Category Archives: Key Stage 3 and 4

What am I worth? – Zacchaeus

Bible base:

Psalm 139:13,15; 1 Samuel 16:7; Ephesians 2:10; Luke 19:1–10

Aim:

To help students consider that each one of them is valuable to God.

Things you’ll need:

1. Ten cards with one name each of people who are currently media celebrities (pop, sporting and political celebrities), for example:

  • Ronaldo
  • Victoria Beckham
  • Tony Blair
  • George W Bush
  • Sir Paul McCartney
  • Sir Elton John
  • Mohammed Al Fayed
  • Sven Goran Ericksson
  • Bono
  • Richard Whiteley.

2. Current pop video/DVD, video/DVD player and TV.

Preparation

  • Prepare the cards.
  • Before the assembly, set up equipment to show the pop video and make sure it’s ready to start.

Presentation

1 Ask for ten volunteers and give each one a card. Give them one minute to arrange themselves into the order of what they think each character is worth – the most valuable on the left and least valuable on the right. Encourage some response from your audience. Do they agree with this order? Would they say some of the characters are worth more or less?

Ask your volunteers to go back to their places.

2 Now give your audience the following choices, allowing some response after each. You might want to substitute other examples which are more current or appropriate to your audience.

Would you rather have:

  • Prada/Next/George at Asda?
  • Holiday in Bahamas/holiday in Spain/holiday in Bognor?
  • Friends like Brad Pitt/Busted/Pauline Fowler?
  • 4 bed-roomed house in Surrey/semi in Bolton/1 bed-roomed flat in Toxteth?
  • Satellite TV, all channels/5 channels on a portable/flickering black and white?
  • Champagne/Bucks fizz/Tizer
  • Mercedes SLK/5-door Fiat Punto/B reg Volvo with rust?

Note: Adapt the examples here to suit the area and school you are in.

3 Watch a pop video by a current and popular band or artist. Ask the students:

  • Why do we want to be like these people?
  • What qualities do they have?

Reflection

  1. Say that Christians believe the good news is that God loves us all, whatever we’re like. He is not impressed by things like wealth, beauty, fame or talent. He is interested in what we are like on the inside.
  2. Briefly tell the story of Zacchaeus (Luke 19:1–10). Comment that Jesus loved Zacchaeus (the cheating tax collector) for who he was, not for what he had or hadn’t done. This is a picture of how he loves us too. Christians believe that God created us and we are unique, and he places a high value on all of us. He has a purpose for each person here, even though that might not including getting a number 1 single in the charts!

Response

Encourage the young people to close their eyes as you read the following verses:

  • Psalm 139:13,15
  • 1 Samuel 16:7
  • Ephesians 2:10

Give the opportunity for response in a time of quiet, encouraging the young people to think about what they mean to God, and what plans he might have for them in the future.

 

 

Prayer – Parable of Pharisee and tax collector

Aim

To help pupils understand that prayer is part of a relationship with God.

Bible base

Luke 18:9-14 – the parable of the Pharisee and the tax collector.

You will need:

A mobile phone

Preparation

  • Arrange, in advance, for someone to be waiting for a phone call from you during the assembly. It could be your mother or father or someone posing as them. Alternatively, you could arrange for the person to phone you during the assembly (when you are ready, dial the number you want and let it ring a couple of times as a signal to the person to ring you back).
  • Rehearse the phone conversation in advance, along the lines indicated in the Content section below.
  • Rehearse your reading or telling of the story of the Pharisee and the tax collector (Luke 18:9-14)

Content

Phone home!

1. Begin by saying that you have got your mobile phone with you this morning (show it to the pupils). Comment how amazing it is that you can speak to anyone you like, as long as they are near a phone, within a few seconds. How is that possible? There are not so many messages rushing around the earth. This phone is not even connected by wires or cables! The technology is incredible!

2. Mention that you were told that ‘orange’ ones were good, but the shop only had black ones in stock!

3. Suggest that you could make a call, here and now, from the assembly! Explain that you know someone who is in, because you always have a chat on the phone at this time of day. Tell everyone that it’s your mother or father (don’t say the number!). Say that everyone will have a chance to talk to him or her. Ask the audience to keep very quiet until you give a signal and then they must shout, ‘Hiya Mum (Dad).’ Give the audience a practice at doing this before you phone.

4. Make the call and during the (pre-arranged) conversation, make sure you include the following:

  • Say thank you for something;
  • Say sorry about something;
  • Ask for a favour;
  • Make it appear that you are listening to some advice (eg by saying something like, ‘OK I will’);
  • End by saying, ‘I love you’ so softly that you have to repeat it, to your ‘embarrassment’! Let everyone say ‘Hiya Mum (Dad)!’ and end the call.

