RE Curriculum

Year 7

7: First quarter, October through December
Age range: 11 and up, centered on approximately age 12
The program for Year 7 is "Exploring Our Principles." The introduction is written by Helen Zidowecki, and the sessions related to the Principles have been written by Virginia Steel specifically for this curriculum. It is developed as a self-study program, but can also be used with several children. The focus is on the Principles, so that the theme is Unitarian Universalist Identity for Quarters 1-3.

Topic: Unitarian Universalist Identity
10 sessions in the topic area; plus one seasonal session, one session on Christmas, and one week off.

Sessions in the topic area:

"Living Tradition Sources and Affirmations" (text attached at the end of the Year 7 Plan). A primary text is the current Unitarian Universalist hymnal, Singing the Living Tradition.

• Review "Sources and Affirmations", then one session on each of the Sources (6 sessions)
• Relate the Sources and the Affirmations (1 session)

Exploring Our Principles -Principle 1 (text at end of Year 7 Plan) (3 sessions)

Seasonal session:

Choose one holiday from CLF's Cycle of Seasons that has special meaning to your family, and celebrate it together as a family

OR

Celebrate the solstice using a celebration from Starhawk's Circle Round.

Christmas session:

Celebrate Christmas together as a family.

One week off.

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7: Second quarter, January through March
Age range: 11 and up, centered on approximately age 12
Topic: Unitarian Universalist Identity, continued
9 sessions in the topic area; plus one seasonal session, one session on Easter, and two weeks off.

Sessions in the topic area:

Exploring Our Principles

• Principle 2 (3 sessions)
• Principle 3 (3 sessions)
• Principle 4 (3 sessions)

Seasonal session:

Choose one holiday from CLF's Cycle of Seasons that has special meaning to your family, and celebrate it together as a family

OR

Celebrate the equinox using a celebration from Starhawk's Circle Round.

Easter session:

Celebrate Easter together as a family.

One week off.

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7: Third quarter, April through June
Age range: 11 and up, centered on approx. age 12
Topic: Unitarian Universalist Identity, continued
10 sessions in the topic area; plus one seasonal session, and two weeks off.

Sessions in the topic area:

Exploring Our Principles

• Principle 5 (3 sessions)
• Principle 6 (3 sessions)
• Principle 7 (3 sessions)

Seasonal session:

Choose one holiday from CLF's Cycle of Seasons that has special meaning to your family, and celebrate it together as a family

OR

Celebrate the solstice using a celebration from Starhawk's Circle Round.

Two weeks off.

______________________________________

7: Fourth quarter, July through September
Age range: 11and up, centered on approx. age 12
Topic: Social justice

Sessions in the topic area:

Independent study of Unitarian Universalist agencies/organizations that work for social justice. Look on the Unitarian Universalist Association Web Site for information (www.uua.org)

Seasonal session:

Choose one holiday from CLF's Cycle of Seasons that has special meaning to your family, and celebrate it together as a family

OR

Celebrate the equinox using a celebration from Starhawk's Circle Round.

Evaluation session:

Remembering -- Brainstorm list of memorable Sunday school sessions from the past year.

Evaluating: From the children's point of view, what were the best sessions?

Revisiting the covenant: Review Sunday school covenant you created. Does it need to be revised? When done, sign it again for this year.

See the Introduction for more on assessment and evaluation sessions.

Two weeks off.

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LIVING TRADITION SOURCES AND AFFIRMATIONS

From Unitarian Universalism Parenting, by Helen Zidowecki, used with permission.

The Unitarian Universalist Association (UUA) formed in 1961 from two older religious groups, the American Unitarian Association and the Universalist Church of America. Historically, both the Unitarians and Universalists developed various statements describing their beliefs—and were careful to separate these from requirements for membership in a congregation. Unitarian Universalists recognize that beliefs evolve and change. The Principles and Purposes are in the Bylaws of the UUA (Article II). The process for developing and changing them includes intense discussion in local congregations and at General Assembly over several years. The Principles and Purposes (or "the Principles"), adopted in 1985, are:

• Ideals toward which we work, rather than requirements for membership;
• Guidelines for religious and ethical living;
• Sources of inspiration for religious education, worship, and social action.

