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Christmas Pack #14
Gifts of Peace: Adults

Welcoming the Prince of Peace

Index for this Section

Welcoming the Prince of Peace

A Four-Session Activity Guide

For Leaders of Adult Groups

by Ondina González

Introduction

 Advent begins on the Sunday nearest November 30 and includes the four Sundays before Christmas.... Advent (from the Latin adventus, meaning 'coming') was originally a season of solemn self-examination and repentance by the faithful [in] preparation for celebrating the birth of Christ. (To Celebrate, p. 27)

Much like Lent, Advent is a time of self-reflection. Advent is also a time of preparation for the coming of the Christ Child.

The birth of the Prince of Peace calls us to focus our self-examination on the theme of "peace." For the next four weeks, these sessions will examine different aspects of peace - personal peace; family peace; community peace; and world peace.

This emphasis on peace during Advent reminds us that we have been called to be peacemakers. It also reminds us of the gift of peace God gives to us through Jesus. Advent will always be a time of getting together with family and friends, of church bazaars and cookie baking, but it can also be a time of spiritual growth and renewal in faith.

PURPOSE: This guide is designed to help adult study groups examine peace issues and work for peace in their personal lives, their families, their communities and their world.

DESIGNING THE SESSIONS: The sessions are designed to be used the four weeks of Advent. Use them during regular church school classes or special Advent gatherings. You can also adapt the sessions for use in a weekend retreat setting.

EARLY PREPARATION: For each session there is an introduction, a Bible reading, and questions for discussion. Read over the sessions and gather any materials you may need. Pay special attention to preparation for week four as you may need to begin early collecting information and materials on mission groups.

Session One: Inner Peace

Micah 6:8 and Isaiah 55:8

INTRODUCTION: Luther Smith, a professor at the Candler School of Theology in Atlanta, talks about a "Theology of Completion." He tells us that in our society, we judge ourselves as somehow lacking if we don't have all the answers, can't make things right, can't protect our children. He reminds us that we don't have all the answers, that God's "thoughts are not [our] thoughts, nor are [our] ways [God's] ways" (Isaiah 55:8). Acknowledging that we can't always "fix things" is a key element of inner peace.

However, to equate inner peace with an absence of anxiety is a heavy burden to place on ourselves. We worry. By human nature we worry. There's not enough money to pay the bills; the kids aren't doing well in school; parents are ill. We have to accept our own humanness. We have to accept it just as God did when God came in human form.

Yes, we know that God rules; and we can begin to accept our humanness. Yet, the Talmud reminds us of another important lesson: we can't stop there. It tells us that while we may not see the fruits of our work, we are not at liberty to stop. We are called to do God's work, to be part of the world. Some take on that role by working for the earth, others by working with people, still others by being in constant prayer and meditation. The manner doesn't seem to be important. The fact that we work is. Micah tells us what God requires of us - We are "to do justice, and to love kindness, and to walk humbly with [our] God" (Micah 6:8).

GOALS:

MATERIALS NEEDED: Bibles, paper, pens (optional - newsprint, tape, marker)

PREPARATION: You may want to do some further reading about Advent. Consider using your denomination's book of worship or To Celebrate: Reshaping Holidays and Rites of Passage (available from Alternatives). You may want to type up the questions below for each group or write them on large pieces of newsprint.

SESSION PLANS:

Opening (5 min.): Explain that these four sessions are about "doing Advent," not Advent itself. Give the class an overview of the next four weeks. Introduce the first session. If the class has more than seven people, divide the class into groups of three to five. If possible, have family members in separate groups. Each group should designate a recorder who will report to the entire class. As a recorder will be needed for each of the four sessions, you may want to rotate this responsibility each week.

Bible Reading (5 min.): Ask someone in each group to read Micah 6:8 aloud. Have another person read Isaiah 55:8.

Discussion (20 min.): Ask each group to discuss what inner peace means. What are the things that stop us from having inner peace (e.g., overburdened schedules, material possessions, family concerns)? What role can the Prince of Peace have in our struggle for inner peace? The designated recorder should write answers on paper.

