what educators have said · 2012-11-29 · what educators have said: “the interact curriculum...

WHAT EDUCATORS HAVE SAID:

“The Interact Curriculum really helps focus our teaching at home. Working with such a flexible, detailed curriculum makes choosing options to suit my son so much easier. The ability to pick and adapt material across different levels is key to his learning success, as he is remedial in some areas and streets ahead in others. Interact has been a big part of making the learning experience enjoyable for us both.”

Veronica Watson, Homeschooler, NZ

Interact Curriculum is a great work. In Africa the document has come at the right time, the time in which Christian schools are mushrooming throughout the continent. It will provide the need for deepening the teachers’ understanding of Christian worldview and their Biblical worldview which will enable them to make Christian Education relevant to the African communal way of living and root them in their deepest beliefs.

Samson Makhado, MARegional DirectorAssociation of Christian Schools InternationalSouthern Africa

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GOD IS WISE He wants us to be wise

An Interact Teacher Manual forYears 1-4Devotions

By Carl Becker and Helen Pearson

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© 2009 Interact Curriculum Press

No part of this publication may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, without prior permission in written form from the publisher.

Scripture taken from the HOLY BIBLE, NEW INTERNATIONAL VERSION ®. Copyright © 1973, 1978, 1984 by International Bible Society. Used by permission of Zondervan Publishing House. All rights reserved.

The “NIV” and New International Version” trademarks are registered in the United States Patent and Trademark Office by the International Bible Society. Use of either trademark requires the permission of the International Bible Society.Interact Curriculum PressP.O. Box 757Whangaparaoa, 0943New Zealand

www.interactcurriculum.comPrinted and bound by CM Digital, Albany, New Zealand

ISBN 978-1-877481-34-5

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CONTENTS

Welcome to Interact!

How to Use this Interact Teacher Manual

The Interact Learning Process

Overview

An Introduction to Staff and Parents

Big Idea, Value Focus, Skills Focus

Key Understanding and Focus Question

Key Areas of Investigation

Key Learning Intentions

Pre-planner Guide

Background Information

Firing Up

Finding Out Further

Focusing Forward

Scriptures Used in this Unit

Acknowledgements

Bibliography

What Next?

Feedback

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© 2009 Interact Curriculum

WELCOME TO INTERACT!

The Interact Curriculum is a biblically-based and integrated programme of learning suitable for students in Years 1-8. It is designed to inspire teachers with a multitude of creative ideas, questions and learning activities through which students can engage in learning about God and his world. This Interact Teacher Manual is part of a set of manuals produced for a single term’s work on an integrated theme. The Interact Currriculum provides teacher manuals in the subject areas of Devotions, Science, Social Science, Health and English on 16 such themes over a 4 year cycle. Additional resources are also available in other subjects, including reproducible student worksheets entitled Discovery Sheets. The Interact Curriculum is designed to encourage students to interact with God, with others and with their world in the course of their learning day, and it is our intention to serve teachers by resourcing them with leading-edge curriculum material that helps students to:

THE INTERACT CuRRICuLuM

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Learn about God

Learn about People

Learn about

the World

Develop faith and character

Develop thinkingskills

Integratesubjects

Value and serve individuals

Build community

Relate learning to

real life

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© 2009 Interact Curriculum4

HOW TO USE THIS INTERACT TEACHER MANuAL

Introduction:

This Interact Teacher Manual is designed to give you many different ideas from which to select and plan a programme for your own class. It is recommended that the Interact Learning Path be used as a guide in the planning process, but there is plenty of scope for choice in this manual.

This Interact Teacher Manual will give opportunity for teachers to design either:

(a) A short, more traditional unit of workBy focusing on the Firing up stage, covering the Key Areas of Investigation as a class, and selecting one or two activities in the Focusing Forward section, a teacher could design a short programme of work for a whole class lasting 2-3 weeks and follow it with assessment.

(b) A longer inquiry investigationBy working through the process of the Interact Learning Path, it will be possible to develop understanding of key concepts and skills in the Firing up section, and then to ignite student enthusiasm to take responsibility, in negotiation with the teacher, for their own research, reasoning, reflecting and responding. This will engage the students in developing questioning and research skills and therefore equip and inspire them for future learning.

c) A combination of bothThe more independent students in the class could be given more control over their learning by setting them off on their independent Inquiry approach whilst the teacher approaches the topic in a more traditional / teacher-centred approach with the remainder of the class.

N.B. Regardless of what approach is used to the material, the Interact Learning Path provides the structure so that students are given opportunity to have some degree of choice about their learning. Because they have more ownership, deeper and more independent learning may occur.

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© 2009 Interact Curriculum 5

Planning with Interact:

1. Read the God Is Wise Term Overview document to understand the integrating thread of the term and the national curriculum requirements. Read about the Interact Learning Path so you are confident with the teaching implications for your classroom.

2. Read the Overview and the Big Idea, Value Focus and Skill Focus, the Introduction to Staff and Parents, the Pre-Planner Guide, and the Big Idea, Value Focus and Skill Focus.

3. Read the Biblical World View or Background Information pages, the Key understanding, Focus Question, Key Areas of Investigation and Key Learning Intentions pages and look up the scriptures referred to (found at the back of this book for convenience).

