Native American creativity is boundless and sacred. Artistic expression has been a way to worship the gods. Art for art's sake is not part of the Indian psyche. Their artistic designs have beauty and care motivated by their love for nature.
- www.nativeamerican-art.com
Today's elementary religious education session, led by Laura Mitchell, focused on Native American art. Native Americans historically created art from materials taken directly (and reverently) from the earth, and their artwork has lasted for thousands of years. There was animated discussion about how so many contemporary items are made with little regard for the earth, and become broken or destroyed within a very short period of time.
Children used existing black
and white native American symbols as inspiration to make their own symbols on
little medallions. They ground sandstone to make their own paint, coloring the
symbols in subtle, earthy colors. As an added authentic touch, children were able to mix the paint in shells before applying it.
The middle school group put their finishing touches on their end of year "Marty's Party" plans as well as Margaret's Coming of Age recognition. The group is eager to celebrate this momentous event with her, and are looking forward to their own celebrations in another year or two.
Sunday, April 29, 2012
Sunday, April 22, 2012
Love in Action
I had reasoned this out in my mind -
There was one of two things I had a right to,
Liberty or death.
If I could not have one,
I would have the other.
- Harriet Tubman, conductor of the Underground Railroad
Today's session of children's elementary RE lifted up Harriet Tubman, an escaped slave who returned again and again to the South to lead more than 300 slaves to freedom. Although she was certainly not a Unitarian Universalist, Tubman exemplified our second UU Source of Beliefs, "the women and men of long ago and today whose lives remind us to be kind and fair."
The children learned that love calls us to be courageous and to take action in the face of injustice, and Harriet Tubman was seen as a remarkable example of how one person put love into action in addressing the injustice of slavery. They discussed Tubman's role as a leader, and thought about what being a leader means. They pondered the implications of using good judgement as both a leader and a follower, and talked about differentiating between choosing to follow a leader showing good judgement, and choosing to follow a leader showing poor judgement.
After hearing the story about Harriet Tubman and the Underground Railroad, children delved into the issue of injustices. They discussed whether they had ever witnessed injustice or experienced injustice, and whether they had taken action or if someone else had taken action on their behalf as an ally. They thought about reasons why people would or would not take action when confronted with injustice.
Children learned about the role that Freedom Quilts played in the Underground Railroad, acting as symbolic messages to escaping slaves about the relative safety or dangers along the route, where the next safe house was, and who to look for at the next Underground station. Quilters created hidden messages in these special quilts using common quilt patterns which escaping slaves learned to "read" to guide them to safety. Because quilts were so commonplace, one could be casually tossed upon a clothesline or draped across a picket fence without attracting attention. The children then created their own quilt blocks using construction paper, and pieced together their own symbolic Freedom Quilt.
The lesson ended with another look at our UU Sources Night Sky display, reminding us that our UU Sources of Belief act like guiding stars in the night sky, guiding us toward making decisions based on Love.
TAKING IT HOME:
Talk with your children about rules and what you can do when they are unfair. Emphasize that the majority of rules are created in order to ensure fairness and safety; however, some rules are created that are not fair. Share your own examples of times when you thought rules were unfair and how you responded. Talk about ways to change unfair rules, such as writing a letter, signing a petition, or meeting with the appropriate leaders to discuss it. Be willing to reconsider family rules! Look for an opportunity to engage everyone in creating family rules that everyone agrees are fair, while also establishing emotional and physical safety and well-being.
Here on the Eastern Shore of Maryland, we have a rich abundance of history about the Underground Railroad; and in fact, Harriet Tubman was born and lived in Dorchester County. The Harriet Tubman Underground Railroad State Park is slated to open in 2013 near Blackwater National Wildlife Refuge in Dorchester County, along with a 125 mile driving tour of places of historic importance in Caroline and Dorchester Counties.
There was one of two things I had a right to,
Liberty or death.
If I could not have one,
I would have the other.
- Harriet Tubman, conductor of the Underground Railroad
Today's session of children's elementary RE lifted up Harriet Tubman, an escaped slave who returned again and again to the South to lead more than 300 slaves to freedom. Although she was certainly not a Unitarian Universalist, Tubman exemplified our second UU Source of Beliefs, "the women and men of long ago and today whose lives remind us to be kind and fair."
