April Apprentice Class

APPRENTICE:

Study/Learn

1 - Read: “21 Indispensable Qualities of a Leader” Chapter 15: Relationships

2 - Read: “The Young Traveler's Gift” Chapter 8: Forgive Others – The Power of Grace and Mercy.  Then finish off the book by reading chapters 10 & 11.

3 – Read: Doctrine & Covenants 98:1

4 – Read this article: “The Merciful Obtain Mercy” by Elder Deiter F. Uchtdorf

5 – Read this article: “Hidden Wedges” by Pres. Thomas S. Monson

6 - Find principles as you read.  Choose 2 of the principles that you found in each article.  Re-write them in the "if...then..." format.  Make a list of 3 actions for each principle that you could take to more fully live that principle.


Know/Understand

DO THE FOLLOWING :

We often carry around hurt or pain from our past.  We may think that these things don't bother us anymore.  But unless we have made peace with them -- have expressed the feelings, got them all out, forgave and moved on -- we carry them around with us.  The old negative feelings continue to hold us back and taint the relationships that we build in the future.  These feeling continually keep us with a "heart at war" towards others.

Think of the people in your immediate family - parents and sibling (mentors, you can include your children in this).  Which family member do you have a "heart at war" with?  (Having a "heart at war" with someone doesn't mean that you hate them.  It looks more like someone who bugs you or who you are easily drawn into contention with.  We all have these feelings, so don't feel bad, we can fix it!)  Choose the person you feel your heart is most at war with and write, beginning your writing with "My heart is at war with _(name)__ because...".  Don't worry if you don't know what you are going to write.  Once you start a paper with that sentence, it will come to you.  Write everything that comes to your mind, don't edit things out (even if it's yucky).  Get it all out.  End your writings with "please forgive me for feeling this way and holding onto these negative feelings."

Now that you have written this paper, it is very important that you do the following: DO NOT SHOW IT TO ANYONE,  DO NOT SHOW IT TO THE PERSON YOU WROTE ABOUT, and DO NOT KEEP IT AND REREAD IT.  Take your paper and either shred it into little pieces and throw it away or even better, take it outside to your BBQ grill and burn it.  (Please get your parent's permission before using fire, and DON'T BURN YOUR HOUSE DOWN!)

This pulls the negative feelings out of your heart and mind and is the beginning of healing your heart and your relationship with this family member.  Do this as many times as you feel like you need to and with as many family members as you feel you need to.

Become/Serve
(If you are doing more than 1 level of class this week, just choose ONE Become/serve for the whole week.)

Elder Uchtdorf said:

“My dear brothers and sisters, consider the following questions as a self-test:

Do you harbor a grudge against someone else?

Do you gossip, even when what you say may be true?

Do you exclude, push away, or punish others because of something they have done?

Do you secretly envy another?

Do you wish to cause harm to someone?”

Journal for 15 minutes about your thoughts on Pres. Uchtdorf's questions above.  Be honest with yourself.  How are you doing?  How can you be better?  Set 2 goals to improve on the questions you could use a little bit of help with and work on those goals this week.

April Journeyman Class

JOURNEYMAN:

“What is the answer to the dilemma that surrounds us?  The answer is to love our Founders, our country, our founding document, and the God that gave them to us.  We must teach that love to our children, pray for our leaders and plead for help.  The answer is to get involved.” 

- Pam Openshaw, author of “Promises of the Constitution”

Study/Learn

1 – Read: “Promises of the Constitution.”  pages 264-312.  Write one or more sentences at the end of each mini chapter that summarizes the main point.

2 - Do a Hero Study on someone you would consider a “present-day patriot” (See “Promises” 13.7).  This doesn't have to be someone who is alive today, but can be someone who lived within the last 100 years.

3 – Read this article: “Our Priceless Heritage” by Pres. Ezra Taft Benson


Know/Understand

CHOOSE ONE OF THE FOLLOWING:

• Create an acrostic for the words “moral leader”.  Remember to use words, phrases or sentences that describe what moral leaders are or what moral leaders can do for their country.

• Do a word study on “apathy”.  What is an antonym, or opposite, for apathy?  Come to class prepared to discuss it.

