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Baha'i Children class Free Ruhi Book 3

THE BÁB AS THE HERALD OF A NEW ERA G3 L14

GRADE 3 LESSON 14

WELCOME GRADE 3 RUHI BOOK 3
THE BÁB AS THE HERALD OF A NEW ERA 

The purpose of this lesson is to recognize that the Báb was the Herald of a New Era. To help us reflect on this theme, lets us review what we have learned so far:

In the past few lessons, we have seen that the appearance of the Báb created hope among the people of Persia.

Many recognized that a new period in human history had opened.

For hundreds of thousands of years, humanity has grown in number, in experience and in knowledge.

How did humanity live at the beginning of its history? 

There was a long period when human beings lived in caves and roamed the earth in small bands. But did humanity stay in small bands?

What came next?

Can one family achieve as much as several families united in a clan or tribe?

As humanity advanced, people joined together in clans and tribes and were able to accomplish many new things; some soon began to build villages and, later on, towns. Gradually great cities came into being. Over the past few hundred years, people have gone even further and created nations.

What do you think these nations need to learn to do? 

Will humanity achieve more if all the nations remain separate or if they are united and cooperate and support one another?

We see that, during its long history, humanity has accomplished extraordinary things; yet its life has not always been a happy one.

Often humanity’s life has been full of fear and grief,

Only for a few brief periods has justice ruled here and there. Terrible acts of cruelty have been committed. Wars have continually brought pain and suffering to the world. But, as long as humanity has existed, the hope has been that someday a new world would be built and a glorious era would begin in the life of humanity.

We know that this new Day has now dawned,

We know that Bahá’u’lláh has come to lead humanity into an era of great peace and prosperity. This new Day began in 1844 when the Báb declared His Mission. Do you know what the word ‘herald’ means? A herald is one who makes an announcement. The Báb came to announce the beginning of a new life for humanity. The Báb is the Herald of a new Era.

ruhi book 3 grade 3 prayer

1. Is there any remover of difficulties save God?  Say: Praised be God! He is God! All are His servants, and all abide by His bidding!

2. Say: God sufficeth all things above all things, and nothing in the heavens or in the earth but God sufficeth. Verily, He is in Himself the Knower, the Sustainer, the Omnipotent.

3. O Lord! Thou art the Remover of every anguish and the Dispeller of every affliction. Thou art He who banisheth every sorrow and setteth free every slave, the Redeemer of every soul.  O Lord! Grant deliverance through Thy mercy, and reckon me among such servants of Thine as have gained salvation.

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ruhi book 3 grade 3 song
A RING UPON THE HAND NASIM MANNI
TEACH US THY ONENESS ANNA MCDONALD
A GNAT INTO AN EAGLE  HLOOVER JOKULSSON
MUSIC FROM BRILLIANT STAR

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ruhi book 3 grade 3 quote

These are the appointed days which ye have been yearningly awaiting in the past— the days of the advent of divine justice. Render ye thanks unto God, O ye concourse of believers.

Baha’u’llah
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RUHI BOOK 3 GRADE 3 STORY
Historical Episodes

We have two stories for this lesson, which, together, make up the historical episode. The first is the story of Ṭáhirih, the great poetess and champion of the cause of the equality of men and women. Some of you may remember the story of Ṭáhirih told to them in second grade. Does anyone remember some of the points?

 The story in this lesson focuses on the Conference of Badasht. The second story describes the valiant efforts exerted by the village maiden, Zaynab, in the Zanján upheaval. 

STORY 1

One of the eighteen Letters of the Living was a remarkable woman who will always be remembered as the most courageous champion of the cause of the equality of men and women. Her name was Ṭáhirih. She was born to a distinguished family of the Muslim clergy, and she herself was extremely knowledgeable and highly accomplished. She wrote the most beautiful poetry; when someday you read or hear her poetry, you will think of her soul as a great ocean, deep and full of the most precious pearls. Of the eighteen Letters of the Living, only Ṭáhirih accepted the Báb without having met Him. She knew in her heart that the Promised Qá’im had appeared, and she had already seen Him in a dream.

Whenever a Manifestation of God appears on earth, the unjust and the ungodly rise against Him and inflict great suffering on Him and those who believe in Him. This is what happened to the Báb and His followers as His fame spread throughout the country. You already know that the Báb Himself was exiled to the far-away mountains in the northwest corner of the country. The authorities had thought that, by sending Him to such a remote place, they would succeed in putting out the light of His Faith. But, of course, no one can put out the light that has been lit by the Hand of God, and the Message of the Báb continued to spread. The number of Bábís grew rapidly, but so did the fierce opposition of power-hungry leaders and their ignorant followers.

It was during this period that some of those who had recognized the Báb gathered together for an historic conference known as the Conference of Badasht. Bahá’u’lláh was one of the believers present at this conference, as were Quddús and Ṭáhirih. When you are older, you will study the account of Badasht yourselves and become informed of its details, but for now it suffices to say that on that occasion the followers of the Báb boldly announced their independence from Islám, the official religion of the country. Guided by Bahá’u’lláh, Who was not yet known as the Manifestation of God for today, they came to realize that indeed a new Day had dawned, that they had to put the past behind them and enter a new Era. 

In the electrifying atmosphere of the Conference of Badasht, Ṭáhirih made a most breathtaking announcement about breaking with the past. As you know, throughout all of history women have been treated as inferior to men; they have not received the same education as men, and their voices have not been properly heard. In certain places, they have not even been allowed to show their faces to any man outside of their immediate families. In the presence of other men, they have been required to wear a veil. This custom still exists in some parts of the world today, and in the days of the Báb it was firmly established in Persia. In fact, it was more than a mere custom; it was considered a religious law not to be broken. So imagine how the men gathered at the Conference of Badasht felt when one day Ṭáhirih appeared without a veil covering her face.

There was a great commotion. A few of the followers of the Báb were so shocked that they ran away. Others stood dumbfounded. Even Quddús showed signs of anger. But Ṭáhirih seated herself next to Quddús with dignity and confidence. Her face was radiant. She arose and spoke. Her words were so powerful that they penetrated the hearts of everyone present. She called on the believers to break from the past and hold firmly to the laws revealed by the Báb. She made certain remarks about the greatness of Bahá’u’lláh which at the time few could comprehend. She finished her speech by saying that she was the Word which the Promised Qá’im was to utter. And who could deny that she had acted as a mighty Word uttered by the Báb heralding the beginning of a new Era in human existence? Who could deny that she had sounded the trumpet call announcing the equality of men and women?