The children learned that love calls us to be courageous and to take action in the face of injustice, and Harriet Tubman was seen as a remarkable example of how one person put love into action in addressing the injustice of slavery. They discussed Tubman's role as a leader, and thought about what being a leader means. They pondered the implications of using good judgement as both a leader and a follower, and talked about differentiating between choosing to follow a leader showing good judgement, and choosing to follow a leader showing poor judgement.
After hearing the story about Harriet Tubman and the Underground Railroad, children delved into the issue of injustices. They discussed whether they had ever witnessed injustice or experienced injustice, and whether they had taken action or if someone else had taken action on their behalf as an ally. They thought about reasons why people would or would not take action when confronted with injustice.
Children learned about the role that Freedom Quilts played in the Underground Railroad, acting as symbolic messages to escaping slaves about the relative safety or dangers along the route, where the next safe house was, and who to look for at the next Underground station. Quilters created hidden messages in these special quilts using common quilt patterns which escaping slaves learned to "read" to guide them to safety. Because quilts were so commonplace, one could be casually tossed upon a clothesline or draped across a picket fence without attracting attention. The children then created their own quilt blocks using construction paper, and pieced together their own symbolic Freedom Quilt.
The lesson ended with another look at our UU Sources Night Sky display, reminding us that our UU Sources of Belief act like guiding stars in the night sky, guiding us toward making decisions based on Love.
TAKING IT HOME:
Talk with your children about rules and what you can do when they are unfair. Emphasize that the majority of rules are created in order to ensure fairness and safety; however, some rules are created that are not fair. Share your own examples of times when you thought rules were unfair and how you responded. Talk about ways to change unfair rules, such as writing a letter, signing a petition, or meeting with the appropriate leaders to discuss it. Be willing to reconsider family rules! Look for an opportunity to engage everyone in creating family rules that everyone agrees are fair, while also establishing emotional and physical safety and well-being.
Here on the Eastern Shore of Maryland, we have a rich abundance of history about the Underground Railroad; and in fact, Harriet Tubman was born and lived in Dorchester County. The Harriet Tubman Underground Railroad State Park is slated to open in 2013 near Blackwater National Wildlife Refuge in Dorchester County, along with a 125 mile driving tour of places of historic importance in Caroline and Dorchester Counties.
Sunday, April 15, 2012
Crestview Pond Water Monitoring Project
Today's elementary group took advantage of a gloriously warm and sunny morning to visit our Crestview neighborhood pond. The RE group has been periodically sampling the water quality at the pond this year to determine the relative stability and overall health of the pond environment.
We first made observations about the greater ecosystem, noting that the pond lies in a small valley between the Crestview neighborhood on one side, and farm fields on the other. We discussed the fact that this pond was man-made, as evidenced by the dam and earthen berm we walked across to access the far side of the pond. The children were very curious about the bales of barley straw partially submerged along the shorelines, and were fascinated to learn that they are a natural algaecide, releasing algae-inhibiting compounds as they decompose.
We startled a blue heron as we approached the pond; marveled at the presence of numerous dragonflies; slapped a couple of pesky mosquitoes; and were amused by the sight of several dozen turtles sticking their heads out of the water every few minutes. Were they taking their own version of field notes observing us?
For some of the children the water sampling was a familiar process. For others it was a fascinating new experience. They seriously noted air temperature, water temperature, turbidity, pH, and dissolved oxygen content. Then we compared today's results with our records of samples taken at the end of September and the end of November. What we discovered was that our results were impressively consistent from season to season, leading the children to reach the conclusion that the Crestview pond is a relatively healthy and stable ecosystem that supports a variety of life.
During this past year the children have been engaged in curricula that support our Unitarian Universalist sources of belief, including the WOW we experience when we learn from sources as diverse as science and reason as well as inner transcendental experiences. They have participated in activities from the PEAK Leave No Trace program that have bolstered their sense of environmental stewardship, honoring our seventh Unitarian Universalist principal "the interdependent web of all existence of which we are a part." And they have learned to appreciate the similarities and differences between themselves, growing and thriving within their own community. Within this stimulating and nurturing environment, our children are incorporating knowledge and direct experience into a spiritual framework that will become the foundation for them to engage the world with a free and open mind, and cherish all its amazing inhabitants.
