6th Grade Sunday School
Predestination
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.
Play Hang Man to introduce key words from this lesson: Man’s Responsibility, God’s Responsibility, Central Person, Purpose of Creation
Predestination: The teaching that God predetermines all things and events toward the fulfillment of his eternal purpose.
Absolute predestination: The theory that God alone determines man’s salvation or damnation, regardless of man’s efforts.
Some bible passages seem to support predestination, some do not:
Support
Romans 9:15-16 “’I will have mercy on whom I have mercy, and I will have compassion on whom I have compassion’. So it depends not upon man’s will or exertion, but upon God’s mercy’”.
Does not support
Matthew 7:7 “’Ask, and it will be given you; seek, and you will find; knock, and it will be opened to you. For everyone who asks receives, and he who seeks finds, and to him who knocks it will be opened.’”.
I. The predestination of God’s Will
A. God is only good, and His Will is to fulfill the Purpose of Creation
B. God’s Will is eternal and unchanging
1. If a person chosen by God fails to fulfill his responsibility, God chooses another person as his replacement.
II. God’s predestination of the accomplishment of His Will
A. Man has to follow God’s commandments
1. God predestines man “95%”
2. Man’s responsibility is “5%”
a. Man rarely carries out his providential responsibility
III. God’s Predestination of the Central Person
A. God predestines “95%”
1. Adam and Eve were predestined to be True Parents, if fulfill their “5%”
B. Qualifications for being a Central Person in the Dispensation for Restoration
1. Born in chosen nation (you can’t control)
2. Have good ancestors (you can’t control)
3. Have natural disposition suited to mission (inborn abilities) (you can’t control)
4. Must acquire proper education, training, and experience necessary to accomplish mission. (can control)
5. Born at right time and place (you can’t control)
C. Your desires, hopes, prayers and efforts will determine whether God can actually use you.
From EQ – The Social-Emotional Intelligence Program for K-8
Mo Therese Hannah & Joe Marrone
Teacher's
Notes ,
EQ Character Builder 5: Taking
Responsibility ,
Who I am is God's gift to me; who I become
is my gift to God. ,
The importance of taking responsibility
for our own thoughts, feelings, and behaviors,
and overall, for the direction of our own
life, cannot be overstated ,
For a child to take responsibility means
many things, as they already well know: doing an assigned chore, watching one's younger brother or sister, getting
homework done, following , through on what you've been told to do, and so forth.
All of these behaviors are important. ,
There are, however, more subtle parts of
taking responsibility. For example, a crucial one is the , ability to take responsibility for one's own
feelings and reactions to situations. This follows the , notion that we while cannot change other
people; we can change our reactions to them, and that , we are the only person who is in control,
and therefore responsible, for our actions and reactions. , Another example is taking responsibility
( taking ownership ) for one's own contribution to a problem ( for my part of the problem ). Taking
responsibility in this manner means ,
recognizing that there are two sides to every
fight, and typically no one person is 100% to blame , for an interpersonal problem. ,
Finally, many of us are familiar with the
idea of taking responsibility for our
own life,
referring to the saying, What we are is God's gift to us; what we
become is our gift to God. By , each person taking responsibility in
appropriate ways, we can eventually
change our little , comer of the
world and make the world a better
place. ,
Discuss with the children these different
aspects of taking responsibility, paying
attention to their level of maturity. Discuss
the benefits of taking responsibility in these ,
various ways, such as being able to change a
problem once we can identify the ways in which we ,
are responsible for the problem. ,
To summarize, taking responsibility involves:
,
1. Following through on our assigned
responsibilities; ,
2. Controlling how we react emotionally and
behaviorally to situations; ,
3. Acknowledging our responsibility for our
contributions to the problems in our lives; ,
4. Using the gifts and talents we have been
given to make the world a better place. ,
Have the children come up with real-live
examples of these four different types of taking responsibility. Discuss how their taking responsibility in these
different ways, versus the failure , to do so, can affect their own life and
the lives of the people around them. ,
EQ Character
Builder: Taking Responsibility
An
Emotionally Intelligent Note to Parents
"Who I
am is God's gift to me; who I become is my gift to God."
