Big Red Lollipop

Name of Book:  Big Red Lollipop

Author:  Rukhsana Khan

Illustrator:  Sophie Blackall

Publisher:  Viking (a division of Penguin Group)

ISBN:  9780670062874

Audience:  Ages 4+

Summary:  Rubina is the oldest sister of a household with three girls.  She gets invited to her first birthday party, but she is not allowed to go unless she agrees to take her younger sister, Sana.  Begrudgingly, Rubina takes Sana to the party, and it’s a nightmare.  Sana must win all the games or she whines and complains.  At the end of the party, each girls gets her own goody bag with a big red lollipop inside.  Rubina can’t wait to eat her lollipop, only to find that Sana has already eaten it.  She’s so upset, but the worst of all is that Rubina doesn’t get invited to any more parties.  Until one day, Sana comes home with her first birthday party invitation.  Now the youngest sister is old enough to beg to go along.  Their mother, Ami, tells Sana she can’t go unless she takes Maryam with her.  As Sana is begging and pleading with her mother not to take her little sister along, Rubina interrupts and pleads on Sana’s behalf.  Sana is allowed to go to the party without her little sister.  When Sana gets home, she shares her green lollipop with Rubina and after that the sisters are friends.

Literary elements at work in the story (Genre/setting/characterization/plot/theme/point of view/style):  This beautifully illustrated picture book is a realistic fiction story written from Rubina’s point of view.  The focus of the story is centered around Rubina’s home with a single scene at the birthday party.  While the written words are simple, the pictures on each page say a thousand words.  The detailed facial expressions on each page set the tone as the reader feels Rubina’s excitment, anguish, anger, loneliness, compassion, and love.  It is a story about family, sibling rivalry, conflict, forgivenenss and compassion.

(How) does the perspective on gender/race/culture/economics/ability make a difference to the story?  Although the story is set in Canada, the characters are originally from Pakistan. This book demonstrates one of the many cultural differences that this family encounters in the new country.  Ami doesn’t understand the social significance of a child’s birthday party, so she insists that Rubina take her little sister to the party.  However, the sibling rivalry that exists transcends all cultures.

Theological conversation partners:  Rather than an eye for an eye or tooth for a tooth, this is a story about real forgiveness and compassion.  Every child can relate to sibling rivalry and will marvel at Rubina’s wise decision to plead on Sana’s behalf.  Rubina’s self-sacrificing grace saves her little sister from the pain and loneliness that Rubina felt when she was forced to take Sana with her to her first birthday party.  Teaching children about forgiveness is a difficult task, and Khan does an excellent job of showing forgiveness through a story that will resonate with all children.

Faith Talk Questions

1. Which character from this story is most like you and why?  Which character is least like you and why?
2. Tell me a story where you have gotten in an argument with your brother or sister?  What happened?  Why did you argue?  What was the outcome?  How did it resolve itself?
3. What do you think about Rubina’s reaction when Sana is invited to her first birthday party?  How would you have reacted, if you were in the same situation?
4. Is there is a situation in your life right now where you need to offer forgiveness or need to seek forgiveness?  What can you do to make the situation right?

This review is written by Union Presbyterian Seminary student Mandy North.

Lilly’s Purple Plastic Purse

Name of Book:  Lilly’s Purple Plastic Purse

Author:  Kevin Henkes

Illustrator:  Kevin Henkes

Publisher:  Greenwillow Books

ISBN:  978-0688128975

Audience:  The intended audience for this book is ages 4-8, but it may easily be used in a multi-age children’s classroom, or in an intergenerational setting, due to its humor and universal themes.

Summary:  When Lilly brings her new purse, glasses, and shiny quarters to school, she cannot restrain herself from interrupting her teacher’s lesson. When Mr. Slinger takes the purse away until the end of the day, Lilly responds by giving him an angry note. However, in a note of his own, Mr. Slinger acknowledges her bad day and holds no grudge. Having received this gracious note, Lilly sets out to make things right with Mr. Slinger once again.

Literary elements at work in the story:  Henkes creates memorable and humorous characters in the familiar setting of a school classroom. Lilly’s character is well-developed, which serves to bring believability to the central conflict of Lilly having disappointed herself and her teacher. In the midst of this conflict, Henkes explores themes centered on the pain that comes from disappointing someone you love, and the delight in being restored to a right relationship. The illustrations throughout depict deeper emotional content and humor than in the text alone.