• Read the story of Esther that is found in the Bible.  Mordecai's question, “Who knoweth whether thou art come to the kingdom for such a time as this?” was an expression of faith in God's plan for Esther and the Jews.  Make a list of things that you can do to strengthen your faith to the point that you will be ready and willing to accept God's call to action in your life. Bring your list to class to share.

Become/Serve
(If you are doing more than 1 level of class this week, just choose ONE Become/serve for the whole week.)


In Pres. Benson's talk he said this:

“In the 1940s while serving as the executive officer of the National Council of Farmer Cooperatives in Washington, D.C., I saw in a Hilton Hotel a placard depicting Uncle Sam, representing America, on his knees in humility and prayer. Beneath the placard was the inscription, “Not beaten there by the hammer and sickle, but freely, responsibly, confidently. … We need fear nothing or no one save God.”

That picture has stayed in my memory ever since: America on her knees in recognition that all our blessings come from God! America on her knees out of a desire to serve the God of this land by keeping His commandments! America on her knees, not driven there in capitulation to some despotic government, but on her knees freely, willingly, gratefully! This is the sovereign remedy to all of our problems and the preservation of our liberties”.

Your assignment this week is to kneel down and in prayer to Heavenly Father, thank Him for this wonderful nation that we live in.  Thank Him for your freedoms and everything you hold dear.  Thank Him for the courage of the Founding Fathers and the patriots and soldiers and all of those from the beginnings of our country who gave everything so that we could have what we have today.

April Master Class

MASTER:

For Master Class this week we will be studying a current issue - Religious Freedom.  

1 –  Go to this website.  It is the LDS church resource page on Religious Freedom.

Thoroughly read the information that you see on the page.  (When it says “read more” you do NOT have to click it, just read the first paragraph that you can see)

Watch all 3 videos.

Choose one of the topics to “read more” about.  (Email me which one you want and I'll update the blog).  Thoroughly study your section and prepare a lesson or way of teaching the rest of the class about your topic.

• What religious-freedom means. - ADRIANNA & TARA
• Why we need religious-freedom. - MEGAN & GRACE
• Why Religious Freedom Matters to Mormons. - PATTY & MACK
• How Religion Is Vital to Society. - HANNAH
• What Religious Freedom Requires of Us. - SAM

2 – In our most recent State Legislative session 3 bills involving religious-freedom were presented.

They were:

•  (1) Senate Bill 296 - a non-discrimination bill that the Church publicly supported and which carefully balances LGBT rights with religious liberty rights; 
• (2) Senate Bill 297 - a bill that provides religious liberty protections on same-sex marriage issues; 
• (3) House Bill 447 - a bill that gives parents the final say about what their children learn in school about human sexuality.

Go to this website (at lds.org) and read about what the problem is that the legislature is trying to solve.

All 3 bills passed and SB296 was signed into law by the governor on March 12, 2015

If you would like to read the bills in their entirety, you can find them by clicking on the bills above.

3 - Discuss this issue with your parents.  With their permission, do more research on the internet on this topic.  Come to class prepared to discuss what you learned and how you feel about it.

March Leadership Academy (all classes)

This month we will be spending the day at the State Legislature having a tour of the capital building and observing the session.

Please come to class dressed in your Sunday best.

Please do the following to prepare for our trip:

Field Trip Inspirements:

• Watch this little video. "I'm Just a Bill"

• This website is the government website for the Utah legislature. Visit the web site and answer the following questions: (Spend at least 30 minutes on the website exploring.)

                    1. Who are my representatives? (see legislators section)
                    2. What bills might be discussed during our visit? (see Bills section)
                    3. Pick one section in the legislative guide tab that looks interesting to you and

                        read it.

• Think about and journal for 10 minutes on the following questions:

                   - How does the government impact your life?
                   - How do you know if a bill is a good bill or not?
                   - What part will you play in shaping the future government of our state and
                           country?
                   - What can you do to be involved now?

BONUS: (not required) Read the Utah state constitution.

February Apprentice Class

APPRENTICE:

Study/Learn

1 - Read: “21 Indispensable Qualities of a Leader” Chapter 3: Commitment

2 - Read: “The Young Traveler's Gift” Chapter 9: Persist – Persevering with faith until the end

3 – Read: Ephesians 6:18

4 – Read this article: “The Blessings of Perseverance” by Elder Claudio D. Zivic.  Find principles as you read.  Choose 2 of the principles that you found in the article.  Re write them in the "if...then..." format.  Make a list of 3 actions for each principle that you could take to more fully live that principle.

