baha’i children’s class ideas.

learning concepts
Just as ‘Abdu’l-Bahá protected the Bahá’ís after Bahá’u'lláh’s Ascension, and as Shoghi Effendi did the same after ‘Abdu’l-Bahá passed away, The Universal House of Justice was formed after the passing of Shoghi Effendi to protect and to serve as the head of the Bahá’í Faith. The Universal House of Justice, consists of nine people who look after the affairs of the Bahá’í Faith. They do this important work from their Seat on Mount Carmel, in Haifa, Israel. Bahá’u'lláh told us that the Universal House of Justice would be infallibly guided by God; we can say that obedience to the Universal House of Justice is like obedience to God and to Bahá’u'lláh.

activities
drawing: Colouring page—The Seat of the Universal House of Justice on Mount Carmel.
covenant maze: Treading the Path of the Covenant. Create a maze (e.g.: covenant maze / labyrinthe de l’alliance) with four “rooms”: one for each of the Universal House of Justice, Shoghi Effendi, ‘Abdu’l-Bahá, and Bahá’u'lláh. Children begin the maze at one end and follow it to the other end, going through each “room” in order according to the successive Heads of the Baha’i Faith. This illustrates the Covenant of Bahá’u'lláh.

reading/prayer for study

reference
The institution of the House of Justice consists of elected councils which operate at the local, national and international levels of society. Bahá’u’lláh ordains both the Universal House of Justice and the Local Houses of Justice in the Kitáb-i-Aqdas. ‘Abdu’l-Bahá, in His Will and Testament, provides for the Secondary (National or Regional) Houses of Justice and outlines the method to be pursued for the election of the Universal House of Justice.
(Kitáb-i-Aqdas, Note 49)

This passage, now written by the Pen of Glory, is accounted as part of the Most Holy Book: The men of God’s House of Justice have been charged with the affairs of the people. They, in truth, are the Trustees of God among His servants and the daysprings of authority in His countries.
O people of God! That which traineth the world is Justice, for it is upheld by two pillars, reward and punishment. These two pillars are the sources of life to the world. Inasmuch as for each day there is a new problem and for every problem an expedient solution, such affairs should be referred to the House of Justice that the members thereof may act according to the needs and requirements of the time. They that, for the sake of God, arise to serve His Cause, are the recipients of divine inspiration from the unseen Kingdom. It is incumbent upon all to be obedient unto them. All matters of State should be referred to the House of Justice, but acts of worship must be observed according to that which God hath revealed in His Book.
(Bahá’u'lláh, Ishráqát — 8th Ishráq)

experience
June 23, 2007: 1.5 hours, 4 children, average age 7. Not bad for a class held right after coming back from a week-long road trip across the United States. All told, the lesson itself was what took the most time; one of the difficulties we ran into was getting the kids to be able to pronounce “Universal House of Justice”. We spent the past few lessons going over some of the Central Figures of the Baha’i Faith (‘Abdu’l-Bahá, Shoghi Effendi) so this class was part review: what were the four main things we learned about ‘Abdu’l-Bahá? what were the two main things we learned about Shoghi Effendi? Then we asked: what did they both have in common? Answer: they protected the Baha’i Faith after the passing of the One whom they succeeded. That’s how the Universal House of Justice fits in. We brought a picture book with photos of the Arc on Mount Carmel, and explained the basics of what the Universal House of Justice is and what it does. As many times before, we also shared pilgrimage stories with the children—they always seem to have lots of questions when we do that, and since we know our own pilgrimage stories very well (we were there!) it’s not too difficult to tell.

learning concepts
Shoghi Effendi was the grandson of ‘Abdu’l-Baha, who appointed him as the Guardian of the Baha’i Faith in His Will and Testament. Shoghi Effendi worked very hard throughout his life, translating many of the Baha’i Writings into English, designing and building the gardens around the Baha’i Holy Places in Haifa and Akka, and administering the affairs of the Faith until his death in 1957. We owe Shoghi Effendi a great debt of gratitude for the many great things he did.

