Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

Story

Family Memories Scrapbook

This is an ongoing activity designed to carry through the entire unit of study and be part of the “Roots” Coffee Hour project. The project would be mounted on a large wall area.
This activity can also be going on simultaneously with the Family Tree activity, with half of the students working on the scrapbook, and half on the parish family tree. Younger students may need assistance.
See Teacher Resources:
“Roots” Coffee Hour (Parish Event)
Family Stories and Family Memories Album

Note: While working on this activity, you may choose to begin work on the Extra Activity, Life-Sized Figures , at the end of this session. Assistance will be required to work on both projects simultaneously. Younger students may need assistance.

• Have students open their envelopes brought from home.
• Placing materials in front of each student, instruct them to place their family photos on the construction paper. Try to give students enough room to write captions. Provide additional paper, if necessary.
• When students have arranged photos, assist in gluing these to construction paper.
• Ask students to identify family members in photo and write names under photos.
• Have students share family stories brought in with photos. Students may need assistance with prompts like, What was your favorite time with your [family member in photo]? , or if accounts were written by parents or not explained to them.
• Mount written accounts on construction paper. If stories are being recalled orally, write them down on the white-lined paper and mount it on construction paper. Add these accounts to their scrapbook.
• You can also have students expand their scrapbook. They may want to collect and bring in favorite family photos that tell a story about something family members like to remember: vacation trips, visits to grandma's house, cousins, special events, funny things that happened, etc.
• Take 3 sections of yarn and string through holes. Tie into bows. Do NOT knot together, as pages will be added in subsequent sessions.
• You can also record family stories or class discussion on audio or videotape to display at end of sessions. [See Teacher Resources: Family Stories ]
• Distribute another piece of construction paper to each student, and, if possible, have them write their name on it. The teacher can then write the title, “Family Memories Scrapbook.” If student isn’t able, the teacher may write their name along with title.
• If time, or if students were not able to bring in photos they can also draw pictures of their families or individual member. They may also wish to add captions identifying family members and to add drawings of special times together.
  
  

Family Tree

• Have students gather materials to make bushes of family tree (large green construction paper, plastic rounds, self-stick labels, markers, scissors, pencils, glue sticks, copied pictures)
• Students may follow a precut outline of a wide bushy shape to trace and cut out of the green construction paper.
• Using the rounds shapes, students will trace around family pictures, cutting them into round shapes. Students may also cut apples out of red construction paper and mount pictures on these.
• Students will mount pictures onto their bushes. This is the beginning step to be continued in the next session.

Wrap up

• What do we love most about our families? (Allow student responses)
• How does God show us He loves us? (Answers should reflect reinforcement of student understanding of God’s love and the parallels with the love of families.)

Closing Prayer

Extra Activity - Life-Sized Figures

 Life –Sized Figures

These life-sized, self-portrait figures can be hung in the classroom throughout the year, in the parish center as a display, or with the church-wide projects of Our Orthodox Family.

 Materials:

•  Roll of wide butcher paper
• Crayons
• Washable markers
• Rounded scissors
• Washable paints, fabric pieces, trim (or other materials for decoration), glue (optional)

1. Measure and cut a piece of butcher paper, the height of the tallest student. Use this as a sample to cut enough for each student.
2. Have one student lie on the paper and draw a complete figure outline. If space is a problem, trace a half-figure or head profile.
3. Students can color, paint, and glue fabric or other materials to desired results.

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

Story

Share one of the stories listed, or one of your choice.  You may also read portions of one or two stories to build upon background discussion.  Ask students if they can recall the persons in the families described in the story.

Note:  You may skip this step, if your time is limited.

Short Story

• Begin with a discussion on families (2-5 minutes); things they like to do together, anecdotes on what they like to talk about when they are remembering events with their families, etc. Ask, What does it mean to belong to a family?  (Answers should reflect sharing and cooperation.) Ask, What can we do at home to help other members of our family?  (List students answers on board, dry board, or butcher paper)
• Hand out My Story worksheets.  Have students fill in the sections.
• Ask students to think about how they would like to write a story about their family.  Say, Today we are going to think of the things we do with our families.  Let’s share some ideas and see what we find.  When we finish our worksheets, let’s think of a family story.  It can be about things you like to do together in the house, your chores, favorite time of day at home, a favorite trip.  You can also list all the rules and chores, or responsibilities shred in your family.  What do you see and hear in your house?  Describe the smells of your favorite foods.  Do you have a favorite chair or place to sit and relax?  How does it feel?  We can choose whatever we like, write about it, add any pictures we may have, and glue them to our paper to add to our Family Memories Scrapbook.
• Distribute a sheet of white lined paper, and construction paper, also any pictures they may wish to add.  Younger students may need assistance in gluing.
  Note: It is best to begin by allowing students to arrange pictures they wish to use in groups of things that go together, and then glue down their final arrangement.

Memory Box

• Have students decorate their boxes.  You may follow the directions listed on the page A Personal (or Family) Memory Box, or have students decorate in their own styles.  Items they have brought should fit in the box. 
• As students are working, explain about the Roots Coffee hour, and that all projects they complete will be part of their display.
• Students may wish to add items to their memory boxes as they progress through the unit.

Wrap-up

Roots Coffee Hour

After completing their projects, have students share with the class the most important things in their stories and memory boxes that tell about their family.

Ask:  How can we show we belong to our family?  (Answers should reflect understanding of cooperation.)  Ask, What does it mean to belong to our church? Our church school?  Our soccer team?  (Again, a connection should be made about the need for sharing and cooperation in belonging.)

Note:  Time may be needed to continue work on the Family Tree project.  Use your discretion in choosing the above activities to meet with your class timetable.

Family Tree

Closing Prayer

O Lord, save Thy people and bless Thine inheritance. Grant victories to the Orthodox Christians over their adversaries; And by virtue of Thy Cross, preserve Thy habitation.

In the Name of the Father, and of the Son, and of the Holy Spirit. Amen.

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

Bible Stories

• Share stories about families from the Bible, using texts previously mentioned. 
• As you read about 2-3 families, ask students to:
• Identify the persons in the stories.
• Recall a specific fact or incident from the story.
• Relate what they have heard to what was previously discussed about families and turning to God.

Family Memories Scrapbook and Class Mural

• Using white construction paper with holes, ask students to draw a picture of what happened in one of the stories. 
• You may have to review them to assist in recalling persons and events
• When they have finished, identify the story by writing a title and place illustrations in their Family Memories Scrapbooks
• Using white paper without holes, ask students to draw another picture of one of their favorite stories to mount on the class mural.  If this proves too tiresome, forego the mural for a future activity.
• As students are working, you can give a synopsis of the previously read stories or ask them to share a special family time or activity shared during the past week.
  • Using white construction paper with holes, ask students to draw a picture of what happened in one of the stories. 
  • You may have to review them to assist in recalling persons and events
  • When they have finished, identify the story by writing a title and place illustrations in their Family Memories Scrapbooks
  • Using white paper without holes, ask students to draw another picture of one of their favorite stories to mount on the class mural.  If this proves too tiresome, forego the mural for a future activity.
  • As students are working, you can give a synopsis of the previously read stories or ask them to share a special family time or activity shared during the past week.
  • Note:  If time, finish any previous activities from Sessions 1 and 2, or play “Whose is This?”  from Session 2.

Wrap up

Optional-Take Home

Closing Prayer

 In the Name of the Father, and of the Son and of the Holy Spirit.  Amen.

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

• Begin by asking students what they remember about their Bible families.
• Point to mural/collage to assist with recall.  Say, Who can tell me who this person in the Bible was?  What did he (she) do?  How did they show their love for God and their families? (Allow time for students to share.
• Ask students to recall how Bible families are like theirs.  Allow students to reflect and share their comparisons.
• Say: How many of us have seen pictures of our Baptism?  Allow students to answer.  Answers should reflect the sacraments as those bringing us into God’s family.  Let’s take a look at them. 
• Say:  We will now begin to see who is in our church family.

Teaching Pics, Parish Photos, Lesson on Baptism

• Have students look at various pictures in Teaching Pics (OCEC).  Show them pictures of the priest, deacon, altar boys, children in processions. 
• Ask students to identify who is in the pictures (i.e. priest, deacon, altar boys, children in procession, choir, etc.).
• Using parish photos, repeat the process in the same manner.  Have students locate pictures of Baptism and Chrismation as well. (S #1-4)
• Students may look over New Life in the Church, Lessons 2 and 3 or New Life in Jesus, Lesson 2 on Baptism and Chrismation.  Have students fill in those sheets to display in their notebooks or use as a take-home activity.
• Students may fill in attached I am a CHRISTian sheets, and add to album or use as a take-home activity.

Family Tree

• Have students examine pictures of parish members, identifying those they know.
• Help students identify those they don’t know, explaining who they are.
• Students may also speak with those in the Intermediate and Senior classes who are interviewing parish members.
• Have students add their baptismal and parish pictures to the roots and/or branches of their family tree, following directions.  They may use some of the questions from the attached Roots Diversity Game to add to the parish pictures.
• This project can be used as a display in the church school room, parish hall, or designated area for unit project displays.  [See Roots Coffee Hour in Activities] 

Wrap-up

• As students are finishing their project and cleaning up, ask them to point out various parts of the family tree.
• Student should be asked, Can you see how the roots and trunk of the tree hold us up as a family?  (Allow them to explain what they see and elaborate their observations)

Closing Prayer

O Lord, save Thy people and bless Thine inheritance. Grant victories to the Orthodox Christians over their adversaries; And by virtue of Thy Cross, preserve Thy habitation.

In the Name of the Father, and of the Son, and of the Holy Spirit.  Amen

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

• Begin by pointing to the Family Tree and asking, Who can tell me what this is?  (Allow time for students to recall.)
• Point to the various parts of the tree and ask students to identify them and their uses.  Ask why people were placed in those parts of the tree.
• Ask students if they know the name of their parish.  If they answer correctly, ask which Feast Day, or saint for whom the church was named. 
• Ask: What are some of the things we do in church as a parish family?  What do you like to do the most when you are in church?   What are some of the special occasions you celebrate in school, with your friends? (Answers should reflect understanding of how we come together as a parish family and God’s children--pray, sing, light candles, etc., as well as how special occasions in general bring us together in a special way.)

Lesson

• Show a selection of Teaching Pics, and have students point out examples of their answers.
• Select various issues of Little Falcons to point out actions of parish family members in church and in the parish community.
• Show some of the students’ Baptism pictures and ask students to describe what is going on in the pictures.  Then say:  When you were baptized, you became part of God’s family and the parish family.
• Ask students to talk about their favorite times in church; Holy Days, special occasions, family times.
• Ask if they have a special time they celebrate with their friends, neighbors, or at school.  Do they feel that these times are special as well?  They can be, because they help us grow as Christians to appreciate all of God’s people.  Explain that their church family helps them grow to be good people of God and to love and show kindness to others around them.
• Show pictures of parish, priest, deacon, choir director, church school, parish leaders, etc. Say: We are now going to make a Caring Tree of some of the people we know in our church family, as well as our favorite things we do together in church. 