5. Comment that your mobile phone is a good one but it’s got its limitations. For example, you have to keep it turned on and the batteries fade; it has to be within range and, as with any phone, the person you are trying to call has to be in and has to want to talk to you! Say that you doubt whether you could talk to the Queen, although there was a Canadian journalist who once managed it!

Talk with God

1. Explain that you have another mobile phone that’s usuable any time and at any range. It has free rental and there are no charges for calls. It’s called ‘prayer’. Christians think of prayer as being like a two-way conversation, a bit like using the phone. Then add that they may have noticed, though, how some people treat phones as though they are made for one-way conversations! They forget that there are two parts to a phone. Ask if they have ever had that sort of experience? (Hold the phone, outstretched, away from your ear!)

2. Comment that some people treat prayer like that, too. They keep on talking at God, instead of having a conversation with him.

3. Read or tell the story of the Pharisee and the tax collector (Luke 18:9-14) from a contemporary version of the Bible.

Application

  1. Make the point that although we may not feel good enough to pray, that is the very attitude God is looking for in prayers! Instead of long, formal prayers, the Bible shows people talking to God as a person – which is what he is!
  2. Remind everyone that during your telephone call earlier, there were three very important things you said: there was a ‘thank you’, a ‘sorry’ and ‘a please’. And those are exactly the sort of things that many Christians try to include in their prayers with God: telling him about all the things that have happened to them and are going to happen; all the different ways in which they have felt, happy, angry, disappointed. Conversation with God – prayer – is about being real with someone who is always at the end of the line, never out, never switched off, and who never has flat batteries!
  3. The conversation you had on the phone earlier also included your listening to some advice and being reminded of some things you had forgotten. And there was also a chance to say how you felt about your mum (dad). For the Christian, these things are part of prayer too.
  4. Conclude by reminding everyone that conversation is part of a relationship; and prayer is part of our relationship with God. Like all relationships, it needs working at! Encourage pupils to talk with God. It’s good to talk.

 

 

Love – Valentines Day

Aim

To show pupils that there are different kinds of love; and to help them understand the extent of God’s love.

Bible base

Mark 12: 29-31; Luke 15:11-32; 1 Corinthians 13:4-7 – love.

You will need:

  • A selection of funny St Valentine’s day cards (but make sure you haven’t missed any ‘double meanings’ – teenagers won’t!)
  • Examples from newspapers of St Valentine’s day messages
  • 1 Corinthians 13:4-7 copied onto large pieces of card (use a modern Bible version)
  • A jigsaw Jigsaw Picture (5859 downloads )  made from large pieces of card which has been cut in four, each piece showing one of ‘the four loves’: storge, philia, eros and agape.

Preparation

  • Prepare display cards as described.
  • Find out in advance from a teacher at the school if there is a widely known boy/girl relationship which the parties involved wouldn’t mind being mentioned in the assembly.

Content

St Valentine’s Day

1. Explain that St Valentine’s day is named after Valentine, a priest, who fell in love with an executioner’s daughter. Sadly, the girl was blind, but the priest miraculously restored her sight. However the emperor was displeased with him. He ordered him to be clubbled to death and then his head was chopped off!

2. Over the years it became the tradition for people to remember St Valentine and his love. Gradually it became known as the day when birds choose their mates; and then people started sending the one they loved a card.

3. Show and read out some of the St Valentine’s day cards. Then say that you have somehow managed to intercept one, sent by a boy who is present in this assembly to a girl who is here too. Read the message, inserting the names of the boy and girl (who you found out about in advance) in the appropriate places.

4. Point out that simply by the law of averages, you are far more likely to fall for a person, that that person is to fall for you. So, some people play safe and send their messages anonymously, sometimes through a newspaper. Read out some of the messages from newspapers that you have brought with you.

5. Say that another thing people think about on St Valentine’s day is kissing! Comment that you need to be careful when kissing. Ask your audience if they know these interesting facts. When you kiss:

  • You are using twenty-nine facial muscles;
  • Your heartbeat increases from seventy-two to ninety-five beats per minute;
  • Consequently the blood in your body races around a lot faster, so you feel warmer and your face goes redder and your lips enlarge;
  • You may burn up three calories and…
  • Some experts say your lifespan could be reduced by up to three minutes!

St Valentine’s day could damage your health! Comment that perhaps it’s easier to describe a kiss simply as the shortest distance between two people!

Love

1. Comment that all this talk of romance and kissing could lead you to think that that’s all there is to love. Certainly the media seem to concentrate on these aspects of love. But there is more to love than just these things.

2. Jesus said that the two greatest commandments were to love God with all your strength, and to love your neighbour as yourself (see Mark 12:29-31). And St Paul (who wrote a lot of what we call the Bible) said this about love…(Display 1 Corinthians 13:4-7, written on an OHP acetate.) Ask pupils: Do you think that this is a good description of the way you love others?