Download the story the trumpet blast from Brilliant Star Magazine here

STORY 2

Gradually, all around the world this call was heard as the spiritual forces released by the appearance of God’s new Manifestation on earth began to open the way for people to see new possibilities. Even in those early days in Persia, where the life of a woman was so restricted, there were women rising to take their place alongside men. One such woman was a maiden called Zaynab from a village near the town of Zanján.

Not long after the Conference in Badasht,  Muḥammad Sháh, the king of Persia, passed away and his incompetent Prime Minister fell into disgrace. The king’s young son, Náṣiri’d-Dín Mírzá, came to the throne, and he appointed a new Prime Minister, who decided that vigorous steps needed to be taken to stop the spread of the Message of the Báb. The ensuing years would witness outbreaks of intense persecution across the country directed against His followers. Many would be subjected to acts of the most savage brutality and would give up their lives for the new-born Faith.

In the next lesson, we will learn about the valor and heroism that Mullá Ḥusayn and Quddús displayed in the months immediately after the Conference of Badasht. For now, let us jump ahead about two years to Zanján, which was the scene of one of the fiercest attacks.

The governor of Zanján was not a strong man, and he allowed himself to be manipulated by the clergy. At their bidding, he sent a crier through the streets to warn the people of what was to come. Whoever wanted his protection was advised to move to one side of the town, away from the Bábís, who were all left on the other side. Now the town was divided into two camps, and the governor brought in troops from the neighboring villages to mount an assault. While the enemy camp was busy with preparations, the innocent Bábís took refuge in a nearby fort. There were some three thousand men, women and children who wanted nothing more than to live peaceful lives and follow the teachings brought by God’s new Manifestation. But it was not to be so. They were soon attacked, and then again and again. Each time a few from the fort would rush out and scatter the enemy forces. And each time, Ḥujjat, a most devoted follower of the Báb, about whom you will learn more when you are older, would urge his companions to refrain from aggression and acts of violence. Their sole purpose, he reminded them, was to defend themselves and to protect the women and children, who, they knew, would be treated savagely if they failed.

Now, among those in the fort was the young maiden Zaynab. At seeing the trials and hardships that the men had to endure, she yearned to assist them. But, as a woman, she was not expected to have courage and bravery. Finally, however, she could sit still no longer. One day she cut off her hair, put on the clothes of a man, and introduced herself to those defending the fort, taking her place alongside them. And, as soon as the enemy charged, she drew a sword and flung herself upon the forces that surrounded her. All those who saw her that day, friend and foe, marveled at her courage and resourcefulness. Overwhelmed with fear, the enemy troops fled from her in disgrace.

Ḥujjat, who was watching the scene from a distance, realized that this brave soul was none other than young Zaynab. “No man,” he was heard to say, “has shown himself capable of such vitality and courage.” Once she had returned, Ḥujjat asked her why she had disguised herself as a man. At this she burst into tears.

“My heart ached with pity and sorrow,” she said, “when I beheld the toil and sufferings of my fellow-disciples.”

She explained how much she longed to help the men defending the fort, but she was afraid that she would be denied the opportunity because she was a woman. She begged him to allow her to continue to assist thus disguised.

Ḥujjat was profoundly impressed by her words. He calmed her and assured her of his prayers on her behalf.

“Not by their outward appearance, but by the character of their beliefs and the manner of their lives, does God judge His creatures, be they men or women,” he told her. “Though a maiden of tender age and immature experience, you have displayed such vitality and resource as few men could hope to surpass.”

And so he granted her request. He warned her, however, as he did her male companions, not to exceed the bounds their Faith had imposed upon them. “We are called upon to defend our lives against a treacherous assailant,” he advised. Bloodshed was to be avoided as much as possible.
For the next five months, Zaynab continued to defend the fort with a heroism that few could match. She slept little and ate little. Her sword was always by her side, so that she would be ready to rush to the rescue of whoever needed her assistance. During the brief moments that she found time to sleep, she could be seen with her head resting upon her sword and her shield serving as a cover for her body. Eventually, of course, the enemy discovered her secret and knew that she was a woman. Yet their fear of her capacity and courage never diminished. Still they trembled at her approach.

Then one day, seeing that a group of her companions were suddenly surrounded by enemy troops, Zaynab ran to Ḥujjat and begged him, with tearful eyes, to allow her to go to their aid. She feared not, she declared, for her life. Ḥujjat was deeply touched by her request, and before he could reply, she leapt out of the gate and flung herself upon the enemy. A number of her fellow defenders of the fort had already been slain. She ran to the barricades that the enemy had erected, and the fearful guards at the first line of defense abandoned their post and scattered in fear. She then ran to the second line of defense, and then to the third, and the guards also fled. She was making her way to the fourth when the bullets of the enemy found her and she dropped dead upon the ground.

For a period of five months Zaynab had demonstrated a courage in the face of danger that no one thought possible of a woman at the time. So inspired by her devotion and fearlessness were some twenty women who knew her that they, too, embraced the Cause of the Báb. Alas, four months after her passing, following a massive assault, Ḥujjat and his companions could hold the enemy back no longer and the troops stormed the gates of the fort. A hundred women and children were captured that day, while all the others sought shelter in some nearby houses. Not long after, the wife and baby of Ḥujjat would be killed by cannon fire, and Ḥujjat would then die from his wounds. What happened to those who remained is too terrible to describe. In all, some one thousand and eight hundred souls lost their lives during that nine-month siege, and by its treachery and cruelty the enemy had shown how corrupt was the old Order that the Báb, the Herald of a new Era, had come to sweep away.

In the above episode, Ḥujjat shares with Zaynab a most profound and important spiritual truth—namely, that the human soul has no gender and that all are equal in the sight of God. 

Download the story Zaynab blast from Brilliant Star Magazine here

USE THE RESOURCES BELOW AS NEEDED
RUHI BOOK 3 GRADE 3 FACTS ABOUT
FACTS ABOUT THE BÁB
  • The Declaration of the Báb in 1844 marked the opening of a new Era in human history.
  • Ṭáhirih was the seventeenth Letter of the Living
  • The independence of the Faith of the Báb from Islám was declared at the Conference of Badasht.
  • The Conference of Badasht took place in the summer of 1848.
  • Bahá’u’lláh, Quddús and Ṭáhirih were present at the Conference of Badasht.
  • Ṭáhirih removed the veil from her face at the Conference of Badasht and publicly announced the equality of men and women.
  • The Zanján upheaval began in the spring of 1850 lasted for some nine months.
  • Ḥujjat was one of the most able and formidable champions of the Faith.
  • Led by Ḥujjat, some three thousand followers of the Báb, including women and children, were forced to take shelter in a fort in Zanján and to defend themselves against armed troops.
  • Some one thousand and eight hundred souls gave up their lives in the Zanján upheaval, including Ḥujjat and Zaynab.

