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Faith Alive Christian Resources

Hand in HandHelping CHildren embraCe diversity

Second Edition

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Hand in Hand

Help kids in grades K-6 learn to appreciate and

celebrate the diversity in God’s family with this flexible

five-session course.

Hand in Hand is filled with fun, upbeat stories,

games, music, and activities to help kids appreciate

the beautiful variety of people God created. Sessions

address issues of differences, prejudice, inclusion, unity,

and how to celebrate diversity.

Hand in Hand’s large group/small group format works

in many settings: Sunday school, midweek programs,

summer sessions, or boys’ and girls’ clubs.

In a world where differences often divide people, Hand

in Hand is a beacon of hope!

Hand in HandHelping CHildren embraCe diversity

Second Edition

Hand in Hand: Helping Children Celebrate Diversity, a course for children in

grades 3–6, was originally developed and written by a multicultural team of

RCA authors: Ella Kokum Campbell, Nickolas (Tecumseh Red Cloud) Miles,

Oliver Patterson, Gladys E. Rivera, Charles Allen Wiessner, and Colleen

Aalsburg Wiessner. It was first published in 1997 and was used for many

years in congregations from several denominations. This updated and revised

edition continues to address the important issues of diversity and unity within

God’s family, the church. Faith Alive is grateful to Christin Baker for her work

in restructuring and updating Hand in Hand to meet the learning needs of a

wider age group, children in kindergarten through grade 6.

Unless otherwise noted, Scripture quotations in this publication are from the

Holy Bible, Today’s New International Version™, © 2001, 2005 by Interna-

tional Bible Society®. All rights reserved worldwide. Used by permission.

Hand in Hand: Helping Children Embrace Diversity, © 2009, Faith Alive

Christian Resources, 2850 Kalamazoo Ave. SE, Grand Rapids, MI 49560.

All rights reserved. With the exception of handouts for classroom use and

brief excerpts for review purposes, no part of this book may be reproduced

in any manner whatsoever without written permission from the publisher.

Printed in the United States of America.

ISBN 978-1-59255-429-4

10 9 8 7 6 5 4 3 2 1

Any questions or comments about Hand in

Hand? We’d love to hear from you.

Faith alive Christian resources

1-800-333-8300

editors@faithaliveresources.org

rCa Children’s ministry Office

1-800-968-3943

childrensministry@rca.org

Welcome to Hand in Hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

session 1 Fearfully and Wonderfully Made . . . . . . . . . . . . . . . . . . . . . . . 13

session 2 Understanding Prejudice and Racism . . . . . . . . . . . . . . . . . . . 31

session 3 Working for Unity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

session 4 Who Is My Neighbor? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

session 5 Celebrate! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Recipes from Around the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Reproducible Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Song Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142

Contents

5

dear leader,This is the beginning of a journey for you and for the kids who will

join you on the Hand in Hand quest for greater understanding of

each other and for unity. Prayer has infused this work from the very

first meeting of the original team of authors. And our prayer

remains that each child and adult who uses these materials will

grow as much as the team grew while planning and writing each

session together. As you prepare to teach this course, pause to pray

that God will give you—and the children you teach—a spirit of

openness to the experiences, insights, and challenges presented in

each session.

You’ll find Hand in Hand filled with fun, exciting, and upbeat sug-

gestions for appreciating and celebrating the beautiful diversity of

people God has created and placed around us. In a world marred

by hatred and violence caused by an intolerance of racial, physical,

“Allow the hand of God to guide you through this multicultural curriculum and the Spirit to extend your hand in appreciation for the gifts of all God’s children.”—Nickolas Miles, Hand in Hand author

Welcome to Hand in Hand!

6

ethnic, and gender differences, Hand in Hand seeks to serve as a

beacon of hope for kids. We pray that using Hand in Hand with

the children in your church will lead to many conversations about

reconciliation—and progress towards unity within your congrega-

tion and your wider community.

goalsHere are the goals Hand in Hand seeks to achieve in the lives and

hearts of the children you teach:

c to under stand people who are different from themselves

c to respect all people

c to acknowledge that all people are part of God’s creation and

are treasured by God

c to understand that people share both likenesses and differences

to realize that it’s OK to be different c

to believe that discrimination and racism are sins in God’s eyes c

to value diversity and cross-cultural relationships c

to affirm and celebrate that we are one body in Christ c

Who is this Course For?This edition of Hand in Hand has been revised to work well with

children in kindergarten through grade 6. We hope you’ll find it

useful in variety of settings—Sunday school, vacation Bible school,

midweek programs, or other programs your congregation provides

for children in grades K-6. Hand in Hand also works well in day

school or home school settings. Activities can be integrated into

subject areas such as music, social studies, language arts, Bible,

and art. (Hand in Hand’s five sessions are packed with activities,

which also makes the course expandable to fit longer programs.)

