Teacher’s manual

Written by Rhonda Watson

to be used with

Another dimension Student handbook

and

Another dimension CD-ROM

sample lesson

Jesus’ picture of life from The Sermon

on the Mount

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Published 2006 by CEPCopyright © Christian Education Publications 2006

This resource is copyright. Apart from any fair dealing for the purposes of private study, research, criticism or review as permitted under the Copyright Act, the only part of this book that may be copied without the written permission of the publisher are the photocopiable masters that are clearly indicated. These pages may only be reproduced for use in the Christian Education classes of the purchaser’s school or of

the schools in which he or she has the responsibility for the provision of Christian education.

National library of AustraliaISBN 1 921137 71 1

Christian Education PublicationsPO BOX A287, Sydney South, NSW 1235 Australia

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Written by Rhonda Watson

To be used with Another dimension Student handbook and CD-ROM

Editorial: Sue Aiken

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CD-ROM production: Steve Williams, Crosstalk Technical Services 0419 607 429

Typesetting: Andrew Hope

PowerPoint Design: Amy Chaplin

Bible quotes are taken from:

HOLY BIBLE NEW INTERNATIONAL VERSION (NIV)© International Bible Society 1984

CONTEMPORARY ENgLISH VERSION (CEV)© American Bible Society 1991

THE MESSAgE© Eugene H. Peterson, Navpress 1993

CEP has, where appropriate, pursued permission to reproduce copyright text and images used in Another dimension Teacher’s manual. However, if you believe you hold copyright to some of this material and CEP has not requested your permission to use it, please contact us so that the situation can be remedied.

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Contents

Using Another dimension Teacher’s manual 4

Introduction: Background to Matthew and Sermon on the Mount 12

Chapter 1 Who am I trying to impress? 23 Matthew5:1–12

Chapter 2 Do I stand out? 31 Matthew5:13–16

Chapter 3 What’s going on beneath the surface? 41 Matthew5:21–30

Chapter 4 Love for my enemy? 49 Matthew5:38–48

Chapter 5 An audience of one? 57 Matthew6:1–15

Chapter 6 What do I want more than anything else? 65 Matthew6:19–34

Chapter 7 What is my life foundation? 73 Matthew7:24–27

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CEP High school resourcesWelcometoAnother dimensionTeacher’smanual.

Thispublicationiswrittenforteachersofjuniorhighschoolstudents–roughlyyears7–8.ItisdesignedtoaccompanyAnother dimensionstudenthandbookwhichfocusesonJesus’teachingfromtheSermonontheMountinMatthew5–7.

ThisunitformspartoftherangeofhighschoolresourcesdevelopedforChristianstudiesinindependentschoolsandSpecialReligiousEducationinStateSchools.ThematerialcouldeasilybeusedinothercontextssuchasYouthgroupsorcampingcurriculum.

AllChristianEducationPublicationsaregroundedinthebeliefthatGodisthesourceofalltruthandhisWord,theBible,iswhereGodrevealshimselfandhissavingpurposes.GodhasactedinChristtoachievehissavingpurposesforhumanity.

CEPhighschoolresourcesaimtohelpstudentsgrowintheirunderstandingoftheChristianfaith,torespondtotheclaimsofChristandtograpplewithhowtoapplytheirfaithtolife.

CEPhighschoolresourcescoverthefollowingsixaspectsoftheChristianStudiesprogramassistingstudentsto:

Engage with the BibleStudentswillbehelpedtoread,understandandlearntoapplytheBibletotheirlivesandwillbeintroducedtotheconceptsofBiblicaltheology.

Know the gospelStudentswilllearnaboutthelifeandteachingofJesus,cometoappreciatethesignificanceofhisdeathandresurrectionandconsidertheirownresponsetohim.

Examine different worldviewsInasafeandsupportiveenvironmentstudentswillbeencouragedtoquestion,discussandevaluatecriticallyotherworldviewsandpractices.

Learn about their Christian heritageStudentswillhavetheopportunitytolearnaboutkeyeventsandpeoplewhohaveimpactedhistoryastheyhaveputtheirfaithintoaction.