Download the memorization aid cards FACTS ABOUT THE BAB HERE

RUHI BOOK 3 GRADE 3 GAMES
BASED ON THE 2 STORIES TODAY

Come up with some situations where you had to show bravery and courage

Some examples below:

  • Trying a food that you’ve never tried before.
  • Engaging in a new experience.
  • Doing something for the first time, like riding a bike.
  • Standing up for a person who is being picked on.
  • Helping out a person or animal in need, even if it might put you in a little bit of danger.
  • Standing up for yourself.
  • Doing something by yourself for the first time.
  • Making a public presentation about something you believe in.
  • Standing up against racism or prejudice.
RUHI BOOK 3 GRADE 3 CRAFT / ACTIVITIES
BASED ON TÁHIRIH 

Ṭáhirih was a renowned poet. To read some of Táhirih poems, visit Nine star solutions site

Can you write some poetry? Here are some categories to get you started

  • Equality
  • Beauty
  • Seeking out truth
  • Justice
  • Service
  • Purify your mind

Find tips on how to start writing here

Type of poems

Not sure what type of poems you would like to try? Visit this site to learn more 

Here is another great site for poems

Use this simple acrostic template as a starting point

BRILLIANT STAR MAGAZINE

word puzzle

ruhi book 3 grade 3 review quote

O Son of Being! My love is My stronghold; he that entereth therein is safe and secure, and he that turneth away shall surely stray and perish


Bahá’u’lláh – The Hidden Words of Bahá’u’lláh

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Baha'i Children class Free Kids Can Do Ruhi Book 3

ZOROASTER AND THE IMPORTANCE OF GOOD CHARACTER G3 L8

GRADE 3 LESSON 8

WELCOME GRADE 3 RUHI BOOK 3
MUHAMMAD AND THE SUBMISSION TO THE WILL OF GOD

The purpose of this lesson is to help us understand that all the Manifestations of God call upon humanity to live in a state of submission to His Will. 

We  will learn specifically about the life of Muhammad, Whose teachings spread among the Arab people, making them, as Abdu’l-Baha explains, “superior to the other nations of the earth in learning, in the arts, mathematics, civilization, government and other sciences.” 

In this connection, we will gain a sense of the power of submission to the Will of God, one of Muhammad’s principle teachings, to unite people around a center and to promote order and prosperity.  

We know that, because of our deep love for God’s beauty, we constantly strive to do all that He asks of us.  The teachings that the Manifestations of God bring to humanity tell us what He wants us to do, and what we should not do.  By allowing the teachings of God’s Manifestations to fill our hearts and minds, we begin to want only what He wants, to desire only what He desires, and to take pleasure in that which is pleasing to Him. 

Order and harmony are brought about as more and more people live in a state of submission to God’s Will, all focused on His good pleasure.  Think of the planets, all circling harmoniously, with the sun at their center.  Through submission to the Will of God, humanity lives harmoniously and makes great progress- governments are just, communities are well organized, education flourishes, knowledge increases, and beauty is manifested in music and the arts. 

Muhammad was a Manifestation sent by God some 1,400 years ago.  He appeared among a people in a desert region at a time when their great capacity and rich potential were hidden behind selfish desires and ignorance.  He taught them to put away such desires, to trust God, and to submit to His Will.  He raised them out of the depths of cruelty and contention and showed them how to live in harmony according to Divine teachings, causing them to become examples of orderly and civilized life.

QUESTIONS

Whose good pleasure do we seek at all times?

Gods

How can we be sure that we are acting according to God’s good pleasure?

Order and harmony are brought about as more and more people live in a state of submission to God’s Will, all focused on His good pleasure

How are the planets that circle the sun orderly and harmonious?  Do they ever fight with one another?  Do the bigger planets ever want to control the smaller ones? 

Obey the laws of physics and are in harmony with one another. Don’t fight or want control

When everyone is focused on God’s good pleasure and carrying out His commands, how does it change people?  How does humanity progress?

humanity lives harmoniously and makes great progress- governments are just, communities are well organized, education flourishes, knowledge increases, and beauty is manifested in music and the arts

Who was Muhammad?

Messenger of God

What effect did the teachings of Muhammad have on the people of His time?

His teachings caused them to become examples of orderly and civilized life

ruhi book 3 grade 3 prayer
REMEMBER TO DOWNLOAD THE PDF TO HELP MEMORIZE THE PRAYERS FROM LESSON 4 IF YOU HAVE NOT ALREADY DONE SO!
SET 1

Glory be to Thee, O my God!  Make manifest the rivers of Thy sovereign might, that the waters of Thy Unity may flow through the inmost realities of all things, in such wise that the banner of Thine unfailing guidance may be raised aloft in the kingdom of thy command and the stars of Thy divine splendour may shine brightly in the heaven of thy majesty. Potent art Thou to do what pleaseth Thee.  Thou, verily, art the Help in Peril, the Self-Subsisting.

SET 2

I beseech Thee, O my God, by all the transcendent glory of Thy Name, to clothe Thy loved ones in the robe of justice and to illumine their beings with the light of trustworthiness.  Thou art the One that hath power to do as He pleaseth and Who holdeth within His grasp the reins of all things, visible and invisible.

SET 3

I have wakened in Thy shelter, O my God, and it becometh him that seeketh that shelter to abide within the Sanctuary of Thy protection and the Stronghold of Thy defence.  Illumine my inner being, O my Lord, with the splendours of the Dayspring of Thy Revelation, even as Thou didst illumine my outer being with the morning light of Thy favour.

SET 4

O my God, my Master, the Goal of my desire!  This, Thy servant, seeketh to sleep in the shelter of Thy mercy, and to repose beneath the canopy of Thy grace, imploring Thy care and Thy protection. I beg of Thee, O my Lord, by Thine eye that sleepeth not, to guard mine eyes from beholding aught beside Thee.  Strengthen, then, their vision that they may discern Thy signs, and behold the Horizon of Thy Revelation.  Thou art He before the revelations of Whose omnipotence the quintessence of power hath trembled. No God is there but thee, the Almighty, the All-Subduing, The Unconditioned.

ruhi book 3 grade 3 song
A RING UPON THE HAND
STRIVE THAT YOUR ACTIONS
ONE TREE
ruhi book 3 grade 3 quote

The source of all good is trust in God, submission unto His command, and contentment with His holy will and pleasure

Tablets of Bahá’u’lláh/Words of Wisdom

MEANING OF WORDS

Source– where something comes from

  • The source of the river was high in the mountain

Submission- accepting and yielding to a higher force or will

Written submission for children’s class teachers was sent out to our community

Contentment- a state of happiness and satisfaction

They finally found contentment in living a life of service

USE THE WORKSHEET

For any words, you are not sure of or record the ones above and save them in your notebook/lapbook Download here

SEND A POSTCARD WITH THE QUOTE TO A FRIEND PRINT OR EMAIL
RUHI BOOK 3 GRADE 3 STORY

The story has a historical component to give some background content. Also, there may be props for the story, videos, and other resources to use as you like

As the final lesson, we will learn about the life and Mission of Muḥammad, the last Manifestation Who appeared before the Báb and Bahá’u’lláh. 

