FAITHFUL JOURNEYS
A Tapestry of Faith Program for Children
SESSION 10: SPEAK OUT
BY BY ALICE ANACHEKA-NASEMANN AND LYNN UNGAR SUSAN DANA LAWRENCE, DEVELOPMENTAL EDITOR JUDITH A. FREDIANI, DIRECTOR OF LIFESPAN FAITH DEVELOPMENT
© Copyright 2009 Unitarian Universalist Association.
Published to the Web on 11/7/2014 4:14:49 PM PST.
This program and additional resources are available on the UUA.org web site at
www.uua.org/religiouseducation/curricula/tapestryfaith.
SESSION OVERVIEW
INTRODUCTION
A "No" uttered from the deepest conviction is better than a "Yes" merely uttered to please, or worse, to avoid trouble. — Mohandas Gandhi
In this session, participants are introduced to the fifth Unitarian Universalist Principle, the right of conscience and the use of democratic process. We introduce Maria Cook (1779-1835), an early Universalist preacher, who responded to a trumped-up vagrancy charge by practicing passive resistance and, when jailed, preached Universalism to those who shared her incarceration. In Maria Cook, participants find a model of someone who held fast to the teachings of her conscience in the face of authority and found peaceful, dignified ways to express her views even when those around her tried to shut her down. Participants role-play responses to situations that challenge their consciences or beliefs. We will add the signpost "Speak Out" to our Faithful Journeys Path.
GOALS
This session will:
LEARNING OBJECTIVES
Participants will:
SESSION-AT-A-GLANCE
Activity | Minutes |
Opening | 2 |
Activity 1: Faithful Footprints | 5 |
Activity 2: Move It! Values Continuum | 5 |
Activity 3: Story Basket and Centering | 5 |
Activity 4: Story — Speaking Out: Maria Cook, Universalist Preacher | 8 |
Activity 5: Justice Role Plays | 20 |
Activity 6: I Object! | 8 |
Faith in Action: Start a Petition | 45 |
Closing | 7 |
Alternate Activity 1: Democratic Decision Making | 20 |
SPIRITUAL PREPARATION
If it would be helpful in creating sacred space, light a candle or chalice. Consider times when you have spoken up for what you believed was right, in a personal or political setting. Why did you speak out? What did it cost you? What did you gain?
Have there been occasions when you wanted to speak out, but did not? What stopped you?
Think about how your own experiences can help you empower the children to recognize and claim, in faith, their right and responsibility to speak out.
SESSION PLAN
OPENING (2 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Gather the children in a circle. Light the chalice. Point out the chalice-lighting words on the newsprint and invite the group to read together:
We light this flame for the light of truth, the warmth of love, and the energy of action.
Indicate the poster(s) of the Unitarian Universalist Principles. Or, give each child a copy of the handout. Ask a volunteer to read the fifth Principle in the adult language. Ask a second volunteer to read the children's version of the fifth Principle. Then, say:
Today we will learn about this Unitarian Universalist Principle — what it means, and what kinds of actions show it. Let's get started.
Collect handouts for reuse.
Including All Participants
If not all participants are fluent readers, take the time to teach the group to say the opening words from memory.
If the group has children who are sensitive to perfumes or other chemicals, use unscented candles or an electric or battery-operated flame. An electric flame is also recommended if you may not use open flames or if any participants are afraid of fire.
ACTIVITY 1: FAITHFUL FOOTPRINTS (5 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
This activity reinforces children's learning as they model translating faith into action for one another. To strengthen children's Unitarian Universalist identity, help participants see how their own behavior demonstrates specific Principles.
Gather in a circle. Point to the Faithful Journeys Path and say:
Together we are taking a journey to learn what it means to live as Unitarian Universalists. Each time we meet, we talk about ways our actions show our beliefs about what is right and good. This is called "putting our faith into action."
When you share about something you have done that shows what you believe, you can choose a footprint or wheelchair to add to our Faithful Journeys Path.
