Calendar for 2025-2026 – Oldest RE Class

Class structure: discuss the following values, as described in UUA Article II:

Interdependence. We honor the interdependent web of all existence. With reverence for the great web of life and with humility, we acknowledge our place in it. We covenant to protect Earth and all beings from exploitation. We will create and nurture sustainable relationships of care and respect, mutuality and justice. We will work to repair harm and damaged relationships.

Pluralism. We celebrate that we are all sacred beings diverse in culture, experience, and theology. We covenant to learn from one another in our free and responsible search for truth and meaning. We embrace our differences and commonalities with Love, curiosity, and respect.

Justice. We work to be diverse multicultural Beloved Communities where all thrive. We covenant to dismantle racism and all forms of systemic oppression. We support the use of inclusive democratic processes to make decisions within our congregations, our Association, and society at large.

Transformation. We adapt to the changing world. We covenant to collectively transform and grow spiritually and ethically. Openness to change is fundamental to our Unitarian and Universalist heritages, never complete and never perfect.

Generosity. We cultivate a spirit of gratitude and hope. We covenant to freely and compassionately share our faith, presence, and resources. Our generosity connects us to one another in relationships of interdependence and mutuality.

Equity. We declare that every person is inherently worthy and has the right to flourish with dignity, love, and compassion. We covenant to use our time, wisdom, attention, and money to build and sustain fully accessible and inclusive communities.

Class Project: create six posters to frame and hang in the hallway depicting those values – possibly with a seventh that depicts love?

Individual Class structure:

1.       Roses and Thorns

2.       Discuss/revisit on the meaning of the value –  I’m thinking a white board or jumbo post-it that belongs to the class with a running list of the following two things:

a.       Add to class brainstorming board/notes about what’s meant by the word

b.       Add to brainstorming notes about what will go on art project/ poster for the board

                                                               i.      Will there be particular words on the poster? Which ones?

                                                             ii.      Will there be particular images on the poster? Which ones?

3.       Decide whether you will work on parts of the art project – if so, pass out materials/assign or volunteer for which parts people will work on.

4.       Discuss something connected to the value

a.       Watch a bit of a Twilight Zone episode and discuss while people work

b.       Discuss something from the news or current events or kids’ loves that connects while people work

c.       Run with something kid-generated that they are engaged in

September

7 –

·       Write up a covenant for the class for the year, discuss the class policies together

·       Look at the graphic of article II, ask kids which values are obvious and which words are not as obvious to understand, mention that we will be unpacking and applying them to life this year

·       Discuss the art project for the year, look at the posters that currently exist, look at the spots where the new ones will go, maybe do some brainstorming about kids’ first thoughts for new ones

14 -

·       Start to define JUSTICE

·       Discuss incarceration and punishment – maybe a debate about whether parents should punish children for doing something wrong, whether society should punish people for breaking laws

·       Maybe begin to watch “The Howling Man”?

JUSTICE

21 –

·       Add to ideas about justice – what ELSE might it mean? Is DEMOCRACY part of justice?

·       Look at UU definition of justice from our values language

·       Begin to discuss what might go on the poster

·       Maybe work on the poster? maybe watch more of the episoide?

28 –

·       Read “Justice” by Langston Hughes – discuss how racism connects to – or shapes your perception of – justice

·       Add to brainstorming ideas about justice

·       Continue work on the poster?

·       Begin to watch “I am the Night – Color Me Black”

October

5 –

·       Add to brainstorming ideas about justice

·       Continue work on the poster – should be close to done

·       continue to watch “I am the Night – Color Me Black”

JUSTICE

12 –

·       Add to brainstorming ideas about justice

·       Finish poster!

·       Finish watching “I am the Night – Color Me Black” and discuss

19 –

·       Start to define EQUITY

·       Discuss the concept of giving everyone the same vs giving people different things – perhaps apply to support services or help from teacher at school? Is it fair for everyone to get the same?

·       How do they see equity – or inequity – showing up in their lives?

·       Do some brainstorming for the poster

EQUITY

26 –

·       Add to brainstorming ideas about equity

·       Begin to doodle or illustrate – for the poster or just free doodling - while listening to audiobook version of “Harrison Bergeron” = 12 minutes on YouTube

·       Discuss how equity applies to the story, discuss their general reactions to the story

November

2 – MULTIGEN

9 –

·       Add to brainstorming ideas about equity

·       Discuss whether there is pressure to conform in society, in their schools, in their own lives. How do they react to pressure to confirm? How does that connect to equity? Would it be equitable if everyone could look the same? Why or why not?

·       Work on the poster while watching “Eye of the Beholder”

EQUITY

16 –

·       Add to brainstorming ideas about equity

·       Continue Work on the poster while watching “Eye of the Beholder”

23 –

·       Add to brainstorming ideas about equity

·       Finish the poster!

