S I X H E L P I N G H A N D Helping Hand Curriculum...

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C H A P T E R S I X H E L P I N G H A N D

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Helping HandCurriculum

BasicRequirementsI. ResponsibilityRequirementsA. Recite the Adventurer Pledge and

Law.

B. Explain the Law.

The Adventurer PledgeBecause Jesus loves me, I will always domy best.

The Adventurer LawJesus can help me to:

Be obedient Be attentiveBe pure Be helpfulBe true Be cheerfulBe kind Be thoughtfulBe respectful Be reverent

Background InformationThe Adventurer Law provides children witha set of simple principles to govern theirchoices and actions. These principles helpchildren understand some of the ways inwhich a person who loves Jesus willchoose to act. They are an ideal to strivefor because we love Jesus, not in orderto earn His love. Only His constanthelp and power can enable anyone tokeep the Adventurer Law.

By the time children reach theHelping Hand level, they will bethoroughly familiar with the

Adventurer Pledge and Law. They shouldhave had many opportunities to discuss andapply the Law totheir daily lives.They will learn tothink more deeplyand clearly about thelaw by explaining itto another person.

“Be Obedient” isone of the fewpassages in the Bibledirected specificallytoward children.(Ephesians 6:1). It isone of the firstlessons that the childshould be taught(Child Guidance, p.82). Obedience refersto a willingness toobey, or submit to,the decisions of ourrightful authorities,just as Jesus did.

66A D V E N T U R E R L A W

Jesus can help me to:

Be obedient Be attentive

Be pure Be helpful

Be true Be cheerful

Be kind Be thoughtful

Be respectful Be reverent

A D V E N T U R E R P L E D G E

Because Jesus loves me, I will

always do my best.

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Class Color:Burgundy

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A D V E N T U R E R M A N U A L

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“Be Pure” means that the children willkeep their lives clean by putting into theirminds and bodies only those ideas andthings that are good and true and healthful.

“Be True” means that the children willbe honest and upright in study, work, andplay and will be loyal to their families andfriends, to their fellow people, and to theirGod.

“Be Kind” means that the children willbe considerate, gentle, and affectionate, notonly to the people they like but also to everyperson and to all of God’s creation.

“Be Respectful” means that the childrenwill show respect, first to the authoritieswhom God has placed over them and also toeach person whom God has created in Hisimage. Respect involves recognizing thevalue in each person and acting courteouslytoward him/her.

“Be Attentive” means that the childrenwill pay close attention to what is happeningaround them, especially in reference toobeying God and to the feelings and needsof others.

“Be Helpful” means that the children willseek opportunities to be of help at home andat school. True helpfulness is done, notreluctantly, but for the joy of pleasinganother person, pleasing Jesus, and makingoneself a better person.

“Be Cheerful” means that the childrenwill cultivate the habit of thankfulness forthe things and opportunities that they haverather than dwelling on those things that maydisplease them. It means putting a smile onone’s face and in one’s voice in order tomake others feel happy and thankful as well.

“Be Thoughtful” means that the childrenwill choose to think before acting and tobase their actions upon careful considerationof the consequences to others and to them-selves rather than simply reacting to feelingsand impulses.

“Be Reverent” means that the childrenwill show the highest respect and honor toGod. This includes speaking and walkingquietly in the sanctuary, treating His Biblegently as the best and most important of allbooks, and closing one’s eyes and usingappropriate posture when conversing inprayer with God.

Teaching Tips✏ Review the Law in a way that will

inspire the children to understand it andstrive to fulfill it. Several related Biblestories, songs, and texts for discussionare suggested in the Helping HandResource List at the end of the HelpingHand section.

✏ Each Helping Hand may choose oneperson such as a leader, family mem-ber, younger Adventurer or friend toexplain the Law to.

✏ Repeat the Pledge and Law at everyAdventurer meeting. Hang them in aprominent place where they can bereferred to easily.

✏ Refer to the Pledge at appropriate timesduring the course of other activities.Thus it will become a part not only ofthe children’s rote memory but also oftheir daily thoughts, actions andchoices.

EvaluationThe children will repeat the AdventurerPledge and Law and explain the Law.

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R E S O U R C E L I S T

Basic TrackI. Pledge and Law“Be Obedient”A. Bible Stories and Texts

Numbers 20 Moses Strikes Rock1 Samuel 15 Saul DisobeysJonah (Jonah)Ecclesiastes 12:13Acts 5:29

B. Songs1. Sing for Joy

“Teach Me Lord” .................................... 110“Trust and Obey” .................................... 113“A Happy Home” .................................... 136

“Be Pure”A. Bible Stories and Texts

Philippians 4:8Psalm 24:3,4Matthew 5:8


“Dare to Be a Daniel” ............................. 116“Be True”A. Bible Stories and Texts

Genesis 27 Jacob and EsauActs 5 Annanias LiesEphesians 4:25


“I Would Be True” .................................. 1172. Kids Sing Praise

“Truth” ...................................................... 35“Be KindA. Bible Stories and Texts

Ephesians 4:32Matthew 5:44Romans 12:10


“A Happy Home” .................................... 136“Be Respectful”A. Bible Stories and Texts

1 Samuel 17-31 David and Saul2 Kings 2 Elisha and Bears

“Be Attentive”A. Bible Stories and Texts

1 Samuel 2 God Calls SamuelMatthew 25 Ten VirginsMatthew 26:36-46Gethsemane

“Be Helpful”A. Bible Stories and Texts

Genesis 18 Abraham and Angels1 Samuel 25 AbigailLuke 10:25 Good Samaritan


“Cross Over the Road” ............................ 131“Be Cheerful”A. Bible Stories and Texts