4. Meet several times with other staff to engage personally and corporately with the term theme and plan school-wide activities.

5. Determine the main focus topic for your class (e.g. Science, Social Science, Health) this term and the supporting topics. Note that the main focus topic may vary between classes. At the conclusion of the term, when school-wide presentations are made, all students may benefit from each other’s deeper learning in particular topics.

6. Plan, using the Interact Learning Path as a guide. See pages 6 and 7 for an explanation. A sample Teacher Planner is provided separately in the folder.

Have a great term teaching!At the conclusion of this unit, please refer to the back of this Interact Teacher Manual and send us the Feedback Form. We’d love to hear from you.

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Planning with Interact: continued

Firing Up (a teacher-led stage)

Relate

Recall

Raise questions and recognise problems

Research (initial)

Finding Out Further(this stage can be either a student-initiated inquiry around related questions of interest, or teachers could select activities to do as a class)

Research (further)

Reason

Focusing Forward (this stage can be either a student-initiated inquiry around related questions of interest, or teachers could select activities to do as a class)

Reflect

Respond

Review and record

Rejoice!

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INTRODUCTION

THE INTERACT LEARNING PROCESS

The Interact Curriculum resources are being developed in a framework of learning, developed by Helen Pearson, called the Interact Learning Path.

The Interact Learning Path helps students to recall prior knowledge, to develop knowledge, skills, understanding and godly wisdom, to consider how what they have learned impacts who they are and what they do, to respond with the benefit of new skills and understanding, to evaluate their work, and to celebrate their learning in a range of ways as outlined below:

The Interact Learning Path

We hope you enjoy discovering, with your students, a fresh perspective on the world!

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Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall

Review and record Rejoice!

Research

Respond

Reason

Reflect

Resolve

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UNDERSTANDING THE INTERACT LEARNING PATH

Interact Learning Path icons are found throughout this Interact Teacher Manual and are explained as follows:

Relate

Get engaged. Teachers are encouraged to find ways to connect the topic with the students in some way to ‘hook’ them in to learning

The exclamation mark reminds us to get enthused

Recall

Recall what we already know about this topic

The arrows remind us to consider all we have heard, experienced, and otherwise learnt in the past


Consider what questions we have about this topic that we would like to or need to know. Teachers can use these to encourage student research if they choose, or they can be springboards into the unit

The question mark reminds us to question

Research

Research to gain knowledge

The magnifying glass reminds us to go searching

Reason

Reason to gain understanding by identifying parts, processes and purposes, and making comparisons and connections

The arrows remind us to pull apart (analyse) and to draw comparisons (compare)

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Reflect

Reflect to gain wisdom. Wisdom is gained by reviewing what we have done so far and going deeper in our research and thinking, and by considering God’s view or the topic’s value and purpose

The arrows reminds us to look up to God and to go deep in our thinking

Resolve

Choose. Our world view is most evidenced by what we do. We consider how what we have learnt might impact who we are and what we do. De Bono’s hats can help in the decision-making process

The “thumbs up” reminds us that we can say yes to a response of some kind – our learning might have impacted our thinking, our attitudes, our actions, our communication on the topic, or where we will stand on an issue

Respond

Take action. We make a response in our thinking, our attitudes, our actions, our communication on the topic or our stand on an issue

The head, heart, hands, mouth and feet remind us of responses we are making

Review and record

Evaluate. Consider what we have done well and how we could have improved or could develop skills for the next time we study

The arrows remind us that we look back in order to look forward

Rejoice!

Celebrate! We celebrate what we have learnt about God, about people and about the world. We celebrate a future and a hope. We celebrate our gifts and developing skills. We celebrate the ways we worked together. We thank God who is the giver of all good gifts

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UNDERSTANDING THE INTERACT LEARNING PATH

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OVERVIEW FOR THIS TERM

Subjects covered in this Interact Teacher Manual are shaded grey. Those unshaded are available in complementary manuals available from www.interactcurriculum.com

Year 5-8

God is wiseHe wants us to be wise ProverbsEcclesiastes1 and 2 ChroniclesMatthew

Treasure-Seekers

Treasures of the Earth

Understanding Myself

Text in Art

Year 1-4Devotions

God is wiseHe wants us to be wiseProverbsEcclesiastes

Social Science

Into the Unknown

Science Treasures of the Earth

Health

Understanding Myself Art

Text in Art

English

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Communicating to EntertainParables and Cautionary Tales

Historical Fiction, Poetry and PlaysWriting from Picture stimulus

Communicating to Inform

ParablesInformation reports

Writing tests

Communicating to RespondReviews and Interpretations:

Stories. Movies and Art

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AN INTRODUCTION TO STAFF AND PARENTS

God is wise and he wants us to be wise.

Because God, who created and knows everything, is the only true source of wisdom, we can be sure that in reading his word, we can become wise, and we can learn to discern true wisdom from all the good and bad ideas around us. “For the Lord gives wisdom; from his mouth come knowledge and understanding; he stores up sound wisdom for the upright.” (Prov 2:6-7)

During this term, we will learn about God’s wisdom. We will also have our own Wisdom Searches, to discover wisdom that is valuable for our own lives.

Our Devotions time gives us opportunity to identify God’s wisdom and people’s responses to his wisdom throughout biblical history. We will notice en route the connection between fearing God and gaining both wisdom and blessing in stories of the kings of Israel. We will learn about the wisdom of God expressed through Jesus, and expressed to the early church.

