How can people walk with God in the world? · choice to walk with God or to choose their own way....

How can people walk with God in the world? Interact Teacher Manual DevotionsYears 5-8

By Helen Pearson

© 2011 Interact Curriculum Press

No part of this publication may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, without prior permission in written form from the publisher.

Scripture taken from the HOLY BIBLE, NEW INTERNATIONAL VERSION ®. Copyright © 1973, 1978, 1984 by International Bible Society. Used by permission of Zondervan Publishing House. All rights reserved.

Cover photography © Simon Guerney | Dreamstime.com

Interact Curriculum PressP.O. Box 757Whangaparaoa, 0943New Zealand

www.interactcurriculum.comPrinted and bound by CM Digital, Albany, New Zealand

ISBN 978-1-877532-87-0

1

2

3

4

5

8

9

10

11

13

27

31

39

I

III

IV

V

VI

VII

X

XI

ContentsOverview for this Term

Introduction

Pre-planner Guide

Background Information

Key Competencies, Habit of Mind, Habit of Character

Big Idea, Key Understanding, Focus Question

New Zealand Curriculum Requirements

Key Areas of Investigation

Firing Up

Finding Out Further

Focusing Forward

Scriptures Relevant to this Unit

Understanding Interact

The Interact Resources

Options for Using this Interact Teacher Manual

Planning With Interact

The Interact Learning Process

Key Learning Intentions

Acknowledgements

Bibliography

Year 1-4

2

overview for tHis termThis Teacher Manual is for one subject of an integrated unit based around the theme of God is calling us. The subject of this particular Teacher Manual is shaded grey. Further information about the supplementary books and teaching resources mentioned below are available from www.interactcurriculum.com

Year 5-8

Health

What choices make our community safer?

How do my choices affect the world we live in?

Science

What are some mysteries about mixtures?

How can chemistry affect our world?

Social Science

Why do we have rules and laws?

How are decisions made for our nation?

Art

People in Contemporary Art

Devotions

Why do people choose to obey God?

How can people walk with God in the world?

How can I lead a group well?

What makes a good speaker?

Language

© 2011 Interact Curriculum

© 2011 Interact Curriculum 3

introDUCtionGod is calling us to walk with him.

In the Old Testament, we are introduced to the idea of people having a good relationship with God as custodians of a beautiful environment that God had made. God walked and talked with Adam and Eve in the Garden. However, sin caused broken relationships between God and people, between people and each other and between people and the world God had created. God continued to call Adam and Eve. God’s response to their sin was to call, “Where are you? What have you done?” Despite the need for consequences for sin, God continued to call people towards him through Noah, Abraham and others.

As we continue to read through the Old Testament, we see that God’s call to his people to walk with him was associated with obeying God’s leadership and his commandments. These commandments helped God’s people to be protected from the evil and sin in the nations around them (Gal 3:19), so they could be God’s ‘treasured possession’ (Ex 19:5) and a blessing to the world. Jesus’ entrance into the world as God’s Son in human form changed history, and now the righteous demands of the Law were fullfilled in his life (Mt 5:17). He challenged the Pharisaic approach of trying to please God by keeping laws, without faith or love.

Through Jesus, we were taught that God’s commandments were fulfilled by two commandments: to love God with all our hearts, souls and minds, and to love our neighbour as we love ourselves. Jesus ushered in a new kingdom in which God provides forgiveness for those who believe, and offers us a new way of walking with God: a walk of faith through Christ.

Today, with the power of the Holy Spirit, we are still called by God to walk with him, and to participate in the work he is doing in the world.

if you are new to interact resources we invite you to turn to Appendix i-- to learn about the interact Learning Path on which this

teacher manual is based, and to gain additional planning help.

intr

oduc

tion

HOW CAN PEOPLE WALK WITH GOD IN THE WORLD?

4 © 2011 Interact Curriculum

Pre-PLAnner GUiDeResource People

•Peoplefromtheschoolcommunityorthewidercommunity,whocanshareatestimonyof their walk with God

•MissionariesandChristiansfromotherculturesandcountrieswhocouldparticipatein a ‘skype’ interview about their walk with God

Special Features could include:

•Sharingwhatislearntthistermwithayoungerbuddy

•ReadingA Dangerous Journey by Oliver Hunkin or excerpts from Pilgrim’s Progress by John Bunyan

•WritingadevotionalbookonWalking with God to publish for parents, students, staff and friends of the school. Hold a Book Launch

•Conductingresearchofthosewhowalk(ed)withGodthroughreading,interviewingand surveying



intr

oduc

tion

BACKGroUnD informAtionWhat choices does God give us?

God chose to create the world and it was good. God created people and gave them a choice to walk with God or to choose their own way.

God is still calling people to walk with him. God does not force us to obey, follow or walk with him. God wants relationship with us so that we can know the full life for which we were designed and participate in his work of the kingdom of God in the world. As individuals, we have choices about many things that affect our lives, others’ lives, our environment, and our relationship with God. We can choose to obey or disobey our parents, our teachers, the laws of the land, and ultimately, God.

For whatever choices we make, there are consequences. Walking with God results in a fullness of life and love and hope. Choosing to obey authorities usually has positive consequences in our lives. When we choose to disobey, we are choosing to have negative consequences in our lives, the lives of others, and the environment. Our choices also affect our Creator, who is looking to see those whose hearts are open to God so that he can support them. Negative consequences for our behaviour include angry parents, detentions, fines, court cases, embarrassment or shame, a guilty conscience, strained relationship with God and others, pain. However, as Joshua told God’s people, we can ‘choose today whom you will serve’ (Joshua 24:15). We can choose abundant life by walking with our Creator, or choose to ignore God’s call, and therefore not know the new life for which we were intended (John 10:10).

How did God call his people to walk with him in the Old Testament?

In the beginning of the Bible, we are introduced to the idea of people having a good relationship with God as custodians of a beautiful environment that God had made. The first people chose to sin and the world was no longer perfect.

God walked and talked with Adam and Eve in the Garden. However, the choice to sin caused broken relationships between God and people, between people and each other and between people and the world God had created. God continued to call Adam and Eve. God’s response to their sin was to call, “Where are you?” and “What have you done?” Despite the need for consequences for sin, God continued to call people towards him through Noah, Abraham and others.

God chose individual people to walk with what was then the nation of Israel. God showed them how to live well so that God could be revealed to the world and the world could be blessed through these people. Sometimes they were willing to participate in what God was doing and obey and sometimes they wanted to walk away from God and disobey.



Background Information continued

How did Jesus’ walk with God impact the world?

God sent God’s son to demonstrate the power of love in the world, and to begin a new kingdom in which we can participate.

Jesus lived his life on earth, revealing God to the world by showing us what it is like to be fully human, by listening to and obeying his Father God.

Through Jesus, we were taught that God’s commandments were fulfilled by two commandments: to love God with all our hearts, souls and minds, and to love our neighbour as we love ourselves. Jesus ushered in a new kingdom in which God provides forgiveness for those who believe, and offers us a new way of walking with God: a walk of faith through Christ, that brings restoration of what is good into the world.

How do we walk with God today?

Walking with God is an amazing privilege. Today, with the power of the Holy Spirit, we are still called by God to walk with him.

Through prayer, we can talk with God, building a relationship with God that enables us to participate in the work he is doing in the world.

With God’s Holy Spirit in our lives, we can love God and others, and be good caretakers of God’s world. Our lives, then, become a means of expressing worship to God.

Judges

What is the context?This book refers to the period from the death of Joshua to the first king of Israel.

Who was the author?It is not known who wrote the book of Judges.

What is Judges about?Judges were military leaders of the day. They were appointed as leaders of each of the twelve tribes. This book is a series of stories showing the consequences of the choices - obedience and disobedience - of God’s people. A common cycle is observed throughout the book: sin, serving other nations, seeking God, salvation, sin, etc.

Despite the disobedience and bad choices of God’s people, God was consistently ready to rescue them when they decided to hear the call to walk with God.



intr

oduc

tion

Background Information continued

1 and 2 Kings

What is the context?These books relate to the period between the death of David in 970BC and the sixth century exile of Judah in 586BC.

Who was the author?It is not known who wrote the book of 1 and 2 Kings.

What are the books of 1 and 2 Kings about?These books tell how Solomon came to the throne of Israel, became known for his wisdom and the building of the temple and palace, eventually lost his rulership position, and the subsequent division of his kingdom into Israel in the north and Judah in the south. The summaries of the choices of King Jeroboam and 150 other kings clearly show that choices have consequences, and that, while God was faithful to God’s covenant with people, God’s people were not faithful to God, resulting in cycles of devastation and restoration.

Luke 1-9

What is the context?ThisbookwaswrittensomeyearsafterJesus’deathandresurrection(betweenAD64-70).ItretellsthestoryofJesusforaGentile,ratherthanaJewish,audience.

Who was the author?Luke, a doctor, who had been a companion of Paul.

What is Luke 1-9 about?Luke is telling the story of God’s salvation – forgiveness and good news through Jesus. Luke gives particular reference to the Holy Spirit’s role in salvation, to the need for prayer, and to the resulting joy of the ‘good news’ of Jesus.

