Click below to download the Cornerstone Connections leader’s guide and student lesson. This week’s resources also include two lesson plans and a discussion starter video which offer different ways of looking at the topic. Each lesson plan includes opening activities, scripture passages, discussion questions, and real-life applications.
The children’s book series Where’s Waldo? challenges kids (of all ages) to find Waldo, wearing a red and white striped shirt and hat, in an illustration featuring many people. Each two-page spread provides another challenge to find Waldo in a new setting.
Create a version of this activity for the youth as they arrive at Sabbath School. Pick an item they can try to find in the church, such as a vase, family Bible, specific offering basket, or something else. Choose something they would readily recognize that wouldn’t necessarily stand out at church. Give the youth a time limit, such as five minutes after the start of Youth Sabbath School, to be back to the youth room and report where they found the object.
Explain that they are being sent as “spies” to search the church facility to find what you have described. You may wish to show the youth a picture of the item (though not in its current setting). As “spies” they have to fit in and not be conspicuous as they scan the church.
When reporting begins at the five-minute mark, consider not only whether they found the object, but how conspicuous were they in their “spying.” Feel free to alert a deacon or two in advance and have them report what they observed.
NOTE: This activity involves challenging people’s sense of personal space. Not all youth may be comfortable with this activity, so give them an opportunity to volunteer.
Today’s lesson includes 12 spies who entered Canaan for the purpose of giving a report to the Israelites. What’s a good way to spy in a foreign land? Is this the same as being a good witness for Jesus, or is it different? We often promote witnessing, but how much can you witness as a spy?
Some may indicate there’s a time to stick out and a time to blend in. It might be hard to know which time is which! Actually, it’s a balancing act. And today we’re going to try a literal balancing act.
Place a few strips of masking tape on the floor and challenge Youth Sabbath School participants to fit everyone who volunteered for this activity inside the masking tape lines. If you have a large group of 10 or more, make two or more similar masking tape outlines of similar size on the floor. You can also use carpet squares.
Try it again with a masking tape outline half the size. The group will have to squish together quite a bit more.
If you think it might be possible, try it one more time with an even smaller masking tape outline. See if they can hold their position for a minimum of five seconds. If you have more than one group, they can compete against each other. If you have just one group, that group can compete against the clock.
This week we are repeating a new, original song created specifically for Youth Sabbath School called “I Wish.” It’s available under Music Options and also as a 5-minute countdown video. Start this five minutes before Youth Sabbath School begins, and be sure you start when the video ends! It’s just background music for the first half, but at 2:27 the singing begins. Hearing a song several times is necessary to get it into your memory. Hum along, sing along, take it to heart.
As we consider “Get Over Yourself!” today, remember that it’s often easier to see what you think others should do than to see what you should do for yourself. How can we see beyond our own reality? Two quick ways are input from others, especially those we trust and to whom we listen. The second is God’s input, provided we’re listening and seeking it. Those concepts are woven into the lesson today, but you might already have an insight just from the opening activity!
This is a short video clip and an idea to help you create your own video on this week’s topic, plus a few follow-up questions to spark discussion afterwards.
Create a video clip that illustrates fear, or faith in contrast to fear. Most people can relate to fear, but may prefer to not talk about it. A video can help people identify fears that others share, which will hopefully open them up to sharing similar or even contrasting fear(s). Ask someone in advance to create follow-up questions based on these video clips.
Go to YouTube for a 4:58 minute video called “iGOT THIS!” created by a class at Lodi Academy, taught by Youth Pastor Jesse Malin. They took the topic of fear from today’s lesson and came up with examples in their lives.
If you or a group from your Youth Sabbath School would like to create a video for Youth Sabbath School Ideas in the future, just email Steve Case and he will send you a topic and Scripture passage to launch your creativity.
These are more approaches to the same topic featured in the Teacher’s Guide, but just a different way of looking at it. Expect activities to illustrate the topic followed by some questions.