There are two components of the Principles: the Affirmations and the Living Tradition Sources. The affirmations are presented in the Principles. Perhaps a difference between our affirmations and creeds or covenants of other religious traditions is that these affirmations form the common bond among us as guidelines for living, rather than a theological statement.

The second part of the Principles is the sources from which the affirmations have developed. It is the sources that establish the diversity of our religious tradition. While both Unitarian and Universalists have roots in Judeo-Christian heritage, Unitarian Universalism is a tradition which draws on universal elements in the world's religions. The sources are evident in the stories that we tell, the rituals that we use, the hymns that we sing, and in religious education. Possibly understanding of the Principles should start with the sources.

The affirmations that guide our living and our interactions with children come from the sources. The affirmations are presented here as they appear in the Unitarian Universalist Association Bylaws, followed by a children's version from The Unitarian Universalist Alphabet (Zidowecki, 1999). (There are various other versions for children, but no 'official version'.)

In our attempt to make the affirmations understandable for children, we must be clear in our understanding of the principle. For example, when we consider justice and fairness and liberty, how do we discuss such complex issues as war and peace or human rights? Or does the "democratic process" relate to voting only, or to having a say in things that affect us, even if the final decision is not made by us (which it frequently is not, for children) or by a vote? Understanding and living the affirmations is a long-term venture.

A graphic presentation is a flaming chalice, the symbol of our tradition, with the affirmations incorporated into the flames, and the base of the chalice incorporating or 'holding' the sources.

Study of the Sources

For each source, look at the sections of Singing the Living Tradition, both the hymns and the readings. Note that "Spiritual teachings of Earth-centered traditions" does not have its own section because this was identified as a separate source in 1995, and Singing the Living Tradition was published in 1993. For that source, look at entries in the hymnal that could be considered for that source.

If possible, sing the hymns, and read, meditate and discuss the readings.

• Direct experience of that transcending mystery and wonder affirmed in all cultures, which moves us to a renewal of the spirit and an openness to the forces which create and uphold life;
• Words and deeds of the prophetic women and men which challenge us to confront powers and structures of evil with justice, compassion, and the transforming power of love;
• Wisdom from the world's religions which inspires us in our ethical and spiritual life;
• Jewish and Christian teachings which call us to respond to God's love by loving our neighbors as ourselves;
• Humanist teachings which counsel us to heed the guidance of reason and the results of science and warn us against idolatries of the mind and spirit;
• Spiritual teachings of Earth-centered traditions which celebrate the sacred circle of life and instruct us to live in harmony with the rhythms of nature (Added at General Assembly, June 1995).

Think of examples from the sources that can relate to the affirmations. Some will be more obvious than others. Keep this as an ongoing activity as you move into the study of the affirmations, called principles, in the following study written by Virginia Steel.

Study of the Affirmations, or Principles

See Exploring Our Principles

______________________________________

Exploring Our Principles
Written by Virginia Steel for this CLF Curriculum, 2003

What does it mean to be a UU - really?

• What is this faith is that your family has grown up in or has chosen?
• What does it mean for how you live your life, for the way you make important decisions?
• How do you answer questions from your friends and relatives, who may have questions based on their own religious backgrounds or from their lack of such a background?

For understanding and for guidance, most Unitarian Universalists turn to our PRINCIPLES. This set of principles was created through a lengthy process during the 1980's, in which ideas were brought forth from individuals, then from congregations. Finally these proposals were voted on in two successive General Assemblies of the Unitarian Universalist Association - voted on by thousands of thoughtful individuals.

These PRINCIPLES are not a creed. No one is required to accept them to become a Unitarian Universalist.

These PRINCIPLES are not a statement of belief. They are introduced with these words:

"We, the member congregations of the Unitarian Universalist Association, covenant to affirm and promote…"

What does that mean?

"We covenant" means that we pledge or promise to each other, in a free exchange of sincere feelings, that we will…"

"to affirm…" means that we will say "Yes!" to these concepts, that we will accept them for ourselves.

"and promote…" means that we will do what we can to apply these principles in our lives, and to make them come alive wherever and whenever we can. We will talk about them and show by our actions how we are trying to bring them to wider use in the world at large.