Caring Tree

• Note:  You may need several adults to assist in this project.
• Gather and distribute materials.  This can be done in the cooperative learning style, with each student responsible for distributing certain materials. 
• Have students recall what was discussed about their favorite activity in church.
• Have students examine pictures and identify names of: parish (along with background of that name), priest, deacon, choir director, parish leaders, familiar parishioners, special occasions.
• According to directions for Caring Tree, have students cut out leaves, branches, tree trunk, and paste parish pictures to them.  Save enough branches and leaves for items in next session.
• Older students can draw name tags, identifying pictures as well as an explanation of the name of their parish.
• As students are working, sing some of the parish and special occasion tropars or hymns to keep them focused.
• Have students mount tree trunk, branches, and leaves on butcher paper, cardboard, or poster board.
• Extra pictures can be added to Family Tree trunk, roots, etc.
• Work on remaining tasks for Roots Coffee Hour projects (See previous sessions.).
• As students, finish, ask the name of their parish, their priest, their teachers,  friends, some of the parishioners they know and with whom they are familiar.

Wrap-up

Closing Prayer

O Lord, save Thy people and bless Thine inheritance.
Grant victories to the Orthodox Christians over their adversaries;
And by virtue of Thy Cross, preserve Thy habitation.

In the Name of the Father, and of the Son, and of the Holy Spirit.  Amen.

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter

• Begin by pointing to the Caring Tree from last session.  Ask:  Can anyone tell me what this is?  (Allow time for students to recall and respond.)  Ask students to step up, one or two at a time, point out, and identify some of the pictures.
• Say:  Each of us is a member of a family. Each family has a story: 
• Who are the different people in your family?
• Who are the people in your parish family? 
• What can we do at home to be helpful to our family?
• What can we do to make our parish family better? 
• Answers should reflect helping when possible, especially those in need.

Story

• Share a story from one of the above resource choices, or one you have chosen with the theme of helping and giving to others.
• As you read, ask students if they know of anyone in their family or parish family like the characters in the story.
• Ask, Do you know of anyone we could help as a family or parish family?  (Allow for students to ponder; prompt with people of whom you are aware need help—i.e. an elderly person living alone, someone who is ill or in the hospital or nursing home).
• How do you think we can help them?  (Allow students to explore ideas.  Answers should include: visit, give a card, flowers, or a small homemade gift, call and say hello.) 
• Say:  Let’s see if we can find ways to help those in need.

Caring Tree

Note: This was begun in previous session. You may simply add to this.

• Make an outline of a tree on a large wall, with a trunk and empty branches. You can use sturdy brown butcher paper or packing wrap (a large roll is best). Have students from several middle-junior high classes cut out leaves to be taped on the branches (it is easier if you make several "patterns" of leaves, approx. 5-6" tall by 3-4" wide. These should be cut out of a sturdy card stock, with enough for one pattern per student.)
• Distribute a pattern to each student, together with several 12" x 18" sheets of green, yellow, orange and/or red construction paper. Have them trace the outlines of the leaves on the paper and cut them out.
• Collect in advance names of parish members and those from other Orthodox parishes, as well as neighbors and friends who are ill, and names of people in nursing homes located in different areas of the city where parishioners live. Be sure to get addresses and phone numbers of their homes, group home, nursing home or hospital where they are located. (Check with nursing homes and children's hospitals in advance to check their policies on visitors. You can also check to see if they have a person who can give a "briefing" or "orientation" to groups that are interested in making visitations.)
• Collect also names of persons or organizations that need clothing, shoes, toys, etc. for children, teens or adults. Check with community organizations or state or county offices about community projects or clean-up workgroups in which parish members can participate (find out whether there is a minimum age for children or teen participation).
• Write on each leaf the name of a person, group home or institution that needs a visitor, phone call, greeting card, clothing, shoes, boots, etc. (especially for winter).
• Have students tape the leaves to the tree with small pieces of tape.
• Have students ask parish members or family to "adopt" a person or group by taking a leaf off the tree and pledging to fulfill the commitment on it consistently.

Wrap-up

• Ask students to point out some of their leaves and describe what some of them say.
• Review with students the importance of helping others as a sign of being a faithful Orthodox Christian
• Say: What would you like to do to help make our Caring Tree bloom? (Allow students to contemplate and share their ideas. Guide them with key words: clothing, shoes, boots, mittens, hospital, nursing home, cards, flowers, homemade gifts, phone calls. Answers should reflect session objectives of Christian love and charity.)

Optional-Take Home

God Loves Us, Take Home #21 [OCEC, 1.800.464.274]

Closing Prayer

O Lord, save Thy people and bless Thine inheritance.
Grant victories to the Orthodox Christians over their adversaries;
And by virtue of Thy Cross, preserve Thy habitation.

In the Name of the Father, and of the Son, and of the Holy Spirit.  Amen.

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter

Begin by asking the following questions, allowing time for each student to answer:

• Who lives with us? (Family)
• What do you love the most about your family?
  Answers should reflect student’s awareness of ways their families express their love. 
• Can anyone tell me how God shows us He loves us?
  Answers should reflect God’s love.  As students answer, interject statements making comparison of family love with God’s love for us.

Story

Share one of the suggested stories listed, or one of your choice.   You could also read portions of one or two stories to build upon background discussion.  Ask students if they can recall the persons in the families described in the story.

Note:  You may skip this step, if your time is limited.

Family Scrapbook

Wrap-Up

• What do we love most about our families? (Allow student responses)
• How does God show us He loves us?    (Answers should reflect reinforcement of student understanding of God’s love and the parallels with the love of families.)

Closing Prayer

Extra Activity - Life-Sized Figures

• Life –Sized Figures
  These life-sized, self-portrait figures can be hung in the classroom throughout the year, in the parish center as a display, or with the church-wide projects of My Orthodox Family.
  Materials:
  • Roll of wide butcher paper
  • Crayons
  • Washable markers
  • Rounded scissors
  • Washable paints, fabric pieces, trim (or other materials for decoration), glue (optional)
  Procedure:
  1. Measure and cut a piece of butcher paper, the height of the tallest student. Use this as a sample to cut enough for each student.
  2. Have one student lie on the paper and draw a complete figure outline. If space is a problem, trace a half-figure or head profile.
  3. Students can color, paint, and glue fabric or other materials to desired results.

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

• Ask students, What did we learn about God’s love for us? (Allow time for students to think before answering. May need to prompt with key words--love, creating families)
• Building upon prior knowledge, ask students, Where else do we feel loved and like we belong? How about school? Church? Church School? (Allow students to elaborate)

Story

Share one of the stories listed, or one of your choice. You may also read portions of one or two stories to build upon background discussion. Ask students if they can recall the persons in the families described in the story.
Note: You may skip this step, if your time is limited.

Family Memories Scrapbook

• Begin with a discussion on families (2-5 minutes); things they like to do together, anecdotes about what they like to talk about when they are remembering events with their families, etc. Ask, What does it mean to belong to a family? (Answers should reflect sharing and cooperation.) Ask, What can we do at home to help other members of our family? (List students' answers on board, dry board, or butcher paper)
• Ask students to think about how they would like to make a picture of these kinds of things to illustrate their family. Say, Today we are going to look at pictures that might remind us of the things we do with our families. Let’s share these pictures and see what we can find. We can choose the pictures we like, and glue them to our paper to add to our “Family Memories Scrapbook.”
• Distribute a sheet of construction paper, and pictures (children can exchange pictures that they have examined as they are finished with them). Students may need assistance in gluing.
  
  Note: It is best to begin by allowing students to arrange pictures they wish to use in groups of things that go together, and then glue down their final arrangement.

Game: "Whose Is This?"

Have students’ 3 small items placed around the room (Note: In advance, keep track of items by writing child’s initials on small labels and sticking them to an inconspicuous spot on items.). Have children walk around the room, hold up an item and each make one guess as to who owns it. The owner cannot say it belongs to him or her until the class is stumped.

Wrap up

Closing Prayer

O Lord, save Thy people and bless Thine inheritance.
Grant victories to the Orthodox Christians over their adversaries;
And by virtue of Thy Cross, preserve Thy habitation.

In the Name of the Father, and of the Son, and of the Holy Spirit. Amen.

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

• Ask students, Who can tell me about what we learned about families and belonging last week? (Allow students to share, prompting them with key words like sharing, cooperation, working together).
• Ask, Where else do we feel like we belong? (Answers should activate prior knowledge of community, i.e. parish, church school, school, sports team, or activities).
• Preview lesson by explaining how families in the Bible are the same as families we have talked about. Say: God created people and families. His faithful families became God’s people. Some of God’s people turned away from God. They sinned against Him, separating themselves from God and each other. God called many leaders and prophets to help them give up their evil ways and return to Him, but many did not listen. Then God sent His own Son, Jesus Christ, to bring His people back to God. Jesus taught us to repent from our sins. Does anyone know what repent means? (Allow for responses.)
• Then say, Repent is when we do something wrong and we are sorry. We try to make up for it by being better and not making that mistake again. Can anyone think of things you have done wrong and are sorry for? (Allow for students to give their reactions by citing examples: not listening to our parents, fighting with people in our family or our friends, choosing not to tell the truth.)
• Continue by saying, So now we know that if we are sorry when we do something wrong and try to change, we are pleasing God. His Son, Jesus, taught us this. He also taught us how to care, to love, and to help one another. God’s Son, Jesus, gave His own life for us, so that we might turn back to God, to do His will, and again become His faithful people.

Bible Stories

• Share stories about families from the Bible, using texts previously mentioned.
• As you read about 2-3 families, ask students to:
  + Identify the persons in the stories.
  + Recall a specific fact or incident from the story.
  + Relate what they have heard to what was previously discussed about families and turning to God.

Family Memories Scrapbook and Class Mural

• Using white construction paper with holes, ask students to draw a picture of what happened in one of the stories.
• You may have to review them to assist in recalling persons and events
• When they have finished, identify the story by writing a title and place illustrations in their "Family Memories Scrapbooks"
• Using white paper without holes, ask students to draw another picture of one of their favorite stories to mount on the class mural. If this proves too tiresome, forego the mural for a future activity.
• As students are working, you can give a synopsis of the previously read stories or ask them to tell about a special family time or activity shared during the past week.
  Note: If there is time, finish any previous activities from Sessions 1 and 2, or play “Whose is This?” from Session 2

Wrap up

Ask students to recall who their favorite Bible person was and why. Ask if they thought the families in the Bible stories were part of God’s faithful people. Have student apply what they have learned by asking, How are our families like the ones we talked about from the Bible? (Allow students to elaborate)

Optional-Take Home

Closing Prayer

O Lord, save Thy people and bless Thine inheritance.
Grant victories to the Orthodox Christians over their adversaries;
And by virtue of Thy Cross, preserve Thy habitation.