Hold up the footprint you made of your own faithful action. Tell what you did and how it represents your Unitarian Universalist beliefs. If you can connect your action to a Principle, briefly explain. For example:
Ask the children to think of an act they have done, since you met last, that reflects Unitarian Universalism. You may wish to prompt:
As participants name their actions, write a word or phrase describing the action on a footprint or wheelchair cutout. Invite children to write their names on their cutouts and post them on the Faithful Journeys Path. Have them progress along the path over the course of the program.
To stay within the time frame for this activity, use these guidelines:
It is very important to avoid judging participants, either with criticism or praise. Avoid phrases like "Great job!" or "You're fantastic!" which might suggest that acts of faith vary in their value or encourage children to compete to share the "best" act.
You should, however, respond to each child's contribution. Listen carefully to what a child tells you. After each child shares, say something like, "Thank you for sharing," followed by a summarizing sentence, such as:
Identify the Unitarian Universalist Principles each act represents; refer to the Principles poster if the room has one or indicate a relevant signpost on the Faithful Journeys Path. By responding specifically to each child's faithful actions, you will help them feel pride, a sense of accomplishment, and their own empowerment as agents whose actions and choices reflect Unitarian Universalist beliefs and values.
Including All Participants
Along with cut-out footprints (Session 1, Handout 3, Faithful Footprints), provide wheelchairs (Session 1, Handout 4, Making Tracks for Faith) in the same colors of paper. Encourage all the children — not just those who use wheelchairs for mobility — to sometimes use a wheelchair instead of footprints to represent their faithful actions.
ACTIVITY 2: MOVE IT! VALUES CONTINUUM (5 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
This exercise gives all participants the chance to literally take a stand for what they think is true.
Gather the children and say:
Our story today is about a Universalist woman almost two hundred years ago who stood up and spoke out on her religious beliefs. Before we hear the story, let's play a game that gives each of you a chance to place your body where your beliefs are.
I'm going to read some sentences that give you two different choices about what you think is right or true. If you agree with the first choice, come over here to my right side. If you agree with the second choice, come over here to my left. If you think the truth is somewhere in between, that is okay. Place yourself in the spot that best shows what you think is true or right. For example, if you mostly think the first choice is true but also think the second choice is a little bit true, you could come to my right side, close to the middle.
There is no right or wrong answer to any of these questions. You just need to decide for yourself what you think is true.
Begin reading the choices in Leader Resource 1. If you have time, invite children to share after each question why they placed themselves where they did.
After you have offered all the choices, regather the children in a circle. Ask how it felt when they stood with many others. How about times when they stood in a place with fewer children, or by themselves, and realized most people did not agree with them? Ask them if being together in Faithful Journeys made it easier or harder to figure out where to stand. Would they answer every question the same way privately, if they were thinking about it alone?
ACTIVITY 3: STORY BASKET AND CENTERING (5 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Gather the children in a circle in your storytelling area. Show them the storytelling basket. Say something like, "Let's see what's in our story basket today."
Tell the group the items in the story basket will be placed on this altar or table after the children have passed them around the circle. Take the story-related items from the basket, one at a time, and pass them around. Objects that are fragile or should not be passed around for any reason can be held up for all to see and then placed directly on the altar.
Briefly name the various objects. Explain that our religion, Unitarian Universalism, has a long history in the U.S. , and Maria Cook, a Universalist preacher, is part of it. As the items come back to you, display them on the altar for children to look at as they listen to the story.
Remove the sound instrument from the story basket. Tell the children that every time you tell a story in Faithful Journeys, you will first use the instrument to help them get their ears, minds, and bodies ready to listen. Invite them to sit comfortably and close their eyes (if they are comfortable doing so). You may tell them that closing their eyes can help them focus on just listening.
In a calm voice, say:
As you breathe in, feel your body opening up with air. As you breathe out, feel yourself relaxing.
Repeat this once or twice. Then, say:
Now you are ready to listen. When I hit the chime (turn the rain stick over), listen as carefully as you can. See how long you can hear its sound. When you can no longer hear it, open your eyes and you will know it is time for the story to begin.
