Young Peoples Institute Program GuideChairlady of the YPI until her death in 1955. Bishop W.E....

Fire Baptized Holiness Church of God of the Americas November, 2010

Young Peoples Institute Program Guide


12/29/2010

Fire Baptized Holiness Church of God of the Americas December, 2010

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Table of Contents Introduction ................................................................................................................................... 4

Unit 1: All Things YPI – Planning Page ............................................................................................ 5

Unit 1: All Things YPI – The Basics ............................................................................................... 6

Unit 2: Hymn Singing – Planning Page.......................................................................................... 11

Unit 2: Hymn Singing ................................................................................................................ 13

Unit 2: Hymn Singing - Homework Assignment ......................................................................... 20

Unit 2: Hymn Singing - Hymn Quiz............................................................................................. 21

Unit 3: Stewardship – Planning Page ........................................................................................... 22

Unit 3: Stewardship – The Rich Young Ruler .............................................................................. 24

Unit 3: Stewardship – Rich Young Ruler Quiz Unit 3: Stewardship – Parable of the Talents Puzzle30

................................................................................................................................................. 26

Unit 3: Stewardship – Fund Raising Activity ............................................................................... 27

Unit 3: Stewardship – Parable of the Talents ............................................................................. 28

Unit 3: Stewardship – Fallen Phrase Puzzle ............................................................................... 31

Unit 3: Stewardship – Handling God’s Gift of Money ................................................................. 32

Unit 3: Stewardship – Create a Budget ...................................................................................... 34

Unit 3: Stewardship – Compound Interest................................................................................. 35

Unit 3: Stewardship – Homework Activities List ........................................................................ 36

Unit 4: Social Skills – Planning Page ............................................................................................. 37

Unit 4: Social Skills – Introduction ............................................................................................. 39

Unit 4: Social Skills – Activity ..................................................................................................... 41

Unit 4: Social Skills – Self-Esteem .............................................................................................. 42

Unit 4: Social Skills – Personal Inventory ................................................................................... 44

Unit 4: Social Skills – Friendship Making Skills ........................................................................... 46

Unit 4: Social Skills – Friendship Songs ...................................................................................... 48

Unit 4: Social Skills – Friendship Definition Activity .................................................................... 49

Unit 4: Social Skills – Self-Control – Anger Management............................................................ 50

Unit 4: Social Skills – Anger Triggers .......................................................................................... 53


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Unit 4: Social Skills – Anger Management Role Play................................................................... 54

Unit 5: Black History – Planning Page........................................................................................... 55

Unit 5: Black History – Origins of Black History .......................................................................... 57

Unit 5: Black History – Something to Think About ..................................................................... 59

Unit 5: Black History – Negro National Anthem ......................................................................... 60

Unit 5: Black History – Black Inventors ...................................................................................... 61

Unit 5: Black History – Intellectual Property .............................................................................. 64

Unit 5: Black History – Black Inventors Homework Sheet .......................................................... 65

Unit 5: Black History – Controlling & Dominating a People ........................................................ 66

Unit 5: Black History – Controlling & Dominating a People – Reaction Paper ............................. 71

Appendix A – Ice Breakers & Games ............................................................................................ 72


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Introduction

The Young Peoples Institute (YPI) was founded to keep our youth inspired and

showcase their talents. It is an outreach organization that sponsors a

leadership-training institute (Youth Congress) annually at our school in

Greenville, South Carolina.

This guide is designed to provide an easy-to-follow program that will assist you

in planning your in-house YPI meetings. Your young people will have the opportunity to participate in a learning program that will increase their

knowledge of God, the FBH Church, and the YPI. The program will help develop

• Confidence • Leadership characteristics, and

• Healthy attitudes of the body, mind, and spirit

The guide is divided into Units of study. Each Unit is prefaced by a Planning

Page that will help in presenting the unit of study. Some of the Units contain

vocabulary lists. You may find it helpful to have the students maintain a journal of the words along with their definitions from the vocabulary lists.

There is an appendix that contains ice-breakers & games that I have collected

over time. These games can be used to enliven the YPI (as well as your HYPU) sessions. Additionally, some of the games can be adapted for use at other

festive gatherings such as birthday celebrations, bridal, wedding, and baby

showers.

The units of study are suitable for children age 8 and up. Please use your

talents and ideas to enhance and tailor the program for your specific needs and age groups. I certainly hope that you find this guide useful and that it will be a

blessing to you and your young people.

I want to thank Sister Elaine Nicely of the Northeast Georgia District for allowing me to be of service to you with this YPI Program Guide.

Yours in Christ,

Vernell Turner

District Secretary Southwest Ohio District


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Unit 1: All Things YPI – Planning Page

Goals & Objectives

Attendees should know and understand:

• The purpose of the YPI

• The history of the YPI

• The structure of the YPI

Preparation & Materials Needed

1. Read and familiarize yourself with the Unit of study. Define the vocabulary words

2. Review the directions for the “Who Am I?” game in Appendix A. Acquire the appropriate game materials and prepare the index cards as directed. Prepare additional index cards with the names of your YPI Supervisor and the names of all the Ambassadors for Christ on your district. This game will quickly assess how familiar the group is with the officials of the church, past and present.

3. Make copies of the study Unit and any other materials as applicable.

Presentation Estimated Time: 1 ½ hours

Opening Exercises:

• Song – “Yield Not To Temptation”

• Prayer – Select someone to lead the prayer

1. Start the session with the “Who Am I?” game as directed in Appendix A. Tell the

group not to get frustrated if they are unable to give or guess clues to identify the people listed on the cards.

2. Distribute copies of the study Unit. Select 2 – 3 students to read the Unit. Teach the vocabulary words.

3. Replay the “Who Am I?” game.

4. Teach the Creed – make sure the students understand the meaning of each verse. Repeat the creed in unison several times – use a rapping cadence if necessary.

5. Teach the Motto – make sure the students understand the motto.

6. If applicable, have students share positive experiences at the Youth Congress

Closing Exercises:

• Acknowledgement of guests, visitors, and officials

• Announcements

• Closing Prayer, optional

• Repeat the YPI Creed

Vocabulary List

YPI

Yield

Temptation

Conscience


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Unit 1: All Things YPI – The Basics The Young Peoples Institute (YPI) was founded by Sister Johnnie Evelyn Fuller

at the General Council in June 1946. Sister Johnnie E. Fuller felt the need to keep the youth inspired and develop their talents. She was called from labor

to reward before her dream materialized. Her mother, Mother Emma C. Fuller,

organized the Young Peoples Institute.

The first Youth Congress was held in Atlanta, Georgia in August, 1947, hosted

by the late Elder J.D. Goodbread. Mother Emma C. Fuller served as National

Chairlady of the YPI until her death in 1955. Bishop W.E. Fuller Jr. served as YPI Chairperson from 1955 – 1958.

Each District has a District YPI Supervisor and each Diocese (1st Episcopal, 2nd Episcopal, and 3rd Episcopal) has a National Supervisor. Currently, Sister Kaye

Littlejohn is the Chairlady of the YPI and serves as the National Supervisor of

the 2nd Episcopal Diocese. Sister Elizabeth Hallums is the National Supervisor

of the 1st Episcopal Diocese, and Sister Miriam Harris is the National Supervisor of the 3rd Episcopal Diocese.

The National Supervisors assist in directing the work of the Youth Congress. The District Supervisors report to their respective National Supervisor

regarding the growth and development of the work on their districts. District

Ambassadors for Christ are appointed to assist the District Supervisors with their work, spiritually and financially.

Bishop W.E. Fuller Jr. – National Chairperson 1955 - 1958


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Founder & National Supervisors (Left to Right):

Sister Johnnie E. Fuller (founder), Mother Emma C. Fuller (1st Chairlady)

Sister Christine Fuller, Sister Virginia Roberts, Sister Kaye Littlejohn,

Sister Katherine Taylor, Sister Sadie Lampkin, Sister Emily K. Palmer

(Not Pictured: Sister Grace McCowan, Sister Amitra Ingram, Sis. E. Hallums, Sister M.

Harris)


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The YPI has signature colors: black & white; a theme song:”Yield Not to Temptation”; a motto: “Our Hope, Our Aim, is Higher Ground. Reach the Un-

reached. Love the Unloved”; and a creed: “Myself”.

Myself

I have to live with myself and so

I want to be fit for myself to know.

I want to be able as days go by

always to look myself straight in the eye;

I don't want to stand with the setting sun

and hate myself for the things I have done.

I don't want to keep on a closet shelf

a lot of secrets about myself

and fool myself as I come and go

into thinking no one else will ever know

The kind of person I really am,

I don't want to dress myself up in sham.

I never can hide myself from me;

I see what others will never see;

I know what others will never know,

I never can fool myself and so,

whatever happens I want to be

self respecting and conscience free.


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YIELD NOT TO TEMPTATION

Yield not to temptation, for yielding is sin;

Each victory will help you some other to win;

Fight manfully onward, dark passion subdue,

Look ever to Jesus, He will carry you through.

Refrain:

Ask the Savior to help you,

Comfort, strengthen and keep you;

He is willing to aid you,

He will carry you through.

Shun evil companions, bad language disdain,

God’s Name hold in reverence, nor take it in vain;

Be thoughtful and earnest, kindhearted and true,

Look ever to Jesus, He’ll carry you through.

Refrain

To him that o’ercometh, God giveth a crown;

Through faith we shall conquer, though often cast down;

He, Who is our Savior, our strength will renew;

Look ever to Jesus, He’ll carry you through.

Refrain


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Local YPI Chapters The YPI is an auxiliary of each local FBH Church. Officers of the local YPI, at a

minimum, include a president, a secretary, and a treasurer. Optionally, a vice-

president, assistant secretary, and an additional treasurer may also be

selected. Officers are elected or re-elected at the beginning of the conference year.

The president presides at all business sessions of the YPI. He/she is the chairperson of the YPI meetings. The president is responsible for running

effective meetings, encouraging participation, controlling the meeting’s

agenda, and keeping the meeting in running order.

The vice-president performs the duties of the president in the absence of or at

the request of the president.

The secretary records the minutes of all meetings and is the custodian of all

documents pertaining to the YPI. He/she is responsible for correspondence

generated or received by the YPI.

The assistant secretary performs the duties of the secretary in the absence of

or at the request of the secretary.

The treasurer is the custodian of all funds received or disbursed by the YPI.

The treasurer is responsible for developing financial reports of the monies

received and disbursed. The treasurer should keep track of • All money received, the source of the money, and the date it was

received.

• All money paid out, to whom it was paid, what it was paid for, and the date of the payment

• Balance in the treasure

The local church YPI should plan events and programs that will appeal to the

interests and aspirations of young people with an ultimate goal to keep their

attention and encourage a desire to love and live for the Lord.

The local church YPI is responsible for running a Miss/Mr. YPI contest. The

Miss/Mr. YPI contest is similar to the Miss America & Miss Universe pageants on

TV.

In our contest, young people compete against each other by raising funds for

the YPI. The contestant with the most money represents the local church at

the District level. The local church contestant with the most money on the District is crowned as the District contestant and represents the district on the

National level at the annual crowning of Miss/Mr. YPI in the Youth Congress.


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Unit 2: Hymn Singing – Planning Page

Goals & Objectives


• That Hymn Singing is a part of our FBH Worship & History

• That Hymn Singing is an art form that should be preserved

• That Hymns are expressions of the mind and soul in poetry and music

Preparation

1. Read and familiarize yourself with the study Unit. Find the definitions of words that may be unknown to the students, such as tenets and musicologist. Practice the correct pronunciation of hymnodist, hymnody, and any other word in the Unit that is unfamiliar to you.

2. If desired, select an ice-breaker or game from Appendix A or the Internet. Review the directions for the game, acquire and prepare the appropriate game materials if necessary.

3. Gather copies of our Discipline and/or other Hymnals. We will use the hymnals to identify which meters the hymns were written in.