We first made observations about the greater ecosystem, noting that the pond lies in a small valley between the Crestview neighborhood on one side, and farm fields on the other. We discussed the fact that this pond was man-made, as evidenced by the dam and earthen berm we walked across to access the far side of the pond. The children were very curious about the bales of barley straw partially submerged along the shorelines, and were fascinated to learn that they are a natural algaecide, releasing algae-inhibiting compounds as they decompose.
We startled a blue heron as we approached the pond; marveled at the presence of numerous dragonflies; slapped a couple of pesky mosquitoes; and were amused by the sight of several dozen turtles sticking their heads out of the water every few minutes. Were they taking their own version of field notes observing us?
For some of the children the water sampling was a familiar process. For others it was a fascinating new experience. They seriously noted air temperature, water temperature, turbidity, pH, and dissolved oxygen content. Then we compared today's results with our records of samples taken at the end of September and the end of November. What we discovered was that our results were impressively consistent from season to season, leading the children to reach the conclusion that the Crestview pond is a relatively healthy and stable ecosystem that supports a variety of life.
During this past year the children have been engaged in curricula that support our Unitarian Universalist sources of belief, including the WOW we experience when we learn from sources as diverse as science and reason as well as inner transcendental experiences. They have participated in activities from the PEAK Leave No Trace program that have bolstered their sense of environmental stewardship, honoring our seventh Unitarian Universalist principal "the interdependent web of all existence of which we are a part." And they have learned to appreciate the similarities and differences between themselves, growing and thriving within their own community. Within this stimulating and nurturing environment, our children are incorporating knowledge and direct experience into a spiritual framework that will become the foundation for them to engage the world with a free and open mind, and cherish all its amazing inhabitants.
Sunday, April 1, 2012
Love of Learning
Today's lesson for elementary children allowed them to encounter our fifth Unitarian Universalist Source of Beliefs, which "...counsels us to heed the guidance of reason and the results of science..."
Cecilia Payne was the first woman to be awarded a PhD in physics and astronomy, and the first person to be given the title "astronomer". Her story formed the basis of today's lesson, not only of the awe and wonder we experience in the discoveries of science, but in human perseverance to overcome injustice as well. An extraordinarily gifted and talented academic whose love of learning continued throughout her lifetime, Payne (a British Unitarian) completed a rigorous field of study in both physics and astronomy at Cambridge University in London. When it came time for her to graduate, however, she was refused a degree because she was a woman. Harvard University in the United States had just begun a graduate program in astronomy, and Payne came to the department's attention. So enamoured were they with her intellect and passion for the field that they awarded her a fellowship and paid for her to come to the United States. During her studies at Harvard, Payne wrote one of the most extraordinary theses in the field (the discovery that stars are composed primarily of hydrogen), and it still stands as one of the most-cited pieces of research and investigation ever conducted in physics and astronomy.
Children explored some basic concepts of science such as gravity, and pondered the reaction of primitive people to "magical" experiences such as a spinning disk. They heard the story of astronomer Cecilia Payne and her love for the stars, and they crafted their own "telescopes" through which they viewed constellations they made. Finally, they were charged with developing an intense love of learning, such as Cecilia Payne carried with her throughout her life.
Children learned that scientific investigation of falling objects or the colors of sunsets or the twinkling mystery of stars so far away does not reduce their beauty or mystery, but rather helps us to understand our world. And in that understanding comes an even greater sense of awe and wonder of the universe we are a part of.
Cecilia Payne was the first woman to be awarded a PhD in physics and astronomy, and the first person to be given the title "astronomer". Her story formed the basis of today's lesson, not only of the awe and wonder we experience in the discoveries of science, but in human perseverance to overcome injustice as well. An extraordinarily gifted and talented academic whose love of learning continued throughout her lifetime, Payne (a British Unitarian) completed a rigorous field of study in both physics and astronomy at Cambridge University in London. When it came time for her to graduate, however, she was refused a degree because she was a woman. Harvard University in the United States had just begun a graduate program in astronomy, and Payne came to the department's attention. So enamoured were they with her intellect and passion for the field that they awarded her a fellowship and paid for her to come to the United States. During her studies at Harvard, Payne wrote one of the most extraordinary theses in the field (the discovery that stars are composed primarily of hydrogen), and it still stands as one of the most-cited pieces of research and investigation ever conducted in physics and astronomy.