5 – Do a Hero Study and be prepared to tell us how your hero showed perseverance.

6 – Start reading the book: “Soul Surfer”.  You can take all month reading it.  We will be discussing it during our March Leadership Class

Know/Understand

CHOOSE ONE OF THE FOLLOWING TO DO:

• Watch the movie “A Man Called Peter” (1955).   (You can find it on Netflix or rent it for $2.99 on Amazon Prime) As you are watching, make a list of the setbacks that Peter encountered and what he did to overcome them.  Was it easy for him to do what he did?  Would you have persevered through all that he did to reach your goal?  Write a paragraph when the movie is over about how the Peter Marshall inspired you and what you are going to do in your own life to over come obstacles and persevere.

• Prepare a 5 minute hero presentation. Have fun with it! After researching your hero and taking notes, find some fun ways to present your hero to us! Here are some ideas:

              - Show pictures of your hero and some of the things he or she did to make the
                world a better place
              - Perform part of a speech your hero gave, or play part of a musical composition
                he or she wrote
              - Show us a short video clip about your hero
              - Create a skit that portrays your hero’s characteristics and what he or she
                 accomplished
              - Write a poem about your hero
              - A short game to help you teach the class interesting things about your hero
              - Be sure to include what characteristics you admire about your hero, and your
                 plan to develop one of those characteristics.

• After reading the article by Elder Claudio D. Zivic, find a quiet place to ponder and write or type. Spend 30 minutes or more writing the main points of the article, and what you should do to learn to live what you learned. Bring your writing to class, or find another way to teach what you learned to the class.

• Create a collection or collage of quotes and scriptures about perseverance. Feel free to illustrate your collection if you’d like. Record how it could affect your life in different areas (academically, family, spiritually, etc) as you choose to persevere.  Bring it to to class to share.

• Write a poem or song about perseverance and what it means to you that you can share with the class.

 Become/Serve
(If you are doing more than 1 level of class this week, just choose ONE Become/serve for the whole week.)

Success is usually earned by persevering and not becoming discouraged when we encounter challenges. Paul Harvey, the famous news analyst and author, once said: “Someday I hope to enjoy enough of what the world calls success so that someone will ask me, ‘What’s the secret of it?’ I shall say simply this: ‘I get up when I fall down.’”  

(from the talk "Perseverance" by James E. Faust April 2005) 

Is perseverance really that easy?  In the book “21 Indispensable Qualities of a Leader”, on page 20, he says “When it comes to commitment, there are four types of people.”  Read through the four types and decide which one you are.  Be honest with yourself.  Journal for 20 minutes about the type of person you are and whether that is how you want to be or if there are things you would like to change in your life and how you can work towards that change.

February Journeyman Class

“What is the answer to the dilemma that surrounds us?  The answer is to love our Founders, our country, our founding document, and the God that gave them to us.  We must teach that love to our children, pray for our leaders and plead for help.  The answer is to get involved.” 

- Pam Openshaw, author of “Promises of the Constitution”

Study/Learn

1 – If you didn't last fall, see if you can memorize the Preamble to the US Constitution. This “School House Rock” song makes it easy. The song left out one phrase.  Tell us what it is.

2 – Read the Constitution of the United States of America.  You can find it online here, or here.  There is a plain text version that you can print here.  Once you are finished reading it, go here and test your knowledge.  If you don't know the answers to some of the questions, go back and find them out.

3 – Read: “Promises of the Constitution.”  Chapter 11.  Write one or more sentences at the end of each mini chapter that summarizes the main point.

4 – As you are reading the Constitution, make a list of the words you don't know the meanings of.  Make a list of at least 20 words and write a short definition of each one.  Choose one of the words from your list and do a word study on it.

5 – Try to understand the Constitution as best you can.  You never know when that information may come in handy.  ;)



Know/Understand

Choose 3 of the following to think about and journal on for 15 minutes each:

- Why do you think God cares about governments?