Exodus 13 Israelites Grumble2 Corinthians 9:7


“Smile” .................................................... 1072. Kids Sing Praise

“Grumblers” .............................................. 47“I’ll Be a Sunbeam” .................................. 52

“Be Thoughtful”A. Bible Stories and Texts

Mark 12:42 Widow’s MiteB. Songs

1. Sing for Joy“Love at Home” ...................................... 137“God Bless Families” .............................. 138

“Be Reverent:A. Bible Stories and Texts

Isaiah 6 Isaiah’s VisionLuke 6:7 Building TempleJohn 2:13 Moneychangers


“God Is in This Place” .............................. 46“I was Glad” ............................................ 144“This Is God’s House” ............................ 145

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II. ReinforcementRequirementEarn the Helping Hand Reading Award.

Background InformationThe Helping Hand Reading Award isawarded to children who read:

1. 1 Samuel 1-3 from a modern transla-tion of the Bible

2. A Bible story book or a book aboutJesus

3. A book on health or safety4. A book on family/friends or feelings5. A book on history or missions6. A book on nature

The Helping Hand reading requirements aredirected specifically toward the topics thechildren will be covering in the Adventurercurriculum.

Teaching Tips✏ Many good storybooks are available

that deal with the topics listed abovein a truthful and sympathetic way.Read any new book carefully todetermine whether it is appropriate forthe Helping Hand age group andupholds Christian beliefs and stan-dards. (More detailed criteria providedin the Appendix.)

✏ A simple reading motivator can bemade by adding a new link to areading chain each time a book iscompleted. Photocopy links oncolored paper with space for the nameof the book, the topic and the child’sname. Join the links to each other inthe manner of a real chain or cut themin a special shape (such as smileyfaces, etc., to fit a theme) and post ona wall to stretch around the room. (SeeAppendix for examples.)

✏ Reading lists may be distributed at thebeginning of the summer so booksmay be completed over the summermonths.

✏ A parent, teacher, leader, olderAdventurer, Pathfinder, or grandparentmay read to the Helping Hand, ifnecessary.

EvaluationThe children will turn in lists, signed by anadult, giving the name and topic of eachbook read.

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My GodI. His Plan to Save MeRequirementsA. Create a story chart or booklet show-

ing the order in which these storiestook place:

• Noah• Abraham• Moses• David• Daniel

OR the Bible stories you are studyingin your classroom or Sabbath School.

B. Use your story chart or booklet toshow someone how to live for God.

Background InformationThe Adventurer curriculum seeks to helpchildren build a progressively matureunderstanding of the joys and responsibili-ties of being a child of God. Beginning witha recognition of the love and watchcare ofGod at the Busy Bee level, Adventurershave learned to recognize the presence ofevil in the world and in their own lives.They are learning to escape from evil byreceiving forgiveness and power throughJesus Christ. The goal of the Helping Handrequirements is to provide children with areminder of the beginning steps of salvationand to encourage them to continue in theChristian life even though it is often hard.

The following basic concepts are foundin each of the stories and verses:

1. I want to obey God and escape fromevil. I recognize the destructiveness ofevil and am sorry for my part in it.

2. I can give my life to Jesus, and Hewill give me a new clean heart.When I give Him my life He makesme a part of His redeemed family andhelps me obey Him.

3. I do my best to live for Him, and Heis always there to forgive and helpme when I ask. I love Him becauseHe has given me eternal life. I wantHim to continue to forgive and helpme.

4. I am becoming the person He wantsme to be. I will be persistent in lettingJesus help me grow up to be just likemy Father. He promises that I will if Itrust and obey Him.

Each of the suggested stories, chosenfrom the Old Testament, reinforces theseconcepts in a slightly different way. SomeHelping Hands will already have acceptedJesus as their personal Savior. Others maynot have made this step. These concepts andstories review the beginning steps ofsalvation and provide instruction andencouragement for the growing Christian.

For example, the Bible tells us that Davidwas “a man after God’s own heart.” The lifeof David was clearly a life committed toGod, and yet mistakes and sins are alsoclearly evident in His life. The HelpingHand who studies the life of David will beable to recognize that the Christian life isnot one long, easy path of perfection; rather,it is made up of many struggles and difficul-ties along the way. Despite all of David’sshortcomings, God was with him. Heblessed him by making Him one of thegreatest kings Israel ever knew. God wasable to do this because David consistentlychose to live his life for the Lord.

Another example of how the HelpingHand stories reinforce the concepts ofsalvation and living for Jesus may be foundin the deliverance from Egypt that Godprovided to Israel through Moses. Thesanctuary services were especially designedto help the Israelites look forward to thetime when Jesus Christ would be on earth.The Israelites were commanded to obey theTen Commandments given at Mt. Sinai.

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However, God provided a symbol of Hisforgiveness through the sacrificial service.The sacrifice required for every sin helpedthe Israelites to remember the seriousness ofsin. This sacrifice pointed toward the deathof Jesus on the cross to forgive all our sins.The sanctuary and the services surrounding ithold a wealth of knowledge for the HelpingHand as he/she seeks to grow in his/herunderstanding of how to live for God.(Stories from the classroom or SabbathSchool Bible curriculum may be chosen toemphasize these concepts, if you prefer.