Our main focus will be to study the Wisdom Literature, and particularly the books of Proverbs and Ecclesiastes. We will discover the importance of wisdom and how it can shape people’s lives and grow them in godly character. We will discover the blessings of wisdom and its impact on being a disciple and, by contrast, grasp the reality of foolishness.

Job 28 teaches about the wealth of metal riches and resources that God has put in the earth for us to search out, and says that he longs for us to search for wisdom most of all. It tells us that wisdom is more precious than gold or silver.

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Sthe skill focus is:

Critical thinking

Ithe big idea is:

God is wise and he wants us to be wise

Vthe value focus is:

Wisdom

BIG IDEA | VALUE FOCUS | SKILLS FOCUS

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GOD IS WISE: HOW CAN I GROW TO BE WISE?

Qthe focus question is:

How can I grow to be wise?

Kthe key understanding is:

I can grow to be wise

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Kkey areas of investigation

We are learning that:God is wise and he wants us to be wise

Throughout the story of the Bible, we see that God is wise and we see people making wise and unwise choices

God has given us wise sayings throughout the Old Testament and the New Testament

Jesus is wise and taught God’s wisdom when he was on earth

1.02.0

3.0

4.0

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18 © 2009 Interact Curriculum

KEY LEARNING INTENTIONS

We are learning to:

RelateEngage

RecallRecall

Raise questions and recognise problemsAsk questions

ResearchUse biblical research skills

Conduct interpersonal research

Identify language structures and features

Engage with the topic of studyContribute to discussion

Recall prior knowledge Recall meaning of termsRecall personal experiences related to the topicRetell Bible storiesIdentify character qualities

Ask questions about the topicDesign interview questionsConduct an interviewContribute to discussion

Gather informationIdentify suitable resource peopleRead or listen to significant portions of the BibleOrganise ideasFind and recall memory versesComprehend biblical textsResearch Bible for stories about a particular themeThink imaginatively about Biblical textIdentify personal understandingApply biblical messages to modern contexts

Seek advice from parents or caregiversContribute opinionContribute to discussionConduct an interview

Define termsIdentify context


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19© 2009 Interact Curriculum

ReasonAnalyse

Compare

Make connections

ReflectSelf-assess

Identify perspective

Identify personal connection with text

Make judgments and discuss ethics

Analyse a character quality and create a rubricUnderstand that Biblical texts were constructed for a range of purposes, audiences, and situations Identify author, date, audience or context of a biblical textIdentify main and supporting ideasIdentify different voices and styles of authorsMake summariesAnalyse a character quality and make a rubric

Draw comparisons between the Old and New Testaments

Consider the Biblical context and modern application of Biblical teachingMake connections between biblical textsGroup Bible verses on a themeCreate a personal concordanceIdentify cause and effectDraw links with learning in other subjects

Make a self-assessment

Identify particular points of view and begin to recognise that texts can position a reader Make and support inferences from textsRecognise that there may be more than one reading available within a text Think critically about texts

Identify personal connection with the biblical text

Draw conclusionsDevelop criteria for judging truth



We are learning to: continued

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We are learning to: continued

ResolveConsider personal response

RespondMake a personal response

Review

Rejoice!

Consider personal response

Actively respond to the Biblical textGive a speech about findingsCreatively communicate Biblical understandingMake a plan for personal character development

Be reflective about the process of understanding the BibleBe reflective about own faith developmentBe reflective about own character development Make a self-assessment

Express appreciationParticipate in creative celebration


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PRE-PLANNER GUIDE

Resource People

Jeweller to speak about the value and beauty of gold and silver and other precious metals and stones

People involved with the school or parents and grandparents to speak of their favourite proverb or piece of wisdom from scripture

Special Features could include:

Having ‘Wisdom Searches’ at home with parents

Building a personal concordance of wisdom memory verses

Having a Goldminers’ Treasure Hunt Day in association with the Social Science unit on Goldminers and understanding how intensely people searched for gold and how God wants us to search for wisdom like this

Developing a personal growth journal in which lessons learned, answers to prayer and wisdom God teaches can be written and recalled



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BACKGROUND INFORMATION

The Wisdom Theme in Scripture:

In the Old Testament, wisdom is spoken of as belonging to God (Job 38:12-28). It refers to knowledge in any area, including practical skills (Ex 31:3-6), cunning (2 Sam 13:3; 14:2), and political pragmatism (1 Kgs 2:6).

The meaning becomes narrower in Proverbs, Job, and Ecclesiastes, where it refers mainly to life skills; to our ability to conduct our lives as successfully as possible. Here wisdom is linked with other words that mean understanding or knowledge, and consequently it is viewed as an intellectual quality providing the keys to a successful and happy life. The underlying idea of wisdom literature is that it can be gained and developed in everyone regardless of their age (Prov 1:1-5).

Solomon was famous for his wisdom (1 Kgs 4:29-34), and Proverbs and Ecclesiastes came to be attributed to him.

In the Gospels, Jesus is presented as a rabbi/wisdom teacher and many of his sayings are like proverbs (e.g. Mt 6:19-7:27). He is considered wiser than Solomon (Lk 11:31; Mk 6:2) and he identifies himself with the Father who has given him all things (Mt 11:27). He is the wisdom of God.