It’s also possible to integrate Hand in Hand into other activities tak-

ing place in your church. A number of the learning options involve

presentations, such as songs, puppet shows, readings, or dramas.

Any of these could be presented during a worship service, or the

activities could be offered in a wider, intergenerational setting

involving children, teens, and adults learning and growing together.

(At the very least, consider inviting parents to an introductory

“It is our responsibility to see that all children are exposed to all aspects of our multicultural society. We cannot allow another generation of children to go through the cultural ills we went through. We live in a world where no one culture is dominant. This course, I hope, will in its minute way try to bridge that responsibility gap.”—Gladys Rivera, Hand in Hand author

“The objective of this resource is to help the participants become more aware of and committed to God’s creator-ship of the earth and all people, the work of Christ in breaking down the barriers that separate us, and the con-tinuing work of the Spirit in creating and maintaining unity.”—Chuck Wiessner, Hand in Hand author

7

session so they can continue some of the discussions and activities

at home with their children.)

The possibilities for using this resource are limited only by your

imagination. Make it work for your own setting—and have fun!

How does the Course Work?This revised edition of Hand in Hand follows the large group/small

group teaching model, with each session beginning with the entire

group gathering together for worship and a presentation of the

Bible story for the day. The large group time is followed by smaller

groups (K-3 and 4-6) that meet to connect with their own leaders

and dig deeper into the Bible story and its meaning for our lives

today. Both large group and small group times are designed to take

about 20-25 minutes each, with the entire session averaging about

45 minutes. (If you’ve got more than 45 minutes, however, we’ve

offered lots of additional activities for extending each session!)

Here’s what you’ll find in each session:

scripture— c Bible passage(s) your session will focus on

session Focus— c key teaching or theme of the session

session goals— c objectives that will focus your teaching on

what the kids will learn and do

a Helping Hand c —a short reflection on the Bible passage and

what it means for you, the leader. It will help you apply the Bible

story as you teach the session truth to your group.

step 1: Hands Up!— c welcome, opening worship activities, and

an introduction to what’s coming up

step 2: Open Hands, Open Hearts!— c a presentation of the

Bible story for the day

step 3: Hands On!— c small group (K-3 and 4-6) learning ac-

tivities that apply the Scripture for the session and help kids

respond to God

extra time on your Hands?— c a wealth of additional activities

that may be used as substitutes for the regular session steps—or

to extend your session if you have more than 45 minutes

8

At the back of this guide you’ll find additional resources that will help

you teach the course:

music c —All of the songs suggested for use in Hand in Hand are

recorded, along with a couple of stories, on the CD that accom-

panies this course. (You'll find the song texts on p. 142.) There

are also some wonderful CDs of global music that are widely

available for purchase and would greatly enhance the kids’

learning and enjoyment of this course!

recipes from around the World— c On pages 107-114 you’ll

find a list of quick and easy recipes that you’ll enjoy using in

your sessions. (Note that in Session 5 you’ll have an opportu-

nity to invite parents and volunteers to bring ethnic foods for

the group to enjoy as part of a concluding celebration—check

out these recipes and enlist the help of families in preparing

party treats.)

reproducible pages c —You may photocopy and use the repro-

ducible pages (pp. 115-141) as the session plans suggest.

a Word about learning stylesEach session of Hand in Hand contains activities designed to reach

kids using a variety of learning styles. Why? Studies show that

people learn differently—one more reminder of God’s amazing

creativity in designing us with likenesses and differences! If what we

teach is going to have an impact on kids, we need to pay attention

to how we teach. The result? More fun for kids, fewer discipline

problems for teachers, and greater opportunity for life- changing

learning!

Within each session, the icons below highlight the learning styles

(multiple intelligences) represented by each activity. As you teach,

you’ll begin to get a sense for how the kids in your group learn best.

Children who are

Word smart

learn best through verbal activities (listening, reading, or speaking),

including discussions, worksheets, writing, reading, storytelling, and

word games.