The Bible story chart activities for theHelping Hand complete the overview ofhistory provided in the Adventurer curricu-lum. The events designating the differentperiods in Old Testament history are: 1)Noah and the flood, 2) Abraham and Sarah,3) Moses and the Exodus, 4) David, and 5)the Babylonian captivity.

Teaching Tips✏ A description of how to assemble the

Bible story chart may be found at theend of the Teaching Tips. A similarchart, relating to the stories covered inthe classroom or Sabbath School, maybe made by following the same basicinstructions and inserting pictures fromother sources.

✏ The story chart may be used in threedifferent ways:

1. Place the pictures on a large wallstory chart, adding each newpicture as you tell the story. Thechildren may refer to this chart asthey work on their own chart(s)and as they learn about other storiesfrom the Bible and from history.

2. The leader may provide thechildren with a practice activityby making available a blank chartand the pictures, stories andlabels provided on the followingpages. The children may set theblank chart on the floor and placethe pictures, stories, and labels inorder on the chart.

3. Children may also color thepictures and use the stories andlabels to create their own storycharts or story chart booklets.

✏ In the first presentation, use the Biblestory chart to give an overview of thebattle between good and evil and toshow how the Helping Hand stories fitinto that battle.

1. Review the sections of historycovered previously: creation andthe fall; Jesus’ life and death; theChristian church; and Jesus’second coming and heaven. Thepictures and labels describingthese events may be placed onthe story chart in black andwhite.

2. Color the new Helping Handpictures and add them to thestory chart as you brieflydescribe how they fit into God’splan of salvation. Briefly discussthe stories and pictures fromthese levels.

✏ After giving children an overview ofthe Bible story chart, deal with thestories in more detail by spending oneor more worships or class periodsworking with each story. Help thechildren to identify with each Biblecharacter and to highlight the parts ofthe lesson that teach children how tolive for God. The Helping Hands aremature enough to do much of theirown research. They can participate inthe presentation of the story byreading from the Bible or by makingmaps or drawings showing the placesdiscussed.

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✏ Verbally oriented children will enjoythe opportunity to write a poem. Manystyles of poetry may be used, includ-ing free verse, haiku, or rhymed verse.

✏ Songs may be “written” in a simplemanner by using a previously writtenmelody (or verse) and making up averse (or melody) to go with it.

✏ More spatially-oriented children maywant to build a diorama of the sanctu-ary, Abraham’s encampment, or ascene from the life of David.

✏ The children may share their diora-mas, poems, or songs with otherindividuals or with groups during aclub or classroom worship or SabbathSchool special feature.

EvaluationThe children will place the pictures andlabels correctly on the Bible story chart.They will explain how they used their storychart or booklet to show others how to livefor Jesus.

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Making a Bible Story ChartS T E P B Y S T E P

The Bible Story Chart will help children understand Biblehistory by experiencing it visually and actively. A simplemethod for making a basic story chart is described below.It is designed for use within the smaller pictures and labelsprovided. The measurements may need to be larger if youdesire to use larger pictures.

Materials• Eight sheets of 9" x 12" purple construction paper• Two sheets of 9" x 12" yellow construction paper• Rubber cement or craft glue• Pictures provided on the following pages or

collected to illustrate the stories studied in theclassroom or Sabbath School

• Clear contact paper or laminating film

Directions1. Glue the purple paper together end to end to make

a long, narrow length of paper, as illustrated onthe following page. The six sheets represent the6,000 years of Biblical history. The dark colorrepresents the earth suffering from evil and sin.

2. Next, glue one sheet of yellow paper to each endof the purple paper. Yellow represents the timeof joy and happiness before sin entered, and thetime when Jesus comes again to destroy sin andtake us to heaven. Cut the yellow sheets in awavy line. This shows that time continuesforever in both directions.

3. Copy the smaller pictures, labels and storiesprovided. Color them, cut them out, and mountthem on heavier paper.

4. The chart may now be hung on the wall or usedin presenting or practicing the story. The storychart and its parts may be laminated or coveredwith clear contact paper to allow children tomanipulate it freely without fear of damage.

5. The children may create their own smaller chartsin this way. They may use smaller dimensions.The diagram on the next page shows how thestories for each year fit together on the storychart to make a whole.

6. Large pictures are located in the appendixsection at the end of the manual.

Four Year Composite Wall ChartBusy Bee

Sunbeam

Builder

Helping Hand

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140

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141

God

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II. His Message to MeRequirementsEarn the Bible II Adventurer Award

Background InformationIn order to earn the Bible II AdventurerAward, the children will complete therequirements listed below. Additionalinformation may be found in the AdventurerAwards section of this manual.

Bible II AdventurerAward1. Earn the Bible I Award.2. Recite in order the books

of the Old Testament.3. Tell or act out the following Bible

stories:a. Noahb. Abrahamc. Mosesd. Davide. Daniel

4. Read or listen to a Bible story.5. Memorize and explain three of the

following verses about living forJesus:

a. Exodus 20:11-17b. Phil 4:13c. Phil 2:13d. 1 John 2:1,2e. Jude 24f. Your choice

6. Play games to help the children enjoyand retain the Bible stories.

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III. His Power in My LifeRequirementsA. Spend a regular quiet time with Jesus

to talk with Him and learn about Him.

B. With an adult, choose one thing inyour life Jesus has promised to helpyou improve. With His help, pray,plan, and work together to reach yourgoal.

Background InformationIf a child learns at an early age to set asidedaily time for private devotions, and if he/she is helped to make this a habit, it will beeasier to avoid that long, uphill battle thatmost Christians face in making a habit of“finding” time for God.

