school and began the life of a prostitute. Julia was picked up by law enforcement for prostitution and sent to
her biological father by juvenile authorities, whose best friend sexually abused her.
Julia became pregnant and had a daughter when she was 16. She returned to the street where she
was exploited by her pimp.
Ask, What made Julia vulnerable to being trafficked into prostitution? (Allow time for people to discuss.)
Individual (or Small Group) Task
On the stone-shaped paper, write down situations that make people vulnerable to exploitation. See
“Global Risk Factors for Human Trafficking” (Living Mission—Walk Humbly CAUSE on the Living Mission
Web site [livingmission.com]) for ideas.
Say, Lay your “stones” at the foot of the cross. These issues are too heavy for victims to carry; they are also
too heavy for us to carry. They are NOT too heavy for Jesus.
[Distribute “Vulnerability, Part 2” handout as people leave.]
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Week 4—Exploitation
Preparation
 Copy the Week 4 handouts, “Exploitation” for each member of the group.
 Gather blank paper and pencils for the group.
Activity
The city of Atlanta, Georgia, U.S.A., started a campaign to end the demand for sexual services. They
call it the “Dear John” campaign.
“Dear John” is a public education campaign to end the commercial sexual exploitation of children. The
campaign seeks to educate and activate audiences to help eliminate the problem. The campaign features a
letter from Mayor Shirley Franklin:
Dear John: You have been abusing our kids, prostituting them, and throwing them on the street
when you’re done. As mayor of Atlanta, I have promised to listen to people. Kids are no exception.
When you buy sex from our kids, you hurt them, you hurt our families, and you hurt our city. It’s
over, John. No more, Not in Our City.
If you could write a letter to people who exploit others, what would you say? Take a moment to
consider: who will you write...a trafficker, a “john,” a consumer who demands cheap goods made with forced
labor?
Take three minutes and write your thoughts on the paper provided.
[Distribute “Exploitation” handout as people leave.]
Week 5—What Makes People Vulnerable in My Community?
Exploration and Integration of Learning
Preparation
 Copy the Week 5 handouts, “Human Trafficking in My Community,” “What Makes People Vulnerable in
My Community?” and “Identifying Victims of Human Trafficking” for each member of the group.
 Find a news article related to human trafficking in your community, state, or country. Make copies for
everyone in the group.
 If you are going to watch the video clip, set up the DVD player and TV/projector to play video, and
download the clip.
Activity
The challenge: develop eyes to see clues that trafficking is happening and to identify vulnerable individuals.
[Show two-minute clip from Grace and Peace: http://vimeo.com/40893184.]
[Distribute the news article and the handout “Human Trafficking in My Community.” Describe how you found
the information, saying how easy or difficult it was. Allow the group to work independently for a few minutes
to read the article and answer the questions on the handout.]
[As a group, create a list of vulnerable people in your community. Save the list for the coming weeks.]
[Distribute “What Makes People Vulnerable in My Community?” and “Identifying Victims of Human
Trafficking” handouts as people leave.]
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Week 6—Biblical Foundations for Engagement
Part 1: Dignity and Identity—The Victim
Preparation
 Copy the Week 6 handout “Biblical Foundations for Engagement, Part 1” for each member of the group.
 Paper currency (significant amount) to use in the Activity.
 Ask someone to read Luke 15:8-10, NASB, during the session.
 Make one copy of handout “Child of God” (the story), and ask someone to read it to the group.
 Download the song “Child of God,” or have someone prepared to sing it. See “Additional Resources” on
the Living Mission—Walk Humbly CAUSE Living Mission Web site (livingmission.com) and print it as a
resource. Secure sound equipment, if necessary.
Activity
[Hold the currency up. Ask the group, “Who would like this?” (Look for hands.) Crumple up the currency.
Ask, “Who still wants it?” (Again, look for hands.)
Drop the currency on the floor and step on it. Ask, “Who wants it now?” (Look for hands.)]
Say, No matter what I did to the money, you wanted it because it did not decrease in value. It was still worth
(amount of currency). In life, people are dropped, crumpled, and ground into the dirt by decisions made and
circumstances faced; they feel worthless. But no matter what has happened or what will happen, they will
never lose their value. Dirty or clean, crumpled or finely creased, they are still priceless. Their worth comes
not in what they do or who they know, but by WHO THEY ARE and WHOSE THEY ARE. (Source unknown)
Jesus’ parable of the Lost Coin (Luke 15:8-10, NASB) speaks to this issue.
[Ask the scripture reader to present the passage.]
Say, The silver coin has real value. It’s worth something, MORE than worth the effort to recover it.
Trafficking victims are precious to God! Like the coin, these people bear the image of the One who made
them. However, the longer a coin is lost, the more difficult it is to see that image under the layers of dirt and
sin...and the less likely it is to be found again.
It is a lot of work, mess, and upheaval to turn a house upside down for one coin. But it is worth it!
[Ask the reader to present the handout “Child of God” (the story).]
[Close by listening to the song “Child of God.”]
[Distribute “Biblical Foundations for Engagement, Part 1” handout as people leave.]
Week 7—Biblical Foundations for Engagement
Part 2: Dignity and Identity—The Church
Preparation
 Copy the Week 7 handouts “Biblical Foundations for Engagement, Part 2” and “Theology of Ministry—
Human Trafficking” for each member of the group.
 Ask two people to read the following passages: Psalm 33:5, NIV, and Psalm 89:14, NIV.
Activity
[Ask the scripture readers to present the passages.]
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Say, As Nazarenes, we are a holiness people. We want people in our churches to pursue and practice
holiness.
The psalmist wrote, “Righteousness and justice are the foundation of your throne; love and faithfulness
go before you.”
Ask, “What are those two foundations?” (Wait for responses.)
Say, “In Greek, righteousness and justice are concepts that can’t be separated. It’s the same word—
dikaosyni! Righteousness is the inward expression and justice is the outward expression of the same idea.
As holiness people (and human beings), we sometimes leave God’s concern for justice on the sidelines
of our lives...or to some ministries that focus on such issues. How would we feel if only a few people in our
churches worked on “holiness issues”?
God, whose kingdom we pursue, loves justice; and He is deeply troubled by injustice. We should be,
too!
[Distribute the handout “Theology of Ministry—Human Trafficking.” Ask people to work in small groups,
reading the statements aloud and working together to craft a beginning to their “theology of ministry.”]
[Distribute “Biblical Foundations for Engagement, Part 2” handout as people leave.]
Week 8—Responses
Part 1: Prevention, Intervention, and Restoration
Scripture Reference: Luke 19:10
Preparation
 Copy the Week 8 handouts “Responses, Part 1,” “What the Church Can Do,” and “How to Battle the
Crime Du Jour” for each member of the group.
 Download the audio file “Human Trafficking Victims: Mike's Story”
(salvationarmy.org.uk/uki/Male_Trafficking_Case). Secure sound equipment, if necessary.
 Copy the list of vulnerable people (from Week 5) to a piece of poster board or display it by some other
means.
 Have “Recommended Agencies and Organizations” available for review during the “Activity” section.
See “Additional Resources” on the Living Mission—Walk Humbly CAUSE Living Mission Web site
(livingmission.com) and print it as a resource.
Activity
Read, “The greatest resources in the global church for fighting the evil of sexual slavery and giving survivors
transformational care are people of faith who are the Church. Men and women in local churches around the
world can offer their skills as counselors, doctors, social workers, teachers, lawyers, and spiritual parents.
They can take up the challenge and provide faith-based care that addresses each area in survivors’ lives in
order to provide the holistic care they desperately need to begin a new life.”
Source: Hands that Heal curriculum
[Hold up “Recommended Agencies and Organizations.”]
Say, Global Christians are engaged in ministries of prevention, intervention, and restoration. Take a look at
the examples to be informed, inspired, and involved!
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Say, A few weeks ago, we made a list of people who are vulnerable in our community. What would it look
like for our church to be part of their stories? To begin, we must ask two questions: What do they need, and
what can we do?
Three Principles
Say, A ministry to exploited people in Athens, Greece, offers three principles.
[Write the key phrases (in bold) on the poster board. Read the remaining text.]



Listen to God (and do what He says!). The Old Testament gives many examples confirming that
obedience was the key to victory for God’s people.
Listen to others working in this area (police, government agencies, non-governmental organizations,
other churches). What are the gaps? What could we do that would make a difference for vulnerable
people here?
Listen to the people that you want to serve. Don’t offer what is convenient or seems important to
you. Ask them what they need and want.
Say, The Church offers HOPE in Christ for restoration and redemption. No other organization can offer this!
[Distribute the handout “What the Church Can Do.” Have the group review the list, circling items they (as
individuals) or the church could do. Collect the sheets, tally the responses, and return the sheets to the
participants during Week 9.
[Distribute “Responses, Part 1” and “How to Battle the Crime Du Jour” handouts. Review the Action Items,
and participate in the “Act” section.]
Week 9—Responses
Part 2: Partnership, Policy, and Business as Mission
Preparation
 Copy the Week 9 handout “Responses, Part 2” and “Business as Prevention and Restoration” for each
member of the group.
 Make two copies of the “Stories of Help and Hope” handout, and ask two people to read them to the
group.
 Print two pictures of bridges (google “bridge, images”)—one broken, impassable; the other sturdy, wellused—for showing to the group.
 Return the group’s “What Can the Church Do?” sheets as a reminder.
Activity
[Ask the readers to present the “Stories of Help and Hope.”]
Say, These and other groups respond to the issues and victims of human trafficking in their countries. No
one organization can do everything to bring help and hope to millions living in slavery. While that sounds
bad, it is an opportunity to work with others to help people find freedom.
[Show the picture of the broken bridge.] Say, Often, this is what the path to freedom looks like for victims
wanting to escape exploitation. The journey is risky, and there are gaping holes in the bridge. Many won’t
make the journey if the bridge is not complete! Different services are needed, as different people are
involved.
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Our church cannot meet the challenge of human trafficking alone. Every part of the bridge is valued and
needed. What plank do you think our church is meant to be?
[Ask for brief reports from the Action Teams. Summarize the results in a few words.]
[Display the picture of the completed bridge. Ask someone from the group to pray for the creation of a
bridge from exploitation to freedom in your community and in other communities around the world.]
[Distribute “Responses, Part 2” and “Business as Prevention and Restoration” handouts as people leave.]
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HANDOUTS FOR HUMAN TRAFFICKING CAUSE
Weeks 1 - 9
HUMAN TRAFFICKING CAUSE
Introduction to Human Trafficking—Handout—Week 1
Did You Know?
 There are more slaves in the world now than at the height of the Atlantic slave trade.
 Trafficking victims are subject to gross human rights violations, including rape, torture, forced abortions,
starvation, and threats of torturing or murdering family members. (The Protection Project)
 More than 1 million children globally are forced into the sex trade every year. (UNICEF)
 The average age of entry into prostitution is 12 to 14 years old.
 Human trafficking is phenomenally profitable and is the second largest criminal enterprise in the world.
The total market value of human trafficking is estimated in excess of $32 billion. (United Nations)
Scripture: Prov. 24:11-12, NIV; Isaiah 42:22, NKJV
Pray
 Give thanks to God, recognizing that He is more powerful than the evil in our world! Thank Him for
specific aspects of His character: that He loves every person He created, that He is “mighty to save,”
etc.
 Ask God to help you to understand and engage with the topic of human trafficking without fear because
He is with you. Invite Him to show you how you can be part of His plan of redemption and restoration
for those who are exploited.
 How many are trafficked? Rice is a staple throughout the world. Imagine four pounds (two kilos) of rice:
the approximate 120,000 grains represent the number of women and girls trafficked into sexual
exploitation in Western Europe every year. The next time you are in the market, hold a few bags or rice
and pray for God to bring freedom to enslaved women and children, as well as others trafficked around
the world.
What Next?
 What surprised you most? Tell someone else something you learned about human trafficking today.
Talk, tweet, or Facebook it!
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HUMAN TRAFFICKING CAUSE
Eight Things You Need to Know Quiz—Handout—Week 1
1. The global definition for the crime of human trafficking consists of three parts. Which of the
following is NOT an essential part of the definition?
a. Action (harboring, recruiting, transporting)
b. Inappropriate means or coercion (lying, force)
c. Exploitation (trafficker, and not victims, receives primary benefit)
d. Movement (crossing borders)
2. How many people are enslaved around the world right now?
a. 27 million
b. None
c. 2 million
d. 20.9 million
e. No one really knows
3. The movie Pretty Woman, featuring Julia Roberts, is a realistic depiction of the experience of
commercial sexual exploitation—hard, but hopeful.
True
False
4. Prostitution is the same as trafficking.
True
False
5. Illegal immigrants are victims of trafficking.
a. Always
b. Sometimes
c. Rarely
d. Never
6. Human Trafficking is a growing global evil. Following are some examples of how traffickers
adapt to exploit more people. Which one is NOT a current trend in global trafficking?
a. Women tricking and entrapping other women (and even men) for exploitation.
b. Moving exploitation to private or rural locations, away from cities.
c. Men are increasingly becoming victims of exploitation.
d. Use of social media and other technology to search for vulnerable people.
7. In your opinion, why do people get caught in human trafficking or sexual exploitation?
8. I don’t need to be concerned about human trafficking because it doesn’t affect me or my
community.
True
False
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HUMAN TRAFFICKING CAUSE
ANSWERS—Eight Things You Need to Know Quiz—Handout—Week 1
1.d.
Movement. Human trafficking is primarily a crime of EXPLOITATION. Traffickers exploit people for
HUGE profit.
2.b.
None. It is hard to count people who are largely invisible (and often hidden).
The International Labour Organization estimates that 20.9 million people worldwide are
exploited today; many experts say closer to 30 million. Approximately 600,000 to 800,000 people
are trafficked across international borders annually. (U.S. Department of State)
3.
False. For victims, the experience of sexual exploitation often includes:
 Extortion
 Isolation
 Health risks
 No freedom of movement
 Debt
 Mental health issues
 Violence, beatings
 Rape
 Torture
 Forced abortions
 Starvation
 Blackmail
 Threats of torturing or murdering family members
 Threats of death
Some research indicates that life expectancy is just 7 years once a child is commercially
exploited. The homicide rate among sexually exploited women is up to 40 times higher than the
general population.
4.
False. A person in prostitution may or may not experience all the conditions for trafficking;
however, prostitution IS exploitation. Any child under the age of 18 working in prostitution is
considered a victim of trafficking.
5.b.
Sometimes. Illegal immigrants are more VULNERABLE to trafficking than many others.
6.
All of these are actual trends. Traffickers are constantly adapting and looking for new avenues for
exploitation. The global economic crisis has been a boon for traffickers, as they have a larger
group of desperate people to choose from.
7.
Share your own opinion briefly. There is not one “right” answer.
8.
False. “One police commander said to me, ‘the only way not to find this problem in any community
is simply not to look for it.’” Belles, In Our Backyard
Hosea 4:6, NIV, says, “My people are destroyed from lack of knowledge.”
Traffickers “are known to recruit at malls, fast food restaurants, schools, and after-school
programs.” (Shared Hope)
Trafficking is devastating to victims, but the impact of it goes further, creating global health
risks and strengthening the growth and influence of organized crime wherever it exists. (U.S.
Department of State)
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HUMAN TRAFFICKING CAUSE
Vulnerability, Part 1—Handout—Week 2
Did You Know?
 Although men are increasingly trafficked, women are still disproportionately exploited in forced labor, as
well as sexual servitude. Because of population growth and poverty, women and children are more
available and cheaper than ever before.
 Women all over the globe continue to face economic, educational, and employment-opportunity
disparities between them and their male counterparts. Many societies still favor sons and view
daughters as an economic burden. Desperate families in some of the most impoverished countries sell
their daughters to brothels or traffickers for the immediate payoff and to avoid having to pay the dowries
to marry their daughters. (Francis T. Miko, Trafficking in Persons: U.S. Policy and Issues for Congress)
 “Lack of choice can enslave a child or woman [or man] as effectively as a locked door.” —Shane
Claiborne
Scripture: Prov. 30:8-9, NIV; James 1:27, NIV
Pray
 A growing number of women are involved in human trafficking, not only as victims, but as traffickers.
Female offenders have a far more prominent role in present-day slavery than in most other forms of
crime. Pray for the trapped AND the traffickers, especially former victims who have become
perpetrators.
 Pray for the development of impoverished nations, so that the people in such countries might know a
decent standard of living, have meaningful education and employment opportunities, and thus escape
the desperate circumstances that make people vulnerable to commercial exploitation and trafficking.
(Salvation Army)
Action Items
 Discuss: “Until women, globally, are less marginalized, no one can realistically view prostitution as a
‘choice’—even if it may sometimes be an immediate tool for survival.” (Johnson, Julie B. “Ain’t I a
Human?” PRISM Magazine
[issuu.com/prismmagazine/docs/pages_from_prism_mar.apr_2010_aint_i_a_human], March/April
2010: n. pag. Web. 25 Oct. 2012.)
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HUMAN TRAFFICKING CAUSE
Role-play—Handout—Week 2
Have one woman represent a woman enslaved in prostitution who comes to the market to buy bread.
How would she look? How would she act?
Choose someone to represent Jesus meeting the woman in the market. On the basis of how He
interacted with the Samaritan woman at the well, enact how Jesus might interact with her in her own city in
the twenty-first century. Ask if someone else would portray Jesus differently. Why or why not?
Next, have someone represent a church pastor or other follower of Jesus in the city. Enact how the
pastor would relate to the woman. Ask if someone else would portray the church leader’s response to the
woman in prostitution differently. If so, have them play that role.
Then, have someone honestly portray his or her own response to the woman if the individual
recognized she was enslaved in prostitution. Ask if others would react differently. Discuss their personal
reactions and why.
From Hands that Heal: International Curriculum to Train Caregivers of Trafficking Survivors
http://www.faastinternational.org (See Hands that Heal link.)
Used by permission on behalf of Faith Alliance Against Slavery and Trafficking (FAAST)
Discuss
1. What would be (or is) the response of our church or church members to people who are sexually
exploited in our town or city?
2. Does it look the same as Jesus’ response? If not, how is it different?
3. In order to follow Jesus’ example rather than society’s example, what must be done to begin to change
our church’s attitude to those in sex slavery?
4. What must you (as an individual) do to make your response more like that of Jesus?
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HUMAN TRAFFICKING CAUSE
Vulnerability, Part 2—Handout—Week 3
Did You Know?
 85 percent of those in prostitution in the U.S.A. were sexually abused as children. Other common
themes are parental neglect, parental drug use, emotional/physical abuse from a family member, and
poverty. (Love146)
 “...All girls are at risk of recruitment solely by their age and gender....The pimps who target and trap
teen girls prey on [characteristics caused by abuse],...especially girls in the care of the state child
protection system.” (Justice Resource Institute)
Scripture
 “Save me, O God, for the waters have come up to my neck. My feet can no longer touch bottom in the
deep mire where I am sinking...
“You know how I am insulted and shamed, you know who they are, my tormentors. Shame has broken
my heart and brought me to despair. I long for someone who sees me and cares about my pain...
“Those who look to God for counsel and help find new courage in their hearts. God hears the voice of
the poor and needy. God identifies with those in bondage.”

Source: Paraphrase of Psalm 69:1-2, 19-20, 32-33, “Christian Action and Networking against
Trafficking in Women.”
Matt. 18:6-10, NIV; Heb. 13:3, NIV
Pray
 Pray for abuse survivors, that God will equip them for restoration and that they will grasp the His
purposes for them!
 Pray for the protection of children from predators globally.
Action Items
 Watch
o Episode 3—Native Youth and Vulnerability of “Stones in a Backpack”
(fox59.com/videogallery/68270675/News/VIDEO-Stones-in-the-Backpack-The-Burden-of-TeenProstitution-Part-3)
o The Bigger Picture of Exploitation (Rachel Lloyd) [19:24]
(beyondthestreets.org.uk/index.php/blog/entry/the_bigger_picture_of_exploitation_by_rachel_lloyd)
 Discuss
o “[Society] makes prostitution an identity, not an occupation....Society does not allow an expiration
date on that identity, nor a way to be publicly accepted as something else....They think most people
in the sex industry are there to support their drug habits, when actually the drugs are used to cope
with what is happening to their lives....” —Joe Parker, “How Prostitution Works”
(hawaii.edu/hivandaids/How%20Prostitution%20Works.pdf): n. pag. Web. 25 Oct. 2012.
 How does this impact your thinking about this issue or about women involved in sexual
exploitation?