Muḥammad was a Manifestation sent by God some 1400 years ago to the people who lived in the region we know as Arabia. You remember that one of the descendants of Abraham, Ishmael, was the father of the Arab people, and they had believed in the one true God and followed His teachings. But centuries had passed, and they had long turned away from Him and had forgotten how to live together peacefully. There were many warring tribes that worshipped idols and behaved in the most cruel and barbarous ways. The great capacity and rich potential of the Arab people were hidden behind veils of ignorance when Muḥammad appeared among them.

Muḥammad was born in the city of Mecca in the year 570 AD. As a young man, He became a merchant, and in His dealings with people He displayed such a sublime and noble character that He was known as “The Truthful” and “The Trustworthy”. At the age of forty, He became aware of His Divine Mission, while praying and meditating in the Cave of Hira. When Muḥammad began to share God’s Message, the people of Mecca rose up against Him, and for some twelve years, He and those who followed Him were the constant targets of the darts of hatred. At last, when Muḥammad’s very life was under threat, they migrated to the city of Medina. It was there that His Message spread rapidly, and many souls came to recognize His station as a Manifestation of God. He taught them that there is only one God to Whom we should turn in worship. It is God Whom we should trust, and by Whose Will we should all abide.

After several years in Medina, Muḥammad returned to His native city of Mecca, where the people also embraced His Cause. And through obedience to the laws and teachings that He revealed, the Arab people were eventually united and became renowned for their learning in the arts and sciences, reaching the greatest heights of civilization. The word “Islám” means “submission to God”, and the light of Islám, the religion founded by Muḥammad, shone across all of Arabia and beyond. His words were recorded in the Qu’rán, the Holy Book of His followers, and today all of humanity has access to His Divine Revelation.

There are 3 Stories in today’s lesson
story 1

Muḥammad’s father died before He was born, and His mother when He was only six. For most of His childhood and youth, He was raised by His uncle. There were no schools for formal education in Arabia at that time, and Muḥammad was not taught to read and write but learned the trade of His uncle, who was a merchant. Over time, as He helped His uncle with his business, Muḥammad gained a reputation for His integrity. He was called “The Truthful”, because He never told a lie, and “The Trustworthy”, because He never deceived anyone and always kept His word. His noble reputation eventually came to the attention of Khadija, a widow who was known for her purity. She came to admire Muḥammad’s honest and upright character. At the age of twenty-five, Muḥammad married Khadija, and they worked together as merchants.

Muḥammad was deeply disturbed by the way the people of Mecca lived. Thousands of years before, a sanctuary had been built in Mecca for the worship of one God as taught by Abraham. But this sacred place, known as the Ka’bah, had long been filled with idols, some say 360 of them, each with a different name and all worshipped by different tribes. These tribes were constantly at war, and when one tribe claimed victory over another, the women and children of the losing tribe were taken captive and suffered greatly as slaves to merciless masters. The region had sunk to the lowest depths of cruelty and despair. Muḥammad, unable to bear the godlessness and degradation of life in Mecca, would often retreat to the Cave of Hira, concealed in a mountain just outside the city, where He would pray and meditate. It was in this cave that Muḥammad, then forty years of age, became aware of His Divine Mission. All around Him He heard the voice of the Angel Gabriel, calling upon Him to speak out in the name of the Lord, God.

Muḥammad returned home and told Khadija what He had experienced. She became the first to recognize His station as a Manifestation and to accept His Message: that there is only one God, He Who had also spoken to the Manifestations of the past; that people should turn to God with humility, worship Him, trust in Him and be obedient to His Will; and that, in accordance with His Will, all people should be kind to one another, honest, and just. For some time, Muḥammad made His station known only to His close relatives and friends, some of whom chose to follow Him, including His cousin ‘Alí and His friend Abú-Bakr.

Story 2

Eventually, Muḥammad proclaimed God’s Message to the people of His tribe. Only a few, however, understood the importance of His words and began to follow His teachings. They became known as Muslims. The others did not want to give up their old ways and live according to the laws of God. The idea of change angered them. They behaved with the utmost cruelty towards Muḥammad and the small but growing band of His followers. When Muḥammad spoke of God’s Message, they laughed at Him and attacked Him with stones. For years Muḥammad and His followers endured violent persecution. Some of His companions were killed and their property confiscated. From time to time, members of His tribe would try to persuade Muḥammad to stop spreading His teachings, in return for wealth or power. He, of course, would refuse. His uncle and His wife were greatly respected in Mecca, and they were able to act as Muḥammad’s protectors for a time. But after their deaths, both in the same year, life for Muslims in the city of Mecca became even more difficult.

After many years of suffering, Muḥammad was visited by two leaders from other tribes. They had decided to embrace His teachings and offered, in the city of Medina, a safe place for the Muslims to live. Muḥammad instructed His followers to move to Medina, and they gradually left Mecca for that city. His enemies, however, were determined to put an end to His life while they had the chance. They devised a plot to kill Him, and one night they surrounded His house with the intention of carrying out their plan. They could easily see inside the house and would know whether He tried to leave. So Muḥammad turned to His faithful cousin ‘Alí. He asked him whether he would be willing to cover himself with a blanket and pretend to be sleeping in His bed. Without hesitation, despite the danger to his own life, ‘Alí gladly accepted. Such was his love for God’s Manifestation. And, while ‘Alí lay resting on the bed, Muḥammad was able to leave the house undetected and join His friend Abú-Bakr.