3. Explain that the English language has only one word for something which the ancient Greeks had four words for! If you say in English that you ‘love’ someone, it immediately has certain implications that may not have been intended. But the Greeks could express themselves rather more freely. The words they could use were:

  • Storge. This word, storge (display on the appropriate piece of the jigsaw), meant ‘affection’. It’s the word you might use when you say ‘I love fish and chips’, or ‘I love Llandudno’, or even, ‘I love old Mrs Jenkins, next door’. ‘Love’ used in this way doesn’t mean that you want to elope with Mrs Jenkins; it means you have a deep affection for her.
  • Philia. The second word the Greeks had was philia (display this next piece of the jigsaw). This word would be used to describe the feelings you have in a close friendship. It could be brotherly or sisterly love, where you have things in common with that person or are able to confide in them. It’s the kind of love you might feel for a best friend. It’s important that we are able to recognise this kind of love for one another, without it having any romantic associations.
  • Eros. The third word is eros (display this piece of the jigsaw). It’s the same word as the name of the little character in Piccadilly Circus, London, who fires an arrow from his bow and which appears on lots of St Valentine’s day cards. From this word we get the English word, ‘erotic’. This kind of love means the physical attraction that St Valentine’s day is about. It’s to do with the kind of feeling that makes us blush or sends shivers down our spine. It’s the sort of love that is portrayed in so many films and songs. It’s the sort of love that may lead two people to say, ‘I can’t live without you. Let’s get married.’
  • Agape. The ancient Greek’s fourth word for love was agape (put the last piece of the jigsaw in place). The literal meaning of this word is ‘sacrificial love’. It’s the sort of love shown when someone gives their life to save another. It’s the sort of love shown when someone gives their life to save another. It’s the sort of ‘mad’ love that keeps on loving even when it gets nothing back in return. It’s the sort of love that welcomes back an undeserving prodigal son (explain as appropriate; see Luke 15: 11-32). And every time, in the New Testament, when the love of God or Jesus is mentioned, this word – agape – is used.

Explain that the greatest act of love, according to the Bible, is Jesus’ death on the cross for the sake of people who had rejected him. In response to the question, ‘How much does God love us?’ some people have stretched out their arms (demonstrate this as a reminder of the crucifixion) and said, ‘This much.’

Application

  1. Say that it’s the greatest thing in the world to know that you are loved. For many Christians the realisation that God loves them with this agape love – which meant Jesus dying on the cross for them – was the thing which made them want to get to know God themselves and to ‘love’ him in return.
  2. Comment that there is a lot being said about the subject of ‘love’ at the present time. Say that you are going to finish the assembly with a few moments of quiet. Ask pupils to use this time to think about all the people, places and things that they could say they ‘love’. If they would like to, they could take this opportunity, as they think about them, to say ‘thank you’ to God for them.

 

 

All you need is love – Valentines Day

Bible base:

Matthew 22:39; 1 Corinthians 13:4–13

Aim:

To help students think about the meaning of love and about treating others with kindness.

Things you’ll need:

  • Flip chart and pens to write up suggestions from students.
  • A CD player and CDs with current songs including the word ‘love’.
  • Bible verses from 1 Corinthians 13:4–7 printed onto card or on PowerPoint (optional).

Preparation

Think of four or five current songs which you think students will know which include the word ‘love’ in the titles or lyrics.

Presentation

1 If possible, play a selection of current songs including the word ‘love’ as students enter the room where you’re meeting for the assembly.

2 Ask students to see how many songs they can come up with which include the word ‘love’. You could show them some CD covers as clues. Write the song titles up on a flipchart if you have one. How many can they think of?

3 Talk about the fact that love is mentioned a lot in music, in magazines, on TV etc. But what is it? For example, what does it mean to love someone? Ask for some suggestions.

4 Point out that it can mean different things at different times, depending on who you are talking about. Get the students to suggest different people we ‘love’ (eg boyfriend/girlfriend, Mum, Dad, brother, friends). Comment that the way we love these people is different depending on the kind of relationship we have with them.

5 Say that you’re going to read one description of love. Read this passage from the Bible, slowly and thoughtfully: 1 Corinthians 13:4–7. Explain that this is from the Bible and is a description of how Christians believe people should act towards others. These principles can be applied to any of our friendships and relationships. Display the verses now if you wish.

6 Talk through each element of the Bible passage, asking for practical examples of what it might mean to behave like this towards friends, parents, boyfriend/girlfriend, teacher etc.

Reflection

  1. Invite the students to consider this commandment from the Bible about how we should care for others: ‘Love your neighbour as you love yourself.’ Matthew 22:39 (NCV)
  2. Comment that this means we should treat people the way we would like to be treated.

Response

Ask the students to think about their own behaviour and actions. Are there times when they don’t ‘love’ others in the way you’ve just been talking about? Ask them to think about how they might need to change. Encourage them to ask God to help them to be ‘loving’ towards others today.

