Embed Size (px)
Citation preview
God wants us to be
free. In the Bible God
freed his people from
slavery. He wants all of
his creation to be
treated with dignity and
respect...safe and free
from harm.
Does freedom mean
that I can do whatever I
want? Freedom does
not mean doing what-
ever I want. God gave
us parents to care for
us and protect us. In
His commandments He
asks us to honor our
father and mother. Our
parents have rules to
keep us safe. They ask
us to do some things
(e.g., clean our room, eat
our vegetables, brush
our teeth, etc.), and
avoid other things (e.g.,
don’t fight, don’t jump
on the bed, don’t touch
the stove, etc.) to keep
us safe, and to help us
learn and grow.
Freedom means being
free to share our
thoughts and feelings. It
is important to share our
thoughts and feelings
with others. If we can’t
share our feelings with
a friend, a teacher, a
parent, or another adult
because they won’t lis-
ten, or they make us
feel afraid we should
get help. Tell another
trusted adult.
Freedom means being
free to share our time
with others. If a friend
or an adult wants us to
spend all of our time
with them and won’t let
us share our time with
anyone else, we should
get help. Tell your par-
ent(s) or a trusted adult.
Discussion: Freedom
Grades PreK—4
Key Concepts:
God wants his people to
be free from exploitation.
Freedom does not mean
“doing whatever I want.”
In a “Right Relationship”
Freedom means being free
to share our thoughts,
feelings, and time with
others.
Freedom includes both
rights and responsibilities.
If we are in a relationship
where we are being
exploited or are not free
to share our thoughts,
feelings and time with
others, we should get
help.
Right Relationship
Concept: Freedom
D i o c e s e o f G r a n d I s l a n d C h i l d P r o t e c t i o n O f f i c e — C h i l d E d u c a t i o n
C u r r i c u l u m C o m p o n e n t s
Game / Activity:
Freedom Tangle
Activity—Grades 4-10
Organize participants in
groups of 5-10 people. Have
them stand in a circle, facing
the center, shoulders to-
gether. Ask all participants
to reach across the circle
with both hands and grab the
hand of another participant.
Explain to the groups that
they are to untangle them-
selves without letting go of
their hands, but must follow
some specific rules.
Part One:
1. They are encouraged to
do what they want to
untangle themselves
without involving anyone
else.
2. They are not allowed to
share their thoughts or
ideas (verbally or non-
verbally) with anyone
else.
Part Two:
1. Certain people (that you
designate) are allowed to
talk to specific individu-
als, but no one else.
2. No one else is allowed to
communicate.
(If they are able to untangle
themselves, in parts 1 or 2, have
them start with a new tangle for
the next part).
Part 3:
1. They are encouraged to
share ideas with each
other, listen, and help
direct each other.
Discussion:
When all groups have finished
untangling themselves in part 3
ask the following questions:
In which part did you have
the most freedom? - Feel
the most free?
When was it easiest to free
yourselves from the tan-
gle? — when everyone did
whatever they wanted?
When you were allowed to
share your ideas? When
you were encouraged to
help each other out?
Freedom is a quality of right
Relationships—Not the freedom
to do whatever we want / do
our own thing, but the freedom
to relate to others, and have
our thoughts / feelings heard.
Volume 1 Issue 7
July 2007
Use with Lessons on:
Moses / The Exodus
Social Justice
―Know the Rules‖
1 Cornithians 13
―Love is…‖
Dating, Friendships,
etc.
The Bible tells us many stories
of God freeing his people from
slavery and exploitation. God
wants his people to be free.
But does freedom mean doing
whatever we want? Not when
we are talking about right rela-
tionships—the kind of relation-
ships God desires for us.
Freedom in relationships in-
cludes a balance of rights and
responsibilities. We have the
right to be free from harm, to
be safe, to be treated with
dignity and respect. We have
the right to have meaningful
relationships with others
(friends, family) and to share
our thoughts and feelings. We
also have the responsibility to
treat others with the same
dignity and respect, to listen to
and to respect their thoughts
and feelings.
