Internet
Explorer users will notice that the reviews are organized in a collapsible
outline. Simply click on a question and the answer will appear below it.
Resource: Claim the Name
Produced
by:
Cokesbury
-
What kind of resource is it? (a magazine, an idea book, a kit, a Sunday School curriculum resource, etc...)?
This is a confirmation resource. - What is the main content (subject matter of the
resource?
This material uses the framework of the Christian Year, the Bible, and United Methodist materials (The Book of Discipline, United Methodist Hymnal, United Methodist Book of Worship, and the teachings of John Wesley), along with mentoring relationships and ‘keepsake’ booklets, to enable participants to see Confirmation as not only a time of decision-making, but an important moment in lifelong discipleship. Particular content topics are: how a Christian lives (in a way that’s different) what’s unique about being a United Methodist Christian practicing Christianity as a United Methodist where United Methodism has come from (the history question) what United Methodists believe the importance of Scripture and doctrine for understanding and experiencing our relationship with Christ how to function as a professing member of the church (including skills needed in order to worship, to be part of committees, to be in ministry) what we believe about God what we believe about Jesus what we believe about salvation what we believe about grace what we believe about the church what we believe about social justice how we make decisions as a Christian - What are the central goals or learning
objectives?
This material is designed to provide a new approach to Confirmation through: a comprehensive experience for early adolescents a second tier of confirmation for older adolescents congregational ownership the meaningful involvement of peers the use of mentors and a leadership team an emphasis on confirmation as a rite of passage and a significant marker on the journey of discipleship and sanctifications It proposes to help confirmands: claim the name ‘Christian’ - profess Jesus Christ as their Savior, put their whole trust in his grace, and promise to serve him as their Lord, in union with the church which Christ has opened to people of all ages, nations and races) claim the name ‘United Methodist’ - be loyal to the United Methodist Church, doing all in their power to strengthen its ministries, by their prayers, their presence, their gifts, and their service - Who are the intended users/learners/audience?
In what settings would this be a helpful resource?
It is primarily designed to be used with 6th to 8th graders participating in a United Methodist Confirmation class. While it is assumed that 70% of the churches using this material will use the traditional 6 to15 week format, the authors have included a 39-week design, and retreat plans for continuing the journey’ with 9th-10th and 11th-12th graders. There is even a model available for older youth and young adults. - What dimensions, or areas of pluralism/diversity
does the resource primarily address?
This resource recognizes the tremendous diversity of the participants, so while the sessions are fairly structured, it includes information about developmental differences between Middle School and High School youth, introduces readers to the various styles of faith and learning, and details several different educational models. - How accurately does the resource portray the
perspectives of different ethnic groups, races, religions, cultures,
lifestyles, etc.? Does it
stereotype different groups?
This material is designed to reflect the wide diversity of contemporary American life. The perspectives and stories of the various ethnic groups, races, religions, and cultures are sparingly represented, though they are accurate when presented, particularly in the more in-depth 39 Week Lesson Plan book. In spite of the efforts of the authors, this material seems to be primarily directed at Caucasian readers, as the material lacks a particularly strong ethnic flavor. - Do any stories included (real life, fictional,
Bible, historical) have strong ethnic characters?
As much of the material is biblically based, the settings and experiences used as examples in the resource are probably a bit foreign to an increasingly biblically-illiterate society. This weakness is nicely counterbalanced, however, through the use of stories, illustrations, and questions that allow for ethnic diversity and emphases. - Are the settings and experiences used as examples
in the resource ones that a variety of people can identify with?
See response to question 7. - Do illustrations and images have ethnic
characteristics? Are the
illustrations accurate, sensitive and technically well done?
No response. - Does the resource admit, allow for, and show
conflicts and problems faced in a diverse world?
This resource does a particularly good job of recognizing the conflicts and problems that characterize our increasingly diverse world, and avoids phrases, cliches, and concepts that are racist. - Does the resource contain any words, phrases,
clichés, or concepts that are racist?
See response to question 10. - Is any factual or historical material accurate?
The factual and historical material is remarkably accurate, especially in regards to church and United Methodist history. - Are concepts illustrated with examples from
different cultures and lifestyles?
Though not abundant, there are several concepts and illustrations from various cultures and lifestyles present in this material. - How diverse is the writing team?
Information about the diversity of the writing team is somewhat limited, largely coming from the names alone. It appears that most of the writers are women, and that only one of these persons is a person from an ethnic or minority group. - Are the materials conducive to use in a variety
of settings and contexts?
This material is very adaptable, and is conducive to use in a variety of settings and contexts. It probably is a little less adaptable for those persons with disabilities. - How do the materials consider a variety of
disabilities?
No response. - What do you see as the strengths and weaknesses
of this resource?
Strengths: inexpensive student books material engages parents and mentors easy-to-use ‘talk sheets’ encourages discussion between youth and mentors/parents excellent leaders guide photocopy rights and instructions included Weaknesses: responsibility for success or failure of program falls largely upon leaders teachers/mentors have great responsibility for preparation
