Newsletter 46.
Newsletter 46 from Maurice Sweetsur
Contents.
Teaching tip 32 - Peer pressure.
Play - Tenants on the farm.
Object lesson 58 - Saying 'No' to drugs.
Past lessons on the web.
All Newsletters - http://mauricesweetsur.blogspot.com/
Object lessons / Illusions only - http://objectlessons.blogspot.com/
Teaching tips only - http://teachinglessons.blogspot.com/
Stories, skits and puppet plays - http://christianstoriesandplays.blogspot.com
Teaching tip 32 - Peer pressure.
Note. This lesson is suitable for children approaching or going through adolescence.
I want to talk about a time in your lives called Adolescence. This is the time when we change from children into adults. The approximate age range that people go through this process is 11 to 15, with girls usually being about two years younger than boys when this happens - although everyone is different.
During adolescence a lot of obvious physical changes will take place in your body. But as well as this, a lot of changes also take place on your "inside" - such as the way you feel and think about things. It is as though a whole new world opens up to you with new friends, new interests, new opportunities etc. For this reason, adolescence can be a very exciting time. But for many young people it can also be a very tough time.
Adolescence can be a tough time for two main reasons :-
1. Pressure to conform.
This pressure is on us all our lives, but it is particularly strong during our adolescent years. Thus there is a pressure to look the same, dress the same, do the same as your friends. In other words, the pressure is not to be different.
An American Professor once confirmed this peer pressure. He had a group of ten students in their adolescent years. Nine students were "in on his secret" whereas the tenth was not. He was the 'guinea pig'. The Professor drew three straight lines on the blackboard, with one slightly (though obviously) shorter than the others. He told his class that this was an eyesight test and pointed to one of the longer lines, asking how many of the group thought that this was the shortest line. The nine adolescents who had been told beforehand what to do put their hands up. But the tenth student also put up his hand! By doing this he showed that he would rather be wrong than different! The Professor repeated his test with many other groups and found that over 80% of adolescent students would vote for the obviously wrong line rather than appear to be different from their classmates. Thus less than 20% of the students had the courage to vote for the right line and thus appear 'different' from their peers.
Did God make us all the same? No, of course He didn't. You only have to look at each other to see that you are all different. God wants us to be individuals, think for ourselves, and not copy others simply because it is the "fashion" at the time.
2. Low self value.
Surveys have shown that approximately 90% of adolescents have a low self value, or esteem, mainly because they don't like the way they look.
The Bible talks about 'the world'. That refers to people who don't acknowledge God. They may well believe in Him, but they live as though He doesn't exist. The world has a different set of values from true Christians. They believe that the really important things about a person are the way they look, their intelligence, their wealth and (in some countries) their sporting abilities.
1. Your looks.
Most adolescents don't like the way they look. They may think "I'm too short, too tall, too fat, too thin, my nose is too long, my nose is too short, My mouth, eyes, ears are to big or small etc. etc. If any of you are tempted to think like that, I want you to remember two things. a. Nobody is perfect. The only perfect looking people that ever lived were Adam and Eve. Since sin entered this world, everything has been spoiled, including the way we look. b. If you don't like one of your features, e.g. you think your nose is too long, remember nearly everyone else in your age group is thinking something similar about themselves, e.g. they might think their nose is too short!
2. Intelligence.
If you do well at school, pass your exams, go to University, etc., people will admire you. But if you don't do too well at school, most people will not seek your advice or opinion. But because a person has a high I.Q., does that mean that he is a better person than someone wiuth a low I.Q.? No, of course not. What God is most concerned about is not how clever you are, but what you are really like on the inside - Do you love and honour Him? Do you treat others with love and respect?
3. Wealth.
If you have a lot of money, people will want to know you. But is a wealthy person's opinion of more value than a poor person's? No, I don't think so. What matters is how you use whatever you have, not how much you have.