activities
story: Explain the story of Shoghi Effendi’s life: his childhood and youth, his appointment as the Guardian, his life and achievements during the Guardianship. It might help to have a few pictures of Shoghi Effendi, along with photos of the Gardens at Bahji and surrounding the Shrine of the Bab.
games: Directions or Blind man. ‘Directions’ is similar to Blind Man but without the blindfold. One (or more) children stand at a point in the room (say, the middle) and the rest stand at the wall. The children along the wall take turns calling out directions such as “two paces north” or “three steps west”, etc., guiding the children in the middle to an objective (such as a piece of furniture).
drawing: Maps. Shoghi Effendi surrounded himself with maps; they helped him understand people, where they were and what they did. Ask the children to draw a map of their surroundings, including where they are right now (i.e. location of the neighbourhood children’s class), along with other important landmarks such as their house, the post office, their school, etc.

reading/prayer for study
Review from previous classes.

reference

experience
June 9, 2007: 1.5 hours, 8 children, average age 7-8. A simple, effective class; could have been better, but we did well with what we had. I wasn’t too worried about this class because the lesson was very straightforward: share the story of Shoghi Effendi. We reviewed the lesson on ‘Abdu’l-Baha before starting and launched straight into Shoghi Effendi’s story afterwards. We had examples of books he had translated (The Dawn-Breakers) or written (God Passes By) and showed the children; I had also prepared photos of the Shrines and the gardens surrounding them, but I forgot them at home (doh). We had the usual issues with discipline but were able to handle them satisfactorily and had more than enough material to last for the entire class. Shortening the class to one and a half hours has certainly given us a lot of breathing room; it’s not a lot of time to get concepts across, but we avoid a lot of breakdowns since the children’s patience and concentration naturally seems to dissipate after an hour and a half. Oh well.

learning concepts
‘Abdu’l-Bahá is a very special person: He is the Centre of Bahá’u'lláh’s Covenant, the unerring Interpreter of His Writings, and the Perfect Exemplar of His Teachings. He was given many titles during His lifetime, including “The Master”; the one He preferred and took for Himself, however, was ‘Abdu’l-Bahá, which means “Servant of Bahá”—Servant of Bahá’u'lláh.

activities
story: pick some of the children’s favourite stories of ‘Abdu’l-Bahá. Good examples: crystal water, the expensive coat, the unkind man, etc.
song: Look At Me, Follow Me.
written: What Would ‘Abdu’l-Baha Do? (Version française: Que ferait ‘Abdu’l-Bahá?) A simple exercise that helps children reflect on some of ‘Abdu’l-Baha’s character qualities.

reading/prayer for study
My name is ‘Abdu’l-Baha. My qualification is ‘Abdu’l-Baha. My reality is ‘Abdu’l-Baha. My praise is ‘Abdu’l-Baha. Thraldom to the Blessed Perfection is my glorious and refulgent diadem, and servitude to all the human race my perpetual religion . . . No name, no title, no mention, no commendation have I, nor will ever have, except ‘Abdu’l-Baha. This is my longing. This is my greatest yearning. This is my eternal life. This is my everlasting glory. (quoted in World Order of Baha’u'llah, p. 139)

reference
Bahá’u'lláh describes His son, ‘Abdu’l-Bahá:
“O Thou Who art the apple of Mine eye!”
Bahá’u'lláh, in His own handwriting, thus addresses ‘Abdu’l-Bahá,
“My glory, the ocean of My loving-kindness, the sun of My bounty, the heaven of My mercy rest upon Thee. We pray God to illumine the world through Thy knowledge and wisdom, to ordain for Thee that which will gladden Thine heart and impart consolation to Thine eyes.”
“The glory of God rest upon Thee,” He writes in another Tablet, “and upon whosoever serveth Thee and circleth around Thee. Woe, great woe, betide him that opposeth and injureth Thee. Well is it with him that sweareth fealty to Thee; the fire of hell torment him who is Thine enemy.”
“We have made Thee a shelter for all mankind,” He, in yet another Tablet, affirms, “a shield unto all who are in heaven and on earth, a stronghold for whosoever hath believed in God, the Incomparable, the All-Knowing. God grant that through Thee He may protect them, may enrich and sustain them, that He may inspire Thee with that which shall be a wellspring of wealth unto all created things, an ocean of bounty unto all men, and the dayspring of mercy unto all peoples.”

experience
May 26, 2006: 1.5 hours, 5 children, average age 6-7. Despite procrastinating (!!!) on this lesson up til pretty much the last moment and a rather hasty blitz of last-minute preparation, the content of this lesson turned out rather well. We had a whole set of materials available about ‘Abdu’l-Baha, created by someone (locally?) a few years back for the commemoration of His visit to Montreal in 1912. Very nice materials, including stories and an fill-in-the-blanks exercise sheet—I’ll post it here if I can get permission. We also supplemented these materials with a picture sheet called “What Would ‘Abdu’l-Bahá Do?”, so the kids had plenty to do. (N.B. La version francophone de cet exercise est disponible, titrée Que ferait ‘Abdu’l-Bahá?)