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HUMAN TRAFFICKING CAUSE
Global Risk Factors for Human Trafficking—Handout—Week 3
This is not intended to be a complete list; however, it provides a starting point for discussing factors that
make people vulnerable to exploitation globally.



SOCIETAL
o Poverty
 Unemployment
 Lack of opportunity/sustainable
livelihood
 Debt
o Gender inequality—including exchange
of women for dispute settlement
o Armed conflict/internal
conflict/instability/displacement/ civilethnic violence
 Refugee returnees
 Displaced people
SPIRITUAL
o Greed
 Quick fix mentality
 Fascination with material gain—
more often girls in the city
 Looking for work abroad
 Idealism/suspension of disbelief
 “It’s only for a little while,” “it’ll be
worth the price,” “it won’t be THAT
bad.”
o Lust
 Demand
o Injustice and oppression
 Systemic injustice
PERSONAL
o Difficult family background
 Childhood sexual abuse
 Broken family (divorce, death)
 Domestic violence
 Single mother
 Elderly parents
 Illness or incapacity of one or both
parents
 Threatened with forced marriage
o Lack of skills—not graduating
school/financial problems in education
o
o
o
Ethnic stereotypes/racism
Presence of organized crime groups
 Friend, distant or immediate
relative, acquaintance, “friend of a
friend”—someone who abuses the
trust relationship
 Point of first contact—often a
woman
 Recruiter returns from abroad
financially established
Acceptance of trafficking in social
context
Immigration policies (West)
Corruption (East and South)
Bad laws, poor border control, weak
governance
Despair, hopelessness
 Resignation/fatalism
 Perceived lack of options
 Change in women’s self-image—
“What’s the point? I’m already
ruined.”
Lack of Christian values (i.e., towards
the selling of sex)—personal and
societal



o
o
o
o
o
o
o
o
o
o
Lack of support network (family, friends,
church, work, etc.)
Isolation/naivety/inexperience
Offered “work abroad”
Homelessness—street kids, etc.
Low self-esteem
Mental illness
Addiction issues
Lack of information on conditions in
destination countries
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HUMAN TRAFFICKING CAUSE
Exploitation—Handout—Week 4
Did You Know?
 Commercial exploitation is primarily for financial or other economic interests. Economic interests may
be monetary or non-monetary (i.e., food, shelter, drugs); but in every case, the benefits go to the
exploiter and the abolition of basic rights, dignity, autonomy, and physical and mental well-being go to
the victim. (Salvation Army USA)
 “The demand is the driving force behind trafficking.” —Donna Hughes, University of Rhode Island
 High demand exists worldwide for trafficked women and children as sex workers, cheap sweatshop
labor, and domestic workers. Traffickers receive large tax-free profits and continued income from the
same victims. (Francis T. Miko, Trafficking in Persons: U.S. Policy and Issues for Congress)
 “Sex trafficking is particularly dependent on demand. Without consumers viewing pornography online,
without johns willing to pay for sex, there would be no need for sex-trafficked individuals.” —Nita Belles,
In Our Backyard
Scripture: Psalm 10:8-18, NIV; Eze. 18:30-32, NIV; Eph. 6:12, NKJV
Pray
 Human trafficking has surpassed drug smuggling as one of the most profitable “businesses” in the
world. Pray that God would frustrate the efforts of those who benefit from the suffering of others and for
“confusion in the camps” of the wicked!
 Pray also that God would change the hearts of the exploiters. They are also made in His image! Pray
that they would repent and be restored to right relationship with Him and others.
 Read the “Male Repentance Prayer” from the lesson during your personal prayer time. Are there
attitudes or actions of which you need to repent?
Action Items
 Discuss: How do you feel about the fact that God loves the perpetrators as well as the victims?
 Listen: “God of the Moon and Stars” by Kees Kraayenoord
Album: This Is My Cry
Video: youtube.com/watch?v=mbcLArwrtN8
Lyrics: justsomelyrics.com/1067007/Kees-Kraayenoord-God-Of-The-Moon-And-Stars-Lyrics
 Read:
o Tunehag, Jennifer Roemhildt. “Human Trafficking: Problems to Solve, People to Serve.” Lausanne
World Pulse (lausanneworldpulse.com/themedarticles.php/1343/12-2010): Dec. 2010. n. pag. Web.
25 Oct. 2012.
 Watch:
o Demand: A Comparative Examination of Sex Tourism and Trafficking in Jamaica, Japan, the
Netherlands, and the United States (Shared Hope)
sharedhope.org/Media/VideoResources.aspx
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HUMAN TRAFFICKING CAUSE
What Makes People Vulnerable in My Community?—Handout—Week 5
“An estimated one-third of the small number of slaves freed in the U.S. each year are delivered from forced
servitude because someone just like you or me noticed something that didn’t look right and reported it
instead of walking away.”
—Nita Belles, In Our Backyard
Did You Know?
 Labor that is dirty, dangerous, and degrading attracts people desperate for work. Desperation feeds the
trafficking industry. (VIVA)
 Isolation or lack of language skills hinders victims from understanding their rights. Illegal immigrants are
threatened with exposure and arrest. Many do not even consider themselves trafficked, working for
years for promised “future” wages when their debts are paid. (VIVA)
 There are between 1.3 and 2.8 million runaways in the U.S.A.; only one-quarter to one-third are
reported by their parents. Without safe places to stay and legitimate means of support, children are
often victimized through pornography, sexual exploitation, and drugs.
 Homelessness is extremely dangerous for a child. Within the first 48 hours of being on the street, one in
three children is lured into prostitution. (National Center for Missing and Exploited Children, U.S.A.)
Scripture: Lev. 19:33-34, NIV; Luke 10:25-37, NIV
Pray
 Pray about what you learned about trafficking in your area. Pray for those who are exploited in your
community, and ask God to show you and your church how to make a difference.
 “God’s word is clear and unequivocal that we should welcome the foreigners in our midst, regardless of
how they come to be there. Begin a campaign of kindness towards those of other cultures who live in
your area. Pray for them, and find ways to bless them.” (Salvation Army Prayer Guide)
Action Items
 “Help one person at a time, and always start with the person nearest you.” —Mother Teresa
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HUMAN TRAFFICKING CAUSE
Human Trafficking in My Community—Handout—Week 5
Part 1
In the article provided by your leader, who was vulnerable and who were the exploiters? Does the article
give any hints about what made that person or group vulnerable to exploitation? What do you think?
Who WROTE the article? Is there contact information for the author/journalist? Does it mention any
agencies (government or not) that were involved? Are any individuals named that could be contacted?
How could this have been prevented? What could we, as individuals or as a church, have done (or do) to
make a difference?
Part 2
Vulnerable people may include:*
 Undocumented migrants
 Runaway and homeless youth
 Temporary contracted guest workers
 “Mail Order” brides
 Child/adolescent/adult victims of physical and/or emotional abuse
 Child/adolescent/adult victims of sexual assault/sexual abuse
 Women and families in debt
 Displaced peoples (natural disasters, conflict, etc.)
 Oppressed or marginalized groups
 Those living in property
*
List courtesy of The Washington State Office of Crime Victims Advocacy
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HUMAN TRAFFICKING CAUSE
Biblical Foundations for Engagement, Part 1—Handout—Week 6
How do victims of human trafficking see themselves? How does God see them? How do WE see them?
Did You Know?
 A 2003 study in the scientific Journal of Trauma Practice found that 89 percent of women in prostitution
want to escape prostitution. (Melissa Farley, Journal of Trauma Practice, Vol. 2, No. 3/4: 33-74.)
 In 1991, a journalist in Oakland, California, U.S.A., reported that police had closed—with no follow-up
investigations—more than 200 reports of sexual assault, including murder, in which the victim had a
history of prostitution or drug addiction. They marked the files with the letters “NHI,” meaning “No
Human Involved.” (Johnson, Julie B. “Ain’t I a Human?” PRISM Magazine
[issuu.com/prismmagazine/docs/pages_from_prism_mar.apr_2010_aint_i_a_human], March/April
2010: n. pag. Web. 25 Oct. 2012.)
Pray
 Pray that people who are exploited would know their true value and identity as people created in God’s
image. Pray that His church would also recognize their dignity and worth!
 IDENTITY
Materials: Full-length, free-standing mirror
Look in the mirror. Who are you? What makes up your identity? Your name? Where you live? What
you like to do? Your family and friends? When people are trafficked, their identities are often completely
erased. Their passports are destroyed, and they are given new names. Because they no longer
officially exist, they no longer have any rights or protection.
How would you feel if your identity was suddenly deleted, wiped out, rubbed away?
God designed you long before you were born. Even before you were named, He knew all about
you. Nothing that happens to you can ever change that. You are His child, marked with His love, the
delight of His life.
Source: Stop the Traffik (stopthetraffik.org)

Thank God for who you are, for who He made you to be. Pray for people who have been trafficked and
have lost their identity, that they would be rescued and given a chance to start again.
Scripture: Luke 12:6-7, NIV; John 8:36, NKJV; Rom. 8:38-39, NKJV; 2 Cor. 5:17, NIV
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HUMAN TRAFFICKING CAUSE
Child of God (Story)—Handout—Week 6
A seminary professor was vacationing with his wife in Gatlinburg, Tennessee. One morning, they were
eating breakfast at a little restaurant, hoping to enjoy a quiet, family meal. While they were waiting for their
food, they noticed a distinguished-looking, white-haired man moving from table to table, visiting with the
guests. The professor leaned over and whispered to his wife, “I hope he doesn’t come over here.” But sure
enough, the man did come over to their table.
“Where are you folks from?” he asked in a friendly voice.
“Oklahoma,” they answered.
“Great to have you here in Tennessee,” the stranger said. “What do you do for a living?”
“I teach at a seminary,” the professor replied.
“Oh, so you teach preachers how to preach, do you? Well, I’ve got a really great story for you.” And with
that, the gentleman pulled up a chair and sat down at the table with the couple.
The professor groaned and thought to himself, “Great. Just what I need, another preacher story!”
The man started. “See that mountain over there?” he asked, pointing out the restaurant window. “Not
far from the base of that mountain, there was a boy born to an unwed mother. He has a hard time growing
up, because every place he went, he was always asked the same question, ‘Hey, boy, who’s your daddy?’
“He would hide at recess and lunchtime from other students. He would avoid going into stores because
that question hurt him so badly. When the boy was about 12 years old, a new preacher came to his church.
The boy continued to go to services late and to slip our early to avoid hearing the question, ‘Who’s your
daddy?’ But one day, the new preacher said the benediction so fast that the boy got caught and had to walk
out with the crowd.
“Just about the time he got to the back door, the new preacher, not knowing anything about him, put his
hand on the boy’s shoulder and innocently asked him, ‘Son, who’s your daddy?’
“The whole congregation got deathly quiet. He could feel every eye in the church looking at him. Now
everyone would finally know the answer to the question, ‘Who’s your daddy?’
“This new preacher, though, sensed the situation around him and using discernment that only the Holy
Spirit could give, said the following to that scared little boy. ‘Wait a minute! I know who you are! I see the
family resemblance now. You are a child of God.’ With that he patted the boy on the shoulder and said,
‘Boy, you’ve got a great inheritance. Go and claim it.’
“With that, the boy smiled for the first time in a long time and walked out the door a changed person. He
was never the same again. Now, whenever anybody asked him, ‘Who’s your daddy?’ he’d just tell them, ‘I’m
a child of God.’”
The distinguished gentleman got up from the table and said, “Isn’t that a great story?”
The professor responded that it really was a great story!
As the man turned to leave, he said, “You know, if that new preacher hadn’t told me that I was one of
God’s children, I probably never would have amounted to anything!” And he walked away.
The seminary professor and his wife were stunned. He called the waitress over and asked her, “Do you
know who that man was—the one sitting at our table who just left?”
The waitress grinned and said, “Of course. Everybody here knows him. That’s Ben Hooper. He’s the
governor of Tennessee!”
Source: Belles, Nita. “Child of God,” excerpted from In Our Backyard. Maitland, Florida: Xulon Press, 2011,
pps. 36-38.
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HUMAN TRAFFICKING CAUSE
Biblical Foundations for Engagement, Part 2—Handout—Week 7
Did You Know?
 As Nazarenes, God wants us to be people of righteousness AND justice.
Scripture: Ps. 103:6, NIV; Isa. 61:1-3, NIV
Pray
 Pray that we in the Church would remember that we were all saved “while we were yet sinners”! Thank
God that His gifts of grace and salvation are extended to us, not because we deserve them, but
because He loves us. Acknowledge that He is able to save, to rescue, and to restore.
 Pray for God to call many more believers to follow Him in “seeking and saving lost ones,” and
destroying the works of the devil! The harvest field is plentiful, and the news is profoundly good. Pray
for workers, including those whose roles seem insignificant, but are necessary.
Action Items
“But let justice roll on like a river, righteousness like a never-failing stream!” —Amos 5:24, NIV
Discuss
 “It is quite one thing to say with the prophet Amos, ‘Let justice roll down like mighty waters,’ and quite
another to work out the irrigation system.” —William Coffin
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HUMAN TRAFFICKING CAUSE
Theology of Ministry—Human Trafficking—Handout—Week 7
How does God feel about human trafficking?
Each church and Christian organization must consider this point. What do we know about God that
informs and even compels our engagement in this difficult issue? Following are two examples.
God the Creator created both men and women, boys and girls, and declared them good. Every
human being thus created is precious and valuable in God’s sight, and He has called us to accept
and love one another, just as He accepts us in Christ and loves us. He calls on the Church to
ensure that every human being is free from enslavement and granted freedom to enjoy their
human rights—the whole Gospel that reaches the whole person.
—World Evangelical Alliance
Global Human Trafficking Task Force
We recognize the true, full value of ourselves, individually and corporately, and the value of
those we serve. Because God has created each person, every individual has the same incredible
worth. We also recognize the human condition: we are, individually and corporately, imperfect and
broken. We know that we depend upon God for all of our success and the power to change lives is
to be found in him, not us....
We recognize that involvement in human trafficking and sexual exploitation is a condition that
is inconsistent with human dignity and we desire to see that change. Especially because the nature
of these evils involves a gross perversion of healthy human relationship, we are driven by genuine
love as their brothers and sisters to see these people set free to live the life they deserve. As such,
we will stand against these evils and for the people involved in them because they are worth our
concern and assistance.
—European Freedom Network
What would you include in a “declaration” about how God feels about human trafficking, the people
who are hurt, and how His people should respond?
Make some notes, either individually or as a group. What verses or ideas from scripture provide a
foundation for engaging in this type of ministry?
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HUMAN TRAFFICKING CAUSE
Responses, Part 1—Handout—Week 8
Did You Know?
 [Sexual exploitation] leaves people physically, mentally, and spiritually devastated. Recovery may take
years—often the damages cannot be undone.
 “We know that the ultimate restoration can only happen through Jesus.” —Jimmy Lee, Executive
Director of Restore NYC
Scripture: Isa. 58:6-12, NIV; Matt. 9:37-38, NKJV
Pray
 Thank God for Christians who visit dark streets and build bridges of hope and help to people forced
to sell their bodies and for those Christians’ commitment to walk and work toward restoration.
 Victims returning home experience ongoing difficulties in reintegration. Pray that families would not
shun those people who society says are “ruined.” Pray that the Church will be a family to those without
help or hope.
Action Items
 Act
o Divide the group into Action Teams for the coming week, based on the three principles from this
session.
 Team 1—Responsible for praying about God’s purposes for the church regarding human
trafficking. Consider opening the prayer time to the whole congregation.
 Team 2—Visit a local agency working with the issue of human trafficking in your community or
those who are affected by it. Possibilities include the police, government services, or nongovernmental organizations. Meet ahead of time to discuss questions that will help you
understand both the situation and your church’s possible role(s).
 Team 3—Responsible for interviews with survivors. Schedule a visit with an organization
working with trafficking victims and survivors or another group working among vulnerable
people in your community. Ask the clients (if possible) and service providers (if speaking with
clients is not possible) what assistance they want and need.
o Understanding what is being done in your community, as well as what the gaps are, will help create
a bridge from exploitation to restoration!
 Read: “How to Battle the Crime Du Jour” handout by Laura Bramon Good.
 Discuss
o Fay Sardjono of Restore NYC says, “I wanted to work with a Christian organization because I didn’t
think that kind of suffering could be healed without God.”
o What do you think?
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HUMAN TRAFFICKING CAUSE
What the Church Can Do—Handout—Week 8
Ideas and Starting Points

LEARN
o Find out what is happening in your city!
o Develop eyes to see clues that trafficking is happening, and learn to identify vulnerable individuals
in your community.
o Invite a speaker from an anti-trafficking ministry to address your church, school, Bible study, or
home group.
o Show a film on human trafficking in your home or church. Host a discussion afterwards.
o Read a book on human trafficking.

TEACH
o Preach a sermon about slavery! Resources listed below.
o Choose one Sunday—or a week—and incorporate anti-trafficking/slavery awareness into every
program of the church (at an age-appropriate level).
o Develop curriculum, programs, and/or accountability for youth and adults on how to steward God’s
gift of sexuality.
o Discuss the demand for sexual services.
o Recognize and address abuse, including sexual abuse.
o Provide awareness training for Sunday School teachers and congregation.
o Teach youth about the dangers and realities of life on the streets.
o Provide anti-trafficking materials (books, pamphlets, DVDs) at information tables in your church or
at events.
o Host training on human trafficking for your community; invite and honor anti-trafficking experts
(police and non-governmental organizations).

SERVE
o Work with existing agencies to help survivors of exploitation.
o Create ministry opportunities to respond to gaps and unmet needs of vulnerable people in your
community.
o Work to strengthen families in your church and community. Anything that strengthens the family
combats trafficking.
o Build bridges of hope and help. For example:
 Befriend an at-risk child.
 Adopt or foster children from difficult circumstances.
 Volunteer at anti-trafficking organizations.
 Offer practical help in cities where runaways arrive.
 Provide shelter or emergency assistance with basic needs.
 Reach out to migrant/marginalized groups within your community.

SPEAK
o Break the silence! Call trafficking what it is: lust, greed, and exploitation.
o Address issues of injustice that perpetuate exploitation.
o Write articles or letters of opinion for newspapers or church, denominational, and other magazines.
o Use your “voice” through the arts! Create opportunities for artists in your congregation and
community to use art, music, and drama to build awareness of human trafficking.
o Ask your local, regional, and national representatives what they’ve done to help victims of
trafficking; express your concerns (or share your vision).
o Use resources to share your passion: Facebook, Twitter, blogs, etc.
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
PRAY
o Call on God! The evil of human trafficking is profound, and even the most strategic human efforts
will not be sufficient on their own.
o Commit to personal/group prayer for trafficking issues in your community, country, and around the
world.
o Schedule a concert of prayer for your congregation or community.
o “Adopt” a local ministry or agency for which to pray. Contact them regularly to learn about needs
and victories.

Sermon resources:
o Multiple resources are available from:
 The Salvation Army
salvationarmyusa.org/usn/www_usn_2.nsf/vw-dynamicindex/B9D56DC2B68F9B87852574F8006FF739?Opendocument
 Not For Sale
freedomsunday.org/resources/
 Video clips for use in sermons
wingclips.com/themes/human-trafficking

Prayer Resources:
o List of prayer guides
aheartforjustice.com/resources/prayer-guides/
o Prayer Guide for the Victims of Sex Trafficking
salvationarmyusa.org/trafficking
o Anti-trafficking prayer tweets from CARE, a UK-based charity
twitter.com/loosethechains
This article originally appeared in Comment magazine, March 4, 2011
the opinion journal of CARDUS: www.cardus.ca/comment. By Laura Bramon Good
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HUMAN TRAFFICKING CAUSE
How to Combat the Crime Du Jour—Handout—Week 8
“Trafficking is the crime du jour,” the ICE Agent declared, slapping her hand against the steering wheel.
I nodded from the passenger’s side, careful to say nothing. “It’s important, definitely, but it’s just the pretty
thing getting all the attention. Hype happens. It will pass.”
On this fall morning a couple of years ago, I was riding from Washington, D.C., to post-human
trafficking raid proceedings in southern New Jersey. As a U.S. Department of Health and Human Services
colleague slept in the backseat of the car, our pilot, an Immigration and Customs Enforcement (ICE) official,
drove fast down the lonely interstate.
We all knew law enforcement was afraid of allowing federal social services staff to join post-raid victim
interviews, An hour after daylight, we pulled off the turnpike at a Courtyard Marriott, where a social worker, a
troop of state and federal law enforcement agents, and several girls from Togo awaited our arrival.