4. Sport.
In some countries, if you are good at sport, you will become a national hero. People will look up to you and make you their role model. But should we attempt to copy a person just because he/she is good at sport? No. It is far better to copy someone who is leading a good life, irrespective of their sporting achievements.
Conclusion.
What do you think is God's opinion of these four 'worldly' values? His opinion is neutral. It doesn't matter to God if you are beautiful, intelligent, wealthy, good at sport or not. What matters to God is what sort of person you really are. Are you using what He has blessed you with (whether big or small) in the right ways?
Play. Tenants on the Farm.
n.b. This play is based on the parable of the tenants in the vineyard (Matthew 21. 33-46 ), and can be used to complement your teaching on peer pressure.
Characters. Rich farmer, Son, two servants, four tenants, bank manager.
Narrator. A rich farmer, his son, and two servants had been working really hard on the farm (Actors pretend to be working on the farm e.g. milking cow, digging, sowing seed, picking fruit etc.) One day the farmer said to his son.
Farmer. We have been working really hard. We deserve a holiday. Where should we go? Disneyland? the Gold coast? Hawaii?
Son. Let's go to Disneyland. But what about our servants. They have been working hard as well. Let's take them with us.
Farmer. Good idea. We will ask them. Do you servants want to come to Disneyland with us, or carry on working on this farm?
Servants. We'll come to Disneyland.
Farmer. Good. But who will look after the farm while we are away? I know. We will go to the local labour exchange and choose some tenants to work the farm. - - - - - - - How about these four (pointing to four children - girls are best for this)? You can be tenants on my farm while we are away on holiday. But we will have to come to some financial agreement. What percentage of the farm profits should the tenants keep for themselves? - - - - I'm feeling really generous. You can keep 90% of the profits for yourselves and just put 10% into my Bank account. (Agreement concluded with hand shakes).
Narrator. So the Farmer, son and servants go off to their holiday in Disneyland, leaving the tenants to work the farm (act out). After the first year, the tenants sell their farm produce and tenant 1 begins to share out the profits (act out).
Tenant 4. What about the farmer's 10%?
Tenant 1. But we need to buy a new tractor.
Tenant 2. Yes, and we need to buy in some more calves.
Tenant 3. Yes, and I need a new dress.
Tenant 4. But that is wrong . We need to put 10% in the farmer's bank account.
Tenant 1. I know what we'll do. We will pay the farmer double next year.
Narrator. And so it was agreed. The tenants worked the farm for the second year (act out). After selling their produce, Tenant 1 begins to share out the profits again.
Tenant 4. But what about the farmer's 10%?
Tenant 1. But we need a new engine for that tractor.
Tenant 2. And we need to buy in some seed.
Tenant 3. And I need another new dress.
Tenant 4. But that is wrong. We are robbing the farmer.
Tenant 1. You took his money last year. I know what we'll do. We will pay the farmer double next year.
Narrator. And so it was agreed. Meantime the farmer in Disneyland had run out of money, so he sent his first servant to his bank back home.
Servant 1. How much money have those tenants put in the farmer's bank account?
Bank Manager. They haven't put any money in.
Servant 1. ring - - - ring, ring - - - ring - - - Hello. This is the farmer's servant. You haven't put any money in his account. I am coming over to deal with you right now.
Narrator. The tenants have been found out. What will they do?
Tenant 1. We have been found out. The farmer's servant is coming over to see us. What shall we do?
Tenant 2. Let's beat him up.
Tenant 3. Yes, let's beat him up.
Tenant 4. But that is wrong.
Tenant 1. We are all in this together. You were happy enough to take the farmer's money. We will have to beat the servant up.
Narrator. And so the servant was beaten up by the tenants (act out). The servant "limped" back to Disneyland to tell what had happened. The farmer was angry and said.
Farmer. I will send my second servant. He is an expert in karate. The tenants are certain to listen to him.
Narrator. And so the second servant went to the farmer's bank.
Servant 2. Have those tenants put any money in the farmer's account yet?
Bank Manager. None at all.