Sound the chime or other instrument. When the sound has gone, begin telling the story.
Including All Participants
If anyone in the group is unable to hold or pass items, or cannot see the items, make sure you or a child in the group offers the person a chance to see and touch each object, as needed.
Some people do not feel safe closing their eyes when they are in a group. If any children resist, respect their resistance and suggest that they find a single point of focus to look at instead.
If you have a basket of fidget objects for children who may listen and learn more effectively with something in their hands, make the fidget object basket available during this activity. Remind children where it is before you begin the "centering" part of this activity. Find a full description of fidget objects and guidance on using them in Session 2, Leader Resource 2.
ACTIVITY 4: STORY — SPEAKING OUT — MARIA COOK, UNIVERSALIST PREACHER (8 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
In this story, Maria Cook, the first woman Universalist preacher, exemplifies our fifth Principle, the right of conscience and the use of democratic process. In addition, the story introduces nonviolent resistance, a physical way of
speaking out.
Before you begin, look around the room and make eye contact with each person. Read or tell the story.
Ring the chime (or other sound instrument) to indicate that the story is over. Then, guide a brief discussion with these questions:
ACTIVITY 5: JUSTICE ROLE PLAYS (20 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Gather the group so everyone can see people who will stand in the front. Solicit volunteers to perform the role in the first scenario, hand them their scripts, and offer them a few minutes and help, as needed, to prepare. You may wish to offer them simple props or costumes.
After they have presented the scenario, pose the questions provided and invite the children to suggest what should happen next. You may wish to then have children improvise what might happen if the characters followed through on participants' suggestions of what people in that scenario might do.
Present and discuss as many scenarios as time allows. Conclude by thanking children for acting the roles and considering faithful ways to act in these scenarios. Affirm:
Though it can be hard to do, our faith asks us to be ready for chances to make things more fair by speaking out.
Including All Participants
Give performers ample time to review the scenarios, especially if you are not sure they all read fluently. Ask if anyone has questions about how to pronounce words. You could also stand near performers to prompt as needed.
ACTIVITY 6: I OBJECT! (8 MINUTES)
Preparation for Activity
Description of Activity
This activity will give all participants an opportunity to be heard while they voice their opposition to something that bothers them.
Form a circle. Explain, in your own words:
Most of us have noticed something in our world we think is wrong. We might think it's wrong that we have to do homework. We might think it's wrong that people drop litter on the ground, or that there is war. Or, like Maria Cook, we might think it's wrong to keep people quiet just because they are girls and not boys.
Maria objected. She did it without screaming or hitting. She did it by standing up and speaking out. We are going to try that now. Each person who wants to will have the chance to come into the circle and say "I object! It is wrong that ... ."
When the person in the center has stated their objection, together, the rest of us will ask "Why?" Then we will listen carefully as the person in the center explains why they object. We are giving each other practice in standing up and speaking out. And we will learn what some of us believe is wrong.
When the person is done, we will ask, together, "What would be better?" The person in the center can then say what they think would be better.
Model entering the circle to voice an objection. A co-leader can prompt the group's unison parts. You might say:
I object! It is wrong when people drive bigger cars than they need.
Direct the children to ask you, "Why?" You might say:
Big cars use a lot of gasoline, which contributes to global warming. Then everyone on the planet suffers because of some people's cars. And big cars take up too much room on the roads and make it hard for little cars and bicycles and people walking.
Direct the group to ask you, "What would be better?" You might answer:
People should buy more fuel-efficient cars. Car companies should only sell cars that get reasonable gas mileage. People who do not need a really big car should get a small one, or not use a car. People should drive less and walk or bicycle more!
Including All Participants
Children who may be uncomfortable speaking in front of the group can actively learn as they listen and respond to others in the circle. Avoid putting anyone on the spot; ask for volunteers rather than going around the circle and asking each child to take center stage.