“Because we are all the children of God, I do not believe that we can fully appreciate God unless we learn to experience all God’s people. Most children live among folk of very similar background. Hand in Hand offers children the possibility of listening to other voices as well as having their own voice affirmed.”—Oliver Patterson, Hand in Hand author

9

number smart

learn best by exploring patterns and relationships through activi-

ties such as problem-solving, logic puzzles or games, making charts

and graphs, or putting things in sequence.

picture smart

learn best by visualizing concepts. These kids enjoy viewing maps,

slides, pictures, videos, and diagrams; making jigsaw puzzles; and

expressing their ideas with shape, color, and design.

body smart

learn best by using their bodies, acting things out, using puppets,

moving— anything hands-on.

music smart

learn best through sound, music, and rhythm—playing musical

instruments, writing their own songs and raps, listening to music,

singing, and so on.

people smart

learn best through doing things with others, cooperating and work-

ing in small or large groups, role playing, conversations, brain-

storming, and other interactive exercises.

self smart

learn best by working independently through such things as writing

in a journal, meditating, reading, and reflecting.

nature smart

learn best through activities connected to living things and natural

phenomena, through nature walks, examining plants and animals,

nature experiments, and activities that focus on ecology.

—This description of the multiple intelligences is based on material from the following

resources: Multiple Intelligences in the Classroom by Thomas Armstrong, © 2000, and a

chart prepared by Donald L. Griggs, Livermore, California.

a Word about diversityAs you prepare to teach this material, it’s important to understand

a few things about diversity.

It’s crucial not to gloss over differences and pretend that we are •

all alike because we all belong to God’s family.

“Multiculturalism forces us to deal with our own ste-reotypes, prejudices, and racism. It requires extraor-dinary sensitivity. Multicul-turalism is hard work.”—Ella Campbell, Hand in Hand author

10

c Hand in Hand teaches that God’s family includes many different

people. Learning to accept each other and celebrate our differ-

ences is part of God’s plan. This is especially important as we

come into daily contact with more and more people from vari-

ous cultures and backgrounds.

Learning to live together in unity is no longer an option for a •

few, but a necessity for all—especially for the body of Christ. It’s

not easy. Although learning about and appreciating diversity

can be enjoyable, it’s also difficult and demanding work.

Diversity is a complex issue. Even within single countries, great •

cultural diversity in language, customs, appearance, and many

other characteristics often exists. Consequently, we need to

guard against generalizing about any culture. For example,

many people tend to think of “American Indians” or “First Na-

tions” people as one group; in fact, hundreds of native cultures

exist in Canada and the United States, many with different

languages, clothing, and customs.

It’s essential that we teach our children to respect those around •

them. Mutual understanding and reverence for others who do

not look, act, and live as we do will allow us to not only live in

unity, but to please God as well.

One more thing . . . Before you begin, we encourage you to be honest with yourself as

you grapple with the topics and issues raised in these sessions.

Learn along with your kids, admitting that there’s still so much

we all need to learn. Be especially mindful that your attitudes and

actions speak loudly, even more so than your words. Model the

attitudes and convictions of Hand in Hand as you learn together.

Don’t just tell your kids—show them what it means to truly embrace

diversity.

Reflecting on your own cultural heritage will also help you talk with

your group about issues related to cultural diversity. As leaders, we

need to be aware of the experiences in our own lives that keep us

from being open to people who differ from us. This awareness is the

first step in challenging false assumptions and stereotypes. It’s also

important to recognize that our own perspectives are individual

“The day the authors finished their work was exhausting but exciting. They set the finished manu-script on the table to say a prayer over it. Then each one reached out a hand to lay on it in blessing. Without planning it, all of our hands were in a circle. Suddenly the team recog-nized the initial insight had become a reality! It was a great moment.”—Colleen Wiessner, Hand in Hand author

11

ones that are shaped by our experiences in the cultures and com-

munities where we live. Not everyone thinks the way we do!

If you are white, reflecting on your own story will help you avoid

viewing white culture as dominant and everything else as “other”

or “different.” If you are a person of color, exploring your story will

affirm your identity and contribute to your effectiveness as a Hand

in Hand leader.

Listening to the stories of others is another great way to prepare to

teach this material. Listening allows you to see the world through

another person’s eyes. Listen to the stories of people you know from

other cultures, and, of course, be sure to affirm the stories of each

child in your group.

You’ll also want to take advantage of the many cultural stories

available in books, movies, documentaries, articles, the Internet,

and so on. They too can offer a good way to step into the world of

another culture. These stories can stimulate our imagination and

help us picture the world the way God intended it to be.

Blessings as you get started!