According to tradition, Muḥammad and Abú-Bakr then made their way out of the city in the dark of night, guided by the moon and stars, and took shelter in a cave in the mountainous desert. By morning it had been realized that Muḥammad was gone, and His enemies were in fast pursuit of Him. As the sun rose, the sound of galloping horses grew louder, and Abú-Bakr was filled with fear. How could he protect Muḥammad here in the desert, he wondered. Abú-Bakr held his breath and listened as the enemies drew closer and closer until there were footsteps just outside the cave. Abú-Bakr heard voices, but he could not make out the words. He was certain that they would be found. But Muḥammad reassured him, reminding him that God was with them. And, indeed, the search party soon left, without even looking inside the cave. You see, there was a spider at the opening of the cave, and right after Muḥammad had entered, it had spun a huge web, closing off the entrance. When the men searching for Muḥammad reached the cave, they assumed no one could be inside it because the web was perfect and unbroken. It must have been a very long time since anyone had entered that cave, they thought. So they continued looking elsewhere, but with no success. Tired, frustrated and confused, they finally returned to Mecca empty-handed. Muḥammad and Abú-Bakr remained in the cave for three days to make sure the enemies had gone and then left through another opening, preserving the web that had served as their protection. With camels brought by a trusted friend, they set out for Medina, traveling by night for several days, until they, at last, reached that city safely. Muḥammad’s move from Mecca to Medina is known as the Hijrah.

Story 3

From His new home of Medina, Muḥammad was able to teach God’s laws and commandments much more widely, and people from different tribes began to live together in harmony according to His teachings. Those who rejected them, however, were still determined to kill Muḥammad and His followers. The Muslims were steadfast in their faith and devoted to God and His laws. They did their utmost to avoid contention. But,  they knew the cruelty of their enemies, and at times they were forced to take up arms to defend themselves and protect their children from enslavement. Over time, the sacrifices of the Muslims and their transformed way of life helped people to realize the truth of God’s Message.

There are many accounts that show the transformative effect of the spiritual powers that emanated from the Person of Muḥammad. In one such account, it is said that Muḥammad once awoke to find a soldier armed with a sword standing above Him, intending to take His life. The angry man asked, “Who is there now to save Thee?” Muḥammad replied that God would save Him. The soldier became afraid and dropped the sword, which Muḥammad picked up. He then asked the soldier who would save him. The man did not follow God’s teachings and realized that he was alone, with no one to come to his aid. Muḥammad did not harm the soldier but handed the sword back to him, telling him to learn to show forth mercy. The man was changed by this experience and devoted himself to Muḥammad and His teachings.

After several years the people of Mecca agreed to let the Muslims visit the holy sanctuary, the Ka’bah, where they could gather once a year to worship God. But soon the agreement collapsed, and the city was once again closed to the Muslims. The followers of Muḥammad now numbered in the thousands, and they went to Mecca en masse, ready to draw arms if necessary. But the people, seeing the waves of His followers approaching the city, surrendered without resistance. Muḥammad then made a pilgrimage, or hajj, to the Ka’bah, which He restored to a place of worship dedicated to the praise and glorification of the one true God.

Eventually, many of those who had at first rejected Muḥammad’s teachings came to believe in one God and changed their ways, striving to align their will with the Will of God. Through His words, which were recorded in a Holy Book called the Qu’rán, they learned to turn their hearts to God, especially through prayer and fasting, and to reflect those heavenly qualities that Muḥammad had manifested throughout His life. Under His influence, the people of the region rose from the sad condition in which He found them to the highest state of civilization. The warring tribes united and systems for organizing communities into well-ordered nations were established. Great universities were founded, knowledge of arts and sciences expanded, and new and beautiful forms of architecture emerged. At a time when other parts of the world were in decline, the Arab world flourished and the effects of Muḥammad’s teachings ushered in a whole new era of human civilization.

FROM BRILLIANT STAR MAGAZINE STORY

RUHI BOOK 3 GRADE 3 FACTS ABOUT
FACTS ABOUT MUHAMMAD
  1. Muḥammad was a Manifestation of God born in the city Mecca, in the Arabian region, in the year 570 AD.
  2. While engaged as a merchant, Muḥammad was often referred to as “The Truthful” and “The Trustworthy”.
  3. Muḥammad taught that there is one God, that people should turn to Him, worship Him, trust in Him, and be obedient to His Will.
  4. Muḥammad and His followers were persecuted by the people of Mecca and went to Medina, where His Message reached many souls.
  5. After several years in Medina, Muḥammad returned to Mecca and the people soon embraced His Cause.
  6. The words of Muḥammad are recorded in a Holy Book called the Qu’rán.
  7. Muḥammad’s Message united the Arabian tribes and raised their level of civilization.
Facts Zoroaster
RUHI BOOK 3 GRADE 3 GAMES
ACTING

Today we will act out the story of Zoroaster’s visit to the court of Vishtaspa, culminating in the king’s acceptance of Zoroaster’s Message. 

  1. Need a Narrator: The part of the Manifestation Himself is never portrayed by a person. 
  2. Vishtaspa,
  3. the scheming priests,
  4. and joyful courtiers.  
  • How do the courtiers express the joy in their hearts? 
  • How does Vishtaspa react to Zoroaster’s words?
  • What expressions and gestures does he use to show his eagerness to hear more? 
  • How do the priests act when Zoroaster first arrives? 
  • How does their reaction change? 
  • What might they say to each other in plotting to have Him banished from the court?

Hula Hoop Pass

Have the group form a circle holding hands. Ask two people to let go of their grip long enough for them to place their hands through a hula hoop before rejoining them.

The team task is to pass the hula hoop around the circle in a specified direction until it returns to the starting point.

Silly Willy

  1. Two lines stand facing each other and become teams.
  2. One player from each team, at the opposite end of the line, start by bowing to each other and calling out “Silly Willy”
  3. The two players then walk toward and past each other without laughter or smiling, while the teams attempt to make the passer-by from the opposite team burst into laughter. (specify beforehand that it all needs to be clean and appropriate)
  4. If a player should crack a smile, they join the line of their opponents.

5. The game ends when there is only one team left, or everyone is too laughed out to continue!

RUHI BOOK 3 GRADE 3 CRAFTS/ ACTIVITIES
LAYERED PAPER: INSPIRED BY THE STORY OF ZOROASTER GOING TO THE MOUNTAINS

This is a layered paper scene of the mountain area where Zohrester went to pray and meditate to find the truth. The quote will be attached to this layered paper scene.

Instructions

  1. Download pdf, print, and cut
  2. layer using foam tape or cardboard pieces so that each layer is slightly raised

IMAGES TO DOWNLOAD, PRINT, AND LAYER HERE

ACTIVITIES FROM THE AUSTRALIAN PEACE PACK
THE AUSTRALIAN PEACE PACK

Puzzle for Zoroaster HERE

Craft for Zoroaster HERE

FROM BRILLIANT STAR MAGAZINE
based on transforming people’s character

Try making a never-ending card. the pictures can be all the same as the video below, or have them transform from something like a cocoon to a butterfly, etc.   