CLOSING (7 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
This activity helps children get used to practicing a closing ritual as a way of affirming their belonging in the faith community.
Gather the group in a circle. Thank the children for participating and sharing their stories and ideas in this session. Tell them something you liked about the way they worked together as a community.
Point out the Faithful Journeys Path. Say, in your own words:
Our Faithful Journeys Path shows our journey to live our lives and act in ways that reflect our Unitarian Universalist beliefs and faith. The signposts direct us by reminding us about our Principles.
Today's signpost is "Speak Out." It stands for our fifth Unitarian Universalist Principle, the right of conscience and the use of the democratic process. It means that we believe that people deserve a voice and a vote in matters that concern them.
Attach the signpost to the Faithful Journeys Path.
Remind the children that next time they meet they will have a chance to add Faithful Footprints to the Faithful Journeys Path. Encourage them to use their voices to speak out about what they think is true or fair, or to use their votes or otherwise participate in a democratic process. Suggest children make sure a club at school includes everyone; choose something to change at school or home and start a petition to get people to sign and give to the decision-makers; or speak out to a parent, a teacher, or another person in authority to protest a decision or rule they think is unfair.
Point out the words to the UU Principles Song. Tell the children it is sung to the tune of "Old McDonald Had a Farm." Lead the children in singing the verse about the fifth Principle. Then, sing the entire song together. Explain that you will learn about all of the Principles during the Faithful Journeys program.
Distribute the Taking It Home handout. Thank the children, tell them you look forward to seeing them next time, and dismiss the group.
FAITH IN ACTION: START A PETITION (45 MINUTES)
Materials for Activity
Description of Activity
Have the children brainstorm what they think is unfair and needs to change in your congregation (for example, you might focus on limitations turned up during the accessibility audit in Session 3) or the local or wider community to which you all belong. Write all ideas on newsprint. Then, invite the children to vote on one for which they would like to raise support by holding a petition drive.
Explain in your own words:
A petition is a request for something to change. We will write a description of the problem, and change we want to happen. People will sign the petition if they agree with the change it suggests. Then, we will give the list of signatures to a person or group that has the power to make that change happen.
A petition with a lot of signatures can be a powerful tool to convince those in power that lots of people want action or change.
Engage the children in articulating their concern and the changes they wish to suggest. Help them determine the best recipient for your petition — a person or group with the power to make the change they seek. Then, create a petition with the concern stated at the top and spaces for signatures below. (This may be easiest on a laptop computer.) Make copies, so children can circulate the petition in pairs or small groups.
Guide the children to practice how they will ask others of all ages to sign the petition. Help them articulate what the petition is about. Prepare them for encounters with individuals who might not want to sign. Arrange for the children to solicit signatures during your congregation's coffee hour.
Follow through. Send the signed petition to the designated person or group. Then, seek a response from the petition's recipient(s) if none is forthcoming, and share it with the children in the group. It is important that they learn about any impact their actions have. Raising issues and changing minds are important faithful acts in the democratic process.
LEADER REFLECTION AND PLANNING
Take a few minutes to evaluate the session with your co-leader immediately afterward, while it is fresh. Share your thoughts with any other team co-leaders and your director of religious education. You might find it helpful to consider these questions:
TAKING IT HOME
A "No" uttered from the deepest conviction is better than a "Yes" merely uttered to please, or worse, to avoid trouble. — Mohandas Gandhi
IN TODAY'S SESSION... We learned about the fifth Unitarian Universalist Principle, the right of conscience and the use of the democratic process. We heard about Maria Cook (1779-1835), an early Universalist preacher who responded to an unfair vagrancy charge by practicing passive resistance, and then preached Universalism to others in prison. We role-played scenarios in which people felt they were being treated unfairly and talked about ways the characters could respond. Children had the chance to stand in the middle of our group circle and voice something they object to, why they object to it, and what they think would be a better way. We added the signpost "Speak Out" to our Faithful Journeys Path.