13

scripturePsalm 139:13-14; Genesis 1

session FocusGod created us all; our likenesses and

differences are God’s way of making each

person unique, yet in God’s image.

session goalsLearn that God created the world and c

everything in it, including us.

Recognize that God created us to be c

both alike and different from each

other.

Acknowledge that our differences are c

good—they’re God’s way of making

every person unique.

Give praise for God’s amazing and c

fascinating creation—especially God’s

creation of people.

Fearfully and Wonderfully Made

Session 1

14

a Helping HandDiversity. Multicultural. Global. In the last few decades, these have

become buzzwords. Many employers seek diversity among their

workers. Colleges and universities increasingly value multicultural-

ism. We live in a global economy. These words are so common that

it’s easy to forget that they aren’t merely fashionable buzzwords.

They are also gospel truth.

As we begin to lead children into a celebration of diversity, it’s our job

to make sure they understand this is all God’s idea in the first place. If

society has discovered that diversity is good, it’s because God intend-

ed it from the beginning. “Every good and perfect gift is from above,

coming down from the Father of the heavenly lights . . .” (James 1:17).

It all starts with creation, or rather, with the God who created all

things. One question we seldom ask is why. Why did God create

anything? After all, God is perfectly self-sufficient and needs nothing.

There can only be one reason—love, joy, the sheer love and playful

joy that, like a child, says “More! More!” Creation is the overflow of

God’s love and joy, and it spills over into everything God has made.

What is already hinted at in Genesis 1 (“Let us . . .”) is confirmed

through the whole of Scripture. God is not a monad, a single, sim-

ple being. God is a community, one God in three persons dwelling

in perfect harmony. So it’s not surprising that the God who is more

and who wants more did not create a monochrome world with a

few knickknacks on the shelf. The God who delights in new things

created a world of dazzling beauty and diversity with its colors,

textures, sounds, and smells. In Genesis 1 we see a world teeming

with all kinds of strange and wonderful creatures. And that’s just

the beginning. “Be fruitful and multiply,” God commands. The cre-

ation of the world was just the beginning of a riot of diversity that

would unfold over the eons.

It’s interesting, then, that humans tend to move away from diversity to a

monocultural world that seems easier to control. Ecologists tell us that

in agriculture, for example, our tendency to plant only one kind of crop

over thousands of acres endangers the health of the soil and land. The

world was created for biodiversity, and it suffers when humans wipe it

out with single crops or destruction of forests and other habitats.

15

If God made the world and everything in it to reflect God’s delight

in diversity, the same applies to women and men who are created

in God’s image. We reflect God’s joyful, loving delight in a diverse

creation in our own lives. God tells the man and woman to be fruit-

ful and multiply. As a result, more and more people with an amaz-

ing diversity of looks, skin hues, ideas, cultures, and languages

develop over the earth.

Because of the effects of sin, people tend to congregate in groups

according to color, language, and culture. They tend to be distrust-

ful, disdainful, and even afraid of those who are different.

It’s important to note that one of the first events after the gospel is

completed in Christ’s death and resurrection is the breaking down

of cultural barriers between Jews and Gentiles (Acts 10). And in

the final book of the Bible, we get a glimpse of God’s goal in a new

creation. Diversity flowers again as people from every tribe and

nation, people and language gather before the throne (Rev. 7:9).

Diversity, then, is much more than a modern popular buzzword. It is

the signature of the Creator. The more we honor, cele brate, and live

in that diversity, the more we become the people God intended us

to be. And when we teach this to our children, we aren’t just help-

ing them to be nice people; we are helping them to discover God’s

own joy, plan, and purpose in their young lives.

large groupstep 1: Hands Up!intelligences

Word SmartPicture SmartMusic SmartPeople Smart

time

10 minutes

16

supplies

CD player and c Hand in Hand CD

Song: “He’s Got the Whole World” (track 1)c

Markers, two setsc

Newsprint, two sheetsc

Easels or tapec

before Class begins

Set up two easels with large sheets of newsprint (or tape both c

pieces near each other on a board or classroom wall).

Welcome everyone to your large group time by saying: Hi, every-

one! glad you’re here! We’re going to spend some time to-

gether talking about how god made us to be alike and yet

different from each other. and each time we get together,

we’re going to start by praising our great Creator god who

made us! Join hands around the circle (or ask everyone to take the

hand of someone nearby) and ask God to be with you as you learn

more about each other—and more about the wonderful way God

created people to live with each other, love each other, and learn

from each other.

Introduce the song “He’s Got the Whole World.” Listen to it first, us-

ing the CD that accompanies this course. Then play the song again

and sing along. Follow the song with this activity that introduces

the focus of this session.