Our rights and responsibilities
belong to us whether we have
done anything to deserve them
or not. They are not dependent
on our behavior or the actions
of others.
If we are responsible and make
good choices in our relation-
ships with others we may also
have some privileges. These
are things we have earned
through our own hard work. If
we make bad choices we may
lose our privileges.
Discussion: “Free Friendships”
Grades 6-12
Discussion: “Rights and Responsibilities”
Grades 4-8
Page 2
Each respects the other’s right
to have meaningful relation-
ships with family and friends.
Each person treats the other
with basic human dignity.
If a friendship has the impor-
tant quality of freedom, friends
are free to: Enjoy one another’s company,
without insisting on being the
only significant relationship in
each others’ lives.
Encourage one another to
speak their mind, sharing
their thoughts and feelings.
And show respect by listening
and acting on what was said.
Create a safe environment—
safe from ridicule and physical
harm. Safe to be oneself.
Privileges include things like
earning a paycheck or allow-
ance, holding a driver’s li-
cense, owning a car...etc.
It can be easy to get so
focused on our rights and our
privileges that we forget our
responsibilities.
If you are in a relationship
where your rights are not be-
ing respected — or if you are
struggling with your own re-
sponsibilities – let someone
know. Tell a trusted adult.
They can make sure you are
safe and help you decide what
you need to do.
Take some time to think about
your own friendships:
Do you promote freedom in
your relationship?
Do you feel safe?
Can you be yourself?
Do you encourage each
other to share thoughts,
feelings, and ideas:
Do you really listen?
Are you both free to have
meaningful relationships
with other friends and
family? — or are you made
to feel guilty if you are not
together 24-7?
If you are caught in a friend-
ship that does not allow basic
freedom, seek help. Talk to
someone you trust.
―Live as free men, but do not use your
freedom as a cover up for evil.
..show proper respect for everyone…‖
1Peter 2:16.
Freedom is a quality of Right
Relationships. When we think
about freedom, we sometimes
think about having no limita-
tions—free to do whatever we
want—free to disregard rules
and throw caution to the wind.
On the contrary—with freedom
comes responsibility.
Freedom in a relationship
doesn’t mean that each person
acts and makes decisions that
disregard the other individual.
Rather, each person respects
the other enough to allow them
to express their own unique
thoughts, feelings, and beliefs.
Page 3 Activity
Grades PreK - 1 Freedom means... “I can do whatever I want.”
“I don’t have to follow rules”
“I can share my own thoughts and feelings.”
“I can spend time with my family and friends.”
“I can be loved and protected.”
“I can have whatever I want.”
Put a check mark in each box that shows the kind of freedom God desires for our relationships.
The Path to Freedom In Relationships
Page 4
Activity
Grades 2— 6
What kind of freedom does God desire
for our relationships with one another?
Freedom from harm and exploitation.
Freedom to share our time, thoughts
and feelings with others.
You are told your
feelings don’t matter. You are asked
to keep secrets.
You are treated
with dignity.
You are encouraged to
share your feelings.
You are able
to spend time
with friends
and family.
You share
your feelings,
but no one
listens.
Your needs are
acknowledged.
You are isolated
from others.
You’re afraid
to share your
thoughts /
ideas.
You are teased
for spending time
with family.
Follow the path to Freedom in Relationships.
Be sure to read the clues along the way!
Page 5
Activity
Grades 6—8
Right Privilege Responsibility
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
Getting a driver’s license. Freedom of speech.
Cleaning up after yourself. Driving responsibly.
Owning property. Owning a cell phone.
Having enough to eat. Helping your neighbor.
Being treated with dignity and respect. Using respectful language.
Treating others how you want to be treated. Text messaging.
Paying taxes. Spending time with others.
Taking care of the earth. Respecting your elders.
Looking out for your younger siblings. Having a job.