EXPLORE THE TOPIC TOGETHER. Talk about... Ask your child what they or others spoke about in the "I Object!" circle. Why did they object, and what did they tell the group they thought would be better? If your child did not share an objection, they can tell you how they felt about objections raised by others in the group. Share your own thoughts on something that really bothers you, which you think is wrong. Share why, and suggest a better course. Then, thank your child for allowing you to speak out.
EXTEND THE TOPIC TOGETHER. Try... If Internet petitions come to your e-mail inbox or you encounter someone collecting signatures for a petition, engage your child in conversation about the petition. Do they agree with the petition? Do they think the topic is important? How might the petition make a change?
FAMILY ADVENTURE
As a family, participate in a protest march or vigil. Talk beforehand about what to expect. Help children understand the purpose and goals of the gathering. Point out signs, chants, and other ways the group or individuals speak out.
A FAMILY RITUAL
Any time your child begins to whine or complain, you can interrupt with a ritual declaration of "You object!" to which the child can respond, "Yes, I object!" You can follow up with the invitations we used in the "I Object!" exercise: Ask your child, "Why?" (Affirm rational arguments, even if you do not agree.). Ask, "What would be better?" and listen for suggestions of a different solution. The ritual does not assume that you will create a different outcome — bedtime can still be bedtime! It creates a way to affirm your child in speaking out and encourage them to practice rational discourse rather than whining.
A FAMILY GAME
Take turns finishing the sentence, "I wish ... ." The sentences can range from the socially responsible (I wish there were no war) to the extremely silly (I wish there were a parrot on your head).
FAMILY DISCOVERY
Learn about the tradition of nonviolent resistance. You can find a brief biography of Gandhi (at www.myhero.com/myhero/hero.asp?hero=gandhi), a site dedicated to Martin Luther King, Jr (at seattletimes.nwsource.com/special/mlk/). and Gandhi and King ' s principles of nonviolence (at www.agnt.org/principles.htm)online. Martin Luther King by Rosemary L. Bray (Rev. Rosemary Bray McNatt), illustrated by Malcah Zeldis (New York: HarperCollins, 1995) is an excellent picture book about Dr. King.
ALTERNATE ACTIVITY 1: DEMOCRATIC DECISION MAKING (20 MINUTES)
Preparation for Activity
Description of Activity
Use of the democratic process is part of the fifth Principle, the center of this session. Children can practice the democratic process by holding a debate and voting on a matter that interests them. Offer a topic on which they have power to make a decision, rather than an abstract question such as "Do dogs or cats make better pets?" Possible topics might be the next cause or project for the Faithful Journeys Action Club (created in Session 4), the snacks that should be served during religious education time, or how the group should spend a ten-minute play time.
Variation
If an election or ballot measure is currently of keen interest to many in your community, you may wish to share information on the issue with the children. Lead them to discuss what stand they would take. Vote on the issue after the discussion. While children's votes do not count in such elections, the voting exercise will engage them in a democratic process. To conclude this activity, empower the children to share their informed opinions with adults whose vote will count. Tell them that advocating for the side you think has more merit is part of the democratic process.
FAITHFUL JOURNEYS: SESSION 10:
STORY: SPEAKING OUT — MARIA COOK, UNIVERSALIST PREACHER
Janeen K. Grohsmeyer.
In 1779, more than two hundred years ago, a girl named Maria Cook was born in New York State. When she was born, the Americans were fighting the British in the War for Independence. The Americans wanted to have their own country where they could be independent and free to make their own decisions and say what they thought.
When Maria was four, the Americans won the war. They had their own independent country, and they were free to make their own decisions. When Maria was eight years old, Americans decided to have a constitution that promised freedom of religion and freedom of speech. The Constitution promised that, in America, people had the right to choose what to believe in and the right to speak out for what they believed.
Maria chose to believe in a religion called Universalism. People called it Universalism because that religion said God loved all people, everyone in the universe, no matter what. And since God loved everyone, eventually, everyone would be with God in heaven.