The newspaper report on that morning’s New Jersey hair-braiding shop bust remembers a total of
twenty girls trafficked from rural West Africa to a life of first-world squalor and forced labour. I know that the
hand-drawn grid tacked to the wall of ICE’s operational nerve centre held at least that many names. The
grid itself was just a sheet of newsprint, six feet tall and scrawled with notes of each girl’s age, nicknames,
and family relations. It would decide which of the Togo girls would be sent together to their social services
placements, and which would go alone. Several of the girls were children, and they would be paired
according to familial ties and taken into the care of the Unaccompanied Refugee Minors program, a foster
care system administered by the U.S. Department of Health and Human Services.
It was a strange day, with business and guns and badges circumscribing the fate of the Togo girls who,
in the coming months, would gather with their traffickers’ lawyer for a press interview in which they argued
that endless weeks of never-paid salon work had been their thanksgiving to the “father” and “mommy” who
saved them from their impoverished villages. But on that day, they were victims.
I spent most of the day with the youngest Togo girl, who was seven or eight years old, our pants rolled
up and our feet dangling into the shallow end of the hotel’s indoor pool. She finished her interview early that
morning, and after learning that the hotel had a pool, she begged to play in the water. No one knew if she
could swim, so a foot soak seemed safest.
“Will you be my mother?” she asked me, my colleague, and each of the female ICE agents who joined
us in the hot poolroom, its windows clouded with acrid, steamy air.
I was working a couple of the Togo girls’ cases, so their paperwork and press coverage followed me
back to my office cubicle in Washington, D.C. As the ICE agents’ hand-drawn grid dictated, the girls had
been scattered all around the country—some together and some alone. I learned that one of them had been
provided her own apartment in a city not far from D.C. The luxury seemed almost cruel in its isolation. I
imagined what might happen if I found her, befriended her. I wondered how long it would take her to run
back to the family, however abusive, she had known in New Jersey.
I often think of that day with the Togo girls when friends or colleagues ask me what they can do to fight
human trafficking and modern day slavery. What always surprises me is the number of people who feel
called to solve the issue but get stalled, almost stunned, in a push for the kind of public awareness, posters,
concerts, and parades. New abolitionists always tell me they want to do something real. They want to get
their hands dirty—but, I often find, not too dirty.
It is a peculiar disappointment to watch their faces deflate when I suggest that what would really help
human trafficking survivors are loving foster parents, faithful friends, and honest employers who offer good
wages and health insurance. Unfortunately, nobody gets paid very well for any of that work. Nobody gets
famous for it, either.
But after watching myself and so many other people fail at friendships with human trafficking survivors,
I’m fairly convinced that what survivors need—whether they are pimped-out runaways or Filipino hotel
workers abused at a South Dakota Comfort Inn—is faithful, healing families and friendships, in which we
offer the kind of love we are able to give only when we confront the issues of integrity and addiction that
plague our hearts.
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Only then do we begin to understand the link between pornography and sex trafficking, or the thin line
between rage and exploitation, or how thoughtless consumerism and cheap food keeps labour trafficking
alive. If we see ourselves more clearly, we are able to see human trafficking survivors more clearly, too, and
to accept them not as victims or foreigners, but as human beings who long to meet Christ in the integrity of
lives lived with joy, and in the interplay of forgiveness. We become bored by the human trafficking rallies
and concerts. We are ready to lay down our appetites, to know that justice begins in patience and freedom
in kindness, and that healing—our own and everybody else’s—is a long, hard, good road.
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HUMAN TRAFFICKING CAUSE
Responses, Part 2—Handout—Week 9
Did You Know?
 “It does little good to tell a person trapped in the sex-trade about Jesus and then offer no alternative to
help her break out of the snare of depravity driven by economic hopelessness.” —John Matheri,
Kenyan entrepreneur creating jobs to protect and empower young women
Scripture: Micah 6:8, NIV; James 2:14-16, NIV; 1 John 3:16-18, NIV
Pray
 Praise God for men and women creating businesses that offer a “future and a hope” to people who
need a means to support themselves. Businesses that embrace God’s purposes—and the women and
men He has created—are a key to prevention, and an essential part of restoration, for those vulnerable
to and victimized by human trafficking.
 Thank Him for those who are speaking truth to power, like evangelical Christians in Spain who
approached the major political parties in their country to ask what they were planning to do about
prostitution. “If you will draft a legislation that is good for women in Spain,” the Christians were told, “we
will bring it to Parliament!”
 Ask God to help you and your church discern how you should become involved in the fight against
trafficking!
Action Items
Listen: Song, “When the Saints” by Sara Groves
Album: Tell Me What You Know
Video: youtube.com/watch?v=xc6X_ZBpqQs
Lyrics: saragroves.com/lyrics/tellmewhatyouknow/whenthesaints/
Read: “Business as Prevention and Restoration” handout
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HUMAN TRAFFICKING CAUSE
Stories of Hope and Help—Handout—Week 9
Asia: Business Training for Prevention
It is estimated that more than 1/3 of all victims of human trafficking come from, pass through, or end up
in Southeast Asia. Nazarenes are working to respond to the crisis of trafficking.
"Human trafficking is real," says Asia-Pacific Field Strategy Coordinator Stephen Gualberto. "It is a
multi-billion dollar industry, an organised global crime against humanity, and a complex problem of the
society. It victimizes both Christians and non-Christians, our friends, our loved ones, and could be even us.
Therefore, this is an issue that the church together with the government, the business sector, and the civil
group has to intentionally address and put to a stop. The church needs to be informed, equipped, and
involved in fighting this modern day slavery. We need to talk about this in the church, in Sunday School, at
the pulpit, at home with our children, in the school, and everywhere."
One of the early preventative human trafficking initiatives undertaken by the Philippines Field and the
Asia-Pacific Region was the partnership between Asia-Pacific Nazarene Theological Seminary (APNTS—
Manila, Philippines), software giant Microsoft, and the Visayan Forum in their STEP-UP program.
STEP-UP facilitates basic computer training for out-of-school youth, who are prime candidates for
trafficking, providing them with marketable employment skills. The early intervention focus of the program
also enables young people to identify and avoid risk factors. APNTS's STEP-UP program has expanded to
several other locations in the Philippines, with potential for establishment in Myanmar, Papua New Guinea,
and India.
Source: “Nazarenes rally at anti-human trafficking conference,” NCN News
(ncnnews.com/nphweb/html/ncn/article.jsp?id=10011576), 23 July 2012: n. pag. Web. 26 Oct. 2012.
Europe: Political Influence and the Church’s Role
Since Moldova’s independence, nearly one in ten Moldovans has emigrated to find work in the West
(some statistics indicate that one in four “economically active” Moldovans is working abroad). As many as
two-thirds of households in Moldova fall below poverty level, and 500,000 people have been forced to leave
their homes in the past ten years to find a way to provide for their families.
With limited options for legal migration, the most motivated seek other “opportunities” to travel west,
including risky transactions with smugglers and traffickers. For those most desperate, the situation is
different: they are the hunted. Young women in difficult circumstances may be “referred” to a trafficker for a
percentage of the sale. Hardship and lack of opportunity blinds others to the risks of a questionable job
offer.
Moldovan Christians offer great examples of God-inspired creativity in their response to the issue in
their country. In addition to their prevention work in schools across the country and safe house in the capital,
Beginnings of Life, a faith-based NGO, recently sponsored a national day of mourning for Moldova’s lost
daughters.
The organization drew the attention of both government and the media to the trouble of those trafficked
from their country by setting up a “Wailing Wall” in the square in front of Parliament. Inviting parents, friends,
and neighbors of the missing to the Wall, Beginnings of Life worked with the International Organization for
Migration to register information about missing sisters, daughters, and friends. They also offered to pray with
the grieving families.
The problem of human trafficking takes a different shape in Western Europe. It is here that women,
children, and men are purchased for exploitation. The Evangelical Alliance of Spain has taken a lead in
response to trafficking and prostitution. Their work is giving amazing results.
Aware that Spanish newspapers carry ads for sexual services, they engaged local Christians in a
boycott. Two national newspapers have stopped publishing the ads; further, those papers now regularly
contact the Alliance for comment on issues impacting the country. Spanish Christians have also
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campaigned against the use of slaves in chocolate production, in conjunction with Stop the Traffik, an
international NGO. As a result, Nestle has changed to free trade cacao for the Spanish market.
Source: Tunehag, Jennifer R. “Resident Evil: Migration and Human Trafficking.” Vista
(europeanmission.redcliffe.org/2012/09/19/resident-evil-migration-and-human-trafficking/), September
2012: n. pag. Web. 26 Oct. 2012.
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HUMAN TRAFFICKING CAUSE
Business as Prevention and Restoration—Handout—Week 9
Business as Prevention and Restoration
In Situations of Human Trafficking
By Jennifer Roemhildt Tunehag
Anya’s father had been an alcoholic for as long as she could remember. Unable to keep a job, his
addiction put enormous strain on the family finances, and her mother eventually took work abroad to put
food on their table. When she became seriously ill, the burden fell to Anya to provide for her family. Their
already difficult situation soon became desperate. Unfortunately for Anya, there were people ready to exploit
her vulnerability, and soon she was on her way to Western Europe and a job...in a brothel.
The International Labour Organization estimates that there are 21 million people enslaved in forced
labor, bonded labor, forced child labor, and sexual servitude in the world at any given time. 4.5 million
women and children, like Anya, are used for sexual exploitation. (International Labour Organization,
2012).
Brenda grew up in a polygamous family in Africa. Each wife was expected to provide for her own
children within the family, so Brenda’s mother was thrilled when an “uncle,” a distant clan member,
appeared to offer Brenda a job in his business in Europe. Her wages would feed her mother and siblings
and offer the possibility of an education to her younger brothers—and the hope of financial stability to her
family. That hope overshadowed the risks which brought her to the dark and dangerous streets where she
was forced to offer her body to anyone who could pay.
For Phan, the situation was not disguised. Her brothers had served their time as Buddhist monks to
assure their parents’ well-being in the afterlife; Phan was expected to care for their needs now. With little
education and few connections, Phan went to Bangkok hoping to find work. A job was waiting—in a go-go
bar, where Phan performs sexual services for its clients.
Regardless of the differences in their stories and settings, these young women were made vulnerable
to the abuse and devastating evil of prostitution by a common need: a job. If unemployment and poverty
create vulnerability to trafficking, what do solutions look like for Anya, Brenda, and Phan?
Christians worldwide are involved in creating awareness of trafficking in their congregations and
communities, developing outreaches and direct services to victims and promoting good laws in their locales.
However, one must ask the question: out of prostitution and trafficking, into what? Business as Mission
(BAM) is one of the keys God is using to set women free!
PREVENTION
Poverty and unemployment make people vulnerable to exploitation. BAM businesses offer individuals the
opportunity to become self-supporting and self-determining. “Feed me with the food that is my portion,”
Solomon asks in Proverbs, “...[so] that I not be in want and steal, and profane the name of my God.” Without
jobs it is difficult to avoid prostitution and other forms of exploitative labour; and without jobs it is nearly
impossible to stay out.
RESTORATION
BAM businesses offer a “future and a hope” (Jer. 29:11) to women who may not be welcomed back to
their family or home, and a sustainable livelihood in areas where the minimum wage—in the unlikely event
that such a job is available to a former prostitute—is not enough to support oneself. BAM also creates an
atmosphere where restoration is possible and pursued, and where employees are given respect and
resources on their road to reintegration.
Businesses that embrace God’s purposes—and the women and men He has created—are a key to
prevention and an essential part of restoration for those vulnerable to and victimized by human trafficking.
Business people, God needs you!
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CHILDREN’S CURRICULUM
Children’s Mission Education Update
Regions Realigned
We are all accustomed to minor changes from year to year. However, since this curriculum was first
printed, a monumental change has taken place and we want you and the children of your church to be
aware of it.
On February 28, 2011, the General Board, the governing body of the Church of the Nazarene, voted to
form the Mesoamerica Region from the former Caribbean and Mexico/Central America regions. Since most
of the districts in the region are self-supporting and self-governing, the formation of the new region
eliminates the expense of operating one of the regional offices. All of the world areas that were parts of the
former regions are still a part of the new region.
Dr. Carlos Saenz, former regional director for the Mexico/Central America Region, is the regional
director for the Mesoamerica Region.
As you teach the overview lesson for this year, please explain to the children about the change. As you
teach lessons about world areas in the former Caribbean Region, please remind the children about the new
Mesoamerica Region.
—Children’s Mission Education Editorial Team
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LESSON 1: CARIBBEAN/U.S.A./CANADA
LESSON PURPOSE
To help children discover that knowledge, understanding, and love can bring people together and draw them
to Christ, regardless of cultural differences.
BACKGROUND INFORMATION
Fast Facts
 The Caribbean islands are known for their white sandy beaches, clear blue water, warm climate, and
original styles of music.
 The Caribbean consists of more than 7,000 islands, stretching from north to south in the Caribbean
Sea.
 There are more than 1,000 Nazarene churches in the Caribbean portion of the Mesoamerica Region.
 Native Americans were the first people to live in North America.
 Canada is the second largest country in the world and shares the world’s longest land border with the
United States.
 Canada’s flag is two vertical bands of red, a white square between them, and a large red maple
leaf in the center.
LESSON PRESENTATION
INTRODUCTION
Decorate the room with items from the following lists:
Caribbean: Pineapple, mango, sugar cane, coffee, bananas, beach towel and toys, surfboard, scuba
diving/snorkeling equipment, fishing pole
Canada: Maple leaves, maple syrup, hockey stick, can of salmon, sled, logs, pinecones, paper, beaver-skin
hat
United States: Baseball bat, hat, and glove; cowboy hat; Indian headdress; picture of Mickey Mouse or
Mickey Mouse ears; skis; hot dogs; graham crackers; wheat; pumpkins; can of corn; decorations with red
and white stripes and white stars on a blue background (like the flag of the United States of America)
This year our focus is on the Caribbean (part of the Mesoamerica Region) and the USA/Canada
Region. Children will learn there is more to the Caribbean than sandy beaches, more to the United States
than Disneyland, and more to Canada than majestic mountains. These areas are mission fields. There are
people with deep needs, unsolved problems, and heartaches who want someone to tell them about the love
of Jesus and the hope He brings. God helps us to take action to meet the needs of others and lead them to
Christ. We must learn about other people and their cultures, have an attitude of acceptance, and honor the
Lord by responding in positive ways.
MISSION STORY: Guess Where I Live—The Caribbean? The United States? Canada?
by Bev Borbe
Tell children to listen for clues and guess where Ben, John, and Ana live.
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My name is Ben. I live near a park. Every day my friends and I go there to play. On my birthday, Dad
let me go to work with him. When we arrived, he took me through the back door into a dark place. There
were lots of strange sounds. My dad found a place for me to sit. Soon musical sounds filled the room.
When I look out the window of my house, I can’t see the ground. That’s because we live on the 56th
floor of the building. The windows are usually closed, but today someone left a high bathroom window open.
I ran to get my birthday balloon filled with helium that lets it float up in the air. On the string, I tied my name,
address, and a memory verse card I received in Sunday school. I let the balloon float up and out the
window. Later, a man came to our door smiling and holding my balloon. He said, “When I was a boy, I
memorized John 3:16, the same verse that’s on this card.” Mom invited him to come to church. He said he
would. I think God sent the man a special invitation with my balloon, don’t you? Can you guess where I live?
(Ben lives in a skyscraper in New York City in the United States of America. His dad plays in the New
York Philharmonic Orchestra.)
My name is John. I live in a place where there is lots of water. Yesterday our sixth grade class took a
trip to the docks. We talked with Mr. Geary, one of the fishermen. He showed us boats filled with cod,
haddock, halibut, sardines, oysters, clams, and redfish. We even saw lobsters that had been trapped. When
it was time for lunch, we had delicious clam chowder at a restaurant on the dock.
Before leaving, Mr. Geary took us to a place where we saw a large tub full of fresh fish. He explained
that the tub of fish would soon be taken to a homeless shelter. He said the fishermen give part of their daily
catch to feed the poor. Our class thought this was so cool! We asked our teacher if we could raise money
for the shelter as a class project. He said it was a terrific idea. When I got home, my friend was waiting to
play hockey with me. And guess what? My mom fixed fish for dinner! Can you guess where I live? (John
lives in Canada, where many people on the coasts make their living by fishing.)
My name is Ana. My dad is a Nazarene pastor, and my mother is the director of the Christian school I
attend. Sometimes I help her clean the chalkboards and make sure all the windows are closed in case it
rains. Sometimes my mother gives me money for helping her. I usually buy a treat at the store with some of
the money.
One day visitors came to our school. One of them said, “My dream is for these children to have a
playground.” Six months later, some of the people returned to our school with playground equipment. There
were slides, climbing bars, swings, forts, and a trapeze. Although it was a rainy day, everyone took a turn
playing on a favorite piece of equipment.
The next day, we had a special program for those who had given us the playground. My mother and I
made a shell necklace for each guest. We thanked them for coming and for their gift. My dad told me there
are many people who give their money and time to help others have a better way of life, even if it means
they must travel across the ocean. I want to be like that when I grow up. Can you guess where I live? (Ana
and her family live on an island called Jamaica in the Caribbean. She attends a Christian school and
likes to swim and play on the beach.)
STORY DISCUSSION
Discuss the differences and similarities in how Ben, John, and Ana live. Tell how God’s love was
shared in each country (balloon with memory verse, fish for homeless shelter, playground equipment for
school).
To help children better understand how people can get along even though they are different from each
other, make an object lesson with vegetable soup. You will need a clear glass bowl, vegetable soup, a
blender or something to mash the vegetables (so they completely mix together) in the soup, small paper
cups (1 per child), pineapple juice, crackers/bread and sliced cheese, and napkins.
Say, The Caribbean, the United States of America, and Canada each have their own culture, or
“way of life.” There are different people groups, languages, religions, foods, fashions, and
celebrations. Yet over time, the different cultures have blended together to form a common culture
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in each area. Some call the people in these blended cultures an “Ethnic Stew.” In other words, we’re
a mix of people like a stew is a mix of vegetables. As we learn about each other’s unique qualities,
we can live together respectfully. When we listen and learn from each other, we can share the love
of Jesus. Missionaries must learn about people and understand their culture to do God’s work.
Pour the soup into a bowl and say, Today I’ll use soup to show what “Ethnic Stew” means. Notice
how the vegetables are different colors, shapes, sizes, and tastes. If we were to taste just the
carrots, they would only taste like carrots. When vegetables are cooked together in a stew or soup,
the flavors blend together; but if you ate a piece of carrot from the soup, you could also taste the
original flavor of the carrot. People are like that, too. We are different, but we become more and
more alike as we work and play and worship together. We learn from each other.
Pour the soup into the blender or mash the vegetables until you can’t tell what each piece is. Say, Now
I’m going to blend all of the vegetables together. Now how will each of the vegetables taste? They
will have a blended taste. We’re all individuals like the carrots and other vegetables; but when we
are blended together over time, we become one group of people or a blended culture.
Pour the blended soup into cups for the children. Serve with “Caribbean” pineapple juice, crackers from
the “United States,” and “Canadian” cheese (dairy products are part of the Canadian economy). (When
allowing children to taste foods—or when any foods are given to children, be aware of any allergies
that the students might have.)
Say, With over 7,000 islands in the Caribbean, you’re never far away from a beautiful white
sandy beach. There’s a beach for almost everyone! People come from around the world to see the
colorful sea life and to swim, scuba dive, and snorkel in the clear blue waters. The Caribbean also
provides great locations for sailing, surfing, whale watching, and fishing.
Let children discover some of the names of the countries in this region. Distribute Activity Sheet 1, “Fish
the Caribbean.” After children complete the activity, have them say the name of each country after you
pronounce it.
PRAYER TIME
Say, The people who first lived in North America are called Native Americans or First Nations.
They formed many groups, such as the Sioux [soo], Cherokee [CHER-uh-kee], Navajo [NAH-vahhoh], Algonquin [al-GOHN-kwin], Cree [kree], and Iroquois [EER-uh-kwoy]. Like people of other
cultures, the Native Americans wanted to preserve their way of life. Some tribes recorded their
history on animal skins. Using symbols, they told their stories in a circular pattern. They began in
the center with the earliest event and spiraled outward ending with the most recent event.
Ask children what kind of events they think the Native Americans recorded (possible answers—battles,
hunts, celebrations, rituals, travel). Have children share important events in their lives and tell what symbols
could represent them (examples: Cross/Bible—salvation, church—baptism, cake—celebrations,
trophy/ribbon—awards, musical notes—choir, plane/car—trip, praying hands—answered prayers).