1 and 2 Thessalonians

What is the context?This was written in 50AD or 51AD while Paul was in Corinth. It is written to young Christians in Thessalonica. It is thought to be one of the first books of the New Testament to be written.

Who was the author?Paul, who was travelling with his friends, Silas and Timothy.

What is are 1 and 2 Thessalonians about?Paul is helping the new Christians to understand his care for them and that suffering is a part of being a Christian. He is encouraging and teaching them.


KEY COMPETENCIES | HABIT OF CHARACTER | HABIT OF MIND

Kthe key competencies are:

managing selfUnderstanding language, symbols and text

Mthe habit of mind focus is:

managing impulsivity

Cthe habit of character focus is:

obedience


BIG IDEA | KEY UNDERSTANDING | FOCUS QUESTION

IQthe focus question is:

How can people walk with God in the world?

Uthe key understanding is:

we have been created to walk

with God

Plan

ningthe big idea is:

God is calling us to walk with him


New Zealand Curriculum requirements

students will:Vision: Be confident in living and learning

Principles: Show high expectations of self and a future focus

Appreciate community engagement

Values: Interact with integrity and respect

Value equity and excellence, community and participation

Key Competencies: Develop skills in managing self

Demonstrate an understanding of language, symbols and text

DevotionsEnglish: Level 3-4Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas/confidently to identify, form, and express ideas

Show a developing/increasing understanding of how texts are shaped for different purposes and audiences

Show a developing/increasing understanding of ideas within, across, and beyond texts

Show a developing/increasing understanding of text structures

Integrate sources of information, processes, and strategies confidently to identify, form, and express ideasSelect, develop, and communicate ideas on a range of topics

Health: Level 3Identify and compare ways of establishing relationships and managing changing relationships

Identify ways in which people discriminate and ways to act responsibly to support themselves and other peopleIdentify the pressures that can influence interactions with other people and demonstrate basic assertiveness strategies to manage these

Health: Level 4Identify the effects of changing situations, roles, and responsibilities on relationships and describe appropriate responses

Recognise instances of discrimination and act responsibly to support their own rights and feelings and those of other people

Describe and demonstrate a range of assertive communication skills and processes that enable them to interact appropriately with other people




11

Plan

ning

For a list of Key Learning Intentions to select from as a skill focus, please refer to the Appendix

Kkey areas of investigation

we are investigating:What choices does God give us?

How did God call his people to walk with him in the Old Testament?

How did Jesus walk with God?

How can we walk with God today?

1.02.0

3.04.0

13© 2011 Interact Curriculum


firin

g Up

Interact Learning Path | Phase 1

firing UpFire Up imaginations and learning desires and gain knowledge in the following ways:

relateBe connected, in engaging ways, with the topic to get ‘hooked’ into learningThe exclamation mark reminds us to get enthused

recallRecall prior knowledge of this topic The arrows remind us to consider all we have experienced, learnt and felt about this topic

raise questions and recognise problemsConsider what questions we have about this topic that we need to or would like to know the answers to. Identify possible problems. Some of these questions may be springboards into the topic study. Others may become the basis for further research later in the unitThe question mark reminds us to question

research (initial)Initiate research in the key areas of investigation, seeking to answer questions as you go The magnifying glass reminds us to go searching

Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall

Review and record Rejoice!

Research

Respond

Reason

Reflect

Resolve

© 2011 Interact Curriculum14

HOW CAN PEOPLE WALK WITH GOD IN THE WORLD? | FIRING UP

relatequestions and activities

Provide an interesting, information-rich environment that engages the students in their learning. The following is a range of suggested ideas:

Blindfold a partner and walk beside as you speak clear directions about where he or she is to go to get to a particular place. Now stand in front of the partner and call. Discuss:

•howdifficultitcanbetowalkwithsomeone,includingGod,whenwe do not know where we are going

•theimportanceofputtingourtrustinpeoplewholoveus,andinagood God

•thedifferencebetween‘walkingwith’and‘callingto’;howitiseasierto choose to follow a call from someone close to us than to simply obey instructions from a distance

As we read from the books of Judges, 1-2 Kings, Luke 1-9, and 1-2 Thessalonians, we will ask questions, find answers, and pass on the most valuable things we have learned to buddies in younger classes by sharing about walking with God, talking and praying with them. Pray about the relationship which you will build with your buddy and with God this term

Review the ‘big story’ of the Bible together, outlining the different key eras or ‘acts’ in the story:

•Act1:Creation(Gen 1-3)

•Act2:TheFall(Gen 3-11)

•Act3:Israel(Gen 12 – Mal)

•Act4:Jesus(Mt – Jn)

•Act5:TheChurch(Acts – Jude)

•Act6:NewCreation (Rev)Identify some of the main characters and stories in each ‘act’ and where the books of the Bible we study this term belong

Begin to read the story of the Pilgrim’s Progress by John Bunyan or A Dangerous Journey by Oliver Hunkin. Discuss the challenges of walking with God. Find examples of people in Bible stories who faced similar challenges, and then think of challenges that you have or may have in your own life that are similar in some way. Talk about what other aspects there might be of walkingwithGod(e.g.walkingwithothers,workingwithGodintheworld).Discuss at what point you think Pilgrim became a Christian, and how we are all on a ‘journey’ like him

indicators of achievement

•Engageswiththetopicofstudy

•Contributestodiscussion

Important Stories in History

The Bible is the story of God’s work in the world and the responses ofpeople, through history, to God. See if you can identify the maincharacters in each part of the story (or each ‘act’ of the drama),and what God was teaching the people. Then find where the booksof the Bible we are studying this term, fit into history.

66 RelateName: 6



relate continuedquestions and activities

During this term, we will write a devotional based on Walking with God, to contribute to a class devotional book that can be shared with other classes. Brainstorm some ideas concerning this project

Recall times you have gone for walks with just one person, e.g. grandparent, a friend, or someone else who is special to you. What did you do? Did you talk together? Did you learn new things about this special person? How did you feel? Have you ever gone for a walk and just talked with God as you would a friend? God made us to walk with him in the world

Begin a wall display or whiteboard display entitled “To walk with God means….” and add to it during the term

Watch a puppet show. Make observations about the puppets. Discuss:

•Whatchoicesdotheyappeartohave?

•Whatchoicesdotheyreallyhave?

•Whoiscontrollingthem?

•Inwhatwaysarepeoplelikepuppets?

•Inwhatwaysarepeoplenotlikepuppets?

Observe an ant colony or view a video of animals doing their work. Discuss:•Whatisinstinct?

•Whatchoicesdoanimalshave?

•Whatkindsofchoicescanpeoplemakethatanimalscannotmake?

Discuss:•What is God like? What are people like? How can God and people

‘walk together’?

•HowcanweknowwhatGodwantsustodo?

Pose a question to the class and encourage their answers without responding to their comments, e.g. Why do you think God made us to have choice? or How much choice do people really have?

Brainstorm ways that you could decorate your desks, books or classroom in such a way that visitors to the class would be inspired to think about the Focus Question or the Key Understanding. Add to the display during the term


firin

g Up



recall questions and activities

Assist the students to consider what they already know and to build on that knowledge by asking further questions as they learn. The following is a range of suggested ideas:

Give each student a piece of paper with statements that require a response from others. Each student is to walk around the room to find a partner who will respond to one statement on their sheet, and they do they same for their partner. Students then move on to find another partner and respond to different question. Statements could include:

•ThefirstpersononearthtowalkwithGodwas….•ThreepeopleintheBiblewhowalkedwithGodwere….•IftheBibleweredividedintofiveerasoftime,likeactsofaplay,and

the first act was Creation, and the last one was The Early Church, the other acts would be…

•Thebooksof 1 and 2 Kings are about….•ThebookofJudges is about….•Three stories that I think might have been told in the first few

chapters of the book of Luke would be….•1 and 2 Thessalonians were letters written to the church in a city

called…•OnepersonIknowwhomIthinkwalkswithGodis…•SomeonefromthepastwhomIthinkwalkedwithGodwhilethey

were alive was…•WhenIthinkaboutwhatGodis like,thefirstwordthatcomesto

mind is…•IfIhavedonesomethingwrong,IthinkthatGod…(choose)leaves

me alone/ pushes me away/ calls me to come to God?•SomepeoplethinkthatbeingaChristianisboring.Ithink…•ThefirstinstructionthatGodgavepeoplewas…•TheTen Commandments that were given to Moses and the people of

Israel included…•ThetwocommandmentsthatJesusgavewere…•Somepeople think thatGodcontrolseverything in theuniverse. I

think…•Ithinkthatobedienceisimportantbecause…•Ithinkthatmanaging impulsivity might mean…•A time I remember when someone was hurt because they had

disobeyed a rule or law was…•OnestoryorverseIlikefromtheBibleis…•IamlookingforwardtolearningaboutGodthistermbecause…

Keep a record of the responses to compare ideas with responses at the end of term

Create a Knowledge Chart with the following columns:•What I Know about how people can walk with God•What I Would Like to Know about how we can walk with God•How I Could Find Out about how people have walked with God in the

past and today


•Identifiespriorknowledge•Recallspersonalexperiences

related to the topic

•IdentifiespriorknowledgePeople Walk with GodI think that’walking with God’ means

What I know about how people have walked with God

Questions I have about how people walk with God

How I could find out about how people walk with God

7RecallName: 7



firin

g Up


raise questionsquestions and activities

As a class, identify questions you would like to know the answers to in relation to this topic. The following is a range of suggested ideas:

Review the ‘big story’ of the Bible together, outlining the different key eras in the story: Creation, Fall, Israel, Jesus, Early Church. Design questions you have about the way God called people, and the choices they made in each era: when they were created, after the Fall, in the past before the coming of Jesus, about the way Jesus followed his Father God, about the way Jesus called people towards God, about the way the Holy Spirit helped the early Christians to walk with God. Think about what the Bible teaches us about how God calls us today in our own communities. Begin to read one or more of these Bible books:

•Judges•1-2Kings•Luke1-9•1-2Thessalonians

Our four Key Areas of Investigation are:1. What choices does God give us?2. How did God call his people to walk with him in the Old Testament?3. How did Jesus walk with God?4. How can we walk with God today?