The lesson revolved around four important points about ‘Abdu’l-Bahá—points that everybody has to know about Him:

1. ‘Abdu’l-Bahá was the Centre of the Covenant of Bahá’u'lláh.
2. ‘Abdu’l-Bahá was the Servant of Bahá.
3. ‘Abdu’l-Bahá was the Perfect Exemplar of Bahá’u'lláh’s Teachings. (The “What Would ‘Abdu’l-Bahá Do?” sheet tied in with this.)
4. ‘Abdu’l-Bahá was the unerring Interpreter of Baha’u'lláh’s Words.

We discussed these until everyone got it; afterwards, these same points were repeated and illustrated in the materials used—the children cut out the illustrations (very nicely, too) and pasted them onto colouring paper for effect.

No big complaints about this class. The only place where we had a bit of a hiccup was that the fill-in-the-blanks exercise we used asked questions that we hadn’t covered in class, so we had to do tell some extra stories during that portion of the class so everyone could get it.

Also, it was impressive listening to the questions asked by the kids during the lesson. Some of them, rightly so, had (and still have) quite a difficult time understanding why someone would ever have wanted to put Baha’u'llah and ‘Abdu’l-Baha—who were such loving and kind and gentle people—in prison and treat them so badly. We told them what we knew: that certain people in power saw that everyone loved and followed Baha’u'llah, and feared that they would lose their own influence over those people. So, thinking to get rid of that threat to their continued influence, they persecuted and imprisoned Baha’u'llah and His family. These aren’t easy questions to answer, but the fact that the children are asking them shows that there is a real love for ‘Abdu’l-Bahá and Bahá’u'lláh growing in their hearts, and that’s so good to see.

learning concepts
God wants each and every one of us to be happy. We must always look for ways to serve others and to bring them happiness and joy. To make this happen, we should not only wish for others what we wish for ourselves, we should wish even better things for them.

activities
story: ‘Abdu’l-Bahá and the expensive coat. Ruhi Book 3, p.57. Illustrates how ‘Abdu’l-Bahá was always thinking of others, and how he preferred to help his fellows rather than indulge himself.
song: “Prefer Your Brother”, Ruhi Book 3, p.56.
craft: Greeting card w/ pressed flowers. Read up on quick flower pressing [more ideas]; a microwave will speed up drying time and, if the craft is well prepared, should allow the children to add the flowers to a greeting card to be given to someone special.

reading/prayer for study
Blessed is he who preferreth his brother before himself. (Bahá’u'lláh)

reference

experience

these are informal notes from Counsellor Scott’s talk and should not be construed as being 100% accurate by anybody—especially given the way I take notes! take ‘em with a few grains of salt.

so Counsellor Scott graciously took time out of his busy schedule to visit with us in Ottawa tonight, and share with us progress happening in the Baha’i community. He started out by reminding us that “being” and “doing” are inseparable—you cannot change your own self or change your community in a vacuum; both will always change in tandem, and in order for our own hearts to change, we must teach and serve humanity. The image reminded me of the “two movements” we sometimes hear about: the movement of people from one course in the institute process to the next, and the movement of communities (”clusters” maybe—or even neighbourhoods?) from one stage of development to the next. The two must happen simultaneously, no?

He peppered his talk with colourful stories of amazing strides that have come about in places like Toronto, with its “Pebbles to Pearls” program, in which individuals arose to offer junior youth groups (studying books like Breezes of Confirmation, which is Bahá’í-inspired and seeks to build capacity and raise consciousness in 12-year-olds); how a children’s class grew naturally out of the first junior youth group; how a prayer meeting with the parents soon followed; and how more and more of the participants, as their capacity increased, became trained to offer these kinds of service to others. We’re talking about people who met their first Baha’is maybe a few months ago, and are now being trained to help teach Baha’i children’s classes. Uhhhh cool?