Because families have widely differingschedules and levels of commitment, andbecause children have differing levels ofability and interest, the requirement leavesthe frequency, length, and format of these“quiet times” open. These factors can bedecided upon by the child in consultationwith a parent or leader, ranging from theideal of daily morning and evening devo-tions to a minimum of weekly SabbathSchool, or club worship for those who areunable to participate in any other way. Inthe beginning, a parent or other adult willneed to spend the quiet time with the child,teaching him/her how to enjoy spendingtime with Jesus.

One of the greatest challenges of Chris-tian living is to learn to change unproduc-tive habit patterns and to build positiveones. This responsibility often seemsoverwhelming to a young Christian. Thepresence of an older experienced Christianmay provide a great deal of help andencouragement.

Teaching Tips✏ Present the importance of private

devotions after the child has becomeacquainted with Jesus’ love and planfor him/her. Establishing a habit ofspending time with Jesus as a friendrequires dedicated guidance andsupervision from both parents andleaders.

✏ Ideas for teaching parents about quiettime for children are provided in the“My God” section of the Appendix,along with several suggestions forplanning family worships.

“Ideas for Teaching Parents About QuietTime” is located in the “My God”section of the Appendix.

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Ideas forTeaching ParentsAbout Quiet Time

ecause the children will normally be spending their quiet time at home, it is very important to enlist the parents’

enthusiasm and cooperation in helping childrenchoose and reach their goals. A letter may bedrafted and sent home, but a better approach forarousing enthusiasm would be to plan a specialparent meeting which is focused entirely uponhelping children build the habit of regularpersonal Bible study and prayer. This meetingshould include a time of sharing and discussionwhich will remind parents of the central impor-tance of Bible study and prayer in the life of theChristian. Ideas and suggestions may be sharedby leaders and parents as to how time can be setaside for family and personal worship and whatactivities would be most meaningful for theAdventurer-age group. Family worship with theAdventurer child should be active and fun.

Children should spend personal quiet time ina place where they feel comfortable but notdistracted. Quiet times may focus on theSabbath School lesson, Bible story book, orsimple passages of Scripture from a moderntranslation of the Bible. Children may enjoydrawing pictures, singing songs, writing verses,going for walks, or other creative activitieswhich apply to the Bible readings. These quiettimes should always begin with a prayer ofthanksgiving and petition, and end with aconsideration of how the material consideredduring the quiet time should affect the way thechild chooses to behave today.

Initially, a parent or other adult will need tojoin the child during the quiet time to help himread the Bible passage or story and to modeland train him as to how to enjoy meaningfulquiet time with God. As the child becomes moreindependent and establishes positive habits ofBible study and prayer, the parent may decreasehis participation at a pace with which both theparent and child are comfortable. The sugges-tions for parents given below are taken from

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B “Reaching Children to Worship and Pray” byEleanor Hance (in Clark, Robert et al, Child-hood Education in the Church, Chicago, MoodyPress, 1986).

1. Take worship a part of the family livingpattern through sharing both spontaneousworship moments and scheduled familyworship.

2. Set aside time for your own privatedevotions and help children become awareof the joy and strength they supply.

3. Help children establish a time for dailyprayer from their earliest years. Bedtime ismost common. It is particularly valuablefor a father to take a few quiet momentswith his children to talk over the day’sexperiences and then encourage them totalk to the Lord personally.

4. Guide the child in reading devotionalliterature on his/her own level as soon ashe develops his reading skill to the pointof ease and enjoyment. A modem lan-guage Bible may encourage a systematicprogram of Bible reading. There is anincreasing number of devotional readingmaterials available from Christian book-stores.

5. Try to start the evening bedtime ritualssoon enough to allow for warm, intimate,companionable guidance in devotionswithout nagging the child to hurry.

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✏ The Adventurer leader can encourageprivate devotions by: a) sharing someof his/her own experiences withprivate devotions; b) talking of thebenefits of a regular quiet time; c)providing frequent occasions forchildren to discuss their experiences;d) frequently discussing times, placesand methods for enjoying the quiettime; e) making available a widevariety of devotional reading; and f)helping and encouraging parents toassist their child in regular private(and family) devotions.

✏ To introduce requirement B, discussthe power of habit and tell a realisticstory of how you or someone elseworked with Jesus to change a habit.

✏ Assist each Helping Hand in choosinga caring and mature Christian adultwhom he/she feels comfortable talkingwith. If parents do not meet the abovecriteria, other people such as a pastor,Sabbath School teacher, Adventurerleader or counselor, school principal,or family friend may be suggested.The child and adult should meettogether several times to share feelingsand ideas, assess the success of theproject, and make necessary changesin plans. The meetings may beterminated when child and adult agreethat the goal has been reached andacted upon successfully for a reason-able length of time.

✏ The project sheet shown on this pagemay be used by the Helping Hand andhis/her adult helper to guide him/her inworking on this project. The adulthelper should assist the child inchoosing an individually meaningfuland reachable goal. They may want toplan a way in which the child canreward himself/herself for makingprogress toward the desired goal.

✏ The Adventurer leader may hold oneor more “debriefings” to allow thechildren to talk about the feelings andexperiences they have had as theyworked on their projects.

EvaluationThe children will present and discuss theirquiet time commitment cards and theircompleted project sheets.

Sample “Growing with Jesus” projectsheet. Reproducible copies are locatedin the “My God” section of theAppendix.