- Because freedom of religion was placed first in the Bill of Rights, this would indicate that religious freedom was of greatest importance to the Founding Fathers and the people.  Why was freedom of religion so important to the people back then and why is it important to us now?

- What can a US citizen today do to make his opinions known to the local and national government?

- George Mason, one of our Founding Fathers, said that the best way for any government to enslave its people is to disarm them.  Why does he compare disarmament to enslavement?

- Look up synonyms for “enslave” and determine if you can find similarities between enslavement and not being able to defend oneself.

- There are some people who believe that we have no need for privacy if we are doing nothing wrong.  Do you believe this is true?  Why or why not?

- If a person is guilty of committing a crime, why should he still have the right to be heard, treated fairly and receive justice?

- US citizens have the ability to prevent power-hungry individuals from usurping our rights.  Three ways to do so include voting on Election Day, expressing your opinions to your local representatives, and staying informed.  Describe how each of these three actions can prevent our rights from being usurped.

- Should government compel – or force – a person to do what is right?  Why or why not?

Become/Serve
(If you are doing more than 1 level of class this week, just choose ONE Become/serve for the whole week.)

“Like other early settlers of America, many of the Founders governed their lives according to the 'Good Book'.  Its pages gave them their basic education, their spirituality, and their common reason.  Bible study guided their everyday actions and provided instruction and practical application in such matters as their use of time and the conduct of their relationships.”

(from “Promises of the Constitution vignette 1.2)

How does the Bible influence your life?  How often do you read it?  Should/could you be reading it more often?  Evaluate your use of the Bible in your every day life and set a goal to read and think about it more often.

February Master Class

MASTER:

Study/Learn

1 – Read “The Story of My Life” by Helen Keller



Know/Understand

CHOOSE ONE OF THE FOLLOWING:

• Write a diary entry from the perspective of Helen, Anne, or Helen's parents that discusses their feelings about Anne's arrival as Helen's teacher. Write about how Anne's first day on the job went. Write from the perspective of your chosen character and to write how he or she felt about Anne's first day and how they may want things to change in the future.

• Research services available for blind and/or deaf people. Find out about special technology, schools, libraries, and employment opportunities that were inspired by Anne Sullivan and Helen Keller. Prepare a brief report and share their findings with the class.

• Write a letter to Helen Keller that's at least a page long. Tell her how important she is in today’s world.

• Helen Keller is known for her inspiring quotes.  Find 10 quotes of hers that you like.  Turn your favorite quote into a work of art and display it in your room.  Bring it to class to show us first, though.  :)

• Come to class prepared to act out a scene from Helen's life.  

Become/Serve
(If you are doing more than 1 level of class this week, just choose ONE Become/serve for the whole week.)

Helen Keller said:

“Be of good cheer. Do not think of today's failures, but of the success that may come tomorrow. You have set yourselves a difficult task, but you will succeed if you persevere; and you will find a joy in overcoming obstacles. Remember, no effort that we make to attain something beautiful is ever lost.” 

Ponder on this thought and then journal about how you can more fully live this principle in your life.

January Apprentice Class

January Apprentice Class

Study/Learn

1 - Read: “21 Indispensable Qualities of a Leader” Chapter 6: Courage

2 - Read: “The Young Traveler's Gift” Chapter 5: I am a person of action

3 – Read: Psalm 31:24

4 - Do a Hero Study.  Instructions found in the tool box.

5 - Read the article "Be Strong and of a Good Courage" by Pres. Thomas S. Monson.  Mark quotes you like and try to find principles.

6 - Read: “Call it Courage” by Armstrong Sperry
Chapters 1-2.


Know/Understand
(Choose 1 of the following)

- There are many quotes in the chapter from "21 Indispensable Qualities of a Leader”.  Choose one of them that you really like.  Do you agree or disagree with this quote?  Write a paragraph about why you like this quote so much and why you agree or disagree with it.  Write about how this quote can motivate you in your life and make you a better person.  Decide on 3 things you can do to better live what is taught in the quote and write them down.  Be prepared to share with the class.

- In our scripture (Psalm 31:24) it talks about hope.  What does hope have to do with courage?  Do a word study on "hope" if that will help you.  Write a paragraph on what hope means to you and how it can help you have more courage.