Paul contrasts the world’s wisdom with the wisdom of the cross (1 Cor 1:17-25) and declares that spiritual wisdom is found in God (1 Cor 2:6-16), affirming that Christ is the wisdom of God (1 Cor 1:24). This is further illustrated indirectly in Colossians 1:15-20. In light of all this, Paul calls the Christian to walk in wisdom (Col 4:5; Eph 5:15), and prays that they will receive the spirit of wisdom (Eph 1:17) from the Father. James picks up the same theme (Jas 1:5) and presents it in contrast to earthly wisdom (Jas 3:13-18).

Biblical Wisdom Literature (Job, Proverbs, Ecclesiastes and Song of Songs)

The main source for wisdom in the Bible is in the books known as Wisdom Literature: Job, Proverbs, Ecclesiastes and Song of Songs. The primary focus for this unit will be Proverbs and Ecclesiastes.

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Background Information continued

Purpose of Wisdom Books

The purpose of these books is different from the rest of the Old Testament. The wisdom books have a softer manner in contrast to the Thou Shalt or Shalt not of the Law and the urgent Thus saith the Lord of the prophets; all of which stress what the people are to believe and obey.

Wisdom Literature calls the reader to think and raise questions. These books do not articulate the overarching story of salvation through covenant, promise, redemption and forgiveness, but nonetheless assume that this greater story is what their lives are immersed in. This is reflected in such statements as Proverbs 1:7, “The fear of the Lord is the beginning of wisdom.” The wisdom books start with this theological basis from which the reader can develop understandings of how to live a godly life in the world. These books provide insights into godly living and the development of godly character through making commonsense choices as people live out their lives in community, ultimately by faith.

Proverbs

The underlying theme of Proverbs is that if you are wise, you will work hard and live a godly life for which you will be blessed. However, if you are sinful and lazy, you will have a hard life. In contrast to these principles is the tragic story of Job. His life contradicts the message of blessing to those who live godly lives as outlined in Proverbs.

Proverbs tends to describe life in very rational and simplistic terms whilst Job demonstrates that tragedy can strike the righteous for no apparent reason. When these two contrasting messages are put together, we can conclude that there are events in human experience that are baffling. As the wisdom approach of Proverbs fails us, we must rely on faith, as Job did. Therefore, to consider Proverbs to be absolute promises from God misses the intent of the author. Proverbs provides guidance for life which will tend to be true in the majority of instances, developing godly character.

Interpreting Proverbs: The book is an anthology of proverbs gathered from the then-known world, and lends itself well to study of themes. Most themes explored in Proverbs are reflected again in the New Testament (warnings about gossip, concern for the underprivileged, hard work, selflessness etc) with no change. Any study of a particular theme should be linked with the wider Old Testament and New Testament scriptures. It ought to be noted that the strong theme of wealth and earthly blessing as a reward for righteousness does undergo change with the coming of Christ. The message of the New Testament is that the hope of blessing for righteousness seems to be focused on the next world as Jesus told people to “store up for yourselves treasures in heaven.” (Mt 6:19-24; Lk 12:21, 29-34). This is in contrast to the Old Testament model that assumed an earthly reward for righteousness.

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Background Information continued

The book of Proverbs is Hebrew poetry. Poetry is easier to remember and, through its use of imagery, often has more impact than prose, making it more persuasive, and differentiating it from law. The Hebrew meaning of Proverb is to rule or to be like which can mean a powerful word (object lesson) or a comparison (analogy), thus suggesting the idea of likeness. The book can be divided into two types of literature: instruction (Chapters 1-9; 22:17-24:22; 31:1-9) and wisdom statements.

Ecclesiastes

Ecclesiastes appears to be a call to the Israelites to take seriously the futility of a life which is lived without referencing God (5:2). Even though the writer acknowledges God as creator, and his creation is beautiful (3:11), as transcendent (5:2) and sovereign overall (3:14; 6:10), there is a clear understanding that people have become corrupt through their own fault (7:29; 8:9) and that the world is now full of evil and hardship (2:11; 3:16; 4:1,3).

This book portrays the intellectual search for meaning in life without God. At the end of the book, the author concludes that the only way for life to have meaning is through relationship with God. Ecclesiastes clearly shows that wisdom in itself is meaningless apart from God and that wisdom often identifies things we can’t fully understand, reminding us that God wants us to trust him as Job did.

Interpreting Ecclesiastes: Any interpretation must be understood with reference to the ultimate answer found at the end of Ecclesiastes where it says, “...Fear God and keep the commandments for this is the whole duty of man. For God will bring about every deed to judgment, including every hidden thing, whether it is good or evil.” A key word is meaningless which occurs 38 times. The Hebrew word behind it is used to describe breath, mist or vapour – things that look as though there is something there but in reality there is not.


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key areas of investigation

Firing UpFire up the imaginations and learning desires of the students in the following ways:

Relateconnect students in engaging ways with the topic

Recallidentify prior knowledge

Raise questions and recognise problemsassist them to raise questions

Research (initial)initiate research in the Key Areas of Investigation

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Questions and Activities

Relate

Provide an interesting, information-rich environment that engages the students in their learning.