Begin reading the books and stories of the Bible for this term in ten or fifteen minute slots to get the idea of the story, and think about one of more of these questions as you read

In groups, plan a test for the teachers in your school about each one of the books of the Bible as you read this term. Each person will write at least one question. Questions must be True/False, multiple choice, matching phrases, or fill-in-the-blank. You will need to provide the answers to your questions. Begin reading your Bible books and jot down possible questions for your teachers as you go. Note the answers and chapter and verse as well so you do not forget and have to search for them later

Identify questions of interest arising from the Recall section. For example:•WhatdoIwanttoknowaboutGod’scalling?•WhatdoIwanttoknowaboutpeopleintheBiblewhofollowedGod’s

call or followed their own ideas against what God wanted?•WherecouldIfindanswerstomyquestions?e.g.Bible,concordance•InwhatsecondarysourcescouldIfindanswerstomyquestions?e.g.

pastor, books

Design questions that you could ask a Christian adult in your school, church or community about who or what has inspired them and helped them to walk with God by following Jesus, how they do this, and what adventures and struggles they have had as they have tried to follow Jesus during their lives

Design questions that you could ask a leader in the school, church or community about their role, what leaders in their lives or in history have inspired them and helped them, who they follow and need to obey, and what they have learned that helps to make them a good leader


•Designsaframeworktoguide an investigation

•Writesopen-endedquestions

•Designsaframeworktoguide an investigation

•Framesquestionstofocusaninquiry

•Writesopen-endedquestions

•Framesquestionstofocusaninquiry

•Designsquestionstoconduct an interview

•Designsquestionstoconduct an interview

88 Raise QuestionsName:

My Questions

Write your questions in the spaces

Act 1 - Genesis 1-3When I think about Adam and Eve walking with God in the Garden of Eden, I wonder...

Act 2 - Genesis 3-11When I think about Adam and Eve,

and Enoch and Noah walking with God, I wonder...

1

8

9Raise QuestionsName:

My Questions 2

Write your questions in the spaces.

Act 3 - Genesis 12 - MalachiWhen I think about the people of Israel walking

with God before Jesus’ time, I wonder...

Act 4 - Malachi - JohnWhen I think about Jesus walking with God

while he was on earth, I wonder...

9

1

1010 Name:

My Questions 3

Write your questions in the spaces.

Act 5 - Acts - JudeWhen I think about how people in the

early church walked with God, I wonder...

Act 5When I think about how people walk

with God today, I wonder...

Raise Questions10

1

11Name:

Interview

When

How

Challenging times

Why

Good times

Other questions

Design questions about walking with God, that you could ask an adult in your school, church or community.

Raise Questions11

1



research questions and activities

Immerse yourself in ideas and information about the topic as you develop those skills outlined in the Key Learning Intentions. As you research, try to:

•takenotesasindividualsorasaclass•identifygroupsofideasandsortunderheadings•notetitlesofinterestingorhelpfulresources•identifynewquestionsyouwouldliketoinvestigate

The following is a range of activities, based on the Key Areas of Investigation:

What choices does God give us?

God is calling us to walk with him. God does not force us to obey him or to follow his ways or to walk with him. God wants relationship with us so we can know the full life for which we were designed and so we can participate in his work of the kingdom of God in the world. Read Bible stories and your chosen Bible book from the term list, and as you read, consider questions, thoughts and ideas. Write down one question and one thing that you learn or find interesting under the headings:

•GoodChoicesPeopleMade

•PoorChoicesPeopleMade

•IdeasAboutChoicesPeopleMakeIn groups, share your questions and discuss possible answers together, and share the things that you find most interesting

As a class or individuals, read stories about a person or people who have walked with God in their lives, including:

•FrancisofAssisi •C.T.Studd

•MartinLuther •CatherineBooth

•JohnCalvin •AmyCarmichael

•IgnatiusofLoyola •WatchmanNee

•JohnBunyan •GladysAylward

•JohnWesley •JackiePullinger

•WilliamCarey •OthersThink about what choices they made and how they walked with God

Discuss what choices you can make in your life now. Compare with the choices that adults in your life can make, and with choices that people in your Bible stories made


•Readsorlistenstosignificantportions of the Bible

•Sortsideas•Identifiesmainideas•Meditatesonscripture

•Usesarangeofsourcestoresearch

•Sortsideas•Sharesideas

•Sharesideas

Choices

Read Bible stories and note questions and ideas about choices under the headings below.

The story is about __________________________________ and found in _________________________

Good choices people made

Poor choices people made

Interesting thoughts and questions

The story is about __________________________________ and found in _________________________

Good choices people made

Poor choices people made

Interesting thoughts and questions

1414 ResearchName:

15ResearchName:

People who walked with God

Read stories and research about a person or people who havewalked with God in their lives, such as: Francis of Assisi, MartinLuther, John Calvin, Ignatius of Loyola, John Bunyan, John Wesley,William Carey, C. T. Studd, Catherine Booth, Amy Carmichael,Watchman Nee, Gladys Aylward, Jackie Pullinger and others.Think about what choices they made and how they walked with God.

Name

When

Where

How Godimpacted the way thisperson lived

Quotes

How this personimpacted the communityor environment

1.0

14

15



Managing Impulsivity

I can give you a six word formula for success: Think things through - then follow through.Eddie Rickenbacker

Great things are not something accidental, but must certainly be willed.Vincent van Gogh

One of the sources of pride in being a human being is the ability to bear present frustrations in the interests of longer purposes.Helen Merrell Lynd

Your life is the sum result of all the choices you make, both consciously and unconsciously. If you can control the process of choosing, you can take control of all aspects of your life. You can find the freedom that comes from being in charge of yourself. Robert F. Bennett, U.S. Senator

People blame their environment. There is only one person to blame - and only one - themselves. Robert Collier

The first step toward success is taken when you refuse to be a captive of the environment in which you first find yourself. Mark Caine

1616 ResearchName:

firin

g Up

16

research continuedquestions and activities

Read Ephesians 2:7-10 and discuss the choice we have to work with God in the world, or not to do so. Add ideas to your wall display about Walking with God

Talk about the choice we have to talk with God about what is happening in ourlives,ornottotalkwithGod.CreateaPMI(Plus,Minus,Interestingchart)about Prayer. Are there any negatives about talking with God?

Identify graphic organisers, thinking maps, strategies and processes that might help us to make carefully considered choices

We all have choices about what to do with our time, in our relationships, with the gifts that God has given us. Managing impulsivity requires self-discipline and choices or decisions. Think about the choices you have made in the three areas listed in the first activity, and discuss how you might know if something were not in step with God’s commandment to love. Discuss:

•DoesGodwantustowaitforadecisionfromGodbeforemakinganydecisions ourselves?

•HowcanweknowwhatGodwantsustodoornotdo?


•Sharesideas•Considerspersonalapplication

of biblical teaching•Sharesideas

•Considerspersonalapplication of biblical teaching





20


How did God call his people to walk with him in the Old Testament?Read Bible stories about the following people whom the Bible says ‘walked with God’:

•AdamandEve (Gen 3:8),•EnochandMethuselah (Gen 5)•Noah(Gen 6)•Abraham(Gen 24:40)•Hezekiah (2 Ki 20:2-4)•Jotham (2 Chr 27:6)•Levi(Mal 2:1-7)•Theheroesoffaith(Heb 11)

Read through the book of Judges, with groups reading sections of chapters. Create an event map or a timeline

In the book of Judges, observe the cycle of the consequences of the choices - obedience and disobedience - of God’s people. See if you can find the cycle in stories within these chapters. For example:

•Judges 2:11 (sin),2:14 (servingothernations),2:16 (salvation)•2:17(sin),2:20(servingothernations)2:20-23, 3:9 (seekingGod)

3:10 (salvation)•3:12(sin),3:14 (servingothernations), 3:15 (seekingGod)3:28

(salvation)•4:1(sin),4:2 (servingothernations),4:3(seekingGod),4:4

(salvation)•6:1(sin),6:2(servingothernations), 6:6(seekingGod),6:8

(salvation)Discuss the cause and effect of the situation at the end of Judges (Judges 21:25)where“everyonedidwhatwasrightintheirowneyes”

In groups, take a few chapters of 1 and 2 Kings each to read, and write, draw or symbolise a summary of what happened to put on a class timeline. For example:

•Writethenamesofthekingsandqueensinacrown shape to put on yourtimeline(bychapter)

•Colourthecrown gold when the king or queen is walking with God•Colourthecrown grey when the king or queen is turning away from

God•Colour the crown black when the king or queen has completely

turned from God and is choosing to do evil instead•Writethenamesofprophetsintheshapeofatrumpet and summarise

their messages•Writemiraculouseventsinastar shape•Writewisewordsorprayersinabook shape

Draw conclusions about the events and messages, and compare the understanding of God that people had in these times, with the understanding that Jesus brought in his time on earth




•Investigatessymbolsandpictures to depict an idea

•LocatesreferencesintheBible

•Sortsideas•Identifiesmainideas•Summarisesideas


•Identifiesmainideas•Investigatessymbolsand

pictures to depict an idea

2.0

1818 ResearchName:

Every choice we make has consequences. The consequences might begood or bad. That is why it is important to think before we do or say things.