In the Name of the Father, and of the Son and of the Holy Spirit. Amen.

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

• Begin by asking students what they remember about their Bible families. Point to mural to assist with recall. Say, Who can tell me who this person in the Bible was? What did he (she) do? How did they show their love for God and their families? (Allow time for students to share)
• Ask students to recall how Bible families are like theirs. Allow students to reflect and share their comparisons
• Say: We will now begin to see who is in our church family

Teaching Pics, Parish Photos

Have students look at various pictures in Teaching Pics (OCEC). Show them pictures of the priest, deacon, altar boys, children in processions. Ask students to identify who is in the pictures (i.e. priest, deacon, altar boys, children in procession, choir, etc.). Using parish photos, repeat the process in the same manner.

Family Tree

Wrap up

Optional Take Home

Together with God , #1, “God’s Family” [OCEC 1.800.464.2744]

Closing Prayer

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

Begin by pointing to the Family Tree and asking, Who can tell me what this is? (Allow time for students to recall.)

• Point to the various parts of the tree and ask students to identify them and their uses. Ask why people were placed in those parts of the tree.
• Ask students if the know the name of their parish. If they answer correctly, ask which Feast Day, or saint the church was named for.
• Ask: What are some of the things we do in church as a parish family? What do you like to do the most when you are in church? (Answers should reflect understanding of how we come together as a parish family and God’s children--pray, sing, light candles, share special feasts, etc.)
• Show a selection of Teaching Pics , and have students point out examples of their answers.
• Select various issues of Little Falcons to point out actions of parish family members in church and in the parish community.
• Show some of the students’ Baptism pictures and ask students to describe what is going on in the pictures. Then say: When you were Baptized, you became part of God’s family and the parish family.
• Ask students to talk about their favorite times in church; Holy Days, special occasions, family times.
• Ask if they have times they celebrate with their friends, neighbors, or at school. Ask whether they feel that these times are special as well. (Yes, because it helps us grow as Christians to appreciate all of God’s people.) Explain that their church family helps them grow to be good people of God and to love and show kindness to others around them.
• Say: We are now going to draw some pictures of the some of our favorite things we do together in church.

Church Family Collage

Note: You may need several adults to assist in this project.

• Gather materials and distribute drawing paper and art supplies to have students draw and color pictures of themselves and others in church.
• Have students recall what was discussed about their favorite activity in church.
• Recall their Baptism pictures and assist them in mounting the pictures on construction or poster board to put on collage.
• Ask students to pick a favorite time in church and draw a picture of it. They can look at resources previously presented, if they need an idea.
• As students are drawing, sing some familiar Tropars or hymns to keep them focused.
• As students finish, ask the name of their parish, their priest, their teachers, their friends, some of the parishioners they know and with whom they are familiar.

Wrap up

Optional-Take Home

Closing Prayer

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

• Say: Each of us is a member of a family. Each family has a story:
• Who are the different people in your family?
• Who are the people in your parish family?
• What can we do at home to be helpful to our family?

Story

• As you read, ask students if they know of anyone in their family or parish family like the characters in the story.
• Ask, Do you know of anyone we could help as a family or parish family? (Allow for students to ponder; prompt with people of who you are aware need help—i.e. an elderly person living alone, someone who is ill or in the hospital or nursing home).
• How do you think we can help them? (Allow students to explore ideas. Answers should include: visit, give a card, flowers, or a small homemade gift, call and say hello.)
• Say: Let’s see if we can find ways to help those in need.

Caring Tree

• Using sturdy brown paper, have students from several middle-junior high classes cut out leaves to be taped on the branches (it is easier if you make several "patterns" of leaves, approx. 5-6" tall by 3-4" wide. These should be cut out of a sturdy card stock, with enough for one pattern per student.)
• Distribute a pattern to each student, together with several 12" x 18" sheets of green, yellow, orange and/or red construction paper. Have them trace the outlines of the leaves on the paper and cut them out.
• Collect in advance names of parish members and those from other Orthodox parishes, as well as neighbors and friends who are ill, and names of people in nursing homes located in different areas of the city where parishioners live. Be sure to get addresses and phone numbers of their homes, group home, nursing home or hospital where they are located. (Check with nursing homes and children's hospitals in advance to check their policies on visitors. You can also check to see if they have a person who can give a "briefing" or "orientation" to groups that are interested in making visitations.)
• Collect also names of persons or organizations that need clothing, shoes, toys, etc. for children, teens or adults. Check also with community organizations or state or county offices about community projects or clean-up workgroups in which parish members can participate (check if there is a minimum age for children or teen participation).
• Write on each leaf, the name of the person, group home or institution that needs a visitor, phone call, greeting card, clothing, shoes, boots, etc. (especially for winter).
• Have students tape the leaves to the tree with a small piece of tape.
• Have students ask parish members or family "adopt" a person or group by taking a leaf off the tree and pledging to fulfill their commitment on a regular basis

Wrap up

• Review with students the importance of helping others as a sign of being a faithful Orthodox Christian.
• Say: What would you like to do to help make our Caring Tree bloom? (Allow students to contemplate and share their ideas. Guide them with key words: clothing, shoes, boots, mittens, hospital, nursing home, cards, flowers, homemade gifts, phone calls. Answers should reflect session objectives of Christian Love and Charity.

Optional-Take Home

God Loves Us, Take Home #21 [OCEC, 1.800.464.274]

Closing Prayer

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

Tell the group that in this six-session unit you are going to look at some of the relationships in families. Say: The Bible, and the lives of our saints, give us many stories of relationships. Some of these relationships were healthy and good for the people in them, and some were not. We, in our own lives, also have a variety of family relationships. There are brothers with brothers, sisters with sisters, brothers with sisters, These sibling relationships are the ones we are going to look at today.

Continue by saying: Those of you who had siblings, either sisters or brothers, were given a special gift. Think for a moment about those sibling relationships, and share any special memories you would like to that involve a brother or sister. I’m going to put some words on the chalkboard that may bring some memories to mind.

Write on the chalkboard: rivalry, unique closeness, shared secrets, practical jokes, nicknames, family events. Wait a few minutes, and let people share their memories.
Go on to say: Some of us are fortunate enough to have someone who is not a blood brother or blood sister, but who is as close to us as a sibling. This may be a cousin or other relative, or it may be someone who is not part of our own biological family.

Ask participants to share any memories they have of such a relationship.

Bible Studies

1. Divide the class into two groups of 4-5, or into several groups if you have a good many participants.
   Assign each group the A or B Bible study below, and ask groups to be ready to report on their conclusions.
   
   Bible Study A
   Read together the story of Joseph and his brothers in Genesis 37: 1-28 and then Genesis 45: 1-15.
   This second reading tells of Joseph’s success in Egypt after his years of slavery. Talk about the following questions, and let participants give their own opinions. Some suggested answers are offered in italics:
   
   
2. How was Joseph able to heal the wound his brothers had inflicted on him? (One answer could be that he was able to see God’s purpose in what happened.) How might his example help us do the same?
   
   

• Parents often have a strong effect on their children’s sibling relationships. How do you think Joseph’s relationship with his brothers was affected by their father’s behavior? (Making Joseph such an obvious favorite was bound to stir up resentment in the others.) How would you advise parents to avoid the same mistake?
  
  

1. Bible Study B
   Read together the story of Jacob and Esau in Genesis 25: 28-34 & 27: 1-29.
   After Jacob so disgracefully cheated his brother, many years went by. Jacob had an unusual experience, and then had another encounter with Esau.
   
   Read Genesis 32: 22-33:11 and then talk about these questions:
   
   
2. What experience did Jacob have that made him willing to humble himself before Esau?
   (His encounter with the angel had changed him, and made him a more godly person. )
   
   

• What does the encounter between the brothers tell us about Esau’s character?
  (The encounter between the brothers shows that Esau was basically a good, forgiving person. He may have been foolish in letting himself be duped into giving up his birthright for a bowl of food, but he was not a hard person who held a grudge after all the years of Jacob’s absence.)
  
  
• Parents often strongly influence the relationships between their children. How do you think Rebekah’s treatment of Jacob influenced his relationship with Esau? (Her obvious favoritism was not healthy for either brother, especially when she encouraged Jacob to follow his worst instincts and cheat Esau.) How would you advise parents to avoid the same mistake?

Give the groups time to finish their studies, and then let them report.

Wrap up

• Why does Jesus use the word “brother” here, rather than “friend” or “neighbor” or some other word?

Closing Prayer

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Planning Time

Discussion Starter-Bridge

Bible Studies

Divide the class into groups of 3 or 4, and assign each group Bible Study A or Bible Study B. Ask groups to be ready to report on their conclusions.

Bible Study A
Read together 2 Timothy 1:5 and 3: 15. Talk together about these questions:

• In what way did Timothy’s mother co-operate with God?
• What co-operation do you see among the members of Timothy’s family? (Obviously both mother and grandmother taught him the faith, and taught him to take responsibility for it)
• Do you see any ways in which Eunice and Lois’ co-operation with God might have affected their family life in a costly way? (They would miss Timothy’s company after he went to work with Paul, and might worry about his safety in the new and sometimes hostile places he was going to visit. Yet they must have been proud that Paul thought so highly of their beloved boy.)

• In what way did Jairus co-operate with God?
• What difficulties might he have faced in doing so? (Others were clearly discouraging him from calling on Jesus Christ, and their unbelief even reached the point of laughing at Christ.)
• How did God use Jairus’ co-operation to bring about something unexpected? (Obviously, the raising of the little girl was a new and unexpected experience for those who were so cynical as to laugh.)
• How did God’s action affect Jairus’ family? (Feeling that they had lost their little daughter they of course were delighted to have her back. Jairus’ faith and his willingness to co-operate with God by entrusting his daughter to Jesus saved her life.)

Closing Prayer

O Lord, grant our brothers and sisters health, peace, love, long life and Thy holy grace so that they may follow Thy holy paths and do all that pleases Thee. Grant that we may spend our days in peace and love, for what is better or more beautiful than for all to live together as brothers and sisters? Hear our prayer, and have mercy on us, for Thou art merciful and lovest mankind, and to Thee we send up glory, to the Father and to the Son and to the Holy Spirit, now and forever and unto ages of ages. Amen. (Adapted from Orthodox Prayer Book, published by Holy Protection Orthodox Monastery, Fort Qu’appelle, Saskatchewan, Canada, 1990.)

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Planning Time

Discussion Starter-Bridge

Bible and Saints Study

Read the following stories together, in whatever way you wish—aloud with readers taking turns, or with people reading silently and then talking about what they read. Have Bibles on hand so you can look up the passages referred to.

The Herods: Generations of Enemies of the Faith

The generations of rulers we call the Herods or Herodians didn’t lack intellectual ability. They were smart and able people, in fact. There were many generations in the family, but the three that we will look at are those who played a notable part in New Testament history.