Perspective on gender/race/culture/economics/ability:  Henkes uses mice of many colors to tell Lilly’s story. While Lilly is clearly a white mouse, her teacher is gray and her friends are brown, white, gray and tan. Readers are certainly able to find themselves in this eclectic assortment of mice. Throughout the story, as well, Henkes includes in his illustrations pictures and symbols of global peace, personal achievement, and a celebration of learning. Mr. Slinger is seen teaching about “the global village,” he designates a space in the classroom as the “light-bulb lab” for the students’ “great ideas,” and the community of eclectic and diverse little mice is shown with great joy.

Theological Conversation Partners:  This book provides an excellent entry point for discussions about repentance and forgiveness within relationship. When Lilly wrongs her teacher, she moves from wanting to seek vengeance for the consequences she receives, to feeling a great sense of regret. When Mr. Slinger accepts Lilly’s apology, he and Lilly are restored to a right relationship with one another. Potential partner scriptures: Genesis 45:1-15; Luke 15:11-32; Matthew 18:21-23; I Samuel 26.

Faith Talk Questions:

1. Think about a time when you did something wrong. How did you feel? What did you do when you realized you did something wrong? How did you feel after youapologized/resolved the issue?
2. When Lilly does not follow the rules, Mr. Slinger takes away her purse. How did Lilly respond?  Do you think she is right to be so angry at him?
3.  Lilly discovers that Mr. Slinger does not hold a grudge for her poor behavior. How does Mr. Slinger’s kindness help Lilly to want to apologize. (Older children may want to consider how this relates to grace.)
4. How do we know that Lilly feels bad for what she has done?  How does she apologize/repent?
5. Explore the concept of restoration – of making things right. Example: Build block towers, knock them down, and then restore them. Or, tear a picture apart, and then tape it together to restore it.
6. In what ways are Lilly and Mr. Slinger shown to be restored to one another? What is the result of this restoration for both of them?
7. How is Lilly’s story similar to or different from today’s story from the Bible?
8. When we do something wrong, what do you think God wants us to do?

This post was written by Union Presbyterian Seminary student Catherine Lovejoy.

Welcome Home, Mouse

Name of Book:  Welcome Home, Mouse

Author/Illustrator:  Elisa Kleven

Publisher: Tricycle Press

ISBN:  978-1582462776

Audience: Ages 2-5

Summary: Stanley loves to help, but sometimes he gets so excited he makes mistakes. While running an errand for his mom he bounces his ball right on top of Mouse’s house and destroys the house. Stanley wants to make up for what he has done, but how?

Literary elements at work in the story: Kleven uses detailed illustrations to help the reader see what Stanley sees, the answer to his problem. The story is wonderfully understated and simple without being simplistic. Children will love finding bits and pieces of life in her collages; postage stamps, wallpaper, pieces of pottery.

How does the perspective on gender/race/culture/economics/ability make a difference to the story: Because the story is told with generic animals and in a folksy setting, this story could be told to almost any ethic or cultural group.

Scripture: 1 Corinthians 13:1-2

Theology:  “If I speak in the tongues of men and of angels, but have not love, I am a noisy gong or a clanging cymbal. And if I have prophetic powers, and understand all mysteries and all knowledge, and if I have all faith, so as to remove mountains, but have not love, I am nothing.” Faith without love is nothing. Elephant knows this. He could promise to be careful. He could tell mouse he’d help him find another hole. He could say, “Bad break.” But he doesn’t. He knows that love requires more than pat phrases or empty platitudes. He loves mouse and knows he must give him a full home to replace the one he broke. Often children feel they do not have the power or the skills to physically replace what they have broken and in some cases that may be true. But what they can always do is repair the love that has been damaged. Elephant’s gift to mouse is not just his new home, but the love he has for mouse that created the new home. Love is the central theme of the story and that is something even the youngest child can give.

Faith Talk Questions:

1. How did Elephant feel after his ball smashed mouse’s house?
2. How did Mouse feel?
3. How would you feel?
4. How did Elephant solve his problem?
5. What was mouse’s reaction to Elephant’s solution?
6. Have you ever broken something? Has someone ever broken something of yours? What did you do about it?
7. Jesus says if you have faith without love you have nothing. What does that mean? How did Elephant show that love?
8. How can we show our love to those we love even when we do something that hurts them or when they hurt us?