Ask for four volunteers and designate two of them to be artists

and two to be artists’ models. Give each artist a set of markers

and a large piece of newsprint; invite each model to take a seat

opposite the artist. Say: today we’re going to have a drawing

duel! both artists will have exactly one minute and thirteen

seconds to draw their models. When i say “time’s up!” you

must stop drawing. are you ready?

Encourage the rest of the kids to cheer for the artists as they draw.

When time is up, be sure to applaud the efforts of both artists.

Thank your models too, and ask them to stand beside their por-

traits. Ask the group to look at both drawings and identify what’s

the same about both portraits (each person has eyes, a nose, a

tipYou’ll find the words for this song, and for the other songs as well, on page 142 and following.

17

mouth, and so on). Then take a look at differences together. See

how many you can come up with, focusing more and more atten-

tion on the two models as you talk about how they are different

from each other. Conclude by saying, even though our two

friends are alike in some ways, they look different in other

ways. and guess what? that’s how god made them!

step 2: Open Hands, Open Hearts!intelligences

Word SmartNature Smart

time

15 minutes

supplies

Biblec

Bunch of flowers (real or artificial) that are all different from c

each other

Vasec

Show the group where Psalm 139 is found in your Bible and read

verses 13-14 to them. Spend a few minutes talking about what it

means that God made us fearfully and wonderfully. Point from child

to child in your group, remarking that each one is made by God in

a wonderful way! God made some of us with dark skin, some with

lighter skin; God made some with straight hair, some with curly

hair. God made some with brown eyes, some with blue, some with

green, and so on. Each child in your group is a special creation—a

wonderful, God-made kid!

By way of emphasis, show the group the flowers you’ve brought. If

you have enough, give each child a flower to hold. Talk about the

similarities and differences you see, and remind the group again

that God made each lovely flower. Wonder together why God decid-

ed to create so much variety in his world. Variety in flowers, variety

in animals, variety in people! Comment that such differences make

for a more beautiful and far more interesting world. How boring it

would be if there were only daisies—no roses, no tulips, no lilies—in

18

the world! Or if there were only dogs—no lions, no kangaroos, no

squirrels—in the world! Or if there were only people in the world

that looked just like you, talked just like you, walked just like you,

and thought just like you.

Conclude by turning to Genesis 1 and reading the creation story to

the group. Then collect your flowers and put them back together as

a bouquet, arranging them in a vase filled with water. Remark on

their beauty as a bouquet and remind the children that God creat-

ed us, like flowers, to be different from each other so that this world

will be beautiful, not boring. Interesting, not dull. And, because

we’re different, we can learn a lot from each other!

small group (grades K-3)For small group plans for grades 4-6, see page 25.

step 3: Hands On!intelligences

Picture SmartSelf Smart

time

20 minutes

supplies

Biblec

Hand mirrorc

White paper platesc

Markers or crayonsc

Gluec

Buttonsc

Bottle capsc

Yarn (various colors)c

Variety of uncooked pasta shapes: macaroni, spaghetti, rigatoni, c

and so on

Fabric scraps (optional)c

tipYou may want to read the creation story from a simply written paraphrase of the Bible such as The Message. Or, if you’ve got a group of young children, use a good il-lustrated Bible storybook (such as The Jesus Story Bible, Zonderkidz, 2007) to present to them the story of creation.

19

Gather your small group around you in a circle on the floor and

pass around your hand mirror. Ask the children to look at them-

selves in the mirror and tell the group one thing they like about

themselves. After everyone has had a turn, remind kids that God

made them special and loves them just the way they are.

Read Psalm 139:13-14 to the kids again, emphasizing the words

“. . . you created my inmost being; you knit me together in my

mother’s womb. I praise you because I am fearfully and wonder-

fully made.” God knew exactly what he was doing when he made

each child in your group!

Show the group the materials you’ve brought for today’s activity

and challenge everyone to make portraits of themselves. (Explain

that a portrait is an up-close picture of a person.) Hand out plates

and encourage kids to select materials from the supplies you’ve

brought to make eyes, noses, mouths, and other details. They may

also use markers to fill in some of the details if they wish. (Promise

that you’ll be making a self-portrait too!)

Help kids get started and be ready to assist if necessary. After

you’ve completed your portraits, set them aside to dry. You may

want to tack them on a bulletin board or wall in your room. Use the

words of Psalm 139:13-14 as a caption for your display.