BASED ON NUMBERS 13
When you were a child, you may have perceived life in black and white terms, such as “yes” or “no” or “right” vs. “wrong.” By the time you reach your teens you know that life is frequently more complex than that. True, some things are black and white. But others are shades of gray—neither black nor white, or possibly both black and white.
As a child, obeying your parents or guardians was the right thing to do. But as you get older, you discover that sometimes they might not be right 100% of the time. A specific directive, like “Bring your sister home after school every day,” might make sense most days, but there are days when it might not make sense. Your sister might have a doctor’s appointment, practice for the school play or sports team, etc. right after school. You will usually take her home right after school, but that principle might result in different actions on other days.
This has ramifications for how you respond to God. When God gives a specific directive, is that true every day for all time? When Jesus told his disciples the Lord’s Prayer (Matthew 6:9-13), is that the only way to pray? How often should this prayer be repeated? How often do you repeat it?
When God gives us a principle, is there leeway in the various ways we should apply that principle to everyday living? When Jesus told his listeners to store up treasure in heaven rather than on earth (Matthew 6:19-21), how do you apply that in your life? Here are some examples…
Life is complex. Some people have a hard time dealing with this kind of ambiguity or freedom. They may look to someone who will tell them exactly what to do. Some religious people want to find someone who will spell out what they should do so they don’t have to wrestle with decisions or dialogue with others and see the world from new perspectives.
Today’s Bible story takes place after the Israelites’ miraculous release from Egyptian slavery, escaping Pharaoh’s army and passing through the Red Sea, God’s guidance with a cloud, miracles including daily manna and water from a rock, God’s revelations at Mount Sinai, and the construction of the wilderness sanctuary. Before heading into the Promised Land of Canaan, God has Moses send one representative from each of the 12 tribes to explore the land in advance.
Let’s read about the 12 spies God has Moses send into Canaan to scout out the land and bring back a report. This can be found in Numbers 13 (NIV):
1 The Lord said to Moses, 2 “Send some men to explore the land of Canaan, which I am giving to the Israelites. From each ancestral tribe send one of its leaders.”
3 So at the Lord’s command Moses sent them out from the Desert of Paran. All of them were leaders of the Israelites. 4 These are their names:
from the tribe of Reuben, Shammua son of Zakkur;
5 from the tribe of Simeon, Shaphat son of Hori;
6 from the tribe of Judah, Caleb son of Jephunneh;
7 from the tribe of Issachar, Igal son of Joseph;
8 from the tribe of Ephraim, Hoshea son of Nun;
9 from the tribe of Benjamin, Palti son of Raphu;
10 from the tribe of Zebulun, Gaddiel son of Sodi;
11 from the tribe of Manasseh (a tribe of Joseph), Gaddi son of Susi;
12 from the tribe of Dan, Ammiel son of Gemalli;
13 from the tribe of Asher, Sethur son of Michael;
14 from the tribe of Naphtali, Nahbi son of Vophsi;
15 from the tribe of Gad, Geuel son of Maki.
16 These are the names of the men Moses sent to explore the land. (Moses gave Hoshea son of Nun the name Joshua.)
17 When Moses sent them to explore Canaan, he said, “Go up through the Negev and on into the hill country. 18 See what the land is like and whether the people who live there are strong or weak, few or many. 19 What kind of land do they live in? Is it good or bad? What kind of towns do they live in? Are they unwalled or fortified? 20 How is the soil? Is it fertile or poor? Are there trees in it or not? Do your best to bring back some of the fruit of the land.” (It was the season for the first ripe grapes.)
21 So they went up and explored the land from the Desert of Zin as far as Rehob, toward Lebo Hamath. 22 They went up through the Negev and came to Hebron, where Ahiman, Sheshai and Talmai, the descendants of Anak, lived. (Hebron had been built seven years before Zoan in Egypt.)
23 When they reached the Valley of Eshkol, they cut off a branch bearing a single cluster of grapes. Two of them carried it on a pole between them, along with some pomegranates and figs.24 That place was called the Valley of Eshkol because of the cluster of grapes the Israelites cut off there.
