Flaming chalice basic lesson

RACHEL CARSON: NO PEACE IN KEEPING SILENT
From The Kids’ Book of Awesome Stuff by Charlene Brotman

And ‘Rachel Carson: Signs from the Sea (1907-1964)’ from Girls Who Looked Under Rocks by Jeannine Atkins

Adapted by Nita Penfold.
Materials:

• 
  Felt underlay
  
• 
  small girl figure
  
• 
  dog figure
  
• 
  pictures of fossils
  
• 
  photo of Rachel in ocean,
  
• 
  photo of Rachel with microscope,
  
• 
  robin card or figure,
  
• 
  Silent Spring cover on small book
  
• 
  photo of eagle or eagle figure
  
• 
  photo of Rachel with Dorothy
  
• 
  photo of Rachel with dates
  
• 
  picture of Earth from space
  

Note: Rachel Carson was not a UU, but we celebrate her ideas that support our belief in the interdependent web of life.

Presentation:
Words for you to say are in italics; actions are in plain type.
Take out underlay and spread on the floor.
Unitarian Universalists have many people who they admire for their ideas and the way they lived their lives. We call them our Heroes and Heroines. Our story today is not about someone who was a Unitarian Universalist. Her name was Rachel Carson and she is remembered for her courage in protecting the Earth.
Place girl figure on the underlay.
Rachel Carson was a shy little girl, who played mostly by herself. No other children lived near the farm in Pennsylvania where she grew up. TV and computers hadn’t been invented when she was born in 1907, but Rachel was never bored.
Place dog figure on underlay.
She loved wandering with her dog through the woods and streams on the farm, discovering snakes and birds, insects, and wild animals. Rachel’s mother had been a teacher who liked to explore the outdoors with her daughter. At night, Rachel and her mother hunted for spiders working on webs or moths that ventured out while birds slept. They listened for the soft sounds of night crawlers dragging leaves through their burrows.
Show fossil around circle then place on underlay.
Sometimes Rachel found fossils of fish and sea shells in the cliffs behind the farm. A fossil is the remains of an animal or plant preserved from long ago inside of a rock. Rachel had never seen the ocean, but these fossils suggested that the ocean had once covered the Pennsylvania hills and she tried to imagine that.
Show photo of Rachel in water around circle then place on underlay.
Reading and writing were her favorite subjects in school. When Rachel grew up, she was determined to go to college, even though most women at that time did not do that. Her parents were poor, but they sold some farm land so that she could go. When she graduated, Rachel took a test to work as a marine biologist and writer for the U.S. Fish and Wildlife Service in Washington D.C. They had never hired a woman before. She scored higher than any of the men taking the test, and got the job.
Show photo of Rachel with microscope around circle then place on underlay.
She was so good at writing about fish for her job that she was encouraged to write books. In her books she wrote about plants and animals so small that they could only be seen with a microscope and she wrote about the great forces of the water that covers two thirds of the earth. She wrote how everything in the oceans and on Earth is connected to everything else. It was a new way to think about the world. Each question led to other questions for Rachel.
Show photo of Rachel and Dorothy around circle then place on underlay.
When she moved to Maine later, she met Dorothy Freeman, who waded with her in tide pools at dawn and watched the stars at night. They talked almost nonstop when they were together, and wrote long letters when they were apart. Alone or with her friend, Rachel explored the Atlantic Coast.
Show robin around circle, then place on underlay.
In 1957 Rachel got a letter from a friend. Many robins had died, her friend said, after the land near her house was sprayed to kill mosquitoes. The chemicals that killed the insects also killed birds that ate the insects or drank water that had been contaminated by the sprays. People sprayed them on lawns, gardens, farms, forests, school yards, parks, and golf courses. They didn’t realize that the poisons were polluting the soil, seeping into the drinking water, running off the land into oceans, and killing fish and wildlife. How could Rachel enjoy the shores when she knew they were in danger? She knew she had to write, even though her warnings might make some people turn against her.
Show small book with Silent Spring on cover around circle then place on underlay.
Five years later in 1962, Rachel Carson’s book, Silent Spring, was published. Rachel showed how pesticides killed useful insects along with harmful ones, leaving the land without bees to pollinate orchards, without spiders and dragonflies to eat mosquitoes. Traces of chemicals left on fruits and vegetables could make people sick.
Show eagle around circle, then place on underlay.
As Rachel had predicted, the people who made money selling chemicals were angry. They spent thousands of dollars trying to discredit Rachel by claiming that she didn’t really know what she was talking about. But President John F. Kennedy read Silent Spring. He called for a special committee of top scientists to study the facts and they decided that everything Rachel had written was true. Congress passed new laws to protect the environment. Banning DDT saved the eagles from extinction. People began to think about taking care of the Earth.
Show Rachel Carson with dates card around circle, then place on underlay.
Rachel was awarded many medals, but she was too sick to go to all the places that wanted to honor her and she died in 1964. Even though she was not a Unitarian Universalist, Rachel Carson will always be remembered by us for her courage in protecting the Earth, and for showing us how we are part of a wonderful web of life. Her words urge us to look around, to listen closely, and most of all, to wonder.
Ask some of these Wondering Questions (as time and interest allow):
I wonder if you have ever heard of Rachel Carson before?
I wonder which part of this story is the most important?
I wonder which part you like the best?
I wonder where you might be in this story?
I wonder how it feels to be shy?
I wonder if you have a pet you love?
I wonder if you are curious about animals, and plants, and insects?
I wonder if you have ever been told that you can’t do something because you are a boy or a girl?
I wonder how it feels to have courage?
I wonder if you have ever stood up for something you believed?
I wonder which of our Unitarian Universalist Promises this story reminds you of?
I wonder where the Spirit of Love and Mystery might be in this story?
Choices:
Say something like:
In this classroom you are able to choose what you would like to do with your time here after the story and before class is over.
Today’s choices are:

