FAITHFUL JOURNEYS
A Tapestry of Faith Program for Children
SESSION 13: BUILD WORLD COMMUNITY
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 4:48:59 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
We need not think alike to love alike. — Francis David (David Ferenz), 16th-century Transylvanian Unitarian minister
In this session, the Unitarian Universalist Partner Church program provides a doorway into our sixth Principle, the goal of world community with peace, liberty, and justice for all. The children hear a story of a girl in Transylvania whose village welcomes visitors from a U.S. partner church. They affirm world community by experiencing games, music and dance from cultures connected to our faith through the Partner Church program in Transylvania, the Philippines and India . Alternate activities introduce a Polish craft and a Hungarian dessert. We add the signpost "Build World Community" to our Faithful Journeys Path.
The Move It! activity includes guided discussion that will frame the session's theme. Do not skip the discussion.
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! Create a Cooperative Machine | 5 |
Activity 3: Story Basket and Centering | 5 |
Activity 4: Story — Here They Come! | 8 |
Activity 5: Alunelul, a Romanian Dance | 11 |
Activity 6: Chackgudo, a Philippine Game | 12 |
Activity 7: An Indian Snack | 5 |
Faith in Action: Heritage Feast | |
Closing | 7 |
Alternate Activity 1: Polish Gwiazdy Craft | 12 |
Alternate Activity 2: International Cooking — Hungarian Kolacky | 20 |
Alternate Activity 3: World Music Dance Party | 12 |
SPIRITUAL PREPARATION
If it would be helpful in creating sacred space, light a candle or chalice. Read the story "Here They Come!" Think of your own experiences when you have traveled to a foreign country or spent time with an immigrant or visitor from another country. Reflect on the circumstances that brought you together with people from a different country or culture. How did you communicate? What did you share? What kept you apart?
Were there aspects of the other person's culture you envied? Aspects that made you uncomfortable? What did you learn about yourself from the encounter? How have your personal experiences of intercultural differences helped you be a builder of world community?
Keep your own experiences in mind today, as you guide the children in Faithful Journeys in positive explorations of other countries and cultures. Focus on activating children's international awareness and engaging them as builders and members of a world community.
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 sixth Principle in the adult language. Ask a second volunteer to read the children's version of the sixth 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 have a chance to 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 tracks for us to put on 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, which 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 along the edge of 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 their 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! CREATE A COOPERATIVE MACHINE (5 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Gather children near a globe or world map. Explain that today we will talk about our sixth Unitarian Universalist Principle, the goal of world community, with peace, liberty, and justice for all.
Ask the group what a community is. Affirm that a community is a group of people who are somehow connected to one another, who share some goals and needs, and are willing to work together for a common purpose.
Guide the group to generate examples of a community. Affirm a family, the Faithful Journeys group, our UU congregation, my classroom in school, my entire school, my neighborhood, and informal social groups such as a closely connected set of families, clubs such as Girl Scouts or a sports team, town or city, etc.
Now ask the group, "What do you think 'world community' might mean? How can the whole world be a community?" Allow some discussion. Affirm answers that highlight common needs, goals and purposes. Thank all children for contributions.
Then say, "Let's find out if we are a world community in this room today." Pose these questions:
Say:
The world is a very big community that includes all of us, as well as people in every other land. How do so many people connect with each other and work together? Let's build a very small community here to see how people work together in a community.
We are going build a community by building a machine. Each of us will be one piece of the machine. We can each decide what we want our piece to do, but it needs to connect to the parts of the machine that are already there. When it is your turn to join the machine, create a movement and a noise to go with it. One at a time, we will join in to make a machine that works together. Once you are a part of the machine, keep making your movement and your noise until I let you know we are done.
Ask a volunteer to begin. Invite children to join in, as they feel comfortable, one at a time. Continue until all have joined the machine. Co-leaders may join, too, as long as one adult remains outside to stop the machine and lead the discussion.
Use these questions to guide children's reflection:
Including All Participants
Children with limited vision or mobility may find it hard to perceive and/or join the action of a busy "machine." You may wish to invite them to go first.