The importance of taking
responsibility for our own thoughts, feelings, and behaviors, and ultimately
for the direction of our own life, cannot be overestimated For a child to take
responsibility means many things: doing an assigned chore, watching one 's
younger brother or sister, getting homework done, following through on what you
'ye been told to do, and so forth. A different meaning is to take
responsibility for one 'S own feelings and reactions to situations. This
follows the idea that we cannot change other people; we can only change our
reactions to them.
Another example is taking
responsibility ("taking ownership '~) for one 's own contribution to a
problem ('for my part of the problem '~. This means recognizing that there
usually are two sides to every fight, and usually no one is 100% to blame for an
interpersonal problem.
Finally, we refer to the idea of
"taking responsibility for our life, "following the saying,
"What we are is God's girl to us; what we become is our gift to God."
By each person taking
·
responsibility in appropriate ways, we can eventually "change our little
corner of the world" and
make the
world a better place.
We discussed with the children the
different aspects of taking responsibility, along with the benefits of taking
responsibility, such as being able to change a problem once we can identify the
ways in which we contribute to the problem..
To
summarize, taking responsibility involves:
1. Following
through on our assigned responsibilities;
2.
Controlling how we react emotionally and behaviorally to situations;
3. Acknowledging
our responsibility for our contributions to the problems in our lives; 4. Using
the girls and talents we have been given to make the world a better place.
Please
review the above ideas with your child, and then try the following exercises to
reinforce the EQ lessons at home:
1. Make a
written list of house rules (if you don't already have one) and reinforce with
your child the importance of taking responsibility for following these rules.
2. Reinforce
the fact that our actions have consequences, even if the consequences were
unintended. For example, if a friend breaks a play date with your child, the
consequences will probably be that your child will feel disappointed, even if
the friend had a legitimate reason to break the play date. Point out such
unintended consequences as often as possible, to remind your child of the
meaning of taking responsibility for the consequences of our actions.
Thank you
for having your child participate. Check out the "name badge" we
asked your child to wear home after the EQ lesson/
EQ Kids
Workbook: Taking Responsibility 6 - 8
"Who I
am is God's gift to me; what I become is my gift
to God.”
Taking
responsibility involves: 1.
Following through on our assigned responsibilities;
2. Acknowledging that we are in control
of how we react to situations;
3. Acknowledging our responsibility for
our contributions to the problems in our lives;
4. Using the gifts and talents we have
been given to make the world a better place.
1. Break the
class up into four "working groups" and assign each group one of the
four different meanings of "taking responsibility," above.
2. Each
working group should read the scenario, below, and then identify ways that the
characters in the scenario are or are not taking responsibility, according to
the group's assigned meaning of responsibility (1, 2, 3, or 4, above).
3. Finally,
each group should describe ways that the characters could better live up to the
EQ characteristic of "taking responsibility."
Dale and Tom worked together on this
year's science fair project. Both boys got good grades in science and sometimes
talked about becoming scientists. The two decided that their project would be
making a poster about how electricity works, since Dale's father is an
electrician.
They started the poster the night
before the project was due. They decided that Dale would ask his father to tell
them all about electricity, write down what Dale's father said, and put it on the
poster. Tom agreed to get some brochures about saving money on electricity from
his parents, figuring that the electric company always sent information like
that when they sent out the electric bills.
The night they were to work on the
project, at Dale's house, Dale's father had to work late. He arrived home
around 8:30 p.m. Dale got mad at his dad for getting home late, because it left
little time for Dale and Tom to get the information for their project. Dale's
dad replied that Dale had not even informed him that they needed his help on
the project. Dale told his dad that he had forgotten to tell him about needing
help. Dale's dad ended up writing and typing up the information Dale and Tom
needed for their poster.
Tom, meanwhile, never got the brochure
from his parents' electric bill because his parents told him that the electric
company does not usually send out such brochures with the bills. Tom told Dale
about this right around the time that Dale's father arrived home. When Dale got
mad at Tom over this, Tom argued that Dale had not followed through on what he
was supposed to do, either. After the boys pasted onto their poster the
information that Dale's father had written for them, they figured that the
project was good enough and decided to hand it in that way.