Say, Missionaries serve in many countries, including the United States of America. Their most
important mission is to share the story of Jesus. What symbols would represent Jesus’ life?
(Possible answers may be manger, carpenter’s bench, a temple, crown of thorns, Cross, tomb, or clouds,)
Have children create their own “circle of life.” Discuss the importance of sharing the good things God
has done in their lives. Distribute paper circles representing animal skins. Remind children to begin in the
center, adding symbols in a circular pattern toward the outer edge. Ask volunteers to share their “circles of
life.” Close in prayer.
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LESSON 2: BELIZE
LESSON PURPOSE
To show how Christian education influences children.
BACKGROUND INFORMATION
Fast Facts:
 Although Belize is part of the Caribbean portion of the Mesoamerica Region, it is not an island. It is
located on the eastern coast of Central America.
 The world’s second largest barrier reef stretches along the coast of Belize. It can be seen from space
by astronauts.
 Many schools in Belize are operated by churches.
 During the time of Jesus, the Mayan Indians lived in the country we now call Belize.
 The toucan is a brightly colored bird with a very large beak. It is a well-known symbol of Belize.
 The national flower of Belize is the black orchid.
LESSON PRESENTATION
INTRODUCTION
Create a schoolroom with a Caribbean atmosphere. Place ferns, palms, or hibiscus plants around the
room. Display pictures of tropical fish; birds, such as the toucan; and animals, such as the jaguar, crocodile,
and manatee. Center a desk or a table in front of the room. On top, place a stack of books, a school bell,
and other items usually found on a teacher’s desk. Display a world map. Decorate a snack table with island
print cloth, fishnet, and shells; add a basket of tropical fruit. If available, play a CD of rain forest sounds.
The focus of this lesson is to show how Nazarene schools in Belize [bel-EES] have helped prepare
many ministers and laypeople who are serving in the church today. Use the Scripture: “Guide me in your
truth and teach me, for you are God my Savior, and my hope is in you all day long” (Psalm 25:5).
God has blessed the efforts of missionaries in Belize so much that they now serve in countries where
their help is needed more. Belizean [bel-EES-ee-uhn] Nazarenes now provide leadership for their churches.
This is largely due to the influence of Christian education. In Belize, education is very important. Children
between the ages of 6 and 14 must attend school. Today many Belizean adults speak of great teachers and
wonderful classmates. The Church of the Nazarene has not only provided a good education for children, it
has given them spiritual instruction and nurturing as well. The church has helped to shape many outstanding
leaders and laypeople in the country of Belize.
Locate Belize on the world map. Say, Belize is a country with many different types of land, as well
as different groups of people. Some of the land is flat and wet with marshes and swamps. There are
mountains covered with forests. Let’s look at a map to learn more facts about Belize.
Distribute Activity Sheet 2, “On the Map,” and point out the “Map Key.” Help children find the symbols
on the map as you share the following facts about them. After the discussion, let children color their maps.
1. Belizean culture (way of life) is like that of the Caribbean islands. However, Belize is not an island. It is
part of Central America and is bordered by Mexico, Guatemala, and the Caribbean Sea.
2. Off the coast of Belize is the world’s second largest barrier reef. It is so big that astronauts can see it
from space. The reef shelters hundreds of colorful tropical fish, which explains why snorkeling and
scuba diving are popular. (Australia has the world’s largest reef.)
3. The national flower of Belize is the black orchid. However, the flower is not black, but purple. This
orchid blooms all year long.
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4. Many schools in Belize are operated by churches. According to Belizean law, children between the
ages of 6 and 14 must attend school. Most children begin before age 6.
5. During the time of Jesus, the Mayan Indians lived in the country we now call Belize. The Maya were
once very powerful people, but thousands of them mysteriously disappeared. Today over 600 Mayan
ruins can be found in Belize.
6. The toucan [TOO-kan] is a well-known symbol of Belize. This brightly colored bird with its very large
beak is one of the noisiest in the world. It can be heard over half a mile away. It eats seeds, insects,
and fruit, loves berries, and fears jaguars.
MISSION STORY: School Days in Belize
by Carol Anne Eby
Nazarene teachers and Christian friends influenced Roxroy [ROCKS-roy] to make a decision for Christ
and become established in the church.
As the sun peeped over the Caribbean Sea, Roxroy rolled from his bed and put on his work clothes. He
grabbed an orange and headed for the rice fields to do some planting. Before returning home, he got fresh
water and gathered firewood for his mother. Then he ate breakfast—hot tea with milk and sugar and a flour
tortilla with an egg. Afterward, Roxroy put on his brown and beige uniform, picked up his schoolbook and
pencil, and headed to school.
Although some children rode bicycles to school, most of them walked. Roxroy and his friend Oileen [oyLEEN] walked 30 minutes to get to school. When they arrived, the two children lined up with their class
before entering their room. Each day the teacher began class at 8:00 with prayer and a cleanliness check.
Fingernails had to be clean, hair combed, and faces washed! The students studied math, reading, writing,
geography, science, and religion. There were no physical education classes. Today was Friday—the day for
music and art. Students were graded on how well they could sing; Roxroy was always nervous about
singing. There would also be a spelling bee today; Oileen was nervous about that.
“Oileen, don’t worry,” Roxroy whispered. “I’m sure you’ll win.”
And she did! Oileen received a copy of Grimm’s Fairy Tales as a reward.
Soon it was time for recess and a morning snack, which was provided by the parents. A glass of cold
milk with the snack was always a treat! Today Oileen’s mother had sent powder buns for her to share.
“Mmm. This is sweet!” exclaimed Roxroy. “Your mom makes the best bread!”
During recess, the children played hopscotch and dodgeball. High school students could play soccer or
cricket and compete on volleyball and softball teams. As the children laughed and played together on the
playground, they spoke Creole [KREE-ohl]. But in the classroom, only English was spoken. Too soon recess
was over.
At 11:30, the children stood and recited a prayer. “Be present at our table, Lord. Be here and
everywhere adored. These creatures bless and grant that we may feast in paradise with thee.” Then classes
were dismissed, and everyone went home for the noon meal. Entire families ate together because all
businesses closed for the noon meal too. When the children returned to school, they lined up and sang
“God Save the Queen.” (This is the national anthem for the United Kingdom; now Belize has its own national
anthem.)
Before students could graduate from primary school or enter high school, they had to pass exams. The
day came when Roxroy and Oileen passed their exams. They were ready to enter Nazarene High School in
Belize City. Roxroy went by boat. It was the only way to reach Belize City. The trip took 17 hours! (Today
the trip by road takes about 4 hours.) Roxroy remembers the trip was terrible! The boat was crowded, and
everyone was seasick! But Roxroy was excited when he saw the school—a two-story block building. His
friend Oileen had moved to Belize City with her family a few years earlier. Roxroy looked forward to seeing
her again.
During his years at Nazarene High School, Roxroy had wonderful missionary teachers—Dr. Mary Lou
Riggle, Ruth Deck, and Bob Swartz. People often came from the United States to speak in chapel. One day
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a teacher announced, “Next week we will have a revival. Reverend Alvin Young will be the preacher.”
Reverend Young was Oileen’s father. Roxroy admired him very much. Roxroy knew Oileen had become a
Christian when she was 12 years old and had been baptized in the Caribbean Sea. During the revival,
Roxroy accepted Jesus as his Savior. Christian teachers and friends had made a difference in his life.
Roxroy graduated at age 19 as valedictorian—the student with the highest grades in his class. After
graduating from Nazarene High School, Roxroy and Oileen went to college in America. They each married a
Christian, established Christian families, and are dedicated workers in their church today.
STORY DISCUSSION
Say, Education is important to people in Belize. The law requires that children attend school.
And believe it or not, many schools are operated by churches. In the story about Roxroy, you
learned how Christian education made a difference in his life. Let’s compare Roxroy’s life as a
student to yours. What things are the same? Which ones are different? (Some answers may be
chores, breakfast, uniforms, transportation to school, class schedule/subjects, snacks, English/Creole,
recess, team sports, prayer, lunchtime, sing the national anthem, exams, high school, block school building,
missionary teachers, chapels/revivals, college.)
Before class, draw six pineapples on a poster board (for a game board) and number them 1-6. Then
place the game board on the floor. Make a line with masking tape a few yards in front of it. Invite a few
guests to join you and the children for this activity. Say, The pineapple is a symbol of hospitality. Today
we extend our hospitality to our guests and invite them to join us for a game of Pineapple Toss and
a tropical treat.
Divide the group into two teams. Have players stand behind the masking tape and take turns tossing a
beanbag onto the pineapples. The score is determined by the number on the pineapple. The team with the
highest score is the winner. But serve fresh pineapple to all!
PRAYER TIME
After the class discussion, read Psalm 25:5. “Guide me in your truth and teach me, for you are God
my Savior, and my hope is in you all day long.” Have children draw the shape of a schoolhouse and
inside write the scripture verse or a prayer thanking God for Nazarene schools in Belize. Suggest that
younger children draw symbols in the schoolhouse, such as the Cross or Bible. Ask children to pray for
Belizean children and Nazarenes who serve in the schools and churches.
LESSON 3: HAITI
LESSON PURPOSE
To help children recognize the influence and power of evil, yet understand that Jesus is a greater power.
BACKGROUND INFORMATION
Fast Facts:
 In 1804, Haiti became the first free Black republic on earth.
 Some Haitians practice voodoo—a religion based on witchcraft.
 When storytellers want to tell a story, they shout “Krik [KREEK]?” If people want to hear the story, they
shout “Krak [KRAK]!”
 “Tap-taps” are brightly painted buses that carry people and animals.
 Haiti is the poorest country in the western half of the earth.
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
Paul and Mary Orjala were the first missionaries to organize the work of the Church of the Nazarene in
Haiti, starting in 1950.
LESSON PRESENTATION
INTRODUCTION
Create a Caribbean atmosphere with shells, a basket of fruit, a basket of books and brochures about
Haiti, and pictures of Haitian people and Haitian art (check the Internet or the library). Set up plants that look
like palm trees and tropical foliage. Display snorkeling equipment (if available) and beach toys. Paint a coral
reef mural (check the Internet or the library) and create giant stuffed sea creatures for the mural as follows:
Draw and cut out two identical shapes of each; color or paint the sea creatures; staple them together,
leaving one end open; stuff with newspaper or tissue and close the end. Write the Fast Facts on cards cut
from poster board and place on the wall near a map of the Caribbean. Let children sit by the palm tree and
look at books about Haiti. Serve limeade and have a fan blowing gently as children arrive.
The focus of this lesson is to show that God sometimes performs miracles to show His power to save
people from the forces of evil in voodoo.
Scripture: “The one who is in you is greater than the one who is in the world” (1 John 4:4).
There are amazing stories of people in Haiti who have accepted Christ as their Savior and no longer
worship the evil spirits in voodoo. There is a radical change in their lives from fear of demons and curses to
complete trust and hope in Christ. Although children can see evil in the world through the programs they
watch on television and the books they read, they do not need to fear evil if they belong to Jesus. The
following verses will help children understand this important truth and strengthen their faith: 1 John 4:4, 1
John 5:4, 1 John 5:5, Matthew 6:13, Matthew 16:18, Romans 12:21, 2 Corinthians 12:9a, and John 16:33.
Lighten Your Basket
For this activity, you’ll need a world map, scripture verses (see above), a Bible, index cards, a marker, a
large Cross, tape, two baskets, and two sets of heavy to lightweight objects (such as books, plastic toys,
stuffed animals, and food items).
Before class, display the world map. Prepare cards with scripture verses and attach them to the Cross.
Then prepare other cards with the following phrases: Fear of voodoo spirits, poor, hunger, sickness, not
able to read, not able to write, curses by the voodoo witch doctor, fear of the voodoo priest. Tape
these cards on the objects and distribute evenly into the two baskets.
Have children look at the map. Point out the country of Haiti. Say, Haiti is a beautiful, mountainous
island in the Caribbean Sea. But life is difficult for the people who live there. Haiti is the poorest
country in the western half of the earth. Many people there cannot read or write, and they suffer from
hunger and sickness. Some Haitians practice voodoo, a religion based on witchcraft. Yet they fear
the voodoo spirits and the curses, or evil spells, of the witch doctor.
Life is difficult for Haitian girls and boys, too. Those who live in the mountains and villages work
very hard. Young boys work in the fields with their fathers, feeding and caring for the animals.
Young girls help with the cleaning and cooking, sometimes carrying heavy buckets of water on their
heads. Children occasionally carry things in baskets that weigh more than the children do.
Tell children they are going to play a relay game to demonstrate how the Gospel can “lighten the load”
of sin and fear that people carry. Read the cards attached to the objects and point out the scripture cards on
the Cross. Form two teams and explain how to play the relay.
1. Players will take turns holding the basket on their heads while carrying it to the Cross.
2. Each player will remove one object from the basket, shout out the phrase, and place the object at the
foot of the Cross.
3. Then each player will remove a scripture card from the Cross and place it in the basket.
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4. When all objects have been removed and cards collected, have volunteers read the scripture verses.
Say, There are Haitians who once worshiped the evil spirits of voodoo, but now they have the
freedom and joy of living as Christians. Recite together 1 John 4:4. Say together, “God is greater!”
Let’s Ride in a Tap-Tap Bus
Say, Tap-tap buses are the main means of transportation in Haiti. Brightly colored designs are
painted on the buses, and most have a religious slogan, such as “Jesus vous aime [JAY-zoo VOOZ
em],” which means “Jesus loves you.” Tap-taps have wooden benches that serve as seats. The
buses are often crowded with people, farm animals, and baskets of fruits and vegetables. When
people want to stop, they hit the side of the bus with a “tap, tap.” While riding the bus, people
discuss everyday news.
Distribute Activity Sheet 3, “Let’s Ride in a Tap-Tap Bus.” While students color and make fun designs
on their tap-tap buses, say, Let’s pretend we’re on this tap-tap bus together. It’s very crowded, and
there might be a chicken next to you. But don’t worry. Let’s listen to some of the things people are
talking about. I think one person on the bus is a storyteller.
MISSION STORY: “The Curse of Abner”
Adapted from Victory Over Voodoo by Linda Crow
Say, Haitians love storytelling. When storytellers want to tell a story, they shout, “Krik?” If
people want to hear the story, they shout, “Krak!” Let me tell you a story about Jean Polistin, his
older brother, and a voodoo priest. Krik? Let children respond with “Krak!”
“Ouch!” my brother screamed, as he held his ear and hopped around wildly.
We had brought our milk cow to the river for water. It was hot and dusty, and huge horseflies were
buzzing around her.
“One of those horseflies is in my ear, and it’s stinging me!” he cried. He headed for home yelling, “Bring
the cow!”
By the time I reached the house, Mama was leaving to take my brother to the doctor. I stayed with Papa
and played marbles in the shade of the banana and avocado trees. When Mama returned, she said the
doctor was not able to remove the fly from my brother’s ear.
The news spread quickly to Abner, the voodoo priest, who was quick to take advantage of the situation.
He sent his assistant to our home with a message.
“Abner has put a curse on your son. That’s why your son is in great pain. Abner wants me to tell you
that he can remove this curse for a sum of money. But if you don’t pay, your son will die!” Mama screamed
and fainted. The voodoo priest’s assistant turned and left.
When Mama woke up, she thought for a long time. Finally, she told Papa of her decision to take my
brother to a pastor in a nearby village. “I know the gospel of Jesus Christ has greater power than that of the
voodoo priest. I’ve seen lives changed.” She reminded Papa about a girl in our community who had been
possessed by demons. When the girl accepted Jesus as her Savior, the demons left her. Mama announced
her plan to the whole family. When it was dark, we bravely headed down the road to the pastor’s home.
The pastor greeted us warmly, listened to Mama’s story, and then told us about Jesus and how much
He loved us. The pastor read some verses from the Bible, and we knelt to pray. When the pastor finished,
he walked over to my brother and laid his hand on my brother’s ear. He prayed and asked God to remove
the fly and stop the pain. Then he taught us a Bible verse. Before we left, my brother said his ear did not
hurt anymore. Mama was very happy.
Even though I was five years old, I held Mama’s hand tightly as we left the pastor’s home. I was sure I
heard footsteps following us. And Mama must have heard them too, because she started walking very fast.
Finally, we reached the cactus fence in front of our house. We quickly pushed open the wooden gate and
hurried inside. When we looked back, we saw the voodoo priest’s assistant.
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He stood there waiting for my papa to come outside. Then he said, “Soon your family will be sorry
because you haven’t obeyed the words of Abner.” He walked over to an old chair beneath the mango tree
and sat down. He waited for us to bring him the large amount of money that the voodoo priest had
demanded.
Mama asked Papa to come back into the dimly lit house. She told him, “Jesus has changed me. I am
now a Christian, and I’m not afraid of the voodoo priest anymore.” She explained that God had healed my
brother and that God would protect us.
Papa walked out to where the voodoo priest’s assistant was sitting and said calmly, “Well, it looks like
we owe Jesus Christ the money. He is the One who healed our son. We don’t owe you or Abner a thing!”
That same evening, Abner, the voodoo priest, became sick. And two days later he died!
Soon Papa accepted Jesus as his Savior too. That’s how our family became a Christian family.
STORY DISCUSSION
Discuss the following questions with the children:
1. Have you ever been afraid someone you love would not get well?
2. Why did Jean’s mother go to the pastor?
3. Have you asked Jesus to forgive your sins? Invite children to accept Jesus as their Savior.
French and Creole [KREE-ohl] are the official languages of Haiti. Creole is a blend of languages
(usually European and African). Haitian Creole is a blend of French and West African languages and is the
everyday language of most Haitians. Other islands in the Caribbean have their own Creoles, or language
blends.
Counting in Creole
Say, Paul and Mary Orjala [or-YAH-lah] went to Haiti in 1950 as missionaries. They learned to
speak Creole and started a Bible school right away to train Haitian pastors. Soon those pastors
started churches and many people became Christians. As more churches were started, they were
grouped together in districts. Today there are about 500 churches with approximately 80,000
Nazarenes in 11 districts! Let’s learn to count to 11 in Haitian Creole.
0—zewo [ZE-woh]
1—youn (sometimes—en) [yahn]
2—de [day]
3—twa [twah]
4—kat [kat]
5—senk [sank]
6—sis [sees]
7—set [set]
8—wit (uit) [wheet]
9—nef [nef]
10—dis [dees]
11—onz [ohnz]
After saying each number, place 11 beans on the table and have students practice counting with the
beans. Place an outline map of Haiti on a table, then squeeze 11 dots of glue on the map. Ask each student
to place a bean on a dot of glue that will represent a district. When they have finished, pray for the leaders
of the districts and the people in the churches in Haiti.
Say, Many Haitian Nazarenes have started churches in other countries around the world:
France, Canada, the United States of America, Bahamas and other Caribbean islands. When Haitians
move to other countries to study in a university, find better jobs, or join other family members, they
start Nazarene churches if there’s not a place to worship together.
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Say, Haitian people are some of the nicest people you’ll ever meet. They offer their best food to
their guests. Even though Haiti is a very poor country and many people do not have enough to eat,
they are generous toward others. If you were a guest, they most likely would serve you rice and
beans made with a delicious sauce. And for dessert you might enjoy bonbons. Today we’re going to
sample this dessert together.
Recipe:
In a bowl, mix the following dry ingredients:
 1 cup brown sugar
 1 teaspoon cinnamon
 1 teaspoon nutmeg
 1/3 teaspoon ground cloves
 1 pound raisins
 4 cups flour
 1 teaspoon ginger
 1/4 teaspoon baking soda
Add the following liquids:
 1 cup maple or sugar cane syrup
 1/2 cup water
 1 teaspoon vanilla
 4 teaspoons melted margarine
Bake in a greased and floured 9” x 13” pan at 350 degrees for 30 minutes. Let cool and cut into squares.
PRAYER TIME
As you enjoy the snack, give each child the recipe to take home. Encourage children to have fun
making bonbons with their parents. Say, Remember to pray for the people of Haiti and the Haitians who
have come to our country. Some may live in our city. Get to know children from other countries who
are in your class or church. Ask permission from your parents to invite them to have bonbons with
you.
Say, Though some Haitians practice the religion of voodoo, many others are taking a stand
against it. Christians are praying for the people of Haiti to seek God and receive His power.
Have children prepare a Freedom Bookmark Prayer Reminder. Give each child an index card. Write
phrases on the board, such as “Pray for Haiti,” “Freedom from Fear,” “Praise God for Missionaries.” Instruct
children to write one or more of the phrases on their bookmarks and decorate them. Share these requests
and praises and close in prayer.
 Pray for Haiti’s pastors and Christian leaders as they help people who need jobs, food, and medical
help.