Write in the column below some good and some poor choices, and think ofas many possible consequences as you can.

Choices have Consequences

CHOICE CONSEQUENCES

19ResearchName:

Choices and Consequences 2

People have always had choices, and consequences for their choices. Readabout the choices made in the book of Judges and find the consequences of

obedience and disobedience for the people of Israel.

Colour in each stage of the cycle on the diagram as you read it in your Bible.

Read Judges 21:25 and discuss how in the end of this story “everyone did what was right in their own eyes”.

18

19




Read the verses below in 1 Kings, about the link between people walking with God and knowing God’s help:

• 1 Kings 2:1-4, e.g. we reap what we sow •1 Kings 2:43-46, e.g. Solomon asked for and received wisdom from

God• 1 Kings 3•1Kings4:29

Sometimes God gave extremely specific instructions for a task, e.g. The building of the temple (1 Kings 6) which gave God a ‘local address’ in the community of the Israelites. Discuss:

•WherecanGodbefoundbyustoday,sincethecomingoftheHolySpirit?

Read Solomon’s prayer of dedication in 1 Kings 8 and discuss how, at this time, Solomon wanted his nation to walk with God. Find as many words as you can that describe the idea of being whole-hearted, returning with all your heart and soul or walking in all God’s ways. Discuss:

•InwhatwaysisourrelationshipwithGoddifferentfromSolomon’stime, and why?

Read about the divided kingdom after Solomon, beginning with King Jeroboam in Israel in the north and King Rehoboam in Judah in the south, in 1 Kings 12

David was a king who wanted to walk with God. He listened to God’s call, tried to do what was right, and was sorry when he did wrong (1 Kings 14:8). David was said to be a man after God’s own heart (1 Samuel 13:13-14). Read some of David’s prayers and pray them for yourself so that you can learn to be a person after God’s heart as well: Ps 5:8, Ps 27:11, Ps 31:3, Ps 61:2, Ps 139:24, Ps 143:10

Draw up a chart to compare David’s response to God’s call with that of Saul, who followed his own desires instead of walking with God



•Sharesideas


•DrawslinksbetweenOldandNew Testament teaching




•Meditatesonscripture•Considerspersonal

application of biblical teaching


firin

g Up




How did Jesus’ walk with God impact the world?

Read Luke 1-9. Read each chapter individually, and choose a passage that particularly interests you. Read your chosen passage aloud three times, as you walk around the room. Be expressive as you read and try to imagine in your mind what is happening in the story told or lesson given. Swap Bibles with a partner, and see how much you can each recite from memory

Choose a story from Luke 1-9, and retell it in two different ways, e.g. as expressively and interestingly as you can for a young child, for a group of students your own age, with sign language or symbols for deaf people. You should use the language that the age level of your audience might use in everyday language, and you may modernise the characters or situation to make the main ideas easily understandable

Read Luke 9:23 and add ideas to your wall display about walking with God. Discuss what this might mean and why anyone might want to do this

Read about Simeon in Luke 2:21-38 and identify features of his relationship with God, e.g. living a good life, prayerful expectancy, the Holy Spirit was on him, showed him, and led him

Read about the temptation of Jesus in Luke 4:1-13. Create a drama of this story. Read 1 John 2:15-16 and make a list of temptations we face as young people, under the following headings:

•Wantingmyownway•Wantingeverythingformyself•Wantingtoappearimportant

Think about which of Jesus’ temptations come under which heading. Now create a new drama that illustrates possible responses of a Christian student who wants to follow God. Discuss:

•WhywouldanyonewanttowalkwithGodmorethanhavingtheirown way, having lots of things and being treated as important?

•Why would people choose to walk with a God who wants them togive up control of their lives?

•WhyarepeoplesoexcitedaboutwalkingwithGod?

Read about how Jesus told people he was following God in Luke 4:14-21. Discuss:

•WhatdidJesusbelieveGodhadcalledhimtodo?•HowwasJesusequippedtodowhatGodaskedofhim?

Read what Jesus did before he made the final choice about who would be his twelve disciples in Luke 6:12-19. If Jesus as God’s Son, found time specially set apart for God in prayer, how might it help us if we spent time with God? Spend time praying for the choices and decisions affecting your life, your family, your school and your country



•Usesdramatoinvestigatebiblical stories and concepts




•Sharesideas


•Meditatesonscripture•Sharesideas


•Gathersinformation•Usesdramatoinvestigate

biblical stories and concepts•Sharesideas•Sortsideas•Identifiesmainideas•Summarisesideas

•Identifiesmainideas

•Identifiesmainideas•Considerspersonal


3.0

2222 ResearchName:

Difficult Choices

Walking with God is better than living to please ourselves because...

Want our own way

Want everythingfor ourselves

Want to appearimportant

Jesus was tempted to

People myage are

tempted to

I am tempted to

Read in Luke 4:1-13 about some difficult choices Jesus had to make. Then read 1 John 2:15-16. Think and write about the temptations people

face that can take them away from walking with God.

turn the stones into breadfor himself instead of

trusting God to provide

be the ruler overeverything before

God’s time

show off and prove thatGod would save him

Difficult Choices


Want our own way




People myage are

tempted to

I am tempted to






God’s time


Difficult Choices


Want our own way




People myage are

tempted to

I am tempted to






God’s time


Difficult Choices


Want our own way




People myage are

tempted to

I am tempted to






God’s time


Difficult Choices


Want our own way




People myage are

tempted to

I am tempted to






God’s time


Difficult Choices


Want our own way




People myage are

tempted to

I am tempted to






God’s time


Difficult Choices


Want our own way




People myage are

tempted to

I am tempted to






God’s time


23ResearchName:

Jesus Walked with God

Luke 4:14-21

Luke 6:12-19

Luke 6:46-49

Read the verses below and write what you learn about how Jesus walked with God.

22

23




Rewrite verses from Luke 6 in a modern paraphrase, to help people understand more about walking with God. Discuss whether Jesus was giving more rules to follow, or challenging the people who thought they were good at obeying the rules to think about them more deeply

Find examples in Luke that show Jesus choosing to walk God’s ways in the following situations:

•whentemptedtodootherwise (Lk 4:1-13)•whenpeoplewantedhistime (Lk 4:42, 5:16)

Find examples in Luke that show Jesus challenging his followers to:•becourageouswhenotherslaughatthem(Lk 6:22)•treatothersastheywanttobetreated (Lk 6:31)•begenerous (Lk 6:38)•bereflectiveabouttheirownfailingsandtrytogrowasaperson (Lk

6:39-45)•makesuretheiractionsmatchtheirbeliefs(Lk 6:46-9)

Sometimes it appeared that there was a conflict between the Jewish law and what God wanted. In these situations, Jesus always knew what was important to God the Father, and obeyed him. This caused offence to those who were more interested in being ‘right’ according to their laws than walking with God. Find examples in the gospels of times when Jesus disobeyed the Jewish laws in order to express God’s love in obedience to God’s call. Read what Paul wrote in Romans 8:1-17 and Romans 13:1-8, and discuss other considerations about obedience

Discuss the job of a shepherd. Draw a large mural of the good shepherd tending his sheep. Write captions for your mural describing how Jesus is a good shepherd who calls his sheep. Write captions about how we can be like sheep who hear his voice

How did Jesus’ life, death and resurrection impact people for generations into the future?