Examine ethical issuesStudentswillbeencouragedtoseetherelationshipbetweenfaithandbehaviourastheyexaminearangeofpersonalandpublicethicalissues.

Have opportunity for personal spiritual growthStudentswillbeencouragetogrowintheirpersonalknowledgeofGodandintheirworship,trustandobedienceinthecontextofChristiancommunityandthroughopportunitiestoserveothers.

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Using Another dimension Teacher’s manualIntroduction Thisresourceiswrittenforteachersofjuniorhighschoolstudents.ItisdesignedtoaccompanyAnother dimensionstudenthandbookwhichfocusesonJesus’teachingfromtheSermonontheMountinMatthew5–7,especiallyasitappliestoourrelationships.

Jesus’wordsfromtheSermonontheMountareamongsthisbestknownsayings.TheyareradicaldemandsforthelifeofadiscipleofJesustobenoticeablydifferenttotherestoftheworld.Theydescribelifeinawholedifferentdimensiontothewayweusuallythinkaboutit.

PerhapsthebiggestdangerinexploringJesus’teachingintheSermonontheMountisthatofmoralism.Inanenvironmentwherewearepressuredtoteach‘values’asanendinthemselves,itcanbeveryeasytopresentJesus’wordsasalistofmoralstandardsbywhichweallshouldlive.ThesewordswereoriginallyspokentoJesus’disciples,hisfollowers.Theyareacalltoliveinacertainwayinresponsetothegospel,inresponsetoknowingtheLordJesusChrist,inresponsetograce.Theyarenotmoralstandardsgivenbyhiminthevainhopeofestablishingabetterworld.Theyaremuchmoreexcitinganddemanding,andmuchmoreradicalandrefreshingthanthat.

WiththisinminditishopedthatasyouexplorethispartofMatthew’sgospelwithyourstudentsyouwillhavethegospelofgraceuppermostinyourmind.ItisthegospelofgracethatallowsustobepartoflifeinAnother dimension–lifeasafollowerofJesus.ItisnotassumedthatyourstudentsarealreadyfollowersofJesus.TheunderlyingapproachisthatstudentscanexploreandunderstandJesus’words,candiscussandapplythemtolifetodayandconsidertheirownresponsetothischallengetolivelifeinAnother dimension.

CD-ROMTheCD-ROMthatcomeswiththeTeacher’smanualcontains:• supportingPowerPointpresentationsforeachchapterthatfollowtheflowofthestudent

handbookpagesandincludethenecessaryBibletexts• pdfversionoftheTeacher’smanualforyoutodownloadandprintasrequired• pdfversionsoftheBlacklinemastersforeachsection.

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Unit aimTointroducethestudentstotheteachingofJesusintheSermonontheMount,challengingthemtounderstanditinthelightofthegospelandallowingthemopportunitytorespond.

OutcomesBytheendofthisunitthestudentswill:Know about: • HowbeingadiscipleofJesuscanmakeadifferencetoourlives• ThebasicprinciplesofJesus’teachinginMatthew5–7,especiallyasitappliestoourdifferentrelationships• Howchapters5–7fitintothegospelofMatthewasawhole.

Be able to:• IdentifypointsofcontrastbetweenJesus’teachingandourcontemporaryculture• DemonstratehowtheteachingofJesuscouldapplyto‘reallife’examples.

Have had the opportunity to:• AppreciatetheofferGodmakesofrelationshipwithhim,throughJesus• BeconfrontedbyJesus’challengingwordsaboutlivingashisdisciple• BechallengedtoidentifyhowtheirattitudesandactionscouldchangeinresponsetoJesus’demands• RespondtoJesus’challengetoliveashisdisciple.

A quick scan of Matthew’s gospelContent• Jesus–hislifeandteaching• Jesus–themessiahkingwhofulfilsOldTestamentprophecyandexpectations.

Audience • MostlikelywrittenforJewishChristians.

Author• Theearliestmanuscriptsdonotidentifyanauthor• Fromsecondcentury,regardedasMatthew,thediscipleofJesusandApostle.

