First Congregational UCC Washington DC

Sunday, June 16, 2013

bbzfcc — Tue, 21 May 2013 15:32:22 +0000

10:30 am Worship Sid Fowler preaching

9:15 am Bible Workbench meets in the Chapel.

10:15 am Child Care begins, Education Suite

noon to 1:00 pm Adult Education Nurture program on Climate Change read more

Sermon Reflections May 19, 2013

bbzfcc — Mon, 20 May 2013 14:12:27 +0000

Pentecost: The Birthday of the Church
Guest preacher Ron Hopson

A look at three biblical stories:
First the Tower of Babel story in Genesis 11
Second Jerusalem on the day of Pentecost in Acts 2
Two different stories about difference.

How is difference handled?
Gen.: to divide
Acts: to bridge/connect

A third story of Jesus’ conversation with the woman at the well provides insights into how to handle difference.

Click here to read notes about the complete sermon

Click here to read more about Ron Hopson our guest preacher.

Word from Bonnie May 20, 2013

bbzfcc — Mon, 20 May 2013 11:58:37 +0000

May 20, 2013

Dear Church Family;

As per the Christian Education Commission’s decision, the usual Exploring Our Faith (Sunday School) will not be held for Memorial Day Sunday.

You can still send your children up to the education suite for informal story time and to play games with our child care providers, or you can invite your children to sit with you in worship.

If you decide to sit with your young one, a children’s bulletin and crayons will be provided by your usher.

Warmest Regards and Blessings for your week!

See you in church,

Bonnie

Pentecost

bbzfcc — Mon, 20 May 2013 04:05:29 +0000

Pentecost: Birthday of the church

Lectionary

Two stories:

Tower of Babel: Gen. 11

Jerusalem Pentecost: Acts 2

Why?

Two different stories

Two stories about difference

How is difference handled?

Gen.: to divide

Acts: to bridge/connect

Church today

Post-Pentecost church

Pre Tower of Babel appearance

Uniformity rather than diversity

How to continue to move toward Pentecost church:

Difference as bridge that connects rather than barrier that divides

John 4: Jesus encounter with the Samaritan woman at the well

Example of how to bridge difference

Jesus and woman radically different

Male vs. Female

Jew vs. Samaritan

Esteemed vs. Decried

Three moments (A,B,C below) in story illustrate effective bridging of difference

A. v. 7 Jesus asks the woman for water

Lead with a need rather than an instruction or gift

Difference usually involves hierarchy

Other is ‘in need’ therefore inferior

To effectively bridge difference, count difference as resource rather than defect. Assume the other has always something to offer

B. Vss. 9-26 Jesus and woman persevere in encounter

Despite uncomfortable exchanges, Jesus and woman stay in conversation

Difference requires capacity to tolerate ambiguity, uncertainty and error

To effectively bridge difference requires perseverance through discomfort and repeated efforts to try and understand

C. Vs. 27 Disciples surprised Jesus is talking to woman

Encountering difference with open mind may lead to surprises. New ways of thinking and seeing

Disciples didn’t understand Jesus message of God’s way was for all persons, not just men, not just Jews, not just Galileans…

To effectively bridge difference be willing to be surprised

At what others are capable of

At what you are capable of

Embracing difference mutually beneficial

Woman received gift of encounter with man that preserved her integrity and freed her from shame and guilt.

Jesus received gift of woman recruiting followers for him, expanding those who could carry message of God’s embrace and affirmation available to all.

Expand our understanding of God

(Help God grow up)

God of Genesis story envious and insecure of human capabilities. Used difference to thwart human accomplishment.

The God expressed through Jesus’ encounter with the woman was no longer envious of human capacity, rather welcomed potential for human accomplishment as differences are bridged and connection is made.