Conclude your small group time with prayer, thanking God for

creating the children with all of their similarities and differences.

Praise God for loving each child (mention them by name).

extra time on your Hands? (grades K-3)Following are some additional activities you may use

as substitutes for those suggested above—or to extend

your session.

20

Circle of Handsintelligences

Picture SmartSelf Smart

time

15 minutes

supplies

Construction paper in a variety of skin tones (brown, tan, peach, c

black, off-white), several sheets

Scissorsc

Gluec

Posterboard or cardboard cut in shape of a large wreathc

Make a circle of hands to hang on the door to your room as a re-

minder of today’s session truth. Show the kids the multicolored

construction paper you’ve brought and talk about all of the shades

and hues of skin God gave his people. Ask each child to select a piece

of paper that most closely resembles their skin color—and one piece

that’s very different in color from their own skin. Ask everyone to draw

around their hand on both pieces of paper, then cut the hands out.

When everyone has finished tracing their hands and cutting them

out, provide glue sticks and help kids attach their hand cutouts to

the wreath, overlapping them to fit. Display the wreath on your door

with a caption in the center of it. (Ask kids what they’d like to call it!)

Join hands with your small group and say a prayer of thanks to God

for making you all alike in some ways and different in others.

Hands around the Worldintelligences

Picture SmartPeople Smart

time

15-20 minutes

supplies

World map or globec

Mural paperc

Markers, crayons, tempera paints, or colored pencilsc

Magazines and/or books about other countries/peoplesc

Invite your kids to work together to make a mural showing the diver-

sity of people God created all around the world. Gather the children

around the map or globe you’ve brought and find some of the coun-

tries on it kids can name or have heard of. Talk about the people who

live there, what they look like, what kinds of clothes they wear, what

foods they might eat, what they might do for their daily work, and

so on. If you’ve brought books or magazines that show people from

other countries and cultures, look at them together too, and com-

ment on the wonderful diversity of people God has created.

Ask each child to think of a person from another country he or she

would like to draw. Divide up the mural space, giving each child a

place to draw. Challenge your artists to link their people by draw-

ing joined hands across the whole mural. Your completed mural

might look something like this:

tipIf your group is made up of very young children for whom drawing is difficult, help them cut out maga-zine pictures of all kinds of people. Glue the pictures to a large piece of poster-board to make a collage that pictures the diversity of people God created.

21

Circle of Handsintelligences

Picture SmartSelf Smart

time

15 minutes

supplies

Construction paper in a variety of skin tones (brown, tan, peach, c

black, off-white), several sheets

Scissorsc

Gluec

Posterboard or cardboard cut in shape of a large wreathc

Make a circle of hands to hang on the door to your room as a re-

minder of today’s session truth. Show the kids the multicolored

construction paper you’ve brought and talk about all of the shades

and hues of skin God gave his people. Ask each child to select a piece

of paper that most closely resembles their skin color—and one piece

that’s very different in color from their own skin. Ask everyone to draw

around their hand on both pieces of paper, then cut the hands out.

When everyone has finished tracing their hands and cutting them

out, provide glue sticks and help kids attach their hand cutouts to

the wreath, overlapping them to fit. Display the wreath on your door

with a caption in the center of it. (Ask kids what they’d like to call it!)

Join hands with your small group and say a prayer of thanks to God

for making you all alike in some ways and different in others.

22

banner bouquetintelligences

Picture SmartSelf Smart

time

15 minutes

supplies

Colored construction paper, several sheetsc

Scissorsc

Gluec

Markersc

Mural paper or large sheet of green posterboardc

Digital camera, optionalc

before Class begins

Cut several sheets of construction paper in half.c

Cut flower “centers,” one per child.c

Enlist the help of your group in making a banner that shows the

beauty of diversity. Give everyone a pair of scissors and four or

five half-sheets of construction paper. (Make sure each child gets

several different colors.) Demonstrate how to fold a sheet and cut

out a heart, like this:

tipIf you have a digital camera, take pictures of each child and make prints before your next session. At your next session, help kids glue pictures of them-selves onto the centers of their flowers.

23

When kids have each cut out four or five hearts, show everyone

how to place the pointed ends of the hearts together to form a

flower shape.

Give each child a flower “center” and crayons or markers. Ask kids

to draw their own faces on the small circles, then glue them to the

centers of their flowers. Arrange the completed flowers on a large

background of green posterboard or mural paper and glue them

in place. (Give your poster a caption too!) Tell the group that each

child has been created unique and special by God.

game: el Ángelintelligences

Body SmartPeople Smart

time

10 minutes

supplies

Masking tapec

Pictures of kids from Puerto Rico, optionalc

before Class begins

Use masking tape to mark the “start” line for your game (or set c

two chairs several feet apart to indicate the starting point).