25 At the end of forty days they returned from exploring the land.
26 They came back to Moses and Aaron and the whole Israelite community at Kadesh in the Desert of Paran. There they reported to them and to the whole assembly and showed them the fruit of the land.
27 They gave Moses this account: “We went into the land to which you sent us, and it does flow with milk and honey! Here is its fruit. 28 But the people who live there are powerful, and the cities are fortified and very large. We even saw descendants of Anak there. 29 The Amalekites live in the Negev; the Hittites, Jebusites and Amorites live in the hill country; and the Canaanites live near the sea and along the Jordan.”
30 Then Caleb silenced the people before Moses and said, “We should go up and take possession of the land, for we can certainly do it.”
31 But the men who had gone up with him said, “We can’t attack those people; they are stronger than we are.” 32 And they spread among the Israelites a bad report about the land they had explored. They said, “The land we explored devours those living in it. All the people we saw there are of great size. 33 We saw the Nephilim there (the descendants of Anak come from the Nephilim). We seemed like grasshoppers in our own eyes, and we looked the same to them.”
Get out your balancing scale and weights.
Start with the story of the 12 spies who went to Canaan and brought back their report. This could include things like:
Ask them to assign different weights to the different items rather than the same weight for everything. One side of the scale will represent “Reasons to Enter Canaan” and the other side will represent “Reasons to Not Enter Canaan.” After all of the input, see which side of the scale is weighted heavier.
You can lead a similar activity with other topics besides deciding whether to enter Canaan. Start over with no weights on the scale and pick a topic like whether or not to go to a party—is it a good bad idea? What questions should you ask in order to make a choice? Which responses carry more weight and which are relatively lightweight? What about developing a friendship with a certain person?
You could also ask such questions as whether or not to attend Youth Sabbath School and/or church. Pick the topics you’d like. Give priority to topics the youth choose. Allow everyone to provide input, knowing that the outcome might not be predictable or what you want.
See Option A in the Application section for some specific ways to apply this lesson to the youth for the coming week.
After taking his people out of Egypt, drowning their enemies, showing himself at Mount Sinai, and providing for the Israelites’ physical needs in the desert, it seems obvious that nothing was going to stop Yahweh from taking his people right into the Promised Land of Canaan. But the report from the majority of the spies led the people to believe that “giants in the land” were too much for Yahweh. When weighing the evidence, greater weight was given to some things than to others. God seems to be left out of the weighting, and the result was a grasshopper complex in the eyes of the majority. Caleb and Joshua saw the same thing, but had an opposite response.
BASED ON NUMBERS 13-14
(Please put the buttons here to download the “Half Full or Half Empty Handout” in Word and in PDF formats here, followed by the “Half Full or Half Empty” PowerPoint, Keynote, and PDF formats for the projection files. And then please repeat these at their appropriate place where they are described below.)
Are you more of an optimist or a pessimist?
Put a line of masking tape on the floor at the front of the Youth Sabbath School room, toward the front. Invite one volunteer to join you in the front. Identity one side of the room (or one end of the tape) as the extreme for being an optimist—thinking positively. Identify the other side of the room (or the other end of the tape on the floor) as the extreme for being a pessimist—thinking negatively.
Now invite the volunteer to stand on the tape in conjunction with how they respond most of the time or on most matters. You may choose to pick specific examples rather than an overall perspective—that’s up to you. You may opt to have the volunteer explain the reason for their self-placement or seek input from others, such as, “Do you see this person this way or differently?”
Invite a second volunteer to the front while the first person is still there. Ask the second person the same question. For some reason, when another person you know is on the line, it usually affects where you place yourself. This is probably because you have the two reference points of optimist and pessimist at the extremes, but you have a more fluid marker of the other person who already placed themselves somewhere on that continuum. You now have to place yourself in reference to that person as well.