Sticking up for a friend. Being safe.
Following curfew. Doing a good job.
Earning a later curfew. Going to grade / middle school.
Getting an allowance. Going to high school.
Getting paid for work on a job. Going to college.
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
We all have some basic rights. The right to be treated with dignity and respect. The right to live and have
meaningful relationships with others. The right to share our thoughts, feelings and beliefs. We also have
some basic responsibilities. To take care of God’s creation. To respect all life and treat others with dig-
nity. We all have rights and responsibilities that don't depend on our behavior. They are ours whether we
have done anything to deserve them or not. If we are responsible and make good choices in our relation-
ships with others we may also have some privileges. These are things we have earned through our own
hard work—if we make bad choices we may lose our privileges. Put the following into the right category.
Page 6
Freedom and Equality
In our country, we often equate freedom with equality. We are free if we have the equal opportunity to
vote, to speak our opinion, to own property, to access resources, to work and to play. Just as equality is
an important indicator of political freedom, it is an important indicator of freedom in a relationship.
Right relationships are based on equality versus control. If one partner is controlling the other, by restrict-
ing their activities, their contact with family and friends, their ability to communicate their thoughts and
feelings, the relationship is not right. Review the scenarios below. Indicate whether you think the rela-
tionship is based on equality versus control. Discuss why you think so.
1. Megan and Alexis have been friends since grade school. Over the years, they have done everything
together. They supported each other on the first day of school, played at recess, hung out after school.
They are both on the honor roll, and participate in the same activities. You wish you had such a great
friend. You have a class with Megan this semester — Alexis got assigned to the other section. As you
get to know Megan, you learn that she is involved in a lot of activities that she doesn’t really enjoy—
just because ―Lexi talked (her) into it.‖ You notice that Alexis text messages her almost constantly.
When you invite Megan to study with you after school she states, ―I would really like to, but Lexi would
never forgive me if I didn’t go to the library with her.‖
2. Mikayla had a crush on Josh for years. He was the captain of the football team and well respected by
everyone. When Josh finally asked her out she thought she’d found Mr. Right. Mikayla and Josh are
usually stuck together like glue — unless Josh is out with the guys from the team. He is the life of the
party whether Mikayla is there or not. Mikayla never goes out with Josh—it’s just not worth the hassle.
She’s found it much easier to sit at home and wait by the phone, than to explain to him where she
was, who she was with, and what they talked about. She’d rather not have to face his interrogation
and accusations.
3. The youth minister at the Church is the best. He likes the same music as you do, wears the same
styles as the best dressed guys you know and can talk for hours about all of your interests. You are
really involved in the youth group, participating in all of the activities, volunteering for community ser-
vice projects. You never miss a scheduled event. What’s weird is, the youth minister has a way of
making you feel guilty for everything else you do ..it’s like he expects you to spend every waking mo-
ment with him.
4. Jeremy and Jordan have been close for years. They are both very talented and have similar interests.
They can be a little competitive at times, but always find a way to resolve their differences. They really
enjoy being together, but don’t always hang out. Sometimes you’ll see one of the other of them out
with friends — and family is really important to both of them. They never hang out together on Sun-
day—because it is family day in both their families.
Think about your significant relationships—are they based on equality or control?
Do the significant people in your life allow or encourage you to:
Have friendships with other people?
Spend time with your family?
Voice your opinion?
Do the significant people in your life:
Make you feel guilty if you aren’t together 24-7?
Show interest in your activities / interests?
Activity / Handout
High School
Page 7
This week we discussed the Right Relationship concept of
freedom in the context of our religious education lesson. We
discussed God’s desire for his people to be treated with
dignity and respect — free from exploitation by others.
Younger grade levels (PreK-4) learned that freedom doesn’t
mean ―doing whatever I want.‖ Children were reminded that
God gave us parents to care for us and protect us. Part of
that care and protection includes rules and direction. They
were encouraged to view freedom as ―freedom from harm,‖
as well as ―freedom to share our thoughts, feelings and time
with others.‖ They were encouraged to tell you if they are
unsafe, or if they are in a relationship where they feel afraid
to share their thoughts and feelings or spend time with oth-
ers.