He stressed the notion that these “core activities”—be they children’s classes, junior youth groups, study circles, and prayer meetings—are not just fun little activities or “get-togethers” or “events” as we may think of them. They’re civilization-building activities, activities that create communities. He emphasized the fact that every human being has the inalienable right to participate in the process of building civilization. (consider how many people waive that right throughout the world every day.) that being said, he challenged us to involve more and more people in that process by committing to long-term action with receptive communities—committing to offering these “core activities” to people around us who might really need them. With respect to children’s classes, he cited the cases of families throughout the country who’ve been left behind by an educational system that fails to respond to their needs—who’s going to offer spiritual education to a child whose parents work 12 hours a day and barely make enough to make ends meet? Whose teachers can’t use the word “God” because it’s been legislated out of existence?

So much meat in that short span of time—so exciting to feel that we’re able to contribute to the building of a new civilization! I only hope that we can rise to the occasion and be fully ready for our talk. Please feel free to share thoughts as comments to this post—there’s far more to tell, but it’s late and I need sleep.

learning concepts
A person who is humble before God realizes the greatness of God and his own smallness. He gives himself up entirely to God’s Will. When we give our will over to His, God fills our hearts with joy.
One way we can show humility is to serve others. When we do things for others in a spirit of service, this is like worshipping God.

activities
story: ‘Abdu’l-Bahá and the “crystal water”: Ruhi Book 3, p.55
song: Be Like the Earth, Ruhi Book 3, p.54
drama/skits: Act out situations that show humility / lack of humility. Discuss the difference with the children. (need more details here… need to flesh this out. we may not actually do this this time.)
drawing: Picture 8 from Ruhi Book 3. Also: have the children draw a situation that demonstrates them performing an act in a spirit of service (ie. doing a chore, helping a parent/sibling…) Have the children talk about their drawing.

reading/prayer for study
O Son of Man! Humble thyself before Me, that I may graciously visit thee. (Bahá’u'lláh)

reference
“Be a breath of life to the body of humankind, a dew upon the soil of the human heart, and a fruit upon the tree of humility.” (Bahá’u'lláh)

Question. — “Should Prayer take the form of action?”

‘Abdu’l-Bahá. — “Yes: In the Bahá’í Cause arts, sciences and all crafts are (counted as) worship. The man who makes a piece of notepaper to the best of his ability, conscientiously, concentrating all his forces on perfecting it, is giving praise to God. Briefly, all effort and exertion put forth by man from the fullness of his heart is worship, if it is prompted by the highest motives and the will to do service to humanity. This is worship: to serve mankind and to minister to the needs of the people. Service is prayer. A physician ministering to the sick, gently, tenderly, free from prejudice and believing in the solidarity of the human race, he is giving praise.”
(’Abdu’l-Bahá, Paris Talks, p. 176-7)

It is enjoined upon every one of you to engage in some form of occupation, such as crafts, trades and the like. We have graciously exalted your engagement in such work to the rank of worship unto God, the True One. Ponder ye in your hearts the grace and the blessings of God and render thanks unto Him at eventide and at dawn. Waste not your time in idleness and sloth. Occupy yourselves with that which profiteth yourselves and others. Thus hath it been decreed in this Tablet from whose horizon the day-star of wisdom and utterance shineth resplendent.

The most despised of men in the sight of God are those who sit idly and beg. Hold ye fast unto the cord of material means, placing your whole trust in God, the Provider of all means. When anyone occupieth himself in a craft or trade, such occupation itself is regarded in the estimation of God as an act of worship; and this is naught but a token of His infinite and all-pervasive bounty.
(Bahá’u'lláh, “Bishárát” [”Glad-Tidings”], Tablets of Bahá’u'lláh, p. 26)

experience

learning concepts
Naw-rúz is a celebration of the Bahá’í New Year.
Naw-rúz is the end of the month of fasting and the first day of the month of Bahá (Splendour). Note: Bahá’í children and junior youth (i.e. below the age of 15) do not fast.
Naw-rúz happens on the day of the spring equinox, which is usually March 21.