• 
  Retelling the story to yourself
  

• 
  Making plaster “fossils”
  

• 
  Inventory the species of plants and animals to be found on our grounds
  

• 
  Write a letter to local, state, or federal representatives encouraging policies which care for the earth
  

Or other activities you have chosen as the teacher. It is up to you whether to give totally free choice to each child individually (this will work best when you have enough adults to assist any child who needs help with a chosen activity without too much waiting) or whether to help the class as a whole decide on one or two activities to do together.

Whichever you decide, be sure to let the children know clearly what choices they have (and do not have).
Activity Directions
Retelling the story independently:
Coach children to take turns, and to treat the materials with respect so that they will be available for other children and teachers to use in the future. For older/reading children, provide a copy of the script (above). For younger/non-reading children, provide a photo of the finished storyboard.
Making Plaster ‘Fossils’:
What you need:
Tupperware container

Modelling clay or Plasticine

Shells or plastic toys

Plaster of Paris

Water
How to:
Cover the bottom of your Tupperware container with modelling clay to a depth of around 2 centimetres.
Press a few plastic animals, shells, or whatever else you'd like to fossilise, into the clay.
Remove the objects. This should leave an imprint of the object in the clay.
Mix a quarter of a cup of plaster of Paris with water, until it is quite runny.
Pour the plaster of Paris over the modelling clay to a depth of around 2 centimetres.
Let the plaster dry for 24 hours.
Remove the plaster from the Tupperware and remove any leftover bits of clay.
Now you have your very own fossil! You can paint them to look like real fossils, or make them brightly coloured and glittery.
Write a letter to a local, state, or federal representative encouraging policies which care for the earth:
This can be a very simple project or a complex one, depending on the age of the children involved.
Very simple:
On a large piece of paper, write:
Dear ______,
Please take care of our Earth. It is very important to all of us.
Sincerely,
[signed by all the children]
Allow the children to decorate, and take it home to mail to a local, state, or federal law-maker.
More complex:
Write something similar to the above, but slightly more complex. Have children copy it themselves onto paper, sign, and put in envelopes to be mailed.
For older children:
Invite the children to write in their own words, sign, and put in envelopes.

AFRICAN SAAN CREATION MYTH (AFRICAN TRADITIONS)
Opening Circle
Light the chalice using the hand-motions:
We light this chalice to celebrate

Unitarian Universalism

This is the church of open minds

This is the church of loving hearts

This is the church of helping hands
Do introductions and joys & concerns with a talking object of some kind.
Pass around the collection jug, reminding participants that any money collected will go to the organization chosen by the children to receive donations this program year.
Say something like this:
This classroom is a special place. While we are here, we treat each other with respect and care. That’s because each of us is important, and when we are together we can learn and grow.
You can show respect and care right now by getting yourself ready to listen to the story for today. That means sitting as quietly as you can, with your legs folded. If you would like a pipe-cleaner to use to busy your hands to help your ears listen, you may take one.