Review prepared by Janet Lloyd

Tunes for Bears to Dance To

Title: Tunes for Bears to Dance To

Author: Robert Cormier

Publisher: Perfection Learning

ISBN: 978-0780739239

Audience: Grades 5-8

Summary: Henry befriends Mr. Levine, a Holocaust survivor, who is making a replica of the village where he lived and which was destroyed in the war. Henry’s friendship with Mr. Levine is tested when his prejudiced boss, Mr. Hairston, asks Henry to destroy Mr. Levine’s village.

Literary elements at work in the story: With subtlety and grace, Cormier masterfully portrays hatred, prejudice and manipulation. He challenges readers to examine how they would behave in the face of intimidation and extortion. There is more power and wisdom in these 90 pages than in novels three times its size.

How does the perspective on gender/race/culture/economics/ability make a difference to the story: Mr. Cormier brings to life the effects of the Holocaust in a very personal way and he does it in a slow way, like peeling an onion.  Thus we see the pain of the individual as opposed to the horror of the masses.  It becomes even more personal through Henry’s, ordeal. For, in a small way, Cormier shows the reader just what it is like to be caught in the grips of evil, be that the evil of Hitler or the evil of Mr. Hairston.

Scripture: Galatians 5:13-25; Ephesians 4:25-32; Romans 7:14-19; James 1:19-25

Theology: By the end of this powerful story, Henry knows the meaning of this passage. He has seen firsthand the truth of Romans  that, “..I do not do the good I want, but the evil I do not want is what I do.” He has been overcome by Mr. Hairston’s evil manipulations to the point of giving in to evil himself. However, he does not let evil overwhelm him completely. He knows what he must do. He must not only ask for mercy for himself, but for Mr. Hairston as well. Forgiveness is our only hope. It is not easy, but without it we are doomed. Aid all those with whom you associate to find the peace Henry found. Otherwise you and they risk becoming the misery that is Mr. Hairston.

Faith Talk Questions:

1.    What do Henry and Mr Levine have in common?

2.    Why did they become friends?

3.    Have you ever faced something you knew was wrong, but felt you had no choice but to participate in the wrong?

4.    What happened to Mr. Levine’s village? Did Henry do it on purpose?

5.    Would you forgive Mr. Hairston?

Review prepared by Janet Lloyd

Three Easter Journeys

Title: Three Easter Journeys

Author: Ro Willoughby

Illustrator: David Miller

Publisher: Abingdon Press

ISBN: 0-687-04851-6

Audience:  Written for ages 9-12.  This review suggests the book’s applicability to both young and mature audiences.

Summary:  The Easter story is presented in three short narratives, each framed in a different emotional context.  The first is the passion story, starting with the joy of Palm Sunday and ending in the tragedy of the crucifixion.  The second, the two Marys’ discovery of the risen Lord, has the opposite emotional sequence, starting in tragedy and ending in joy.  The final story is more emotionally complicated. Peter’s fishing trip begins late in the day on Easter Sunday and like all truly moving narratives, starts in the murky realms of confusion and fear and ends in his reunion with Jesus, which is not only joyful, but awakens Peter to his new mission in life: to preach the Good News to all the world. The three stories are presented as journeys, literally of Jesus, the two Marys and Peter, metaphors for the human journey through life in which happy things can sometimes turn sad, sad things can get better, and truly amazing things can happen when we have patience and faith.

This is an unusual book, not only as children’s literature, but as a unique perspective on the meaning of three Easter narratives in Matthew and John.  The passion of Jesus is challenging for all ages and the creators of this book have taken it on with courage and imagination. Such an ambitious undertaking requires a note of caution for very young readers. The first story is frightening and should be read with sensitive adult guidance.  Be ready to explain some things the book doesn’t: why a good person like Jesus has enemies, is abused and killed, and what happened to the people who cheered for him just a few days before.  I would read the story to a group rather than give it to a child for independent reading.

Literary Elements:  In an artful blend of Christian symbols and imagery, the authors explore the dark corners of evil, suffering, fear, and shame, and successfully bring the reader back into the light of forgiveness, hope, joy and love. The three stories weave a complex range of emotions unified in the character of Peter whose confusion and shame is absolved in Jesus’ forgiveness. Especially creative is the use of  significant Christian symbolism, which has interesting potential for an adult discussion on the power of Trinitarian allegory. Three journeys, Peter’s three denials and Jesus’s three questions reinforce the principle that what seems like an either-or world of opposites has a third, all-encompassing nature that creates something new out of whatever is going on. Another Christian symbol, fishing, is the motif of the third story, an activity that takes patience and faith, especially at night, making this story appropriate for Advent as well as Easter. All ages can appreciate this story’s Christian messages of hope and God’s all-forgiving mercy, which overcomes tragedy with the triumph of love.