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 the altar or table after the children have passed them around the circle. Take the 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 and tell where they come from. If your congregation has a partner church, explain about that relationship, and how the pictures or gifts from the church came to be with you today. Indicate the location of your partner church on the globe or world map. Indicate Transylvania. Tell the children the Unitarian faith began in Transylvania about 350 years ago (around 1568 CE). As items come back to you, display them on the altar for children to look at as they listen to the story.
Now 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, their minds, and their 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, in your own words:
As you breathe in, feel your body opening up with air. As you breathe out, feel yourself relaxing.
Repeat this once or twice and 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 it available. Remind children where it is before you begin the "centering" part of this activity. For a full description and guidance on using fidget objects, see Session 2, Leader Resource 2.
ACTIVITY 4: STORY — HERE THEY COME! (8 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
The story about a Transylvanian community welcoming UU visitors from the U.S. demonstrates action based on our sixth Principle, the goal of world community with peace, liberty, and justice for all.
Before you begin, look around the room and make eye contact with each person. Read or tell the story.
Sound the instrument to indicate the story is over.
Guide a brief discussion with these questions:
ACTIVITY 5: ALUNELUL, A ROMANIAN DANCE (11 MINUTES)
Preparation for Activity
Description of Activity
Explain to the group that we are going to celebrate world community today by enjoying some activities that children do in different places in the world that have partner churches connected to our Unitarian Universalist congregations in the U.S. Say:
The song "Alunelul" has a traditional dance from Romania . Transylvania is now a region in modern Romania . It is a region where Unitarian Universalism has a long history and a connection with churches there today.
If you will teach the children to sing the tune, play or sing it first and then teach them to sing it.
Then, teach the dance steps. The dance is traditionally done several times over, increasing in speed each time.
Lead the group to dance for the time remaining.
Including All Participants
Invite children with limited mobility to control the music or to dance on the inside of the circle so they will be safe.
ACTIVITY 6: CHACKGUDO, A PHILIPPINE GAME (12 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Tell the children the Philippines is another country where Unitarian churches have partnerships with American Unitarian Universalist congregations. Point out the Philippines on the globe or world map. Say the group is going to play a game called Chackgudo, which comes from the Philippines .
Draw or tape a line down the middle of the space. Count off by twos to form two teams. Direct each team to stand on either side of the line, and play the game.
Including All Participants
This is a highly active game. If any children in the group have limited mobility or endurance, you may want to use an alternative activity.
ACTIVITY 7: AN INDIAN SNACK (5 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Indicate India on your globe or world map. Explain that India is a country where Unitarian churches have Unitarian Universalist partner congregations in the U.S. Show children the snack. Tell the children what it is called, and ask whether they have tried it before. If not, what do they think it will taste like? Distribute the snack. As they taste, lead a discussion: Do they enjoy trying new foods? What other foods do they like to eat that come from different countries?
Affirm that one pleasure of world community is experiencing the gifts of different agricultural products and different recipes.
Including All Participants
Check with your director of religious education and Faithful Journeys parents about children's allergies or food restrictions. Carefully check the ingredients in all snack foods.
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 "Build World Community." It is for our sixth Unitarian Universalist Principle, the goal of world community with peace, liberty, and justice for all. It means that as Unitarian Universalists we care about all the people of the world. We want to build connections that help create a peaceful world where all people treat each other, and each other's countries, fairly and with kindness. It means we want to learn about people whose countries and lives are different from ours and find out what we have in common.
Attach the signpost to the Faithful Journeys Path.
Remind the children that they will have a chance to add Faithful Footprints to the Faithful Journeys Path the next time they meet. Encourage them to try to do an action before your next session that could help build a world community. Brainstorm some actions. You might suggest learning about life in another country through library or online research, asking someone you know from another country what it is like there, or trying a new food of another country or culture.
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 sixth 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: HERITAGE FEAST
Materials for Activity
Preparation for Activity
Description of Activity
One enjoyable way to celebrate world community is to honor the contributions of different countries through food. A heritage feast invites participants to celebrate their ancestry by sharing a dish they associate with their family's country (or countries) of origin. This activity could be a fundraiser for the congregation's partner church; for Project Harvest Hope (at www.harvesthope.uua.org/), which supports sustainable development in Transylvanian villages; or for the Unitarian Universalist Service Committee (at www.uusc.org/), which partners with organizations around the world to confront injustice and provide for basic needs. Fundraising possibilities for this project might be a donation basket, an auction of particular special dishes, or a request for each participant to contribute financially as well as bringing food to share.