The first of these three Herods was called “the Great.” He would destroy anyone he considered to be a threat to his power, which is why he is remembered for the “murder of the innocents” described in Matthew 2: 16-18. He also killed some of his own sons. Yet the possibilities of real greatness were there: he was a builder of great vision, his crowning achievement being the Temple in Jerusalem. He was also a statesman of sufficient diplomacy to impress Mark Anthony, Augustus, and many others.

Herod Antipas was the son of Herod the Great. There must have been a longing for God deep inside the man: Saint Mark tells us that when Herod heard John the Forerunner speak, “he was much perplexed, and yet he heard him gladly.” Saint Mark says also that though Herodias had a grudge against John and wanted him killed, Herod “feared John, knowing he was a righteous and holy man, and kept him safe” (Mark 6: 19-20.)

Herod Antipas’ lust had been stronger than he was, and he had taken his brother Philip’s wife Herodias, a fact which John could not ignore and against which he bravely spoke out. Perhaps if Herod had been a stronger man in many ways, things would have been different. But Herodias’ “grudge” against John only grew, and in the famous scene of her daughter dancing before Herod, the king’s lust and weakness combined with her cunning to overwhelm him. She extracted a promise from him, knowing that he had at least enough integrity to keep a promise made to her. Then she demanded John’s death, to which Herod reluctantly agreed.

Herod Antipas also interrogated Jesus Christ when He was arrested. On that occasion, too, he showed at least a superficial interest in the faith. Luke’s Gospel says that Herod “had long desired to see [Jesus], because he had heard about him, and was hoping to see some sign done by him” (Luke 23: 8.) But without a “good show” on Jesus’ part, Herod’s interest waned. He reverted to mockery and contempt in questioning Jesus, and soon sent him back to Pilate.

The third Herod, known as Herod Agrippa, was the grandson of Herod the Great. The family failing of pride really overcame this man, and no doubt gaining the favor of the self-worshipping emperor Caligula only increased his dangerous tendencies. He actually allowed people to hail him as a god.

We read that when he did this, an angel of the Lord immediately smote him because he did not “give God the glory” and he died a gruesome death (Acts 12: 21-23.) Like the other Herodian rulers before him, he ignored or suppressed his knowledge of the Jewish faith, and paid the price for forgetting his place as one of God’s created beings.
Herod Agrippa’s youngest daughter carried on the unfortunate traditions of her family. Drusilla left her Jewish husband to marry Felix, the Roman governor. This was illegal both because her first husband was still alive, and also because Felix did not profess the faith of the Jews.

But Felix and Drusilla’s great sin was caused by the same fear that Herod and Herodias had felt in the presence of John the Forerunner. For Drusilla and Felix, Saint Paul’s words about the Christ, and the judgment to come, were conscience-searing. They did nothing to spare the great apostle his unjust trial and death. Like her older male relatives, Drusilla cast aside the faith she had been born to, and silenced her own conscience as well as any person who dared to question her way of life.

A Large and Saintly Family

The emperor Diocletian was one of the fiercest persecutors of Christians ever to sit on the Roman throne. During the time of his power, the grandparents of St. Gregory of Nyssa, St. Basil the great, and their sister St. Macrina fled to the mountainous regions of Pontus. They lived a rugged life full of hardship, and when they returned to their home, their money was gone and their health was undermined. The husband died during this time, but his wife Macrina was to live a long life. Later her married son Basil also died fairly young, leaving ten children to the care of their grandmother and their mother, Emilia. These ten children would form an extraordinary group of saints.

The eldest child, also named Macrina, was the great model and teacher for her younger brother Gregory, who wrote about her life. He says that from her earliest years she taught the psalms, so that “when she awoke from sleep, or was about to commence any work, or when she went to sleep, the words of David were on her lips, as a good companion.”
Some years later, Macrina was espoused to a man who died early. After that, she considered herself to be married and would never consider another man. She took care of her mother, the household full of younger children, and all the concerns of taxes, maintenance, and business. But little by little, Macrina brought the rest of the family into a simple, monastic way of living. Her mother was gradually influenced by her daughter’s example, and the household evolved into a place where the family and their former servants lived on a completely equal footing, eating the same simple food, wearing plain clothing, and praying together.

When younger brother Basil came home from school, quite full of himself and his acquired knowledge and worldly ways, his family’s example led him also to change. He began working with his hands and living in poverty, still pursuing knowledge but with far less pride and far more dependence on God as the source of all true knowledge.
Navcratios, another brother, decided to give up everything he owned and went into the thick forest near the River Iris with a companion. The two young men devoted themselves to prayer, vigil, and fasting. They fed themselves by fishing in the river, and took care of some old, sick men who lived nearby. Navcratios died suddenly after only five years of his life in the forest. But though the family grieved deeply for their beloved son and brother, they were not overcome by grief because of their faith. Gregory writes that their mother did not “wail, rend her clothing, or lament with funeral dirges.”

Peter, another brother, became adept at work with his hands and well-versed in science. But he, too, sought the life of an ascetic and he, too, helped others. When a severe famine struck the land, Peter was able to supply food to crowds of people.

In the next several years, both Emilia and Basil died. Gregory writes admiringly of how his sister Macrina took these terrible blows:

 Macrina herself would die a few years later. But she and her brothers, guided by the example of their parents and grandparents, left the Church a wonderful legacy of holiness and scholarship. They were a family that continually blessed God, and were blessed by Him.

• What do you think were some of the differences in “atmosphere” and “attitude” in the homes of the Herodians and that of the saints in the second story?
  Probably the teaching of simple humility before God had much to do with the difference, since other things were similar in the households—members of both families were intelligent and educated, and knew or had known worldly prosperity.
  
  

Discussion

Activity

• As for me and my house, we will serve the Lord. (Joshua 24: 15.)
• Because you have made the Lord your refuge, the Most High your habitation, no evil shall befall you, no scourge come near your dwelling. (Psalm 91: 9-10.)
• In all your ways acknowledge Him, and He will make straight your paths. (Proverbs 3:6.)
• Commit your work to the Lord, and your plans will be established. (Proverbs 16: 3.)
  

Closing Prayer

O Lord, grant our brothers and sisters health, peace, love, long life and Thy holy grace so that they may follow Thy holy paths and do all that pleases Thee. Grant that we may spend our days in peace and love, for what is better or more beautiful than for all to live together as brothers and sisters? Hear our prayer, and have mercy on us, for Thou art merciful and lovest mankind, and to Thee we send up glory, to the Father and to the Son and to the Holy Spirit, now and forever and unto ages of ages. Amen. (Adapted from Orthodox Prayer Book, published by Holy Protection Orthodox Monastery, Fort Qu’appelle, Saskatchewan, Canada, 1990.)

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Planning Time

Discussion Starter-Bridge

• If we are thinking of how to bring new life to our parish by attracting, inviting, and welcoming new people, how could these words help us? How would a parish in which Paul’s words were put into practice be attractive to people searching for a church home?
  

Bible Studies

Closing Prayer

O Lord, grant our brothers and sisters health, peace, love, long life and Thy holy grace so that they may follow Thy holy paths and do all that pleases Thee. Grant that we may spend our days in peace and love, for what is better or more beautiful than for all to live together as brothers and sisters? Hear our prayer, and have mercy on us, for Thou art merciful and lovest mankind, and to Thee we send up glory, to the Father and to the Son and to the Holy Spirit, now and forever and unto ages of ages. Amen. (Adapted from Orthodox Prayer Book, published by Holy Protection Orthodox Monastery, Fort Qu’appelle, Saskatchewan, Canada, 1990.)

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Planning Time

Bible Studies

Read together: Mark 2: 13-14, John 4: 7, and Luke 19: 1-10. Discuss: Why might each of these people been hard for others to accept as a “neighbor” or “member of Christ’s family”? (Tax collectors like Matthew were hated; a Jew would never normally drink from the cup of a Samaritan and more specifically a Samaritan woman because the Samaritans were not pure; Zacchaeus was a known cheater.)

Jesus calls us always to broaden our love, to include more people in it, and to expand our personal definitions of “neighbor” and “family.”

1. Read together the story of St. Euphrosynos the Cook. Discuss:
2. Why might the other monks have been surprised to learn that St. Euphrosynos held such a prominent place in the Lord’s “family?” (To them he was an unimportant menial worker, not articulate or well-educated.)
   
   

• What does this tell us about how we are called to treat our neighbor? (It’s easy to forget that Jesus Christ often gave special attention to “unimportant” people. He wants us to love them as He did.)

In the time of Patriarch John the Merciful, a young monk arrived in the city of Alexandria. He immediately made a list of all the prostitutes in the city. He spent his days practicing a peculir kind of asceticism, hiring himself out for the most backbreaking labor.

At night he would visit a brothel, give the money he had earned during the day to one of the prostitutes, and then shut himself in with her. As soon as the door closed behind them, Vitalis would beg the young woman to lie down and have a good night’s sleep, while he spent the entire night in a corner of the room, praying to God for her. He visited a different prostitute every night, till he had gone through the whole list, and then he started over again with the first woman whose name he had written down.

His counsel and loving concern caused many of the women to give up their way of life. Some married, some went to monasteries, and some found an honorable means of making a living. But all of them were forbidden by Vitalis to tell anyone what he did when he visited them.

Soon the young monk, therefore, became a scandal to the whole city of Alexandria. He was spat on, hit, and called names in the street. But he bore it all with patience.
When Vitalis died, his deeds became known. Miraculous healings took place over his grave, and many people brought their sick to be healed.

 -- Information taken from The Prologue from Ochrid, Vol. 2

• How would most of us feel toward Vitalis if we saw him in the streets of Alexandria, not knowing what he really did at night? Would he be someone we would welcome as a neighbor or as part of our Christian family?
  
• How might Vitalis’ actions have affected the attitude of the prostitutes toward Jesus Christ?

Wrap up

Closing Prayer

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Saints' Study

Say to the group:
In an earlier session we talked about Jesus Christ’s use of the work “brother.” And as far back as Genesis the question was raised, “Am I my brother’s keeper?” (Genesis:9).

• So what does it mean to be accountable to God for our own lives, and also for the live of those around us?
  
• What does it mean to be our brothers’ keeper?
  Let’s look at the lives of five saints who took responsibility for their own lives, and the lives of those around them, in very different ways.

Read the lives of the five saints included in the lesson's resources listed above. Discuss the following questions about each saint. Suggested answers follow, but the group may come up with others:

• St. Juliana: What did she have to give up to do God’s will?
  She gave up her own desire to enter a monastery. She was accountable to God for what He had called her to do, and for the welfare of her family as well as many needy neighbors.
  
• St. Nina
  How was she accountable to God, and for the lives of others?
  When she knew that the Georgian people did not have the Christian faith, she felt responsible for showing it to them so that they could achieve salvation. She gave up her own homeland to do so.
  