African Bushman Creation Myths

“In the Beginning” from WHEN HIPPO WAS HAIRY AND OTHER TALES FROM AFRICA, told by Nick Greaves, Illus. by Rod Clement

Materials:

• 
  Green felt circle- 28” in diameter
  
• 
  Baobab tree
  
• 
  Plants/flowers
  
• 
  Many animals
  
• 
  Preying mantis
  
• 
  Saan tribespeople
  

Presentation:
Words for you to say are in italics; actions are in plain type.
Take out underlay and spread on the floor.
I wonder what this could be? Grass? The Earth? A green M&M?
This is a story from Africa.
First, the Creator made the earth
Smooth hands over underlay
And then the plants
Take out bushes and flowers. Scatter around the underlay. Take out tree and place in center of underlay.
Next, He thought up the many different animals which were to live in the world.
Striking a huge baobab tree, He caused the animals to walk into the light of day for the first time.
Take animals in no particular order and have them “walk” out of the roots of the tree. Scatter them around the underlay.
As each one appeared through a great rent in the tree’s roots, He named it and gave it a place to live.
Even though He was assisted by Mantis,
Place preying mantis beside the tree
who was a super-being and the Creator’s helper, the animals took a long time to come out of the tree and be named.
Take out last animal.
And all the animals lived in peace with each other and the earth.
Wait a few beats before continuing the story. Wave hands generally over the peaceful animals.

Last of all came humans. The Creator gave humans the only role left, that of Hunter-Gatherer.
Place tribespeople beside the tree.
Only when they finally appeared, did meat-eating spread through the world. Humans preyed upon beast; beasts then preyed upon their former friends — even the reptiles and birds copied the deadly example of humans.
With the coming of humans into the world, fear was born.
Ask some of these Wondering Questions (as time and interest allow):
I wonder if you have ever seen or heard any of this before?
I wonder which part of this story is the most important?
I wonder which part you like the best?
I wonder where you might be in this story?
I wonder if there is a part of the story that we could leave out and still have a story?
I wonder why the Creator chose the preying mantis as his helper?
I wonder why the African people who told this story thought the Creator was male?
I wonder why the Creator made humans Hunter-Gatherers?
I wonder if the Creator knew that it would lead to meat-eating?
I wonder if fear would disappear if the entire world were at peace?
I wonder if this story is similar to any other creation myths?
I wonder where the Spirit of Love and Mystery might be in this story?
Choices:
Say something like:
In this classroom you are able to choose what you would like to do with your time here after the story and before class is over.
Today’s choices are:

• 
  Retelling the story to yourself
  

• 
  Creator Art
  

• 
  Play Animal Charades
  

• 
  Learn more about the Saan and other Hunter-Gatherers
  

Or other activities you have chosen as the teacher. It is up to you whether to give totally free choice to each child individually (this will work best when you have enough adults to assist any child who needs help with a chosen activity without too much waiting) or whether to help the class as a whole decide on one or two activities to do together.

Whichever you decide, be sure to let the children know clearly what choices they have (and do not have).
Activity Directions
Retelling the story independently:
Coach children to take turns, and to treat the materials with respect so that they will be available for other children and teachers to use in the future. For older/reading children, provide a copy of the script (above). For younger/non-reading children, provide a photo of the finished storyboard.
Creator Art:
For younger children: give kids paper and crayons/markers/colored pencils. Invite them to draw the animals they would create if they could create any kinds of animals.
For slightly older children: ask the kids to figure out what kind of roles in the ecology each of their animals would play – what would their ecological niches be? What would they eat, what would eat them, etc.
For more mature children: ask the children what modern people’s role is now that we are not hunter-gatherers. How does that change how we relate to animals? If we believe in a creator, how does it change that relationship?
Play Animal Charades:
Prepare some way for children to randomly draw the name of an animal out of a basket or envelope. Or stuffed animals out of a big sack! Don’t let the other players see, though. The child who draws the name or stuffed animal out has to act out what animal s/he drew so that the others can guess. Make a human being one of them!
Learn more about the Saan and other Hunter-Gatherers:
Although most of the population we work with are tens of generations if not hundreds removed from life as hunter-gatherers, it is part of the human story, and it is worth knowing about and honoring. Here are some resources to share with the children:
http://video.nationalgeographic.com/video/magazine/140815-ngm-diet-hadza-ngfood
http://www.sahistory.org.za/people-south-africa/san
http://www.khwattu.org/engage/pictures/?id=46
http://video.nationalgeographic.com/video/southafrica_sanpeople
https://www.youtube.com/watch?v=W5_OGa_Ktek