Perspective on gender/race/culture/economics: Racial and gender stereotypes are nothing more or less than what is demanded from the context and sources of these stories: first century Palestinian Jewish peasants and their Roman occupiers.

Theological Conversation Partners:  Matthew 26-28, John 18 and 21

Theology:  God’s love and forgivenesss, even when we are unfaithful, overcomes evil and turns tragedy into triumph.

Faith Questions:

For Children

1.      Think about a time when someone let you down or disappointed you. What did it feel like to see that person again? Was it easy to forgive the person?

2.      Think about a time when you were sorry about something you did that hurt someone else. What did it feel like when you saw that person again? Would you like that person to forgive you?

3.      Now think about the first question again.

For Adults

1.      How would you explain to a child

• why Jesus went into Jerusalem against the advice of his friends?
• why Jesus had enemies and why they killed him?

2.      The third story presents events in a different order than John’s narrative (while fishing on Easer night Peter recalls the events of Thursday night and his three denials). Why do you think the author chose to do this?  Does it help or hinder the story and its significance.

3.      Jesus says to Peter: “I have a job for you.  You did something wrong. You did wrong three times. But I forgive you. Now go tell the others about me.” These four sentences and the specific order of these four sentences, say a lot about Reformed Christian doctrine.  Discuss some of these, first among yourselves as adults, and then how to make them understandable to children.

Review prepared by Union Presbyterian Student Susan Wills

Ruthie and the (Not So) Teeny Tiny Lie

Name of Book:  Ruthie and the (Not So) Teeny Tiny Lie

Author:  Laura Rankin

Illustrator:  Laura Rankin

Publisher: Bloomsbury USA Children’s Books

Audience: Ages 5-12

Summary: Ruthie was a lover of teeny tiny things. Ruthie finds a teeny tiny camera on the playground at school and when the real owner asked her to return it she claimed that it was hers. She lied to the teacher when she was asked if she was the owner. After Ruthie tells the lie, she feels terrible and is unable to concentrate or even eat. At bedtime she breaks down and tells her parents what she had done. The next day she told Martin and her teacher—Mrs. Olsen the truth.

Literary elements at work in the story:

Genre: School-Fiction

Setting: Ruthie is in a school setting and she wanted something so badly that she decided to lie about it.

Characterization: The author uses animal characters to personify people and to tell the story.  Ruthie is portrayed as a female fox. In choosing a fox I wondered if the author wanted to portray this character as sly, crafty and witty—those characteristics often associated with  a fox. Ruthie allowed her selfish desire to overtake her moral sense—she knew what was right.

Plot:  Ruthie is portrayed as having a great love for small things. Conflict arises because Ruthie finds a small camera that does not belong to her. When the rightful owner asked her for it she lied and claimed it as her own, because she wanted it for herself. After lying she realizes that she does not feel good about what she has done.  The next day she does the right thing and tells the truth. Ruthie is forgiven.

Theme:  There are times when our desires over-ride our moral judgment and cause us to tell a lie. Telling lies does not make us feel very good. Telling the truth always makes us feel better.

Point of View: Story is told in the third person about the main character Ruthie. The author takes the moral stance that telling the truth is always the right thing to do. Although Ruthie made a poor decision not to tell the truth, the author chooses an outcome of forgiveness rather than punishment.

Style: Author uses a play on the words “teeny tiny”. She uses multiple synonyms for the word little such as tiny, teeny, itty-bitty and small.

Perspective on:

Gender: Although the author uses Ruthie who is a female fox there is no gender stereotyping that only girls tell lies.

Race: Ruthie could represent anyone from any culture.

Culture:  Diversity and multiculturalism is represented by the different animals in the class

Ability:  Ruthie has no handicapping disabilities. Ruthie would probably represent the average child in any class room who found themselves in a similar predicament.

Scripture #1: Exodus 20:15-17; Ephesians 1:5-8

Theology talk #1: Our moral judgment is not only based on what society deems is right. According to Barth our ethics comes from God who reminds us that in abiding in him there are some commands that we should follow.

Theology talk #2: God forgives us of our wrong doings just like Mrs. Olsen the teacher forgave Ruthie.  She did not punish her.

Faith Talk Questions:

1)      What are possible ways that we can live in Christ?

2)      If we are under grace what role does the ten commandments play in the Christian life?

3)      Because God forgives us when we do wrong how are we to live when other do wrong?