• St. Elizabeth the New Martyr
  What did she give up to be accountable to God?
  She gave up her high rank, and finally her very life, which she knew was in danger in the revolutionary years in Russia. Through her charitable works she took responsibility for the lives around her. She also took responsibility specifically for the man who assassinated her husband by forgiving him and encouraging him to seek God’s forgiveness.
  
• St. Simeon the Stylite
  What did he give up to be accountable to God, and for the lives of others?
  We might say that he gave up “normal” life by sitting on a pillar. This is certainly true, but having separated himself so dramatically from normal life, he also became a counselor and advisor to many. This obliged him to give up much of the time of solitary prayer that he loved so much. In doing so, he took responsibility for the lives of those who needed his counsel and spiritual advice.
  
  
• St. Romanus the Melodist
  How did this saint take responsibility for the lives of others?
  St. Romanus may not have known how his music would affect others in later centuries. But the fact is that many people who were imprisoned or suffered for their faith were comforted by singing Romanus’ music from memory when they could not worship openly. He therefore is responsible for helping many, and not only those who heard his beautiful hymns when he wrote them.
  

Wrap up

Closing Prayer

O Lord, grant our brothers and sisters health, peace, love, long life and Thy holy grace so that they may follow Thy holy paths and do all that pleases Thee. Grant that we may spend our days in peace and love, for what is better or more beautiful than for all to live together as brothers and sisters? Hear our prayer, and have mercy on us, for Thou art merciful and lovest mankind, and to Thee we send up glory, to the Father and to the Son and to the Holy Spirit, now and forever and unto ages of ages. Amen. (Adapted from Orthodox Prayer Book, published by Holy Protection Orthodox Monastery, Fort Qu’appelle, Saskatchewan, Canada, 1990.)

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

• Begin by asking the following: What do you love the most about your family? (Answers should reflect students' awareness of ways their families express their love.) As students answer, interject statements making comparison of family love with God’s love for us.
• Ask: How does God show us He loves us? (Answers should reflect God’s love for us as His people—His giving us His Son, Jesus Christ, who taught us how to live in the Light of God’s love.)
  
• Ask: How is our parish like a family? (Answers should reflect the family of God coming together each week in communion with Him. Also the care others show for each other.)
• Continue by stating the following: Our families have ancestors who came from different parts of the world.What did you bring in today to share about your family history? (Allow students to share their stories and pictures.)
• After students have shared their stories, continue by saying: Today we are going to begin the parish “Roots” Project we were asked to bring in materials for. Each of us is going to have a part in this project. We are first going to begin our own Family Memories Scrapbook with the pictures and stories we have shared today. Then, in the coming weeks, we will talk to people in our parish and ask them about their traditions. We want to record what we will learn about some of the past traditions of our parishioners. We will do this by interviewing, recording, and displaying. This will be part of a Parish Roots Project which we will present at coffee hour on ___________.
  
  Let’s get started!
  

Family Memories Scrapbook

• Have students open their envelopes brought from home.
• Have students place their family photos on the construction paper.
• Write captions/labels identifying family members.
• When students have arranged photos and captions, glue these to construction paper.
• Have students write family stories on white lined paper.
• Mount written accounts on construction paper and add to their scrapbook.
• You can also have students expand their scrapbook. They may want to collect and bring in favorite family photos that tell a story about something family members like to remember: vacation trips, visits to grandma's house, cousins, special events (baptisms, weddings), etc. This can be an ongoing activity throughout the duration of the unit.
• Distribute another piece of construction paper to each student and have them write their name and title, “Family Memories Scrapbook.”
• Take 3 sections of yarn and string through holes. Tie into bows.

Oral History Project

• Begin this project by stating the following: Today we are going to begin this project by planning to interview people in our parish about their past traditions. We would like to find out how they celebrated Feast Days and what some of their special traditions were, and maybe still are. Continue by stating that they may look at the parish list and choose whom they would like to interview. The remaining parishioners are to be assigned.
  
• Interview questions are to be handed out to them (see attached form). They are to use one form per parishioner. They will have three weeks to finish their interviews. Explain that interviews are to be conducted at an arranged time and place and they are to be present to carry out their interviews at that time. If this is not possible, try to arrange for them to conduct the interviews by phone, or place the interview sheets in a parish bulletin and ask that they be completed and returned to the senior class by a pre-arranged date. Tell students they may NOT make arrangements to meet anyone outside of the parish setting without their parent’s and your knowledge!

Journals

Wrap-up

As students are cleaning up and preparing for closing prayer, ask the following:

• What do we love most about our families? (Allow student responses)
• How do our families reflect God’s love for us? (Answers should reflect student understanding of God’s love and the parallels with the love of families.)
• What do we plan to do over the coming weeks? (Answers should recall elements of “Roots” project—mapping parishioners’ countries of origin and finding out about their ancestors.

Closing Prayer

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter

• Begin by asking the following: Who can remember what we said we love the most about our families? (Answers should reflect students’ awareness of ways their families express their love.) As students answer, reiterate statements made in last session comparing family love with God’s love for us. Ask: How does God show us He loves us? (Answers should reflect God’s love for us as His people—His giving us His Son, Jesus Christ, who taught us how to live in the light of God’s love.)
• Continue by asking the following: How do our families help us? (Allow students to reflect and share their ideas, reflecting the emotional support parents and family members have for each other) Ask: How do our family members help us when we need it? (They listen when we need to talk about issues and problems we are facing. They offer guidance and support to help us through our difficult times.)
• Ask: Are there times when people in our lives let us down? When has this happened to you? (Allow students time to reflect and share. You may have to begin the discussion by sharing your own life experiences with disappointments in those you have looked to for help or advice—a teacher, coach, leader who did not help when you asked, or offered advice you were not comfortable with.)
• Ask: How did it make you feel?(Allow time for answers and discussion.)
• Say: There are times when we feel those whom we turn to are not the best people to help us. Our teachers, coaches, leaders do not always share our love for God and His Church. Their advice may be contrary to our beliefs. How do we handle this? (Allow time for discussion.) How can we make sure that we are not influenced by this? (Our families or those whom we trust to hold the same beliefs should be those to whom we take our problems.) Ask: In our parish family, are there those who have helped us in any way? (Allow time for responses).
  
  Continue by saying: Do you think there are many in parishes who influenced others to become better members of Christ’s Holy Church? How about down through history? (Allow students to reflect on this as an outcome of the last question.)
  

American Orthodox Timeline

Materials:

• Butcher paper on a roll, about 12-14” wide
• Pencils
• Markers
• Yardstick
  

Resources:

• Tarasar, Ercikson, Orthodox America, 1794-1976. Orthodox Church in America, 1975
• Stokoe, Kishkovsky, Orthodox Christians in North America, 1794-1994
• Erickson, Orthodox Christians in America, Religion in American Life Series
  

Note to the Teacher: Students may look up the events and use this as an ongoing project, or look at the time- line example given at the end of the session and discuss, add to or elaborate upon it. In the cooperative learning style, you may also divide students into several groups, each working on the “Roots” project and this activity. Again, this activity will probably take several sessions and can be an on-going project.

Activity Procedure:

• Have all materials and resources ready, or have designated students get materials.
• In the cooperative learning style, have students take the following roles in this activity:
  • Gofer (See first bullet)
  • Researcher(s)
  • Designer
  • Writer(s) of information
  • Decorator
• Begin by saying: Today we are going to look at the history of Orthodoxy in America and how many sacrifices were made to lead us to where we are today. As we begin this project, I would like you to look at some of the books and an example of a time line. We can use this timeline as a guide, and also look up additional information in our sources to add to it. This, along with our other projects, will take a few sessions to complete. As we work on this, let us take time to discuss some of the people and events which influenced our Orthodox family in America.
• Have students break assume their roles and begin work.
  

Oral History Project

Journals

Using notebook paper, if there is time answer some of the wrap-up questions as journal questions.  Also see See Activity Handout:  Journaling and Personal Value Inventory (Grades 9-10 only)

Wrap-up

As students are cleaning up and preparing for closing prayer, ask the following (Students may also journal responses, if time):

• Do you think our families help us in our everyday lives? How? (Answers should reflect support families provides in helping us make the right choices.
• Do you always agree with what your parents wish for you or expect from you? How can you remedy any disagreements you may have with them? (Answers should reflect the need for open communication, prayer and meditation, as well as understanding of differences, and how cooperation provides for harmony.)
  •  
    • What do we plan to do over the coming weeks? (Answers should recall elements of “Roots” project—mapping parishioners’ countries of origin and finding out about their ancestors.)

Closing Prayer

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

• Begin by asking the following: What did we discuss last week about families and those who have influenced us? (Answers should recall ways their families express their love, and how there are those who have influenced us, both positively and negatively.) As students answer, interject statements making comparison of family love with God’s love for us.
• Ask: How does God show us He loves us? (Answers should recall God’s love for us as His people—His giving us His Son, Jesus Christ, who taught us how to live in the light of God’s love.) Continue by asking students to recall discussion about those in our parish family who have helped or influenced us.
• Ask: What do you know about the community of the early Church--what it was like? (Allow time for students to think and answer.) Does anyone know what we call the event when the Church began? (Pentecost). Let's explore Pentecost and how it changed so many different peoples’ lives.

T.V. News Report

• Have one or two students get supplies (Bibles, pencils, paper to write information and sketch, scissors)
• Some students should then act as the researchers and begin to look up assigned Bible passages (Acts 2:1-47). Working in pairs, one should read aloud the events, while another acts as secretary and writes
• When information is gathered, students should begin to put events in chronological order on their paper
• A student who enjoys drawing can draw sketches to accompany the news story
• While coordinating proper sequence of events and sketches, another one or two students can write out a news report script of the events surrounding Pentecost. They should imitate a news story, making it as real as possible
• Students may want to conduct mock interviews with the Apostles and those who were present to get different points of view, such as: Peter, John, the Virgin Mary, those in the crowd who thought the Apostles were drunk when they began to speak in tongues
• When researchers are finished they can begin to set up a studio with the icon of Pentecost on the transparency for the background
• Roles of anchor, on-the-scene reporters, those being interviewed and the rest of the class as the crowd can be assigned/decided
• Copies of the script can be made on the copier, if necessary
• Have a practice run of the news broadcast and then the news report
• Video tape to show at “Roots” Coffee Hour (optional)

"Roots" Ancestors Map

• Continue mapping students’ ancestors’ countries of origin, 2 countries each.
• Begin mapping parishioners’ ancestors’ countries of origin

Oral History Project

Continue Interview of parishioners by collecting finished interviews and updating those in progress. They will have two weeks to finish their interviews. Explain that interviews are to be conducted at an arranged time and place and they are to be present to carry out their interviews at that time, or by phone. Tell students they may NOT make arrangements to meet anyone outside of the parish setting without their parent’s and your knowledge!