Date• Unknown• UseofMark’smaterialmakesitlikelyitwaswrittenin70s–80s.

Themes• Fulfilment–God’splan’srevealedintheOldTestamentarefulfilledinandthroughJesusandhisfollowers• JesusistheSonofGod,themessianicKingoftheJews• Jesusis‘Godwithus’inpower• JesusisLordofthechurch• Jesus’teachinghasongoingrelevanceandauthorityforGod’speople• Thegospelisforallpeople–JewsandGentiles.

Key verses• Matthew 1:1 (NIV)ArecordofthegenealogyofJesusChristthesonofDavid,thesonofAbraham.• Matthew 1:21 (NIV)GivehimthenameJesus,becausehewillsavehispeoplefromtheirsins.• Matthew 16:16 (NIV)SimonPeteranswered,‘YouaretheChrist,theSonoftheLivingGod’.• Matthew 20:28 (NIV)TheSonofMandidnotcometobeserved,buttoserve,andtogivehislifeasaransomformany.

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Structure of Matthew1

1:1–2:23 Prologue:Jesus’divineandhumanorigins

3:1–4:11 IntroducingJesus–hisbaptismandtemptation

4:12–7:29 Thekingdom–itsproclamation

8:1–10:42 Thekingdom–itspowerandmission

11:1–13:52 Thekingdom–questionsandoppositiontoJesus

13:53–18:35 OppositiontoJesusanddeclaringwhoheis

19:1–25:46 KingJesuscomestoJerusalem–receivedandrejected

26:1–28:20 Thekingiskilledandraised

The Sermon on the Mount ThesewordsofJesusmaybeverywellknown,buttheyareverydifficulttoputintopractice!

Atfirstglance,theseteachingsofJesusareattractiveandpointtoawayoflifethatisgracious,caringandgood.Wetendtofeelthatifonlypeoplewouldreallylivethisway,lifewouldbemuchbetterforeveryone.Anditwouldbe!Butaftercloseself-examinationinthelightofJesus’words,wefindtheSermonontheMounthasaveryuncomfortablecuttingedgeandsetsusanidealwecanneverreach.OncewehavebeguntohonestlygrapplewithhowthesewordsofJesusapplytous,wecanappreciatetheydescribelifeinAnother dimension–lifeasafollowerofJesus,livinginstarkcontrasttotherestoftheworld.

Jesus’wordsarejustasrelevanttodayastheywerewhenhefirstspokethem.InthisunitweaimtoexploreJesus’demandsinawaythatwillchallenge,orevendisturbstudents.Jesussaystous,ifyoureallywanttobemydisciple,thisishowyouwillseektolive.Hiswordsarenotjustforthepurposeofinterestingdiscussion,butalsotobeobeyed.LivinginthiswaywilltrulysetJesus’disciplesapartfromtherestoftheworld.

ItisimportanttokeepinmindthatJesusspokethesewordstodisciplesandthattheyinformusabouthowdisciplesofJesusaretolive.AttheheartofthedemandsofJesusthereliesthegraceofGodtowardshispeopleandtheirlovingrelationshipwithGod,theirheavenlyFather.WewillsetthesewordsofJesusinthecontextofJesus’workonthecrossto‘givehislifeasaransomformany’(Matthew 20:28).Ashisdisciples,wewillseektolivethiswayoutofgratitudetohimforallhehasdoneinmakingitpossibletobeforgivenfriendsofGod.

Our relationshipsWiththeSermonontheMountasBibleinput,thisunitexplorestheserelationships:• MeandGod• Meandothers• Meandmyworld• Meandmyenemies• Meandmy‘treasures’• MeandJesus.

� FromGordonFee&DouglasStuartHow to read the Bible book by book(Zondervan,2002).

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Inthisunitthestudentsareencouragedtoexpresstheiropinionsandfeelingsaboutthevariousrelationshipsintheirlives.