460

Growing with JesusYou are about to start a project that can help you become more like Jesus. Your adult

helper will help you choose your project and encourage you as you follow each steptogether.

1. Pray for God’s leading in your project.2. Name one thing in your life that you would like to improve.3. Use your concordance to find and read what the Bible has to say about this. List

the texts.4. Explain exactly what you would like to do better. Choose something that will help

you serve Jesus and others better, something that is truly important to you.5. Pray for God’s help and blessing on your decision.6. List things that can be done to help you make this change.

Your adult helper can give some suggestions.7. Act on your decision.8. Caution! Changing a habit is hard. If you make a mistake, ask God’s forgiveness.

Learn from your mistake, then don’t think about it anymore. Plan to do it rightnext time instead. Thank Him every time you do it right.

9. Meet with your adult helper at least once a week to talk about how it’s going. Ifyou need to, make changes in your goal and what you are doing to reach it. Besure to pray together for God’s help.

10. It takes at least three weeks to begin to change a habit. You will have to keeppraying and working hard, even after you begin to see changes.

11. When you have been meeting your goal for three weeks, have a special celebra-tion and a prayer of thanksgiving with your adult partner.

________________________________________________________

has successfully “completed” his/her project.

______________________________ ______________________________Prayer Partner’s signature Helping Hand’s signature

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My God TrackI. His Plan to Save MeA. Other Bible Stories About Living for God

Genesis 25-50 JacobExodus-Deuteronomy MosesExodus 2, 15; Numbers 12, 20MiriamJoshua (especially 7) JoshuaLuke 10, John 11,12 Martha

B. Songs About the Assigned Stories1. Sing for Joy

“Saints of God” ......................................... 61“The Lord Hears Me” ............................. 105“Samuel” ................................................. 112“Dare to Be a Daniel” ............................. 116

2. Kids Sing Praise (Brentwood Publishing)“Little David”“Joshua Fit the Battle of Jericho” ............... 8“Noah” ....................................................... 11“Only a Boy Named David” ..................... 18“Being Big” ............................................... 54“Solomon” ................................................. 66

C. Books and Materials About the Assigned Stories1. Adult

Old Testament Maps and Charts (Standard)2. Children

Bunyan, John, Pilgrim’s Progress in Today’sEnglish (Moody).

II. His Message to MeA. Other Bible Texts About Living for God

Ecclesiastes 12:1 “Remember now thy Creator…”Isaiah 55:6, 7 “Seek you the Lord while He may

be found…”Micah 6:8 “He has shown thee, O man, what

is good…”Luke 2:52 “Jesus increased in wisdom

and stature…”2 Corinthians 3:18“We are changed into the same

image . . .”Galatians 5:22, 23“But the fruit of the Spirit

is love…”Philippians 1:6 “He which hath begun a good

work in you…”Philippians 4:13 “I can do all things through

Christ…”Jude 24, 25 “Now unto Him who is able to

keep you…”

B. Songs About Living for God1. Sing for Joy

“In His Time” ............................................ 42“He’s Everything to Me” .......................... 43“I Want to Love You, Lord” ................... 106“Teach Me, Lord” ................................... 110“Trust and Obey” .................................... 113“Be Like Jesus” ....................................... 115“The Journey of Life” ............................. 122

2. Kids Sing Praise“Boys and Girls Medley” .......................... 13“He’s Still Working on Me” ..................... 26“That Is the Reason” ................................. 70

C. Books and Materials About Living for God1. Adults

Following Jesus Object Talks, Books of theBible. Flannelgraph materials (Standard).

2. ChildrenBothwell, Roger, My First Book on Communion.

(Review and Herald Publishing Association).

III. His Power in My LifeA. Bible Stories and TextsSee stories and texts listed above. Also use:

Psalm 146:3-5 “Put not your trust in princes…”1 Corinthians 10:13“God will not suffer you to be

tempted above that ye are able…”B. Songs

1. Sing for Joy“He’s Able” ............................................... 40“A Little Talk With Jesus” ........................ 98“God Is With Us” .................................... 104

2. Kids Sing Praise“Wanna” ...................................................... 6“There Is Power in the Name of Jesus” .... 24“Standing in the Need of Prayer”.............. 64

C. Ellen G. White Quotes“Each is to improve his talents to the uttermost;

and faithfulness in doing this, be the gifts fewor many, entitles one to honor.” Child Guid-ance, pp. 293-294.

“Have you only one talent? Put it out to theexchangers, by wise investment increasing itto two. Use your talent wisely so that it willfulfill its appointed mission.” Messages toYoung People, p. 301.

Continued on page 146.

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My SelfI. I Am SpecialRequirementsA. List some special interests and

abilities God has given you.

B. Share your talent using one of thefollowing:

• Talent show• Show and Tell• Earn an Adventurer Award

Background InformationOur society often leads children to believethat they are not really talented unless theyare good in school, sports, or the arts. Thisis misleading, because there are many areasin which the children may excel. Each is agift from God and is given for a specialpurpose. Children may have:

1. Physical Talents: Athletic or workability (strength, coordination, speedor agility); pleasing appearance;working with one’s hands.

2. Intellectual Talents: Remembering andunderstanding, writing, planning andorganizing, decision-making.

3. Interpersonal Talents: Speaking,sensitivity, humor, leadership, makingfriends.

4. Artistic/Creative Talents: Art, music,poetry.

Teaching Tips✏ Discuss with the children some of the

kinds of talents they may have, wherethey come from, and how they can beused for God. Help children name oneor two talents each of them may have.Children who are shy or unsure maybe assisted by their classmates orteacher.