If you wish, you could play a quiet Christian song on the theme of love as students go out from the assembly.

 

 

New Year Resolutions

Bible base:

Matthew 28:20; Hebrews 13:8

Aim:

To help students reflect on the opportunity the new year brings for a fresh start.

Things you’ll need:

Flip chart.

Preparation

  • Think of a personal – and if possible, amusing and/or entertaining – New Year’s resolution anecdote.
  • Set up flip chart before assembly begins.

Presentation

1 Begin by talking about a New Year’s resolution you once made – choose one that’s not very serious.

2 Ask the students if they have made any New Year’s resolutions? If so, what are they? Encourage them to say their serious and not-so-serious ones. As they do, write some up on the flip chart (eg stop biting finger nails, be nice to their little sister).

3 After you have gathered a few, ask:

  • Why do people make resolutions?
  • What would help you keep your resolutions?
  • What makes it difficult?

Talk about the reasons why people find it hard to keep their resolutions.

4 Ask students to think back to last term. What was good about it? What didn’t go so well? Now ask them to think about this term. What are they looking forward to? What are they determined to do better?

5 Now ask them to think about the world. If they could make some New Year resolutions for the world what would they be? From all their suggestions, what would be their top three for the world. Write these up on the flip chart. Then ask if they think these ‘resolutions’ are likely to be kept.

Reflection

1 In a time of quiet, ask students to think about the coming year:

  • How they would like their own lives to be this year?
  • What would they wish for the world?

2 Comment that, whether or not they keep their resolutions, and whatever happens in the world, there are probably going to be some problems and times when they will find things difficult.

3 Say that you are going to read some words from the Bible. Read Hebrews 13:8:

‘Jesus Christ is the same yesterday, today and for ever.’ Hebrews 13:8 (CEV)

Then read the second half of Matthew 28:20, explaining that these are words Jesus said to his followers when he was on earth:

‘… I will be with you always, even until the end of this age.’ Matthew 28:20 (CEV)

4 Remind the students that God is with them always. In the coming year, he will be with them through all the bad times, and the good ones too.

Response

Encourage the students to reflect on the following (the Millennium Resolution written by Churches Together in England) and to make it their own prayer if they wish:

Let there be

respect for the earth,

peace for its people,

love in our lives,

delight in the good,

forgiveness for past wrongs

and from now on, a new start.

 

 

Pancakes – Lent

Bible base:

Mark 8:31–38

Aim:

To help students think about the meaning of Lent.

Things you’ll need:

  • Two or three pancakes – made slightly thicker than usual.
  • A frying pan.

Preparation

Prepare your pancakes! You may only need one – the others are spares in case the first one gets broken.

Presentation

1 Ask the students what they think is special about this time of year. Help them, if necessary, towards the answer: Pancake Day!

2 Show the frying pan with one of the (cold) pancakes already in it. Ask if anyone is good at flipping pancakes. Ask for a couple of volunteers and let them try, Encourage applause for the best effort and let your volunteers sit down.

3 Now ask the students if they know the reason for Pancake Day. Encourage some answers, then briefly talk about their responses.

4 Talk about Lent, explaining that it is the time leading up to Easter. Jesus spent 40 days fasting (going without food) in the desert, thinking and praying about what God had sent him to do.

5 Explain the reason for Pancake Day. Some Christians believe that they should give up foods, as a way of showing that they are remembering Jesus’ time in the desert, spending more time praying and fasting as Jesus did. In order to clear out food from their store cupboards, people used to make pancakes. Then, during the time of Lent, they wouldn’t eat any rich foods. This tradition led to us having Pancakes on Shrove Tuesday. Ask whether any of the students are intending to give up something for Lent (eg chocolate).

6 Show the pancake to the students again. Holding it up, talk about what a wonderful thing a pancake is – it can be used for all kinds of things! Give some silly examples, acting them out as you say them, for example: ‘You could use it to shine your shoes; as a face cloth; to wash under your armpits; as a hat; to play Frisbee.’ Then say, ‘Or, you could eat it.’ Begin to eat it! You could pretend to offer it to some of your audience as well!

Reflection

  1. Put the pancake to one side. Then talk briefly about Easter. Explain that at the first Easter time, just over 2,000 years ago, Jesus died a horrible death on a cross. He gave up his life. Christians believe that he gave up all he had in heaven to come to earth for us.
  2. Lent is a good opportunity to take some time, like Jesus did, to think about what God wants us to do with our lives. Or, to consider if there is anything in our lives which we think God would want us to give up.
  3. At this point, you may wish to read Mark 8:31,34–36. Explain that these are some words from the Bible about Jesus when he was talking about his death.