You might ask participants in advance to bring a copy of the recipe for their special food, with the name of the dish and the country or culture it represents.
Including All Participants
Make sure to include participants whose birth families and adoptive families are each from different countries or cultures, by asking people to bring a dish representative of "your family's or your children's birth family's country of origin."
Listing ingredients on the cards that label each dish will allow people with food allergies or restrictions to avoid foods they cannot eat.
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 consider:
TAKING IT HOME
We need not think alike to love alike. — Francis David (David Ferenz, 16th-century Transylvanian Unitarian minister)
IN TODAY'S SESSION... A contemporary story about a Transylvanian community welcoming visitors from a U.S. partner church demonstrated action based on our sixth Principle, the goal of world community with peace, liberty, and justice for all. The children tried activities from a variety of countries that have Unitarian partner churches: a Romanian folk dance, a game from the Philippines and a snack from India. Our signpost to help guide us in faithful action was "Build World Community."
EXPLORE THE TOPIC TOGETHER. Talk with your child about times when family members or friends have traveled outside the U.S. What did they find surprisingly different? What seemed surprisingly the same? Talk about countries and cultures of origin represented in your family. How might life be different if you lived in those countries today?
EXTEND THE TOPIC TOGETHER. Try... One of the themes raised by the story "Here They Come!" is hospitality. One of the ways that we build community is by welcoming visitors and making personal connections. How does your family practice hospitality? Is there someone in your community who has moved from another country, such as a foreign exchange student or a new family with children at your child's school, whom you could invite to visit you for a meal? Before the visit, talk with your child: What would you need to consider and do in order to make the person or family feel welcomed? How would you share your family's customs while learning about and being respectful of any different customs your guest might practice?
FAMILY ADVENTURE
Promote the goal of world community by visiting an ethnically identified neighborhood (Chinatown, Little Italy, etc.) or restaurant you have not visited before and sampling food no one in your family has tried before.
If your community has an international market, explore it. Try to identify countries of origin for different products. If you find items you cannot identify, ask a clerk or another shopper if they can tell you about the items. Notice food, language, smells, clothing and social customs, such as how people share a public space.
A FAMILY RITUAL
In India and other parts of Asia, such as Sri Lanka and Nepal , people may greet one another by pressing the hands together in front of the chest and bowing slightly. This bow may be accompanied by the word namaste, often translated as "the divinity within me salutes the divinity within you." Your family may wish to expand the ways you say hello and good-bye, with customs such as namaste.
A FAMILY GAME
Chackgudo, the Philippine game the children played today, requires more people than most households include. However, you could try a Philippine game that requires fewer players. You will need an open space and a slipper. Select a player to go first. They will stand with their back to the other players and throw the slipper backward over their head. The other players try to catch the slipper. Those who fail must freeze in position as statues when the first player turns around. If a statue moves, that player is out. A player who catches the slipper returns it to the first player.
Then, everyone left in the game has a second and a third chance to catch the slipper. The third time the slipper is caught by one of the players, that player runs, and the player who threw the slipper tries to catch them. When a player is caught, start the game again with the "caught" player tossing the slipper.
FAMILY DISCOVERY
Find myriad international cultural resources online. The website gameskidsplay.net (at www.gameskidsplay.net/games/foreign_indexes/index.htm) offers a variety of international games on their website. Hugo's Folk Dance (at www.mts.net/~jinks /fd/menu.htm)website describes international folk dances and has video clips showing how to do many of the dances. A Kids Cooking Activities (at www.kids-cooking-activities.com/international-gourmet-recipes.html)website has international recipes and fun facts about different parts of the world.
ALTERNATE ACTIVITY 1: POLISH GWIAZDY CRAFT (12 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Poland is another country where Unitarian churches have U.S. partner congregations. This paper craft is called gwiazdy, which means "stars." These Polish stars resemble paper snowflakes, but with eight sides instead of five.
1. Fold a square of paper in half to make a rectangle, then in half again to make a square. Now fold in half one last time, corner to corner to make a triangle.
2. Draw a curved line from the middle point of the triangle over to the longest flat side, and cut off the top of the triangle, so that when the paper is eventually opened it will form a circle.