activities
naw-rúz cookie workshop: everybody loves cookies!
naw-rúz bags: to hold naw-ruz gifts, etc. take regular brown paper bags and have the children decorate them with paint, glitter glue, stickers, or whatever else.
naw-rúz tags: cut out paper tags and punch holes in them, thread string through the hole. tie knot to secure string, and then attach to naw-rúz cards or gifts.
springtime: make the connection to the first day of spring, renewal…

reference
Naw-rúz Flash presentation

“Praised be Thou, O my God, that Thou hast ordained Naw-Rúz as a festival unto those who have observed the fast for love of Thee and abstained from all that is abhorrent unto Thee. Grant, O my Lord, that the fire of Thy love and the heat produced by the fast enjoined by Thee may inflame them in Thy Cause, and make them to be occupied with Thy praise and with remembrance of Thee.”
(Prayers and Meditations by Bahá’u’lláh, p.339)

“O Pen of the Most High! Say: O people of the world! We have enjoined upon you fasting during a brief period, and at its close have designated for you Naw-Rúz as a feast.”
(Bahá’u’lláh, Kitab-i-Aqdas, para.16)

An equinox in astronomy is the moment when the Sun passes over the equator. The event occurs twice a year, around March 21 and September 23. The word equinox derives from the Latin word for equal night. The equinoxes are the two days each year when the middle of the Sun is an equal amount of time above and below the horizon for every location on Earth.
(Wikipedia: Equinox)

experience
March 18, 2006: 2 hours, 6 children, average age 6-7. Given the extra preparation due to preparing this lesson in advance, the class went extraordinarily well and was much more organized. There was no sense of last-minute panic and we (the teachers) were far more relaxed and confident - even though we were both tired from fasting for the past 17 days. I think we are both showing signs of wear though - it was harder than usual to put up with difficult behaviour from the children. They were merciful and good though, and spared us any major tantrums.

The activity was quite well-liked. After last week’s class, we decided to work on a few things: preparing the materials in advance, making an example prior to the class so the children know what the craft will look like, and explaining the purpose of the craft. We got together a half-hour before the children arrived and put together a couple of pretty Naw-rúz tags out of construction paper, string and ribbons, using scissors and heart- and butterfly-shaped hole punchers from the dollar store. Photos to come soon. The children found the craft easy to do and seemed to enjoy it. At least, it went a lot better than last week’s craft (preparation is the key). Making the tags took up a good half-hour, and some of kids chose to make and decorate more than one.

We started with prayers, and we read and sung “Blessed is the spot”. We had a bit of talking to lead up to the activity regarding Naw-rúz, spring, the month of Fasting, and the Bahá’í calendar. We mentioned that Bahá’ís often give each other gifts at Naw-rúz, much like Ayyám-i-Há. They related to the idea of gift-giving and were quite quick to come up with ways to make a gift special (and, of course, one of those ways was to add a nice tag with the recipient’s name on it - hence the craft!) We ended the day with drawing springtime scenes in their scrapbooks - as well as pasting the text of “Blessed is the spot” into the books.

March 24, 2007: 2 hours, 7 children, average age 7. We had a blast with this class—and it was mainly thanks to the help of certain blessed souls who were ready and willing to give up a day or more’s worth of time and effort in preparation to help make it a reality. The day started with prayers; like last year, we sang “Blessed is the Spot”. The kids’ conduct during prayers has greatly improved since we started focusing our efforts on that part of the class. Our main activity for the day was baking cookies—what better way to make Naw-ruz a special event? The children could scarcely believe their ears when we told them; they thought we were joking. But it was not so!

I asked my mom (of course) to come help us bake cookies. She prepared individual bags of three kinds of dough for each of the children, brought cookie cutters, rollers, trays, flour, decorations (i.e. sprinkles, different colours of icing, etc.) and so on. The children spent over an hour rolling the dough, cutting out different shapes (sometimes making up their own), and, once they were fully baked and cooled, decorating their munchable masterpieces. They took home bags of cookies to share with their parents, cousins and siblings. No joke—they were genuinely proud to have made their own cookies and were looking forward to sharing with their families. Some of the children had been so industrious in making the cookies, and had amassed such a stack of them, that they started sharing their cookies with anybody they could find. Here are some photos of the whole process:

Room for improvement? Well, we were actually expecting some parents to show up and share the afternoon with the children; lack of logistical coordination meant that didn’t happen. We didn’t spend nearly enough time reminding the parents that they were invited to stay; written invitations (instead of the verbal invites) would have helped tremendously. I had expected to give a more adult-centred presentation of Naw-Ruz, which subsequently bombed—meaning we didn’t have much of a “lesson” per se; once I noticed that the kids were getting bored of my waffling, we jumped right into washing our hands and getting ready for the cookies (which was the right thing to do, I suppose).