Sharing (25 min.): Bring the class back together and have the recorders share the key points of the discussions of the smaller groups. Ask the class to repeat the most commonly mentioned obstacles to inner peace. List their answers on newsprint, if you choose. Discuss: "Are there ways of overcoming those obstacles? What do the two scripture readings have to do with inner peace? Do they give us guidance in understanding our roles in the world, our limitations?"

Closing (5 min.): Ask the class to sit quietly for a few moments as they think about what might be realistic expectations of themselves. You may want to close with Reinhold Niebuhr's "Serenity Prayer":

God, grant me the serenity to accept the things I cannot change, courage to change the things I can, and the wisdom to know the difference. Amen.

Session Two: Family Peace

John 14:27

INTRODUCTION: Many families in our society are overwhelmed with problems, from alcoholism to drug abuse, from family violence to under-employment or unemployment. These serious problems can't be effectively tackled in a one-hour session. We can, though, begin to promote peace in the family from a different perspective. The focus of this session is "Gifts of Peace." By giving gifts of peace at Christmas, we can communicate God's peace to those in our families.

This lesson will be an opportunity to learn how to share God's gift of peace. The hope is that the notion of gift-giving will be expanded to include not only material gifts but also gifts of self and time.

What are gifts of peace? The following are examples of actual gifts.

An adult son gave his elderly father one day each month for a joint fishing trip. The busy son knew how much his father loved fishing and enjoyed being with him.

A grandmother made a tape recording of herself reading a book. At the end of each page, she rang a bell. She sent both the recording and the book to her young granddaughter who lived very far away. The granddaughter knew to turn the page when the bell rang. She even began talking to the tape as if her grandmother were really there.

Both of these gifts communicate "peace" because, among other things, they strengthen family bonds and reflect an understanding of the recipient.

GOALS:

MATERIALS NEEDED: Bibles, paper, pens (optional - newsprint, tape, marker)

PREPARATION: Review the Bible reading. Think of some gift ideas. Make enough copies of the gift ideas above to act as small-group conversation starters. You may want to type up the questions below or write them out on large pieces of newsprint.

SESSION PLANS:

Opening (5 min.): Review what was discussed the previous week. Introduce the notion of family peace and how gifts are a means of communication. If the class has seven or more participants, break into groups of three to five. If possible, have family members in different groups. Have each group designate a recorder who will report to the entire class.

Bible Reading (5 min.): Have someone in each group read John 14:27 aloud.

Discussion (30 min.): Ask groups to briefly discuss the following:

  1. What is meant by "I do not give to you as the world gives"?
  2. How does the world teach us to give at Christmas?
  3. How can we emulate Jesus in our gift-giving?

Ask each person to talk about the best Christmas gift they ever received and to explain why it was the best. Hand out the copies of the gift ideas mentioned above and have the group read them. Ask them to discuss what makes a gift a "gift of peace." Have them come up with several ideas of gifts of peace for family members. Are there gift ideas from class members that offer ideas for others? Ask the designated recorders to write down the ideas offered.

Have the group discuss:

  1. What is it that keeps us from giving as Jesus gave (i.e., jobs that demand too much time; society that tells us value is measured monetarily; lack of creativity)?
  2. Do these impediments also contribute to lack of family peace?
  3. Are there changes that can be made within my family?
  4. If I could give a gift this Christmas that would contribute to family peace it would be _________.

Sharing (15 min.): Bring the class back together. Have the recorders share ideas for gift giving and any thoughts on how to overcome those things that stand in the way.

Closing (5 min.): Close with a prayer such as the one that follows:

Creator God, in your Son we see what it means to give gifts of peace. May we learn to give in ways that reflect honor for Him, and love for what you gave us on Christmas Day. We ask this in Jesus' name, whose peace passes all understanding. Amen.