Read in 1 and 2 Thessalonians about how Jesus’ life and death and resurrection continued to impact the lives of the believers in the early church as they walked with God in the power of the Holy Spirit (1Thess 1:5)

Find examples of the ways that Jesus’ followers walked with God in the world, such as:

•WantingtopleaseGodmorethanpeople(1 Thess 2:4-6, 4:1-7)•Werelovingtowardsthepeopletheywereteaching(1 Thess 2:7-8)•Workinghardsotheywerenotaburdenonothers (1 Thess 2:9)•TrustingthatGod’sworkwasmorepowerfulthantheywere(1 Thess 2:13)•Ledwithprayer(1 Thess 3:10)

Read Paul’s exhortation to Jesus’ followers in Thessalonica in 1 Thessalonians 5:12-28. Write a prayer asking God to help you and your class to grow in these ways


•Summarisesideas•Sharesideas

•Identifiesmeaningofwordsand phrases in Bible verses

•Sortsideas


•Sortsideas•Identifiesmainideas


•SummarisesaspectsofGod’snature

•Sharesideas

•Investigatessymbolsand



•Sharesideas


•Identifiesmainideas



2424 ResearchName:

Reflections

Luke 2:41–52The little girl

walked a long wayin the wrong direction

ending up 4.5 kilometresfrom home

When the police found hershe was glad to see them

as was her motherwho’d panicked as she imagined

what could happen

Your Mum must have beenin a right tizz too, Jesus

thinking you wereclose by with friends

then finding you didn’t turn upfor dinner that night

Rushing back to Jerusalemthey’d have checked the motel

the mallthe places

kids would hang out

Did they go to the Templeto pray for help

or was it just another possibilityto be ticked off the list?

A child lost for four dayswould be distraughtbut you weren’t lost

In fact, you were right at homein your Father’s house

in your element chewing the fatwith learned men

amazing them with your maturitysurprised that your parents

looked anywhere else

I think you’d be grounded for monthsIn fact we don’t hear any more

about your life for years and yearsuntil you were ready

to start your new ministry

Those hidden years were spentgrowing inwards, upwards, outwards

walking the clear path of your callinginto the future you knew about

before Creation’s first day dawned

© Anna Johnstone

25ResearchName:

1 and 2 Thessalonians

Read the following verses and explain what they tell us abouthow the early Christians walked with God.

1 Thess 1:5

1 Thess 1:6

1 Thess 2:4

1 Thess 2:13

1 Thess 2:14

1 Thess 3:11-13

1 Thess 4:9-10

1 Thess 5:16-28

2 Thess 2:16-17

2 Thess 3:5

2 Thess 3:16

firin

g Up

24

25




How do we walk with God today?

Walking with God is an amazing privilege. In spite of our fallen nature, people can walk with God in the world, through Jesus, and participate in God’s work in the world. With God’s Holy Spirit in our lives, we can love God and others, and be good caretakers of God’s world. Our lives, then, become a means of expressing worship to God.

2 Chronicles 16:9 says that “the eyes of the Lord range throughout the earth to strengthen those whose hearts are fully committed to him.” God walks with people whose hearts are open to God and then he works through them to bless others in the world around them. Humility and faith give us a start in our friendship with God. John 15:15 says, “I no longer call you servants, because a servant does not know his master’s business. Instead, I have called you friends, for everything that I learned from my Father I have made known to you.” Discuss:

•Whatisthedifferencebetweenaservantandafriend?

•WhenGodlooksatyou,yourfamily,yourclassoryourfriends,doesGod see people whose hearts are completely committed to God?

•WhymightitbegoodtohaveGod’ssupportandstrength?

•Whatkindofcommunicationmighttherebebetweenfriends?

•HowcanprayerhelpustoconnectwithGod?

Do a word search on the word friend’ in the gospels. Create a colourful poster of verses that tell us who Jesus walked with, with whom he was friends, and what he said about his friends. What conclusions can you draw?

There are many ways in which people walk with God. Interview people who would like to share how God has led them in various ways in their lives. Build a list of ways that people discover how they can live as God wants them to live

Pray that God will speak to you throughout this week and help you to know more about how you can walk with God

Find examples of times that people prayed in Jesus’ time and in the early church, and draw conclusions about the role of prayer in walking with God. Add your thoughts to your wall chart




•Meditatesonscripture•Sharesideas•Considerspersonal



•LocatesreferencesintheBible•Identifiesmeaningofwords

and phrases in Bible verses

•Conductsinterviewsandsurveys


•DevelopsrelationshipwithGod



4.0

2828 ResearchName:

My Research

Research some one who walked with God in history and write your answers about the following:

?? ?

?

? ?

? ?

?

What makes me think that this person walked with God?

What were some of the joyful experiences in this person’s life?

How did this person demonstrate love for others in the community?

What were some challenges this person faced?

How did this person’s walk with God affect the way experiences were enjoyed?

How did this person demonstrate care for God’s world?

How did this person’s walk with God affect the way challenges were faced?

How did this person demonstrate love for God?

What can I learn from this person’s life?

28




Trace around your feet and make a wall display of scriptures in the footprints that help us understand more about walking with God, such as:2 Cor 6:16, Eph 5:2, 1 Jn 2:3-6, 1 Jn 5:2-3, 2 Jn 1:6

Hold a Three-Legged Race and discuss ways of being successful at walking with someone else. Discuss the three things that destroy us and our ability to walk with God are:

•Wantingourownway(power)

•Wantingeverythingforourselves (possessions)

•Wantingtoappearimportant (prestige)Read 1 John 2:15-16


•LocatesreferencesintheBible•Investigatessymbolsand




firin

g Up



Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall


Research

Respond

Reason

Reflect

Resolve

findi

ng o

ut

furt

her


finding out furtherFind Out Further and gain understanding in one of two ways:1. Individual or group investigation2. Whole class investigation

During this phase the students will gain understanding:

research (further)Find answers to other questions generated at the beginning of, or during, the study The magnifying glass reminds us to go searching

reasonApply, analyse, interpret, compare and contrast findingsThe arrows remind us to pull apart (analyse) and draw comparisons (compare)


HOW CAN PEOPLE WALK WITH GOD IN THE WORLD? | FINDING OUT FURTHER

further researchquestions and activities

1. Identify an issue or topic which you would like to investigate further, based on what you have learned so far

2. Make a plan3. Research4. Organise your notes and plan ways to communicate your

understandings

The following is a range of suggestions for you to consider:

Research a person from the Bible, the recent past or the present who has walked with God

Research more about Walking with God in preparation for your devotion with your younger buddy, and/or your class devotional book

TheBiblewasoriginallywritteninHebrew(OldTestament)andGreek(NewTestament). When the original words are translated into English, we maynot always have a word that means exactly what the original intention was. Research to find out the meanings of the Greek and Hebrew words for call, walk, obey, lead and other terms related to this study. Talk about any new understandings

God is described as a good shepherd. Think about the actions a sheep might take, how a shepherd cares for his sheep, and the risks he takes to protect or save his sheep. Read Isaiah 40:11, Isaiah 49:10, Jeremiah 31:9, John 10, Revelation 7:17 and write some adjectives for the way God guides people in their choices

God is likened to a person who leads a blind man. Read Isaiah 42:16 and add to your list of adjectives for the way God guides people in their choices

God calls us rather than pushes us. Read Hosea 2:14 and add to your list of adjectives about the way God guides people in their choices. Find a creative way to present your adjectives about God. Discuss:

•Whensomeonewholovesyouiscallingyou,whatisyourresponse?•WhatmightbeyourresponsetoaGodwholovesyouandiscalling

you to walk with him?

God designed us and created us for a purpose with gifts and personalities to benefit the world around us, and, if submitted to our Creator, will also give us abundant and fulfilling lives. Read the following scriptures about following God and discuss the questions below:Lev 18:4; Num 14:24,32:12; Deut 1:36, 13:4, 15:5; Josh 14:8; 2 Ki 22:2, 23:3

•WhoandwherearethepeopleGodisguidingatthistime?•What words in this passage describe the way God called people to

follow him (e.g. wholeheartedly)?•HowdidJesus’comingtoearthchangethewayGod’speoplewalk

with God today?


•Identifiessuitableresourcepeople


•Gathersinformation

•Identifiesmeaningofwordsand phrases in Bible verses

•Describesfindings



•LocatesreferencesintheBible•SummarisesaspectsofGod’s

nature



•Sharesideas


•Sharesideas•Sortsideas•Identifiesmainideas•Considerspersonal



29Further ResearchName:

My Inquiry PlannerBig Idea: God is calling us to walk with him

Key Understanding: We have been created to walk with God

The Focus Question is: How can people walk with God in the world?

Proposed research question:

Why I have chosen this inquiry:

Experiences in real life thatcould relate to this inquiry:

Possible resources:

How I will present my work:

Assessment:

Making the World a Better Place

People who walk with God

make the world a better place.

Find out names of people in your community who

have demonstrated love for God, love for people in

their community or care for God’s creation.

Name:

The Benefits of Being Responsible

A community of people who are responsible isvery fortunate. Brainstorm some benefits of thishabit of character.

Benefits to the Environment Benefits to the Elderly

Benefits to Children Benefits to Employers

Benefits to those whoare Responsible Other Benefits

Name:

The Benefits of Being Responsible

A community of people who are responsible isvery fortunate. Brainstorm some benefits of thishabit of character.