 - Choose 2 of the principles that you found in the article by Pres. Monson.  Re write them in the "if...then..." format.  Make a list of 3 actions for each principle that you could take to more fully live that principle.  For example: A principle could be in Helaman 3:27 we read: "Thus we may see that the Lord is merciful unto all who will, in the sincerity of their hearts, call upon his holy name."  So we can rewrite the principle to be "If I call upon God's name with sincerity of heart, the Lord will be merciful to me."  The three things that I can do to better "call upon God's name" will be 1) make a habit of saying morning and evening personal prayers, 2) encourage my family to have family prayer each day, 3) really think about my prayers as I'm saying them and truly talk to God, not just rattle off the same things I say every time.  Be prepared to share with the class.

- Write a poem about courage and what it means to you that you can share with the class.

- Draw or paint a picture of someone from history or from the scriptures in the act of showing great courage.  Come prepared to share with the class why you chose that person and show us what you painted or drew.


Become/Serve

In the article we read by Pres. Monson, we read:

"Courage comes in many forms. Wrote the Christian author Charles Swindoll: “Courage is not limited to the battlefield … or bravely catching a thief in your house. The real tests of courage are much quieter. They are inner tests, like remaining faithful when no one’s looking, … like standing alone when you’re misunderstood.” I would add that this inner courage also includes doing the right thing even though we may be afraid, defending our beliefs at the risk of being ridiculed, and maintaining those beliefs even when threatened with a loss of friends or of social status. He who stands steadfastly for that which is right must risk becoming at times disapproved and unpopular."

Think of a time in your life when you have done a "quiet act of courage" like one of the things Pres. Monson listed above.  Think about what made you brave.  What was at stake and why did you choose to have courage?  What was the result?  Write about this experience in your journal.

January Journeyman Class

January Journeyman Class

“What is the answer to the dilemma that surrounds us?  The answer is to love our Founders, our country, our founding document, and the God that gave them to us.  We must teach that love to our children, pray for our leaders and plead for help.  The answer is to get involved.” 

- Pam Openshaw, author of “Promises of the Constitution”

Study/Learn

1 – Read: “Promises of the Constitution.”  Chapters 8 & 10.  Write one or more sentences at the end of each mini chapter that summarizes the main point.  Find one or more principles in each of the chapters.  Rewrite it in the "if, then" format and come to class prepared to share it.  You can look here for information on finding principles.

2 - Read "The Divinely Inspired Constitution" by Elder Dallin H. Oaks.    Print out the article, and as you read mark principles of your personal responsibilities to the Constitution.


Know/Understand

Choose 1 of the following:

• In chapter 10.3 of "Promises of the Constitution" we read about the way the Electoral College was set up by the Founders.  Imagine that you have been chosen as an elector and must select two people to nominate for president of the United States.  Write at least 1 paragraph explaining at least three characteristics you are looking for in a good president.  Why are these characteristics important to you?  

• In chapter 10.8 we read about the steps that have to be taken to amend (change, alter or add to) the Constitution.  Change can be good - but what happens is there is too much change? Describe what your life would be like if you moved to a new house every month, or if you got new parents every year, or if the days of the week changed around frequently.  Choose one of these situation, or come up with one of your own, and explain in at least 1 paragraph the negative effects of this change.  How uncertain would life be with these unnecessary changes? How does this apply to changes made to the Constitution?  Is the Constitution strengthened or weakened when tampered with too much?

• In order to expect the leaders of our nation to be responsible in their spending, we as citizens, must also be responsible with our personal spending.  Prepare a FHE for your family on responsible money management.  You can find quite a few resources at LDS.org if you search for "money management".  You can also use any other resourced you find.  Be prepared to teach the class a short FHE on what you presented to your family.

Become/Serve

In the article by Elder Oaks, we read a quote by Adlai Stevenson:

“What do we mean by patriotism in the context of our times? … A patriotism that puts country ahead of self; a patriotism which is not short, frenzied outbursts of emotion, but the tranquil and steady dedication of a lifetime.”

Look through quotes about our country's Constitution and find one that you love, that inspires patriotism in you.  Print it on a paper, decorate it and make it pleasing to look at.  Post it in your room where you will see it often to remind you what an amazing, God-inspired country we have.