Inapproachingthisunitweareawarethatadolescenceisatumultuoustimeformostofus,especiallyinregardtoourrelationships.Whilewestillexperiencerelationaldifficultiesaswemature,theteenageyearsseemtobeparticularlypainful.Thatisoneofthechallengesofthisunit.Itwillnotbedifficulttomakeconnectionswiththereallifeexperiencesofyourstudents,thegreaterchallengewillbeinhavingwisdomtodealwithissues,commentsoremotionsthatmayarisefromthelessons.Itwillbeimportanttobeprayerfulandsensitivetoknowwhenissueswouldbebetterdealtwithbysomeonewithmoreexpertiseinthisarea.

Thesesessionswillprobablyhaveadouble-edgedeffect.Ontheonehandwewillexploresomeemotiveanddifficultrelationshipswiththestudents,whichwilltouchonhurts,anddeepneedsintheirlives.Ontheotherhandwewilldothisinthecontextofthegospelofgrace.ThecareofourheavenlyFather(seeMatthew 6:25–26)andtheloveofJesusdemonstratedinhissacrificeonthecrosswillprovideadeeplyreassuringfoundationforthechallengingareaofourrelationships.

Look at the birds of the air; they do not sow or reap or

store away in barns, and yet your heavenly Father feeds

them. Are you not much more valuable than they?Matthew 6:26

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Structure and themes of Another dimension

IntroductionBackgroundtoMatthewandTheSermonontheMount

Chapter 1 Theme: ThepeopleGodfavoursKey relationship: MyrelationshipwithGodKey question: WhoamItryingtoimpress?Bible passage: Matthew5:1–12

Chapter 2 Theme: SaltandlightKey relationship: MyrelationshipwiththeworldKey question: DoIstandout?Bible passage: Matthew5:13–16

Chapter 3 Theme: AngerandlustKey relationship: MyrelationshipwithothersKey question: What’sgoingonbeneaththesurface?Bible passage: Matthew5:21–30

Chapter 4 Theme: Love,evenformyenemyKey relationship: MyrelationshipwithothersKey question: Loveformyenemy?Bible passage: Matthew5:38–48

Chapter 5 Theme: GodseesmeKey relationship: MyrelationshipwithGodKey question: Anaudienceofone?Bible passage: Matthew6:1–15

Chapter 6Theme: OnemasterKey relationship: MyrelationshipwithmypossessionsKey question: WhatdoIwantmorethananythingelse?Bible passage: Matthew6:19–34

Chapter 7 Theme: OnefoundationKey relationship: MyrelationshipwithJesusKey question: Whatismylifefoundation?Bible passage: Matthew7:24–27

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Components of each chapter in Teacher’s manual AimThekeyideaforlessonexpressedintermsofconceptandapplicationtothestudents.

OutcomesMeasurableoutcomesforeachlessonintermsof

•Knowledge •Understanding•Skills •Response

CD-ROMNotestoindicatewhatisontheCD-ROMforeachchapter.

Vox Pop questionsSuggestionsforcreatingaVoxPopstylestarterforthelesson,usingstudents’answerstoafocusquestion.

Background notes• ThiswillprovidebasicBiblebackgroundnotestoassistinunderstandingtheoriginalcontextofthe

passageandit’splaceinaBiblicaltheologyframework.• Themeaningofthepassagewillbepresentedinsummary.• Keyissuesinapplyingthepassagetocontemporarylifewillbebrieflyexplored.

Lesson notesBasicstructureandflowofthestudenthandbookforeachlessonwillbeshown.Notesregardinganykeyquestionsorcasestudies.Pointsofparticularinterestwillbeexplored.

FAQsAnattempttoanticipateandavoidtrickyissuesanddifficultquestions,whichmayberaisedbystudents.

Extension ideasAvarietyofideasforextendingeachlesson,ortailoringthelessonforparticulargroups,willbeprovided.Theymayincludethefollowing:

•Movies •Music•Websites •Drama•Debates •Creativearts•Research •Games.

Black line mastersBLMsforsomeoftheextensionideasareprovided.NotethatpdfversionsofthesearealsoontheCD-ROMforeaseofdownloadingandcopying.

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Do I stand out? Matthew

5:13–162ChApter

AimTohelpthestudentsunderstandthatJesus’followersshouldstandoutfromtherestoftheworldandtoexploresomeofthewaysinwhichwemightexpecttheirlivestobedifferent.