4. Review some of the hymns and understand how they relate to the information in

the study Unit

5. Make copies of the study Unit, the Homework assignment, the Hymn Quiz, and any other materials as applicable.

Presentation Estimated Time: 2 Sessions -1 ½ hours each

Opening Exercises:



1. If desired, start the session with an ice-breaker or game of your choice

2. Distribute copies of the study Unit. Select 2 – 3 students to read the Unit.

3. Explain: that our Discipline contains our Hymnal, that other denominations have their own hymnals – Baptist, Methodist; that there are hymns in the Discipline suitable for various occasions like funerals and baptisms; that our Hymnal lists the meter of the hymn.

4. Have the group look for hymns that match each meter listed in the unit. Try to identify the rhyming scheme.

5. Divide the attendees into groups of 2. Explain that each group will be responsible for the Homework assignment at the end of the Unit. Assignments are due by the next YPI meeting.


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6. Adjourn the meeting with the Closing Exercises.

7. For the 2nd Session of this study Unit: Have the attendees complete the Hymn Quiz and review the answers.

8. Let each group share their hymn and explain their choice of meter, rhyming scheme, and poetic device (if applicable). They can sing their hymn if they so desire.

Closing Exercises:


• Announcements




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Unit 2: Hymn Singing History has recorded that our founder, Bishop W.E. Fuller Sr., gave up his

credentials and membership in the Methodist Church, stepped out on faith, and joined the Fire Baptized Holiness Church over 110 years ago. There is a part of

that history that says “Young Fuller learned hymn-singing from his grandfather

Richard”.

We start our devotional services with a hymn and we sing a hymn before we

take communion. We use the technique of “lining” or “raising” a hymn. This

technique is an art form worthy of study.

If you research hymn singing, you’ll find that there is a lot to it. We want to

share some of that information with you so that you will gain a greater appreciation of hymn singing, why we do it, how it is a part of our inheritance,

and the significance of continuing to do it.

DEFINITIONS A hymn is a song specifically written as a song of praise, adoration, or prayer.

A writer of hymns is known as a hymnist or hymnodist, and the process of

singing a hymn is called hymnody.

The word, hymnody, is also used to reference a collection of hymns belonging

to a particular denomination or period. For example, “nineteenth century Methodist hymnody" would mean the body of hymns written and/or used by

Methodists in the nineteenth century.

Books called hymnals are collections of hymns, which may or may not include music. A student of hymnody is called a hymnologist, and the scholarly study

of hymns, hymnists, and hymnody is hymnology. The music to which a hymn

may be sung is a hymn tune.

HYMN HISTORY

Martin Luther, a Protestant Reformer, is the author of many hymns including “A Mighty Fortress Is Our God” which is sung today even in Roman Catholic

churches. Luther and his followers often used their hymns, or chorales, to

teach tenets of the faith to worshipers.

Early English hymnists wrote their hymns by paraphrasing Bible texts as

hymns, especially verses from Psalm. Isaac Watts wrote lots of hymns too.

He followed the tradition of paraphrasing Biblical texts, but he is credited as having written the first English hymn which was not a direct paraphrase of

Scripture.

Church singing in the early Plymouth and Massachusetts Bay colonies was “a


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capella”, frequently using “lining-out”. This practice consisted of a presenter who set the tune by singing or reading each line of a psalm, which the

congregation then repeated.

Lining-out was used especially in churches where psalm books and tune books were not generally available, and was common both in America and England.

The practice was given official sanction in England, where Parliament, in the

Ordinance of 1644 (regarding details of the worship service) specified its use in congregations which had members who were not able to read, until such time

as they became literate. The tunes were commonly known ones found in

several tune books printed during the 17th century.

It was common in the 17th century for congregations to know only 6 to 12

tunes. Musicologists of the time believed that this was a sufficient number for

any congregation to handle competently. All songs with Common Meter were sung to the same one (1) or two (2) tunes. The same was true for Long and

Short Meter. If you didn’t know the tune associated with a particular hymn,

you could use any tune with the same meter. Note: I believe that is why we ask for a “suitable tune”. Also, many rap artist set their poetry to music recorded by earlier artists.

Lining-out was supposed to be a temporary practice, used by necessity until

the problems of illiteracy and shortage of psalm books were resolved. By the 1720’s, it was still in use in most churches in New England, even where there

were plenty of psalm books available and most of the members of the

congregations were probably literate. The churches of Boston and the surrounding towns were part of this group: lining-out was practiced in most of

them.

Methodism was born during the 18th century. John Wesley, founder of the Methodist Church, did not like the “Old Way of Singing”. He did like the

singing of the Moravian Brethren he first heard during an ocean crossing to

America in 1735. The Moravian Brethren used a communal singing style involving simple chorale melodies.

Charles Wesley, John’s brother, wrote over 5,500 hymns. Charles Wesley's

hymns spread Methodist theology, not only within Methodism, but in most Protestant churches. He developed a new focus - expressing one's personal

feelings in the relationship with God as well as the simple worship seen in older

hymns. Two (2) of his most recognized hymns are: “A Charge to Keep I Have” and “O for a Thousand Tongues to Sing”.

Note: What’s significance does “A Charge to Keep I have” hold for us in the FBH Church?

In the South, slaves were permitted to attend church services, either in a


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special section of the church or at a separate service arranged by the slave owners. Hymnals were limited, and most slaves couldn’t read, so the practice

of “lining out” or “raising” a hymn continued.

CHARACTERISTICS OF HYMN LINING Since hymn writers wrote only lyrics with no melodies, a system of tunes that

fit the poetic meters of the hymns was devised. The system evolved to include

a variety of meters. Today these include common, long, short, hallelujah, and long and short particular meters.

Each meter describes accented and unaccented short and long syllables, as well as a pattern that includes the number of syllables per line and the number

of lines per stanza.

The two most frequently used meters are common and short:

COMMON METER 8.6.8.6 (CM)

SHORT METER 6.6.8.6 (SM)

Common meter consists of a stanza of four (4) lines, the first and third (lines)

with eight (8) syllables, and the second and fourth (lines) with six (6) syllables each. The poetic foot, or meter, consists of one (1) short unaccented syllable

and one (1) long unaccented syllable. An example of a common meter hymn is

"Amazing Grace," written by former slave trader John Newton.

Amazing grace, how sweet the sound (8 syllables)

That saved a wretch like me (6)

I once was lost, but now I’m found (8)

Was blind, but now I see. (6)

A short meter hymn consists of a stanza of four (4) lines and a poetic foot

composed of a short, unaccented syllable and long, unaccented syllable. The

first, second, and fourth lines of a short meter hymn each contain six (6)

syllables and the third line contains eight (8) syllables. "The Day Is Past and Gone", is an example of a short meter hymn.

The day is past and gone (6 syllables)

The evening shades appear (6)

Oh may we all remember well (8)

The night of death draws near. (6)


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The METER of the hymn is synonymous with the NUMBER OF SYLLABLES PER LINE OF POETRY. Other frequently used meters include:

LONG METER 8.8.8.8 (LM)

COMMON METER DOUBLED 8.6.8.6.8.6.8.6 (CMD or DCM)

LONG METER DOUBLE 8.8.8.8.8.8.8.8 (LMD)

HALLELUJAH Meter 6. 6. 6. 6. 8. 8 or 6.6.6.6.4.4.4.4 (HM)

HYMN MECHANICS

The HYMN is a distinct literary form. Most hymns are divided into distinct

STANZAS. A stanza refers to the consistent organization of lines, which are called verses, into a complete unit of poetry. A VERSE is a single line of

poetry within a STANZA. Most people mistakenly identify a STANZA as a

VERSE. Consider the following hymn:

Drop, drop slow tears,

And bathe those beauteous feet,

Which brought from heav’n

The news and Prince of Peace.

Cease not, wet eyes,

His mercies to entreat;

To cry for vengeance

Sin doth never cease.

In your deep floods

Drown all my faults and fears;

Nor let this eye

See sin, but through my tears.

How many stanzas do you see? ______________

How many verses are in each stanza? ______________


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Rhyme Scheme: A rhyme scheme is the pattern of rhyming lines in a poem or song. It is

usually referred to by using letters to indicate which lines (verses) rhyme. In

other words, it is the pattern of end rhymes.

For example "A,B,A,B," indicates a four-line stanza (also referred to as a

quatrain) in which the first and third lines rhyme, as do the second and fourth.

Consider the following rhyme schemes:

O for a thousand tongues to sing A

my great Redeemer's praise, B

the glories of my God and King, A

the triumphs of his grace! B

My gracious master and my God, A

assist me to proclaim, B

to spread through all the earth abroad A

the honors of thy name. B

Jesus! the name that charms our fears, A

that bids our sorrows cease; B

‘tis music in the sinner ears; A

‘tis life, and health, and peace. B

Poetic Devices:

Hymns make use of certain POETIC DEVICES that are common in classical

poetry. Consider the following hymn written by Charles Wesley:

O for a thousand tongues to sing

my great Redeemer's praise,

the glories of my God and King,

the triumphs of his grace!


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My gracious master and my God,

assist me to proclaim,

to spread through all the earth abroad

the honors of thy name.

Jesus! the name that charms our fears,

that bids our sorrows cease;

’tis music in the sinner ears;

’tis life, and health, and peace.

Charles Wesley was a great poet. Demonstrated within his hymns are a variety of ‘devices’ for expression, including:

HYPERBOLE: A figure making use of exaggeration (O for a thousand tongues

to sing).

ANADIPLOSIS: Using words or ideas ending one stanza as the start of the

next stanza (end of stanza one leading to the beginning of stanza two; the end of stanza two leading to stanza three as in the hymn Sweet Hour of Prayer-

each stanza ends and begins with “sweet hour of prayer”).

ALLITERATION: The repetition of the same first sound in consecutive words:

(thousand tongues; sorrows cease)

Other poetic devices that are common in hymns include:

ANAPHORA: The repetition of the same word at the beginning of successive

lines (As in the 2nd stanza of Come, Thou Long-Expected Jesus)

Born thy people to deliver,

born a child and yet a King, born to reign in us forever,

now thy gracious kingdom bring.

By thine own eternal spirit

rule in all our hearts alone; by thine all sufficient merit,

raise us to thy glorious throne.


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PARADOX: A Statement that is contradictory (Make me a captive, Lord, and then I shall be free -- George Matheson, 1890)

ANTITHESIS: Sharply contrasting ideas set in juxtaposition (side-by-side); a

contrasting of opposing ideas in adjacent phrases, clauses, or sentences

(“The mysteries of redeeming grace |-grace hidden from the wise

Are hidden from the wise,

While pride and carnal reasonings join |- yet pride blinds them

To swell and blind their eyes.")

PERSONIFICATION: The representation of a thing or abstraction as a person

or by physical form (Rock of ages, cleft for me)

SIMILE: Comparing unlike objects in one respect (“Peter is like a rock”, “joys are flowing like a river”)

METAPHOR: Using a word or phrase denoting one kind of idea in place of another (“Peter is a rock”)

TAUTOLOGY: The repetition of the same thought in a slightly different way (I am tired, I am weak, I am worn,)

CLIMAX: Arranging ideas in an ascending order of intensity (Love so amazing,

so divine, demands my soul, my life, my all. -- Isaac Watts, When I Survey the Wondrous Cross)


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Unit 2 – Hymn Singing

Homework Assignment – Write a Hymn

Work with a partner to write a hymn of your choice. Be creative and have fun!

You can use the information in the study unit as well as any information you

may find on the Internet to determine the meter you want to use and the rhyming scheme. Be sure to use at least one (1) specific poetic device.

Remember a hymn is a poem of praise, adoration, or prayer. You can write a hymn to express your love of God, to express thankfulness to Him, or awe at

His wondrous works in your life or creation. You can pick one of your favorite

scriptures and turn it into a hymn.

Use a dictionary and/or thesaurus to help you find words that rhyme or assist

you with metaphors or any other poetic device.