Shoulder to Shoulder

bbzfcc — Sun, 19 May 2013 03:21:12 +0000

The Shoulder to Shoulder: Standing with American Muslims; Upholding American Values campaign (http://www.shouldertoshouldercampaign.org),

In 2011 on the tenth anniversary of the 9/11 tragedy, a coalition is 26 national faith groups, denominations, and interfaith organizations issued as statement and pledged to work together to end anti-Muslim discrimination in America and to promote mutual understanding and acceptance among Americans of all faith backgrounds.

First Congregational UCC collaborated with Shoulder to Shoulder to sponsor a DC Forum on Anti-Muslim Sentiment in January 3013

Shoulder to Shoulder September 11^th Commemoration Statement
Delivered at the New York Avenue Presbyterian Church, Washington, DC
September 8, 2011

Our coalition, Shoulder-to-Shoulder: Standing with American Muslims; Upholding American Values, is made up of 26 national faith groups, denominations, and interfaith organizations that have pledged to work together to end anti-Muslim discrimination in America and to promote mutual understanding and acceptance among Americans of all faith backgrounds. Since first convening one year ago, we have articulated a faith-based voice of conscience against the shameful rise of Islamophobia in this country.

As our nation commemorates the tenth anniversary of the September 11th, 2001 terrorist attacks, we stand together as religious leaders from diverse traditions to urge our fellow Americans to recommit to the inspiring spirit of unity and cooperation that we, as a people, embraced in the weeks after the tragedy.

A decade after our nation was attacked, we honor those who lost their lives on September 11th, not only with uplifting words and enduring memories, but with a renewed commitment to the common good and the bedrock values that have made America a land of opportunity for people of diverse ethnicities and faiths. In the days after September 11, Americans transcended barriers of race, religion and political ideology in a powerful display of national unity amidst shared grief. We mourned together, raised flags together, and pledged to build together a future in which justice and peace prevailed over hatred and revenge. Yet over time, we lost our way and strayed from that principled path.

The time has come to reclaim the sense of community and shared purpose that guided us through those trying days a decade ago. Fear-based politics and discrimination against Muslim Americans and those perceived to be Muslim disgrace the memories of those who perished on September 11, and desecrate the core values that make our nation great. The presence in America of people of all faiths and belief systems enriches our diverse country. The ideals that unite us are more powerful than the differences that divide us.

During our time together here today, we are honoring hundreds of local organizations and congregations across America that are working for unity and healing, and, especially, for an end to anti-Muslim bigotry. Today we recognize four inspiring local efforts which are representative of religious organizations across the country endeavoring to end the prejudice that threatens core American values.

As national leaders of faith groups, denominations, and interfaith organizations, we pledge to model this spirit of unity, as we remember the lives lost on September 11, 2001, and move forward as a nation. We call on all houses of worship and individuals to join with us as we stand up for hope, unity, and healing.

Shoulder to Shoulder hosting calls to Create a National Network

bbzfcc — Sun, 19 May 2013 02:53:44 +0000

Shoulder-to-Shoulder has been working since September 2010 to provide an interfaith response to anti-Muslim sentiment in the United States. Shoulder to Shoulder collaborated with First Church in holding the Forum on Anti-Muslim Sentiment in the United States. Click here to read about the Forum.

On Thursday, May 23^rd and Friday, May 24^th, both at 3pm ET/12pm PT, Shoulder to Shoulder will be hosting two calls to discuss how Shoulder-to-Shoulder can grow to support the excellent work that is being done in cities and states across the country to meet the same goal.

Many groups are committed to acting practically to address anti-Muslim sentiment. Churches, synagogues and interfaith groups have been supporting Muslim communities when their sacred spaces have been desecrated or challenged, when public officials have used derogatory language against our Muslim neighbors, or to address the large amount of misinformation regarding Islam and Muslims through studies and building relationships.

Now, Shoulder-to-Shoulder is working to leverage the support of our 28 national members to connect you all to one another, so that together we might make working to end anti-Muslim sentiment in the United States even more normative for the interfaith community. Read more about the organization.