Servant 2. ring - - - ring - - - . This is the farmer's servant. He is really angry with you. I am coming over right now to deal with you.
Tenant 1. The second servant is coming over. We will have to beat him uo as well.
Tenant 2. Yes, let's beat him up.
Tenant 3. Yes, we'll beat him up.
Tenant 4. No. That would be wrong.
Tenant 1. We have to stick together in this. We'll beat him up.
Narrator. And so the second servant was beaten up (act out). The servant 'crawled' back to Disneyland. Now the farmer was really angry. He said.
Farmer. I know. I will send my son. The tenants are certain to listen to him, because he is my son.
Son. (on arriving at the bank). Any money in the farmer's account yet?
Bank Manager. Nothing at all.
Son. ring - - - ring - - - This is the farmer's son. Dad's really angry with you. You have stolen his money and beaten up his servants. I am coming over to deal with you right now.
Tenant 1. The farmer's son is coming over. What shall we do?
Tenant 2. Let's beat him up as well.
Tenant 3. No. This is the son. Let's kill him. If we kill the son, the farmer will have nobody to leave the farm to, and we will get it.
Tenant 1. Right, we will kill the son.
Tenant 2. Yes, we will kill the son.
Tenant 4. No. That would be wrong.
Tenant 1. We will have to stick together. You have helped steal the farmer's money and beat up his servants. You will have to help us kill the son as well.
Narrator. And so the son was killed by the tenants (act out e.g. shot). It is now time to bring back the farmer (Addressing the class). What do you think the farmer will do to those wicked tenants? Remember, they have stolen his money, beaten up his servants and killed his son. That's right, he will probably either kill them or, at the very least, have them put in jail. But what about this fourth tenant? She didn't really want to join in with what the other three were doing. So is she as guilty as the others? Yes she is. Even though she was reluctant to join in, in the end, she went along with what was happening and is therefore just as guilty as the others.
What could this fourth servant have done once she realised the other three were doing wrong? Three things. a. She could have told someone what was happening e.g. the farmer, or the police. b. She could have said "no" and refused to have anything to do with the wrongdoing. c. If the others still insisted on doing wrong, she could simply have left. Some of you may find yourselves in a group that is doing wrong. In that case, you may have to tell, say 'no' or walk away. This is never easy, so the best time to do it is right at the start, the moment you realise what is happening, before you become like that fourth tenant and get too involved.
A lot of young people get in trouble today because they get in with 'the wrong crowd'. Although they don't want to do wrong themselves, peer pressure from their "friends" makes it hard for them to say 'no'. What are some of the bad things that groups of young people may do today? - e.g. Bullying, vandalism, graffiti, disobeying parents, drinking, smoking, drugs, sex - - - . Some of you may be thinking "Get real teacher. Everyone is 'doing it' these days." Firstly, everyone is not 'doing it'. There are still those who do what is right and follow God's ways. Secondly, even if everyone were 'doing it' that still wouldn't make it right. God has given us rules to live by, and these will never change. Just because many people happen to break one of God's laws, that does not make it right. Some things will always be right, and some things will always be wrong.
So be very careful in your choice of friends. And if your friends are doing wrong and won't listen to your warning, then you will have to be strong and end the friendship, otherwise you are likely to end up in trouble as well.
Note: You could conclude your teaching with object lesson 47 'choosing right friends' (reproduced below) or, if you wish to talk a little on the dangers of drug addiction, you could use the "saying 'No' to drugs' object lesson" (No.58), also reproduced below.
Object Lesson 47 - Choosing the right friends.
It is important to teach older children especially about the importance of choosing the right sort of friends.
Preparation. Take two pieces of plain white paper, and smear one with a dark jam (e.g. blackcurrant).
Application. Explain that the 'clean' paper represents them (hopefully), and the 'dirty' paper a friend who does wrong things and gets into trouble.
Ask "What will happen when I rub the two pieces of paper together? The possibilities are :- 1. The clean paper will stay clean, and the dirty paper dirty. 2. The clean paper will make the dirty one clean. The dirty paper will make the clean one dirty."