Bring your finished hymn to the next YPI session. Be prepared to explain the

meter used, rhyming scheme, and poetic devices.

Optionally, you can select a hymn tune for your hymn and have the group sing

your hymn with you.


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Unit 2 – Hymn Singing

Hymn Quiz

True or False?

1. ______ The author of a hymn is called a hymnist.

2. ______ The study of hymnists is called hymnology.

3. ______ FBH Hymnody is non-existent.

4. ______ A hymnal is a book of rhymes.

5. ______ The meter of a hymn is determined by the number of stanzas.

6. ______ You can use the same tune to sing any common meter hymn.

7. ______ Originally, tunes did not accompany the lyrics of a hymn.

8. ______ A hymn is not a distinct literary form.

9. ______ A hymn is a poem.

10.______ People often confuse a verse with a stanza.

Fill in the blank.

1. __________ meter and __________ meter are the most frequently

used meters in hymns.

2. The meter is synonymous with the number of __________ in a line or

verse of a hymn.

3. A stanza is a consistent organization of __________ into a complete unit of poetry.

4. A hymnody refers to the __________ of hymn singing.

5. Hymnody also refers to the __________ of hymns written or used by a particular denomination.


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Unit 3: Stewardship – Planning Page

Goals & Objectives


• What stewardship means

• How to be a good steward

• That stewardship reflects the condition of your heart


1. Read and familiarize yourself with the Unit of study. Use commentaries, the Internet, and other resources. Define the words in the Vocabulary List.

2. Review the directions for the “Fund Raising” activity in Appendix A. Acquire the appropriate materials for the activity.

3. The Unit is divided into 3 parts:

- The Story of the Rich Young Ruler

- The Parable of the Talents

- Handling God’s Gift of Money

Prepare to have the students complete the Fund Raising Activity in the 1st session along with the Rich Young Ruler lesson.

For the 2nd Session: Analyze the giving habits of the students in the Fund Raising Activity. Prepare a handout with the results of your analysis to discuss at the 2nd YPI session along with the lesson of the Parable of the Talents.

For the 3rd Session: Review the scriptures in the Handling God’s Gift of Money lesson. Review the Create a Budget activity in Appendix A. Obtain the appropriate materials.

4. Make copies of the lessons, homework & activities in the Unit and any other materials as applicable for each session.

Presentation Estimated Time: 3 sessions - 1 ½ hours each

Opening Exercises:



1. Start with the Fund Raising activity listed in Appendix A.

2. Distribute copies of the Unit materials associated with the Rich Young Ruler lesson

3. Select 2 or 3 students to read the story. Teach the vocabulary words as applicable.

Vocabulary List

Steward

Stewardship

Talent

Tithe

Offering

Farthing

Mite

Interest (compound)

Expense


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4. Discuss the following:

Why did Jesus ask the young ruler to sell “all” that he had?

What was the young man lacking?

Are you willing to give everything to the poor?

How do you decide how much to give?

5. Have the students complete the Rich Young Ruler Questions. Review and discuss the answers.


7. For the 2nd Session of the unit: Distribute your analysis of the Fund Raising activity. Have the students share their contribution decisions.

8. Select 2 or 3 students to read the Parable of the Talents lesson. Teach the vocabulary words as applicable.

9. Ask open ended questions to encourage discussion and make points:

• What happens when we don’t develop our talents?

• Think of reasons or circumstances that would cause a person to bury their talents – fear, failure, or ridicule should not stop us. We have to trust God.

• Our goal should be to develop, increase, and grow what God has given us for His glory

10. Have the students complete the Talents puzzle, and the fallen phrase puzzle (Fallen

Phrase answer: Stewardship is living giving and caring)


12. For the 3rd Session of the unit: Select 2 or 3 students to read the Handling God’s Gift of Money lesson.

13. Ask open ended questions to encourage discussion and make sure the students

understand:

• The right attitude for giving – God loves a cheerful giver!

• Tithes & Offerings

• Compound Interest & Budgets

14. Help the students prepare a budget based on Create a Budget in Appendix A.

15. Use the Internet to illustrate the effects of compound interest on a savings account.

16. Review the Homework Activities sheet with the students. Select an activity to work on in the next month. Assemble a committee to co-ordinate the tasks needed to complete the activity. Continue to choose activities from the list each month.

Closing Exercises:


• Announcements




24


Unit 3: Stewardship

The Rich Young Ruler Read: Mark 10:17 – 30; Luke 18: 18-30

The rich young ruler had been listening to Jesus talk about the Kingdom of

God, being obedient to God, and the opportunity to receive eternal life. Later, the rich young ruler came to Him asking how he could receive eternal life.

Eternal life means that a person could live forever. The rich young ruler very

much wanted to live forever.

The young man told Jesus that he had obeyed the commandments of God.

Jesus looked into the rich young ruler's heart and saw that the only thing this man loved more than God was his possessions. The young man had to learn

that he must love others and not wealth before he could please God.

Jesus wanted the rich young man to change the values in his heart. Jesus wanted him to have sincere love and genuine concern for his neighbor in his

heart. So He told him to sell all and give the proceeds to the poor. The young

man went away sad. He wanted eternal life, but he was surprised at the cost – his possessions.

Many people that lived in Jesus’ time thought wealth was a sign of approval

from God. They believed that the richer a person was, the better, more powerful, more righteous he was. That's why the disciples asked, "Who then

can be saved?" Jesus said it would be easier for a camel to go through the eye

of a needle than for a rich man to enter the Kingdom of God. Jesus knew that rich men are tempted to love and trust their wealth more than God.

God loves all people and desires to give them all the necessary things of life. He wants people to have food and clothing and a home with happiness. Is it

sinful to be rich? No. Jesus' command to this man to sell everything he had

was not a command to all men. But, all men are commanded to love God

above everything else.

We must not love anything more than we love God. The anything could be

popularity, friends, comfort, entertainment, or money. Whatever we put first in our life is what we worship. God must be first in our life.

God is love! When we obey God’s rules they become habits. When we obey His rules all our life, we build the very character of God in us. That character is

love. Being obedient to God is to have trust in God. This trust in God is to

believe that He will supply all our needs.

What does it mean to be rich? Let’s look at it this way: There are people who

are needy, people who have just what they need, and people who have more


25


than they need. You could say, to be rich is to have more than you need. Those who have more should share with those who are in need so that

everyone has enough.

We should be grateful for all that we have and willing to do God’s will with the resources He has given us. Let’s read I Timothy 6:17 – 19:

17 Charge them that are rich in this world, that they be not highminded, nor trust in uncertain riches, but in the living God, who giveth us richly all things to

enjoy; 18 That they do good, that they be rich in good works, ready to distribute, willing to communicate; 19 Laying up in store for themselves a good foundation against the time to

come, that they may lay hold on eternal life.

God will be pleased with us if we have the right attitude towards our blessings.

Anything we have can either be used for God or put ahead of God. Be sure

to put God first!


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Rich Young Ruler Quiz

1. Is it impossible to be rich and go to heaven? __________________

2. Name two (2) things that we could love more than God.

______________________________________________________

3. Name three (3) of the commandments the young man had kept.

______________________________________________________

4. What was the rich young ruler supposed to do with the proceeds from his goods?

______________________________________________________

5. With ____________ all things are possible.

6. We are stewards of our belongings. What is a steward's job?

_____________________________________________________

(Note: We will learn more about stewards and stewardship in our

Next YPI session.)

True or False

1. It is a sin to be rich. ______

2. God provides everything we have. ______

3. Riches are always a sign God is pleased with someone. ______

4. It is hard to be rich and still please God. ______

5. God knows if we trust in Him or if we trust in our money. ______


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Fund Raising Activity

Write your name on your Monthly Income Envelope. Open your envelope and count your money. Don’t share the amount of your income with anyone else in

the class.

Read the three (3) fund raising project descriptions below. Decide how much

you are willing to contribute to the projects from your monthly income.

Fund Raising Project # 1:

The church received a Gas & Electric bill that is much more than normal. We

need your assistance to pay our current bill of $1,800.00.

Amount Given: _____________________

Fund Raising Project #2:

A tornado destroyed homes two (2) streets over from the church. Two (2)

children were left without parents. The neighborhood is raising money to help the orphaned children. The church would like to send a donation of $600.00.

Will you help us?

Amount Given: _____________________

Fund Raising Project #3

The YPI is raising money to assist the church with purchasing two (2) new

computers. One (1) for use by the youth of the church for group meetings and

homework assistance and one (1) for the business needs of the church. The total cost will be $1,200.00

Amount Given: _____________________


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Unit 3: Stewardship

Parable of the Talents

Read: Matthew 25:14 – 30

Just as the man in the parable gave the three (3) servants a different number of talents, we are all given different talents. The word “talents” used in this

parable referred to money, but it can easily refer to gifts or abilities.

The man in the parable gave the same praise to the servant with two (2)

talents as he did to the servant with five (5) talents, showing that no talent is

more important than another. The servant with one (1) talent buried it. We

should not waste what God has given us or be scared to use the gifts we are given. If we don’t use our “talents” wisely, it is quite possible that they will be

taken from us.

Our talents are entrusted to us by God. A steward is a person who is entrusted

with the responsibility of caring for certain possessions, gifts, or other

valuables. A steward manages the valuables of an owner.

God owns everything – “The earth is the Lord’s and the fullness thereof, the

world, and they that dwell therein.” Every person is a steward of God, saved

or not saved, young or old. All of us have been entrusted with a God-given life, and God expects that we will live our lives according to His will.

Stewardship is about an everyday way of life. Stewardship is living, giving, and caring. It is about living a lifestyle that honors God. To be a good steward

we have to take good care of the many things God has given us. That includes

money, our friends & family, gifts & abilities, and our world. We are to care about what God cares about. God is love and He cares about us. He is happy

when we take care of these things and in return give to Him.

The first thing we must manage is ourselves. God gives us life. We have to be self-disciplined and responsible for our actions. Each of us has unique gifts and

talents that we must use to up build God’s Kingdom. We have to share God’s

word and help people discover God’s plan of salvation.

We should be grateful for the many blessings God has given us. We should be

generous just like He is generous. We are to be generous with our money, time, and abilities in our church, our homes, and our communities.

We are to apply the greatest commandments to our money and possessions –

to love God with our whole hearts and our neighbors as ourselves. We should care about other people like we care about ourselves, this includes their

financial needs.


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Not only should we give generously, but we should give sacrificially. Sacrificial giving cuts or pinches, so that you can feel it. It’s easy to give away things

you don’t need or want. But to give away something you really like or need is

sacrificial.

Everyone can give sacrificially because it doesn’t matter how little you have. I

think God values our giving not so much by the amount, but the sacrifice and

love that accompanies it. Read about the widow’s mite in Mark 12:41 – 44:

41 And Jesus sat over against the treasury, and beheld how the people cast

money into the treasury: and many that were rich cast in much.

42 And there came a certain poor widow, and she threw in two mites, which

make a farthing.

43 And he called unto him his disciples, and saith unto them, Verily I say unto

you, That this poor widow hath cast more in, than all they which have cast into the treasury:

44 For all they did cast in of their abundance; but she of her want did cast in all

that she had, even all her living.

When the master in our lesson returned, the servants had to explain what they

did with their talents. They had to give an account of their actions. We are given opportunities, talents, and treasures, for which we will have to give a full

account in that great day of judgment.

Those who have not taken care of God’s gifts will lose their stewardship eternally. Those who have faithfully taken care of God’s gifts will hear the Lord

say, “Well done, thou good and faithful servant: thou hast been faithful over a

few things, I will make thee ruler over many things: enter thou into the joy of thy lord.”


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Parable of the Talents Puzzle

Unscramble each of the clue words that can be found in Matthew 25:14 - 30.

Copy the letters in the numbered cells to the cells at the bottom of the puzzle

with the same number.