 Pray that the people of Haiti will accept Jesus as their Savior and receive freedom from fear.
 Give thanks for missionaries like Paul and Mary Orjala who helped begin the work of the Church of the
Nazarene in Haiti, for many other missionaries and leaders, and for Haitian Nazarenes who start
churches wherever they go.
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LESSON 4: DOMINICAN REPUBLIC
LESSON PURPOSE
To help children realize the importance of the Alabaster Offering and experience the joy of giving.
BACKGROUND INFORMATION
Fast Facts:
 The Dominican flag is the only national flag with a Bible on it.
 The Dominican Republic exports about 185,000 tons of sugar every year.
 Traditional Dominican dolls are faceless.
 Dominoes is a favorite game in the Dominican Republic.
 The Dominican Republic shares its island with the country of Haiti.
 The Dominican Republic supplies more major league baseball players in North America than any other
country outside the United States.
LESSON PRESENTATION
INTRODUCTION
If weather permits, use a tent or tarpaulin to provide shade and create an outdoor church setting. Let
children experience what it is like to worship without a building. If you cannot meet outside, create an open
atmosphere by pushing the tables and chairs against the walls. Set up a shoe-shine display with shoe
polish, rags, and a sign that says “Shoe Shine! Un peso!” The display can be used for the role-playing
activity in this lesson. Near the display, stack empty shoe boxes. Label each box with one of the following:
Churches, Chapels, Schools, District Centers, Hospitals, Clinics, Land, Homes for Missionaries and National
Leaders. Use these boxes in the lesson activity.
The focus of this lesson is on a young boy who lived in the Dominican Republic city of Santo Domingo.
He learned about Alabaster and was inspired to earn money in a creative way for his offering.
Scripture: “God loves a cheerful giver” (2 Corinthians 9:7b).
The Alabaster story takes place in Bethany. Matthew 26:6-13 tells how a woman anointed Jesus’ head
with expensive perfume from her jar made of alabaster. It was this story that inspired Reverend Elizabeth
Vennum, a member of the General NWMS (now NMI) Council, with a plan. The council unanimously
adopted the plan, and the first Alabaster Offering was received in 1949. This love offering provides funds for
purchasing property and constructing buildings around the world for the Church of the Nazarene. Buildings
include churches, schools, medical facilities, and homes for missionaries and national workers.
MISSION STORY: “A Shoe Shine Alabaster”
by Nancy Firestone
After Javier [HAH-bvee-AIR] learned about Alabaster, he found a creative way to participate in giving.
“Children, don’t forget that in two weeks we will bring our Alabaster offerings to class. I hope you can
participate,” said Dariana [dah-ree-AHN-ah], Javier’s Sunday School teacher. Dariana smiled and looked at
Javier. “It is a very special offering,” she said. “Did you know that Alabaster offerings helped to buy the land
for our church?”
“No, I didn’t,” Javier replied. He thought for a moment and then added, “It takes a lot of pesos to buy
even a small piece of land in Santo Domingo. The few pesos I can give won’t help very much.”
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“Oh, you’re wrong, Javier,” said Dariana. “Your coins will help a lot. Our offerings aren’t enough by
themselves. But when they’re combined with offerings from Nazarene churches around the world, many
things can be accomplished. Our gifts of money have helped to purchase land and build many schools,
churches, and clinics. Pray about what God wants you to do.”
During the day, Javier thought about Dariana’s words. “What does God want me to do?” he wondered.
Javier spent his afternoons at the souvenir market where he shined shoes for tourists. Many of them gave
him a few pesos for his work. But he needed these pesos to help feed his family. Would God want all of his
pesos?
When Monday afternoon arrived, Javier knew what God wanted him to do. His simple wooden box was
stained and scratched. But he would use it to collect money for the Alabaster Offering. That afternoon, there
were not many tourists. “It doesn’t look like I’ll have an offering to give,” he thought.
On Tuesday afternoon, Javier returned to his usual spot at the market. Before calling out, “Shoe
shine—un peso [oon PEH-soh],” he prayed. “God, I want to give You an offering. But my family needs the
pesos that I earn. What should I do?” Javier felt that God wanted him to give 100 pesos. He seldom made
that much money in an entire week. He knew he would have to work harder.
The next tourist to have his shoes shined asked Javier a few questions. “What will you do with the
money you earn?”
“I’m going to give a special offering at church,” Javier explained nervously.
The tourist smiled and handed Javier a few coins. Javier was sure the man did not understand, but he
was grateful for the pesos.
Javier’s courage grew as he told tourists and local shop owners how their pesos would help others. He
even wrote the word “ALABASTRO” [ah-lah-BAH-stroh] on his shoe-shine box. Although many people did
not understand what he said, Javier continued to call out, “Shoe shine! Un peso! Build a church!”
A nearby shop owner decided to have Javier shine his shoes. Javier excitedly told him how Nazarenes
from around the world were giving pesos that would be used to buy land and build schools, churches, and
hospitals.
The shop owner praised Javier for his enthusiasm. “Javier, what can I do to help you?”
“You can let me shine your shoes again!” Javier said.
The man chuckled and handed Javier two pesos. As he returned to his shop, he spoke to other owners
and they pointed toward Javier. A few minutes later, several more shop owners asked Javier to shine their
shoes. They handed him two, three, and even four pesos! Javier’s hands grew tired as he polished and
buffed more and more shoes.
Before Javier knew it, two weeks had passed. Sunday morning arrived, and it was time for the
Alabaster Offering. Many people brought their offerings in homemade boxes or small sacks. Javier could
hardly wait for his row to walk down the aisle. He carried his shoe-shine box to the front and poured his
coins into the offering plate.
Dariana smiled. “Javier, where did you get all these coins?”
“God helped me shine more shoes than ever!” he said happily.
God had asked Javier to give 100 pesos to the Alabaster Offering. But Javier earned 160 pesos! God
gave him the courage to tell others about the offering. Javier did what God asked him to do—trust Him and
shine shoes. God blessed Javier’s efforts and his obedience.
STORY DISCUSSION
Show children a small box (an Alabaster box, if you have one). Say, For years, small boxes have
been used to collect offerings for Alabaster. In the 1940s, the Church of the Nazarene needed a way
to raise money to purchase land and construct buildings on the mission field. The General NWMS
(now NMI) Council asked for help from one of its members, Elizabeth Vennum. While praying, she
felt God directing her to read Matthew 26:6-13. Ask the children if they ever felt God wanted them to do
something.
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Say, This scripture tells the story of a woman who broke open an alabaster jar and anointed
Jesus’ head with expensive perfume. She sacrificed (gave up) something valuable and offered it as a
“gift of love” to Christ. It was this story that inspired Mrs. Vennum’s plan for the Alabaster Offering.
More than 60 years have passed since the first Alabaster offerings were collected in 1949. Men,
women, and children have made a difference in thousands of people’s lives. The Alabaster Offering
has provided millions of dollars for land and buildings around the world.
Note the shoe boxes on display. Ask volunteers to read the words written on the outside of them. Then
distribute the boxes, one at a time. Have a child open the box and read the information inside about
Alabaster:
1. Many people use an Alabaster box to collect their Alabaster Offering; however, in some places in the
world, they have labels that they put on cans and those become the people’s “Alabaster boxes.”
2. Box-breaking services are held in February and September.
3. The Alabaster box encourages people to give.
4. The Alabaster box is a reminder to pray for those who will hear the Gospel in Alabaster buildings.
5. Elizabeth Vennum promoted her Alabaster plan with the slogan, “Give up a want to meet a need.”
6. Just as the woman gave up her expensive perfume, we are asked to give up something we want but do
not need.
7. When you give an Alabaster offering, you help others.
8. It is important for children to be part of Alabaster. Their offerings make a difference, no matter the
amount.
Say, Just like Javier, who used his shoe shine box for his Alabaster box, we can be creative,
too. Have children tell ways they can collect or earn an offering. Then let them create their own Alabaster
boxes. Distribute the boxes and materials for decorating them. Be sure to make a slot through which
children can drop their money.
Hand out Activity Sheet 4, “The Alabaster Path,” to show children how Alabaster offerings are collected
and used to help others. Discuss the six pictures at the bottom of the page. Then have children cut them
apart and glue each one in the correct sequence along the path.
1.
2.
3.
4.
5.
Collect offering.
Take offering to church.
Church sends offering to Global Ministries Center in Kansas City.
Offering is sent to each world region.
Offering is used to buy land and construct buildings.
6. People learn about Jesus in the new buildings.
PRAYER TIME
Let children guess how many buildings have been built around the world by Alabaster offerings.
Say, Since the first offering was taken in 1949, approximately 9,000 buildings have been constructed
as of 2014. When we join with others in giving Alabaster offerings, we become part of the worldwide
mission of the Church of the Nazarene.
Let’s take time to pray. Thank you, God, for the people of the Dominican Republic who have
churches today because of Alabaster giving. We pray that more people will learn about Jesus in
Alabaster buildings. Amen.
Say to the children, Alabaster works when we obey God and give what He asks us to give.
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LESSON 5: TRINIDAD AND TOBAGO
LESSON PURPOSE
To help children understand how God works through His people to educate others.
BACKGROUND INFORMATION
Fast Facts:
 Trinidad and Tobago is a two-island country in the Caribbean Sea.
 Trinidad and Tobago are often called “T and T.”
 The people in Trinidad and Tobago are often called “Trinis.”
 The musical instrument known as the steel drum was invented in Trinidad.
 Calypso music is popular with “Trinis.”
 The howler monkey that lives in Trinidad is the loudest land animal. Its call can be heard up to three
miles away.
LESSON PRESENTATION
INTRODUCTION
Create a jungle scene with a monkey theme. Construct a palm tree using a cardboard rug roll (or pole)
for the trunk. Cover the trunk with brown crepe paper. Attach an umbrella to the top and cover it with greenfringed paper fronds to represent leaves. Decorate the walls with branches from real trees and with pictures
of island scenes. Place several toy monkeys or pictures of monkeys around the room.
The focus of this lesson is to teach that a college education is an important part of mission work,
especially for those who train pastors and teachers.
Teach children the scripture verse: “You have often heard me teach. Now I want you to tell these same
things to followers who can be trusted to tell others” (2 Timothy 2:2, CEV). The Bible verse for this lesson
talks about teaching. It says that teachers must tell others what they have been taught. The story in the
lesson illustrates this verse. Anthony Manswell, who was born and raised in Trinidad, attended Caribbean
Nazarene College (CNC) in Trinidad. He studied hard so that he could teach others. Today, Anthony and his
wife, Barbara, are missionaries. They teach students at CNC. And these students—future teachers,
preachers, and laypeople—will teach others just as the Word of God encourages.
T and T Treasure Hunt
Before class, make two or more copies of the Fast Facts, depending on the number of students. Cut
apart the Fast Facts and attach each one to a colored index card. Hide the cards in the classroom and
display the world map.
After the students arrive, tell them they should each find one Fast Fact card that has been hidden in the
room. Then instruct the students to find another child or other children with the same Fast Fact. When all of
the cards have been found and matched, ask volunteers to read the Fast Facts.
Have a child find Trinidad and Tobago on the world map. Say, The two-island country of Trinidad
[TRIN-uh-dad] and Tobago [toh-BAY-goh] is located only seven miles from South America. The first
Caribbean island to be occupied by people (Amerindians) was Trinidad. When Christopher
Columbus saw Trinidad, he claimed it for Spain. Share more fun facts about T and T:
1. The movie The Swiss Family Robinson was filmed on the island of Tobago.
2. Trinidad has a greater variety of bats than any other place in the world. There are 60 types of bats.
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3. Trinidad has more than 600 different kinds of butterflies.
4. Trini men often greet each other with a “bounce,” at which time each man touches the closed fist of the
other.
School Scramble
Give a copy of Activity Sheet 5, “School Scramble,” to each child. Say, Students need a variety of
supplies to complete assignments and projects in school. The letters for the names of the school
supplies on this activity sheet are mixed up. See how many you can correct. Some will be easy,
others might be more difficult. Let children work together. After a few minutes, have them share their
answers.
Say, Men and women who go to Caribbean Nazarene College in Trinidad also use school
supplies. Ask, Which of these supplies do you think they would use? Tell children the students
probably use all of the supplies on the sheet except crayons. Ask, What supplies do the students at
Caribbean Nazarene College need that you might not find in other schools? (Possible answers—
Bibles, religious books, hymnals.) Discuss why these supplies are especially important to the students who
attend Caribbean Nazarene College.
Answers for School Scramble:
epn—pen
appre—paper
armrek—marker
kobos—books
raseer—eraser
lurre—ruler
tookbone—notebook
plince—pencil
scologabh—schoolbag
roncay—crayon
ciorssss—scissors
putcomer—computer
MISSION STORY: “The Trini Missionary”
by Wes Eby
Say, This is the story of a young man from Trinidad and Tobago who went to a Nazarene
college. Today he is a missionary and a teacher at that same college.
“Great spin, Anthony!” his friend yelled. “We’ve just won the game!”
Anthony jumped straight up and threw his arms in the air. “Whoopee! We won! We won!”
Anthony Manswell loved to play cricket. When he bowled a ball (threw a ball), he put such a difficult
spin on it that batters had trouble hitting it. Anthony also loved to play soccer. He became known for his
fancy footwork skills. This young Trini was always ready to play a game of cricket or soccer.
Anthony was raised by Christian parents in the country of Trinidad and Tobago. His father, Rev. Clifford
Manswell, was a Nazarene pastor and served as district superintendent for 22 years.
As a young person, Anthony dreamed of playing the guitar. One day he watched a blind man playing a
guitar. “I can do that, too,” he said. He went home and practiced doing what he saw the blind man do. Soon
he was playing the guitar. “Learning to play musical instruments was easy for me,” Anthony says. “My
brothers and I enjoyed playing for church services and youth activities.”
Anthony accepted Christ as his Savior when he was a young boy. He remembers that his mother,
Elaine, prayed that one of her children would become a minister. Several years later, Anthony attended a
youth camp. “The music was so wonderful,” he says. “I heard a trumpet playing that sounded heavenly.
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During that camp, I gave my life completely to God. And I accepted His call to be a minister of the gospel.
Mom’s prayer was answered.”
Anthony attended Caribbean Nazarene College and earned a degree in theology (a study about God).
“One of my teachers was a Nazarene missionary named Ruth Saxon,” Anthony says. “Dr. Saxon was a
teacher and the pastor of a church. She was a wonderful missionary.”
After graduation, Anthony was pastor of Laventille Church of the Nazarene in Trinidad for three years.
“Then I went to the United States to attend Nazarene Theological Seminary in Kansas City,” Anthony says.
“God helped me in so many ways during this time.”
While at the seminary, Anthony met Barbara, a student from Canada. God had called her to be a
missionary. “I fell in love with Anthony,” Barbara says. “I loved his handsome looks and his strong desire to
serve Jesus.” Anthony and Barbara married while attending the seminary. After graduation, they moved to
Canada where Anthony pastored a Nazarene church.
The Manswells became missionaries at Caribbean Nazarene College in 2003. “We didn’t know what
jobs we would have,” Anthony says. “But we trusted God to help us with whatever we were asked to do. My
wife was assigned to the music department, and this was the perfect job for her.” Barbara is now the music
program director at the college and teaches music classes, as well as piano, voice and brass instruments.
Anthony served as the academic dean (the person in charge of a program of study for a college) at
CNC and is now provost, which is similar to the vice president of the college.
Anthony took additional classes in education from Trevecca Nazarene University and graduated with a
doctorate in Education in 2008. The Manswells have three sons and one daughter.
Anthony Manswell, a man who loves cricket, is a Nazarene missionary in his own country. “Barbara and
I enjoy serving God in this part of His wonderful world,” Anthony says. “And we know that we are exactly
where God wants us to be.”
STORY DISCUSSION
Ask the children why it is important for people who want to become ministers to attend college. (They
learn more about the Gospel and how to share it with others.)
Let’s Play Cricket
Cricket is the most popular sport in Trinidad and Tobago. It is played with a ball and a flat bat, and
teams score runs. There are 11 players on each team. It is similar to American baseball, but there are
differences, too. For more information on cricket, check the encyclopedia at the library or on the Internet.
Wikipedia (www.wikipedia.org) has an entry for cricket, and the Web site is translated into a number of
languages (just type “cricket” into the window at the bottom and choose the language needed).
To review the story about Anthony Manswell, divide the group into two cricket teams: Trinidad and
Tobago. Include the following questions and score one run for each correct answer. Ask a child to keep
score on the white board. Give treats to all children for playing the game.
1. What are the names of the missionaries who are the main characters in the story? (Anthony and
Barbara Manswell)
2. In what country do the Manswells serve as missionaries? (Trinidad and Tobago)
3. What two sports does Anthony Manswell love to play? (Cricket and soccer)
4. In what game do you “bowl” a ball for the batter to hit? (Cricket)
5. What instrument did Anthony learn to play by watching a blind person? (Guitar)
6. What two jobs did Anthony’s father have? (Pastor and district superintendent)
7. Where was Anthony when God called him to be a minister? (Youth camp)
8. Where did Anthony go to college? (Caribbean Nazarene College)
9. What was the name of the Nazarene missionary who taught Anthony in college? (Ruth Saxon)
10. Where in the United States did Anthony attend Nazarene Theological Seminary? (Kansas City)
11. What special person did Anthony meet while attending the seminary? (His wife, Barbara)
12. Where did the Manswells go after they graduated from the seminary? (Canada)
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13.
14.
15.
16.
In what year did the Manswells become missionaries? (2003)
What is Barbara Manswell’s job at Caribbean Nazarene College? (Music program director)
What are Anthony Manswell’s jobs at Caribbean Nazarene College? (Provost)
How many children do the Manswells have? (three sons and one daughter)
PRAYER TIME
Say, We have learned that the howler monkey in Trinidad can be heard for a long distance.
When we pray to God, He can hear us from wherever we are. Let’s remember to pray for Trinidad
and Tobago every time we see a monkey. Let’s list some prayer requests for the people who live in
this country and the missionaries who serve there. Make a list of requests on the board. Lead the
children in a time of prayer. Encourage each one to give a sentence prayer.
LESSON 6: GUYANA
LESSON PURPOSE
To encourage children to share the Gospel with others regardless of their culture or religion.
BACKGROUND INFORMATION
Fast Facts:
 The word Guyana means “land of many waters.”
 Because most of Guyana’s coastline is below sea level at high tide, seawalls are built to keep the coast
from flooding.
 Christianity, Hinduism, and Islam are the three major religions in Guyana.
 The world’s largest turtle, the giant leatherback, builds its nest on Shell Beach in Guyana.
 Gold is a major resource of Guyana.
 Guyana is the only country in South America in which English is the official language.
LESSON PRESENTATION
INTRODUCTION
To create a setting similar to Guyana, use blue paper or cellophane to create two or three waterways
on the floor. Place real or artificial tropical ferns and plants beside the waterways. Display these items:
“gold” and “diamond” costume jewelry, a large bag of rice, a doll with East Indian clothes or a black Muslim
head covering, a large stuffed turtle (or a picture of one), and a cricket bat (or a picture of one). Have a
container of curried stew in the room to help create an East Indian atmosphere.
Guyana is located on the northern coast of South America. It is rich in gold, diamonds, and lumber that
is grown in its large tropical forests. But Guyana’s six people groups are its greatest wealth. Although they
make up three major religions—Christianity, Hinduism, and Islam—the people are united, like one family. It
is not unusual for Christians to invite people of other religions to come to church. Nor do those invited think it
unusual to be asked. We can learn from the Guyanese Christians. They take 2 Peter 3:9b to heart and
reach out to all of their neighbors with the love of Jesus.
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This lesson focuses on telling the story of Joe Murugan [MOR-gan] who had prayed to many gods in
many places of worship. But he did not find peace or the hope of a better life until a friend told him about
Jesus.
Teach this Scripture to the children: “God wants everyone to turn from sin and no one to be lost” (2
Peter 3:9b, CEV). Before class, write each word from 2 Peter 3:9b, including the reference, on a card. Put
magnetic or sticky tape on the back of each card and place the cards in sequence on the board.
Say, Guyana is a country rich in natural resources—gold, diamonds, and lumber. But people are
its greatest resource. Guyana has six people groups, which means people from different cultures.
Distribute Activity Sheet 6, “Different, Yet the Same.” Say, These six groups are represented by the
six children on this page—East Indian, African, Amerindian, Portuguese, those of a mixed race, and
Chinese. Discuss how these children might be different from each other and from you (physical
characteristics, clothing, homes, food, games, sports, schooling, customs).