Most children will realise that the third possibility is the correct one. Demonstrate this by rubbing the papers together.
Conclude by saying "This is usually what happens if you choose a friend that does wrong things - some of their 'dirt' is likely to rub off on you."
Object lesson 58 - Saying 'No' to drugs.
Here is an illustration you could use to complement any lesson on avoiding drugs.
All you need is a square piece of cardboard - ideally about 30 cm x 30 cm. On one side of the cardboard write the word NO (in capitals). Turn the card over and from bottom to top write NO again. (i.e. on one side NO is written from left to right, and on the other, from bottom to top).
Hold the cardboard in front of yourself, with your left hand grasping the top left hand corner, and your right hand grasping the bottom right hand corner. Practice twisting the card over. The secret is to keep your hands still, and let the card make all the movements. Now, change your hand positions. Grasp the bottom left hand corner with your left hand, and the top right hand corner with your right hand. Twist the card over a few times as before. You will note that - depending on where your hands are placed - you can make the word to appear to either keep saying NO (or ON), or to keep changing from NO to ON as the card is twisted.
You are now ready to illustrate your lesson, twisting the card at the appropriate places.
e.g. You must always say "NO" to drugs. No matter how many times you are offered them, you must keep on saying "NO", "NO", "NO." Because if you take drugs, you will then be "ON" them. You may say "NO" most of the time, but each time you take them you will be "ON" them. And, because they are so addictive, you will soon find that you are "ON", "ON", "ON" them all the time. So the only answer to drugs is to say "NO" to them and keep on saying "NO", "NO", "NO".
You could use a similar technique to illustrate any story involving repentance, or a change in direction (e.g. Jonah. Zacchaeus, Saul/Paul, or even your own testimony) by drawing arrows on your cardboard instead of "NO". i.e. one arrow from left to right, and the other from top to bottom. (see object lesson 9). A third possibility is MOM and WOW - just use your imagination!
Contents.
Teaching tip 32 - Peer pressure.
Play - Tenants on the farm.
Object lesson 58 - Saying 'No' to drugs.
Past lessons on the web.
All Newsletters - http://mauricesweetsur.blogspot.com/
Object lessons / Illusions only - http://objectlessons.blogspot.com/
Teaching tips only - http://teachinglessons.blogspot.com/
Stories, skits and puppet plays - http://christianstoriesandplays.blogspot.com
Teaching tip 32 - Peer pressure.
Note. This lesson is suitable for children approaching or going through adolescence.
I want to talk about a time in your lives called Adolescence. This is the time when we change from children into adults. The approximate age range that people go through this process is 11 to 15, with girls usually being about two years younger than boys when this happens - although everyone is different.
During adolescence a lot of obvious physical changes will take place in your body. But as well as this, a lot of changes also take place on your "inside" - such as the way you feel and think about things. It is as though a whole new world opens up to you with new friends, new interests, new opportunities etc. For this reason, adolescence can be a very exciting time. But for many young people it can also be a very tough time.
Adolescence can be a tough time for two main reasons :-
1. Pressure to conform.
This pressure is on us all our lives, but it is particularly strong during our adolescent years. Thus there is a pressure to look the same, dress the same, do the same as your friends. In other words, the pressure is not to be different.
An American Professor once confirmed this peer pressure. He had a group of ten students in their adolescent years. Nine students were "in on his secret" whereas the tenth was not. He was the 'guinea pig'. The Professor drew three straight lines on the blackboard, with one slightly (though obviously) shorter than the others. He told his class that this was an eyesight test and pointed to one of the longer lines, asking how many of the group thought that this was the shortest line. The nine adolescents who had been told beforehand what to do put their hands up. But the tenth student also put up his hand! By doing this he showed that he would rather be wrong than different! The Professor repeated his test with many other groups and found that over 80% of adolescent students would vote for the obviously wrong line rather than appear to be different from their classmates. Thus less than 20% of the students had the courage to vote for the right line and thus appear 'different' from their peers.