Read Aesop’s Fables and discuss the wise lessons that each story tells us

Read about Solomon in 2 Chronicles 1:6-7, and write down or talk about all the things you might ask God for if you could have anything you wanted. Think of things you would like to have, things you would like to do, the kind of person you would like to be, and prayers you would like to have answered. Then read Solomon’s answer in 2 Chronicles 8-12 and discuss

Tell stories of times when you wished you knew what to do but didn’t know. Explain how you were helped to know what to do

Tell stories of silly things you have done and the problems that happened as a result, and the things you learnt (modelled by the teacher)

Name some wise people we know (parents, grandparents, teachers, principal, doctor, prime minister etc)

List on a big sheet of paper what makes a wise person. Who are the wise, older people you can be friends with?

Recall Assist the students to consider what they already know and to build on that knowledge by asking further questions as they learn.

Think of wise people in the Bible and discuss how they knew what to do and say

Listen to stories of wise people in the Bible and then retell the story in pairs

Think of as many words as you can that mean the same as ‘wise’ and ‘foolish’


As a class, identify questions you would like to know the answers to in relation to this topic.

Our parents/caregivers and teachers are wise because they have learnt things from their parents and teachers and from learning from their mistakes. Write a list of questions that you could ask your parents about the wise things they learnt when they were at school, wise things they learnt from their parents and wise things they learnt from making mistakes

Indicatorsof Achievement

•Engageswiththetopicofstudy

•Contributestodiscussion

•Recallspriorknowledge

•RetellsBiblestories

•Recallsmeaningsofterms

•Asksquestions

GOD IS WISE: HOW CAN I GROW TO BE WISE? | FIRING UP

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Raise questions and recognise problems continued

Discuss problems that arise in your week e.g. disagreements with parents or brothers and sisters, classmates. Is God with you at music, swimming lessons, and school? Can he give you wisdom?”

Think of all the wise people you can whom you could ask for one favourite piece of wisdom. What questions could you ask them to learn as much as you can?

Discuss:What are some things you don’t know about and want to know? What do you worry about? What are some questions that you could ask that would help you to find out? Who could you ask, or where could you get wisdom from?

Research

Immerse yourselves as much as you can in information and ideas about wisdom, including those outlined in the Key Areas of Investigation. As you gather information and learn, try to:

•Identifymaingroupsofideasandsortunderheadings•Identifynewquestionsyouwouldliketofindanswersto

List all the questions you have about this topic

Refineyourquestions

The following is a range of questions, based on the Key Areas of Investigation:1.0 How can we learn wise things from God? How can we become wise ourselves?

2.0 How was God’s wisdom seen in creation, in the story of the Israelites, in Jesus’ life, death and resurrection, and in the early church? What wise and unwise choices did people make in Bible stories?

3.0WhatwisesayingscanIfindintheBible?

4.0 What wise teachings did Jesus give people?

Interview parents and others with the questions you have designed

Ask your parents and caregivers to give you one piece of good advice for the term

List wise things your parents, caregivers and grandparents have taught you


•Recognisesproblems

•Asksquestions


•Gathersinformation•Organisesideas•Identifiesnewquestions

•Conductsaninterview

•Seeksadvicefromparentsorcaregivers

•Thinksimaginativelyaboutbiblical texts

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Research continued

Creation:Identify the wisdom of God in creating the world, imagining what it might have been like if, for example, everything was the same colour or shape

When Adam and Eve sinned, God could have said nothing, but they broke his law and God was wise. He knows that lawbreakers need consequences to help them learn about how to live in the right way. Discuss: What do you think God might have felt when Adam and Eve sinned? What do you think Adam and Eve felt when they realised they had been foolish and sinful? How do you feel when you haven’t listened to advice or rules and you get into trouble? How do you think your parents or caregivers might feel when you have to have bad consequences? Israel:Find Bible stories which tell about people confronted with difficult situations or moral dilemmas that required wisdom e.g. Miriam and Moses in the bulrushes, Joseph, Solomon, Mary and Joseph and the census

Read some stories about Solomon’s wisdom. Discuss what other endings of the stories might have been if Solomon hadn’t been wise

Jesus:Find verses in the book of Matthew that tell of times Jesus taught wisdom. Consider the Sermon on the Mount (Mt 5-7), teaching (Mt 18-20), parables (Mt 13, 21, 22, 25)

Consider the life of Jesus in relation to wisdom. Read from the book of Matthew to find examples of times he practised wisdom in life’s decisions. Consider the temptation Mt 4, the Lord’s Prayer Mt 6, healing and casting out demons Mt 8, delegating Mt 10, praying Mt 26

Find examples of times in the book of Matthew in which Jesus used God’s wisdom in his responses to things others were saying to him which were not true, not from a pure heart, intended to trap him, tempt him or get him into trouble e.g. the centurion Mt 8, the Pharisees Mt 16, 23, the rich young ruler Mt 19, Peter Mt 26

Read a children’s version of the story: “What Would Jesus Do” by Charles Sheldon and discuss

Discuss: Does asking “What would Jesus do?” help us to consider a wise response to a particular problem we might face?