Benefits to the Environment Benefits to the Elderly

Benefits to Children Benefits to Employers

Benefits to those whoare Responsible Other Benefits

Christians who have shown God’s love for poor people in our community

Christians who have cared especially for endangered or

wounded animals in God’s creation

Christians who have made our environment more beautiful

Christians who have shown God’s love for lonely people in

our community

Christians who have shown God’s love for sick people

in our community

Christians who faithfully pray

3030 Further researchName:

29

30

HOW CAN PEOPLE WALK WITH GOD IN THE WORLD? | FINDING OUT FURTHER


findi

ng o

ut

furt

her

reason questions and activities

Consider ways you can apply your ability to reason to your study.The following are a range of ideas, but students and teachers may come up with their own as a result of their research:

Discuss and debate topics such as:•Godgivesuscompletefreedomtochoose•Godisincontrolofeverythingintheworld•Non-ChristianscanwalkwithGod•Godspeakstopeopletoday•Pilgrim’sProgressisanold-fashionedbookthathasnorelevanceto

young people today•TowalkwithGodmeans…•WalkingwithGodiseasy•BeingaChristianisaboutobeyingrules•TheChristianlifeisboring

Print cards with the following statements on them to put on the table in the middle of your group. Pick up a card to help you develop your thinking and the group discussion:

•Ithinkthisbecause…•Ithinkthisisimportantbecause…•Iagree/disagreebecause…•TheBibleversesorstoriesthatmakemethinkthisare…•IthinkthisBibleverseorstoryteachesusthat…•Iwouldliketoaddtothatbysaying…•Iwouldliketopiggybackonthatidea…•Iwouldliketoexplorethatideamore…•Iwanttoquestionyourcommentbecause…

Identify things that you might like to do, but are not allowed to do. Discuss what stops you from doing those things. For example:

•Isitbecauseyouarechoosingnottofacethebadconsequencesyouwould have for disobeying your parents?

•Is it because you love your parents and do not want to upset therelationship you have with them?

Group reasons for not making particular choices under these headings:•Fear(ofConsequences)•Love(forParents/Others)•Canyouthinkofanyreasonsthatpeoplechoosenottodosomething

they would like to do that don’t fit under either of these headings?

Make a chart comparing Jesus’ and Adam’s walk with God


•Expressesanopinionconfidently and provides reasons for it

•Expressesanopinionconfidently and provides reasons for it

•Identifiesarelationshipbetween ideas

•Comparesandcontrasts•Findsexamplesofsimilar

stories or messages in other parts of the Bible

31ReasonName:

Discussion Topics

Walking with Godis easy

Cut out the cards below to research and think about possible responses.Then, in groups, discuss the ideas, using the Interact Discussion Developers.

Pilgrim's Progress is anold-fashioned book that

has no relevance toyoung people today

Non-Christians canwalk with God

God gives us complete freedom

to choose

Being a Christian isabout obeying rules

The Christian life is boring

Jesus didn't havechoices

To walk with Godmeans…

God speaks to people today

God is in control of everything in

the world

3232 ReasonName:

Interact Discussion Developers

I would like to piggyback on

that idea…

Cut out the cards below and put them on the table in the middle of your discussion group. Pick up a card to help you develop your

thinking and your discussion.

I think this Bible verse orstory teaches us that…

I agree/disagreebecause…

I think this because...

I would like to explorethat idea more…

I want to questionyour comment

because…

I have another question about this…

I would like to add tothat by saying…

The Bible verses orstories that make me

think this are…

I think this is important because…

31

32




focusing forwardFocus Forward to develop wisdom in the following ways:

reflectThink deeply about the value and purpose of the subject, consider ethical issues, reflect on findings The arrows remind us to think from a higher perspective, and a deeper perspective

resolveChoose. The benefit of our learning is evidenced by what we do more than what we can repeat. We consider how what we have learnt might impact who we are and what we do. De Bono’s Thinking Hats can help in the decision-making process. The ‘thumbs up’ remind us that we can say ‘yes’ to a response of some kind Our learning may have impacted our thinking, our attitudes, our actions, our communication on this topic, or where we stand on an issue

respondTake action. We apply our understanding The symbols remind us to consider our thinking, our attitudes, our actions, our communication on this topic, or where we stand on an issue

review and recordReview the Big Idea, the Key Understanding, the Focus Question, the Habits of Character, the Habits of Mind and the Competencies or Skills you have focused on. Evaluate. Consider what we have done well and how we could have improved. Identify what our next steps are in developing values, habits and skillsThe arrows remind us that we need to look back in order to move forward

rejoice!Celebrate! We celebrate what we have learnt. We celebrate our gifts and talents and developing skills We celebrate a future and a hopeThe smiling face reminds us to enjoy!

Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall


Research

Respond

Reason

Reflect

Resolve

focu

sing

forw

ard

© 2011 Interact Curriculum32

HOW CAN PEOPLE WALK WITH GOD IN THE WORLD? | FOCUSING FORWARD

reflectquestions and activities

Reflect on what is valuable, important or conclusive about your topic of study by considering one or more of the following. Share your ideas:

Consider the following questions:•AmIwalkingwithGod?•HowmightmylifechangeifIwalkedwithGodmoreconsistently?•WhatisGod’scalltome?•AmIwillingtocometoGod?•WhatthingsdoItalkaboutwithGod?•HowcouldIremembertotalkwithGodmoreduringtheday?

Read quotes about choices and explain what is being expressed. Discuss examples of real life which support or refute the main idea:

•“Our lives are a sum total of the choices we have made” (Wayne Dyer)

•“No man chooses evil because it is evil; he only mistakes it forhappiness” (Mary Shelly Wollstonecraft)

•“Choosetodaywhomyouwillserve.Asformeandmyhouse,wewillserve the Lord” (Joshua 24:15)

•“Itistheabilitytochoosewhichmakesushuman”(Madeleine L’Engle)•“Becarefulwhatyouchoose.Youmaygetit”(Colin Powell)“To know God’s will is life’s greatest treasure. To do God’s will is life’s

greatestpleasure.”(Unknown)

Think carefully about your responses to the following:•IfJesusistheGoodShepherd,amIlike:

- a good sheep?- a straying sheep?- a listening sheep?- a sheep in danger? - a crying or bleating sheep?- a content sheep?

•WhatisJesus’responsetome?•IfGod’swaywithpeopleismoreaboutcallingpeoplethanbeating

them into submission, how does this affect my relationship with God?

•Jesus responded to different people in different ways, because he saw their hearts. Why is a different response to different people on the same issue just? Should God treat us all exactly the same? Why/Why not?


•Reflectsonpersonalrelationship with God

•Identifiesanimplicationof biblical teaching on life today


•Reflectsonpersonalrelationship with God


33ReflectName:

“Our lives are a sum total of the choices we have made.”

Wayne Dyer

Quotes About Choices

“It is the ability to choose which makes us human.”Madeleine L'Engle

“To know God’s will is life’s greatest treasure.To do God’s will is life’s greatest pleasure.”

Unknown

“Be careful what you choose. You may get it.”

Colin Powell

“No man chooses evilbecause it is evil; he onlymistakes it for happiness.”Mary Shelly Wollstonecraft

“Choose today whom you will serve. As for me and my house, we will serve the Lord.”

Joshua 24:15

33



resolve questions and activities

Identify how what you have personally learnt might impact who you are and what you do. Consider how this study might affect your actions in the future:

Think about these questions: •HowdoeswhatIhavelearntaboutwalkingwithGodaffectwhoIam

and what I do now?•What responsibilities and choices do I have now that I have learnt

that God wants to walk with me? For example:- ignore God- turn away from God- turn other people away from God- walk with God- talk with God about my life- work with God in the world with the gifts God has given me to

make the world a better place- tell others about what I have learnt about God, others in the Bible,

or myself- make choices that reflect my friendship with God- other

Resolve to allow what you have learnt to affect the person you are and want to be in the future. Pray and ask God to work in your life and through your life, and to show you how to live well with God. Look at the Respond section for ideas of possible responses, and make a choice to be changed in some way for the better


•Makesdecisionsaboutpossible actions

•Makesdecisionsaboutpossible actions



respondquestions and activities

Take individual or group action:

Change your attitudesPray about a decision that you are concerned about - even Jesus prayed about decisions he had to make

Choose to walk with God. Begin by talking with God

Pray for someone who does not know Jesus and talk to them about him

Consider your attitude toward those with responsibility for you, and determine to be respectful and to obey the rules and laws

Change your thinking Ask God to make you salt at school and at home - a good influence that stops things from going ‘bad’

Outline what you believe to be a biblical world view on:•obedience

•makingchoices

•walkingwithGodGive reasons and scriptures to support your thinking, and explain how this view affects the way you might live your life

Take action Reconsider the importance of prayer and think of how you can adjust your life to allow time for it

Think of ways you can demonstrate care for God’s people and creation to keep the school or home clean, safe or happy

Consider starting a club that will serve God in some way by ‘being salt’ in the school or community

Communicate your learningComplete your wall display. Have a walk around other classrooms to learn from each other

Pray and then share what you have been learning in a devotional time with a younger buddy

Contribute to a class devotional book on Walking with God, and print copies for parents





•Makesaplanforcharacterdevelopment

•Makesaplanforcharacterdevelopment

•Appliesabiblicalworldviewto personal life


•Activelyrespondstobiblicaltext

•Activelyrespondstobiblicaltext

•Creativelycommunicatesbiblical understanding




focu

sing

forw

ard


respond continuedquestions and activities

Communicate a Bible verse that means something to you personally, by one or more of the following means:

•dramatisingit

•usingsignlanguage

•presentingitinajigsawpuzzle

•makingavideoorslideshow

•makingamnemonic

•writingapoem

•makingachildren’sbook

•inventingamemorygame

•writingasong

Stand for what is rightAsk God to show you a social or an environmental concern in which people’s choices destroy, rather than enhance, what God has made. Pray about and plan action to reverse the damage and restore the good




•Makesastandforjusticeonan ethical issue

focu

sing

forw

ard



review and record questions and activities

Consider what you have learned and the skills you have developed:

Repeat the first activity from Recall. Compare responses and discuss those things which you learned that surprised you

Look at the Big Idea, Key Understanding and Focus Question. Brainstorm all the things that you know about these, which you did not know before

Share something with a partner that you have learned about the Focus Question, and the Key Areas of Investigation. Then meet with two other people and collate your ideas, then two more and two more. Write down eight important ideas which you have discussed, relating to this term’s investigation

Evaluate your class in terms of the Habit of Mind and Habit of Character for this term. Describe:

•Howyouhavedevelopedthesehabitsduringtheterm•Howyouwillcontinuetodevelopthesehabitsduringtheremainder

of the year


•Isreflectiveaboutowncharacter, faith and skill development

•DrawslinksbetweentheBig Idea, the Key Understanding and the Focus Question

•Reviewshighlightsofthestudy

•Isreflectiveaboutowncharacter, faith and skill development

•Setsgoals



rejoice!questions and activities

Celebrate your learning:

Hold a Book Launch for your devotional book, sign copies, or wrap them and present them to parents and staff members as gifts


•Participatesincreativecelebration


focu

sing

forw

ard


Sscriptures relevant to this unit

script

ures

Joshua 24:15But if serving the LORD seems undesirable to you, then choose for yourselves this day whom you will serve, whether the gods your ancestors served beyond the Euphrates, or the gods of the Amorites, in whose land you are living. But as for me and my household, we will serve the LORD.

1 Samuel 13:13-1413 “You have done a foolish thing,” Samuel said. “You have not kept the command the LORD your God gave you;ifyouhad,hewouldhaveestablishedyourkingdomoverIsraelforalltime.14Butnowyourkingdomwillnotendure;theLORDhassoughtoutamanafterhisownheartandappointedhimrulerofhispeople,because you have not kept the LORD’s command.”

1 Kings 14:8I tore the kingdom away from the house of David and gave it to you, but you have not been like my servant David, who kept my commands and followed me with all his heart, doing only what was right in my eyes.

2 Chronicles 16:9 For the eyes of the LORD range throughout the earth to strengthen those whose hearts are fully committed to him. You have done a foolish thing, and from now on you will be at war.

Psalm 5:8Lead me, LORD, in your righteousness because of my enemies— make your way straight before me.

Psalm 27:11Teachmeyourway,LORD;leadmeinastraightpathbecauseofmyoppressors.

Psalm 31:3Since you are my rock and my fortress, for the sake of your name lead and guide me.

Psalm 61:2FromtheendsoftheearthIcalltoyou,Icallasmyheartgrowsfaint;leadmetotherockthatishigherthan I.

Psalm 139:24See if there is any offensive way in me, and lead me in the way everlasting.

Psalm 143:10Teachmetodoyourwill,foryouaremyGod;mayyourgoodSpiritleadmeonlevelground.

Isaiah 40:11Hetendshisflocklikeashepherd:Hegathersthelambsinhisarmsandcarriesthemclosetohisheart;hegently leads those that have young.

Isaiah 42:16Iwillleadtheblindbywaystheyhavenotknown,alongunfamiliarpathsIwillguidethem;Iwillturnthedarknessintolightbeforethemandmaketheroughplacessmooth.ThesearethethingsIwilldo;Iwillnot forsake them.

Isaiah 49:10They will neither hunger nor thirst, nor will the desert heat or the sun beat down on them. He who has compassion on them will guide them and lead them beside springs of water.

HOW CAN PEOPLE WALK WITH GOD IN THE WORLD?SCRIPTURES RELEVANT TO THIS UNIT


Jeremiah 31:9Theywillcomewithweeping;theywillprayasIbringthemback.Iwillleadthembesidestreamsofwateron a level path where they will not stumble, because I am Israel’s father, and Ephraim is my firstborn son.

Hosea 2:14ThereforeIamnowgoingtoallureher;Iwillleadherintothewildernessandspeaktenderlytoher.

Luke 4:14-2114 Jesus returned to Galilee in the power of the Spirit, and news about him spread through the whole countryside. 15 He was teaching in their synagogues, and everyone praised him. 16 He went to Nazareth, where he had been brought up, and on the Sabbath day he went into the synagogue, as was his custom. He stood up to read, 17 and the scroll of the prophet Isaiah was handed to him. Unrolling it, he found the place where it is written: 18 “The Spirit of the Lord is on me, because he has anointed me to proclaim good news to the poor. He has sent me to proclaim freedom for the prisoners and recovery of sight for the blind, to set the oppressed free, 19 to proclaim the year of the Lord’s favor.” 20 Then he rolled up the scroll, gave it back to the attendant and sat down. The eyes of everyone in the synagogue were fastened on him. 21 He began by saying to them, “Today this scripture is fulfilled in your hearing.”

Luke 6:12One of those days Jesus went out to a mountainside to pray, and spent the night praying to God.

Luke 6:31Do to others as you would have them do to you.

Luke 6:38Give, and it will be given to you. A good measure, pressed down, shaken together and running over, will be poured into your lap. For with the measure you use, it will be measured to you.”

Luke 9:23 Then he said to them all: “Whoever wants to be my disciple must deny themselves and take up their cross daily and follow me.

John 10:10Thethiefcomesonlytostealandkillanddestroy;Ihavecomethattheymayhavelife,andhaveittothefull.

John 15:15I no longer call you servants, because a servant does not know his master’s business. Instead, I have called you friends, for everything that I learned from my Father I have made known to you.

2 Corinthians 6:16What agreement is there between the temple of God and idols? For we are the temple of the living God. As God has said: “I will live with them and walk among them, and I will be their God, and they will be my people.”

Ephesians 2:7-10 7 In order that in the coming ages he might show the incomparable riches of his grace, expressed in his kindness to us in Christ Jesus. 8 For it is by grace you have been saved, through faith—and this is not from yourselves, it is the gift of God— 9 not by works, so that no one can boast. 10 For we are God’s handiwork, created in Christ Jesus to do good works, which God prepared in advance for us to do.

Ephesians 5:2 And walk in the way of love, just as Christ loved us and gave himself up for us as a fragrant offering and sacrifice to God.



script

ures

1 Thessalonians 1:5Because our gospel came to you not simply with words but also with power, with the Holy Spirit and deep conviction. You know how we lived among you for your sake.

1 Thessalonians 2:4-64 On the contrary, we speak as those approved by God to be entrusted with the gospel. We are not trying to please people but God, who tests our hearts. 5 You know we never used flattery, nor did we put on a mask to cover up greed—God is our witness. 6 We were not looking for praise from people, not from you or anyone else, even though as apostles of Christ we could have asserted our authority.

1 John 2:3-63 We know that we have come to know him if we keep his commands. 4 Whoever says, “I know him,” but does not do what he commands is a liar, and the truth is not in that person. 5 But if anyone obeys his word, love for God is truly made complete in them. This is how we know we are in him: 6 Whoever claims to live in him must live as Jesus did.

1 John 2:15-16 15 Do not love the world or anything in the world. If anyone loves the world, love for the Father is not in them. 16 For everything in the world—the lust of the flesh, the lust of the eyes, and the pride of life—comes not from the Father but from the world.

1 John 5:2-32 This is how we know that we love the children of God: by loving God and carrying out his commands. 3 In fact, this is love for God: to keep his commands. And his commands are not burdensome.

2 John 1:6And this is love: that we walk in obedience to his commands. As you have heard from the beginning, his command is that you walk in love.

Revelation 7:17FortheLambatthecenterofthethronewillbetheirshepherd; ‘hewill leadthemtospringsof livingwater.’



III© 2011 Interact Curriculum

tHe interACt resoUrCesThe Interact Curriculum is a biblically-based and integrated programme of learning suitable for students in Years 1-8. It is designed to inspire teachers with a multitude of creative ideas, questions and learning activities through which students can engage in learning about God and his world. This Interact Teacher Manual is part of a set of manuals produced for a single term’s work on an integrated theme. The Interact Currriculum provides teacher manuals in the subject areas of Devotions, Science, Social Science, Health and English on 16 such themes over a four-year cycle. Additional resources are also available in other subjects, including reproducible student worksheets entitled Discovery Sheets. The Interact Curriculum is designed to encourage students to interact with God, with others and with their world in the course of their learning day, and it is our intention to serve teachers by resourcing them with leading-edge curriculum material that helps students to:

Unde

rsta

ndin

g in

tera

ct

Know God

LearnaboutPeopleLearn

about the World

Develop faith and character

Develop thinkingskills

Integratelearningareas

Value and serve individuals

Build community

Relate learning to

real life

IV © 2011 Interact Curriculum

oPtions for UsinG tHis interACt teACHer mAnUALIntroduction:

This Interact Teacher Manual is designed to give you many different ideas from which to select and plan a programme for your own class. It is recommended that the Interact Learning Path be used as a guide in the planning process, but there is plenty of scope for choice in this manual.