January Master Class

January Master Class

Study/Learn

1 - Watch this introduction to "To Kill a Mockingbird".

2 - Read: “To Kill a Mockingbird” by Harper Lee.



Know/Understand
(Choose 1 of the following)

- There are many characters throughout the book that show courage.  Choose one of them and write a letter to that character telling them what courage you noticed in them, how you feel about the courage they showed and what you are committing to do to live more courageous in our own life.

- Which character in the book do you relate to the most?  Why?  Write a paragraph about why you feel that you relate so well to them.  How are you alike?  How are you different?  If you were that character what would you do the same or different?

- Do you like the way the book ended?  If not, rewrite the ending of the book to your liking.

- Choose your favorite scene from the book and with some friends from class, act if out for us.  Be prepared to tell us why it is your favorite part.

- What, if any, prejudices do people face in today's world? Have the issues that Lee discusses in To Kill a Mockingbird been resolved or are they ongoing? What forms of prejudice can you identify in your own community? Have you ever been the victim of prejudice? Did the situation end justly? Explain.

- Watch the movie, "To Kill a Mockingbird" from 1962. What elements in the story are different? What limitations does the book have that film doesn't? What limitations doesfilm have that the book doesn't? Does the movie tell the same story that Harper Lee does? What events do the movie highlight as important? Why do you think they made those choices? Do you agree with the choices? Write a paragraph in agreement or disagreement.  Did you like the movie or book better?


Become/Serve

In Chapter 10 of "To Kill a Mockingbird", Atticus showed his children that he was a courageous man when he stepped into the street to face down a rabid dog. Although he didn't consider the act particularly courageous and was completely uninterested in proving anything to his children, Jem and Scout were proud of, and impressed by, his courage in such a precarious situation. But shooting something wasn't really Atticus' idea of courage. He viewed courage on a more intellectual level, as a moral thing, not as something that can be proved with a weapon.

Do you agree or disagree with Atticus' idea of courage?  Think about this and then record your feelings in your journal.

November Apprentice Class

November Apprentice Class

Study/Learn

1 - Read: “21 Indispensable Qualities of a Leader” Chapter 16: Responsibility

2 - Read: “The Young Traveler's Gift” Chapter 3: The Buck Stops Here

3 – Read: 2 Nephi 2:27

4 - Do a Hero Study.  Instructions found in the tool box.


5 - Read the article "On the Responsible Self".  Print out the article and practice marking it like you learned how to mark a book last month. (Because this is an article you will want to mark quotes you like and try to find principles.)

6 - As mentors, we want you to feel comfortable sharing your inspirements and the things you are learning with the class.  Read through this information about how to give a presentation.  Use the things you learn and prepare a 2 minute presentation on the hero you studied this week.  We will all be sharing our hero presentations in class.

7 - Read: “Little Britches” by Ralph Moody Chapters 1-7.

Know/Understand

CHOOSE ONE OF THE FOLLOWING TO DO:

- After reading the article "On the Responsible Self", choose one of the following questions and journal on it for 20 minutes.  How can you use what you learned to take better responsibility in your own life?

          1. How has an attitude of blame affected society at large? 

              How can it affect our interpersonal relationships?

          2. How are the concepts of individual freedom and personal responsibility 

              related to the Atonement?

          3. How does obeying the commandments help preserve our freedom?

- Reread Gilbert Arland's advice on page 115 in “21 Indispensable Qualities of a Leader”.  Answer the questions in the paragraph after the quote on p. 116 and evaluate yourself on how responsible you are.  Journal about what you discover in yourself and set a goal to become better.

Become/Serve
(If you are doing more than 1 level of class this week, just choose ONE Become/serve for the whole week.)

What heroic qualities did you most admire about the hero you studied? For 24 hours do your best to act out that quality. Record what you did. For example, if the heroic quality you admire is courage, write down ways you were courageous in your day, like “I had the courage to try a new dinner my mom made. I had courage to call and make an appointment for myself, to do my chores without being reminded, and to speak calmly to my sister when she was mad and I was tempted to yell. I was tempted to tell a lie but I had the courage to tell the truth.”