Did God make us all the same? No, of course He didn't. You only have to look at each other to see that you are all different. God wants us to be individuals, think for ourselves, and not copy others simply because it is the "fashion" at the time.
2. Low self value.
Surveys have shown that approximately 90% of adolescents have a low self value, or esteem, mainly because they don't like the way they look.
The Bible talks about 'the world'. That refers to people who don't acknowledge God. They may well believe in Him, but they live as though He doesn't exist. The world has a different set of values from true Christians. They believe that the really important things about a person are the way they look, their intelligence, their wealth and (in some countries) their sporting abilities.
1. Your looks.
Most adolescents don't like the way they look. They may think "I'm too short, too tall, too fat, too thin, my nose is too long, my nose is too short, My mouth, eyes, ears are to big or small etc. etc. If any of you are tempted to think like that, I want you to remember two things. a. Nobody is perfect. The only perfect looking people that ever lived were Adam and Eve. Since sin entered this world, everything has been spoiled, including the way we look. b. If you don't like one of your features, e.g. you think your nose is too long, remember nearly everyone else in your age group is thinking something similar about themselves, e.g. they might think their nose is too short!
2. Intelligence.
If you do well at school, pass your exams, go to University, etc., people will admire you. But if you don't do too well at school, most people will not seek your advice or opinion. But because a person has a high I.Q., does that mean that he is a better person than someone wiuth a low I.Q.? No, of course not. What God is most concerned about is not how clever you are, but what you are really like on the inside - Do you love and honour Him? Do you treat others with love and respect?
3. Wealth.
If you have a lot of money, people will want to know you. But is a wealthy person's opinion of more value than a poor person's? No, I don't think so. What matters is how you use whatever you have, not how much you have.
4. Sport.
In some countries, if you are good at sport, you will become a national hero. People will look up to you and make you their role model. But should we attempt to copy a person just because he/she is good at sport? No. It is far better to copy someone who is leading a good life, irrespective of their sporting achievements.
Conclusion.
What do you think is God's opinion of these four 'worldly' values? His opinion is neutral. It doesn't matter to God if you are beautiful, intelligent, wealthy, good at sport or not. What matters to God is what sort of person you really are. Are you using what He has blessed you with (whether big or small) in the right ways?
Play. Tenants on the Farm.
n.b. This play is based on the parable of the tenants in the vineyard (Matthew 21. 33-46 ), and can be used to complement your teaching on peer pressure.
Characters. Rich farmer, Son, two servants, four tenants, bank manager.
Narrator. A rich farmer, his son, and two servants had been working really hard on the farm (Actors pretend to be working on the farm e.g. milking cow, digging, sowing seed, picking fruit etc.) One day the farmer said to his son.
Farmer. We have been working really hard. We deserve a holiday. Where should we go? Disneyland? the Gold coast? Hawaii?
Son. Let's go to Disneyland. But what about our servants. They have been working hard as well. Let's take them with us.
Farmer. Good idea. We will ask them. Do you servants want to come to Disneyland with us, or carry on working on this farm?
Servants. We'll come to Disneyland.
Farmer. Good. But who will look after the farm while we are away? I know. We will go to the local labour exchange and choose some tenants to work the farm. - - - - - - - How about these four (pointing to four children - girls are best for this)? You can be tenants on my farm while we are away on holiday. But we will have to come to some financial agreement. What percentage of the farm profits should the tenants keep for themselves? - - - - I'm feeling really generous. You can keep 90% of the profits for yourselves and just put 10% into my Bank account. (Agreement concluded with hand shakes).
Narrator. So the Farmer, son and servants go off to their holiday in Disneyland, leaving the tenants to work the farm (act out). After the first year, the tenants sell their farm produce and tenant 1 begins to share out the profits (act out).
Tenant 4. What about the farmer's 10%?
Tenant 1. But we need to buy a new tractor.