Watch here

SCIENCE transforming kernels to popcorn

Nice activity that becomes the snack. Show the children how kernels transform into popcorn but need something for this to happen: heat and oil. Once it transforms, it takes up a different space and looks different. Here is a link for more information if needed

ruhi book 3 grade 3 review quote

Waste not your time in idleness and sloth. Occupy yourselves with that which profiteth yourselves and others.

Bahá’u’lláh – From “Bishárát” [Glad-Tidings]
dOWNLOAD THE REVIEW QUOTE MEMORY AID HERE
Resource
ALL DONE MONKEY: A GREAT RESOURCE FOR KIDS TO LEARN MORE

LINK TO CONTENT HERE

TWINKL: RESOURCE THAT HAS  FREE AND PAID CONTENT

CHECK IT OUT HERE

Categories
Baha'i Cards Children class Free Kids Can Do Ruhi Book 3 Template

What Does Forgiveness Look Like? Lesson 11 Grade 1

Lesson 11 grade 1 ruhi book 3
Lesson 11 Grade 1 Ruhi Book 3 Forgiveness

Forgiveness

  • What is Forgiveness?
  • How do we forgive others?
  • Why should we practice the virtue of Forgiveness?
  • When do we practice the virtue of Forgiveness? 

What does forgiveness mean to you?  Forgiveness means letting go of hard feelings like anger, sadness, or frustration that happen when you or someone else makes a mistake. It’s saying “Thank you” or “That’s okay” when someone apologizes and does not stay upset about what they did. It’s having patience with yourself and others, and recognizing that no one is perfect—everyone makes mistakes. Forgiveness doesn’t mean that all of a sudden what someone did doesn’t hurt or isn’t wrong. It means that you find it in your heart to give the person another chance.

Did you know that forgiveness is one of the attributes of God?  We all make mistakes, and God forgives us when we ask for forgiveness and try our best to do better.  ‘Abdu’l-Bahá modeled forgiveness and always told us to be forgiving with one another. He said we should see with eyes of forgiveness and overlook one another’s faults. If we follow ‘Abdu’l-Bahá’s example, we will show forgiveness not only to our friends when they make mistakes but also to those who are unkind to us.

VISIT MORE LESSONS HERE

L9G1 Prayer
Lesson 11 Grade 1 Ruhi Book 3 Forgiveness

We are Memorizing The Prayer: Blessed is the spot

Blessed is the spot, and the house,

and the place, and the city,

and the heart, and the mountain,

and the refuge, and the cave,

and the valley, and the land,

and the sea, and the island,

and the meadow where mention

of God hath been made,

and His praise glorified

Lesson 11 Grade 1 Ruhi Book 3 Forgiveness

Memorize

“. . . let your adorning be forgiveness and mercy and that which cheereth the hearts of the well-favored of God.”

Meaning Of Words

Cheer

Ursula was not feeling well. Her friend Elsie brought her flowers and sat with her for a long time, telling stories and talking. Elsie’s visit made Ursula feel much better. Ursula was cheered by her visit.

Mrs. Sanchez received a long letter from her husband who had gone away to a nearby town for work. The letter brought the good news that he would soon be coming home. The news greatly cheered her.

Favored

The teacher loved all of her students and paid special attention to each one. She favored them all.

James liked all of the subjects at school, but he did best in science. Science was the subject he favored most.

Send a Postcard

Send a postcard to a friend

G1L11 Postcard
Lesson 11 Grade 1 Ruhi Book 3 Forgiveness
let your adorning be forgiveness

Looking For Good
Lesson 11 Grade 1 Ruhi Book 3 Forgiveness

Story Of Forgiveness

Note, while telling the story, have a few props available to show the children: WORDS IN BOLD: A sign saying CLOSED, KEYS, TELEGRAM, PRESENT, LETTER. a ticket for the trip is additional if you like.

During the days the Master lived in ‘Akká, there was a governor who, time and time again, tried to harm the Bahá’ís. On one occasion he came up with a plan to destroy their means of livelihood: he ordered his guards to close down the shops of all the Bahá’ís and to bring him the keys. But ‘Abdu’l-Bahá learned of the governor’s plan and advised the friends not to open their shops the next day. He told them to wait and see what God would ordain. 

Imagine the governor’s surprise when he heard that his guards could not bring him the keys because the shops had not been opened. But before he could think of what to do next, something unexpected happened. A telegram arrived from his superiors dismissing him from his post as governor of the city. And so the shops of the Bahá’ís were saved. The ex-governor was ordered to leave ‘Akká and go to another city called Damascus. He did not know what to do. He had to leave quickly and alone. What would happen to his family? Who would help someone who had lost the favor of the government? The Master heard the news and went to see him. He showered the unhappy man with great kindness, as if he had never been an enemy of the Faith. Not once did He mention his past wrongdoings. Instead, He offered to help him in whatever way possible. The ex-governor was worried about leaving his wife and children behind. ‘Abdu’l-Bahá assured him that He would take care of the matter. Later He arranged for a comfortable trip, provided someone reliable to accompany the wife and children, paid for all the expenses, and sent the family on its way to Damascus. 

When the ex-governor was reunited with his family, he rejoiced. With a heart filled with gratitude, he turned to the man who had traveled with his family and asked him about the cost of the journey. The man explained that it had been paid by ‘Abdu’l-Bahá. Then the ex-governor offered him a present for his kindness and diligence during the journey. But he would not accept the present; he said that he was merely obeying ‘Abdu’l-Bahá and did not wish to receive anything for his services. The ex-governor then asked the man to stay the night as a guest in his home. He said, however, that he was eager to follow the instructions of the Master, Who had told him to return to ‘Akká without delay. The ex-governor asked the man to wait at least long enough for him to write a letter to ‘Abdu’l-Bahá. This he accepted and upon his return to ‘Akká delivered the letter to the Master. The letter read: “O ‘Abdu’l-Bahá, I pray you to pardon me. I did not understand. I did not know you. I have wrought great evil on you. You have rewarded me with great good.”

Other Stories:

Shaykh Mahmúd of ‘Akká

Zillah Sultán and his Sons

The Unfriendly Governor

BALLOON ACTIVITY

Each person has a balloon.  First, we are going to see what happens when we build anger up and don’t forgive.

Someone calls out names of emotions (sadness, anger, hurt, resentment, impatience, pain…) and with each name you hear, you blow into your balloon until it becomes pretty big.  Hold onto it.  When gets big, then have everyone let go and release it.

Okay, now let’s practice with forgiveness.  Blow anger into the balloon.  Now forgive- let it out, blow sadness into your balloon, now let it out.  Blow frustration into your balloon, now let it out! GREAT JOB!