Early ChurchDiscuss how the leaders of the early church wrote wise teachings to the Christians in other cities to help them know how to live in a way that was pleasing to God. Read James 3 and discuss. Illustrate the power of the tongue by using a toy boat and showing the rudder and a small match lighting a large rubbish fire



•ResearchestheBibleforstories about a particular theme

•Thinksimaginativelyaboutbiblical texts

•Readsorlistenstosignificantportions of the Bible

•Comprehendsbiblicaltexts

•ExploresthemesfromtheBible



•Appliesbiblicalmessagestomodern contexts

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Finding Out Further Find Out Further in one of two ways:1. Guide students to engage in an individual

or group investigation that applies their understanding of the Key Areas of Investigation, using the following starter ideas as a springboard

2. Choose starter ideas from this section to use as whole-class activities

This process will help students to:

Research (further)find answers to their questions

Reasonapply, analyse, and compare their findings

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GOD IS WISE: HOW CAN I GROW TO BE WISE? | FINDING OUT FURTHER

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Further Research

SO…What are your thoughts and questions on wisdom now?

1. Identify a question you would particularly like to research as a class, based on your learning so far and the Key Areas of Investigation

2. Identify resources and people who could help you e.g. people at home, people from church, pastors, libraries and the internet 3. Make a plan

Think of bad attitudes we are all tempted to have like anger, selfishness, laziness, telling lies, talking badly about others, being mean to people, being silly etc. Investigate what the Bible says about these things by asking people or looking in the Bible with a grown-up

Read some Proverbs and talk about them before writing down what we think it means in our own words

Gather wise sayings together and put them in a class treasure chest to open once every day

Conduct interviews with people to gather wisdom they have learnt

Compile a list of wisdom proverbs and categorise them in different ways. Draw a conclusion about what you learn

Research God’s word on friends, money, speech, pride, anger, work, parents etc. Build your own concordance in an exercise book, with a new page for each new topic and having wisdom proverbs written underneath the topic heading. Compare findings from other sources

Gather some information on at least one leader and explain why you think they are wise

Research about people in history who used their lives wisely for others and really made a difference in this world

Find and learn some memory verses of wisdom

Think of decisions you make such as what to watch on TV, when to cross the road, what to do when you have broken something that belongs to someone else, what to do when someone is mean to you or when you want something really badly and aren’t allowed to have it, when someone in your class is bullied or teased etc. Gather words of advice to yourself for these situations

Read with your teacher from the book of Proverbs in a modern translation such as The Message and discuss how it might apply to our lives


•Asksaquestionaboutthetopic

•Identifiessuitableresourcepeople

•Organisesideas•Gathersinformation

•Definesterms

•Gathersinformation

•Conductsinterviews

•Organisesideas•Developsownconcordance



•Findsandrecallsmemoryverses

•Gathersideas•Appliesbiblicalmessagesto

modern contexts

•AppliesBiblicalmessagestomodern contexts

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GOD IS WISE: HOW CAN I GROW TO BE WISE? | FINDING OUT FURTHER

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Further Research continued Proverbs was written around 900BC. Locate that on a timeline

Proverbs was written in Israel. Locate Israel on a map of the world and find out all you can about it

Learn about the time in which Proverbs was written

Solomon wrote many proverbs. Find out what you can about this king by asking grown-ups and looking in the Bible and reading Bible stories with them

Reason Consider ways you can think more deeply about your topic. The following ideas are examples:Discuss:What are the consequences of different good or bad decisions or attitudes?What might it be like if we were all selfish or all angry or all lazy?What might it be like if we were all hard-working or all unselfish or all patient and kind?What might our class be like? Our family be like? Our school be like? Our country be like?If everybody decided to be wise, would we still need police? Would we still need ambulances? Would we still need teachers? Would we still need rules?

As a class, make flow charts or mind maps that have a problem at the centre that is relevant to your life or class (e.g. people are bullying others) and show possible consequences of wise and unwise responses to that bullying

Dramatise a problem scenario and think up all the possible wise and unwise responses that could be made. Dramatise one foolish response and two wise responses to each problem. Discuss

Make a blown-up book of Our Favourite Proverbs and illustrate each oneLink the learning in this topic to the learning about self-image in Health

Make up a rubric for wisdom as a class to show what wisdom is like


•UnderstandsthatBiblicaltexts were constructed for a range of audiences, and situations

•Identifiescontext

•Identifiescontext


•Identifiescauseandeffect



•Createsapersonalconcordance

•Drawslinkswithlearninginother subjects

•Analysesacharacterqualityand creates a rubric

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Focusing Forward Focus Forward by helping students to begin to:

Reflectthink deeply about the value of the subject and God’s perspective on it

Respondconsider ways that they have learnt might impact who they are and what they do. Responses may be in their:-attitudes-thinking-actions,-communication, and/or-where they stand on an issue related to the topic.

Review and record

Rejoice!

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GOD IS WISE: HOW CAN I GROW TO BE WISE? | FOCUSING FORWARD

34


Reflect Consider what is valuable, important or conclusive about your topic of study.

Discuss:How does what we think affect what we say and do?How can I help myself choose to think wise thoughts when foolish or wrong thoughts come to mind?What other questions do I still have?

Using your wisdom rubric, do a self-assessment

Identify ways that particular texts are relevant to your life

As a class, develop criteria for judging whether or not a decision is wise

Resolve

Identify how what you personally have learnt might impact who you are and what you do.