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Stewardship Fallen Phrase Puzzle

The fallen phrase puzzle shows the spaces for a phrase. The letters are

directly below the column in which they will fit, but, they are jumbled within

the column.

You will have to unscramble each column to make the correct word on each

row.

Hint: The phrase is a definition listed in our lesson. The last unscrambled

word on the 4th line of the puzzle is the word “and”.


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Unit 3: Stewardship

Handling God’s Gift of Money

Read: Malachi 3:8 – 10, II Corinthians 9:6 – 12, Proverbs 11:25

We should be happy about giving offerings to God because He has given us everything! Offerings are a way to worship God with our money. When we

bring offerings we are only giving back to God a little part of the many

blessings He has given us. God is the greatest giver. He blesses us abundantly. When we give, it is not the amount that shows our love, it’s the

spirit in which we give it. We should give willingly, cheerfully, and with a joyful

heart.

God loves a cheerful giver. The more you give away, the more you have. Our

giving is an expression of love, an act of praise, and sacrifice to God. The way

we give shows our priorities and reflects the condition of our heart. We should be glad to give.

We can also worship God by giving our tithes. Tithes are ten (10) percent of our increase. This means that out of every ten (10) dimes, one (1) dime would

go to God. Out of every ten (10) quarters, one (1) quarter would go to God.

Out of every ten (10) dollars, one (1) dollar goes to God.

According to Malachi 3:10, if we give God our tithes (one-tenth of everything

we get) and our offerings (something more just because we love God), He will

give us so many good things that we will not be able to hold them all. He will fill our lives with so many blessings; we wouldn’t know what to do with them

all. That’s a wonderful promise! God always keeps His promises.

Every dollar we have belongs to God. We should be careful how we spend all

of them. Get in the habit of asking the Lord to let you be a good steward in

your use of money because you want to use it rightly and wisely in the best

possible way.

Money doesn’t grow on trees. You must work to earn money. Pursue an

education that will help you secure a career doing work that you enjoy. Although you want to choose a career that pays well, don’t choose one just

because it pays well. Continue to educate yourself in order to grow your career

which will give you a greater earnings potential.

All money has value. It adds up. Respect even the smallest sums. Don’t

spend all the money you have. Proverbs 21:20 “There is treasure to be

desired and oil in the dwelling of the wise; but a foolish man spendeth it up”. The goal should always be to spend less than you make.


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Learn to save some of your money. Try to save 5 – 10 % of each dollar you get, even from gift money. If you don’t have a savings account at a bank,

start one. Banks are a safe place to keep your money and it earns compound

interest. Compound interest is money the bank pays you to keep your money

in a savings account.

Don’t borrow. Keep your borrowing to a minimum. For most situations, if you

can’t pay for an item, you really can’t afford it. You will probably need to borrow money to buy a house. A house is a wise investment and you need a

place to live. Try to save up to purchase more costly items without borrowing

money.

Understanding the difference between a want and a need will go a long way

toward controlling your spending habits. "Needs" are what we need to live.

"Wants" include everything else we might like to have, but we don't need in order to survive. Basically, there are five (5) things you really need:

• A place to live and basic utilities (electricity, running water, sewer service) to live in that place

• Enough food and water to maintain your health

• Basic health care and hygiene products • Clothes that will help you to dress appropriately and be comfortable

• Transportation to and from your school, church, or place of business

You don’t need designer clothes, the latest video game system, a brand new car, a great big house or a luxury apartment. You don’t have to avoid your

Wants, but your Needs should not be compromised because of your Wants. It

is all right to buy things that you want, but you should avoid going into debt simply to possess them. You should buy what you can afford. You should not

buy things you want before you buy things you need.

Don’t randomly spend your money. Have a general overall plan. Pay God first.

Set aside 10% of your money for tithes. There’s a blessing in paying your

tithes. Give God your first fruits. Don’t rob Him. Set aside 10% of your

money for savings. Set aside 10% for giving. You can use this as an offering or a way to give to anyone in need (love your neighbor as yourself). The

remaining 70 percent can be used for spending, but remember to spend wisely.

Make and keep a budget. A budget is a plan that helps you to decide how to

save and spend money. A budget will help you distribute the money you

receive over your needs, wants, expenses, and savings goals. You can also

use a budget to keep track of your spending habits.

God wants you to work, pay your tithes, and give to others. If you are faithful

handling God’s gift of money, He promises to bless you abundantly. God always keeps His promises. Be a good steward over God’s gift of money.


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Create a Budget

Use the following tables and directions from the Instructor to create a budget.

Monthly Income

Expected Actual Difference

Job

Gifts

Total

Monthly Expenses

Expected Actual Difference

Tithes (10%)

Savings (10%)

Offering (10%)

Total

Total Income (from Total row in the Monthly Income table above)

Difference (Subtract Total amounts listed in this table from the Total Income amounts)

Goal: to keep expense totals less than income totals.


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Compound Interest You are never too young to start saving. A safe and easy way to save your

money is with a bank (or credit union) savings account. In return for keeping

your money at the bank, the bank pays you money known as interest.

Interest will be earned on the money you have on deposit at the bank. The

bank calculates how much money you should receive in interest. Each bank may pay a different amount of interest, so it makes sense to look at several

banks (or credit unions) to decide which one to use.

For example, if you have $100 and save it in a bank savings account that pays 5% interest, then in one (1) year you will have an extra $5.00 in interest, or

$105 in total. Therefore, the bank paid you $5.00 for saving $100.00 with

them.

Compound interest means that you get some interest, and then next time, you

get interest on your interest. Using the above example, the next time interest

is calculated it will be calculated on $105.00. The bank has now paid you $5.25 for keeping your money with them. The next time, interest will be

calculated on $110.25. Over time, compound interest really adds up. Consider

the following Chart assuming an 8% rate of return: Monthly Savings In 15 years In 20 years In 30 years In 35 years

$10.00 ($120/yr) $3,500 $5,900 $14,900 $22,900

$50.00 ($600/yr) $17,300 $29,500 $74,500 $114,700

$100.00 ($1200/yr)

$34,600 $58,900 $149,000 $229,400

With this example, if you put $10.00 in an account every month (without

withdrawing any of it) at a bank that pays 8% compound interest, you will end up with $3,500 at the end of 15 years. The more money you deposit, and the

longer you keep the money deposited, the more interest you will earn, and the

larger your account balance will grow.

Even though most banks do not pay 8% compound interest on a savings

account, the principle of compound interest is still worth pursuing. Find a bank

that pays compound interest without asking you to maintain a minimum balance and doesn’t require you to pay a monthly service fee.

Use the Internet to find a compound interest calculator. You can use the calculator to understand the effect of compound interest on your savings.

Try the following web site:

http://www.coolmath.com/calculators/calculator-annuity-1.html

http://www.coolmath.com/calculators/calculator-annuity-1.html


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Stewardship Homework Activities List Faithful stewards use their talents and abilities to the glory of God. They treat

their friends and family members with respect and love and make good use of

their time. They take care of their bodies, minds, and this beautiful world that God has created.

Be good stewards over everything that God has given us. Use this list of activities to learn more about stewardship through hands-on experiences.

Activity 1: Plan a special project to take care of our world. This could include

picking up trash in the church neighborhood or a church recycling program. Investigate if there are ways to earn a little money for the YPI by recycling

specific items such as aluminum cans.

Activity 2: Have a talent festival to showcase your talents. Include everyone

in your group. Invite others that may have unique or unusual talents. Show a

variety of talents. You never know who will inspire you to acquire a new or

different skill.

Activity 3: Create a simple plan for spending your money by obtaining three

(3) jars with lids or three (3) piggy banks. Label each jar/bank – tithes, savings, spending. Each time you receive money (allowance, gift, earnings)

place 10% in the tithes jar/bank. Place 10% in the savings jar/bank. Place

the rest in the spending jar/bank. Ask your parents to encourage you to save by developing a “matching” program of some sort. For instance, for every

$30.00 you save, your parents will add $10.00 to your savings. Optionally

track your habits by keeping a record of what you received and what you did

with the money.

Activity 4: Grow flowers and deliver them to someone to brighten their day.

You can make a garden, a window box, or simply grow flowers in a pot. You can also take the flowers to elderly people in a nursing home and talk with the

residents.

Activity 5: Plan a yard, garage, or rummage sale. Ask people to donate

gently used toys and clothing. You can use the proceeds for the YPI. Donate

anything that you do not sell to people that might need them or to

organizations that can put them to good use.


37


Unit 4: Social Skills – Planning Page

Goals & Objectives


• What social skills are and their importance.

• The difference between acceptable and unacceptable social skills.

• The need to have better social interactions, self-control, and problem solving skills



2. This Unit covers three (3) key social skills: Self-Esteem, Making Friends, and Self-Control – Anger Management.

3. Purchase or make a notebook for each student that will be used as a Social Skills Diary. Students will use this notebook to journal and track their efforts using the skills covered in the sessions.

4. Familiarize yourself with role play techniques. Adjust or replace the scenarios listed in the lessons to fit your participants. Make the scenarios relevant to

their environments and age groups.

5. Make copies of the lessons & activities in the Unit and any other materials as applicable for each session.

Presentation Estimated Time: 4 sessions - 1 ½ hours each

Opening Exercises:



1. Ask the class, “What are social skills?” then ask “Do you know why they are important?”

2. Distribute copies of the Unit materials associated with the Introduction.

3. Make sure the students understand the terms Social Skills, Behaviors, Socialize, and Offensive


• That there are consequences for having poor social skills

• List some unacceptable behaviors that could be offensive to other people (talking loud all the time, annoying sounds for no reason – like belching or snorting). Stress the point that there are some people who may not

Vocabulary List

Social Skills

Behaviors

Socialize

Offensive

Self-esteem

Respect

Stress

Consequences

Self-control


38


view these behaviors as offensive. Ask if any of the students know of a real example where some behaviors are offensive to a group or people

but not to another.

• Identify unacceptable behaviors that could cause problems with the law.

5. At the 2nd Session – review the definitions of self-esteem/self-image

6. Ask open-ended questions to encourage discussion and make points:

• The students should understand that self-esteem can make life healthy or unhealthy.

• Can you have too much self-esteem? What does that look like?

• We are our brother’s keeper – how do we affect each other’s self-esteem?

7. Have the students complete the Personal Inventory. Discuss the questions at the end of the inventory page.

8. At the 3rd Session – Friendship skills

9. Have the students complete the Friendship Definition Activity. Review and discuss the students’ answers

10. Review the definition of respect.


• The importance of friendship

• Everyone is not interested in being a friend

• Recognizing when a person is not being a good friend

12. Teach the Friendship songs

13. At the 4th Session – Self-Control – Anger Management


• The positive and negative effects of anger

• Recognizing anger cues

15. Have students complete the Anger Triggers – Brainstorming Worksheet

16. Work with the participants to complete the role play scenarios

Closing Exercises:


• Announcements




39


Unit 4: Social Skills

Introduction

Social Skills are a set of behaviors that allow us to communicate, relate, and

socialize with others. People often use them to determine our status, consider

us as potential friends, and consider us for employment or promotions in the workplace.

Some of the basic social skills include:

• Listening - one person speaking at a time, making eye contact

• Speaking - beginning & keeping up conversations, taking turns, using an

appropriate tone of voice , expressing feelings and opinions • Body language - the expressions on your face, the way you stand

• Getting along with others - being able to work in a team, being able to

stand up for yourself, playing fairly, joining in, encouraging, picking up on other’s feelings, self control, patience, compassion

• Dealing with conflicts and disagreements - problem solving, making

decisions, patience, compassion, self control

Our social skills affect the way we are perceived by others, and that makes a

big difference in how others treat us. Research shows that people with good

social skills make friends easier, do better at school or on their jobs and are better able to manage negative events that affect their lives.

There are two (2) types of social skills—those that are acceptable to others and those that are not. Acceptable behaviors show consideration for other people’s

feelings. Unacceptable behaviors are those that do NOT show consideration for

other people’s feelings and are for the most part considered offensive.