3. Leaving the triangle folded, draw a pattern that is the same on both sides. This pattern will indicate where to cut, so none of the lines should go all the way across the triangle, which would chop the star into pieces.
4. Cut along the lines of the pattern, then unfold to reveal the cut paper star.
ALTERNATE ACTIVITY 2: INTERNATIONAL COOKING — HUNGARIAN KOLACKY (20 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Tell that children that kolacky, a Hungarian cookie, could well have been offered to the Unitarian Universalists from Massachusetts when they came to visit Bettje's church in Transylvania.
Have all children wash their hands or use sanitizer immediately before they handle the dough.
Distribute waxed paper and rolling pins at work tables. Give each child a piece of dough about the size of a small walnut. Help them shape their dough into a ball, place it between the sheets of waxed paper, and roll it until quite thin (1/8"). Place rolled cookies on a baking sheet, and put a small dollop of jam or pie filling in the center. Pinch two sides together to make an "envelope" for the filling. When a baking sheet is full, bake cookies at 350 F for 7 to 8 minutes. If desired, sprinkle with confectioner's sugar while warm. Let cool before eating.
Including All Participants
Ask your director of religious education and children's parents about allergies and food restrictions. Some children may be unable to handle the dough (vegans or those with dairy allergies), fill the cookies (those with allergies to certain preserved fruits), or eat the cookies.
ALTERNATE ACTIVITY 3: WORLD MUSIC DANCE PARTY (12 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Children experience the variety of the world's dance music and the commonality of joyful, expressive movement that all cultures share.
Play some music and talk about it, before inviting children to dance (once the dance party begins, it will be hard to stop for a discussion). Engage children to identify the instruments or languages they hear and speculate about the geographical and cultural origins of the tunes. If any children in the group have mentioned their connection to particular country or culture, point out any music you play from that country or culture.
Including All Participants
Do not make assumptions about country of origin, cultural affinity, or knowledge about a particular country or culture based on children's physical appearance or something you know about a family in your congregation. Children and their families are the best arbiters of their national and cultural identities.
FAITHFUL JOURNEYS: SESSION 13:
STORY: HERE THEY COME!
By Judith C. Campbell. Used with permission. From UU & Me!: Collected Stories, edited by Betsy Hill Williams ( Boston : Skinner House, 2003). Originally published in uu&me, Volume 3, Number 3, December 1999. UU &Me! is published by the Church of the Larger Fellowship, Unitarian Universalist Association, Boston .
Hello. My name is Bettje and when you say it, it sounds like "Bet-tay." I live in Transylvania, in the village of Kadacs where my grandfather, Biro Josef, is the Unitarian minister. We say our last names first here, and then our given names — or what you call a first name. My mother teaches first grade in the same school that I go to. For the last three weeks, she has been teaching me and my friends a song in English called "My Bonnie Lies Over the Ocean." We learned it so we could sing it for some American visitors who are coming to our village today.
One of our visitors is a lady minister from our partner church in America . I've never seen a lady minister before. I didn't know there was such a thing. My grandmother, Biro Anna, has been writing letters to her for over four years. They are pen pals. She has sent things for the people in our village from the people in her village of Norwell, in Massachusetts . And she has been selling some of our folk art embroideries and beautiful tablecloths made by women in my village in America . The money from those embroideries really helps us.
We have enough to eat because we all have gardens and most of us keep pigs and chickens. Everyone works in the garden. Almost nobody has cars. We walk everywhere. It's hard in the winter and spring because it's so muddy, and the roads in our village are not paved.
Anyway, today is the day. We have all been practicing our English song. Everybody has been doing something for the visit. The ladies have been cooking all week. The men have been repairing the fences and the beautiful carved gates called szekley kapu that many people in the village have outside their houses. The teenagers have been practicing the folk dances of the village so they can perform them. We don't get to see them except at weddings and times like this. People are beginning to forget how to do the folk dances. The grandparents remember, but there are so few of them left.
Unfortunately, today is also the day that the sheep are driven out to pasture for the summer, and they are going to leave a lot of "stuff" on the road as they go. My grandmother is worried that the visitors, especially the lady minister and her husband, will think our village looks this way all the time.
Here they come! I can see the van and I can see hands waving out the windows. I wonder, which lady is the minister? The van is stopping and they are getting out. Lots of people are coming out of their houses to see and greet them. They don't look that much different [from] us. Oh, that must be the lady minister, she and my grandmother are hugging each other and crying and another man is taking their picture. Wow, there are flashing lights everywhere!