Consider how this study might affect :-Your thinking about the problems you have (Head)-How you might take action by solving problems you have identified, identifying good criteria for evaluate a range of solutions to problems (Hands)-Your attitudes to others (Heart)-How you might communicate facts and opinions about this topic to others (Mouth)

Use De Bono’s Thinking Hats to help you determine what response you might choose. White Hat: What else do you need to learn in order to do this?Black Hat: What problems might you have in doing this?Yellow Hat: What might be the benefits of doing this? How will it help? Why is it worth doing?Red Hat: How do you feel about doing it this way?Green Hat: How could you do it creatively?Blue Hat: What might be the process or organising plan you would need to go through to do this well? What have you done so far and what do you still need to do?Purple Hat: Shall I pray about my response? Is this true?


•Identifiespersonalconnection with the Biblical text

•Makesaself-assessment

•Identifiespersonalconnection with biblical texts

•Developscriteriaforjudging

•Considerspersonalresponse

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35


Respond

Change your attitudes

Identify an area of character, attitudes or habits that you now realise needs changing and consider how you can help yourself to make changes

Communicate what you have learnt

Give impromptu talks for 30 seconds or more on the topic - Wise Things I Have Learnt

Create artworks that incorporate wisdom

Dramatise wisdom in action and hold a performance

Make a poster of wise thoughts

Design a bumper sticker that shares wisdom that is important to you

Change your thinking

Think of situations (disagreements, difficult tasks, helping others) in which you need wisdom. Ask God for wisdom

Evaluate your attitudes and actions for one week according to criteria of wisdom that we have developed from our studies Stand for what is right

Think of situations in your school or family in which wisdom from the Bible might help solve a problem. Think of ways in which you could serve others by standing up for what is right in a respectful way Take individual or group action

Write a card to your parents/grandparents thanking them for the wisdom they have taught you

Discuss possible situations where you will need wisdom. Share your experiences with others and pray for each other to have wisdom in each situation


•Makesaplanforpersonalcharacter development

•Givesaspeechaboutfindings

•Creativelycommunicatesbiblical understanding

•Isreflectiveaboutownfaithdevelopment

•Makesself-assessment

•Considerspersonalresponse

•Expressesappreciation

•Sharesideas

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Review and record

Evaluate your efforts towards learning and understanding the Bible

Evaluate your own growth in wise thinking and actions over the term

Evaluate your communication responses to what you have learnt

Rejoice!

Hold an art exhibition of artworks that share wisdom

Hold a performance night that shares wisdom in mime and drama

Hold a speech night in which mini-seminars are given to groups of parents on the subject - Wisdom We’ve Discovered

Celebrate the fact that God is wise and that he helps us to be wise


•Isreflectiveabouttheprocess of understanding the Bible

•Isreflectiveaboutownfaithdevelopment

•Makesaself-assessment

•Participatesincreativecelebration


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SScriptures used in this unit about wisdom

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SCRIPTURES USED IN THIS UNIT

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Psalm 19:7The law of the LORD is perfect, reviving the soul. The statutes of the LORD are trustworthy, making wise the simple.

Psalm 107:43Whoever is wise, let him heed these things and consider the great love of the LORD.

Proverbs 1:7The fear of the LORD is the beginning of knowledge, but fools despise wisdom and discipline.

Proverbs 3:7Do not be wise in your own eyes; fear the LORD and shun evil.

Proverbs 6:6-8Go to the ant, you sluggard; consider its ways and be wise! It has no commander, no overseer or ruler, yet it stores its provisions in summer and gathers its food at harvest.

Proverbs 9:10The fear of the LORD is the beginning of wisdom, and knowledge of the Holy One is understanding.

Proverbs 10:5He who gathers crops in summer is a wise son, but he who sleeps during harvest is a disgraceful son.

Proverbs 10:14Wise men store up knowledge, but the mouth of a fool invites ruin.

Proverbs 10:19When words are many, sin is not absent, but he who holds his tongue is wise.

Proverbs 11:29He who brings trouble on his family will inherit only wind, and the fool will be servant to the wise.

Proverbs 12:15The way of a fool seems right to him, but a wise man listens to advice.

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SCRIPTURES USED IN THIS UNIT

Proverbs 13:1A wise son heeds his father’s instruction, but a mocker does not listen to rebuke.

Proverbs 13:20He who walks with the wise grows wise, but a companion of fools suffers harm.

Proverbs 14:16A wise man fears the LORD and shuns evil, but a fool is hotheaded and reckless.

Proverbs 15:31He who listens to a life-giving rebuke will be at home among the wise.

Proverbs 17:28Even a fool is thought wise if he keeps silent, and discerning if he holds his tongue.

Proverbs 19:20Listen to advice and accept instruction, and in the end you will be wise.

Proverbs 24:5A wise man has great power, and a man of knowledge increases strength;

Ecclesiastes 7:5It is better to heed a wise man’s rebuke than to listen to the song of fools.