OutcomesBytheendofthischapterthestudentsshould:

• knowthatJesuschallengeshisfollowerstobedifferenttotherestoftheworld

• understandthatfollowersofJesuswillactinwaysthatpreservewhatisgoodinourculture

• understandthatfollowersofJesuswillactinwaysthatshinealightonwhatisnotgoodinourculture

• considerwhytheofferofforgivenessissuchanimportantpartofbeingafollowerofJesus

• bechallengedtoconsiderwhethertheirownlivesleadotherstopraiseandthankGod.

CD-ROM1. Key questions:

Doyouknowanytrueindividuals,whoreallylivelifetheirownway,withoutbeinginfluencedbyotherpeople?DoyouthinkwecantellifsomeoneisafollowerofJesus,justbythewaytheybehave?

2. Text of Matthew 9:1–8. Jesushealstheparalysedmanandforgiveshissin.

Vox Pop questionsDoyouknowanytrueindividuals,whoreallylivelifetheirownway,withoutbeinginfluencedbyotherpeople?

DoyouthinkwecantellifsomeoneisafollowerofJesus,justbythewaytheybehave?

theme: Salt and lightKey relationship: My relationship with the worldKey question: Do I stand out?Bible passage: Matthew 5:13–16

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ThissectionoftheSermonontheMountfocusesonthepublicwitnessoffollowersofJesus,intermsoftheirbehaviourandpriorities.

WeseefromtheseversesthatitisnotpossibletoviewfollowingJesusasapurelyprivateorpersonallifestylechoice.TherighteousnessofthelifeofafollowerofJesuswillattractattention.Thisattentionmaytaketheformofoppositionattimes.Tobehungryandthirstyforrighteousness,tobemercifulandmeek,tobemournfuloversinandtobeapeacemakerwillinevitablymakeapersonstandout.

Jesususestwostrongmetaphorstoshowhowfollowersmustlivetheirlivessothatthey‘leavetheirstampontheworldwhichissoopposedtothenormsofthekingdom’1.

InJesus’world,saltwasusedmainlyasapreservative.Italsohelpedflavourfood.Indescribinghisfollowersas‘saltoftheearth’,Jesusisimplicitlysayingthatapartfromtheinfluenceofhiskingdom,theworldbecomesmoreandmorerotten.Ifhisfollowersconformtothedescriptioninverses3–12,theywillbeaninfluenceforgoodintheirsociety.Theworsetheworldbecomes,andthemoreopposedtothenormsofthekingdom,thenthemoreitisinneedoftheinfluenceoffollowersofJesus.

Bycontrast,ifsaltlosesitsaltinessitisgoodfornothingbutthegarbageheapandmightaswellbethrownoutontothestreet.IfJesus’followersallowthemselvestobemoreinfluencedbythenormsoftheworldthanbythenormsofthekingdom,thentheyareuseless.

ThesestrongwordsofJesusshouldcauseussoberreflection.ItisveryeasyforChristianswhoarecomfortable,well-fed,freeandenjoyingmanyofthebenefitsoflifeinwesternisedsocietiestoloseouredgeandjustfitinwiththosearoundus.Ourtemptationstoconformmaycomeintheformofconsumerism,apathyandlaziness,ratherthanoutrightopposition.WeneedtorememberthatJesus’calltoliveashisfollowersistrulycounter-culturalandwemayneedtobealerttothewaysinwhichwecompromiseand‘loseoursaltiness’.

ThesecondmetaphorJesususesforhisfollowersintheworldis‘lightoftheworld’.Theimageofabrightly-litcityonahilltopsuggeststhecombinedeffectofthecommunityofdiscipleslivingbythevaluesofthekingdomofGod.

TheeffectofthefollowersofJesusactingaslightandsaltistodrawattentiontotheonetheyarefollowing,theLordJesus.ThegooddeedsofJesus’disciplesshouldnaturallymaketheonlookerturntowardstheirFatherinheaven.