Response

In a short time of silence, invite the students:

  • to take a moment to think about how they would feel if they had to give up something very precious to them. Ask them to reflect on how Jesus gave up his life for us.
  • to think about what God might want them to do with their lives.
  • to think whether there are things in their lives – apart from chocolate – which aren’t right? Encourage students to make a decision to change, asking God’s help to do so, if they’d like to.

 

 

Egg Race – Easter

Bible base:

John 11:25,26

Aim:

To help students learn more about the meaning of Easter.

Things you’ll need:

  • Three Cadbury’s Creme Eggs (or similar)
  • An advert for Cadbury’s Creme Eggs (or similar)
  • A stopwatch
  • Mini chocolate eggs – enough for one for everyone in the assembly (optional, depending on school and your finances!)

Preparation

Find out, if possible, the current ‘world-record’ for time taken to eat a Cadbury’s Creme Egg, or have a suitable other ‘record’ ready (eg from other schools, youth groups etc visited).

Presentation

1 Ask the students some questions about Easter eggs, for example:

  • Who likes chocolate?
  • How many Easter eggs did you get last year?

2 Show an advert for Creme eggs. Show them a Cadbury’s Creme Egg – hinting that someone in this assembly might get the egg!

3 Tell them the ‘record’ time taken to eat a Creme Egg. Ask if anyone thinks they could beat that.

4 Ask for two volunteers (who like Creme Eggs!). Give them both a Creme Egg and challenge them to see who can eat their egg in the shortest time. Will either of them beat the record?

Use a stop-watch for timing. Make sure that both competitors start at the same time, on your ‘Go!’. Encourage support for both (making sure that both volunteers have support!). You could ask half the audience to support one competitor, and one part the other one. Build up the atmosphere by commentating as the contest develops.

Cheer the winner. Announce the times. Is there a new record? Award the winner another egg as their prize.

Reflection

  1. Comment that it’s great getting – and eating – Easter eggs at Easter, but what’s the point of them? Ask the students to suggest some answers.
  2. Respond to answers given by students. These might include:
  • New life
  • Baby chicks being born
  • Spring/new life beginning
  • Jesus coming back to life.

3 Talk briefly about the answers you receive, making sure that the above are included. Then go on to explain that Christians believe Jesus’ death and resurrection – his coming back to life – mean that forgiveness, new life and the chance to start again are possible for everyone.

Response

1 In a time of quiet, ask students to think about:

  • What does Easter mean to me?
  • Are there any ways in which I need to make a new start?

2 Pray, if appropriate, then wish everyone ‘Happy Easter’!

Optional extra: Tell students that you’re going to give them each a mini-Easter egg as they leave. As they eat it, ask them to think about anything they need forgiveness for, or ways in which they need to make a fresh start. Say that they could even ask God to help them with that. (Make sure you encourage them to put the wrapping in a rubbish bin!)

 

 

Enigmas – Easter

Aim

To show pupils that the only reasonable explanation of the mystery of the empty tomb is that Jesus rose from the dead.

Bible base

  • John 19 – the death and burial of Jesus
  • John 20:1-10; Luke 24:1-12; Matthew 28:1-15 – the empty tomb;
  • John 20:11-29; 21:1-22; Luke 24: 13-53; Matthew 28:16-20 – appearances of Jesus after his resurrection.

You will need:

Either a digital projector & laptop or visual display cards.

Preparation

Prepare display cards or powerpoint for each enigma

Content

Enigmas

1. Explain that you are going to play ‘enigmas’. An enigma is another name for a puzzle or a riddle. You are going to describe some situations. The contestants have to work out how and why those situations have come about. For the sake of time in this assembly, they may only ask a maximum of three questions to which you can answer ‘yes’ or ‘no’.

2. Ask for six volunteers to make two teams of three people each. Each team takes turns in trying to solve the following ‘enigmas’. Display each ‘enigma’ in turn, so that everyone in the audience has the opportunity to consider them. Here are the ‘enigmas’ (NB: they are quite well known situations, so be prepared for quick answers!):

  • In the middle of a field is a hat, a scarf, a pipe, a carrot and a few lumps of coal. (Answer: A snowman has melted.)
  • A man goes into a pub and asks for a glass of water. The man behind the bar takes out a gun and points it at the man’s head. The man says, ‘Thanks,’ and walks out. Why? (Answer: he had hiccups! The barman frightened him to make the hiccups stop.)
  • A man is pushing a car along. He can see a hotel in the distance and he knows that when he gets there, he’ll have to give the owner of the hotel a lot of money. Why? (Answer: He’s playing Monopoly!)
  • An empty ship is floating in calm waters. It is far from any port and is in no danger of sinking. There is no one on board, there are no signs of a struggle and it hasn’t been reported missing. Why? (Answer: It’s a plastic toy boat in someone’s bath!)

3. Whether the two teams get the answers right ot not, give them all a round of applause and then pose the next situation to the entire audience:

• A cave hollowed out of a rock has been used as a grave. The mystery is – it’s empty. Inside, the sheets which had been wrapped around the body are lying on the floor. Why?