Session Three: Community Peace

Luke 10:29-37

INTRODUCTION: Perhaps the greatest divisions in our communities come when we attempt to protect ourselves from people we perceive as different. Conflict can arise when we do not listen to others' opinions and respect their values. The following session is made up of case studies. This is a way to put ourselves in another setting, something similar to role playing. The two case studies focus on ways we define others in our communities, sometimes without really noticing. By anticipating how we might act, then thinking how we would like to act, we can come to new understandings.

GOALS:

MATERIALS NEEDED: Bibles, copies of the case studies, pens (optional - newsprint, tape, marker)

PREPARATION: Review the Bible passage. Familiarize yourself with the case study process. Look over each case study and decide if you will use both or just one. The case studies included below really happened. They were not simply written to make a point. You may want to write your own case studies, but remember, they should be real-life experiences. Make enough copies of the case studies for everyone in the class.

SESSION PLANS:

Opening (5 min.): Briefly review what was discussed the previous week. Introduce the process for case studies. If the class has seven or more, break the class into groups of three to five. If possible, have family members in different groups. Have each group designate a recorder who will report to the entire class.

Bible Reading (5 min.): Have one person in each group read aloud Luke 10:29-37.

Discussion (10 min.): Ask each group to spend time talking about:

-  how they define "neighbor," and

-  what being a "good" neighbor has to do with peacemaking.

Case Study Activity (30 min.): Pass out the case studies. If there is more than one group, alternate case studies between groups. Make sure that each person in a given group has a copy of the same case study.

Have each group read the case study assigned to them; perhaps one member can read it aloud. Each member should answer the questions following the case study silently. They should answer the questions immediately without pausing to think of "the right answer." There is no right answer. Answers are also not limited to those suggested. After everyone has had an opportunity to work through the questions, ask each group to discuss their findings. The recorder should write down the responses.

Case Study 1

A volunteer-based group involved in home construction and renovation came to an inner city neighborhood in a major North American city. After three years of work, volunteers had constructed seven new houses. These new houses replaced ones which were in very poor condition. Plans were made to build more and more houses.

Among themselves, community leaders described the volunteers as "white colonialists telling us what to do." In spite of new houses, the fundamental causes that led to poor people living in substandard housing remained unchanged. "If you want to help us," the community leaders said at a joint meeting, "let us tell you where we need help. We need to change the things that keep us in poverty and make our community unlivable. We need to find ways to bring in employers, public transportation, grocery stores and ways to get rid of drug dealers and prostitutes. We need to be part of that effort; we don't want it done for us. We don't want or need cosmetic changes."

In that meeting tensions rose. The volunteers felt unappreciated. The community leaders felt the volunteers were not listening. One side said, "Don't go working out your guilty white conscience in our neighborhood!" The other side replied, "If you don't like what we are doing, there are people in other areas who want our help!"

Ask the group to talk about the following questions:

  1. What are your immediate feelings?
    • anger at the community leaders?
    • anger at the volunteers?
    • frustration? hopelessness? confusion?
  2. What would your response be to the volunteer group?
  3. What would your response be to the community leaders?
  4. Which group has the most to learn from the other?
  5. If you had to mediate between the two groups, what would you do?

Case Study 2

You are a member of a large, homogenous church. You've been asked to serve on the committee that deals with community outreach. Your church decides to become a partner congregation with a local church of a different racial/ethnic composition. Your committee is charged with deciding how to put the partnership into practice. At a committee meeting a suggestion for a joint potluck dinner is voted down. Another suggestion for a choir exchange is also voted down. Finally one member suggests that members of the two churches become "pen pals." One prominent committee member says, "Well, I don't know, I don't think we should jump into this. We need to start slowly. This might be getting too involved."

Ask the group to talk about the following questions:

  1. What are your immediate feelings?
    • anger? frustration? disgust? hopelessness?
    • desire to resign from the committee?
    • agreement with the majority?
    • amusement?
  2. What would your response be to the prominent member?
  3. What would your response be to the committee?
  4. How was this committee defining neighbor?
  5. How would you help move this committee into action?