Other religions said only a few people went to heaven. The rest went to hell. And not just people who did bad things. In those religions, it didn't matter if people did good things or bad things. In those religions, people who did bad things went to hell, and some people who did good things went to hell, too. God chose only a few to come to heaven.
Maria didn't believe that. She believed that God chose everyone. She believed God loved everyone in the universe, even if they did bad things. After all, sometimes she did bad things, and her mother and father still loved her. God was her parent, too. That's what Maria believed, and so she chose to be a Universalist.
When Maria was grown up, she decided to speak out for what she believed. She started talking to people about how God loved everyone and everyone would go to heaven. She talked to everyone about Universalism. She talked to people in their houses; she talked to people on the streets; she talked to people in the stores.
And then she started talking to people in church. Not just after church or before church, but during church. She actually went up to the pulpit, where preachers go, and started talking about Universalism.
Then people started talking about her. Because, back then, even though the Constitution promised all people would have freedom of speech, it didn't really work that way. Women weren't supposed to talk in public. Women weren't allowed to vote, which is a very important way of speaking out for what you believe in. Women were not allowed to give speeches and run for office, so no one could vote for them, either. And they certainly weren't supposed to be preachers. Some people thought it said so in the Bible.
But Maria preached anyway. She spoke out for what she believed in. She traveled from town to town, preaching about Universalism. Lots of people came to listen, even though she was a woman. She spoke so well that many people started believing in Universalism, too. In 1811, a Universalist church gave Maria Cook a letter of fellowship, and today we remember her as the first woman to be a Universalist preacher.
Not everyone liked having a woman preaching in their town. They didn't want her there. In 1813, she was arrested. The police said it was because she was a vagrant and didn't have a house to live in, even though she did, because she was staying with friends at their house. When the police came, Maria didn't argue. She didn't resist.
But she didn't help either. Maria refused to walk. The police had to pick her up and carry her to a wagon. They drove the wagon to Cooperstown. Then they had to carry her out of the wagon to go see the judge. Maria knew she hadn't done anything wrong. In the courtroom, she spoke out and told the judge that. She told him she didn't recognize his authority. She did not think he had a right to be the judge of her. She refused to answer his questions.
For that, the judge sentenced her to jail. Maria wouldn't walk there, either. The police had to pick her up and carry her to jail. And once she was there, guess what she started to do? She talked to the people in jail. She talked to the police; she talked to the prisoners; she talked to everyone she met about Universalism. She just kept right on preaching.
After a few weeks, the judge let her go. Maria continued traveling to different towns and preaching about Universalism. All her life, Maria Cook spoke out for what she believed in and did what she thought was right. She didn’t yell. She didn’t push or hit. She spoke out.
The Universalist religion Maria Cook talked about is part of our own heritage and part of our religion’s name: Unitarian Universalist. Like Maria Cook, we believe every person should stand up and speak out for what they think is right and true. We believe everyone should have a say about matters that concern them. And no one should be put in jail for speaking out.
FAITHFUL JOURNEYS: SESSION 10:
LEADER RESOURCE 1: VALUES CONTINUUM
FAITHFUL JOURNEYS: SESSION 10:
LEADER RESOURCE 2: JUSTICE ROLE PLAYS
Scenario 1
RICK: What do you think of that new guy in our class?
GREG: He seems kind of weird.
JOSH: Yeah, I mean, what kind of name is Harvinder?
GREG: A weird name.
RICK: And what's up with that funny topknot turban he wears on his head? Does he ever take it off? Like, does he leave it on in the shower?
JOSH: Probably not, and that's why he smells funny.
RICK: Well, I think we should just go over there and pull that turban thingy off him. Let him try looking like a normal person for once.
GREG AND JOSH: Yeah ... .
LEADER: If you are standing by and hear this conversation, what do you do? What would you do if Rick, Greg, and Josh were your friends? What would you do if you didn't know them?
Scenario 2
SHANNON: Hi, Mr. Jacobs.
MR. JACOBS: Hi, Shannon.
SHANNON: This is my mom.