In this special program for youth and their families, work through PRINCIPLES, exploring each one, discussing it, trying it out in various ways, coming to understand it for yourself and to appreciate what its wider application could mean. At each one you will find several things to do. In doing these things you will focus sometimes on yourself, sometimes on your family, and sometimes on your community or the wider world. You will discover, as you explore, what YOU CAN DO to make this world a better place by putting these PRINCIPLES into practice.

YOU WILL NEED

1. A diary, or some sort of notebook in which you can write things that are for your eyes only. You will asked to explore your feelings, your observations, your ideas.
2. The agreement of your family to work on this with you. It does not have to involve all possible members of your family, but the more who participate, the greater the benefits will be. It does not have to be the same people for the whole program, although continuity always helps.
3. Help from adults other than your family, people that your family can easily help you contact.
4. An open and enquiring mind and a heart that is ready to grow.

Principle 1: …to affirm and promote

the inherent worth and dignity of every person.

1. A. Yourself - You are unique.
   
   Think about these questions very carefully and write down your present answers - just for yourself.
   • What is unique about you that you like?
   • In what ways is it hard being unique?
   • In what ways do you feel more uncomfortable with your uniqueness than you did last year?
   • In what ways do you feel more comfortable with your uniqueness than you did last year?
   • In what ways do you understand your unique self better than you did last year?
   • Think of someone you know, in school or in some other group, who is respected for a unique characteristic. Write about that person in that group.
   • What unique characteristic do you especially wish your peers would respect you for?
     
2. An older person - Living with being unique.
   
   Arrange with your family a chance to talk with an adult friend of the family about his/her life and especially about the ways in which he/she is unique. Ask about this person's family, job(s), opportunities (including missed ones), and accomplishments outside of work.
   
   Ask this person how she/he felt about being different from other people when she/he was (a) your age, (b) college age, (c) younger than 30 and (d) over 30. Encourage your parents to join in this conversation or talk about it with them afterward.
   
3. Someone younger - You can help.
   
   Discuss or write about a time when you did something to promote feelings of worth and dignity on the part of someone younger. What were the circumstances? What did you do? How did the younger person react? How did each of you feel?
   
   Find an opportunity to help with someone younger or with a group of younger children. How will you help each of them feel respected? Write about or discuss your experience afterward.

Principle 2: …to affirm and promote

acceptance of one another and encouragement of spiritual growth in our congregations.

Each of grows spiritually in our own ways, and being part of a congregation can help such growth. The Church of the Larger Fellowship is a "congregation without walls". CLF helps its members grow spiritually through the many resources, including electronic connections. And you can find many ways to nourish your spirit within your family, within other groups or by yourself. The section on worship and meditation in the CLF booklet Religious Education at Home is excellent on this topic.

1. Readings and rituals
   
   With your family, try using a reading, a chalice lighting or other ritual before meals. It could be at one meal a day or less often, but doing it regularly helps a lot. Experiment to find what feels best for your family - what has the most positive effect. It could be a period of silence, holding hands, each person telling something good that happened recently, or taking turns choosing and sharing readings. The final chapter of Religious Education at Home has a selection of readings from which you can choose.
   
2. What does being religious mean? Choose one:
   1. Make a drawing, a sculpture or a painting of something which feels religious to you - something which affects your spirit, something especially significant, or
   2. Choose a piece of music which feels especially religious to you - something which affects your spirit, something especially significant, or
   3. Keep a private diary for at least two weeks of things in your life which feel religious - things which affect your spirit, things that seem especially significant.
      
3. Spiritual Growth. Working with a parent, make a list of specific events, programs, places or people in your life which have promoted love, acceptance and spiritual growth.

Principle 3: …to affirm and promote

a free and responsible search for truth and meaning.

1. Discuss truth and meaning with one of your parents or another UU adult.
• What kinds of truth are there?
• For what kinds of meaning are we searching?
• How do we know what is right?
• Where have some of your family's ideas of "what is right" come from?
  