FOUR CREATIONS (NATIVE AMERICAN TRADITIONS)
Opening Circle
Light the chalice using the hand-motions:
We light this chalice to celebrate

Unitarian Universalism

This is the church of open minds

This is the church of loving hearts

This is the church of helping hands
Do introductions and joys & concerns with a talking object of some kind.
Pass around the collection jug, reminding participants that any money collected will go to the organization chosen by the children to receive donations this program year.
Say something like this:
This classroom is a special place. While we are here, we treat each other with respect and care. That’s because each of us is important, and when we are together we can learn and grow.
You can show respect and care right now by getting yourself ready to listen to the story for today. That means sitting as quietly as you can, with your legs folded. If you would like a pipe-cleaner to use to busy your hands to help your ears listen, you may take one.

Four Creations to Make Man

from IN THE BEGINNING: Creation Stories from Around the World; by Virginia Hamilton, illus. by Barry Moser

Adapted by Patti Withers
Materials:

• 
  Felt circle- 28” in diameter
  
• 
  Feathered Serpent
  
• 
  white felt Maker
  
• 
  light blue felt sky
  
• 
  dark blue felt ocean
  
• 
  heart
  
• 
  large brown felt piece
  
• 
  tree
  
• 
  various animals
  
• 
  brown play-doh “person”
  
• 
  wooden figure
  
• 
  yellow & white corn kernels
  
• 
  pictures of Mayan people
  

Presentation:
Words for you to say are in italics; actions are in plain type.
This story is from the Quiche (kē-chā') Mayan people of Guatemala, which is in Central America.
Smooth out the underlay as you say:
The world began long ago in a place called Quiche where the Quiche people lived. We shall tell how mysteries came out of shadows, out of the past. These things were brought to light by the Maker who had many names: Feathered Serpent, Heart of Sky, Heart of Earth, Grandfather, Grandmother.
There was once the ancient Book of Wisdom, written a long, long time ago. It is a great story about the birth of heaven and earth. There were four creations. Here is the telling of all of these things.
The First Creation
There was no nothing, at first. Only sky separated from the rest.
Place light blue felt sky at top of underlay
Then there was the sea, so calm and all alone.
Place dark blue felt ocean toward bottom of underlay
Yet within the sky and sea, there was the Maker and there was the Feathered Serpent.
Place Feathered Serpent and Maker in center of underlay.
Maker and Feathered Serpent came together. They were in the calm water, and They were brilliant, They glittered with all light.
They were great thinkers. And so it is that there was sky and the Heart of Sky who is called God.
Place heart in the sky
And the Heart of Sky, came to Feathered Serpent and joined the Maker.
Move heart to join Serpent and Maker
Together They thought and figured out what must be done to plan creation. Their words and thoughts were so clear that whatever They said came to be.
“Let it be that water should part, so there will then be room for earth.”

They created earth by saying it. “Earth,” They said. “Earth!”
Place brown felt overlapping top of ocean
And they said “Trees!” and trees were made.
Place tree on brown felt

So the earth was readied as They thought of each thing.
Next They thought of animals.
Place animals on brown felt.

The animals, the First Creation, were told by God:
“Speak. Talk to each other, say Our names, praise Us. We are Mother and Father. Speak to Us as who We are.
But the animals all cried out in different sounds. There was no language.
Maker heard and said, “They can’t say Our names. They can’t praise Us. We are their makers, and We will have to try again.”
The Second Creation
Maker tried again to create a praisegiver. This time the human form was made out of the wet earth, out of mud.
Place play-doh person on earth, break it as you put it down

They who were God made the body, but it looked bad. It fell apart, and it made no sense when it tried to speak.
So They let Second Creation melt on the watery sea. Only the thought of it was left.
Place play-doh at bottom of ocean.
The Third Creation
Then They made another plan to create humans, so they could have praise and prayers.
This next person would be carved from wood.
Place wooden figure on earth
“See,” They said of the Third Creation, “It turns out nicely. It can speak.”
And so it was that humans were made carved of wood. They looked as people look. They walked. They talked.
But...
They had no minds. They had no hearts. They had no memories of the Maker or the Heart of Sky or Feathered Serpent.
So the Heart of Sky brought a flood down on them. It was a great flood made to destroy them. And they were broken up.
Sweep wooden figure away.
The animals of the First Creation survived the flood.