When you have more unacceptable behaviors than acceptable behaviors, you

make it difficult to make and maintain relationships, which will in turn, make

life hard or sad. People who have more unacceptable behaviors, may, over time, experience some of the following:

• Difficulty with their schoolwork or work assignments. • Difficulty handling their emotions.

• Not being accepted by peers—Definition of peers: People of equal

standing, for example the 'peers' of a student are other students.

• Problems getting along with others. • Being bullied.

• Low self-image—Definition of self-image: What a person thinks of him or

herself. • Problems that may bring them in contact with the law.


40


Fortunately, with practice and prayer you can learn to replace unacceptable behaviors with acceptable ones.

Everything is better with the Lord. Our lives will be happier and richer if we

live for Christ. We must develop the characteristics of God - God is love! If we develop the characteristic of love it will be easy to develop the right social

skills.

The motto of the YPI is “Love the Unloved and Reach the Unreached”. We

must love our neighbors as ourselves. It is extremely important to learn how

to make and maintain relationships in order to build up God’s Kingdom.


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Social Skills Activity True or False

_____ People with poor social skills violate the rights of others.

_____ People with poor social skills tend to do things that will get them

in trouble, maybe even arrested.

_____ You can be successful in school or on your job if you have good

social skills.

_____ Social Skills are behaviors that are good or bad.

_____ People with poor social skills are sore losers.

_____ People judge you based on your social skills.

Fill in the blank.

There are ______ types of social skills. Those that are ____________

and those that are not __________. Life will be ___________ if you have

more unacceptable ________________. You can learn to ___________

unacceptable behaviors with _____________ ones.


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Self Esteem

Self-esteem refers to how we understand and value ourselves. It’s how you see

yourself and how you value your achievements. It’s how important you think you are. It is not about bragging about the things you’ve done or seeing

yourself as the greatest person for we can do nothing without the Lord. Self-

esteem is about quietly knowing that you are worth a whole lot! You are

worthy of being loved and accepted. We’re valuable because God loves us.

Good self-esteem helps you hold your head up high and feel proud of yourself

and what you can do without being overbearing. Good self-esteem helps you to respect yourself even when you make a mistake. When you respect yourself

other people will probably respect you too. Good self-esteem means you think

as highly of yourself as you do your friends and peers.

Having good self-esteem will help you make good choices. If you value

yourself you are less likely to do things that will harm you. It will help you not

to follow the crowd and do something dangerous or dumb. You should value your whole self, your safety, your health, your feelings, and your soul. All of

you is worth caring for and protecting.

Self-esteem develops and evolves throughout our lives based on our

experiences with different people and activities. Experiences during childhood

play a large role in shaping our basic self-esteem. As we grow up, our

successes (and failures) and how we are treated by the members of our family, by our teachers, coaches, church leaders, and peers, all contribute to the

creation of our basic self-esteem. Therefore, we all need to be aware and

careful how we treat others. We need to watch what we say to each other. We should be positive role models.

Good self-esteem is developed when our childhood experiences with others include being praised, being listened to, talked to respectfully, getting attention

and hugs, having trustworthy friends, and success in sports and school.

Low self-esteem is developed when our childhood experiences with others include being ignored, ridiculed, or teased, being yelled at or beaten, being

harshly criticized, being expected to be perfect all the time, and failures in

sports and school.

When you value yourself and have good self-esteem, you feel secure and

worthwhile and have generally positive relationships with others. You feel confident about your abilities and tend to do well at school or work. You're also

open to learning and feedback, which can help you acquire and master new

skills.


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Things happen during our lives that can lower our self-esteem. An illness might make a person feel different and less confident. You may gain weight or

lose a lot of weight and start thinking that you are not good enough.

You can have up and down feelings, but low self-esteem is not good. It isn’t healthy. Feeling unimportant will make you sad. Low self-esteem can cause

loneliness and negatively, which can affect your school work or job

performance. It can lead to underachievement and increase your risk for drug and alcohol abuse as well as other self-destructive behaviors.

You can build your self-esteem. Focus on things you do well. Make a list of the things you’re good at. At the end of each day make a list of three (3)

things that went well or made you really happy, read God’s word, and pray.

There are things about yourself that you cannot change, like your skin color or your shoe size. They are a part of you. You should accept and love yourself.

Remind yourself about the good things concerning your body – Instead of

saying “I’m fat”, say “I exercise and eat right”. Instead of saying “I’m stupid. I messed up that test”, say “I’m smart. I’ll do better next time and I’ll get some

help with the things I don’t understand”.

God has a plan (an expected end) for your life that is different from every

other person who was ever created - “For I know the thoughts that I think

toward you, saith the LORD, thoughts of peace, and not of evil, to give you an

expected end.” (Jeremiah 29:11). You are important to Him, so much so that Jesus said, “But even the very hairs of your head are all numbered. Fear not

therefore: ye are of more value than many sparrows.” (Luke 12:7).

We sing a song, “He’s done so much for me. He died on Calvary, Just because

He loves me so”. Jesus gave a supreme sacrifice for each of us – He loves you

– You should love yourself. Don’t let anyone rob you of that love including yourself.


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Personal Inventory

An important first step in building self-esteem is taking a realistic look at your strengths and weaknesses and likes and dislikes. Self-knowledge helps lay the

foundation for high self-esteem.

Fill in the blanks or check the answers that apply to you.

School Subjects

1. I like ________________________________.

2. I do not like ___________________________.

3. I am good at ___________________________.

4. I am not good at ________________________.

5. I am good at this subject, but I do not like it: _________________.

6. I am not good at this subject, but I like it: ____________________.

Activities

7. I like _________________________________.

8. I do not like ____________________________.

9. I am good at ____________________________.

10. I am not good at ________________________.

11. I am good at this activity, but I do not like it: ___________________.

12. I am not good at this activity, but I like it: ______________________.

13. I prefer being involved in individual activities _____ or group activities ___.

(Check one.)

Relationships with Friends and Adults (Check the statements that apply to

you.)

14. I am generally well liked: ____________.

15. I am generally not well liked: _________.

16. I have a group of friends: ________.

17. I prefer having one or two friends: _____.

18. I am a leader: __________.

19. I am a follower: _________.


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20. I prefer people who like the same things I like: ________.

21. I prefer people who like different things: _____________.

22. I have the support of significant adults in my life_______.

23. I have the support of a group of peers: ______________.

Food Preferences

24. I like to eat ________________.

25. I do not like to eat __________.

26. I do ____ do not _____ eat a balanced diet. (Check one.)

Relaxing

27. I relax by ________________________________.

28. I like relaxing alone _____ or with other people ____. (Check one.)

29. After this activity, I always feel calm and peaceful. _______________.

What have you learned about yourself? __________________________

__________________________________________________________

__________________________________________________________

Do you think you have high self-esteem or low self-esteem? (Circle one.)

Do you know someone with low self-esteem? ________.

What are some signs of low self-esteem? __________________________

____________________________________________________________

What can you do to help them raise their self-esteem? ________________

____________________________________________________________


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Friendship Making Skills

Read: Proverbs 18:24, Proverbs 17:17, John 15:13, 14

Friendship is about having and being a friend. Friends spend time with each

other. They care for and share with each other and they respect each other.

Friendship is about making people feel good about their selves when they are

with you.

If you want to make friends you have to show yourself friendly (Proverbs

18:24). When you meet a new person smile in a friendly way, say hello, and optionally make an appropriate comment. You can ask the person how their

day is going, make a comment about the weather, or extend a compliment to

the person.

Noticing something you like about someone and sharing it with them is a great

way to make a connection and start a conversation. When giving a compliment,

be honest and genuine, even if you're complimenting something very small like the color of the person's shoes.

If the person is receptive to your initial greeting, you can introduce yourself and ask them their name. Continue by asking polite questions. Asking others

polite questions about themselves is another way to learn about them and

discover common interests to build friendships. Allowing other people to talk

about themselves shows them that you value them.

Good friends are good listeners. It is important to show that you are

interested in others. Listen carefully to what people say. Remember important details about them, their likes and dislikes. Let others know you're paying

attention by making eye contact while they're speaking and asking a question

or two about what they're saying.

Don’t be a person that always has a better story than anyone else or that

changes the subject suddenly or interrupts the flow of conversation. It will

appear that you are too wrapped up in yourself to be a good friend if you constantly interrupt or continually try to have a better story than everyone

else.

Friends are honest about themselves and they are trustworthy. Good friends

are able to keep secrets. Part of being a friend is being prepared to make

sacrifices of your time and energy in order to help out your friends.

You can make friends by developing a good sense of humor. Laughter is great

medicine. Laughing is contagious. It spreads from one person to another.


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Laughter can help a person when they are stressed, angry, sad, or lonely. It’s a good way to break tension and lighten up the mood. Don’t be afraid to laugh

at yourself, it will show your confidence and let others know you are easy

going.

It is important to make and keep friends. Medical researchers have found that

people who have friends tend to be happier, healthier, and live longer than

those who do not.

Stable friendships are an important source of emotional support. Your

friendships can help you cope with the changes and challenges of life. Friends offer closeness, a listening ear, and happiness. They are trustworthy,

compassionate, fun-loving, honest, encouraging, and sensitive to the needs of

others.

You want friends who understand and care about you. You don’t want friends

that are hypocrites - who pretend they are something they’re not. You want

friends that are consistent, not fickle. A fickle person is unreliable – they act one way today and a different way tomorrow. They seem like friends one day

but act differently the next day.

You want to find friends that don’t mind sharing. You don’t want friends that

are pushy – who try to make you do things you’re uncomfortable doing. You

don’t’ want friends that are controlling, jealous, or neglectful. You want friends

that will be there for you.

Friendship is good for us, body and soul. It is good to know how to make, be,

and keep friends. The art of making friends is all about honesty and selflessness. Jesus is the ultimate example of a friend. We are to pattern our

lives after Him. He was totally selfless – He gave His life for us.


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Friendship Songs The More We Get Together (tune: Did You Ever See a Lassie?)

Oh, the more we get together, together, together Oh, the more we get together, the happier we'll be.

For your friends are my friends and my friends are your friends Oh, the more we get together the happier we'll be.

I’m Going to Meet a Friend (tune: Here We Go Round the Mulberry Bush)

Today, I'm going to meet a friend,

meet a friend, meet a friend. Today, I'm going to meet a friend and

we'll be friends together.

Today, I'm going to play with my friend, play with my friend, play with my friend,

Today, I'm going to play with my friend

and we'll be friends forever.

Will You Be a Friend of Mine? (tune: Mary Had a Little Lamb)

Will you be a friend of mine, a friend of mine, friend of mine?

Will you be a friend of mine and (insert 1 action: jump, clap, smile) __________ around with me?

Yes, I’ll be a friend of yours, friend of yours, friend of yours.

Yes, I’ll be a friend of yours and _____________ (action) around with you.


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Friendship Definition Activity

What does friendship mean to you?

_________________________________________________________

_________________________________________________________

_________________________________________________________

If you have lots of friends, does that mean that you are popular?

_________________________________________________________

_________________________________________________________

_________________________________________________________

Must you be popular in order to have friends?

_________________________________________________________

_________________________________________________________

_________________________________________________________


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Self-control – Anger Management

Self-control is the ability to do what you should do whether you want to or not. It is about recognizing and managing your desire to do certain things or act in

a certain way. It’s about having the power to control your own actions.

When you use self-control you remain calm when problems arise, you control

your temper when you’re angry, you accept limits that are imposed upon you

(things you can’t have, things you can’t do, places you can’t go), you are able

to compromise during conflicts or disagreements, you ignore teasing, you cooperate with others, and you are able to take criticism well.

We can’t always control what happens to us but we can control how we react to what happens to us. The key is to think before you act, which is often

difficult during times that we are upset.