4. Suggest a few questions people might ask in order to solve this ‘enigma’, and follow each with the answer. For example:

  • Did the person really die? (Answer: Yes. He was executed by experts.)
  • Was the body stolen? (Answer: No. The body was never produced.)
  • Did this person appear alive to anyone after his execution and disappearance from his grave? (Answer: Yes, to well over 500 people on various occasions.)

5. Say that the most reasonable explanation for this ‘enigma’ is: this person must have risen from the dead!

Application

  1. Explain that the enigma you have just solved is not a made-up one like the ones in the game earlier. This enigma is actually the key to the Christian faith.
  2. Many people through the centuries have asked many more questions than these about this amazing event. And they have ended up coming to the conclusion that Jesus Christ – the person buried in that grave in the cave – did come back to life from the dead, and he could only do this because he was none other than God himself.

 

Jackie Pullinger

Freedom from pressure to do wrong – teenagers in Hong Kong

Other themes: personal responsibility, drugs

The Problem

James has a real problem in this story. Listen and tell me what you’d advise him to do.

“So you know the rule,” said the Dragon King. “Two Mars bars and you’re in.”

“And it’s cold out here,” said Tiger’s Fang. “So hurry up.”

James looked at the entrance to the supermarket. Just steal two Mars bars, and he’d be a member of the Dragon gang, for ever.

He’d been really surprised when they’d asked him to join the gang. He didn’t have many friends as he was new to the school. So he’d said yes. Why not? He hadn’t realised then they were into vandalising and nicking things. Anyway, he was glad he hadn’t told his mum – she’d have made enquiries and found out they weren’t the best of company. But they were company, and that’s what he needed. People to go round with, do things with. He got lonely just being with Mum and his little brother.

To be accepted, he had to pass two tests. First he must drink Dragon’s Blood, a revolting mixture of whisky, coke and tomato juice that the Dragon King, otherwise known as Nick Jones, had brought in a flask from home. And that was when the doubts began. He didn’t want to drink it, it was stupid. But what choice did he have? If he backed out now, they’d make his life miserable at school, everyone would call him names. It would be unbearable. So he drank it. Now he stood outside the supermarket; it was the final test. But he couldn’t move. His feet seemed to be stuck to the pavement. And it wasn’t only nerves. He just didn’t want to do it.

“Go on then,” said Tiger’s Fang.

If only I’d said no to start with, thought James.

Now think:

What should James do? Is it really too late to say no? Or should he just go ahead and get it over with?

(You could discuss this or pass on to the main story.)

The Story

What if all your friends, everyone you knew, belonged to a particular gang? It would be even harder to say no then. What I’m going to tell you know is a true story.

Let me take you back about thirty years and to the other side of the world, to Hong Kong. We’re going to a city within a city, for deep inside Hong Kong at that time was an area called the Walled City. Once it was a real walled city like a fort, with watchtowers and gateways. These have all gone. In fact you could walk up and down the busy streets which surround it and never find the way in. The Walled City doesn’t welcome visitors.

The entrance is, in fact, a narrow slit between two tall buildings, and is guarded by a man sitting in a crate. If he lets you through, you will need to stop while your eyes adjust to the darkness. For the alley is like a tunnel, pierced only here and there by blades of light from the sky above. The sun is the least welcome visitor of all.

Now you can just make out the filthy, ramshackle buildings on either side. So move ahead. Careful! The alley is an open sewer. There are only two toilets for the thirty thousand people who live here, so most people…don’t bother queuing. Just hope that no one decides to empty his bucket as you pass beneath his window. And don’t step on the rotting food. Or the dead rats.

You can hear the clack and clatter of machines behind the closed doors – there are many one-room factories here where young children work long hours. But then you turn a corner, and there’s an unearthly silence. Suddenly you see a face at a window. Someone is peering out at you. Dare you go further…?

So what kind of person lives in the Walled City? Some are ordinary people who have known no other home or life, but some are people on the run – refugees escaping from China, criminals escaping from the police, drug addicts trying to escape from their hard lives.

The Walled City is controlled by Triads, originally Chinese secret societies, now just criminal gangs. The two man gangs are the Ging Yu and the 14K. Children are recruited at an early age. The gang offers them a feeling of belonging and a feeling of safety. In return they must take part in all kinds of wrong activities, especially helping in the drug dens. They could well become drug addicts themselves.

In 1966 an English girl called Jackie Pullinger arrived in Hong Kong. She came because she believed that was where God wanted her. She got a job teaching music at a girls’ college but felt drawn more and more to the Walled City. She remembered that Jesus had said to his followers, “You are the light of the world.” The Chinese call the Walled City “Hak Nam” which means darkness. A good place then to be light.

