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[P.S.S.T.: Do activities that articulate the origins of creation & chart the March of Science!]
Possible Sunday School Topics for the Christian Science Bible Lesson on;

Is the Universe, including Man, Evolved by Atomic Force?”
for Sunday, June 22, 2014

By Steve Henn, C.S. St. Louis, Missouri
[Steve's been a CedarS Program Director & teaches English at The Principia School.]

PSST Golden Text: Over what does the Lord reign?

PSST Responsive Reading: From the beginning of our prayers we are to praise God.  What is the purpose of this praise?  How does praise impact our relationship to God, good?

PSST Section 1: What is the Bible saying about creation and its origin?  How does the Science and Health further explain what the Bible asserts?

PSST Activity Suggestion – Powerfully articulating the origins of creation: Give each student a sheet of paper and a pencil/pen.  On the paper have students draw a line down the middle, creating two columns – on the left-hand column, students write specific phrases from the Bible that speak to the origin of creation.  [Ps. 24:1; Gen. 1:1; Ps. 50:1, 7, 12; Jer. 10: 10, 11, 12] 
On the right-hand column, students write down specific phrases, ideas, or paraphrases of citations in the Science and Health that specifically connect to or further explain the Bible phrases on the left.  [S&H 319:15-17; 300:1-326-28; 295:5-8; 502: 22-29; 547:25-32] 
As a class, discuss the connections between these two columns.  At the bottom of the page, have your students write one or two sentences that capture as powerfully as possible what this section is saying about the origins of creation.

PSST Section 2: According to Science and Health, what is the animating force behind the growth, development, and evolution of all aspects of life?  What are the specific elements of life that Mrs. Eddy addresses in this section?  How does this impact the daily lives of your students?

PSST Section 3: This section expands the conversation to include the creation and evolution of man.  What does the Bible say about man's origins and development? What does Science and Health say about this?  What specific dangers does Mrs. Eddy point out that we should be aware of in our perception of Man's creation? How will being aware of these dangers improve our scientific sense of things?

PSST Section 4: What miracle is described in this section of the Bible? [B12, Joshua 10:1-13] How might this miracle apply to challenges faced by your students?  What does Mrs. Eddy say about miracles?  [S17, 134:31]  Why does she identify them as "what men called miracles"?  [S14, 139]

PSST Section 5: How does Christ "[unite] all periods in the design of God"?  [S21, 271]  Look with your students throughout this section (and the whole lesson) for ideas to support the unifying nature of Christ.  What does this mean about our relationship to other Christians and other faiths?

PSST Section 6: What makes Christ Jesus "the most scientific man that ever trod the globe"?  [S22, 313]  What is the definition of scientific?  What does Jesus being a scientific man mean for us now 2000 years later?  How did Christ Jesus perform the healing of the nobleman's son? [B21, John 4:46-53] What does this teach us about the process of healing today?

PSST Section 7: What reason do we have to rejoice?  [S28, 249:8]  Look with your students into this section for opportunities/reasons to once again praise God.  What is the natural course of evolution?

PSST Activity Suggestion – Charting the March of Science: Give each student a sheet of paper and a pencil/pen.  On the paper, draw a large grid that takes up the entire page.  It can be as simple as four boxes (2×2), it is probably best not to make it any more complex than six or nine boxes (2×3 or 3×3).  Then, in the last box on the lower right of the page, as clearly and concisely as possible, write down what it looks like when Mind is supreme and when man is "subject to the divine 'powers that be.'"  [S28, 249:8]   In the upper-left box (the first box on the page), identify the ideas, philosophies, temptations, or lies that would attempt to derail our progress in understanding Spirit, Life, Love.  Then in the boxes between these two, identify specific passages or demonstrations either from this week's lesson, or from Journal and Sentinel articles, or from your students' lives that show the evidence of Science and the supremacy of Mind.  Then discuss with your students how the evidence in the middle boxes can help to move thought from the first (upper-left) box to the last box on the page.


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