Journals

Wrap-up

As students are cleaning up and preparing for closing prayer, ask the following:
Students may also write responses in their journals (See above)

• Ask: Discuss what happened at Pentecost. (Answers should reflect student understanding of the Holy Spirit bringing to the Apostles the wisdom to begin their work of spreading Christ’s Holy Church to all. The family of Jesus Christ was to bring love, cooperation, harmony, and God’s love for us as His People) How did the events we researched today compare to those of people in our parish family? (Answers should reflect insight into how people become part of God’s family in the membership of His Holy Church, loving and caring for each other, as families do, thus becoming His faithful people.)

Closing Prayer

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

• Begin by asking the following: What did we discuss last week about families and those who have influenced us? (Answers should recall ways students' families express their love, and how there are those who have influenced us, both positively and negatively.) As students answer, interject statements making comparison of family love with God’s love for us. Ask: How does God show us He loves us? (Answers should recall God’s love for us as His people—His giving us His Son, Jesus Christ, who taught us how to live in the Light of God’s love.) Continue by asking students to recall discussion about those in our parish family who have helped or influenced us.
• Ask: How do you think it was when the Church first started? (Allow time for students to think and answer.) Does anyone know what event this is called? (Pentecost).
• Say: Let’s explore what happened on Pentecost and how it changed so many different peoples’ lives.

T.V. News Report

• Have one or two students get supplies (Bibles, pencils, paper to write information and sketch, scissors)
• Some students should then act as the researchers and begin to look up assigned Bible passages (Acts 2:1-47). Working in pairs, one should read aloud the events, while another acts as secretary and writes
• When information is gathered, students should begin to put events in chronological order on their paper
• A student who enjoys drawing can draw sketches to accompany the news story
• While coordinating proper sequence of events and sketches, another one or two students can write out a news report script of the events surrounding Pentecost. They should imitate a news story, making it as real as possible
• Students may want to conduct mock interviews with the Apostles and those who were present to get different points of view, such as: Peter, John, the Virgin Mary, those in the crowd who thought the Apostles were drunk when they began to speak in tongues
• When researchers are finished they can begin to set up a studio with the icon of Pentecost on the transparency for the background
• Roles of anchor, on-the-scene reporters, those being interviewed and the rest of the class as the crowd can be assigned/decided
• Copies of the script can be made on the copier, if necessary
• Have a practice run of the news broadcast and then the news report
• Video tape to show at “Roots” Coffee Hour (optional)

• Continue mapping students’ ancestors’ countries of origin, 2 countries each.
• Begin mapping parishioners’ ancestors’ countries of origin.

Oral History Project

Continue Interview of parishioners by collecting finished interviews and updating those in progress. Students will have two weeks to finish their interviews. Explain that interviews are to be conducted at an arranged time and place and they are to be present to carry out their interviews at that time, or by phone. Tell students they may NOT make arrangements to meet anyone outside of the parish setting without their parent’s and your knowledge!

Journals

Have students label with the date and write about their reactions to their activities today.

Wrap-up

• Ask: Discuss what happened at Pentecost. (Answers should reflect student understanding of the Holy Spirit bringing to the Apostles the wisdom to begin their work of spreading Christ’s Holy Church to all. The family of Jesus Christ was to bring love, cooperation, harmony, and God’s love for us as His People) How did the events we researched today compare to those of people in our parish family? (Answers should reflect insight into how people become part of God’s family in the membership of His Holy Church, loving and caring for each other, as families do, thus becoming His faithful people.)

Closing Prayer

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

• Begin by asking the following: Who can tell us about the events of Pentecost we researched and discussed over the last two weeks? How did it all present itself in our posters? (Point to posters.) How about our news report video?What were some of the things the Apostles taught the people to do? (Show reporter script. Answers should recall the coming of the Holy Spirit and the reactions of those present. Students should recall Acts 2:41-47 and Romans 12:1-21, where those who were baptized became as one body in Christ, selling their possessions and giving to those in need, sharing and caring for each other, providing hospitality, thinking humbly and not putting themselves above others.) As students answer, interject statements making comparison of family love with God’s love for us.
• Ask: How does God show us He loves us? (Answers should recall God’s love for us as His people—His giving us His Son, Jesus Christ, who taught us how to live in the Light of God’s love.)
• Continue by asking students to recall what has been discussed, pointing to the reporter scripts and notes. (Allow students to recall what they know, or ask what they would like to know.)
• Ask: What do you think this means for us? What should we do to follow in the right path of Christ? (Allow time for students to react and give their predictions.) How is this difficult for us? (Allow time for students to elaborate. Answers should reflect the difficulties of being a caring person in today’s world; how, through peer pressure, it is difficult to be the one to take the initiative when someone needs help. Ask prompting and open-ended questions to continue the discussion like: When did this happen to you? Have you ever been in a situation (like seeing someone alone in the cafeteria, or someone being made fun of) and you were afraid to speak up?
• Then, say: Today we are going to look up some of the sections in the Bible which tell us what we should do as well as look at some of the people we have researched for our “Roots” project to find those who are examples of what Christ want us to do. Let us recall the commandment Christ gave us, “You shall love your neighbor as yourself.” (Matthew 22:40). Let’s get our materials together and begin.

Research

• One student places chart paper on table or tape to wall for discussion notes.
• One or two students get supplies (Bibles, books, markers, pencils, paper to write information and sketch, scissors, etc.--See above, Materials).
• Two students should then act as the researchers and begin to look up assigned Bible passages (Luke 10:25-37 [The Good Samaritan], Matthew 25:14-30 [Parable of the Talents], Matthew 25:31-46 [Last Judgment] ). Working in pairs, students will be ready to read aloud when called upon. Students should also look over the footnotes at the bottom of Orthodox Study Bible, pp. 167, 66-67, which offer further explanation, and help in answering the guideline questions below.
• One or two students, or the teacher can have The Way, the Truth, and the Life opened to pp. 35-36 for oral reading.
• Homilies, Vol. I ,St. Nicholas of Zicha, p. 120 (optional)
• Students will take turns reading for the selections above, answering the following guideline questions, while one or two other students write questions and answers on butcher/chart paper.

• • In Matthew 25: 14-30, what are the talents Jesus speaks of in this parable?
    • Gifts given to us by God.
  • What happened to the servant who did not use these talents?
    • The servant lost his talent to the servant who invested/used his
  • What will happen to those who do not use their gifts from God?
    • They will be cast “into utter darkness”
  • What is Christ trying to explain to us as Christians?
    • We are given gifts/talents by God to be used for good to multiply during the course of our lives. If we are lazy, ignore our talents, don’t see what we are given and fail to use them for good, they will never be used. This will cause us to be accountable to God, who will look at our work “after a long time” (meaning at our judgment)
  • In Luke 10:25-37 ,The Good Samaritan, what happened when the first and second men saw the beaten man lying by the road?
    • They passed him by.
  • Who finally stopped and helped the man? Was he showing the Commandment Jesus gave us in Matthew 22:40 “You shall love your neighbor as yourself”? How?
    • The Samaritan. He was fulfilling the commandment because he took the time to help a stranger, and to be sure his needs were met.
  • Why do you think Jesus had two righteous men pass by the injured man, and a social outcast (Samaritan) be the one to rescue him?
    • Jesus was trying to show us that it is sometimes the mighty who claim to be righteous, but are “blind” and do not use the talents they have for good; and the least of mankind who “see” and live the law by using the talents given by God for good (“Love your neighbor as yourself.”)
  • What is the meaning of this parable for us? What is our role as Christians?
    • We must recognize those in need, and be ready to help them. We must not pass by, pretending not to see.

• • In Matthew 25:31-45, known as the Last Judgment, what did the King say to those on his right?
    • ‘I was hungry and you gave me food; thirsty and you gave me drink; a stranger and you took me in; naked and you clothed me; sick, and you visited me; in prison, and you came to me.’
  • What did those who were on the King’s right ask? What was the King’s answer?
    • ‘When did we do this?’ ‘When you did it to the least of my brethren, you did it to me.’
  • What happened to those on the King’s right? On the left?
    • They inherited the kingdom, eternal life. They were sent to everlasting punishment.
  • What is Christ telling us? Look at p.69 (footnote)
    • This is not merely a parable but Christ’s account of the last judgment. He is about to be crucified, buried, and risen from the dead, but this is the account of the Second Coming, the universal judgment of all. It is the opening of our hearts before God, the accounting of our inner selves. If we do not live His Gospel, love those who are in need, and minister to them, we will be judged severely, as the King judged.
  • In St. Nicholas of Zicha’s Meatfare Sunday homily, he states: “The whole of this explanation that the King gave the sinners also has two meanings—an ourward and and inward” (p. 122). What do you think he meant by that?

• • Allow for students to elaborate. Some suggested answers: The outward is what we did in our loves to help those in need, and this shows what was really in our hearts. Our actions show our Christian love. We live the law, we ‘walk the walk’.
    
    
  • St. Nicholas of Zicha further states: “And so being unmerciful to Christ in their brethren, they were unmerciful to Christ in themselves.” We are to remember that our actions speak about ourselves, and that we will be judged according to our actions, for they tell ‘who we are’. In our next activity we will take a look as some of those we have been interviewing to see if they have shown us an example of those righteous who live their lives according to Christ’s commandment to ‘love one another’ . Are there people you have spoken with who have inspired you?
    • Answers should reflect the above, and lead into one of the following activities (report or journal)

• Students will examine the video interviews and discuss those who have made an impression on them with their outpouring of love and caring for others.
• Students will fill in the report worksheet on the person they have chosen. They may all work on the same person, or work individually on their own choice.
• Students can further use the video worksheet and add a report on person(s)
  
  As a follow-up to their Video or for Journaling
  • Students may choose to journal answers to the questions above
  • Can also write on chart paper
    • Students may choose to make display on wall and also at “Roots” Coffee Hour

Roots Ancestors Map

• Some students will finish mapping students’ ancestors’ countries of origin, 2 countries each.
• Some students will continue mapping parishioners’ ancestors’ countries of origin. This should be finished by next session (5)

Oral History Project

• Some students will finish up interviews of parishioners by collecting last of completed interviews and updating those in progress. These should be placed in a designated area, ready to display for “Roots” Coffee Hour.
• American Orthodox Time Line (10 minutes) Some students will continue work on time line, following set guidelines, and using sources listed from Session 2

Wrap-up

Closing Prayer

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

Begin by asking the following: Who can tell about one of the Gospel readings we researched last week? Let’s review from our notes and video from last week:  

•  
  • In Matthew 25: 14-30, what are the talents Jesus speaks of in this parable?
    • Gifts given to us by God.
  • What is Christ trying to explain to us as Christians?
    • We are given gifts/talents by God to be used for good to multiply during the course of our lives. If we are lazy, ignore our talents, don’t see what we are given and fail to use them for good, they will never be used. This will cause us to be accountable to God, who will look at our work “after a long time” (meaning at our judgment)

•  
  • In Luke 10:25-37, The Good Samaritan, what is the meaning of this parable for us? What is our role as Christians?
    • We must recognize those in need, and be ready to help them. We must not pass by, pretending not to see.