The man taking pictures of the lady minister is her husband and back in America he has a garden that he loves. He spends many hours each week in that garden making all kinds of things grow. Anyone who has a garden knows that you need more than water and sun to make things grow well; you must have fertilizer. And some of the best fertilizer in the world is the "stuff" that farm animals drop wherever they go. The lady minister's husband saw the sheep droppings in the road and explained that he doesn't live on a farm so he has to pay for fertilizer for his garden. He thought it must be wonderful to live in a farming village with so much free fertilizer on the road for anyone to take. Well, I guess that's one way of looking at it. It sure cheered up the people at my grandmother and grandfather's house who were worrying that the visitors would think our town was a mess!
The Americans stayed five days, and the lady minister was actually speaking some Hungarian words by the end of the visit. Her husband looked at all the gardens in the village, but he only learned one word, Palinka. That's a grown-up drink. I think it tastes awful, but like many other things, I guess it depends on how you look at it. I hope they come back. The lady minister said she'd write to me ... in Hungarian!
FAITHFUL JOURNEYS: SESSION 13:
LEADER RESOURCE 1: ALUNELUL DANCE
Traditional, as described on Hugo's Folk Dance Resources website.
Stand in a large circle.
1. Move 3 heel steps to the right. (Put your right heel out to your right, and put your left foot behind your right.)
2. Stamp twice with the left foot.
3. Move 3 heel steps to the left. (Put your left heel out to your left, and put your right foot behind your left.)
4. Stamp twice with the right foot.
5. Repeat parts 1 through 4.
6. Move 2 side steps to the right. (Step to the right with your right foot and close with your left.)
7. Stamp with your left foot.
8. Move 2 side steps to the left. (Step to the left with your left foot and close with your right.)
9. Stamp with your right foot.
10. Repeat parts 6 through 9.
11. Move 1 side step to the right, 1 side step to the left, 1 side step to the right.
12. Stamp twice with the left foot.
13. Move 1 side step to the left, 1 side step to the right, 1 side step to the left.
14. Stamp twice with the right foot.
15. Repeat parts 11 through 14.
Start the dance again.
FAITHFUL JOURNEYS: SESSION 13:
LEADER RESOURCE 2: HOW TO PLAY CHACKGUDO
Adapted from the Unitarian Universalist Partner Church Council website.
Draw or tape a line down the middle of the space.
Count off by twos to form two teams. Direct the teams to stand on opposite sides of the line.
A representative from one team takes a deep breath, holds it, and crosses the line to the other side, while making the sound "CHACKGUDU,GUDU,GUDU,GUDU,GUDU,GUDU,GUDU,GUDU... ." They must try to tag a player on the opposite team and return to their side before running out of breath. Meanwhile, the opposing team tries to catch and hold the player until the player runs out of breath.
If the player succeeds in getting back over the line without being held, children who were touched by the player are eliminated from the game. A player who is caught and held until they run out of breath is eliminated.
Teams take turns sending a player to the opposing side. A player who has not been caught is free to cross back over the line to breathe and then return to try to tag members of the opposite team.
When all players from one team are eliminated, the opposing side wins. Depending on the number of players and the time available, you might play more than one round.
FAITHFUL JOURNEYS: SESSION 13:
LEADER RESOURCE 3: SIGNPOST FOR SESSION 13
Cut out the signpost to attach to the Faithful Journeys Path.
FAITHFUL JOURNEYS: SESSION 13:
LEADER RESOURCE 4: DOUGH FOR HUNGARIAN KOLACKY
Ingredients
Directions
Combine butter and cream cheese completely. Add flour and mix well. Divide dough into 4 balls. Wrap each ball in plastic wrap and chill for 24 hours.
FIND OUT MORE
The Unitarian Universalist Partner Church Council (at www.uupcc.org)has information and an extensive bibliography (at www.uupcc.org/worship/pc-resource-guide.doc)about Unitarian Universalism around the world and partnerships involving U.S. and Canadian congregations.
The Unitarian Universalist Service Committee (at www.uusc.org/)is an outstanding example of an organization working toward the goal of world community with peace, liberty, and justice for all.