Thechallengeforusasteachers,aswellasforourstudents,istoreflectonwhetherourownlivesservethefunctionofpointingpeopletoGod.

Background notes

�. Carson,D,Jesus’ Sermon on the Mount,GlobalChristianPublishers(GrandRapids200�)p3�.

DO I STAnD OUT?

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Get startedUsetheVoxPopquestions,orthefirsttwoquestionsinthestudenthandbooktoengagethestudentsintheissueofhowdifficultitistotrulybeanindividualinoursociety.Weallexperiencepressuretoconform.Adolescentsparticularlysensethispressure,althoughitistrueforuswhateverourage.

EngageReadMatthew 5:13–16 andencouragethestudentstojotdowntheirfirstideasaboutwhattheseversesmeanonpage8ofthestudenthandbook.

Afterexploringthemeaningofbeingsaltandlight,readthestoryinMatthew 9:1–8ofJesushealingtheparalysedman.(ThetextisprovidedontheCD-ROMasaPowerPointpresentation.)Notethedifferentreactionsofthosepresent.EventhoughJesus’actionweretruly‘saltandlight’someofthosewatchingthoughttheypointedawayfromGodbeingatwork.Discusstheissueofnotbeingabletoguaranteethereactionofothers,eventhoughweactbyJesus’values.

Wrap upFocusontheofferofforgivenessandafreshstart(studenthandbookpage11).Bykeepingthecommandtoliveassaltandlightinthecontextofforgiveness,weavoidemptymoralisticrequirements.ActingasJesus’followersintheworldshouldspringfromexperiencinghisgrace.

Prayfortheclass.

Lesson notes

DO I STAnD OUT?

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Extension ideasHotel RwandaThecasestudyofHotelRwandalendsitselftoviewingaclipofthismovieifitisavailable.

ThereisalsoartworkbyJuliusGuzythatmaybeofinterestonthistopic.ThesepaintingsrepresenthisexperiencesinRwandaatthetimesofthewarbetweenTutsisandHutus.

Seehttp://juliuspaintings.co.uk/cgi-bin/paint_css/rwanda/rwandaSketch.plforexamplesofhisworkanddiscussionaboutthemeaningofhisart.

Role-playReadthelifesituationsdescribedonBLM1onpage35.Discussdifferentviewsabouthowtoapproachorresolvethesesituations.

Studentscouldactoutroles–somechoosingtoreactclearlyinnon-ChristianwaysandotherstryingtosuggestawaytoreactbasedonbeingafollowerofJesus.Indiscussingthedifferentresponses,encouragethestudentstounpacktheconsequencesofdifferentchoices,ratherthansimplytakingasimplisticapproach.

50 facts that should … ProvidestudentswithacopyofthefactsonBLM2onpage36.Discusseachoneanddecideonpossibleactionwecouldtakethatwouldbebringingsaltandlighttothesesituations.

Critiquing our cultureProvidestudentswithacopyofBLM3and/or4onpages37and38.

Askthemtocreateamindmapshowingwhatisgoodintheircultureandshouldbeprotectedandpreserved.Asimilarmindmapcanshowwhattheythinkisnotgoodintheircultureandshouldbeavoidedorchanged.

ThistaskisdesignedtohelpstudentsunderstandthatfollowersofJesuswillactinwaysthatpreservewhatisgoodinourcultureandthatwillshinealightonwhatisnotgoodinourculture.

Bible extensionItisinterestingfollowupotherversesonthethemeoflight.ThestudentscoulduseBLM5onpage39asthebasisofexploringotherimportantNewTestamentversesonlight.

DO I STAnD OUT?

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Role-playYouknowthatsomeoneinyouryearatschoolisbeingintimidatedbyagroupofotherstudents.Thishappensregularlyandinsmallwaysthattheteachersdon’talwaysnotice.

What can you do?

Youhaveanewstudentintheclasswholivesnearyou.Sheisfromarefugeefamilyandhastroubleunderstandingthehomeworktasks.SheobviouslyneedshelpwithgettingagraspofEnglish.

What could you do?

YourschoolbeginsaprojecttohelpanotherschoolinUganda.Theprincipalsuggestsavarietyofwaysthatstudentscouldhelp.