Review prepared by Union Presbyterian Seminary student Dee Osbourne-Smart

No, David!

Name of Book:  No, David!

Author:  David Shannon

Illustrator:  David Shannon

Publisher:  Blue Sky Press

Audience:  Ages 4 and up

Summary:  A story recreated by an author as an adult from a book he wrote as a child. The story tells of a young boy who is constantly being told “no” or “stop” or “not in the house” by his mother, and he begins to feel like he can do nothing right. At the end of the story he is summoned to his mother who hugs him and tells him, “Yes David, I love you!”

Literary elements at work in the story:  This is a picture book of very rough sketching done to recreate the childhood artwork. The characters are the boy and his mother, and the story is set in their home and neighborhood. It is told from the first-person point of view of the boy, David.

How does the perspective on gender/race/culture/economic/ability make a difference to the story? The two characters are a young boy and his mother. They live in a home with many rooms and in a neighborhood with multi-storied homes. The boy and his mother are both white, and there are no other characters. The family appears to be of means, and therefore the pictures may be bothersome to a child of less means. There is also one picture that shows the naked backside of the boy running through the neighborhood.

Scripture: I Timothy 4:4

Theology:  God declared all of God’s creation to be good and gave humans the dominion over all of creation. Having this responsibility, it is our duty as Christians and followers of God to care for, love and nurture all of God’s creation, even when we may feel it is not deserved. As we grow in our life of faith, we become like new, loving God more than we love ourselves, and loving other people just like we love ourselves.

Faith Talk Questions:

1. What have you done before that you knew you were not supposed to do?
2. What do your parents and teachers say to you when you do things you aren’t supposed to do?
3. How do you feel when you hear the word “no” all the time?
4. How do you feel when you hear “I love you”?
5. Who loves you?
6. How do you know that God loves you, even though you do things you should not do?

Review prepared by Union-PSCE in Charlotte student Katie Todd

God’s Dream

Name of Book:  God’s Dream

Author:  Archbishop Desmond Tutu and Douglas Carlton Abrams

Illustrator:  LeUyen Pham

Publisher : Candlewick Press

Audience:  Preschool children

Summary:   The story, as well as the illustrations, draw children towards empathy and forgiveness and the understanding that they are all part of God’s family.  God’s dream is that we all play together, laugh together, love one another as family should and the book reminds us that we can all take part in making God’s dream come true.

Literary elements at work in the story: (genre/setting/characterization/plot/theme/point of view/style)  Picture storybook with a lovely message of hope, love, and joy.

Perspective on gender/race/culture/economics/ability:   Illustrations depict children of different genders, colors, and religions playing together, worshipping together, forgiving one another, and sharing with each other.

Scripture connections:  Romans 8:16, Jeremiah 31:31, Micah 7:18

Theology:  This book emphasizes that all children everywhere, no matter their differences, are children of God, beloved by Him. In caring, sharing, playing, and laughing with one  another, God is pleased.  The authors state that “God does not force us to be friends or to love one another.”  This would indicate that we are free to choose to act in ways that make God happy or not.  Free will is an issue I still struggle with myself. From Martin Luther to Martin Luther King,  Jr., I have not heard an explanation that completely satisfied me deep in my soul. I think therefore, that I would not move the discussion in that theological direction with young children.  Instead, we focus on the concept of forgiveness in the book…that in forgiving each other,  we wipe away our own tears and God’s tears showing that God is saddened when we’re angry and happy when we forgive.

Faith Talk Questions:

• What makes all of us, no matter how different we look, sound, or live, brothers and sisters?
• What are some things that you think God would dream about?
• Look closely at the picture on pages 13 & 14. What do you think is happening here?
• What do you think the girl that’s holding the ball is thinking?
• What about the girl with the striped socks?
• How do you think the little boy sitting alone feels?
• Tell me about some times that you remember feeling some of these things…what happened to you?
• What do you see happening on the next page? How do you think you would feel if you were that little girl now?  Or the little boy?
• Remember a time when you felt angry or sad.  What made you feel better?

From time to time, we will post different reviews of the same book.  This can help you to see several ways that one book might useful to you in your work.  Another review of God’s Dream was posted on 10/24/2009.  This review was prepared by Kelly Hames, MACE, Entering Cohort Fall 2008.

Left to Tell

Name of Book: Left to Tell

Author: Immaculee Ilibagiza

Publisher: Hay House Inc.