2. With your family do parts 1, 2 and (optionally) 3.
   
   1. Values grid (Print one copy for each participant.)
      
      The process of valuing (making our stated values real for us) consists of the seven sub-processes listed across the top of the chart. Use this chart to help you understand how these processes work in some specific issues which concern you.
      1. Write in the first column a list of issues in which all participants are interested. Some possibilities could be the role of the U.S. in world affairs, race relations in your community, homelessness or hunger, competition for grades in school, drinking or drug use by young people.
      2. On your own chart write in each box your answer to the question at the top of the column, for the particular issue in that row. Be as honest as possible. This is not about what you believe or how you feel about the issue. It is about how we develop our values. Other participants do the same with their copies of the chart.
      3. Discuss your conclusions from the chart about the ways we acquire, hold and develop our values - not discussing the content of the values. Be sure everyone demonstrates respect for everyone else's responses and feelings. Find out how people have arrived at their convictions and how firm they are in their beliefs. Parents are urged to talk about how their convictions or the strength with which they are held have changed over the years.
   2. Choose someone to read the Alligator River story aloud (see separate page). Then discuss it:
      • Rank the characters from the most reprehensible to the least objectionable. Compare your rankings.
      • Considering the person you chose as worst: is that the kind of person you would least want to be like?
      • What kind of person would be the opposite of this character?
      • List three things you could do or are now doing to be like the opposite of the person you ranked as worst.
        •
        
   3. (optional) Vote or use the consensus method to decide whether or not to use this section.
      
      Take family values into account in making plans for the next summer. Think about the high hopes people have about summers - all the fun they expect to have or all the things they expect to accomplish. Setting realistic expectations and planning optimum use of free time are parts of values clarification.
      • Each person fills in a "Ready for Summer" chart (on separate page) by himself or herself, putting down anything which comes to mind in each column.
      • Then, from your own chart, choose up to ten items, no more than two from each category, that you REALLY want to do next summer. Put stars next to these.
      • For each starred item, answer the following questions:
      • What will I need in order to do it?
      • Who could help me do it?
      • What are the first steps I would have to take?
      • What deadlines or schedule can I realistically set and stick to?
      • Discuss with each other, compare with any actual plans, discuss implications. How can the most people get the most of what they want the most from the coming summer?
3. One important resource for truth and meaning for many people is the Bible.
   • What does the Bible mean to you?
     (Think carefully and list all possible genuine personal answers.)
   • What does the Bible mean to your parents? …your grandparents?
   • What does the Bible mean to a friend of yours who participates in a Christian church?
     (Actually talk with the person about this - don't guess.)

   The Alligator River Story

   Once there was a girl named Abigail who was in love with a boy named Gregory. Gregory had an unfortunate mishap and broke his glasses. Abigail, being a true friend, volunteered to take them to be repaired. But the repair shop was across the river, and during a flash flood the bridge had been washed away. Poor Gregory could see nothing without his glasses, so Abigail was desperate to get across the river to the repair shop. While she was standing forlornly on the bank of the river, clutching the broken glasses in her hand, a boy named Sinbad came by in a rowboat.

   Abigail asked Sinbad if he would take her across. He agreed to on condition that while the glasses were being repaired she would go to a nearby store and steal a radio that he had been wanting. Abigail refused to do this and went to see a friend named Ivan who had a boat.

   When Abigail told Ivan her problem, he said he was too busy to help her out and didn't want to be involved. Abigail, feeling that she had no other choice, returned to Sinbad and told him she would agree to his plan.

   When Abigail returned the repaired glasses to Gregory, she told him what she had had to do. Gregory was appalled at what she had done and told her he never wanted to see her again.

   Abigail, upset, turned to Slug with her tale of woe. Slug was so sorry for Abigail that he promised her he would get even with Gregory. They went to the school playground where Gregory was playing ball and Abigail watched happily while Slug beat Gregory up and broke his glasses again.

Principle 4: …to affirm and promote

the rights of conscience and the use of democratic process within our congregations and in the society at large.

1. Decision-making: In your family
   
1. Think about ways decisions can be made (authoritarian, democratic, consensus, etc.).
   • When are authoritarian decisions made in your family? When are they appropriate? (for the safety or well-being of someone not yet old enough to make good decisions?)
   • Does your family use the democratic process for some decisions? Do all members of the family have equal votes? How well does this work?
   • Does your family use the consensus method for some decisions? For what kinds of decisions? Are all family members represented in the process? How well does this work?
     
2. Use consensus to decide within your family:
   • what social justice problem you would like to take action on,
   • which family members will participate in this project, and
   • what you will do (and when and where and how).
   • See the section for Principle 5.
     