Search the Internet and download pictures of kids from Puerto c

Rico to show the group.

24

Teach your group how to play El Ángel (el an-hel), a game kids play

in Puerto Rico. Choose one person to be El Ángel (means “the an-

gel”) and whisper a color to each of the other players (except for El

Ángel). Only you and the child to whom you whisper each color will

know which color you assign. Ask the players to line up behind the

starting line as El Ángel stands about 15 to 20 feet away, facing

them. To begin, El Ángel pretends to knock on an imaginary door

(or says “knock, knock”). Continue as follows:

Kids: Who is it?

el Ángel: El Ángel!

Kids: What do you want?

el Ángel: I want a ribbon!

Kids: What color?

As soon as the angel names a color, the child assigned that color

runs across to the opposite side of the room (or to the designated

boundary line) and El Ángel tries to tag him or her. If El Ángel suc-

ceeds, that child joins El Ángel’s team. (If El Ángel names a color

that has not been assigned, you as the leader can answer, “We

don’t have that color,” and the game resumes.)

snack smorgasbordintelligences

Body SmartPeople SmartSelf Smart

time

10-15 minutes

supplies

Various snacks such as rice crackers, plantain chips, sesame c

crackers, fried pork rinds, bagel chips, zwieback, tortilla chips,

popcorn, pretzels, Chinese noodles, potato chips, cheese curls

tipIf the weather is great, play the game outdoors where you’ll have more room to run. Just designate a start line and a finish line, and play the game until every-one has been turned into an angel!

25

Invite kids to a smorgasbord of snacks from a variety of countries

and cultures. As you eat, comment on the interesting variety of

tastes. Which ones do you like? Which ones seem especially differ-

ent from the kinds of snacks you’re used to eating? Before telling

the group which country/culture each snack comes from, give the

kids an opportunity to guess. Point out that one snack is not neces-

sarily better than another—it’s simply different!

small group (grades 4-6)step 3: Hands On!intelligences

Picture SmartSelf Smart

time

15-20 minutes

supplies

Small pieces of paper and pencilsc

Small basket or bagc

Drawing paperc

Crayons or markersc

Biblesc

before Class begins

Collect a stack of Bibles and bookmark Psalm 139 in each one.c

Greet your kids as they gather and ask them to think about how

God created people—the same in some ways and different in

others. Ask everyone to think about something that’s special or

unique about themselves, something the others in the group might

not know. (Give some examples to start their thinking.) Then give

everyone a piece of paper and pencil. Ask them to write down that

unique characteristic, fold up the slip of paper, and give it to you.

Gather their notes in a small bag or basket and play a quick round

of “Guess Who?” Draw out the slips of paper and read each one,

asking the group to guess who wrote it. Talk about how differently

everyone described their special characteristics and qualities. Affirm

tipBe sure to let kids know you’ll be reading their contributions out loud so they’ll choose something to write that they don’t mind sharing.

26

that God created each of us—yet none of us is exactly like anyone

else God created. We’re each one of a kind—and very special to God.

If you have time, distribute drawing paper and crayons or markers.

Ask kids to draw pictures of themselves doing something they really

enjoy. As they work, distribute Bibles and ask them to write the

words of Psalm 139:13-14 below their pictures.

When everyone is finished, have a “show and tell” time as yet an-

other affirmation of the truth of today’s session: God made each of

us—and we’re all amazingly different!

Conclude your small group time with prayer, thanking God for

creating the children with all of their similarities and differences.

Praise God for loving each child (mention them by name).

extra time on your Hands? (grades 4-6)Here are some additional activities you may use as substi-

tutes for those suggested above—or to extend your session.

special guestintelligences

Word SmartPeople Smart

time

25-30 minutes

supplies

World map or globec

Invite someone from your congregation or community who grew up

in or spent quite a bit of time in another culture to come and share

his or her experiences with your small group. Before your guest ar-

rives, locate the country on your map or globe. Ask the kids to come

up with a short list of questions they might ask your guest about

the country’s people, customs, foods, and so on. Ask your guest to

tell you a bit about the religious practices common to the country/

culture too.

tipBe sure to draw your own self-portrait and share it with the kids!

27

Use this opportunity to remind the group that learning about how

others are different from us helps us to appreciate the beauty of

diversity that God created in this world. Be sure to thank your guest

for helping you learn more about God’s creation.