When you are angry, sad, frustrated, or stressed/scared you can’t think clearly. These emotions hinder your ability to process information which will affect

decisions you make and how you respond to the situation.

One important aspect of self-control addresses how you respond to the

emotion of anger. Anger is a completely normal, usually healthy, human

emotion. But when it gets out of control and turns destructive, it can lead to problems.

Anger makes it easy to express negative feelings that we wouldn’t express if

we weren’t angry. We tend to regret things that we say and do in anger. Anger also causes us to exaggerate things.

Anger is not just emotional. It is a physical reaction. It’s our body’s defense. It is an internal alarm that we are in an unsafe situation. Anger gives you

strength and energy. It causes you to stand up for yourself, or to an injustice,

and it can spur you to action.

When we feel anger we become agitated and impulsive which makes us look

for a physical release. We have fired-up energy that wants to be released.

This is one reason fights break out. The goal of self-control is to diffuse that energy before it boils over.

Anger is a real feeling that needs to be expressed. People often respond to anger in one (1) of three (3) ways, all of which have negative consequences:

1. Act Out – We explode at once. There is an immediate reaction toward the person that caused us to feel angry. There may be a physical


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lashing out – physical altercations with or without weapons, or something hurtful is said. Acting out causes the situation to escalate

beyond control.

2. Displaced Anger – Lashing out at someone else (not the person that

caused the anger) undeservedly. This response causes the anger to extend. Its effect is magnified to other people and other situations.

3. Ignoring Anger – Pent up anger that is not released causes real physical

problems like headaches, stomach aches, or loss of sleep. Feelings of depression can also develop from ignoring anger.

Everyone gets angry and upset and there are a number of things that can trigger anger. Anger must be expressed – but we need to find alternative

positive ways to respond to it. It’s OK to feel angry, but it’s not OK to act

angry.

One of the first steps in controlling your response to anger is to understand

what triggers our anger. What angers you may not anger the next person and

vice-versa. However, there are some common causes of anger that include frustration, hurt, harassment, personal attack (mental or physical), and threats

to people or ideas that are dear to us.

Take a few moments to brainstorm a list of things that make you angry. Use

the Anger Triggers - Brainstorming Worksheet.

We can also learn to recognize anger cues in ourselves and in others. Anger cues are signals that let you know that anger is rising. When you learn to

identify the signals you will know that it is a good time to back off before anger

escalates.

Anger cues can be physical, behavioral, emotional, or cognitive. Physical cues,

like getting a headache or feeling tension in the back of the neck, raised tone of voice, rapid heartbeat, rapid breathing are often easy to identify. Behavioral

cues include actions such as slamming a door, hitting a wall, throwing a book,

staring, pacing, or pounding a fist.

Emotional cues can be more difficult to recognize, because these are feelings

that we experience along with our anger. They may be hidden but they need

to be dealt with just as much as our anger does. Some examples of these feelings include fear, shame, betrayal, disappointment, jealousy, shock, or

isolation.

Cognitive cues are thoughts that we have as a result of our anger provoking event. They are things like hostile self-talk, fantasies of aggression or

revenge, or daydreaming about others doing things that make us mad.

You can manage your anger by paying attention to your physical anger cues.


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Put space between what you are feeling and your reaction. Stop, think, and then react. Use the ZIPPER strategy:

Zip Your Mouth – stop and take a deep breath. Count to 10 or 100 in your

mind. Identify Your Problem – ask yourself, What do I need? What do I want?

Pause – take a moment to calm down. Walk away from the person or situation

if you can. Put Yourself in Charge – take control of your actions. Tell yourself I can handle

this. Don’t say, “I’m so mad!”

Explore Choices – You could forget about it. Find a trustworthy person or adult to talk to that can help you see things clearly.

Reset - get back to what you were doing before your anger was triggered or

start a new activity.

Here are some other things you can do when you start to feel angry:

• get or give a hug • do jumping jacks or another exercise

• draw a picture of your anger

• play a video game • run around the outside of the house five times as fast as you can

• sing along with the stereo

• pull weeds in the garden

• think good thoughts (maybe about a fun vacation or your favorite sport) • take a bike ride, go skateboarding, play basketball — do something

active!

Always try to remember to stop, think, and then react. How you act when

you're angry can make the situation better or worse. Don't let anger be the

boss of you. Take charge of it!

Think about it:

Ephesians 4:26 “Be ye angry , and sin not: let not the sun go down upon your wrath”

Proverbs 14:17 “He that is soon angry dealeth foolishly: and a man of wicked devices is hated”

“For every minute you are angry, you lose sixty seconds of happiness”

“If you are patient in one moment of anger, you will escape a hundred days of

sorrow”


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Anger Triggers - Brainstorming Worksheet

People experience anger for many different reasons. What makes you angry may only mildly irritate another person. Use this worksheet to uncover some of

the things that have made you angry in the past and to identify the feelings

that led to the anger.

I got angry when……. Why do you think that made you angry?


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Anger Management Role Play

Each scenario has two (2) roles. The role of the “friend/brother/sister”, and “you”.

Write down your observations of how “you” responded in each scenario. Make notes of what you would have done differently.

Scenario 1

Your friend calls you a name and teases you about your hairstyle.

Scenario 2

Your brother took your favorite sweater without asking and spilled ink on the front of it.

Scenario 3

Your little sister broke your mother’s coffee pot and blamed it on you. Your mother grounded you for 2 weeks. Your little sister comes to your room each

day and taunts you about it. Tonight, your mother isn’t home and you have a

chance to tell her exactly what you think.


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Unit 5: Black History – Planning Page

Goals & Objectives


• The contributions made to society and the world by Black people

• The struggle and sacrifices made by Blacks to have the rights they deserve

• That Black people have a rich and significant history

• That we need to honor and perpetuate the legacy left to us



2. The Unit consists of 3 sessions: Origin of Black History, Black Inventors,

Controlling & Dominating a People.

3. Make copies of the lessons & activities in the Unit and any other materials

as applicable for each session.

Presentation Estimated Time: 3 sessions - 2 hours each

Opening Exercises:



1. Distribute copies of the Unit materials: Origins of Black History, Something to Think

About, and the National Anthem

2. Ask the class, “Why is it important to learn about Black History?”, then ask, “Why do we talk about it every year?”

3. Select a student(s) to read the Origins of Black History.


• Why do you think it was so important for Mr. Woodson to establish a Negro History Week?

• What can you do to honor his legacy?

5. Have the participants complete the Something to Think About sheet and discuss their responses.

6. Teach the Negro National Anthem

7. At the 2nd Session

8. Distribute copies of the Unit materials: Black Inventors, Intellectual Property, Black Inventors Homework Sheet

Vocabulary List

Intellectual

Property

Domination

Segregation

Discrimination

Paranoia

Vagrancy

Social Control


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9. Select a student(s) to read Black Inventors. Teach vocabulary words as applicable


• What role did education have in the lives of each inventor?

• How important do you consider education in your life?

• Do you have ideas for a new invention?

• Have you heard the phrase “necessity is the mother of inventions”? What do you think that means?

11. Select a student to read the Intellectual Property Sheet

Discuss why a person would seek to protect Intellectual Property vs. placing their work in the public domain.

12. Divide the students into groups and review the Black Inventors Homework Sheet instructions.

13. At the 3rd Session

14. Have the groups make their presentations from the Black Inventors Homework Sheet

15. Distribute the Controlling & Dominating a People materials.


• Why was it important to deny education to slaves and freed men?

• Could separate but equal have worked if the white people were truly sincere

about it?

• Are there still some social controls leveraged against black people today? If so, who’s leveraging the control?

17. Have the participants complete the Controlling & Dominating Reaction Sheet and review their responses.

18. If the students are interested in obtaining more information about the lesson, schedule and prepare an additional session.

Closing Exercises:


• Announcements




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Unit 5: Black History

The Origins of Black History Month The Role of Carter G. Woodson

About.com

What we now call Black History Month originated in 1926, founded by Carter

Godwin Woodson as Negro History Week.

The son of a slave, Carter G. Woodson was born in New Canton, Virginia on

December 19, 1875. His family was too poor to send him to school as a child,

so he taught himself the basics of a school education. At age 20, Woodson was finally able to attend high school, which he completed in just two years.

He then went on to earn a bachelor's and master's degree from the University

of Chicago. In 1912, Woodson became only the second African American to earn a doctorate from Harvard University (W.E.B. Du Bois was the first).

Woodson used his hard-earned education to teach. He taught both in public

schools and at Howard University.

Three (3) years after earning his doctorate, Woodson made a trip that had a

great impact on him. In 1915, he traveled to Chicago to participate in a three-week celebration of the 50th anniversary of the end of slavery. The excitement

and enthusiasm generated by the events inspired Woodson to continue the

study of black history year-round. Before leaving Chicago, Woodson and four

others created the Association for the Study of Negro Life and History (ASNLH) on September 9, 1915. The following year, the ASNLH began publication of

the Journal of Negro History.

Woodson realized that most textbooks at the time ignored the history and

achievements of blacks. Thus, in addition to the journal, he wanted to find a

way to encourage interest and study of black history. In 1926, Woodson promoted the idea of a "Negro History Week," which was to be held during the

second week of February. The idea caught on quickly and Negro History Week


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was soon celebrated around the United States. With a high demand for study materials, the ASNLH began to produce pictures, posters, and lesson plans to

help teachers bring Negro History Week into schools. In 1937, the ASNLH also

began producing the Negro History Bulletin, which focused on an annual theme

for Negro History Week.

Black History Week was expanded to Black History Month in 1976, which was

the 50th anniversary of the beginning of Negro History Week. Ever since then, Black History Month has been celebrated in February around the country.

Woodson chose the second week of February to celebrate Negro History Week because that week included the birthdays of two important men: President

Abraham Lincoln (February 12) and Frederick Douglass (February 14). When

Negro History Week turned into Black History Month in 1976, the celebrations

during the second week of February expanded to the entire month of February.

Carter G. Woodson spent his life working to educate all people about the vast

contributions made by Black men and women throughout history. Mr. Woodson died on April 3, 1950 and Black History Month is his legacy.


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Something to Think About

Why is it important to celebrate Black History?

______________________________________________________

______________________________________________________

______________________________________________________

Why do you think Black History has been suppressed or ignored in the history

of the world not just America?

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

On a scale of 1 to 5, (where 5 means you have a wealth of knowledge and 1

means you have very little knowledge), How much do you know about Black

History?

________

Do you think you should make an additional effort to learn about Black History?

Yes ______ No _______

Additional Comments:

______________________________________________________

______________________________________________________

______________________________________________________


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Negro National Anthem

Lift Every Voice and Sing

Composed by James Weldon Johnson & John Rosamond Johnson

John Rosamond Johnson

James Weldon Johnson (1871 - 1938)

Lift every voice and sing Till earth and heaven ring, Ring with the harmonies of Liberty;

Let our rejoicing rise High as the listening skies,

Let it resound loud as the rolling sea.

Sing a song full of the faith that the dark past has taught us,

Sing a song full of the hope that the present has brought us,

Facing the rising sun of our new day begun Let us march on till victory is won.

Stony the road we trod, Bitter the chastening rod, Felt in the days when hope unborn had died;

Yet with a steady beat, Have not our weary feet

Come to the place for which our fathers sighed?

We have come over a way that with tears has been watered,

We have come, treading our path through the blood of the slaughtered,

Out from the gloomy past, Till now we stand at last Where the white gleam of our bright star is cast.

God of our weary years, God of our silent tears, Thou who has brought us thus far on the way;

Thou who has by Thy might, Led us into the light,

Keep us forever in the path, we pray.

Lest our feet stray from the places, Our God, where we met Thee,

Lest, our hearts drunk with the wine of the world, we forget Thee;

Shadowed beneath Thy hand, May we forever stand. True to our GOD, True to our native land.


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Black Inventors

Our knowledge of the contributions of black inventors before the Civil War is

not well documented. The United States Patent Office would not give slaves patents because they considered slaves as property not citizens. Slave owners

were also prohibited from receiving patents for their slaves.