HOT POTATO

Children form a circle.  Then ask: 

What are some of the things your body feels when you feel angry or frustrated? One thing is that you might get really hot. I call those feelings “hot feelings” because sometimes your face can get red, you might feel a burning feeling in your stomach, and you might even feel like a volcano full of hot lava! When you touch something hot, do you want to hold onto it? No! You want to let it go as quickly as you can.

  • In this game, the ball/[potato is a “hot feeling.” Pass it around the circle while the music plays, letting it go as quickly as you can.
  • When the music stops, everyone looks at the person holding the hot potato and says: “We’re sorry!”
  • The person holding the ball puts it down and says, “That’s okay. I forgive you.” Then the game continues…

People to People

Tell the children to walk around randomly, while clapping and saying, “people to people”. When you call out “back to back”, they should stop, and each back up to a partner. On your signal, they start to move around again, clapping and saying “people to people”. When you call out “face to face”, they stop and each face a partner, bowing heads. The game continues in this way, with these two commands being repeated several times. Other commands can include “knee to knee” and “elbow to elbow”.

Role Plays: What Forgiveness Looks Like

Invite kids to give responses and act them out. Ask, “What does forgiveness look like when . . .” (HAVE ON SLIPS THAT THEY PULL OUT)

  • Your friend accidentally broke your favorite toy
  • You did something you feel is very bad (forgiving yourself)
  • Your brother takes something of yours without asking
  • Your friend got angry and said something unkind to you and then apologized.
  • Someone keeps doing something hurtful to you over and over without being sorry*

*There are sometimes when forgiveness won’t help someone change their behavior, and it isn’t the only virtue you need to call on. While you can let go of the hurt feelings, sometimes, you need to stay away from that person (if you can) and stop giving tem the chance to hurt you. In these cases, respect for yourself and justice (making sure everyone is being treated fairly, including yourself) are just as important as forgiveness.

Lesson 11 Grade 1 Ruhi Book 3 Forgiveness

An Experiment

Here is an experiment to try to help illustrate forgiveness 

Make a Paper Plane

Make 2 planes hiding a penny in one. They will look the same but not fly the same. Ask the children to look them over and figure out why. Explain “the airplanes are like us and the penny is when we hold a grudge. A grudge is when we hold bad feelings inside of us because of something someone did or said to us. These feelings can weigh us down and keep us from flying high.

Template for a paper plane here

Use the quote for the lesson (see below) in this craft idea Here is my template.

TEMPLATE FOR CRAFT

“. . . let your adorning be forgiveness and mercy and that which cheereth the hearts of the well-favored of God.”

Categories
Baha'i Children class Free Ruhi Book 3

Humility Grade 1 Lesson 9

HUMILITY

Today we will start to memorize a new prayer and the topic is on Humility OR BEING HUMBLE

  • What is Humility?
  • How do we know we are being Humble?
  • Why should we practice the virtue of Humility?
  • When do we practice the virtue of Humility? 

When you are humble, you don’t consider yourself more important than other people. You are happy to serve others and think other people’s needs are important.

Humble means doing your best without attracting too much attention to yourself.

1.You are not afraid to ask for help

2.Don’t pay lots of attention what people say about you GOOD OR BAD

3. Don’t spend energy trying to impress others

4. Don’t worry about mistakes, be eager to learn
 Being humble is about taking on an attitude of learning. 

BEFORE MEMORIZING THE QUOTE  LET US TALK ABOUT SHOWING  HUMILITY BEFORE GOD

L9G1 Prayer
Lesson 9 Grade 1 Ruhi Book 3

Blessed is the spot

Blessed is the spot, and the house,

and the place, and the city,

and the heart, and the mountain,

and the refuge, and the cave,

and the valley, and the land,

and the sea, and the island,

and the meadow where mention

of God hath been made,

and His praise glorified.

Send a Postcard

Postcard Blessed Is the Spot

BE LIKE THE EARTH

See the earth 
It’s so humble 
Has all God’s wealth to give 
Everything we need to live 
Lets us walk on it every day 
But have you ever heard it say 
“I am richer 
Greater than you” 
 
See the tree 
It’s so humble 
The more its fruits abound 
It bows closer to the ground 
And shares the fruit that way 
But have you ever heard it say 
“I am richer 
Greater than you” 

Be like the earth 
Be like the tree 
Rise to the heaven of glory 
On the wings of humility 
Rise to the heaven of glory 
On the wings of humility

O Son of Man! Humble thyself before Me, that I may graciously visit thee.

THE HIDDEN WORDS OF BAHÁ’U’LLÁH

Put to music HERE.

MEANING OF THE WORD

Humble 

Zinab works diligently on her math assignments and always does well. She is humble and never boasts about her achievements. 
The children in Yong Fu’s neighborhood are eager to learn, and he was asked to form a small class for them. Even though he has little experience and considers himself unworthy, he puts his trust in God and does his best. He approaches the task with humility.

humble_thyself Before Me

Memorization aid Download aid here

Lesson 9 Grade 1 Ruhi Book 3

STORY ON HUMILITY

Humility was one of ‘Abdu’l-Bahá’s most notable qualities.  Many people wanted to give Him great titles, but He only wanted to be called “‘Abdu’l-Bahá”, which means “Servant of the Glory”.  His most ardent desire was to serve.  One time some wealthy visitors made an elaborate plan for Him to wash His hands before a meal. They arranged for a specially dressed boy to carry a fancy bowl with “crystal water”, and they also had a perfumed towel waiting for Him. When the Master saw the group of friends approaching from across the lawn – with the little boy, the bowl, and the towel  – He knew their purpose. He hurriedly found some water nearby, washed His hands, and dried them with a piece of cloth the gardener had. Radiantly, He turned to greet the group.  And then, bestowing on His guests, the very honor that was meant for Him, He lovingly offered them water and a perfumed towel!

SCIENCE EXPERIMENT

Humility and Thankfulness attract God’s blessings

“Attract” a stream of water without even touching it.

What to Do

This works best on a dry day.

Set the tap running gently so that it has a steady but thin stream of water coming out. Move an inflated balloon near the stream of water. It should not affect the water at all. Now rub the balloon on your hair.

Now move the balloon near the stream of water. The water will be attracted to the balloon, and the closer you move the balloon, the more the water will bend.

HUMILITY AND THANKFULNESS ARE LIKE THE STATIC ELECTRICITY THAT THE BALLOON GETS FROM BEING RUBBED ON YOUR HAIR AND THIS ATTRACTS THE WATER OR “BLESSINGS”

ANOTHER STORY

Aid for Story: Download here

ANOTHER STORY

Role-Playing 

Present children with a series of scenarios where they can choose to be boastful or humble, such as winning a game, getting an A on a test, or giving someone a gift. Have children give a boastful response and a humble response to the scenario. For example, a child could pretend to brag about winning the game to demonstrate boastful behavior and say “good game” to the other players to demonstrate humility. Talk about how everyone involved would feel for each scenario to emphasize why choosing to be humble is the better option.