SHANNON'S MOM: Call me Jane.
MR. JACOBS: Hi, Jane, nice to meet you.
SHANNON: I heard about the new rugby team starting today. I want to sign up.
MR. JACOBS: (laughs) You're kidding, right? Rugby is not a girl's sport.
SHANNON'S MOM: Why not?
MR. JACOBS: It's a very rough game. She would get flattened out there. It just is not safe.
SHANNON: Well, I am a pretty tough girl. I play soccer, and I have gotten kicked before, lots of times. I can handle it.
MR. JACOBS: You say that now, but you do not even know what the game is like. No, I am sorry, but no girls.
LEADER: What would you do if you were Shannon? What would you do if you were Shannon's mom? What would you do if you were Shannon's friend, and you heard this conversation? What if you were a boy who was there to join the rugby team?
Scenario 3
KIMI: Mrs. Brown, Chris didn't say the Pledge of Allegiance!
MRS. BROWN: Chris, is that true? What's going on?
CHRIS: Well, I just didn't say some of it.
MRS. BROWN: What do you mean?
CHRIS: The Pledge says "One nation, under God," and I do not think I believe in God, so I didn't say that part.
MRS. BROWN: But, Chris, the whole class says the Pledge of Allegiance. If you do not say it, you are not only breaking a rule. You are not being a good American.
KIMI: Nobody thinks about the Pledge of Allegiance, anyway. We just say the words. I am not sure I even know what "allegiance" means. Why not just say it?
CHRIS: I know a pledge is a promise. I do not want to promise something I do not think is true.
MRS. BROWN: Well, in my class everyone says the Pledge of Allegiance. That is the rule. We do not always have to like the rules, but we do have to follow them.
LEADER: What would you do if you were Chris? What if you were Kimi, or another student in Mrs. Brown's class?
Scenario 4
MR. LEE: I am so excited to meet our new minister!
SUE-LIN: We have a new minister?
MRS. LEE: Well, almost. You see, our congregation has a ministerial search committee. They found a minister who they think is right for us. She'll be here today to meet everybody and lead worship.
MR. LEE: She will meet with some of the members and answer our questions all this week. Then, everybody votes to decide if she will be our new minister or not.
SUE-LIN: Cool! So when do we vote?
MR. LEE: Sorry, Sue-Lin. Only church members get to vote. You cannot be an official member until you are sixteen.
SUE-LIN: But, that's not fair. What if I do not like her, and then I do not get a vote, and then I am stuck with her?
MR. LEE: I am sure you will like her.
SUE-LIN: Wait! You said that this week she will meet everybody and answer questions. When do the kids get to ask her questions?
MR. LEE: There is a family potluck Thursday night. You can meet her then.
SUE-LIN: And ask a lot of questions?
MR. LEE: Well, no, that will be more like a party.
SUE-LIN: This is not right! I learned in Faithful Journeys that UUs believe everyone should have a voice and a vote. Our congregation is making a big decision, and kids do not get a voice or a vote!
LEADER: What would you do if you were Sue-Lin? What would you do if you were her parents?
FAITHFUL JOURNEYS: SESSION 10:
LEADER RESOURCE 3: SIGNPOST FOR SESSION 10
Cut out the signpost to attach to the Faithful Journeys Path.
FIND OUT MORE
Maria Cook
A brief biography of Maria Cook (at www25.uua.org/uuhs/duub/articles/mariacook.html) is available online.
Nonviolent Resistance
Explore the tradition of nonviolent resistance by reading a brief biography of Gandhi (at www.myhero.com/myhero/hero.asp?hero=gandhi), a website dedicated to Martin Luther King, Jr (at seattletimes.nwsource.com/special/mlk/). and Gandhi and King ' s principles of nonviolence (at www.agnt.org/principles.htm).
Martin Luther King by Rosemary L. Bray (Rev. Rosemary Bray McNatt), illustrated by Malcah Zeldis (New York: HarperCollins, 1995) is an excellent picture book about Dr. King.