The Final Creation
Here begins true humanity’s beginning. Maker, Heart of Sky, and Feathered Serpent pondered as to what should make human flesh, and where it should come from.
They decided to use yellow corn with white corn to build the flesh; to use food for the legs and arms of humankind.

Place yellow and white kernels of corn on underlay

Thus were humans made. Formed and shaped, never born of a mother; had no father, they were themselves great ones. Formed by Maker and Feathered Serpent.
Place pictures of Mayan people on underlay
They talked; they saw. They heard and listened. They worked and walked.
They looked good, and they were good. They knew everything under the heaven. As soon as they looked at the earth and sky, they knew all very deeply.
Maker asked them, “Do you know? Do you look? How good is your speech?”
They gave thanks to Maker.
“Praise be, thanks to You, having formed us, three times thanks to have made us. We see what is far and near, what is great and small, up and down. We have mouths, and we can talk. Thank you, Grandmother, Grandfather.”
“Well, that isn’t good,” Maker said. “You understand too much. You don’t need to know everything perfectly.”
“Let it become like this,” They, the All-God, said. “Since they are only Our designs, they shouldn’t know or see too much. They are not God, but humans only. So let them see only what is right near them.
And so the humans were made to lose their complete knowing of all things. They knew some and a little more. But not everything, not like the Heart of Sky knew as God.
So it was that the Final Creation was done.
Ask some of these Wondering Questions (as time and interest allow):
I wonder if you have ever seen or heard any of this before?
I wonder which part of this story is the most important?
I wonder which part you like the best?
I wonder where you might be in this story?
I wonder if there is a part of the story that we could leave out and still have a story?
I wonder why people tell Creation stories?
I wonder why it took four tries to get creation right?
I wonder why the Maker didn’t want the humans to see and know as much as the All-God?
I wonder if humans are happier not knowing everything?
I wonder what the All-God has done since the end of this story?
I wonder if this story is similar to any other creation myths?
COMMENT: The extraordinary Popol Vuh is the sacred history of the Quiche Maya, the once-powerful people of the highlands of Guatemala. In the early sixteenth century, the Quiche were conquered and their religious books destroyed. The Popol Vuh was rewritten in Latin script by a converted member of the tribe. That manuscript is lost. But a copy made and rendered into Spanish in the eighteenth century by Father Francisco Ximénez survives.
The section of the Popol Vuh above recounts the history of the Quiche through three distinctly flawed creations and one that is so perfect, it, too, is considered flawed and must be redone so that men will not be as perfect as god. It represents Creation from the Word. The God says “Earth!” and the earth comes into being.
The earliest authors of this text were ancient Mesoamericans who lived in Central America in 950—1500 A.D. These were wise men and priests and members of ancient nobility. The theme of the whole Popol Vuh, written over many centuries, tells of the greatness of the Quiche Mayan peoples, their sacred religion, and the rise and fall of things Quiche.
Today, the people of Guatemala’s highlands still speak a Mayan language. They say prayers to Mayan mountains and Mayan ancestors. And these Guatemalans tell time

according to the Mayan calendar.

Choices:
Say something like:
In this classroom you are able to choose what you would like to do with your time here after the story and before class is over.
Today’s choices are:

• 
  Retelling the story to yourself
  

• 
  Lego Building
  

• 
  Game: I Spy With My Little Eye
  

• 
  World Collages
  

Or other activities you have chosen as the teacher. It is up to you whether to give totally free choice to each child individually (this will work best when you have enough adults to assist any child who needs help with a chosen activity without too much waiting) or whether to help the class as a whole decide on one or two activities to do together.