If you have more than two people in your Youth Sabbath School, invite another volunteer to do the same, until everyone in your Youth Sabbath School is somewhere on the line. (If you have a large group of more than 10 in your Youth Sabbath School, divide into smaller groups not exceeding 10.)
Here are some options for people to move along the continuum once everyone is participating. Pick any of these, all of them, or create your own.
Where would you place yourself on the line:
For decades people have asked it this way: Is the glass with water in the lower 50% considered “half full” or “half empty”?
The optimist considers it to be “half full.” The pessimist identifies it as “half empty.” Both are correct, but their opposite responses indicate their opposite perspectives, which might indicate their typical attitudes.
Supposedly it’s more fun to be around optimists than around pessimists, but a person full of optimism might face discouragement if they choose to ignore reality in some situations. Pessimists seem negative, and some have reframed them as “realists” because they think the negative is what “really” happens.
And others have different interpretations for the half full vs. half empty glass scenario.
Pick your favorite statement from the following nine statements:
Now we’re ready to compare these attitudes to a Bible story found in Numbers 13-14.
You can have people double up. For example, the Majority Report person can share do the Israelite Response, and the Minority Report person can also play the Moses role. As the leader, you could be the Reader.
You can also extend these roles to more people. One person can read from Numbers 13 and the other from Numbers 14. You can have more than one person in the Majority Report group and they can caucus before giving their report. You could have up to two people discuss the Minority Report before it is given. And the Israelite Response can involve many people.
Read through the passage in Numbers 13, with the various groups playing and giving their parts. Stop at the end of chapter 13 to answer some questions, and then continue with chapter 14.
Read Numbers 13:1-33.
When momentum builds, emotion carries more weight than facts. And the larger the number of people, and the more influence they carry, the more this will carry the day. If your perspective is different from the facts, just label them as “fake” or “fake news.” That’s what some people do today. And then repeat your own perspective as the “real truth.”
Let’s step back from the story and consider whether the following statements are factual. Use a thumbs-up when you hear a true statement, and a thumbs-down when you hear a false statement.
Read Numbers 14:1-12 and fact check the reality of these statements from the people who heard both the majority and the minority reports from the spies who personally scouted the land of Canaan for 40 days:
You can provide an “Up” or “Down” illustration by using some balloons filled with helium compared to balloons filled with air. Please be advised that this can be a controversial activity because most balloons aren’t biodegradable. However, in this activity we are not releasing the balloons outdoors, which is one factor to consider. If balloons aren’t a good option in your church, use flags, banners, streamers, bubbles, pinwheels, or even kites instead.
For those concerned about releasing helium filled balloons outside into nature, here are “balloon laws” some states have enacted to reduce the pollution from helium balloon releases outside: https://balloonsblow.org/laws-concerning-balloons/ Eco-friendly balloons are available at Amazon.com: https://www.amazon.com/s?k=eco+friendly+balloons&gclid=EAIaIQobChMI68KAiKHd4gIVDtRkCh3ojAivEAMYAiAAEgLCy_D_BwE&hvadid=241901427334&hvdev=c&hvlocphy=1014191&hvnetw=g&hvpos=1o2&hvqmt=b&hvrand=13448136991721322774&hvtargid=kwd-7512209376&hydadcr=24633_10399730&tag=googhydr-20&ref=pd_sl_289j64xl1u_b
Write on poster board, a white board, or project on the screen examples of optimistic messages, as well as pessimistic messages. After gathering a collection based on input from the youth, have each youth choose one optimistic and one pessimistic message to write on their own balloons. Keep in mind that balloons with optimistic words should be inflated with helium, while balloons with pessimistic messages should be inflated with air.
Here are some examples:
OPTIMISTIC PESSIMISTIC
Hope Hopeless
Love Hate
Engage Ignore
Trust Mistrust
Encourage Put down
Forgive Revenge
Try again Give up
Come together Push apart
God is here God is gone
Prayer works Prayer doesn’t work[CM5]
You each have two balloons. Use permanent markers to write an optimistic message on one and a pessimistic message on the other.