She decided to open a youth club, to give the young people somewhere to go which was not run by gangsters and where there were no drugs on offer. It was just a bare room with benches and some games equipment, but they thought it was great. By now Jackie had given up the teaching job. She wanted to give herself full time to the people of the Walled City. She wanted to show them how much Jesus cared.

Let me tell you about two of the boys who came to the club.

Christopher lived with his family in one room above a chicken shed. They had two small bunk beds for eight people.

Christopher was about to join the 14K gang. It was expected. But part of him didn’t want to join. He didn’t want to be pushed into doing wrong things all his life. But what choice was there?

Jackie told him he did have a choice. Jesus was there to help people like him. Jesus could give him everything a gang could offer – and more. Christopher jumped at the chance. He became a Christian. He told the 14K leaders he didn’t want to join the gang.

It was the first time they’d heard anything like that. And Jesus did give him more than the gang could – friends who would be good for him and who really cared.

Ah Ping, on the other hand, had joined the Triads at age 12. Now, at age 16, he was a hardened criminal. He’d done terrible things. But deep down he hated what he had become. When Jackie told him, even after all he’d done, Jesus still loved him and was ready to forgive him, he couldn’t understand it, but he knew it was his only chance to change. He grabbed it.

Soon after this he was mugged and beaten up. But he decided not to take revenge – he knew being a Christian meant living a different way.

Several years ago the Walled City was pulled down, and the area is now a park. But Jackie’s work goes on. She has set up houses all over Hong Kong where homeless people, some of whom are refugees, can be cared for, and where those who’ve come off drugs can be healed and grow up in enough aspects of their life to relate back to society.

And now Jackie has been awarded the MBE for her work, for her willingness to let her light shine in a very dark place, for telling the people of the Walled City they do have a chance.

Time of Reflection

Think now: have you ever been tempted to do something wrong because it’s expected or because people around would look down on you if you didn’t go along with them? You don’t have to say yes, you know. Like Christopher and Ah Ping, you do have a choice. But you need to be strong on the inside to say no. Are you able to do that? God can help you if you ask. Just a moment of silence while we think about this.

Bible Bits

Listen to what the Bible says:

“For God has said, ‘I will never leave you; I will never abandon you.’ Let us be bold, then, and say, ‘The Lord is my helper, I will not be afraid. What can anyone do to me?’” (Hebrews 13:5,6)

Jesus said, “Whoever follows me will have the light of life and will never walk in darkness.” (John 8:12)

Prayer

Lord Jesus, thank you that Jackie was there when Christopher and Ah Ping needed help, and thank you that you were there to make them strong on the inside. Sometimes we too can get into difficult situations where it’s hard to say no, but thank you that, if we ask, you can make us strong like them, to spread light rather than darkness. Amen.

Variations on a Theme

The early part of the main story – the walk through the Walled City – could be mimed by a group of children. Jackie Pullinger’s book, Chasing the Dragon (Hodder and Stoughton, 1980), gives more information about the area. The description here is based on my own visit.

Or groups of children could perform their own plays on the same theme as THE PROBLEM, perhaps stopping at the point of decision – to go with the crowd or to say no.

Quiz Questions

  1. The Walled City was part of which large city?
  2. What was Jackie’s first job in Hong Kong.
  3. Hak Nam means – ?
  4. Jesus said, “You are the – “?
  5. Christopher lived above a – ?
  6. When he refused to join the 14K gang, why were the leaders so surprised?
  7. How old was Ah Ping when he joined the Triads?
  8. How old was he when he became a Christian?
  9. Why did Ah Ping not want to take revenge after he was mugged?
  10. Which honour was Jackie awarded?

Gordon Wilson

Forgiving those who take away what I love – peacemaking in N.Ireland

Other themes: death, God’s comfort

The Problem

Listen carefully to this story and think what you’d do.

It was the best thing he’d ever done – everyone said so. Even Mr James, the art teacher, who was hard to impress, said: “Martin, this is just terrific.” All this praise was a bit new for Martin – he wasn’t very good at school work generally – but it made all the hours of hard work worth it.

Perhaps it was Martin’s love of the sport that had enabled him to do it so well – but this little clay figure of a footballer dribbling a ball up the field was perfect, no denying it. Even the Man United colours had come out just right after the varnishing and firing.

Now it had pride of place in the craft display for open day. The next day! – Martin was excited.

When he arrived at school the following morning, the whole place was in uproar. He overheard two teachers talking. “They got in through the craft room. Damaged everything they could get their hands on. The police are on their way.”

Then he saw Mr James coming towards him, his hands cupped round something he was carrying. Martin’s heart began thumping hard.

Mr James opened his hands. There was the little clay figure. Shattered. Impossible to mend.

Martin began to cry, his whole body shaking.

“You could make another one,” said Mr James softly.

Martin stopped sobbing and shouted, “What’s the point? I’m not bothering again. Ever.” And he grabbed the pieces from the teacher’s hands, threw them on the ground and stormed off.