Say, These people groups make up the three major religions in Guyana. They are represented by
the symbols on the map (Hinduism—temple, Islam—mosque, Christianity—church). Discuss the following
differences.
1. Hindus worship many gods and goddesses. They believe that after death, they will be born again into
another human body or as an animal, depending on their good or bad behavior.
2. Muslims (followers of Islam) believe in one God. They believe Jesus was a prophet, not the Son of God,
and that Mohammed was a more important prophet.
3. Christians believe Jesus is the Son of God, that He died on the Cross to save everyone from their sins,
that He rose from the dead after three days, and that the greatest commandment is to love God and
their neighbors.
Say, Although people in Guyana have different customs and styles of worship, they are alike. In
what ways are they the same? (Possible answers—need food, water, and shelter; work; play; have
feelings; are part of a family.) Say, The most important way people are the same is their need for
salvation.
Read and repeat together 2 Peter 3:9b. Each time the verse is repeated, remove one word from the
board. Continue until all words have been removed and children say the verse by memory.
Let students color, cut out, and glue the pictures of the children on the map of Guyana.
MISSION STORY: “Jesus, the God Who Can”
by Joe Murugan, as told to Joan Read
Joe Murugan is an East Indian who grew up in Guyana. He gave Joan Read the following account of
his life.
In some ways, things were the same. Red dust blew through the open windows of a bus as it carried
people through our village to Georgetown. Roti [ROH-tee], a type of flat bread, filled with flavorful chicken
curry even tasted the same. But in one way, things would never be the same. I was only 10 years old, and
my mother was gone. A lung condition had taken her life. Where was she? My prayers to the Hindu gods in
our temple brought no peace or hope. When my father told me I had to quit school to work on the sugar
plantation, I cried. But I remembered my mother’s words, “You’re going to make it, Joe.”
As the years passed, I began to drink alcohol with the people who cut sugar cane. One Saturday, a
man brought me home on his bicycle. As I staggered into bed, I heard my sister Rose pray, “God, our father
is a drunkard, brother John is a drunkard, and now brother Joe. What will happen to us?” I prayed to God for
help. But the next day, I began to drink again. I searched for peace and forgiveness in the Hindu and Islam
religions, and others. But I was disappointed.
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I began to give my attention to a beautiful young lady I admired. When her parents would not allow us
to marry, we made plans to run away together. The day we chose to leave, she told me, “I cannot go with
you, Joe. It would bring shame and disgrace to me and my family.”
I decided to end my life. As I walked toward the Demerara River, I heard a voice say, “Joe, do not throw
your life away. Give it to me. I will make use of it.” After a few minutes, I turned and walked slowly home.
“Whose voice kept me from taking my life?” I wondered.
The next day, Albert, a fellow worker at the sugar plantation office, spoke to me about Jesus. I accepted
his invitation to a special service in Georgetown. When we arrived at the church, I was afraid and
embarrassed to go inside. I told Albert to go into the church without me. But then I heard the same voice
that I had heard on my way to the river. This time the voice said, “Go with Albert.” So I went in and sat down
in the back. People were saying farewell to a missionary family who had served in Guyana for many years.
Blacks, Amerindians, Chinese, and Portuguese went forward one by one. They thanked the
missionaries for coming to Guyana to tell them about Jesus. I could not believe what they said to the
missionaries. “If we don’t see you again, we’ll meet you in heaven.” They had found hope in Jesus and
assurance of life after death! As I shook the missionaries’ hands that night, I could feel their love. On our
way home, I asked Albert, “Can we go to church again next week?”
The next Sunday night, I was embarrassed to go inside the church again. But I heard that same voice
urging me, “Joe, go inside!” The preacher was saying that if a person gave his or her life to Jesus, Jesus
would change the person and replace guilt with joy, peace, and freedom. That’s what I wanted!
Just then, Albert whispered, “Do you want to pray to Jesus?” I thought, “It probably won’t help me.” But I
went forward and knelt. I prayed sincerely—the way I had prayed so many times to so many gods in so
many places. I was not prepared for what took place. My prayer was very simple. “Lord Jesus, if You can
save me, please do.” Suddenly, I felt my spirit was free. Warm tears streamed down my face. What a
change! The Lord Jesus changed my life. His joy, peace, and happiness now filled my soul. The next day as
I rode my cycle to work, the right peddle seemed to be saying “joy” and the left “happiness.” What a Savior!
Joe Murugan was important in starting 27 churches while serving as a district superintendent. He also
served as the president of Caribbean Nazarene College. His father and 40 family members became
Christians. At least seven are pastors.
STORY DISCUSSION
Say, Although today’s story is about Joe, it’s also a story about Jesus. It told how Jesus cared
for Joe, showed His love for him, and through His power changed Joe’s life. Ask children the following
questions and write their answers on the board under these headings: Cared, Showed Love, Showed
Power.
1. How did Jesus care for Joe? (He spoke to Joe so he would not jump into the river. Jesus gave Joe a
friend named Albert who told Joe about Jesus.)
2. How did Jesus show His love? (He kept telling Joe to go into the church. He forgave Joe’s sins.)
3. How did Jesus show His power? (He gave Joe the hope of heaven, peace, happiness, freedom from
guilt, and the power to be a leader and influence others.)
Before this lesson, invite guests to share their testimonies about how Jesus changed their lives. Or
ask several people to present their stories and answer questions using a panel format.
Say, Joe’s story is one of many that tells how Jesus keeps us from harm, shows God’s love, and
brings joy and peace through salvation. Other people have exciting stories about how Jesus
changed their lives too.
Share your testimony, and let the children share theirs, too. Or introduce your guests and let them give
their testimonies. Some questions to help guide the discussion might include:
 How did you learn about Jesus?
 How old were you when you first heard about Jesus?
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At what age did you accept Jesus as your Savior?
How did you know you were saved?
Were you saved in a church?
Where were you living at the time?
How has Jesus shown His love and care for you?
How has your life changed since becoming a Christian?
Suggest that children ask family members to share their salvation stories and then share their own
stories in return.
PRAYER TIME
Say, Today we saw pictures of children from other cultures who may be different from us. But
the more we find out about our differences, the more we discover that we are alike. Everyone needs
food, water, shelter, and love. We all have fears, disappointments, become upset, and sometimes
cry. And people everywhere need Jesus. Boys and girls in Guyana need to know that Jesus loves
them. It is important that they know He is God and that He has the power to forgive them.
Pray for the church and the people of Guyana.
LESSON 7: PUERTO RICO
LESSON PURPOSE
To help students understand that God cares for all of His children, no matter where they may be.
BACKGROUND INFORMATION
Fast Facts:
 The national symbol of Puerto Rico is “el coqui” [KOH-kee], a little tree frog.
 On the Puerto Rican flag, the white star is the island surrounded by the blue Caribbean Sea.
 Baseball is the favorite sport of many Puerto Ricans.
 Off the coast of Puerto Rico is a rare marine life that glows when disturbed by any type of movement.
 Although Puerto Rico is not a state, it is part of the United States of America and contains the only rain
forest in that country.
 Fishing for blue marlin is a popular tourist sport.
LESSON PRESENTATION
INTRODUCTION
Prepare the room by displaying posters or pictures of Puerto Rico and pictures of tree frogs (or scatter
stuffed frogs around the room). On a table, place a small suitcase with an assortment of items scattered
around it—more than will fit inside. Include items such as toys, games, clothes, stuffed animals, CDs, DVDs,
and books.
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The focus of this lesson is a story of a missionary kid who lived in Puerto Rico. Missionary kids (MKs)
can feel “lost” when their families move to another country. But God promises to be with them wherever they
are.
Teach this Scripture to the children: “If I settle on the far side of the sea, even there your hand will guide
me” (Psalm 139:9b-10a).
God knows where we are every minute of every day. We are never lost from God’s sight. However,
when MKs move to new places, they find themselves without their extended families, their friends, and the
churches they were used to attending. They may feel a little “lost.” In this lesson, we will take a look at what
it is like to be a missionary kid. God knows where MKs are, and He understands what they face. It is
important for children to know about MKs and understand their lives. Provide an opportunity for children to
pray for MKs.
Before this lesson, prepare a map of the classroom and make copies to distribute. Copy the Fast Facts.
Cut and glue each one to an index card, and draw a symbol representing the fact (frog, flag, baseball, and
so on). Hide the cards around the room. Display the world map.
Say, Let’s talk about another island country in the Caribbean, Puerto Rico! This country is not
only lined with beautiful beaches, it has a large mountain range and a rain forest. I want you to learn
some fun facts about Puerto Rico, but the facts are hidden. You can help by going on a fact-finding
search to locate them.
Show children the map of the classroom. Say, Search the room for six different facts about Puerto
Rico. When you find one of the facts, put an “X” on your map to show where you found it. Beside
the “X,” draw the symbol shown on the card to help you remember the fact. Leave the facts in their
hidden places for other children to find.
Distribute the maps, and let the fact-finding begin. The search is over when most of the children have
found all six facts. Ask volunteers to tell the facts they remember. Share any facts that aren’t found with the
class. Suggest children take their maps home and tell others about Puerto Rico.
Let children share their experiences of packing and moving. Ask what special items of their own they
packed to take with them. Say, When missionary families go to live and work in other countries, they
must sort through everything they own. They sort their belongings into three groups: Items they will
sell or give away, items they will store, and items they will take with them. Missionaries must limit
how much they pack to take to another country. Items are placed in a crate. A crate is a box made
out of wood used to send items long distances by ship.
Suitcases can be taken, but they can only weigh a set amount. Plus, the airlines sometimes tell
missionaries how many suitcases they can take. What do you think missionary kids pack to take
with them?
Discuss the suitcase and items around it. Ask children which items they would choose to pack. Say,
Remember, the suitcase must close completely. Whatever does not fit must be left behind. Let
children take turns choosing which items to pack until there’s no more room in the suitcase.
Say, Often missionaries leave such things as family photos with other family members so the
photos are not lost or damaged. What things would you leave behind to ensure their safe-keeping?
What things do you think MKs would find difficult to leave behind?
Besides belongings, MKs must leave their relatives and friends. And for a while, MKs may feel
uncomfortable in their new home. But God knows where each MK is, and He knows their needs. He
promises to be with them wherever they are. You have that promise too!
MISSION STORY: “Lost ”
by Jerry D. Porter, as told to Nancy Firestone
Jerry Porter shared the following experience he had as a missionary kid in Puerto Rico. Jerry learned
that God never wants His children to be separated from Him.
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I was so excited! Mom and Dad were taking my brother, John, and me to an air show at the San Juan
International Airport. This busy airport is located next to the Atlantic Ocean. I first arrived in this airport two
years earlier when I was five years old. My parents, Bill and Juanita Porter, came to Puerto Rico to serve as
missionaries with the Church of the Nazarene.
Today we were going to join thousands of excited spectators to watch the Caribbean sky fill with thrilling
airplanes. All sorts of aircraft were open to the public, and we were going to explore them. Was this fun, or
what!
There was a helicopter to climb on and a military jet I could pretend to fly. My excitement grew as I ran
from plane to plane. I called to my parents and John to show them my latest discovery, but no one
answered. I yelled as loud as I could, but still no one answered.
I became scared! I was lost in a huge crowd of people. I began running and calling for my mom and
dad. They were nowhere to be found. I finally sat down and began to cry. I was lost! Where were my
parents? How would I get home? Would they ever find me? All my excitement was gone. Now I was afraid
and alone.
A nice Puerto Rican lady asked me in Spanish, “What is wrong, little boy? Why are you crying? Are you
lost?”
“Si, si, [SEE-SEE]!” I exclaimed. “I don’t know where my parents are!”
The kind lady smiled and told me I would be all right. She gently held my hand as we made our way
through the ocean of strangers. I felt better having a new friend to walk with me. I kept looking for my
parents, but I didn’t recognize anybody.
The lady took me up on the platform where a man was introducing the program. She explained that I
was lost and frightened.
The Puerto Rican announcer asked my name. Then he spoke with a booming voice over the
loudspeakers, “We have a lost boy. His name is Jerry Porter. Will his parents please come to the platform?”
I looked at the huge crowd of people. Suddenly, I saw my father! With a skip and a jump, I was off the
platform and into his arms. That afternoon, I enjoyed the flying stunt airplanes, the helicopters, and the jets.
And though I love adventure and exploration, I didn’t wander off to explore on my own again. I did not like
the feeling of being lost.
That’s kind of what it’s like to be lost because of sin. We may start out having fun and feeling free. But
then our sins make us lose sight of Jesus. We may start to tell lies or steal things. Suddenly, all thoughts of
fun and adventure are gone, and we become full of fear and guilt.
This is not the plan God has for us. The Heavenly Father wants us to be surrounded by His love. In
fact, Jesus told us He would send the Holy Spirit to always be with His followers, so we would never be lost.
I was lost, and then I was found. And I like being found a whole lot better, don’t you? Today you can
confess your sin and run into God’s wonderful arms of love. You can ask Jesus to live in your heart. Would
you like to pray this simple prayer with me?
Dear Jesus, thank You for loving me. I know I have done things that are wrong, and I am lost
without You. Please forgive my sins. Come into my heart and life. I want Your Holy Spirit to live in
me so I will never be alone or lost! Amen.
STORY DISCUSSION
Ask the children if anyone prayed for forgiveness. Allow time for children to share and for additional
follow-up, if needed.
Ask if anyone has ever been lost like Jerry and have that child describe how it felt. Remind children that
when Jerry was lost, he was afraid. But God was with him. Say, God always knows where you are, and
He promises to be with you. Although missionary kids may feel lost at first in a new place, God
knows where they are, too. And He will take care of them, just like He cared for Jerry.
Distribute Activity Sheet 7, “Where’s Jerry?”, and have the children find Jerry in the crowd of people at
the airport. (Jerry is wearing a baseball cap and a T-shirt with the letters “MK” on the front..) Then let
children color the picture.
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Children Can Learn About MKs
Learning Through LINKS
If any of your district LINKS missionaries have children, your children’s group could write to the children
in that missionary family. Ask the children what they would like to know about the life of an MK (languages
spoken, school, music, what church is like, foods, sports, games, celebrations, clothing, weather,
transportation, new friends, pets, participation in their parents’ ministry).
Learning Without LINKS
If there aren’t any children in missionary families assigned to your district or if your district does not yet
participate in LINKS, you can have the children pretend to write letters to MKs. Before class, visit the World
Mission Web site (http://app.nazarene.org/MissionaryProfiles/) and select the name of an MK from the
Mesoamerica/U.S.A./Canada regions. Download the photo of the MK with his or her family to show the
class.
Go to the library and check out books with information about the world area where that MK lives. If you
have access to the Internet, you could print appropriate information for that world area from several Web
sites.
Divide the children into two groups. One group will portray themselves and will “write” letters to the MKs
from the “Missionary Profiles.” Ask the children what they would like to know about the life of an MK
(languages spoken, school, music, what church is like, foods, sports, games, celebrations, clothing,
weather, transportation, new friends, pets, participation in their parents’ ministry). Let children pretend to
write short individual letters. Encourage children to share information about themselves too. And remind
them to let the MKs know they are praying for them.
The other group will portray the MKs. They will need to look up the answers to the questions posed by
the first group. They will also need to keep their answers short.
Say, There are many MKs who are part of missionary families serving in the Church of the
Nazarene. They are scattered around the world. They live and play in many different cultures. But no
matter where they settle, near or far across the sea, God will be with them and guide them. God
promises to be with us wherever we are.
PRAYER TIME
Say, You have learned about Puerto Rico and missionary kids. Now it’s time to pray for this country
and our MKs. Share with children the following prayer requests and let volunteers pray.
 Pray for Nazarenes in Puerto Rico, that they will tell their families and friends about Jesus.
 Pray for MKs who have moved to another country and are feeling lost or lonely, that they will find
friends in their schools and churches.
 Pray for MKs who are learning a new language.
 Pray for the safety of MKs and their families as they travel.
 Pray that MKs will sense God’s presence and know they are supported in prayer.
LESSON 8: JAMAICA
LESSON PURPOSE
To help children develop a heart of compassion for people who have needs in their communities and around
the world.
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BACKGROUND INFORMATION
Fast Facts:
 The doctor bird has a beautiful rainbow-like appearance and lives only in Jamaica.
 Jamaica is a country with mountains, rain forests, rivers, waterfalls, and white sand beaches.
 Although Jamaica has no snow, a Jamaican bobsled team competed for the first time in the 1988
Winter Olympics in Canada.
 Some of the world’s best coffee is produced in the Blue Mountains of Jamaica.
 Jamaica is the largest English-speaking island in the Caribbean.
 The money in Jamaica is called Jamaican Dollars (JMD).
LESSON PRESENTATION
INTRODUCTION
Decorate the walls of the classroom in a tropical theme using bright-colored tissue-paper flowers. Add
fringe-leafed palm trees and tall grasses made from butcher paper. Make a table display on a burlap runner
decorated with a row of colorful crepe paper hibiscus blossoms. Provide seashells and driftwood on pieces
of sandpaper for kids’ hands-on exploration. Form a curtain in the doorway of the classroom by hanging
thick pieces of yarn from the top of the doorframe to the floor. Make fish-shaped nametags on colorful paper
and glue at different levels on the strands of yarn. As children enter through the yarn curtain, they will enjoy
seeing their names on the fish. Use beach mats and sun umbrellas in areas where the children can sit and
play games. Play calypso music to create a Caribbean atmosphere.
The focus of this lesson is to show that through Nazarene Compassionate Ministries, needy children
are offered opportunities for better schooling, health care, help after disasters, and finding Jesus as their
Savior.
Teach this Scripture to the children: “Whatever you did for one of the least of these brothers of mine,
you did for me” (Matthew 25:40b).
Children who are taught to do acts of kindness when they are young are more likely to be
compassionate and caring adults. Teachers can help children develop compassion by sharing stories,
modeling compassionate behavior, and providing hands-on projects. It is important for children to learn how
the Church assists those who have needs. Nazarene Compassionate Ministries has programs that help
children in countries like Jamaica. The programs offer children help with schooling, nutritious meals, health
care, and disaster relief. Through this study of Jamaica and Nazarene Compassionate Ministries, you can
help children realize that in serving others with compassion, they are serving Jesus.
Before class, draw an outline of Jamaica on a large piece of green paper. Using a wide-tip black marker
or a crayon, outline the shape of the island and divide the shape into six puzzle pieces. Cut the puzzle apart,
leaving the thick black border around the outer edge of each piece. Write one Fast Fact on the back of each
puzzle piece.
Say, Today we’re going to learn about the country of Jamaica. It is the third largest island in the
Caribbean. This puzzle is shaped like Jamaica. As we assemble the puzzle, we’ll also learn some
interesting things about Jamaica.
Distribute one piece of the puzzle at a time. Have a child read the fact and then pin the puzzle piece on
a bulletin board or lay it on the floor. After the puzzle is assembled, display a world map and show the
location of Jamaica. Use the puzzle to share these additional facts.
 Draw zigzag lines for east-west mountain ridges.
 Draw peaks in the east for the Blue Mountains.
 Draw stick figures for Montego Bay, a tourist center in the northwest.
 Draw a high-rise building for Kingston, the capital city.
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Draw a banana, a Jamaican export.
Write 82 degrees (average year-round temperature).
Say, Jamaica has beautiful beaches and a warm year-round climate. Bananas grow everywhere.
It sounds like a good place to be, doesn’t it? But Jamaica has its problems. Hurricanes and floods
damage property and cause disease. Many people are without work and are too poor to buy food
and medicine. And some children have no opportunity to go to school. This is where Nazarene
Compassionate Ministries gives a helping hand to them.
Read Matthew 25:40b. Say, When we give money to those in need, it is like giving it to Jesus.
Although we probably can’t take money to the people ourselves, we can send it through Nazarene
Compassionate Ministries.
MISSION STORY: Hurricane at the Door
by Beverlee Borbe
After a hurricane struck Jamaica, José [hoh-SAY] and his family received help from some children in
the United States.
José first heard the bells while walking to school. His heart began to pound. He knew what it meant
when the village bells rang. A hurricane was coming!
José began to run as fast as he could. He knew his father, a fisherman, had already left for work. But
his mother was at home. He must help her cover the windows to keep out the wind and rain.
As soon as José rounded the curve in the road, he saw his mother pounding the last nails into the
wooden slats over their windows. His little dog, Mango, was barking wildly.
“Come on, Mango!” José yelled, as he quickly picked up the dog.
“Hurry, José. Let’s get inside!” his mother shouted over the wind.