Inflate the balloons with optimistic messages with helium and use your breath to blow up the balloons with pessimistic messages.
Once everyone is holding one of each, release all of them at the same time inside the youth room. Obviously the helium balloons will rise and the breathable balloons will drop to the floor.
After Youth Sabbath School you can retrieve the helium-filled balloons from the ceiling with an extension pole with duct tape on the end (or just wait for them to drop after a few days; longer for foil balloons).
See the Option B in the Application Ideas section for some specific ways to apply this lesson to the youth for the coming week.
After the 12 spies scouted Canaan, they reported both good news and bad information. But as they reported their findings to the Israelites, the negative wave seemed to overwhelm the positive elements. The negative provided a frank assessment of what the Israelites could do in comparison to the Canaanites, but it failed to take God’s activity into account. And they had reached their current place because of God’s obvious intervention. Reading this story can help us to take God’s activity in our lives into account so we don’t face our realities apart from God’s reality.
BASED ON NUMBERS 13-14
The following relational Bible study takes the Scripture passage for today (Numbers 13-14) and puts it in a format for a small group discussion for 3-6 people. (If you have more than 6 people in your Youth Sabbath School, form additional groups.) You’ll find an opening question for people to share in their small group. They can take turns reading the passage aloud, followed by individually marking responses on the prompt sheet called “Not for You.” You can download this study so each person has a copy.
After giving people time to mark their responses, take time in the group for people to share their responses and why they chose those them. There might be more than one good answer for a question, and each question has the option “Other” to include something else.
With teens, this type of Bible study can often be done even without an official leader in the group. If you’re looking for “one correct answer,” this type of Bible study might frustrate you. It’s designed to encourage a broad rather than a narrowing understanding. If this doesn’t work for you, by all means choose one of the other options. If it does work for you, download it and hand it out to your Youth Sabbath School participants.
Here is what’s included in the downloadable relational Bible study:
As a child, what is something your parents chose for you (but you wouldn’t have necessarily chosen it for yourself)?
Read Numbers 13:1—14:45.
1. Why did God send 12 men to explore/spy the land of Canaan?
2. What were the 12 spies to include in their report when they returned?
3. Why did the Israelites cry all night when they heard the report (14:1)?
4. How did Moses respond to God’s idea to destroy the Israelites and start over with a new group comprised of just Moses’ descendants?
5. What was God’s response to Moses’ request?
6. What was wrong with the Israelite’s late attempt to enter Canaan?
7. Why didn’t God’s people follow his directions? Why don’t you?
8. What has God done for you (but you often forget it)?
See Option C in the Application section for some specific ways to apply this lesson to the youth for the coming week.
As an outsider reading this story, it’s sometimes hard to imagine that God’s people could consistently do the exact opposite of what God asked them to do. We also see the influence of people who report to others what they have seen, and how that influence can spread. This includes lots of talk that is actually false information and faulty assumptions and perceptions, which lead to really, really bad choices. God’s grace and anger are both displayed in this passage. And Moses demonstrates God’s characteristics and holds these up as the reasons for God to be merciful and forgiving.
Let these spark ideas for ways you can move from talk to action and live out the lesson in a practical way this week. The following applications relate to the corresponding Bible study guide options for this lesson above.
OPTION A
Whether or not you have a balancing apparatus available, you can create your own by simply stacking coins on one side of a line. What is a small decision you need to make this week? Scout out the options and weight your responses. Before you finalize it, be sure to include the weight God provides. Then try this with a bigger decision you have this week. Identify a Caleb/Joshua type of person and ask them to help you in weighting your evidence. Then act of the basis of the weight of the faithful.