Japanese Fish Kitesintelligences

Picture SmartPeople SmartSelf Smart

time

20-25 minutes

supplies

Writing paperc

Pens/pencilsc

Paper bread bags or lunch bags, one per childc

Construction paper, various colorsc

Markers, crayons, or watercolor paintsc

Scissorsc

Gluec

Crepe paper streamersc

Yarn or stringc

Hole punchc

Here’s another fun way to help your children celebrate their individ-

uality—make Japanese fish kites. These kites are hung on houses to

celebrate Children’s Day in Japan; and you can use them to cel-

ebrate the gift of life that God has given each child in your group.

Distribute bags to the children and show them how to make a fish

mouth by cutting a half circle in the sealed end of the bag. Demon-

strate how to cut a “V” shape on the other end of the bag to make

a fish tail. Kids can color an eye on one side of their bags and glue

onto it fish scales cut from different colors of construction paper

(or use markers, crayons, or paint). Be sure to leave the back sides

blank. Show the group how to complete their fish by gluing crepe

paper streamers to the tail. While everyone works on their fish

28

kites, go around and punch a hole above and below each child’s

fish mouth. Provide each child with a long piece of yarn to string

through the holes. Your completed fishes should look something

like this:

Make sure kids put their names on the back sides of their kites; then

ask everyone to pass their fish to the person next to them. Under

the artist’s name, ask kids to write one thing that is special about

the person whose fish they have. Keep passing the fish around the

circle until they arrive back in their creators’ hands. Send the kids

home with their kites as reminders of how special each child is!

Field trippin’intelligences

People SmartBody Smart

time

30-60 minutes

supplies

Cars and driversc

Small blank notebooks and pencils, optionalc

Take a field trip to a nearby museum to experience the variety of-

fered by other cultures. Or, if there’s an ethnic bakery, restaurant,

or grocery store in your neighborhood, take a walk there together.

tipIf it is a nice day and you have extra time, take your kids and kites outside for some flying fun!

tipIf you choose this option, be sure to check the travel and liability policy of your church. You’ll also want to write a note to parents ex-plaining where you will go on your field trip and what kids will be learning. (If your church requires that you obtain parental permis-sion for trips like this, be sure to send the forms home in advance.) Ask for some parent volunteers to help drive and accompany the group. It will be a fun trip your kids won’t forget!

29

Ask kids to keep their eyes open and note things that fit with their

own experience—and things that seem really different. (You might

want to ask kids to take notes and report their findings back to

the group.)

Be sure to talk about their observations when you get back to your

room, using these questions:

What similarities did you find between the culture(s) you c

observed and your own culture?

What differences did you find—and which ones were especially c

interesting to you?

Emphasize the fact that differences between cultures are not c

bad—they’re just, well, different! Express your own appreciation

for the amazing variety we find in God’s great world.

snack smorgasbordintelligences

Body SmartSelf SmartPeople Smart

time

10-15 minutes

supplies

Various snacks such as rice crackers, plantain chips, sesame c

crackers, fried pork rinds, bagel chips, zwieback, tortilla chips,

popcorn, pretzels, Chinese noodles, potato chips, cheese curls

Invite kids to a smorgasbord of snacks from a variety of countries

and cultures. As you eat, comment on the interesting variety of

tastes. Which ones do you like? Which ones seem especially differ-

ent from the kinds of snacks you’re used to eating? Before telling

the group which country/culture each snack comes from, give the

kids an opportunity to guess. Point out that one snack is not neces-

sarily better than another—it’s simply different!

30

Cultural exchangeLearning about other cultures is one way to break down exclusive

attitudes and build appreciation for people who live in different

places and enjoy different customs. Take a few minutes with your

kids each session to participate in something new and interest-

ing from another culture.

Today ask your kids to imagine they have kids coming to visit

them from Puerto Rico. (Find the country on your globe.) These

kids have heard of stories called “fairy tales” that kids from

Canada and the United States love to listen to over and over

again. Ask kids to suggest their favorites—and decide together

which one, of all the fairy tales they know and love, they would

want to tell their visitors from Puerto Rico.

Then tell everyone you’d like to read them a story adapted from

a traditional Puerto Rican folk tale. This tale is about a crab that

helped a boy, and it explains why the crab walks backwards and

burrows into the sand. Read the story “The Way of the Juey” to

your group. Then talk about the story, using the questions at the

end. (See reproducible pages 116-119.)