Grades 4-8 Discussed the concepts of ―rights‖ and
―responsibilities‖ as important components of freedom.
They were encouraged to be respectful of others and to view
themselves as worthy of dignity and respect. They were
encouraged to seek help if they are being treated disrespect-
fully by peers or adults in their lives.
Grades 6-12 discussed ways to be a good friend. They
identified signs of freedom versus control in relationships
and practiced good friendship skills.
At the high school level, students discussed freedom as an
important quality of right and loving relationships. While we
may feel flattered when a friend or dating partner is posses-
sive of our time and attention, it is important to recognize
that possessiveness can be a form of control and is often
considered a ―red flag‖ for abuse. They were reminded that
true love ―is not jealous.‖
If your child reports concerns about a relationship with an
adult or peer, or if you would like more information about
right relationships, please contact the Diocesan Child
Protection Office (308)382-6565 or [email protected].
A Note to Parents
Freedom
“Now the Lord is the
Spirit, and where the spirit
of the Lord is, there is
Freedom.”
2 Corinthians 3:17
“Live as free men, but do not use your freedom as a cover-up for evil; live as servants of God. Show proper respect for everyone: Love the brother-hood of believers, fear God,
honor the king.” 1Peter 2:16
“It is for freedom that
Christ has set us free.
Stand firm, then, and do
not let yourselves be
burdened again by the yolk
of slavery.”
Galatians 5:1
This would be a good place to insert a short paragraph about
your organization. It might include the purpose of the organiza-
tion, its mission, founding date, and a brief history. You could
also include a brief list of the types of products, services, or
programs your organization offers, the geographic area covered
(for example, western U.S. or European markets), and a profile
of the types of customers or members served.
It would also be useful to include a contact name for readers
who want more information about the organization.
O r g a n i z a t i o n
Child Protection Office
2708 Old Fair Road
P.O. Box 1531
Grand Island, NE 68802
DIOCESE OF GRAND
ISLAND CHILD
PROTECTION
dard products or services, you
can include a listing of those
here. You may want to refer
your readers to any other forms
of communication that you’ve
created for your organization.
You can also use this space to
remind readers to mark their
calendars for a regular event,
such as a breakfast meeting for
vendors every third Tuesday of
the month, or a biannual charity
auction.
If space is available, this is a
good place to insert a clip art
image or some other graphic.
This story can fit 175-225
words.
If your newsletter is folded
and mailed, this story will
appear on the back. So, it’s a
good idea to make it easy to
read at a glance.
A question and answer ses-
sion is a good way to quickly
capture the attention of read-
ers. You can either compile
questions that you’ve re-
ceived since the last edition
or you can summarize some
generic questions that are
frequently asked about your
organization.
A listing of names and titles of
managers in your organization
is a good way to give your
newsletter a personal touch.
If your organization is small,
you may want to list the
names of all employees.
If you have any prices of stan-
Back Page Story Headline
Phone: 308-382-6565
Fax: 308-382-6569
E-mail:
Caption describing picture or
graphic.
Child Protection Office
2708 Old Fair Road
P.O. Box 1531
Grand Island, NE 68802
DIOCESE OF GRAND
ISLAND CHILD
Phone: 308-382-6565
Fax: 308-382-6569
E-mail:
Diocese of
Grand Island
Child
Protection
Office
Add this to your
Resource Binder Please keep these materials and add them
to your resource binder. Make the binder
available to your catechists when planning
lessons.
If you have ideas for future issues, ques-
tions, or feedback on the materials you
have received to date. Please contact the
Diocesan Child Protection Office at
(308)382-6565 or [email protected].
Activity Key
Resource Sheets Now Available Online!
www.gidiocese.org/childprotection/education.php