Children explored some basic concepts of science such as gravity, and pondered the reaction of primitive people to "magical" experiences such as a spinning disk. They heard the story of astronomer Cecilia Payne and her love for the stars, and they crafted their own "telescopes" through which they viewed constellations they made. Finally, they were charged with developing an intense love of learning, such as Cecilia Payne carried with her throughout her life.
Children learned that scientific investigation of falling objects or the colors of sunsets or the twinkling mystery of stars so far away does not reduce their beauty or mystery, but rather helps us to understand our world. And in that understanding comes an even greater sense of awe and wonder of the universe we are a part of.
A Questing Year
The middle school group wrapped up its QUESTING YEAR program, engaging in Inner Quest, Mystery Quest, Action Quest and UU Quest activities. They held a culminating activity with their avatars, who gave them final words of encouragement about continuing their quests throughout their life; and they reflected upon what they had learned about themselves and their beliefs during this year of introspection and development.
The group also eagerly began planning with Margaret her Coming of Age ceremony, which will include a formal recognition and welcoming of her as a young adult by the entire congregation. They also began planning for a fun end-of-year party for the entire group.
Each of these youth are remarkable as individuals, but watching them grow together as a community during this past year has been even more awesome. They are a very talented group of young people who have so many gifts to share with the world.
The group also eagerly began planning with Margaret her Coming of Age ceremony, which will include a formal recognition and welcoming of her as a young adult by the entire congregation. They also began planning for a fun end-of-year party for the entire group.
Each of these youth are remarkable as individuals, but watching them grow together as a community during this past year has been even more awesome. They are a very talented group of young people who have so many gifts to share with the world.
Sunday, March 18, 2012
From Anger to Kindness
As a mirror reflects an object,
As a still lake reflects the sky,
Take care that what you speak or act is for good.
For goodness will always cast back goodness,
And harm will always cast back harm.
- The Buddha
Today's children's elementary lesson drew from a Buddhist story about how to handle the very strong emotion of anger. In the story, the Buddha responds to someone's anger in an unconventional way that teaches the power of love, both in disarming the anger of another, and in refusing to take on the anger that another person attempts to inflict. Children discussed various ways to rely on love and faith to move themselves - and thereby others - from anger to love.
Anger was affirmed as a normal, healthy feeling. It is our body's way of alerting us to problems. "Righteous anger" can even give us the energy we need to right wrongs in the world. However, anger can also be misdirected or expressed in hurtful ways.
In exploring anger and ways to defuse it, the children experimented with non-verbal communication to express anger and empathy. In a mirroring activity, they paired up and practiced mirroring their partners arm and hand movements. This exercise was designed to cultivate awareness of another person, and to be present with them. This simple practice can go a long way to defusing anger both in another person, and within oneself.
The children heard a story about the Buddha and his unexpected reply to a surly young man who began angrily ranting at him. Instead of taking in the insults and anger, the Buddha calmly told the man that he did not accept his "gift" of curses and anger; therefore, the "gift" stayed with the owner. The children then explored the cryptic lesson of the Buddha about actions being mirrored back to the one who acts - and his gentle admonition to make sure that what you speak or act is always for good, for just as right action reflects back kindness to the owner, if anger and hatred is what comes forth that is what will be returned.
The activity concluded with children creating their own sets of calming beads, or "counting your blessings" beads which they could run through their fingers to help defuse their own feelings of anger and bring about a sense of calmness and control.
As a still lake reflects the sky,
Take care that what you speak or act is for good.
For goodness will always cast back goodness,
And harm will always cast back harm.
- The Buddha
Today's children's elementary lesson drew from a Buddhist story about how to handle the very strong emotion of anger. In the story, the Buddha responds to someone's anger in an unconventional way that teaches the power of love, both in disarming the anger of another, and in refusing to take on the anger that another person attempts to inflict. Children discussed various ways to rely on love and faith to move themselves - and thereby others - from anger to love.