3. Afterward, evaluate the process your family used. Is everyone still comfortable with the decision and the way it was reached? If not, why not? What would you do differently the next time?
2. In our denomination, a Unitarian Universalist Issue
   
   Choose one controversial topic from a current or recent issue of UU World and discuss it with your family. It works particularly well to read the letters to the editor in the most recent issue, to find a subject that has generated controversy, and then to read the original articles on that topic in the previous issue.
   • Why would a religious group be concerned about this issue?
   • Do you and your parents agree about it?
   • Why would other people hold such different opinions and still belong to the same denomination?
   • What does this tell you about being a Unitarian Universalist?
     
3. (If you belong to a group of Unitarian Universalists - more than one family)
   
   Discuss with your parents how decisions are made in your UU group. What role does each participant play in making decisions? How do the various members of the group feel about the process and its results? Ask them - don't guess.
   
   What does this tell you about being a UU?

Principle 5: …to affirm and promote

Justice, equity and compassion in human relations.

1. Your personal point of view
   
   Discuss with your family an issue in which you have been involved personally, in which you felt that there was a serious lack of justice, equity or compassion.
   • How do you wish people (or a person) had treated other people (or a person) in this case?
   • How do you think this issue looked to each person who was involved?
   
   Over the period of a week, keep track of incidents both in and out of school, in which justice, equity or compassion were seriously lacking AND incidents in which they were used.
   
• Is it easier to find positive examples or negative ones? Why?
• What can you think of that would improve the balance?
  
2. Someone else's point of view
   
   Listen to some of the songs of Fred Small (who was a singer/songwriter when he wrote them, and who is now a UU minister in Massachusetts). See his web site at www.fredsmallmusic.com
   
   • What messages about justice, equity or compassion do you hear?
   • Which songs do you like best? Why?
   • What do others in your family think of the songs?
     
3. Taking action (See section for Principle 4)
   
4. With another member of your family, take an active role in some project of social justice, equity or compassion. Use the process outlined under Principle 4 to decide on the project and your personal involvement in it.
   
   • What project did you take part in?
   • How did this promote justice, equity or compassion?
   • How did you feel while you were doing it?
   • How do you feel about it now?
   • Do you think its effects were short-term or long-term?
   • Did you grow spiritually as a result of doing this?
     

Principle 6: …to affirm and promote

the goal of a world community with peace, liberty and justice for all.

1. Read and discuss with your family the story of "The Thousand Paper Cranes."
   
2. Write a story or make a drawing, painting, sculpture or collage that shows your "vision of peace." Imagine what life could be like, not just in the absence of war, but if a whole new "peace mentality" prevailed.
   • How big is your "world community"?
   • Are there some kinds of people that you'd find it difficult to fit into a community of peace?
   • What would it take to include everyone? Is such a dream possible?
     
3. Practicing peacemaking in your family.
   1. Most of this section came from the book Peacemaking: Family Activities for Justice and Peace by Jacqueline Haessly, Paulist Press, NY (1980). Try to find some book like this in your library, for its helpful suggestions about peacemaking in real families.
      
   2. Be patient - it takes a long time to change habits. We are always in the process of learning. Within our families we need to practice AFFIRMING OURSELVES and AFFIRMING OTHERS, trying to minimize the too-prevalent practice of put-downs. As we create an atmosphere where people feel loved and trusted, respected and wanting to cooperate, people will want to work together to resolve problems.
      
      Conflict is not bad or wrong; it simply is. People who have not learned creative conflict resolution tend to think there are three ways to handle conflicts: being aggressive, being passive or avoiding the conflict, or resorting to a higher authority.
      
      Conflicts arise because of (a) opposing needs, (b) limited resources and (c) real or perceived value differences. Since different kinds of conflicts should be handled differently, it is important to practice identifying the types.
      
      • Using index cards or slips of paper, each person in the family should write down, one example on each paper, several conflicts which have occurred recently in the family. Then, as a group, decide which type of conflict each one represents - without any other discussion of the issues. Assign each conflict to either (a) needs, (b) resources, or (c) values (including likes and dislikes).
        
   Sometimes a conflict arises out of the circumstances of a particular moment, and a simple request brings forth an angry response. Someone may be tired, in a hurry, preoccupied or already frustrated. For minor cases like this it may work to take "TIME OUT AND REPLAY".
   