November Journeyman Class

November Journeyman Class

“What is the answer to the dilemma that surrounds us?  The answer is to love our Founders, our country, our founding document, and the God that gave them to us.  We must teach that love to our children, pray for our leaders and plead for help.  The answer is to get involved.” - Pam Openshaw, author of “Promises of the Constitution”

Study/Learn

1 – Read: “Promises of the Constitution.”  p. 173-199.  Write one or more sentences at the end of each mini chapter that summarizes the main point.

2 – Read the article "The Law of the Harvest" by Pres. Howard W Hunter found here.

3 - Do a word study on "balance" as it applies to "an equal distribution or weight or importance" or "equality on all sides"

Know/Understand

CHOOSE ONE OF THE FOLLOWING:

- In "Promises of the Constitution" 9.1 the author describes six claims to the right of self-government (which are found in the Preamble to the Constitution).  Of those six, which is the most important to you personally, and why?  Find a creative way to teach the class about that claim and why it's so important to you and what you can do to defend it.  Bring it to class to share.

- We read this month in "Promises of the Constitution" about the importance of having balance in government.  Create an acrostic (find out how, here) for the word balance.  Use what you learned from your word study to help you.  Bring it to class to share.

- In "Promises of the Constitution" 9.10 we learn about our government borrowing money.  "It is our constitutional birthright to enjoy a sound economy and a stable money system.  Our personal actions can help.  Each of us can discipline ourselves, eliminate personal debt, and demand legislative accountability.  We can petition God's help to reduce our indebtedness.  We need not do this alone." The author describes being in debt as being "in bondage" or "in chains".  Find 5 quotes from General Authorities and 5 scriptures that talk to us about being in debt.  Is debt a good thing or a bad thing?  Do you agree that debt is "bondage"?  Journal your answer for 10 minutes.  Bring your quotes, scriptures and opinion to class to share.

- Answer the following questions from "Promises of the Constitution":

          --In the original Constitution which was the only branch of government 

             authorized to create laws?  Is that the way it is today? 

          --In what year were several amendments added to the Constitution 

             that changed the structure of power and money in our national government? 

          --Explain the before and after of the 17th Amendment.  

             What negative side effects has it caused? 

          --Explain the before and after of the 16th Amendment. 

          --Before 1913 Congress coined and regulated money. To whom did 

             they give that power? What things happened because of that change? 

Become/Serve
(If you are doing more than 1 level of class this week, just choose ONE Become/serve for the whole week.)

Think over your own life.  How can you see the "law of the harvest" at work in your life?  Choose one area in your life that you want to improve and set some goals that will bring the end result you would like and then go to work and watch the "law of the harvest" work for you.

November Master Class

November Master Class

Study/Learn

1 - Read: “A Christmas Carol” by Charles Dickens.  You can find it free here.   It's in the public domain, so I'm sure it's other places, too.  Mark passages that you like and would like to remember.

Know/Understand

DO THE FOLLOWING:

As you are reading, make note of every time Ebeneezer Scrooge makes an excuse for himself or tries to justify his behavior.   Who does he blame?  Does he take personal responsibility for himself?

Become/Serve 

(If you are doing more than 1 level of class this week, just choose ONE Become/serve for the whole week.)

Which character in "A Christmas Carol" are you most like?  Is that good or bad?  Evaluate yourself and choose something you would like to improve upon in yourself and work on it this week.

October Apprentice

Study/Learn

1 - Read: “21 Indispensable Qualities of a Leader” Chapter 1: Character (10 min)

2 - Read: “The Young Traveler's Gift” Chapter 6: Having a decided heart (10 min)

3 – Read: Alma 57:27 (1 min)

4 – Do a word study on “firm” using the following definition: “Fixed; steady; constant; stable; unshaken; not easily moved; as a firm believer; a firm friend; a firm adherent or supporter; a firm man, or a man of firm resolution.” (30 min)

5 – STUDY SKILL: Watch this video on “How to prepare to read a book”  (15 min)

6 - Read: “Laddie” Chapters 1-6.  (2 hours) Use this link to find background on the book and research the author, Gene Stratton-Porter.  (15 min)


Know/Understand

CHOOSE ONE OF THE FOLLOWING TO DO:

• What does it mean to have a “mind that is firm” (Alma 57:27)?  Find similar scriptures and write down your own definition.  Is it the same as having a “decided heart”?  Find other examples of people in the scripture that had “firm minds” and us their stories to teach an FHE lesson to your family on why it is important to have a “firm mind” or a “decided heart”.  Be prepared to teach your lesson to us and share what you learned with the class.