Both calls will be focused on:

Introducing Shoulder-to-Shoulder’s goals for a national network
Asking you for feedback about what you would like to see from a national support body and what would be most beneficial in the work to end anti-Muslim sentiment
Formally inviting interfaith, faith-based and religious organizations to join the Shoulder-to-Shoulder Campaign as Community Members

Each of the calls will focus on the same goals, with two dates and times for joining in order to include as many people as possible.

Click here to RSVP, and to provide any feedback or questions you may have ahead of the call. You can also reach me personally at cwarner@shouldertoshouldercampaign.org.

Christina Warner

Life Skills Planning Matrix

bbzfcc — Sat, 18 May 2013 20:15:34 +0000

Shaw Community Ministry Life Skills Program

Subject Area

Middle School – 9-12 year olds

Potential Activities

FCUCC/other instructors

Arts and Culture

Value Questions: What’s here in DC? Why is it important? Fun? How is it related to learning in school?Personal application: How can you use public transportation to get to and from other places in the city? How could you use trip planner or Google maps or MapQuest to help you get there?

Your Future: Some people choose jobs and careers that focus on arts, culture, and history. What do they do? Do you see yourself taking advantage of some of these opportunities? Who do you know who does this kind of work?

Includes cultural attractions, monuments, parks, theater, historic sites, music, fine arts, spoken word skills, photography

Field trips to close-by attractions such as Lincoln Cottage (done), Shaw Heritage Trail, Howard Theater, Duke Ellington opening, visit to MLK memorial

Susie Hayward – Split This Rock poetry <http://splitthisrock.org/> is a local justice-oriented poetry organization; also The Moth, slam storytelling.

See NOTE below.

Community Service & Civic Engagement

Value Questions: What are our democratic responsibilities? How and why do we care for needs of others? What does it mean to be and environmental steward? Why is it important to recycle? What happens if we don’t help others? If we don’t take care of the environment?Personal application: How do you and your family help your neighbors? Your community?

Your Future: Some people choose careers that give direct help to people or the environment. What are some of these opportunities? Who do you know who does this kind of work?

Includes environment, voting, service in Armed Forces, Meals on Wheels, companionship for elderly, etc.

Planting day at Lincoln Temple (done), Anacostia Watershed cleanup, tree planting, visiting a recycling center, learning about different kinds of receptacles for trash, etc.

FCUCC participated in planting at Lincoln Temple

Technology & Engineering

(T&E)

Value Questions: What do we mean by “technology?” “Engineering?” How do you think technology makes life better for people? How can it complicate their lives? How can we use the products of technology and engineering responsibly?Personal application: How do you and your family use the Internet? Your cell phones? What safety precautions do you need to take with your personal information? How are computers used in your school? What skills do you need to acquire to be good at using a computer? How can you gain these skills? Where do you see examples of the work of engineers (civil, mechanical, electrical, etc.)

Your Future: What are some occupations that require training in T and E? What subjects would you need to take to prepare for a career in T&E? What are some of these opportunities? Who do you know who does this kind of work?

Includes computers, online etiquette and safety; making things that are electronic; taking things apart to see how they work, solving problems about what would make something work, studying photos/drawings of engineering works, etc.

Justin Myers – Audino lighting system Heritage Play, 3/2

Money Management

Value Questions: How and why do we care about money? What can money buy? What can’t it buy? What responsibilities do we all have with money? What are coupons or sales good for? How can you waste money using a coupon or buying something on sale? How might someone take advantage of you by offering you money? What is betting and why is it a risky thing to do? What are taxes, who pays them and what do our taxes buy?Personal application: Do you and your family talk about money? What guidelines do you have about how you use your money? Do you save money for anything special? What? Where do you save it? When you give money to the sales person do you count change you get back?