Tenant 2. Yes, and we need to buy in some more calves.
Tenant 3. Yes, and I need a new dress.
Tenant 4. But that is wrong . We need to put 10% in the farmer's bank account.
Tenant 1. I know what we'll do. We will pay the farmer double next year.
Narrator. And so it was agreed. The tenants worked the farm for the second year (act out). After selling their produce, Tenant 1 begins to share out the profits again.
Tenant 4. But what about the farmer's 10%?
Tenant 1. But we need a new engine for that tractor.
Tenant 2. And we need to buy in some seed.
Tenant 3. And I need another new dress.
Tenant 4. But that is wrong. We are robbing the farmer.
Tenant 1. You took his money last year. I know what we'll do. We will pay the farmer double next year.
Narrator. And so it was agreed. Meantime the farmer in Disneyland had run out of money, so he sent his first servant to his bank back home.
Servant 1. How much money have those tenants put in the farmer's bank account?
Bank Manager. They haven't put any money in.
Servant 1. ring - - - ring, ring - - - ring - - - Hello. This is the farmer's servant. You haven't put any money in his account. I am coming over to deal with you right now.
Narrator. The tenants have been found out. What will they do?
Tenant 1. We have been found out. The farmer's servant is coming over to see us. What shall we do?
Tenant 2. Let's beat him up.
Tenant 3. Yes, let's beat him up.
Tenant 4. But that is wrong.
Tenant 1. We are all in this together. You were happy enough to take the farmer's money. We will have to beat the servant up.
Narrator. And so the servant was beaten up by the tenants (act out). The servant "limped" back to Disneyland to tell what had happened. The farmer was angry and said.
Farmer. I will send my second servant. He is an expert in karate. The tenants are certain to listen to him.
Narrator. And so the second servant went to the farmer's bank.
Servant 2. Have those tenants put any money in the farmer's account yet?
Bank Manager. None at all.
Servant 2. ring - - - ring - - - . This is the farmer's servant. He is really angry with you. I am coming over right now to deal with you.
Tenant 1. The second servant is coming over. We will have to beat him uo as well.
Tenant 2. Yes, let's beat him up.
Tenant 3. Yes, we'll beat him up.
Tenant 4. No. That would be wrong.
Tenant 1. We have to stick together in this. We'll beat him up.
Narrator. And so the second servant was beaten up (act out). The servant 'crawled' back to Disneyland. Now the farmer was really angry. He said.
Farmer. I know. I will send my son. The tenants are certain to listen to him, because he is my son.
Son. (on arriving at the bank). Any money in the farmer's account yet?
Bank Manager. Nothing at all.
Son. ring - - - ring - - - This is the farmer's son. Dad's really angry with you. You have stolen his money and beaten up his servants. I am coming over to deal with you right now.
Tenant 1. The farmer's son is coming over. What shall we do?
Tenant 2. Let's beat him up as well.
Tenant 3. No. This is the son. Let's kill him. If we kill the son, the farmer will have nobody to leave the farm to, and we will get it.
Tenant 1. Right, we will kill the son.
Tenant 2. Yes, we will kill the son.
Tenant 4. No. That would be wrong.
Tenant 1. We will have to stick together. You have helped steal the farmer's money and beat up his servants. You will have to help us kill the son as well.
Narrator. And so the son was killed by the tenants (act out e.g. shot). It is now time to bring back the farmer (Addressing the class). What do you think the farmer will do to those wicked tenants? Remember, they have stolen his money, beaten up his servants and killed his son. That's right, he will probably either kill them or, at the very least, have them put in jail. But what about this fourth tenant? She didn't really want to join in with what the other three were doing. So is she as guilty as the others? Yes she is. Even though she was reluctant to join in, in the end, she went along with what was happening and is therefore just as guilty as the others.