Henry Boyd was a slave that lived in Cincinnati, Ohio. He invented a bed where the wooden rail screwed into both the headboard and the footboard. He

used his skills as a carpenter and his invention to buy his freedom in 1826.

Within ten (10) years he opened his own company and stamped his name on all the beds he made.

Benjamin Bradley was a slave that worked in the Annapolis Navel Academy.

He developed a steam engine for warships in the 1840’s. He was unable to get a patent for his invention so he sold it. He bought his freedom with the money

he made from the sale and spent the first money he made on legal fees to buy

his family’s freedom.

Benjamin Montgomery was a slave of Joseph Davis. He invented an angled

blade propeller that allowed steamboats to move in shallow water around the plantation. Joseph Davis tried to get a patent for Montgomery’s invention but

was denied. When Jefferson Davis (the brother of Joseph Davis) became

President of the Confederate States of America, he had the Confederate

Congress pass a law permitting slave owners to obtain patents for the inventions of their slaves.

Thomas Jennings was the first African American to receive a patent on March 3, 1821. The patent was for a dry-cleaning process called “dry scouring”. The

first money he earned was spent on legal fees to get his family out of slavery.

The Real McCoy

Elijah McCoy was the son of George and Emillia McCoy who were slaves in

Kentucky that escaped using the Underground Railroad to Canada. Elijah

showed great interest in mechanical devices and tools used on his family’s

farm. His parents saved their money and sent him to school in Edinburgh


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Scotland.

Elijah moved to Ypsilanti, Michigan and was hired as a train Fireman/Oilman.

He had to stoke the boiler and lubricate the steam cylinders and sliding parts of

the train. They didn’t hire him as an engineer because they couldn’t imagine that a Negro could be an engineer.

The boiler produced hot, high pressure steam that corrodes the metals. Lubrication is required to protect and seal the steam cylinders and pistons.

Elijah patented a self-regulating lubricator that used the steam pressure in the

cylinders to operate the valves. Other inventors tried to copy his system but they didn’t work as well as Elijah’s. The device was so successful that buyers

of steam trains and engines would ask if the lubrication systems were the “Real

McCoy”.

Over the course of his life McCoy was granted 52 patents, most for inventions

that improved steam engines. He also obtained a patent for a folding ironing

board and a self-propelled lawn sprinkler.

Elijah McCoy was known as a kind man who urged neighborhood children to go

to school and get an education.

Black Inventors Inducted into the National Inventors Hall of Fame

(NIHF) About.com

James Edward West, PH.D, was inducted into the NIHF in 1999. James is a

Bell Laboratories Fellow at Lucent Technologies where he specializes in electro,

physical, and architectural acoustics. His research in the early 1960s led to the development of foil-electret transducers for sound recording and voice

communication that are used in 90% of all microphones built today and at the

heart of most new telephones being manufactured.

The new microphone became widely used because of its high performance,

accuracy, and reliability, in addition to its low cost, small size, and light weight.

Mr. West holds 47 U.S. and more than 200 foreign patents on microphones and

techniques for making polymer foil-electrets. He has authored more than 100

papers and contributed to books on acoustics, solid state physics, and material science.

James West has received numerous awards including the Golden Torch Award

in 1998 sponsored by the National Society of Black Engineers, the Lewis Howard Latimer Light Switch and Socket Award in 1989, and was chosen New

Jersey Inventor of the Year for 1995.

Mark Dean and his co-inventor Dennis Moeller developed the improvements

in computer architecture that allow IBM and compatible PCs to use high


63


performance software and to work in tandem with peripheral devices.

Their work enhanced the PC by enabling components (disk drives, video gear,

speakers, and scanners) to communicate with each other in a high-speed,

efficient manner. The first commercial use of their patents was marketed in 1984 in the IBM PC/AT computer.

Their invention paved the way for the growth in the information technology industry. We can plug into our computers peripherals like disk drives, video

gear, speakers, and scanners because of their work.

Early in his career at IBM, Dean was chief engineer working with IBM personal

computers. The IBM PS/2 Models 70 and 80 and the Color Graphic Adapter are

among his early work. He holds three (3) of IBM's original nine (9) PC patents.

Percy Lavon Julian was born in Montgomery, Alabama. He had little

schooling but he graduated from DePauw University in 1920 as class

valedictorian. While working as a director of research at the Glidden Company, a paint and varnish manufacturer, he developed a process for isolating and

preparing soy bean protein, which can be used to coat and size paper, create

cold water paints, and to size textiles. He used soy protein during World War II to produce AeroFoam which suffocates gasoline and oil fires.

Percy Julian is most known for his synthesis of cortisone from soy beans which

is used to treat rheumatoid arthritis and other inflammatory conditions. His synthesis reduced the price of cortisone. Percy Julian was inducted into the

National Inventors Hall of Fame in 1990.

U S. Secretary of Transportation Rodney Slater had this to say about Percy

Julian:

"Those who had earlier sought to keep their slaves in chains were well aware of

the threat education posed to their 'peculiar' institution. Consider what

happened to the grandfather of Dr. Percy Julian, the great Black research

chemist who, over his lifetime, was awarded 105 patents--among them a treatment for glaucoma and a low-cost process to produce cortisone. When

Percy Julian decided to leave Alabama to go to college in Indiana, his entire

family came to see him off at the train station, including his ninety-nine year old grandmother, a former slave. His grandfather was also there. His

grandfather's right hand was two fingers short. His fingers had been cut off for

violating the code forbidding slaves to learn to read and write."


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Intellectual Property

About.com, Yale.com, Howstuffworks.com

Intellectual property refers to products that come from the creative mind.

Intellectual property is imagination made real. It is an asset just like your

home, your car, or your bank account. Intellectual property protection comes in the forms of: patents, copyrights, trademarks, or trade secrets.

Patents protect inventions and improvements to existing inventions. Inventions

must be "things that have purpose" and not ideas or names. For example, you would patent an invention of an improved car tire that never goes flat.

Trademarks protect words, names, symbols, sounds, or colors that distinguish goods and services. A trademark is any word, name, symbol, or device, or any

combination which is used or intended to be used to identify and distinguish

the goods of one company from those of others. In short, a trademark is a

brand name. For example, a product which cleans windows might have "sparklebrite" and a sparkler as its trademark.

A copyright protects the form of expression of a creator against copying. Copyright protection is given to the authors of "original works of authorship,"

including literary, dramatic, musical, artistic, and certain other intellectual

works. This protection is available for both published and unpublished works.

In the United States, copyrights last for the life of the author plus 70 years. No

one else can profit or copy your ideas without your permission during this time

period.

Trade secrets are information that companies keep secret to give them an

advantage over their competitors. The formula for Coca-Cola is the most famous trade secret.

Trade secrets are not protected by intellectual property law the same way that trademarks or patents are. Protection for trade secrets is done by non-

disclosure - the information must be kept confidential. Companies create non-

disclosure agreements for their employees to sign. The employee’s signature

means that they agree to keep the ideas and information secret.

Intellectual property rights protect the creative works of inventors, authors,

owners, and sellers of goods & services from theft & misuse. Creative work not covered by intellectual property rights are considered to be in the Public

Domain. The Public Domain is not a place.

Works in the public domain can be used freely and reproduced in any manner

by anyone without the need for permission. Researchers and scholars can use

it to build upon past contributions of others.


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Black Inventors Homework Sheet

This is a team assignment. Your YPI session leader will assign each person to

a team.

1) The first task for each team is to brainstorm a new “creation”. This

creation can be an invention that will make life easier, a symbol for a product or service (maybe even a YPI logo), or a poem. Select 1

“creation” from your brainstorming list. Describe your “creation” and its

importance or reason for being. Write what you would need to do to

protect your intellectual property and tell why you need to protect it. If possible, draw, sketch, or use the computer to make a graphical

representation of your “creation”. Use your imagination.

Note: For the sake of this assignment, we will not worry about the

accuracy of the design or the feasibility of actually producing or selling

the “creation”.

2) Pick 2 additional black inventors (not covered in the lesson) to share

with the class. Tell why you thought they were important and describe

the obstacles you think they may have faced.

3) Prepare a brief presentation (12 minutes or less) of your new “creation”

and your 2 additional black inventors.


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Controlling & Dominating a People Slave Codes, Black Codes, Jim Crow

As the number of slaves in the colonies grew, there was paranoia on the part of

the white settlers that the slaves could stage a violent rebellion. It was this fear of rebellion that led each colony to pass a series of laws restricting slaves'

behaviors. The laws were known as slave codes.

Slave Codes outlined the rights of slaves and their acceptable treatment.

Every slave state had its own slave code and body of court decisions. All slave codes made slavery a permanent condition, inherited through the mother, and

defined slaves as property, usually in the same terms as those applied to real

estate.

Slaves, being property, could not own property or be a party to a contract.

Since marriage is a form of a contract, no slave marriage had any legal

standing. All codes also had sections regulating free blacks, who were still

subject to controls on their movements and employment and were often required to leave the state after emancipation.

No one could do business with a slave without the prior consent of his master. Education of slaves was prohibited. Slaves could not assemble without the

presence of a white person. Slaves could be awarded as prizes in raffles,

wagered in gambling, offered as security in loans, and transferred as gifts from one person to another person.

The slave codes clearly defined the color line, if there was one (1) African

American in your ancestry; you were black, no matter how long ago that person lived. If your mother was a slave, you were a slave – regardless to

your father. If your father was the master or a free black man, you were still a

slave.

There was a whole system of punishments for slaves accused of crimes.

Slaves accused of crimes against white people were doomed. But white people could do anything to the slaves and there was no punishment. Consider the

following:

Virginia, 1705 – "If any slave resists his master...correcting such a slave, and shall happen to be killed in such correction...the master shall be free of all

punishment...as if such accident never happened."

In Virginia a slave owner who sought to break the most rebellious of slaves

could do so, knowing any punishment he inflicted, including death would not

result in even the slightest reprimand.


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Louisiana, 1724 - "The slave who, having struck his master, his mistress, or the husband of his mistress, or their children, shall have produced a bruise, or

the shedding of blood in the face, shall suffer capital punishment."

Whenever any signs of unrest were detected, the appropriate authorities were alerted and the laws governing slavery were more strictly enforced. Slavery in

the United States was governed by the slave codes from the 1660’s to the

1860’s (200 years).

The black codes in the United States were numerous laws enacted in the states

of the former Confederacy after the American Civil War, in 1865 and 1866. They were designed to replace the social controls of slavery that had been

removed by the Emancipation Proclamation and the 13th Amendment to the

Constitution. They were enacted to insure the continuance of white

supremacy.

The black codes had their roots in the slave codes that had formerly been in

effect. The black codes varied from state to state and were intended to secure a steady supply of cheap labor. The black codes continued to assume that

freed slaves were inferior to white people.

There were vagrancy laws that declared a black to be vagrant if unemployed

and without permanent residence; a person so defined could be arrested,

fined, and bound out for a term of labor if unable to pay the fine. Apprentice

laws provided for the "hiring out" of orphans and other young dependents to whites, which often turned out to be their former owners.

Some states limited the type of property blacks could own, and in others blacks were excluded from certain businesses or from the skilled trades. Former

slaves were forbidden to carry firearms or to testify in court, except in cases

concerning other blacks. Legal marriage between blacks was provided for, but interracial marriage was prohibited.

The State of South Carolina required a special license and a certificate from a

judge to pursue any other work other than that of domestic or agriculture work. Black Codes prohibited African Americans from raising their own crops.

They were also unable to rent or lease land outside of town without permission.

Other common black code elements included:

• Race was defined by blood; the presence of any amount of black blood

made one black • Freedmen could not assemble without the presence of a white person

• Freedmen were assumed to be agricultural workers and their duties and

hours were tightly regulated • Freedmen were not to be taught to read or write


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• Public facilities were segregated • Violators of these laws were subject to being whipped or branded.