Your Future: Some people choose careers that deal with money. What are some of these opportunities? Who do you know who does this kind of work? Have you ever thought about working in a bank, a store, etc? What skills would you need?

Includes making change, pros and cons of coupons, savings, banking, budgeting, credit cards, taxes,

Karen Pence

Health and Hygiene

Value Questions: What are our personal responsibilities for our health? How can we measure our wellness or illness? What do we need to do every day to care for our bodies? How do we protect ourselves from illness and infection? What kinds of behaviors are risky? Why are sleep and diet important?Personal application: How do you and your family try to stay healthy? How much sleep do you get every night? What do you eat? Are you up to date on your shots? Do you wear a helmet when you ride a bike? What could happen if you don’t?

Your Future: Some people choose careers in health. What are some of these opportunities? Who do you know who does this kind of work? What skills would you need to have a career in health care?

Body awareness for pre-teens, AIDS, STDs, vaccine for cervical cancer, birth control, pregnancy, medical and mental health services, listening through a stethoscope to one’s heart, lungs, etc.

Nicki Boisvert – 3/22

Home Skills

Value Questions: Why is it important to have home skills? What are some of the basic things that people should be able to do for themselves? What happens if you don’t have these skills? How can you learn these skills? What kinds of tools or equipment do you need for different home skills?Personal application: What skills do you have? What interests you to learn? Who do you know who can teach you?

Your Future: Name some occupations that require excellent home skills. How would you prepare yourself for one of these occupations?

Includes sewing, cooking basic dishes like spaghetti, setting the table, laundry, housekeeping, grocery shopping, buying clothes and supplies, basic tools & carpentry

Randy Herrick-Stare – carpentry
Anne Troy and a tailor taught how to sew on a button

Organization & Time Management

Value Questions: Why is it important for people to organize their belongings and manage their time? What happens when they don’t? What are some of the tools that can help youPersonal application: What is the hardest thing for you to keep organized? What are the consequences? What ideas do you have for how you might be better organized? What would you need to carry out these ideas? How do you organize your homework? How has good organization paid off for you?

Your Future: How do you think being organized and managing your time could help you get a job and keep a job? Why do you think employers like workers who are organized and know how to manage their time?

Includes time management, study skills, how to keep toys/books/papers neat and where you can find them, how to follow procedures to get something done.

Preparing for High School

Value Questions: Why is it important to go to high school and to do well and graduate? What can you learn in H.S. that you can’t learn in middle school?Personal Application: What do you imagine high school will be like for you? What do you look forward about going to H.S.? What do you find scary? What subjects would you like to take in H.S.?

Your Future: How could H.S. help you prepare to work in a job that you think you might want to do as an adult? What skills of organization and time management do you think you might need in H.S.? How can you get a head start on those skills now? Who are some H.S. students you admire? Why? What do they do well?

Includes being respectful, being on time, listening to instructions, working as a team, appearance, asking for time off.

Bullying/ Peer Pressure

Value Questions: Why do you think people act like bullies? How do bullies “get power”? What harm do they cause? What is peer pressure and what do people your age pressure other people to do? What happens to people who resist peer pressure?Personal Application: How do you experience peer pressure? What is an example of where you have resisted peer pressure? What happened? Do you know any bullies? What do you say to them when you see them bullying someone?

Your Future: What does it mean “to be your own person”? Why is that important? What risks do you take when you say “no” to bullies and those who are trying to pressure you to do things you don’t want to do or don’t think are right to do?

Includes light mediation techniques to use on playground, in school, in families. Also, into to juvenile justice system and how to stay out of it.

Susie Hayward; Cindy Masur (?)
Tony Saudek – Juvenile justice system -

Respect for Self and Others

Value Questions: What does it mean to have “self-respect?” What are some ways that you can show respect for other people?Personal Application: What do you admire and respect about yourself? How do you nourish those qualities you like about yourself? Do you get positive feedback from your parents/teachers/peers about these qualities? How do you show respect for other people? How do you express thanks to others who help you or give you something?