✏ Children may plan together theirchoice of a talent show (this is mostappropriate for performance-typetalents), a show-and-tell (this high-lights creativity talents), an Adven-turer Award (this helps children tofurther develop a talent), or somecombination of the three.

✏ Adventurer Awards may be pursuedindividually with assistance from theleader or parent where needed, orchildren can work together on anaward for which they all show specialability.

EvaluationThe child will list some of his/her talentsand complete the requirements for oneAdventurer Award.

II. I Can Make Wise ChoicesRequirementsA. Learn the steps of good decision-

making.

B. Use them to solve two real-lifeproblems.

Background InformationChildren make many small decisions eachday. Each of these decisions affects thecourse of their future lives. Children need tolearn to look forward to the long-termconsequences of their decisions rather thanreaching for immediate gratification. Theyneed to evaluate whether they, as Christians,can feel comfortable with a particular actionand its consequences.

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My God Track (continued)

“It is a fearful thing to use God-given abilities in such away as to scatter blight and woe instead of blessing insociety. It is also a fearful thing to fold the talententrusted to us in a napkin and hide it away in theworld.” Messages to Young People, p. 37.

“All that we are, all the talents and capabilities wepossess, are the Lord’s to be consecrated to Hisservice.” Messages to Young People, p. 161.

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There are many different ways to de-scribe the steps a person goes through inmaking a good decision:

1. What is the problem?2. What are several possible

solutions?3. What might be the consequences

of each solution? How would itaffect myself, God, and otherpeople? I can go to the Bible,parents, friends, or books to gethelp in finding the answers tothese questions.

4. What is the best solution? Whatam I trying to do? What is mostimportant to me? What shouldn’tI do?

Teaching Tips✏ Present the steps of decision-making

one at a time. Discuss their meaningand how they may be used to solve asimple problem situation. Use severalexamples.

✏ Next, introduce several differentproblem situations and go through theproblem solving steps. Use suchsituations as:

a. It’s a stormy day and the TV andtelephone are not working. Whatwill you do?

b. Your uncle gave you money tobuy a new piece of clothing.What should you buy?

c. You were planning to go swim-ming with your cousins whensome old friends came to visit.What should you do?

✏ When the children understand eachstep, lead them to think of a realsituation and work on it together. Thechildren may choose a problem that istaking place at the Adventurer meet-ing, such as teasing or not takingturns. It may relate to a decision theyneed to make, such as what game toplay, or where to go on a field trip.Allow them to proceed through thesteps on their own, with as little inter-vention as possible. As in real life, theremay be more than one correct answer!

✏ The worksheet shown on this pagemay be used by the children to solve

two of their own problems, such as:how to use leisure time, what TVprograms or music to listen to, how tospend money, what clothing to wear,what to eat for lunch, or choosingfriends.

EvaluationThe child will complete two decision-making worksheets. Evaluate the decision-making process rather than the final deci-sion. If the child can justify and explain his/her decision-making steps, his/her decisionshould be accepted. If necessary, the leadermay share his/her disagreement and thereasons why he/she disagrees.

Sample “When You Make a Choice”worksheet. Reproducible copies arelocated in the “My Self” section of theAppendix.

474

When You Make aChoice, Make It SmartThink About Each Step Prayerfully

1. What is the problem?

2. What are several possible solutions?

a. ____________________ ____________________ ____________________

____________________ ____________________ ____________________

b. ____________________ ____________________ ____________________

____________________ ____________________ ____________________

c. ____________________ ____________________ ____________________

____________________ ____________________ ____________________

3. What might be the consequences of each solution? How wouldit affect myself, God, and other people?

a. ____________________ ____________________ ____________________

____________________ ____________________ ____________________

b. ____________________ ____________________ ____________________

____________________ ____________________ ____________________

c. ____________________ ____________________ ____________________

____________________ ____________________ ____________________

4. What is the best solution? Cross off the unwise solutions, starthe best one.

Act on Your Decision5. How did it work? What will you do different next time?

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III. I Can Care for My BodyRequirementEarn the Hygiene Adventurer Award.

Background InformationIn order to earn the Hygiene AdventurerAward, the children will complete therequirements listed below. Additionalinformation may be found in the AdventurerAwards section of this manual. Informationabout the President’s and the CanadianPhysical Fitness Tests may be found in the“My Self” section of the Appendix.

HygieneAdventurer Award1. Find, read and discuss

Psalm 119:11; 51:10; and19:14.

2. Learn about personal cleanliness.3. Discover three important times for

washing your hands.4. Practice proper brushing of teeth.5. Discuss regular bathing and how

to keep your hair clean.6. How many glasses of water

should you drink daily?7. Is it important to keep your

clothing clean?8. Participate in a recognized

fitness test:a. President’s Challengeb. An equivalent program

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My Self TrackI. I Am SpecialA. Bible Stories and Texts

2 Samuel 9 Mephibosheth2 Kings 4 Elisha and the Widow’s SonEsther 2:5-7 Esther AdoptedProverbs 17:17 “A friend loveth at all times…”John 15:17 “…Love one another.”Philippians 4:19 “My God shall supply all

your need...”B. Songs

Sing for Joy“Alone We Could Not Learn to Read” ..... 31“God Bless Families” .............................. 138“Family of God” ...................................... 139

II. I Can Make Wise DecisionsA. Bible Stories and Texts

1 Kings 2-10 SolomonDaniel 1, 2, 6 DanielLuke 10:38-42 Mary and MarthaJoshua 24:15 “Choose you this day whom ye

will serve…”Proverbs 3:5,6 “Lean not unto thine own under

standing…”


“A Little Talk With Jesus” ........................ 98“Trust in the Lord” .................................. 111

C. Ellen G. White Quotes“All are by their own choice deciding their own

destiny and God is overruling all for theaccomplishment of His purpose.” Education, p.178.