December

30 –

Flexible class – service project? Finishing unfinished work? Cooking? Helping me plan pageant?

7 – REHEARSAL for pageant

14 – PAGEANT

21 -  MULTIGEN

January

4 –

·       Start to define TRANSFORMATION

·       How many different types of transformation might this idea cover? List them in the brainstorming – self, society, systems, nature, etc.

·       Do they believe transformation is automatic or needs something to make it happen? Give examples.

·       Is it easier to transform yourself (truly make change) or transform the world around you? Why?

·       Maybe begin watching “Changing of the Guard” – not in the curriculum, but I think it’s a good fit.

TRANSFORMATION

11 - 

·       Add to brainstorming ideas about transformation

·       Begin to work on the poster while finishing “Changing of the Guard”

·       Discuss how people can help to transform others or society without knowing it. Maybe ask who has helped to transform them so far?

18 - 

·       Add to brainstorming ideas about transformation

·       Discuss – can you transform your relationship with an enemy? Is there any value in doing so?

·       Continue to work on the poster while starting “Two”

25 - 

·       Add to brainstorming ideas about transformation

·       Discuss the episode so far. Who are the characters? How have they transformed so far? What are the barriers to their transformation? Bring up the shift in hygiene/costume and get kids to think about whether our dress or appearance transforms us or not.

·       Continue to work on the poster while finishing “Two”

·       Discuss the episode.

February

1 - 

·       Add to brainstorming ideas about transformation

·       Finish the episode if need be

·       Finish the poster

TRANSFORMATION

8 - 

·       Start to define PLURALISM

·       How many different types of pluralism might this idea cover? List them in the brainstorming – race, class, ability, gender, sexuality, belief systems, opinions, tastes, etc.

·       Do they believe pluralism is always a good thing for society? Give examples.

·       Is it easier to get along with people who are like you? Why or why not?

·       Maybe begin watching “Number 12 Looks Just Like You”

PLURALISM

15 - 

·       Add to brainstorming ideas about pluralism

·       Begin to work on the poster while finishing “Number 12 Looks Just Like You”

·       Discuss the episode and how it relates to pluralism

22 - 

·       Add to brainstorming ideas about pluralism

·       Discuss how FEAR gets in the way of pluralism – why are people afraid of people who are not like them?

·       Continue to work on the poster while starting “The Monsters are Due on Maple Street”

March

1 - 

·       Add to brainstorming ideas about pluralism

·       Discuss more about how FEAR gets in the way of pluralism – why are people afraid of people who are not like them?

·       Continue to work on the poster while watching “The Monsters are Due on Maple Street”

PLURALISM

8 - 

·       Add to brainstorming ideas about pluralism

·       Finish episode if needed and discuss

·       Finish poster

15 - 

·       Start to define INTERDEPENDENCE

·       How many different types of interconnections might this idea cover? List them in the brainstorming – between families or communities, between countries, between all people, between the natural world, between people and nature, etc.

·       WE ARE ALL CONNECTED and ALL OF US NEED ALL OF US TO SURVIVE are phrases being used a lot in UU circles recently. What do you think of these statements? Why do you think they are coming up now, given what’s happening in our world? Do you believe these are true? Why or why not?

·       Maybe begin watching “The Shelter”

INTERDEPENDENCE

22 –

·       Add to brainstorming ideas about interdependence

·       Help me decide which charities to make part of our Easter Egg Hunt

29 -  MULTIGEN

April

5 – EASTER

12 –

·       Add to brainstorming ideas about interdependence

·       Discuss how FEAR gets in the way of interdependence – why are people afraid to take care of one another? Does supporting others risk yourself? How does this connect to what you see going on in the world?

·       Begin to work on the poster while watching “The Shelter”

INTERDEPENDENCE

19 –

·       Add to brainstorming ideas about interdependence

·       Brainstorm more ideas for the poster

·       Continue to work on the poster while watching “The Shelter”

26 –

·       Add to brainstorming ideas about interdependence

·       Finish episode and discuss

·       Finish poster

May

3 –

·       Start to define GENEROSITY

·       Discuss – are humans generous by nature or greedy by nature? Have them support their opinions with examples.

·       Maybe begin watching “A Most Unusual Camera”

GENEROSITY

10 –

·       Add to brainstorming ideas about generosity

·       Work on poster

·       Continue to watch “A Most Unusual Camera”

17 – MULTIGEN

24 –

·       Add to brainstorming ideas about generosity

·       Work on poster

·       Begin to watch “The Night of the Meek”

GENEROSITY

31 –

·       Add to brainstorming ideas about generosity

·       Finish poster

·       Finish and discuss “The Night of the Meek”

June

7 – MULTIGEN

14 – Games for RE – older class can choose to hang posters instead of playing games if they want, have some sort of celebration for their art accomplishment. Or maybe we’ll make them part of the final service, THEN hang them? We’ll discuss!