OPTION B
Partner with another person and commit to contact each other at least three times during the coming week to get feedback on a word, comment, or situation where you have the opportunity to respond with optimism or pessimism. Be sure to ask each other what role God plays in this as you make your decision. You don’t have to limit yourself to just those in the Youth Sabbath School at the moment. You can text someone right now and ask them to partner with you. As the leader, your role is to make contact with each person in your Youth Sabbath School as least once this week for this very same thing. If you have a large Youth Sabbath School with 10+ people, divide this amongst your leaders. But be sure each youth receives at least one contact from a leader (in addition to their selected partner) this week.
OPTION C
Pray for God to reveal something to you that you may be doing blindly that is contrary to God’s ideal for you. This may require a time and place in which you can remove yourself from distractions so you can really listen for impressions from God. If nothing comes, begin reading from the Bible until you find a written message from God. If you don’t know where to read in the Bible, try Matthew 5, 1 John, Philippians, or a chapter from Proverbs.
This is a bonus just for the youth leader—a quick tip and an illustration to enhance your youth leadership. You may already know this idea, have learned it through trial and error, or just need a quick reminder.
For some reason, whenever there’s a new stain on the church’s floor, the default response is is, “The youth did it.” It doesn’t even matter whether or not the youth actually did do it; they will get credit for it. It’s like people don’t know about gravity—everything ends up on the floor! So, if the carpet is really, really important to keep clean, instead of putting it on the floor, put it on the ceiling. Then people can enter the room and gawk in amazement as they stare at the ceiling, uttering, “Wow, look at how clean that carpet is!” The example is about keeping the carpet clean, but the principles described can be applied to many situations.
Here’s a collection of trends related to the world of young people, as well as the sources of that information. This is to help the youth leader understand the general world of young people today. Your specific youth may differ, but this is the general trend.
2. “NONES": WHO ARE THEY?
3. A SHIFT FROM DOCTRINE TO VALUES.
4. WHAT DOES THIS IMPLY FOR CHURCHES AND PARENTS?
[i] Lipka, Michael, and Michael Lipka. "A Closer Look at America's Rapidly Growing Religious 'nones'." Pew Research Center. May 13, 2015. Accessed June 06, 2019. https://www.pewresearch.org/fact-tank/2015/05/13/a-closer-look-at-americas-rapidly-growing-religious-nones/.
[ii] Lipka, Michael, and Michael Lipka. "A Closer Look at America's Rapidly Growing Religious 'nones'." Pew Research Center. May 13, 2015. Accessed June 06, 2019. https://www.pewresearch.org/fact-tank/2015/05/13/a-closer-look-at-americas-rapidly-growing-religious-nones/.
[iii] Burge, Ryan P. "Only Half of Kids Raised Southern Baptist Stay Southern Baptist." News & Reporting. May 24, 2019. Accessed June 06, 2019. https://www.christianitytoday.com/news/2019/may/southern-baptist-sbc-decline-conversion-retention-gss.html?fbclid=IwAR0OPSuMmdWO4fc92VsBk98E3W24c3I55rTBbYoZu8wwVOA_u62ZVVwjIqY.
[iv] Dudley, Roger L. 2000. Why Our Teenagers Leave the Church: Personal Stories from a 10-Year Study. Hagerstown, MD: Review and Herald Pub. Association.
[v] Woodhead, Linda. "How Gen Z'ers Are Remaking Religion to Suit Their Values." Pacific Standard. May 06, 2019. Accessed June 06, 2019. https://psmag.com/ideas/how-gen-zers-are-remaking-religion-to-suit-their-values?fbclid=IwAR3y-LyJmWU0ZUJLBBKaUOjrsGmwF_MWdJzmzJuaH_ATWqH09DH73IQ7Nsk.
[vi] "Understanding the IGeneration." Center for Advanced Study in the Behavioral Sciences. Accessed June 06, 2019. https://casbs.stanford.edu/projects/projects/understanding-igeneration.
[vii] Woodhead, Linda. "How Gen Z'ers Are Remaking Religion to Suit Their Values." Pacific Standard. May 06, 2019. Accessed June 06, 2019. https://psmag.com/ideas/how-gen-zers-are-remaking-religion-to-suit-their-values?fbclid=IwAR3y-LyJmWU0ZUJLBBKaUOjrsGmwF_MWdJzmzJuaH_ATWqH09DH73IQ7Nsk.