Now think:

What would you say to Martin if you were his friend? Would you say, “Never mind, it was only a model”? Would that help? What about, “When we know who did it, we’ll go and break that stuff”? Is that any better?

(You could discuss this or pass on to the main story.)

The Story

Listen now to the true story of someone who lost much, much more than a clay model.

The eighth of November 1987, Enniskillen, Northern Ireland.

Remembrance Day.

The father and daughter stood close together for the open air service at the War Memorial, for it was cold and windy. But the weather hadn’t put them off coming. They both wanted to pay their respects to those who had died, not just in the wars, but in the more recent troubles in their own land. There’d been so much bloodshed, so much suffering.

The father, Gordon Wilson, a shopkeeper in the town, knew there was no easy solution to the differences between Catholics and Protestants, but why, oh why, did innocent people have to die? Bombs in buildings, bombs in cars, you never knew where the terrorists would plant one next. And what for?

He looked round. He hoped the police had searched the area properly. But no, surely at a service honouring the dead, surely they would have the decency not to strike here.

He always stood in this spot for the service, by the wall of an old building. He was pleased his youngest daughter Marie could be with him this year. She was twenty, a nurse at a hospital in Belfast, home for the weekend. He was so proud of her, so proud.

Then it happened. The world seemed to explode around them. The wall shuddered, then fell on top of them. The unthinkable had come true. The provisional IRA had planted a bomb, just by where they were standing. Gordon was thrown forward, then felt a pounding on his back as the rubble piled on top of him.

He was aware of screaming all around him, but he could do nothing about it. Then he felt a hand coming through the rubble, grabbing his. Marie’s hand. They were together and they were alive. He heard her shout out that she loved him before her hand seemed to lose its grip.

Father and daughter were pulled out from under the broken wall and rushed to hospital. Gordon had injured his shoulder. But Marie’s injuries were far worse, and later that day, she died.

The family members – Gordon, his wife Joan, and two other children – comforted each other, gave each other strength to go on. But they were aware of someone else comforting them too, someone with his arms wrapped right round them. God was there, suffering with them.

Catholics and Protestants were able to come together and comfort the families of the eleven people who had died in the blast. They knew that true Christians, whatever church they went to, hated the violence, and were sad that people might blame God for it.

But Gordon didn’t blame God – he knew that God is love. And he didn’t need to take revenge either, for he knew that god himself would judge the terrorists in his own time. And he believed he would see Marie again in heaven.

Over the next days Gordon was interviewed on radio and TV. People were astonished at his lack of hatred and bitterness.

More and more invitations to speak poured in, not only from Ireland, but from other countries too. People listened who had lost loved ones, who were finding it difficult to go on, who felt God had forsaken them, who were full of bitterness. And Gordon, this shopkeeper from a little town, showed them they could go on, that god had not forsaken them and never would, and that being bitter wouldn’t help. He brought them comfort and hope.

But he wanted to do more. He wanted to help bring peace to his country. He accepted an invitation to join the Irish parliament so he could plead with the country’s leaders for a united, peaceful Ireland.

Little by little things did change. As Gordon and others spoke, people began to see they had to put the hurts and hatred of the past behind them and think about the future. And eventually, on Good Friday 1998, a peace treaty was signed.

But Gordon Wilson was not there to see it. He had died peacefully three years before.

After his death people from all over the world wrote to his widow saying how much Gordon had meant to them. He had not just told them the best way to cope with loss, but shown them as well. God had helped him, and he had passed on that help to others.

So Marie’s death had not been in vain.

Time of Reflection

Life is not always easy. When something bad happens it can really hurt. But later on these bad times make it possible for us to help someone else, to say to that person, “I know what you’re feeling.” And that can really help.

Is there anyone you know who’s hurting today? Can you do anything to help?

Just take a moment to think about this.

Bible Bits

David in the Bible knew God’s comfort:

“The Lord is my shepherd…

Even if I go through the deepest darkness,

I will not be afraid, Lord, for you are with me.

I know that your goodness and love will be with me all my life.” (Psalm 23)

But the apostle Paul knew that he should pass that comfort on:

“He helps us in all our troubles, so that we are able to help others who have all kinds of troubles.” (2 Corinthians 1:4)

Prayer

Lord, you know what it’s like to feel hurt inside. You had really bad things happen to you. So you understand, even if no one else does. Thank you that you never turn away. Help us to accept your comfort and then be ready to comfort others. Amen

Variations on a Theme

The most valuable addition here would be to think in more detail about what Jesus did suffer (betrayal, desertion by friends, mocking, physical pain) and how he always reacted in love. Every bad feeling children have, Jesus has been there. They need to see that he understands.

If the atmosphere is not right for this, then children could read their own stories (fictional or true) about a friend being there at a bad time.