Your Future: How will respect for yourself and others help you to succeed in life?

Meg Maguire – Feb. ‘13Thank you notes session

NOTE: Split This Rock has a youth program <http://splitthisrock.org/dcyouthslam.html> that teaches slam poetry, and they host a weekly writing and performance workshop at the MLK library. Perhaps we could bring some Shaw youth to that workshop, or ask if StR might work directly with us and with a group of interest SCM folks, and then put on a performance at the church. The Moth <http://themoth.org/about> , which is based in Chicago, NYC, San Fran, and the Twin Cities, does slam storytelling, with performances oriented around a theme. You can podcast the performances or listen to them on the website here <http://themoth.org/stories>.

RESOURCES: http://www.lessonplanet.com/lesson-plans/life-skills http://www.edutopia.org/search/apachesolr_search/life%20skills http://www.pbs.org/pov/educators/lesson-plans.php?search_type=subject&subject=life_skills <http://www.pbs.org/pov/educators/lesson-plans.php?search_type=subject&subject=life_skills>

ADDITIONAL volunteer opportunities:

Summer Camp – 7 weeks of camp: June 24-August 8
Shaw Scholarship Dinner – June 18, Lincoln Temple

Shaw Community Ministry Life Skills Program

bbzfcc — Sat, 18 May 2013 19:53:36 +0000

How to become a Volunteer in the Shaw Community Ministry– Life Skills Program for 9-12 year olds

Teaching a Life Skills class at Shaw Community Ministry (SCM) is an opportunity to give and to be enriched. SCM is a thriving, diverse, and safe community in which everyone is inspired and empowered to lead meaningful lives, and where all are respected and valued. Through you and others like you, SCM plants seeds that last a lifetime.

Who, Where and When:

Life Skills classes will be for students ages 9 -12 years old but SCM also serves two other age groups – 5-8 years old and 13-18 years old.

The program site is at Lincoln Temple UCC, 1701 11th Street N.W., Washington, D.C. several blocks west of the Shaw/Howard Green and Yellow line. Enter through the side door, which is usually open, but call Sudi West (202-664-0882) if you have any trouble getting in. If driving, make sure that you observe the residential parking signs posted in the neighborhood.

Life Skills classes are about 45 minutes in length, and are held on Wednesdays and Fridays beginning around 5 p.m. Students arrive after school at about 3:30 p.m., participate in 1-1 tutoring and then eat dinner until about 5 p.m.

You can volunteer for one or more classes or for a series of classes on any topic. In fact, we encourage people to share any talents, interests and hobbies whether they have anything to do with your profession or not.

What you can expect and what is expected from you:

Rev. Anne Troy, SCM Executive Director, and/or Sudi West, Program Director, will be there to introduce you and offer any assistance necessary. (See Sudi’s contact information below.) There are usually about eight to ten students in the 9-12 year old age group each day. They are a lively and engaging group!

Life Skills classes are not just about the subject matter, but also about being a role model and potential mentor for the students. We suggest the following use of your time:

10-15 minutes of introductions to establish a relationship with the students. Introduce yourself and briefly describe your current occupation and how you got there. To help you remember their names, you may want to circulate a sign-up list.

25-30 minutes on the lesson making it as hands-on as possible. This could involve art, music, cooking, sewing, knitting, identifying tools used in carpentry, or any other way of engaging the students that comes to you. Please keep in mind the age of your audience when planning your lesson and make it as real and relevant as possible. Although they have arts and crafts supplies available, please arrange in advance with Sudi for anything you will need for the class.