What could you do?

Yourfamilyisunderalotofpressure,eventhoughmostpeople,includingyourfriends,don’tknowaboutit.Yourfather’sjobisunderthreatandyourmumhasbeenunwell.Yourbigbrotheriscausingalotofstressinthefamily.

Is there anything you could do?

Yourfriendhasacomputerinhisownroomathome.Hehastimewhennooneissupervisinghimandhasbeenexploringsome‘dodgy’websites.Heasksyoutocomeovertohisplaceandtakealook.

What could you do?

CHAPTER 2 – BLM 1

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ReadthefollowingfactsanddiscusswaysChristianscouldactassaltandlightinresponsetotheseissues.

CHAPTER 2 – BLM 2

Landmines kill or maim at least one person

every hour.Allaroundtheworld,morethan

100millionremnantsofconflictspastand

presentliequietlyintheground,waitingfor

action.Inmorethan60countries,landmines

littertheearth.Theyaresaidtobepopular

becausethey’recheaptoinstall.People

killedandmaimedbylandminesarelargely

powerlessandthecountriesmostheavily

minedareamongtheworld’spoorest.

Americans discard 2.5 million plastic bottles every hour. That’s enough bottles to reach all the way to the moon every three weeks.Everyhour,BritishhouseholdsthrowawayenoughrubbishtofilltheRoyalAlbertHall.Eachyear,Americaproducesenoughplasticwraptocling-filmthestateofTexas.EachChristmas,anadditional5milliontonsofrubbishisgenerated,4millionofthatiswrappingpaperandshoppingbags.Chinaproducesanddiscardsmorethan45billionpairsofdisposablechopstickseveryyearandcutsdown25milliontreestodoit.InBangladeshicapitalDhaka,morethan10millionplasticbagsaredumpedeveryday,cloggingthecity’sdrains.Itisnowsaidthattherearetwoman-madestructuresthatcanbeseenfromouter-space:theGreatWallofChina,andtheFreshKillslandfillnearNewYork.AlandfillclosesintheUSeveryday,andexpertssaythatthecountryhas18yearsoflandfillcapacityleft.By2005,250millioncomputerswillbeobsoleteand130millionmobilephoneswillbediscardedeveryyear.

Seven million American women and one million American men suffer from eating disorders.Mostcommonisanorexia,whosepsychologicalnaturewasn’tuncoveredtilltheearly20thcentury.Topfashionmodelsnowweigh25%lessthantheaverageAmericanwoman.TheaverageHollywoodstarletnowwearsanAmericansize2dressontheredcarpet–whichhasthesamemeasurementsasadressmadeforaten-year-oldgirl.

One in five of the world’s people live on less than a $1/day.Throughthe1990s,therewasa7%improvementinpoverty.Poverty,asitturnsout,iscompletelyavoidable.Forlessthan1%oftheincomeofthewealthiestcountrieseachyear,theworsteffectsofpovertycanbegreatlydiminished.

The golfer Tiger Woods is the world’s highest paid sportsman. He earns $78 million a year – or $148 every second.71ofthat78millioncomesfromsponsorships.TigersWoodsispaid$55,000adaytowearNikecaps;aThaiworkerispaid$4adaytomakethem.

Thesefactsaretakenfrom:JessicaWilliams,50 Facts That Should Change the World,IconBooks2004

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Critiquing our cultureCreateamindmapshowingwhatyouconsidergoodinourculturethatshouldbeprotectedandpreserved.

CHAPTER 2 – BLM 3

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Critiquing our cultureCreateamindmapshowingwhatyouconsiderbadinourculturethatshouldbeavoidedorchanged.

CHAPTER 2 – BLM 4

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FoLLowIng the LIghtLookuptheseversesandmakebriefnotesonwhattheysayaboutlightasitreferstoGod,Jesus,orpeople.

Bible passage What it says about lightWhat this teaches us about God or people

John 3:20–21

John 8:12

Philippians 2:14–16

1 John 1:7

Revelation 22:5

CHAPTER 2 – BLM 5