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We give you thanks, most gracious God, for the beauty of the earth and sky and sea; for the richness of mountains, plains, and rivers; for the songs of birds and the loveliness of flowers. We praise you for these good gifts and pray that we may safeguard them for our posterity. Grant that we may continue to grow in our grateful enjoyment of your abundant creation, to the honor and glory of your name, now and forever.
The Book of Common Prayer (1549)
"The heavens declare the glory of God; the skies proclaim the work of his hands.Day after day they pour forth speech; night after night they reveal knowledge. They have no speech, they use no words; no sound is heard from them. Yet their voice goes out into all the earth, their words to the ends of the world. In the heavens God has pitched a tent for the sun. It is like a bridegroom coming out of his chamber, like a champion rejoicing to run his course. It rises at one end of the heavens and makes its circuit to the other; nothing is deprived of its warmth."
Psalm 19
"Invest in the millennium. Plant sequoias. Say that your main crop is the forest that you did not plant, that you will not live to harvest. Say that the leaves are harvested when they have rotted into the mold."
Wendell Berry
Starting Questions
Starting Questions
Where does or can my course content intersect with issues of creation care?
What things can my class do to care for creation - including the natural world but also institutions and buildings?
Can my students use what they are learning in my class to "invest in the millennium" (to use Berry's phrase)?
Can my students use what we are learning in class to advocate policy change specific to creation care? (Ex. persuasive writing, scientific evidence, economic effects of pollution, visual/artistic means of advocacy, etc.)
Additional Resources
Additional Resources
GRCHS Brainstorming
GRCHS Brainstorming
The following is a list of teacher-generated ideas of ways that this practice could be implemented in the classroom or school culture.
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