• Read this news interview with Andy Andrews.   Using a notebook, write down all of the decisions you are asked to make in one day and what you decided and if it was an easy or hard decision.  Analyze the decisions you had to make.  Do you feel like you have a decided heart or not?  Are there some things that you could decide on that would make your decisions easier to make?  Journal for 15 minutes on these thoughts and come prepared to class ready to share your decisions and what you learned.

• Do you like to read?  If not, you probably don't like all of the assigned reading in Vanguard. :) Maybe you don't like to read because you don't see the point of it.  Watch the following videos (one 14 minutes, the other 7 minutes) about why reading is important and why reading classics is important.  Have you ever read a book that you liked, that changed or stayed with you somehow?  Think about why you liked that book so much .  Write a paragraph about that book and be prepared to share the book with us in class.  

Why Read?
                Why Read Classics?


Become/Serve
(If you are doing more than 1 level of class this week, just choose ONE Become/serve for the whole week.)

• Write down promptings you receive while doing your readings and inspirements. Act on one that serves someone else. Come to class ready to share.  

October Journeyman

“What is the answer to the dilemma that surrounds us?  The answer is to love our Founders, our country, our founding document, and the God that gave them to us.  We must teach that love to our children, pray for our leaders and plead for help.  The answer is to get involved.” - Pam Openshaw, author of “Promises of the Constitution”

Study/Learn

1 – Hero Study: Research and take notes on a person you admire from this time period (1850 to 1945). This could include someone from your family history, an inventor, musician, religious leader, author, government leader or someone else you admire and want to learn more about. Find information from a library book or other reputable source.  (Note: Wikipedia is not allowed. Copying and pasting is not allowed. This needs to be in your own words.) Here are some ideas of thing you could include in your notes: your hero’s life and experiences, how you think they filled the mission God sent them to live, how their hard work, education, talents, and even life challenges helped them become a better person and do something worthwhile, how you can see God's hand in his or her life, and what Christlike characteristics that person had that you admire. Be sure to take notes about your hero and hand in your notes. At the end of your notes, list the heroic qualities and principles you admire about your hero.

2 – Read: “Promises of the Constitution.”  p. 125-157.  Write one or more sentences at the end of each mini chapter that summarizes the main point.

3 – If you haven’t already, see if you can memorize the Preamble to the US Constitution. This “School House Rock” song makes it easy. The song left out one phrase.  Tell us what it is.



Know/Understand

CHOOSE ONE OF THE FOLLOWING:

• Watch these two videos (part 1 and part 2 are 15 minutes combined) that explain the Constitution. Take notes as you watch. Come prepared to share your notes with us.

                     Part 1
                     Part 2

• Do your own research to better understand the Constitution.  Write a paper to summarize what you learned.  Come prepared to read the paper to the class.  Or create a graphic summary, Power Point, poster or prezi of what you learned about the Constitution. 

• Search for and record ten different quotes or scriptures that you think relate to the Constitution. Find a creative way to display them and come ready to share them with the class. 

• Answer the following questions from Promises of the Constitution in your notebook and come prepared to share what you learned with the class. 

- What ways are people are supposed to be equal and ways they aren’t (p. 150-151).
- Draw a diagram of government’s horizontal powers and vertical powers (p. 148-149).
- Explain the what, why, and who of the Federalist Papers (p. 126-127).
- List the rights God has given us on (pages 142-143).


Become/Serve
(If you are doing more than 1 level of class this week, just choose ONE Become/serve for the whole week.)

• What heroic qualities did you most admire about the hero you studied? For 24 hours do your best to act out that quality. Record what you did. For example, if the heroic quality you admire is courage, write down ways you were courageous in your day, like “I had the courage to try a new dinner my mom made. I had courage to call and make an appointment for myself, to do my chores without being reminded, and to speak calmly to my sister when she was mad and I was tempted to yell. I was tempted to tell a lie but I had the courage to tell the truth.”