Publisher’s Intended Audience: High school/Adult

Summary: This book tells the true story of an African young girl who tells her account of her genocide survival in Rwanda.  In 1994, Immaculee Ilibagiza was 24 years old and home for college during Easter vacation when more than 1 million ethnic Tutsi Rwandan’s were slaughtered by their ethnic Hutu neighbors because of their ethnicity. The book gently walks you from her childhood, with loving Catholic parents, siblings, and community to her survival during the genocide in a very tiny bathroom with seven other starving, unclean women. It shares her profound spiritual transformation which will impact everyone who reads this book.

Literary Elements at work in the story: The book begins with Immaculee as a child playing at her home in the beautiful country of Rwanda. The book vividly describes the beauty of Rwanda with its beautiful, breathtaking mountains and streams.

Plot: It is told in first person of her account being born to two loving parents, growing up surrounded by a loving extended family. In her home, racism and prejudice were unknown.  Both parents were educators, well respected in the community who worked and sacrificed to make every effort for their children to receive an education. Her parents were devout Roman Catholics and passed on their beliefs to their children. It was during Immaculee’s visit home during Easter vacation that her country and her people were ripped apart during a three month slaughter of Rwandan’s Tutsi’s. The book does not slight any detail of people being butchered as animals, women being raped, babies being thrown against rocks and homes being burned to rubble.

Conflict: It was in 1994 when the death of Rwanda’s Hutu president sparked this holocaust. Rwanda was made up of three tribles: a Hutu majority, a Tutsi minority; and a very small number of Twa, a pygmy-like tribe of forest dwellers. In 1962, a Hutu government was firmly in place and the Tutsis were second class citizens. Tension mounted and conflict erupted which led to a holocaust of Hutus and Tutsis.

Tone: This book is very vivid, with etched out details of murder, rape, etc. during the Rwanda genocide. However, the book etches out smoothly the details of Immaculee’s unquenchable faith and connection to God throughout this horrific ordeal.

Theme: Pain. Forgiveness.  Rejection. Resurrection. Relationships. Reconciliation. Healing. Anger. Prayer. War. Love/Hate. Courage. Faith. Death.

Perspective: Multicultural.   This book should be read by every nationality. It is a story of what can happen when we allow hatred to enter into our hearts of our brothers and sisters who do not physically look like us.

Theology: This book has to be one of the most inspirational books to strengthen your belief in the power of prayer and forgiveness. Within the pages of this book are the details of a young woman whose parents and brothers were brutally slaughtered at the hands of people who they considered neighbors in every sense of the word. The Bible ask the question, “Am I my brother’s keeper?” The Biblical answer is gently, yes. God expects us to love our neighbors and help each other as much as possible. However, when we allow the satanic plot of the devil named hatred to enter into our hearts we forget who we are.  This situation clearly depicts our human condition of sinfulness and brokenness. We feel that we cannot become as the Hutu’s in this story, but we can and we do. This is why the Bible warns us to guard our heart. When hatred enters and takes over we become desensitized to our brothers and sisters which leads to horrific activity such as murder.

However, no matter what we experience in our lives, God is always present. This story tells of a faithful act of surrendering all to God in the midst of turmoil that words could never give the full account of the experience. Through acts of praying in season and out of season, constantly calling on the name of God, constantly depending on God’s word, forgiveness and love will overpower all hate and demonic activities.

Scripture: Proverbs 14:17, Psalm 37:8, Psalm 27:14, Psalm 23:4, 2 Kings 6:16, John 13:34-35, Matthew 21:22

Faith Talk Questions (Intended for use with high school girls):

1. As a young girl Immaculee’s parents taught her to pray and the power of prayer. Throughout the reading of this book, she shares her prayers with us. How do you believe that prayer sustains a person through struggles in their lives?
2. Immaculee often speaks of God’s protection and the reason she was not killed because there was something God wanted her to do in her life. I feel we will never understand why God chooses some and not others for certain work in his vineyard. This is part of God’s sovereignty. Do you feel God has a devout calling on your life? Why or why not?
3. Immaculee was able to forgive those persons who killed her parents, her brothers and other love ones? How do you feel she was able to do this as a young woman?
4. As you read this book what were some of the emotions you encountered as an African American young woman?

Review prepared by Vera Witherspoon, MDiv, Entering Cohort Fall 2005

Dr. Seuss Goes to Church – Part 2

This is the second in a series of four lesson plans for children built around the books of Dr. Seuss.   The original post with the first lesson can be found here.

Dr. Seuss Goes to Church: Bartholomew and the Oobleck Bartholomew can help us learn about asking for and receiving forgiveness.