1 Corinthians 1:20-31Where is the wise man? Where is the scholar? Where is the philosopher of this age? Has not God made foolish the wisdom of the world? For since in the wisdom of God the world through its wisdom did not know him, God was pleased through the foolishness of what was preached to save those who believe. Jews demand miraculous signs and Greeks look for wisdom, but we preach Christ crucified: a stumbling block to Jews and foolishness to Gentiles, but to those whom God has called, both Jews and Greeks, Christ the power of God and the wisdom of God. For the foolishness of God is wiser than man’s wisdom, and the weakness of God is stronger than man’s strength. Brothers, think of what you were when you were called. Not many of you were wise by human standards; not many were influential; not many were of noble birth. But God chose the foolish things of the world to shame the wise; God chose the weak things of the world to shame the strong. He chose the lowly things of this world and the despised things—and the things that are not—to nullify the things that are, so that no one may boast before him. It is because of him that you are in Christ Jesus, who has become for us wisdom from God—that is, our righteousness, holiness and redemption. Therefore, as it is written: “Let him who boasts boast in the Lord.”

James 3:13Who is wise and understanding among you? Let him show it by his good life, by deeds done in the humility that comes from wisdom.

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ACKNOWLEDGEMENTS

Developing the Interact Curriculum has been the result of over twenty-five years of thinking and working in the education field, and therefore twenty-five years of gleaning ideas and principles from a multitude of mentors, advisors, observations, teaching experiences, books and curricula from around the world.

It would not be possible for me to acknowledge all those who have contributed to my thinking. As Woodrow Wilson once said, “I not only use all the brains that I have, but all that I can borrow.” Certainly I am indebted to the many advisors in New Zealand, Australia, North America, England, Indonesia and Africa, who have contributed their critique and assistance in writing these books.

Special thanks should go to Graham Braddock who believed in me and in our God sufficiently to encourage and challenge me to both establish KingsWay School in 1986 and to subsequently write curriculum for schools.

Special thanks go to Julie Owen for walking with me through the Interact update process and advising, critiquing, and writing and refining material so helpfully. Also, thanks to Clare Woods for the graphic design, to Anna Johnstone who has been a supportive friend and advisor for many years and assisted with proofreading, and to the team of researchers, writers and graphic designers who help write manuals and prepare support material.

I have written and revised the Interact Curriculum since 1993, in answer to requests for assistance from schools, and during that time have also have five wonderful children. I am so grateful for the support of my husband, Dean, who is my closest friend and support and whose belief that God’s purpose for this material is more important than career and security has allowed him to take huge financial risks and lifestyle changes. My mother, Elizabeth Horne, has also been very supportive over many years. Dean and I are blessed to have the prayerful support of both sides of our family, and our thanks go to Elizabeth, Parke, Lin and Robin for their commitment to prayer for us and for this resource.

To all those who have critiqued and advised in large ways and small, I am most grateful. To those who have not yet made suggestions and would like to, please do so. It helps to make the documents stronger for the benefit of busy teachers, and I value critical comment to that end.

Helen Pearson

Co-author, Editor and Publisher of Interact Curriculum

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BIBLIOGRAPHY

Carson, D.A. (1994) The new Bible commentary. IVP

Duvall, J.S. and Hays, J.D. (2005) Grasping God’s word. Zondervan

Lucas, Ernest C. (2003) Exploring the old testament: A guide to the psalms and wisdom literature. IVP

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YOU’VE USED ONE INTERACT TEACHER MANUAL. NOW SEE WHAT ELSE IS AVAILABLE!

The Interact Curriculum is written to cover a wide range of curriculum areas.

It can be used, in its entirety, as a balanced programme of work in Devotions, Science, Social Science, Art, Language Genres and Health.

It can also be used alongside your current programme. Individual manuals can be ordered to provide a biblical perspective and stimulating ideas in whatever subject you are studying as a class e.g. the Solar System, Cultures, or particular books of the Bible.

Information about Interact Curriculum Manuals currently available can be found on www.interactcurriculum.com.

The Celebrate Art resources, now being written to complement the Interact Curriculum, are available online at www.integratededucation.com.

An Interact supplement, which gives a biblical perspective and questions on the artworks and theme, is available free on request.

If the Internet is not available, please photocopy and complete the form below and post or fax to:Interact CurriculumP.O. Box 757WhangaparaoaNew Zealand 0943

Phone: +64 9 424 3700Fax: +64 9 424 1455

I have enjoyed using the Interact Teacher Manual entitled

Please send me a catalogue of the Interact Curriculum resources

Please send me a catalogue of the Celebrate Art resources

I am most interested in material for age group

I am most interested in material available on the following subjects/topics:

Name Email

School

Address

or Interact CurriculumP.O. Box 7739Baulkham Hills BCNSW 2153AustraliaPhone: +61 2 8850 5069Fax: +61 2 8850 5079

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FEEDBACKHELP US TO HELP YOU!!

The Interact Curriculum has been strengthened over the years by the input of many teachers and advisors. We would value your suggestions for improvements and any comments you think would help us to serve you better.

Please take the time to photocopy and complete the form below and post it to us at:Interact Curriculum P.O. Box 757WhangaparaoaNew Zealand, 0943Or email [email protected]: +64 9 424 3700Fax: +64 9 424 1455

I have used the Interact Curriculum Teacher Manual entitled: written for Years

I found the following aspects of this manual the most helpful

I have the following suggestions for improvement of the Interact Curriculum Teacher Manuals

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School

Email Address

or Interact CurriculumP.O. Box 7739Baulkham Hills BCNSW 2153AustraliaPhone: +61 2 8850 5069Fax: +61 2 8850 5079

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