José helped his mother close the door against the raging wind and pouring rain. He knew the storm
could last for days. José was glad his family had prepared for it. His dad had ordered supplies, made sure
the roof was properly fastened, and even found a safe place to tie his boat. José had helped his mom freeze
bottles of water.
As the wind continued to howl outside, José’s mother opened the door. She discovered the creek by
their house was overflowing, and water was beginning to splash over their top step toward the door.
José lifted Mango with one arm and held his mother’s hand. They hurried out into the driving rain
toward the church. This was where their family had planned to meet in case of an emergency. José and his
mother prayed for Jesus to help them find their way through the muddy water. Just a short time ago, this
had been a hard, dirt-packed road.
At last, José and his mother, along with Mango, arrived safely at the church. They were soaked with
water and scratched by fallen branches. Friendly hands wrapped them in blankets and moved them close to
the stove. Many other people were at the church, but no one had seen José’s father.
During the next two days, the storm raged. Although there was little food, everyone had clean water
and small mats on which to sleep. José played with friends from school, but he kept thinking about his
father.
Finally, on the third day, the winds became calm and the sun began to shine. José and his mother
started toward home. As they rounded the bend in the road, they saw their house. Although the front porch
had blown off and the roof had been damaged, it was still standing! But when they opened the front door,
they saw that mud had covered everything.
José’s mother began to cry, Mango began to howl, and José’s stomach began to hurt. It was a sad day
until José went outside to see why Mango was howling. In the distance, José saw his dad! He was alive,
and he was carrying two big ocean fish for dinner!
A few days later, the pastor of the church came to visit the family. He told José the he brought
something for José and his family. The pastor handed a full plastic bag to José and told him to open it. As
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his parents watched, José opened the bag and took out two bars of soap, shampoo, toothpaste, three
toothbrushes, a box of Band-Aids, a fingernail clipper, a comb, two hand towels, four packages of facial
tissues, and a small stuffed toy that looked almost like Mango. The pastor explained that the bag was a
Crisis Care Kit from the Church of the Nazarene in the U.S.A.
A big tear slid down José’s cheek. He thanked Jesus for being so kind. José had survived the storm
and had a home. He had his mom and dad, and his dog, Mango. And now he had a Crisis Care Kit (CCK)
from some new friends that he had never met. José thought to himself: “One day I’ll do the same for
someone else in trouble. God is so good.”
STORY DISCUSSION
Discuss how the Church of the Nazarene provides ways for us to help others who have been affected
by a flood, fire, or other disaster. (Possible answers—Crisis Care Kits; donate food, supplies, clothing;
collect offerings for equipment and medicine; send volunteer teams to help.)
Discuss the importance of being generous to others in their time of need.
Invite a guest to tell how he or she participated in a compassionate ministry program. To learn more
about Nazarene Compassionate Ministries (NCM), visit www.ncm.org. Say, Let’s learn some of the
special ways NCM lends a helping hand around the world.
Distribute Activity Sheet 8, “Pack a Box of Compassion.” Say, In our story, José received a Crisis
Care Kit. Can you find a box that says “Crisis Care Kit”? Now find the list below that includes some
of the items in a Crisis Care Kit. Discuss the other programs on the Activity Sheet. Explain the directions
for cutting out and matching the items with the correct programs.
 Crisis Care Kits provide soap, combs, toothpaste, toothbrushes, shampoo, Band-Aids, nail clippers,
hand towels, facial tissue, and small stuffed toys.
 School Pal-Paks provide pencils, pencil sharpeners, pens, erasers, rulers, scissors, and composition
notebooks for school children.
 Global AIDS Ministry works with orphans, helps families with income needs, and promotes AIDS
awareness.
 Child Sponsorship provides school fees, uniforms, and job-skills training.
 Disaster Response partners with Work & Witness groups to clean up and rebuild communities after
disasters occur.
If your church would like to put together a Crisis Care Kit, a School Pal-Pak, or sponsor a child, contact
the mission leader in your church or on your district for instructions. Say, You can help NCM help others.
One of the best ways to support NCM is through offerings. The Church of the Nazarene wants to
help others through its Compassionate Ministries programs.
PRAYER TIME
Briefly review the facts about Jamaica, Nazarene Compassionate Ministries, and the activities you have
done. Ask children what they remember and liked best. Say, All the things you have learned are good
things to know. It is important to remember that Jamaica is filled with boys and girls just like you.
Some of them have physical needs, and some need Jesus. We can show compassion through giving
and prayer.
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LESSON 9: DOMINICA
LESSON PURPOSE
To let children know there are opportunities for them to participate in ministry projects, such as Work &
Witness trips.
BACKGROUND INFORMATION
Fast Facts:
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Dominica is a beautiful mountainous island made from volcanoes.
People groups in Dominica include Carib Indians, Africans, Europeans, and Syrians.
The sisserou parrot is a smart, colorful bird found only in Dominica.
Dominica is called Nature Island because of its mountain trails for hiking, rain forests, tropical plants
and birds, unusual flowers, waterfalls, and warm Caribbean sunshine.
Many Nazarene churches have been built in Dominica with the help of Work & Witness teams.
In 1977, a Nazarene church was started in the Carib Indian Territory.
LESSON PREPARATION
INTRODUCTION
Create an atmosphere of an island paradise with travel posters, green plants, and a small table fountain
as a waterfall. Display items needed for hiking, such as a pair of hiking boots, backpack, water bottle, and
binoculars. Create a “construction site” with a cement block, lumber, tools, work gloves, architectural plans,
hard hats, shovel, and a wheelbarrow.
Teach the children this Scripture: “Always keep busy working for the Lord. You know that everything
you do for him is worthwhile” (1 Corinthians 15:58b, CEV).
The Church of the Nazarene is growing in Dominica [dahm-uh-NEE-kuh] through various emphases,
especially Work & Witness. Many people have been involved in building God’s church in Dominica. While
serving as a missionary in the Caribbean, Dr. Louie Bustle asked Louie St. John from Dominica to pastor
the church in Roseau. Caribbean Nazarene College in Trinidad also helped the church grow by sending a
student to organize a church in the Carib [KAR-uhb] Indian Reserve. In 1985, the first Work & Witness team
went to Dominica and built a beautiful church overlooking the Caribbean Sea. Five Nazarene churches were
started from that one mother church. Children can also be a part of building God’s church by participating in
mission projects, even Work & Witness trips.
Before class, write each of the six Fast Facts on cards made of poster board and place the six cards in
a backpack.
Say, Dominica is inviting to those who love adventure. Let’s be adventurous and go hiking to
discover Dominica. Distribute Activity Sheet 9, “Let’s Go Hiking.” Children will “hike” their way through the
maze as follows: Swim in a lagoon, hike along a river, visit the Carib Indian Territory, climb a mountain,
watch a volcanic lake bubble and boil, journey through a rain forest, stand under a waterfall, and go birdwatching.
Point out the location of Dominica on a world map. Note that it is located in the chain of Caribbean
islands between Guadeloupe [gwah-ah-LOOP] and Martinique [mahr-ten-EEK]. Say, As you “hiked”
through the maze, you discovered that Dominica is rich in natural beauty. Missionaries who serve in
Dominica can enjoy these wonders of God’s creation. Let’s learn some other interesting facts about
Dominica.
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Ask volunteers to pull from the backpack one Fast Fact at a time and read it to the class. As the Fast
Facts are read, share this additional information about the island of Dominica.
 Dominicans also enjoy the beaches and swimming in the Caribbean Sea, fishing, and whale watching.
 There are five volcanoes in Dominica.
 The sisserou [sees-er-OO] parrot is Dominica’s national bird and is shown on their flag. It can live to be
70 years old.
 The Caribs were the first people to live in Dominica. Their culture remains much the same as it was
years ago. They live in villages and still elect a chief. The Caribs are a friendly people and attract many
visitors to their craft shops filled with pottery, baskets, and much more.
Before the class, gather two or three common, inexpensive food items that are sturdy and not messy
(children will be trying to make a building with the items). Say, We’re going to have a building contest.
Your buildings will be judged in the following categories: The tallest, longest, most creative, most
interesting, funniest, prettiest, and the silliest. Include enough categories so that everyone receives a
prize. Tell children they will work in teams and must first draw a plan of their building on paper before using
the food items to construct the building.
Form teams of two or three students, and distribute paper and pencils. After the teams have had time to
draw their plans, divide the food items evenly among the groups. Give the groups five minutes to construct
their buildings. When finished, have each team try to convince you (or other judges) that their project is the
best.
Ask the children to tell what they learned about themselves and each other as they worked on this
project. Discuss the importance of planning projects before starting them. Talk about how teamwork and
cooperation make a difference in the outcome.
MISSION STORY: We Can Build Together
Adapted from Dominica Calling by Carol Anne Eby
Say, God has done many wonderful things to build His church and reach people in Dominica.
Let’s listen as Grandpa Bob Gray tells us how God is working on this island. Welcome, Rev. Gray.
We are so glad you are here.
Thank you. I understand that you’ve been learning about Dominica, a beautiful island country in the
Caribbean. I met many wonderful people in Dominica. Many of them came to know Jesus as their Savior
and started meeting together for worship. Some of my friends, who live where I pastored before going to
Dominica, came with teams to help build churches and help with medical needs. The teams are called Work
& Witness teams. They work together and witness about the love of Jesus.
Sometimes the teams come with doctors and nurses. One time Dr. Jim Mosley came with a team from
Ohio. His team walked up and down the mountainsides, going from house to house to help people who
were sick. Dr. Paul Gamersfelder, an eye doctor, came with a team and 700 pairs of glasses. He checked
eyes and fit glasses until every pair of glasses was fitted and given to someone who needed the glasses but
didn’t have the money to buy them.
Hurricanes are common in Dominica. In 1995, a terrible hurricane struck the island, and people needed
food and clothing. Nazarene Compassionate Ministries and the Canadian Food Bank delivered 60 tons of
food to the island. Churches and districts sent large containers of clothing.
I remember when we were unloading the boxes onto trucks to be delivered all across the island. The
hardworking men asked if they could have a box for their own families who needed help, and I told them
yes. As they were looking through the clothes, I heard them say, “Who would do this for us? The people
who sent these things don’t even know who we are!”
Many Work & Witness teams came to Dominica to help build churches. Construction crews have
poured cement, painted, cut steel, put in windows, and sanded wood. But the real church is being built in the
hearts of the people all across the island.
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The Work & Witness teams do more than just use hammers and nails. Special events are planned for
children, teens, and adults of the local churches. There are always lots of food, beverages, gifts, and
“sweets” for the children. Most teams have members who plan children’s activities. They teach Bible stories,
games, and music; present puppet plays; and serve refreshments. The children learn new songs and
perform them for their parents at night.
Teams come from many places. It is amazing how God knows just how to put teams together, sending
just the right person at the right time. Sometimes there are special needs—electrical, plumbing, laying
concrete blocks, or carpentry. God sends the right person for the job every time.
A lady on one team had a sensitive spirit. She had packed her suitcase and was ready to close it when
she felt led to pack two tambourines that she rarely used. When she arrived in Dominica, she gave them to
my wife and said, “I brought these two tambourines. I’m not sure you can use them, but here they are.” My
wife’s mouth dropped open. That morning the Batica Church worship team leader, Gail Benjamin, had
asked if some future team could bring two tambourines for their church. What a blessing it is to be obedient
to the little nudges of the Holy Spirit. God’s Word says, “Before they call I will answer” (Isaiah 65:24).
Many people have given their energy, time, and money to work on various projects in Dominica. These
people were not just construction crews, but wonderful workers who left behind a Christian witness that
made an impact on the hearts of many people.
A new medical-dental clinic in the Carib Territory is being built. The walls are up, the roof is on,
electrical wiring and plumbing are in place. This clinic, a Bible school, and other churches need to be built to
help meet the needs of people.
Thank you for letting me share my story. I hope that some of you and your families will be able to go on
a Work & Witness trip someday.
STORY DISCUSSION
Before class, prepare fruit. Peel and remove seeds from papayas, mangos, and guavas. Peel bananas.
Cut fruit into small pieces. Put the fruit and some yogurt in a blender and mix until smooth. Pour into small
cups, and sprinkle with ground cloves. Have the children drink the smoothies while thinking of mission
projects in which they can participate.
Throughout the New Testament there are examples of how we should help others. Involving children in
mission projects can help people in your neighborhood, as well as those living in other countries. However,
it also helps the children themselves.
Children are most likely to hear God’s call to full-time Christian ministry (e.g., ministers, missionaries,
etc.) between the ages of 4 and 14. But children also have a role to play in Christ’s church today. They need
to do things that help them understand how much they can accomplish.
Children are sensitive to God. They can begin learning about God’s heart for missions at an early age.
Children easily understand the concept of compassion. Children can pray, and they can give offerings, but
they can do so much more.
Spend some time in class helping the children think of the many ways they can be involved in missions.
Talk to the missions president or the pastor for possible ideas in your area. Have the children help make
lists of what would be needed for the project, what would need to be done in advance, and who would be
the best people for certain tasks.
Ideas for Mission Projects
1. Plan a food drive to collect nonperishable items for a homeless center or for people in your community
who need food. Children can work with their parents as volunteers by serving a meal.
2. Collect clothing for children in your community.
3. Prepare Crisis Care Kits for people who have experienced a natural disaster, such as a hurricane or
flood. (Ask your missions president for details.)
4. Collect items for School Pal-Paks and send them to school children in other countries. (Ask your
missions president for details.)
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5. Prepare Christmas and/or birthday gifts for your LINKS missionary children. (Ask your missions
president for details.)
6. Sponsor a child through Nazarene Compassionate Ministries and correspond with that child. (Ask your
missions president for details.)
Ideas for Fund-Raisers
1. Conduct a fund-raiser in which children obtain pledges for the time that they spend doing a certain task,
such as walking or cleaning up a neighborhood in your community.
2. Do yard work.
3. Have the children work together to bake small items and sell them.
4. Ask people to donate items that are slightly used but no longer needed, and have the children sell
them.
5. Have the children gather recyclable items such as paper and aluminum, and sell them to a recycling
center.
6. Wash cars for a donation.
Help the children select a mission project in which they would like to participate. Work together with the
parents of the children in planning and participating in the project.
When children have the opportunity to serve, that pattern of ministry is likely to continue throughout life.
Let the children know that serving others is a way of serving Jesus and that they can make a difference in
their community and in the world.
PRAYER TIME
Close in prayer for the mission project you have selected. Pray that the children will be sensitive to
God’s leadership in their personal lives. Pray for Dominica, the missionaries, the churches and their leaders,
and the Work & Witness teams who minister there.
LESSON 10: SURINAME
LESSON PURPOSE
To help children learn how missionaries work to develop strong leaders who can take over the
responsibilities of ministry in their own countries.
BACKGROUND INFORMATION
Fast Facts:
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Unusual animals and birds in Suriname include the cock-of-the-rock bird, the spectacled caiman
alligator, and the giant leatherback sea turtle.
Everyone in Suriname has a nickname.
Cucumbers are eaten at almost every meal.
When a child does not share, people call out, “Saang I gridi [SAWNG ee GRI-dee] (You are greedy)!”
Suriname’s first Olympic medal was won in swimming at the 1988 Olympic Games.
Bron bron [BRAHN BRAHN], or burned rice, is a popular snack, especially with children.
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LESSON PREPARATION
INTRODUCTION
Use a racing theme for this lesson. On a bulletin board, pin sports pennants and pictures of runners
racing toward a “Finish Line.” Display trophies and ribbons, and post scripture references about “running the
race.” Play video clips of races as children gather for the lesson.
Teach the Scripture: “Pass on to people you can trust the things you’ve heard me say. Then they will be
able to teach others also” (2 Timothy 2:2b, NIRV).
Tajera Gupta Sewkumar, nicknamed Bish, grew up in a Christian home. At age 13, he accepted Jesus
as his Savior. At 19, he left Guyana [gie-AN-ah] to find work in Suriname. While there, he attended a
Nazarene church. Missionaries helped him attend Caribbean Nazarene College in Trinidad. After
graduation, Bish returned to Suriname to pastor his first church. Three years later he was ordained. And in
2000, he was elected the first national district superintendent of Suriname. Bish would be the first to say that
on his life’s journey, God has provided godly men and women to help him become what God had intended
him to be.
Before class, prepare relay batons as follows: Gather 12 pieces of paper and roll 6 of them tightly
lengthwise to resemble the batons and tape them so they don’t unroll. Write each of the six Fast Facts from
above on the other pieces of paper. Tape one of the facts on each “baton.” Say, Today we are going to
learn about one more country in the Mesoamerica Region, Suriname. Point out Suriname on a world
map. Say, Like Belize and Guyana, Suriname is not an island. It is located on the coast of South
America.
Tell children that in relay races, runners carry a baton for a certain distance, then give it to another
runner. Just like the racers, people give their knowledge and leadership skills to other people. Distribute the
batons, and have a child read the fact about Suriname that is on his or her baton. Ask children to name
some of the other countries they have studied this year. Locate them on the map.
Divide the class into teams and play a racing game. Use the Fast Facts of each lesson to review fun
facts about these countries. Give the first child in each team a baton.
Say, If you answer the question correctly, you will run to the next player on your team and pass
the baton to that person. If you answer incorrectly, you will keep the baton and try one more time
when it’s your turn. The team who passes the baton the greatest number of times is the winner. Give
awards to both teams.
Who’s the Leader
Before the story, play this game: choose one child to leave the room. Be sure the child is supervised
while waiting. Once the child has left the room, say, We’re going to play a game called “Who’s the
Leader?” Sometimes it takes people working together as a team to help someone become a leader.
Our game will show you how this works.
Choose a child inside the classroom to be the leader. Say, The leader will start a simple motion, and
everyone else will immediately copy the motion. For example, the leader might slap a hand against a
knee or snap his or her fingers. After a few seconds, the leader should change to another motion.
The object of the game is for the group to copy the motions without drawing attention to the leader.
Tell children not to stare directly at the leader, to change their motions quickly, and to stay together.
Have the child who stepped out return to the room. Give that child three guesses to determine who the
leader is. If he or she doesn’t guess correctly, identify the leader and select someone new to go outside. If
the child guesses correctly, then the leader becomes the next person to go outside. After playing a few
rounds, ask the following questions.
 How difficult was it to be the leader?
 How difficult was it to keep from giving away who the leader was?
 How did it feel to be the person trying to determine who the leader was?
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How does working together and cooperation help a leader?
What are some qualities of a good leader?
MISSION STORY: “We Want to Help You!”
by Carol Anne Eby
Say, Today’s story tells how God helped Bish become a great leader.
“Come on, Bish. We’re going to miss the bus!” called Ian.
Bish and his friend Ian were so excited. Their school was taking a trip from their homeland of Guyana to
the nearby country of Suriname. That day as Bish traveled through Suriname, he was impressed by the
beauty of the rain forest. He saw a huge jaguar, monkeys, and bright-colored parrots.
Few people lived in the inner part of Suriname. But in the small villages, Bish saw Amerindians [a-muhrIN-dee-uhns] (original settlers of Suriname) and Maroons [muh-ROONS] (descendents of escaped slaves).
His teacher explained, “These people speak different languages, and their cultures are different. But they
live side by side peaceably. Sharing is an important part of their culture. A successful hunter gives everyone
in the village a portion of what he hunts. When his hunting is less successful, the hunter knows someone
else will share with him.”
Bish liked what he saw and heard. He declared to Ian, “Someday, I’m going to live in Suriname.”
Six years later, 19-year-old Bish went to Suriname. He moved in with his brother who had settled there
earlier.
The two brothers had grown up in a Christian home. And Bish had accepted Jesus as His Savior when
he was 13 years old. One Sunday after Bish had moved to Suriname, a friend invited Bish to a Nazarene
church.
Reverend John Burge and his wife, Martha, were missionaries serving in this church. At the end of the
service, Mrs. Burge said to Bish, “Young man, the Lord told me that you’ve been called to be a preacher, but
you are running from His call. We want to help you.” Bish was surprised. He had never met this lady before.
The truth was that Bish had felt a call to preach ever since he had accepted Christ. He often thought,
“God, I do want to become Your worker, but how am I going to get the education I need?” The missionaries
understood Bish’s need. They helped make it possible for him to attend Caribbean Nazarene College in
Trinidad.
Very soon, Bish found himself sitting in Dr. Geneva Silvernail’s office waiting to register for college. He
prayed, “God, here I am in a new country. I speak very little English, and I’m afraid I’ll fail. What will I do?”
Just then, Dr. Silvernail came in with a big smile and said, “Bish, we are so glad you’re here. You must
not be afraid. I will help you with your English.”