•  
  • In Matthew 25:31-45, known as the Last Judgment, what is Christ telling us? Look at p.69 (footnote)
    • This is not merely a parable but Christ’s account of the last judgment. He is about to be crucified, buried, and risen from the dead, but this is the account of the Second Coming, the universal judgment of all. It is the opening of our hearts before God, the accounting of our inner selves. If we do not live His Gospel, love those who are in need, and minister to them, we will be judged severely, as the King judged.

Ask: What do you think this means for us? What should we do to follow in the right path of Christ? (Allow time for students to react and give their predictions.) How is this difficult for us? (Allow time for students to elaborate. Answers should reflect the difficulties of being a caring person in today’s world; how, through peer pressure, it is difficult to be the one to take the initiative when someone needs help. Ask prompting and open-ended questions to continue the discussion like: When did this happen to you? Have you ever been in a situation (like seeing someone alone in school, or someone being made fun of) and you were afraid to speak up? Ask: Have you ever participated in a community service program through your school, or with your family? What was it, and what was it like? (Allow students time to answer and reflect upon their experiences.) Say: Today we are going to review the Gospel of Matthew on the Last Judgement, which tells us what we should do to be true Christians. We will also examine specific ways we can accomplish this, as well as finish planning and setting up our “Roots” project.

Let’s get our materials together and begin.

Research

• One or two students place chart paper on table or tape to wall for discussion, and gather supplies (Bibles, books, markers, pencils, paper to write information and sketch, scissors, etc.--See above, Materials).
• One or two students act as researchers (Matthew 25:31-46 [Last Judgment]) from last week and be ready to read aloud when called upon. Students should also look over the footnotes at the bottom of Orthodox Study Bible, p. 69, which offer further explanation, and help in answering the questions on attached worksheet.
• One or two students, or the teacher can have The Way, the Truth, and the Life opened to pp. 35-36 for oral reading and review.
• One or two students may choose to either read over the material from OCMC and IOCC, or to use the computer and go on line to research the information. (See above for web site addresses)
• One or two other students may work together on researching community charities provided by the teacher, or those possibly suggested by students.
• One or two students will also work together to list ways students can help those within the parish community, along with the teacher.
• As students complete their tasks, they will gather together to report their findings.
• After each students or group of students has reported their findings, the class as a whole will do the following:
• Answer the questions on the attached worksheet.
  
• Decide what they 5 things would like to do as a group to help those in their
  parish community who are in need
  
• Decide which charity/local community organization they would like to help
  
• Choose what services to IOCC and/or OCMC they would like to offer

Journals

"Roots"

1. Roots Map
2. Orthodox Time Line
3. Oral History
4. Video

The Roots Coffee Hour should take place within the coming weeks. Extra sessions for planning should take place accordingly.

Wrap-up

As students are cleaning up and preparing for closing prayer, ask the following:
(Have chart/butcher paper with questions and answers tacked to a wall or bulletin board.)

• In Matthew 25:31-45, known as the Last Judgment, what did the King say to those on his right?
  • ‘I was hungry and you gave me food; thirsty and you gave me drink; a stranger and you took me in; naked and you clothed me; sick, and you visited me; in prison, and you came to me.’
  • What did those who were on the King’s right ask? What was the King’s answer?
    • ‘When did we do this?’ ‘When you did it to the least of my brethren, you did it to me.’
  • What happened to those on the King’s right? On the left?
    • They inherited the kingdom, eternal life. They were sent to everlasting punishment.
  • What is Christ telling us? Look at p.69 (footnote)
    • This is not merely a parable but Christ’s account of the last judgment. He is about to be crucified, buried, and risen from the dead, but this is the account of the Second Coming, the universal judgment of all. It is the opening of our hearts before God, the accounting of our inner selves. If we do not live His Gospel, love those who are in need, and minister to them, we will be judged harshly, as the King did.
  • What have we learned today about how we can commit ourselves to this task as Orthodox Christians?
    We can get involved in our parish and help those in need. We can become involved in our community by helping local charities in their work. We can help those fellow Orthodox Christians as well as others by supporting Orthodox charities worldwide.

Closing Prayer

O Lord, save Thy people, and bless Thine inheritance.
Grant victories to the Orthodox Christians over their adversaries;
And by virtue of Thy cross, preserve Thy habitation.

In the Name of the Father, and of the Son, and of the Holy Spirit. Amen.

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter

Begin by asking the following: What do you love the most about your family? (Answers should reflect student’s awareness of ways their families express their love.) As students answer, interject statements making comparison of family love with God’s love for us.

• Ask: How does God show us He loves us? (Answers should reflect God’s love for us as His people—His giving us His Son, Jesus Christ, who taught us how to live in the Light of God’s love.)
• Continue by stating the following: Our families have ancestors who came from different parts of the world. What did you bring in to share about your family history? (Allow students to share their stories and pictures.)
• After students have shared their stories, continue by saying: Today we are going to begin a parish “Roots” Project. Each of us is going to have a part in this project. We are first going to begin our own Family Memories Scrapbook with the pictures and stories we have shared today. Then, in the coming weeks, we will talk to people in our parish and ask them about their ancestors. We want to record what we will learn by locating where our parishoners’ ancestors came from. We will do this on a large, “Roots” Ancestors Map. This will be part of a Parish Roots Project which we will present at coffee hour on _________(give the date.)
  
  Let’s get started!

Family Memories Scrapbook

• Have students open their envelopes brought from home.
• Have students place their family photos on the construction paper.
• Write captions/labels identifying family members.
• When students have arranged photos and captions, glue these to construction paper.
• Have students write family stories on white lined paper
• Mount written accounts on construction paper and add to their scrapbook.
• You can also have students expand their scrapbook. They may want to collect and bring in favorite family photos that tell a story about something family members like to remember: vacation trips, visits to grandma's house, cousins, special events (baptisms, weddings), etc. This can be an ongoing activity throughout the duration of the unit.
• Distribute another piece of construction paper to each student and have them write their name and title, “Family Memories Scrapbook.”
• Take 3 sections of yarn and string through holes. Tie into bows.

Roots Ancestors Map

Oral History Project

• Begin this project by stating the following: Today we are going to begin this project by planning to interview people in our parish about their ancestors. We would like to add their countries of origin to our “Roots” Ancestors map. Continue by stating that they may look at the parish list and choose whom they would like to interview. The remaining parishioners are to be assigned.
• Hand out interview questions to the students (see attached form). They are to use one form per parishioner. They will have three weeks to finish their interviews. Explain that interviews are to be conducted at an arranged time and place and they are to be present to carry out their interviews at that time. If this is not possible, try to arrange for them to conduct the interviews by phone. Tell students they may NOT make arrangements to meet anyone outside of the parish setting without their parent’s and your knowledge!

Optional-Extra Activity

Wrap-up

• What do we love most about our families? (Allow student responses)
• How does God show us He loves us? (Answers should reflect student understanding of God’s love and the parallels with the love of families.)
• What do we plan to do over the coming weeks? (Answers should recall elements of “Roots” project—mapping parishioners’ countries of origin and finding out about their ancestors.

Closing Prayer

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

Begin by asking the following: What did we discuss last week about our families? (Answers should recall ways students' families express love, and what they love most about their families.)

• As students answer, interject statements making comparison of family love with God’s love for us. Ask: How does God show us He loves us? (Answers should recall God’s love for us as His people—His giving us His Son, Jesus Christ, who taught us how to live in the Light of God’s love.)
• Continue by asking the following: What did you bring in to share about your family history? (Allow students to recall their stories) After students have shared their stories, continue by asking: How many of you have chores to do at home? (Allow students to elaborate) Do any of you have rules for: bedtimes, homework, TV, computer? Can you think of any other rules in your house? (Give students time to elaborate, suggesting areas previously mentioned to springboard comparison and discussion.)
• As rules are discussed, begin writing them on the chart/butcher paper for all to see.

How To Generate Rules

• Have rules from chart/butcher paper tacked to a wall or bulletin board.
• Have rules collected from various institutions placed around those on the wall/bulletin board, or in a designated area
• Ask students (working in pairs) to pick one set of rules
• Give student pairs 5 minutes to read over rules together
• After 5 minutes, call students together.
• Ask them to compare rules they have read with those on the wall/bulletin board.
• Have 1 student act as secretary and write comments on separate chart paper or on original paper.
• Take Bible and open to Exodus30:24-10 Commandments; John 13:34; Colossians3:15; 1 Timothy3:4; 1 Timothy 3:13, 2 Timothy 2:5)
• Discuss God’s Commandments as compared to those discussed. How do they compare? Do rules consistently show us how to live in cooperation?
• Discuss: How are rules able to teach us responsibility?
• Discuss: Who creates rules? Why are they important in our lives?
• Ask students to begin writing church school class rules and responsibilities for tasks, routines, etc. Try to come up with 5-8 everyone is in agreement with.
• Discuss why establishing class rules together is important.
• Have students conclude why rules and responsibilities are important in maintaining loving relationships; show God’s love for us by giving us rules to love by.

Roots Ancestors Map

Oral History Project

• Tell students they will have two weeks to finish their interviews. Explain that interviews are to be conducted at an arranged time and place and they are to be present to carry out their interviews at that time, or by phone, bulletin insert.
• Tell students they may NOT make arrangements to meet anyone outside of the parish setting without their parent’s and your knowledge!

Journals

• Sewn-in notebooks
• Pencils, markers,
• Labels for names

Wrap-up

• Why are rules and responsibilities important to our families? (Answers should reflect student understanding of love, cooperation, harmony.)
• How do God’s laws show us He loves us? (Answers should reflect student understanding of God’s love and the parallels with the love of families.)
• What do we plan to do over the coming weeks? (Answers should recall elements of “Roots” project—mapping parishioners’ countries of origin and finding out about their ancestors.)

Closing Prayer

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

Begin by asking the following: What did we discuss last week about families and rules? (Answers should recall ways their families express their love, and how rules bring harmony and cooperation within families and groups working together.) As students answer, interject statements making comparison of family love with God’s love for us. Ask: How does God show us He loves us? (Answers should recall God’s love for us as His people—His giving us His Son, Jesus Christ, who taught us how to live in the Light of God’s love.) Continue by asking students to recall rules discussed, showing the chart/butcher paper from Session 2. Ask students: How many of you know the story of Moses and the Ten Commandments? Passover? Journey to the Promised Land? (Allow students to recall what they know, or ask what they would like to know.)

Illustrated Timeline

These projects can be done in the Cooperative Learning Style. Each student will be designated a position/task and will execute it in an organized and “cooperative” manner, working together with other students as a unit. As each person is assigned a task from the list below, he or she should set about a plan and work it to completion. 

