6th Grade Sunday
School Lesson Plan
Second Unit: The Fall of Man
Lesson #8 The Fall of
Man, Section 2 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
Form groups of 4 or less, with only girls or only boys in
each group. Give each group one of the
following situations to come up with the best response to:
Girls: You are at a
slumber party with non-church friends.
The other girls want to know which boys you think are cute, and which
ones you like. What do you say to
them?
Boys: You are
playing sports with some friends.
Someone asks you to drink a beverage that has some alcohol in it. What do you say and do?
Allow 5 minutes for discussion, and have one person from
each group briefly share their answer.
Say: Understanding the motives and process of
the Fall helps us to understand what to do in situations like those above.
Divine Principle
Lesson
I. The Motives and Process of the Fall
A. The Creation of the Angels
God created
the angels as servants to help with his creation. Men are supposed to rule the angels
B. The Sprirtual
Fall and the Physical Fall
|
God |
God |
God |
|
|
Love |
Love |
|
Lucifer |
Lucifer |
Adam & Eve |
1. The
Spiritual Fall
a. Lucifer
as archangel was the channel of God's love to the angelic world
b. God loved His children, Adam and Eve, much
more than Lucifer
c. Lucifer felt a reduction of love from God
and tried to come closer to Adam & Eve. Actually
her received the same amount of love as before Adam & Eve's creation.
d..Lucifer
was often close to Eve, and was strongly stimulated by an impulse of love toward her.
e. Lucifer and Eve had a sexual relationship
spiritually
2. The Physical Fall
a. Eve felt fear after falling & gained the
knowledge that her intended spouse was Adam
b. Eve thought that she could be rid of fear
and return to God by having a sexual relationship
with Adam.
c. The Purpose of Creation was destroyed by
centering love on Satan, not God.
[chart]
Ideal family prevented by Satan. (put an "x" to show how the ideal was prevented by
Satan)
God
Husband Wife
Child
II. How it was Possible for Man to Fall
A. The force of
love and the Force of The Principle
1. We grow naturally by the force of The Principle
a. While
still imperfect love directed toward a purpose different than God's can
cause man to fall
b. Since love is the motive and purpose of the
Creation, God wants to have a dominion of love,
and God made love the strongest force.
2. The purpose of the Commandment and the
Period Necessary for It.
a. To prevent the force of unprincipled
"love" from causing us to fall
b. If we don't have a give and take
relationship with Satan, non-Principle "love" will
not conme into existence
c. Once perfected and experiencing absolute
love centred on God, we no longer need the
commandment
Teacher's Notes
EQ Relationship Builder 10: Conformity and Dealing with Peer
Pressure
"I am who I am, and I'm me."
(from Peter Pan)
Our ability to
choose whether to conform or not conform, and the wisdom to know when
to make these choices, is a personal characteristic that has
a powerful impact on how we relate to
other people and on how they relate to us. Therefore,
conformity and the ability to deal with
peer pressure can be seen as both character-building and
relationship-building characteristics.
We know that,
as part of normal development, children need to feel a part of the group,
whether that group be their classroom, their scout troop, or
small groups of peers. Conformity
in many ways is strongly encouraged in our culture: children
learn to dress like other children, like
the things others like, talk the way others talk, and even
think the way others think. In many
situations, such conformity is importam, because it helps
children gain their identity as a member
of society. This type of conformity, which we call positive
conformity, enables children to
function in the culture in which they live, giving them
experiences of success and adding to their
self-esteem
However,
conformity has a down side. Conformity can become a goal in and of itself, in
which the young person wants to be "like everyone
else" for fear of being laughed at or to avoid
being unpopular. Children may begin to practice negative
conformity, which we define as taking
on undesired characteristics of others whom they view as
popular, powerful, or daring. Some
children have difficulty deciding when to conform and do
what others do, and when to be
themselves, be their own individual, and resist conforming
for the sake of conformity.
Define
conformity, using your own definition as well as input from the children. Then
connect conformity with the with peer pressure by explaining
that our peers, because they are
important to us, exert a sort of pressure on us to conform,
to do things the way other people do
things. Describe how such conformity, which can result from
peer pressure, can be positive or
negative. Help them to distinguish between positive
conformity (e.g., being quiet in church when
everyone else is silent and praying) and negative conformity
(e.g., creating a disruption in class
when the teacher leaves the room, because everyone else is
doing it, too) at this stage of their life.
Generate a
list of considerations that the children should think about when choosing
whether or not to conform or to give in to peer pressure.
For example, when faced with such
choices, they need to consider:
1) Their moral
and religious values
2) Their
family's values
3) How they see themselves as a person
(their own identity)
4) Which choice
will help versus hurt others
With older
children (say, 5th graders and up), you might discuss the incidents of violence
in our high schools in light of conformity, peer pressure,
being "different," and so forth.
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