Bish studied hard, but he would laugh and say, “I’ll get fat just sitting here studying!” He would then take
off to the gym and play basketball or work out. He and Dr. Silvernail worked many hours after class to
improve his English, and his hard work paid off. He passed all of his classes with high grades.
Bish became involved in ministry in the local churches. One Sunday, he went to missionary Ruth
Saxon’s church, and he saw a beautiful girl in the congregation. She became very important in his life.
In 1994, Bish graduated, and two weeks later he married Rajistrie [RAH-stree]. They immediately
returned to Suriname to pastor their first church.
Bish was concerned about the people in his congregation, especially the children who were in such
poverty. He worked very hard to help people achieve a better life.
Three years later, Bish was ordained. During those years, he and missionary John Burge worked
together to start six churches. John helped Bish, like Moses helped the Israelites. The missionary advised
Bish in difficult situations, helped Bish strengthen his beliefs, and taught Bish the role of a pastor. The
Burges left Suriname in the year 2000 for another missionary assignment. But they left the work of the
church in very capable hands. That year, Bish was elected the first national district superintendent in
Suriname.
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John and Martha’s extended family in America wanted to help Bish with his ministry, too. They
organized Work & Witness teams to help build churches and to give support to Bish when he visited the
United States of America.
Today Bish says about himself, “I am a full-time pastor, teacher, husband, father, and district
superintendent. My desire is for the Lord to use me in any way that He pleases.”
STORY DISCUSSION
Say, It is important to develop strong leaders in the areas of the world where we have Nazarene
churches and then to pass on the responsibilities of ministry to them. This is a goal that
missionaries have. There are no missionaries in Suriname, but the Church is alive and well because
of a strong national leader named Bish.
Read 2 Timothy 2:2b to the class. Distribute Activity Sheet 10, “Pass It On,” and explain the directions.
Allow children to use Bibles to complete their puzzles.
PRAYER TIME
On a chalkboard, draw five relay batons. Write one of the following praises/prayer requests in each baton.
1. Thank God for Pastor Bish and his family.
2. Thank God for the work missionaries have done in Suriname.
3. Pray for the children of Suriname.
4. Thank God for the construction of new churches.
5. Pray for the work in the small villages of Suriname.
Say, In our lesson today, we learned how many people helped District Superintendent
Sewkumar (Bish) to become a leader. They made it possible for him to do God’s work by praying,
giving, teaching, and encouraging. We can help as well by praying right now.
Read the praises and prayer requests written in the batons on the board. Ask volunteers to each select
one and pray.
LESSON 11: CANADA
LESSON PURPOSE
To encourage children to listen to God and to seek His will for their lives.
BACKGROUND INFORMATION
Fast Facts:
 Most people in Canada live near the border to the United States of America.
 A loonie is a bronze-colored coin worth one Canadian dollar (CAD).
 A toonie is a silver-colored coin with a bronze center, worth two Canadian dollars (CAD).
 The queen or king of England is the head of the Canadian government and is represented there by the
governor general.
 Ice hockey is Canada’s official winter sport.
 Canada’s 10 provinces and 3 territories are all part of 5 districts in the Church of the Nazarene.
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LESSON PRESENTATION
INTRODUCTION
Warm maple syrup in a small slow cooker to give a delicious aroma. Decorate a bulletin board with
Canada’s official colors of red and white, a map of Canada, and a picture of the Canadian flag. If possible,
set up a hockey net with a hockey stick and puck. Display the following items to represent different parts of
Canada:
 Red and white winter wear to represent northern Canada
 Ski equipment to represent the 2010 Winter Olympics
 Stuffed animals or pictures of a black bear, moose, or deer to represent western Canada
 Pictures of an oil rig or gasoline sign, horses, and farm crops depicting the West and the prairies
 Fishing nets or boats for eastern Canada
As children enter the room, play “O Canada,” the Canadian national anthem
(http://www.canadianheritage.gc.ca/progs/cpsc-ccsp/sc-cs/anthem_e.cfm).
Teach the children the Scripture: “Speak, LORD, for your servant is listening” (1 Samuel 3:9b).
Through various means, even young children can hear God speak to them. Adrien-David Robichaud, a
French Canadian, was studying to be a Catholic priest when he became aware of God speaking to him
through the Bible. Children can hear God speak to them, too. However, they are hindered by many
distractions. Before you begin your lesson preparation, take a moment and go outside to look at God’s
creations or relax in a chair in a quiet place. Ask God to speak to you about your class and about this
lesson. Let Him guide you in your planning and work through you to make a difference in the lives of your
students.
Find out what children already know about Canada. Ask if anyone has been to Canada. Help children
locate places on the map where they have been.
Say, The Canadian National Anthem begins, “O Canada, my home and native land. . . .” Later it
calls Canada “the True North, strong and free.” True North is a sailing term that refers to the
direction of the North Pole. On maps, True North is marked with a line ending in a five-pointed star.
In the national anthem, “True North” is a poetic name for Canada. Why do you think that term is
used for Canada?
Point out Canada’s location north of the United States of America and extending to the North Pole
above the Northern Territories. Note that Canada is divided into 13 areas—10 provinces and 3 territories.
Before class, cut out 18 maple leaf shapes from red construction paper. Make a copy of the Fast Facts
and statements 1-12 about Canada (below). Cut them apart and glue each one to a maple leaf. From
Activity Sheet 11, “Symbols of Canada,” make copies of loonies and toonies. Put them in a paper sack.
Say, Today we will play a game to learn about Canada. This game uses three important symbols
of Canada: maple leaves, loonies, and toonies. The maple leaf appears on the Canadian flag and on
the Canadian penny. The loonies and toonies are nicknames for the Canadian one-dollar (loonie)
and two-dollar (toonie) coins.
Divide children into two or more teams. Alternating between teams, have children choose a maple leaf
and read the information on it. Afterward, the child may reach into the sack for a loonie or a toonie. Play until
all of the maple leaves have been selected. The team with the most Canadian dollars wins, but reward
everyone.
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Canada is a large country. Only Russia is bigger than Canada.
French and English are both official languages in Canada.
The province of Nova Scotia was named after Scotland. Nova Scotia means “New Scotland.”
Prince Edward Island is Canada’s smallest province. But it is well-known because of the book Anne of
Green Gables by L. M. Montgomery.
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The province of New Brunswick had many French settlers. They called this land Acadia, and they were
known as Acadians.
More than 50 kinds of fish are caught around New Brunswick.
Quebec is Canada’s largest province. Quebec produces the most maple syrup in the world.
The province of Ontario contains four of the five Great Lakes and Niagara Falls, too. In one second,
Niagara Falls pours out enough water to fill two large swimming pools!
Ottawa, the capital of Canada, is in the province of Ontario.
Canadian coins are made in Manitoba. This province is the polar bear capital of the world.
The province of Saskatchewan is home to the Royal Canadian Mounted Police, also known as
“Mounties.”
British Colombia is the province in which the 2010 Winter Olympics took place.
MISSION STORY: The French Canadian Boy Who Listened to God
by Adrien-David Robichaud, as told to Joan Read
Say, Adrien-David Robichaud began reading the Bible while studying to be a Catholic priest.
This was the beginning of a wonderful change in Adrien’s life. Listen as Adrien tells his story.
My name is Adrien-David Robichaud, which is a very French name. I was born in a French Canadian
province near the sea. My backyard was a beautiful river that opened into the ocean. My father was a highseas fisherman who went to the open sea every day and stayed away for long hours. My mother worked in
a nursing home. So it was my grandmother who cared for me and taught me about God.
Grandmother was a good storyteller, and she taught me about life and the value of love and family.
While she worked in the garden and on the farm, I caught her love of nature. Grandmother also took me to
church. There I learned to appreciate the songs of worship to God and the Catholic rituals, which seemed
very beautiful to me. The colorful flowing robes that the priest wore kept my attention focused on the
worship service. As I watched the priest perform the worship ceremonies, I wanted to be like him. “One day I
will be a priest and lead the people in this beautiful way of worship,” I thought.
When I was 13 years old, my grandfather died. Now my grandmother had to do all the work of the farm,
and often she had to go fishing for a meal of fresh fish. She also traveled across the river to work in a
company that processed fish.
Every day Grandmother would cross the wide river in a small boat with oars. In the late afternoon, she
would return home in the fog. This crossing was dangerous, because the current could have taken her out
to sea. To ensure her safety, she gave me instructions to meet her at the shore. I was to sing, facing the
open waters, because sound travels farther in the humid air. At the top of my voice, I sang songs until I
could hear the dipping of the oars and see her coming out of the fog. She followed the melodies of my
songs leading her home to safety. It was always a grand reunion!
Time passed, and I went to a school where all my teachers were priests. The religious studies involved
long hours of training. Eventually, I went on to Montreal to further my search for peace while living in the
monastery.
I remember the day when I felt there was no peace in my heart, even though I was faithfully performing
all the rituals expected of me. One night, as I felt discouraged about everything, I opened the Bible on my
desk and read the following words: “If we confess our sins, He is faithful and just to forgive us our sins, and
to cleanse us from all unrighteousness” (1 John 1:9, KJV). This was the beginning of a new life for me as I
stood up and received the Lord Jesus Christ as Savior of my life.
Later, I met Christians from the Church of the Nazarene who invited me to their church. There I met
more Christians and a pastor who helped me find my way as a new Christian. The people in the Nazarene
church accepted me even though I was from a different culture and spoke a different language. They
surrounded me with their love, and I learned to worship in that Christian community. They became my new
family.
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After a time, I felt the Lord wanted me to be a pastor, so I went to study at the Nazarene University
College in Canada (now Ambrose University College [Canadian]). All of this happened because I had found
the Lord while reading a New Testament. And it started with my grandmother’s love and prayers for me. I
am grateful for the grace of God that has led me through these years and allowed me to serve Him and His
people. May God bless you as you give your life to Jesus!
STORY DISCUSSION
Before class, prepare a “message from God” that a student can read for this activity—an imaginary
“job” that God might want someone to do. The message should be about three to four sentences long.
Say, Adrien-David studied at Ambrose University College [Canadian] and Nazarene Theological
Seminary. He was a pastor, missionary, and radio preacher. He is now a hospital chaplain in
Montreal, Quebec.
Ask students to tell ways we can hear God speaking to us (attending church; reading the Bible; taking a
walk; looking at something beautiful in nature; listening to music, the pastor, a Sunday School teacher or a
missionary, etc.).
Ask, What things might keep us from hearing God? (Possible answers—sin, friends who do bad
things, busy schedule, etc.) When a student names a specific “distraction,” give him or her a paper naming
that distraction. Try to include every student except one. Give that student the “message from God.”
Now have students imitate the sounds of their “distractions,” while the student with the “message from
God” tries to read it in a normal voice. After a few moments, ask students, What was the “message from
God” you just heard?
Talk with students about the difficulties we might have hearing God if we fill our days with these
distractions. Ask for ideas of how students can “create space and time” for God to speak. Read 1 Samuel
3:9b. “Speak, LORD, for your servant is listening.” Briefly review the story of Samuel from 1 Samuel 3:1-10.
Say, In the story of Samuel, it was Samuel who was the servant; but today, we can each put
ourselves in Samuel’s place and tell God, “Speak, LORD, for [name of student] is listening.”
Say, The National House of Prayer is in Ottawa, Canada’s capital. Christians go to this house to
pray for Canada, the prime minister, the governor general, and the members of Parliament. They
also go to the Parliament buildings, where the senators and members of Parliament meet. The
senators and members of Parliament can see these people in the balconies. They know that these
Christians are praying for the decisions they make.
Ask a volunteer to find Ottawa on the map of Canada. Discuss how students think praying for our
government leaders might help. Ask a volunteer to pray that the leaders of Canada will listen to God and
make good decisions. Remind children that it is important to listen to God and obey Him.
PRAYER TIME
Say, Today we’ve talked about listening to God, and we’ve learned a lot about Canada. Ask
volunteers to tell one thing they remember. Say, Let’s also remember to pray for the following:
1. Canadian men, women, and children
2. Government leaders
3. Missionaries
4. Church leaders
5. Laypersons
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LESSON 12: UNITED STATES OF AMERICA
LESSON PURPOSE
To help children understand that there is a variety of cultures in the United States of America.
BACKGROUND INFORMATION
Fast Facts:
 Native Americans were the first people to live in the United States of America. The Navajo [NA-va-hoh]
tribe is the largest tribe of Native Americans.
 A hogan [HOH-gahn] is an eight-sided Navajo home made of logs. The front door always faces east.
 Mutton (sheep) stew and fry bread are favorite foods for many Navajos.
 Navajo soldiers helped the United States of America during World War II by creating a secret code that
the enemy could never break.
 Navajo rug weaving is a traditional craft for women. Most Navajo rugs are expensive.
 Many Navajo people wear lots of silver and turquoise jewelry. Some Navajos use jewelry as money.
LESSON PRESENTATION
INTRODUCTION
Create a desert scene with a trading post. Look up pictures of the following on the Internet or in the
library: desert, cactus, and rock formations on the Navajo Reservation; Southwestern-style arts and crafts,
such as pottery, rugs, blankets, baskets, sandpaintings, sculptures, and turquoise and silver jewelry.
Incorporate a Western theme with items such as cowboy hats and boots, bandannas, and ropes.
Teach the children the Scripture: “After this I looked and there before me was a great multitude that no
one could count, from every nation, tribe, people and language, standing before the throne and in front of
the Lamb” (Revelation 7:9). The Bible verse for this lesson reminds us that the people in heaven come from
every nation, tribe, people, and language. Native Americans are an important part of the cultural diversity in
the United States of America. And one day, they will also be part of the great multitude that will stand before
the Lamb, Jesus Christ our Savior.
Rev. John Nells, a member of the Navajo tribe, is providing excellent leadership for the Church of the
Nazarene with Native Americans. He inspires other Native Americans to become followers of the Lamb.
Prepare a Navajo meal from the following recipes. Before class, prepare the stew and fry bread.
Mutton (or Beef) Stew
 Mutton or beef (For a true Navajo experience, use mutton.)
 Vegetables, such as potatoes, green beans, corn, onions, and green peppers
Fry Bread
 4 cups flour
 1 tablespoon baking powder
 1 teaspoon salt
 2 tablespoons powdered milk
 1 1/2 cups warm water
 Bowl, skillet, kitchen towel, utensils
 1 cup vegetable oil
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To prepare fry bread, mix flour, baking powder, salt, and powdered milk together. Add warm water and
knead the dough by hand until soft. Cover with a cloth and let stand for two hours. Shape into 2” balls and
then pat into thin 8” circles. The thinner the dough, the crisper the bread. Heat the oil and test by dropping a
pinch of dough into the skillet. It should brown quickly. Navajo women usually make a small hole in the
center before cooking. Fry the bread on both sides until light brown.
As children sample the food, say, Mutton stew and fry bread are favorite foods for many Navajos.
Let children discuss the taste of each food. Ask, Why do you think the Navajo people like mutton stew?
(Navajos raise lots of sheep because the sheep can survive well in the desert.)
Say, The food that people eat is one of the important differences in culture. People eat different
kinds of foods. We may not like mutton stew like many Navajos, but the Navajos may not like the
taste of what we eat. And this is OK. God made people with different likes and tastes. God loves all
people just the way He made them.
MISSION STORY: A Navajo Leader
by Wes Eby
John Nells grew up on the Navajo Reservation and today is a district superintendent of Native American
churches in the southwest United States of America.
“Do I have to go to school, shima [shih-MAH] (mother)?” John asked sadly.
“Yes, John,” his mother answered. “You will learn lots of things in school.”
“But I don’t want to stay in the dormitory. I want to come home at night.”
“I know,” Mrs. Nells said. “But the school at Leupp is too far away for you to stay at home. We will come
and see you as often as we can. Please be brave.”
“OK,” John said. He looked down at the ground, which was the Navajo way to show respect when
talking to a grown-up.
John Nells, the oldest child of Roy and Irene Nells, had six brothers and two sisters. The children grew
up on the Navajo Nation near Dilkon, Arizona.
“John, I want you and your brother Albert to herd the sheep,” his mother said one day. “I need to help
your grandfather get ready for a ceremony.”
“Yes, shima,” John said. He was at home for the summer and often helped his mother care for the
sheep. John enjoyed playing in the wide-open desert. He liked to climb the mesas (steep, flat-topped hills)
and hide behind the tall sandstone buttes.
John’s grandfather was a Navajo medicine man. He performed healing ceremonies for those who hired
him. The ceremonies included chants and dances and often lasted several days. John’s family was poor.
His father was an alcoholic, so his mother had to work hard at farming, herding, and helping her father. She
had a large family to care for, and John was glad to help his mother whenever he could.
“Come on, Albert,” John yelled. “I’ll race you.” Albert accepted the challenge, and both of them took off
in a fast run. Dust flew up behind them as they ran across the desert.
“You beat me, John,” his brother said, as he tried to catch his breath. “But one day I’ll beat you. Just
wait and see.”
John enjoyed spending summers at home with his mother, brothers, and sisters. There was always
plenty to do, and he was never bored. He learned to ride a horse, which was a quick way to get around.
When John was ready for high school, he moved farther away to Flagstaff, Arizona. He lived in another
large dormitory while attending classes at Flagstaff High School.
One time when John was home from high school, his father said, “John, we have something to tell you.
Your mother and I have accepted Christ as our Savior, and we are so happy.”
“I will not be helping my father with the ceremonies any longer,” Mrs. Nells said. “I don’t believe God is
pleased with the medicine men and their ceremonies. The ceremonies do not honor the true God that we
now worship.”
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John could see the change in his parents. He was pleased that his father had stopped drinking alcohol.
At Flagstaff High School, John met Juanita, who also grew up on the Navajo Reservation in Utah. They
became engaged; and after graduation, they married. On the day of their wedding, they attended a revival
service at the Dilkon Church of the Nazarene. John and Juanita accepted Christ, and they began their
marriage as Christians.
One day John said, “God has called me to be a minister. I believe that I should go to a Nazarene Bible
college.” Juanita said, “If that’s what God wants for us, then that’s what we should do.”
Rev. John Nells was pastor of Ramah Church of the Nazarene, a Navajo congregation, for seven years.
Then he was appointed assistant superintendent of the Native American District to work with the churches in
the Navajo Nation. He became district superintendent in 1985, and today is the superintendent of the
Southwest Native American District.
“After my parents became Christians, my father became a community and church leader,” John says.
“And five of us kids are ordained ministers or deacons. Many others in the family are actively involved in the
church. The Church of Nazarene has made a difference in my life and the lives of my wife and three sons.”
STORY DISCUSSION
Ask children what they think would be fun about growing up on the Navajo Reservation and what would
be difficult.
Say, The Navajo language is difficult for other people to learn. The missionaries who first went
to work with Navajo people had a hard time learning the Navajo language. This made preaching to
the Navajo people very difficult. Yet many Navajos became Christians. Today all the Nazarene
preachers in the Navajo Nation are Navajos and can speak the Navajo language.
During World War II, Navajos created a special code to send messages to the troops for the
United States of America. The code, based on their own language, involved the English alphabet and
Navajo words. The enemy could never figure out the code. The “Code Talkers,” as they were known,
helped save lives and helped end the war.
Distribute Activity Sheet 12, “Navajo Code Talkers,” and have children decode the message by using
the alphabet. (Jesus loves the Navajo people.)
Say, Navajo people are famous for silver and turquoise jewelry. Both women and men wear
jewelry. Silversmiths, who make the jewelry, may be both men and women. Many Navajos wear
some jewelry every day. Most Navajos wear lots of jewelry for special ceremonies and events.
Jewelry items include necklaces, rings, bracelets, watchbands, belt buckles, bolo ties, and buttons.
Rev. John Nells has a brother who is a well-known silversmith. He has won many awards. Today
we will make some jewelry to remind us of the beautiful silver and turquoise jewelry of the Navajo
people.
If you have access to aluminum foil, let students make turquoise and silver rings, bracelets, or
necklaces. Roll and twist aluminum foil to make silver bands for rings and bracelets. Cut turquoise-colored
“stones” from felt or paper and glue to the aluminum foil. String turquoise “beads” on the yarn or string to
make necklaces.
PRAYER TIME
Read Revelation 7:9 to the children. Say, The Navajos have a special prayer about beauty. Bow
your heads as I pray. “Beauty is before me. Beauty is behind me. Beauty is below me. Beauty is all
around me. I walk in beauty.” God, help us to see the beauty in Your world as the Navajo people do.
And help us to see the beauty that is created when You save people from sin. Thank You for saving
the Navajo people as You have saved us. Amen.
Remind the children to pray for Rev. John Nells and his wife, Juanita, as well as the Navajo people.