Northern states reacted to the black codes with disgust and riots. These

reactions helped produce Radical Reconstruction and the 14th (due process and equal opportunities for all) and 15th (prohibits voting discrimination)

amendments to the United States Constitution. Slavery hadn’t really been

abolished; it just took a different form. The Freedmen's Bureau was created in 1865 to help former slaves. The Bureau also worked to stop the enforcement

of the black codes.

The term, Reconstruction refers to the efforts made in the United States

between 1865 and 1877 to restructure the political, legal, and economic

systems in the states that had seceded from the Union. Reconstruction did

away with the black codes, but, after Reconstruction was over, many of their provisions were reenacted in the Jim Crow laws.

From the 1880s into the 1960s, a majority of American states enforced segregation through "Jim Crow" laws (so called after a black character in

minstrel shows – a white man with charcoal on his face dancing and clowning

to simulate a white person’s perception of a black man).

Jim Crow laws and etiquette promoted “separate but equal” in every aspect of

life. The Southern states passed laws requiring the separation of whites from

“persons of colour” in public transportation and schools. The segregation principle was extended to parks, cemeteries, theatres, hospitals, buses,

railroads, pools, billiard rooms, juvenile delinquent facilities, prisons, housing,

homes for the blind, public bathrooms, and restaurants in an effort to prevent any contact between blacks and whites as equals.


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The Jim Crow laws and system of etiquette were supported by violence, real

and threatened. Blacks who violated Jim Crow by drinking from the White water fountain or trying to vote, risked their homes, their jobs, and even their

lives. Whites could physically beat Blacks without being punished.

Blacks had little legal recourse against these assaults because the Jim Crow

criminal justice system was all-White: police, prosecutors, judges, juries, and

prison officials.

Violence was instrumental for Jim Crow to thrive. It was a method of social

control. The most extreme forms of Jim Crow violence were lynchings.

Lynchings were public, often sadistic, murders carried out by mobs. Most of the victims of Lynch-Law were hanged or shot, but some were burned at the

stake, castrated, beaten with clubs, or dismembered. Lynching was used as an

intimidation tool to keep Blacks, the newly-freedmen, "in their places."

The Supreme Court condoned “separate but equal”. They said “equal” was not

discrimination. Actually, separate was NOT equal. The white facilities were

better built and equipped. White schools were almost uniformly better in every respect, from the buildings to educational materials. States saw to it that their

black citizens were essentially powerless to overturn these laws, using POLL

TAXES and literacy tests to deny blacks the right to vote. Jim Crow even extended to the federal government. Discriminatory policies were prominent

throughout federal departments, and not until the KOREAN WAR (1950–53) did

the armed forces stop segregating personnel into black and white units.

The Jim Crow laws were not finally done away with until passage of the Civil

Rights Act of 1964.


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The slave codes, the black codes, and the Jim Crow laws are all forms of social control designed to make men conform to the regulations of slavery and to

have a mentality that deters them from taking any actions to be free.

The freedom to think, choose, and act are important rights, God given rights. God gives us the right to choose, to make decisions. Make good decisions.

Choose life, a life hid in Jesus Christ. Jesus came that we might have life and

have it more abundantly.

Don’t be a slave to sin. Don’t have a slave’s mentality.

"I beseech you therefore, brethren, by the mercies of God, that

you present your bodies a living sacrifice, holy, acceptable to

God, [which is] your reasonable service. And do not be conformed

to this world, but be transformed by the renewing of your mind, that you may prove what [is] that good and acceptable and perfect

will of God."

Romans 12:1 -2


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Controlling & Dominating a People – Reaction Paper

Write down your initial impressions and thoughts concerning today’s lesson:

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

List any issues in the lesson that fascinated, bothered, or puzzled you:

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

List additional Black History topics that may interest you:

________________________________________________________

________________________________________________________

________________________________________________________


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Appendix A – Ice-breakers & Games

Who Am I? Materials Needed:

Index Cards

Tape Marker

Preparations:

1. Select a theme or topic*: District & National YPI Officials

2. Write a District or National YPI Official’s name on each card with the marker: don’t forget to include your district supervisor, your

ambassadors for Christ, and previous district supervisors if applicable.

3. If you need more cards then this topic currently lists, you can expand the topic to be National & District Officials and not just be limited to YPI

officials.

Procedure:

1. Announce the theme – District & National YPI Officials (or District & National Officials)

2. Tape a card to each person’s back.

3. Set a time limit for the game. 4. Explain that each person must try to guess the name of the person on

their back by asking questions about the topic. You can’t ask more than

1 question of each person until you’ve asked every person participating in the game. You can’t ask direct questions. You have to frame your

questions so that the answer will be Yes or No.

5. If you guess correctly, remove the card from your back, ask for a new

one, and start asking questions again. 6. The person with the most cards wins the game.

* This game can be adapted for different gatherings by adjusting the topic. For

instance you could use Bible Characters, Books of the Bible, baby items, bridal/wedding items, birthday related things, Famous People, TV Characters,

etc. depending on the occasion.

Ha Ha Game

1. Have participants stand in a circle. Explain that the goal is NOT to laugh. 2. Select someone to start.

3. The starter turns to the person next to them and says "ha" while staring

into their eyes. There are no restrictions as to how to say "ha". It can be

stated loudly, softly, drawn out, sung, anyway the speaker feels he/she can induce laughter in the listener.

4. If the speaker or the listener laughs (even a little giggle), he/she is out.

If not, the listener then turns to the next person and states/sings "ha ha" (2 Ha’s). If both the speaker and listener laughs, the next person in

the circle continues the play.


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5. As you go around the circle the listeners increase the number of Ha’s until you reach 5 ha’s - "ha ha ha" (3 ha’s), "ha ha ha ha" (4 ha’s) and

finally "ha ha ha ha ha".

6. If the round is still in play – then the surviving listeners decrease the

number of Ha’s - four (4) "ha's" – three (3) "ha's" – two (2) “ha’s” – one (1) “ha” – repeating from step 4.

7. Continue around the circle repeating the ha’s from 1 to 5 and back down

to 1 until one (1) person is left – who becomes the “stone faced champion.

Banana Lesson 1. Form groups of 2 – 3.

2. Give each group a banana and tell them to cut it up.

3. Give them tape, tacks and glue and ask them to put it back together

again. 4. After attempting this impossible task, stop to discuss how hard it is to

redo errors that we make. Sometimes errors cannot be redone... It is

wise to think carefully about the consequences of things we say or do before taking action.

Fund Raising Activity

Get some play money like what you find in a Monopoly or Life game.

Divide it up into differing amounts ranging from $15.00 to about $300.00

dollars.

Put the money into envelopes – one (1) envelope per student.

Label each envelope with a letter of the Alphabet or a code (i.e. A22).

Make a list of the amount of money placed in each envelope along with the

envelope code (i.e. A22 - $30.00).

Have each student pick an envelope at random. Instruct the students to keep

their envelope amounts secret and to write their names on the envelope.

Develop three (3) or four (4) giving or fund raising project scenarios. Consider

the following:

o The church received a Gas & Electric bill that is much more than normal. We need money to pay our current bill of $1,800.00.

o A tornado destroyed homes two (2) streets over from the church. Two

(2) children were left without parents. The neighborhood is raising money to help the orphaned children. The church would like to send a

donation of $600.00.

o The YPI is raising money to assist the church with purchasing two (2)


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new computers. One (1) for use by the youth of the church for group meetings and homework assistance and one (1) for the business needs

of the church. The total cost will be $1,200.00

Advise the students that the amount in their envelope is their monthly income.

Ask the students to decide how much they would give to help with each of

these projects. They don’t have to contribute to any project.

Place an offering plate on the table. Collect the donations for the 1st project.

As each student places their donation in the offering plate, record the donated amounts per student – then tally the total amount collected for the 1st project.

Collect the donations for the 2nd project and record individual amounts along

with the total given for the project.

Collect the donations for the 3rd project and record individual amounts along

with the total given for the project.

Analyze the results in the following ways:

• Which of the projects got the most support in terms of the project that received the most donations?

• Who was willing to give the highest percentage of their funds for

projects?

• Did students with a lot of money give a higher percentage or did those with a lower amount give the higher percentage?

• Were there any projects that students were willing to give 100 percent

of their funds for?

After you’ve completed the analysis, discuss the results with your students.

Ask them to explain the reasoning used to decide on their contribution amounts.

Create a Budget

1. Obtain the classified section, automotive/vehicle sales section, and real

estate section from a local newspaper.

2. Use the classified section of the newspaper to make a “Jobs Listing” that contains job titles with associated job descriptions and estimated

monthly salaries.

3. Use the automotive sales section of the newspaper to make a “Vehicle

Listing” that contains vehicle makes, models, years, and estimated monthly payments.

4. Use the real estate section of the newspaper to make a “Real Estate

Listing” that contains neighborhoods, general housing descriptions (#


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bedrooms, square footage, amenities), and estimated monthly payments.

5. Create “Life Isn’t Fair” envelopes with scenarios and instructions similar

to “Chance” cards in Monopoly that cause you to pay money. Make

scenarios that are relevant to current times – such as: “Profits are down at work – your pay has been decreased by $385.00 this month.

Subtract $385.00 from your salary and enter that amount in the “Actual”

column of your Income table.” Or “A rock hit the window shield of your car. The repair bill for your window is $200.00. Enter the amount of the

repair bill on your Monthly expense sheet.”

Use your imagination to make enough of these envelopes for every student in the class.

6. Distribute copies of the Listings.

7. Have the students choose and circle a job from Jobs Listing, an

automobile from the Vehicle Listing, and a home from the Real Estate Listing.

8. Have the students enter the monthly salary from their selected job in the

“Expected” column on the “Job” row in the Monthly Income table.

9. Assign “Gift” amounts to the students based on their age - $1.00 per

year. Have the students enter their gift amounts on the Gift row in the

“Expected” column.

10.Have the students complete the Estimated column of the Monthly

Expense table as follows

• Calculate the estimated amount of tithes 10% of Total income

• Calculate the estimated amount of savings – 10% of Total income

• Calculate the estimated amount of offering – 10% of Total income

• Make an entry for the Car payment

• Make an entry for the House payment

• Ask the students to make entries for anything else they may want

to buy for the month – such as food, games, gifts, utilities, etc.

11.Have the students enter the totals at the bottom of the expense table for the estimated amounts.

12.Have each student draw a “Life Isn’t Fair” envelope. Use the information

in/on the envelope to calculate the Actual amounts in the tables.

13.Compute the values for the Difference row.

14.Discuss the results. Did anyone have more expenses then income? If

so, brainstorm some ways to reduce expenses or increase income.

Students should understand that it may be easier to reduce expenses rather than increase income.


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Start Talking

Materials Needed: 2 – 3 large bags of Skittles or M & Ms – depending on size of

group, snack size plastic bags.

1. Pour all the Skittles into a bowl

2. Have each participant take as many Skittles as they like from the bowl and place them in their snack bag.

3. Have each participant write down the number of Skittles in their bag.

4. Inform the group that they will have to share one (1) thing about themselves for each Skittle they took.

5. Optionally, you can assign categories for each candy color: red – great

trip or vacation, blue – something about your family, green – favorite hobby, orange – scary memory, yellow – best day ever, etc.

20 Questions – Bible Edition

Twenty Questions is a fun game that’s perfect for filling in extra time between

activities.

To play, assign each participant a person from the Bible to represent. Then

allow the other participants to ask questions to determine the identity. The

person who guesses correctly under 20 questions wins – and it’s their turn next.

To add some variety to the game, you can have the participants draw names of

characters or group the participants into teams so they have to work together to decide which questions to ask.

Young Peoples Institute Program GuideChairlady of the YPI until her death in 1955. Bishop W.E....

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Transcript of Young Peoples Institute Program GuideChairlady of the YPI until her death in 1955. Bishop W.E....