This Interact Teacher Manual will give opportunity for teachers to design either:

(a) A short, more traditional unit of workBy focusing on the Firing Up stage, covering the Key Areas of Investigation as a class, and selecting one or two activities in the Focusing Forward section, a teacher could design a short programme of work for a whole class lasting two to three weeks and follow it with assessment.

(b) A longer inquiry investigationBy working through the process of the Interact Learning Path, it will be possible to develop understanding of key concepts and skills in the Firing Up section, and then to ignite student enthusiasm to take responsibility, in negotiation with the teacher, for their own research, reasoning, reflecting and responding. This will engage the students in developing questioning and research skills and therefore equip and inspire them for future learning.

c) A combination of bothThe more independent students in the class could be given more control over their learning by setting them off on their independent inquiry approach whilst the teacher approaches the topic in a more traditional / teacher-centred approach with the remainder of the class.

N.B. Regardless of what approach to the material is used, the Interact Learning Path provides the structure so that students are given opportunity to have some degree of choice about their learning. Because they have more ownership, deeper and more independent learning may occur.

V© 2011 Interact Curriculum

PLAnninG witH interACtTerm OverviewRead the Term Overview document at the front of the Term Folder to understand the integrating thread of the term and the national curriculum requirements.

Understanding InteractRead the Understanding Interactsectiononpage(I)sothatyouareconfidentinunderstanding the principles and processes of the Interact Resources.

Overview and IntroductionRead these pages to understand what this subject area is about, and where it fits into the integrated term’s work.

Big Idea and FociiRead the Big Idea, the Habit of Character Focus and Habit of Mind Focus, the Key Understanding and the Focus Question which summarise the main focii of this unit.

Biblical World View and Background InformationRead these pages to familiarise yourself as a teacher with the content being taught this term. Look up the Scriptures(foundattheendofthemanualforyourconvenience).

Key Areas of InvestigationThese four points summarise the content the students may learn in this subject. Confirm with your national requirements and determine your priorities.

Key Learning IntentionsThese points give ideas for Skills you can select as focii during this unit. All the skills listed are found in the Indicators of Achievement throughout the book, and any can be selected to become the focus of your teaching and assessment of skills for this subject this term. Determine what is appropriate for your class.

Plan for School-wide Activities or VisitorsMeet several times with other staff to engage personally and corporately with the term theme and plan school-wide activities.

Determine Main and Subsidiary TopicsDeterminethemainfocustopicforyourclass(e.g.Science,SocialScience,Health)thisterm and the supporting topics. Note that the main focus topic may vary between classes. At the conclusion of the term, when school-wide presentations are made, all students may benefit from each other’s deeper learning in particular topics.

PlanPlan, using the Interact Learning Path as a guide.

Have a great term teaching!

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Unde

rsta

ndin

g in

tera

ct

VI © 2011 Interact Curriculum

tHe interACt LeArninG ProCessThe Interact Curriculum resources are being developed in a framework of learning, developed by Helen Pearson, called the Interact Learning Path.

The Interact Learning Path helps students to recall prior knowledge, to develop knowledge, skills, understanding and godly wisdom, to consider how what they have learned impacts who they are and what they do, to respond with the benefit of new skills and understanding, to evaluate their work, and to celebrate their learning in a range of ways as outlined below:

the interact Learning Path

We hope you enjoy discovering, with your students, a fresh perspective on the world!

Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall


Research

Respond

Reason

Reflect

Resolve

VII© 2011 Interact Curriculum

Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall


Research

Respond

Reason

Reflect

Resolve

KeY LeArninG intentionswe are learning to:

Unde

rsta

ndin

g in

tera

ct

RelateEngage

RecallRemember

Raise questions and recognise problemsInquire

Plan

ResearchUses biblical research skills

Engages with the topic of study

Contributes to discussion

Identifies prior knowledge

Recalls personal experiences related to the topic

Writes open-ended questions

Frames questions to focus an inquiry

Designs a framework to guide an investigation

Designs questions to conduct an interview

Identifies suitable resource people

Summarises aspects of God’s nature

Locates references in the Bible

Reads or listens to significant portions of the Bible

Uses drama to investigate biblical stories and concepts

Investigates symbols and pictures to depict an idea

Meditates on scripture

Shares ideas

Considers personal application of biblical teaching

Draws links between Old and new Testament teaching

VIII© 2011 Interact Curriculum

KeY LeArninG intentionswe are learning to: continued

Research continuedConduct interpersonal research

Identify language structures and features

ReasonCompare

Make connections

ReflectIdentify a personal connection with text

ResolveConsider a personal response

Uses a range of sources to research including original sources, reference texts, archives, people, media, computer technology, and places

Conducts interviews and surveys

Describes findings

Develops relationship with God

Identifies meaning of words and phrases in Bible verses

Sorts ideas

Identifies main ideas

Gathers information

Summarises ideas

Finds examples of similar stories or messages in other parts of the Bible

Compares and contrasts

Identifies a biblical perspective

Identifies a relationship between ideas

Expresses an opinion confidently and provides reasons for it

Identifies an implication of biblical teaching on life today

Reflects on personal relationship with God

Makes decisions about possible actions

IX© 2011 Interact Curriculum

KeY LeArninG intentionswe are learning to: continued

Unde

rsta

ndin

g in

tera

ct

RespondMake a personal response

Review and recordReview

Rejoice!Celebrate

Develops relationship with God

Actively responds to biblical text

Applies a biblical world view to personal life

Makes a stand for justice on an ethical issue

Creatively communicates biblical understanding

Makes a plan for character development

Is reflective about own character, faith and skill development

Reviews highlights of the study

Draws links to the Big Idea, the Key Understanding and the Focus Question

Sets goals

Participates in creative celebration

Creatively communicates biblical understanding

© 2011 Interact CurriculumX

ACKnowLeDGementsDeveloping the Interact Curriculum has been the result of over twenty-five years of thinking and working in the education field, and therefore twenty-five years of gleaning ideas and principles from a multitude of mentors, advisors, observations, teaching experiences, books and curricula from around the world.

It would not be possible for me to acknowledge all those who have contributed to my thinking. As Woodrow Wilson once said, “I not only use all the brains that I have, but all that I can borrow.” Certainly I am indebted to the many advisors in New Zealand, Australia, North America, England, Indonesia and Africa, who have contributed their critique and assistance in writing these books.

Special thanks should go to Graham Braddock who believed in me and in our God sufficiently to encourage and challenge me to both establish KingsWay School in 1986 and to subsequently write curriculum for schools.

Thanks, too, to Marty Heaslip, who first introduced this concept of teaching from a basis of understanding the character of God.

Special thanks go to Julie Owen for walking with me through the Interact update process and advising, critiquing, and writing and refining material so helpfully. Also, thanks to Carl Becker for valuable critique, Clare Woods for the graphic design, to Anna Johnstone who has been a supportive friend and advisor for many years and assisted with proofreading, and to the team of researchers, writers and graphic designers who help write manuals and prepare support material.

I have written and revised the Interact Curriculum since 1993, in answer to requests for assistance from schools, and during that time have also had five wonderful children. I am so grateful for the support of my husband, Dean, who is my closest friend and support and whose belief that God’s purpose for this material is more important than career and security has allowed him to take huge financial risks and lifestyle changes. My mother, Elizabeth Horne, has also been very supportive over many years. Dean and I are blessed to have the prayerful support of both sides of our family, and our thanks go to Elizabeth, Parke, Lin and Robin for their commitment to prayer for us and for this resource.

To all those who have critiqued and advised in large ways and small, I am most grateful. To those who have not yet made suggestions and would like to, please do so. It helps to make the documents stronger for the benefit of busy teachers, and I value critical comment to that end.

Helen Pearson

Co-author, Editor and Publisher of Interact Curriculum


BiBLioGrAPHYDuvall, J. Scott and Hays, John Daniel. (2001). Grasping God’s word. Grand Rapids Michigan: Zondervan

Fee,GordonandStuart,Douglas.(1993).How to read the Bible for all its worth: a guide to understanding the Bible. Grand Rapids Michigan: Zondervan

Fee,GordonandStuart,Douglas.(2002).How to read the Bible book by book. Grand Rapids Michigan: Zondervan

Hugget,Joyce.(1989).Open to God. Hodder and Stoughton: London

McNabb,BillandMabry,Steven. (1990).Teaching the Bible creatively: How to awaken your kids to scripture. Grand Rapids Michigan: Zondervan

Torrey, R.A. (1995). The New Topical Text Book : A Scriptural Text Book for the Use of Ministers, Teachers, and All Christian Workers. Oak Harbor, WA : Logos research Systems, Inc., c1897

Swanson, James and Nave, Orville. (1995). New Nave’s. Oak Harbor : Logos Research Systems

XI

How can people walk with God in the world? · choice to walk with God or to choose their own way....

Documents

Transcript of How can people walk with God in the world? · choice to walk with God or to choose their own way....