Kudos? Obviously, to Mom for basically planning the entire thing in about a day; she had even planned more (including making decorative bags) but we ran out of time! Many thanks go to Dad for taking photos. Also, big ups are owed to those who helped keep the class under control during transition time. One thing that was pulled off remarkably well this time was discipline. We’ve had some discipline problems with one child in particular, and it’s really taken all of us to handle him and run the rest of the class smoothly… This time around, it really seemed to work well. Not only did we avoid a tantrum (which had happened the previous week, when there were only two teachers available), we actually applied some of the lessons of Ruhi Book 3 and gave preference to the children who were showing patience and politeness. We had to do it several times, but it worked! I’m sure we’ll have to repeat the exercise in coming weeks, but it was a genuine thrill to know that yes, when you put your heads together, the lessons we’ve learned in our training actually do bear fruit!

This post was also blogged at doberman pizza.

well it’s been an intense week for sure. the Ottawa Baha’i community held another reflection meeting last Saturday, launching the eighth cycle of its intensive program of growth.

JARGON WATCH: basically what this means is that a bunch of people got together to reflect on and discuss the growth, vitality and vision of the Baha’i community, to share their best practices and to set goals. An “intensive program of growth”, which is composed of many “cycles” marked by these “reflection meetings”, is basically a way for Baha’is (and those who throw their lot in with them) to manage the growth of the Baha’i community and channel their efforts to bring the Message of Bahá’u'lláh to those who are out there waiting for it.

it was a blast, as usual; there were lots of young people there, junior youth (12-14 yrs) and youth (15+ yrs) alike. That was awesome and really encouraging. we put someone on a table and lifted them up with only our fingers. apart from that, of course, we had time to knock heads together and make plans for the next few months: how we would help the core activities grow and evolve, etc.

MORE JARGON WATCH: there are four generally recognized “core activities” of Baha’i community life, all of which are, in essence, open to all people no matter what their faith: (1) “devotional meetings”, which consist of shared prayer and readings that bring a group closer to God / a Higher Power; (2) “study circles”, in which groups use the study of principles found in the Baha’i Writings to understand how they apply in real-world situations of service; (3) “children’s classes”, which are classes for the moral and spiritual education of children; (4) “junior youth groups”, in which 12- to 14-year-old youth use spiritual principles to understand the world around them and to bridge the gap between childhood and adolescence.

I spent a bit of time sharing the plan for our children’s class… it’s a complicated animal. So far it looks like we will be moving towards splitting the class into two groups: one for older children (say, 9-11) and one for younger children (~5-8). We’ve also discussed holding a devotional meeting open to parents, family and friends - we’re looking for ways that parents and family can naturally become more involved in the children’s spiritual education, and sharing prayer time with them in the format of a devotional meeting may just be the thing. also on the map are home visits with parents and family to follow up on the parents’ meeting we had last October - they haven’t had much regular communication from us and it’d be about time to bring them each up to speed no?

just a few words about the difficulties inherent in teaching a class with a wide age spread. we’ve always advertised our class as open to kids from around five to ten years of age. for the first little while, that wasn’t a big problem; most of our kids ended up being around the same age—five to seven—with only a few outliers. Lately, however, we’ve been seeing a more diverse range of ages. At one of our latest classes, we had three distinct clumps of ages: 5-6, 7-8, and 10-11. Any teacher worth his or her salt knows (or so I’m told) that the needs and capacities of each of these groups is vastly different. When we plan a class, we plan specific activities that appeal mainly to our core group, which is, let’s say, around age seven. Unfortunately, we often see the older children sitting off to the side and getting bored because the material is too simple for them, while the younger children stare blankly and get bored because the material is too complicated for them. There doesn’t seem to be a simple solution to this problem besides splitting the class into different age groups. We’ve often raised this possibility for our class, but we’ve never done it simply because of logistical reasons (do we feel ready to run two or more classes simultaneously?)

