6th Grade Sunday
School Lesson Plan
Second Unit: The Fall of Man
Lesson #7 The Fall of
Man, Section 1 of 3
Theme for the year:
"God is my friend"
Father's Words "Do not be discouraged. Even though sometimes you feel that there is no God, know that He
is always present. With That feeling
you must remember that God is with you." The Way of Tradition, Vol. 1, p. 2
Father's Words for the Fall of Man Unit: "Chastity and keeping pure is the
greatest thing in our group." The Way of Tradition, Vol. 3, p. 9.
Warm Up
Play "Twenty Temptations"
(For this activity, you'll need newsprint, markers, and a
prize)
Form teams
of no more than four. Give teams each a
sheet of newsprint and a marker. Have
teams each designate a scribe who'll write on the newsprint. Say: We
face many temptations every day. On
"go," list twenty temptations you
might face in a typical week.
I'll give you the first one to list, but it will be up to you to list
the rest. The first team to list twenty
must call out, "twenty temptations."
Then the other teams must stop writing.
Wtite so we can read your ideas.
If an idea is illegible or isn't really a temptation, it won't be
counted. Also, if you list the same or
similar idea twice, it will be counted only once.
The team that lists twenty
temptations first wins a prize. The
first temptation is "cheating on a test." Ready? Go!
When a team
calls out "twenty temptations," call time. Collect the newsprint sheet from that team, and go over the items
listed. Ask the entire group whether to
accept questionable items. Then count
the number of items on each of the other teams' lists, and declare the
winner. Give a prize to the winning
team. Ask:
Were
you tempted to cheat? Explain.
How is
being tempted to cheat in this game like the temptations you just listed?
Have
kids vote on which temptation listed is most common and which is most rare. Then say:
Some of the temptations we face
are small. And some are major,
potentially life-threatening temptations.
But whatever their size, we all face temptations. Today we'll take a look at the Fall of Man
and better understand how to resist temptation.
Divine Principle
Lesson
The Meaning of the Fall
A. The Tree of Life and the Tree of the Knowledge of Good
and Evil
The Fruit is symbolic
1.The
Tree of Life
a.Adam
did not need material posessions or Power-his hope must have been to become a man of perfect character.
b.
Perfected Adam would have established the Kingdom of Heaven on earth
c.Adam
became a false Tree of Life.. Jesus and
True Parents came as true Trees of Life
2.The
Tree of the Knowledge of Good and Evil
The
Tree of the Knowledge of Good and Evil symbolized Eve
B. The Identity of
the Serpent Gen. 3:1-4
[Chart]
1. Able to
communicate with man
2. Knew of
God's commandment
3. Rev 12:9
"ancient serpent"=Devil, Satan
4.
Originally lived in heaven
5. Able to
tempt man
6. Has
dominated man's spirit since the Fall
The
"serpent" is an angel which fell
2
Peter 2:4 "...God did not spare the angels when they sinned, but cast them
into hell and committed them to pits of nether gloom...,"
C. The Sin of the
Angel and the Sin of the First Man and Woman
Jude 6-7
"And the angels that did not keep their own position but left their proper
dwelling have been kept by him in eternal chains in the nether gloom until the
judgment of the great day; just as Sodom and Gomorrah and the surrounding
cities, which likewise [like the angels] acted immorally and indulged in
unnatural lust, serve as an example by undergoing a punishment of eternal
fire".
The sin of
the angel was the sin of having a sexual relationship outside of marriage.
1. Evidence
a.
Adam and Eve covered their lower parts
b.
The only sin in the Garden of Eden that could be committed at the risk of one's
life is is a sin involving love.
c.
John 8:44 "you are of your father the devil..."
D. The Fruit of Good
and Evil and the Root of Sin
Tree reproduces by
fruit: Fruit of the Tree of the
Knowledge of Good and Evil symbolizes the sexual love of Eve.
[chart]
Religion: Sex outside of marriage and breaking marriage vows among greatest
sins
Isrelites:
Circumcision
Advanced Civilizations: Can't control problem of fallen love
Satan can break down the order of love because the first
ancestors became husband and wife without the permission of blessing of
God. This is why Satan is called (2 Cor
4:4) "the god of this world".
Applying the
Lesson
From EQ: The Social-Emotional Intelligence Program
for Kindergarten through 8th Grade
Mo Therese Hannah and Joe Marrone
Teacher's Notes
EQ Character Builder 8: Self-Discipline
"I'm steering my own ship!"
Although we
might refer to "having" self-discipline, more accurately,
self-discipline is
practiced or exercised. The most straightforward definition
of self-discipline is, of course,
"disciplining (or training) the self." Like this
lesson's saying, "I'm steering this ship!", self-
discipline implies that we self-control or self-regulate,
that is, we are in charge of our own
behavior, feelings, and impulses.
Self-discipline
is made up of several related parts:
- the ability
to delay gratification: Unfortunately, our behavior is more easily influenced
by small but immediate and definite rewards than it is by
large but distant and uncertain rewards.
The ability to overcome this tendency is strengthened
through the practice of self-discipline.
- the ability
to control impulses-to think before acting, rather than to act on impulse.
- ability to
regulate or control emotions-to use our minds to regulate our emotional
reactions, to
recognize that how we think contributes to how we feel
- the ability to
act according to a set of priorities-to put "first things furst"
- the
ability to demonstrate reliability in performing our responsibilities--being
able to
"just do
it," whether or not we feel like it
Self-discipline incorporates other character-building elements of
emotional intelligence,
including impulse
control, taking responsibility, and putting integrity into action. Having the
strong character of an
emotionally intelligent person and being able to relate to others in an
emotionally
intelligent manner are both impossible without the practice of self-discipline.
During this
lesson, help the children develop their own definitions of self-discipline. For
example, a child's
definition might be, "Making myself do the right thing, even when I don't
feel
like it." Have
them identify famous people, fictional characters, cartoon creatures, etc. who
demonstrate
self-discipline or a lack of self-discipline. Ask them what the consequences of
having or not having
self-discipline are for those individuals.
Discuss the
various ways that you yourself have practiced self-discipline, along with the
outcomes you have
experienced. For instance, have you been able to maintain a regular exercise
program? Have you
quit a negative habit? Having accomplished such things through self-
discipline, how did
you feel about yourself? Ask the children for examples from their own life or
the lives of their family
or friends (and get ready for some amusing anecdotes!)
Finally, help
the children to understand the connection between self-discipline and some
of the other
character-building aspects and relationship-building aspects of EQ. Describe
and
discuss how impulse
contwl and how listening, for example, require self-discipline. This will
enable the children
to understand the personal and interpersonal benefits of practicing self-
discipline.
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