Today, our classes tackle topics that include how green energy is important to the interdependent web of life; how recognizing the beauty of each person’s uniqueness is part of being UU; how Unitarian author Charles Dickens made clear the different lives of the “haves” and the “have nots;” and thinking about the big question, “Do I have a soul?”
Preschool participants continue their use of Spirit Play.
The Kindergarten and First Grade class is using the World of Wonder curriculum. Today’s session is titled “Green Energy.” Children learn that we get much of our energy from burning nonrenewable fuels—coal, petroleum or oil, or natural gas. But green energy comes from sources that are cleaner and less-polluting than most nonrenewable fuels. In this session, we introduce the concept of green energy and its importance in the interdependent web. www.uua.org/re/tapestry/children/wonder/session13
The Second and Third Grade class is using the Signs of Our Faith curriculum. Today’s session is titled “Finding Beauty in Uniqueness.” Children learn that to recognize the beauty of each person’s uniqueness is a sign of Unitarian Universalist faith. A story from Santeria/Yoruba tradition leads into a discussion about stereotyping where children are encouraged to share their experiences. One activity engages children in cultural sharing, a respectful alternative to cultural appropriation. Though this topic might seem above the heads of young children, introducing it now opens a door for future, deeper understanding. www.uua.org/re/tapestry/children/signs/session13
The Fourth and Fifth Grade class is using the Windows and Mirrors curriculum. Today’s session is titled “Images of Injustice.” The biggest divider of “haves” from “have nots” is money. Money helps secure our fundamental human needs such as food and clean water, basic healthcare, and a safe and comfortable place to live. A little more money can mean opportunities to better our quality of life. As Unitarian Universalists, we do not turn away from noticing the gaps that separate “haves” from “have nots.” To work against inequity, we know we first have to see it. ~ Unitarian Charles Dickens saw it. Born poor, he later earned a living as a writer and joined a more comfortable economic class. Dickens used colorful character portraits and complex, often humorous plots, to expose tragic inequities in 19th-century British society. He showed that people at opposite ends of an economic spectrum belong to the same “we,” united by our common humanity and destiny—a lesson which resounds with our contemporary Unitarian Universalist Principles. This session challenges participants: How can we look at our world as Dickens looked at his, take compassionate note of poverty, and see where humanity is needed? www.uua.org/re/tapestry/children/windows/session13
The Junior Youth class is using the Riddle and Mystery curriculum. Today’s session is titled “Oh My Soul.” The Big Question for this session is: Do I have a soul? The word “soul” appears in Unitarian Universalism in the names of some congregations, in hymns and in readings, in articles, sermons and books. “Soul” is a word that means different things to different people and within different faith traditions. Sometimes “souls” is simply used as a synonym for “people.” But as a religious term, UU youth have a right to wrestle with its meaning for them, and a right to know that it is a concept UUs can find meaningful. Help youth think about the range of possible meanings for UUs. For example, for some UUs “soul” refers to the center of individual self — one’s most true self. To some, it stresses the connective nature of the spiritual self to the Divine or to all other life. To some, it means one’s inner light or inner life. www.uua.org/re/tapestry/children/riddle/session13
More information on the overall program can be found at Religious Education Program for Fall/Winter 2018-19.