Illustrated Timeline

• Have one student place chart paper on table or tape to wall.
• Have another student get supplies (Bibles, markers, pencils, paper to write information and sketch, scissors).
• Students should then act as the researchers and begin to look up assigned Bible passages (Ex. 12-15, Deut. 6, 11). Working in pairs, one should read aloud the events, while another acts as secretary and writes.
• When information is gathered, students should begin to put events in time order on their paper.
• A student who enjoys drawing can make/plan sketches.
• While coordinating proper sequence of events and sketches, a student measures out the number of lines needed for the timeline. Draw lines across for date and event.
• Write dates and events on their timeline. Save space for any illustrations
• Display on wall and also at “Roots” Coffee Hour

Mapping

Earlier: Photocopy map from Bible or New Testament Maps and Charts (OCEC) onto a transparency for copiers. Place transparency on overhead projector, hang chart paper on wall. Focus map transparency on chart paper and trace map. Label countries, areas, cities, etc.

• Using cooperative learning, have one student look up passages in New Testament (Matt. 2:13-15, 19-23, Luke 2:22-24,39-50, 24:1-56 ) which tell of the following Journeys of Christ:
  • Mary, Joseph, and the child Jesus from Bethlehem to Egypt and Nazareth
  • Jesus and His parents from Nazareth to Jerusalem
  • Christ’s Journey to the Cross.

• Have another student trace journeys by using colored yarn and glue stick to hold in place (1 color for each different journey).
• Display on wall and use as part of “Roots” Coffee Hour display.

Roots Ancestors Map

• Continue mapping students’ ancestors’ countries of origin, 2 countries each.
• Begin mapping parishioners’ ancestors’ countries of origin.

Oral History Project

Extra Activities

Dioramas:

• Shoebox with a scene depicted inside. (Students can take any of the above events they researched.) Can be colored, figures can be cut from construction paper; yarn, and/or other materials may be used. Cut a narrow rectangular opening in the top of the box to let in light.

Murals:

• Students can take any of the above events they researched and draw a mural of one or more of those events for display.

Journals:
Materials:

• Sewn-in notebooks
• Pencils, markers,
• Labels for names

Procedures:

• Have students label date and write about their reactions to their activities today. Use Wrap-Up questions (#5) as writing prompt.

Closing Prayer

O Lord, save Thy people, and bless Thine inheritance.
Grant victories to the Orthodox Christians over their adversaries;
And by virtue of Thy cross, preserve Thy habitation.

In the Name of the Father, and of the Son, and of the Holy Spirit. Amen.

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

Outline

• Have one student place chart paper on table or tape to wall.
• Have another student get supplies (copies of Service of Baptism, markers, pencils, paper to write information).
• Students should then act as the researchers and begin to look up and outline the following parts of the Baptism and Chrismation service on chart paper:

Our Holy Baptism and Chrismation into God’s Holy Church and Parish Family

I.  Reception into the Catechumenate:

• Exorcism prayers
• Expelling of evil spirits
• Renouncing of Satan
• Symbol of Faith (Nicene Creed)—resurrection, movement towards God’s Kingdom.

II. Order of Holy Baptism:
A. Candles (Light of Christ)

• Anointing with oil
• Blessing of water
• Baptism—immersion; death to life
• White Robe—purity

III. Order of Chrismation
A. Chrismation—anointing with Holy Chrism

• Procession around Baptismal font (“As many as have been baptized into Christ, have put on Christ.”
• Epistle (Romans 6:3-11)
• Gospel (Matthew 28:16-20)

IV. Tonsuring

• Churching

A. Prayer of St. Simeon

Note: It is better to have students look things up for themselves in the service books than to
simply read off the parts of the service. This hands-on learning keeps their
interest as they are doing the research.

• As students are researching, have one student read from portions of the introductory pages explaining the symbolism of each action in both sacraments. You may want to highlight these ahead of time.
• Take pictures of students while they are working. Use these for an additional display, or to enhance charts and displays for “Roots” Coffee Hour.
• When students have finished, ask: What does Baptism say about us as members of the church? (In Baptism we are brought from death to life. In Chrismation we are made members of Christ’s Holy Church.)
• Students may add their own baptism picture to decorate the outline.
• As students are finishing, have them look at Ode 1 of the Paschal Canon which is on chart paper:

The Canon of Pascha

 Ode 1

This is the day of Resurrection. Let us be illumined,
O people. Pascha, the Pascha of the Lord. For from
death to life and from earth to heaven has Christ our
God led us, as we sing a song of victory.

• Ask students, How are our baptism and Chrismation related to the meaning of

Pascha? (Answers should reflect our passing from death to life. Our going into the baptismal water is the death and our immersion and rising is the resurrection. Our Chrismation is the bestowing of the Seal and the gift of the Holy Spirit.) You can go on to quote from p.12,
“Easter and Pentecost are inseparably related in the whole of the
Christian message. Baptism is the personal Easter and Pentecost.”

Journals

Roots Ancestors Map

• Insert “Roots” Ancestors Map from Activities as FlashPaper
• Continue mapping students’ ancestors’ countries of origin, 2 countries each.
• Begin mapping parishioners’ ancestors’ countries of origin

Oral History Project

Wrap-up

Closing Prayer

O Lord, save Thy people, and bless Thine inheritance.
Grant victories to the Orthodox Christians over their adversaries;
And by virtue of Thy cross, preserve Thy habitation. 

In the Name of the Father, and of the Son, and of the Holy Spirit. Amen.

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

Cooperation Puzzle

This project is a group dynamics and cooperation exercise, and is an excellent activity for enhancement of the Cooperative Learning Style. Students must work together to, first, find the problem, then try to solve it by examining all the information. 

The problem is: Who will go to Vespers and the concert at church next Saturday?

• John doesn’t like to go to church concerts, but he likes hanging with Alex and will go if Alex goes.
• Sarah will be going to Vespers and the concert as long as Mrs. Allen doesn’t need a babysitter. Sarah’s regular job is to baby-sit, so that comes first.
• Vespers and the concert are scheduled Saturday, from 7:00-9:00pm.
• Anna rarely misses Vespers.
• Alex did not do well on his last science quiz and has to study every night for an upcoming test, unless someone can help him understand photosynthesis.
• Elizabeth had an argument with Anna, and Anna stomped off without working it out. Now Elizabeth will not go to Vespers and the concert unless Anna apologizes and resolves the argument.
• Tom wants Alex to be able to go to Vespers and the concert, since Alex likes liturgical music. Tom will help out by explaining photosynthesis to Alex. Also, Tom knows the choral director and might be able to introduce Alex.
• Who will go to Vespers and the Concert?
• Tom loves liturgical music, but his parents have a rule that he can only be out three nights a week. They rarely allow exceptions. He has three basketball games to play this week, because he has a make-up game.
• Anna feels badly about walking out on the argument with Elizabeth. She has decided to call to apologize and to settle the argument, once and for all.
• Mary is new to the parish and only knows one person, Elizabeth. Mary will go if Elizabeth goes.
• Mrs. Allen would like to go to the concert, and will need a babysitter.
• Tom and his parents never miss a service, unless he has a basketball game.
• One of the Allen children has come down with a fever, and Mrs. Allen has decided not to go.
• Paul would like to go to the concert, but he will need a ride, since his parents are out-of-town, and his grandmother is watching his baby sister.
• The church school teacher, Mrs. Miller, has offered to pick up anyone who needs a ride to Vespers and the concert Saturday night.
• George is grounded because he was late coming home from last week’s soccer match. He can’t be out past 9:00 pm on week nights.
• Tom’s parents are attending Vespers and singing in the concert.

 Problem: Who will go to Vespers and the concert at church next Saturday?

• John will go because Alex can go.
• Alex will go because Tom will help him with photosynthesis.
• Sarah will go because Mrs. Allen can’t. Her child is sick and Sarah doesn’t have to baby-sit.
• Elizabeth will go because Anna will apologize.
• Anna is going because she regularly attends Vespers, and will work things out with Elizabeth.
• George is going because he is only grounded on weeknights, and Vespers and the concert are on Saturday.
• Tom is going because his parents are singing. His parents have made exceptions for their rule about nights out, and, since they all love liturgical music, this would be an exception.
• Paul can go because Mrs. Miller will give him a ride.
• Mary will go because Elizabeth will go.
• Mrs. Miller is going, and she is driving Paul.
• Tom’s parents are going and singing in the concert.
•  Have one student place chart paper with Group Roles on table or tape to wall.

• Ask students to identify who played what role; have another student list names next to roles

Discussion and Listening

• Ask students to look up St. Paul’s words in the Romans 12:3, 9, 14-18. Have one student read each verse. As they read, stop and ask, How does this affect us in our daily lives? (Give examples as prompts for discussion: Verse 3—not putting ourselves above others; Verse 9—doing what is good, choosing friends wisely, staying away from people who are a bad influence; Verses 14-18—pray for those who bully you, don’t fight back or try to harm those who are trying to harm you, feel empathy toward those around you, do not think yourself above other, treat all those around you with kindness, don’t take revenge on anyone, live in peace.) Ask, When do you think you might have a hard time doing these things? Allow time for responses. How can you accomplish this? (Give students a chance to respond.)
• Have students list responses on chart paper as they are given. Take a class picture and display with list.

Journals

Roots Ancestors Map

• Continue mapping students’ ancestors’ countries of origin, 2 countries each.
• Begin mapping parishioners’ ancestors’ countries of origin

Oral History Project

Wrap-up

Closing Prayer

 In the Name of the Father, and of the Son, and of the Holy Spirit. Amen.

Opening Prayer

In the Name of the Father, and of the Son, and of the Holy Spirit.   Amen.

O Heavenly King, the Comforter, the Spirit of Truth
Who art everywhere and fillest all things.  
Treasury of Blessings, and Giver of Life:  
Come and abide in us, and cleanse us from every impurity,
And save our souls, O Good One.

Discussion Starter-Bridge

Beginning Parish Communities

Parish Model

• Begin by showing Venn Diagram
• Explain how parish, community and liturgy tie in together as one.
• Pass around the information you have collected about various parish organizations. Discuss what they are, how they operate, who they serve, and how to become involved.
• Ask students what they can do to help. As you discuss this, have a student list ways discussed, and start those all agree would be feasible to work on.
• Ask for a student volunteer to oversee the implementation of the actions students wish to take. For example, students could decide to be on the grass-cutting rotation, sign up to run coffee hours several Sundays per year, or for upcoming special events run off bulletins in the office or clean the church or hall, offer to have someone who needs a ride picked up for church or special occasions.
• Please note that it is vital students stick to their commitment, so be realistic in what they can handle. One project is probably best. This can be worked on with the senior group as well.
• Do the same with Deanery/Diocesan program, national church program, and local community program. Be realistic in choosing, as students could feel overwhelmed and react negatively. If they are excited about one church, and one community project, it would be an excellent start.
• Have students list their choices on chart paper and appoint themselves to their tasks. You can keep track of these as the times for action progress.

Journals

Roots Ancestors Map

• Finish mapping students’ ancestors’ countries of origin, 2 countries each.
• Finish mapping parishioners’ ancestors’ countries of origin. They should be ready for display for Roots Coffee Hour.

Oral History Project

Wrap-up

Closing Prayer