What could this fourth servant have done once she realised the other three were doing wrong? Three things. a. She could have told someone what was happening e.g. the farmer, or the police. b. She could have said "no" and refused to have anything to do with the wrongdoing. c. If the others still insisted on doing wrong, she could simply have left. Some of you may find yourselves in a group that is doing wrong. In that case, you may have to tell, say 'no' or walk away. This is never easy, so the best time to do it is right at the start, the moment you realise what is happening, before you become like that fourth tenant and get too involved.
A lot of young people get in trouble today because they get in with 'the wrong crowd'. Although they don't want to do wrong themselves, peer pressure from their "friends" makes it hard for them to say 'no'. What are some of the bad things that groups of young people may do today? - e.g. Bullying, vandalism, graffiti, disobeying parents, drinking, smoking, drugs, sex - - - . Some of you may be thinking "Get real teacher. Everyone is 'doing it' these days." Firstly, everyone is not 'doing it'. There are still those who do what is right and follow God's ways. Secondly, even if everyone were 'doing it' that still wouldn't make it right. God has given us rules to live by, and these will never change. Just because many people happen to break one of God's laws, that does not make it right. Some things will always be right, and some things will always be wrong.
So be very careful in your choice of friends. And if your friends are doing wrong and won't listen to your warning, then you will have to be strong and end the friendship, otherwise you are likely to end up in trouble as well.
Note: You could conclude your teaching with object lesson 47 'choosing right friends' (reproduced below) or, if you wish to talk a little on the dangers of drug addiction, you could use the "saying 'No' to drugs' object lesson" (No.58), also reproduced below.
Object Lesson 47 - Choosing the right friends.
It is important to teach older children especially about the importance of choosing the right sort of friends.
Preparation. Take two pieces of plain white paper, and smear one with a dark jam (e.g. blackcurrant).
Application. Explain that the 'clean' paper represents them (hopefully), and the 'dirty' paper a friend who does wrong things and gets into trouble.
Ask "What will happen when I rub the two pieces of paper together? The possibilities are :- 1. The clean paper will stay clean, and the dirty paper dirty. 2. The clean paper will make the dirty one clean. The dirty paper will make the clean one dirty."
Most children will realise that the third possibility is the correct one. Demonstrate this by rubbing the papers together.
Conclude by saying "This is usually what happens if you choose a friend that does wrong things - some of their 'dirt' is likely to rub off on you."
Object lesson 58 - Saying 'No' to drugs.
Here is an illustration you could use to complement any lesson on avoiding drugs.
All you need is a square piece of cardboard - ideally about 30 cm x 30 cm. On one side of the cardboard write the word NO (in capitals). Turn the card over and from bottom to top write NO again. (i.e. on one side NO is written from left to right, and on the other, from bottom to top).
Hold the cardboard in front of yourself, with your left hand grasping the top left hand corner, and your right hand grasping the bottom right hand corner. Practice twisting the card over. The secret is to keep your hands still, and let the card make all the movements. Now, change your hand positions. Grasp the bottom left hand corner with your left hand, and the top right hand corner with your right hand. Twist the card over a few times as before. You will note that - depending on where your hands are placed - you can make the word to appear to either keep saying NO (or ON), or to keep changing from NO to ON as the card is twisted.
You are now ready to illustrate your lesson, twisting the card at the appropriate places.
e.g. You must always say "NO" to drugs. No matter how many times you are offered them, you must keep on saying "NO", "NO", "NO." Because if you take drugs, you will then be "ON" them. You may say "NO" most of the time, but each time you take them you will be "ON" them. And, because they are so addictive, you will soon find that you are "ON", "ON", "ON" them all the time. So the only answer to drugs is to say "NO" to them and keep on saying "NO", "NO", "NO".
You could use a similar technique to illustrate any story involving repentance, or a change in direction (e.g. Jonah. Zacchaeus, Saul/Paul, or even your own testimony) by drawing arrows on your cardboard instead of "NO". i.e. one arrow from left to right, and the other from top to bottom. (see object lesson 9). A third possibility is MOM and WOW - just use your imagination!
posted by Maurice Sweetsur @ 12:07 AM
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