“Remember, dear young friends, that each day,each hour, each moment, you are weaving theweb of your own destiny. Each time the shuttleis thrown, there is drawn into the web a threadwhich either mars or beautifies the pattern.”Messages to Young People, p. 212.

III. I Can Care for My BodyYour choice.

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My FamilyI. I Have a FamilyRequirementMake a family flag or banner, OR collectstories or photographs about your familyhistory.

Background InformationKnowledge of family values and back-grounds help the child to better appreciatehis/her family and what makes each memberspecial.

Teaching Tips✏ Be sensitive to children who do not

have “normal” or happy families.Emphasize the fact that there aredifferent types of families, and allowchildren to choose substitute familiessuch as the Adventurer Club “family,”the church “family,” God’s family, oranother family that cares about them.

✏ Make a family flag or banner thatrepresents the family’s values andunique qualities. Choose colors,symbols and words showing:

• country(countries) of ancestry• occupations and hobbies• favorite activities and interests• favorite Bible texts• motto• family traditions• special achievements

✏ Children may interview parents,grandparents or other relatives todiscover stories about their familyhistory using a tape recorder or takingnotes. Plan with the children some ofthe questions they will ask. Thesecould relate to: childhood experiences,where their ancestors came from, oldfamily traditions, or happy, funny, orsad memories. Family histories maybe recorded on a timeline or mapshowing important events or travels inthe life of the family.

EvaluationThe child will complete a family historyproject.

II. Families Care for Each OtherRequirementHelp plan a special family worship, familynight, or family outing.

Background InformationThis activity gives children the opportunityto become involved in promoting thehappiness and togetherness of their ownfamily.

Teaching Tips✏ Work with the children to list a variety

of activity ideas before asking them tochoose one they would like to do.

• Worships may include a skit orfavorite Bible game.

• Family night activities mayinclude such things as a specialdinner or a living room picnic.

• Family outings may be to thezoo, park, or special friend’shome.

EvaluationThe child will report on the worship orfamily night event he/she planned.

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III. My Family Helps me Care for MyselfRequirementEarn an Adventurer Award, not previouslyearned, in one of the following areas:

✏ Finance✏ Indoor Skills✏ Outdoor Skills✏ Safety

Background InformationAdventurer Awards in each category thatare appropriate for the Helping Hand agelevel include:

Indoor SkillsCooking FunFirst Aid HelperHomecraftHome HelperSewing Fun

SafetySafety Specialist I and IIRoad Safety

Outdoor SkillsCarpenterGuideGardener

The requirements for these awards can befound in the Awards section of this manual.

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My Family TrackI. I Have a FamilyA. Songs

1. Sing for Joy“God Bless Families” ............................................ 138

B. Books and Materials1. Adult

Weitzman, David, My Backyard History Book (Little,Brown and Company).

II. Families Care for Each OtherA. Bible Stories and Texts

Deuteronomy 6 “Thou shalt teach [the law] diligently untothy children…”

B. Ellen G. White Quotes“… Make the evening a pleasant social season, a family

reunion after the day’s duties.” Adventist Home, p. 110.“On these days where there is danger that our children will

be exposed to evil influences, let the parents study to getup something to take the place of more dangerousamusements. Give your children to understand that youhave their good and happiness in view.” Messages toYoung People, p. 392.

“It was God’s plan for the members of the family to beassociated in work and study, in worship and recreation,the father as priest of the household, and both father andmother as teachers and companions of their children.”Child Guidance, p. 535.

“In every family there should be a fixed time for morningand evening worship.” Child Guidance, p. 520.

“It should be the special object of the heads of the familyto make the hour of worship intensely interesting.”Child Guidance, p. 521.

C. Books and Materials1. Adults

Gaither, Gloria and Shirley Dobson, Let’s Make a Memory(Word).

III. My Family Helps Me Care for MyselfYour choice.

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My WorldI. The World of FriendsRequirementEarn the Caring Friend Adventurer Award.

Background InformationIn order to earn the Caring Friend Adven-turer Award, the children will complete therequirements listed below. Additionalinformation may be found in the Awardssection of this manual.

Caring FriendAdventurer Award1. Explain how you can be

a Caring Friend. Find, read andmemorize 1 Peter 5:7.

2. Talk to a person and ask the follow-ing:

a. The day and month he/she wasborn

b. His/her favorite animalsc. Two of his/her favorite colorsd. Three favorite foodse. Four things that are important to

him/herf. Have your new friend tell you

about his/her last trip.3. Visit a shut-in and take something to

him/her. Use the questions in #2 as abasis for your conversation.

4. Tell one of the persons in #2 or #3above how Jesus loves you and thatHe loves him/her also.

5. Show how you can become a caringperson to your parents by:

a. Helping to keep your room cleanb. Helping in the kitchen with

preparation or cleanupc. Doing extra chores without

being told6. Tell of something special you have

done for a friend.

II. The World of Other PeopleRequirementChoose a world culture to study. Find a wayto share Jesus’ love with some of the peopleof that culture.