   Stop as soon as someone realizes what is happening, go back to the beginning, and "replay" the scene as you wish it had occurred the first time - or at least try to listen to the other person more sympathetically than before.
   
   
   3. For conflicts over needs or resources, those involved must acknowledge that a problem or conflict exists. They must choose a favorable time to deal with it, perhaps allowing for a cooling off period. They need to re-examine past instances of conflict resolution which probably involved winners and losers, blaming, or labeling, and were probably settled in favor of the biggest, oldest, strongest, fastest, best talker, or the one who could keep quiet the longest.
      
      Participants must WANT to find ways in which all are winners and resolutions are of mutual benefit. All who are involved in the conflict must take part in the decisions affecting them.
      
      1. ROLE REVERSAL
         
         The parties to the conflict literally exchange places. Each tries, as far as possible, to feel what the other was feeling, and says what the other might have said.
         
      2. BRAINSTORMING
         • Identify the problem and write it down on a large sheet of paper.
         • Brainstorm all possible solutions, including improbable ones. No comments on ideas at this stage.
         • From the total list have each person identify three solutions which would be acceptable and one which would not, and mark each kind.
         • Mark with a star those solutions which would be acceptable to everyone.
         • Using just those solutions acceptable to everyone, brainstorm all possible consequences, problems and effectiveness of each one.
         • Make a group decision on which solution will meet the most people's needs in the most acceptable way.
         • Plan to evaluate the results within a set time
   4. Conflicts over values are more difficult to deal with and call for developing greater empathy - the ability to feel what the other person feels. Some examples of conflict over values might be:
      • You discover that your mother has been reading your letters/email.
      • Your mother insists on helping you choose clothes to buy because once you chose something she didn't like.
      • You borrow your older sibling's sweater without his/her permission and tear it.
      • You have been assigned to wash dishes every night and to mow the lawn on weekends, but you feel that this has been done to keep you from associating with friends of whom your parents disapprove.
        
   RWA's (Resent, Wish, Appreciate)
   
   This is a good way to handle conflicts based on differing values, especially when strong feelings are involved.
   
   Identify what you Resent about the other person's behavior. Start a statement with "I resent you for…" or "I resent you when…" For example: "I resent you, Jim, for not doing your share of the work around the house."
   
   Now say what you want changed about this behavior. Continue by saying "…and I wish that you would…" Be specific and realistic. OR say "…and I wish we could take time to talk over a solution and work something out." For example: "I resent you, Jim, for not doing your share of the work around the house, and I wish that you would take the garbage out on Tuesday nights and shovel the driveway when it snows."
   
   Then put yourself in the other person's position and finish your statement with something that you Appreciate from that person's point of view. For example: "I resent you, Jim, for not doing your share of the work around the house, and I wish that you would take the garbage out on Tuesday nights and shovel the driveway when it snows, but I do appreciate the fact that you are involved with so many things around school that you don't have much time, and sometimes you are so caught up in your other activities that you don't remember."
   
   Discuss with your family how any of these methods have worked for you. Have you had any consistent success with any particular method?
   
   Maybe you'd like to try other methods. See what your library has to offer.

Principle 7: …to affirm and promote

respect for the interdependent web of all existence, of which we are a part.

1. Spend at least half an hour outdoors, as far away from any house or other human center as possible, on a warm evening if possible, in total silence - listening, listening, listening, hearing, feeling and smelling.
   
   Do this on two different occasions.
   
   Write notes about your experiences, your observations and your feelings in your private diary.
   
   If another member of your family does this with you, compare notes afterward.
   
2. Make a poster or write a paper about one environmental issue which especially interests you, and on which you would like to work.
   • Is it something you can work on locally, at your age?
   • Who is working on it, and where are they working?
   • What success are they having?
   • Who can help you find answers to these questions?
     
3. Choose an environmental issue on which you can work locally. It could be a local project, such as clearing trash out of a waterway, or it could be a non-local project on which local people are working, by writing letters, making phone calls, or getting out the vote. With your family's help, decide how you can get involved, at least for a while.
   • What will you work on?
   • Who else is working on it locally?
   • How can you help?
   • How much of a commitment will it take?
   • How will you evaluate the results of the project?

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Last updated September 24, 2008