Sharing (5 min.): Bring the groups together. Have the recorders read their case studies to the class and summarize the range of responses. Ask if there are any insights or different responses that others might have.

Closing (5 min.): Close with a prayer such as the following:

Gracious God, who calls us all your children, remind us how to be peacemakers. Remind us that we are not at liberty to relinquish that role even if we find it hard or uncomfortable. During this Advent season, be with us as we reflect on being peacemakers and loving "neighbors." Amen.

Session Four: World Peace

Luke 2:1-7; Matthew 25:31-46; Ephesians 2:13-20

INTRODUCTION: The theme for this session is world peace, found through connectedness to others. The first step in understanding our link to the rest of the world is to realize our existing strong connections to people around the world. By supporting missionaries we foster that link; by supporting famine relief and hunger programs we strengthen the link.

GOALS:

MATERIALS NEEDED: Bibles, information on church mission projects (optional - newsprint, tape, marker)

PREPARATION: Read through the session. Review the Bible passages. You may want to type the questions below on pieces of paper or write them on large pieces of newsprint. If your church or denomination supports missionaries or special mission projects, gather information on their work. Good sources for this information are the church's mission committee or denominational mission or hunger agencies. Be prepared to share this information with the entire group.

SESSION PLANS:

Opening (5 min.): If your class has more than seven people, divide into groups of three to five. If possible, have family members in separate groups. Have the groups designate a recorder who will report to the entire class.

Bible Reading and Discussion (20 min.): Have someone in each group read Luke 2:1-7 aloud.

Ask each group to discuss the following questions. You may want to offer information about the mission and/or hunger agencies. The recorders should keep track of responses.

1. What are ways in which I feel connected to God (e.g., nature, family, prayer, service to others)?

2. What are ways in which I can feel part of the world (e.g., working with refugee families, seeking information on corporations' actions in other countries, learning about cultures of other countries)?

3. What are ways in which I see God connected to the world (e.g., peace where there once was none, people learning to read, the hungry being fed)?

4. Does the Christmas story reveal a special relationship between God and the world?

5. What were the points of contact that God chose that first Christmas (a woman, a baby, the homeless, the poor, etc.)?

Bible Reading and Discussion (15 min.): Have someone in each group read Matthew 25:31-46 aloud.

Encourage the groups to answer the following questions. The recorders should keep track of responses.

1. Who are the "least of these" in the world today? Be specific.

2. How might we be the "least of these" in need of God's peace?

3. What has God asked us to do for the modern-day "least of these"? Be specific.

4. How is our church, denomination or diocese fulfilling the mandate in Matthew 25:31-46 (e.g., supporting missionaries and hunger programs, sponsoring schools of missions or similar educational opportunities)?

5. In the coming year, what are ways we can participate in programs that serve those in need?

Bible Reading and Discussion (10 min.): Have someone in each group read Ephesians 2:13-20 aloud.

Ask the groups to discuss the following questions. The recorders should keep track of responses.

1. What does Ephesians reveal about the effects of the coming of the Prince of Peace?

2. In light of the passage from Ephesians, what unites us to other peoples?

Sharing (5 min.): Bring the class back together. Have the recorders share a summary of the group discussions. Suggest that the entire class commit to making the effects of the Prince of Peace in their lives visible to their families, their communities and to the world.

Closing (5 min.): Close with a prayer such as the following:

Almighty God, as we anxiously await the birth of your Son, let us not forget the "least of these," for in so doing we forget Him. Help us renew our commitment to being part of this world, to showing your peace to our families and communities. Remind us that we, too, can be some of "the least of these" in need of your peace. Amen.

Author

Ondina González, the former Associate Director of Alternatives, currently serves on the staff of the American Academy of Religion in Atlanta, Georgia.

Make copies of this resource under the Creative Commons attribution, not-for-profit license.

Page updated 11 Sept. 2015

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