Whichever you decide, be sure to let the children know clearly what choices they have (and do not have).
Activity Directions
Retelling the story independently:
Coach children to take turns, and to treat the materials with respect so that they will be available for other children and teachers to use in the future. For older/reading children, provide a copy of the script (above). For younger/non-reading children, provide a photo of the finished storyboard.
Lego Building:
Some of the children have siblings who are currently in a Lego building class and they are envious! This is a good opportunity to allow the children to build with Legos in this class. Set the Legos (or Duplos for very young kids) up on a table or a designated area on the floor. Suggest, but do not require, building a world full of earth, sea, trees, animals, and people, like the Gods made in the story.
Game: I Spy With My Little Eye
In the story, the Gods made it so that people could not see everything – but we have eyes to see with still. Play this classic game:
One player says, “I Spy With My Little Eye something that is … [color or shape.]” The other players then try to guess what the first player is looking at. For example, if the first player said, “something that is green”, other players might guess the tree, the grass, the blackboard, Jane’s pants, etc. The object does have to be something the first player can actually see at that moment.
World collages:
Give each child a large piece of paper, magazines, scissors, and glue sticks. Encourage children to find pictures showing what was in the world when it was done being created and create a collage. Or, use one very large piece of paper and make a group collage. Discourage things which wouldn’t have been in the Maya world (like manufactured objects, technology, etc.)

The Loyal Dog and the Loyal King

A Hindu Story re-written by Ralph Roberts

Materials:

• 
  Light blue underlay
  
• 
  Four mountains each a different height
  
• 
  King piece
  
• 
  Queen piece
  
• 
  Brothers piece
  
• 
  Dog piece
  
• 
  Indra piece
  
• 
  Yama piece
  

Presentation:
Words for you to say are in italics; actions are in plain type.
Spread out the light blue underlay.
What is this, do you think?
Place the mountains in place one at a time with the smaller peaks to the right and the larger peaks to the left. As you lay them out say . . .
Oh, and look at these. They’re triangles. They’re dark. Maybe they are pyramids?
Finish laying out the mountains.
This is a story about a king.
Place the king at the base of the smallest peak.
It is a story about a king who had a wife who loved him very much.
Place the queen beside the king.
It is a story about a king who had a wife who loved him very much, and brothers who also dearly loved him. This king ruled over his kingdom for many years.
With your index finger trace a small circle around the figures to represent the kingdom.
He protected the people well. And after years of battles the king decided it was time for him to let someone else rule his kingdom. He was going to be done with ruling. He would make the long journey to the land of the immortals, the land where people live forever.
Trace a diagonal line from the smallest peak to the largest peak, and shake your head.
It would be a long, long journey. But he was ready to go.
Move the king slightly away from the other figures showing that he has begun his journey.
But though he insisted that he should go alone his family would not let him. His wife said that she would go with him.
Move the queen to where the king now stands.
And his brothers said that they would go with him.
Move the brothers to where the king now stands.
And so it would be.
Begin moving the figures slowly up the second peak, saying . . .
It was a long trip. The king worried about his family. He didn’t want them injured. Now before long the band of travelers realized that they were being followed.
Place the dog halfway up the second peak so that he can be seen at a distance from the family though still nearby.
Their traveling companion was a dog. Now this king and his family lived long ago in different land. They believed that dogs spread diseases which could make people very sick. They also believed that dogs were unholy. That if you touched a dog you would have to be cleansed before you could speak to the gods again. So they kept their distance from the dog.
Begin moving the family to the valley between the second and third peak. Have the dog follow behind. As you do this say . . .
It was such a long journey and they were getting lonely. There were no people to be found. And the further they went the fewer animals they saw. They started to like having the dog follow them because he was company. They still didn’t touch him for fear that they would get a disease or become unholy, but they left extra food for the dog every morning before they continued their journey.
Continue moving the group up to the top of the fourth peak.
It was such a long and lonely journey. The king’s wife started to get sick and they were all tired.
When the group is at the top of the peak, say.
A sad thing happened when the small band was about to reach the peak of a mountain. The king’s brothers slipped and fell down a deep crack in the ground.
Remove the brothers.
The king’s brothers died.
Pause and shake your head.
The king and his wife were very sad.
Silently begin moving the three remaining figures to the next valley. Then say . . .
They were sad but they journeyed on. The dog kept them company and seemed to know how sad they were.
Remove the Queen.
Then another sad thing happened. The queen died.
Pause.
The king was so sad. He wasn’t sure if he could go on. But he couldn’t go back. Going forward seemed the only thing to do. So he and the dog journeyed on to the land of the immortals.
Move the king and dog half way up the final peak.
Then when the king thought he too would die before reaching the land of the immortals there was a flash of light.
Place the Indra figure at the top of the mountain.
It was Indra the god of a thousand eyes, the god of all gods. Indra said to the king “Welcome good king. You have traveled far and lived a good life. Come and enter the land of the immortals and live in happiness forever.”
Touch the king as you say . . .
The king was about to follow Indra when he remembered his brothers and his wife. “Lord Indra I can not enjoy the happiness of your kingdom without my family.”
Touch the Indra figure as you say . . .
Ah! But Indra said, “Fear not, for your family has gone before you and wait for you in the land of the immortals, the land where no one dies.”
Touch the king as you say . . .
The king was overjoyed. He would see his wife and brothers again. He was about to follow Indra but then he thought about the dog. The king said “Lord Indra, I can not enjoy your kingdom without this Dog who has faithfully followed me all this way, and kept me company when I was lonely, and comforted me when I was sad.”
Touch Indra and say . . .
But Indra said, “King you know this can not be. Dogs are unholy. Even if I let it in with you the moment you touched it you too would be unholy and I would have to cast you out of my Kingdom.”
Touch the king, shake your head, and say . . .
But the king stood his ground and told Indra that he would be faithful to this Dog even if it meant he could never enter the land of the immortals. The king bent down and pet the dog, turning to leave. At that there was another flash of light.
Place the Yama piece on top of the dog.
The dog turned into Yama, the god of justice. The king couldn’t believe his eyes. Yama, the God of justice was even more powerful than Indra. Yama said to the king, “You have been a good friend and chose compassion, love, and kindness, over the rewards of heaven. Truly you deserve reward. Enter the land of the immortals and live forever.”
Ask some of these Wondering Questions (as time and interest allow):
I wonder if you have ever seen or heard any of this before?
I wonder which part of this story is the most important?
I wonder which part you like the best?
I wonder where you might be in this story?
I wonder if there is a part of the story that we could leave out and still have a story?
I wonder if there is a land of the immortals where no one dies?
I wonder if the land of the immortals is a place?
I wonder how it felt to make this long trip?
I wonder what it was like for the king to see his family again?
I wonder if he missed the dog?
I wonder if the dog had a name?
I wonder what the people’s names were?
I wonder why a dog can’t enter the land of the immortals?
Choices:
Say something like:
In this classroom you are able to choose what you would like to do with your time here after the story and before class is over.
Today’s choices are:

• 
  Retelling the story to yourself
  

• 
  Dog Follows Game
  

• 
  Making toys for an animal shelter
  

• 
  Indra and Yama coloring sheets
  

Or other activities you have chosen as the teacher. It is up to you whether to give totally free choice to each child individually (this will work best when you have enough adults to assist any child who needs help with a chosen activity without too much waiting) or whether to help the class as a whole decide on one or two activities to do together.

Whichever you decide, be sure to let the children know clearly what choices they have (and do not have).
Activity Directions
Retelling the story independently:
Coach children to take turns, and to treat the materials with respect so that they will be available for other children and teachers to use in the future. For older/reading children, provide a copy of the script (above). For younger/non-reading children, provide a photo of the finished storyboard.
Dog Follows Game:
A variation on follow the leader. Pair children up with each other. Sometimes it may be best to allow kids to self-select partners, while other times it may work to assign partners. Explain that one person will be the ‘king’ and one person will be the ‘dog.’
If space allows, set up a bit of an obstacle course using chairs, tables, toys, etc.
The ‘king’ chooses a route through the obstacle course, or chooses a special way of walking (like hopping, running, walking slowly, etc.) as one would when playing follow the leader. The ‘dog’s’ job is to follow as a little bit of a distance, doing what the ‘king’ does as well as s/he can on all fours. Use your discretion about the best way to set this game up if you have a child with mobility restrictions; a child in a wheelchair could swerve around obstacles, while the ‘dog’ swerves behind. A child with crutches who can crawl could be the ‘dog’, or if s/he cannot crawl, could be the ‘king’.
Play as long as everyone is enjoying it, having pairs switch roles if desired.
Making toys for an animal shelter:
Make dog or cat toys to donate to a local animal shelter! Here are some ideas – an internet search may yield more ideas:
http://www.chippewahumane.com/make-items-yourself.html
Idea for a fleece tied cat toy – or animal beds (although those are a bit more complicated).
http://barkpost.com/how-to-make-a-t-shirt-dog-toy/
Idea for turning old t-shirts into dog pull/chews.
Indra and Yama coloring pages:
Many of our children may not have been exposed to the rich tradition of Indian art depicting the gods of the Hindu pantheon. Share these images with the children and invite them to engage with them by coloring to their liking. (see next page!)

Layout:

Worship Woodworks pieces

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