Anger was affirmed as a normal, healthy feeling. It is our body's way of alerting us to problems. "Righteous anger" can even give us the energy we need to right wrongs in the world. However, anger can also be misdirected or expressed in hurtful ways.
In exploring anger and ways to defuse it, the children experimented with non-verbal communication to express anger and empathy. In a mirroring activity, they paired up and practiced mirroring their partners arm and hand movements. This exercise was designed to cultivate awareness of another person, and to be present with them. This simple practice can go a long way to defusing anger both in another person, and within oneself.
The children heard a story about the Buddha and his unexpected reply to a surly young man who began angrily ranting at him. Instead of taking in the insults and anger, the Buddha calmly told the man that he did not accept his "gift" of curses and anger; therefore, the "gift" stayed with the owner. The children then explored the cryptic lesson of the Buddha about actions being mirrored back to the one who acts - and his gentle admonition to make sure that what you speak or act is always for good, for just as right action reflects back kindness to the owner, if anger and hatred is what comes forth that is what will be returned.
The activity concluded with children creating their own sets of calming beads, or "counting your blessings" beads which they could run through their fingers to help defuse their own feelings of anger and bring about a sense of calmness and control.
Sunday, March 4, 2012
Responding with Love
The sun never says to the earth,
"You owe me."
Look what happens with a love like that.
It lights up the whole sky!
- Hafiz, Sufi poet
Today's elementary lesson from the LOVE WILL GUIDE US curriculum focused on the third Source of Unitarian Universalist beliefs: "wisdom from the world's religions which inspires us in our ethical and spiritual life." A story from Sufism, a mystical facet of Islam, demonstrates responding to negativity with gentleness and love.
We learned a little bit about the ancient religious practice of Sufism, and the whirling meditative dance of Sufi devotees. A story from Sufism, "The Dervish in the Ditch", prompted the children to explore how they would respond to meanness, and challenged them to think of ways they could respond with kindness and understanding rather than retaliation. Children were also guided into distinguishing between situations that could safely be responded to with gentleness, and situations that require adult intervention.
AS A FAMILY ..... you are encouraged to engage your child frequently in role playing scenarios that could come up in their everyday life. Can they step into someone else's shoes to understand behavior that might at first be interpreted as "mean", and then respond with kindness? An example might be one student bumping into another in the school hallway. Were they being intentionally mean? Or might they have been so preoccupied with their own problems and worries that they simply didn't notice? One way to respond would be to retaliate - to push or shove back, or plot to "get even". A Sufi approach would be to mentally wish them a better day, and then calmly set the incident aside. Can they differentiate when a situation might be unsafe for them, and the best response would be to seek out adult intervention? An example could be bullying.
Encourage your child to try to live a life full of goodness and love because that is how we will become the best people we can be.
"You owe me."
Look what happens with a love like that.
It lights up the whole sky!
- Hafiz, Sufi poet
Today's elementary lesson from the LOVE WILL GUIDE US curriculum focused on the third Source of Unitarian Universalist beliefs: "wisdom from the world's religions which inspires us in our ethical and spiritual life." A story from Sufism, a mystical facet of Islam, demonstrates responding to negativity with gentleness and love.
We learned a little bit about the ancient religious practice of Sufism, and the whirling meditative dance of Sufi devotees. A story from Sufism, "The Dervish in the Ditch", prompted the children to explore how they would respond to meanness, and challenged them to think of ways they could respond with kindness and understanding rather than retaliation. Children were also guided into distinguishing between situations that could safely be responded to with gentleness, and situations that require adult intervention.
AS A FAMILY ..... you are encouraged to engage your child frequently in role playing scenarios that could come up in their everyday life. Can they step into someone else's shoes to understand behavior that might at first be interpreted as "mean", and then respond with kindness? An example might be one student bumping into another in the school hallway. Were they being intentionally mean? Or might they have been so preoccupied with their own problems and worries that they simply didn't notice? One way to respond would be to retaliate - to push or shove back, or plot to "get even". A Sufi approach would be to mentally wish them a better day, and then calmly set the incident aside. Can they differentiate when a situation might be unsafe for them, and the best response would be to seek out adult intervention? An example could be bullying.
Encourage your child to try to live a life full of goodness and love because that is how we will become the best people we can be.
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