Games to Illustrate the virtue of Humility

from The New World Order Games Manual, by Linden Qualls

This game was created for our lesson on humility.  I explained that egos and lower selves can become too large and inflated, like a balloon.  We need to keep them “under control” and “inline”.  So for this game, 2 teams would each be given an equal sized blown up balloon.  Each team lined up across from the other.  The goal was to be the first team to get the balloon down their own line without it hitting the floor or going out of reach.  It is hard to control the lower self and the ego, so to make it hard to control the balloon, the team members could only use their heads and feet to maneuver the balloon.  Each team member could touch the balloon with their head or feet as many times as needed to get it to the next person.  No one is to be skipped.  If hands or arms were used, or the balloon hit the floor or went out of reach, it was brought back to the start. Youngest ones can be placed at the very beginning and end of the line, since the first one begins the race and the last one catches it, these are the easiest spots to be in.

Please note that the age and number of the children and the size of the balloon will greatly influence control. The less air, the faster it will fall. Teams should have different colored balloons so they never get mixed up. Encourage the winning 1agamesrules.doc 103 28-Apr-15 team to show humility by not boasting. You can also completely dispense with the race idea, and just make the control of the balloon the only challenge.

Variations:

The same rules apply—if the balloon goes out of reach or hits the ground, it goes back to the beginning.

Team members sat down on the floor and could use their hands and feet. They could slide about in their efforts to control the balloon. (Older groups may be able to use only feet for this version and the one below.)

They then did the same as above but had to be on their backs, with their legs in the air. They could also scoot if necessary.

Team members lay on their stomachs, and could use only their hands. They could slide on their stomachs if needed to.

Team members stood in their lines and were allowed to use their hands—but each could only bat the balloon once. No child was to be missed. If this proves too hard, let them hit it twice.

Team members stood up and had to pass the balloon down the line by squeezing it between their stomachs. No hands or feet could be used.

Team members stood up and had to pass the balloon down the line by squeezing it between their knees. No hands or feet could be used.

Spread team members out down the line. Members have to hold balloons between their knees and hop to the next person in line. Or they can hold it between their ankles and hop. You can also try it as a relay race across a distance.

Do the same as above, but no hopping is allowed. Team members must therefore waddle, and it looks really funny. You can also try this one as a relay race across a distance.

Team members sit down (girls with skirts or dresses can’t do this one) in a line, as you would on a toboggan sled. Then kids scoot a little to create some distance from each other and they lay on their backs and put their feet and legs up in the air. I then placed the balloon in between the feet of the first person in line, and the goal is to pass the balloon all the way down the line to the

last person just using the feet. One always passes to the person behind them and they rock on their back (no touching the balloon with hands) and try to place the balloon between the feet of the person behind them. (If you want to continue and go the opposite direction, just have everybody rotate direction, and start with the person who was originally last.)

Students were divided up into groups of 2 or 3. They stood facing each other very close, with arms around each other. The balloon was placed at the bottom of their feet between them, enclosed by their bodies. No hands or forearms were to be used. The goal was to squirm and wiggle it up so that it was between their faces. Taller kids just bent lower at the endpoint. If the balloon escaped, they had to start over.

One day, there were only 3 kids, so we improvised. I also played, to make 4. We spread out and had to get the balloon down the line, then back up again to the first person. There was no race, but keeping the balloon under control was challenging enough.

The ego is the animal in us, the heritage of the flesh which is full of selfish desires. By obeying the laws of God, seeking to live the life laid down in our teachings, and praying and struggling, we can subdue our egos. We call people ‘Saints’ who have achieved the highest degree of mastery over their ego. (From a letter written on behalf of Shoghi Effendi to an individual believer, January 8, 1949)

…….the ego can and should be ever-increasingly subordinated to the enlightened soul of man. This is what spiritual progress implies. (From a letter dated 14 December 1941 written on behalf of Shoghi Effendi to an individual believer)

 Game: “Sometimes I am Tall” 

  • One person is blindfolded.  Everyone else stands around them in a circle

The people in the circle say together:

  •  “I am very tall.” (They stand on their toes and stretch as tall as they can.) 
  • “I am very short.” (They squat down and make themselves as short as they can.) 
  • “Sometimes I am tall.” (They stretch up again.) 
  • “Sometimes I am short.” (They squat down again.) 

The teacher points up/down and everyone stands/squats.  Then everyone says:

  •  “Guess what we are now!” 

The blindfolded child tries to guess by the level of their voice whether they are “short” or “tall”. Each child should take a turn at being blindfolded. 

Based on the story A Puppet Show:

Download craft

HUMBLE BRACELETS


Cover empty cardboard toilet paper rolls with decorative paper or fabric to make cute bracelets. First, cut straight across the length of the cardboard roll. Once you’ve made that cut you can cut around the roll making individual bracelets of various widths. Older kids can do this themselves; younger kids will probably need help. Cut paper or fabric rectangles that will cover the bracelet with a small border around each edge. Cover the back of the fabric or paper rectangle with a thin layer of tacky glue and carefully press it onto the bracelet smoothing out any wrinkles. Tuck all the overlaying edges to the underside. If the bracelet has lost some of its ability to spring back into shape roll it into a smaller roll and hold it in shape with a rubber band while the glue dries. For smaller wrists roll them into smaller rounds. If you’ve planned ahead you could invite the kids to bring paper or fabric they like.

Humble Potato Prints


Cut potatoes into thick slices. Outline and cut out the letters H-U-M-I-L-T-Y. Put a thin layer of seven paint colors on seven 7 small plates. Put one letter stamp on each plate. You’ll be using the I stamp twice. Let the children stamp the word HUMILITY onto fingerpaint paper. They can embellish around the word-painting things that remind them of humility. It’s also fun to use cookie cutters and cut out other shape potato stamps as well. This can get messy so it’s a good outside project. And it’s helpful if there’s a garden hose, or at least a bucket of water, for washing hands.

Based on Prayer Blessed is the spot mini book

Print the prayer for the children to color.

Print and cut the second section here and fold on dashed lines like as accordian. glue the prayer images in order. fold up and glue the prayer name “Blessed is the Spot” to the front.( it is the first section with no image only the words) The last piece can be glued to the note book or in to a small box. You can also attach string to the accordian book to tie it up.

A COLLAGE based on the song

CUT PICTURES FROM A MAGAZINE AND MAKE A TREE (HUMBLE LIKE THE EARTH)