[viii] Woodhead, Linda. "How Gen Z'ers Are Remaking Religion to Suit Their Values." Pacific Standard. May 06, 2019. Accessed June 06, 2019. https://psmag.com/ideas/how-gen-zers-are-remaking-religion-to-suit-their-values?fbclid=IwAR3y-LyJmWU0ZUJLBBKaUOjrsGmwF_MWdJzmzJuaH_ATWqH09DH73IQ7Nsk.
[ix] Gillespie, V. Bailey, Michael J. Donahue, A. Barry Gane, and C. Edward Boyatt. 2004. Valuegenesis: Ten Years Later: A Study of Two Generations. Riverside, CA: Hancock Center Publication.
[1] Lipka, Michael, and Michael Lipka. "A Closer Look at America's Rapidly Growing Religious 'nones'." Pew Research Center. May 13, 2015. Accessed June 06, 2019. https://www.pewresearch.org/fact-tank/2015/05/13/a-closer-look-at-americas-rapidly-growing-religious-nones/.
[1] Lipka, Michael, and Michael Lipka. "A Closer Look at America's Rapidly Growing Religious 'nones'." Pew Research Center. May 13, 2015. Accessed June 06, 2019. https://www.pewresearch.org/fact-tank/2015/05/13/a-closer-look-at-americas-rapidly-growing-religious-nones/.
[1] Burge, Ryan P. "Only Half of Kids Raised Southern Baptist Stay Southern Baptist." News & Reporting. May 24, 2019. Accessed June 06, 2019. https://www.christianitytoday.com/news/2019/may/southern-baptist-sbc-decline-conversion-retention-gss.html?fbclid=IwAR0OPSuMmdWO4fc92VsBk98E3W24c3I55rTBbYoZu8wwVOA_u62ZVVwjIqY.
[1] Dudley, Roger L. 2000. Why Our Teenagers Leave the Church: Personal Stories from a 10-Year Study. Hagerstown, MD: Review and Herald Pub. Association.
[1] Woodhead, Linda. "How Gen Z'ers Are Remaking Religion to Suit Their Values." Pacific Standard. May 06, 2019. Accessed June 06, 2019. https://psmag.com/ideas/how-gen-zers-are-remaking-religion-to-suit-their-values?fbclid=IwAR3y-LyJmWU0ZUJLBBKaUOjrsGmwF_MWdJzmzJuaH_ATWqH09DH73IQ7Nsk.
[1] "Understanding the IGeneration." Center for Advanced Study in the Behavioral Sciences. Accessed June 06, 2019. https://casbs.stanford.edu/projects/projects/understanding-igeneration.
[1] Woodhead, Linda. "How Gen Z'ers Are Remaking Religion to Suit Their Values." Pacific Standard. May 06, 2019. Accessed June 06, 2019. https://psmag.com/ideas/how-gen-zers-are-remaking-religion-to-suit-their-values?fbclid=IwAR3y-LyJmWU0ZUJLBBKaUOjrsGmwF_MWdJzmzJuaH_ATWqH09DH73IQ7Nsk.
[1] Woodhead, Linda. "How Gen Z'ers Are Remaking Religion to Suit Their Values." Pacific Standard. May 06, 2019. Accessed June 06, 2019. https://psmag.com/ideas/how-gen-zers-are-remaking-religion-to-suit-their-values?fbclid=IwAR3y-LyJmWU0ZUJLBBKaUOjrsGmwF_MWdJzmzJuaH_ATWqH09DH73IQ7Nsk.
[1] Gillespie, V. Bailey, Michael J. Donahue, A. Barry Gane, and C. Edward Boyatt. 2004. Valuegenesis: Ten Years Later: A Study of Two Generations. Riverside, CA: Hancock Center Publication.