I don’t have a conclusion to this post, since we’re still living with and dealing with this situation. Any comments or from experienced children’s class teachers out there would be greatly appreciated.

learning concepts
All the major religions come from the same divine source.
Bahá’u'lláh urges us to consort with the followers of all religions in a spirit of friendliness and fellowship.

activities
song: “The Song of the Prophets” by Jack Lenz, on the album We Are Baha’is.
drama/skits: A play about the Oneness of Religion, from Baha’i Education for Children, Book 2, Chapter 9 (pp. 19-24)
stencil craft: print out stencils for the symbols of major religions (e.g.: hinduism, judaism, islam, sikh, christian), cut them out onto heavy paper; also print out a nine-pointed star that can encompass each of the other symbols. Cut out stars of many different colours; the children can use the stencils to paint or draw the different symbols onto the stars. these can be used as decorations on walls or windows, or as part of mobiles.

reading/prayer for study
Consort with the followers of all religions in a spirit of friendliness and fellowship. (Bahá’u'lláh)

reference
Ye are all the rays of one sun; the fruits of one tree; and the leaves of one branch. (Bahá’u'lláh, quoted by ‘Abdu’l-Bahá, ‘Abdu’l-Bahá in London, p. 80)

O people! Consort with the followers of all religions in a spirit of friendliness and fellowship. Thus hath the day-star of His sanction and authority shone forth above the horizon of the decree of God, the Lord of the worlds. (Bahá’u'lláh, Tablets of Bahá’u'lláh, p. 22)

experience
January 20, 2007: 2 hours, 9 children, average 7 years old. We scheduled this lesson for World Religion Day and had a lot of fun with the stencils mentioned above. We wanted to get the children’s hands in gear in creative ways; amazingly, no one was spotted running with scissors. My only beef with this class was that the lesson content wasn’t strong enough—for example, as we introduced each stencil, we could have had the children guess which religion the symbol represented, and which Manifestation founded that religion… I haven’t been able to find my binder full of lesson plans from the Canadian national curriculum (which have made things so much easier since we started using them—no more last minute brainstorms) and the lesson from Baha’i Education for Children only presents the play, which I didn’t think we could do at the time with the resources we had. So we made up this lesson with the stencils. It went over all right—most of the children seemed to enjoy the artistic activity. One of our Baha’i friends, a regional coordinator for children’s classes, was there and snapped some pictures:

the whole group of us!

one of our shy participants.

hard at work.

Our upcoming class will again touch on the oneness of religion, so there’ll doubtless be more to tell soon. By the way, I’m sorry this post came late—I noticed there was a spike in traffic to this blog just before World Religion Day but I couldn’t get my act together to post our lesson in time :P There’s always next year right?

January 27, 2007: 2 hours, 7 children, average 7 years old. Well this was an interesting class. We wanted to try out the play contained in Baha’i Education for Children. I don’t know about you, but I’m no drama teacher. I suppose it would have been useful to read through Book 3A (aka the old Book 5, “Baha’i Children’s Classes, Grade 2″) before attempting this activity. Where Book 3 relies mainly on games for physical activity, Book 3A includes a lot more drama, acting and role-playing. If I was more of a manual-reading person (rather than the jumping-in type I am) we would have saved a lot of bother this time around. The play is meant to be learned and memorized over a longer period of time (to its credit, there are warnings to this effect at the top of the script); still, we figured we’d start reading and see how things would go. Most of the kids found the text difficult to read, let alone to memorize. For some—especially the younger ones who were only just learning to read—nothing sank in at all. Oops. So after a short period of confusion, we quickly changed tactics and began simplifying the script; a teacher would call out the main points of each child’s speech and have them repeat them out loud. Once the emphasis was off reading, things went a lot smoother.

The result? Well, we haven’t given up on the play yet. We’ll continue working with a simplified script (one of the teachers will be revising it so that it can be more easily understood by the children), and continue rehearsing until we get it. It’s funny—I don’t know who’s doing more learning, the children or the teachers. I certainly feel like I’m getting a crash course in children’s education every time I come to the class.