For more information about this age group visit these websites http://4-hyd.ext.wvu.edu/r/download/43396 and http://www.culpeperschools.org/ms/guidance/characteristics.pdf

Click here to see a matrix of the goals of the Life Skills Program

Life Skills enriches volunteers as well:

Nicki Boisvert, a First Church member studying medicine at Georgetown University, recently brought her stethoscope and worked with the 5-8 year old students listening to their heart and lungs. She plans to go back to talk about more body awareness issues with the 9-12 year old students. Nicki said about her experience, “They were a lot of fun. I enjoyed the chance to teach them a little something about how the body works…The kids are a delight.”

Meg Maguire, a First Church member, led a session on thank you notes. “At first I was a bit overwhelmed about keeping order with the eager and assertive middle school kids, but when I relaxed and accepted their different styles of relating to me and the topic, things went well. We discussed the importance of expressing thanks, and the special expression of a thank you note. They made beautiful cards with crayons and construction paper and wrote meaningful notes inside: three wrote to Obama, three wrote to Shaw thanking the program for making a difference in their lives, and a number wrote to their parents. I was profoundly touched!”

Other SCM enrichment programs and volunteer opportunities:

In addition to the Life Skills program, SCM offers several other programs that need volunteers:

Tutoring from 3:30-4:30 p.m.;
Occasional field trips around DC;
A seven-week 9 a.m. to 5 p.m. summer program; and
A one-week spring break program.

SCM’s vision becomes reality through core program areas in education and youth development, health and wellness activities, strengthening families, and developing leadership skills. Your involvement means so much to reach these goals.

To volunteer or if you have any questions contact Meg Maguire (megmaguireconsultant@msn.com) or Amy Gretsch (gretschjunk@hotmail.com) from FCUCC, or Sudi West (sudi.west@shawministry.org or cell: 202-664-0882) from SCM.

Thank you again for your interest!

Amy Gretsch
Meg Maguire
Sudi West

GET INVOLVED link

bbzfcc — Sat, 18 May 2013 19:36:33 +0000

Click here to see how to GET INVOLVED

DC Council votes on Budget May 22

bbzfcc — Sat, 18 May 2013 18:35:39 +0000

DC Council will vote on next year’s Budget on Wednesday, May 22.

This past week, WIN leaders greeted Councilmembers as they went into budget negotiations and congratulated Councilmembers Graham, Cheh, Bowser, and McDuffie for their actions in moving funds to programs supporting affordable housing and homeless youth and families. For more information on where councilmembers have taken action, please follow this link.

At- Large Councilmember Grosso is the only councilmember who has not taken action this spring for any of the WIN priorities:

–He had not yet taken action on the WIN budget priorities.

–He did not co-sponsoring the legislation to end homelessness even though 10 Councilmembers did so.

–He has also not yet agreed to stand with WIN on legislation to increase local hiring at DC Water.

Click here to email Councilmember Grosso today and tell him “I support the WIN priorities and I hope you will too.”

Contact other councilmembers too (see below for contact information). All of us who live, worship, play, learn, or work in DC have a stake in the life of this city.

Councilmember Graham (Ward 1) 202-724-8181. jgraham@dccouncil.us

Councilmember Evans (Ward 2) 202-724-8058 jevans@dccouncil.us

Councilmember Cheh (Ward 3) 202-724-8062 mcheh@dccouncil.us

Councilmember Bowser (Ward 4) 202-724-8052 mbowser@dccouncil.us

Councilmember McDuffie (Ward 5) 202-724-8028kmcduffie@dccouncil.us

Councilmember Wells (Ward 6) 202-724-8072 twells@dccouncil.us

Councilmember Alexander (Ward 7) 202-724-8068 yalexander@dccouncil.us

Councilmember Barry (Ward 8) 202-724-8045 mbarry@dccouncil.us

Chairman Mendelson 202-724-8032 pmendelson@dccouncil.us

Councilmember Bonds 202-724-8064abonds@dccouncil.us

Councilmember Catania 202-724-7772dcatania@dccouncil.us

Councilmember Grosso 202-724-8105dgrosso@dccouncil.us

Councilmember Orange 202-724-8174 vorange@dccouncil.us