Background Information“It is acquaintance that awakens sympathy,and sympathy is the spring of effectiveministry. To awaken in the children andyouth sympathy and the spirit of sacrificefor the suffering millions in the ‘regionsbeyond’, let them become acquainted withthese lands and their peoples.” Education, p.269. Children should be led to respect theunique achievements of the people of everyculture as well as to feel sympathy for theproblems they face. Every culture, includingour own, has its strengths and its weak-nesses. The only solution to the problemswe see is found in Jesus Christ.

Teaching Tips✏ Children may choose a culture and do

research individually or in a smallgroup. The research questions shouldfocus on the people of the culturerather than on dry information.Questions may include: Nationalities,foods, religions, holidays, customs,ways of life, physical geography,plants and animals. Write these topicson a poster or research sheet. Organizethe pictures and information in ascrapbook or on a bulletin board.

✏ The culture the children are studyingmay be brought to life by samplinggames, crafts, or foods of the culture.Invite someone who has lived in thatculture to visit the classroom and shareinformation, a special tradition, or adelicacy. Old Mission Spotlights andmission quarterlies may be obtainedfrom the church.

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✏ Children can find out more about howto share Jesus’ love with a particularculture by writing or talking tomissionaries or others who havevisited the culture. Children couldwrite letters and exchange informa-tion, photographs and friendship; sendneeded supplies or special gifts; orraise funds for a special project.

✏ The Adventist Review carries thenames and addresses of missionariesand churches with specific needs.Some of the people groups beingfeatured in the church’s GlobalStrategy plans would make excellentresearch projects. Information aboutthese cultures and their needs may beobtained by writing to the Center forInternational Relations, 12501 OldColumbia Pike, Silver Spring, MD20904.

EvaluationThe child will participate in a research andservice project.

III. The World of NatureRequirementEarn the Environmentalist AdventurerAward.

Background InformationIn order to earn the EnvironmentalistAdventurer Award, the children willcomplete the requirements listed below.Additional information may be found in theAdventurer Awards section of this manual.

EnvironmentalistAdventurer Award1. Recite Genesis 1:26.

Explain our role in protect-ing wildlife.

2. List three animals that are endangeredand explain why.

3. List three birds that are endangeredand explain how you can help protectbirds.

4. Study endangered trees in your area.Plant or adopt a tree.

5. In your area:a. What causes pollution, and list

ways you can prevent pollution?b. Investigate how and why the

pollution happened.c. Explain how you can keep from

polluting water.d. What dangers threaten the

quality of air?6. Participate in one of the following

community activities to help clean theenvironment:

a. Take part in Earth Day events.b. With your group help clear the

trash from a roadside or stream.c. Help collect paper, cans or other

materials for recycling.7. Create a mural of the Earth made new.

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My World TrackI. The World of Friends

II. The World of Other PeopleA. Bible Stories and Texts

Genesis 12-25 AbrahamExodus to Deuteronomy

MosesJonah JonahActs PaulIsaiah 45:22, 23 “Look unto Me. and be ye saved, all the

ends of the earth…”Matthew 24:14 “Go ye therefore, and teach all nations…”Acts 1:8 “Ye shall receive power…”


“All Nations of the Earth” ....................................... 22“God Calls Us” ...................................................... 130“Jesus Loves Children” ......................................... 137“Cross Over the Road” .......................................... 131“Jesus Bids Us Shine” ........................................... 133

2. Kids Sing Praise“Jesus Loves the Little Children” ........................... 27

C. Ellen G. White Quotes“Our schools are the Lord’s special instrumentalities to fit

the children and youth for missionary work.” ChildGuidance, p. 311.

D. Books and Materials1. Adult

Lee, Nancy and Linda Oldham, Hands on Heritage. Foods,crafts and celebrations from different cultures (HandsOn Publications).

2. ChildrenCarmichael, Amy, God’s Missionary.

III. The World of NatureYour choice.

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Helping Hand,AdvancedThis class was designed for the over-achieving fourth-grade Adventurer whoneeds additional activities.

1. Have completed the Helping Handclass requirements.

2. a. Earn the Home Helper Award.b. Plan a meeting with the family

to discuss a topic important tothe child.

3. a. By respecting your body, youshould be aware of the food youeat by reading the first threeingredients of your favorite:

• Cereals• Drinks• Snacks• Desserts

b. Keep a Food Diary of the foodyou eat in one week.

c. Sign a Health Pledge card.5. a. Work with a staff member in

planning one of the following:• Adventurer activity or

outing• Club party• Club opening exercise• Assist in teaching an award

to either Busy Bees orSunbeams

b. Participate in a church worshipservice by doing one of thefollowing:

• Scripture reading• Prayer• Ushering/offering• Children’s story

5. a. Use a compass to follow direc-tions and reach a goal.

b. Demonstrate how to stay safe inadverse weather conditions suchas:

• Frostbite• Sun stroke• Black ice• Heat stroke• White-out (blizzard)• Hypothermia

6. a. Help set up, serve, and/or cleanup from a fellowship meal orprepare sandwiches for ahomeless shelter.

b. Prepare a care package forsomeone in need.

7. a. Use food coloring to color acarnation to give to a specialpersonORStart a vegetable plant.

b. Find a creepy crawling creatureof your choiceORDraw and color pictures of thesnakes in your area.

c. Show and tell one of the aboveor an option of your choice.

The Helping HandPin looks just likethe regularHelping Handwith the additionof a gold star.

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S I X H E L P I N G H A N D Helping Hand Curriculum...

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